CONTENTS Page Chapter I. Higher education. Arthur J. Klein - 1 II. Medical education. N. P. Colwell _ 47 III. Recent movements in city school systems. W. S. Deffen- baugh _ 61 IV. Progress of rural education. Katherine M. Cook _ 87 V. Trends in the development of secondary education. Eustace E. Windes__^ _ 133 VI. School hygiene and physical education. James F. Rogers _ 175 VII. Industrial education. Maris M. Proffitt _ 195 VIII. Achievements in home economics education. Emeline S. Whitcomb _ 225 IX. Commercial education. J. O. Malott _ 251 X. Public education of adults. L. R. Alderman _ 285 XI. Nursery-kindergarten-primary education. Mary Dabney Davis _ 311 XII. Preparation of teachers. William McK. Robinson _ 357 XIII. Educational surveys. Arthur J. Klein, Walter S. Deffen- baugh, Timon Covert, and Edith A. Lathrop _ 391 XIV. The parent-teacher associations. Margaretta W. Reeve and Ellen C. Lombard _ 459 • XV. Educational boards and foundations. Henry R. Evans _ 487 XVI. Work of the Bureau of Education for the natives of Alaska. William Hamilton _ 499 XVII. Major trends of education in other countries. James F. Abel _ 505 XVIII. Statistical survey of education, 1925-26. Frank M. Phillips. 553 XIX. Statistics of State school systems, 1925-26 _ 567 XX. Statistics of city school systems, 1925-26 _ 617 XXI. Statistics of universities, colleges, and professional schools, 1925-26 _ 803 XXII. Statistics of teachers’ colleges and normal schools, 1925-26. Frank M. Phillips _ 971 XXIII. Statistics of public high schools, 1925-26 _ 1037 XXIV. Statistics of private high schools and academies, 1925-26 _ 1129 XXV. Statistics of private commercial and business schools, 1924-25 1169 Index _ 1199 hi CHAPTER I HIGHER EDUCATION By Arthur J. Klein Chief, Division of Higher Education, Bureau of Education Contents. — Introduction — Objectives of higher education — Large attendance — Costs of higher education — Public pressure through political action — Cultural versus voca¬ tional — Education as a life process — Application of scientific methods to study of higher education — Better educational service to the individual — Student relations and welfare — Improvement of teaching — Interest in student quality — Intensification of the educational process — Conclusion. INTRODUCTION Activities in higher education during the biennium 192U-1926 do not seem to have been inspired merely by the desire to pacify criticism of details or to patch up weak spots in the educational fabric. The tendency was to “ raise the previous question ” concerning the func¬ tions of colleges and universities and to modify procedures to serve more perfectly the purposes accepted as basic. This survey of higher education during the two years is an attempt to present briefly some of the events of action and of discussion which have promoted or obstructed the tendencies to restate higher educational objectives and to reconstitute college and university organization and procedures. Review of educational journals, presidents’ reports, and pamphlet literature, of books, and of proceedings of the learned and adminis¬ trative associations confirms impressions regarding the nature of current educational thought which had been previously derived from contact with the officers and faculties of a hundred or more universi¬ ties and colleges scattered throughout the United States. Specific phases of educational activity and of conflicting opinion discussed in the succeeding pages are unified by their relation to certain general tendencies of higher education during recent years. These tenden¬ cies may be summarized in broad terms by four statements: First. Discussion of the basic objectives of higher education has been conducted in general from the standpoint of emotional prejudice, rather than upon the basis of scientific collection and treatment of facts for the purpose of defining the obligations and the position of higher education in its relations to the present social and economic order. 1 2 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Second. Modification of conventional educational procedure and creation of new procedures have, on the contrary, been characterized by increasing thoroughness of investigation in accordance with scien¬ tific methods. Third. Redefinition of objectives and adaptation of organization and procedure have been motivated by interest in the individual student. Fourth. Modification of the educational organization and of both content and methods of instruction has been characterized by intensi¬ fication of the educational process. The distinctions made by this fourfold analysis of tendencies, dis¬ covered by reading and personal contact, do not constitute successive topics in the discussion presented by this review, but serve to indicate the general course of the argument. OBJECTIVES OF HIGHER EDUCATION Many forces have combined to incite reexamination and restate¬ ment of the fundamental objectives of higher education. But five causes have in the main provoked discussion. Three of these — large attendance, high costs, and public pressure through political action — have operated as immediate and practical spurs to thought and action. Two causes have been abstract and theoretical in nature: First, the conviction that the cultural and the vocational are inher¬ ently in opposition, and, second, the conviction that education is a life process and should be so recognized by institutional organization and procedure. Each of these five causes actuating discussion will be considered in turn. LARGE ATTENDANCE Incidental to recent tremendous growth in attendance upon insti¬ tutions of higher learning, characterized by one writer as “ a college contagion,” an element of doubt has been introduced into our faith in higher education as the panacea of all individual and social ills. This doubt is still largely confined to the intellectuals, and it has not as yet destroyed the confidence of the general public in the desirability and benefits of college education. The common man still puts defer¬ ence and respect into the phrase, “ He is a college graduate.” Presi¬ dent Coffman, of the University of Minnesota, pictures the situation : For years the staffs of State institutions have encouraged the youth of the State to believe that attendance at the university was their great opportunity and the youth have accepted these statements at their face value. They have come in response to an urgent appeal, and the public will insist upon the obligation implied in this appeal being fulfilled. Large attendance has brought cries of dismay, of alarm, and of doubt from administrative and faculty officers, who, in spite of im- HIGHER EDUCATION 3 mediately practical difficulties, might have been expected to exult that at last our faith in higher education was to be justified by uni¬ versal participation in its benefits. Those who were most insistent in urging higher education have displayed the least persistent and the least robust faith. Confronted with the realization of their aspi¬ rations, many educationists have occupied themselves with the details of the difficulties caused by large numbers, while others have at¬ tempted to disavow responsibility by redefining the functions of higher education in restricted terms which can be reconciled with more or less arbitrary measures taken to reduce the pressure. Here and there, however, a voice is raised which implies protest against expedient measures and arguments or against weak abandonment of former ideals. Dr. William O. Thompson says: We can not correct the evils due to excessive enrollment by protesting that our students are inferior. Some other method awaits our discovery. President Kinley, of Illinois, repudiates hysteria and gives perspec¬ tive to the situation: It is simply a raising of the level of education to a new minimum standard for the great mass of the people and is parallel with the establishment of an American minimum standard in economic life. There is in this simple statement unflurried strength of confidence in the past and in the future of American education. It reflects seasoned thought upon higher education in its social and economic setting. Large attendance has had great constructive influence, however, in promoting clear statement of the objectives of the American uni¬ versity as distinguished from the American college. In the past the term “ university ” has been used in a very loose sense. In so far as usage in the United States has ascribed any special significance to the word it has meant merely a collection of colleges which included one or more professional schools. The conception has been one of size and complexity of organization rather than one of specific educational function. The unprecedented growth of college attend¬ ance at both the smaller and the larger institutions has tended to bring about definition of the objectives of some of the larger uni¬ versities in terms of educational service on a specifically university level. In other words, a type of service distinct from that of the traditional American college is being created and consciously differ¬ entiated as “university work.” This service is more closely related in tone and purpose to the graduate and professional schools than to undergraduate types of instruction. So far as time and age of stu¬ dents are concerned, it tends to break into the midst of the tradi¬ tional four-year college course at approximately the middle point, 4 BIENNIAL SURVEY OF EDUCATION, 1924-1926 but with respect to student abilities and definiteness of purpose is more highly selective than are the upper divisions of ordinary four- year colleges. The tendency to create a limited and definite purpose of university character, in the European sense, is evident in the statement made by the board of curators of the University of Missouri: It is the purpose of the university to maintain itself as a school of higher training for professional work, rather than as a direct competitor of the junior colleges, the teachers’ colleges, and the endowed colleges, for students of fresh¬ man and sophomore rank. It is, therefore, particularly pleasing to know that our increase in enrollment, which has carried the university to the highest point of attendance in its history, is almost exclusively in the graduate school and in the professional schools. Harvard, Columbia, and Johns Hopkins in the East and Stanford University in the West seem to have most clearly defined and limited their university functions in such a way as to minimize emphasis upon their work in the lower divisions. The University of Michigan and Chicago University seem to be developing in the same direction. Keadjustments of organization, of curriculum content, and of meth¬ ods, which indicate practical steps taken to put this revised concep¬ tion of the university into actual operation, will be reviewed at a later point in this survey. THE JUNIOR COLLEGE Large college attendance has tended to distort the educational sig¬ nificance of the junior college and to divert its development from the aims that psychological and social considerations intended that it should serve. The idea of the junior college was seized by the four- year institutions as a means of relief from the numbers and troubles which crowd their freshman and sophomore years. Educational functions peculiar to the theory of the junior college have to a large extent been lost to sight in the desire to emphasize this type of insti¬ tution as a source of relief for overcrowded colleges and universities. The argument that the junior college is intended to enrich and raise the level of local educational opportunity might well have been ad¬ vanced as cover for the self-interest of the four-year institutions, but this has not usually been the case. One president of a college in a Western State where junior colleges have developed extensively was led by the nature of their advocacy to question the honesty of educa¬ tional arguments offered in their favor. In picturesque language he asserted that “The junior college was conceived in dishonor and is being nursed upon deception.” The results of junior college growth have on the whole, however, not met the expectations of those who looked to it to reduce attend- HIGHER EDUCATION 5 ance at the four-year institutions. The junior college movement has not kept pace with the demand for education beyond the high school. Emphasis has been placed upon paralleling the first two years of the four-year college course in the nature of the work offered, in methods, and in the training of the faculty. Standards for the junior college have been set up in terms applicable to the four-year colleges. The result probably has been to increase rather than to diminish the demand for four years of college education. Realization of this fact is now beginning to make possible reasser¬ tion of the original purposes of the junior college and to permit more thoughtful direction of their operation to the attainment of these objectives. More complete recognition of its peculiar objectives may counteract a tendency in junior college development that is cause for concern both to four-year institutions and to those who regard the junior college as having a specific place and function in our system of edu¬ cation. Since emphasis has been upon junior college work as the first two years of the traditional college course, only the first half of what is still looked upon as a unit period in higher education, the natural ambition of these institutions has been to convert them¬ selves into full-grown four-year colleges. Clear definition of specific objectives for the junior college may be expected to discourage further development in this direction. It still remains to be seen whether these objectives will tend to produce separate junior college units or whether the work of the high school will be extended to cover the entire field of what is now, upon technical and psychological grounds, regarded as secondary education. The probability is that, along with the development of junior college education to provide “ completion ” training not now furnished systematically either in the high school or college, will be developed a type of training that will contemplate passage from junior college to the advanced technical schools or to higher institutions with objectives of the peculiarly university type described above. If this should be the case, four-year colleges may be tempted to jump to the conclusion that they will be squeezed out between the junior college and the university. In view of the diversity of American educational tastes and ambitions and of the ever-growing demand for education, this would be an inference founded upon insufficient consideration. The most important effect of such coordi¬ nation of junior college and university would be to contribute to the influences which already make it highly desirable that the four-year colleges redefine their objectives and position. 6 BIENNIAL SURVEY OF EDUCATION, 1924-1926 THE SMALLER COLLEGES During the past two years the reaction of the smaller and denomi¬ national colleges to the pressure of extraordinary enrollments indi¬ cates that in many instances dismay is giving place to intelligent measures which look to relief and improved service through revision of their educational and social positions. Two or three years ago it was quite usual to hear large and small college officers alike assert that the small and the denominational college can not compete with the large or the State-supported institution. This opinion was not based upon anything in the nature of small-college educational serv¬ ice which made it impossible for them to secure students. The most confident prediction of the decline of the small college was made at a time when the problem of caring for largely increased enrollment was most pressing. Inability to compete was assumed largely upon the ground that the small private institution could not meet the cost of educating the large numbers seeking admission. Recent indications seem to show that here and there the small college tends to abandon its interpretation of its mission in the old terms of competition. The competitive situation exists only so long as the small institution fails to cut its pattern to its cloth and to place itself upon a level of educa¬ tional service for a chosen clientele, which can not be provided easily by large institutions. Small colleges are beginning to recognize the essentially local character of their constituency and to take advantage of the opportunities offered by multitudinous demands for higher education by developing distinctive educational character and service. Inadequate adjustment to modern educational conditions on the part of the small college has been due not to lack of ideals but to fail¬ ure to examine institutional objectives in the light of social and eco¬ nomic facts determined and interpreted in the scientific rather than the emotional spirit. It is encouraging to discover in how many in¬ stances small colleges (Amherst, Wabash, Wells, Carleton, Baylor University, California Institute of Technology, Cornell College, and many others) have substituted, for generalities about high institu¬ tional ideals and magnificent and honorable history, carefully defined programs of material and educational development directed to dis¬ tinctive types of service. Objectives scientifically defined and em¬ bodied in practical programs will, under present conditions of wealth and generosity, bring support to the small as well as to the large institutions. Reconsideration of the aims of the small college has usually been expressed by turning aside from attempts to rival large institutions in variety and scope of offerings and by confining service to student bodies selected from limited groups unified by more equal ability, common aims, or other social relationships. The action taken to HIGHER EDUCATION 7 effect these purposes does not by itself serve to distinguish the small colleges that are consciously and intelligently revising their objec¬ tives from those that are merely imitative in their adoption of similar measures. Anyone who examines faculty discussions, presidents’ reports, and trustees’ proceedings in many small and in some large institutions will be impressed by the number of instances in which well- advertised devices of procedure and of organization are advo¬ cated without reference to their relationship to the general plans and objectives of the specific institution. Sheer desire to secure credit for participation in current educational thought and desperate groping for a way out of immediate difficulties, therefore, can be distin¬ guished from purposeful action only when adoption of the vogue is judged in relationship to plans for plant, financing, faculty stand¬ ards, student life, and territorial field. The tendency to establish objectives more precisely limited in scope and character is also evident in the case of certain church boards and agencies which support and control groups of institutions. In sev¬ eral instances church boards have made, or are considering, surveys of their colleges for the purpose of defining their relationships to each other and to other educational institutions. From these studies are coming more exact statements of the functions of single church institutions and of groups of denominational colleges. Limitation of the programs of individual colleges is being made to contribute to unified plans for educational service to be rendered by the church group to which they belong. Confidence in discursive effort and in multiplication of the number of schools under denominational con¬ trol is thus giving way to group movement in harmony with the gen¬ eral tendency to tighten the lines and to restrict service to fields that are considered most productive. EXPANSION OF FACILITIES In only one instance does it seem that a church group proposes to meet the challenge of extraordinary demands by immediate and gen¬ eral expansion of facilities to accommodate all who are prepared to seek admission upon the basis of previously accepted standards. Everywhere throughout the United States Catholic Church colleges for both men and women are being enlarged and multiplied. Facul¬ ties are being strengthened by graduate and professional training. Participation is active and influential wherever church, regional, or national groups meet for serious consideration of the problems of higher education. Close association with the educational activities and discussions of other agencies, both public and private, character¬ izes the apparent attempt of Catholic higher education to meet the 8 BIENNIAL SURVEY OF EDUCATION, 1924-1926 problem of increasing numbers by providing increased opportunities. In the face of the ever-growing army seeking higher education, Catholic educational agencies give no hint of adopting the policy of strategic withdrawal for the purpose of consolidating their position. They seem determined to meet the situation by expenditure of extraordinary energy and resources. In spite of the confusion of action and of discussion during recent years, indications are numerous that large college attendance has tended to bring about constructive redefinition of the objectives of higher education and of higher educational institutions. The con¬ cern and distress caused by more rapid growth of student bodies than of material resources have stimulated educational thought and inspired attempts to steer institutional efforts into definite courses. Clearer conceptions of distinctively university functions are being recognized. The junior college movement now seems likely to be permitted to define its educational purposes. Small and denomina¬ tional colleges are abandoning competitive conceptions and seeking to formulate objectives in terms of effective service, specific in char¬ acter. Haphazard and vague educational aims on the part of all the agencies of higher education tend, under the pressure of student demand, to give place to more exact definitions of function which will permit coordination and economy in educational service. COSTS OF HIGHER EDUCATION The rising costs of higher education as a factor in redefinition of institutional purposes have been, of course, intimately related to the great increase in the number of students. But in addition to growing cost arising from larger attendance, expenses have been increased by high prices paid for the materials and services purchased by the col¬ leges and universities. This is especially true in the case of per¬ sonnel. High costs are due in large measure, however, to the great multiplication of educational offerings in practically all educational institutions. This increase in variety of educational work came with the extension of higher education beyond the boundaries previously defining the liberal arts college. Expansion has been by no means sudden, but the war gave an impetus to multiplication of offerings which make it seem so. Scientific and material progress embodied in a very complex type of civilization results in tremendous multi¬ plication of demands for special training by technical, by business, by professional and civic life. The necessities, from potatoes to gov¬ ernment, formerly secured through the exercise of muscle and the ability to read and figure, are now produced by means of intricate processes involving scientific, social, and psychological education that requires years for attainment. One has but to compare the HIGHER EDUCATION 9 problems involved in breeding and working horses with those in¬ volved in creating, distributing, utilizing, and controlling the use of automobiles to get, in brief, a picture of what has taken place in all of our activities during the past 25 years. The demand for training to meet this situation became so great that practically every college and university in the United States felt the pressure, or, from the obverse side, seized the opportunity to provide the kind of education needed. The cost of this whole¬ sale development appeared appalling only when institutions and others became conscious that the process was only in its initial stages, that further demand would be made, and that if the results of their own researches continued to be embodied in the ordinary processes of life, no end of demand for advanced training was in sight. Costs, therefore, from this standpoint have had considerable influence upon the institutions in revising their estimate of objectives. Indications exist that better realization of the ever-widening circle of higher education tends to bring about a simplifying and restricting of their objectives by individual institutions. The tendency seems to be away from a practice in which every institution attempts to offer training in each of the many social and technical specialties. Obvi¬ ously when every institution attempts to cover the entire field, com¬ paratively few do the job well, and the total expense is greater than would be the case if each restricted its efforts to the thing which it can do best and for which there is the greatest demand in its own territory. Such specialization is taking place, especially in the tech¬ nical and scientific schools, and is also evident in the preparation of teachers, of librarians,’ of economists and business men, of social workers, and of others who deal with the human relationships. After the adjustment is made it appears probable that greater total num¬ bers may be cared for more effectively and at less expense than under a condition involving hit-and-miss duplication and rivalry of effort. In this connection it is interesting to note that in several instances attempts have been made to determine, upon National or State bases, the number of trained men needed in certain fields. Some years ago the medical profession undertook to determine these facts for medi¬ cine, and more or less systematic attempts have been made to keep these estimates up to date. Much the same systematic inquiry is now being undertaken for dentistry, and it seems as though pharmacy would also examine into the nature of the demand for this type of training. It has been suggested that a national survey is needed to estimate the demand for teachers of various types. Such studies in other fields have been carried on for certain institutions and States, but because of easy migration and of the fluid character of occupa¬ tion in the United States, only a national study continuously subject 10 BIENNIAL SURVEY OF EDUCATION, 1924-1926 to revision will adequately serve even local purposes. There seems also to be a growing tendency to determine the much simpler matter of what is the total product of the colleges and schools in certain fields. The statistics of graduation from professional courses col¬ lected by the Bureau of Education are being used increasingly for this purpose. Engineers are giving special attention to inquiries of this kind and developing the technique of interpretation and use of such figures. In the industrial and business fields and in many others there is still a lack of definite information both in regard to demands for trained men and women and in regard to the supply offered to the specific fields annually by the educational institutions. INFLUENCE OF COST As stated previously, these aspects of the influence of cost upon objectives are most significant, but they have not aroused the most discussion during the period under consideration. On the contrary, discussion has raged about the question of the proportion of the cost of education that should be borne by the student. Tuition and other fees have been raised everywhere in greater or less degree, and there is probably not a single higher educational institution that to-day maintains the same charges to students that were maintained five years ago. This process has gone on until in New York University 89 per cent of the total budget in 1924-25 was covered by fees. The significant thing is that this increase of cost to the student has not resulted in decreased demands for higher education. It seems that under present conditions of wealth and social pressure in the United States the costs are not the decisive factor in determining whether students shall or shall not attend college. A similar conclusion is sug¬ gested by such facts as those presented with reference to undergradu¬ ate scholarships offered by several State institutions. At Cornell there has been a decided decline in competition for these scholarships. In 1914 there were 137 competitors ; in 1919, 108 ; in 1920, 93 ; in 1921, 77 ; in 1922, 75; in 1923, 80; and in 1924, 78. The same situation has existed in New Jersey. In other words, it seems that the cost burden so far placed upon the student has not operated to prevent his at¬ tendance and that in some instances he prefers to pay in money rather than to comply with academic and scholarship demands which would enable him to avoid costs. It is true that in certain institutions, espe¬ cially the State-supported ones, increasing the charges imposed upon out-of-State students has enabled institutions to regulate somewhat the proportion of out-of-State students applying for admission. The University of Nevada and several of the Western State-supported col¬ leges are good examples, but no instance is known in which these effects have been obtained when an institution has established a na¬ tional reputation for leadership in a specific line of work., HIGHER EDUCATION 11 Although fees have been increased generally, the student still pays a comparatively small proportion of the cost of his education in most institutions. This fact has led business men and others to assert with considerable emphasis that higher education should be placed upon a business basis. The idea was dramatically expressed by one gentle¬ man who, when he heard that the tuition and charges paid for his son’s education did not meet the expense to the institution, tendered his check for the difference. He and others maintain that they do not wish their children to be objects of charity or of community expense. Such an attitude has not become general, but the arguments cur¬ rently advanced in its support have such apparent practical appeal that they justify analysis. It should be noted in the beginning that the question of the ability of an institution to determine the cost per student unit in each of its activities is not raised by those who propose in the public prints that students pay the costs. This may indicate some ignorance of an actual situation. In spite of increased efficiency in the manage¬ ment of college business affairs developed by recent pressures, few educational institutions have perfected their cost accounting to the point reached by large business and manufacturing establishments. They are seldom able to determine with accuracy the actual cost per unit of each element of instruction entering into a modern college course. It was hoped that the results of the educational finance inquiry would aid materially in promoting institutional cost analysis, but this has apparently not been the case, although no criticism of its thorough and scholarly character is implied. The complaint heard most frequently with reference to the processes presented by the inquiry is that they are too complicated and involved to serve the needs of the educational institutions. This complaint is a con¬ fession that accounting systems that would be comparatively simple in a large business enterprise still appear mysterious and difficult to educational officers. The inquiry, however, has served to call attention to some basic principles of institutional accounting and has tended to turn the minds of educational officers from the desire to find some general method of cost analysis which would permit comparisons between institutions, to the more fundamental problem of arriving at an intelligible method of determining in detail the costs of their individual institutions. Discussion of payment of costs by students has, therefore, since cost can not yet be determined, been conducted upon a somewhat abstract and impulsive basis. It seems reasonably clear, nevertheless, that through all this agitation a new current of thought with reference to the social position of higher educational institutions is struggling for expression. The conception of the purposes and objectives of higher educa¬ tional institutions implied by much of the discussion is different 12 BlEUUIAL SURVEY OE EDUCATION, 1924-1926 from that accepted in the past almost without question. It is derived chiefly from commerce and business. The idea seems to be that higher education should be carried on not as a business but in accordance with the principles of commercial operation and that the relationships between student and institution should, so far as costs are concerned, be defined in terms of any business transaction. Of course it is self-evident that such a transaction will not be upon a strictly business basis unless the sum required of students meets all expenses, with adequate reserves for depreciation of plant and for emergency. The proposal that students pay this cost, how¬ ever, is not simply a proposal that those who can afford an educa¬ tion go to the proper markets for it. A number of corollary prin¬ ciples and plans are included in the discussion in order to care for various degrees of student financial ability. It is a basic principle, however, that those who receive education in the proposed educa¬ tional department store must do so under the modern one-price policy — the same cost to all for the same service. And since this is an age of credit economy, the further proposal is made that students who can not afford to pay these charges immediately be given an opportunity to take advantage of liberal long-term credit adminis¬ tered in a way designed to make benefactions safe, if not profitable. Other students might win prizes set up to encourage special abilities or attainments. Still others might be singled out and made recip¬ ients of private or public benevolences administered through the institution or by organizations that would encourage poor but worthy students as an incident to other activities. It is suggested also that special organizations may be set up for the specific purpose of making wise distribution of gratuities of this kind. In general, much the same plan is proposed that is now being used by many so-called business colleges and by private preparatory and finishing schools. The old Valparaiso University had perhaps the type of business management which most nearly represents what is suggested for institutions of high scholarly attainments and speciali¬ zations. Success of institutions of these types lies primarily in the fact that they offer something different, or claim to offer something different, from that which is obtained easily in institutions of other types. There may be in this fact a suggestion for the four-year colleges that more careful limitation of their services and objectives will permit the adoption of measures looking to a larger degree of support through the contributions of students. Some of the implications of this plan are obscure. Other conse¬ quences and relationships shock traditional and accustomed ways of looking at higher education. Opposition arises from those who are familiar with the history and spirit which have inspired church and HIGHEK EDUCATION 13 private colleges. Champions of the principle of public higher edu¬ cation as well question the advisability, from social arid economic standpoints, of making the relationship between institution and student one of seller and buyer. They doubt whether education is so much a matter of personal and private concern as it is a means of insuring public welfare. They maintain that anything that would tend to weaken the citizen’s belief in his right to demand service from our colleges and universities, especially of publicly supported ones, would tend to destruction of social solidarity. The discussion of costs from the standpoint of advocating greater contribution by the student has brought about no essential or espe¬ cially significant change in objectives. No new principles have been developed. In so far as this discussion has significance it lies in the fact that processes and purposes formerly pursued and defended apologetically are now securing clearer definition and outspoken championship. PUBLIC PRESSURE THROUGH POLITICAL ACTION Increased demands upon the State and other public sources of sup¬ port have resulted in various forms of public action through political agencies which have a direct bearing on the restatement of institu¬ tional objectives. The action of these public agencies, however, has not, despite the general impression to the contrary, been due entirely to unwillingness to meet the expense of higher education. They have been inspired in part by the spectacle of institutional rivalry between the agencies set up by the State to provide higher education. It is fairly apparent, even to men with so little direct contact with the col¬ leges and universities as is the case usually of State legislators, that quite frequently State institutions come to look upon their activities from an institutional standpoint rather than from the standpoint of public service to a State constituency. To cite specific instances of this nature would be invidious, but anyone who is at all familiar with relations as they exist between different State institutions knows of the frequent controversy between the State university and the land- grant college when they are separate institutions, of the antagonism that sometimes is developed by both types of institution with normal schools and teachers’ colleges, and of the jealousy that arises in the case of separate institutions for men and women supported by the State. Action looking to the creation of single boards of control over all State institutions usually arises from controversies that are ex¬ plained through the substitution of consciousness of institutional independence for consciousness of community interest with other agencies in the State’s program of education. 17836°— 28 - 2 14 BIENNIAL SURVEY OE EDUCATION, 1924-1926 Further, action by public authority has to a certain degree been influenced by the fact that State institutions have sometimes followed the current example of privately supported ones in cutting off or advocating the reduction in the opportunity for admission. Where it has been impossible for them to exclude from admission, the same object has been accomplished frequently by drastic measures to eliminate at an early date after admission. Several university presidents have called attention to the failure of institutions to respond to public opinion. One of them puts it thus : Institutions of higher learning have been less sensitive to public opinion than have the elementary and secondary schools. They have maintained * * * that they know better what society needs and wants in the way of higher edu¬ cation than society itself knows. Political action inspired by demands for large appropriations, by the spectacle of institutional rivalry, and by recognition of a tendency to restrict to comparatively limited groups the service offered by the institution, has resulted often in clearer restatement of institutional objectives, or in a growing consciousness on the part of public insti¬ tutions that their field of freedom in determining objectives is limited by such control. They have been forced to recognize that they can not formulate their policies upon the basis of merely abstract and theoretical grounds. It is becoming increasingly less usual, therefore, to continue the custom described by one writer : Conferences, local or national, have filled their hours of program discussion with theoretical rather than practical analysis of community requirements. Dean C. Mildred Thompson, of Vassar, expresses an idea with ref¬ erence to the curriculum that is applicable also to the entire policy of State-supported institutions: One of the special needs of the curriculum is that it must be adapted to the kind of student who comes to college in this year and next, not to the kind who was here 10 years ago or who may be here 10 years hence. Objectives must be formulated in terms of specific State situations and needs to a greater extent than has been the case in the past. The pressures exerted by the State or by other political groups have been apparent to everyone in cases which have become so acute as those in Arizona, New Mexico, and Washington; but the signifi¬ cance of legislative action in other States, Massachusetts, for instance, has been quite frequently ignored. Where the situation has not been critical, somewhat hasty and arbitrary action on the part of political officers has expressed itself in terms of restricted appropriations or in the establishment of new institutions for the performance of func¬ tions that it was felt were not adequately exercised by the existing ones. HIGHER EDUCATION 15 Educators have, on the whole, been inclined to condemn the action of political bodies in emphatic terms and sometimes with a degree of undesirable publicity, but seldom does such condemnation display a social understanding of the situation in contradistinction to the institutional or guild attitude. In view of what on the face of it appears to be arbitrary and unintelligent action, any degree of con- donement may appear to be the expression of a mystical faith in the rightness of democratic methods. The fact remains, however, that higher educational institutions and others that are striving for improved service have to deal with social conditions as expressed in terms of governmental agencies and instruments. Recognizing this basic premise, it is extremely difficult to avoid the conclusion that if higher educational institutions depend upon public support for their existence they must be responsive to the desires of the body politic, which in practical effect means responsive to the political control of the State. It would seem to be the function of institutional servants of the public to explain their proposals and policies to the people and to the legislative bodies responsible under our system of government. From the standpoint of education it must be admitted that many actions taken by these political agencies seem unwise and short¬ sighted. Yet it is noticeable that in few instances have educational institutions attempted to picture in clear and unmistakable terms their objectives as related to the State, and in many cases the claims of State educational institutions that they serve local State functions are expressed in the most glittering generalities. The solution of the problem would seem to consist in the formulation of more specific objectives which could be expressed in concrete terms of programs applicable to specific State situations. The effort needed to furnish political agencies with reasoned and serviceable educational policies would provide larger returns than mere condemnation of the mys¬ terious and indirect ways in which democracy “ finds direction out.” This can not be done by the institutions until they themselves look upon their task in concrete terms based upon factual analysis of social and economic conditions in the State whose constituency they serve. CULTURAL VERSUS VOCATIONAL Discussion and action which arise from problems of numbers, from high costs, and from political influence are so intimately connected with immediately practical pressures that it is extremely difficult to relate them to any common intellectual concept. Abstract opinion and discussion in the realm of intellectual conviction are detached to a considerable degree from these pressures, and their trend is easier to estimate. Naturally, however, since they are abstract, these intel- 16 BIENNIAL SURVEY OF EDUCATION, 1924-1926 lectual influences have less immediate effect upon the formulation of objectives. Matters of opinion are in a sense more remote than the compulsion of immediate fact, but they are no less real. In the long run they may serve to guide development because they create tenden¬ cies rather than apply them to specific situations. During the bien¬ nium much discussion has centered about emotional and intellectual differences of conviction concerning the cultural and the vocational. The basic idea is that the practical and the cultural are and must be “ at the grapple.” This is, of course, merely another phrasing of the old controversy between “the apostles of sweetness and light” and the Philistines. It asserts that the cultural and the practi¬ cal, the scholarly and the vocational, can not be lumped together successfully. A few years ago the champions of vocational and so-called practi¬ cal education were the aggressors in this struggle. Kecently, how¬ ever, the question is raised chiefly from those who lament that higher education has changed its objectives during the past 20 years from those formerly embodied in the liberal arts college. It is asserted that culture and the instruction which produces culture are passing away as a result of the development of a situation in which the lib¬ eral arts college is relatively less dominant in higher education. It is asserted that the vocational motive now controls students and institutions alike. This conviction is based in part upon the widening of the field of higher education in content and appeal. Immediately after the war, as a result of the rapid training of factory hands and of soldiers in the manipulative processes, the idea gained ground that educa¬ tional institutions should emphasize training to very specific objec¬ tives. The two-year period under review gives many indications that there has since been a decided reaction, if not toward rein¬ statement of the liberal arts college, at least toward belief in general training with cultural implications. Even the vocationalists them¬ selves emphasize a definite and conscious policy of developing gen¬ eral, sound abilities and individual mental activity as the most practical method to attain vocational objectives. Like so many glorifications of the past, much of the discussion about the passing of culture assumes that in olden days clergymen and doctors and even lawyers never had any intention of making a living, that their motives in attending college were entirely those of scholarly and refined attitudes. Mr. Shenahan expresses the fact of the past as well as an increasingly dominant tendency of the present : All the elements which contribute to a man’s efficient control and use of his mentality, to his physical well-being, to his moral character, to his breadth HIGHER EDUCATION" 17 of culture, and to his fair and courteous dealings with men — all these elements are interchangeable and equally serviceable for physicians, surgeons, lawyers, and engineers. He might have added for clergymen, mechanics, merchants, house¬ wives, and for individuals in all the walks of life. So little has been said with reference to the tendency to accept this view of higher education and so much has been said in assertion of the passing of culture, that it is perhaps desirable to point out some of the specific matters of fact which indicate that the situation is not as critical as discouraged gentlemen wrnuld sometimes have us believe. COLLEGES OF LIBERAL ARTS NOT DECLINING The facts about the passing of the liberal arts education are not easy to obtain. Enrollments, unsatisfactory as they are as a measure of allegiance to culture, indicate that with few exceptions attendance upon liberal arts colleges is not declining and that the number of degrees obtained as a result of four years of devotion to the liberal arts shows no serious decrease. Studies made by the modern and classical language associations and the evidence collected by Brother Giles in his study of Latin and Greek in College Entrance and Graduation Requirements do not indicate decrepitude in these fields. Mathematics seems not to have suffered seriously. History and phi¬ losophy hold their own in the attention and devotion of large num¬ bers. It is true that the purposes for which these things are now taught are not quite so vague and indefinite as formerly and that the methods used in their study partake to a larger degree of the scientific spirit than when “ appreciation ” or scholasticism con¬ trolled. Whether the combinations of these subjects which made the old arts course still engage as large a proportion of the total number of students as formerly is not known. If this could be determined it would afford a better basis for discussion than the abstract asser¬ tions so frequently found. It seems, however, that the worst that can be said is that the liberal arts type of education is now merely one of a variety of higher educational programs. That cultural study has lost ground since the days of our youth is by no means certain. Many facts point to increasing recognition of the values described as cultural. These facts include such significant things as complaint on the part of several institutions that there is a trend away from science. The professional schools tend to emphasize more the as¬ pects of education which have been regarded as cultural. They indicate a returning faith, if not in the disciplinary value of the so-called cultural subjects, at any rate in their practical value and in the habits of application developed by the exertion required to master them. It is true, however, that any form of mental application, even 18 BIENNIAL SUBVEY OF EDUCATION, 1924-1926 when pursued for the purpose of earning money, has cultural value. It is apparent, as one writer puts it, that America will not accept the “ European conception of scholasticism as the basis of organization of colleges and universities.” Segregation of culture and of liveli¬ hood, of intellectual and of money values, does not take place in life. They are intimately interwoven. America is becoming increas¬ ingly insistent that they should become intimately interwoven in education. Fugitive and inconclusive evidence now found in obscure opinion and inconspicuous actioiu seems to indicate that many four- year institutions now serving confused and imitative functions are tending to revise their objectives in accordance with this ideal. EDUCATION AS A LIFE PROCESS Expansion of services and multiplication of offerings which have been characteristic of higher education in the United States are tending to make real the conception of education as a process extend¬ ing throughout life. If this tendency continues, it will have marked effect upon the objectives of existing institutions and will promote the creation of new ones. Theoretical acceptance of life as a con¬ tinuing process of learning is, of course, as old as thought itself. But the idea that agencies should be provided to furnish training appropriate to all periods of life and to all the interests of living is comparatively new in the field of higher education. This concep¬ tion does not accept stratification of educational advance, either as to the body of knowledge or as to age of learning. Chancellor Brown expresses the idea with reference to the college and professional student : His technical or professional studies are not directed to a corpse (or cadaver) of knowledge but to an unstable, growing, adolescent body of knowledge. The man or woman who has completed his education in the old sense is demanding that he, as well as the young college student, be given an opportunity to continue his orientation in the ever-changing aspects of material and intellectual growth. Such a tendency is found in the main in discussions of training for the intermediate levels, in the growing consciousness of adult education as a special interest, and in the flux of higher educational organizations and units. By intermediate levels are meant those aspects of interest and occupation that lie between the merely manual and the highly technical or professional. They arise from the specialization that accompanies the development of complex mechanical and scientific society. Training for these levels implies a degree of general educa¬ tion in excess of that required for the performance of the manipula- HIGHER EDUCATION 19 tive processes but less thorough and extensive than that required for the professions. Both secondary and higher education have lagged behind the demand in providing specific education for these interests and occupations. Many higher education administrators regard provision of such education by the colleges and universities as dangerous and unde¬ sirable. It is maintained that such work would involve considerable reorganization of plant and of current conceptions of higher educa¬ tion. It is somewhat difficult to see why preservation of the existing organization of educational machinery and of educational concepts should be regarded as more sacred obligations than pro¬ vision of the education needed and demanded. No one really believes that advanced study, research, and the professional forms of higher education will, by reason of provision for the semiprofes¬ sional intermediate levels, give place to trade or handicraft educa¬ tion. The pressure of society and of business for the most advanced as well as for the intermediate forms of training is too great. These pressures in both instances are not simply those of convention or of abstract conviction. They arise from the immediate and prac¬ tical conditions of our material and social relationships under conditions of scientific knowledge and progress. In spite of the growing desire to meet these modern conditions, two considerations still hinder development of training upon the intermediate levels: First, the convention of the four-year college course which makes anything less not quite reputable and hence not acceptable to those to be trained or to those who might undertake to give such training; and, second, the feeling that such training might tend to limit life development to specific fields and levels less remunerative and less esteemed than those attained through the four-year college. Convention tends to direct development of higher educational institutions toward customary functions even though social and eco¬ nomic conditions may well justify other courses. This is strikingly shown in current tendencies among negro colleges and universities. They are passing out of the stage in which they were schools prepara¬ tory for the more manual occupations. The direction toward which their development is aimed is that of transformation into the type of college that in literature and tradition represents the highest intellectual achievement. In other words, they tend to become liberal arts institutions in the strictest sense of this somewhat vague desig¬ nation. Preparation for the semiprofessional and technical utiliza¬ tion of manual skills is not now regarded by them, in many instances, as equally worthy with the attainment of ability to read Greek or compose poetry. This tendency, so evident among negro institu- 20 BIENNIAL SURVEY OF EDUCATION, 1924-1926 tions because the conditions of their development so accentuate it, is shared by many other institutions. Americans are not yet ready to accept the view that the ambitions of youth should be grooved in a continuous line and that all energies throughout life should be devoted to deepening a single channel of progress. They cherish the freedom, which has expressed itself in the lives of so many men of outstanding attainment, to shift from one occupation to another and from one field of endeavor to others as opportunity or desire dictates. It is feared that training for the intermediate levels may tend to decrease this freedom. The number of college graduates who attain great financial success or who occupy positions of honor and note is small, as compared with those who all their lives are engaged in maintaining themselves somewhat above the level of mere subsistence by means of work-a-day effort. Even in a democratic society those who occupy the apex of the community pyramid are relatively few and rest upon a constantly widening substructure of human life and effort. Nevertheless, edu¬ cated men are sound in their refusal to accept figures of speech expressed in terms of static structure, whether they be “ the top of the ladder ” or “ the apex of the pyramid,” as presenting conditions analogous to those of social life. The intermediate levels will be occupied. Training will be needed and is useful upon these levels. Yet it is fairly obvious that few educators have accepted or will be willing to accept any system of education which tends to stratify American life. Provision for training on the intermediate levels must not tend to make more difficult or less likely later preparation for higher learning, but must contribute to the ease with which prepara¬ tion for change is obtained and the change itself made. Perhaps some opposition to training of this character is due to the use of the expres¬ sion “ training for the intermediate levels.” A better figure would be “preparation for life at the way stations of progress.” People do leave the trains at way stations and people live there happily, some of them all their lives. But the trains continuously provide means of reaching points up the line to those who are prepared to go and are able to pay the fare. Whether ambitions for education take the form of mere excursions to new fields or settle upon more permanent life purposes, the way to realization should be kept open and in efficient working order. ADULT EDUCATION No single factor perhaps has contributed more to an understanding of the idea of education as a life process than the recent astounding growth of interest in the problems of adult education. The excellent studies made and the publicity given to adult education represent the development of general awareness of a movement that has been grow- HIGHER EDUCATION 21 ing during the past 20 years. This development is in part due to the impetus given by the activities of the Carnegie Corporation in the field of adult education, but is hardly a measure of actual growth. The announcement of the formation of the American Association for Adult Education recognizes that its function is to give aid and expression to activities, not to create them : The association plans no campaigns, no drives. It will seek to put on record the efforts of adult education already begun and stand ready to give them whatever assistance it can. Similarly it will stand ready to give advice and assistance to those that are in prospect or contemplation. It will publish perti¬ nent material at intervals and convene conferences when subjects vital enough press for discussion. Most of all it will seek to accumulate a body of material bearing on the problems of adult education to which all those facing such problems may resort. The expression “ adult education ” is displacing the descriptive terms “ home study,” “ university extension,” and similar expressions that have inadequately described the educational aid to adults which colleges and universities have tried to provide. This is fortunate. College and university administrators whose understanding of uni¬ versity extension was pretty largely confined to appreciation of its publicity value are grasping the connotations of the term “ adult education,” and tend as a result to reconstruct their educational out¬ look to accommodate extension activities and resident instruction to the attainment of a common social objective. Six or eight years ago it was usual to dismiss aggressive championship of the independent worth of the adult education activities embodied in university exten¬ sion with a pun : “ You must have something to extend.” Except in the case of agricultural extension, it was difficult to obtain from col¬ lege administrative officers, outside the extension divisions themselves, any other conception of extension work than that it was a tentacle of surplus material reaching out tentatively from the body of the institution. This attitude is disappearing. College administrators are beginning to view university extension as an element in their service coordinate with resident instruction in the contribution made by the institutions to a never-ending educational process. What the effect of this viewpoint will be upon the organization and activities of the traditional as well as upon the newly developed units of our higher educational system is not yet clear. If, as seems likely, interest in adult education transforms the current conception of edu¬ cation from one in which it is visualized as a succession of institu¬ tions and of periodic progressions from diplomas, to degrees, to work, into a conception in which education is looked upon as a life process of which the school stages are scarcely more significant than other and perhaps subsequent opportunities to learn, the effect upon the objec¬ tives of resident instruction may be even more significant than those upon university extension. 22 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Readjustments of institutional organization and relationships, such as the junior high school, the senior high school, the development of technical and social institutes, university extension and other forms of adult education, reorganization of relationships between the high school and college, between the lower and upper divisions of the college itself, and between graduate and the professional types of education, are all related to the development of flexible and universal provision for all varieties of educational demand. It is true that very little discussion has related these separate and distinct move¬ ments to this or to any other common conception of educational thought. Attention has been centered upon immediately practical concerns rather than upon interpretation of the common social forces which underlie specific proposals and accomplishments. Subsequent discussion of measures taken and devices adopted by higher educa¬ tional institutions provide evidence of basic relationships to general ideas and to common ideals. This is a convenient point to call attention to one illustration of the tendency to relate intimately formal education to subsequent life experience. Institutions and educators quite generally express dis¬ content with the processes now preliminary to the attainment of higher degrees and with the lack of significance attached to them. They assert that these degrees are now obtained by running — or plugging — over a set academic course and taking without disaster periodic academic hurdles. They do not represent real scholarly attainment tested by experience and sanctioned by the judgment of ripe scholarship. This view has led Lehigh University recently to adopt a plan whereby it hopes to make aspirants for the advanced engineering degrees submit to the adjudication of time and experi¬ ence. The four-year engineering course will in the future lead only to the degree of bachelor of science in the various branches of engi¬ neering. Five years of practical experience in charge of work after graduation and a thesis will be required to secure the title of civil, mechanical, electrical, or chemical engineer. An extreme proposal designed to accomplish similar results for the Ph. D. is as yet heard only in a semihumorous vein. In substance, the suggestion is that degrees in course beyond the masters be abolished and that all Ph. D’s be made honorary and be granted for scholarly attainment no earlier than five years after student relations with any educational institu¬ tions have been severed. The idea is advanced in levity but is not without sound reason, since it implies recognition of real attainment in the scholarly walks of life after the formal achievements in academic cloisters have been tested by time. The conception of education as a process continuing throughout life is in harmony with those tendencies of practical procedure now HIGHER EDUCATION 23 evident in the universities and colleges which look to better service to the individual; to greater freedom in the exercise of individual abilities, and in the attainment of individual aims, and to concen¬ trated effort both as to time and to content of instruction. It is re¬ ported that one of the great national educational associations has designated a committee to consider the question of the coordination of the units of our educational system. It is to be hoped that the efforts of this committee will not content themselves with examination of entrance units, graduation requirements, and prescribed subjects, but that it will approach the problem of coordination from the social standpoint and will attempt to define typical institutional functions in a way that will enable them to relate themselves to a system designed to provide education at all ages in any of the aspects of living. APPLICATION OF SCIENTIFIC METHODS TO STUDY OF HIGHER EDUCATION An outstanding development that has so manifested itself during the biennium as to take on almost the nature of a movement is the growth of systematic and scientific study of the methods and pro¬ cedures of higher education. It is not implied, of course, that sys¬ tematic and careful study of these problems has developed entirely during recent years. Certainly the causes for interest in such studies and the ability to make them lie further back than the past decade. It has taken two generations or more to make theoretical acceptance of the scientific method express itself as a mode of thought on the part of the intellectual classes represented in college administrations and faculties. Examination, however, in recent files of educational journals, of the proceedings of educational associations and of other publications embodying discussions of higher education gives the impression of an ever-increasing tendency to substitute reports of careful inquiry made upon a factual basis for inspiring and vigorous championship of abstract ideas. Presidents’ reports naturally con¬ tinue to be filled in large part with financial statements, but even these are tending to take forms that contribute to understanding of the educational situation as well as to knowledge of total debits and credits. Further, in the larger and even in some of the smaller insti¬ tutions, the portions of the president’s report, formerly taken up with innocuous statements on the part of deans and other administrative officers, are increasingly becoming discussions of significant facts carefully assembled, coordinated, and interpreted. Work of this kind that can be done and is being done more generally is well illus¬ trated by the presidents’ reports issued from Miami University. 24 BIENNIAL SURVEY OF EDUCATION, 1924-1926 It is true that there may be some tendency to collect information which is merely interesting or curious, and it sometimes happens that the technique of assembly and interpretation is faulty. There is, however, little justification for the attitude still sometimes found, which asserts that questionnaires may be multiplied and vast amounts of information collected, but the results are no greater than could have been obtained by the exercise of ordinary common sense in the beginning. The apparent element of truth in such statements fails to recognize the fact that there is a vast difference between conclu¬ sions reached upon the basis of “ common sense ” exercising itself upon incomplete data, and the same conclusion reached through processes of careful collection and analysis of adequate information. Opinions of this kind come from those who have failed to grasp the meaning of the scientific method. It is significant that the factual rather than the impression basis is rapidly becoming the guiding principle of educational discussion. Such an approach may well lead further than elaborate educational philosophies constructed upon a priori grounds. A significant and important fact is that this attitude and the studies embodying this attitude are not found in large institutions and graduate schools alone. They, it is true, continue to produce studies of the greatest interest and significance, but the small col¬ leges, institutions of which many of the leaders of educational thought have barely heard, are also collecting information about themselves and arranging and interpreting it in accordance with methods of sound scholarship in order to guide understanding and action upon their problems. Many of the institutions which are applying the scientific method to consideration of their problems are not distinguished for their attainments or outstanding educa¬ tional contributions. Recent investigation reveals in several institu¬ tions of less than a thousand students, most careful study of the service of the college to the State or other constituency, based upon analysis of population, wealth, industry, and other factors. It is quite usual nowadays to see publications and mimeographs embody¬ ing educational studies prepared by institutions that but a few years ago were raising no questions except routine ones and these chiefly of how to secure students and money. Further, the methods used and the character of the studies produced are usually such as to excite the confidence and respect of the most highly qualified men in the educational world. The list of such studies is increasing so rapidly and so many of them receive no circulation outside of the immediate campus vicinity that no adequate record or knowledge of much of this work exists anywhere. With a few exceptions, college facility in the use of HIGHER EDUCATION 25 publicity is not highly developed, and it speaks well for the serious and practical purposes for which most of these studies are made that the educational journals are not flooded with them and that pamphlet literature does not take on the aspects of a snowstorm. Nevertheless, it is unfortunate that these studies can not be systemati¬ cally collected in larger numbers. They constitute an element of fugitive educational information that would repay synthesis or at least continued study. Here and there, to be sure, institutions evidence a commendable tendency to publish faculty and committee studies of internal and educational problems. Such publication is on quite a different basis than that secured by individual initiative. Institutional printing of studies of this character gives the professor who places great faith in the advantages of publication an outlet for his creative ability through natural channels not involved in commercial considerations and promotion of self-interest. It is significant also that these studies and publications are not confined to any one section of the country. It is true that in the East are located most of the older, larger, and better known insti¬ tutions; that the educational journals for the most part emanate from the East; and that these institutions and journals are pro¬ ducing studies of the highest type and most scholarly character. This importance of the East is evident in a recent bulletin of the Asso¬ ciation of University Professors, which confined discussion of presi¬ dential reports to institutions east of the Appalachians. VIEWPOINTS OF THE WEST AND SOUTH It is cause for congratulation that the number of studies issuing from the West and South is constantly growing and that their char¬ acter is on the whole thorough and scholarly. Excessive dominance of eastern opinion, noted by many writers, is as a result giving way to the creation of a fundamental unity of national educational prac¬ tice without destruction of variety adapted to specific local conditions. Where we used to hear only of Harvard, Yale, Columbia, Princeton, Pennsylvania, Cornell, and Johns Hopkins, we now look for the publications also of Peabody, Ohio State, Chicago, Minnesota, Iowa, Leland Stanford, Michigan, Wisconsin, and the University of Cali¬ fornia. In the far South no institution of similar -weight has as yet developed, but in the South as elsewhere many important local studies are being made upon a scientific basis by the smaller insti¬ tutions. All this means a broadening of contact and the application of varied influences to the problems of national education. Every region has something to contribute. Our scholarly impulses no longer come solely from north of Washington and east of Buffalo. 26 BIENNIAL STJBVEY OF EDUCATION, 1924-1926 SCHOOLS OF EDUCATION AN IMPORTANT FACTOR The schools and colleges of education are one of the most impor¬ tant factors in promoting scientific study of the problems of higher education. These institutions are turning out an ever-increasing stream of studies produced by faculties and by graduate students. The bibliographical difficulties in handling masters’ and doctors’ theses combine with the survival of the feeling that graduate-stu¬ dent, work is not of much significance to prevent full utilization of studies of these types, although they are now usually produced under the direction of the trained faculties of the colleges of education. Detailed summaries, reports, or reviews of masters’ theses and ade¬ quate collection of Ph. D. theses have not been arranged. A few of the larger institutions, such as Columbia, Chicago, and Ohio State, have arranged systematic methods of making such work available to their own students, but on the whole the vast amount of informa¬ tion collected and treated by graduate students under competent direction serves little useful purpose except to the student himself and perhaps to the professor directing his work. Since many of these studies are careful treatments of well-defined subsectors of higher educational fields, it is unfortunate that we should have no system of reporting them similar to that used by the law reviews. Such reporting might as a by-product also serve to raise the tone of some of the work now done for the master’s and the doctor’s degrees. The tendency to rely upon careful scientific study of the internal problems of the institution is expressed most effectively in the grow¬ ing development of the new profession of educational adviser to the president. Some of our larger institutions — Purdue University, the University of Minnesota, Oregon Agricultural College, Michigan Agricultural College, University of Pittsburgh, and several others — are setting up research bureaus or in less formal ways are assigning to persons freed from departmental responsibilities the task of study and presentation of the internal problems of the institution. Charles H. Judd, of the University of Chicago, proposes to organize a bureau of scientific service as a branch of the work of the school of education. If the plan is correctly understood, this bureau would provide smaller institutions that can not themselves afford to main¬ tain officers for this special purpose with a means of securing dis¬ interested study of their internal problems. One important result of research of the kind under discussion is a decided reduction of the tendency to regard an educational device, or means of accomplishing an educational end, as an end in itself. The purpose or use of procedures considered is kept more prominently in mind and the method of accomplishment is more frequently sub- HIGHER EDUCATION 27 jected to criticism and test. There is still room, however, for further application of the scientific spirit to use of popular devices and adaptations of organization introduced to the educational world under the auspices of agencies which command respect. It is still cause for amazement, for instance, to discover the number of institu¬ tions which give psychological tests to freshmen upon entrance and then make no or little use of the results. The illustration chosen is perhaps not entirely happy, since psychological testing has been pro¬ moted by the American Council on Education as a means of collect¬ ing data to be used for purposes of cooperative research in this field. RESEARCH LESS INDIVIDUAL Research is becoming less individual in the case of the problems of higher education as well as in other fields. The report of Dean Wilbur Lucius Cross, of Yale, depicts a situation which to a degree is interinstitutional as well as intrainstitutional : Research all the way upward, from the guidance of graduate students to investigation conducted by trained specialists, is assuming a cooperative char¬ acter. The departmental reports tell the story. They show scholars continu¬ ing researches begun a decade or more ago, of so fine a character as to have won recognition the world over. They show some departments functioning almost as a unit in an attack upon a single problem or a group of closely related problems. They show further that departmental lines, which have never been very rigid at Yale, disappear altogether when there arises a problem of several phases requiring for its solution the concerted effort of two or more departmental groups. The magnitude of the existing body of educational knowledge and the complexity of the processes, which even an apparently simple problem involves, account in part for educational cooperative re¬ search. A more scholarly spirit, less seeking for individual advan¬ tage, wider acquaintance, and better means of recording and commu¬ nicating results, also contribute. Surveys, such as those conducted by the Society for the Promotion of Engineering Education, by the Modern and the Classical Language Associations, represent cooperative effort which should bring results of national significance to higher education. The surveys of the negro colleges and universi¬ ties and of all the land-grant colleges, now being conducted by the United States Bureau of Education, also involve intricate and wide¬ spread cooperation. This process of cooperative study has not, how¬ ever, worked itself out very generally through institutional expres¬ sion. There is little apparent tendency to accept coordination of educational study, similar to that which exists between the experi¬ ment stations of the land-grant colleges. Need still exists in the field of education for institutional specialization of study and for develop- 28 BIENNIAL SURVEY OF EDUCATION, 1924-1926 ment of coordinated relationships between the researches carried on by separate institutions. It is apparent and significant that few of the educational studies made during the biennium are based upon, or take their departure from, thorough-going examination of social and economic conditions. One instance of the value of such application is afforded by the negro land-grant institutions. F or years they carried on abstract and independent discussion directed to arrive at conclusions which would serve as real guides in the construction of programs of industrial education. Under the guidance of the United States Bureau of Edu¬ cation a study of the social and economic conditions which surround negro workers in the South was made. Upon the basis of facts thus revealed concerning opportunities offered by the society in which negroes live an industrial program was developed and is now being carried into effect, without reference to abstract artificial standards and without reference to the means or averages of practice, but in direct application to actual situations. Desire to study actual situations has in one instance perhaps led to some distortion of the scientific attitude. With the growth of for¬ eign fellowships, exchange of professors, and our closer relations with European economic conditions, some tendency toward an exag¬ gerated valuation of European practice seems to have developed. Pres. H. N. MacCracken, of Vassar, expresses something of a critical attitude upon this matter in his report for 1926 : It seems wise to review these facts in this sixty-fifth year of Vassar history, because at the preseat time, largely owing to the favorable conditions of Ameri¬ can economic life, the American educational world has been inundated by commissions and by private investigators, as well as by Rhodes scholars return¬ ing from the gray towers of Oxford, and by others returning with the spoils of the continental doctorate of philosophy, who would persuade us that our sys¬ tems are all wrong. They are joined on this side of the water by critics who, with a conveniently romantic memory, recall their student days in Germany and choose to ignore all the progress that has been made in America since those student days. The value of European contact and of study of European educa¬ tional conditions and practices should not be minimized. Attention is called to this matter for the sole reason that in some cases an incli¬ nation is revealed to quote European practice as final in instances in which it is only the beginning. Existence of a general tendency to increased use of factual and scientific studies to guide educational development and practice, and the fact that so little is generally known of this field of higher educational study, suggest that a clearing agency to report studies of this character might render a most useful service. This sugges¬ tion appears more practical and desirable in view of the results of HIGHER EDUCATION 29 the work of the educational research bureau in Purdue. One of the aspects of its work is the production of a mimeographed sum¬ mary of the current literature in higher education. This was under¬ taken because the impression existed among faculty members of Purdue, as it does elsewhere, that very little helpful literature exists or is being produced in the field of higher education. The experi¬ ment at Purdue created a tremendously increased demand for the material described in the review and also, without publicity, brought about an impressive demand for the mimeograph from institutions throughout the United States. The work of the National Commit¬ tee on Research in Secondary Education also suggests that there is place for some agency to serve a similar function with reference to higher education. The Committee on Research in Secondary Edu¬ cation lacks an adequate means of disseminating the information which is available to it. In the field of higher education it would be very desirable that frequent periodic reports of studies completed or under way be embodied in a publication. Probably such a ven¬ ture could not be placed upon a commercial basis. It should enlist the cooperation of a large number of institutions and educational agencies and should be free from any hint of exploitation from a commercial or institutional standpoint. BETTER EDUCATIONAL SERVICE TO THE INDIVIDUAL Limitation of the services of institutions, the desire to interweave the cultural and the practical in higher education, the view that education is a life process — all these tendencies unite to provide better educational service for the individual student. President Lowell, of Harvard, in his report for 1924-25, notes this increased interest : The trend away from the older system of instruction, imparted wholly by independent, self-limited courses, and toward a new conception that the student is the only true unit and end of education, has been making headway in recent years in many institutions of learning. The dean of Columbia College prefixes his report for 1925 with the following statement: It will be observed that practically every question mentioned in the follow¬ ing pages has its roots in the attempt to make the college a place where each individual may have the opportunity to develop to the full any capacity that he may possess. This principle regards the individual student as the unit on which our system of education is built, rather than the professor, the curriculum, or the social collegiate experience. A number of educational and intellectual, as distinct from mate¬ rial, considerations have contributed to acceptance of this attitude on the part of college faculties and administrative authorities. The amazing progress of psychological study, especially that which has concerned itself with the capacities, abilities, and learn- 17836°— 28 - 3 30 BIENNIAL SURVEY OF EDUCATION, 1924-1920 ing processes of the individual, has percolated through the entire academic world. Temporary checks placed upon recognition of the worth of these studies through the application of the term “ psy¬ chological ” to a variety of trite and foolish developments has been overcome to a large degree. The underlying trend of this psychol¬ ogy, or the understanding of it by those outside the technical field of psychology, has been in the direction of emphasis upon the impor¬ tance of the individual, his motives, his mental processes. Class lectures, class drill, and other more or less mechanical forms of controlled exercises which pass for teaching, are giving place to methods which depend upon the individual’s own activity in learn¬ ing. As a result, teaching tends to become less generally a process of the professor filling the pint of student capacity by pouring from his widow’s cruse of inexhaustible knowledge. The individual stu¬ dent is looked upon as living, self-actuated organism who in life will, in spite of social pressures and material environment, determine in large part his own relationships and direct his own activities. Interest in the individual is evident in measures taken by institu¬ tions that may for convenience be discussed under three topics — student relations and welfare, improvement of teaching, interest in the superior student. Each of these topics will be taken up in turn. STUDENT RELATIONS AND WELFARE What is meant by the interests, activities, and relationships com¬ prised in the term “ student relations and welfare ” is perhaps best expressed by the committee appointed at the University of Minne¬ sota to study “ all those influences affecting life, character, and train¬ ing of young people in a university.” This committee will consider — not costs of education, not faculty needs, not building needs * * * but the welfare of the student and the extent to which all other activities are actu¬ ally benefiting the young people for whom the institution is created * * *. Student welfare will be interpreted by the committee in its broadest meaning, implying all benefits received by the students from everything that goes on at the university, whether participation is required or they take part of their own initiative. No such broad study has ever been made, but successive points of outstanding interest and importance with reference to student wel¬ fare may be summarized briefly by this review of the biennium. Freshman Week, inaugurated some years ago, has spread rapidly during the period. Originally adopted as an experimental means of making the transition from home to college fife less abrupt, it is being accepted and used almost as a standard phase in university and college procedure. A study made by Mr. Stoddard and Mr. Freden, of the University of Iowa, on the status of freshman week HIGHER EDUCATION 31 among 84 institutions with the largest enrollments shows that 27 had experience with freshman week and that 21 had definitely set a date for inaugurating it. The growth of this practice among these 84 universities is shown by the fact that “in 1922 freshman week was inaugurated in 1 university; in 1923, in 3; in 1924, in 8; in 1925, in 15; in the fall of 1926 it will be inaugurated in 20; in 1927, in 1 definitely and in 1 probably; in future (as yet not decided), in 12.” The more extensive attempt by Yale University to develop a fresh¬ man year has proved very successful at that institution. The scholar¬ ship of the class has been raised and the percentage of those dropped for academic reasons has decreased from 10.9 per cent to 8.5 per cent. While there seems to be a greatly increased interest in the entire freshman year on the part of many institutions, none, so far as known, has imitated Yale in formal organization. The interest in the freshman year and in the individual freshman is elsewhere ex¬ pressed by more attention to his relationships with the faculty and with other students. At the University of Illinois, for instance, every freshman, senior, foreign student, and student on probation is given a faculty adviser. Similar special attention is given at other insti¬ tutions in guiding him through his courses and in offering him oppor¬ tunity for personal advice and assistance. At Yale freshman year has been handicapped by the necessity of housing some freshman off the campus. In order to effect social con¬ trol and to create community spirit, attention is also being given at other institutions to the housing of freshmen. Vassar, for instance, has withdrawn all freshman nonresidents from houses in the vicinity of the campus, thus, as the president’s report expresses it, “ resuming complete responsibility for the environment created during the proc¬ ess of undergraduate training.” Common tables for freshmen are also being advocated, even in situations which make housing together impossible as yet. One of the objects of requirements that freshmen live and eat together is the control it affords over health conditions. Examina¬ tion of reports shows an astonishing development of other measures adopted to regulate and to improve health. At many small institu¬ tions, such as Bates and Skidmore, the attention given to the health of students is as outstanding as in some of the larger universities. The situation at the University of California is perhaps typical. At that institution over 75 per cent of the entire student b'ody made use of its infirmary one or more times during a single year. At Miami University 433 of the 1,701 students received treatment in its hospital. The clinical reports show even more impressive figures. In Ohio has been formed the first State section of the American Student Health Association, under the name of the Ohio Student 32 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Health Association. Care and interest of this kind indicate a recog¬ nition of the educational importance of student health from the cor¬ rective standpoint. Activities noted in preceding bienniums wkich emphasize student recreational exercise have become so general that it would be difficult to discover outstanding developments. Closely related to the attention given to physical health by the col¬ leges and universities is the increased importance attached to the creation of agencies to care for the mental health of students. The work done at Vassar, the University of Minnesota, at California, and elsewhere has not received the attention it deserves. Misconcep¬ tion and inadequate understanding of the assistance which may be rendered through a service that has been handicapped by the name “psychiatry” usually takes the form of belief that its field is that of treatment of the insane. This is, of course, not the case. These services in the universities are concerned for the most part with the removal of mental obstructions to the fullest personal realization of abilities and character. In the present state of knowledge in regard to these matters, it is true that the extreme cases are receiving most attention. But the knowledge gained may point the way to useful service that may well be extended at some period of their lives to many individuals who are regarded as mentally and morally normal. STUDENT REGULATION Certain matters of convention and practice that are usually not interpreted in moral senses, but are of importance and significance in the college social community, continue to receive attention. The regulation of the use of automobiles has received much publicity, largely because of the action taken by the University- of Illinois in forbidding their use. Institutions as far apart as Princeton and the Texas Agricultural and Mechanical College have also inaugurated drastic motor-car regulation. It is argued in support of careful regu¬ lation of the use of motor cars by students that automobile users tend to low scholarship and waste of time; that accidents, violation of law, and moral delinquencies result from free use of this means of trans¬ portation and recreation. In spite of the discussion and the action condemning student use of the automobile, drastic restriction has been on the whole regarded by many institutions with amusement. In some instances it is contended that cutting off automobile privi¬ leges does not meet the fundamental situation, which is to provide training which will give self-control in regard to use of time, inspire care for the rights of others, create interest in scholarship, and insure respect for the law, both statutory and moral. The question of smoking, especially on the part of women students, is still a subject of discussion and consideration. On the whole, HIGHER EDUCATION 33 however, the tendency probably is to regard it from the standpoint reflected in President MacCracken’s statement : As a social practice, students are, in the opinion of the faculty of Vassar College, entitled to decide the matter for themselves. As a habit injurious to health, the college is entitled to drop students who for this cause or any other fail to measure up to the minimum standard of physical fitness. In the West and South smoking by. women is looked upon as having significance of greater social import than is the case in the East. This is especially true of smoking by women, but eastern men are frequently surprised to find that smoking by men is also forbidden or discountenanced on the college campus and in the college buildings. A conference was held recently in the East, which included representation from Bryn Mawr, Mount Holyoke, Smith, Yassar, and Wellesley, to consider the question of smoking by women students, but no joint action was taken. President Woolley’s report clearly states the significant feature of the conference, in which representatives of student government participated. The im¬ portant point in her view was not a question of smoking or not smoking, but “the result of the discussion is a willingness on the part of the student body to bring the problem of college living up for a joint discussion between them, the faculty, and the admin¬ istration.” STUDENT SELF-GOVERNMENT During the period under consideration self-government by students has been undergoing reexamination and criticism. This is especially true in the men’s colleges, but is not manifest in the women’s self- governing associations. At Wisconsin, after 20 years of experience, self-government by the men students has been abandoned. At Yale, after a period in which the student council apparently refused to exercise its functions of investigation and disciplinary action, reor¬ ganization has resulted in a rejuvenation which has produced “ results that were at once surprising and gratifying.” At Cornell also doubt has existed with reference to the self-regulation of student conduct, but in his last report the president expresses satisfaction over the spirit which dominates students’ administration of matters that fall under their control. The president of the University of California also highly commends the student government of that institution. In so far as questions with reference to student government have arisen, they seem to center largely about distaste for the exercise of investigative and disciplinary functions. Faculties do not like these duties, and in some cases their transfer to the student body has been dictated by the idea that the faculty would thus escape responsibility in the sphere of punishment and police, rather than by a constructive plan for developing the spirit of real student participation in the management of his environmental and social life. 34 BIENNIAL SURVEY OF EDUCATION, 1924-1926 RELIGIOUS INSTRUCTION Several symposia upon the subject of student welfare have cen¬ tered about the question of voluntary and compulsory chapel attend¬ ance. No consensus of opinion seems to have been reached. The faculty of Yassar has gone on record as favoring voluntary chapel, and 1925-26 ended compulsory chapel at Yale. Compulsory attend¬ ance at chapel in most of the southern and western institutions is apparently causing little concern. Most of the discussion does not clearly distinguish between chapel exercises as religious services and chapel exercises as serving the functions of general student assem¬ blies. The question is therefore a confused one in many respects. Probably their attitude toward chapel attendance does not adequately measure either the interest of students or their attitude with respect to religious observances and religious faith. Certainly the promi¬ nence given to advocacy of voluntary chapel does not indicate a decline in the colleges and universities of interest in religion either on the part of students or administrations. Keligion in education has during the biennium been discussed to an extent that makes it almost take on the character of an important development. It is difficult to determine how much of this interest is due to recrudescence of the traditional dominance of religious motives, a dominance that has always been, and probably always will be, stronger than preoccupation with less personal motives sometimes leads us to believe. Much of the discussion is due, no doubt, to recurring alarm on the part of middle age as to what the younger generation is coming to, and it evidently represents an attempt on the part of the elders to revive early religious training as a means of saving youth. Some of the interest is due to readjusted views of education, which lead to the conviction that knowledge and culture, whether scientific or classical, fail to create elements of character demanded for social and individual welfare. Whatever the cause for revived interest in student religion, studies show in State-supported, as well as in private and denominationally controlled institutions, that the number of courses in religion, in biblical literature, and in related subjects has been greatly multiplied. The approach to this instruction has been well described as follows : The aim of instruction is to examine in scholarly fashion and with impar¬ tiality what religion is and what part religion has played in the history of the human race. The subjects of these courses include the Bible, the study and interpretation of religion, church history and religion as a factor in personal and social life. The impression gained is that in so far as institutions are embody¬ ing education about religion in formal courses, they partake in only a slight degree of the deep emotional fervor which inspired religious instruction prior to the development of the scientific spirit. HIGHER EDUCATION 35 The topic of religious instruction suggests a digression from stu¬ dent relations and welfare to call attention to the educational stand¬ ards of seminaries for the training of Protestant clergymen. There is in many institutions of this kind a very low standard of scholar¬ ship. The courses offered have little uniformity of intellectual con¬ tent. No generally accepted standard course intended to prepare clergymen exists. Among Protestant denominations, church bodies exercise very little control over the instruction given in preparation for their ministries. Conditions of admission range from grammar- school preparation or even less to the requirement of a first degree from a reputable college. The graduation requirements and the degrees granted at the conclusion of the courses of study are equally confused. The relationship of work in the theological seminaries to that of the colleges and universities, especially to the graduate schools, is uncertain and unsatisfactory. Under modern conditions it would appear desirable that, even though common agreement as to basic content can not be reached, the seminaries of individual denominations might well, in cooperation with church bodies, agree upon more uniform standards. IMPROVEMENT OF TEACHING • Ever since teaching has been considered from the professional standpoint, it has been asserted that the poorest teaching in the world is found in the colleges. Until recently, however, there has been little direct attack on this problem. Courses of study have been given looking to preparation of grade and high-school teachers, but none for the training of college teachers. No doubt the teaching function in the colleges has been regarded as important, but practice has made advance in salary and rank depend more largely upon preparation in subject matter and upon research, literary, or other creative activity than upon the quality of classroom work. Increased interest in service to the individual student naturally has raised the problem of better college teaching into new prominence and has produced effective action. The Bureau of Education recently supplemented a study made by Prof. C. D. Bohannan, by an informal investigation of 74 higher- educational institutions to determine what measures had been taken looking to the improvement or control of the quality of teaching in these institutions. This study showed a very definite trend toward administrative action to deal with the problems of teaching by means other than those of encouraging research and graduate work in subject-matter fields. Fifty-six of the 74 have taken steps to improve the teaching work of their college faculties. Seven of the 7 4 now require definite amounts of teaching experience prior to employment, while 7 others do not specify exact amounts, but will not employ 36 BIENNIAL SURVEY OF EDUCATION, 1924-1926 teachers who have had no teaching experience. Only 4 of the 74 have adopted fixed amounts of professional training in education as a prerequisite to employment, but 4 other cases “ look for ” such training. In the case of Rhode Island a recent law establishes a professorial certificate issued by the State commissioner of education upon the authority of the State board of education. This certificate entitles instructors in State higher institutions to participate in the State pension provisions. It specifies the equivalent of 15 semester hours of professional teacher training as one prerequisite for secur¬ ing the certificate. Clemson College, South Carolina, does not pre¬ scribe definite amounts of professional educational training but has adopted the device of promoting members of the faculty who are about to receive a year’s leave of absence for study. They are asked to include in their study the professional educational subjects related to their specific fields, if they have not previously had such training. Many colleges and universities are now offering courses looking directly to the preparation of college teachers, either courses intended primarily for graduate students or especially designed for members of the faculty already employed. The University of Chicago, Cornell, New York University, Columbia, Indiana, Harvard, the University of Texas, and Ohio State all offer such work. It is true that in many of these instances the main emphasis is on college administration and organization rather than upon subjects ordinarily regarded as train¬ ing for the teaching profession. Eleven of the 74 institutions inves¬ tigated by the Bureau of Education give courses to prepare graduate students to become college teachers or special courses for their own faculties. The content and method used in the courses given have not yet been fully developed. Ohio State University, in a three- quarter course, treats first of the scientific method; second, of the historical and social background ; and third, of such questions as the logical versus psychological organization, the meaning of liberal education, and the like. The New York University School of Edu¬ cation has inaugurated a three-year graduate curriculum leading to the Ph. D. The fundamental purpose is to prepare men and women to become teachers in colleges, universities, and professional schools. The thesis subject must be chosen from some field of higher education which will tend to promote improvement of teaching and adminis¬ tration. COUKSES FOE FACULTY Courses organized especially for the faculty are usually not very successful even when enrollment is voluntary. Attempts to compel attendance of the faculty are looked upon by faculty members as unjustified interference with personal liberty and have as a result most frequently met with failure. Whether attendance is voluntary or compulsory, however, success in such special faculty courses has HIGHER EDUCATION 37 been attained only when the course is planned by the class itself upon the basis of individual problems. The New Mexico Agricultural and Mechanical College has upon this basis secured enthusiasm and important results. Special courses, whether upon a graduate basis or specially de¬ signed for the faculty, have not been tried in many of the institutions where real progress has been made. Encouragement, and pressure in some cases from the administration, have in 11 of the 74 institutions secured enrollment of faculty members in regular school of education work. The benefits of such attendance are based upon the belief that the principles given in courses, for instance, in secondary education, may be applied by mature men to the somewhat different conditions of college instruction. As a means of arousing faculty interest in college instruction and in some cases for the definite purpose of instructing the faculty, short courses, forums, and lectures by outside men of prominence in the professional educational world have been organized by 19 of the 74 in¬ stitutions. Reports indicate that the results of this type of work have been good, but it is being realized increasingly that some form of follow-up is needed to supplement faculty training of this character. The lack of permanence and continuity in short courses conducted by outside educationists is overcome in part when faculty clubs are organized or diverted to consideration of teaching problems. Fif¬ teen of the 74 colleges and universities investigated show activity of this type that enlists the participation of faculty members upon a self-organized and voluntary basis. It is significant that the greatest change in the character of faculty meetings has been in the direction of introducing one or more meet¬ ings a month, at which carefully prepared programs dealing with the problems of higher education are discussed. In 28 institutions of the 74, this is the practice. Quite frequently such proceedings lead to the formal organization of faculty committees and subcommittees which take up seriously the study of specific problems of teaching. Although a new venture, the organization of committees and sub¬ committees for these purposes at the University of Oregon represents one of the most careful attempts to enlist in this way the interest of faculty members in the problems of instruction. It is said that from two-thirds to three-fourths of the faculty at the Unversity of Oregon have thus been actively interested and engaged in considera¬ tion of these problems. The most embarrassing question that can be asked of college ad¬ ministrators and of faculty members with reference to the teaching of an institution is : “ Efow do you know what kind of teaching is going on in this college? ” Although in 19 of the 74 institutions studied some form of inspection is reported, it was found that this 38 BIENNIAL SURVEY OE EDUCATION, 1924-1928 inspection is in many cases perfunctory or neglected and has not assumed the importance that supervision has in the public schools. There is considerable misunderstanding about this matter. Faculty members resent formal supervision, but would probably be inclined to change their attitude if they fully realized the importance given by administrative officers to student opinion in estimating faculty efficiency. Inquiry at over 50 institutions shows that, whether they know it or not, the faculty is continually subjected to student super¬ vision and report of an informal character which has become of pri¬ mary importance in the administration’s estimate of classroom work. It would seem that expert supervision by mature and trained persons belonging to his own craft would be more acceptable to the college instructor. Although faculty members are inclined to resent any direct attempt by the administration to supervise methods of instruction used in the classroom, they are more willing to admit the legitimate interest of the administration in the content of courses. Since the poor quality of college teaching has in part been due to poor organization of the materials of instruction, the practice, now introduced by several institutions, of requiring detailed syllabi of each course tends to improve classroom work. It requires careful analysis of the material and ground to be covered. In the engineering school of the University of Missouri a somewhat more careful consideration by the faculty member is required. Three questions are asked of each member of the engineering college : First, with reference to each course the instructor is asked to state why engineering students should take the course; second, he is asked to state the specific things that he expects the student to learn to know and to do by taking the course; and, third, he is requested to put down how he proposes to teach the student to know and to do these things. The Oregon Agricultural College also has in the engineering division a similar but somewhat more elaborate method of arriving at information of the same general character. The results of these inquiries are extremely interesting and lead to many important results. Possibly the professional spirit of the faculties in engineer¬ ing schools which makes them refer to themselves as “engineers” rather than as “ professors ” may account for willingness and industry in promoting such investigation. At the University of Southern California another method of ap¬ proach has been devised which is of considerable interest and which might be adopted by other institutions. Upon the basis of the well- known Cardinal Principles of Secondary Education (Bureau of Education Bui. 1918, No. 35), 10 objectives for college education have been defined. These objectives have been explained to faculty mem¬ bers, and each instructor is required to state in writing what each HIGHER EDUCATION 39 of his courses contributes toward the attainment of these objectives. Study of the returns has not yet proceeded far, but such examina¬ tion as has been made indicates that useful suggestions for further inquiry and for certain adjustments may be derived. Many of the returns from members of the faculty, however, showT that in their opinion the inquiry smacked somewhat of the abstract and impracticable. The results of the inquiry conducted by the Bureau of Education are, on the whole, encouraging. They indicate, at any rate, that attention and effort have been centered upon problems that have in large measure in the past been foreign to faculty consciousness. As yet formal requirements of professional education do not exercise much influence either as a basis for employment or upon those already employed. Self-directed and self-controlled interests of the faculty and incorporation of study of teaching problems in administrative programs submitted for faculty consideration seem most effective. When matters that concern administration or content of courses is made the starting point for further study, subsequent developments tend to be most productive. It still appears, however, that no criteria satisfactory to university faculties have been accepted as a means of measuring good teaching. INTEREST IN STUDENT QUALITY Parallel to the desire for better service to students is the desire for a better grade of students to serve. During the biennium atten¬ tion has been centered largely about service to the gifted or superior student, so conspicuously neglected by our ordinary college proce¬ dure, but this aspect of discussion by no means indicates the limits of interest and action with reference to student quality. Some of the discussion upon this subject is Carlylean in dyspeptic misinterpretation. It asserts that there are a large number of nit wits now in college, even though evidence points to quite the con¬ trary. One writer asserts that a large proportion of college stu¬ dents “ can not grasp the essentials of any subject of college grade.” Humorous or cutting phrases have frequently given a wrong impres¬ sion of the college, such as that of Brander Matthews’s description of college as “ a well-appointed country club with incidental oppor¬ tunities for study.” These attitudes of mind and the attitudes pro¬ duced by such statements tend to take the view that higher education should exist for the gifted student alone. It represents a departure from belief in the value of college training for every degree of intelligence and of persistence capable of scrambling through or over the obstacles now set up for admission and graduation. It disre¬ gards the fact that a large proportion of the men and women who are doing the world’s work are not especially gifted and even that 40 BIENNIAL SURVEY OE EDUCATION, 1924-1926 many of those who are most influential in directing the world’s affairs are of mediocre ability as measured in terms of scholastic attainment or of studious habits and tastes. Special provision for the gifted student is highly desirable, and tendencies indicate that this group will soon be adequately cared for. The results of a generation of such a consciously selective process will be awaited with interest. There is little likelihood, however, that the product will monopolize the intellectual and directive pur¬ suits of the Nation. Both the publicly supported and the privately supported institutions that are inspired by the missionary impulse will continue to reproduce more nearly the conditions of a world in which gifted, mediocre, and moron are mingled together in varied relations and contacts. In general, the tendency to manifest interest and obtain knowledge of the quality of students admitted and educated is a part of the general raising of the level of mass education and is closely asso¬ ciated with increased solicitude for the individual. It has, it is true, been expressed frequently in terms of higher admission requirements, higher passing grades, and more severe requirements for graduation, but it is also evident in the conduct of more searching personnel inquiries and in efforts concentrated upon the deficient student. Emphasis upon selection and upon selective processes as means of raising student quality is evident in the action taken by many insti¬ tutions. Miami University, for instance, wishes to impose a general entrance examination for freshmen in the liberal arts similar to that given to students entering the teachers’ courses and advances as an argument that this plan would eliminate 10 per cent of the weakest applicants. The University of California has entered into a very commendable cooperative arrangement with the high schools whereby no student is admitted except upon specific recommendation of the principal of the high school, the understanding being that the uni¬ versity desires to secure students of high quality only. The arrange¬ ment protects the student against mistaken judgment on the part of the principal by providing that he may also obtain admission by taking the examinations of the college entrance examination board. As a result of this arrangement the university itself has abolished its own entrance examinations. The University of Nevada in the fall of 1927 will put into effect the requirement that every resident of Nevada applying for admission from Nevada high schools must pre¬ sent 4 of the 15 units with a grade of 80 per cent or better, and in the fall of 1928 it will require that 6 of the 15 units be presented with this grade. In cases in which, for various reasons, it is impossible or unde¬ sirable to restrict admission too greatly, grade requirements and other processes of elimination after admission are being adopted HIGHER EDUCATION 41 more generally. The most extreme expression gf desire to eliminate is that made by the American Association of University Professors. It proposes to eliminate arbitrarily upon a percentage basis at the end of the sophomore year and to admit to the junior year only a prescribed number of students. This has an academic sound and embodies some of the mechanical characteristics that have been so much criticized in American higher education. The Oregon Agri¬ cultural College requires a junior certificate showing that the student has completed the requirements of the first two years before junior standing can be obtained. At Pennsylvania State College the fresh¬ man class was cut to two-thirds at the beginning of the sophomore year and to one-half of its original strength at the beginning of the junior year. The school of chemistry and physics requires that the student maintain throughout his college course a record close to that prescribed by the credit point system for graduation. It is stated that if the credit point system in this institution had been in effect in June, 1926, 13.6 per cent of the graduating class would not have graduated. While the credit point system, which has become almost universal in its application, apparently concerns graduation alone, its effect is to eliminate at earlier stages students who tend to drop below the minimum, and particularly those who prior to graduation drop so far below the minimum that they can not recover lost ground. The graduate and professional schools also tend to raise standards for admission and graduation. It has been asserted publicly that this tendency of the graduate and professional schools is dictated by a desire to limit the numbers furnished to the profession, but desire to raise the character of the professions is also a controlling motive. Cornell Law School went on a graduate basis in September, 1925, and all law schools in New York show a tendency to raise admis¬ sions above former standards. During 1925 two law schools in the State raised their requirement for admission to two years of college work and one raised it one year. The University of California school of jurisprudence has increased its requirement for admission by requiring the A. B. or B. S. from the University of California or the equivalent, but it admits from the college of letters and science and the college of commerce of the university students who have senior standing. The University of North Carolina has established a ruling that in 1927-28 applicants for admission to the medical school must have an average grade of 80 per cent in their two years of premedical college work and that in 1928-29 an average of 85 per cent will be required. HONORS FOR GIFTED STUDENTS The plan of honors courses, which is typified at Swarthmore, still excites much interest and study, but is not being adopted generally 42 BIENNIAL SUKVEY OF EDUCATION, 1924-1926 without modification. It was, of course, not intended to be so adopted. The tendency is to adapt practical procedure in other institutions to basic desires to secure intensification of educational effort, to raise the quality of the student body as a whole, and to provide means to care for the especially gifted student. On the whole the tendency seems to be to go one step further than the honors courses do and to raise the question as to whether the methods appli¬ cable to the selected, specially gifted student are not applicable also in a certain degree to the general run of students. In other words, the impetus and experience given by those who are emphasiz¬ ing the honor student is being used as the starting point and guide for the reexamination of the entire process of educational organiza¬ tion and of methods of procedure. Some of the plans adopted are of special interest. That at Dart¬ mouth is described under the title “ F our proposals to build power,” and has been developed through the joint efforts of the administra¬ tion, the faculty, and the student body. The plan is as important for education during the first two years as for the last two, although it partakes of many of the elements of the honors course during the later period. At Yale Law School students are allowed in the third- year class to elect work in small groups in certain subjects with instruction by the seminar method. Princeton has reduced the num¬ ber of courses required of seniors of high scholarly standing who wish to devote additional time to investigation of subjects in their special fields of study. As a result of the measures taken by Prince¬ ton the institution has been charged with setting tasks for under¬ graduates which only graduate students are capable of doing. The allegation is an example of current underestimate of undergraduate ability to work and to carry into study the spirit of extracurricular activities. That the charge is not true is evidenced by the fact that two senior classes of 400 each have met Princeton’s requirements. At Stanford students are allowed to choose for independent study a program of work outlined by a faculty adviser. The student is responsible for his time and accounts for his results through an examination during the graduation period. The University of California has established an honor list of upper-division students who maintain a grade of B or above. This list is printed and the students are given special library privileges and may do special work under the supervision of the major department. Miami University rewards scholarship in a somewhat unusual way, although it is merely an adaptation of the honors plan of excusing from the requirement of regular attendance upon exercises and classes. The high-honor students — that is, those who make 125.5 or above — have all absences for the semester canceled. This is im- HIGHER EDUCATION- 43 portant in this institution, since for every 20 uncanceled absences one hour is deducted from the credits made by the student during the semester. At Vassar another unusual substitute for honors courses has been devised. The publication known as The Journal of Undergraduate Studies has been inaugurated. In addition independent study is provided by giving extra hours of credit which are “attached to certain advanced courses to allow for more intensive work by the student, independent of class hours.” One of the most interesting adaptations of methods to insure a suitable rate of progress for the especially able or the especially industrious student is that provided in certain subjects at Purdue University. The account of this experiment which has been printed by the university is entitled “ Double-pace students.” The plan per¬ mits completion of certain work in half the time ordinarily required and for transfer when occasion arises from ordinary pace to rapid- pace sections or the reverse. INTENSIFICATION OF THE EDUCATIONAL PROCESS The varied and complex programs offered by the colleges and uni¬ versities have created the impression that the work of the individual student is equally varied and dispersed. As one writer expressed the opinion: “Varied activity has been substituted for the ability to think.” This view is, of course, not entirely justified, but has enough basis in fact to warrant discussion of recent trends looking to concen¬ tration and intensification of the educational process. Interest in the individual student, improvement in college teaching, provision of opportunity for the superior student, all have a direct bearing upon this problem. The demands of employment and pro¬ fessional occupation have also contributed to bring about greater concentration of mind and effort on the part of college students. This demand is expressed in an opinion contained in a discussion of the premedical course at the University of Michigan : I am struck by the fact that the pressure [of work] in most colleges is at the present time too low for those who have made up their minds to undertake the study of medicine. * * * I believe that a stiffer grade of work would be in the interest of a more accurate selection. President MacCracken, of Vassar, says: We must expect our students more and more to seek opportunity for a greater concentration of time, longer and fewer written papers, fewer and more important appointments, fewer and more specific lectures. Another cause contributing to desire for greater concentration of time and effort arises from the fact that the present generation of our college faculties has been trained and accustomed to regard research as highly important. Analysis of or even reminiscences about the 44 BIENNIAL SURVEY OF EDUCATION, 1924-1920 creative intellectual values of these aspects of their education as compared with those that were derived from class attendance and note taking has led many faculty members to wonder whether the principles and impulses which characterize research work may not be applied to undergraduate college education with more effective results than have been obtained through the traditional methods. Evidence exists everywhere in our colleges which shows student devotion to activities in which they create their own interest and over which they exercise their own control. Further, scientific progress has been so impressive that the scientific method has become a slogan of those who are devoted to the educational life, if not always an instrument completely under their command. Personal inquiry, hunger for facts as a basis for understanding, is of the essence of the scientific spirit. Neither ready-made facts nor conclusions, such as much col¬ lege instruction has offered as the main dish on the educational menh, appeal to scientifically trained faculty members. They are beginning to show considerable reluctance to offer their students no more than this. Ordinary class work has required little intellectual exertion, cer¬ tainly little of the spirit of scholarly research, on the part of the student. It has not, according to current criticism, compelled inde¬ pendent thinking and mental struggle. Research training has so developed the professor’s own creative impulses that he is now seek¬ ing methods of teaching which will aim at developing in the stu¬ dent the impulse to discover and to systematize knowledge. The project method so familiar in agricultural education is receiving increased consideration. Under this method the fundamental ele¬ ment is consideration and solution of problems by the student. The principal concern of the instructor is the methodology of the stu¬ dent’s approach to the problem and of his collection and handling of data required for solution. This method is in harmony ‘with the tendency of the world outside the college to demand from students not specific knowledge, but ability to work and to tackle new situations. These reasons for growing interest and action looking to intensi¬ fication of the educational processes are supplemented by facts which indicate that American students are not so far advanced at a given age as are European ones. It is felt that the age of college entrance and the age of college graduation are too great. At Cornell, for instance, while the prescribed age for entrance is 16 for men and 17 for women, the average is 18 and the median even higher. It was also discovered that 478 freshmen offered a surplus of entrance credits averaging 1.41 points beyond the required 15 units. At the Oregon Agricultural College it was found that the age of freshmen «, HIGHER EDUCATION 45 in 1925-26 was 19.62; of sophomores, 21.40; juniors, 21.40; and seniors, 23.47. A recent study made by the Bureau of Education indicates to a considerable extent that one year of the four-year high-school course is not really preparation for the work now given in colleges. Insti¬ tutions seem inclined to accept the conclusion that the formal stand¬ ard of 15 units for the four years of high-school study can be broken down without harm to the character of the work done in college. Seven and eight-tenths per cent of the four-year colleges now admit on the basis of 12 units of senior high-school work. Of the private colleges, 9.4 per cent with enrollments of less than 500 admit under the 12-unit basis, while of those with enrollments of 1,500, 5.4 per cent admit upon this basis. Of the State universities, 7.5 per cent have accepted this revision of old standards. In the regions covered by the North Central Association, 12 per cent of the colleges admit upon the 12-unit basis; in the northeastern and northwestern terri¬ tories, 2.9 per cent and 3.2 per cent, respectively, and in southern territory, 7.8 per cent. Of the colleges in the territory of the North Central Association, 83.4 per cent approve the idea upon condition that the plan secures general acceptance. On the other hand, in the northeastern territory, only 58.3 per cent are willing to make the change under the same condition. If this plan should become gen¬ erally effective, it will imply an extensive reconsideration of methods and relationships both in the secondary and the college fields. Quite apart from the provisions made to care for the gifted student, there is apparent an increased tendency to make administrative and curriculum adjustments which tend to encourage concentration of time and effort. The University of California, for instance, plans considerable restriction in the number of courses open to freshmen. Miami University has readjusted its plan for grouping subjects and requirements in order to secure greater concentration. The compre¬ hensive examination is rapidly being substituted for piece-meal and dispersed passing of courses and tests. At Yale the traditional year system has been abolished in the school of medicine. Students are enrolled both in the graduate school and in the school of medicine. This is true, although traditionally three years’ college work are required for admission to the medical college, while four years are required for admission to the graduate school. The student selects the sequence of his studies with the advice of his instructors upon the basis of his previous work and the purposes he has in view. When he finishes his preclinical work he may continue and secure his M. D. or he may branch off into specialties leading to the Ph. D. In neither case is it necessary that he secure a bachelor’s degree. Full significance of the Johns Hopkins proposal to eliminate two years has not been fully realized in educational discussions. The plan 17836°— 28 - 1 46 BIENNIAL SURVEY OF EDUCATION, 1924-1926 is applied in senior college work to those who intend to specialize rather than to go ahead in the regular way to the first degree. Such students need only satisfy the professor that they are qualified for advanced work. Their programs are then outlined by the professors. “No arithmetical system of credits shall be applied; and each depart¬ ment shall determine the character of the work required — lectures, conferences, reading, laboratory, etc.” Those who decide to specialize may become at once candidates for the masters’ and doctors’ degrees. The minimum time requirement for the master’s is three years of uni¬ versity work and residence; and for the Ph. D., four years of work and residence. Johns Hopkins is also breaking down formality and mechanical requirements in the undergraduate department. In the college of arts and sciences reading courses under the supervision of an instruc¬ tor are offered in eight departments, and 21 students are pursuing these courses. In addition, 19 undergraduate students have been permitted to take graduate courses with most satisfactory results. Something of the same process has been tried by the economics department in the University of Michigan. Six hours of credit are allowed for a reading course open to selected students. The plan is described as follows : It is the purpose of the department of economics to encourage these students to browse widely in books, classrooms, professors’ studies, and the rooms of other students (rather than to adopt intensive graduate school methods of study and research), to reflect upon their reading and experience through informal discussion, and to coordinate their various lines of interest and competence. * * * At the end of each semester every member of the group will submit a paper telling in his own way what he has done in the time thus made available and describing his reaction to his reading and experience. CONCLUSION The foregoing review, covering the biennium 192U-26, shows that higher education in the United States is in a state of flux. The imperative necessity for higher education to readjust itself to the social and economic structure of the Nation is receiving atten¬ tion, but scientific study and research, now so generally given to details of methods and procedures in higher institutions, are little used in defining the larger objectives and relationships of institu¬ tional service. In general, higher education is receptive to changes in method, in content, and in procedure, but little evidence exists of the development of general educational philosophies to which specific problems may be related. CHAPTER II MEDICAL EDUCATION By N. P. Colwell, M. D. Secretary of the Council on Medical Education and Hospitals of the American Medical Association, Chicago Contents. — Increase in number of schools, students, and graduates — Enlargement of medical school plants — Capacity of medical schools — Supply of physicians — Better teachers in medical schools — Improved methods of instruction — Greater opportunities for the study of patients — Conditions in 1906 — Development of highly technical methods of treatment — Present-day medical course — Advanced courses for specializa¬ tion — An improved curriculum — Residencies in the specialties — The hospital’s part in medical education — Hospitals afford valuable service — Fifty years of medical progress — Medical practice increasingly preventive. During the past two years changes made in medical schools in the United States have been chiefly in the erection of new buildings, improvement of teaching staffs, the rearrangement of subjects in the curriculum, and closer affiliations with hospitals, with increased opportunities for students personalty to study diseases at the bedside in dispensaries and hospitals. Several medical schools are in the throes of erecting enormous teaching plants — a continuation of the marvelous development in this respect during the past several years. The number of medical schools in the United States fluctuated from 80 in 1923 to 79 in 1924, when the General Medical College of Chi¬ cago was discontinued, and back to 80 in 1925 when the University of Rochester School of Medicine and Dentistry was added. In 1926 the charter of the Kansas City College of Medicine and Surgery was revoked, but a new institution was promptly chartered to take its place under the name of the American Medical University of Kansas City. During the past two years the number of medical students has con¬ tinued to increase. Instead of only 12,930 in 1919, the number in¬ creased to 17,728 in 1924; to 18,200 in 1925; to 18,840 in 1926; and to 19,532 (estimate) in the session of 1926-27. The number of graduates also increased from 2,529 in 1922 to 3,562 in 1924 and to 3,974 in 1925, but decreased to 3,962 in 1926. Although the number of medical schools has remained at about 80 since 1920, the numbers of both students and graduates have in¬ creased. At the beginning of the reorganization of medical schools in 1906 the 162 medical schools then existing enrolled 25,204 students, 47 48 BIENNIAL SURVEY OF EDUCATION, 1924-1926 an average of 156, and turned out 5,364 graduates, an average of 33. Last year (1926), however, the 79 medical colleges in the United States enrolled 18,840 students, an average of 238, and turned out 3,962 graduates, an average of 50. It is evident, therefore, that, ^ S S S § S 2 S S 3 s s i- Eh cq 185*61 0f8‘8I 006*81 86Z*ZI 096*91 589*51 ^ C5 99*‘*I !-• 86Z*8I S o 086*61 © rH 089*81 to *9Z,*SI | 6T0‘*I H I68‘*x m 605*91 5 510‘ZI g 61**81 | 98i‘6T J < 965*16 m 5*1*66 § 609*66 I. rH 9Z6‘*6 O *06*56 S Z*I‘96 6*1*86 5X9* Z6 T05*Z6 ZI*‘96 IZI‘56 s^napnjs IBXOJ, although the number of schools has been reduced to a more nearly normal supply for this country, the average numbers of students and graduates have been increased. During the past few years, indeed, the medical schools rated in class A have been filled almost to capacity. MEDICAL EDUCATION 49 ENLARGEMENT OF MEDICAL SCHOOL PLANTS The movement toward the building of larger teaching plants, in¬ cluding both medical schools and hospitals, continues.1 During 1925 and 1926 such enlarged plants have been established and partially completed at the Universities of Colorado, Columbia, Illinois, Ohio, Rochester (N. Y.), Vanderbilt, Western Reserve, Wisconsin, and Meharry Medical College. Those which are nearing completion or are partly occupied are of the Universities of Chicago, North¬ western, Tennessee, and the Detroit Medical College. Medical cen¬ ters with more modern buildings erected nearer to teaching hospitals are being established by the medical schools of George Washington, Georgetown, and Howard Universities at Washington, D. C., and also by Temple University at Philadelphia. CAPACITY OF MEDICAL SCHOOLS During the past 15 years no medical school has enrolled the enor¬ mous classes which were found in several schools in years prior to 1910. “ Quantity first ” gave way to quality, but even the quantity is being restored. Although the average classes are larger, there has been an increase in the amount of laboratory space, in equipment, and in clinical facilities in dispensaries and hospitals. Since 1912 most of the medical schools have limited 2 their enrollments to the numbers which could be given a satisfactory training in medicine, depending on their varying space, equipment, and hospital rela¬ tions. This limitation of enrollments has reduced the attendance in a few of the colleges formerly having unduly large enrollments. The capacity of all others remains the same or shows an increase. There has been, however, a tremendous onrush of students into all depart¬ ments of colleges and universities, including the medical schools; so that, according to some reports, many properly qualified students have sought admission to medical schools who could not be accepted. The reports have been somewhat exaggerated, because many students made applications simultaneously to as high as 15 or 20 medical schools, and some even matriculated in from two to several medical schools in order to be sure of admission somewhere. Only one registration could be filled by one man, and at the opening of the session numerous vacancies remained. A careful survey of the situation indicates that at present the medical schools are filled nearly to capacity, so that if the number of students desiring to study medicine continues to increase the capacity of the medical schools will need to be enlarged or other medical schools established. 1 See report for 1922-1924, Bulletin July, 1925, No. 31, p. 5. a Enrollments in classes were limited first by Johns Hopkins University Medical School in 1912, 50 BIENNIAL SURVEY OF EDUCATION, 1924-1926 SUPPLY OF PHYSICIANS The United States still has more physicians in proportion to its population than any other country. In 1925 there was 1 physician to every 753 people, while Great Britain reports (1921) 1 physician to every 1,087 ; Switzerland and Japan reported (1925) 1, respec¬ tively, to every 1,290 and 1,359; Germany (1912) 1 to every 1,940; Austria (1912) 1 to every 2,120; Sweden (1925) 1 to every 3,500. The number of physicians for every 100,000 people in each of these countries is shown graphically in Figure 2. In the United States, as in other countries, there has been a tend¬ ency during recent years for physicians to locate in cities rather than in rural districts. There is not a shortage of physicians, as already shown, the problem being one of distribution, because the Fig. 2. — Relative Supply of Physicians in the United States and in Seven Other Countries excessive supply in cities more than offsets the smaller numbers in rural communities. With the greatly improved means of communi¬ cation — the telephone, interurban cars, and the automobile — physi¬ cians from towns or cities can furnish medical care for much larger districts than formerly. Such complaints as are heard are not of a lack of medical service but of the larger charges for the physician’s services because of the greater distance he has to travel. This prob¬ lem is being studied by country-life associations and others inter¬ ested in rural communities, with some prospect of improvement. The consolidation of country schools is establishing centers where, in addition to the schoolhouses, small hospitals or health centers may be placed, through which medical service can be obtained in cases of emergency. Through some of the financial foundations, small hos¬ pitals are being established in rural districts which have a population sufficient to maintain them. MEDICAL EDUCATION 51 BETTER TEACHERS IN MEDICAL SCHOOLS With the rapid reorganization of medical schools during the past two decades many full-time teachers were employed to provide instruction, chiefly in the fundamental sciences. The urgent demand for such teachers led to the employing of many who had not obtained a training in medicine. Most of these were college graduates, and some had received the degree of doctor of philosophy and had majored in the laboratory science they were employed to teach. The qualifications of teachers have been gradually improved. More have been employed who possess degrees in medicine; others have devel¬ oped a better appreciation of the essential facts in medical instruc¬ tion through their association at faculty meetings with physicians teaching in the hospitals. Other teachers have voluntarily obtained medical degrees by working during vacation periods or during leave of absence. IMPROVED METHODS OF INSTRUCTION With the better qualified teachers, methods of instruction in medi¬ cal schools have also been improved so as to make certain that each medical graduate obtains a thorough knowledge of the normal struc¬ ture and functions of the human body. Through the greater facili¬ ties now provided for the study of sick and injured people in hospitals and dispensaries the student is more thoroughly trained also in the recognition of diseases. In the third and fourth years of the medical course the student, under supervision, gradually assumes more responsibility in the writing of histories, the making of diagnoses, and in recommending treatment of patients suffering from all varieties of diseases and injuries. Among the later methods of instruction, conferences are held in which the teachers of two or more departments unite in the discus¬ sion of complicated cases. These conferences enable the students better to appreciate the value of the basic medical sciences in the study and care of patients. Most common of these are the so-called clinical-pathological conferences, which are held following the deaths of patients from unusual or complicated diseases. In the presence of senior students and physicians the patient’s symptoms and con¬ ditions previously complained of are discussed, and conclusions reached regarding the chief and contributory causes of death. Then a report of the post-mortem examination is presented which either confirms or corrects the diagnosis advanced in the conference. The findings at autopsies are of extreme value in increasing positive knowledge regarding diseases because medical students and physi- 52 BIENNIAL SURVEY OF EDUCATION, 1924-1926 cian learn better to judge from a patient’s complaints what changes of structure or function have occurred. In treating subsequent patients, therefore, they will have greater prospect of checking the progress of the disease. The tremendous value of post-mortems toward the advancement of medical knowledge and the subsequent saving of lives should be generally understood. GREATER OPPORTUNITIES FOR THE STUDY OF PATIENTS Another important development in medical teaching has been the closer relationship between medical schools, dispensaries, and hos¬ pitals. Lectures in the medical curriculum are being limited to those which are essential to outline study courses or relate to more recently established facts regarding the subject. Thus students have more time to develop skill in the examination and treatment of patients under the supervision of teachers in the medical school and physi¬ cians in the hospital. A few decades ago only a few medical schools had access to hospitals where an efficient routine of hospital teaching could be developed, but even in these the students had little time for hospital work because the medical course consisted of only two annual sessions of six or seven months each. In some medical schools operations were performed by the professors in the college amphi¬ theaters on patients from the dispensary. CONDITIONS IN 19 06 At the beginning of the reorganization of medical schools in 1906, of the 162 medical schools then existing, 94 had no access to hospitals. In 57 schools examination of patients by the professors were occa¬ sionally demonstrated in hospital amphitheaters, while in only 11 were students permitted to write histories or make physical exami¬ nation of hospital patients. After two decades the situation has been greatly improved. Now there are 316 hospitals which are affiliated with medical schools in the training of physicians. There are 50 hospitals which are owned and controlled by university medical schools; and 37 others which, although separately owned, are con¬ trolled by the medical schools so far as the care of patients and their use in medical education is concerned ; and 40 others provide equally generous privileges. There are, therefore, 127 hospitals in which medical schools are making extensive use of the splendid material for the instruction of medical students — the physicians of the future — and 189 others which are used, but to a less extent. MEDICAL EDUCATION 53 Table 1. — Hospitals used in undergraduate medical education State Owned and con¬ trolled by the uni¬ versity or medical school Controlled but not owned by the uni¬ versity or medical school Generous use of clinical material by the university or medical school Material moderately well used by the university or medical school Material occasion¬ ally used by the university or medical school Total 3 2 5 4 1 2 1 8 2 1 2 2 7 1 1 District of Columbia _ 2 1 3 2 5 13 1 2 2 6 11 Idaho. _ _ 3 5 3 4 13 28 2 1 1 4 2 2 4 1 1 1 3 1 3 4 Louisiana _ _ _ 2 1 3 Maine _ _ _ _ _ _ Maryland _ _ 2 2 2 3 9 Massachusetts _ _ 2 1 3 6 7 19 Michigan. _ _ . .. 2 1 2 2 8 Minnesota _ . _ 1 1 1 j 2 6 Mississippi. _ _ Missouri 4 1 1 4 10 Montana.. _ _ Nebraska _ _ _ 1 1 1 3 3 9 Nevada . . . New Hampshire _ _ 1 1 New Jersey . . . . New Mexico _ _ _ New York . . . 5 7 7 7 - 31 57 North Carolina . . . . North Dakota. ._ . . . Ohio _ _ 2 2 3 4 11 22 Oklahoma . . . . 1 1 1 1 4 Oregon . 1 1 2 3 4 11 Pennsylvania. _ 4 3 2 6 13 28 Rhode Island _ _ South Carolina _ _ 1 1 South Dakota _ Tennessee _ 2 1 1 3 4 11 Texas _ 1 1 2 2 2 8 Utah _ _ _ Vermont. _ _ _ 1 1 1 3 Virginia. .. 2 3 5 Washington _ West Virginia _ _ Wisconsin 2 1 1 4 5 13 Wyoming . . . Total _ _ 50 37 40 60 129 316 A large part of the medical student’s time in his third and fourth years is now spent in the study of sick people in dispensaries and hospitals. F ollowing completion of his fourth year, the student now spends a year as an intern in a hospital, doing his work under the supervision of the hospital staff. During these three years the recent graduate studies more patients suffering from a larger variety of 54 BIENNIAL SURVEY OF EDUCATION, 1924-1926 diseases than was possible formerly in the first 10 years of private practice. Guided by their instructors the young physicians now develop skill in the examination and treatment of patients, whereas only a few decades ago most of them immediately after graduation began private practice, where they were entirely without supervision. DEVELOPMENT OE HIGHLY TECHNICAL METHODS OF TREATMENT Fortunately for the public the methods of treatment 25 or more years ago were more simple and less dangerous than now. With the greatly extended knowledge regarding the causes and progress of diseases, more highly technical methods are now employed in treatment — methods that are highly efficient if administered by ex¬ pert hands. V arious serums and vaccines are now used which render patients immune, or only mildly subject to certain diseases, but may cause great havoc if given by ignorant or unskilled practitioners. The Rontgen-ray and radium, which are so valuable in diagnoses and treatment of patients, may cause untold damage unless admin¬ istered by skilled hands. In surgery, the knife in expert hands may save lives by cutting away malignant tumors. In the hands of ignorant or careless operators, however, the knife may sever im¬ portant nerves or other vital structures leading to the immediate death of the patient or rendering him an invalid for life. Medical graduates, in the examination and care of patients 30 or more years ago, could do little harm, even though poorly trained. At present, however, .physicians are not qualified to care for the sick unless they have obtained the thorough instruction and developed skill in these technical and essentially dangerous methods of examination and treatment. PRESENT-DAY MEDICAL COURSE For the safe care of sick and injured people, therefore, a student after graduating from the high school is required to complete seven years of higher collegiate and professional training before he is considered a competent physician. The first two years of work are spent in an accredited college of arts and sciences, where a knowledge of the basic premedical sciences — physics, chemistry, and biology — is obtained. Then the four years in a medical school include instruc¬ tion in sciences dealing with the normal and abnormal structures and functions of the body; the methods of determining whether or not disease is present, and, if present, what disease it is. He learns also about the various forms of treatment, so he can select the one best fitting the needs of the patient. Following his four years of medical work, the student further continues his work with patients as an interne in a hospital, so that before entering private practice MEDICAL EDUCATION 55 he will have developed the knowledge and skill necessary for success in the profession which he has selected for his life work. ADVANCED COURSES FOR SPECIALIZATION The complete course for general practitioners of medicine is rounded out therefore by a year devoted to a rotating interne service in a general hospital in which he obtains experience in both medicine and surgery. This year of interne service has now come to be looked on also as the basis for the two or more years of advanced instruc¬ tion necessary if the physician intends to practice a specialty. AN IMPROVED CURRICULUM In the reorganization of medical education, from a simple program of “ lectures ” there developed a medical curriculum that soon be¬ came overcrowded. This curriculum has been considerably revised, but among the subjects are many which deal with rare and com¬ plicated forms of disease. These occupy much time which the stu¬ dent can devote better to the study of general principles and to more common types of disease. These more technical subjects are being transferred to the graduate medical schools, where they can be studied later by physicians preparing for specialization. During the past several years, after careful investigation, a list has been prepared of 41 approved graduate medical schools in which increased knowledge and skill can be obtained in the medical special¬ ties. After investigations by committees made up of specialists, it has been recommended that a physician intending to practice as a specialist, in addition to graduation from a medical school and the completion of an internship in a general hospital, should take at least two or three years of additional training in his chosen field. RESIDENCIES IN THE SPECIALTIES The most common means of securing higher training leading to specialization is through two or three additional years spent in the large hospitals. In these institutions the practice has been developed of selecting from among the internes those who show special aptitude to serve as house physicians or house surgeons. Their work, indeed, may be further limited to narrower medical or surgical specialties, such as children’s diseases; internal ftiedicine; eye, ear, nose, and throat; obstetrics; etc. While in the hospital these are referred to as “ residents,” and each year, as they attain greater skill, their re¬ sponsibilities are extended, and increasing stipends are usually paid. In a still incomplete investigation, 284 hospitals have been listed as providing acceptable residencies in the special fields.3 3 A list of these hospitals appears in the Journal of the American Medical Association, Mar. 12, 1927, the hospital number. 56 BIENNIAL SURVEY OF EDUCATION, 1924-1926 THE HOSPITAL’S PART IN MEDICAL EDUCATION The rapid development of medical schools has resulted in an increasingly close relationship with hospitals. Indeed, the hospital is an essential factor in providing material for instruction regarding the cause, cure, and prevention of disease. But the hospital has a larger educational function. Besides the training of nurses, medi¬ cal students, interns, and physicians within its walls, the hospital can be a center where physicians in the community also can meet for the discussion of patients suffering from unusual or complicated diseases. In this way all the physicians of the community will be kept familiar with the later and improved methods of diagnosis and treatment. The hospital is rendering an even larger service to its community in keeping the public informed regarding methods of preventing disease and maintaining health. This applies not only to people coming to the hospital as patients, but to others also with whom nurses and social-service workers from the hospital come in contact. HOSPITALS AFFORD VALUABLE SERVICE Thus the hospital is providing an increasing service to its com¬ munity, not only as a place where efficient and skilled service can be obtained in cases of sickness or injury, but also in educating the public regarding the safest and best methods of preventing dis¬ eases. Where the hospital has a staff of conscientious and skilled physicians, it is coming more and more to be a haven where people suffering from sickness or injury can go with full assurance that everything possible will be done toward relief of their ailments. If under any circumstances, however, immoral, ignorant, or unskilled practitioners succeed in gaining admission to the staff, instead of being a haven of safety, the hospital will become a place of actual menace to those coming to it for care. Numerous instances could be mentioned where patients treated in hospitals by nonmedical prac¬ titioners have not only unnecessarily died, but also where all patients in the hospital have been endangered through the admission to tha hospital of patients suffering from unrecognized contagious diseases. The trustees of hospitals, therefore, should see to it that a high standard of morality and professional training and skill is main¬ tained for everyone permitted to treat patients in the hospital. The legal right of hospital trustees to remove from the staff or to refuse to admit anyone who, either morally or educationally, is deemed unqualified to care for sick people, has been invariably upheld by the courts. MEDICAL EDUCATION 57 HIGHEST ESSENTIALS IN EVERY HOSPITAL To maintain in a hospital the highest degree of service to humanity requires that the attending physicians not only possess the essential knowledge regarding the cause, cure, and prevention of diseases, but also have developed a reasonable degree of skill in the recognition of diseases under skilled teachers in the examination and treatment of patients in dispensaries and hospitals. The moral character of the staff should also be maintained to a high degree, and anyone who abuses his hospital privileges should be promptly removed. If these essentials are maintained, the patients’ welfare will be safeguarded even though there may be shortcomings in the way of buildings and equipment and in other respects. A staff of conscientious and well- qualified physicians will not only see that the highest service is rendered to the patients but also that the educational function of the hospital will be raised to the highest possible degree. In addition to what is already being done toward the improvement of its educational function, the hospital’s service should be still fur¬ ther extended through the development of the spirit of active research in each institution. Through more post-mortems and more patho¬ logic conferences the accuracy of diagnoses can be checked, and through more research the value of the treatment used can be deter¬ mined and knowledge regarding other improved methods can be ascertained. Thus the development of clinical research will add greatly to the service which hospitals are already rendering to humanity. FIFTY YEARS OF MEDICAL PROGRESS The statement has frequently been made in recent years in regard to advancement in various scientific fields that “more advancement has been made during the past 50 years than in as many previous centuries ” or “ in all previous ages.” This has been said in re¬ gard to the advances in physics, in chemistry, and in astronomy, as well as in speaking of the automobile, the movies, and the radio. The statement is certainly true in regard to the improvements in medical education and medical practice. The microorganisms caus¬ ing most of the common epidemic diseases have been discovered during the past thirty or forty years, although in two instances the discoveries wTere made earlier, in 1872 and 1876. The several dates when the origins of common diseases were decided are shown in the accompanying tabulation : Table 2.— COMMON DISEASES CAUSED BY MICROORGANISMS 58 BIENNIAL SUBVEY OF EDUCATION, 1924-1926 O 03 rO O ‘8 © Qi a * bn P 'S o X5 in >> >? , .9 M .•g * £'■3, §©lf fe <3 q 60 X3 £1 ¥ O.H „ . "© "© ©5 P*ooo M bfi'P © © 00 o o p) a S g> 3 33-g,g |'3 © oo'jiflO £ M ®g > 00 03 <-! .P cc 0’S a ® C CO S 03 0 ■Si’S Oh g •»h *Q bfl P.£<< g8 . |§1 133 .2 $,2® . •r-4 ri CD ^-i si 2,0,0 1-3 Eh M s •slj «o 3 CO fcjj C3 0+3 '0x3 99 g 03 © W Oig I M}*h3 ^ fiS •S3— © c2 B '0-2 hO fl P P ll| i t- p © tL n° S 00 CM 05 CO CM CM t~- O CO 50 ■ ioooo oo oo oo oo a> oc oo oo ooc Si p,o o g-2 o 8 © W>H^ © 03 © CO (3(}H ^ Ifl-gslg t-5 m >0 S? Ph Ph WM o£ S Tj( tH -*< 00 CM ) 05 00 OO — - O' ) 00 00 00 00 00 05 05 CM CM O 05 05 00 05 00 00 CO >0 05^* •SJSfl xa"J “ ■jn ‘c : o- o3 05 05 rt CO to lil&sljg ! P 1 o 1 o i§ j o i ft » 2 M IS co O '3'o’S g P’“'c3©"'''/,-"®,2'”'-1 H w •— O a) tn w 0‘S w w ■hi " c3 x^ o< 9 © © 2‘P 0 s g. — co— * o § g a ce ig o|a- Pl‘ >5 03 sosliSI if .a '8 -2 d '"© '3 '3 © '"o ‘"o S2 "3 a 0 .§ ®’S '3 ‘IB "p, Q.c3©—eac3c8 2 0c3e3 ,2 C3 — Pi Oi 2 Cfl 03 C3® mfflZ fflpqws- fflpq pH ppfi cc^PQW PQJ I'P — ill ie§ *3 §! .§ ftp ©.© § © ta m 53 oX? 3,0 _ co ta © ! >5 !is3'S-2s>> g|p§2 e^cS n ® o ^a J. o .a g g '2 9® p.^-2 a -3 3 3 v2 vgS ©K-Ss T3 «*-• ‘o k >5 © .a *w o CO M P 05 c3Ci §S §8*8 giS 8 ■3.1.1 ©XJT3 8.S8 SJ| ^ 3^ ©Q o 5 .'2 TJ >5© §^p. 05 co ^ ®pP 05 oas fP ^ a® » o5.a 2 fl — HJ C3 <(>§0 ©^2 ^ O — © >>jj Si >>; © r1 c3h — © o& Si W H w g o CO-® © O © p^a >h O M “ .© f-i| a | alia 3 >>,© © d 5 ^a co co g co © ■c- ^3: ?a a ^•jH •$ p O j-i t> 05 05 > tD t> .LJ H > w yj ss§“> P-i g g ®t3 a h^ ■s — 1 e P ■“ E “ 2 c3 •c ^ g s 0 © >. co -1* © 52 ©^ ©xj ^®g ^ to *" p S'® .2 :^o £+3 osij “ o ■3 © O >>co g P. ©53 £ > m (S'?- flop d'S 05 ^ ®o ^ 03 |X2 3 >5 0 ! © - •P® © g o >5 ImO-S ogj gW ^S-oPo £od§Sl85 ^g-35g^S9 * ^ ’3 ^ 0 8 § E'g-s a 3 2 «-2° ^ 05 O' >fO o3 Eh d”!j P n 1 s§ C3 i*-0 a “ © 2 §© © 5-s"|Sag •g o 1 1 8 » O'S b..2-p5 © ™'P | >5^0^ ®-gc P hj been © > r c II nr - 05 © q a!' ® i»i! C®M^ 1§§,5|3'S'! 05 (-• P O i~) ^ P rri P3 *rj ®0 .2 ©gg^-Sgl © co 53 ‘43 P — £> X2 llltapS F5 .T3 ^ lZ © ^ ri ■tf r/> M ^3 i> ©'H .T3 ^ Hh © »agS2^® •_X®o3>cs — 53© >0 © s OQ m MEDICAL EDUCATION 59 These'discoveries led to greatly increased knowledge regarding the cure and prevention as well as of the causes of diseases. Great im¬ provements in medical education naturally followed, accompanied by the discovery of increasingly valuable methods of recognizing, curing, and preventing diseases. Many positions which paid fair salaries were established in the field of public health and the pre¬ vention of disease. The great epidemics of Asiatic cholera and bubonic plague, which formerly took so great a toll in human lives, are no longer known; the great havoc resulting periodically from diphtheria and smallpox has also been checked — although minor outbreaks still occur occasionally where health measures are ignored. Typhoid fever, formerly causing so many fatalities, as well as being the scourge of armies, has been practically eliminated through the purifying of the water supply and the use of antityphoid vaccination. Well within the public memory are the awful effects of typhoid fever among the American armies during the Spanish-American War, but how different the reports from the World War where, in spite of the millions of soldiers engaged, the deaths from typhoid were so few as to be almost negligible'.4 Through the increased health measures employed in infant welfare the high death rate among infants and children has been tremendously reduced. It is not surprising, therefore, that during the past half century the average expectancy of human life has been increased from 40 to 58 years or, in other words, 18 years on the average added to the life of every individual.5 MEDICAL PRACTICE INCREASINGLY PREVENTIVE But equal, if not greater results, may be expected during the next 50 years. The checking of the great epidemics which formerly kept physicians busy has been due to the larger efforts devoted by physi¬ cians generally through health agencies and otherwise to the pre¬ vention of disease. The future gives promise that physicians can render service by keeping people well rather than by merely curing 4 Of the soldiers engaged in the Spanish-American War, 1 out of every 7 contracted typhoid fever and 1 out of 71 died of the disease. During the World War, by contrast, only 1 out of 3,176 contracted the disease and 1 out of every 2-5,641 died. Of the 2,121,396 troops in the United States Army during 1917 to 1919 only 213, or only one-hundredth of 1 per cent, died of typhoid fever. With the rate of deaths which prevailed during the Civil War the number of deaths would have been 51,133, and under the mortality rates of the Spanish-American War the deaths from typhoid fever during the World War would have been 68,164. — From “ Typhoid Fever in the American Army during the World War,” Fred¬ erick F. Russell, Jour. Am. Med. Assoc., vol. 73 (1919), p. 1863. 5 This statement is based on a comparison of two life tables computed, respectively, in 1855 and in 1898. The first was computed by E. B. Elliott, an actuary for the New Eng¬ land Mutual Life Insurance Co., for 166 cities and towns of Massachusetts. It was pub¬ lished in Pros. Am. Assoc, for the Advancement of Science in 1857 and also in the Sixteenth Ann. Rept. Mass. Registration Department. A second table was computed by Dr. Samuel W. Abbott, whose statistics were published in the report of the Massachusetts State Board of Health for 1898. 60 BIENNIAL, SURVEY OF EDUCATION, 1924-1926 them when they are sick. There will always be accidental conditions which will require the services of a physician or surgeon, but greater benefits will accrue to the individual if at regular intervals — at least once a year — he undergoes a physical examination, whereby disease processes may be discovered and checked at their very beginning. Under this plan many cases of suffering and illness, sometimes causing actual invalidism, can beofprevented. The success of this type of practice depends, however, on the selection by the patient of a physician who is not only thoroughly skilled in making examinations and in recognizing the early stages of disease, but whose integrity is beyond question — one who will not commercialize his opportunity by finding disease where none is present. The public must recog¬ nize more than ever not only the importance of knowledge and skill on the part of the physician, but also the absolute danger from the various nonmedical practitioners who nowadays are so commonly assuming the function of a physician and are attempting to use the highly technical methods of treatment, including even dangerous surgical operations — without first securing the physician’s training and skill. One does not send a valuable watch to a mechanic or p blacksmith for examination or repairs, but to a skilled watchsmU How much more important that, for examination or repair, the highly complicated human machine, with its many intricate life processes and delicate vital structures, should be intrusted only to one who is skilled in the fise of modern methods of treatment and who knows when and how to use them. Such a training is now available in all of our private or State university medical- schools and is recognized in all c untries of the world as essential for the efficient care of sick and injured people. CHAPTER III RECENT MOVEMENTS IN CITY SCHOOL SYSTEMS By W. S. I>pTEN BA UGH Chief of City k hool Division Contents. — Administration — School buildings — Work-study-play or platoon schools — Economy and efficiency — Teachers’ salaries — Improvement of teachers in service — Teachers’ councils — The visiting teacher — School publicity — The all-year school — Indi¬ vidual instruction — Curriculum revision — The junior high school. ' ■/ The growth of cities has created many new social, economic, and educational problems in the United States, for within a half century the country has become not predominantly rural but predominantly urban. In 1880 only 29.5 per cent of the total population lived in cities, but in 1920 the urban population had increased to 51.4 per nt of the total population. From 1880 to 1920 the urban popula¬ tion increased 267 per cent and the rural population only 45 per cent. In 1880 there were 1,099 cities of 2,500 or more population, while in 1920 there were 2,787 cities of this size. Sixty-eight cities had a population of 100,000 or more, and 26 per cent of the total popula¬ tion was living in them, or almost as large a proportion as in all cities in 1880. The rural population has almost dis^ ppeared in several States. In Massachusetts 94.8 per cent of the population is urban, and in Rhode Island 97.5 per cent is urban. Other States having a large proportion of their population living in cities are New York with 82.7 per cent, New Jersey 78.4 per cent, California 68 per cent, Illinois 67.9 per cent, Connecticut 67.8 per cent, Pennsylvania 64.3 per cent, and Ohio 63.8 per cent. The cities of the country have become the centers of political, industrial, and commercial power. They are also the centers of wealth, education, and culture; and on the other hand, they are centers of poverty, ignorance, and crime. They present the great problem in America, as in any other country, since the civilization of a country is determined largely by the character of its cities. A few cities have made the history of the wo4ld. As the cities flourished the countries in which they were located flourished, and as the cities decayed the nations decayed. Since the city of to-day is the problem of society, the kind of education given city children is vitally important, not only for 17836°— 28 - 5 61 62 BIENNIAL SURVEY OF EDUCATION, 1924-1926 the present generation but for the whole future of the country. How to educate the city child is the greatest problem facing the edu¬ cational world. The city is a good place for adults to carry on busi¬ ness, to attend lectures, concerts, etc., but in the modern city there is almost nothing for the child to do except run the streets, loaf, and go to school. Yet the child is in school only one-fifth of the hoilrs he is awake each year. This is no doubt long enough time to devote to formal school work or to the three It’s, but children need other things as well. They need to know how to work with their hands; they need to play. Yet there is little opportunity for city boys or girls to do any constructive work. There are practically no chores for them to do. It is a rare city that provides enough playground space for all its children. There is but little contact with nature, especially for the children living in tenements and apartment houses. All these — work, play, and contact with nature — are fundamental in the education of children, and unless the cities of the country provide these fundamentals the city child will receive only an arti¬ ficial education — what he reads in books. The problem of educating the city child is so great that the edu¬ cator needs to think of more than the teaching of reading, writing, and arithmetic, which is very well done in most city schools. He must be a statesman looking far ahead. He must know the aims and ideals of his city, or rather he must help form its aims and ideals through the children in the schools. There is not only the problem of educating the child of school age, but that of educating the preschool child. This period of child life has been left to parents, but many mothers are working at some gainful occupation, and others are engaged in social affairs, so that many children of preschool age receive very little attention. Yet this is the most impressionable age of life. Habits that may mar the whole future life may be formed. It is believed by some that many of the nervous and mental ills in adults are traceable to wrong kind of training in early childhood. If mothers work or devote their time to social affairs, there is no one to guide the child in the home for part of the day. The question is, what is to be done about it ? Some see the answer in day nurseries and nursery schools ; others would have the mothers stay at home, but even if they should, many do not know the first principles of child training. There is also the problem of adult education. Thousands of men and women whose early education was neglected are demanding that they be given an opportunity to attend school in the evening. In many cities more than one-fourth of the population is foreign- born, and it is necessary for the school not only to teach many chil¬ dren English, but also to teach their parents better to understand American customs and ideals, so as to prevent a division in home CITY SCHOOL SYSTEMS 63 life which often develops after the children have learned to speak English and the father and mother have not. The administration of city schools has become a complicated mat¬ ter, as much so as the administration of a large private corporation. The expenditure of millions is involved in the larger cities and of many thousands in the smaller ones. Buildings to keep pace with growth in population must be provided. Equitable salary schedules must be considered. Courses of study must be adopted to meet present-day needs. Thus one might continue to enumerate the prob¬ lems facing the school authorities in every city. In this chapter attention is given to only a few of the problems and movements in city schools. Some of the movements will be treated in other chapters of the biennial survey, as adult education, health education, preschool and kindergarten, etc. ADMINISTRATION During the past two years very little general or special legislation was enacted affecting city school systems. Small boards elected at large, with few exceptions, has been the practice for some years. One of the exceptions was Providence, R. I., which up to December, 1925, had a school committee of 33 members, organized with 19 subcommittees. Now there is a committee of 7 members elected on a nonpartisan ballot. The committee was entirely dependent upon the will of the city council for funds and for school buildings. The reorganization provides that the com¬ mittee have fiscal independence up to 35 per cent of the average tax levy for three years previous, besides certain other income, and with authority to make plans for an adequate building program, which must be granted by the city council or referred to the people. The Providence Public School Bulletin,1 commenting upon the change in the method of administering the schools, says: At the outset it should be understood that no complete and immediate revolution is to be expected. The schools of the past have not been wholly bad. The instruction and training given have been generally good, within the prescribed limits. Improvement for the future involves the removal of certain limitations and restrictions in order that there may be more advanced and continuous progress. The following are the most striking features of the new plan of management : Unified and centralized control. Management by a small school committee means the abandonment of numerous subcommittees, each separately invested with some control over a branch of activities. Under such a complex system as formerly existed the desirable principles of simplicity and unity were necessarily somewhat sacrificed. Policies applied to one part of the system might differ materially from practices enforced in another part. Under a more simplified system uniform theories and methods can be everywhere consistently applied. 1 March, 1926. 64 BIENNIAL *SURVEY OF EDUCATION, 1924-1026 More liberal funds, that are definite and dependable. As long as the school money depended upon a separate authority and was determined from year to year, it was impracticable and unsafe to undertake improvements that would involve continuous expenditure. Standing committees have probably caused more annoyance in the administration of the schools of the country than any other thing, since such committees often attempt to do the things for which the board of education employs a chief executive officer and subordinate executives. Boards of education are coming to recognize the fact that the management of a city school system can not be efficiently done through committees, that it is the function of the board of education to consider policies, and after adopting them to require the superintendent of schools to put them into effect. As an example of this attitude the action of the board of educa¬ tion of New Castle, Pa., may be cited. Until recently there were four standing committees — finance, buildings and grounds, supplies and textbooks, and teachers — but all such committees have been eliminated, and the superintendent of schools has been authorized to do many of the things previously done by the various committees. SCHOOL BUILDINGS Within the past two years there has been great activity in school- house construction. Of 404 cities of 10,000 population or more reporting to the Bureau of Education, 281 erected new buildings at an expenditure of $245,811,715 or an average of $874,775 for each city. If the cities that did not report averaged the same, $468,502,650 was expended in cities of this size within the two-year period. Out of the $245,811,715 there were erected 432 elementary, 165 junior high, and 127 senior high school buildings, or a total of 724 buildings at an average cost of $339,519. If the cities not reporting expended a like amount, 1,380 new buildings were erected in the cities of 10,000 population or more. Philadelphia, Pa., may be cited as an example of the progress that is being made in schoolhouse construction in the larger cities. From September 1, 1925, to October 1, 1926, nine buildings, includ¬ ing two additions, were completed, which provide accommodations for 12,910 pupils. Fifteen buildings are under construction, includ¬ ing two additions, which will accomodate 23,106 pupils. Part-time sessions (three hour) in that city were reduced from 40,219 cases in June, 1923, to 6,193 cases in October, 1926. Of the 404 cities reporting, 67 have some of the elementary- school children and 19 some of the high-school pupils on part time because of a lack of school buildings. Within the biennium 55 cities reduced the per cent of elementary pupils and 29 the per cent of high- CITY SCHOOL SYSTEMS 65 school pupils on part time. Fourteen of the 55 cities eliminated part-time sessions entirely in the elementary schools, and 16 of the 29 in the high schools. In some cities the high schools are becom¬ ing more crowded than the elementary schools, owing to the fact that many more children are seeking high-school education to-day than was the case a few years ago. In many cities the adoption of a junior high school program has incidentally helped to relieve congestion both in the elementary and high-school grades, since the new junior high school buildings accommodate grades 7 and 8 of the elementary schools and grade 9 of the high schools, or approximately one-fifth of the entire school enrollment. Great progress has also been made in forecasting school building needs. Very few school boards to-day undertake a school build¬ ing program without first making a survey to determine what build¬ ings will be needed within the next 10 or 15 years. Some of these surveys are made by persons employed by the board specifically for this purpose, and other surveys by the superintendent of schools and his assistants. Although many new school buildings have been erected, there are numerous elementary-school buildings in the cities of the country that do not answer the purpose of school buildings any better than the oft-maligned one-room country school building. In fact, some of the elementary-school buildings in some of the cities of the country are nothing more than a number of classrooms assembled together under one roof. Almost every one of the recent school building surveys calls attention to insanitary conditions, poor light¬ ing, lack of play space, and lack of facilities for carrying out a modern elementary-school program of studies. The elementary-school buildings that have been erected within the past few years provide for more than classrooms, since school people and the public in general are beginning to recognize the need of gymnasiums, playgrounds, shops, science rooms, libraries, and the like for children of the elementary-school grades. The element ary-school pupil needs, as much as does the high-school pupil, opportunity for physical development which gymnasiums and playgrounds offer; he needs all the more, because of his exuberant activity, the opportunity which a workshop gives for experiment and construction with mate¬ rial. But in spite of this need there are yet thousands of elementary- school buildings in the cities of the country that do not have proper facilities for physical exercise, experimentation, and construction. The question, Shall we save money or save children ? is already being answered in the right way in the many cities that are erecting new elementary-school buildings. Some of these equal the high-school buildings of the city in construction and equipment, but there are not 66 BIENNIAL SURVEY OF EDUCATION, 1924-1926 enough of them; neither are there large enough playgrounds sur¬ rounding many of the elementary-school buildings, but the tendency is to provide much larger sites, usually a minimum of 5 acres, espe¬ cially for the larger elementary-school buildings. It may be that city playgrounds could accommodate many of the elementary-school children; but not being near the school building, they can not be used at noon and recess periods. In some cities if a photograph were made at, say, 10.30, the morning recess period of the city playgrounds, and another of the school children huddled together on a few square feet of school yard, the one might be labeled “ Playgrounds without children ” and the other “ Children without playgrounds.” WORK-STUDY-PLAY OR PLATOON SCHOOLS During the past two years the number of cities having the type of school organization known as the work-study-play or platoon school has shown a steady increase. In 1925 there were 81 cities having one or more schools on the platoon plan, and in February, 1927, the number had increased to 115 cities. According to the most recent information there are 740 platoon schools in these cities. Not only has the number of cities with the plan increased, but there is evi¬ dently a tendency to increase the number of schools on the plan in cities where it has been tried. For example, there are now 34 cities with a population of 5,988,607 which have organized all their schools on the plan or have adopted it as a city-wide policy. Of these 34 cities 22 already have all their schools on the platoon plan. In the opinion of superintendents who have organized schools on the work-study-play or platoon plan, its rapid growth is due in large measure to the fact that under this plan it is possible, financially and administratively, to give to all children in a school system the oppor¬ tunities for an enriched curriculum of work and play and study which the development of cities has made it imperative to provide for city children. All modern school executives have, of course, realized for many years the importance of these enriched educational facilities for children, but up to the present time the cost of supplying them in addition to classrooms has been prohibitive. The platoon plan makes it financially possible to have in every school these enriched educational facilities as well as classrooms, because it applies to the school the principle upon which all other public utilities are run, i. e., the principle of the multiple use of facilities. Up to the present time the public-school system has been running on what is called by engineers the “ peak load ” plan of operation, i. e., on the principle of reserving a school seat for the exclusive CITY SCHOOL SYSTEMS 67 use of each child during the entire year; when the children leave their classroom seats to go to special activities, such as play or shop, the seats remain vacant. The result is that it is difficult to provide enough seats for all the children to study in, enough playgrounds for all of them to play in, or enough shops for them to work in, although large sums of money are invested in these facilities, which the children can use for only a fraction of the day. Under the work-study-play plan all activities in the school — classrooms, auditoriums, gymnasiums, shops, and laboratories — are in use every hour of the day. The school is divided into two parts, each having the same number of classes and each containing all the eight or nine grades. While one of the schools is in classrooms the other is in special activities, auditoriums, playgrounds, and gym¬ nasiums. This means that only half the usual number of classrooms is needed. Since the cost of a classroom at present is approximately $12,000, this means that in a 30-class school only 15 classrooms are needed instead of 30, with the result that 15 times $12,000 is released for all other activities in the school. Under such circumstances it is possible to supply a school seat for every child when he needs it and also the special facilities enumerated above at no greater cost than it takes to supply classrooms only under the traditional plan. As one of the attempts to help solve the educational problems created by the modern city, the work-study-play or platoon plan is worthy of careful and scientific study. The bureau has been making such a study in response to a widespread demand for information on the subject. During the past five years requests for information have been received from more than 1,800 persons, only 112 of whom were laymen. Three hundred were school superintendents, 722 were principals of schools, and 243 were teachers. Requests were received also from 13 foreign countries, including England, Estonia, France, Holland, India, Japan, New Zealand, Sweden, and Switzerland. ECONOMY AND EFFICIENCY Everywhere is heard the cry of “economy,” and the cry has been taken up by boards of education. Budget cuts have been ordered. In one city, for example, the superintendent was told to cut $200,000 out of his budget, which he did by eliminating some of the special subjects in the elementary grades. The question arises, was this real economy? True, the taxpayers were saved $200,000, but were the schools not made less efficient? If they were, the cut was not economical. If a business firm should spend $200,000 less this year than last and reduce the dividends from 7 to 6 per cent, the stock¬ holders would condemn the board for not having managed affairs in a businesslike way. If a cut can be made and the dividends 68 BIENNIAL SURVEY OF EDUCATION, 1924-1926 remain the same, then the cut should be made. The schools should be subjected to the ordinary rules of business, which means that there should be such economy in time, effort, and money as will produce the maximum dividend. The school people are beginning to realize that every dollar ex¬ pended must be accounted for, and that there must be no waste of time nor of effort. The schools are attempting seriously to elimi¬ nate such waste. Many city school systems have eliminated to a great extent the waste that was caused by a comparatively large per cent of pupils repeating grades. The promotion rate is undoubtedly becoming higher in most cities. The cost of teaching pupils the same thing a second time amounts to many thousands of dollars in a large school system, or else the pupils are eliminated, which is a a greater loss. The number of pupils to a class enters into the problem of economy, and this problem is being studied in some of the schools of the country. If it is found that a high-school teacher can instruct a class of 35 pupils as well as a class of 25, an immense saving may be effected. In some of the high schools of the country there is undoubtedly a waste when classes are organized for only a few pupils. In a large high school such classes are indefensible. In Chicago no high-school classes will be organized hereafter for fewer than 20 pupils. This standard could well be adopted by many other of the large high schools. In the smaller high schools there will necessarily be some small classes, but even in some of these schools there are undoubtedly too many classes of from 5 to 10 pupils. Another problem that needs to be solved is that of the number of recitations a teacher can best conduct each day. In the high schools five recitations a day are considered the most efficient number, but are they? It may be that better results would be obtained if the teacher taught only four periods a day, or it may be that just as good results would be obtained if she taught six periods a day. If the former should be the case it would be proper to expend more on high-school instruction, for it is returns that are sought ; but if the latter should be true a saving could be effected by assigning an extra period to each teacher. The question as to why high-school teachers and kindergarten teachers should have smaller classes than elementary schools needs to be answered. A kindergarten teacher may have an assistant and only a few pupils for a few hours a day, and across the hall may be a first-grade teacher with 40 pupils and a teaching day of five hours. Is this difference necessary? Which is the more economical and efficient plan ? CITY SCHOOL SYSTEMS 69 The waste of building space has been seriously attacked in many cities. School people are having to explain why shops, gymnasiums, and auditoriums are in use only part of the time, and when in use why the classrooms from which the children come are not in use. This problem has been largely solved by the platoon plan of school organization. Surveys of some high-school buildings have revealed the fact that there is much waste in the use of building space, in that the schedule is not arranged so as to have all the rooms in use all the time. A high-school principal should not ask for additional building space unless he can show that he is making efficient use of what he already has. Another waste that superintendents and others are attempting to eliminate is that of loss of time in getting ready to begin work. In some cities, schools announced to open, say, September 1, do not get under way for a week. The efficient school systems of the country are beginning regular classroom work the first day of school, or at least not later than the second day. Schedules are prepared ahead of time, not after the children have arrived at school. Some few pupils will have to be readjusted, but a schedule can be made out before the opening of school that will need but very little modification. Boards of education have usually recognized the fact that it is poor economy to pay the superintendent of schools a salary of $10,000 a year and then not provide him with enough clerical assistance so that he may earn the $10,000. The same principle should apply to all employees. No employee should be required to do what some one else with less ability and education and on a lower salary can do just as welh For example, many elementary and high-school princi¬ pals devote much of their time to the doing of things that could be done by a $1,200 clerk. In some instances they are simply high- salaried messengers and clerks rather than administrators and supervisors. The revision of the elementary and high-school curricula under progress in many cities will undoubtedly prove economical, not that less will be expended upon the schools but that no time will be de¬ voted to teaching useless things. Schoolmen and others recognize the fact that it is a waste of school funds to drill pupils on the spell¬ ing of words that are rarely used, and then only by the specialist, and upon problems in arithmetic that have no application except possibly in some very special field. And so on through every subject eliminations are being made which will make the school work more efficient. The reorganization of the work in the seventh and eighth grades so as to prevent a repetition of the work of the fifth and sixth grades 70 BIENNIAL SURVEY OF EDUCATION, 1924-1926 has undoubtedly made the work of these grades more efficient. When reorganization was discussed some years ago it was predicted that there would be saving of time. If by this it was meant that a pupil would complete his school course in fewer than 12 years, the hopes of those who advocated reorganization have not been realized, since even with the junior high school organization a pupil does not com¬ plete his work in less than 12 years. What has been done has been to enrich the work of the seventh and eighth grades. The question has, however, been raised as to whether a real saving of time can not be effected so that a pupil may complete the course in less than 12 years if secondary-school work is begun in the seventh and eighth grades. The reorganization of the schools of Salt Lake City, Utah, is in accord with this idea. The superintendent of schools in that city says in his report for 1925 : The school system of Salt Lake City has for several years been gradually evolving from the old, well-established plan of eight years in the elementary school and four years in the high school to an organization known generally as the 6-3-3 plan, composed of an elementary school of six years, a junior high school of three years, and a senior high school of three years. As this movement has progressed and school organization and curricula have been studied in different parts of the country we are convinced that at least one year of time in the school life of the child from kindergarten to graduation from high school should and can be eliminated with the majority. And so at the present time our plan of organization calls first for a year in kinder¬ garten, composed of children who are 5 years of age, to be followed by six years in the elementary school, three years in the junior high school, and two years in the senior high school. * * * When this plan is completely in operation, which it promises to be in 1925-26, the large majority of our young people should graduate from high school in 12 years from the time they enter kindergarten, and thus be ready for college or for practical life at 17 or 18 years of age. We are convinced that all the essentials of the subject matter now taught in the longer course can be as thoroughly mastered with the shorter course, and that much dawdling can be prevented as well as loss of time from giving attention to irrelevant or useless subject matter. The superintendent of the Salt Lake City schools further says that if the change could be considered an innovation he would have con¬ siderable hesitation about putting it into practice, even though con¬ vinced of its advisability and practicability, but that it is not without precedent, since some of the best school systems in the country have operated under the 11-year plan above kindergarten with success, both from the standpoint of educational results and of financial economy. CITY SCHOOL SYSTEMS 71 TEACHERS’ SALARIES Teachers’ salaries between 1924-25 and 1926-27 showed a tendency to increase, although not at a rapid rate, according to data compiled by the research division of the National Education Association. The division of research points out: These increases were due to two causes. First, salary schedules were increased in some cities; second, the salary schedules adopted in earlier years did not go fully into effect until 1925 and 1926 in a considerable number of cities. As the higher maximum of these schedules was reached by increasing percentages of teachers, the effect was to increase the median salary paid. The following table prepared by the National Education Associa¬ tion shows the median salaries paid three groups of school employees in cities of various sizes in 1924-25 and 1926-27 : Median salaries paid school employees in city school systems * 192^-25 and 1926-27 a Cities with a population of— School employees concerned Over 100,000 30,000 to 100,000 10,000 to* 30,000 5,000 to 10,000 2,500 to 5,000 1924-25 1926-27 1924-25 1926-27 1924-25 1926-27 1924-25 1926-27 1924-25; 1926-27 1 1 2 3 4 5 6 7 8 9 10 11 Elementary-school classroom teachers . . . _ ... High-school classroom teachers. Supervising elementary -school principals . . . . $1, 968 2,536 3, 297 $2,008 2,583 3,437 $1,528 2,000 2,484 $1, 565 2,060 2,536 $1,354 1,738 2,140 $1, 375 1,783 2,250 $1,231 1,617 2,116 $1,276 1, 666 2,229 $1, 129 1,491 2,057 $1, 169 1, 542 2,319 1 It may be that after final tabulations have been checked up a few of these figures will be slightly changed, but the general trend which they take will not be affected. 1 Based on reports from approximately 1,500 cities of all sizes for both years. The single-salary schedule seems to be getting more popular, that is, a schedule which provides the same salary for teachers with equal training and experience without regard to the grade taught, whether it be in the elementary school or in the high school. No doubt such a schedule will help to place elementary teaching on a higher plane if teachers with four years’ preparation are employed to teach in the elementary schools ; but if boards of education adopt a single-salary schedule and continue to employ elementary-school teachers who have had but two years of post-high-school work, the question may be raised as to why such schedule was adopted. The question of equal pay for men and women teachers doing the same work continues to occupy the attention of many boards of edu¬ cation. The granting of more pay to men is defended by some boards on the ground that in order to get men teachers they must be paid more than women, for women will work for less. Such boards contend that supply and demand should regulate the salary. 72 BIENNIAL SURVEY OF EDUCATION, 1924-1926 If competent men are to be retained in the profession, any equal- pay schedule should provide that the salaries of the women be made equal to those paid men rather than that there be any averaging of the salaries of the two. Some suggest that salaries be paid somewhat in proportion to the number of persons supported by the teacher. This would be an innovation, indeed, but boards of education are no more called upon to adopt such a schedule than any other public board or a board of a private corporation. The editor of the American School Board J ournal, commenting upon such proposal, says : 2 The objections to such an innovation and interpretation of a salary schedule must be obvious. Teachers are employed for the services they may render and for which they have a right to expect a proper compensation. But to measure the salary of the teacher by the number of relatives she supports at home is illogical and untenable. The self-respecting teacher will object to the introduction of charity into any salary schedule. The profession as a whole will also resent a salary schedule that is constructed upon any other basis than that which compensates character and ability, and which recognizes the true value of the service rendered. The future, no doubt, will continue toward refinements in the formulation of salary schedules, and discover ways of measuring and compensating merit more equitably than is now being done, but it will eliminate, as it must, the sug¬ gestion of charity or favoritism. The teacher sells service, the school board buys it. Hence, the pay roll is a business matter. This is the interpretation which the public puts upon salary schedules. It is the interpretation that the teaching profession upholds. IMPROVEMENT OF TEACHERS IN SERVICE Among the valuable means for improving teachers in service may be mentioned the summer school and extension course. The pro¬ fessional interest that this work has developed is a promise for better things. It has stimulated the development of efficiency, the results of which have been increased salaries, promotions of various kinds, and a marked improvement in the spirit of the teaching force in general. The opportunity for summer study and extension work has the further advantage of making it possible for States to raise the standard of teacher training without imposing too great a hardship on teachers of ability whose training has been inadequate. Many boards of education grant credit for attendance at summer school. A bonus is sometimes given for this activity, usually $2.50 to $6 a month, which is added to the salary the year following the course, or a bonus of from $25 to $60, and in a few instances $100. The assistant superintendent of schools of Rochester, N. Y., reports that the number of teachers taking part in the summer-school plan 2 February, 1927. CITY SCHOOL SYSTEMS 73 in that city is between 300 and 400 per year, and the number taking university work is in the neighborhood of 500. A means of improving teachers in service that promises much is that of assigning to them the preparation of a course of study. If the project of preparing a course of study in arithmetic, for ex¬ ample, is assigned to a group of teachers, they will be kept busy for a year at least on a study that will have practical application. They will have to consult much literature on the subject and hold many conferences, and after the course has been finished every teacher who has had part in its preparation will be a better teacher of arith¬ metic. The superintendent who makes use of his teachers in such manner is providing a real motive for their improvement. This plan is followed in Boston, Oakland, Washington, and many other cities. The superintendent of schools of Oakland reports that more than 700 out of 1,500 regular teachers have been actively engaged in the work of curriculum revision during the present semester. SABBATICAL LEAVE Another plan that is gaining greatly in favor for the improve¬ ment of teachers in service is that of granting sabbatical leave. According to a publication recently issued by the National Sabbat¬ ical Leave Association, of Cleveland, Ohio, 39 cities having a population of 100,000 and over, or more than 50 per cent of the cities of this size, have adopted definite plans for granting teachers leave of absence for study and professional improvement, and 133 cities having a population of 2,500 to 100,000 have adopted the plan. In many cities the rules governing sabbatical leave are similar. The time of service before granting such leave is usually seven years ; that is, the eighth year is used. The teacher is obligated to remain for two or three years in the school system after her return, or a proportional return of the money granted while she was on leave; exceptions, however, are sometimes made in such instances as illness, or death in the family, in which case the return of the money is not demanded. Remuneration during absence is generally one-half the teacher’s regular salary. The number of teachers permitted to be absent from the school system is usually not more than 1 per cent of the instructional force. In Boston, where the plan has been in practice for a period of nearly 20 years, about 20 teachers avail themselves of it yearly. The superintendent of Richmond, Va., reports that each year from 5 to 10 teachers are on leave of absence for study. The assistant super¬ intendent of schools of Rochester, N. Y., states that approximately 12 teachers take advantage of the plan yearly. The superintendent of schools of New York City says in a recent report that a half-year’s leave was granted to 150 teachers in elementary and high schools 74 BIENNIAL SURVEY OF EDUCATION, 1924-1926 for the term beginning February 1, 1925, and to 228 teachers for the term beginning September, 1925. TEACHERS’ COUNCILS A movement of the past few years that has been making some head¬ way is the organization of teachers’ councils. These councils are generally constituted for some or all of the following purposes: (1) To raise the standard of the teaching profession; (2) to encour¬ age professional improvement; (3) to foster a spirit of sympathetic good will and helpfulness among teachers and a better understanding between teachers and officials; and (4) to democratize the school system, that is, to give teachers a voice in shaping educational policies. The teachers’ council, in other words, is the agency through which the superintendent of schools, the board of education, and the teach¬ ing corps arrive at a mutual understanding of the schools. That teachers should be consulted regarding the needs of the schools is evident, whether they be organized into councils or not. As expressed by Arthur H. Chamberlain, secretary of the California Teachers’ Association: “All progressive school people, whether administrators or classroom teachers, should see clearly the advantage and necessity of meeting upon a common ground for the discussion of common problems looking toward a common good.” Many cities have established regularly organized teachers’ councils in connection with their school systems ; others have established some medium enabling teacher cooperation. In reply to a questionnaire recently sent out by the American Federation of Teachers to 140 cities of 100,000 or more population and to two of the largest cities in States having no cities of this size, 35 cities replied that they had representative councils and 27 that they had some teacher-cooperat¬ ing medium. Both school authorities and teachers, according to the returns to this questionnaire, are highly favorable to the movement. Of 56 replies received, all are favorable except two. The other replies to the questionnaire were in substance as follows : In 22 cities the members of the councils are elected by component groups of the school system; in 8 by the faculty of each school; in 1 they are appointed by the executive board; and in 1 by the nominating committee. The term of office of the members in 18 cities is one year, in 9 two years, in 3 three years, and in 2 indefinite. Of 21 cities reporting as to whom the acts and decisions of the councils are referred for ratification, 7 report no one; 4, entire teaching body; 3 each, teacher groups and board of education; CITY SCHOOL SYSTEMS 75 1 each, superintendent, parent body, subcouncil, and teacher association. The councils consider various questions, such as courses of study, textbooks, rating and promotion, supervision, physical equipment of schools, relation of school to community, teachers’ salaries and pensions, and leave of absence. As an example of the composition, etc., of a teachers’ council in one city, that of Washington, D. C., is given below : Teaching group - 21 Supervision group _ 4 Administration _ 9 Clerical staff _ 2 Janitorial staff _ 2 The teaching group is divided as follows : Kindergarten and primary _ 6 Intermediate grades - _ - 6 Specials _ 2 Junior high school grades _ 2 High schools _ 3 Normal schools _ 2 The total representation in each group is divided between the white and the colored staff. Of the grand total of 38; 16 are colored and 22 are white. Each representative is selected by election by the group he repre¬ sents. These groups in the case of the teaching staff are determined by the administrative school divisions into which the district is divided. The representative reports back to his own group the activities of the council, and receives instruction from his group relative to needs, desires, and opinions. The teachers’ council should be an advisory, not an administrative body ; it should realize that it is not to usurp the prerogatives' of the board or of the superintendent ; it should not be a body for merely destructive criticism. Each delegate should represent fairly and frankly in the deliberation of the council the views of the group which he represents. Endeavor should be made to have all the dis¬ cussions of the council lead to action that is helpful and constructive. The following is from the 1926 report of the superintendent of schools of Chicago concerning the teachers’ council in that city : In accordance with a recommendation approved by the board of education on April 9, 1925, the superintendent of schools invited certain organizations within the Chicago school system to elect a representative for service in the Chicago public-school teachers’ council. The board of education approved the organiza¬ tion of such a council “ under the direction of the superintendent of schools for furnishing the superintendent with advice intended to maintain public-school service to a high degree of efficiency, the organization to be in accord with rules 76 BIENNIAL SURVEY OP EDUCATION, 1924-1926 and by-laws adopted and approved by the superintendent, or amendments here¬ after made and approved by him. The meetings are to be held on call of the superintendent.” Service is voluntary. The meetings are held at such times as best meet the convenience of the members and as avoid interfering with their other school service. During the year the council considered: Banking in schools, distribution of milk, clerical work required of teachers, too much statistical reporting, distribu¬ tion of circulars and notices to the rooms during school hours, exhibitions and pageants, collection of money, meetings called by principals during class, time, too many fire drills, acceptance of gifts from pupils, teachers, etc., demands on parents for doing school work of pupils, minimum essentials, director of kinder¬ garten, school publications, teachers’ plan book, appraisal of teaching, rating the teachers, rating the principal. THE VISITING TEACHER In order to find out why the school does not function effectively for certain children, many city school systems are employing visiting teachers. The office of such teacher is to find the cause of mal¬ adjustments, whether they be in the school, the home, the neighbor¬ hood, or in the children themselves — in other words, the whole child must be understood, and not merely the five hours a day in which he is under the teacher’s eye — and when the maladjustments have been found, it is the office of such teacher to endeavor to effect a cure. The cases coming within the jurisdiction of the visiting teacher, to be more exact, are maladjustments in scholarship, involving sub- normality, retardation, precocity ; adverse home conditions — poverty, neglect, improper guardianship; misconduct, in and out of school; and irregular attendance. In some cities, as Pasadena, Calif., visiting teachers are sent to children who are temporarily confined to their homes by reason of illness, so as to enable them to keep pace with their classes ; also to those who are permanently removed from school, so that they may receive instruction. Every school day the visiting teacher is busy from six to eight hours visiting the homes of the smaller children, and every other day she visits the homes of the older children, hear¬ ing and outlining their lessons. In like manner Holyoke, Mass., is also undertaking the education of children who can not be trans¬ ported to school. The value of the visiting-teacher movement is attested by its growth. First adopted into the school systems of New York, Bos¬ ton, and Hartford, Conn., in 1906-7, at the present time 74 cities report visiting teachers, many of which cities have from 15 to 20 such teachers each. Among the cities emphasizing this activity may be mentioned Boston, Mass.; Dayton, Ohio; Chicago, Ill.; Cleveland, Ohio; Min¬ neapolis, Minn.; New York City and Kochester, N. Y. CITY SCHOOL SYSTEMS 77 The staff of the visiting-teacher department of Rochester num¬ bers 1G — the director, 13 visiting teachers, a court representative, and a field worker for the Children’s Memorial Scholarship Fund. In Dayton, Ohio, the school board has recently established a visiting teacher’s bureau as a part of the administrative department, with five teachers for the grade schools and two for the high schools. This number' will be increased as the system becomes effective. New York City employs 22 visiting teachers. In 61 of the 74 cities reporting the employment of such teachers their salaries are paid wholly from public funds. In 20 of these cities, it should be explained, the movement was sponsored by the national committee on visiting teachers of New York City, which paid two-thirds of their salaries for a stated time; then, when the value of the work had been fully demonstrated, it was taken over by the boards of education and the teachers were paid from public funds. At the present time the national committee on visiting teachers is cooperating 'with six cities, and is paying two-thirds of their visiting teachers’ salaries ; in the remaining cities the salaries are paid wholly or in part from private funds of other organizations. As further proof of the value of this movement the following quotations of city school officials and others are given : 3 “ Is as necessary to the school as the nurse or the doctor, the truant officer, the regular teacher. The work of the nurse and the truant officer is largely corrective ; the work of the visiting teacher is essentially preventive.” “ If I as principal were asked to give up one of my assistants or the visiting teacher, I should say : ‘ Take the assistant, but leave the visiting teacher.’ She alone is able to care for the well-being — call it spiritual well-being if you will — of those children who need sympathetic guidance over the hard places in their young lives when there seems no one else quite ready to lend a hand.” “ She has distinctly lessened the number of disciplinary cases * * * * has lessened tardiness * * * is a valuable agent in selling the school to patrons * * * cooperates with the school nurse * * * finally, is the agent who interprets the school to the home and the home to the school.” “ She has secured regular attendance on the part of truants * * * has explained why children were unable to keep up with their work, has given the class teacher more sympathy with the difficulties of the pupils * * * has brought assistance to children and mothers in need, many of whom would not ask, or did not know how to ask, for badly needed help.” The presiding justice of the children’s court of New York says:4 Many children would find their way annually into the children’s court if they were not assisted by a visiting teacher at the critical moment in their lives when the sinister influences of their environment begin to destroy what the schools are endeavoring to build up. The most effective treatment of delin¬ quency and crime is their prevention. It saves human misery and taxpayers’ 3 From the Visiting Teacher Movement, by Julius John Oppenheimer, published in 1924 by the Public Education Association, New York City. * Ibid. 17836°— 28 - 6 78 BIENNIAL SUBVEY OE EDUCATION, 1924-1926 dollars. If the full significance of the visiting teacher’s work as a factor in preventing social wreckage and in building good citizenship, particularly in the adolescent period of our school children’s lives, were understood, I believe that the board of education would provide a visiting teacher for every school in the city as a measure of economy. SCHOOL PUBLICITY One of the outstanding movements of recent years is the effort on the part of school boards and superintendents to keep the people informed about the schools — their aims, their work, their cost, their problems. Not so many years ago school superintendents hesitated about giving school news to the city papers or about issuing any publicity bulletins, partly because they thought that they would be accused of having an ambitious desire of seeing their names in print ; but school publicity as now conceived has nothing to do with names of school officials except incidentally. The main purpose is to give news concerning the schools, not news concerning superintendents, principals, or teachers. The movement for greater publicity has no doubt been hastened by American Education Week, when school superintendents in prac¬ tically every city of the country make a special effort to interest the people in their schools. But the progressive superintendents have recognized the fact that, however valuable a week’s intensive pub¬ licity may be, there should be continuous publicity; so they are making use of the press and are issuing bulletins on special phases of school work, giving talks before civic bodies on matters pertain¬ ing to education, exhibiting pupils’ work, using the radio, and in many other ways keeping up a constant dissemination of news about the schools. Several cities have organized school information bureaus, so that' newspapers and others may obtain school news without, as Supt. William McAndrew expresses it, having to “ corkscrew ” it out of officials submerged in something else and who have no sense of news. Many cities have put over big bond issues by intensive campaigns of publicity showing the need of new school buildings, but if a super¬ intendent never gives out any information regarding the schools of his city except when money is needed he need not expect as hearty a response to his special appeals as if he had been conducting a con¬ tinuous publicity program. THE ALL-YEAR SCHOOL Much has been written regarding the all-year school, but com¬ paratively few cities are operating their schools on the all-year plan. Many have organized summer schools of 6 or 8 weeks in duration, but these schools usually serve only two classes of pupils, those who CITY SCHOOL SYSTEMS 79 have failed and those who by intensive work may gain an extra j^romotion. Since many school administrators favor the all-year school, the question arises, Why have not the cities of the country extended the summer session to 12 weeks as an integral part of the course? Possibly it is because the general public is not sufficiently well informed as to the advantages of a school session of 48 weeks, or it may be that boards of education hesitate on account of the additional expense involved. That the school budget would have to be increased temporarily to run the schools 12 additional weeks is obvious, but if children may complete the 12-year course in fewer years the cost per pupil for his entire course might not be any greater than if the schools were in session only 86 weeks a year. To pass from the first grade up through high school requires 12 years, or 432 weeks, with 36 weeks to a year. Under the all-year plan a pupil would, theoretically at least, make the same advancement in 9 years of 48 weeks each. If this be true the cost per pupil completing the course would be no greater under the all-year plan. It might even be less, since the cost of maintenance during the summer months would be less. The question to consider, however, is whether the schools can be made more efficient if operated on the all-year plan. Economy should not be measured by expenses but by returns. Increased expenditure often increases the rate of dividend. Many a business man fails because he does not put enough money into his business to make it pay. No doubt our schools would pay better dividends on the money invested if they were operated for the entire year. No business concern would let its plant lie idle for three months in the year, yet the school buildings of the country are idle for this length of time, and since there is nothing profitable for the great majority of the children to do during the summer vacation they are loafing or playing in the streets. The time children spend in school is a comparatively small part of the time at their disposal. If a child sleeps 9 hours a day he has 15 waking hours. If he is in school 5 y2 hours a day for 5 days a week and 36 weeks in the year, he is in school only 990 hours out of the 5,475 hours that he is awake during the 365 days of the year, or he is in school only 18 per cent of his waking time. If the schools were conducted for 48 wTeeks a year a child would be in school 1,320 hours out of the 5,475 hours he is awake, or he would be in school only 24.1 per cent of his waking time. Supt. William McAndrew, discussing the all-year school in his report to the Chicago board of education, says : Every real teacher is certain to remark some time in the opening weeks of school in September that her pupils seem to have forgotten during the summer everything they ever learned, as well as the ability to study, to carry 80 BIENNIAL SURVEY OF EDUCATION, 1924-1926 on under the school regimen. After 9 or 10 months of faithful, conscientious, painstaking work she sees her pupils leave school for the summer recess alert, mentally keen, morally alive youth of whom she is rightfully proud and in whom she has great hopes; but these same boys and girls too often come back to her in September stunted physically, intellectually, and morally. It is not humanly possible for the adolescent to loaf, to run the streets, for two or three months each year, without suffering a loss of knowledge and a breaking down of habits of application. The Board of Education of Chicago has stood out against interruptions of school work by extraneous interests. The summer recess is the most serious interruption the child encounters in school life. The only valid justification ever offered for closing schools in summer is the need for the help of the children on the farm. There exists no such need in urban circles. During the past few years interest has been centered on the all- year schools of Newark, N. J. The board of education considered the matter of discontinuing the all-year schools of that city, which were first established there in 1912. Good results were reported until the superintendent of schools in his report to the board of education in 1924 called attention to certain disadvantages of the plan. The board, however, decided to continue the all-year schools until further study could be made of them. A preliminary survey was made by Dr. M. Y. O’Shea and Dr. William Farrand in June, 1925. They recommended that a complete survey be made of the all-year schools. The school board adopted the recommendation, and a survey was made by Dr. M. Y. O’Shea, Doctor Farrand, Dr. W. C. Ryan, Dr. W. A. McCall, Dr. A. T. Wylie, and Dr. P. K. Atkinson. The survey was made primarily to determine the effi¬ ciency of the all-year schools in comparison with the so-called tradi¬ tional schools. The committee found that while the all-year schbols do not do what was originally claimed for them — that is, carry any consider¬ able numbers of pupils through eight grades in six years — they do advance their pupils more rapidly and give them greater educa¬ tional attainment than pupils of similar ability, heredity, and social background receive in the traditional schools; that while it takes the average pupil in the all-year school nearly eight years to complete the elementary grades, it takes the pupils of corresponding capacity in a traditional school a distinctly longer time; that while the all-year graduates do not make as good a showing in the high school as traditional graduates, the reason is not less efficient work in the schools but the innate capacity of the pupils themselves and the fact that the all-year schools are holding and carrying through a class of pupils who in the regular schools would be likely either to drop out or to be seriously retarded; that these schools, in the face of great difficulties, are doing extremely valuable work and are rendering a great service, particularly to children of foreign CITY SCHOOL SYSTEMS 81 parentage and unfavorable home conditions, and that these children will suffer educationally if the all-year schools are abolished; and that the additional cost is not excessive, considering the service rendered. In view of all the evidence, the survey committee recommended that the all-year schools in Newark be continued and that they be given every facility to make their work even more effective than it has been thus far. The Newark board of education, after giving the report of the survey committee due consideration, decided to continue the all-year schools. The report of the committee will no doubt awaken interest in other cities in the all-year school. Nashville, Tenn., is another city that has from all reports made a success of all-year schools, which have been in operation in that city for three years, and which apply not to a part but to all of the schools or grades in the public-school system. The summer term of the all-year plan differs from the usual “summer school ” or “vaca¬ tion school ” in that the work done is exactly the same in time spent and length of course as in any other term. No effort is made to crowd 18 weeks of work into a period of 8 or 10 weeks, the summer term having the same course of study as any other term. The school year is divided into four terms, or quarters, of 12 weeks each. A student completes a year’s work either by carrying three terms’ work during the regular year or substituting the summer term for one of the others. Attendance is not compulsory during the summer term, but by attending during this term a student so desiring may secure exemption from attendance during one of the other three following terms. A report on the results of the experiment was published after the first year’s experience. No later reports have been published, but the superintendent of schools writes that the second and third years were practically duplications of the first year, even to the per cent of number attending, number promoted, etc. On this basis the summer term’s attendance, which is wholly voluntary, is 64 per cent of the regular term’s enrollment, the per cent of attendance of those enrolled for the summer term is 94, and the per cent of punctuality is 99.78. At the end of the summer term 84.9 per cent are promoted, as against 79.3 per cent promoted at the end of the regular term. The medical inspectors, who visit the schools regularly during the summer just as in any other term, report that they notice no bad effects from attending the summer term, but that on the contrary the general health of the children is improved by holding them to regular habits of living. In the employment of teachers preference is given to regular ones, and 86 per cent of them elect to teach the summer term. The teachers '82 BIENNIAL SURVEY OF EDUCATION, 1924-1926 are paid their regular monthly salaries, thus enabling them to receive 12 months’ pay and still have two weeks’ vacation twice a year. Mr. H. C. Weber, superintendent of the Nashville schools, sum- marizing the results of the all-year schools of that city, says : These results confirmed the belief that there was real demand for educa¬ tional opportunities at all times, that better results through continuous occu¬ pation were attained in all those things regarded as of prime importance in the training of the child — regularity, punctuality, attention to duty, content¬ ment, cheerful obedience to authority, health of body, mind, and soul; that it is possible to shorten the time of preparation for productivity not only without hurt to the individual but with positive advantage to him, his country, and to the world at large. INDIVIDUAL INSTRUCTION One of the problems that school administrators have been attempt¬ ing to solve is that of adapting the school to the individual pupil so that each may work according to his ability, and so that he may at the same time participate in the life of the school and thus be a member of a community and not a mere individual independent of every other child in the school. The plan that is most used in solving this problem is to divide a given grade into a number of groups so that pupils of like ability will be in the same group. The usual plan is to form three groups, the rapid, the average, and the slow, and to adapt the curriculum and the instruction to each group. In some schools as many groups as possible are formed. If, for instance, there are 200 second-grade children in a building, the grade is divided into five or six groups, usually with more children in the faster-moving groups. Various bases are used for classifying the pupils , as intelligence quotient, mental age, educational age, and teacher’s judgment. There is usually a combination of two or more of the bases, the teacher’s judgment appearing most often in combinations, and only rarely as the only basis for classification. The plan of grouping pupils is used in the elementary grades more than in the junior and senior high schools. Of 163 cities with from 10,000 to 30,000 population reporting to the Bureau of Education, 145 have adopted the plan in some or all the elementary grades, 119 in some or all the junior high school grades, and 81 in some or all the senior or regular four-year high schools. Of 89 cities of 30,000 to 100,000 population reporting, 66 use the plan in elementary grades, 57 in the junior high school, and 36 in the senior or the four-year high school. Of 40 cities of 100,000 or more population, 36 use the plan in the elementary grades, 28 in the junior high school, and 26 in the senior or the four-year high school. Among other methods of adapting the school to individual pupils may be mentioned the Dalton plan and the Winnetka technique. CITY SCHOOL SYSTEMS 83 Since much has been written about each of these plans, a description of their respective methods is not necessary. A few years ago Dalton, Mass., and Winnetka, Ill., were the only schools in the country using these plans. That each is being adopted is evident from replies made to a questionnaire submitted by the Bureau of Education to all cities of 10,000 or more population. Of 280 super¬ intendents in cities of this size reporting, 44 are using the Dalton plan or some modification of it and 42 are using the Winnetka tech¬ nique or an adaptation of it. No scientific evaluation of the Dalton plan has been reported, but evidence from the schools that have adopted it indicates that it has certain merits. Possibly no school has operated on the plan long enough to make such an evaluation, but before the plan becomes widely adopted the school people will want all the data possible. The Winnetka schools, after operating on an individual instruc¬ tion plan for four years, were studied with a view of discovering the advantages and limitations of the plan. Some of the questions the survey sought to answer were answered quite satisfactorily, while no answers could be found to other questions. Among the latter were: Is individual work in the content subjects, as history and geography, as effective as in the “ tool ” subjects of reading, spelling, formal language, and arithmetic ? Do pupils learn to use facts, and do they recognize their social significance as well when the facts are taught in individual self-corrective exercises as when introduced in their natural setting? The report shows that the drill subjects are better mastered in the individual instruction plan, that grade repetition is eliminated, that more time per day is free for group and creative activities, that the effect of individual work in the elementary school as measured by marks in high school is satisfactory, and that no additional cost appears to be involved. An experiment in individualizing instruction is described in the report of the board of education of Montclair, N. J., for 1925. The experiment was made to determine the relative effectiveness in arith¬ metic and spelling between the more formal, stereotyped, regimental, traditional method and one adapted to individual differences and personal needs. The one is described as the formal method and was used for a period of four months, and the other is described as the self-directed method and was used for three months. In each the personnel of the class was the same and was under the same teacher. The Stanford achievement test was used as a criterion to evaluate the results of the experiment. It was found that much greater gain had been made under the self-directed plan. 84 BIENNIAL SURVEY OE EDUCATION, 1924-1926 Some of the conclusions reached regarding the self-directed or individual method were : 1. The interest of the children in the work was largely spontaneous. They felt a keen need for further knowledge. They applied themselves eagerly to the work. They asked for more books to read and asked for more work in arithmetic. 2. The success of each child received recognition, often in graphic form. One of the greatest motives for further effort, for adults as well as children, is the satisfaction of accomplishing a given task successfully. 3. A difficulty met was a challenge to each child to think, independently, or cooperatively with a self-selected group. Often his approach to the teacher was an inquiry if his original method of solution were correct. 4. Each child was actively making an effort during a much longer proportion of the time than under the more formal, traditional plan of instruction. 5. In the discussion of the results and methods of others the pupils were learning to weigh advantages and disadvantages and to come to the conclusion of a judgment. Thus they were helping to determine their own methods of study ; and they were frankly criticising each other. 6. Anyone who is having the experience of such frequent discussion of his methods and results, free and frank and yet under the kindly control of the teacher, is developing an attitude that tvill enable him more intelligently to face adverse criticism. 7. It is only fair to all children to let each progress at his own rate. 8. With the greater variety of opportunity for each individual more abilities have the chance for expression. — 9. In individualizing instruction there is always the query: Is not real social intercourse eliminated entirely? In this experiment actual social inter¬ course and cooperation occurred to a far greater extent than under the formal classroom procedure. 10. The degree of achievement was greater under the self-directedvthan under the formal procedure. No doubt other studies at Winnetka and in other cities that have adopted an individual instruction plan will tend to prove or dis¬ prove the worth of such plans, or they will indicate how they may be modified so as to produce the best results. Every school wants to know how to individualize instruction so that each pupil may advance according to ability and effort and at the same time be “ socialized.” CURRICULUM REVISION Within the past few years the reorganization of the elementary and the secondary school curricula has been receiving more attention from educational leaders than any other phase of school work. That conditions have changed in the cities of the country, and that a curriculum prepared only a few years ago no longer meets the needs of modern city life, have been fully recognized. The fact, too, that our ideas of education are changing has had its influence on curric¬ ulum construction. Not so many years ago the course in arithmetic was weighted down with “ mental discipline problems.” English CITY SCHOOL SYSTEMS 85 grammar courses were exercises in parsing and diagraming. N o reputable educator to-day thinks of holding to these courses founded on a philosophy that has no scientific support. According to present- day thought the curriculum should be reconstructed largely in terms of contemporary American life and of the needs of the individual child as they are now understood. It naturally follows that, as con¬ ditions change and as our knowledge of the child changes, the school curricula must be revised to meet changed conditions and to conform with the newer conceptions of child life. The need of a thorough revision of the curriculum having been recognized by the educational leaders, various national committees have been at work on curriculum studies and several reports have been prepared. Among these are the Fourth and Fifth Yearbooks of the Department of Superintendence and the Twenty-sixth Year¬ book of the National Society for the Study of Education. In many cities committees have been appointed composed of officers and teachers to make revisions of the curriculum. For this pur¬ pose some cities grant teachers leave for weeks or months on pay. Thousands of dollars are being spent to cover the extra expense for substitute teachers, research, and clerical assistance. Although there is great interest in curriculum revision, not every city has made changes except possibly by the adoption of new text¬ books. Of 390 cities of 10,000 or more population reporting to the Bureau of Education, 175 have made revisions or are in process of revising the curriculum. According to a 'study 5 made by Dr. S. A. Courtis, 60 per cent of 132 cities replying to a questionnaire have made a general revision of their elementary school curriculum during the last three years and 75 per cent within the last five years. THE JUNIOR HIGH SCHOOL The number of cities adopting the junior high school has con¬ tinued to increase. In 1918 such schools were reported by 123 cities; now 484 cities report this type of organization. In these 484 cities there are 990 junior high schools. The usual plan of organization includes grades 7, 8, and 9. Ap¬ proximately 73 per cent of the cities include these three grades in the junior high school; 19 per cent include grades 7 and 8; 2 per cent grades 6, 7, and 8; 4 per cent grades 7, 8, 9, and 10; and 2 per cent grades 8 and 9. The aims and purposes of the junior high school are more clearly defined. It is no longer looked upon as a mere departmentalized organization of grades 7, 8, and 9, but as a school integrating elementary and secondary education. It concludes 5 Twenty-sixth Yearbook of the National Society for the Study of Education, Part I, 86 BIENNIAL SURVEY OF EDUCATION, 1924-1926 elementary and initiates secondary education. As expressed by Mr. James M. Glass: “It carries forward progressively its transitional articulation of elementary and secondary courses of study. It closes by starting the differentiation of secondary education. It continues the elementary school, it coordinates the school system, and it starts the secondary school.”6 The junior high school, it is generally agreed by those who have made a study of its aims and purposes, should be free to work out its own program and courses of study adapted to the needs of boys and girls from approximately 12 to 15 years of age. In some cities, however, the junior high school program shows the influence of teachers higher up. Some senior high-school teachers of mathe¬ matics, for instance, want algebra as such taught in the junior high school instead of general mathematics. Some science teachers in senior high schools can not think in terms of the general science course offered in the junior high schools. This attitude of the senior high-school teachers, which was somewhat pronounced some years ago, is disappearing. Even the colleges show a disposition to let the junior high school function as a separate organization. Some colleges already accept three years of senior high school work (12 units) for admission without reference to preceding work, and many others are inclined to accept 12 units of senior high school work for entrance; other institutions and accrediting agencies approve such procedure. It is thus evident that the tendency is to leave the junior high school free to work out its own courses of study. 6 School Life, February, 1927. CHAPTER IV PROGRESS OF RURAL EDUCATION By Katherine M. Cook Chief, Division of Rural Education I. PROBLEMS CONCERNED WITH RURAL SCHOOL SUPPORT THE SCHOOLS AND THE ECONOMIC SITUATION The rural schools of the United States have both profited by and suffered from the general economic depression affecting farmers and farming during 1925 and 1926. Rarely, if ever in recent years, have the social and educational welfare, as well as the economic condition of the farm population and their influence on American life, received so much and such disinterested attention. Not only farmers but other social and occupational groups — citizens in gen¬ eral — have given thoughtful consideration to the situation. Con¬ gress has considered a variety of measures designed to ameliorate conditions. A Division of Cooperative Marketing in the Depart¬ ment of Agriculture was established by act of Congress during the biennium, its creation influenced by the desire of the Federal Gov¬ ernment to give intelligent advice and assistance in an important phase of the business of farming. Increased activity on the part of organizations concerned with the social, educational, vocational, and recreational welfare of the farm youth have been noticeable. A few important examples of such activities are mentioned as typical: The American Country Life Association conducted a nation-wide study designed to ascer¬ tain attitudes of farm youth toward certain social and vocational questions. The association devoted its 1925 annual conference to the subject of farm youth, the problems discussed growing in part out of the investigation. The American Library Association has been active in investigating public library service furnished to rural communities and rural schools. A recent survey made by a committee of the association revealed the fact that 93 per cent of the people without library service live in rural territory. The association has set as its ultimate goal the development of adequate library service within easy reach 87 88 BIENNIAL SURVEY OF EDUCATION, 1924-1926 of everyone in the United States. This interest, among others, is stimulating efforts for better public and school libraries for rural communities. The National Congress of Parents and Teachers has conducted an intensive campaign in North Dakota, with the result that there are now branches of that organization in all rural districts in some counties and in a high percentage of rural districts in the others. Similar campaigns are now being organized in Mississippi and Nebraska. This concentration of attention on the general educational welfare of farm communities promises to continue, and should have a per¬ manent influence for good on educational conditions. The immediate effect of economic depression on rural schools has been to curtail expenditures for all but the accepted necessaries — sometimes narrowly interpreted; to delay building programs, school consolidation, provision for supervision, and the like, even to the extent of lowering established standards in some communities. It has not been confined to any particular section of the country, but has been most serious, of course, in those States or communities depending largely on agriculture rather than manufactures as a source of economic income and wealth. Among the comments on the relationship between the economic situation and general school prog¬ ress which have been made by the chief State school officers of the States, the following, selected as representative of different sections of the country, are also reasonably typical : Connecticut. — Progress has been very much slowed down by the present economy wave, but has not stopped. No retrogression is in evidence. The tobacco situation has hindered developments in the tobacco-growing districts. Louisiana. — The economic conditions in the rural sections of the State are not very promising. The sugar crop has been a failure for the past two years. The cotton crop has been good, but the present low price has brought much hardship to the cotton farmers of the State. Maine. — The fact that the farmer has been going through a period of de¬ pression has developed a psychology which makes it difficult to find ways and means for making the rural schools commensurate with the needs of the people. In one county in which a crop failure occurred last year an effort was made to maintain schools at their usual efficiency, but it became neces¬ sary in some instances to reduce salaries, shorten the length of the term, and postpone improvement. This year the countf is prosperous and every effort is being made to recover the lost ground and to go ahead. The rural school situation is vitally tied up with the economic conditions. Montana. — While economic conditions in general in this State have im¬ proved, a large number of districts in rural sections of the State had exceedingly high levies, and many districts have not opened school at all. Children have been cared for in other districts, or in some instances have been left without any school whatever. Conditions can not be remedied until the State assumes a larger share of school support. Districts are helpless to carry so heavy a load as has been required. PROGRESS OF RURAL EDUCATION 89 New York. — Farmers have been paying disproportionately high taxes, and this heavy burden of taxation has retarded school progress. North Carolina. — The low price of tobacco and the disruption of the tobacco cooperative association, together with a severe drought in 1925, have slowed up school progress in some parts of the State. The slump in the cotton-mill industry affected the income tax and limited State support. On the whole, however, the economic situation seemed fairly good until the slump in the price of cotton in 3926. There is no way to tell how far-reaching this will be. South Carolina. — Agricultural States have had a hard time financially for the past few years, but South Carolina seems to have largely solved the prob¬ lem of financing her public schools through indirect taxation. Wyoming. — Economic conditions in most of the rural communities of this State have been bad during the past biennium. There is some indication of improvement at the present time. This, of course, has affected rural school improvement. Fortunately the rural schools have been able to continue and improve without much local taxation, so that the schools in this State have not suffered as severely as those in surrounding States where economic condi¬ tions were similar but State support less adequate. But the economic situation has led also to fruitful and deter¬ mined efforts to secure more generous school support and more efficient schools for rural children — movements which promise effective and permanent results. Two important factors are more clearly and widely recognized than ever: Local support as the sole dependence for rural schools is inconstant, inadequate, and in¬ equitable ; and rural schools frequently, from causes inherent in rural conditions, cost more rather than less than urban schools, if equally efficient. The ultimate result has been a reexamination of the sit¬ uation and renewed efforts for improvement centering largely around two large aspects of rural education — scientific and equi¬ table methods of support, and standards of achievement, the latter concentrating chiefly on improving the quality of instruction. STATE AID AND EQUALIZATION OF EDUCATIONAL OPPORTUNITIES INTEREST IN RURAL SCHOOL SUPPORT AND EFFORTS TOWARD IMPROVEMENT The unusual interest in questions of the adequacy and method of support of schools in rural communities, growing during the decade, culminated in unwonted activity during the biennium in all matters concerned with State school funds and their distribution. About three-fourths of the money spent on the public schools in the United States comes from local sources. Practically all of this, as well as a portion of that raised by State and county units, comes from property taxation. These two factors, namely, de¬ pendence on local resources and dependence on property taxation as the chief source of school support, render the farmer’s school-tax burden particularly heavy as compared with his city fellow citizen, while the returns he receives in education facilities for his chil- 90 BIENNIAL SURVEY OF EDUCATION, 1924-1926 dren are not usually commensurate with the effort nor equal in effi¬ ciency to those offered in urban communities. While this is particularly true of rural elementary and secondary schools, it is probably true also of State higher institutions of learn¬ ing which the farmer helps to support. With the acknowledged inadequacy and inefficiency of rural elementary and secondary schools, it would be unreasonable to expect the farm population to furnish its quota of students to State higher institutions. Such studies as have been made of the placement of graduates of State teacher-preparing institutions indicate unmistakably that rural schools do not participate proportionately with urban schools in the service which State normal schools and teachers colleges are established to contribute. They neither secure nor retain to a reason¬ ably adequate degree teachers prepared at such institutions. Increased realization of the seriousness of the situation and of its inequity is responsible for the wider interest in more nearly equalized educational opportunities within States and for increased efforts to secure them. This interest is clearly evidenced in the number and content of state-wide studies of school support which have appeared during the biennium. The educational needs of rural communities and their financial ability to meet them; present and potential sources of funds for school support; State school funds and their distribution among local units; effect of differ¬ ent methods of distribution on local school offerings, and the like, have become common and fruitful subjects of research. Such re¬ search investigations have been carried on in several States by State officials, or under their direction, or at their request, with the pur¬ pose of using them as guides for proposed legislative or other revi¬ sions. Others are research projects initiated because of enlarged interest and contributing to the general knowledge and literature of the subject. In at least one-fourth of the States efforts of one kind or another have been made during the biennium to secure increased appropria¬ tions from State sources for new or old purposes, distributed by new or old methods as permanent or temporary relief for small, needy schools. In several States new annual appropriations for general or specific purposes have been provided; in others a special appropriation for specific purposes or increases in the amount of present appropriation have been made, or the principle on which other appropriations are made or distributed has been extended to other activities; while in a few States fundamental changes either in the amount of State funds furnished or in the methods of distribution, or both, have been sought or accomplished. Even though changes advocated have not been effected, the extensive efforts made to arouse public interest in intelligent consideration PROGRESS OF RURAL EDUCATION 91 of problems of school support have had a significant and probably lasting effect. The efforts themselves have resulted in a better understanding of school needs and larger acquaintance on the part of the public with successful policies pursued in progressive States, and so have helped lay a foundation for later accomplishment. Montana and Missouri are examples of States in which constitu¬ tional amendments or legislation favorable to school interests, re¬ cently proposed and lost, apparently mark not the end but the beginning of wider or more united or better understood efforts in the direction of securing more nearly equalized educational oppor¬ tunities. SOURCES AND DISTRIBUTION OF STATE SCHOOL FUNDS Old and new sources of school support. — The sources from which funds are derived, particularly State funds, effective and potential, are, of course, basic to any constructive consideration of revision of methods of school support. Several studies of recent origin, and particularly those made during the biennium just closed, have called attention to the inadequacy of the general property tax as the sole source of revenues for school support and to the growing tendency to seek other and so-called newer types of State taxes to relieve the overburdened property source and to meet the rising costs of educa¬ tion. Bureau of Education Bulletin, 1926, No. 18, points out that the majority of citizens have little knowledge of the extent to which many States are now employing corporation taxes, income taxes, and other newer types instead of, or in addition to, general property taxes as a source of school revenues. As is well known, the public schools in the United States are sup¬ ported by funds from State, county, city, town or township, and district sources. A portion of the cost of maintenance in all States comes from the State as a unit, the proportion varying widely among States from that in Delaware providing 811/2 per cent in 1925 to Kansas providing 1 y2 per cent in the same year. While local school moneys are derived almost wholly from property taxation, State funds come from a number of sources. Among the most common ones are permanent invested funds, State property tax, appropria¬ tions from general State revenues, corporation tax, income tax, inheritance tax, and severance taxes. The personal income tax is a source of school revenue in six States at the present time. Arkansas repealed in 1925 the law by which such a tax was levied specifically for schools, leaving Delaware as the only State, so far as information is available, in which this tax is levied and the entire revenue devoted to schools. Five other States, Massachusetts, Mississippi, Missouri, New York, and North 92 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Carolina, set aside for school purposes some portion of the proceeds of a State personal income tax.1 In eight States all or a part of the proceeds of a State inheritance tax is devoted to schools. Of this number, one, Virginia,, devotes the entire proceeds to the “ State public school fund ” or “ to be used for primary and grammar grades of the public schools.” Up to 1925 another State, Nevada, levied an inheritance tax, 40 per cent of the proceeds of which went to the State school fund. This law in Nevada was repealed in 1925. Practically all States levy some type of corporation tax, though only seven make such a levy specifically for schools. In seven additional States part of the proceeds of such tax is devoted to school purposes. The States 2 levying some form of corporation tax specifically for schools are as follows: New Hampshire, Maine, Kentucky, New York, West Virginia, Kansas, and Delaware. The severance tax is a new source of revenue attracting increas¬ ing interest because of a belief in its possibilities and fairness as a source of school revenue. It is defined in the laws of two States as a tax on all natural products separated from the soil except agricultural. The interpretation commonly used corresponds to this definition. Natural products, such as coal, oil, and minerals of all types, are sources of wealth which will ultimately become ex¬ hausted. Future generations will not share in the income accruing from these natural deposits unless some special provision assuring its continuation or other method of prolonging participation is made. A tax on such deposits or their products, set aside as a permanent fund or used for current school purposes, is considered one step in the direction of continuing or making permanent their benefits to future generations. The five States in which severance taxes are used for schools usually devote the money to the State common or general school fund and to funds for higher institutions. In Arkansas, Louisiana, and Oklahoma part of the proceeds is returned to the counties in which the tax is collected. Eight States levy occupational, business, and license taxes, reve¬ nues from which are used for school purposes. In four States, Louisiana, Kentucky, South Carolina, and Georgia, there are tobacco or cigarette taxes used wholly or largely for schools. Methods of distributing State funds. — The search for better meth¬ ods, usually called scientific methods, of distributing State funds among the various administrative units within the State is the phase of the general problem of State support which has received the largest attention during the biennium. Methods of distribution 1 Summary of newer types of school taxes. Mimeographed circular by F. H. Swift, University of California. * Ibid. PROGRESS OF RURAL EDUCATION 93 are particularly important in tlie prevailing efforts to promote equalization of tax burdens and school opportunities. Old methods of distributing State funds have, therefore, been subjected to re¬ examination and revision and to an unwonted scrutinizing both as to kind of distribution and its effect on local schools. The methods most commonly used at the present time in the different States, with the number of States using them are: (1) Per pupil basis, such as school census, average daily attendance, aggregate attend¬ ance, or enrollment. Forty-five States distribute some or all of their funds on one of these per pupil bases. (2) Per teacher basis, including number of teachers, graduated grant proportioned to salary basis, graduated grant proportioned to qualifications basis. Sixteen States use one or more of these in distributing some of their State funds. (3) On some specifically equalizing basis. Twenty- four States now have equalizing funds. (4) Miscellaneous bases or combinations of different bases.3 STATE-WIDE STUDIES OF SCHOOL SUPPORT State-wide studies of school suppcn't numerous , and scientifically made. — The biennium has been unusually prolific in the pro¬ duction of studies having for their objective the discovery of methods of equalizing or approaching equitability of educational opportuni¬ ties within the State studied. The majority of these studies have Accepted the theses that such equalization is possible and desirable; that it is the business of the State as the responsible school unit to discover and put into operation means for its accomplishment; that certain minimum standards or criteria as to the educational offering should be set up by the State, which local units must observe. Be¬ yond the minimum, freedom for further achievement, if not encour¬ agement, is both possible and desirable. Apparently also a large number of the investigators have accepted the thesis promulgated by the Educational Finance Inquiry Commission in 1923 that equaliza¬ tion and reward for special effort are more or less incompatible, and that of the two, equalization of opportunity among school units is the particular function which it is unquestionably the first respon¬ sibility of the State to discharge. The result of the emphasis of reward for effort in a State-aid system is to destroy in some degree the effect of provisions for equalizing educational opportunity. It would seem, therefore, that in the future development of State- aid systems payment for effort would be either entirely eliminated or reduced to a minimum where the good arising from it outweighs the harm.4 3 F. H. Swift. University of California. Mimeographed circular. - State Support of Public Schools. Paul Mort, Bureau of Publications, Teachers College, Columbia University, New York. 17836°— 28 - 7 94 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Many of us in our desire to equalize educational opportunity and to reward effort have said that the equalizing fund of North Carolina ought to be dis¬ tributed on the dual basis of need and effort. * * * No method of appor¬ tioning the equalizing fund will accomplish both these aims, because they differ from one another in kind and not in degree. They are mutually exclusive. Equalizing burdens does not mean rewarding effort; nor can rewarding effort ever equalize the burden of support.5 Varied units of measuring educational need, effort, and ability to support schools have been used as bases in devising equalization plans. Among those used as measuring school needs are number of pupils enrolled, or in average daily attendance; number of teachers employed ; and the “ weighted pupil.” As measurements of ability are (1) true or assessed or “equalized” tax valuation per pupil; (2) relationship between income and wealth as expressed by formulae set up for the purpose. As measurements of effort, actual or pro¬ posed, to support schools, are (1) tax rate, that levied or that neces¬ sary to raise a given amount per pupil on an assumed or fixed valuation ; (2) a fixed per pupil expenditure — the amount established on some accepted basis, such as State average for the year. Among the studies of school support from the State point of view made during the biennium which may be considered as official or semiofficial in character in that they were published by or sponsored or approved by State departments of education are : Inequality in educational opportunity in Illinois. Circular 192, issued by Francis G. Blair, superintendent of public instruction. Financing education in Connecticut, the proposed plan to enable the State to meet more adequately its educational responsibility. Prepared by ■ the di¬ vision of research and surveys of the State board of education, Hartford, Conn. Development of State support and control of education in Connecticut. Doctor’s dissertation by Mrs. Helen Martin Walker. Published by the State board of education, Hartford, Conn. Equalization of thd financial burden of education among counties in North Carolina, a study of the equalizing fund. Fred Wilson Morrison. Teachers College, Columbia University, contributions to education No. 184.6 State responsibility for the support of education in Georgia. Gordon D. Single- ton. Teachers College, Columbia University, New York.6 The financing of education in West Virginia. Issued under the direction of the State superintendent of free schools, Charleston, W. Va. Texas educational survey, vol. 2, financial support. Educational survey com¬ mission, Austin, Tex. Survey of education in Utah, Chapter XI, Financing the elementary and high schools. Bulletin, 1926, No. 18, U. S. Bureau of Education. 5 Equalization of the Financial Burden of Education among Counties in North Carolina. Fred Wilson Morrison. Teachers College, Columbia University, Contributions to educa¬ tion No. 184. 6 Made by member of State department or referred to in letter from State super¬ intendent. PROGRESS OF RURAL EDUCATION 95 Report of State aid to public schools in New York State. Prepared for a joint legislative committee by Paul R. Mort, with the advice and cooperation of G. D. Strayer, J. R. McGaughey, and Robert M. Haig. Appropriations and subsidies in educational surveys. Report of a committee appointed by Gifford Pinchot, Governor of Pennsylvania. Department of public instruction, Harrisburg, Pa. In addition to these more or less “official” studies, the following are among the research studies on State-wide school financing of gen¬ eral interest made or published during the biennium : Studies in public school finance — The Middle West, Illinois, Minnesota, South Dakota. Fletcher Harper Swift. Published by the University of Minnesota. State support of public schools. Paul R. Mort. Bureau of publications, Teach¬ ers College, Columbia University, New York. Studies in public school finance — The South, Arkansas, Oklahoma, Alabama, Tennessee. Fletcher Harper Swift. Published by the University of Min¬ nesota. A technique for the determination of unit school costs. University of Iowa. Studies in education. Major issues in school finance. Research bulletin, vol. 4, No. 5, National Education Association, Washington, D. C. The financing of education in Iowa. Educational finance inquiry commission. Published by Macmillan. Two studies somewhat different in nature, but Avith an important bearing on the matter of State support, are “ The Ability of the States to Support Education,” by J. K. Norton, published by the National Education Association, and “ Effect of Population upon the Ability to Support Education,” by Harold F. Clark, Bulletin of the School of Education, Indiana UnAersity, Bloomington, Ind. The first is an effort to measure the economic power of the several States in terms of the children to educate, the unit being the number of children from 6 to IB years of age. Several measures of a State’s economic ability are presented, based on the relationship between the value of tangible wealth and the average annual income. The resultant of the accepted relationship divided by the number of children 6 to 13 years old is used as representing the economic power on which the State may draw for educational expenditures. The second, “ The Effect of Population upon the Ability to Support Edu¬ cation,” discusses costs from a different and, according to the author, a neglected angle. The study is an effort to indicate or measure the importance of the effect which the number of children a State or community has to educate and the relationship which the number of such children bears to the number of adults have on the ability of the State or community to pay for education. It is not possible Avithin the scope of this chapter to describe even briefly the many interesting phases of these studies bearing on State 96 BIENNIAL SURVEY OF EDUCATION, 1924-1926 responsibility for schools. As an example of procedures followed in conducting state-wide studies of school support some outstanding characteristics of two of them are described briefly. Supporting schools in Utah . — Chapter 12, Financing the Ele¬ mentary and High Schools,7 in “A Survey of Education in Utah,” Bureau of Education Bulletin, 1926, No. 18, sets forth three interest¬ ing plans for state-wide contribution to local school support. This study emphasizes two important points of general interest and application: (1) The failure of property taxation as the sole source of school support, and (2) the responsibility of the State for equal¬ ization among its school districts, at least to the extent of a minimum educational program. Of a general property tax as the sole method of school support, the report states : “ The general property tax as a source of school revenue stands condemned to-day, not only by every leading authority in the field of taxation but by numerous State tax commissions consisting of men eminent in business and public affairs.” Quoting from Essays in Taxation, by Prof. E. R. A. Selig- man, and reports of special State tax commissions of Georgia, Ohio, and Illinois, the report discusses the desirability of other sources of school moneys, including income tax, severance tax, corporation tax, inheritance tax, with a view to ultimate adoption of one or more of them. Defects in methods of apportioning State aid among the districts are pointed out. Approximately 35 per cent of school-maintenance expenses were from State sources. The bulk of this was distributed to districts on the per capita basis, scholastic population 6 to 18, inclusive. The defects are as follows: (1) The school census, which is employed as the basis of apportioning the major part of State aid, results in giving districts grants for children who are not in school and puts a premium on nonattendance. (2) In apportion¬ ing funds, differences in financial ability and differences in the effort put forth by the districts are ignored. (3) The prorating of funds is defective. To remedy the situation the report outlines three different plans. Plan I recommends complete State support, the State to pay all the cost of a minimum program determined upon, by levying a State tax which wrould produce, when added to all other State funds, sufficient money to pay costs of all schools. This method has recently received serious consideration in a number of the States. So far, it has not been actually adopted in any State except Delaware, and there with some limitations. It is, however, similar to the policy followed by individual States composing Australia.8 7 Chapter prepared by Fletcher Harper Swift. 8 See School Life, April, 1927. PROGRESS OF RURAL EDUCATION 97 Plan II proposes a large equalization fund. In addition to all existing State funds it is proposed that a special State equalization fund be provided and distributed in such a manner as to equalize district school revenues and district school burdens. (1) Existing school funds are to be distributed as at present. (2) Every district, in order to share in the State equalization fund, must levy a tax of a rate equal at least to that which the wealthiest district must levy to provide funds which, with the moneys received from the State dis¬ trict fund and all other existing State funds, will be sufficient to pay the total cost of providing the minimum program (in this dis¬ trict) without aid from the equalization fund. By the wealthiest district is meant the district having the greatest true valuation per school census child, and by minimum program is meant such pro¬ gram as can be purchased by an expenditure of $70 per child in average daily attendance. The rate which this wealthiest district levies becomes in effect a compulsory minimum tax rate to be levied by every district in the State. While the wealthiest district and all other districts will continue to receive all State grants they are now receiving the wealthiest district would not share in the equalization fund. No district would share in this fund which could meet the entire cost of the minimum program from the proceeds of its quotas of existing State funds plus the proceeds of the minimum tax. (3) Any district may levy a rate higher than that required for partici¬ pation in the State equalization fund. In apportioning the equaliza¬ tion fund the State shall disregard moneys provided by districts through levying a tax rate higher than the minimum compulsory tax. No district, therefore, shall be penalized through deductions from quotas of the equalization fund because it exceeds the minimum com¬ pulsory tax rate, nor shall it be given additional aid from the equali¬ zation fund for that reason. (4) Every district shall receive from the State equalization fund an amount representing the difference between the cost of providing said district’s minimum program and the sum of the proceeds of the district minimum tax plus all grants to which the district would be entitled from the now existing funds. Plan III, equalization by means of existing funds. This plan is recommended in case the other two are rejected as impossible or im¬ practicable. It proposes that one-half of the combined income of existing State school funds shall be apportioned among the districts on the basis of average daily attendance and that the remaining half shall be set aside as an equalization fund to be apportioned among all districts which levy a tax of a fixed minimum rate and are unable from the proceeds of this tax and from all other State funds to provide for each child in average daily attendance an amount equal to the State average expenditure per pupil in average daily attend- 98 BIENNIAL SURVEY OF EDUCATION, 1924-1926 ance during the preceding year. It is apparent that this last plan means merely the adoption of an “ equalizing ” method of distribut¬ ing available funds. The report states that only by provision of a State equalization fund can Utah make progress toward evening out the present inequalities in the State school system and reach the first rank of those States endeavoring to finance their schools with some regard for sound and scientific principles of school support. Some features of a study of State aid in New York State. — Several studies of school support have recently been made in New York State. Important changes in the statutes concerning the distribution of funds and providing for an increased appropriation (to which reference is made later) have resulted from or been influenced by a plan proposed in “ Eeport of State Aid to Public Schools in New York State.” 9 The author aims to determine the State’s educational task by the “ weighted pupil ” measure. He states that improvement of the present system must come through a change in the (present) method of measuring need of communities for aid and from a con¬ sideration of the wealth of communities in the distribution of the funds. Taking the offering demanded by a given program for a city elementary child as a unit, this device [“weighted pupil”] weights a pupil when measur¬ ing the need in any other situation or in any type of education recognized on the minimum program by an amount representing the relative cost of giving the pupil what would reasonably be accepted as an equivalent offering. For instance, a city high-school child is given a weighing of two — that is, a city high-school child counts two weighted pupils. Considering both the educational task and the financial ability of the State, a measure of the type of educational offering the citizens of New York are willing to support may be obtained by discovering the kind of opportunity made available in those communities which have practically th,e same ability to support schools as has the State as a whole. From a study of the current expenses in 23 cities, villages, and supervisory districts having not more than 15 per cent greater or less valuation of real estate per weighted pupil than has the State as a whole, the median was found to be $70 per weighted pupil. The assumption is that the tendency for the people of New York living in cities, villages, and rural communities, when faced by the same financial and educational situation which the State as a whole faces, is to meet the situation by offering a $70 education. That is, they spend enough to buy for the chil¬ dren in their elementary schools the kinds of offerings that $70 will buy for a city elementary pupil and $140 will buy for the pupil of a city high school. The following ends were sought in developing the plan proposed for distribution of State funds : (1) A $70 education — that is, an annual current expenditure of $70 per weighted pupil — should be provided throughout the State. (2) The burden of this $70 education should be distributed so as to bear upon the people in all 9 Report of State aid to Public Schools in New York State, prepared for a joint legislative committee by Paul R. Mort, with the advice and cooperation of G. D. Strayer, J. R. McGaughey, and Robert M. Haig. PROGRESS OF RURAL EDUCATION 99 localities at the same rate in relation to their taxpaying ability. (3) No com¬ munity should receive less State aid than it now receives. (4) Of the total amount of State aid the maximum amount possible should go toward equaliza¬ tion of educational opportunity. (5) The plan should demand as small an amount of State and therefore as large a degree of local support as possible. — Equalization of Educational Opportunity, by Paul R. Mort, in Jour, of Educ. Research, Feb., 1926, p. 91/. The law passed in New York in 1925, while based on a modification of the plan recommended as a result of the study made by the joint legislative committee, did not accept the $70 expenditure provision. Discussing the New York law of 1925 and the type of organization of districts in New York, Doctor Mort states:10 The New York equalization law attempts to use the $44,000,000 State fund that is distributed by a combination of large fund methods in such a way that it will contribute to the support of a minimum program of $1,200 for each ele¬ mentary teacher and $1,600 for each high school teacher.* 11 * * * The shortcomings in the law are: (1) The minimum program equalized is not satisfactory except as a first step. (2) Only half the cost of transportation is recognized. (3) The equalization law does not apply to all of the districts in the State. * * * Districts not having a satisfactory organization are barred from participation. Provision is made for further development by re¬ quiring all communities receiving State aid to offer a program in advance of the equalized program and by admitting districts to participation as soon as they have formed satisfactory units.12 The New York law makes provision for relieving the smaller districts13 from impossible local burdens so that any district may have available the mini¬ mum amount per teacher without making local effort out of all proportion to reason. Yet the differential between the burden required in such districts and that which they would be required to carry if they were properly organized locally is such as to promise to be a real incentive toward voluntary reorgani¬ zation. * EQUALIZATION AND REWARD OF EFFORT Apropos of the apparent wide acceptance of the point of viewT of equalization of educational opportunities and tax burdens as the State’s chief responsibility, and that equalization of opportunity and reward for special effort represent two methods of distribution so opposed as to be incompatible if not antagonistic, Prof. George A. Works, of Cornell University, recently called attention to the im¬ portance of rewarding local school effort. As is well known, the method of distribution practiced in many States, while carefully worked out, has been based on the idea of rewarding effort and has taken little or no account of equalization. Professor Works appar- 10 State Support for Public Schools. Paul Mort. Teachers College publication, Teachers College, Columbia University, New York. 11 Ibid., p. 41. 12 Ibid., pp. 41, 42. 13 Ibid., p. 36. 100 BIENNIAL SURVEY OF EDUCATION, 1924-1926 ently believes there is some danger of swinging to the opposite extreme. In some recent discussions of this subject [methods of apportioning State aid to local schools] there are evidences that, in the desire to secure a certain me¬ chanical efficiency in the distribution of funds, there is danger of overlooking certain aspects of the problem fundamental to education in a democracy. It is well to bear in mind that equality of tax burdens and equality of educational op¬ portunities are not necessarily concomitants. Under our educational organization equality of educational opportunities will be likely to follow from the equaliza¬ tion of tax burdens to the degree that laymen have an intelligent appreciation of the function of education in a democratic society. This makes it necessary that those who support education should have a growth attitude toward its place in a constantly expanding civilization.14 Professor Works criticizes the view that equalization is the only end worthy of consideration in the distribution of State aid, and the ap¬ plication of this principle advocated for New York in the study to which reference has been made on the “ weighted pupil ” basis. Pro¬ fessor Works states that the author of the plan subordinated all other considerations to that of equalization and asserts that such a policy has certain inherent weaknesses, of ivhich he points out the following : (1) It is impracticable to secure complete equality of educational oppor¬ tunities. * * * Each school district would be free to make expenditures on its own initiative beyond the suggested minimum standard. The result is that, while the stated objective is equality of educational opportunities, this would not result from putting the proposed plan into operation. Districts of great wealth would find it relatively easy to go beyond the minimum offering. (2) In going beyond the minimum offering, the districts of great wealth per weighted pupil would have a distinct advantage over districts of small wealth per weighted pupil. This fact is especially significant in its relation to progress in the field of rural education. (3) Closely related to the preceding weakness is the rejection of the recognition of effort when school units make provision for educational offerings that are better than the minimum. Professor Works concludes that complete equalization would not result from the acceptance of the proposed plan. He states further : While equalization may well be an important objective in the distribution of State aid, to fail to recognize that beyond a certain point it is less important than the recognition of effort is to overlook a fundamental characteristic of the method by which a democratic society arrives at its conception of what its educational offering should be. The methods of financing schools that are set up should be conducive to growth. No matter how mechanically perfect a plan of State aid may be in providing equalization, it is certain in the long run to be a barrier to educational progress if it fails to recognize this growth concep¬ tion in education. Such a plan may bring temporary expansion in parts of the State school system, but it is not conducive to permanent progress in the system as a whole. Professor Works concludes the article as follows: The argument is not against equality of educational opportunities, but rather against making this the only end sought in the distribution of State aid. It 14 Relation of the State to the Support of Education. George A. Works, Cornell Uni¬ versity, Ithaca, N. Y. Elementary Sch. Jour., January, 1927. PROGRESS OF RURAL EDUCATION 101 must be acknowledged that there is not complete harmony between the equaliza¬ tion of educational opportunities and the recognition of local effort, but it is believed that it is much better to secure and maintain an attitude of growth toward education than to sacrifice it for equality of educational opportunities. The recognition of effort has proved a most effective means of developing this attitude. Instead of rejecting it completely we should endeavor to place it on a scientific basis. SOME SPECIAL PROGRESS REPORTS Among the States reporting to the Bureau of Education definite revisions of the laws concerning State school funds or the securing of appropriations providing for more generous support from State sources are Georgia, Illinois, Kentucky, Louisiana, Maine, Massa¬ chusetts, Mississippi, Nebraska, New York, Pennsylvania, South Carolina, and Tennessee. In Louisiana the 1926 session of the legis¬ lature placed a tax on smoking and chewing tobacco and snuff, the proceeds of which go to the public schools of the State, distributed according to the number of educables in each parish. While the tax has not been in effect long enough to form an accurate estimate of the revenue derived from it, it is expected materially to increase the State school revenue. In South Carolina a law which became effective during the bien¬ nial period guarantees a minimum seven-months term by providing that those counties which are unable, with the maximum tax set, to operate the schools for the required term shall receive from the State a sufficient sum to enable them to do so. The funds for the support of this law, known as the 601 law, are derived almost entirely from indirect taxes on soft drinks, tobaccos, luxuries, and nonessentials. “ The proceeds are collected where the wealth is, and disbursed for the education of the children where they are. The result is a wonderful renaissance in the public schools of the State.”15 Tennessee reports that through State funds the average school term has been lengthened. The legislature in 1925 amended the school law to guarantee an eight-months school term to all children in counties levying a minimum of 50 cents on $100 of taxable property for teachers’ salaries and operating expenses of rural and elementary schools. If the county tax provided does not raise sufficient funds from county sources, State funds are provided up to the required amount. The apportionment is made on the teacher basis, counting one teacher to each 25 pupils in average daily attendance. A State schedule of salaries based on training and service is in operation. In addition an allowance of 15 per cent of the teachers’ salaries for operating expenses is furnished from the State. 15 Letter from State department of education. 102 BIENNIAL, SURVEY OF EDUCATION, 1924-1926 Georgia reports considerable progress as the result of the acts of the 1925 and 1926 sessions of the legislature. Among the important provisions are the following: 1. General appropriation bill — a $5,000,000 appropriation for the public schools for the years 1926 and 1927. This is an increase of $500,000 in the public-school fund. 2. An amendment to the Barrett-Rogers Act, providing that the funds be increased to $253,000 for 1925 and $300,000 thereafter. This is an increase of $100,000 for consolidation and high-school aid. 3. An extra appropriation of $325,000 for the public schools for 1925, with the provision that $20,000 be used for summer institutes at the A. and M. schools; $53,000 to be used for the increase to the Barrett-Rogers fund and the remainder to be apportioned to the counties as early as the money is available. 4. Equalization act, authorizing the general assembly to- appropriate funds, in addition to the regular appropriation for the common schools of the State, to give all children of the State equal opportunities. 5. An act authorizing trustees of local school districts to borrow funds for payment of teachers. Constitutional amendments to be voted upon at the next general election : To increase the borrowing power of the governor to $3,500,000 for the prompt payment of teachers. Taxation for educational purposes in counties having cities of more than 200,000 population within their boundaries. The appropriation by the legislature for education throughout the State has been increased $500,000 annually, which is an aid to rural as well as to city schools. One hundred thousand dollars has been added to the fund for providing for consolidations of rural schools and better high-school advantages of rural boys and girls. The last session of the legislature passed an “equali¬ zation enabling act” authorizing succeeding legislatures to appropriate funds, in addition to the regular appropriation for the public schools of the State, to provide all children of the State equal educational opportunity. The next legislature will be asked to appropriate $1,000,000 for this fund, which will be 'used to provide a minimum educational offering for the rural boys and girls of this State. The outstanding problems in rural education are defined by the State Department of Education of Georgia as follows : 1. The constitutional limitation prohibiting a county from levying more than 5 mills for the operation and maintenance of schools. 2. The lack of a complete county-unit system which would make the prop¬ erty in the towns and cities subject to taxation for the education of rural boys and girls in the poorer areas. 3. Inadequate State support. 4. The present system of distribution of State funds without regard to ability to pay and without an accurate measure of the educational need of the various counties. Less extensive but significant progress in school support from State sources is reported from Massachusetts, in which the laws concerning State aid to rural towns and State aid for the employ¬ ment of union superintendents have been amended to provide that PROGRESS OF RURAL EDUCATION 103 a substantial number of small towns which have been deprived of State aid will become eligible for it, and that State aid for super¬ visors’ salaries will be extended to a larger number of towns. In Mississippi the last legislature appropriated a million dollars for the improvement of colleges and a million dollars for the common schools, both for the biennial period. Nebraska reports the minimum term extended from three to six months, with State aid granted districts unable to support the minimum. In Pennsylvania the 1925 general assembly, recognizing the value of the law of 1923 providing more liberal aid to districts which be¬ cause of limited wealth were financially handicapped in providing minimum essentials for educational opportunity, applied the same principle to reimbursement of districts for transportation of pupils as an aid to poorer districts. The State’s share of transportation costs in districts where the true wealth per teacher is more than $50,000 and not more than $100,000 was increased from 50 to 60 per cent; where the wealth per teacher was $50,000 or less, to 75 per cent. The State department of Illinois reports that during the past biennium the basis of distribution of the $8,000,000 State school fund has been changed. The following are considerations on which the new apportionment is based: (1) The “ teacher school day.”. The basic apportionment is 70 cents for each “teacher school day” or major fraction thereof, with an additional sum graduated in inverse ratio to the assessed property valuation per teacher. There is a provision requiring school districts to levy the maximum legal rate in order to participate in the additional graduated subvention. (2) Training of elementary teachers. A per capita allowance for training beyond the twelfth grade in a recognized high school, the amount graduated according to training, to a maximum represent¬ ing graduation from a standard normal school. (3) Number of pupils in daily attendance. (4) Employment of normal school graduates. An outright appropriation of $100 is made by the State to each county for each teacher who is a normal-school graduate and is employed for nine months in a one-room school. This change has stimulated teacher preparation, the employment of trained and experienced teachers, length of school term, and attendance. It has failed to equalize educational opportunity as was expected. Some of the counties with the highest assessed valuation which can maintain rural schools at a low rate of tax receive more of the State fund than they did under the old method of distribution, while some of the counties that must tax them¬ selves to the limit for even a seven-months term receive less than formerly. The State Teachers’ Association is fashioning a bill to remedy the situation.16 10 Letter from State department of education. 104 BIENNIAL SURVEY OF EDUCATION, 1924-1926 The State Department of Education of New York reports that the most constructive movement within the past several years was the enactment of certain amendments to the education law made by the 1925 session of the New York Legislature. New York State is still operating many of its schools under the dis¬ trict system. In 1914 an act known as the central school act wTas adopted by the legislature. This provides that the commissioner of education may lay out — any territory exclusive of a city school district conveniently located for the attendance of scholars and of suitable size for the establishment of central schools to give instruction usually given in the common schools and in high schools, including instruction in agriculture. This act had been practically inoperative until the 1925 session amended it to provide greatly increased State aid for such districts, in the form of trans¬ portation and building quotas. During the 18 months preceding, 24 such districts have been established in the State. The rural people are gradually learning of the advantages to be gained both in taxation and educational facilities by the provisions of this act. There is a prospect that it will open the way for solving the one outstanding problem in rural education in New York State. Other constructive legislation by the 1925 session was: (a) Increased State aid to all districts. A large portion of this increased aid will go to rural districts and will help make the tax burden light. (&) Increased aid for training classes and for the other teacher-training institutions. (c) Increased aid in the form of transportation quotas to consolidated dis¬ tricts other than central rural school districts. These districts do not receive building quotas.17 A number of States report systematic plans for securing increases in State appropriations for schools by giving wide publicity to facts ascertained through studies of the state-wide school situation and advocacy by official sources of plans for larger school support or more scientific methods of distribution. The State department of Ken¬ tucky defines outstanding problems in rural education as: (1) Finan¬ cial inequalities (a) among counties, (h) between counties and inde¬ pendent districts, ( ^ 00* u - 0>C* „> >> tl o O o 6 6 o O O 0 O 0 0 © Jo CO 9 657 10 136 14 53 657 676 3 18 14 15 104 1 181 6 6 31 4 2 3 i 4 1 ”2* 1 1 1 4 10 28 1 2 73 1 20 14 9 4 1 20 22 2 3 9 1 3 6 2 1 2 8 5 3 10 2 9 1 1 1 2 5 1 3 2 8 4 1 7 i 8 7 1 2 2 20 11 1 73 54 1 1 89 4 13 7 1 112 31 3 8 30 12 18 12 17 1 l 3 14 8 1 1 1 3 2 4 7 5 8 1 4 14 1 1 63 11 1 7 9 1 1 16 25 4 5 30 70 2 12 13 2 14 31 4 1 2 29 7 13 3 14 11 1 1 9 _ 2 _ 1 9 2 1 146 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 5. — Distribution of non four-year high schools by type of organization by years and by States — Continued Number of schools by organization by years Segregated junior State Total | Grades 6-8 Grades 7-9 Grades 8-10 Grades 7 and 8 | Grades 8 and 9 Grades 7-10 | Grades 7, 8-9, 10, 11, 12 Grades 7, 8, 9-10, 11,12 [ Grades 9-10, 11, 12 Grades 8, 9-10, 11,12 Grades 7, 8, 9-10, 11 [ Grades 7, 8-9, 10, 11 1 1-4 2 1 A Segregated senior Nebraska _ _ 34 8 3 4 15 • 4 Nevada _ _ 4 1 3 New Hampshire _ _ 46 3 6 5 5 25 2 New Jersey _ ... _ . _ 37 22 3 3 5 4 New Mexico _ 8 2 i 1 4 New York _ _ _ _ 95 34 1 1 30 26 3 North Carolina.. _ _ 8 3 1 4 North Dakota _ _ _ 25 1 1 1 11 11 Ohio. _ _ _ 175 46 10 34 66 1 1 17 Oklahoma _ _ _ 146 7 i 3 1 71 54 1 8 Oregon _ _ _ 15 6 6 1 1 1 Pennsylvania _ .. 203 84 11 13 20 56 1 2 3 13 Rhode Island _ _ .. _ 2 1 1 South Carolina _ 1 1 South Dakota. _ _ 18 6 3 7 2 Tennessee _ _ _ 18 1 i 4 1 7 3 1 Texas. _ _ _ _ 27 ”9 3 4 1 ”2 2 6 Utah _ 24 7 1 9 3 4 Vermont _ . _ 41 1 2 4 "Iff 18 Virginia _ _ 35 18 1 .... 1 12 2 Washington _ .. . .. 21 7 4 10 West Virginia _ _ . ... 78 50 1 25 2 Wisconsin _ _ _ .. 51 20 1 2 3 11 1 4 9 Wyoming _ . _ 17 1 1 3 10 2 1 Junior-senior Undi¬ vided Reorganization as shown by Table 5 has affected all States. The total of 2,549 schools involved indicates that approximately one school in eight is of the non four-year high-school type. The extent to which reorganization has affected individual States varies widely. In general, the Southern States as a group show fewer reorganized schools than other regional groups. The prevalence of seven-year rather than eight-year elementary school systems is a known factor operating against reorganization in the Southern States. However, comparison of certain States, as of Illinois, with Indiana, New York with Pennsylvania, and Michigan with Wisconsin, indicate that State policies are probably responsible for rapid or slow reorganization. The States that show widespread reorganization, as indicated by the number of non four-year schools are, in general, the States that are known to have definitely advocated the junior high school idea through State departments of education. Conspicuous among these States are Alabama, Massachusetts, New Hampshire, Ohio, Penn¬ sylvania, Vermont, and West Virginia. When we turn to a consideration of the plans of organization of high schools by years, as indicated by Table 5, we are struck by three DEVELOPMENT OF SECONDARY EDUCATION 147 conspicuous facts: (1) There is lack of agreement as to the proper level at which to begin secondary education; (2) there is lack of agreement as to the proper grouping of grades to form junior or senior schools; (3) the chief differences of opinion exist with refer¬ ence to the relative desirability of two and three year junior high schools and segregated junior and senior schools versus joint junior- senior schools. Table 6. — Distribution of non four-year high schools by States and population of districts Number of schools by population of district State Population 100,000 or more Population 30,000 to 100,000 Population 2,500 to 30,000 Population less than 2,500 Total schools United States _ . _ 288 262 784 1, 215 2,549 1 12 36 49 8 6 14 5 16 24 45 36 23 27 22 108 Colorado _ .. ....... _ _ _ 7 2 10 42 61 1 4 11 6 21 2 1 3 8 8 Florida _ _ _ _ 3 6 11 20 5 5 5 8 23 Idaho . . . . . . . . . . 6 9 15 niinois _ .... .. _ _ _ _ 9 10 9 28 Indiana _ 1 12 37 204 254 Iowa _ . . .. . . 4 21 18 132 175 Kansas _ 5 8 52 24 89 Kentucky _ _ _ _ _ _ 1 17 10 28 Louisiana . . . . . 2 2 Maine . ------ . 1 16 17 34 Maryland.. . . . . . . . 14 1 1 16 Massachusetts 25 29 43 12 109 Michigan _ _ _ _ _ _ 11 20 34 83 148 Minnesota _ .... _ 9 5 28 21 64 Mississippi.. .. ... _ 12 27 39 Missouri.. .... ... 7 5 17 23 52 Montana _ _ _ . . . _ _ ... 1 2 12 15 Nebraska _ .... . . ... . 2 16 16 34 Nevada. . . . _ _ 2 2 4 New Hampshire.. _ _ .... 16 30 46 New Jersey. _ . _ 11 5 16 5 37 New Mexico _ _ _ _ . . 2 6 8 New York.. ... . . _ _ _ 36 1 30 28 95 North Carolina.. . .. 2 4 2 8 North Dakota. _ . ... . .. 3 22 25 Ohio _ _ ... . ... 41 15 51 68 175 Oklahoma. . . . . .. 9 71 66 146 Oregon _ _ . ....... 13 2 15 Pennsylvania _ _ 29 38 78 58 203 Rhode Island.. _ 1 1 2 South Carolina.. . _ 1 1 South Dakota . . . _ _ 8 10 18 Tennessee _ _ _ _ _ ... ._ 3 7 8 18 Texas _ _ 17 7 1 2 27 Utah _ _ 8 2 4 10 24 Vermont. . ........ . _ 11 30 41 Virginia _ ... _ _ . ... _ 7 2 7 19 35 Washington.. _ . . . 2 16 3 21 West Virginia _ ... . _ _ 5 9 64 78 Wisconsin _ _ . 4 16 22 10 51 Wyoming ... _ _ _ _. ... _ _ __ _ 3 14 17 148 BIENNIAL SUEVEY OF EDUCATION, 1924-1926 Consideration of Table 6 shows that reorganization is not re¬ stricted to any one group of school communities classified according to population. It is true, however, that on a percentage basis reorgan¬ ization becomes progressively less widely extended as one passes from cities of over 100,000 to the smaller school communities. The significant matter is, however, that the movement is prompted by an ideal rather than by an effort to relieve congestion, as shown by the fact that numerous schools of the junior-senior type appear in the smallest population group for which classification is made. Compared with the Nation as a whole, which shows approximately 1 reorganized school in 8, these small and rural school communities show a ratio of approximately 1 to 12 between four-year type and reorganized type secondary schools. The fact that this degree of reorganization has been effected in rural districts is surprising to many. If we consider the showings for individual States in Table 6 no apparent State policies resulting in restriction of junior high schools to the larger cities is discoverable. Table 7. — Distribution of non four-year high schools by type of organization by years and population of district Population of district Segregated junior Junior-senior Undivided Segre¬ gated senior Total Three-year Two-year Four-year Group total Five-year Six-year Four-year Group total Six-year Five-year Group total 100,000 or more _ 220 6 1 227 1 31 32 1 1 28 288 30,000-100,000. .. 161 23 6 190 30 30 42 262 2,500-30,000 _ 177 106 7 290 13 379 2 394 8 g 92 783 Less than 2,500 _ 129 17 39 185 30 862 • 1 893 96 96 41 1, 215 Total _ 687 152 53 892 44 1, 302 3 1, 349 105 105 203 2,549 Reference to Table 7 shows that differences of opinion as to whether two, three, or four year junior high schools are desirable exists in school systems of all sizes classified according to population of dis¬ trict. It is significant, however, that three-year junior high schools are relatively more common in cities of over 100,000 population, and two-year junior high schools relatively more common in smaller cities and in rural communities. Expediency as to years grouped together to form a junior high school is evident here. The smaller cities much more frequently than other localities create a junior high school from the upper two grammar grades. The most significant factor, however, shown by Table 7 is that there is little agreement as to whether the junior high school should DEVELOPMENT OF SECONDARY EDUCATION 149 be segregated or joined with the senior high schools. Even in the larger cities the joint junior-senior school appears with a frequency of one in seven as compared with the segregated school. The fre¬ quency is approximately one in six for cities of 30,000 to 100,000 and becomes the prevailing type of organization in cities of less than 30,000 and in rural areas. In rural areas approximately five joint schools occur for each segregated junior high school. Here the controlling factor undoubtedly is economy. Common use of cer¬ tain building space and equipment and one set of administrative officials are undoubtedly considered more important than any ad¬ vantages, real or supposed, which accrue to the segregated junior high school. Table 7 also shows that failure to regard division of the period of secondary education into junior and senior cycles as important exists only in the smaller school communities in any significant degree. Even in rural areas only one reorganized school in 25 is of the undivided type. FUNCTIONAL ORGANIZATION OF THE PROFESSIONAL STAFF A number of recent studies have made available data through which some idea of the extent to which new functions resultant from the broadened purposes of secondary education are appearing and the lack of agreement that exists as to the proper allocation of those functions to specific officers. The most significant of these studies deal with the high-school principal, the work of the high-school teacher, the work of the supervisor, and the work of curriculum making. STUDIES OF HIGH-SCHOOL PRINC1PALSHIP C. O. Davis 11 has made a study of the “ Duties and privileges of high-school principals ” of the North Central Association which approaches a job analysis of the principalship. Significant portions of this study, for present purposes, show the frequency of occurrence of special offices represented on the official staff of high schools of varying size and of provisions through which the principal delegates administrative duties to specified offices or committees of teachers. Table 8 shows the frequency of occurrence of these provisions. n Proc. N. Cen. Asso. of Col. and Sec. Schs., 1921, part 1, pp. 49-69. 150 BIENNIAL SUKVEY OF EDUCATION, 1924-1926 Table 8. — Frequency of occurrence of specified special offices and provisions for delegating administrative authority in North Central Association high schools Percentages of principals reporting Provision Large schools Medium schools Small schools All ' schools Assistant principal - _ _ 51.0 24.8 35. 1 36.2 Full-time office secretary and clerk. _ _ 64. 6 24. 1 5.9 30. 9 Teachers' administrative council 31. 3 23. 5 24.5 26. 4 A student (or student teacher) board in control of student affairs. 55. 7 49. 2 41.2 49.8 Provision for delegating large administrative duties to standing com¬ mittees of teachers.. _ _ _ _ _ _ _ _ _ 48. 1 27.0 23.9 34. 2 Provision for delegating such administrative duties to individual teachers _ _ _ _ . _ _ _ 77.8 55.9 53.5 62. 8 Provision for delegating such administrative duties to heads of de¬ partments _ . _ ...... _ _ 55.2 58.4 47.5 50.0 Provision for delegating such administrative duties to special super¬ visors of high-school subjects or activities _ 53.5 37.0 32.9 41. 7 Provisions for a dean of girls... _ _ _ _ 40.9 21.5 11.1 25.5 The study in a similar way lists the distribution of the princi¬ pal’s time in a typical school day to 10 duties; percentage of prin¬ cipals exercising professional powers in 21 professional functions; the percentage discharging managerial policies in 9 specified ways; the percentage discharging 18 specified supervisory functions; the percentage discharging 12 specified duties grouped as appraising, recording, and experimenting duties; and the percentages discharg¬ ing 20 relational and personal duties. The variability of practice, indicated by the percentages of Table 8, is charateristic of the entire range of duties. The study indicates the functional complexity of the principal’s office and shows a high degree of variability as to the machinery through which functions of the office are discharged. A later detailed study pf the status of the high-school principal by Eikenberry (see U. S. Bu. of Educ., Bui., 1925, No. 24) also makes a functional analysis of the high-school principalship. The following selected items bear on the topic of interest here: 1. A study of the frequency of occurrence of 15 special offices show that 50 per cent of all schools have librarians, 46 per cent have deans of girls, 40 per cent deans of boys, 40 per cent office clerks, 36 per cent assistant principals, 33 per cent heads of departments, 16 per cent stenographers, 15 per cent directors of guidance, and 14 per cent directors of extra classroom activities. School registrars, di¬ rectors of testing, curriculum directors, directors of citizenship, and principals’ councils are found in fewer than 10 per cent of all schools. 2. The per cent of schools in which the principal performs each function and per cent in which the principal has final authority is shown in Table 9. DEVELOPMENT OF SECONDARY EDUCATION 151 Table 9. — Per cent of schools in which the principal performs each function and per cent in which the principal has final authority , with rank of each function according to percentages ( all classes of schools combined) Function Performance Final authority Per cent Rank Per cent Rank 70 1 64 6 63 2 65 5 59 3 73 2 57 4 75 1 55 5H 5H PA PA m 9M 11 36 23 55 43 20 M 4 Keeping school records _ _ 52 66 Directing experimentation _ _ _ _ _ 52 52 14 H ny2 20 X 16 x 18 Handling discipline _ _ _ _ _ 51 60 Inspecting building _ _ _ _ - 51 43 Directing testing _ _ _ 50 50 Arranging commencements _ _ 47 12 49 Curriculum making _ _ - . . 44 14 29 24 Directing placement bureau _ _ _ _ 44 14 52 14H MX 25M 9 Providing school publicity _ _ _ . 44 14 50 Rating teachers _ _ _ . _ _ _ . _ _ 43 16 27 Educational guidance _ _ _ _ 42 17 62 Control of publications _ _ _ . . _ _ _ _ 41 18 63 PA 3 Arranging assembly programs. _ _ _ _ 40 19 72 Vocational guidance _ .. _ _ .... .... _ .. . . 39 20 60 ny2 25 a 29 Making courses of study _ _ . . _ _ . _ _ _ . 38 21 27 Interviewing candidates _ _ _ _ _ _ 34 22 22 Control of athletics . _ _ _ _ _ . 33 23^ 23 H 25 60 HA 22 Control of school funds.. _ _ _ _ _ _ _ . 33 40 Making athletic schedules.. _ _ _ . . . _ _ 32 63 PA 28 Selecting school equipment 31 26H 26H 28 24 Directing social affairs _ _ _ _ . .. _ _ _ 31 60 nx 27 Selecting textbooks... . _ _ 28 26 Promoting teachers 26 29 11 30 Selecting library books ... _ _ _ _ _ _ _ _ 22 30 44 20 Selecting teachers.. . _ _ 21 31 9 31 Discharging teachers _ _ _ ... . . .. _ _ _ _. 17 32 4 32 The functional complexity of the office of the principal, the fre¬ quency of appearance of a considerable number of special offices which are responsive to the broadened purposes of secondary educa¬ tion, and the variability in frequency in performance of specified functions by principals, together with variability in the location of final authority also characterize the data. A study of the high-school principals by Koos,12 of similar scope to the study by Eikenberry, exhibits similar complexity of function and goes a step further in the study of location of initiative, showing for 421 high schools the location of initiative for 19 functions in prin¬ cipal, superintendent, board, principal, and superintendent, and other office. The data show little agreement in practice in allocating pri¬ mary responsibility in any of the 19 functions to any particular office. Only three functions, i. e., organizing the class schedule, ordinary disciplinary control, and keeping records and accounts, are allocated.to the principal in as many as 80 per cent of the cases. Other functions are widely allocated to the other offices enumerated. These studies of the high-school principalship indicate, in a gen¬ eral way, the variability in practice of the allocation of administra- 12 Koos, Leonard V. The High-School Principal. Boston, Houghton Mifflin Co. 152 BIENNIAL SURVEY OF EDUCATION, 1924-1926 tive and supervisory duties to administrative, supervisory, and teach¬ ing offices. It is evident that in different situations each special officer is discharging duties characteristic of administrative, super¬ visory, and teaching offices. This does not necessarily mean con¬ fusion in a single system or institution, but it is frequently true that in an individual institution various offices attempt to perform identi¬ cal functions. It is particularly true that superintendents, principals, ' special supervisors, and department heads undertake supervision of teaching and each office works directly with the classroom teacher, seeking to perform identical functions. The study by Davis indicated also widespread but variable prac¬ tice in allocating administrative duties to individual teachers or committees of teachers. Studies of the subject combinations in high- school teachers’ programs of Ohio by Kirby,13 of the high-school teaching load and preparation of high-school teachers by F. P. O’Brien ;14 of the distribution of the time bf teachers in California ;15 and of agents responsible for curriculum construction 16 indicate a practice of distributing a wide variety of special teaching and non¬ teaching functions to teachers with little reference to special training. The practice of making provision for teacher participation in school administration is doubtless democratic and, where properly organ¬ ized, desirable. It is, however, in many cases a means of increasing the working load of teachers to the point of impairment of the spe¬ cial teaching function for which the individual was trained. In cer¬ tain situations it is a wholly fictitious means of keeping down the “ overhead ” of general administration. In other situations, largely in small school systems, there is no other means of providing for the performance of the wide variety of special functions that have grown up. PROMOTION PLANS With the growing heterogeneity of pupils in capacity to do work and in educational needs with reference to suitable purposes in life, the need for varying both the quantity and kind of work required of the pupil as a condition of promotion is increasing. Both junior and senior high schools have generally made some provision looking to flexibility of promotion plans in recognition of this need. Montague17 has investigated the status of senior promotion plans in 838 high schools distributed over the 48 States. In his report the 13 School Review, September, 1926, pp. 494—505. 14 Kansas Studies in Education, Vol. I, May 15, 1926, No. 5. 15 Report of the Committee of Fifteen, California High School Teachers Association, 1923, pp. 50-62. 16 Table 10, p. 152, Part I, Twenty-sixth Yearbook of the National Society for the Study of Education. 17 Montague, J. F. Status' of Senior High-School Promotion Plans. University of Mis¬ souri, school of education, doctor’s dissertation, 1926. DEVELOPMENT OF SECONDARY EDUCATION 153 provisions for promotion in these schools are presented under the following heads : (1) Bases for classification, (2) special provisions for individual differences in instruction, (3) bases of promotion, and (4) general method of promotion. The bases of classification of pupils in the schools are reported to be in order of frequency: School marks, no classification plan, a composite of various factors, I. Q, as important factor, curriculum selected, and ability groups. Of these bases, school marks, no classi¬ fication plan, I. Q. as important factor, and curriculum selected are self-explanatory. The base “ ability groups ” includes those schools basing their classification on intelligence, achievement, and teachers’ judgments. “A composite of various factors ” includes those schools using some combination of such factors as school marks, intelligence, achievement, chronological age, social age, etc. Approximately three schools in four use some definite plan of pupil classification, and there appears to be no definite tendency to use any of the bases specified to the exclusion of others. There is agreement, therefore, that pupils should be systematically classified into homogeneous groups, but little or no agreement as to the criterion of such classification. The special provisions for individual differences reported are in order of frequency: No plan, coaching classes, conference periods, Batavia plan, supervised study, extra subjects, North-Denver plan, and minimum and maximum courses. The majority of schools do make some systematic provision for meeting individual differences. Most frequently this provision concerns itself with special aid for slow pupils. Following in frequency efforts of this type are those provisions looking to more intimate supervision of study for all pupils. The schools seeking to set up special aids for bright pupils and specifically to provide for varying subject-matter requirements, are in a decided minority. It therefore seems that common practice in the administration of instruction seeks to raise the average achievement of the school through concentration upon the inferior pupil in an effort to get him over a common hurdle which the entire group must take. Provisions dependent upon subject-matter re¬ organization are in the minority. The bases of promotion used are, in order of frequency: A com¬ posite of several factors, such as achievement and mental ability objectively determined through standard tests; school marks, teachers’ judgments, and chronological age; daily class records and examinations; school marks; and final examination. A substantial majority of schools are using a composite factor involving objective and subjective measures. The individual factors entering into the composite base are so variably weighted by different schools that no 154 BIENNIAL SURVEY OF EDUCATION, 1924-1926 statement concerning the weight given to individual factors is warranted. With reference to time of promotion practice is about equally divided between one year and half-year promotion intervals. There is a minority practice, which is growing, of waiving fixed periods of promotion and promoting the pupil when promotion seems justified regardless of fixed periods. A practice of skipping or double pro¬ motion is also growing. Where this is found it is usually dependent upon some system of special tutoring and special examination or upon extra-session schools and examination. Paralleling the practice of double promotion, which is a provision for superior pupils, there is a growing practice of allowing pupils who are given a mark of condition or failure a conditional promotion. In case a satisfactory quality, variously determined, of work is done in the advanced course the condition or failure is removed. In this way the old practice of placing an additional burden upon slow or failing pupils by requiring them to make up back work during the next semester is passing. The experience of the schools is that about 60 per cent of pupils allowed conditional promotions are successful in maintaining their advanced position. The committee on rural and small high schools, a special com¬ mittee of the National Committee on Research in Secondary Educa¬ tion, has assembled data on promotion practices in 135 junior high schools located in rural and small school communities. Table 10 shows the bases of pupils grouping in current use in these schools. Table 10. — Bases of pupil grouping in 135 rural junior high schools Bases of grouping Number of schools Per cent No attempt to group homogeneously.. _ ... ... . . . . 65 48.1 Attempting to group homogeneously. . . . 66 48.9 Through teachers’ estimates or marks - 24 17.7 Through intelligence test score . . . . _ _ _ 4 3.0 Through achievement test score _ _ _ _ _ ... . 1 .7 Through composite of several factors . . . . . . . 37 27.4 Not specified .. _ _ _ _ _ _ _ _ 4 3.0 Total schools . _ _ 135 100.0 The practices of grouping or not grouping homogeneously occur with approximately the same frequency. Where pupils are grouped homogeneously the prevailing practice is to use a composite of several factors as a base. The factors usually involved are teachers’ marks or estimates of ability, intelligence test score, and achievement test score. Since more than 60 per cent of these schools enroll fewer than 100 pupils and provide for only one recitation section for each DEVELOPMENT OF SECONDARY EDUCATION 155 grade group the practice of grouping homogeneously is about as widespread as division of grades into recitation sections. Table 11 shows the criteria of promotion in use in these schools. Table 11. — Criteria of promotion in 135 rural junior high schools Criterion Number of schools Per cent Attendance _ _ - _ _ _ 2 1. 5 Subject completion (based on teachers’ marks)...- 45 33.2 18. 5 Grade completion (based on average of subject marks) . . . 25 Teachers’ estimates of ability to do work . . . . . . . 3 2.2 Standard achievement test scores _ _ . _ 3 2.2 Intelligence test scores _ - _ _ 2 1. 5 Composite of several factors _ 45 33.3 Not specified.. _ _ _ 10 7.4 Total schools _ _ _ 135 100.0 Approximately one school in five still holds to grade completion based on an average of subject marks as a basis of promotion. One school in three promotes on a subject completion basis as measured by teachers’ marks and a slightly higher proportion of schools have either adopted an objective measure as a basis of promotion or have combined one or more objective measures with a subjective measure usually teachers’ estimates of ability or teachers’ marks. Commonly the schools report some provision for curriculum en¬ richment for bright and capable pupils and a minority report the use of minimum assignments and the outlining of minimum essentials for slow pupils. Approximately two schools in three report that they do not permit junior high school completion in less than the normal time required. There is, therefore, a decided tendency to vary subject matter requirements and enforce uniformity of time requirements in the junior high school. Prevailing practice in these schools concerns itself with curriculum enrichment for bright pupils. Commonly, enrichment is sought through extensive use of the project as a teaching device, permitting bright pupils to carry extra work, correlating extra-class activities with curriculum work, granting school credit for outside work, and limiting drill to pupils who need it. Clearly the promotional machinery now in use and being developed in secondary schools is complex. The complexity is due to efforts to provide for individual differences through administrative devices. While the purpose to provide flexibility is common the means of securing it are highly variable. The relative desirability of the various practices has not yet been determined. CURRICULUM The facts of growth that have been presented make present wide¬ spread efforts at curriculum reconstruction a natural phenomenon 156 BIENNIAL SURVEY OF EDUCATION, 1924-1926 and not a fashion of the moment. A learning science that empha¬ sizes the importance of acquiring habits of adjustment to specific situations rather than an intellectual discipline which is serviceable alike for all, requires for pupils who have varied aptitudes/ and varied purposes in life, subject matter which is varied in accord with the specific needs of individual pupils. We had no organiza¬ tion of subject matter on a specifically functional basis. We are, therefore, busy at the task of making such organizations. The present curriculum situation in secondary schools is set forth in studies by Glass,18 Ferriss,19 Counts,20 the curriculum committee of the National Society for the Study of Education,21 and the curri¬ culum commission of the department of superintendence, National Education Association.22 The study by Glass involves curriculum practices in 14 centers selected as representative of the better practices in junior high-schooli curriculum administration in the United States. The report deals specifically with the curriculum of the junior high school in general, the core curriculum, elective courses, subject divisions of the con¬ stants, and units of teaching. Extreme variability in practices con¬ cerned with required and elective courses, time allotments to subjects and to units of teaching is shown. Glass characterizes the situa¬ tion as; one of vigorous experimentation, with a tendency to shift emphasis from cultural and disciplinary training to training which has practical social value. This is argued from the tendency to introduce home economics, industrial arts, art, music, and science into the curriculum of grades 7 and 8. There is noted also the tendency to introduce general survey and short unit try-out courses for purposes of exploration. The criticism is offered that the junior high-school curriculum evidences disregard of the principle of con¬ tinuity in passing from grade 8 to grade 9. The criticism is based on the fact of failure of the schools generally to continue the con¬ stants, art, home economics, industrial arts, music, and science, from grade 8 into grade 9. The study by Ferriss analyzes the subject offerings of 283 rural high schools,23 121 semirural high schools, 609 small high schools of 18 Glass, James M. Curriculum Practices in the Junior High School and Grades 5 and 6. University of Chicago. Supplementary Educational Monograph No. 25, 1924. 19 Ferriss, Emery N. The Rural High School, its Organization and Curriculum. U. S. Bu. of Educ., Bui., 1925, No. 10. 20 Counts, George S. The Senior High School Curriculum. University of Chicago, Supplementary Educational Monograph No. 29, 1926. 21 The Twenty-sixth Yearbook of the National Society for the Study of Education. Part I, Chapter 7. Also Part II. 22 Department of Superintendence. Fifth Yearbook. The Junior High School Cur¬ riculum. 23 Rural high schools are those in which more than 50 per cent of the pupils enrolled are from farm homes. Semirural schools have a considerable enrollment from farm homes, but less than 50 per cent. DEVELOPMENT OF SECONDAKY EDUCATION 157 New York, 143 high schools of North Dakota, and 460 township and community high schools of Illinois. The analyses show the year in which subjects are offered and the per cent of schools offering each subject. The results exhibit wide variability as to the placement of specific subjects in the curriculum. Many subjects occur in each of the grades 9 to 12, inclusive. A total of 54 different subjects appear in the offerings, and 23 different subjects are offered in more than 50 per cent of the schools. The greatest uniformity of offerings lies in the fields of English, special mathematics courses, special history courses, and Latin. Ferriss characterizes the tendencies in the program of studies in rural and small high schools as follows: The data on the programs of the schools studied indicate some interesting tendencies in the curriculum offerings of the two groups of schools. In the natural sciences 70 per cent of the rural high schools and 43 per cent of the semirural high schools have adopted general science as the first-year science, and biology as predominantly the second-year offering. Hygiene and sanita¬ tion has found a place throughout the four years of a small percentage of the schools of both groups. In the social science group of subjects, courses in economics have been introduced into the two upper years of 44 per cent of the rural high schools and in 57 per cent of the semirural high schools, while community civics is found in the programs of 38 per cent of the rural and 55 per cent of the semirural high schools. Sociology, under such titles as sociology, rural sociology, problems of democracy, and social problems, is offered in 30 per cent of the rural and in 28 per cent of the semirural high schools. This indication of the growth of the last two subjects, comparatively new in high school programs, is further substantiated by the findings of a study as to the status of the social sciences in the high schools of the North Central Association. This investigation included 475 high schools, 122 of which had enrollments under 150 pupils each. This latter group of schools is fairly comparable with the schools represented in this study. Of the 122 schools, 54 per cent offered economics, 31 per cent community civics, and 61 per cent sociology. Other subjects which occupy prominent positions in the programs of the rural and semirural high schools are home economics, offered in 62 per cent of the former and 55 per cent of the latter, and agriculture, offered by 44 per cent of the rural and by 26 per cent of the semirural high schools. Gen¬ eral mathematics has also gained a foothold as a subject in both groups of schools, being given by 10 per cent of the rural and by 16 per cent of the semirural high schools. Certain commercial subjects such as typewriting, bookkeeping, and shorthand are found in varying but significant percentages of both groups of schools. While the subjects in the majority of rural and semirural high-school programs of studies are in a large degree and more or less traditional subjects required for entrance by the higher institutions of learning, there is a refresh¬ ing tendency, particularly noticeable in the larger schools, to depart from the notion that the same training is best for all pupils, and to meet in their pro¬ gram the needs of the large proportion of high-school pupils whose formal education closes with the high school. This attempt to adjust the work of the rural and semirural high schools to the needs of the pupil, the commodity, and the demands of modern life is indicated by the entrance into their curriculum 17836°— 28 - 11 158 BIENNIAL SURVEY OF EDUCATION, 1924-1926 of agriculture, home economics, sociology, hygiene, and sanitation, and the commercial subjects. The study by Counts analyzes the curriculum offerings for grades 9, 10, 11, and 12 by 15 progressive city school systems. The report deals with the general plan of curriculum organization, the subjects of study, the trends of philosophy, and evaluation of the present program. Counts characterizes the situation in general as follows: The program of studies itself is in a state of flux. In relatively rapid suc¬ cession new curriculums are appearing and old curriculums are disappearing With great frequency subjects are being added, and occasionally they are being abandoned. The wide variety of practice found in the different schools suggests that the several cities are either progressing at different rates along the same path of change or following divergent lines in experimentation. Some new form of secondary education is obviously in the making. * * * At present, changes in the curriculum suggest the wasteful process of trial and error rather than the adaptation of means to ends through the process of reflection. The curriculum committee of the National Society for the Study of Education has presented in the Twenty-sixth Yearbook a survey of practices in curriculum construction and a body of principles which should guide in the selection and organization of subject mat¬ ter. Chapter 7, Part I, of this report, contributed by George S. Counts, deals with current practices in curriculum making in public high schools. Portions of this chapter dealing with changes in the curriculum, the technique of curriculum revision, present courses of study, and practices in appraising courses of study are of special significance for the purpose of this survey of trends and are here given in summary form. Efforts to improve the materials of instruction through curriculum revision are widespread. In 72 of 111 cities reporting for the senior high school there has been at least one general revision of the curriculum since 1913. In addition, 39 partial but systematic revi¬ sions have been made in the past five years. In 73 cities reporting for the junior high school 58 general revisions since 1913 and 19 partial revisions during the past five years have been made. Twenty- four cities reporting for the senior high school and 23 cities for the junior high school have adopted a policy of gradual and continuous curriculum revision. Commonly, changes are made in the curricu¬ lum through adding or dropping subjects. Data from 90 cities show a tendency to add subjects approximately three times as often as subjects are dropped. This is a rough measure of the rate of expan¬ sion of the high-school curriculum. The comparative frequency of addition of the various subjects shows a strong trend in emphasis toward the social science and vocational subjects. The foreign languages are losing their position of relative emphasis, as shown by !48 cases of subtraction from the curriculum and only 23 cases of DEVELOPMENT OF SECONDARY EDUCATION 159 addition to the curriculum. They alone show a net loss due to curriculum changes. The natural sciences show 37 additions and 29 subtractions from the curriculum. This uncertainty is due primarily to the substitution of general science, biology, chemistry, and physics for physiography, botany, zoology, geology, and physiology. These changes collectively indicate a break with tradition in sec¬ ondary education and an active trend toward curriculum expansion and emphasis upon social and vocational values in the programs that are emerging. In reconstructing the curriculum the initiative for reform ema¬ nates most frequently from the superintendent. The initiative comes frequently from the principal, however, and in a few cases from high-school teachers and supervisors. In organizing the personnel for the actual work of curriculum revision there is usually set up a committee representing the general administrator, supervisors, principals, and teachers. Rarely experts or specialists from without the system are retained. Progressive practice elsewhere and com¬ mittee agreement are the most common guides to the selection of new materials. A considerable practice of using the results of pre¬ vious research is growing up, however, and in a few cases revision is being based upon research undertaken for the purpose. Present courses of study are most commonly organized about sepa¬ rate subjects, such as algebra, history, etc. In a minority of cases the courses are being organized about large topics based on social activities of the day, socialized group work and individualized study and drill in the tool or skill subjects, or as an activity curriculum with no division into subjects and no provision for other than inci¬ dental learning. Only two senior and three junior high schools report the latter plan of curriculum organization. The courses of study usually specify the general ground to be covered, but allow a considerable freedom to the teacher in selecting subject-matter details. Quite frequently specific requirements for bright, average, and dull pupils are set up in outline, and minimal essentials are stated in detail. In a minority of cases the courses provide only standards and rich suggestions of materials, leaving selection to the teacher or go to the opposite extreme and specify in detail the precise ground to be covered, leaving no option to the teacher. In a very few cases courses provide general directions only, leaving to the teacher the task of determining standards and selecting materials. In the past curriculum changes by adding and dropping courses have been made without the support of precise and trustworthy knowledge. The common method of appraising courses at the pres¬ ent time is informal appraisal by administrative and supervisory 160 BIENNIAL SURVEY OF EDUCATION, 1924-1926 officers. The practice of appraisal through study of the results of testing by the research department or through use of questionnaires and specially designed measurement programs is, however, becoming rather common. This growing practice promises to direct curricu¬ lum changes more surely to the ends accepted as desirable. The fifth yearbook of the department of superintendence, National Education Association, is devoted to the junior high-school curricu¬ lum. It presents an adequate description of the present trends of English, science, mathematics, social studies, foreign languages, music, art, home economics, industrial arts, and commercial educa¬ tion; enumerates the principles which the subject committees advance as usable guides to curriculum revision ; and introduces abstracts of the important researches which bear upon the several subject fields at the junior high-school level. The material of this yearbook prompts fc he generalization that the several subject fields are being generalized for purposes of instruc¬ tion at the junior high school level. Much formal drill and disci¬ plinary material is being excluded. The content of individual subject fields, such as English, social studies, and science, is being markedly enriched over characteristic courses of the old-type elementary and high-school grades involved and variable content for different homo¬ geneous pupil groups is slowly taking shape. The effort to base revision on the results of research is general. Attention to curricu¬ lum revision is widespread. At the junior high school level revision is resulting in generalizing the subject fields and enriching the con¬ tent of individual courses. In the senior high school field the ten¬ dency is to broaden programs primarily through adding special courses and organizing numerous special curricula. At both levels material of greater social use and more directly related to vocation is being emphasized and greater provision for the utilization of pupil activities as a basis of learning is being made. As yet curriculum revision centers in working over the content of specific subjects and reorganization programs seeking to abandon subject departments of knowledge have made little progress. Out of the welter of efforts at curriculum construction a more or less standardized technique is emerging which centers in committee procedure involving the cooperation of administrative, supervisory, research, and teaching offices. FINANCIAL PROGRAMS Incident to the growing functional complexity of the secondary school and responsive curricula and administrative adaptations there is such variability of financial programs that essentially no standards exist. The situation has been made apparent through a DEVELOPMENT OF SECONDARY EDUCATION 161 number of financial studies made since 1920. Conspicuous among these are the studies of the finance inquiry commission working under the auspices of the American Council of Education. These studies show extremely wide variations in tax rates levied for the support of schools; in departmental costs for schools of comparable size and located in comparable situations; in the portion of the budget in different systems devoted to elementary, secondary, and other special school enterprises; and in the unit and pupil hour costs of specific subjects of instruction. This extreme variability in costs and in the relative financial emphasis upon special educational enterprises would not be so significant if it were attributable to the variable exigencies of different situations, but where the variability exists in schools of comparable pupil groups in comparable political units it reflects a condition of serious wastage of public funds due to variant local administrative policies. Two illustrations from available data will serve to characterize the situation. The committee of fifteen of the California High School Teachers’ Association reports teaching costs per credit unit for California high schools shown in the following table : Table 12. — Teaching costs per credit unit for specified subjects and groups of California high schools classified according to enrollment 1 Credit unit costs for schools of specified enrollment Subject Enrollment less than 100 Enrollment 200-500 Enrollment more than 1,000 Median Range Median Range Median Range English and oral English . . . . $24 $10-$47 $17 $9-$22 $16 $11— $27 Mathematics _ _ _ 28 14- 64 18 11- 28 18 12- 25 History and social studies _ 29 17- 55 15 10- 23 16 11- 23 Modern languages _ 34 18- 50 20 14- 31 17 14- 34 Latin.. _ _ 62 18-130 26 2-197 20 13- 31 General science and physiography... . 30 16-133 18 10- 68 20 13- 34 Physics, chemistry, and biology . . 48 20-140 32 15- 66 24 18- 36 Commercial arithmetic _ _ _ 43 14-147 15 8- 29 16 10- 24 Stenography . . . . 50 30- 98 25 14- 45 18 14- 29 Typing _ _ _ _ 56 14-134 32 16- 52 26 16- 42 Bookkeeping. _ _ _ _ _ 60 16-200 30 10- 76 28 14- 40 Miscellaneous commercial subjects _ 41 10-190 24 6-144 18 12- 41 Agriculture _ _ _ _ 51 22-216 52 36- 84 60 26-140 Home economics. . . 62 18-130 36 18-110 42 17- 60 Art _ _ _ _ 68 22-304 40 18- 80 30 15- 52 Mechanical drawing . . 80 28-300 40 18- 80 26 18- 66 Mechanical arts _ 87 45-262 45 22- 72 46 34- 60 Music _ 28 10-106 304 14- 78 22 11- 60 Physical training _ 20 9-150 20 10- 42 16 7- 22 1 Data selected from Report of Committee of Fifteen, California High School Principals Association. It is apparent that the small high schools are the most expensive and show the widest range of costs. The range of costs even for the constant subjects is extremely wide and a uniform tendency for the elective and laboratory subjects to be more expensive than the constant and academic subjects is shown. 162 BIENNIAL SIJKVEY OF EDUCATION, 1924-1926 A second study by Henry 24 has exhibited the variability in instruc¬ tional costs in individual high schools under the relatively uniform conditions of a large city system. His studies indicate for 22 Chi¬ cago high schools the student-hour instructional costs comparatively for 191U-15 and 1922-23, and the principal factors responsible for the variability shown. His data for 1914-15 present an extreme range of total student-hour costs of instruction expressed in round numbers of from 6 to 11 cents. The corresponding fig'ures for 1922- 23 are 10 and 16 cents. In the matter of subject costs an ex¬ treme range in 1914-15 of from 4.02 cents for music to 56 cents for Greek was shown, and the comparative figures for 1923-24 were for penmanship, 6.939 cents, and Greek, 70.371 cents. Omitting the Greek as an extreme departure, the high cost was 16.987 cents for astronomy in 1914-15 and 25.334 cents for radio instruction in 1923- 24. Comparison of individual schools for the two years exhibits little agreement between the rank of individual schools when ranked in order of student-hour costs for the two years under consideration. His data, on being analyzed further, show that the size of class is the most important determinant responsible for variability of costs. Since size of class is a matter directly controlled by local administra¬ tive practice and depends primarily upon the administration of electives, the curriculum vagaries of high-school principals are di¬ rectly responsible for a considerable proportion of the total costs of secondary education. The recent studies of Stevenson indicating little, if any, advantage accruing to small recitation groups shown the importance of standardization of practice with reference to class size. STANDARDIZATION OF SECONDARY EDUCATION The present situation in secondary education which has been sketched makes an examination of the work of standardizing agencies pertinent. Such standards as obtain in secondary education have been developed primarily through voluntary accrediting agencies which have been an outgrowth of accrediting by colleges for pur¬ poses of college entrance. State accrediting, which is general at the present time has looked to the voluntary association as a source of standards. Usually State standards for accrediting are less rigorous than those of the voluntary agencies and are imposed pri¬ marily as a basis for participation in State subventions to high schools. The territory of the United States is now covered by five regional associations, namely the New England College Entrance Examina¬ tion Board, the Association of Colleges and Preparatory Schools of 24 School Review, May and June, 1926. DEVELOPMENT OF SECONDARY EDUCATION 163 the Middle States and Maryland, the Southern Association of Col¬ leges and Secondary Schools, the North Central Association of Colleges and Secondary Schools, and the Northwest Association of Secondary and Higher Schools. The reports of the North Central and Southern Associations afford material through which the growth and trends of accrediting by voluntary associations may be shown. Reports by the secretaries of the secondary commissions of these associations follow. These reports make it obvious that there is a decided tendency to base standards for accrediting on research. This is in decided contrast to the arbitrary standards of earlier days. Secondary Schools of the North Central Association of Colleges and Secondary Schools By J. B. Edmonson University of Michigan, Secretary of the Association Historical background. — The North Cenetral Association of Col¬ leges and Secondary Schools was founded in 1895 and has completed 31 years of work. The purpose of the association has been “to establish closer relations between the secondary schools and the insti¬ tutions of higher education within the North Central States and such territory as the association may recognize.” Since its establish¬ ment it has been an influential standardizing agency in the field of higher and of secondary education. It is true that the first list of accredited schools wTas not issued by the association until 1904, but even before that date the association was exercising a directive influence in the affairs of secondary schools. The past two years, 1924-1926, have brought several notable changes in the standards and policies of the association. There have also been several valuable studies reported by committees of the association. These will be referred to under the various subheadings in this report. I. Growth of the accredited list of secondary schools. — The statis¬ tical summary of State lists shows that, there were 1,372 schools accredited in March, 1921; 1,799 in 1925; and 1,966 in 1926. The percentage of increase during the five-year period was 43. This increase in the number of approved secondary schools is an indica¬ tion of a general increase in the standards observed by the second¬ ary schools of the North Central territory. The enrollments in North Central schools have increased 61 per cent during the past five years, there being in the same time a 43 per cent increase in the 164 BIENNIAL SURVEY OF EDUCATION, 1924-1926 number of schools. The present enrollment is 804,074, while five years ago it was 498,661. It is evident that the association will soon be influencing the training of more than one million secondary school pupils. II. Changes in standards. — The meeting of the association in 1925 will doubtless stand out in its history as the time when the most far-reaching changes in standards were made. Among these were the following: (1) The association increased the number of hours of professional training from 11 to 15 and provided that the new requirement should become effective in September, 1925. This change was made after a referendum vote participated in by the secondary schools and colleges of the association. (2) The standard dealing with the teaching load was redefined and greater freedom granted schools in the matter of the size of class sections. The standard was also modified so as to take account of all persons assisting classroom teachers, such as vocational ad¬ visors, study hall teachers, clerks, and others. (3) The association also went on record as favoring the require¬ ment for graduation of three units of English, two units of social science, one unit of biological or general science, and one unit of ph}rsical education or health. (4) The pupil load of work was brought to the association’s attention, and it was recommended that only such students as ranked in ability of the upper 25 per cent of the student body should be allowed to take more than four units for credit. III. Junior high schools and standardization. — For the past eight years the association has taken a very active interest in the junior high school and has through different committees made numerous studies. In 1925 the association received a report on standards for the junior high school. The standards proposed were as follows : I. STANDARD JUNIOR HIGH SCHOOL 1. A standard junior high school is a unit of our public-school system con¬ sisting of grades 7, 8, and 9, organized and administered as a separate unit of the school system, having its own administrative head and corps of teachers and characterized by flexible promotion, provisions for exploration and review of subject matter in the early semesters of the course, and limited choice of elective subjects during the later semesters of the course. (a) Explanation: This standard in no wise means that grades 7 and 8 should not be organized on a junior high basis and meet the standards to follow; nor, that the six-year school should not be organized where admin¬ istrative convenience or necessity demands it. But such schools would not be regarded as standard. II. ORGANIZATION 2. A six-year school shall be organized into two units so that the work of the seventh, eighth, and ninth grades shall meet all of the standard* of the DEVELOPMENT OF SECONDARY EDUCATION 165 standard junior high school relative to curriculum, training of teachers, and articulation with the senior high school — grades 10, 11, and 12. (a) Neither the six-year school nor the two-year (seventh and eighth grades) junior high school is favored except as an administrative necessity. (&) In school systems enrolling fewer than 500 pupils in grades 7 to 12, the comittee feels the organization should be of the six-year type, with the distinction clearly drawn between the junior and senior division at the end of the ninth year. nr. BUILDINGS 3. Facilities should be provided adequately for instruction in academic subjects, in the practical arts, in health education, recreation, and in such subjects as may require the labratory method. Adequate provision shall be provided for assembly programs, social activities, and for the supervision or direction of study. IV. PREPARATION OF TEACHERS 4. The minimum academic training of two-thirds of the junior high school teachers of academic subjects shall be equivalent to graduation from a college or university accredited by the North Central Association which requires for graduation 120 hours in advance of a four-year high-school course. The remaining one-third should be teachers of good training, experience, and maturity. These provisions shall not be retroactive. 5. The minimum professional training of new junior high-school teachers after 1926 should be as extensive as that required of senior high school teachers. This provision shall not be retroactive. V. THE TEACHING LOAD 6. The total number of 40-minute periods of classroom instruction given by any teacher of academic subjects shall not exceed 30 per week; nor shall the number of periods taught by any teacher of nonacademic subjects exceed 36 per week. VI. PROGRAM OF STUDIES 10. The appropriate subjects to be offered by the junior high school are: English, mathematics, foreign language, history and civics, geography and elementary science, music, art, health education, vocational information, and practical arts for both boys and girls, including commercial subjects. 11. The program of studies shall be organized into a single curriculum with limited electives. (a) Electives prior to the second semester of the eighth year are considered ill-advised. Prior to this semester, exploration and review of subject matter should be provided by the content of courses and the administration of the curriculum, and not by electives. 12. Instruction shall be departmentalized. 13. The school shall practice flexible promotion rather than promotion by subject. (a) Flexible promotion means that pupils shall be promoted when the occa¬ sion arises and without restriction of subject promotion. It means pupil place¬ ment. It implies the use of opportunity classes and coaching teachers. 14. The school shall provide within the school day for pupil club and social activities under the direction of the faculty. 166 BIENNIAL SUEVEY OF EDUCATION, 1924-1926 1'5. The school shall provide adequately for keeping in contact with the homes and home life of the pupils and introduce only gradually the freedom in discipline characteristic of the senior high school. 16. The school shall place at least as much emphasis upon the supervision of study as it does on recitation. VII. ARTICULATION WITH THE SENIOR HIGH SCHOOL 17. The completion of the course in a standard junior high school shall admit the pupil to full standing in a standard three-year senior high school. 18. Upon completion of the junior high-school course the pupil shall be placed in any grade of any given subject in the three-year senior high school for which he is prepared. 19. The standard three-year senior high school shall offer such ninth-year courses as may be necessary to provide adequately for pupils who may need such courses after they have been promoted to the senior high school, but such courses shall not constitute a part of the senior high-school curriculum. 20. In special cases pupils may be promoted to the senior high school prior to the completion of the junior high-school course when it is evident that the best interests of the pupils are thus served. VIII. RECOGNITION 21. Recognition by the association should not be confused with “ accrediting ” since “ recognition ” is for the sole purpose of giving official assurance that a certain junior high school satisfies the standards as defined by the North Cen¬ tral Association of Colleges and Secondary Schools. The final recommendation of the 1925 committee contained the following very significant statement of policy: We recommend further that the standards for junior high schools be main¬ tained as adopted last year; that these standards be not imposed upon any schools, but that they be considered as goals to be attained. The committee is of the opinion that if these standards can be presented to the North Central constituency in the manner indicated they will be helpful in guiding the junior high-school movement without in any way imposing restrictions or preventing any variations which may seem wise in special situations. IV. Proposed standardization of commercial schools. — The asso¬ ciation has in recent years been approached by leaders in the field of commercial education with the request that a list of commercial schools be prepared. The association, through a committee, made a study of the advisability of undertaking this extension of its work as a standardizing agency. The committee reported favorably and proposed a set of standards. It was finally agreed, however, that only those commercial schools should be accredited that met the usual standards of the secondary school. It was further decided to post¬ pone indefinitely the question of seeking to standardize commercial schools in general. The fact that this question came before the association indicates that it will be urged in the future to give stand¬ ardization to all schools offering work on a secondary school level. DEVELOPMENT OF SECONDARY EDUCATION 167 V. Professional training of teachers. — A problem that has aroused much interest in the association is that of the professional training of secondary school-teachers. In 1925 and again in 1926 a special com¬ mittee of the association presented a report on the undergraduate curriculum for prospective teachers in secondary schools. Among the recommendations in the 1926 report were the following : (a) That an effort should be made to secure uniformity in nomen¬ clature of the titles in the undergraduate courses in education. (b) That “three basic elementary courses are: (1) Educational psychology, study of the child with particular reference to the learn¬ ing process; (2) methods of teaching, study of the stimulation and direction of learning by teachers; and (3) principles of secondary education, study of the purpose of secondary education, and the or¬ ganization of the high school with particular reference to the prob¬ lems of the teacher.” The report of this committee aroused a vigorous debate on the floor of the association. Some feared that if the report were adopted it would tend to bring about a premature standardization of courses in education. The report was adopted, however, “in spirit.” Col¬ leges were merely advised to give careful attention to it before making curriculum changes in the field of education. The association also has a committee at work on the question of professional courses to be required in preparation for secondary school teachers. The work of this committee has been particularly valuable in calling attention to the undefined character of the field of education and the tendency to count as education a number of courses that are clearly general rather than professional. The work of the committee has been under the direction of Dean C. E. Chadsey, of the University of Illinois.25 VI. The association and college-entrance requirements. — The spread of the 6-3-3 plan of school organization in the North Central States has forced the association to face the problem of the defining of college-entrance requirements to take better account of the work of the junior high school. In 1926 a committee recommended that “the commission on secondary schools request the association to repeat its urgent invitation to the colleges included within the North Cen¬ tral territory to revise their terms of admission in such manner as to permit students to qualify for entrance on the basis of units of work — 11 or 12 in number — accomplished in the tenth, eleventh, and twelfth grades of the secondary school.” The association, at its meeting in March, 1926, authorized the secretary to bring to the attention of the higher institutions a recommendation that they restate their entrance requirements in terms of the senior high 85 N. Cen. Assoc. Quarterly, Sept., 1926, pp. 149-173. 168 BIENNIAL SURVEY OF EDUCATION, 1924-1926 school. A special committee was authorized to bring before the asso¬ ciation at its next meeting a workable plan for the restatement of the entrance requirements, for different types of liberal arts, technical, and professional schools. VII. Special studies. — The North Central Association has, during the years 1924r-1926, contributed numerous special studies of sec¬ ondary school problems. Among these studies are the following: 1. The association sponsored a quinquennial study of the public and nonpublic schools accredited by the association. This was sub¬ mitted at the 1925 meeting by Prof. C. O. Davis, of the University of Michigan.26 This study was a statistical one and related to such items as: The preparation, experience, and salaries of teachers, pupil-teacher enrollment, teaching load, courses offered, value of equipment, and numerous related items. This report was published as a special bulletin of the association and may be secured through the secretary of the association. 2. A committee of the association, headed by Dean C. R. Maxwell, of the University of Wyoming, reported a study in 1925.27 It was decided to investigate this topic owing to the fact that the standard on the pupil load had been modified by the association. The com¬ mittee on special studies felt that this study would give authentic information relative to the practice in the different States and might give a more scientific basis for any future revision of this standard. Among the findings reported in this study were the following: 1. Most schools in the association require 16 units for graduation. 2. Students carrying more than 4 units make passing grades in all subjects more frequently than the other students in the school. Students carrying less than 4 units make, on the whole, a less satisfactory record than the other students in the school. 3. Forty-six per cent of the schools use intelligence tests for the classification of students. In the past two or three years the use of tests has increased rapidly. 4. Approximately 75 per cent of the schools give credit for extracurricular activities. Such credit is independent of other courses. Eighty per cent of the principals of schools are in favor of such a plan. 5. Credit for outside work in Bible? music, etc., is given in a considerable number of schools. The median amount of credit allowed for such work is 2 units. 3. In 1926 a committee of the association submitted a report on the success of high-school graduates who go to college. This study was similar in scope to the studies that have been sponsored by the Southern Association of Colleges and Secondary Schools since 1919. The study was based on the work of the students graduating from the 20 Proc. Thirtieth Annual Meeting N. Cen. Assoc. Col. and Sec. Schs., March, 1925, Part I. 27 N. Cen. Assoc. Quarterly, September, 1926, pp. 190—220. DEVELOPMENT OF SECONDARY EDUCATION 169 North Central high schools in June, 1925, who entered colleges in September, 1925. The total number of cases included in this study was 28,957. The number of colleges returning information con¬ cerning the grades made by these students was 659. Among the con¬ clusions of the study are the following : 1. The percentages of failures of freshmen students in their first term or semester of college work vary greatly with institutions. 2. Teacher training schools have a much lower percentage of failures than do the other types of higher institutions. 3. Institutions accredited to the North Central Association have a much higher percentage of failures than do the nonaccredited institutions within the territory, with the exception of the State colleges. 4. Great differences are found in the percentages of failures between institu¬ tions of the same type without any apparent cause. 5. The success of a graduate of a high school in college or university depends largely upon what institution he attends. He may be successful if he attends one college, but unsuccessful if he attends another. 4. The commission on unit courses and curricula of the association has been making some significant studies. Among these is one re¬ ported in 1926 on quantitative work in English. This study was made under the direction of Prof. C. O. Davis.28 The significant findings in this study are the following : The typical junior high school, therefore, appears to be requiring three years of work in English, covering 36 weeks each year, with five class meet¬ ings of something over 40 minutes each week. Further, this typical school segregates its pupils into sections based on differences of mental ability and seeks to adapt the English work to the special needs of the several groups, both by means of supervised study periods and by other predagogical devices. The typical secondary school, other than the junior high school, prescribes three or more units in English, offers this work for 36 to 40 weeks in the year (with class meeting on each of the five days of the week), and with class periods ranging from 40 minutes to 60 minutes each. 5. A committee reported at the 1926 meeting on the status of foreign language in the junior high schools.29 The most significant findings of this committee were as follows: Foreign languages in the schools which reported are offered as follows : Latin in 289 schools, 89.1 per cent ; French in 106 schools, 32.7 per cent ; Spanish in 74 schools, 22.7 per cent ; German in 10 schools, 3.1 per cent ; Italian in 2 schools, 0.2 per cent. Thirty schools (9.2 per cent) offer no foreign language in their curriculum. The powerful influence of college entrance requirements is shown in the fact that 97 schools gave preparation for those requirements as one local reason for including foreign-language study in their curricula. VIII. Establishment of an official organ. — The association has for many years published numerous bulletins and yearbooks. It was not, 28 N. Cen. Assoc. Quarterly, September, 1926, pp. 221-242. 29 Foreign Languages in Junior High Schools. By Thomas W. Gosling. N. Cen. Assoc. Quarterly, June, 1926, pp. 106-138. 170 BIENNIAL. SURVEY OF EDUCATION, 1924-1926 however, until the 1926 meeting that the association established an official publication. This publication is called the North Central Association Quarterly and is being sent free to all members. It gives reports of committees, brief notes, and editorials pertinent to North Central matters. It is believed that the quarterly will make it easier for all members to be kept informed concerning association matters. The office of the quarterly is Room 407, University High School Building, Ann Arbor, Mich. Secondary Schools of the Association of Colleges and Secondary Schools of the Southern States By Joseph Roemer University of Florida, Secretary of the Secondary Commission The southern high school is a rather new institution. Recupera¬ tion from the effects of the war between the States plus the mental set of the old South toward tutorial and private education retarded for several decades the growth and development of the modern high school in the southern region. In fact the southern high school dates from about the beginning of the second decade of this century. It was about this time that the movement in favor of the county high school law swept over the South. For example, Alabama, Florida, and South Carolina passed their county high school law in 1907, Kentucky in 1908, Ten¬ nessee 1909, and Mississippi in 1912. This movement, though not expressing itself every time in law, nevertheless was pretty general throughout the southern region. A second important factor in this rapid growth was the great services rendered the Southern States by the General Education Board. Through the assistance of this board each State secured one person to act as State high school inspector for the State depart¬ ment of education and professor of secondary education at the State university. The stimulating effect of this person was very helpful. In 1920 the board gave each State for a period of five years a second person who took over one-half of the dual task which had been carried for several years by one man. By 1925 the General Education Board withdrew both persons, feeling the work was well enough established to warrant no further assistance. The following tables taken from the proceedings of the Associa¬ tion of Colleges and Secondary Schools of the Southern States show the growth of secondary schools in the association and also the number of schools accredited by the association from each State for the scholastic year 1925-26. DEVELOPMENT OF SECONDARY EDUCATION 171 Table 13. — Growth of secondary schools since the organization of the association Session Year Public Private Total Session Year Public Private Total 2 1896 2 11 13 17 . . . . 1911 5 32 37 3 1897 3 20 23 18 . . . 1912 5 33 38 4 1898 3 23 26 19 1 _ 1913 125 36 161 5 1899 3 33 36 20 2 . . 1914 208 70 278 fi 1900 2 38 40 21 . 1915 245 63 308 7 1901 2 36 38 22 . . . 1916 269 78 347 g 1902 4 41 45 23 . . 1917 292 75 367 9 1903 3 34 37 24 . . . . 1918 336 73 409 in 1904 3 34 37 25 _ _ 1919 365 78 443 ll 1905 4 31 35 26 _ _ 1920 329 85 414 12 1906 4 31 35 27 . . 1921 455 100 555 13 1907 4 26 30 28 . . . 1922 524 104 628 14 1908 6 26 32 29 . . . . 1923 589 116 705 15 1909 5 33 38 30 . . . 1924 625 129 754 Ifi 1910 6 34 40 31 . . . 1925 627 129 756 1 No list for Florida or Arkansas. 2 Full report for all 13 Southern States. Table 14. — Shoiving summary of secondary schools accredited by the commis¬ sion , 1925-26 State Old schools retained on list New schools added to the list Total schools accred¬ ited for 1925-26 Alabama _ _ _ _ _ _ _ _ _ _ _ _ . _ 48 5 53 Florida . . . . . .. 67 9 76 Georgia . . . . . . . . . . 80 0 80 Kentucky . . . . . .. .. . . . . 54 21 75 Louisiana _ _ _ _ _ _ . _ .. _ 53 21 74 Mississippi _ .. . . . . . . . ..... ...... 43 1 44 North Carolina. . . . . . . . . . . . . . 58 17 75 South Carolina 33 12 45 Tennessee.. _ .. . . . . . . . . . 52 15 67 Texas . . . . . . . . . . . . . . 112 6 118 Virginia . . . . . . . . 46 3 49 Total . . . . . . . . . . . . 646 110 756 One of the distinct tendencies in the development of the southern high school is away from the large school of several thousand en¬ rollment. In many of our southern cities, like Jacksonville, Tampa, Miami, San Antonio, Birmingham, Richmond, Houston, and Atlanta, the junior high school is in full operation and tends to prevent the large enrollments found in many northern and western cities. In other cities where the junior high school movement is not developed the same principle regarding large schools holds true. For example, Dallas has 5 four-year high schools, Fort Worth 3, New Orleans 2, Louisville 4, Macon 2, and Atlanta 5. All of these but the ones in Atlanta are the traditional four-year high school. There seems to be a strong feeling among the southern high-school men that a school can be too large for efficient work. There seems to be a feeling, also, that somewhere between 1,000 and 1,500 pupils is the best unit for the most efficient work. Table 15, taken from the 1925-26 proceed¬ ings of the southern association, shows this situation admirably. 172 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 16 gives several more items on the general nature of the sec¬ ondary schools of the southern association. Table 15. — Size of the secondary schools accredited by the commission on secondary schools Size of schools State Under 100 100-199 200-499 500-999 1,000- 1,999 2,000 or over Total Alabama . . . 6 20 20 2 4 1 53 Florida.. _ 21 25 22 4 4 • 76 Georgia . . _ 7 36 26 11 80 Kentucky _ 12 34 21 5 3 75 Louisiana _ 16 35 17 4 2 74 Mississippi- . _ 12 17 11 4 44 North Carolina. -- _ 9 24 32 7 3 75 South Carolina _ . 2 18 21 3 1 45 Tennessee _ 18 23 18 4 4 67 Texas _ _ 10 31 43 22 10 2 118 Virginia _ 6 25 7 6 4 1 49 Total . . . . 119 288 238 72 35 4 756 Per cent of total _ 15.8 38.1 31.5 9.5 4.6 0.5 From a study of Table 15 it is evident the South does not believe in the big high school. Over half, 53.9 per cent, of all the schools enroll under 200 pupils and 85.4 per cent enroll under 500 pupils. Only four schools enroll over 2,000 pupils in all the South. When schools enroll over 2,000 the tendency seems to be to divide them into two schools. This has happened recently in Birmingham, Fort Worth, Macon, Nashville, and other southern cities. As further evidence of this fact, observe from Table 15 that only 39 schools, 5.1 per cent of the total, enroll over 1,000 pupils. Table 16. — Number and size of schools accredited by the commission on secondary schools, 1925-26 State Number of schools Size of school Number of teachers Enrollment Smallest school Largest school Total number Average per school Total en¬ rollment Average per school Alabama . . . 53 54 2,741 882 16.6 19,906 375.6 Florida _ _ _ _ 76 53 1,349 893 11.8 18, 783 247. 1 Georgia _ _ _ 80 46 950 878 11 21, 452 268.1 Kentucky . . . . . 75 34 1,463 812 10.8 19, 110 254.8 Louisiana. _ 74 46 1,248 728 9.8 16, 532 223 Mississippi. _ 44 41 777 440 10 8,900 202.2 North Carolina _ 75 26 1,391 1,120 15 22, 577 301 South Carolina _ 45 88 1,122 567 12.6 12,254 272.3 Tennessee _ 67 41 1,673 913 13.6 18,274 272.7 Texas. _ _ _ _ _ 118 45 2, 712 2,437 20.7 54,098 458.5 Virginia _ _ 49 67 2,626 904 17.7 18, 469 362.1 Total _ _ _ _ 756 10, 574 14 230,346 304.7 The foregoing table shows the following interesting comparisons : The typical southern association high school employs 14 teachers and enrolls 305 pupils. Alabama has the largest secondary school, with an enrollment of 2,741, and North Carolina has the smallest, with an enrollment of 26. Texas shows the largest number of teachers per secondary school, 21; and Louisiana the smallest, 10. The largest average enrollment per school shows Texas with 458 and Mississippi, with 202, the smallest. DEVELOPMENT OF SECONDARY EDUCATION 173 CHANGE IN STANDARDS 1. The association now requires 16 units for graduation of all secondary schools. 2. Beginning with the fall term 1927-28, all entering teachers must have had 12 semester hours in education. 3. Schools definitely organized on the 6-3-3 plan are allowed to report only the last three years of their organization — that is their senior high school. This is a temporary provision to aid the devel¬ opment of the junior high schools in the southern association ter¬ ritory. SPECIAL STUDIES 1. At the December meeting in 1925 the first of a series of studies on the junior high school was presented. 2. The association has had compiled eight deans’ reports. These consist in following the graduates of the southern association sec¬ ondary schools through their freshman year and getting reports on their college failures. The reports stimulate better work in high school. This report is compiled annually. 3. There is a committee in the association studying the possibilities of requiring secondary school teachers to teach only those subjects in which they specialized on in college. 4. There is also a committee studying athletics in secondary schools looking toward improvements in that realm of school affairs. 5. Much interest at the present time is centered on the forthcoming report of a special committee appointed to make a study of the ad¬ visability of having a separate set of standards for the private secondary schools of the association. 17836°— 28 - 12 . / « . ** CHAPTER VI SCHOOL HYGIENE AND PHYSICAL EDUCATION By James Frederick Rogers, M. D. Chief , Division of Physical Education and School Hygiene Contents. — Health examinations — Solving the dental problem — Nutrition — Posture — Measurements and tests — Health education — Education in human reproduction and development — Physical activities — Sportsmanship — Mental hygiene — The school day — Rural schools — Colleges — Side results of better hygiene — Health of the teacher — Professional training and requirements — Sanitation — Health agencies. From every standpoint there has been progress during the past biennium in making the health of the school child something more than a mere theoretical objective. Not only has the day become less remote when it will be considered poor policy to waste the time and energy of the teacher (along with public funds) in trying to accomplish the impossible because of physical handicaps of the child, but there is evidence that the time is approaching when the child’s physical education will be given as much recognition as his mental training, when, in fact, these will become fused into one. HEALTH EXAMINATIONS School health work has its logical beginning in the appraisement of the child’s bodily state, just as we examine into the condition of any engine or tool before we attempt to do fine work with it. This appraisement, which began historically in a cursory examina¬ tion for vermin and for active disease, is developing toward a thor¬ ough study of the child’s physical condition, so far as our knowledge permits, and has widened to include his habits as affecting his health and physique. The physician was once considered the only person capable of knowing the physical nature of the child, but the school nurse was later discovered to have eyes and ears and to be capable of using them and, of late, in the past biennium, there has been emphasis on the fact that the teacher not only possesses such powers of obser¬ vation but that she sees the child more frequently and is better acquainted with his working capacity than either physician or nurse. Moreover, it is her business to know whether and when the instruments with which she works are “ sharp ” or “ dull.” The 175 176 BIENNIAL SURVEY OF EDUCATION, 1924-1926 past biennium has seen the teacher placed first in importance among health examiners, and her preparation for this work has gone on apace in many training schools. The physician (either family or school doctor) is no less essential than ever in the scheme of health work, but his labor is supplemented, his time is saved, and the data for his conclusions are greatly improved. From the examination of the college youth a half century ago medical inspection filtered down to children of school age, and the past two years have finally seen its logical application to those who are not yet old enough to enter school. For years the schools of Germany have very sensibly been refusing admission to children found physically unfit (about 10 per cent since the war), but it is wiser to see that the child is examined and prepared before he is presented at the door of the school. Another recent advance in school health work, important from every point of view, has been the taking of the parent into the confidence of the school by inviting him to be present at the examina¬ tion of his child, thus securing first-hand information as to his history and home life and saving much of the time-consuming and expensive home visitation of the nurse for explaining the purpose of school health work and the results of the physical examination. In attempting to improve the health habits of the child we can ac¬ complish little without the interest and cooperation of the home in which the habits must be practiced ; and, while in many cases much can be done indirectly through the child, the establishment of an intimate understanding between the school and home goes much further toward producing the desired results. The presence of the parent at the examination of the child leads logically to such understanding and cooperation. Much of medical examination in the past has been without ade¬ quate results, but there is evidence that the accomplishment of the end sought — the correction of defects — is being taken seriously. With examination and the sending of a written notice of defects, little was accomplished; with the go-between explanatory activities of a school nurse matters were improved, but with the presence of parents at the examination the best results should be attained. A number of districts in Virginia report 100 per cent correction of the defects of vision, hearing, nose, and dental conditions. Many dis¬ tricts and individual schools in other States report 100 per cent correction of dental defects, and at least one junior high school has gone so far as to make a certificate of sound or repaired teeth nec¬ essary before graduation. In securing the physical improvement t)f the child, the school has something more in mind than the improvement of his mental re- SCHOOL HYGIENE AND PHYSICAL EDUCATION 177 sponses and his consequent school progress, yet such improvement is to be expected. It is not easy to measure these results and set them down for the skeptical in black and white, for we have no control to go by; we do not know what the same children would have done had their physical or functional defects remained uncorrected. We have the unanimous opinion, however, of school principals and teachers that the general mental tone of the pupils has been improved, and there have been many statistical reports of marked change in school work, as well as saving in educational effort and monetary outlay. The physical inspection of the child is fast changing from a medi¬ cal inspection to a health examination, which looks not only to his present condition but to his future welfare. The future is looked to also in protective measures against disease, which include vaccina¬ tions against smallpox and diphtheria and which promise soon to include scarlet fever. The use of these preventive measures should reduce not only sickness and death from these diseases but the many defects which are left in their train. There is a frightful amount of illness of pupils from “ minor ” ailments, such as colds and sore throats. It is not likely, however, that these causes of absenteeism, as well as of chronic disease, are likely to be much reduced save through developments in preventive medicine. In the meanwhile the early detection and exclusion of pupils having these never trifling ailments is the only sensible prac¬ tice for all concerned. As the study of the physical condition of school children has changed from a mere search for communicable diseases to a thorough overhauling for purposes of all-around improvement, there has been a change in administration of such activities from the department of health to the department of education. Medical inspection was begun in Boston in 1894. In 1915 this work was handed over to the department of education. In the past year a similar change has come about in the city of Providence, where such work has for many years been conducted in a thorough-going manner under the direc¬ tion of the department of health. SOLVING THE DENTAL PROBLEM The most important single problem in the health of the school child is rotting teeth, though the very existence of such a condition is only indicative of causes back of dental disease which need to be dealt with. The dental problem has hitherto been such an overwhelming one from all angles that nowhere has it been fully coped with, and all preventive measures have failed to save a large proportion of teeth from extraction or troublesome root fillings. 178 BIENNIAL SURVEY OF EDUCATION, 1924-1926 The announcement from the Forsyth Dental Infirmary of the results of its experiment in the solving of this problem marks the most important contribution to school hygiene of the past years. Their method of attack is the result of search by many investiga¬ tors pointing to faulty formation of teeth as the essential condition for their decay. The method of meeting the problem is, in brief, to examine the teeth of children, of both the first and second set, soon after their eruption, to find the faults of enameling (the pits and crevices) in which decay begins and by proper treatment to render these portions of the teeth resistant to the inroads of bacteria. It is claimed that — around 90 per cent of the caries which was believed to be unavoidable, and which we have been trying to prevent by tooth brushing, is easily controlled by this plan of early treatment * * *. We have available an exceedingly efficient method, if we will only adopt it and use the necessary educational plans to bring it before the public. By the old methods of filling cavities, devitalizing pulps, removing decayed molars, etc., it was estimated that for the city of Boston over 1,000 full-time dentists would be needed. Although 90 per cent of children have faults of enamel (as many have dental decay sooner or later), by the new methods the school work for a city of this size can be accomplished by 16 dentists, or about 1 for 4,500 children. Thus an impossible task has been made possible, along with far better results for the welfare of the child than was dreamed. Meanwhile the cause of the imperfect development of teeth (and hence of decay) in faulty prenatal and later nutrition is receiving attention, and it is not impossible that we are on the way to eliminate our most common disease and to lessen the need of the dentist, now so essential, if expensive, an agent in patching up the results of our ignorance. NUTRITION Much emphasis has been placed of late on the subject of nutrition, and certainly none too much; for nothing is more fundamental in the building of healthy vigorous children than the furnishing of right building materials and the appropriate conditions for their utilization by the body in its process of development. From numer¬ ous experiments on other animals we know that all manner of defects and deficiencies, both of structure and function, result from an in¬ adequate supply of certain food elements, and we are now aware that the feeding of the human animal from his beginnings is often faulty. We know that rickets, a nutritional defect, is exceedingly common among all classes, and if it were not such a common condi¬ tion we would be dumbfounded at the idea that 9 out of 10 children have rotting teeth, though no such state of affairs exists among wild animals. SCHOOL HYGIENE AND PHYSICAL EDUCATION 179 We are accustomed to think of nutrition as only a quantitative matter — a height-weight condition — but this relationship may have nothing whatsoever to do with the incidence of defects; a rickety child may be a heavy child, and groups of children with carious teeth have been found proportionately heavier than those with sound dentures. Foods which merely produce fat may not be suitable for either the making or preservation of good teeth or of other essential body structures. There has been a decided improvement as regards the school lunch, especially in rural schools. Simple appliances for warming foods sent from home have been installed, and the food brought by the child has been supplemented by the school and its selection improved by the teaching of the school. Moreover, the lunch hour has been made a time for practical teaching of hygiene in a general way. The provision of an extra midmorning lunch has not always proved as productive of good as had been expected. Certainly it is more sensible to secure adequate home feeding if possible. While special classes are still maintained in some schools for the badly nourished children, the tendency has been to stimulate all pupils to those practices in feeding, resting, etc., which lead to im¬ proved health and physique. The teaching of the subject of nutrition to high-school and college students has been considerably improved by substituting for the learning of meaningless bugaboo terms such as “ proteins ” and “ vitamins ” the objective evidence of faulty feeding so easily demon¬ strated in experimental animals. Of the score and more “ indices of nutrition ” which have been de¬ vised in recent years, none have survived in this country save the arbitrary percentage underweight standards as determined by the Bald win- Wood tables, and the Dunfermline scale in which the general examination of the child furnishes the data for classifica¬ tion. The height-weight method has been widely used because of its simplicity, but, as has been pointed out, nutrition is not a mere matter of bulk, and the scales are more and more recognized as an imperfect, though useful, instrument for determining this condition. It has been pointed out by more than one investigator that many healthy children are 10 per cent underweight and that the height- weight test does not always correspond with the results of general examinations. In the Scanlon School survey made in 1925 by the Municipal Tuberculosis Sanitarium of Chicago, 11 per cent of the boys and 17 per cent of the girls placed in the Dunfermline Groups I and II (excellent and good condition) were 10 per cent or more under average weight. In Groups III (fair) and IV (poor) the percentage of underweights ran much higher, 35 per cent for boys 180 BIENNIAL SURVEY OF EDUCATION, 1924-1926 and 66 per cent for girls. In these latter groups, however, 27 per cent of the boys and 12 per cent of the girls were of average weight for their heights. It has been the custom of school health authorities to give special attention to the examination of children 10 per cent belowT average weight for evidence of tuberculosis, but the observation of Morse that tuberculosis is seldom the cause of malnutrition in children, the studies of MacDougall, and the conclusion of Eeisman that there is no greater incidence of tuberculosis among undernourished children from 5 to 15 years of age, should turn our attention to the adequate examination of all children without regard to weight. In this con¬ nection it should be mentioned that Prof. H. W. Hill, in a study of 6,000 children of Vancouver, found that there was no difference in the incidence of scarlet fever, diphtheria, measles, mumps, smallpox, whooping cough, and chicken pox among those 10 per cent under¬ weight and those of more nearly average adipose. The results of these studies, while upsetting some accepted opinions in regard to immunity to disease, do not in the least minimize the importance of good nutrition. Though the value of the height-weight index as a measure of nutrition has been overestimated, the weighing and measuring of children are of great importance as a stimulus to interest in health and physical activity, and the time and effort employed in this work are well spent. Each measurement is an additional peg on which to hang health lessons, though the measurements in themselves may be of no significance as to the health or fitness of a child as compared with other childien. POSTURE The subject of posture has received special attention in the phys¬ ical education of children of all ages. Widely differing estimates of the amount of * poor posture have been made, ranging from 1 per 1,000 to 900 per 1,000. With such extreme variations it must be evident that the diagnosis has been based merely on the diverse interest and opinion of the examiners. It should be stated that the very low estimates have probably been made in the examination of school children fully clad, but even so the differences of opinion denote indefiniteness of ideas on the subject. As a matter of fact, while there is general recognition of a fine or imposing posture, we do not know what constitutes a good posture from the physiological standpoint, and we know less as regards the extent to which we can modify posture. What we are usually striving for in “ posture work ” or “ corrective gymnastics ” is the production of a fine pres¬ ence, and even where this can not, for anatomic reasons, be attained we are justified in our efforts in this direction; for there can be SCHOOL HYGIENE AND PHYSICAL EDUCATION 181 no doubt as to the value of fine posture from the aesthetic, if from no other standpoint. A valuable contribution to the subject in the past two years has been the results of Rontgen-ray studies of boys and girls of college age by Dr. E. H. Arnold, who finds that bony deformity lies at the root of many cases of evidently bad posture, and such being the case no amount of gymnastic exercises or anything else will have much effect toward their improvement. Recent animal experimen¬ tation shows that all manner of skeletal deformities follow faulty feeding, and considering the amount of malnutrition among humans it is little wonder that we have much poor posture on an organic basis. Malnutrition and fatigue are associated, and fatigue has long been recognized as a factor in poor posture. Posture is, then, not a separate problem, but is one resting on inherited physical type as affected by various hygienic conditions, including those peculiar to school life. A study of posture of children in the schools of Boston under the direction of orthopedic surgeons of that city, undertaken this present year, may furnish some light on this subject, as may also the elabo¬ rate investigation made by the Public Health Service, which has not yet been published. The Children’s Bureau has contributed to the stimulation of interest in good posture through the charts and films which it has recently issued. MEASUREMENTS AND TESTS The search for some simple test of physical fitness has been a fascinating field of study for the past half century ; a search usually more productive, however, of negative than of positive results. It has served over and over again to impress the baffled student with the complexity of the human organism. After running the gamut of measurements, anthropometry has now settled down to the taking chiefly of heights and weights, to classification by types, and observation of increments of growth. As to tests of physiological function, the simpler ones have failed to be always reliable, and combinations of these have proven hardly more satisfactory save for general application. The most recent students of the subject — Hambly, Pembrey, and Warner — find the comparison of pulse rate, at rest and after exercise, the best single indication of fitness. The search for means of classifying pupils for physical education classes has given new impetus to studies along these lines and to an extensive investigation of “ motor ability ” tests of both boys and girls at all ages. These studies have been carried on chiefly by a committee of the American Physical Education Association and cover several groups of activities. 182 BIENNIAL SURVEY OF EDUCATION, 1924-1926 While tests of this kind are valuable for classification of pupils in those neuromuscular activities which we term physical, it should be borne in mind that they measure chiefly power and ability to do certain types of work and are not necessarily tests of health or gen¬ eral fitness. As Schneider pointed out, none of these tests “yield results which do not require interpretation and correction for inter¬ fering factors, such as knack, practice, alertness, interest, willingness to undergo discomfort and effort, cooperation, and incentive.” Tests of achievement as regards information concerning physi¬ ology and hygiene have been devised, of which the Gates- Strang Health Knowledge Test has perhaps been most used. Indexes of nutrition are mentioned under another heading. HEALTH EDUCATION “Teaching of the laws and practice of health will, in some more civilized age and country, be held a necessary element in the school course of every child — just as necessary as reading, writing, and arithmetic — for it is, after all, the most necessary branch of that technical education of which we hear so much, namely, the technic or art of keeping alive and well.” This prophesy, made 50 years ago by the Rev. Charles Kingsley, ardent apostle of public health, as well as distinguished man of letters, seems in a fair way to be realized; for, even where such teaching is not yet introduced, its importance seems to be recognized. The most hopeful sign in health education is its actual absorption into the school program as something legitimate and essential. Similarly in books on teaching, and in the instruction of teachers in training schools, the subject is coming to be treated on a plane with others; and pedagogic methods having in view the bringing about of practice of the thing taught are set forth in a few recent works as explicitly as for reading or arithmetic. While we are really making progress from the mere preaching of the gospel of hygiene to directing the daily doing of the child along these lines, this subject will always differ from every other of the school curriculum in that the practice of hygiene must be chiefly carried out in the home. Little progress can be made without the cooperation of the parents, and hitherto we have overlooked this important fact. We have often imposed on the child the double duty of reforming his own ways and of revolutionizing family tra¬ ditions and practice. The parent-teacher association is proving a powerful agency in establishing a better understanding of the health work of the school, and at the suggestion of this organization the Bureau of Education has recently issued a special publication explaining to parents the SCHOOL HYGIENE AND PHYSICAL EDUCATION 183 purposes of health education and the need for parent cooperation in this work. Many school authorities hold up their hands helplessly when the subject of health education is mentioned, with the exclamation, “ We are poor and have no facilities for carrying on this work ! ” As a matter of fact health teaching requires less school furniture and expenditure than any other subject; and while special preparation of the teacher in methods is important, this is not essential. In thou¬ sands of rural schools excellent results are being obtained without extra expense and without special instruction. As to what can be done without costly supervision and with the handicap of most un¬ favorable home conditions, we have an encouraging account of an undertaking in Public School No. 106, New York, made during the past biennium under the direction of Payne and Gebhardt and reported in Method and Measurement of Health Education, pub¬ lished by the New York Association for Improving the Condition of the Poor. New York University and this association acted merely in an advisory capacity in this project, and assisted in the evaluation of results. The only expense incurred was for the community survey. The conclusions of the report are : 1. A program of health education in the schools, if adequately conceived and carried out, will bring about definite improvements in the practices of the children in the homes and in the home practices of adults. 2. Such a program can be carried out as a regular feature of the school work by introducing health instruction into the regular subjects, by the method of instruction, by the use of the school and classroom organization, and by the use of measurement or survey of results of instruction. 3. The introduction of the health activities as a feature of the school will increase the interest of children in the regular school work and will secure better results in the conventional school subjects. 4. An adequate health program may be carried out without additions to the school staff, and by placing the responsibility for health results upon the regular school staff, school work will become more meaningful to them. In what has been said we have had reference to teaching in the elementary grades; when it comes to the high school, hygiene is as interesting and simple of presentation as any subject, but it is not only poorly taught but usually not taught at all. The results of an important study by Laura Cairns, associate in hygiene, University of California, while made in California schools, is typical of the country at large. She found that the time given to this supposedly most important of subjects in high schools ranged anywhere from “ incidental ” to 200 minutes per week. It is taught by a variety of partly trained teachers in connection with some other subject. It is often included as an incidental in courses in biology, but biology is by no means required of all high-school pupils, and the biology teacher 184 BIENNIAL SURVEY OF EDUCATION, 1924-1926 is often far from prepared to do justice to the subject of human physiology and hygiene. The best teaching was done where the sub¬ ject was listed as “ physiology,” but Bailey, Foster, and Erwin found that only 2.7 per cent of the enrollment in science classes in Califor¬ nia in 1923-24 were in physiology classes. Perhaps the chief reason for this failure of high schools is due to the fact that they are busy preparing students for college, where small credit is given for knowledge of the human body, and where as a rule sketchy courses in hygiene are offered if they are offered at all. Between the omis¬ sions in both high schools and colleges the pupil at this stage of his development often misses adequate instruction in health matters altogether, though he gets plenty of information and “ training ” along traditional lines of far less value to him or to the race. It is true that physical-education teachers are often expected to teach hygiene, but unfortunately they are not always interested in the subject or are ill prepared to do it justice, even if they were given sufficient time for such teaching. Many training schools for teachers of physical education have extended their courses and are furnishing a more adequate preparation for the teaching of hygiene, and not a few graduates are serving successfully as special teachers of this subject. Certainly these schools should be able to give better schooling to this purpose than any save the medical schools, and they will doubtless do so when there is a demand for good teachers of physiology and hygiene. EDUCATION IN HUMAN REPRODUCTION AND DEVELOPMENT Spencer’s remark that our educational program is planned for a race of celibates is not quite as true in the twentieth as it was in the nineteenth century; still, considering the recognized importance of parenthood, our schools seem woefully remiss in furnishing informa¬ tion either concerning the matter of mating or of the guidance of children through the long labyrinth of their unfolding. Considering that such subjects were hardly mentioned a quarter of a century ago, we have made rapid progress, for the process of reproduction is certainly given more emphasis in classes in biology and physiology than was formerly the case, and by having a glimpse of this fascinating page of the book of life the pupil is encouraged to find in his teacher a source for further satisfying his natural thirst for knowledge of human beginnings. A few high schools and colleges, recognizing the ignorance or negligence of parents, are going further into the treatment of such subjects, on the very wise principle that information furnished by the teacher is likely to be more valuable and safe than that which is derived through the usual vicious channels. SCHOOL HYGIENE AND PHYSICAL EDUCATION 185 Training in child care is offered in a practical way by an increasing number of high schools and colleges, but unfortunately to a limited percentage of students. The recent creation of a department of euthenics at Vassar is important in itself and from its example. PHYSICAL ACTIVITIES There has been a steady increase in interest in the promotion of the activities of pupils in playgrounds, gymnasiums, and pools. No recent statistics are available as to the equipment of schools for physical activities, but there is no doubt that there are more and larger playgrounds than ever ; and in new buildings gymnasiums are not only included, but are better planned and located than in previous years, while swimming pools are a not infrequent feature of recently built high schools. The time devoted to physical activities has been extended in many schools by the provision of supervised afterschool play periods, and, while the ideal minimum suggested by this bureau of two hours of out-of-door activity for every child is seldom attained, so far as school supervision is concerned, it has been more nearly approxi¬ mated. In California one period of each day’s high-school session has for some time been devoted to physical education. The emphasis everywhere on games and dances rather than upon gymnastics and upon outdoor rather than indoor activities continues. If we may judge from the demand for a circular on games recently issued by this bureau, there is an increasing interest in the promotion of group physical activities in rural schools in all sections of the country. This interest has been stimulated by the State depart¬ ments, and in many instances by the teacher-training schools in which practice teaching in physical education is stressed. Fifteen States now have State directors of physical education. These States — Alabama, California, Connecticut, Florida, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Missouri, New Jer¬ sey, New York, Pennsylvania, Virginia, and West Virginia — include about half the population of the country, so that children in at least half of our rural schools have the benefit of experienced direction and stimulation of physical activities. Since high-school attendance has been made compulsory, inter¬ school athletics have been a prominent feature of high-school life; and, following closely the lead of the colleges, the athletics of high schools have developed all the faults and failings found in higher institutions. But these are minor matters compared to the favor shown to these notoriety-and-excitement-furnishing sports at the expense or neglect of normal healthful activities for all students. As L. H. Wagenhorst, a supervising principal who recently made a 186 BIENNIAL SURVEY OF EDUCATION, 1924-1926 careful study of the problem, exclaims : “ It is inconceivable that fair-minded people will subscribe to the rank injustice of the rela¬ tively large outlay for the physical training of those who need it least.” Such a study as this of Wagenhorst, with its recommenda¬ tions, bodes better not only for the school management of interschool athletics but for the better development of intramural games. The bringing of State athletic associations under the direction of the State department of education, where they logically belong, would help greatly in the solution of this problem. It is not likely, so long as there is special outlay for coaching and a charge for admission to games, that interscholastic athletics will be other than a doubtful good to anyone concerned. At present they can hardly be said to have very sound physical or other legs to stand upon. The ideals and efforts of the women’s division of the Amateur Athletic Federation have made themselves felt throughout the coun¬ try in both high schools and colleges, and in the past biennium inter¬ school athletics for girls have in most quarters been placed under sensible control, while the rank and file of students have not been neglected. SPORTSMANSHIP In connection with athletics the rise of the Sportsmanship Brother¬ hood, and the dissemination of its code, deserve mention. This organization grew out of the effort of persons prominent in many walks of life in England and America to spiritualize sport and to make use of it as a means not only to better social but international behavior. Its code contains nothing new, but merely emphasizes and encourages the attitude and practice of honesty, loyalty, and gen¬ erosity. It reads : Keep the rules, Keep faith with your comrade, Keep yourself fit, Keep your pride under in victory, Keep a stout heart in defeat, Keep going — keep going to the end, Keep a sound soul, a clean mind, and a healthy body. This code has been adopted in the schools of Massachusetts, New York, New Jersey, Missouri, and other States, not only in connection with athletic activities but as a motto for all school relations. The brotherhood is now engaged in spreading its gospel throughout this and other countries. MENTAL HYGIENE In elementary and secondary schools the better understanding of the child mind (which means fine appreciation rather than classifi- SCHOOL HYGIENE AND PHYSICAL EDUCATION 187 cation by tests) is leading to better mental hygiene. The fitting into grades in school by the measure of general progress, rather than ad¬ vancement in one subject, and above all the avoidance of the terribly depressive and repressive repetition of a grade must redound to the physical and psychic welfare of the child. Each year sees a better appreciation of the fact that the exceptionally gifted child (the child who is by no means equal in all things or he would not be excep¬ tional) is often the one on whom the world depends for later guid¬ ance along the lines of his special aptitudes, and the physical health of such children is receiving better care through better understanding of their mental peculiarities. The child of very deficient mental powers is also receiving better attention by fitting his school work to his abilities and looking in such training to his future welfare. The mental and emotional life of the twentieth century high-school and college student is more complicated than formerly, and while the lowering of standards and the increase of extra-curricular activi¬ ties have made life more livable for those of inferior intellectual caliber or interest, there is often need for mental hygiene. Special personal and vocational guidance has been furnished with benefit in many schools. Better physical care of the student has furthered his mental health to some extent, but, contrary to much teaching, the possession of a sound body does not insure against mental ailments. Some application can be made of psychology for the preservation and promotion of health from the mental side; and departments for research and for consultation service have recently been estab¬ lished in institutions of higher education. The most elaborate venture along this line is the Institute of Psychology at Yale University, which was announced in 1924 as the “ first organization of its kind.” This institute will be financed for five years by the Laura Spelman Rockefeller Memorial and will devote its efforts to investigation of behavior, experience, and per¬ sonality. A group of special workers has been brought together. Psychology will be considered in all its broadest aspects, and the institute expects to instruct its students in the knowledge of human behavior and the practical application of that knowledge. THE SCHOOL DAY The length of the school day fluctuates from time to time, and just at present the day seems to be waxing rather than waning. While this may be a good thing for children unfortunate in their home con¬ ditions, it should be constantly kept in mind that children, like other animals, thrive best with open air, sunlight, and activity, conditions which ordinary school life do not yet afford. It needs also to be remembered that it is just as fallacious to affirm that the more we 188 BIENNIAL SURVEY OF EDUCATION, 1924-1926 school a child the better educated he is, as it is to believe that the more we exercise his muscles the stronger he will become, or the more we feed him the bigger he will grow. As Dr. F. H. Kichardson, consultant of the New York State De¬ partment of Health in children’s diseases, expresses it, “the most menacing habit of childhood * * * is nothing more nor less than undue indulgence in school attendance.” In many of his own patients shortening the hours of attendance has resulted in more than a gain in health, for they were able to take more interest in their studies and to do better work educationally with the shorter hours. In the lower grades, at least, the child’s capacity for work is exhausted in three hours or less, and to urge him to work there¬ after is as ineffectual as trying to pursuade a horse to drink when he is in no mood for so doing. In this connection L. M. Terman, in his recently published Genetic Studies of Genius, notes that “ within a given age group the intelligence and achievement scores earned are totally uncorrelated with length of school attendance.” The part-time system, enforced by necessity in some schools, may in many schools be a blessing rather than otherwise when the school day for pupils in attendance is thus shortened. While the most favorable hours for school work can not be arranged in double session, we have failed to hear of schools in which the progress of the pupils was less satisfactory than with full sessions. With such opinion and evidence one must feel inclined to put oneself more in sympathy with the child than is usually the case of the anxious pedagogue, and to wish to shorten rather than lengthen the school day if not the school year. When it comes to filling the child’s brain with a multitude of facts, possibly the time element may seem essential; but the average results of achievement tests would indicate that he either has little appetite for what he is fed or he is sadly oversupplied with fodder. There is another side to the subject, however, and the average child is perhaps at present better off than if his school hours were shorter, for if he faces the Scylla of pedagogic demands on the one hand, there is, on the other, the Charybdis of indifference to his needs out of school hours. The solution of the latter problem lies in the program of highly varied activities and in wisely (though not too much) supervised play. Instead of the half day of directed physical activities of the Greeks, whom we are always envying but never imitating (how did they ever attain such superiority with so few hours of study?), the twentieth century child has hardly more than a half hour of supervised play in school and seldom any super¬ vision (even if furnished a place to play) out of school hours. The problem of the school day resolves itself into one of making it subserve both the physical and mental needs of the child. The SCHOOL HYGIENE AND PHYSICAL EDUCATION 189 hours of school attendance matter but little if the school activities adequately fulfill this broad purpose. In many schools such a purpose is now gropingly aimed at. Possibly some day schoolmen will consider our children of as much value as the zoological authorities do their animals, and we may come to emulate in our schools the London zoo where, after testing their effects with astonishing results, such ideal indoor condi¬ tions for health are now installed as a flood of artificial sunlight, a constant circulation of pure air, access to the out-of-doors at all times by means of revolving doors, electrically heated shelves to rest upon, and of course as nearly an ideal diet as it is possible to furnish. A great many children are in need of wise supervision throughout the summer vacation. This need is supplied in some communities by an increasing number of supervised playgrounds and, for the well-to-do and the very ill-to-do, by summer camps. Both public and private agencies have, in the past two years, increased the num¬ ber of opportunities for the average child to live close to nature for a season and, through the efforts of the National Department of Agriculture and the extension divisions of agriculture in educational institutions, camp life has become a part of the experience of many children from the farms. The summer camp happily reverses the procedure of the school room, placing out-of-door activity and nature study first in its pro¬ gram, and, in the matter of health teaching, it links precept with practice. A bulletin on this missing link in our educational system, “ The Organized Summer Camp,” was issued in 1926 by the Bureau of Education. RURAL SCHOOLS The problem of school health work in country schools is better met than formerly, partly through a wider appreciation of the fact that a force of specialists is unneeded to put a program in operation and partly by improved preparation of the new teacher in the theory and practice of health examinations, health teaching, and physical education. However, supervision in these activities is imperative if uniformly excellent work is to proceed throughout a county or district, and this is now furnished to an increasing extent by the employment of district or county health supervisors. There is a demand for well-equipped persons along this line in some parts of the country that can not be fully met by institutions training such workers. If the training schools for regular teachers and for special supervisors realize their opportunity, we can be assured of a rapid advance in rural health work. It goes without saying that stimula¬ tion and supervision from State authorities is of great importance and, as mentioned elsewhere, this is now provided in 15 States. 17836°— 28 - 13 190 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Sanitary surveys of rural schools are now under way in Kentucky and Connecticut, and perhaps in other States, which will lead to improvement along these lines. Progress in rural public health organization should be of help in the promotion of school health activities, but such developments are by no means to be waited for, as, save for community sanitation and the handling of communicable diseases, the schools are sufficient unto themselves. Too many local health departments are manned by those with little training for their duties and with little interest in, or knowledge of, the nature or possi¬ bilities of school health work. The experiment of the establishment of rural hospitals will be looked upon with interest, as these will offer much-needed facilities for treatment of physical defects. COLLEGES While hardly more than 50 per cent of our colleges as yet take the physical welfare of their students seriously, the number is grow¬ ing, and the institutions already having a concern for the health and physique of those in their care are strengthening these departments. In the matter of medical inspection some colleges have established the practice of wholesale health examinations of newcomers at the opening of school or in “ freshman week ” preceding the beginning of the fall session. Assisting examiners are employed, including specialists in eyes, nose and throat, etc. This method has the advan¬ tage of obtaining a knowledge of the student’s physical condition early in his school life, whereas physical examinations by the regular college staff often extend over a half year or more before all the freshmen have been looked over. In the physical examinations the habits of the student are studied more than formerly, and the very important matter of his nutrition is given more attention than it has hitherto received. The finding of defects and the recommendation of their correction is often not sufficient to produce the desired results in the way of treatment. The College of the City of New York has set the pace in more active efforts toward physical improvement by refusing entrance to certain applicants on physical grounds, and by making it plain to other students that they must report at an early date to the college physician with evidence of having had their defects corrected or with good reasons for not having done so. In the teacher-training schools of Connecticut the State department of education has gone still further by piling students having reme¬ diable defects on probation and by dropping them from the school in case they have not had these defects treated within a reasonable time. In the past biennium more serious efforts have been made to pro¬ vide opportunities and instruction in physical activities, especially SCHOOL HYGIENE AND PHYSICAL EDUCATION 191 for out-of-door games for the rank and file of students. The neglect of the average student, in this respect, as compared with the heroes of the diamond and gridiron is still glaring enough, but the excep¬ tions to this rule are becoming fewer. Some universities report more than 90 per cent of students participating in intramural sports, and, as an example of facilities afforded for these activities, Amherst with about 700 students provides 53 acres of ground with accomo¬ dations for the playing of baseball or soccer, tennis, etc., for 300 students at one time. Amherst is setting an example in student health activity to-day as she did over a half century since. To find out the status and needs in college health work, the past two years have been fruitful of surveys of the situation notably that by the deans of women’s colleges issued in 1926, the very compre¬ hensive study by Dr. W. E. Forsythe, of the University of Michigan, and that of the committee of 50 on college hygiene, of which Dr. Thomas A. Storey is chairman, which is nearly completed. The prominence given to intercollegiate athletics, which annually is attacked and defended from physical, mental, and moral points of view, has been the outcome of the extension of higher education to a class not formerly reached, and the crowding of colleges with students who find in extracurricular activities an outlet for super¬ fluous energy and a solace for compulsory school attendance. Every vigorous child has kindlier recollections of his spontaneous play¬ ground activities than of his compulsory classroom exercises, and as the interests of college life sometimes seem to center more in the winning of intercollegiate games at all costs than in scholastic at¬ tainments, afterschool memories are chiefly of physical rather than mental athletics. Hence the exalted place of sports in the mind of the average alumnus. This interest and the influence of the alumni have extended not only to their representation in the control of athletics, but to the introduction of graduate management. A few schools have helplessly allowed their athletics to be magnified out of all proportion and to be exploited by the alumni until it is diffi¬ cult to say whether the schools manage the athletics or the athletics run the schools. It is little wonder that with such a state of affairs there is an annual crop of difficulties and criticism. There is, how¬ ever, a growing consciousness that the school should control these sports through its faculty and that they should be in charge of the department of physical education. The doing away with expensive coaching and gate receipts has also been advised as a means of a return to a normal state of ^affairs. It has been pointed out many times that intercollegiate sports make use of rather than cultivate health and physique; and no matter what their value in the way of diversion the school has no business to foster them at the expense of the physical welfare of the general 192 BIENNIAL SURVEY OF EDUCATION, 1924-1926 student body. There is more appreciation of this fact than formerly, as indicated by better provision for the physical education of the general student body, but many schools have far to go in this direction. SIDE RESULTS OF BETTER HYGIENE Among the results of better hygiene, especially in women, which includes, of course, more rational clothing, more exercise and out-of- door life, it has been recently pointed out that chlorosis, so common to young women a generation since, has practically disappeared. The reports by Doctor Van Duyne, of Goucher College, in regard to dysmenorrhea are equally significant. In 1900-1901, 30.3 per cent of students complained of slight inconvenience, and 7.1 per cent were disabled from this cause; while in 1923-24 only 13.1 per cent had any discomfort and only 0.3 per cent complained of severe pain. These results are not attributed by Doctor Van Duyne so much to physical change as to new mental attitudes induced by a healthful college life. HEALTH OF THE TEACHER While in other occupations the health of the employee is taken quite seriously from the standpoint of securing best work, if from no more unselfish point of view, the physical welfare of the teacher has not been given the attention it deserves. From time to time the matter has been mentioned and some guesses have been made con¬ cerning the occupational hazards in the teaching profession, but few school systems have interested themselves in statistics of sick¬ ness or ill-fitness, and there has been but little material for com¬ parative studies. Improved salaries have supplied better living conditions; in some sections homes have been supplied for teachers almost as a matter of necessity, and the provision of pensions has proceeded apace. Some cities have been liberal in the giving of sick leave, and a few have offered sabbatical leave, but these provisions have occurred only in spots, and in most cases the treatment of the teacher is nig¬ gardly enough in these respects. Teachers in training have been furnished (though not more than other college students) with facilities for physical exercise, and a few schools have given them adequate physical examinations and general health supervision. One State, Connecticut, now requires a physical examination by a physician responsible to the State board of education, has debarred those evidently unfit from a physical point of view, and has placed on probation those who would be in better condition after physical repairs; but again such serious atten¬ tion to the students’ welfare is infrequent and by no means the rule. SCHOOL HYGIENE AND PHYSICAL EDUCATION 193 The Bureau of Education has in the past biennium made a study of the health of the teacher as indicated by such statistics as are available, and of what is done and what might be done to bring the teacher to her best condition for work. The results of the study are embodied in School Health Studies, No. 12, “The Health of the Teacher,” issued by the bureau. PROFESSIONAL TRAINING AND REQUIREMENTS The passage of laws requiring physical education (in either its narrow or broad sense) by three-fourths of the States created a large demand for specially trained workers in this field. The de¬ mand has increased the enrollment in special schools and has brought forth a large crop of major courses in other institutions. Of the latter there are now at least 100. While the schools devoted especially to this subject have increased but little in number, they have extended their courses to cover three years of special training, and they are still contributing a decidedly large proportion of the special workers in this field. Besides pre¬ paring directors of playground and gymnasium activities, they are also giving attention to the production of teachers of physiology and hygiene. In the past two years there has been a stiffening of State require¬ ments of special supervisors and teachers of hygiene and physical education, in a few States three years of special preparation are demanded of supervisors, and in a dozen or so States a major college course is required. SANITATION While recent surveys in three States, which are not exceptional in their conditions, show that schools are often without safe water supply and sanitary toilets, or may be lacking in either water supply or toilets, there is steady improvement in school housing and in school conditions. Such investigations serve, of course, to bring about a change for the better and to hasten the time when the school plant will be an object lesson in healthful conditions. There is also improvement in methods of heating, ventilating, and lighting of buildings. The building program still fails in many communities to keep pace with the growth of population, and in fact this has been a chronic condition in many cities for a half century. Children are better taken care of, however, than formerly and with less resort to basement or other ill-lighted and ill-ventilated quarters and with less crowding. Surveys of colleges and universities recently conducted by this bureau indicate that these institutions are not always places of 194 BIENNIAL SURVEY OF EDUCATION, 1924-1926 higher education in health, either from the standpoint of instruction or from the sanitary point of view. HEALTH AGENCIES While the work for the physical welfare of the- school child is being rapidly incorporated in the school program, there is still need for much missionary and constructive work by outside agencies, and this is being ably carried on by such organizations as the American Child Health Association, the joint committee of the National Edu¬ cation Association, and the American Medical Association, the American Public Health Association, the American Red Cross, the National Physical Education Association, the National Tuberculosis Association, the national physical education service of the Play¬ ground and Recreation Association, and the parent-teacher asso¬ ciations, while special assistance for the obviously crippled child is vigorously promoted through the National Committee for Preven¬ tion of Blindness, the Eyesight Conservation Council, the F ederation of Organizations for the Hard-of-Hearing, the International Society for Crippled Children, etc. Besides the conferences held by some of these organizations and their publications the four-year coopera¬ tive child health demonstration in Mansfield and Richland Counties, Ohio, was completed the past year, and the report of this program has been issued by the American Child Health Association. CHAPTER VII INDUSTRIAL EDUCATION By Maris M. Proffitt Specialist in Industrial Education, Bureau of Education Contents : The field of industrial education — Manual arts in the senior high school — Manual arts in the junior high school — Manual arts in consolidated schools — Itinerant work — Limited activities in the manual arts — Home mechanics courses — The general shop — Occupational information and guidance — Part-time, evening, and apprenticeship courses — Vocational training for disabled civilians — Visual education — Teacher train¬ ing — Summary of progress for the biennium 1924—1926. THE FIELD OF INDUSTRIAL EDUCATION A survey of educational literature, of courses of study both in the public schools and teacher-training institutions, of the programs of educational conventions, of conference reports, and of special reports from many school systems leads to the conclusion that more activity has been manifested during the past two years in the study of the problems involved in the manual arts work and industrial forms of education than in any similar period in the past. In the field of the manual arts much attention has been given to the objectives to be included and to the types of organization to be used in making this type of work a more important factor in the accomplishment of the ends of public education. There is, however, much confusion both in theory and practice relative to objectives for manual arts work. Frequently courses are offered without clearly defining the objective to be attained and without definite organization for a specific purpose. The result is inefficient training for any specific curriculum aim and leads to waste of time and equipment material. Some still think of the objectives for the manual arts only in terms of exploded psychological theories and assign to them only general, supplementary, or indefinite values. Nevertheless there is a growing conviction that manual arts courses can make a unified and direct contribution to the school program, and that they con¬ stitute the best agency for realizing some phases of the generally accepted aims for public-school education. The amount of space in teachers’ journals devoted to the set-up of courses and the value they carry, the discussion programs of local manual and industrial arts clubs, and the present practice in progressive schools, all indicate the importance attached to this type of work and show an effort to 195 196 BIENNIAL SURVEY OF EDUCATION, 1924-1926 develop efficient programs. A complete reorganization of the manual arts work by the State department of education for Maine and the revision of the manual arts courses for Kacine, Wis., are examples of a general movement throughout the United States to give the manual arts a place in the program of studies comparable with the contribution they can make and to organize them on a plan that will insure the greatest returns. Experience indicates that the best basis for classifying the objectives for the manual arts work and industrial education is that of function. What use is to be made of the training, is the crucial question. Experience and theory both seem to point to training for three functioning objectives, namely : (1) Training for the creation of an industrial product or service. For example, training for carpenters, bricklayers, welders, pattern makers, foundrymen, and tailors is for the purpose of providing an industrial product. Such courses are for definite training experience in some specific trade or technical subject with a view to employment in industry. This objective is strictly vocational and belongs to a special type of education. (2) Training in the use of industrial products and services, com¬ mon to home life and leisure-time activities, and which are of a non- vocational character. For example, training in the common and ordinary use and care of such industrial products as furniture, auto¬ mobiles, electrical machinery, and apparatus, and for such industrial services as electricity, gas, and water in the home. Training in connection with this objective should be for the development of intelligence and skill ( a ) in buying, (b) in use, care, and operation for nonvocational purposes, and ( c ) in the repair and maintenance of such industrial products and services as are economical and feasi¬ ble for the user to do himself rather than for him to call on the services of a tradesman. A* course in automotive practice offering training in the operation and care of an automobile from the user’s standpoint, such as given at Central High School, Washington, D. C. ; a course dealing with the use of electricity in the home ; and the study of furniture from the standpoint of its use and care in the home are examples of instruction coming under the consumer’s or user’s objective. Courses given under this objective are not for the purpose of training for employment, but are a part of the general education program. (3) Training in exploratory and developmental forms of expe¬ rience. Courses offered for the realization of this objective include projects in a variety of activities, such as woodworking, metal work¬ ing, painting, and electricity. The character and quality of the work should be on a level comparable with the interest and achieve¬ ment ability of the pupil. The work is planned not to give the first part of several trade courses, but to provide the individual, through INDUSTRIAL EDUCATION 197 controlled experiences, opportunities to react in connection with a variety of materials, tools, and operations, thus furnishing oppor¬ tunities for educational development and creating additional expe¬ riences favorable for the discovery of aptitudes and interests. The general shop of the junior high school, when well planned as to equipment and projects, is an excellent organization for realizing this objective. The work coming under this objective is a responsibility of the general education program. The three classes of objectives listed are clearly differentiated as to purpose, and while a course organized under one objective may have limited values for one or both of the others, the purpose of the course is distinctly for the realization of the one objective for which the course is planned. Values other than the one specified for the course will be mere accompaniments in the realization of the objective for which the training is offered. MANUAL ARTS IN THE SENIOR HIGH SCHOOL The inclusion of manual arts courses in the group of elective subjects in senior high-school grades is receiving recognition as an essential in the high-school program. Such courses provide oppor¬ tunities for those pupils who have chosen some other field of work as a major in their high-school course, such as commercial or college preparatory, to elect for one or more years a shop course in which they may learn something of the manipulation of tools and conse¬ quently be able to do creative work in materials. In this manner they obtain training that will result in increased efficiency in the performance of those nonspecialized tasks of an industrial or tech¬ nical nature which are commonly performed by the great majority of individuals and which are frequently associated with home life and leisure-time activities. These courses often form the basis of an avocation in the later life of such pupils. Such high-school courses are valuable in meeting the needs for general intelligence, technical knowledge, and manipulative ability of a nonspecialized nature associated with the selection, purchase, and care of furniture in the home, office, or club ; the selection, opera¬ tion, and care of electrical apparatus and appliances in the home; the care and operation of an automobile, together with its selection for special purposes; the selection and care of plumbing fixtures, together with the use and care of the water service in the home; care of the hardwood finish and minor paint jobs about the home; principles of radio operation and construction ; selection and appreci¬ ation of the products of the print shop; and blue-print reading connected with the construction of q. home or for the explanation of electrical and oiling systems of an automobile. 198 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Shop courses of an industrial character are being inaugurated by more high schools each year, and the enrollment in them is steadily increasing. MANUAL ARTS IN THE JUNIOR HIGH SCHOOL The development of junior high schools is affecting the organiza¬ tion of manual arts work for those grades. More and more is it recog¬ nized as a part of the general education program and not a form of special education. The peculiar value that this type of work may have for realizing some of the specific purposes of the junior high school is critically studied with the consequent modification of courses, instruc¬ tional organization, and methods of teaching. The shop activities included are increasing to meet the exploratory and general develop¬ mental objectives. Teachers qualified to develop shop work in projects of special interest and on the accomplishment level of the pupils, rather than teachers qualified in some particular trade, are employed in larger numbers. The scientific study of the general characteristics, the abilities, the interests, and the learning process of this age group, together with a development of a better understanding of the kinds of handicraft activities of a nonspecialized type that function either in a direct manner in the life of the individual, or indirectly, serving as a form of controlled experience for industrial intelligence or as a basis for future trade training, is leading to an abandonment in the more progressive schools of much of the formal exercise work on the one hand and some of the specific trade shop work on the other hand. In most of the better schools offering industrial courses on a junior high school level there is much less of the old formal type of wood¬ work, such as joinery exercises, and the production by each pupil of small pieces of cabinet work, and more work in a large number of shop activities, such as sheet metal, electrical repairing, simple auto repair jobs, cement construction, woodwork including wood finishing and painting, and printing, developed in connection with projects in line with the interests and ability levels of junior high school pupils. As an example of such junior high school development, the city of Chicago inaugurated a junior high school program in 1924, and at the opening of school in that year established eight junior high schools. Provisions are made to include the varied forms of shop work necessary to meet the needs of junior high school pupils. The work in New York State is an example of the acceptance of the junior high school idea, and, as a consequence, it is leading to a rapid increase in the number of schools introducing and expanding training facilities and courses in shop work in grades seven and eight. Many schools are offering general shop courses in grade seven to include instruction in the use of common tools. Such courses INDUSTRIAL EDUCATION 199 include maintenance and repair jobs, woodwork, electricity, auto mechanics, pipe fitting, and the necessary related drawing in each subject. In addition to the actual manipulative work much time is devoted to discussions of different occupations and the related work for each and the opportunities the public schools offer for learning a trade. The courses offered in grade eight are of a more intensive nature and furnish instruction either for a half year or a full year in some subject started in grade seven, allowing the student to select his shop. Most small communities have but one shop and have several lines of work in progress at one time. For school systems having a full program of industrial courses the work for the ninth grade is usually arranged to meet the needs of both those who expect to enter the senior high school and for those who expect to drop out at the end of the junior high school. For example, in the ninth grade of the junior high school in Minneapolis, Minn., for those who expect to continue manual training in the senior high school, one full semester of mechanical drawing is required; for those who expect to take either cabinetmaking or carpentry as their major subject, a semester of woodworking is required; for those expecting to major in any other high school shop courses, one semester of either electricity or sheet metal is required ; for those who choose printing as a trade, two full semesters of printing are required. Those boys who know that they are to leave school at the end of the ninth grade and who have had not less than 20 weeks of mechanical draw¬ ing may choose any shop course or any combination of shop courses (printing excluded) that will best fit them for the work they intend to follow. MANUAL ARTS IN CONSOLIDATED SCHOOLS The growth of consolidated and union high schools during the past two years has given a decided impetus to the development of industrial courses in the rural districts. Larger enrollments per school, together with the increased amount of money available for physical equipment, make it possible, for the first time, to offer shop work to pupils in many rural communities. Some of these consolidated schools have erected a separate shop building and have installed equipment for the types of work best suited to meet the needs of the community. The industrial work in these schools usually includes a course in farm mechanics for projects in simple construction work and repair jobs connected with farm buildings, farm machinery and tools, operation and maintenance of gas engines, harness repair, electricity as used on the farm, and painting. In addition there is usually pro¬ vided an elementary course in manual arts, frequently on the general 200 BIENNIAL SURVEY OF EDUCATION, 1924-1926 shop plan, to serve the exploratory and developmental objectives of general education. ITINERANT WORK The need for industrial types of work in schools too small to fur¬ nish the necessary equipment or to employ a special teacher for the work is met in some instances by a plan of itinerant work. While this is a new scheme for furnishing training in shop work, the success which has attended its adoption in schools which have given careful attention to the necessary conditions under which it is feasible to attempt the itinerant plan, and at the same time have developed a carefully planned program for its organization, gives promise of its great value in the solution of the problem of furnishing shop work in many small communities. An account of the origin and development of this type of organization as carried on in some parts of California furnishes a unique example of what is possible with good leadership and the cooperation of all interested parties. A few years ago the State department of vocational education was interested, because of great need, in setting up a state-wide program for training farmers in the operation, upkeep, and repair of tractors. The State board of education, through the State board of control, called a meeting of the tractor manufacturers of California to de¬ termine the advisability of setting up a state-wide program for training tractor owners and operators. As a result of this meeting the manufacturers lent to the State board of education $100,000 worth of machinery with which to carry on the instruction. The State was divided into three units, each unit having 12 training cen¬ ters. The $100,000 worth of tractors and farm machinery were divided into three units, loaded on flat cars, and with the instructor were sent to the center where the program was to be carried on. The courses ran for eight and a quarter hours each day for a period of three weeks. The first week instruction dealt with the theory and principle of gasoline-engine ignition, carburetion, and lubrication; the second week these principles were applied to the study of tractors and farm machinery; the third week was spent in the operation of each type of machine included in the course of instruction. During a period of eight months the State board of education trained more than 2,300 persons at a total cost to the State of $10 per student. The training scheme was considered a great success by the students and all agencies participating in cooperation with the State board of education, and there is a continuous demand for this type of work. The following year the State highway commission lent to the State board of education some of its large trucks for use in transporting much of the equipment. As a result of the programs in the operation of farm machinery carried on by the INDUSTRIAL EDUCATION 201 State department of education a number of school systems have inaugurated courses in industrial types of education. A study was carried on by the superintendent of Sonoma County to determine the advisability of undertaking itinerant shop teaching in the schools of that count}^ and for securing the necessary information for the development of a program. The proposition was favorably received by the schools and the programs inaugurated in 1926. As a result of this study a program was planned to include 32 schools. Each school agreed to contribute $250 to the county — $240 for the services of a teacher for one-half day per week during the school year and $10 toward a special fund for tools. The school districts raised this money in various ways, some by a special tax, some from a fund already on hand for the employment of special teachers, and in other districts the parent-teachers association raised the money. Each teacher was assigned a sufficient number of schools to keep him busy for 10 half days per week, and was given a contract by the county superintendent for 10 months at a salary of $240 per month. The teachers furnish their own transportation. The mileage amounts to about 100 miles per week, and the cost, according to the teacher’s estimates, is about $12 per month for gas, oil, and tires. As some of the foregoing schools had never had any shop work, the teacher was confronted with the problem of finding a place in which to carry on instruction. In some cases it was necessary for the teacher to erect a building, which was the first project undertaken by the class. A number of frame shop buildings, 24 by 32 feet, were constructed. The necessary work benches were provided in the same manner. All the hand tools are furnished by the county and are carried by the instructor in his car. Special equipment is used for carrying the tools and at each school certain pupils are assigned the duty of making the tools available for use and of reloading them in the car at the end of the period. It takes only about eight minutes to do this. The work is given in the grammar grades and is not vocational. Instruction is based on the project method and includes work in carpentry, cabinetmaking, sheet metal work, cement, electricity, house painting, auto mechanics, and drawing. Much practical work has been done in connection with the school building and equipment and on equipment for the farm and home. The local communities are greatly interested in the program and are giving it whole-hearted support. It represents, in many in¬ stances, the first opportunity that the people have had for any instruction in industrial types of work, and meets a need for a type of training that functions in a practical way in connection with the home and community life. 202 BIENNIAL SURVEY OE EDUCATION, 1924-1926 LIMITED ACTIVITIES IN THE MANUAL ARTS Leaders in educational thought recognize the need for including a greater number of shop activities in the manual arts. While the past two years have seen some additions to the manual arts curric¬ ulum, the variety of work offered in the great majority of schools is still so limited that the values which should accrue from this type of work can not be realized. Woodwork is too commonly the only shop activity offered, or else it receives a larger proportion of the time, relative to other activities, than its value warrants. While wood still holds a commanding place among the most gen¬ erally used materials for construction, the rapidly increasing use of various kinds and forms of other materials, such as metal, cement, clay, glass, rubber, vegetable and animal fiber products, composition materials, and paints and varnishes, makes it imperative that the industrial training be enriched by the introduction of work includ¬ ing the use of some of these materials. Moreover, there are many types of industrial work which require much training in technical knowledge and skill for purposes of designing and operating; for example, work in printing, drafting, and power-plant engineering. The last is a service job and is not for the purpose of turning out an industrial product. The State supervisor of manual arts for Wisconsin, in a report to the United States Bureau of Education, sets forth the situation in that State relative to the need for a variety of shop activities. While some additional activities have been included during the bi¬ ennium, there are still 104 schools offering woodwork and mechanical drawing only; 35 offer in addition some form of metal working; 12 have courses in automotive work; and 15 offer printing. In the meantime, the enrollment increased from 10,274 in the high school and 7,436 in the grades (seven and eight) to 11,625 and 8,882, re¬ spectively. The report says : We are forced to the conclusion that we have paid too much attention in the past to woodworking as a sine qua non, and have neglected to bring the boy into contact with other activities and materials. Such considerations as these force one to the conclusion that the manual arts work of the high school, where it consists of woodworking only, should be augmented by a number of other activities. This conclusion does not in the least deride woodworking as possessing inferior educational value, but is simply in accord with the dis¬ cussion above. Under ordinary circumstances a boy taking up manual arts work in the grammar grades and continuing this work in the high school comes into contact with nothing but woodworking for four years. This limited op¬ portunity obtains in 85 per cent of the schools of this State and deprives thousands of children of the advantage of more varied work. HOME MECHANICS COURSES Much interest has been manifested during the past two years in developing home mechanics courses in non vocational types of in¬ dustrial work. The projects in these, courses are selected with INDUSTRIAL EDUCATION 203 particular reference to the activities about the home or the farm and have functional value in connection with repair and simple con¬ struction jobs. Included in these jobs are repair jobs for windows, doors, plumbing, and lighting fixtures, and of furniture. Some¬ times work is given in concrete and leather. In fact, the jobs include work in a variety of materials and necessitate the employment of many of the common hand tools. The industrial division of the State department of education of Maine has developed these courses throughout the State. A num¬ ber of regional conferences were called by the State director for the purpose of developing an outline course including projects in these subjects. The results of these conferences were then compiled by the State department and refined into a suggested course of study for the State. Home mechanics courses are particularly feasible for the smaller schools. They require no elaborate equipment and the work, which is of a nonspecialized character, permits the enrollment of larger classes. The division of vocational education of the State department of Michigan has stimulated interest in a similar type of course for the manual arts, especially with reference to the development of pro¬ jects dealing with community problems. The values of this type of problem as set forth by Michigan are: It stimulates the pupils and develops habits of cooperation; affords variety of materials and operations that may be used; and makes it possible to organize these community projects so as to give some idea of the methods and processes used in production in a commercial shop. It is also valuable in that it teaches the students the spirit of contribution in giving something to others. THE GENERAL SHOP The general shop, which is a recent type of organization for teaching elementary work in a number of shop activities under the direction and supervision of one individual, has been growing in favor, especially for some of the manual arts work on the junior high school level. The number of schools adopting this general shop plan has increased rapidly during the past two years. Of 1,500 repre¬ sentative school systems furnishing information to the Bureau of Education on this point, more than 40 per cent report that they have organized a general shop course. More than one- fourth of these were inaugurated during the past two years, and 10 per cent of all the schools having general shops started them within this period. The majority of these general shop courses are organized on the plan of a single comprehensive shop to include work in all the activities offered in the course, rather than on the basis of a cycle of shops, through which the students are routed as a group for a limited 204 BIENNIAL SURVEY OE EDUCATION, 1924-1926 period of work in each activity. The comprehensive shop plan makes it possible for a pupil to work continuously on a project involving more than one activity until it is completed. Instruction is based upon the development of projects rather than upon a plan to teach the beginnings of any trade. The philosophy underlying the general shop course is the same as that for a general course in science or a general course in mathematics. The aim is to give elementary instruction in a number of more or less related lines of work, and on a basis corresponding to the interest and ability levels of the student, rather than to carry instruction in one branch into advanced stages. For the general shop the relating factor is based upon characteristics common to all the shop activities included, such as hand manipulation of tools and machines applied to common construction material for creative purposes, technical types of knowledge, and the working qualities of materials. The general shop of the James Whitcomb Riley Junior High School at Logansport, Ind., is a good example of this kind of shop organization. It is planned to furnish developmental experience in eight shop activities — namely, woodwork, auto repair^ electricity, sheet metal, forging, machine shop, printing, and mechanical draw¬ ing. The general shop is housed in a separate brick building of the factory type of construction, 38 by 144 feet, built especially for this purpose. The auto repair shop occupies a space 36 by 36 feet across one end of the building. The wood shop, print shop, and electrical shop, each has a space 18 by 36 feet. Mechanical drawing, sheet metal, forging, and machine shop practice each has a floor space 18 by 18 feet. In addition there are two tool rooms, one for woodworking tools and the other for metal-working tools, a teachers’ room and library near the middle of the building, a locker room for the students and a wash room. The drafting room and the printing and woodworking shops are each inclosed by dust-proof partitions with large glass windows. The other shops are separated by meshed- wire partitions 7 feet high. Six to 12 students can be accommodated at one time in each of the activities represented. Students are enrolled for one 70-minute period of work each day, five days a week. Occasionally a special student is enrolled for two or three 70-minute periods each day. As a rule, however, if such a student is sufficiently mature and manifests interest and ability in shop work, he is early encouraged to enter vocational classes. At the beginning of the. term students in the seventh and eighth grades elect one of the shop activities offered, with the understanding that they change to some other shop activity every nine weeks. However, individual differences are taken into consideration relative INDUSTRIAL EDUCATION 205 to the time spent in any shop activity. The more apt students com¬ plete the work in less than nine weeks and are transferred at once to another shop activity. They thus complete their rotation in less than two years and are ready to begin specialization earlier than the schedule calls for. The ninth-year students elect any shop activity in wdiich they are most interested and spend either one-half or the entire year in this one line of work. In addition to group and individual instruction, students are pro¬ vided with job and information sheets which are an aid to individual progress. A record is kept of the projects completed by each student and the grade made on each. It is thus possible to tell at any time the progress that a student has made. Such a record-keeping is necessary to insure that the students, working as they do, on in¬ dividual assignments, complete all of the work outlined for the shop activity represented. Boys in all shops pay $1 laboratory fee. This is to apply to the cost of supplies, reference books, job sheets, breakage of small tools, etc. OCCUPATIONAL INFORMATION AND GUIDANCE During the past two years there has been a very decided tendency to put into the school curriculum, either in the junior or senior high school, courses in occupational information for the purpose of de¬ veloping intelligence which will function in furnishing (1) general education values and (2) specific values for vocational guidance. Information received by the Bureau of Education from about 1,500 representative school systems, including cities of 5,000 population and upwards, show that more than one-third offer courses in occupa¬ tional information. More than one-fifth of the 1,500 schools report¬ ing added occupational information courses to their curricula for the first time during the past two years, while of the schools offering such courses more than one-half inaugurated them during the same period. Almost one-half of the schools offering an occupational in¬ formation course make it a required subject for all pupils of a given grade. The courses offered in the different schools vary greatly both in content and organization for instructional purposes, but in general all set up direct and indirect forms of experiences which furnish in¬ formation relative to specific occupations and which may be a means for the discovery of a personal interest in some occupation or occupational group that will lead to a life interest. Visits are made to industrial plants and offices and readings are assigned covering technical and skilled occupations in various lines of work, including both the manual and professional fields. 17836°— 28 - 14 206 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Literature suitable for use in such courses is increasing rapidly, including a few textbooks. A number of the large school systems have issued a series of publications each covering a specific occupa¬ tion. The Milwaukee, Wis., Vocational School has published 60 or more occupational studies constituting the “ My Life Work ” series. In general, all “ occupation ” or “ opportunity ” bulletins are de¬ scriptive of the work to be done, education and training needed for entrance, working conditions, promotional opportunities, stability of the field of work, and financial compensation for each occupation represented. PART-TIME, EVENING, AND APPRENTICESHIP COURSES Increased interest has been manifested during the past two years in the development and organization of part-time and evening courses for those who have entered upon employment. The public schools, as never before, are assuming as one of their functions the responsibility for providing educational opportunities for those who have discontinued their attendance in the full-time school and who have gone out into the industrial fields to take their places as wage earners. Progress in providing educational opportunities is to be noted in improved housing facilities, better organization of the work, and the development of a clearer conception of its function as an aim of public-school education. Originally courses which were not a part of a regular full-time program were housed in old grade buildings and other quarters un¬ suitable for the type of work undertaken. Now there is general recognition of the need for buildings and equipment adequate for the purpose of the instruction given and in keeping with the group characteristics of this class of students. The new building housing the Opportunity School at Denver, Colo., is an example of this ten¬ dency. The building is planned specifically to meet the requirements of the Opportunity School and is modern in every respect. The school shops and the baking department, which is equipped with electric ovens, are arranged for courses especially planned to meet the needs of the opportunity students. In school systems offering part-time and evening types of courses the work is being centralized more and more and put under special direction and supervision. This is a progressive step, as it insures the development of the program by specialists in this field of education. A brief study of part-time and evening work carried on in a few schools will give an idea of the important place that such work has assumed in public-school education. The work at Detroit, Mich., is a good example of the gradual growth and development of an INDUSTRIAL EDUCATION 207 effective program in part-time education. Part-time schools for girls were started on a purely voluntary basis previous to the enact¬ ment of the part-time law. Under the present law employed per¬ sons between the ages of 14 and 17 are required to attend school. ' Courses for continuation school pupils are now provided in aca¬ demic subjects, including English, mathematics, social science, his¬ tory, drawing, shopwork in electricity, machine-shop practice, wood¬ work, and sheet-metal work. A general shop is also provided which takes the place of the auto shop which formerly was included. Experience in Detroit was to the effect that auto mechanics as a trade had no place in the continuation school. There is a definite attempt to place the work in the shops upon a productive basis. Much of the work is for the Board of Education in large-quantity production. No small exercise work is attempted as such work does not appeal to the boy or the girl who is accus¬ tomed to do productive work during employment. In addition to the courses provided under the direction of the continuation school, many of the boys are sent for specific trade work to the appren¬ ticeship groups. The following trades are included for appren¬ tices: Bricklaying, plastering, plumbing, steam fitting, printing, tile setting, and metal lathing. In addition to these courses provided for continuation school pupils, Detroit operates what is called the senior continuation work. All classes in this group are organized and conducted on the basis of specific trade training, for which group an apprentice council, composed of employers, workers, and a representative of the super¬ intendent of schools, handles matters pertaining to the choice of instructors, courses of study, admittance of apprentices, and disci¬ pline. Upon the completion of the apprenticeship course a journey¬ man certificate is granted. This is signed by the instructor, the chairman of the apprentice council, the State supervisor of industrial education, and the principal and the superintendent of schools. These students are regularly indentured apprentices who are work¬ ing at the trade and attend school one day a week. Employers pay them wages for school attendance. The instructors must be journey¬ men of high standing in the trade. Supply dealers donate the greater part of materials and necessary equipment. The following industrial groups are now cooperating in this type of training: Plasterers, bricklayers, tile setters, metal lathers, plumbers, steam fitters, printers, machinists, and toolmakers. In addition, groups of apprentices from several of the large factories have been enrolled for instruction. This type of apprentice must be between 18 and 21 years of age. Four hours of instruction per week are offered in mathematics, mechanical drawing, or machine-shop practice. 208 BIENNIAL SURVEY OE EDUCATION, 1924-1926 Enrollment in continuation classes in Detroit has increased more than 20 per cent during the past two years. Prior to the enactment of any part-time educational law in Illinois, the board of education of Chicago maintained some voluntary con¬ tinuation courses in different schools. These were particularly for carpenter apprentices and office workers and employees in the plants of the large meat-packing companies. After the enactment of part-time laws, additional facilities for housing were obtained in school buildings which had been used previously for full-time classes, so that gradually the schools became housed in five fairly large school buildings, containing about 15 to 20 rooms each and two smaller school buildings, with from 4 to 12 rooms each, and 5 continuation schools in the buildings of business houses, ranging from 1 to 5 rooms each. The Illinois Bell Telephone Co. maintains a five-room school and has recently, at considerable expense, equipped a very fine household arts and science room. The five schools main¬ tained in business houses are financed entirely by the business houses so far as equipment, books, etc., are concerned. The only expense to the board of education is the teacher’s salary. The trade appren¬ tice part-time work has been centralized at the Washburn continua¬ tion school. At the present time there are 2,013 apprentices taking continuation work at this school. They are distributed among the trades, as follows: Carpentry, 598; pattern making, 9; shoe shop and repair, 8 ; steam fitting, 369 ; electricity, 554 ; sheet metal, 112 ; machine shop, 130; and painting, 233. Teachers for all of these classes are selected from the high-school examination list, which makes it possible to supply teachers with the highest attainments required in the Chicago public schools for teaching positions. The term of attendance for continuation-school pupils in Chicago is eight hours per week for 50 weeks in the year, and the law is now operative up to the age of IT, inclusive. The State law, however, makes it possible to extend the age to 18, inclusive, but this has not been done for Chicago. In the seven years of existence of the part- time schools there has been a constant struggle with such problems as insufficient executive assistance, assignment of abandoned school- houses for the work, and conflicting clauses in the school law. In the face of these obstacles the continuation schools have survived and prospered and increased their enrollment from 5,918 in 1922 to 11,159 in 1926. The enrollment in apprenticeship courses in¬ creased from 242 in 1921 to 1,998 in 1926. At a recent meeting of the representatives of the unions over the State of Illinois a unani¬ mous indorsement was given to the continuation-school movement in Chicago. These schools have the indorsement of both the em¬ ployers and organized labor. INDUSTRIAL EDUCATION 209 The continuation schools in New York City now number 15, with more than 500 full-time teachers, with a budget for salaries of more than a million and a half dollars. In addition to these 15 schools, 4 of which are central schools and 11 general, there are 25 annexes in department stores, manufacturing plants, banks, and insurance companies. The number of students passing through the continua¬ tion schools is approximately 90,000 a year. At the present time, the average register is approximately 63,000 pupils, with 500 teachers. Each of the boroughs has at least one school. In Manhattan there are three general schools, the East Side Continuation School, the West Side Continuation School, and the Harlem Continuation School for Girls. There are also four central schools, the Printing Trades School, in the heart of the uptown printing center ; the Cen¬ tral Needle Trades School, in the center of the garment-making district; the Central Commercial School; and the Central Building Trades School. Some of these schools are housed not only in old elementary-school buildings, but in rented lofts. This last observa¬ tion shows the close approximation to actual industrial conditions. The West Side School, housed in an old school building, represents a fair example of the special adaptation for continuation-school in¬ struction. Provision is made for both boys and girls. When the children are admitted under the State law they are required to have a promise of a position, which they or their parents find. The pupil is first sent to the preparatory class where a teacher skilled in voca¬ tional counseling interviews the child, finds out his ambitions, family circumstances, education, and other factors which will enable the counselor to make the best tentative choice as to assignment to a shop class. An outstanding development since 1925 is the organization of' the central schools for specific instruction along the lines indicated by the names of the schools and which represent the apparent life in¬ terest of the student. There are about 10,000 of these students in the central schools. The most interesting of these schools is the Printing Trades School, which takes care not only of the children under IT years of age employed in the trade but is an afternoon and evening school for commercial and newspaper apprentices and jour¬ neymen. The employers have donated equipment worth about $150,- 000, and are also contributing to the salaries of the teachers. The Commercial Continuation School is, in view of the large commercial industry in this city, the largest of the central schools, and with a registration of 6,000 makes possible intensive commercial work along the various subdivisions of this occupation. With reference to the development of the continuation school program in New York State the director of vocational and extension 210 BIENNIAL SURVEY OF EDUCATION, 1924-1926 education, in a communication to the Bureau of Education in 1926, deals with some of the experiences common to this field of education. The director says: Prior to 1920 we evaded our responsibilities in respect to children who did not fit into our program by giving them a work permit. For the past six years we have been conducting an educational experiment with these employed minors which has resulted certainly in one valid conclusion — that is, that the traditional courses and traditional methods of education can not be success¬ fully applied if we are to meet the needs of working children. On the other hand, we have encountered certain objections. Before we can proceed success¬ fully, these objections must be removed or else we must hold that they are valid. Perhaps the most .commonly raised objection is that these children are unable to find employment; that employers refuse to hire them because of the required school attendance. I think that we can say with confidence that this is not a valid objection. When such cases do arise it requires only a little help on the part of the continuation school to solve the problem. An experiment conducted last year in Jamestown, N. Y., throws an interesting light on this matter of part-time children. The school authorities there, dis¬ covering that 45 out of a total of about 400 children then attending continua¬ tion school were without employment, decided that they would enforce the “ 20-hour clause ” which makes it possible for the local boards of education to compel minors who are temporarily out of regular employment or service to attend part-time school for 20 hours per week. The 45 children referred to all claimed that attendance upon part-time school prevented them from securing work. But as soon as this 20-hour clause was announced all but 17 secured jobs at once. Jamestown has found out a job can be secured for every boy or girl who is ready and willing to wrork. Then we have those who object, not to the continuation school principle, but to the required attendance being in the daytime. I have yet to find a school executive who would agree that it was fair that night-school attendance should be made a condition to employment. But we all know that there are certain selfisja employers who would refuse to employ children who elected to go to day school. Night-school attendance would thus in effect become compulsory. The same source of information points out that the State of New York once had compulsory night schools, and that they were aban¬ doned primarily because the city superintendents of schools argued that it was impossible to enforce attendance, and that night classes were unfair to the children. It has been argued that attendance upon night school should be recognized as a substitute for day continuation classes. Only a few cities in the State maintain registered and approved night high schools, and these cities can well afford to maintain day continuation high schools which have been registered and approved. The cost will not be any greater, if as great, and the instruction will be more effective. During the past three years emphasis was placed on the working out of an effective program for the 14, 15, and 16 year old group, as the law requires, by September, 1928. INDUSTRIAL EDUCATION 211 The State department is now making a study of some 45,000 con¬ tinuation-school children. This study will furnish a great deal of valuable information which will be helpful not only to the continua¬ tion schools but also to the full-time schools. It will give a good picture of the occupations in which these children are engaged, their earnings, their interests, how they spend their leisure time, what the schools have done to help them in connection with employment, how well they can write and spell, and a variety of other things. The director says that the cooperation of every superintendent of schools in the State is needed in the work of developing the continua¬ tion-school program; that suitable buildings and special equipment are essential for the successful guidance and training of these young people; that the services of trained and devoted teachers are de¬ manded if the continuation school is to accomplish its purpose ; and that the continuation school is worth while in those communities where it has had an opportunity to function. The number of students in part-time schools is steadily increasing year by year. There were 30,236 in 1920-21; 48,538 in 1921-22; 51,198 in 1922-23 ; 89,104 in 1923-24 ; 110,566 in 1924^25 ; while for the past year, 1925-26, the registration reached 128,919. During the past three school years attendance has been enforced in respect to the 14, 15, and 16 year old group. The fact that during the past year almost 40,000 more children were enrolled than in 1923-24, when the present basis of enforcement was inaugurated, is a clear indication that the program is better understood than it was and that enforcement is becoming easier. In addition, courses on the alternating plan of one week in school and one week in employment have been organized at the Haaren, Newton, and Bushwick High Schools. A number of firms are taking five or more pairs of these students. The work carried on by the Opportunity School at Denver, Colo., is an outstanding example of the service that can be rendered by a school organized to offer part-time and evening instruction. In¬ dustrial courses are offered in automobile mechanics, vulcanizing, bricklaying, carpentry, drafting, electricity, welding, machine-shop practice, blue-print reading, paper hanging, plumbing, printing, show-card writing, and beauty-parlor trade. During the past few years additions to the list of industrial subjects have been made at the request of specific industries. The new building permits special housing and equipment for each line of work. There is no upper age limit for entrance, but as the Colorado compulsory education law requires attendance until the age of 16 unless the eighth-grade work has been completed, a minimum age 212 BIENNIAL SURVEY OF EDUCATION, 1924-1926 attendance of 16 is required. The ages of the students range from 16 to TO years. No formal entrance requirements are set up. The plan is to make it easy for any individual to enter and to. secure the particular instruction that he needs. Opportunity is given each individual to undertake the work he wishes provided he is qualified to carry the course successfully. A student may enter at any time during the school year. A course is outlined into definite units. For the completion of each unit of a course the student receives a certificate for the work he has ac¬ complished. He may receive a diploma for the completion of all the units of a course. Every effort is made to adjust the work and the hours of instruction to meet both the needs of the student and his free time. Programs are arranged for a few hours of instruc¬ tion per week, for alternate weeks, for alternate day and night classes ; for intensive work of eight hours per day, for a few weeks, or for months. This school maintains excellent library facilities, and for the first five months of 1926 the circulation of books was at the rate of 6,500 volumes per month. A unique program in apprenticeship training has been put into operation by the Thornton Township High School at Harvey, Ill., in cooperation with the various manufacturing plants of that place. Harvey is a typical manufacturing city of about 18,000 inhabitants. There are 16 plants in Harvey, which employ from 100 to 1,500 men each, representing about 30 trades. A lack of skilled workmen was experienced, and the Thornton High School became interested in the training of apprentices to meet a definite community need. Each apprentice is indentured to a manufacturing company by a form known as the Harvey community apprentice indenture, which sets forth the agreement between the employer and the employee and his parent or guardian, and states that the apprentice is to attend class¬ room instruction for eight hours each week under the supervision of Thornton High School. The school serves a twofold purpose. Through the process of natural selection and elimination in connection with his school work it assists in placing the proper individual in a definite apprentice¬ ship and during the period of apprenticeship gives him school work which is directly related to his job. Each apprentice receives the same training in a given trade regardless of the manufacturing plant to which he is indentured. All forms used, such as report cards, control charts, etc., are uniform throughout the plants. Each plant maintains an apprentice supervisor whose duty it is to see that the apprentices in his plant follow the schedule of the work as outlined in their contracts with the firm. In all plants the apprentices to a given trade receive the same training experience. If one plant does not have all the equipment necessary to give the INDUSTRIAL EDUCATION 213 apprentice the experience called for in his training schedule, an interchange is made of the apprentice with a plant which has the necessary equipment for the period necessary to cover that part of his training schedule. The vocational director of the high school acts as district supervisor of apprentices and as coordinator between the school and the various plants. The apprentice receives full pay for the hours spent in school, provided his school work is reported to the plant as being satisfactory. Three classes of apprentices are provided for: (1) An apprentice¬ ship of four years for those pupils who have completed the eighth grade; (2) an apprenticeship of three years for those who have graduated from high school; and (3) a special apprenticeship post¬ graduate course of two years, including work in all departments of the plants, for the purpose of training sales engineers and department heads. The course of study laid out by the school is a varied one. The following subjects are taught: Applied mathematics, pattern mak¬ ing, machine-shop practice, electricity, English, chemistry, physics, and strength of materials. In addition, each apprentice is required to carry on a reading course which is directly related to the machine or process which he is working on in connection with his job in the plant. Thus, instruction in the school is directly related to the work in the shop. It is interesting to note that the present cooperative plan between the public schools of Pittsburgh and the industries for the training of apprentices is largely the result of the work of the committee appointed by the Pittsburgh Personnel Association in 1924, to in¬ vestigate the training of apprentices by having them alternate in periods of two weeks between school and industry. This plan was adopted and had for its aim not merely providing industry with ordinary factory workers, but the development of skilled tradesmen with training on the high-school level. The studies carried on by the committee convinced them on the one hand that the average school shop is unable to develop a skilled tradesman competent to take his place as a journeyman on the job or to give the necessary trade atmosphere found in the commercial shop, and that on the other hand industrial plants in general do not afford the opportunity for training in the technical and trade-related subjects necessary to produce workmen to fill the highly skilled and technical jobs in industry. Assuming that the success of the part-time plan depends largely upon the type of boy selected to fill the apprenticeship position and the degree to which the active sympathetic cooperation of the em¬ ployer is secured in providing the necessary shop experience and in aiding the school to make its work effective, personal interviews and 214 BIENNIAL SURVEY OF EDUCATION, 1924-1926 conferences were held during the summer of 1925 with plant execu¬ tives and department heads. By this means arrangements were made with a number of the leading industries in Pittsburgh for the employment of nearly 100 part-time apprentices. The applicants to fill the part-time positions were interviewed and selected with the aid of the teachers in the two vocational schools to which they were assigned later. The requirements for selection for a part-time ap¬ prenticeship training are : Over 16 years of age ; physically qualified for the trade represented; completion of at least the eighth grade of school and good averages for the last semester’s work; one year at least of school shopwork in the particular trade or allied trade; and willingness to become a tradesman in the employ of the company which provides him with his training. The part-time apprenticeship course covers three full years of alternation between school and industry, followed by one year of full-time employment. Apprentices are paid only for the time spent at work. The minimum entrance wage is fixed at $12 per week, with an increase of $1.50 per week every six calendar months until the apprentice begins to work full time. All increases after that time are arranged by the apprentice and his employer. Twenty-five of Pittsburgh’s largest industrial plants are cooperat¬ ing with the public school in this work, and the apprentices are distributed through 32 shops representing the following occupations : Machinists, electrical-meter testers and repairers, electrical-parts repairers, molders, pattern makers, draftsmen, plumbers, carpenters, coremakers, gas-meter repairers, upholsterers, and sheet-metal repairers. Although the minimum age for entering part-time apprentice training is 16 years, the average age has been very close to 17 years. The minimum educational qualification also has been exceeded, the average grade of education completed being 9 A. The majority of the apprentices have also completed more than two semesters of school shop. A large number of industrial organizations throughout the United States are maintaining educational courses of their own or have arranged with educational agencies to offer courses to their em¬ ployees. In addition to any instruction carried on by industrial plants there is a growing tendency among industrial concerns to develop an agency within their plants to encourage the employees to carry educational courses in outside institutions that will make for their up-grading in the lines of work in which they are employed. For example, the Consolidated Gas, Electric Light & Power Co. of Baltimore has an educational director and maintains a library, with an office force for this type of service. Arrangements are INDUSTRIAL EDUCATION 215 made with educational institutions and the public school for en¬ rolling employees in special courses. The company arranges for giving financial aid in the way of tuition. The educational director receives periodical reports on the work that each student is doing, and exercises in a friendly way his influence for the encouragement of the employee in his studies. An excellent feeling has been developed among employees for this service and the company’s efforts are received favorably. The Ford Motor Co., at Detroit, according to a published report, maintains five educational departments and has a present enrollment of 4,500 students. There are 160 full-time instructors. The Henry Ford Trade School is maintained for boys between 12 and 18 years of age. The school enrolls 1,800. One hundred and eighty of these boys are orphans, 750 are sons of widows, and 400 are sons of Ford employees. Each boy receives at the start $7.20 per week, and in addition receives $2 a month for a savings account, and is given a hot luncheon daily. In addition, there are scholarships for thrifty boys. Including the various holidays there are approximately five weeks’ vacation with pay. It is estimated that the boy’s work is worth $1,000 a year to the company. The Ford apprenticeship school enrolls men between 18 and 30 years of age. The company is now training 1,200 tool makers in a course covering three years. The service school gives a two-year course for service in the foreign field, and has 350 men enrolled from 30 different countries. There are 1,525 special students enrolled in classes in metallurgy, metal¬ lography, mechanical drawing, and mathematics. A group of re¬ search students from the scientific school, law school, and divinity school of Yale University spend their summer vacations in the Ford plant. They are routed through different departments and thus by direct experience obtain some valuable information relative to indus¬ trial problems. Part-time education, representing as it does a new scheme in edu¬ cation, is confronted by many problems and present practices are subject to many criticisms. Further study and experimentation are necessary in order properly to evaluate its place in the school pro¬ gram. To what extent and under what conditions, on the one hand, should the program of the full-time day school be modified to meet the needs of those pupils who tend to drop out after they have reached the age for which working permits may be granted, and to what extent and under what conditions on the other hand should the needs of these pupils be met by developing a program based upon the working and learning plan are problems that will require time to solve. Comparative studies are needed from which inferences may be drawn for the organization, administration, and instruction in part-time work so that it may function most efficiently. 216 BIENNIAL SURVEY OF EDUCATION, 1924-192$ VOCATIONAL TRAINING FOR DISABLED CIVILIANS During the past two years much has been accomplished in the further development of plans for carrying on the work of civilian rehabilitation under the administration of the Federal Board for Vocational Education. Previous to the enactment by Congress in 1920 of the civilian vocational rehabilitation act, there was no Federal agency to aid in the rehabilitation to economic efficiency those individuals who, on account of physical disability due to accident or disease, were wholly or partially incapacitated for earn¬ ing a living. Several States, however, had compensation laws de¬ signed to ameliorate the economic straits of those meeting with acci¬ dents in connection with their occupational pursuits. There were, also, in the various States many philanthropic and charitable associa¬ tions which were active in providing aid and comfort to those unfor¬ tunate ones within their boundaries to assist them to find reemploy¬ ment in a type of work that they could do. However, to get a com¬ prehensive and effective program under way there was needed some Federal agency to stimulate, coordinate, and direct the work. Such an agency was provided by the national civilian rehabilitation act to be administered by the Federal Board for Vocational Education. Under the provisions of this law a definite sum of Federal money is made available each year to cooperate with the various States in “the promotion of vocational rehabilitation of persons disabled in industry or in any legitimate occupation and their return to civil employment.” The joint fund provided by the Federal Government and the cooperating State may be used only for tuition, training expenses, and industrial supplies. It is not available for physical restoration or for maintenance while in training. For the fiscal year ending June 30, 1926, there was a total expenditure for civilian rehabilitation work of $1,272,877.30, of which $578,847.33 was Federal money and $694,039.97 was raised within the States. The total number of individuals rehabilitated for 1926 amounted to approximately 5,600. The law is broad enough in its meaning to cover every class of disability whether congenital or caused by accident or disease, pro¬ vided the disabled person may be reasonably expected to be self- supporting after training. Forty of the 48 States are now cooperat¬ ing with the Federal Government in providing this type of training. The past two years has seen an increasing interest on the part of the State and local community in perfecting ways and means for carrying out the intent of the law. The State of Utah and a few other States have, in connection with their school enumeration, taken a census of all the disabled persons within the different school districts, and have furnished this information to the administrators in charge INDUSTRIAL EDUCATION 217 of the rehabilitation work. More cases with various types of dis¬ ability are now receiving training. Public interest is also increasing, and the local and State authorities in many places are receiving gifts and assistance in the reeducation of the disabled civilian. VISUAL EDUCATION During the past two years visual education aids to instruction have been greatly increased and extended to the work of industrial edu¬ cation. The experiences of industrial schools which have been ex¬ perimenting with visual forms of education is to the effect that motion films and slides are a valuable means of providing certain types of technical instruction, for creating proper attitudes toward industrial life, and for giving broad appreciation and understand¬ ing of industry in its various forms. Where the instruction deals with a continuous production process, or with the development and application of various forms of energy to mechanical appliances and equipment, or with the subject of large scale production, the motion picture is preferable to the slide. Slides are particularly useful for group instruction where the subject matter deals with materials for which it -would be difficult to use either the materials themselves or models or sections. Moreover, slides are less expensive to produce and they can be made by the individual schools and prepared by the instructors to meet their particular needs. Several hundred reels of educational films suitable for use in in¬ dustrial classes are now available through individual industries which have produced them, or through motion-picture companies devoted to the production of industrial films, or through distribut¬ ing agencies. Many industrial films may be had for school use for the cost of transportation. Industrial films are frequently used to show the source of raw material and methods used in obtaining it, safety methods and devices, production methods and manufacturing processes, production operations, various steps in the production and marketing of an industrial product, and the care and use of an industrial product. Much of the success with motion films for industrial classes de¬ pends upon the plan the school has developed for their use. The Essex County Vocational School for Boys, Newark, N. J., has worked out a detailed plan for the use of motion pictures. One instructor is put in charge of the work and made responsible for the entire program. He determines the sources for school films, keeps a card catalogue of all available films which are desirable, makes a folder containing all the useful information for each film selected, makes out the program for the use of films and sees to it that a film is available when wanted, and instructs the teachers in the use of films for class purposes. 218 BIENNIAL SURVEY OF EDUCATION, 1924-1926 The experience of this school indicates that better results are obtained when the students are prepared for what they are to see. Instructors, therefore, are required to furnish their students with the necessary information beforehand for an intelligent appreciation of the film. Each student is then required to keep notes upon the films used in connection with instructions in his particular line of work, the same as he is required to keep notes on his laboratory work. In the course of one year this school has shown approximately 90 titles. Part of these were shown in the assembly, the others were shown in connection with the work in English, science, chemistry, electricity, printing, bricklaying, automobile practice, machine-shop practice, pattern making, foundry practice, tile setting, heat treat¬ ment of steel, masonry work, carpentry, and storage-battery work. Motion-picture films have been used with much success as a basis for instruction in the part-time classes of Jackson, Mich. Each film is previewed and a set of questions pertaining to it developed and given to the students before the picture is shown. In addition to the value the picture has for instruction in industrial subjects, it serves as content material for academic work. Answers to a series of questions in English, science, mathematics, history, and economics, based upon the picture, are included in the work done in English and mathematics. Thousands of films have been made for use in the industries. In fact, the use of the motion-picture films in the industries has become almost unlimited. Many industries have prepared special pictures for the purpose of teaching their employees methods of cooperation, production, safety, and the conserving of materials. Some have also developed films for the purpose of showing the use of their plant products and to promote sales. Many of these films are of great value for industrial schools and classes. They include such subjects as railroad operation, steamship transportation, production of oils and gasoline, the manufacture of refractory materials, the use of electricity in the home, production of steel, and the manufac¬ ture and repair of storage batteries and their use. The Bureau of Mines of the United States Department of Com¬ merce has, in cooperation with trade associations and industrial firms, taken some industrial and some educational films showing for the most part mining and refining processes of minerals. The United States Department of Agriculture has a large number of films at its disposal, a few of which have to do with industrial work. TEACHER TRAINING Experience as a skilled mechanic is a necessary qualification for a shop teacher of a vocational subject, and many of the best shop teachers are recruited directly from the trade. As few experienced INDUSTRIAL EDUCATION 219 tradesmen have had courses preparatory for teaching, it is necessary, in most instances, to make some provision for training in methods of instruction after a tradesman has entered upon employment as a teacher. Moreover, improvement in instruction is a responsibility of supervision and must be assumed as a part of a continuing pro¬ gram for increasing the efficiency of teachers. A number of States, during the past two years, have modified their teacher-training pro¬ grams more definitely to meet the needs of teachers already in the service. The State department of public instruction of New Jersey con¬ ducts special classes and holds conference hours at certain points to give instructors assistance as they need it. In cooperation with the State department, provision has been made whereby the vocational schools of Essex County, N. J., have set up specific salary schedules and definite training requirements for teachers in its part-time and evening schools. Two salary rates are provided for such teachers, a $5 and a $6 rate for a two-hour session. New entrants into the teach¬ ing work may be placed on the $6 schedule provided they meet the requirements set up for this salary. The requirements in teacher training for the higher salary rate include : 1. The preparation of a list of 15 lesson topics, stating definitely under each topic what the pupils are expected to know or be able to do after the lesson that they did not know or were not able to do before. 2. Preparation of a set of lesson plans consisting of three detail plans and 10 brief outline plans, developing these in a form similar to a given model. 3. Satisfactory answers to 15 questions on teaching methods and principles. 4. Observation of one lesson in shop work and one in class work and reporting on forms furnished. The requirements are practical in every way and the results show that the instructor is not only able to do a better job of teaching, but to do it with less effort. The all-day teachers in Essex County sign a contract which in¬ cludes a clause stating that the director may require not to exceed 60 class hours of professional improvement during the year. In practice about 30 hours have been required. No definite course in¬ cluding a layout of instructional material to be covered has been attempted. Each instructor is given the privilege of submitting what he considers the most valuable improvement work for his needs and if the director feels he has made a satisfactory choice he is allowed to carry out the program proposed. The programs vary all the way from graduate courses at New York and Columbia Univer¬ sities to working during the summer vacation at the trade he teaches 220 BIENNIAL SURVEY OF EDUCATION, 1924-1926 in the day school. Professional improvement credit may also be earned by work on certain features of the school program. During the year 1926 there was carried on a program of curricula revision for the all-day work. The board of education passed a resolution stating that any instructor who did satisfactory work on this pro¬ gram would be given credit for having fulfilled his obligation under the contract for professional improvement work. However, this work resulted in stimulating a number of instructors to carry courses in curriculum revision in some teacher-training institution. The State department also put on a special course in curriculum con¬ struction which a number of instructors attended. Fifty-four of the county’s day vocation teachers worked on this curriculum revision problem. There are more than 100 all-day teachers carrying courses conducted by teacher-training institutions. One of the most important developments in industrial education — namely, the general shop — is in great need of adequately trained instructors, teachers of great initiative, teachers who have had a wide range of experience in a variety of crafts, and teachers who can apply their skill in an elementary way in the construction of projects adapted to pupils of varying abilities and interests. The normal schools and colleges have not been able to cope with this new situation in supplying good general shop teachers in sufficient num¬ bers to meet the need. As a result many communities have not yet reorganized their work on a general shop basis. One of the great difficulties in organizing a general shop is getting the class started. It is here that many a teacher finds he is not a general shop teacher. No matter how well a teacher may know his subjects or how successful he may be in the manipulation of tools and materials, he must be efficient as an organizer to start simultane¬ ously a group of probably 24 boys, in from four to six different kinds of work. The solution of this problem is the individual lesson sheet which can be placed in the hands of the pupil along with materials to meet the requirements of the problem which he is undertaking. If the lesson sheet is used and a few brief demon¬ strations given, the entire class can be put to work and the teacher can circulate from group to group or from individual to individual, with a criticism here, a check there, or a suggestion where most needed, leading an entire class enthusiastically into its work. The general difficulty encountered is that of securing individual lesson sheets in sufficient quantities to carry on the work. One lone teacher in the time available can not write enough to supply even a portion of the subjects which should be covered. There are on the market many valuable sets of lesson sheets relating to different kinds of work, but experience has proved to many who have tried to use them that not all are adapted to particular situations which INDUSTRIAL EDUCATION 221 arise in different localities and under different conditions, and therefore are inadequate. The Indianapolis public schools, in cooperation with the teacher training division of Purdue University, have evolved a plan whereby manual training teachers already in service can be given general shop teacher-training work. Before the class was started there was a well-defined plan for the work. At least two semesters of work on an extension class basis are provided. Seventeen lessons are given in each semester. The work includes manipulation of tools and ma¬ terials in the construction of projects suitable to pupils of the seventh and eighth grades, reading and research relative to the problems in¬ volved, and the preparation of individual lesson sheets which are suitable to place in the hands of seventh and eighth grade boys. Three different kinds of work are undertaken each semester with teachers who are specialists in specific lines, the teachers working under the supervision of and according to plans prepared by a pro¬ fessor from Purdue University. Of the 44 teachers employed in the grade school manual training work, 33 attended the first meeting of the class and became members. At this meeting the aims of the general shop were set forth and discussed. The next four meetings were held in the sheet-metal shop at Technical High School, with the vocational teacher of sheet-metal instructing; the following three meetings were held in the pattern-making room of the Manual Train¬ ing High School, with the pattern-making teacher instructing. The ninth and tenth meetings were held in the foundry at Technical High School under the direction of the regular foundry teacher. Castings were made from patterns developed in the preceding lessons. The next four lessons were carried on in the vocational electrical depart¬ ment with the head of the department in charge. Bell-wiring dia¬ grams and the wiring of simple lighting circuits were undertaken. Lessons 15 and 16 were held in the teachers’ room in the adminis¬ tration building. These lessons were devoted to a general summing up of the work of the semester preparatory to the final examination which was given during the seventeenth lesson. Three types of lesson sheets have been prepared — namely, infor¬ mation, operation, and job. The information sheets have to do with information about materials and about the subject studied. The operation sheets set forth in logical order the manner of performing fundamental practices. The job sheets consist of four parts: First, a general statement of what a job is to be (in other words, a specifi¬ cation) ; second, the order of procedure, the operations step by step to complete the job; third, questions which will help a student to evaluate his own work; and, fourth, questions which will test a student on the information and operation side of his work. 17830°— 28 - 15 222 BIENNIAL SURVEY OE EDUCATION, 1924-1926 In preparation of the lesson sheets the same subjects were assigned to at least two persons, with instructions that they were to work independently of each other. From these lesson sheets a composite was made, using the best from each. These final lessons were mimeo¬ graphed and distributed to the members of the class. At the end of the semester each member of the class possessed 55 information sheets, 46 operation sheets, and 28 job sheets. All the items covered had direct bearing on the subjects and projects suitable for use in the general shop. The work of the second semester consisted of a unit of sheet-metal work, a unit of foundry work, and a unit of concrete work. As in the work of the first semester the projects undertaken were suitable for use in the seventh and eighth grade shops. The work of the third semester consisted of two units of work, one on design and construction of woodworking projects, the other on wood finishing. Ninety-six lesson sheets were prepared during this third semester. SUMMARY OF PROGRESS FOR THE BIENNIUM 1924-1926 1. Increase in the number of shop courses in both elementary and high schools. 2. A marked tendency to offer compulsory industrial arts courses in grades seven and eight. • 3. A growing tendency to discriminate more definitely between manual arts courses and vocational courses, with a growing recog¬ nition of the former as a part of the general education program and of the latter as a special form of education. 4. Marked increase in the number of schools offering some form of part-time and apprenticeship work, the number of such courses, and the number of students enrolled. 5. A great increase in the number of schools offering an occupa¬ tional information course and setting up some kind of guidance machinery. 6. Increase in the time of the school program allotted to manual arts work. T. Increase in the enrollment of all types of industrial and manual arts courses. 8. Increase in the use of visual aids for instructional purposes. 9. The development of shop work on the itinerant teacher basis together with the extension of shop courses to pupils in rural and village communities. 10. The rapid increase of general shop courses as a form of shop organization for industrial purposes, especially for the required courses in the junior high-school grades. INDUSTRIAL EDUCATION 223 11. Occasional efforts toward the reorganization of teacher train¬ ing work in teacher training institutions to meet special needs of manual arts instructors, especially for such new types of work as represented by the general shop teacher. 12. Continued change in the emphasis of instruction in manual arts courses from that of skill in the use of tools and machinery to that of industrial intelligence and developmental experiences and general elementary, fundamental, manipulative abilities for general education values, including guidance. 13. A growing recognition on the part of those charged with the responsibility for organizing vocational industrial and manual arts courses of the advisability of treating the vocational industrial courses as special forms of education, strictly for employment pur¬ poses, and enrolling in such courses those students who should have training preparatory for entering upon employment in some specific trade. ' f ■ . . I.'. CHAPTER VIII ACHIEVEMENTS IN HOME-ECONOMICS EDUCATION By Emeline S. Whitcomb Specialist in Home Economics , Bureau of Education Contents. — Introduction — Findings of statistical study of home economics in the public high schools — Curriculum making — Child development and parental education — The school lunch — Nutrition — Economics of the home — Social relationships of the family — Home economics for boys INTRODUCTION Among the outstanding achievements in home-economics education during the biennium are general revision of State and city curricula in home economics, formulation of a child development and parental education program in home-economics departments of elementary, secondary, and higher education, recognition of the school lunch room as a means of education, general inclusion of a course in economics of the home, organization of courses on social relationships of the family, and on home economics for boys. Reorganization of the home-economics curriculum has been the rule rather than the exception. This revision is based upon findings secured by the approved scientific method of educational investiga¬ tion as to the home activities, physical, economic, and social needs, and present and future interests of the girl. Interest in child development and parental education work from the elementary school through the college has increased rapidly. Although home economics has always been concerned with the better¬ ment of the child and the home, yet more has been accomplished during the biennium in the establishment of nursery schools in home- economics departments and in the development of subject matter, policies, and practices concerned in child development and parental education than during any corresponding period since the beginning of home-economics education. School lunch rooms and cafeterias are looked upon in many sec¬ tions as educational laboratories for the training of students in proper nutrition and hygienic habits of eating. The principles of economics of the home have been taught for some time in connection with other home-economics courses, such as 225 226 BIENNIAL SURVEY OF EDUCATION, 1924-1926 foods, clothing, budgets, and household management. Within recent years the tendency is to make this a separate course, with special emphasis upon habit formation concerned with recording expendi¬ tures, saving money, thoughtful and orderly use and management of money. Likewise the subject of social relationships of the family has developed into a separate course of instruction and is offered in the junior and senior years of many high schools. The “ plans and work committee ” of the vocational home-making teachers of Illinois chose foT 1925-26 to include in the home-economics curriculum more work dealing with family and social relationships. This committee agreed that the entire field of human relationships is most interesting, but the most important relationships to emphasize with high-school students are those within the home. Home economics for boys has been offered sporadically for a num¬ ber of years, but within the biennium there has developed an attitude among school administrators that phases of this subject have an educative value helpful to the well-being of the boy. Tulsa, Okla., has gone so far as to require “ home crafts ” of all its boys in the junior year of Central High School. STATISTICAL STUDY OF HOME ECONOMICS IN THE PUBLIC HIGH SCHOOLS A statistical study of home economics in the public high schools of the United States has recently been made in the Bureau of Education. Questionnaires were sent to 19,449 high schools, the number re¬ corded by the bureau for 1924. Because of the large number of high schools involved, the questionnaire was sent only once. Replies were received from 9,504, or 48.9 per cent, of the entire number of schools to which questionnaires were sent. Of the number of schools report¬ ing, 5,737, or 60.4 per cent, reported as offering home economics. The 5,737 high schools reporting as offering home economics com¬ prised 373 junior, 113 senior, 760 junior-senior, and 4,491 regular high schools; or, expressed in per cents, 52 per cent of the 717 junior, 66.5 per cent of the 170 senior, 57.8 per cent of the 1,314 junior-senior, and 26 per cent of the 17,248 regular high schools to which question¬ naires were sent. I. Number of teachers. — In the 5,737 schools offering home eco¬ nomics, 8,111 teachers were teaching this subject, and of this number, 6,569, or 81 per cent, had received special training in that subject. The number of teachers of home economics and the number of teach¬ ers with special training in the subject are distributed among the four different school organizations as shown in Table 1. HOME ECONOMICS EDUCATION 227 Table 1. — Teachers of home economics High schools Teachers of home economics Teachers trained in home economics Number of teachers Per cent of total Junior -- - _ - _ _ _ 937 824 87.9 Senior _ _ _ _ _ - _ _ 242 205 84.7 Junior-senior - - _ - _ _ - -- 1, 153 927 80.4 Regular - _ _ . __ _ _ _ . - . . . 5, 779 4, 613 79.8 Total _ _ _ _ _ 8,111 6, 569 81.0 These figures reveal that 81 per cent of the teachers of home eco¬ nomics have received special training for their work. Undoubtedly the other 19 per cent of teachers who teach home economics have had considerable practical experience in home making and found it necessary to complete their teaching schedules by the addition of one or two subjects in home economics for which they had special aptitude either by inheritance or through experience, or both. Often in high schools where there is too much work for one home-economics teacher and not enough for two teachers, some woman member of the faculty not especially trained in home economics is asked to teach the “ overflow ” from the home-economics classes. Similarly, teachers trained in home economics may give academic instruction in emergency; for in small high schools desiring to offer home economics, if student enrollment does not justify a full-time teacher of the subject, the home-economics teacher may combine her subject with that of some other high-school subject. Most home- economics teachers in the smaller high schools thus teach one or two other subjects. II. High-school students enrolled in home economics . — The entire enrollment of girls and boys, respectively, in the 5,737 high schools offering home economics was 976,882 and 850,852. Of these numbers, 424,817 girls, or 43.5 per cent of the entire number enrolled, and 7,017 boys, or 0.8 per cent, were enrolled in home-economics courses. Table 2. — Girls and boys enrolled in home economics High schools Girls Boys Entire enroll¬ ment Enrolled in home- economics courses Per cent of entire enroll¬ ment Entire enroll¬ ment Enrolled in home- economics courses Per cent of entire enroll¬ ment Junior _ _ _ . _ . . 146, 641 107, 001 73.0 127, 992 2, 396 1.9 Senior _ _ _ _ . 44,228 13, 708 31.0 40, 406 121 .3 Junior-senior _ .... _ 142, 916 71,053 49.7 131, 734 856 .7 Regular _ _ _ _ 643, 097 233, 055 36.2 550,720 3, 644 .7 Total ^ . . . . 976,882 424, 817 43.5 850, 852 7, 017 .8 228 BIENNIAL SUEYEY OF EDUCATION, 1924-1926 III. Number of years home economics is offered.— The number of schools reporting as offering home economics for one year is 863 ; the number for two years is 2,125 ; for three years, 1,018 ; for four years, 1,306; for five years, 34; and for six years, 115. These schools are distributed among the four school organizations as shown in the following table : Table 3. — High-school years in which home economics is offered 1 High school One year Two years Three years Four years Five years Six years Junior _ . _ . . __ . . . 14 11 68 770 79 26 221 1,799 236 74 131 577 37 Senior _ _ _ Junior-senior.. _ _ . _ 172 1,097 34 115 Regular . . . . . . Total _ 863 2, 125 1,018 1, 306 34 115 1 On this item 276 schools did not report. IV. Home economics required. — Of the 5,737 high schools offering home economics, 3,856, or 67.2 per cent, require it. The distribution and grades are given in Table 4. Table 4. — High schools requiring home economics High schools Total Seventh year Eighth year Ninth year Tenth year Eleventh year Twelfth year Junior . . .. . . _ 347 57 613 2,839 320 300 131 1 350 1,995 12 34 189 1, 432 Senior . . _ _ 31 101 770 28 90 634 J unior-senior . . 432 469 Regular . . . Total . . . 3, 856 752 769 2, 477 1,669 902 752 Of the 373 junior, 113 senior, 760 junior-senior, and 4,491 regular high schools reporting as offering home economics, the following figures, respectively, represent the per cents of schools of the above organizations which require it : 93, 50.4, 80.7, and 63.2. Of the 4,491 regular high schools reporting as offering home eco¬ nomics, many report that in their school systems home economics is required in the elementary school. For example, 225 regular high schools reported that in their public-school systems home economics was required in the sixth grade, 909 reported that it was required in the seventh grade, and 1,001 reported that it was required in the eighth grade. V. Home economics counts toward high-school graduation. — Out of the 5,737 high schools reporting home economics, 5,452, or 95 per cent, count home economics toward high-school graduation. This number is distributed among 303 junior, 112 senior, 723 junior-senior, and 4,314 regular high schools. VI. Home economics fulfills college entrance requirements. — Of the high schools from which reports were received, 4,519, or 78.8 per cent, state that their home economics fulfills the usual college en- HOME ECONOMICS EDUCATION 229 trance requirements. This number is distributed among 148 junior, 96 senior, 605 junior-senior, and 3,670 regular high schools. VII. Home-economics subjects offered. — The home-economics sub¬ jects offered in the four types of high schools are foods, nutrition, dietetics, clothing, clothing design, textiles, dressmaking, millinery, child care, personal hygiene and health, social and family relation¬ ships, household management, housewifery, household budgeting, including accounts, institutional and tea-room management, home nursing, house planning and furnishing, and landscape gardening. The number of the different high schools offering the various home-economics subjects is shown in Table 5. Table 5. — High schools offering certain home-economics subjects High schools Home-economics subjects Junior Senior Junior- senior Regular Total Foods _ 343 104 722 3,980 5, 149 Nutrition - - - - - - 189 57 438 2, 293 2, 977 Dietetics - - - - - - - - 119 62 364 1,969 2, 514 Clothing - - - 305 177 680 3,709 4, 871 Clothing design . . - - - - 159 81 439 2, 325 3,004 Textiles - - - - - 187 97 445 2, 356 3,085 Dressmakirig . . . . . 203 73 479 2, 597 3,352 Millinery.. - - - - - 94 50 217 1,094 1,455 Childcare - - ... - 102 31 211 1, 128 1,472 Personal hygiene and health . . . . 175 38 304 1,799 2,316 Family relationships- _ _ _ _ . . . 54 18 142 783 997 Household management _ . _ . _ 113 60 337 1,647 2, 157 Housewifery _ ---------- . - 94 29 164 899 1, 186 Budgets, household accounts _ _ _ .. 116 37 257 1,345 1,755 Institutional or tea-room management- . . . 37 12 93 524 666 Home nursing. _ _ 79 37 235 1,301 1, 652 House planning and furnishing _ _ 112 50 315 1,569 2,046 Landscape gardening _ 11 3 42 177 233 VIII. Home'- economics enrollment. — The number of girls enrolled in the specific home-economics subjects cited in the four types of high schools is given in Table 6. Table 6. — High-school enrollment in home economics subjects High schools Home-economics subjects Junior Senior Junior- senior Regular Total Foods _ _ _ _ 77, 186 6, 386 44,975 142, 947 271,494 Nutrition _ _ _ _ _ _ _ _ 49,412 3, 255 28, 049 81, 743 162,459 Dietetics . . . . . 33, 393 2, 903 20, 179 66, 299 122, 774 Clothing _ _ _ 66, 178 7,968 45, 289 144, 817 264, 252 Clothing design _ — . — . . . . - 35,417 5,080 25, 753 88, 558 154, 808 Textiles - - - - 36, 005 5, 507 27, 285 93, 262 162,059 Dressmaking. . . . . _ 45, 465 4, 968 27,480 103, 689 181, 602 Millinery . . . . . 25, 267 3, 208 14, 386 46,496 89, 357 Child care _ _ _ _ 27, 428 2, 389 11,809 40, 215 81,841 Personal hygiene and health _ _ _ 43, 236 4, 181 21, 978 77, 705 147, 100 F amily relationships . . . . . . 18, 240 1, 189 8,171 29, 308 56, 908 Household management. _ _ _ _ 32, 956 3,558 18, 983 58, 975 114,472 Housewifery _ 27, 855 1,196 10, 995 33, 327 73, 373 Budgets, household accounts _ _ _ 27, 680 2, 713 15, 235 52, 931 98, 559 Institutional or tea-room management . . . . 6, 697 633 3,731 16, 353 27, 414 Home nursing _ 20, 440 2,959 14,318 43, 733 81, 450 House planning and furnishing _ ---- - - - 23, 784 3, 151 16, 903 52, 558 96, 396 Landscape gardening _ _ . _ . 2, 681 33 1, 212 5, 086 9, 012 230 BIENNIAL SURVEY OF EDUCATION, 1924-1926 IX. Salaries of home- economics teachers. — The average minimum and the average maximum monthly salaries for home-economics teachers for all schools reporting home economics are, respectively, $147 and $183. The average minimum and the average maximum monthly salaries in junior high schools are, respectively, $149 and $224; in senior high schools, $156 and $212; in junior-senior, $146 and $181 ; and in regular high schools, $146 and $178. X. Cost of equipment. — The average initial cost of equipping the home-economics departments of the 5,737 high schools reporting is $1,423 ; for junior, $2,672 ; for senior, $3,057 ; for junior-senior, $1,599 ; and for regular high schools, $1,275. The largest initial equipment cost reported is $15,000 and the smallest $100. The median for all the schools is $1,514. The 5,737 high schools report for each high school an average annual expenditure for food-laboratory equipment and supplies to be, respectively, $132 and $173; for clothing-laboratory equipment and supplies, $91 and $81. The average annual equipment and supply expenditures for food and clothing for the four types of schools are shown in Table 7. Table 7. — Average annual equipment and supply expenditures High schools Foods Clothing Equipment Supplies Equipment Supplies Junior _ _ _ _ _ __ $205 170 147 123 $380 277 208 157 $214 104 102 80 $115 150 90 73 Senior.. . . . . . . . Junior-senior _ . . Regular. . . . CURRICULUM MAKING “ The task of curriculum improvement is as unending as are the changes in society and in the pupil population.” The truth of this statement by one of the pioneers of the junior high-school movement has been recognized in every section of the country by curriculum makers of home-economics education, if one is to judge by the number of new and revised courses of home eco¬ nomics received during the biennium and by some of the research studies made as a basis for curriculum reorganization. The Bureau of Education was among the first to conduct a re¬ search study to determine the home activities, economic and social needs and interest of junior high-school girls as a basis upon which to build a home-economics curriculum for those girls. For this research study the bureau chose 570 girls enrolled in two junior high schools of the District of Columbia. These girls were asked to fill out a questionnaire which was formulated by a committee named HOME E60MGM1CS EDUCATION 231 ni 1924 Dy the Commissioner of Education, and composed of the supervisors of domestic art and science, three junior high-school teachers, and two home makers of Washington, D. C., the acting chief of the office of home economics of the United States Department of Agriculture, and the home economics specialist of the United States Bureau of Education* The study was completed in 1925 and the findings of the questionnaire reveal that the majority of the junior high school girls are general assistants to their mothers in the various activities of the home.- This fact is of the greatest importance to the junior high-school home-economics curriculum makers, for it indicates to them that the home-economics training for the girls of these years should do several things: First, teach girls to perform on a higher level and with greater efficiency the daily routine of home activities; second, enrich their home experiences by classroom subject matter and laboratory practices; third, provide such training as will help the girls to establish habits of thrift as related to health, money, time, and ability; and fourth, help the girls develop right attitudes and appreciations concerning American home life. All of these are important attributes of a junior high-school girl’s education, and the training for these attributes is not considered anywhere else in the girPs junior high school experiences. Denver, Colo.— A. notable research during the biennium for cur¬ riculum reorganization of public-school home economics was con¬ ducted in Denver, Colo., where in November, 1924, committees were appointed to study the activities, interests, and social needs of the junior and senior high school girls. These committees prepared questionnaires to ascertain the home activities of these girls. The questionnaires were answered by 5,106 junior and senior high school girls and by 876 mothers. The findings of the study were used as the bases for Denver’s Course of Study Monograph No. 12, entitled “ Home Economics for Junior High School — Grades Seven, Eight, and Nine,” and Course of Study Monograph No. 13, entitled “ Home Economics for Senior High School — Grades Ten, Eleven, and Twelve.” The aim of the Denver home-economics courses of study is to help the girls to meet better their present personal and home living prob¬ lems and to give to them insight into and preparation for adult life. This philosophy underlying curriculum making is in accord with that of the committee of 12 on curriculum making of the National Society for the Study of Education. This committee says : As to the need for building the curriculum around the activities and interests of children or the necessity for adult life, both points of view should be incor¬ porated, for they are coordinate in importance. 232 BIENNIAL SURVEY OE EDUCATION, 1924-1926 San Francisco , Calif. — The junior high school home-economics committee based the organization of their course of study upon their analysis of the job of home making, for 75 per cent of the homes of San Francisco are servantless. In accordance with these findings, the committee organized a junior high school home-economics curricu¬ lum, composed of units ranging from 1 to 15 weeks, for the purpose of giving students a purview of the many activities found in the home. The committee placed the major emphasis on those activities and attitudes contributing “ most to wholesome and harmonious home life,” with the hope that the information and skill gained in the class¬ room would function in the home duties of the girls. Therefore food selection and preparation based on health and thrift, labor-saving devices, clothing (its selection, construction, cost, upkeep, and laun¬ dering), care of children, daily house care, economics of the home, care of the sick, culture and social relationships of the members of the family, and care of the yard and garden are all outlined for the orientation of the girl in accordance with her interests, activities, social needs, preparation for adult life, and with the “ exploratory idea ” of the junior high school. Cleveland , Ohio. — A committee was appointed by the supervisor of home economics of the Cleveland public schools to study home eco¬ nomics in the junior high schools to determine the home-economics needs of the girls of these years. The findings of the committee were used as a basis for the revised course of study, which emphasizes behavior or good manners and conventions (1) in the home, (2) on the street, (3) in public assemblies, and (4) at the table. The course of study includes care of little children, use of pocket money, house¬ hold budgeting, home appreciation, use of leisure time, personal ap¬ pearance, as well as the relation of food, clothing, and hygienic living to health. Wherever it is feasible, the committee in the new course of study has correlated home economics with health, art, English, the social sciences, and mathematics. Baltimore , Md. — A committee of the home-economics department made a survey of the food habits of the families in one of the indus¬ trial centers to ascertain whether the food instruction of the class¬ room in that community meets the health needs of its children. This committee with the help of the home-economics girls of the school, studied each of 3,647 breakfasts, dinners, and suppers — in all, about 11,000 single meals. They found that these meals were high in starchy vegetables, grain products, meats, and coffee. To illus¬ trate, children in 70 per cent of the families had for breakfast, coffee, pastry, frosted buns, and doughnuts ; only 25 per cent of the break¬ fasts listed the use of any fruit, fresh or dry ; and cereals were rarely used except the ready-to-eat brand. HOME ECONOMICS EDUCATION 233 It was also found that children accustomed to this meat, coffee, starchy vegetable, and pastry diet were pale, of poor posture, under¬ weight, and had poor teeth, a tired expression, and “ unreasonable food prejudices.” To overcome these undesirable food habits is clearly the duty of the school, by teaching graphically that (1) “ food makes the dif¬ ference ” ; and (2) fresh vegetables, fruits, cereals, and milk furnish elements indispensable to growth, optimism, and physical well¬ being. The analysis of the food habits of this industrial community con¬ vinced the committee that such studies are imperative to enable the school to fulfill one of the cardinal functions of education. Detroit , Mich. — The home-economics faculty of the Cass Technical High School, under the direction of the dean of girls and head of the home-economics department of this school, experimented for five years with their home-economics classes in developing the con¬ tents of a course which would, first, teach the girl how to make the proper social adjustment and to develop responsibility and character, and, second, make the contents so attractive that its appeal would be universal among the girls. Cass Technical High School offers to its girls ten 4-year technical curriculums. The student body is composed of girls of various social strata — rich, fairly well to do, and poor; of high, normal, and low intelligence ; of academic and of vocational abilities and interests. After the five years of experimentation a course was evolved which was offered in 1924 for one semester. The results were so outstand¬ ing that the course since that time has been required of all high- school girls for one semester as a part of their general education. This course is composed of three distinct sections, namely, “ social cooperation,” “ health,” and “ thrift.” The head of the home-economics department reports that Cass Technical High School has had no breach of moral conduct among its girls for the past three years. She attributes this high standard of behavior largely to the helpful teaching given for the past six years in the home-economics department. The time allotted to the course is distributed to the three sections named in the following proportion: For social cooperation, 16% per cent ; for health, 50 per cent ; for thrift, 33% per cent. The course has four objectives: (1) To instill a feeling of responsibility within each girl toward the establishment and maintenance of good home train¬ ing, for approved social relationships, health, and thriftiness for the individual herself, the family, and the community; (2) to give information that will sup¬ port and amplify previous home instruction and at the same time teach con¬ duct, health, and thriftiness to girls who have not been SO' fortunate as to receive such home training; (3) to teach girls that the home is the ideal place 234 BIENNIAL SUBVEY OF EDUCATION, 1924-1926 to receive such training and assist them in deciding how they may cooperate with their present homes and establish similar attitudes toward good home training in their future homes ; and (4) to bring a realization to the girls of the true meaning of an ideal American home. Some of the other cities conducting researches for the purpose of giving scientific data on which to build curriculums in home eco¬ nomics, for lack of space, can only be mentioned. These cities are New York, N. Y., South Bend, Ind., Chicago, Ill. and Fresno, Calif. Among the States publishing new State courses of study during the biennium are Connecticut, California, Florida, Georgia, Kansas, Kentucky, Mississippi, New Hampshire, New York, Ohio, and Penn¬ sylvania. Massachusetts home-economics committee of elementary and sec¬ ondary schools. — The commissioner of education of Massachusetts ap¬ pointed a representative home-economics committee to make a study of the present “ policies and practices ” in home-economics work in that State. This committee formulated a questionnaire which was sent to 197 superintendents of schools. Reports were received from 178. Of this number, 128 thought that the home-economics instruction as given in the schools functions in the home. Only four superintend¬ ents felt that it did not. The findings of the committee were presented under the following topics : a. Administrative problems affecting home-economics subjects. h. Rooms and equipment for home-economics work. c. Qualifications of teachers and supervisors of home economics. d. Building of curricula and criteria for evaluating a course of study in home economics for different types' of schools in a given community. e. Aims, objectives, general plans, and anticipated results to be accomplished at the completion of the work in (a) rural schools, ( b ) elementary schools, grades one through six. ( c ) junior high schools, grades seven through nine, (d) senior high schools, (e) vocational schools. /. Correlation of home economics with other subjects in the sixth, seventh, eighth, and ninth grades. g. Vocational aspects of home economics. h. Contribution of home economics to the school lunch room. i. Recognition and evaluation of home economics by the women’s colleges attended by graduates of the Massachusetts secondary schools. j. Selected bibliographies for home-economics students and teachers. HOME ECONOMICS EDUCATION 235 The committee’s next step is the promotion of more and better home economics for the State of Massachusetts. It means to accom¬ plish this by developing home-economics subject matter which suits the particular needs of the girls in the various schools and sections of the elementary and secondary schools of its Commonwealth. The California Home Economics Association , through its commit¬ tee^ composed of prominent home-economics teachers of the State, has during the biennium made an outstanding contribution to home- economics education in that it has outlined subject matter for three high-school home-economics courses which the State Board of Edu¬ cation of California recognizes as alternatives for three other high- school subjects for graduation credit. These courses are called “ science of the household,” “ nutrition,” and “ citizen homemaking.” The scope and purpose of the first course is similar to the general science course in the California high schools and is designed to meet the graduation requirement of one unit of a laboratory science. The second course is designed as an advanced course to succeed the course in the “ science of the household,” or it may be offered for high- school graduation credit in lieu of another laboratory science. The last course as outlined is offered as an alternative for a social-science course in a social-science major for high-school graduation. This contribution to home economics makes it possible for more high-school girls of California to elect home-economics work, since courses in home economics may be offered in lieu of other high-school subjects required for graduation. Further, the courses outlined are also open to high-school boys. In formulating the course in the “science of the household” the committee had in mind the following : First, that scientific facts and procedure are more readily understood and appreciated from concrete lessons dealing with familiar materials. Second, that in the home the selection and operation of equipment, the utilization of food, clothing, and other household goods, and the physical life of the family group bring into play the principles of all the sciences. The course is designed for ninth and tenth year high-school pupils and is offered as an alternative for the usual general-science course. The course in “ nutrition ” is outlined for eleventh and twelfth year students and is distinguished from some other nutrition courses in that the information to be learned by the student is based upon his own experimental studies in the laboratory rather than on what has already been achieved and recorded on the printed page. The central theme of the “ citizen home making ” course is the family. It aims to give boys and girls information which will aid them to make better adjustments to the changing conditions of society and the American home and family life. 236 BIENNIAL SURVEY OP EDUCATION, 1924-1926 Teachers College , Columbia University, New- York, N. Y. — -The office of research in home-economics education at Teachers College made a study of 100 home-economics courses. The office found that the present courses place the emphasis upon service; the needs of girls in everyday living, their specific abilities, appreciations, and attitudes; the activities of the pupils; suggested projects and prob¬ lems ; the study of home and family life, and homes of varying types, as compared with the emphasis of a few years ago when the basic principles in curriculum making were learning; subject matter; aims for future home making; generalized ideals; skills and standards; technical and logical subject matter; dictated practice; memorization; stated lessons; a study of food, clothing, shelter; and the standard American home. This study points out clearly, even to the “ doubting Thomases,” that teachers of home economics quickly turn from the old to the new when enough scientific evidence is produced to warrant the change. CHILD DEVELOPMENT AND PARENTAL EDUCATION In home economics, during the biennium, great progress has been made in formulating subject matter for child development and pa¬ rental education courses and in providing laboratory facilities for this work. The reasons for this marked interest are many, but undoubtedly the outstanding ones are due to the large percentage of mortality and morbidity of children of the first few years of life, to the declining birthrate in civilized countries, to the demand for sound bodies to meet the exigencies of life, and babies temporarily adopted into the home-management houses of home-economics departments have thrived. Instruction in this subject is offered in — I. HIGHER EDUCATION Household-vnxmagement houses. — A number of State colleges dur¬ ing the biennium have increased from one to three the number of their household-management houses, and have increased the number of children in each of the houses from one to several. Residence in the household-management house is required of every home-economics senior in those colleges which have these practice laboratories. Dur¬ ing the student’s term of apprenticeship she assumes the director¬ ship of a child. As a child director, she (1) supervises the child’s health as to (a) personal cleanliness, play in the open air, bath, toilet, bedroom, and play; (b) food — its amount and kind, if properly pre¬ pared and served; (c) clothing — its suitability for play, rest, and sleep ; and (d) physical development concerned with growth, weight, HOME ECONOMICS EDUCATION 237 freedom from defects, colds, indigestion, and other ailments; (2) observes the child’s abilities as to formation of speech, motor control, manual skills, and new accomplishments; and (3) keeps a daily rec¬ ord of the child as to his physical, mental, and social progress. Nursery schools. — The successful experiment of placing children in the household-management houses and the demand for home-eco¬ nomics teachers trained in child development and parental education for secondary and higher education have given impetus to a rapid development of nursery schools in colleges and universities in connec¬ tion with home-economics departments. During the biennium a score or more of these institutions have added well-equipped and staffed nursery schools with an enrollment of a dozen to twenty or more children ranging from iy2 years to kindergarten ages. The nursery schools in higher education provide both theory and practice in child development and parental education for the qualified students of home economics of other departments. The theoretical work includes courses in psychology, child train¬ ing, hygiene, clothing, and nutrition ; while the practical phases cover the study of preschool children in the nursery schools, where an equipment so attractive is provided that the most timid is challenged to experiment with the tiny lockers labeled with a favorite animal, washbowls just high enough to make washing hands a delight, and small cots, tables, and chairs just right for short legs and arms. In fact, the child finds himself in an environment planned for himself and not for grown-ups. He enjoys hanging up wraps on hooks when they are within his reach. The housekeeping game is played by putting tiny chairs and tables in order, dusting them, watering the flowers, arranging the play¬ things, washing the dishes, setting the tables, and doing many other chores in keeping with little hands and feet. Work under such condi¬ tions becomes a joy and group cooperation a frolic. The home-economics students observing soon learn that the child is as well satisfied with the old things at hand, such as large blocks, chairs, go-carts, old pots, and pans as he is with expensive toys ; that the stimulation of the child’s imagination is not dependent upon a cash outlay, but anything will answer which fits into his scheme of building — anything suitable for the side, roof, chimney, or any other part of the house, school, church, or store that he is constructing; that in the playground outside the nursery the sand boxes, ladders, jungle gyms, swings, and teeters are excellent tests for motor con¬ trol; and finally, that when little tots are given duties to perform commensurate with their abilities, are provided with playthings which arouse imagination and test motor control and manual skills, 17836°— 28 - 16 238 BIENNIAL SURVEY OP EDUCATION, 1924-1926 and are placed in a child’s, not a grown-up’s, environment, happiness prevails and discipline disappears. Dr. John E. Anderson, director of the institute of child welfare of the University of Minnesota, in his publication on “ Education of the Preschool Child,” states that there are 13,000,000 children of pre¬ school ages, and that this number is equal to the number of children of all the grammar grades of our country. It seems highly improb¬ able that society will establish enough nursery schools to care for 13,000,000 children of tender years — but it does seem entirely feasible to prepare the present and potential home makers for this important task which, when “ boiled down,” appears to consist of three im¬ portant features, namely, the hygienic care of the child ; the develop¬ ment of proper habits in eating, sleeping, eliminating, and recreating ; and the establishment of a happy home environment where children are wanted and expected to contribute to the sum total of the family’s happiness, where there is time to play, work, and study with the child, and where his physical, intellectual, and emotional life will receive equal attention. II. SECONDARY EDUCATION Highlcmd Park {Mich.) High School , since the fall of 1924, main¬ tains, as part of the home-economics department, a nursery school in which are 16 children of preschool age and a baby. Here junior and senior girls observe these children from three standpoints — the physical, mental, and behavioristic. The girls’ preparation for the observation work in the nursery school consists of class lectures and discussions on child psychology ; the educational importance of play and work in the daily routine; behavior problems and conflict of wills; positive versus negative method; food, clothing, play, stories, songs, and toys; habit forma¬ tion; the physical, mental, social, and moral development of the child ; and on the methods used in the nursery schools to fit children for home and society. During their observation period, emphasis is laid upon the im¬ portant part food plays in the growth and development of children and the methods used with children to popularize foods. In relation to clothing the attention of the girls is directed to appropriateness, comfort, beauty, and ease with which young children can get into their play clothes and wraps ; the independence exhibited by children in caring for themselves is observed. The girls record the playthings as to popularity, educational value, attracting and holding children’s interest for long and short periods; children’s favorable and unfavorable behavior; methods of handling the situation; responses to the environment, and possi- HOME ECONOMICS EDUCATION 239 bilities for duplicating them in the home; kinds of plays and play¬ things observed in the nursery school; ways in which the nursery school cares for the health, happiness, and general welfare of the child ; and methods used in developing the child’s abilities and inde¬ pendence in caring for himself. Detroit , Mich., uses local nursery schools as laboratories for ob¬ servation. For a number of terms high schools have so used the Merrill-Palmer School of Home Making, which maintains two nurs¬ ery schools for children ranging from iy2 to 5 years. Peterborough (N. H .) High School in 1926 offered to five of its senior girls in the department of home economics an eight-weeks’ unit of class instruction in child care and training, and made possible for these students observation privileges in the nursery school of that city. The Philadelphia , Pa., home-economics report of June 30, 1926, submitted by the superintendent of schools to the board of education of that city, states that — Child care as taught in the junior high school means such care as the daughter of the household can give to the baby brother or sister, and by this help relieve the mother. It is not the intention to make of these little girls “ little mothers.” That instruction in be by bathing and dressing, in the principles of sterilization of bottles and the correct care of milk, and in the careful and gentle handling of an infant carries over into the home can not be doubted, and untrained and ignorant mothers learn something from their daughters about modern ideas of the care of children. In the senior high schools child care becomes child welfare, and includes not only the care of infants but the welfare of the preschool child, children’s diets, behavior problems, legislation for the 'protection of children, public playgrounds, and day nurseries. Somewhere the tide setting away from the home must be stemmed. Where could a beginning be better made than in the home-economics teaching of home and child care?1 Bureau of Education Bulletin, 1925, No. 40, entitled “ Statistics of Public High Schools, 1923-24,” shows that only 26 per cent of the girls graduating from high schools in 1923 entered college in the fol¬ lowing school year. If one-half of the future home makers are to receive any training in child development and parental education, it must be given below the high school, and since only 26 per cent of the high-school graduates enter colleges, and probably only 25 per cent of these women elect home economics, the need for a thorough course commensurate with the development of the girls of junior high schools is obvious. 1 For further information concerning child development and parental education in home- economics departments of elementary, secondary, and higher education, see the following : Bureau of Education Bulletin, 1927, No. 17, “ Typical Child Care and Parenthood Educa¬ tion in Home Economics Departments,” and Merrill-Palmer School (Detroit, Mich.) pub¬ lication entitled “A Survey of Public School Courses in Child Care for Girls.” 240 BIENNIAL SURVEY OF EDUCATION, 1924-1926 III. ELEMENTARY EDUCATION Los Angeles maintains 16 or more day nurseries where children from 9 months up to kindergarten age are brought by mothers em¬ ployed outside their own homes. These nurseries have the assistance of elementary and junior high-school students of home economics in the preparation and serving of food, in the making and laundering of the children’s clothes, in keeping the nursery clean and com¬ fortable, and in entertaining the children with stories, music, and games. IV. STATE PROGRAMS Wisconsin has made child care an integral part of its public-school system by beginning this work in the elementary school and continu¬ ing it through the university. The “infant hygiene course” is required of all girls in the home-economics department of the 44 vocational high schools and is strongly recommended by the superin¬ tendent of public instruction for all the girls beyond the fifth grade of all the other public schools of the State. The State has adopted the slogan “ Every Wisconsin girl educated for intelligent motherhood,” because of the high infant mortality and morbidity, with the hope that education will reduce both and will help to increase the number of citizens devoid of defects and deficiencies, and thereby increase the happiness and success of the people of the State. The States of New York, Nebraska, Nevada, Ohio, North Dakota, Georgia, Oregon, California, Utah, and others have established child welfare study centers for adults through funds obtained either from the United States under the Smith-Hughes Act, Smith-Lever Act, or from private agencies. V. PRIVATE ORGANIZATION The Laura Spellman Rockefeller Foundation in 1926 made a grant of $34,000 to the American Home Economics Association for the study of child development and parental education. A field worker was appointed September 1, 1926, whose duties are to gather and disseminate this information for the association. Recently another substantial grant was made by the same founda¬ tion to the American Home Economics Association for the establish¬ ment of a child- welfare center in Washington, D. C. THE SCHOOL LUNCH Public-school lunch rooms in dark, poorly ventilated, musty base¬ ments are rapidly being replaced by well-lighted, ventilated, and cheerful ones, equipped with the most modern appliances and super- HOME ECONOMICS EDUCATION 241 vised by trained dietitians, who not only prepare food suitable for growing boys and girls, and serve it in an environment conducive to the development of high ideals and standards of conduct, but make the essential food products so appealing to the eye and ap¬ petizing to the taste that food selection by children becomes a pleasurable exercise. Too often the lunch is hurriedly swallowed and is devoid of nutri¬ ment needed for muscle and bone building, formation of good blood, teeth, and all the other factors which help to produce health. This is one of the important reasons why the person in charge of school feeding should be a trained dietitian, so that the right kind of foods will be supplied. If the breakfast is insufficient, there is every reason why the school lunch should make up the deficiencies. Investigations concerning the breakfasts of school children show that from one-fourth to one- half of the children go to school without breakfast, and many of them go after having had only a cup of coffee. This situation may be due to proverty, slovenly habits of living (not rising in time to eat properly), or ignorance on the part of the parents of the needs of growing children. It is the duty of the school, in so far as its educational resources will permit, to counteract these deficiencies. For this purpose the school lunch room is gradually being recognized as one of the greatest health agencies in the entire school system. I. SCHOOL FEEDING SURVEYS 1. Inquiry of the New York lunch committee. — In 1926 the New York lunch inquiry committee studied school lunch rooms in 120 cities of 50,000 population and more. This committee found that 43 of the 120 lunch rooms were under the direct supervision of depart¬ ments of home economics, 29 under cafeteria managers, 21 under lunch-room directors, 7 under parent-teacher associations, 3 under the principal of the school, and the others under' miscellaneous management. According to this study, several cities have their lunch rooms organized according to the following combinations: Joint director¬ ship of the cafeteria director and penny-lunch association; the home-economics department and parent-teacher association; supply commission and penny-lunch association ; cafeteria manager and home-economics department ; and one of several other combinations. 2. Department of superintendence committee on curriculum mak¬ ing. — The home-economics committee of the 1926-27 commission of curricula, appointed by the department of superintendence of the National Education Association, made a survey of the lunch rooms 242 BIENNIAL SURVEY OS' EDUCATION, 1924-1926 la the 130 public schools enrolled in the cooperative plan of curricu¬ lum revision of that association. This committee found that 65 schools have lunch rooms managed or the menus directed by home-economics teachers; 78 schools havo the assistance of home-economics girls especially trained for this project; 78 or more schools have the home-economies girls prepare &1J ©r some of the food served in the Itlftch rooms; 32 schools give the home-economics girls an opportunity to assist with the market¬ ing for the lunch rooms; 65 or more schools teach guidance in food selection by means of posters, publicity in the school papers, and class instruction; 43 schools provide extra nourishment for the malnour¬ ished, destitute, and anemic children, and the expense entailed for these purposes is met either by the school board, philanthropic or¬ ganizations, or the parent-teacher associations; 93 or more schools train students in proper conduct while serving in the lunch room; and 78 of the schools give training in proper conduct to the students served; 32 schools cooperate with the department of agriculture of the school in securing vegetables and flowers, with the art depart¬ ment in making posters and in giving suggestions for beautifying the room, and with the commercial department in securing assistance with accounts. This study indicates that in a large proportion of the cities in the cooperative plan of curriculum revision the departments of home economics either manage or cooperate with the lunch rooms; that in a number of cases the lunch room is of mutual benefit to the depart¬ ments concerned with it, either as offering opportunities for sub¬ sidiary instruction in home economics, health, conduct, and accounts, or for utilizing the salable products of home economics and agri¬ culture. This study found no exploitation of home-economics stu¬ dents for the benefit of lunch rooms. 3. Massachusetts committee of home economics in elementary and secondary schools. — This committee’s report shows questionnaires were sent to 197 superintendents. Of these, 167 reported on the school lunch; 85 reported that home-economics teachers are respon¬ sible for the school lunch ; 65 made a negative reply on this question ; and 18 did not report on it. The recommendations of this committee concerning home economics and the school lunch room are given below as to — (a) Organization. — Unless the schools are large enough to employ the service of a full-time lunch-room manager, the lunch room should be under the management of the home-economics teachers, for this arrangement gives better coordination and cooperation between the foods department and the lunch room; gives control of food stand¬ ards; gives students an opportunity to apply knowledge learned in HOME ECONOMICS EDUCATION 243 the classroom; and affords a better salary arrangement for the lunch-room director, as she is not obliged to make her salary , but is paid from school funds like any other teacher. If the above arrangement is in effect, the lunch-room manager should not be expected to carry a full teaching load. If she is not a foods teacher, she should have received training in home economics with reference to the health point of view; and she should be in entire charge of the lunch room, with the principal of the school acting in an advisory capacity. The lunch-room manager should have the same status as the teachers. The school lunch-room manager, even if she has received home- economics training, is recommended to have an advisory committee composed of the principal of the school, a mother, a member each of the home-economics department and of the student advisory organi¬ zation. Home-economics departments should not be expected to prepare all the food served in the lunch room. This custom produces a hardship on the students and lowers the quality of the food served, but the surplus food from the home-economics departments may find a profitable outlet in the lunch room. However, it should be kept in mind that the purpose of the lunch room is not to make money to defray the expenses of other school activities, but to produce whole¬ some food for growing boys and girls at a reasonable price. (b) Qualifications of manager . — The lunch-room manager should be a person of excellent health, executive ability, and imagination. She should have a knowledge of the costs, values, and preparation of food; and of the psychology of selling foods to growing boys and girls. She should be experienced in the buying and managing of food supplies, and in keeping daily records, and she should have the ability to produce artistic surroundings. ( c ) Location of lunch room. — The lunch room should not be in the basement, because of the insanitation and unattractiveness of dark, inadequately ventilated rooms, but if possible, on the same floor with the foods division of the home-economics department. (d) Equipment and serving facilities. — These should be of such a type as to provide arrangements for the students to wash their hands and to insure rapid service. The length of time for serving should not be less than 20 minutes ; 30 minutes is preferable. ( e ) Kinds of foods. — Only foods healthful for growing boys and girls should be served. Candies of any kind, pastries, rich desserts, doughnuts, frankfurters, pickles, tea, and coffee should have no place in the school lunch room, even though they may be good sellers and profitable. In certain localities where children insist on having candy and frankfurters and will buy them outside, it is preferable to provide them in the lunch room, and of a good quality. 244 BIENNIAL SURVEY OF EDUCATION, 1924-1926 n. SOME ACHIEVEMENTS IN SCHOOL FEEDING New York, N. Y. — One of the outstanding achievements in the progress of school feeding during the biennium is the adoption, by the board of education, of the resolutions offered by its board of super¬ intendents concerning the development and improvement of school lunches in that city. The points covered in the resolutions are that — (1) The administration and operation of school lunches in the elementary and junior high schools of New York City shall be a part of the department of home making. The director of this department shall be the director of school lunches. (2) The assistant director of home making shall be assigned as “operating manager of school lunches.” She shall be a qualified dietitian. Her duties shall include the planning, preparing, and serving of all food, and the training and directing of employees in elementary and junior high school lunch rooms, and the opening of new school lunch rooms, and such other duties as may be pre¬ scribed by the director of home making. Any supervisory assistants in the operating department shall be trained dietitians. (3) The former position of “manager of school lunches” shall be changed to “ business manager of school lunches.” Her duties shall be the hiring of help in the various school lunch rooms and kitchens as requested by the di¬ rector, and of discharging such employees as may be inefficient in their work, when so reported by the operating manager of school lunches to the director, provided each dismissal is approved by the associate superintendent assigned to the department of home making. With the cooperation of the superintendent of school supplies, the business manager of school lunches shall have charge of the purchase of supplies and equipment. All requisitions for supplies and equipment shall be signed by the director of home making. The business man¬ ager shall also have charge of the transportation of food and shall perform such other duties as may be prescribed by the director of home making. (4) The price of food in the school lunch rooms shall be determined by the board of superintendents after consideration and recommendation of the director of home making, the operating manager of school lunches, and the business manager of school lunches. (5) No further concessionaire service in elementary and junior high schools shall be permitted. (6) Concessionaires who are now operating in schools shall be shown due consideration, but as soon as practicable their services shall be discontinued. (7) In order to arrange a plan of financing the introduction of lunches in schools in which they are not now maintained, or to conduct lunches in schools in which concessionaires are now in charge, a sum of $10,000 shall be allotted to the department of home making as a “ turnover ” or “ revolving ” fund for the purchase of such equipment and for such other expenses as may be neces¬ sary to organize and enlarge the school lunch work. Winston-Salem , N. C. — In the school cafeterias, individual atten¬ tion is given to proper feeding of malnourished students; the trays of all the boys and girls are supervised ; diets for underweights and overweights are posted in the school corridors and dining room ; con¬ ferences are held with groups of students regarding the wisest ex¬ penditure of their budget allowance for lunches. Food facts are HOME ECONOMICS EDUCATION 245 presented through posters, movies, plays, special talks in school as¬ semblies, and striking slogans, such as “A balanced meal makes a balanced mind,” and many others. After 12 weeks of this cafeteria program it was found that one student, 20 pounds underweight and subject to fainting spells, gained 13 pounds and improved generally in health and school work; a student 30 pounds underweight had gained 9 pounds, with improved attitude and scholarship; and that another student had reduced his absences on account of illness from 40 to 1 y2 days per school term. The successful school lunch room. — During the biennium there has developed an attitude which is general among school administrators and teachers regarding school feeding. It is that the successful school lunch room requires efficient management, preparation, and serving of very attractive and nutritious food, psychological methods of incor¬ porating into the daily thinking of growing boys and girls that physical growth, development, and vigor are dependent upon the following regimen : (a) A generous intake of milk, a quart a day if possible, no less than a pint; fresh fruit and vegetables; no coffee or tea; (b) a substantial breakfast, an adequate luncheon, and a de¬ sirable evening meal; ( c ) plenty of sleep, fresh air, and sunshine to give food a chance to promote health; and ( d ) sufficient knowledge of food values to select, if necessary, an adequate diet with the least possible expenditure. NUTRITION Interest in child nutrition within the past decade has increased greatly, as is evidenced by a recent survey made in the University of Chicago by R. V. Bennett. For 1912-1922 she found 230 articles on this subject in 20 representative magazines, including 5 each of edu¬ cational, scientific, popular, and special organizations, and 82 per cent of these articles were written during the latter half of the decade. Encouraging as this interest is, it is confined largely to the food and child-welfare specialists and scarcely extends to the laity, for according to a 1927 publication entitled “ The Organization of a Nu¬ trition Service,” by the American National Red Cross, in the schools where attention has been given to nutrition it has been found — that from 15 to 50 per cent of the children, rich and poor alike, are suffering from malnutrition. At the same time medical inspection has shown that a large percentage of the children have physical defects needing attention, many of these being due to faulty nutrition. This means that the efficiency of America’s schools is being lowered, since year by year they are forced to handle children who from the very beginning are below par physically and are at least as much hampered mentally. 246 BIENNIAL SUKVEY OF EDUCATION, 1924-1926 This condition may be due to an inadequate amount of food or to the wrong kinds of food, or both, for it is often lost sight of that — Up to the age of 11 years both boys and girls require fully half again as many calories per unit of weight as does an adult ; and that in the years from 11 to 14 in both sexes, there is no lowering of this high energy requirement, but rather an increase as shown by studies of boys by Dr. E. V. Du Bois, of the Russell Sage Institute of Pathology, and of girls by Prof. Grace MacLeod, of Teachers College.1 In a large number of cases children are underfed because the day’s intake of food is not enough in quantity. Boys and girls urgently need education in the use of milk and eggs, green vegetables, salads, fruits, whole-grain breads, and in the nutritional value of proteins, mineral substances, and vitamins, and in what foods these elements are found. Sherman and his associates have shown that, for a proper storage of calcium in growing children ranging from 3 to 16 years of age, 1 quart of milk is needed daily. Calcium is an essential dietary element for the formation of teeth and bones in children. Too often school children, due to poverty, ignorance, or a dislike for the bland taste of milk, substitute coffee, tea, or “pop.” This con¬ dition is especially true of those children whose appetites have been spoiled with sweets, pastry, and the like. Much graphic material based on animal-feeding experiments, as well as of faulty feeding of children, can now be had in teaching children that “ food makes a difference.” The findings of recent surveys reported in this publication — and the writer’s observations — show that the importance of proper nutri¬ tion for the normal development of boys and girls is gradually but certainly receiving proper recognition in the schools. Knowledge of the direct causes of malnutrition is slowly percolating from the scientist’s laboratory through the school and into the home. The millenium is still in the distance, but an appreciation is beginning to be apparent as regards the bad effects of insufficient and wrong kinds of food, of faulty hygiene, poor posture, physical defects, ignorance, and lack of home control. A growing child receiving a diet which fails to provide his require¬ ments for energy, growth, and regulating purposes is almost certain to suffer from malnourishment. Malnutrition in children results in stunted growth and an impaired nervous system with its attendant difficulties, such as headaches, disturbed sleep, hysterical manifes¬ tations, chorea, and susceptibility to disease. 1 Rose, Dr. Mary Swartz. What metabolic research has taught in nutrition of children. Nation’s Health, Vol. IX, No. 2, Feb., 1927. HOME ECONOMICS EDUCATION 247 ECONOMICS OF THE HOME During the biennium the subject matter concerned with economics of the home has developed from a few lessons into a specific unit or course, which has a definite time allotment of 6 to 12 weeks. This material as now organized may stand as a distinct course in the home- economics curriculum or form a specific unit of some other course in the home-economics program. This new unit or course may be given formally in the last year of the junior high school and in any year of the senior or regular high school. The tendency is to offer it in the eleventh or twelfth year of the high school. The evolution of this course from an unimportant place is shown by the bureau’s recent study of home economics in the high schools of the United States. This study shows that departments of home economics in the high schools of every State of the Union offer specific instruction in economics of the home and that the total number of girls enrolled in such instruction is 98,559, as compared with 2,847 enrolled in the former course, which was made up of a number of other subjects. Undoubtedly the reason for the change from a heterogeneous to a homogeneous course dealing with specific economic problems of the household is that girls of the junior and senior high-school ages help to spend a goodly share of the family income in doing some, and in many cases all, of the family’s marketing and shopping. The course in home economics for the Baltimore city schools, pub¬ lished in 1925, divides the home economics survey course recom¬ mended for all ninth-year girls into four specific units, according an equal time allotment to each unit. One of these units, which is on the same plane with the other units, namely, food, household man¬ agement, and clothing, is accorded to economics of the home and the girl’s personal finances. The citizen home-making course planned by the California Home Economics Association is designed for both boys and girls of the eleventh or twelfth year in high school. This course is offered in California as an alternative for one unit of credit in a social science major for high-school graduation. The course outlines in detail only the unit concerned with the economic problems of the home. It emphasizes the household as the chief agent of consumption — that is, the use of money in supplying the wants of the family — and discusses ($) expenditures of American housewives, (b) problems of consump¬ tion from the standpoint of the consumer, ( c ) standards of consump¬ tion, ( d ) standards of living, ( e ) variations in standards of living, (/) cost of living, ( g ) influences responsible in determining the scale of wants for all classes, ( h ) responsibilities of women as directors of family consumption, and (i) quantity and cost estimate for a typical family with a normal standard of living. 248 BIENNIAL, SURVEY OF EDUCATION, 1924-1926 SOCIAL RELATIONSHIPS OF THE FAMILY Since 1924 a course in social relationships of the family has been organized for students of home economics in certain regular and senior high schools. The status of this subject in the home-economics curriculum until within recent years was similar to the subject of economics of the home, namely, that smatterings of it were offered in a number of other courses. But the increasing number of divorces and broken homes has led home economists to realize that the study of human relationships is as important as the one concerned with home activities, and that home economics has a worthy contribution to make to the social relationships of the members of the family and in turn will help raise the standards of home and family life. The objectives of such a course are to develop in the high-school girl certain family ideals, a finer sense of appreciation for the more cultured things in life, a sense of responsibility 4or her relationships to the rest of the family, a personality which will help raise the standard of the family morale, and a higher degree of home content¬ ment, home interest, and a home-loving attitude. The subject matter of such a course includes a study of (a) history and function of the family; (b) home as a place of rest, comfort, inspiration, physical, mental and spiritual health; ( c ) responsibility of members of the family to each other in regard to sympathetic understanding, loyalty, affection, truthfulness, courtesy; ( d ) coopera¬ tion involved in the development of a higher standard and improved conditions of living and in the sharing of household tasks in a cheer¬ ful manner, at the sacrifice of one’s own pleasure, if necessary; ( e ) uses of leisure, with and without expense at home and outside of the home, shared by the family ; (/) family’s responsibilities to the com¬ munity in regard to its civic progress ; ( g ) personal responsibilities to the family as to obedience, sharing work without complaint, setting good examples to younger members of the family, high regard and affection for other members of the family, avoidance of borrowing, monopolizing conversation, contradicting, self-praise, or interrupt¬ ing; (h) establishment of correct personal habits pertaining to health and thrift; (i) development of qualities such as fairness, unselfish¬ ness, patience, poise and stability, orderliness and system, cheerful¬ ness, exactness and composure in making decisions; ( j ) responsibility for care in home training of younger brothers and sisters and in unusual circumstances, such as illness in the family, guests in the home, and absence of family members; and ( k ) behavior of the well- bred girl at home, in school, in the community, and in traveling. HOME ECONOMICS EDUCATION 249 HOME ECONOMICS FOR ROYS Instruction in some phases of home economics for boys is not a new venture. For some time, in various sections of the United States, there have been sporadic offerings of this work to boys. But within the biennium a feeling has developed among school superintendents and the laity that boys need instruction in the fundamental prin¬ ciples underlying successful American home life. The universal interest in health, keeping fit, longevity, efficient liv¬ ing, and fine citizenship, has superseded the false notion held by some people that home-economics instruction for boys “ will devolop them into cooks and seamstresses.” It is now recognized that boys are called upon daily to select food either at home, in the school, or in restaurants, often to buy clothing, and later in their lives to build, purchase, or rent a home and to become copartners in the rearing of a family. It is also recognized that some phases of home-economics education are needed for boys to become intelligent consumers of “ economic goods ” and sympathetic participators in home and family life. Bureau of Education home-economics survey. — The home-econom¬ ics survey made by the Bureau of Education shows that in all the States save six home-economics instruction is offered to boys, and that the total enrollment of boys in home-economics courses is 7,017. This enrollment is distributed among the four types of high schools, but the larger proportion is found in the junior and regular high schools. Tulsa , Olda. — Dr. P. P. Claxton, superintendent of public schools of Tulsa, Gkla., was quick to see the physical, aesthetic, ethical, and social values of home-economics education for boys. Accordingly, a questionnaire was prepared and sent to the par¬ ents of all the boys in the junior year (about 500 in number) of the Tulsa Central High School. The parents were invited to express their opinions as to the desirability of including home-economics in¬ struction in the high-school education of their sons. Practically 100 per cent of the parents indorsed the idea so enthusiastically that in September, 1925, a year’s work in home economics, called “ Home crafts for boys,” was required of all boys in the third year of high school. This experiment proved so successful that in the fall of 1926, the course, with minor changes, was again required of boys in the third year in high school. Philadelphia , Pa. — The superintendent’s report of the division of home economics, for June 30, 1926, submitted to the board of public education, states that — There should be some means by which boys may be given courses in house¬ hold mechanics, household sanitation, household finances, and elementary 250 BIENNIAL SXJKVEY OF EDUCATION, 1924-1926 nutrition. At present, some boys in junior high schools are in camp cookery clubs, and some boys in high schools have requested, and have been given, an elective foods course. Better provision for such instruction should be made. Long Beach, Calif. — Through special request of the committee of 15, composed of principals of schools, a course in home economics for boys in the senior high school will be made elective in the near future. A group of junior high school boys, by request, were given instruction in home economics during the past year. Los Angeles, Calif. — The Manual Arts High School has, for a number of years, offered to groups of boys composed of the high- school boys, a successful course in home economics. Denver, Colo. — The home-economics department has outlined a home-economics course entitled “ Applied economics,” which is elec¬ tive to boys in the senior high school. A request from boys in the junior high school for home-economics instruction was urgent, but, due to the inadequate laboratory space, their wish has not been met. Massachusetts. — The home-economics committee, appointed by the State commissioner of education reports the direct aims of home economics to be worthy home membership, health education, and training for vocations ; and the indirect aims to be command of fun¬ damental processes, citizenship, worthy use of leisure, and ethical character. The committee invites the cooperation of all teachers in realizing all these objectives for girls and most of them for boys. CHAPTER IX COMMERCIAL EDUCATION By J. O. Malott Specialist in 'Commercial Education , Bureau of Education Contents. — Introduction — Tendencies in enrollments — Trend of objectives — Trend toward standardization of business occupations — Development of closer cooperation between education and business — Commercial occupation surveys — A new conception of office practice — Developments in the junior high schools — Progress in the high schools — Status of supervision — Contests in commercial subjects — Commercial education con¬ ferences — Tendencies in commercial teacher training — The private business schools — Higher education for business — Conclusion INTRODUCTION There is a growing consciousness of the importance of definite prep¬ aration for business occupations. People are realizing more than ever that better preparation for these occupations usually results in greater vocational efficiency and contributes to vocational and social happiness. Business men have recently taken a greater interest in commercial education because they appreciate the relation of voca¬ tional efficiency to the efficiency of the business community. Educa¬ tors have given increased attention to this phase of education in order to develop a balanced program that will meet the best interests of the individual, the business community, and society. The purpose of this bulletin is to set forth briefly the progress of commercial education during the biennium 1924-1926. The term “ commercial education ” is used to include that education and train¬ ing which prepares specifically for an understanding of the relation¬ ships and the performance of activities in business. A survey of educational and business literature, including reports pertaining to statistics, researches, courses of study, conferences, school systems, universities, and business men’s organizations, reveals a greater inter¬ est and activity in this phase of education than during any similar period. Some of the important developments pertain to increased enrollments, definite vocational objectives, course of study revision, and research. TENDENCIES IN ENROLLMENTS An outstanding development in commercial education has been the increase in the number of men and women preparing to enter busi¬ ness occupations. Statistics were compiled during the biennium 251 252 BIENNIAL SURVEY OF EDUCATION, 1924-192 6 which reveal the recent trends pertaining to enrollments and the number of schools of different types offering commercial curricula. The statistics in the table are of men and women who are majoring in the commercial curricula by taking the various subjects designed to prepare them for business occupations. Similar statistics are not available for 1925-26. Enrollments in commercial curricula in different types of schools, 191^-1924 Years Public high schools Private high schools and academies Private business and commercial schools Colleges and universities Total Men Women Men Women Men Women Men Women 1914 _ 1915 _ 1916 _ 1918 _ 1920 _ 1922 _ 1924 _ §8, 600 92, 226 105, 142 104, 418 0 0 143,991 92, 650 116, 379 138,043 173, 857 0) 0 286, 984 9,717 9,360 9,056 9, 157 0) 6,269 7,740 8, 346 8, 172 14, 644 0) 6) 11, 941 85, 432 94, 870 99, 134 96, 449 139, 551 0 68,247 82, 631 88, 416 93, 254 193, 130 196, 481 0 120, 116 0 2 9. 2 11 14, 029 29, 585 37, 084 40, 734 (0 ,323 ,653 2,982 7, 270 8,272 6,818 418, 920 464, 454 608, 666 685, 100 1 No data. 2 Data not separated by sexes. The highest percentage of increase in enrollments in the com¬ mercial curricula from 1915 to 1924 is in the colleges and universities, as shown in Figure 1. During this period these enrollments increased from 9,323 to 47,552, an increase of 410 per cent. The number of schools offering these curricula increased from 58 to 129, an increase of 124 per cent. Since 1918 the number of men in these curricula increased from 14,029 to 40,734, an increase of 190 per cent, and the number of women increased from 2,982 to 6,818, an increase of 128 per cent. Eighty-three per cent of the students enrolled in com¬ mercial curricula in 1918 and 85 per cent of those in 1924 were men. The greatest increase in the number of pupils enrolled in com¬ mercial curricula in the different schools from 1914 to 1924 is in the public schools. The number of these pupils increased from 161,250 in 1914 to 430,975 in 1924, which is an increase of 167 per cent. Dur¬ ing this period the number of men in these curricula increased 109 per cent and the number of women increased 210 per cent. The number of high schools offering commercial curricula increased from 2,191 to 3,742, an increase of 70 per cent. In 1914, 58 per cent of the pupils enrolled in the commercial curricula in the high schools were women. By 1924 the percentage had increased to 67. Figure 2 shows that, of 685,100 pupils and students preparing for business occupations in 1924, almost two-thirds were enrolled in the public high schools. The enrollment in commercial curricula of the private high schools and academies, as well as the number of these schools offering com¬ mercial curricula, increased only 4 per cent from 1914 to 1924. There COMMERCIAL EDUCATION 253 was an increase of 54 per cent in the number of women enrolled and a decrease of 36 per cent in the number of men enrolled. During the 10-year period the private business and commercial schools had a net increase of 12 per cent in enrollments and 5 per cent in the number of schools reporting. These schools, along with other types of schools, increased their enrollments in commercial curricula immediately before and during the World War. Due to PERCENTAGE CHANGE IN ENROLLMENTS IN COMMERCIAL CURRICULA IN DIFFERENT TYPES OF SCHOOLS, 19 14- 1924. PER CENT PUBLPC HIGH SCHOOLS aofa.o.B PRIVATE HIGH SCHOOLS AND ACADEMIES COLLEGES AND UNIVERSITIES *“■“» — » PRIVATE BUSINESS AND COMMERCIAL SCHOOLS F|G , “““ the large number of ex-service men rehabilitated in these schools, the enrollments continued to increase until 1920. Since that date the trend of enrollments has returned to a pre-war basis. During the school year 1919-20 a total of 336,032 pupils were enrolled in the day and evening classes of 902 schools. By 1924 the number of enrollments had decreased to 188,363, a decrease of 44 per cent; the number of schools reporting had decreased to 739, a decrease of 38 per cent; and there was a reduction of 40 per cent in the number of 17830° — 28 - 17 254 BIENNIAL SURVEY OF EDUCATION, 19 24-19 26 • day-school pupils and a reduction of 51 per cent in the number of night-school pupils. In 1914, 50 per cent of the pupils enrolled were men. By 1924 the percentage had decreased to 36. In the schools of less than college rank the number of women has increased more than the number of men. There are many reasons for this general trend. There is less prejudice against women in busi¬ ness. The evolution of much of the work in offices and stores makes possible the employment of more women. The commercial courses in the secondary schools are generally more appropriate for women than for men. Changes in the commercial curricula of the secondary schools have not been made as rapidly as changes in the requirements for office and store occupations, particularly for those occupations in which boys find initial employment. The number of men in colleges and universities preparing for busi¬ ness occupations has increased more than the number of women. This is due chiefly to the fact that a greater number of men than women seek careers in business and therefore find it necessary to COMMERCIAL EDUCATION 255 obtain a more thorough preparation. The colleges and universities, however, have made remarkable progress in meeting the needs of education for business. They are offering a definite vocational edu¬ cation, not only for a larger number of business occupations but for the lower and intermediate as well as the upper levels of these occu¬ pations. TREND OF OBJECTIVES Much progress has been made during the biennium toward the development of definite and worthy objectives for commercial educa¬ tion. Clear and convincing distinctions have been made between remote economic objectives for society and immediate vocational objectives for the individual. The remote objective, which pertains to the development of business in harmony with the best interests of society, has received much attention by the leaders in business and by the leaders in university education for business. More progress has been made than in any similar period toward removing the con¬ fusion that has characterized the immediate objective — preparation of individuals with different interests, aptitudes, and abilities for appropriate levels of vocational opportunities in business. As the disciplinary objectives for commercial subjects declined in popularity there was a tendency throughout the country to substitute the social science objectives. The new objectives were welcomed for those subjects pertaining to the laws and principles of commerce. Due to the traditional prejudice against vocational objectives, the social science objectives are frequently urged, even for the subjects pertaining to definite business training. Many factors have contributed to the confusion between the social- science and vocational objectives. First, there is a need in the social sciences for more economic and business content.1 Second, in the selection of content for the commercial subjects it is necessary to begin where the social sciences cease. Adequate preparation for office and store positions requires considerably more content border¬ ing on the social sciences than is ordinarily included in the core of those subjects. Preparation for commercial occupations requires the application of much of the social-science content to the per¬ formance of specific duties. Third, there is much similarity between many of the vocational activities and those of everyday life. Some of the vocational content and common skills taught in the commer¬ cial subjects have everyday utilitarian and social values, but these values are incidental by-products due to the nature of preparation for commercial occupations instead of arbitrary planning. It is 1 Harap, Henry. Economic Life and the Curriculum. The Macmillan Co., New York, 1927. 25G BIENNIAL SURVEY OF EDUCATION, 1924-19 2 6 obvious that the present problem of differentiating social-science content from the vocational content is fully as important for the social sciences as for commercial education. A solution of the prob¬ lem is essential to permanent progress in commercial education. The most promising development to overcome the present em¬ phasis on the social-science objectives as primary objectives for the commercial subjects is scientific curriculum revision. A clearer understanding of the criteria for the selection of the social-science and vocational content is removing some of the confusion. Many believe that those phases of economic and business content essential on the different school levels for good citizenship are or should be incorporated in the core of the social sciences. Preparation of all to be intelligent and appreciative consumers of the services and prod¬ ucts of modern business is the objective of the business content in the social sciences.2 Likewise, they believe those additional bodies of knowledge, attitudes, and skills found necessary or desirable in the various local office and store occupations are or should be incor¬ porated in the commercial subjects. Preparation of specific groups of pupils according to individual interests and aptitudes for efficiency in the respective occupations is the objective.3 Thus, the earlier con¬ cept of the dual responsibility of definite vocational subjects toward both vocational and social-science objectives is passing. The com¬ posite of responsibilities for the activities of life, including occupa¬ tional activities, must rest with a balanced curriculum. This shift of responsibility to the curriculum 4 emphasizes the need of a better understanding of the place of commercial education in the general education program. As a part of this latest develop¬ ment, there is an effort to emphasize that, although the specific and immediate bases and principles of commercial education pertain to the adjustment of the pupil to the requirements and opportunities in local business occupations, the general bases and principles are identical with those of general education; that commercial educa¬ tion is an integral part of the latter; and that the latter obligates commercial educators to make and interpret scientific investigations of social and occupational needs in the light of the best educational theories. As the principles of education are applied with renewed vigor and result in additional worthy investigations of the requirements and opportunities on the successive levels of each of the various business occupations, many of the survivals of earlier concepts will be dis¬ carded. Such vexing problems as education versus training, prepara- 3 Ilarap, Henry. The Education of the Consumer. The Macmillan Co., New York, 1924. 3 Prosser, C. A., and Allen, C. R. Vocational Education ini a Democracy. The Century Co., New York. 1925. 4 Social Studies in the Secondary Schools. A report by a commission of the Amer. Assoc, of Collegiate Schools of Business. University of Chicago Press, Chicago, Ill. COMMERCIAL EDUCATION 257 tion for immediate and known versus remote and probable vocational opportunities, and preparation for the welfare of the individual versus the welfare of the employer will not entirely disappear. A better understanding of individual differences and of the needs of business and an appreciation of the fact that there is an ultimate coincidence of the best interests of the individual, business, and society will continue to clarify and harmonize the various points of view. Thus, a functional, balanced, and continuous program for commercial education will be developed on a fact basis. TREND TOWARD STANDARDIZATION OF BUSINESS OCCUPATIONS During the past two years occupational studies have revealed a definite trend toward standardization of office and store occupations or trades. The evolution of these occupations has been due in general to the constant operation of the laws of economy. The rapid develop¬ ment of this trend is due to such factors as recent developments in the division of labor in the offices, a renewed emphasis on the intro¬ duction of modern office appliances, and increased use of tests and measurements. Efficient operation of business organizations necessi¬ tates efficient performance of the many tasks, and the various means of obtaining increased efficiency tend toward standardization. * Some phases of the present trend are becoming more distinct. The division of labor which has proved helpful in increasing production generally is now applied to the offices. One theory is that as work is divided into many activities, eacli person with special interests, aptitudes, and opportunities may devote his entire time to the work for which he is best fitted. Through repetition of comparatively few tasks great dexterity and skill are acquired. As a result commercial occupations which were complete units are divided into a series of related and subsidiary office trades and professions. For example, the work of the bookkeeper is frequently divided into occupations, including invoice clerk, journal clerk, ledger clerk, machine book¬ keeper, cashier, bookkeeper, and junior, senior, public, and certified public accountants. The new trades and the profession vary in occupational importance, and there are many levels of duties and responsibilities in each of the new occupations. These levels can be objectively determined. Lower, intermediate, and higher levels are easily distinguished. For example, in a clerical occupation there are low levels where the tasks are routine, such as classifying, filing, and recording under super¬ vision. There are intermediate levels, which require initiative, judg¬ ment, skill, and perhaps supervision of the work of others. Then there are the higher levels, requiring high degrees of skill and specific bodies of knowledge. 258 BIENNIAL SURVEY OF EDUCATION, 1924-19 26 The process of breaking up the commercial occupations into va¬ rious levels of a large number of office and store trades tends to standardize them. It makes them more specific. Specialized train¬ ing for these trades is encouraging this tendency. Job sheets made to facilitate the handling of the personnel have added another ele¬ ment of definiteness. As the duties become fixed, there is a tendency to establish definite standards of occupational efficiency for entrance, retention, or promotion within particular companies. Inventories of the duties and traits have facilitated the establishment of standard pay-roll titles, and of standards for the various levels within occupa¬ tions. Tests and subsidiary devices have resulted in additional objectivity in the selection and promotion of workers by grading and classifying them. A phase of the tendency toward standardization pertains to the upgrading of business occupations. In this process, better trained workers have replaced others on all levels.5 Considering the rather limited supply of trained commercial workers of two and three decades ago, the office and store workers belonged to what was prac¬ tically a noncompetitive class of workers. Increased facilities and higher standards for commercial education in the public schools have removed office work from the noncompetitive situation. Com¬ petition has reduced the advantage to the worker, and has emphasized standards. The trend toward standardization on the upper levels of business occupations is creating business professions. Efforts are made con¬ stantly to raise the standards. Public accountants are examined and certified by State boards in every State. Nineteen States license real-estate brokers and real-estate salesmen. Many business men’s organizations cooperate with colleges and universities in establish¬ ing definite curricula for professional training in particular fields. J. H. Willits, in his address before the American Economic Associa¬ tion in 1924, stated that preparation for leadership in the business world was taking on professional characteristics for the following reasons : (1) The recognition that business consists of a body of fact and principle, much of which can be taught; (2) the increasing encouragement of science, the increasing use of the results of science, and the increasing dependence upon the scientific method; and (3) the increasing emphasis upon the goal of service to society under terms formulated by a code of ethics. Standardization has distinct advantages for the worker. To the same extent that there is an element of increased definiteness in the requirements for particular levels in the commercial occupations, the worker will have a better understanding of what he must do for 5 Douglas, Paul H. “ What is happening to the white-collar- job market.’' Report of study conducted at University of Chicago, in System, December, 1926. COMMERCIAL EDUCATION 259 an initial position or promotion. The means of transition to higher levels are clarified and made possible on the basis of certain known bodies of knowledge, skills, and traits. He is in a position to plan his future educational and business career with a minimum of lost time and energy. Those who do not have the ambition and ability to progress to higher levels will not in any sense suffer; in fact, analyses will have been made for them. It is increasingly important that commercial teachers endeavor to retain desirable mobility in commercial occupations and the eco¬ nomic advantage of standardization. However, a balanced and con¬ tinued program of commercial education must be developed to prevent the formation of a static society of office and store workers more or less stratified in distinct levels.6 Definite preparation in the curriculum to meet the standards of business offices is essential for initial employment. Due to the lack of correlation between the specialized office trades and between the levels of particular office occupations, those workers who wish to progress should have the opportunity of continuing their education to meet the standards of higher occupational levels. DEVELOPMENT OF CLOSER COOPERATION BETWEEN EDUCATION AND BUSINESS Much progress has been made in the past two years in developing cooperation between commercial teachers and business men. The present trend is toward developing the marginal responsibilities. The school is broadening its responsibility to include vocational guidance, training, placement, and extension education. Business is giving more attention to selection, training, breaking-in, promo¬ tion, and other personnel problems. Just as commercial education is endeavoring to make closer adjustments of the pupils and stu¬ dents to actual occupational requirements, so business is endeavoring to adjust its personnel most efficiently to the given tasks. Successive analyses of the problems have resulted in a better understanding and have caused educators and business men to realize that they are complementary to one another in the process of vocational-commercial education. The objective of facilitating the transition of the pupil or student from school to his chosen occupation with satisfaction to himself and his employer is worthy of closer cooperation. Some of the outstanding agencies for closer cooperation are the Chamber of Commerce of the United States, American Council on Education, the National Association of Office Managers, American Management Association, National Real Estate Board, National 0 Wiesner, ,T., and Ficek, K., Education for Business in Czechoslovakia. The Journal o t Political Economy, vol. 34, No. 2, pp. 141-180, particularly p. 163, 260 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Retail Dry Goods Association, National Retail Hardware Asso¬ ciation, National Retail Grocers Association, similar organizations, and offices of the Federal Government. The kinds of cooperation have ranged from freer exchange of ideas through conferences and literature, cooperative researches concerning various problems, and cooperative guidance and training programs to actual correction of errors in textbooks. The most recent development of national signifi¬ cance is the plan of cooperation between local chambers of commerce and schools under the joint guidance of the Chamber of Commerce of the United States and the American Council on Education. The National Retail Hardware Association conducted a unique research study to improve the quality of textbooks in commercial arithmetic. In the past many textbooks for this and other commer¬ cial subjects have been prepared by authors whose business experi¬ ence, if any, was not sufficient to enable them to record accurately the practices in business. In spite of this fact, these textbooks have been used as though they were prepared by specialists in particular fields. Considering the educational and vocational importance of accu¬ racy in textbooks, it is essential that the commercial textbooks con¬ form to the customs and practices in business. The study included the examination of 110 arithmetics, and 90 of them contained inaccu¬ rate statements. As a result of the research, 4,560 corrections were made and reported to the 26 publishers of the texts. The responses from the authors and publishers have proved the worthiness of business men’s efforts to put commercial education on a fact basis. There are other interesting examples of cooperation in higher and secondary education. The preparation of appropriate sequences of subjects in real estate by the National Real Estate Board for the universities and the local chapters is an excellent service. Financial assistance in the establishment of chairs, curricula, and research bureaus has been rendered to the universities. The Graduate School of Business, Stanford University, was made possible by financial assistance received from a number of companies operating in the Western States. Additional assistance in the form of scholarships for students who are working on research in particular fields and for an exchange of foreign students in commerce has been announced. Some of the universities have offered short intensive courses in different kinds of business and other types of extension work for business men, and have conducted many research studies of busi¬ ness problems. Many commercial organizations have educational committees to counsel with workers in commercial education. There was a commendable example of cooperation in Boston, Mass., during the past year. The educational directors of department stores arranged for courses in retail selling and store management COMMERCIAL EDUCATION 261 to be given by selected store executives to the teachers of retail selling. The courses were given under the auspices of the Retail Trade Board and were supervised by Boston University for uni¬ versity credit. In this connection, the Federal Board for Vocational Education reports that about 600 department stores are cooperating with schools in the training of sales people. During the biennium, voluntary part-time cooperative training has been urged particularly for commercial pupils who were ap¬ proaching the completion of their courses. In some instances, wide varieties of employment were obtained for the pupils; prior to the biennium the voluntary classes had been limited almost entirely to retail selling. In some instances the pupils received pay for their work, but in others it was believed that greater cooperation could be obtained by not requiring reimbursement. Such items as credit and effect upon the length of time required for graduation have varied. Some of the recent experiments with the voluntary part-time co¬ operative classes for the various groups of secondary commercial pupils have been successful, but others have been found unsatisfac¬ tory and have been discontinued. There is an increased willingness to try out different plans that promise to be improvements over existing types of organization. The present plans, particularly for cooperative training, should be fostered, although some are still in the experimental stages. The possibilities of greater social and economic efficiency, whereby the loss of time and effort and mistakes of unguided learning may be avoided in preparing for business occupations, rest chiefly with the further development of cooperation between business and schools. COMMERCIAL OCCUPATION SURVEYS Recent commercial occupation surveys and researches contributed more than all other factors to the progress of commercial education during the biennium. The facts obtained merely from the surveys have resulted in a better understanding of the needs of those who are preparing for business occupations. These studies have given direction not only to the program of commercial education and training, but to the programs of guidance, placement, follow-up, and extension education. The United States Bureau of Education, the Federal Board for Vocational Education, and other agencies have encouraged these studies. The surveys of the Cleveland Foundation, of the Rochester Cham¬ ber of Commerce, and the junior and senior commercial occupation surveys in a large number of cities removed the vagueness about the distribution of the workers in the various commercial occupations. 262 BIENNIAL SURVEY OF EDUCATION, 192 4-192 6 Facts began to replace opinions regarding the numerical importance of preparation for particular vocations. The concept of the tradi¬ tional curriculum as a complete and satisfactory means of prepara¬ tion for business occupations began to weaken. It was evident that the requirements for these occupations had been changing, but com¬ mercial teachers and administrators had made little effort to revise the commercial courses. An abstract of the 40-page statistical report of the senior com¬ mercial occupation survey conducted in St. Louis, Mo., was reported in the June, 1924, issue of Vocational Education Magazine. The purposes of the study were to' obtain a fact basis for the reorganiza¬ tion of the curriculum by gathering data on the distribution of com¬ mercial workers according to occupations, sex, age, number of years out of school, education in day and evening schools, etc., and to study the correlation between progress in business courses and accom¬ plishments and needs in business occupations. The survey revealed that 66 per cent of the 2,100 commercial workers studied were in occupations not basically stenographic or bookkeeping. The study shows that 5.8 per cent of these workers were bookkeepers and that 10 per cent were stenographers. The need of clerical training courses was strongly emphasized. The survey was supplemented with a study of positions open during the six-months period in that city. The latter study showed that 51 per cent of the help wanted was of sales people. “Fitting the Commercial Course of the High School and Junior College to the Needs of the Community,” published in the May, 1926, Education Research Bulletin by the Board of Education, Pasadena, Calif., is a report of a survey of 4,040 commercial workers in that city. The primary objective of the study was to find out what sub¬ jects should be included in the commercial curriculum and what the content of these subjects should be. The report contains most helpful tables showing certain kinds of data not ordinarily collected in such studies. The sections pertaining to labor turnover in com¬ mercial occupations, to initial and subsequent salaries, to personal qualifications of employees, and to office equipment are of particular interest. In this study 10 per cent of the workers were classified as doing work in bookkeeping and accounting and 11 per cent as doing secretarial work. One of the most valuable reports issued during the biennium was the report of a survey of 8,200 women in clerical and secretarial posi¬ tions in 191 business establishments in Minneapolis, Minn. The study was conducted in 1924, and the report was published in 1925 by the Woman’s Occupational Bureau in that city. A unique feature of this study is that it was sponsored by a group of civic, profes- COMMERCIAL EDUCATION 263 sional, educational, and commercial organizations. The report is filled with data that stimulate thought about many vital problems in commercial education. For example, it revealed that there was a very general indifference on the part of employers regarding experi¬ ence in many types of office work. Most of them felt that a person without extensive experience was as valuable to them as one with experience. More than 58 per cent did not require experience, 31.8 per cent indicated some experience was required, and the remainder required certain minimum amounts of experience. It is important in this connection to know that there was found to be very little actual advancement for office workers except those in executive and secretarial positions. The survey revealed the small amount of effort that is put forth by the public schools to find employment for the drop-outs and graduates. Less than 11 per cent of the commercial workers in that city were placed by the public schools, .and more than 30 per cent were placed by the commercial employment agencies. The divisions of vocational education of the University of Cali¬ fornia and of the State board of education published in 1926 a report entitled “A Study of Vocational Conditions in the City of Fresno.” The report contains a chapter on education and employ¬ ment in business. The purpose of the survey was to find out the amount of employment in commercial occupations, the requirements for the different kinds of positions, opportunities for promotion, the extent to which the present program was meeting the local needs, and to make recommendations accordingly. The findings regarding the clerical, stenographic, and bookkeeping positions are most interesting. For instance, the report shows not only that the pro¬ motional opportunities for men are greater than for women, but that the promotional opportunities are very limited for the latter in some clerical positions. Very few attempts to follow up the drop-outs and graduates from the commercial departments of particular schools were made during the past two years. The two outstanding studies were conducted by the division of research, Board of Education, Cleveland, Ohio, and by Mr. J. T. Giles, State high school supervisor, Department of Public Instruction, Madison, Wis. The latter study of 4,918 graduates from commercial departments of 108 Wisconsin high schools, 1921-1925, indicates that the commercial curricula in Wiscon¬ sin high schools are better adapted to the needs of the girls than of the boys. Seventy-three per cent of the graduates from these cur¬ ricula are girls. Thirty-eight per cent of the girls who graduate hold positions requiring a knowledge of stenography, and only 13 per cent of the boys hold such positions. Of the graduates from high schools employing more than 20 teachers, 9 per cent of the boys and 264 BIENNIAL SURVEY OF EDUCATION, 19 2 4-19 2 6 57 per cent of the girls hold positions requiring knowledge of stenog¬ raphy. The report shows also that the commercial course is better adapted to large schools than to small ones. Forty-five per cent of the graduates of the larger schools hold positions calling for stenog¬ raphy, while in the smaller schools only 16 per cent of the graduates hold such positions. About 20 per cent of the graduates in schools employing less than 20 teachers hold positions requiring a knowledge of bookkeeping, and 84 per cent in the schools employing more than 20 teachers held such positions. Many other surveys have been made and additional ones are in progress. Occupational studies are reported in progress in Eliza¬ beth, N. J. ; Huntington, W. Va.; Grand Rapids, Mich.; Madison, Wis. ; and Allentown, Pa.; and a state- wide study in Connecticut. Related studies, such as office-equipment surveys, indicative of the training needs, have been made in Boston, Mass, ; New Orleans, La. ; Grand Rapids, Mich. ; and Philadelphia, Pa. More than 1,500 busi¬ ness firms cooperated in the office-equipment survey in Philadelphia. Surveys of commercial occupations have been made also for the pur¬ pose of studying remuneration and other factors. The most worthy related studies are “ Clerical Salaries jn the United States, 1926,” published by the National Industrial Conference Board, New York City, and a Salaries of Office Employees in Boston, Mass.,” published by the Massachusetts Department of Labor and Industry in 1925. Undoubtedly some mistakes were made in the occupational studies, but the fact that there is much similarity in the findings of these studies in communities comparable in size and type obligates the acceptance and use of these data until refinements are made. Efforts have been made to refine these data by determining the initial em¬ ployment and promotional opportunities and requirements. Very little has been done, however, toward studying business biographies and job analyses to find out the crucial factors more or less common for promotion, whether pertaining to general education, trait de¬ velopment, or technical education and training. Nevertheless, much credit is due the workers who conducted these and other studies to put commercial education on a fact basis. A NEW CONCEPTION OF OFFICE PRACTICE A great contribution to secondary commercial education is the study of clerical training needs by F. G. Nichols, associate professor of education, and others, at Harvard University, in cooperation with the National Association of Office Managers. A preliminary report of this study was made at the American Vocational Association con¬ vention held at Louisville, Ky., in December, 1926. The purpose of COMMERCIAL EDUCATION 265 the research as stated in the questionnaires distributed late in 1923 and compiled during the biennium was : To determine certain things with reference to general clerical work in the hope that the information obtained may be made the basis of the development of a suitable type of general clerical business training and of vocational guidance that will insure for the more numerous general clerical positions a supply of specifically picked and fundamentally trained workers. It is believed that such a program as is contemplated will work to the mutual advantage of employees and employers, the former securing training for employment and the latter securing better qualified employees. For many years some of the oustanding problems of commercial education have pertained to vocational training of clerical workers. This study of Mr. Nichols, which was based upon reports from 54 office managers and 6,050 clerks, was a comprehensive effort to clarify and solve some of these problems. The authors show that definite preparation for the clerical positions is a vital problem to employers and to a large percentage of the employees; that neither a steno¬ graphic nor bookkeeping training alone is a satisfactory preparation for clerical duties; and that the few courses in office practice in the high schools are totally inadequate to meet the present office require¬ ments. To aid in the organization of clerical courses, the clerical occupations were classified into primary and secondary office trades and general clerical positions. The elaborate data concerning gen¬ eral education, business training, and requirements in these occupa¬ tions develop a new conception of office practice. The report pre¬ sents a fact basis for supplementing the stenographic, bookkeeping, and retail selling curricula with units of clerical training, and for the development of a suitable clerical training curriculum. The sug¬ gested content should result in immediate improvement of commercial education in the regular high schools, part-time schools, and evening schools. By providing for intensive clerical training, more of the pupil’s time can be devoted to general education. Such a program should provide for success in specific occupations and better back¬ ground for promotional opportunities. The report contains 31 clear and convincing conclusions that should challenge commercial teachers to provide for the training of clerical workers, which is a neglected phase of commercial educa¬ tion. Among the significant conclusions are : That closer cooperation between business men and commercial teachers is essential to real progress in the solution of business training problems; that the gen¬ eral clerical training courses should be based on duties performed instead of on pay-roll titles; that specialization in clerical training should be possible if time limitation, individual interest, and local needs make more intensive training desirable; that all or part of a 26G BIENNIAL SURVEY OF EDUCATION, 1924-19 26 secondary school education is desirable for office work ; that training; should be offered in the high schools because business men give pref¬ erence to trained applicants ; that teacher-training institutions should prepare teachers of clerical training; and that additional investiga¬ tions into other clerical training problems should be made. The out¬ standing recommendations for further study pertain to the organiza¬ tion of local surveys to measure the local need for clerical courses and office equipment ; to the duty and trait analyses of clerical work¬ ers for vocational guidance and course of study revision ; to the edu¬ cational and business biographies of clerical workers to determine crucial factors for promotion; to the objectives for the related voca¬ tional commercial subjects and how best to achieve these objectives; and to the present and prospective status of boys in business occupa¬ tions and the best type of training to meet their needs. DEVELOPMENTS IN THE JUNIOR HIGH SCHOOL The outstanding movement in secondary commercial education has been toward scientific curriculum revision. The most encouraging; feature of it is that it requires the making of objective studies which will clarify and harmonize the various points of view. The findings of these studies are gradually becoming the most potent factors in the selection and organization of content on the junior and senior high-school levels. The reorganization of commercial education in the junior high school in accordance with the accepted objectives of the school has been one of the greatest improvements in commercial education. The outstanding features of the new content ordinarily called “ junior business training ” pertain to : General business information and thrift training for all pupils; guidance by means of orientation and try out; appropriate training to meet the needs of those who drop out; and a preview and excellent vocational background for those who pursue the major vocational courses in the senior high school. There are three distinct stages of adapting business education to the junior high school. This development began earlier and has been more rapid in some communities than in others. In the earliest stage, senior high-school subjects were introduced in the junior high school in response to a rather vague desire for some commercial work. These subjects were taught very much as in the senior high school, frequently with the same textbooks, and by senior high-school teach¬ ers. As closer analyses were made, considerable effort was required to effect desirable changes. In the second stage, a variety of subjects persisted. The chief contribution was that the content was more appropriate for the junior high-school level. Much progress was made in deferring the major vocational courses,, COMMERCIAL EDUCATION 267 In the third stage, the need developed for a single course to bring together the various phases of appropriate commercial education on a functional basis. In some places the content is little more than a fusion of penmanship, spelling, and arithmetic under a single title. In other places, these subjects supplement the general business in¬ formation and clerical training. Efforts have been made to coor¬ dinate the content. Formal drill in the tool subjects is replaced by an emphasis on their proper functioning in the new subject. This development was frequently a matter of necessity in the school program. In Philadelphia and a few other cities where the directors of commercial education were in charge of the supervision of pen¬ manship, this program was developed rationally. Objective studies revealed that penmanship, arithmetic, and spelling could be taught efficiently when fused with the new core content. The increased appreciation of the worthiness and appropriateness of junior business training is resulting in a rather general introduc¬ tion of the subject. The emphasis on the different objectives for the course varies in the respective schools. In those instances in which the emphasis is on subsidiary guidance objectives or on general busi¬ ness information that should be common to all pupils, the elementary portion of the subject is frequently required of all pupils in the seventh or eighth grade. In addition to the amount of the subject that may be required of all pupils, many schools offer the advanced portion of the subject as an elective clerical-training course. The tendency is toward increasing the number of semesters of the subject from one and two to three semesters in order to meet the different ob¬ jectives. The time necessary for a universal introduction of the junior business training content has been materially reduced by the excellent contributions of the past two years. An outstanding contribution to commercial education in the junior high schools was a report entitled, “ The Junior Commerce Curricu¬ lum,” by a committee of the Department of Superintendence of the National Education Association. This report was published in the 1926 yearbook of that organization. It contains most worthy state¬ ments of objectives and suggestions for improvement on this level. Other leading contributions of the past two years are : “ Course of Study in Junior Business Training,” published by the Board of Public Education, Philadelphia, Pa., in 1925 ; “ Commercial Educa¬ tion, Course of Study for Junior and Senior High Schools,” Depart¬ ment of Education, Baltimore, Md., 1925 ; “ Commercial Course of Study for Grades 8 and 9,” St. Louis Board of Education, St. Louis, Mo., 1925; “Commercial Studies” (Course of Study Monograph, No. 28), Board of Education, Los Angeles, Calif.; “ Commercial Edu¬ cation in the Junior High School,” James M. Glass, in the November, 268 BIENNIAL SURVEY OF EDUCATION, 1924-192 6 1926, issue of the Balance Sheet; “ Commerce for Grades 7, 8, and 9 ” (Course of Study Monograph, No. 6), Board of Education, Denver, Colo., 1924; “ Syllabus in Commercial Subjects,” State Department of Education, Albany, N. Y. ; and “Vocational Guidance and Junior Placement,” Department of Labor, Children’s Bureau, Washing¬ ton, D. C. PROGRESS IN SENIOR HIGH SCHOOLS More progress was made in applying the findings of research and in conducting additional investigations to improve the organization and instruction in commercial subjects in the high schools than in any similar period. The traditional concept that courses in stenog¬ raphy and bookkeeping were the only complete and satisfactory means of preparing for office and store occupations was replaced with an increased eagerness on the part of commercial teachers and administrators to obtain a better understanding of and to prepare pupils for the requirements of local business occupations. Occupa¬ tional surveys have emphasized the fact that the immediate bases of commercial education pertain to the adjustment of the pupils to their initial and subsequent occupations. The literature that appeared during the biennium made the vocational objectives clearer and showed the necessity of a balanced and continuous program of com¬ mercial education. Distinctions between the junior and senior com¬ mercial occupations, and the replacement of senior vocational courses with junior business training on the junior high school level, have facilitated the development of more appropriate commercial courses in the high schools. Heretofore there has been a tendency to imitate in the small high school the program of commercial education in the larger communi¬ ties. Many leaders have urged that commercial teachers in the small communities determine the requirements of local business positions open to the high-school pupils and study the need of bookkeeping for farmers and the economic and business factors for good citizen¬ ship in the rural communities. Investigations of the problem of commercial education in the small communities have been made in Wisconsin, Illinois, Indiana, and Iowa, and are under way in other States. A session of the National Association of High School In¬ spectors of the National Education Association meeting held in Washington, D. C., in 1926, was devoted to this topic. Attention was given to this problem also at the research conferences on commer¬ cial education called by the State University of Iowa and to some extent in other recent conferences. An interesting feature of the course of study bulletin issued in 1925 by the State Department of Free Schools, West Virginia, was the endeavor to set up specific commercial subjects for schools in communities of various sizes. COMMERCIAL EDUCATION 269 "Worthy attempts have been made in a few cities to introduce clerical training and machine-operating courses to prepare pupils for a wider scope of vocational opportunities. Outstanding examples are those courses organized at Philadelphia, Pa., Boston, Mass., and New Orleans, La. In the orientation courses organized in Phila¬ delphia in 1925 each pupil is assigned job sheets for a few recitation periods at each of the office appliances. Pupils may specialize on some office appliance in the evening school. As a result of a survey conducted by the office equipment survey group of the Boys’ High School, New Orleans, La., equipment was obtained for the office practice courses. Other surveys completed during the biennium and in jDrogress will probably speed up this development. Although the city school systems have been slow in the past in introducing practical courses in retail selling, much progress was made during the biennium. The number of cities offering instruc¬ tion in salesmanship to regular day-school, evening-school and part- time pupils has greatly increased. The most encouraging develop¬ ments are found in the large cities, particularly in New York, Bos¬ ton, and Los Angeles. Philadelphia, Pa., and Washington, D. C., recently organized such courses. The Chamber of Commerce of the United States, the American Management Association, the National Retail Dry Goods Association, local merchants’ organizations, the Bureau of Education, and the Federal Board for Vocational Educa¬ tion have been active in promoting these courses. In this connec¬ tion, the New York University school of retailing is conducting, in cooperation with local merchants, an investigation which has as its objective the analysis of retail-store positions open to high-school graduates to determine the educational content available for class instruction and the pedagogical organization of the material for teaching purposes. The following shows the present status of salesmanship courses in Boston, Mass., and is quoted from the 1926 annual report of the superintendent of schools of that city : The merchandising classes conducted in the Boston schools have always included practical experiences in the mercantile establishments. At least 15 days must be spent in actual work. This may be done on Saturdays, every day for one, two, or three weeks before Christmas, and possibly a week at Easter. The pupils are paid for this work, and many earn individual totals of $200 or $300 in this way. There are nearly 1,500 pupils, boys and girls, enrolled in these courses, and there are 15 full-time teachers giving instruction. After the pupil has left school, the follow-up work is done by the vocational guidance department, and we find that a large per cent remain in the line of work for which they are trained. Although the development of retail-selling courses in Boston has far surpassed that of most cities, the commercial coordinator in that 270 BIENNIAL SURVEY OF EDUCATION, 1924-192 6 city reports that only half as many of the 1926 high-school graduates are trained in salesmanship as are trained in stenography, and that there are twice as many retail-selling positions as there are steno¬ graphic positions in Boston. There has been more activity in course of study revision for com¬ mercial subjects in the past two years than in any similar period. In comparatively few instances, however, have there been concerted efforts toward compiling and studying researches, surveys, and in¬ vestigations that have been made in order to make maximum contri¬ butions in the selection and organization of the content and methods of instruction. The State Department of Public Instruction in New York, and the local boards of education in Baltimore, Denver, Los Angeles, Cleveland, and St. Louis have made most worthy contribu¬ tions. Many cities, including Chicago, Ill., San Francisco, and Oakland, Calif., and Grand Rapids, Mich., and the State of Wy¬ oming are revising their commercial courses. State- wide studies of commercial education have been or are being made in Connecticut, Texas, Oklahoma, Kansas, Nebraska, and Vermont which will un¬ doubtedly lead toward further revision. Surveys of commercial edu¬ cation were made also in Reading, Pa., and Racine, Wis. An interesting feature of Standards for Graded Elementary and High Schools, which was issued in August, 1925, by the commissioner of education of Minnesota, was the prescription regarding vocational, commercial, and academic credits. It prescribed that, of the 16 credits necessary for the high-school diploma, a maximmn of 3 in commercial subjects would be permitted. Representations were made to the State department that this limitation would prevent the schools in the larger cities from adequately preparing the pupils for office and store positions. The original limitation has been rescinded, and the pupils are now permitted to present 5 commercial credits to apply on the 16 necessary for the high-school diploma. The most encouraging developments for immediate improvement of instruction have been the job analyses, researches in methods of instruction, and the development of tests. The job analyses and trait studies are necessary for intelligent vocational guidance and for the construction of achievement tests based upon office standards. Some of the recent contributions are: Various vocabulary studies and their application to the training of stenographers; analyses of stroke sequences in typewriting; “A method of teaching typewriting based on scientific analysis of experts,” by J. C. Coover, in Addresses and Proceedings of the National Education Association, 1924; “ Pupil activity curriculum in stenography,” Educational Research Bulletin, April, 1926, College of Education, University of Minne¬ sota, Minneapolis, Minn. ; “ Typewriting survey,” Board of Educa¬ tion, St. Louis, Mo. ; “ Job analysis in bookkeeping,” Lloyd L. Jones, COMMERCIAL EDUCATION 271 in Research Studies in Commercial Education, University of Iowa, Iowa City, Iowa; “Analysis of secretarial duties and traits,” W. W. Charters and J. B. Whitley, Williams and Wilkins, Baltimore, Md. ; “Bookkeeping and the high-school curriculum,” Benjamin Strumph, New York University; “Handwriting survey to determine finishing standards for the Philadelphia public schools,” John G. Kirk, March- April, 1926, issue of the Journal of Educational Research; and the report of a survey in selected high schools to ascertain average transcription ability of pupils, by Clay D. Slinker, in the June, 1926, issue of the American Shorthand Teacher. STATUS OF SUPERVISION The lack of an adequate number of city and State directors or supervisors of commercial education is the greatest hindrance at present to the development of coordinated programs in the secondary schools, universities, and teacher-training institutions. The necessity for able leaders primarily interested in this field is obvious. The number of pupils enrolled in the commercial curricula exceeds the number in any other curriculum except college preparatory. The enrollment in the public high schools by courses of study, 1923-24, reveals that the enrollment in the commercial courses exceeds the combined enrollment in all the following courses: Agricultural, home economics, industrial or trade training, and technical or man¬ ual training. Nevertheless, there is a larger number of supervisors in each of these fields than in commercial education. New York is the only State employing a supervisor of commercial education. Twenty-one cities in 18 States employ city supervisors in this field. Some of these supervisors have classroom, general ad¬ ministrative, or penmanship responsibilities to such an extent that they have little time for improvement of this phase of education. Leadership has been developing also in the commercial-teacher¬ training institutions, in the 18 high schools of commerce, in com¬ mercial teachers’ organizations, in schools of commerce and educa¬ tion, and in cooperative endeavors with business organizations. In many States the commercial-teacher-training institutions and com¬ mercial teachers’ organizations have assumed the responsibility for making state- wide investigations for the improvement of commercial education. During the past two years there has been very little increase in the number of supervisors for commercial education in the United States. The position in the State Department of Public Instruction in Pennsylvania has not been filled. In the State of New York and in the city of Chicago the supervisory positions were vacated, and new appointments were made. Supervisors have been appointed in Oakland, Calif., Rochester, N. Y., St. Louis, Mo., and Miami, Fla. 272 BIENNIAL SURVEY OF EDUCATION, 1924-192 6 The director of commercial education in Philadelphia, Pa., added to his staff a supervisor of commercial education in the junior high schools. In Boston, Mass., a commercial coordinator was appointed. Kecent legislation in California makes possible the appointment of a supervisor of commercial education in the department of public in¬ struction of that State. The reports on the progress of commercial education in the cities and the one State having directors of commercial education are suf¬ ficient evidence of what can be accomplished with leadership pri¬ marily interested in this field. Undoubtedly, adequate supervision of this important phase of education would be an economy. The most comprehensive reports on the achievements in any. city were made by the division of commercial education in Philadelphia, Pa., for the years 1925 and 1926. Local developments have been outlined in the annual reports of superintendents in the cities of New York, N. Y. ; Chicago, Ill. ; and Baltimore, Md. ; and in the State of New York. CONTESTS IN COMMERCIAL SUBJECTS The renewed interest manifested in sectional and State contests in commercial subjects is a phase of the increased interest in the general testing program. The outstanding developments have been a more general participation, an increase in the number of subjects in the contests, a tendency toward standardization and refinement of test material, and greater uniformity in rules governing the contests. Frank disapproval has been made of some of the objectives and the organization of the contests. At the same time efforts have been made to replace the emphasis on contests with an increased emphasis on various measuring devices for the improvement of instruction. The teaching device that emphasizes the participation of all pupils pursuing a subject is more beneficial in many ways than the plan of grooming a few students for a contest to the detriment perhaps of others. The criterion for judging the stimulating effect of contests is the increase or decrease in the teaching efficiency as indicated by the accomplishments of all pupils in the classes. In order to achieve this broader and basic objective, the contests must motivate the teachers to study the efficiency of their methods of instruction and the use of prognostic, diagnostic, and achievement tests. The tendency is toward standardization nationally of the contest material and rules. The typewriting tests have been the first to approach standardization. Almost without exception they are con¬ ducted in accordance with the international rules and with uniform, standard material furnished by the typewriter companies. Improve¬ ment can be made in the selection of content, rules for eligibility COMMERCIAL EDUCATION 273 to graded contests, and the selection of dates for sectional, State, and National contests. Elforts were made to standardize the short¬ hand contests in 1926 by the free distribution of printed standard tests, together with a copy of the National Shorthand Reporters’ Association rules for grading transcripts. The outstanding possi¬ bilities for improvement of the shorthand contests, in addition to those mentioned for typewriting, pertain to the length of the tests and the system of marking and grading. The vocabularies for the shorthand and typewriting contests should be based upon scientific vocabulary studies in business, and the subject matter should pertain to business. Definite plans have been announced in the December, 1926, issue of the American Shorthand Teacher for the standardiza¬ tion of shorthand contests in 1927. The 1925 and 1926 bulletins on contests in commercial subjects published by the Colorado State Teachers College, Greeley, Colo., and the State Normal School, Whitewater, Wis., will be of interest. Contributions have been made by Paul Carlson, State Normal School, Whitewater, Wis., by the preparation of bookkeeping tests. With the inclusion of bookkeeping and other subjects in the con¬ tests, the basis for this contest material should be actual job analyses. The problems of bookkeeping and clerical content are modified by different approaches to the subject and by city and State syllabi designed to meet local needs. Assistance in solving these problems should be found in such studies as those conducted by the bookkeep¬ ing committee in Cleveland, Ohio ; the cooperative endeavor between Harvard University and the National Association of Office Man¬ agers; and by Benjamin Strumph, New York University. The preparation of the contest material presents an opportunity for cooperation with such organizations as the American Management Association, the National Association of Office Managers, or one of the societies of accountants. COMMERCIAL EDUCATION CONFERENCES The conferences of the past two years have been devoted very largely to reports of investigations, experiments, and research in commercial education. The national and regional associations, as well as a larger number of the sections of the State teachers’ associa¬ tions, have found it necessary to offer more worthy programs seeking improvement in organization and methods of instruction. The in¬ terest and attendance have materially increased. Appreciation of the value of the programs is evidenced by the demand for published copies of the addresses. Outstanding contributions to the literature in the field are found in the published reports of Eastern Com¬ mercial Teachers’ Association, the department of business education 274 BIENNIAL SURVEY OF EDUCATION, 192 4-19 2 6 of the National Education Association, and the commercial educa¬ tion sections of such conferences as those held under the auspices of the larger universities. In some States, which had been holding sectional teachers’ meet¬ ings, efforts have been made recently to organize the commercial teachers within the respective States into one association. Under this plan one annual meeting, instead of a number of sectional conferences, would be held. The commercial teachers of Kansas have adopted this plan. Similar action is contemplated in Ohio, New York, and other States. One factor in this development has been the desire to or¬ ganize the commercial teachers of the respective States into groups for affiliation with the new national organization of vocational teach¬ ers, the American Vocational Association. The most significant feature of the joint convention of the Voca¬ tional Education Association of the Middle West and the Western Arts Association at Des Moines, Iowa, in March, 1925, was the adop¬ tion of the new constitution merging the former association into the American Vocational Association. The commercial education pro¬ gram at the 1926 meeting of the American Vocational Association was an excellent one, devoted to retail selling and the report of the recent research study by F. G. Nichols and others. The University of Iowa held its first conference devoted exclu¬ sively to research in commercial education at Iowa City, Iowa, March, 1926. The purpose of this conference is thus stated in the published report: It is hoped that from these conferences there will be developed to a greater extent than existed before a feeling of the need for research, a willingness to foster it, and a desire to participate in it — all to the end that training for the essential business activities of everyday life and training for business occupations may steadily be improved. The addresses and proceedings were published by the university as an extension bulletin. Arrangements have been made for a similar conference in 1927. The meetings of the department of business education of the Na¬ tional Education Association held in Indianapolis, Ind., in 1925, were devoted to discussion of the coordination of business education with vocational opportunities. The 1926 meeting, held in Philadel¬ phia, Pa., was devoted to the significance of recent researches for the organization of commercial education and improvement of methods of instruction. Places on the program were restricted to those who had conducted worthy researches or studies. At the 1926 meetings of the Southern Commercial Teachers As¬ sociation and the National Commercial Teachers Federation, re¬ search committees were appointed. The latter association has offered COMMERCIAL EDUCATION 275 a prize for the best research report. The Eastern Commercial Teachers Association also had a research committee during the bi¬ ennium. This association is planning to issue a series of three year¬ books. A unique service of the New England High School Teachers’ Organization is that it distributes annually to its members a report on new books of interest to commercial teachers. Similar services •were proposed at the 1925 meeting of the Southern Commercial Teachers Association. The latter association considered establishing permanent headquarters and employing a full-time secretary to assist and advise with its membership. The North California Com¬ mercial Teachers Association appointed a committee in 1926 to inves¬ tigate the possibility of appointment of a supervisor of commercial education for that State. The first general meeting of the Inter¬ national Association for Commercial Education was held in Zurich, Switzerland, on September 25, 1926. The objectives of this new association will be to work for the promotion of commercial educa¬ tion in all countries by the following means : Establishing closer ties between the various national associations for com¬ mercial teaching, commercial schools, chambers of commerce, private and pub¬ lic institutions, firms, companies, corporations, and educational authorities; organizing international congresses ; organizing international courses for com¬ mercial expansion and for the study of languages ; discussion of questions of general interest and their relations to commercial education ; organization of a central office of information on questions of commercial education ; issuing of a review and other publications dealing with commercial education ; contributing to newspapers articles and reports on the progress of commercial education in various countries ; organizing and encouraging excursions and stays abroad for the study of economic conditions and commercial education in other coun¬ tries ; collaboration with other associations and public institutions for the promotion of commercial and technical education and the study of languages. TENDENCIES IN COMMERCIAL-TEACHER TRAINING There has been a general awakening in the past two years regard¬ ing the importance of commercial-teacher training. The leaders have urged that the key to the improvement of commercial educa¬ tion on a long-term basis is a better program for commercial-teacher training and certification. The State departments of education and the larger universities have taken a greater interest in the prepara¬ tion of commercial teachers, and a number of investigations have been made to show the present status of commercial-teacher training. Recent developments in commercial education of the secondary schools have emphasized the urgent need for improvements in teacher training to keep pace with and make possible further prog¬ ress in development of local programs. This has been particularly evident in the difficulty of obtaining teachers for the introduction of new courses, such as junior business training, clerical training, 27G BIENNIAL STJKVEY OE EDUCATION, 19 24-192 6 machine operating, and retail selling. Inadequate preparation of commercial teachers is the chief reason for the failure to apply with dispatch the clear and convincing findings of research. As the statistical data are accumulated indicating what is wanted from commercial education, the teacher-training curriculum should be revised accordingly. Passive tolerance is replaced by the desire to make possible closer adjustments to immediate needs and to perma¬ nent progress by providing for a constant and adequate flow into the profession of well-prepared commercial teachers, research work¬ ers, and leaders. A stimulating factor for the improvement of the commercial- teacher-training program is the increased interest in it manifested by the larger colleges and universities. Some encouraging develop¬ ments have been made at New York University, Harvard University, Columbia University, University of Chicago, University of Iowa, University of Michigan, and many of the leading normal schools. Although the universities generally have been slow to provide for this need, many of them are interested in establishing four-year curricula from which recognized degrees may be obtained. Some universities recently entering the field have instituted programs of research. Their facilities for graduate study in the problems of commercial education are utilized more than ever before. In fact, the university as an educational center, with its possibilities for general as well as the necessary specific content and methods courses, is becoming more popular. Concentration of commercial teacher training in the larger universities of the various States is a possibility. During the past two years many studies of the present status and needs for commercial-teacher training have been completed and others have been started. An investigation of the needs for com¬ mercial teacher training in New Jersey was made by the Bureau of Education in connection with a survey of Butgers University in 1926. The report of the study by Miss Elizabeth Briggs, Teachers College, Columbia University, New York, appeared in the October and November (1926) issues of the Journal of Commercial Educa¬ tion. B. G. Walters, Grove City College, Grove City, Pa., conducted a study in that State, which is reported in the December (1926) issue of the same magazine. The latter reveals that more than half of the commercial teachers of that State were assigned to teach subjects concerning which they had no experience. P. O. Selby, State Teachers College, Kirksville, Mo., reported a study entitled, “ Preparation of Commerce Teachers for Missouri High Schools.” John W. Edgemond, director of commercial subjects, Oakland, Calif.; A. E. Bullock, director of commercial education, Los Angeles? COMMERCIAL EDUCATION 277 Calif. ; and others conducted a study of commercial-teacher training in that State. A report of this study was made by the former at a • conference called by the State superintendent of public instruction for the heads of teacher-training institutions and deans of the uni¬ versities. Other studies were made in Oklahoma and Texas. The following is quoted from a study of the comparative status of commercial and other teachers in selected counties in New Jersey, by Paul S. Lomax, New York University: Two things at least seem inevitable in the educational preparation of com¬ mercial teachers : First, such teachers must be as well equipped as English, mathematics, and science teachers, which means at least four-year college graduation ; and, second, the preparation of commercial teachers will tend more and more to take place in an educational center which has an acceptable college of arts and science, college of commerce, and college of education, or equivalent facilities. The normal school is usually as inadequate to prepare high-school commercial teachers as it is to prepare high-school English, mathe¬ matics, and science teachers. The private business school is likewise inade¬ quate to perform such a service. Both these educational institutions have played a most important part in the development of commercial education, for which all commercial teachers should feel most grateful ; but, as four-year college preparation is increasingly demanded of commercial teachers, the normal school and private business school will inevitably become less and less an important factor. E. G. Blackstone, University of Iowa, conducted a study of com¬ mercial teacher training in 59 institutions. The report was pub¬ lished under date of February 1, 1926, in University of Iowa Exten¬ sion Bulletin No. 141. The following criticisms of commercial teacher training are quoted from the report: Lack of practice-teaching facilities ; lack of competent college instructors ; lack of definite objectives in the planning of teacher-training courses ; lack of coordination between high schools and colleges ; too much emphasis on methods and too little emphasis on subject matter ; too much time devoted to teaching subjects such as shorthand ; too low standards for graduation ; too little attention given to specialization and too much to trying to make all-round com¬ mercial teachers ; too great a tendency to feel that the student is prepared to teach when he has had subject-matter courses but no pedagogy or psychology ; granting credit for such subjects as penmanship and spelling. As a result of the kind of studies mentioned above, many of the States are increasing the lengtti of the training courses. Efforts have been made recently in Pennsylvania, Ohio Indiana, New York, and Colorado to raise the standards for certification of commercial teachers. Following the enactment of the certification law of 1923 in Colorado, the department of public instruction, in cooperation with a committee for commercial education, established higher requirements for the certification of commercial teachers in that State. 278 ' BIENNIAL SURVEY OF EDUCATION, 1924-1926 Recommendations of the revision committee for an upgrading of the requirements for the certification of commercial teachers of the State of New York, published in the 1925 report of the State de- « partment of education, are in part as follows : There should be a decided upgrading in the certification requirements for commercial teachers. * * * Not later than August 1, 1927, special cer¬ tificates in commercial branches should be denied to those who are not gradu¬ ates of a commercial-teacher-training department of a recognized three-year normal school or college or who have not had a satisfactory equivalent train¬ ing. * * * No complete private registered business-school commercial- teapher-training curriculum should be approved unless such curriculum is given in a separate commercial-teacher-training department and only high- school graduates are accepted for it. The emphasis on the vocational aspects of commercial education has developed a tendency toward requiring actual business experi¬ ence of prospective commercial teachers. There is no doubt that such a requirement would be a tremendous factor in the immediate improvement of preparation for business. No other single develop¬ ment could be more beneficial toward obtaining appropriate content, motivation in methods, an appreciation of office standards, and ulti¬ mate efficiency of the worker. No teacher can be expected to do the best teaching of a particular skill or activity who has no experience in that activity other than that which was gained in a classroom and perhaps only in the lower semesters of the subject. Six months of business experience are required of all commercial teachers for cer¬ tification in Pennsylvania except for those obtaining a partial cer¬ tificate. Ohio requires eight hours’ work a week for one semester. Ten cities are endeavoring to hold to the requirement of business ex¬ perience. Some give bonuses, such as higher classifications on the salary schedules. Some of the normal schools are endeavoring to require successful teaching experience before granting the diploma to commercial teachers. The advantages are so obvious that the trend toward requiring actual business experience will undoubtedly continue. A noteworthy event in the improvement of commercial-teacher¬ training programs on a nation-wide basis was the organization of the National Commercial-Teacher-'ftaining Association at a recent conference on research in commercial education called by the Uni¬ versity of Iowa. The purposes of the association as stated in the constitution are: To improve the program for training of teachers of commercial subjects; to elevate the standards for the certification of teachers of commercial subjects; to promote research in commercial education ; and to develop a proper recog¬ nition amongst school men of the significance of commercial education. COMMERCIAL EDUCATION 279 Eligibility for membership is limited to those institutions which are recognized by the major secondary and collegiate accrediting as¬ sociations. Considering the present lack of uniformity and the lack of commercial teacher training and certification programs based upon actual needs, the National Comercial-Teacher-Training Association has excellent opportunities. THE PRIVATE BUSINESS SCHOOLS There has been a tendency during the past two years for many of the private business schools, particularly the larger ones, to seek in¬ dependently and by groups the approval of State departments of public instruction, State teachers colleges, legislatures, and accredit¬ ing agencies. Many of them have been permitted to grant degrees. It is interesting to note in this connection that the largest number of these schools are found in States in which they are permitted to grant degrees, are recognized as commercial-teacher-training insti¬ tutions, or have their work approved by the State departments for credit toward a high-school diploma. There is a definite tendency in these schools to establish at least a department or curriculum that has some approval or recognition by the State or accrediting agencies in order that the work will have a definite relationship to that of other institutions. Inasmuch as closer adjustments to the needs are made in the public secondary schools, and inasmuch as few higher institutions offer technical training during the first two years, many of these schools are adjusting themselves to this gap or break in public education for business. This tendency will undoubtedly continue among the larger schools pending further development of the junior college and tech¬ nical courses in the first and second years of the college curriculum. Many of the better schools are now offering courses of two or more 3^ears in length in which business subjects are taught intensively. That there is a demand for this kind of intensified effort is definitely established by the generous patronage accorded to such schools. Other schools, not so well equipped but maintaining some classes for high-school graduates, have endeavored to follow in the wake of those that aspire to collegiate standing. In this connection many of these schools have dropped the words “ business ” and “ commercial ” from their titles. There is a tendency also to adopt such titles as “ college,” “ university,” “ school of commerce,” and “ college of com¬ merce.” It is doubtful, however, if the rank and file of these schools will immediately follow this lead. B. F. Williams, president of the National Association of Accredited Commercial Schools, reports: Among the most recent achievements is the effort toward cooperation which has been made by various organizations. Through the efforts of these organiza- 2S0 BIENNIAL SUBVEY OF EDUCATION, 1924-192 6 tions many bad practices have been eliminated, standards of achievement have been raised, and physical betterment has been secured. While this struggle on the part of the private business schools has been voluntary, it has been none the less effective. There are now five accrediting associations among the private busi¬ ness schools. During the biennium, the Southern Accredited Busi¬ ness College Association was organized. In July, 1926, the Better Business Bureau of the Associated Adver¬ tising Clubs of the World called a meeting for the regulation of the advertising of correspondence and private business schools. The official organ of the National Association of Accredited Commercial Schools reports: The fundamental purpose of the conference was to make school advertising more effective by making it more believable. Obviously, any school advertis¬ ing that smacks of exaggeration or any other type of misrepresentation brings discredit upon all school advertising and decreases the value of every dollar so spent. HIGHER EDUCATION FOR BUSINESS The commerce curricula in the universities have been developed ordinarily by the gradual addition of new courses, instead of by careful planning as was done at the University of Chicago and in a few other institutions. As a result, the schools of business present an extremely varied pattern in the make-up of their curricula. Urban universities ordinarily set up objectives to meet the peculiar needs of their immediate communities, whereas the outlying institu¬ tions have adhered to a general, broad basis. In the endeavor to meet the respective objectives, some schools have subordinated and others emphasized technique. So long as business was defined as a pecuniary system, forms, processes, and methods were emphasized. When, however, the newer concept gained dominance that business was an evaluating process, the elements of administration and management were stressed and the educational objectives were focused on business judgment. The deans and instructors in the schools of commerce have devoted much attention in the past two years to the objectives, organization, and content of higher education for business. A number of surveys and investigations were completed and others were undertaken to obtain more facts about the actual needs of business. A study of the occupational histories of 2,100 graduates of eight representative schools of business was conducted by the American Management As¬ sociation in 1924. Dr. C. S. Yoakum, of the University of Michigan, is studying the business biographies of accounting students. The bureau of business research at the same institution is cooperating in the survey of the occupations of 50,000 business and professional COMMERCIAL EDUCATION 281 women. An accumulation of such studies should harmonize the present narrow technical and broader educational objectives. An outstanding contribution of the past two years which pertained to the objectives, principles, and organization of an ideal school of com¬ merce, was “ The collegiate school of business at Erehwon,” prepared by Dr. L. C. Marshall and published in the June, 1926, issue of the Journal of Political Economy. Other contributions to higher educa¬ tion and business were published in the various issues of this journal in 1925 and 1926. During the past two years much progress was made in providing better facilities. Many buildings have been erected for schools of commerce, including those at New York University, Northwestern University, and University of Illinois. Schools of commerce were organized at a number of the universities, including the following: State universities of Arkansas, Florida, Idaho, Kansas, Kentucky, Michigan, and Wisconsin, and Stanford University. A four-year college of commerce was organized at the University of Southern California to replace the former two-year school of . commerce. Beginning in the fall of 1926, the school of commerce at New York University has required four instead of three years for the degree of bachelor of commercial science. Arrangements have been made for the school of business administration at the University of Mary¬ land to be taken over by the Johns Hopkins University, and the Johns Plopkins evening courses have been extended to offer as wide a range of business subjects as has been offered by the University of Maryland. The Lincoln and Lee University, of Kansas City, Mo., is organizing a school of commerce. New developments are under way in many other institutions. The development of graduate courses and research in these schools has been prominent. There is an increase in the number of graduate courses offered. Stanford University, in October, 1925, opened the first graduate school of business in the West. It is the only graduate school of business which has been set up in a university which had no definite organized instruction in business. Some of the schools of commerce, including those in Indiana University and the University of Michigan, organized bureaus of business research. The number of research projects completed and in progress has increased rapidly. In this connection the American Association of Collegiate Schools of Business at the 1925 meeting held in Columbus, Ohio, authorized the appointment of a permanent committee on research with the fol¬ lowing functions: (1) The assembling and disseminating of information regarding the research projects completed, in progress, and definitely undertaken by the research agen¬ cies represented in the association. 282 BIENNIAL SURVEY OF EDUCATION, 1924-192 6 (2) The exerting of such influence as may appear proper and feasible to see that the result of research as procured by members of the association shall be comparable from one project to another. (3) The dissemination of information regarding research methods, so that the membership of the association may be kept informed of any improvements or any particular experience which has proved especially valuable. Among- the schools organizing departments of commerce extension in 1925 were the University of North Carolina and Ohio State Uni¬ versity. The program at the latter is in striking contrast to that which has characterized the extension courses in commerce of most of the State universities: First, ,it is regarded as part of a broad educational policy closely integrated with the residence program of undergraduate training; and, second, it is limiting its offerings to courses that are distinctively of university grade, no effort being made to feature courses of instruction that are either of a secondary or popular nature. The department of commerce extension is one of the agencies of the college of commerce and administration to maintain close coordination of the work of the resident departments and the bureau of business research with the business interests of the State. In addition to the regular conferences on higher education for business held by the American Association of Collegiate Schools of Business, other conferences made worthy contributions and developed closer cooperation between business men and the schools of business. The conference at the University of Illinois was held in connection with the dedication of the new commerce building in 1926. The proceedings of the conference on personnel administration in college curricula, held under the auspices of the American Management As¬ sociation, contained a survey of college courses in personnel adminis¬ tration and were published by the association in 1925. A three-day conference at Stanford University in 1926 was devoted to the discus¬ sion of the status of business education and problems facing the new graduate school. The underlying purposes of the conference as reported in the proceedings published by the university were : To advance the standards of university education for business through thoughtful discussion. To direct discriminating thought to some of the problems of business educa¬ tion, especially with respect to purposes, content, and methods of a graduate course in business. To bring the graduate school of business at Stanford to the attention of educational and business leaders in the West in such a way as to promote fruitful cooperation. Bureau of Education Bulletin, 1926, No. 11, contains a report on the residence and migration of university students of business. A resume is given of the* number of business students residing in each COMMERCIAL EDUCATION State compared with the number of business students who are enrolled in colleges and universities in each State. Montana has the largest and Kentucky the smallest number of business students residing in the State in proportion to the population. New York has more than twice as many residents pursuing courses of study in commerce as has the next highest State, and Nevada has the smallest number. In seven States 90 per cent or more of the residents who are enrolled in business curricula are in institutions located in their respective home States. Ten States in the Union, including New Jersey, were reported as not providing curricula in commerce and business in 1922-23. The Bureau of Education survey of Rutgers University, New Jersey, made in 1926, recommended the development of business curricula in that institution. CONCLUSION The most encouraging general development in commercial edu¬ cation during the biennium is the increased interest manifested by the people, educators, and business men. An outcome of this increased interest is the tendency toward scientific curriculum revision. The various researches and the different points of view represented by these groups are making the objectives clearer and more definite. With the development of greater emphasis on the vocational objectives of commercial subjects, there is an increased demand for a balanced commercial curriculum which will prepare adequately for the variety of activities of life. Slowly but gradually efforts have been made toward cultivating a full appreciation of the potential contribution of commercial education to good citizenship. The clear and convincing findings of researches and investigations are contributing a fact basis for this phase of education. They are revealing the urgent need of preparation, not only for a wider scope of business occupations, particularly in selling and clerical work, but for a larger number of occupational levels. Corresponding to the resultant stress that is laid on the importance of preparation for initial vocational opportunities on the various occupational levels, there is developing a most worthy program of continuous education for business to meet the specific needs of those who seek the higher occupational levels. It is becoming more evident that, as one enters and progresses in his business career, additional education is vital to more effective service in the vocational and other phases of life. Although various types of extension and part-time education made much progress in the past two years, these services are worthy of further immediate development. CHAPTER X PUBLIC EDUCATION OF ADULTS . By L. R. Alderman Specialist in Adult Education The term “ adult education ” has come into general use during the past few years partly because of the wide use of the term in Europe, where large numbers of mature people are continuing their educa¬ tion. But perhaps the term has come into general use in this coun¬ try more on account of the fact that the words “ adult education ” have been substituted for the word “Americanization.” Since some¬ time previous to the World War, so-called Americanization classes have been held for aliens who desired to become citizens. To these classes came also native-born citizens that they might learn to read and write the English language. It was most evident that the term “ Americanization classes ” was not a suitable name for classes or schools to which native-born citizens came that they might become literate in their native language. Adult schools and adult educa¬ tion thus came into general use. The word “ Americanization ” could not be applied to more than 13,700,000 foreign-born residents. The term “ adult education ” may have application to ail adults. For the purpose of this report, adult education is assumed to have the following characteristics: (1) It is carried on voluntarily and during the leisure time of a mature individual; (2) the study is seriously undertaken and is pursued under guidance. During the past biennium there has been much activity in the field of adult education. The idea is slowly developing that the normal individual should continue to make mental adjustments so long as he lives. Education is attained through a successful effort to make proper adjustments to environment. In our day environment is so many-sided, so rich, and so diverse that no one individual can be said to be completely adjusted to it. We have as contributing factors to our environment all that has been preserved from the past, as well as what is happening now. Our marvelous improvement in travel and communication has added greatly to the individual’s environment. So much activity in the field of adult education was sure to result in National and State organizations. In May, 1924, the United States Commissioner of Education, Dr. John J. Tigert, called a national conference on home education, which met in Minneapolis, Minn. At 17836°— 28- - 19 285 286 BIENNIAL SURVEY OE EDUCATION, 1924-1926 this conference 33 States were represented by librarians, members of State parent-teacher associations, and university extension officials. The object of the conference was to promote home reading. A com¬ mittee of seven was appointed at the close of the conference to formu¬ late plans to promote reading in the home. This committee has held two meetings and has recommended that State committees be set up for the promotion of home reading. In a number of States com¬ mittees are at work on this project. In 1924 the department of immigrant education of the National Education Association was changed to the department of adult edu¬ cation. This department has grown in numbers and has now on its list of members the workers in the field of adult elementary education in many States. During 1925-26 regional meetings were held to determine what support there would be for a national organization to promote adult education. In 1926 the American Association for Adult Education was formed. The association has a paid staff with headquarters at No. 41 East Forty-second Street, New York City, and funds are available for the prosecution of the work. The object of this association is set forth in Article II of the consti¬ tution, as follows: Its object shall be to promote the development and improvement of adnlt education in the United States and Canada. It shall undertake to provide for the gathering and dissemination of information concerning adult education aims and methods of work ; to cooperate with organizations and individuals engaged in educational work of this nature in the task of securing books and instructors ; to conduct a continued study of the work being done in this field and to publish from time to time the results of such study ; to respond to public interest in adult education and to cooperate in the formation of study groups whether within or without regular educational institutions; to keep its members informed of the achievements and problems of adult education in other countries ; to conduct schools and conferences for the instruction and training of those engaged in the work of adult education ; and to serve in such other ways as may be deemed advisable. In the year 1925 the United States Bureau of Education added to its list of specialists one in adult education, whose business it is to collect and distribute data on all phases of the work. Many groups and societies, upon becoming conscious of the fact that they have been working in the field of adult education, which before was not clearly understood, are purposely making their work more and more educational in nature. For instance, one group which heretofore contented itself with mere entertainment, upon becoming aware that it was largely an educational institution, changed these purely entertainment features to talks and reports of a serious and worth-while nature. The members of most societies like to feel that I PUBLIC EDUCATION OF ADULTS 287 they are doing work that is educational, and as they become con¬ scious of this they make it more so. The nineteenth century is said to have been a time when the rights of childhood were emphasized. The first quarter of the twentieth century witnessed a marvelous growth in the field of secondary education. During that time the attendance in public secondary schools in the United States increased 437.7 per cent. During the same period attendance in elementary schools increased only 37.9 per cent. It is now the belief of many people that the second quarter of the twentieth century is starting wTith the promise that education will be accessible to all persons in the United States. The adult-education movement is perhaps partly due to the fact .that adults now have more leisure than ever before and also to the fact that the principles of education are better understood. It has been demonstrated that the mind grows by use and that its ability to acquire new concepts does not stop with maturity but is in fact dependent largely upon what it has already acquired. The readjust¬ ment of education for the whole of the life of the individual is sure to have very important effects upon the kind of education that is provided for youth. This report has been made very largely from replies to question¬ naires which the bureau sent out and will deal with the progress that has been made during the biennium 1924-1926 in the following fields of adult education : First. — What State departments of education have been doing to promote elementary education of both native illiterates and foreign- born residents who are practically illiterate in the English language. Second. — What city school systems have done to provide educa¬ tional opportunities for their citizens who did not attend the regular day schools. Third. — What colleges and universities have done to give oppor¬ tunity to those who for any reason do not go to these institutions. 288 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 1. — State activities in adult education State Has State enacted legisla¬ tion promot¬ ing adult classes in Eng¬ lish and citizen¬ ship? Does State depart¬ ment of educa¬ tion super¬ vise adult classes? Does State give finan¬ cial aid to local com¬ muni¬ ties for adult classes? What per cent of cost of adult classes is pro¬ vided by State? Number of local com¬ munities in State having classes for foreign-born or native illiterates Enrollment of adult illiterates and foreign-born in all adult classes in State Number of insti¬ tutions in State giv¬ ing train¬ ing courses to teachers of adult classes Has . State an illit¬ eracy com- i mis¬ sion? Yes No Yes No Yes No 1924-25 1925-26 1924-25 1925-26 Yes No Alabama - X x 50 173 172 5,984 7,193 0 X X X x 0 0 X Arkansas _ __ X x X 180 2, 929 2 X x V X i 50 46, 518 44, 363 3 X x V V 0 25 35 X Connecticut— X X X i 15 42 43 9,532 8, 961 2 X Delaware _ X x x 83 61 1,569 2, 808 X Dist. Columbia. X X X 90 1 1 1, 163 1, 290 3 ’x~ Florida. . . _. x x X Georgia ._ _ ... X x V 0 1 X x x x 0 5 1 x x V 0 X x x X 0 0 X X x Kansas— _ X X X ‘40 40 700 700 X Kentucky.. _ x 1 X Maine./. .. X X X 1 66^ 18 18 2,442 4,612 1 X x x x 0 1 1 3, 902 4,080 2 X Massachusetts. . X X X 50 127 129 28, 903 27, 759 2 X Michigan x X x 0 Minnesota _ X X X i 50 41 37 9, 185 8,266 1 X Mississippi... x X 2 2 25 X Missouri _ x x x "x" Montana X X X X Nevada x x" 1 50 0 0 X New Hampshire X x x 0 13 14 3,061 2, 950 0 X New Jersey.. . X x 50 45 50 7, 572 8,000 0 X New Mexico X x "x 0 0 x’ New York.. .. X "x" "x" 50 94 95 83, 027 75, 023 11 ~x" North Carolina.. x X "x" 0 1 1 672 672 0 X North Dakota _ x X X 50 589 771 0 X Ohio x x x" 0 0 33, 425 42, 313 0 X Oklahoma. x x x 0 4, 500 6, 400 X Oregon x x x 0 30 2, 000 1 x" Pennsylvania. .. X — X .... X i 50 35 65 10, 000 20, 000 4 X Rhode Island _ X x x 16 17 2, 685 2, 4C5 1 X South Carolina- X X X i 50 345 329 10, 729 10, 221 2 "x" _ South Dakota _ x X x 50 6 6 425 410 X Tennessee _ X X x 40 20 40 200 400 0 X Texas x x x 0 'x' Utah _ X X X 25 3 2 178 80 2 X Vp.rmnnt x x "x" 0 0 X Virginia, x x x 1 66% 5 5 x" Washington... . X X X 50 17 16 2, 107 1, 706 2 X Wisconsin... X X X 50 41 41 33, 651 30, 477 3 _ "x" Wyoming _ X — X .... X 50 28 38 571 755 X Continental United States. 30 15 24 20 21 20 1, 323 1, 287 306, 219 314, 640 44 12 31 Outlying posses¬ sions: Alaska. _ X X X 100 10 11 348 308 0 — X Canal 7, one X x' "x X Hawaii X X x 0 0 X Porto Rico _ x "x" x 0 5, 000 0 x’ x x x 0 0 0 0 0 "x’ Virgin Islands. X x" x" 100 1 1 59 61 0 .... X 3 3 3 3 2 4 — 11 12 5, 407 369 0 1 5 State aid to local districts varies. PUBLIC EDUCATION OF ADULTS 289 Referring to Table 1 we see that three States did not report. One of these returned the questionnaire with no information given; the other two did not reply. The District of Columbia is treated as a State for the purpose of this report. Thirty States report recent leg¬ islation promoting adult classes in English and citizenship. It is important to note that more than 60 per cent of the States have already enacted legislation tending to encourage adult education. It might be well here to give summaries of a few State laws which seem to be producing desirable results in this relation : California. — The law requires every illiterate between 18 and 21 years of age to attend school. There is a literacy test for voters. Connecticut . — School districts of more than 10,000 inhabitants shall maintain evening schools for persons over 14 years of age. High-school courses shall be given upon petition of 20 persons over 14 years of age, providing such persons are, in the opinion of the school board, competent to pursue such courses. State aid is pro¬ vided, based on enrollment and attendance. Massachusetts. — The State department of education is required to cooperate with towns applying for instruction in English for adults unable to speak, read, or write the same and in the principles of government and other citizenship courses as shall be approved by the local school committee and the State ' department. The courses and the compensation of teachers may be fixed by local school board, subject to the approval of the department. One-half of the cost of such instruction may be paid by the State. Minnesota. — Any school district in the State may maintain public evening schools as a branch of the public-school system for all per¬ sons over 16 years of age who for any reason are unable to attend a day school. Such schools are to be under the direction of the State board of education. One-half of the salary of the teachers in eve¬ ning schools shall be paid from State funds or State and Federal funds combined in so far as such funds are available. New YwJc. — The law directs the commissioner of education to apportion to a city or local district, in the same manner as teachers’ quotas are apportioned, an amount equal to one-half the salary paid to each teacher in immigrant education, the amount not to exceed $1,000 for each teacher so employed. Under this law local school authorities may establish and maintain day or night classes in school buildings, in factories and other places of employment, in neighbor¬ hood houses, in homes, and in other places where they may deem it advisable, for the purpose of giving instruction to foreign-born and native adults and minors over the age of 16 years, thus making it possible to provide instruction at places and hours most convenient to the illiterate and non-English-speaking people for whose benefit the law was primarily enacted. 290 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Oregon. — The law provides a department of Americanization for the education and Americanization of adult immigrants. This de¬ partment is a part of the public-school system and subject to the supervision of the State department of education. The department of Americanization consists of five commissioners who are author¬ ized to propose a course of study in citizenship and to promote the work of Americanization in conjunction with the public-school system. Pennsylvania. — The State legislature has enacted a law whereby any school district may provide courses for adult education and must do so upon the written application of 20 or more residents above 16 years of age who are not in attendance at any day school. The courses of study to be given at such evening schools are left mainly to the discretion of the district school board. The extension school, when established, becomes a part of the school system and is subject to the same standards. When its standards are approved, credits earned in such schools are acceptable for graduation in the regular day school. Rhode Island. — The law requires that one or more public evening schools be established ir every town for the purpose of teaching the English language where 20 or more persons between 16 and 21 years of age may be found wdio are unable to speak, read, and write that language. It authorizes the establishment of free day continuation schools or evening schools to teach English and American citizen¬ ship to those who are not within compulsory attendance ages. All persons between the ages of 16 and 21 years who can not meet the standards in the use of English as established by the State board of education are required to attend day or evening schools. South Carolina. — The legislature has for a number of years made appropriations providing school opportunities for illiterates. There is a State supervisor giving full time to this work. South Dakota. — Attendance at day or evening schools is required of persons between 16 and 21 years of age, inclusive, who do not speak, read, or write the English language equivalent to the require¬ ments of the fifth grade in the public school. The county super¬ intendent shall, by examination, determine who are subject to the attendance law. The State superintendent may require any school district to maintain, as a part of the public schools, evening classes in English, the United States Constitution, American history, and other subjects for which there may exist a sufficient demand. One- half the cost of maintaining evening schools shall be met by the State, provided such schools have State approval. Tennessee. — The law authorizes county and city boards of educa¬ tion to maintain night schools for persons over 16 years of age. PUBLIC EDUCATION OF ADULTS 291 STATE SUPERVISION AND SUPPORT To make a State system of elementary adult education effective there should be State supervision. It is shown in Table 1 that 24 States are giving supervision to such work. Thirteen States have full-time supervisors of elementary instruction of adults. Twenty-one States report that they are giving financial aid for adult education. Just how much aid is given in some cases is not revealed by the table. In general. 50 per cent is provided by the State and 50 per cent by the local district. Just what the percentage should be is a question of great importance. In any discussion of this question the following facts might well be considered : 1. If one of the strongest arguments for the justification of public support for education is that it is for the protection of the State, what reason could be given for teaching a boy of 9 j'ears of age to read and write the English language and not providing that privi¬ lege for a man of 21 years of age? 2. As literate workers produce more than illiterate workers, money spent on evening schools is a most excellent investment. 3. Aliens are found in groups, and their education by local school districts is a great burden upon some districts. In many cases where the work was undertaken, it was either curtailed or discontinued. TEACHER TRAINING It is becoming more and more recognized that a teacher of adult- classes should have special training for this work. From Table 1 we see that 17 States report 45 institutions that offered special train¬ ing for teachers of adult classes during the biennium 192F-1926. This is a recent development and has in it much promise for the future. By this training, teachers of aliens are given a better ap¬ proach to their students, as well as improved methods of teaching. The time of the adult student is valuable and should not be wasted by poor teaching. Twelve States have illiteracy commissions. Some of these, such as the ones in South Carolina, Tennessee, and Oklahoma, are very active and efficient. OUTSTANDING ACTIVITIES The following comments by State departments are of interest : California. — In 1924-25 there were organized 1,000 classes for illiterates and those needing elementary subjects. The approximate attendance was 40,000. Opportunity for illiterates to go to school was offered in 31 cities and in 100 rural and semirural communities. We are also doing everything possible to obtain a 100 per cent attendance in the elementary schools. Our attendance program is made more difficult by the fact that we have many migratory 292 BIENNIAL SURVEY OF EDUCATION, 1924-1926 laborers. It has been variously estimated that we have from 10,000 to 40,000 families on wheels who move northward in the State for the purpose of harvest¬ ing the crops. Plans have been worked out so that the county attendance officer is waiting for the children when they move into a county, and they are put into school at the earliest possible moment. We are also doing everything we can to increase the attendance of illiterates in our evening schools. We have prepared a special pamphlet for teaching these classes. Teachers are offered special instruction' at the University of California, both at Berkeley and at the southern branch, during the summer session ; and, in addition, the university supplies a specialist in teacher training in this field who can be sent to any community in the State throughout the school year. Here she trains the teachers while they are working and gives them special help with their particular classes. Connecticut. — During 1924-1926 the following phases of adult education have been noticed : 1. Much higher type of pupil was in school, presumably the result of. the immigration law. 2. A slowly rising registration due to — obvious advantages of education ; desire to gain citizenship for immigrant quota exemptions ; better teaching ; pressure of public opinion. 3. Higher average attendance due to better teaching. 4. A great need to establish supplementary and coordinated studies for those completing Americanization classes. 5. Complete acceptance by public as to place of adult elementary education in the public-school curriculum. 6. Recognition by educators that there must be modernized curriculum, socialized recitation, and humanized instruction. Delaware. — We have had a State-supported program of adult education for a number of years. This program provides for a specialist in adult education in the State department of public instruction, trained teachers, materials and methods of instruction adapted to the interests, abilities, and needs of adult students, classes arranged at rimes and places suited to the living and working conditions of mature people. The work is sponsored by a State committee of representative citizens and officials who meet once each month for the purpose of hearing reports on the progress of the work and making recommendations for its improvement. This work is also greatly aided by the Delaware State parent-teacher organization. Since Delaware’s largest and most immediate adult education problem was among its 20,000 foreign-born residents, the State program during the first years of its operation was devoted to immigrant educa¬ tion, with the result that about 40 per cent of the foreign-born residents of the State have been helped to prepare for intelligent citizenship and participation in the life of the community. About TOO of the foreign-born men and women included in this number were totally illiterate— that is, unable to read or write in any language — when they first applied for instruction. During the year 1925-26 this program of adult education was extended to the native-born illit¬ erates, of whom Delaware has 2,500 white and 4,200 colored. Classes were organized in 56 school districts of the State for 1,158 persons. They were in session two nights a week for 10 weeks. District of Columbia. — In the so-called Americanization work in the Washington, D. C., schools two features should be noted: 1. There is a building devoted almost exclusively to this work. A part of the building has been equipped very largely by the students, PUBLIC EDUCATION OF ADULTS 293 so that it is used as a club. The place is made most attractive. A good library has been assembled. Classes are held during the day as well as in the evening. 2. Considerable use is made of motion pictures. A local motion- picture company gives the use of a room and furnishes an operator. Educational films are loaned for the use of the class. During the showing of the film the students are requested to talk in English. After the film is shown the students discuss the film, and very lively discussions take place. The instructors claim that the films insure better attendance than would be had otherwise, but that the main advantage of the pictures is that the film has given all of the class an interesting topic of conversation. The students write about what they see in the picture. Massachusetts. — The outstanding developments in the field of adult education in Massachusetts during the past two years have been the increase in the number of classes for immigrant women and the increase in the enrollment in the intermediate and advanced classes. This latter development is very significant, because it shows that ambitious foreign-bom men and women will come back to school for two or three years when the teaching is good. Sev¬ eral years ago the majority of immigrants came to school for only one year, due undoubtedly to poor teaching. As the result of a very extensive program of teacher training in Massachusetts during the past 10 years, the work in the classrooms has been strengthened, and the immigrants themselves recognize this better than anyone else. North Dakota. — During the biennium 1924-1926 the program of adult educa¬ tion has been stressed in North Dakota. The campaign against illiteracy has been continued until the percentage of illiteracy has been reduced to two- tenths of 1 per cent. The statistics for that data were furnished by the county superintendents at the end of the school year, June 30, 1926. The number of illiterates in the State, including Indians, has been reduced to 2,935. The statistics show that one county of the State has no illiterates and that 17 of the 53 counties have fewer than 10. Splendid work has been done by all school officials in the program, of adult education. We have also had the cooperation of many fraternal organizations and splendid cooperation with the parent-teacher associations in many rural communities. It is the goal of the parent-teacher associations to have organizations in 50 per cent of the schools of the State by the end of this school year. In many rural communi¬ ties members of the parent-teacher associations have stated that since joining this organization they have understood for the first time the problem of the public-school system and its program. The State program of adult education has been emphasized in all of our meetings. Oklahoma. — We have an adult education commission. Great stress is being- made to secure as nearly perfect attendance as possible. Some schools are reporting 98 and 99 per cent attendance. Our adult pupils have undoubtedly profited by their school contacts and by the actual scholastic knowledge gained. It is probable that the communities in which adult schools have been success¬ fully conducted have actually profited more than the pupils have. The teachers report that their adult pupils were influenced to send their own children more regularly to day school ; that the adult pupils raised money for a piano for the day school ; that the adult pupils helped carry a bond election for the erection of a teacherage ; that the adult pupils participated in a great workday whereon 294 BIENNIAL SURVEY OF EDUCATION, 1924-1926 trees were planted on the school ground ; that the adult pupils helped in an entertainment held for the purpose of securing funds for a school library, and so on. Pennsylvania. — Outstanding activities during the biennium 1924-1926 were: (a) Provision by the State council of education for special certification of teachers of adult classes. (&) The setting up of a State program of home classes for immigrant mothers. The initial step in this program was taken in June, 1925, and the reports indi¬ cate that more than 100 cities and boroughs have either appointed full-time class teachers or have planned to make provision for this work in the budget for the coming year. Virymia. — So far as illiterates under 20 years of age are concerned, the number was reduced in the five-year period from 1920 to 1925 from a little over 28,000 to approximately 14,000, or about 50 per cent. We have attempted to meet the problem of rural illiteracy largely through evening sessions and vacation schools, and in a few institutions a tremendous service has been performed. Samoa and the Virgin Islands. — Reports from American Samoa and the Virgin Islands show there is practically no illiteracy in those islands. EVENING PUBLIC SCHOOLS CONDUCTED BY TOWNS AND CITIES Many agencies are conducting evening schools for adults. F or in¬ stance, the Young Men’s Christian Association, the Young Women’s Christian Association, the Knights of Columbus, and the Young Men’s Hebrew Association are serving large numbers of grown people in various parts of the country. Private schools and foundations are providing educational opportunities that are of great importance. For greater Boston a book of 140 pages has been published, setting forth the educational opportunities of the city for working men and women. In some of the other large cities, such as Milwaukee, Cleve¬ land, and Chicago, the libraries have specialists whose business it is to acquaint the public with the nature and scope of the educational opportunities offered by various institutions of these cities. This report does not pretend to give a complete picture of all the evening schools, but includes only those under public-school auspices in cities and towns of 2,500 population and more. A questionnaire sent out by the bureau was answered by 1,666 superintendents, and of this number 520 reported that they had conducted evening schools during the biennium 1924-1926. In many cases afternoon classes for foreign-speaking women were held in their homes. This work is reported as being very much needed and as growing rapidly; 376 towns and cities report that their evening schools are growing ; 115 towns and cities report their evening classes as not growing. Most schools report that they charge no tuition for students who reside within the district, but make a charge for nonresident students. Some cities make a nominal charge, which is refunded to the student in case his attendance in school is PUBLIC EDUCATION OF ADULTS 295 regular. The total budget for evening schools for the year 1925-26 is reported by 412 towns and cities to have been $5,312,494.92. Many school districts reporting did not give their enrollment, and some did not give the budget for the evening schools. The total budget divided by the number of students enrolled in the same cities would indicate that the cost per student for the even¬ ing schools was $15.42 per year. This estimate of the cost can not be said to be accurate, but does give some indication of the cost of evening-school instruction. The length of the school year for evening classes varies from 4 to 48 weeks. The length most often reported is 30 weeks; the average is about 24 weeks; the average number of evenings per week is 3; and the average length of sessions per evening is about 2 hours. The pay received per evening by teachers of evening schools is from $2 to $6 for the elementary grades and somewhat higher for teachers of high-school subjects. A very large per cent of the teach¬ ers of evening schools are the regular day-school teachers. Some cities report that they have special training for their teachers of evening schools. The school officers reporting were asked to make an estimate, in terms of the comparative cost of the day school, for an evening school program that would be adequate for the needs of the townj or city as the case might be. These estimates vary from one-half of 1 per cent to 21 per cent; the most common estimates are 4, 5, and 6 per cent. The average is 4.5 per cent. The two cities that reported the highest percentage of their adult population in evening schools estimate that the cost of maintaining a full program is not more than 5 per cent of the cost of the day schools. Gary, Ind., reports having 16% per cent of its entire adult population in evening and afternoon classes. Buffalo, N. Y., reports 7 per cent of its grown-up population in evening schools. This is the best showing in the country for large cities. If every school district in the land had adults enrolled in school in proportion to the enrollments in evening schools in Buffalo and Gary, American school buildings, instead of being dark and silent from 7 to 9 o’clock each evening, would be centers of light and life that would bring growth and happiness to millions of our population and thus strengthen our democracy. Reports from various school districts indicate that effective pub¬ licity is as important for evening schools as for other fields of human endeavor. Such publicity, when accompanied by capable teaching and adequate school programs, results in successful evening schools. Some city superintendents have taken as their mission the offering of educational opportunity to all teachable adults who have not finished the elementary school. Among the cities which are approaching such attainment (in addition to the two named above) may be 2Q0 BIENNIAL SURVEY OF EDUCATION, 1924-1926 mentioned the following: Los Angeles and Oakland, Calif.; Joliet and Springfield, Ill.; Lowell and Worcester, Mass.; Detroit, Mich.; Duluth and Minneapolis, Minn.; St. Louis, Mo.; Newark, N. J. ;; Ithaca and Syracuse, N. Y. ; Akron and Toledo, Ohio; Johnstown, Pa. ; Dallas and Houston, Tex. ; Spokane, Wash. The reports from towns and cities, as a whole, show that the evening school is not yet an established part of the regular school system. In many cases it§ budget is uncertain, the school term is short, and the pay is small. Some superintendents indicate that when a city wishes to curtail expenses there is a tendency to begin such curtailment with the budget of the evening school, notwith¬ standing the growing belief that the most meaningful hours of the 24 for many people are those from 7 to 9 o’clock in the evening and that if these two hours are spent for self-improvement in most cases the individual will find himself growing in knowledge, self-respect, thrift, and earning power. UNIVERSITY EXTENSION Historically, university extension education in this country is not much older than the twentieth century. It is true that the Chautau¬ qua university was established in 1885 and that the University of Wisconsin did some work in extension in 1892. However, it was in 1906 that this university organized its extension division with its dean and separate faculty. By 1913, 28 educational institutions had organized for extension work. For the biennial period 1924-1926 more than 300 institutions of higher education reported extension activities. To secure information given in this report, a questionnaire wTas sent to 721 colleges and universities in the United States; 544 insti¬ tutions returned the questionnaire. Of this number 301 reported giving some work by extension. The report does not pretend to give a complete picture of all the work done, as some institutions did not reply. The following table gives in detail the number of colleges and universities offering the kinds of extension services specified : Table 2. — Number of institutions reporting the extension activities here given Correspondence courses _ 96 Public information (including package library service) - 51 Home reading courses _ 36 Publications regarding extension educa¬ tion - 58 Class: instruction outside of institu¬ tions _ 163 Public lectures - 168 Visual instruction _ 50 School or community service _ 77 Institutes, conferences, short courses _ 129 Parent-teacher association or other club service _ 55 Study-club programs - 49 Community drama - 54 Labor education - 25 Lyceum _ 55 Physical training and high-school ath¬ letics _ 84 Community center _ 31 Radio _ 62 Promotion of debates - - — 127 PUBLIC EDUCATION OF ADULTS 297 In this study of college and university extension for the biennial period of 1924-1926 no effort is made to include work done under Federal subsidy acts through the Federal land-grant colleges. The activities of these institutions are available through other publica¬ tions of the Government. Extension courses offered by colleges and universities are so nu¬ merous that it is impracticable to attempt to list them here. Reporting officers of extension divisions of various educational institutions of higher learning were asked to report new ventures that their institutions had undertaken during the biennium. Their reports reveal the following, in order of frequency: Correspondence work; class work outside of the institution; courses in business; teachers’ institutes; courses by radio; work for graduate students; correspondence work for alumni; courses in American history and politics; lyceum; opportunity schools; religious education; rural pastors’ conferences; health institutes; work for graduate nurses, giving A. M. and Ph. D. degrees; Boy Scout leadership; ivork in psy¬ chology ; child training ; accident prevention ; swimming ; courses for parent-teacher organization. It is thought by many that probably the most significant new movement in connection with extension education during the bien¬ nium is the use of radio. Radio is being used very successfully to supplement work by correspondence. The student in this way has all the advantages of class work except the physical presence of the teacher and the opportunity of personal discussion. More and more institutions are either installing their own broadcasting plants or securing the privilege of using other plants. It seems likely that this sort of work will become so popular that most broadcasting stations will institute educational programs and will naturally seek university leadership. The most unusual single item reported is by New York University, which tells of the university world travel cruise. This cruise did not actually start until September, 1926, but it had been planned for the last two years and might be said to have been organized during the biennium 1924-1926. The Ryndam left Hoboken, N. J., September 18, 1926, with 500 students — 120 women and 380 men — for a cruise of eight months around the world. During that time the vessel is scheduled to call at 47 ports and to travel 50,000 miles. Fifty faculty members and 40 other staff members are aboard, in¬ cluding hospital attendants, welfare workers, and printers who will issue a daily paper. The ship was to return to New York in May, 1927. The cruise is under the management of the University Travel Association (Inc.), No. 2 Broadway, New York City. It is the aim of the promoters of this venture to make it a cooperative arrange¬ ment among many institutions. The success of the venture will be watched with the greatest interest. 298 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Those institutions which answered the request to report the field of greatest activity in extension education during the biennium gave the following : Commercial education, radio, library extension, church work, women’s clubs, work with teachers, psychology, physiology, language, economics, visual education, English, mathematics, Ameri¬ can history, civics, music, drama, forestry. Institutions were asked to state the amount of their annual budget used for extension work. Many replied that they had no segregated budget; others reported that their extension departments were self- supporting. However, 83 institutions reported a total budget, ex¬ clusive of Federal funds, of $4,913,023. The reports show an enrollment for correspondence work of 64,480 for the school year ending June, 1925, and of 85,121 for the school year ending June, 1926. The number enrolled for class work, outside of institutions, for the school year ending June, 1925, was given as 129,165, and for the school year ending June, 1926, it was given as 130,172. Thus for the school year ending June, 1926, the total enrollment for corre¬ spondence work and for class work, outside of institutions, was 215,293. If we divide the total budget by this number, we find that the cost of instruction is $22.82 per student. It is an easy matter for one to enroll for extension work. It means little or much in proportion to the amount of actual work done by the student. The number of students reported as having completed corre¬ spondence courses for the school year ending June, 1925, was given as 20,656, and for the school year ending June, 1926, it was given as 26,817. The number reported as having completed the work assigned in class work, outside of institutions, was given as 44,376 for the school year ending June, 1925, and as 46,578 for the school year ending June, 1926. Of the institutions which reported on the item, “ Percentage of cost of extension courses which is borne by students,” two-thirds replied that the student pays all of the cost; one-sixth replied that the student pays between 50 and 100 per cent of the cost; one-sixth replied that the student pays less than 50 per cent of the cost. To the question, “ In your opinion, what percentage of the cost of exten¬ sion education should be borne by the student?” the following replies were received from 98 reporting officers : 55 that the student should pay all of the cost. 4 that the student should pay 80 'per cent of the cost. 10 that the student should pay 75 per cent of the cost. 6 that the student should pay 60 per cent of the cost. 21 that the student should pay 50 per cent of the cost. 2 that the student should pay less than 50 per cent. PUBLIC EDUCATION OF ADULTS 299 A few of the institutions replied that the cost to the extension student should be no more than the ratio paid by a resident student toward the total cost of his instruction. It is impossible to determine what proportion of the total cost resident students now pay for class instruction, as the tuition varies greatly among institutions and also varies for different courses within any institution. It is estimated that tuition fees of resident students in State institutions pay between 20 and 30 per cent of the cost of instruction and upkeep. In some cases the fees of resident students amount to only one-tenth of instructional costs. In the main, extension students are more interested in getting better courses and better service than they are in paying less for them. In one of the most successful centers of class work outside of an institution which the writer has seen the fee for a full-sized class is made adequate to pay the entire cost of instruction, but it does not pay for the services of the extension director who is assigned to do this work by the State university. Small classes are not re¬ quired to pay the full cost of instruction. A fund, in this instance, has been raised to subsidize small classes. This arrangement seems to work exceedingly well, and probably could be taken as a guide in determining the fee which a nonresident student should pay. It is evident to all that the largest item of college expense is not tuition, nor books, but the cost of board, lodging, and general living expenses. The student who is earning a salary can pay a reasonable charge for his instruction, and, if a university is to expand its exten¬ sion department to the limit of the demand for this kind of work, the tuition charge must, in the very nature of things, approximate the cost of instruction. It is unthinkable that a board of control of any educational insti¬ tution that is founded for general uplift would desire that a nonresi¬ dent student, by the payment of an excessive fee, be required to defray part of the expenses of a student in residence at such an institution. From the reports received there is evidence of divided faculty opinion as to the effectiveness of work done by extension methods. Forty-two per cent of the extension officers who reported on this item state that work by extension is as good as work done in residence; 30 per cent state that it is inferior to work done in residence ; 18 per cent state that the work is superior to that done in residence and give as their reason for this superiority the fact that the students are more mature and therefore more purposeful. The following examples of faculty opinion, as reported by extension officials, will be of interest to many people : 300 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Howard College (Alabama). — All agree that the work is as good as the regular work. Spring Hill College (Alabama). — If this work entails sacrifice of time and money, it calls forth a response equal, if not superior, to work done in residence. However, contact is very easily broken and interest more easily dissipated. University of Alabama. — Full credit toward degree given for undergraduate ; half credit allowed graduate students. University of Arizona. — Particularly in underclass work correspondence and extension class work is generally regarded as at least equal to and, in most instances, superior to work given in residence. This is particularly true for extension class work, which usually attracts a higher type of student than is generally found in residence classes. University of California. — Individual opinion among our faculties varies, but on the whole our men feel that extension teaching is effective and worth while. The success achieved in extension teaching varies according to circumstances. Where the preparation of students is adequate and the library or laboratory facilities satisfactory an extension class achieves about the same results as a class on the campus. The function of a State university seems to our faculty to consist in research as well as in training scholars and citizens. To accom¬ plish these objects the faculty has need to know its constituency and to become familiar with their conditions and problems. Moreover, for reasons partly selfish and partly unselfish the university must constantly put forth an effort to disseminate learning and to aid in carrying the culture of the race to all parts of the body politic. St. Mary's College (California) . — Most of our faculty are opposed to giving full credit for correspondence work on the grounds that it is not as thorough as class work. All agree that class work (extension) is as good as work done in residence if given by one of the regular staff. University of Colorado. — We have heard many favorable comments but never an unfavorable one. University of Florida. — Faculty feel it is best substitute. Southern College (Florida). — Some courses are just as thorough as t.he courses in residence, while others are somewhat superficial. On the whole, extension work is effective because students are more serious-minded. Shorter College (Georgia). — This work has been very satisfactory to all con¬ cerned and, as a consequence, a number of young teachers in service have been able to meet the professional requirements for advanced certification. The college expects to continue this work as the demand arises. Another course for rural teachers is anticipated for the current year. South Georgia Agricultural and Mechanical College. — Our faculty agree that work by correspondence, if properly executed, equals or exceeds that done in residence. It is a case where the student does all of the work instead of a small part of it. University of Chicago (Illinois). — Those who have given teaching by corre¬ spondence a fair trial are practically unanimous in considering it an adequate educational agency with capable individuals and one that is peculiarly effective in developing initiative, concentration, independence, and the ability to think and express oneself clearly and cogently. Greenville College (Illinois). — Extension, courses, more exacting of students’ time, necessitate individual responsibility but do not permit participation in exchange of ideas through class discussion. St. Procopius College (Illinois). — The instructors directly concerned with this type of work report favorably, owing perhaps to the fact that they are young and enthusiastic teachers. PUBLIC EDUCATION OF ADULTS 301 Rosary College (Illinois). — Faculty agrees that work given by extension is not as successful as work done in residence. Indiana University. — Extension classes vary in quality more than residence classes. The general level is a bit higher in extension. There is always a sprinkling of students in extension classes exceptionally able, purposeful, mature, who get far more out of their study than do most resident students. Correspondence students certainly earn their credits. They do better work and more of it than my students on the campus. Evansville College (Indiana). — The class of students with whom we have been working does work fully equal to resident work. Franklin College (Indiana). — By faculty action we permit a minimum of six semester hours of work by correspondence. While no limit is placed on class work in extension, it is not held in as high repute as residence work. Goshen College (Indiana). — The faculty feels that the small college should not offer correspondence courses. Credit is given for a limited amount of such work taken in larger institutions, the total amount of extension work not to exceed 25 per cent of the entire college course. DePauw University (Indiana). — It does not compare favorably with resi¬ dence work for undergraduate students ; but for graduate students it is com¬ paratively satisfactory, provided ample materials, reference books, etc., are supplied. Oakland City College (Indiana). — Our faculty are practically unanimous in the belief that the extension work as carried on in this institution is a very valuable form of instruction, and in the case of many students is even more efficient than residence work. This is especially true of the township institute class work. In some cases the correspondence work is not considered quite so meritorious as residence work, but since most of the students admitted to correspondence work are teachers in service and no courses .are offered which can not be well done by the correspondence method, we generally feel that the work is well accomplished and compares very favorably with work done in residence. Upper Iowa University. — Not as efficient as residence work. University of Kansas. — There is a fairly large percentage of our faculty who have had little or no actual experience with extension teaching who feel that it can not be adequate or equivalent to the work done in residence. A majority of this group are those who feel that, especially in correspondence study, the absence of personal contact with the instructor is a handicap that can not be overcome in any other manner. The administration of the university is thoroughly committed to the advisability and value of extension teaching, and I believe I am conservative in stating that a majority of our faculty feel that this method of instruction is quite adequate when surrounded by the safe¬ guards that our regulations impose. Ottawa University (Kansas). — As good as residence work, in such schools as the University of Chicago, University of Kansas, and so on, where ample facilities and staff are provided. Wushburn College (Kansas). — Our instructors do not believe that extension work is as satisfactory as residence work. The tendency is to discourage it. The Municipal University of Wichita ■ (Kansas). — We are doing about same quality of work, because of the fact that we are working largely with profes¬ sional groups, and the wdrk they are pursuing is in line with their regular work ; consequently, we meet with satisfactory results. University of Kentucky. — Faculty is fairly unanimous that extension work is on a par with residence, especially correspondence work. 1783G0 — 28 - 20 302 BIENNIAL SURVEY OP EDUCATION, 1924-1926 Sacred Heart Junior College (Kentucky) . — Saturday extension courses given to teachers in service are good for more reasons than one, but they are below in merit to work given in residence where the student has more leisure for self-improvement. Correspondence courses, in my opinion, are very poor sub¬ stitutes for residence, especially if the student is taking the subjects by correspondence for credits toward a degree. Louisiana State University. — Those faculty members who have actual experi¬ ence with extension work think highly of it. Some members of the faculty think that they have done better work with students in the field than with similar students on the campus. Students who have actually completed the work prescribed in correspondence courses have always done as much as students in the same classes on the campus. New Orleans University ( Louisiana ). — Not as satisfactory. Saint Joseph's College (Maryland). — The utility of an extension course depends perhaps on the specific purpose of respective students. Where cor¬ relative advantage is concerned, work given in residence is considered superior. Maryland College for Women. — Faculty opinion is all against extension courses. Smith College (Massachusetts). — The work given by extension is neces¬ sarily of a more superficial nature. One recitation a week for 10 or 20 weeks in the year can hardly correspond to a college course meeting three or four times a week. The work lacks continuity. However, extension courses meet a need for those who are unable to attend college or who are out of college and wish to keep up their intellectual activity. Clark University (Massachusetts) . — Unquestionably the consensus of faculty opinion is that extension work is not in general so thorough or uniform as work in residence courses. Exceptions to this general statement appear frequently. University of Michigan. — At the close of each year’s work we ask those of our instructors who have been assigned to take charge of extension credit courses to make a report on the work. These reports are in a great majority of cases favorable. Most of the men report that students in the extension classes are more interested in the work and more industrious than are the students on the campus. Those who report adversely usually base their criti¬ cism of the work on the fact that many who take these extension-credit courses come to the classes too tired with their day’s duties to do the highest type of class work. Only a very few of the men, however, have raised this point against the credit work. Most of the men, I repeat, have reported favorably upon our extension-credit class work. Michigan State College. — So far as I have met faculty opinion, it is to the effect that correspondence-course work, earnestly done, is oftentimes more effectively done than resident-student work. This is usually explained on the ground that a student who has the moral courage to drive himself, or herself, to completion of work done by himself without the stimulus of personal contact of class and teacher is usually a more consistent student and more thoroughly interested than the average student in residence. Kalamazoo College (Michigan) . — Inferior, due to mixed and ungraded classes, but sufficiently high for college credit. University of Minnesota. — Opinions as to the relative merit of extension work differ widely among members of the faculty, but most of them are agreed that in a public-supported State university it is necessary to carry on such work. Those who have had longest experience in teaching extension classes believe that, allowing for the increased maturity of extension students, as good a grade of work is done in these classes as is done on the campus. This PUBLIC EDUCATION OF ADULTS 303 will, of course, vary with the nature of the course, since questions of the use of libraries and of laboratories are involved in some courses, and usually exten¬ sion students can not undertake a wide range of supplementary reading. As to correspondence courses, few people believe that they are wholly equivalent to work done under proper conditions on the campus ; nevertheless, in some subjects on allowing for the additional amount of work required of the cor¬ respondence students the work compares very favorably with the average work done on the campus. Frivolous and superficial students may be found in both types of work, but with relative infrequency in extension work. University of Missouri. — Most of our faculty members, who have given cor¬ respondence or extension class work, regard them as the practical equivalent of courses given in residence. Washington University (Missouri). — The reports of the instructors vary somewhat according to the nature of the work, but, in the main, they find the students doing as good work as in the day, and in some instances better. Intermountain Union College (Montana) . — The work given by correspondence is effective on work that is confined mainly to a textbook with a few outside readings. It frequently gives a more thorough knowledge of subject matter. It lacks the personal element and group encouragement. State University of Montana. — Opinions vary. Some claim better work by correspondence ; some claim work is about the same ; some that it is not so good. Much depends, apparently, on the technique developed by the instructor. Union College (Nebraska) . — We allow extension work taken in approved extension schools up to one-half the elective requirements of several ' courses. Grand Island College (Nebraska). — Work by extension is not on a par with work given in classroom, even if the same amount of ground is covered in the text. Rutgers University ( New Jersey). — Varies from a minority who think exten¬ sion work not as good to a majority who think it better. University of New Mexico. — The faculty is, I believe, inclined to think that courses in residence very much exceed in merit and value courses given by extension. One reason for this somewhat suspicious attitude is the policy of certain normal schools in the State that organize extension courses in widely separated towns, employ school superintendents to conduct the courses once a week or so, and give regular college credit therefor. The university, on the other hand, has consistently used only its regular staff for extension courses, none of which meet less than once a week, and credit has been given only on satisfaction of entrance requirements. University of Buffalo (New York) . — We have no formal consensus of opinion. Some members of the faculty find extension classes alert and stimulating; others have found them slow and deadening. Enthusiastic comments on extension courses far outweigh adverse criticisms. Columbia University (New York). — The best evidence of faculty opinion as to university extension work is found in the fact that very many courses, in fact, the majority of courses, are given credit toward the degrees of the various schools and even the degrees of the graduate schools, master of arts, and doctor of philosophy. There is a general feeling throughout the university that uni¬ versity extension is on the same plane as the work which is termed resident work. The class instruction of university extension is considered resident work. Courses in home study are not credited toward degrees. Hunter College of the City of New York. — In classes made up of teachers, college graduates, and other students matriculated for the A. B., B. S., or A. M. degree, the work compares favorably with corresponding work in the day session. 304 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Syracuse University ( New York). — The extenson-school faculty, as a whole, consider extension work slightly better than other university work, where there is any difference at all. University of North Carolina. — It may not he out of place for me to register my judgment that professional courses may much more adequately be given in extension work than in residence. Lenoir-Rhyne College ( North Carolina). — Our extension center makes use of our college plant, and we think it is on a par with regular work except that it suffers because of the length of time over which it is scattered. Shaw University ( North Carolina). — The opinion prevails that it is the equal, if not superior, for practical value, but far below in cultural values. Jamestown College ( North Dakota). — Opinions differ radically. Some rate it as the equivalent, while others rate is as unworthy of any consideration. The rest are distributed, as regards its value, well along the entire way between these extremes. Ohio University. — Work given by regular members of the faculty who go off the campus for one group extension course is considered as good as work taken on the campus. University of Cincinnati (Ohio). — Our extension classes are duplicates in time, instructors, and credits of courses taught on the campus ; hence the faculty regard them as exactly equivalent to campus-given work. The exten¬ sion courses are invariably given by the same persons who give them on the campus. Western Reserve University (Ohio). — On the whole those teaching in the night college are enthusiastic about the merit of the work. There are excep¬ tions. Those who do not share in the night work are “ willing to be shown.” Muskingum College (Ohio). — Viewing the situation as a whole in Ohio we feel there is crying need for standardizing the quality of the . work by the establishment of minimum standards. Some college-extension work not taught by specialists is, we fear, of unsatisfactory quality. Our extension staff report almost unanimously that extension division students equal in vigorous study and attainment the residence students. Most of our extension students are mature teachers. Miami University ( Ohio ) .—Teachers’ College at Miami gave extension courses almost exclusively professional from 1910 to 1925-26 through professors em¬ ployed especially for that work. We abandoned the plan in June, 1926. We believe now that our extension courses should be offered by professors from our campus staff. Wittenberg College (Ohio). — While there is some disagreement as to the merit of extension work, the faculty has provided definite regulations govern¬ ing all such work. It is the consensus of the faculty, generally speaking, that extension work does not measure up to the standards of residence work, yet it serves a great many individuals who could not do residence work. University of Oklahoma. — Teachers who have little or no extension work do not regard it highly. Those with experience, both present and past, are positive that for types of work that can be provided with adequate laboratory and library facilities results are as good, and in many cases better, than resi¬ dence work. We have just completed a lodal study and this conclusion is based on letters from teachers and students received within the past two weeks. Oklahoma City University. — All believe that such is less valuable to student ; that such should not be considered as transferable credit unless validated by residence credit equal or double amount with same instructor or same department. PUBLIC EDUCATION OF ADULTS 305 University of Oregon. — Opinion of the faculty members at the University of Oregon is very favorable to correspondence study. Muhlenberg College { Pennsylvania ). — Our courses are given by the regular members of the college faculty. The teaching in these classes is better than in the regular college classes because of a more earnest atmosphere. The general ratings are higher in extension classes. I find better class discussions because of the theory being combined with experience. We pay our faculty from 10 per cent to 20 per cent of their regular college salary for four hours of extension work per week for 30 weeks. The college profits from $6,000 to $10,000 per year from this work. I am compelled to make it pay or withdraw the courses. Elizabethtown College ( Pennsylvania ) . — The character of the work done by extension-course classes is regarded as from 75 per cent to 85 per cent in value, as compared to regular work in classes in residence. Thiel College {Pennsylvania) . — When work is given by regular college profes¬ sors the extension work is considered of the same grade as the regular college work. Only a limited number of hours of extension work can be allowed toward graduation. Villa Maria College {Pennsylvania) . — It is the opinion of the faculty that the extension work is exceptionally well prepared, considering the fact that the students are teachers in service, whose time is limited. Of course, it is not done so thoroughly as if these students were in actual residence; but on the whole the work of teachers in extension courses is equivalent or better than the work done by students in residence who are not yet teachers and who have not, therefore, the same sense of responsibility. Bucknell University {Pennsylvania). — There are a variety of opinions as usual. Our men who teach extension groups know that more is accomplished by teachers taking the courses than by our regular students. St. Francis College {Pennsylvania) . — The general opinion is that better work is generally done by students in residence. Westminster College {Pennsylvania) . — Faculty generally unfavorable toward extension work as comparable to work done in residence. Susquehanna University {Pennsylvania). — The judgment of those members of the faculty who have to do with extension work is that in view of all the circumstances it has merit substantially the equal of that taken in residence. The Pennsylvania State College {School of Mines and Metallurgy) . — Exten¬ sion work not up to residence work either in quantity or quality. The Pennsylvania State College {engineering extension department). — Work given by correspondence compares very favorably with that given in residence if it is given under the following conditions : (1) If careful correction service is given. (2) If the student successfully completes a comprehensive examination prepared by the department of the residence faculty in which that subject is given. Washington and Jefferson College {Pennsylvania). — Very satisfactory, as all of our courses are given here at the college. University of Porto Rico. — Widely varying, and depending largely on subject. In accounting, for example, employed students attending night extension classes, if properly selected, do better work than those whose motive is more remote. University of South Dakota. — Cover more ground with more supplementary reading, but miss personal contact with teachers. Opinion varies, but most of our faculty feel that the work is satisfactory and of high grade. Lane College {Tennessee) . — It has been very unsatisfactory. We are seri¬ ously considering discontinuing this correspondence work. 306 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Union University {Tennessee) . — A good substitute — quite satisfactory. Johnson Bible College {Tennessee) . — We consider that the work done in the classroom is far superior to that given through extension, although we have had some very fine work done by this course. The University of Tennessee. — Very favorable. Hearty support given. Work so organized that each university department governs content and teaching of allied extension courses. University of Texas. — Faculty opinion is at variance with itself. Many members consider it equal or superior to that done in residence. Other mem¬ bers do not count it worth while. On the whole the attitude is improving. Howard Payne College {Texas). — The type of student who begins work by extension is older, more mature, and better prepared to do the work well than the regular student who attends classes in the college. Our work is arranged so that those who do work by extension do a better grade of preparation than the student in college. Southern Methodist University {Texas). — The, members of the faculty with¬ out exception report very favorably on work done by correspondence and in extension classes. Texas Christian University {Texas). — Our faculty dislikes very much to consider correspondence work as worthy of full credit, though we do accept it from standard institutions. Southwestern University {Texas). — Most faculty members feel that cor¬ respondence work is a good substitute for residence work. Austin College {Texas). — Our faculty members do not object to extension work for noncredit, or to a limited amount for college credit toward degree; however, the catalogue limits the quantity of work acceptable toward the degree to three full courses amounting to 18 semester hours of credit. John Tarleton Agricultural College {Texas). — The faculty does not give as hearty approval to extension work by correspondence as to residence work. On the other hand, night classes and regular extension classes conducted by a faculty member, which classes consist of nature men and women engaged in some industrial or professional work, is considered very effective. In fact, our faculty feels that some of the most intensive and effective work has been done with the few classes of this type which have been conducted by the institution. Baylor University {Texas). — In conferences with instructors, all indicate residence work having preference over correspondence work, unless the corre¬ spondence student is a matured student. Agricultural College of Utah. — Opinions diverse. Those who know it best give it the highest rating. The faculty has ruled that one-fourth for the B. S. degree may be earned by correspondence work and one-fourth by extension classes. Brigham Young University {Utah). — Our faculty sentiment favors making extension work of such quality that it need not be apologized for. Tendency is to consider it of same value as residence work, except in courses which demand elaborate laboratory or library facilities. However, many extension students resist efforts of faculty to make subject matter as exacting as in residence courses. University of Vermont. — As far as I am able to judge, courses given by college instructors outside of the institution are believed to have the same value as though they were given at the university. College of William and Mary {Virginia). — The aim is to make it of the same grade as work done in residence at the college. PUBLIC EDUCATION- OF ADULTS 307 University of Washington ( Washington ). — Under the rules of the university, regular work of our extension service may be counted toward a degree — up to 50 per cent of the total credits required. Residence and other requirements must be met. Extension work is not counted for residence unless taught on the campus. The committees of deans often require dropped students to com¬ plete work in home-study courses before petitioning for readmission. Students returning after completing such requirements often make good in courses for which the home-study courses were prerequisite. • One-fifth of work for M. A. degree may be earned in extension. All work is taught by regular faculty, and it ranks with campus instruction in scope and thoroughness. Davis and Elkins College ( West Virginia). — It can not be so good as the work in residence should be. However, it offers great possibilities. Salem College ( West Virginia). — The faculty largely agree that the book facts are a little less thoroughly done, and the application to life of the facts learned much more thoroughly made. The latter depends somewhat on the subject given. University of Wisconsin. — Accepted as a regular function of university work. University of Wyoming. — Opinions vary. Merits of various courses vary. Considering the benefits to be derived from environment, campus study is two to one better than extension. It is evident from expressed faculty opinion and conversation with college faculty members that the most mooted question is, “Who is to give instruction to classes outside of the institution ? ” Practically all agree that class work outside of the institution may be as good as class work in the institution, provided the students have had suitable preparation and the instructors are competent. Many believe that instruction should be given onty by regular faculty members. This plan would not permit expansion. It would not make it pos¬ sible to use other than regular faculty members at or near the places where classes are needed. There should, of course, be no lowering of standards in extension work. However, if we mean by “ stand¬ ards ” that the work must meet some artificial conditions that have come down from the past and that do not mean general merit, then standards should be changed. Workers in the field of adult education say that mature students demand more from instructors than do younger students. College instructors who teach both resident classes and adult classes outside of the institution claim that the latter calls for more investigation, better illustration, and more invention on their part than do regular college classes. It is clear that what is needed is that the same care be used in the selection of men or .women to do extension work that is used in the selection of regular faculty members, but that the difference in the nature of the work should be taken into account in such selection. An instructor who would do very good work for regular resident students might be an utter failure in extension classes, and vice versa. In some cases it is possible to get specialists who are doing outstanding work in the world to give a moderate 308 BIENNIAL SURVEY OF EDUCATION, 1924-1926 amount of time to teaching who would not under any circumstances become regular faculty members. Perhaps the most severe criticism by faculty members of the pres¬ ent practices in extension work is that certain institutions employ local high-school principals or superintendents of small towns to give their extension work. It is claimed that pressure is used by these school officials to influence their teachers to attend their classes. This, if tr'ue, is not conducive to good morale. However, an extreme case of this kind does not make the employment of a local school official bad practice per se. A search for teaching talent in many localities in this country would bring to light people of proper preparation and ability to instruct. Mobilization of our educational resources would no doubt bring many surprises. Most people of specialized information, who would not be willing to consider full-time teaching positions, are willing to teach classes of mature people who are vitally interested in the subject, provided the time and place for such instruction can be suited to their convenience. The instruction of such a class is very different from that of a class composed of undergraduates who have not yet found their life’s interests. It is the business of educational leaders to use to the fullest extent possible the teaching talent of the country. This probably can best be accomplished through university extension. In order that standards may be safeguarded on the one hand and that ambition may be encouraged on the other hand, it might be well if colleges and universities would test by thorough examination all work done by extension methods. If these same thorough examina¬ tions were from time to time given to resident students, a means of comparison would be available. Fortunately, testing skill has been greatly improved within the past 10 years. If we examine correspondence courses issued by different colleges and universities, we see a vast difference in their worth. There is a growing belief among university extension officers that correspond¬ ence instruction would be greatly improved throughout the country if all colleges and universities, before issuing courses, would follow the practice of examining courses produced by other institutions and, if found better than their own, secure permission to use them. If this practice were followed and colleges and universities would permit their courses to be used by others, each institution would have avail¬ able to its students the best course produced on a given subject. This procedure would have the effect also of stimulating writers of cor¬ respondence (inasmuch as their courses might be adopted generally and a royalty realized) to put forth greater effort. Thus better courses would come into general use. PUBLIC EDUCATION OF ADULTS 309 Institutions which have State support are no doubt under more obligations to give work by extension methods than are institutions which do not have State support, and it is true that the most of the volume of extension work is done by State-supported institutions. However, colleges supported by religious denominations or private funds are doing more and more extension work. The presidents of some of these schools do not look upon extension work as an obliga¬ tion, but as an opportunity for service and as a method of adding strength to the institution. Every educational institution has its own clientele which looks to it for guidance. Nearness of the institution to the person taking work is an advantage, as it gives greater chance for contact, as well as quicker return of lesson assignments. Many university extension officials claim that extension work is valuable to the institution which gives it as well as to the students who take the courses, for extension work brings the institution into contact with actual problems in the State. Former President Van Hise, of the University of Wisconsin, who had a large part in the development of university extension work in this country, claimed that the university was in great need of this direct contact with the State. He is reported to have stated that it was the intention of the University of Wisconsin to move the campus fence to the extreme borders of the State. There is a growing tendency on the part of educational institutions to cooperate with each other in extension work. The most common kind of cooperation is found between colleges and universities on the one hand and local public-school boards on the other, the latter providing a place of meeting and the former providing the instruc¬ tion. Cooperation is also found in many localities between colleges and universities and local libraries, the latter furnishing the place of meeting, as well as reference books, magazines, and the like. Experi¬ ence has shown that in many instances a library, in addition to furnishing a place of meeting, reference books, and so on, does very effective recruiting work for extension classes. Library patrons show by their selection of books what their intel¬ lectual interests are. A librarian can often render a real service by introducing to each other people interested in the same subject. Often a group of people interested in some subject, if they know each other, will organize a class in such subject and ask for a uni¬ versity instructor as teacher. The public libraries in Cleveland, Ohio, and Milwaukee, Wis., are rendering distinct service by giving full information as to class work offered in all parts of the respec¬ tive cities, by whatever agency. The individuals who give this information get first-hand data as to the kind and value of instruc¬ tion given. Colleges and universities are also cooperating more and more by using each other’s faculty members in extension work. 310 BIENNIAL SURVEY OF EDUCATION, 1924-1926 In Pennsylvania the State department of public instruction is endeavoring to form an organization of all the agencies in the State which do extension work not for profit. Much good for extension students is sure to result from such an organization. Considerable reference has been made in this report to the growth of the college and university extension movement. The extension work as reported for this biennium is greater in volume than it was during the biennium 1922-1924, and the report for 1922-1924 showed a greater volume of work in extension than did the report for 1920- 1922, and so on. Among the reasons for the increase of work by extension methods might be mentioned: (1) A greater demand by the public, which is realizing more and more that university leadership may be had in almost any field of human interest; (2) improvement of technique in giving the courses, which makes them more effective. The two rea¬ sons mentioned are not only causing an enlargement of extension divisions already organized in institutions but are causing other institutions to take up this work. Our increased amount of leisure and our changing environment make education needed by an ever-increasing "number of people. Various university extension directors report that there is an in¬ creasing tendency on the part of adults to study. That this desire of adults to learn is a national resource of first magnitude is more and more recognized. CHAPTER XI NURSERY-KINDERGARTEN-PRIMARY EDUCATION By Mary Dabney Davis Specialist in N urso'\j-K indergart en-P rimary Education Contents. — Introduction — Nursery school education : Programs and staff ; workers confer¬ ence ; education of parents a part of nursery school program — Kindergarten-primary grades : Increase in number of kindergartens ; legislation to aid kindergarten educa¬ tion ; curriculum construction and revision ; “ setting ” for new types of curricula ; report cards ; promotions of kindergarten and first-grade children ; teachers’ salaries ; training for teachers of kindergarten-primary grades ; certification for kindergarten¬ primary teachers ; general supervision for kindergarten and primary grades ; teachers’ professional organizations-^-Summary. Popularly and scientifically the education of young children has been rapidly becoming a foremost topic of study and discussion during the past two years. Parents, educators, and even the man in the street are recognizing the potential abilities of young children and the need for using the rich but much neglected preschool years of a child’s life as an educa¬ tional asset. Nursery school workers are gaining evidence of the effect conditioned environment and scientific supervision have upon young children’s mental and physical welfare. Kindergarten-pri¬ mary teachers are guiding classroom activities to meet the behavior needs as well as the skills required of their pupils. They are prac¬ ticing in increasing numbers the modern principles of education and are contributing to the widespread interest in character education. A closer cooperation between school and home activities and among “ grades ” of work is being effected for the benefit of both children and adults — the parents and the teachers. Child-welfare research stations, consultation centers, and habit clinics are offering guidance in understanding individual needs among children. Popular magazines have featured articles on such topics as the development of desirable, habits and behaviors in young children, the relation of parent behavior to that of their children, the book interests of children, and progress in developing health habits. Parenthood is becoming a real profession, and parents of young children are gathering for child-study classes all over the country to prepare for this profession. Nursery school, kindergarten, and pri- 311 312 BIENNIAL SURVEY OF EDUCATION, 1024-1926 mary teachers are realizing that they need to know far more than they now do about the emotional and physical well-being of preschool and school children, and sections of their conference and convention programs have been devoted to these subjects. Teachers, research workers, and administrators are appreciating the essential need of interrelating all phases of education and of unifying the progressive steps in educative experiences for young children from nursery schools through the kindergarten and primary grades. Principles of education underlying these ideals of education emphasize that the development of desirable behaviors is as important an educational objective as the achievement of knowledge, that learn¬ ing takes place effectively only through the combined mental and physical activity of the children, and that similar environment, similar methods of teaching, and similar objectives of education should mark the work with all ages of children, and should insure continuous, uninterrupted progress in their development. These principles of education are being expressed in the courses of study prepared for kindergarten-primary grades as a unit; in the unified preparatory courses offered by 80 per cent of the teacher¬ training institutions preparing teachers for kindergarten-primary grades; in the informal organization of primary classrooms and the specific efforts of kindergarten teachers to lay foundations for the school subjects through the children’s experiences; and by the super¬ visory units for kindergarten-primary grades in 72 per cent of the city school systems supporting kindergartens. The reorganization within the Bureau of Education in 1925 of its section of kindergarten education in the city schools division into a section of nursery-kindergarten-primary education has been in keep¬ ing with the general movement to unify the work for all ages of young children. Since its organization this section has served teachers and parents of young children, supervisors and superin¬ tendents of schools, research workers, editors, school architects, rep¬ resentatives of educational organizations, and others interested in the education of young children. It has assisted in general educational surveys, has assembled and distributed information, and is carrying out a program which includes studies and researches in matters con¬ cerned with the education of children through the eighth or ninth year. Because this is the first report since the reorganization of this section of the Bureau of Education, data have been assembled to offer facts concerning present practices in nursery-school, kinder¬ garten, and primary education to provide bases from which future progress may be reckoned, as well as to show the need for more NURSERY-KINDERGARTEN-PRIMARY EDUCATION 313 complete and accurate information in many lines of educational work with children of these younger ages. None of the practices here reported are perfected, and neither are they as universally used as can be hoped for in the future. The types of scientific thinking which modern principles of education stimulate should, however, continue to develop a highly professional attitude among teachers during the next biennium — an attitude char¬ acterized by alertness to see and to grasp opportunities for demon¬ strating those principles of educational theory which recognize the interests and activities of children of all ages as the means by which they learn. Examined in this light, the education provided to-day for young children seems based on a scientific foundation determined by groups of research specialists. Their work converges in the problems of education for the early years of a child’s life and is administered by teachers who are alert to the need for observing children’s interests and reactions and for determining the plans of school work accordingly. Both specific and general problems are waiting for solution. What do play materials contribute to children’s education? What practical experience with infants and preschool children is needed for the student training to be a teacher or majoring in child psy¬ chology? What health habits for which the elementary schools are striving can be easily established in nursery schools and kinder¬ gartens? What shifting of standards or regrouping of children will best promote continuity in education and will materially reduce the large per cent of first-grade children retained a second year in that grade? With how many children can a teacher work effectively in nursery schools, in kindergartens, and in primary grades? What is the per pupil hour cost of education for these three groups of chil¬ dren ? These and many similar questions are in need of study to aid teachers and administrators in providing the richest opportunity for each child’s education. NURSERY SCHOOL EDUCATION The breadth of interest in nursery school education is evident from the many types of institutions with which the schools are connected and the several purposes for which they are organized. In each case the care and instruction of children is of primary importance, and in many cases the work with the children’s parents is just as impor¬ tant. Intimately connected with this are the programs of research in educational methods and materials, in behavior development, in foods and clothing, in social conditions, and in physical growth. This research and the training of teachers, the preparental and the parental education programs indicate the wide field of services cov¬ ered by nursery school education. 314 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Some of the private nursery schools are organized to relieve parents occupied both within and outside the home, as well as to provide educative experiences for the children. Many of these are inde¬ pendent units, and others are a part of the kindergarten-primary unit in experimental schools. In some cases nursery schools are housed in social settlements, public-health centers, day hospitals, etc., and are supported chiefly by philanthropic organizations, though a nominal fee is usually paid by the parents. On certain days, in some of these schools, parents are given the opportunity to assist the directing teacher as part of the parental training work conducted by the school. Nursery schools, used as laboratories in certain col¬ leges, universities, and teacher-training institutions, offer students opportunity to observe and study the interests, habits, and needs of young children. In some cases participation and teaching experience with children is also provided for students. Such opportunities are also offered to high-school students in the public-school system of one city as a part of the preparental training in the course of home economics. Two other city school systems are developing plans so that these high-school students may have similar opportunities and are relating this work to other courses in the student’s curriculum. As yet no public-school system has assumed the entire expense of operating a nursery school. This is due to the need for legal rulings favoring the appropriation of funds for such expenditures. Coop¬ erative projects between the public schools and private organizations are, however, now in effect in several cities, and in two or three of these the nursery school is under the general supervision of the kindergarten-primary supervisor. Eesearch centers in the field of nursery-school education are estab¬ lished in Columbia University (Teachers College), Cornell, Iowa University, Johns Hopkins, Minnesota, and Yale, and at the Merrill - Palmer School of Homemaking in Detroit. This latter school, rec¬ ognized as one of the first to initiate studies in child development, accepts students from universities for short terms of research work. At Columbia, Iowa, and Minnesota the work is carried on through institutes of child welfare independent of other university depart¬ ments but offering their resources to all departments interested in cooperating with their projects or in initiating individual researches. The work at Cornell is a part of the college of home economics, at Johns Hopkins it is a part of the psychological laboratory, and at Yale the research is carried on through their psychoclinic. Other research centers in the experimental stage of organization are lo¬ cated in Los Angeles and Oakland, Calif. Many colleges and uni¬ versities are conducting research in this field of nursery education in connection with their courses in child Care and training, home NURSERY- KINDERGARTEN-PRIMARY EDUCATION 315 economics, psychology, and education. Significant projects very much in the nature of research are connected with two eastern women’s colleges. Students in the department of education at Smith College have the privilege of working in a nursery school connected with the “Institute for the coordination of Women’s Interests.” During the summer, Vassar College maintains a nursery school as part of the work in the department of euthenics. Research in a new field of work helps to determine administrative policies, to outline the techniques of teaching, and to check the effec¬ tiveness of its achievements. Doctor Gesell 1 indicates the great opportunity which is open to the workers identified with the scien¬ tific exploratory work in the education of preschool children. He outlines five major fields of investigation to which he feels the nursery school can m^ke significant contributions : First , the prob¬ lem of individual differences, which has hitherto been largely con¬ fined to adults, adolescents, and school children; second , the problem of mental hygiene, of stimulation, and fatigue, for which more scientific data are needed to allay the fear that nursery school experience is too exciting for young children, and to modify the school’s program to avoid unnecessary demands upon their emo¬ tional and social adaptation; third , to develop methods of measure¬ ment for the personal-social behavior of young children and to attempt to establish norms; fourth , to carry on constructive investi¬ gations in the matter of behavior problems and to develop an effec¬ tive technique of study that is already forecast by the case study or diary record methods now in use; and fifth , the development of methods of parental guidance, since the welfare of children is so largely conditioned by the environment determined by the parents. Aside from this program suggested by Doctor Gesell, many other studies of the physical and emotional development of young children and of the educative values of play materials could be proposed and many such studies are well underway throughout the country.2 Whereas the major number of nursery schools has been organized at the initiative of educators, there are many schools in which parents have taken the initiative and have organized the schools as coopera¬ tive neighborhood projects. There are approximately 75 or 80 schools now in operation which are listed as nursery schools. The list changes frequently because new schools are constantly being opened, others for one reason or another are closing, and still others are found to be informally organized neighborhood playgroups or day nur- 1 Gesell, Arnold. Experimental education and the nursery school. Jour, of Edu. Research, 14 : 81-87, Sept., 1926. 2 Marston, Leslie Ray. Directory of Research in Child Development. Compiled for National Research Council committee on child development, National Research Council, Washington, D. C., March, 1927, 316 BIENNIAL SURVEY OF EDUCATION, 1924-1926 series not desiring nor meriting the name nursery school. A need has now arisen for the determination of certain minimum essentials characteristic of a nursery school. Such essentials could, of course, be exceeded, but the classifying of nursery schools by established standards would keep nursery school work upon its present high edu¬ cational level. Much interest in the educational possibilities of their work is being expressed by directors of day nurseries. A cordial invitation was issued to speakers for the convention program of the National Federation of Day Nurseries to describe the educational objectives and materials, the day’s program, record keeping, and the training for teachers considered essential for raising the care of chil¬ dren to a plane of education. Trained teachers have been added to the staffs of several d^y nurseries. PROGRAMS AND STAFFS * Most of the nursery schools are in session five days a week, with a school year comparable in length with that for public schools. Two-thirds of a sampling of 35 schools plan for a day from 4 to 11 hours in length, while the other third care for the children only 2 or 3 hours a day. Some of the experienced nursery school workers feel that a full day of at least 6 or 7 hours is needed to condition adequately the habits of young children. Great importance is laid upon the observation and development of habits of eating, sleeping, and elimination which are provided by a full day in a nursery school under trained teachers. Activities for a day’s program usually begin with some form of physical examination both for the benefit of each child and for the safety of the group. Then follows play, as much as possible out of doors, with physical apparatus, toys, and educational materials; a midmorning lunch of orange juice and cod liver oil, tomato juice or milk; a rest period and some time for story telling and music. To this the full-day program adds dinner, a long afternoon nap, more outdoor play, and where necessary, supper or lunch before the parent calls for the child. The equipment and room arrangement of a nursery school are con¬ ditioned to give the children physical exercises, experiences with toys, and materials which they learn to control and to use, and social con¬ tacts with other children of their age. The orderliness and accessi¬ bility with which the supplies and play materials are arranged are important items in developing self-reliance and independence. Because of the need for special supervision of the children’s physi¬ cal and mental health, for social workers and for consultation service for parents, the staff of a nursery school usually includes special con¬ sultants as well as teachers. This is, as a rule, part-time service, but NURSERY-KINDERGARTEN-PRIMARY EDUCATION 317 in some cases full time is given, dividing it between the nursery school and a behavior clinic or consultation center connected with the nursery school. Such a clinic or center serves both the school child and his parents, sometimes also caring for older children in the family through studying character traits and abnormal behaviors. The following extract from a letter describes the staff of consultants recently added to the Cleveland Kindergarten-Primary Training School : One of the interesting things in connection with this nursery-school work that the training school and the association are doing is that we now have our own behavior clinic wTith psychiatrist, psychologist, nutrition worker, trained nurse, psychiatric social worker, and medical examiner. This unit is consider¬ ing behavior cases of the nursery kindergarten. The greatest importance is placed upon the training of teachers. In many instances it is considered essential for a teacher to have graduated from a four-year college course in which she has received special training in the sciences and in the several types of psychology and education as well as in practice work with children in the entire unit of nursery-kindergarten-primary grades. The cooperative inter¬ est of clinical psychologists, of experts in the fields of home econom¬ ics, of physical hygiene and education, can well be expected to pro¬ duce a well-rounded plan of education for young children which can also guide the work with older children and with parents and teachers. Financial assistance has been given many child-study projects, and for many “ fellowships ” in preschool work by the Laura Spel- man Rockefeller Foundation, and cooperation in the administra¬ tion of this work is bringing together specialists in the many fields of education already enumerated. For the training of teachers, at least two institutions — the department of nursery, kindergarten, and primary education of Western Reserve University, formerly the Cleveland Kindergarten-Primary Training School, and the National Kindergarten and Elementary College which is affiliated with North¬ western University — have added special training for nursery-school teachers. The Nursery Training School of Boston confines its teacher-training work to this field. Adequate certification for such teachers has already been considered by the States of Pennsylvania and Ohio, and is under consideration by California and one or two other States. workers’ conference Problems naturally arise from conducting schools when no pat¬ tern for the techniques of teaching has been' formulated. To help solve some of these problems, conferences of nursery-school workers have been held for two years independent of any other educational organization, but meeting at a time when those most interested in 17836°— 28 - 21 318 BIENNIAL SURVEY OF EDUCATION, 1924-1926 such education are attending other meetings, such as the Department of Superintendence and the International Kindergarten Union. The plans for these conferences have marked a new step in making such programs; they have focused upon specific problems, and have been organized on the discussion plan with group or topic lead¬ ers. These conferences have convened for a period of two days pre¬ ceded by visits to nursery schools, and they have been characterized by informality and by the frankest kinds of discussions. At the con¬ clusion of this year’s conference the group, organized most infor¬ mally, was disbanded until such a time as an organization could be founded which would represent the educational interests for the whole period of young childhood. In the meantime the interests of nursery-school education were placed in the hands of a committee of 19 representing all types of institutions and “ centers ” actively engaged in nursery-school work. With this committee rests the re¬ sponsibility of calling conferences and of representing the interests of nursery-school education throughout the country. EDUCATION OF PARENTS A PART OF THE NURSERY-SCHOOL PROGRAM A program of parental education must be closely correlated with the program for the education of young children. Such an intimate relationship exists between parent and child that it is practically impossible to consider the education of one without the education of the other. Records of the children’s physical activities and emo¬ tional reactions kept during the nursery- school day need to be con¬ tinued in the home. What the teacher does during the day is frequently determined by what the child has been doing at home. The cooperation in such record keeping informs both school and home of the children’s continuous progress and by initiating the parents into the purposes and plans of nursery-school education in¬ creases their knowledge and skill in developing their own child. This initiation is carried into definite training in many schools through organized study groups and through scheduled opportunities for mothers to assist the nursery-school teacher. This local work is well supplemented by child-study classes or¬ ganized and supervised by local, State, and National organizations, for instruction in parenthood is not confined to the nursery school. Courses in child study offered by universities and colleges from their extension departments are well illustrated by the following announce¬ ments : COURSES FOR PARENTS The program of extension courses in child training of the School of Applied Social Sciences of Western Reserve University for the coming winter will be extended to include three courses, each to be offered in two sections to accom¬ modate those who wish to attend in the afternoon or in the evening. Included NURSERY-KINDERGARTEN-PRIMARY EDUCATION 319 will be “ The education of the child of preschool age,” “ The home education of the child from six to twelve,” and “ The home education of the adolescent child.” — School Topics, Cleveland, Ohio, September 23, 1926. YOUR CHILD YOUR OPPORTUNITY The Institute of Child Welfare of the University of Minnesota announces a correspondence course of 16 lessons on the care and training of young children. This course is offered under the general extension division without fee. It is open to all residents of Minnesota. The course, in simple terms and with illustrations, will take up: Physical growth, care, and diet of young children. The management of young children with reference to the development of personality and the establishment of correct habits of behavior. Play : Toys, games, stories, and music for young children. PRESCHOOL AND HOME LABORATORIES The State University of Iowa offers to parents the benefits of extensive research in the training of young children in a group of preschool laboratories of the Iowa Child Welfare Research Station * * *. The purpose in the laboratories is to give the children an opportunity to develop under the best conditions and to give a limited number of research workers an opportunity to learn through observation and experimentation the best methods for training normal and superior children. The first State program of public instruction for parents has been initiated by California. A description of the work being started is given in the Elementary School Journal, as follows: An experiment in parent education, to be conducted by the California public- school authorities, has been announced by the California superintendent of public instruction. As a beginning it is proposed to organize 8 classes, 4 in the northern part of the State and 4 in the southern. Each center will offer (1) a course for mothers of preschool children, (2) a course for fathers of adolescent boys, (3) a course for mothers of children between the ages of 6 and 12, and (4) a course for mothers of adolescent girls. The classes will meet once in two weeks. Part of the time will be devoted to lectures on child psychology, character education, and similar topics, and part to discus¬ sion of problems brought in by the parents and to the organization of simple projects in child training. In carrying out this scheme the board of education will enlist the aid of such agencies as the Smith-Hughes home-making staff, home-extension and university-extension workers, the bureau of child hygiene, and organizations dealing with delinquent children. Particular emphasis has been given to preschool study groups by such organizations as the National Council of Parents and Teachers, the Child Study Association of America, and the Ameri¬ can Association of University Women. Topics and outlines for study, references to publications, pamphlets on pertinent topics, and reprints of helpful articles from current magazines are furnished by these organizations as aids for study groups. Growth in interest in such study groups sponsored by the educational department of the American Association of University Women and supervised by their educational secretary is evident from the fact that in 1923 and 1924 320 BIENNIAL SURVEY OF EDUCATION, 1924-1926 there were 23 study groups and in 1925-26 there were 157 groups organized in 38 States and enrolling approximately 1,500 parents. The chapters of the Child Study Association of America have doubled within the past year. Under the supervision of this organi¬ zation, four conferences on “ Modern parenthood ” have been held in the cities of New York, Chicago, San Francisco, and Baltimore. The project of fostering these conferences has been one of the most important steps in the progress of parental education. They have been attended by thousands of parents and teachers and addressed by experts from universities and research centers and have offered opportunities for discussion of individual problems. The confer¬ ences have stimulated the organization of an institute for the prepa¬ ration of child-study group leaders and have carried a tremendous awakening of parents and of teachers to their responsibilities, to the fascinating opportunities before them, and to the cooperation which will be able to further cement the interests of home and school. At the invitation of a group of directors of parental education projects a conference was called in the fall of 1926 of representatives from about 50 organizations and institutions interested in child study and parental education work. Discussions centered about the con¬ tents, methods, materials, and personnel needed for parental edu¬ cation classes. The value of the meeting was so evident that the National Council of Parental Education was organized. This council will further the work of parental education through assembling and distributing information and through assisting research in this field. Aside from these activities, interest in parent education has been stimulated by many of the popular periodical publications. A new magazine, “ Children, the Magazine for Parents,” is offering popu¬ larly written articles by recognized authorities. The autumn number of Progressive Education for 1926 focuses attention upon the “ Pro¬ gressive parent.” Other magazines classed as fiction and current topics have issued articles and special numbers on the education of children, on the provision of books and reading for children, and on the education of parents. The scientific work of experts in the preschool field and the cooper¬ ation of parents and teachers for a better understanding of child life insure an education for children which should be more adequate. SOME RECENT PUBLICATIONS IN THIS FIELD ASIDE FROM THOSE ALREADY MENTIONED Baldwin, Bird T. Preschool psychological laboratories at the University of Iowa. Childhood education, 4 : 232-236, January, 1927. Description of the nature and scope of work in this laboratory. Brugger, M. E. A nursery school program. Childhood education, 3 : 18-21, September, 1926. Description of a day’s activities at the Gowan Nursery School, conducted by the Cleveland Kindergarten-Primary Training School. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 321 Concerning parents. A symposium on present-day parenthood. New York, New Republic (Inc.), 1926, 279 p. A report of the addresses given before the First Conference on Modern Parent¬ hood held in New York City, October, 1925. The addresses deal with modern family relationships, with preschool and adolescent child problems in the home and in the community, and with the parents’ outlook on life. Eliot, Abigail. Educating the parent through the nursery school. Childhood education, 3 : 183-188, December, 1926. Description of methods used to secure intelligent cooperation of the mothers of Cambridge Nursery School and Ruggles Street Nursery School of Boston. Franz, Shepherd Ivory. Pyschological aspects of the preschool child. Child¬ hood education, 2:277-283, February, 1926. An analysis of the beginnings of certain adjustments in young children’s behavior essential for modern social and industrial life. Guidance of Childhood and Youth. Readings in Child Study. Edited by Ben¬ jamin C. Gruenberg. New York, Macmillan Co., 1926. 324 p. Source material to guide parents in meeting problems of discipline, children’s fears, speech development, etc. Hill, May. The nursery school and parental education. In National education association. Department of elementary school principals. Sixth yearbook, 1927. Washington, D. C., Department of elementary school principals, 1927. p. 145-161. Well illustrated descriptions of certain nursery school objectives and programs with indications of their values for parents. Hill, Patty Smith. The education of the nursery school teacher. Childhood education, 3 : 72-80, October, 1926. Building a curriculum for prospective nursery school teachers from diary records of individual children kept by skillful nursery school teachers, and from job analyses of nursery school teaching : Illustrated with one complete diary record of a nursery school teacher. Johnson, Harriet M. A nursery school experiment. New York, bureau of edu¬ cational experiments, 1922. Revised, 1925. 82 p. illus. Describes a nursery school, purely American in conception, which claims educa¬ tional need as its primary excuse for existence. Describes equipment and pro¬ cedure, giving excerpts from daily record sheets. Pearson, Ruth R. The behavior of the preschool child. American journal of sociology, 31 : 800, 1926. A summary and bibliography of the more significant literature written in English since 1919 on the behavior of young children. This literature shows that ch!ld study now focuses upon total concrete situations in the lives of real children. Agencies for child study include habit and child guidance clinics, preschool labora¬ tories, and the nursery school. These agencies concern themselves with normal as well as with problem children. Raymond, E. Mae. The nursery school as an integral part of education. Teachers college record, 27 : 872-891, May, 1926. In order to make the nursery school an integral part of education, it must be provided with a curriculum in which subject matter values are recognized. A study of nursery school education shows that it is actually laying foundations for ele¬ mentary education through safeguarding of health, developing social and physical control, providing opportunity for social adaptation and for learning through observation, experimentation, and self-expression. Woolley, Helen T. The real function of the nursery school. Child study, 3 : 10-11, February, 1926. Emphasizes the better understanding and closer relationship which exist between parents and children as a result of nursery school education. 322 BIENNIAL SURVEY OF EDUCATION, 1924-1926 KINDERGARTEN-PRIMARY EDUCATION Progress in kindergarten-primary education may be measured in three ways: Through increase in the number of 4 and 5 year old children enrolled in kindergarten and in the actual number of kinder¬ garten classes; through the assimilation of kindergartens into the elementary grade unit of the school system ; and through the accept¬ ance in primary-grade classrooms of methods and materials of edu¬ cation which combine the development of skills in the “tool” and “ graphic ” subjects with the development of children’s social and intellectual behavior, and which provide adequate opportunities for creative expression of children’s interests. Those who are formulating principles of education to guide curricu¬ lum construction and the improvement of teaching recognize no dif¬ ferences in the general objectives for education at any age level. Improvement in behavior and working through pupils’ interests are as essential in high-school teaching as in the kindergarten-primary grades. The fact is recognized that whereas most of the leaders in the field of kindergarten-primary education further the unification of early elementary education and accept the “ behavior and pupil inter¬ est ” objectives of teaching, there are many teachers who are not yet ready to demonstrate them, and many administrators who are not yet willing to let the teachers carry out the demonstration. Kinder¬ garten activities should contain the beginnings of all the elementary school activities. No unrelatedness nor isolation is ever productive of progress, but in merging their work with the elementary unit there should be no fear that the influence kindergartners have had in deformalizing primary classroom work, of focusing attention on chil¬ dren as individuals rather than as classes, will be submerged because kindergartners are outnumbered by the other “ grades ” in the ele¬ mentary unit. Neither should primary teachers fear that, so long as they give themselves as thorough and as conscientious a preparation in understanding pupils as they have in understanding subject matter, the achievement of pupils will fall below present attainments. Explaining to parents what the schools of to-day should do for their children helps teachers to clarify their own notions of modern educational practice and to remove the fear of displeas¬ ing patrons. Teaching, like living, is after all a matter of principles, and no fear of loss through uniting educational work for all ages of children should be entertained by kindergarten and primary teach¬ ers nor justified by administrators. The initiative for providing kindergartens and the setting for modern methods of teaching rests largely with the school administrator. With the teacher rests responsibilities for fitting programs of work to children’s interests and abilities, for relating her work to that in other grades, and for building an atmosphere of growing and of happiness in the classroom. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 323 INCREASE IN NUMBER OF KINDERGARTENS Since complete statistical data for 1926 have not yet been received from all city school systems in the country, a sampling of 194 cities has been taken to indicate national growth in the number of kinder¬ gartens. These cities in 33 States and the District of Columbia constitute 25 per cent of all cities with more than 10,000 population and include 60 per cent of all cities having a population of 100,000 or more. This gives a representative group from which deductions may be drawn. The data from these 194 cities show that kinder¬ garten enrollments between 1924 and 1926 increased 7.5 per cent. Enrollments in other elementary grades in these cities remained about the same. This apparent lack of increase in the elementary grade enrollment seems to be substantiated by the statistical reports received from 12 States for the year 1926, which show a drop in such enrollment of 0.7 per cent under that for the year 1924. The data are distributed among cities of three population sizes in the following table. The largest increase in number of schools which include kindergartens is found in large cities of the first class, of 100,000 population and more. But greater increase in the number of teachers employed, in the enrollment of children, and in the average daily attendance is found in the second-class cities, popu¬ lations of 30,000 to 100,000, and in third-class cities, populations of 10,000 to 30,000. These changes do not hold true for the figures of elementary schools, teachers, enrollments, and attendance. Table 1. — Schools, teachers, enrollments, and attendance in kindergartens and elementary grades of 19 4 cities for the years 192^-1926 Kindergartens Elementary grades City size Per cent increase Per cent 1924 1926 1924 1926 increase or de¬ crease [First class _ 2,561 3,050 19 2, 964 3,186 +7.0 Second class... 814 924 14 975 996 +2.0 Number of schools _ •[Third class. ... 531 605 14 800 826 +3.0 1 Total . 3, 911 4,579 17 4, 739 5,008 +6.0 [First class . 3,808 3,962 4 52, 355 52, 392 +. 07 Second class... 916 996 9 12, 107 12, 076 -.3 Number of teachers... [Third class.. .. 577 601 4 6, 374 6, 701 +5.0 1 Total . 5, 301 5, 559 5 70,836 71, 169 +.5 [First class . 210, 458 219, 031 4 2, 051, 621 2, 043, 507 -.4 Second class... 43, 736 52, 112 19 423, 734 412, 061 -3.0 Enrollment . [Third class... . 25, 708 29, 607 15 233, 407 233, 595 +.08 1 Total . 279, 896 300, 750 7.5 2, 708, 762 2, 689, 163 -.7 [First class . 118, 585 132, 117 11 1, 707, 602 1,694,718 -.8 Average daily attend¬ ance. Second class... ■{Third class.... 27,164 16, 036 32, 476 18, 276 20 14 355, 713 192, 173 349, 056 196, 783 -2.0 +2.0 1 Total . 161, 785 182, 869 13.03 2, 255, 488 2, 240, 557 -.7 324 BIENNIAL SURVEY OF EDUCATION, 1924-1926 In the 194 cities mentioned above there were IT per cent more kindergarten schools in 1926 than in 1924, 5 per cent more teachers, and, most significant of all, a 13 per cent higher average daily attend¬ ance. From these figures it can be inferred that cities which have accepted kindergartens as an integral part of their school systems continue to complete present elementary school units by adding kindergartens and to provide kindergarten rooms in their new buildings. More kindergartens than teachers have been added, and it is probable that the organization of many of these new kinder¬ gartens makes it possible for the teachers to devote to them their full time, morning and afternoon, instead of conducting kinder¬ gartens half a day and assisting throughout the school grades during the other half day. This is one explanation of the fact that there were more kindergartens established than there were teachers en¬ gaged. Another explanation for this difference is found in the fact that several school superintendents who have had a more traditional type of organization now provide two kindergarten sessions a day, placing the kindergarten teacher on the same salary basis as the other primary teachers and requiring her to teach two sessions instead of finishing her day’s work at noon. The 13 per cent increase in average daily attendance for kinder¬ gartens in these 194 cities is about twice as large as their increase in enrollment. Most of this increase occurred in large cities. This increase in attendance may be interpreted both as the patrons’ ap¬ preciation of the values of kindergarten experience for their young children and as a growing realization among them that school-attend¬ ance habits must be established in the first or kindergarten grade of the elementary school unit. Among these 194 cities there were 9 which had organized kindergartens for the first time. These cities are located in eight different States — Connecticut, Indiana, Massa¬ chusetts, Michigan, Minnesota, Ohio, Pennsylvania, and Texas. Further evidence of large increases in kindergarten enrollments is found in reports from the cities of Detroit and Los Angeles. The increase of enrollment in Detroit for the year 1925-26 over the pre¬ ceding year was 15 per cent, as compared with an 8.4 per cent in¬ crease for the other elementary grades; for the year 1926-27 the increase over the preceding year was 18.31 per cent for kindergarten enrollment, as ’compared with 9.3 per cent for the other elementary grades, or almost twice as large an increase for kindergarten as for other elementary grade enrollments. In Los Angeles the figures for 1924-25 show a 10.95 per cent in¬ crease in kindergarten average daily attendance over that for the preceding year, and a 3.86 per cent increase for other elementary grades. For 1925-26 there was a 16.7 per cent increase for kinder- NURSERY-KINDERGARTEN-PRIMARY EDUCATION 325 garten average daily attendance and 4 per cent for the other ele¬ mentary grades, the increase for the kindergarten being about three times that for the other elementary grades. During the past 10 years there has been an increase of 14 per cent in the population of the United States. A 32.5 per cent growth in enrollment of kindergartens during the same period of years indi¬ cates growth in public interest in the education of 4 and 5 year old children. The following table shows the total increase in the num¬ ber of kindergartens and teachers, in enrollment and in average daily attendance between the years 1914 and 1924. It also shows that private kindergartens are fewer in number, and that there are more public kindergartens. This may be explained in part by the fact that many kindergartens organized and originally supported by philanthropic institutions have been taken over by the public-school system. Such a change from private to public control of kinder¬ gartens is normal and natural. Private funds are frequently spent to show the need for an educational movement and to demonstrate its value. Philanthropic organizations were the first to champion the kindergarten, to show the social and educational need for it, as well as to demonstrate the possible contribution it could make to general education. This type of private organization substitutes for the public school until popular opinion permits the use of public money for the support of the project. The following figures indi¬ cate that public opinion has increasingly approved of kindergarten education during the past 10 years. Kindergarten statistics for 191Jf and 192 4 Year Kindergartens Teachers Pupils enrolled Average daily attendance Private Public Private Public Private Public Private Public 1914 . . . 1,571 1,319 7,254 8,494 2,139 1,390 8,430 10,818 74, 725 54, 456 391, 143 562, 897 51, 684 36,564 224,978 329, 152 1924 . LEGISLATION TO AID KINDERGARTEN EDUCATION The addition of kindergartens to a public-school system is as dependent upon popular, active interest of the citizens as it is upon legislative enactments. Neither popular interest nor legislation is self-sufficient. Satisfactory State kindergarten legislation provides four essen¬ tials : First, it designates who shall be responsible for establishing kindergartens; second, where (in what school districts) they may be established; third, what qualifications the teacher must meet to 326 BIENNIAL SURVEY OF EDUCATION, 1924-1926 receive proper certification; and fourth, how the necessary financial support shall be obtained. Effective popular interest in kindergarten education may be aroused by presenting to the people of a community the advantages offered young children by attending kindergartens and by crystalizing this interest in a conviction that kindergartens are an integral part of the school system and that the financial support for them should be derived from the general school funds just as it is for any other grade of the school system. Arousing popular interest in kindergarten education has been underway in a number of States during the past two years. In some States this activity has been a matter of local interest to make use of existing legislation, and in other States there have been general state¬ wide programs to create a demand for kindergartens and to secure proper legislation which favors establishing them. Organizations lending their support to these programs include local civic welfare clubs, and the International Kindergarten Union, the National Kindergarten Association, and branch organizations of the National Congress of Parents and Teachers, the General Federation of Women’s Clubs, the Federation of Labor, the American Legion. The State of Iowa has recently passed a mandatory-on-petition law to aid the establishing of kindergartens. Other than this no new kindergarten legislation, so far as we know, has been passed, and the information in United States Bulletin, 1925, No. 7, “Kinder¬ garten legislation,” is still current. CURRICULUM CONSTRUCTION AND REVISION The work with curricula for kindergarten-primary grades has recently been attacked more for the purpose of promoting the maxi¬ mum of children’s growth than for providing a disciplinary training. This attack takes into account the changes in modern social and industrial life and capitalizes the changing of children’s behavior. Effective ways by which children may learn, and desirable changes in their thinking and in their modes of behavior, have become of primary importance in planning curricula in many school systems. Their influence is being felt in school systems still working from the subject matter and disciplinary point of view. These changes are in keeping with the general shift in emphasis from subject matter development to child development, and have also been anticipated by the record-keeping movement in kindergarten education and the experimental work being carried on in certain public and private school centers. These records are of two types: The personal and social history records, which help in understanding individual chil¬ dren and in caring for their physical and emotional welfare ; and the NURSERY-KINDERGARTEN-PRIMARY EDUCATION 327 response or activity records which indicate the materials children like best to use, what they do with them and how they handle them, how they get along with other children, their muscular coordination, and the information and skills which develop. Experimentation and objective measurements determining values of methods and materials of instruction have offered another objec¬ tive basis for curriculum making. Two outstanding effects of these fundamental changes in principle are found in the continuity of educational experiences planned from grade to grade, and in the integration of subjects about “ activities.” Among the courses of study emphasizing the continuity of work in kindergarten-primary and kindergarten-elementary grades which have been recently issued are those from Baltimore, Md., Elizabeth, N. J., Hutchinson, Kans., Louisville (Ky.) Normal School, Los Angeles and San Francisco, Calif. This idea of continuity has been greatly helped by such studies as the determination of six prerequisites to beginning reading given in the twenty-fourth yearbook of the Na¬ tional Society for the Study of Education, Part I, pages 26 to 30, and the Monograph Number 1, Improvement in the Teaching of Reading, issued in 1926 by the bureau of publications, department of education, city of Baltimore. Integration of subject matter is effected through planning units of work or “ activities.” The almost universal expres¬ sion of opinion favoring unification and integration of subject matter in the three primary grades is found on pages 325 and 326 of the fourth yearbook of the department of superintendence. The integration of work in kindergartens not mentioned in this discussion is evidently taken for granted. Integration “ rejects the traditional subject mat¬ ter as such, and substitutes activities and materials, both new and old, which fulfill certain social objectives determined upon as the criteria for selection of content.” These objectives have been stated above. Curriculum emphasis upon development of behaviors in children has been supported by increased interest in character education and in encouraging creative expression among the children. Among recent publications in the field of character education is one from the Oakland (Calif.) public schools, Building Character Through Activ¬ ities in the Elementary Schools, in which teachers of kindergartens and the first six grades present devices and projects in developing elements of good citizenship. The public-school system of Newark, N. J., has issued mimeographed outlines for each grade, Character Training for Kindergarten and Elementary Grades, which guide teachers in developing such character traits as industry, workman¬ ship, courtesy, duty and service, loyalty, courage, self-reliance, sports¬ manship, and self-control. The faculty of the Moorhead State 328 BIENNIAL SURVEY OF EDUCATION,, 1924-1926 Teachers College in Minnesota, in their bulletin, Education for De¬ sirable Attitudes in Conduct, have made inventories of desirable traits of character and have described certain units of work for each grade through which these traits are exercised. The report of the committee on character education of the National Education Association has been published by the Bureau of Education as Bulletin, 1926, No. 7. A large amount of other material on character education is now being issued in courses of study, house organs of public-school systems, journals of State teachers associations, and through professional or¬ ganizations. Aside from the emphasis upon creative activities given in many current courses of study, special contributions have been made. Two pamphlets have been issued by the Milwaukee State Normal School, Creative Activities in First Grade, and another for the second grade, which record experiences in arousing children’s spontaneous interests and in using them for creative work in music, poetry, prose, dramati¬ zation and block building. “ Creative effort ” is the subject for volume 8, of the 1925 number of the Francis W. Parker School Studies in Education. In this book, creative effort is surveyed in writing, music, eurythmics, fine and industrial arts, which, as Miss Cooke says in the introduction, “ uncovers and stresses the fact that children of all ages, from the youngest ones through the high school, will, when given opportunity, pour forth spontaneously and joyously their imaginings, ideas, and emotions.” Progressive Education has devoted three numbers of its magazine to well-illustrated discussions of “ Creative expression through art,” “ Creative expression through music,” and “The environment for creative education.” One other outstanding contribution, suggestive of many magazines made by school children though usually less formally produced, is the chil¬ dren’s Primary School Book of the Ethical Culture School in New York. Stenographic reports of the children’s conversations in plan¬ ning a kindergarten project and discussing experiences in the second grade are given, as well as reproductions of poems and compositions created by the children in the first three grades. “ SETTING ” FOR NEW TYPES OF CURRICULA “ Units of interest ” in courses of study require “ units of interest ” in classroom arrangement, and “ activities ” in the course of study require apparatus and equipment in the classroom. Both are pos¬ sible in any classroom, and the expenditure of money may be very little with home construction or it may be more by purchasing custom-made apparatus. The National Council of Primary Education Bulletin No. 4, April, 1927, offers “What factors further creative NURSERY-KINDERGARTEN-PRIMARY EDUCATION 329 San Erancisco Public. 5cuo v John Reid Jr- Architect J.UNe. U 12£5 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Height of cha/f raits P/'to 26iHeight of cu inches vanes with height of cha/t rails in c/assroom 6/acJt boards are insto/hed on one side and one end of room- Pinning boards are msta/hed at b/act board space at other side and end of room, on uva/hs of o/coves . above s/de b/acit boards , and be/ow. b/acf boards where there are nocubides . A Primary Class Room San Francisco Purlic Schools 'John Reid Jr. Architect June 1** 1925 NURSERY-KINDERGARTEN-PRIMARY EDUCATION 331 development in public school organization” and “What factors hinder creative development in public school organization,” describing certain possibilities in equipment and programs for creative work in kindergarten-primary grades and reproducing the discussion follow¬ ing the program of the kindergarten-primary department of the National Education Association in Philadelphia, 1926. In the May number, 1927, of the Journal of the Des Moines Teachers’ Federation is given the following description of kindergarten equipment : Each school has the teeter which may be converted into a slide ; the turning pole fastened in the doorway, for corrective exercises for growing bodies; musical instruments, either piano or victrola ; the feeding tray for winter birds; big blocks which furnish material for making houses big enough to enter; the carpenter’s bench where strange and wonderful things are made, delighting the hearts of the makers — all these things contribute to the happiness and well-being of the children who attend the kindergarten of to-day. The public schools of San Francisco issued a bulletin in April, 1927, Furnishing the Setting for an Activity Program in Kinder¬ garten and Primary Grades. The school environment, floor plans, equipment, and supplies are pictured, described, and listed. Floor plans for kindergarten and primary rooms are here reproduced with the permission of Mr. Joseph M. Gwinn, superintendent of schools. One other classroom unit plan that is proving of value in encourag¬ ing creative work among children is in use in Highland Park, Mich., and in Long Beach, Calif. This plan requires three teachers for the unit of two classrooms. TRADITIONAL PLAN UNIT PLAN Reciting Studying LONG BEACH (CALIF.) CITY SCHOOLS 332 BIENNIAL SURVEY OF EDUCATION, 1924-1926 REPORT CARDS Whereas the proportion of report cards which emphasize children’s behavior is not large compared with the great number in use through¬ out the country, there is, however, a noticeable interest in rating children on these traits of conduct. Notable contributions have been made by the Lyndale School of Minneapolis, and by the Moraine Park School of Dayton, Ohio. The children and teachers in the Lyndale elementary school defined some 10 or 14 character traits which are mimeographed and bound in little books for daily guidance. This gives the pupils and the teacher a common basis for judgment of be¬ havior and for explaining to parents the ratings on the report card. The Moraine Park School ranks the rating of school subjects as sec¬ ondary in importance to the behavior rating. They go a step further than is possible in many public schools, though it may offer a possible suggestion by closing school the afternoons of the week following the issuing of report cards and holding conferences between parents and teachers, thus building up a close cooperation to help further the child’s achievements and abilities. Okmulgee, Okla., rates “studies” and “traits” in its pupil report card and the traits include : Regularity in attendance, persistency in effort, control and strength of attention, readiness to accept respon¬ sibility, cooperation and trustworthiness in group activities, respect for authority, and respect for rights of others. The Kent State Normal College (Ohio) arranged its report card for “quarters” of the school year, telling for each quarter the studies or work which the child finds difficult, his improvement in meeting this difficulty, and suggesting the work he should do to increase his skill. The kindergarten report card for Oklahoma City rates as “Well de¬ veloped,” as “improved,” and as “needing development” an array of health habits, half of which the parent is asked to rate, and skills in taking responsibility, in self-control, in courtesy, and in coopera¬ tion. Such report cards can well be a tool both for stimulating child study among teachers and for informing patrons of the newer emphases in education. PROMOTIONS OF KINDERGARTEN AND OF FIRST-GRADE PUPILS Inadequacy of data makes it difficult to determine “ real ” reten¬ tions in kindergarten and first grades. Practically no records of retention in kindergarten for a second year are kept, though many school systems provide a series of second-year activities for kinder¬ garten children. In very few first grades are any causes recorded for the dropping of children’s names from the register during the year, and these names help to swell the number of “ nonpromoted ” NURSERY-KINDERGARTEN-PRIMARY EDUCATION 333 children, with the implication that they have “ failed.” If accurate figures were available for the enrollments and promotions of kinder¬ garten pupils by years, in case a two-year kindergarten course is provided, and by half years if the school promotes in midyear, it would be possible to relate them to similar figures given for the grades. If the reasons were recorded for dropping children’s names from first-grade registers, it would be a great help in explaining approximately 10 per cent of the first-grade “ failure ” figures. An accurate study of these records for kindergarten and first grade would doubtless give a big stimulus to the work of clearly defining goals and achievements as well as standards for promotions for these grades. Such a permanent record card as that recently introduced in the Baltimore, Md., public-school system 3 will be of the greatest assistance in such analyses. This card follows a child from kinder¬ garten through the first grade, and then becomes the first card in his cumulative history in the Baltimore packet. Of 100 annual reports from the superintendents of city school systems which were examined, only 5 contained any information about kindergarten enrollments or promotions. If superintendents of schools could include the following data in their statistical analy¬ ses, it would help studies of promotion and retention in the lower grades. 1. Kindergarten enrollment and attendance divided by years if a second-year kindergarten curriculum isf provided, or with an A and a B group if the kindergarten is organized like other grades. 2. Promotions from kindergartens to first grade or from low to high kindergarten groups within the one or the two year curriculums provided. 3. Tabulations of these figures with those given for the other elementary grades and related to the total populations of each age of child. The largest enrollments and the smallest percentages of promotions are to be found in the first grades of the elementary schools. The figure most commonly used when speaking of first-grade failures is 26 per cent. To verify for 1925 or to alter this figure, 100 annual reports of superintendents of schools from all sizes of cities and from all parts of the country were examined. Only 21 of these reports gave figures for both enrollments and promotions, and few attempted any analysis or explanation of the retentions or with¬ drawals. Educationally and financially the matter of first-grade retentions is a major problem. The effect of “ failure ” and of “ being kept back ” upon a child’s enthusiasms for school or upon his self-respect is, in the average case, unquestionably detrimental. * See School Life for April, 1927. 17836°— 28 - 22 334 BIENNIAL SURVEY OF EDUCATION, 1924-1926 The cost of repetitions to the public is great, given for the elementary schools in the State of Oregon as an annual per pupil cost of $94.07, or $61.93 for current expenses and $32.14 for capital outlay. The futility of many retentions is well given in Doctor McAndrews’s 1926 report for the Chicago schools. Retentions, he says, are deter¬ mined on the theory that a pupil has failed to reach a designated passing mark. This “ mark ” varies in meaning, and there is no logical basis for a 60, 70, or 80 passing mark. Doctor McAndrews’s report gives evidence of the ineffectiveness of most repetitions by reference to findings from a study made in Springfield and Decatur, Ill.4 In these cities, 1,276 children rated as unsatisfactory were given a six weeks’ trial in the next grade, and 75 per cent attained satis¬ factory marks, remained in higher grades, and were promoted the next semester. Of the original number failing, 86 per cent sustained themselves in the next grade upon trial promotion. The benevolent reason of withholding promotion to enable children to do better work does not seem justified when it is seen from Doctor McKinney’s study that, of the number of children retained in a certain school, 53 per cent did no better work and 12 per cent did poorer work, and Doctor Buckingham concludes that only about one- third of the pupils who repeat a grade do better work than they did the first time. “ Why, then*” Doctor McAndrews asks, “ should we charge the taxpayers for reteaching 62 per cent of the pupils marked poor when retention does them no good?” In the matter of first- grade retentions, certain accessory causes pointed out by Miss Colla- more 5 include immaturity, physical handicaps, transiency, and absence. Nationality and language usage should be added here. At least the first two causes and the language difficulty could well be remedied in the kindergarten and first-grade school work. Discov¬ ered by physical and mental examinations, administrative regulations can control the assigning of retarded children to the kindergarten or first grade, where they will benefit the most educationally. In the city of Murray, Utah, where kindergartens are not a part of the elementary schools, the children who will take more than one year to complete first-grade work, as judged by tests and the teacher’s judg¬ ment, are placed in a first-grade room for which a two-year cur¬ riculum is definitely planned. Their repetition of this grade is not counted as a failure. The question might then be asked, “ Why not, then, establish a kindergarten? ” 4 An experiment in promotion. Journal of Educational Research, May, 1921. Pp. 325-335. B Accessory causes of first-grade retardation. Elementary School Journal, June, 1924. Pp. 766-772. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 335 Though there seem to be practically no data concerning kinder¬ garten and primary grade promotions, it may be of interest to see several groups of figures assembled from various sources : Table 2. — Per cent of promotions in several primary-grade situations Source of data Per cents of promotions at the end of the last semester Kinder¬ garten First grade Second grade Third grade City school circular No. 2, 1921— study of promotions of 100,000 elemen¬ tary -school children in 38 small cities . . . . . 84.6 91.2 92.3 Utah Survey, Bureau of Education, 1926, No. 18 — cities in Utah . . 85.7 94.3 96.8 Medians taken from annual reports of superintendents in 21 cities repre- senting all sizes and all parts of the country, . .. _ _ 94 82 90 93 Stamford Survey, Public School System, Stamford, Conn., 1922-23— an average of promotions for A and B grade divisions, taken from Chart 8 _ _ _ _ _ _ _ _ _ _ 75 80 85 89.5 Watertown Survey, Public School System, Watertown, N. Y., 1924-25— an average of promotions for A and B grade divisions, taken from Table 43 . . . . 95.9 83.1 90.7 93 None of these figures include the number of pupils who withdrew from the grades during the term. The figures as a whole, however, seem to reduce the commonly used figure of a 26 per cent first-grade retention, though the number of withdrawals might easily increase the median IT per cent of retention of the figures given above. A few years ago the only standards for grade promotion were chronological age and achievement in school subjects. To-day prog¬ ress in social behavior has become a major objective and is being considered as essential for promotion among the grades. Though standards for kindergarten promotion are still in a state of flux, and in many instances those that have been determined apply also to the first grade, they may be said to include health — normal weight with physical defects well on their way toward correction; muscular coordination in skipping, running, etc., and in managing tools and materials; English — a sufficient command of the English language to participate intelligently in school activities, to describe experiences and to retell stories, a clear-cut diction, and a genuine desire to read ; a mental age of 6 years ; emotional control — the cor¬ rection of fears and timidity so far as possible ; and the development of ease and freedom when working in a social group ; social control — an ability to assume responsibilities, to follow and to give directions. Certain challenges are given to kindergarten teachers from the find¬ ings of a Detroit6 study. Kindergarten attendance results, on the average, in a significant increase in the rate of progress through the grades. However, it seems that this rate of 6 The effect of kindergarten attendance upon progress and quality of work in the grades. Research Bui. No. 10, Nov., 1925. Detroit Bd. of Edu., Detroit, Mich. 336 BIENNIAL SURVEY OF EDUCATION, 1924-1926 progress is not affected by tbe length of time children remain in kindergarten, and kindergarten work seems to be better adapted to children of average men¬ tality than to those of inferior or superior mentality * * * ; to younger children than to older children * * * ; to children with better home con¬ ditions than it is to those with poorer home conditions * * * ; to children who have higher degrees of control over English than it is to those who have lesser degrees of control. Many of these assertions, based on scientific evidence, are opposite to what many teachers believe to be the case. This is particularly true in the last two statements. All the findings should stimulate thoughtful consideration. The whole matter of kindergarten and first-grade promotions and retentions would be materially helped if studies were made of the effect upon first-grade promotions of — 1. Entrance age to first grade. 2. Special emphasis in kindergartens and the first weeks of first- grade work upon the six prerequisites to learning to read. 3. Changing teachers at the mid-year promotion time. 4. Studies of children in several ability groups to show their interests, weaknesses, successes in social adaptation, and speed of learning. 5. Effects upon different ability groups of children of different methods and materials of instruction. The findings from such studies would greatly assist in determin¬ ing adequate standards of achievement and behavior for entrance to as well as promotion from the first grade. They might also help to eliminate any tendency to add reading requirements to the kindergarten work as a means of reducing first-grade retentions. No good can be anticipated from requiring of younger children work that older ones are unable to do. Much help will doubtless be gained when two studies, now nearing completion, are available, one by Mary M. Reed, of Teachers College, Columbia University, and the other by Mary G. Waite, of the University of Cincinnati. TEACHERS’ SALARIES Salaries for teachers of kindergartens and elementary grades seem to be on about the same level, though, as cities diminish in size the salaries paid to the kindergartners seem to be larger than those paid the elementary teachers.7 This may be interpreted to mean that a special training and preparation has been taken for the work and merits a larger salary. Salaries for junior and senior high school teachers are consistently higher in all sizes of cities than those for 7 “ Salaries in city school systems, 1926-27.” Nat. Edu. Assoc., Washington, D. C. Research Bui., Vol. V, No. 2, March, 1927. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 337 grade teachers. Though this may be due to a more highly specialized preparation, it is well to consider the present tendency to train on the collegiate level teachers for nursery schools, kindergartens, and other elementary grades. This would seem to warrant equal recognition with similar training for any other field of teaching service. Table 3. — Salaries for kindergarten, elementary grade, junior and senior high- school teachers Salaries for teachers of— Cities Kinder¬ gartens Ele¬ men¬ tary grades Junior high- school Senior high- school 59 cities of 100,000 population or more . | [Minimum.. Median _ [Maximum.. $1,233 2, 012 2, 215 $1,233 2,008 2,095 $1, 450 2,213 2,617 $1, 436 2, 583 2, 809 147 cities of 30,000 to 100,000 population _ . _ _ -j [Minimum.. Median _ [Maximum.. 1,100 1,522 1, 882 1,067 1,565 1,841 1,263 1,804 2, 229 1,438 2, 060 2,462 298 cities of 10,000 to 30,000 population . . . j [Minimum.. Median . [Maximum.. 1,095 1, 417 1, 666 1, 046 1,381 1,588 1, 184 1,575 1, 842 1,319 1,806 2,138 374 cities of 5,000 to 10,000 population. . . . j [Minimum.. Median . 1, 147 1, 341 1,597 1,055 1, 281 1, 502 1,179 1,440 1,316 1,671 2,012 [Maximum.. 1, 625 657 cities of 2,500 to 5,000 population.. . ..j [Minimum.. Median _ [Maximum.. 1,132 1,326 1, 614 1, 016 1, 176 1,432 1, 173 1,346 1, 610 1,297 1,550 1,876 Treating the median salaries of all cities as one typical teachers’ salary, combining the kindergarten and elementary-grade salaries, the following comparison of salaries for grade and high school teachers may be made : Kindergarten-elementary teachers Junior high school teachers Senior high school teachers Range, $1,016-$2,215 Range, $1,173-$2,617 Range, $l,297-$2,809 SALARIES PAID TEACHERS IN CITY SCHOOL SYSTEMS, 1926-27 338 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Considering current discussions of size of classes for teachers in the several divisions of a school system, it may be well to see how salaries range when based on the pupil in average daily attendance. Here again the salaries of high-school teachers are consistently higher than those for grade teachers, indicating that kindergarten and grade teachers carry larger classes of children. Table 4. — Cost per pupil in average daily attendance for salaries of teachers in kindergartens, in elementary, junior and senior high schools, 1923-24 1 [Data from 30 cities representing all sections of the country and three population groups] Cities Kindergarten Other elementary grades Median Range Median Range Of 100,000 population or more _ _ Of 30, 000 to 100,000 _ _ Of 10,000 to 30,000 _ _ $56. 72 46.08 48. 61 $30. 90-$92. 00 24. 65- 60. 10 16. 71- 68. 13 $59. 20 46. 94 40.03 $25. 88-$67. 21 36. 04- 66. 03 23. 95- 93. 88 Cities Junior high school Senior high school Median Range Median Range Of 100,000 population or more . . ___ Of 30, 000 to 100,000 _ _ Of 10,000 to 30,000 _ _ _ _ $96. 05 73. 21 57. 62 $58. 59-$117. 34 28. 17- 103. 42 36. 09- 129. 93 $108. 43 99. 81 86.87 $72. 44-$155. 88 59. 77- 118. 13 51. 20- 158. 39 1 Data from Bu. of Educ. Bui., 1925, No. 41. Two studies have contributed information in the matter of teacher load. One made by the superintendent and kindergarten-primary supervisor of San Francisco was based on replies from 45 superin¬ tendents of city school systems to the question, How do you handle the situation in kindergartens in which the enrollment exceeds 50? In answer to this all superintendents said they provided two daily sessions, one in the morning and one in the afternoon. With maxi¬ mum enrollments, from 20 to 50 children, the same teacher carries both sessions ; smaller enrollments are made for the afternoon session than for the morning session. In cities where the maximum enrollment ranges from 35 to 65 pupils, two or more full-time teachers are en¬ gaged to cooperate in the work for both daily sessions. The other study, made by Dr. Frank M. Phillips,8 chief of the statistical division of the Bureau of Education, shows the pupil hour load per week for teachers in kindergartens and elementary grades of 117 cities. In this study the kindergarten-primary teachers seem to carry smaller loads than do the upper-grade teachers. 8 Copies of Preliminary Report on Teacher Load are available upon application to the Bureau of Education. NURSERY- KINDERGARTEN-PRIMARY EDUCATION 339 Table 5. — Pupil load of teachers in kindergarten and elementary grades in Ilf cities Grade Pupil hours per week Hours of work per day, exclu¬ sive of noon hour Average number of pupils per teacher Kindergarten _ _ _ 555.7 6.41 28.7 First grade - _ _ 741.9 7.09 32.7 Sfifinnd grade _ . . _ 788.0 7. 49 33.2 Third grade _ - . _ - 847-. 0 7.58 33.3 Sixth grade _ - _ _ 869.6 8.28 33.4 Eighth grarifi _ _ _ 762.6 8.17 29.2 SOME RECENT PUBLICATIONS IN THIS FIELD NOT PREVIOUSLY MENTIONED Blanton, Smiley and Blanton, Margaret Gray. Child guidance. New York, Century co., 1927. 301 p. Bobbitt, Franklin. Curriculum investigations. Chicago, Ill., University of Chicago, 1926. 204 p. Buckingham, Burdette Ross. Research for teachers. New York, Silver, Burdett & co., 1926. 380 p. Davis, Mary Dabney. General practice in kindergarten education in the United States. Washington, D. C., National education association, 1925. 155 p. Department of superintendence (National education association). Research in constructing the elementary school curriculum. Third yearbook. Wash¬ ington, D. C., National education association, 1925. 421 p. - The nation at work on the public-school curriculum. Fourth yearbook. Washington, D. C., National education association, 1926. 520 p. Flanders, Jesse Knowlton. Legislative control of the elementary curriculum. New York, Teachers college, Columbia university, Bureau of publications, 1925. 242 p. (Contributions to education, no. 195.) Garrison, Charlotte G. Permanent play materials for young children. New York, Charles Scribner’s sons, 1926. 118 p. Hill, Patty S. The function of the kindergarten. In Report of Department of superintendence, National education association, Washington, D. C., 1926. p. 19-28. Kilpatrick, William Heard. Education for a changing civilization. New York, Macmillan co., 1926. 143 p. National council of primary education, Hammond, Ind. Bulletin, vol. 10, April, 1927. Supplement to no. 4. National society for the study of education. Twenty-sixth yearbook. Part I. Curriculum making: past and present. 447 p. Part II. The foundations of curriculum making. Bloomington, Ill., Public-school publishing co., 1926. 237 p. Pechstein, L. A., and Jenkins, Frances. Psychology of the kindergarten-primary child. New York, Houghton Mifflin co., 1927. 281 p. Reed, Mary M. Social studies in the kindergarten-first grade. Teachers college record, 28 : 1, September, 1926. Sloman, Laura G. Some primary methods. New York, Macmillan co., 1927. 293 p. Stratemeyer, Florence B. and Bruner, Herbert B. Rating elementary school courses of study. A report of the results secured from rating nine thousand elementary school courses of study. New York, Teachers college, Columbia university, Bureau of publications, 1926. 193 p. ,340 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Troxell, Eleanor. Language and literature in the kindergarten and primary- grades. New York, Charles Scribner’s sons, 1927. 264 p. TRAINING FOR TEACHERS OF KINDERGARTEN-PRIMARY GRADES It is generally taken for granted that all teacher-training institu¬ tions prepare teachers for primary-grade work. It is not generally known what proportion of the institutions combine the preparation for primary-grade teaching with that for kindergartens, nor how many of them offer a separate curriculum for training kindergarten teachers. Supply and demand, precedent, or modern principles of education seem to determine whether or not the institution offers curricula for kindergarten, kindergarten-primary, or primary teachers. Legisla¬ tion in certain States gives no encouragement to a community to establish kindergartens, and because the demand for kindergarten teachers in those States may be negligible, many of the training schools offer no such preparatory courses. They follow this tradi¬ tional course instead of realizing the value of creating demands for primary teachers whose preparation includes kindergarten training and for kindergarten teachers or for those fitted for any of the kindergarten-primary grades. Educational programs for progressive schools throughout the country are built upon the idea that the beginnings of all learning and habit development are made in the work with young children. Such programs demonstrate the principles of education that call for continuous, uninterrupted development of social and mental habits in children as well as of skill in modes and means of expression and in muscular control. It naturally follows that teachers of children need to know what educational experiences precede and follow the work they carry on in a particular grade and that they should be able to teach any grade in the period of young childhood. From this point of view the preferred teacher-training curricula cover the kindergarten-primary group of grades, while several institutions, chiefly universities and colleges, also prepare teachers for the nursery school. A number of institutions give theory courses and demon¬ strations in prekindergarten education, but do not train nursery- school teachers. With these ideas in mind, it is well to know the number and the kinds of institutions giving special courses in kindergarten or kinder¬ garten-primary education, and the length of time required for the completion of the work. Many of the institutions preparing pri¬ mary-grade teachers but not kindergartners include in the curri¬ culum a theoretical course in “ Kindergarten education ” and some¬ times supplement this with facilities for observing and participating in kindergarten class work. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 341 342 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 6. — Kinds of institutions and types of curricula offering training for kindergarten and kindergarten-primary teachers, 1926 Institutions giving such instruction Per cent Types of curricula offered Institutions Insti¬ tu¬ tions re¬ port¬ ing Num¬ ber Per cent each type of insti¬ tution is of total number offering this training Segre¬ gated kinder¬ garten Com¬ bined kinder¬ garten primary Nursery- school educa¬ tion as elective course or for teacher prepara¬ tion Universities and colleges giving informa¬ tion . . . . . 143 41 28.67 21.0 8 31 >17 Teachers’ college . . 2 99 56 56. 56 28.7 3 53 10 City and State normal schools . 137 70 51.00 36.0 13 57 6 Private training schools for teachers of young children . 28 3 28 100. 00 14.3 4 8 19 *8 Total . . . 407 195 47. 91 100.0 32 160 41 1 Includes 2 institutions offering combined nursery-kindergarten-primary curricula; also 8 institutions training nursery-school teachers, and 7 offering electives in nursery-school education in addition to kinder¬ garten-primary work. 2 Includes 2 private teachers’ colleges. 3 Includes 1 school devoted to nursery-school preparation and 1 to Montessori work. 4 Includes the school for Montessori training. 8 Includes 1 school devoted to training of nursery-school teachers. The data, given for the year 1925-26, have been obtained from an inquiry issued by the Bureau of Education for the purpose of build¬ ing a mailing list and from reference to the catalogues of institu¬ tions. They give an idea of current practice and offer figures for future comparisons. Colleges and universities listed in Table 6 are among those maintaining a department of education. They include State and municipal universities, women’s liberal arts colleges, and two teachers’ colleges newly affiliated with Western Reserve and Northwestern Universities. The term “ teachers’ college ” is used to denote the offering of a four-year curriculum above secondary schools which leads to a degree ; the term “ kindergarten-primary ” is used, as suggested above, to denote institutions which offer a combined curriculum, preparing students to teach any of the kindergarten and primary grades. That training of primary teachers is offered in all institutions, either combined with the elementary unit or offered as a special course, is taken for granted and is not considered here. There are now listed 195 of a possible total of 407 teacher-training institutions located throughout the country which give instruction for kindergarten or for kindergarten-primary teachers; to this list the names of 49 have been added since 1924. Of these 49 institutions, 13 are colleges and universities, 12 teacher colleges, 20 normal schools, and 4 private training schools. It is significant to note that 25 of these additions are institutions which give either a four-year course of study leading to a degree or which give purely graduate work. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 343 The names of 9 institutions have been removed from the list since 1924 — 1 university, 5 private colleges, 1 teachers’ college, 1 normal school, and 1 private training school. These institutions were re¬ moved from the list because the only kindergarten work offered is a theoretical course given as a part of the primary grade teacher’s curriculum, because of a consolidation with another institution, or because the institution has abadoned teacher-training work. Due to the variations in the kinds of institutions offering prepara¬ tion for kindergarten or kindergarten-primary grade teachers, in the types of training courses offered, and in the lengths of the courses offered, the following analysis is made of the 195 institutions referred to above: KINDS OF INSTITUTIONS OFFERING TRAINING FOR KINDERGARTEN OR KINDERGARTEN-PRIMARY GRADE TEACHERS Speaking generally, slightly more than half of the normal schools and teachers’ colleges training teachers in 1926 offer special prepara¬ tion for kindergarten or kindergarten-primary teachers. This num¬ ber does not seem to be in keeping with the generally accepted theory that the education of young children is of paramount importance and that teachers especially qualified to work in this field need to be and are being prepared. Of 143 colleges and universities having a department of education, 41, or about a fourth, prepare teachers for kindergarten-primary grades, and 17 of these either offer courses in prekindergarten work or (in eight institutions) definite training for nursery school teach¬ ers. All but 8 of these 41 institutions make a unit of the kinder¬ garten-primary or kindergarten-elementary grade work. With two exceptions the preparation of nursery school teachers seems to be done on a graduate-student level. Half of these 41 colleges and universities are in the Southern and Eastern States; 2 are for colored students. Fourteen of these are public State and city universities and colleges, and 27 are private institutions; 7 of them are women’s colleges giving the work both for the purpose of equipping students to teach and of preparing them for intelligent participation in the field of parenthood or of social work. A third of the four-year teacher colleges are in the Great Plains States,8 9 only a tenth in the Eastern States, and the rest are fairly 8 Geographical grouping of States : Eastern — Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, and Vermont. Southern — Alabama, Arkansas, Delaware, District of Columbia, Florida, Georgia, Ken¬ tucky, Louisiana, Maryland, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia. Great Lakes — Illinois, Indiana, Michigan, Ohio, and Wisconsin. Great Plains — Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, Oklahoma, and South Dakota. Western — Arizona, California, Colorado, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. 344 BIENNIAL SURVEY OF EDUCATION, 1924-1926 evenly distributed among the other sections of the country. None of these are for colored students. Three-fourths of the two-year normal schools and of the private training schools (most of which give but a two-year curriculum) are located in the eastern and southern sections of the country. Five of these institutions are for colored students. Not many years ago there were more private than public kindergar¬ ten training schools, due perhaps to the need for creating and main¬ taining a high or higher type of training for kindergarten teachers than was offered for primary and elementary teachers. The public training schools have now assumed most of this responsibility. The implication from these figures is that the Western States are increasing the length of their teacher-training curricula more rapidly than the Eastern and Southern States. Furthermore, since all but three of the curricula in teachers’ colleges are combined kindergarten¬ primary curricula these Western States seem to be leading the way in unifying teacher training preparation for kindergarten-primary work. TYPES OF TRAINING COURSES OFFERED IN DIFFERENT KINDS OF TEACHER¬ TRAINING INSTITUTIONS The three types of curricula noted are (1) combined kindergarten¬ primary, (2) segregated kindergarten, and (3) elective courses in prekindergarten or nursery school education or curricula for train¬ ing nursery-school teachers. Four-fifths of the 195 institutions offer the combined kindergarten-primary curricula for teacher training, and in addition to this, 11 offer training for nursery-school teachers. Only 32 offer curricula for kindergarten teachers separated from that for teachers of primary or other elementary grades. These segregated kindergarten curricula do not demonstrate the principle of continuity in educational procedure and happily they are in the minority. Most of them are found in the public and private two- year normal training schools. A majority in each of the types of institutions offer combined curricula preparing teachers to carry the work of any of the early elementary grades. This combining is evidence of progress in making kindergarten education an integral part of the schools. NUMBER OF INSTITUTIONS COMPARED WITH THL NUMBER OF KINDER¬ GARTEN TEACHERS EMPLOYED A brief study has been made to see if, in the several geographical divisions of the country, there is approximately the same per¬ centage of institutions giving kindergarten and kindergarten-primary teacher training as there is of kindergarten teachers employed. NURSERY- KIN DERG ARTE 1ST -PRIM Alt Y EDUCATION 345 Any sharp difference in these figures might indicate that the train¬ ing schools lead the kindergarten educational programs in the field, or that the field takes the lead by establishing kindergartens. The following comparisons are offered, for geographical divisions of the country, of the number and per cent of all the training insti¬ tutions offering kindergarten and kindergarten-primary training, of the kindergarten teachers employed, of 4 and 5 year old children enumerated by the census, and of those enrolled in kindergartens. The number of students enrolled in kindergarten-primary depart¬ ments of the training institutions is not available; so this factor is not considered in the comparisons. Without considering the size of the enrollments in the institutions or the movement of their graduates from State to State, these figures suggest that the teacher-training institutions of the South are making a decided effort to lead their field toward establishing kindergartens or toward providing kindergarten-primary trained teachers for the primary grades. In the Eastern and Great Lakes groups of States the field seems to lead the teacher-training institutions by having a larger percentage of kindergarten and kindergarten-primary teachers than of teacher¬ training institutions. In the Great Plains and Western States the numbers of these teachers prepared and employed seem about even. The relative number of kindergarten teachers employed in the several groups of States to the number of teacher-training institu¬ tions giving kindergarten and kindergarten-primary training is as follows: For each institution there are 74 kindergarten teachers in the Eastern States, 31 in the Southern States, 93 in the Great Lakes States, 56 in the Great Plains States, and 79 in the Western States. In proportion to their potential task of caring for 4 and 5 year old children registered in the census, the divisions of the country, with the exception of the South, have about the same-sized burden. In four divisions there are from 18,000 to 26,000 children per training school to be cared for by trained teachers, but in the South the task is nearly twice as great, with 40,000 children 4 and 5 years of age per teacher-training institution. Approximately one-fifth of the children 4 and 5 years of age in the Eastern, Great Lakes, and Western States are enrolled in kinder¬ gartens ; one-tenth in the Great Plains States, and one-fortieth in the Southern States. Recognizing the fact that many elements are not here considered, it is still quite possible that more children could have the advantage of kindergarten education through the help of institutions preparing teachers by their guiding thought in this direction. 346 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 7. — Geographical distribution of teacher-training institutions giving kindergarten or kindergarten-primary training, of kindergarten teachers, of children of kindergarten age, and of those enrolled in kindergartens East South Great Lakes Great Plains West Total Institutions: Number . 72 39 36 31 17 195 Per cent . . 36. 90 20.00 18. 40 t 15. 90 8.70 100.00 Teachers (in 1924) : Number _ 5, 348 1, 207 3,357 1,741 1,339 12, 992 Per cent . . 41. 16 9. 30 25. 84 13. 40 10. 30 100. 00 Number per training insti¬ tution . . . 74. 27 30.95 93. 25 56. 16 78. 76 45.00 Children 4 and 5 years of age by census of 1920: Number . . 1,302, 295 1, 581, 395 937, 059 650, 604 377,459 4, 848, 812 Percent . . . 26. 89 32. 61 19. 33 13. 42 7. 78 100. 00 Number per training insti¬ tution . . . 18,087. 40 40, 548. 60 26,029.40 20, 987. 20 22, 203. 50 24, 865. 70 Kindergarten enrollment (in 1924): Number _ _ _ 248, 752 43, 556 179, 562 75, 113 71, 799 618,782 Per cent _ _ _ 19. 10 2. 75 19. 16 11. 54 19.02 12.80 Number per training insti¬ tution . . . 3, 454. 90 1, 116. 80 4, 987. 80 2, 423. 00 4, 223. 40 3, 173. 20 LENGTH OF TRAINING COURSE Of the 195 institutions included in this study, 59 give only a two- year course of preparation. At the other end of the line 5 institu¬ tions give only graduate work for students who have previously earned bachelors’ degrees and 7 offer both a four-year course and graduate work. Among the other institutions 33 offer a maximum of three years of preparation and 91 offer a maximum of four years of preparation, and two of these institutions in Ohio have a plan for six-year cooperative training. These facts further indicate that the institutions offering preparation for kindergarten-primary teachers aim at a high type of professional work. In States where legal regulations have been enacted to provide for longer courses for teacher training some schools have already made the transition and others are working toward this end as fast as is practicable. Once decreed, the administration of these longer courses needs two or three years of adjustment before they can change satis¬ factorily from the two-year basis to the three and four year basis. GENERAL SCOPE OF TEACHER PREPARATION Opportunities to prepare for educational work are being offered in certain women’s liberal arts colleges. An educational department with certain demonstration school facilities is open for the students in the women’s liberal arts colleges of Smith, Wellesley, and Bryn Mawr. It is also interesting to know that three colleges for training missionaries include kindergarten-primary teacher training, and that a large number of institutions not listed here give courses in kinder¬ garten subject matter to students registered in primary courses. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 347 Blending of the prekindergarten, kindergarten, and primary work in training courses for prospective teachers of young children is the goal anticipated by many progressive educators. With the exception of the South, all sections of the country have the advantage of child welfare research centers. Most of these cen¬ ters are established in universities or colleges and are provided with nursery schools and experimental kindergarten-elementary schools for laboratories. Research workers, teachers of young children, and teachers of child care in departments of home economics are trained in most of these centers. The influence of the scientific investigations carried on in these child-welfare research units in the fields of mental and physical wel¬ fare of young children is being felt by all teacher-training institu¬ tions and crystalized in the courses offered in child study and child psychology. A further study is needed to show what these courses cover, and more particularly, what opportunities are provided for observation of the behavior and interests of young children and for participation in the care of these children. Lengthening the period of initial preparation for teachers, empha¬ sizing the need for studies of children themselves, as well as for the studies of subject matter to be taught, and unifying the work in the education of all ages of young children, presage a wholesome movement toward preparing teachers of a highly professional type for the work with young children. SOME RECENT PUBLICATIONS IN THIS FIELD Myers, Alonzo F., and Beechel, Edith E. Manual of observation and participa¬ tion. New York, American book co., 1926. 263 p. Pendleton, Charles S. The content and method of subject matter courses in teachers colleges. Peabody journal of education, March, 1926. p. 273. Snyder, Agnes. An introduction to teaching. A manual for a laboratory course in education. Towson, Md., The Maryland State Normal School, Bulletin No. 1, vol. 3. Subcommittee of the committee on teacher-training, International Kindergarten Union. Practice teaching. A suggestive guide for student teachers. Wash¬ ington, D. C., International Kindergarten Union, 1201 Sixteenth Street, NW. Occasional articles appearing in educational administration and supervision, including teacher training, Warwick and York, Baltimore, Md. TEACHER CERTIFICATION Rules and regulations for the certification of teachers, issued by the several States in 1925, have recently been examined. This study shows that 30 States issue certificates authorizing holders to teach in the kindergarten or kindergarten-primary grades of the public ele¬ mentary schools. Two additional States which do not provide for kindergarten teacher certification offer special primary certificates for teachers of the early grades. 348 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Particular attention has been given to determine whether certifi¬ cates for teachers of kindergarten are classified as “ special ” or whether kindergartens are regarded as a part of the elementary school unit. A decided tendency toward effecting this unit plan is noticeable. This may be the result of, or influenced by, kindergarten legislation enacted up to January, 1925, or it may be a natural con¬ comitant of such changes in the programs of teacher-training insti¬ tutions as the lengthened courses of preparation, and the coordination of subject matter offered for teachers preparing for kindergarten or primary-grade work. The following data show the present legal status of teacher certi¬ fication for kindergartens and primary grades : 1. Sixteen States offer a certificate covering both kindergarten and primary grades. Eight of these (starred) designate them specifically by name as kindergarten-primary certificates. Arizona. ♦California Delaware. ♦Illinois. ♦Indiana. Iowa. Michigan. Minnesota. ♦Nevada. ♦New York. North Dakota. ♦Ohio. Rhode Island. Wisconsin. ♦South Dakota. ♦Utah. a. California provides three types of kindergarten certificates, h. Delaware issues an “ elementary ” certificate to applicants who have completed a two-year kindergarten or primary course in a standard normal school, college, or university. Its use is limited to kinder¬ garten and first three grades. c. Indiana permits the holder to teach in kindergarten and first grade. It is interesting to know that a higher grade of certification is required for those who teach kindergarten and first grade than is required for certain other elementary grades. This State also offers a primary certificate valid in grades 1-3. d. Iowa also offers a primary certificate. e. New York also offers a kindergarten certificate. f. South Dakota’s certificate is called a primary certificate and covers the kindergarten and first two grades. A special kindergarten certificate is also offered. g. Utah issues a certificate designated for teachers of elementary, primary, and kindergarten schools. 2. Fourteen States offer a special kindergarten certificate: Colorado. Connecticut. Georgia. Idaho. Kansas. Maine. Montana. New Jersey. New Mexico. New York. Oregon. South Carolina. South Dakota. Texas. a. Oregon and South Carolina also offer a primary certificate covering grades 1-3. * See U. S. Bureau of Education Bulletin, 1927, No. 19. NURSERY- KINDERGARTEN-PRIMARY EDUCATION 349 b. Georgia has provided this certification, but no laws have yet been enacted to sanction the establishing of kindergartens, e, New York and South Dakota also issue certificates covering kinder¬ garten-primary grades. 3. Six States issue a “ primary ” certificate for teachers of the early grades : Florida. Iowa. Oregon. Indiana. North Carolina. South Carolina. a. Florida and North Carolina provide no kindergarten certification. b. Oregon and South Carolina also offer “ special kindergarten.” c. Iowa also provides a certificate for teachers of kindergarten-primary grades. 4. Nebraska and Wyoming clearly indicate that they include the license to teach in kindergartens under the general “ elementary ” certificate. 5. Sixteen States make no mention of a separate certificate for teaching in kindergartens or primary grades, but do, of course, offer a certificate to teach in the elementary grades. Some of these States also offer special subject certificates, as “music, penmanship, physical culture, bookkeeping, or other subjects at the discretion of the State board ” (Rhode Island), and it is under this classification that these States may possibly issue kindergarten or kindergarten¬ primary certificates. Alabama. Arkansas. Kentucky. Louisiana. Maryland. Massachusetts. Mississippi. Missouri. New Hampshire. Oklahoma. Pennsylvania. Tennessee. Vermont. Virginia. Washington. West Virginia. a. In all of these States the “ elementary ” certificate includes permission to teach in the primary grades. b. Three of these States, Arkansas, Maryland, and Mississippi, have no legislation for establishing kindergartens. c. Massachusetts’s certification is governed by local boards. d. In the 1920 report of State Laws and Regulations Governing Teachers’ Certificates, Bulletin, 1921, No. 22, of the Bureau of Education, it is recorded that Pennsylvania and West Virginia give certification for kindergarten teaching as a “ special subject.” These provisions do not appear in the 1925 “ Rules.” Missouri at that time listed teach¬ ing experience in kindergarten and primary grades among its optional “ scholarship requirements ” for a life or five-year certificate. A “ special primary ” five-year certificate was also issued. In the near future legislators will need to consider the certification of teachers for nursery schools. The special training being devel¬ oped for these teachers and the high academic level on which this training is being given should greatly influence the certification requirements established for nursery-school teaching. Ohio and 17836°— 28 - 23 350 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Pennsylvania are making provision for this certification, and it is reported that the California law may soon be revised to certificate these teachers. Certificates to general supervisors for primary or elementary grades are issued in nine States : Connecticut, Delaware, Indiana, Maryland, New Hampshire, New Jersey, North Carolina, Utah, and West Virginia. There is an apparent duplication and overlapping of the teacher certification regulations in many of the States. The data given in this discussion show present regulations and indicate a need for unification and readjustments to keep abreast of the trends in teacher preparation curricula. GENERAL SUPERVISION FOR KINDERGARTENS AND PRIMARY GRADES Leadership for teachers and a wholesome amount of unification of the methods, materials, and programs of teaching within a school system are essential. This leadership and unification are provided by supervisors in school systems too large for the superintendent himself to cover all the grades of work. Units of the school system, defined by the superintendent and for which he delegates supervisors, indicate his educational policies. Originally the first unit so delegated included just the primary grades, and in some of the eastern cities another unit was made of the intermediate or upper elementary grades. When kindergartens were added to these school systems, their methods of teaching varied so greatly from the formal work in the primary grades, and the primary supervisors’ preparation and sympathies were so foreign to kindergarten work that separate supervisors were assigned to them. The organization of the junior high school unit is reducing the ele¬ mentary unit to the kindergartens and the first six grades. Radical changes have been made during the past few years in the aims and methods of instruction and iij the coordination of work among the grades. This coordination has made it possible for a supervisor to be familiar with the general types of work carried on by her teachers with the children in the kindergartens and six grades. Examples of the coordination of work among these grades are found in such outstanding courses of study for kindergarten-primary or kindergarten-elementary grades as those previously mentioned on page 17. Actual practice in 1926 as to types of supervisory organization in 549 of the cities of the country has been determined. In 338, or 62 per cent, of these cities, kindergartens are accepted as a part of the school system, and 80 per cent of these cities maintain supervision for their kindergartens. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 351 In the group of cities hawing kindergartens and also providing supervision for them, the work is delegated as follows: Supervision for kindergartens only - 33 Supervision for kindergarten-primary or kindergarten-elementary grades under one person - 195 Supervision for kindergarten, primary, and elementary grades in the same system, but under separate supervisors - 41 Total _ 269 Units of supervision for kindergarten-primary or kindergarten- elementary grades predominate in the cities which have made kinder¬ gartens an integral part of their schools. Nearly three-fourths of the school superintendents in these cities have established the policy of organizing their supervision on the unit bases of kindergarten-pri¬ mary or kindergarten-elementary grades. These data not only sub¬ stantiate the statements recently made to this effect, but show that the practice is more universal than has been suspected. In propor¬ tion to the number of cities concerned this unit occurs more fre¬ quently in cities located in States west of the Mississippi River than in the southern and eastern cities. It also occurs more frequently in cities of less than 100,000 population. In 33 cities the only general supervision provided is for kinder¬ gartens. This practice is not confined to cities of any one size, but appears more frequently in States east of the Mississippi River. Seemingly it is a matter of tradition that keeps the kindergarten supervision segregated and under the implication that it requires peculiar consideration. All modern trends in teacher preparation and in methods of class¬ room teaching consider that the kindergarten-primary grade child represents a period of childhood in which the use of similar methods and materials of instruction is essential. Differences in the work planned among the grades are matters of degree of skill and habit formation to be attained rather than the kinds of subject matter to be included in the educational program. Segregation of kinder¬ garten supervision, then, is out of keeping with modern ideas of education. For the combined unit of work the supervisor must, of course, be thoroughly prepared in training and in experience. In the group of cities not having kindergartens the grade super¬ vision is delegated to supervisors as follows : Supervision for primary grades only _ 126 Supervision for elementary grades - 118 Supervision for primary and elementary grades in the same system, but under separate supervisors _ 36 Total _ 280 352 BIENNIAL SURVEY OP EDUCATION, 1924-1926 Xo grade unit stands out as u common practice ” in the supervision of this group of grades. It could easily be inferred that size of school system and tradition or precedent influenced the formation of these units. In the systems having both primary and elementary grade supervisors there are practically no instances in which one or the other is given authority -to coordinate the work of both units. In such an organization the two supervisors may cooperate and produce an excellently unified program with their two groups of teachers. There is a danger, however, that two types of work may be carried on within the same system unless the superintendent assumes the responsibility for coordination. The large cities employing great numbers of teachers necessarily divide their supervisory responsibilities among several people. They provide separate supervision for kindergarten, primary, and elemen¬ tary grades or for kindergarten-primary and elementary grades. Between the two, practice in city school systems is about equally divided. In either case there is great need for coordination of work. The organization of the elementary unit of schools in Rochester, N". Y., not only cares for this coordination, but seems effectively planned to give immediate help in conveying its ideas of coordina¬ tion to inexperienced teachers and to those new to the school system. The director of elementary education is responsible for the whole unit of seven grades, kindergarten through the sixth. Assistants are given charge of kindergarten-primary grades and of the upper elementary grades. A number of classroom teachers are kept in readiness to accept assignments for helping less experienced teachers by spending a day or more with them. For a large city such an organization, carefully administered, should produce coordinated and consistent effort among its teaching and supervisory force. A third section of the lower grade unit is being introduced with the nursery school. In several cities nursery schools are housed and occasionally equipped by the public-school system. Payment of the teacher’s salary from public funds is usually not permitted under pres¬ ent laws and regulations. Supervision of these nursery schools is cared for in a number of ways, seemingly determined in each case by the group of people or the department of the school system taking the initiative in organizing the school. These include a philanthropic, privately organized group, a group of research workers, the depart¬ ment of home economics in a high school, and the supervisors of kindergarten-primary grades. The nursery school in its process of development offers an exceptional opportunity for coordinated effort to the groups of workers interested in the physical, social, and intel¬ lectual development of children. Only through such cooperation can satisfactory work be effected. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 353 Data for the discussion of types of supervisory organization for kindergarten-primary grades were obtained during the fall of 1926 from 1,977 replies to an inquiry which was addressed to all super¬ intendents of schools. These 1,977 represent 69 per cent of all cities in the country having a population of 2,500 or more. Two-thirds of the replies came from superintendents of school sys¬ tems in small cities; four-fifths of these superintendents either assume the responsibility of supervising the kindergartens and ele¬ mentary grades or delegate it to principals and supervising teachers. The other third of the superintendents replied that they employed general supervisors for these grades, an analysis of which has just been given. The following table gives detailed distribution of the replies which furnished the information for the previous discussion : Table 8. — Types of supervisory organization DISTRIBUTED BY SIZE OF CITIES Replies Per cent of cities Number of each type of supervisory organization Cities Num¬ ber Per cent of total num¬ ber of cities main¬ taining general super¬ vision for kinder¬ gartens and primary grades Com¬ bined kinder- garten- pri- mary or kinder- garten- elemen- tary Sepa¬ rate pri¬ mary and ele¬ men¬ tary Sepa¬ rate kinder¬ garten, pri¬ mary, and ele¬ men¬ tary Only ele¬ men¬ tary Only pri¬ ma¬ ry Only kin- der- gar- ten Total Of 100,000 population or more, _ _ _ 68 100 97 31 1 22 2 4 6 66 Of 30,000 to 100,000 . 176 97 77 63 14 8 21 20 11 137 Of 10,000 to 30,000 _ _ 428 82 39 54 8 6 45 40 14 167 Under 10,000 . 1,305 62 14 47 13 5 50 62 2 179 Total.. . . 1,977 195 36 41 118 126 33 549 DISTRIBUTED BY GEOGRAPHICAL DIVISIONS East . . . 696 71 23 65 7 13 33 29 10 157 South _ _ 358 56.4 33.5 14 18 3 31 54 4 124 Great Lakes region _ 452 77 32 61 1 16 35 21 11 145 Great Plains region . 272 70 23.8 35 3 7 10 9 2 66 West . . . 199 71 27.7 20 7 2 9 13 6 57 Country as a whole. . 1,977 69 27.6 195 36 41 118 126 33 549 This analysis of administrative units of general supervision made according to the number of times each type occurs in given city sizes and geographical divisions of the country shows the general trend of educational policies of the superintendents of schools. It does not account for supervisory programs. A worthy study is needed to show what the supervisors are doing to initiate and to perfect with their groups of teachers such methods of classroom management and instruction as will comply with the best practice of the day. 354 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Salaries paid to supervisors in city school systems seem to increase with the age of children or pupils supervised. The comparative difficulties of teaching proper skills and behaviors to children in the first grades or of carrying them through the adolescent period have, so far as we know, never been presented. Consideration of the num¬ bers of pupils to be supervised would not seem to show that kinder¬ garten-primary supervisors who cover an entire city, in which the elementary-grade pupils usually constitute 86 per cent of the total school enrollment, do any less work than high-school supervisors. Arguments for comparing amount of detailed administrative work required of grade and kindergarten-primary supervisors have little data to fall back upon, and the arguments for comparing specialized training required would seem to show little difference in the required preparation for the supervisors of the different age levels of pupils in school systems. From the following figures it would seem desir¬ able to inquire into the reasons for the wide differences of salaries for supervisors of younger children and of older children. Table 9. — Median salaries of supervisory officers for 1926-21 1 Cities Number of cities Directors and supervisors of— 2 Kinder¬ gartens Primary grades Interme¬ diate grades Junior high school Senior high school Of 100,000 population or more . . . . 59 147 298 374 557 $3, 233 2, 750 2, 225 1,450 1,267 $3, 317 2, 600 2,067 2, 067 2, 350 $3, 600 2, 700 2, 583 1,950 $4, 600 3, 700 $5, 750 Of 30,000 to 100,000. . Of 10,000 to 30,000 . Of 5,000 to 10,000 _ 3, 050 Of 2,500 to 5,000 _ _ 1 Figures from Research Bulletin of the National Education Association for March, 1927, salaries in city school systems. SOME RECENT PUBLICATIONS IN THIS FIELD Allen, I. M. Improving the professional status of teachers. University of Chi¬ cago. Elementary school journal, February, 1926. p. 430. Anderson, C. J., Barr, A. S., and Bush, Mabelle G. The visiting teacher at work. New York, D. Appleton & Co., 1925. 382 p. Barr, A. S., and Burton, William H. The supervision of instruction. New York, D. Appleton & Co., 1926. 626 p. Blackhurst, Herbert J. Supervision of observation and student teaching in Purdue University. Educational administration and supervision, February, 1926. p. 86. Crabbs, Lelah Mae. Measuring efficiency in supervision and teaching. New York, Teachers College, Columbia University, 1925. 98 p. Gray, Olive. Making teachers’ meetings effective. Elementary school journal, February, 1926. p. 414. Simpson, Mabel E. Work of the demonstration teacher and its relation to a program of constructive supervision. Journal of educational method, Decem¬ ber, 1925. p. 140. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 355 teachers’ professional organizations The two national organizations representing teachers in kinder¬ garten-primary work are the International Kindergarten Union and the National Council of Primary Education. Through the journal Childhood Education the interests of nursery, kindergarten, and primary education are presented, and news of activities among mem¬ bers of the two organizations is distributed. On the program of the International Kindergarten Union Convention all three sections of the unit of early childhood education have been presented in the past two years. The same is true of the annual meeting of the National Council of Primary Education, and for the past two years the meet¬ ings of the two organizations during the superintendence convention have been combined. The department of kindergarten education of the National Educa¬ tion Association has now become the department of kindergarten¬ primary education. In State and local professional organizations there are great opportunities to create closer affiliations of kinder¬ garten and primary work. A study made by the joint committee of the International Kindergarten Union and National Council of Pri¬ mary Education found that in 18 State teacher associations there are divisions of kindergarten-primary education ; in 10 associations there are divisions of primary education and in 10 there are kindergarten divisions, 8 of these kindergarten and primary divisions being in the same States ; 3 States have only “ elementary ” divisions, and from 17 States there were no reports of any divisions representing the interest of kindergarten-primary teachers. Of 175 local teach- ters’ professional organizations reporting, 71 were for kindergarten teachers, 31 for primary teachers, and 73 were for kindergarten¬ primary and kindergarten-elementary grade teachers. Many of the cities where clubs exist for primary teachers only may not support kindergartens, but there are always primary grades where kinder¬ gartens are a part of the school system, and there can seem to be little reason for totally segregating the professional meetings of the two groups of teachers. SUMMARY Considering the present interests in professional advancement ex¬ pressed by teachers of all grades, and the present educational pro¬ grams for children, for teacher training, and for supervisors in the nursery-kindergarten-primary field, the weight of opinion seems to be definitely set toward a unification program on a high professional plane for the education of young children. In the light of these facts the description of the elementary school given on pages 11-13 in the fifth yearbook of the department of 356 BIENNIAL SURVEY OF EDUCATION, 1924-1926 superintendence both expresses current practice and anticipates its universal acceptance: ♦ The elementary school comprises the kindergarten and grades 1 to 6, the kindergarten being recognized as the introductory section of the elementary unit. There is also a growing tendency to make provision for children of preschool or nursery age. This large elementary unit is often broken up into smaller units. To illus¬ trate, the phrase “ kindergarten-primary unit ” has been used in some teacher¬ training institutions and in some school systems to designate the period of school life from 4 or 5 to 8 or 9 years. In the few institutions in which the nursery school has begun to function the unit is referred to as the nursery- kindergarten-primary unit. The period is in some places designated as that of early elementary education. Then follows a discussion of objectives of education similar to those already presented in this report, and the statement continues : In the effort to attain these objectives it is important that beginning with the nursery-kindergarten-primary unit the subject matter and activities of the curriculum be selected and organized with the idea of providing a continuous and progressive series of experiences adapted at every step to the maturity of the children and to their capacity to assimilate and react to them in highly profitable ways. CHAPTER XII PREPARATION OF TEACHERS By Wm. McKinley Robinson Associate Specialist in Rural Education , U. S. Bureau of Education Contents. — Introduction — Educational qualifications — Supply and demand — Salaries of teachers — Buildings constructed — Entrance requirements — Certification of teachers — Curricula — Observation and practice teaching — Follow-up and school service activities. INTRODUCTION This chapter is concerned with the status of and progress in the professional preparation of teachers. It is based on reports from State departments of public instruction and from those in charge of the institutions responsible for preparing teachers. The evidences of progress as reported for this period are strikingly similar to those related in the reports of the Commissioner of Educa¬ tion more than a decade ago. Many paragraphs written in those reports on “ Increased professional requirements for teachers’ serv¬ ices,” “ Affiliation with rural and city public schools,” “ Differen¬ tiated courses for primary and upper grade teachers,” “ Advancing entrance requirements,” “ Extension courses for teachers in service,” and “ Generous appropriation for buildings,” might be incorporated in this chapter as expressing recent tendencies in the professional preparation of teachers. Such a list of persisting older movements, however, does not in¬ clude some newer movements instituted in the field of teacher prep¬ aration that augur well for the future. Research in the fields of school organization, curricula, and management, the application of the technique of job analysis in the preparation of teachers, and re¬ newed emphasis on character building as one of the aims of education have stimulated some of the newer movements. In years past little was said to encourage school surveys and curricula revisions, State teacher-training conferences, mental and achievement test standards 357 358 BIENNIAL SURVEY OF EDUCATION, 1924-1926 for admission, extracurricular activities, placement, and follow-up services. To-day these and other meaningful phrases are often men¬ tioned in teacher-training discussions. More than 825,000 teachers and 50,000 administrative officers, super¬ visors, and principals are at work in the elementary and secondary schools of the United States. Approximately 325,000 of the 617,078 elementary public-school teachers are employed in rural schools, and about half of the rural teachers are in schools of the one-teacher type. Data show a decided decrease during the past five decades in the percentage of men serving as elementary and secondary teachers. Since 1920, however, the percentage of men teachers has increased from 14.1 to 16.9. Statistics of the number of teachers employed in the public schools and the number of students preparing to become teachers for the three preceding bienniums are given in Table 1. The number of teachers employed in the public elementary schools has increased during the four-year period 1920-1924 from 586,268 to 617,078, or an average increase of 7,702 teachers for each year; in the public high schools from 101,958 to 144,230, or an average increase of 10,568 teachers for each year. During the same period of time the ratio of the number of pupils to the number of teachers increased in the elementary school from 33 to 33.9, and in the high school from 21.6 to 23.5, which facts show a slight tendency to increase the num¬ ber of pupils in classes for teachers. Table 1. — Number of teachers in public schools and number of students in educational curricula Year Number of teachers em¬ ployed in public schools 1 Number of public school pupils per teacher 1 Number of students enrolled in educational or normal courses in— Number of graduates from educational or normal courses in — Ele¬ men¬ tary Sec¬ ond¬ ary Ele¬ men¬ tary Sec¬ ond¬ ary Universities and colleges under— All teachers’ colleges and normal schools 3 Universities and colleges under— All teachers’ colleges and normal schools 3 Public con¬ trol 2 Pri¬ vate con¬ trol 2 Public con¬ trol 2 Pri¬ vate con¬ trol 2 1923-24 _ 617,078 144, 230 33.9 23.5 19, 729 24, 803 245, 649 2,523 1,260 40, 484 1921-22 _ 603, 652 129, 537 33.7 22.2 14, 024 17, 606 194, 534 1,399 962 26, 747 1919-20 . 586, 268 101, 958 33.0 21.6 11, 482 12, 571 135, 435 485 1,140 21,012 1 From Statistical Survey of Education, U. S. Bureau of Education. 2 From Statistics of Universities, Colleges, and Professional Schools, U. S. Bureau of Education. 3 From Statistics of Teachers’ Colleges and Normal Schools, U. S. Bureau of Education. The number of students enrolled in educational curricula in all teachers’ colleges and normal schools increased in the four-year PREPARATION" OF TEACHERS 359 period 1920-24, 81 per cent; the number of students in schools and colleges of education in public and private universities and colleges increased 85 per cent. The number of graduates is much larger in comparison with the number of students enrolled in the teachers’ colleges and normal schools than in the universities and colleges. This is explained as follows: (1) Students completing curricula of less than four years’ duration are included in the former case, and (2) many universities and colleges grant students majoring in edu¬ cation the A. B. or B. S. degree without any stated dilferentiation. These degrees are not included in the above tabulations. It will be noted, however, that the universities and colleges under public control are perhaps adopting the practice of granting degrees in education more rapidly than those under private control. It is estimated that the number of students graduating among those majoring in education in universities and colleges is approximately 12 per cent — the average percentage that the number of all college graduates is of the total number of college students for the years given — the number enrolled in educational courses each year. On this basis it may be estimated that 3,000, 4,000, and 5,500 students in education graduated from the universities and colleges in 1920, 1922, and 1924, respectively. This increase of 50 per cent in the number of graduates in education from the universities and colleges was greatly exceeded by an increase of 93 per cent reported by the normal schools and teachers’ colleges during the same period. EDUCATIONAL QUALIFICATIONS Within recent years the educational qualifications of teachers have advanced at a remarkable pace. Laymen are joining with educators in appreciating the need for an increase in the prospective teachers’ scholastic preparation and for an understanding of the scientific principles underlying classroom management and the art of teaching. Objective measures of such scholastic preparation are the amount of high-school work and normal-school preparation teachers have had. The following table has been compiled from reports and surveys of several States. Since the methods of collecting and sources of data are not comparable in all cases for the States, comparisons should be made of data for teachers employed within a State during the different periods of time or in the different types of schools rather than among the States. 360 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 2. — Educational preparation, length of teaching experience, and tenure of teachers State Alabama 1 — Connecticut 2 Georgia 3 4 * 6 _ Year 1925 1925 1924 1920 1924 Indiana V 1923 Kentucky *_ Michigan Mississippi 7 . Missouri 8 *_._ New York «_ South Carolina 10 11 12 Utah ii . . 1923 1924 1925 1921 1923 1920 1924 1921 1925 1926 Wisconsin i2. 1921 Type of school Per cent of teachers having completed— Length of teach¬ ing ex¬ perience (years) Tenure of service (years) High school or equiv¬ alent Two years or more of normal school Elementary and high (white) _ 79.0 31.0 Elementary _ _ _ 60.0 3.3 53.0 35.0 3.4 71.0 28.5 [To wn-f 0 ne- teacher . 90.2 4.0 3.0 I ship. (Other . 93. 6 9. 5 4.0 Elementary! Town _ 91.3 18.8 8.0 ICity _ _ 96. 1 52.4 9.0 (County. _ _ 49. 6 7.7 4.2 \ Graded school district _ 77. 1 18. 7 6. 1 (City _ 92. 5 35. 5 7. 5 (Rural elementary and high school. 85.0 11.0 3.3 0.8 (City elementary and high school... 99.75 91.0 5.2 Elementary _ _ 68.0 12.0 2.0 41.0 9.0 2.0 Elementary _ 39. 6 4.3 36. 6 4. 1 ( One-teacher _ 73.0 11.0 4.0 1.0 t Village elementary - - - 82.0 56.0 7.0 3.0 I Village high _ 98.0 79.0 4.0 +1.0 One-teacher 64.0 9.0 5.0 1. 0 (Rural elementary _ 4.8 < Town and city elementary . 7.2 (High school _ 3. 85 f One-teacher _ 45.0 } 14 (Elementary _ 72. 3 3.3 f One-teacher . _ 6. 8 2.8 1.0 31.0 52.0 4.5 4. 1 1.0 1.0 Idty elementary- . . . 76.3 8.1 4.0 1 Preparation of white teachers in the public schools of Alabama: Ala. Sch. Jour., Jan., 1926, vol. 43, No. 5. 2 A study of the teaching personnel in 95 Connecticut towns served by State supervising agents, 1925: State Board of Education, Division of Research and Surveys, Hartford, Conn. 3 Georgia State school items, Department of Public Instruction, Atlanta, Ga., June 1, 1924, vol. 1, No. 15. 4 Public education in Indiana: General Education Board, 61 Broadway, New York, N. Y. 6 Donovan, H. L. A State’s elementary teacher-training problem. George Peabody College for Teach¬ ers, Nashville, Tenn., 1925. 6 Teachers’ salaries in Michigan: Michigan State Teachers Association, Bui. No. 5, prepared by the committee on salaries, Lansing, Mich., Feb., 1925. 7 Teacher preparation, by H. M. Ivy: Miss. Educ. Advance, vol. 17, No. 4, Jan., 1926. 8 Facts concerning public education in Missouri: Rep. of Mo. Sch. Survey, supplement to the 75 reports of the public schools of the State of Missouri, school year ending June 30, 1924, State Department of Public Instruction, Jefferson City, Mo. 6 The teaching personnel in rural and village schools, 1923-24, by George M. Wiley, University of the State of New York Press, 1925, Albany, N. Y. 10 Parkinson, B. L. The professional preparation and certification of white elementary and second¬ ary public school teachers in South Carolina. Extension division, University of South Carolina, 1926. 11 Survey of education in Utah: U. S. Department of the Interior, Bureau of Education, Bui. ,1926, No. 18. 12 The status of teachers in Wisconsin, by C. J. Anderson, Department of Public Instruction, Madison, Wis. In the four years ending with 1924 the percentage of one-room rural-school teachers in New York State who had completed their academic training in high school increased from 64 per cent to 73 per cent ; the percentage who were normal-school graduates increased from 9 per cent to 11 per cent. The percentage of elementary- school teachers having completed their high-school preparation, as reported in 1921 and 1925 by students in the summer normal of PREPARATION OF TEACHERS 361 Mississippi, increased from 41 per cent to 68 per cent ; the percentage having completed two years or more of college increased from 9 per cent to 12 per cent. During a similar period ending in 1923 the percentage of teachers in Missouri with two years or more of normal-school training increased from 36.6 per cent to 39.6 per cent. The percentage of all the elementary teachers served by State super¬ vising agents in Connecticut that have completed two years or more of normal-school training has increased from 35 per cent in 1920 to 53 per cent in 1924 and to 60 per cent in 1925. In the State of Wisconsin in 1921, 6.8 per cent of the rural teachers, 31 per cent of the State graded teachers, 52 per cent of the village teachers, and 76.3 per cent of the teachers in the elementary city grades had completed the commonly accepted standard of two years of professional preparation beyond high school. In 1926, according to reports from the State department of public instruction, each of the above groups had appreciably improved its qualifications. That the need for a greater number of professionally prepared teachers is not over, however, is apparent from a study of such facts as follow. Of the rural and city white teachers of Alabama in 1925, 79 per cent were high-school graduates and 31 per cent were normal- school or college graduates. From 1919 to 1925 the percentage of teachers employed in rural and village schools who were graduates of teacher-training schools increased from 8 per cent to 24 per cent.1 Fifteen per cent of the rural teachers and one-fourth of 1 per cent of the city teachers in Michigan in 1924 had not received academic training equivalent to high-school graduation; 89 per cent and 9 per cent in the rural and city schools, respectively, had less than the two years of professional preparation considered essential for elementary-school teachers. The educational preparation of the elementary-school teachers in Utah, omitting the five city districts in 1926, is thus summarized: Fewer than one-half of the teachers in one-teacher schools and slightly more than one-half of those in three-teacher schools have had the two years of professional training which is considered the standard amount of preparation for ele¬ mentary-school teachers. Twenty -eight per cent of all the teachers reported fail to reach this goal. Seven and six-tenths per cent were reported as having no professional training, 1.5 per cent had less than one year, and 18.6 per cent had between one and two- years. As is usually the case, the rural teachers in one-teacher schools 1 Annual report for scholastic year ending Sept. 30, 1923, Department of Education, Montgomery, Ala. 362 BIENNIAL SURVEY OF EDUCATION, 1924-1926 are the most poorly trained group of teachers in the State.2 Quoting from still another report : Tabulations have been made with reference to the educational qualifications of the white teachers of 93 counties as shown by the recent state-wide school survey. They are as follows : 3% per cent have completed the seventh grade. 6 % per cent have completed the eighth grade; 8 % per cent have completed the ninth grade ; 11% per cent have completed the tenth grade ; 27 per cent have completed the eleventh grade; 5 % per cent attended normal schools one year; 13% per cent are normal graduates ; 3% per cent are junior college graduates; 11% per cent are college degree graduates ; 9% per cent are undergraduates (having attended college from 1 to 3 years).3 Encouragement is gained from reports such as one from Ohio which shows that 62 per cent of the 5,593 newly appointed teachers during 1923-24 had two years or more of training; or, more specifi¬ cally, 85 per cent, 84 per cent, and 63 per cent of those newly appointed teachers in the cities, exempted villages, and counties, respectively, met the two-year standard.4 The per cent of beginning teachers meeting the two-year standard in all elementary schools in Connecticut served by the State supervising agents, which include no towns having over 25 teachers, increased from 23 per cent in 1920 to 81 per cent in 1924 and to 87 per cent in 1925. Data such as have been given show the need for States to provide opportunities for further professional training of the thousands of teachers now in service who fall below the accepted standard of educational preparation. The large turnover among teachers also makes additional demands upon the teacher-preparing institutions to provide a sufficient number of adequately prepared new recruits each year to fill resulting vacancies. The average number of years of service to be expected from teachers varies from State to State. Rural-school teachers and high- school teachers average less experience than elementary-school teachers in cities, and a comparison of the data for different years in the States of Connecticut, Mississippi, Missouri, and New York shows little change during these years in the average number of years of experience for each teacher. The teacher’s brief tenure in the same position further limits the effectiveness of his work. It is estimated that 16 per cent of the elementary and high-school teachers 2 Survey of Education in Utah : Bureau of Education Bull., 1926, No. 18. 3 Georgia State School Items, Department of Public Instruction, Atlanta, Ga., June 1, 1924, vol. 1, No. 15. 4 Supply and demand in teacher-training, by B. R. Buckingham, Bureau of Educational Research Monograph No. 4, Mar. 15, 1926, Ohio State University, Columbus, Ohio. PREPARATION OP TEACHERS 363 leave the profession each year. To replace this loss requires approxi¬ mately 120,000 teachers, or three times as many as the number of students graduated in 1924 from the normal training courses of all the teachers’ colleges and normal schools in the United States. In addition to the teachers needed for annual replacements the rapid growth in elementary and high school enrollments within recent years has made heavy demands for additional teachers. To meet this need alone, using the average increase in number of ele¬ mentary and high school teachers for the past four-year period, requires 22,335 new teachers, or more than one-half as many as were graduated from all the teachers’ colleges and normal schools in 1924. A study in Montana5 shows that, in 1924^25, 72.1 per cent of the teachers in rural one and two teacher schools and 41 per cent of those in graded and high schools were new to their schools. Six years ago St. Louis County (Minn.) had only 2 two-year graduates in rural schools ; the county now has 9 three-year and 103 two-year graduates, besides 11 degree graduates. It therefore re¬ quires no prophet to predict that within the next 10 years most of the leadership in elementary education will have shifted, to the persons whose professional preparation represents the equivalent of the standard or four-year college curriculum. Keystone State Normal School, Kutztown, Pa., reports that some districts are endeavoring to establish the rule of having the teachers 100 per cent normal-school graduates. One entire county in the normal-school district has almost reached this goal. SUPPLY AND DEMAND Operation of the law of supply and demand should not be over¬ looked in any discussion concerning the professional preparation of teachers. If more teachers prepare for a given type of work than there are positions available, salaries may become lower, the number of hours of teaching may increase, and working conditions in general are likely to be less favorable. Furthermore, if the supply exceeds the demand, some who will be unable to enter the type of work for which they prepared will of necessity be compelled either to take other types of teaching positions for which they are not well qualified or to go out of teaching entirely. Within recent years studies have been made in several States to ascertain which types of teaching posi¬ tions are called for most or which subject combinations are most in demand and which are called for least. Probable vacancies in teaching positions are important considera¬ tions in such studies. Consequently, Alabama in 1925-26 studied the positions filled by 1,634 beginning teachers in the State and 6 Davis, S. E., Teachers’ importation and tenure : Montana Education, November 1925. 364 BIENNIAL SURVEY OF EDUCATION, 1924-1926 learned that 25 per cent taught in one-teacher schools, 35 per cent in primary grades of the larger schools, 19 per cent in intermediate grades, 16 per cent in junior and senior high schools, and 5 per cent were unassigned. A similar study of 3,124 teachers newly appointed to the schools of Ohio in 1923-24* 6 shows that 38 per cent were em¬ ployed in one-teacher rural schools, 35 per cent in the primary grades, 24 per cent in the intermediate grades, and 3 per cent in the grammar grades. Concerning high-school positions such studies usually consider which subject-matter combinations are most in demand and which are called for least. According to the study in Ohio7 previously referred to it was found that the five teaching combinations most fre¬ quently demanded of high-school teachers in that State are English- history, English-Latin, mathematics-history, history-English, and Latin-English. The first subject in each case is the one to which the teacher gives the most time. Such study combinations (majors and minors) as English-sociology, English-German, chemistry- English, and biology-English, which were taken by many of the teachers when in college, were seldom called for as teaching combina¬ tions. Two hundred and forty-eight teachers reported either a major or a minor in chemistry, whereas the demand in this field was for 95 teachers only. Other similar discrepancies between the sup¬ ply and demand might be cited. Such studies are valuable, not only for prospective teachers in selecting the type of teaching service they choose to enter, but also for the guidance in curricula adjust¬ ment in teacher-preparing institutions. Increased professional requirements for certification have not caused a scarcity of qualified teachers. The supply of professionally trained teachers for practically every type of teaching position in the several States reporting is, according to the State departments, adequate or more than adequate to meet the demand. Judging from comments such as “ noticeable oversupply of teachers licensed to teach,” “ superintendents and boards do not always demand profes¬ sionally trained teachers,” the demand for well-trained teachers is not so great as it should be. One State superintendent reports, “ in the rural sections difficulty still is encountered in convincing school boards of the desirability of employing better-prepared teachers.” Another State superintendent writes that his State “has enough recruits to satisfy the demand and a surplus of normal-school graduates simply because the rural directors will not pay a salary high enough to secure a normal-school graduate.” In the few cases 0 Supply and demand, by B. R. Buckingham, director, Bureau of Educational Research, Ohio State University. 7 Ibid. PREPARATION OF TEACHERS 3G5 reported in which the demand exceeded the supply, it was in the special subjects, such as music, art, agriculture, and industrial arts. The policy of the State of Wyoming announced in 1922 of training its own teachers instead of depending almost entirely on other States for its teacher supply has met with success. The enrollment in the institutions of the State chiefly responsible for the preparation of teachers has increased over 300 per cent from 1920 to 1926. SALARIES OF TEACHERS The statement is often made that the salaries paid teachers chiefly determine the quality of young people attracted to the profession, the quality of professional preparation they receive, and the length of time they remain in the service. In States without well-planned salary schedules, conditions similar to those reported in a recent sur¬ vey 8 are often disclosed : Little relationship is found to exist between the salaries paid and the teachers’ professional preparation. Teachers with a minimum of professional training are paid nearly as much as those with much training. Increases in salaries have come about mostly because of length of service. The amount of profes¬ sional preparation has had apparently little influence on the attainment of a maximum salary. To remedy this condition it is recommended that a State salary schedule be prepared that is adaptable to the varying needs of differ¬ ent sections of the State. Such a schedule, scientifically prepared, should make provision for increases in salaries on the bases of such factors as professional improvement, experience, and teaching efficiency. Furthermore, it should make adequate allowance for compensating “peripheral” teachers — those teaching in more or less isolated localities, who are denied the social and cultural advantages accruing to teachers in more densely settled communities. A bonus, such as is given one-teacher school teachers in Maryland, in addition to the regular salary for elementary teachers as listed in the schedule, should serve to equalize the situation and attract as well-qualified teachers to these positions as may be found in the other elementary schools in the State. Among the States that have enacted minimum salary schedules are North Dakota and New York. The North Dakota law, enacted in 1921, provides a minimum amount of training and a minimum salary for teachers: After August 31, 1923, any entering teacher shall, as a minimum require¬ ment, hold a diploma from an approved four year high school, or the equiva¬ lent, and meet all certificating requirements as to professional study. Minimum salaries. — Teacher employed prior to August 31, 1922, who has less training than a four-year high-school course shall receive at least $720 a year; holder of diploma from four-year high school, $810; holder of such diploma plus one year of approved normal training, $1,000 ; holder of such Bureau of Education Bulletin, 1926, No. 18, Survey of Education in Utah. 17830°— 28 - 24 366 BIENNIAL SURVEY OF EDUCATION, 1924-1926 diploma plus two years of approved normal training, or holder of second-grade professional certificate for life, $1,100 ; holder of such diploma plus three years of approved normal training, or holder of first-grade professional certificate for life, $1,200 ; holder of such diploma plus a degree from an approved standard college, $1,300. No less than $50 per year shall be added for each year of service in the profession for a period not to exceed five years. In case of emergency, county superintendent may authorize the employment of persons not having qualifications herein set forth. “School year” in this act shall mean nine months. School boards shall annually, not later than February 10, make schedules of minimum salaries in accordance with this act. School officers violating this act shall be subject to fine, and school districts shall be subject to civil action. The New York State law, effective August 1, 1923, which provides for the establishment of uniform schedules of salary not only for teachers in large cities but also for all members of the supervising and teaching staff in union free-school districts 9 having a high school or an academic department, stipulates the following minimum salaries for union free-school districts: Elementary schools . — Teachers of kindergarten and first to eighth year classes: First year, $800; annual increment not less than $75; number of annual increments, not less than eight. High schools. — Teachers: First year, $900; annual increment not less than $75; number of annual increments, not less than eight. Expenditure for salaries of teachers amounts approximately to 75 per cent of the total current expenditure for elementary and second¬ ary schools. Since 1920, however, the percentage of increase in salaries has been less than the percentage of increase in total current expenditures. Salary tendencies are shown in Table 3. A slight tendency to increase salaries is evident for all types of teaching service. The lowest amount of increase ($19) is found among teachers who are already receiving the lowest salaries — viz, one-teacher rural-school teachers. Their per cent of increase (2.6), however, compares quite favorably with those of the other groups. The influence of graduate training on salaries is indicated in a recent study made in the University of Missouri. Salary data were collected in 1924—25 from 2,350 men and women who had graduated from the school of education during the past 20 years. For the men who have graduated during the entire period, those who have no graduate training received during the school year 1924—25 a median salary of $2,312, those with one-year graduate training $3,072, those with two years of graduate training $3,875, and those with three years of graduate training $4,187. The median salary for women without graduate training is $1,475, for women with one year of graduate training the median is $2,164, for two years $2,500, and for two and one-half years $3,625. 9 Districts organized (made feasible and desirable due to the growth and development of villages in wealth and population) chiefly for the purpose of establishing a high-school or an academic department. PREPARATION OF TEACHERS 367 Table 3. — Salaries of teachers Classification of teachers In elementary schools In high schools 1922-23 1924-25 Increase 1922-23 1924-25 Increase Amount Per cent Amount Per cent Rural schools (average salaries): 1 One-teacher. $729 $748 $19 2. 6 Two-teacher . . . 737 759 22 3.0 Three-teacher . . . 843 865 22 2.6 Consolidated . . 964 1, 055 91 9.4 Country village - 1, 141 1, 186 45 3.9 City schools (median salaries) : 3 2,500 to 5,000 inhabitants _ 1, 105 1, 129 24 2.2 $1, 469 $1, 491 $22 1.5 5,000 to 10,000 inhabitants _ 1,200 1,231 31 2.6 1, 567 1,617 50 3.2 10,000 to 30,000 inhabitants... 1, 277 1, 354 77 6.0 1,670 1,738 68 4.1 30,000 to 100,000 inhabitants.. 1, 466 1, 528 62 4.2 1, 921 2, 000 79 4. 1 More than 100, 000 inhabitants. 1, 876 1, 943 67 3.6 2,487 2,531 44 1.8 i U. S. Bureau of Education: Data for 1922-23 from Rural School Leaflet No. 24; unpublished data for 1924-25. 1 Research Bulletins, N. E. A.: Vol. Ill, Nos. 1 and 2, Jan. and Mar., 1925; Vol. IV, No. 4, Sept., 1926. Although dissatisfaction is occasionally expressed, as in the report from the University of Tennessee, which states that the minimum salary schedule in that State is not large enough to make a great appeal to the stronger type of students, State superintendents and presidents of teacher-preparing institutions seem for the most part agreed that teachers’ salaries, except for rural schools, are now ade¬ quate to attract and are attracting promising young men and women into the profession of teaching. The resulting larger number of stu¬ dents applying for admission to the normal schools and teachers’ col¬ leges makes possible in many institutions a better selection, with emphasis on general scholarship among candidates admitted. One North Dakota normal-school president, however, who does not stand alone in his opinion, thinks that — Beginning salaries are altogether too high for young, inexperienced, unpre¬ pared teachers, and ultimate salaries are altogether too low to induce people of ability to make adequate preparation, and to remlain in teaching until they become really proficient. A normal-school president in Pennsylvania thinks that — One of our outstanding problems is that of bringing the school directors (especially rural) to the point of believing in the value of professional educa¬ tion of teachers. BUILDINGS CONSTRUCTED Teacher-preparing institutions have increased considerably the amount of money expended each succeeding year to enlarge their facilities to meet more adequately the demands made upon them. The total amount expended by teachers’ colleges and normal schools for additional land and buildings in 1924 was $8,814,613; in 1922, it was $5,962,885 ; in 1920, $3,818,220. Such expenditures in 1922 were 3G8 BIENNIAL SURVEY OF EDUCATION, 1924-1926 56 per cent greater than in 1920, 48 per cent greater in 1924 than in 1922, and 131 per cent greater in 1924 than in 1920. The percentage of increase in expenditures for additional land and buildings during these years is greater than the percentage of increase in the number of studepts enrolled in the normal-school courses. The enrollment in 1922 was 44 per cent greater than in 1920, 26 per cent greater in 1924 than in 1922, and 81 per cent greater in 1924 than in 1920. The following serve as typical examples of the many buildings con¬ structed at teacher-preparing institutions throughout the country : Expenditures providing for the construction of training-school buildings are reported more frequently than those for other types of additions to the institutions. The Florida State College, through a legislative appropriation of $68,900, is enlarging its training-school building. Ohio University, at a cost of over $200,000, and Western Tennessee State Normal School, each, recently completed training- school buildings. An administration and training-school building has recently been dedicated at the East Texas State Teachers College. The State Teachers College at Duluth, Minn., is constructing a train¬ ing-school building, a new central heating plant, and has enlarged its auditorium, gymnasium, and library buildings. The New York State College for Teachers, with an appropriation of $1,000,000, is constructing a practice high school, a home-economics building, and an auditorium-gymnasium building. In addition to the new Henry Barnard Demonstration School, the Rhode Island College of Educa¬ tion has included a special critic-clinic room so arranged that a demonstration class may be observed from a platform gallery in its new $660,000 building, which also provides additional classrooms, an assembly hall, and a gymnasium. Plans also include the erection of a common heating plant in a third building. Ohio State Uni¬ versity has recently completed one unit of its college of education building. During the last four years the Ball Teachers College, Muncie, Ind., has completed a science building, a gymnasium, a library-auditorium building, and a central heating plant at a total cost of nearly $1,000,000. During the last two years five new classroom and audi¬ torium buildings have been erected at the State teachers colleges in Oklahoma. The State Teachers College at Pittsburg, Kans., is com¬ pleting a new library building. A $50,000 gymnasium and a $150,000 addition to its main building are reported by the Western State College of Colorado. Strong belief in a dormitory system by which the social life of the woman student especially can be more effectively directed and her social standards shaped is evident in the provisions for dormitories reported along the new buildings under construction. The New PREPARATION OF TEACHERS 369 York State College for Teachers has purchased a site large enough for the residence campus for a group of residence' halls and for such recreational activities as tennis and field hockey, and it plans to begin building operations next year. Believing that students should live under school-controlled conditions, the State normal school at Dan¬ bury, Conn., is building a residence hall for which the school officers have been working since 1907. The Ball Teachers College is erecting a dormitory that will accommodate more than 100 girls. Dormi¬ tories are under construction at the various State institutions in Virginia as a result of the authorization by the general assembly of the expenditure of $1,000,000, a large part of which goes to the four State teachers colleges for this purpose. The housing facilities of the State normal schools of Pennsylvania have been materially in¬ creased in keeping with the recommendation of the survey com¬ mittee that facilities for housing and instructing 15,000 students should be completed by 1927. Other provisions made in the Penn¬ sylvania State normal schools for the comfort and safety of students include modifications of exits, the erection of fire escapes, and new construction necessary to eliminate fire hazards. ENTRANCE REQUIREMENTS An increase in interest shown in recent years in teaching as a pro¬ fession has resulted in an extraordinary number of candidates for admission to teacher-preparing institutions. 1 This larger number of candidates, with definite limitations in some instances of the physical capacity of the institutions, and the general desire to gradu¬ ate a superior product, have been instrumental in the raising of the entrance requirements. The higher requirements for admission, in the opinion of many of the presidents, have made the teaching field a more desirable one to enter, and this has served not only to increase steadily the enrollments but also to attract a larger percentage of candidates capable of doing superior work in their institutions. A minimum age of 16 years for candidates at the time of admis¬ sion has been established by many of the normal schools. Gradua¬ tion from a four-year high-school course is required for admission by practically all of the institutions. The poor selection of high- school courses made by prospective normal-school students has led several institutions to suggest the need for a specially designed high-school curriculum for students who plan to enter teacher-pre¬ paring institutions, just as curricula are now usually offered for high-school students preparing to enter vocational, scientific, or business schools. New York State prescribes for entrance to normal schools the completion of certain high-school units, and beginning September 1, 1928, will include in the 15 units of required high-school 370 BIENNIAL SURVEY OF EDUCATION, 1924-1926 work two years of a foreign language, in addition to the present minimum requirements of English, four years; science, two years; mathematics, 2 years ; and theory, one year. Higher entrance standards are set in some States. After Septem¬ ber 1, 1926, candidates for admission to the normal schools in Penn¬ sylvania must not only be graduates of four-year high schools, but the high schools must be on the approved list of the department of pub¬ lic instruction. Beginning in the fall of 1928 the Michigan State normal schools will require that candidates for admission come from high schools that have been accredited by the University of Michigan. Mount Union College (Ohio) admits only graduates of first-grade high schools who rank in the upper and middle thirds of their classes. Higher scholarship ratings on the part of high-school graduates have been required by the New York State College for Teachers during the last four years. The Connecticut State normal schools, since September, 1925, have required that candidates have an aver¬ age standing of not less than 80 on a passing mark of 70 (equivalent to 73.3 on a passing mark of 60, or 76.7 on a passing mark of 65, or 83.3 on a passing mark of 75) in the three required units of the senior year in high school. In addition to superior scholarship standings, each candidate must pass a physical examination, which is given at the normal school he proposes to enter, and he must be free from physical defects which will unfit him for the work of a teacher. The experience in many normal schools where the freshman regis¬ tration is limited is expressed by the president of the New York State College for Teachers, who writes that — It is apparent that a selective process based on scholarship alone is not satisfactory. For future teachers especially there are other elements of mind and character that should prevail. A study of the freshman failures during the college year 1925-26 reveals two important facts : (a) The percentage of failures for a class admitted on a 75 per cent scholar¬ ship basis is about the same as that for a class admitted on a regents’ pass mark of 65 per cent. ( b ) The highest frequency among all causes of failure is found to be “ lack of purpose,” as evidenced by neglect of work, overemphasis on student extra¬ curricular activities, divided interests in other respects. The quality of purposefulness, and especially professional purpose, is not increased at equal pace when the scholarship average is raised from 65 to 75, and it is a proper inference that it will not be increased by raising the requirement to 80 per cent. The principal argument in favor of a scholarship basis for admission is its familiarity and intelligibility to the public. A State college can not administer an admission scheme that is arbitrary, depending on the judgment of a single official or a group of officials. The tests used must be objective, intelligible, PREPARATION OP TEACHERS 371 reliable. For the State College for Teachers it is desirable to set up an admis¬ sion scheme that will reject those who lack the definite purpose to become high-school teachers; those who lack the resourcefulness, judgment, and gener¬ ally dynamic personality of the teacher ; those who lack the health and physical vigor without which no teacher can succeed, or, to state it affirmatively, the admission scheme should admit only those who possess the requisite intelligence, the personal traits, and the character which constitute the teach¬ ing personality. Such a selective scheme will demand patient study and ex¬ perimentation * * *. It is quite evident that the tests so far developed are inadequate for our use * * *. The State college for teachers is there¬ fore eager to develop a test by which those professional traits may be discovered which are fundamental to teaching success. It is a difficult problem, but we are addressing ourselves to it with some hope. The Rhode Island College of Education believes that teaching is of sufficient importance to call for the best energies of most care¬ fully selected students and that scholarship alone is not sufficient evidence of the fitness of a candidate for the responsible position of teacher. The practice followed by it is similar to that used in a few institutions. Since before the war the college has used a type of selective admission which has resulted in a well-selected group of students representing almost every section of the State. A pre¬ liminary selection, based on scholarship, personality, and a probable fitness for teaching (all certified to by the principal of the high school) is made by the superintendent of schools of the town or city in which the applicant lives. A definite quota for every year is assigned each superintendent according to the number of his public schools and his need for teachers. A sample of the personal fitness index follows: RHODE ISLAND COLLEGE OF EDUCATION Personal fitness index of _ The principal and the faculty advisers are asked to indicate on this sheet the reasons for the selection of the candidate named by underlining those words in the list which seem to express in the best way the desirable qualities of the candidate. Where a quality is unusually well developed, the word may be doubly underlined. Where it is apparently lacking, or not well developed, the word may be crossed from the list. Scholarship alone can not justify the selec¬ tion of a candidate for the responsible position of teacher. The high-school principals and advisers should become an important means for safeguarding the schools of the future through a careful study of the qualities of the applicants for admission to the college of education. Intellectual Qualities. — Has good natural endowment. Accurate, alert, with keen perceptions and retentive memory. Has good power of generalization and analysis. Is logical. Naturally desirous of learning. Sincere and open- minded. Inventive and constructive. Rational, judicious, thorough. Capa¬ ble of forming independent judgments. 372 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Habits of Work. — Artistic and neat. Industrious, quick, responsible, purposeful, persistent. Economical of time and of materials. Adaptable, attentive, cooperative, decisive, executive, teachable. Regular and punctual in attend¬ ance. Personal and Social Characteristics. — Conscientious, self-controlled, self-respect¬ ing, thoughtful, prudent, refined. Influential, independent, magnanimous. Faithful, helpful, loyal, trustful, congenial, courteous, harmonious, patient, respectful, tactful. Honest, honorable, truthful, genuine. Regardful of law and of social obligations. Pure-minded. Emotional Characteristics. — Ambitious, buoyant, courageous, determined, earn¬ est, hopeful, idealistic, reverent. Appreciative of the beautiful. Devoted to the right. Friendly, generous, kindly, forgiving, humble, sympathetic, well- poised. Insists upon truth. Tolerant, sportsmanlike, public-spirited. Has a good sense of humor. Has control of temper, tongue, and impulses. Enjoys work. Physical Characteristics. — Strong and vigorous, with a well-developed body. Has good muscular control. Graceful in figure and in carriage. Has good eyesight, sound teeth, no physical handicaps. Voice clear and musical. Not a monotone. Evidences of Cultural Training. — Habitually clear and correct in the use of English, both spoken and written. Has thoughts to express. Makes good recitations in class. Can write a clear, concise, correct, business letter. Writes legibly and well. Habitually correct in spelling, punctuation, and sentence construction. Has formed vigorous, well-balanced reading habits. Special Abilities. — Can sing. Has a sense of pitch and of rhythm. Can read simple music at sight. Plays what instruments? _ Has studied drawing in the high school. Has some knowledge of the prin¬ ciples of design, of representative drawing, of simple perspective, and of the theories of color and of color harmonies. Signed by - - - Principal. Date _ 192—.. _ _ High School. At a suitable time following the preliminary selection, candidates go to the college to take entrance examinations which — include a general test of scholarship, intelligence, ability, and breadth of information, a silent reading test, and a physical examination by the college physician. The general test is constructed for each examination in such a way as to determine as carefully as possible the student’s probable ability to succeed as a teacher. It includes a study of the student’s power to use quickly and accurately the knowledge he has gained in the schools. It may include any field of study commonly pursued by students. All are expected to have some knowledge of simple arithmetic and of history and geography. A fairly high standard is required in English. Each is expected to have some familiarity with the essential principles of drawing and of music, including a knowledge of the maj'or scales in most common use. Ordinary scientific facts, current events of greatest significance, or other indications of habits of study, of work, and of thought may find place in the tests. As the time allowed is limited, promptness in attendance is essential. The reading test is used to indicate the student’s accuracy and facility in dealing with new material. PREPARATION OF TEACHERS 373 The physical examination requires about 15 minutes for each student. Ap¬ pointments for this examination are made separately. For applicants named in the superintendent’s list as “ candidates ” the appointments may be made in advance of the date of the entrance tests, and for “ candidates ” coming from the greatest distances appointments may be made for the day of the entrance tests. The testing program followed in Ohio to supplement the one on health and personal qualities required of candidates is worthy of mention. Legislative enactments make it necessary for all who plan to enter teacher-training institutions in that State to submit to a state-wide examination in English and a test in general ability and subject matter, the tests and standards to be reached in them are to be prescribed or provided by the State director of education. Stand¬ ardized tests are prescribed, and the acceptable goal of achievement is much higher than the standard maximums or norms of the tests used. These requirements for entrance for prospective elementary- school teachers have been expanded to include prospective secondary- school teachers. In addition to the tests, a new plan advocated by the department of education, and closely related to the granting of certificates, includes the giving of diagnostic tests — to all students in elementary training institutions in the following subjects to determine their abilities and weaknesses, that they may be more prop¬ erly directed in the pursuance of their courses : Arithmetic ; geography ; writing ; history and civics ; English, including reading, spelling, composition, and grammar. No students shall be enrolled in methods courses in any sub¬ jects until they have been thoroughly tested in the content of these subjects. All the students who are found to be deficient in knowledge of content in any of the above subjects shall be enrolled in “ hospital ” classes, which will be make-up classes in noncredit courses. These pupils shall continue their work in these classes until they are found to possess the desired amount of knowledge or until it is determined that they will have little chance to succeed. In the latter case they should be dismissed from the training institution as early in the year as possible. The Cleveland School of Education requires of each student seeking admission a personal interview of considerable length, in addition to a very complete series of general intelligence examinations, a thorough physical examination, and a high-school record. Norms have been established on the basis of the record of graduates of the past four years in each of these four entrance requirements. Only those students are admitted who stand well with respect to these norms. After gaining admission to the normal schools and teachers col¬ leges, methods are employed to keep the student’s work up to par. For example, the Cleveland School of Education computes each student’s “ astridecile range ” (highest 5 per cent rated 10, next 374 BIENNIAL SURVEY OF EDUCATION, 1924-1926 highest 10 per cent rated 9, lowest 5 per cent rated 0) in entrance examinations, high-school record, scholarship, personality rating, etc. Personal interviews are held each semester with students on the basis of any considerable variation from the standard of achievement which the student might be expected to attain. Withdrawal is advised whenever it becomes improbable that the student will make a distinct success in teaching. To improve scholastic effort and achievement, some of the normal schools and teachers colleges have adopted a system of “ grade points ” or “weighted credits” in one of their various modified forms. (It should be added, however, that the Colorado State Teachers College has abandoned its system of “weighted credits” which had been in effect for some years.) Some of the provisions of the “ grade-point ” system as adopted at the Milwaukee State Normal School, where it operates to eliminate about 10 per cent of the lower quartile of the students each year, are as follows: A grade A is assigned 3 grade points for each credit hour in the course; B, 2; C, 1; D, 0; E, — 1 grade point for each hour of work so recorded. To graduate, a student must have a number of grade points equal to the number of semester hours of credit recorded at the time of graduation. To do practice teaching, a student must have a number of grade points equal to the number of semester hours recorded at the time of beginning practice teaching, together with the recommendation of the head of the department in which the student is working. Where a major and a minor are required, in the work of the major and also in the work of the minor the number of grade points must be greater than the number of credit hours of work recorded. A student who fails to secure credit in subjects aggregating two-thirds of the number of semester hours of work carried in any semester and to attain an equal number of grade points shall become a candidate for dismissal and shall not continue in school except by special permission of the scholarship committee. A student who fails to secure a number of grade points during any semester equal to the number of semester hours of work carried shall be notified by the registrar that he or she is placed upon probation for the following semester, and a copy of such notice shall be sent to the head of the department in which the student is doing work and to the respective dean. Whenever, in the judgment of the registrar, it becomes evident that a student on probation is unable to secure the number of grade points required for grad¬ uation or for practice teaching, the student shall become a candidate for dis¬ missal and shall not continue in school except by special permission of the scholarship committee. In the case of each student considered for dismissal, it shall be the duty of the respective dean and the head of the department in which the student is working to submit to the scholarship committee a written report upon the student, together with a recommendation as to the disposition of the case. Additional grade points secured in doing the work required in the first half of the curriculum shall not be counted as making up for any deficiencies in the latter half of the curriculum. Students entering from other institutions will be given one grade point for each hour of credit allowed. PREPARATION OF TEACHERS 375 No student whose grade points show that he has an average below B shall be allowed to carry extra work. If the student has an average of B or better, the maximum amount of extra work allowed shall be three hours during regular semester and two hours during a summer session. To insure that students when graduated shall not be subject to a criticism commonly made against them, that they do not have a working knowledge of the fundamental subjects in the elementary curriculum, many normal schools provide special classes, such as the “ hospital ” classes in Ohio, referred to in a preceding paragraph, and the “ opportunity ” classes in the Humboldt State Teachers College and Junior College (California) for students deficient in these sub¬ jects. In the Pennsylvania State normal schools all students before receiving a final grade in English and arithmetic must equal eighth- grade standards of achievement in these subjects. Necessity for en¬ rolling in the “ opportunity ” classes referred to is — evidenced by illegible penmanship, misspelled words, poor sentence structure in written work in any of the college courses ; by standard tests and measurements ; by the judgment of the student at any time that he needs the work. The length of time in the class and the subject studied will vary with the indi¬ vidual needs of the student. Since the work is of a service nature to the student in elementary subjects, no college credit is given in it. CERTIFICATION OF TEACHERS The minimum requirement for certification is the chief factor in setting the standard of professional preparation to be found among teachers in any State. The States are almost unanimous with Wis¬ consin in reporting “ higher standards for teacher certification all along the line.” Wyoming presents data showing that the greatest improvement has been made in teachers employed in rural schools. A legislative act in Utah, effective September 1, 1926, strengthens the law which provides that no public money may be paid to a teacher in the schools of the State who does not possess a valid certificate issued by. the State board of education. The tendency is pronounced to discontinue all local certification agencies, county and city, and place the sole authority for setting standards and issuing certificates in the State departments of educa¬ tion. Such provisions are included in the new teacher-licensing law passed in Indiana in 1923, which the State superintendent of public instruction considers “ the most significant happening in Indiana with respect to the professional preparation of teachers in the last four years.” This law also provides that licenses shall be issued only on the basis of professional training completed. Beginning September 1, 1927, certificates based on examination will be dis¬ continued in the State of Washington, and after 1926 they will be abolished in Virginia, which “ joins the rank of those more progres- 376 BIENNIAL SURVEY OF EDUCATION, 1924-1926 sive States which certificate only on the basis of graduation from an accredited high school and professional training on the college level.” Thus far 12 States have eliminated examinations as a method for certificating teachers, and several others have perfected plans to do so at an early date. To assist in creating sentiment in behalf of certificating on the basis of training rather than on examinations the Alabama State Department of Education circularized the school superintendents and presidents of teacher-training institutions with data showing that holders of professional certificates (issued on the basis of professional training) rank higher on salary schedules ; also that holders of professional certificates secure the more desirable teaching positions. In 192T-25 the graduates of normal schools and colleges held 72 per cent of the positions in schools with six or more teachers, 61 per cent of all positions in city schools, 46 per cent of all positions in long-term counties ; nongraduates of teacher¬ training institutions held 96 per cent of the positions in one-teacher schools. A dean of education in one of the western institutions comments that, although his State requires that the student have a major and a minor teaching subject, there is nothing which prohibits a teacher attempting instruction in a subject for which he has had no training. The new licensing law in Indiana obviates this position by providing that the training shall not only be specific but that the license shall be granted to teach only those subjects in which the applicant has had specific preparation. A tendency in a similar direction is re¬ ported in Georgia. A number of States specify 18 years as the minimum age for applicants for certificates. Twenty-nine States require high-school graduation or more as a prerequisite for certificates. The North Dakota State Department of Education passed an order requiring high-school graduates desiring to teach in 1926-27 to attend a teacher- training institution for at least 6 weeks ; in 1927-28, an attendance of 12 weeks will be required. One year (36 weeks) of professional training, based on graduation from high school, has been set as a minimum standard of preparation in several States here mentioned, although temporary or emergency certificates may still be issued in some cases: Indiana, effective December, 1923; Michigan, effective September, 1925; Montana, effective September, 1929; New Hamp¬ shire, effective July, 1923; New York, effective September, 1925; Oregon, effective January, 1925; Virginia (white teachers), effective 1927; Wisconsin, effective September, 1927. Four States have set a minimum standard of two years of normal school training for certificates to teach : Connecticut, effective 1927 ; Pennsylvania, effec¬ tive February, 1927 ; Utah, effective 1926; Washington, effective 1927. In Indiana a similar ruling becomes effective November 1, 1927, for all beginning elementary-school teachers except one-room rural- PREPARATION OP TEACHERS 377 school teachers. California requires two and one-half years beyond high-school graduation and has set the standard at three years to be reached gradually but at no definitely stated date.11 Pennsylvania questions its practice of translating normal-school certificates into normal-school diplomas (life licenses) at the end of two years of teaching experience as too short a period upon which to base a life license. Beginning in 1923, Washington adopted the policy of requiring of elementary teachers at least one-quarter of postgraduate study in education as a prerequisite for a life certificate. The requirements for the certification of high-school teachers have also advanced. Thirty-one States specify a minimum age of 18 years for applicants. A like number provide for certification on the basis of training, ranging from the completion of one year of college work (all of which must be professional) to four years; 12 States require the latter amount. A majority of the States specify a mini¬ mum number of semester hours — 15 is not unusual and a few States require more — in professional education courses. Minnesota is tak¬ ing steps to reduce materially the kind and number of training courses that wTill be accepted in meeting the requirements of 15 semester hours of credits for the first-grade professional certificate, the standard high-school credential. In 1926, “ 671 applicants for high-school certificates, on degrees from 87 standard colleges, pre¬ sented 152 different courses in preparing for practically the same kind of teaching.” CURRICULA Within recent years several significant trends in teacher-preparing curricula have been apparent. Just a few years ago, when entrance requirements were rather low, normal-school curricula were three, four, five, and even six years in length, including courses on the sec¬ ondary level. Later the entrance requirements were raised and curricula were shortened. More recently, however, higher entrance requirements have been maintained, and the curricula have been lengthened to three, four, and even five years beyond high-school graduation. During the past biennium the number of normal schools and teachers colleges granting degrees has increased 15 per cent. The New York State normal schools have made the general transi¬ tion from two-year to three-year curricula. The three-year curricula in the Rhode Island College of Education have been discontinued; all students are now enrolled in the four-year curricula, with the provision that at least three years must be completed. Should the student retire at the close of the third year, he receives a certificate 11 California still issues county certificates on examination ; the percentage granted, however, is small. 378 BIENNIAL SURVEY OF EDUCATION. 1924-1926 of attendance, the diploma being granted only upon completing four years of work. In raising its standards Rhode Island states : It is by no means the purpose of the college of education to attempt to pre¬ pare any large share of its students for positions in the higher grades or as supervisors. The dignity and the importance of the work with the little children is always to be emphasized. Oxford College for Women (Ohio) reports that the two-year curricula are abandoned and that those of three years’ duration will soon be raised to four years. Many institutions have followed a practice similar to that of the Michigan normal schools and lengthened certain specialized curricula, such as those in art, music, home economics, physical education, com¬ merce, and manual arts. A change is also noticeable in the number of curricula offered. The general or “ single-track ” curriculum which all candidates pursued irrespective of the particular field of teaching service for which they desired to prepare has gradually given way in most institutions to two or more differentiated curricula. The curricula most commonly offered for prospective elementary-school teachers are : Kindergarten- primary grade, intermediate grade, upper or grammar grade (or a specialized curriculum for junior high school teachers), and rural school. The University of Minnesota typifies a few of the larger institutions in its addition during the last two years of specialized curricula for school superintendents, high-school principals, and ele¬ mentary grade supervisors (and contemplates the addition of a cur¬ riculum for normal-school teachers. Occasionally an institution, such as the State normal school at Salem, Mass., reports the establishment of curricula for the preparation of teachers of deaf and of mentally retarded children. Through affiliation with schools especially receiv¬ ing such children, ample opportunity is made for observation and practice teaching. The introduction of differentiated curricula has necessitated guid¬ ance of students into those curricula for which they show special aptitudes and in which they are most likely to succeed. To counteract the tendency on the part of students to choose a curriculum due to some superficial notion concerning it, very often all students in an institution during the first semester take a common curriculum. Ac¬ cordingly, an exceedingly large number of the teacher-preparing institutions have organized during the first semester “ orientation ” or “ introduction to teaching ” courses, by means of which students be¬ come acquainted with the general organization and administration of schools as well as with the different aspects and opportunities in the several fields of school service. Such courses usually provide frequent opportunities for students to observe the teaching of pupils in each of the grades in the different types of schools. They frequently PREPARATION OF TEACHERS 379 include discussions of the mental adjustments, such as in the control of their time, use of library, and methods of study which students must make to suit college conditions and to utilize the opportunities the institution affords them. The State normal school at Kutztown, Pa., maintains a “ committee of the faculty to confer with the students after the choice of field has been made and to suggest changes when deemed desirable.” Curricula have undergone revision in general in the different nor¬ mal schools throughout the country. State normal-school revision committees have been reported at work in the States of Connecticut, Louisiana, Massachusetts, Newr York, Oklahoma, Pennsylvania, and Virginia. The procedure followed in Connecticut serves as an illus¬ tration of the plan in one State of securing such a curriculum revision. As preliminary steps — Those interested and concerned in teacher training in Connecticut — 1. Studied and evaluated the situation as of 1923. 2. Outlined the professional equipment necessary to successful teaching. 3. Prepared a new curriculum with this equipment in mind. 4. Wrote a new course of study in each subject provided for in this curricu¬ lum. 5. Agreed upon a type of organization and administration which would insure the effective carrying out of this curriculum. 6. Worked out desirable policies with regard to — a. Qualifications of normal-school instructors. b. Teaching load. c. Admission of students. d. Student load. 7. Outlined a plan for continued growth and improvement through — a. Annual conference of the normal-school faculties, and b. Monthly meetings of normal-school principals. A “ special agent ” was appointed by the State board of education to serve under the direction of the State commissioner of education as coordinator of the revision activities. He prepared a detailed plan which provided for the following steps of procedure : 1. Launching the study. 2. Systematic direction, and follow-up of the various committees. 3. Bringing the work of the several committees to a completed state, in which it might be discussed and tentatively accepted by a board of review. 4. The consideration and approval of a tentative curriculum by the State board of education. 5. The trying out of this tentative curriculum in the four normal schools for the year 1924-25. 6. Revision after a year’s trial. 7. Adoption of the revised curriculum. 8. Provision for constant revision and improvement from year to year. In this study it was decided to utilize the services of all who were either directly responsible for or indirectly concerned with the preparation of teach¬ ers. To this end a board of review was organized consisting of the State commissioner of education, chairman ; the special agent for normal schools, 380 BIENNIAL SURVEY OF EDUCATION, 1924-1926 the four normal-school principals, the State supervisor of secondary educa¬ tion, the State supervisor of elementary education, and the State supervisor of rural education. The purpose of this board was to study the major objectives and the larger and more general problems relating to normal-school organization and admin¬ istration, and to coordinate the work of the various committees. At the same time a series of normal-school teachers’ committees was organized to study in detail the content of the several courses of study. A general State conference for purposes of direction was held for all who were to participate in the study. Committees com¬ posed of one representative from each normal school were organized for each of the many normal-school interests, such as reading and literature, geography, arithmetic, art, observation and practice teaching, training for rural-school teaching, service, etc. The pro¬ cedure of each committee provided for — a. A study of the status of its particular field in other normal schools in the country, using catalogues, printed literature, etc. b. A study of the needs of Connecticut public schools and an evaluation of the present courses of training in meeting these needs. c. Extensive reading in the field. d. The evolving of a new and improved course of study or plan of procedure. e. A final report from each committee to be submitted by the respective chairmen on or before April 1, 1924. The six months’ period following the New Haven conference was a period of intensive work for all concerned, the faculty committees meeting at least once and frequently twice each month. The special agent spent his entire time help¬ ing and guiding the special committees by means of circular letters to com¬ mittee chairmen, conferences of committee chairmen, meetings of the faculties of the four schools, and meetings with each of the many committees. An effort was made to keep closely in touch with committee activities, to check accomplishment in each, and to maintain the right spirit on the part of all. With the normal-school faculties organized and assigned to their several problems, the board of review started its consideration of the broader and more general problems of normal-school education and a review of the com¬ mittee reports. The first problem confronting this board was to outline what they considered to be the essential teaching equipment for effective teaching in the public schools of the State. * * * The board of review next turned its attention to present practice and attempted to answer the question as to whether or not present-day normal-school graduates were measuring up to these standards. In this connection an analysis was made of the courses of study offered in the four normal schools. * * * By the use of 400 questionnaires sent to recent graduates of the four schools, suggestions were sought as to ways in which their normal-school preparation has been most effective and wherein it had failed to prepare the teacher to meet her daily tasks. Suggestions were solicited as to ways in which the normal schools could most effectively serve teachers in service. The board of review next turned its attention to the following questions : 1. What subjects should a normal-school curriculum include, if teachers are to obtain that professional equipment which has been outlined? 2. What should be the relative and actual amount of time devoted to each subject? 3. What would be the most effective sequence of activities and subjects? PREPARATION OF TEACHERS 381 4. How can we weld these separate subjects into a definite two-year curricu¬ lum that with slight modification might be adopted in each of the four normal schools? Finally, the detailed outlines of the professionalized subject- matter courses and the professional courses presented by the com¬ mittees of normal-school instructors who made provision that the materials might be easily adapted to varying local -conditions found in the different State normal schools were revised and accepted by the board of review. Experience with the courses indicates that they are steps in the right direction, but that as contemplated it will be necessary to revise them from time to time. The procedure followed by the curricula revision committee of the normal schools of Pennsylvania illustrates the tendency gradu¬ ally coming into favor of securing suggestions and counsel from many professional sources for guidance in building curricula. After securing information regarding current practices elsewhere, a com¬ mittee held conferences with 14 different specialists available from the office of the State department of public instruction. Each of the subject-matter groups of normal-school teachers was asked to consider in conferences what they considered the minimum essentials in their subject desirable to include in the different teacher-preparing curricula. One member of the group was selected to present their point of view to the committee. In order to learn what subjects of the existing curricula were, in their judgment, worth retaining and what new courses might profitably be included in the curricula, questionnaires were sent to 50 graduates, distributed over the past five years, of each of the State normal schools. Each county and district superintendent in the State was requested to make such suggestions for improving the curricula as seemed desirable to him from his experience and intimate association with the graduates of the normal schools. Finally, specialists in the normal-school and teachers col¬ lege field from outside the State were consulted. A job analysis study of the teachers’ work was considered but had not materialized at the time the committee made its report. On the basis of the information secured through the cooperation of the different persons and groups of persons assisting in the work, the committee prepared the different curricula now operative in the State’s normal schools. The principles underlying the construction of teacher-preparing curricula, as worked cut by the committee, briefly stated follow : 1. Curricula for the preparation of teachers should be differentiated. 2. Each curriculum should he made up of concurrent and sequential courses so organized as to develop those controls which are necessary to successful teaching in a given field. 3. Subject to the principles of differentiation and the development of con¬ trols, each curriculum devised for the preparation of teachers should be as broadly humanizing as possible. 17836°— 28 - 25 382 BIENNIAL SUKVEY OF EDUCATION, 1924-1926 4. Provision should be made by the regimen of the school for developing and strengthening the personal and social equipment of the prospective teacher. 5. Each curriculum should be definitely organized, with the training school as its vitalizing core or center. 6. Each curriculum should be practically a prescribed curriculum. 7. The curricular offerings of a teacher-preparation institution should he fluid, as opposed to fixed. The effect of the revisions of normal-school curricula has been to increase the time given to the professionalized subject-matter courses and to diminish the time given unspecialized courses in education, such as the history and philosophy of education, which are for the most part very general in nature. Caution is given lest such courses as principles of education, methods of teaching, educational psychol¬ ogy, and the like become so general as to be of little definite value to students enrolled in the courses. In fact, views expressed in some of the reports regarding transfer of training make it doubtful if a semester course in general methods, or even special methods, which includes a study of five or six combined subject-matter fields which all the students take in common, is not very wasteful of students’ time. Consequently, the “ how ” to teach the different school sub¬ jects is imparted more and more in conjunction with the study of the subject, such as primary reading or intermediate arithmetic itself. This practice is one step toward the professionalization of subject- matter courses, which tendency, judged from the reports received, has become quite strong during recent years. The Cleveland School of Education reports that the large number of applicants for degrees from those in service is forcing them to reconsider the content of their courses to give them a distinctly professional trend. Professionalized subject-matter courses as organized in some nor¬ mal schools and teachers colleges, in addition to providing that the student and instructor shall think of learning from the point of view of teaching, also provide for rich scholarship by including u a broad expanse of marginal material beyond the actual needs of the elementary field into which the teacher goes.” Outlines of such courses indicate that, in general, they aim to include — 1. A history of the development of the subject. 2. An historical development of the aims and practices in the teaching of the subject. 3. The literature of the subject. 4. An analysis of the learning process while mastering the subject matter. 5. An evaluation of textbooks in the subject. 6. Standardized tests in the subject. 7. Principles and practices in making courses of study in the subject. In developing its curricula on the basis of professional experiences, the State normal school at Milwaukee, Wis., follows the principle PREPARATION OF TEACHERS 383 that a curriculum should be arranged so as to lead its students through a series of professional experiences. Two guiding factors in selecting those experiences to be included are that those selected must be (1) of the highest possible value in preparing prospective teachers to meet school situations in their subsequent work as teach¬ ers and (2) those that can be motivated immediately. Several institutions report that they are developing their curricula “on the basis of job analysis in terms of responsibilities that are constant for all teachers and in terms of those that are variable for special teachers.” Data are secured as a basis for a job analysis of a teacher’s duties from such sources as professional literature, teachers’ diaries, ob¬ servers’ reports, and memory lists by teachers. Investigations to date show7 a list of about 600 type activities performed by teachers. To learn the particular duties performed by any class of teachers, a sufficiently large number of teachers in that class are requested to check the duties they perform, the frequencies of wThich when tabu¬ lated indicate the duties performed by the class, together with their relative importance. Prof. W. W. Charters, of the University of Chicago, reports having completed such a procedure for rural-school teachers and high-school teachers. Various attempts are reported to bring the different courses into closer relationship wdth each other in order that less loss in learning may result to students. The University of Minnesota has united the courses in special methods, observation, and practice teaching in the academic fields into “single nine-credit” courses. St. Olaf’s College is working out “ a system of cumulative courses in education, together with achievement units and cumulative examinations.” It hopes thereby to correct the attitude so prevalent among college students that they may relegate to the past a course after having once passed the semester examination in it. Accordingly, successive college courses are being organized in so far as possible to include “persistent” values in preceding courses, and each examination in¬ volves the “ control elements of all the previous courses in education.” Criticisms frequently made by superintendents employing normal- school and teacher-college graduates when requested to suggest wherein the institutions can improve their product indicate that, in their judgment, twTo outstanding needs are for (a) emphasis on cultural material more than is given in the present requirements and ( b ) cultivation of a social manner, fineness, and reserve such as is usually found among the graduates of women’s colleges. On the other hand, a number of reports commenting chiefly on liberal arts and science colleges that offer teachers’ curricula suggest that profes¬ sional education courses are not receiving sufficient emphasis in comparison with the required “ cultural ” courses to give prospective 384 BIENNIAL SURVEY OF EDUCATION, 1924-1926 teachers an adequate professional education background. The pro¬ fessors of education in several institutions where students do not come under the direction of or enter the schools of education until their junior year express the opinion that much waste could be eliminated and their product considerably improved if pre-education courses were prescribed or if members of the school of education were made responsible for guidance in the selection of courses by prospective students during the first two years of liberal arts and science college work. The tendency among the States to increase the professional qualifi¬ cations necessary to meet certification requirements, as discussed in the section on educational qualifications, has in part been responsible for some of the changes in curricula made by normal schools and teachers’ colleges. Instead of issuing general certificates entitling the holder to teach in any grade of the elementary or the high school, a few States specify certain courses in professional education which must be completed in teacher-preparing institutions by those desiring to teach in certain grades, such as the primary, the inter¬ mediate, the junior high school, or in certain special subjects such as music, industrial arts, physical education. Present tendencies are to grant certificates on professional training rather than on examina¬ tion. OBSERVATION AND PRACTICE TEACHING A decided tendency is apparent for increased emphasis on the “ laboratory ” phase of the teacher-training program. The college of education of the University of Tennessee, which, beginning in Sep¬ tember, 1926, offers 12 weeks of practice teaching in cooperation with the Knoxville city high schools, is representative of several institu¬ tions reporting such courses introduced for the filst time. A num¬ ber of States, such as Michigan and Ohio, require inclusion of such courses in teacher-preparing curricula in order that graduates may qualify for certificates to teach. Better facilities are not only pro¬ vided (1) for the demonstration of teaching in the different grades of the elementary school and high school and (2) for actual partici¬ pation in modern school work by the normal-school students, but the time given to the latter has also been increased in some institutions reporting. For example, beginning this year the State normal school at Kutztown, Pa., requires student teachers to “teach or observe during the entire day in the training schools for a period of nine weeks instead of teaching one or two periods per day for one semester or for a year.” In the Rhode Island College of Education the general plan of observation and practice is as follows : In the first half year one hour a week is given to an introductory course on the meaning of education. This is followed in the next three semesters with an hour a week devoted to observation in the grades and to conferences and the PREPARATION OF TEACHERS 385 preparation of plans and reports. In the fifth semester each student spends an hour a day in assigned grades following closely the development of selected subjects. Each student is given an opportunity to teach, and the groups assem¬ ble each day with the critic in charge or with the director of training. The wTork of the sixth semester is in the outside training schools, with occasional visits to the college of education. Here each student is given charge of a full room in the regular public schools, with an experienced critic at hand to give advice and encouragement when needed. Two hours a week during the fourth year will be spent in the development of some special problem in school work or in further experience in teaching an assigned subject. The training system, therefore, becomes a great educational laboratory in which the student may become acquainted with good teaching and with high ideals and may have an abundant opportunity to prove his own skill through a full half year with his own pupils. That the plan of practice teaching varies considerably in the dif¬ ferent institutions is shown by comparing the preceding plan with that of other schools. The plan of the Southern Oregon Normal School is thus described: Instead of giving practice teaching for half a day in one grade, we require our students to get practice teaching in the first, second, and third grades the first quarter, in the fourth, fifth, and sixth grades the second quarter, after which the teacher may have her choice of going on to the junior high school and getting her practice teaching in the three grades above the sixth or of choosing one of the grades from the first to sixth, inclusive, where she can get more intensive practice. The Cleveland School of Education reports that — During the training or practice-teaching period which is given in nine weeks of continuous attendance upon the training school during the third semester and again during the sixth sem, ester of the course much attention is given to an analysis of difficulties of student teachers in their first year of teaching work. The results of this analysis are being transmitted to the theory courses for incorporation in the content of the curriculum. The State normal school at Milwaukee, Wis., is not alone in be¬ lieving that — The training school should assume leadership of the schools it serves in progressive educational methods rather than in conforming to what the public schools expect. The campus training school is organized to apply the Dewey philosophy with emphasis on pupil initiative, creative activities, enriched and exceedingly flexible curricula, and attention to individual differences. As a re¬ sult of this forward-looking objective, the campus training school has a long waiting list and is classed as one of the best elementary schools in the country. Students do practice teaching in this school under rather ideal conditions and also in a second' training school which has to meet the demands of a large public-school system. Practice teaching is therefore better balanced than under most training-school conditions. The State normal school at Slippery Rock, Pa., reports that its campus training school has been gradually developed into a demon¬ stration school entirely and that practice teaching is done in outlying schools. 386 BIENNIAL SURVEY OF EDUCATION, 1924-1926 In order that demonstration classes shall be conducted under nor¬ mal conditions as nearly as possible, a “ critic-clinic ” room is pro¬ vided in the new building of the Rhode Island College of Education — so arranged that a demonstration class may be observed from a platform gallery, which has the effect of removing the observation group from so close contact with the class itself as to suggest a common criticism that demonstra¬ tion classes are conducted in an artificial environment. Institutions located in centers of small population frequently ob¬ viate the limitations on schools for practice-teaching purposes by the method described by the school of education of Pennsylvania State College : Having outgrown the facilities of the local schools for practice purposes, we have just reconstructed our curriculum so as to permit the absence of members of the senior class for one-half the fall semester for practice teaching in a large school system remote from the college. This will involve the necessity of hav¬ ing the seniors absent from the college continuously for nine weeks, during which time they will complete the requirements in observation and practice teaching and will carry one intensive course in education. During the remain¬ ing nine weeks they will complete other intensive courses in education at the college. This work has been so adjusted as to affect the courses of only the school of education. Such affiliation with outlying schools for practice-teaching purposes has become quite a common practice. In order to make the work of the critic or supervising teachers in the affiliated schools more efficient than it would normally be, the University of Colorado during the past year held a seminar class of teachers in the high schools of Boulder. Through the seminar they plan to train the groups of teachers who later will have under their supervision not to exceed four student teachers. In the seminar defi¬ nite units of work were planned in which the student teachers would be trained from week to week. They planned to pay these super¬ vising teachers $25 a year for each student teacher. The following quotations from the rules and regulations governing student teaching to meet certification requirements by the department of education of the State of Ohio indicate in general the standards set in the more progressive States for such work. The course in observation and participation is — prerequisite to student teaching and must not be counted as student teaching. In this course the student should observe and participate in the activities of the classroom and meet in conference with the demonstration teacher. It is recommended that not more than 15 students be assigned to one critic teacher at one hour. The critic teacher should conduct at least one hour of general conference each week with her students in connection with this course. The work will be greatly facilitated if a manual is used to guide students in their observation and participation. This work should be credited on the laboratory basis. The credit, therefore, should be three semester hours. This course is not intended to take the place of the frequent observations which should accom¬ pany special methods courses and other education courses. * PREPARATION OF TEACHERS 387 In the two-year course for elementary teachers student teaching should be done in the sophomore year. In the course for high-school teachers it should be done in the senior year. The student who teaches in the high school should teach either the subject in which he is majoring or the subject in which he is minoring, or both of these, and should have had, or should be taking, the special methods course in the teaching of the subject or subjects which he is teaching. No credit shall be given for teaching experience, and no student shall be excused from these courses on account of experience. At least two-fifths of the teaching in each elementary classroom shall be done by a regularly employed teacher, and at least two-fifths of the teaching in high schools shall be done by regularly employed teachers. Critic teachers shall not be assigned to regular teaching themselves at any time when student teachers are practicing under their direction. It is expected that the critic teacher will be present in the classroom during the entire time that the student is teaching. The standard qualifications and load of elementary critic teachers as set by the Ohio Board of Education are as follows : a. Every elementary critic teacher must have at least a bachelor’s degree, with a major in elementary education. This standard will be raised as rapidly as possible to a master’s degree with a major in elementary education. b. Experience : At least two years of elementary teaching experience. c. A maximum of eight student teachers to be assigned to one critic teacher daily. Not more than two student teachers shall be assigned to teach under a critic teacher during one hour. d. A critic teacher should have at least two hours a day free from her classroom and supervisory duties for the purpose of conducting conferences with student teachers, reading lesson plans, etc., except that if fewer than four student teachers are assigned to any critic teacher daily the number of hours to be kept free for conference may be proportionately reduced and the teacher assigned to other teaching duties. c. Each critic teacher should conduct a personal conference with each student teacher one hour in length each week. Each critic teacher should also conduct a one-hour group conference with all of her student teachers each week. The standards set for high-school critic teachers are : a. Every high-school critic teacher must have at least a master’s degree, with major emphasis given to the subject which she teaches and to education. b. Experience : At least two years’ experience in teaching the subject which she is employed to teach as a critic teacher. c. A maximum of four student teachers to be assigned to one critic teacher daily. Only one student teacher shall be assigned to teach under a critic teacher during one hour. d. A critic teacher should have at least two hours of the school day free from her classroom and supervisory duties for the purpose of conducting confer¬ ences with student teachers, reading lesson plans, etc., except that if fewer than four student teachers are assigned to any critic teacher daily the number of hours to be kept free for conference may be proportionately reduced and the teacher assigned to other teaching duties. e. Each critic teacher should conduct a personal conference with each student teacher one hour in length each week. Each critic teacher should also conduct a one-hour group conference with all of her student teachers each week. 388 BIENNIAL SURVEY OF EDUCATION, 1924-1926 FOLLOW-UP AND SCHOOL SERVICE ACTIVITIES Teacher-preparing institutions no longer consider their obligations to either the State or the individual student as fully discharged at the time of his graduation. Within recent years they have made special provisions to keep in contact with their alumni in service. School publications, including news monthlies, which often contain discussions of new ideas and materials in education, are in many cases sent regularly to graduates. Various types of conferences for teachers are occasionally held at the normal schools. Correspondence and extension courses, including study centers, enrolling former stu¬ dents are frequently organized. Teacher-training institutions in Ohio are encouraged by the State department of education to — prepare forms to send to superintendents on which they may submit their findings of teachers in service. If the reports from superintendents do not agree with the probable success ratings given the teachers by the critic teachers and directors of training schools, the cases should be carefully investigated. For ease of making comparisons it is suggested that the same blank be sent to superintendents for follow-up reports as are used by the critic teachers in making observations of practice teaching. Schools should arrange for some representative to visit teachers in their classroom work. This arrangement gives the training institution a much closer contact with its product than can be secured in any other way. The department of public instruction of Pennsylvania reports that with the rapid growth of cooperative student-teaching arrangements between local school districts and the normal schools in that State — the demonstration schools on the campus offer a field for development. Such schools serve for observation classes, where difficulties in the technique of teaching are demonstrated. Opportunities for groups of teachers in the service areas of the normal schools to visit these demonstration schools are being gradually developed, and observations are made of present methods and prac¬ tices used and tested. Utilization of the services of the appointment or placement bureau by former students desiring to change positions is urged in many institutions. Various types of “ home-coming ” days have been inau¬ gurated in different institutions as a feature of their follow-up work for beginning teachers. The State normal training school at Castle- ton, Vt., invites the students of the preceding year who are teaching to be its guests for two days in October. General discussions and individual conferences with the faculty members help to solve prob¬ lems that have arisen in their teaching. According to a recent study,13 71 per cent of the State teacher- preparing institutions in the United States reported the technique most frequently used in “ in-service ” training as follows : 13 State Teachers College, Moorhead, Minn. ; Bui. No. 4, series 19, January, 1924. PREPARATION OF TEACHERS 389 Extension courses _ Correspondence courses _ Field workers _ Irregular faculty visitation Success reports _ School bulletin or papers— Work of research bureau. _ Alumni secretary _ Informal correspondence _ Per cent of schools _ 29 _ 15 _ 13 _ 12 _ 11 _ 7 4 Judging from the ranks assigned by 50 teacher-training experts to 18 items of teacher-training technique as of “ in-service ” training value to graduates, a shift in emphasis in the type of “ in-service ” contact with graduates may be expected. The relative importance of the different items are ranked as follows (the most important is No. 1) : Rank 1.0 Supervision by full-time field workers. 2.0 Regular visitation first year after graduation. 3.5 Annual inspection by faculty members. 3.5 Extension courses. 5.5 Annual professional conference for all graduates. 5.5 Surveys or investigations made by bureaus of research. 7.0 Correspondence courses. 8.0 Irregular visitation on request from the field. 10.5 Activities of full-time alumni secretary. 10.5 Success reports first year after graduation. 10.5 Scientific activity analyses of teaching jobs. 10.5 School bulletin or paper mailed to alumni. 13.0 Placement bureau work. 14.0 Appointment committee activities. 15.0 Alumni list checked each year as to location and job. 16.0 Inquiry among alumni about value of content and management of courses in the home school. The services of the Eastern State Normal School, Madison, S. Dak., inaugurated in March, 1925, serve as an example of one of the fully developed “ follow-up ” plans in operation. As reported in “ The Eastern Bulletin,” October 15, 1926, the aim of the field service department — is twofold, to help the girls adjust their training experiences to their own particular teaching jobs, and, secondly, to keep the faculty of the normal school in touch with the South Dakota field situation in order that the instruction and training that they give the students may be more practical. The plan for supervision in the field is carried out as follows: Each quarter the regular faculty supervisors of student practice are sent out for a week to the towns and counties where the graduates are teaching to visit them and to help them in their work. Only one supervisor is sent at a time, and while she is away from the normal school her classes are taken care of by the director of field service and the teachers in the training school. The aim is to send at least eight super¬ visors into the field each quarter, but the number sent is governed somewhat by 390 BIENNIAL SURVEY OF EDUCATION, 1924-1926 the amount of work to be done at the normal school and by the amount of money allowed for traveling expenses. The average number of visits made each graduate a year is two to those teaching in towns and one to those in rural districts. The first duty of the supervisor on entering the city or town where the graduate is teaching is to confer with the superintendent. She then visits the graduate and observes her teaching for a half day or a day, according to the need of that student and the time at the disposal of the supervisor. She follows this visit with a helpful conference, giving the student advice and suggestions that will tend to help her out of any difficulty in regard to teaching technique or classroom management. Very often the supervisor takes the class for the student in order to show by example how to correct certain deficiencies in her teaching procedure. The aim in all of the visiting by the normal-school super¬ visor is to adapt the help given to the needs of the student. At the end of her visit the supervisor leaves with the student a list of suggestions which she has gathered that bear directly upon her teaching situation. She also leaves a duplicate copy of these suggestions with the superintendent. At the same time she sends a report regarding the needs of each graduate visited to the director of the field service at the normal school. As these suggestions of needs come in to the office they are tabulated and summarized and put in leaflet form, together with suggestions bearing upon each type of need. Copies of these leaflets are sent from the extension office to all beginning teachers. When the supervisor returns to the normal school she makes a verbal report of each graduate that she has visited to the supervisor or critic teacher who had that particular student in charge during her practice-teaching period. Upon receiving this report each supervisor writes a letter of encouragement and help to her particular student. In addition to this type of follow-up work, the News Letter, a printed monthly bulletin of teaching ideas based on the South Dakota field, is sent free of charge to each graduate. In the development of the field-service plan of the Eastern South Dakota State Normal School we see a very serious attempt to bridge the gap between the training of the students in the normal school proper and actual teaching in the field. In order to carry this work to its highest point of perfection it would be necessary to employ a much larger staff of field supervisors and to have much more money at the disposal of the field-service department. If this could be brought about, it would mean more visits to each graduate, which would in turn mean more real help in each actual teaching situation. Although the object of a teacher-training institution in extending the training of its students over into a probationary period of actual teaching in the field is to help the students, in the end the institution itself is benefited. It is given a chance actually to test out its own methods, to see the degree to which they will function under actual classroom conditions, and to evaluate the service that it is giving to' the community. As a result of these field observations the institution will be in a position to train its students so that when they enter the teaching profession they will discharge their duties with credit. In addition to the “in-service” training aspects of their work among teachers in the field, the school service bureaus in many insti¬ tutions assist teachers and school officials in organizing and ad¬ ministering educational and achievement test programs, school and community surveys, scholastic and athletic contests, and school and community activities such as parent-teacher associations, boys’ clubs, mothers’ clubs, and dramatic clubs. CHAPTER XIII EDUCATIONAL SURVEYS Contents. — Higher educational surveys, by Arthur J. Klein — City school surveys, by Walter S. Deffenbaugh — Rural education surveys, by Timon Covert and Edith A. Lathrop. I. HIGHER EDUCATIONAL SURVEYS, 1922-1924 AND 1924-1926 By Arthur J. Klein Chief, Division of Higher Education, Bureau of Education NUMBER AND SCOPE OF SURVEYS The higher educational surveys made during the two biennial periods 1922-1924, 192T-1926, were more varied in scope than those made in previous years. They included surveys of all State-sup¬ ported institutions of higher learning in four States; all institu¬ tions of higher learning, State and privately endowed, in two States ; a single State institution in one State; the Government-supported universities of the Philippines and Porto Rico; all the colleges in one State under the control of the Baptist Church; two privately supported institutions; and the higher educational institutions in Cleveland, Ohio. Eight of these surveys were conducted under the auspices of the Bureau of Education; in two others a member of the bureau staff served on the survey commission. In State surveys the ends sought are nearly always the same; the State wishes to know if its institutions of higher learning are ful¬ filling to the greatest possible extent the purpose for which they were created. If they are not, it desires to know what can be done to increase their efficiency and their value to the State. But some surveys have presented other problems. In Massachusetts, for example, the question was chiefly one concerning the advisability of establishing a State university; in Tennessee an educational policy looking toward increased interest of its citizens in higher education was sought ; in Cleveland, Ohio, a method for coordinating and de¬ veloping a city’s higher educational facilities to meet its future growth and needs was desired. But whatever the main purpose of the survey, the same sets of facts and conditions are studied and much the same means of dealing with specific problems are recommended. 391 392 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Several important factors must inevitably be considered — the field or fields of the institutions, financial support, and methods of organi¬ zation and administration. The ramifications of these factors are numerous and varied. In the study of the institutions it has been necessary to take into account their geographical, social, and eco¬ nomic setting ; their relations to each other and to other parts of the educational system; their control; their internal organization; their standards of scholarship ; the training, experience, loads, and salaries of their teaching staffs; their buildings, libraries, equipment; their present financial condition, and their future needs. STANDARDIZED INQUIRY If attention is centered upon details, the surveys reveal a consider¬ able degree of standardized inquiry and provide an important body of information upon a wide range of the subjects with which admin¬ istrative officers are concerned, such as degrees held by the various ranks of the staff, teaching schedules and loads, enrollments in different curricula, size of classes, fees, salaries, and institutional support. These are matters of survey routine and may or may not be related to the larger problems with which outside surveys are best fitted to deal. Many of these subjects should be and are becom¬ ing increasingly matters of current institutional record and interpre¬ tation. One survey, that of the University of Porto Rico,1 recognizes clearly the relationship of these details to fundamental conditions and problems. The university’s past is now unimportant, except as a warning. Its present is clearly a stage of transition. Only its future is of real interest and signifi¬ cance to the people of Porto Rico. To analyze its present condition, with the fullness of detail that is common in studies of this character, would serve no useful purpose. For example, calculations of costs of instruction would mean little because they would necessarily be based on factors that will be radically changed within a year. Nevertheless, the commission is persuaded that some analysis by an outside agency of the fundamental operations of the university, some estimate of its equipment and personnel, and some definition of its major problems should be helpful to its officers in planning for the future. Such a study should also show the people of Porto Rico the disparity between the university they now have and a university that will perform those services for the island outlined in an earlier paragraph. The importance of institutional collection and interpretation of facts concerning its problems is emphasized by the surveys of Utah 2 and Tennessee.3 1 Survey of University of Porto Rico, conducted by Dr. S. P. Capen, included in Survey of Education in Porto Rico, made by International Institute of Teachers College, Columbia University, 1925. 2 Survey of University of Utah, conducted by Dr. George F. Zook, included in Survey of Education in Utah, Bureau of Education Bulletin, 1926, No. 18. 3 Survey of Higher Education in Tennessee, 1924, conducted by Dr. George F. Zook. HIGHER EDUCATIONAL SURVEYS 393 The survey commission recommends that the University of Utah and the Agricultural College, upon the nomination of the presidents of the two institutions, employ a competent research and financial secretary, “ to have charge of the business offices of the two institu¬ tions and to act as a continuing agency for the gathering of infor¬ mation and arranging it in form intelligible to lay members of the board and to the people of the State.” A continuous self-survey of both institutions and of their relations would thus be insured. The survey of higher education in Tennessee proposes that a continuous study be made of the higher educational situation in the State and suggests that this might be undertaken by the Tennessee College Association. These studies might well be published in the form of a yearbook and form the basis for discussion at the annual meetings of the association. ECONOMIC AND SOCIAL BACKGROUND The surveys of higher education devote a surprisingly small amount of space to discussion of the geographical, social, and eco¬ nomic background of the colleges and universities studied. Informa¬ tion of this kind is frequently given without comment, but careful presentation of these conditions infrequently determines analysis of the scope and nature of institutional offerings, of support and of fields of service. Special attention to such relationship is worthy of comment, therefore. University of Porto Rico . — The survey of the University of Porto Rico lays stress upon the possibilities of development inherent in the university’s geographical location close to the capital city, in a center of industrial and cultural influences, and particularly its position midway between the two Americas and its consequent opportunity to promote cultural contacts between the two continents. B erect College , Kentucky. — The unprinted report of a study of Berea College, Berea, Ky.,4 stresses particularly means for adapting the work of the institution to the needs of the mountain people who compose its student body. It recommends that the college gradually give up training in the elementary field and as much as possible the secondary field, and concentrate upon training which is best suited to prepare students to assume leadership in solving the social and eco¬ nomic problems of the mountain people. Emphasis is placed on the importance of offering such vocational work as tends to introduce better methods and greater production of natural resources. A gen¬ eral regulation requiring students in all divisions of the institution — normal school, foundation school, academy, and college — to take a minimum amount of work in vocational fields is suggested. In 4 Study of Berea College made by Dr. George F. Zook in October, 1924. 394 BIENNIAL SURVEY OF EDUCATION, 19 24-192 6 addition, courses that actually prepare the college students upon graduation to enter some vocation are recommended. Utah. — The introductory chapter of the Survey of Education in Utah clearly relates the physical characteristics of the State, its resources, and the occupations of its people to its problems of educa¬ tion. The chapter on higher education attempts, perhaps somewhat less successfully, to utilize information concerning social and eco¬ nomic conditions as a basis for judgment and recommendation con¬ cerning the public and private colleges and universities of the State. COORDINATION AND CONTROL All the surveys give considerable weight to problems of educa¬ tional coordination, to methods of control, and to the nature of support. Discussion of coordination does not usually face squarely the basic problem of directing all the public and private higher educational resources of a community to the attainment of the common objective of meeting the needs and demands of the city, State, or other terri¬ torial unit to wdiich institutions belong. Most frequently educa¬ tional coordination as between State institutions is treated without reference to the private college factor in the higher education of the State, and studies of private institutions sometimes overemphasize, perhaps, competitive conditions rather than the function of con¬ tributing to a common community service. Surveys are authorized more frequently for the purpose of composing differences between institutions than for the purpose of initiating new constructive programs. To settle disputes between two or more State institutions regarding the proper fields of each, the Bureau of Education has consistently recommended the application of the principle of major and service lines. When lack of coordination between institutions exists it has recommended a board to devise means of bringing about unity of purpose, or it has recommended the creation of a central board to govern the institutions. State surveys conducted by other agencies have followed the same general lines as have those by the Bureau of Education. The treatment of these problems by specific surveys is of interest and importance. Kansas. — The commission making the Kansas survey 5 found that, although the State university and the State agricultural college have developed considerable work in the same fields, what wasi once costly duplication has now become a necessity to meet the demands of their rapidly growing student bodies. Nevertheless, for the future devel¬ opment of the university and the agricultural college the commission 5 Survey of State Institutions of Higher Learning in Kansas, Bureau of Education Bul¬ letin, 1923, No. 40. HIGHER EDUCATIONAL SURVEYS 395 recommends the field of work which should be undertaken by each as major and service lines, respectively. The tendency of the normal schools of Kansas to devote their atten¬ tion to the work of preparing teachers for the high schools rather than to what should be their chief function, that of preparing teach¬ ers for the elementary schools, is deprecated by the commission, not only because of the effect upon the elementary schools but because of the resulting competition with the other higher institutions of the State, involving additional expenditure of State funds and the enter¬ ing of a field of work which belongs to the State university and the State agricultural college. Recommendations of the commission concerning the teacher-train¬ ing work of the State call for more emphasis on subject-matter preparation for elementary-school teachers; higher requirements for secondary-school certificates; confining of the normal schools to the granting of the degree of bachelor of science in education; and for the deferring of the establishment of a new normal school in Kansas until the standard of teacher preparation has been raised to such a point as to constitute an increased demand for teacher training at the normal schools. The study was made at the request of the Kansas State Board of Administration, which had charge of the educational, penal, correc¬ tional, and charitable institutions of the State, numbering in all 27. This board consisted of four members, the governor, ex officio, and three members appointed by him, who devoted all of their time to the duties of the board and received therefor a compensation of $3,500 a year each, their term of office being four years. Against this board the survey commission directs certain criti¬ cisms and upon it bases the major recommendation of the report. Reiterating the standards for governing boards enunciated by the Bureau of Education in other surveys of higher educational insti¬ tutions which it has conducted, the commission recommends that in so far as the powers of the State board of administration relate to the institutions of higher learning, the board be replaced by a non- paid board of from seven to nine persons, appointed by the governor, for terms of seven to nine years each. Utah. — The conflicts between the State university and the State agricultural college, common in States in which the two institutions are under separate boards of control, are present in Utah and were responsible for the survey of education in the State made by the Bureau of Education in the spring of 1926. The survey commission considered conflicts of interest between the two institutions with reference to arts and sciences, engineering, commerce, and business, home economics, teacher training, summer school, and extension, and indicated the extent of the activities in 396 BIENNIAL SURVEY OF EDUCATION, 19 24-1926 each of these fields that should be undertaken by each institution. It was of the opinion, however, that overemphasis had been placed upon the amount of duplication that existed in the work of the two institutions. A lack of coordinated effort gave the impression of greater duplication than there really was. A central board is the proposed remedy. The recommendation is for a “ State board of higher education ” of 10 members, including the State superintendent of public instruction, ex officio, appointed by the governor and confirmed by the senate, for a term of nine years, one member retiring each year and not eligible for reappointment during a period of three years, to take the place of the existing boards of the two institutions. In lieu of the State board of higher educa¬ tion, should the recommendation for a single board not be acceptable, the commission suggests that the composition of the separate boards be 10 members, including the State superintendent of public instruc¬ tion, ex officio, as a member of both boards, the other members to be appointed by the governor for a term of nine years, one retiring each year. Whether a single board is created or the two boards in the form suggested are retained, the commission urges that the basis for the geographical distribution of membership be the seven judicial dis¬ tricts of the State. Other recommendations looking toward harmony between the two institutions are for the fixing of the fees for the university and the agricultural college upon the basis of credit hours, at the same rate; for the creation of a committee composed of representatives of the two institutions and a member of the proposed board of higher education, or of the State department of education, and reporting to the board, to coordinate and plan the extension work of the two institutions; and the hearty cooperation of the two institutions with the State department of education in the improvement of teacher training work and facilities. Texas . — The most important matter in the report of the study of higher education in Texas6 concerns the relations between the institutions of higher learning. There are 17 of these institutions in all, comprised in five units, each under a separate independent board — the State university and its two branches, the State agricul¬ tural and mechanical college and its three branches, the College of Industrial Arts, the Texas Technological College, and eight State teachers’ colleges. Some of these institutions, the report says, were “established * * * largely on political considerations.” No agency for co¬ ordinating their activities existed. “ Unless some such plan * * * 6 Survey of Higher Education, included in Texas Educational Survey, directed by Dr. George A. Works, 1924-25. HIGHER EDUCATIONAL SURVEYS 397 be adopted,” the report continues, “ Texas can not hope to be spared a great deal of unnecessary expense and general educational anarchy among her institutions.” It suggests a State board of higher educa^ tion “to unify the State schools into a system of higher education.” This board, it believes, should be without administrative authority, which should continue to reside in the several existing boards. Its functions should be to — make comparative studies concerning student enrollments, dormitory facili¬ ties, salaries, room space, libraries, and other features at the several institu¬ tions which will enable the board to arrive at sound conclusions relative to all major questions of educational policy ; * * * approve or disapprove all new courses of study which it is proposed to introduce at any State institutions of higher education in the future; * * * approve or disapprove before presentation to the legislature all proposals to establish new State institutions of higher education ; set up standards for all junior colleges which may be sup¬ ported wholly or in part by the State, which standards must be met as a condition for State aid. A board of approximately nine members, nominated by the gov¬ ernor and confirmed by the senate, serving for overlapping terms of nine years, is suggested. The scheme of higher education (aside from teachers’ colleges) which the commission proposes for the State specifies the place which each of the existing institutions should occupy in the system. In addition, it recommends a system of junior colleges, under a separate governing board — “ probably the State board of education.” It believes that school districts or cities with $10,000,000 of taxable property and a high-school enrollment of not fewer than 400 should be permitted to establish junior colleges. To the support of these institutions it believes the State should contribute, upon the condi¬ tion that adequate provision shall first be made for the support of the State institutions already existing. The commission makes specific recommendations concerning the division of extension work , among the institutions. The university is recommended as the center for all such activity except agricultural extension, which should be done by the agricultural college; home- economics extension, which should be done by the Texas College for Women (the new name which, because of the general character of its work, is recommended for the College of Industrial Arts) ; and local extension classes for teachers, which should be conducted by the teachers colleges. Other important recommendations are for a State system of teacher training, which shall assign appropriate functions to each teachers’ college ; adoption of a definite plan for the training of rural teachers, the teachers’ colleges being recommended for preference in this work ; restriction of the several branches of engineering to institutions in which the number of students is sufficient to assure an annual grad- 178360— 28 - 26 398 BIENNIAL SURVEY OF EDUCATION, 19 24-192 6 uating class of approximately 20; more generous support for all the institutions of higher learning. Indiana . — The Indiana survey 7 discovered little wastage of the State’s funds through unnecessary duplication of courses within insti¬ tutions and overlapping of work between them. Some duplication exists in the field of extension activities. The State needs, however, a unified program for higher education. To bring this about the commission passes by the idea of a central board of control as un¬ necessary, but suggests that prior to the meetings of the State budget committee meetings be held between the governor and representatives of the institutions to discuss the budgets of the institutions. If this is not carried out, consideration might well be given to a central board. Other suggestions for bringing about unity of effort in higher education include the uniting in Indianapolis of the first year of medicine of Indiana University, now given at Bloomington, with the last three years now given at Indianapolis, and the removal to Indianapolis of the school of dentistry of Indiana University and the school of pharmacy of Purdue University, where these three divisions should be combined into a single unit. Transfer should also be made to Indianapolis of the schools of law and of commerce and finance of Indiana University. The commission suggests that the entire university might advantageously be removed to Indian¬ apolis. The school of agriculture of Purdue University, the agri¬ cultural experiment station, and the extension division should be organized under a single head. The farm lands belonging to the school of agriculture and the experiment station should be consoli¬ dated. The extension activities of all the institutions should be developed as a unit. The commission also recommended that municipalities be author¬ ized to organize junior colleges, under the supervision of the State board of education, to relieve the State higher institutions of some of the burden of the first two college years, the funds of the institu¬ tions thereby released to be used for the advanced courses of the senior colleges and graduate schools. Massachusetts. — The survey of higher and technical education in Massachusetts 8 was noteworthy, in that it eventuated in a recom¬ mendation to the general court that a State system of junior colleges be established. Massachusetts is abundantly supplied with privately endowed colleges and universities of the first rank, but it supports no great 7 A Survey of the State Institutions of Higher Learning in Indiana, directed by Prof. Floyd W. Reeves, 1926. 8 Investigation Relative to Opportunities and Methods for Technical and Higher Educa¬ tion in the Commonwealth, directed by Dr. George F. Zook, 1923. HIGHER EDUCATIONAL SURVEYS 399 institution comparable to the great universities maintained at State expense by most of the other Commonwealths. The question of the need for increasing the facilities for public higher education in Massachusetts has several times engaged the attention of the general court. In 1915 the proposal for a State university was rejected in favor of a substitute proposal to create a department of university extension. With the passage of that legislation the matter rested until 1922, when the general court resolved — That a commission of seven persons be appointed by the governor to inquire into and report upon the opportunities and provisions for technical and higher education within the Commonwealth ; and the need of supplementing the same and the methods of doing so and whether said methods should include the es¬ tablishment of a State university, or further cooperation on the part of the Commonwealth with existing institutions, or otherwise. * * * The commission which the governor subsequently appointed de¬ cided that, in order to carry out the provisions of the resolve a thoroughgoing, scientific survey should be made which should in¬ clude the educational opportunities offered by both the State and endowed institutions of the Commonwealth. In its report the commission, after reviewing briefly the findings of the survey with respect to the “ present opportunities and pro¬ visions for technical and higher education in the Commonwealth,” and “ considering some aspects of possible needs for additional op¬ portunities and provisions,” as revealed by the survey, concludes that “ further opportunities and provisions are needed.” Suggesting that a study of the feasibility of establishing a system of State-controlled scholarships be carefully considered, and de¬ claring that “ while there is need for additional opportunities and provisions for technical and higher education, the need is not so great nor so urgent as to warrant the establishment of a State uni¬ versity,” the commission reaches the conclusion that a State system of junior colleges will best meet the demands for additional higher educational facilities in Massachusetts and recommends that the gen¬ eral court authorize the establishment of such institutions. The report of the fact-finding survey is voluminous. Every phase of education in Massachusetts, a study of which it seems could contribute to an understanding of the situation in the State with reference to higher education, receives consideration. An appendix containing 69 tables and charts furnishes a large body of supporting evidence. As preliminary to the main study, the report contains brief re¬ views of the provisions for elementary and secondary education in Massachusetts ; of the State’s support of higher education ; of general university and college conditions in the United States ; and of condi¬ tions in the Commonwealth compared with those in other States. 400 BIENNIAL SURVEY OF EDUCATION, 19 24-1926 Entrance requirements and practices at the universities, colleges, and normal schools of Massachusetts ; the probability of success at college of high-school graduates who intend to go on to higher educational institutions, as revealed by the intelligence of seniors in the public high schools; the training of public high-school teachers; the facili¬ ties and opportunities for the higher education of young women; engineering education ; business education of collegiate grade ; techni¬ cal and business education on the semiprofessional level ; professional education; facilities and opportunities for research; university ex¬ tension facilities ; the State normal schools ; the Massachusetts Agri¬ cultural College; and the Lowell Textile School constitute the main subjects for discussion of the remainder of the study. Having presented the facts with reference to the existing oppor¬ tunities for higher education in the Commonwealth, the report pro¬ ceeds to discuss the several ways by means of which it might be possible for the State to increase these opportunities should it desire to do so. The first suggestion is of a system of State scholarships. A con¬ stitutional barrier to State aid of this type, in the form of an antiaid amendment being found, and it being pointed out, furthermore, that such a provision would not solve the problem of any lack of higher educational facilities in Massachusetts, a State system of junior colleges is considered. The laws of several States in which recognition has been given through legislation to the junior college as part of the State’s educa¬ tional system are cited, particularly the California law, which “ is the first attempt to provide anything resembling a state- wide system of junior colleges,” the necessary features of which are — that junior colleges shall be open to all residents of the State on the same or practically the same basis ; that they shall be supported wholly or largely at State expense; that they shall be supervised by the State department of education as a condition for receiving State aid ; and that they may be affiliated with the State university for the first two years of college work, on the one hand, and, on the other hand, may offer completion courses of study intended to meet the needs of the community or section of the State for vocational or semi- technical instruction beyond high-school graduation. (The report then outlines a plan for a State system of junior col¬ leges “ embodying the results of experience in other States and adher¬ ing as closely as possible to the educational practice of Massachusetts.” The main provisions in the plan are that — Any city or town having an assessed valuation of $10,000,000 and an average attendance of 500 pupils in four-year courses of the public high schools may, with the approval of the State department of education, vote at any regular or special election to establish a junior college, provided, however, that there shall not be more than 12 such junior colleges approved by the department. HIGHER EDUCATIONAL SURVEYS 401 The city or town in which the junior college is located must provide suitable grounds, buildings, equipment, and all necessary expenses for support, subject to reimbursement by the Commonwealth. * * * Each city or town maintaining a junior college, approved by the State department of education, shall be reimbursed annually by the Commonwealth for 90 per cent of its expenditures for salaries of all teachers and administrative officers, except superintendent of schools, in the junior college. The report gives estimates of the cost of establishing and main¬ taining junior colleges, under the plan suggested, basing its figures on the cost of (1) buildings and equipment; (2) salaries of teachers and administrators; and (3) support other than teachers’ salaries, for institutions of 200, 267, and 400 students, respectively. In conclusion it is pointed out — that the adoption of a state-wide system of junior colleges would not be a substitute for a State university. However, if perchance, any considerable number of the present privately controlled higher institutions in Massachusetts should adopt an unfriendly attitude toward the junior colleges, there would undoubtedly be a demand for a State university at which the four-year courses of study in liberal arts and sciences could be completed. Also, it should be realized that in the nature of the case junior colleges can do very little to relieve any demand there may be in Massachusetts for further facilities sup¬ ported at State expense in professional curricula, such as medicine, law, den¬ tistry, engineering, architecture, and teacher training. In other words, a State university may be as necessary to the complete success of a system of public junior colleges in Massachusetts as it is doubtless considered in such States as California, Texas, Minnesota, Missouri, Michigan, and Illinois, where junior colleges are an important part of the State’s system of education. Finally, the report discusses the probable expense of establishing a decentralized university with the existing State-supported higher institutions and perhaps a number of the institutions under private control as units, as compared to the cost of establishing a centralized institution built from the ground up. While the cost of a decentral¬ ized institution is impossible to estimate, it would doubtless be less than the cost of an entirely new institution. The cost of estab¬ lishing and maintaining a State university of the centralized type is considered under three main divisions: (1) The initial outlay for lands, buildings, and equipment; (2) cost of operation and main¬ tenance; (3) revenue requirements and possible sources of revenue. As a basis for the figures estimated under these respective divisions, two computations are made of possible enrollments at a State uni¬ versity in Massachusetts, based upon the general experience of State universities. Termessee . — Thirty-four institutions were included in the higher educational survey of Tennessee, 21 universities, 9 junior colleges, 2 independent schools of medicine, 1 independent school of law, and a teachers college. Five of the institutions are for negroes. 402 BIENNIAL SURVEY OF EDUCATION, 1924-1926 The problem to be solved, as the surveyors saw it, was the reason for the presence in Tennessee colleges and universities of so few Tennessee citizens, and the steps to be taken to develop more interest in higher education. The solution of the problem, proposed by the survey committee, of increasing higher educational opportunities in the State does not contemplate the addition of new institutions of higher learning. On the other hand, the committee questions whether the number of existing institutions, in view of the small enrollments and restricted resources, is justified. But it suggests two methods by means of which college work in Tennessee might be strengthened: First, through the affiliation of weak denominational colleges with standard institutions. This could be accomplished by a church desiring to provide educa¬ tion of a certain type establishing in the immediate vicinity of a high-class institution a college which gives only a limited amount of work under its own faculty, the students taking their other work in the larger institution. Second, by placing all institutions of one denomination in the State under the control of a single board, which could combine the institutions into a well coordinated system and could work out a policy of economic development. If an attempt is made at coordination and affiliation the committee recommends for consideration the junior-college idea for at least seven of the four- year colleges. The institutions of the State might also arrive at some agreement among themselves as to the lines of training which they will attempt. Baptist colleges of Termessee. — In another Tennessee survey (not published), that of the Baptist colleges of Tennessee, is shown the lack of denominational policy in regard to the institutions which the denominations support, which has resulted in scattered effort and low standards. Attention is called to the very small propor¬ tion of Tennessee’s population in college as compared to other States. The report commends the efforts of the Baptist board in employing an executive secretary to coordinate the work of the four Baptist colleges in the State and to promote the educational interests of the denomination. The principal recommendations are that the colleges attempt to coordinate better the curricula accepted from the high schools with the curricula to which students are admitted in the colleges; that as soon as possible the preparatory departments of the colleges be abolished; that the Hall-Moody Normal School for the present con¬ fine its college work to one year; and that a definite amount be set aside annually by the executive committee of the State Baptist Con¬ vention for maintenance, payment of institutional debts, buildings, and increase of endowments of the four colleges.9 9 Survey of the Baptist Colleges of Tennessee, conducted by Dr. George F. Zook, 1922. HIGHER EDUCATIONAL SURVEYS 403 Cleveland , Ohio. — The survey of higher education in Cleveland, Ohio, was an innovation in the field of higher educational surveying. It was the first time that the facilities for higher education offered by a city were studied for the purpose of outlining a method for coordinating and developing these facilities to the end that they might best serve the city’s needs.10 The investigation concerned particularly but two institutions, the Western Reserve University and the Case School of Applied Science, the work in higher education undertaken by other institu¬ tions in the city not being sufficiently extensive to affect materially the situation. The report shows the unprecedented demand for higher education in Cleveland because of the rapid growth in the population and the consequent increase in the number of high-school students who are seeking higher educational opportunities. It shows the percentage of increase in enrollments in Case School of Applied Science and Western Reserve University from 1910 to 1922 to be 92.2, as com¬ pared to an increase of 175.5 per cent at 10 representative privately controlled universities in the United States and 191.1 per cent in¬ crease at six representative State institutions located in urban centers. It further shows that the city of Cleveland is far below other large cities in the size of the higher educational load which it carries and that a very high proportion of its citizens go to colleges and univer¬ sities outside its borders. These facts reveal that increased opportunities for higher educa¬ tion in Cleveland are a necessity. In order to supply these oppor¬ tunities the commission recommends the establishment of a great university, to be built upon the foundations already laid by Western Reserve University and Case School of Applied Science. It pro¬ poses a new university corporation to include these two institutions and other local institutions which might care to enter into the plan, the governing board of this corporation to be composed of 15 mem¬ bers, in part representatives of the cooperating institutions, and in part representatives at large, elected by those chosen by the boards of the constituent institutions, each member serving for approxi¬ mately 10 years. The powers and functions of the new board would not infringe upon those of the boards of the constituent institutions, which would continue exactly as at present. Each institution would control all its own assets, present and future; each would have charge of its expenditures; each would determine its own educational policies; each elect its own facuhy and administrative officers according to its own rules and regulations (unless later they might choose to join 10 Sui'vey of Higher Education in Cleveland, directed by Dr. George F. Zook, 1924. 404 BIENNIAL SURVEY OF EDUCATION, 192 4-192 6 in selecting the same head for the enlarged university). Each would elect members to the new university board in accordance with a plan agreed upon in advance. The necessity of close cooperation between the administrative offi¬ cials of the enlarged university and the constituent institutions is emphasized. To make this cooperation complete and effective the commission believes that ultimately there should be a single head for the enlarged university and its several divisions. The enlarged university would perform such services as economy and sound educational practice dictate. Such functions include a central library, a central gynasium, the offices of university comp¬ troller and registrar, care of buildings and grounds, etc. It would develop new lines of work which are interinstitutional in character or which have not been developed by the constituent institutions, such as business education, evening education, graduate work and re¬ search, teacher training, and the work of a new liberal arts division, to be known as “ University College.” As outlined by the commission, the enlarged university would be composed of Case School of Applied Science, the several divisions of Western Reserve University, together with new units as follows: A university college for preprofessional students in certain four -year undergraduate technical curricula ; a school of education ; a school of business and civic administration; a division of evening education; a graduate school ; a summer session ; and bureaus of industrial and business research. Other educational or semiedueational institu¬ tions not included in the survey might also be admitted to the uni¬ versity organization. Two periods of development, 1924 to 1929 and 1924 to 1934, are selected for estimating the growth and the consequent financial needs of the enlarged university, which, with the exception of the medical, dental, and pharmacy schools, the commission recommends should be on an entirely new campus of 300 or more acres, easily accessible to all portions of the city. University of Porto Rico. — The commission which surveyed the University of Porto Rico laid special stress upon the importance of transferring the College of Agriculture and Mechanic Arts from Mayaguez to Rio Piedras, the seat of the main division of the uni¬ versity. It sees two alternatives for the college in its present loca¬ tion. It must become an entirely separate self-governing institution, or an administrative officer with autocratic powers over both divi¬ sions of the university must be designated and set apart from either division. Another transfer recommended involves the removal of the courses for rural teachers and eventually of the normal courses to Mayaguez and established as the teachers’ college of the University of Porto HIGHER EDUCATIONAL SURVEYS 405 Rico, making use of the buildings at present occupied by the College of Agriculture and Mechanic Arts. The objections against main¬ taining a separate branch of the university are not present in the case of the teacher-training work. Facilities for practice teaching are lacking at San Juan; the academic preparation of the students in this branch of the university is different from that of the rest of the student body, resulting in a lack of homogeneity and a complica¬ tion of the task of instruction ; and the courses for training elemen¬ tary teachers are largely professional, relatively inexpensive, and do not duplicate other university instruction. Other recommendations include the development of closer relations with the departments of education, agriculture, and health, and the maintenance of the relation of the School of Tropical Medicine in cooperation with Columbia University, and the continuance of the Summer School of Spanish, as factors in the development of contacts between the North and South. University of the Philippines. — The report of the survey of the University of the Philippines11 stresses two major obstacles that have stood in the way of the development of the University of the Philippines — governmental interference and lack of sufficient finan¬ cial support. Its principal recommendations are intended to relieve the situation produced by these obstacles. As constituted at the time of the survey, the board of regents of the University of the Philippines was composed of the secretary of public instruction, the chairmen of the committees on education of the senate and house of representatives, the director of education, and the president of the university as ex officio members ; two mem¬ bers elected by the alumni and five members appointed by the Gov¬ ernor General, by and with the advice of the Philippine Senate. The commission recommends that the two legislative members of the board be dropped and that there be retained as ex officio members only the secretary of public instruction, the director of education, and the president of the university. It recommends also the elimi¬ nation of the representative of the university council, the retention of the two alumni members, and the addition to the five appointed members of four others. With these changes the board of regents would become a nonpolitical body, “ with secure tenure and a real measure of certainty of administrative autonomy.” However, “this reform would, of course, be futile unless the government ceases to regulate by statute those affairs of the university which, by statute, it has placed under the control of the board of regents.” 11 Survey of the University of the Philippines, conducted by Dr. S. P. Duggan, included in the Survey of Education in the Philippine Islands, made by the International Institute of Teachers Colleges, Columbia University, 1924. 406 BIENNIAL SURVEY OF EDUCATION, 192 4-192 6 The specific acts of the legislature which gave rise to the above comment of the commission were acts fixing a rigid salary scale for the faculty of the university and requiring the approval of the pre¬ siding officers of the two houses of the legislature and of the Governor General for the selection of a president and the employ¬ ment of every teacher whose salary exceeds a certain amount; and an act of 1923 prohibiting the expenditure of university funds during that year for increases in the salaries either of the administrative or instructional staff. The report calls attention to the improved situation of the univer¬ sity resulting from two recent acts of the legislature : An act of 1923 creating the office of chancellor of the university separate from that of commissioner, and an act of 1925 giving to the chancellor the power to appoint all officers of instruction and all other employees, subject only to the approval of the board of trustees. The surveys of the North Carolina State College of Agriculture and Engineering 12 and of the University of Pennsylvania 13 stress coor¬ dination within rather than between institutions. North Carolina State College of A gricultnre and Engineering. — In North Carolina the necessity for a change in the administrative organization of the college to meet the demands of an increased student body was the occasion for the survey. The recommendations made involve a complete reorganization of the administrative system of the college. The most important in¬ clude: ( a ) Centralization of all State-supported work in agricul¬ ture by the transfer of the control of the activities of the agricultural experiment station and the agricultural extension service to the board of trustees of the college, to be administered in cooperation with the work of resident teaching; (b) division of the administra¬ tive organization to include four major fields, each in direct charge of a dean: (1) Agriculture, (2) engineering, (3) general science, and (4) social science and business administration; ( to $391,944.15 in 1925 at first seems huge. But when these expenses are analyzed to take into account the increased enrollment, and the decreased purchasing power of the dollar, the increases prove to be far more seeming than real. The Port Arthur survey report contains a chart which shows that apparently the total expenditures from 1915 to 1925 increased 599 per cent, while in reality they increased only 30 per cent, and that most of this increase was due to debt service and capital outlay. If this same method had been used in all other surveys the increased cost of education in the cities surveyed would no doubt have been found small, especially the increased cost for current expenses. Among the questions that the survey reports attempt to answer regarding school finances are: How much is being expended on the schools; how are the expenses distributed; is the financial policy good; can and should more be spent on the schools; what is the per pupil cost, and how does this compare with the per pupil cost in other cities; how does the wealth of the city compare with that of other cities? 17836 —28 -27 414 BIENNIAL SURVEY OF EDUCATION, 19 24-192 6 Some of the survey reports analyze expenditure by schools and by departments in the high school. The Port Arthur survey shows that, in general, small schools cost more per pupil than large schools, provided the educational programs are equivalent. This report, as well as other reports, shows that there is wide variation of costs in the high-school subjects due to the average salary paid the teach¬ ers of each subject, the size of classes, and the average number of classes taught by teachers in each subject. The vocational subjects usually cost more per pupil than any other subject. For illustration, the annual cost per pupil by high-school subjects, based on teachers’ salaries only, as given in the Port Arthur survey is: Vocational education, $85.77; industrial arts, $30.66; home economics, $22.70; science, $19.84; Latin, $16.99; music, $13.59; English, $12.73; Span¬ ish, $11.55 ; history, $9.06 ; mathematics, $8.37 ; and physical educa¬ tion, $7.77. SCHOOL-BUILDING SURVEYS It is now recognized that school-building surveys are essential in making school-building programs. Not so many years ago school buildings were located and erected without much thought as to the future needs of a city ; now careful studies are made of the city itself to discover population trends. Some sections of the city may have reached their maximum growth or are growing slowly, while other sections are growing rapidly. If it can be known in which section of the city the children will be living and their approximate number 10 years hence, the matter of locating school buildings becomes a comparatively simple matter. Another step followed by the building surveyor has been to evalu¬ ate the present school plant to see which buildings should be aban¬ doned, which may be remodeled, and which may be used without any changes, and how many buildings will be needed to house not only the present school population but the school population 10 or 15 years hence. In many cities it has been found that by the time a new build¬ ing is completed there are more than enough children to fill it. It is pointed out in the survey reports that the building program should provide for the erection of buildings to keep pace with the growth in population so that buildings may be erected before the schools become overcrowded. The surveyors think not only of the number of classrooms neces¬ sary to house the school population, but of the program of studies. A building erected 20 years ago may be a good building for housing children, and from the builders’ point of view it may be too well constructed to be abandoned; but from the schoolman’s point of view it may not be suited to a modern program of studies. The school building survey reports call attention to the fact that the program of studies has greatly expanded and that new types of CITY SCHOOL SURVEYS 415 buildings have to be designed. To quote from the survey report on the school-building program for Berkeley, Calif., one of the many reports emphasizing the need of adapting the school building to the program of studies : A school building, like a bank, a store, a factory, a church, or an office build¬ ing, must be designed with reference to the activities it is to house. Accordingly, the beginning of a school building is not the plans of an architect but the plans of the schoolmaster. The Portland, Oreg., school-building survey, recently conducted by the Bureau of Education, is an illustration of the method of conduct¬ ing school-building surveys which is being developed by the bureau ; it is also an illustration of the value of being able to check the methods used in the light of the actual carrying out of the building program. Because an opportunity was given to check the recom¬ mendations of the survey after the building program had been in operation for two years, it was possible to make an interesting study of the adequacy of the methods used and of the accuracy of the bureau’s forecasts in regard to school-building needs. Recommendations were made covering a 15-year period, but since nearly the whole school plant had to be replaced and since only a certain number of buildings could be erected each year the school¬ building program was divided into three five-year periods, as follows : 1922-1927, 1927-1932, and 1932-1937. When the board of school directors invited the bureau to make the survey they asked that two building programs be submitted, one on the basis of the usual form of school organization and one on the basis of the platoon or work-study-play form of school organiza¬ tion. This was done. No recommendation was made as to which program should be adopted. The board of school directors, however, voted to adopt the school-building program on the platoon or work- study-play plan for the first five-year period. Two years after the survey was made the bureau specialist who had charge of the survey returned, at the request of the board of school directors, to check the recommendations for the second five-year building program. The adequacy of the building program with regard to the population study and estimated increase in school population, the number and location of buildings, and the cost of the building program were checked. The survey staff had recom¬ mended that the school-building program be carried out on the basis of divisions or groups of schools rather than on the basis of indi¬ vidual schools. There were 21 such divisions, some of them including 3 or 4, others 8 or 9 schools. When the bureau’s estimates of growth for these 21 divisions were compared with actual growth from 1922 to 1925 it wTas found that the survey staff made underestimates in respect to only 4 out of the 416 BIENNIAL SURVEY OF EDUCATION, 19 24-1926 21 divisions. In one of the four divisions the survey staff had stated in the original report that the division was so new that no accurate estimates could be given and in the other three the boundaries had been changed since the original survey. A summary of the com¬ parison of the survey estimate of the percentage of increase per year for the east and west sides of the city with the percentage of increase on the basis of actual growth in 1922-1924 and 1922-1925 is given in the following table : Percentage of increase per year Location On basis of growth from — On basis of survey- estimate 1922-1924 1922-1925 East side _ _ „ 4.82 -.27 3. 36 -2.80 4. 47 1.90 West side _ Total... . . . . . . . . 3.92 2.28 3. 96 The survey also estimated the number of classes tha^ would have to be provided for by 1927. The following table shows how the estimate compared with the number that would have to be taken care of on the basis of the actual growth for 1922-1924 and 1922-1925 : 'Number of classes to be provided for Location On basis of growth from— On basis of survey estimate 1922-1924 1922-1925 East side _ _ 984 168 928 146 965 187 West side . _ .. _ Total _ 1, 152 1, 074 1,152 The total cost of the building program for the first five-year period, 1922-1927, as estimated by the survey, was $5,109,150. The board of school directors asked for a bond issue of $5,000,000, and it was voted. Because of certain local conditions and changes in build¬ ing costs it was possible for the board of school directors to carry out the program for the first five-year period for a little less than the $5,000,000. The estimate of the survey in 1923 for the cost of the building program on the work-study-play or platoon plan for the second five-year period, 1927-1932, was $4,293, 500. After checking the recommendations in 1925 it was estimated that the cost would be $4,770,200 for the second five-year period, the difference being due to CITY SCHOOL SURVEYS 417 the increase in high-school population. The revised estimate was not given on the basis of the traditional plan, as, after two years’ experience the platoon or work-study-play plan had been adopted for the city. The 6-3-3 'plan in relation to building programs. — The adoption of the 6-3-3 plan of school organization is considered in the school¬ building survey reports. For the larger cities it is usually recom¬ mended that junior high school buildings be erected in various sec¬ tions of the city so that pupils of junior high school age may not have to travel great distances to school. The junior high schools relieve the elementary schools of grades 7 and 8 and the high school of grade 9. For the smaller cities the recommendation is made in some of the survey reports that the schools be organized with six years in the elementary schools and six years in the high school, and that all the pupils of secondary-school age be housed in one building under one organization. Financing school-building programs . — The problem of financing a school-building program receives much attention in the reports on school buildings. Data are presented to show the ability of the city to finance the program outlined, and recommendations are made as to the best method of providing the funds. Practically all the surveys recommend that bonds be issued, but in several instances attention is called to the cash-payment plan. To quote from the school-building survey report of Berkeley, Calif.: The credit plan is best adapted to, and is usually essential to, intermittent construction as a policy of developing a school plant. If we huddle our con¬ struction into lumps, we must pay the cost in lumps or else find a way to spread the cost over subsequent years. The cash plan is adapted to continuous construction as a policy because the cost comes in small, regular allotments which adjust themselves comfortably to the requirements of a sound taxing system. The director of the Berkeley school-building survey takes the position that, other things being equally suited to the two plans, there is no doubt that for public financing the cash plan is the better. He says : There can be no proper social gain in borrowing for the sake of putting off payment. This is different in private finance, where the end sought is profits and not social service. On the other hand, we must not be led into the assumption that there is any special virtue in any given plan as such. A plan in public financing is good or poor accordingly as it meets or does not meet actual needs. These needs are: (1) To get the money when and for the time and purposes needed, and (2) to get it at the lowest net cost consistent with the money market and with wise management in its use. 418 BIENNIAL SURVEY OF EDUCATION, 19 24-192 6 JUNIOR HIGH SCHOOL SURVEYS All of the general school survey reports treat of the junior high schools already organized or recommend that such schools be organized as early as practicable. At least two reports are devoted entirely to the junior high school. One of these is a report of the committee appointed by Dr. William L. Ettinger, then superin¬ tendent of schools of New York City, to make a survey of the junior high schools of that city. The other is a report on the junior high schools of Rochester, N. Y., prepared by the junior high school council, consisting of the principals of the junior high schools and various other directing heads, both in junior high schools and at the central office. The survey of the junior high schools of New York City treats of the following: Organization of junior high schools, growth of junior high schools, growth of the junior high school system, classification of pupils, course of study, differentiation of courses, number of teaching periods, success of junior high school pupils in various subjects, use of prognostic tests, pupil self-government, after-school activities, training of junior high school teachers, effect of the organ¬ ization of junior high schools on part-time and double-session prob¬ lems in elementary, junior high, and high schools, and methods of teaching. The Rochester report includes the following: Origin and growth of the junior high school plan, organization and supervision, curri- culums and courses of study, results, costs. Each of the topics included in these two reports is treated fully. The conclusions regarding the progress of pupils in the last year of the junior high schools compared with the progress of pupils in the first year of the senior high schools are interesting and significant. The survey report of the junior high schools of New York City shows that in the first and second terms of high-scliool work the per cent of failures among junior high school pupils is less in all subjects than the per cent of failures of senior high school pupils, and that in some subjects, the per cent of failures among junior high school pupils is much less than the per cent of failures among senior high school pupils. The question arises as to the value of these conclusions on the ground that the standard for the successful completion of a subject may not be the same for the two groups of schools. The survey report answers this question, by stating that there is no evidence that the standard is lower in the junior high schools than in the senior high schools, and that as positive evidence of the standard in junior high schools, the study made by the committee of the per cent of junior high school pupils who succeed in third-term work CITY SCHOOL SURVEYS 419 in the senior schools, marked by senior high school teachers, is greater in Spanish, Latin, and English, and less in accounting, French, and typewriting than the per cent of senior high school pupils who succeed in third-term work in these subjects. The reason given by the committee for fewer failures in the junior high schools is that the ninth year pupils in these schools are taught by principals and teachers who have had experience in the lower grades of the schools and are better able to adapt their methods to their pupils. The committee also says that the conclusion seems to be warranted that the junior high schools are realizing two advantages which were claimed for them, namely, that they bridge the gap between the 8B grade in the elementary schools and the 9A grade in the senior high schools, as it exists under the 8-4 plan, and that the junior high schools retain a larger number of pupils for successful ninth year work than the senior high school. ALL-YEAR SCHOOLS The general school survey reports are silent on the matter of all- year schools, no doubt because none of the cities in which general surveys were conducted has organized such schools. One survey, however, which has attracted nation-wide attention is that treating specifically of the all-year schools of Newark, N. J. In June, 1925, the board of education of Newark invited Dr. M. V. O’Shea and Dr. William Farrand to examine evidence relating to the success or failure of the all-year schools in that city. The report submitted to the board recommended that a complete survey be made of the all- year schools to secure impartial data in view of which the survey committee might make positive recommendations regarding their continuance. The board of education adopted the recommendation, and invited Dr. M. V. O’Shea, Dr. William Farrand, Dr. W. C. Ryan, jr., Dr. W. A. McCall, Dr. A. T. Wylie, and Dr. P. K. Atkinson to make the survey. The committee found that while the all-year schools do not do what was originally claimed for them — that is, carry any consid¬ erable number of pupils through eight grades in six years — they do advance their pupils more rapidly and give them greater educa¬ tional attainment than pupils of similar ability, heredity, and social background in the traditional schools; that while it takes the aver¬ age pupil in an all-year school nearly eight years to complete the elementary grades, it takes the pupils of corresponding capacity in a traditional school a distinctly longer time; that while all-year graduates do not make so good showing in high school as tradi- 420 BIENNIAL SURVEY OE EDUCATION, 1924-192 6 tional graduates, the reason is not less efficient work, in the schools but the innate capacity of the pupils themselves, many of whom are of foreign parentage, and the fact that the all-year schools are hold¬ ing and carrying through a class of pupils who in the regular schools would be likely either to drop out or to be seriously retarded; that these schools, in the face of great difficulties, are doing extremely valuable work, and are rendering great service, particularly to chil¬ dren of foreign parentage and unfavorable home conditions; that these children will suffer educationally if the all-year schools are abolished; and that the additional cost is not excessive, considering the service rendered. In view of all the evidence, the survey committee recommended that the all-year schools of Newark be continued and that they be given every facility to make their work even more effective than it has been thus far. The Newark Board of Education, after giving the report of the survey committee due consideration, decided to continue the all-year schools. SUPERVISION The supervision of instruction is a topic discussed in most of the general school survey reports. The technique of supervision is not so much treated as is the supervisory organization of the school sjfstem. Two plans of supervisory organization are considered in several of the survey reports. One is the plan of supervision of instruction entirely from the central office staff; the other makes the building principal responsible for the entire life of the building, including the leadership in the improvement of instruction as well as in adminis¬ trative matters. The school survey reports discussing the work of the principal recommend that he be the real head of his school. To quote from the survey report of Watertown, N. Y. : The principal should be the professional as well as the managing' head of the school. No officer of the system should come between the principal and the teacher. With this authority there must also go> responsibility for the mainte¬ nance of proper standards of instruction. When a city gives added salary that goes to a principal it has a right to expect more than is required of a teacher. In a word, the city is justified in expecting that the principal shall be a professional leader of teachers in that school. Making the principal the professional head of his school does not imply, according to the survey reports, that there shall be no general nor special supervisors. The survey report of the schools of Beau¬ mont, Tex., makes this point clear: CITY SCHOOL SURVEYS 421 No principal can become so expert in all the subjects of the curriculum as to assume the duties of supervisors, each of whom is giving his whole time to a single field. Furthermore, few, if any, principals are as yet expert trainers of teachers. The point is that principals should interest themselves in all phases of the work of educating the children in their schools and should fit themselves to lead and guide their teachers with steadily increasing skill. The principal who is alive to his opportunities will take advantage of all that the superintendent and special supervisors have to offer for his own training. The specialists will act as advisers and periodic assistants, while the principal will be on the job every minute. In some school systems, no doubt, itinerant teachers are called supervisors. The Racine, Wis., survey staff emphasizes the fact that a distinction should be made between supervisors and “ traveling teachers.” To quote from the report regarding the function of the supervisor or the specialist : Every school of any considerable size should be provided with specialists either on the part-time or full-time basis. It should be the function of such individuals to act as expert advisers to the superintendent in the several fields of learning and to assist in supervision and the improvement of teach¬ ing. The chief functions may be listed as follows: (1) Research and the organization of research; (2) preparation of instructional materials, outlines, courses of study, teaching aids, etc.; (3) training activities — the improvement of teachers and principals in service; (4) community activities and contact with outside agencies — selling the school to the community; (5) expert assist¬ ance in the selection of the materials of instruction — textbooks, supplies, and equipment; (6) expert assistance in the selection, appointment, and appraisal of the teaching staff; (7) survey, report, and schedules; and (8) general administrative matters upon assignment from the superintendent. The report calls attention to the fact that while visitation is im¬ portant, it is only one of the several functions of supervision. More time should probably be given to research, preparation of instructional materials, and other means of training teachers and principals in service. The principal should be made responsible for the instructional conditions in his buildings and trained to assume this responsibility. * * * Principals are line officers ; supervisors are staff officers. The Lockport, N. Y., survey staff recommends that the superin¬ tendent’s special assistant, known as the supervisor of kindergartens and grades 1 to 6, work largely through the principals in securing a better educational product, but that no principal should be charged with supervisory duties unless he has had special preparation for supervisory work or prepares himself for such positions. In the Providence, R. I., survey report is found the recommenda¬ tion that principals be trained and equipped for the supervision of instruction, and that they be held responsible for the work of their school in so far as it may be affected by supervision. Says the report : 422 BIENNIAL SURVEY OF EDUCATION, 1924-1926 On the staff of the assistant superintendent in charge of elementary schools there should be certain persons who are able to deal with special subjects. There are at least three well-defined needs for such specialists : The kindergarten should have one or more supervisors. Wherever there is a weakness in the teaching staff or a new subject intro¬ duced in the curriculum there will be need for persons who are competent to direct the teaching of subjects involved. In general these should not be perma¬ nent officers, but the number and character of these supervisors or demonstration teachers should vary with the needs of the system. There is a need for persons who are competent in the field of supervision and who are also able to conduct experiments that have for their purpose the improvement in the methods and materials of instruction. These people should not be expected to spend their time in promiscuous visiting of schoolrooms for the purpose of locating difficulties. When the principals encounter a difficulty that they can not remedy they should have the privilege of calling upon the assistant superintendent for the services of the supervisor who is able to render the assistance that is desired. THE TEACHING STAFF The various general school survey reports usually devote a chapter to the training and experience of teachers and their salaries. The standard of training recommended in the survey reports is at least two years of normal-school training for elementary school teachers and at least four years of college training for high-school teachers. Although the city school systems surveyed have adopted such a standard, none of them as yet can claim that all their teachers measure up to it, since some of the teachers who entered the service not so many years ago did so with very little professional training. The general survey reports recommend that salary schedules should make a difference in salaries on the basis of the amount of training and length of experience. That is, a teacher who has had four years of normal school or college work should receive a larger initial salary than the teacher who has had less training. Two recent surveys of teachers’ salaries which may be men¬ tioned are u The Survey of the Salaries of Teachers in the Public Schools of Pittsburgh, Pa., in Relation to the Cost of Living,” and the “ Report of the Committee on the Study of Salaries in the Cin¬ cinnati Public Schools.” The Pittsburgh salary survey was undertaken at the request of the Pittsburgh Teachers’ Association. The study was made under Dr. Marion K. McKay and Dr. Colston E. Warne, director and assistant director of the department of economics, University of Pittsburgh. Among the conclusions reached were that, although the salaries have risen, the advances have been more apparent than real. To quote from the report : It appears that the median Pittsburgh elementary school teacher of 1927, despite the higher standards required of her, receives but little more in pur- CITY SCHOOL SURVEYS 423 chasing power than in 1900, and scarcely as much as in 1913. The salaries of high-school teachers have followed a somewhat similar course. Since 1900 a slight increase has been made ; since 1913 there has been a marked decline. * * * As a rule the remuneration of teachers has kept pace with that of public- school officials and comparable municipal employees. For skilled Pittsburgh craftsmen for whom data are available, the percentage of increase in wages has been greater than that of teachers. The same conclusion applies to the basic wage of unskilled steel, and iron workers. The survey report in discussing what constitutes an adequate salary, says: Vexing questions -arise in the fixation of any salary schedule. The issues involved are so intricate, the demands on employees are so changing, and the needs are so varying that it would be a bold person who would state that he could establish a particular standard of payment just at a given time. Among the questions to consider, according to the survey report, are: (1) To what extent should the salary be determined by the training of the teacher? (2) What part should teaching experi¬ ence play? (3) To what extent should individual efficiency be con¬ sidered? (4) Should the salary be at such a level as will just insure the retention of the best qualified teachers? (5) Should the ability of the community to pay for education be primary in the establish¬ ment of salary schedules? (6) To what extent should the remunera¬ tion of other professional groups serve as a guide? (7) What differentials should be provided to serve as a constant impetus to higher professional attainment? (8) Should the foundation stone be the cost of supplying an adequate living for the teacher and his or her dependents? The Cincinnati survey of teachers’ salaries considered among other things the factors required in the formation of a salary schedule, the adjustment of salaries of teachers now in service to the schedule and probable costs. The survey committee recommended that the single salary principle should prevail. Both the arguments for and against the single salary are presented in the report. The com¬ mittee says: While approving the principle that maxima and increments should vary with the amount of preparation, the committee subscribes to the principle that the minimum should be the same for all. It is just as necessary that a teacher with minimum preparation should, as well as a college graduate, receive a com¬ pensation that makes for a decent living in keeping with the necessities of our profession. Both the Pittsburgh and the Cincinnati reports contain many tables that are of value to any committee making a study of teachers’ salaries. 424 BIENNIAL SUBVEY OF EDUCATION, 192 4-1926 PROVISION FOR INDIVIDUAL DIFFERENCES The data presented in the various survey reports show that the percentage of nonpromotions is too high. Such expressions as the following may be found in most of the reports : The large per cent of failures is an indication that there is an inadequate ad¬ justment of educational opportunities to pupil needs and abilities. One of the significant causes of the large amount of failure is the lack of any definite policy as to when a child shall be required to repeat a grade. The wide range of failures between schools, grades, and subjects suggests a lack of careful supervision within the schools and a lack of unity in policies and standards of achievement, organization, classification, and promotion throughout the city. It is evident that much remains to be done before all children may progress through school at the rate commensurate with their abilities and effort. In order better to provide for the individual child the survey reports contain the recommendation that children of like ability be grouped together for purposes of instruction and that the courses of study be adapted to the various ability groups. Several ways of providing for individual differences are dis¬ cussed in the general survey reports. Among the plans considered are: (1) Grouping the pupils and advancing the brighter children as rapidly as possible; (2) giving the brighter children more to do without advancing them rapidly from one grade to another; and (3) the adoption of an individual instruction plan. None of the general survey reports gives much attention to any of the individual instruction plans. The survey of the schools of Winnetka, Ill., was, however, made to evaluate the individual tech¬ nique used in the schools of that city. Since this is the only survey that attempts to evaluate an individual method of instruction, a brief summary of the survey is included in this chapter. The survey of the Winnetka schools was made by Dean Gray, of the University of Chicago; Mr. Carleton Washburne, superintendent of schools of Winnetka; and Miss Mabel Vogel, research assistant, Winnetka public schools, in order to discover the effectiveness of the Winnetka technique of individual instruction. The five basic prin¬ ciples of the technique as formulated by the survey staff are (1) a clear definition of the essentials of the fundamental subjects in terms of units of achievements; (2) self -instructive, self -corrective practice materials in these subjects; (3) diagnostic tests to measure achieve¬ ment; (4) individual subject promotions, within certain limits, on the basis of achievement in the fundamental subjects; and (5) large emphasis on group and creative activities during certain periods of the day. It is evident that an investigation of the merits of such a program involved many complex problems. The following were the specific questions that the survey attempted to answer : CITY SCHOOL SURVEYS 425 1. Does the Winnetka technique result in more or less retardation of pupils than is found in other schools of similar social composition ? Does it result in unusually rapid advancement of many pupils? 2. Does the Winnetka technique actually provide for individual differences among children? Does the school progress of children in Winnetka correlate with their intelligence? 3. Are the children of the Winnetka public schools so selected as to make generalizations from them applicable to other schools? 4. Are those subjects which are being taught on an individual basis in Winnetka learned more effectively or less effectively than in schools using the usual class method ? 5. Do children who have had their elementary training under the Winnetka technique do satisfactory work in the high school? Are they able to compete successfully, so far as marks are concerned, with children who have been taught by the usual group methods, when all work together in a typical high school ? 6. Are individual progress and self-instruction, per se, more effi¬ cient or less efficient than group or class instruction, as shown by controlled experiments ? 7. Is the proportion of children apparently concentrated on their work greater or less under the Winnetka technique than under ordinary class procedure? 8. Do the pupils in the Winnetka schools devote more time or less time to group creative activities than do those in a typical school system using the class method, or those in a private experimental school, or those in a university laboratory school ? 9. Does the Winnetka technique impose a greater burden on the teacher than does regular classroom instruction ? 10. Is the system of individual instruction and progress respon¬ sible for the per capita cost in the Winnetka public schools, which is higher fhan that in most public schools ? The survey staff calls attention to the fact that these 10 problems represent but a fraction of the studies that must be made in determin¬ ing the merits of any program of instruction. The survey staff frankly state that in some cases the data are inadequate to justify final conclusions, and that in other cases data were secured which are decidedly significant, if not entirely conclusive. The following conclusions were reached: 1. The mastery of the drill phases of these subjects as measured by the tests used is better adapted to the varied capacities of individual children than is pos¬ sible under the traditional class method. 2. Grade repetition is eliminated, in that no child repeats the work of a grade; retardation is markedly decreased; the proportion of children making “ normal ” progress is increased ; and there is a slight increase in the proportion of children accelerated. 426 BIENNIAL SUKVEY OF EDUCATION, 192 4-1926 3. A greater amount of time per day is free for group and creative activities. 4. The efficiency of the work in reading, language, and arithmetic as measured by standardized tests is increased. The disadvantages resulting either from the general plan or of the detailed technique were, however, found in the following par¬ ticulars : 1. The ability to spell words not studied was decidedly lower in Winnetka than in the other schools. While progress in this ability between September and February was slightly better in Winnetka than in the other schools, owing, perhaps, to a change in technique, the technique used prior to 1923 was undoubtedly ineffective in this particular. 2. If the appearance of attentiveness is an adequate criterion, there is a somewhat smaller percentage of children concentrating on their work under the individual instruction technique than under that of class instruction. Among the many results which remained unmeasured, and con¬ cerning which the survey staff could make no conclusive statement, were: Is individual work in content subjects, such as history, geog¬ raphy, and science as effective as it is in the “ tool ” subjects of read¬ ing, spelling, formal language, and arithmetic? Can the so-called fundamentals be learned more rapidly and effectively as drill exercises apart from their natural setting? Do pupils learn more effectively under the stimulus of group activities than when working alone? The survey report concludes : While, therefore, much experimentation remains to be done, and wide coopera¬ tion is needed, it appears fair to conclude that it is possible for public schools to make much greater adaptation to individual differences than is customary ; and that, so far as we have been able to measure the results of such adaptation, most of these results are good. INSTRUCTION The earlier school survey reports usually treated at some length the quality of instruction as observed by classroom visitation. The more recent surveys do not place so much reliance upon observation as a method of determining the quality of instruction, but rather upon the achievement of pupils as measured by standardized tests. No survey of instruction is considered complete unless the pupils have been subjected to a battery of intelligence and achievement tests. Possibly some of the surveys that do not include a discussion based upon the observation of classroom work have gone to one extreme. After the tests have been given and analyzed, classroom visitation should reveal why certain classes have or have not made good scores. CITY SCHOOL SURVEYS 427 According to the Peoria, Ill., survey it is possible for an expe¬ rienced observer to infer the general quality of the instruction by noting such characteristics as the apparent purpose of the teachers, interest of pupils and teachers in the work, methods of dealing with pupils’ mistakes, and the general discipline prevailing in the rooms. The survey of the schools of Racine, Wis., devotes more space to a discussion of classroom instruction than any other of the later sur¬ veys. These discussions are based both upon observation and results as determined by tests. The report contains a chapter on each of the following topics relating to instruction : Measuring the results of instruction ; observation in the kindergarten and first grade ; reading ; arithmetic; handwriting; spelling; commercial education in the jun¬ ior and senior high schools; English language; foreign languages; health education; history and civics; mathematics in the junior and senior high schools; music; science; special schools and classes; and vocational education. Space does not permit the presentation of any of the conclusions reached regarding instruction in the Racine schools, but the report furnishes a valuable contribution on instruction in the various elementary and high-school subjects. LIST OF CITY SCHOOL SURVEYS, 1922-1926 Aberdeen, 8. Dak. Wood, Oscar S., and Wyttenbach, Frank E. Building survey and program. Aberdeen, S. Dak., Board of Education, 1925-26. 66 p. Alexandria, Va. United States. Bureau of Education. Survey of the schools of Alexandria, Ya. Washington, D. C., Government Printing Office, 1923. 62 p. (Bulletin, 1923, no. 56.) Antiffo, Wis. Wisconsin. State Department of Public Instruction. School building survey of the city of Antigo, Wis. Madison, Wis., State Depart¬ ment of Public Instruction, 1923. 46 p. Appleton, Wis. Wisconsin. State Department of Public Instruction. School building survey of Appleton, Wis. Madison, Wis., State Department of Public Instruction, 1922. 81 p. Beaumont, Tex. Teachers College, Columbia University, New York City. In¬ stitute of Educational Research. Division of Field Studies. Report of the survey of the schools of Beaumont, Tex. George D. Strayer, director. New York, Teachers College, Columbia University, Bureau of Publications, 1927. 337 p. (School Survey Series.) Berkeley, Calif. Sears, Jesse B. Berkeley school properties. Berkeley, Calif., Board of Education, 1926. 195 p. - Berkeley school business management. Berkeley, Calif., Board of Education, 1926. 40 p. Berea, Ohio. Kiwanis Club, Berea, Ohio. Educational committee. The educa¬ tional needs of Berea. Berea, Ohio, The Kiwanis Club, 1922. 20 p. Chanute, Kans. Kansas. University. School of Education. Bureau of School Service and Research. Survey report of the Chanute, Kans., school system. Chanute, Kans., Tribune Print, 1924. 134 p. Charlottesville, Va. United States. Bureau of Education. Survey of the schools of Charlottesville, Va. 1925. (Unpublished.) 428 BIENNIAL SURVEY OF EDUCATION, 19 2 4-192 6 Cincinnati, Ohio. Public Schools. Committee on the Study of Salaries in the Cincinnati Public Schools. Report. Cincinnati, Ohio, Board of Education, 1926. 59 p. Columbia, Mo. Neale, M. G. A school building program. Columbia, Mo. 1'925. 70 p. (University of Missouri Bulletin, vol. 26, no. 22. Education Series no. 15, 1925.) Crystal Lake , Minn. Engelhardt, Fred. Survey report of Lake Crystal, Minn., public schools. Minneapolis, Minn., University of Minnesota, 1926. 100 p. (University of Minnesota. College of Education. Educational Monograph no. 10, 1926.) Davenport, Iowa. Iowa University, College of Education and Extension Division. Davenport school-plant program, 1925. 78 p. Paul C. Parker and H. A. Greene, directors. Des Moines, Iowa. Studebaker, J. W. (Superintendent of Schools of Des Moines.) School-building survey and proposed building policy and program of Des Moines, Iowa. Des Moines, Iowa, Board of Education, 1922. 157 p. Dodge City, Kans. Kansas University, School of Education. Bureau of School Service. School survey and building program for Dodge City, Kans., 1923. 100 p. Eau Claire, RTs. Wisconsin. State Department of Public Instruction. A school-building program for Eau Claire, Wis. Madison, Wis., State De¬ partment of Public Instruction, (n. d.) 103 p. El Paso, Tex. Horn, Paul W. Survey of the city schools of El Paso, Tex. El Paso, Tex., Department of Printing of the City Schools, 1922. 64 p. Eureka, Calif. Board of Education. A school-building survey and school¬ housing program for Eureka, Calif. Eureka, Calif., Board of Education, 1924. 58 p. Frank W. Hart and L. H. Peterson, directors. Fort Lupton, Colo. Colorado State Teachers College. Report of the school survey and educational program for Fort Lupton, Colo., 1924-25. Greeley, Colo., Department of Education, Colorado State Teachers College, 1924. 97 p. Fairmont , W. Va. United States. Bureau of Education. A report on school¬ building needs of Fairmont, W. Va., 1924. (Unpublished.) Hammonton, N. J. Columbia University. Teachers College. Report of the survey of the schools of the town of Hammonton, N. J., 1925-26. New York, Columbia University, Teachers College, Bureau of Publications, 1926. 132 p. George D. Strayer, director. Ilamtramck, Mich. Public Schools. Housing the children ; a community project. Hamtramck, Mich., 1926. 123 p. (Research Series no. 1.) Humble, Tex. Sam Houston State Teachers College, Huntsville, Tex. Report of the survey of the Humble Public Schools, 1926. Huntsville, Tex., Sam Houston State Teachers College, 1926. 79 p. Hopewell, Va. United States. Bureau of Education. (Cooperating with Department of Public Instruction of Virginia.) Survey of schools of Hopewell, Va., 1925. (Unpublished.) Knoxville, Tenn. Board of Education. A survey of the school building needs of Knoxville, Tenn. Knoxville, Tenn., Board of Education, 1924. 78 p. Lancaster, Pa. Hanus, Paul H. and others. Report on a survey of certain aspects of the Lancaster, Pa., city school district, 1924-25. Cambridge, Mass., Harvard University, Graduate School of Education, 1924. 59 p. Lockport, N. Y. New York. State Department of Education. A report of the survey of the Lockport school system. Albany, N. Y., University of the CITY SCHOOL SURVEYS 429 State of New York Press, 1924. 199 p. (University of the State of New York Bulletin, no. 809, August 1, 1924.) Lorain, Ohio. Public Schools. School building survey, Lorain, Ohio, 1926. 35 p. (Mimeographed.) Marion, III. Monroe, Walter S. A survey of the city schools of Marion, Ill. Urbana, Ill., University of Illinois, 1924. 60 p. (University of Illinois, College of Education. Bureau of Educational Research. Bulletin, no. 21.) Martinsburg, W. Va. United States. Bureau of Education. A report on the school building needs of Martinsburg, W. Va., 1925. (Unpublished.) Marysville, Calif. Sears, Jesse B. Marysville union high school. A report of an investigation of the physical needs of the school and of a plan for financing the proposed program of development, 1925. Marysville, Calif. Board of Education, 1925. 51 p. Milwaukee, Wis. Public schools. The Milwaukee school building and sites program. Milwaukee, Wis., Board of School Directors, 1924. 110 p. Newark , N. J. Board of education. Nationality and age-grade surveys in the public schools of Newark. Newark, N. J., Board of Education, 1923. 45 p. Newark, N. J. O’Shea, M. V. and others. The all-year schools of Newark, N. J. Newark N. J., Board of Education, 1926. 96 p. New Castle, Pa. United States. Bureau of Education. Report on the admin¬ istration of the schools of New Castle, Pa. Washington, D. C., Government Printing Office, 1927. 11 p. (City School Leaflet no. 24, March, 1927.) Niles, Ohio. Twiss, G. R. School housing problem of Niles, Ohio. Niles, Ohio, Board of Education, 1922. 38 p. Orange, N. J. Women’s Club of Orange, N. J. Report of the study of school systems of East Orange, Orange, South Orange, West Orange. Orange, N. J., 1922. 48 p. Peoria, III. Chadsey, Charles E. Survey of the Peoria public schools, 1924. Peoria, Ill., Schwab Print, 1924. 138 p. Petersburg, Va. Robinson, Charles M. Petersburg, Va., public schools. Re¬ port and survey of school housing conditions, 1924. Richmond, Va., W. C. Hill Printing Co., 1924. 24 p. Philippi, W. Va. West Virginia. University. Department of Education. Edu¬ cational survey of the Philippi school system [1922?]. Philippi, W. Va., Board of Education. 39 p. Pittsburgh, Pa. McKay, Marion K. and Warne, Colston E. Survey of the salaries of teachers in the public schools of Pittsburgh in relation to the cost of living, 1927. Pittsburgh, Pa., Teachers Association, 1927. 98 p. Port Arthur, Tex. Columbia University. Teachers College. Institute of Edu¬ cational Research. Division of Field Studies. Report of the survey of the schools of Port Arthur, Tex., school year 1925-26. New York, Columbia University, Teachers College, Bureau of Publications, 1926. 333 p. (School Survey Series.) Portland, Oreg. United States. Bureau of Education. A school building pro¬ gram for Portland, Oreg., 1923-1925. (Unpublished.) Port W ashington, N. Y. Blair, Herbert and Wilson, Guy M. A survey of the building needs of the Port Washington school district, 1927. Port Wash¬ ington, N. Y., Board of Education, 1927. 40 p. (Multigraphed.) Providence, R. I. Columbia University. Teachers College. Institute of Edu¬ cational Research. Division of Field Studies. Report of the survey of certain aspects of the public-school system of Providence, R. I., school year, 1923-24. Providence, R. I., Oxford Press, 1924. 222 p. George D. Strayer, director. ‘ 17836"— 28 - 28 430 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Racine, Wis. School Survey Committee. The Racine school survey. Racine, Wis., Board of Education, 1926. 2 vols. A. S. Barr, director. Reading, Pa. Pennsylvania. State Department of Public Instruction. Bureau of School Buildings. School plant survey and school building program, city of Reading, Pa. Reading, Pa., Board of School Directors, 1923. 222 p. St. Joseph, Mo. Strayer, George D. and Engelhardt, N. L. School building sur¬ vey and program for St. Joseph, Mo., 1922-23. St. Joseph, Mo., Board of Education, 1922. 103 p. Springfield, Mass. Columbia University. Teachers College. Institute of Edu¬ cational Research. Division of Field Studies. Report of the survey of certain aspects of the public-school system of Springfield, Mass., 1923-24. Springfield, Mass., Press of Springfield Printing & Binding Co., 1924. 173 p. George D. Strayer, director. Stamford, Conn. Columbia University. Teachers College. Institute of Educa¬ tional Research. Division of Field Studies. Report of the survey of the public-school system of the town of Stamford, Conn., for the year 1922-23. Stamford, Conn., superintendent of schools, 1923. 237 p. Swarthmore, Pa. United States. Bureau of Education. A survey of the schools of Swarthmore, 1923. (Unpublished.) Superior, Wis. Engelhardt, Fred. Report of the survey of the organization, administration, finance, and certain other aspects of the public-school system of Superior, Wis., school year 1924-25. Minneapolis, Minn., Uni¬ versity of Minnesota, 1926. 169 p. (College of Education. Educational Monograph no. 9.) Tampa, Fla. Columbia University. Teachers College. Institute of Educa¬ tional Research. Division of Field Studies. Report of the survey of the schools of Tampa, Fla. New York, Columbia University, Teachers Col¬ lege, 1926. 308 p. (School Survey Series.) George D. Strayer, director. Terre Haute , Ind. Bobbitt, Franklin. Report of a survey of the school sites and buildings of Terre Haute, Ind. Published in connection with the an¬ nual reports of the Superintendent of Schools of Terre Haute in 1924-25, 1925-26. 124 p. Uniontoum, Pa. United States. Bureau of Education. A report on the school¬ building needs of Uniontown, Pa. (Unpublished.) Vallejo, Calif. California. University. Department of Education. A survey of the educational program, organization and administration, school finances, and schoolhouses of Vallejo. Vallejo (Calif.), Board of Education, 1926. 110 p. F. W. Hart and L. H. Peterson, directors. Watertown, N. Y. Columbia University. Teachers College. Institute of Edu¬ cational Research. Division of Field Studies. Report of the survey of the schools of Watertown, N. Y., 1924-25. Watertown, N. Y., The Kamargo Press, 1924. 157 p. George D. Strayer, director. Wayne, Pa. United States. Bureau of Education. A survey of the schools of Radnor Township, 1924. (Unpublished.) West Hartford, Conn. Connecticut. State Board of Education. A survey of the schools of West Hartford, made at the request and with the cooperation of the town school committee, 1922-23. West Hartford, Conn., 1923. 151 p. Winchester , Va. Dearborn, Walter F. Psychological and educational tests in the public schools of Winchester, Va. Charlottesville, Va., University of Virginia, 1922. 54 p. RURAL EDUCATION SURVEYS 431 Winnetka, III. Washburne, Carleton, Gray, William S. and Vogel, Mabel. A survey of the Winnetka public schools, results of a practical experiment in fitting schools to individuals. Bloomington, Ill., Public School Publishing Co., 1926. 135 p. III. RURAL EDUCATION SURVEYS, 1922-24 AND 1924-26 By Timon Covert and Edith A. Lathrop Assistant Specialists in Rural Education, Bureau of Education NUMBER AND SCOPE A large number of educational surveys of rural-school situations were made during the four-year period ending December 31, 1926, many of which were reported in mimeographed form only and prin¬ cipally for local use. Those which have had the widest circulation are the detailed studies issued as bulletins of State departments of education, extension divisions of colleges and universities, or similar agencies. Of the surveys which vyere entirely or for the most part rural in scope reported during the two biennial periods, 30 are briefly re¬ viewed in the following pages. Twenty-nine of these were pub¬ lished in printed form either as separate reports of rural school sur¬ veys or as parts of reports of entire State educational surveys; the other one appeared in mimeographed form. They include state¬ wide surveys in each of the following States: Arizona, Colorado, Florida, Georgia, Indiana (2 surveys), Mississippi, Missouri, Texas, Utah, West Virginia, and Wisconsin. One county survey was made in each of the following States: Colorado, North Carolina, Ohio, Pennsylvania, South Carolina, and Tennessee; 2 county surveys in Michigan and 3 in Texas; 1 school district survey in California, 2 in Colorado, 1 in Florida, and 1 in Minnesota ; and 2 surveys in out¬ lying possessions of the United States — the Philippine Islands and Porto Rico. Twenty of the thirty surveys reviewed were directed by repre¬ sentatives of higher educational institutions, 1 by the United States Bureau of Education, 1 by an educational foundation, 3 by State departments of education, 1 by a committee of representative citi¬ zens including educators, 1 by a State teachers’ association, 1 by a county superintendent of schools, 1 by a city superintendent of schools, and 1 by a superintendent of a consolidated school and a representative of a higher educational institution. An examination of the personnel shows that the practice of select¬ ing as directors of state-wide surveys educational experts outside the States surveyed is the one most often followed. County and 434 BIENNIAL SURVEY OF EDUCATION, 1924-1926 in the establishment of many small high schools, and the like, costly not only in money but in the educational welfare of children, were observed by the survey staff in a number of districts. The results of most surveys find their way to the people through bulletins and reports published by State departments of education, higher institutions of learning, and other educational agencies. Re¬ ports of county school surveys, made by the University of Texas, and the studies of the elementary schools of Florida, made as a class project by the department of education in the University of Florida, state that the facts were placed before the people in bulletin form for the express purpose of throwing some light on the rural-school situation in each of the respective States. An interesting and unusual procedure connected with the school survey of type counties of West Virginia was the method of delivering the results of the study to the people. Large charts, graphs, and lantern slides showing the survey results were explained in public meetings held in schools in the coun¬ ties in which the studies had been made. In the main, the rural-school surveys deal with practically all problems incident to the systems studied. These include such ques¬ tions as administration, supervision, tests and measurements, and finance. A few are limited to a single problem. The survey of Colo¬ rado, for example, is confined to the study of financing education in that State; that of Rustad Consolidated School in Minnesota illus¬ trates how intelligence and achievement tests can be used in a small school system by local authorities; the Lackawanna County, Pa., survey is a school-building survey. ADMINISTRATION AND ORGANIZATION Most of the surveys examined discuss at considerable length the administrative control of rural school systems and such adminis¬ trative problems as school building, consolidation, extent of school facilities furnished, and teacher preparation. Administrative control . — In nearly all rural school surveys it is pointed out that school progress is handicapped because of certain legal restrictions and regulations relating to the State and county machinery which is set up for the control of the schools. Some of the most important of these relate to the personnel, organization, and duties of State boards of education, methods of selecting State and county school administrative officers, the organization of State departments of education and units of school administration. The criticism of State boards of education in reports of State surveys in Arizona, Indiana (survey by the General Education Board), Mississippi, Texas, and Utah relates largely to the ex officio and professional character of the personnel of the boards and to the fact that such boards are noncontinuous bodies. RURAL EDUCATION SURVEYS 435 The Arizona survey shows that the present State board of educa¬ tion consists of 8 members, 5 of whom are ex officio — the governor, the State superintendent of public instruction, the presidents of the university and the two State normal schools. The remaining three members are professional educational officers appointed by the gov¬ ernor — a city superintendent of schools, a county superintendent of schools, and a high-school principal. The survey explains that ex¬ ecutives of institutions should not act as members of a board which is to adopt policies for their own administration, the governor should not be a member of a board of his own creation, and the State sup¬ erintendent of public instruction should not sit in judgment upon his own activities. The governor and State superintendent of public instruction are elected biennially and are consequently subject to frequent change, the members appointed by the governor generally change with the administration, and the heads of universities and normal schools are selected by boards of which the governor is a member and other members of which are appointed by him. At¬ tention is called to the fact that recent surveys made by the Bureau of Education, General Education Board, and special commissions of educational experts concur in recommending as the best type of board a lay board of five or seven members, either appointed by the governor with the approval of the senate or elected by the people, with terms of office so arranged that not more than two expire in any one year. The Utah survey recommends that the personnel of the State board of education in the future be more representative of laymen than professional educators and ex officio officers than is the present prac¬ tice. At present, five of the nine members of the board are engaged in educational work. The Mississippi survey recommends that the present ex officio board of education of three members be superseded by five members appointed by the governor for terms of five or six years. Appointment by the State board of education of the State’s chief educational officers is indorsed by the State surveys of Arizona, Indiana (survey by the General Education Board), Mississippi, and Utah. Such officers are at present elected by popular vote in these States. The Indiana survey, made by the General Education Board, em¬ phasizes the fact that the chief State educational officer must be assisted by a well-qualified professional staff and must- tlepend largely on this professional staff to explain to the people the educa¬ tional policies and plans of the State, to arouse local public sentiment, to as¬ sist in consolidations, and in planning school buildings and grounds, and to advise with superintendents and teachers with regard to the organization of their schools, courses of study, classification of pupils, methods of teaching — in 436 BIENNIAL/ SURVEY OF EDUCATION, 19 24-19 2 6 short, to assist him in serving the people at all times and in all ways in the interests of better schools.15 A professional staff, sufficiently large to assist the chief State school officer in the performance of such duties as are mentioned in the Indiana survey, necessitates the organization in the State depart¬ ment of education of such divisions as research, school architecture, teacher training, supervision, business management, elementary edu¬ cation, etc. Other State surveys in which a similar expansion of the activities of State departments of education is recommended are Arizona, Missouri, and Utah. The establishment of a division of records and reports in the State department of education is recommended in the State survey of Missouri. It is pointed out that in collecting data relative to the problems studied by the survey staff many difficulties were en¬ countered because the records and reports showed inaccuracies and omissions. Because of this experience the survey staff further recom¬ mends that the State department of education conduct an intensive campaign among school and county officials for adequate report mak¬ ing, that the blanks now in use be revised and that the legislature attach a penalty upon local school officials for failure to make reports within specified dates. Survey reports of the Philippine Islands and Porto Rico regard the development of public education in the last quarter of a century as a great achievement. The task of providing an adequate system of education is complicated in both possessions by a language prob¬ lem. In one instance, it is the attempt to make English the common language of a race speaking many dialects; in the other, it is an attempt to develop the ability to use two languages — English and Spanish. The educational achievement is attributed to a consider¬ able extent to the highly centralized administrative control. The Commissioner of Education in Porto Rico, responsible only to the President of the United States, is said to be practically absolute in authority. While such highly centralized educational systems are desirable from many points of view, the opinion is expressed in both reports that certain modifications are necessary in order to bring about the best results. The chief modification is concerned with the need of developing the human side of administration. There is too much routine and a tendency for supervision to revert to mere inspec¬ tion. As a consequence an unduly large part of the time of both teachers and supervisors is given to making reports. There is no time for professional advancement through reading, study, confer¬ ence, or visitation of the work of others. The county unit of school administration is generally recom¬ mended for the States in which the small district unit prevails. In 15 Public Education in Indiana. General Education Board, 1923, p. 194. RURAL EDUCATION SURVEYS 437 most of the surveys in which the county is the unit of school ad¬ ministration it was generally found that the powers and duties of county boards of education should be strengthened. While the small rural schools of Arizona do not present a dis¬ couraging aspect when measured by financial support, length of term, qualifications of teachers, and pupil achievement, it is pointed out in the survey report of that State that because of the small school-district unit, with its army of rural trustees, the small rural schools of Arizona present many of the defects inherent in that type of educational organization. This fact has been emphasized in former surveys, and a reorganization on the county-unit basis has been recommended as a remedy in past surveys as well as in this one. In Indiana the township is the present unit of school administra¬ tion. The survey made under the direction of the General Educa¬ tion Board recommends that the schools of the townships and of the incorporated towns be brought into a county system, administered by a county board of education provided with requisite authority. The advantages to be gained in changing from the township to the county unit are summed up as follows : The county unit of organization makes possible statesmanlike administration and business-like management. Policies and methods of procedure may be evolved applicable to the entire county. The county may be divided, without regard to township or town lines, into an appropriate number of elementary school, junior high school, and senior high school attendance districts; school grounds, school buildings, and equipment for all schools may be standardized ; a uniform salary schedule for all teachers may be adopted, based on length of preparation, length of service, and efficiency; uniform courses of study may be prescribed for all schools, etc. On the business side, the adoption of the county unit enables one person to buy all school supplies, to employ all janitors, to provide for the transportation of all school children, to keep all school accounts, to make all school reports, etc. For the sake of economy alone, the county system should displace the decentralized and extravagant township system.10 The Missouri survey report calls attention to the county unit law for school administration, which was passed by the general assembly in that State in 1923, but which was later nullified by a referendum vote. This law, it states, was a step in advance over the present method of administering rural schools and is an ideal toward which friends of education in Missouri must work. Reports of State surveys in Mississippi, Texas,, and Utah state that present county-school administrative systems should be modified in order to insure more efficient service. In Mississippi and Texas it is recommended that more administrative powers should be given the county boards of education, including the selection of county 16 Public Education in Indiana. General Education Board, 1923, pp. 198-199. 438 BIENNIAL SURVEY OF EDUCATION, 19 24-19 2 6 superintendents. The Utah system of county administration is cited as an example of good administrative practice and theory particu¬ larly in that it has general administrative control over the schools and selects the superintendent of schools. Such changes as are recommended relate to the method of representation of county school board members, remuneration for their services, and provision for clerical assistance for such boards. School buildings. — Nearly all the 30 surveys have diagnosed the present status of school buildings and made recommendations for improvement. Two were building surveys exclusively — the Wiscon¬ sin survey, conducted by the State Teachers’ Association of that State, and the survey of one-teacher elementary schools of Lacka¬ wanna County, Pa. The Arizona survey report sa}rs that 200 rural school buildings must be erected in that State within the next 10 years for replace¬ ment alone; in addition new buildings will be required to care for the rapidly increasing school enrollment. In order that these build¬ ings shall be well built and conform to proper standards in lighting, heating, ventilation, hygiene, and other factors of school construc¬ tion it is recommended that the power of approval of building plans be placed in the State department of education, and that school districts be required to secure approval of plans before construction begins. Similar recommendations are made by the Indiana (report by General Education Board) and Mississippi surveys. In the survey of Marysville Union High School in California it was found that the present school plant is inadequate for carrying out the kind of school course that Marysville needs and is able to pay for. Because of this condition it is recommended that the school district take immediate steps by floating a bond of $400,000 to initiate a program of physical development to put into effect a modern school course. The report of the school survey of Fort Lupton, Colo., shows that the present school building scores 415 on a 1,000 point scale. Since the district can afford good school buildings, it is advised that it bond itself for whatever expenditures are necessary in order to care for the school’s steady and rapid growth. The Georgia survey shows that the one-teacher buildings in some counties are standard, while in others they are poor. Of the 4,500 one-teacher school buildings found in Indiana at the time of the survey made by the General Education Board, about 900 were discovered to be well fitted for the conduct of a good one-teacher school. Of the 45 one-room buildings scored in Lackawanna County, Pa., many were found to be at least 50 years old and poorly equipped and lighted. Some were more than 50 years old, but have been remod¬ eled to meet modern ideas of schoolhouse construction. Several RURAL EDUCATION SURVEYS 439 stand on plots of ground in crossroad corners scarcely larger than the buildings. All buildings were scored on the building score card designed by the State department of public instruction. It is recom¬ mended that the poor buildings be remodeled to conform with com¬ monly accepted standards of lighting, heating, and sanitation. The school plants of Porto Rico touch the extremes of magnificent and miserable housing. The municipalities show the best buildings and the rural areas the poorest. Great contrast was found in the school buildings of Oconee County, S. C. Some are modern in every respect, while others are of the most primitive one-teacher type. Consolidation. — In practically all of the surveys consolidation is recommended where feasible, and future building programs are con¬ sidered in their relation to progress in consolidation. One of the purposes in making building surveys in Lackawanna County, Pa., and also in the State of Wisconsin was to determine where consolida¬ tion might be feasible. The Wisconsin survey recommends that school districts and counties with buildings showing low scores defer building programs until the matter of consolidation can be studied thoroughly. Surveys of Indiana (survey by General Education Board), Missis¬ sippi, Utah, and Porto Rico show that considerable progress has been made in consolidation. In Indiana about 4,000 one-teacher schools have been abandoned since 1890, and others are being abandoned at the rate of 250 a year. The best rural school buildings are the con¬ solidated schools erected since 1910. In 1909 consolidated schools were practically unknown in Mississippi, and rural school buildings were chiefly small, inadequate one-room structures. In 1925, when the survey was made, more than 67 per cent of the white rural school population were housed in new, wTell-constructed school buildings. Consolidation among the colored schools was nearly as great. Inasmuch as the small common-school district as the local unit has been discontinued in Utah, one of the chief obstacles to develop¬ ing effective building units of the consolidated type has been elimi¬ nated. Some of the recommendations of the survey staff are con¬ cerned with transportation of pupils and the location of consolidated schools. In a State in which consolidation has been developed as rapidly as it has in Utah it is inevitable that some mistakes should have resulted. The survey staff feel that future construction of buildings should be preceded by a careful survey of building needs made under the direction of a State school building supervisor. Con¬ solidation has been encouraged in Porto Rico and has developed at a rate that would be considered rapid in the States. The number of consolidated schools increased from 96 in 1920 to 300 in 1925. 440 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Teacherages are favored in some reports in connection with con¬ solidated-school plants. Three hundred and thirty teachers’ homes were found in connection with consolidated schools in Mississippi. District-owned teachers’ homes in Texas increased nearly 31 per cent in the four-year period 1918-1922. A teacherage in connection with every school with more than one teacher in Caldwell County, Tex., is recommended in the survey of that county as an inducement for married men to remain in the teaching profession. Tei^m and attendance. — In discussing the extent of school facilities available for children the Texas survey report says that consider¬ ation should be given to both the length of the school year available to the children and the extent to which it is utilized. It is assumed that, within reasonable limits, the longer the school year and the more regularly children attend, the more school work they will accomplish. In Arizona the minimum length of term reported was eight months. The Indiana survey (rural education survey committee) emphasizes that the minimum teachers’ wage law in that State acts as a practical incentive to make the school term at least 8 months because the annual teacher’s salary must be at least $800, even though the school term may be less than 8 months. The surveys of Missouri and Texas report variations of rural school terms as follows: Mis¬ souri, from less than 4 months to more than 8 months; Texas, less than 3 months to more than 9 months. Practically one-third of the white rural schools of Texas were found to have a school term of approximately 6 months. One of the recommendations for the im¬ provement of schools for negroes in Texas is a longer school term. The extent to which the rural schools are utilized is indicated in data showing the percentage of enrollment to school census and the percentage of attendance. The enrollment ,in the primary schools in the Philippine Islands is only one-third of the total population of the children of primary-school age. The county districts of Utah have been enrolling a larger per cent of their school popu¬ lation than have the city districts, but the percentage of increase from 1900 to 1925 has been greater in the city districts. In 1900 the county districts enrolled 86 per cent of the school population and the city 77 per cent; in 1925 the county districts enrolled 96.8 per cent and the city districts 96.1 per cent. The Texas State survey shows that the percentage of attendance is lower for rural than for urban schools. The teaching staff. — Practically all of the surveys, except those whose scope of inquiry is limited to a particular problem, such as finance or school buildings, investigated with considerable care cer¬ tain questions concerning the teaching staff of the rural schools. RURAL EDUCATION SURVEYS 441 These investigations relate to the relative numbers of men and women teachers, their training, experience, and salaries. F acilities furnished by the various States for the preparation of teachers are given consideration in most of the State surveys. Of the 234 men teachers in rural elementary schools in Utah, 12 are in one-teacher schools and 204 in two or more teacher schools. The percentage of men in ele¬ mentary-school positions in Utah is exceeded in only five States of the United States — Arkansas, 32.7; West Virginia, 30.5; Mississippi, 26.3; Kentucky, 25.2; and Indiana, 23.1. Ninety- four per cent of the teachers in one-teacher schools in Arizona have four years of training above the elementary school. The average number of weeks training above high-school graduation of teachers in one-room rural schools in Indiana (report of survey committee) is 36, which is the legal minimum. Fewer than one-half of the teachers in one-teacher schools and slightly more than one- half of those in three-teacher schools in Utah have had the two years of professional training above high-school grade which is consid¬ ered the standard amount of preparation necessary for elementary- school teachers. In 1923, 15.2 per cent of the rural teaching force in Missouri had no high-school training and only 57 per cent had more than four years’ high-school preparation. In Logan County, Ohio, it was found that 88.7 per cent of the rural elementary teachers had less than two years of training beyond high school. Urban teachers in Porto Rico excel rural teachers in both academic prepa¬ ration and experience. Definite data on experience are found in a few of the 30 surveys. The median experience of the elementary teacher in Arizona was 6 years. In Missouri the median experience of the rural teacher was 2.7 years; of the city teacher 6 years. The median number of years of teaching experience for teachers in the county school districts in Utah was 3.3 years ; in city school districts 6.3 years. Considerably more than one-half of the one-room rural teachers in Indiana (report of the survey committee) received approximately the minimum annual salary of $800 a year in 1923. A comparison of average annual salaries for rural teachers in one-half the counties of Missouri, with teachers in 50 per cent of the cities of that State, shows: Counties, $562.50; cities, $786.22. The median annual salary of teachers of one-room schools in Utah was $817 ; in city schools $1,384. The median annual salary for the white women in the one^ teacher schools of Texas was $608; in the two-teacher schools $627 ; in the four or more teacher schools about $727. Men teachers in the smaller schools of Texas received about $100 a year more than women teachers. It was found in the Utah survey that in the one-teacher schools there was little difference between the salaries of men and 442 BIENNIAL SURVEY OF EDUCATION, 1924-192 6 women teachers. In the other types of rural schools men received slightly higher salaries than women. Most of the State surveys recommend better facilities for the prep¬ aration of rural teachers. The Mississippi and Texas surveys say that rural-teacher training departments should be organized in the teachers’ colleges in each of these States. The Utah survey recom¬ mends that both the State university and the agricultural college in that State cooperate with the State department of education in the * improvement of teacher-training work, especially in developing courses for State and county administrative school officials. Utah is among the few States in which teacher training is provided in con¬ nection with State schools other than normal schools or teachers’ colleges. SUPERVISION OF INSTRUCTION Many defects in rural education are attributable directly to the lack of adequate supervision. There is scarcely a problem of instruc¬ tion in rural schools which is not affected by supervision. Reports of recent rural-school surveys have done much to focus attention upon this fact. Twenty-three of the surveys under discussion analyzed the rural supervisory problems with regard to such ques¬ tions as the State’s part in supervision, the method of selecting super¬ intendents, numbers provided, and their training. Conclusions based on such data as scores on testing programs, age-grade tables, time allotted to the various school subjects, and training of teachers ob¬ tained in these surveys and appearing in the reports, show convinc¬ ingly the value and the need of supervision. Not only were the provisions for rural school supervision critically analyzed in the various surveys but constructive criticism was offered in most cases. In drawing their conclusions, surveyors usually define the purpose of supervision, thus contrasting what is with what should be. The following definition from the Missouri survey report is typical : The fundamental purpose of supervision is to give children a better education by improving the work of teachers while in service. Supervision helps the poor teacher to become a good teacher and the good teacher to become a better teacher. A supervisor should give demonstrations of good teaching, aid in lesson planning, show teachers how to improve teaching, advise with teachers concerning the best ways to handle children of different types, and show where and how to find good teaching materials.17 In offering suggestions for the improvement of rural school super¬ vision most surveyors assert that State oversight of this service is essential if it is to function to the best advantage, and recommend 17 Missouri Department of Education. Facts Concerning Public Education in Missouri. P. 43. RURAL EDUCATION SURVEYS 443 that State departments of education should take a leading part in the supervisory program. As indicated by the preceding sentence, con¬ clusions reached by the surveyors embody certain general principles to follow in outlining supervisory programs. In the Utah report these principles are designated 66 Minimum Essentials for an Efficient State Supervisory Program.” The list follows : 18 1. Adequate standards for supervisors : (1) Of training and experience set up by the State’s certificating service; (2) of personality, leadership, organizing, and administrative ability set up by the employing agencies, namely, superin¬ tendents and boards of education. 2. Definite agreement concerning the lines of authority and responsibility of supervisory officers, State, and county district superintendents, State and county district general and special-subject supervisors, principals, and teachers. 3. Adequate educational objectives set up and understood. 4. Well-organized plans and programs of work to meet the need of the schools, both long term covering a period of years, and immediate covering current problems. 5. Teachers initiated into the available help they may expect from supervisors and held responsible for profiting by such proffered assistance. The report states that the greatest of the enumerated needs in Utah are those calling for higher standards for supervisory officers and for improvement in the quality of the service. The legal and administrative provisions for supervision are dis¬ cussed in a number of studies. Reports of surveys in States in which county superintendents are elected by popular vote uniformly criti¬ cize this method as unsatisfactory. The following are typical of these criticisms: The present political form of county organization can not supply the type of professional supervision needed to secure the best results in rural school educa¬ tion * * *. The teachers under present conditions work with little super¬ vision and guidance. 19 To obtain efficient leadership in county educational affairs the office of county superintendent must be put on a strictly professional basis and must carry a salary in keeping with its dignity and importance. The county superintendent’s task is certainly as important as that of the city superintendent ; he should, therefore, be compensated as fairly. To interest well-trained and experienced men, the office should pay not less than $3,000 annually, with fixed annual incre¬ ments for continued service up to $3,600 a year. As soon as county boards of education pay more, they can demand more. To be prepared for their work, county superintendents should at least be college or normal-school graduates (four-year course) and should have, in addition, at least one year’s graduate work specializing in supervision and rural administration and five years’ expe¬ rience in public-school work. Such qualifications will not only insure efficiency, but will also safeguard the office against personal favoritism and local intrigue.20 18 Survey of Education in Utah. United States Bureau of Education Bulletin, 1926, No. 18. P. 220. 10 A Survey of the Arizona Public-School System, 1925, p. 46. 20 Public Education, in Indiana. General Education Board, 1923, pp. 204-205. 444 BIENNIAL SURVEY OF EDUCATION, 1924-1926 The Texas law provides that in counties of fewer than 3,000 scho¬ lastics, unless provision has been made for the election of a superin¬ tendent of schools, the county judge shall serve ex officio in this capacity. At the time of the survey (1923-24) there were 100 county judges serving 102 of the 253 counties of the State in this capacity. In other counties the superintendents were elected by popular vote. Of the ex officio superintendency the report states : In the judgment of the survey staff, the showing of the elected county super¬ intendents is not so good in this respect as is to be desired, but their status is distinctly superior to that of the ex officio superintendents. * * * Provi¬ sion should be made at once for a material reduction in the number of ex officio county superintendents in all counties having as many as 25 teachers in common-school districts.21 In Utah the superintendents are appointed by the county district boards of education. The surveyors commend this method and state that the administrative organization provides the necessary machin¬ ery for the employment of professionally trained supervisory as¬ sistants to the superintendents, wherever the financial burden can be met locally. The different State surveys have established by evidence that rela¬ tively few professionally trained supervisors are employed in rural school systems, and that therefore the supervision of these schools is mainly of a nonprofessional type. Survey reports state that the number of rural teachers a supervisor can effectively assist depends upon local conditions, such as roads, distances, and types of schools, to such an extent that the exact number is a problem for the local school officials to decide after careful study. Surveyors agree, how¬ ever, that a supervisor should be provided for approximately every 30 teachers. The report of the Philippine Islands survey calls attention to the difficulties encountered in establishing the present school system in those islands which necessitated the development of an effective super¬ visory program. A sampling of the number of teachers per super¬ visor in the report shows from 34 to 61 in the different divisions studied. The number apparently is not great, but it is noted that much territory must be covered, in many instances over extremely bad roads. In addition to the handicap of great distances to travel, Philippine Islands supervisors have a large amount of clerical work, which takes much of their time. In the Indiana survey not one professional assistant to a county superintendent was found, and 20 superintendents had no clerical help. The report recommends: Every county superintendent should have at least one stenographic and clerical assistant; * * * this would free the superintendents from clerical 21 Texas Educational Survey Report. Educational Achievement. P. 34. RURAL EDUCATION SURVEYS 445 details which now consume a large part of their time, to the consequent neglect of important administrative and supervisory duties. Well-trained county superintendents will labor to little purpose, and class¬ room work will continue to be extremely unsatisfactory unless provision is also made for proper supervision, particularly of beginning teachers. It should be made mandatory upon each county to provide at least one supervisory assistant, whenever qualified superintendents are in charge, for it would be a waste of money to put a trained and experienced supervisor under an untrained superintendent. One supervisor in each county could not possibly do all that should be done, but she could do much to improve the schools, par¬ ticularly if her major attention is given to beginning teachers.22 The Utah survey report states that there was evident belief in the value of supervision as shown by the fact that in the State depart¬ ment of education, in the city districts, and in 16 of the 35 county districts, general or special supervisors or both were employed. For the State as a whole, the staff of supervisors was found inadequate in number. Some districts had none; others had altogether too few supervisors or supervising principals. Evidence found in the Texas survey convinced those making the report that in many respects the country child was not given an educational opportunity equal to that provided the city child. It was stated that a high type of professional supervision would ma¬ terially assist in reducing the disparity, and that wherever a super¬ intendent has more than 50 teachers under his supervision he should have the assistance of a helping teacher or assistant supervisor for each 50 teachers or major fraction thereof. The Missouri report states: The conviction is fairly prevalent among rural teachers, county school officials, and the educational leaders in tjiat State that the right type of constructive supervision is necessary for our isolated rural schools as they now exist. Recently one of our leading county superintendents in Missouri resigned his office because it was impossible, in his judgment, for any man to do properly the administrative, clerical, and supervisory duties now demanded of his office.23 MEASURING INSTRUCTION During the last two biennial periods standardized tests were used extensively in rural-school surveys. This means of appraising the educational output of rural schools seems to have found a definite place in critical studies of schools of this type. Seventeen of twenty- seven surveys in which instruction was studied made some use of objective tests and five of the remainder made extensive use of age-grade distributions. The tendency to secure intelligence ratings of pupils in rural school surveys, in addition to their educational scores, is growing. 32 Public Education in Indiana. General Education Board, 1923, p. 206. 23 Facts Concerning Public Education in Missouri, 1924, p. 43. 17830° — 28 - 29 446 BIENNIAL SURVEY OF EDUCATION, 19 24-19 2 6 This is particularly true when it is desired to make comparisons be¬ tween schools or systems. Many directors of educational research consider it essential to know the intelligence ratings in order to make the widest use of ratings in educational tests. That is, in determining whether pupils are progressing through school according to their ability, intelligence, as well as educational scores are necessary. Both mental and educational tests were used in 5 State, 4 county, 3 dis¬ trict, and 2 insular surveys reviewed. In at least four surveys, standardized achievement tests were used with the mental and edu¬ cational tests. Testing programs in the different rural surveys reviewed vary in scope from the use of educational tests in selected subjects in one or two elementary grades to programs including exhaustive analyses of practically all grades. The number of pupils tested ranged from a small per cent of the total school population in some of the large surveys to 100 per cent in some of the smaller ones. In general, the testing programs were limited by time and funds to representative schools and grades; for the same reasons, selections of subjects were necessary in many surveys. With the limitations mentioned, the subjects were selected in accordance with the specific purposes of the respective surveys. The Texas survey report cites the following reasons for selecting certain grades : Grade V, primarily because, as shown by its frequent use in other surveys, it represents a stage far enough advanced to provide a fair test of what the school has done; Grade VII, because it represents in the State of Texas the last grade of the elementary school. While it was the purpose, therefore, to secure data primarily in Grades V and VII, tests were given in the rural schools to all grades above the second. It required little, if any, more time to test all grades above the second in the small rural school than it would have to test only the fifth and seventh.24 The Utah survey report explains the selection of schools as follows : Since neither the time nor the money was available to carry out a standard¬ ized testing program including every elementary school in the State, a “ sampling ” method was followed. Districts and schools were selected in such a manner as to include all kinds, thus securing a fair and accurate picture of conditions prevailing in the county school districts throughout the State. Tests used in the different surveys included many of the well- known educational tests, including both elementary grades and sec¬ ondary grades. Tests were given most frequently in the funda¬ mental subjects, and the discussions of results invariably begin with the subject of reading, thus emphasizing the prominent place this subject occupies in all survey testing programs. The use of achieve¬ ment tests in rural schools does not seem to be widespread, but these 24 Texas Educational Survey Report. Educational Achievement. P. 24. RURAL EDUCATION SURVEYS 447 were used in a few instances in connection with educational or mental tests. Facts shown by test results and age-grade tables served as bases, in 22 of the 30 surveys mentioned, for conclusions and recommenda¬ tions relative to pupil classification, school organization, curricular offerings, supervision, and other instructional problems. In most cases comparisons were used freely in the treatment of test results. Scores of pupils in city school systems and the norms for the various grades are shown for comparative purposes. A number of reports show test results in the different types of rural schools surveyed. Comparisons show that pupils in the rural schools made lower scores, grade for grade, in Arizona, Colorado, Indiana, Michigan, Ohio, Texas, and Utah than those in the city schools of these States ; the reverse is shown to be true in the West Virginia survey report. Differences varied from very little to more than a year’s progress. An extreme difference is noted in the following quotation from the Indiana survey : Eighth-grade pupils in the city schools are about one and nine-tenths years ahead of pupils in one-teacher schools, and more than a year ahead of the pupils in the large consolidated schools and town schools.25 That test results were put to practical use in arriving at conclu¬ sions is shown by this typical discussion concerning them in one survey : Many causes suggest themselves. The average rural school teacher has not herself attended school so long as the average city teacher, and therefore is not so well prepared to teach ; the rural teacher has more classes to instruct, and hence less time to devote to any one grade. The school year in the rural section is shorter than the school year in the cities. Rural attendance is not so regular. Rural schoolhouses are in general less well adapted and less well equipped for school work. These and other conditions militate against suc¬ cessful work in the small rural school.25 The Texas survey report calls attention to the fact that when the relationship of achievement to capacity to learn is considered, rural pupils in some instances rank as high or higher than city pupils. This report also calls attention to the poor facilities for conducting rural schools as factors to be considered when comparing the results of instruction in these schools to the results in city school systems. Age-grade tables appear in most rural school survey reports. These show the amount of acceleration, normal progress through school, retardation, and, used in connection with mental and educational rat¬ ings, pupil achievement. Reports of surveys in Arizona, Florida, Georgia, Texas, West Virginia, Kalamazoo County, Mich., Porto Rico, and the Philippine Islands show high percentages of retarda¬ tion and low percentages of acceleration among pupils of rural 35 Public Education in Indiana, (general Education Board, pp. 19, 20. 448 BIENNIAL SURVEY OF EDUCATION, 192 4-192 6 schools. In the survey of the Logan County, Ohio, schools, high percentages of under-age and also over-age pupils were found in the one-room schools, but retardation was less than among the pupils of the one urban district in the county. The report of the Logan County study states : “ The wise superintendent will not pass by facts such as are shown in the age-grade tables without looking very closely into the reasons for a large amount of retardation.” 26 The Florida survey report gives as the reason for excessive retardation among rural pupils in that State, (1) short terms; (2) large classes and large numbers of classes; (3) poor teaching; and (4) lack of super¬ vision. Pupil classification is a subject frequently discussed in connection with test results in the survey reports examined. The surveyors found that standard tests were seldom used among rural schools. That more local use should be made of them for diagnostic purposes is included in nearly all recommendations. The Surface Creek sur¬ vey report is an illustration : The use of standard tests in the work of the schools should be encouraged, for they have come to be a necessary part of the machinery of modern educa¬ tion. Their greatest usefulness is to be found within the schools themselves rather than in comparison of schools.27 Although some of the best results of testing programs in rural- school surveys made during the period under discussion have been in¬ direct ones, such as the training of many rural-school teachers and superintendents in the use of standard instruments for measuring teaching results, and calling attention to the relation of achievement of pupils to their intelligence, evidence of direct benefits are also at hand. The following quotation from the report of the West Vir¬ ginia survey is an example : On the basis of the results of the standard tests the teachers selected from the 1,675 pupils tested 276 pupils, or 16.5 per cent, * * * and promoted them the following Monday and Tuesday into the next higher grades, giving them a chance to show in the remaining two months of school whether they could do the work or not. At the end of the year the writer received a com¬ puted report from the various principals through the superintendent, indicat¬ ing how these 276 pupils had fared. The report revealed that 269 of the number, or approximately 95 per cent, had made good and had been promoted again at the end of the year.28 SUPPORT FOR RURAL EDUCATION A considerable portion of the space of reports of State surveys of Arizona, Georgia, Indiana (both surveys), Mississippi, Missouri, Texas, and Utah is devoted to an analysis of the problem of financing 26 McCracken, Charles C. Logan County and Bellefontaine, Ohio, School Survey. P. 20. 27 Manuel, Herschel T., and others. The Surface Creek Survey, p. 23. 28 Cavins, L. V. School Survey of Type Counties of West Virginia, p. 56. I RURAL EDUCATION SURVEYS 449 public-school education in elementary and secondary schools in rural communities. The survey of one State — Colorado — deals exclusively with the subject of public-school finance. A few of the county and school-district surveys discuss the subject. The chief factors con¬ sidered by each of the surveys are : (a) The ability of the unit sur¬ veyed to support its schools; (b) sources of present funds, and (c) recommendations for improvement. Ability to support schools. — Practically all of the surveys that treat the subject of school finance say that the units surveyed have wealth enough to adequately support the schools. This conclusion is usually arri\Ted at by dividing the income and wealth or taxable property of the unit surveyed by the number of children to be edu¬ cated. The Utah survey has the following to say concerning this method of measuring a State’s ability to support its schools : The mast satisfactory measure or index of a State’s economic resources would be one which combined into a single sum or index its wealth and its income. Economists are agreed that income is a more accurate measure of ability to pay than taxable wealth. It has therefore been deemed best in at¬ tempting to devise a measure or index of economic resources to combine only a certain per cent of a State’s total wealth with its net current income. A combination which has been used from time to time, and which is perhaps as satisfactory a combination as can be devised, is one which uses current in¬ come plus one-tenth of wealth. A recent bulletin of the National Education Association applies this measure or index to each of the 48 States as a means of determining their ability to provide school revenues. It also arranges and ranks the States on the basis of their economic resources per child 6-13 years of age. In addition to this it shows for each State the per cent of its economic resources that was actually expended for the support of public elementary schools and high schools. It will be seen that this per cent may be taken as a measure of the effort put forth by the respective States.29 The several surveys made an effort to point out the financial ability of the State or unit surveyed to support schools, generally by showing their relative per capita of school attendance wealth as compared with other similar units, or citing comparisons of expendi¬ tures for school maintenance with expenditures for tobacco, bever¬ ages, automobiles, etc. Sources of present funds. — Public schools in rural communities receive their support largely from funds derived from the following sources: ( a ) Federal, ( b ) State, ( c ) local — county and school districts. Federal funds contributing to the support of schools in the sur¬ veys discussed herewith consist of forest-reserve funds, the Smith- Hughes funds, and royalties derived from the F ederal oil and mineral leasing act. Arizona, Colorado, and Utah all have large acreages. 29 Survey of Education in Utah. United States Bureau of Education Bulletin, 1926, No. 18. Pp. 398, 399. 450 BIENNIAL SURVEY OF EDUCATION, 1924-192 6 of Federal forest reserves. However, money received from this source constitutes only a small percentage of total receipts for ele¬ mentary and high schools in these States. Surveys of Colorado and Utah give definite information concern¬ ing Smith-Hughes appropriations for vocational education. In 1926 the State of Colorado appropriated $62,680 to match appropriations made by the Federal Government for expenditures for vocational education, in accordance with the provision of the Smith-Hughes Act, and $10,000 for administering and supervising the work. Dur¬ ing the school year 1924^25, Smith-Hughes subventions for vocational education were two-thirds of 1 per cent of the total receipts for the support of elementary and secondary schools of Utah. Another source of Federal funds for the support of schools is pro¬ vided by the Federal oil and mineral leasing act which provides that deposits of coal, gas, and other nonmetallic minerals in lands owned by the United States may, with certain exceptions, be leased to any association or individual for the purpose of exploiting the mineral products. The moneys received by the States are used for the support of roads and public schools. The Utah survey calls attention to the fact that of the 18 States receiving grants from the Federal leasing- act, in all but two States — California and Wyoming — the sums re¬ ceived have been of negligible importance up to the present time. In discussing this source of revenue the Colorado survey says : The interest of this act for Colorado lies in the possibilities of the discovery of mineral deposits of great value in the public domain located within the State which would thus become an important source of revenue to the State. It is not too soon to consider what should be the proper distribution of such a fund, and all those interested in education should see to it that the claims of educa¬ tion for a portion of it are properly presented to the legislature.30 The Utah Legislature in 1928 enacted a law devoting the entire proceeds of funds derived from the Federal oil and leasing act to the principal of the State permanent school fund. Wyoming de¬ votes 50 per cent of its revenue from this source to public schools, and is able from this fund to provide approximately $250 a year for every elementary-school teacher and $875 for every high-school teacher. State funds for the support of schools are derived chiefly from income from permanent school funds and school lands, appropria¬ tions, and taxes. Incomes from permanent school funds and school lands represent a small per. cent of the total revenues for public schools. Survey reports from Arizona, Colorado, Indiana (rural education survey committee) , Missouri, and Utah show that incomes from these sources varied from 1.4 per cent to 7.1 per cent of the total. 30 Financing of Public Education in Colorado. University of Colorado Bulletin, vol. 24, No. 6. P. 86. RURAL EDUCATION SURVEYS 451 In most of the States the major portion of the funds contributed by the States for the support of schools is derived from appropria¬ tions and taxes. The school laws of Arizona provide that the State shall levy a tax sufficient to raise a sum amounting to not less than $25 per capita for all children in average daily attendance in the common and high schools of the State. The Arizona survey shows than in 1922 this fund amounted to 24.2 per cent of the total revenue for the support of schools. According to the Colorado survey, prior to the passage of the Smith-Hughes Act of 1917 that State had never pursued any con¬ tinuous policy of making State appropriations for school support, and the only appropriation now made for common-school purposes is that necessary to receive and administer the Federal grant for vocational education under the provisions of the Smith-Hughes Act. Every State now makes appropriations for this purpose. The constitution of Missouri requires the State to set apart annu¬ ally not less than 25 per cent of the State revenue, exclusive of the interest and sinking fund for the support of the public schools. The survey of Missouri says in practice the general assembly sets apart one-third of the revenue for the support of public elementary and high schools. During the school year 1919-20 this appropriation amounted to 11.8 per cent of the total receipts for school support. The Utah survey shows that during the school year 1924-25 more than 31 per cent of the total receipts for the support of elementary and high schools was derived from State taxes. The only special appropriations made at the present time are those for salaries and wages, office expense, travel of and equipment for the State board of education, and appropriations to match Smith-Hughes subventions. The percentage of the total amount of school support (interest on permanent funds, appropriations, and taxes) derived from the State, as given in survey reports from Arizona, Mississippi, and Utah, are higher than in most States. These percentages are 28, 28.5, and 35.03, respectively. Support for schools is derived chiefly from county and local school districts. The county as a source of school support is increasing in importance in the country as a whole. Surveys of Arizona, Colo¬ rado, Mississippi, and Utah indicate that the county contributes a relatively large percentage of the total revenue for the support of public schools. In Utah where, in most instances, the school district is the county, approximately 59 per cent of the total revenue for school support was received from county district funds in 1924-25. The Arizona survey points out that, while Arizona has been regarded as a State in which the county is utilized as the chief means of local support, the tendency since 1913 has been to decrease the percentage of the total funds derived from county sources; this decrease is shown 452 BIENNIAL SURVEY OF EDUCATION, 192 4-192 6 by the following percentages: 39.8 in 1915 and 32.9 in 1922. The percentage of total revenue from county funds given in the Colorado survey report was 21 per cent for 1922 ; that given in the Mississippi report was 23.3 per cent for 1925. Surveys from Colorado, Indiana (General Education Board), Mis¬ souri, and Utah show that the chief burden of school support comes from the local districts. The percentages of the total given in sur¬ veys from each of these States were approximately 80, 90, 85, and 58, respectively. Recommendations. — The recommendations concerning finances made in the surveys deal chiefly with changes in the methods of apportioning State school funds, units of taxation, new methods of taxation, and equalization funds. All of the State survey reports and some of the county surveys recommend more equitable methods for distributing State school funds. In most of the surveys reviewed the basis for distribution is the school census. This method has long been regarded as unscien¬ tific. In discussing the methods that should be used the following quotation from the Colorado survey is reasonably typical of discus¬ sions on the subject found in other surveys : The general conclusion of educational authorities on this subject is that no single basis of apportioning school funds will prove to be satisfactory, just, and equitable if used singly and alone, and that the best results can be ob¬ tained only by a combination of two or more bases. A combination of the teachers-actually-employed basis with aggregate-days-of-attendance basis, to¬ gether with a distribution based upon the valuation, affords one of the best plans yet evolved for securing a just and equitable distribution of school funds. By using the number of teachers actually employed as a basis of apportion¬ ing school funds, recognition is given to one of the most important elements to be considered in conducting a school, namely, the qualifications and ability of the teacher. The higher the salary a district can pay, the better qualified teacher it can secure. Furthermore, this plan places a premium, on the em¬ ployment of a sufficient number of teachers to teach the children properly and serves as a strong incentive to provide an adequate teaching staff. Used as the sole basis of apportionment it would fail to place a premium on such desirable education efforts as increasing the attendance and lengthening the school term. Under the plan of apportioning school funds upon the basis of aggregate days of attendance the State pays communities for the actual numbers of pupils at school each day, with the result that a premium is placed both upon regularity of attendance and upon lengthening of the school term. It takes into consideration the various efforts which a community makes to secure these results. The State pays for each pupil in attendance and also for each day that the pupil has the opportunity to remain in attendance. If used alone this plan would give city schools an advantage over the small country districts by reason of the longer term of school and the much smaller number of teachers required for each 1,000 children. The use of the school census for the apportionment of State and county school funds should be abandoned in Colorado as soon as possible, and a RURAL EDUCATION SURVEYS 453 combination plan adopted providing for the distribution of funds on the basis of the number of teachers actually employed and the aggregate days of at¬ tendance and the valuation of the school district. It might be desirable for the State to pay a fixed amount for each teacher actually employed and then apportion the remainder of the State fund on the basis of aggregate attend¬ ance and assessed valuation. It would also be desirable to set aside a certain “ reserve fund or equalization fund ” before making the above apportionment to be used for the relief of those communities which have made the maximum effort allowed by law and yet are unable to meet the minimum educational requirements of the State.31 In each of the surveys larger units of taxation are recommended. It is generally agreed in most of the surveys that the State should bear a larger percentage of the cost of maintaining schools than is the present practice, and that the county as a unit for taxation and school administration should be substituted for the small school district unit in States where the county unit does not now exist. The Indiana survey (rural education survey committee) bases its recommendations for increasing the proportion of the burden of school support to be borne by the State as a unit upon the following two considerations : (a) The recommendation already made for the use of the income and inherit¬ ance taxes for school purposes, which would necessarily involve the State as a unit for the distribution of these revenues. (b) A consideration of the degree to which a larger use of the State as a unit for school revenue would reduce the inequalities of educational opportunity now afforded by the various school corporations of the State.32 The Missouri survey says that the county unit of taxation would help equalize the burden of support and the educational opportunity within each county, but this will have to be supplemented with State aid in order to equalize the burden of support and the educational opportunity among the counties. Surveys of Colorado, Indiana, Mississippi, Missouri, and some others say that the general property tax as the sole source of school revenue is condemned by authorities in the field of taxation. They recommend that it be reduced and supplemented by such newer methods of taxation as State income taxes, inheritance taxes, taxes on corporations, and severance taxes. The Colorado survey shows that more than 71 per cent of the local taxes come from farm lands, city real estate, livestock, and miscel¬ laneous personal property; corporations, banks, and manufacturers pay 24 per cent ; while taxes from intangible property constitute less than 2 per cent of the total. A study of the net income, reported by 31 Financing of Public Education in Colorado. University of Colorado Bulletin, vol. 24, No. 6, 1924, pp. 72, 73. 32 Report of the Indiana Rural Education Survey Committee. Indianapolis, Ind., 1926, p. 113. 454 BIENNIAL SURVEY OF EDUCATION, 1924-1926 individuals and corporations in Colorado making income tax returns to the Federal Government in 1920, indicates that millions of dollars of intangible property in Colorado are not being reached by the present system of taxation. Individuals securing incomes from sala¬ ries, professional earnings, and investments in securities go practi¬ cally untaxed. The Indiana survey (Indiana rural education survey committee) in addition to recommending a State income tax for school purposes suggests the diversion of a part or all of the inheritance tax into the common State school fund. The Mississippi survey recommends that luxuries and nonessentials be taxed for school purposes. The Porto Pico survey says that expansion of school facilities depends upon either tapping new sources of revenue, or making greater sacrifices, or diverting additional funds from present chan¬ nels, or some contribution resulting from these factors. The rural areas merit greater financial consideration than the facts indicate they have received in the past. The necessity of some type of State equalization fund is recognized in a number of the surveys. The Mississippi survey report says that the equalizing school fund in that State is essential and in course of time should be increased. The Missouri survey recommends that the amount of State aid be increased appreciably if not doubled. Three-fourths of the school revenues of the Philippine Islands are supplied by the insular government. The survey states that in 1920 the Philippines had a far sounder policy of distributing this aid than they have at present. It recommends that the 1920 rules be adopted until a special study of insular aids can be made. Such a study should take into account the effects of these aids in stimulat¬ ing local endeavor and in equalizing educational opportunity and educational tax burdens. For the purpose of equalizing educational opportunities in Utah the survey report proposes as the minimum program to be guaranteed to every child by the State, the cost of which is to be equalized by means of a State equalization fund, such a program as can be secured by expending for current expenses — for support and maintenance alone — $70 per child in average daily attendance. Three plans for financing this program are proposed, with preference given to plans 1 and 2. Plan No. 1. The simplest and most equitable way for equalizing educational opportunities and school burdens would be for the State to pay all the cost of the minimum program and to levy a State tax which would produce funds sufficient, when added to all other State funds, to pay all costs. RURAL EDUCATION SURVEYS 455 Plan No. 2. If Utah is not prepared to adopt a plan of complete State support or of having the State provide all funds except those required to meet the costs of capital outlay and debt service, it may, nevertheless, greatly improve its present situation by establishing, in addition to all existing State funds, a State equalization fund to be distributed in such a manner as to equalize revenues and dis¬ trict school burdens. In order to share in the State equalization fund, every district shall levy a tax of a rate equal at least to that which the wealthiest district will be obliged to levy to provide said district with funds which, together with the moneys received from the State district school fund and all other existing State funds, will be sufficient to pay the total cost of providing the minimum program in this district without aid from the equalization fund. The rate which this wealth¬ iest district levies becomes, in effect, a compulsory minimum tax rate to be levied by every district ,in the State. Plan No. 3. This plan proposed that one-half of the combined income of the land interest and rental fund and the State district school fund shall be apportioned among the districts on the basis of average daily attendance, and that the remaining half shall be set aside as an equalization fund to be apportioned among all districts which levy a tax of a minimum rate and are unable from the pro¬ ceeds of this tax and from all other State funds to provide for each child in average daily attendance an amount equal to the State aver¬ age expenditure per pupil in average daily attendance during the preceding year. This proposal is only offered as a last resort. BIBLIOGRAPHY OF RURAL SCHOOL SURVEYS REVIEWED Brogden, L. C. and others. A survey of the public schools of Lenoir County. Raleigh, State Superintendent of Public Instruction, 1924. 233 p. illus., tables. 8°. (North Carolina. Department of Education. Educational Pub¬ lication no. 73. Division of Supervision no. 17.) Burkholder, A. C. The schools of Caldwell County, Texas. San Marcos, Tex. Published by the Southwest Texas State Teachers College [1924]. 33 p. illus., diagrams. 8°. (The Teachers College Bulletin, vol. 13, no. 3, October, 1923.) Burnham, Ernest. A county study in rural education. Kalamazoo, Mich. Western State Normal School [1925]. 89 p., tables, diagrams. 8°. (West¬ ern State Normal School. Bulletin, vol. 21, no. 2 B.) Cavins, L. V. School survey of type counties of West Virginia. Charleston, W. Va., Published by State Department of Schools, 1923. 77 p. tables graphs. 8°. Clemson Agricultural College of South Carolina. Agricultural Department. Public school survey of Oconee County, South Carolina. Made by the Division of Education, the Clemson Agricultural College, in cooperation with the County Board of Education, Oconee County, June 1923. [Green¬ ville, S. C., 1923.] xix, 283 p. map, diagram. 8°. 456 BIENNIAL SURVEY OF EDUCATION, 1924-192 6 Colorado. State Teachers College, Greeley. Bureau of Educational Surveys. Report of the school survey and educational program for Fort Lupton, Colorado', school year 1924-1925. Greeley, Colo., The College [1925]. viii, 97 p. illus. tables, diagrs., front. 8°. (Colorado State Teachers College Bulletin, Ser. xxv, no. 3.) Davis, E. E., and Adams, F. J. A study of rural schools in Smith County, Texas. Austin, Tex., University of Texas Press, [1923]. 107 p. tables, map. 8°. (University of Texas. Bulletin no. 2339, October 15, 1923.) Francis, Thomas and Northup, E. M. Survey of the one-teacher elementary schools of Lackawanna County [Pennsylvania]. 1926. 23 p. tables, dia¬ grams, graphs. 12°. (Mimeographed.) Fulk, Joseph R. A study of the smaller elementary schools of Florida. Gaines¬ ville, Fla., University of Florida Teachers College. University Record, vol. 18, no. 4, February, 1924. 74 p. tables. 8°. Fulk, Joseph R. and others. A study of the Alachua public schools, Alachua, Florida. Gainesville, Fla., 1925. 100 p. tables. 8°. (University of Florida Teachers College. University Record, vol. 20, no. 1, June 1925.) General Education Board. Public education in Indiana. Report of the Indiana Education Survey Commission, prepared under the direction of the Com¬ mission by the General Education Board. New York, General Education Board, 1923. 304 p. tables (part fold.) diagrs., front., plates. 12°. Georgia. State Department of Education. The state-wide school survey of Georgia. 1924. ( In Fifty-second Annual School Report.) Indiana Survey Committee. Report of the Indiana Rural Education Survey Committee. Indianapolis, Ind., State Superintendent of Schools, 1926. 130 p. tables. 8°. International Institute of Teachers College, Columbia University. A survey of the public educational system of Porto Rico. New York. Published by Teachers College, Columbia University, 1926. 451 p. illus., maps, tables, etc. 8°. Manuel, Herschel T. and others. The Surface Creek survey. An educational survey of school districts 6, 9, 18, 22, 23, and 24, Delta County, Colo. 1924. 127 p. tables, map. 8°. McCracken, Charles Chester. Logan County and Bellefontaine, Ohio, school survey . . . 1923. Columbus, Ohio, F. J. Heer Printing Co., 1923. 66 p. tables, diagrs. 8°. Mississippi. Survey Commission. Public education in Mississippi; report of a study of the public education system, conducted by Prof. M. V. O’Shea, director . . . Jackson, Miss., Jackson Printing Co., 1925. viii, 362 p. 12°. Missouri. Department of Education. Facts concerning public education in Missouri. Report of the Missouri school survey . . . Issued by Charles A. Lee. [Jefferson City, The Hugh Stephens Press, 1924.] 139 p*. 12°. Philippine Islands. Board of Educational Surveys. A survey of the educa¬ tional system of the Philippine Islands, by the Board of Educational Sur¬ veys created under acts 3162 and 3196 of the Philippine Legislature. Manila, Bureau of Printing, 1925. xviii, 677 p. tables, front., plates, maps, diagrs. 8°. Pittman, M. S. and others. A rural school survey of Oakland County, Michigan. Ypsilanti, Mich., 1923. 64 p. tables, graphs, 8°. (Michigan State Normal College, Department of College Extension. Bulletin no. 1, 1923.) Sears, Jesse B. Marysville union high school. A report of an investigation of the physical needs of the school and of a plan for financing the proposed program of development. Published by Board of Education. Marysville Union High School, Marysville, Calif. [1925] 51 p: tables, graphs. 8°. RURAL EDUCATION SURVEYS 457 Shriber, Joseph H. and Hopkins, L. Thomas. Improving rural school instruc¬ tion and supervision in Colorado. Boulder, Colo., Published by the Regents of the University of Colorado [1924]. (Bulletin of the University.) Sowers, Don C. Financing of public-school education in Colorado. Boulder, Colo., Published by the Regents of the University of Colorado, [1924]. 93 p. tables, diagrams, 8°. (University of Colorado Bulletin, vol. 24, no. 6, June, 1924.) Tennantt, J. L. and Davis, E. E. A study of rural schools in Runnels County, Texas. Austin, Tex., University of Texas press, [ 1924f] . 95 p. illus., diagrams, map. 8°. (University of Texas Bulletin no. 2426, July 8, 1924.) Texas. Educational Survey Commission. Texas educational survey report. Austin, Texas, State Librarian, 1925. 8v. 8°. Contents : v. 1, Organization and administration, by George A. Works and others ; v. 2, Financial support, by B. F. Pittenger and G. A. Works ; v. 3, Secondary educa¬ tion, by C. H. Judd ; v. 4, Educational achievement, by Paul J. Kruse and others ; v. 5, Courses of study and instruction, City schools, by Margaret E. Noonan, Country schools, by O. G. Brim, Reading in the upper grades, by C. T. Gray ; v. 6, Higher education by L. D. Coffman, and others ; v. 7, Vocational education, Agricultural education, by N. E. Fitzgerald, Home economics education, by Stella Palmer, Trade and industrial education, by B. W. Johnson ; y. 8, General report by George A. Works. Tupper, C. Ralph. A survey of the Arizona public-school system. [Phoenix, Ariz.], Gazette Job Printing Co., 1925. 112 p. 8°. See also Arizona Teacher and Home Journal, for February, March, April, May, and June, 1925.) United States. Bureau of Education. Survey of education in Utah. Washing¬ ton, Government Printing Office, 1926. xiv, 510 p. tables, diagrs. 8°. (Bulletin, 1926, no. 18.) University of Tennessee. Survey of Union County, Tennessee. By B. O. Duggan and others. Knoxville, Tenn., University of Tennessee Press, 1924. 48 p. 8°. (University of Tennessee. Extension series, vol. 1, no. 2.) Wisconsin Teachers Association. Building Survey Committee. Report on rural school survey. Madison, Wis., 1925. 37 p. illus., tables. 8°. (Bulletin, November, 1925.) Wright, Edgar E. and Whitney, Frederick L. A survey of the Rustad consoli¬ dated school. Moorhead, Minn., 1923. 31 p. tables, diagrams. 8°. (Moorhead State Teachers College. Bulletin, Series 19, no. 2, July, 1923.) • ■ H ' I . A ? CHAPTER XIV THE PARENT-TEACHER ASSOCIATIONS I. History and Progress of the Parent-Teacher Movement By Maegaretta Willis Reeve President, National Congress of Parents and Teachers Thirty years ago a woman, a mother, a student of childhood, con¬ ceived the idea of parenthood as a profession in which the united efforts of individuals would make for progress as surely as they do in medicine or the law. The Congress of Mothers, which Alice McLellan Birney had founded in 1897, adopted parent-teacher cooperation as part of its program. This line of development became at once so popular that for some years it almost overshadowed the original purpose of the organization — the training of parents in the care and understanding of little children. In 1920 there were in this country fewer than 200,000 members, in some 38 State branches of what is now called the National Congress of Parents and Teachers. In 1926 more than a million men and women are active members, in 47 States, the District of Columbia, and the Territory of Hawaii.1 To hold together around one central idea, that of the welfare of children, such a vast organization and assure its efficient functioning, it has been necessary to formulate definite principles and to create and maintain certain standards by which the groups formed may measure themselves and may test their adherence to those standards. Many independent local organizations exist, without affiliation with the national organization, using the same or similar names and doing in many instances excellent work, but carrying out no nation-wide policy and supplied with no program of service other than that which they may evolve to meet local conditions. Their activity depends entirely upon the quality of local leadership. From this source has come much of the interference with school politics and administra¬ tion credited to the associations belonging to the national movement as a whole; and much of the opposition with which it still occa¬ sionally meets is due to the unguided efforts of these isolated groups, whose zeal has not been tempered by experience and study. 1 See table, p. 477. 459 460 BIENNIAL SURVEY OF EDUCATION, 1924-1926 As a knowledge of the system is necessary to a full understanding of the work of this educational auxiliary, the conditions under which the national organization operates may be briefly summarized as follows : (1) The annual convention has all power over the conduct of the organization and is a delegate-voting body representing the 49 branches. (2) The board of managers (composed of officers, State presidents, and the bureau managers and committee chairmen whom they elect) is authorized by the convention to carry on its work between the annual meetings, and must report annually to the convention. (3) The executive committee is the servant of the board of man¬ agers and performs for it such duties as the board may assign to it, reporting to the board and the convention and having no independent authority. (4) The State branch is the representative of the congress in the State and is pledged to carry out the objects and policies of the national organization. (5) The district organization is the representative of the State branch in the district and is therefore pledged to carry out the State and National objects and policies in its territory. (6) The cownty council represents the State branch in the county and carries the congress work to the individual members in every locality. (T) The local association unites the members for carrying out the plans of the congress and for the promotion of the welfare of the children in the community. (8) The individual member belongs directly to both the State and the National congress and is responsible for the attainment of its objects. The value of the National Congress of Parents and Teachers as a channel for the dissemination of the information possessed by the various welfare agencies operating under its auspices lies in the fore¬ going system, whereby time and effort are conserved, and the policies adopted by the representative assembly determine the program of the organization and are carried down through State, district, county, and local sections to be put into operation by the individual member. In the educational scheme the parent-teacher movement holds a place occupied by no other group, uniting as it does the home, the school, and the community around a common object of interest, in a meet¬ ing place which is equally the property of all citizens. Many power¬ ful agencies are working for the schools, but the parent-teacher association alone operates in and through them and enlists the active interest of all parents and of all those who, having no children in PARENT-TEACHER ASSOCIATIONS 461 school, are yet concerned for the well-being of the community which the boys and girls will so soon control. As this group of men and women has advanced in its experiment, it has drawn certain clear outlines within which its activities can function to the best advantage. Here are found given units, organ¬ ized for a specific purpose, with direct, dynamic power proceeding from a central station. Here also are varied types of educators — fathers, mothers, grandparents, teachers, citizens, in all walks of life and representative of well-nigh every business and profession; not scattered throughout communities, to be reached individually through whatever channel circumstances may make available, be it press, pulpit, or fraternal organization, but drawn to one center, and by the fact of their assembly there, demonstrating their common interest in the idea on which the organization rests — that all forces of the community, without regard to creed or condition, have one mutual concern, the building by high standards of measurement of the children who are to be the citizens of to-morrow. There are certain specific objects to be striven toward for this one common purpose, and there are many which are optional and should be considered only in connection with local conditions. Into these two divisions falls the work of the various committees and bureaus which promote the objects of the congress — program activities vital to any movement which has for its object the real welfare of the 17836°— 28 - 30 462 BIENNIAL SURVEY OF EDUCATION, 1924-1926 average child ; for the congress does not take as its responsibility the care of the subnormal, the abnormal, or the child who is physically defective, save as it may direct to that child the attention of the agency specializing in its care. First comes the group covering the hygiene of the coming genera¬ tions. The foundations of sound physical health must be laid in the earliest years, and to this end the congress has created several com¬ mittees with a special relation to preschool health, both mental and physical, first reaching and teaching the parents of children under school age. Mothers as well as fathers need this education, for motherhood, though it may bring the instinctive desire to protect the young, must in the human race rise higher than in the brute creation and must add intelligence to instinct; and intelligence presupposes recognition of ignorance and a resolve to overcome it by mental activity. Then the child of grade-school age is considered — his physical foundations, his exercise, sleep, food, clothing, and the relation of the home to the health program of the school in which he spends so many of his waking hours. Beyond this is another step — the high- school age, with its new and more difficult situations, into which must enter the study of social hygiene, with its modern outlook toward preventive measures and the making of good parents in these early years through the development of the children into healthy men and women. Along these lines the program has been completed by the addition of a strong committee on mental hygiene, headed by a nationally known psychologist, and by the creation of a bureau of child development under which all the forces working for the health of the child are combined into one center, from which information may be broadcasted and where those who seek advice may find it in literature, in conferences, or through personal communication with the experts who are directing the committees. The second line of activity which is based upon a fundamental need is that which concerns itself with the creation of the means whereby this many-sided group may function and may avail itself of the contributions made by scientific research. As a rule the findings of the experts creep into public consciousness through the press, through conferences, and by personal word. It is, therefore, neces¬ sary to have standardized groups in constant touch with sources of supply, through which this knowledge so carefully gathered may be made to serve those who most need it in their business of parenthood, of teacherhood, or of citizenship. These groups have increased to the number of approximately 18,000 — a small leaven, it is true, but bearing within it the power to leaven eventually the whole lump. The preschool circle is the focal point of the work of the congress, and upon it is laid increasing emphasis. In response to the demand, PARENT-TEACHER ASSOCIATIONS 463 this type of organization continues to multiply, and a carefully planned program, supported by material for reading and study, is one of the latest developments. In this activity most valuable assist¬ ance has been rendered by the United States Bureau of Education through the preparation of home reading courses and bibliographies dealing with this age, and by the publication of a pamphlet by Dr. James F. Kogers entitled “ Is Your Child Heady for School? ” The success attending these groups led to a request for their exten¬ sion into the more advanced stages of child study and the supplying of material and outlines and a plan of organization for the parents of children of grade school and of high-school age. It is recommended to the groups that they meet weekly for study and monthly for the interchange of their conclusions and the discussion of common prob¬ lems — a plan which is meeting with pronounced success, as it makes possible an intimate consideration of personal experiences in the small circle and also presents the child against the larger background of the community in which the home training will largely determine his standing. The grade-school associations of parents and teachers, when rightly conducted, have so clearly demonstrated their value that the demand for the movement has come from junior high schools, high schools, and even colleges, and the past two years have seen a remarkable development in these directions, notably in the high school, where the parent -teacher student method of organization has made the work increasingly popular with both teachers and students. Fine recrea¬ tion programs, both indoor and outdoor, higher social standards, and the cooperation of the parents in keeping boys and girls in school throughout the four years of the high-school course are some of the outstanding results of this extension of the movement. The general neglect of definite religious training among the chil¬ dren of America led to the study of the possible advantages of co¬ operation between parents and the spiritual instructors of their chil¬ dren, by means of parent-teacher associations in churches, with results which make it evident that the need is as urgent in that re¬ spect as it is in the field of secular education. A form of organiza¬ tion suited to conditions was prepared, a committee was appointed to promote the formation of these groups, and notable success is being achieved, though, due to the comparative scarcity of able leaders in this line, the progress is slower than that of the other school units. These are the major groups through which this idea of the educa¬ tion of the whole child, mental, moral, and physical, in all his rela¬ tionships, in home, school, church, and community, finds expression. In addition to those mentioned in detail, any group interested in any phase of child welfare finds here its logical affiliation. Mothers’ 464 BIENNIAL SURVEY OF EDUCATION, 1924-1926 clubs, fathers’ clubs, home and school associations, and school im¬ provement or community league are all included in this assemblage of the lovers of childhood. Some begin on closely restricted lines, doing good work so far as they go ; and as the larger view is more fully grasped, the larger field is entered. The activities of the associations have enlisted the interest of the colleges, universities, and normal schools to a marked degree, and their requests for information regarding the scope and methods of the movement have been met with. Commencing with Columbia University, credit courses, rang¬ ing in duration from two to six weeks, have been placed in the State universities of Florida, Georgia, Kentucky, Tennessee, Vir¬ ginia, and West Virginia, and in the colleges of Colorado, Michigan, New Mexico, Ohio, South Carolina, New Hampshire, and West Vir¬ ginia. The courses, occupying two or three weeks, were given as parts of courses on new movements in education or on community activities, and wTere well attended. In all instances the repetition of these courses has been requested by the summer schools. In addition to the foregoing credit courses, short courses, one week in length and carrying no credit, were given in the State universities of Arizona, Indiana, Missouri, and Ohio; in colleges in Alabama, Arizona, Missouri, New Jersey, New Mexico, North Carolina; and at Lake Chautauqua, N. Y. Institutes of from two to five days were placed in Alabama, Louisiana, Michigan, Mississippi, New Jersey, North Dakota, and in Cornell University, making a total of 41 units in 22 States. The outlines used in these courses have been carefully developed by trained educators, and the instructors are qualified teachers fully equipped to serve on any faculty. The courses were for the benefit of teachers, many of them working in rural schools and aware that only through the aroused interest of the parents could they hope to secure adequate equipment for their difficult task. But some of the universities and colleges were able, under their regulations, to open the instruction to members of the parent-teacher organization of the State, and the institutes were especially planned to train leaders and organizers, dealing chiefly with problems of method and of administration and with the con¬ struction of programs of work. Within the past two years two special projects have been origi¬ nated and successfully developed in connection with the two major lines of activity just mentioned. As they are both of an educational nature, it may not be amiss to outline them here, as both come within the period covered by this report. 1. A few years ago Delaware was faced by a serious school situa¬ tion and no response could be secured from the general public. A group of prominent citizens organized to promote a school-building PARENT-TEACHER ASSOCIATIONS 465 program, and, after considering many agencies, approached the president of the State Congress of Parents and Teachers with a request that she undertake the formation of a parent-teacher associa¬ tion in every school in the State, with the object of placing before the public the educational needs of Delaware. At the end of four years, organization had been effected in about 90 per cent of the schools, and the new building program had been carried out. The National Congress of Parents and Teachers, seeing in this successful experiment an interesting possibility, decided to inaugurate a similar movement under different conditions, financing it, not by private means but from the congress treasury. A State was to be selected in which educational conditions were not satisfactory and an intensive campaign was to be conducted in two or three counties, in order to demonstrate the effect, of organized parent cooperation upon the rural school, following to some extent the examples set by the American Child Health Association when it placed its model health centers in five widely differing States. At the meeting of the rural section of the National Education Association, in 1924, the story of Delaware was told. It elicited an immediate response. The superintendent of public instruction of North Dakota suggested her State as an excellent field, as it presented the problems of immense distances, a large foreign popula¬ tion, and entire lack of public support throughout the vast rural sections. The national chairman of rural life, Mrs. John B. Cleaver, who had conducted the Delaware campaign, was placed in charge of the project, and, at the request of the State superintendent, was sent to North Dakota, wThere she laid the plan before the annual meeting of county superintendents, at which time it was hoped that two or more might suggest the placing of the experiment in their counties. Instead of 1 or 2 counties, 21 requested the demonstration, and as it was impossible under those circumstances to make a selection, it was decided to change the movement from an intensive to an extensive one and include all the 53 counties of the State. Believing that in work of so funda¬ mental a character, a five-year program should be supported in order to assure lasting results, the congress agreed to appropriate annually for this period a sum not to exceed $2,000, this amount to be sup¬ plemented by stenographic service, postage, and such motor trans¬ portation as might be available, contributed by the State department of public instruction. In cooperation with the State superintendent, who was appointed vice chairman of the project, the following aims were outlined : The organization of 10 per cent of the schools of the State by December 31, 1925; 50 per cent by December 31, 1926; 75 per cent in 1927 ; 90 per cent in 1928 ; and 100 per cent in 1929. The 466 BIENNIAL SURVEY OF EDUCATION, 1924-1926 national congress made a complete survey of the State and local conditions; conducted training classes for leaders; placed the project before county and local superintendents; arranged for such support as the State branch was equipped to give; and placed two national organizers in the field to work under the direction of the State superintendent. An astonishing record of achievement followed, often under the most trying conditions. Within six months the 10 per cent quota for the first year had been passed by every county, and one had the distinction of 100 per cent organization of its schools. In April, 1926, nine counties had passed the 50 per cent mark, six months ahead of schedule, and 31 per cent of the schools had secured parent-teacher cooperation. The following list sets forth some of the results as reported by the county superintendents : 1. Terms of schools lengthened. 2. School attendance improved. 3. System of uniform textbooks established. 4. Improvement in schoolhouses in sanitation and apparatus. 5. New school buildings erected. 6. Schools standardized. 7. Playground equipment purchased. 8. Instruments purchased for the schools. 9. Library books and pictures purchased for the schools. 10. School grounds beautified. 11. Warm noon lunch served. 12. Milk provided for underweight children. 13. Dental clinics established. 14. Physical examination of school children, and remediable defects cor¬ rected. 15. Cases of tardiness lessened. 16. Junior banks organized. 17. Picture shows censored and supervised. 18. Reading rooms sponsored. 19. Health crusades sponsored. 20. Scholarships created. 21. Standard of home life raised through child study. 22. Friction in community eliminated. 23. A friendly relationship between parents and teachers established, thus making discipline easier for teachers, and creating a stimulus for better work among students. . 24. The moral standard of the community improved. 25. Parents visit school, becoming acquainted with modern methods of education and curriculum. 26. Phases of child amusement and recreation in community improved. 27. Night schools established. 28. Splendid work accomplished in Americanization. 29. Community halls built. 30. More students finish eighth grades and' high schools. 31. Kindergartens established. 32. Equipment for school lunches purchased. 33. As a whole, the parent-teacher association acts as a socializing and educating project in any community. PARENT-TEACHER ASSOCIATIONS 467 The demonstration attracted widespread attention, and in its second year the State Department of Education of Nebraska re¬ quested the extension of the work to that State, where it will be inaugurated early in 1927. This application was followed by one from Mississippi, and that in turn by a similar request from Wyo¬ ming. Mississippi will be the next State in which the demonstration will be placed, as it offers problems widely differing from those of the Northwest. One of the chief objects of the movement is to show the universal application of standardized parent-teacher co¬ operation, and its accompanying training of every individual parent and teacher in their relation to the individual child. 2. The second project undertaken by the national congress is that known as the summer round-up of the children. This is a move¬ ment to send to school in the first grade a class of children 100 per cent free from remediable defects, through the enlistment of the interest of the parents to secure a physical examination in May, carry on through the summer the necessary corrective work, and hold a second examination in September to determine to what extent these corrections have been made. The foregoing project was under¬ taken in the belief that the home can make to the school no better contribution than that of a child ready to be taught, and that upon the parents, and not upon the school system, rests the responsibility for the health of the children. Since the health authorities in their campaigns have met with opposition or indifference in a large per¬ centage of homes, it was thought that the community spirit engen¬ dered in the parent-teacher association by the common relation to the school and the absolute democracy of the movement might suc¬ ceed where the State or the city failed, and that by getting behind the parents, as one might say, and urging them toward the health authorities, much more rapid progress might be made, since if each community, each school district, could take care of the health con¬ ditions connected with its own particular school, the national problem would soon reach a solution. The preschool child was selected for this experiment, since the entrance into school for the first time marks a distinct turning point in a child’s career and a special appeal may be made to parents at this period. Also, if the parents are aroused to the need for preventive and corrective measures at this early age, they are likely to carry the same interest up through the family, a fact which has had ample demonstration in this interesting project. The first round-up was begun late in the summer of 1925, and with only six weeks in which to organize and carry out the plan, its importance and its success were fully demonstrated, and its results were ac¬ corded widespread attention by educators and health authorities all 468 BIENNIAL SURVEY OF EDUCATION, 1924-1926 over the country. Preparations for the second round-up were made in the fall of 1925. The material was distributed in ample time for use on May Day, which was selected as the opening day of the cam¬ paign because of its already established recognition as child health day, and by June 1 more than 1,300 associations, affecting approxi¬ mately 50,000 children, had registered their intention of carrying on the campaign. In the fall, of 1925 the Elizabeth McCormick Memorial Fund, which from the first showed the keenest interest in the undertaking, tabulated a group of 1,159 health reports which were correct in every detail for that purpose, with the following results, which are interesting in that they illustrate conditions, not in the slums of a great city, not in a selected “ problem ” neighbor¬ hood, but in a great cross section of the average American home, in which the child who is not evidently ill is considered well or well enough. In a group of 1,129 children from 11 States, ranging from en¬ trants to a rural school in a class of 9 to a city round-up of nearly 400, were found 2,693 defects — an average of 2.4 per child. Thirty- three children rated 100 per cent. Vaccination was absent in 501; 482, or 42.6 per cent, had carious teeth; 477, or 42.2 per cent, had bad tonsils; 335, or 29.6 per cent, had adenoids; 229, or 20.2 per cent, had gland trouble; 718, or 68.7 per cent, were underweight. Only 80 rated over 90 per cent in general condition; 162 rated from 80 to 90 per cent ; and 291 were under 80 per cent. Other defects listed included throat, eyes, ears, feet, spine, skin, lungs, heart, and about 18 other counts, as listed in the examination blank approved by the American Medical Association. It is as an auxiliary and not as a substitute that the parent-teacher association desires to serve. The summer round-up of the children is not an effort to secure such an exhaustive examination and diag¬ nosis as belong in the province of the specialist. Its aim is to send to school in the first grade a class as free as possible from those handicaps which, if neglected, will result in absences from school in the most important opening months of the term, or in the inability of the pupil to do the work required — such handicaps as dull hear¬ ing, imperfect vision, infected tonsils, adenoids, carious teeth, skin eruptions, bad scalp conditions, faulty posture, malnutrition, and heart trouble. All these defects save the last two are readily curable in the three months allowed, and if the medical inspection reveals diseased heart or lungs, defective nerves or nutrition, and the child is placed by its parents under treatment in May, it will either have improved sufficiently in health by the 1st of September to be able to do efficient work, or the discovery will have been made that the school room is no place for it until the handicaps have been removed and it may enter the race with a fair chance of success. PARENT-TEACHER ASSOCIATIONS 469 The plan which proved satisfactory in 1925 is being followed in 1926, with such improvements as experience has suggested. In February a letter was sent to the president of every State branch of the congress requesting active cooperation and the reprinting in the State bulletins of the “ Call to the Campaign,” which went out in the official magazine, Child Welfare, with the requirements, the first of which was the registration of every entering association with the State president. On the receipt of these registrations at the campaign office there were immediately forwarded to the asso¬ ciations a first report card, a sample examination blank, the Baldwin- Wood weight-height-age table, and a “ broadside ” containing some supplementary information, and nine “ stories ” outlining different successful methods developed by local groups, ranging from the rural school with half a dozen entries to the city school with 50 or more. The first report card contains the following brief question¬ naire to be filled out and returned at once to the campaign office : A. Name of association - , City - , State _ B. Paid membership in national congress as of January 1, 1926, _ C. Name of president, - D. Name of local campaign director, _ E. Type of school _ , City - , Town - , Rural _ F. Total number of pupils enrolled 1925-1926, _ G. Approximate number of children expected to enter first grade, 1926, _ (Secure signature of superintendent or principal for F and G.) On receipt of this report the office sends to the association the number of examination blanks required for the class, an adequate supply of the tables and broadsides, some excellent material to be distributed to the mothers of the children, and a second report card to be returned to the office after the second examination, before October 1, on which these questions appear: How many children were reported in May survey? _ How many of their parents were members of the parent teacher asso¬ ciation ? _ How many children reported for the May examination? _ Date of May examination - Date of September examina¬ tion _ A. How many children have entered your first grade? _ B. How many passed 100 per cent health test in May examination? _ C. How many passed 100 per cent health test in September examina¬ tion? _ D. Number of remediable defects discovered in May examination. _ E. Number of remediable defects corrected as a result of the cam¬ paign. — F. Percentage of gain, based on number of defects corrected before opening of school as compared with number found in May round¬ up. — G. Class percentage in health as of September, 1926. _ „ 470 BIENNIAL SURVEY OE EDUCATION, 1924-1926 To stimulate interest in the new undertaking a well-known publi¬ cation offered $500, in 1925, to be awarded in three prizes, $250, $150, and $100, to the three associations securing the best results and out¬ lining the most constructive plans for the local round-up, the methods employed, the community cooperation secured, and the results at¬ tained. Owing to the tremendous increase in registration in 1926, the prize money has been divided into five awards, ranging from $150 to $50, and is offered by the National Congress of Parents and Teachers. The money is to be expended for the health program of the school, according to the decision of the teachers and the parents in the association. The United States Bureau of Education has lent every possible assistance, sending out letters to every State superintendent and commissioner of education, and to about 14,000 county and city superintendents, asking their active support of the movement. It also contributed a poster which attracted much attention. The chief of the Children’s Bureau has sent a letter to the heads of all State departments of health requesting their cooperation, and supplied valuable educational material for distribution to parents. The American Medical Association revised the examination blank in 1925, printed and presented to the campaign 10,000 copies of the Bald win- Wood tables, and for the spring of 1926 printed and pre¬ sented 50,000 examination blanks. The National Education Asso¬ ciation has given wide publicity to the movement through its official journal. The highest praise is also due to the doctors, dentists, Public Health and Bed Cross nurses, and to the State departments of health, for the fine spirit of cooperation shown and for the free service so gener¬ ously rendered both in the examination clinics and in the follow-up work throughout the summer. This project, having proved its practical value, has been made one of the permanent activities of the National Congress of Parents and Teachers, and it is hoped that in time it will be possible to extend it into all the grades and through the high school. As a direct result of the Conference on Home Education, called by the United States Commissioner of Education, Dr. Jno. J. Tigert, in Minneapolis, in connection with the 1924 convention of the con¬ gress, and the interest developed therefrom, the congress created the following year (1925) a Bureau of Education Extension, as a clear¬ ing-house for the committees on home education, illiteracy, school education, and Americanization, or, as we now term it, citizenship. This bureau also serves as the vehicle for putting into practice the program agreed upon by the committee on home education represent¬ ing the United States Bureau of Education, the National University Extension Association, the American Library Association, and the PARENT-TEACHER ASSOCIATIONS 471 National Congress of Parents and Teachers, a combination of in¬ terests which was effected as a result of the conference on home education previously mentioned, and whose objects are to further the continuance of education among adults (1) by means of graded reading courses suited to those desiring to supplement a high-school or grade-school education, as well as to those seeking college credit; (2) through the presentation of university extension courses adapted to similar groups; (3) by extension of the library system, especially in rural sections, and the formation in libraries of reading circles where there may be a demand for opportunity for discussion; (4) by stimulation among the people of active interest in advanced educa¬ tion and the establishment for them of the contacts which will assist them to secure it; and (5) by the organization in each State of a committee to correspond with the national committee for the pro¬ motion of this program. In response to the growing demand for the closer correlation of the various activities of the organization, the National Congress of Parents and Teachers has in the past two years created four more bureaus: Publicity, under which 12 sectional managers cover the United States; service, entirely devoted to the collection, selec¬ tion, and preparation of various types of programs for parent- teacher associations in grade schools, high schools, and colleges, including topics for discussion, references, and bibliography; child development, which centralizes the committee work on mental and physical hygiene, recreation, and home conditions; and rural life, in which experts on rural homes, schools, health, recreation, and parent-teacher organization adapt the general congress program to the requirements of country life and community cooperation. Recent developments in the department of public welfare include : 1. Citizenship. — The adoption of a definite two-year program on two major points, ( a ) reaching the average citizen through the par¬ ent-teacher association and urging the duty to vote, thereby possibly improving conditions instead of lamenting them; and (b) through the same channel reaching the foreign-born parents, and by means of the universal appeal of interest in the child drawing them into community relationships and securing their more rapid Americanization. 2. Juvenile protection. — The change of the name of this commit¬ tee from that of Juvenile Court and the inclusion in its greatly broadened program of emphasis on preventive measures, bringing before the citizens of the various communities, through the parent- teacher meetings, their responsibility for juvenile delinquency, and for its remedy by means of proper recreational facilities, clean motion pictures, the suppression of vicious literature, and the improvement of home conditions. 472 BIENNIAL SURVEY OF EDUCATION, 1924-1926 3. Legislation. — The inclusion of an active educational campaign on the subject of the child labor amendment, to remove the false impressions conveyed in the efforts to defeat it; the support of the Sheppard-Towner and Sterling-Reed bills; and especial emphasis on the promotion of law observance in home and school, beginning in the early years and continuing throughout the lives of both children and adults. 4. Motion pictures. — The establishment of a monthly review serv¬ ice, through the official magazine, of pictures suited to juveniles, to the family, or to an adult audience only; the promotion of the use of films in school by means of the installation of the requisite machinery where the school boards are unable to meet this expense; and the encouragement of the use of the nontheatrical film in locali¬ ties in which the commercial exhibitor either can not or will not secure decent pictures for his theater. 5. Recreation. — The creation of a separate committee on this important activity, under the direction of a national expert who has prepared and put into circulation a constructive program applicable to communities of every type, and covering play for all ages, in home, school, and community, supplying material and an extensive bibliography from the great national organization in which he is an official and which is a cooperating ally of the congress. 6. Safety. — The development of a special program, again utiliz¬ ing the central idea of the round-up — that if each district would make itself what it ought to be, the country at large would wake up some morning to find itself in a very satisfactory condition. Through the cooperation of the education division of the National Safety Council, three surveys were prepared and published in the official magazine, on “ Safety in the Home,” “ Is Your School Safe?” and “ Community Safety,” a page of clear, definite information accompanying a page of practical questions which can be answered by any man or woman of average intelligence and which cover every necessary point. This material was reinforced by an admirable Pageant of Safety, prepared for parent-teacher groups, which has been presented in practically every State in the Union. The func¬ tion of the congress here is to promote all-the-year-round safety, culminating in the celebration of safety week, but beginning again the next day with its continuous efforts to safeguard the child where- ever he may be found, whether in home, school, or community. There has also been a close correlation of safety with citizenship. The National Congress of Parents and Teachers has representation on the National Safety Conference, headed by Secretary Hoover, and on the National Safety Council, by reason of these projects and the opportunity which it offers here as in other instances for PARENT-TEACHER ASSOCIATIONS 473 conveying a plan of action directly and without loss of time to a group of people already organized and ready to put it into effect. In the period covered by this report two new committees have been added to the department of education. The object of the com¬ mittee on art is to promote the study of art in its application to home, school, and community, in order that the teaching of art in the schools may be led up to, and later supported by, the apprecia¬ tion and expression of art in the home, beginning in the earliest years. An important contribution to the study of art has already been made by this committee in the shape of a pamphlet on “ Pic¬ tures in Home and ^School,” prepared by four national experts, which, supplemented by a paper by Dr. Frank Alvah Parsons, chair¬ man of the committee, on art, education, and life, has already run through two editions and is being ordered in quantity by art direc¬ tors in schools, one city system alone using 5,000 copies. The purpose of the committee on music is defined as follows : (1) To promote more and better music in our schools, homes, and communities; (2) to endeavor to bring to every child the oppor¬ tunity to study, understand, and appreciate good music; and (3) to impress parents with the genuine influence for good which music exerts in character building. The parent-teacher associations are encouraging the formation of groups of mother-singers ” ; are supplying musical instruments, where there are no means of securing them, for school orchestras; and are sponsoring the introduction of folk-dancing with its accom¬ panying appreciation of the music of other countries. The congress continues to lay emphasis upon humane education as a powerful factor in character training, and also carries forward the extension of kindergartens in the public schools through the educa¬ tion of parents in the need for this valuable instruction of the pre¬ school child. A third forward step, which is an outgrowth of the Summer Round-Up, is the addition to the work of the illiteracy committee of the congress of a movement to secure through the action of the local parent-teacher association the presence in school of every child of school age, by means of (1) a survey of the district ; (2) an educa¬ tional campaign directed toward the parents, in order to prove to them the financial loss they as taxpayers suffer through the absence of children from school; and (3) the promotion of open discussions on the value of education to the wage earner, whether in business or professional life. In connection with this the congress is laying special emphasis on the establishment and maintenance of student loan funds and schol¬ arships, to be provided not only for the graduate from high school 474 BIENNIAL SURVEY OF EDUCATION, 1924-1926 who desires to attend college or technical school, but also for the boys and girls who, often from the lack of a small sum of money, are obliged to drop out of high school or even from the upper grades. Owing to the strategic position of the parent-teacher association, with its close relation of patrons and faculty, such emergencies are discovered and met ; and practically all State branches, and in addi¬ tion many city councils and local associations, are operating one or both of these funds, unobstrusively but none the less effectively. The committee on school education has added a special program, with the slogan, “ Know Your School,” to cover the entire year. For this a carefully prepared questionnaire has been made ready for the opening of the school year and will be distributed throughout the 49 branches of the congress, resulting, it is confidently expected, in greatly increased appreciation on the part of the general public of the schools, the teaching force, and the responsibility of the com¬ munity for the quality of both. In the department of home service, in addition to the regular activities of its committees on home economics, social standards, standards in literature, and thrift, special progress has been noted in the past two years on the following lines : In the section devoted to children’s reading, cooperation has been established with the American Library Association, which has ap¬ pointed a special committee for the purpose. Sarah B. Askew, of the Public Library Commission of New Jersey, chairman of the national committee of the congress, prepared an exhaustive program for the encouragement of reading, of which 25,000 copies were dis¬ tributed in 1925. A similar program has been prepared for use in 1926. Definite steps have been taken for the promotion of traveling libraries in rural sections and for the encouragement of the placing of libraries in schools unable to secure them, as a legitimate function of the parent-teacher .association. There is a marked increase along the line of home education within the organization, due to the more intensive specialization of the work of the congress in training for parenthood, and in developing the closer cooperation of home and school. The creation of a committee on study circles for parents of children of grade and high-school age, as supplements to those for parents of preschool children already flourishing to a marked extent, and the publication in the official magazine of carefully prepared study programs based upon books recommended in the home reading courses of the United States Bureau of Education, have been to a great degree in direct response to the demand for home education which has arisen from the interest created by programs of definite practical value at meetings of parent- teacher associations. The plan for the study circle has been pre- PARENT-TEACHER ASSOCIATIONS 475 viously outlined. The connection of the circle with the parent- teacher association offers unusual facilities for the development of the parents’ interest in the school, and in the conditions there which the child must be equipped to meet, which in turn affect his attitude in the home. In response to a widespread demand a committee on spiritual training has also been created and placed in this department. It is to be under the direction of representatives of the Protestant, Catholic, and Jewish faiths and will offer outlines adaptable to the needs of any sect, the special emphasis being laid upon the necessity for the religious element in child training and for intelligent instruc¬ tion on spiritual as well as on secular lines. This committee will be prepared to function within the coming year. In the department of health mention has already been made of the major project, the summer round-up of the children, and of the creation of the committee on mental hygiene. The committee on physical education has discovered and is endeav¬ oring to meet three new needs in its field as related to the National Congress of Parents and Teachers: (1) The presentation of a prac¬ tical system for securing and maintaining the “ positive health ” of the mother in the home and the teacher in the schoolroom, in the belief that this has a direct bearing on the mental and physical well¬ being of the child in contact with both; (2) an active campaign to assure the right type of athletics for the adolescent girl; and (3) the stressing of a school and community method of competitive sports which will give opportunity for the physical development of every boy and girl and not of the school “ teams ” only. For the past two years the committee on social hygiene has coop¬ erated with the American Association for Social Hygiene in main¬ taining in the field an instructor on this important subject who has addressed large audiences of parents and of high-school pupils in many States with notable success. The work of the National Congress of Parents and Teachers, as it has been set forth, may seem to many but a duplication of much that is already being carried on under other auspices, but attention may be called to some points of difference in addition to its unique posi¬ tion in relation to the educational system: All other bodies take as their central idea some activity and develop around it their pro¬ gram, which is then applied to the child or the adult to whom it appears to that organization to be applicable. The activities of the Congress of Parents and Teachers, on the contrary, take into first consideration the child, or the adult in his or her relation to the child, and develop each program as it may be made to serve the interests of the individual. In connection with hygiene, for in- 476 BIENNIAL SURVEY OF EDUCATION, 1924-1926 stance — that most absorbing topic of research — innumerable truths may be studied and brought out. It then becomes necessary for an organization to gather a group of children, analyze them, observe their reactions, and then apply to the group, and through it to its component units, the facts which have been discovered. In the parent-teacher movement, on the contrary, the committees on mental and physical hygiene, working always toward the scientist, take the individual child wherever he may be found, study him, his health, environment, heredity, his mental status, his character as shown in his relationships both at home and in school, and endeavor to adapt to the advantage of the one boy or girl some or all of the great dis¬ coveries which have engaged the highest powers of the scientific world, fitting the discoveries to the individual child as the all- important unit in all the processes of invention and research. In the belief that no system of education can be considered complete unless it includes both of these approaches, we find this method operative : First, the individual child, then the discovery, and finally the appli¬ cation of one to the other. The educational system of public or private school can not afford to ignore the combination of parent and teacher ; nor can any group other than one composed of parents, teachers, and citizens bring these two elements into contact in a way which sufficiently emphasizes the responsibility of the individual for the well-being of the group. The parent-teacher movement has certain features which make it one of the unique developments of modern times. Contrary to the common misconception, it is not a crusade to reform the schools; it is not a lyceum course to offer entertainment to the community; nor is it a federation of clubs, each operating independently accord¬ ing to its fancy and uniting forces for certain great objectives. It is a great school for parents and for teachers, with one major object, to know the child. It is a social experiment in cooperative education, carried on according to a single standard in home, school, and community. It is a demonstration that not only government but reform, mental, moral, and physical, must be conducted “ by the people for the people,” and that prevention by the parents will in time do away with the necessity for cure or correction by the State. It is the proof that the vast, unexploited reserves of parent power, fully understood, intelligently directed, applied through the simple machinery of local interest rather than by the more complicated systems of public welfare agencies, will accomplish from within that which no external application of civic betterment has been able thus far to achieve. It is an agency through whose means local conditions may be investigated and improved, the value of education and its tools and PARENT-TEACHER ASSOCIATIONS 477 its skilled administrators may be made clear to the public, and the findings of experts in hygiene and child development may be brought within reach of the people who most need the scientific knowledge in their profession of parenthood. It is a great democracy in which all points of difference, social, racial, religious, and economic, are lost to sight in the united effort to reach a common goal — the welfare of all the children of every State in the Union. NATIONAL CONGRESS OF PARENTS AND TEACHERS (Organized in 1897; membership in 1926, 969, 485.1— State branches, 47; District of Columbia and Hawaii) State Date of State organ¬ ization Mem¬ bership, 1925-26 Number of local organ¬ izations Number of mem¬ bers in largest local organ¬ ization 1. California _ _ 1900 132,229 74, 154 67, 099 57, 885 46, 939 43, 781 43, 737 41, 464 1, 330 900 865 2. Illinois . . . . . . . 1900 1, 811 738 3. Ohio . . . . . . . 1910 752 4. Michigan. . 1918 848 951 5. Missouri . . . ... . . . . 1912 680 1,009 611 6. New York _ ... .... . . ... . . _ . 1897 681 7. Texas _ 1909 1, 400 663 1, 122 8. New Jersey . . . . . . . 1900 1, 145 9. Iowa 1900 35, 059 33, 852 31, 934 29, 107 24, 832 23, 882 21, 156 19, 472 19, 282 17, 703 564 1, 421 375 10. Washington _ . . . . .. . ... _ _ 1906 540 11. Colorado 1907 484 783 12. Pennsylvania _ _ _ ... . . . ... 1899 373 654 13. Indiana... . . 1912 425 14. Georgia _ _ _ _ _ _ _ 1906 552 841 15. Kansas. 1914 325 16. Wisconsin. . . . . 1910 396. 610 17. Minnesota . . . . 1922 314 631 18. Oregon. . . . . .. . _ . _ _ _ 1904 254 585 19. Kentucky . . . . ..... _ _ .. 1918 15, 817 303 20. Nebraska 1922 14, 142 21. North Carolina... .... 1919 13, 711 12, 752 11,844 11, 388 11,011 9, 799 9, 099 9,099 22. Oklahoma . 1922 225 664 23. Massachusetts... . . . . . . 1910 197 540 24. Mississippi. 1909 290 228 25. Delaware _ _ _ _ .. _ _ 1911 298 365 26. Alabama... 1908 152 600 27. Rhode Island .... .... . . . . ._ . 1909 142 305 28. Connecticut _ 1900 130 29. North Dakota _ _ _ _ 1921 8, 552 7, 914 6, 350 5,636 5, 174 5,123 4, 885 4, 632 4, 532 4,424 3, 844 3,819 3, 550 2, 946 2, 857 2, 082 1, 830x 1,945 500 651 200 30. Florida. . . . . . . . ... . . . 1921 175 500 31. South Dakota _ _ _ 1915 32. Maryland... . . . ....... . . 1915 33. Idaho _ 1905 139 266 34. Tennessee . . . . ... . . . . 1911 266 412 35. Vermont.. . 1912 109 36. Arkansas _ _ ... . . . . . . 1925 308 37. Virginia. . . . 1921 38. Arizona. 1903 63 290 39. South Carolina. . 1923 78 290 40. West Virginia.. . . . . . 1923 135 115 41. Louisiana . . . . ... .. . _ _ _ 1923 63 951 42. Montana _ . _ _ . _ _ 1915 43. New Hampshire _ . . . . . . . 1915 44. New Mexico _ . 1915 130 45. Wyoming . . . . . .. 1924 46. Maine.. _ _ _ _ 1921 52 1,000 47. Utah . . 1907 District of Columbia _ _ .. . _ 1917 5, 432 Hawaii . 1925 1, 229 1 This table is based upon the reports of membership of State branches received before April 1, 1926. Belated reports brought the membership to more than a million. 17836°— 28 - 31 478 BIENNIAL SURVEY OF EDUCATION, 1924-1926 II. Program Service, Trends, and Expenditures of Parent- Teacher Associations By Ellen C. Lombard Junior Specialist in Home Education , Bureau of Education The influence of the parent-teacher association movement depends upon three main factors : Leadership, the quality of programs offered at the meetings, and the efficiency of the work of the com¬ mittees. Entertainments and lecture courses on detached subjects unrelated to the needs of the school or the activities of the association may relieve the program committee of considerable work and enter¬ tain the members of the organization, but they do not furnish a legitimate program for parent-teacher associations, according to advice given by the national organization to its members. The program service of the National Congress of Parents and Teachers provides an agency within the organization to which State and local parent-teacher associations may look for guidance in planning pro¬ grams. Subjects of these programs relating to the welfare of children of all ages are available and may be adapted to local needs. State branches are depending more and more upon the assistance afforded by this program material and less upon printed circulars of their own. A method of testing the success or failure of a program has been suggested by the national organization in a set of questions for determining whether it develops in parents and citizens an apprecia¬ tion of, and a sense of responsibility for, the school; and whether it finds out the needs of the school and the community, encourages the study of the child, arouses a sustained interest in training for parenthood, encourages members to participate in the program; whether it is adapted to the needs of the school and community ; and whether it leads to some activity or study which will make home, school, and community conditions better for the development of children. Program outlines and articles on subjects relating to child welfare are written by experts and published in the Child Welfare Magazine, the official organ of the National Congress of Parents and Teachers. In addition to the national programs, State organizations issue pro¬ grams of service through their yearbooks, official State bulletins, and committees on program service. Several State branches maintain speakers’ bureaus, loan papers, and program service. The trend of the work of the National Congress of Parents and Teachers may be traced by a study of the programs, prepared by the chairmen of national committees and issued in leaflet form which PARENT-TEACHER ASSOCIATIONS 479 give usually the purpose and scope of the committee, suggestions for suitable activities for State and local organizations, and how the program can be made to function in the lives of individuals. The question of how to induce talented members of parent-teacher associations who are unaccustomed to public speaking to "take part in the program is one that comes not only from rural organizations but from all organizations. The National Congress of Parents and Teachers recommends for programs such activities as singing, play¬ ing, working, and acting together in order to break up the formal atmosphere of a group. Many State branches offer a program of work to their constituent associations, which is determined by the needs of the local school, and a study program to cover the needs of the children, such as physical examination, proper food and cloth¬ ing, recreation, etc. FINANCES REACH NEW LEVEL In the aggregate the receipts and expenditures of the National Congress of Parents and Teachers, State branches and local organiza¬ tions, reach a higher level than would seem possible in view of the nominal dues for membership. Information concerning the revenue of National and State organizations is easily obtainable, since these groups make public their financial condition at their respective an¬ nual conventions. During the biennium 1924-1926, the membership of the national organization increased more than 57 per cent, with an increase in income of more than 65 per cent. Complete financial reports of local parent-teacher associations are not obtainable, but it is evident from the available reports that large sums of money are expended for the benefit of schools, and it is be¬ lieved that a full report of these expenditures would give a startling realization of fhe service of these organizations. Parent-teacher associations are in agreement with the idea that all necessary school expenses should be met by public taxation, and they generally work to inform the community of the needs of the school and of the lack of funds. When necessary they meet the needs temporarily or make a demonstration of some desired ad¬ vantage, but this is usually followed by a campaign for an appropria¬ tion of public money for this purpose. It is reported that some associations have imposed financial bur¬ dens upon the parents, teachers, and school patrons in membership, and have made an excessive expenditure of time and strength upon the activities by which they raise money, and that sometimes in their enthusiasm to assist the schools they have acted prematurely, without consulting with school boards, officers, and teaching staff. These criticisms, however, do not apply to the large majority of parent-teacher associations, and such situations will never occur 480 BIENNIAL SURVEY OE EDUCATION, 1924-1926 where wise leaders understand the true relationship between the organization and the school system. Demonstrations of educational experiments untried in the com¬ munity may be legitimately sponsored and financially supported by these organizations, if this can be done without placing too great a burden upon the parents and other school patrons; but the question is constantly raised as to whether a minority of school patrons should finance material needs of the school and thereby relieve other citizens from their share of taxation. The Kentucky branch of the national organization, consisting, in 1925-26 of 303 local associations, with a membership of 15,817 men and women, reports that 46 per cent of local groups in membership raised more than $70,000. This money was spent in a variety of ways to overcome the limitations under which the schools exist. Some of these associations reported that they lengthened the school term by paying the salary of the teacher for an additional period; others increased the teachers’ salaries; and several paid the entire salary of the music teacher. Eighteen per cent of the organizations reporting say that they have bought books for school libraries; 15 per cent have supported lunch rooms or cafeterias in the schools; 14 per cent have furnished playground or gymnasium equipment ; 11 per cent have furnished victrolas or pianos; 12 per cent have im¬ proved the sanitary conditions of the schools; and many organiza¬ tions report contributions to funds, such as the teachers’ annuity, car-fare fund, community fund, Red Cross, and student loan fund. Preschool clinics, nutrition clinics, and furnishing milk for under¬ nourished children are among the activities which these organiza¬ tions have carried on during the year. Expenditures of the Los Angeles Federation of Parent-Teacher Associations amounted to nearly $100,000, for home and school aid, nutrition, scholarship, and Americanization. Revenue from three- fourths of the associations in the California Congress of Parents and Teachers amounted to more than $200,000, which was used for child welfare work in the schools. This State organization, consist¬ ing in 1926 of 1,330 local associations in fewer than 25 per cent of the schools, and having 132,229 individual members, realizes the fact that raising money is simply an index to greater achievements along other lines, and it places stress upon the need of educating the mem¬ bership and leaders. Reports from 26 per cent of the local parent-teacher associations in Alabama show that more than $75,000 was raised during the year 1925-26. This was spent on equipment for schools, beautifying school grounds, welfare work, motion pictures, visual education equipment, hot lunches, community fairs, etc. PARENT-TEACHER ASSOCIATIONS 481 More than 50 objects are listed by the Delaware parent-teacher associations for which funds were expended. A large proportion of the objects were needs of the schools which are usually supplied by public funds, but such funds were evidently not obtainable. Eighty- eight associations report that they furnished the schools with books. According to reports from 14 parent-teacher associations in the third district in Georgia, $10,800 was spent by them for school improvement. It is evident that this is only a small percentage of the association revenue of this section, since it contains 43 active associations, but it is an intimation of the income of one district. The Ohio State organization places emphasis on the child and an increasing sense of responsibility for him, rather than upon material achievements. Of the 46 per cent of local associations replying to a questionnaire on work and results in 1924—25, only 43 organizations reported on finances. These show that a total of nearly $14,000 was expended on the schools. The Altoona (Pa.) parent-teacher associations during 1924-25 raised $44,409, which was used for playground equipment, to install banking systems in a number of schools, three new school libraries, a piano, victrola and records, pictures for the schools, etc. COLORED PARENT-TEACHER ASSOCIATIONS In 1923 the National Congress of Parents and Teachers appointed a committee of five to study the situation with reference to colored parent -teacher associations, with a view to organizing a national congress among the colored people. A corresponding committee of five was organized in each State branch, with the result that a National Congress of Colored Parents and Teachers was organized. Delegates representing parent-teacher associations in Georgia, Florida, Alabama, and Delaware (which has 81 colored associations) were in attendance at this meeting. The form of organization and program as developed by the National Congress of Parents and Teachers will be adapted to the schools and communities where these groups are in operation. Standard literature of the national con¬ gress is furnished for this new national group. It is reported that eight States are in membership, with 303 associations and 5,514 individual members. It is evident that this new organization con¬ tains only a small proportion of the colored parent-teacher associa¬ tions, since these associations have been organized in many States and in the District of Columbia. The Indiana Parent-Teacher Association organized a department of colored associations in 1924 with the idea of assisting in the for¬ mation of a State colored association. This was effected. The colored president reports growth in the organization. 482 BIENNIAL -SURVEY OF EDUCATION, 1924-1926 At the request of the State colored education association of Okla¬ homa, a plan was perfected in 1925 by which the colored parent- teacher associations were to be conducted entirely as a separate organization by their own people but under the supervision of a committee of five of the Oklahoma branch of the National Congress of Parents and Teachers. Many colored parent-teacher associations have been formed in Mississippi with the cooperation of the State supervisor of negro schools. This movement is supported by the State white organiza¬ tion through a State chairman until the colored people are able to carry it on themselves. QUESTIONS INDIRECTLY RELATED TO CHILD LIFE The National Congress of Parents and Teachers frequently takes up questions bearing indirectly upon child life and passes resolu¬ tions in relation thereto. Among such questions considered have been these : The protection of the home and community through enactment and enforcement of prohibition laws; laws affecting the right of children to freedom from premature toil and hazardous occupations ; laws to conserve the life and health of mothers and infants ; laws to surround child life with wholesome influences and to give all children a chance to grow up into worthy citizenship; and laws restricting the sale of narcotics, the use of cigarettes by children, the distribu¬ tion of objectionable literature, and forms of recreation and amuse¬ ment which encourage an unnecessary risk of human life or create false standards of courage born of brutal cunning against helpless animals. From year to year this organization has maintained its stand in favor of a program for world peace and for uniform marriage and divorce laws. Through its resolutions and work it has urged ex¬ hibitors of moving pictures to give the public the highest type of films, and, at the same time, the membership has endeavored to create a demand for good, clean pictures. The foregoing objectives, indorsed in resolutions by the national organization, offer to the State and local units standards for action which they may or may not accept. State branches, however, gen¬ erally adopt the policies of the parent organization and carry out its program. The Alabama branch of the National Congress of Parents and Teachers urged in resolutions that, because only little more than 13 per cent of the population of the State exercise the right of suffrage, the women of the State qualify as voters and perform their duties as patriotic citizens in taking part in the Government; and also recommended that the adoption of the child labor amendment be PARENT-TEACHER ASSOCIATIONS 483 ratified by the legislature. Arizona passed a resolution approving and supporting effective means of establishing kindergartens throughout the State. Believing that literature and recreation play an important part in the character building of youth, Colorado parent-teacher associa¬ tions passed a resolution placing upon the home the responsibility for providing proper recreation, standard books and magazines, music, and art. Many State organizations have passed specific resolutions favoring the suppression of literature and films which tend to lower the morals and social standards of youth. Among these States are Colorado, Missouri, Indiana, Kentucky, and Massa¬ chusetts. The Massachusetts parent-teacher associations, realizing the many outside interests tending to distract the attention of the pupils from their school work, resolved to use their united efforts to get the children to study at home sufficiently to master the work assigned; to let nothing interrupt the period of home study, such as social activities or attendance at moving-picture shows, on days or eve¬ nings next preceding a school day; to urge the boys and girls to obtain adequate sleep ; to encourage participation in supervised school athletics ; and to supervise, in cooperation with the teachers, the books and magazines read by the boys and girls. The Ohio branch adopted the national legislative program and worked for the extension of kindergartens and the introduction of credit courses in parent-teacher work in State teacher-training schools. The parent-teacher associations in Kentucky urged that parents give correct sex education to the children along scientific lines ; that those controlling educational resources of the State exercise a more liberal policy in meeting the requirements of the Federal Govern¬ ment in connection with the Smith-Lever Act. Missouri resolutions show that this State organization follows the leadership of the national organization in its legislative program. It stresses the need for stamping out illiteracy and of carrying on an intensive campaign to interpret the community school bill of the State, etc. SCHOLARSHIPS AND STUDENTS’ LOAN FUNDS Financially handicapped school children desiring to complete their education in elementary or high schools, or in colleges, are enabled to do so through the efforts of national, State, and local organizations of parents and teachers in many States. Methods of handling the details vary widely, according to local conditions, and the terms applied to the funds appear to be chosen in accordance with the particular nature of the aid offered. Some of the funds are admin- 484 BIENNIAL SURVEY OF EDUCATION, 1924-1926 istered under the titles of scholarship loan funds, students’ aid committees, students’ loan funds, and boys’ loan funds. Each com¬ munity raises and administers its own funds, but the State and national chairmen of students’ loan funds committees give advice and promote the movement. School officials cooperate in the adjust¬ ment of special cases and sometimes in making the loans. An appeal was sent throughout the State of South Dakota to promote students’ loan fund day. Special demands were made upon the parent-teacher associations to raise the funds, but other organi¬ zations and individuals were asked to participate. The funds are administered by a general chairman acting as director of the depart¬ ment of education. A scholarship was arranged for the community raising the largest fund per capita, based on the number enrolled in the schools of the town or city. A subcommittee of three, with a bonded treasurer, receives and administers the funds, which are safe¬ guarded against depletion through dishonesty or otherwise by a short-time paid-up insurance policy taken out in favor of the fund. Any boy or girl who has graduated from high school and can secure the indorsement of three responsible people may borrow money from this fund without the payment of interest during school years and with a slight charge for interest for the years after school until payment is made. Students may attend any institution of higher learning in the State. In Bonesteel, S. Dak., the parent-teacher asso¬ ciations have undertaken to make a gift of $50 each year to the loan fund. The boys’ loan fund in Colorado has been in operation about 11 years, and assists boys of high school or college age. A personal note is required. Thirty-nine children were kept in school during 1924— 25 by the students’ loan fund of the Louisville (Ky.) league of parent-teacher associations. Texas parent-teacher associations are reported to have raised more than $10,000 within two years. In Houston a balance of more than $2,000 is reported after aiding six students in high school. Other children in Houston were aided in getting remunerative positions. The student loan fund of the Tennessee Congress of Parents and Teachers, established in 1924, functions at the university. Money may be borrowed for use in any accredited school within the State. Nearly $2,000 has been loaned to 16 students in sums ranging from $35 to $300 during 1925-26. A second fund is for use in any educa¬ tional institution. The Austin High School, of Chicago, Ill., reports that it raises from $1,000 to $1,500 each year for scholarships to enable promising children to remain in school. Parent-teacher associations in Kansas City, Mo., have an incorporated body called the Mary Harmon PARENT-TEACHER ASSOCIATIONS 485 Weeks Scholarship Foundation to keep worthy boys and girls in school who would otherwise be deprived of the privilege. In four years 125 scholarships, amounting to more than $7,000, have been granted. The Oregon student loan fund committee uses councils of parent- teacher associations as the largest unit for funds, although there may be several funds within one council, for it may be more feasible to aid with various union high schools as units instead of maintaining one fund for the entire council. It is believed that the smaller the unit the better the supervision and the response to the appeals for funds. Each application receives individual attention, and the names of the borrowers are not made public. Funds to the amount of nearly $3,000 have been received and are made available to boys and girls in Oregon without interest by the Oregon parent-teacher associations. Student loan funds in Milwaukee and Kenosha, Wis., are main¬ tained by the parent-teacher associations to help worthy students through school. Parent-teacher associations in Detroit, Grand Rapids, Saginaw, and Muskegon, Mich., support student loan funds and, in order to guard carefully the identity of the beneficiary, the scholarships are paid to the children by the supervisor of attendance. HOME EDUCATION PROMOTED BY PARENT-TEACHER ASSOCIATIONS Parent-teacher associations have been the means of awakening and stimulating the interest of parents in the literature of child life and training. The National Congress of Parents and Teachers and its State branches encourage this interest through committees on home education, preschool circles, study circles, and child hygiene. New and helpful literature on child psychology, mental and physical hygiene, recreation, etc., is brought to the attention of parents through these groups. Individual parents are encouraged to read books upon how to bring up their children, as well as to make a home library of books useful for the whole family. The national home education committee concentrates its energies upon the establishment of home and public libraries, the reading of parents at home, and promoting the use of the reading courses of the United States Bureau of Education. Assisting this national committee, chairmen of State committees on home education in the following States procure the appointment of local chairmen who carry on the work with individuals: Arizona, Arkansas, California, Colorado, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Louisiana, Michigan, Minnesota, Mississippi, Montana, Nebraska, New Hamp¬ shire, New Mexico, North Carolina, North Dakota, Oklahoma, Ore¬ gon, Pennsylvania, Tennessee, Texas, Vermont, and West Virginia. 486 BIENNIAL SURVEY OF EDUCATION, 1924-1926 The chairman of home education of the State of California pre¬ pares and issues a State home-education program in which are incor¬ porated the plans of the national committee on home education adapted to the special needs of the State. Reading circles have developed in this State through the activities of this committee. It is reported that more than 60 reading circles are in operation in California. During 1925-26, preschool study circles have developed very rapidly. During 1924-25, it was reported that in Missouri more than 40 preschool circles were formed in parent-teacher associations. Other States in which these circles are organized include North Dakota, Iowa, Kentucky, Minnesota, Oregon, Illinois, Georgia (from which reports have been made of 64 preschool circles), Washington, and California. It is reported that in Los Angeles the first child- study group was organized in 1893 and continued to function until the parent-teacher child-study circles were established 26 years ago. CHAPTER XV EDUCATIONAL BOARDS AND FOUNDATIONS By Henry R. Evans Editorial Division , Bureau of Education Contents. — General Education Board — Rockefeller Foundation — Carnegie Corpo¬ ration of New York — Laura Spelman Rockefeller Memorial — Carnegie Foundation for the Advancement of Teaching — John F. Slater Fund — Jeanes Fund — Phelps- Stokes Fund — American Field Service Fellowships for French Universities — Com¬ mission for Relief in Belgium Educational Foundation — Julius Rosenwald Fund — Baron de Hirsch Fund — Kahn Foundation for Foreign Travel of American Teach¬ ers — Commonwealth Fund. GENERAL EDUCATION BOARD The General Education Board has, since its foundation in 1902, to July 1, 1926, appropriated $136,967,200.16 for the promotion of education in the United States. Of this sum $86,039,978.80 was paid to or set aside for colleges and other institutions for whites ; $9,958,- 164.86 for educational institutions for negroes; and $1,203,526.16 for miscellaneous objects.1 The sum of $14,857,087.18 was appropriated by the board for the year ended June 30, 1926. Of this amount $7,385,000 represents appropriations from principal and $7,467,953.10 appropriations from income. The income receipts of the General Education Board were as follows: Balance July 1, 1925, $11,290,375.78; refunds on account of payments made in previous years, $37,071.79; income for the year, $5,923,643.47; total, $17,251,091.04. The statement of disbursements of income for educational pur¬ poses is as follows : For ivhites. — American Association of Museums, $1,350. Amer¬ ican Journal of Pathology, $7,500. County school consolidation, $350. Universities and colleges: Endowment and general purposes, $972,468.56; to increase teachers’ salaries, $40,000. Fellowships and scholarships, $56,300 ; Indiana county educational demonstration units, $3,048.74; Lincoln School, $690,570.25; medical schools, $953,- 367.12; National Academy of Sciences, $35,000; professors of sec¬ ondary education, $56.45 ; rural school agents, $80,950.93 ; State agents of secondary education, $320.68; State departments of educa- 1 Data compiled from report filed with the Secretary of the Interior. 488 BIENNIAL SURVEY OF EDUCATION, 1924-1926 tion (divisions of buildings, information, school service, etc.), $20,321.29; surveys of colleges and universities, $1,782.92. For negroes. — Colleges and schools : Endowment and general pur¬ poses, $333,334.39; to increase teachers’ salaries, $32,000. County training schools, $76,395.48; expenses of special students at summer schools, $60.26; John F. Slater fund, $48,000; medical schools, $48,922.12; negro rural school fund, $87,260; rural school agents, $86,103.95; scholarships, $26,183.33; summer schools, $25,908.95; training negro teachers in private and denominational colleges (formerly critic teachers), $11,559.01. Miscellaneous . — American Classical League, $3,221.70; Art in Trades Club, $2,500; conferences, $2,445.30; division of educational relations, $50.15; educational investigation and research, $9,947.50; fund for miscellaneous items, $275.26; improvements of accounting systems in educational institutions, $521.25 ; report on medical educa¬ tion, $1,306.48 ; rural school supervision, $23,292.37 ; study of teacher training in southern universities, $470; surveys (miscellaneous), $26,609.43. Total, $3,709,753.87. Administration, $204,569.56. Grand total, $3,914,323.43. Income on hand June 30, 1926, as accounted for on balance sheet, $13,336,767.61. President: Wickliffe Rose, 61 Broadway, New York, N. Y. Secretary: Abraham Flexner, 61 Broadway, New York, N. Y. ROCKEFELLER FOUNDATION The activities of the Rockefeller F oundation for 1925 are summar¬ ized as follows by George E. Vincent, president of the foundation : 2 During 1925 the Rockefeller Foundation, in spending $9,113,730 through its departmental agencies, the international health board, the China medical board, the division of medical education, and the division of studies (1), aided the governments of 18 countries to combat hookworm disease ; (2) gave funds to the budgets of organized rural health services in 220 counties in 26 American States and in 18 districts in Brazil, Poland, Czechoslovakia, Austria, and France; (3) took precautionary measures against yellow fever in Salvador, Guatemala, Nicaragua, and Honduras; (4) continued to work with Brazil in freeing its northern coast from this disease ; (5) sent a yellow-fever commission to the West Coast of Africa; (6) helped to show the possibilities of malaria control in 12 American States and in Brazil, Argentina, and Italy; (7) shared in the development of professional training of public health officers at Harvard University and the University of Toronto and in schools and institutes in Lon¬ don, Copenhagen, Prague, Warsaw, Belgrade, Zagreb, Budapest, Trinidad, and Sao Paulo; (8) contributed to the progress of medical education at Cambridge. Edinburgh, Copenhagen, Brussels, Utrecht, Strassburg, Beirut, Singapore, Bangkok, Sao Paulo, and Montreal; (9) provided emergency aid in the form of literature and laboratory supplies for 112; medical centers in Europe ; (10) Rockefeller Foundation : A Review for 1925, p. 5. New York, 1926. EDUCATIONAL BOARDS AND FOUNDATIONS 489 maintained a modern medical school and teaching hospital in Peking with 195 students and 87 teachers; (11) aided 2 other medical schools and 19 hospitals in China; (12) helped to improve the teaching of physics, chemistry, and biology in 3 Chinese and 7 foreign institutions in China and in the government university of Siam; (13) supported nurse-training courses in Peking Union Medical College, Yale University, Vanderbilt University, and the George Pea¬ body College for Teachers, and contributed to nursing education and service in Brazil, France, Yugoslavia, and Poland; (14) provided current funds for an institute of biological research in the Johns Hopkins University; (15) assisted departments at Yale and Iowa State Universities engaged in biological and mental research and aided the marine biological station at Pacific Grove, Calif.; (16) provided, directly or indirectly, fellowships for 842 men and women from 44 different countries and financed the travel of 50 other persons either in commissions or as visiting officials and professors; (17) contributed to the League of Nations’ international study tours or interchanges for 128 health officers from 58 countries ; (18) continued to aid the league’s information service on communicable diseases; (19) made surveys of health conditions, medical education, nursing, biology, and anthropology in 35 countries; (20) lent staff members as advisers and made minor gifts to many governments and institutions; (21) assisted mental-hygiene projects both in the United States and Canada, demonstrations in dispensary development in New York City, and other undertakings in public health, medical education, and allied fields. Through its division of medical education the Rockefeller F ounda- tion endeavors to promote the growth of effective medical education in influential centers in various countries. During the year 1925 support was given — either in the form of aiding new projects or in fulfillment of previous pledges to medical schools in Edinburgh, Cambridge, Brussels, Strassburg, Utrecht, Copenhagen, Beirut, Montreal (Universite de Montreal), New York (Columbia University), Philadelphia (University of Pennsylvania), Iowa City (State University of Iowa), Sao Paulo, Brazil, Singapore (King Edward VII College of Medicine), and Bangkok, Siam. The aid varied from rather modest grants to substantial appropriations. The funds thus expended amounted to approxi¬ mately $3,000,000. In every case the foundation’s contribution was supple¬ mented by funds from other sources. In addition, visits and surveys of medical schools were made in 10 different countries. The income from investments was $8,237,303; the balance carried over from 1924 was $7,611,793. The sum of $9,113,730 was expended on health projects and medical education. President: George E. Vincent, 61 Broadway, New York, N. Y. Secretary: Mrs. Norma S. Thompson, 61 Broadway, New York, N. Y. LAURA SPELMAN ROCKEFELLER MEMORIAL The Laura Spelman Rockefeller Memorial, during the year 1925, appropriated for educational, charitable, and scientific purposes the sum of $7,822,890. A total of $1,198,730 was appropriated for social science, and $787,800 for the promotion of child study and parental education. To Teachers College, Columbia University, $50,000 was 490 BIENNIAL SURVEY OF EDUCATION, 1924-1926 voted in addition to sums hitherto reported in behalf of the In¬ stitute of Child Welfare Research. To the Institute J. J. Rousseau, of the University of Geneva, $15,000 over a three-year period was voted to provide research assistance and facilities in connection with the institute’s researches on child problems. The sum of $805,760 was appropriated for organizations engaged in public welfare and social work. President: John D. Rockefeller, jr. Secretary: W. S. Richardson. THE CARNEGIE CORPORATION OF NEW YORK The Carnegie Corporation of New York, during the year 1926, appropriated four and a half million dollars for library service. This sum will be expended during the next 10 years in increasing the usefulness of the American library, which, as President Fred¬ erick P. Keppel, in his annual report, points out — depends largely upon the professional training of the librarian. Hence most of the foregoing money will be spent on existing library schools, in founding a graduate library school of a new type at the University of Chicago, and on the work of the American Library Association, which, extending as it does its professional services down to the smallest library, encompasses the full range of library activity. The New York State Library School at Albany and the Library School of the New York Public Library have been merged as the School of Library Service at Columbia University, and a library course has been established at the University of Michigan. The annual report of the Carnegie Corporation shows that during the year ended September 30, 1926, the corporation considered 428 applications for grants; 79 were granted, 4 were referred to other agencies, 345 were declined. In addition, on the initiative of the corporation, 20 allocations of college arts teaching equipment were made and 27 art scholarships were provided. Says the report : Andrew Carnegie’s interest in the library as a social institution seems to have been passed down to the corporation, for out of the $6,000,000 total granted, over $4,500,000 went to library service. Another significant total appears in the $600,000 granted to activities in the fine arts, making that interest second in magnitude of grants. For educational and scientific research $375,000 was appropriated, while the newly formed movement for adult educa¬ tion came in for over $300,000. Miscellaneous grants amounted to only $106,000. Twenty-seven students, 18 of them men and 9 women, are recipients of grants from the Carnegie Corporation to prepare themselves for the career of art teacher in American colleges. These men and women come from all parts of the United States, representing, as they do, 16 different colleges. They are preparing themselves for an art-teaching career, under the direction of some American institution of their own choosing, either at home or abroad. The recipients of these grants were selected by a committee of experts under the general direction of the corporation’s advisory committee. EDUCATIONAL BOARDS AND FOUNDATIONS 491 The Carnegie Corporation, acting on a survey conducted by its representatives during the past two years, has encouraged adult education to a large extent. During 1925-26 conferences of educa¬ tional leaders held in all sections of the country have brought about, with the financial support of the corporation, the formation of the American Association for Adult Education. CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING The Carnegie Foundation for the Advancement of Teaching, in its report for the year ended June 30, 1925., announces the addition of Pomona College, Claremont, Calif., on November 7, 1924, to the list of institutions associated with the foundation. Desiring from time to time to assist certain educational projects through the Car¬ negie Foundation, the Carnegie Corporation voted and the founda¬ tion accepted and transmitted, during the year, appropriations of $5,000 for the expenses of a committee of the department of superin¬ tendence of the National Education Association on uniform stand¬ ards and curricula in the public schools; $5,000 for the work of the Cooperative Bureau for Women Teachers; and $5,000 to the Uni¬ versity of the State of New York for experiments in applying a new type of examination in science. The executive committee, in administering the rules for retirement, reaffirmed its judgments — that professors devoted to the applied rather than to the academic aspects of physical education have no expectations from the foundation, and that the withdrawal of a teacher from the list of associated institutions terminates his expectations from the foundation, except in such special cases as appointment to the Harnesworth professorship of American history at Oxford. During the year the trustees received a total income of $1,349,- 289.54 for general purposes in addition to $56,731.93 from the en¬ dowment of the division of educational inquiry; $749,289.58 from the general endowment; $600,000 from the Carnegie Corporation of New York on account of its appropriation of $600,000 a year for 10 years; and $15,000 for certain specific appropriations. The cur¬ rent expenditures were as follows: (a) General endowment. — Retir¬ ing allowances and pensions in institutions on the associated list, $1,106,697.65; retiring allowances and pensions granted to individ¬ uals, $84,043.48; total retiring allowances and pensions, $1,190,- 741.13. Expenses of administration, $77,612.54; publication, $5,229.17; total, $82,841.71. (b) Division of educational inquiry. — General, $21,247.36; study of legal education, $13,044.19; study of dental education, $3,079.55; other studies, $15,000; total, $52,371.10. Grand total, $1,325,953.94. 492 BIENNIAL SURVEY OP EDUCATION, 1924-1926 Among the valuable papers published in this report are : Some contrasts between American and Canadian legal education, by Alfred Z. Reed; The study of dental education; The quality of the educa¬ tional process in the United States and in Europe; The study of English I College athletics ; and Pension systems and pension legisla¬ tion, by Henry S. Pritchett. President: Henry S. Pritchett, 522 Fifth Avenue, New York, N. Y. Secretary; Clyde Furst, 522 Fifth Avenue, New York, N. Y. JOHN F. SLATER FUND The following appropriations covering the year 1925-26 were made by the education committee of the John F. Slater Fund : County training schools, $35,000 ; special work, $2,000 ; town and city schools, $3,000; private secondary schools, $6,000; colleges, $12,250; Hamp¬ ton and Tuskegee campaign, $10,000 ; total, $68,850. The county training schools have been established by county superintendents and school boards, with the cooperation of the Slater Fund acting through the State agents in the departments of educa¬ tion. The general education board assists in supplying needed in¬ dustrial equipment and in erecting workships, dormitories, and teachers’ homes. It also aids in payment of salaries made through the Slater Fund. At many of the schools the Rosenwald Fund co¬ operates in the erection of buildings. The Slater Fund contributes $500 for salaries with the under¬ standing that: (1) The school property shall belong to the State, county, or district, and the school shall be a part of the public-school system. (2) There shall be an appropriation for salaries of not less than $1,000 from public funds raised by State, county, or district taxation. (3) The length of term shall be at least eight months. (4) The teaching shall extend through the eighth year, with the intention of adding grades as soon as it shall be possible to make such extension. Of the 233 county training schools in 1924-25, there were 40 which had reached the full high-school grades, 8 in North Carolina, T in Texas, 6 in Alabama and Tennessee, not more than 2 in any other State. Reports show that there were 6,198 boarders attending the schools, 1,657 in dormitories, the others in homes. Only 31 of the schools had no boarders, and only 57 had dormitories, 9 in Alabama and North Carolina, 8 in Mississippi, 7 in Virginia, not more than 3 in any other State. President: James H. Dillard, Charlottesville, Va. Secretary: Gertrude C. Mann, Box 418, Charlottesville, Va. EDUCATIONAL BOARDS AND FOUNDATIONS 493 JEANES FUND The Jeanes Fund, for the improvement of negro rural schools, cooperated during the session ending June 30, 1925, with public- school boards and superintendents in 281 counties in 14 States. The 293 supervising teachers,3 paid partly by the counties and partly through the Jeanes Fund, visited regularly in these counties 9,080 country schools, making in all 41,425 visits, and raising for the purpose of school improvement $472,782. The total amount of salaries paid to the supervising teachers was $253,682, of which the sum of $146,468 was paid by the public-school authorities and $107,- 214 through the Jeanes Fund. The business of these traveling teachers, working under the di¬ rection of the county superintendents, is to help and encourage the rural teachers; to introduce into the small country schools simple home industries; to give talks and lessons on sanitation, cleanliness, etc. • to promote the improvement of schoolhouses and school grounds ; and to organize clubs for the betterment of the school and neighbor¬ hood. PHELPS-STOKES FUND The Phelps-Stokes Fund, established under the will of Caroline Phelps-Stokes, who died in 1909, was incorporated by the State of New York in 1911. The act of incorporation directs the trustees to use the income for “ the erection or improvement of tenement- house dwellings in New York City and for educational purposes in the education of negroes, both in Africa and the United States, North American Indians, and needy and deserving white students.” The capital of the fund is approximately $1,000,000. In recognition of the advancement which many secondary schools and colleges have made during the 10 years since the publication of the survey of negro education made in 1916, the Phelps-Stokes Fund has recently appropriated the sum of $5,000 to the Negro College Survey Fund. This is an independent trust, established for the purpose of making a resurvey of institutions of higher learning for negroes in America, with a view to bringing the facts concerning these schools up to date. Since the beginning of the fund in 1911, appropriations have been made to various organizations interested in the welfare of negroes in America and Africa. Appropriations have also been made with considerable regularity to a number of negro schools of the ele¬ mentary, secondary, and collegiate types. Among these are: Fisk University, Atlanta University, Hampton Institute, Tuskegee Insti¬ tute, Calhoun Colored School, Penn Normal and Industrial School, 3 Including eight State supervising teachers. Five counties had two Jeanes teachers, and one county had three. Three teachers worked in two counties. 17836°— 28 - 32 492 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Among the valuable papers published in this report are : Some contrasts between American and Canadian legal education, by Alfred Z. Reed; The study of dental education; The quality of the educa¬ tional process in the United States and in Europe; The study of English ; College athletics ; and Pension systems and pension legisla¬ tion, by Henry S. Pritchett. President : Henry S. Pritchett, 522 Fifth Avenue, New York, N. Y. Secretary; Clyde Furst, 522 Fifth Avenue, New York, N. Y. JOHN F. SLATER FUND The following appropriations covering the year 1925-26 were made by the education committee of the John F. Slater Fund : County training schools, $35,000 ; special work, $2,000 ; town and city schools, $3,000; private secondary schools, $6,000; colleges, $12,250; Hamp¬ ton and Tuskegee campaign, $10,000 ; total, $68,850. The county training schools have been established by county superintendents and school boards, with the cooperation of the Slater Fund acting through the State agents in the departments of educa¬ tion. The general education board assists in supplying needed in¬ dustrial equipment and in erecting workships, dormitories, and teachers’ homes. It also aids in payment of salaries made through the Slater Fund. At many of the schools the Rosenwald Fund co¬ operates in the erection of buildings. The Slater Fund contributes $500 for salaries with the under¬ standing that: (1) The school property shall belong to the State, county, or district, and the school shall be a part of the public-school system. (2) There shall be an appropriation for salaries of not less than $1,000 from public funds raised by State, county, or district taxation. (3) The length of term shall be at least eight months. (4) The teaching shall extend through the eighth year, with the intention of adding grades as soon as it shall be possible to make such extension. Of the 233 county training schools in 192T-25, there were 40 which had reached the full high-school grades, 8 in North Carolina, 7 in Texas, 6 in Alabama and Tennessee, not more than 2 in any other State. Reports show that there were 6,198 boarders attending the schools, 1,657 in dormitories, the others in homes. Only 31 of the schools had no boarders, and only 57 had dormitories, 9 in Alabama and North Carolina, 8 in Mississippi, 7 in Virginia, not more than 3 in any other State. President: James H. Dillard, Charlottesville, Va. Secretary: Gertrude C. Mann, Box 418, Charlottesville, Va. EDUCATIONAL BOARDS AND FOUNDATIONS 493 JEANES FUND The Jeanes Fund, for the improvement of negro rural schools, cooperated during the session ending June 30, 1925, with public- school boards and superintendents in 281 counties in 14 States. The 293 supervising teachers,3 paid partly by the counties and partly through the Jeanes Fund, visited regularly in these counties 9,080 country schools, making in all 41,425 visits, and raising for the purpose of school improvement $472,782. The total amount of salaries paid to the supervising teachers was $253,682, of which the sum of $146,468 was paid by the public-school authorities and $107,- 214 through the Jeanes Fund. The business of these traveling teachers, working under the di¬ rection of the county superintendents, is to help and encourage the rural teachers; to introduce into the small country schools simple home industries ; to give talks and lessons on sanitation, cleanliness, etc. • to promote the improvement of schoolhouses and school grounds ; and to organize clubs for the betterment of the school and neighbor¬ hood. PHELPS-STOKES FUND The Phelps-Stokes Fund, established under the will of Caroline Phelps-Stokes, who died in 1909, was incorporated by the State of New York in 1911. The act of incorporation directs the trustees to use the income for “ the erection or improvement of tenement- house dwellings in New York City and for educational purposes in the education of negroes, both in Africa and the United States, North American Indians, and needy and deserving white students.” The capital of the fund is approximately $1,000,000. In recognition of the advancement which many secondary schools and colleges have made during the 10 years since the publication of the survey of negro education made in 1916, the Phelps-Stokes Fund has recently appropriated the sum of $5,000 to the Negro College Survey Fund. This is an independent trust, established for the purpose of making a resurvey of institutions of higher learning for negroes in America, with a view to bringing the facts concerning these schools up to date. Since the beginning of the fund in 1911, appropriations have been made to various organizations interested in the welfare of negroes in America and Africa. Appropriations have also been made with considerable regularity to a number of negro schools of the ele¬ mentary, secondary, and collegiate types. Among these are: Fisk University, Atlanta University, Hampton Institute, Tuskegee Insti¬ tute, Calhoun Colored School, Penn Normal and Industrial School, 3 Including eight State supervising teachers. Five counties had two Jeanes teachers, and one county had three. Three teachers worked in two counties. 17836°— 28 - 32 494 BIENNIAL SURVEY OF EDUCATION, 1924-1926 National Training School for Women and Girls, Bettis Academy, Fort Valley High and Industrial School, Morehouse College, Haines Institute, The People’s Village School, Manassas Industrial School, Florida Baptist Academy, Lincoln Institute (Kentucky), Lincoln University (Pennsylvania), Peck School of Domestic Science, Jack- son College, Prentiss Normal School, Industrial Home for Colored Girls, Model and Training School (Athens, Ga.), Slater Normal School, Lane College, Coleman College. Fellowships have been established in the University of Virginia and the University of Georgia for the study of the negro problem. Both universities accepted these fellowships with the understanding that graduate students should make some phase of the negro prob¬ lem their special task and that the universities would publish the theses. The fund is planning to publish the result of the work of these fellows. A special fund has been established at the George Peabody College for Teachers, at Nashville, Tenn., to enable the teachers and students there to visit colored schools and see the actual progress which negroes are making. In 1920 the fund entered into cooperation with foreign mission¬ ary societies and colonial governments for the study of native education in Africa. Through this cooperation two educational com¬ missions of importance have been sent to West, South, Equatorial, and East Africa, and two volumes, entitled “Education in West, South, and Equatorial Africa” (1922), and “Education in East Africa” (1925), have been printed to report the findings of these commissions. According to the testimony of those in a position to study the influence of these two commissions and their printed reports, many significant changes and improvements have been made in the educa¬ tional systems of every part of Africa south of the Sahara Desert. Practically every agency conducting educational work for native Africans has been stimulated to greater efforts by the work and re¬ ports of the two commissions. The fund has interested itself par¬ ticularly in bringing to the United States representative government officials, educators, and missionaries from Africa to make studies of the progress of the negroes in America. About 50 persons have thus been enabled to study negro education at first hand in this country. In addition, the fund has largely assisted several promis¬ ing African students to fit themselves in this country for work among their own people in Africa. Two of these graduated from Columbia University in 1926, two are now at the Carnegie Institute of Technology in Pittsburgh, two are at Cornell University, and one is at the Massachusetts Institute of Technology. A number of others have been assisted with small appropriations and in other ways. EDUCATIONAL BOARDS AND FOUNDATIONS 495 The latest effort of the Phelps-Stokes Fund to advance the in¬ terest of native education in Africa has been through assistance to the International Conference on Africa, at Le Zoute, Belgium, held in September, 1926. President: Anson Phelps Stokes, 1767 Q Street NW., Washing¬ ton, D. C. Secretary: I. N. Phelps Stokes, 101 Park Avenue, New York, N. Y. AMERICAN FIELD SERVICE FELLOWSHIPS FOR FRENCH UNIVERSITIES The American Field Service for French Universities is admin¬ istered by the Institute of International Education, with head¬ quarters in New York City. The object of the association is “ to provide an enduring memorial for the 127 Field Service men who gave their lives in the Great War; to develop a better realization and appreciation of the contributions of French universities to science and learning ; and to promote mutual understanding and good will between France and the United States.” Five new awards of fellowship were made for the year 1926-27. President: Paul D. Cravath, 52 William Street, New York, N. Y. Secretary: Stephen P. Duggan, 522 Fifth Avenue, New York, N. Y. COMMISSION FOR RELIEF IN BELGIUM EDUCATIONAL FOUNDA¬ TION (INC.) AND THE FOUNDATION UNIVERSITAIRE The Commission for Belief in Belgium Educational Foundation (Inc.), during the year 1925, maintained its graduate exchange fel¬ lowships with 35 Belgian students, including 10 renewals, of the 1925-26 group in the United States, and 9 American students, in¬ cluding 3 renewals, in Belgium. It supported one Belgian visiting professorship in the United States and one American visiting pro¬ fessorship in Belgium; also a fellowship for a Belgian student at the Walter Hines Page School of International Relations at the Johns Hopkins University. Continued financial aid was given to the Universities of Brussels and Louvain. The total expenditures, from 1920 to 1925, inclusive, amounted to $604,005.29. The Foundation Universitaire granted 346 loans to under-gradu¬ ate students in 13 Belgian universities or advanced technical schools. The total grant was 900,800 francs, with an average loan of 2,603.47 francs. JULIUS ROSENWALD FUND The Julius Rosenwald Fund was incorporated in 1917, under the laws of the State of Illinois, for charitable, scientific, educational, and religious purposes. The fund is also used for the payment of 496 BIENNIAL SURVEY OF EDUCATION, 1924-1926 salaries of supervisors and to promote teacher training. F or the year 1926 the fund contributed $401,831 toward the construction of school buildings and teachers’ homes in Alabama, Arkansas, Florida, Geor¬ gia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, and Virginia. The Julius Rosenwald Fund cooperates through the public-school authorities in efforts to provide and equip better rural schoolhouses for the negroes of the Southern States. President: Julius Rosenwald, Homan Avenue and Arthington Street, Chicago, Ill. Secretary: Frances W. Shepardson, Homan Avenue and Arthing¬ ton Street, Chicago, Ill. BARON DE HIRSCH FUND The Baron de Hirsch Fund was organized March 13, 1890. It was incorporated on February 12, 1891, under the New York mem¬ bership corporations law. The endowment fund, given by the Baron and Baroness de Hirsch, amounts to $3,800,000. It is used for the aid of resident Jewish immigrants, and its activities are as follows: 1. Promotion of agricultural instruction through subsidies to the National Farm School at Doylestown, Pa., and the granting of scholarships to Jewish young men at the State Institute of Applied Agriculture at Farmingdale, Long Island, N. Y., and other State schools; these are substitutes for the Baron de Hirsch Agricultural School, maintained by the fund for many years at Woodbine, N. J. 2. Aid to agriculturists by way of selection of farm lands and loans on real or chattel security through the Jewish Agricultural Society. 3. Baron de Hirsch Trade School, New York City, which offers to young men free instruction in the following trades: Machinist, plumbing, electrical work, sign painting, printing, auto mechanics, and operating engineering. 4. Immigration aid port work through subsidized societies located in New York and Baltimore. 5. The town of Woodbine, N. J., which was founded by the Woodbine Land & Improvement Co., a subsidiary organization. The fund in recent years has concentrated more on trade and agricultural instruction and extensive aid to farmers, and given up some of its pioneer Americanization work and charitable pecuniary aid, as local communities and the State and its agencies have taken over the work formerly done by it. EDUCATIONAL BOARDS AND FOUNDATIONS 497 KAHN FOUNDATION FOR THE FOREIGN TRAVEL OF AMERICAN TEACHERS The Kahn Foundation for the Foreign Travel of American Teachers was organized in New York City on January 6, 1911, for the purpose of enabling “men of proved intellectual attainments to enjoy, during one year or more, sufficient leisure and freedom from all professional pursuits or preoccupations, to enter into personal contact with men and countries they might otherwise never have known.” It was founded by Albert Kahn, of Paris, France. The stipend of the single Kahn fellowship awarded for the year 1925-26 was $5,000. President : Edward D. Adams, 598 Madison Avenue, New York, N. Y. Secretary: Frank D. Fackenthal, Substation 84, New York N. Y. COMMONWEALTH FUND The Commonwealth F und during the fiscal year ending September 30, 1925, continued its work in the field of child welfare, increased its educational activities, and made preliminary studies in relation to rural hospitals. The fourth and final demonstration in the series of undertakings in the field of child health was begun in Marion County, Oreg., early in the year. A total of 123 students received training at the bureau of children’s guidance. Fourteen fellowships were awarded for 1925-26. This work was supplemented by the establishment of several fellowships in psychiatric social work at the Smith College for Social Work. A new feature of the division of education is the administration of the Commonwealth Fund fel¬ lowships established for British graduate students. In accordance with its past policy, the fund has devoted a portion of its income to special grants for various scientific, educational, and philanthropic purposes. A total of $364,950 was so appropriated to 23 different causes; of these, seven were closely related to one or another of the fund’s special programs. ENGINEERING ECONOMICS FOUNDATION The Engineering Economics Foundation, which is an exclusively scientific and educational institution established on university prin¬ ciples, provides research and teaching service through its “ analyses of emergency.” It is engaged in gathering and disseminating knowl¬ edge of two kinds: First, of man endangered by emergency, and second, of man and his mobilizing of protective forces against the destruction brought by emergency. During the year 1925-26 the 498 BIENNIAL SURVEY OF EDUCATION, 1924-1926 foundation has cooperated officially with the mayor’s committee on hazards and emergencies of the city of New York; the board on emergency of the city of Boston; and the New York Board of Trade and Transportation. President : Hollis Godfrey, 3 Joy Street, Boston, Mass. Secretary : Charles L. Eyanson, 3 Joy Street, Boston, Mass. JOHN SIMON GUGGENHEIM MEMORIAL FOUNDATION The John Simon Guggenheim Memorial Foundation was organ¬ ized on March 26, 1925, by former United States Senator and Mrs. Simon Guggenheim, as a memorial to their son, John Simon Guggen¬ heim, who died April 26, 1922. The purpose of the foundation is to provide opportunity for scholarly research work of an advanced character and for creative work in the fine arts, including music. The fellowships are reserved for scholars who have already proved their capacity for independent research, and for artists who have demonstrated their ability to do creative work of a high order of merit. In 1925-26, 15 scholars were given advance appointments to fellowships. In 1926-27, 38 were selected to hold fellowships. In addition, five fellows of the group of 1925-26 were reappointed for part or all of the coming year. The endowment fund amounts to $3,000,000. The foundation, from its incorporation to date, has appropriated $135,350 for its various endeavors. President: Simon Guggenheim, 2300 Pershing Square Building, New York, N. Y. Secretary: Henry Allen Moe, 2300 Pershing Square Building, New York, N. Y. CHAPTER XYI WORK OF THE BUREAU OF EDUCATION FOR THE NATIVES OF ALASKA By William Hamilton Assistant Chief , Alaska Division , Bureau of Education Through its Alaska division the United States Bureau of Educa¬ tion is developing and educating an aboriginal population of differ¬ ent races dwelling in widely varying regions and climates, many of whom are in a state of racial childhood and require assistance in adjusting themselves to the new conditions with which civilization has confronted them. The problem goes beyond providing education for children in schoolrooms; it involves the uplifting of entire communities. The work includes the maintenance of schools, hospitals, and orphanages, the relief of destitution, the fostering of trade, the organization of cooperative business enterprises, the establishment of colonies, and the supervision of the reindeer industry. The chief difficulties in administration are the remote and isolated character of the country, the great distances between the villages, the meager means of communication, and the rigor of the winter climate of most of the territory. Subject to approval by the Commissioner of Education, the chief of the- Alaska division of the Bureau of Education, with head¬ quarters at Seattle, Wash., directs the activities of the bureau in Alaska. For purposes of school supervision the Territory of Alaska has been divided into six districts, each under a superintendent who keeps in as close touch as possible with the work in his district. The field force of the Alaska school service during the fiscal year ended June 30, 1926, included 6 district superintendents and 159 teachers, and there were 86 schools in operation, with an enrollment of 3,703. Transportation from Seattle to the remote villages for appointees, supplies, and building materials was for many years an undertaking of great difficulty. Partial solution of this problem was provided when the U. S. S. Boxer , a wooden vessel, formerly used by the Gov¬ ernment as a training ship for naval cadets, was transferred to the Department of the Interior for the use of the Alaska division. This boat was remodeled and equipped with modern machinery and since 499 500 BIENNIAL SURVEY OF EDUCATION, 1924-1926 1923 has carried annually to the coast stations as far north as Point Barrow and to the distributing points at the mouths of the larger rivers teachers, doctors, and nurses, together with a heavy tonnage of supplies and equipment. On its return voyage it brings out em¬ ployees whose terms of service have expired and carries reindeer meat, furs, and other valuable commodities which are sold for the Eskimos through the Seattle office of the Alaska division. The care of the health of the natives of the community is no small part of a teacher’s duty. The number of physicians and nurses em¬ ployed in Alaska by the bureau is small for the task to be performed. In the great majority of the native settlements the teachers are the only “doctors” and “health officers,” and the school often serves as a dispensary for the natives within a radius of several hundred miles. As part of the day’s work, the teacher visits the homes in the villages to see that hygienic conditions are maintained therein, to show mothers how to care for and feed their infants, to demonstrate the proper ways of preparing food, to inculcate cleanliness and the neces¬ sity of ventilation, and to insist upon the proper disposal of garbage. The scope of this work during the fiscal year 1926 is indicated by the following statement : Community service rendered by teachers District Visits made to homes Medical assistance rendered Births reported Deaths reported Native popula¬ tion served Number of teachers Northwestern . _ 2,424 2,809 64 23 2, 106 22 Seward Peninsula _ 3, 080 4, 855 87 53 2, 088 26 Western _ _ 2, 887 6, 364 56 36 1,878 30 Southwestern _ . _ 1,527 1,470 39 20 1,140 23 Central.. _ _ 3, 392 3, 881 63 50 1, 573 23 Southeastern . . 2, 756 2, 564 121 104 4, 348 35 Total . . . . . . 16, 066 21, 943 430 286 13, 133 159 One of the most effective agencies for the advancement in civiliza¬ tion of a native village is the establishment in it of a cooperative store, owned by the natives and managed by them, under the super¬ vision of a teacher of a United States public school. It results in securing articles of food and clothing at equitable prices, in divid¬ ing among the natives themselves the profits which would otherwise go to a white trader, and in acquiring by the natives of self-con¬ fidence and experience in business affairs. Such enterprises are now in operation in 12 villages in widely separated parts of the Territory. Until recently no systematic form of industrial education for Alaskan natives was provided within the Territory. In order to receive such training, for many years young Alaskans were sent to schools maintained by the Office of Indian Affairs in the States. EDUCATION IN ALASKA 501 This policy was found to be unwise and uneconomic. The change of climate frequently had a deleterious effect upon the health of the children. Some of those who remained in the States found them¬ selves forced into unfortunate social conditions. Many who re¬ turned to Alaska found it difficult to adapt themselves to their home environment. To meet the situation, the policy lias been adopted of establishing industrial schools within Alaska itself. Industrial schools have already been organized at Eklutna, near Anchorage, on the Alaska Railroad; at Kanakanak, on Bristol Bay; and at White Mountain, on Seward Peninsula, all of which are strategic points. Eklutna, being near the Alaska Railroad, is readily acces¬ sible for pupils from the interior and from the upper Yukon region; it can also be easily reached from the settlements on the southern coast. Kanakanak will be the center for vocational training for the Aleuts and for the Eskimos of southwestern Alaska. To White Mountain will come the Eskimos of the northwestern region as far north as Point Barrow. Included in the curriculum of these vocational schools are such industries as house building, carpentry, boat building, making furni¬ ture, sled construction, operation and repair of gas engines, marine engineering, navigation, tanning, ivory carving, and basket weaving. The native races of Alaska possess extraordinary dexterity, as is evidenced by the ivory carving of the Eskimos, the basket weaving of the Aleuts, and the totem carving of the inhabitants of south¬ eastern Alaska, and with very little training they excel in all mechanical occupations. It is proposed to extend the facilities for industrial training as rapidly as funds will permit. During the fiscal year ended June 30, 1926, the Bureau of Educa¬ tion employed in its medical work in Alaska 8 physicians, 22 nurses, and 1 first-aid man. Hospitals were maintained at Juneau, Nulato, Akiak, Kanakanak, and Noorvik; and contracts were entered into with other hospitals in Alaska, as well as in the States of Washing¬ ton and Oregon, for the treatment of Alaskan natives. A large number of native boys and girls were brought to Seattle for special treatment and delicate operations. The service rendered in Alaska during the fiscal year 1926 is shown in the following statement : Medical service rendered by nurses and physicians Medical service By nurses By phy¬ sicians Total Number of visits to homes . . . . . .. 12.033 8,311 22,026 117 72 401 2, 836 12, 820 60 41 6, 989 1,651 12, 434 11,147 34,846 177 113 6, 989 1,651 Number of patients treated.. Number of treatments given . . . . . . Number of births reported _ Number of deaths reported _ Total days of hospital care.. Out and clinic calls . . . . _ _ _ _ _ 502 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Notable extensions of the medical service during the biennial period 1924-1926 were the stationing of a physician at Unalaska, who during the winter months is the only physician in the entire Aleutian region, the employment of an itinerant dentist who rendered pro¬ fessional service to the natives in the villages of southern Alaska, and the furnishing of medical relief to inhabitants of the Yukon Valley. Along the Yukon River and its tributaries there are approximately 4,000 natives, hitherto entirely without medical attention. To ex¬ tend medical aid to these isolated groups, the bureau, in the period of navigation during the summer of 1926, operated on the Yukon and Tanana Rivers a floating hospital having on board a physician and two nurses, in addition to the crew. In its cruise the boat covered approximately 2,200 miles. More than 3,000 natives were examined and about 500 treatments were given. Owing to the great expansion of the reindeer industry, it is not possible to state the precise number of reindeer in Alaska. It is estimated that there are now about 500,000 reindeer in the Territory, approximately two-thirds of which are the property of the natives. The average gross increase each year is between 33 and 45 per cent. During the period from 1918 to 1925 more than 1,875,000 pounds of reindeer meat were shipped out of Alaska, most of which was the property of an incorporated company, with headquarters at Nome, which owns more than 50,000 reindeer. For handling reindeer meat, this company has constructed several refrigerating plants within the Seward Peninsula, and it operates cold storage barges along the coast. Use is also made of the natural cold storage facilities of Alaska, for in the areas adjoining the Arctic Ocean solid ice is found within 3 or 4 inches of the surface and extends to great depths. Each year, on its southward voyage, the Bureau of Education’s ship Boxer carries a limited number of carcasses of reindeer belonging to the Eskimos, which are sold for them through the Seattle office of the Alaska division. Steers for butchering sell in Alaska for from $10 to $12 a head. At Nome and St. Michael reindeer meat retails at from 15 to 20 cents a pound. Breeding stock is valued at $18 to $20 a head. The average cost of raising each animal is only about $1 a year. During the winter months the use of reindeer hides as material for clothing is general among white and native inhabitants throughout northern Alaska. The use for transportation of reindeer trained to the sled is not so general as it might be. It is stated that the dog team is better suited for use on the main trails, but that for cross¬ country travel the reindeer is cheaper and more practical. The aver¬ age distance per day covered by a reindeer drawing a loaded sled EDUCATION IN ALASKA 503 over a trail in fair condition is about 30 miles. When fed grain in addition to the forage he gets on the range, a reindeer may be worked steadily and driven over long distances. The great increase in the number of reindeer and the wide distri¬ bution of the herds throughout northern and western Alaska have rendered it urgent that provision be made for the allotment of graz¬ ing lands, in order that the occupancy of such lands may be regulated and strife among the owners of reindeer avoided. Establishment of grazing districts in Alaska by the Secretary of the Interior is con¬ templated in a bill now pending in Congress. When the work of the Bureau of Education in Alaska began 40 years ago, the aborigines were in absolutely primitive conditions. In southern Alaska and in the interior the natives lived in small, filthy hovels with little light and no ventilation. Along the shores of Bering Sea and the Arctic Ocean their winter habitations were semisubterranean huts; when the warmer days of summer thawed the frozen soil, rendering these underground hovels uninhabitable, their shelters were skin-covered tents. The Eskimos still used rude implements of stone, ivory, and bone, and consumed much of their seal and walrus meat raw. Lamps filled with whale or seal oil, and w7ith dried moss as a wick, were still used for heating and cooking. With the steady advance through the years of the Bureau of Edu¬ cation’s school system, and other civilizing agencies, these primitive conditions have gradually disappeared, except in some of the remotest settlements which the bureau has not yet been able to reach. In many of the villages, as the result of education, the old huts have been replaced by neat, well-furnished houses, the homes of self- supporting, self-respecting natives, thousands of whom are employed by the great canneries of southern Alaska. Fleets of power boats belonging to and operated by natives are of great service in trans¬ porting fish from the fishing grounds to the canneries. Many natives are employed in the mines. Others are pilots, trappers, storekeepers, loggers, or ivory carvers. For many years the Bureau of Education has appointed as teachers in its Alaska school service the brightest of the graduates of its schools. Girls showing special qualifications for medical service are received into the bureau’s hospitals for train¬ ing as nurses. Natives are employed as cooks, janitors, and orderlies in the hospitals. Natives are also represented in the legal and cleri¬ cal professions. Throughout northwestern Alaska, and along the Alaska Railroad, native owners of reindeer, whose herds furnish an inexhaustible meat supply, are most important factors in the indus¬ trial and economic situation of the Territory. CHAPTER XVII MAJOR TRENDS OF EDUCATION IN OTHER COUNTRIES By James F. Abel Associate Specialist in Foreign Education Contents.— Introduction— Changes in national governments— International aspects of education— Ministries of education— Provision for education— Illiteracy and its eradication— Primary and ele¬ mentary education— Secondary education— Higher education. INTRODUCTION The period under review, approximately the years 1924, 1925, and 1926, are of significance in education in that they are a part of the reconstruction, postwar time that was marked in its earlier months by strong enthusiasm and a general freedom of conception, when fine plans for educational systems — by no means impossible of eventual realization — -were laid and even enacted into law, only to be held disappointingly in abeyance by the severe reactions and economic distress that followed shortly after. These were the first years of cooler judgments and of better directed activities in giving expression through education to the principles of self-determinism, the rights of minorities, and the aintenance of republican forms of government by people trained in the arts of self-government that were so strongly emphasized in the peace settlements. Obviously it is not possible to separate them entirely from the other years of the postwar decade, because the main events of 1924 to 1926 are for the most part simply continuations of activities either begun or strengthened in the six previous years. Moreover, only a few of the larger movements can be treated in a brief bulletin. The major changes in world education in these years center largely in the Eurasian countries and grow out of the war and the new political situations set up by the treaties of peace. One of the most marked movements was the establishment of certain official inter¬ national relationships in education made obligatory by treaties, constitutions, and laws; and these were accompanied by a general widening and strengthening of activity, official and unofficial, in international education affairs. Another important aspect is mani¬ fest in the establishment of ministries of education and the develop¬ ment of administrative school organizations in the newly created nations, together with various changes in the national educational offices of other countries. Closely connected with both is the evident willingness of the different countries to make substantial monetary provision for education at a time when many of them were forced into drastic retrenchments in their national expenditures or were even in a state of national bankruptcy. 505 506 BIENNIAL SURVEY OF EDUCATION, 1924-1926 The almost universal adoption of republican forms of government which followed the war naturally led to inquiries into the educational status of the people and their ability to understand and assume the obligations they were incurring, with the consequent discovery of enormous numbers of illiterates and near-illiterates and subsequent attempts of many kinds to give them at least the rudiments of an elementary education. In the realm of human training below the levels of secondary instruction the lowered birth rate during the war began to show in greatly decreased school enrollments in several European countries, and coincident with this realization of the loss of human wealth the national governments took many new measures in behalf of women and children, lengthened the term of compulsory school attendance, and generally gave to elementary education a better adaptation to the needs of child life. Secondary schools were still increasing in numbers and enrollment. The more pronounced tendencies in this field included emphasis on training during the early years of adolescence, about 12 to 15, and modifications that would make all of secondary education more practical and more available to the children of all classes of people. The general trends in higher education were in the direction of greatly increased enrollments in the number of resident students and those taking degree courses, especially in scientific fields; a broadening of the functions of universities and colleges especially in giving extension courses in both special subjects and cultural train¬ ing; and a better grasp of the proper relation of the university to the nation. CHANGES IN NATIONAL GOVERNMENTS The Continent of Eurasia east of a line drawn from the North Sea to the Adriatic Sea was in 1914 for the most part controlled by three empires — Germany, Russia, and Turkey. The British Empire held close control over India and was a strongly directive force in the affairs of Egypt. Imperial policies dictated the amount, kind, and color of education in those areas. By 1924 Germany had been restricted to a comparatively small continental area, and had become a Republic, a federation of 20 States, each with a republican consti¬ tution. Russia had become the antithesis of an empire — a loosely bound union of six soviet Republics, each working under communistic principles. Turkey had been greatly reduced in area, had gone far toward separating church and state, and was on the verge of the constitutional reforms of April 20, 1924, by which it was declared a Republic. The British Empire had given to India, through the India act of 1919, an experimental government, “with a view to the progressive realization of responsible government in British India as MAJOR TRENDS IN WORLD EDUCATION 507 an integral part of the British Empire”; had terminated its protec¬ torate over Egypt; had recognized the Saorstat Eireann as a coequal member of the community of nations forming the British Common¬ wealth; and the status of Australia, Canada, Newfoundland, New Zealand, and the Union of South Africa as self-governing dominions “in no way subordinate one to another in any aspect of their domestic or external affairs, though united by common allegiance to the Crown and freely associated as members of the British Commonwealth of Nations,” was tacitly accepted, though it was not officially expressed until the imperial conference of November, 1927. Finland, Estonia, Latvia, Lithuania, the Free City of Danzig, Poland, Czechoslovakia, Yugoslavia, Albania, and the Saorstat Eireann in Europe had established their own governments, generally republican in form, and had assumed the responsibilities, national and international, of independent entities. Austria and Hungary had been reduced from large groups of heterogeneous peoples to much smaller comparatively homogeneous populations. In Asia, Afghani¬ stan had been recognized by Great Britain as entirely independent; Arabia was free of Turkish domination ; Persia was nearing a change of dynasty; a new republican constitution had just been promulgated in China; and Palestine, under a British protectorate, was open to settlement and development by Jewish peoples from all parts of the world. INTERNATIONAL ASPECTS OF EDUCATION Official obligatory relationships. — The great and far-reaching changes in the number and kind of national governments in Eurasia had necessitated general international readjustments; and international educational relationships, official and otherwise, had sprung into sudden prominence. On the actual official side of treaties, inter¬ national agreements, and constitutional enactments made obligatory by treaties, international direction of certain educational policies had been deliberately undertaken and in 1924 to 1926 the practicability of such direction was plainly proved. Realizing that the mistreatment of minorities of race, religion, and language had been the chief cause of the World War, the framers of the peace treaties had attempted to work out national boundaries that would correspond to the territorial lines of division between ethnic and linguistic groups. That was impossible, and though the situation was greatly improved the ethnic minorities in Europe affected by the peace treaties amounted to about 16,800,000 people; so it was essential for European peace that those minorities be pro¬ tected by the treaties. Among the first of such treaties \vas that entered into between Poland and the Allied and Associated Powers on June 28, 1919, and the provisions in it for the protection of minor¬ ities are deemed so important to the educational world that they are 508 BIENNIAL SURVEY OF EDUCATION, 1924-1926 quoted. Besides being the legal basis for international control of some phases of education, they may and prcvbably will in time come to be considered as among the magnse cartse of human liberty. Article 2. — Poland undertakes to assure full and complete protection of life and liberty to all inhabitants of Poland without distinction of birth, nationality, language, race, or religion. All inhabitants of Poland shall be entitled to the free exercise, whether public or private, of any creed, religion, or belief, whose practices are not inconsistent with public order or public morals. Article 7. — All Polish nationals shall be equal before the law and shall enjoy the same civil and political rights without distinction as to race, language, or religion. Differences of religion, creed, or confession shall not prejudice any Polish national in matters relating to the enjoyment of civil or political rights, as for instance admission to public employments, functions, and honors, or the exercise of professions and industries. No restriction shall be imposed on the free use by any Polish national of any language in private intercourse, in commerce, in religion, in the press, or in pub¬ lications of any kind, or at public meetings. Notwithstanding any establishment by the Polish Government of an official language, adequate facilities shall be given to Polish nationals of non-Polish speech for the use of their language, either orally or in writing, before the courts. Article 8. — Polish nationals who belong to racial, religious, or linguistic min- norites shall enjoy the same treatment and security in law and in fact as the other Polish nationals. In particular they shall have an equal right to establish, manage, and control at their own expense charitable, religious, and social insti¬ tutions, schools, and other educational establishments, with the right to use their own language and to exercise their religion freely therein. Article 9. — Poland will provide in the public educational system in towns and districts in which a considerable proportion of Polish nationals of other than Polish speech are residents adequate facilities for ensuring that in the primary schools the instruction shall be given to the children of such Polish nationals through the medium of their own language. This provision shall not prevent the Polish Government from making the teaching of the Polish language obliga¬ tory in the said schools. In towns and districts where there is a considerable proportion of Polish nationals belonging to racial, religious, or linguistic minorities, these minorities shall be assured an equitable share in the enjoyment and application of the sums which may be provided out of public funds under the State, municipal, or other budget, for educational, religious, or charitable purposes. The provisions of this article shall apply to Polish citizens of German speech only in that part of Poland which was German territory on August 1, 1914. Article 10. — Educational committees appointed locally by the Jewish com¬ munities of Poland will, subject to the general control of the State, provide for the distribution of the proportional share of public funds allocated to Jewish schools in accordance with article 9, and for the organization and management of these schools. The provisions of article 9 concerning the use of languages in schools shall apply to these schools. Article 12. — Poland agrees that the stipulations in the foregoing articles, so far as they affect persons belonging to racial, religious, or linguistic minorities, con¬ stitute obligations of international concern and shall be placed under the guar¬ antee of the League of Nations. They shall not be modified without the assent MAJOR TRENDS IN WORLD EDUCATION 509 of a majority of the Council of the League of Nations. The United States, the British Empire, France, Italy, and Japan hereby agree not to withhold their assent from any modification in these articles which is in due form assented to by a majority of the Council of the League of Nations. Poland agrees that any member of the Council of the League of Nations shall have the right to bring to the attention of the council any infraction, or any danger of infraction, of any of these obligations, and that the council may there¬ upon take such action and give such direction as it may deem proper and effective in the circumstances. Poland further agrees that any difference of opinion as to questions of law or fact arising out of these articles between the Polish Government and any one of the principal Allied and Associated Powers or any other power, a member of the Council of the League of Nations, shall be held to be a dispute of an international character under article 14 of the Covenant of the League of Nations. The Polish Government hereby consents that any such dispute shall, if the other party thereto demands, be referred to the Permanent Court of International Justice. The decision of the Permanent Court shall be final and shall have the same force and effect as an award under article 13 of the covenant. In all, 10 treaties with similar provisions between the five prin¬ cipal Allied and Associated Powers had been drawn up in 1919-20. They were between these powers on the one hand and Poland, Czechoslovakia, Yugoslavia, Rumania, Greece, Armenia, Austria, Hungary, and Turkey on the other. Each State had recognized the obligations in these minority treaties as fundamental laws that can not be overturned by legislation or administration within, the State itself. Their enforcement was guaranteed by semijudicial procedure before the League of Nations. In May of 1922 Lithuania had signed before the council of the league a declaration almost identical to the provisions in the Polish treaty; and in July and September of 1923, Latvia and Estonia signed declarations much more vague and less decisive than those made by Lithuania. Provisions for the mutual protection of minorities had been incor¬ porated in several binational treaties: Germany and Poland in May, 1922, with regard to Upper Silesia; Austria and Czechoslovakia in 1920; Finland and Soviet Russia in the treaty of Dorpat of October, 1920; Turkey and France in the Angora agreement of the same date; and Iraq and England in the treaty of alliance in October, 1922. In 1922, four Baltic States, including Poland, signed a treaty to the same effect. It devolved then upon the governments concerned to work out and put into effect through their ministries of education admin¬ istrative school policies that would meet and satisfy the interna¬ tional obligations which they had assumed. Necessarily it was somewhat difficult to do that in Germany and Russia, where there are no national ministries of education, and the Central Government must look to the constituent States to comply with the treaties. The authorities of Czechoslovakia entered upon the new program most wholeheartedly. That country was maintaining in 1924-25 a 17836°— 28 - 33 510 BIENNIAL SURVEY OF EDUCATION, 1924-1926 total of 20,740 schools of all grades from kindergarten to university, inclusive, with 46,138 classes and an enrollment of 2,315,752 pupils. By language of instruction the pupils were distributed as follows: Czechoslovak, 68.5 per cent; Ruthenian, 3.2 per cent; German, 21.7 per cent; Magyar, 4.6 per cent; Polish, 0.6 per cent; Rumanian, 0.01 per cent; Jewish, 0.03 per cent; and other and combined schools, 1.4 per cent. While the establishment and maintenance expense of primary and superior primary schools is a charge against the com¬ mune, and the personnel salaries are borne ordinarily by the Province, the National Government undertakes to provide minority primary and superior primary schools where necessary, and the expense is borne by the national treasury. The language situation extends throughout all levels of the school system, secondary, professional, teacher-training institutions, and schools of university rank. Two of the 4 universities are Czech, 1 is German, and 1 is Slovak. The 4 technical high schools are 2 Czech and 2 German. Space does not here permit giving in detail the way in which the educational authorities in the countries that were parties to the treaties were meeting their minority language obligations in 1924 to 1926. It is sufficient to say that all but one or two were observ¬ ing both the spirit and the letter of the compacts, and that the few cases of violations that were brought before the league council were rather quickly corrected. Within the league council the machinery for and the method of handling complaints were developed into an effective system. It is necessary to point out, however, that this international con¬ trol of some phases of education as applied to a considerable number of countries in Eurasia and demonstrated as successful in the years of which we write has a very vital bearing on future educational administration, support, and direction; that the principles accepted by these countries will probably come into effect among countries on other continents where there are similar puzzling minority situa¬ tions; that they may be controlling factors in colonial educational policies, and that multilingual and bilingual school systems are now commonplaces in the educational world. The best and most hopeful trend of these movements is that minority language questions are being taken out of the fields of politics and religion and placed in the hands of the professional educators where they rightly belong, and that the latter are approach¬ ing them first from the immediate and pressing angle of providing proper school facilities under good administration, and second from the more important angle of making scientific investigations into the psychology of bilingualism and multilingualism so that better methods of teaching modern languages may be evolved. In the treaty nations the principles applied to languages of instruc¬ tion were also made applicable to religious teaching in the schools, MAJOR TRENDS IN WORLD EDUCATION 511 the general plan being that the pupil or his parents may select the creed, if any, in which he wishes to be instructed and that the indi¬ vidual teacher is free to decide whether he will give such instruction. Intensified and special control in the direction of a single faith was adopted by Bavaria and Poland, each of which entered into a con¬ cordat with the Vatican, the former in November, 1924, and the latter in August, 1925, by which both countries gave to the church the right to direct instruction in the Roman Catholic religion in their schools. Such an arrangement has been in effect in Spain since 1851. Official and semiofficial nonobligatory relationships. — The interna¬ tional relationships described above are strictly official and for the most part obligatory. If not carried out they involve the breaking of mutual and solemn obligations between nations. Other inter¬ national relationships in education, while still official or semiofficial but not at all legally obligatory, were fully as important, and went on actively during the period under review. Representatives from the various ministries of education made extensive trips to other coun¬ tries and studied the school systems intensively with a view to carrying back to their own countries those features that they could adapt and use to advantage. In continuation of a policy solemnly sworn to in 1868 by the Emperor of Japan that “knowledge shall be sought jor throughout the world , so that the welfare of the Empire may be pro¬ moted, ” the Japanese Department of Education at the close of 1923 had 455 men and 5 women, all carefully selected students, studying abroad. The exchange of teachers, started in the last decade of the nineteenth century between Germany, France, and England because of a simultaneous movement in those countries for better teaching of foreign languages, was carried on by the office of special inquiries and reports of the board of education in England. In 1923-24 it made 55 appointments to positions in secondary schools and training colleges in France, and 49 such appointments in 1924-25. In return 44 French assistants were appointed to various schools in England and Wales in 1923-24 and 49 in 1924-25. The visit to the United States in 1925 of a delegate from the Austrian Ministry of Education resulted in the establishment a year later of the Austro-American Institute of Education at Vienna. A representative of the Ministry of Public Instruction and Agriculture of Bolivia visited Mexico, European capitals, and the United States to study educational developments and report a plan of reform for the schools of Bolivia. The director of public instruction of the State of Bahia, Brazil, spent several months abroad in 1925 studying various school systems. These are but a few examples of the large number of semiofficial exchanges of educational thought that were going on between countries. 512 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Lesser official units, such as universities and colleges, city school systems, etc., and private individuals, corporations, and foundations, carried on organized international educational and cultural exchanges in great amount and a wide variety of ways. Among the most impor¬ tant of these activities were the maintenance of societies formed for the purpose of promoting good feeling between the nations and aliens, either visiting or resident, in the various countries; exchanges of students and teachers; the support of large numbers of scholarships and fellowships for study abroad; the conducting of summer schools designed especially to give foreigners an insight into the language, culture, and national ideals of the countries visited; and meetings of international educational associations. Unofficial relationships. — A study made by the American Council of Education in 1925 listed 114 organizations concerned with inter¬ national educational relations and having either headquarters or representatives in the United States. Thirty-nine of them were regularly bringing or sending professors and students to and from 15 different European countries, China, and Japan. The scholarships and fellowships open to American students for study in foreign coun¬ tries numbered well over 500 and involved an annual expenditure of about half a million dollars. Many of these scholarships were entirely unrestricted as to subject and place of study and allowed great free¬ dom in the selection of the student and the best place for him to continue his training. Others were restricted as to subject, while some 200 were designed to promote cultural relations between the United States and some specific country or countries and were restricted as to place. The interchange of students and teachers that had been carried on for a long time between Argentina and Uruguay was widened in 1926 to include all Latin- American countries. A year later the University of Breslau expressed a desire to interchange students with similar institutions in Argentina. Seventy-five students from Argentina visited La Paz in August of 1925 to assist in the celebration of the first centenary of Bolivian independence. The professor of economics and finance in Princeton University in the United States in 1927, when urging the president of the Historical and Geographical Insti¬ tute of Brazil to establish a short summer school at Rio de Janeiro for American teachers of secondary schools, stated that 361,000 teachers and students in 1926 used the summer-school method to realize their desire to study in Europe and that there were 27 European schools with an average enrollment of 700 American students in each, as follows: University of Dublin, Edinburgh, Glasgow, Zurich, Cam¬ bridge, Oxford, London, Sorbonne, Lille, Genoa, Lucerne, Basle, Heidelberg, Mains, Berlin, Hamburg, Vienna, Florence, Rome, MAJOR TRENDS IN WORLD EDUCATION 513 Naples, Athens, Cairo, Jerusalem, Beirut, two in Constantinople, and a branch of William and Mary College (United States) at Madrid. International educational congresses. — Among the more important of the international meetings of strictly educational character was that of the World Federation of Education Associations held at Edinburgh, Scotland, July 20 to 27, 1925. The association had been founded at San Francisco in 1923 and at that time outlined in 20 resolutions a program of procedure intended to cultivate international good will and to promote the interests of peace throughout the world. Among the most important recommendations of the first meeting were the provision of an educational attache at each embassy or legation; scholarships for students of education to study abroad ; the establish¬ ment of a permanent international bureau of research and publicity and a universal library bureau; adapting textbooks and teaching methods to the expression of fairness and good will between nations; promoting the observance of May 18 as an international “ Good-will day”; appointing an international commission to further the work of reducing illiteracy in all countries as rapidly as possible; favoring national aid for education in communities lacking financial resources; urging the extension of educational opportunities for women; and indorsing the development of international school correspondence. At the Edinburgh meeting the president of the federation reported that the outstanding achievements of the biennium had been an awakening in the relief of illiteracy; an added impetus to international correspondence among school children; a beneficial study of world contacts; and that some nations, Mexico being the first, had ap¬ pointed educational attaches in connection with their embassies. International good-will day had been celebrated to some extent in practically all countries; and a beginning had been made of a collec¬ tion of textbook materials and the dissemination of educational information by different methods. Six nation-wide education asso¬ ciations had joined the federation, and three more had made formal applications for membership. The Second Imperial Education Conference of the British Empire convened in London June 25 to July 6, 1923, to continue the policy, begun in 1911, and interrupted by the war, of assembling official delegates, appointed by the respective governments of the different divisions of the Empire, to consider ways of effecting as close relations as possible in the varied attempts made in the parts of the British Commonwealth to solve the problems of education that are present in all, and in essence remain the same for all. The agenda of the conference included teacher qualifications and inter¬ change of teachers; courses of instruction and secondary school¬ leaving certificates; the provision for and organization of schools in 514 BIENNIAL SURVEY OF EDUCATION, 1924-1926 rural and sparsely populated districts; stages in a system of general education; the bilingual school problem; the history and geography of the Empire; the cinematograph as a factor in education; special means of educating the different European races within the Empire; special requirements in the education of Europeans in constant and immediate contact with non-European races, and other equally im¬ portant topics. The reporting committees set up principles for the interchange of teachers and for bilingual teaching; recommended close and continuous supervision for the physical well-being of children and resolved that in the interests of the future solidarity of the Empire it was imperative that efficient teaching of the geog¬ raphy and history of the Empire be provided by all educational authorities. The Third Imperial Conference held its meetings in June and July of 1927, beginning them with the question of “ education in relation to the pupil’s after-career, with special reference to problems of primary and vocational education,” and during its sessions dis¬ cussed a wide range of topics, including problems of special interest to tropical countries, the use of broadcasting in an educational system, examination and inspection of schools, rural education, and school medical service. The conference closed with a unanimous resolution to be forwarded to the King that: Our deliberations have strengthened our belief that education should be one of the greatest factors in promoting mutual knowledge and understanding and thereby fostering sentiments of active friendship and of good will between the different parts of Your Majesty’s dominions. MINISTRIES OF EDUCATION For the world at large trends toward centralizing education in a responsible national ministry were conflicting, and no definite general movement in the direction of either centralization or decentralizaton is evident. Pronounced decentralization took place in India following the adoption of the India act of 1919; central control was strengthened considerably in Brazil, Ecuador, and Austria. The administrative reforms in Italy provided for greater local freedom in education. The Federal Government in Germany was for the most part unable to take advantage of the wide powers over education given it in the con¬ stitution, and the proposal for an Imperial Bureau of Education for the British Empire was not put into effect. Each of the nations newly created or recreated at the close of the war set up a national ministry of education to administer the school system through which it hoped to develop its national ideals and at the same time fulfill the treaty obligations it had assumed in regard to education. The work of the Ministry of Religious Creeds and Public Instruction in Poland is fairly representative of that being carried on in each of the new national entities. MAJOR TRENDS IN WORLD EDUCATION 515 The ministry of education in Poland. — The ministry entered upon what was essentially a program of unification and reconstruction. Poland took over, with the territory that was formerly the Austrian annexate, schools that were distinctly Polish in character and con¬ ducted by an autonomic educational authority. In the Prussian annexate the schools were adequate but completely Germanized; in the Russian section, they were very inadequate and Russianized. The population of Poland is one of fixed heterogeneity : 69.2 per cent Polish; 14.3 per cent Ruthenian; 3.9 per cent White Ruthenian; 3.9 per cent German; 7.8 per cent Jewish; and 0.9 per cent other nationalities. In addition to bringing three distinct educational systems into some sort of cooperation, if not unity, in the furtherance of Polish national life, the ministry had to meet the minority language situations consequent upon the varied racial composition of the population. By a statute of June 4, 1920, the Republic is to be divided into educational districts somewhat similar to the academies in France, each presided over by a curator who has general superintendence, guardianship, and inspection of education within his district. His powers do not extend to higher education and his authority is dis¬ tinctly limited by the many laws and ministerial regulations that fix the details of education. The division into educational districts has proceeded slowly and is not yet complete. In 1924 Germany and Soviet Russia both protested against the treatment of their respective national minorities in Poland and a further protest from the Allied powers seemed imminent. The answer was three statutes passed July 10, 1924, one of which permitted the opening of private schools in which instruction was to be given in the language desired, and that at the request of the parents of 40 children in regions where the non-Polish minority amounted to 25 per cent of the population, instruction might be given through Lithuanian, White Russian, or Ukranian, although Polish, Polish history, and Polish geography should be taught — the last two in the Polish language. Following this, the Jewish elements in the popula¬ tion secured an agreement (the declaration of Warsaw) on July 4 and 12, 1925, two sections of which read: The council of ministers takes note of the declaration according to which the Minister of Public Instruction and Worship announces that he will introduce in a certain number of public primary schools, in regions where the percentage of the Jewish population is high, the keeping of Saturday as a holy day and the teaching of Hebrew sciences up to 10 hours a week. The council of ministers takes note of the declaration according to which the Minister of Public Instruction and Worship announces that he will promulgate ordinances according to the terms of which students attending “cheders” which have conformed to the provisions in force in State establishments will be con¬ sidered as satisfying the law on compulsory education. 516 BIENNIAL SURVEY OF EDUCATION, 1924-1926 By the close of 1924, approximately 72 per cent of the children of compulsory school age (7 to 14) were in attendance at primary schools; 116 State and 66 private teacher- training colleges were in operation and enrolled 29,872 students; 265 State and 498 private secondary schools, most of them of the gymnasium type, had an attendance of 221,800 students; and a large number of the professional and supplementary schools of secondary grade were in operation. Eleven State institutions and 10 private ones of university rank were maintaining faculties of liberal arts, law, medicine, music, and agri¬ culture, and in general covering the entire field of higher instruction. Educational decentralization in India. — The India act of 1919 set up a diarchic form of government in which the central government is still bureaucratic and responsible through the Secretary of State for India to the British Parliament. Administration in the provinces is divided between the governor on the one hand, who is responsible ultimately to Parliament for certain reserved subjects, and the pro¬ vincial legislature and ministry made up of Indians and responsible for certain transferred subjects, among which is education. These reforms went into effect in January, 1921, and necessarily meant a long step toward taking away from a central government the power that it had over education in India and distributing it among the Provinces. Formerly, the Government of India, in addition to other forms of educational control, could encourage educational advance in any line it favored by making grants from surplus revenues. Financial control is now in the Provinces. A general report on education in India is issued quinquenially and the latest period reported is 1 9 1 7 to 1 922 . A complete review is not yet available for 1922 to 1927. The transfer of education to popular control came at a difficult time, for there was widespread financial stringency and much political agitation, the latter taking the form of a non¬ cooperation campaign and an attempt to establish “national schools” parallel to the Government schools but entirely free from any land of Government control. Both the financial stress and the political agitation seriously hampered the progress of education, but they were not entirely without valuable aspects. The financial stress led to careful consideration of school costs and a more advantageous use of the money available. The political agitation brought careful inquiry into the kind of instruction given in the Government schools and why it was unsatisfactory, and focused the" attention of large groups of people, not previously interested, on the schools. Between 1922-23 and 1923-24 the total number of pupils under instruction rose from 8.79 millions to 9.32 millions. A general at¬ tack was made upon illiteracy and for the education of the rural communities, the Departments of Agriculture, Public Health, and Cooperative Credit began the organization of lectures on matters MAJOR TRENDS IN WORLD EDUCATION 517 directly affecting the welfare of the people. Furthermore, and most of all, some headway was made against the Indian belief that women should not be educated, and the number of girls under instruction steadily increased. Centralizing educational administration in Brazil. — While this de¬ centralization of education was going on in India, a movement toward the strengthening of national control of some phases of education was taking place in Brazil, and several of the States in that country were reforming the departments of education in order to take over powers that had been invested in purely local authorities. Following a clause in the general appropriation act of 1925, which authorized the creation of a national department of public instruction, the President issued on January 13, 1925, Decree No. 16782-A, creating the “Departmento Nacional do Ensino.” The department, which is in reality a bureau in the Ministry of Justice and the Interior, is planned to function as the agency having very general control over the higher, secondary, professional, and artistic schools maintained wholly or in part by the Federal Govern¬ ment, to supervise the Federal subventions to rural primary schools in the States, and to carry on research in educational subjects. The former superior council of instruction was abolished and a National Council of Education of three sections established as a professional advisory body to assist the department. The most important section of the decree provides for the Federal subventioning of rural schools in the States. By written agreement between the Federal and any State government, the former will pay the salaries of the instructors, and the latter will furnish them habita¬ tions and school buildings and equipment. The States agree not to reduce the number of schools already existing in their territory at the time of the making of the agreement. In August, 1926, new minute regulations for the department of education of the State of Pernambuco were approved by the governor and published, and the following year Law No. 1342 authorized the placing of all schools formerly operated by the State or municipalities under one supervisory authority. Law No. 1018 of 1924 was passed in the State of Alagoas, to reorganize its entire educational system. Creation of a central bureau in Bolivia. — In Bolivia, by decree of March 25, 1926, President Siles created a Central Bureau of Public Instruction, with an appropriation of 40,000 bolivianos to organize the teaching force; compile statistics of education; map out programs of curricular reforms; make out codes of rules and regulations of instruction; report on buildings, sites, and the general materiel of education; propose laws, budgets, etc., and encourage in general anything that will advance the educational state of the country. 518 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Expansion of the ministry in Austria. — In Austria the Ministry of Education in 1925 took over from the Ministry for Social Welfare the kindergarten, physical training of juveniles, and school physician activities, and from the Ministry of Traffic and Commerce, those per¬ taining to the mining academy and the commercial academy, as well as those for the Austrian Museum for Art and Industry. Administrative reforms in Italy. — The Ministry of Public Instruc¬ tion in Italy was created by royal patent of November 30, 1847, and continued by the Casati law of November 13, 1859. It functioned under that law until 1923, when Minister Giovanni Gentile was given unconditional powers by the Chamber of Deputies and, through a series of royal decrees emanating from his office, reconstructed the entire educational system, both in structure and in aims and purposes. The ministry in its State administration was considered decentralized and simplified and its personnel reduced in number. Local adminis¬ tration by Provinces was replaced by administration by regions that correspond to essential differences in nature, population, dialects, and cultural needs. The inspection service was decreased in personnel and so changed as to place greater responsibility on school principals and educational directors. The financial organization was arranged to conform to the new structure of the school system. The strictly vocational secondary schools — agricultural, industrial, commercial, higher technical, etc. — were not affected by the reform of 1923, for they were under the Ministry of National Economy. The Fascist Council of November, 1927, indicated that these schools would soon be transferred to the Ministry of Public Instruction. Lad of central control in Germany. — The constitution of the Ger¬ man Reich, promulgated in August, 1919, was an innovation in that it gave the Reichstag authority to fix, by way of legislation, a number of matters relating to education throughout the Republic. Thus far the Federal Government has been unable to take any great advantage of that constitutional authority. A law of 1920 provided for the four-year grundschule and abolished the former preparatory schools. By Easter of 1924 the public preparatory classes and schools had closed; the private preparatory schools had an extension to 1929. Later the law was modified to permit exceptional students to com¬ plete the four-year grundschule in three years. A law for the protection of youth against indecent literature was passed by the Federal Diet in 1926. This is about all that the Federal Government had accomplished in the way of control of education. British proposal for an Imperial Bureau of Education. — The Imperial Education Conference of 1923, held in London, considered the possi¬ bility of establishing an Imperial Bureau of Education, and, in con¬ nection therewith, the possibility of introducing greater uniformity in the compilation of educational statistics, but the conference expressed itself as feeling that — MAJOR TRENDS IN WORLD EDUCATION 519 for the present, an Imperial Bureau could only be looked upon as an ultimate ideal, and that it would be a considerable step in advance if Dominion bureaus could, in the first instance, be established by national groups or units of the Empire, such as Canada, Australia, and South Africa. Summary. — The net result in 1926 is that 55 (not including Luxem¬ burg, Liechtenstein, Monaco, and San Marino) of the 72 national entities into which the 1,820,000,000 of people are grouped for pur¬ poses of government have each a national ministry of education as a part of the executive branch of the government and coequal in status and authority with the ministries of state, commerce, war, internal affairs, or other divisions of the responsible administration. PROVISION FOR EDUCATION Appropriations for education made from national funds by the several central governments, as shown in the budgets proposed, esti¬ mated and actual, were in comparison with other years on a fairly high level, both in absolute amounts and in their relation to the total expenditures for all governmental purposes. In Europe this was especially remarkable since the financial stability hoped for after the signing of the treaties in 1919 was retarded by interest charges on the great public debts, by the cost of reclaiming devastated areas, by the expense of treatment and pensions for the disabled, and by the fact that there was general national poverty from which to collect the revenues necessary for these purposes. Budget practices generally went through three phases corresponding to a period of inflation of currency, its deflation, and the eventual restoration of normal fiscal methods. Those countries that put their finances on a sound basis, balanced their budgets, and stabilized their currencies or brought them again to par, were forced either by their own governments or by outside agencies to pursue policies of the strictest economy. In some countries the different departments of government were conducted on strict monthly allowances. The newly formed States were, of course, faced with the necessity of establishing an entire financial system. Even in these circumstances, education and other human welfare activities were supported generously. Great Britain. — Shortly after the war closed Great Britain began a conservative policy of currency stabilization and reduction in taxation and in the national debt. The budget was reduced from one billion pounds in 1921-22 to eight hundred million in 1924-25, but high levels of expenditure for social service were maintained. A total of £338,319,000 was used for health insurance, unemployment insurance, war pensions, old-age pensions, education, public health, etc., in 1923; and in 1925 heavy additional obligations in the way of pensions for widows and orphans and old-age pensions were assumed. Compari¬ sons between the 1913-14 and 1924-25 budgets are, respectively: 520 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Education, science, and art, 19 millions and 49 millions of pounds; old-age pensions, 12 millions and 26 millions; health, 6 millions and 19 millions; and for the Ministry of Labor, 8 hundred thousand pounds as compared with 14 millions. The estimates of the board of education for England and Wales for the year 1924-25 amounted to £41,900,000, as compared with £41,934,047 for 1923-24. The estimate of 1924-25 assumed that local authorities would provide and expend £58,250,000 on elementary education and £12,060,000 on higher education. The estimate for 1925-26 amounted to £40,832,754, based on assumed local expendi¬ tures of £58,250,000 and £12,000,000. The decreases in the esti¬ mates are due to the gradual termination of the training of ex-service men and a continued fall in the number of children in attendance at elementary schools owing to the decline in the birth rate. Early in 1925 the board of education asked the local authorities to arrange comprehensive programs for educational development that would follow well-considered plans and cover a definite period of at least three years, beginning on April 1, 1927. At the outset of the year 1926 a severe burden was thrown on national finances in con¬ nection with the coal strike and the later stoppage in industry. An interim program of expenditure was taken up which would insure the continuance of the proposed programs but at a somewhat slower rate. Belgium. — The Ministry of Science and Arts of Belgium reports that the communes, Provinces, and the National Government expended for primary education in 1922 a total of 318,831,431 francs, and in 1923 the increased amount of 348,654,990 francs. The expenditures for normal training for the years 1923, 1924, and 1925 were respectively 26,212,100, 25,471,510, and 24,439,100 francs. The reductions in this branch of education were due to the lesser amounts that were necessary to replace buildings, equipment, etc. Teachers’ salaries, current expenses, and sums given for scholarships increased annually. The subsidies given to schools of secondary education were as follows: 33,541,525 francs for 1923; 36,146,145 for 1924; and 39,498,708 for 1925.1 The part which the appropriations for education played in the national budgets is shown in the following tables, in which are given the five items: The year; the appropriation for the ministry of educa¬ tion; the percentage which that appropriation was of the entire budget; the rate of exchange of the foreign coin in terms of exchange in the coinage of the United States; and the value of the foreign coin when at par. The countries are grouped in three divisions — Euro¬ pean, Far Eastern, and Latin American. 1 The Belgian franc is at par at $0,193. The average exchange rate for 1924 was $0.0464; for 1925 it was $0.0476. MAJOR TRENDS IN WORLD EDUCATION 521 The reader must understand that the amount set apart for the ministry of education does not by any means represent the total which any of the countries listed expends for educational purposes. In nearly all countries, other ministries, especially those concerned with national defense, agriculture, and commerce, have control of many schools of special types and expend large sums of money on them, but those amounts are not ordinarily segregated in the budgets and even approximate data for them are not available. Moreover, the moneys raised and used by the subsidiary governmental units such as States, Provinces, communes, etc., as well as those spent by purely private agencies, are not here considered. In Sweden the nation pays roughly three-fifths of the cost of elementary and three- fourths of the cost of public secondary education. Private schools maintaining state standards receive from one-third to three-fifths of their income from the nation. National aid in Norway is about one-third the total school expenditure; in Denmark it is somewhat less than one-half. The proportion which the National Government bears of the expense of education varies greatly in the different countries, and the relationship of national aid to local effort is so complicated and irregular that few writers attempt anything more than a very superficial discussion of it. The older European countries. — Nevertheless the figures quoted2 are very significant of the attitudes of the various peoples toward public education. In actual amount of money appropriated, those coun¬ tries that use national funds for education usually give it from first to fourth place in a budget of 10 or more items. The older countries of Europe are generally setting apart the greatest sums for debt service and national defense and education comes third in the ^ist. But in the Netherlands the largest single item in the budget is for education; in Norway it is second, after debt service; in Sweden, second after defense. In France, Italy, Denmark, and Hungary f education is third; in Bulgaria it is fourth. The figures given for the Union of Socialist Soviet Republics are listed in the budget under the head of “ cultural and social needs” and not under that of any one ministry. The younger nations oj Europe— The newfy created national entities of Europe are having to spend freely for development work, such as building roads and railroads, and establishing means of rapid communication. Most of these activities are centered in a ministry of communications. Education in these countries usually holds fourth place in the budget; communications, debt service, and defense are given the larger amounts.3 r See Table 1, p. 522. 3 See Table 2, p. 523. 522 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 1. — Appropriations for education in the national budgets of older European countries Netherlands: 1923 _ 1924 _ 1925 i _ 1926 2 _ Country and year Appropriations for Ministry of Public Instruction Per cent of total budget Rate of exchange Par value Florins 152, 029, 812 156, 921, 036 141, 702, 000 140, 559, 000 18.8 20.5 20.6 22.0 $0. 3735 Par. Par. $0. 402 Denmark: 1923- 24- 1924- 25. . 1925- 26 i. 1926- 27 2. Sweden: 1923- 24- . 1924- 25- - 1925- 26 i. 1926- 27 2. Crowns 70, 800, 000 67, 200, 000 72, 187, 126 75, 803, 540 19. 05 18.7 19.7 20.5 .1694 .2113 .268 122, 116, 500 119, 757, 600 129, 588, 000 125, 963, 000 24.4 24.4 20.8 19.8 .2618 .2618 .268 Par. Par. Norway: 1926-27. Paper crowns 61, 831, 260 17.0 .1977 France: 1923 i. 1924 3. 1925 i. 1926 2. Paper francs 1, 587, 000, 000 4. 3 1, 736, 000, 000 5. 2 1, 755, 000, 000 4. 8 .0608 .0524 .0477 .193 Spain: 1923- 24- _ 1924- 25 i. 1925- 26 2. Paper pesetas 167, 304, 000 177, 652, 000 178, 396, 000 5.4 6.3 5.8 .1275 .1391 .1435 .193 Italy: 1923- 24- 1924- 25. - 1925- 26 i. Paper lire 860, 488, 000 1, 207, 600, 000 1, 154, 100, 000 .0434 .42 .039 .193 Hungary: 1924- 25. _ 1925- 26 i. Gold crowns i * * 4 69, 300, 000 84, 000, 000 19.5 19.7 .2026 Rumania: 1925... 1926 i_. Paper lei 2, 130, 780, 000 2, 643, 114, 000 7.9 11.1 .1929 Bulgaria: 1925 i. 1926 s. Paper leva 747, 271, 500 11. 3 680, 190, 000 10. 0 . 007281 . 007317 Union of Socialist Soviet Republics: 1923-24 _ Chervonets 118, 762, 000 5. 6 1924- 25 i. 1925- 26 2. Rubles 167, 543, 000 5. 9 237, 606, 000 6. 2 .5146 i Estimated. 2 Proposed. 3 Not published. 4 After Jan. 1, 1927, pengos, gold. 5 Promulgated. The jar -eastern countries .4 — These countries are all conservative in estimating revenues, and large budget deficits seldom occur. With the exception of Japan, between 80 and 90 per cent of the people are in agriculture and the postwar depression reduced their revenues because of lack of markets. They use a silver standard coinage, and the fall in 1921 in the gold value of silver also reduced their revenues. Currency inflation is unknown. See Table 3, p. 524. MAJOR TRENDS IN WORLD EDUCATION 523 Table 2. — Appropriations for education in the national budgets of younger European countries Country and year Appropriations for Ministry of Public Instruction Per cent of total budget Rate of exchange Par value Finland: Paper marks 1925 i... _ _ _ _ 375, 800, 000 11.2 $0. 0252 $0. 193 1926 1 _ 378, 700, 000 11.1 Estonia: 1925 __ . . . 600, 376, 600 8.1 .00255 1926 _ _ _ _ - 608, 799, 400 7.9 .002676 .00268 Latvia: Lots 1924-25 11,636,666 8.5 . 193 1925-26 L. .. _ _ 15, 353, 426 14.5 1926-27 2 _ _ _ _ 16, 941, 849 15.5 Lithuania: _ _ _ Lits 1924 _ _ 24, 537, 600 10.9 1925 _ . . . 30, 829, 800 12. 1 . 10 1926 »„ . . . . . . . 31, 380, 100 12.9 Poland: Zlotys 1924 . . . . . 234, 977, 000 15.1 .192 1925 _ 309, 120, 000 16.0 .177 . 193 1926 i- _ _ _ _ _ 270, 000, 000 15.9 . 178 Czechoslovakia: Paper crowns 1924 _ _ _ _ _ 845, 922, 000 4.9 .0295 .2026 1925 i.._. 890, 850, 000 5.6 .0297 1926 i... . . . . . . 756, 450, 000 7.5 .0297 Yugoslavia: Paper dinars 1924-25. . . . . . . 753, 300, 000 6.4 .01282 .1929 1925-26. . . . . . . 749, 600, 000 6.3 . 01705 i Estimated. 2 Proposed. The fiscal policy of Japan for 1924 to 1926 was based on the needs of a country not yet recovered from the disastrous earthquake of September 1, 1923. In the allocation of loans made in 1924 for the revival of enterprises, out of 523,204,000 yen the total set apart for education was 73,591,000 yen or 14 per cent. Samoa and French Oceania were badly damaged by severe storms in January, 1926, and reconstruction work called for large expendi¬ tures. No estimates can be given of the funds spent for education in China. None of the many units of currency is on a stable basis, and the central government is not strong enough to levy or collect taxes or stabilize the currency. Although the budgets of Siam began to show deficits in 1923, the program of extending compulsory education that was begun under a law passed that year has been carried forward steadily. The Gov¬ ernment grants to education for the years 1922-23, 1923-24, and 1924-25 were, respectively, 1,355,953, 1,421,433, and 1,390,319 ticals. The appropriation for 1923-24 was 41 per cent of the total expenditure for education; in 1924-25 it was 34.97 per cent. (The rate of ex¬ change for the tical at par is $0.3709. It fluctuated between $0.38 and $0.44 in 1924 to 1927.) The budget total of the Federated Malay States for 1924 was £6,318,811, of which £398,080 were for medical relief and £210,155 524 BIENNIAL SURVEY OF EDUCATION, 1924-1926 for education. In addition to the amounts allocated to education, as shown in the table for the Straits Settlements, the appropriations in Straits dollars for health were 2,475,181 in 1925 (4.3 per cent of the budget); 3,425,556 in 1926 (3.7 per cent); and 3,560,360 in 1927 (8.9 per cent). About 40 per cent of the expenditures of New Zealand are for debt service. The other items are chiefly the working expenses of the postal and telegraph systems and the expenses of the different departments of the Government. With the exception of debt service and the expenses of the postal and telegraph, the department of education spends as much as all the other departments combined. The Government undertakes the whole responsibility for financing public education. Table 3. — Appropriations for education in the national budgets of far-eastern countries Country and year Appropriations for Ministry of Public Instruction Per cent of total budget Rate of exchange Par value Japan: 1922-23 _ _ _ Yen 37, 956, 724 71, 123, 505 74, 038, 748 79, 751, 638 103,752,440 Florins 37, 030, 000 39, 734, 000 42, 193, 000 Straits dollars 1, 140, 195 1, 236, 355 1, 508, 512 Pounds 2, 581, 601 2, 604, 508 2, 777, 271 2, 879, 719 3.8 1923-24 _ 7.1 $6. 4126 $0. 4985 1924-25.. _ 6.8 1925-26 _ 7.8 1926-27 .. _ Netherland East Indies: 1924 _ _ 5. 5 .3787 .4020 1925... _ _ 5.8 1926 _ _ _ _ 5.6 Straits Settlements: 1925 _ _ _ 1.9 .5615 .5678 1926 i _ 3.1 .5627 1927 i _ _ _ _ 3.7 New Zealand: 1922-23 . . . . . .. _ 9.8 (2) 4. 8665 1923-24 _ 9.9 1924-25 _ 10.1 1925-26 _ 12.2 1 Estimated. 2 The current rate is usually above that for the English pound sterling. The cost of education in the Commonwealth of Australia is borne by the separate States. They make large contributions to medical and charitable activities also. The appropriations for 1924-25 were as follows: Table 4 . — Appropriations for education in Australia State Education Per cent of total budget Medical and charitable Per cent of total budget New South Wales.. £3, 829, 159 2, 238, 346 1, 410, 085 717, 036 613, 165 285, 067 9. 68 9.26 9.48 7. 41 7.26 10. 65 £1, 871, 371 1, 136, 190 795, 418 435, 855 440, 004 175, 276 4. 73 4. 70 5.34 4.50 5. 21 6. 55 Victoria . . . . . Queensland. . . ..... _ _ _ _. SouthAustralia. . . . _ _ West Australia. . . Tasmania . _ .... ._ . . .. .. Total .. _ . _ . . _ _ _ 9, 092, 858 9. 15 4, 854, 114 4.88 MAJOR TRENDS IN WORLD EDUCATION 525 The Latin-American countries. — The South American republics are generally under the necessity of making large expenditures to develop their natural resources, and these expenditures, often calling for bond issues, materially increase the annual appropriations for debt service. The National Government of Argentina supports the five universi¬ ties and all public secondary education. It aids elementary education in each Province that devotes at least 10 per cent of its income to elementary schools. It also establishes national elementary schools in remote districts of the Provinces. The communes of Bolivia are expected to provide primary education (six years) but the National Government gives considerable subsidies for that purpose. The cost of primary education in Colombia, except for the Indian missions and the national territories, falls upon the Departments and the municipalities. Except for private schools, the entire cost of educa¬ tion in both Chile and Uruguay is borne by the nation. To the department of justice and education in Argentina is appro¬ priated the second largest amount (debt service is first) in a budget of 12 items. Public instruction is commonly second in the amount of funds allocated to the different departments of the National Govern¬ ment of Chile. Public instruction and welfare are second also in Ecuador; war and marine is first. Debt service and war and marine are first and second in Uruguay, with education as the third largest item in the budget. The appropriation for the Ministry of Justice and Education is usually third largest in amount in the budget of Peru. In Paraguay, Bolivia, Colombia, and Venezuela the alloca¬ tions to public education rank fifth or sixth in items of national expenditure. Table 5. — Appropriations for education in the national budgets of Latin- American countries Year Appropriations for Ministry of Public Instruction Per cent of total budget Rate of exchange Par value Argentina: 1923 _ _ _ _ _ _ Paper pesos 96, 413, 568 135, 321, 710 107, 402, 500 108, 455, 600 120, 110, 300 Bolivianos 3, 243, 195 3, 666, 353 4, 511, 305 Paper pesos 85, 729, 295 140, 663, 638 141, 387, 606 Pesos 1, 108, 190 2, 234, 672 2, 640, 560 3, 530, 896 4, 217, 967 16.3 $0. 3458 $0. 4252 1926 20.0 .4055 Province of Buenos Aires, Argentina: 1924 23.5 1925 _ 23.5 1926 22.1 Bolivia 1923 _ 9. 14 .3112 .3893 1924 _ _ _ _ _ 8.8 .3089 1926 _ 9.3 .3333 Chile: 1925 _ _ _ _ 11.9 .116 .1217 1926. . . 14.6 1927 14.2 Colombia: 1923.. . 3.6 .98 .9733 1924 6.9 1925 . . 6.2 1926 8. 1 1927.. . . . 9.3 17836°— 2J -34 526 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 5. — Appropriations for education in the national budgets of Latin- American countries — Continued Ecuador: 1919-1924. 1925 _ 1926 _ Year Appropriations for Ministry of Public Instructions Pec cent of total budget Rate of exchange Par value Sucres 3, 797, 700 4, 139, 522 6, 708, 062 18.9 11.5 16.2 $0.25 $0. 4867 Paraguay: 1925- 26. 1926- 27. Paper pesos 38, 804, 449 44, 336, 948 17.04 17. 05 .02 .02 Peru: 1923. . 1924. . 1925- . 1926 i. Libras 1, 058, 055 1, 120, 919 1, 293, 854 1, 559, 432 14.4 13. 1 13.7 14.8 4. 01 Uruguay: 1922-23. 1924-25. Pesos 5,967,000 15.04 6, 525, 000 14. 04 .7906 .8227 1.0342 Venezuela: 1922- 23. 1923- 24. 1924- 25. 1925- 26. Bolivars 4, 575, 039 4, 678, 438 4, 820, 246 5, 397, 478 6.3 5.3 4. 1 3.3 .1887 1 Estimated. ILLITERACY General data. — The national censuses taken during and about 1920 revealed several startling things about the status of illiteracy in the world taken as a whole. First, statistics of either literacy or illiteracy are not available for many countries. Second, for those countries in which such data are gathered the definitions of what constitutes illit¬ eracy are so varied that the figures are only partially comparable if at all. Finally, the percentage of people who can neither read nor write is probably much greater than is generally supposed, while those who can not effectively use these instruments of acquiring and transmitting knowledge make up a much higher per cent. Unusual attempts to reduce illiteracy were made immediately fol¬ lowing the war and were continued through the years under considera¬ tion. If any great reduction is to be made for the entire world, it must take place in those countries where the percentage of illiteracy is highest. In China, India, the Soviet Union, and the Orient in general the authorities have awakened to the dangers of illiteracy, and for several years have been making efforts to extend at least the rudiments of education to the entire population. India. — The Undersecretary of State for India, in his “ Statement exhibiting the moral and material progress of India during the year 1924-25/’ reports that: Almost every Province is displaying great activity; and it is a testimony to the clear vision of those who now direct instructional policy that in most places attention is being directed to a concerted attack upon illiteracy. i MAJOR TRENDS IN WORLD EDUCATION 527 Not all of the provinces have compulsory education laws. Bombay led the way with a bill in 1918; Bihar and Orissa, Bengal, and the United Provinces followed in 1919. Government measures were passed for the Punjab in 1919, the Central Provinces and Madras in 1920, and later for Assam. The introduction of the compulsory principle is hampered by financial stringency and native prejudice, but the timidity of the authorities is disappearing and compulsion is being introduced, especially in the municipal areas. The secretary further reports: In connection with the general attack upon illiteracy, it must be noticed that until recently the authorities confined themselves primarily to those sections of the population which are of school-going age. * * * But it is now realized by many local governments that a very large part of the education now needed in India is adult education; and particularly adult education of a kind which will supply the new electorates with some guid¬ ance in the use of the suffrage which constitutional reforms have placed in their hands. So far as the town population is concerned, there is a great scope for the university extension movement. But the main problem attending adult education is that of reaching the country districts. * * * In the Punjab, in Madras, and in Bombay, the night-school movement is now very promising. At small cost to the administration, school buildings and school-teachers are utilized, after school hours, for the instruction of adults. The future implica¬ tions of this line of progress are very important. If once the cultivating classes can be convinced that education is of practical advantage to them, many of the problems of India will be solved. Such an attitude will change the face of the problem now presented by Indian illiteracy; for it becomes plainer and plainer that until the desire for universal primary education is sufficiently intense among the people themselves to induce them to put forward the effort necessary for its encouragement, illiteracy can not be eradicated. The Union oj Soviet Republics. — The work of stamping out illiteracy in the Union of Soviet Republics is reported in the Commercial Handbook of the Union of Socialist Soviet Republics, for 1927, as follows : Table '6. — Illiteracy in Russia Establishments School year, 1924-25 School year, 1925-26 Number Attendance Number Attendance Schools for semiliterates and illiterates 42, 004 505 201 1, 383 19, 650 0) 5, 750 11,425 2, 150, 000 0) 21, 533 47, 482 49,804 511 259 6, 431 24, 536 1,756 5,586 19, 304 1, 599, 755 68, 325 29, 789 205, 547 General educational establishments for adults _ Party schools _ _ Civic schools and courses _ _ _ Reading cabins _ _ Peoples’ houses _ _ . _ _ _ Clubs . . . - . Libraries _ _ Total - - _ 80,918 2, 219, 015 108, 187 1, 903, 416 i No data. 528 BIENNIAL SURVEY OF EDUCATION, 1924-1926 China. — The first great step toward the eradication of illiteracy in China was made during the literary revolution of 1917-1919, when the much less intricate spoken language, Pei-hua, was substituted as a literary medium for the old, very difficult classical language. The adoption of Pei-hua immensely simplified the process of learning the written language, and made it more nearly possible to give some instruction in reading and writing to the 200,000,000 adolescents and adults that had passed the school age and had been denied the oppor¬ tunity for schooling. By careful study 1,000 of the most frequently used characters in Pei-hua were selected and arranged in a “ founda¬ tion character course, ” a mastery of which gives the common man a foundation knowledge of the language and enables him to write simple letters, keep accounts, and read Pei-hua literature intelli¬ gently. The average time necessary to complete the course is 96 hours. After two years of experimentation with the foundation characters a National Association of the Mass Education Movement was organ¬ ized in Peking in August, 1923, and in the two following years 32 city self-supporting mass education associations sprang up in strategic municipal centers. The work was extended also to the army and to rural areas. The movement is one that appeals to the people, and in which they take an active part. At present it is being used by political parties to further their immediate purposes, but the inevi¬ table result will be a much wider demand for and appreciation of education by the Chinese nation as a whole. It is remarkable in that it is the first organized attempt ever made on a large scale to educate the masses of Chinese, and that it includes the making of a new literature in a language not heretofore considered to be a literary medium. Mexico. — An important factor in the reduction of illiteracy is the better attitude toward the indigenous peoples and the recent attempts through education to incorporate them into the national life of the country. The Secretariat of Public Education in Mexico, reestab¬ lished by a decree published on September 29, 1921, is making this an important part of the educational reforms upon which it entered about 1922. In order to reach the native Indians, a special department for rural schools and indigenous culture was created in the secretariat. Its chief activity is the establishment of rural schools and cultural mis¬ sions, both maintained by national funds, throughout the States and by means of these agencies to give the natives the rudiments of read¬ ing, writing, and mathematics, to instill in them a pride of race and language, teach them to live better and more hygienically, and in general raise their cultural level as much as possible. Statistically the head of the department reports progress in these rural schools as follows : MAJOR TRENDS IN WORLD EDUCATION 529 Table 7. — Statistics of the rural schools Year Schools Teachers Inspec¬ tors Pupils Expendi¬ tures 1924 1,044 1, 926 2,633 2,952 1, 105 2,388 3,000 3, 433 47 76, 076 126, 850 $1,540,128 1, 850, 850 2, 617, 050 3, 001, 590 1925. _ _ _ _ _ 65 1926 85 183, 861 206, 383 1927 _ 93 Of the pupils enrolled in 1927, 47,474 were adults. Cultural missions were in operation in 11 States. Each mission consists of a chief who is in charge of the educational work and of the classes in school organization and administration ; a teacher of physical education through gymnastics and games; a teacher of agriculture and animal husbandry; a teacher of minor industries; and a social worker to whom are intrusted the courses in foods, hygiene, child care, and the responsibility of organizing the community so that it may solve its own problems of social character. Even the school children are helping to combat illiteracy. In the last three years of primary education, each pupil is expected to teach some illiterate child to read and write. Other Latin- American countries. — No other La tin- American nation is carrying on a program of education, including the reduction of illiteracy, so intensive and extensive as that in Mexico, but most of them increased considerably the amount and kind of instruction offered. For example, the president of the State of Eio Grande do Sul, Brazil, reported hi September, 1925, that the average daily attendance hi primary schools was 155,849, as compared with 140,884 on April 30, 1924. There was a notable increase in the number of adults that were learning to read and write through attendance at night schools. The State railways were organizing schools of a kind, novel in southern Brazil, that gave instruction not only in the fundamentals of general education but in various technical subjects. PRIMARY AND ELEMENTARY EDUCATION The lowered birth rate in Europe. — About 1924 the decrease hi the number of births in the years 1915 to 1918, especially in the European countries, began to show in enrollments in primary and elementary schools, and most pronouncedly in the national entities with good school systems that were caring for a high percentage of the population of school age. The loss was less evident in the countries that were just building up their school systems. There the statistics indicated increased enrollments as a result of better school facilities, and to a considerable extent concealed the fact that the number of children was much smaller. The number of births in the European countries decreased very rapidly from the years 1914 to about 1918; then increased for one 530 BIENNIAL SURVEY OF EDUCATION, 1924-1926 or two years; and about 1922 and 1923 began again to fall off. This later reduction seems to be fairly general and is still continuing. These changes were most marked, of course, in the countries involved in the war, but they took place also in many of the noncombatant countries and were reflected slightly even in Latin America. Table 8 shows the number of live births in a few of the European countries for the war and postwar years: Table 8. — Number of live births in a few European countries for war and post¬ war years Country 1915 1916 1917 1918 1919 1922 1923 Germany _ _ ... Austria _ - - . .. Belgium _ _ _ Bulgaria 1, 382, 546 118, 764 124, 291 1, 029, 484 93, 597 99, 360 99, 188 71, 559 313, 013 785, 520 109, 942 429, 322 912, 109 87, 385 86, 675 79, 241 70, 306 342, 454 668, 346 97, 441 926, 813 87, 775 85, 056 98, 698 72, 505 399, 456 662, 661 98, 554 1, 260, 500 110, 822 123, 314 156, 929 68, 722 403, 479 692, 438 106, 268 374, 686 1, 404, 215 141, 621 153, 611 1, 297, 449 145, 885 155, 474 Denmark 73, 899 74, 826 France L _ _ _ 386, 966 814, 614 540, 979 England and Wales _ Scotland. _ .. .. _ Italy 780, 124 115,085 549, 744 758, 131 111, 902 540, 380 1 70 departments, in which the number of births in 1913 was 604,811. Decreases in enrollment. — The elementary primary schools (ecoles primaires elementaires) of France enrolled 4,210,000 children in 1922-23; 3,973,000 in 1923-24; and 3,828,000 in 1924-25. For about the same period the average number on the registers for England and W ales were : Table 9. — Average number on the registers Year England Wales 1921-22 _ _ _ _ _ _ _ 5, 409, 701 5, 296, 513 5, 209, 637 5, 137, 325 469, 901 462, 850 460, 415 460, 490 1922-23 _ 1923-24 _ 1924-25 _ The primary school enrollment in Belgium was 910,757 in 1922 and 805,380 in 1924. The total of pupils under primary instruction in Finland was 327,367 in 1922-23; 326,408 in 1923-24; 330,712 in 1924- 25; and 330,134 in 1925-26. Primary education in Poland en¬ rolled 3,283,901 pupils in 1923-24; 3,259,500 in both 1924-25 and 1925- 26; and 3,365,235 in 1926-27. The falling off in two years of 372,000 enrolled children — about 10 per cent of the total — in the primary schools of France, that in three years of 281,000 in England and Wales, and that of 105,000 in two years in Belgium are among the heaviest suffered by any countries, but in most of Europe and in parts of Asia something similar was occurring. The gains shown for Finland and Poland are due in the main to better school facilities and the enrollment of a higher per¬ centage of the children of school age. The birth rates were decreasing in both countries. MAJOR TRENDS IN WORLD EDUCATION 531 These losses were accompanied, probably very naturally, by general movements for greater care and conservation of human wealth that manifested themselves in better measures of protection for women and children; extension of education downward through the kinder¬ garten and nursery schools and upward and outward through various kinds of better postprimary education; increases or proposed increases in the number of years of compulsory school attendance; provision for better opportunities for gifted children; attempts of various kinds to make the schools more immediately responsive to the life needs of the children (the “activity school” methods of instruction); and far-reaching efforts to reduce illiteracy among adults. Protection of women and children. — Provision for the protection of women and children, including the care of exnuptial children and the prohibition of child labor, were written into the constitutions of most of the newly created nations and of those that changed to republican forms of government. The varieties of means taken to carry out v the spirit of these provisions not only in the countries where they are a part of the constitutional law but in many others are innumer¬ able. As a single example the report from India for 1925-26 in regard to infant-welfare work may be summarized. India as an example. — It is calculated that 1 in 6, or even 1 in 5, of the children born in India perishes in the first year of life, and that about 2,000,000 Indian babies die annually. Lady Chelmsford initi¬ ated an All-India Maternity and Infant Welfare League; Lady Reading later took up the work and initiated national baby week. The exhibitions, lectures, and baby shows which take place annually in all the larger centers of the country have roused public interest to an unusual degree. The demand for leaflets, pamphlets, model lectures, cinematograph films, and lantern slides is growing rapidly. Various benevolent institutions have entered the campaign with enthusiasm. The movement is not confined to British India, but is being taken up by the Indian States. The report of the director of public information for India for 1925-26 continues: Nothing is more significant than the comments of Indian newspapers of all communities and of all shades of political opinion on the subject of the baby week. Sentiment is unanimous and generous, and it is a great relief, after the asperities of political discussion in India, to read these comments in which there is no jarring note but only a wholehearted and grateful recognition of the fact that her excellency’s labors in India must inevitably cause a permanent better¬ ment of the lot of millions of Indian women and children. Preschool activities in France , England, and Italy. — As to schools for children below the usual age for admission, 6 years, 3,746 lay and congreganiste (directed by a religious organization) public and private maternal schools in France enrolled 315,632 children between the ages of 2 and 6 in 1923-24; and in 1924-25 there were 3,736 such schools enrolling 366,797 children. 532 BIENNIAL SURVEY OF EDUCATION, 1924-1926 The proposal of the board of education in England to reduce the Government grant to each local authority by the amount credited to the children under 5 years of age that were in school roused strong opposition, especially in industrial areas. It was not put into effect. The number of such children increased from 165,684 in 1923 to 211,348 in 1924, and to 221,800 in 1925. In the educational reform in Italy in 1923 for the first time in the history of Italian education, kindergarten instruction became an essential part of the elementary school course. Better adjustment between the kindergarten and the primary school was made through a unified primary-kindergarten curriculum. By Royal decree of December 31, 1923, methods schools offering a three-year course for the preparation of kindergarten teachers were authorized, and 5,000,000 lire were granted to a fund to be raised for the support and maintenance of kindergartens and to promote the spread of these schools. In February, 1926, the Societa Umanitaria of Milan was authorized to conduct a course for the preparation of teachers of kindergartens and primary schools. The course is under the personal supervision of Dr. Maria Montessori. Better compulsory attendance laws and regulations. — Increases or proposed increases in the number of years of compulsory school attendance, as well as efforts toward better enforcement of the com¬ pulsory school laws, were common. Compulsory education has been and is one of the most difficult of school problems, because it is closely interwoven with the economic status of the country and its ability to provide suitable school accommodations for all children of school attendance age; the important question of the kind of educa¬ tion to be given in the early years of adolescence (the ages of about 12 to 15); child labor; compulsory part-time schools for young people in the industries; the extent to which private instruction will be accepted in lieu of instruction in public schools; and in some coun¬ tries with strong opposition to the education of girls and of certain social classes. In England, since July 1, 1922, all exemptions from school attend¬ ance up to the age of 14 have ceased, and all children whose four¬ teenth birthday falls within the school term must remain at school to the end of that term. Local authorities may by law require children to attend up to the age of 15. The consultative committee that reported on the education of the adolescent recommended that legislation be passed fixing the age at 15 for all of England and Wales and that the law become effective at the beginning of the school year 1932. The education act of Scotland of 1918 empowered the department to appoint a day at which full-time attendance at school should be compulsory to the age of 15. That step has not yet been taken but MAJOR TRENDS IN WORLD EDUCATION 533 arrangements for additional school accommodation and changes in the organization of the different stages of instruction are being put into effect with a view to carrying out the authority given in the law. The primary public-school law of Estonia made attendance for all children obligatory from the ages of 7 to 16, inclusive; but economic considerations did not permit putting this into full effect, and the obligatory principle was applied by the Government only to the ages of 9 to 14, with permission to the municipalities to extend it to the full legal limits if conditions warrant it. For the year 1924-25 the towns succeeded in compelling all children over 8 years of age to attend school. The districts succeeded only partially. The final date when the compulsory school law must be introduced in its com¬ plete form is set at January 1, 1930. In France changes in the requirement for the certificate of ele¬ mentary studies (Certificat d’ Etudes Primaires Elementaires) had the effect of holding many children in the elementary schools until past the age of 12. They had formerly been allowed in considerable numbers to leave the schools . when they were 11 years of age. The situation is still admittedly unsatisfactory, and attempts are being made to rouse popular opinion in favor of better attendance regula¬ tions. The attendance law passed by the Parliament of the Irish Free State in 1926 lengthened the school term, raised the leaving age to 14 years, and gave the Minister of Education power to extend the leaving age to 16 in any communities where he deemed it expedient. Compulsory education (for boys only) in the Bombay Presidency, India, made permissive by the act of 1918, was introduced in five rural municipalities in the five years following, and in 1925 the Bom¬ bay municipality introduced it in the F and G wards for both boys and girls, excepting Moslem girls. In 1926 the average number for the five bodies excluding Bombay city, was 113 pupils per thousand of population, an increase of 43 per thousand over the attendance prior to the introduction of compulsion. The Education Department of Burma, in its seventh quinquennial report, notes that: In England the law of 1870, which made the provision of accommodation obligatory, preceded by six years the introduction of universal compulsory education. In India this wise precaution has not been taken, hence the various schemes are mostly “in the air.” Expense is of course the chief difficulty, and one Indian municipality which attempted to work a scheme of compulsory education points out that this has increased the cost of education by 350 per cent. * * * As Sir George Anderson paradoxically remarks: “Compulsion in India can only be effective if it is voluntary, and in the Punjab it is the villages that apply for compulsion and not the local body that enforces compulsion on an unwilling people.” Changes jrom the “learning” to the “activity” school. — A very general sentiment prevailed that school children spend far too much 534 BIENNIAL SURVEY OF EDUCATION, 1924-1926 of their time in memorizing the contents of books; that school life has too little relation to life out of school; that the child is a passive learner of things in which he has little interest; and that the constant direction and authority of the teacher take away from the pupil his opportunity to develop self-reliance and initiative. These condi¬ tions led to many attempts to develop a kind of school, commonly called the “activity” school, in which the interests and aptitudes of each child are taken more into account. In this type of school much of the teaching centers in the actual life of the community; the children are actively engaged in making or doing things for which they have an immediate purpose; the teacher is an adviser rather than a disciplinarian ; and the children may have a voice in the management of the school. The work school, now common in the Soviet Umon, is an attempt at the extreme of practical training. The pupils have an unusual amount of freedom and control most of the activities of the school. No scale of grading is used other than “satisfactory” and “unsatisfactory,” and the certificate states that the pupil has “studied and learned to apply” the subjects named in it. In other countries the response against the formal school was less pronounced, and in some of them it amounted only to slight modifications in the subjects taught and in the methods of teaching them. Two decrees of February, 1923, in France made considerable changes in the elementary school curriculum, with the purpose of eliminating, as much as possible, purely memory work and verbal knowledge and making the course more practical and concrete from the beginning. Moreover, the uniformity of studies for all elemen¬ tary schools was relieved and opportunity was given for specializa¬ tion according to the probable future occupations of a majority of the pupils of the locality. The certificate of elementary primary studies, which formerly could be obtained by pupils at the age of 11 who passed a single written and oral examination, is now granted only to those who have passed their twelfth birthday on July 1 of the year in which they present themselves for the examination. The examination is itself made more difficult and the grading is less lenient. The programs of the public primary schools in Poland, which were drafted in detail and published in 1920 and 1921, raise the level of instruction much higher than it was in the former annexates; intro¬ duce the principle of independent work of the pupils; and give due place to artistic-technical study. In Itafy under the reform of 1923 local educational authorities are given opportunity to adapt the schools to the requirements of the neighborhood and the teacher has a large amount of freedom in working out the program of the school. The schemes of study issued MAJOR TRENDS IN WORLD EDUCATION 535 by the ministry are intended merely as guides. In the language of former Minister Gentile they — forbid the commonplace platitudes which have so long dulled children’s education, and demand pure genuine poetry; sincere searching for truth; energetic investiga¬ tion of the popular spirit; restless and never satisfied, asking always the reason why; the rapture of contemplating pictures resplendent with art and life; the communion of great souls that speak through the mouth of the teacher. The curricula of the elementary schools in England are set out by the board of education only on very broad lines, and local authorities and teachers have much freedom in the conduct of the schools. Practical work of some kind is increasing and becoming almost universal in the schools, and there is a general movement in the direction of individual work instead of formal class teaching for the pupils. The chief inspector of primary schools in New Zealand, in 1926, reports — Attention to the rights and needs of the individual child has brought us to realize the necessity for differentiation in primary education, as well as in secondary and technical education. * * * For many reasons a revision of the syllabus seems desirable. It could be enriched not only in the direction of utilizing more freely training in handwork, but also by giving a stronger bias towards the study of English literature and towards the more practical side of elementary mathe¬ matics. * * * More attention should be paid to good English literature in order that pupils before they leave the primary schools may be imbued with an appreciation of and a love for some of the finer work of our best authors. * * * We have already jettisoned a great deal of useless work in arithmetic, and I think there is still some lumber to be got rid of. The reform of elementary education begun in Austria in 1919 was developed to such an* extent that 375 demonstration classes were conducted throughout the country in 1925-26, by exceptionally able teachers, and these were supplemented by discussions carried on by the teachers’ cooperative groups. The course of study is based on the principle of adaptation to the child. The former learning and book school is being replaced by a school in which each child is studied carefully, much instruction is given in the open through excursions, tours, visits to museums, workshops, and factories, and the child is led into extensive intellectual and physical self-activity. SECONDARY EDUCATION The term “secondary education,” in the narrow sense, has been limited in many countries somewhat rigidly to that kind of training given to young people — a comparatively small percentage of the whole — as preparation for further training in some institution of higher learning. On the Continent of Europe the secondary school has been and is typically a school to which children are admitted after private tutoring or a primary course of four years, and which gives them eight years of carefully organized training the completion 536 BIENNIAL SURVEY OF EDUCATION, 1924-1926 of which is marked by a certificate or diploma commonly accepted for admission to an institution of university rank. The gymnasium of Germany, Imperial Russia, Austria, Hungary, and Poland, the liceo-ginnasia of Italy, the lycee and the college of France, and the instituto of Spain were all of this kind. Few or no elective subjects were offered in them, but in the processes of educational development, elective lines of study or curricula from two to four or more in number were established, and there grew up, parallel to the classical training of the gymnasium, the real-gymnasium for training in modern lan¬ guages, the realschule for training in science and mathematics, and other types designed to give more practical work and leading to later study in the technical schools of university rank. Not only did these different types of schools parallel each other, but in their lower years — for pupils from about 11 years of age to 13 or 14 — they paralleled the schools of primary or elementary instruction that were giving instruct tion to the much larger group of children that would not continue in school after the last year of the compulsory attendance age had been passed. To such a system of education, vertically divided as it was, there were the objections: First, that education followed a strict class division, and the intelligent child of poor parents could not hope to have the education which he was capable of profiting by and which the interests of the Nation required should be given him; second, the decision as to his later career had to be made by himself or his parents when he was still much too young for either him or them to know in what his chief aptitudes la}^; third, having once decided and entered upon a certain type of secondary school course, the pupil could later transfer to another type only with great difficulty; fourth, the drawing off of the superior children from the primary and ele¬ mentary schools at about the fourth or fifth year of school life tended to weaken the later years in the lower school in that the more pro¬ gressive teachers would not care to work in them and the smaller body of less vigorous children would go slowly; fifth, such a system made little use of the large group of young people that, while perhaps not apt enough to go through a university, could nevertheless be trained to advantage for several years beyond the six or eight year elementary school; and sixth, the elementary instruction given was in the main impractical; the pupils were not prepared to be earners when they left the elementary schools. Creoiion of “middle” schools. — One of the answers to these last three objections was the creation of a form of school sometimes termed a “middle school,” intended for pupils from the ages of about 11 to 13 or 14, in which considerable latitude was allowed for adapting the course of study to needs of the locality in which the school was placed. In some cases — Denmark and Hungary, for instance — the MAJOR TRENDS IN WORLD EDUCATION 537 middle school corresponded to the first three or four years of the secondary school, and graduates from it could enter the later years of the secondary school, .and, if successful there, proceed to higher instruction. In other instances, as, for example, the “ central schools ” of England and the “ecoies primaires superieures” of France, these institutions of middle-school grade did not lead into the secondary schools. Another solution of the problem of what to do with the children fitted for middle-school instruction lay in the creation of large numbers of lower grade technical and vocational schools often so far separated from the regular school system that they were at¬ tached to some ministry other than that of public instruction. Postwar movements in secondary education, not entirely new but certainly given much stronger force by the changed political situa¬ tion, were in the main: First, to make it more democratic in the sense of providing ways for capable children of poor parents to go through the secondary schools; second, to delay as much as possible the child’s decision of his later career; third, to make the transition from one type of parallel course to another much easier; fourth, to incorporate the technical aod vocational schools more closely into the general school system ; and fifth, to raise the age of regular compulsory school attendance by one or two years and to require some kind of con¬ tinuation schooling until about the age of 18. In short, secondary education is broadening immensely and coming to take on some features of the universality desired for primary education. More¬ over, very special attention is being paid to the kind and amount of education that must be given during the years of early adolescence, from about 12 to 15 or 16. Experiments in Austria.— The educators of Austria have approached the secondary school situation in a truly scientific way. The first, stage of three years in a striking experiment conducted by the city educational council of Vienna, with the cooperation of the Federal Ministry of Education, was closed in. July, 1926. In 1922-23, 6 general secondary schools, 3 for boys and 3 for girls, each school with 4 parallel classes, wTere opened in the buildings of the former Biirger- schulen. Normal trained teachers from the Burgerschulen, and university trained teachers from the secondary schools (gymnasia, realgymnasia, etc.) were appointed in equal numbers. The same plan was applied to the principalships. The work was begun with 24 classes; in 1926 it was carried on with 96 classes, with a total of 1,460 boys and 1,480 girls. The schools offer a four-year course. They admit pupils who have completed the four-year uniform foundation school (grundschule) ; who are about 10 years of age; and who are still subject to the com¬ pulsory education law. Pupils of average and higher grade ability are grouped in Track I; those with less than average ability are 538 BIENNIAL SURVEY OF EDUCATION, 1924-1926 grouped separately in Track II. The division is made not on an entrance examination, but on the general report from the foundation school. The groups are instructed in the same building by the same body of teachers, and have as far as possible a common school life of games, festivals, etc., and common instruction in such subjects as singing, manual work, and drawing. Within Track I, in the subjects in which the uniform progress of the whole class is essential, such as mathematics, a minimum com¬ pulsory course and a more extended course are provided. Each is an organically developed unit arranged and rounded out according to its own principles. The special extended course does not require more hours than the minimum course, and all classes organized in the parallel divisions have the same time schedule. Every pupil may, with the approval of his teachers and parents, take up the extended in place of the compulsory course in all or only some of the subjects. From the second or third class on, pupils with ability in language may take Latin or a modern language. If they elect neither they must do additional work in the mother tongue. These schools are closely articulated with the lower vocational schools to which pupils may go upon the completion of either Track I or Track II; with the higher vocational schools open to those who have completed Track I; and with the upper secondary schools open to pupils from Track I who have completed the extended courses and such supplementary subjects as the upper school may require. The results of the experiment have been very favorable and more schools of this kind will probably be created. Many of the gymnasia, realgymnasia, and realschulen are trying out the new plan in the lowxr sections as an optional form of secondary school for selected pupils. Middle schools in Prussia. — Middle schools, meaning in general schools that go higher than the elementary schools in their aims and requirements and are still not full secondary schools, became increas¬ ingly popular in Germany and especially in Prussia. The Prussian Minister of Cults and Instruction in March, 1925, granted recognition as fully equipped institutions to 13 such schools in the city of Magde¬ burg alone. In the regulations of June 1, 1925, for the middle schools of Prussia, the ministry states: The development in the domains of trade, art, commerce and industry, agricul¬ ture and forestry requires a higher grade of the education of boys and girls for these branches of acquiring a living. In connection with it the need for proper preparation for many middle positions in the administrative service of the State and the communities as well as higher industry and commercial enterprises makes itself felt. The elementary public school even in its most developed form can satisfy these demands to a small extent only because of the various difficulties under which it has to work as a compulsory school. The higher schools, again, aim above all for the sciences, so that they also are unable to satisfy it in a suffi¬ cient manner. MAJOR TRENDS IN WORLD EDUCATION 539 From these conditions follows the need of a school arrangement that stands between the elementary school and the higher school which, without interfering with its duties as an institution of general education, enables its pupils also to satisfy the increased demands of later vocations of life. Such an educational institution is the middle school of six steps that follows the foundation school. The efficiency of this school arrangement has its ultimate foundation not merely in the increased maturity of the pupils by an attendance of two years more. The latter fall mainly in the time of youthful development and so their importance for the mental training, conduct, and strengthening of the pupils can not be over¬ estimated. With less crowding of the classes, richer equipment in means of instruction and domestic conditions, mostly more favorable for the work of the school, the effect on the increased time of instruction is essentially enhanced. In addition to the extension of these lower secondary or “middle” schools, as a new kind of full secondary school the German ober- schule was developed. It is differentiated from the gymnasium, the realgymnasium, and the oberrealschule in that its course is centered aroimd German culture and two foreign languages, one of which may be Latin. Quite generally in Germany the real institutions for secondary education are gaining preponderance over the humanities institutions. Besides this new kind of school as to content, the oberschule, an innovation has taken place in the jorrn of the secondary institutions. Some of them are now six-class schools, known as Aufbauschulen, that accept pupils who have completed the seventh year of the elementary school and carry them to the certificate of maturity, admitting to the university in six years. They are especially help¬ ful to the country children for they permit the child to remain with his parents until he is 13 or 14 years of age instead of taking him away from home at 10 or 11. They postpone by about three years the' choice of a vocation and shorten for capable children the term of preparation for the university. Rejorms in France. — The reformation of secondary education in France, which was the subject of long debates in Parliament and of innumerable controversies in the pedagogical and professional press, excited great interest both in France and abroad. The radical reforms initiated by Minister Berard were first applied in 1923-24. All the pupils in the secondary schools had to follow during the first four years the same studies, and these included Latin and the elements of the Greek language. At the beginning of the second class only could they choose between the classical section, including the obligatory study of Latin and the elective study of Greek, and the modem section. The science studies were the same for all pupils during the first six years of the courses. The plan roused so much opposition that from October, 1924, classes 6 and 5 of the modem section were reestablished in the lycees and colleges, and the 1925 plan, like that of 1902, provided for the organization of a complete cycle of modern secondary studies parallel 540 BIENNIAL SURVEY OF EDUCATION, 1924-1926 to the classical studies and equal to it in duration, seven years. Never¬ theless, the classical and modern sections are still much more unified than they were before the Berard reforms. In the course of the first six years of study from the sixth class to the first, inclusive, about two-thirds of the hours (13, 14, or 15) are common to the pupils of the classical section and of the modern section. They study by the same programs the French language and literature, history and geography, a modern language, drawing, and also (this is one of the essential characteristics of the new organization) mathematics, physics, and natural sciences. The pupils of the classical section study in addition Latin for 6 hours a week in the sixth and fifth classes, 5 hours in the fourth, and 4 hours in the third, second, and first. They take up also a study of Greek in the fourth, but they may give it up from the second and substitute a modern foreign literature and civilization. Their comrades in the modern section receive complementary training in French. They apply themselves to practical exercises in history and geography, a modern language, and natural sciences, and they take up at the beginning of the fourth class the study of a second modern language and at the beginning of a second class a modern foreign literature and civilization. Not until the end of six years of study are the pupils required to select a vocation. Then they may by their own choice finish their secondary training in a class of philosophy or a class of mathematics. Even there the programs are the same for history and geography, modern languages, natural sciences, drawing, and for logic and morals. The differentiation is only in the amount of time devoted to phil¬ osophy, or to mathematics and science. The new programs tend to make the modern humanities equal to the classical humanities and to permit young people to acquire through them true literary and scientific culture at once wide and solid. The report oj the consultative committee in England. — A consultative committee was appointed by the board of education for England and Wales— to consider and report upon the organization, objective, and curriculum of courses of study suitable for children who will remain in full-time attendance at schools, other than secondary schools, up to the age of 15, regard being had on the one hand to the requirements of a good general education and the desirability of providing a reasonable variety of curriculum, so far as is practicable, for children of varying tastes and abilities, and on the other to the probable occupations of the pupils in commerce, industry, and agriculture. And incidentally thereto, to advise as to the arrangements which should be made (a) for testing the attainments of the pupils at the end of their course; (6) for facilitating in suitable cases the transfer of individual pupils to secondary schools at an age above the normal age of admission. The committee reported in 1926. The publication entitled “The Education of the Adolescent” is among the fine studies made of the problem of providing suitable education for the great number of MAJOR TRENDS IN WORLD EDUCATION 541 children who will acquire elementary training but who will not attend the regular secondary schools and prepare for the university. Section 20 of the education act of 1921 provides that: It shall be the duty of a local education authority so to exercise their powers under this part as to make, or otherwise to secure, adequate and suitable pro¬ vision by means of central schools, central or special classes, or otherwise — 1. For including in the curriculum of public elementary schools, at appropriate stages, practical instruction suitable to the ages, abilities, and requirements of the children; and 2. For organizing in public elementary schools courses of advanced instruction for the older or more intelligent children in attendance at such schools, including children who stay at such schools beyond the age of 14. The committee found that slightly more than 1,800,000 of the children over 11 years of age in the elementary schools were not receiv¬ ing advanced instruction within the meaning of section 20; that there were 493,025 children, between 14 and 15 years of age, and 641,811 or 67.7 per cent, between 15 and 16, and 89.3 per cent of the corres¬ ponding age groups, who were not attending any full-time school represented in the official statistics, though some of them were attend¬ ing schools outside of the public system of education. It estimated that approximately half the children between 14 and 15, and three- fourths of those between 15 and 16 are not receiving full-time educa¬ tion of any kind. After having sketched the history and development of postprimary education in England and Wales and having reviewed the facts of the situation, the committee addressed itself to the questions of : The lines of advance; curricula for modern schools and senior classes; the place of “bias” in the curriculum of modern schools and senior classes; the staffing and equipment of, and the admission of children to, modern schools and senior classes; the lengthening of school life; a leaving examination; and administrative problems. The 38 conclusions and recommendations, taken as a whole, form fundamental bases for a complete system of postprimary, middle school, junior high school, or superior primary (to use only four of the several terms applied to this stage of training) education and are of distinct value to educators in any country. Space does not permit reproducing all of them here. A few of the more important are given. 3. Primary education should be regarded as ending at about the age of 11 plus. A second stage should then begin, and this stage, which for many pupils would end at 16 plus, for some at 18 or 19, but for the majority at 14 plus or 15 plus, should, as far as possible, be regarded as a single whole, within which there will be a variety of types of education, but which will generally be controlled by the common aim of providing for the needs of children who are entering and passing through the stage of adolescence. 5. The schools which deal with the postprimary stage of education should include (in addition to junior technical and “trade” schools) the following types: 17836°— 28 - 35 542 BIENNIAL SURVEY OF EDUCATION, 1924-1926 (1) Schools of the “secondary” types now commonly existing, which at present follow in the main a predominantly literary or scientific curriculum, and carry the education of their pupils forward to the age of at least 16 plus. (2) Schools of the type of the existing selective central schools, which give at least a four years’ course from the age of 11 plus, with a “realistic” or practical trend in the last two years. (3) Schools of the type of the existing nonselective central schools, which may either be the only central schools in their area, or may exist side by side with selective central schools and cater for those children who do not secure admission to such schools. (4) Senior classes, central departments, “higher tops,” and analogous arrange¬ ments by which provision is made for the instruction of pupils over the age of 11 plus for whom, owing to local conditions, it is impossible to make provision in one or other of the types of school mentioned above. 6. A humane or liberal education is not one given through books alone, but one which brings children into contact with the larger interests of mankind. It should be the aim of schools belonging to the last three types to provide such an education by means of a curriculum containing large opportunities for prac¬ tical work and closely related to living interests. In the earlier years the cur¬ riculum in these schools should have much in common with that provided in the schools at present commonly known as “secondary”; it should include a foreign language, but permission should be given to omit the language in special circum¬ stances; and only in the last two years should a “practical” bias be given to the courses of instruction provided. 8. It is desirable that education up to the age of 11 plus should be known by the general name of “primary education,” and education after that age by the general name of “secondary education,” and that the schools mentioned in conclusion No. 5 above, all of which are concerned with the secondary stage of education, should be called by the following designations: (1) Schools of the “secondary” type most commonly existing to-day, which at present pursue in the main a predominantly literary or scientific curriculum, to be known as “grammar schools.” (2) Schools of the type of the existing selective central schools, which give at least a four years’ course from the age of 11 plus, with a “realistic” or practical trend in the last two years, to be known as “modern schools.” (3) Schools of the type of the present nonselective central schools, with a curriculum on the same general lines as that of the modern schools just men¬ tioned, and with due provision for differentiation between pupils of different capacities, also to be known as modern schools. (4) Departments or classes within public elementary schools, providing post¬ primary education for children who do not go to any of the three previous types of schools, to be known as “senior classes.” 17. Adequate arrangements should be made for transferring children, who show ability to profit by “secondary” education beyond the age of 15 plus, from modern to grammar schools at the age of 12 or 13. Conversely, similar arrangements should be made for transferring pupils from grammar schools to modern schools or to junior technical schools, as need may be. 21. It is desirable that legislation should be passed fixing the age of 15 years as that up to which attendance at school will become obligatory after the lapse of five years from the date of this report — that is to say, at the beginning of the school year 1932. 29. We note that the existing division of education into elementary, secondary, and technical is losing its rigidity, and we hope that the artificial barriers between 4hese three divisions will rapidly disappear. MAJOR TRENDS IN WORLD EDUCATION 543 HIGHER EDUCATION Increases in registration. — At the opening reception to delegates to the Third Congress of the Universities of the Empire, held at Cam¬ bridge in July, 1926, the ex-chancellor of the University of Queens¬ land said: Never before since learning ceased to be the exclusive prerogative of the Church, of certain professions, and of the landed or the leisured classes, has there been so general a demand for it. This demand has reached phenomenal propor¬ tions in the United States, where, however, difference in standards makes diffi¬ cult comparison with figures relating to this country or to the Dominions. A single figure — 1134 million dollars or 234 millions sterling for the appropriation for a single university — the Columbia University of the city of New York — for the year beginning July 1, 1926, will give some idea of the American university scale. * * * Here in Great Britain we are told that the number of full¬ time students — last year about 43,000 — is more than half as many again as before the war. One-quarter of them come from Scotland; obviously a much larger proportion than would have been deduced from comparison of populations. The keenness in Scotland for higher education, apart from consideration of the material advantages that it may bring, is too well known to require comment. Canada, with considerably more than half the number of university students that there are in Great Britain, is. doubtless feeling the same impulse as the United States towards the highest form of education that is accessible. Ireland, with some 4,000, and Australia and New Zealand together, with some 8,000 full-time students, have about the same proportion to population as Great Britain. South Africa, with nearly 5,000, has a much higher proportion to the number of its white people. It is not fair to bring India, with its great peasant population, into the comparison, especially as university education is largely a new growth in many parts of the land. There are said to be 75,000 university students in India and Burma, but 9 out of 18 universities are of postwar crea¬ tion, and all except 5 date from the first quarter of the twentieth century. The creation of two new universities in Australia and one in Canada have marked this quarter, while there has also been in it much reorganization, including the creation of a number of new colleges in South Africa. These facts and figures may be of some interest, but really to compare the desire for a high education of the different parts of the Empire would require consideration of the differing purposes for which their universities were estab¬ lished and are maintained. In many cases the purpose is to afford access to the professions, and doubtless this purpose predominates in the Dominions. But in these, as in the home universities, preparation for industry by instruction in engineering and other applied science and for commerce are coming more into the curricula of universities, while a new importance is being given in some of them to that old-time but very wise object of education — the rational enjoyment of life; or, in other words, the humanities. Nowadays it is largely by continua¬ tion, evening, adult, and extramural classes that the universities are effecting this purpose among that growing body of the people who, without being able to go through a graduating course, rightly claim opportunity to discover delight in the delectable. New institutions. — The conditions pictured as to higher education in the United States and in the British Empire prevailed in several other countries of Europe and Asia and to a considerable extent in other sections of the Americas. Between 1920 and 1926 more than 544 BIENNIAL SURVEY OF EDUCATION, 1924-1926 150 new instructional bodies prepared to give training on higher edu¬ cation levels were established. About 10 per cent of these were institutions of the usual university type, with faculties of arts and sciences and professional schools. Most of the others were instituted to conduct research or offer courses in the natural and social sciences. Of these new institutions, 55 are distinctly scientific in purpose and include some 10 polytechnic schools; 26 are sociological in character and include 3 schools of law, with the study of law intended not so much as preparation for the profession as for the relation of law to human welfare; 24 are schools of education; 20 are concerned with health; 9 with agriculture; and 7 with commerce. Germany. — During the years 1922 to 1925 the universities and technical high schools of the German Reich were accommodating unprecedented numbers of students, both matriculated and auditors. By 1926 the registration had returned to approximately the pre-war level in the universities, but was still showing an increase of about 10,000 students over the 1913-14 figure for the technical high schools. The following table gives the enrollment for the winter semester (w. s.) and the summer semester (s. s.) for the years 1924 to 1926 as compared with that of 1913-14. These data are for the same area in both cases. Table 10. — Enrollment in universities and technical high schools, Germany Year Universities Technical high schools Total number of matricu¬ lated students Matricu¬ lated students Auditors Matricu¬ lated students Auditors 1913-14 _ _ _ 59, 263 82, 213 85, 394 76, 859 68, 114 60, 879 60. 458 58, 867 9,358 19, 869 17,704 17, 663 9,949 12, 544 6, 190 8, 478 12, 801 26, 802 26, 640 25, 939 21, 817 22, 499 21, 216 22, 634 4, 302 3, 127 2,323 3, 197 2,041 2,300 2, 167 3, 376 72, 064 107, 015 112, 034 102, 898 89, 931 83,378 81, 674 81, 501 1922-23 (w. s.) _ 1923 (s. s.)-. 1923-24 (w. s.)--- 1924 (s. s.) _ 1924-25 (w. s.) _ _ _ 1925 (s. s.) _ 1925-26 (w. s.) _ France. — The 17 public universities of France enrolled in 1921 in their various faculties 49,931 students who were considered as being in the regular courses of study. In 1925 the number increased to 52,960, a figure that was almost 11,000 greater than that of 1914. Of that increase, about 2,600 were foreign students, and the larger attendance of foreigners came rather suddenly in 1925, with a total of 8,790 as against 6,421 in 1924. A much smaller part was due to taking over Alsace-Lorraine and with it the University of Strasbourg. The University of Strasbourg, founded in 1621, became a German institution in 1872, at the close of the Franco-Prussian War. After the termination of the World War, the dean of the science depart¬ ment of the University of Paris was sent to Strasbourg to rearrange MAJOR TRENDS IN WORLD EDUCATION 545 the affairs of the university. In January, 1919, it was reopened as a French school, with the staff of professors taken temporarily from the universities in the interior of France. A few months later it was proceeding in the normal way. It is the only institution of France with seven faculties: Catholic theology, Protestant theology, law and political science, medicine, pharmacy, sciences, and letters. Considerable reforms for all the universities were effected in 1924 and 1925 in the courses offered and the degrees granted by the faculties of law, medicine, sciences, and letters. The studies in the faculties of law and the State examinations were so changed as to require evidence of a good general education, to allow the advanced students early specialization in their legal studies, and to open the faculties to foreign students. Diplomas of higher studies in four fields of law and economics were established by decree of May 2, 1925. They are intended to encourage advanced legal study and may be obtained by examination after a year of work beyond the license in law (licence en droit). The doctorate in law is now open only to those who hold two diplomas of higher legal studies and present a printed thesis. ' The various courses in the medical faculty were grouped more methodically and the doctorate in veterinary medicine, never pre¬ viously established, was instituted in the medical faculties of Lyon, Toulouse, and Paris. The faculties of sciences began devoting more time to the practical applications of the mathematical, physical, chemical, and natural sciences and a considerable number of in¬ stitutes were opened to train students for industrial careers and the various branches of engineering. These institutes offer a wide variety of courses and grant numerous university diplomas. A new State degree intended to promote research in applied sciences, the Titre scientific d’ Ingenieur-dodeur, was established in 1925. Reforms in Italy. — University reform in Italy was undertaken in accordance with the provisions of a decree of September 30, 1923. Italy has 24 universities, apparently more than the country needs, especially in northern Italy and in the islands of Sicily and Sardinia. Within a radius of only 18 miles from Bologna are seven umversities, each with a long history of its own and with a strong sectional spirit. By the reform the State undertakes to support only those institu¬ tions, libraries, and clinics that are deemed necessary for the State. Intending to reduce the number of universities, the Government classified them into three categories : Class A, class B, and “Free.” The State supports fully 10 class A universities; 6 engineering schools; 1 higher school of architecture; and 3 royal higher normal schools. Class B institutions (11 in number) are supported for the most part by provincial or municipal contributions, with a small amount of aid from the State. The three “free” universities are entirely sup¬ ported by provincial, municipal, or private funds. 546 BIENNIAL SURVEY OF EDUCATION, 1924-1926 All of these institutions are under State control, and their degrees have the same standing before the law. By a decree of January 21, 1927, the teaching staff in all is subject to governmental supervision and the cabinet may dismiss a professor for political manifestations not in harmony with the general policy of the Government. More¬ over, by another decree of the same date, any university may be abolished by the Italian Government if its teachings show disregard for the principles and teachings of the present regime. The univer¬ sities were enrolling 21,267 students in 1913. The reports for 1919-20 show 41,176, and for 1921-22 they show 32,031. Florence, long known as the intellectual capital of Italy, was with¬ out a university from December, 1472, until January 20, 1925. On the former date the study center maintained by the Florence Athe- neum was transferred to Pisa, and the chair of medicine, physics, and chemistry became known as the institute of higher studies. On the latter date, the new University of Florence was inaugurated, in the presence of the Minister of Public Instruction; it has faculties of letters and philosophy, law, medicine, and science. Postgraduate as well as graduate courses are offered by all the faculties. A year later, by decree of June 10, 1926, a faculty for the study of economic and commercial science was established also in Florence. Students will be admitted who have completed courses in the higher secondary schools. The studies offered by this faculty will include: Private, public, commercial, and maritime law; economics; statistics; commerce; geography; history of commerce; the mathematics of finance; accounting; banking and business theory; business manage¬ ment; and modern languages. The curriculum will be four years, and the degree granted will be doctor of economics and commercial science. A royal Italian university for foreigners, which was created in Perugia, in October, 1925, is opened from July to October of each year. It offers graduate courses in Italian institutions, Italian liter¬ ature, history of art, Italian and Etruscan antiquity, the geography of Italy, history of Italy, and Italian thought through the centuries. A qualifying diploma to teach the Italian language in foreign countries is awarded to those who pass the final written and oral examinations. University of Saloniki. — Higher education in Greece, until 1926, was confined largely to the University of Athens (the National and Kappodistrian University); the National Technical High School, which was reorganized and made a part of the university in 1914; and the Commercial High School, founded in 1920. The city of Saloniki has grown from a municipality of 175,000 people in 1922 to one with 500,000 in 1926. On November 25, 1926, the new University of Saloniki was opened in the Villa Allatini. Later it was moved to the large building erected by the Turkish authorities for a military MAJOR TRENDS IN WORLD EDUCATION 547 hospital. The university began with 15 professors and 100 students; it offers the classical studies. A chair of Hebrew was created and a professor appointed to it in 1927. The intention is to transfer to the University of Saloniki the Superior School of Agriculture, now under the faculty of physics and mathematics of the University of Athens, and to create in 1929 a veterinary section. The new university is a governmental organization financed by a tax of 3 per cent on the customs duty of the merchandise imported through Saloniki, by gifts, the tuition fees of students, and aid from the Central Govern¬ ment. All professors are appointed by the ministry at Athens. Hebrew University at Jerusalem. — The Hebrew University at Jerusa¬ lem, formally opened on April 1, 1925, after 40 years or more of intermittent effort and planning, began as a number of institutes intended mainly for research. While it welcomes all students without regard to sex, race, religion, or social station and the hope is that its work will be of benefit to all mankind, the purposes of its founding were more specifically to bring an inspiring influence into the life of the Jewish peoples and their civilization; to provide a working place for Jewish scholars and scientists; to contribute to the revival of Hebrew; and to aid in the material development of Palestine. The language of instruction is Hebrew. At present it consists of a chemical institute and a microbiological institute, both inaugurated in 1924. An institute of Jewish studies, a school of oriental studies, an institute of Palestine natural history, and a department of hygiene were opened in 1926. An institute of mathematics is in process of organization. With regard to the in¬ structional phase of the work, the university reports as follows: The process of developing the teaching side of the university is already begin¬ ning, as will be seen from the description of the institutes. It is not to be feared that it will be slow; the pressure in that direction is much too strong. The Jewish population of Palestine is growing rapidly and its youth is knocking at the doors of the univeristy in numbers that will go on increasing every year. The number of Jewish students in Europe in search of a hospitable university is unfortunately growing too, and as the world’s economic conditions are ad¬ justed, so will more and more of them be able and willing to come to the Uni¬ versity of Jerusalem — as a few have done already for graduate and research work. The time may not be far off when each of these groups will reach the stage when it could justly claim for itself a small university. For that time we must prepare. The Jewish National Library, founded in 1892, was reorganized in 1920 and became the National and University Library. It contains approximately 115,000 volumes. Among the important collections of books acquired in recent years are an Arabica of some 6,000 vol¬ umes, the Hye legal library of 7,000 volumes, the Gompers-Meckler Greek library of 2,500 volumes, and the Hebraica and Judica of Doctor Poznanski of some 2,000 volumes. The university budget 548 BIENNIAL SURVEY OF EDUCATION, 1924-1926 for 1925-26, not including building expenditures, was 4,000 Egyptian pounds.5 White Russian University at Minsk.— The changes in education in Russia during and following the establishment of the Union of Soviet Republics were as drastically revolutionary as the changes in political control. The Bureau of Education does not have data in regard to the educational situation, especially in regard to the universities, of a kind that seems thoroughly reliable. Certainly the require¬ ments for admission and graduation, the courses offered, and the general purpose of higher education were entirely changed, but the changes can not be reported here with any degree of accuracy. Only two or three minor items are given. Following the establishment of the White Russian Soviet Republic, the White Russian State University (Belorusskij Gosudarstvennyi Universitet) was founded at Minsk in 1921. It has three faculties — law and social science, pedagogy, and medicine. In the same city the White Russian Agricultural Institute was opened in 1922 with faculties of agriculture and forest economy. The latter is of unusual importance because the Russian people, in general, use wood rather than coal for heating during the long winter season, consequently the management and conservation of the forests are matters of great economic significance. All the leading cities now have agricul¬ tural institutes with branches in forest economy, and there are many lower schools of forestry. Christian colleges of China. — Throughout the internal disturbances in China, the Christian colleges carried on their work much more regularly and effectively than may have been commonly supposed. In the autumn of 1925, 17 colleges and 11 professional schools were in operation, with an enrollment of 4,256 students, of whom 527 were women. The teaching personnel numbered 990. Up to that date the colleges had graduated 4,176. The Second Biennial Conference of the China Associations for Christian Higher Education met at Shanghai in February of 1925, with its aim fixed as the “ redefinition of the function of Christian higher education in China. ” More than 200 college teachers and administrators from all parts of the country were in attendance. Among its most important tasks was that of giving expression to its attitude toward the developing movement in China to turn over the financing and administration of the Christian colleges in that country to the Christian Chinese as rapidly as the Church in China shows that it is prepared to assume and meet the responsibility. The conference expressed itself as delighted with the high quality of the Chinese leadership shown at the meeting. Another important question was the matter of the colleges being required under regula- s One Egyptian pound equals $4. 9431, MAJOR TRENDS IN WORLD EDUCATION 549 tions of 1924 to register with the Ministry of Education as private schools. Upon this question the conference adopted no resolutions but the council of higher education of the conference felt warranted in making the inference that many of the Christian mstitutions would be prepared to carry out most of the regulations laid down by the Ministry of Education as being thoroughly in harmony with the policy of making the Christian colleges more Chinese, and at the same time ask for interpretations of others of the regulations, the real purport of which seemed less clear. University changes in India. — Among the most important and far- reaching changes made by any country in the realm of higher educa¬ tion are those being purposely brought about in India since 1920. A commission appointed by the governor general in September, 1917, to make a thorough inquiry into the affairs of the University of Calcutta and its affiliated colleges and to recommend any changes of constitution, administration, and educational policy which it deemed desirable, rendered its report in 1919. The 13 volumes constitute a most valuable resume of the conditions of education throughout all of India, and indicate the lines of progress which it must take in the future as well as dealing in detail with the Uni¬ versity of Calcutta and the schools of the Province of Bengal. The committee, in general, lays out a policy of changing the older Indian universities from examining to instructional bodies, with much closer cooperation between the constituent colleges; the establishing of new residential teaching universities; raising the standards of admission from that set by the matriculation examination to that of the intermediate examination — a full two-year increase — paying better attention to the question of students’ residence and the general conditions of student life; reconstructing the entire system of sec¬ ondary education, in administration, aims, and curricula; and pro¬ viding for better relationships between the universities and the secondary schools and the universities and the provincial depart¬ ments of education. For the two very difficult problems, the medium of instruction and the education of women, the commission offers in the former case the general aim that the educated classes of India shall be bilingual, and for the latter the development of an enlightened public opinion that will recognize the supreme importance of the rapid development of women’s education and will be ready to spend time and thought and money in bringing it about. In regard to the languages it recommends specifically more atten¬ tion to the teaching of the mother tongue as a method of mind train¬ ing; less use of English as a medium of instruction up to the matricu¬ lation stage; its retention as a medium above that stage; improved methods of teaching English; more drastic tests for all of a practical 550 BIENNIAL SURVEY OF EDUCATION, 1924-1926 knowledge of English; and the abandonment of the system of examin¬ ing nonliterary students in the difficulties of classical texts. The commission reports that the education of women in India must have a most profound influence on the whole texture of national life and the whole movement of national thought, and that until the question is solved it will be impossible to bring the education of men into a sound and healthy condition. Women are desperately needed in the teaching and the medical professions, but Indian social usages forbid them to enter these services. The education of women in India is on an infinitesimal scale compared with what it should be and has all the faults of the system of training for men and in a sphere where they are the more destructive. The commission recommends for the University of Calcutta the organization of a special board, with a large degree of autonomy, to make provision for the advanced education of women and to make proposals regarding the adaptation of the university degree courses to the needs of women. As a direct result of the report of the commission, the University of Dacca (Bengal) was established in 1921 under an act passed in 1920. The reasons for its establishment were: To create a new type of teaching and residential university in India as opposed to the present affiliating type; to meet the desire of Mussulmans of eastern Bengal to stimulate educational progress in their community; and to relieve the congestion of the University of Calcutta. Special attention is given to Islamic studies and the needs of the Mussulman community but the university is open to all students without dis¬ tinction of race, sex, creed, or class. The University of Rangoon, founded in December, 1920, includes University College and Judson College. The intermediate college at Mandalay is managed temporarily by the university as an affiliated institution. The university has an estate of about 458 acres of fine ground on the outskirts of Rangoon. The constituent colleges and the halls of residence will be accommodated on the estate and there still will be ample space for housing the teachers and for large playing fields. University College and Judson College had a total attend¬ ance of 741 in 1922 and 1,425 in 1926. Both colleges have been carrying on definite building programs throughout the four years. They have opened new departments in biology, education, medicine, and university extension; also instituted courses in forestry, engi¬ neering, geography, and geology. The University of Delhi became on May 1, 1922, a teaching and residential institution formed from three constituent colleges formerly affiliated with the University of the Punjab. Subsequently 4 inter¬ mediate colleges, 3 for boys and 1 for girls, were recognized as con¬ stituent colleges of the universit}^. Temporarily it is admitting students who have passed the matriculation examinations but after MAJOR TRENDS IN WORLD EDUCATION 551 1928 will accept only those who have passed the intermediate examination. Aligahr Muslim University in 1920, the University of Allahabad by act of January, 1922, and the Nagpur University, established in 1923, all became residential teaching institutions. For the purpose of setting the University of Allahabad free to function as a teaching and residential institution, Act VIII of 1926 of the United Provinces Legislature was passed establishing Agra University and empowering it to affiliate colleges in the United Provinces, Rajputana, Central India, and Gwalior, except within the limits of the Universities of Lucknow and Allahabad, or within a radius of 10 miles from the Benares Hindu University or from the Aligahr University. Agra University may supplement the instruc¬ tion in affiliated colleges by instituting teaching posts at selected centers. Women who have carried on private study are eligible for degrees and other academic distinctions. The university may provide lectures and instruction for and grant diplomas to persons other than students of the 14 affiliated colleges. The act came mto force in July, 1927, and the university will hold its first examinations in 1928. The Andhra University at Bezwada came into existence by virtue of an act of the Madras Legislative Council that became operative on April 26, 1926. The university area consists of 12 districts in the Madras presidency, and the colleges within it that were previously affiliated with the Madras University are now affiliated with the new university. Four categories of colleges are established in the act. The University College offers courses for honors and post¬ graduate courses qualifying for admission to higher degrees. A “first-grade college” offers courses qualifying for admission to exam¬ inations for the ordinary degree in arts or science. A “second-grade college” prepares for the intermediate examination. A “special- grade college” offers courses in oriental languages or in other special subjects. The purposes of the university are, among other things, to promote the development of the study of Telugu, Kanarese, Urdu, and Oriya and their use as media of instruction and examination; to maintain colleges and hostels; to erect, equip, and maintain labora¬ tories and libraries; and to provide funds for the maintenance of a publication bureau, an employment bureau, students’ unions, and university extension boards. Every student must reside in a hostel or under such conditions as may be prescribed. The Osmanian University, established in 1917, differs from all the other universities of India in that instruction throughout the college courses is given through the medium of Urdu. Its medical college was opened in 1927. As a preliminary step to the formation of a university for Ceylon, the Ceylon University College was founded by the Ceylon Govern¬ ment in 1921. 552 BIENNIAL SURVEY OF EDUCATION, 1924-1926 University administration in Great Britain and Canada. — In the interest of the better administration of higher education in Great Britain, a Royal Commission for Oxford and Cambridge was appointed in 1919 and published its report in 1922. In 1923 the Universities of Oxford and Cambridge act was passed, which set up statutory com¬ missions to reorganize the universities and their colleges. In Oxford the general result was to produce closer coordination among the gov¬ erning bodies of the university, to organize the teaching arrangements on a more satisfactory basis, to facilitate the admission of poor students, to regularize the admission of undergraduates, and to economize the resources of the colleges and of the undergraduates. The statutes provided for Cambridge became operative in 1926. In general, the administration is somewhat more centralized in the uni¬ versity; women have been declared eligible to university teaching positions and to membership on boards of faculties. Scholarships and prizes are open to women unless the founder expressly excluded them, and admission to a degree is to be by a single act rather than by the former procedure by stages. In order that the University of London may be in a real sense “ master in its own house and capable of enforcing a policy of its own,” commissioners were appointed under the University of London act, 1926, to draw up new statutes for the university in accordance with the report of the departmental committee on the reorganization of the university. The university grants committee, in discussing the supply of uni¬ versity education in its report for the academic year 1923-24, expressed the belief that better results would be obtained by improving and developing the universities already in existence within the United Kingdom than by hastening to add to their number, and this policy has been followed. Several of the universities have entered upon considerable building programs; most of them have materially reduced their debts; and they have increased their expenditures in such items as salaries of teaching staff, departmental and library needs, general libraries, etc. In Canada an attempt was made, following a survey and report by the Carnegie Foundation for the Advancement of Teaching, to move all of the colleges in the Maritime Provinces to Halifax and join them with Dalhousie, already there, in order to form a strong central university. King’s College moved from Windsor to Halifax and entered into a close association with Dalhousie. The scheme at present is halted because of the refusal of the University of New Brunswick, St. Francis Xavier, and Acadia College to enter it. CHAPTER XVIII STATISTICAL SURVEY OF EDUCATION By Frank M. Phillips Chief of Division of Statistics This report contains a brief summary of the statistics presented in this volume and discusses a few of the outstanding issues. Table 1, page 560, shows the number enrolled in schools under public control and the number in schools under private control. Approxi¬ mately 89 per cent of those included in the grand total are in schools under public control. The following tabulation shows the per cent of enrollments which were in schools under public control from 1890 by 10-year periods to 1926, for certain types of schools. Per cent of total enrollments in schools under public control , 1890-1926 Type of school 1890 1900 1910 1920 1926 Elementary _ _ - . . . 89.2 92.3 92. 1 92. 9 1 90.7 Secondary . . . . - .. _ _ _ 60.4 73.8 82.9 89.5 91.6 Normal schools _ _ _ _ _ - _ _ 77.3 66.5 89.5 95.8 93.6 Colleges . . . . 13.0 31.0 36.6 39.2 36.6 i Private elementary school reports are more complete for 1926 than for former years. These figures show a gain in enrollments in schools under public control over those under private control for almost the whole period. Since 1920, schools of higher education, including those for teacher training, show slight gains for schools under private control. The decrease in percentage enrollments in public schools for 1926 is per¬ haps due to better figures from private schools for 1926 than for previous years. 553 554 BIENNIAL SURVEY OF EDUCATION, 1924-1926 In Table 2, page 561, per capita costs are based upon total enroll¬ ments, as these are the only figures obtainable from all types of schools. Appropriate footnotes explain the limitations of those items that need explanation. All expenditures include outlays, but ex¬ clude, where possible, payments to debt service. Public-school expenditures are divided into costs of elementary schools and costs of high schools upon reports from 13 States, supplemented by reports from practically all cities. Public elementary schools were esti¬ mated to cost $39.12 for each pupil enrolled in 1920, $58.93 in 1924, and $63.31 in 1926. Public high schools were estimated to cost $127.20 per pupil enrolled in 1920, $173.72 in 1924, and $185.74 in 1926. Per capita costs upon the basis of average daily attendance will be included later for public elementary and high schools. ENROLLMENTS SINCE 1890 Percentage increases in enrollments since 1890 in certain types of schools are shown in Figure 1. In 1890 the per cent of the whole population enrolled in public schools was 20.3 per cent, in 1926 it was 21.1 per cent. During this period the per cent of those enrolled who were in high schools increased from 1.6 per cent to 15.2 per cent. Increases in enrollments in elementary schools, therefore, have not kept pace with increases in the general population. Enrollments in elementary schools increased 63 per cent in 36 years, while the general population increased 87 per cent. The school population, those of ages 5 to 17, inclusive, increased 62 per cent during this period. From 1890 to 1926 enrollments in collegiate departments of col¬ leges and universities increased 529 per cent. College enrollments have increased rather uniformly, excepting during the war period. The exact amount of fluctuation is not shown on the graph, but in 1918 college enrollments suffered a material decrease. Increases in enrollments in teacher-training institutions show more fluctuation than in any other type of school. Part of this fluctuation may be charged to a reclassification of normal schools at different times. The increase for 36 years amounts to 676 per cent. The greatest increase is in secondary-school enrollments. This amounts to 1,055 per cent from 1890 to 1926. The enrollment for the base year, 1890, is perhaps not quite complete for secondary schools, but the deficiency is offset in large measure by the fact that a few schools enrolled some elementary pupils in their high-school departments. It is believed that the number of elementary pupils included accounts approximately for incomplete reports of secondary pupils. The curve has the general appearance of a constant ratio increase — that is, something similar to a compound interest curve — STATISTICAL SURVEY OF EDUCATION1 555 up to and including 1922. A break occurs after 1922 and a still further break after 1924. It must be remembered that junior high school pupils below the traditional ninth grade are not included in computing these increases. Only enrollments in regular high-school grades are included through¬ out the whole period. Enrollments, therefore, are computed upon the same bases for each period, and the regularity of the curve can be taken to indicate rather definite trends. Secondary schools now enroll about 53 per cent of those of secondary-school age, and still have room to grow, but the indication is that the rate of growth from now on will constantly decrease, provided social and economic factors remain relatively as at present. The elements involved are so variable that any forecast is subject to much revision. In recent years there has been a tendency to include the upper elementary grades with the high-school grades, and to reorganize these into junior and senior schools and departments. These 556 BIENNIAL SURVEY OF EDUCATION, 1924-1926 reorganized schools have had a wonderful growth. The number of junior high schools and of junior departments of junior-senior high schools taken together from 1910 to 1926 is shown in Figure 2. There were 3,058 such schools and departments in 1926. PER CAPITA COSTS Figure 3 shows three things. The upper curve shows per capita costs for public-school expenditures, based upon average daily attendance, from 1916 to 1926. The middle curve shows similar per capita costs for current expenses of public schools for the same period. The lower curve shows the average daily attendance in public schools for the same period. The upper curves use the scale at the left of the diagram, and the lower curve is plotted against the scale at the right. These three curves have pretty much the same shape. They show moderate increases previous to 1918, then rapid increases until 1922, and then a gradual slowing up in increases after 1922. All three curves show a tendency to reach a maximum height in due time. The curve for average daily attendance shows a tendency to reach a limit due to a decrease in the birth rate and to some other factors which will be discussed later. A projection of these curves by making use of proper mathematical analysis gives a prediction of what may be expected to take place within the next few years, provided the STATISTICAL SURVEY OF EDUCATION 557 factors which have governed the increases during the past 10 years continue to function in about the same manner in the near future. Conditions which affect per capita costs based upon average daily attendance are undergoing considerable change. The reduction in the birth rate is a factor that should not be overlooked. This rate has dropped from 25.1 per thousand population in 1915 in the regis¬ tration area, to 20.6 in 1926. This area included 31 per cent of the whole population in 1915, and 76 per cent in 1925. Infant mortality rates have dropped off materially during this 10-year period. The rate was approximately 102 per thousand live births in 1915, and 71.7 in 1925. Applying the birth rate and the infant mortality rate for each year, this means that 22.5 children per thousand of the population reached the age of 1 year in 1916, and less than 20 per thousand in 1926. Applying the same rates to the estimated popu¬ lation for each year indicates that 2,239,000 children reached their first birthday in 1916, and 2,292,000 reached it in 1926. This is an increase of a little over 50,000 in 10 years. Any material decrease in the birth rate must in time have its influence upon the number of children who are old enough to enter school for the first time each year. Restricted immigration further 17836°— 28 - 36 558 BIENNIAL SURVEY OF EDUCATION, 1924“! 926 reduces the number of, say, 6-year-old children. It is quite evident that the number of 6-year-old children is not increasing very rapidly from year to year. The 1930 census may show little, if any, increase in the number of children ready to enter school over the number shown in the 1920 census. If these same conditions exist for a num¬ ber of years, school enrollments will reach a stationary period, espe¬ cially in the lower grades. The first-grade enrollment in 1918 was 4,281,013, in 1922 it was 4,084,145, and in 1926 it was 3,923,492. A part of this reduction m$y be charged to better schemes of promotion. Improvement in rates of promotion, and the length of time pupils remain in school, will determine whether or not upper grades will continue to grow in size. Factors which influence pupils to enter into and remain in high-school work will continue to determine whether or not high- school enrollments will continue on the upgrade. The breaking point in the rate of increase in high-school enrollments may have been passed, but there are indications that material increases may con¬ tinue for a number of years. One item in the rapid increase in total expenditures of recent years has been the increase in the amount expended for grounds, buildings, and contents. Capital outlays were costing about $7 per pupil in average daily attendance annually from 1916 to 1918. After that period these costs gradually increased to $21.86 in 1925, and then decreased in 1926 to $20.47, only 17 cents above the 1924 level. Fac¬ tors which may be expected to decrease capital outlays materially from year to year are, (1) the completion of building programs which had been delayed because of higher building costs, and (2) the re¬ duction in the increase in the number of pupils in average daily attendance. On the other hand, pupils are receiving more years of schooling than ever before, and this has a tendency to increase the proportionate enrollments in the upper grades. Increase in the length of school life tends to increase the number of pupils in average daily attendance, the basic figure in computing per capita costs. Promotion rates have been improving of recent years, and this has tended to relieve a certain amount of congestion in the lower grades. Figure 4 shows the average increase in length of school life in days for the past 125 years. ENDOWMENTS Table 3 gives a statement of the value of gifts and bequests received by different types of schools from 1918 to 1926, and Table 4 contains a summary of the total amounts received by years from 1871 to date. In 1926 the colleges and universities received in benefactions a total of $118,144,082, of which amount $72,374,608 was for additions to endowments and the balance for current expenses and buildings. STATISTICAL SURVEY OF EDUCATION 559 During the same year teacher-training institutions received a total of $8,728,950 in benefactions, of which amount $6,682,023 was for additions to endowments. The total amount of endowments reported by schools in 1926 is as follows: Colleges and universities, $987,012,929; teachers colleges and normal schools, $19,425,113; private high schools and academies, $67,151,000; all of which makes a total of $1,061,589,042. The amount received annually by private high schools has not been reported since 1918. Table 5, page 563, shows the distribution of teachers in the princi¬ pal types of schools by sex from 1890 to 1926. The total for 1924 was AVERAGE LENGTH OF SCHOOL LIFE IN Fig. 4 906,642, and for 1926 it was 977,291. Table 6 is a summary of enroll¬ ments in various types of schools from 1890 by five-year periods to 1926. Table 7 gives a summary of enrollments by States for 1926, and distributes the enrollments among elementary schools, high schools, teacher-training institutions, and colleges, and classifies them according to institutions under public control or under private control. VALUE OF SCHOOL PROPERTY The State departments of education report a total value of public elementary and secondary school property for 1926 of $4,676,603,539. Private high schools report $511,544,000. Teacher- training institu- 560 BIENNIAL SURVEY OF EDUCATION, 1924-1926 tions, including endowments, have a total valuation of $202,630,512, and colleges and universities of $2,334,307,421. If the private ele¬ mentary schools have property valued at as much as $400,000,000, this would make a total value for these institutions of $8,125,085,472 for grounds, buildings, contents, and productive funds. NUMBER OF SCHOOLS It is not possible to state with any degree of certainty the number of elementary schools. No data exist for private elementary schools. In 1926 the States reported 256,104 public-school buildings. A total of 215,439 of these are designated as elementary school buildings, and 9,538 as high-school buildings. This leaves more than 31,000 undistributed as to use. Of the total, 256,104 buildings, the number used in consolidated schools is 16,291 and the number of one-room buildings is 161,531. There are approximately 21,700 public high schools, 2,500 private high schools, 386 preparatory departments of colleges, and 125 secondary departments in teacher- training institutions. The teacher- ^ training institutions number 402, of which number 101 are teachers colleges, 102 State normal schools, 27 city normal schools, 108 county normal schools, and 64 private normal schools. The colleges and universities number 975, of which number 153 are junior colleges. Table 1. — School and college enrollments , according to 'public and private control, 1925-26 Schools Public Private Total Kindergartens - _ _ 673, 231 20, 310, 771 11, 714, 231 1 54,456 2,088,644 727,687 22, 399, 415 11, 714, 231 Elementary schools (primary and grammar) _ _ _ _ _ . City schools (included with elementary and high) .. - Total elementary and kindergarten enrollment _ _ Secondary (high schools and academies) . . Preparatory departments of colleges - Secondary courses in normal schools and teachers colleges. . . Total secondary students _ 20, 984, 002 2, 143, 100 23, 127, 102 3, 757, 466 10, 456 18, 149 295, 625 45, 176 5, 253 4,053,091 55, 632 23,402 3, 786,071 346,054 4, 132, 125 Teachers colleges _ 161, 655 91, 252 6, 207 11, 092 167,862 102, 344 Normal schools (not in secondary courses).. - - Total normal schools and teachers colleges _ _ Universities, colleges, and professional schools (not including prepar¬ atory) _ _ 252, 907 17, 299 ' 270, 206 280, 437 84, 317 16, 563 6, 084 101, 605 23, 238 3, 703 4, 352 486, 826 767, 263 84, 844 17, 496 6, 084 104, 021 29, 158 3, 703 4, 352 188, 363 Industrial schools for delinquents, 1927 _ _ _ Schools for the deaf, 1927 _ _ _ _ 933 Schools for the blind, 1927 _ _ Schools for the feeble-minded and subnormal, 1927 . . . Schools for Indians 1 2 _ _ _ _ . _ _ . . 2, 416 5,920 Government schools in Alaska _ . _ _ Other public schools in Alaska _ _ _ . Commercial and business schools, 1925 _ _ _ . _ _ 188, 363 Total, excluding duplicates - All schools in the outlying parts of the United States (not including above) _ _ _ 25, 487, 950 3, 190, 911 2 28, 678, 861 1, 404, 687 92, 241 1,496,928 1 1924 figures. 2 Average attendance; does not include 37,730 pupils in public day schools. 2 The grand total of enrollments in all types of schools mentioned in this report is 31,037,736. See p. 661. STATISTICAL SURVEY OF EDUCATION 561 Table 2. — School enrollments , expenditures, and per pupil costs in schools reporting finances, 1925-26 Classification Enrollment Estimated cost per pupil en¬ rolled Total cost, including outlays Public elementary schools (including kindergartens) _ ... 20, 984, 002 $63. 31 $1, 328, 396, 455 Public high schools _ _ _ 3, 757, 466 185. 74 697, 911,735 135, 679, 661 Private elementary schools (including kindergartens). _ 2, 143, 100 295, 625 i 63. 31 Private high schools and academies _ 1 185. 74 54, 909, 388 Universities and colleges (including preparatory students): Public . . . . . . 290, 893 599. 81 2 174, 480, 662 Private - - - - - - - - 532, 002 437. 82 2 232, 919, 394 Teachers colleges (including all resident courses)... . . . 177, 816 187. 69 33, 374, 478 Normal schools (including all resident courses): State _ _ _ _ _ _ _ 81, 877 13, 243 2, 824 216. 77 17, 748, 141 City . . . . . . 375. 61 4, 974, 160 662, 821 County. . . . . . . . . 234. 71 Private.. . . . . . . . 18, 304 3 345. 38 5, 051, 549 Industrial schools for delinquents (1927) - - - 84,317 264.45 22, 303, 966 Schools for the deaf (1927): State. _ _ _ _ _ .. . . 13, 048 3, 515 933 595. 85 7, 787, 739 City (included with city schools) . . .. _ Private. . _ _ _ _ _ 284.34 265, 289 Schools for the blind (1927) - - - - 6,084 630. 90 3, 838, 404 Schools for the feeble-minded and subnormal, 1927: State. . _ 49, 791 342. 01 17, 028, 943 City (included with city schools) .. 51, 814 2,416 Private _ _ _ _ _ _ 552. 65 1, 335, 212 Government schools for natives in Alaska . .... 3,703 117.84 436, 366 Other public schools in Alaska _ ... ... 4, 352 111. 12 483, 587 Government Indian schools _ _ _ _ _ * 23, 238 232. 02 5, 391, 748 2, 744, 979, 698 Total, excluding duplicates _ _ _ * 28, 485, 034 1 Estimated same as public schools. 2 Receipts, excluding additions to endowments. 2 Based upon 14,626 students in schools reporting expenditures. * Average attendance. * See text which follows. In addition to the total enrollment of 28,485,034 in the types of schools included in Table 2, there are 5,920 students enrolled in pri¬ vate schools for the Indians, 188,363 students enrolled (1925) in private commercial and business schools, 187,828 enrolled (1925) in trade and industrial schools, and 77,768 enrolled (1927) in nurse¬ training schools. Data on expenditures are not available for these four types of schools. There are enrolled also 40,076 students in extension courses and 29,647 elementary students in practice and model schools in teachers colleges; 11,174 students in extension courses and 28,433 in practice and model schools in State normal schools; 334 in extension courses and 4,524 in practice and model schools in private normal schools; and 209,454 in summer schools, 268,481 in extension courses, and 3,772 in winter short courses in colleges and universities. The expendi¬ tures for all these schools are included in Table 2. Enrollments in elementary schools, high schools, normal schools, and in colleges and universities in the outlying parts of the United States amount to 1,496,928. This makes a grand total of enrollments in all types of schools mentioned in this report of 31,037,736. 562 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 3. — Gifts and bequests to education , 1918-1926 Institutions 1918 1920 1922 1924 1926 Universities and colleges . $27, 450, 945 657, 365 1, 748, 258 $65, 286, 159 2, 130, 997 0) $77, 400, 756 930, 034 (») $81, 784, 738 1, 793, 741 0) $118, 144, 082 8, 728, 950 Teacher-training schools _ Private high schools _ Total. . 29, 856, 568 67, 417, 156 78, 330, 790 83, 578, 479 126,873,032 i No data. Table 4. — Gifts and bequests to education, from 1871 to 1926 1871 _ $8, 593, 740 1872 _ 10, 072, 540 1873 _ 11, 225, 977 1874 _ 6, 053, 804 1875 _ 4, 126, 562 1876 _ 4, 691, 845 1877 _ 3, 015, 256 1878 _ 3, 103, 289 1879 _ 5, 249, 810 1880 _ 5, 518, 501 1881 _ 7, 440, 224 1883 _ 7, 141, 363 1884 _ 11, 270, 286 1885 _ 9, 314, 081 1886 _ 5, 976, 168 1887 _ 7, 512, 910 1888 _ 6,646,368 1889 _ 6, 942, 058 1890.. . 8,011,019 1891 _ $8, 519, 233 1892 _ 8, 721, 902 1893 _ 8, 207, 690 1894 _ 10, 855, 365 1895 _ 8, 240, 876 1896 _ 11, 677, 048 1897 _ 10, 049, 141 1898 _ 10, 981, 209 1899 _ 25, 332, 792 1900 . . . 15,066,561 1901 _ 21, 158, 400 1902 _ 20, 348, 739 1903 _ 17, 915, 075 1904 _ 17,261,375 1905 _ 21, 827, 875 1906 . . 23,347,070 1907 _ 28, 585, 780 1908.. _ _ 19,763,421 1909 . 21,192,450 1910 . . . $24,755,663 1911 _ 27,634,029 1912 _ 30, 061, 310 1913 _ 29, 651, 879 1914 _ 31, 357, 398 1915 _ 26, 023, 246 1916 _ 37, 095, 280 1918 _ 29, 856, 568 1920 _ 67, 417, 156 1922.... . . . . 78,330,790 1924 _ 83, 578, 479 1926 _ 126, 873, 032 Total, excluding 1882, 1917, 1919, 1921, 1923, and 1925 . 1, 033, 592, 633 Table 5. — Distribution of teachers for five periods STATISTICAL SURVEY OF EDUCATION” 563 1 Professional departments. 1 Figures for 1918. 3 Includes 761 in schools for Indians and 211 for Alaskans not distributed by sex. * Data for 1924. Included with elementary. * Does not include 1,832 men and 817 women, duplicates, in universities, colleges, and professional schools. 564 biennial survey of education, 1924-1926 Table 6. — Kindergarten, elementary , commercial, secondary, normal school, and college enrollments, 1890-1922 Schools 1890 1895 1900 1905 Kindergartens (public and private) _ _ Public elementary schools (including public kinder¬ gartens) _ . _ _ _ _ 1 31, 227 12, 519, 518 1, 661, 897 2 65, 296 13, 893, 666 1,211, 220 225, 394 14, 983, 859 1, 240, 925 3 311,050 15, 788, 598 1, 347, 000 Private elementary schools (largely estimated) . Total elementary and kindergarten . . . Public high schools . . 14, 181, 415 15, 104, 886 16, 224, 784 17, 135, 598 202, 963 94, 931 51, 749 8, 170 350, 099 118, 347 57, 403 13, 863 519, 251 110, 797 56, 285 9, 570 679, 702 107, 207 63, 421 15, 824 Private high schools . . . . . . Preparatory schools (in colleges and universities) _ Secondary students in normal schools . . . Total secondary students . . . . Normal schools and teachers colleges (excluding sec¬ ondary students) _ _ 357, 813 539, 712 695, 903 866, 154 34, 814 121, 942 58, 504 144, 706 69, 593 167, 999 65,300 199, 045 Colleges, universities, and professional schools (exclud¬ ing preparatory students) . . . . . . . Total college and normal students _ Private commercial and business schools _ - 156, 756 203, 210 237, 592 264, 345 78, 920 96, 135 91, 549 146, 086 Schools 1910 1915 1920 1926 Kindergartens (public and private) _ _ _ Public elementary schools (including public kinder¬ gartens) . _ _ _ _ _ _ 4 346, 189 16, 898, 791 1, 558, 437 486, 800 18, 375, 225 1, 615, 091 510, 949 19, 378, 927 1, 485,561 727, 687 20, 984, 002 2, 143, 100 Private elementary schools (largely estimated) _ Total elementary and kindergarten . . Public high schools . _ . . . . .. 18, 457, 228 19, 990, 316 20, 864, 488 23, 127, 102 915, 061 117, 400 66,042 12, 890 1, 328, 984 155, 044 67, 440 13, 504 3 2, 199, 389 3 213, 920 59, 309 22, 058 3, 757, 466 295, 625 55, 632 23, 402 Private high schools _ _ _ _ Preparatory schools (in colleges and universities) . ... Secondary students in normal schools _ _ _ Total secondary students . . Normal schools and teachers colleges (excluding sec¬ ondary students) _ _ _ _ _ _ _ 1, 111, 393 1, 564, 972 2, 494, 676 4, 132, 125 88, 561 266, 654 100, 325 303, 233 135,412 462, 445 270, 206 767,263 Colleges, universities, and professional schools (exclud¬ ing preparatory students) _ _ _ _ _ Total college and normal students . . Private commercial and business schools . . 355, 215 403, 558 597, 857 1, 037, 469 155, 244 183, 268 335, 161 3 188, 363 2 1892. 3 Private kindergarten data for 1902. * 1912. 5 From State reports 6 Data for 1925. STATISTICAL SURVEY OF EDUCATION 565 Table 7. — Enrollment in certain types of schools, by States, 1925-26 State Elementary schools and kin¬ dergartens Secondary schools Normal schools and teachers ' colleges Universities, colleges, and professional schools Com¬ mercial and busi¬ ness schools, 1925 Public Private Public Private Public Pri¬ vate Public Private Private 1 2 3 4 5 6 7 8 9 10 Continental United States - 20, 984, 002 2, 143, 100 3, 786, 071 346, 054 252,907 17,299 280, 437 486, 704 188,363 Alabama - - 538, 984 13, 461 52, 842 7,948 6, 923 97 4, 509 3, 191 1,599 Arizona _ _ 70, 745 3,098 10,383 317 1,428 0 1,972 0 588 Arkansas. ... - 462, 175 5, 909 35, 257 3, 200 1, 524 0 1,723 2, 340 967 California _ _ _ 759, 676 45, 147 257, 288 11,910 8,844 222 21,447 17, 892 11,294 Colorado. .. _ 195, 101 10, 249 42, 043 1,965 5, 231 188 4, 578 3, 277 4,861 Connecticut. _ _ _ 279, 106 50, 202 41,385 11, 462 1,047 408 488 6, 581 4, 468 Delaware _ . _ 33, 590 5, 673 5, 707 1,026 0 0 669 0 126 Dist. Columbia . ... 60, 027 7, 269 13, 515 3, 534 719 86 80 13, 379 2,979 Florida _ 307, 603 6, 437 35, 077 1,977 0 0 3, 250 1,356 2, 352 Georgia _ _ 623, 684 3,948 66, 067 4,962 1,923 10 4, 680 7, 508 2, 255 Idaho. _ _ _ 95,831 2, 471 21,846 967 1,589 171 2,601 702 286 Illinois _ _ _ 1,095, 618 219, 198 237, 308 34, 129 16, 036 1,825 14, 095 46, 641 18, 294 Indiana . . . 488, 780 53, 475 146, 578 5,286 4, 926 2, 953 7, 834 13, 141 7, 103 Iowa - 444, 376 37, 694 112, 297 8,376 7, 722 24 9,807 12, 975 5,111 Kansas _ ... . .. ... 340, 330 23, 108 85, 346 4, 262 8, 762 0 8,632 8,825 4, 628 Kentucky . . 529, 996 31, 480 45, 773 7,904 7,590 0 3,617 4,390 3, 205 Louisiana . . . 349, 488 43, 470 45, 859 6, 492 2,656 0 2,635 5, 142 3,245 Maine _ _ _ _ 121, 534 18, 511 27, 247 5,985 2, 427 0 1,322 1,817 707 Maryland . . .. 229, 971 34, 229 33, 423 5, 360 1,747 40 4,906 8, 705 1,297 Massachusetts _ . _ 616, 869 146, 961 139, 152 17, 792 4, 957 1,607 788 42, 273 6,991 Michigan _ . _ 744, 253 108, 633 128, 395 12,964 14, 108 0 16, 721 7, 570 3,041 Minnesota _ . 465, 853 49, 471 85, 670 8,556 6, 387 212 12, 148 7,411 4, 833 Mississippi _ 529, 881 5, 460 43, 270 3, 835 1,814 0 3,378 2,759 412 Missouri - ...... 612, 414 57, 542 111,925 8, 600 12, 723 7 6,311 16, 639 7, 576 Montana _ _ .. 96, 049 8,262 20, 941 1,294 1,873 0 2,715 283 2, 181 Nebraska _ _ 266, 828 21,512 61, 707 3,486 4, 715 320 6, 836 6,509 1,617 Nevada . . . . 12, 804 0 2, 810 0 0 0 913 0 0 New Hampshire... . ... 59, 628 21,727 12, 321 4, 654 1,232 0 1,432 2,318 245 New Jersey _ _ 629, 774 114, 563 105, 480 11,068 3, 601 195 1,613 6, 575 5, 700 New Mexico _ _ 79, 529 6, 396 8,924 1,202 1,500 0 925 0 478 New York . . . . 1, 643, 215 338, 338 327, 238 37, 894 15, 382 806 21,353 81, 173 20,740 North Carolina _ _ 734, 170 1,389 85, 586 9,884 3, 156 1,802 5, 771 8, 107 560 North Dakota _ . . 149, 565 6, 778 23,974 929 5, 108 0 2,886 432 234 Ohio _ _ ... 1, 031, 644 146, 479 224, 690 19, 103 8,024 520 23, 084 24,063 12, 468 Oklahoma _ _ 565, 884 5, 572 84, 689 2, 068 14, 412 0 8, 428 3,488 4, 986 Oregon.. .. _ 142, 711 10, 383 39, 180 2, 324 1,800 312 6, 814 2, 789 2,597 Pennsylvania _ .. . . 1,581,767 271,815 267, 914 24, 894 16, 765 312 3,965 57, 147 14, 092 Rhode Island _ ... .. 96, 486 29, 092 14, 942 2, 363 793 0 519 2, 776 801 South Carolina. . . 435, 425 1,698 48, 373 2, 815 140 25 4, 811 4,531 468 South Dakota. . 138, 166 8, 277 27,067 1,293 3, 420 300 2,315 1,548 986 Tennessee... . . 600, 584 5, 854 53, 571 6, 925 5,408 3,486 2,110 9, 520 2,244 Texas - - 1, 015, 951 34, 306 195, 701 7, 274 16, 865 0 12, 487 18, 515 7,505 Utah... . . 110, 695 1, 166 31,093 3,317 0 38 3, 951 2, 094 1,399 Vermont . . 53, 551 8, 333 10, 495 2,323 149 0 1,119 956 0 Virginia . . . . . 481, 799 6,695 71, 129 8, 510 6, 373 1,230 5, 617 7,340 1,464 Washington . . 258, 814 13, 643 70,563 4,973 4,965 103 10, 233 2,002 4,690 West Virginia . . 346, 716 7, 218 36,912 1,919 5, 794 0 2, 950 1,764 2,004 Wisconsin.. . . . 415, 888 89, 972 127, 321 6, 659 10, 349 0 8,392 8,260 2, 621 Wyoming _ _ 40, 474 536 9, 797 74 0 0 1,007 0 56 CHAPTER XIX STATISTICS OF STATE SCHOOL SYSTEMS, 1925-26 This report includes statistics of elementary and of secondary schools which are supported from public funds. The data are compiled from reports made to the bureau by departments of public instruc¬ tion in the various States. In most instances the printed bulletins of the superintendent of public instruction were used to verify the figures and to supply additional information. More or less complete reports were received from every State. The financial report for Texas was incomplete, but careful estimates were made by using 1925 costs, and increasing each item by a rate determined from county reports which were complete for 1926. The principal items included in this report are enrollments, at¬ tendance, teachers, administrators, property values, receipts, and expenditures. Increases in enrollments and attendance over 1925 are very small, being less than one-tenth of 1 per cent for enrollments, and less than one-half of 1 per cent for attendance. These small increases are due partly to the fact that some duplication exists in earlier reports which it has been impossible to eliminate until this year. The aver¬ age number of pupils in attendance daily had increased 22.95 per cent since 1920. The number of pupils enrolled in what is con¬ sidered to be the regular four years of high-school work has increased from 2,199,389 in 1920 to 3,650,903 in 1925 and to 3,757,466 in 1926. CENSUS AND ENROLLMENTS No recent data exist concerning the number of children of school age. Age limits vary considerably in the States, and there is little uniformity concerning the time and manner of taking a school census. It seems best to use data gathered by the United States Census Bureau. The latest complete census was taken in 1920, and esti¬ mates based upon the 1910 and the 1920 returns have been included in Table 4. These estimates have not taken into consideration the declining birth rate, the declining infant mortality rate, nor other changes in death rates since 1920, nor major movements from one locality to another. Applying the 1910-1920 rate of increase, the estimated number of children in the continental United States ought to be 30,064,621 for ages 5 to 17, inclusive, on July 1, 1926. 567 568 BIENNIAL SURVEY OF EDUCATION, 1924-1926 If the 2,438,725 pupils reported in private elementary and high schools are included with 24,741,468 enrolled in public schools, a total of 27,180,193 children were enrolled in public and private elementary and secondary schools during the school year 1925-26. This total enrollment is more than 90 per cent of the number estimated to be of school age. If to the number in public high schools — 3,757,466 — there is added 295,625 in private high schools, 55,632 in preparatory departments of colleges and universities, and 23,402 in secondary courses in normal schools, the total of 4,132,125 represents the number enrolled in all types of secondary schools, both public and private, for the school year 1925-26. GRADE ENROLLMENTS A summary of enrollments by grades for the past 12 years is given in Table 2. From 500,000 to 1,000,000 undistributed pupils are omitted for each year, but it is assumed that Idiese omissions do not materially disturb the percentage distributions, since the omissions represent enrollments and summaries of enrollments in school sys¬ tems that do not report by grades. Estimates are made for those years for which no data have been gathered. The following tabulation includes kindergarten enrollments as reported and excludes ninth-grade enrollments in those few commu¬ nities that have an elementary school of nine years, and gives a percentage distribution based upon total enrollments for all grades for the years 1920, 1922, 1924, 1925, and 1926. The table also Percentage distribution of kindergarten enrollments Grades Percentage distributions Cumulative percentages 1920 1922 1924 1925 1926 1920 1924 1926 Kindergarten ...... _ _ First _ Second _ _ _ _ _ Third _ Fourth _ Fifth _ _ _ Sixth . . ... _ 2. 66 19. 95 12. 18 11. 53 11. 82 9.94 8. 73 7. 35 5. 77 2. 34 18.02 12. 30 11.72 11. 05 9.89 8. 89 7. 53 6. 24 2. 57 17. 33 11.65 11.58 11.22 10. 10 8. 78 7.64 5. 72 2. 49 16. 59 11.47 11.19 11. 05 10.30 8. 96 7. 91 6.11 2. 78 16. 18 11.47 11.10 10. 83 10.06 9. 09 7.84 6.05 2. 66 22. 61 34.80 46. 33 58. 15 68. 09 76.86 84. 17 89.94 2. 57 19. 90 31.55 43. 13 54. 35 64.48 73.23 80. 87 86.59 2. 78 18. 96 30. 43 41.53 52. 36 62. 42 71.51 79. 35 85. 40 Seventh . _ _ ... _ _ Eighth _ Total elementary _ 89. 94 87.97 86.59 86. 07 85. 40 First high.. . . . Second. _ ... _ Third _ _ 4. 19 2. 63 1.81 1. 43 5.08 3. 27 2. 16 1.52 5. 25 3. 64 2. 58 1.94 5.44 3. 70 2. 73 2.06 5.54 3. 90 2. 86 2. 30 94. 13 96. 76 98. 57 100. 00 91.84 95. 48 98. 06 100.00 90.94 94. 84 97.70 100. 00 Fourth _ _ Total high school _ _ 10. 06 12.03 13.41 13. 93 14. 60 Infant mortality per thousand births. Births per thousand persons 6 years previously . . . 85.8 76.2 25.0 70.8 24.6 22.3 23.7 STATE SCHOOL SYSTEMS 569 includes the birth rate for the registration area for a year six years previous to the year mentioned in the tabulation. This enables those interested in making a study of percentage distributions to estimate the number of children six years of age that may be avail¬ able for entrance to the first grade in a specified year, provided due allowances are made for losses by death. Infant mortality rates are included in the table for 1920, 1922, and 1924. Reference to Table 2 shows that the number enrolled in the first grade has gradually decreased from 4,226,000 in 1920 to 3,923,000 in 1926. Grades 2 and 3 have about held their own since 1922, while the other grades show slight increases from year to year. Total grade enrollments have decreased slightly since 1925, but show increases up to that year. The reducton in the first-grade enrollment during the past six years, in fact since 1918, may be charged partly to better systems of promoting children. Congestion in the first grade is not as great as it was in 1920. Part of the de¬ crease may be charged to a reduction in the birth rate, which has decreased from 25.1 per thousand population to about 22.4 during the interval between 1915 and 1923. This reduction in the birth rate may be offset partly by a reduction in the infant mortality rates, which have been reduced from about 160 per thousand births to near 70 within the past 25 years. The percentage table included above gives a better idea of the changes in distribution by grades for the years indicated than does Table 2. In 1920 approximately 20 per cent of the whole enroll¬ ment were in the first grade, while in 1926 about 16 per cent were in the first grade. Similar conditions exist in grades 2, 3, and 4, although the differences are not so marked. From the fifth grade on, higher percentages are found in later years than were in those grades in 1920 and 1922. In the high school there is a decisive increase from year to year in each grade. In 1920, 4.2 per cent of the whole enroll¬ ment were in the first high-school year, in 1926, 5.5 per cent. In the senior year the percentages increased from 1.4 in 1920 to 2.3 in 1926. Certainly the public schools are holding proportionately more pupils until the graduation year than they did formerly. TEACHERS The number of teachers increased, in the public schools, from 777,915 in 1925 to 814,169 in 1926, or an increase of 4.6 per cent. This is an increase of 4.4 per cent for the women and of 5.8 per cent for the men. Since 1920 the number of men teachers has increased 45.1 per cent, and the number of women teachers 15.7 per cent. Average salaries of teachers have increased $25 since 1925, to an average of $1,277 for 1926. 570 BIENNIAL SURVEY OF EDUCATION, 1924-1926 PRIVATE SCHOOLS Data for private secondary schools were collected from each institution, and for both elementary and secondary schools from State departments of education. Information from these sources was supplemented by data collected by the National Catholic Welfare Conference, and Tables 35 and 36 furnish a compilation of the number of teachers and of pupils by sex and type of school. Enrollments in Table 35 are not comparable with those reported in previous publications, since figures for private-school enrollments were never as complete as they are for 1926. In 1924 the total enrollments in all types of private schools were reported as 1,727,246. In 1926 the total is 2,438,725. This difference of more than 700,000 does not represent the increase, but is due to better reports. It is not possible to give an estimate of the increase over 1924. The total number of teachers in private schools is 76,415 for 1926. The cost of running the private schools is not included in this report. NIGHT SCHOOLS A compilation of the material contained in reports for night schools is given in Table 11 for 31 States. Data are not always complete, and in many instances have been included or partially included with the reports for day schools. Where possible, night-school statistics are excluded from the other tabulations. These 31 States report 825,651 students in night schools, and 21,213 teachers. Costs amounting to $6,210,333 are reported from 26 States. The amount not included with day-school costs is $5,495,505. This amount is added to the total in column 7 of Table 23 to obtain the total expenditure in Table 1, thus making this total comparable with the total for previous years. SCHOOL BUILDINGS AND VALUE OF PROPERTY The total number of public-school buildings has decreased from 258,859 in 1925 to 256,104 in 1926. Replacement of one-room schools by consolidated schools is responsible for the decrease, since the num¬ ber of one-room schools has decreased from approximately 166,000 to 161,521 during the year, while 687 consolidated schools have been added. Value of all public-school property has increased from $4,252,328,900 to $4,676,603,539 from 1925 to 1926, the latter value being nearly twice as large as that for 1920. The value per pupil was $112 in 1920, $129 in 1922, $154 in 1924, $173 in 1925, and $189 in 1926. STATE SCHOOL SYSTEMS 571 FIG. 1 572 BIENNIAL SURVEY OF EDUCATION, 1924-1926 EXPENDITURES Expenditures for public schools have almost doubled since 1920, and have increased from $1,946,096,912 in 1925 to $2,026,308,190 in 1926, or approximately 4 per cent. Expenditures for grounds, build¬ ings, and contents, which have been increasing rather rapidly since 1920, decreased from $433,584,559 in .1925 to $411,032,774 in 1926. These figures indicate that building programs which were held up during the war period, and which were resumed almost immediately afterwards, may have taken care of a large part of the congestion, and that school administrators are finding it possible, in some locali¬ ties, to reduce building contracts nearly to a point where they will take care of the normal increase in school attendance. Capital out¬ lays were 17 per cent of the total in 1915, 15 per cent in 1920, 22.3 per cent in 1925, and 20.3 per cent in 1926. Substantial increases in expenditures for capital outlays are noted in Alabama, Arkansas, California, Florida, Idaho, Illinois, Nebraska, Nevada, New Hamp¬ shire, New Mexico, North Dakota, Ohio, Rhode Island, Tennessee, Vermont, Washington, and Wyoming. Decreases are noted in Iowa, Michigan, Mississippi, New York, North Carolina, Oklahoma, Penn¬ sylvania, and Wisconsin. Expenditures for salaries and for other items both show an increase of about 4 per cent over 1925. Percent¬ age distributions of expenditures for outlays, salaries, and for other items are shown graphically for 1910, 1920, and for 1926 in Figure 1. PER CAPITA COSTS Expenditures for public schools have been increasing rapidly for a number of years. Part of these increases may be charged to a reduc¬ tion in the purchasing power of the dollar, part to increases in school attendance, and part to the efforts of communities to secure better school systems. It is not the intention here to analyze the data to the extent of evaluating each of these factors, but an attempt is made to show the trend of costs based upon the number of children in aver¬ age daily attendance in the schools. School authorities are not in agreement regarding when a pupil is enrolled in school, but there is less difference of opinion concerning when he is in attendance. In 1913 the per capita cost of public schools, based upon the number in average daily attendance was $38.31; it was $39.04 in 1914, $40.43 in 1915, $41.72 in 1916, $49.12 in 1918, $64.16 in 1920, $85.76 in 1922, $95.45 in 1925, and $102.05 in 1926. These costs are shown graphi¬ cally in Figure 2. STATE SCHOOL SYSTEMS 573 17836°— 28 - 37 FIG. Table 1. — Statistical summary of elementary and secondary schools combined , 1870-1926 574 BIENNIAL SURVEY OF EDUCATION, 1924-1926 1926 117,135,000 30, 064, 621 24, 741, 468 4 3, 757, 466 19, 855, 881 3, 361, 235, 210 138, 810 675, 359 814, 169 256, 104 $4, 676, 603, 539 $25, 782, 039 1, 444, 780, 544 254, 592, 332 104, 862, 226 1, 830, 017, 141 411, 037, 774 1, 100, 316, 674 514, 953, 742 2, 026, 308, 190 1C cs o> 113, 493, 720 29, 705, 264 24, 650, 291 4 3, 650, 903 19, 767, 815 3, 362, 821, 608 131, 164 646, 781 777, 945 258, 859 $4, 252, 328, 900 $24, 096, 268 1, 343, 583, 623 240, 114, 707 97, 373, 162 1,705,167,760 433, 584, 559 1, 006, 408, 536 506, 103, 817 1, 946, 096, 912 1920 105, 710, 620 27, 728, 788 21, 578, 316 4 2, 199, 389 16, 150, 035 2, 615, 161, 151 95, 654 583, 648 CO CO oT L- SO 271, 319 $2, 409, 719, 120 $26, 036, 098 758, 896, 551 134, 278, 753 50, 908, 896 970, 120, 298 153, 542, 852 613, 404, 578 269, 203, 779 1, 036, 151, 209 1915 100, 395, 318 26, 425, 100 19, 704, 209 4 1, 561, 556 14, 985, 900 2, 389, 084, 558 118, 449 485, 852 604, 301 277, 941 $1, 567, 391, 225 $17, 079, 977 456, 956, 495 91, 104, 045 24, 511, 076 589, 651, 593 102, 756, 375 345, 006, 445 157, 697, 965 605, 460, 785 1910 91, 972, 266 24, 239, 948 17, 813, 852 3 915, 061 12, 827, 307 2, Oil, 477, 065 110, 481 412, 729 523, 210 265, 474 $1, 091, 007, 512 $14, 096, 555 312, 221, 582 64, 604, 701 42, 140, 859 433, 063, 697 69, 978, 370 253, 915, 170 102, 356, 894 426, 250, 434 1905 82, 584, 061 23,410,800 16, 468, 300 3 679, 702 11, 481, 531 1,732,845,238 110, 532 349, 737 460, 269 256, 826 $733, 446, 805 $13, 194, 042 210, 167, 770 44, 349, 295 34, 107, 962 301, 819, 069 56, 416, 168 177, 462, 981 57, 737, 511 291, 616, 660 0061 75, 602, 515 21, 404, 322 15, 503, 110 3 519, 251 10, 632, 772 1,534,822,633 126, 588 296, 474 423, 062 248, 279 $550, 069, 217 $9, 152, 274 149, 486, 845 37,886,740 23, 240, 130 219, 765, 989 35, 450, 820 137, 687, 746 41, 826, 052 214, 964, 618 1890 62, 622, 250 18, 543, 201 12, 722, 581 3 202, 963 8, 153, 635 1,098,232,725 125, 525 238, 397 363, 922 224, 526 $342, 531, 791 $7, 744, 765 97, 222, 426 26, 345, 323 11, 882, 292 143, 194, 806 26, 207, 041 91, 836, 484 22, 463, 190 140,506,715 o GO 00 50, 155, 783 15, 065, 767 9, 867, 505 3 110, 277 6, 144, 143 800, 719, 970 122, 795 I 163, 798 286. 593 178, 122 $209, 571, 718 1 l ll 1 l ll 1 1 ll $55,942,972 78, 094, 687 1870 38, 558, 371 12, 055, 443 6, 871, 522 2 3 80, 227 4, 077, 347 539, 053, 423 77, 529 122, 986 200, 515 116, 312 $130, 383, 008 1 l ll l 1 ll 1 1 ll l l ll 1 i ll 1 1 ll 1 1 ll $37, 832, 566 63, 396, 666 Items I. — General statistics Total population^ _ _ - Children 5-17 years of age (inclusive)1 Pupils enrolled (excluding dupli¬ cates) .. _ _ Pupils enrolled in public high schools - - Average daily attendance _ .. Total number of days attended by all pupils... _ _ _ _ Men teachers . . Women teachers . . . . Total teachers _ Number of schoolhouses _ Value of all school property _ II. — Financial statistics Revenue receipts: From income of permanent funds and lands. . . From county and local taxes and appropriations _ From State taxes and appro¬ priations _ _ _ From all other sources _ . Total.. . . Expenditures: For sites, buildings, furniture, \j libraries, and apparatus.. ... For salaries of superintendents, supervisors, principals, and teachers _ _ For all other purposes _ Total . . . . STATE SCHOOL SYSTEMS 575 co csi 10 § S c3 S - HOON ^*o d»o coi> o n’h,c^ o O* 05 CO go ^ I> CO CO CO ^ 05* TH ^ HCOH CO 05 00 CO *C O* C* 00 CO £8 8 ^55 .* < <5 ■a-* n Q> 03 l.§ c3 to" O ® TJ °OC a, i^gS. glS^8 5 §2>-^-s a ■3.8 n 0 a£ £ be S a B'o «, Sn®' *s c §® 0(li GHq^ B§~g Pk P< P< pL,d, Ph<5 _ ,T3 _ _ . I „ -j a a a £=« 5 ^s^a-sa'3®0* -'7' +* £7+^ £7 a> +* x3 £ £ ° ®42 ® m® ® ^ r- « P— i rH C3 tX) Cd >“fe|3l|s » oPo®>,h H Eh -< 3S« 'O'O'g poS V ’> > %%% to oo ~ OJ to 2 3 3 P fl-8 flftU O Q> CO CO CO 2 •rt co fl c ri fl "S 2 ®\g § 2-2 «■§ Ss-43^;s '§g§'g'S?i ® | g? p. no. ft . o ^ cd be bjo b/D 5P i co^w a a p.g ’ d *S 13 *3 *3 O ggSflSog. hr cd o g o o o • ^ a CdrS -a®5s ■Sfc ow -.^11^ l^aSsaag IsIsgggS •s-^caaaa J ° &£ 2 2 2,§ fc O CO 5 r) T1 T1 ^ r 3 3 3 3 aaac ;gs. galls is a — o ■ ^ .•— • W S-i S— i P^Ph&L, Table 2. — Distribution of pupils by grades, in public schools only, partly estimated 576 BIENNIAL SURVEY OF EDUCATION, 1924-1926 m © o, be . . o 2 -d T3 "O 'O T5 3 ®.g.g.8 © rl+j-P-P-pi §.g.a.a.a a 2,-0 'O’O’Oo X) O H 2 0+3 -no 00 to (N X •«< 00 CO P g 00 T3 fl CO i-h" <30" 3®hN00 M-a-dxJT) 2 . S 9 3 9 9 « “ 3 03 03 03 CO ^ Q § o 2 ’S/cL S< S.CQ © g g g g g o2 “■e-etst;4** g cS c3 03 £3-0 2 h MMMMffl 5 01© © © © ti > • 0-0 -O -o -O O ® 2 £,.S.S.S.9§‘© S p lo o> rt< i-< 29 . .5 gftssaJ&s * Q)(Noa>N g d OIOCO'C'O g g,Q a 2 bo bo be bfi-a s © -a, § S.S 9.9 © beb -o -a -a o ^ a-0 “3333§®Hm S'3'3'33'3 95*^ a.s.y.a.s-3 0,3 © 3+^+^+^++ g4^ © XOOOO 0-0 O-a STATE SCHOOL SYSTEMS 577 Table 3. — Per cent of the total population enrolled in school and ratio of enrollment 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 5-17 years of age, inclusive State 1870- 1879- 1889- 1899- 1909- 1919- 1925- 1870- 1870- 1889- 1899- 1909- 1919- 1925- 71 80 90 1900 10 20 26 71 80 gO 1900 10 20 26 « 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. 1 0.615 0.655 0.686 0.724 0.731 0.778 0.823 Alabama _ 13.9 14.2 19.9 20.6 19.9 24.3 23.4 .404 .426 .558 .617 .627 .741 .712 Arizona _ 10.4 13.4 13.4 15.4 22.9 18.2 .532 .527 .519 .620 .880 .726 Arkansas . . . 13.7 10.2 19.8 24.0 25.3 27.6 26. 1 .403 .308 .554 .710 .800 .857 .815 California _ 15.6 18. 4 18. 4 18.2 15.5 20.3 23.6 . 636 .734 .774 .796 .786 1.025 1. 233 Colorado _ 9.3 11.4 15. £ 21.8 21.1 23.4 22.4 .423 .608 .722 .882 .896 .950 .905 Connecticut _ 20.8 19.2 17.0 17.0 17.3 18.9 20.0 .808 .770 .720 .745 .738 .803 .861 Delaware _ _ ... 15.8 19.0 18.7 20.0 14.3 17.3 16.4 .500 .652 .662 .753 .715 .733 .726 District of Columbia _ 11.2 14.9 16. C 16.7 16.9 14.9 13.9 .416 .554 .631 .768 .833 .843 .862 Florida _ _ _ 7.2 15.6 23.6 20.6 19. 7 23.2 26.0 .212 .442 .711 .666 .681 .826 1. 103 Georgia. . 4.1 15.3 20.8 21.8 21.3 123.9 22.0 .119 .462 .585 .653 .668 1.740 .689 Idaho _ _ _ .. 5. 6 17.9 17.0 22.7 23.4! 26.7 22.5 .461 .779 .627 .792 .879 .948 .809 Illinois _ _ ... 26.0 22.9 20.3 19.9 17.8 17.4 18.5 .810 .746 .720 .727 .717 .721 .791 Indiana. _ _ _ .. 26.3 25.9 23.4 22.4 19.7 19.3 20.3 .786 .824 .792 .811 .784 .794 .860 Iowa _ _ 28.2 26.2 25.8 25.4 23.1 21.4 23.0 .844 .835 .855 .891 .869 .861 .917 Kansas . . . 22.3 23.2 28.0 26.5 23.7 23.0 23.3 .742 .732 .886 .892 .887 .879 .897 Kentucky . . . 13.2 16.7 21.5 23.3 21.7 222.2 22.8 .656 .753 .736 .762 .797 Louisiana _ 7.7 8.3 10.8 14.2 16.0 19.7 20.6 "."248 ’."259 .316 .436 .508 .635 .677 Maine _ 24.3 23. 1 21. 1 18.9 19.5 17.9 18.8 1.874 .898 .859 .814 .845 .763 .793 Maryland _ _ _ 14.6 17.4 17.7 18.7 18.4 16.7 16.7 .467 .581 .604 .670 .699 .669 .701 M assachusetts . . . 18.3 17.2 16.6 16.9 15. 9 16.2 18.0 .723 .718 .726 .762 .706 .713 .789 Michigan _ 24.0 22.2 20.4 20.9 19.3 18.9 19.8 .797 .781 .735 .771 .780 .793 .877 Minnesota . . . 24.5 23.1 21.6 22.8 21.2 21.1 20.7 .759 .759 .746 .776 .779 .818 .844 Mississippi... _ _ 13.7 20.9 25.9 24.9 26.1 3 23. 1 32.0 .406 .613 .706 .733 .804 3. 698 .963 Missouri _ 18.7 22.3 23.2 23.2 21.5 19.8 20.7 .560 .689 .744 .786 .818 .783 .842 Montana . . . . 7.5 10.9 12.9 16.2 17.6 23.1 16.8 .702 .638 .711 .728 .807 .922 .668 Nebraska _ _ _ 16.6 20.5 22.7 27.0 23.7 24.1 23.6 .588 .685 .754 .895 .865 .905 .912 Nevada _ 7.0 14.5 16.1 15. 8 11.1 18.2 20.3 .540 .797 .738 .741 .739 .915 .932 New Hampshire _ 22.4 18.5 15.9 16.0 14.9 14.5 15.8 .913 .813 .713 .740 .666 .643 .700 New Jersey _ _ 18.3 18.1 16.2 17. 1 17.0 18.8 20.0 .632 .648 .622 .685 .700 .774 .841 New Mexico _ _ _ 1.4 4.0 11.9 18.8 17.2 22.6 22.6 1.044 .133 .423 .614 .592 .754 .751 New York . . 23.2 20.3 17.4 16.6 15.6 16.6 17.4 .830 .771 .707 .696 .678 .728 .770 North Carolina . . . 10.5 18.1 19.9 21. 1 23.6 27.0 28.6 i. 312 .559 .564 .636 .735 .824 .884 North Dakota . . 9.3 10.2 19.5 24.3 24.2 26.0 27.0 i. 393 .417 .713 .813 .854 .846 .774 Ohio _ 26.5 22.8 21.7 19.9 17.6 17.7 19.0 .840 .767 .765 .754 .738 .766 .855 Oklahoma _ 25.0 25.5 29.1 27.7 .798 .829 .926 .899 Oregon _ _ _ _ 21.6 21.5 20.2 21.6 17.6 19.3 20.7 .677 .750 .748 .821 .792 .841 .905 Pennsylvania _ 23.2 21.9 19.4 18.3 16.7 18.5 19.2 .764 .744 .695 .689 .667 .715 .746 Rhode Island _ 15.1 14.7 15.3 15.7 14.8 15.5 16.1 i. 592 .596 .627 .668 .631 .654 .720 South Carolina _ 9. 1 13.5 17.5 21.0 22.4 28.4 26.5 .273 .406 .471 .607 .673 .839 .789 South Dakota _ (4) (4) 23.7 24.6 21.6 23. 1 23.9 (4) (4) .810 .795 .777 .829 .877 Tennessee . . 10.9 19.5 25.3 24.0 24.0 26.5 26.5 i. 320 .582 .741 .751 .795 .876 .881 Texas _ _ 7.3 13.8 20.9 21.6 21.1 22.2 22.8 .210 i. 424 .595 .647 .672 .734 .787 Utah . . . 18.6 16.9 17.9 26.4 24.6 26. 1 27.6 .534 .506 .553 .810 .843 .872 .932 Vermont _ _ 4 19. 8 22.6 4 19. 7 19.2 18.7 17.5 18.2 .872 .822 .803 .734 .753 Virginia . . . 10.5 14.6 20.7 20.0 19.6 21.9 21.9 ‘."323 .450 ’."605 .632 .643 .733 .754 Washington.. . . 18.6 19.7 16.0 22.2 19.0 21.5 21.4 1.690 .724 .706 .879 .853 .941 .944 West Virginia _ _ 16.9 23. 1 25.3 24.2 22.8 23.7 22.9 .495 .692 .753 .786 .779 .798 .785 Wisconsin _ _ 24.6 22.8 20.9 21.5 19.9 17.7 18.8 .739 .738 .698 .725 .724 .682 .764 W yoming _ 4.6 14.0 11.6 15.7 16.9 22.2 21.2 1.453 .774 .545 .657 .797 .916 .858 Outlying parts United States Alaska _ 6.1 7.9 .268 American Samoa.. _ 22.5 Canal Zone _ 15.3 18.2 .854 Guam . . . 22.4 Hawaii— . 16.2 18.2 Philippine Islands. . 6 9. 0 8.8 Porto Rico... . . 13.9 14.4 Virgin Islands _ 12.0 1 Approximate. 2 Enrollment figures for 1919. 3 Enrollment figures from report of the Bureau of the 4 Included in report for North Dakota. 4 Population for Dec. 31, 1918. Census. 0 Pupils of legal school age. Table 4. — Population , school census , and pupils enrolled ( excluding duplicates within States ), 1925-26 578 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Total'pupils Total S 24, 741, 468 llsla 18138 3888S Hill nisi mm aiiii mm mum r-r « ,-r W s 3 12, 290, 041 SsisS isles gSSES gills islls fails' fills' Boys ® 12,451, 427 lllls Sills IISSs S§1SI 3'31'fs s'2's'ii tfgggg IfB'sl filss Secondary pupils Total 05 3, 757, 466 lalgg 18113 §3311 ls!s! llsll ss'^s's 3-SSS s'lffs s's's'sg gs'ssss? CO 3 00 1, 971, 083 S8SIS SS§S1 I31IIS §1111 1S31S sr»2gt SS'BSS' 8'ass's 2'Ss'SS'S Boys r» 1, 786, 383 simi 38§si srnst mu inis sh-'as'a ssrs's" ss'a'ss sssss“ Elementary and kindergarten pupils Total CO 20,984.002 isais sum ssigi imss ssssi fg'lll gmsgg g'l'fi'f Iffil liigs « T-t m 3 - 10,318,958 sms sisii mu mssi smss m&. mm mm mm Boys 10,665,044 nisi sign iiiii mu msm iW lists' msi gmi* Population 5-17 years (inclusive) eo 30,064,621 msse §3831 §1311 33331 88883 msi mm mm mm mm rH rH Total estimated popula¬ tion (thou¬ sands) July 1, 1926 w 117, 135 83881 Ills! siSls 83813 11818 -SS5 gfSgg g|RS3g' SggS rH 2, 215 1,234 2, 416 1, 566 30,344 648, 860 117, 265 1,602 IlssS 11811 gliii §§11! 3311 o-»fSg-»- gjsssgs »|2SS SS53SS g‘Sg§» 3 | 425 76 4,078 55, 156 7,962 48 ISlsl 1181! Sill! asISI ISSS glass’ s§‘-‘sraf gg‘3^ ss's" § i 242 33 2,200 19, 167 4, 028 17 Sisll sslll SsslS sells SHI s-'-s" gss'gs sg-'sjs sfs‘s»V sfss^ § 183 43 1, 878 35, 989 3,934 31 1IISI §§111 Sells Sslsi sals $**1* ggSgg- &Sj$g flgsg rH rH rH rH~ 3, 772 1,800 4, 303 2, 837 54, 782 1, 053, 799 206, 201 3, 070 §!§§§ SSI1S §1111 illll 8111 $**$* g‘i”'i§ *g$S* il^f Sli's 1, 860 566 2, 070 1,314 26, 316 441, 228 92, 870 1, 499 gSSf! 31111 81838 88833 ssll S“°s's ll-'ll s|s|R ggs'ss ggss- 1,912 1,234 2,233 1,523 28, 466 612, 571 113, 331 1, 571 358, 440 16, 748 102, 612 874, 563 116, 768 2, 555, 594 925, 773 223, 190 1, 468, 838 721, 948 200, 970 2, 479, 852 154, 688 612, 842 187, 582 742, 617 1, 538, 518 152, 132 85, 066 731, 778 348, 860 487, 691 710, 552 58, 411 i j j j j j iii iii 1-3!! Ilsis 81111 Issls Mill rH C6 jHCf CD(N 03 rH 2 3 4 5 6 7 8 Continental U. S _ 4, 545, 317 6, 144, 143 8, 153, 635 10,632,772 12, 827, 307 16, 150, 035 19, 855, 881 Alabama . . . 107, 666 117, 978 182, 467 297, 805 266, 589 367, 554 416, 521 2,847 4,702 10, 177 20, 094 46, 420 61, 331 Arkansas.. _ _ 46, 600 i 54, 700 i 148, 714 195, 401 255, 135 326, 053 349, 657 California . . . 64, 286 100, 966 146, 589 197, 395 286, 744 480, 864 777, 738 Colorado _ 2,611 12, 618 38, 715 73, 291 107, 520 150, 090 182, 374 Connecticut . . 62,683 73, 546 83,656 111, 564 3 147, 190 205, 213 265, 807 Delaware. .. . . _ 12,700 17, 439 19, 649 i 25, 300 22, 559 27, 368 32, 858 District of Columbia _ 10, 261 20,637 28, 184 35, 463 44, 627 52, 739 60, 903 Florida _ _ 10,900 27, 046 64, 819 75, 003 103, 892 165, 720 250, 355 Georgia _ 31, 377 145, 190 240, 791 298, 237 346, 295 467, 081 513, 017 Idaho _ 600 3,863 i 9, 500 21, 962 51, 137 84,642 94, 100 Illinois _ 341, 686 431, 638 538, 310 737, 576 779, 040 956, 090 1, 104, 830 Indiana - 295, 071 321, 659 342, 275 429, 566 420, 780 457, 113 586, 503 Iowa _ 211, 562 259, 836 306, 309 373, 474 360, 178 405, 567 445, 935 Kansas.. _ _ 52, 891 137, 669 243, 300 261, 783 291, 329 309, 505 357,041 Kentucky _ _ _ 129, 866 178, 000 225, 739 310, 339 315, 196 3 342, 669 381, 779 Louisiana _ 40, 500 i 54, 800 87, 536 146, 323 182, 659 256, 133 298, 514 Maine... _ _ _ 100, 392 103, 115 98, 364 97, 697 106, 955 115, 885 131, 520 Maryland... _ 56, 435 85, 778 102, 351 134, 400 145, 762 175, 312 214, 104 Massachusetts _ 201, 750 233, 127 273, 910 366, 136 444, 090 519, 905 657, 631 Michigan. . . . 193, 000 i 240, 000 i 282, 000 355, 226 443, 458 521, 251 703, 800 Minnesota _ 50,694 i 78, 400 127, 025 243, 224 348, 500 394, 859 445, 150 Mississippi _ 90, 000 156, 761 207, 704 224, 526 261, 384 3 259, 982 416, 101 Missouri _ 187, 024 i 281, 000 384, 627 460, 012 490, 390 531, 221 599, 622 Montana _ 1, 100 i 3, 000 10, 596 i 26, 300 41, 314 91, 744 98, 615 Nebraska... . . . 14, 300 60, 156 146, 139 181, 874 191, 076 232, 515 267, 833 Nevada . _ 1, 800 5,401 5,064 4,698 i 7, 400 10, 625 13, 216 New Hampshire _ 48, 150 48, 966 41, 526 47, 276 50, 101 53, 245 62, 573 New Jersey _ 86, 812 115, 194 133, 286 207, 947 324, 239 476, 261 589, 835 New Mexico _ _ 880 3, 150 i 13, 000 22, 433 37, 389 59, 442 67, 727 New York _ _ 493, 648 573, 089 642, 984 857, 488 1, 122, 649 1, 361, 600 1, 689, 223 North Carolina _ 73,000 170, 100 203, 100 206, 918 331, 335 473, 552 605, 755 North Dakota.. _ _ 1,040 J 8, 530 20, 694 43, 500 90, 149 128, 436 143, 546 Ohio _ _ _ 432, 452 476, 279 549, 269 616, 365 648, 544 808, 712 1, 072, 923 Oklahoma _ 63, 718 278, 650 355, 998 444, 349 Oregon . . 15,000 27, 435 43, 333 64, 411 103, 553 136, 575 159, 314 Pennsylvania . 567, 188 601, 627 682, 941 854, 640 1, 001, 464 1, 266, 350 1, 550, 274 Rhode Island.. . . 22, 485 27, 217 33, 905 47, 124 61, 487 73, 387 93, 147 South Carolina _ _ _ 44,700 i 90, 600 147, 799 201, 295 243, 901 331, 451 345, 402 South Dakota . . . 0) (4) 48, 327 i 68,000 80, 032 98, 907 138, 388 Tennessee _ 89,000 208, 528 323, 548 338, 566 363, 953 457, 503 453, 229 Texas _ _ _ 41,000 i 132, 000 291, 941 438, 779 544, 691 745, 667 1, 031, 772 Utah.. . . . . 12, 819 17, 178 20, 967 50, 595 69, 246 97, 745 115, 186 Vermont _ 44, 100 48, 606 45, 887 47, 020 52, 104 50,186 54, 692 Virginia. . . 77, 402 128, 404 198, 290 216, 464 259, 394 351, 171 424, 693 Washington.. . . 3, 300 10, 546 36, 946 74, 717 156, 064 211, 239 262, 661 West Virginia . . . . 51, 336 91,604 121, 700 151, 254 189, 900 256, 479 307, 250 Wisconsin _ _ _ 132,000 156, 000 200, 457 i 309, 800 320, 439 368, 712 474, 947 Wyoming. . . . 250 1,920 14,700 i 9, 650 16, 730 33, 297 42, 140 Outlying parts United States Alaska _ _ _ 2,505 3,559 American Samoa _ 1,600 Canal Zone. . . 2,575 4, 116 Guam. . . . . 2,861 Hawaii . . . 38, 451 55, 740 Philippine Islands _ 756, 533 961, 375 Porto Rico. _ _ _ 145, 250 182, 365 Virgin Islands _ _ _ 3,015 1 Approximate. s High school attendance not reported. 3 Figures for 1919. 4 Included with North Dakota. 582 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 7. — Average length of school term and school attendance State Average number of days schools were in session, 1871-1926 Average number of days attended by each pupil enrolled, 1926 Number attending daily for each 100 enrolled, 1926 23 00 GO 1889-90 1899-1900 1909-10 1919-20 1925-26 Elementary schools in 31 States1 2 Secondary schools in 31 States 3 All schools 1 2 3 4 5 6 7 8 9 10 11 12 Continental U. S _ 132 130 135 144 158 161.9 171.3 179.3 169.3 135.9 80.3 Alabama.. - 67 81 74 78 117 123.1 134.6 163.2 137.5 97.0 70.6 109 126 125 U36 162.6 165.6 165. 2 165. 5 125. 3 75. 7 i 75 78 107 126.3 143.3 176.3 146. 4 103.0 70. 4 California _ _ _ _ 123 147 158 166 175 174.0 180.5 181.1 180.6 138.2 76! 5 Colorado _ 92 U32 144 150 156 167.9 178.0 137.0 77. 0 Connecticut _ 172 179 183 189 185 183.5 181.4 183.4 181.6 150.7 83.0 Delaware .. . . _ ... 132 158 166 170 173 181.7 184.3 184.6 184.3 154.1 83.6 District of Columbia _ 200 193 178 179 181 178.0 180.6 180.7 180.6 149.7 82.9 Florida _ 120 93 106 133.1 150. 1 109. 7 73. 1 Georgia _ _ 59 1 65 83 112 144 145.0 144.8 107.8 74. 4 Idaho _ _ _ 45 94 1 70 106 1137 172.7 165.0 138.3 80. 0 Illinois _ _ 147 150 155 152 171 170.9 183.9 189.0 184.9 153.4 83.0 Indiana _ 99 136 130 152 147 155.8 173.1 176. 0 173.8 160.4 92.3 130 148 156 160 172 174.0 176.0 141.1 80. 2 116 120 135 126 164 164.0 175.0 147.0 84. 0 Kentucky. _ _ 110 102 94 118 125 4123. 0 163.0 176.0 164.3 109.0 66.3 Louisiana _ _ 65 79 101 120 136 148.9 145.2 170.8 148.4 112.1 75.6 Maine. _ _ 98 109 112 141 159 169.2 175.0 181.0 176.3 156.0 88.5 Maryland _ _ _ 183 187 184 183 1185 179.6 185.9 186.6 186.0 151.2 81.3 Massachusetts _ _ 169 177 177 189 186 179.4 179.4 180. 0 179.6 156.3 87.0 Michigan _ 140 150 156 164 171 172.0 188. 5 152.3 80.8 Minnesota _ _ 83 94 128 169 149 160.0 178.3 144.4 81.0 Mississippi _ _ 110 75 i 86 101 123 4122. 0 141.0 102.4 72. 6 Missouri. _ _ ... 90 U04 129 144 155 162.8 166.2 173.5 167.5 138.9 82.9 Montana. _ _ 89 96 143 107 185 166.4 173.2 178.1 174.1 146.8 84.3 Nebraska _ 72 82 140 135 174 164.0 182.9 183.6 183.0 149.9 81.9 Nevada.. . _ 142 143 140 154 1145 167.0 172.2 176.9 173.0 146.5 84.6 New Hampshire _ 70 105 118 148 164 174.0 173.9 175.2 174.2 151.8 87.2 New Jersey . ... _. . ... 178 192 192 186 184 189.0 186.4 187.1 186.5 149.6 80.2 New Mexico _ 111 111 1 67 97 100 165.0 175.0 135.2 77.2 New York.. 176 179 187 175 188 188.0 185. 6 159.4 85.9 North Carolina . 50 50 59 71 102 134.0 146. 1 108. 1 74.0 North Dakota. _ . . _ _ 75 i 96 113 156 147 166.9 166.8 138. 5 83.1 Ohio _ . _ _ 165 152 162 165 170 165.0 169.8 177.9 171.2 146.3 85.5 Oklahoma _ 95 140 166.4 147.1 158.0 148.9 102.0 68. 5 Oregon ... .. _ _ 90 90 118 117 138 152.0 171.9 169.4 171.4 150.1 87.6 Pennsylvania _ 127 133 148 167 170 176.8 179.7 186.6 180.7 151.5 83.8 Rhode Island _ _ _ 170 184 188 191 193 182.1 190.0 190.0 190.0 158.8 83.6 South Carolina _ 100 70 70 88 105 109.6 144.0 102.9 71. 5 South Dakota. . (£) (5) 145 129 166 167.0 168.7 141.9 84. 1 Tennessee _ _ . _ 77 68 86 96 130 133.5 149.4 176.0 152.2 105.5 Texas _ . __ _ _ _ 140 72 100 108 131 155.6 134. 7 114.9 85! 3 Utah _ 152 128 133 151 165 166.4 174.3 172.0 173.8 141.2 81.2 Vermont. _ 116 126 136 156 160 162.0 171.3 146.3 85.4 Virginia _ _ 93 113 118 120 140 147.0 159.4 122.7 77.0 Washington... _ 80 i 91 97 128 172 176.4 178.4 180.4 178.8 142.7 79.8 West Virginia . . _ _ 77 90 97 106 134 138.9 165.5 158.6 164.7 132.2 80.3 Wisconsin _ _ 155 165 159 160 180 175.3 177.6 180.0 178.2 156.0 87.5 Wyoming _ 119 ”20 1110 141 152.0 169.0 175.0 170.2 143.0 84.1 Outlying parts Alaska _ 177.4 168.8 177. 0 169. 9 138.9 81.8 American Samoa _ 185. 6 185. 6 165.0 88.9 Canal Zone _ 154.6 168. 6 168. 7 168. 6 146.8 87.1 Guam _ _ _ 205.0 118.0 203. 0 199.4 98.2 Hawaii _ _ _ 181.0 167. 0 158.1 94.7 Philippine Islands _ 193.0 196.0 169.9 86.7 Porto Rico _ _ 181.0 185.0 157.5 85.2 Virgin Islands 202.0 195.3 96.7 1 1 Estimated. 2 Includes kindergartens. 3 Includes local normal and vocational schools, 4 Statistics of 1918-19 5 Included in report for North Dakota. STATE SCHOOL SYSTEMS 583 Table 8. — Administrative officers , supervisors, principals, and teaching positions State Administrative officers and assistants Supervisors of instruction Principals Total number of teach¬ ers, supervisors, and principals] State superin¬ tendents and deputies County super¬ intendents City superin¬ tendents Other superin¬ tendents and State officers Other adminis¬ trative offi¬ cers Total Elementary schools 1 Secondary schools Total Elementary schools Secondary schools Total i 2 3 4 5 6 7 8 9 10 11 12 13 14 Continental U. S . 120 3, 480 5, 719 5,208 4, 294 18, 818 3 4,180 3 1,951 8, 400 2 15,663 2 8,907 26, 933 831, 078 2 74 48 259 383 100 13 113 86 47 133 15, 439 2 22 34 3 61 52 61 113 93 28 121 2,802 3 89 57 23 172 26 1 27 125 12 137 12, 296 California _ 2 3 115 3 70 106 12 305 414 414 2, 284 439 2, 723 35, 422 2 63 110 4 176 2 94 96 255 90 345 9,953 1 26 15 49 91 345 73 418 535 110 645 10, 419 3 5 15 41 64 11 6 17 26 15 41 1, 455 Dist. Columbia _ 9 9 28 28 42 43 85 2, 691 Florida _ _ . 1 67 9 77 24 231 10, 117 Georgia _ _ 1 161 280 25 467 (4 5 6) (4) 17, 881 Idaho . . . . 2 61 60 3 126 43 37 80 40 114 154 4, 564 Illinois _ 1 102 316 7 105 531 430 628 45, 630 Indiana _ 3 92 165 10 1,223 1,493 256 83 339 708 844 1,552 22, 806 Iowa _ _ 2 198 565 381 370 1,516 35 215 250 410 410 23, 000 Kansas . 2 105 87 11 205 117 33 150 238 115 353 19, 463 Kentucky _ _ 2 120 89 15 226 184 184 251 236 487 15, 687 Louisiana _ 1 64 2 16 75 158 26 11 37 129 352 481 11, 529 Maine _ _ . 2 8 141 151 (4) (4) 6,244 Maryland. . . . 25 5 135 167 136 7 143 (4) 7, 977 Massachusetts . . 3 56 175 234 5 581 649 174 823 5 25,687 Michigan _ 6 85 565 5 8 669 (4) (4) 30, 327 Minnesota.. . . 2 111 530 20 663 3 401 3 273 3 674 22, 632 Mississippi _ 2 131 197 959 155 1,444 29 38 67 1,315 100 1, 415 15, 384 Missouri _ 2 114 75 219 410 121 27 148 24, 299 Montana _ 2 76 201 279 13 77 5, 894 Nebraska _ .. 3 93 92 4 192 93 82 175 126 146 272 14, 958 Nevada... . . .. 2 16 5 3 26 4 4 36 12 48 ’ 840 New Hampshire. .. . 5 9 58 72 55 18 73 29 12 41 3,007 New Jersey. .. _ 6 21 62 89 562 172 734 448 146 594 23* 004 New Mexico . . 2 31 55 88 4 62 3,226 New York. . . 5 59 284 41 389 826 82 908 1,837 249 2, 086 69, 848 North Carolina _ 1 100 100 233 434 70 (4) 22, 971 North Dakota _ 2 114 162 6 284 111 20 8,404 Ohio . . . . 2 135 160 1,303 350 1,950 307 332 639 1,088 1,070 2, 158 42,507 Oklahoma . . . 2 147 342 7 227 725 57 86 143 25 38 63 18, 628 Oregon . . . . 4 36 74 2 116 80 160 7, 903 Pennsylvania . . 6 165 178 46 105 500 732 896 55, 757 Rhode Island. . . 2 12 28 65 107 35 81 3, 509 South Carolina _ 2 125 46 13 186 12, 846 South Dakota . 2 128 282 50 462 3 4 7 226 226 8, 320 Tennessee . . 1 95 127 12 235 16, 691 Texas . . . 4 252 981 1, 237 108 39 147 3 539 2 442 5 981 44 068 Utah . . 2 g 41 13 64 34 g 49 qqa 79 4 539 Vermont . . . 3 4 91 9 107 88 oOU 25 70 95 2, 949 Virginia _ 2 88 20 197 307 142 0 148 383 383 17,' 586 Washington _ ... 3 50 285 130 100 568 6 89 6 66 155 6 610 6 227 837 10,960 West Virginia . . 2 55 70 54 124 305 101 208 14, 667 Wisconsin. . . . 2 72 87 5 16 183 120 161 281 331 380 711 21, 225 Wyoming _ _ 3 23 31 33 25 115 43 8 51 56 25 81 3, 067 Outlying parts — Alaska. _ _ 1 7 2 10 7 7 204 American Samoa _ 1 1 2 45 Canal Zone _ _ 3 3 2 2 3 2 5 132 Guam _ . 2 6 8 2 2 114 Hawaii . . . 2 10 12 124 169 2, 269 Philippine Islands _ 3 58 61 636 25, 904 Porto Rico . . 6 81 87 8 4’ 486 Virgin Islands _ 1 2 3 1 1 2 2 123 — 1 Includes kindergartens. 3 Total of States reporting. 3 Data of 1924-25. 4 Included with teachers 5 Not including 653 part-time supervisors and teachers. 6 Distribution estimated. 584 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 9. — Number and sex of teachers employed , not including superintendents , supervisors, and principals, when separately reported, 1925-26 State Elementary 1 Secondary 2 Total Total num¬ ber of teach¬ ing posi¬ tions Men Women Total Men Women Total Men Women Total > 2 3 4 5 6 7 8 9 10 11 Continental U. S _ 75, 436 569, 195 644, 631 63, 374 106, 164 169, 538 138, 810 675, 359 814, 169 795, 745 Alabama _ 1, 770 11, 467 13, 237 986 1, 312 2, 298 2, 756 12, 779 15, 535 15, 193 Arizona _ 275 1,929 2, 204 180 358 538 455 2,287 2, 742 2,568 Arkansas _ 3, 376 7, 702 U, 078 744 898 1, 642 4, 120 8,600 12, 720 12, 132 California .. _ _ 835 20, 019 20, 854 3, 956 7, 475 U, 431 4, 791 27, 494 32, 285 32, 285 Colorado _ _ .. 3 824 3 7, 055 7, 879 3 777| 3 856 1, 633 1, 601 7, 911 9, 512 9,512 Connecticut - - 137 7, 455 7, 592 644 1, 120 1, 764 781 8,575 9, 356 9,356 Delaware .. . _ 79 1,035 1, 114 98 197 295 177 1,232 1, 409 1, 397 District of Columbia _ 121 1, 875 1, 996 176 406 582 297 2,281 2, 578 2, 578 Florida _ 1,013 8, 449 9, 462 208 765 973 1, 221 9, 214 10, 435 9, 862 Georgia . . 1, 218 13, 330 14, 548 1,434 1, 899 3, 333 2, 652 15, 229 17, 881 17, 881 Idaho _ 472 2,812 3, 284 484 562 1, 046 956 3,374 4, 330 4, 330 Illinois _ 4, 268 30, 457 34, 725 3, 905 5, 942 9, 847 8, 173 36, 399 44, 572 44, 572 Indiana - - 3, 077 11, 405 14, 482 2, 706 3, 881 6, 587 5, 783 15, 286 21, 069 20, 915 Iowa _ _ . - 469 17, 710 18, 179 2, 184 4, 843 7, 027 2, 653 22, 553 25, 206 22, 340 Kansas — . . . 1,644 12, 612 14, 256 1,788 2, 916 4, 704 3, 432 15, 528 18, 960 18, 960 Kentucky - 2, 971 9,966 12, 937 930 1, 149 2, 079 3, 901 11, 115 15, 016 15, 016 Louisiana _ 943 8,098 9, 041 694 1, 276 1, 970 1, 637 9, 374 11, 011 11, 011 Maine _ _ 321 5; 087 5, 408 513 903 1, 416 834 5,990 6, 824 6,244 Maryland _ 576 6,337 6, 913 625 909 1, 534 1, 201 7,246 8, 447 7,834 Massachusetts. _ 897 17, 436 18, 333 2,190 3, 792 5, 982 3, 087 21, 228 24, 315 24, 283 Michigan _ _ ... 4, 305 22, 735 27, 040 474 2, 813 3, 287 4, 779 25, 548 30, 327 30, 327 Minnesota _ 471 16, 197 16, 668 2,021 3, 269 5, 290 2, 492 19, 466 21, 958 21, 958 Mississippi- _ 2, 628 10, 144 12, 772 250 880 1, 130 2, 878 11, 024 13, 902 13, 902 Missouri. . . . . 3, 654 16, 257 19, 911 2,570 3, 676 6, 246 6, 224 19, 933 26, 157 24, 151 Montana _ 329 4,843 5, 172 411 712 1, 123 740 5,555 6, 295 5, 804 Nebraska. _ _ _ 578 10, 827 U, 405 1,064 2, 042 3, 106 1, 642 12, 869 14, 511 14, 511 Nevada _ 26 562 588 63 137 200 89 699 788 788 New Hampshire _ 101 2,262 2, 363 240 408 648 341 2,670 3, Oil 2,893 New Jersey. . . . 565 16, 142 16, 707 1,845 3, 255 5, 100 2, 410 19, 397 21, 807 21, 676 New Mexico _ _ 404 2,020 2, 424 299 437 736 703 2,457 3, 160 3, 160 New York. _ 4, 501 55, 851 60, 352 4,282 9, 431 13, 713 8, 783 65, 282 74, 065 66, 854 North Carolina _ 3,207 17, 484 20, 691 928 1, 509 2, 437 4, 135 18, 993 23, 128 22, 901 North Dakota _ _ 1, 051 6, 895 7, 946 339 543 882 1, 390 7, 438 8, 828 8, 273 Ohio _ 4,066 26, 550 30, 616 4,087 5, 526 9, 613 8, 153 32, 076 40, 229 39, 710 Oklahoma.. - - 2,756 11, 697 14, 453 1, 869 2, 297 4, 166 4, 625 13, 994 18, 619 18, 422 Oregon _ _ _ _ 490 5,268 5, 758 721 1, 184 1, 905 1, 211 6,452 7, 663 7, 663 Pennsylvania _ 5,649 37, 454 43, 103 4, 587 6, 439 U, 026 10, 236 43, 893 54, 129 54, 129 Rhode Island . _ _ . ... 121 2,776 2, 897 238 464 702 359 3, 240 3, 599 3, 393 South Carolina _ 3 1,809 3 9, 391 U, 200 3 260 3 1, 386 1, 646 2, 069 10, 777 12, 846 12, 846 South Dakota _ 607 6,496 7, 103 201 817 1, 018 808 7,313 8, 121 8,087 Tennessee _ 2,741 11, 777 14, 518 1, 183 1, 399 2, 582 3, 924 13, 176 17, 100 16. 691 Texas. ... _ 3,246 23, 735 26, 981 4, 563 6, 396 10, 959 7, 809 30, 131 37, 940 37, 940 Utah _ 480 2,725 3, 205 427 450 877 907 3, 175 4, 082 4, 082 Vermont _ 82 2, 301 2, 383 151 387 538 233 2,688 2, 921 2, 766 Virginia _ 960 12,744 13, 704 1, 190 2, 161 3, 351 2, 150 14, 905 17, 055 17, 055 Washington _ _ _ 444 7, 082 7, 526 836 1, 731 2, 567 1, 280 8, 813 10, 093 9, 968 West Virginia _ _ 3, 658 8,673 12, 331 877 1, 150 2, 027 4, 535 9,823 14, 358 14, 358 Wisconsin _ 1,038 13, 818 14, 856 1,974 3, 403 5, 377 3, 012 17, 221 20, 233 20, 233 Wyoming _ 183 2, 253 2, 436 202 403 605 385 2, 656 3, 041 2,935 Outlying parts Alaska . . . . American Samoa. _ 9 152 161 10 26 36 19 39 48 47 272 14, 778 1, 257 35 178 6 77 65 1, 704 10, 490 3, 221 85 197 45 125 112 1, 976 25, 268 4,478 120 197 45 125 112 1, 897 25, 268 4, 478 120 Canal Zone _ Guam . . . . Hawaii _ _ Philippine Islands . . Porto Rico _ Virgin Islands _ 44 43 189 13, 958 1, 153 31 63 64 1,563 10, 072 2, 954 82 107 107 1, 752 24, 030 4, 106 113 4 4 83 820 104 4 14 1 141 418 267 3 18 5 224 1,238 372 7 1 Includes kindergartens. 2 Includes local normal and vocational schools. 3 Distribution esti mated. STATE SCHOOL SYSTEMS 585 Table 10. — Salaries of teachers and percentage of men teachers Average annual Percentage of men teachers State salaries oi teachers, supervisors, and princi¬ pals, 1925-26 1870-7D 1879-80 1889-90 1899- 1900 1909-10 1919-20 1925-26 • 2 3 4 5 6 7 8 9 Continental United States... $1, 277 41.0 42.8 34.5 29.9 21. 1 14. 1 17.0 Alabama . . . . 678 66.8 63.8 62.9 30. 1 35.0 20.3 17.7 Arizona.. . 1,575 47.5 38.8 27.3 17.0 10.8 16. 6 Arkansas. . . . '686 75.6 78.4 68.5 59.7 47.0 31.2 32.4 California . . . . . 1,905 40.0 33.6 21.4 17.8 13.8 12.2 14.8 Colorado . . 1, 290 48.8 36.4 26.2 20.9 15.6 9.2 16.8 Connecticut . . . 1, 572 22. 1 i 22.8 l 13.4 19.0 6.2 7.3 8.3 Delaware _ _ 1, 356 29.9 46.6 i 31.0 25.3 13.7 10.8 12.6 District of Columbia _ _ 2, 068 8.2 7.8 13.0 13.1 11.5 11.9 11.5 Florida . . 831 65.7 61.6 48.0 36.9 25.7 15.8 11.7 Georgia . 684 71.4 i 65.2 53.3 44.0 24.4 13.1 14.8 Idaho _ _ _ _ 1,134 64.3 57.4 l 33.4 31.2 25.5 14.8 22.1 Illinois . . . 1,515 43.5 39.7 32.5 26.4 18.5 15.0 18.3 Indiana . . ... 1,361 60.5 57.5 51.1 46.2 35.7 16.9 27.4 Iowa.. . . . . . 1,241 39.0 33.6 20.6 17.2 9.8 8.2 10.5 Kansas . . . 1,114 47.2 45.1 40.8 32.7 18.0 12.1 18.1 Kentucky _ _ _ _ _ 777 66.0 64.6 49.8 45.5 41.7 21.0 26.0 Louisiana . . . 892 50.9 46.1 44.7 47.9 21.4 13.7 14.9 Maine _ _ _ 844 24.4 i 27.2 l 16.0 i 16.4 11.2 8.5 12.2 Maryland . . . . 1,353 45.0 42.6 27.8 21.7 17.1 11.5 14.2 Massachusetts . . . 1, 618 12.7 13.2 9.8 8.8 9.1 8.6 12.7 Michigan _ _ _ _ 1, 510 26.3 29.2 22.3 20.3 14.0 11.5 15.8 Minnesota . . 1, 215 33.7 35.9 23.9 19.4 12.0 8.8 11.3 Mississippi _ _ 582 60.8 61.2 49.6 44.2 31.0 22.0 20.7 Missouri . . 1, 153 65.3 58. 1 44.4 37.6 26.4 16.2 23.8 Montana . . . 1,096 60.3 38.5 22.9 16.6 12.0 10.7 11.8 Nebraska. . . . 1,047 51.9 40.7 27.1 21.8 11.9 7.3 11.3 Nevada _ _ _ _ 1,479 32.4 46.7 16.3 11. 1 10.8 9.0 11.3 New Hampshire . . . . 1, 164 15.0 16.8 9.8 8.9 7. 1 8.3 11.3 New Jersey . . . 1,930 32.5 28.5 18.4 12.9 12.3 10.5 11.1 New Mexico . 1,028 91.7 78.0 i 62.2 i 55.2 34.4 20.6 22.2 New York . . . 2,025 22.9 26.0 16.9 14.9 11.7 10.3 11.9 North Carolina. . . . 781 73.2 i 71.3 59.1 49.4 28.5 15.8 17.9 North Dakota . 905 24.7 140.8 28.3 28.8 17.4 12.3 15.7 Ohio. . . 1,411 43.2 47.8 43. 1 40.4 31.1 18.0 20.3 Oklahoma _ _ _ 979 42.8 26.2 18.9 24.8 Oregon _ . . 1,267 51.7 48.3 43.3 28.4 19.4 12.8 15.8 Pennsylvania . . 1,468 42.8 45.5 34.2 32.0 22.6 16.3 18.9 Rhode Island. . 1,478 20.4 20.2 12.6 9.5 8.9 7.8 10.0 South Carolina _ _ 761 62.4 59.5 49.6 143.5 23. 1 14.7 16. 1 South Dakota. .. .. 923 (2) (2) 29.0 24.4 16.6 10.5 10.0 Tennessee _ _ 778 75.0 74.4 61.8 i 54.0 37.0 22.4 22.9 Texas _ _ _ _ . 837 77.3 i 75.0 61. 1 48.9 30.8 18.0 20.6 Utah _ 1,204 55.0 54.5 46.6 36.5 26.6 24.9 22.2 Vermont . . . . 899 16.5 16.8 12.0 13.6 8.9 3.7 8.0 Virginia . . . 746 64. 5 61.8 41.5 31.5 19.9 10.9 12.6 Washington _ _ 1,515 46.5 37.4 40.6 28.9 20.0 13.9 12.7 West Virginia . . 1,072 79.0 75.2 63.4 57.9 48.0 28.7 31.6 Wisconsin . . . 1, 237 28.8 28.9 19.8 18.4 11.8 8.9 14.9 Wyoming . . . . ... 1, 143 28.6 44.3 22.4 15.6 12.8 11.0 12.7 Outlying parts of the United States Alaska _ 1,561 11.0 9.6 American Samoa . . 294 86.7 Canal Zone. . 1,553 31.4 38.4 Guam . . . 357 42.0 Hawaii . . . . . 1,365 11. 1 13.8 Philippine Islands . 60.6 58.5 Porto Rico _ _ 875 27.8 28. 1 Virgin Islands . 587 29.2 i Estimated. 2 Included in North Dakota. •586 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 11. — Personnel and cost of instruction in public night schools, 1925-26 State Teachers Students Total cost of instruc¬ tion Men Women Total Men Women Total 1 2 3 4 5 6 7 8 Total of States reporting _ 4,681 5, 454 21, 213 223, 797 211, 388 825, 651 i $6, 210, 333 Alabama _ . . _ _ 52 43 95 1,491 1, 174 2,665 46, 527 California 1 2 - 850 1,000 1,850 81, 501 82, 527 164, 028 (3) 138 484 622 12, 541 177, 170 Delaware . . .. . _ 146 29 175 2, 206 1,801 4, 007 36, 140 District of Columbia _ _ 90 172 262 5, 078 6,321 11, 399 93, 787 Illinois 4 5 _ _ ... 564 805 1,369 35, 157 25, 212 60, 369 583, 151 Indiana _ 168 135 303 4, 711 5,856 10, 567 94,050 Iowa - - 95 107 202 1,949 2,227 4, 176 8,180 Louisiana 3 145 6, 058 43, 569 Maine _ _ _ 205 4, 612 45, 808 Maryland _ 258 9, 516 104, 878 Massachusetts - 2,406 6 62, 973 7 757, 691 Minnesota . . 355 8, 266 (3) Nevada _ . . . . _ - 2 2 4 66 9 75 590 New Hampshire _ 46 98 144 1, 461 1, 489 2, 950 (3) New Jersey _ _ _ 615 593 1,208 16, 829 11, 785 28, 614 718, 973 New Mexico _ 9 3 12 1,826 791 2, 617 (3) New York. . _ : _ 4,922 193, 543 2, 344, 068 North Dakota. _ ... _ 9 17 26 84 218 302 3, 179 Ohio _ 661 574 1,235 28, 423 22, 531 50, 954 371, 393 Oklahoma. . _ 371 202 573 4,227 6, 142 10, 369 68, 598 Pennsylvania 1,926 73, 048 (3) Rhode Island _ _ 156 362 518 6, 295 5, 556 11, 851 92, 336 South Carolina _ _ _ _ 605 12, 595 38, 653 South Dakota. . _ 2 16 18 246 164 410 6, 459 Texas _ .. .. _ 144 218 362 8,007 7, 671 15, 678 110, 619 Utah _ 7 61 68 388 2, 539 2,927 3 59, 093 Virginia _ ... _ 256 » 7, 314 67, 777 Washington _ 197 129 326 8,807 5, 754 14, 561 io 103, 378 Wisconsin _ _ _ _ _ 325 375 700 14, 122 21, 153 35, 275 228,025 Wyoming.. _ _ . 34 29 63 923 468 1, 391 io 6. 241 1 All but $5,495,505 of this amount is included in day-school costs. 2 Number of teachers is estimated from city school reports. 3 Included in cost of day-schools. 4 Number of teachers and pupils taken from city school reports. 6 Number of teachers taken from city school reports. 6 Not including 27,795 pupils in Americanization classes. 7 $546,116 of this amount is included in day-school costs. 3 Estimated from 1925 report, and included in day-school costs. 5 From city school reports. 10 Estimated from city school reports and included in day-school costs. STATE SCHOOL SYSTEMS 587 Table 12. — Schools and school buildings , 1925-26 State Consolidated schools One- room school- houses used School buildings used Estab¬ lished this year Total number For ele¬ mentary schools For sec¬ ondary schools exclu¬ sively Total 1 2 3 4 5 6 7 Continental United States . 687 16, 291 161, 531 i 215, 439 i 9, 583 256, 104 Alabama _ _ _ _ _ _ 43 450 3,245 6,089 148 6,237 Arizona _ _ 6 44 208 2 525 Arkansas _ _ _ _ 23 3 170 4,303 6, 552 59 6, 611 California _ _ _ 4 153 1,795 5,009 8 339 8 5, 348 Colorado _ _ 0 188 1,862 2,772 116 2,888 Connecticut. _ _ _ _ 576 1,432 64 1, 496 Delaware . . . . . 0 14 251 439 5 444 District of Columbia. . . . . . 144 16 160 Florida. . _ _ _ _ _ _ 2 151 2 945 2,261 28 2,289 Georgia _ _ _ _ 198 882 3,594 6,867 Idaho . . . . . . 2 52 964 1, 646 48 1,694 Illinois _ _ 120 10, 148 13, 553 475 14, 028 Indiana _ _ 25 1, 019 2,900 5,083 302 5, 385 Iowa. _ _ _ _ _ 0 381 9,570 11,111 839 11, 950 Kansas . . . . . ... 3 174 7,228 8,555 641 9, 196 Kentucky _ _ _ . ... . _ 296 6, 122 7,146 707 7,853 Louisiana _ _ . _ _ _ _ 10 500 1, 513 3, 200 50 3, 250 Maine _ . . . . . 324 2,004 2,718 89 2,807 Maryland _ .. _. . . . . 1, 356 2,345 24 2,369 Massachusetts. _ _ 657 2,749 210 2,959 Michigan... . . . . . 7 6 255 6, 506 7, 134 1, 873 9,007 Minnesota . . . . . . 18 378 7,310 9,107 85 9, 192 Mississippi _ _ _ 22 951 2,489 6,253 94 6, 347 Missouri . . . . . 42 309 7,980 9,810 289 10, 099 Montana _ _ _ _ 3 86 2,479 3, 493 53 3, 546 Nebraska . . . 99 6, 185 7,518 8 135 7,653 Nevada... . . . . . . 0 28 217 329 52 381 New Hampshire. . . 3 17 683 1,038 35 1, 073 New Jersey. _ _ _ 8 274 514 2,096 86 2, 182 New Mexico . . . . . 6 1, 431 827 1, 427 52 1,479 New York . . . ... . 19 399 8,237 12, 101 North Carolina . . . . 18 814 2,510 6,626 133 6, 759 North Dakota. . . . . . . . 3 505 4, 322 5, 076 21 5,097 Ohio _ _ _ 975 4,742 7,085 890 7, 975 Oklahoma _ 1 439 3,603 6,239 105 6, 344 Oregon . . . . . . . . 60 1,613 2,574 135 2, 709 Pennsylvania _ • . . . . 22 431 8,298 12, 446 408 12, 854 Rhode Island _ ... 0 7 108 485 18 503 South Carolina . . . . . . 24 406 2,039 4,220 86 4, 306 South Dakota _ _ 0 116 4, 753 5, 101 Tennessee . . . . . . 72 707 3, 692 6, 488 Texas . . . . . .. 34 922 4,505 12, 211 184 12, 395 Utah _ _ 99 664 58 722 Vermont... . 0 50 1,080 1, 353 17 1, 370 Virginia . 773 3, 205 6, 103 30 6, 133 Washington... . 35 352 1, 494 2, 884 161 3,045 West Virginia . . 28 414 4,961 6, 889 227 7,116 Wisconsin . . 4 77 6,655 8, 124 156 8, 280 Wyoming.. . 16 98 1, 184 1, 451 40 1,491 Outlying parts of United States Alaska _ _ _ _ 0 0 54 80 0 80 American Samoa _ 0 0 15 21 0 21 Canal Zone _ 21 Guam . . 1 22 Hawaii . . . 212 495 32 527 Philippine Islands . . . 2,227 8 94 2,321 Porto Rico . 300 451 2, 266 17 2,283 Virgin Islands . . 0 1 6 21 5 26 1 Total for States reporting. 2 Statistics of 1923-24. 3 Statistics of 1921-22. 4 Union elementary districts. * Statistics of 1924-25. <■ Estimated. 588 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 13. — Value of public property used for school purposes , 1925-26 State Value of sites and buildings Value of equip¬ ment (furniture, apparatus, libraries, etc.) Value of all property used for school purposes Average value of school property per pupil enrolled 1 2 3 4 5 Continental United States _ 1$3, 567, 213, 562 i $355, 736, 047 $4, 676, 603, 539 $180 Alabama . . . . . . 39, 245, 531 4, 493, 166 43, 738, 697 74 Arizona 2 . . . . 12, 131, 560 150 Arkansas _ 24, 851, 289 3, 592, 468 28’ 443) 757 57 California _ 294, 921, 379 33, 506, 970 328, 428, 349 323 Colorado.. _ _ _ 49, 190, 288 5, 453, 398 54, 643, 686 231 Connecticut _ 83 352 004 260 Delaware. _ _ _ 6* 912) 068 176 District of Columbia _ 20,981,000 1, 904, 000 22) 885^000 311 Florida.. _ _ 49, 678, 083 3, 692, 719 53, 370, 802 156 Georgia _ _ _ 37, 574, 124 3, 302, 863 40, 876, 987 59 Idaho... . . . 17, 879, 356 3, 018, 464 20, 897, 820 178 Illinois . . 297, 508, 349 25, 363, 425 322, 871, 774 243 Indiana . . . 145, 840, 048 9, 473, 601 155, 313, 649 245 Iowa _ _ _ _ 120, 403, 240 9, 067, 691 129, 470, 931 233 Kansas _ 74, 382, 427 175 Kentucky . . 30, 476, 067 4, 863, 638 35, 339, 705 61 Louisiana . . . . 41, 375, 760 4, 373,087 45, 748, 847 116 Maine. . . . . 24, 591, 028 2, 829,007 27, 420, 035 185 Maryland _ 38, 678, 684 147 Massachusetts. _ _ _ _ 169, 212, 778 13, 586, 725 182’ 799| 503 242 Michigan _ _ 240, 017, 020 276 Minnesota... _ _ 134, 104, 472 3 1, 971, 345 136, 075’, 817 247 Mississippi . . . . 4 35, 816, 310 4 921, 319 4 36, 737, 629 64 Missouri _ 128, 090, 771 177 Montana.. . . . . 23, 582, 738 3, 607, 548 27, 190, 286 232 Nebraska... _ _ _ _ 58, 200, 257 7, 845, 088 66,045, 345 202 Nevada _ _ _ _ _ _ 3, 941, 296 723, 690 4, 664, 986 299 New Hampshire . . . . 14, 586, 595 1, 630, 717 16, 217, 312 226 New Jersey.. _ _ _ 197, 480, 571 14, 763, 135 212, 243, 706 289 New Mexico . . . . 8, 383, 760 1, 132, 526 9, 516, 286 109 New York. _ _ _ 577, 395, 809 47, 786, 366 625, 182, 175 318 North Carolina. _ _ ..... _ _ 82, 764, 628 101 North Dakota. _ _ _ 4 38, 052, 613 220 Ohio . . . . 2 155, 185, 200 2 15, 898,052 2 171,083, 252 136 Oklahoma _ _ _ _ 67, 464, 127 13, 393, 279 80, 857, 406 125 Oregon 39, 514, 790 217 Pennsylvania _ _ «82, 257, 245 37, 707, 044 419, 964, 289 227 Rhode Island _ _ 21, 059, 580 2, 072, 379 23, 131, 959 208 South Carolina _ _ _ _ 30, 837, 593 3, 074, 247 33, 911,840 70 South Dakota. _ _ 22, 126, 660 4, 119, 811 26, 246, 471 160 Tennessee _ _ 33, 984, 164 6, 448, 446 40, 432, 610 62 Texas... . . 124, 759, 727 20, 783, 894 145, 543, 621 120 Utah... _ _ 22, 382, 473 2, 635, 622 25, 018, 095 176 Vermont ... _ _ _ 9, 757, 365 152 Virginia . . 45,800,000 9,050,000 54, 850, 000 99 Washington- . . 60, 243, 374 8, 160, 184 68, 403, 558 208 West Virginia _ _ _ 56, 133, 129 5, 600, 204 61, 733, 333 161 Wisconsin . . . . 116, 379, 623 15, 553, 462 131,933,085 243 Wyoming _ _ 11, 380, 539 2, 336, 467 13, 717, 006 274 Outlying parts of United States Alaska. . . . 1,000,000 120, 000 1, 120,000 257 American Samoa _ _ _ 33, 000 2, 000 35,000 19 Canal Zone. _ . _ 550, 000 116 Guam _ _ _ _ _ 70, 100 20, 630 90, 730 31 Hawaii . . . 7, 159, 583 750, 867 7, 910, 450 134 Philippine Islands . 2 15, 950, 063 14 Porto Rico . . . 4,600,000 1,000,000 5, 600,000 26 Virgin Islands . . . . 82, 500 45,000 127, 500 41 1 Total for States reporting. 2 Statistics of 1923-24. 3 Libraries only. 4 Statistics of 1924-25, STATE SCHOOL SYSTEMS 589 Table 14. — Permanent school funds and school lands, 1925-26 State Permanent school funds Unsold school lands State County Local Total Number of acres Value 1 2 3 4 5 6 7 Continental U. S... i $412,519, 990 1 $21,942, 906 1 $14,006, 022 $456, 385, 286 42,327, 720 $455, 389, 712 Alabama _ 3, 159, 839 14, 587 0 3, 174, 426 130,000 2,000,000 Arizona _ 1, 156,699 1, 156, 699 7, 608, 451 22, 825, 353 l’ 314, 500 1,314,500 California 2 _ 9^ 095^ 356 9, 095, 356 800,000 1, 600, 000 Colorado 3 _ 7' 235, 269 7, 235, 269 2, 735, 354 41, 030, 310 Connecticut _ _ 2, 052, 428 975, 886 3, 028, 314 Delaware _ ' 944^ 407 0 60,000 1,004, 407 0 0 Florida _ _ _ 4, 112, 667 4, 112, 667 181, 740 Idaho. _ 10; 376', 972 10, 376, 972 2, 454, 563 24, 545, 625 Illinois _ 948, 955 6, 556, 004 7, 504, 959 4 4, 100 19, 462, 000 Indiana... _ _ 13, 927, 700 0 2, 492, 310 16, 420, 010 915 34, 954 Iowa . . . . 4, 813, 481 4, 813, 481 30,527 10, 505, 932 10, 505, 932 0 0 Kentucky... . 2, 034, 141 2, 034, 141 Louisiana _ _ _ 2, 802, 000 2, 802, 000 134, 941 1, 924, 340 Maine _ 547, 528 659,640 1, 207, 168 Maryland . . . 403, 874 0 0 403, 874 *0 0 Massachusetts. _ 5, 000, 000 5, 000, 000 Michigan _ 5, 500, 000 5, 500, 000 Minnesota _ 49, 808, 470 0 0 49,808,470 600,000 8 85,000, 000 Mississippi 2. . 1,036, 519 0 0 1,036,519 575,000 Missouri _ .... 20, 811,948 10, 386, 966 2, 541, 086 33, 740, 000 0 0 Montana _ _ 17, 437, 704 17, 437, 704 4, 229, 500 42, 295, 002 Nebraska.. .. 10, 662, 707 10, 662, 707 1, 588, 431 19,761,869 Nevada . . 2, 824, 890 2, 824, 890 12, 322 15, 403 New Hampshire _ 59, 723 721, 096 780, 819 New Jersey. . 10, 560, 235 126,000 10, 686, 235 0 6 2, 350, 000 New Mexico . 1, 294, 641 1, 294, 641 8, 689, 796 33, 259, 531 New York 2. 9, 546, 803 0 0 9, 546, 803 0 0 North Carolina 2 .. 1,217,767 0 0 1, 217, 767 0 0 North Dakota 19, 157, 584 19, 157, 584 1, 620, 382 32, 407, 600 Ohio _ 4, 271,317 4, 271, 317 9, 357 372, 063 Oklahoma _ 24, 607, 464 24, 607, 464 300, 000 7, 241, 785 Oregon _ ... 7, 614, 989 7, 614, 989 700,000 1,750,000 Pennsylvania _ 1, 021, 824 1, 021, 824 Rhode Island.. 297, 384 297, 384 South Carolina 7.... 63, 511 63, 511 South Dakota 20, 403, 711 0 0 20, 403,711 1, 602, 511 60,000,000 Tennessee _ 2, 512, 500 2, 512, 500 Texas _ 75, 000, 000 11, 415, 353 86, 415, 353 1, 000, 000 1, 500, 000 Utah... . 4, 930, 439 0 0 4, 930, 439 »2, 500,000 6, 250, 000 Vermont _ 1, 373, 275 1, 373, 275 8 47, 220 8 1, 770, 000 Virginia . . 5, 484, 858 5, 484, 858 0 0 Washington _ 20, 084, 330 20,084, 330 1, 720, 201 17, 202, 010 Wisconsin.. 7, 916, 368 12, 802 60, 000 Wyoming.. . 14, 503, 649 14, 503, 649 3,070, 134 30,701,340 Outlying parts Alaska 2 . . 700 700 Porto Rico 7 . 4, 126, 450 2, 163, 179 6, 289, 629 1 Total of States reporting. 2 Statistics of 1924-25. 3 Statistics of 1921-22. 4 Not including 25 city lots. 6 Includes estimates of royalties on iron ore of approximately $80,000,000. 6 Value of riparian lands in 1924. 7 Statistics of 1923-24. 8 Estimated. 17836°— 28- -38 590 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 15. — Indebtedness , sinking funds, and payments on indebtedness, 1925-26 State School bonds outstanding and other forms of debt Total amount in school sink¬ ing funds Bonds and other in¬ debtedness paid in 1925-26 Transfers to sinking funds Interest paid on indebted¬ ness Refunds 1 2 3 4 5 6 7 Continental TJ. S _ • $1, 895, 871, 010 $105, 297, 150 $127, 972, 100 $19, 270, 044 $71, 900, 858 $2, 903, 544 16, 559, 832 12, 018, 975 12, 540, 734 200, 477, 997 31, 364, 657 1, 097, 770 431, 360 1, 553, 599 218, 989 649, 286 0) 40, 552 1, 384, 575 486, 527 2, 268, 674 85, 400 1, 833, 080 1, 482, 639 61, 752 2, 050, 863 G) 835, 392 4, 251, 866 2, 895, 135 2, 640, 976 G) 1, 202, 605 327, 812 800, 356 508, 612 1, 083, 280 44, 872, 992 2,177 Florida _ _ 1, 178, 746 1, 092, 970 3, 356, 767 7, 296, 630 6, 852, 549 4, 511, 269 2, 196, 694 Idaho . 11, 526, 226 52, 047, 762 59, 776, 245 38, 838, 122 714, 981 714, 981 15, 711 Illinois _ __ _ 2 2, 327, 141 495, 579 83, 140 Kentucky _ Louisiana _ _ _ 16, 329, 300 563, 126 Maine Maryland _ 28, 343, 145 147, 953, 098 74, 071, 003 2 6, 920, 100 23, 537, 048 11, 632, 191 26, 752, 106 2 1, 774, 878 6, 501, 933 149, 951, 921 6, 133, 718 137, 055, 676 4 34, 319, 000 17, 195, 040 219, 143, 071 54, 029, 055 20, 672, 431 207, 861, 547 11, 852, 729 819, 318 9, 780, 635 3, 509, 724 1, 565, 919 Michigan., -_ __ _ - - Minnesota G) G) Mississippi. . Missouri. _ _ 9, 236, 432 1, 207, 0 3 2, 837, 615 Montana _ _ _ 1, 098, 299 1, 836, 101 193, 247 558, 201 7, 513, 149 338, 741 10, 997, 092 1, 219, 084 2, 507, 797 11, 786, 809 2, 956, 000 4, 731, 236 19, 940, 833 393, 320 711, 726 1, 156, 680 G) 269, 457 6, 516, 796 307, 732 6, 224, 622 1, 909, 336 244, 258 11, 935, 400 2, 903, 241 575, 074 10, 122, 208 6, 122 232, 905 Nebraska Nevada _ _ _ New Hampshire New Jersey _ 12, 388, 953 3 251, 132 755, 199 103, 439 134, 631 652, 489 2, 020, 562 New Mexico _ New York. __ _ 90, 518 North Carolina North Dakota 3, 783, 951 21, 675, 000 14, 119, 324 Ohio _ -. - -. 421, 831 344, 984 Oklahoma— _ . - _ _ Oregon _ _ Pennsylvania _ 18, 089, 397 2, 367, 430 6, 608, 612 595, 730 Rhode Island South Carolina _ _ 370, 901 2, 631, 892 G) 736, 888 1, 166, 399 345, 541 3, 190, 601 605, 589 G) 497, 795 1, 508, 255 796, 989 883, 983 41, 337 South Dakota.. . _ _ _ 20, 209, 924 7, 618, 750 87, 010, 905 11, 610, 436 1, 674, 822 10, 882, 846 28, 921, 882 15, 018, 600 23, 874, 933 5, 912, 000 2, 052, 981 Tennessee . . Texas 2 _ 7, 727, 422 1, 341, 287 1, 577, 195 970, 426 50, 434 471, 937 2, 295, 465 1, 150, 703 4, 493, 227 198, 780 5, 907, 983 318, 109 Utah _ . . _ _ Vermont Virginia _ - ____ Washington. . . 2, 768, 069 657, 252 87,433 279, 762 West Virginia 718, 602 Wisconsin _ _ 94, 309 Wyoming _ 350, 365 Outlying parts of United States Alaska _ 225, 000 Porto Rico 50, 122 63, 317 1 Included in column 4. 3 Statistics of 1923-24. 2 Statistics of 1924-25. i Estimated. STATE SCHOOL SYSTEMS 591 Table 16. — Receipts from permanent school funds and leases of school lands , 1925-26 State Receipts from- Permanent funds Leases of school lands Total receipts from permanent funds and leases of school lands State County Local Total, in eluding un¬ distributed items Continental United States. Alabama . . . . Arizona _ _ _ Arkansas _ California.. . . Colorado _ Connecticut . . . Delaware _ Florida . . . Idaho - - - Illinois _ Indiana _ _ Iowa. - - Kansas _ _ Kentucky _ Louisiana... . . Maine . . Maryland. - - Massachusetts _ Michigan _ _ Minnesota _ _ Mississippi _ Missouri _ _ _ Montana _ _ _ Nebraska _ Nevada . . . New Hampshire. . . . New Jersey. _ _ New Mexico _ North Carolina _ North Dakota _ _ Ohio... _ _ Oklahoma _ _ _ Oregon _ Pennsylvania. . . Rhode Island _ _ _ South Carolina 2 _ South Dakota . . . Tennessee . . Texas _ _ _ Utah _ _ Vermont . . Virginia _ Washington _ West Virginia _ _ Wisconsin . . . . . Wyoming . Outlying part of United States Porto Rico 3 _ _ $20, 351, 994 $5, 430, 045 $22, 385, 977 $1, 351, 918 $2, 044, 144 $25, 782, 039 177, 083 92, 116 65, 725 456, 633 964, 785 203, 704 46, 202 162, 166 651, 240 460, 222 993, 503 478, 774 519, 299 149, 876 112, 081 69, 295 9,273 210, 744 350, 000 1, 882, 536 62, 191 646, 402 520, 882 452, 221 118, 256 39, 274 523, 801 161, 595 54, 123 975, 772 219, 196 1, 230, 373 385, 656 101, 379 32, 356 3,262 776, 877 150, 750 3, 460, 320 268, 148 70, 702 188, 618 834, 517 54, 304 134, 507 831, 255 251, 585 0 159, 037 36, 053 (') 167, 432 915, 463 0) 58, 732 271, 816 483, 069 351, 376 32, 264 822, 154 "464, "996 194, 460 623, 481 527, 611 24, 459 15, 299 282, 343 ........ 176, 208 251, 153 65, 725 492, 686 964, 785 124, 715 42, 602 162, 166 818, 672 57, 000 799, 020 478, 774 519, 299 149, 876 112, 081 32, 852 9, 273 210, 744 350, 000 1, 882, 536 62, 191 1, 003, 951 803, 597 150, 520 2, 389 500, 000 983, 749 54, 123 1, 440, 768 219, 196 1, 853, 854 385, 656 101, 379 14, 537 3,262 1, 304, 488 150, 750 2, 962, 547 292, 607 70, 702 188, 618 1,116, 860 54, 304 134, 507 831, 255 875 78, 989 3, 600 1, 318, 685 194, 483 58, 732 36, 443 251, 389 519, 348 20, 427 127, 054 36, 885 23, 801 194, 460 17, 819 497, 773 15, 299 165, 058 5,527 177, 083 251, 153 65, 725 492, 686 964, 785 203, 704 46, 202 162, 166 818, 672 1, 375, 685 993, 503 478, 774 519, 299 149, 876 170, 813 69, 295 9, 273 210, 744 350, 000 1, 882, 536 334, 007 646, 402 1, 003, 951 803, 597 150, 520 39, 274 523, 801 983, 749 54, 123 1, 440, 768 413, 656 1, 853, 854 385, 656 101, 379 32, 356 3,262 1, 304, 488 150, 750 3, 460, 320 292, 607 86, 001 188, 618 1, 116, 860 54, 304 134, 507 831, 255 251, 585 1 Included in column 2. 2 Statistics of 1923-24. 3 Estimated. 592 BIENNIAL SURVEY OP EDUCATION, 1924-1926 Table 17. — Income from appropriation and taxation, 1925-26 State State County Local Total 1 2 3 4 5 Continental United States. . $254, 592, 332 $189, 482, 833 $1, 255, 297, 711 $1, 699, 372,876 Alabama _ 4, 616, 410 4, 467, 891 3, 234, 531 12, 318, 832 Arizona _ _ _ 1, 518, 932 2, 682, 816 3, 400, 374 7, 602, 122 Arkansas _ _ _ _ _ 4, 079, 664 308, 096 6, 491, 820 10,879, 580 California _ 21, 599, 579 35, 471, 570 46, 389, 886 103,461,035 Colorado _ _ _ _ _ 148, 000 5, 054, 967 14, 182, 105 19, 385, 072 Connecticut.. _ _ _ _ _ 1, 931, 766 23, 476, 990 25, 408, 756 Delaware.. . . .. _ . _ 2, 357, 398 535, 036 2, 892, 434 District of Columbia _ i 2, 715, 948 5, 139, 141 7, 855, 089 Florida . . . . . . 701, 468 6, 187, 920 7, 336, 988 14, 226, 376 Georgia _ _ 4, 886, 950 4, 118, 460 5, 557, 295 14, 562, 705 Idaho . . . . . . . 2, 742, 654 5, 414, 018 8, 156, 672 Illinois _ _. 8, 450, 104 201, 993 115, 490, 020 124, 142, 117 Indiana _ _ 4, 169,010 500,000 51, 508, 803 56, 177, 813 2, 450, 000 53, 305, 336 55, 755, 336 Kansas _ _ _ _ 2 100, 000 2 200, 000 41, 824, 574 42, 124, 574 Kentucky _ .. . . _ 4, 649, 029 4,883, 409 7, 451, 670 16, 984, 108 Louisiana. _ _ _ _ _ _ 3, 834, 224 10, 155, 896 2, 709, 321 16, 699, 441 Maine. _ _ .. . . _ 2, 813, 556 7, 093, 753 9, 907, 309 Maryland. . ... _ _ 3, 619, 803 5, 526, 703 7, 938, 783 17, 085, 289 6, 020, 826 71, 433, 764 77, 454, 590 Michigan _ 15, 133, 048 57, 286, 175 72, 419, 223 Minnesota _ _ _ _ ... 7, 520, 784 2, 007, 472 33, 726, 063 43, 254, 319 Mississippi _ _ . .. 4, 131, 020 4, 618, 217 3, 648, 868 12, 398, 105 Missouri _ _ _ 3, 915, 345 2 226, 746 36, 534, 817 40, 676, 90S Montana _ _ _ _ _ 362, 292 4, 434, 890 6, 161, 391 10, 958, 573 Nebraska _ _ _ _ 319, 071 21, 645, 888 21, 964, 959 Nevada _ ... .. 259, 702 1, 222, 145 301, 524 1, 783, 371 New Hampshire __ 701, 447 5, 874, 103 6, 575, 550 New Jersey _ 15, 770, 210 54, 829 59, 784, 569 75, 609, 608 New Mexico. _ _ _ 629, 205 3, 131, 574 736, 706 4, 497, 485 New York _ _ 43, 065, 334 158, 425, 102 201, 490, 436 North Carolina _ _ _ 1, 799, 054 17, 961, 807 7, 819, 143 27, 580, 004 North Dakota _ .... _ 6, 928, 338 947, 070 11, 018, 541 18, 893, 949 Ohio _ .. 2, 588, 819 36, 058, 166 72, 061, 710 110, 708, 695 Oklahoma. . _ 400, 806 2, 517, 561 25, 468, 636 28, 387, 003 Oregon _ .. _ ... 2, 109, 095 2, 665, 299 8, 942, 625 13, 717, 019 Pennsylvania _ _ _ 22, 008, 833 123, 477, 134 145, 485, 967 Rhode Island _ 442, 853 10, 990, 284 11, 433, 137 South Carolina.. _ 3, 885, 328 3,735,986 5, 692, 072 13, 313, 386 South Dakota _ ... .. _ 265, 328 220, 404 14, 278, 115 14, 763, 847 Tennessee ... _ .. 3, 576, 172 9, 022, 166 2, 375, 287 14, 973, 625 Texas 14, 738, 642 22, 940, 222 37, 678, 864 Utah 3, 287, 960 6, 331, 170 9, 619, 130 Vermont _ _ _ 1, 045, 363 3, 736, 547 4, 781, 910 Virginia _ .. 5, 665, 136 9,770,604 2,854,548 18, 290, 288 Washington _ _ 6, 704, 605 4, 069, 035 16,156, 874 26, 930, 514 West Virginia _ . _ _ . _ .. 820, 121 21, 783, 793 22, 603, 914 Wisconsin _ ... 4, 272, 286 3, 389, 500 32, 981, 178 40, 642, 964 Wyoming . . _ .. _ . 1, 583, 468 926, 987 2, 350, 418 4,860, 873 Outlying parts of the United States Alaska _ _ 391, 936 108, 286 500, 222 American Samoa .. 23, 388 Canal Zone i 256, 628 i 256, 628 Guam 4 50, 473 4 50, 473 Hawaii 392, 485 3, 446, 305 3,838, 790 Philippine Islands 7, 661, 883 7, 661, 883 Porto Rico . . _ _ 4, 002, 348 1, 763, 203 5, 765, 551 Virgin Islands . . _ 94, 667 94, 667 1 From Federal appropriation. 2 Estimated. 2 Statistics of 1923-24. 4 Includes $11,190 from Federal appropriation, STATE SCHOOL SYSTEMS 593 Table 18. — Percentage analysis of revenue receipts, 1925-26 Total revenue receipts Receipts from taxation and appropriation State Receiving and distrib¬ uting body From perma¬ nent funds and land leases From taxation and appro¬ priation From other sources, including Federal aid State County Local State and Fed¬ eral County Local < 2 3 4 5 6 7 8 9 10 Continental U. S_ 15.9 10.9 73.2 1.4 92.9 5.7 15.0 11.1 73.9 Alabama . . .. 32.0 41.7 26.3 1.1 78.7 20.2 37.5 36.3 26.2 Arizona - - 22.6 33.9 43.5 3.2 95.7 1. 1 20.0 35.3 44.7 Arkansas _ . . . - 36.8 2.6 60.6 .6 92.8 6.6 37.5 2.8 59.7 California, _ ... 20.8 33.0 46.2 .5 96.3 3.2 20.9 34.3 44.8 Colorado _ 4.6 19.9 75.5 3.8 76.3 19.9 .8 26.1 73.2 8.3 91.7 .8 93.7 5.5 7.6 92.4 81.3 18. 7 1. 5 97.3 1.2 81.5 18. 5 District of Columbia 33.9 66. 1 98.0 2.0 34.6 65.4 Florida - - 5.1 54. 1 40.8 .9 79.1 20.0 4.9 43.5 51.6 31.2 25.4 43.4 89.9 10.1 33.5 28.3 38. 2 Idaho. _ _ _ 8.7 28.4 62.9 8.5 84.4 7.1 33.6 66.4 Dlinois _ 6.7 .2 93.1 1.0 94.0 5.0 6.8 .2 93.0 Indiana - _ 8.8 .8 90.4 1.7 95.9 2.4 7.4 .9 91.7 5.4 94. 6 .9 98.9 .2 4.4 95.6 Kansas . 1.6 .5 97.9 1.2 98.6 .2 .2 .5 99.3 Kentucky _ _ 28.4 28.3 43.3 .9 98.5 .6 27.4 28.7 43.9 Louisiana.- _ _ 23.0 60.1 16.9 1.0 94.2 4.8 23.0 60.8 16.2 Maine _ 27. 8 72.2 .7 96.2 3. 1 28.4 71. 6 Maryland . . . 21.3 32.8 45.9 .0 98.6 1.4 21.2 32.3 46.5 Massachusetts _ 8.2 91. 8 .3 98.4 1.3 7.8 92. 2 Michigan . . 18. 1 81.9 .4 83.5 16.1 20.9 79. 1 Minnesota.. . . 19.6 5.3 75.1 3.9 89.0 7.1 17.4 4.6 78.0 Mississippi . 32.6 37.4 30.0 2.5 91.9 5.6 33.3 37.3 29.4 Missouri . . . 10.3 1.8 87.9 1.6 97.5 .9 9.6 .6 89.8 Montana . . 11.3 35.9 52.8 8.1 88. S 3.1 3.3 40.5 56.2 Nebraska . . . 5.8 94.2 3.4 92.9 3.7 1.4 98. 6 Nevada . . . 21.8 63.5 14.7 7.3 86.6 6.1 14.6 68.5 16.9 New Hampshire _ 10.9 89. 1 .6 98.4 1.0 10.7 89 3 New Jersey _ 21.5 .1 78.4 .7 98.8 .5 20.8 .1 79.1 New Mexico . . . 30.4 56.3 13.3 17.7 80.7 1.6 14.0 69.6 16.4 New York. . . 20. 7 79.3 95.4 4.6 21.4 78. 6 North Carolina _ 7.2 62.9 29.9 .2 96.5 3.3 6.5 65. 1 28.4 North Dakota . 38.9 4.4 56.7 6.6 87.5 5.9 36.7 5.0 58.3 Ohio _ 2.7 30.9 66.4 .4 94.8 4.8 2.3 32.6 65. 1 Oklahoma . 7.7 8.3 84.0 6.0 92.5 1.5 1.4 8.9 89.7 Oregon . . 13.1 13.7 73.2 2.0 70.7 27.3 15.4 19.4 65.2 Pennsylvania _ _ 14.4 85.6 .1 93.3 6.6 15. 1 84.9 Rhode Island _ 4. 2 95.8 .3 97.8 1.9 3.9 96. 1 South Carolina.- _ 25.9 24.3 49.8 .0 86.5 13.5 29.2 28.0 42.8 South Dakota. . . 10.8 1.5 87.7 8.0 90.7 1.3 1.8 1.5 96.7 Tennessee . . . 23.1 62.0 14.9 .9 88.5 10.6 23.9 60.2 15.9 Texas. _ 45.4 1.0 53.6 6.6 71.8 21.6 39. 1 60. 9 Utah.... _ _ 35.7 64. 3 2.9 94.5 2.6 34.2 65. 8 Vermont . . 21.9 78. 1 1.7 92.7 5.6 21.9 78. 1 Virginia . . 31.3 53.8 14.9 1.0 95.6 3.4 31.0 53.4 15.6 Washington _ 27.7 14.0 58.3 3.8 92.5 3.7 24.9 15.1 60.0 West Virginia . 5. 1 94.9 .2 98. 5 1.3 3.6 96.4 Wisconsin _ _ 10.7 8.0 81.3 .3 95.9 3.8 10.5 8.3 81.2 Wyoming. . 41.7 17.2 41. 1 14.2 83.3 2.5 32.6 19.1 48.3 Outlying parts Alaska. . . . 78.4 21. 6 100.0 .0 78.3 21.7 American Samoa _ 100. 0 Canal Zone _ 100.0 97.3 2.7 100. 0 Guam. _ _ _ 100. 0 93. 4 6. 6 100. 0 Hawaii. _ 10. 4 89. 6 99. 8 . 2 10. 2 89. 8 Philippine Islands _ 100.0 99.0 1.0 100.0 Porto Rico . 69.3 30. 7 4.2 95.8 69.4 30. 6 Virgin Islands . 100.0 100.0 100.0 Table 19. — Income from Federal Government, from all other sources, and total revenue receipts, 1925-26 594 BIENNIAL SURVEY OF EDUCATION, 1924-1926 3 A ”3 a ^8 £ fl.2 h,o o +3 TJ'C ^ O 03 laSil 38183 38851 assss ESSS1 fins ssiii mm suss sins stags' s'^'s's* “'gs'sg' tfss'sss g’gs'ssJ 18831 mm 1S311 islii sSHS ilsls I'i's'g'i' Si'Si'g' mss i'l'l'sl ESW* Hill SilSI ® w 3 3.S- O <£> a> rl > O M a> il i i 1 Ss is S il i i SI i I . . . . . is i i j s' i s' is i : SR : : : 1 T-H rf 1 1 1 ! h | ! ! !|iSs | o'C §9 >£§§| nil S3SS slsl ll§»' 111 a* S3 l SHI i II ill Sill i ii i iO i 153 i SSSII QO ; ill ° If 1924-25. Tabbe 22. — Payments for maintenance of school plant, auxiliary agencies, fixed charges, interest on indebtedness, miscellaneous current expenses, and capital outlay, 1925-26 600 BIENNIAL SURVEY OF EDUCATION 1924-1926 •a3 § 1 ° E a s I 13 8? §■5*^ § a C3 O o Erg'9 a>vg. OOHOOiO d 05 co d Cm d CO Cl Cl co d co d 05 CO TF r-H CO iNNiOO "^oftCco 50 05 GO O O OfO(NON d CO CM O d co oo d tjT © eg io co ci CO 05 ^ (M CO LO CO d iO05( Tt* CO O CM O noToo r^c^Tfo ) CO Cl tH co ) ^ 05 d TJH CO r-H l co lO (M 05 §§s: lO Cl - CO 05 CO Cl lO CO C5 00 rH in oo in o^o CO 05 00 o cfoVTcT ^OHIO rH 00 Cl Cl Hill MO® < tlrt'o % a fc' in io co lOCON CO 05 05 co co o co r- co TJH d 00 CO I'*- 05 rH hMiOQOtP CO 00 05 lO co coo o Oh NO 00 rf co o >OrH d O © 00 co i o CO O O uo 05 © co o co o co co o d CO lO N CO rH 00 CO LO d 0 05 05NO OHIO' 05 00 LO C d lO o tJH CO CO IN lO Tf CO d CO CO ^ CO d d 00 o CO 05 05 O CO 05 O N 00 cc lOOON^ CO Tf (NOr-iC - - lOCOCOHb dOC0 00 05 io d co co co CO O CO co 10C0 05 10H d ^d cotjT 5^ 00 05 h rfi d CO d co *o> co 05 CO CO IN CO 00 H 05 iOHid' © lOdCO Ohio CO 00 lO ^ d d ^ o ^ © &>.2'9 §£ «'§ *11111.11 CO < ■ 00 lO 05 CO > d d lO o H r-H CO CO lO nTi-T©,, r^COHiOOO lOTf 05 00 10 d d _S.^ o oa o d rH CO 00 rH N- rt* CO CO 00 ^ rH CO ^ 05 IN d ' O HjH C IN LO> C HH^IOCO d 05 CO O 05 Hio^^d go 05 05 0 00^05 05 CO CO d rH HIOOCOCO CO IN O ^ 00 corf 05 CO CO WH05>0d NIN^OON CO^d IN Vi ia a lO CO 05 o 00 IN 05 CO CO d 05 »o d d ^ r IN Tt* . CO CO d 00(N(N(N d co co or^ g’p EH ftO 05 05 00 CO ^TcdiOtsT NdlOH dC0 050 CO d 00 ^ 00 CO HdVlO COCOHH d*OCOiO CO 05 00 *o 00 ^ OH N^t H CO 00 d lO io th' ^ icT io* id iCOOdO 1 rH ICHHO 1 O CCOiCO LO HH rH 05 rH O LO CO d CO d o i 05* hT tjT CD cT 1 rH Tf LO lO 1 d rH rH 1 1 00 th'uO CO ^S8£ w i B .a a°§ o a PM 05 lO © 05 Tfl CO 3 i1®! Is I a s d o < 00 nT( CO CO »o CO CO CO LO 05 05 Od^co Tt< IN o © iO 00 05 IN 05 ) CC 05 I d o CO (N GO lO CO fcO 00 CO CO rH d 05 t''* CO N N CO 05 CO *o d soTio , 'd d d" CO 15 o » 1 O i S : siiii S3BS! !s§ il 11SII 8*3 i SgS! if sgR-fg iff i of : i i S; | I |i ii « 547, 635 108, 408 580, 861 2, 903, 779 340, 697 4, 577, 436 1, 944, 391 1, 147, 998 5, 690, 070 1,355,885 410, 204 4, 035, 328 357, 052 499, 473 460, 236 906, 348 539, 923 384, 331 284, 990 904, 754 1, 406, 283 423, 049 1, 156, 300 422, 637 10, 263 5,931 ig ii \s is ii 33 sills i § i igg ill i i I il !! SIS i i i i iii i m i i i i* if m i i ^ ; i- j || || | III 1 I 1 1 1 4,891 5,931 i i i* +l i ^ : s : !!§!! IssS! SlsaS !!i?s fall mm mm mm mm mm ,-Trt CO T* 1-T 5,372 ii i IrH ! 1 CO • 92, 487 3,621 85, 683 976, 773 6, 178 1, 008, 317 . . . 12,950 486, 152 149,653 1, 142, 162 66, 372 24,087 5,221 28, 577 15, 502 82, 128 73, 812 70, 778 25, 182 il ii irf is il S'" Si ils §1111 1ISSI sll is i igg tf*"" jS‘2' R&'Sfg'g Sfg'^SR Sg'S :S‘ i ig'Si ■ . ii ii II 1 c Ii ,-jj 1,032,097 87,371 173, 565 3, 127, 527 130, 421 8, 389, 852 565, 697 385, 166 4, 182, 163 1, 613,914 689, 217 6, 044, 185 379, 310 100, 000 530, 619 485, 586 2, 895, 075 361, 539 289, 520 499, 828 1, 263, 084 1, 448,419 1, 844, 232 186, 912 | is 2,681 153,000 1 i i ! Nebraska . Nevada... . New Hampshire. New Jersey _ New Mexico . New York . North Carolina. _ North Dakota _ Ohio _ Oklahoma Oregon . . Pennsylvania _ Rhode Island _ South Carolina... South Dakota _ Tennessee _ Texas _ Utah .. _ Vermont . . Virginia.... Washington . West Virginia _ Wisconsin _ W yoming _ _ Outlying parts Alaska. _ American Samoa. Canal Zone - Guam _ _ Hawaii . Philippines _ Virgin islands _ 4 Table 23. — Recapitulation of expenditures in public day schools, 1925-26 602 BIENNIAL SURVEY OF EDUCATION, 1924-1926 a. 9 ^ a i ri H fl'O' F Cl & O <33 _Q- Ph O O 05 i> co o CO 40 u- o CO ^ 00 40 C5 CO 05 CM CO CO ^ 2 CO 05 40 40 oTco r-T HNHG5H O ^ O ^ HN1NHN CO CO 00 CO 00 CO 05 40 rH CO 00 rH 40 40 CO S a in cd w b co >» r-, fl 3 O * EH ^ co co co 40 U- CO 05 tH 05 CO 00 CO 40 ^ cp 4000 oT O O co 00 CO 40 05 05 40 oo" cd cd $d t'- Th 40 CO O 00 05 co CO 40 CO o o o 40 CM O 05 CO CO 05 00 »o I O CO O CO CM CM CO WC0 050N COH^NT^ 05~ r-T co 40" cd 05 Tfl CO CO iON• co ^ (NCOON05 HC0 050rf< rH rH CO ) CM 40 00 N iO O CO 40 O 00 40 CO 05 05 CM CM 05 H CO CM 40 £ So. « “o' cs.y T CO" !>• 05 00 ^ rH 05 05 05 CO 40 rH 40 CO 888 rH 40 40 CM 40 t 'n^ 40 GO ^ 05 CO 00 CO 40 CO CO O O 40 < wSoS! O rH 40 ^ 00 CM 40 O N40hO»0 co 40 05 00 40 CM 40 CM CO CO co" 05" 05" o cd 40 00 ^ CO CM 40 CO 00 05 CM 00 t>» CM O CM CO 05 i CO T 05 40 00 co CM CO H o 40 CO co rH N cm" 05" 40" 00 00" CMNO5 00N - ) NCM C • CO CO CM idcdcdcdcd CO O CO ^ co 40 CO 05 40 rH cm" cm" co" -T cm" id cd cm" CO Q CM rH rH H o 40 CM H 00 rH rH rH 40 O rH H CO" CO 05 CO 00 rH 40 CO 40 ^ CO §3gR£! 05 CO CO 40 c 05 CO 00 40 00 ^ 00 ^ 40 rH Ttt l> cm" o" 40" r-T rjT is§8 8; cohconco L- CO 00 40 CO TtH 05 40 rH CO O ^ O 05 Tf 05 05 *0 CO CM CO CO O CM N O O H 00 co CO 40 00 CO CO co co ^ CM 00 CO 40 05 rH rH" 00" td H Tj<" O 40" CM" C HHHTt^CO 40 CM 05 I 1^ CO 00 40 CO 05HHTJHC CM 00 cd 40 r-T cm' CO 05 CM CO CM CO 40 rf rhCM'cd HN05T^1 ONCMOO] ^OOH' id cm" o cd ■ 00 o co ^ 1 00 00 CO 0 050N fr-T ocdoTotd 3 U- CO r£ Tt< O 2P A ^ 05 00 40 CO 05 10 05 CO 40 CO 05 igg, & § S' o .S ® 0 "o 3 > S O “ ^<-<500 QAAPhO SS” iH ■ •— * rH o ° 03 cQ K*5 X fl §-s T3 3 a^3 c3 O ^ ^ § .abi 3-g a- IllL ■o p S8 % g g 3 'S 03 CO .H.H.S-H O STATE SCHOOL SYSTEMS sis : ! !! • ! ! il§ ! i :i il mw iffiii \mw is il of : ; : !«r : : : : !9 i j I1S11 il ill is§ll ilSe mm si ii§ is'iss sm OrHCfr-'of rjTof • 0 tC gssis iisi s's’^'g' stfs?* §ssSS sil ”• ** sSsil sSsiS asa'gs' sgs'gif ill 31 gSi§ S‘|2'S'g g'ffg'** Siiai §§I -a sg‘ ks§sI 3 s‘rf liiis s?sS3b i§il © of Of- O B| r-T i!!i_ 111 tl| oOn PhPh»> '< 607 008 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 27. — Statistics of elementary and secondary schools for 12 States, 1925-26 I —ELEMENTARY DAY SCHOOLS » State Teach¬ ers, princi¬ pals, and super¬ visors Average daily attend¬ ance Salaries of teachers, principals, and super¬ visors Payments for current expenses Payments for outlays Average annual salaries of teachers, princi¬ pals, and super¬ visors Cost per pupil attending For current ex¬ penses For outlays 1 2 3 4 0 6 7 8 9 Total for 12 States _ 114, 634 2, 846, 413 $152, 162, 108 $207, 270, 512 $60,522, 214 $1, 327 $72. 82 $21. 26 Arizona . 2,200 52, 867 3, 326, 637 4, 573, 314 858, 026 1, 512 86. 51 16. 23 California . _ _ 23, 552 610, 670 40,057, 548 53,017, 580 22, 630,037 1,701 86.82 37.06 Connecticut _ 8, 472 229, 799 12, 917, 782 17, 691, 843 5, 643, 817 1,525 76. 99 24. 56 Maryland _ 6, 532 185, 126 8, 388, 547 11,064, 331 4, 521, 931 1, 284 59. 77 24.43 Montana _ 4,780 80, 541 4, 970, 449 7, 169, 422 265, 467 1,040 89.02 3. 30 Nebraska - _ 11, 624 213, 605 10, 955, 659 14, 774, 827 3, 419, 226 943 69.17 16.01 Nevada. _ 624 10, 765 805, 250 1, 135, 088 87, 427 1,290 105.44 8. 12 New Jersey - 17, 633 513,029 31, 829, 487 45, 452, 248 14, 888, 864 1,805 88. 60 29.02 Oklahoma . . 14, 379 371, 687 12, 775,033 15, 801,013 895, 629 888 42. 51 2. 41 Oregon _ 5, 956 125,489 7,017, 334 9, 780, 257 2, 780, 492 1, 178 77.94 22.16 Utah _ 3, 575 92, 830 3, 623, 574 4, 865, 611 862, 397 1,014 52. 41 9. 29 Wisconsin _ 15,307 360, 005 15, 494, 808 21, 944, 978 3, 668,901 1,012 60. 96 10. 19 II.— SECONDARY DAY SCHOOLS Total for 12 States _ 38, 977 635, 862 $74, 644, 379 $101, 015, 836 $38, 701, 259 $1, 915 $158. 86 $60. 86 Arizona... _ 602 8, 464 1, 085, 924 1, 596, 164 518, 194 1,804 188. 58 61.22 California _ 11, 870 167, 068 27,431,045 2 38, 259, 950 18, 533, 231 2,311 229. 01 110. 93 Connecticut- . _ ... 1,947 36,008 3, 458, 717 4, 859,836 2, 133. 259 1,776 134. 97 59.24 Maryland _ 1,445 28, 978 2, 407,923 3, 129, 646 1, 565, 581 1,666 108. 00 54. 03 Montana _ 1, 114 18, 074 1, 486, 716 2, 237, 522 194, 791 1,335 123. 80 10. 78 Nebraska _ 3, 334 54, 228 4, 700, 187 6, 582, 462 2,204,272 1, 410 121. 39 40. 65 Nevada. _ 216 2, 451 437, 465 614, 698 59,064 2, 025 250. 80 24. 10 New Jersey _ .... 5, 371 76, 806 12, 570, 589 15. 407, 283 7, 515, 039 2, 340 200. 60 97.84 Oklahoma _ 4, 249 72, 662 5, 463, 030 7, 123, 771 844, 442 1,286 98. 04 11. 62 Oregon _ 1,947 33, 825 2, 995, 404 4, 093, 683 1, 386, 717 1,538 121. 03 41.00 Utah . . . 964 22, 356 1, 841, 487 2, 592, 952 680, 138 1,910 115. 99 30. 42 Wisconsin _ 5. 918 114, 942 10, 765, 892 14, 517, 869 3, 066, 531 1, 819 126. 31 26. 68 1 Includes kindergartens. 2 Includes cost of night schools. STATE SCHOOL SYSTEMS 609 Table 28. — Distribution of pupils enrolled in school in 82 States, according to length of school term, 1925-26 80 days 81-100 101-120 121-140 141-160 161-180 181-200 Total en¬ St&to or less days days days days days days rollment * 2 3 4 5 6 7 8 9 Total for 32 States. 220, 030 223,520 759, 091 511,079 1, 994, 425 5, 862, 622 2, 768, 254 12, 339, 032 Alabama _ 73, 721 96, 472 67, 290 63,006 45, 431 244, 485 590, 405 Arizona . . 11 38 45 253 3, 982 65, 335 11,292 80, 956 32, 491 55,632 97, 472 59, 411 86, 187 165, 734 189, 336 496, 927 107, 901 297, 237 Delaware _ 109 18,028 20,900 39, 037 District of Columbia. 73, 495 73, 495 Florida .... 38, 577 12, 087 17,856 13, 753 156, 187 104, 183 342, 643 Idaho _ _ ' 106 2 '204 3, 576 18, 803 88,119 6,835 i 117, 656 Indiana _ 2,245 261, 179 252, 408 119, 395 635, 227 Maine _ 6 892 17,446 95, 408 34,844 148, 596 Maryland . . 61 43 62 205 5,596 23, 221 211, 215 240, 403 Massachusetts. . 745 499,294 157, 939 657, 978 Mississippi 14, 822 25, 351 196, 472 107,293 86,890 141, 493 572, 321 Missouri _ _ 458 1, 876 4, 228 8, 221 207, 788 20, 786 479, 810 723, 167 Montana. . . . 419 541 950 2, 186 6,803 80,360 25,731 116, 990 Nebraska _ 234 515 2,235 12, 209 312, 279 327, 472 Nevada _ 3 21 59 196 113 14, 651 1,995 17, 038 New Hampshire _ 49, 857 24,867 74, 724 New Mexico . 9,962 12, 339 60, 091 5,709 88, 101 North Carolina 311, 741 2 47, 036 2 234, 896 225, 066 818, 739 North Dakota _ 2, 067 1, 108 1,907 18, 799 32, 513 112,015 5,140 173, 549 Ohio _ _ 1, 255, 293 1, 255, 293 Oklahoma _ 1,049 4,567 18, 465 45, 168 195, 324 384, 353 648, 926 Pennsylvania _ 159 323 336, 701 710,761 801, 219 1, 849, 163 Rhode Island . 111, 326 111, 326 South Dakota . . 311 27,895 128, 130 8, 215 164, 551 'Utah . . . . 8 67 5 1,735 13, 117 89, 309 32, 430 136, 671 Vermont _ _ 800 63,246 64, 046 Virginia . . . 1,340 18, 815 83,606 128, 568 272, 531 46, 615 551, 475 Washington . . 21 26 264 364 5, 355 159, 170 164,088 329, 288 Wisconsin... . . 56, 210 24, 349 22, 863 42,023 94,889 4 305, 160 545, 494 Wyoming _ 12, 534 32, 590 5, 014 50, 138 Outlying parts Alaska. . . . 38 8 21 109 72 4,003 102 4, 353 American Samoa _ 1,800 1, 800 Canal Zone . . 4, 728 4, 728 Guam _ _ 76 8 2, 831 Hawaii _ 58, 860 58, 860 Porto Rico _ 213, 641 213, 641 Virein Islands. ... 8 3, 106 1 1 Includes 11 pupils enrolled in schools in session more than 200 days. 2 Includes schools in session 121-159 days. 3 Includes schools in session 160 days. 4 Includes schools in session 161 days or more. 5 Includes 2,761 pupils enrolled in schools in session more than 200 days. 8 Includes 3,101 pupils enrolled in schools in session more than 200 days. 610 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 29. — Statistics of white and of colored school population , enrollment , and teachers in 16 States, 1925-26 State Population 5 to 17 years of age, in¬ clusive 1 Per cent of school popu¬ lation Enrollment in ele¬ mentary and sec¬ ondary schools Ratio of enroll¬ ment in public schools to school population Number of teachers White Colored White Colored White Colored White Colored White Colored 1 2 3 4 5 6 7 8 9 10 11 Total of States report¬ ing.... 7, 322, 084 3, 114, 750 70.2 29.8 6, 071, 195 2, 141, 206 0. 829 0. 687 192, 466 45,666 Alabama _ 513, 202 316, 527 61.9 38.1 408, 323 182, 082 .796 .575 12, 121 3, 414 Arkansas _ 453, 025 157, 099 74.3 25.7 382, 172 114, 755 .843 .730 10, 357 2,363 Delaware _ 46, 630 7,535 86.1 13.9 33, 170 6,127 .711 .813 1,204 205 District of Columbia. 60, 952 24, 340 71.5 28.5 49, 438 24, 057 .811 .988 1, 791 787 Florida _ 207, 211 103, 344 66.7 33.3 263, 458 79, 185 (2) .766 8,802 1, 801 Georgia _ 575, 401 359, 623 424,868 57.5 42.5 448, 137 241,093 .779 .567 12, 947 4,934 Louisiana... 223, 920 61.6 38.4 264, 129 130, 878 .734 .584 8,632 2, 379 Maryland... 309, 957 65, 708 82.5 17.5 214, 084 49, 165 .691 .748 7, 063 1, 384 Mississippi- 3 362, 577 3 464, 748 43.8 56.2 290, 145 282, 841 .800 .609 8,461 5, 441 North Caro¬ lina _ 630, 324 295, 449 68.1 31.9 564, 114 254, 625 .895 .862 17,549 5,579 Oklahoma. . 648, 430 72, 518 90.0 10.0 601, 130 47, 816 .927 .659 17, 257 1, 362 South Caro¬ lina _ 282, 292 330, 550 46.1 53.9 248, 562 234, 707 .881 .710 8,618 4, 228 Tennessee... 608, 952 133, 665 82.0 18.0 533, 993 119,883 .877 .897 14, 379 2, 721 Texas . . 1, 291, 956 246, 562 84.0 16.0 1, 011, 364 198, 763 .783 .806 33, 466 4,474 Virginia _ 507, 816 223, 962 69. 4 30.6 398, 501 152, 974 .785 .683 16, 247 3,808 West Vir¬ ginia . 463, 736 23,955 95.1 4.9 360, 475 22,255 .777 .929 13, 572 786 1 Estimated. 2 No basis for estimating growth in population since 1920. 3 State census of 1925, 5-20 years, inclusive. Table 30. — School term and school attendance of white and of colored pupils in 16 States, 1925-26 State Length of school term (days) Average number of days attended by each pupil enrolled Per cent of school term not attended 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 . . 146 117 105 80 28 32 72 68 Arkansas. . . 151 132 107 90 29 32 71 68 Delaware _ . 184 185 157 141 15 24 85 76 District of Columbia. 181 180 149 151 17 16 83 84 Florida . 157 126 115 91 27 28 73 72 Georgia . . 150 134 116 93 23 31 77 69 Louisiana . . 171 102 131 75 24 26 76 73 Maryland _ 188 176 156 131 17 26 83 74 Mississippi... . I.. 141 140 111 94 22 33 78 67 North Carolina _ 149 138 115 94 23 32 77 68 Oklahoma _ _ 149 142 103 87 31 39 69 61 South Carolina _ 169 116 124 81 27 30 73 70 Tennessee 69 72 Texas _ _ 135 133 117 104 13 22 87 78 Virginia _ _ 164 146 129 106 21 28 79 72 West Virginia . . 165 158 132 132 20 16 80 84 STATE SCHOOL SYSTEMS 611 Table 31. — Enrollment of white and of colored pupils in 16 States according to year of advancement , 1925-26 Year of advancement White pupils Colored pupils Number Per cent of total Number Per cent of total • 2 3 1 5 Kindergarten _ _ _ _ _ - _ _ 39, 976 1, 155, 349 712, 832 702, 882 696, 482 643, 224 563, 609 478, 301 205, 313 0.7 19.2 11.9 11.7 11.6 10.7 9.4 7.9 3.4 5, 059 701, 042 335, 193 300, 310 261, 775 202, 381 139, 663 90,293 28, 315 0.3 32.8 15.7 14. 1 12.3 9.5 6.5 4.2 1.4 First _ .. . _ _ - _ _ - _ _ Rp.nonrl _ _ _ Third . . . . . . . . Fourth . . . - _ Fifth . . . . . . . . . Sixth . . . . . . . . . . Seventh _ _ _ _ _ Eighth . . . . . First year high _ _ _ _ _ 315, 277 220, 499 160, 105 117, 081 5.2 3.7 2.7 1.9 32, 875 19,684 11, 394 6,519 1.5 .9 .5 .3 Second year high _ _ _ _ _ _ Third year high . . . . . Fourth year high _ _ _ Total . . . . . 6, 010, 930 100.0 2, 134, 503 100.0 Table 32. — Enrollment of colored pupils m 16 States, 1925-26 State Kindergarten and elementary Secondary Total Boys Girls Total Boys Girls Total Boys Girls Total 2 3 4 5 6 7 8 9 10 Total for 16 States . . 990, 294 1, 079, 471 2, 069, 765 28, 903 42, 538 71, 441 1, 019, 197 1, 122, 009 2, 141, 206 Alabama . . 84, 913 54, 891 93, 734 178, 647 1, 051 2,384 3, 435 85, 964 96, 118 182, 082 Arkansas . . 57,683 112, 574 682 1, 499 2, 181 55, 573 59, 182 114, 755 Delaware _ . _ 2,800 3, 030 5,830 112 185 297 2, 912 3,215 6, 127 District of Columbia. 9, 710 10, 635 20, 345 1, 480 2,232 3, 712 11, 190 12, 867 24, 057 Florida . . . 35, 595 42, 296 77, 891 591 703 1,294 36, 186 42, 999 79, 185 Georgia . . . 108, 618 126, 858 235, 476 2,591 3, 026 5,617 111, 209 129, 884 241, 093 130, 878 Louisiana _ _ _ 59, 558 67, 435 126, 993 1, 201 2,684 3, 885 60, 759 70, 119 Maryland _ 22, 662 23, 602 46, 264 1, 158 1, 743 2,901 23, 820 25, 345 49, 165 Mississippi _ _ 139, 374 138, 311 277, 685 2,578 2,578 5, 156 141, 952 140, 889 282, 841 North Carolina _ 1 118, 039 i 128, 389 246, 428 13,926 14, 271 8, 197 i 121, 965 1 132, 660 254, 625 Oklahoma . . 22, 861 22, 468 45, 329 951 1,536 2,487 23, 812 24, 004 47, 816 South Carolina _ 003,482 i 123, 878 227, 360 13, 344 14,003 7, 347 » 106, 826 l 127, 881 234, 707 Tennessee . - 56, 615 90, 973 59, 456 116, 071 1, 254 2,558 8, 167 3,812 57, 869 62, 014 102, 890 119, 883 Texas . 94, 723 185, 696 4, 900 13, 067 95, 873 198, 763 Virginia . . 70, 691 76,554 147, 245 1, 975 3, 754 5,729 72, 666 80, 308 152, 974 West Virginia . 9,512 10, 419 19, 931 1, 109 1,215 2, 324 10, 621 11, 634 22, 255 Distribution by sex estimated. Table 33. — Staiistics of colored schools — Attendance and teachers in 16 States, 1925-26 612 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Teachers Total Total CO 999 ‘9f CO lO N rH CM C© r-M O0 CO HOOOOO CO QO rH COfNCNNOOO TtlCO00 0>C0C0rH*O COCMl>rHOOt^ CO CM' r-H- rH* CM* r-T icT i©T r-T rH* CM* ^ CO* Women if* 37,417 2,825 1,643 169 656 1,628 4,365 1, 955 1, 120 4,420 4, 510 1, 015 3, 430 2, 209 3,522 3,349 601 Men r* 8,249 589 720 36 131 173 569 424 264 1,021 1,069 347 798 512 952 459 185 Secondary schools Total eo NC9N10 Offii-UO 358 CO 00 CO o t—H rH O O fcO CM 00 CM CM CM 272 165 Women CO CO lO co*o 00 207 §88 CO *o o* O CO CO rH LQ Men T^IOCOO rhco r-- 151 £8 - rH IO co r-t rH 00 t-H 101 70 Elementary schools Total O 3, 307 2,271 193 632 4,576 oo co t-Tio 1, 142 4, 148 2,496 3,536 621 Women OS 2, 762 1, 586 163 571 1 88 rH rH CM iO CO O CO rH rH 909 3,395 2,070 £8 1—1 IO CO Men a© UJIOOH j£0gCOg i a | p II 1C" |. eJ 1 West Virginia. _ _ _ Table 34. — Enrollment of colored pupils , by grades, in 16 States, 1925-26 STATE SCHOOL SYSTEMS 613 Grand total r- i CO of 182, 082 114, 755 6, 076 23, 602 79, 185 240, 084 130, 878 46, 597 282, 841 254, 559 47, 816 233, 074 119,834 198, 763 152, 176 22, 181 In secondary grades Total second¬ ary CD 70, 472 3,435 2, 181 297 3,257 1,294 5,594 3, 885 2,558 5, 156 8, 197 2,487 7, 289 3,812 13,067 5, 639 2,324 Fourth year US 6,519 306 201 41 375 91 354 407 321 451 817 336 191 383 1,202 722 321 Third year 11,394 526 286 41 569 141 796 555 456 676 1, 312 439 1, 366 642 2, 071 1,077 441 Second year 13 19, 684 951 498 69 912 346 1, 397 1,083 667 1,303 2,149 624 2,210 1,201 3, 775 1, 785 714 First year 32, 875 1, 652 1, 196 146 1,401 716 3,047 1,840 1,114 2, 726 3, 919 1,088 3, 522 1, 586 6, 019 2,055 848 In kindergarten and elementary grades 1 Total of kinder¬ garten and ele¬ mentary a 2, 064, 031 178, 647 112, 574 5, 779 20, 345 77, 891 234, 490 126, 993 44, 039 277, 685 246, 362 45, 329 225, 785 116,022 185, 696 146, 537 19, 857 Eighth grade o to CO 8 IIOOCO & ' L- ' CO OONiOChOJ 00 to ' OO CO tOt^COCOCN > Is Total O 2, 438, 725 lO lO CO oTcoodVT h rH lOH 61, 664 6, 699 10, 698 8,320 7, 013 3,266 249,604 57, 952 45, 013 26, 263 00 05 CO O CO O 05 05 Tt^HHCOCO co oThT 00 CO CO ^ > a 3 ■rtT3 "3 a p.8 Girls 05 1, 261, 931 11, 208 2,021 5,177 30, 858 6,257 30, 903 3, 288 5, 680 4,805 4, 143 1,823 124, 420 29, 584 23, 976 13, 354 19, 147 25, 978 12, 453 19, 802 86, 798 61, 330 28,993 4, 353 35, 468 5,511 12, 486 12, 622 65, 964 4, 550 l 186, 947 &* 3 o Eh Boys 1, 176, 794 8,637 1, 394 3, 409 24,544 5, 521 HH00 1OO COHHHN N-^OOOO cTco*o CO » 40 Ol 05 CO 05 l> CO CO rH CO CQ CO CO O lO CXMONtNO N»CCONN rHrHCO CO CO a p. p Ah Boys ID 138, 398 2,674 137 1, 229 3,706 675 5,871 547 1,522 728 1, 185 262 15, 502 1, 894 3,026 1, 378 00 40 CO Q CO oo co co o OO^OOOH rH efcfcfcO 4, 893 2,967 1,598 3,039 496 t^OOrtl > t-H c3 a "3 fl Girls co 1,104,704 7,498 1, 841 3, 729 24, 309 5,403 » CO O'J o' 04s co co of 1,290 109, 516 27, 001 19, 683 11, 577 16, 077 22, 774 9,301 17, 684 76, 537 54, 393 25, 237 2,980 31, 510 4,787 10,704 10, 966 62, 288 3,830 170,242 m P. P Ah Boys N 1, 038, 396 5, 963 1,257 2, 180 20, 838 4, 846 24, 890 2,864 3, 496 2,787 1,685 1, 181 109, 682 26, 474 18, 011 11, 531 15, 403 20, 696 9,210 16, 545 70,424 54, 240 24,234 2,480 26,032 3, 475 10,808 10,761 52, 275 2,566 168, 096 o B “•P o S g g-o » g S S g •g.1.33 © 3 O 08 « be 3 ®-23 © g 3 >> ca ^ p P-c! g'T -£.2 P £> § g* © H P< P 8 Bill'S 3833S £££££ STATE SCHOOL SYSTEMS 615 IISSI 83888 83188 838; oVTgtCof gVHeoaf©’- *coomV“ «5VT 400 tig 74, 454 6,465 1, 162 §§§!§ Sills SSI88 883 tjTtj.-V'm® ggcf^tu? tfcf'd'daT Vf-- 100 41 4,585 32, 512 3, 927 603 SsiSs nils §1311 ssi ^-eogM-^r mjohVo «~%*ooo tjT^T 300 68 5,066 41, 942 2,538 559 mil inis iisii iis t-~ O-H-rH TtMNoftCM HO* 2, 678 22, 301 973 18188 §8888 11118 S3* •* or -T cfrt-H-IN-rH- «N 1,193" 7,947 675 eiilla lllSg lilsl li° «“ o»-h r © i— r I T* © © C - - . J CM © ( rH lOV H CM" rH CM" CM COH CO Sg 3.22 -c B.” 2 C/D > © ^ l>©©aOCM Tt.COCO© CM H lO O r-iCO^HCO t* CO 00 CM © t GO © ^ © CO Th CO © 00 t^CMrHCMOO £a CO 00 O © ^ CM rf © © CM © CM © rH • H^IOOO © CO © t''- CO © © © < CM O © 00 GO CO rH rtH © 00 CM < Ofr-T ©Co' CM'i-h'© Tjn' ©©T^' CO > ft ^ I 02 CO •*!< Tti O - ^ lo 1-H MfflHrl Hi — 1 04 20 CO *0 00 £9 g ££■§ a l>- H 02 H O CO 02 02 CO H co i''- oo oo oo ©hoooo© © CM !>• rH © © rH © 00 CM ©" t-h' rtT co o ©" © h oT 00 © CO © CM © CM rH © 00 CO > © TF < :^s: CM CM H rH H rH ' CO O © © 00 N^^©0 © © © rH © © © CO rH rH rH © T*H CM CM SiS £ gX3 £ Sis © © © CO CM © CO ^ TJH CO © CO oot^t^ot^ t^oor^©© co co © © © © ^ CO © co h © co D 00 © 00 - © © © 00 © 00 t'- < rH © © CM I 00 ©" Co" ' © Tf rt< CM < CM t"- CM rH C 001>-"cm" CM CO © IS* © CM CM © © 00 oT©V-T© CM © l> CO ^ ' © rH © © © CM © ^ © © CM CM © CO CO © 00 © © © 00 00 oo cm © ^ Tf r^. oo cm © CM" © 00 TjT 00 rH CO © © © rH 00 00 © © co © cm © © © oo © i>* GO © © CM CO CM rH CO CM oo r-T oo oT h iC oT ©* © h © CM CO CO © co co©oo ) © © © CO I> CO iSfeSK ss ©©00 833 © rH CM CM © 00 00 00 rH rH ©!>•©©© co'rC©'co'oo © 00 © © © ggsss CM" rH H 00 CO ;s8 £ 00©t^CO CM©©©© ^lOrN nNCOCO© oot^oo© CM 00 ^ ^ CM ©"i>"©"co" of cm" cm" co cT rH C © © © c © © ^ rH < CO t^r-TtCr T^©©©00 ©WHN< CO CO O ^ GO rH © rH © » © CM © © © ^ © 00 tF rH CM © © S S ! 20 a t^©COCOCO ©t^©^CM ©CMI>©© ©OOCM ©© CM © 00 © 00 V © CM CM © CO CO rH CM © ©CMHNrfi CM©©©© CO 00 ^ © 00 hhhwS © rH CM CM © GO © CO CM CM CM rH CO ©^nrji §■§' CO .2 rH 00 rH rH rH © © © © tH CM rH © CO CO 00 CO © © CM © CM 00 I rH tJH rjH CO 00 CO© CM 00 © 00 © ©CO© GO rH © CO l> » >s O i W .■sg&a 0'S OT ® co rn rf © cm i>- co ‘ ) © Ttt co ‘ a .gas g-g-w <<;H | o 3 S r2 OO 1 ^ •-*.9 fl 2 o 1.as 5 OT 3 3 T) 3 9-S 3 >>! S®-22S§ OfiQ^O ShhhM d|‘g.. .§>S g i ■§ a! i CITY SCHOOL SYSTEMS 629 I iiSl ssISl aSlsS 111 1 §2§s l^ss a s- s i j t*r t4'^h'oo a i§§|2 sssfs 298 60 63 267 8 i ~f ; •° jeo8'H S10”^ M£c^co ^ lOCDGOH fsglj? gllas ilSss ls5ss lisl -?TO o'c.* -IjO TO‘«J >' J J«| s-sss gasps sssss sssag gsgs ■“-asi- S'"* 8® ■»SS‘5'D ~S'r'”“ slfal !1§I§ sSss3 iiggg 3181 stags' |^a|§‘ s-gg'Klf gs'KSS saga Ills? iiI§S |g|§l lEsSl ilsa ISM §1131 IWI sllsl §W s SV”‘SS3 3‘a'sS” sTss-s sa‘8^ gssli SSISI ISlIa Ills! SI83 s^sg" sss'ea' sgsssa' s'gsfsp: ss’s'® Ills! §§s§S llSig ssill Ills s‘-sg“ agssa sWa‘s‘ sW IS8i§ aslll Slllg 18111 1118 of *h%£ ~co S‘co eo of i-T co~ ^ofco 28^11 gliss 1||S8§ gags rf to- cf Ttf rf 212 6 86 985 42 2,778 270 50 1,317 323 183 1,693 131 166 87 271 636 102 62 249 351 219 459 47 35 3 30 137 12 224 60 12 163 64 25 336 34 32 14 48 126 18 28 41 -1 31 3 27 122 12 170 55 12 145 63 23 309 27 32 14 47 117 17 29 39 S8S00 Table 3. — Combined summary of expenditures, value of school properties, and number of schools and buildings in city public school systems , 1925-26, for all cities of 2,500 population and more 630 £ >> •aJj OOlOOHN 030000*00 00 00 'rf CD GO r.^iONr}< TtT r-T CD MOMON OCOCO^O CO TP Tf 05 O CD iO r-T Of CD 40 00 03 CO *O^^OOrH ofoT»o !0>00 )hNtjh ) tJh CD CO O CD 03 03 CD 'OCON( C CO 1^ io cd co ' 03 00 < 00 § 00 O 03 3> S Jh 05 00 03 CD 00 ^ CD - 0 O 05 rH \ CO of 05 O 00 COOIOHC CD LO tH C CO H CO O t I oo »o < CD ’-h CO CO C 40 ^ CD 03 t OfrH^VTc *0 00 00^00 ofi>rwf co T-f lOHNCDO 03~ CD of r-f of O^OcOH ^ 05 CO CD 40 CD irfiO ofo l CD 03 CO >j^03£|rH CO 05 CO Tt< o 05 03 03 05 rt* 03 03 oo 03 rH 005 T* CO 05 05 03 lO 03 03 CO 03 00 co 40 ^ o co io r-T HHH03CD HiOOOCO CO 00 i> *o CO t>f of of I-H of *0 00 05 03 03 40 CO ^ Ofr-f rH 40 co oo co oc5toiooo NO5H00D 03 rH 03 00 o a a s o Q< CD 03 03 CO 05 00 40 00 03 05 h CO CO 05 05 iQ CD 40 00 00 rJH H 03 O Tt* CD r-f r-fcoVf r-f CO »p of to'of OcTrtf Ohhh rH 03 CO ^ 00 05 0 0 05! T* 00 CD < I TP TjH » o*B g co n a; O cl» O *-+3 co co w 5 cd 2 fl §•3 w'3 ° a 8 O 40 40 CD ^ CO^N0 03 NMNOO ' CO 03 40 05 CD CD i N O CD CO iS&iSS 05 rH TjH 40 03 t'- CD 03 40 TH 40 rH »0 DO r 00 rH C ^OO! 40 rH 03 03 rH - l CD 40 CO < ; gfs" *4— < Bff-S'S o 2 ° ®-22 §,« o •H S B1 s-r L o © ^ & © a ^ ►*? <® cd d CD 05 05 00 03 © 03 S CD 4rf of of co' of O 00 ^ 05 05 IQOHOON CO Of of CO CO ON! ) 40 00 * > 40 C O 40 00 00 40 O Th O 03 05 03 03 03 ^ rfri £>f o' co" of of H4oVoV « CO 03 CD O CD 00 03 00^rHCOO5 O 4ff H 40 CD 05 OO rH CD 03 CO »0 40 'cjf Tjf CO CD of 40 05 03 rH CO4QH00N 40 CO 40 4Q rH 05 03 05 CD t 00 03 05 CO 40 (NNcOr CD t'- 4Q ioV of 4ff ft r2^-N o ? ^ >2 ffl ft© 03^ H 'H WS pS'3'g 3 o ^ o 0 OT? >-53 £-» 03 H H co CO 00 rH CO o^ofcoco 03 03 C 5 03 0^2 - TjH rH CO 03 H o I 40 rH 05 05 rH J ) 00 rH 05 rH Tt< < i 03 03 40 03 05 c > ocf CO* Tff O' l>f 1 1 05 CO < 40 >1^ CO & 0^3 co Or-1 tC | °-g'3.g hS CO rQ ) H 40 40 r 5 CO CO 03 CD " l 03 05 CD rH C CO 00 03 CO 05 40 rH CD 40 03 03 00 05 CD 00 rH CD HN' o 40 40 03 03 CD ^ T CO tH 03 03 TP tH c IS O CO 05 CO T CO CO 05 GO O T » O O O 03 > 03 40 CD CD I CO 40 o cd •So 3 o Ss £ •gJ^S5 ^Snt:03O w - -- r- w •«3'Si MO? 55>2M dli, M » I g IT |gg a -a c3^ a a a a lS ® ® © « ® CITY SCHOOL SYSTEMS 631 gsns leisi sill! iisi iiw mm mm mm mV t-TrV cogfeVrV i-Teo o'io S3 | IlSSIIiS r>T f' t- oo" go r-7 ui" o' §1 »o S3 iiissisa 22 a S8§££§S33 22 8 13, 443 12, 405 20, 928 11,533 16, 852 15, 989 ■ . § i i a : ; 7-20 6-20 6-20 4fl6 4-16 3-18 3-17 3-18 8-18 E5 § assssasg S3 S £«$&?£$ » Data of 1923-24. Table 6. — Personnel, number of day schools and school buildings, city public day schools, 1925-26 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 638 BIENNIAL SURVEY OF EDUCATION, 1924-1926 School build- | ings Num¬ ber of schools AVCFEr^® Uiliiy attend¬ ance e* 1 11 I1SS sgl I IS 1 llllll IsllslSIs lO CO«S' “5‘^00"'j5 OOtjTiO' CO Cit> CO OCTtH" CO oTcO '^'lO'rH'TjTOTjT Aggregate attendance (days) Sh 1, 075, 683 646, 625 969,479 910, 887 2, 092, 598 1, 605, 032 2,801,042 3, 361, 734 765, 108 2, 812, 628 1, 814, 400 1, 219, 991 2, 277, 942 1, 984, 681 678, 667 393, 266 1, 395, 373 1, 250, 009 1, 549, 467 2, 144, 864 644, 648 423, 911 1,087, 604 833, 452 1, 104, 012 2,041, 197 790, 204 2, 080, 646 808, 340 Enrollment Girls a 1 S3 siSS IIS SSI3 211111 IIISSsISl tjT ofeo ci't^'io'oo"' ctcooT co in r-TVeo io <© of th co ct eo t-f cn co of Boys ® s SS lies Ik! I§I1 Sisisl §iggg§ll§ in co iooo in' of cT co^cdco t>- j cocicici ci ci ci to ci co ci co cb 3 co ci ci co ci Popula¬ tion, 1920 w 30, 105 } 43,050 34, 764 59, 316 40, 067 91, 715 91, 558 31,035 51, 608 52, 548 31, 125 52, 995 83, 252 } 36,397 44, 995 33, 776 43,818 66, 767 } 37, 234 38, 442 30, 734 39, 858 76, 121 35,978 65,651 35, 177 City - Colorado: Colorado Springs _ Pueblo- District No. 1 _ District No. 20 _ •Connecticut: Meriden _ ... ... New Britain. _ Stamford _ _ _ Water bury _ _ _ _ _ Florida: Jacksonville _ _ Pensacola _ _ Tampa.. . . . . . ■Georgia: Augusta _ _ Columbus _ _ _ Macon _ . ... _ _ ... Savannah _ _ _ . Illinois: Aurora — East side _ _ West side - - - Cicero _ _ Danville. _ _ Decatur _ East St. Louis _ Evanston — District No. 75 _ District No. 76 _ Joliet.... _ _ Moline Oak Park _ _ _ _ Peoria _ Quincy... _ _ Rockford _ Rock Island . . . CITY SCHOOL SYSTEMS 639 s *88222388 82338 200 83 S3 a S3 32-8888882288382882 & 383232833 §3338 82 88 88 a 83 8828888888282388888 § ssssassss iiiii ii ii 3 ii sssssssggsgsssssgsi o cccsco^'Qo'io'^cV'o' ooVnmm eceo oTjo «fV«V^NVNVNN»Vo>og-oV I ISSSSIISI i!§2S II II 3s I If slllsiSSISSSsISISIS t 1¥§W§£I§ ISls'I IS SS IB 1 si lil¥l¥l¥SailBllgSII rH* HNNNrt r-resTesr HHH ia § 1 § IlSIgSIl tjT to io •QaD'vaouS'mtO'O siiiiiiiag n § n s a § sisiisis ™§S3SSSSS§S? £3 8 Si? S S 3 SS33S53S3S Mi S3828228!hS 22 eo CO00 S eo cS S3&288SS8 fl a-2 ;!li!l IHMNWWWWWH CO »H d Hf d d d CO r ill gsggggssss II I gg B S s SISsISsS s i TITTTT o*s llsllSII il SI § gg 1 - . »ss's'ass's is' s» s' s's' sf s' i i i i i Ul 8S328222 :8 22 g 82 8 8 : :Ji j,j, j, ii a J> : Mi ISISIsSSis i S II S I I ggggggls S'S'S'SS'S'^'B'S'S S' S' p'gf 3 S S' SKSSSSSSS i I Hill I^WaSiS 2 Z Z Z fill ■gr WJzjc CITY SCHOOL SYSTEMS 641 23 232222*3223 *2^2 323 3222223 2385 §5233233233222323 33 338333*3838 2383 322 2333233 283 8283358333232323 gl §*§I3§28§£| S§§§ Is3 8SIES8§ §88 §il§§33§sSIlg£|s r,'or to tjT o to t'-- oo V to o tr rt®Vio“ oVo og'uS'oot'^'t'Tar tdo'co c4a>©ao^oe4'tO£Hr^cidarr<'e4'oot>^ II IllSISIsils Ills §§§ SiglSSi sis liSsssissisSslli s’? mmmm mu as mmm mi mmam imtm _T r4W i-l O} NHHHNNHHCOHN HHNH r* 1 oo r^- oo oo 888888 4- 18 5- 17 -18 5-17 r _ 222 333 2222222 333 2222222222222222 888 888 8888888 888 88888888«£>8888888 88 ^2il3Si3llg 3 2* gg| |gg§8gl 335 ggSS3g§£g§£ggggg 33 88828^888888 8 3 3 882 3333888 838 8338882888838S83 o 642 BIENNIAL SURVEY OF EDUCATION, 1924-1926 73 83 8 883 888 Average daily attend¬ ance e* 4, 096 8, 526 4,748 8, 528 7,024 14, 160 15, 838 6, 917 6, 188 14, 865 5, 103 8, 336 6, 826 7, 940 6, 653 4,784 4, 742 7, 826 11, 520 17, 824 8, 739 11,414 4, 905 4, 541 7, 504 5,113 Aggregate attendance (days) w 738, 209 1, 502, 713 856, 819 1, 517, 984 1, 250, 272 2, 506, 320 2, 835, 007 1, 189, 985 1,113,840 2, 628, 642 847, 122 1, 442, 091 1, 160, 329 1, 413, 320 1, 224, 121 880, 256 863, 165 1, 414, 937 2, 004, 291 3, 226, 073 1, 555, 434 2, 020, 278 897, 615 846, 991 1, 403, 339 924, 055 Enrollment Girls a 1 2,338 5,114 2,745 5,283 4,053 9, 160 9,926 4, 530 3, 624 9,930 3, 979 5, 353 4, 447 4, 844 4, 564 3, 072 2,920 4, 735 7, 132 10, 681 4, 705 6,757 2,821 2, 537 4, 707 2,910 Boys ® 05 t''- OO P» i-H P- CO © © © © 00 rf 05 NWOCON CO CO © »H (N MlO 05 CO rf o Ol 00 10 0^05N CO OOOHNO CO 05 OO io© p- coooo onn cs*c‘c4' ^ CO 00 © t^COOTcOiOtF' tjT ^ ei of tjT CO o' ^coco c 4-20 4-20 4-20 8-14 6- 14 6-20 7- 17 7-17 7-17 7-17 7-17 7-17 6-18 7-19 7-20 7-19 6-19 6-20 4-20 6-20 6-20 6-20 4-19 4-19 4-20 Popula¬ tion, 1920 N 30, 255 64, 248 43, 496 67, 957 37, £j24 57, 895 77, 818 34, 876 40, 422 77, 560 44, 255 38, 500 40, 079 32, 804 30, 070 35, 596 31, 012 54, 387 50, 842 96, 965 39, 608 50, 177 56, 208 31,017 40, 472 30, 421 City - Rhode Island: Newport _ _ _ Pawtucket - Woonsocket _ _ _ South Carolina: Charleston _ _ Columbia _ _ Tennessee: Chattanooga _ Knoxville.. _ _ Texas: Austin _ Beaumont . . . El Paso _ Galveston - - ...... Waco . . . . . . Wichita Falls... . . . Utah: Ogden . . . . Virginia: Lynchburg _ _ Newport News. .. .. .. _ Petersburg _ _ _ Portsmouth . . . . Roanoke . . . . . Washington: Tacoma. _ _ _ _ West Virginia: Charleston _ . _ _ Huntington . . Wheeling . . . . . . Wisconsin: Green Bay _ _ Kenosha . . . . . La Crosse . . . . . CITY SCHOOL SYSTEMS 643 oocooo^os £3 2222 °°S22222888S°°2S *2^ ®22^2 £1311 OO^oT^tO SSsiS Sisil ^ SlsfS >*c4Vs* illll ills! &2S322 rSooSSoo llsli N’OfflHH 822S3 4<4<4<4<4< g§§8£ Jf gj || Socoo>oo>23 Sco 2222 2282S22888s52?32 282lC2 sllliliS Is sill 38183388838883 §11 §8888 nwnnmhnw ufuf to'woSV ^^r^«N^co^T^®'^'^res^'ef pfef2 l°^2‘ 1 rH r-JrH HHHH H H C^ H C^ H d rH C* H 4< tfflO 9 9 Table 6. — Personnel , number of day schools and school buildings, city public day schools, 1925-26 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 644 BIENNIAL SURVEY OF EDUCATION, 1924-1926 School build¬ ings 2213 »N>0 0>HgONl»®HNN (DiOjO CO© Num¬ ber of schools 388 3S°°;2;£88332222 ^£3 002'0S2'°2 23 8 Average daily attend¬ ance 2,625 3, 166 4, 464 1,372 2,584 2, 269 2,072 2, 376 3,980 5,417 4,032 1, 698 3,680 4, 272 2, 488 2,018 2,035 8,305 7,614 2,413 2,863 1, 767 2,719 2,516 2,190 2,928 4,001 3,572 4,175 Aggregate attendance (days) w 464, 942 592, 042 829, 644 253, 894 481, 916 431, 169 387, 464 429, 007 720, 380 997, 722 745, 898 317, 526 696, 050 773, 271 450, 345 372, 699 366, 261 1, 333, 233 1, 272, 200 429, 514 501, 019 318, 060 478, 509 452, 880 387, 630 518, 256 720, 180 628, 050 797,425 Enrollment Girls - 1,473 1,841 2,622 792 1, 454 1, 359 1, 202 1, 302 2,623 3,034 2,305 1,009 2,081 | 2,381 I 1,423 | 1, 193 1,507 5, 706 5, 025 1, 603 1, 912 1, 248 1, 952 1,762 1, 250 2,163 2,390 1, 947 2,679 Boys o 1,502 1, 996 2,658 774 1,533 1, 284 1, 394 1, 396 2, 758 2, 961 2,433 1,080 2,227 2,484 1, 381 1,151 1,319 5, 438 4,908 1, 383 1,927 1, 065 1, 803 1,521 1, 255 1, 709 2,466 2,060 2. 762 . Teachers Wo¬ men OS COOOCO OOffltDIOMNMfflOOOOOCO O Ttl CO 00 (N lO t'- 05 go ic o> «o Tti »o co uo o co 25 c- *o jo i> o »o os co »c oo 1-1 -h .9^t3«gcOWNOO OO ■OOOHMfj ^NW^MSH^gg^NNOO i isiiisiissSsifiSsiiisi § sssfis asssssassssssseaes frH'>rtei‘ « ^ ^elW efe* w“cl(N“rt>*«(NNHVelwrfMwcoN(N I iSIl^lRlsIIlllilslslS I &8ESS3 ISlKllglllSIill^ss i mmmmwmrmwi. § mmm mmmmmmm I illggllgslgllSlIHSll § §iSIIS S!Sls8l;i!llsllIsl r-TcS rt-Q0So2©S8220S000s®M'° O *—.««»«. eg - « £ « » « - « £ S 8 85 S 8 3 2 2 2 222222 225522552225S2^55l § §Ssl§g|l|gSI 1 © 118181 8 511118 s lO-tC^eoiff^r o oT S181ISS ill iiilll cfcftfjtfetotf !<*V ;©® ^>4'U4444> 1 888888 8 888888 8 to «i i «i ! tb a> «o o ^ ©noohnojnnoooh©®^ eoCT>o» Num¬ ber of schools ** I > < daily attend¬ ance co Ssg 11I11IS1I11 SgSSSSlSSggNs §11 ■ ^NOOOWOOCOiOO OOHWO)CO*OCOOiiOCO^NrHO 00 CO CO oTr-T r-T C^f t-T r-T r-T 0? rH* CO* t-Tt— Tt— T t-T t-T t-T t-T oT r-T t-T t-T r-ToToi' C^r-Tr-T Boys ® 511 §SS (N r-T t-T r-T C'T r-T O^T r-T i— T r-T t-T r-T CO' r-T r-T r-T t-T r-T r-T r-T t-T t-T t-T r-T r-T Teachers Wo¬ men ' 388 38g§§'8Sfc8gS§ SS| Men GO 383 sas®t-®®oosss s^sassssassasa 2®^ Super- visors and princi¬ pals NOCO eO*ONN*ONNCOH(OOM^N CO ^ CO Superin¬ tendents and assistant superin¬ tendents CD NHH HHHHHHHHHHH HHHrtHHHNHHHHHH HrtH Average school term (days) ** sis isiiisiiSii ssiiisiSissssS sis Children of school census age ■"H sis SigglS! ill! UllsilSSSlIlg SSI corf CO itf'tftC MCOM^ffMMCOCOCOMCoV^ COM^ ! • E5CI1001 census age CO 888 8888888 i888 888S8882888882 2S2 ci ci> J3J5J5J5J5J5J5 iJjJsJs cb ci » 1 Popula¬ tion, 1920 §§§ slSsiSSSlll llillglllisill ggg s'a's s’sas'sfass's'ss 3a‘s‘ss'=ss‘aasssa‘ sas' City - Indiana— Continued. Richmond _ Vincennes... - - wmting _ . ... .. Iowa: Boone - - - Burlington _ Clinton _ _ _ _ Fort Dodge _ Fort Madison _ Iowa City _ _ _ Keokuk _ _ _ Marshalltown _ ... _ _ _ Mason City _ : _ Muscatine.. _ Ottumwa . . . . Kansas: Arkansas City _ _ _ Atchison Chanute. _ ... _ _ Coffey ville _ Eldorado _ _ _ _ .... Emporia _ Fort Scott _ Independence _ Lawrence _ _ _ _ _ Leavenworth.. . Parsons _ _ _ _ _ Pittsburg. _ Salina _ _ _ _ _ Kentucky: Ashland Henderson. _ _ _ Newport. . . CITY SCHOOL SYSTEMS 647 32 — sa^ssssa'-^&sass-ssssas—as-sssaaa 22 ®^oot- assess 8*-S33saaa3®a38s:re,a38a*835o,3S83a II §g!I sisssSs I35S g§Sg883SlB38gSSS3SSg883i6§S13§5 c4 co* co o c4'»-7 cT r-T ^T r-T t-T t-T c2'0S!3o IfflMOlNNO NKJrtM ^NKJ^CRiOOHWOfCOTfOOffi | ^ : coeooNoo'tiooMei 58 8SS8 SSSSsSS SSsS SssSESSsSSSSSsslSSSssSsSSsSaSss si ISil iaSSslS iSII IIISs iSs rfio us‘©^- NCOO»ONCOC| Num¬ ber of schools h* Average daily attend¬ ance «*s ^coo^noooo»o coc^t^c^coo5eo^c^t^i^t-o*ooco® ^ ^ t- CO 00 CO CO © CO 00 oo O* O ^ 00 ^ 00 05 co co rH coc^Tco i-Tofco oT r-T co oT oT co^ C'T r-T rH C'f r-T co^ nh *& t-Tc^i-h co Aggregate attendance (days) ** 1-H CO 00 lO CO 05 1C CO lO 05 oo 05 00 05 O co 05 C• rH Enrollment Girls a HNHOOOlNNTffH CO^COOCOCONCOOCOHNOOOHCO CO 00 rH 00 CO 00 05 hhhc0 05^0hO O2C0iOC0MC0^O5C0CH(N^a5rHCO CS00 05O- »0 CO 00 © 00 05 CO *0 *0 © 00 l© rH NtOfCN05»00 Men 00 rH 2J CO CO 50 Jlj 2 05 00 uo CO 00 CO CO JO 05 H 05 Oj © 00 CO 00 ^ 00 2J <35 co Super- visors and princi¬ pals - HXNW050»CCOW iO 00 rH O O CO CO uo C < school term (days) US ©ioooaoost~rjjs w Superin¬ tendents and assistant superin¬ tendents CD > <1 school term (days) US gSgglSssggaaalfa a Sag asgaSSSSSS® Children of school census age I ! Ill ! i ! i ! ! i ! ! is S fill S8I1SS1SSS8 iii i i i i i i i i i i iii i i i i i i i i i i iii i i i i i i i i i i !!* CD i CO lOO ICO i i i l l i 00 OO O O t— t— t- t-- CO 00 00 t— 1- t- t— CO 00 j3 \i j ■; i i 1 S ZZZ Popula¬ tion, 1920 N elgSIlSIlllSSIlB S SIS 8 881381883 ssssasassssas’sss’s s as'if a as'asssssss City - New Jersey— Continued. Harrison _ _ _ Irvington _ .. . _ Kearny (P. O., Arlington) _ .. Long Branch . _ _ Millville _ Montclair . _. _ Morristown _ _ _ North Bergen _ Phillipsburg _ _ _ - Plainfield . . Rahway _ South Orange... _ _ Summit .. _ _ _ Weehawken _ West New York _ West Orange _ New Mexico: Albuquerque _ _ _ New York:- Batavia - - - Beacon _ Cohoes _ Corning — District No. 9 _ District No. 13 _ _ _ Cortland.. . . Dunkirk _ Fulton - - - Geneva . . . . . . Glens Falls _ _ _ Gloversville— _ _ _ Herkimer. _ Hornell _ _ Hudson . CITY SCHOOL SYSTEMS 651 **• os o os o «c c- os os ,-t »o »o o e* >o oo oo oo co es c» >o rij J2 2 ® 03 2 r" 00 50 r2t'*t" nmooo®®«oo t~£3®S28222e3t~00co2£222'o222;:8 S^S^®^00® S*'00 BSi88sSS3Sll§§§13 88381618 IiiS§§^ill §i§ lillBllil HN-.*MNNWNN«>‘Hr;«C«Mt.C,^MO®OHNOi.OO«H^i.OHO g« <3.4*. •0*00 82^ 228323223 »CC^00C0«>05t^OC0»-lt^C0C0 2SSNOiH^SCDHCO OOCO COOOOCON^COOJO 2222222H2S22222ISS22SSI2 SiiiiiiSiSI 332222233 1,833 4,398 2, 308 4,172 7,687 3,150 4, 216 IlssssllllSSilsIl glSlsilS co* co* •o' i-T w -i 00" co* c4 «o* cicoriioci«t) 6-20 6-20 5- 20 6- 20 6-20 5-17 5-18 5-18 5- 17 6- 18 5- 19 6- 18 5-18 5-17 3S38SiS3SiS38ggiigS83S§ig 3gg83SS5§33 g|§ 833338888 2^2S^E322“S‘S2S2^2'2''2'2’'2*'§2'2’'S?f ^S*‘S’“3‘S“tfSf^‘S?SfS 32 2~ 3gj22'2’2'32''3‘ O Table 6. — Personnel , number of day schools and school buildings, city public day schools, 1925-26 — Continued GROUP III —CITIES OF 10,000 TO 30,000 POPULATION— Continued 652 BIENNIAL SURVEY OF EDUCATION, 1924-1926 School build¬ ings 3 N,1,NgSSt'00 00N2SHNSrtH®O5'CHlo®SN2S Num- ber of schools Average Hailv attend¬ ance S3 ISliSISIlIgslISiSsisllisSIll SSI1SI Aggregate attendance (days) S !Slll!il!ll3§l§I!!lSI!ll§SS g§lsel 1 Girls a ISI12SligS§SlSI§SllSS3llill 1SS38S rirtHClri-H 1 W Boys o llSISSSilSISlllgllgllSiSISS illlsl HrirtNNHHHHHNHMHNNVHHHHHNVHVM 1 Wo¬ men Oi 1 Men ao Super- visors and princi¬ pals NrfiO©Xr-lONWM©Tt(^OMOH^Tj<(Ot,io01CONNiO © 00 >0 CO CO Superin¬ tendents cmH assistant superin- CP < “ term (days) - HHHHnriHHHHHHHHHHHHHnrlHHHHHH HHHHHH Children Iff ) §i islii3SS§llsSlllls§§lgR5S llsals (N « ! i£*c£etcoc£to&int£&i£v<&e*'#xS-co:ef*>a>m'£'S -vco-ttCmcf 1 ! School i1 c* 5- 18 6- 18 !>. GO l>- !>» t>- O0 1>* ^ 00 OO OO ^ ^ !>* OO OO !>• OO O O O O O O O « tion, 1920 PI SlS35ililllSiSIISSlIIlllSll sSSIsi ^S5^8ftftflSfS^tiaS'8fS^^gS8fsrt5Sf sWgSs:* ! CITY SCHOOL SYSTEMS 653 O50O^| 332 •'*'»'‘fl®O00«5OO^^»®N«)^SN00®®N«<0NO00 00 ■<»<00i005s>i0t'-00c»£j aw^ocfoox*)^ 833 S~3 3g§2B8g§£8S8SgSI8§aS3S§§i8§li§S§lig3l§§88gilE «(M-« eieoV e«efe>fefeC^efej'e4>err4>efeCeQ>ef^>e>fefe^er^,e^e^eQ>e^e<>eo>e^eferef'«ror<^eCe^^rpj>e(^of0ferc4> ill SBS BBSS838SS§ISaSBSaSS§6B386B8B38ESS§BSSEBS3SaS6 ill IW 111 %m ISSiSS289SI3§3i8gi§l8E§§g§SSl§l§§3S§SSg8§iS31 cf~cf ~CNCS hhhh rtrt^VNN^H?fp;N'NV«rJN«(NHHNrtrt _r«^r^r 311 SEI i f gqg 1^15 3SS S3S8 SKKS5?2S&ttg$88££8£3S3S8Kg§3ggS;S3feS§383gg32k38g£S2 823 ®S§ 322^2^£022*3232833f020£‘c32S223,ot~,02'D;2;S002S',,^'0^ao3 12 5 13 ©00 CO cc ^ to os — i !nmm®n®ooo jcoe^tog«o«c— i jHrHTji«oo®Mejo jeo<-iTt* r-T ‘coc'nV^mVn^co«V 5- 20 6- 20 6-20 4-20 4-20 4-20 o;©oooo<©<©oti©ei©'A«i>©ti io o rH cq g g io o i>. oo oo t-< co Superin- t6DQ6IItS and assistant superin¬ tendents «© HHHHHHHHHHC^HHH HHHHHHH HHHH r-tiH hh Average school term (days) its illlllilllsili Unisys Hggg is IS Children of school census age siiiisiisiigis ssssssg ! i ii as n cf'f’ftSQtcfctctcScf'fTfcScS i ! !® ^t>T coco 1 1 1 1 1 1 i i i School census age e* SSSSSS2SSS2SSS 8888888 1388 88 82 ci cb ci> ci ci ct 4< «V l§8§i§§§l§ls§iliSSS8 i ISS llil IsllSIS 5 SSgSiSS lifsissiiiissigiissi s isi mi mmm i mmim -T rf sS^sIlSSllsIillllssK 1 356 652 201 837 ISISIrr s nnmmi HHN'lNrtNW rH* ~*-Tc4 -iococot>-co oo Superin¬ tendents and assistant superin¬ tendents co NHHHHHHHHHWH HH Average school term (days) tOHcOiONOOGO*OO^NOO OM Sh Sh Jh Jh 2h 2 2 S Sh ^h 2 2h2h Children of school census age h* ipio IHN00NOWOHH 00 1- Tt< <£> ICNOLONCONQU.^ 0500 CO CO i CO J>t}Tio'^CO COOI> !>co 1 School census age e* 4-20 4-20 4-19 4-20 4-19 4-20 4-19 4-20 4-20 4-20 4-19 4-19 6-20 6-20 Popula¬ tion, 1920 19, 561 11, 334 21, 284 20,906 23, 427 18, 293 17, 563 13, 610 11, 371 12. 558 18, 661 13, 745 11, 447 13, 829 City - Wisconsin: Appleton . . . . Ashland - Beloit _ _ Eau Claire _ _ Fond du Lac - Janesville - - Manitowoc _ .... Marinette _ Stevens Point _ Waukesha . . . . . . Wausau . . . West Allis . . . Wyoming: Casper . . Cheyenne . •CITIES OF 100,000 POPULATION AND MORE CITY SCHOOL SYSTEMS 657 so •*» T3 e e aT o >e s 3 C 'w 3 e s s si o oo k <» ft- I Ch o OS o w J ffl *< H High schools aouBpuaije jSjlBp 93BJ8AY Si 6,515 24, 880 6,241 9, 983 5, 822 3, 150 3, 626 4, 838 2,460 10,066 2,450 61, 029 9, 320 4, 281 2,340 4,915 3, 923 juauqiojna N 1 7,354 34,113 7,718 12, 195 6,699 3, 987 4, 057 5, 179 3, 062 11,517 3, 186 65,582 11,763 4, 832 2,842 5,671 4, 698 sjaqosaj, S3 286 1,806 315 471 261 166 193 188 115 496 116 2,443 434 174 100 239 157 spjdionud pun saosiAjadng « nooo I'- a«M o«MTrr--HOO^t'>oco t— *- 1 1 CO O ft sjooqos jo J0qum>i ao Junior high schools aouepuawe iC[IBp 9SBJ9AY 23, 973 7, 720 3,388 7, 369 1,732 4,836 5, 701 9, 896 4, 642 3,117 jaamnojua s 27, 119 9, 643 3,957 8,299 1,911 5, 400 7,544 10, 079 4.830 3.831 . saaqoeaj, NX O O • 1 *0 i GO ^ 00 i-H i in i ^ 05 o OOCOH CO » 1 i 03 CO 1 1 1 1 1 1 1 1 1 O O 1 1 CO pH II 1 1 1 1 sjedionud pan sJosiAjedng 0*Tt 829 4, 171 713 1, 436 846 545 718 635 365 1,615 793 8,095 1, 170 516 415 818 1, 146 sjBdpnud pun sjosiAjadng ao *0 C0»0 05 05 TfCOOi 001000030500^^ ^ 00*^05 O ^CO*0 co co co ojj C3 co !>• 05 sjooqos jo aaqmnjq r» o 0505 co co go aoco»oo5coooc^coo JJJ Tf ao CO CO 03 iO 1 1 CON 1 N- N- N- N- N- N- N- N- i N« N- N- iii i ill l iii i © 1 1 © © i 1 1 1 1 N- i i N- N- sjooqas jo aaqumjsj N CO 1 IHIO 1 o rH ON- © no CO 0 c“3 0 00 »0 rH (M rH rH rH O Kindergartens aouBpnajjB Ajrep aSBiaAy © 1 2,532 6, 992 742 346 511 630 1,013 1, 728 10, 755 1,854 5, 448 2, 769 3, 671 7,335 2,203 580 320 4, 946 886 l 1; 263 782 4,331 32, 229 3,511 juamnojug; 1<5 5, 293 10, 214 1, 171 1, 147 831 1, 199 2, 177 3, 219 24,483 2, 772 9,793 5, 183 6, 321 9, 203 3,333 1, 147 665 10, 244 2,299 1, 952 1,231 6,630 72, 443 6,749 siaqoBax 124' 325 36 21 33 21 50 69 225 62 127 94 130 202 94 17 8 129 32 44 32 146 1, 034 105 SJBdlOUIid puB siosiAjadng OS HfvC^HHirHlrH rH© HH HH rH 1 1 rH II II II II II II © co oo © ^-< o 00 30 O C ^ N o © © 30 rt< tt '•'f* cm © © co cm*1 © to ■*? CO to CO oo~ © o © g o^r- co © co 05 05 ©*-< 60 30 5 CO t- "of © co cm ©^~©co cm cf CO cm*^ SSSS53 i-i —i «!D(ONINMH 03 OOMNO <33 JO CO £2 2 !£ 2° CO ^ O CM JO coin io io io o Tf 36 03 © oooa 03 osoo P5 £2 2 £; S 2 to ;r! 32 0*0 HW003NNCO 03 Ol'NM 03 >-i t'- © if if O ©if n CM O iO~ IO '—ICO >C if . CM 03 «3 *0 0*OCO< IO CM CO 03 *0 CO CM IN » 00 CO 79 1, 168 326 72 95 © © i“H © £82*° 168 240 167 105 114 CO CM 1-1 CO 12 11 4 1 © © © CM CO 05 © til © © © © t-L i>- lL © © © © t-- L- t-- i> n s n -*< rH CO © CM CM CO IH CO CM 00 ^ i-H © © t'- CM CO CON if © — I if 03 CO 00 'l* - _ 03 jO iN co co r ~ co t ' co if CM © I 03 t- CM CO — i — l t- CO cO CO CO QC Cl ih 03 CO 03 CO H if © if CO 00 — ' 00 03 CM CO 30 CO CO If 03 CO o CO *0 -^1 00 CO co CM 03 0 0 03 1— I £2 835383282 S3 £322 8 82 3283 5 2; _.__S88 © 40 © CO ^ rr 1-H 05 00 © © ©r X»COH rH O rH OOrt<©CO CM CM © ©©»r» i^©©^ © © © i-h ^ cm © oo © © co co t - cm »-h t— i ^ co © co ^ © coco co t'- co © co © ^ © © © cm ^ 1-H CM © © • -*t< L- © < > -h © CM ' CM CM CO © CM CM © 1-H CO CO 00 ^ 1,443 1,019 2,426 2,635 7, 735 780 1,495 3, 420 890 247 8,112 4, 952 113 1, 149 1,926 1,113 1,000 906 1, 723 U38 602 1, 137 5,253 2, 448 1, 522 3, 185 3,912 13, 857 1, 191 2, 095 5, 197 1, 525 514 11,943 9, 501 206 1, 851 3,628 _ 1, 625 2,000 1, 476 2,367 487 851 2,211 r>f ©© CM © © CM CO 00 ©©©© © ©T* ^ © JH r-H CM r-J CO © © CO © 888 30 14 22 22 164 CM rH , H CM —t —I H -H , CM CM • *-H rH 1 1 1 l II 1 coco ©^©r^Ht< ^jS.S^XtSoOflo r7'— - — 5s ris 3.h.S K nH uq> b• N L- © 1-H co L- L- i-H CM © O© © r-H © © irf© © ©* 1 © © oo r- i ^ co oo © i © CO CO © r© ©* t^QO HH CM 1HCM 22 8 2! 2 iS a <5 < V Table 7. — Personnel and number of kindergartens, elementary schools, junior high schools, and high schools . 1925-26 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued High schools BIENNIAL aounpuajjn £pnp oSnaoAy SIJ] RVEY OF EDUCATION, 1924-1926 WOONW5MO OO 0500 OONOH ^ C5 © CO © eO 0 05CC0 O 05 COt» »OHrHN to C4 ^00 05 00 tO CO of rH - i i i i i l l l • 1 7-9 8 7-8 sjooqos jo aaqum^i O* to CO to CS CO 1 rH CS g>^ ocoon COH H* 1 1 1 1 1 sindxouiJd pun siosiAjadng eo l • rH • rH 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I 1 1 1 1 1 sjooqos jo jaqumjq N C5HCOCDOIN »C 0000 COCMrHiO 1 » i 05 CO l l 1 III ©©rH 00 • CM © ©• ^ CO ©© © 1© © © © © 1 CO CO TH ^ i ©© ©^ © i© CM © CM 00 it^OOOO © i ©CO © CO i© CMrHrHirHCM 1 HCQ r-T ^ I i 1 l 2, 111 1,020 821 651 2, 209 778 843 1, 168 1 CM © 00 * rH i © 1 1 1 rH 00 © 1 © * 00 1 1 • CM CM CM » 00 1 © * 1 • H CM rH 1 rH I CM • » 1 1 III 1 1 III 302 2,994 1, 501 2,096 2,028 1,000 3, 340 567 1,221 4, 130 856 1,115 456 553 2,129 1,267 910 737 © © rH 00 CM © ^ 1 • © © rH I CO 1 CM • 1 1 CO 00 © 1 © 1 © 1 i 1 1 III 1 1 III ©CM© rH . © © © rH l CM L- ©© © 1 00 CM © l''- rH . GO ^ CO CM » CM CM CO rH iH • • i j COH r-4 CO • 1 © CO ^ • CO 1 © • » 1 1 III CM CO CO © iCOTfN rH 1 HJH © CMH rH i rH 1 1 1 1 1 1 1 1 1 1 1 l 1 CO CO^ rH 1 7-9 7-9 7-8 7-8 i © © © i © 1 00 i i 1 1>- t>- t>« i N 1 1'- i i i i iii © © © © 1 © © © © i © © Op © 1 i op OOt^t^- 00 1 NN 1 IN i i ii • © © © © 1 i t-L t-L t>- , i i CO rH rH CO • • CO CM CO 1 CO 1 1'- 1 1 i t iii rH Tf CM Tt< 1 CO CO ^ TH . CM CM rH . rH 1 CO rfl CM rH » CO ©rHHTcM©CMt^ T^ccad©©^-^©© ^icTfr-TtC cm cm* © © coco i-h cm" rC oo co ^ tjT © co © O ^ ©©Q0©t^©^t^^<© HCC^MNNOOCO 00 CO CM t'- ©00 OO rH GO CO t* t>- OOOrHOOCOrf O T? T-* r^©Tf*COC©rHCb©HT©©©od xfo^cioo cm cm i^© d*o ^ cmoo ©co~©t*T©h*© 00 00 © © CO CM 00 CO 00 © ©©©©COCM©©© CO CM CO © rH © © 00 00 ^ © CO © ©©©©©©© ©00 0C00©rHCO©©©00© COOO^CM©CM©COCM ©©©©© t'- L- © t- CO CM © ©CO rH CO CO CO ^ 00 rH CM rHHNCO CM CO rH CM CM CO CM rH rH CM CM HHH cm rH cm hh cm CM COHHHHHH © © ©C0rH©OQ0CM©CMCM !HfHCMO©NNNrH © © © rf 00 Tf © rH CM CM © CM ^ Q0 © © rf< © © hh rHHHCOH^HCM rHCMCMCMCMr-lrHC^CO HH CM HH CM CO HH rH HH H H CM H «D«0 ©^HCOO—f'-'CS^Ci OOSO^f'OOnOC'IC^©^ NNOOOX3 O t- lO 00 W . OJ •-ICC CM— 1— 10<»— ICV*.— <•— < CINrtHHHMO) *“H CM t^©t^i-H© CO ^ CO rH CO » CO CO r- CM CM 271 925 648 587 i 650 462 316 i 970 352 334 545 872 349 525 67 195 523 © 1 © 1 1 rH 1 © 1 1 CO < 1 1 rH 1 1 1 421 321 466 580 1,768 276 878 792 591 1, 163 1,403 2,207 1,071 422 1, 756 902 733 1, 151 780 421 1, 140 432 349 1,027 1, 315 586 616 116 125 641 5 :$ : :s © i i • CM i i i i i i • 1 © 00 ©©©©CO i© © © © CM CO CM CM rH . rH CM CO CO CM © l>- ©t^r^©© ^ © © © 00 00 CO ©© rH CM rH rH rH rH CM rH rH rH CM CM i CM i i ^ CM i • • i i i i i i i i i rH CO i • II till II II II 1 ll II 1 1 I 1 II II II 1 II II till II II II 1 II II 1 1 1 1 II II II 1 II ll till ll il ll l ii • 1 CO Tt< S2g<°2 jS? © © t^©00©© © 00Tt< ©00 rH CO© rH rH CM rH CM CM rH CM rH rH CM rH rH f z 01 o o •g 5555 3 I-2.2 ^ G u- u. L, . O •*- «n* E 4H £ w C/D 2 co w'X'Z sQ0 Cww T3 • 22 •O P ^3 cPG.ca o-^1-1 m S-r * O T3^ C 3 O' cj 'Ssm'E axM£ ..** 2 aS 2 3 S'3oo^§§>g aSoS g fc a— -e «aa3 Mil „~!jFliJ sin® = * 3 > -Q 3 *2 ® O OS 3 p * ■oasficrK«s,iHHis;6w«afie; «uuqq3£ ’S £f 08 M M Jells g&S 22 .22 « 3 MM m O £ 5 a5 ?^-Soo ®.2®o> u o ai.22^ i®o§2 2x3X3 >S * -UH.SSw OHPm |fq«QOWfeW 5 3 'a oo •3 >> 3 q 03 > ,|^>-Sg£ 1 Estimated. » Data of 1923-24. Table 7. — Personnel and number of kindergartens , elementary schools, junior high schools, and high schools, 1925-26 — Continued GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION— Continued 662 BIENNIAL SURVEY OF EDUCATION, 1924-1926 High schools oouepuawB An«p 02*3.18 Ay SI 934 1, 975 2, 050 1, 243 1, 160 1,891 827 1, 308 1, 187 1,887 998 535 1, 357 825 1,781 309 1,034 1,051 1, 177 1,567 1,091 1,071 789 645 2,399 2,083 1,257 jnotnnojua N 1,063 2,280 2,329 1, 311 1, 323 2, 084 894 1,415 1, 386 2,187 1,119 624 1, 596 915 2, 038 333 1, 113 1, 145 1, 266 1,985 1,243 1, 132 890 714 2,854 2,509 1,604 saaqaeax §5 ^OMHOOiONNNCOiOOi CM^USQOCOCOCOtHCOOO CM rH US CO iO ^ OO 05 US US 05 CO US US l> rtf CM us us P- CM CO US OO CO US us CO O O US rH rH sjediauud put? saostAJadng HNWCOHWCOHHCOHH CMTHCOrHCOrHCO^CMrH CM rH CO US rH spoqos jo aaqum^i oo HHNHHrtHHHrtHH HHrtHHHHHHH HH CO *0 OJ Junior high schools OOU'BpuOJJB Ajinp 92BJ9Ay 1,575 3, 827 1, 635 1, 864! 469 1, 614 822 US Hh CO CO 907 837 1, 182 3, 912 1, 562 1,851 1, 670 1,809 2,592 196 1, 121 1, 460 1, 394 2,734 2, 149 jnempoaua o *h 1, 687 4, 270 1, 919 2,052 546 1,804 883 1 os' CM COH05 Tt^rHNOCOOOOO CO CM i CO rH 00 rH CO rH 00 CO US 05 rH CO 05 0 05 1 CM O 05 CM CM P- CO 00 O 00 CM Tji US^ iH i P- rH thV%H CM rH CM~ CM rH HH CO ! CM 1 1 1 siaqouax W5 S 00005 US CM 00 CM P» Pr CM P» CM us P- OONOO^H(NOOOH COCO CO 1 00 CO CM US Th US o CO 05 rH H T*i P- US rH 1 CO 1 1 1 sjndioniJd pun saosiAaadng NUSUSHNH CM tH CM CO CM CO CM ^ 00 rH rH ^ CM CO ICO 1 1 popup -ni sapei£> eo ▼H 7-9 l 05 05 05 05 05 05 A A A A ti- ot 05 pi- 05 Op 05 05 05 00 05 05 05 05 05 05 05 05 l 05 p» p^-prpLp>.pLpLp>.pLpLpL pL cis p!» ! pL 1 1 sjooqas jo aaqnmjyj us »0 CO 1*1 i-( rH CO CM hHCMCOiHCOCMCOCOtHCM CM CM US ICO i i Elementary schools aounpuajiB Ajinp aSuiaAy a CM US OQ CM rH rH rH US ^oorususcousaTr^odusco us^cdodus'^d’^dodus'^f coco os rn'uT saaqoBax Oi (O'JIOH^MONNONOO NHOMTtiMOOCRiNH 2® 22 T_l CO lO Tfi 0 ^ l'- O0 Tt< CO b- CO Tfl CO rH 00 05 Tf lO 05 IT- CO 000 O 0*0 HMNHHWHNHNHH HHOHHHHHHH r-i CO CO i-l Sfediauud ptm sJosiAaadng GO iO®iOONt(ihNHN(»CO (DMOiOOOiOCOCO^ (N 00 — I 00 H CO HHHNrtHH HHNHH HNHH i-l CO (N sjooqas jo aaqum^q r* Kindergartens aonnpuajjn Ajrep a2,BJaAy CD CM CO 1 • 1 CM O 1 CO CO COCO i 1 i CM CO 1 CO CO CO i 1 i us CM i CM US III 1 III 1 III 1 III 1 III 1 356 510 460 1, 625 1, 187 474 501 592 992 581 505 164 364 1, 315 132 jnauqjojua us rH oo i I 1 CO H 1 !>. CO 00 CO i i i CO CO i rf CO rt* i i iNtJI i CO P*» ill i til i ill i ill i lit i 427 724 690 3,029 1,484 1, 004 1,039 1, 117 1, 422 723 1, 008 298 687 1, 658 245 SJaqoBax Ml O rH 1 1 l o P~ 1 © CO rH l 1 1 CO t-H i rH rH III 1 III 1 III 1 III 1 oo N®ON^(Noojh ICO00 rH 1 1 1 rH 1 rH III 1 III 1 III 1 III 1 O CO COOO CO ^ rH O rH CO ^ rH 00 US 1 rH HHCM^HH CO 1 1 1 City - Massachusetts — Contd. Holyoke. . . Lynn _ _ Malden . Medford . . Newton. . Pittsfield _ Quincy . . Salem Somerville . Taunton Waltham . Michigan: Battle Creek . Bay City.. . Flint. . Hamtramck. . Highland Park _ Jackson.. . Kalamazoo _ _ Lansing . . Muskegon _ Pontiac . . Saginaw — East side _ West side . . Minnesota: Duluth . Missouri: St. Joseph . Springfield . . . m CITY SCHOOL SYSTEMS 663 § 1 | SlSliggSIl gllsilsslSI aiSi III isssiSl Sli ~ ~ - -r --r - « -r Nfi«‘ § 8 I SIISSSISSS ilSiiSElMSs gggS §88 S33SS88 SSI ,-T rt" ,-T e^T "-T of i-T »-f of *-f r-T of r-T of i-T «-T i-Ti-T ef>-f hhw eo r-T i-T «-T r-f i-h .-T C'fcoco £3 8 § SsS885S?aS8S”88Sa8SS8S!8S S3S gSSSSSS Mg m — jo — ei — co CD ®0)«oo>®MTir(e®® ^wooV^usM^^Mod' rn .oWm1 «SV«T n^'^^’cfuS'cS coofof i 1 g |g§illil§I SiSIsISaiSI §3»S Sis 5S1S§51 111 co i- rC odo«foodcoT*rotfod io « of *o VcotjT® od^‘o h««>* o>oo u^ufufufrCcC nTjojo ■S I § &3S883SSS& asisssssisa '*S53 SSI' 52SSSSS- ass' & 8 a ssssa^asss ss*ssssfiSa53 — ^sss a*°s ,,s5“ssaa®a"'asa *5 s s aa®a8,o*sas"asaasa{5ssss a *s~'s'3s assess 914 604 556 697 557 892 l 654 510 519 776 406 308 366 158 900 352 493 509 450 701 244 671 97 341 1, 131 371 . 1 ' 294 210 559 I Si t-Ti-T ! 1, 198 1,110 834 1, 346 905 1,524 872 711 771 1,464 796 694 476 342 1,119 601 722 709 772 934 352 1,421 172 455 1, 759 509 1 421 283 846 |s ii rSrf I a 8 2*^222 ^2S2 ! <0100 . ,Tt< ' 1 1 1 1 1 1 1 1 1 1 1 1 1 rH 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 t 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 11 1 1 1 1 1 1 11 1 1 till till *— < 1 | i I 5? £ 332£2'D'°8OSOi 222282 • “S2S ^222 ; 01 s II 1 CO ! ! o i Estimated. Table 7. — Personnel and number of kindergartens, elementary schools, junior high schools, and high schools, 1925-26 — -Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 664 BIENNIAL survey of education, 1924-1926 High schools eouBpuajjB A[lBp 93BJ8AY N OOHHOHC^O^^OHWOONHOO »H O (N Ho *H O0 HS S io ^co Rcor-to sjediouud pun sjostAjadng HIOHNHIOMHNNWHNNHH HMH CO OX NN COCSOtOj' spoqos jo aaqum^ GO HHrtrtHMNHHNHHNNHH HHH CO (M Ot OJ OJ OJ r-l O* Junior high schools 90UBpU9JJB AlJBp 93BJ9AY (MO^^OCDOCOO HC5HtJo i 1 1 1 1 SIBdTOUTJd PUB saosiAJ9dng 3 CO w W W H CO CO CO ^ CS MW e* ci co ! 1 1 1 1 1 1 spoqos jo jgquinjq N H^INCOIOWCOWCO CO rH IW Tco co © co coo ihc4* ^cooco* juauqpjug; O NffiOJiOOiOOlOCOiOHMHINNM OCMN O O »"• >0 00 Tf lOO‘OHCCOIO)NNMNCONl^N» CS 00 >C 50 i-H 000) •** ■<*< IM 0O '*(N‘0 0'-lO>“<500H©0>'><,NNON lOO) ©< i— 1 Ol H 0 0 05 00 r^tCoOOOTj?'ooO^}!'odoi>rcDeOi-rtCcO COt>H' 00 50 >OlO «0'^'of*0 SJOqOBOJQ - 'tHNOW‘ONCOOOO^HONCOCC OOOO 05^ »0 CO I> 05 00 HOWC30NOCONOH00 05 C5WO 05 NJ xH 00 '’f ^ rH ^H05 10 WWWHHWWHWHWH CNHW C4 rH rH t-H COCO rH »H CO rH SlBdlOUTld PUB saosiAjadng <30 ON^hOOWN^^t}<05WO^OO tH HrtrtCOrt rH 04 05 CO CO c* O rH NIOIOIO rH rH rH CN CO rH rH r-i spoqos jo aaqran^j r» HCDiO^^OHOHN^^OCO^C^ 04^0 00 O ON NOOO WHWWHWWHWHHH CSrHCS rH CW rH C^l CO HHHH Kindergartens 0OUBPU9JJB AjIBp 93BJ9AY e© i 1 1 1 05 lO • 00 1 1 1 1 1 CO 1 Tt< 1 1 1 1 1 CO rH 1 »0 1 till 1 1 till 1 1 till 1 1 1 1 1 1 1 1 till 1 1 rH ICO » 1 1 1 1 1 1 1 1 1 1 CO CO CO 05 - i 1 1 1 l C} 1 rH 1 till 1 1 1 1 1 1 1 1 till 1 1 till 1 1 CO 1 05 1 1 1 1 1 1 1 1 1 I 1 12 11 1 19 5 13 6 City iH Pennsylvania: Allentown... Altoona . . Bethlehem _ Chester . . . .1 Easton.. . Erie . . . Harrisburg. . Hazleton _ Johnstown . Lancaster. . . McKeesport _ New Castle _ Norristown _ Wilkes-Barre _ Williamsport _ York.. . Rhode Island: Newport. . . . Pawtucket.. . Woonsocket _ South Carolina: Charleston. . . Columbia. . . Tennessee: Chattanooga 3_ . Knoxville . . Texas: Austin . . Beaumont . El Paso. . . Galveston. . CITY SCHOOL SYSTEMS 665 1 Estimated. 3 Distribution estimated, Table 7. — Personnel and number of kindergartens, elementary schools, junior high schools, and high schools, 1925-26 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 666 BIENNIAL SURVEY OF EDUCATION, 1924-1926 High schools aouBpuaijB A[IBp 93BJ9AY ihoomoo^o^h 03 o ^ 03 ■<*< io oo on co oc o . 1 «o 03 oo t" to t'- 03 eo 30 25 50 »o 50 50 es tjh co co 50 ^££2 ! CO co CS *0 • juauqiojug; l~ i N 00 Cl O O O CO 03 03 NNO 50 10 0 00 0 50-^50 CO iTt«0>w®QniMTj(ffl 00 (M -3< iOOCIOiO(NOi< 03 i O 50 O 03 © 00 03 O CO ®K3N 50 t- 00 (M Tf< CO t-- 1 sgcus : t~ SM«j > siaqoBaj, §3 *0 'WH(NWOONH(NN Citato (NOOtOCONN»OW CO 1 rt< *C ^ CO CO ^ O rH CS CS CS CCNNHHHHCO *0 o CO H 1 CSCOrHCS • sjBdpmid pun sJosiAaadng 05 1-H • CS T-H CO CO H H H Tt< H HNH HOH l HHHCO ^ CS rH CS i siooqos jo jaqum|q a l 1 1 • 1 Junior high schools aauBpuajjB Ajrep aSojaAy 1,169 843 986 507 1, 397 1, 037 859 1,168 524 638 491 juauqjojua; c© 1,237 1, 108 1, 193 1, 028 1, 673 1, 139 1,205 1,460 570 719 602 sjaqonaj, l Tjl 00 CD H H H 00 UOO • • CO CO H4 "'f I>- *0 CO • CO CS CO r CS CO of CS* t-T CS H i-Tr-Tr-T CS CO*' CS** rH* CS* CS CS CO* i-T r-T r-f rH rH CO* juaraqojua o 2,021 4,484 2,057 3,073 4,027 4, 771 3, 309 3, 370 1,793 3,240 1, 467 1, 445 1,541 2,165 3, 177 4,223 3, 085 1, 484 3, 064 2, 549 3, 125 4, 256 1, 452 2, 016 1,607 2,120 1, 932 4, 726 siaqonaj, 05 § CN 50 S3 O C t2 sjedpinid pus SJOstAJadng OO ^*C00CSjHrHT#J- rH 00 05 CO o CO 05 05 00 ONO C»CO^tJx^O^CO^ 00*0^00 0 00 Kindergartens aouBpuajjB Apop aSBJaAY $© H 00 H 00 CO CO O CO O 00 CO • 1*0 00 *0 rH CO > o 1 -c .fill! r/> H ri o L ' ■8i.a S u o o CITY SCHOOL SYSTEMS 667 OC ^ 00 OOCO^H CCMWOcOiOOi © CNQOOC OC l'- CM WHONNqiO rj< CM NTfScCiO CMCC© rt< © CO CO ^ ^ CM t-H ^ © 00 © CM CO © © © © CM Tf< © ^ © h- S33 Tt« CM r-iOTti r*< © GO £• © I-* 0000 cm co r-* ^ ©©oo ©*- © > © rt< CM I CM © CM © 1^ S32S © © 18828 33$ I Tf r-( © CO ’ ^ 00 ^ ©CM CO CM CM ' CM iHH • CM CM CM Hr 2 88 t>- l> © I 'rF © ©CM CM CM 1 © t** t** c$ 28 © © © 2^ op op l>* t>* '^00^©©^ CM © r > © 35 © © *h co co © * ’ © CM »— ' © © CO ©©t ?0 CO rH CO CO * > CO © © © © CM > © © -O © © > r-( CO O N CO 00^ ©I r CM h CM CM rH CM CM CM CM* i > ^ CO CO © © 00 Tt« Tt< 00 © © rf« © © rH © < © © i-H oo rf co co © © © © © ob © © )rH5HH©»OCM©OHCMOOCMHN © CM rCM'cO^CMi^T^CMCOCMi-HCMCOCMCMrHCMCM^Hi-T^H' CO rH* © ^ CO CM 00 00 ©©© CM CO © 1^* © © © 00 © < SB^SSSSS 8SS 8888888 38 fe! CO ^ «-T CO Tt*' CM* r-T cm'©'©' cm' CO* r-T CO CM* cm' CO* CO'CM' CO* I r- © 00 CM © © © CO Tf< CO CM CM ^ CO 00 r* CO CM^CO^C^r4'CMCMCOCOT-7cMCOCOCMi-H'CMCM'T-7t-ri-H rjT r-T OOOOr^©©T^OOOr^CM©OOCOOO © CM © © © ? 1 r - © © r - © © CM co 00©©CM©COCOTtrH©Q©©©M©^'HGO©Q’HC5HCON^ © © > »-H co © Tt« © oo © ^ i'* © t>- © ^ ^ tH © ^ © © CM t-H CM © rr © © iCO i © ©CM » CO r-i i CM CM 00 1^ © © * CO CO CM © ^ CM « CO H © © t** CM 00 CM © CM © Tf CM © 00 © © © ■ <00 Tj^ © ©©©©CM00l»» i oo h © •*« r>. © i> © oo oo t>. © 8838 CM CO ^ © co ^ c 00 © © © t © CM ®&5 ©H I"* © CO 82 288 © © CO © CO o c c C - ri oo g M'S.' 2 a t C cqcqE-1! :i? ! 3 J2 :g ® flC«§«ofe Ph..c3®S!-S’t3>> . c3 ,C .C 3 be g cj •r-.'— -m i-i ce O cS • CO j 6 ° OtJ My rt £<§) , is E a a g>0 3 13 £.52 .53 -a 2 a g|*«o§7_ O o.S2^® ® ,2 .5 ’3 3 S-a.i3.2Po £ 03 £ © « a - M cq^o« aM © © l a sa -a •§ S ^ g « © ® P P g< ■sSfeoSL a. oj os © 3 i Estimated. 2 Data of 1923-24. Table 7. — Personnel and number of kindergartens , elementary schools, junior high schools, and high schools, 1925-26 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 668 BIENNIAL SURVEY OP EDUCATION, 1924-1926 High schools aouBpuajjB Ajrep 03cJ9Ay ** w ZW CO i-h co oo *-< y-* oo eM io *o »-h co rt< 40 oo ih ^ co cm too*© (NHgW^H^N^-tOOON^NOOOCOOTttCO 40 40 O 00 40 Tf< H 40 40 40 CO co 40 ^ CO CO CO CO CO 40 CO locot*- juorajjoing; N 619 i 1 1,337 835 566 443 1, 254 654 597 634 550 803 664 630 702 819 836 834 786 684 788 630 382 621 1,073 856 sjoqonaj. § a CM CO sjBdiomJd pun sJOsiAjadng HHHHWrtNHMOHNNCOHHHHHtOH l—/ CO CO sjooqos jo jaqnm^; GO Junior high schools aouBpuajjB Ajrep aSejaAy r* s R CO £S? 458 i 800 371 • 00 CM O 40 i 00 CO 05 ^ • 4O00I>^ i-H 40 1 1 1 § ^uamnojua o o GO Tt< CO 3 1, 137 552 05 10 0^ HO^H 40 00 ^ 592 909 1, 439 514 § i cm co co 1 40 co H ICO CO |T6* saaqoBaj, »0 o CM rr CO !>• CO CM 05 COCO H CO H i Tf 05 CO • CM CO CO CM o $ |S s 1 1 » 2 sjBdpuud pnB SJOsiAJOdng t CM 1-1 | rH CM ^ CM 1 CM • i-H i I l I l l 1 I 1 > i CM papnjo -ui sapBJQ e* 00 s 00 00 | OO 05 05 00 i pL t-L *>. i 2 05 1 05 05 ■ 2 sjooqos jo jaqumjq; N H CM H |HCMCMH CM • i— » r-» 1 1 1 Elementary schools aouBpuajjB AjTBp 93BJ9AY * 1,203 1, 516 1,749 1,303 3, 276 2, 9/6 1, 634 1,644 952 12,638 ! 1, 216 1, 687 1,697 1, 371 2,325 1, 356 1,949 2,527 1, 813 3 2, 760 2, 505 1,659 1,526 2, 446 2,048 954 1,205 2,939 1,655 luamjjojug; O 1,500 1, 604 2,052 1, 624 3, 914 4, 146 1, 956 1, 718 1, 171 2.889 1, 448 1, 978 1,933 1, 477 2,982 1, 382 2, 345 3, 103 2, 138 3,411 3, 336 1,938 1, 765 2,678 2,409 1,144 1, 590 3, 191 1.889 SJaqoBaj, 05 Q00C9 00O © 03 © iO OO . T— * ) — 1 1— » sjBdionud puB saosiAJadng GO CO CO 04 CO CO 40 40 40 04 CO © 40 CMi-H r-j 05 CM rH CO CO ClOH sjooqos jo jaqnm^i r» CM 40 CO CO C5 40 40 CO 40 OO 40 © CO 00 40 rH 00 NHQ Kindergartens 0OUBPU0WB AjIBp 03BJ0AY c© 05 iO OO ' a : 1 1 1 Is- i t i 214 05 ^ co • 040 COH CM I 00 CO CM i-H • CM CM i 1 1 1 1 1 40 40 inh t'* 00 CM 1 CO CM H H ICO CM i juauijjo.rag; T— < 1 O • t>- 1 OO ' © IH CM • 1H I i-H ! IO CO > 1 1 1 CO I I CM • • i i CM GO CM O CM O • co CM CO CO I'- 1 to 05 CM CM 'CO CM i 409 226 219 629 343 1 SJ0qOB0J, CO IH ICO ^ 1 1 1 1 1 I 1 1 1 1 1 1 1 CO ' ' 1 1 1 1 1 1 CO CM COCO i CM 40 *rf4 CO 1 1— < 00 i sjBdpuiJd puB sJosiAJadng eo 1 1 1 1 1 1 ill i ill I 1 1 1 sjooqos jo jequmM N 40 'CM 'CO t'- 1 1 1 1 to i i 1 1 CO CM 40 CO i CM 40 CM ^ CO i CO CO i i » i City - Illinois — Continued. Ottawa Pekin . . . . Strnatnr Urbana . . . Waukegan Indiana: Anderson . . Bloomington _ Clinton Crawfordsville . Elkhart . . Elwood . . - Huntington _ ... Jeffersonville La Fayette . Laporte . . Logansport . Marion . . Michigan City . . Mishawaka > • a 3 2 ;<1 i * \£ Newcastle... . Peru. Richmond . . Vincennes _ Whiting _ Iowa: Boone. . . . Burlington . Clinton . . CITY SCHOOL SYSTEMS > ^ CO CM CO CO CM ) f 05 / Cl ~v 1 »C CO t>- 05 so cm > CO 00 CM CM Tf< © O 00 ICOOON 05HOC )Ooo^Ht>HioIcTf^ oo co co cm co c^^nr-c • CO »0 *C t» ^ CO ^ t* 00 *0 ^ CO CO CO CD CO 05 *0 r » 05 CM rH CO ** C > CO 00 CO Tf< 05 go c i rH CO CM CO CM ^ C 05 CM CM O CM CC H oo »o lO 00 *o OO CO CM ‘O O 'O 04 CO HiOO*OCS 00 ^ CO ^ O O t- H< COCOiOiOr^ CO CO »0 Tt< c < lO Tf I *C CO < L- CO CM 00 00 O C co i» Tf r- r- < *0 CM Tt< CM CO C SSS5 lOOOOO) ) CO 05 l— C • CO rH CO ^ 1SSS5 00 CO CO 05 00 05 ( ICOCMCMCMCMCMCMCOCM >CMt^ OO 05 CO O O OOl^COi • CO CO CO CO CO 1 HHHCMHCMHCO HH(NWNHHNHHHHHH tHHHCMCM CM CO H rH CM CO CM CO 0 0 05 10 Cl O O 05 IQ CO CO ^ 8 iOCOCO^COrHt-CM05TfcOCOCOCO oo «o CO (NCO^OTfOOOHiOiOiOCOCM CM CM 05 XCO»OCO»0»OiOHCOCO^COCON ^ CM CO CO ‘O s CO 1 585j O CO CO O CM CO lO co co co o 105 U5«^lM‘OW^N®rtO)N'0!0 M* CO 05 rt-fHCHMioMoino®®'*1 o o ic O>’1,«t'®®®N®N®t'N00 50(M^ CO CO 742 _ 8 05 S © O CM rH CM rH rH CM 00 CO CO h rf 't H pi 00 00 CO CO CM 05 05 CO CM rH CM CO CM CM CM CM CM rH CM CM CO rH rH CO CM CO CM Si rH 1 CO CO 1 rH 1 CM IHHCMH l rH l i 1 III 1 II CM 0O°p .a, t- r>. in i i 00 05C|505CJ50505CpCJ5Cp05Cp05Cj505 050000 7-8 £ 05 00 hhhhhhhcmhhhcmhcs hhh CO CM CM HIOCOCOCOHN^H HTf^Trc005I^C0NOOC0CM^ o 1C ^ QO O CO O GO TJH 05 05 CO CM -H lO Tf 0 05 COCMt^^COr^t-iO i-Hr-HQ0CM00TfO5O5*-HCOCO^O5iC CMtNiOiOO CM GO CM O ONO^OOO'H r- o>o rH 05 N CO O lO 05 o COOHrHHH^lO^CMCO^ON O^f OCO^ HCO^HOOOO rH CO © coco ^HHCMHHHCMHHHHCM' CO rH CM CM CM CM^CM^H CM rH CM - coO5iOicr^00Tt- CO 00 CO H^HiO CO O CM CO »0 CO ooxooo CMCOkOCO^COrHOO^COt^OO CO GO iO O Tt^ CO rH CM M"00^05«0 CO rH O 05 ‘ccTrH'rHsrHi-HCMCM ^ *4“ CM CM CO CO *0 CM CM C?’-^C0i-H t-Tt-T r-T ^CM^ rH 05 05 CO 00 CO Q lO O CO TH rH 00 O O NOOO 05 *0 © Tf Tf Tf< Tf< CO 00 rH NC0 1000050N < CM CM CO »C rH CM • »0 CO t>» 00 CO 05 CO CO CO 05 »C CO O O 05 05 ^ CO I ) 00 GO O rH 0° CM < 17836°— 28 - 43 669 i Estimated. * Data of 1923-24. * Distribution estimated. Table 7. — Personnel and number of kindergartens , elementary schools, junior high schools, and high schools, 1925-26 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued High schools BIENNIAI aouBpuanB AjlBp 83BJ8AY SU RVEY OF EDUCATION, 1924-1926 SSaSSaSS9SS3SBSa93SSBSS9B5SSS9B “ r-T piamnojua; S15Bllllilsssil§SIII§iiSS§sllBl r-T saaqoeaj, O c* sjedionud pnc siosiAJadng a HHINNHHHHMHHHNWH . sjooqos jo Jaqum^i ao Junior high schools aonBpuajjB Ajrep oSbjoay SSS il § E? S 1 270 803 416 » 593 438 juaranojua CD 334 216 1,002 518 1 1 i i S s i ill III! saaqoBaj, 10 6 37 17 CO i i i i lO a i i2* 81 61 91 sjBdpnud pnc saosiAjadng ! • ! oo t-H CO H 1 1 1 O rH II sjBdiouud pnB sJosiAJadng | sjooqos jo aaqum^ N 1 co >o POO CO 1-1 O rH 1 1 1 City - ssachusetts: Adams _ Arlington _ _ Attleboro _ Belmont _ k Si u 1 !i II !i II 1 |l || ) U >5 Greenfield . . Leominster _ . Marlboro.. . . Melrose. Methuen . . lvimoru _ Natick _ Newbury port. _ JNortfi Adams _ Northampton- . . Northbridge _ Norwood _ _ Pea bod v Plymouth _ _ Revere _ Sanims Southbridge . Wakefield CITY SCHOOL SYSTEMS 671 ifl^oo>oeiooocr'0«Mt'Moc ^cmow^oio N^onnoMHifl «g0 00 — 03 ■«}. CO © £; C3 © 00 * i ■'if co © co © co © ■»« co t- © oo ^ n< © co co © © © co © co cm © -»j< Mt> © © © cm cm cm © t»< cm to co co ©©t^-. 8SS3 lOrrOONOSiO' 1X0*0 CO CO CO *C CO CM (Nl^TfMXCOOlNiC ^<0*0i0c005c^c^c0c0c0*0t^*0c0 00*OCO^JCOOCOT^ 05 05t^05C0*-*CgCM05 co ^ CO CO CShNhCO'-'CON NHTtcO^CICOCS^.05HCDHi0O‘0 I^»iOI>*Ti405Tr»0*0 •OCOrHT^^CMXCO 379 153 306 1,025 3 480 736 00 CM CO lO 05 co oo 3 I' CO 3^ § 88 TJ4 CO rH CM 05 00 2 CM CM CM © 7? CO t^COONiOiOCbCO 00C0c0C0O5t^OC5 •O Tf CO O »C CM 05 CO rH Tf CD — 1 Tf © Tf © CM © tn 03 rf hH CO CO 30 © CM 05 CO CO CO O 00 *o 00 CM CO co 2^ 8 83 CM 05 CM CM 05 rf4 Tf rH ^ rH rH CMOCOHCOCMHO HHNCMINHTMN 00 *C *0 GO lO CM CM 28 HH CM CO rH • CM CM i 1 l l^HH CO r— i 05 CjJ 00 05 05 05 00 tU 05 05 t''- !>■ 00 05 00 05 t^tioo 05 05 05 05 05 00 05 05 05 05 05 GJ5 00 05 £ 05 05 t>- t>- cm CO rH CM rH rH H H CM CM H H H rH rH rH rH CM rH CM CM CO rH CO^CO'^-^COt'^CO’-t OOOOOCOM005h« ^OOJHHTfNOlO Cm" CM CO CM of rH r— T of i"tWOONC5NCOClCiOOOO •* co »-h ( 8828! N05H^^NCOOOCOO>^^OON oowcoooonoo^ ‘OCCOOCOfNOCMClX^OrHiOC'lO Oit^rHiOiOOlMO o^*ooico*-Hoo^oi^»-Hir:Tt«Tt»*oo4co ciooo^ocs^ CM CM r-H co CM CM H rH CM hhMhcOhh^hhhO^COhhN rH COHrtH^H Nh. i co *o *o i*ONNH 'OOCMrH * co" co" of of l''- 0>1 05 CO 00 ■^OOiCOCO of of *-f CO of ‘ONXO’^XOiOMTtHMXO tM^*OCOCOt^CO^OCO*OCOOO NOJ'fiOO’Hr-iCO cocmcmco^coC5*o NCOOCOHI^OOCO^ CO O O O CO Tf t-h *C CC oO *0 *C CO CO M lO N o X 05 rH co lO r-i N rt< CO 1 10 05 0 *o OONCOO^O^Nr^Ol C005*0t^^i0c0c0t^05c0t>-^c0*0c0 CO*C*O^CO*Or-HOO ' CO 00 O 00 CO ^ *0 t^05tX *OCOCOCM^CMO©OOCM©CO*OCM 05C5^CMCM05C0© NXOC^N^TfC^'Hl^OrHC^O ^ co 05 Oh 00 04 »0 O^hhCShcOhhhhh^h^ CO h h COh 38 oo oo *-< co r-t co co o o *o *o oo oo co co cm co h co < OiCNXcOCOI^ONOlrHl^rHCO OOX^HiOCOt ^C^KNWOl^rHrHrHCOCOCNO^CO ^ H d H CO ( t'»CO*O*O*OO5*O^C0^O5COC0t>» ‘OCONiO‘OcOCOCOC'^‘OcO‘0' Estimated. 3 Distribution estimated. 4 Normal students without pay. Table 7. — Personnel and number of kindergartens, elementary schools, junior high schools, and high schools, 1925-26 — Continued GROUP III.— CITIES OF 10,000 TO 30.000 POPULATION— Continued 672 BIENNIAL SURVEY OF EDUCATION, 1924-1926 aannpuaji'B Apep eSe-WAy CMr» CO GO rH 00©t>-a0C*rH SJ8qOB8X 3 88383S3 sjedioniJd pun SJOsiAiadng !COCO r-T C'T CO* r-TC'T r-T r-T r-T co©oo•©©© 00 © © > • t- 50 CM CO sjooqos jo jaquinN "T !>. — I !>. O 50 00 CM 50 O 1' ( CO OOOCMNMI® C0r^05 50-^CO eouBpnajjB Apep aSeiaAy 8SS 33 juampcung; -tfl CM sjaqaBax SfEdtauud ptre sjosiAjaang sjooqos jo jaquinN Z Z CITY SCHOOL SYSTEMS 673 >S2SSo52£JS£hSo j^CMoocqr^oocoiooso 00 05 cm cm CM 30 CO CO *C «CO5C0-^Tji o a> CO ocoo 0*0 !-< CO 00 ^ ^ CO »ONN COO 0»CON«^iOOiOCOTt<^-^*0»HOC<5^»H^MNO GC ^ pHiCClXTfNOOINfCCJCrtCCN^COCSlN^NN CM CM CM CO CO *0 »0 ^ ^ CO »0 CO 05 CO 00 cm cm o *o ^ CO l> t*4 -tC^ON !Q^cccoooX'hcocs^«xo^m-'0^xu':-jo I^NNCCOOX^CO^OrH^OC^COOC^COOiO OHTf XONOXNC3N CO»ScO©CmSc5F^§2cO CO ^ *o w ^ X 4 H lO r-l CO *o *o CM i-< CM HlOH 00 3 CO CO CO CO 05COOQ05CO^CCrfO cm cm *-< *o CO ^ CO CM *C CO r*< o *C ICW ^ CO CM r-l co co^^^^^oco^ouo^oc^co^c^c^^ocococot- l> 32&S; . _ _ _ ££383882882 3 s; lOOOHXHHiOON^WOOOCOOO) ©> 1^*0 ^CM f-T*C CO CM CM CO Tf CM Tt<~ rH CM r-T -*T of off (NcococMr-rr^oo^t-r^oi-'ioC5^0505^TtHoooococoG5 CCTfiNOONNCOCiM^CCC’-'itOXXX-iOCO^ >OoO*OiON^WC*OCO‘0«GOCCNCO‘OC^’^05*OWO r-Tl-H ^-Ti-TtH efr-Tr-T r-T r-T r-T r-T Of of r-T Cf i-f ff i-T CO f-T oxihnocowxxnco^ooco^ccxnn i-'- r^oo ooc^oocot^r^05oo^oo CM ^ -H CO CO 00 CM *0 GO > ^ CO CM ^ *C rt< 05 CM*O00O5OO5i-hOC5 *00500OC0C0*COCM oor^T^oo^io*oo^ t>. CO Tf O *0 CM ^ 00 *C 05 CO CO T-J 05 O f-H lO 00 f-< 05 00 00 *0 CM * • 00 CO O 00 ^ ^ 00 CO *0 05 I CO O co CM TJ< co CM *o »OC005»CWXOXNX^Ot^H»ON^CO‘OX £>• t^^tlOO COHIOOOCOXOC^COIO^COO»OX*OIONXNXO^ 150 396 CO lO o ^ CM O CM o *o X) CM iC CO *^> »J5 ^ CM CO OOOOCO O CM CM CO cO CO 05 CO 05 CO CM 28 05 05 05 05 *0 05 CO Tt* *O00^*OjH*O^jO5t^ 224 166 264 O CM lO t ^ *c CO CO 304 707 562 05 «5 S ?3 00 00 o S *0 CM CO CM »0 co 00 f-H GO ^ CO f-H CM *0 CO 112 1 147 98 i-H CO rH005lClC-^MNTf ^^8282288 356 174 346 283 436 96 os CM co »o ^ CM *C CM CO CO CO *o i— < CO CM^t« CO *o 00 OOCO»ON»OC^U3t>'^ CO ^ 00 CM CM • III! i i i » • i i • i I • i i « i i i ( 1 i i 1 i i 1 i i 1 l l ^ co *o OM 00 CM *C Tt< 05 ®^ecio® CM ^ CM *o CO xJicOCOCM*OCMCOt^*C lO -^N 05 IM g :g© «§ g§s?«3 I «5m © tsfi 2>£ H cS.b woo © a u^; , <3T © C — ! 03 > O ©r~ 1M fc-M «WW« .2_C Q.tcS S.S ©2^' a • 2 !. Jjo.ti K, © ^ Evd Lj 0 ©Sc £oi _ ™ „ -3 ^ 3 . a# is ^ & o 2 .S3 rN ^ m i? > sssJl55!=~P^f * ts g O o - - ® ° 1 fflSGO O 3s ©.2.2 © O 3.U OOwOOOKOHW p ce to „ NS £ c © rJb ,c Q , ^ c fct v -5 " +J © 3 ., :-©-S-S c a u A a ,w °wwwwS^;ooo 1 Estimated. * Distribution estimated. Table 7 .^Personnel and number of kindergartens , elementary schools, junior high schools , and high schools, 1925-26 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 674 BIENNIAL SUBVEY OF EDUCATION, 1924-1926 OOUBPUOMB iSpep 93BJ9AV )WHfOONNH«( >*Ot^OOttco ) CO > CO CO }n9innojna « o F7 8? 28 So 8 2 5§ S3 S3 o> co 8 >o ®o m 8 © cS m to ■<»< © io M co oo >o no ujococoho^^noico COt^ O Tf COCOOO CO ONN i— I SJ9qOB9j, siedpnud pnB sJosiAJ9dng NrH i i—i 04 NMHHNNrtrtNNN C^l T— 1 1— i r-1 sjooqos ;o jeqranN ihhhhhNhhhh iMCNIMiMMMMi-iiMMIM 90UBpu9^B ^[IBp 93BJ9AY iueranojua i28 I *0 Tt< SJ9qOB9X SI0BIAJ9dng peprqo -ui sepBJO sjooqos jo jeqiunN 90UBPU9JJB ifjIBp 93BJ9AY ONHlNNiOOOWpH^^COX CO CO OQ 00 ^ CO 00 *C CO u •OCJOtNCOOCOOO^Gi^^NCJ ^NMeCC^OO^^C^iHO U oi co oo t>» oo co i-h o eo co e* »o eo co co go co co i> oo co co oo co u r-T r— T r-T r-T C^ ^ r-T CO* i~T *-T r-T COCOC^C^C^^T-H^C^CsTr-^ Ofr ^oerajjoina CO CO 8SS £ I 04 04 i-H CO l-H t-H CO T him TJH -cfH CO Tt< *0 iM *C CO M IM Nhh CO CM CO © *0 I CO^t'-lOCO'-ICO'cCl©' SJ9qOB9X srBdiouTJd pnB saosiAjadng IQIO^OIM UMOt' I 00 K3 rH t» O CO t'- 05 CO ■** T»l O ' sjooqos jo i9qtanN *C CO O »C 00 CO 00 CO >d CO IM «C 00 00 05 05 00 t" O »C CO -cJH M »o CO 9DUBFPU9JJB A I rep e3ei9AY > lO 03 TfH CO Tfl 1 ^uatnnojua OOlMOIMN'>#u3'IO 05 IHIO iO )t^a> -©©N Tf< G© *-H WhhhHHHWHHHH^NHHHH!NhINHHNHHHHMHHHHHH Wh^whhWhM n'<)OHOHOii:M«01«OMfflrHONiO®WOiOHN CO CO* eo" Of of of CO *-<" Of to t*T co of fH of of of tjT r-T T*r csf ©TfCC: W WOrf NOW 00 oii^cpCMrr — ^ wn r> 05 O 00 to CO 05 O ^ O Oi of of of fHiH of to fH^V of F-f of of »-T of of of CO f-T of of of ' £ 22 ^ £ 00 ^ 2£ ^ ^ ^ 1:0 ^ ^ ^ 10 ° 2! 10 40 ^ ^ ^ ^ owwt'o cocooo n- 05 fh ^ 05 ^ co to f-h go 'OOCOCON-OOCOr-H^T^to^HOOtOCOCOCOCO’-ttOOtOCOO^^tOCCOOtOCOObcOCOtOO r^CO^N-tON»N-COtO rtitOCO O C^OON-COOOtOtOOOCOCOCOOiOiOtON-N-COO^OiT^tOOsOcON-OOtOOO^OOOtOTttCO t* CO 05 CO 05 N- N. 05 NCCN iO t Estimated, t Data of 1923-24. 676 BIENNIAL SURVEY OF EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 677 S3SSSiaiaiSS85IS58S53SE8aSS §§§§§§! SSS1 SI ISSl „ ~ ~ _r 8SSSS86S99S3SSSSS9gSSSSS8gS 8883383 mi U S5" 88S8 rf tH rH T-r ^fcsasa-sassssasss&sssagss'sa "®s85ssa8 ss ss S8®8 ~ m^-h-h Mr-. M rr M M M rH rH rH rH MMHH MMMrHrHrHrH MH^H Mr-1 MM r-.Mr-.i-. HrtHNHHHHHHHHHHHHHHHHHHHHHHH i-H r-t i-H i-H i-H i-H r-t CO CM CM CM HH CM CM ^HriH 18X0 ‘I !E jg i E£6 in 1 rf i i • i ■ i ■ 1 543 552 612 360 3 ; rs“ ! [ CO 1 © !-H~ jg i I'- i j2 : ill ! rH • • i | i Is " : ;* |8 JO ;8 i 1 • : g 3 m2 r-H l .© M • CM r-t • i 1 • • CM - 7-91 ; . i ;j :? • is- s :? : 1 i i i :?? • i^ i>- • i • 1 : ? i s n • cm l-H i CM • 1 ' ' lSSii§g|s's3iillllg§llS51sIS l'gl§Sli 2iS§ Si ss im W(N>VNff^(NHVMrtN^wVHNV(NNVM NM HH^HWNff eO*fcCeo“cC^c4‘e^rHc<5,r4'e«-c<5,etfrHefefe4‘ef. IC- 04 t}< CO O0 CO c©t**Q 00 t> © 00 eocoSeo »§o4co ijugrafloiug; < CO CO 05 CO © 05 CO 00 00 05 CO 00 ©O © 05 I 04 CO 00 >0 UO OQ © 00 00 05 tH UO 00 00 « t>. 04 Tfi -cfi i-i 25 o 04 co io 05 oo »o t'- S CO S sjgqoBej, 04C0 CO IM hi 04 im CO CO T ) 04 04 CO 04 • S CO Jh 5) co § siBdioniid puB sjosiAjadng rtd iHHHCOHMNi C4 04 04 04 .I 04 04 sjooqos jo J9qran|q IC4--H040I'— 10)040404. T ^ 04 04 i—i 04 CO 9DnBpU9JJB j£jIBp 93BI9AY 05 S ^ueuqioiua; SJ9qOB9JL sjBdiouud pub sjosiAJ9dns pepnp -HI S9pBJ£) 05 00 it tt sjooqos jo aeqranjq 90HBPU9JJB ApBp 92bj9ay i © 00 t" 04 Tf t-- 00 04 Tf lO O0 CO g , oo CO CO CO 00 00 CO “0 CO O Tf! CO 00 lOJNO^^CCOOiOOOONCO I>* rH H CO (N TH w tjT H rt" (N T-H r-T r-T i-T gas co t-h co Q os co ^ o o oo o ^HOSH iO t>- CO r-T CsT CvT rH of CO CO ^uemnojua . >04©Tf 00' sjooqos jo jequin>i Tf »0 CO CO O 00 00 O CO CO t> 1- 05 00 CO Til t>*OOCO TJ1T} _ cl oS-2 ills .a d « .BXJ «3 > CITY SCHOOL SYSTEMS 679 IMSS** HONlOHNOWHOOOH ©CMCM©©CMC£©CO^«'«2 © © *o CO HlOH lO^OJ 00 S § r-H ^ CM CM CO co © oo cm S © © © © c$ © CM ^ CM *-T TjT cm CM* © co ^ ^ © co ^ © coco COO500©OS*O«p^iONN © © Tf05iONCM*000?50»HOiO CM co i-T cm" cm" cm *-h" ^-h* r-T r-T *-T cm* cm* ^h" jo co *H cm" cm" co" S^h©CMOOCOOO^OO©CO*-< NCMiOt'^Q'OCOiOrHrfQO ©i— iQOt>»©©©COi— l CM Tt< © CO CM *h CM CM © CM CO h h CM CM CM H H h h h CM CM ©CM ) CO GO CM H © © CO ^ CM 00 00 ^ O 00 < >©©oo o ooco©©^©© ©coooooi 5 CO © *H C « CO CO t> c ©©00© © ©i-H*HCM©©© t>- CO CM t-h CM Tt< © CO CM CM © 00 Tti c © © © © © >r^©©©co oo © © © © © i j © © » © ^ 00 00 1-H © © CO CM CO CM r-H . oo^^H©or^T^©r^* t^CM©5l©©t^CM©< ©CM©CO©CO©COCMC ©co©t>»©ao©Tt<©©aoT* © ©©©l^©Tf©00Tt<©00© 00 a> i W *5 CO Cft s?5S tJj M O) S’" S«#t!So 0.2 g’S 50 --S’? 3 8^.s S? oo ■a 33 X)T O ^ ».„0_3 w.„ as O a? s o * Bail’S ! an 3 § illlllil la 3 .2 & £ £ £ S3 I 1 a o =3 £2 o -d g ! « w 680 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 8. — Night schools and summer schools in city school systems, 1925-26 GROUP I.— CITIES OF 100,000 POPULATION AND MORE City Night schools Summer schools Supervisors and principals Teachers Students Supervisors and principals Teachers Students Elementary XI bo w Vocational Elementary 43 be s Vocational Elementary Junior high 43 to w Elementary Junior high .a bo s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Birmingham, Ala - 5 62 1,939 Los Angeles, Calif . 33 603 23 62, 638 2, 342 102 690 73 262 21, 124 2,254 8,839 Oakland, Calif - 6 5 47 14 267 3, 997 575 San Francisco, Calif 10 43 143 4, 144 10,235 Denver, Colo _ 1 55 2, 770 3 14 10 31 632 446 1,080 Bridgeport, Conn _. 3 6 32 156 1, 121 2 16 12 458 224 Hartford, Conn. .. 4 14 41 109 482 1, 141 New Haven, Conn _ 4 lfi 20 9 212 343 1,033 13 89 4, 301 Wilmington, Del... 24 21 759 575 2 20 13 592 349 Washington, D. C... 9 48 101 76 2, 011 5, 280 2,815 4 148 "’I4 77 3, 467 326 2,794 7 65 67 2, 678 935 Chicago, Ill _ oq 415 761 18, 773 34, 804 19 105 499 5, 388 13, 142 2 20 13 990 424 2 41 1,062 Kansas City, Kans . . 2 60 2, 524 Louisville, Ky _ _ 5 21 23 1,070 823 6 16 24 839 926 New Orleans, La _ 3 17 3 124 3 7, 674 Baltimore, Md„ ... 19 119 113 28 4,080 5,082 967 12 55 23 4 31 2, 445 1,440 1,766 Boston, Mass 26 247 154 30 7, 614 6,248 1,609 20 347 43 14,208 1,043 Cambridge, Mass _ 10 70 18 29 1,411 524 688 3 60 HII 31 937 551 Fall River, Mass 18 59 27 66 1, 677 622 1,194 4 26 Lowell, Mass g 20 41 71 558 1,375 2, 367 10 7 375 235 New Bedford, Mass.. 8 65 23 1, 091 1,058 4 12 482 Springfield, Mass - 8 47 36 46 1, 356 1,333 1,227 2 26 23 11 662 656 374 "Wnreester, lVTass 15 59 32 58 1,525 1,206 913 1 4 36 1, 198 Detroit, Mieh ^ 20 200 380 10, 517 17, 003 4 15 4 520 4 120 19, 720 4, 568 Grand Rapids, Mich 205 4, 873 Minneapolis, Minn.. 15 57 56 12 2, 217 2, 296 858 23 163 21 25 5, 592 906 1,211 St- Raul lVTinn 9 50 1, 370 2 21 6 47 670 «1, 079 Kansas City, Mo - 9 20 81 29 846 3, 078 1,183 9 51 mi 17 1,713 586 St Louis, lVfo 15 26 642 1,198 24, 611 41 725 205 25, 602 4,203 Dm a Netir 8 36 23 1, 338 1,902 Damrien 1ST .T 1 4 9 124 224 Jersey City, N. J - 9 48 76 5 1,647 3,449 90 18 248 .. 12 8, 408 1,003 Newark, N. J _ 17 89 145 46 3, 888 4,904 2, 220 27 395 10 78 14, 293 243 2,080 Paterson "N" J 10 9 22 59 821 615 1,588 1 24 15 596 368 Trenton, N. J _ 4 24 29 2 538 764 30 2 28 "19 11 1, 134 388 374 Albanv XT V 2 14 37 889 1,280 UXl VJCXLXJ f -LX . j- - - - Roffalo 1ST Y 35 195 122 382 5, 892 3, 990 8, 830 30 451 83 17, 932 2, 195 New York, N. Y _ 39 106 592 370 5, 388 43, 547 22, 332 66 662 _ 229 32,231 16, 659 21 3 54 128 35 2, 149 2,563 IVULllvOtCl y -L X • X — - - 8vrnms»p Y 1 36 26 967 584 VJ J L UbUoOj XX . X - - Y onkers "N" Y 1 16 24 838 1,071 A Irrrvn Ohio 2 23 11 1,000 635 1 53 16 1, 182 500 Cincinnati, Ohio _ 13 15 116 74 677 4, 337 4,982 1 37 47 1,132 1,300 Cleveland, Ohio _ 42 146 247 18 5,413 10, 131 447 13 192 96 170 5,889 2,452 5, 919 Pollimbns Ob in 6 2 6 14 6 18 856 1,299 5 23 24 781 793 Payton, Ohio 2 6 9 131 149 227 4, 101 2 32 5 1,081 438 Toledo Obin 5 15 37 69 283 1, 258 2,773 2 14 10 4 500 4 300 Youngstown, Obio _ 1 9 634 PnrtlfiriH OrPcr 1 11 28 53 250 1,303 -2,283 l Ul uaiiUj v/icg, - Philadelphia, Pa _ 30 132 511 9 6, 050 24, 958 390 19 322 _ 196 11,112 5, 975 Pitf’chnrcrb Pq 42 208 318 36 2,592 7, 508 1,284 4 80 2, 184 X ItloUU.1 gii, JL 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Enfield, Conn _ 1 3 5 3 196 3 13 3 212 3 2 1 3 107 8 1 21 2 741 65 Milford, Conn _ 1 2 42 1 3 10 3 276 1 3 15 3 125 1 19 300 Norwalk, Conn _ 1 7 404 Norwich, Conn _ .. 4 98 5 95 Torrington, Conn _ 1 3 6 3 187 Wallingford, Conn 1 3 7 3 122 1 9 317 Key West’ Fla 1 6 85 Athens, Ga _ 2 3 16 3 554 La Grange, Ga _ 1 4 2 30 20 Rome, Ga _ 1 4 35 Way cross, Ga _ 3 2 338 1 2 6 27 40 Boise, Idaho _ 1 32 330 Blue Island, Ill- _ 6 97 Cairo, Ill . . 1 4 150 Elgin, Ill . . 1 8 269 Freeport, Ill 12 300 4 172 Granite City, Ill 1 6 90 1 2 50 La Salle, Ill _ 3 28 Lincoln, Ill _ . 2 35 Waukegan, Ill _ 5 149 Anderson, Ind 3 19 3 419 -.-10 2 3 208 65 67 Bloomington, Ind. .. 3 60 Elkhart, Ind . 1 17 440 Huntington, Ind .. 1 3 11 3 216 La Porte, Ind _ 3 8 3 136 Logansport, Ind _ 3 18 3 374 Marion, Ind _ _ 17 203 1 11 Michigan City, Ind_. 1 3 14 3 474 Mishawaka, Ind.. .. 1 3 14 3 271 Newcastle, Ind 1 7 200 Richmond, Ind 1 3 18 3 243 Whiting, Ind . . 1 3 27 3 1, 008 3 12 3 3 335 75 65 Fort Dodge, Iowa _ 1 3 36 3 550 1 4 215 Iowa City, Iowa _ 3 18 Keokuk, Iowa .. 1 12 190 Marshalltown, Iowa . 3 4 332 7 113 Muscatine, Iowa _ 3 11 3 160 Arkansas City, Kans. 1 3 5 3 167 Atchison, Kans _ 2 24 Chanute, Kans. 2 3 8 3 227 2 47 Coffey ville, Kans _ 1 4 50 19 2 1 409 71 16 Hutchinson, Kans 1 2 2 74 155 Independence, Kans . 6 8 321 297 Parsons, Kans _ 1 8 135 1 4 1 2 90 20 50 Pittsburg, Kans _ 2 40 14 3 307 71 Salina, Kans _ 1 3 11 3 291 Alexandria, La _ 3 60 4 8 88 262 Auburn, Me _ 6 87 Augusta, Me . 10 210 Bangor, Me.. 1 24 787 Bath, Me. 1 17 447 Biddeford, Me 11 3 200 197 Sanford, Me 16 279 Waterville, Me 1 3 2 85 36 Annapolis, Md 2 55 Hagerstown, Md 3 134 Adams, Mass _ i 8 233 3 Includes night schools of all types- CITY SCHOOL SYSTEMS 685 Table 8. — Night schools and summer schools in city school systems, 1925-26 — Con. GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued City Night schools Summer schools "3 a C3 ©I, O > .9 5 o. a. 3 GO Teachers Students T3 a a co jq o ft .“ o 5 ft ft a CG Teachers Students >> 03 1 a o s 33 fcfi a cd a o > >> h 3 S a 3 w> w 03 a _o 8 o K> b 5 . a > 03 a a 3 33 M 2 0 'a 3 XI M a i 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 6 5 154 141 3 3 79 90 1 10 277 6 270 4 5 4 13 194 103 280 1 4 6 96 182 1 4 . 122 1 15 243 4 72 1 7 125 1 3 27 3 722 1 2 5 15 35 88 510 2 53 1 3 12 8 367 1 103 10 97 I 4 4 63 123 1 3 7 49 141 5 54 Natick, Mass _ 1 2 4 39 48 North Adams, Mass. 1 11 8 281 245 2 65 Northampton, Mass. 2 4 27 53 1 10 14 I® 316 Northbridge, Mass 4 68 5 96 Norwood, Mass _ 2 8 16 8 234 1 10 6 10 114 Peabody, Mass _ 1 1 3 33 40 Plymouth, Mass _ 2 4 87 1 4 120 Revere, Mass _ 5 8 12 126 225 1 10 16 1° 513 Southbridge, Mass _ 2 8 11 116 197 Wakefield, Mass _ 1 8 6 8 87 1 10 3 19 99 Watertown, Mass.. 8 5 49 109 Webster, Mass _ 1 8 17 8 366 5 2 105 42 Westfield, Mass... 1 3 3 8 47 West Springfield Mass _ _ 1 6 165 1 2 76 Weymouth, Mass _ 1 5 75 Winchester, Mass. .. 1 25 2 19 Winthrop, Mass _ 1 2 3 48 46 Woburn, Mass.. . 1 5 1 106 20 1 3 47 Ann Arbor, Mich _ 1 8 9 8 213 4 15 11 421 325 Calumet, Mich _ 1 15 6 367 181 1 2 14 76 319 Escanaba, Mich . 3 2 3 40 Ironwood, Mich _ 1 10 4 337 88 Ishpeming, Mich . 3 2 834 Marquette, Mich _ 2 48 Port Huron, Mich 8 14 3 250 » 22 8 250 Sault Ste. Marie, 50 Mich _ ... 1 1 6 27 155 1 1 2 70 29 Traverse City, Mich. 4 82 Wyandotte, Mich... 8 8 8 300 6 5 161 103 Faribault, Minn _ 3 2 3 29 Hibbing, Minn _ 1 831 8 518 Mankato, Minn _ 1 8 11 394 4 10 12 10 279 Rochester, Minn . 34 8 55 St. Cloud, Minn . i 3 30 3 646 Virginia, Minn l 49 1, 151 1 16 700 Winona, Minn . 88 3 196 Biloxi, Miss . 4 138 Greenville, Miss _ 1 8 4 222 68 Jackson, Miss . 1 6 "3 3 1QQ 100 40 Meridian, Miss . . 4 3 6 83 43 111 Natchez, Miss _ 3 1 73 15 Hannibal, Mo . . 1 21 Joplin, Mo _ 11 92 4 3 43 67 Billings, Mont. . 3 2 3 45 Great Falls, Mont.. 2 Is 5 422 162 8 Includes night schools of all types. 10 Includes summer schools of all types. 8 Includes junior high schools. 17886° — 28 - 44 686 BIENNIAL SURVEY OP EDUCATION, 1924-1926 Table 8. — Night schools and summer schools in city school systems, 1925-26 — Con. GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued City Night schools Summer schools fl 03 w CO 13 If o. 3 CO Teachers Students T3 N a> .S' Li O o a L.T3 © a ft03 3 CO Teachers Students b ca 1 a o» 3 ■s w | 8 o > b S g | 5 ■a s 03 a .2 C3 § > >> C3 g 1 S .a bp H Li .2 ‘S 3 *-» bfi w b 03 g B CD 3 bp H Li #o § S3 bO w » 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Grand Island, Nebr.. 1 320 3 350 i 17 Reno, Nev _ _ 3 1 59 16 Berlin, N. H . 3 10 3 213 Concord, N. H _ 2 57 1 1 12 5 Dover, N. H___ . 4 60 Keenej N. H _ 3 50 Laconia, N. H _ 3 13 3 109 Nashua, N. H _ 3 31 3 604 Portsmouth, N. H _ 1 3 3 46 45 Asbury Park, N. J _ 1 3 2 3 94 Bloomfield, N. J- 1 314 3 374 4 4 105 70 Bridgeton, N. J _ 2 1 1 48 28 23 Carteret, N. J _ 38 3 248 Clifton, N. J . . 3 5 3 214 3 3 3 164 6 202 Garfield, N. J _ 4 184 Hackensack, N. J _ 1 3 13 3 234 1 io 13 i° 308 Harrison, N. J _ 7 164 1 Irvington, N. J _ 6 248 1 1 10 291 Kearny, N. J . . .... 16 342 2 20 967 Long Branch, N. J _ 1 3 63 4 18 589 Montclair, N. J 3 19 515 2 26 730 Morristown, N. J._ . 1 31 Plainfip.ld, N. .T 1 6 2 171 99 Rahway, N. J 1 7 174 Summit, N. J 2 1 87 35 Weehawken, N. J _ . 3 31 West New York, N. J. 1 19 566 West Orange, N. J 7 97 Albuquerque,N. Mex. 1 15 351 1 4 6 5 115 93 177 Batavia, N. Y _ 3 11 3 139 Rp.annn, N. Y 2 47 Cnhoes. N. Y 2 94 Corning (Dist. No. 9), N Y 3 98 Cortland, N_ Y 3 2 48 75 Dunkirk, N Y 1 3 27 3 391 1 4 101 Fulton, N Y 1 3 2 3 39 1 4 122 n-pupva, "NT. Y 3 4 6 39 9 178 1 4 75 Glens Falls N Y 2 2 1 45 68 39 frlnvArsvillp, TV Y 9 5 102 149 TTp.rkimp.r, N. Y 4 52 Hornell, N. Y 1 19 436 Hudson, N. Y 1 13 364 Tlinn, NY 2 51 Tthara, N. Y 7 15 11 155 463 170 Johnstown, N. Y _ 2 2 32 35 TTjngston NT. Y 1 3 2 28 34 Lackawanna N. Y _ 1 13 701 Little Falls, N. Y.l.l 1 3 6 3 133 T.nrlrnnrt N Y 1 3 4 26 118 190 Middletown N. Y _ 1 36 3162 North Tonawanda, N Y 1 37 3 231 Ogdpnshnrg, N Y 1 1 4 10 41 Olpnn N Y 2 3 12 3 445 Oneida N Y 2 20 f^neonta "NT Y 2 25 Ossining N" Y 3 39 Oswego "N" Y 2 15 114 1 8 218 PpplrQlri’n N Y 1 29 T>]offoKnrcr "NT V 3 5 3 180 ridttouiiig, i > . x - - Port Chp^tpr M V 6 174 rui t viicsici, . x — Port Jervis. N. Y _ 91 7 28 151 3 Includes night schools of all types. 10 Includes summer schools of ail types. CITY SCHOOL SYSTEMS 687 Table 8. — Night schools and summer schools in city school systems , 1925-26 — Con. GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued City Night schools Summer schools •3 a 03 m E? O O CO p o. 3 CO Teachers Students a 03 CO It J? 3< a 3 CO Teachers Students >» 3 3 ® a QJ s j a 60 W 03 a o 8 O >> c3 a 0) B P 3 XI 60 w 1 8 >> 03 3 « a ® s .a 60 3 Sh O '3 3 .a 60 w >> u flS a a S _60 3 0 3 3 S3 60 s ■ 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Rome, N. Y. 1 37 3 202 Tonawanda, N. Y _ 4 88 Watervliet, N. Y _ 2 81 White Plains, N. Y_. 1 3 13 1241 573 1 14 10 369 181 Asheville, N.’C 2 3 27 3 865 Durham, N. C _ 6 16 11 460 140 1 4 85 1 10 204 1 4 98 Salisbury, N. C . 1 6 57 1 6 67 Fargo, N. Dak . 1 3 8 3 355 1 6 91 Grand Forks, N. Dak 1 3 8 3 254 2 4 4 57 118 90 3 5 3 130 Bucyrus, Ohio _ 3 1 3 24 1 2 1 96 11 Chillicothe, Ohio _ 4 148 4 175 Cleveland Heights, Ohio _ 1 4 10 207 407 Coshocton, Ohio. 32 3 45 East Liverpool, Ohio 34 3 124 Elyria, Ohio . . 7 7 154 108 Findlay, Ohio . 4 250 Fremont, Ohio . 3 11 3 132 Lancaster, Ohio . 1 4 1 104 60 Mansfield, Ohio _ 3 2 3 17 Norwood, Ohio _ 4 2 113 41 Piqua, Ohio . 1 3 3 74 33 2 "_2 2 36 31 19 Salem, Ohio . 1 1 3 19 14 45 Sandusky, Ohio . 2 27 11 5 460 77 Steubenville, Ohio... 2 1 68 33 6 160 Warren, Ohio... . 1 7 11 140 202 "”2 17 6 8 325 150 129 Zanesville, Ohio _ 5 1 170 87 Ardmore, Okla . 1 3 6 55 95 Guthrie, Okla . 1 4 85 Shawnee, Okla . 1 5 170 Astoria, Oreg . 1 9 193 Beaver Falls, Pa _ 2 4 121 71 Braddock, Pa . 3 88 Bradford, Pa _ 1 40 Butler, Pa . . 1 3 62 Carrick, Pa.. . 7 4 249 183 Coatesville, Pa . 1 3 11 3 304 Dunmore, Pa _ 3 63 Greensburg, Pa _ 1 3 2 3 102 Homestead, Pa.... 1 3 4 16 146 100 293 Kingston, Pa . 6 79 Monessen, Pa . 3 12 3 209 Nanticoke, Pa _ 1 3 15 3 400 New Kensington, Pa. 1 3 17 3 334 North Braddock, Pa. 17 3 476 65 Shamokin, Pa . 9 223 Shenandoah, Pa _ 1 42 Steelton, Pa . . 1 3 2 5 43 51 122 Warren, Pa.. . . 2 60 5 102 WTest Chester, Pa _ 1 18 328 2 4 2 118 46 Woodlawn, Pa . . 1 2 3 21 33 Bristol, R. I _ _ 2 3 7 61 240 Central Falls, R. I... 4 18 20 131 287 2 9 275 Cranston, R. I . . 1 3 8 5 84 132 68 Cumberland, R. I _ 4 5 2 52 95 34 East Providence, R.I. 1 4 90 Warwick, R. I _ 3 48 West Warwick, R. I.. 1 13 7 216 112 Anderson, S. C . 1 3 ..... 44 Greenville, S. C . 1 7 6 115 135 * Includes night schools of all types. 688 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 8. — Night schools and summer schools in city school systems, 1925-26 — Con. GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued Night schools Teachers Students Summer schools Teachers Students City S uper visors principals | Elementary High Vocational Elementary r3) a V ocational I Supe r v i s o r principals Elementary Junior high JO, fco s Elementary Junior high High * 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Aberdeen, S. Dak _ 1 3 14 3 367 4 .. 144 Sioux Falls, S. Dak.. 1 3 6 3 177 18 6 416 227 Cleburne, Tex _ 1 9 153 Corsicana, Tex _ 1 1 2 4 27 32 59 Denison, Tex . . 1 5 125 Paris, Tex _ 4 70 Port Arthur, Tex _ 6 260 1 7 195 San Angelo, Tex _ 2 4 4 43 75 Sherman, Tex _ 1 15 4 3 55 56 Tyler, Tex _ 4 3 42 100 Provo, Utah _ 3 45 Barre, Vt . 1 4 146 Burlington, Vt _ 1 3 12 3 345 Alexandria, Va _ 2 2 80 54 Charlottesville, Va... 4 4 163 171 Aberdeen, Wash.. 3 6 3 133 Bellingham, Wash _ 10 395 Everett, Wash _ 1 12 7 146 384 2 3 3 52 25 Hoquiam, Wash.. .. 1 3 64 3 .... 1 42 12 7 Bluefield, W. Va _ 8 280 Morgantown, W. Va. 1 3 13 3 320 Appleton, Wis . ... 1 27 591 o 71 Beloit, Wis . 1 8 642 Eau Claire, Wis _ 21 409 Fond du Lac, Wis _ 1 33 941 Janesville, Wis .. . 66 2,221 Marinette, Wis _ 1 41 Wausau, Wis.. _ 1 19 705 West Allis, Wis _ 2 3 30 26 Cheyenne, Wyo _ 1 19 325 2 2 | 2 2 42 27 62 Total - - 164 1,725 501 309 40, 250 16, 317 8, 717 87 j 642 67 327 17, 753 1,435 7506, * Includes night schools of all types. Table 9. — Americanization classes in city 'public-school systems, 1925-26 GROUP I.— CITIES OF 100,000 POPULATION AND MORE City Super¬ visors and prin¬ cipals Teach¬ ers Stu¬ dents City Super¬ visors and prin¬ cipals Teach¬ ers Stu¬ dents T.ns Angeles, Calif 4 73 8,749 Fall River, Mass _ 1 143 1, 394 Oakland, Calif 1 39 2, 335 Lowell, Mass _ 1 29 279 San Francisco, Calif _ 1 3 1,080 New Bedford, Mass _ 1 88 3, 083 Denver, Colo. _ 1 10 724 Worcester, Mass . . 13 41 1, 117 Bridgeport, Onnn 2 37 1, 147 Minneapolis, Minn _ _ 24 1, 578 Hartford, Conn _ 47 1, 290 St. Paul, Minn _ 1 13 New Haven, Conn _. 6 28 1, 556 Camden, N. J _ _ 4 156 Wilmington, Del 1 46 1, 346 Newark, N. J _ 1 50 Washington, D. C 4 46 2, 080 Paterson, N. J _ 25 687 Chicago, Til 1 48 3, 222 Trenton, N. J _ _ 17 424 Des Moines, Iowa _ 6 280 Albany, N. Y _ 1 15 429 Louisville, TTy 1 4 205 Buffalo, N. Y . . . 146 4, 576 Baltimore, Md 1 50 2, 129 New York, N. Y... . 98 904 49, 442 Boston, Mass _ 52 1,254 Rochester, N. Y _ 142 3, 327 Cambridge, Mass . I 65 1,414 Syracuse, N, Y . 6 54 2,089 CITY SCHOOL SYSTEMS 689 Table 9. — Americanization classes in city 'public-school systems, 1925-26 — Con. GROUP I.— CITIES OF 100,000 POPULATION AND MORE— Continued City Super¬ visors and prin¬ cipals Teach¬ ers Stu¬ dents City Super¬ visors and prin¬ cipals Teach¬ ers Stu¬ dents Yonkers, N. Y 9 441 Providence, R. I _ 20 660 Akron, Ohio 21 440 Houston, Tex 1 125 Cincinnati, Ohio . 5 43 2,033 Norfolk, Va . . 1 6 91 Columbus, Ohio 3 19 831 Richmond, Va... . 1 5 1130 Dayton, Ohio 10 230 Seattle, Wash . 18 677 Tnlp.dr>, Ohio 1 34 1,483 Spokane, Wash . 3 451 Portland, Oreg _ _ 30 1, 305 Milwaukee, Wis... . 2 3 105 1 9 oc Q49 | Philadelphia, Pa _ Pittsburgh, Pa 1 oo 28 2,375 Total _ _ 171 2, 481 109,937 Reading, Pa .. . . 8 163 GROUP II —CITIES OF 30,000 TO 100,000 POPULATION Berkeley, Calif _ 1 7 436 Long Beach, Calif _ 1 3 42 1 16 549 25 817 Savannah, Ga _ 1 8 Aurora, Ill.: East side _ 1 8 244 West side . 1 2 41 Decatur, Ill . . . 4 97 Evanston, Ill. (Dist. No. 76) _ _ 1 7 375 Moline, Ill . . 3 55 Peoria, Ill. . . 1 104 Fort Wayne, Ind.. _ 2 169 Kokomo, Ind . 1 1 10 Terre Haute, Ind . 31 Lewiston, Me _ _ _ 17 486 Portland, Me 1 3 243 Brookline, Mass _ _ _ 4 90 Chelsea, Mass.. 1 34 811 Chicopee, Mass _ 1 13 336 Everett, Mass _ 1 15 531 Fitchburg, Mass .. 3 33 831 Haverhill, Mass. _ . 1 22 417 Holyoke, Mass 1 37 885 Lawrence, Mass.. . 6 42 985 Lynn, Mass 1 32 654 Malden, Mass _ 2 22 595 Medford, Mass .. . . 2 26 Newton, Mass. 2 8 203 Pittsfield, Mass _ 1 10 372 Quincv, Mass 1 20 545 Salem, Mass. 4 18 410 Somerville, Mass . 3 9 562 Taunton, Mass _ 1 12 186 Waltham, Mass . 1 5 210 Bay City, Mich _ 2 32 Hamtramck, Mich 2 21 1, 720 542 Highland Park, Mich _ 1 13 Saginaw, Mich, (east side).. _ _ _ 12 261 Duluth, Minn _ _ 9 30 1, 019 312 Atlantic City, N. J 1 10 Bayonne, N. J _ 2 105 Elizabeth, N. J 2 18 500 Hoboken, N. J . . . 2 30 472 New Brunswick, N. J. .. 10 440 Orange, N.J . . 5 159 Passaic, N. J 1 11 430 498 Union City, N. J _ _ 1 11 Amsterdam, N. Y _ 18 219 Auburn, N. Y _ 6 100 Binghamton, N. Y. _ 24 875 Elmira, N. Y... . 5 249 Jamestown, N. Y _ 1 15 504 Mount Vernon, N. Y _ 11 489 New Rochelle, N. Y _ Niagara Falls, N. Y _ 2 2 16 23 536 970 Poughkeepsie, N. Y _ Schenectady, N. Y. . .. 1 6 7 38 224 1,232 398 Troy, N. Y. (Union dist.) Utica, N. Y._ . . 11 8 48 2, 193 Canton, Ohio. _ 1 18 726 Lakewood, Ohio . 1 9 240 Lorain, Ohio _ _ 1 4 331 Allentown, Pa.. 1 564 Altoona, Pa. . . 4 128 Bethlehem, Pa _ 3 141 Easton, Pa.. . 1 3 123 Erie, Pa _ _ 5 13 403 Harrisburg, Pa . . 4 140 Johnstown, Pa . . . 1 8 289 Lancaster, Pa... . . 2 46 McKeesport, Pa _ . 1 8 254 New Castle, Pa 1 2 109 Norristown, Pa _ _ _ 3 60 Wilkes-Barre, Pa 1 7 203 Williamsport, Pa _ 2 68 Newport, R. I . . 2 27 El Paso, Tex . . . 2 181 Ogden, Utah _ 1 4 76 Portsmouth, Va 1 21 Charleston, W. Va _ 3 62 Wheeling, W. Va.. 4 100 Total. . . . 91 955 31, 127 i Estimated. 690 BIENNIAL SURVEY OF EDUCATION, 1924-1926 ■o as i © B 3 sll a s-,a b « ag 8 3 a » >» PQ o d o H* « § a »s ©■© 2 t> © •3 © © O u * <_ >> X «w . o+f£°j„Ai5 m © aw © CL„ , 'O co d o * 2 a S.S *'2 a MftflU 03 d'd c3 d 3Ji o> 5 £ 2 o 3 _H 3 < o b > -H g w g-glgg © _ « s 2^.2 v. 2 ^ > W 04-3 o ’« > *“ a 3 ** 5 ^ sl P 5 BS OCQ §]§ ® > 1 § « g-g c3 ?\2 3.2 ^£02,2 "a ©^ 828 S ££8 00 CO CO CO 00 (NO CO ^ © 03 4jH 03 03 i in co 03 t> ® 1> — < 03 "S bCTO i .. fl a 2 £ i-T co 8 3 -O S §1 « %oE « a. .-3^.2 | fe 8 oo *o ^5 o >aOa;a M3i«5 3fixgsaa^a|^3 ’g S’ § g S^5«v-2.g a I S gi §H I |i?o|.Sc 22 g'| 8 1 1 JJi (—4 M r-*f/i QRrrtl>*2fc3!3 3 4 o q S' & M M S CITY SCHOOL SYSTEMS 691 i3Ili§§ b- co £8 II is i slsli illsli ISiSiss 8 Ills 1 S1I3SII si si £ lisil i'f§‘§¥¥ mmm i sg'l; S ^r-TcsT^cWco* 8f* oTtfT S in «T oVgWoo^ oo* is" § i i ins li IS si | SSISi ilSSIS S85S8S8 1 fill i 1 i ! r¥i cT o ^ y-i *€ m 1 **»§« fiiw iil'flil s sm i i | j ,-T «S CO «wT O ^ 'gS 1:8 w 3d g a 3J8 2 > 5 ® ° <5 o * % > 5«Sfe( sg“i 0.2,0 ph 53 'S >>13 & co Is .1? A fe fl © © 1:3 ft-2 S&8J3 OSJ.-BS. o •rt g fl ©d o o 3 >’w 0*3 Q-S-g"--g d 43 5 ►* g! |§ Ph Oco pq U2 3.2 I'S4" 00 H H G5 r>- CC CO CO CO o oo oo co u- ^ of co* © i-r to 05 © U- O XOCOIN co COr^CO^f of Ol O Ol 00 CO TjT oo ? CO of s§ § Cl CO 00 CO tO tO I> 00 lO CO oftd* noco ia TfOO to CD © 00 t"» T^Tic'^f of © ^ b- © Ol CO O Tt< r£ q oi 00 O 00 co © 05 05 ccT of io to oh SS8 ^ 3§8 of rH i— i 05 tO CO CO O 1C rH CO 05 T— 1 00 CO O to CO co tO CO Ol c* 8 > Ol Ol CO PrHCfi-T 05 oo 3 c© CO Ol CO Ol CO ^ iO(NH( tO 00 rH U- Ol Ol L- L- 1-1 Ol gla 00 lO CO CO oo i-i co CUO TJH co co oTof o d-p m Ui ? ci 88 S2 8 Ol Ol CO Ol rH to ^ 00 © ^ 05 CO 00 O to rH 05 lO >00 CO ICO of r-H 05 Tt* L- Ol to lalcl-sl i 'C •§ q1-*2 ^ SSgaflg^l|lai*S'ia § S J .3 I § Eh e P > £ £ O 05 CO 00 to Tfl oo 3 oi Ofr-ftC 05 co O r-H (N^ of of to COO( 2^? & o o Ol to co o s p S il co l- co l- oi oi to oi CO to O 1-1 CO CO tC of of CfoOr* co O CO co to CO Ol CO © to CO '3 • 05 ! of ;£ 00 8 of & 416, 127 431, 584 848. 530 ) Ol CO N H GO ^ 2 88$ 05 S © CO 05 Ol 00*00 CO >5 1 r2 S) . >» ..s dm ii nail! i J^gp|m£p 3 S 3 < o CITY SCHOOL SYSTEMS 693 !!§§§ g sis I i?S» §11 mm llllsg glilsSSSIs E1rS1§§ mm i ^ giii m mi mmm mm$m mum «* © CJC^OJIOIN CO 'Oma.S® « £ a S.S 03 2 a “ a§ « 1:8 050 00f- PT3 os a O 3 i i i j jig; 8 i i i 2 ii i i i i i i i i i O i i i i i i 1 1 i i © i i i i i i I* ill; i ; tc ; <© ! 1 ! © © © 1 O O CO CO © © © © CO 00 GO to CO 05 05 ©00 rH © © © ©©^*3 2 ~ cS oo < Ttn* 1 & * © © © © i ©) ©U- GO > to © © rH |i £ ° rH © © 00 Tf< ^ r21ka73 H?|o,SlsllslmSooge3tS3jS 9 3 c3 c3 CITY SCHOOL SYSTEMS 695 IssasSfs IssllIlsSI Is e 13 1 1 § gslslgllll mmm mmmm a t u t s' s tmmm mmm ^-^-.c^rcscstNcf^r-r a si CO NNHNH rirt rH~ S3SSSSSSBSS II i Is s 3 3ll’gSlS'SS'-’ 3"' l' SS § g IgillSiill rISSIs ss‘s'!-*W» ss|'is§ iiiiii II 1 Is 1 1 i i i3§ , i i i ii 1 S 1 ! iss ill i ii iiiiii § j j i i i i§ i i 1 1 s i i i^ ■ • 1 jS 1 j Iccr-T u™ | i»o iiiiii i i i i i : i *, :^r : : : : : : : : ! j j j 1 | j | j | s i i i i i i 36 42,610 1,427 if ! !^r ! i! 3 il >CO e c“ o.Sxj’ £ tlrg ill 8VS8 £ I I IIS f§£ 111 Sftstf- •a§Hl © © ^ 0-2 §o^.S a,j2.t3 a isiie IlSSl * H r-T leS5 38S IIS'S I'll iissssi fills'll lls ISSiil S‘l¥ 1'Sl'g‘Sl »- 8 ©ra.s a o >'w S'-iS o'sE~'j§ TO © S!of I s§§ •a n~ SSSSSsS 11 msii 3 2S2V3S gg O o 1-4 O S' Irs gijsf Ills! gsgs'i IIS SSllII £'§23 g'gjf-Sa CITY SCHOOL SYSTEMS 697 I GROUP III —CITIES OF 10,000 TO 30,000 POPULATION 698 BIENNIAL SURVEY OF EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 699 isillglS 111 SillsSS II IB IISI9 IsiSlW S§ll^lgSgl¥s sll |g |W| J coef lil i i i !§ S S i \n i i i i ! ! ! ! i ! ill 1 ill is! s i is §113 Is 5 $ is i j j isf j i i i££ S i i S ! ; : : : : : : i i i ii rn != i * 1 i 1 1 1 1 1 *—T 1 1 1 ! ! ! ! ! ! ! 1 jg ssrgsf is i ! i i is is i i ii i i ; in i i i M i i 11 i i is i M i j j iff jtf j j is? i i i i i I i i i i i i ; p ||i I ! i i i i i i i ?? i i i* i i i : : : : : : : : : : i i i i i i i \ \ \ 233 500 lla.il 984 313 i ill :::::::::: -r : i i i i i i i : i i i j j S3 i is i ii ills is 1 L- ii i i is if i i i i i 11 i i i i i i i i is i i iiiii |il j : !S‘ is§» |i i- i ! !ui loo ! ! ! i ja j : : : i i *tf i i i i J i z*r\ rs mmc 1 Included in following column. * Included in preceding column. 5 Data of 1923-24. 700 BIENNIAL SURVEY OP EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 701 issgsESssssssg iisiiisiiii mis mmmiiiii mmmmM M^mtarnm m%M 147, 852 88, 657 258, 885 90, 187 182, 286 230, 509 266, 439 133, 997 8,237 169, 889 1,562 217, 212 93, 242 131, 464 25,843 122, 126 116, 669 115, 343 90,604 32, 251 36, 606 83, 158 35, 432 79, 517 9,739 42, 223 35, 774 79, 594 26, 180 35, 922 39, 066 33, 749 100, 598 88, 696 53, 288 7, 687 23,463 13, 709 7,829 11 as jHsgaai i i t-T i tC tC >-1 tjT r-T i i § s' 4,793 § j j 1,039 ! j | ; j I 1,440 296 7, 249 2, 400 205 4, 372 1, 101 2,800 46 3,788 1,105 1 8,000 is ii i1 | i » i I 1,291 i is ! ; jrH j ig i^§ li : th cs' i i i HI s 1 is i i s' j itf i i lili il ig is i if i 127, 956 ill i i S* i is js" iii i i c j J, j | •! i is i'f sasssssassssss «rH^«^cOrH(NU5cOlC ; | 5 ; ;f2 1 1 - 1 6,504 1 8,991 30, 322 ji 1 i i is ; j | oT > 1 1 ! ! ! 8S3gBSS88S8SM 3S3BSa§SS38 8SIS3SSasSS9BS 88888 17836°— 28 - 45 * Data of 1923-24. Table 10. — Receipts of city school systems, 1925-26 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION-Continued 702 BIENNIAL SURVEY OF EDUCATION, 1924-1926 □ o co 3 8323 IC05005 10 00 05 lO H CO O lO o 00 CO lO CO 05 H OJ CD 00CC3(M(N §883 i£§2§88833S2©3; ;2235 CD > O o ® o pi s- ^3 fa S GO g '3 g ra >> ffl § 3 s- O CO lO CO ofoO ^ 2 i Qt_,T3 CO 03 O P ® O | -r-, > & g "S 03 MC005CON»COOOOH ^ 00 CO OCDOC0OC0 0505i0CDOCD^05 CO CO 05 ICOOCO^CNO^O^OOCDCD OON CO~ M •«£ r-f rf lO CO to © of TjT CO M00O5 iDOCDNO(NO^cOCNTt(Na5CO (M T-H HHCO(NCO^(NHH(NHCOHCO n a a *CG O 4J o o >^*3 1OCDO 05 03 CO 0 00 05 T*Vef 3S2: WOOOOCO^ of of of CO 5 >> -*-3 a § !§ pH a_s gCQ Ph MOO 833 00 ic a*0” o O lO 10 ID W C CONOCONiOC i 3 8 ! §£ J £ | § d S ® .. §a s e “ Ill'S fl| 11 flU P.a| gills 1 :i^2s S^SaJ^Sln P^ISIssbq JUf r" c3 C3 c8 a s a CITY SCHOOL SYSTEMS 7C3 IlisSsSSlsssISIslliSsISSIl SllSlSllllslSsli HlllSIS glWi^Ss¥SSlgWi¥SlsIfa¥ SllWSW^sSSfli gsggssSl ,-T j i !o> i | g i $ j 21, 728 518 12, 516 10, 565 83, 187 5, 146 52, 044 351,847 47,904 slim mum S“g‘28'| S”S§‘2‘S||' i i «r ; i i i 1 i i - i is 1-* is ils :^vr i 05 i 22 1 i o | '» ss : IN j is i . . 05 1 CO ! ef ; i ^ 13 il :^r ilg ;g? ii ii si i§ js ii is’ 312, 304 i ii I Is • • il i §8 j 1 i rf | is is Sis II CO ia§is§a= « i § gggiggssisssgsss iiis-iig « ®®o-rtCr-r«o oftfgaT tC^Tef • » i ii i i i ii M . . . : : :s :::::: : i « i !>• i i i i i i • -i— ;— 7— r - - - 1 r i i ; : i ii i i i ii 1 i ii i II i i iss i i Ii I j# i | ■ * • • | 5 jo i 5 I i i i j j is? | i j j j j j i i i i i If i i • • • ■ • • ■ • 1 l« i I i® i is | II II 1 i l§a i i 1® j i il§g!§asiilS§iSliS§8Slliis llgggi|gllgl§s§i g§ig§lsl IS 1 548 199 167 726 826 479 783 006 662 945 563 395 893 326 335 659 337 I i lillsSlsIliillsi 1 i 1 i il « j j j fH cfi> - r-T 1 O' 1 l -*oo -T ®“oo“e4‘ 1 i From tax¬ ation for debt serv¬ ice § i i i rfjjj i ! i ■ ' ' 1,876 15, 870 53, 800 1,200 17, 234 35, 8yu 84, 770 57, 285 is \d ill 1 I 1 2 is'sf g j | $ a & General property taxes and city appro¬ priations - !!§8§i?liS lialislll Hill HI 1 gg's'sg's'gsa' 8's'g‘s‘s das' 1 Other civil divisions for tuition - ISSg&SSSE 3 gg r-H CO CO tH iis IrHOf T 1 1 1 1 j; 38 -Ti-H 12, 292 22, 434 4, 013 i if tom the county Ills **■ j jr-T 1 is ! a | i S ! | ii 15, 787 24, 815 1,533 2,226 58, 143 105, 531 133, 015 66, 617 72, 396 500 137. 931 From the State eo lilllSIH HSIlilsI 89SBS 111 1 ga-s'=8ss'ss aasH'sdsfs sfsfddd s' From United States for vo¬ cational educa¬ tion N i i i i i i i > ■ i i ; ; I Mi i P>» ■£> b - Mississippi: Biloxi _ Columbus... - - Greenville _ Hattiesburg - - - Jackson . . . . . Laurel _ _ _ Meridian _ _ _ Natchez _ _ _ VICKS ourg _ Missouri: Cape Girardeau . . . Carthage _ _ _ _ _ Columbia . . -J Hannibal _ _ _ Independence. . J jerrerson uity . . . Joplin _ _ _ _ Moberly. . . Sedalia . . Montana: A nnpnnHn Billings i i, iii lviiasuuia Nebraska: Grand Island _ _ Hastings . . North Platte . Nevada: Reno . . CITY SCHOOL SYSTEMS 705 IISSIIS lillllglssSSI;ISlIHS851IS I mm$m mmmmmmrnmmmi § ill IsllilsSllI sis' &&*&&** r-T t—T r-T r-H sa i §s IIEsSiSlISgSIgEISSS OCOOh 8 1 "1 SsSSlilSIsS s' oT §' rfs'aS|«‘-s's'^g'f5'-'srfs‘g‘ S' K 8 s's'c'i'a'i" e^'a'g' loo 1 *0 8 i ll i ill i i i i i i i ! i i i i i 8 s i ; il i i ill i i i ! | *o ■ 1 si j”‘ i i** : | j | j i i j j j j j j 1 ' ' ' . . . j | | £• : j : | IS II -TcO as Is s i i i is in ils=l ii i i ini i i i i§ii if i s § i i is i i j is : j i : i is'lls j51' i ! m i I i ISIS' is' i $ * j 1 j* j ! j ii 1 1 iiiiiii NWMCC® islll slssSISI c4V ^SfSSSSBS 1 to" III SlalllSSsfi tCeo- rjT cs iiiiig i i ills is il ilitl 1 i i i . . i i i ■ ; | ; ;{2 ; ; ; ; ; ; is'aSSsf i i ;**£ is IS >'s'e' g ; | | j j 5 j j j ! si i i i i i ! i i ! i Ssli um* lllil s's's's'sf Isliilli IlSSiiilisSisSlllliSSSIisi § g|S^5l'S SS?SI|g-Is'IS‘llilS2IIS§flll'f t fs5 ISSIlllsSSl gs'g s's'f's's's's'g's'gs' sssiii E ii 140 694 992 005 594 575 187 742 845 294 005 447 392 340 207 080 Iasi i i i lg Is i s tH^Tt- i From local sources All other local reve¬ nue GO iiisiiililiiisg g ii*i iss GO ;co ri joT: i i : : Is! 188818 oVr88‘ ss^s-ss From tax¬ ation for debt serv¬ ice r* i i i i i i i i j i i i^fe is i i i i i i . ! i I i I i CO i i i i i i O i iiii is i iii s iss iii O i CO OS (NrhOTtTosrH- §1s11S1SI8II1SS811 3§i ssfsf Ssa sr ssllsigg oo" J-j" C~7 rH rH Dj 1111 n* ii §■§ 51 oo I i lllllli £.2 gar„ u_r. „ gSilll^aciJsgiafi^gaal'Ss if* si ill! la all 11 1 lllllll I ll 1.1 lllld JfQOW „ Q Included in following colump 708 BIENNIAL SURVEY OF EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 709 “IllsISIIlsgllllllisglsIsSSliislSlISIS Slllssl EISs s'si'Miis nsw Il3|glslla 3‘sss-ss‘s-‘” sgSHISBIlSIgSI^liisISlill 1 (NM^fr-Tg' ~g ogVofeo ®mVooV ~ Slllg §eSI g§35a! 5 §§' § i i is i !i i i ig 1 i |S i j i i j j |8 i 973 000 738 184" 032 . -r : : :« ; : : ; sf ; i i j i * || || i M M§ si i i i§§ 1 i il i ile I ii l« i 1 i i i j I i j i i 1 is or : : ; th : : jt>r : j ;»» ; j : : : : : f j j j j si ill i il il i ill isi il ill !§ ig i i i i i i ii ii i i i i i i i iii: iSsf i j- ig i iss" ig 8 is- isg jaf is° j i j i i i is i* j i i j i i j iii: 3,312 10, 173 229, 515 4,681 2,616 4,664 1,701 492 4,762 2, 499 790 12, 296 5, 615 7, 840 2,090 5, 296 1,470 619 2,643 822 599 2,399 6, 652 2, 983 4, 523 8,097 418 840 9,465 5,983 459 8,990 3,543 3, 141 737 1,049 3, 350 622 1,023 1,072 i isi ; ;0-r-T iii! 36,546 i i il i j i ! | | is j ; : i?f ; ! : ! i i :s5 ; ii il ii i i i i i i i isf is is i i i j i j i 37, 275 45, 255 51,604 65, 261 llsllllaBssilSll!i!lsliaiii38!lilllsl ISl&Sgg slSs iisisgi'ssg'ssssiissiisiiiiiisissiifssi mi m islISISillSIlSgi il§ fiigiiiliiggs §S§ i ik§£ s sfsst »OTe4'^?'cj‘eoo?^‘coo' 3IES38E sgtfgsWUs llSils! gfgfrftfSsf S88 SS*N ills ssiiiil fcSSS ggssssg §1 eiV-f SSSSSiSSSSSS 88 ;SSS‘S?fS3a33'3S‘ SSf I £ =i!l'P!iit| ioi a oo GROUP I— CITIES OF 100,000 POPULATION AND MORE 712 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Grand total expendi¬ tures 2 $3,568, 197 41, 096, 235 6, 823, 945 11, 531, 159 7. 794, 212 2, 709, 405 5, 649, 703 3, 323, 130 1,991,606 9, 559, 767 2, 857, 290 62, 501, 053 6, 774, 836 4, 762, 828 1, 819, 144 2, 534, 290 8, 084, 547 12, 383, 904 18,026, 757 1,459,911 3, 734, 013 Debt serv¬ ice S $11,898 155, 076 400,000 15, 075 13, 000 1, 118, 582 65,500 3, 500 462, 435 70, 000 129 3, 806, 179 621, 700 386, 742 34, 000 164, 500 Outlay- capital acquisition and con¬ struction 3 $1, 481, 089 15,208, 260 1, 757, 331 3, 399, 649 2, 831, 200 545, 000 1, 336, 744 691, 715 651, 087 1, 923, 059 362, 064 17, 856, 255 781, 871 1, 613, 002 156, 141 69, 121 901, 006 3, 484, 767 4,537,631 10, 109 1, 516, 655 Total current expenses s $2, 087, 108 25, 876, 077 4, 911,538 7, 731, 510 4, 947, 937 2, 151, 405 3, 194, 377 2, 631, 415 1, 275, 019 7, 636, 708 2, 495, 226 44, 641, 298 5, 530, 530 3, 079, 826 1, 663, 003 2, 465, 040 3, 377, 362 8, 277, 437 13, 102, 384 1, 415, 802 2, 052, 858 Interest on indebted¬ ness - i $373, 558 3, 490, 416 420, 033 672, 788 439, 253 183, 000 387, 179 39,525 10, 494 976, 488 446, 669 290, 357 11, 763 2 105, 849 678, 481 544, 962 44, 496 120, 323 Summer schools 00 i l i ! I i if ! io' ! ! eo ! L 1 Tf 1 1 ,—1 1 1 r i £ ; ; : ; 1 § I iS i i is i 1 fsi ; * S3 i I j * i s ; sf s?a' fill till fill till Night schools r* $11, 699 434, 762 131, 150 213, 923 50, 930 24, 731 51, 324 21, 155 10, 774 93, 787 45, 337 428, 994 5,923 15, 570 15, 259 43, 043 103, 448 152, 565 22, 902 57, 743 Part-time and contin¬ uation schools 5© $109, 886 22, 487 124, 635 36,986 — 26, 763 521, 043 1,036 137, 833 23, 272 83, 285 Full-time day schools $2, 071, 701 21,695,415 4, 337, 868 6, 720, 164 4, 444, 710 1, 943, 674 2, 755, 874 2, 593, 198 1, 183, 584 7, 515, 635 2, 412, 632 42, 430, 352 5, 083, 861 2, 773, 624 1, 647, 433 2, 425, 785 3, 273, 095 7, 470, 039 12, 209, 528 1, 313, 397 1, 790, 825 Auxiliary agencies $17, 884 687, 405 62, 957 130, 987 109,635 4,697 84,308 12, 276 113, 902 1, 576, 108 478, 926 18, 455 56, 281 37, 699 49, 198 295, 349 326, 061 44, 948 119, 539 General control Educa¬ tional 50 i SI! S SSS § 1 S 1 i 1 1 1 § S IS1 g gSg" S S S‘ S3 §• 8 S3 3 Sf g j&f Business e* $26, 037 802, 309 61, 482 128, 467 93, 463 27, 754 103, 498 33, 375 9,946 50, 265 25, 393 975, 013 124, 331 47, 554 78, 625 69,019 8,697 78, 209 439, 588 21, 875 18, 775 CITY SCHOOL SYSTEMS 713 13k! 11 §S ®S I mil ilssll Ilsisll S Sill 1 gg 1'Ss'S SI 3§ §s 1 Ifflli g’SSSW ti'SM'M i ilSg a Is r4e;« Tr‘ g-f - gcqeoel « d-T mi is is" II s l§S!3 11SS1I lllllll g ISSS i ss i m§s m;mi iisisgi § §¥§§ § ThCf ills SI 31 11 I llsiS 818883 IlllSiB 1 liSI g Is !«§¥ §¥ is If i fis'fi 2'gW§‘ isWisi = siis § is' t-r-r of-r «w t-t r-r ^--t _r «vt cf ©nh 1S3S Si eg IS i‘fg'3 ii SI S3 ©CO ®eo ®oT I §1111 mill ISSSilS I sSil 1 Si i iiiis li‘sgs§ Sisliii t s'iii i ii -©aoMCsT HONffliNiN ~ 1111 IS IS §i gSS'g §‘g 22 jfg § Sign lilsSl sSflliS 8 1181 1 IS 1 33‘isl §¥¥!!¥ !¥¥§¥§¥ § ii-§ i & i gg Si i :s?22S HN©eOO in i i i ilSIll : i lil3 i i i i gs" 2¥ ; fe88w 'm I i ; ^-oo-^-eo- : : : sin i lO'tN'iO 00 sill II si SI 8 ssili SSSSSS9 liillil 3 3881 8 i s'Ss's g's? ss's' sff a' -e'gs'S s'g'gg'SS gsass'ls s' 3"r«'s' s s -7 - Tf rH 05 l rH o • co~ o'er i oo HI rH ■ 00 5 ; £ 5SS 32 s Nf ‘ of 00 CO lO TtT IO O 1 H CO CO H Tj ’’O I m iSSI Ss§ IlSa ISI1SI SiiSSISSSI Slggagisi Is s‘ S3 -'§§§' g'J'2 as >- S'S'g'S'Sj'S' SS'S'S'^'S'S'S gs'g'82'ssg'f = 2 i SS i 1 i i i i ! il i i ia i is i i is ! ! i i *§ ! ! 1 ! ! ; ; j : ; iN~ : | : j : ; i Sfrf i: si ilil 0^5 jrHr^rjT 4*4 111 m fill i m® MMjog eg si; liRilflls ail ?l5 && s s 00- V Si TjT«5- 5 is HIS iis ilss liilai §§§1111111 lllliiiSI s' If fill' mi IfIS ISfWi' I'MSI'isilfs iiiliili's' *Hl-T is 1§ §111 S il g|SS a s'"' s'8's- 2 r' sa's'-*' ililll SSliai ©-eooToo-cg ef.®orcdgfo7 ill liSilllls a'»'s‘ s'»'s;'8s's'2sfs' I Is SIS! fast 111! 00- oToo c^io ®mo® sssial SSlSIiifis SSSliSlsi odt^rHoo-j-Tor 05-«5oo-oo-eg ^ ad rd t-' ad od rf ud >d »d *d jo eg 1 II Sill ISs 1 8 28 gf^'s' s' IsiSSs gSISISssIg iSlisglls | rt-r-TtC^-tCeg- <#«gVHNMgdo" eg ^-ggeded^wud GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 716 BIENNIAL SURVEY OF EDUCATION, 1924-1926 *8 I a Grand total expendi¬ tures es $1, 141,007 742, 797 1, 118, 222 731, 152 1, 587, 254 368, 914 349, 052 1, 221, 863 1, 499, 633 434, 949 466, 172 915, 926 245, 420 1, 121, 860 1, 218, 536 877, 721 1,339,111 758, 083 843, 675 657, 719 893, 231 990, 739 1,802, 689 1, 981, 326 1,226, 403 1, 163, 083 1, 651, 507 803,855 1,052, 364 Debt serv¬ ice w nisi li f§§ si i ! SlS'S'gS' S‘5S 8S8' 38 g j i ilSlIlIslils is j issssWss'sgsV is I i i | Outlay- capital acquisition and con¬ struction - $187, 483 95, 018 65, 322 29, 769 87, 414 7,831 297, 209 96, 360 17, 803 3, 259 220, 000 490 68, 827 287, 425 130, 147 634, 010 209, 987 4,517 133, 035 23, 269 263, 982 452, 480 454, 600 343, 770 620, 844 12, 552 181, 261 Total current expenses o $948, 485 628, 779 936, 307 529, 010 1, 459, 840 353, 346 319, 221 885, 256 1, 382, 553 402, 991 396, 565 589, 225 244, 930 1, 053, 033 931, 111 680, 174 674, 351 492, 096 770, 175 612, 702 709, 196 897, 742 1, 423, 707 1, 378, 846 709, 603 707, 570 1,030,663 711, 303 871, 103 Interest on indebted¬ ness OS §1111 li SI Is 1 li igiisliilsll is gUS'tfg *g SK g rfg j: s i i * j • o ummer schools il i i 1 ¥ i i 2,990 407 . . . il ii il isS jr-T j < is 1 i ill-! i i ini i las | 1 i i iig isg i III rj7 j ! ! ! ! ji isassss i: 5VJ US CO OiCOOS ccoo \ < Ill Part-time 111 <8 to $12, 268 37, 290 2,400 6, 502 21, 677 3, 529 i I i ill i '® i 1 il US !« si i jg ilSIl r : n !« > i-t r-T ^ co 1 i 3 | | £01 ‘8 1 >>!z c3 g 3 & w us $478, 291 1, 585, 735 170, 996 623, 056 1, 288. 407 517, 622 659, 756 370, 964 694, 798 1, 436, 563 490, 467 1, 180, 267 632, 249 569, 549 418, 501 714, 175 433, 750 1, 764, 530 1, 826, 041 1, 061, 566 839, 562 767, 875 758, 117 640, 328 1, 700, 558 1, 282, 771 532, 721 1, 144,306 672, 901 754, 003 Auxiliary agencies II §111 III Igsssll III SSIIIIISlis ssf -"sstisf S3‘g "W S‘?i3aS'g'SSSS“‘2' General control Educa¬ tional CO la Sis! Ill IlgsISS III |g||ss|S|gg gj'S‘ o-o-t---- oTJg ofgso-o-orf .-~ji ^-‘£§‘3sf2S‘a‘3'S‘ Business N $5, 533 14, 968 2,784 6, 164 11, 391 221 6,191 4, 010 5,924 16, 651 435 25, 705 8,202 8, 677 9,368 9,430 35, 118 34, 226 38, 725 21, 393 17, 753 17, 675 25, 152 42, 369 31, 696 12, 537 28, 892 13, 501 27, 289 City - New York— Continued. Poughkeepsie.. . Schenectady . . Troy— Lansingburg district- Union district . Utica. . . . - Watertown _ North Carolina: Charlotte--- . . Winston-Salem _ Ohio: Canton _ _ _ Hamilton _ Lakewood _ Lima, Lorain.. _ .. . ij | II o Tulsa-. . . Pennsylvania: Allentown . . . Altoona. _ _ Bethlehem . . . . Chester . . Easton... . . Erie _ _ _ Harrisburg _ _ Hazelton _ _ _ _ Jonnstown . . Lancaster _ _ _ McKeesport . . CITY SCHOOL SYSTEMS 12131 115 13 S3 §1311511 11121 1 leg llslisis isigg §i?§ m 2i mm s gsiis 5 m mmm _• -4 r4-4 -4 C4 r4-4 ,4 -4 -4 gllli §ii 11 l i sg ;|1 : 1 is 1 ! i § s§i 1 i ill! i i SS”' tfg j i i £ isfs? i j i j 8' j*jj i i ? • § Sfg'S I i|'»'a' i i Sills ill " S i Sji jg$3 \H is i IS116 281 S3 13 lllisl I SSggg 1 111 SSISSSig sisis mn is m mmm s ismii s gss mmm i-H r-i r-T t— T r— T Isell IIS IS il s illl oocT^o ocd Ojh cog r4 • I ISlsS 1 IIS llssllsi O 0-^-|>0-iO- « gf^© JOfflOOMOWOO SHIS III SS §3 liSEII 1 Hill S 131 IS8 SSSSS OOt'-eCOjO 0000© O 00 of® gj'Oil>00 of t>T u$ ® ® CO OSt^Ol t'f cf t-"' of tC of cc o iSBS3 iXS ras ia« | S il 133113 3 SSSSS 1 SSI £38318 il eo to-? MO'gfoo‘'oO OO- -mC®-*© ® oTcotm wnojnV jo : : : : : Mils : : : ; : : : ! ! fill j!fs S & U 4g„woo s. £ £ lliflllllltg I g £ ! 719 :2S5 GROUP III— CITIES OF 10,000 TO 30,000 POPULATION 720 BIENNIAL SUBVEY OF EDUCATION, 1924-1926 TJ >© I C8 2 S'd-S S’S S § 3 bo <- * id" iO I |§ ! i M i i i i! i i§ ! i i i i i i i ! i ! ! i i i is ! i ! ! IN! ' ' * ' ' ' : : j ; 1 1 j I j «HH ; j i ; sfsf j oaT rjTcT HVeoNH' I «« i « : a 1 S|S|glll llllgllllSilS gil 600 700 638 750 430 500 373 11 II ilggliiS to s ~ TftC^eo^^ootoeouS'oo-Ttrto «foo«f eo\.i.‘u5t^T|7 ^«o“e¥or 1811 tHi-T 5D~ i fggiiiigssisss sssss iisi s§s or n^hnccmnn tC tJ'cCw .-T.-i'ci'effff wf«Tef cocoin t llsllSlls g|l§§Sg||ll lillSgiglSlSSs SrIsI Sill III afo7t>rao ® *o t^corC »o'tC»o»otdtO'rao co c» -cji" ■<* co'co'tjT SSSiSlSSS SlisSISIlS «t)Tnh rntCefco- nVt» co in' co co~ S slllSlSIliSsss 5S8S1 sis i 181 *T tfcMW ctct*?m*?et net co-Tef r-TcO rH CO CO 50 iaailgf s||g si"2«!llli i!!I!f!|!!li!di?I!! 3= O S I § «* s-SsJ§ o2 S fe fl-g I $ Sa'-s S’g S I » Data of 1923-24. Table 11. — Expenses , outlays, and other payments, city school systems, 1925-26— Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 724 BIENNIAL SURVEY OP EDUCATION, 1924-1926 Sill SSIS pss sfsf mmmimammim min SS'ESSS" SSI S 111111 U.O Is- S3 «** I glgg lSl8llGlllSsS351l3lllsSli r-TeO ffw'gNM'rt'H *0 * ^ I ISSS 1115 ggESSS&SSSSSSSlSSiSSgggS iiss mi mmmspssissiimiia" IP is I agisssss S-S? 2 SIS of ssli •§ I I r t-Tt-T §11 ef rn iiii i|l- d, § s' Is §1 rs: IsSS Sill IlllSslilllsIlsIsIsSISSIl s§¥§ mi slgl SSI! IlllSIlISsillaslllSslSSsS ^>oTi> d'riT'r-r nVnh®nn>V^o«Vo>o«o 225'^®®'* 1111 Sill IsssIISsssIssSIIIsIkbIIIS cocoia^ ^^V®«w>VcoV^«VoaoVo^VNQOo^ isii §m is -7.H ,-T of * j j j ! j ; ; | ;ro-o-co-rowco-^-co->o-co-t--^-ao--.-co- t^-t-roo-oruftC^-oo- ^-co-^-tCoTco-oo-^-io i§51 isiiiiiisi ggl 808 658 826 842 576 273 650 440 400 803 614 029 illiiiil is i i il i i i ! rH-- inin eo- r-f ^-of^-CO-^-CO- jr-T ! ! ! ! ! Table 11. — Expenses, outlays, and other payments, city school systems, 1925-26 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 726 BIENNIAL. SURVEY OF EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 727 alsSSSlSIlISlsilsIlsl ^S¥§Wil¥S§Ig¥iiSls 1 III f SIS' SflSIIlsslilslllSllsl iWs^iSlaliallSKWS 15, 107 19, 739 29,693 35. 613 18, 000 261, 281 34, 000 20, 000 76, 000 18, 472 24, 957 1 s' :ss :S2 • ^ «-» • o o jjfsf 119, 590 4,945 si iiigiiiiiiiissiiiii CSCN : joadweVNNoooiooeorHUifflV 414,971 244, 839 253, 598 222 62, 674 37, 627 982, 704 222, yie 68, 430 367, 685 1,571 775, 247 28, 500 lissis S lag IlilSsIlgggglSlIiSiil Igg'l'sa s' a'-*-'-' ^ssfs'a's's's'-'S-'ig^s's'-^'s's'f- SlsiliaSRlISIsllKials S SSI iWlWsWssISSSisES s Isa sIlSssillllssllSiiRl! laill'Si'fS'l'SSSlgl'E'ISSS illsillllsIlSa s' s s s s' s s' s' s' s' s' s" a s Hiss SK-SfSi I il 8 S'" ss S'“' gSlIsiiSiiilsSIIs Ss8's‘”'s'sa‘s'S-''''s's's's's' I i II ISsi is j ;V(»>'NoV^oVV(dNMh:jHCO S€SSS§5S533SS8SiSS8S8S § Iks SislilasslilSisisllsl ^oTooioooi>'irf'aoodo5eo'<»<'io o' o<©»o n m" o' n ®“ e n* o' ® x n ® o « a o n © n* ® IlggilSIsSSsisgslsIIi I S I llliSlSggsilgsiiSl»§2 -r «o cs -7 « r-r -7 -r >o -7 -7(N'>S<'(NrHI>rco •&T**nc6-&sO>nQCH}COtOt^'T-4CG'OtDt^&tO-N uf edg~ OO “S| ISllsIsislsSiSalflSSIl §§§§§§1 §|gS Is il gSISiSS! s’sisis® ssii if ss mmmm ilsllsillalll HM^OT 00T ed co cdcdocd cdedcdcdcdcd oon©nn ed cd >o - co © © Q Loifl >»e3+5 g.2 gtg.'gH O O c3 to g Cl w ■2 £ °t ® N S » © 42 *-< © a.S © CO S o bo o ® a Sg fl.9 20 0 0 l O 3^ S3 i'S’S 0 b jd «! ce O a3 cj S ^.2 OOCOtOdOOCOcOrHOdCOCO ‘OiOCOOOiOTfO’HOO'-'TfiO - > 1C 0 05 CO lO 00 0^05 T*<05dTt« CO (N 0 05 (NCOOOCO1 100 030 3 tO 00 d 05 CO ^ OlO to 05 co to tO to to »ON O d CO 00 to Tt< CO n- 05 to CO 00 05 CO 00 d t'- ^ 00 Cl lO (N o o (NhNiOOOt tO d H Tf 05 CO d ^ to 00 05 to 00 CO ■• “ CO CO (MCO ^OO'tiOOOOO d to CO CO H © N- CO rHNO5tO^5H00 to o 05 d to 05 tON CO 00 00 d CO © CO 05 i>- co rfi co oo i>- 05 CO CO 05 CO O t00050c0c0c005i HtN^OOOtO^OOO! 1HH05COC3H10 05(NI CO N- 05 Tf^HtOCO 05 00 rH d 00 00 05 00 ^ 05 dNNCO T^00NO5COHd to to CO to Ol 05 CO Ttl rH d N- N- to t-*cqoo oococooT oodHHHVo'' COrHTji CXNNCO ^ ON^ GOOrJH rH d rH rH rH rH d^^HHdCO s :: g22 OMM HfNCD l CO to to CO to O O O CO CO tO O O tO 05 O CO CO h 05 O^tOCO 0(NONCOt000050NN 00 CO 00 O CO tO tO © o o co co co co co h o co oo co co co t>» to d i-h ^ir^r^T}Tto'dTtCoo o 00 N» 05 00 00 h* Otoco O 005 to O to O O O o o O O O 00 O CO O O CO o to 00 05 00«d^tOCDOC0HH CO © .2© ■af o > o •L 'H ■a a ISIS’S®® if a s'if-* Its 1 ^ a h ^ b © CO ^ CO Is- © t>» CO 03 N» tO CO © 00 CO 05 CO » g § es s sgS-a sj.S.fi’S ~ 5 20HSPiPiHPHtfmmEHNHi:PHgfPPQtf-9^oQo2^; I II11ISS SSISSSSI81IS ss to tC (noTt^ oo totC o io'o oT to“ io >o oo oT n oooo s ISIIliS ISISIrIISI 5 III! 51 £ 17836°— 28- goo >> £ 47 734 BIENNIAL SURVEY OF EDUCATION, 1924-1926 03 ?5> 03 *© © © rO s ?55 8 © O* ^ 2 s © 03 © eo e © a s§ Textbooks, supplies, and other ex¬ penses of instruction ’k o Eh U5 $54,440 816,006 192, 695 192, 820 159, 733 91, 422 159, 748 122, 344 58, 786 248, 457 100, 704 1, 732, 531 110, 779 167, 647 18, 469 58, 397 158, 940 288, 210 470, 597 High schools 21 $10, 611 345, 567 42, 338 70, 904 38,600 22,043 29, 813 28,044 21, 807 15, 314 2,298 478, 438 29, 925 3 30, 000 11, 668 16, 889 11, 056 48, 887 143, 776 Junior high schools eo $180, 884 63, 774 34, 335 54, 306 9,238 1, 952 111, 017 3 25, 000 3,871 45,888 Elemen¬ tary schools3 N $43, 829 281, 496 78, 020 81, 097 ! 58, 436 ^ 69, 379 98, 541 89, 272 36, 979 210, 946 96, 451 1, 067, 774 80, 854 3 112, 647 2,930 36, 588 147, 884 160, 832 292, 309 Salaries of teachers Total 1 a $1, 514, 587 14, 752, 512 3, 133, 776 4, 836, 343 3, 130, 784 1, 348, 116 1, 760, 786 1, 754, 681 800, 621 5, 242, 108 1, 835, 026 28, 231, 965 3, 236, 703 1, 790, 748 1, 135, 940 1, 690, 829 2, 304, 291 5, 120, 927 7, 810, 377 High schools ® $494,454 4,275,615 614,846 1, 131, 121 668, 725 350, 267 467, 211 403, 664 196, 628 1, 282, 000 278, 312 7, 323, 473 1, 132, 728 3 387, 150 220, 369 441, 761 389, 347 932, 353 1, 981, 196 Junior high schools os $1, 885,195 870,677 331, 826 691, 072 ’ 63, 030 596, 900 464, 665 733,259 3 321, 600 205, 668 850, 415 Elemen¬ tary schools GO $1, 020, 133 7, 703, 918 1, 367, 530 3, 148, 518 1,552,621 886, 269 1, 152, 176 1, 144, 289 597, 558 2,740,798 1,021,567 17, 644, 117 2,103,975 3 957, 268 691, 039 1, 108, 874 1, 784, 582 2, 978, 848 5, 024, 914 Kinder¬ gartens $668, 189 109, 098 137, 782 119, 272 41, 690 115, 965 102, 050 6,435 354, 200 58. 800 1, 234, 707 3 96, 980 « 18, 864 64, 096 46, 676 131, 608 489, 958 Salaries and expenses of supervisors and principals r3 o CD $152, 055 1, 802, 217 328, 561 446, 316 343, 631 161, 255 143, 643 179, 740 94, 883 447, 642 193, 392 2, 001, 822 384, 196 162, 542 42, 547 213, 481 232,719 390, 910 630, 538 High schools us $32, 119 350, 172 97, 858 61, 976 53, 666 36, 085 ' 21, 463 16, 280 22, 601 140, 265 18, 083 297, 094 66, 061 3 37, 000 16, 810 45, 571 23, 394 37, 709 174, 583 Junior high schools 1 1 iOHCO O 1 1 o CO CO CO CO 1 1 CO »OC0 05 O 1 1 lO rH CO Of to I 1 i-T r-H lO ■ i ® O »0 i i i »0 CO CO- 1 1 of 1 cf 1 1 1 1 1 1 6,620 3 3, 300 * 2, 250 2,050 2,600 6,789 City - Alabama: Birmingham •California: Los Angeles _ _ Oakland _ _ San Francisco _ •Colorado: Denver _ Connecticut: Bridgeport _ . Hartford . . _ ... New Haven . . . Delaware: Wilmington District of Columbia: Washington _ _ Georgia: Atlanta _ _ _ Illinois: Chicago _ _ _ Indiana: Indianapolis. . . . Iowa: Des Moines. . . Kansas: Kansas City.. . . Kentucky: Louisville _ _ Louisiana: New Orleans _ _ Maryland: Baltimore.. . . . . Massachusetts: Boston... . CITY SCHOOL SYSTEMS 735 sggSIs li El 11 I IIIII il8*Jg 3 8SI8 I II gs ggf gg I §£|§£ sggSsTs £ EgS3‘ ~ Igglls li II Is 1 §§131 Islsil llslill 3 ill! 3 gg £8‘8‘S“$Tcf 2^ feS tfff £ 2S33i3S 38§8°r?S 2 3g22 K SSf ill ill 11 11 i sis is i iiiii isl§§ ii i mi i i i !«*■ j&»' rfsf s'-' s'sf i i- i loss's i* j s'^2'«' ; i i |sss§§ II is li I I1IS1 issill ISSIS3I I §S§§ I II g*!g$g$ §3 g>2 Sf tfggtfSf 8§23S3 SW£S§83 g sgsgT 2 « SiSSSS SS 11 II I ggsil llBill lllllll 1 §§gg I §g isiis'i gg is ii f ism mm mmm g ms s m rH rHVW HH* TfT«0%4W « £*3%^ r-ToO Of e*f rH C- nh t-Tm ,-r hmh- co*o-r ,-r -tcf^-T -r ii i l l CO i 1 II I i i OO i i ii i i i i i ii i City - Texas: Dallas _ Fort Worth. _ Houston . _ San Antonio _ Utah: Salt Lake City . . Virginia: Norfolk _ Richmond. _ Washington: Seattle _ _ _ Wisconsin: Milwaukee _ _ SI if t-j c^r ii gslllllg Sg'ffgS'gSS: ISSIlss! sslsas's's' Slsllll gssWsss II1IS11S SSS'S'S^'8' 38 SSSIISli sii'fssii SS I as' * assess S8S'8‘g‘SSS‘ 83 1 gsf a sllsslll s'sgfsgss illllgll &SSV°'SjS‘gf § SggggiSS gs s srafcsg- CITY SCHOOL SYSTEMS 737 6 Is Sill Ssl slss UlSls IssSIsIlls lllfllsfs s' 22 s's'ss? sHsf 2222 2a“'22SR'2“'s' sssSssssa i ii mi sS§ mi si SIS : il isgg'i iiisssns t-“ „-®nh cT eo «5®*o-uf oVnT : ! to ©NON® NNV®(NNaV» § is S3 i ! ss§ II is si ill I I j ill! i 1 is i i IIS S' irf “S' i i 2 f i i !“ ' ' ' ' ' ' j «3H IN « ! 1 V 00~ o?w oSVoo'mVw o to o?g*--*ofar«*'3'3'S'-'S'g'S'»'8' llsiS SI SI sfsf sfsf §3 3 S3 SSIlslilSlsIs if t si 3IS3S II II SPSS'S SS 8fSs 2i I S3 ISllSillfSIsS ilSI i i 12 11 I il i iilfg il i il'S'l s' i 82 83 8' is' i is*!* if i sSli ill’s' IIISI 11 SI piss' §'s if SI i SI iSSSISSSIlSIS a i n i¥fSfi¥iiis'ss' 3§ il il i isss i i is 53 !Q N N X *Q >0*Td©*cded~*iO*cdr-*©* jd^d ©* JO* CO* 2 adoTjdt-'o*t-*co*t-*o* ^^^•ec-jdjdud 31 is il 399 249 000 017 871 334 142 957 700 000 224 146 472 ii 1 £ : il ill! Mil 1 i i III 1 »'»' is' is' 1 • V^jd^jdcd^ed “*■ jot-* ©* led ed rd is isK? i i i i ; i : ; i | ^‘ oo'cd'oo'^'^^coco^'o j-TmT CD OTjT CO* ©* ad cdio'ededoo^ed II 1 1 I i| li§i i i Mil I iia I 1 oT ed t- j iS-s i i ; j Cd 1 ; : i • !o 1 i- 5 : !£ D |«f j jc 'Ith i i o, 0o4 7, 701 7, 988 20, 021 i 21, 442 Elemen¬ tary schools 3 Sssi islse els IlllsiS 111 1883383 ST^Shm O gf cT h HON® ooAT coccTig QO CO t--"' of r-4 -H io Salaries of teachers Total 3 SgfS Ills IIS 3883831 113 llllill pis mi ill mws!' sp; Ssiiiii High schools O Ilia IIII Ill 1II1I11 IsS §311819 |W I'sa'ss'sg §-gf gggtfft Junior high schools OS il jg ■ €/r- 234,908 79, 231 63, 942 161, 580 63, 110 67, 000 104, 400 34, 333 267, 053 101, 083 86, 800 70, 233 68, 750 227, 446 220, 374 Elemen¬ tary schools 00 eSIs Issl §31 1311111 HI ISlisll p'sf mi sii mam m mmi Kinder¬ gartens $38, 825 39,916 12,220 49,955 6, 500 26,046 46,870 17, 789 i III i i ! !o K i ill i i i"‘- i i i i ill i i i 1 Total Ills gggS lei 8888818 111 838888! gS‘s‘3 s-ggsf sfs'sf gsfsftttsftf sfa§ s’s'^ssfaE: i > o High schools - §§?§ §3S§ in sssim ass §§38338 «050-ador 1 t-* go” t-- ©~ of cf ^ oo Junior high schools S3 III! Mi MSI M i i i : : : : i i i i 008 e 066 « : i : : ; ; liissiii isi j coio oeo c» to'r-r |tC^ i ^ P Elemen¬ tary schools $2, 942 73 581 IsSi ii IS! rHr-T ^fcO i SllislSiillSIS Salaries of teachers Total 3 Islsslss II Hiss llgslslllslsll gsWs'ss || gtfdg SlgSSlISIlIEIS' High schools S $16, 650 32, 101 15, 620 11,935 22, 135 3, 735 20, 931 21, 430 94, 916 80, 951 3 31, 200 14, 452 26, 481 : 162, 246 191, 785 83, 094 79, 644 106, 068 125, 000 95, 235 94, 156 95, 338 93, 847 146, 934 37, 811 Junior high schools OS g§5§ 5,445 19, 917 14, 895 3 12, 000 11, 240 24, 679 illSlili III iss'ssssK' js'sf Elemen¬ tary schools QO I81SISS1 IS l!S! IgSiilsillllll gWSfsftfSS' fS SSBS |S|8S'gRg|S§S'SS Kinder¬ gartens r* $19, 600 4, 489 i IlslS116a§llsl Salaries and expenses of supervisors and principals Total C© ins: r^oo oooTt ! IS SisI SSSIsl3S§l8iIS ' i-'Jf Iftf asHg High schools - $3, 350 6, 287 2, 839 2,847 i is§ i; sT | eo-*- ! ■ 6, 827 9, 655 3 4, 800 3 1, 697 4, 200 3, 660 4, 000 1 illillilll oTc4 r---*co eo Junior high schools **< $750 2, 400 2,500 1, 047 008 ‘1 *61 ‘8 3 2, 000 3 1, 697 3,600 — iiiism iss jejcf Elemen¬ tary schools eo iiii: cooTco-urT, 1 iis II ills ISSIlillllSill * |"'s se; tfsf-jf s8sfs'2^‘asg'8ssfs‘ Kinder¬ gartens N i ; j M Mis j M i j j ; j :st~ ; ; : ; £ 5 - Alabama: Anniston _ Bessemer Dothan. _ _ _ Florence - ATilUbUCU _ Phenix City _ Selma _ _ _ _ Tuscaloosa . . . Arizona: Phoenix . . . xucson _ Arkansas: Fort Smith . . Hot Springs _ _ North Little Rock . Pinf> Bluff California: Alameda . . . _ Bakersfield _ JiureKa _ _ _ Glendale _ Pomona _ Richmond. _ _ Riverside . . San Bernardino _ Santa Ana Santa Barbara _ Santa Cruz... . . Santa Monica _ _ Vallejo . . CITY SCHOOL, SYSTEMS 743 M §§§issi§ sf^sr^sf ssassasssasss N‘8Sf isggiii r-T^r^o ef &§ II CO JO CO co- IIS ®-«oN* iS! SB859B6B ii^s tf-f rf 1 iggsig fff IcfwVcoVf g§§ coco- IllgSIS II 1 r--® co¬ lli crfvr-? II w-co I §3 tK~ CO-^H- :§o ISSslIiS | oo~ 1— T o-io-jH-cfoToo-^-M S338SgSg|3£3§ of of ®* ® ® of eo 10 Th of l>- t> erf egg f?o> t-- niiiii rn-CO-r-TlO- - Si CO-W coV S2§ CO“o td i iSll IrH WOO- High schools 2 i i ss 1 ■d '2 is 7 Salaries and expenses of supervisors and principals 'S o Eh CO IsISIlllIIslI ill 11 s * : ; 7,750 13, 320 8,845 19,828 11, 900 12, 527 13, 948 24, 869 7, 726 15, 795 22, 559 High schools l i; '& ! 1 i ii§ td j ><5 0 1 ills '<© j©WV«f 1 1 i is i i & i i i i i * i 1 1 1 1 1 1 1 ed is jed 9333333! eo'edci'edtdcdrdrd Junior high schools j | 1 1 1 i i i i i i s is i i rH i © • » a ]rf j j iiii iiii j is iS&'«cfrS'#c$c6cScS'# ^'co‘(N«eo ; issia i is ii il i imsi il i i g ill il ii inn i 1 i i il ! icotCo^r j • 1-4 IOO jeo j ;oVosV«* Total a 1131 ggliiil SS3I ISIsillSSllllsg |3|f3 gSgSSS'g' S'SgS |S|3S3'g‘38SSSg8| o High schools Sill silSlsl ills ISliSIlliglSSil 9S‘S‘82‘S2' S'sW SfasWgSfggtfS'SSrgg Junior high schools 05 h p i fi il is" 1 i s i i ill i 2'Ste' il is' i s is J Elemen¬ tary schools GO Sill giSlill Ills iKllllillilll-s gas's ss's's'8s'8 tfstfs e'8'ssK|S8Bss'sgg'gg Kinder¬ gartens $3, 240 1 l C 1 l ( i i N ; « 5, 500 21, 075 1 . 025 i il r j^r 1 ip 11 *0 1 ii i ii ; CO t I Total CO $19,700 18,560 11, 760 6, 640 lillll Sill glllSSlsgSlISli oTef.-rioio^ >oVm'oo 1 3 High schools MS $6,200 6, 860 3, 000 2, 000 111111 fill ssslisIssSllall MONCCCON ci-aTwcO Junior high schools ll p | i i ; i i co • i ill ; ; lo" il jco~ ii i 1 i T3 3 Elemen¬ tary schools co $13, 500 9,000 8,760 4, 640 5,758 12,760 8,500 2, 300 1, 800 7,700 2, 884 1,486 1 § illiil O' TjT ! c© OW £~cr 11, 910 11,692 7,886 12, 100 3, 076 10, 600 9,243 Kinder¬ gartens N i i i i i Hi City - Louisiana: Alexandria _ joaton itouge _ Lake Charles. _ lvionroe _ Maine: Auburn _ Augusta. _ Bangor. Bath _ Biddeford _ Sanford _ Waterville _ Maryland: Annanolis Cumberland .. . _ _ Frederick _ xiagersiown _ _ _ Massachusetts: Adams Amesbury Arlington _ .. ./Abbl^UUIU- _ Belmont _ it x>cvcii.y _ Braintree. _ /''U 4- _ (I 3fi Dedham 111 Ills MiUUOOJIOl _ Greenfield.. . . CITY SCHOOL SYSTEMS 747 14, 055 6,730 13, 865 11,273 8, 911 8, 332 7, 832 9, 706 11,860 5, 066 12,600 11,418 8, 049 29, 889 13, 727 4,258 12, 393 27, 176 5,624 17, 438 20,364 13, 406 10, 463 13, 805 10, 898 2,163 3, 144 11,097 13, 523 3,240 10, 653 21, 286 9, 043 10,398 198 8,838 13, 978 10, 843 6,041, 6,858 6,716 7, 139 119,913 9, 184 20, 891 15,416 34, 147 9, 417 IIl§lligli§g!laslisill3il BESS H(NW 1,389 3, 585 6,032 5,133 3 2, 098 3 80 1,950 1,677 3, 976 3 1,000 3 1,800 3 1, 276 1,936 3 26,000 3 2,292 3 4, 610 7, 955 8,000 2,726 is is i i i i in ins i ii i ii i ill s in : j*r j J j j • CQ ; « co ‘ |«5Vh- i i i i i i i i i i i • SBSIllgllsllIsSSagSsISIsl Ss§i sllllSiilsl ggslISil rH^roTcotC" cooTyV^ mm ® ^-ot-“od>o S§IISigilllllallSSlsl§lSi igllil§lllSlSSlI IsSsilig g8|S's'|S|B'SS|g'|aS|‘|B|'g'fgS‘| g‘3|§S'SS'g2‘8SS||S| gSlSBSgg elSiiissSSiiiigSISliiigis Issisllslf ISilll UlslSiS s'Ss'Ss'Ss'gss'^ SSSS'S'S'S'S Is Is ! ! i i ill ins j il| i§ i in 1 ill i ils ii : ill! i IISSIIIS r j« i I ! ! ! ; i i :SSs ; :S : |® ! !©'2‘s-'2'”‘3a''‘SBSSrfs"a“'5'8'2s‘2‘s'“' S££s'S2Ss'S“'ss'SSs'S ssBS^ssa' !liil!ls8i!§§S!ll!II!ISl l§§s§igf§§ilfg!i siagglll n uf l-; -r’ .£ -r' «' *Srtrt.f'{ct*S& 1 Is 1 1 1 i i ii ii i i i i i i ii i in i in i ill ii i i is! i iilii i : i5®- i i i i i i®*' i*°~ i i i ! ; ! i« | jc‘ SglSls 1351 oToo^or^-o 111 »'Ss3' 5 Data of 1923-24. Table 12. — Expenses of instruction in day schools, city public-school systems, 1925-26 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 748 BIENNIAL SURVEY OP EDUCATION, 1924-1926 Textbooks, supplies, and other ex¬ penses of instruction Total a i ji | liiSISSS SsggSSIIS 1SSI1 ss§ 8 1 rH oo ot ‘o' oT eo oo'^io'igoo-^corcc^r ocorntCoo ^t^oo tC High schools a if i- i • lllllili ISlisslil l§!3 J” «?" HH™ of -TfOINWrH r-T 3 2, 515 1, 568 3 1,421 4,460 Junior high schools $3 » ;; f |ll|li ji 1 |j ill jrHrH § i t-t ! 3 4, 881 1, 995 3 1, 337 4,242 Elemen¬ tary schools 2 ji :s i“ insgisg iiigissis ism ill g H™ «f" csoo'-fN eo co m" r-4 tjT co co ^4 ^afflooo coNfio of Salaries of teachers Total 2 ilgsissis IlllSislg Ills! Ss§ § g&SsffgfSsf §g‘ssgsg'|g's 9f||g s'g's? Jf i High schools S SllliSISl IlsIIlSlS 8ZS1 g's's's's's'ls's ^s's's'sk's's s's's's' i 131 1 j sfssf s' Junior high schools Oi $7,450 6,765 17,000 30,000 15, 180 18, 915 i i i s i i j j ill jS'g 1 i ? i 44, 875 41, 160 16, 750 38,000 Elemen¬ tary schools GO gflilSIIl Sllllssli S3ISI sis § g'g's's's's's's's' s's's'ss'ssgs's S'S'gS'S! S'8'S' s' Kinder¬ gartens il i j| isS j j: I its ! ! ■o ; a Great Falls _ _ Helena . . TV/T i ccAiiln i i i i : I ill i PJi £ fc CITY SCHOOL SYSTEMS 749 iiigseg ligiiisiisignefiiisigsiis i in iggissEi s»vsas2‘arfs^'sss‘ss3sfsassa’",'’s’s a-"- §§1131! sIIIISISIIIIIISII mis 612 054 809 863 973 676 572 427 268 147 847 500 785 432 eo‘oo>g gf ef U8888 lllllll Sill IsflSlSlSssi §§§fi Ig 1 SS3 .1 iiiiii ■^’'eoeoeo co use? oc4't)T1C ■<)<' o co cc cl ->t ci to m d o' eo i>eo tCicj 00*0 US CO* >0 0' of >o »o CO CO co >o is i I in II is il I 1 I 1 I 1 I ll I i : ill ll I III I ll 1 1 I 1 ■ t'-* . i icoc'i" i i itC i« j | j j i j | iv | i i ju? of III 1 ireo uo-^'r-Tco moo tC rococo" Salaries of teachers 73 o Eh 2 6gg8gi8§gi§B3I383S335SS88S8S SHI S'i'Sl High schools s SIsiSsSiBKillSIlslKlIlsllill 1311 SSS?3 Junior high schools i : i i i i ! | j j j j i i i is i i i s i i ; i j j j j* j j j j ] j j j i ! i i I i !i il i i j j | j j j j£ ia i i Elemen¬ tary schools QO E3E8&8il83IS8B3iiglg81gi888S Ills 8VBSWa§S|WE3g'B'SSS|^S'g!S|SSes gsss Kinder¬ gartens r* $2,641 7,300 2,245 3 5, 955 * 9, 800 7,012 isss is i81§s31§ ;oT CO 1 *o" tjT 00" H os" CO* o" m"«»■ i i il i i - 1 888 i i i i j i i il i | i i ill i i i i ill! i i il ill i i I j ;rc4' Junior high schools 5 lllli ii i*-‘ " j” 3 1,000 1, 136 1,050 3 3, 729 3,110 3 1,441 5,000 ii i ig r jco- 5 j Elemen¬ tary schools 3 $830 2, 774 1, 182 3 1, 100 500 214 3, 869 § i III SIlRlSlisllillgiill j *-Tth%h Salaries of teachers Total 3 siiSlslli Sis SHSlilsssSillSgllS s'fsggsggs agg‘ s|S'fs¥|s'|8'ss'ss‘||S'3Ff \ High schools o Islslflli ilS 3§§§g§il3S3Sl§SggSS g'sas'ssls's 8‘s'g" Junior high schools CD $30,968 30, 500 26, 185 56, 113 18, 810 ^ 57, 672 ii sis § i js? s'gsf 1 i 31, 936 6, 800 38, 615 ii is i is i is' il i is 1 Elemen¬ tary schools GO sSiaSiisi lie SISIsIISIIIIIIrIIIS SS3SSS|Sg‘ SS'S R8‘SSgSSg|SSSSSS£SSe Kinder¬ gartens ii ! M i ! is i j i i I ! | j ,| | ; | Salaries and expenses of supervisors and principals Total o $21, 298 17, 400 10, 725 22, 175 7,050 6,780 26, 108 13, 200 25, 600 18, 801 14, 645 29, 100 24, 405 3, 400 13, 344 34, 174 17, 997 2, 500 20, 680 15, 569 3, 362 6,315 9,955 6, 400 13, 746 19, 314 16, 614 i§g joo-co- High schools liiililll eel slllSil co'co-t-rco'oi'M® i <© 1 1 ico !i jco :< iiisgi ill jcO- To j|( Chambersburg _ nhoi.lAT.Al Clairton _ Coatesville _ V^UiUJ-Ll _ Connellsville. . . Dickson City - - CITY SCHOOL. SYSTEMS 753 llSgg|igSSiglSllll§§Sllsg58lai3SIS§SIsIs iiissfg oT oT tC 10 >-7 otC IsalSIslISlilSIlsIssSlSllISlSIiSSIlSSIsl Si ioVionn- T co ^ w co w (N ti? <» o7 o eQ'OV3'+aS'#uS llsIlIlsilSlISlSgllSSISSsillsslllsSsSSlg sllslsS S§'J§3’S"SWS's'3SWi^ssWs"S"ssss's§'if§"S”'a'sas'IS' ssgs|'|| islISlIllESslSliislglglllSSlilllllllllSl IIISrIs ss'sss3sss‘ss2sg§ss‘3ssa3ssss§‘ss'sss3s?lss3ass ssfsss’ss §11 s'ss' is i is i i is i i i is i i is is i i i : ! ! j I is in I i i i i i i i is ! its' i i '5 i ! ! !r-T ! . . 1 CO • ! IrH » 1 CO jsr 1 { I 1111 iisT j ; | j j ^ isfs i i i i ! i i i ! : ■'■■*<■ ilagllSslSSsgSISIIiSlllsSSRSSlISSSSilill lllslga ssssgsS 1 IsEglsSSiSlSIs »‘2»'s‘“88“'s3s'rfs8 ISIS sfrf=8 IllllilSIsilllllisSs ISsIlll ^~oT~ ® g co^oVrodaTg o eoV o oo ^ gt-eo ilsllssisslsil w«»ff«oVM^Veoeiow 6,318 3, 600 3 3, 750 3, 025 SI NiO ss ThCO SS3SSS8S8 '#m- > ■ ills iiisiiiii gf II oToT li§lllSIISll co%h 1 ' is i m r 1 1 1 i llll III! iiii iiii iiii 1 il 1 1 ^ 1 1 1 1 1 1 Elemen¬ tary- schools §ls§ 13 SI SslSHS hhVh ioh- r-T rtwcoVu) rf isl III! !«Nh~ ! 5, 326 3 1, 281 3 1, 435 5, 126 Salaries of teachers *3 o Eh a £1s3 §1 II slRKlliSSSiilSgSSlig 3 || Rs f|SS‘g|a|S'S8g'R|g3"88§SSSS- s High schools ® iisi is ii sisiisigiisiisiiiisi 8 f‘sss‘ ss sR 3Rs3Rssg-assa-Rs2s‘3's-s'3 s‘ Junior high schools 1 1 1 i i $45, 211 is ill is? |ss 1 Ii 1 ! !cT ! i lO IS lie i i i i liil iiii 1 Is 1 lr « Elemen¬ tary- schools GO sin si ii iiiiiisiisiiisiiisii i Kinder¬ gartens i i ■ i i i i i ■ • $10, 780 15, 268 || Ml i ill | j^r liil ^ i | j is !°r 1 1 : : ; ; Salaries and expenses of supervisors and principals 'o3 O Eh - $16, 520 13, 500 42, 938 in, yuu 32, 137 46, 409 12, 150 18, 355 8,200 11, 105 10, 100 4,800 12, 350 16, 877 0, 410 7, 645 4,785 23, 350 2, 775 7, 885 31, 738 7, 960 5, 900 18,070 13, 820 8,689 16, 689 9, 630 High schools - 1 $6, 500 2,500 9.600 3. 600 6, 174 7, 580 3 3, 400 3,600 3,000 4, 472 2,750 3, 000 2, 222 4, 750 lillSIlllllll 1 n c4 cf o7 in co cf * cn Junior high schools •tH ; i i 1 ! i » ; ii ill | '»«nr ISs 1131 IsassiS 1 IIsSsrI SlsSllslgsal Sis mmm § §83§in s^swssi i§ ssl Ills iSlliSIl S SII§SII llllllssslel is S‘Sg SS83S SggSSSg' S KSS3R88 SgSRRBs'gSSSS" is CO r-H r- 1 „ co [ ill i i8’" i i i s iss i Is i ii i i i is i ii in ii ing ii i j s iss i is j gs j i i isf s' is iss jgf jsasf is 1=1 Isll IslisiS S IllSIgl IISIrIIISIss II ass slsas sggsRsg s' ssssfss sssrgg|ssSsS8§ gaf is i 1 P! ! iii i il i i i i i i is i i i i SIbIIIsIIIsI 3 i j j j |-ggsSss=»ss sss II i 1111 8KE8SS3 1 llellll gISIIIlSlIls is wo | Ttreo'^'co- co^coN'^'Veo co <6~ i-T oot^oT r-T i ffo'iH t-T co of co r-T co co oT r-T rtT 00 0*0 05 CO ^ CO 05 iOCMOLOoOi-iiOCOOOO ^CMI>COaOiOCOCOCOOCOOOt^COi-i 05 r-T fcO r-T co' of 1-T r-T r-T *0 i-< rH High schools 16 $505, 818 3, 350, 773 540, 939 1, 419, 766 .1, 586, 263 823, 768 6,778 420, 085 192, 588 4, 190, 150 393,812 74, 277 7,096 1 1 l 1 1 1 Junior high schools 15 $2,378,005 111, 606 723, 098 i CO 1 i lO l 1 CM i • * i O i i i 160, 860 122, 024 2, 006, 913 6,533 l i l 1 1 1 Elemen¬ tary schools 1 14 $965, 203 8, 618, 023 1, 216, 392 1, 842, 876 258, 818 545, 000 512, 976 158, 521 644, 309 1, 281, 942 47, 452 11, 534, 589 366, 420 75, 331 . 43,886 i 1 1 1 Fixed charges (rent, insurance, etc.) 'cS © Eh $25, 081 134, 316 48, 380 22, 508 93, 055 29, 639 31, 288 5,188 73, 249 14, 970 861, 729 36, 887 82, 373 16, 884 13, 696 36, 216 High schools N $8, 229 24, 854 4, 539 4, 340 9,826 5,897 3,244 176, 128 21, 830 4,702 1 1 1 • 1 1 1 1 Junior high schools 11 $19, 726 6, 045 1 5, 304 22, 603 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Ele¬ men¬ tary schools1 $16, 852 80,302 36,504 2,810 CO 00 cT 56, 402 4, 298 650, 303 10, 959 8, 736 11,216 Maintenance of plant *08 O Eh $95, 443 656, 803 131, 842 364, 596 100, 666 85, 803 119, 099 148, 724 79, 702 504, 032 57, 675 2, 145, 472 199, 779 99, 955 97, 992 77, 740 315, 870 , 484, 375 High schools GO $31, 931 141, 918 21, 803 8,162 14, 402 13, 483 17, 688- 14, 581 48, 720 3, 775 352, 718 26, 169 © § s £ 59,097 Junior high schools r- $145, 918 29, 040 1, 076 25, 895 i i i 24, 879 2,938 30, 007 8,953 63, 801 Elemen¬ tary schools 1 $63, 119 363, 400 74, 805 341, 121 58, 624 72, 320 97, 280 65, 121 401, 965 50, 884 1, 716,565 160,011 72, 938 52, 585 364, 955 Operation of plant 'a o Eh $155, 173 1, 782, 699 323, 954 489, 167 330, 610 196, 348 323, 279 292, 379 91, 125 733, 428 158, 123 4, 218, 152 453, 057 351, 335 176, 475 220, 484 174, 083 675, 254 High schools $52, 162 364, 309 50, 209 97, 527 84, 641 49, 911 82, 180 28, 291 212, 732 30, 307 898, 735 153, 255 52, 987 63, 563 127, 513 Junior high schools eo ■1>407, 842 66, 872 33, 518 71, 450 i i i i i i 77, 219 27, 894 114, 267 33,413 83, 886 Elemen¬ tary schools 1 $102, 653 994, 832 192, 610 349, 253 166, 635 143,834 234, 764 62, 694 390, 974 96, 987 3, 118, 224 292, 190 89, 982 146, 600 454,372 City - Alabama: Birmingham.. _ _ California: Los Angeles _ Oakland _ _ San Francisco _ Colorado: Denver - - - Connecticut: V - Hartford- _ _ _ Delaware: District of Columbia: Washington _ _ Georgia: Atlanta _ _ Illinois: Chicago . . Indiana: Indianapolis. . . . Iowa: Kansas: Kansas City. . Kentucky: Louisville . . Louisiana: Maryland: Baltimore . CITY SCHOOL SYSTEMS 757 758 BIENNIAL SURVEY OF EDUCATION, 1924-1926 hO 3 a ■2* • 'S* © S5 a a o ©> o 2 I 55 W >8, ^ GO o* h "© S © © © fe a © © © a 4 Capital outlay Total r» $560, 001 150, 330 1, 075, 422 451, 725 266, 844 121, 407 268, 166 157, 655 758, 834 1,173, 586 41, 127 2, 100, 714 High schools 16 $45, 348 82,347 122, 615 729 11, 404 12, 237 21, 195 238, 262 Junior high schools $186,367 676 392, 160 1 1 1 1 1 1 1 1 l 1 1 1 1 1 1 1 1 1 Elemen¬ tary schools 3 $484, 390 Z> lO ToTi>r 29, 218 5, 156 18,868 54, 178 38, 500 87,126 Junior high schools r» i i i tQ i i 1 CO l 1 1 05 1 1 1 1 1 1 l i i — 42,199 1, 713 10, 324 i i 1 l 1 l Elemen¬ tary schools - $30, 935 82, 553 59, 707 67, 256 59, 341 30, 600 66, 374 161, 165 53, 012 518, 129 Operation of plant i Total $131, 802 67, 680 170, 147 81, 437 142, 732 140, 406 168, 502 141, 472 l 164, 873 485, 781 197, 634 652,716 High schools $16, 878 61, 486 24,479 11,891 40,669 17, 609 36, 615 174, 980 66, 036 104, 501 Junior high schools e* i i i - i i • co' i • 1 65 i i i 26,344 19, 485 19, 648 1 l l 1 1 l 1 1 1 i 1 l 1 l l l 1 l i i 1 1 i 1 Elemen¬ tary schools N $50, 802 108, 661 54, 956 107, 059 101, 489 104, 168 106, 893 310, 801 121, 748 437, 947 City - Tennessee: Memphis . Nashville . Texas: Dallas . . Fort Worth . . . I c 1 l a IS luuiw- - Utah: Salt Lake City . Virginia: Norfolk . . . . Richmond . . Washington: Spokane . . Wisconsin: Wilwaukee _ _ !S 5S * -( 05 fsf s !S8” t- 00 >o 05 Tf rH COOr-l icdoT 1C 05 CO MO O CO r>oeo co UNNCO 00 ic 05 3 S5S8 00 CO CO CO CO o co cr cf icofof icfoot'fcf ^-T of ^h" o' r-f of oooor-fo w of ®~ of r|f ao *-i ® J® c* eg co co >o t-f 570 9, 885 i 1 ■o ; V. © ■g * '■e si © Si © *42 © <» p, o w 40 S <50 a I CO ■si M'S .3-0 0 3 “o B.a-3 ® >>o a ts o w « S'! Wo .2 -Go nMO Js-g igbg MO w-g ,2>5 o g.a>s H “ Mq W’g .2-^0 § MO s-g ®5-g w ” CO 00 NO' OOh(NcOt ■^OWN' 00 05 "*<~CM 05 O o co CM CO n^co Oh »ONOt tO CM CO 00 CM O 00 00 Tf 05 Ot O CO HC(N05 00 O CM to oTooT CM 00 CM !>t-H N- O tO CO CO N- O CM H to 05 ts. CO CO CO CO tO ^ 00 < rH 05 rH CM © C N- CM tO 00 O to CM ^ ^ CO 00 CM 05 HlO^ ssg to CO CO ftg-e : | o3h q 0)-^ i Wq g• eo cp oo rf • CM i 1 05 l i CO i 4 1 1 00 os 1 1 1 CM CO i§ : i t> i 1 1 1 to' r-T 1 1 1 isf i 0 d * s i a H %So^328§ oT © co ^ r-T nT to H rH rH CM * j*i £ £ Es ■£ ■§ o 8 3 2? £ fl q £?|o3:i£ §wfS |^«66hSww JwS fl 3 5S CITY SCHOOL. SYSTEMS 761 glas is St"S i i sllilsSsSS IS s sWfsfsif S2- of IS s a S lIsSIHIII IISsslSS is - 1 * ggsrss'^ fill £ iss : is is i i : : : 51 i i iiii i i iSIl i i i i 6 i i ife i t> i 1 ii il j j j i j j j j | j j j j| iM j j MM j | 1 1 M M I jar j 8 iff |5 j | j | j j j j j i j i ii ss : : TJ1 1 1 i i if i i ill! i !! i Si i SI i s S issi i ill i il ;g i i ;s j j i j js3 i j S|» i is' i * j i 1'" ! «f ; s | iss|'" i .jag' i 1“' jsf ! j is' iff II -Tof : ! : i II OfrH iSgaSSs li i Ss § § i IIII CCOO 0*0 ON cT *#CC O' uf V i-TcOCO SSSSSzSs'S' af CO COH if r-f : : ; ; : : is" : : i : ; : : : i . * 1 i : i i i >ii .I i : j i * > : : ; ; 1 3,922 1 9,841 831 ' ' 10, 625 4,380 17, 600 10, 368 147 6,929 . i HTTT COM | | | ! ! ! § g 1 1 2 Scgg^gggS 2 S§ § g S82S££gg232 sfaWgSSsfsf *s£sf£sfcfaW tfa‘ tf Ss £ £ £ steW&teWsff ^a^ss^W 2,987 14, 268 ill i i 517 15, 283 7, 132 5, 785 2,155 ii 7,756 6, 879 4,032 12, 192 iSi f *o CO jcoVT j iiii i is i i j s ii ii cf j. 1 il a j** 2,411 5,825 1 CO i *o j*o 2, 506 7,428 4, 844 !E i oo 18, 324 i TH~ 8,887 5, 433 5,814 12,272 2, 025 !! ! : : : ■ i i i j i i i id j • • 14, 421 69, 022 ill i: igfs i: IS : Of^f j 24, 739 17, 675 11,162 il 1 aT 57, 109 35, 762 8, 064 49, 782 Issls i iss'w j iSI i is il i: !**j |*|* j: 1 il s ia 131II1SI iSI|g|il§l II 1 !i I ! 1 sisslillSi Siliglig SgS'S'S'SSSF S'S'gS'g'S'SW S'R g g'S 8 S' S' PSSgg'BSgS'l' sss's's's's's 15, 754 23, 487 14, 35,9 19, 461 23, 527 8,987 8,324 19, 198 33, 088 10, 793 jco~ 54, 723 35,898 16, 676 _ 21, 590 36, 673 48,724 19, 724 28, 815 16, 727 30, 525 19, 342 9, 544 10,084 1 il :§ a' is' is 20,899 7, 396 s il ;s ;g i is j 1 14, 579 42, 486 30, 030 il is 31, 472 1 15, 739 49, 205 39, 230 27, 563 i i i i i i i i i i j 1 IrH I : :s : j is i ■ I !■ 31,564 65,860 52, 584 39, 916 56, 658 43,469 26, 163 71, 866 101,099 41, 557 il juf i 144, 278 99,242 33, 661 88, 164, 80, 022 114, 815 160, 709 56, 556 79,617 132, 383 ill; iiii j jco j! 1 is !g S ;«? jS • • j i i j i ; i | ; i 111! iiii u M i i 1. : : : : : : : : i i ; i i i i i i iiii! i i i i i : : : ! : : : : \m | j i i i i i i i i i J ! ; 1 1 ! i i i i j : : S ! ^ liifliiiF Table 13. — Expenses of operation end maintenance of plant , fixed charges, and capital outlay in city public schools, 1926-26 — Continued GROUP II.— CITIES OF 30,090 TO 100,000 POPULATION— Continued 762 BIENNIAL SURVEY OF EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 763 llsisSlIi 111 II si gassll 8 siill I ll§ IlllSSli tmmm -r « m s' r & i g*s il l§ SI i ill Ki SS i i i ! 20,991 : i ielil S l^io^x* -«- Sli ii «« ji-r ji ii i IrH ! j j 1 i ef j il 1^ i 8 i § i ! i «" 1 ii il r-T j j i-T ii isr ■ 1 2 ill j*sf i i rH* ! i ji »oV 11 i ii; ! ! -r 1 'ii • CO 1 CD 1 CO i ** 1 IS x* oTco Ills! o«r 05 : : i i il iV«cococo High schools 2 ' j j j j iiii ili 1 i i i 110 3, 656 1 j ' ' 1 COIM .0 : sfe ;§ ! rf ! 1-7 1 1 Is 1 1 ' i iSSIS !g§§ ! !hV rf ! rFrF ■ 1 1 1 1 1 1 1 1 Junior high schools 3 ii|| ill i 1 i 1 i i 1 1 1 1 1 1 1 l 1 1 i i 1 1 1 • 1 i ! i : :3 III O CO 1 1 1 OO \ \ i : : i : : : : : : ■ 1 1 111 Ele¬ men¬ tary schools S 1 1 1 I ii i i: i i i 3, 320 10, 967 ' ' 4,115 11, 979 4, 816 1, 459 i ills ;§!I i 'dcdcod KNNH 1 1 1 1 1 1 1 1 1 Maintenance of plant Total o* $4,852 1, 511 1, 814 2, 438 651 5, 630 2,287 26, 728 10, 127 8, 208 2,748 5,000 25, 667 13, 606 31,318 6,788 186 11,859 4.481 5, 292 7, 942 9.482 202, 505 6,220 17, 531 4, 979J High schools 00 i II is i i : : il i is 1 IrH ! !r-T CO i i i 1 1 1 1 1 1 1 1 1 1 ; j ; is is 1 dd j co 1 1 ' » 3, 146 2, 695 3, 289 19, 513 4, 064 5, 362 1,084 Junior high schools 1 III! iiii ili i \d i i : ! : 1 1 1 1 1 1 1 1 1 1 j : 1 Jill 247 2, 475, 2, 007 18,000 5, 362 1, 164 Elemen¬ tary schools CD i 1 il is |s| 1 1 ' ' is i il 3 1 CO ! ! oo tF i i i 1 1 1 1 1 1 S : i I§I! j ir-s" 1, 844 2, 772 3,645 164, 992 2, 156 6, 807 2,731 Operation of plant Total I!SIS§3§ 11 1111 oo^ohoo *£3“ 3232 High schools •# i ■ il il is ii i i id i j ! ! ! 14, 203 6, 958 1 1 1 • 1 < ! !< 1 l 1 l 1 1 ! 10, 316 13, 274 30,392 7, 526 2, 815 14, 590 14,844 9, 544 15, 285 15,510 26, 807 5, 2781 Junior high schools e* jij| ii i i ; 5, 758 26, 591 33, 017 40, 568 11, 229 23, 420 23,866 24, 162 17, 739 25, 220 13, 334 32, 955 13, 933 i? o - Alabama: Anniston _ Bessemer _ Dothan . . Florence . ~ Gadsden.. . rnenix _ Selma _ Tuscaloosa . Arizona: Phoenix.. . Tucson . . Arkansas: Fort Smith _ xiut opimgs _ - _ North Little Rock . nne Bum . California: Alameda . Alhambra . Bakersfield . . . Eureka _ uienaaie _ Pomona . . . Richmond . . Riverside . . San Bernardino . . Santa Ana . . . Santa Barbara _ _ Santa Cruz . . . Santa Monica. . Vallejo . CITY SCHOOL SYSTEMS 765 iss sSS SSB3SSSS -§ SSSSS18SS11S 111 . : : : ; i i i i : I i j j 2,411 j j ; j ; j i i i i i j : i i ; s' j il i :- i 1 i I ; i : i i j ■ i ■ §8 :s 00 ' CO !^r si ills! i §' iH 3¥ i 49, 091 64, 585 7, 369 143, 713 in ii S?*"' :■ 1,533 2,810 25,453 150, 000 is loo il 46, 833 4, 758 . 54, 683 42, 515 2,752 1,923 3,254 1,863 9,449 1,610 4, 556 2, 971 2,412 II rn-lC 1,429 4, 503 300 1,910 775 I co' bis mm o*o>>oo) ^3- I* ISIIII 8§ 11 11311 SoV^fTeiW N® OO ®V»U50 3 00 IT* ;s 6, 797 4, 651 1, 774 2,137 248 1, 915 1,301 4, 350 3, 732 3, 273 1,076 5,132 2, 369 5, 404 3,463 100 895 200 ii II i j »ODf ! » 1 . il il i 1 CD il msiii mm oONooxeoM ^DfiotCcoag 7 14, 369 8 3, 515 5 10,499 1 10,213 6 8, 679 7 1,418 2 _ I8SI i rH »C>W CiflNOC O’ . 435 4 6, 745 2 3, 139 5 . i 11 1 COI> y Slfsf ^Sf5j3S85SfSf2f5fSftf -S3 Sfgf ggfsftf* 24, 634 7, 340 5,400 20,841 5,461 5, 032 6,410 6, 298 5, 455 5, 516 Ills i gtf«"aS“ ; 2, 840 6, 058 8,853 3, 676 6, 951 2,040 1,433 1, 715 650 18, 641 6,322 li s' i . 1 i 5,683 15, 238 1 ISiillgl iSeSii s s'ss's's's's's' ssfs's's's 34, 977 9, 388 18, 857 33, 508 15, 905 13, 996 IIS i eoVTco ! 1,960 24,313 15, 087 10, 197 20, 324 i od i i -S i i i 1 8 oo.‘ lillllll lllifissf I? 2 ' i I alii III jPn'o^fqn pqSo 17886°— 28- -40 part of county system. Table 13. — Expenses of operation and maintenance of plant , fixed charges , and capital outlay in city public schools, 1925-26 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 766 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Capital outlay Total $982 687 55,031 56, 936 8, 773 snn nm 198 rss 7, 635 241, 669 2,736 45, 832 40, 701 5,681 5,529 45,000 23, 878 93, 232 639 4, 066 84, 294 65, 475 95, 441 31, 307 58, 895 6,510 101, 862 68, 337 u o ■ ig is It- . c is IS r |s 1 il ?j* il jS 1,200 000 ‘81 i i i il i i i i«? 1 il ! sf is i Junior high schools a i il ; i i is ! | io i il il 1 j ;r jc ii i : a i Of j 1 sF 1 «r 1 3 rf l t-H :s s t— r 1 i rH ! il i J of j ii is' ill i j$K i §1 i>ci* 32,274 1, 372 753 5,742 3, 125 10, 805 4,208 :32S 1 rH CO | co* of Is UJO ilsslsis si§5§l^iillli§ sills sis i j rf r-T r-T rn'rf co* co* -^uscf oof ^of rfctfaffetf-tf co-rn-coNji- r-T CO CO | • ■ » • ssg of si rH*0f HN j 1 1 : of ! ; is i 3 : «S Or 1 l ; ill is j of j of H OCCCDCb III rH Of 05THOC: > o» 1 i of ; ^©oofflNjgdNO^Vtom ©ONMusowNgVoT mfflV^w'ddHmow'fHM oo'^co'co II 11331 « r-frHof Wis . r-r «r Mir iH rH OI H f I IF ¥ oofrf ins « ofrf Iiii V of iWT S!5 imr eftfefusVT II CO to coco'co'oo'^' SIS 1 tfufrf rH- isli of pfr-Tt> H3T¥ ”S" i “f of of ssssssisisisi iiiiisiisgi sssisssisssigi mu sin Hs'g'ss's'sssfsls'sf s's's's'ss's's'ss'g' ss'sssssssss'sfs's' gssss' IHIMIfliir NM^oTwtCoooo-ofioo s i i PIT £*-‘$5 ■* mi jcf-^odoo i iissi i ii is ;s ! ! ! : :s : i iiO i il i i 1 .to it i i issas i ;§§ il iiii • ioooToo j j TjT j rtf' j 00 I • J 1 1 I • * * I jco j jcf j | US- jco- Jus j j ioO-US-US-rjT j J C'T j rH iiii isslliisissgsl ig i : \n : 1 1 1 'HNH 1 il il i i !2S$g i iglfs 1 ill j gf. 3 3 8 gf; £ a 3 3 & 3 3 j* j j j ! ! ! !SS3 oT ,,l> is' ; ■ ' : !rH-t>-0-co- : j : ! ! ! joOCf^O US jtr-HjT SSgl I efe$Vco“ co rrmTTT ! : : : : : : : : : : : I 768 BIENNIAL SURVEY OF EDUCATION, 1924-1926 rO 3 e o ■~e e J- C3 41 '■e si <3 ss o •r i i ^ i 33 2,307 ■; | il i Ih 1 i il i is : : 2,252 483 4,927 • • 11 S'S ii il !«* i Isl ii j ■ ' ' 1 .05 IS i : : > i ii 1 r 1 i . i i il i i il 1 i 1 1 CO 1 1 1 C 7 4, 948 2 12,877 6 . is i in i j i i i i i 9 _ 6 2, 438 ? . rH mrntkMkdmmm id^ii^siisii sdsasssi Mm SS?^!JgrtfSS58C^^ «--- 1 3,971 4, 943 3, 047 8,935 4,889 13, 512| 1 ill 3SSS68I si eo t> >o oo»ood eo ci'tS' !3§ l L- rH is s' Th 3 jj5 i ^ ! r-T 1 « 1 ii i i ci i iS i isl s i | | j jeoeq 05- 1 iSi |s | il 1 eo ii i K i 1 « 1 i CO CO CD CM #bX) q g 00 CO j CONOC CM CM CO .2^o CQ 0^| w S & CD CO 05 CD 05 CO cdcd 00 05 CO CO CD ^ 05 o CM no I>- Tf O rH OOCM CO rH 05 COTt^t^^OO CM nd oT CD CM no CD CD CM' CD 05 !>• rt< CM 00 00 CM CO CO CM CD ©CM O CD no 00 CD CM CO ^ CM CM CD 005 no i>» © CD no CM CO CM CM CM CM CO r CO !>■ O CM 05 no no b£ O So S.SPg c3^q CD rH CO CO CM rH 00 CD CO HOOO^ CDNCOH i>- o nd 00 CO no 05 no no* CM CO CO rH ©od *.S rrH H fi !o3 oa^SIS -2 S‘3 5,52 o Ss 3c® OS.O g £ & CITY SCHOOL SYSTEMS 771 !§SS i ss Iii IsIl^SsS llflssl Sill s‘s'i ili§'rg’« 118311 § Isg slSIsslsgsggSS gsggss n £•*■* -sssgys'sa-s-i’s?^ i ! ! Ml > • 4 : : : : : ■ : i : : : : : : : : : : : : i 1 1 : : : i : : 1 il S CO J il r j j j j iS !h 1 o i ii 1 !! i M ! 1 j ; : i | i 1 i ; ; | j i i : 1 i i i i III! i i ! i i ! i : : : i : :::::! :::::! i i i 1 i i i III! 1 1 PA j | Pi S i 1 1 , j j j j | * * » j j j j i i i i 8 . 3 . 9 . . 1 2 . 2 244, 839 5 253, 598 0 . . 1 . 1 _ 4 254, 295 2 . 7 . 4 _ I sf Is* i CM i us : fc ; r cd- iS3 i | m | i ! ! | m i ! ; | | j i ! ! ! h" I r^C^^^^N^'cCrH-OO'rH ^T^ef COC? gf (NCI *T rH«5(» ®«aV©J2«®VS‘®»MO' : : : :g : : : : i : : : : : : : : : iii i ii •i jrH iS ; IS • 05 I i i3 ill ! Jr-T ii i 200 2,075 69 ii ii | j 289 732 1,032 :::::::: llll i | iii iii: iii i i i i III 1 1 1 1 1 ' 1 1 1 1 1 . 1 1 1 rH : :s : ; i i i i IS : | i iS g i ^ i ; | | ; i j iii !£!! iii r i i id is ■ CO :& jco ;$g i> o IS! W w .2-C o 3 m o .33-g igbg 33-S >c "3 m § .2-9 o 3.5? 2 . c-c-S d m 2 >>o Q H o w w OiCOMOOOO’ ^ ^ CO CO CO CO c ©< - - - CO 05 lO CO )WOO^^iOO(NNOOOiOO( >ooco^coo5cocsicOc3S?2F^ooio^c3coo5©^! co o' co rn d' r-T 00" ^^(^oocooTrCT^coT-H'co' i - - ~ *0*0 05 C^rH J c0OOONi CO t-h CO *0 1 HOCOHI 05 05 CO CO I r-H CO co CO 00 03 05 H o 1 ) lO N 10 05 10 00 ■ 1 © -^ a' o go’C^'O S 2 2 '£ £ © ^ 13 9 9 £ 9 •§ x3 C2 x3 2 w ,2 ®»w 2 ■2 58+3 o3° mA c a m S sc o o ® © c3 *5 2 o CITY SCHOOL, SYSTEMS 773 sil iggsisssgg ss-g" illlls SlglllgSsI Sf ofrfrf i §11 *»o tousototT'oi'rH co o'®© ef siisssisiiiisiignii msm ©Too e^"eo >o co «seo to^'-^oi'r-r coco ^*co i-T co oo 1 il il |rt* ii ii ; :* co*®*i^w fT'oo WTjTe'fr--* oT »o~ o' gt of 10*00 cTr- iifsg ?! 'd'A S ?! Qo^'^-r-ro' STif" off §§§ Hi — " oi a ii §5S 5ot-*-r if" issisiiisgiiggieii mrni m ■757 t^* S 2" of rt" CS 2l ss§ s¥sf 3 53 sf sf 5 8 3 §£ 8 a S of sf £ £ £ gf sf 3 S 3 3 2 sf $f £ sf 55 gf gf 2 gf S Sf £ r~7w o m 00*10* III >**> O 2 ® .s-3 .2 xi o a.s? 2 3X •§ &c H050 10^0)OOONM t>-0500 00O©O(NOQ0H( ^OMT co cTco i ) 00 ^ i-H < ^ ^ 00 > CO CO t}4 roro^- co co th gtfsf ClOlOOW'OOJNOffl r-HCOCO^CO’—lT^OOCO’^ NCX)^COfHCO(NCO^O oT co 40 4r5>^ of co OOOOHOaNrJiCOt coa^cor^asoocMior ^CONCO^iOOJCOr TjTTjriocsfr^'o040ooco4or>cooO'1 eo 40 co o t>» CO 40 CO 40 CO CO ' . r^H 40 40 CO I'^'cd'cot^co *nTi> rH ofcf rt^aT o o S3 S till _ I I _ I _ I » _ I I t » » I I t _ I I OOCON40CONCOCO(M400(NOirHOO'^iONOONOaiCOCO(N O^OOIOHCOOH^OXNOCOHHIOOOOOOC^C^NO C0C0C04OOC040t^-(X)4Ot^-00r-iTti’rt
    4OCX)I>C04OI>-C00i i>rcsTcT4o 4cf co cTio co cT40 co 40s ofr^cf o' 40 co of co coocT»o co COwS(NCOiH^H^H(NC> 33 ±5 a> 1 r-N a C3 >0 J§!^fsl 8 gill Seisin . _ „ - - - 3§oic3c3^£W^OOO'HOfl3Ss2 &w g^woS l^pqpqmwmmuoooooooooofiflflflfifeo £ § O (k CITY SCHOOL SYSTEMS 775 iiissssiiissiisi ^sfd~d sfcfrf£ sfaff lS£3g3SS§3§ «§r sf® "gs* SiilS g " tC§3? g S3 Is sis! II •* s| ss ww £ rf"‘ !HW : : 8S : ! : ! ! : ! i : ! ! : : S 2 of w ms 8 Sd a" d BBBSSSSBgSSSgSgBEaiKSSiSSSSSSSISSi 1 WlglfHI wofofof of JW 1 SI i-Teo" Si r§ g g ISS5Ssg3ISSIIllsSSillIsilggSllilSl'''ill3SSI SIS2 IS II od-'ii'eoj-raso'io ofwof^ioofTdf^£fffTjfof>o^j'of to on -• “s - sis S3 SSSfiSS WW if!? S mm ssssfs" OO a ss »‘i immi «!iW!fji llllil § II t1°5 ejs III § JJ Jiff II Sf vllsgf ! §* liS| !||oJg| Table 13. — Expenses of operation and maintenance of plant, fixed charges, and capital outlay in city public schools, 1925-26 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 776 BIENNIAL SURVEY OF EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 777 nulls § ssssee ■ !§§ g Sgf^f S i §5 3 i 453, 568 4,842 106, 176 5,297 2, 137 29, 137 166, 764 103,350 82,043 14,339 i i m is i i iissR • gsi "Ip pi i i^i's j rf - S il SB i j< r • l i 5 i iS : : : ill 1 12, 520 iSiiS i ii : : : i* : : : | j ; j : | ; Hi i i i |j i jl ii m id i i i ■ I i SNii 2 ; : ! i iii iS : : : : o ir'.S; o 5 cs • ,§ O O ^ CM CM OOON GO CM 10 co'^ip § 8§ 00 ^ 10 0 00 oTigTo co' CM' 00 CM *” p< o W lall *g5|o « *s CO 1—1 05 €«-00 0.2 0 rfCOH lO © id CO O CM is’ 8 s e > t-H cd id cd 10 05 Tt< O cd cm’ cm* t-h 8 § < Pm '3 g a a I..N8 y|llS...I2.s i £ I ill si si iffl 1 §jpf|l a! g| ;pq5jOm |Q gfflH£ g> i 1 l i i j i 3,495,907 ■ i i i s : I j . ■ | | if 2,125,000 240,343 150,000 iii : : : 138, 242 000 ‘f j j 1, 261, 909 111,942 241,000 21,304 56, 519 112, 734 18, 528 32, 124 27, 000 31, 374 15J , Olz 446, 300 111 i£ef ■ is i 1*1 ; ! i : : : : : ! ; ; i i ; j i i ; : i i j j l 1 l 1 l 1 ! ! j ! $1,000,000 Ii Ii 000 ‘998 nnn ‘nnn ‘r i i! is- i i ii j* i i 2,198,495 | 131, 000 62, 250 1 1 ii l*T i is is- ! 350, 000 150,000 Ii • i • < i 1 ii £j< 1 § 111 is 1 § F2 jj in is ?i§ is i *- 851, 500 55,611 68, 250 175, 000 119, 000 64, 000 182, 040 840, 000 4, 348, 339 329, 190 471, 988 284, 390 473, 032 276, 272 1, 305, 000 205, 250 180,000 338, UUO 149, 000 405, 774 j » 608 ‘L §sa i! i I US' » ' i gg § mis i i * i i i . 1 j 266 2,069 2,904 3,123 1, 463 1, 007 7,157 1, 558 243 299 1,290 ii !-r i i ; j i i i ii i : : : : : : : : : : : : : : : : : : 1 1 1 1 1 1 !ss i jjoVT j 1 Is i i -r ! 6,490 OSS S L I § IgllSss 21 11 gi$ 1 B11J8 llllsg ISISiil § 3S1I »-7 os' ^ ® cfeoi-T oo*o ood" oo 06 06 «o ® 06 50 ed ® rj oo e6 0j-j®050 ^onhoh ^^oit^odao® c4 oij-jcdod Table 14. — Bonds, taxation, property values, and valuation, city school systems, 1925-26 — Continued GROUP I.— CITIES OF 100,000 POPULATION AND MORE— Continued 780 BIENNIAL SURVEY OF EDUCATION, 1924-1926 o> o e3 0.0 g-£ > Safe „ M. ^ 0^«~ .0 2 o: •o 0 OT 3£ fl O '3 49 Ow «§ ,'S'd <3 I rao-2 aSSSs-efc fto S o 53 w -S a ,2 SA 0 0.9 w S S B n* O T3 So® 2^2 £fc-a e.0’0 2^ ° £.23 IP p+j O ^ ^ llll ’03 0 g ptl'S 0 afl iO 1-H O LOCOO^ O 05 io O 05 O CO 1 8$? O tf-g M O fl _ ~a3A§0g •!«■*-< _r2 b£33 rbej '77\ ^ w 3 § ^SkoQ S-Sgcjflc80fl« t> > le¬ es _Q fio GROUP II— CITIES OF 30,000 TO 100,000 POPULATION CITY SCHOOL SYSTEMS 781 § E 883SB9SS rf r i ig is . .00 'CO i if |8 1 : ; i $352, 233 | ;, ! !. i i 5, 000 9, 305 63, 465 55, 633 184, 623 i i i i ii jo j j ■ i j j j j | i i ; i $1,000,000 i i i i i i j j 1 1 1 1 1 1 i ; ! 1 1 1 1 1 1 : : i i i i i i i i j ; i i j i i j • ■ j !!: | j 1 i f | S j j « 20,000 46,000 S j ! ill i i gss j i i j | j i ii • ■ i i § in iiiii § i i lilt I I i !§ i mill iiiiiiiiii | ST sSg :§8’ss s' ; j 8SS8? ; ; 1 ! . iii as i ssSssg ssSsSssfc'g'S i i i i i o O > ■ > i i i iii O O iii i i i i i i c* esi i i i » i i «ii iii i 12 18 123 134 — 43 56 100 • i i i i O i iiiiiiiiii ■ 1 1 1 1 00 1 IIIIIIIIII 1 1 1 1 1 CS 1 iiiiiiiiii 1 1 1 1 1 1 IIIIIIIIII 1 1 1 1 1 1 IIIIIIIIII C} 1 1 I I I I I I I ! !!!!!!!! ! 171 59 158 12 1 l « • i i is i i i S?3 i i i i is is i : ^ : : : : i ii iii iiiii i ■ ii iii iiiii i !11 1 1 1_ L- 1 1 1 1 i 3 3 8s§SsISS S 434 796 965 041 868 270 698 450 600 IS i 11SS1S Silaslssisj es^iS'io'io'co'-r-r r-r » « p, S « -<3 © COO < »c»o 03 CO (MO OOlM •s § ».s Os o HiOOCO»0 INOC5*OONnO COCONHN )HC5(N(NCOC5^CO CSOOrHCOH ON HCO o oo os© CO 00 C <1 Cj o O n-^® A -2 § ^ o d 03 ^ d H O' q. o> rdi o a ►** ° ,£§ "S’oS ft® t> (ooiooc oio o.'S'S' 3 073 ^OOM^HOOOIO OO-HtOCON^t^H ®0^0(0 00>0»N ®ONN® 03 o 05 OOVl CO t~ o CO CO CO o £ s i CD w o ftft s g a afl 10C10(NNI OS OS 00 CO CO 00 OS O* os* os* TjH - iOCO c^co 001> 03& ^ 03 O C— bo ; ® C3 5 73 go TJ-S a a ® cS II &pq ■ . . tjS ®^ I ““ fl;H °- ol^ ;ia-2fflw l® sa^ll.,1 ^ h ° cs ® '©3 b3 o ^ > a’sgtssjNagfc ®i|s.g| csHH^OWMSoQNs'OQPificQ^ “N^-ffOhS.SScQg S fe S £ 3 3 CITY SCHOOL SYSTEMS 783 II ili”ISlIls=Sliia§=l lllsslISsi si I II 1 I a III 10 e^T e^T of r-T cfi-T ec eo'eo'cc" co of w'i-Ti-T e4'f'’"cTeo*o'c4'»o''»ji'eo'c*5' in'-h" t-T tiS'i-T in' co co" ui'coc'f i i 3 g“ if ! i Mil i : i ; ! i i MM i Mil M M « i i* i i ! j** M M M ! : : : \ i : : : : : MM: i ! jtf* j i i ! : i : i : i : : : : i iiiiiiiiii! 8 388" s“sr ss I i 5? 8 i i ill 8 $ 8 8 88 £ 10 ®3 o oi cd cci © 2 Data of 1923-24. Table 14. — Bonds , taxation, 'property values, and valuation, city school systems, 1925-26 — Continued GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION— Continued 784 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Value of school prop¬ erties (thou- sands of dollars) c© Iftlllsl aslslsllsll SSIS 1 i 1 •3 Re¬ funds and otner ex¬ penses of debt service 2 is ! ii is i » i C s i is j Redemp¬ tion of short-term loans 2 is i is | 4,600 Payments to sinking funds S3 $7, 718 761 USES i i j i | j Is 2, 500 i i < j is 1 1 i -r ■8 1 From new bond issue S $680, 600 i i ! ii i i ! is I i i f ii — r ! ! O S3 | From sinking funds $4,000 24, 293 i ii s is -r ! ! 3 j i 1 From current funds s $69, 000 70, 000 53. 000 33, 500 13, 500 70, 000 45, 150 19, 000 126,225 7,000 62, 500 82,000 , 9, 760 20,000 11,000 23,080 8, 000 74, 160' 38, 000 Bonds and sinking funds (thousands of dollars) Total amount in sinking funds a* igsSiir a j i i js 1 l l l Tfl l ^ i 8 Other fnrms of school debt QO 1,305 ! oo School Donas outstand¬ ing SSISISI fllliggslsl 1 m-^hVhhh rH of TH(N NM 'co & T3 _ Is Pi O d § V 2 B43 8 si-s-g a°®s pi .3 w 2^-0 pa g CO S O IN CO co ■«*< N Ol Ol QO O CO rt N IQ i-Tco'i-rcoNTiH'Necf flo® 042 3 _ bDrn S.Sxj 2^ g PR.SS 9 g-3 2ea .9-9 o 5 .9 -a d c°a -ss jss« 0.2 042 43 ® qt3 _ ^ d oS 03 m 43 g-g d o g 12 02-° 3 o 2 a> d w d 3 fM gg’a s « o A>>2 gs Pt’l g.2— S.o 2 > -u o ” ^ >> d ,g/w> O d -3 ® d <3.2 Si §3 £ $ OT3 oo o 88 § 00 05NiO(NN00O iONOOONO>COrt< OOcOt^iOiOCOCO tL o 5RS ■gap, i r- co oo c I8S8S 88: CO CM 00 CO -TJH C t-T N r-T IN' TjT I lO »0 CO < 8 OO 03 T*l Tf? © © T-i 03 cc‘ t> 00 CO I d O t" ^ rA ••do ,2 Pt=bc © 00 §3+2 3 b/o o .fcj % ri o *53 S 2 O ^ rO g iS £ £ £ s a • • M g 2 a w ass GROUP III— CITIES OF 10,000 TO 30,000 POPULATION CITY SCHOOL SYSTEMS 787 §SIS81 SI Sill IlsISIllllilSg 111 Illilil Sinisl! « cfrn ~ n n r.~ ~ - - 2 Data of 1923-24. Table 14. — Bonds , taxation , property values , and valuation , city school systems, 1925-26 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 788 BIENNIAL SURVEY OF EDUCATION, 1924-1926 cs o.a 2-g-a 5 °P3 > Sa&sS S ssP §§g glsilll II II |§!S r4- U5CO- r-T rl es £111 a P! cu_ § fl o CD OT Jj a 2 § Pi .a la a. a w S a a g.'3 3 II s fi|.s PI g.S Pl'O id PI PI 3 §S3 £ £ pi a«3 &8- ii mi $sf •a a .a, o|-Sl Eh a .s, ii 8 88! O S O-^ 05 ta ■§§3-S cq -a 3 - S§‘ n sgg g| |S £g§! 33 i W ® i fli 3 a $ a fl * g-po fcss’g.s^&sg I o ft g££8 8S8 88i 888 88 28 2282 g d c3 <2 S P wS ft CO d o *152 < © L. O > cl H CO ‘IB.& £■§! afl §S3§ §11 1131ISI II ms woooooo ^'■o 2^222°r°° jH^f «T«T etfuSVc* 8388 888 8888888 88 88 8888 2Si?i 28 8£ 88^8 I'gyls IEh^^SmSoq opqp/S^pqpq PPM CITY SCHOOL SYSTEMS 789 g88!8iSSi8§|ggi88 I 811351 318gg3glS83S88S§8§§gi 881 _r ^r _r _r i-T -r S' £ Sf ill! g«£~S il i : ill iillii jHtCjg'g-o-^ 1 1 min i§n © o- HWN^eo jo-frfcg’-tC ! : lillil i 111 £W£S£ i £28 S3 S3 S*§S!8§§S ins & i siasiSiig88rB38a&SE8S in SSSS2SSSS28S8S3SS2 2 SS2SSS ggggggggggggggggggggS 228 83888188811118111 i 181881 88ai8S38S5S6§l3a818SS 888 gggggRggSSgSSgggg g Sggggg ggSSSSgSSSgg§2g§S2288 Sgg w Sg£22£2g£SS&SS£aS 2 SSS8S2 ^2:22'd22ri2'05'2222dd2^22«5 82S ~ » Data of 1923-24. Table 14. — Bonds , taxation , 'property values, and valuation, city school systems, 1925-26 — Continued GROUP III —CITIES OF 10,000 TO 30,000 POPULATION— Continued. 790 BIENNIAL SURVEY OF EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 791 ii —§§ mm* asssssssssgssaasiissssssssaKgs rf* r-T rH rt rH Hrt rtrH* S 8 s I K ! i *? : i j i 8 88 S3SBS BS58B8BS 8888 88888BR88§8§SS88BB8SS88888888S 11 : : : : III sss illili 8 iii§§§ lil Ss3 gs S«8S sas m §1 SSSS SSSSS88 sii§ gi8ai8S8^gi§|g|8§|gg38li§§S8l8 22 ssfss 22^2^2 °*s“3g s“^s^^sa“sWsfsa^s“s‘^a^“rf^8f^s RS 2£88 28SS88RS 8288 !J88S?8S8^R§8SS8SS88888^8882S^fe2 « c4t^ «Ni aood ad o as i> ed i> odoiad^oiodoit^odoiadoi^ad^Hoicoojooiriodcios^jcjcq'od^oi ”* * Data of 1923-24. Table 14. — Bonds, taxation , property values, and valuation, city school systems, 1925-26 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 792 BIENNIAL SURVEY OF EDUCATION, 1924-1926 2 "3 a “ A “2 22 o «3 o ;§5SSS8I§1 llillsisllliilss Hd t-Tt-T r-Tr-T CS S Q-S s S-0 > ew.B a°5' Oi fl > T3 O If S’S O' Ph .a p. l-a'S S5 0 o ® I.S-S 2 a ad w g Li p Ph 35 gssf S?- iiii s'sss d r-j .d o o.S^ .2 a i3 S 0^3 <» 08 . 'G *3 “ rt 0'S o3 bo ■5 9 m.9 93! SI83 ,-r ^ lj 2 2 Slsesg; rH* S fl » pH 93 o gis g*-2 888888888 8 18888 1888888888 w a ■a •s ft ► “ co ?5> a'O ra ■P CD 0 ia 8|g^ A, wdtM H W-P O §813132138 §S33S33S833&S39£ 2 s sfsf 2 gggsf £ tfa^rgra s 23 282S;832888 8888888883388888 cOj-jooodrHO^sdjocs oiccjOiO^jtoeqec'rHoirH^r-HT-Hjoeq illlliiolle? CITY SCHOOIj SYSTEMS 793 IsllllSI ISIlIslIs ISlllsSgl sills 111 I Slllsil h ® n n ^ 071-7 rH r-7 r-7 i-i i-i £ :8 oooco sss§ CO eo- II co cT SI§1 eo'oooJ'oT li iiiii 83 *S“S8“S‘ i i§ In 1 i ill i i js ! ! | . - . . ! i i i !S i : i i i ; ! 2 if ;as‘ i i i co i-7 i i 1 1--7 i i i ! ! M ii M i i N | §? III! 8 2 5! in sss" ■§si 3^ '"g* 38 mm I SgsgSiB8* rH 88S!SS°SS -illl 111 g ig^Sggs o^ocooo § 328888888 88888888 88888 888 8 &8 : 88 ! Sg&ggggS 2llgl!ii§ >o^rHororcdcoor gVHMffloc7aV illlfeglSI iiiii 111 I iillii i ococo^wcoMrHrH gOr7wV oT iooVcoo® ! 38S85888 888888888 38283828 888888888 88888 888 8 888888 : 38883 822 2 £5332°^ i : IJJ1 !«i!!!!!j!l 2 Data of 1923-24. 794 BIENNIAL SUEVEY OP EDUCATION, 1924-1926 1 i = I Y o £ © O I I r- O S Ph 1 f 1 Z 5 3 2 ’a X M ra •i'o! fils's- > gftSeS ; i’O’Oe , g-g.2 * M a'H qj o CO P«~ u £§-£§ o~ Ph ,d fl.S to Sop So® O'0 ^ fi ^.a ® Pi 9 .9 'S S-^ § £.2.2 Srj OT - g’2 "o o P ^4 p £a S3 O ri O +? r) P>h 0,0 05 2^ _ tJ §1§u, 'S|l-2 gq-P 3 ^1!p!^ t>>3'0/ra' ti®Pis ft m ri o siisi§iiiiggisisgseisi§ii» rHrHCf NhH • I i i I i i ’ • ’ 1 !!!!!! il ^eo* iiii §§ il ill 8 a iss !£S3F2|2|8 !8£g IlSliglsaiSgSSSSISIliiiSil rH rH~ r-T -Tof-T CO ~ i—T NH r-Tr-T fe£££gg§8ggg£88888 K£888 88 g8838S888$?£8£8888g88gg§328 CITY SCHOOL SYSTEMS 795 s II; R2®|gisSI§IlisillISsBS;SSII§SSIaSl§8 8888888 ^-r ^ r-r- Of r-T rfr-M of ^ rt- Of ^Trf i-T 1 g 1 s § j ii i-- j°° M : : :^- : : : ; 11, 929 30 2,451 : i is is i i : j : ;v ; ; ■ . i i i i il i i i is I i i i i : isf i i i i- i i . i . . . . i 11 a'- §i gsf Is : : IS s'- liiiiiiiiiiiin^ o5®©^iooi^'£foojoioTir«jrof^ri M«d*dooo*^ a'as' 1 Is! sf ss‘S s— s 21 I s§ II g|§;Sl§llI2SI§ISiaisis|g rn §FglsS§ Igsgui -T r-f r-Ti-i" 8 8 i j 8£ jSiSKS 18888 18 j3 j S 188*88 i * ^ iss!Esaisiiii§ §i§igigsis§iiigigiis^i susisi § 8S8 8S882a828S8£888£fe3882328888SS8S8S8§8 3882258 S 82® gjSS?522222?5g^2:S22j22^2'22222'2S5i2S22®^2«5 * Data of 1923-24. Table 14. — Bonds, taxation, 'property values, and valuation, city school systems, 1925-26 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 796 BIENNIAL SURVEY OF EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 797 iiiSigSaSii&§§3S£8S lilllilii 6sl li8iSlis§S§3ll3§§ i-Ti-TC*? r-T CONHHHHH & w 3 IlilgSlllllSglsgliSSllRllI i-ToT rH rH XI 0 OX3 co a> (DrO O 6551 fto W iw. H 0^§ 'SS-el pPJT 1.9 m «e X3 I'l.g X) S o 2 a I8S gsr* _ fcjo. S .9 x) a fl.SJ pR.i 111 pR ii 1SIIS i i '|S sii 28 111 Sf”2 :§ : : ii ii ss is §11 wT«? : : i ; :8 : ini im 1 i§li i ! : : : ,‘o : i ; j ; \& ; i i i i : ! |t-“ £ jwVTco 1 1 1 1 i | 00 ; i : ! ! l! if be § .9-3 8£S‘ £^288 122 B y «« ox; £ K oj® 02 8S : l-^SSS’ — X) 7? co cl O O “-rH 02-32 3 ISSislllBlillSliSsSllsl-ll ,-gl §'2 I &>»§ 'SlgSSs*3? gSgS88Sgg8§ggggSg8SgS'288§§ P*>'gro-: -£ o a fj'o 1 OX) iSlglllslSsISSlgllSIliigll 88888888888888888888888888 CITY^SCHOOL SYSTEMS 799 illSlSliSI5ilSSi SSSSlss pH m-T pHp^pH (N pH 12§s || |l glSSIISIlsiligS pJVhpH CS PH1 PH PH* PH l ,-r j ■ ■ 1 $ : ill! 3SS8 : i : III : i : ill IT ! i ii • ■ ' ii ii i O 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 till 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 i lOO i i i 1111 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 © C* 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 • Tf III till ,B 1 i ■ ■ ' ' ' ' ' ■ ' * ' ii ii i cT i i i i i i i i i • ii ii i ^ i i i i i i i i i i ii ii i i i i i i i i i i i ii ii i i i i i i i i i i i II SIS pH-io-cf : : : : : ! Data of 1923-24. Table 14. — Bonds , taxation, property values , and valuation, city school systems, 1925-26 — Continued GROUP III. — CITIES OF 10,000 TO 30,000 POPULATION— Continued 800 BIENNIAL SURVEY OF EDUCATION, 1924-1926 CITY SCHOOL SYSTEMS 801 § I3I3SIS 3§§§5§§88i!§8 §1 h* CM th -T t-Tth r-T^-T i-Tcn'cn' r-T 32 Sf«* £ ! : : iliilii : : : : i ! $2 S 18 I gsgggsg § 3®iisi ii 28 r-T 8 S888888 88S88888SS K8 i 1882331 331231823882 81 s^gfsfis^ §8s S 8888888 K88888388588 28 IsllTSflilfll -“h^SSS&S^loS CHAPTER XXI STATISTICS OF UNIVERSITIES, COLLEGES, AND PRO¬ FESSIONAL SCHOOLS, 1925-26 This report contains statistics of 975 universities, colleges, and professional schools for the year 1925-26. The principal items included are institutions, faculty, students, degrees, property, receipts, and some comparisons with previous reports. Of the 975 institutions reporting, 154 are under public control and 821 are under private control. Rutgers University, formerly classed as an institution under private control, is now listed with those under public control. Indiana Dental College, formerly listed as an independent professional school under private control, has been absorbed by Indiana University. Independent professional schools, included above, number 156. Including both the independent profes¬ sional schools and those which are departments of universities, there are 180 schools of theology, 136 schools of law, 77 schools of medicine, 43 schools of dentistry, 67 schools of pharmacy, 5 schools of oste¬ opathy, and 12 schools of veterinary medicine. In 1924, reports were received from 913 institutions. The addi¬ tion of 62 reports in 1926 is due partly to reports from new junior colleges. The 1924 report includes 31 junior colleges under public control and 89 under private control. The 1926 report includes 47 under public control and 106 under private control, an increase over 1924 of 33 junior colleges. Eleven institutions, which have been organized in recent years, reported in 1926 for the first time. The total number of professors and instructors in these 975 insti¬ tutions is 62,224, of which number 48,649 are men and 13,575 are women. In institutions under public control, 16,815 professors and instructors are men and 4,075 are women; in institutions under private control, 31,834 are men and 9,500 are women. This makes a total of 20,890 professors and instructors in institutions under public control and 41,334 under private control. The total number of students enrolled in all the institutions reporting is 822,895, of which number 509,732 are men and 313,163 are women. These totals include 33,185 men and 22,447 women in 803 804 BIENNIAL SURVEY OF EDUCATION, 1924-1926 preparatory departments; 347,665 men and 247,793 women in col¬ legiate departments; 20,159 men and 12,341 women in graduate departments; 92,591 men and 5,822 women in professional depart¬ ments; and 23,211 men and 30,355 women registered as unclassified and special students. Schools of theology enrolled 13,655 students; schools of law, 40,359 ; schools of medicine, 19,682 ; schools of dentistry, 11,777; schools of pharmacy, 10,815; schools of osteopathy, 1,588; and schools of veterinary medicine 537. Schools of engineering enrolled 59,315 students. Institutions under public control enrolled 186,136 men and 104,757 women, and those under private control enrolled 323,596 men and 208,406 women. In addition to those included above, these institutions enrolled 209,454 students in summer schools, 3,772 in winter short courses, and 268,481 in extension and correspondence courses. DEGREES During the school year 1925-26 the universities and colleges con¬ ferred 41,106 baccalaureate degrees upon men and 30,423 upon women. These institutions and the professional schools conferred 7,700 graduate degrees upon men and 3,751 upon women. The profes¬ sional schools conferred 20,096 first professional degrees, distributed as follows: Schools of theology, 1,357; schools of law, 7,938; schools of medicine, 4,122; schools of dentistry, 2,666; schools of pharmacy, 3,497 ; schools of osteopathy, 393 ; and schools of veterinary medicine, 123. In all, 1,214 honorary degrees were conferred, 3 of which were doctor of philosophy degrees. Included above in the graduate degrees are 1,302 Ph. D. degrees, 1,115 being conferred upon men and 187 upon women. PROPERTY In 1926 the value of grounds belonging to universities, colleges, and professional schools is reported as $225,721,958; of buildings as $911,498,850; of libraries, scientific apparatus, machinery, furniture, and other contents of buildings as $219,073,684; productive funds as $978,012,929; making a total belonging to these 975 institutions of $2,334,307,421. The total of benefactions received during the year is $1 18,144,084. The number of volumes in their libraries is reported as 37,549,463. RECEIPTS The total receipts of universities, colleges, and professional schools for 1925-26 are reported as $479,774,664, including receipts for addi¬ tions to endowments. If receipts for additions to endowments are excluded, the total is $407,400,056. The following amounts were received from the sources indicated: Student fees, $101,499,120; room rent, $10,274,048; board, $32,072,876; productive funds, $49,748,999; State or city for increase of plant, $18,355,836; State or city for current expenses, $81,522,432; United States Government, STATISTICS OF UNIVERSITIES AND COLLEGES 805 $16,144,147; private benefactions for increase of plant, $29,473,324; private benefactions for additions to endowment, $72,374,608; pri¬ vate benefactions for current expenses, $16,396,853; all other sources, $51,912,421. The total income for the year for public institutions, including additions to endowments, is $176,205,020, and for private institutions, $303,569,644. JUNIOR COLLEGES Table 31 gives a summary of the statistics of 153 junior colleges located in 31 States. The schools under public control number 47, with 953 instructors and 13,850 students. Those under private con¬ trol number 106 in 25 States, with 1,809 instructors and 22,660 students. In all these institutions the faculties number 2,762, and the students number 36,510. These schools do not include those which offer less than two years of college work. COMPARATIVE STATISTICS A study of Table 1 shows that, excluding preparatory students, 121,942 students were enrolled in higher institutions in 1890; 167,999 in 1900; 266,654 in 1910; 462,445 in 1920; 664,266 in 1924; and 767,263 in 1926. The annual rate of increase from 1890 to 1900 is approximately 4,600; from 1900 to 1910 it is 9,900; from 1910 to 1920, 19,600; and from 1924 to 1926 it is 51,438. The average annual increase in the number of strictly college students during the past six years is 50,786. Both the actual increase and the percentage increase have fallen off slightly since 1924. The increase of the 1922 enrollment over that of 1920 is 19 per cent, 1924 over 1922 is 21 per cent, and 1926 over 1924 is 15.5 per cent. Enrollments in preparatory departments have been decreasing since 1922, the 1926 enrollment being less than that for 1900. En¬ rollments in graduate departments increased 47 per cent from 1920 to 1922, 25 per cent from 1922 to 1924, and 13 per cent from 1924 to 1926. Increases in the number of faculty members have not been quite as large as increases in the number of students. In 1920 the ratio of students to professors and instructors was 12.2; in 1922, 12.4; in 1924, 12.9; and in 1926, 13.2. The number of first degrees and first professional degrees granted increased from 47,326 in 1920 to 59,873 in 1922, then to 79,582 in 1924, and to 91,625 in 1926. This is an increase of 27 per cent for the first two-year period, 33 per cent for the second, and 15 per cent for the third. The number of pupils enrolled for each one graduated was 9.8 in 1920, 9.2 in 1922, and 8.4 in both 1924 and 1926. The number of graduate degrees increased 51 per cent from 1920 to 1922, 26 per cent from 1922 to 1924, and 24 per cent from 1924 to 1926. 806 BIENNIAL SURVEY OF EDUCATION, 1924-1926 From 1924 to 1926 the total receipts increased from $388,242,587 to $479,774,664; receipts, excluding additions to endowments, in¬ creased from $341,515,910 to $407,400,056. Student fees increased from $81,171,612 to $101,499,120, and productive funds from $814,- 718,813 to $978,012,929 during the two periods. Excluding addi¬ tions to endowments, student fees are 24.9 per cent of all college and university receipts for the year. Including additions to endowments, student fees are 21 per cent of all receipts. Table 1. — Review of statistics of universities , colleges, and 'professional schools, by decades, 1890-1926 Items 1890 1900 1910 1920 1924 1926 PROFESSORS AND INSTRUCTORS Preparatory departments: Men _ _ _ _ ... _ _ . 2, 572 1, 506 2, 807 1, 741 2,714 1,568 2, 615 1, 757 2, 189 1,728 Women _ ... - . . ._ Total _ _ 2,803 4, 078 4, 548 4, 282 4,372 3,917 Collegiate departments: Men _ _ .. - _ - 9, 014 2, 205 14, 051 3,230 21, 644 6,469 28, 872 9,153 32, 605 10, 721 Total .. _ _ 6, 198 11, 219 17, 281 28, 113 38, 025 43, 326 Professional departments: Men _ 12, 886 399 10, 603 312 13,381 422 14, 152 581 Women.. _ _ Total _ _ 3, 995 8, 277 13, 285 10,915 13, 803 14, 733 Total, excluding duplicates: Men _ _ 10, 676 2, 889 18, 343 3,791 28, 477 5, 154 34,111 8, 771 44, 345 11,934 48, 649 13, 575 Women . . . Total _ _ _ - . . . 13, 565 22, 134 33, 631 i 42, 882 2 56, 279 3 62, 224 STUDENTS Preparatory departments: Men _ _ _ _ 29, 530 22, 219 34, 814 21, 471 42, 616 23, 426 38,398 20, 911 38, 825 23, 033 33, 185 22, 447 Women _ _ Total _ _ _ 51, 749 56, 285 66, 042 59, 309 61, 858 55, 632 Collegiate departments: Men _ _ _ _ 44, 650 20, 624 68, 047 36, 051 113, 074 61, 139 212, 405 128,677 289, 817 196, 482 347, 665 247, 793 Women _ _ Total ... _ _ _ 65, 274 104, 098 174, 213 341, 082 486, 299 595, 458 Graduate departments: Men _ _ 1, 973 409 4, 112 1, 719 6, 504 2, 866 9,837 5, 775 18, 444 10, 355 20, 159 12, 341 Women _ _ _ . Total _ _ _ 2, 382 5, 831 9, 370 15,612 28, 799 32, 500 Professional departments:1 2 3 4 * 6 7 Men _ _ _ _ _ 32, 034 977 55, 926 2, 144 65, 569 5, 688 53, 295 3,836 85, 865 5, 651 92, 591 5, 822 Women.. .. . . . Total _ _ ... _ _ _ _ 33, 011 58, 070 71, 257 67, 131 91, 516 98, 413 Total number, excluding duplicates: Men _ . _ 119, 860 53, 831 162, 899 61, 385 227, 995 104, 701 334, 226 187, 528 457, 701 268, 423 509, 732 313, 163 Women _ _ . _ _ Total _ _ _ _ _ 173,691 224, 284 332, 696 « 521, 754 « 726, 124 2 822, 895 Students in certain engineering courses: General engineering ... ... ... . __ 10, 231 8, 859 11, 789 9, 469 3, 048 5, 743 12, 360 10, 024 10, 637 14, 002 2, 771 4, 141 12, 788 10, 829 9, 743 15, 666 1, 664 4,238 Civil engineering.. . . 1, 195 3, 140 4, 459 2, 555 1, 261 7, 889 6, 377 5,450 2, 656 869 Mechanical engineering _ _ Electrical engineering _ _ Mining engineering _ Chemical engineering . 1 Includes 982 men and 1,239 women teaching in other departments. 2 Includes 1,073 men and 1,255 women teaching in other departments. 3 Includes 550 men and 885 women teaching in other departments. 4 Includes students in theology, law, medicine, dentistry, pharmacy, osteopathy, and veterinary medi¬ cine. { Includes 27,533 men and 38,326 women in other departments. 6 Includes 33,144 men and 39,859 women in other departments. 7 Includes 23,211 men and 30,355 women in other departments. STATISTICS OF UNIVERSITIES AND COLLEGES 807 Table 1. — Review of statistics of universities , colleges, and 'professional schools, by decades, 1890—1926 — Continued Items 1890 1900 1910 1920 1924 1926 DEGREES CONFERRED Baccalaureate: Men _ _ _ 9,547 4, 471 15, 267 7, 420 23, 272 15, 280 36, 258 25, 027 41, 106 30, 423 Women _ _ _ Total . 6,853 14, 018 22, 687 38, 552 61, 285 71, 529 Professional: 8 Men _ _ _ _ _ _ 8,272 502 17, 357 940 19, 047 1, 049 Women _ _ Total _ _ _ 8,686 13, 392 14, 512 8,774 18, 297 20, 096 Graduate: Men _ _ _ _ 1,628 324 1,939 602 3,457 1,396 6, 447 2, 814 7,700 3, 751 Women _ Total _ _ _ _ 1, 135 1, 952 2,541 4,853 9,261 11,451 Honorary _ 735 702 679 989 1,096 1,214 Ph. D. degree, on examination: Men... . . . . . 332 20 365 44 439 93 914 150 1, 115 187 Women . . . Total . . . . . . 126 342 409 532 1, 064 1, 302 8 First degrees in theology, law, medicine, dentistry, pharmacy, osteopathy, and veterinary medicine. Table 2. — Degrees of doctor of philosophy conferred in course in 1926 State Institution Men Women California- . Do . . Do-. . . . Colorado _ Connecticut... . . Do _ District of Columbia. _ Do _ Do... . . Do. . „ . . Do- . . Illinois . . Do.... . . Do . . Indiana.. . Iowa - Do _ _ _ Do . . Kansas _ _ Maryland _ Do. _ _ Massachusetts _ Do _ _ _ Do . . Do . Do. . Do . . . Michigan . Do . Minnesota _ Missouri . . Do.... . Nebraska . . New Hampshire . New Jersey . . Do. . New York . Do _ _ Do... . Do . . Do . . Do. . Do . Do . University of California _ _ California Institute of Technology - Leland Stanford Junior University _ University of Colorado . . . . . . Hartford Seminary Foundation - - - Yale University . . . . . . . American University . — _ _ _ _ Catholic University of America . . . Georgetown University . . . . George Washington University - Robert Brookings Graduate School — . . . University of Chicago. . . . . . Northwestern University - - - University of Illinois. - - - - Indiana University . . . . Iowa State College of Agriculture and Mechanic Arts . . University of Dubuque . . . . State University of Iowa - - - University of Kansas . . . . . . Johns Hopkins University. . . . . . University of Maryland . . . . . . Massachusetts Agricultural College . . Boston University . . . . Harvard University . . . Massachusetts Institute of Technology . . . Radcliffe College . . . Clark University . . . . . . University of Michigan _ _ _ _ _ Michigan State College of Agriculture and Applied Science. University of Minnesota . . . . University of Missouri . . . . . Washington University . . . . . . . University of Nebraska _ _ _ _ Dartmouth College.. . . . . . . Rutgers University- . . . . Princeton University. - . . . . . . University of Buffalo . . Cornell University . . . . Columbia University. . . . . . Fordham University . . . New York University . . . New York State College of Forestry.. . Syracuse University. _ _ _ _ _ _ _ Rensselaer Polytechnic Institute . 53 15 21 2 1 55 5 19 6 8 10 111 6 58 8 14 2 40 6 39 6 1 6 77 4 0 6 45 4 36 6 5 3 1 2 20 1 69 123 6 28 1 1 1 4 0 8 1 0 7 0 7 2 1 2 32 2 2 0 0 0 8 2 14 0 0 1 0 0 8 0 3 0 4 1 1 0 0 0 0 0 2 39 11 3 0 0 0 808 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 2 — Degrees of doctor of philosophy conferred in course in 1926 — Contd. State Institution Men Women 11 o Do _ North Carolina State College of Agriculture and Engineering _ 1 0 Ohio.. . . . University of Cincinnati ... ... . 8 2 Do . . . Ohio State University _ 29 2 Do _ University of Dayton _ _ 1 o Oregon _ _ . University of Oregon _ _ _ _ 1 0 Pennsylvania _ Bryn Mawr College _ _ 0 4 Do... Dropsie College. . 4 o Do _ University of Pennsylvania _ _ _ 34 3 Do . . . Duquesne University _ _ _ 1 0 Do _ _ _ University of Pittsburgh _ 5 1 Do... Pennsylvania State College _ _ 1 0 Rhode Island _ _ Brown University _ . _ 5 0 Texas . _ . University of Texas _ _ _ _ _ _ ... 2 0 Do... Rice Institute 1 o Virginia _ University of Virginia _ _ 8 0 Washington _ _ University of Washington _ .. . _ 5 o Wisconsin. . U niversity of W isconsin - - - - 67 10 Total _ 1, 115 187 BENEFACTIONS The total amount of gifts and bequests, excluding grants by the United States, by the several States, and by the municipalities, reported for the year 1925-26 is $118,144,084. Of this amount, $29,473,324 was for increase of plant, $16,296,152 for current expenses, and $72,374,608 for increase of endowments. Gifts of more than $100,000 each, received during the year, were reported by 176 univer¬ sities, colleges, and professional schools, the total for these institutions being $103,428,659. A list of these 176 institutions follows: Table 3. — Benefactions of $100,000 or more State Institution Amount State Institution Amount Alabama _ Arkansas - California _ Do . . Do . . Do _ Do . Do. _ Do _ Colorado _ Do.... . Do _ Connecticut _ Do _ D. Columbia. .. Do _ Do _ Do _ Georgia _ Do. . . Do _ Do _ Do . . Do.. . . Illinois _ Do . Do . Birmingham-South¬ ern College. Galloway Woman’s College. University of Cali¬ fornia. Pomona College _ Loyola College _ Mills College _ California Institute of Technology. Leland Stanford Jun¬ ior University. University of Red¬ lands. University of Colo¬ rado. Colorado College . University of Denver. Wesleyan University. Yale University _ Catholic University of America. George Washington University. Howard University. . Robert Brookings Graduate School. Georgia School of Technology. Paine College _ Agnes Scott College. . Emory University... Brenau College _ Reinhardt College _ Illinois Wesleyan University. Armour Institute of Technology. Chicago Theological Seminary. $131, 415 116, 364 3, 318, 889 415, 174 112, 000 484, 866 139, 667 653. 872 428, 520 101, 000 574, 300 233, 434 257, 776 4, 742, 896 906, 417 161, 583 113, 444 121,000 130, 000 105, 000 115, 000 484, 449 325, 000 133, 000 248, 615 179. 872 208, 000 Illinois.... Do... Do... Do... Do... Do... Do... Do... Do... Indiana ... Do... Do... Do... Do... Iowa _ Do... Do... Kansas. .. Do... Kentucky. Do... Do... Do _ Louisiana _ Do _ Maine _ Maryland _ Do . . Do _ Massachusetts . . Do . . University of Chi¬ cago. Northwestern Uni¬ versity. Lake Forest College.. McKendree College.. North Central Col¬ lege. Rosary College _ Bradford Polytechnic Institute. Rockford College _ Wheaton College _ Indiana University. _ Wabash College _ Earlham College _ De Pauw University. Taylor University _ Coe College - University of Du¬ buque. Graceland College — Washburn College _ Southwestern College Transylvania College Presbyterian Theo¬ logical Seminary. Southern Baptist Theological Semi¬ nary. Asbury College _ Tulane University of Louisiana. Centenary College _ Bates College _ Goucher College _ Johns Hopkins Uni¬ versity. Woodstock College... Amherst College _ Boston University. .. $4, 490, 698 5, 992, 176 300, 000 114, 870 102, 082 256, 385 520, 000 235, 617 115, 721 305, 423 139, 077 228, 824 840, 984 174, 082 271, 846 112, 234 191, 400 274, 437 158, 776 287, 000 112, 551 651, 300 123, 126 256, 834 242, 755 105, 900 686,419 4, 053, 617 375, 000 348, 420 417, 642 STATISTICS OF UNIVERSITIES AND COLLEGES 809 Table 3. — Benefactions of $100,000 or more — Continued Institution Amount Gordon College of $130, 000 Theology. Harvard University.. 9, 146, 323 Massachusetts Insti- 596, 000 tute of Technology. Radcliffe College _ 166,000 Smith College _ 920,711 Mount Holyoke Col- 274, 643 lege. Tufts College. . . 3, 007, 216 Wrellesley College _ 752, 335 Williams College.. .. 145, 725 Alma College _ 214, 734 University of Michi- 506, 443 gan. Kalamazoo College.. . 142, 966 Olivet College. _ _ 180, 000 University of Minne- 100, 000 sota. Concordia College, 109, 672 Moorhead. Carleton College _ 1, 119, 735 St. Olaf College _ 179, 494 131, 200 College of St. Gather- ine. Concordia College, 113, 063 St. Paul. Gustavus Adolphus 300, 000 College. Mississippi State Col- 100,000 lege for Women. Belhaven College _ 260, 061 University of Mis- 112, 732 souri. Central College _ 103, 575 William Jewell Col- 144, 048 lege. Park College _ 230, 500 St. Louis University. 600, 000 Washington Univer¬ 1, 311, 435 sity. Cotner College _ 117, 024 Hastings College . 136, 000 Dartmouth College.. 1, 415, 605 Rutgers U niversity. . 862, 983 St. Stephens College . 157, 926 Wells College _ 124, 712 218, 833 Adelphi College _ Polytechnic Institute 318, 394 of Brooklyn. St. Francis College... 188, 648 University of Buffalo. 275, 273 St. Lawrence Uni¬ 250, 898 versity. Hamilton College _ 227, 456 Cornell University... 478, 423 170, 039 College of Mt. St. Vincent. College of the City 151, 800 of New York. Columbia University- 4, 007, 014 New York Univer¬ 720, 999 sity. Rabbi Isaac El- 185, 074 chanan Theological Seminary. The Biblical Semi¬ 153,224 nary in New York. Union Theological 567, 014 Seminary. Niagara University.. 109, 467 Vassar College . . 484, 249 University of Roch¬ 1, 717,001 ester. Union University _ 198, 715 Rensselaer Polytech¬ 227, 689 nic Institute. Davidson College _ 247, 524 Elon College _ .. 197, 804 136, 335 Greensboro College for Women. Guilford College _ 169, 720 Louisburg College _ 134, 932 Baldwin -Wallace 167, 080 College. State Massachusetts.. Do. Do. Do. Do. Do. Do... Do... Do... Michigan. Do _ Do _ Do _ Minnesota. Do. Do. Do. Do. Do _ Do _ Mississippi. Do.. Missouri. Do. Do. Do. Do. Do. Nebraska _ Do _ N. Hampshire- New Jersey _ New York _ Do _ ... Do _ Do . . Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. N. Carolina. Do . Do . Do. Do. Ohio.... State Ohio. Do. Do. Do. Do. Do.... Do.... Do - Do _ Do _ Do.... Do____ Do _ Do - Do _ Do.... Oklahoma. Oregon _ Do____ Do____ Pennsylvania. Do _ Do _ Do _ Do . Do _ Do _ Do. Do. Do. Do. Do. Do . S. Carolina. S. Dakota. . Do . Tennessee. . Do. Do. Do. Do. Texas.. . Do. Do. Do. Do... Vermont . Virginia.. Do. Do. Do. Do. Do _ Washington. Do.... Wisconsin. Do.... Do___. Do. Total. Institution Hebrew Union Col¬ lege. St. Xavier College _ University of Cin¬ cinnati. Case School of Ap¬ plied Science. Western Reserve University. Capital University. . Kenyon College _ Hiram College _ Marietta College _ Muskingum College. Oberlin College - Lake Erie College _ Wittenberg College. _ Heidelberg College.-. Otterbein College.. .. Antioch College _ Phillips University.. Pacific College _ Reed College _ Willamette U niver- sity. Geneva College _ Bryn Mawr College. Dickinson College _ Lafayette College - Grove City College. . Juniata College _ Franklin and Mar¬ shall College. Bucknell University. Drexel Institute - Jefferson Medical College. University of Penn¬ sylvania. University of Pitts¬ burgh. Swarthmore College- Limestone College _ Huron College - Yankton College _ Lincoln Memorial - University. Maryville College - Southwestern College Vanderbilt Univer¬ sity. University of the South. Simmons College _ Southern Methodist University. Texas Christian Col¬ lege. Southwestern Bap¬ tist Theological Seminary. Baylor University _ Middleburg College. Protestant Episcopal Theological Semi¬ nary. Randolph - Macon College. University of Vir¬ ginia. Virginia Military Institute. Randolph -Macon Woman’s College. Roanoke College _ College of Puget Sound. Whitman College. ... Northland College... Beloit College _ University of Wis¬ consin. Marquette Univer¬ sity. Amount $250, 000 272, 022 673, 273 1, 174, 993 119, 529 304, 480 188, 795 179, 000 102, 010 202, 751 10, 505, 883 163, 926 313, 723 261, 303 124, 173 150, 324 206, 587 114, 408 234, 307 215, 660 251, 000 179, 000 135, 000 244, 165 170, 373 120, 663 493, 000 286, 765 178, 112 295, 184 601, 683 1, 912, 966 170,000 275, 000 374, 096 191, 544 134, 083 153, 354 197, 767 3, 733, 040 130, 710 324, 612 691, 104 150, 550 243, 371 568, 473 113, 992 215, 000 810 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 4. — Professors and instructors in universities , colleges, and professional schools in 1925-26 State Insti¬ tu¬ tions Preparatory departments Collegiate de¬ partments 1 Professional departments 2 Other de¬ partments Total number, excluding du¬ plicates Men Women Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 8 10 11 12 Continental U. S . 975 2,189 1, 728 32, 605 10, 721 14, 152 581 550 885 48, 649 13, 575 Alabama _ 12 44 22 308 132 32 0 8 12 378 166 2 105 33 7 0 112 33 Arkansas _ 11 20 21 169 64 74 0 7 29 270 114 California _ 44 61 87 1, 791 560 1,009 100 22 15 2,865 762 Colorado . .. 10 47 33 432 128 183 1 4 4 615 141 8 8 0 540 79 171 8 713 87 Delaware . . 1 58 18 58 18 District of Columbia. 13 13 8 498 94 525 12 0 1 1, 026 109 Florida _ 6 11 9 168 94 17 0 7 15 199 118 Georgia . . 30 56 65 448 259 322 2 6 20 829 346 4 154 53 6 0 4 2 164 55 Illinois . . 56 192 82 1, 793 657 1, 343 59 42 52 3, 360 850 Indiana _ 26 25 42 846 279 162 1 13 6 1,044 322 Iowa . . . 32 105 54 1,045 485 178 13 15 18 1, 343 567 Kansas... . . . . 28 60 37 693 327 99 14 28 32 864 410 Kentucky _ 26 66 78 336 129 234 8 1 25 608 234 Louisiana _ 11 21 31 328 170 321 13 0 5 670 217 Maine _ _ 6 205 29 8 0 213 29 Maryland.. _ 19 79 21 695 221 595 15 4 9 1,336 257 Massachusetts _ 31 53 16 2,025 576 894 31 22 14 2,913 623 Michigan . . 25 46 45 1, 168 234 335 10 13 13 1,547 300 Minnesota _ 28 138 101 771 306 247 10 12 16 1, 134 432 Mississippi _ 16 12 37 190 166 12 0 2 23 210 221 Missouri _ 46 55 78 806 380 818 26 18 50 1,642 520 Montana _ 5 9 0 143 44 7 0 155 44 Nebraska.. _ 14 61 28 440 186 262 2 33 37 770 237 Nevada _ _ 1 56 16 56 16 New Hampshire _ 3 12 0 304 14 18 0 318 14 New Jersey . . _ 15 32 6 514 65 96 4 7 3 635 78 New Mexico. 4 15 0 71 19 86 19 New York . . . 63 205 112 4,204 1, 037 2,181 83 38 41 6,585 1,266 North Carolina _ 31 42 95 640 329 66 1 1 15 738 434 North Dakota _ 4 46 25 199 74 33 4 9 2 262 91 Ohio . . . . 52 98 49 1, 996 694 634 12 16 29 2,732 781 Oklahoma... . . 13 24 26 397 170 121 4 9 27 512 219 Oregon _ 14 21 21 401 140 139 7 3 8 559 176 Pennsylvania _ 66 135 67 2,783 553 1,500 89 60 49 4, 458 741 Rhode Island 4 196 13 196 13 South Carolina _ 22 5 14 370 237 21 0 0 13 396 255 South Dakota . . 9 16 13 221 84 20 1 7 9 240 100 Tennessee. . . . 29 42 57 398 162 453 2 15 48 897 268 Texas _ _ 57 77 127 1, 067 535 290 20 28 87 1, 454 749 Utah _ 7 19 20 232 82 18 0 3 4 254 106 V ermont 4 7 0 193 34 51 0 251 34 Virginia.. . 31 18 63 577 230 258 9 16 44 821 342 Washington _ 8 47 5 439 119 32 2 3 5 520 131 West Virginia _ 11 19 30 239 91 25 0 0 18 282 137 Wisconsin _ 17 66 23 856 263 330 18 53 45 1,289 347 Wyoming . . . . 1 2 9 57 37 5 0 64 46 Outlying parts Alaska, 1 13 4 13 4 Hawaii 1 41 10 41 10 Porto Rico... . 1 10 21 56 15 18 0 56 31 1 Including engineering. 2 Includes theology, law, medicine, dentistry, pharmacy, osteopathy, and veterinary medicine. STATISTICS OF UNIVERSITIES AND COLLEGES 811 Table 5. — Students in universities , colleges , and professional schools in 1925—26 State Prepara¬ tory depart¬ ments i Collegiate depart¬ ments 1 2 Graduate depart¬ ments Profes¬ sional depart¬ ments 3 All other depart¬ ments 4 Total num¬ ber, excluding duplicates a a a G G G a 0 a 1 G | a 1 G 1 G 1 i £ i £ i i £ £ i f 1 2 3 4 5 6 7 8 9 10 11 12 13 Continental U. S... 33, 185 22,447 347, 665 247, 793 20, 159 12, 341 92, 591 5,822 23, 211 W, 355 509, 732 313, 163 Alabama.. . 482 286 4, 258 2,681 38 17 356 2 170 521 5, 260 3,208 Arizona _ _ 944 670 72 60 62 2 100 62 1, 178 794 Arkansas _ 337 352 1,913 1,545 8 293 1 144 718 2,610 2, 142 California.. . . 1,359 723 15, 892 14, 130 1, 519 1,313 4, 930 415 482 821 24, 046 17, 375 Colorado . 338 182 4, 276 2,374 142 106 877 79 151 123 5,636 2. 739 Connecticut . . 28 0 4, 539 954 471 129 890 33 74 74 5, 907 1, 190 Delaware _ _ 376 293 6 0 4 0 376 293 District of Columbia... 65 87 5, 162 3, 416 610 304 3, 651 255 171 26 9, 530 4,081 Florida _ 85 46 1, 962 2,051 37 16 331 11 104 189 2,456 2,281 Georgia . . 980 1,087 5, 392 4,418 167 44 1,650 32 84 467 8,270 5, 985 Idaho . . . 14 7 1, 653 1,385 49 21 54 2 107 143 1,793 1, 531 Illinois _ _ 3,041 867 21, 206 18, 887 3,310 2,239 8, 427 647 4, 450 2,862 39, 509 25, 135 Indiana _ _ . _ _ 410 335 10, 793 7,203 288 112 1,961 94 262 344 13, 705 8, 015 Iowa . . . _ 1, 108 236 9, 886 8, 929 608 350 1,667 94 413 1,202 13, 544 10, 582 Kansas . . . 807 382 7,946 6,600 265 191 625 71 711 1, 858 9, 975 8,671 Kentucky _ _ 1, 422 1,637 3, 468 2,813 95 60 1, 287 53 80 299 6,262 4, 804 Louisiana _ 423 492 3, 375 2,794 78 89 1, 222 61 53 133 5, 140 3,552 Maine . . . . 2,209 788 50 32 37 4 15 5 2,311 828 Maryland _ _ _ 987 274 6, 219 3,998 385 189 2,438 67 176 234 10, 170 4, 702 Massachusetts . . 1, 304 243 19, 390 11, 952 1, 464 833 8, 140 810 401 215 30, 693 14, 037 Michigan... _ 746 599 12, 963 6, 919 709 270 3, 043 126 164 385 17,410 8,226 Minnesota.. _ 2,101 986 8,264 6,717 831 311 2, 308 138 551 1, 044 13, 771 8, 875 Mississippi _ _ 293 571 2,665 2,912 17 4 207 3 85 312 3,264 3, 737 Missouri... _ 843 861 8, 724 6, 975 403 223 5, 122 247 407 1, 449 15, 231 9, 423 Montana... . . . 74 0 1, 641 1, 011 61 29 89 12 56 139 1, 921 1, 151 Nebraska . . 1,035 805 5, 568 5,184 230 195 1,545 51 395 705 8,325 6,860 Nevada. ..... _ _ 575 338 14 9 24 11 575 338 New Hampshire . . 150 0 3, 259 375 25 2 47 0 44 7 3, 525 375 New Jersey. . .. _ 275 31 3,943 1, 214 236 21 2, 457 196 52 69 6, 963 1,531 New Mexico.. _ 334 0 638 243 6 6 14 25 985 274 New York . . . . 3, 494 1, 750 47, 437 28, 983 2,424 1, 944 15, 705 1, 003 3, 552 2,889 71, 202 36, 568 North Carolina _ 652 1,037 6, 822 5, 481 280 71 591 7 365 718 8, 575 6,992 North Dakota _ 241 103 1,629 1,233 53 8 183 13 159 144 2,236 1, 426 Ohio _ _ _ 1, 954 635 20, 474 16, 684 869 482 4, 197 255 2,254 2,613 29, 363 20, 373 Oklahoma _ _ 393 434 5,267 5, 047 164 102 667 109 285 616 6, 592 6,151 Oregon.. _ _ 230 328 4, 497 3,287 125 82 1,250 159 171 260 6, 142 4, 019 Pennsylvania _ _ . 2,080 844 28, 996 14, 022 1, 820 1, 179 7, 470 346 4, 222 3, 188 44, 558 19, 478 Rhode Island . . 2, 290 630 121 76 143 15 30 4 2, 575 720 South Carolina . . 170 644 3, 958 4, 392 92 70 371 12 101 615 4, 473 5,683 South Dakota.. . . 346 147 1, 763 1,288 31 20 196 9 180 370 2, 600 1, 756 Tennessee . . 791 1,202 4, 704 4,082 77 41 1.892 54 459 804 7,640 5,983 Texas.. _ .. .. 1, 020 2, 184 12,617 13, 662 396 285 2,055 138 660 1, 739 16, 508 17, 698 Utah.... . . 200 215 2,948 2,676 123 41 136 5 274 214 3, 493 2, 967 Vermont _ _ 72 0 1,280 679 18 8 97 8 5 11 1, 456 691 Virginia . . . 298 1,001 6,669 4, 043 137 43 1, 564 32 166 429 8, 748 5, 508 Washington . . 747 123 6, 484 4, 497 355 224 428 69 50 247 8,033 5, 072 West Virginia . . . 276 427 2, 272 1,720 157 127 280 10 101 252 3,037 2, 380 Wisconsin.. . . 1, 132 199 7,916 5,176 697 342 1, 628 72 182 737 71, 547 6, 436 Wyoming . 48 85 543 442 27 13 22 0 51 63 613 527 Outlying parts Alaska . 40 28 12 20 40 28 Hawaii . . 328 132 15 13 46 149 389 294 Porto Rico _ 304 417 336 339 98 22 100 46 838 824 1 Including secondary schools. 2 Includes also engineering students. 3 Includes students in theology, law, medicine, dentistry, pharmacy, veterinary medicine, and oste¬ opathy. 4 Includes students in music, art, oratory, business, etc., unless they are enrolled in four- year courses leading to a collegiate degree. Table 6. — Students pursuing certain professional courses in universities , colleges , and professional schools in 1925-26 812 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Veterinary medicine namoAi W c* CS o ■ o O o 1 1 o o » 1 1 1 ii o > 1 1 1 1 1 1 1 1 1 I 1 1 i U9J\[ d* 535 40 ! 40 00 i i i » co » i i co • 1 1 1 1 1 1 1 1 1 1 1 1 3miiod -aj sfooqog o d* » .a ts a o D c/3 o namOjVi 05 229 i 1 Tt< [ 05 i 40 i i r-i i CO » • 1 1 1 ii ii II II ii ii II II II II ii it 05 nap\[ ao 1, 359 CO ! rH 1 40 1 1 O i rfi i i rH 1 o* 1 • 1 1 1 1 1 1 1 1 1 O 05 40 Smi-iod -oj sfooqog - 40 ^ : 1 1 1 1 1 1 tH 1 1 1 1 1 1 Pharmacy • narao^i CD 810 o OOH CO » 00 rH 40 (NOCOIN 40 CO rH - 40 CS| CO 2, 215 375 390 167 247 541 612 1,259 772 487 63 938 462 40 CO Supjod -oj sfooqog ao rH rH CO rH rH CO (M . - rH CO 05 40 3 -d 0 ra ° oaSSo S333M fiSSSS 331332 u o 3 rO > © © New Hampshire. STATISTICS OF UNIVERSITIES AND COLLEGES 813 814 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 7. — Students in engineering courses in universities, colleges, and professional schools in 1925-26 State General en¬ gineering Chemical Civil Electrical Mechani¬ cal Mining Metallur¬ gical Architec¬ tural Ceramic Agricul¬ tural Industrial Textile Total en¬ gineering students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Continental U. S__ 12, 788 4, 238 10, 829 15, 666 9,743 1, 663 222 1, 142 451 108 414 462 59, 315 98 232 421 142 24 1 35 14 972 21 65 82 48 56 272 247 6 21 24 8 306 179 62 415 227 742 195 1,827 681 105 224 330 150 1, 490 Connecticut1 * 3 . . 47 53 41 84 406 Delaware. . . . 26 35 69 22 152 District of Columbia. _ 78 157 183 100 518 136 7 60 50 20 273 685 54 229 236 113 22 9 94 1,442 Idaho 4 * _ _ 39 26 39 132 30 24 7 305 Illinois 6 7 _ 702 194 459 751 487 38 172 89 2,942 141 222 626 919 699 13 7 2, 627 336 145 228 483 184 8 97 34 35 1, 550 90 329 631 174 24 26 32 41 1, 359 Kentucky _ _ 79 138 251 27 495 247 79 94 143 77 725 Maine 4 87 103 170 77 441 Maryland 457 39 18 12 526 Massachusetts 8 * _ 265 455 830 1, 485 744 72 92 58 4, 539 Michigan 8 _ 614 211 410 437 446 117 18 63 2,445 Minnesota 10 _ 618 206 164 249 120 77 90 1 1, 526 Mississippi 400 111 52 14 577 Missouri _ _ 613 100 202 225 102 127 18 10 8 1, 405 Montana _ 28 43 179 36 107 27 35 455 Nebraska _ 19 41 159 292 93 1 57 5 667 Nevada . . . . 35 92 30 31 188 New Hampshire 22 52 12 108 36 30 53 313 New Jersey 11 218 32 36 472 762 New Mexico 12 _ _ 122 10 13 28 10 35 1 235 New York 13 _ 2,003 314 1, 410 1, 614 1,289 21 8 155 68 6,894 North Carolina _ 31 237 348 82 69 26 118 911 North Dakota 75 8 54 64 85 11 21 318 Ohio 74 250 346 804 1,110 736 85 44 130 121 4 3, 890 Oklahoma 15 _ 253 55 155 302 104 96 6 19 1, 061 Oregon _ _ 226 85 96 191 83 44 725 Pennsylvania 16 _ 1, 021 363 764 1, 088 668 285 108 79 17 180 4, 780 Rhode Island 246 15 30 55 30 376 South Carolina _ 328 182 33 15 47 605 South Dakota.. _ 201 26 71 113 8 18 17 454 Tennessee _ 133 19 100 146 50 1 449 Texas 147 208 482 836 412 4 145 2,234 Utah _ 520 520 Vermont _ 12 93 146 45 296 Virginia _ 5 82 240 371 139 28 20 885 Washington 17 _ _ 451 63 85 413 137 81 37 1, 270 West Virginia _ 44 92 147 50 45 378 Wisconsin. _ 65 138 352 541 270 23 1, 389 Wyoming _ 19 25 55 17 24 140 Outlying parts Alaska 4 10 14 Hawaii 18 _ 42 68 Porto Rico 18 _ 77 4 22 121 1 Commercial, 5. ! Petroleum engin., 7. 3 Administrative, 181. 4 Geology, 8. * Engin., gas 4; railway, 46. ® Flour-mill eng., 12. 7 Petroleum engin., 28; sugar technology, 57. 8 Administrative, 412; sanitary and municipal, 28; naval arch. and marine, 44; electrochemical. 54. 8 Aeronautical, 102; naval arch, and marine, 19; geodesy and sur¬ veying, 8. 10 Commercial, 1. 11 Sanitary eng., 4. 18 Geology, 16. 13 Administrative, 12. 14 Commercial, 258; geology, 2. 15 Geology, 33; petroleum engin., 38. 16 Sanitary, 10; electrochemical, 46; milling, 5; railway mechanical, 13; commercial, 97; administra¬ tive, 36. 17 Management, 1; automo¬ bile, 2. 18 Sugar technology, 26. 18 Sugar chemistry, 18. STATISTICS OF UNIVERSITIES AND COLLEGES 815 Table 8. — Students in summer schools, short winter courses, extension courses, and correspondence courses in universities , colleges , and professional schools in 1925-26 State Summer school (1925) 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 . 79, 715 129, 739 3, 120 652 61, 228 107, 947 51, 706 47,600 Alabama . . . 1,470 2,330 323 1, 921 216 271 ' 123 150 67 258 141 243 Arkansas . . . . . . _ _ 409 680 0 12 150 548 436 510 California _ 5, 544 10, 203 117 8 11, 994 23, 135 2,201 4, 402 Colorado _ _ 1, 855 3, 235 592 1, 185 771 611 Connecticut—. _ _ _ 154 30 317 903 519 13 Delaware _ _ _ 17 372 0 7 District of Columbia _ _ 739 1, 085 0 48 76 99 1,015 501 1, 252 0 5,472 0 l' 741 3, 345 351 924 276 Idaho.. . . . . . 192 387 90 33 137 156 Illinois. . . . . 7,386 7, 825 39 515 2,834 6, 327 Indiana.. _ _ _ _ 2,417 3,507 93 15 10, 653 21,051 800 1,058 Iowa . . . . 2,810 4,649 169 105 53 329 591 1,039 Kansas . . . . 1, 612 3, 302 81 12 197 693 1,063 1, 561 Kentucky . . . 718 1,045 8 0 1, 029 1,236 651 506 Louisiana. _ _ _ _ 1, 347 3, 579 401 858 72 401 Maine.. . . . 249 273 31 147 14 0 Maryland. _ _ _ _ _ _ 419 1, 210 11 o 326 314 Massachusetts . . . 3, 550 2,836 79 10 423 2, 027 538 250 Michigan.. _ _ 2,585 2,005 261 4 634 1, 165 Minnesota... . . . . . 2,165 2, 858 166 50 2,882 2,836 1,023 1,006 Mississippi _ 419 679 Missouri. . . . . 1, 833 2,356 89 5 2,165 1, 643 615 1,283 Montana _ 135 285 32 0 173 305 Nebraska.. . . 1, 361 4, 165 68 0 347 976 531 1, 581 Nevada _ _ _ 20 145 New Hampshire . 121 112 7 2 New Jersey. . . . . 286 737 117 6 610 885 232 11 New Mexico _ _ _ _ _ 77 215 9 12 New York.. . . . 11, 825 16, 443 141 15 10, 866 18, 057 3,865 2,613 North Carolina _ _ _ 2, 213 4,942 88 0 610 1, 011 2, 390 1,112 North Dakota. . . . 209 514 107 5 264 87 Ohio. . . . . 4, 269 7,530 71 2 1, 515 2,912 180 476 Oklahoma . . 1, 468 3,502 166 0 119 722 892 1, 752 Oregon . . 589 1, 279 132 125 1,261 2,042 832 1, 416 Pennsylvania . . . 4,893 7, 331 83 0 3, 668 9, 752 5,869 1, 595 Rhode Island . . . 0 110 170 591 South Carolina . . . . . . 400 2, 156 50 77 South Dakota _ _ 492 672 29 3 106 155 Tennessee . 747 1, 421 50 174 79 106 186 179 Texas.. . . . 3, 962 9, 037 144 0 621 1,231 2,161 4, 042 Utah... . . . . 856 1, 439 1,443 1, 347 540 782 Vermont . 75 636 14 1 Virginia.. . . . . . . 811 1,083 16 1 276 830 Washington . 1,057 2,052 80 64 823 2,729 913 1,273 West Virginia.. _ _ _ 548 859 22 0 796 124 Wisconsin . . . . 2,218 3, 546 238 0 3, 329 3,099 14, 337 9, 863 Wyoming . . . 314 1,086 H 44 238 927 Outlying parts Alaska . . 69 49 Hawaii . . 204 212 Porto Rico. . 328 783 BIENNIAL SURVEY OF EDUCATION, 1924-1926 816 Table 9. — First degrees conferred on men by universities and colleges, 1925-26 State Arts and sciences Agricul¬ ture 1 Architec¬ ture Commerce Education | Fine arts | Forestry Journalism | Music 1 General 1 engin. Architec¬ tural engin. Chemical engin. Civil en¬ gin. Electrical engin. Mechani¬ cal engin. Mining engin. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Continental U. S_. 23, 775 2,049 280 4, 972 1, 391 56 252 167 69 193 113 741 1, 866 2,246 1, 809 408 Alabama 1 . . . 252 22 4 35 46 1 13 28 53 18 2 Arizona _ 30 14 8 23 10 g g 10 Arkansas - - 182 12 14 1 1 6 7 5 California _ _ 1, 290 95 9 252 37 1 17 14 81 66 156 46 Colorado2 _ _ _ ' 194 47 54 18 13 33 54 31 43 Connecticut3 _ 757 43 15 7 14 2 7 Delaware _ _ 31 4 3 7 13 1 District of Columbia 4 309 7 7 1 9 11 13 11 Florida _ _ _ 42 19 4 13 6 12 5 1 Georgia 5 _ 298 26 23 146 10 6 7 18 16 47 48 32 "’"I Idaho6 _ _ 54 10 17 37 10 3 4 10 5 3 Illinois7 _ _ 1, 344 95 29 545 155 ’”4 11 9 18 16 35 80 94 80 6 Indiana 8 _ _ 843 84 2 168 25 _ """§ 3 2 31 81 112 130 1 Iowa9 _ _ 843 114 108 27 _ 16 ””2 2 ”’7 12 23 63 89 27 1 Kansas 10 _ 599 58 13 53 6 6 4 2 8 41 53 23 6 Kentucky _ 289 21 25 17 24 37 5 Louisiana 11 _ 151 33 10 18 28 1 8 16 12 16 17 Maine _ . _ 265 20 9 22 12 15 16 14 Maryland.. _ 313 35 28 15 52 7 14 7 4 Massachusetts 12 _ 1,504 88 ”22 206 27 33 12 91 161 230 158 ”16 Michigan 13 978 91 16 19 38 ”22 11 49 116 84 107 47 Minnesota _ _ _ 575 40 103 61 22 1 15 17 43 76 29 16 Mississippi _ 174 45 29 44 25 23 6 Missouri14 _ 459 40 ”16 110 21 39 1 4 21 39 49 17 ”24 Montana15... _ 52 24 21 7 12 8 2 2 6 17 4 1 Nebraska 16 _ 361 38 110 22 "_4 5 1 5 4 21 19 11 2 Nevada _ 39 4 5 14 7 4 New Hampshire 17 _ 417 24 1 2 3 15 6 New Jersey 18 _ 529 13 9 13 99 New Mexico 19 23 12 6 2 2 3 9 7 6 New York 20 . . 2,413 129 ”26 938 93 5 40 31 7 76 234 232 252 8 North Carolina 21 495 23 98 38 4 47 44 14 North Dakota... . 92 14 38 37 2 15 12 11 Ohio 22 _ 1, 586 99 ’""7 239 145 1 9 4 6 46 93 119 92 23 Oklahoma 23 _ _ 206 57 4. 65 22 2 3 1 7 19 19 11 1 Oregon 24 _ 183 77 4 116 24 15 5 2 13 15 40 24 5 Pennsylvania 25 _ 1, 842 100 57 830 101 ”12 33 5 7 86 169 170 155 76 Rhode Island 314 3 1 3 "’22 3 4 11 9 South Carolina 26 361 44 ”4 10 21 3 25 27 11 South Dakota 27 130 27 3 6 1 2 21 15 2 """4 Tennessee 408 17 17 7 17 9 15 4 Texas 28 622 114 'l4 140 37 4 1 11 25 49 66 47 ”4 Utah 29 128 22 88 46 .... 2 7 17 2 10 Vermont 145 13 1 17 24 8 Virginia 30 468 28 3 77 26 20 1 15 50 57 21 1 Washington 31 _ 367 36 1 120 87 1 17 10 4 10 19 21 56 23 15 West Virginia 225 22 4 19 9 5 11 Wisconsin 32 580 47 118 9 30 1 26 51 93 62 7 Wyoming. . . 13 6 _ 9 4 4 7 Outlying parts Alaska 1 Hawaii _ 25 2 4 2 Porto Rico 33 _ 3 8 2 7 1 Indus, tnngt. eng., 3. 2 Petroleum, 9; geol., 12; metal¬ lurgy, 3. 3 Religious educ., 1. 4 Foreign service, 38. 8 Textile engin., 26. 6 Geology, 1. 7 Engin.: ceramic, 11; fire pro¬ tection, 20; municipal and sani¬ tary, 6; railway, 14; soc. service admin., 1; library science, 2. 8 Religious educ., 1. 8 Engin.: agri., 5; ceramic, 7. 70 Engin.: agri., 4; indus., 4. 11 Petroleum engin., 1; sugar technology, 13. 12 Engin.: sanitary and munic., 2; naval arch, and marine, 14; admin., 91; textile, 13; electro- chem., 13; social science, 2; rel. educ., 18. 18 Engin.: aeronautical, 12, naval arch, and marine, 4; metal¬ lurgy, 10; geodesy and surveying, 3. 74 Agri. eng., 3; metallurgy, 3. 15 Indus, eng., 3; metallurgy, 2. 16 Agri. eng., 3. 17 Indus, eng., 15. 18 Ceramics, 4. 19 Geol. eng., 1. 20 Engin.: indus. 10; ceramic, 6; admin., 1; library science, 4; hotel mngt., 16. 21 Textile eng., 29. 22 Engin.: ceramic, 12; indus, 4.; commercial, 21; metallurgy, 11; applied optics, 7. 28 Engin.: indus., 1. 24 Industrial arts, 13. 25 Engin.: admin., 11; electro- chem., 6; indus., 25; milling, 1; ceramic, 1; commer., 22; works mngt., 11; bldg, construe., 12; rail¬ way mech., 4; printing, 6; metal¬ lurgy, 17. 26 Textile eng., 8. 27 Metallurgy, 3. 28 Religious educ., 1; textile eng., 4. 29 Engin.: geolog., 3; agri., 6; mech. arts, 3; metallurgy, 1. 30 Agri. eng., 4. 31 Library science, 37; mngt. eng., 1; phys. educ., 2. 32 Phys. educ., 7. 33 Sugar chemistry, 2, STATISTICS OF UNIVERSITIES AND COLLEGES 817 Table 10. — Graduate degrees conferred on men by universities , colleges , and 'pro¬ fessional schools in 1925—26 State A. M. M.B. A. M. F. GQ a M. S. in Agri. 1 M. Educa- | tion I M. A. in I Educ. 1 M. S. in | Educ. 02 ‘Sc a M. Th. a ►4 a Chem.E. O.E. p4 a H 4 o s Ph.D. Q | S. T. M. | * 2 3 4 5 6 7 8 10 11 12 13 14 15 16 17 18 19 20 Continental U. S__ 3, 352 365 22 1,029 253 85 138 91 348 66 178 15 112 82 10 63 1,115 25 48 6 8 6 1 1 1 2 5 7 6 1 5 2 166 6 42 40 33 4 4 1 7 1 89 1 37 15 2 5 ”1 3 3 ”1 2 44 11 18 2 9 5 1 ”2 56 3 6 1 iru 37 70 1 1 48 2 1 1 2 33 14 2 1 1 4 5 3 5 3 304 18 148 12 14 10 15 6 5 7 175 2 11 67 10 3 3 14 "I 5 8 4 8 74 62 45 8 22 11 7 2 56 41 15 16 8 2 4 6 “"I 4 6 Kentucky 22 9 3 3 7 1 2 2 Louisiana _ 15 3 3 1 2 9 Maine 9 3 1 1 3 Maryland 8 62 8 12 10 1 1 2 45 Massachusetts 10 303 223 3 30 7 "~83 145 24 1 1 1 94 17 15 Michigan u 124 24 1 70 20 24 2 1 1 1 2 49 Minnesota 12 38 45 3 36 Mississippi 1 1 Missouri _ 76 20 22 4 5 15 3 2 3 11 Montana 3 1 Nebraska 33 12 1 3 Nevada 2 1 1 New Hampshire 13 2 5 1 4 1 New Jersey 14 86 8 42 6 1 2 22 New Mexico 1 New York 15... . - 825 59 3 160 6 8 6 6 2 52 5 17 16 20 230 3 6 North Carolina 59 8 24 2 3 5 1 12 North Dakota 7 6 2 3 1 Ohio 16 139 64 "*2 12 ’""4 3 38 7 Oklahoma 27 15 '"5 5 1 2 Oregon 17 14 2 4 4 1 1 1 Pennsylvania 78 . - 216 18 62 5 2 >20 2 6 2 22 3 2 11 45 2 Rhode Island 19 16 10 5 South Carolina 16 South Dakota . 6 2 2 1 1 Tennessee 28 6 2 1 Texas ... 97 3 5 14 4 6 3 Utah 17 6 1 1 Vermont _ 8 3 6 2 Virginia 32 14 6 5 6 1 2 8 Washington _ 49 5 4 22 4 16 7 1 6 1 1 5 West Virginia _ 15 6 2 Wisconsin 20 _ 115 45 37 19 1 7 1 1 67 Wyoming. _ 2 1 2 Outlying part Hawaii 21 _ 1 I 1 Doctor of ed., 2; graduate in arch., 2. 2 Doctor of opthalmology, 1. 3 Doctor of pub. health, 2; cer¬ tificate of pub. health, 1. 4 Doctor of civil law, 4; of canon law, 7; of science, 1; master of patent law, 34; of foreign service, 10; of literature, 1. * Pharmaceutical chemist, 11. 6 Doctor of civil law, 2; of divin¬ ity, 2; of sacred theol. 4; master of music, 1. 7 Agri. engineer, 1. 8 Doctor of theology, 3. •Doctor of sacred theol., 2; of science in hygiene, 7; of pub. health, 12; certificate in pub. health, 9. 10 Doctor of science, 16; of edu¬ cation, 13; of pub. health, 1; mas¬ ter of relig. ed., 7; of architecture, 13; landscape arch., 12; public health, 4; pharm. chemist, 4. 11 Doctor of science, 1; of pub. health, 1; master of agri., 1; of landscape design, 2. 11 Master of science in medicine, 18. 13 Master of commercial science, 23. 14 Doctor of theol., 8; master of fine arts, 7. 18 Doctor of science, 2; of engin¬ eering, 1; of Hebrew literature, 1; master of science in arch., 1. 18 Doctor of literature, 1; master of music, 4. 17 Doctor of divinity, 1; of sacred music, 1. 18 Doctor of sacred theol., 1; of med. science, 1; of pharm, 1; of pub. health, 1; master of med. science, 15; of arch., 6. 19 Doctor of pharm., 1. 20 Master of philosophy, 15. 11 Doctor of science, 1. 818 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 11. — Degrees conferred on women by universities, colleges, and professional schools in 1925-26 State First degrees in— O W II o fl M 10 11 Graduate degrees 13 14 < g . 0 15 g a .2 cq| s'l Continental U. S _ Alabama _ . Arizona - Arkansas . . California 1 _ Colorado 2 - . Connecticut 3 _ Delaware _ District of Columbia 4_„ Florida _ - Georgia 5 _ Idaho _ Illinois 6 _ _ _ Indiana 7 _ . Iowa . . . Kansas _ _ Kentucky... . . Louisiana 8 _ Maine . . - Maryland 9 _ ... Massachusetts 10 - Michigan 71 _ Minnesota _ Mississippi . . . Missouri 12 _ Montana13 . . . Nebraska _ Nevada _ New Hampshire - New Jersey . . . New Mexico _ New York 14 _ North Carolina _ North Dakota _ Ohio 15 _ Oklahoma _ Oregon. _ _ Pennsylvania 16 - Rhode Island _ South C arolina. . . . South Dakota _ Tennessee _ Texas 17 _ Utah . . . Vermont . . Virginia . . . Washington 18 _ West Virginia . Wisconsin 19 _ Wyoming _ _ Outlying parts Hawaii. . . Porto Rico - - 22, 863 334 31 160 1,482 249 76 24 314 121 379 95 1, 521 776 874 647 320 179 141 422 1, 778 747 563 398 397 94 348 44 52 172 24 2,240 550 82 1, 538 297 221 1, 144 100 605 137 352 1,068 87 114 372 328 159 686 21 70 16 463 3, 927 234 1,727 171 704 33 3,051 268 187 80 51 31 11 4 56 37 65 34 241 6 40 24 41 65 2 12 92 134 306 2 697 5 101 612 71 81 334 5 4 34 20 10 22 14 47 14 3 236 27 72 39 11 15 6 22 199 87 24 1 54 1 41 1 36 1 1, 224 18 2 110 14 15 166 16 16 3 14 91 5 6 12 39 6 100 3 25 1 Doctor of educ., 1; master of law, 1; engin., 1; graduate in arch., 17. 2 Master of sacred theol., 1. a Bachelor relig. educ., 4. 4 Master of law, 9; of music, 2; of patent law, 2. 6 Pharmaceutical chemist, 1. 6 Social service admin., 5; library science, 9; master of bus. admin., 1; of music, 1. 7 Bachelor of relig. educ., 1. 8 Bachelor of design, 9. 9 Doctor of science in hygiene, 4; of public health, 1. 10 Bach, of relig. educ., 36; social science, 2; doctor of science, 1; of educ., 2; of relig. educ., 1; mas¬ ter of educ ., 47 ; o f relig . educ ., 5 . 11 Doctor of pub. health, 1; mas¬ ter of bus. admin., 1. 12 Master of law, 2. 13 Secretarial studies, 2. 14 Library science, 37; relig. educ., 5; hotel management, 2; master of laws, 1; master of library science, 2; of relig. educ., 1. 16 Applied optics, l; master of music, 1. 16 Library science, 5; secretarial studies, 26; social work, 8. 17 Physical educ., 14; relig. educ., 9. 18 Physical educ., 3. 19 Phys. educ., 24; master of philos., 7. STATISTICS OF UNIVERSITIES AND COLLEGES 819 Table 12. — First degrees in certain 'professional courses conferred on men and on women by universities, colleges, and professional schools in 1925—26 State Theology Law Medicine Dentistry Pharmacy Osteop¬ athy Veterinary medicine, men Men Women Men Women Men Women Men Women Men Women Men | Women 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Continental U. S... 1,324 33 7,510 428 3, 902 220 2,634 32 3,227 270 327 66 123 2 0 32 0 9 0 5 13 0 7 0 24 0 8 0 35 6 317 19 130 15 262 7 203 27 18 5 7 0 92 2 32 5 36 0 10 6 11 59 2 72 2 47 2 115 1 571 43 143 2 47 1 13 3 4 Florida.. . . 44 2 4 0 Georgia. . . . 31 0 129 6 83 1 88 0 81 5 6 Idaho . . . 6 0 Illinois _ 149 5 611 22 370 22 222 6 88 11 23 2 Indiana. . . 4 2 159 0 90 3 84 0 190 12 Iowa . . 2 1 66 1 71 2 59 1 68 5 43 7 15 Kansas . . . 6 0 50 1 33 4 7 0 11 Kentucky . . 123 2 79 1 59 0 33 0 54 0 Louisiana 56 3 82 3 31 0 46 8 Maine _ 2 0 Maryland _ 15 0 113 6 130 7 115 0 74 3 Massachusetts _ _ 107 13 723 90 280 16 76 0 70 9 Michigan . . 31 0 265 3 153 9 69 1 10 2 11 Minnesota . . . 18 0 206 15 190 14 94 0 21 7 Mississippi _ 25 0 6 0 Missouri _ 75 0 229 11 269 3 184 1 173 9 181 34 Montana _ . 15 1 17 4 Nebraska . . 6 0 79 3 103 1 61 1 71 8 New Jersey . . 89 0 190 12 121 9 New York. . . 121 0 1, 966 132 447 36 293 5 748 32 20 North Carolina _ 2 0 23 1 69 0 North Dakota 14 0 25 2 Ohio . . 73 0 336 24 206 11 74 0 188 10 20 Oklahoma _ 4 0 45 2 36 3 9 2 Oregon 17 1 54 2 46 2 105 0 29 3 Pennsylvania. . . 77 0 250 9 402 41 388 6 536 59 62 18 10 Rhode Island 49 3 South Carolina _ 8 0 39 0 35 3 1 0 South Dakota . . 25 0 5 1 Tennessee. . 20 0 230 8 145 1 121 1 55 5 Texas . . 63 0 94 2 103 5 67 1 58 3 4 Utah _ 19 0 1 0 - -j— Vermont _ 24 2 Virginia _ 46 0 90 3 120 6 16 0 35 0 Washington.. 2 o 49 0 59 20 6 West Virginia _ 26 o 5 1 Wisconsin . . . 8 0 104 2 49 1 109 1 11 1 Wyoming. . . . 4 0 Outlying part Porto Rico _ _ 24 2 4 2 820 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 13. — Honorary degrees conferred by universities, colleges, and professional schools in 1925-26 States A A A ►4 A A W A Litt. D. A A A A d GQ A bh a A A . to a a a a i a o £ Total Men a o Total Men i £ Total a o H 2 3 4 5 6 7 8 9 10 11 41,106 30,423 71, 529 19, 047 1,049 20, 096 7, 700 3,751 11,451 1,214 477 414 891 48 0 48 22 2 24 13 109 88 197 13 0 13 22 7 29 228 201 429 39 0 39 7 0 7 12 2,064 1,716 3, 780 965 79 1,044 398 238 636 46 511 300 811 188 13 201 73 41 114 10 846 102 948 178 6 184 160 23 183 47 59 41 100 1 0 1 406 378 784 893 50 943 319 143 462 15 102 179 281 48 2 50 6 6 12 2 704 492 1, 196 418 12 430 62 17 79 18 154 155 309 6 0 6 20 8 28 2, 575 2, 022 4,597 1,463 68 1, 531 736 321 1,057 54 1,486 869 2, 355 527 17 544 123 27 150 34 1,346 1, 123 2, 469 324 17 341 288 121 409 29 880 802 1,682 107 5 112 106 61 167 19 418 384 802 348 3 351 49 13 62 20 324 291 615 215 14 229 33 19 52 3 373 148 521 2 0 2 17 6 23 25 475 445 920 447 16 463 171 44 215 12 2, 701 1, 952 4,653 1, 256 128 1,384 1,017 306 1,323 73 1,607 956 2,563 539 15 554 324 97 421 38 998 978 1, 976 529 36 565 140 35 175 11 346 432 778 31 0 31 2 1 3 2 840 590 1, 430 1,111 58 1, 169 161 75 236 29 161 145 306 32 5 37 4 3 7 606 574 1, 180 320 13 333 49 41 90 16 73 50 123 4 1 5 483 62 545 36 0 36 15 667 191 858 400 21 421 182 7 189 24 71 35 106 1 1 2 1 4,521 3,320 7,841 3,595 205 3,800 1, 429 1,324 2,753 110 792 636 1,428 94 1 95 114 20 134 30 224 202 426 39 2 41 19 3 22 2, 524 2, 350 4, 874 897 45 942 274 142 416 101 418 498 916 94 7 101 55 21 76 2 536 455 991 251 8 259 29 22 51 8 3, 759 1, 701 5, 460 1,725 133 1,858 443 193 636 180 370 116 486 49 3 52 32 16 48 9 514 661 1, 175 83 3 86 16 16 32 22 214 170 384 30 1 31 12 3 15 5 494 385 879 571 15 586 37 15 52 44 1, 139 1,352 2, 491 389 11 400 132 91 223 21 336 201 537 20 0 20 25 6 31 208 128 336 24 2 26 19 8 27 18 771 384 1, 155 307 9 316 74 14 88 58 827 630 1, 457 116 20 136 121 52 173 6 295 190 485 31 1 32 23 6 29 4 1,031 884 1, 915 281 5 286 308 132 440 28 43 45 88 4 0 4 5 3 8 1 0 1 33 21 54 2 2 4 22 22 44 28 4 32 4 Alaska _ Hawaii _ Porto Rico 822 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 15. — Property of universities, colleges, and professional schools in 1925-26 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 Productive funds > 2 3 4 5 6 7 Continental U. S . . 37, 549, 463 $219, 073, 684 $225, 721, 958 $911, 498, 850 $159, 305, 603 $978, 012, 929 Alabama - - - 257, 674 1, 402, 982 1, 385, 228 6, 870, 649 2, 059, 336 4, 463, 647 Arizona _ 70, 000 538, 750 515, 000 1, 634, 500 475, 500 10,000 Arkansas _ 138, 985 886, 273 515, 523 3, 520, 135 1, 479, 449 2, 076, 733 California _ _ . 1, 847, 482 12, 596, 053 10, 034, 581 35, 746, 291 10, 521, 843 4, 895, 515 53, 995, 283 Colorado . . 438, 722 2, 613, 793 1, 473, 926 461, 000 3, 882, 781 Connecticut _ . 2, 162, 330 8, 015, 353 1, 402, 038 45, 064, 463 13, 398, 614 53, 311, 831 Delaware _ _ 32, 297 543, 190 310, 685 1, 403, 342 362, 500 535, 249 District of Columbia ... . 786, 111 2, 083, 554 1, 933, 613 19, 876, 458 628, 480 5, 825, 459 Florida.. _ _ _ 137, 759 2, 648, 905 2, 599, 300 3, 858, 930 1, 366, 174 2, 539, 770 Georgia... . . 423, 709 2, 787, 383 3, 727, 498 12, 983, 617 3, 198, 292 9, 727, 657 Idaho.. _ _ . 112, 567 827, 734 279, 750 1, 922, 100 410, 000 2, 408, 619 Illinois _ 2, 696, 196 13, 156, 924 16, 948, 889 53, 176, 368 5, 850, 220 75, 135, 998 Indiana _ 902, 469 4, 632, 518 4, 020, 317 22, 238, 477 4, 748, 473 15, 755, 339 Iowa _ _ _ 972, 628 8, 355, 964 5, 286, 703 22, 050, 012 4, 119, 047 13, 538, 967 Kansas . . 570, 976 5,453,586 2, 970, 237 13, 266, 676 2, 007, 241 6, 415, 381 Kentucky _ _ 358, 168 2, 727, 310 2, 986, 296 9, 678, 598 3, 101, 660 7, 909, 102 Louisiana _ 244, 711 2, 388, 295 1, 961, 419 11, 708, 831 1, 483, 646 8, 406, 003 Maine. _ .. 347, 602 3, 497, 903 177, 104 5, 012, 195 666, 914 8, 242, 484 Maryland _ _ 691, 606 4, 215, 728 4, 426, 417 48, 040, 556 3, 436, 517 27, 117, 632 Massachusetts . . 4, 020, 795 11, 292, 949 17, 208, 372 65, 363, 606 17, 879, 458 159, 694, 222 Michigan _ _ . . 1, 071, 931 10, 766, 545 9, 823, 145 28, 874, 152 4, 362, 896 9, 202, 231 Minnesota.. _ _ 879, 471 6, 624, 091 8, 874, 179 25, 415, 985 4, 099, 729 15, 501, 668 Mississippi _ 196, 225 2, 108, 840 1, 487, 970 7, 040, 412 2, 518, 635 3, 443, 330 Missouri _ _ 1, 084, 224 8, 925, 600 4, 468, 781 26, 807, 449 5, 105, 013 26, 708, 872 Montana . . 153, 930 977, 959 676, 423 4, 261, 174 506, 301 2, 369, 029 Nebraska _ _ _ _ 387, 255 2, 651, 806 3, 256, 187 9, 866, 665 662, 766 4, 996, 793 Nevada... _ 44, 725 298, 951 110, 000 653, 406 172, 516 358, 439 New Hampshire _ 292, 876 1, 154, 000 920, 000 6, 100, 000 2,435, 000 8, 685, 415 New Jersey. .. _ 1, 152, 167 2, 346, 857 4, 139, 736 10, 654, 368 2, 454, 817 26, 611, 058 New Mexico . . 65, 017 614, 656 296, 000 1, 580, 135 418, 500 1, 247, 630 New York _ . 4, 308, 562 19, 253, 239 37, 578, 993 112, 910, 151 13, 465, 096 146, 461, 780 North Carolina _ 520, 288 4, 131, 825 4, 061, 022 21, 315, 549 8, 061, 418 13, 549, 825 North Dakota.. _ _ 144, 248 1, 415, 799 356, 246 3, 116, 931 394, 644 4, 146, 316 Ohio _ 2, 226, 858 12, 325, 896 14, 880, 079 46, 308, 196 8, 694, 523 55, 905, 247 Oklahoma _ 178, 250 2, 172, 567 724, 284 6, 717, 371 1, 286, 795 5, 988, 262 Oregon _ ....... . 362, 304 2, 149, 056 1, 913, 319 6, 897, 100 1, 015, 633 4, 566, 637 78, 395, 013 Pennsylvania.. _ 2, 666, 757 20, 124, 419 19, 652, 623 74, 915, 478 9, 212, 165 Rhode Island ... 390, 000 342, 000 1, 133, 000 5, 199, 000 1, 000, 000 8, 669, 880 South Carolina.. _ _ 364, 391 2, 531, 160 4, 363, 345 12, 439, 372 2, 793, 308 3, 988, 998 South Dakota . . . 168, 025 1, 338, 484 1,047,648 4, 276, 287 677, 381 2, 854, 637 Tennessee _ 428, 353 2, 861, 733 4, 384, 578 15, 440, 206 2, 626, 632 17, 052, 088 Texas _ _ _ . _ 841, 664 8, 031, 537 9, 188, 609 26, 994, 430 6, 927, 301 32, 554, 216 Utah _ 197, 755 1, 224, 598 185, 873 4, 018, 550 64, 500 697, 660 Vermont _ _ 208, 716 738, 251 170, 195 3, 646, 628 1, 044, 028 4, 789, 975 Virginia.. . . 638, 403 3, 685, 636 2, 748, 184 18, 747, 003 3, 729, 004 13, 743, 966 Washington _ _ 407, 411 2, 121, 455 2, 221, 840 8, 045, 274 503, 945 9, 115, 847 West V irginia _ _ _ ... 179, 151 1, 562, 581 2, 555, 398 7, 333, 809 1, 074, 878 3, 022, 191 Wisconsin _ _ _ _ 716, 389 5, 407, 196 4, 123, 405 15, 820, 122 1, 770, 143 10, 597, 698 Wyoming _ _ _ 61, 330 521, 800 218, 000 2, 166, 000 200, 000 1, 796, 071 Outlying parts Alaska. 7, 279 38, 447 108, 318 325, 622 2, 338 827, 247 180, 665 536, 346 25, 000 43, 315 Hawaii _ ... _ . 5, 500 Porto Rico _ _ 16, 300 257, 000 55, 900 356, 350 12,000 Table 16. — Receipts of universities, colleges, and professional schools in 1925-26 STATISTICS OF UNIVERSITIES AND COLLEGES 823 Total re¬ ceipts, ex¬ clusive of additions to endow¬ ments $407, 400, 066 3, 540, 789 1, 246, 208 2, 312, 320 21, 346, 381 4, 492, 500 8, 596, 764 537, 445 4, 746, 851 3, 367, 097 6, 327, 395 1, 846, 435 22, 588, 809 10, 633, 779 12, 906, 869 6, 678, 181 4, 859, 042 4, 682, 426 2, 052, 029 9, 520, 951 29,752,237 14,083, 347 11,610,614 3, 798, 335 11,342,453 1, 488, 187 Total receipts $479, 774, 664 3, 700, 569 1, 246, 208 2, 316, 535 22, 911,588 5,118,035 11,981,276 537, 445 5, 051, 792 3, 385, 798 6, 983, 897 1, 857, 407 33, 372, 032 11,373,055 13, 520, 737 7, 336, 840 5, 704,497 4, 698, 826 2, 063, 408 13, 662, 791 41,580,460 14,955,075 13, 125, 117 4, 222, 135 12, 636, 137 1, 538, 187 From all other sources £5 $51,912,421 465, 303 45, 167 76, 295 1, 962, 938 696, 305 477, 492 35, 785 228, 890 290, 325 605, 959 92, 128 1, 703, 520 1, 149, 376 2, 377, 676 806, 023 683, 124 424, 129 104, 052 1, 114, 130 2, 094, 713 2, 497, 684 1,483, 390 485, 089 1, 327, 334 97, 321 From private benefactions For cur¬ rent ex¬ penses a $16, 396, 853 1211s Hill isisi IsIsS ISlfi 3--a-g-g~ rm mm mm iw r-r ,-r For en¬ dowment ® $72, 374, 608 159, 780 4, 215 1, 565, 207 625, 535 3, 384, 512 304, 941 18, 701 656, 502 10, 972 10, 783, 223 739, 276 553, 868 658, 659 845, 455 16, 400 11,379 4, 141, 840 11, 828, 223 871, 728 1, 514, 503 423, 800 1, 293, 684 50,000 For in¬ crease of plant a* 1 f2 § 161, 870 122, 040 3,718,137 10, 238 1, 029, 363 680, 498 747, 914 11, 000 1, 756, 064 1, 068, 367 140, 480 131, 270 765, 674 193, 017 103, 350 697, 211 3,154,656 162, 176 437, 387 236, 662 1, 278, 955 24, 681 r rum United States Govern¬ ment CD r- Tt< i eg asiii iisaS nm IS&ia liSSI am ssis’i ma am am 9 O s a o cq co co co WHH - t^-COCOCQCO ®“?cggg 00 to CO CO co co oo cq i-T oo OOCOHt CO * !>■ CM • C t"- to O O c OOCDOO' CO CM rH T 'S § © ft I — O O O (MtOONO NCM05NO tO CO O O 00 OO O O 00 to a S z* s^ll 2"S 03 9 £Sis HHNHrjc CM cm O (M 00 CM CO OO CO C0 05r^H(M “ “ - - OCMCMOOtH 00 CX) O oTcQcdcd© CQ CM r-H rH , O CO CO CD H N O N (M GO NHC0 00O co" co' r-T o' ^ rH CM TfH rH CO CO CO CM tOON>DOO 05 co to co to rH 00 O to g a ga CO^ONH OC ON t'- to t O r-T CO o' TfT 00 C CM to CO Tt< 05 Tfi C • O* 00 00 ^ CM CO > tJJ cp 05 CQ - - 05 CO CO oo~ oT 10 I GO CO CO CM idodiN 00 CO 05 to 05 COHNHCO go 05 co ^ to to Tf CO -rh CO CM to CO o rH co CO CO rH 05 O HTfO^^ !>000 CM rH O (M GO > O to 05 to ON 00 > to" Hrfod' > CM rH NiOOHtJC tH CO CO to rH 2 © a © ^ <5 L- CO O GO 05 tOHNCOCO CM CO C iO to CO tO to -rfi to < CO GO ^ CO co o to < CO 05 to to 00 00 co to ^ CO O oT 00 CO rH oT r73 *-< , £ ® m §3£aS .O 0 g.8> o'Ss'S® £ § a o « CO to 1 ^ to tON 1 to 05 co co 1 05 u- 83 (MONCMOJ ► O to CO 1 1 to CM 05 C jsj a CO ^ CO 00 CM to 88 CM 05 rH 05 rH CM 0 co £3.28 S°a> o a § | Pn 85 ’2 to (X) co 05 to CO co to CO ' HH to Tt» O < CO to 00 ^ I 1 8883 CO CO CO to O I>G0^T^tO o a |s3 T3 I o 3 o ^ q 03 q o3.2 g 2^ T3 3 03 O 03 a a.q SftSSd Hfsi SmmmM lliii H ^ w W rj C3c3c3 .2.9.2.S2o -C “ d >> cn &3SS5S STATISTICS OF UNIVERSITIES AND COLLEGES 829 3, 783, 551 648, 585 1, 197, 520 2, 953, 793 830, 321 5, 766, 834 5,442, 851 1, 748, 144 10, 858, 102 3,839, 192 3,450,717 3, 183, 437 451, 884 2, 939, 710 1, 978, 743 2, 351, 479 7, 748, 032 1, 345, 270 722, 778 4, 712, 321 3, 997, 097 2, 179, 534 6, 951, 539 1,119,312 257, 217 392, 505 785, 724 3, 783, 551 648, 585 1, 197, 520 3,215, 219 830, 321 5, 767, 834 5, 442, 851 1, 748, 144 11,302,053 3, 840, 192 3, 450, 717 3, 183, 437 451, 884 2, 954, 710 1, 978, 743 2, 353, 254 7, 750, 752 1, 345, 270 817, 265 4, 835, 165 3,997,097 2, 179, 534 6, 951, 539 1, 120, 472 257, 217 395, 005 785, 724 §1113 SSS8S §!§§! mu issii mm mm mm rH rH ,4 860 44, 371 17,859 ii \n i in i isf is iss“ i : : : ^ : j is s ii : :gf — ;r Ill 1 is i -T(no io ig j 1 es i ! is 1 I i in i i 1 i .si "ir || .1.1 1 1 ■ II ii i IS i 3 i ’-r o Professors and in¬ structors Students First degrees Gradu¬ ate degrees GO g 5) a> a d d d r. d 1 d a d 1 d | o i S $ s £ o M 1 2 3 4 5 6 7 8 9 10 11 13 ALABAMA Auburn _ Alabama Polytechnic In¬ stitute. 1872 107 9 1, 433 117 202 24 10 0 36 4 263 12 30 1 14 3 2 5 34 7 20 83 22 6 5 2 54 3 4 Architectural engineer¬ ing. Chemical engineering _ 5 35 1 8 49 7 4 173 23 1 6 350 49 1 Mechanical engineering. Education _ _ g 109 16 3 190 49 36 12 Home economics _ 3 43 11 Pharmacy _ _ _ 2 64 9 V eterinary medicine . . 5 15 5 Summer school (1925) _ 37 12 442 374 Extension courses . 59 277 Military drill . 1, 150 Montevallo Alabama College . . 1896 9 53 29 747 63 0 High school . . 1 4 29 61 Arts and sciences _ _ _ 7 31 386 36 Special _ 4 Home economics _ 10 244 22 Music _ 1 8 52 5 Summer school (1925)... 7 19 4 444 Extension courses. . 3 8 30 443 University . University of Alabama... 1831 77 4 1, 801 829 472 175 84 8 2 4 Arts and sciences . 37 4 403 76 63 Graduate. _ 24 14 8 2 Special . . 44 15 Commerce.. . . 14 0 424 7 35 0 Education ... 6 0 19 46 10 21 Chemical engineering _ 2 0 49 0 6 0 Civil engineering 2 0 59 0 5 0 Electrical engineering. . 2 0 71 0 4 0 Mechanical engineering. Mining engineering _ 2 0 33 0 2 0 3 o 25 0 2 0 Commercial engineer¬ ing. Industrial management. 5 0 1 0 14 0 3 0 Law _ _ 5 o 148 1 32 0 Medicine _ 12 0 101 1 Summer school (1925) . . . 42 14 582 739 Extension courses _ _ 22 0 202 1,358 Correspondence courses. 15 0 216 271 Military drill . 920 0 ALASKA Fairbanks . _ Alaska Agricultural College and School of Mines. Arts and sciences . 1922 13 4 40 28 1 o 4 1 18 5 Special... . . 12 20 Agriculture- . . . 3 2 Commerce . 1 1 6 17 Civil engineering . . 2 4 Mining engineering. . . 4 10 1 Home economics. . 2 6 Short courses . 69 49 Military drill . 13 ARIZONA Phoenix . Junior College (arts and sciences). 1920 10 9 125 81 836 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1925-26 — Continued Location Institution fl ft o S2 m Professors and in¬ structors Students First degrees Gradu¬ ate degrees o> H So art O c4 © a > a o a o M * 2 3 4 5 6 7 8 9 10 11 12 AB1ZONA— COn. Tucson _ University of Arizona . 1891 102 24 1, 053 346 713 122 88 24 7 0 Arts and sciences . 42 13 352 30 31 Graduate _ 72 60 3 2 Special _ 100 62 Agriculture _ 21 97 14 5 Commerce _ 6 163 19 8 1 Education _ 4 109 264 23 53 7 4 Civil engineering _ 2 65 10 1 Electrical engineering _ . 2 82 8 Mechanical engineering. Mining engineering _ 4 48 6 56 10 General engineering _ 21 Home economics..! .. 8 59 3 1 Law _ 7 62 2 13 ~~2 Music _ 4 3 4 17 Summer school (1925) _ 21 123 150 Extension courses . . . 1 . _ . 65 241 Correspondence courses . Millitary drill . 141 243 894 ARKANSAS Fayetteville _ University of Arkansas _ 1872 158 23 1, 213 78 676 89 67 2 2 High school _ _ 2 3 88 Arts and sciences _ 44 10 420 224 19 30 Graduate . . 7 8 Special _ 42 10 Agriculture _ 26 91 12 Education _ _ 6 5 134 246 14 18 Chemical engineering _ 4 6 1 Civil engineering . 3 21 6 Electrical engineering _ 3 24 7 2 Mechanical engineering . Engineering, unclassified Home economics.. 5 8 5 247 4 118 17 Music _ 4 1 2 3 1 2 Law _ 3 27 Medicine _ 58 155 1 24 Summer school (1925) 40 14 301 602 Short courses _ 12 Extension courses . 150 548 Correspondence courses. Military drill . 25 6 436 510 560 CALIFORNIA Bakersfield _ Junior College (arts and sciences). Extension courses _ 1913 13 8 61 69 1 0 2 17 Berkeley University of California . 1869 1, 160 11 309 9, 307 9, 662 238 1, 291 1,050 182 111 4 Noncollegiate _ 15 189 Arts and sciences _ 591 193 4, 389 5,415 889 537 860 Graduate _ ■_ 1, 007 126 91 Special . . . 114 119 Agriculture _ 152 6 343 15 95 2 25 Commerce _ 18 7 1,012 119 181 19 Education _ _ 23 19 323 2, 881 27 134 30 20 Civil engineering _ _ 12 199 23 Mechanical engineering. Mining engineering _ 23 636 109 1 6 149 23 Music . . _ 3 1 10 31 Home economics 112 Law. ... 26 1 318 16 80 4 Medicine. . 193 58 192 45 41 7 Nursing _ 9 10 Dentistry 114 7 271 69 2 Pharmacy 19 2 262 6 106 12 Summer school (1925) 204 30 3,744 117 7, 475 “8 Short ennrses Extension ennrses 29, 576 16, 603 2, 269 Correspondence courses. Military drill . 1 Men and women. ° Included in preceding column. STATISTICS OF UNIVERSITIES AND COLLEGES 837 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1925—26 — Continued Location Institution 0 ® P. o 2 bfi Professors and in¬ structors Students First degrees Gradu¬ ate degrees C/1 © S Gb o <3 fl a a d d 3 c3 d 1 d 1 d 1 d 1 o § K* s £ £ i £ i £ M i 2 3 4 5 6 7 8 9 10 11 12 CALIFORNIA— COn. Junior College (arts and sciences). 1913 1 3 6 1913 15 14 57 105 15 14 47 72 1 2 10 33 Junior College (arts and sciences). Chaffey Junior College . 1919 5 6 128 108 1916 22 16 119 165 11 7 90 106 11 9 29 59 Junior College (arts and sciences). 1924 22 17 253 201 10 308 Junior College (arts and sciences). Junior College (arts and sciences). Junior College _ 1915 12 13 58 83 1916 27 10 152 162 1916 19 11 283 564 Arts and sciences. _ 19 11 262 254 Special _ 21 310 SfmtfL An^ Junior College (arts and sciences). Junior College (arts and sciences). 1915 8 12 142 142 1920 7 5 13 34 COLORADO Prmlder University of Colorado . 1877 232 36 1,927 1,032 4 244 110 39 27 5 N oncollegiate _ 1 12 Arts and sciences _ 124 35 928 874 88 95 Graduate . . . . 92 52 30 27 Chemical engineering _ 30 8 1 Civil engineering _ 7 82 1 16 1 3 Electrical engineering . . 7 175 37 3 Mechanical engineering . Engineering, unclassi¬ fied. Music _ ... _ 12 55 1 19 1 250 1* 3 41 2 Law _ 9 100 3 36 Medicine _ _ 73 157 13 32 5 1 Nursing _ 31 1 Pharmacy _ _ 43 11 8 6 Summer school (1925) _ 157 68 i 3,520 i 1,057 i 1,382 976 Extension courses _ Correspondence courses. Colorado Agricultural Col¬ lege. Secondary _ _ 49 16 Fort Collins . 1881 76 30 357 118 47 11 3 33 20 100 28 Science . . . 35 17 139 84 11 12 Graduate _ 9 5 8 3 Special _ _ l 106 Agriculture . . 15 2 253 47 2 Civil engineering _ a34 *8 115 14 Electrical engineering _ 81 7 Mechanical engineering. Forestry _ _ _ _ 94 12 1 3 79 16 Home economics _ 8 267 35 Veterinary medicine _ 7 51 11 Summer school (1925) _ 36 22 192 213 Military drill _ _ 512 Holden Colorado School of Mines 1874 39 0 430 0 67 0 2 0 1 (engineering). Summer school (1925) _ 12 104 Military drill . 300 1 Men and women. a Engineering faculty. 838 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25.— Publicly controlled universities , colleges , and 'professional schools — Instructors, students, and graduates in 1925—26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees Honorary degrees Men Women Men Women Men Women § § | Women | > 3 3 4 5 6 7 8 9 10 11 13 CONNECTICUT Connecticut Agricultural 1881 59 8 383 133 51 12 3 College. 8 28 10 1 1 8 7 48 2 277 30 43 1 2 2 6 1 95 11 2 10 1 5 49 7 231 DELAWARE University of Delaware . 1834 58 18 376 293 59 41 1 Arts and sciences . . 32 12 196 138 31 24 Graduate _ 6 Special _ 4 12 28 4 1 4 26 3 Civil engineering _ 2 35 7 Electrical engineering _ 2 69 13 Mechanical engineering . 4 22 1 Education 2 3 105 4 Home economics. . 3 50 13 Summer school (1925) _ 19 1 17 372 Extension courses _ 7 Military drill . . 365 DISTRICT OF CO¬ LUMBIA Washington _ Gallaudet College (Colum¬ 1864 10 5 77 50 12 3 1 bia Institution for the Deaf). Preparatory _ 10 5 28 19 Arts and sciences _ 10 5 48 29 12 3 1 Special _ _ 1 2 FLORIDA Gainesville. . University of Florida 1884 105 1, 853 118 5 Arts and sciences 53 663 25 Graduate . . 33 2 Special . . 77 Agriculture . . 20 113 19 1 Commerce _ 4 372 4 Chemical engineering _ 7 6 Civil engineering 3 60 12 2 Electrical engineering 6 50 5 Mechanical engineering . 2 20 1 Engineering, unclassi¬ 1 90 fied. Architecture _ 2 36 Education _ 8 155 13 Law 6 197 29 Pharmacy 4 43 4 Summer school (1925) . . 44 17 247 740 Extension courses 1 1, 252 Correspondence courses 1 5, 472 Military drill. . . 900 Tallahassee _ Florida State College for 1905 19 74 7 1, 427 134 1 Women. Noncolleeriate 4 6 31 Arts and sciences _ 16 24 475 76 Graduate _ 3 1 Special . 1 16 Education 3 18 577 37 Commerce 3 97 2 Home economics 8 141 15 Art ... 2 18 1 Music 15 85 3 Summer school (1925)... 18 22 28 501 i Men and women, STATISTICS OF UNIVERSITIES AND COLLEGES 839 Table 25. — Publicly controlled universities, colleges, and 'professional schools — Instructors , students, and graduates in 1925-26 — Continued Location Institution a tdD o d < 0 i Women s § Women § § Women g § | Women <3 o a s W 1 2 3 4 5 6 7 8 9 10 11 12 KANSAS— contd. Manhattan _ Kansas State Agricultural College— Continued. Architectural engineer¬ ing. 17 26 24 42 1 28 185 17 36 439 33 Mechanical engineering. 32 114 16 26 12 11 10 13 76 2 6 24 581 84 11 21 2 36 2 5 1 70 78 6 9 6 9 12 103 2 6 10 59 11 102 27 410 537 81 12 4 53 Correspondence courses. 5 3 510 537 1,389 66 Parson.*? Junior College (arts and sciences). 5 6 93 KENTUCKY Lexington _ University of Kentucky .... 1865 151 30 1,619 81 821 214 152 29 8 High school 1 4 32 Arts and sciences _ 79 11 560 433 68 91 21 8 Graduate _ 72 43 Special _ _ 42 51 Agriculture _ 23 119 21 3 Commerce 4 201 9 25 Education.. 11 7 59 149 17 41 Civil engineering 8 1 138 24 1 Mechanical and electri¬ 15 1 251 37 4 cal engineering. Mining and metallurgi¬ cal engineering. Home economics _ 6 27 5 6 104 20 Law _ 4 69 17 Summer school (1925) _ 61 10 454 502 Extension courses.. . 1,029 340 1, 236 500 Correspondence courses . Military drill. . . . . 730 Louisville _ University of Louisville _ 1837 203 16 899 391 132 38 7 4 Arts and sciences _ ... 38 13 408 338 28 38 Graduate.. . . 14 14 7 4 Special . 14 30 Engineering _ 14 79 Law.. . . 13 55 3 12 Medicine _ 117 3 247 5 59 Dentistry _ 44 103 1 33 LOUISIANA Baton Rouge _ Louisiana State University and Agricultural and Me¬ chanical College. High school . . . 1860 112 3 37 4 1,335 30 540 32 134 71 19 6 — Arts and sciences.... 50 18 472 273 38 34 Graduate . 40 11 13 3 Special _ 26 24 Agriculture. . 32 5 175 1 30 1 3 Education . 30 8 34 117 14 21 3 3 Chemical engineering _ 19 4 41 6 Civil engineering _ 17 4 42 4 Electrical engineering _ 19 4 93 16 Mechanical engineering. Petroleum engineering. . . 16 4 24 1 16 4 28 1 Sugar engineering . 27 4 57 13 Unclassified engineering. 20 4 202 844 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1925-26 — Continued Location Institution a © Qi O +» 2 bo Professors and in structors Students First degrees Gradu¬ ate degrees «8 2 5> ® CC3 p O 8 g § a > C3 O d o H 1 2 3 4 5 6 7 8 9 10 11 n LOUISIANA— COn. Baton Rouge _ Lousiana State University and Agricultural and Me¬ chanical College — Contd. Home economics . 10 12 58 12 Forestry _ 4 1 Law . . . . 5 71 3 10 1 Music . 10 12 3 21 2 Summer school (1925) _ 60 16 536 798 Military drill _ 669 La Fayette _ Southwestern Louisiana In- 1901 22 31 270 552 33 45 stitute. 17 14 129 80 8 9 Agriculture _ _ 1 11 3 2 52 15 2 2 70 51 1 Education _ _ 5 17 15 369 13 21 2 45 8 27 31 197 783 112 349 Correspondence courses. University of Maine . . 35 317 MAINE Orono _ 1868 106 22 1,022 263 300 157 42 11 6 6 Arts and sciences . . 64 17 210 49 35 Graduate _ .. .. 43 30 7 6 Special _ 15 5 Agriculture _ 21 4 91 1 20 Education _ 3 1 26 9 2 1 Chemical engineering _ 10 1 86 1 12 Civil engineering 7 103 15 Electrical engineering _ 6 170 16 3 Mechanical engineering . Unclassified engineering. Forestry _ 7 77 14 4 3 144 22 Home economics . 4 53 5 Summer school (1925).... 26 4 148 143 Military drill . . . 460 MARYLAND A nnapnlis United States Naval Acad¬ 1845 183 1,755 College Park _ emy. University of Maryland _ N oncollegiate 1859 427 7 32 1 2,807 32 403 27 494 45 39 6 1 Arts and sciences 41 7 364 94 29 12 Graduate . 99 14 14 5 Special _ 140 49 Agriculture _ 36 122 3 35 14 1 Commerce _ 22 143 9 20 3 Education 6 3 59 59 15 12 10 Unclassified engineering. Civil engineering _ 143 5 39 14 Electrical engineering _ 2 18 7 1 Mechanical engineering . TT nm e ecnn nmi cs 3 12 4 3 34 2 Law 25 575 21 113 6 Medicine 207 368 4 68 2 Nursing 13 17 76 5 "Dentistry 58 485 3 115 Pharmacy 24 1 224 10 74 3 Siimmp.r school G925) 32 17 155 335 Extension ennrsas 318 4 Military drill 385 MASSACHUSETTS Amherst . Massachusetts Agricultural College. NTnn noil e.gi a t.e 1821 76 7 633 119 88 14 8 1 19 2 168 21 Graduate 42 5 Agriculture 57 5 423 93 88 14 8 1 Siim-piPf sp.hnnl(1Q2fi) 14 6 58 113 Correspondence courses. Military drill . 272 49 221 STATISTICS OF UNIVERSITIES AND COLLEGES 845 Table 25. — Publicly controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees [ Honorary degrees | g s Women g s Women g s Women g s Women > 2 3 4 5 6 7 8 9 10 11 12 MASSACHU- setts— con. Lowell Textile School _ 1897 33 1 222 3 13 General textile courses . 17 1 101 1 g 58 6 Chemistry . . . g 63 2 7 MICHIGAN Ann Arbor . University of Michigan . . 1841 632 27 7, 375 2, 759 1,208 566 274 95 11 High school . . _ 10 11 82 129 Arts and sciences . 299 5 3,514 1,710 573 421 Graduate _ _ 574 248 257* ’94' Unclassified engineering. a 140 369 Aeronautical engineering 62 10 Chemical engineering _ 136 37 259 79 Electrical engineering . 235 55 265 69 19 4 Geodesy and surveying. 8 3 Architecture _ _ 19 306 25 27 1 2 Education _ 19 1 147 384 38 134 Commerce _ 15 1 58 1 10 l Law _ _ _ 15 558 13 131 1 2 Medicine 80 2 510 39 105 7 Dentistry. . . . 27 3 400 19 69 1 Pharmacy. .. 4 81 12 8 1 3 Nursing . . . ... 4 4 218 Summer school (1925) . . 281 15 2,083 1, 124 Short courses.. . 96 Extension courses. . 259 753 Military drill . 323 Bay City _ Junior College (arts and 1922 10 8 87 37 sciences). Detroit... . . College of the City of Detroit 1917 70 23 1,841 1, 072 60 32 Arts and sciences . . 67 23 1,762 1,024 58 31 Special. . . 19 39 Pharmacy _ _ _ 3 60 9 2 1 Summer school (1925) . . 15 1 213 100 Evening courses. . 367 305 Do _ Detroit College of Medicine 1868 105 5 262 4 48 2 and Surgery. East Lansing _ Michigan State College of 1857 212 39 1, 778 708 243 95 34 1 Agriculture and Applied Science. Applied science... . 119 22 677 314 39 24 Graduate . . 135 16 13 1 Agriculture . 45 388 2 91 18 Unclassified engineering. 2 36 180 Chemical engineering _ 33 11 1 Civil engineering _ 97 32 1 Electrical engineering _ 76 21 1 Mechanical engineering. 96 22 Forestry . . . 4 62 16 Home economics. . . 17 1 376 71 Veterinary medicine _ 8 33 11 Summer school (1925) _ 38 11 236 210 Short courses. .. . . . 165 4 Extension courses _ 19 Military drill. . . . 954 Grand Rapids... Junior College . . 1914 17 11 291 245 Arts and sciences 11 8 178 141 General engineering . 3 47 Commerce _ 2 1 57 29 Education. . . 1 1 1 28 Fine arts _ 1 8 25 Music. . 22 Summer school (1925)... i 6 18 5 Engineering faculty. 17836°— 28 - 54 846 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued 0 © p. o 40 Professors and in¬ structors Students First degrees Gradu¬ ate degrees 8 £ CD 'O Location Institution “ bo efl.fl P P P P o3 cS a 1 p 1 p 1 p 1 O g © i £ i £ i £ i £ o M 1 3 3 4 5 6 7 8 9 10 11 13 MICHIGAN— Con. Highland Park.. Houghton _ . Junior College (arts and sciences). Michigan College of Mines (engineering). Junior College (arts and sciences) . 12 7 145 101 1886 27 153 57 Port Huron . . 4 3 53 21 MINNESOTA Coleraine _ _ Itasca Junior College (arts and sciences). Junior College (arts and sciences) . 1922 5 4 30 14 Eveleth _ 1918 7 5 65 35 Hibbing _ 1916 20 14 119 86 11 7 45 62 2 12 1 9 11 13 Mechanical engineering . 8 1 20 3 2 17 3 6 13 4 Minneapolis _ University of Minnesota _ N oncollegiate 1869 549 38 130 47 8,226 1, 010 2, 589 828 4, 799 472 982 558 138 33 ... Arts and sciences 151 32 1, 726 309 203 129 Graduate 116 33 Special _ 432 632 Agriculture 98 9 201 40 Commerce . 24 2 252 41 93 19 Education . 17 6 225 1, 029 8 61 306 Unclassified engineering 33 610 Architectural engineer¬ ing. Chemical engineering 9 85 5 15 24 1 186 11 17 1 1 Civil engineering _ 10 153 43 2 Electrical engineering 9 236 76 Mechanical engineering. Mining engineering . 13 112 29 13 77 16 Forestry 8 168 22 Home economics 25 1 387 77 Law _ 7 284 11 62 5 Medicine _ 25 6 487 35 190 14 19 Nursing _ 350 7 Dentistry 63 2 375 3 94 Pharmacy 7 135 28 21 7 Summer school (1925) \ 511 78 2,165 166 2, 347 50 Short courses Extension courses 2,882 1, 023 2, 003 75 2, 836 1, 006 Correspondence courses.. Military drill Rochester _ Junior College 1916 6 7 55 Arts and sciences 6 7 70 47 Special 5 8 Virginia Junior College (arts and sciences). 1921 14 7 85 41 MISSISSIPPI A gricultural College. Mississippi Agricultural and Mechanical College. Arts and sciences 1880 65 1, 181 139 4 169 1 32 9 Graduate _ 9 1 1 Special _ 30 3 Agriculture 15 408 45 Commerce 1 23 23 Education __ _ 4 67 43 Civil engineering 2 13 39 20 Electrical engineering 52 23 Mechanical engineering . Unclassified engineering. Summer school (1925) 14 6 400 16 97 1 .... Military drill . 787 * Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 847 Table 25. — Publicly controlled universities , colleges , and professional schools — Instructors , students, and graduates in 1925-26 — Continued d Pi o Professors and in¬ structors Students First degrees Gradu¬ ate degrees CO 0? » 03 03 © 1 a B © | a © B o a © $ i ii S i? o w ' 2 3 4 5 6 7 8 9 10 11 12 MONTANA— COn. Butte . . Montana State School of 1900 12 1 114 57 3 Mines. 12 1 101 6 3 Special _ _ 13 51 Missoula _ State" University of Mon¬ tana. Arts and sciences . _ _ _ 1895 62 16 885 687 110 102 3 2 41 14 466 496 32 72 20 20 3 1 Special _ 34 48 5 95 1 12 Commerce _ 2 63 29 19 8 2 14 16 7 3 1 Journalism _ 2 91 47 8 6 1 11 24 6 2 2 2 34 2 5 46 1 15 1 2 43 11 17 4 Summer school (1925) _ 27 6 132 246 Military drill . 333 NEBRASKA Lincoln _ University of Nebraska _ 1871 341 93 4, 453 3, 586 646 576 391 46 23 1 Noncollegiate _ 12 10 557 Arts and sciences _ 131 52 1, 101 205 779 159 163 Graduate _ 151 45 23 Special . _ 58 88 Agriculture _ 51 186 38 Commerce _ 44 2 757 87 102 6 Education.. . _ _ _ 35 14 207 1,176 22 137 Agricultural engineering. Architectural engineer¬ ing. Chemical engineering _ 5 3 1 7 57 5 5 41 4 Civil engineering _ 5 159 21 Electrical engineering _ 7 292 19 Mechanical engineering . Mining engineering . 9 92 1 11 2 1 2 Unclassified engineering. Home economics _ 19 211 41 Journalism . . 11 82 52 5 5 Fine arts _ 18 16 65 379 5 28 Law _ 8 177 2 42 3 Medicine _ _ 75 267 16 65 1 Dentistry _ 28 89 1 10 1 Pharmacy _ 18 2 154 16 63 6 Nursing _ 13 61 Summer school (1925) _ 80 51 1,035 295 2,455 578 Extension courses Short courses 68 Correspondence courses . Military drill 531 1,581 1, 854 NEVADA Reno . . . University of Nevada _ 1886 56 16 575 338 73 50 4 1 Arts and sciences _ 37 10 351 263 39 44 Graduate _ 14 9 3 1 Special . 24 11 Agriculture _ 5 34 4 Education 3 1 2 47 Civil engineering 2 35 5 Electrical engineering 2 92 14 Mechanical engineering. Mining engineering 3 30 7 4 31 1 Home economics 5 28 6 Summer school (1925) 9 5 20 145 Military drill . 231 STATISTICS OF UNIVERSITIES AND COLLEGES 849 Table 25. — Publicly controlled universities, colleges, and professional schools — Instructors, students , and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees [ Honorary degrees | a a> 2 Women a a> 2 Women a © 2 Women § Women 1 2 3 4 5 6 7 8 9 10 11 12 NEW HAMPSHIRE Durham . University of New Hamp- 1868 90 14 1,057 375 137 62 5 5 shire. Arts and sciences . . 43 9 550 360 71 52 16 2 4 43 7 Agriculture . . . 2l 1 145 24 1 Architectural engineer- 5 30 2 ing. Chemical engineering... 9 52 3 Electrical engineering _ 3 108 15 Mechanical engineering. 7 36 6 Industrial engineering... 53 15 Unclassified engineering. 22 2 2 1 4 16 10 Summer school (1925) _ 25 3 121 112 Military drill . 505 NEW JERSEY New Brunswick. Rutgers University . 1766 123 19 1,018 703 141 94 15 1 10 Preparatory _ _ 8 1 108 Arts and sciences _ 73 11 592 600 93 80 Graduate . . 33 6 11 1 Special. . . 9 Agriculture . 28 84 13 Civil engineering . . 5 32 9 2 Electrical engineering .. 2 36 13 Mechanical engineering. 3 22 9 2 Sanitary engineering _ 4 Unclassified engineering. 76 Ceramics . . . 4 22 4 Home economics _ _ 7 97 14 Summer school (1925) _ 39 15 272 719 Short winter courses _ 117 6 Extension courses _ 572 885 Correspondence courses. 232 11 Military drill . . 469 NEW MEXICO Albuquerque _ State University of New 1891 20 10 255 172 28 21 1 1 Mexico. Arts and sciences _ 17 10 163 158 20 21 Graduate . . 3 4 1 Special _ _ 7 10 General engineering _ 3 46 Chemical engineering _ 2 6 Civil engineering _ 1 11 3 Electrical engineering _ 1 15 5 Geological engineering _ _ 4 Rummer school (1925) _ 6 7 43 149 Extension courses . 9 12 Roswell _ New Mexico Military Insti¬ 27 467 tute.4 Preparatory . . . 15 334 Arts and sciences 12 133 Socorro _ New Mexico School of Mines 1859 8 70 9 15 1 Mining engineering 8 35 6 Metallurgical engineer¬ 8 1 ing. Geological engineering .. 8 12 1 Unclassified engineering. 8 13 3 General science _ 8 9 8 Special 6 Summer school (1925)... 21 2 * Junior college. 850 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees Honorary degrees J § a a a) B o £ s 3 a 1 s a a © a o £ a a § I £ 1 2 3 4 5 6 7 8 9 10 11 12 NEW MEXICO— continued State College _ New Mexico College of Agri- 1890 31 9 193 93 28 14 culture and Mechanic Arts. Arts and sciences . . 3 6 20 36 6 Graduate _ 3 2 Special. _ _ 7 9 Agriculture _ _ 15 47 12 Commerce _ _ _ 2 1 27 15 3 2 Unclassified engineering 3 60 Chemical engineering . 2 4 2 Civil engineering . 2 2 Electrical engineering _ 2 13 4 Mechanical engineering- 2 10 7 2 31 6 Summer school (1925) . . 5 1 13 64 Military drill . . 154 NEW YORK Albany _ New York State Library 1887 4 8 6 47 4 16 .... 2 ... bcnooi. Summer school (1925) 4 1 59 New York _ College of the City of New 1849 550 11 13, 503 4, 450 546 10 34 3 York. Preparatory . 57 1,216 Arts and sciences _ 364 7, 193 507 Graduate _ 91 Special-.. . _ 2,000 850 Engineering _ 55 253 22 Commerce _ 91 1 2,400 450 28 3 6 Education _ . _ _ 122 10 350 3,150 11 7 6 3 Summer school (1925) 79 2 2, 701 368 Military drill _ 2,211 Do. Hunter College of the City 1870 37 211 4,401 365 4 of New York. Preparatory _ 64 1,212 Arts and sciences. _ 37 147 3, 189 365 4 Summer school (1925) 31 43 97 1, 662 Extension courses 302 7, 259 Syracuse _ New York State College of 1912 36 366 40 9 Forestry. Forestry _ 36 326 40 9 Ranger school _ 40 Short courses 17 Forestry camp 44 Military drill 45 West. Point United States Military 1802 169 1,008 Academy. NOETH CAROLINA Chapel Hill - University of North Carolina 1795 175 2, 409 101 310 26 57 12 7 Arts and sciences 156 936 38 118 20 Graduate _ 146 37 57 12 Special 14 Givil engineering 81 12 Electrical engineering 87 14 Mechanical engineering _ 5 Commerce 537 1 70 Education 294 21 21 5 Law 8 126 1 6 1 Medicine 10 78 2 Pharmacy 12 119 1 69 Summer school (1925) 82 30 939 1, 258 Extension courses 323 531 Correspondence courses. 325 1,112 STATISTICS OF UNIVERSITIES AND COLLEGES 851 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1925—26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees j Honorary degrees | a> S Women a s Women a i Women a 01 s | Women 1 2 3 4 5 6 7 8 9 10 11 12 NORTH CARO- una — contd. 1892 37 84 1,667 259 1 Women. 33 68 1,281 208 3 1 119 7 153 33 4 9 111 18 20 44 25 1,884 20 233 1889 123 1,594 180 30 1 of Agriculture and Engi- neering. 78 1 134 59 300 28 8 26 259 23 10 4 85 17 3 2 69 4 1 ing. Ceramic engineering _ 2 26 Chemical engineering 1 31 Civil engineering _ 6 156 35 1 Electiical engineering. 6 261 30 1 Mechanical engineering . 10 77 14 3 Textile engineering 7 118 29 2 Summer school (1925) 48 7 659 Short courses 88 Military drill 696 NORTH DAKOTA State College _ North Dakota Agricultural 1890 124 43 807 377 75 48 3 College. Noncollegiate _ 38 18 176 57 Arts and sciences _ 35 16 168 107 9 10 Graduate. _ _ 25 1 Special 17 17 Agriculture _ 14 98 14 2 Architecture 2 4 Education _ 4 53 97 12 21 Chemistry _ _ 65 7 1 Architectural engineer¬ 13 20 1 ing. Chemical engineering 8 Civil engineering 31 2 Mechanical engineering _ 71 6 Home economics _ 6 87 15 Pharmacy 18 3 71 10 25 2 Summer school (1925) . 31 4 61 179 Short courses. . . .. 107 5 Correspondence courses . 12 263 87 Military drill _ _ 430 University . University of North Dakota. 1884 102 22 1, 066 689 165 131 16 3 ... High school _ 4 4 51 31 Arts and sciences _ 63 16 497 379 53 47 Graduate _ 28 7 12 3 Special . . ... ... 26 75 Unclassified engineering. 223 2 2 75 s 2 Civil engineering _ _ 23 13 Electrical engineering _ 50 12 1 Mechanical engineering. 14 5 Mining engineering 11 3 Commerce _ 115 11 38 4 Education _ . 18 10 90 258 25 80 3 Law _ _ 5 64 1 14 Medicine . . 10 1 48 2 Summer school (1925) . .. 31 7 130 264 Correspondence courses. 119 251 Military drill . 548 1 Engineering faculty. * In general engineering. 852 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities, colleges , and 'professional schools — Instructors, students, and graduates in 1925—26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees Honorary degrees j Men Women Men Women Men Women Men Women ) ■ 2 3 4 5 6 7 8 9 10 11 n NORTH DA- KOTA — COn. Wahpeton . North Dakota State School 1903 17 7 182 109 of Science.4 Preparatory _ _ 4 3 14 15 Arts and sciences _ 4 3 34 15 Special _ 9 2 116 52 Electrical engineering.. 2 14 1 2 4 25 Journalism. . 1 3 2 OHIO Akron _ University of Akron . 1872 50 15 715 434 53 66 12 7 32 9 309 182 32 21 6 8 2 8 7 Civil engineering.. . 3 71 7 Electrical engineering. 3 72 Mechanical engineering. 3 55 Industrial engineering... 2 4 4 Commerce _ _ _ 3 132 19 6 1 Education . . . 4 4 58 182 4 36 10 7 Home economics . _ 2 36 8 Summer school (1925) _ 19 6 88 237 Evening courses _ _ 27 7 527 629 Extension courses.. _ 3 15 22 Military drill _ .. 379 Athens _ Ohio University _ _ 1808 79 34 908 1, 069 119 161 3 Arts and sciences _ 46 18 364 311 51 53 Special _ _ 31 70 Commerce _ 14 3 279 59 32 7 Education .. _ 9 4 146 605 29 96 Civil engineering _ 3 34 Electrical engineering _ 52 7 Music _ _ 7 9 2 24 5 Summer school (1925) _ 222 754 Extension courses _ _ _ 360 568 Correspondence courses.. 119 367 Cincinnati _ University of Cincinnati _ 1874 340 56 4, 040 2,687 271 197 36 18 5 Arts and sciences _ 68 15 459 551 78 « 91 Graduate _ 178 170 36 18 Special _ _ 1, 621 1, 592 General engineering .. . 274 2 2 17 Chemical engineering _ 122 6 7 14 Civil engineering _ 247 15 Electrical engineering. . 334 9 Mechanical engineering. 195 16 Commercial engineering. 225 33 21 1 Geological engineering .. 2 Architecture 4 116 69 3 Commerce _ _ (8) (8) 61 14 2 Education _ 9 8 16 115 6 96 Home economics _ 3 13 2 Law . . . 12 91 3 19 Medicine 145 3 241 15 51 4 Dentistry . _ 26 115 1 40 Nursing _ _ 2 25 105 Summer school (1925) 27 4 U, 479 Extension courses 10 4 1 339 Military drill 800 .. Columbus _ Ohio State University 1872 694 89 6, 999 2, 964 870 510 157 72 Arts and sciences 575 84 1,443 781 152 134 Graduate . . 552 218 156 72 Special _ 99 170 Agriculture . 531 12 99 2 1 Men and women. ® Includes 6 degrees in music. 2 Engineering faculty. 2 Includes 4 degrees in metallurgical engineering. 4 Junior college. 8 Included with engineering. STATISTICS OF UNIVERSITIES AND COLLEGES 853 Table 25. — Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925—26 — Continued o Professors and in¬ structors Students First degrees Gradu¬ ate degrees © Location Institution l- to o Ut z © © d 3 >> u g § © JH © 2 o £ © % S o £ © o £ « S 3 4 5 6 7 8 9 10 ii 12 ohio — continued Columbus _ Ohio State University— Con. 52 1 7 1, 532 305 317 184 26 1, 341 2 55 272 Architectural engineer¬ ing. 128 6 113 13 251 27 436 58 1 121 12 Mechanicafengineenng. . j 289 33 39 10 Metallurgical engineer¬ ing. Unclassified engineering. Engineering physics . 44 7 1 13 9 1 1 333 66 6 307 17 67 4 80 5 309 11 73 3 16 194 18 Pharmacy _ 5 265 30 21 2 Applied optics _ 2 37 4 1 Veterinary medicine .... 10 56 20 Summer school (1925) _ 190 19 1, 515 1,311 2 Short winter courses _ 71 Extension courses _ 306 48 Military drill _ 3, 454 Oxford . Miami University _ 1824 88 27 877 968 90 82 4 High school _ _ 2 2 76 64 Arts and sciences _ 67 5 799 657 61 34 Education _ _ 19 20 2 247 29 48 Summer school (1925) ... 38 1 12 285 637 Extension courses . 83 222 Toledo _ University of the City of Toledo. Arts and sciences _ 1872 36 1 36 | 15 15 856 707 33 34 3 8 639 567 33 34 Graduate _ _ 39 49 3 8 Special . . 178 91 Summer school (1925) _ 12 2 59 163 OKLAHOMA Chickasha _ Oklahoma College for Women (arts and sciences). Oklahoma Military Acad¬ emy.4 Preparatory.. . . 1909 5 27 726 • 62 Clare more . _. 1921 10 190 10 150 Arts and sciences _ 9 40 Military drill _ 190 Miami _ Northeastern Oklahoma 1920 5 5 72 127 Norman. _ Junior College (arts and sciences). University of Oklahoma 1892 240 2 68 3,080 34 1,717 298 240 30 18 High school . 2 49 Arts and sciences _ 101 47 1,683 993 136 131 Graduate _ _ 109 84 27 18 Special... _ _ 125 104 Unclassified engineering. Architectural engineer¬ ing. Chemical engineering _ 242 1 2 18 1 7 19 2 Civil engineering _ 3 67 15 1 Electrical engineering- . 3 86 9 2 Mechanical engineering. Engineering geology 3 43 7 14 33 1 Petroleum engineering.. 3 38 Commerce _ 10 1 167 12 36 4 Education _ 11 1 2 18 82 7 34 Home economics . 156 38 4 Junior college. • Includes 4 degrees bachelor of music. 854 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees g | Honorary degrees j s § § o £ a o> § a o £ s 2 PI a o £ § 3 a o £ * 2 3 4 5 6 7 8 9 10 11 OKLAHOMA— COn. N nrrnan University of Oklahoma- Continued. Fine arts _ 2 12 5 80 4 5 8 12 35 259 167 109 60 221 2 10 8 62 1, 405 255 1,074 2 1 36 36 9 17 10 1 3 2 Stillwater _ Music _ Law _ _ 3 1 Pharmacy _ Nursing _ Summer school (1925) _ . . 83 16 679 20 674 1, 100 1, 785 45 242 34 63 327 387 169 6 77 36 87 216 61 19 10 Extension courses _ Correspondence courses. Military drill. _ Oklahoma Agricultural and Mechanical College. 1891 112 2 35 41 2 15 1,058 49 207 15 84 1 75 315 141 87 li 2 ... OREGON Corvallis _ . . 13 16 5 1 ... Special _ Agriculture _ 29 6 7 2 4 5 4 4 4 6 57 29 14 5 1 Commerce _ 3 3 2 28 Education . . Agricultural engineering. Architectural engineer¬ ing. Chemical engineering _ 1 4 5 4 10 4 1 Civil engineering _ 1 Electrical engineering _ . Mechanical engineering. Industrial engineering . Unclassified engineering. Home economics _ 13 5 40 292 18 1, 052 39 2 .... 1 ... Music... . 4 93 6 494 166 304 1,350 2,410 34 81 307 782 137 225 83 96 191 83 44 76 147 Summer school (1925) ... Short courses _ Correspondence courses. Military drill _ _ 648 Oregon State Agricultural College. Graduate _ _ 1870 195 57 1, 183 23 53 8 357 229 1 2 315 150 6 1 4 ... Eugene - Special . _ Agriculture _ 45 94 8 77 75 15 4 34 42 4 1 — Commerce _ 23 5 Education . . 1 2 ... Unclassified engineering. Chemical engineering. 1 5 7 13 3 5 5 13 15 40 24 5 13 15 Civil engineering _ Electrical engineering _ Mechanical engineering. Mining engineering _ Industrial arts Forestry Home economics _ 23 6 491 17 35 67 .... 1 ... Music _ 4 5 4 180 8 204 132 Pharmacy . . . 23 3 Military science and tactics. Summer school (1925) 38 25 249 125 193 Short courses Extension courses _ Military drill _ 1,260 1, 845 760 78 38 64 432 127 34 University of Oregon _ 1876 133 54 42 21 1,376 603 57 30 17 75 103 155 239 103 196 89 20 16 1 Arts and sciences Graduate _ 16 14 ... Special Arehiteetnre 4 10 6 9 4 41 5 9 2 11 11 39 Commerce 1 Journalism Education . 5 4 2 _ STATISTICS OF UNIVERSITIES AND COLLEGES 855 Table 25. — Publicly controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees | Honorary degrees | a i a a o r* a a a o a a ® a o £ 1 2 3 4 5 c 7 8 9 10 11 12 OREGON — Con. University of Oregon— Con. 11 4 7 3 6 22 80* 6 3 6 33 18 12 3 62 205 236 1, 261 725 80 3, 358 603 126 61 601 57 401 155 79 51 240 395 209 83 10 46 140 5 13 17 49 17 70 117 111 38 3 9 776 1, 849 1,405 2 9 11 12 9 1 2 PENNSYLVANIA 1 28 46 Law _ _ 25 Correspondence courses . Pennsylvania State Forest School. Pennsylvania State College.. 1903 1855 8 284 104 18 538 94 State College _ PORTO RICO R.in Piedras 29 15 527 96 29 68 3 1 9 196 96 17 37 6 — 23 6 — Special Agriculture _ 73 3 8 13 283 115 7 75 40 7 20 35 51 31 18 1 5 Architecture Commerce.. _ 2 47 Education 5 Architectural engineer¬ ing. Chemical engineering _ Civil engineering 1 1 5 2 Electrical engineering. . Mechanical engineering. Mining engineering Sanitary engineering. . . Electro-chemical engi¬ neering. Industrial engineering . 6 21 1 4 1 8 4 Milling engineering Railway mechanical en¬ gineering. Ceramic engineering Metallurgical engineer¬ ing. Mining geology _ Home economics 9 48 .125 1,614 29 Summer school (1925) 107 644 83 2,045 4, 869 1,549 838 304 122 100 49 44 77 4 22 18 53 45 328 375 fihnrt winter courses Extension courses 3, 594 1, 374 Correspondence courses Military drill University of Porto Rico _ N oncollegiate 1903 56 10 25 31 21 1 824 417 53 46 50 26 4 Arts and sciences 3 18 Special . Agriculture 11 19 12 10 10 7 7 11 20 i 9 1 1 1 1 8 2 7 Education 286 4 Civil engineering Electrical engineering Mechanical engineering. Sugar chemistry 2 24 4 Law 3 19 783 2 2 Pharmacy Rummer sehnnl (1925) 19 Military drill . s Engineering faculty. 856 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities , colleges , and professional schools — • Instructors, students, and graduates in 1925-26 — Continued Institution d a o t2 M sd_d Professors and in¬ structors Students First degrees Gradu¬ ate degrees 8 £ 5) i. -d d d d d L 2 CS a 1 a 1 d 1 d 1 0 a i s $ i £ i $ 0 w 1 2 3 4 5 6 7 8 9 10 11 12 SOUTH DAKOTA— continued Brookings _ South Dakota State College of Agriculture and Mechanic Arts— Con td. 1884 76 24 807 340 71 41 5 33 112 1 27 2 2 1 80 53 3 4 2 18 7 2 31 9 2 2 1 Unclassified engineering. 116 7 135 25 4 2 10 5 17 1 6 2 1 68 6 5 1 19 5 78 92 29 3 512 Rapid City _ South Dakota State School 1885 19 1 220 11 22 1 of Mines. Special 9 7 Graduate _ 2 1 Education _ _ 3 1 16 10 Chemical engineering .. 3 26 2 Civil engineering.. . 3 43 10 Electrical engineering - . 2 72 3 Mining engineering _ 1 18 4 1 Metallurgical engineer¬ ing. Unclassified engineering. University of South Dakota- Preparatory _ _ 1 17 3 6 17 Vermilion _ _ 1882 64 22 703 523 84 63 6 3 2 3 28 30 Arts and sciences _ 53 13 396 374 51 60 Graduate. _ 10 13 6 3 Special _ _ 53 90 Civil engineering _ 29 10 4 Electrical engineering .. 10 3 Mechanical engineering _ Unclassified engineering. Music . . . . . . 6 1 68 5 8 4 26 3 Law _ _ 7 93 2 25 Medicine _ _ _ 11 35 1 Summer school (1925) .. 16 6 57 137 Correspondence courses . Military drill . 22 4 106 155 351 TENNESSEE Knoxville _ University of Tennessee. 1794 255 20 1, 534 576 202 81 6 3 Arts and sciences _ 69 14 370 294 29 50 Graduate _ 23 19 3 3 Special. . . . 210 54 Agriculture _ 14 139 4 17 2 Commerce . . . 250 3 14 Education _ 4 32 141 7 7 1 Chemical engineering _ * 11 19 1 Civil engineering . 100 9 Electrical engineering. 146 15 Mechanical engineering. Home economics _ 50 4 6 104 21 Law _ _ _ _ 5 49 1 Medicine 152 227 4 46 1 Dentistry 78 29 Pharmacy _ _ 55 3 31 2 Summer School (1925) ... 44 22 489 926 Short courses _ 50 174 Extension courses _ 79 106 Correspondence courses. . Military drill . . 162 167 685 * Engineering faculty. 858 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees | Honorary degrees | § § d a § 2 d a i£ s 2 d ® a o £ g 2 d a £ 1 2 3 4 5 6 7 8 9 10 ii 12 TEXAS Arlington _ _ North Texas Agricultural College .4 1917 24 5 10 8 7 8 218 33 59 5 4 5 6 20 9 5 191 13 69 3 - Austin _ Arts and sciences _ Architectural engineer¬ ing. 2 2 3 2 3 2 Electrical engineering _ Mechanical engineering _ 1 12 74 19 88 2 3 1 24 40 8 45 280 3, 438 1,699 179 45 61 130 218 82 96 102 323 7 289 211 2 5 Summer school (1925) _ 19 Military drill _ _ University of Texas _ 1883 272 151 80 58 2,008 1,637 134 6 498 166 355 319 62 66 ... Beaumont _ Graduate _ 58 66 ... Special _ Chemical engineering _ 5 13 18 15 4 11 101 Civil engineering . _ 7 6 7 9 5 14 15 11 41 1 Electrical engineering. _ Mechanical engineering 1 Mines and metallurgy 1 19 15 28 67 8 15 77 6 1,812 131 2,404 115 Architecture _ 4 16 9 1 3 Commerce _ 2 4 1 7 4 3 45 3 Education. Law _ 78 66 Medicine. _ Nursing- Pharma.ev 6 156 41 1, 417 101 1, 559 105 2,187 17 146 47 174 552 143 89 93 211 398 227 77 13 449 144 49 1, 773 21 3 Summer school (1925) . . Extension courses ... Correspondence courses. South Park Junior College (arts and sciences) . Agricultural and Mechanical College of Texas. Noncollegiate _ _ 1923 1876 5 192 7 College Station __ Denton __ _ 289 27 Arts and sciences _ 95 8 Graduate _. _ . 27 Special- . _ Agriculture _ 43 5 8 114 13 36 14 29 39 28 4 4 Architecture _ Education. _ Chemical engineering Civil engineering _ 9 9 13 4 6 69 Electrical engineering Mechanical engineering. Textile engineering _ V eterinar y medicine . _ _ Summer school (1925) 1 Short courses Extension courses . __ Military drill _ College of Industrial Arts _ Preparatory.. _ 1903 31 84 1, 809 30 1, 779 666 120 112 260 23 250 El Paso _ Arts and sciences _ . _ 31 20 6 6 84 42 13 4 250 Summer school (1925) Junior College of the City of El Paso (arts and sciences). Summer school (1925) 1920 81 8 14 19 Gainesville _ Extension courses Junior College (arts and sciences) . 3 5 - j 4 Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 859 Table 25. — Publicly controlled universities, colleges, and professional schools — Instructors , students, and graduates in 1925—26 — Continued Location Institution d a o Professors and in¬ structors Students First degrees Gradu¬ ate degrees c n CD So e 'd a d a d c3 d | a 1 g 1 d a O fl £ i $ i j| § S s £ O a 1 2 3 4 5 6 7 8 9 10 ii 12 TEXAS— contd. Hillsboro . Junior College (arts and sciences) . Texas Technological College - 1923 3 3 68 100 Lubbock _ 1925 35 12 708 335 26 9 342 255 Agriculture _ 3 81 Architecture . _ 1 43 2 1 87 1 98 Mechanical engineering. Textile engineering . 2 49 1 68 3 78 90 Paris. . Junior College (arts and sciences). Summer school (1925) . . 1924 5 5 80 120 2 2 12 50 2 1 6 20 Stephen ville _ John Tarleton Agricultural College.4 1917 42 23 434 374 15 7 127 72 27 16 256 223 51 79 25 11 158 280 Correspondence courses . Military drill . 71 119 335 Wichita Falls _ Junior College (arts and sciences) . Summer school (1925) 1922 6 10 107 141 2 8 12 UTAH Logan _ _ Agricultural College of Utah. Arts and sciences... _ 1890 56 7 694 347 83 39 10 27 202 195 30 19 Graduate. _ 35 3 2 Special _ 82 10 Agriculture _ 18 120 22 5 Commerce. . 7 1 159 42 22 9 2 3 Mechanic arts _ 4 96 Home economics ... 6 97 18 Summer school (1925) . . 61 17 363 432 Extension courses _ 94 123 Correspondence courses. Military drill 220 252 260 Salt Lake City.. University of Utah... ^ . 1850 102 47 1, 621 475 1, 289 206 116 12 5 Arts and sciences 56 29 356 68 41 Graduate. _ 72 33 Special _ 175 142 Engineering _ 21 414 43 Commerce _ 13 1 402 71 50 4 Education _ 17 28 122 824 25 71 Law _ _ 7 62 1 19 Medicine _ 10 44 Pharmacy. 1 30 4 1 Summer school (1925) . . 39 13 335 704 Extension courses. 1,234 247 1,096 443 Correspondence courses. Military drill _ 448 VERMONT Burlington _ University of Vermont and State Agricultural College. Arts and sciences ... 1880 164 25 708 411 120 76 10 2 5 70 19 242 269 53 60 Graduate . . . 11 4 2 2 Special _ 5 11 Agriculture _ 24 6 47 2 13 6 Commerce _ 138 54 Education _ 20 9 2 Civil engineering 19 47 8 Electrical engineering _ 72 14 Mechanical engineering. Home economics 45 8 69 14 Medicine 51 97 8 24 2 Summer school (1925).. 17 6 75 636 Military drill . 485 Junior college. 860 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location VIRGINIA Blacksburg.. Charlottesville. . Lexington. Richmond. Williamsburg _ WASHINGTON Pullman _ Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees | Honorary degrees j g a a O a o * g § a a) a o £ g a a § £ g § a a 2 3 4 5 6 7 8 9 10 11 12 Virginia Agricultural and Mechanical College and Polytechnic Institute. 1872 98 38 4 1, 146 76 41 44 79 201 71 20 42 150 279 115 28 42 25 2 132 4 1 1 15 Agriculture _ _ 22 4 5 4 2 4 4 12 3 28 13 17 4 3 13 31 18 1 6 Commerce . . 2 Education _ _ Agricultural engineering. Civil engineering. .... _ 2 4 2 1 Mechanical engineering. Home economics. ~ 4 13 43 29 185 1, 018 1, 991 1,229 90 66 5 15 32- 47 24 53 262 234 902 64 674 546 25 58 45 50 674 ' 517 336 78 103 Military drill. . University of Virginia . 1825 139 96 89 4 30 19 236 110 17 1 44 13 — Arts and sciences _ Graduate . . . 44 13 — Special _ General engineering 19 14 2 3 2 16 8 35 89 i i 7 11 3 9 52 42 Chemical engineering _ Civil engineering. . . Electrical engineering Mechanical engineering . Education. _ 45 3 7 1,936 256 12 1 3 Law _ Medicine. Summer school (1925) 31 Extension courses Virginia Military Institute. . Liberal arts. . 1839 50 39 4 4 3 12 67 20 10 24 13 8 3 Chemical engineering Civil engineering 4 1 Electrical engineering Summer school (1925) . . Military drill _ . . . Medical College of Virginia. . Medicine 1832 168 141 37 18 17 39 37 2 9 3 61 11 129 78 16 35 3 3 Dentistry Pharmacy 6 44 468 450 Nursing 6 12 12 College of W illiam and Mary. Arts and sciences 1693 629 575 15 4 35 286 231 1, 959 63 761 25 214 150 35 54 218 61 36 70 22 1 16 61 61 65 65 1 1 5 Law Graduate ... 5 13 540 633 1, 103 26 511 11 4 146 2 1 1 1 Special Slimmer sehnnl ( 1 92M 29 19 Extension courses _ State College of Washington. "M nn cell egi ate 1892 159 9 57 49 4 18 238 161 16 5 ... Arts and sciences 72 76 Graduate _ . 6 4 4 5 ... Agriculture _ _ 26 8 3 5 13 36 44 Education 1 44 Architectural engineer¬ ing. Pivil engineering 4 20 5 6 1 1 Electrical engineering Mechanical engineering. Mining ft/nri gp.nl ngy 2 1 Unclassified engineering. Pine arts 2 1 12 5 40 169 101 2 22 8 TT Amp economics Music . 7 2 STATISTICS OF UNIVERSITIES AND COLLEGES 861 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees | Honorary degrees | a © a a o ? S a a © a o £ d © a d © a o £ d © a a Si a o £ ■ 2 3 4 5 6 7 8 9 10 11 12 WASHINGTON — continued Pullman _ _. State College of Washing¬ ton-Continued. 3 5 6 1 12 16 1 123 45 56 7 2 147 74 88 208 978 4, 243 1,488 239 26 379 63 31 195 76 43 66 1 175 1,062 18 51 159 94 103 22 40 6 2 6 Seattle _ _ 5 2 39 30 3 Military science and tactics. Summer school (1925) _ 1 7 165 64 307 376 Correspondence courses . University of Washington... A r ts and sciences . . 1861 211 99 42 16 3,017 1,635 213 88 2 560 155 428 196 73 47 ... WEST VIRGINIA Keyser. . Graduate. . . . 29 38 ... 336 10 19 18 36 18 9 2 37 17 120 10 43 4 43 19 101 1 6 1 3 2 Chemical engineering. Civil engineering . . . Electrical engineering. .. Mechanical engineering . Mining engineering _ 5 3 2 5 20 5 8 16 7 5 1 1 39 1 202 30 113 537 4 43 196 1,660 2, 422 817 Fisheries _ Library science . . . 3 Forestry. . 4 9 Commerce _ _ 2 14 5 91 74 Journalism _ _ Education _ 12 9 ... Fine arts _ _ 11 Law _ _ Pharmacy. .. . 1 9 14 34 5 Home economics _ Summer school (1925) _ 829 735 705 1,800 141 46 95 148 66 65 17 140 1, 779 877 136 12 97 43 91 146 50 45 Extension courses _ Correspondence courses. Military drill . . Potomac State School 4 _ 1902 7 5 2 12 8 3 5 7 4 2 1 4 33 18 116 61 55 180 96 44 40 299 855 617 78 29 Montgomery _ Morgantown _ Preparatory. .. . . . Arts and sciences . . New River State School4... Preparatory . 1907 Arts and sciences . . 11 1 15 179 85 Music . . . Summer school (1925) _ West Virginia University.. _ Arts and sciences . 1868 242 141 120 88 23 6 ... Graduate. _ 15 6 — Special . . Agriculture . . 34 5 7 4 14 2 22 4 19 9 5 11 6 2 Chemical engineering.. 1 1 1 Civil engineering.. . Electrical engineering _ Mechanical engineering. Mining engineering Home economics . 7 8 118 202 3 2 5 508 19 12 Music _ 3 6 16 3 99 22 123 117 40 504 927 676 Law . . . 26 Medicine. . . Pharmacy. _ 5 1 Summer school (1925) . . 12 Extension courses _ Military drill. . . . 3 Engineering faculty. 4 Junior college. 10 M. S. in ceramic engineering. 17836°— 28 - 55 862 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 25. — Publicly controlled universities , colleges , and 'professional schools — Instructors , students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees | Honorary degrees | Men Women d OJ S Women Men Women S a Women ‘ 2 3 4 5 6 7 8 9 10 11 12 WISCONSIN Madison .. University of Wisconsin _ 1848 684 170 5, 312 3, 391 709 606 296 124 6 12 18 184 127 Arts and sciences _ 366 87 1, 659 1, 154 319 457 Graduate _ 671 316 215 114 Special _ 40 67 78 3 249 4 47 1 52 10 Commerce _ 10 2 526 50 83 10 Education. . . . _ 23 4 284 943 Chemical engineering. 2 91 109 23 2 239 43 12 Electrical engineering 373 56 6 Mechanical engineering . 190 1 42 2 Mining engineering 22 1 7 1 7 Home economics _ 18 311 69 Journalism _ 5 1 154 142 22 27 Law _ 12 238 10 48 1 Medicine. ... 63 12 197 26 Pharmacy 6 2 106 18 11 1 Music _ 9 7 11 107 1 15 Physical education 15 17 60 114 7 24 Summer school (1925) 189 51 2, 009 2, 906 Extension courses 3,310 2, 823 Correspondence courses. 14, 336 9, 863 Short winter courses . . 238 Military drill 1, 795 WYOMING Laramie _ University of Wyoming _ 1867 64 46 613 527 47 45 5 3 High school _ 2 9 48 85 Arts and sciences _ 30 11 212 154 13 21 Graduate _ 27 13 2 2 Special _ 51 63 Agriculture _ 12 66 6 Commerce l 3 1 84 57 9 3 Education _ 4 18 23 146 4 11 1 1 Civil engineering 2 25 4 2 Electrical engineering 1 55 7 Mechanical engineering. 2 17 Mining engineering 1 24 Unclassified engineering 19 Home economics 4 46 9 Law . _ 5 22 4 Music . . 2 3 18 33 1 Nursing 6 Summer school (1925) 36 27 314 1, 086 Extension courses 14 48 Correspondence courses . 238 927 Military drill 303 2 Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 863 Table 26. — Publicly controlled universities , colleges, and professional schools — Property , 1925—26 Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (includ¬ ing farm) Value of buildings (including dormito¬ ries) Value of dormi¬ tories (in¬ cluded in column 5) Produc¬ tive funds * 2 3 4 5 6 7 Alabama Polytechnic Institute . 37,000 $325, 000 $154,000 $1,346,000 $161,000 $253, 500 Alabama College . . 11, 514 132, 000 16, 000 912, 512 597, 173 582, 722 University of Alabama _ _ Alaska Agricultural College and 75,000 181, 855 291, 000 1. 177, 628 263, 000 1, 659, 693 School of Mines _ 7, 279 70, 000 108, 318 538, 750 2, 338 515, 000 180, 665 1, 634, 500 25,000 475, 500 University of Arizona _ _ ■^University of Arkansas _ _ 559, 958 65,000 470, 000 135, 000 675,000 125,000 132, 667 University of California _ 898, 441 173, 800 54, 564 19, 243 35, 000 7, 332, 841 958, 392 402, 645 490, 823 443, 984 6, 276, 837 429, 875 346, 272 108, 303 108, 295 13, 050, 705 4, 844, 097 1,801,540 471, 967 2,053,130 10, 506, 506 75, 000 339, 606 Colorado Agricultural College. . . Colorado School of Mines ... . Connecticut Agricultural College _ 613, 500 135, 000 University of Delaware . . Gallaudet College (D. C.) . . 32, 297 7,000 50, 487 543, 190 310, 685 1, 403, 342 1,000, 000 1, 210, 000 362,500 535, 249 14, 000 185, -800 University of Florida . . 2,110,000 900, 000 296, 825 Florida State College for Women _ 22, 500 280, 000 991, 400 1, 715, 150 800, 000 University of Georgia _ 60, 500 543, 083 998, 000 2, 038, 050 333, 000 327, 202 Georgia School of Technology - 21,500 6, 000 5,000 559, 000 46, 642 16, 749 297, 800 892, 300 100, 000 99, 350 240,000 200, 000 25,000 North Georgia Agricultural College. 4,800 35, 000 Georgia State College for Women... 14, 000 140, 000 120, 000 1, 000, 000 525, 000 University of Hawaii _ _ 38, 447 325, 622 827, 247 536, 346 43,315 5,500 University of Idaho . . 90,000 591,000 128, 000 1, 192, 600 250, 000 1,868,114 Idaho Technical Institute . . . 9,067 687, 345 190, 000 120, 000 1, 445, 424 543, 986 500, 000 12, 426, 924 160,000 University of Illinois _ . . 5, 249, 096 584, 196 1, 032, 662 Indiana University . . . 183, 325 1, 162, 283 4, 448, 792 567, 299 1,413, 779 Purdue University (Ind.) _ _ 8-4, 200 1, 367, 363 463, 831 3, 165, 267 i 340, 000 Iowa State College of Agriculture and Mechanic Arts. . . . 133,064 2, 808, 737 723, 218 5, 349, 039 644, 025 694, 982 State University of Iowa . . 293, 725 2, 841, 207 2, 337, 433 2. 215, 240 5, 434, 489 613, 196 286, 313 University of Kansas _ _ _ 175, 687 483,000 3, 140, 390 175, 000 220, 036 Kansas State Agricultural College... 84, 327 1,437,928 687, 322 2, 390, 000 95, 500 505, 509 University of Kentucky . . . 71, 068 586, 641 321, 876 1, 573, 721 270, 000 184, 075 University of Louisville (Ky.) . . Louisiana State University and Agricultural and Mechanical Col¬ 26, 234 216, 299 604, 458 (1 2 3) 268, 474 lege - - - - 61,461 675, 294 575,000 4, 900, 000 470, 000 318, 863 Southwestern Louisiana Institute ... 12, 500 84, 200 100, 000 485, 000 120, 000 University of Maine . 70, 602 417, 685 26, 247 961,216 26, 000, 000 163, 487 650, 508 United States Naval Academy (Md.) 64, 000 1,000,000 2, 000, 000 1, 500, 000 University of Maryland _ 43, 791 783, 299 298, 900 1,735,801 240, 500 117, 644 Massachusetts Agricultural College. Lowell Textile School (Mass.)... .. 75, 066 1,556 859, 016 352, 500 7, 436, 296 200, 000 50, 000 201,892 109, 639 1,545, 788 330, 850 16, 639, 526 1,500,000 600, 000 193, 808 240, 667 University of Michigan... ... _ College of the City of Detroit (Mich.) Detroit College of Medicine (Mich.) . Michigan State College of Agricul¬ 619,508 17, 000 20,000 3, 542, 610 1, 500, 000 150,000 2,755,971 2, 687, 770 ture and Applied Science _ Michigan College of Mines . 51, 760 32, 991 1, 417, 773 417, 059 389, 758 104, 025, 6, 493, 455 3,040,500 624, 968 12,621,115 161,000 1, 010, 495 University of Minnesota _ . Mississippi Agricultural and Me¬ 472, 000 4, 737, 120 773, 518 7, 415, 911 chanical College. . . . 48, 726 942, 741 157, 520 1,616, 344 321, 135 239, 788 Mississippi State College for Women 20, 300 179, 450 150,000 1,209, 500 596,000 156, 489 University of Mississippi . 45, 000 483, 000 156, 500 1,091,000 4, 994, 088 325, 000 710, 153 University of Missouri _ _ _ . Montana State College of Agricul¬ 314, 868 2, 539, 585 887, 193 34, 000 1,689, 448 ture and Mechanic Arts.. . 30, 659 367, 573 205, 306 1, 539, 901 65,000 774, 567 Montana State Sebool of Mines 10, 000 98, 900 77, 624 193, 942 250, 000 474, 578 536, 980 529, 982 State University of Montana. . 3 285, 000 1, 532, 258 361, 301 University of Nebraska . . 201,590 1, 726, 172 2, 348, 446 4, 782, 246 653, 406 19, 165 937, 800 University of Nevada _ 44, 725 298, 951 110,000 172, 516 358, 439 University of New Hampshire . . 54, 876 404, 000 170,000 2, 100, 000 935, 000 1,030,000 Rutgers University (N. J.) _ _ 157, 524 1, 282, 497 1,614, 116 3, 633, 092 802,817 2, 093, 434 State University of New Mexico _ 37, 000 237, 956 185, 000 365, 000 38, 500 400,000 New Mexico School of Mines . _ New Mexico College of Agriculture 1, 550 71, 500 16,000 155, 825 30,000 330, 000 and Mechanic Arts . . . . 22, 622 260,000 45,000 320,000 50,000 517, 630 New Mexico Military Institute 3,845 85, 000 45, 200 50,000 739, 310 300,000 Collegeofthe City of New York - 865, 618 ; 3, 399, 119 4, 235, 000 94,465 1 Tn addition there are bonds and other securities to the amount of $120,786. 2 Included in preceding column. 3 1924 figures. 864 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 26. — Publicly controlled universities , colleges, and professional schools — Property, 1925-26 — Continued Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (includ¬ ing farm) Value of buildings (including dormito¬ ries) Value of dormi¬ tories (in¬ cluded in column 5) Produc¬ tive funds 2 3 4 5 6 7 35, 608 $300, 000 $3, 000, 000 $100, 000 6; 500 200, 000 50,000 275, 000 $10, 000 108, 000 500,000 5, 125, 330 18, 746, 905 167; 000 1, 235, 562 327, 549 4, 388, 128 1, 398, 055 $1, 455, 569 33,231 547, 166 836, 999 4, 162, 000 1, 816, 099 17,231 764, 781 165, 014 2, 873, 916 1, 048, 277 125, 000 40,248 574,413 143, 710 1, 152, 505 197, 091 1, 415, 512 90,000 677,988 153,436 1, 313, 491 1, 694, 203 5, 000 83, 978 10, 000 297, 435 99, 553 451, 110 23, 000 174, 309 336, 000 450, 000 69, 521 48, 880 616, 072 2, 194, 785 (2) 72, 273 118, 000 1, 054, 753 778, 348 2, 755, 682 272, 320 5, 680, 252 276, 161 2, 632, 465 3, 241, 826 8, 236, 143 264, 103 1, 120, 212 85,000 422, 500 276, 000 2, 483, 000 1, 043, 000 106, 500 18,000 50, 000 300, 000 450, 000 11,000 12, 500 174, 885 48, 007 844, 996 350,000 1, 800 11, 761 2,537 189, 820 90,000 3,000 10,000 5, 000 100, 000 75; 000 871, 140 109, 882 2, 408, 602 214, 795 3, 200, 000 37,204 786, 345 130, 702 1, 688, 570 387, 000 1, 399. 287 70, 534 979, 953 578, 945 2, 515, 933 365, 178 203, 504 170, 140 676, 057 438, 721 2, 316, 427 202, 443 163, 000 1, 840 29, 000 240, 000 256, 000 94, 000 95, 906 1, 987, 971 186, 186 2, 780, 098 676, 834 517,000 16, 300 257, 000 55, 900 356, 350 12,000 24, 600 282, 000 18, 000 700, 000 50,000 23, 469 75,000 150, 000 175, 000 15,000 322, 000 10,000 140, 808 947, 700 1, 211, 500 23, 188 463, 113 362, 329 1, 346, 958 281,000 254, 440 86, 200 552, 020 1, 024, 254 1, 168, 950 387, 000 28, 871 623, 476 486, 523 1, 787, 000 600, 000 34, 500 564, 470 95, 480 895, 500 231,000 752, 785 10, 400 276, 956 495, 052 329, 725 83, 669 60, 000 305, 000 55, 000 950,000 230, 000 78, 556 901, 875 1, 627, 485 2, 475, 459 261, 900 400,000 4,112 85, 686 52,299 262, 031 38, 712 286, 707 2, 707, 286 2, 048, 955 4, 024, 134 195, 875 16, 167, 272 38, 000 1, 318, 726 821, 002 3, 662, 271 533, 751 209, 000 22, 500 (* 4) (4) (4) (4) 2, 432 253, 790 250, 000 1, 005, 660 5, 000 131, 020 119, 691 414, 747 65,000 104, 191 36, 000 220, 843 56, 100 1, 193, 700 292,280 87,800 600, 000 1, 650, 000 75, 345 118, 716 361, 205 100, 000 1, 920, 000 303, 000 *1,314. 210 39, 000 698, 500 252, 700 2, 104, 620 278,400 344, 312 150, 000 463, 247 600, 000 2, 274, 059 96, 500 3, 672, 677 30,000 34, 534 161, 183 1, 124, 294 353, 636 98,000 6, 000 177, 413 70, 235 832, 000 48, 000 152, 000 100, 000 1, 118, 000 550, 000 55, 390 117, 000 571, 787 259, 077 1, 673, 603 221, 410 2, 325, 976 212, 361 1, 159,911 1, 359, 740 3, 626. 408 48, 098 4, 899, 200 3, 500 43, 275 100, 000 296, 500 180, 000 14, 000 125, 000 100, 000 250, 000 65,000 92, 151 977, 728 6 1,633, 437 4, 252, 446 200, 000 115,000 344, 000 3, 367, 582 1, 622, 235 8, 336, 950 500, 000 1, 164, 067 61, 330 521, 800 218, 000 2, 166, 000 200,000 1, 796, 071 Institution Hunter College of the City of New York . . . . . New York State College of Forestry. United States Military Academy (N. Y.) - - - - University of North Carolina _ North Carolina College for Women . . North Carolina College of Agricul¬ ture and Engineering _ North Dakota Agricultural College.. U niversity of N orth Dakota _ North Dakota State School of Scienci 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 W omen _ Oklahoma Military Academy _ Northeastern Oklahoma Junior Col¬ lege — University of Oklahoma. . . . Oklahoma Agricultural and Me¬ chanical College _ Oregon State 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.) _ 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.) _ Texas Technological College. . . John Tarleton Agricultural College (Tex.) - - - Agricultural College of Utah _ University of Utah _ University of Vermont and State Agricultural College _ Virginia Agricultural and Mechan¬ ical College and Polytechnic In¬ stitute. . . . . . . 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 _ 2 Included in preceding columns. 4 Value of all property, $2,500,000. * In addition there are funds to the amount of $358,331. « Other property includes one-half interest in coal lands, $212,468. Table 27. — Publicly controlled universities, colleges, and professional schools — Receipts from all sources in 1925-26 STATISTICS OF UNIVERSITIES AND COLLEGES 865 Total receipts, exclusive of addi¬ tions to endow¬ ment 2 $1, 022, 658 408, 131 591, 207 257,217 1, 246, 208 1,343, 022 12, 366, 633 2, 017, 378 1, 038, 325 291, 079 1, 055, 422 537, 445 117,085 1,969,324 836, 988 1,390, 983 643, 000 137, 597 46, 581 381,361 392, 505 1, 394, 523 311,900 6, 830, 272 2, 817, 863 3, 141, 529 3, 546, 924 5, 416, 951 1, 996, 255 2, 302. 705 Total receipts S3 $1, 022, 658 408, 131 591, 207 257, 217 1,246,208 1,343,022 12, 705, 344 2, 017, 378 1,038,325 291, 079 1,055, 422 537, 445 117, 085 1, 971, 824 836, 988 1,390,983 643, 000 137, 597 46, 581 381,361 395, 005 1, 394, 523 311, 900 6, 830, 272 2, 817, 863 3, 141, 529 3, 546, 924 5, 416, 951 1,996, 255 2, 302, 705 From all other sources 2 iss isisi§sig jigs sss- irr r-T j ;i i iSSISSl ssIS ** i mt i i ** From private benefactions For current ex¬ penses a $15, 727 1,254 900 236, 770 101, 000 Hi ii iS j i jeo i i i is 1 ; j ;r i 1 17, 083 10, 174 i s i i s i 7, 083 19, 091 5, 779 i jgjfj i £1*1 ' ' ' • mis ‘■2|2'S Is IS5§S31IIISssi SSSlISgl Hal laslll gills s£ S2SS s'-e-gsTs I'SSSfi Figures for 1924. 3 Includes some funds for permanent improve] Table 27. — Publicly controlled universities, colleges, and professional schools — Receipts from all sources in 1925-26 — Continued 868 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Total receipts, exclusive of addi¬ tions to endow¬ ment 3 $752, 535 722, 778 1, 609, 249 1, 163, 097 721, 463 453, 654 764, 858 1, 760, 144 2, 236, 953 107, 000 181, 500 1, 891, 034 6, 951, 539 1, 120, 472 Total receipts eo $752, 535 817, 265 1, 609, 249 1, 255, 941 751, 463 453, 654 764, 858 1, 760, 144 2, 236, 953 107, 000 181, 500 1, 891, 034 6, 951, 539 1, 120,472 From all other sources N $26, 932 112, 050 469, 091 224, 990 269, 844 233, 513 193, 471 224, 238 67, 307 1,200 261, 318 1, 511,951 115, 364 From private benefactions For current ex¬ penses i O i O i *0 1 o I OO 1 O 1 » • 1 1 CO 1 1 1 1 From United States Govern¬ ment OO $1, 755 148, 577 269, 740 l i i I © 1 © 1 © © © i Tf i © ihNO 1 r— 1 1 © 1 © © 1 © IH 1 © © Ttl i © i i eo © Irt l INWH 1 1 1 From State or city For current expenses r* $438, 432 132, 847 482, 775 315, 635 103, 720 97, 167 188, 000 3 838, 866 1, 286, 942 80, 000 90, 000 1, 062, 000 3, 433, 021 395, 702 For increase of plant 50 $30, 000 100, 475 40, 000 90, 230 207, 834 99, 850 61, 000 100, 000 337, 824 268, 248 From produc¬ tive funds $45,507 50,816 20, 659 163,940 6, 129 4,065 108,852 108, 436 4,950 21, 850 93,348 From student fees For board and other non- educa- tional services - $37,422 172, 117 54,681 150,000 © © © © © © - u- © 00 © © 1 © a > IE University of Vermont and State Agricul¬ tural College - - - _ _ Virginia Agricultural and Mechanical Col¬ lege and Polytechnic Institute . . University of Virginia - Virginia Military Institute _ Medical Colleee of Virginia . College of William and Mary (Va.) _ State College of Washington University of Washington _ Potomac State School (W. Va.l _ New River State School (W. Va.) . . West Virginia University _ University of Wisconsin _ University of Wyoming . . . . STATISTICS OF UNIVERSITIES AND COLLEGES 869 Table 28. — Privately controlled universities , colleges, and 'professional schools — • Instructors, students, and graduates in 1925-26 Location d ® ft o Institution o ALABAMA Athens . _. Birmingham _ Do . . Marion . . Do . . Montgomery _ St. Bernard _ Spring Hill . Talladega _ ARKANSAS Athens College for Women. . Preparatory _ Arts and sciences . - Special _ Birmingham-Southern Col¬ lege (arts and sciences). Summer school (1925) . . . Extension courses _ Howard College (arts and sciences). Summer school (1925) . . . Extension courses . Judson College . . . Arts and sciences _ Special... . . . . Education . . . Home economics . Fine arts _ _ Music . . . Marion Institute 1 _ Preparatory _ Arts and sciences _ Special . . . . Summer school (1925) . . . Military drill _ Woman’s College of Ala¬ bama. Preparatory _ Arts and sciences . Special . . . Music _ St. Bernard College _ Preparatory _ Arts and sciences _ Theology _ Spring Hill College _ _ Preparatory _ Arts and sciences . . Talladega College 2 _ Preparatory . . . Arts and sciences _ Music . Theology . 1843 1897 1841 1839 1842 1910 1892 1830 1869 Arkadelphia. Do . Batesville... Clarksville. . Conway . Henderson-Brown College. . Preparatory . . Arts and sciences . . Music _ Ouachita College . . Arts and sciences . Fine arts . Music . . . . Military drill . . Arkansas College _ Arts and sciences _ Special _ _ _ College of the Ozarks _ Preparatory . . . Arts and sciences _ Special.. _ _ Summer school (1925) . . . Central College 1 _ Preparatory . . . Arts and sciences _ Education.. . . . Home economics _ Fine arts . . Music . 1890 1872 1891 1892 1 Junior college. Professors and instructors Students First degrees Gradu¬ ate degrees 1 bO a> 'O a a a a c3 a a a a a a fl a o 0 o o § £ £ s § £ w 4 5 6 7 8 9 10 11 12 5 19 o 196 0 6 0 0 4 0 55 5 15 o 92 0 6 o 49 43 6 625 332 69 66 4 0 6 28 5 284 517 16 1 42 216 29 9 472 237 60 51 3 31 10 147 700 6 1 20 70 7 18 0 281 0 46 0 4 12 0 262 0 38 0 19 1 1 0 160 0 1 0 65 0 1 0 28 2 3 0 92 0 8 13 0 201 0 0 6 0 47 0 7 0 62 0 92 0 3 0 25 0 186 0 9 35 0 624 0 64 0 0 5 0 42 6 19 0 439 0 64 0 80 3 11 0 347 25 0 170 0 0 14 0 135 0 11 0 32 0 5 0 3 0 39 0 336 0 9 0 0 19 0 183 0 20 0 153 0 9 0 15 13 193 202 1° 10 0 4 9 88 128 11 5 80 74 8 9 1 1 18 53 0 1 3 0 25 0 2 0 9 11 116 167 11 31 1 0 2 8 11 8 5 106 144 11 27 1 4 11 94 0 4 13 5 184 147 35 21 0 10 4 184 147 35 21 0 6 3 1 6 100 175 0 11 9 112 156 12 11 3 11 4 108 98 12 11 0 5 4 58 12 14 207 214 4 4 4 3 4 45 44 8 5 94 73 4 4 1 5 68 122 4 2 51 47 3 15 10 243 0 0 3 0 27 1 8 0 124 1 0 0 42 .dCT 0 1 0 22 0 1 1 20 2 3 10 85 rfm rln-'} «... 2 Colored. eiuabuJe. 70 E 870 BIENNIAL SURVEY OF EDUCATION, 1924-1026 Table 28. — Privately controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees 1 3 3 4 5 6 7 8 9 10 11 12 ARKANSAS— COn. Hendrix College (arts and sciences). Rummer school (1925) _ 1884 17 3 296 90 72 27 0 8 1 57 31 Arkansas Baptist College 2 3.. 1886 12 7 200 133 6 0 0 5 4 141 122 6 1 32 5 6 0 1 2 2 6 2 0 25 0 Do _ Little Rock College _ 1908 25 0 205 0 31 0 5 0 2 10 0 65 0 15 0 140 0 23 0 5 0 2 0 19 0 8 0 Do _ St. John’s Theological Semi¬ nary. Galloway Woman’s College- Preparatory..- _ _ . 9 0 67 0 7 0 0 Searcy _ _ 1889 1 27 0 316 0 40 0 0 5 0 60 1 10 0 209 0 40 0 12 0 47 0 2 0 106 Home economics. 0 1 0 29 Music _ 0 8 0 170 CALIFORNIA Angwin _ Pacific Union College . . 1888 17 16 230 167 13 12 0 Preparatory _ 9 8 60 53 Arts and sciences _ 14 14 170 112 11 12 Commerce. _ 1 2 9 12 Education _ 0 5 5 24 Theology _ 2 2 22 3 2 0 Summer school (1925) . . 5 6 19 63 Rakcrsfield Lincoln College of Law 5 0 16 0 0 Belmont College of Notre Dame . 1851 0 10 0 105 0 Preparatory _ _ 0 10 0 75 Arts and sciences.. ._ .. 0 10 0 30 Berkeley Berkeley Baptist Divinity School (theology). Pacific School of Religion (theology). Pacific Unitarian School for 1905 8 1 26 26 6 0 2 Do _ 11 0 51 25 9 0 3 1 0 Do 4 1 10 4 1 0 0 Claremont the Ministry (theology). Pomona College. _ _ 1888 62 12 458 458 58 93 7 5 1 Arts and sciences.^ _ 62 12 431 412 58 93 Graduate _ _ 18- 22 7 5 Special _ _ 9 24 Summer school (1925) _ 19 3 103 226 Military drill.. . 136 0 TiOmfl. Bind a. College of Medical Evangel¬ ists (medicine). California Christian Col¬ 1909 150 13 233 25 3 66 3 4 0 Los Angeles 1920 10 4 156 204 6 8 0 lege (arts and sciences) . Summer school (1925) 6 0 26 56 Extension courses 1 0 5 16 Do.. College of Osteopathic Phy¬ sicians and Surgeons. Loyola College _ 1905 38 2 167 44 18 5 0 Do _ 1911 48 0 826 0 50 0 8 Preparatory 16 0 460 0 Arts and sciences 24 0 180 0 24 0 _ Law. . 16 0 200 0 26 0 Do__ Occidental College _ 1887 47 8 346 289 57 63 3 1 7 Arts and sciences 47 8 330 262 57 63 Graduate 10 20 3 1 Special 6 7 Summer school (1925) 25 50 Extension courses 150 300 Do . Southwestern University _ Commerce 1911 39 2 763 171 60 4 0 15 2 327 138 22 0 Law . . . . . 26 0 j 436 33 38 4 2 Colored. 3 67 students are required to complete hospital interneship before receiving their M. D. degree. STATISTICS OF UNIVERSITIES AND COLLEGES 871 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued a & Professors First degrees Gradu¬ CO and in- Students ate © structors degrees % Location Institution £2 be 0 a a 0 C3 c3 a | g 1 0 1 0 | O 0 © >* i S i $ !> tS 1 2 3 4 5 6 7 8 9 10 11 n CALIFORNIA— continued Los Angeles _ University of Southern Cal- 1880 303 93 3, 217 1, 531 453 208 61 63 8 ifornia. Preparatory _ _ 10 30 145 80 Arts and sciences . 96 33 1,019 141 737 68 132 Graduate . . 177 35 34 Special . . . 45 50 Chemical engineering _ 2 0 14 0 3 0 2 0 69 0 14 0 Electrical engineering . 3 0 77 0 18 0 Mechanical engineering. Petroleum engineering . . 2 0 4 0 2 0 7 0 10 0 113 11 9 0 27 3 338 43 43 3 6 0 22 7 42 66 10 47 16 28 16 13 52 274 1 2 14 4 38 21 7 0 22 0 365 36 54 4 4 1 67 0 549 12 129 5 Pharmacy . . 8 3 199 24 97 15 Summer school (1925) _ 74 21 800 1, 611 Extension courses.. . 75 10 1,980 125 3, 102 0 Menlo Park _ St. Patrick’s Seminary (the¬ ology) . Mills College . . 8 0 0 Mills College _ 1865 25 49 0 599 0 96 0 4 4 Arts and sciences _ 25 49 0 572 0 96 Graduate _ 0 23 0 4 Special _ 0 4 Oakland .... St TVTary’s College 1863 37 0 o 774 0 17 o 1 0 0 Preparatory _ _ 12 458 0 Arts and sciences _ 10 o 115 0 11 0 Graduate. . . 12 0 1 0 Special _ _ 10 0 Civil engineering _ 5 o 28 0 Commerce _ 7 o 82 0 6 0 Education 3 o 18 0 Music _ 1 o 31 0 Law .. . . _ _ 6 0 62 0 Pasadena... . California Institute of Tech¬ 1891 113 0 521 0 105 0 20 0 0 nology. College of science _ 4 113 0 155 0 16 0 Graduate . . 62 0 20 0 General engineering _ 153 0 17 0 Chemical engineering _ 22 0 11 0 Civil engineering.. . 45 0 20 0 Electrical engineering _ 57 0 26 0 Mechanical engineering. Military drill _ _ 27 0 15 0 254 0 Do... Pasadena College 1902 9 10 135 159 12 20 0 Preparatory _ 3 7 47 58 Arts and sciences _ 6 3 38 51 8 14 Music 2 1 42 31 Theology 3 0 32 20 4 6 Redlands . University of Redlands _ 1909 26 9 251 316 34 50 .. 0 Arts and sciences . 26 9 233 281 34 47 Special 18 35 Music 3 3 9 25 0 3 Sacramento Sacramento College of Law 9 0 43 3 5 0 0 San Anselmo--.. San Francisco Theological 1871 11 0 52 11 6 0 4 0 0 Seminary. San Francisco... Church Divinity School of the Pacific. 1893 7 0 8 0 0 Do . . College of Physicians and Surgeons (dentistry). 1896 76 1 281 0 64 0 0 Do.. Golden Gate College— Y. M. C. A. (law). 18 0 57 2 0 ‘ Faculty not listed by subject. 872 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Gradu¬ ate degrees Honorary degrees Men Women Men Women Men Women d o> § Women 1 2 3 4 5 6 7 8 9 10 11 n CALIFORNIA— continued San Francisco.. St. Ignatius College . 1855 31 0 438 0 63 0 o Arts and sciences _ 9 0 150 0 21 0 Special _ 4 0 78 0 19 o 220 0 42 0 Do San Francisco Law School . 1908 13 0 194 34 11 5 o Summer school (1925) _ 4 1 29 2 Dominican College . 1891 7 45 0 362 0 6 o Preparatory.. _ 0 22 0 219 Arts and sciences. _ 7 23 0 143 0 6 Santa Clara _ University of Santa Clara. .. 1851 34 0 280 0 56 0 8 0 8 16 0 109 0 26 0 Special. _ 6 0 5 14 0 25 0 4 0 1 o Electrical engineering. . 41 0 9 0 7 0 Mechanical engineering. 10 0 1 0 20 0 62 0 Law . . . . . 12 0 42 0 16 0 Stanford Uni¬ Leland Stanford Junior Uni¬ 1891 336 32 3, 283 918 532 119 106 51 0 versity. versity. Arts and sciences _ 177 26 1, 962 525 377 113 Graduate _ _ 269 182 106 51 Special _ _ 18 4 General engineering . . 26 0 Chemical engineering _ 26 0 Civil engineering.. ... 6 0 49 0 20 0 Electrical engineering.. 6 0 51 1 13 0 Mechanical engineering. 13 0 65 0 31 0 Mining engineering . 6 0 46 0 23 0 Business _ 3 0 15 0 Journalism _ _ 3 0 15 9 Education _ 16 0 275 150 Fine arts _ _ _ 2 1 7 22 Law _ 13 0 318 9 45 2 Medicine _ _ 91 5 141 16 23 4 Summer school (1925) _ 133 13 788 412 Military drill _ 326 0 Stockton _ College of the Pacific.. . . 1851 36 20 344 475 15 35 3 2 4 Arts and sciences _ 27 12 304 297 15 25 3 2 Special _ _ _ 20 23 Fine arts.. . . 1 3 8 85 Music _ 8 5 12 70 6 10 Whittier Whittier College _ 1901 16 10 182 152 21 17 0 Arts and sciences _ 16 10 172 137 21 17 Special _ 10 15 COLORADO Colorado Springs- Colorado College . 1874 52 22 361 348 45 39 1 2 4 Arts and sciences _ 48 18 285 251 40 39 Graduate _ 10 7 1 2 Special _ 4 4 21 87 Chemical engineering.. 1 0 2 0 Civil engineering _ _ 1 0 24 2 3 0 Electrical engineering _ 1 0 4 0 Forestry. . . . 15 1 2 0 Summer school (1925) ... 15 4 46 113 Denver .. Colorado Woman’s College- 1909 3 14 0 71 0 Preparatory. . . 0 4 0 18 Arts and sciences . . 3 10 0 53 Do. Uifif School of Theology.. .. 1892 7 0 90 28 7 0 0 1 0 Do _ Regis College . . 1888 29 0 360 0 10 0 0 Preparatory _ 13 0 226 0 Arts and sciences . 16 0 134 0 io 6 5 Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 873 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution a ® a o «2 M Professors and in¬ structors Students First degrees Gradu¬ ate degrees to 9 £ bo "tJ o 05 9 Men Women Men Women Men W'omen fl a o p s § a a> B o is a i a a> a o £ a s a a is * 2 3 4 5 6 7 8 9 10 11 12 DISTRICT OF COLUMBIA— COn. Washington _ Robert Brookings Graduate 1924 15 1 33 7 10 2 0 School. Do . . Trinity College (arts and 1900 17 38 0 365 0 92 0 8 2 sciences) . Do . 1894 10 o 8 0 4 0 0 Veterinary Surgeons. Do _ Washington College of Law. 1896 20 6 155 84 26 15 10 5 0 1904 14 9 158 147 15 6 0 (Takorna College. Park). 3 3 37 68 11 6 95 66 11 6 10 13 3 0 16. 0 4 0 FLORIDA De Land . John B. Stetson University. 1887 26 21 280 346 21 25 1 5 1 1 5 17 15 Arts and sciences _ 16 9 121 248 6 23 Graduate _ 3 13 1 5 Special _ 5 23 General engineering . 3 0 46 0 Music _ 3 7 3 36 Law . . 3 0 85 11 15 2 Lakeland _ Southern College 1902 13 8 135 299 3 10 1 Arts and sciences _ 10 6 124 272 3 10 Commerce . . 1 1 21 18 Music _ _ _ _ 2 2 11 43 St. Leo _ St. Leo College and Abbey. . 1889 15 o 72 0 1 0 0 Preparatory _ 10 0 62 0 Arts and sciences _ _ 4 0 4 0 1 0 Theology . . . . 5 0 6 0 Winter Park . Rollins Park. _ 1885 21 15 109 209 7 12 0 Arts and sciences 19 9 101 138 7 12 Graduate _ 1 0 Music . . . . 2 6 4 60 Special... . 3 11 GEORGIA Athens . . Lucy Cobb Institute 1 . 1858 0 25 0 185 0 Preparatory _ 0 13 0 105 Arts and sciences ... ... 0 12 0 80 Atlanta Atlanta College of Pharmacy. 1891 6 0 112 8 48 3 o Do . Atlanta Law School 1908 13 1 124 8 68 4 0 Do . . Atlanta Southern Dental 1887 35 0 364 1 88 0 o College. Do _ Atlanta Theological Semi¬ 4 1 29 5 8 0 1 nary. Do . Atlanta University 2 1869 11 13 170 340 9 11 Preparatory... . . 3 7 78 138 Arts and sciences _ 8 2 92 100 9 11 Special . . . 0 25 Education. . _ 0 4 0 77 Summer school (1925) . . . 7 4 38 118 Do . Clark University 2 1870 13 11 183 231 8 11 0 Preparatory.. . . 3 7 83 105 Arts and sciences _ 10 4 100 126 8 11 Do . Gammon Theological Semi¬ 1883 0 92 o 3 o 2 nary.2 Do. . Morehouse College 2 1879 29 3 416 1 40 o 1 Preparatory _ _ _ 11 2 157 0 Arts and sciences . 19 1 251 0 39 0 Special . . 3 1 Theology _ 3 0 8 0 1 o Summer school (1925)... 13 8 16 362 1 Junior college. 2 Col ored. 876 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees | Honorary degrees j § 3 a a o * « 2 3 4 5 6 7 8 9 10 11 n GEORGIA— COn. Atlanta . Morris Brown University 2_. 1885 3 13 245 294 7 4 0 Preparatory. . . . . 1 9 115 210 2 10 100 84 7 4 Education _ 0 2 0 44 Theology _ 3 0 30 0 Extension courses _ 0 2 0 48 Do.... . . Southern School of Phar- 1904 5 0 64 2 30 2 li 1 0 macy. Paine College 2_ . 1884 9 8 106 142 4 4 Preparatory _ 3 5 68 114 Arts and sciences. . . 6 4 38 28 4 4 Cuthbert . . Andrew College L— . . 1854 2 5 0 106 0 Preparatory . . . 0 2 0 21 2 3 0 85 Decatur _ Agnes Scott' College (arts 1890 8 43 0 553 0 80 0 and sciences). Demorest .... Piedmont College . . 1897 18 15 118 174 5 12 2 4 3 32 33 Arts and sciences . . 14 12 80 127 5 12 Special.... _ 6 14 Summer school (1925) _ 11 5 29 75 Emory Univer¬ Emory University - 1836 219 0 1, 357 33 194 1 25 11 1 sity. Preparatory _ 14 0 180 0 Arts and sciences _ 49 0 578 2 89 1 Graduate _ 85 31 25 11 Commerce _ 4 0 147 0 10 0 Theology _ 10 0 104 0 16 0 Law. _ _ 8 0 64 0 19 o Medicine . . . 139 0 199 0 60 o Summer school (1925) _ 358 260 Extension courses _ _ 206 200 Forsyth _ Bessie Tift College (arts and 1849 9 15 0 315 0 37 0 sciences). Gainesville .... Brenau College . . 1878 14 30 0 558 0 58 0 Arts and sciences. _ _ 7 22 0 498 0 40 Education _ 1 1 0 101 Home economics _ 0 4 0 177 Fine arts _ 1 2 0 0 7 Music _ . _ 7 8 0 288 0 11 Summer school (1925) _ 0 4 0 40 La Grange _ La Grange College . 1883 1 14 0 209 0 16 0 Arts and sciences _ 1 7 0 127 0 16 Home economics _ 0 1 0 12 Fine arts _ o 1 0 30 Music _ 0 5 0 75 McRae _ South Georgia College 1 _ 1892 6 7 49 113 0 Preparatory . 4 3 37 88 Arts and sciences 2 4 12 25 Macon _ Mercer University _ 1839 65 2 829 21 102 4 11 o 2 Arts and sciences _ 62 2 384 3 72 1 Graduate. _ 11 0 11 0 Special 63 17 Commerce _ 18 0 154 0 13 0 Journalism _ 4 1 16 1 Education _ 7 0 6 8 2 3 Theology _ 17 0 130 0 3 0 Law _ 3 0 71 0 12 0 Summer school (1925) 19 6 235 170 "Extension courses 3 0 0 28 Do-. Wesleyan College 1839 13 38 0 666 0 74 0 Arts and sciences 7 24 0 430 0 74 Special 0 26 Journalism . _ 0 1 0 46 Education 0 2 0 151 Home economics 0 1 0 58 Fine arts o 3 0 50 Music _ 6 11 0 188 1 Junior college. 2 Colored. STATISTICS OF UNIVERSITIES AND COLLEGES 877 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors , students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees | g Women § s Women a Of Women d OJ s | Women 1 \ 2 3 4 5 6 7 8 9 10 11 12 GEORGIA— Con. 1916 18 1 310 65 32 10 0 versity* 12 1 40 9 4 1 34 4 3 0 175 20 22 0 1 0 52 21 1 6 2 0 25 15 5 3 Shorter College (arts and 1877 10 14 0 262 0 41 0 sciences). Reinhardt College 1 . . . 1883 6 8 72 56 0 6 5 59 37 2 3 13 19 1 1 13 14 Young Harris College 1 _ 1886 9 4 245 172 4 3 140 97 5 1 105 75 IDAHO 1891 19 7 198 339 19 31 0 15 5 172 259 19 31 4 2 26 80 2 1 8 14 Wesleyan Gooding College (arts and 1917 6 8 63 102 6 4 0 sciences). ILLINOIS Abingdon Hedding College 1 ..2 _ 1856 3 9 53 50 0 Arts and sciences _ 2 5 35 25 General engineering _ 1 0 7 0 Education . . . - 0 1 3 10 Music _ 0 3 8 15 Alton _ _ Shurtleff College _ 1827 12 6 94 143 11 28 2 Arts and sciences.. _ 11 4 83 92 11 28 Special _ - . 1 2 11 51 Summer school (1925) . . 5 4 18 45 Extension courses _ . 5 0 24 14 Aurora _ Aurora College _ 1893 12 8 66 72 10 6 1 Preparatory.. . _ 4 3 13 8 Arts and sciences _ 8 5 50 54 7 5 Special _ _ _ 0 8 Theology _ 4 0 13 2 2 1 Bloomington _ Illinois Wesleyan University 1850 30 18 448 386 66 44 1 Arts and sciences _ 28 16 367 343 38 34 Music _ 6 4 24 41 1 10 Law _ _ _ 8 0 57 2 27 0 Bourbonnais St. Viator College _ 1868 29 0 345 2 13 0 o Preparatory _ _ 16 0 221 0 Arts and sciences _ 13 0 124 2 7 o Commerce _ 4 0 44 0 6 o Summer school (1925) . . 1 0 15 0 Carlinville Blackburn College 1 _ 1859 8 98 98 o Preparatory _ _ 3 5 25 27 Arts and sciences _ 6 6 68 69 Special . . . . . 5 2 Carthage _ Carthage College _ 1872 21 16 154 201 25 21 0 1 9 Preparatory _ _ _ 2 3 9 8 Arts and sciences _ 15 10 145 157 25 21 o 1 Music . . 4 3 20 92 Summer school (1925) _ 4 0 20 46 Chicago . . Armour Institute of Tech¬ 1893 9 73 0 790 0 116 0 10 0 1 nology. Graduate . . 2 0 2 0 Chemical engineering _ 8 0 72 0 14 0 Civil engineering.. _ 6 0 142 0 19 0 5 0 Electrical engineering _ 6 0 197 0 25 0 3 o Mechanical engineering . 18 0 141 0 20 0 Fire protection engineer¬ 4 0 118 0 20 0 ing. Architecture . . 11 0 120 0 18 0 Summer school (1925) _ 7 0 116 0 E vening classes . . . 32 0 1,022 0 i Junior college. 9 Including 20 instructors not listed by subject. 17830° — 28 - 56 878 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution 1 2 ILLINOIS— con. Chicago Do Do Do Do Do Do Do. Do. Do. Do. Do. Do. Do. Bethany Bible School _ Music _ Theology _ Chicago College of Osteop¬ athy. Summer school (1925) . - - Chicago-Kent College of Law. Chicago Law School - Chicago Medical School - Chicago Theological Semi¬ nary. De Paul University - Preparatory . . . Arts and sciences - Graduate.. . . Special.. . . - Commerce . . . Education . . Music... . . Law _ _ _ Summer school (1925) Extension courses - Correspondence courses . John Marshall Law School. . Arts and sciences.. . . Special _ Law . . . Lewis Institute - Preparatory _ Arts and sciences - Civil engineering _ Electrical engineering - . . Mechanical engineering . Home economics - Evening school . . Summer school (1925) . .. Loy ola U ni ver sity . . . Preparatory - - Arts and sciences _ Commerce . . Law . . . Medicine..: . Dentistry . . . Summer school (1925) . . . Correspondence courses. McCormick Theological Seminary. Meadville Theological School. St. Francis Xavier College (arts and sciences) . Summer school (1925) . .. ' Extension courses _ University of Chicago _ Arts and sciences _ Graduate. . . Commerce _ _ _ Education _ Social service adminis¬ tration. Theology. . Law - - - Medicine _ Summer school (1925) _ _ . Correspondence courses . Military drill . Professors and Students First degrees Gradu¬ ate degrees 5 6 a> >» g g d s* c3 d | d | d 1 O d s i? s £ 1 £ o W 6 7 8 9 10 11 n 72 113 5 0 o 7 30 68 103 5 0 104 19 23 2 o 44 6 787 31 148 4 4 0 0 231 5 86 3 2 0 l 184 12 44 4 o 133 21 13 2 2 1,740 1,504 134 85 0 17 1 846 115 263 139 32 76 11 44 0 17 203 55 238 37 21 0 99 944 80 160 0 2 489 10 81 7 310 902 2 198 5 34 307 20 61 2 0 37 3 39 4 231 13 61 2 2, 430 955 70 30 0 293 79 659 201 36 30 25 0 4 0 83 0 15 0 113 0 15 0 0 66 1, 257 609 356 134 2,980 1,230 294 37 4 3 4 1,015 0 382 1,177 84 29 4 3 .... 152 22 259 14 39 4 461 17 46 4 711 0 125 0 31 626 120 1,040 176 0 32 0 0 20 0 2 0 119 0 8 0 0 87 0 111 6,908 7, 564 631 490 336 189 1 3, 305 4,893 321 357 2, 398 1,856 336 189 584 133 82 8 174 953 25 106 17 172 1 5 454 94 4 0 434 24 70 1 ... . 574 77 128 13 3, 219 3, 358 (7,7: 26) 394 1 0 1905 1920 1896 1919 1858 1899 1896 1869 1833 1844 1847 1892 12 2 10 38 12 22 22 110 10 125 41 16 3 27 3 4 23 67 17 43 2 4 6 0 53 23 271 43 46 13 18 112 49 17 18 17 0 0 515 311 226 STATISTICS OF UNIVERSITIES AND COLLEGES 879 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1925-26 — Continued a a> ft o Professors and instructors Students First degrees Gradu¬ ate degrees <55 bo CO Location Institution a d d d c3 03 d | a 1 d 1 d 1 o a kH £ S £ i £ i £ o w 1 2 3 4 5 6 7 8 9 10 11 n ILLINOIS— con. James Millikin University. . 1903 30 30 279 268 35 32 o 15 10 122 139 22 16 0 3 10 12 2 0 39 0 4 0 70 3 8 1 3 o 32 0 4 0 0 4 0 61 0 8 1 2 3 11 1 5 5 14 3 39 0 2 4 55 Elmhurst College . . . 1871 18 0 171 0 3 0 0 6 0 66 0 12 0 115 0 3 0 Eureka College _ _ 1848 17 9 160 176 21 23 i 14 7 148 140 21 23 0 7 3 2 31 70 Garrett Biblical Institute 1854 35 0 381 63 68 2 18 2 (theology). Summer school (1925) 12 0 194 24 Do _ Northwestern University _ 1855 527 36 5, 939 813 2, 771 501 283 103 51 7 Arts and sciences _ 127 15 1,270 161 91 198 Graduate 34 0 280 81 44 Special . . 3, 609 203 1,209 2 General engineering- 14 0 9 0 Commerce. . . . . 192 1 323 25 122 0 18 1 Journalism . 14 1 37 35 11 11 1 5 Music. _ 13 6 35 185 7 43 1 1 Speech 15 8 33 217 3 29 Law _ 15 0 238 8 59 1 2 0 Medicine 202 5 530 0 126 0 Dentistry _ _ _ 55 0 222 3 73 1 Summer school (1925) _ 90 20 855 968 Military drill 180 0 Do Norwegian-Danish Theo¬ logical Seminary. Wesley Academy and Theo¬ logical Seminary. Preparatory 1885 2 0 23 0 0 Do . 1885 4 1 17 0 0 4 1 8 0 Special _ 5 0 Theology 1 o 4 0 Ewing . Ewing College 10 _ _ 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 Galesburg Knox College (arts and sciences) . Military drill _ 1836 33 10 375 281 63 47 4 195 0 Do.. . . Lombard College . . 1852 19 12 194 199 13 19 '2 Arts and sciences _ 15 10 176 156 13 19 Music 2 2 10 40 Theology . . 2 0 8 3 Summer school (1925) _ 7 5 37 76 Godfrey . Monticello Seminary 1 _ _ 1838 0 22 0 160 0 Preparatory 0 18 0 75 Arts and sciences o 19 0 85 Greenville . . . . Greenville College _ 1893 16 17 177 283 17 19 0 Preparatory 1 3 19 25 Arts and sciences.. . 12 6 115 142 17 19 Commerce 1 1 21 38 Music 2 7 61 144 Jacksonville . Illinois College . 1829 20 11 317 221 25 22 0 2 1 Arts and sciences _ 16 7 278 115 25 16 Graduate 0 2 0 2 Music . 4 4 54 117 6 6 * Junior college. 10 Statistics of 1924. 880 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and 'professional schools — ■ Instructors , students , and graduates in 1925-26 — Continued ® a o Professors and instructors Students First degrees Gradu¬ ate degrees 8 & i* 1 £ i £ i £ i o W • 2 3 4 5 6 7 8 9 10 11 12 ILLINOIS— con. Jacksonville _ Illinois Woman’s College _ Arts and sciences 1846 5 35 0 608 0 29 2 1 26 0 302 0 29 Special. .. . . . 4 9 0 306 La Grange _ Broadview College _ 1910 26 7 160 164 8 3 0 Preparatory _ 16 4 84 98 Arts and sciences _ 12 5 60 41 8 3 Special. _ 12 5 Theology . . . 4 0 49 29 Summer school (1925) _ 3 0 20 15 Lake Forest _ Ferry Hall1. .. ... 1869 4 22 0 164 0 Preparatory _ _ 0 15 0 120 Arts and sciences.. . 4 7 0 44 Do . . . Lake Forest College (arts and sciences). McKendree College _ 1858 17 5 177 85 9 10 2 Lebanon _ 1828 14 6 179 137 18 8 Arts and sciences... _ 14 6 147 85 18 8 Special 8 4 Music _ 1 1 34 69 Summer school (1925) . . 8 3 23 33 Lincoln _ Lincoln College 1866 12 7 119 197 5 10 1 Arts and sciences 9 4 71 87 4 10 Music. .. .. 2 2 39 57 1 0 Special _ 3 3 40 68 Summer school (1925) . 3 0 4 26 Lisle _ St. Procopius College 1890 31 0 241 0 5 0 Preparatory 23 0 170 0 Arts and sciences 8 0 59 0 5 0 Theology 4 0 12 0 Maywood _ Theological Seminary of the Evangelical Lutheran Church. Monmouth College 1870 8 0 44 0 10 0 4 0 Monmouth. . 1856 24 14 257 222 40 32 0 6 Arts and sciences 24 14 257 214 40 32 Graduate . . 0 8 6 1 Mount Carroll... Frances Shimer School 1 1853 1 20 4 237 Preparatory 0 19 0 99 Arts and sciences 1 19 0 108 Special. ... 0 8 4 30 Mount Morris... Mount Morris College. 1840 11 4 63 102 15 5 0 Arts and sciences 11 4 58 72 15 5 Special . 8 34 Summer school (1925) 4 1 10 25 Naperville _ _ Evangelical Theological Seminary. Summer school (1925) 1887 5 0 70 22 15 0 0 18 5 Do _ _ North Central College 1861 23 17 312 266 57 46 0 Preparatory 2 3 27 13 Arts and sciences 17 12 272 222 57 46 Music. . 4 3 13 31 Extension courses 1 0 9 67 Oak Park Rosary College (arts and sciences). Summer school (1925) 1852 3 33 0 263 0 29 0 1 6 0 127 Extension courses 0 5 0 70 Correspondence courses. Bradley Polytechnic Insti¬ tute. Arts and sciences 0 5 0 60 Peoria _ 1897 34 34 521 454 53 42 0 28 20 439 236 53 40 Music 6 14 82 218 0 2 Slimmer schnnl (1925) 26 7 202 178 Correspondence courses. Evening ennrses 13 3 56 42 13 3 260 71 Rockford . Rockford College _ 1849 13 32 0 602 0 57 0 Arts? and seiene.es 8 31 0 418 0 57 Speeia.1 0 77 Music . 5 i 0 107 | i Junior College. STATISTICS OF UNIVERSITIES AND COLLEGES 881 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution d ® a o “ bo Professors and instructors Students First degrees Gradu¬ ate degrees CO a> 2 bfi jo .g d d d d U c3 d 1 d 1 d 1 d § o o a £ £ S s W * 2 3 4 5 6 7 8 9 10 11 12 ILLINOIS— contd. Augustana College . . 1860 37 16 492 508 36 23 10 0 2 7 5 54 46 20 4 257 247 36 23 2 0 12 14 8 8 96 191 0 2 31 34 5 0 125 0 10 0 6 0 26 84 1860 14 13 220 235 28 34 2 1 4 54 35 10 7 175 196 28 34 • 58 3 4 3 13 4 3 47 61 INDIANA Crawfordsville... Wabash College (arts and sciences) . Earlham College (arts and sciences) . Evansville College . . 1832 26 0 517 0 72 0 4 1847 24 14 228 322 28 64 1 Evansville _ 1919 16 10 264 191 18 15 1 2 2 Arts and sciences _ 10 6 103 97 8 13 Graduate _ _ 1 2 1 2 General engineering _ 4 0 Civil engineering _ 1 0 34 0 3 0 Electrical engineering _ 1 0 40 0 1 0 Mechanical engineering. Religious education _ _ 1 0 18 0 1 0 2 2 1 1 Education _ 2 4 20 90 4 1 Commerce _ _ 2 0 42 0 Summer school (1925) . . 13 9 99 102 Extension courses. . 6 4 29 117 Franklin . . Franklin College. 1834 16 13 241 244 21 34 3 Arts and sciences _ 16 13 239 213 21 34 Graduate _ _ 0 3 Music... _ 0 2 2 28 Summer school (1925) _ 11 6 104 112 Extension courses. . .. . 5 1 54 96 Goshen _ Goshen College 1903 15 6 124 141 4 2 o Preparatory _ 1 4 27 28 Arts and sciences 10 2 63 82 4 2 Special. . . . . 4 1 34 31 Greencastle _ De Pauw University ... 1837 65 26 927 838 127 124 o 1 1 Arts and sciences _ 59 16 923 832 127 111 o 1 Special _ 4 6 Music _ _ ... 6 10 15 176 0 13 Summer school (1925) _ 15 2 96 87 Extension courses _ 8 0 67 113 Military drill . . 572 0 Hanover . Hanover College (arts and sciences). Summer school (1925) . .. 1827 15 6 248 255 22 22 3 6 1 99 167 Huntington . Huntington College 1897 11 5 86 88 7 5 o Preparatory _ _ 3 0 10 5 Arts and sciences _ 9 4 46 28 6 5 Special.. _ _ 7 10 Education... . . 5 26 Music . 1 2 3 11 Theology . 3 0 15 8 1 0 Summer school (1925) . .. 13 56 Indianapolis . Benjamin Harrison Law 1914 19 0 136 12 42 0 0 Do . __ School. Butler College 1855 46 24 786 856 74 117 2 1 5 Arts and sciences . 40 23 728 840 72 117 Graduate . _ 22 10 2 1 Theology _ _ 6 1 36 6 2 0 Summer school (1925) . .. 17 4 155 202 Extension courses . 18 3 55 621 882 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees | 3 § Women g Women g Women g § Women j 1 2 3 4 5 6 7 8 9 10 11 12 INDIANA — COntd. 1905 18 11 179 214 25 18 0 2 3 7 7 Arts and sciences _ 18 11 164 191 25 18 Special. .. ... . . . 0 2 8 16 Do _ Indiana Law School _ ... 1894 14 0 101 1 33 0 0 Do _ Indianapolis College of 1904 10 0 170 2 83 2 0 Pharmacy. Marion College _ 1919 14 9 153 296 12 10 0 2 3 17 26 — Arts and sciences _ 8 2 58 107 11 8 Education _ 1 2 39 154 0 2 19 51 3 0 29 31 1 2 Summer school (1925) _ 4 1 47 63 North Man- Manchester College . . 1889 19 13 272 332 42 29 0 16 6 232 190 42 29 1 4 40 142 2 3 38 51 Summer school (1925) _ 22 10 174 351 Extension . . 4 0 191 321 Correspondence courses . 28 29 Notre Dame _ St. Mary’s College and 1855 6 42 0 387 0 29 0 Academy. Preparatory. _ 0 14 0 106 Arts and sciences _ 6 21 0 281 0 29 Journalism _ 2 1 0 16 Education _ 0 8 0 38 Home economics _ 0 3 0 19 Fine arts _ 0 3 0 42 Music _ 1 9 0 54 Notre Dame _ University of Notre Dame.. 1842 122 1 2,250 3 283 0 11 0 6 Arts and sciences 73 0 1,036 0 102 0 Graduate. _ 5 0 43 2 11 0 Special _ 41 0 Chemical engineering 8 24 0 38 0 7 0 Civil engineering _ 72 0 4 0 Electrical engineering _ 122 0 9 0 Mechanical engineering. 83 0 19 0 Mining engineering. . 13 0 1 0 Agriculture _ 3 0 13 0 2 0 Architecture _ 3 0 64 0 2 0 Commerce _ 29 0 721 0 83 0 Education _ _ 8 0 15 0 Fine arts 1 1 13 0 Music 5 o 13 1 Law _ _ _ 6 0 193 0 52 0 Pharmacy 2 0 36 0 2 0 Physical education 3 o 15 o Summer school (1925) 95 6 344 451 Oakland City _ Oakland City College 1891 17 8 281 317 28 23 0 Arts and sciences _ 14 7 262 297 28 23 Special _ 3 1 19 20 Summer school (1925) 159 143 Extension. _ _ 115 118 Correspondence courses. 128 110 St. Mary of the St. Mary of the Woods 1841 6 35 0 356 0 26 0 Woods. College. Preparatory o 13 0 111 Arts and sciences 6 22 o 242 0 20 FT nm e ecnn om i cs 0 17 0 3 Music 0 96 0 3 Summer school (1925) 3 30 o 798 St. Meinrad St. Meinrad Seminary 1857 25 0 354 0 0 Preparatory 13 0 237 0 Theology . 12 0 117 0 * Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 883 Table 28. — Privately controlled universities , colleges , and professional schools — I nstructorSy students , and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees a <» 13 a o d ® d ® a o £ S 2 d ® a o £ d d ® a o £ 1 2 3 4 5 6 7 8 9 10 11 12 INDIANA— COn. Terre Haute _ Rose Polytechnic Institute.. 1883 16 0 235 0 31 0 3 0 1 5 o 88 0 Chemical engineering _ 2 0 13 0 3 0 3 0 30 0 4 0 1 o 2 0 68 0 17 0 1 o Mechanical engineering. 2 0 29 0 5 0 1 0 Architectural engineer- 2 0 7 0 2 0 ing. Military drill _ 153 0 Taylor University . . 1846 12 13 180 195 16 22 1 0 4 ’ Arts and sciences _ 12 13 155 170 15 20 1 o 25 25 Music _ _ _ 2 5 60 94 1 2 Valparaiso University _ 1907 29 18 549 390 101 7 0 4 5 107 35 Arts and sciences _ 7 7 55 38 4 0 General engineering _ 4 0 49 0 3 0 Commerce . . . 3 1 61 46 7 0 3 2 87 212 14 4 Music _ 2 3 22 51 2 0 3 0 63 4 9 0 Pharmacy . . 3 0 105 4 62 3 Vinnflnnp.s Vincennes University 1 _ 1806 5 4 50 115 0 Preparatory . . 5 17 Arts and sciences _ 5 4 26 34 Education _ 20 106 Music — . . . 15 50 Summer school (1925) _ 15 56 IOWA Cedar Rapids _ Coe College _ _ 1881 46 35 510 601 56 70 3 Arts and sciences . . 46 35 477 442 56 70 Special . . . 33 159 Summer School (1925) . . . 22 8 100 286 Extension courses . . 13 139 Military drill _ 270 0 Clinton _ _ _ Wartburg College _ _ 1868 11 0 87 0 13 0 0 Preparatory... _ 7 0 36 0 Arts and sciences . 8 o 51 0 13 0 Davenport St. Ambrose College . . 1882 25 0 367 0 8 0 0 Preparatory _ _ 15 o 250 0 Arts and sciences _ 10 0 117 0 8 0 Decorah Luther College . . 1861 28 o 345 0 56 0 0 Preparatory _ 9 0 38 0 Arts and sciences . . 26 o 305 0 56 0 Graduate . . 2 0 Education . . . 5 o 148 0 Des Moines _ . . _ Des Moines University _ 1865 25 18 428 259 55 20 0 Preparatory. . . 1 0 11 5 Arts and sciences _ 13 9 140 105 21 14 General engineering . 5 0 93 1 7 0 Education . 1 2 75 94 Fine arts . . 2 7 5 51 0 5 Pharmacy.. . 3 0 104 3 27 1 Do . Des Moines Still College of 1898 17 2 245 35 43 7 0 Osteopathy. Do . Drake University _ 1881 47 40 971 1,502 88 84 4 6 2 Arts and sciences . . 23 11 356 358 40 48 Graduate . . . 13 29 3 5 Commerce _ _ 6 1 294 7 23 0 Education _ _ 3 7 51 629 5 32 1 1 Music _ _ _ 7 22 88 452 2 3 Theology . . . 4 0 64 25 0 1 Law.. 4 0 105 2 18 0 Summer school (1925) ... . 148 465 Do . . Grand View College . . 9 3 38 32 0 Preparatory . 7 2 23 22 Arts and sciences _ 8 3 11 10 Theology . 3 0 ! 4 0 Junior college. 884 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of firstopen- ing Professors and instructors Students a o s ■o a o * a i a © a o > 2 3 4 5 6 7 iowa— contd. Dubuque _ Columbia College . . 1873 35 0 614 0 Preparatory . 16 0 299 0 Arts and sciences _ _ 19 0 315 o Summer school (1925) _ 16 0 10 276 Do _ Mount St. Joseph College 1843 0 26 0 230 (arts and sciences). Summer school (1925) _ 0 206 Extension courses _ 0 97 Do University of Dubuque _ 1864 23 10 166 101 Preparatory _ * _ 1 4 26 2 Arts and sciences. . . 15 6 98 70 Special _ 8 29 Theology. _ _ 9 0 34 0 Summer school (1925)... 2 4 10 44 Do _ Wartburg Theological Semi- 1854 5 0 75 0 nary. Fairfield .. Parsons College ... _ 1875 24 16 272 325 Arts and sciences. _ 22 13 246 256 Music _ . . _ 2 3 26 69 Summer school (1925) _ 121 153 Extension courses. _ 34 75 Fayette _ Upper Iowa University _ 1857 14 12 160 290 Arts and sciences _ 9 7 128 121 Special _ 3 3 4 43 Commerce . . . . 1 0 21 18 Speech _ 0 1 31 51 Music. _ 1 2 25 83 Summer school (1925) _ 10 7 38 98 Extension courses _ 6 5 6 18 Grinnell _ Grinnell College _ 1847 42 20 359 455 Arts and sciences... . 36 13 344 414 Graduate . . . 2 7 Special _ _ _ 8 10 Music _ 6 7 40 94 Hopkinton _ Lenox College (arts and 1856 6 5 42 30 sciences). Indianola _ Simpson College _ 1860 28 16 352 472 Preparatory _ _ 12 6 Arts and sciences _ 20 16 300 398 Special . . . 6 17 Commerce _ _ 2 0 43 54 Music _ _ 6 3 75 168 Summer school (1925) ... 12 2 74 140 Iowa Falls _ Ellsworth College. . 1890 12 10 130 330 Arts and sciences _ 9 7 78 160 Music . . . 3 3 52 200 Summer school (1925) _ 6 8 39 197 Lamoni _ Graceland College . . . 1895 11 9 96 129 Preparatory.. _ 1 1 18 9 Arts and sciences _ 10 8 78 120 Agriculture _ 1 0 10 0 Education _ _ 3 1 48 61 Home economics. _ 0 1 0 28 Music _ F 2 22 54 Le Mars _ Western Union College 1890 13 5 115 131 Preparatory _ 6 11 Arts and sciences _ 13 5 83 72 Special . . 36 72 Mount Pleasant. Iowa Wesleyan College (arts 1842 17 9 201 226 and sciences) . Mount Vernon . . Cornell College . . 1853 32 15 335 364 Arts and sciences _ 32 12 324 353 Graduate _ _ .. 1 5 Special _ 11 11 Music _ 4 4 11 79 Summer school (1925) . . . 4 2 17 39 First degrees Gradu¬ ate degrees | Honorary degrees Men 1 Women a © § Women 8 9 1 10 11 13 48 48 1 0 26 0 27 10 2 0 2 25 10 2 0 2 0 .... 0 3 27 27 31 31 GOOO 25 25 3 43 43 61 59 1 0 2 0 4 34 31 34 25 0 6 11 11 9 9 1 0 11 7 0 11 7 23 39 39 22 55 49 2 3 0 6 STATISTICS OF UNIVERSITIES AND COLLEGES 885 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors , students, and graduates in 1925—26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees | Honorary degrees d 03 S d n> a o 0 i 0 § d 03 a o £ * 2 3 4 5 6 7 8 9 10 11 12 iowa— contd. Penn College . 1873 18 16 263 418 22 46 1 0 0 15 12 179 223 22 46 1 2 51 38 Music.. . 2 2 62 157 Summer school (1925) _ 6 6 89 233 Pella 1853 11 11 138 137 17 10 0 Preparatory. . . . 0 4 23 20 11 7 101 86 17 8 Music... . . . 2 2 35 59 0 2 1890 32 26 349 538 32 40 0 Preparatory... . . 3 5 16 8 Arts and sciences _ 29 20 314 429 32 38 0 1 2 45 Music... . . 7 5 41 150 0 2 Summer school (1925) _ 12 11 67 240 1891 10 6 90 93 14 5 o Arts and sciences _ 6 4 87 84 14 4 1 0 9 0 1 0 32 4 Education . . 1 o 40 61 Home economics . . 0 1 0 10 Music . . . ... 1 1 2 4 0 1 Summer school (1925) . . 3 1 20 35 Tabor _ Tabor College . _ _ _ 1857 10 15 66 112 4 7 3 Arts and sciences ... 8 10 55 70 4 7 Commerce. ... 0 1 4 6 Home economics . _ 0 1 0 6 Music _ 2 3 7 30 University Park. John Fletcher College .. 1906 13 10 127 165 2 10 0 Preparatory 3 3 50 50 Arts and sciences... _ 6 5 61 95 2 9 Music _ _ _ 1 2 26 55 0 1 Theology . . 3 0 6 0 Summer school (1925) _ 1 5 17 25 KANSAS Atchison _ St. Benedict’s College 1858 38 0 413 0 8 0 0 Preparatory. . . . 19 0 240 0 Arts and sciences. .. 20 0 141 0 8 0 Graduate . . . 13 0 Theology . . . 8 0 24 0 Summer school (1925).. 10 1 10 222 Baldwin City _ Baker University _ 1858 22 13 267 341 40 49 4 Arts and sciences _ 19 11 251 280 40 49 Fine arts. . . . . 0 1 9 16 Music _ 3 1 13 61 Summer school (1925) . . 7 1 30 54 Emporia _ College of Emporia ... . 1883 17 10 240 229 26 38 4 Arts and sciences _ 15 7 239 208 26 38 Music _ 2 3 49 109 Hesston _ Hesston College 1 1909 10 2 99 112 0 Preparatory.. 10 2 62 78 Arts and sciences . 7 0 25 22 Special . . . 1 0 12 12 Correspondence courses. 3 1 9 6 Highland . . Highland College 1 (arts and 1857 4 2 52 47 0 sciences). Kansas City . Kansas City Baptist Theo¬ 1902 8 8 73 41 6 0 3 0 0 logical Seminary. Do . . Kansas City University 1896 9 6 52 164 8 14 0 Preparatory.. . . 0 2 10 13 Arts and sciences . 9 4 30 40 8 14 Special . . 12 111 Summer school (1925)... 7 3 32 182 Leavenworth.... St. Mary College and Acad¬ 1866 0 23 0 168 0 emy, i Preparatory . . 0 15 0 119 Arts and sciences . 0 8 0 49 J Junior college. 886 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and professional schools — - Instructors , students , and graduates in 1925—26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students Men Women Men Women * 2 3 4 5 6 7 KANSAS— contd. Bethany College . . 1881 26 21 244 475 1 4 32 32 Arts and sciences _ 14 7 127 125 Graduate _ _ _ 1 1 11 10 84 317 Summer school (1925) _ 60 174 McPherson _ Central Academy and Col- 1914 9 14 114 97 lege.1 Preparatory 5 9 79 62 4 5 32 32 Special _ _ 3 3 Do McPherson College _ . 1889 14 9 143 183 12 6 134 168 Special _ _ __ 2 3 9 15 3 2 24 89 Bethel College 1893 20 5 174 257 3 2 22 39 Arts and sciences _ _ 18 4 133 97 Special _ 19 50 Education . . _. 1 0 83 87 Home economics. _ 0 1 0 36 Music _ _ _ _ 3 0 36 74 Summer school (1925) 10 3 32 111 Ottawa Ottawa University . . 1865 18 9 271 282 Arts and sciences _ 16 5 201 204 Graduate _ . 0 1 Music 2 4 92 116 Summer school (1925) . .. 49 134 St.. Mary’s St. Mary’s College _ 1848 30 0 494 0 Preparatory _ _ _ 20 0 316 0 Arts and sciences. 10 0 178 0 Salina _ Kansas Wesleyan Univer¬ 1886 21 13 382 647 sity. Arts and sciences . . 13 9 198 364 Special 3 2 44 81 Commerce _ 8 3 176 218 Music _ _ _ 3 2 73 133 Summer school (1925) . . 5 1 19 151 Sterling _ Sterling College. . . . . 1886 11 9 156 272 Preparatory.. _ 1 2 Arts and sciences _ 11 9 139 151 Graduate _ 0 2 Special _ _ 8 30 J ournalism _ 5 85 Education _ 54 98 Home economics. _ 0 1 0 43 Music _ 0 2 22 99 Topeka. Washburn College _ 1865 39 16 516 712 Arts and sciences _ 31 13 376 410 Fine arts _ 0 4 7 86 Music _ 5 3 45 208 Law _ _ _ 13 0 88 8 Summer school (1925) _ 13 2 67 210 Wichita Fairmount College _ _ 1895 16 15 227 343 Arts and sciences _ 14 11 215 157 Music . _ .. 2 4 12 86 Summer school (1925) _ 15 110 Extension courses ._ _ 8 125 Military drill 163 0 Do _ Friends University _ 1898 17 18 326 498 Arts and sciences _ 15 13 248 290 Graduate 2 5 Special _ 11 16 Music _ 2 5 80 187 Summer school (1925) . .. 7 9 33 114 First degrees Gradu¬ ate degrees Honorary degrees j s § d a o * s § cl a o £ 8 9 10 11 12 12 13 1 12 13 0 25 25 28 28 0 7 14 0 7 14 32 32 31 31 0 14 0 0 14 12 12 0 25 25 5 13 12 0 13 12 49 30 51 46 i i 6 0 4 0 19 4 1 i 43 43 39 39 1 25 25 25 25 0 1 i 1 Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 887 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees | Honorary degrees d a o £ a a> § d a o £ 1 2 3 4 5 6 7 8 9 10 11 12 KANSAS— contd. 1886 31 40 315 506 53 79 0 26 14 312 428 53 75 62 221 5 26 3 78 0 4 Summer school (1925) . - 9 8 103 269 2 0 20 23 KENTUCKY 1880 7 4 124 161 4 1 0 2 2 75 134 1 49 25 4 1 1 0 2 1855 45 27 915 930 25 30 3 29 20 676 702 16 7 239 232 25 30 19 8 152 188 Bowling Green.. 1877 10 0 150 0 12 0 4 0 65 0 Arts and sciences _ 6 0 85 0 12 6 Villa Madonna College 1 _ 0 6 0 75 0 Preparatory _ - _ 0 2 0 34 Arts and sciences _ - 0 4 0 41 Danville _ Centre College (arts and 1819 19 0 271 0 36 0 3 sciences) . Georgetown . Georgetown College _ 1829 21 8 238 231 26 51 n5 Arts and sciences _ 21 8 226 204 26 51 Special _ - _ 12 27 Summer school (1925) - . 10 0 54 77 Hopkinsville _ Bethel Woman’s College L.. 1858 0 20 0 192 0 Preparatory . . 0 4 0 70 Arts and sciences. . 0 11 0 75 Special . . . . 0 5 0 47 Kingswood _ Kingswood Holiness College- 1907 2 9 43 66 3 2 0 Preparatory _ 1 6 27 51 Arts and sciences . 1 3 9 9 3 2 Theology . . 1 0 7 6 Lexington . Hamilton College 1 _ 1869 0 17 0 191 0 Preparatory _ 0 6 0 84 Arts and sciences . 0 5 o 65 Special . . 0 6 0 42 Do.... . Transylvania College and 1798 25 5 168 229 17 33 6 1 0 College of the Bible. Arts and sciences _ 20 5 136 208 14 32 Graduate _ . .. 9 3 6 1 Special _ _ 5 4 Theology . 6 0 39 27 3 1 Summer school (1925) _ 8 1 30 31 London _ Sue Bennett Memorial 1896 11 10 93 253 o School.1 Preparatory . . . 7 6 68 182 Arts and sciences _ _ 4 4 25 71 Education . _ 1 0 10 20 Home economics _ 0 9 Louisville _ Jefferson School of Law 1905 10 0 120 7 50 1 0 Do . Louisville College of Phar¬ 1871 8 0 100 1 54 0 o macy. Do _ Presbyterian Theological 1893 10 0 84 0 13 0 o Seminary. Do . . Sacred Heart Junior College 0 6 0 126 0 (arts and sciences). Do . . Simmons University 2 .. 1879 10 8 129 91 10 4 3 Preparatory.. . . . 3 4 67 43 Arts and sciences .. 5 2 39 35 7 4 Special . . 0 2 0 13 Theology 2 0 23 0 3 0 Do— . Southern Baptist Theologi¬ 1859 12 0 392 0 103 0 7 0 6 cal Seminary. Correspondence courses. G 0 308 0 _ _ 1 Junior college. 1 Colored. 888 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees Men Women Men Women Men Women d i Women 1 2 3 4 5 6 7 8 9 10 11 12 KENTUCKY— Con. Nazareth Junior College _ 1814 0 21 0 190 0 Preparatory _ 0 8 0 97 0 12 0 69 Education _ 0 16 Home economics _ 0 1 0 3 0 6 Russellville- .. Bethel College L _ 1849 10 0 113 0 0 4 0 65 0 6 0 45 0 3 0 1 0 30 0 Do 1857 3 12 0 101 0 0 8 0 33 3 8 0 59 2 0 0 51 0 1 0 6 0 1 0 8 0 3 0 39 St. Mary 1821 11 0 123 0 1 0 0 8 0 108 0 Arts and seiennes 3 0 15 0 1 0 W illiamsburg _ Cumberland College 1 1890 6 4 105 132 0 Preparatory 1 4 70 89 Arts and soienefts 5 0 35 43 Wilmore Asbury College _ _ 1890 22 21 397 411 43 53 5 Preparatory 6 6 120 86 Arts and soienpes 13 16 277 325 42 49 TT nm e ppnnnmips 0 1 0 8 Pins arts 0 1 10 12 Music _ 0 7 17 72 0 3 Theology 7 0 48 3 1 Summer school (1925) 3 2 28 50 0 0 Winehester Kentucky Wesleyan College- 1866 12 10 179 205 23 22 0 Arts and seiennes 10 4 166 155 23 22 Speei a.l 1 4 4 31 J ournalism 0 1 12 16 P, dn nation 1 0 52 68 TTomft ftoonomios 0 1 0 16 Correspondence courses . 2 2 3 6 LOUISIANA Clinton Silliman College 1 _ 1852 2 9 0 63 0 Preparatory 0 1 0 8 Arts and srienp.es 2 7 0 38 Music 0 1 0 14 Convent Jefferson College . . . 1864 17 0 110 0 6 0 4 0 0 Preparatory 10 0 86 0 Arts and sciences - _ 7 0 24 0 6 0 4 0 M ansfield Mansfield Female College t_ _ 1854 0 10 0 132 " 0 Preparatory 0 3 0 42 -Arts find sciences o 7 o 90 Now Orleans _ T.oyola, University 1904 108 1 527 46 78 3 0 A rt.s an d soi en ee.s 24 1 104 0 9 0 Graduate 2 20 T,a.w 39 0 282 15 28 1 Dentistry 32 0 85 2 17 0 Pharmacy 15 0 55 9 24 2 finmmpr Qphnnl ^ 1 Q9.^ 30 17 75 601 DU1111HP1 OLllUUl \XVAUJ - Extension courses 13 3 30 251 Do New Orleans College 2 1873 11 18 259 444 7 12 0 Preparatory 4 13 177 254 Arts and sciences 7 1 76 164 7 12 Special 0 4 6 26 Do Straight College 2 _ 1869 7 11 171 230 4 1 4 0 0 PrpDJirfi tnrv 6 10 130 156 A I CpUl CtlUl j - - Arts and sciences 6 1 37 54 4 1 rrradnate. 4 10 4 0 Special . . H| 3 10 i Junior college. 3 Colored. STATISTICS OF UNIVERSITIES AND COLLEGES 889 Table 28. — Privately controlled universities , colleges , and 'professional schools — Instructors , students , and graduates in 1925—26 — Continued d Professors First Gradu¬ Cg p. and Students ate bfl instructors degrees degrees a Location Institution >> d d d d o3 03 d 1 d | d 1 d 1 o a i S £ S S 1 >■ o M 1 2 3 4 5 6 7 8 9 10 11 12 LOUISIANA— con. New Orleans .... Tulane University of Loui- 1834 354 84 1, 833 1,067 237 135 6 13 0 siana. Arts and sciences _ 71 73 445 522 39 85 Graduate _ _ 32 48 6 13 Special . . . . 12 28 * 37 0 38 0 10 0 52 0 8 0 Mechanical and electri- 103 0 16 0 cal engineering. Architecture .. _ 42 15 10 2 Commerce _ 14 0 372 37 17 1 Education _ .. 8 223 1 23 Fine arts... . 0 133 0 9 Music _ _ _ 0 39 0 5 Law.. . . 16 0 82 4 18 1 155 9 541 16 82 3 Dentistry . . . 40 2 60 2 14 0 Pharmacy. .... 19 2 46 10 22 6 Summer school (1925) . 47 29 495 1,256 Pineville _ Louisiana College (arts and 1853 16 8 352 286 19 18 0 sciences) . Shreveport... .. Centenary College . . 1841 21 8 283 202 21 20 3 Arts and sciences 21 8 277 171 21 20 Special _ _ .. 6 31 Summer school (1925) .. 12 2 44 141 MAINE Bangor _ Bangor Theological Semi¬ 1816 g 0 37 4 2 0 0 nary. Brunswick . Bowdoin College (arts and 1802 38 0 500 0 100 0 6 sciences) . Lewiston _ _ Bates College. 1863 29 4 347 279 56 62 5 0 5 Arts and sciences . 29 4 344 279 56 62 Graduate.. _ .. . 3 1 5 0 Summer school (1925) 15 3 101 130 Waterville . Colby College _ 1881 32 3 405 245 60 44 1 0 8 Arts and sciences... 32 3 401 244 60 44 Graduate _ 4 1 1 0 Extension courses. .. 6 0 31 147 MARYLAND Annapolis . St. John’s College (arts and 1789 25 0 169 0 18 0 0 sciences) . Military drill _ 47 0 Baltimore . College of Notre Dame of 1848 6 20 0 285 0 22 0 Maryland. Preparatory . 0 9 0 165 Arts and sciences _ 6 11 0 120 0 22 Summer school (1925) 0 8 0 100 Do . . Goucher College (arts and 1888 24 61 0 1,060 0 212 0 sciences). Do . Johns Hopkins University .. 1876 453 34 2,861 1,468 218 18 87 36 0 Arts and sciences.... 78 3 466 0 89 13 Graduate . 62 0 278 172 57 31 Engineering _ 18 0 314 0 59 0 2 0 Business economics . 420 286 8 0 Education _ 46 18 599 929 Social economics _ 0 25 Medicine _ 240 14 244 28 62 5 Hygiene and public 34 8 91 28 28 5 health. Night courses for tech¬ 449 0 nical workers. Summer school (1925).... 36 6 237 681 Military drill. . . 264 0 3 Engineering faculty. 890 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees s a Women fl CD § Women s § Women § § | Women | * 2 3 4 5 6 7 8 9 10 11 n MARYLAND— COn. Loyola College _ 1852 28 0 475 0 14 0 o Preparatory _ 16 0 334 0 Arts and sciences _ 12 0 141 0 14 0 Extension courses _ _ 2 0 0 261 Do _ Morgan College 2 . . 1872 17 8 161 300 16 9 2 2 3 Preparatory.. . ... .. . 3. 4 35 28 Arts and sciences . 14 4 118 269 16 9 Graduate . . 8 3 2 2 Summer school (1925) . . 14 3 27 94 Do.. . . St. Mary’s Seminary and 1791 19 0 357 0 65 0 26 0 0 University. 10 0 114 0 57 0 26 0 Theology . . 16 0 243 0 8 0 St. Charles~College U. .. .. 1848 28 0 375 0 o Preparatory.! _ 22 0 271 0 Arts and sciences... . 11 o 104 0 1873 15 2 136 45 20 4 2 and sciences) . Emmittsburg — Mount St. Mary’s College.. 1808 52 0 502 0 22 0 10 0 3 Preparatory _ 32 0 266 0 Arts and sciences. .. 15 0 182 0 22 0 10 0 Theology . . . 8 0 54 0 Do . . St. Joseph’s College (arts 1809 0 25 0 137 0 14 0 and sciences) . Frederick . . Hood College _ 1893 7 35 0 571 0 78 0 Arts and sciences _ _ 7 35 0 488 0 78 Special.. . ... _ 0 83 Lutherville ... Maryland College for W omen 1853 5 15 0 96 0 12 0 Arts and sciences _ _ . . 5 10 0 75 0 12 Journalism . _ 0 1 0 12 Home economics _ 0 2 0 15 Music 0 4 0 5 New Windsor _ Blue Ridge College _ _ 1899 16 10 117 101 6 3 1 Preparatory _ 4 4 43 49 Arts and sciences _ ... 8 1 66 33 6 3 Special- 4 5 27 79 Fine arts _ _ _ 0 1 0 19 Music _ _ _ 2 2 16 44 Westminster Western Maryland College- 1867 20 15 210 235 42 44 2 Preparatory 1 3 6 5 Arts and sciences _ _ _ 20 15 195 212 42 44 Special- _ 9 18 Extension courses _ 8 49 Military drill _ 144 0 Do _ Westminster Theological 1882 5 0 47 1 7 0 2 0 0 Seminary. Woodstock Woodstock College (theol¬ 1869 12 o 198 0 5 0 0 ogy). MASSACHUSETTS Amherst _ Amherst College . . 1821 58 0 691 0 108 0 6 0 9 Arts and sciences _ 58 o 678 0 108 0 Graduates 13 0 6 0 Boston _ Boston University _ 1873 370 61 5,200 4, 248 499 343 91 106 '""6 Arts and sciences _ 39 5 267 593 42 86 Graduate .. _ 90 3 172 293 39 85 Practical arts and letters 16 13 0 937 0 88 Religious education . 20 17 131 309 20 38 6 6 Business administration 56 1 3, 357 911 160 27 4 0 _ Education 9 14 222 1, 118 27 90 9 15 Theology 14 0 244 27 80 0 11 0 Law _ 20 0 625 32 125 10 22 0 Medicine 106 8 182 28 45 4 Summer school (1925) 79 11 394 659 Extension courses 41 4 793 2, 157 Correspondence courses. 2 0 216 12 Military drill . . 676 0 i Junior college. 2 Colored. STATISTICS OF UNIVERSITIES AND COLLEGES 891 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors , students , and graduates in 1925—26 — Continued Location 1 MASSACHU¬ SETTS— COntd. Boston.- . Do . . Do . . Do . . Do . Do. Do. Do. Do.... Bradford . . Cambridge. Do _ Do. Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees a © a © a o el © a a o £ d i 0 a o d d a o 2 3 4 5 6 7 8 9 10 11 12 College of Physicians and 1880 27 4 112 6 7 2 0 Surgeons. Emmanuel College (arts and 1919 7 19 0 216 0 46 0 sciences). 0 8 0 90 Correspondence courses. 0 109 Gordon College of Theology 1889 11 3 112 104 12 13 0 and Missions. Massachusetts College of 1867 15 0 398 35 70 9 4 0 0 Pharmacy. Northeastern University _ 1896 140 1 4, 662 192 318 11 0 30 1 1,073 66 43 0 165 0 23 0 Civil engineering _ 303 0 43 0 Electrical engineering _ 458 0 49 0 Mechanical engineering. 243 0 41 0 Administrative engi- 48 0 neering. 11 o 286 0 school. Commerce _ 35 o 727 27 46 1 Automotive school .. 9 270 0 Law. _ _ _ _ _ 19 o 1, 089 99 116 10 Summer school (1925) _ 20 o 282 5 Extension courses.. . 4 o 96 0 Portia Law School _ _ 1909 13 3 0 423 0 70 0 St. John’s Boston Eccle¬ 1884 12 0 168 0 0 siastical Seminary. Simmons College _. . . . 1902 34 83 0 1,531 0 281 0 34 0 Arts and sciences _ 34 83 0 1,406 0 281 Graduate . _ 0 125 o 34 Summer school (1925) . _ 8 16 0 232 Extension courses.. _ 0 7 0 69 Suffolk Law School _ 1906 29 0 2, 215 0 198 0 2 Bradford Academy 1 _ 1803 3 29 0 172 0 Preparatory _ 2 9 0 88 Arts and sciences 1 20 0 84 Episcopal Theological Sem¬ 1867 9 0 29 0 6 0 0 inary. Harvard University.. . . 1639 769 1 7, 508 213 1, 137 0 659 34 11 Arts and sciences 325 o 3, 238 0 652 o Graduate . . 767 0 274 0 Special. _ _ _ 52 0 Industrial chemistry _ 3 o 27 0 2 o 3 0 Civil engineering 6 o 70 o 10 o 2 o Electrical engineering. . 11 o 86 0 5 o 13 0 Mechanical engineering. 5 o 65 o 10 o 1 0 Mining engineering and 5 0 14 0 1 0 5 0 metallurgy. Sanitary engineering _ 3 0 15 0 4 0 Applied biology ... 5 o 19 o 9 0 Architecture _ _ 18 o 73 o 4 0 Landscape architecture . 37 o 12 0 Forestry _ _ _ 2 o 3 o 3 0 Business administration 47 o 688 0 219 0 Education. _ 16 o 223 209 84 34 Theology 10 o 87 0 4 o 2 0 Law _ 22 o 1, 320 0 284 o 19 0 Medicine _ . 182 1 507 0 128 o Dentistry... _ 86 o 188 0 41 o Public health _ ... 23 o 29 4 5 0 Summer school (1925) 108 o 1,234 1,236 Military drill _ 669 0 Massachusetts Institute of 1865 341 3 2, 783 30 556 3 163 3 0 Technology. . General science . 129 3 127 11 32 1 Graduate . . . 342 6 33 2 1 Junior college. 892 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and 'professional schools — Instructors , students, and graduates in 1925-26 — Continued Location Institution o a> Professors and instructors Students First degrees Gradu¬ ate degrees >» 1 t 4 5 6 7 13 MASSACHU¬ SETTS — contd. Cambridge Do _ Do _ Chestnut Hill... Newton Centre. . Northampton _ Norton _ South Hadley... South Lancaster. Tufts College _ Massachusetts Institute of Technology — Continued . Special _ _ General engineering _ Chemical engineering. . . Civil engineering _ Electrical engineering... Mechanical engineering. Mining engineering and metallurgy. Sanitary and municipal engineering. Engineering adminis¬ tration. Architectural engineer¬ ing. Electrochemical engi¬ neering. Naval architecture and marine engineering. Architecture _ Summer school (1925) . . . Military drill _ _ _ New - Church Theological School. Correspondence courses. Radcliffe College _ Arts and sciences _ Graduate _ Special _ Boston College _ _ Arts and sciences _ Graduate . . . . Summer school (1925) . . . Extension courses _ Newton Theological Insti¬ tution. Smith College _ _ _ Arts and sciences _ Graduate . . Special _ _ _ Summer school (1925) ... Wheaton College (arts and sciences) . Mount Holyoke College _ Arts and sciences _ Graduate . . Special - - - Atlantic Union College U... Preparatory _ Arts and sciences _ Special. - - Theology . . Tufts College _ _ Arts and sciences . . Graduate _ Special _ General engineering _ Chemical engineering. . . Civil engineering _ Electrical and mechan¬ ical engineering. Theology - - - Medicine. _ _ Dentistry . . 1866 1879 1864 1825 1875 1834 1837 1882 1854 30 35 22 51 54 11 1 7 1 6 177 177 55 52 10 15 13 11 3 4 13 13 9 2 4 2 1 370 103 8 40 15 146 140 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 138 138 5 27 87 87 10 4 1 5 0 14 9 0 0 5 5 28 1 81 0 226 1 285 0 605 3 345 0 58 0 13 0 364 0 92 0 54 0 44 0 119 1, 514 94 8 94 0 0 15 0 0 0 0 1, 158 1, 106 52 11 150 82 10 988 695 238 55 10 0 10 250 1,000 13 0 2,158 0 2,093 0 59 0 6 0 72 0 446 0 0 0 0 111 63 24 14 10 1,868 797 14 5 8 30 108 149 1, 024 993 28 3 153 68 10 73 2 297 262 5 0 0 0 0 0 28 2 458 28 277 11 33 59 75 108 80 15 2 91 12 13 14 22 146 221 221 79 246 63 49 2 21 23 2 100 35 i Junior college. 8 Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 893 Table 28. — Privately controlled universities , colleges , and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees j Honorary degrees j 0 © 0 © a o £ a © s 0 © a o £ 0 © a © a o £ © a a o £ 1 2 3 4 5 6 7 8 9 10 11 n MASSACHU- setts — contd. Wellesley College. . . . 1875 26 129 0 1, 599 0 340 o 18 0 26 129 0 1, 520 o 340 Graduate . . 0 43 0 18 0 41 Williamstown... Williams College _ _ 1793 67 0 768 0 141 0 4 0 7 67 0 757 0 141 0 Graduate . . 11 0 4 0 Worcester _ Clark University . 1889 35 1 319 57 41 2 23 8 2 35 1 236 0 41 2 51 21 23 8 32 36 13 1 57 87 50 55 Do 1843 71 0 1, 095 0 201 0 15 sciences). Do _ Worcester Polytechnic In- 1868 56 0 550 0 92 0 3 0 6 stitute. 1 o 2 0 1 0 15 0 176 0 9 0 33 0 7 0 1 0 Civil engineering 5 0 64 0 12 0 Electrical engineering _ 8 0 184 0 55 0 1 0 Mechanical engineering. 18 0 91 0 17 0 1 0 _ MICHIGAN Adrian Adrian College . 1859 10 10 104 146 8 14 3 Arts and sciences . . 8 8 100 86 8 11 Music _ 2 2 4 60 0 3 A lhinn Albion College _ 1861 26 15 400 318 58 45 4 Arts and sciences ... ... 24 12 380 269 58 45 Music. . . 2 3 20 49 Alma Alma College . . . 1887 14 8 194 126 22 21 1 Arts and sciences 13 7 193 102 22 21 Music 1 1 8 58 Battle Creek _ Battle Creek College. . _ 1880 10 29 25 550 0 36 0 Arts and sciences .. 10 25 25 425 0 36 Home economics o 5 0 125 Summer school (1925) 3 6 7 32 Berrien Springs.. Emmanuel Missionary Col¬ 1875 22 15 295 367 23 17 0 lege. Preparatory... . 6 10 64 54 Arts and sciences. . 10 9 94 102 19 17 Graduate . . . 0 6 Special _ 2 2 61 55 Commerce. . . . 3 0 10 13 Education _ _ 1 1 14 90 Home economics _ 2 2 0 20 Music _ _ _ 2 2 8 17 Theology _ 3 0 44 10 4 0 Detroit _ Detroit College of Law (Y. 1891 39 0 823 0 103 0 0 M. C. A.). Do . University of Detroit. _ 1877 218 1 2,258 133 104 2 14 0 4 Preparatory.. . . 22 0 532 0 Arts and sciences . . 22 0 242 0 24 0 Special . . . 9 0 Chemical engineering _ 8 25 0 42 0 1 0 Civil engineering _ 65 0 5 0 Electrical engineering. .. 126 0 8 0 Mechanical engineering. 85 0 16 0 Architectural engineer¬ 63 0 ing. Aeronautical engineering 40 0 2 0 Commerce _ _ 125 1 766 81 17 0 14 0 Journalism . . . 22 10 Foreign trade. . . 22 2 Commercial art . . 43 20 Law _ 37 0 201 20 31 2 Extension courses . 10 0 8 88 1 Engineering faculty. 17836°— 28 - 57 894 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees s § a ® B o s s a ® a o £ d i d ® a o £ g § d ® a o £ 1 2 3 4 5 6 7 8 9 10 11 12 MICHIGAN — COn. Grand Rapids.. Theological School and Cal- 1876 23 0 237 112 36 4 0 vin College. Arts and sciences _ 18 0 207 43 28 4 Education _ _ _ 4 69 5 o 26 0 8 0 Hancock _ Suomi College and Theo- 1896 6 5 38 61 0 logical Seminary. 3 5 30 52 1 2 3 2 1 0 0 7 Theology _ _ 3 0 5 0 Hillsdale _ 1856 21 16 224 279 36 29 5 19 11 208 216 36 29 2 5 16 63 Holland _ Hope College _ 1866 25 10 379 295 6l 33 5 4 3 38 28 15 4 318 185 61 33 7 3 23 82 Do _ Western Theological Semi- 1866 6 0 40 0 19 0 0 nary. Kalamazoo - Kalamazoo College (arts and 1833 20 8 232 163 29 31 l 1 3 sciences). Monroe _ Marygrove College and 1845 1 44 0 408 0 9 0 Academy. Preparatory _ 0 15 0 268 Arts and sciences _ 1 29 0 125 0 9 Special _ 0 15 Summer school (1925) . 1 35 0 475 Nazareth _ Nazareth College _ _ 1897 1 7 0 103 0 Preparatory _ 1 7 0 68 Arts and sciences... .. . 1 7 0 35 Olivet - Olivet College (arts and sci¬ 1844 16 9 176 218 31 35 l 0 2 ences). MINNESOTA College ville . St. John’s University _ 1857 52 0 429 0 2 0 0 Preparatory _ 29 0 248 0 Arts and sciences _ 23 0 159 0 2 0 Theology _ .... _ 8 0 41 0 Duluth _ College of St. Scholastica _ 1912 0 40 0 231 0 2 0 Preparatory _ .. 0 18 0 134 Arts and sciences 0 22 o 97 0 2 Faribault Seabury Divinity School _ 1858 6 0 25 0 4 0 2 Minneapolis . Augsburg Seminary. _ 1869 26 4 203 65 21 7 0 Preparatory _ _ 10 1 54 4 Arts and sciences _ 17 2 129 57 15 7 Music _ 1 2 12 33 Theology _ _ _ 7 0 17 0 6 0 Do _ Minnesota College of Law. . 1913 22 0 239 31 56 7 0 Do .. Northwestern College of 1909 20 0 150 8 38 2 0 Law. Moorhead Concordia College _ 1891 18 12 198 206 39 24 0 Preparatory _ 13 15 Arts and sciences _ 18 12 185 179 39 24 Speeia.1 _ 0 12 Northfield _ Carleton College. _ 1867 52 25 392 421 71 70 0 1 1 Arts and sciences _ 52 25 388 417 71 70 Graduate _ 3 1 0 1 Ppeeia.l 1 3 Do St. Olaf College _ _ _ . 1874 47 17 552 453 94 92 0 A rts and seienees 43 13 545 437 93 88 Music? 4 4 79 185 1 4 St. Joseph College of St. Benedict. . 1887 2 41 0 264 0 3 0 Preparatory 1 25 0 178 Arts anrl seienees 1 16 0 86 0 3 Pt- Paul Bethel Institute 1871 14 9 160 181 8 0 0 Preparatory 8 7 113 163 Theology . . 6 2 47 18 8 6 STATISTICS OF UNIVERSITIES AND COLLEGES 895 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open- ! ing Professors and instructors Students s § Women S a Women 1 2 3 4 5 6 7 MINNESOTA— continued St. Paul . . College of St. Catherine . 1905 11 34 0 540 Arts and sciences... . 11 34 0 423 Fine arts... . . 0 15 Music.. . . . 0 102 Summer school (1925) . . 3 18 o 310 Do . College of St. Thomas.. _ 1885 87 0 846 0 32 0 370 0 Arts and sciences... _ 34 0 446 0 Commerce .. . _ 6 0 100 0 4 0 53 0 Music _ . . _ _ 3 0 45 0 35 0 50 0 Military drill _ 380 1 0 Do _ 1893 15 0 266 0 Preparatory 15 0 198 0 Arts and sciences . .. . 5 0 68 0 Do.... . . Hamline University (arts 1864 32 12 380 250 and sciences). Do . . 1885 12 2 120 49 Preparatory. _ 4 0 48 0 Arts and sciences... 5 0 28 0 Music 3 2 12 49 Theology. . . 3 0 32 0 Do . Macalester College 1885 27 23 319 370 Arts and sciences _ . . 22 12 260 262 Music.. .. 5 11 76 152 Do _ St. Paul College of Law 1900 26 0 230 4 Do _ St. Paul Seminary (theology) 1894 12 0 196 0 St. Peter _ Gustavus Adolphus College. 1862 20 8 283 235 Preparatory 0 3 8 20 Arts and sciences _ 17 4 262 176 Graduate . . . 0 1 Music _ 3 1 13 38 Winona _ . - College of St. Teresa (arts 1910 15 38 0 537 and sciences). 39 Summer school (1925) . . 12 0 201 Do _ _ St. Mary’s College 1912 17 0 183 0 Preparatory _ 6 0 39 0 Arts and sciences _ 11 0 144 0 MISSISSIPPI Blue Mountain.. Blue Mountain College . 1873 6 15 0 314 Arts and sciences _ _ 6 8 0 280 Special _ 0 34 Education _ 0 2 0 188 Home economics _ _ 0 27 Fine arts _ _ 0 1 0 11 Music. 0 4 0 69 Summer school (1925) . . 31 110 Brookhaven. _ . Whitworth College 1859 1 18 8 206 Preparatory.. . 0 4 0 35 Arts and sciences 1 9 3 112 Special _ _ ... 0 5 5 59 Home economics. . 0 1 0 13 Music _ 0 3 0 61 Clinton _ Hillman College 1 1853 3 11 0 100 Preparatory 1 3 0 30 Arts and sciences _ 2 7 0 65 Special _ 1 4 0 70 Do.. . . Mississippi College 1826 25 0 517 30 Arts and sciences 25 0 508 25 Special.. . . .. 9 5 . Summer school (1925) _ 12 0 174 145 Grenada . . Grenada College 1852 1 16 0 215 Arts and sciences _ 1 9 0 215 H ome econom ics . . . 0 2 0 32 Fine arts . . . 0 1 0 11 Music . . 0 4 0 76 First degrees Gradu¬ ate degrees Honorary degrees ; Men Women | Men Women 8 9 10 11 12 0 0 78 78 0 54 0 0 35 10 oo 9 0 0 36 40 2 0 4 0 24 24 48 48 2 41 1 O O bo > g g 1 A I d 1 g 1 o fl 2 3 4 5 6 7 8 9 10 11 13 Mississippi— con. Mississippi Woman’s Col¬ lege. Arts and sciences _ 1912 8 16 0 366 0 37 0 7 10 0 324 0 37 Special _ . .. 1 6 0 42 Holly Springs _ Mississippi Synodical Col¬ lege.! Preparatory. . . . . 1883 1 12 0 112 0 0 5 o 56 Arts and sciences _ 1 4 0 49 Music ... . . 0 3 0 7 Do Rust College 2 _ _ _ 1872 H 9 176 251 7 4 o Preparatory _ 2 5 137 209 Arts and sciences _ 9 4 39 35 7 4 Special _ 0 7 Belhaven College _ . 1893 6 17 0 262 0 25 o Arts and sciences _ 3 12 0 160 0 22 Special _ _ _ 0 40 Music _ 2 5 0 62 0 3 Do Jackson College 2_. . . 1877 9 9 100 150 2 2 o Preparatory _ 4 8 76 127 Arts and sciences _ 5 1 24 23 2 2 Education. _ _ _ 0 2 6 12 Home economics _ 0 1 0 80 Music _ 1 0 50 100 Theology. 1 0 3 0 Do _ Millsaps College (arts and sciences). Clarke Memorial College 1 . . Preparatory.. _ _ 1892 15 1 276 120 37 24 0 Newton _ 1908 7 7 128 73 0 1 1 23 8 Arts and sciences _ 6 3 97 48 Special 0 3 8 17 Summer school (1925) 2 3 40 185 Tougaloo Tougaloo College 2_. _ 1869 5 11 76 143 1 2 0 Preparatory 4 11 57 106 Arts and sciences _ 4 3 19 37 1 2 MISSOURI Albany _ _ Palmer College 1 _ 1865 7 13 79 251 0 Preparatory _ 2 2 6 7 Arts and sciences _ 5 8 46 104 Special . _ _ 1 4 15 125 Music _ 1 2 12 113 Summer school (1925) 5 7 25 119 Bolivar. Southwest Baptist Col¬ lege.1 10 Preparatory _ 1878 8 6 127 90 0 5 4 80 41 Arts and sciences 3 2 44 42 Special _ 3 7 Camden Point _ Missouri Christian College !_ Preparatory 1848 1 7 0 67 0 1 7 0 29 Arts and sciences.. 1 7 0 25 Special 0 2 0 13 Cam cr on Missouri Wesleyan College- Arts and sciences _ _ 1883 14 11 206 345 15 14 3 13 6 137 191 15 14 Special 2 5 85 168 Summer school (1925) 7 1 33 95 Canton Culver-Stockton College _ Arts and sciences 1856 13 9 137 133 15 13 2 13 9 130 129 15 13 Graduate. 1 0 Special 6 4 Summer school (1925) 8 3 42 165 C', arth age Ozark Wesleyan College !.__ Preparatory 1924 9 7 100 73 0 24 11 Arts and seienees 9 7 76 62 Rummer sehonl (1Q9/b 5 1 30 62 Columbia Christian College 1 1851 6 22 0 341 0 Preparatory 1 4 0 22 A rts an d se.i en ises 3 11 0 218 Rneoial 2 7 0 176 1 Jl nnior college. 2 Colore d. 10 Statistics of 1924. STATISTICS OF UNIVERSITIES AND COLLEGES 897 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925—26 — Continued a a> P. o Professors and instructors Students First degrees Gradu¬ ate degrees 8 & ® •o Location Institution a a a fl 03 V-4 a § 1 g 1 a 1 a 1 O o a> r* i £ i i o W * 2 3 4 5 6 7 8 9 10 li 12 MISSOURI— con. Columbia _ Stephens College 1 . . 1856 10 46 0 556 0 * Preparatory . . . 1 2 0 26 Arts and sciences. _ 9 44 0 521 0 69 Central College . . 1857 23 11 358 363 27 20 3 Arts and sciences _ 21 4 340 251 27 20 2 7 18 112 Summer school (1925). 8 1 51 78 Fulton . Synodical College for Girls L Preparatory _ 1871 1 14 3 94 0 0 31 Arts and sciences _ 1 14 0 55 Special _ _ 3 8 Do . . Westminster College (arts and sciences). William Woods College 1 _ Preparatory _ _ 1849 15 0 238 0 26 0 3 Do _ 1890 2 22 0 241 0 1 5 0 17 Arts and sciences _ 1 14 0 170 Special _ 0 6 0 54 Kansas City College of Phar¬ macy and Natural Sci¬ ences. Kansas City School of Law. . Kansas City University of Physicians and Surgeons. Kansas City Western Den¬ tal College. Rockhurst College . 1885 9 1 144 2 58 1 0 Do 1895 53 0 630 30 116 7 0 Do . 1904 11 2 32 2 16 1 0 Do . 1890 44 0 376 0 91 0 0 Do.. 1914 20 0 383 0 5 0 0 Preparatory . 13 0 290 0 Arts and sciences . 9 0 93 0 5 o D© . . St. Teresa College 1 . 0 18 0 165 0 Preparatory . . . 0 8 0 80 Arts and sciences _ 0 15 0 47 Education . . . 0 2 0 10 Home economics . 0 1 0 8 Fine arts . . 0 2 0 17 Music . 0 3 0 60 Summer school (1925) - . . 0 4 0 60 Kirks ville . Kirksville College of Osteop¬ athy and Surgery. Applied science . 1892 23 1 593 94 203 36 0 7 0 91 21 22 2 Osteopathy . . . 22 1 590 94 181 34 La Orange _ La Grange College 1 _ 1858 6 5 75 77 0 Preparatory _ 2 3 24 20 Arts and sciences _ 5 4 44 55 Music . . . . 1 0 0 2 Theology . . 1 0 7 0 Liberty . William Jewell College . 1849 19 0 433 140 57 20 0 Preparatory _ _ 2 0 20 0 Arts and sciences . 17 0 413 140 57 20 Marble Hill . Will Mayfield College 1 _ 1878 11 6 123 111 0 Preparatory . . 6 3 64 43 Arts and sciences _ 4 3 30 45 Special . 0 5 Music.. . . 5 18 Theology _ 1 0 24 0 Summer school (1925) . . 6 5 80 120 Marshall . Missouri Valley College . 1889 14 4 127 210 20 23 0 Arts and sciences. . . 12 4 126 203 20 23 Special . . 2 0 1 7 Summer school (1925) _ 8 3 43 116 Mexico . Hardin College 1 1873 5 26 0 298 o Preparatory. .. 0 5 0 40 Arts and sciences . 3 15 0 165 Special . . 0 7 0 93 Education . 1 0 0 160 Home economics _ 0 2 0 15 Music . 1 7 0 75 1 Junior college. 898 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925—26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First 1 degrees Gradu¬ ate degrees Honorary degrees | s a a 2 3 4 5 6 7 8 9 10 ii 12 MISSOURI— con. Nevada _ Cottey College 1 _ _ 1884 2 16 0 276 0 Preparatory _ 0 2 0 56 Arts and sciences _ 1 8 0 104 Special.. .. _ 1 6 o 96 Education _ _ 1 0 0 50 Home economics. _ _ 1 0 0 20 O’ Fallon. . . St. Marys College 1 _ _ 1 5 o 33 0 Prepara tor yT. _ 0 8 Arts and sciences _ 1 5 0 25 Parkville _ Park College _ . 1875 17 9 237 246 28 40 1 Preparatory _ 0 2 28 25 17 7 209 221 28 40 St. Charles _ _ Linden wood College _ _ 1831 5 33 0 505 0 I 25 o Preparatory. . _ 0 2 0 12 Arts and sciences _ 4 23 0 317 0 23 Special.. . _ 0 60 Home economics _ 0 2 0 40 Music _ _ 1 7 0 113 0 2 Extension courses 0 1 0 13 St. Louis _ _ Benton College of Law 1897 14 0 114 11 30 2 5 i o Summer school (1925) _ 4 0 59 5 Do _ City College of Law and 1908 41 0 441 14 38 . 2 15 i 0 Finance. Preparatory _ _ 8 0 67 4 Commerce _ _ _ 8 0 150 6 Law.. . _ 25 0 224 4 38 2 15 i Do _ College of the Sacred Heart. . 1826 7 22 0 136 0 8 6 Preparatory.. _ 1 9 0 60 Arts and sciences _ 6 13 0 75 0 8 Special. 0 1 Do Concordia Theological Sem¬ 1839 14 0 384 0 8 0 3 inary. Do _ St. Louis College of Phar¬ 1863 11 0 224 9 115 8 0 macy. Do. . St. Louis University _ .. 1818 425 0 2,327 25 384 0 28 0 o Arts and sciences _ 110 0 300 0 43 0 Graduate. _ _ 75 0 28 0 Special.. _ 50 0 Commerce _ _ 38 0 420 15 23 0 Education _ . 25 0 291 0 Theology _ _ _ 30 0 148 0 39 0 Law _ 20 0 135 10 26 0 Medicine _ 235 0 497 0 180 0 Dentistry. . 67 0 411 0 73 0 Summer school (1925) . . 250 0 Do ... The Principia 1 _ _ 1898 14 20 193 216 Preparatory . 10 17 145 144 Arts and sciences _ 7 8 48 72 Do . . Washington University . 1857 366 34 2,218 1, 134 289 103 35 32 5 Arts and sciences 149 7 722 709 41 94 Graduate. . . ... 117 80 32 32 Unclassified engineering. 197 0 Chemical engineering 34 0 8 0 Civil engineering. _ _ 51 0 11 0 1 0 Electrical engineering- 74 0 26 0 Mechanical engineering 48 0 10 0 Architectural engineering 10 0 4 0 Architeclture . . 102 5 10 0 Commerce _ 133 8 51 3 2 0 Fine arts _ 7 6 110 141 Law. . 11 0 174 12 35 2 Medicine 172 7 334 16 73 2 Dentistry _ 24 0 112 3 20 1 Nursing . 3 14 0 160 0 1 Summer school (1925) 268 339 Extension courses. . 2, 001 1. 180 Do _ Xenia Theological Semi¬ 1794 7 0 60 2 8 0 5 0 0 nary. 1 Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 899 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors , students , and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students Men Women Men Women 1 2 3 4 5 6 7 MISSOURI— con. 1873 20 12 234 227 20 12 229 222 5 5 1883 16 10 100 175 15 8 89 106 11 69 1 2 9 28 Warrenton _ Central Wesleyan College... 1864 15 9 148 204 2 3 45 74 13 7 129 173 2 0 53 47 11 4 128 48 Webster Groves. Eden Evangelical School of 1850 10 0 70 0 Theology. Do . . Kenrick Theological Semi- 12 0 192 0 nary. Do _ 1916 7 26 0 240 Preparatory . . 0 4 0 60 7 22 0 180 MONTANA Helena . Intermountain Union Col¬ 1889 9 9 87 109 lege (arts and sciences). Do _ Mount St. Charles College.. 1910 16 0 161 0 Preparatory . . . 9 0 74 0 Arts and sciences . . 11 0 87 0 Summer school (1925) .. 10 1 3 39 NEBRASKA Bethany . . Cotner College . . . 1889 22 14 127 196 Preparatory . . 1 0 10 7 Arts and sciences... . 21 10 102 140 Special.. . . . 0 4 15 49 Extension courses. ... . 6 15 Blair. . . Dana College and Trinity 1884 12 6 88 65 Seminary. Preparatory _ 6 3 34 18 Arts and sciences _ 7 4 45 38 Special.. . . 4 2 20 9 Theology . . 4 0 10 0 Central City - Nebraska Central College... 1899 7 5 49 71 Preparatory. _ 1 2 12 23 Arts and sciences _ 5 3 36 47 Special _ _ 1 0 1 1 College View _ Union College _ 1891 15 8 218 254 Preparatory . . 4 1 34 50 Arts and sciences.. . . 11 7 •184 204 Summer school (1925) _ 8 6 50 97 Crete _ Doane College . _ 1872 12 7 124 130 Arts and sciences . 12 7 107 92 Special _ _ 17 38 Fremont _ _ Midland College 1887 19 8 267 293 Preparatory . 2 2 7 7 Arts and sciences _ 15 3 133 140 Special . . 3 3 126 146 Theology . . 4 0 11 0 Summer school (1925) ... 12 4 41 244 Extension courses. . o 0 1 26 Grand Island _ Grand Island College (arts 1892 9 4 90 95 and sciences). Summer school (1925) _ 5 1 35 60 Extension courses ... _ 4 1 25 77 Hastings... . . Hastings College _ 1882 21 20 340 314 Preparatory _ 1 3 16 10 Arts and sciences.. _. 17 14 263 211 Graduate. _ 2 0 Special _ _ 5 26 Music _ 3 3 54 67 Summer school (1925) . .. 10 5 34 137 First degrees Gradu¬ ate degrees [ Honorary degrees Men Women g | Women 8 9 10 11 12 23 23 45 45 1 8 8 17 14 1 0 13 3 8 0 13 8 20 0 0 0 0 13 0 8 6 13 15 0 0 0 6 0 13 17 1 13 17 2 0 0 2 0 3 5 0 3 5 17 10 0 17 10 O O 8 8 2 17 13 0 14 13 3 0 10 9 2 20 29 1 0 4 20 29 1 0 .... 900 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities, colleges , and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees | g 3 Women g § Women 1 g s Women g § Women 1 2 3 4 5 6 7 8 9 10 11 12 NEBRASKA— COn. Omaha _ Creighton University _ 1878 212 17 1 653 530 205 31 2 18 1 Preparatory . . . 27 0 303 0 Arts and sciences _ 49 12 445 105 67 29 Graduate _ 10 0 22 42 2 18 Commerce _ ... 24 0 193 37 8 0 Education. _ _ _ 9 5 56 335 13 0 199 1 33 0 Medicine _ 47 0 195 2 38 0 Dentistry _ _ 24 0 229 1 51 0 Pharmacy _ _ 9 0 110 7 8 2 Summer school (1925) - - 26 4 47 590 Military drill- . ... 387 0 Do . Presbyterian Theological 1891 8 0 30 1 3 0 0 Seminary. Do . University of Omaha _ 1909 50 17 287 347 14 23 0 Arts and sciences _ 20 14 133 233 10 16 Special. . . . 43 66 Commerce _ _ 2 2 38 62 Music _ _ _ 4 4 40 54 0 7 Law . . . _ 24 0 74 4 4 0 Summer school (1925) _ 19 17 34 210 Extension courses _ 7 8 12 232 University Place Nebraska Wesleyan Uni¬ 1887 30 28 395 627 33 44 4 versity. Preparatory — . Arts and sciences — 2 24 2 17 36 285 14 381 33 44 Graduate _ 1 2 Special _ _ 18 45 Education _ 91 273 Fine arts _ 4 9 24 88 Summer school (1925) 10 8 55 271 York . York College _ _ . 1890 12 10 204 351 3 7 1 Preparatory— 5 5 26 30 Arts and sciences _ 7 5 89 151 3 7 Commerce _ _ 2 0 51 34 Home economics 0 1 0 5 Fine arts _ . o 1 5 45 Music _ . _ 2 2 33 125 Summer school (1925) 7 3 30 101 NEW HAMPSHIRE Hanover _ Dartmouth College . . 1769 215 0 2,156 0 338 0 31 0 9 Arts and sciences _ 187 0 2,013 0 338 0 Graduate _ _ 9 0 4 0 Special. 1 0 Civil engineering— 3 0 12 0 4 0 Commerce. _ 14 0 86 0 23 0 Medicine 14 0 35 0 Manchester St.i Anselm ’s College. 1893 13 0 312 0 8 0 1 Preparatory 12 0 150 0 Arts and sciences __ 13 0 150 0 8 0 Theology . . 4 0 12 0 NEW JERSEY Rlnnmfiald Bloomfield Theological 1869 15 0 64 0 0 Seminary. Preparatory 12 0 39 0 Arts and sciences 8 0 3 0 Theology 9 0 22 0 Convent Station- College of St. Elizabeth 1899 6 29 0 327 0 65 0 (arts and sciences) . East Orange Upsala College 1893 18 2 186 148 10 4 1 Preparatory 3 0 36 11 Arts and sni annas 11 0 120 68 10 4 Special 1 4 TVTnsin 4 2 29 65 Summer school (1925) . „ . 6 0 14 18 STATISTICS OF UNIVERSITIES AND COLLEGES 901 Table 28. — Privately controlled universities, colleges, and professional schools- Instructors, students, and graduates in 1925-26 — Continued a a> P« o Professors and instructors Students First degrees Gradu¬ ate degrees 'O Location Institution > 2 g d | g 1 d § d 1 O P £ § i i? s $ o w > 2 3 4 5 6 7 8 9 10 11 12 NEW YORK — COn. Polytechnic Institute of Brooklyn. 1854 59 0 1, 511 113 0 98 0 0 19 0 0 20 o Chemical engineering _ 11 0 60 0 8 0 9 0 238 o 9 o Electrical engineering . - 7 0 420 0 22 0 Mechanical engineermg- Unclassified engineering. St. Francis College (arts and' sciences) . St. John’s College _ - _ 13 0 297 o 39 o 383 o Do _ 1859 17 0 118 0 18 0 3 Do 1870 108 3 1,999 418 40 14 9 9 1 Preparatory _ _ 38 2 805 51 43 1 388 285 40 14 15 50 9 9 9 0 • 87 0 18 0 704 33 Summer school (1925) _ 2 0 24 32 Do St. Joseph’s College for Women (arts and sciences) 1916 5 21 0 236 0 37 0 1870 47 2 558 326 25 19 7 16 0 Arts and sciences _ - 47 2 516 299 25 19 Graduate _ _ 11 27 7 16 Special _ _ _ 31 0 Summer school (1925) . - 16 1 35 322 Do De Lancey Divinity School. D’Youville College (arts and sciences) . Martin Luther Theological Seminary. University of Buffalo- _ 1856 9 0 13 0 Do.. . 1908 5 14 0 206 0 35 0 1 1 Do 1854 3 0 20 0 1 Do 1846 327 15 1, 758 426 972 298 86 3 3 0 Arts and sciences _ 43 9 423 37 67 Graduate _ _ 14 28 3 3 Evening courses _ 60 2 487 461 T/nw _ _ 32 0 250 18 69 5 Medicine 162 28 18 2 247 H 47 2 Dentistry 0 132 2 50 0 Pharmacy _ 2 202 29 95 12 Summer school (1925) .. 22 6 109 209 Military drill 105 0 Canton _ St. Lawrence University - Arts and sciences _ 1858 63 9 2,306 317 435 632 96 30 1 5 27 4 232 48 39 2 0 Agriculture (secondary) - Home economics - _ 9 0 22 d 0 5 0 52 Theology _ _ _ 4 0 14 2 2 0 Law _ _ _ 37 0 1, 953 63 149 582 57 28 1 Summer school (1925) 17 1 39 Extension courses 2 0 23 125 Clinton _ Hamilton College (arts and 1812 36 0 416 0 57 0 1 0 4 Elmira. sciences) . Elmira College (arts and sciences). Mount St. Alphonsus Theo¬ logical Seminary. Hobart College (arts and sciences) . Colgate University _ 1853 9 39 0 564 0 108. 0 Esopiis 1867 13 0 155 0 0 Oftnpva 1822 29 5 259 154 55 27 4 Hamilton 1819 60 0 842 0 147 0 11 0 9 Arta and Pi o g so Professors and instructors Students First degrees Gradu¬ ate degrees m CD * fl a a a o £ g § fl a> a o * >> 03 1 M 1 2 3 4 5 6 7 8 9 10 11 12 NEW YORK — COn. Troy _ Russell Sage College (arts 1917 1 32 0 347 0 53 o White Plains _ and sciences) . Good Council College _ 1923 10 29 0 133 Preparatory _ 2 11 0 87 Arts and sciences _ 8 18 0 46 NORTH CAROLINA Asheville _ College of St. Genevieve of the Pines. Preparatory _ 1909 4 39 0 243 0 3 o 0 24 0 190 Arts and sciences _ 3 15 0 53 0 3 Education _ 1 2 o 26 Home economics _ 0 3 0 15 Fine arts _ 0 4 0 30 Music _ 0 5 0 60 Summer school (1925) . . 2 2 o 20 Belmont _ Belmont Abbey College.. ... 1878 18 0 132 0 o Preparatory _ 14 0 95 0 Arts and sciences _ 15 0 25 0 Theology . . . . 8 0 12 0 Charlotte . Johnson C. Smith Univer¬ 1868 21 0 313 0 17 0 3 sity .2 Preparatory _ 8 0 144 0 Arts and sciences _ 10 0 159 0 17 0 Theology _ 3 0 10 0 Summer school (1925) 2 5 18 205 Do... Queens College _ 1867 0 30 0 347 0 19 o Arts and sciences _ 0 30 0 347 0 19 Journalism . . 0 1 0 15 Education _ _ 0 2 o 40 Home economics. _ 0 2 o 30 Music _ 0 4 0 100 Davidson Davidson College _ 1837 34 0 635 4 90 0 2 0 9 Arts and sciences 34 0 626 0 90 0 Graduate _ _ 2 0 2 0 Special 7 4 Military drill 452 0 Durham . . Duke University _ 1859 105 4 1, 162 1, 069 47 382 105 57 22 6 0 Arts and sciences _ 105 4 349 105 57 Graduate _ 31 22 6 Theology 9 0 20 2 Law _ 3 0 26 0 Elon College Elon College. _ 1890 20 7 195 229 19 13 1 0 2 Arts and sciences _ 19 3 184 199 19 13 Graduate _ _ 1 0 1 0 Special 1 4 10 30 Commerce 1 0 38 88 Education 2 1 102 170 Home economics. _ 0 1 0 105 Fine arts 0 1 2 13 Music 1 4 15 89 Greenshnrn Greensboro College 1846 8 16 0 368 0 43 Arts and sciences 8 16 0 318 0 43 Special 0 50 Extension courses 1 0 0 144 6 Guilford College. Guilford College 1837 14 7 160 11 19 0 Arts and sciences 14 7 142 156 11 19 Special 2 4 Education 2 0 56 95 Home economics 0 1 0 41 Music 1 2 12 26 Svimmp.r srVhnnl 5 5 22 18 Hickory Lenoir Rhyne College 1891 17 6 135 187 26 19 0 Arts and sciences 17 3 127 137 26 19 A/Tnsic 0 3 8 50 Slimmer school (1995) ' 13 4 127 621 Extension courses . 7 1 12 32 * Colored. STATISTICS OF UNIVERSITIES AND COLLEGES 907 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925—26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees | Honorary degrees | g 0 <£> a ? 0 a ® a a CJ a o g a a I o £ 1 2 3 4 5 6 7 8 9 10 11 12 NORTH CARO- Lina— contd. 1858 0 14 0 85 0 0 8 0 35 0 13 0 50 - j 1802 1 13 0 246 0 0 2 0 39 1 8 0 170 o 1 o 31 0 2 0 30 0 4 0 101 Mars Hill Mars Hill College 1 1866 14 11 294 282 0 8 8 119 103 10 6 98 1 88 0 4 77 91 1 0 84 82 o 1 3 16 0 5 18 75 5 6 48 69 Chowan College.... 1848 4 11 0 149 0 17 0 Arts and sciences 4 6 0 140 0 16 Education.. 0 1 0 76 Home economics 0 1 0 12 Fine arts. ... 0 3 0 30 Music. . 0 3 0 65 0 1 Raleigh _ Meredith College _ 1899 6 34 0 474 0 80 0 Arts and sciences 5 21 0 343 0 68 Special . 0 28 Fine arts _ 0 2 0 15 Music . . 1 11 0 88 0 12 Do . Peace Institute 1 _ 1858 0 17 0 227 0 Preparatory _ 0 9 0 77 Arts and sciences 0 13 0 99 Special 0 1 0 51 Do . St. Mary’s School 1 1842 3 21 0 241 0 Preparatory 0 16 0 161 Arts and sciences _ 3 5 0 80 Do . Shaw University 2. . 1865 11 11 152 193 20 9 4 Preparatory . . 1 3 19 39 Arts and sciences.... 7 7 98 111 18 9 Special. _ 6 43 Theology _ _ 3 1 29 0 2 0 Summer school (1925) . . 7 4 62 150 Extension courses. 1 0 0 60 Red Springs _ Flora Macdonald College _ 1896 3 23 0 281 0 23 0 Arts and sciences 2 14 0 263 0 19 Education _ _ 0 1 0 83 Home economics _ 0 2 0 95 Music _ . 1 7 0 88 0 4 Rutherford Col¬ Rutherford College 1 10 _ 1871 15 1 166 29 0 lege. Preparatory _ 8 1 128 21 Arts and sciences . 7 0 36 8 Salisbury _ Catawba College (arts and 1851 16 10 60 67 1 sciences). Do . . Livingstone College 2 1880 3 9 164 166 6 0 1 Preparatory . 3 9 65 111 Arts and sciences _ 8 0 88 52 6 0 Special.. . . . 0 2 Theology... _ 2 0 11 1 Summer school (1925) . . . 2 4 18 136 Extension _ 35 35 Statesville _ Mitchell CollegeL... . 1856 2 12 0 162 0 Preparatory... . 0 5 0 46 Arts and sciences _ 0 7 0 92 Commerce _ 1 0 0 10 Education . . 0 1 0 40 Home economics _ 0 2 0 16 Music . 1 2 0 41 1 1 Junior college. 2 Colored. 10 Statistics for 1924. 908 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Location a a) Institution * Men Women Men Women Men Women Men Women 2 o a o W 1 2 3 4 5 6 7 8 9 10 11 13 NORTH CARO¬ LINA — contd. Wake Forest _ Wake Forest College . 1834 44 0 716 0 92 0 2 0 2 Arts and sciences . 31 0 548 0 75 0 Graduate 6 0 2 o Special _ 2 0 Law _ 6 0 120 0 17 0 Medicine. 7 o 40 0 Summer school (1925) 31 7 226 491 Weaver College 1 _ ^ 1872 7 8 106 91 0 Preparatory _ 2 3 37 36 7 8 41 40 Special _ 6 0 Home economics. 0 1 0 8 Music _ 1 0 9 20 Commerce _ 32 19 Art _ _ 4 6 Summer school (1925) 18 30 Wilson _ Atlantic Christian College (arts and sciences). Wingate College i_ 1902 7 7 65 77 10 8 0 Wingate __ 1897 8 7 133 146 0 Preparatory 5 4 45 59 Arts and sciences 7 6 78 87 Winston-Salem. _ Salem College _ 1772 8 32 0 388 0 42 0 Preparatory 0 10 0 120 Arts and sciences 6 15 0 214 0 30 Music _ 2 9 0 54 0 12 Business 0 1 0 19 Summer school (1925) 3 6 0 60 Extension courses. 3 4 0 104 NORTH DAKOTA Jamestown Jamestown College (arts and sciences) . Summer school (1925) 1883 19 19 181 251 23 25 0 8 3 18 71 OHIO Ada . Ohio Northern University. . Arts and sciences 1871 48 13 858 243 172 18 11 13 2 191 84 16 11 Special.. 28 7 Chemical engineering 4 0 14 0 8 0 Civil engineering 5 0 74 0 14 0 Electrical engineering 4 0 73 0 12 0 Mechanical engineering . Commerce. . 3 0 43 0 2 0 4 2 25 24 3 0 Education 8 6 53 99 5 5 Music _ _ 3 4 3 13 Expression 1 1 1 8 1 0 Law. . 5 0 180 4 39 1 Pharmacy 7 0 173 4 72 1 Summer school (1925) 8 8 64 200 Alliance _ Mount Union College 1846 26 15 316 331 35 33 5 Arts and sciences 23 8 287 223 35 32 Special _ 18 44 Music _ . . 4 7 42 152 0 1 Summer school (1925) 67 101 Ashland _ Ashland College _ _ 1876 17 8 191 309 23 12 0 1 0 Arts and sciences 14 2 145 168 21 12 Graduate 2 1 0 1 Music 0 6 20 110 Theology 3 0 26 30 2 0 Rummer school (1925) 18 8 21 276 Berea Bald win- Wallace College _ Arts and sciences 1864 43 8 751 294 163 37 3 21 3 182 142 33 22 Special 4 7 Music 6 5 30 87 1 0 T,nw 21 0 528 57 129 15 Theology 7 1 R^lp^rnP'p Qphnnl 4 1 34 8 Extension courses . 2 0 3 22 Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 909 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued , i a > c3 c3 p a Q p 1 p 1 p 1 O a £ S £ £ £ o a > 2 3 4 5 6 7 8 9 10 11 12 ohio— contd. Bluff ton . . Bluffton College . 1900 17 6 186 170 27 14 3 0 0 17 6 136 109 27 14 3 0 50 61 7 0 51 58 Cedarville College.. .. 1894 7 3 70 98 10 8 5 1 1 3 7 6 3 61 45 10 8 1 1 6 46 Cincinnati College of Dental Surgery. Cincinnati College of Phar¬ macy. College and Academy of the Sacred Heart. 1893 14 0 28 0 4 0 0 Do _ 1850 13 0 59 4 59 4 Do . 1869 10 13 0 156 0 5 0 0 10 0 93 7 10 0 63 0 5 Education . . . . 1 1 0 4 Music _ _ 2 2 0 10 Do _ Eclectic Medical College _ Hebrew Union College (the¬ ology). Lane Theological Seminary- Mount St. Mary’s Seminary of the West (theology). St. Xavier College . 1845 45 1 143 1 37 1 Do _ 1875 12 0 110 1 11 1 0 2 Do... 1832 5 0 41 0 0 0 Do . . 1829 10 0 196 0 0 Do . . 1840 57 0 1, 011 652 8 52 0 0 Preparatory... 30 0 0 Arts and sciences _ 19 0 307 0 38 0 Law . . ... 8 0 52 8 14 0 Summer school (1925) 16 7 15 320 Cleveland _ Case School of Applied Science. General science _ 1880 59 0 660 0 117 0 5 0 0 5 0 10 0 3 0 Graduate . 11 0 5 0 Chemical engineering 7 0 57 0 11 0 Civil engineering.. 4 0 87 0 26 0 Electrical engineering 5 0 107 0 28 0 Mechanical engineering. Mining engineering 8 0 122 0 36 o 4 0 46 0 13 0 Unclassified engineering. Summer school (1925) 26 0 220 0 16 0 153 0 Do . John Carroll University (arts and sciences). Summer school (1925) 1886 21 0 339 0 39 0 0 21 1 10 140 Do . Seminary of Our Lady of the Lake (arts and sciences) . Ursuline College. . 6 0 132 0 27 0 0 Do . . 1922 6 9 0 96 0 17 0 Arts and sciences 6 9 0 90 0 17 Special . 0 6 Summer school (1925) 2 8 0 175 Extension courses . 2 6 0 165 Do . . Western Reserve Univer¬ sity. Arts and sciences 1826 241 77 1, 632 809 1,433 796 252 176 13 16 6 68 30 109 164 Graduate.. . 33 1 65 42 13 16 Special... 30 63 Applied social science _ 2 13 6 173 Library science. 1 11 1 63 Law . 9 0 247 10 50 2 Medicine. 106 1 208 14 45 3 Dentistry . 15 0 157 2 12 0 Pharmacy 6 2 109 11 36 3 Nursing . 1 19 0 259 0 4 Extension courses _ 10 3 25 350 Columbus _ Capital University 1850 31 4 276 183 28 5 3 Preparatory 7 0 46 16 Arts and sciences .... 19 3 154 71 28 5 Graduate 3 0 Special _ 12 22 Education 1 1 6 74 Theology . . . 4 0 56 0 Correspondence courses. 13 0 -58 17836°— 2! 910 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities, colleges , and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students g § Women i Women 1 2 3 4 5 6 7 ohio— contd. Dayton _ Bonebrake Theological Sem- 1871 6 0 52 15 inary. Do _ Central Theological Semi- 1848 8 0 31 3 nary of the Reformed Church in the United States. Do _ University of Dayton . _ 1850 71 o 1, 040 140 Preparatory.* _ 23 0 523 0 Arts and sciences. _ 24 0 138 107 8 13 o 34 0 40 0 36 0 Mechanical engineering. 32 0 12 o 113 0 5 o 32 28 Law . . . 15 0 92 5 Summer school (1925). 9 o 90 46 4 0 7 45 Military drill _ 527 0 Defiance _ Defiance College _ 1885 16 11 141 192 Arts and sciences 15 8 130 108 Special _ 1 3 11 84 Summer school (1925) _ 9 4 52 152 Delaware _ Ohio Wesleyan University.. 1844 98 41 800 1, 008 Arts and sciences. _ 98 41 774 905 Graduate _ . .. 11 12 Special. _ 15 24 Fine arts _ 0 30 Music _ 0 37 Findlay Findlay College _ 1882 19 8 234 236 Preparatory 2 1 18 8 Arts and sciences 12 2 83 89 Special _ 1 21 Commerce _ 1 1 44 55 Music „ _ 4 4 102 91 Gambier _ Kenyon College _ 1824 29 0 299 0 Arts and sciences 25 0 264 0 Theology _ _ 5 0 35 0 Glendale Glendale College 1 _ 1854 1 11 0 50 Preparatory _ 0 10 0 28 Arts and sciences 1 7 0 22 Granville _ Denison University.. _ 1831 46 17 574 587 Preparatory _ 3 3 78 21 Arts and sciences 44 15 511 576 Graduate 5 2 Military drill 172 0 Hiram - Hiram College (arts and 1850 15 12 186 191 sciences) . Marietta _ Marietta College _ 1800 20 3 217 134 Arts and sciences 20 3 216 134 Graduate _ 1 0 Extension courses _ _ 6 21 Mount St. Joseph College of Mount St. Joseph. 4 26 0 191 Preparatory 0 11 0 107 Arts and sciences 4 15 0 84 Summer school (1925) . . 0 9 0 76 Extension courses _ 0 8 0 74 New Concord _ Muskingum College.. . .. 1836 40 33 550 958 Preparatory _ 5 7 77 107 Arts and sciences 28 17 393 491 Education 3 4 15 75 Music _ 4 5 65 285 Summer school (1925) _ 29 22 243 797 Extension courses . 26 114 i Junior college. 8 Engineering faculty. First degrees Gradu¬ ate degrees Honorary degrees J g § PI § o £ pi 1 PI a o £ 8 9 10 11 n 12 9 59 0 0 16 0 0 2 3 2 11 4 4 5 5 12 0 18 0 0 0 0 0 0 14 2 3 2 .... 21 21 14 14 1 1 0 0 0 122 122 211 195 5 2 8 5 2 .... 0 0 6 8 8 10 1 0 0 5 8 1 0 .... 1 46 38 8 2 0 0 0 9 6 3 0 0 0 3 *"'6 45 64 2 1 4 45 64 2 1 .... 28 35 35 33 17 17 0 2 0 5 0 0 5 76 70 .. 3 63 13 0 58 10 2 STATISTICS OF UNIVERSITIES AND COLLEGES 911 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location \ Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees a 0) a CD a o a a> § a 1 i£ a ® a a o £ S S a CD a o £ < 2 3 4 5 6 7 8 9 10 11 12 ohio — contd. Oberlin College . . 1833 97 39 749 1,038 123 164 16 13 9 64 27 630 670 99 129 Graduate _ _ 25 20 11 12 3 14 25 12 54 328 6 35 4 1 Theology _ _ g 0 37 6 18 0 1 0 Summer school (1925) .. 15 0 81 99 Oxford . . Oxford College for Women. . 1890 3 17 0 198 0 18 0 2 12 0 136 0 15 Special _ _ 0 15 0 2 0 34 Music _ _ _ 1 3 0 13 0 3 Do . Western College for Women 1855 2 40 0 377 0 38 1 (arts and sciences) . Painesville . Lake Erie College (arts and 1859 2 25 0 201 0 31 0 sciences). 1876 14 7 95 137 19 11 2 Preparatory . . 4 2 32 33 14 7 63 104 19 11 Summer school (1J925) _ 14 7 219 305 Extension courses _ 3 0 17 32 Correspondence courses. 3 o 7 4 Springfield Wittenberg College _ 1845 65 24 653 590 69 69 7 2 7 Preparatory . . 4 2 39 24 Arts and sciences _ 48 19 468 374 57 63 Graduate . . 6 4 2 Special.. ... _ _ 14 6 Music - _ _ 4 3 22 86 0 6 Theology .. . _ 9 0 52 2 12 0 3 0 Saturday school (collegi¬ 51 102 ate). Summer school (1925) . . 26 13 145 401 Extension courses _ 17 0 62 333 Correspondence courses. 37 0 Tiffin . Heidelberg College _ 1850 29 8 270 234 35 39 0 Aits and sciences . 24 5 236 168 34 36 Music _ _ 5 2 39 108 1 3 Fine arts _ _ . _ _ .1 0 1 9 19 Toledo . St. John’s University _ 1898 25 6 404 56 12 17 0 Preparatory. ... _ _ 12 0 279 0 Arts and sciences _ 13 6 125 56 12 17 Summer school (1925) .. 11 4 0 367 Extension courses _ 5 2 0 163 Correspondence courses. 7 2 0 105 Westerville . Otterbein College _ 1847 22 10 303 303 48 43 2 Arts and sciences . . 20 4 266 250 48 43 Fine arts _ _ 0 2 7 45 Music _ _ 2 4 75 118 Wilberforee _ Wilberforee University 2 _ 1856 17 7 235 239 25 17 4 Preparatory _ .. 2 5 115 110 Arts and sciences . 15 2 119 128 25 17 Special _ _ 1 1 Summer school (1925)... 15 4 48 88 Extension courses . 1 3 156 229 Military drill _ 119 0 Wilmington,. .. Wilmington College (arts 1870 18 12 226 407 40 31 2 and sciences) . Summer school (1925) _ 168 372 Extension courses. .. ... 236 263 Wooster . . College of Wooster _ 1868 48 16 425 543 72 86 1 0 5 Arts and sciences . . 42 11 404 497 72 86 Music. . _ _ 6 5 21 46 Summer school (1925) .. 10 1 43 54 Yellow Springs.. Antioch College. .. _ . 1853 42 15 485 189 32 11 0 Preparatory . 3 3 16 17 Arts and sciences _ 39 12 433 156 32 11 Graduate . . . 3 3 Special . 33 13 • Colored. 912 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and 'professional schools — Instructors , students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students Men Women Men Women > 2 3 4 5 6 7 OKLAHOMA Bethany _ Bethany-Peniel College 1 _ 1899 9 7 150 253 Preparatory _ 4 4 88 129 Arts and sciences _ 5 2 38 66 2 4 24 58 Cordell . . Oklahoma Christian Col- 1921 5 4 70 80 lege.1 Preparatory _ _ 2 2 34 36 3 2 36 44 Durant . . Oklahoma Presbyterian Col- 1910 2 15 0 191 lege for Girls.1 2 9 0 110 2 9 0 62 0 1 0 27 0 5 0 97 Enid . Phillips University _ 1907 29 6 381 631 25 2 202 325 21 3 11 2 47 51 1 7 Music. _ 3 3 26 117 Expression _ 8 44 Theology . _ 8 0 76 84 Summer school (1925) . . 100 283 Guthrie . Catholic College of Okla¬ 1892 0 15 0 95 homa for Women. Preparatory _ 0 9 0 35 Arts and sciences _ 0 8 0 52 Special . _ 0 4 0 30 Education _ 0 3 0 15 Summer school (1925) _ o 10 0 65 Extension courses _ 0 40 Oklahoma City.. Oklahoma City University- 1881 31 6 290 384 Arts and sciences _ 25 5 290 364 Fine arts _ 6 1 12 160 Summer school (1925) _ 14 3 28 270 Extension courses _ 10 2 50 272 Correspondence courses. 11 2 12 25 Shawnee . Oklahoma Baptist Univer¬ 1911 20 14 329 434 sity. Preparatory _ 3 5 42 26 Arts and sciences _ 15 2 226 259 Special _ _ 14 10 Fine arts . . . . 2 9 63 316 Summer school (1925) _ 130 173 Correspondence courses. 2 5 Tulsa . University of Tulsa _ 1894 44 11 245 455 Arts and sciences _ 15 8 161 187 Education _ 2 0 17 79 Fine arts _ 1 2 3 36 Music _ 4 3 8 148 Law _ 24 0 56 5 Summer school (1925) . . 10 7 37 254 Extension courses _ 12 8 49 155 OREGON Albany . Albany College (arts and 1867 11 2 69 43 sciences). Eugene. . Eugene Bible University — 1895 11 7 167 196 Graduate. _ 3 0 13 2 Special _ 0 1 4 54 Music _ 3 5 44 94 Theology _ 7 1 135 75 Correspondence courses . 1 0 107 11 Forest Grove _ Pacific University _ 1854 17 8 148 125 Arts and sciences _ 15 5 130 87 Music 2 3 30 54 McMinnville _ Linfield College . . . 1857 16 7 136 155 Arts and sciences _ 16 5 132 127 Music . . - 0 2 18 67 First degrees Gradu¬ ate degrees | Honorary degrees | Men Women g s Women 8 9 10 11 12 0 0 0 11 5 26 8 14 1 0 14 1 .... 1 9 1 0 4 4 5 0 0 2 0 0 2 18 17 1 41 36 5 0 24 29 2 24 29 20 11 18 17 0 9 1 5 18 2 2 0 3 2 0 2 16 1 1 1 1 0 0 .... 11 11 13 13 0 15 15 27 27 3 i Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 913 Table 28. — Privately controlled universities , colleges , and 'professional schools — Instructors , students, and graduates in 1925—26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees | Honorary degrees | Men Women Men Women Men Women d o § j Women * 2 3 4 5 6 7 8 9 10 11 12 oeegon — contd. 1885 9 8 77 108 3 4 0 1 4 29 36 7 2 35 38 3 4 1 2 26 57 1901 19 0 248 0 0 19 0 201 0 19 0 45 0 31 0 Do 1893 60 5 449 5 111 0 0 43 3 402 0 105 0 17 2 47 5 6 0 Do 1915 26 0 130 5 15 1 0 Law. Do . Reed College (arts and 1911 20 6 133 164 12 18 0 1 0 sciences). Do 1859 6 22 0 320 0 5 17 o 292 Arts and sciences _ 1 10 0 28 Fine 3,rts 0 8 o 22 TVTnsie 0 4 0 10 Summer school (1925) _ 0 7 o 60 Extension courses _ 0 75 Salem Kimball School of Theology. 1908 5 1 33 27 1 0 0 Do. WHlamette University _ 1844 31 11 297 312 42 51 1 1 1 Arts and sciences _ 23 9 249 247 31 50 1 1 c Music _ _ 3 2 33 65 0 1 T ,OT _ g 0 56 0 11 0 Summer school (1925) _ 11 1 58 64 PENNSYLVANIA Allentown Cedar Crest College _ 1866 7 20 0 178 0 21 0 Preparatory _ 1 3 o 34 Arts and sciences _ 6 17 o 134 0 21 Commerce _ 0 31 Education . _ o 20 Home economics _ 0 44 Fine arts _ o 8 Music _ _ 0 10 Summer school (1925) _ 38 50 Extension courses _ 33 167 Do . Muhlenburg College. _ 1867 41 0 642 0 99 0 8 Preparatory _ - 13 0 242 0 Arts and sciences _ _ 28 0 400 0 99 0 Summer school (1925) . . 23 3 180 269 Extension courses . . 23 0 249 589 Annville _ Lebanon Valley College _ 1866 16 5 236 194 40 20 1 2 6 Arts and sciences _ 13 3 194 113 40 20 Graduate . . 3 2 2 Special _ 9 2 Music _ 3 2 30 77 Summer school (1925) _ 8 2 52 47 Extension courses _ 8 1 57 86 Beatty _ St. Vincent College and 1846 67 0 542 0 23 0 3 Ecclesiastical Seminary. Preparatory . . . 33 0 296 0 Arts and sciences _ 19 0 138 0 17 0 Theology . . . 15 0 108 0 6 0 Extension courses _ 2 0 0 53 Beaver Falls.. Geneva College _ 1848 16 10 301 339 32 40 8 Arts and sciences _ 13 8 255 193 32 38 Special . . 2 15 Music _ _ _ 3 2 54 131 0 2 Summer school (1925) _ 60 275 Extension courses . 200 500 * Junior college. 914 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution a © a o 2 bo Professors and instructors Students First degrees Gradu¬ ate degrees s © bh © «s.g *3 © K* Men Women Men Women Men Women a © S Women *>> 03 O a o M 1 2 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued 1866 118 0 1, 496 326 8 198 0 3 1 5 Arts and sciences _ 67 0 0 33 0 32 8 3 1 Chemical engineering. 16 0 109 0 20 0 7 0 176 0 28 o Electrical engineering _ 8 0 250 0 12 0 Mechanical engineering . 9 0 153 0 27 0 2 0 64 0 26 0 Metallurgical engineer¬ ing. Industrial engineering... 4 0 28 0 6 0 40 0 5 6 318 0 46 0 246 30 5 0 82 5 767 0 Do . Moravian College and Theo¬ logical Seminary. Arts and sciences _ 1807 8 0 103 0 12 0 0 8 o 84 0 9 0 Graduate _ _ 1 0 Theology _ _ 5 0 18 0 3 0 Do . Moravian Seminary and College for Women. Preparatory _ 1742 10 17 0 146 0 12 0 0 9 0 63 Arts and sciences _ 8 5 0 72 0 12 ♦ Special _ _ _ 2 3 0 11 Bryn At.Viyn Academy of the New C hurch. Preparatory _ 1876 17 11 58 61 2 13 10 38 40 ■ -f'4 Arts and sciences _ 13 6 14 13 Special _ 0 8 Theology _ _ 5 0 6 0 Bryn Mawr. Bryn Mawr College _ _ 1885 33 48 0 526 0 101 0 20 0 Arts and sciences _ 33 48 0 406 0 101 Graduate _ 0 120 0 20 Education _ 0 2 0 33 Music 2 0 0 41 Carlisle _ Dickinson College _ 1783 34 3 687 150 118 44 25 1 5 Arts and sciences _ 25 3 395 142 62 41 25 1 Law . . . . . 9 0 292 8 56 3 Chambersburg. . Wilson College 1870 5 32 0 416 0 59 0 Arts and sciences _ 5 32 0 401 0 59 Music . . . . . 0 15 Chester.. _ Crozer Theological Semi¬ nary. Correspondence courses. Pennsylvania Military Col¬ lege. Preparatory _ 1868 12 0 60 3 7 0 4 0 0 8 0 1, 000 179 63 Do . . 1862 20 2 0 27 0 7 18 1 88 0 Arts and sciences _ 20 1 91 0 22 0 Civil engineering. _ 40 0 5 0 Military drill _ _ _ 155 0 Cnllegeville Ursinus College (arts and scifences) . Lafayette College 1870 18 5 174. 129 36 15 5 Easton _ 1832 85 0 1,082 697 0 204 0 16 0 7 Arts and sciences _ 54 0 0 137 0 Graduate. _ _ _ 27 0 10 0 Unclassified engineering 6 40 0 118 0 Chemical engineering. . 30 0 3 0 Civil engineering... . .. 51 0 15 0 4 0 Electrical engineering 53 0 16 0 Mechanical engineering. Mining engineering 50 0 17 0 2 0 20 0 5 0 Administrative engi¬ neering. Military drill . 36 0 11 0 184 0 8 Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 915 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued a a o Professors and instructors Students First degrees Gradu¬ ate degrees CO a> 2 a? -a Location Institution to o a a a PI rb CZ IH a I g 1 a § g | o a ® S £ <5 £ o H ■ 2 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued Elizabethtown... Elizabethtown College _ 1900 15 5 225 293 12 6 0 3 2 26 32 Arts and sciences _ 12 3 156 235 12 6 Special _ 43 26 Summer school (1925) . . 10 1 37 67 Extension courses _ 6 1 50 48 Gettysburg. Gettysburg College _ 1827 38 0 586 82 95 22 13 2 10 Arts and sciences . . 38 0 545 75 95 22 Graduate . . 18 2 13 2 Special . . . . 23 5 Summer school (1925) 15 3 102 85 Extension courses _ 4 0 30 30 Military drill... 133 0 Do . . Theological' Seminary of the General Synod of Evan¬ gelical Lutheran Church. Seton Hill College _ . 1826 7 0 51 1 4 0 0 Greenshnrg 1883 12 45 0 399 0 39 0 Preparatory _ _ 2 15 0 163 Arts and sciences _ 10 30 0 236 0 39 Greenville . Thiel College . . 1870 17 7 158 187 16 22 3 Arts and sciences _ 15 4 138 121 16 22 Special _ _ 2 3 20 66 Summer school (1925) . . . 7 7 31 125 Extension courses.. . 6 0 27 65 Grove City Grove City College. 1876 24 7 370 490 58 44 3 o 5 Arts and sciences _ 19 4 222 198 41 36 Graduate _ 18 18 3 0 Special _ 25 127 Commerce _ 3 1 92 60 17 6 Fine arts _ 0 1 1 6 Music _ 2 2 12 81 0 2 Summer school (1925)... 21 6 101 183 Haverford . Haverford College _ _ 1833 31 0 259 3 50 0 7 1 0 Art* and sciences. 25 0 249 3 50 0 Graduate _ _ 6 0 10 3 7 1 Huntingdon _ Juniata College (arts and sciences). Summer school (1925)... 1876 17 10 197 190 25 29 10 5 117 281 Immaculata. ... Villa Maria College _ 1920 8 20 0 146 0 13 o Preparatory _ _ 0 12 0 81 Arts and sciences _ 8 20 0 65 0 13 Summer school (1925)... 3 18 0 307 Extension courses. . 3 20 0 325 Correspondence courses. 0 4 0 158 Jenkintown . Beaver College _ . 1853 14 32 0 358 0 6 o Preparatory . . . 1 10 0 37 Arts and sciences.... 14 32 0 315 0 6 Special . . 0 13 Lancaster . _ Franklin and Marshall Col¬ 1836 33 0 656 0 106 0 a 0 11 Do . lege (arts and sciences) . Theological Seminary of the Reformed Church. Bucknell University _ 1825 6 0 41 1 6 0 o Lewisburg _ 1846 51 16 720 392 110 55 4 9 4 Arts and sciences. . 48 9 703 330 110 55 Graduate . 7 6 4 9 Special . . . . 3 7 10 56 Summer school (1925) . . . 18 6 153 140 Extension courses. . 16 3 81 285 Lincoln Univer¬ Lincoln University 2 . . 1857 20 0 314 0 64 0 2 sity. Arts and sciences . 14 0 294 0 61 0 Theology . . 6 0 20 0 3 0 Loretto . St. Francis College 1845 21 o 151 0 g o 1 o 3 Preparatory . 5 0 51 0 Arts and sciences . 10 0 70 0 8 o 1 o Theology. . . . 6 0 30 0 Summer school (1925) . . . 6 0 80 0 Extension courses . 5 0 35 0 Colored. 916 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities, colleges, and professional schools — - Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees Men Women Men Women Men Women 0 § Women 1 2 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued Meadville . Allegheny College (arts and 1815 27 12 369 238 54 54 1 3 3 sciences) . Mechanicsburg.. Irving College _ _ 1856 6 11 0 139 0 9 0 16 3 6 0 37 0 6 0 3 0 49 3 2 0 46 0 3 Albright College _ 1894 14 7 159 108 22 22 1 1 1 14 7 151 80 22 22 Graduate _ _ _ 9 5 1 1 0 1 2 18 0 3 19 37 New Wilmington W estminster C ollege _ 1852 16 9 227 234 26 36 5 16 9 204 181 26 36 Music _ _ _ .. 23 53 Philadelphia _ Divinity School of the Prot- 13 0 73 0 11 0 0 estant Episcopal Church. Do Drexel Institute. . . . 1892 43 25 554 407 30 17 0 Library science _ 0 5 2 16 Engineering _ 15 0 498 0 30 0 Commerce _ 4 2 45 101 0 3 Home economics _ 0 15 0 206 0 14 Special _ _ ii 24 “3 9 84 Summer school (1925) _ 0 35 Military drill . . . 293 0 Da. ... _ Dropsie College _ 1909 6 o 29 4 4 o 0 Graduate _ 6 0 24 0 4 0 Special _ _ 5 4 Extension courses _ 2 o 17 17 Do . Hahnemann Medical Col¬ 1848 122 o 244 0 39 0 0 lege and Hospital. Do _ _ Jefferson Medical College... 1825 180 0 579 0 144 0 1 Do La Salle College _ _ 1867 19 o 275 0 7 0 0 Preparatory _ 9 o 207 0 Arts and sciences _ 8 o 35 0 7 0 Special _ _ 2 o 33 0 Summer school (1925) _ 12 o 70 0 Do. . . Lutheran Theological Semi¬ 1864 13 0 113 0 6 0 0 nary at Philadelphia. Do.. . Philadelphia College of 1899 49 2 253 37 62 18 0 Osteopathy. Do _ Philadelphia College of 1821 42 1 587 43 247 24 3 0 5 Pharmacy and Science. Do St. Charles Seminary 10_ ... 20 0 280 0 0 Arts and sciences _ 20 o 207 0 Theology _ _ 20 o 73 0 Do. . . St. Joseph’s College (arts 1851 19 0 161 0 21 0 0 and sciences) . Do . . Temple University _ 1884 412 74 5,225 3, 354 375 130 20 4 4 Preparatory 16 7 397 225 Arts and sciences _ 36 5 487 212 19 13 Graduate _ 80 37 Commerce _ 64 16 2, 012 822 29 5 Education _ 70 49 438 1,628 32 87 19 4 Music.. _ 29 3 335 322 1 0 Theology _ 12 0 66 0 1 0 Law . _ 18 0 430 8 51 3 Medicine _ 126 1 222 3 51 0 Dentistry _ 55 3 474 12 92 1 Pharmacy. _ _ 33 0 284 28 100 21 Nursing. .. . . . 21 22 0 69 Summer school (1925) 66 9 197 601 Extension courses _ _ 61 437 Do . University of Pennsylvania. 1740 1,260 21 9,176 1,747 1, 125 211 205 102 19 Arts and sciences 281 3 1, 791 1,028 202 19 Graduate . . 186 0 861 531 144 i02 w Statistics of 1924. n Common to all courses. STATISTICS OF UNIVERSITIES AND COLLEGES 917 Table 28. — Privately controlled universities , colleges , and 'professional schools — Instructors , students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees | Honorary degrees Men Women Men Women Men Women S 2 | Women | 1 2 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued Philadelphia _ University of Pennsylva- nia— Continued. 2, 519 238 « 175 0 32 0 12 0 2 0 Civil engineering.. . 56 0 20 0 15 0 _ 93 o 17 0 63 o 24 0 3 0 318 1 30 0 6 0 193 0 2,720 o 499 0 18 0 10 4 272 1,233 20 178 42 1 5 31 1 1 13 22 2 2 22 0 331 10 59 2 Medicine.. . . 234 5 455 17 126 7 16 0 84 4 517 14 103 2 Hygiene _ _ 7 4 1 0 1 0 26 0 58 0 10 0 16 14 1,161 1,069 132 0 145 901 Evening school 81 0 640 117 Military drill 7 0 753 0 Do . Woman’s Medical College 1850 22 50 0 96 0 29 0 of Pennsylvania. Pittsburgh . Carnegie Institute of Tech¬ 1905 187 38 1,698 1,201 151 121 16 0 0 nology. Arts and sciences _ 84 17 31 201 0 4 Graduate.. . 22 3 16 0 Special 436 471 Unclassified engineering. 353 0 Chemical engineering 8 0 33 0 9 0 Civil engineering 6 0 58 0 19 0 Electrical engineering 5 0 118 0 22 0 Mechanical engineering. 5 o 59 0 9 0 Mining engineering 6 o 31 0 3 0 Metallurgical engineer¬ 6 o 31 o 3 0 ing. Commercial engineering. 3 o 97 0 22 0 Architecture _ 11 o 176 2 20 1 Home economics 0 9 0 149 0 49 Fine arts. . . 10 1 122 187 11 14 Music 20 4 40 112 2 14 Library work _ 0 17 0 5 Secretarial studies _ 1 3 0 103 0 26 Social work . . 0 4 0 34 0 8 Industrial education _ 1 0 3 0 2 0 Works management 13 0 131 0 H 0 Building construction . 10 0 136 0 12 0 Printing _ 6 0 41 0 6 o Summer school (1925) _ 344 158 Night courses.. 3,062 189 Military drill . 309 0 Do . . Duquesne University of the 1878 94 1 2, 140 592 115 23 5 8 8 Holy Ghost. Preparatory . 31 0 720 0 Arts and sciences . 14 0 221 0 28 19 Graduate. . . 6 25 5 8 Special . . 2 0 132 179 Commerce . . 41 1 782 380 50 4 Music _ 2 0 54 0 Law . . 16 0 180 5 37 0 Pharmacy . . . 4 0 45 3 Summer school (1925) _ 15 0 159 187 Extension courses _ 5 3 15 298 Do . Pennsylvania College for 1870 5 31 0 346 0 49 0 1 0 Women. Arts and sciences _ 5 31 0 340 0 49 0 1 Special _ 0 6 * Engineering faculty. 918 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges, and 'professional schools— Instructors , students , and graduates in 1925-26 — Continued a CD a. o Professors and instructors Students First degrees Gradu¬ ate degrees Jf •a T _ _ i ? i T _ A « J 1-4-5 1 S? LiOCollOll tfl.g a S a a g t-> C3 a I a | a § a 1 a ►2 ** I I i i i £ & * 2 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued Pittsburgh _ Pittsburgh Theological Seminary. Reformed Presbyterian The¬ ological Seminary io. University of Pittsburgh _ Arts and sciences _ 1825 9 0 49 0 11 0 2 0 0 Do _ 1850 3 0 9 0 0 Do . 1786 532 59 7, 581 3, 156 487 4, 471 1,345 845 232 48 24 8 162 34 186 209 Graduate _ 370 48 24 Special _ 691 1, 199 2 0 78 0 9 0 5 0 98 0 16 0 5 0 128 0 15 0 Mechanical engineering. 5 0 102 (12) 87 0 13 0 2 0 4 0 8 0 0 20 0 30 1 617 47 111 0 36 14 469 1,456 8 15 1 206 47 1 154 6 215 13 42 5 101 2 874 11 193 3 Pharmacy 20 1 373 22 189 14 Summer school* (1925) 108 10 936 1,189 1,843 0 Extension courses .. . 19 6 478 Military drill _ _ 382 Do . Western Theological Sem¬ inary. Schuylkill College _ _ 1827 11 0 68 1 11 0 2 0 0 Reading _ 1881 19 8 151 82 5 3 0 Preparatory 4 2 15 12 Arts and sciences 14 4 112 38 3 3 Special _ 1 14 Music... _ 1 2 11 18 Theology 3 0 12 2 2 0 Extension courses _ 6 2 18 70 Rosemont . Rosemont College (arts and sciences). Marywood College... 1922 7 9 0 67 0 8 0 Scranton _ 1883 5 27 0 393 0 81 0 1 0 Preparatory 0 5 0 141 Arts and sciences 5 23 0 252 0 52 Graduate _ _ 0 15 0 1 Commerce.. 0 4 0 50 Education _ 2 4 0 180 0 14 Home economies 0 6 0 80 0 11 Fine arts 0 3 0 100 Music. . . 0 6 0 200 0 4 Summer school (1925) 4 13 o 500 Extension courses 4 19 0 325 Selinsgrove. Susquehanna University _ Arts and sciences 1858 26 7 316 223 58 44 12 18 6 241 127 51 44 Graduate 2 1 19 2 Special 27 94 Theology 6 0 29 0 7 0 Summer school (1925) 17 5 223 103 Swarthmore _ Swarthmore College _ 1869 60 14 284 272 62 54 4 0 2 Arts and sciences _ _ 60 14 284 272 49 54 2 0 General engineering 27 0 Chemical engineering 8 0 3 0 Civil engineering _ 5 0 3 0 1 0 Electrical engineering 16 0 4 0 Mechanical engineering . Villanova College . . 7 0 3 0 1 0 Villanova _ 1842 61 0 557 0 49 13 1 4 ""’fi Arts and sciences 25 0 106 0 24 13 Graduate _ _ 60 0 1 4 General engineering « 18 0 25 0 Chemical engineering 22 0 1 0 Civil engineering 40 0 10 0 Electrical engineering 35 0 5 0 Mechanical engineering. Commerce _ _ 25 0 9 0 14 0 184 0 Education . . . . 10 0 35 0 5 Engineering faculty. Statistics of 1924. 12 Included in mining engineering. STATISTICS OF UNIVERSITIES AND COLLEGES 919 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors , students , and graduates in 1925—26 — Continued Location Institution a <6 o. o g bo Professors and instructors Students First degrees Gradu¬ ate degrees <8 © w> © ■d tE3 C o £ a <5 Women g Women a i Women g S | Women 03 o a o < 2 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued Villanova _ Villanova College— Contd. 14 0 25 0 Summer school (1925) _ 20 0 25 225 21 0 0 130 Washington _ Washington and Jefferson College. 1870 33 33 0 0 500 490 3 0 93 93 0 0 6 3 4 10 3 6 3 Summer school (1925) . . 9 2 88 194 4 0 2 40 1850 10 11 175 211 9 12 7 9 5 147 80 9 12 1 6 57 182 Summer school (1925) _ 6 3 40 122 3 0 19 38 RHODE ISLAND Providence _ Brown University. . . 1765 129 3 1, 492 1, 187 115 609 267 100 31 16 6 Arts and sciences . 129 3 459 242 96 Graduate . . 75 31 16 Special... _ _ 30 4 Engineering.. . . . 153 0 22 0 Education . 11 75 3 4 Do . Providence College (arts and sciences). Summer school (1925) . . . 1919 19 0 517 0 54 0 0 7 0 0 110 Do . . Rhode Island College of Pharmacy and Allied Sciences. 1902 11 0 143 15 49 3 1 0 SOUTH CAROLINA Anderson _ Anderson College 10 . 1848 5 18 0 294 0 32 0 Preparatory . . . 0 1 0 8 Arts and sciences _ 5 14 0 164 0 26 Special _ _ _ 0 11 0 122 Home economics. . . 0 2 0 27 Fine arts _ _ _ 0 1 0 8 Music . . . . 0 6 0 93 0 6 Clinton _ Presbyterian College of South Carolina (arts and sciences). Military drill . . 1880 16 0 268 0 32 0 4 245 0 Columbia . Benedict College 2 . 1871 13 9 127 234 6 4 0 Preparatory . . 3 4 81 187 Arts and sciences . 7 3 40 47 6 4 Home economics . 0 2 0 84 Theology . . 3 0 6 0 Do . . Chicora College for Women (arts and sciences). Columbia College . 1893 1854 8 12 0 244 0 35 0 Do . . 7 20 0 382 0 44 0 Arts and sciences . 7 20 0 336 0 44 Special _ 0 46 Do . . Columbia Theological Semi¬ nary. Lutheran Theological South¬ ern Seminary. Erskine College . 1828 8 0 33 0 2 0 0 Do . . 1830 4 0 33 0 4 0 0 Due West . 1837 14 0 113 41 27 7 4 Arts and sciences . 11 0 108 39 25 7 Special . . .. ... 5 2 Theology _ _ 3 0 5 0 2 0 Do . . Woman’s College of Due 1859 1 15 0 204 0 29 0 West. Arts and sciences . 1 15 0 176 0 29 Special _ _ _ _ 0 28 Gaffney . . Limestone College (arts and sciences). 1845 5 14 0 305 0 28 o 2 Colored. io Statistics of 1924. 920 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors , students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Men Women * 2 3 4 5 SOUTH CARO- lina — contd. Greenville-.--. 1852 34 0 31 0 Special _ _ _ 3 0 Summer school (1925) .. 7 17 Do _ Greenville Woman’s College. 1854 3 33 Preparatory _ 0 1 3 32 1873 5 19 Arts and sciences _ 5 11 0 2 Fine arts .. _ 0 2 Music _ _ _ 0 5 Harts ville _ Coker College (arts and 1908 7 14 sciences). Newberry _ _ Newberry College (arts and 1856 14 0 sciences) . Spartanburg Converse College _ 1890 17 22 Arts and sciences _ - - 13 19 Music _ 4 3 Do Wofford College _ 1854 26 0 Arts and sciences _ 26 0 Special . . SOUTH DAKOTA Huron _ Huron College _ 1883 19 12 Preparatory.-. _ 4 5 Arts and sciences _ 17 10 Music -- - - _ 1 2 Summer school (1925) 14 4 Mitchell _ Dakota Wesleyan Univer¬ 1885 13 15 sity. Preparatory _ 1 2 Arts and sciences _ 11 11 Graduate _ Special _ Music - _ 1 2 Summer school (1925) Sioux Falls Columbus College _ _ 1921 19 1 Preparatory .. _ _ 10 1 Arts and sciences _ _ 13 0 Do _ Sioux Falls College _ 1883 10 6 Arts and sciences _ 9 6 Special . .. _ 1 1 Summer school (1925) _ . 3 2 Wessington Wessington Springs Junior 1887 5 6 Springs. College. Preparatory . _ 1 2 Arts and sciences _ 3 3 Special __ .. _ _ 1 1 Summer school (1925) 2 2 Vankton Yankton College 1881 15 13 Arts and sciences _ 11 8 Music _ _ 4 5 Summer school (1925) _ 7 3 TENNESSEE Bristol . . King College (arts and 1867 12 0 sciences). Chattanooga _ Chattanooga College of Law 1899 26 1 Do . University of Chattanooga 1867 15 4 (arts and sciences). Students First degrees Gradu¬ ate degrees 8 'P a Pi g <3 § 1 a 1 a 1 o q § i? i I i I o w 6 7 8 9 10 11 13 560 2 85 0 4 522 0 81 0 17 0 21 2 4 0 92 481 6 2 0 558 0 30 0 0 30 0 355 0 30 0 173 0 309 0 36 o 0 255 0 35 0 12 0 14 0 103 0 1 0 252 0 30 o 194 83 29 12 5 0 438 0 66 0 0 346 0 58 0 92 0 8 499 0 89 0 3 474 0 89 0 25 0 229 225 18 14 1 33 32 174 142 17 13 50 125 1 1 40 115 183 203 23 30 3 14 11 152 174 23 30 0 2 3 16 14 58 40 148 149 0 6 0 0 37 0 112 0 6 0 53 90 1 8 1 45 69 1 8 8 21 11 40 47 104 0 34 43 11 30 8 31 2 34 209 260 19 15 0 145 142 19 15 . 64 118 34 97 120 0 13 0 6 75 3 22 0 0 216 166 28 29 6 STATISTICS OF UNIVERSITIES AND COLLEGES 921 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1925—26 — Continued Location Institution Year of first open ing Professors and instructors Students Men Women Men Women * 2 3 4 5 6 7 TENNESSSEE— continued Cleveland _ Centenary College 1 . . 1885 1 14 0 137 0 4 0 56 0 7 0 50 Special _ _ _ _ 0 31 0 1 0 18 0 1 0 21 Music _ i _ 1 2 0 64 Fayetteville . Bryson College . . 1 1919 7 4 68 80 7 4 65 70 Special . . . 3 10 0 1 0 6 Music . . 0 2 2 8 Greeneville _ Tusculum College (arts and 1794 12 6 69 78 sciences) . Harrogate . Lincoln Memorial Univer- 1897 10 9 234 138 sity. 4 5 111 87 Arts and sciences _ 6 4 123 51 Henderson _ Freed-Hardeman College 1 . . 7 6 76 59 Preparatory _ T. _ 3 1 26 24 Arts and sciences _ 3 2 30 20 Special _ 1 1 20 15 Music . . . 0 2 10 20 Jackson _ Lane College 2 . 1891 14 8 224 218 Preparatory . 4 3 102 136 Arts and sciences . 6 5 75 82 Theology. . 4 0 47 0 Do . Union University . . 1845 25 17 530 752 Arts and sciences _ 21 11 450 560 Special . 4 6 100 192 Jefferson City... Carson and Newman Col¬ 1851 14 11 221 335 lege. Arts and sciences _ 14 11 208 314 Special . 13 21 K i m b e r 1 i n Johnson Bible College _ 1894 12 2 132 18 Heights. Preparatory. _ _ 8 1 66 9 Arts and sciences . 4 1 49 4 Theology . . . 4 1 51 5 Correspondence courses. 3 1 15 6 Knoxville _ Knoxville College 2. . 1875 8 11 142 267 Preparatory _ 1 6 52 101 Arts and sciences _ 6 2 54 74 Special _ 0 4 Music _ 1 3 38 88 Lebanon . Cumberland University _ 1842 30 10 524 235 Preparatory. _ 3 4 40 55 Arts and sciences _ 18 4 100 93 Commerce _ 3 0 50 38 Journalism . 1 0 5 2 Home economics . 0 1 0 24 Music . . . 2 1 9 15 Law . 3 0 320 8 McKenzie _ Bethel College .... 1850 12 13 123 162 Preparatory . . 4 3 27 14 Arts and sciences . 5 3 53 80 Business . 1 2 19 18 Education . . 0 2 22 53 H ome economics . . 0 1 0 40 Music . 0 2 6 41 Theology . . 2 0 18 5 Summer school (1925) ... 3 2 22 37 Correspondence courses. 9 6 Madisonville.... Hiwassee College1 . 1849 8 5 98 82 Preparatory _ _ 3 1 60 39 Arts and sciences . . 5 0 37 28 Special . 0 4 1 15 * Junior college. 2 Colored. First degrees Gradu¬ ate degrees | Honorary degrees Men Women S % Women 8 9 10 11 12 0 7 7 2 2 0 14 13 13 7 2 5 13 7 0 13 4 1 0 2 10 3 34 34 4 0 31 31 1 0 .... 3 34 34 43 43 0 9 0 1 9 0 11 13 0 11 13 184 20 2 11 1 12 0 172 9 00 00 0 9 8 0 922 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued a © a o “ Professors and instructors Students First degrees Gradu¬ ate degrees Xfl >* § f § I £ § £ o M 1 3 3 i 5 6 7 8 9 10 11 13 TENNESEE — COn. Maryville . Maryville College (arts and sciences). Le Moyne Junior College 2_. 1819 19 26 266 440 28 40 5 Memphis . . 6 12 175 325 0 Preparatory _ _ _ 4 10 150 250 Arts and sciences _ 2 2 25 75 Summer school (1925) ... 2 0 20 30 Do _ _ Southwestern College _ 1875 15 1 302 104 26 6 5 Arts and sciences _ 15 1 293 101 26 6 Special. _ 9 3 Milligan College. Milligan College _ 1882 13 5 118 96 6 7 0 13 5 113 78 6 7 Special _ 5 18 Monteagle.. _ Du Bose Memorial Church 4 0 36 0 0 Murfreesboro _ Training School. Tennessee College _ 1907 7 11 4 195 0 17 0 6 8 0 169 0 17 1 3 4 38 Fisk University 2 _ 1886 16 22 299 363 32 36 0 1 5 55 56 14 12 225 256 32 36 Graduate _ _ 3 2 Special 1 5 16 49 Summer school (1925) . . _ Meharry Medical College 2.. Medicine 9 8 79 147 Do _ "im 69 0 420 12 109 3 0 45 0 190 1 46 0 Dentistry _ 33 0 149 2 39 0 Pharmacy _ _ 15 0 81 9 24 3 Do . . Vanderbilt University _ 1875 236 2 1, 167 258 229 40 30 12 0 Arts and sciences. _ 64 2 503 190 68 39 Graduate _ 47 20 30 12 Engineering _ 21 0 133 0 16 0 Theology _ 7 0 54 6 4 0 Law _ . 8 0 159 3 36 0 Medicine _ 130 0 184 1 52 0 0 0 Dentistry _ 33 0 94 3 53 1 Nursing.. _ _ 0 43 Do Ward-Belmont School 1 10 _ 1865 9 33 6 782 0 Preparatory 0 18 0 324 Arts and sciences _ _ _ 5 19 0 458 Special _ 4 14 6 129 Pulaski _ Martin College 1 _ 1870 1 15 0 102 0 Preparatory _ _ 0 5 0 51 Arts and sciences _ 1 5 0 31 Special 0 20 Education _ 0 13 Home economics _ 0 1 0 8 Fine arts 0 1 0 9 Music. _ _ _ 0 3 0 32 Sewanee _ University of the South _ 1868 34 0 461 0 41 0 7 Preparatory 7 0 102 0 Arts and sciences _ 22 0 337 0 37 0 Graduate . 4 0 Theology _ 6 0 25 0 4 0 TEXAS Abilene _ _ Abilene Christian College... Preparatory 1906 21 18 231 371 21 28 0 4 8 51 70 Arts and sciences 14 6 180 304 21 28 Special 3 4 88 111 Summer school (1925) 7 5 56 155 Extension courses 3 0 16 38 Correspondence courses . McMurry College 12 3 168 253 Do__ 1922 9 17 182 214 5 1 .. 3 Preparatory 1 6 31 30 Arts and sciences 7 6 121 140 5 1 Special 1 6 30 44 Summer school (1925) . .. 4 7 36 64 1 Junior college. 2 Colored. 10 Statistics of 1924. STATISTICS OF UNIVERSITIES AND COLLEGES 923 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1925-26 — Continued fl o Professors and instructors Students First degrees Gradu¬ ate degrees C/7 2 U) a> Location Institution tea a a a a a >» c3 a 1 Cl 1 a 1 a | o a o a 1 2 3 4 5 6 7 8 9 10 11 12 TEXAS— contd. Simmons University ._ . - 1891 29 30 542 636 44 49 o 1 o 2 2 53 27 Arts and sciences _ 23 20 465 536 44 49 Graduate _ _ 5 11 o 1 Special... - -- - .. 4 8 19 62 Summer school (1925) _ 10 9 127 274 Correspondence courses . Austin Presbyterian Theo¬ logical Seminary. St. Edward’s University (arts and sciences) . Baylor College for Women.. Preparatory.. . _ 20 65 Austin _ 1902 5 0 27 0 14 0 o Do _ 1881 28 0 248 0 5 0 2 Belton . 1846 13 52 0 2,235 0 113 0 0 16 0 683 Arts and sciences _ 13 36 0 1, 552 1,060 0 113 0 Correspondence courses . Daniel Baker College _ 0 536 1889 7 12 92 183 3 10 Arts and sciences 7 7 80 120 3 10 0 5 12 63 Summer school (1925) _ 50 113 Do . Howard Payne College. _ 1889 19 9 292 288 20 18 1 Preparatory. _ .. 5 1 47 32 Arts and sciences . 11 5 208 184 20 18 Special. _ .. . 3 3 37 72 Summer school (1925) . . 9 4 121 278 Correspondence courses. Randolph Junior College U . Preparatory. . . .. .. 27 37 Cisco 1924 4 2 10 21 o 1 2 0 4 Arts and sciences... _ 4 1 10 17 Clarendon Clarendon College 1 _ 1897 8 7 144 212 o Preparatory. . . . 4 3 27 35 Arts and sciences _ 6 4 107 128 Special _ 1 3 10 49 .Summer school (1925) _ 5 4 81 92 Dallas St. Mary’s College 1 _ 1889 0 17 0 71 o Preparatory _ .. 0 13 0 47 Arts and sciences _ 0 8 0 24 Do . Southern Methodist Uni¬ 1913 96 30 1, 150 941 78 93 25 13 0 versity. Arts and sciences _ 72 28 783 763 47 78 Graduate. . . 86 59 25 13 Special _ 68 55 Unclassified engineering. Music _ . 9 0 126 0 6 8 4 137 0 15 Commerce _ .. 29 8 18 0 Theology _ _ 13 0 207 45 13 0 Law . . . 2 0 24 0 Summer school (1925) _ 331 370 Extension courses _ 122 219 Correspondence courses. University of Dallas 76 148 Do.... 1906 18 0 194 0 1 0 0 Preparatory . . 10 0 143 0 Arts and sciences _ . 8 0 51 0 1 0 Summer school (1925) . .. 5 2 0 35 Do _ Jefferson School of Law _ 3 0 78 4 0 Decatur . . Decatur Baptist College 1... Preparatory. _ . 1898 5 1 80 65 o 5 1 20 17 Arts and sciences _ 5 1 60 48 Summer school (1925) . . 3 1 40 26 Correspondence courses. Texas Christian University- Arts and sciences _ 15 13 Fnrt Worth 1873 37 14 609 721 56 62 0 37 14 580 595 45 56 Graduate. 19 26 Special . . . 10 100 Commerce _ 3 1 322 28 9 1 Education. . . 14 6 217 630 1 3 Home economics . 0 1 0 40 1 Junior college. 924 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1925-26 Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees Honorary degrees | g s d © a o * g s a © a o £ g s g a o £ g § a © a o £ ' 2 3 4 5 6 7 8 9 10 11 13 TEXAS— contd. Fort Worth . Texas Christian Univer- sity— Continued. Fine arts. . . 1 0 3 76 Music _ 6 1 19 229 1 2 Theology _ 7 0 66 19 Summer school _ 18 5 108 163 Do _ Texas Woman’s College _ 1891 9 20 0 515 0 30 0 Preparatory. . . . . 0 2 0 36 Arts and sciences _ 9 18 0 382 o 30 Special _ 0 97 Summer school (1925) _ 0 99 Extension courses . . 0 20 Correspondence courses. 0 49 Georgetown - Southwestern University - 1873 25 10 276 278 34 27 2 2 6 Arts and sciences _ 25 4 269 264 34 24 Expression _ _ _ 0 1 0 12 Music _ _ _ 0 5 22 63 0 3 Summer school (1925) . 11 1 102 118 Correspondence courses. 13 0 97 119 Greenville _ Burleson College 1 _ 1895 15 7 302 181 0 Preparatory _ 3 2 101 89 Arts and sciences _ . 12 5 201 92 Home economics _ 0 10 Fine arts _ 20 31 Music . . . 16 21 Summer school (1925) . 6 4 72 80 Correspondence courses. 28 52 Do . . Wesley College 1 . . . 1905 6 14 153 112 .. 0 Preparatory _ . 6 4 44 14 Arts and sciences _ 6 10 101 83 Special 0 4 8 15 Houston _ Rice Institute. . _ _ 1912 79 1 847 425 92 70 5 0 0 Arts and sciences _ 79 1 499 406 65 70 Graduate . . . 27 11 5 0 Chemical engineering _ 48 1 '6 0 Civil engineering.. _ 47 0 7 0 Electrical engineering. 102 0 9 0 Mechanical engineering. 45 0 4 0 Unclassified engineering. 21 0 Architecture _ _ 58 7 1 0 Do . . South Texas School of Law.. 1923 8 0 49 4 0 Do. Texas Dental College 1905 26 0 123 6 37 1 0 Jacksonville _ Jacksonville College1. _ 1899 5 7 69 91 0 Preparatory _ 4 6 65 83 Arts and sciences _ 1 1 4 8 Education _ 42 36 Fine arts _ 14 40 Music _. 8 28 Summer school (1925) 2 3 18 22 Do . . Lon Morris College1 _ 1873 7 8 111 93 0 Preparatory _ _ 2 3 20 20 Arts and sciences _ 5 5 91 73 Summer school (1925) 5 4 80 88 Extension courses. . 2 3 10 14 Marshall _ Bishop College 2 . 1881 12 13 195 306 16 20 0 Preparatory _ 3 3 68 101 Arts and sciences. ... 6 6 103 180 16 20 Music. _ 2 3 3 116 Theology _ _ _ 1 1 39 0 Summer school (1925) . 4 5 19 46 Extension courses _ 2 3 2 8 Do _ College of Marshall 1 _ 1917 5 7 88 112 0 Preparatory 0 2 29 16 Arts and sciences 4 4 56 83 Fine arts 1 1 3 13 Summer school (1925) ... 8 3 40 74 1 Junior college. »Colored. STATISTICS OF UNIVERSITIES AND COLLEGES 925 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1925-26 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate degrees | Honorary degrees d i fl s o 8 s a CD 0 o £ g s d i s a © < ! g a o £ 1 2 3 4 5 6 7 8 9 10 ii 12 VERMONT Middlebury College . 1800 39 9 315 280 65 54 7 6 6 39 9 310 276 65 54 Graduate _ 5 4 Summer school (1925) _ 68 273 Northfield ._ Norwich University . 1819 34 0 292 0 43 0 7 26 0 160 0 23 0 Chemical engineering _ g 0 12 0 1 0 Civil engineering _ 46 0 9 0 Electrical engineering... 74 0 10 0 Military drill . . 292 0 Summer school (1925) ... 0 3 20 0 St. Michael’s College _ 1914 14 0 141 0 4 0 2 0 0 8 0 72 0 8 0 67 0 4 0 Graduate . . 2 0 2 0 VIRGINIA Abingdon . Martha Washington Col- 1859 3 11 0 130 0 lege. 1 10 Preparatory... . . 0 14 Arts and sciences . 2 5 0 76 Special . . . . . 1 6 0 40 Do . Stonewall Jackson College C. 1868 1 15 0 151 0 Preparatory . . 0 6 0 41 Arts and sciences _ _ 1 9 0 110 Ashland _ Randolph-Maoon College 1832 23 0 250 0 26 o 3 (arts and sciences) . Blackstone . Blackstone College for Girls C 1894 0 10 0 248 0 Preparatory . . . 0 5 0 179 Arts and sciences . 0 5 0 69 Bridgewater. . Bridgewater College . 1880 12 2 102 85 14 8 0 Arts and sciences . . . 12 2 95 77 14 8 Special _ 7 8 Bristol . Sullins College 1 . 1870 4 34 0 363 ...0 Preparatory . 2 8 0 102 Arts and sciences . 2 26 0 261 Journalism— . • 0 1 o 50 Education . . 0 1 0 52 Home economics . . . 0 2 o 60 Fine arts . . 0 3 0 90 Music _ _ _ _ _ o 6 0 150 Do . Virginia Intermont College 1 . 1883 4 19 0 370 0 Preparatory _ 0 6 o 108 Arts and sciences . . 2 5 0 143 Education . . 1 0 o 40 Home economics . 0 2 0 35 Fine arts . . 0 1 o 20 Music . 2 5 o 100 Danville . . Averett College 1 . 1859 3 14 o 204 0 Preparatory. . 0 9 0 67 Arts and sciences . 1 6 o 76 Education . 1 0 0 12 Home economics _ 0 1 0 12 Fine arts . . . o 1 0 11 Music _ _ 2 3 o 102 Dayton . Shenandoah College . . 1875 11 11 99 142 0 Preparatory _ 5 4 54 79 Arts and sciences _ . 4 3 33 46 Special _ 2 4 12 17 Emory . Emory and Henry College 1838 17 0 271 58 38 9 l (arts and sciences) . Summer school (1925) _ 11 1 99 145 Hampien-S i d- Hampden-Sidney College 1776 13 0 232 0 31 0 29 ney. (arts and sciences) . Hollins . Hollins College 1842 8 26 0 347 0 45 0 Arts and sciences _ 8 26 0 333 0 45 Special . . . 0 14 1 Junior college. 10 Statistics of 1924. 928 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1925-26 a ® Professors Gradu¬ CO © n and Students r irsi ate u bjo instructors degrees degrees © Location Institution u tuo ca.g >> g § a c3 03 g | a a a | g 1 o fl © 2 £ 3 t? 3 il § £ o W > 2 3 4 5 6 7 8 9 10 11 12 VIRGINIA— contd. Lexington _ Washington and Lee Uni- 1749 54 0 90 0 111 0 4 0 5 versity. 49 o 587 o 56 o 4 o 221 o 42 0 5 0 93 o 13 o Lynchburg College _ 1903 10 11 132 112 23 17 0 8 8 130 109 23 17 2 3 2 3 Do . Randolph-Macon Woman’s 1893 16 38 0 841 0 . 140 College. 16 38 0 827 0 140 0 6 0 8 Education _ 0 213 0 68 0 251 Do.. Virginia Theological Semi- 1908 16 7 185 160 10 1 3 nary and College 2 10 7, 3 138 101 Arts and sciences _ llf 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 14 0 175 0 Preparatory.. _ 0 4 0 65 Arts and sciences _ 0 3 0 65 Special 0 7 0 45 Petersburg Southern College 1 (arts and 1863 2 10 0 50 0 sciences). "Richmond Union Theological Seminary 1812 9 0 157 0 19 0 0 Do University of Richmond _ 1832 46 15 709 318 84 63 1 3 Arts and sciences _ 35 15 500 313 58 61 1 6 Commerce. _ 5 0 70 0 8 0 Law _ _ _ _ 11 0 149 5 18 2 Summer school (1925) . 13 1 90 114 Do _ _ Virginia Union University 2. 1865 29 4 426 137 43 11 1 0 5 Preparatory . _ 4 3 106 0 Arts and sciences _ 14 1 271 137 32 11 1 0 Thp.nlnpy 6 0 36 0 4 0 Law 5 0 18 0 7 0 Summer school (1925) _ 9 5 30 135 Extension courses 5 0 21 104 "R.oftnolrc Virginia College 1 1893 6 18 0 159 0 Preparatory 0 4 0 51 Arts and sciences 2 9 0 84 Special _ 0 4 0 24 Journalism 0 1 0 15 Home economics _ 0 2 0 20 Pine arts. _ 0 1 0 30 Music _ _ 4 1 0 85 Salem _ _ _ Roanoke College _ 1843 22 0 257 0 39 0 1 Arts and sciences 22 0 255 0 39 0 Graduate 2 0 Summer school (1925) . _ 18 o 71 106 Extension courses. _ 7 0 24 93 Staunton _ - _ Mary Baldwin College 1 . . 1842 3 28 0 361 0 10 0 Preparatory 0 11 0 194 Arts and sci Annas 0 9 o 110 0 10 Special _ 3 8 0 57 Education 0 1 o 46 Home economics o 1 0 37 Ejne arts o 2 o 56 Music 2 3 o 189 Sweat Briar Sweet Briar College (arts 1906 7 30 0 437 0 68 0 and sciences). Theological Sem¬ Protestant Episcopal Theo¬ 1823 8 0 70 0 15 0 3 inary. logical Seminary 10. 1 Junior college. 2 Colored. 10 Statistics of 1924. STATISTICS OF UNIVERSITIES AND COLLEGES 929 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1925—26 — Continued Location Institution Year of first open¬ ing Professors and instructors s a Women 1 2 3 4 5 WASHINGTON College Place _ Walla Walla College . 1892 18 16 Preparatory . . 4 1 Arts and sciences _ 14 11 Special _ 0 4 Theology _ _ Summer school (1925) _ 3 4 St. Martin’s College 1 . . . .. 1895 21 0 Preparatory _ 16 0 Arts and sciences _ 5 0 1887 60 0 Preparatory . I.. . 23 0 Arts and sciences _ 18 0 Graduate _ _ Commerce _ _ 4 0 Journalism . . 1 0 1 0 Music _ _ _ 1 0 Law . . . 12 0 Summer school (1925) . . 12 1 Do . . Whitworth College . 1859 6 6 Preparatory _ Arts and sciences _ 6 6 Tacoma _ College of Puget Sound 1903 17 9 Arts and sciences _ 15 8 Music _ 2 1 Summer school (1925) . .. 10 1 Walla Walla _ W'hitman College (arts and 1866 28 9 sciences). WEST VIRGINIA Barboursville _ Morris Harvey College ... 1888 5 10 Preparatory . . . 2 2 Arts and sciences _ 5 3 Special _ 0 6 Bethany _ Bethany College _ 1841 19 9 Arts and sciences _ 19 9 Graduate _ Special _ Buckhannon _ West Virginia Wesleyan 1890 1 19 9 College. Arts and sciences _ 19 9 Graduate . . . Special _ Summer school (1925) . .. 12 5 Extension courses _ Elkins.. . . Davis and Elkins College. .. 1904 10 10 Preparatory... . 1 3 Arts and sciences _ 9 7 Graduate . Harpers Ferry... Storer College 1 1 . . . . . . 1867 7 9 Preparatory.. . 4 5 Arts and sciences. . 3 4 Lewisburg.. . Greenbrier College for 1812 0 16 Women. Preparatory.. . 0 5 Arts and sciences _ 0 5 Special . . o 6 Philippi _ Broaddus College 1 1871 9 12 Preparatory . . 4 4 Arts and sciences _ 6 3 Special _ _ _ 0 6 Summer school (1925) ... 2 2 Extension courses . 2 1 Salem . . . Salem College 1892 15 14 Preparatory . . 3 4 Arts and sciences _ 12 10 Music . . . Summer school ( 1925) . . . Extension courses . Students First degrees Gradu¬ ate degrees £ ti 2 3 4 5 6 7 8 9 10 ii 12 WISCONSIN Appleton _ Lawrence College . 1849 44 27 593 708 48 73 1 2 4 Arts and sciences _ 34 16 439 447 48 71 1 2 Music _ 10 12 180 353 0 2 Northland College . . 1892 25 14 142 102 8 5 0 Preparatory _ _ _ 7 5 32 20 Arts and sciences _ 15 8 90 59 8 6 Music.. . . . . 3 1 20 23 Beloit _ Beloit College _ _ 1847 38 10 325 250 46 29 2 0 4 Arts and sciences _ _ 38 10 323 249 46 29 Graduate _ 2 1 2 -.0 Milton College . . . 1867 14 6 106 116 17 11 ’""2 Arts and sciences _ 14 4 94 79 17 11 Music _ 1 3 48 74 College of Electrical Engi- 1905 16 0 300 0 22 0 neering. Do . . Marquette University _ 1881 345 36 3, 313 763 352 47 4 6 4 Preparatory ...I _ 21 0 489 0 Arts and sciences _ 54 3 671 153 49 13 Graduate _ 24 25 ..4 6 Special _ 43 29 89 437 Unclassified engineering. 65 0 Chemical engineering _ 4 0 29 0 3 0 Civil engineering _ 4 0 113 0 8 0 Electrical engineering 3 0 168 0 15 o Mechanical engineering . 3 0 79 0 20 0 Commerce . . 30 0 584 83 35 2 Journalism _ _ _ 4 0 88 28 8 26 Music _ 6 4 2 19 0 3 Law _ 19 0 216 6 56 1 Medicine _ 153 2 308 8 49 1 Dentistry _ 51 2 388 4 109 1 Summer school (1925) . . 40 5 109 520 Extension courses. 20 1 19 276 Do... Milwaukee-Downer College 1851 0 42 0 472 0 38 0 (arts and sciences) . Mount Calvary. St. Lawrence College 1 1856 13 0 160 0 Preparatory 11 0 118 0 Arts and sciences 11 0 42 o Music _ _ _ 2 0 35 0 Nashotah Nashotah House _ _ 1842 9 0 62 0 Preparatory 4 0 32 o Theology 5 0 30 0 Plymouth Mission House College 1862 15 0 79 3 14 0 4 Arts and sciences 10 0 61 3 6 0 Theology _ _ 5 0 18 0 8 0 Prarie du Chien. St. Mary’s College _ 1872 2 14 0 155 0 9 6 Arts and sciences 2 9 0 105 0 9 Special .. 0 5 0 50 Summer school (1925) 0 6 0 120 Ripon _ Ripon College _ _ _ 1850 20 16 294 184 37 46 2 Arts and sciences 20 16 294 184 37 46 Music 2 3 27 58 Military drill 202 0 St. Francis _ St. Francis Seminary _ 1856 21 0 322 0 17 0 5 0 0 Preparatory 15 0 149 0 Arts and sciences _ 7 0 87 0 17 0 5 0 Theology 11 0 86 0 Watertown Northwestern College 1865 18 0 240 60 13 0 0 Preparatory 8 0 128 52 Arts and sciences 10 0 112 8 13 0 Military drill 225 0 Wankeska Carroll College 1846 20 12 258 232 29 25 2 Arts and sciences 18 8 245 149 29 25 Special 3 8 Music 2 4 18 115 Wauwatosa, Evangelical Lutheran Theo¬ 1865 5 0 41 0 0 logical Seminary. 1 Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 931 Table 29. — Privately controlled universities, colleges , and professional schools — Property , 1925-26 I Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) Value of buildings (including dormitories) Value of dormitories (included in column 5) Pro¬ ductive funds 3 4 5 6 7 ALABAMA Athens College for Young Women. Birmingham-Southern College _ Howard College _ Judson College _ _ _ Marion Institute _ Woman’s College of Alabama _ St. Bernard College . . Spring Hill College _ _ _ Talladega College 1 . 8,000 20, 000 20, 000 11,000 5,000 8,160 11, 000 25,000 26, 000 $64,000 160, 000 $500,000 66, 035 108, 075 134, 618 58, 500 65,000 75, 000 48, 474 57, 653 52, 000 50, 000 120, 000 54,000 75, 000 $457, 800 500, 000 247, 190 495, 395 275, 000 442, 469 200, 000 200, 000 616, 655 $150, 000 97, 000 265, 000 90, 000 238, 763 197, 400 $600, 000 450, 000 308, 462 150, 000 190, 976 50, 000 218, 294 ARKANSAS Henderson-Brown College. . Ouachita College _ _ _ Arkansas College . . . College of the Ozarks . . . Central College . . . . Hendrix College _ _ Arkansas Baptist College1 . . Little Rock College _ St. John’s Ecclesiastical Semi¬ nary - - - - - Galloway Woman’s College _ 8,000 8,000 8,200 8,000 4, 000 21,500 3, 500 1,500 32, 240 66, 308 55, 215 28, 137 35,000 59, 373 25, 000 40, 000 63, 700 37, 272 60, 451 44, 500 19, 500 26, 100 60, 000 40,000 236, 927 284, 622 219, 650 200, 500 244, 449 292, 987 85, 000 750, 000 175, 000 175, 000 154, 449 500,000 235, 000 532, 219 150, 000 204, 064 10, 000 597, 783 5,000 6, 285 75, 000 29, 000 531,000 350, 000 215, 000 CALIFORNIA Pacific Union College... . Lincoln College of Law _ College of Notre Dame.. . Berkeley Baptist Divinity School.. Pacific School of Religion _ Pacific Unitarian School for the Ministry _ _ _ Pomona College.. . . College of Medical Evangelists _ California Christian College _ College of Osteopathic Physicians and Surgeons.. _ _ Loyola College. _ _ Occidental College . . . Southwestern University _ University of Southern California. St. Patrick ’s Seminary _ Mills College . . . St. Mary’s College . . . California Institute of Technology . Pasadena College . . . University of Redlands _ Sacramento College of Law _ San Francisco Theological Semi¬ nary _ _ _ Church Divinity School of the Pacific . . . . College of Physicians and Sur¬ geons (dental) . . . Golden Gate College _ St. Ignatius College . . . San Francisco Law School. . . . Dominican College . . University of Santa Clara _ Leland Stanford Junior Uni¬ versity . . . College of the Pacific.. . Whittier College . 8,550 1,200 4,000 7, 500 25, 000 43, 953 3, 500 15, 000 18, 400 76, 806 25, 589 40, 000 26, 000 96,000 254, 986 185, 000 123, 768 257, 000 85, 674 ’ 25,’ 656 50, "666' 189, 553 911, 819 19, 105 51, 000 6, 558 2,807 23, 448 290, 413 333, 269 41, 420 42, 333 60, 000 85, 228 99,089 1, 282, 214 166, 619 492, 833 4,089 395, 923 49, 936 444, 700 459, 442 1, 975, 452 229,656 1,000 8,000 25,000 1,700 85,000 20, 000 38, 000 17, 845 17, 885 3, 500 18, 366 60 14, 734 65,000 107, 150 29, 878 392, 146 50, 000 280, 056 77, 875 439, 137 8, 679 181, 845 400 15, 077 120, 000 219, 098 150, 000 50, 000 219, 853 1, 250, 000 185, 00* 1, 83, 875 179, 135 35, 138 500, 000 711,094 140, 000 201, 305 786, 552 500, 000 700, 000 930, 078 150, 000 200, 587 140, 010 600, 000 486, 061 1, 309, 380 29, 562 5, 500, 000 32, 892 16,000 793, 193 350, 684 1,471,016 19,700 40,000 3, 500 500 18, 000 2,500 15,000 70, 000 54, 354 2,000 35, 000 8, 423 265, 000 35, 000 "350, '666' 240, 524 65, 000 85, 000 450, 000 "I, "250, '666' 851, 532 125, 000 390, 000 17,000 10, 765 2, 473, 768 148, 502 55, 412 145,000 108,200 8, 950, 965 890, 373 209, 233 2, 403, 718 150, 000 62, 853 28, 394, 129 329, 000 356, 246 1 Colored. 932 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 29. — Privately controlled universities , colleges, and professional schools — Property, 1925-26 — Continued Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) Value of buildings (including dormitories) 4 5 COLORADO Colorado College - Colorado Woman’s College. Iliff School of Theology - Regis College _ _ University of Denver _ Westminister Law School.. Loretto Heights College _ 90, 000 3,115 11, 000 25, 000 51, 000 3,000 8, 000 $214, 400 28, 638 20,000 150, 000 193, 895 5, 000 150, 000 $265, 000 78, 726 50, 000 100, 000 95, 750 $711, 160 131, 434 280, 000 500, 000 781, 645 1, 000, 000 CONNECTICUT Hartford Seminary Foundation _ Trinity College . . ^ . Berkeley Divinity School - Wesleyan University _ _ Albertus Magnus College _ Yale University _ Connecticut College for Women... 123, 608 100, 000 33, 000 151, 000 2,400 1, 697, 322 20,000 269, 153 257. 996 6, 500 6, 752, 720 285, 000 162, 000 250, 000 194, 743 300, 000 387, 000 945, 914 150, 000 1,472, 140 200, 000 39,488, 279 755, 000 DISTRICT OF COLUMBIA American University — . Catholic Sisters College _ Catholic University of America. . . Georgetown University _ George Washington University _ Howard University 1 _ National University Law School.. Robert Brodkings Graduate School Trinity College - Washington College of Law _ Washington Missionary College... 50, 000 7, 100 300, 000 260, 000 65, 000 42, 511 6, 000 3, 500 32, 000 3,000 10, 000 50,000 860, 000 1, 368, 000 822, 000 129, 239 253, 89o" IIII.”.”! 277, 146 744, 097 3, 783, 558 8, 424, 187 1, 582, 481 1, 036, 026 10, 000 620, 000 179, 818 5, 000 45, 518 20,459 194, 000 165, 206 100, 000 223, 000 FLORIDA John B. Stetson University Southern College _ St. Leo College and Abbey. Rollins College - GEORGIA 35, 000 7, 000 12,000 10, 772 Lucy Cobb Institute _ Atlanta College of Pharmacy _ Atlanta Law School _ Atlanta-Southern Dental College __ Atlanta Theological Seminary _ Atlanta University 1 - - Clark University * _ Gammon Theological Seminary Morehouse College i - - Morris Brown University 1 _ Southern College of Pharmacy _ Paine College 1 - - Andrew College- . . Agnes Scott College _ _ Piedmont College - Emory University _ Bessie Tift College _ _ _ Brenau College _ _ _ _ La Grange College... - - South Georgia College _ Mercer University _ Wesleyan College - Oglethorpe University _ Shorter College _ Reinhardt College . . . Young Harris College . 5, 280 1,000 1, 000 7,000 •16, 263 5, 500 18, 000 6, 500 3,000 300 5, 611 3,000 17, 500 17,000 98, 000 10, 000 10, 000 7, 960 3,000 30, 780 11,015 17, 000 12, 000 5,000 5, 000 IDAHO College of Idaho _ Gooding College _ 7,000 6, 500 121,112 90, 000 15, 000 32, 793 500, 000 150, 000 57, 900 374, 077 325, 000 100,000 134, 703 100, 000 10, 000 7, 500 1,000 110, 937 10, 000 20,006 100, 000 58, 900 10, 000 5,000 13, 690 19, 500 114, 095 25, 000 429,008 64, 246 70, 000 35, 000 31, 750 75, 576 105, 201 100, 000 50, 000 15, 500 24, 734 22, 000 41, 200 25, 000 95, 660 100, 000 17, 000 46, 200 50, 350 110, 000 4, 500 164, 055 139, 294 337, 839 23, 800 77, 000 50,000 15, 000 400, 000 300, 000 200, 000 80,000 30, 000 21, 750 10,000 210, 135 55, 000 172, 100 345, 000 219, 000 450, 901 191, 020 113, 146 160, 000 608, 234 208, 670 3, 464, 167 207, 272 325, 000 252, 000 193, 000 425, 000 330, 426 100, 000 488, 846 160, 000 75, 000 104, 500 125, 000 1 Colored. Value of dormitories (included in column 5) 6 $176, 000 30, 000 225, 000 30, 000 425, 000 314, 775 150, 000 11, 335, 339 555, 000 468, 480 160, 000 175, 000 50, 000 44, 349 25, 000 81, 475 40,000 185, 000 123, 000 160, 000 263, 817 150, 000 195, 000 177, 000 45, 000 200, 000 350, 000 20, 000 50, 000 Pro¬ ductive funds 7 $2, 137, 000 2,713 320, 000 1, 008, 462 2, 024, 850 400, 000 4, 148, 268 45, 603, 713 1, 000, 000 756, 000 2, 903, 642 847, 509 592, 532 689, 776 22, 000 1,023,000 750, 000 580, 970 20, 000 265, 587 200, 000 600, 000 322, 918 30, 375 33,000 1, 031, 378 98, 000 4, 366, 995 79, 000 325, 000 161, 102 25, 000 873, 100 559, 000 10, 000 50, 000 125, 000 340, 505 200,000 STATISTICS OF UNIVERSITIES AND COLLEGES 933 Table 29. — Privately controlled universities , colleges , and professional schools — Property , 1925-26 — Continued Institution ILLINOIS Redding College . Shurtleff College _ Aurora College _ _ _ Illinois Wesleyan University. . St. Viator College . . . Blackburn College _ Carthage College _ _ _ Armour Institute of Technology. _ Bethany Bible School _ Chicago College of Osteopathy _ Chicago- Kent College of Law _ Chicago Law School _ Chicago Medical School _ Chicago Theological Seminary _ De Paul University _ John Marshall Law School _ Lewis Institute _ _ _ Loyola University _ McCormick Theological Seminary. Meadville Theological School _ St. Francis Xavier College . . University of Chicago.. . . . James Millikin University _ Elmhurst College _ Eureka College _ _ _ Garrett Biblical Institute. . . Northwestern University _ Norwegian-Danish Theological Seminary . . . Wesley Academy and Theological Seminary . . . Ewing College . . . Knox College . . . . Lombard College _ Monticello Seminary . Greenville College _ _ _ Illinois College . . . . Illinois Woman’s College _ _ Broadview College. . . . . Ferry Hall _ Lake Forest College _ _ McKendree College _ _ _ Lincoln College _ _ St. Procopius College _ Theological Seminary of the Evan¬ gelical Lutheran Church _ Monmouth College _ _ Frances Shimer School _ _ Mount Morris College . . . Evangelical Theological Seminary. North Central College . . Rosary College _ Bradley Polytechnic Institute _ Rockford College _ Augustana College _ Wheaton College . INDIANA Wabash College . . . Earlham College . . . Evansville College . . Franklin College . Goshen College. . De Pauw University . . . Hanover College _ _ _ Huntington College . Benjamin Harrison Law School... Butler College. . . Indiana Central College . Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) Value of buildings (including dormitories) Value of dormitories (included in column 5) Pro¬ ductive funds 2 3 4 5 6 7 7, 400 $225, 000 18, 608 $37, 500 $108, 7o0 258, 000 $125, 000 $437, 477 9, 569 31, 852 24, 785 344, 761 171,191 201, 451 26, 068 125, 900 96, 630 533, 000 1,264,442 19, 626 98,000 9,000 282, 000 212, 000 4,000 31,518 24, 000 223,567 126, 210 654, 559 16, 008 72, 000 13, 457 221, 855 128, 293 369, 466 31,327 269, 551 538, 000 4, 980 27, 789 37, 768 134, 461 67, 928 1,300 25, 793 100,000 188, 467 5,000 3,500 10, 500 1,000 25, 000 10,000 100,000 50, 000 50, 000 100, 000 330, 000 300, 000 1,178,319 15, 000 120, 000 200, 000 850, 000 4,100 6,000 2,800 365, 590 119,010 443, 333 50, 000 1, 260, 190 107, 000 250, 000 3, 195, 000 2, 200, 000 110,000 55, 040 548, 190 2, 484, 645 40; 000 44,459 10, 000 225, 000 63, 000 17, 890 61, 200 1,113, 349 22, 000 739, 213 2, 476, 649 5,091, 618 11,232, 815 681, 899 35, 303, 567 19, 618 145, 853 215, 000 718, 200 74, 200 1,772,220 12, 000 81, 707 135, 000 435, 000 235,000 77, 058 18,000 116, 000 56, 200 262, 000 56, 600 797,021 129, 756 215, 000 4,310, 360 145, 447 548, 856 232, 313 803, 396 3, 040,000 1, 984, 500 269, 947 14, 138, 677 6, 000 10, 700 5,000 12, 500 150,000 75,000 40, 000 1,200 6,000 1,000 65, 000 15, 000 18, 000 30,000 88, 441 206, 400 658, 733 366, 611 1, 673, 032 17, 222 60,917 60,000 282, 639 78, 125 465, 840 7, 000 2, 000, 000 100,000 6, 000 31, 968 47, 655 143, 127 70, 000 115,000 25,000 69, 625 112, 735 210, 300 74, 600 1, 105, 869 14, 000 130, 887 60, 453 688, 933 275, 000 600, 000 12,000 46, 926 45, 488 213, 720 156, 073 6, 500 500, 000 400, 000 37, 000 146,719 1,000,000 823, 950 328, 500 1,511,819 8,000 25,000 15, 000 198, 000 100, 000 368, 962 7,000 28, 100 87, 100 156, 712 12,000 300, 000 24, 000 161, 681 101, 000 820, 107 15, 000 29, 346 94,600 313, 194 71, 274 323, 391 18, 000 86, 600 77, 100 702, 100 185,000 1,069, 000 6,065 33, 253 29, 365 360, 688 187, 688 130, 000 20, 000 27, 075 80,000 205, 000 65, 000 226, 133 5,248 10, 000 7,376 181, 328 20, 000 102, 423 103, 660 735, 564 118, 268 613, 485 14,000 146, 288 71,846 1, 956, 757 202, 223 20, 000 225, 000 400, 000 600, 000 7,750 2, 745, 000 15,000 117, 862 50, 000 461,159 915, 142 40, 600 277, 946 55, 581 606, 299 240, 040 521,675 18,000 52, 014 70,888 370, 604 72,980 392, 189 65,000 115,847 125,000 332,000 1, 484, 593 32,000 75, 044 80,000 238, 915 106, 100 1,121,503 11,000 83,844 109, 021 400,419 143, 575 28,000 91,550 108, 027 275, 000 65, 000 748, 047 8,166 10, 000 110, 000 17,000 25, 549 62, 733 148, 500 108, 035 946,312 359. 312 4, 509, 989 30, 000 45, 389 3, 000 217, 600 30, 000 628, 738 7,000 14, 664 18,050 71,000 6,000 116, 000 1,000 25,000 75, 000 500, 000 475, 000 25, 000 1,000,000 8,000 50, 618 61, 491 433, 000 285, 000 5,590 934 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 29. — Privately controlled universities , colleges, and 'professional schools — Property, 1925-26 — Continued Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) Value of buildings (including dormitories) Value of dormitories (included in column 5) Pro¬ ductive funds > 2 3 4 5 6 7 Indiana— continued Indiana Law School _ 2, 500 $5, 000 Indianapolis College of Pharmacy. 2, 200 25, 000 $25, 000 $100,000 $500 Marion College .. . . 3, 900 20,000 10,000 190, 000 $90, 000 124, 812 Manchester College.. . . 14, 000 51, 500 23, 327 324, 304 115, 249 518, 795 St. Mary’s College and Academy.. 15, 658 893, 600 3, 800, 000 1, 600, 000 University of Notre Dame _ I.. 200, 000 915, 363 274, 848 2, 994, 014 1, 053, 778 1, 000, 000 Oakland City College . . . 8,400 43, 201 123, 898 29, 100 19, 100 615,421 St. Mary-of-the-Woods College _ 28,387 115, 794 198, 000 2, 272, 239 148, 055 St. Meinrad Seminary .. _ 35, 000 15, 000 123, 000 30, 600 345, 000 1, 500, 000 Taylor University . . 9', 000 80, 675 58, 923 483, 115 259, 635 225, 539 Valparaiso University. . . 18, 000 80, 280 486, 400 150, 000 82, 354 Vincennes University _ _ 5; 000 22, 883 161,400 101, 000 2, 500 IOWA Coe College . . . . 27, 000 268, 596 150, 000 449, 208 161, 178 1, 210, 404 Wartburg College . . . 7, 000 28, 000 18, 000 225, 000 60, 000 31, 796 St. Ambrose College _ . 10, 000 73, 000 100, 000 450, 000 150, 000 585, 000 Luther College _ _ _ . . . 37, 000 247, 414 20, 372 567, 537 200, 000 304, 599 Des Moines University.. .. 23, 000 175, 000 125, 000 367, 460 183, 860 168, 000 Des Moines Still College of Osteo¬ pathy _ 50 13, 545 81, 000 75, 000 Drake University. . . 40, 000 172, 967 1, 000, 000 866, 770 Grand View College. _ 7,000 10, 000 50, 000 45, 000 25, 000 135, 000 Columbia College. .. _ _ 20, 000 50, 000 430, 000 729, 004 300, 000 1, 000, 000 Mount St. Joseph College _ ... 11, 000 344, 000 50, 000 1, 250, 000 750, 000 360, 000 University of Dubuque.. _ 13, 169 103, 467 91, 837 385, 518 98, 546 645, 025 Wartburg Theological Seminary. _ 12, 000 30, 000 10, 000 280, 000 40, 000 47, 277 Parsons College. . .. . _ 16, 000 146, 630 41, 650 380, 217 28, 346 36, 848 Upper Iowa University _ 10, 480 37, 800 111, 750 249, 000 12, 000 425, 000 Grinnell College. 78, 000 337, 945 223, 254 807, 124 1, 558, 000 Lenox College... _ _ _ 10, 000 3, 000 7,000 250, 000 30, 000 75, 000 Simpson College _ _ _ 20, 000 85, 620 75, 000 408, 992 75, 000 668, 920 Ellsworth College _ . 10, 500 25, 000 200, 000 200, 000 120, 000 400. 000 Graceland College _ _ 13, 000 38, 000 30, 000 218, 000 60, 000 200, 000 Western Union College.. _ 8,500 43, 988 32, 000 373, 500 125, 000 65, 560 Iowa Wesleyan College _ 22, 764 100, 000 100, 000 400, 000 125, 000 500, 000 Cornell College. _ _ ... . 58, 000 117, 801 70, 268 517, 203 76. 221 1, 696, 327 Penn College _ _ 12, 935 73, 069 43, 928 376, 882 116, 675 324, 156 Central College _ _ 12, 000 25, 000 51, 000 307, 000 85, 000 207, 631 Morningside College.. . ... 28, 000 89, 374 105, 420 262, 966 601, 015 Buena Vista College. _ 10, 441 28, 590 35, 066 179, 673 201, 000 Tabor College - 17, 000 10, 000 32, 000 300, 000 40, 000 40, 000 John Fletcher College . 11, 000 28, 214 63, 700 212, 200 204, 335 KANSAS St. Benedict’s College . . 40, 000 225, 000 97, 000 1, 000, 000 550, 000 136, 000 Baker University _ ... 41, 821 143, 390 47, 976 383, 640 14, 223 826, 081 College of Emporia . . . 11, 975 149, 440 51, 542 418, 000 201, 500 412, 530 Hesston College. . . . 3, 100 13, 000 11,810 67, 000 18, 600 3, 000 Highland College _ 3, 000 14, 900 14. 000 71, 800 100, 430 Kansas City Baptist Theological Seminary.. ... ... _ 8, 500 10, 000 45, 000 155, 000 25, 000 125, 000 Kansas City University.. _ 8,000 20, 000 50, 000 125, 000 75, 000 20, 000 St. Mary College and Academy _ 6,600 16, 550 250, 000 750, 000 Bethany College _ _ _ 11, 000 77, 489 157, 307 25, 000 335, 922 Central Academy and College _ 4, 000 20, 000 13, 000 210, 000 85, 000 13, 000 McPherson College.. . . 7,000 83, 502 29, 000 297, 000 95, 000 400, 025 Bethel College _ 10, 500 40, 000 10, 000 235, 000 55, 000 228, 312 Ottawa University _ 13, 100 66, 183 44, 184 317, 119 10, 000 570, 745 St. Mary’s College 28, 500 302, 449 204, 108 1, 323, 694 150, 913 Kansas Wesleyan University . 9,060 62, 507 50, 958 240, 000 50, 000 235, 263 Sterling College _ 8, 500 39, 332 33, 222 287, 277 85, 720 207, 113 Washburn College _ ... 30, 000 178, 292 648, 265 701, 439 157, 775 1, 092, 580 Fairmount College _ 40, 000 120, 607 88, 450 203, 962 46, 010 106, 283 Friends University _ 9,306 37, 984 35, 000 294, 048 20, 000 356, 348 Southwestern College . . 17, 000 57, 600 76, 400 499, 000 72,000 521, 204 STATISTICS OF UNIVERSITIES AND COLLEGES 935 Table 29. — Privately controlled universities, colleges, and professional schools — Property, 1925-26 — Continued Institution 1 KENTUCKY Union College . . . — Berea College . . Ogden College.. _ _ Centre College . . Georgetown College . . Bethel Woman’s College . . Kingswood Holiness College _ Hamilton College . . Transylvania College and College of the Bible _ _ _ Sue Bennett Memorial School _ Jefferson Law School _ Louisville College of Pharmacy _ Presbyterian Theological Semi¬ nary 2 _ _ Simmons University 1 _ Southern Baptist Theological Seminary _ _ _ _ Nazareth Junior College . . . Bethel College . . . Logan College., . St. Mary’s College . . Cumberland College . . . . Asbury College _ _ _ _ _ Kentucky Wesleyan College . LOUISIANA Silliman College 2 . . Jefferson College . . Mansfield Female College . Loyola University . . New Orleans College 1 _ Straight College 1 . . Tulane University of Louisiana . . . Louisiana College . Centenary College . MAINE Bangor Theological Seminary . Bowdoin College . . . . Bates College . . Colby College.. . MARYLAND St. John’s College . College of Notre Dame of Mary¬ land . . . . Goucher College . . . Johns Hopkins University. . . Loyola College . . . Morgan College 1 . . St. Mary’s Seminary and Univer¬ sity . . . St. Charles College. _ _ Washington College.. . . Mount St. Mary’s College _ St. Joseph’s College2 . Hood College . Maryland College for Women 2 _ Blue Ridge College . . . Western Maryland College _ Westminister Theological Semi¬ nary . . . . Woodstock College . Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) 5,000 45, 567 6, 000 34, 464 25, 000 3, 000 350 1, 425 30, 000 3, 000 1,000 1, 500 21,305 2.500 33,000 10, 710 8,000 2,600 6.500 5,553 8, 392 6, 000 1,400 2,000 2, 200 23,000 4, 650 5,000 112,000 8,000 12,500 36,000 125, 000 50, 000 66,000 13. 200 13,000 40, 000 283, 242 25,000 5,800 34, 673 25,000 6.200 22,000 7,600 9,100 5,000 4.500 16.500 2.500 70.500 $14, 000 159, 394 7,000 99, 203 44, 975 10, 000 $50, 000 335, 098 50, 000 84, 000 88, 574 150, 000 50. 000 1,000 35, 000 10,000 9,601 100,000 , 058, 410 29, 476 11,250 27, 000 80, 000 578, 000 30, 000 78,061 30,000 10,000 16,000 232, 300 20,000 20,500 1, 179, 340 88, 863 61, 798 35,000 2, 894, 958 103, 966 46, 294 56, 606 50,000 478,039 897, 404 30,000 250, 000 200, 000 32,000 10,000 75,000 75,000 45, 415 46,875 7, 500 ’4%666 250, 000 275, 000 526, 530 19, 304 168,085 30, 000 ’ 120, *857 65,000 25, 000 38, 658 300, 000 89, 662 75, 000 18, 000 89, 060 250, 000 150,000 1,000,000 203, 362 85,000 80,000 35, 000 40,000 100, 155 50, 000 4,000 350, 000 30,000 Value of buildings (including dormitories) Value of dormitories (included in column 5) Pro¬ ductive funds 5 6 7 $147, 000 538, 526 150, 000 402, 405 208, 164 240, 000 155, 000 $80, 000 112,623 70, 724 32, 500 95, 000 $359, 555 788, 645 200, 000 1, 151, 756 638, 476 11, 000 750, 000 325, 000 228, 000 125, 000 1, 163, 977 100, 000 307, 203 174, 552 228, 286 112, 487 718, 286 1,800,000 1, 000, 000 150, 715 155,000 100, 000 350, 000 668, 312 383, 000 1, 150, 000 84, 040 100, 000 50, 000 202, 000 161, 000 1,750,000 85,000 431, 953 905 157, 000 132, 500 175, 000 2,500,000 150, 000 190, 000 2, 571, 710 348, 832 255, 789 100, 000 90,000 431, 636 107, 583 164, 427 40, 000 105,000 6, 992, 453 298, 074 651,613 117,013 3, 000, 000 558, 345 375, 621 34, 500 305, 000 163, 927 595, 616 4, 259, 000 1,500,000 1, 237, 360 469, 953 187, 000 151, 300 1,300,000 1, 718, 306 6, 581, 603 497, 300 2, 000, 000 396, 571 1,500,000 2, 500, 000 764, 252 375, 000 128,000 873, 770 450,000 804, 093 509, 549 99, 516 426, 000 110, 653 374, 206 175, 000 60, 000 435, 000 2, 357, 694 23, 105, 547 65, 110 16, 366 203, 882 260, 000 58, 135 346, 954 200, 000 1,000,000 i Colored. 2 Statistics of 1924. / I 936 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 29. — Privately controlled universities, colleges, and professional schools — Property, 1925-26 — Continued Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture 3 MASSACHUSETTS Amherst College _ _ Boston University . . Emmanuel College _ Gordon College of Theology and Missions _ Massachusetts College of Phar¬ macy _ Northeastern University... . Portia Law School _ St. John’s Boston Ecclesiastical Seminary _ Simmons College _ Suffolk Law School _ Bradford Academy _ _ Episcopal Theological Seminary.. Harvard University _ Massachusetts Institute of Tech¬ nology — New Church Theological School .. Radcliffe College _ Boston College _ Newton Theological Institution... Smith College _ Wheaton College _ Mount Holyoke College _ Atlantic Union College _ Tufts College . . . Wellesley College _ Williams College _ Clark University 2 _ College of the Holy Cross _ Worcester Polytechnic Institute. . 130, 000 147, 000 14, 200 17,000 6, 600 10, 631 3,200 20,000 39, 550 5,000 9, 500 25, 000 2, 416, 500 170, 000 14, 000 50, 000 70, 000 40, 000 125, 050 16, 000 91, 469 4, 800 90, 000 113, 673 110, 000 115,000 70T>00 20, 000 $309, 239 256, 574 558, 000 45,000 91,000 156, 522 10, 000 186, 820 10, 000 26, 673 2, 466, 863 245, 000 500, 000 50, 000 827, 168 165, 082 554, 360 21, 508 306, 000 1, 163, 974 999, 348 275, 000 264, 000 593, 302 MICHIGAN Adrian College... . Albion College _ Alma College _ Battle Creek College _ Emmanuel Missionary College _ Detroit College of Law (Y. M. C. A.) _ University of Detroit _ ... Theological School and Calvin College _ _ _ Suomi College and Theological Seminary _ _ _ Hillsdale College _ Hope College _ Western Theological Seminary _ Kalamazoo College _ _ Mary grove College _ Nazareth College . . Olivet College . 9, 000 31, 551 35, 821 12, 500 11, 900 69, 445 125, 114 87, 092 85,000 81, 969 5, 700 40, 000 45, 000 290, 125 12, 000 50, 000 7,200 30, 000 30,000 15, 000 20, 000 18, 000 12, 000 35, 000 10, 599 54,073 50, 000 50, 000 50, 000 57,000 145, 000 MINNESOTA St. Johns University . . College of St. Scholastica _ Seabury Divinity School _ Augsburg Seminary _ Minnesota College of Law _ Northwestern College of Law. Concordia College _ Carleton College _ St. Olaf College _ St. Benedict’s College _ Bethel Institute . . . College of St. Catherine . 44, 000 10, 000 20, 000 10, 000 3,200 15, 000 85, 500 25, 321 15, 500 18, 000 20,100 125, 000 77, 600 10, 312 25, 972 3,600 1,270 47, 360 327, 986 119, 502 150, 000 40, 689 58, 000 1 Statistics of 1924. Value of grounds (including farm) Value of buildings (including dormitories) $221, 299 921, 334 56, 000 117, 200 $2,087,113 2, 348, 994 1, 250, 000 275, 000 700, 000 50, 000 657, 008 902, 054 700, 000 417, 122 603, 630 3, 400, 705 1,000, 000 1, 000, 000 53, 200 901, 378 120, 096 17, 605 417, 962 433, 120 140, 734 150, 000 289, 200 10, 000 65,000 44, 700 53, 536 7, 208, 460 100, 000 1, 782, 000 2, 000, 000 129, 971 4, 386, 459 1, 346, 567 3, 023, 575 70, 835 1, 457, 888 4, 498, 577 2, 972, 485 600, 000 2, 179, 272 1, 396, 966 250, 000 941, 643 389, 500 105, 000 217, 264 3, 250, 900 100, 000 13, 843 43, 773 125, 000 25, 000 55, 000 350, 000 1, 974, 402 500, 000 26, 897 571, 100 653, 600 175, 000 369, 752 70, 000 150, 000 32, 000 1, 300 225, 000 806, 500 750, 000 102, 000 125, 000. 71, 000 182, 831 61, 220 60, 000 162, 966 337, 000 677, 327 684, 374 1, 500, 000 129, 887 1, 120, 010 Value of dormitories (included in column 5) 6 $399, 866 373, 729 145,000 305, 677 158, 216 553, 562 904, 000 90, 650 2, 097, 739 1, 759, 764 19, 478 310, 492 917, 477 1, 350, 000 90, 000 230, 000 149, 000 87, 825 200, 000 171, 100 150, 000 60, 000 228, 000 80, 000 150, 000 90, 000 122, 000 121, 500 316, 390 420, 000 Pro¬ ductive funds 7 $9, 469, 715 3, 396, 326 100,000 708, 562 89, 672 3, 286, 747 1,000 134, 000 1, 515, 006 76, 022, 426 28, 016, 724 283, 965 3, 510, 000 353, 650 1, 012, 283 4, 653, 786 780,000 2, 249, 169 6, 631, 775 5, 230, 998 5, 160, 641 4, 253, 100 2,594,010 54, 346 618, 724 725, 912 827, 500 60,000 75, 000 754, 190 850, 000 200, 000 1, 088, 294 250,000 65, 000 452, 912 65, 466 186, 259 2, 261, 347 302, 424 64,611 499, 150 STATISTICS OF UNIVERSITIES AND COLLEGES 937 Table 29. — Privately controlled universities , colleges, and professional schools — Property, 1925-26 — Continued Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) Value of dormitories (included in column 5) Value of buildings (including dormitories) Pro¬ ductive funds 1 2 3 4 5 6 7 Minnesota— continued College of St. Thomas _ _ Concordia College . . . Hamline University . . . Luther Theological Seminary _ Macalester College _ St. Paul College of Law... . St. Paul Theological Seminary _ Gustavus Adolphus College _ College of St. Teresa... . St. Mary’s College.. . 15,000 4,000 26,000 2,800 17, 300 2,600 30, 150 15,000 22,000 6,000 $80,000 20,000 90, 991 15,000 82, 178 3, 806 142, 000 75, 000 350, 705 40,000 $175, 000 300,000 123, 000 60,000 217, 201 175, 000 483, 320 95,886 30, 000 $770, 000 500,000 497, 621 250,000 598, 929 342, 000 450, 000 5, 179, 222 975, 000 $225, 000 250, 000 231, 207 120, 000 167, 614 180, 000 35,000 647, 500 250, 000 $300,000 1, 198, 030 15, 000 1, 467, 070 650, 000 505,488 50,000 MISSISSIPPI Blue Mountain College . Whitworth College . . Hillman College . . . Mississippi College . . Grenada College _ Mississippi Woman’s College _ Mississippi Synodical College _ Rust College 1 . . . . . Belhaven College . . . Jackson College 1 . . Millsaps College _ _ _ Clark Memorial College . . Tougaloo College 1 . 9, 100 7,000 3,000 10,000 7,000 8, 949 1,200 6, 700 4,000 2,500 15,000 2,750 5,000 45,000 60,000 10, 370 127, 353 *32, 000 27, 551 20,000 17, 375 25,000 20,000 45, 000 14, 000 60, 000 18,000 100, 000 15,000 3, 500 30, 000 19, 950 7,000 300,000 250,000 50, 000 200,000 5, 500 25, 000 190, 018 300,000 38, 000 650,000 300,000 312, 500 98,000 250,000 150,000 130,000 315,000 112,000 278, 050 165,000 150, 000 260,000 200,000 179, 000 65,000 52,000 105, 500 81,000 35, 000 624, 054 150, 000 303, 462 13, 000 32,000 300,000 786, 184 12,200 100,000 MISSOURI Palmer College.. . . Southwest Baptist College 3 _ Missouri Christian College _ Missouri Wesleyan College _ Culver-Stockton College _ Ozark Wesleyan College.. . . Christian College _ _ Stephens College . . Central College _ Synodical College for Girls _ Westminster College... . . William Woods College... . Kansas City College of Pharmacy and Natural Sciences... . Kansas City School of Law _ Kansas City University of Phy¬ sicians and Surgeons . Kansas City Western Dental Col¬ lege . . . . . Rockhurst College . St. Teresa Junior College _ Kirksville College of Osteopathy and Surgery . . . La Grange College . . . William Jewell College . Will Mayfield College . . Missouri Valley College _ Hardin College . Cottey College... _ _ Park College . . . . Lindenwood College - Benton College of Law. . City College of Law and Finance 3. College of the Sacred Heart - Concordia Theological Seminary. . St. Louis College of Pharmacy - St. Louis University . . The Principia . . . Washington University.. . . Xenia Theological Seminary . 3.900 2,800 3, 284 11,000 16,000 3, 230 6, 125 6,000 20, 167 4, 040 11, 400 6,700 500 6,000 500 791 10,950 8,000 1.500 6,000 35,000 3,000 23, 000 4, 522 3.500 30,000 6.500 1.900 750 10, 500 15,000 130, 000 7, 507 246, 144 17,000 17,800 8,000 13, 180 10,000 10,000 48, 100 75,000 72, 304 20, 566 9,000 40,000 55, 442 75,000 100, 644 133, 000 100, 000 75,000 19, 614 49, 449 67, 646 25,000 275,000 178,000 50,000 100, 000 377, 801 250,000 535, 064 819, 552 561,000 150, COO 258, 199 444, 435 60,000 25,000 76,000 170, 000 10, 000 325, 335 510, 864 308, 000 36, 431 166, 465 110, 700 6, 100 47,000 240, 000 1, 006, 251 15, 000 44, 570 31, 361 927, 420 15, 500 627, 636 532, 090 35, 000 15, 000 3,000 15, 000 60, 000 128,600 40,500 73,000 316, 543 200, 000 70,000 21, 713 48, 078 8, 580 176, 143 35,000 50,543 253, 500 116, 142 4,000 10, 000 47, 970 85, 240 81, 669 5,000 15,000 30,000 20,000 126, 225 150, 000 400,000 10,000 1, 600, 000 300,000 207, 171 275, 074 2, 428, 254 571. 518 55,000 49, 700 430, 000 100, 748 525, 355 155, 000 330, 337 505, 613 260, 000 642, 000 1,350,000 | 627, 000 250,000 60,000 1, 950, 000 740,351 I 5,344,533 , 100,000 28,000 192, 500 50, 000 68, 000 327, 708 210, 000 188,500 682,110 122,000 1, 000, 594 98, 650 561, 413 20,000 1, 438, 594 1, 707, 216 303, 482 694, 258 60, 000 1, 500, 000 7,000 12, 877, 852 150, 989 1 Colored. 3 Statistics of 1924. 938 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 29. — Privately controlled universities , colleges , and 'professional schools — Property, 1925-26 — Continued Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) < Value of buildings (including i iormitories) Value of dormitories (included in column 5) Pro¬ ductive funds 1 2 3 4 5 6 7 Missouri— continued Drury College . . 40, 000 $90, 000 $500, 000 $750, 000 $175, 000 $1, 074, 915 Tarkio College. _ _ 11, 246 81, 443 36, 950 238, 319 83, 360 495, 265 Central Wesleyan College _ 13, 000 47, 900 50, 000 196, 000 50, 000 276, 308 Eden Theological Seminary _ 11, 300 200, 000 93, 000 664, 511 270, 000 85, 000 Kendrick Theological Seminary .. 20, 000 60, 000 150, 000 1, 000, 000 Webster College _ 10', 000 41, 945 980, 000 MONTANA Intermountain Union College . 10, 936 25, 000 17, 175 197, 200 80,000 125, 000 Mount St. Charles College . . 3, 435 222, 762 10, 000 517, 237 402, 500 NEBRASKA Cotner College . . . . 6,700 88, 469 45, 000 328, 000 67, 000 86, 612 Dana College and Trinity Semi- nary - - - - - 2, 000 15, 000 10, 000 127, 000 70, 000 146, 000 Nebraska Central College . . 1, 800 6, 500 18, 000 75, 000 25, 000 50, 000 9, 200 30, 000 50, 351 274, 235 124, 000 Doane College _ _ _ 15, 000 42, 998 104, 100 248, 281 59, 002 384, 704 Midland College ._ . . 12, 000 40, 060 55, 000 490, 000 56, 000 134, 512 Grand Island College _ _ 11, 000 24, 400 20, 000 354, 707 130, 000 61, 827 Hastings College. . . 10, 000 37, 136 82, 690 230, 000 82, 599 400, 842 Creighton University . . 78, 500 535, 774 367, 600 2, 297, 000 30, 000 2, 317, 488 Presbyterian Theological Semi¬ nary _ _ 10,000 8, 380 20, 000 69, 500 170, 146 University of Omaha _ 5, 500 26, 354 20, 000 82, 845 206, 842 Nebraska Wesleyan University _ 18, 765 54, 573 115, 000 394, 851 York College _ _ _ 5,200 15, 990 113, 000 100, 020 NEW HAMPSHIRE Dartmouth College . . 225, 000 750, 000 750, 000 4, 000, 000 1, 500, 000 7, 655, 415 St. Anselm’s College _ 13, 000 NEW JERSEY Bloomfield Theological Seminary. 6, 514 7, 432 100, 000 130, 000 100, 000 509, 874 College of St. Elizabeth - 15, 000 271, 925 39, 000 1, 224, 355 927, 000 60, 000 Stevens Institute of Technology... 15, 000 200, 000 735, 000 1, 025, 000 75, 000 2, 800, 000 Upsala College _ _ 4, 500 30, 000 250, 000 275, 000 150, 000 150, 000 Georgian Court College.. _ 8, 500 131, 000 1, 000, 000 1, 000, 000 250, 000 150, 000 Drew Theological Seminary 144, 000 250, 000 150, 000 1, 300, 000 1, 100, 000 New Jersey College of Pharmacy _ 500 25, 000 25, 000 225, 000 New Jp.rsev Daw School 6, 000 14’ 003 26^ 620 244, 273 Theological Seminary of the Re¬ formed Chmch in America _ 60, 000 100, 000 150, 000 450, 000 150, 000 740, 000 Princeton Theological Seminary 122, 126 747, 648 3, 982, 750 Princeton University 579, 503 15,000,000 St. Joseph’s College 10, 000 35, 000 50, 000 400, 000 25, 000 Seton Hall College . 20, 000 Alma College _ _ _ 3, 000 NEW YORK St. Rose’s College. _ 4,500 12, 027 45, 700 281, 650 Alfred University... . 36,000 110, 300 42, 500 514, 700 75, 000 760, 771 St. Stephen’s College _ 34, 653 152, 319 93, 000 869, 750 400, 981 211, 605 Auburn Theological Seminary _ 44, 222 45, 000 45, 000 310, 000 65, 000 1, 171, 907 Wells College . . . . 50, 200 273, 430 45,751 610, 478 317, 222 1,354,114 Adelphi College _ 18, 022 44, 966 169, 402 (3) 702, 360 Brooklyn College of Pharmacy _ 7, 000 16, 100 38, 500 Long Island College Hospital 3, 000 125, 000 135, 000 1, 061, 500 Polytechnic Institute of Brooklyn. 16, 800 300, 125 525, 000 515, 400 1, 110, 998 St. Francis College 7, 350 26, 555 155, 000 787, 000 St. John’s College _ 10, 000 167, 800 500, 000 2,000, 000 200, 000 392, 000 St. Joseph’s College for Women... 9, 525 56 895 175, 000 203, 000 Canisius College 23, 000 330^ 000 250, 000 600, 000 De Lancey Divinity School _ _ 5, 800 15, 000 64, 820 D’Youville College . 10, 200 133, 100 175, 666 260, 000 * Rented. STATISTICS OF UNIVERSITIES AND COLLEGES 939 Table 29. — Privately controlled universities , colleges, and 'professional schooli Property, 1925-26 — Continued Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) c 2 3 4 2,000 $1,500 $8, 000 62,390 237, 900 412, 522 42, 247 89,417 37, 515 150, 121 114, 989 138, 500 2,800 159, 174 82, 680 28,000 100,000 80, 000 120,000 71,361 110, 000 170,000 130,000 5,000 33, 100 2, 500 5, 300 15, 000 14, 000 742, 723 3, 859, 345 525, 379 8,515 66, 726 22, 500 13, 835 150, 293 123,057 22, 917 194, 852 2,425,000 14, 700 81,000 8,806 74,900 962,000 1,055,198 56,028 115,000 2, 424, 454 7,657,484 300,000 2, 373,000 79,609 248, 584 900,000 75,000 1, 030, 833 125, 000 15, 581 359,000 350,000 14,000 108, 757 11,234 12, 100 225, 974 674, 139 1, 509, 139 18,500 23, 124 40,000 15,000 69, 915 530,059 167, 820 260, 273 1, 234, 592 16,000 355,000 500,000 4,000 132, 287 6,760 64, 500 23, 178 141, 325 561, 689 52, 996 152, 335 70, 200 21,500 48,000 40,000 143, 380 728, 249 1, 466, 472 18, 143 441,167 112,800 17, 197 231, 907 166, 246 75, 500 243, 104 235, 000 157, 376 923, 268 333, 337 10,000 125,000 400,000 17,313 685,086 205,049 4,448 86, 172 65, 000 4,078 23,354 245,000 12,000 15, 850 81, 000 7,000 100, 000 250, 000 13, 550 62, 601 270, 000 8,395 125, 000 22, 675 185, 202 46, 389 65, 400 160, 716 711, 089 4,110 10, 500 85, 500 45, 000 123, 556 104, 585 10, 000 15, 000 45, 000 8,000 35, 000 75, 866 5,000 24, 000 25, 000 2,000 40, 000 25, 000 5,000 30, 275 26, 500 8,275 40,000 r 2,500 Institution Value of dormitories (included in column 5) Pro¬ ductive funds new york— continued Martin Luther Theological Sem¬ inary . University of Buffalo _ _ St. Lawrence University . Hamilton College . . Elmira College. . . Mount St. Alphonsus Theological Seminary . . Hobart College . . Colgate University. . Hartwick Seminary _ Houghton College... . Cornell University . . Keuka College _ _ _ College of New Rochelle _ _ Barnard College . . . . College of Mount St. Vincent _ College of the Sacred Heart. . . Columbia University. . . . Cooper Union.. . . Fordham University _ _ General Theological Seminary of the Protestant Episcopal Church . . . . Jewish Theological Seminary of America... . . . Manhattan College _ _ New York Homeopathic Medical College and Flower Hospital _ New York Law School . New York University... . Rabbi Isaac Elchanan Theologi¬ cal Seminary. . The Biblical Seminary in New York... . . . Union Theological Seminary _ Niagara University. . . A. M. Chesbrough Seminary . Clarkson College of Technology... Vassar College . . Rochester Theological Seminary. . St. Bernard’s Seminary . University of Rochester . . St. Bonaventure’s College . Skidmore College.. . . Union University . . Syracuse U niversity . Marymount College . . . Rensselaer Polytechnic Institute .. Russell Sage College . . Good Council College . NORTH CAROLINA College of St. Genevieve of the Pines . . . Belmont Abbey College 2 . Johnson C. Smith College1 . Queens College . . . . Davidson College . . . Duke University 2 . . Elon College . . Greensboro College for Women _ Guilford College _ _ Lenoir-Rhyne College . Davenport College _ _ Louisburg College . . Mars Hill College . Chowan College . $15,500 1, 551,236 148, 000 1,342,408 866, 202 800,000 406, 764 2,000,000 40, 000 130, 000 10, 793, 361 710, 000 842, 881 1, 861, 930 1,529, 349 250, 000 15, 875. 315 1,419, 834 2, 161, 625 1,018, 349 $170,000 289, 091 $4,409, 310 1,756,167 3, 519, 869 462, 369 132, 000 1, 196, 102 3, 531, 281 40, 000 1,201,283 435, 652 986, 930 115,000 19, 584, 693 144, 479 16,000 3,481,001 ,328,387 '300, '656 478,087 1,800,000 954, 194 50, 389, 375 3, 739, 812 106, 040 2,557,704 1, 494, 933 1 Colored. 4,373, 982 61. 500 575, 271 1,612, 858 1,200,000 55. 500 134, 169 4, 421, 215 213, 362 500, 000 10, 758, 102 805, 800 844, 132 856, 000 4, 280, 077 1,090, 000 2, 126, 752 463,600 597,000 142, 000 175, 000 471, 668 402, 400 677, 738 886, 590 1, 250, 000 335, 984 277, 500 206, 475 100, 000 285, 000 256, 751 250, 000 2 Statistics of 1924. 281, 322 218, 445 3, 741, *867 309, 042 700,000 7,485,329 1,150,000 6, 620, 897 219, 291 360,000 631,119 400, 000 366, 226 107,000 15, 204, 910 33, 050 464, 665 3, 102, 314 2,379,180 378, 463 '246,’006' 40,000 182, 953 150, 000 265, 524 440, 013 350, 000 3, 885, 316 772,082 89,550 204,000 1,440, 000 175, 000 75, 000 250, 000 160, 000 100, 000 872, 396 2, 715, 907 515, 282 301, 808 553, 000 467, 000 150, 000 180, 000 43, 685 12,000 940 BIENNIAL SURVEY OF EDUCATION, 1924“! 920 Table 29. — Privately controlled universities , colleges, and 'professional schools — Property, 1925-26 — Continued Institution north Carolina— continued Meredith College _ Peace Institute _ St. Mary’s School _ _ _ Shaw University i _ Flora Macdonald College _ Rutherford College 2 - Catawba College - Livingstone College _ Mitchell College _ Wake Forest College _ Weaver College _ Atlantic Christian College _ Wingate Junior College _ Salem College. . . . NORTH DAKOTA Jamestown College _ OHIO Ohio Northern University _ Mount Union College _ Ashland College _ Baldwin- Wallace College _ Bluffton College _ Cedarville College _ Cincinnati College of Dental Surgery - Cincinnati College of Pharmacy- College of the Sacred Heart _ Eclectic Medical College - Hebrew Union College _ Lane Theological Seminary 2 _ Mount St. Mary’s Seminary of the West _ _ _ St. Xavier College _ Case School of Applied Science _ John Carroll University _ Seminary of Our Lady of the Lake. Ursuline College _ Western Reserve University _ Capital University _ _ Bonebrake Theological Seminary. _ Central Theological Seminary of the Reformed Church in United States _ University of Dayton _ Defiance College _ Ohio Wesleyan University _ _ Findlay College _ _ _ Kenyon College _ Glendale College _ Denison University _ Hiram College _ Marietta College _ College of Mount St. Joseph _ Muskingum College _ Oberlin College _ Oxford College for Women _ Western College for Women _ Lake Erie College _ _ _ Rio Grande College. _ Wittenberg College _ Heidelberg College _ _ St. John’s University _ ... _ Otterbein College _ Wilberforce University 1 _ Wilmington College _ College of Wooster _ _ _ Antioch College . . i Colored. Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) Value of buildings (including dormitories) Value of dormitories (included in column 5) Pro¬ ductive funds 2 3 4 5 6 7 12, 582 $107, 495 $200, 000 $998, 747 $546, 247 $465, 602 4, 000 80,546 75, 000 228, 000 5, 000 450, 000 200, 000 9; 560 25, 000 200, 000 400, 000 180, 000 354, 700 8,000 56, 003 35, 309 149, 860 161, 355 1,500 8, 000 30, 000 81, 000 46, 000 16, 000 43, 221 28, 251 310, 144 150, 000 220, 000 8, 665 100, 000 65, 000 400, 000 100, 000 500, 000 2, 650 45, 000 50, 000 150, 000 135, 000 4, 000 31, 364 113, 836 46, 000 366, 250 187, 250 2, 070, 927 3, 000 12, 600 100, 000 90, 000 60, 000 7, 000 10, 000 50, 000 70, 000 50, 000 116, 587 2, 600 25, 000 156, 000 1, 500 9,000 58, 886 480, 398 419, 507 9,000 79, 420 49, 100 353, 500 98, 000 585, 491 12, 000 190, 000 85,000 525, 000 304, 228 39, 000 202, 705 143, 922 503, 278 174, 565 744, 948 8,000 42, 500 54, 000 350, 000 75, 000 300, 000 34, 000 157, 005 150, 000 876, 500 235, 000 1, 156, 654 8, 000 55, 745 190, 823 198, 343 96, 342 225, 000 6,000 12,000 10, 000 190, 000 183, 000 550 15, 000 22, 000 20,000 3,000 15, 000 25, 000 12, 000 8, 000 126, 000 150, 000 150, 000 1, 500 5, 000 7,500 56, 000 60, 000 68, 000 1, 200, 759 606, 818 297, 018 679, 231 24, 000 19, 489 481, 975 50, 000 538, 186 20, 000 100, 000 50, 000 1, 000, 000 57, 000 120, 000 300, 000 1, 025, 000 175, 000 201, 100 19, 544 348, 354 423, 308 525, 000 3, 416, 483 40, 000 150, 000 750, 000 150, 000 40, 000 150, 000 200, 000 1, 000, 000 6, 000 66, 000 100, 000 50, 000 290, 000 912, 735 1, 759, 386 5, 789, 777 234,200 7, 638, 955 10, 000 75, 628 213, 000 561, 500 400, 000 546, 105 8,000 36, 237 167, 151 647, 135 400, 000 18, 000 18, 000 45, 000 105, 000 50, 000 187, 625 13, 500 255, 000 327, 000 2, 025, 500 402, 000 11, 351 61, 924 27, 500 335, 000 125, 000 440, 733 110, 000 396, 705 125, 431 1, 731, 099 730, 575 1, 957, 570 9, 000 12, 000 20, 000 147, 000 9,000 277, 100 45, 000 94, 000 64, 000 1, 193, 250 290, 000 1, 547, 811 2, 500 10, 000 45, 000 70, 000 40, 000 10, 000 60, 000 337, 605 1, 781, 003 3, 159, 570 27, 000 95, 876 31, 680 451, 680 182, 852 1, 357, 394 90, 000 177, 000 125, 000 254, 069 51, 069 1, 253, 017 20, 000 12, 500 182, 379 236,422 733, 295 245, 000 557, 790 274, 244 516, 491 496, 285 2, 341, 639 420, 883 13, 952, 842 7, 277 76, 000 60, 000 146, 374 125, 000 25, 372 139, 835 50, 405 610, 750 235, 250 589, 185 19, 500 99, 508 132, 000 555, 550 150, 000 728, 204 5, 000 12, 314 3,000 109, 746 6, 946 89,400 36, 475 142, 668 315, 268 773, 512 355, 332 1, 589, 043 25, 000 66, 661 110, 000 700, 000 280, 000 954, 028 25, 000 84, 000 350, 000 190, 000 24, 000 27, 097 83, 323 68, 934 519, 887 86, 871 955, 093 10, 311 225, 000 25,000 600, 000 595, 000 14, 373 7, 000 94, 310 77, 500 256, 232 153, 162 256, 202 55, 000 120, 845 161, 248 1, 172, 876 332, 025 2, 685, 125 19, 096 74, 196 55, 357 411, 583 237, 010 140, 494 2 Statistics of 1924. STATISTICS OF UNIVERSITIES AND COLLEGES 941 Table 29. — Privately controlled universities , colleges, and professional schools — Property , 1925-26 — Continued Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture 3 OKLAHOMA Bethany-Peniel C ollege . . . . . Oklahoma Christian College _ Oklahoma Presbyterian College for Girls . . . Phillips University _ Catholic College of Oklahoma for Women _ _ _ Oklahoma City University _ Oklahoma Baptist University _ University of Tulsa . . 3,500 2,000 $10, 000 2,423 22,000 10, 500 87,000 11, 323 42, 000 5,000 59, 735 5,000 58, 000 9,000 39, 701 OREGON Albany College _ Eugene Bible University _ Pacific University _ Linfield College. . . Pacific College _ _ _ Columbia University _ North Pacific College . Reed College . . St. Mary’s College.. . . Kimball School of Theology. Willamette University _ 11, 099 7.500 22,000 10,000 6.500 4,000 1,450 30, 581 6,000 6,500 16,000 40, 895 20,352 59, 500 27, 982 11, 949 35, 850 89, 892 124, 951 11,000 70, 675 PENNSYLVANIA Cedar Crest College _ _ Muhlenberg College _ Lebanon Valley College _ St. Vincent College and Ecclesi¬ astical Seminary _ Geneva College _ _ _ Lehigh University _ _ Moravian College and Theological Seminary _ _ Moravian Seminary and College for Women _ Academy of the New Church _ Bryn Mawr College _ Dickinson College _ _ _ Wilson College _ _ _ Crozer Theological Seminary . Pennsylvania Military College _ Ursinus College . . . Lafayette College . . Elizabethtown College.. . . Gettysburg College _ _ Theological Seminary of the Gen¬ eral Synod of Evangelical Lutheran Church _ Seton Hill College _ _ Thiel College . . Grove City College _ Haverford College _ _ Juniata College _ _ Villa Maria College... . . Beaver College.. . . . Franklin and Marshall College _ Theological Seminary of the Re¬ formed Church . . . Bucknell University . . Lincoln University 1 _ _ St. Francis College . Allegheny College _ _ Irving College . . . Albright College . . . Westminster College 2 _ Divinity School of the Protestant Episcopal Church... . Drexel Institute . Dropsie College . 8,500 40, 300 8,000 53, 606 89, 371 49, 285 55,000 14, 000 115, 784 250, 000 37, 525 990, 946 22,000 81,000 6,000 41, 000 112,136 40, 000 20, 826 45,000 2,500 19, 500 64, 939 5, 100 47, 000 23,508 107, 197 330, 000 70, 000 141, 723 150, 000 25, 000 110, 287 348, 152 46, 459 85, 964 42, 000 12,500 15, 000 25, 300 101, 500 76,000 30,000 8,000 50,000 195, 771 48, 040 56, 820 325, 000 175, 000 45, 925 60,000 160, 000 23,000 40,000 40,000 7,000 47,000 1,000 14, 600 13,000 289, 320 34, 316 60, 000 239, 025 2,500 51,600 49, 976 50,000 40,000 29, 163 100,000 1, 125, 000 60,000 Value of grounds (including farm) Value of buildings (including dormitories) Value of dormitories (included in column 5) $20, 000 25,000 126, 550 8,000 54, 623 60, 000 133, 983 41, 700 133, 783 40,000 11,500 176, 000 30, 000 197, 670 $75, 000 50,000 275,000 283, 500 100, 000 250, 058 228, 000 223, 825 120, 987 156, 528 336, 500 100, 300 58, 964 140, 000 209, 500 533, 461 $10, 000 60,000 120, 000 55,000 20,000 34, 211 1,500 12, 500 67, 580 192, 221 15,000 250, 000 110, 776 500, 000 34, 500 80, 000 191, 000 353, 417 75,000 51, 550 21, 568 300,000 101, 095 49, 767 50, 000 200, 000 101, 665 247, 885 46, 381 150,000 150, 000 168, 000 33, 850 85, 438 1, 250, 000 68, 000 126, 650 180, 000 200, 000 131, 400 30, 800 300, 000 213, 650 45,000 75, 655 500,000 281, 000 25, 000 383, 500 267, 815 808, 984 237, 700 1, 500, 000 700,000 1, 928, 692 376,500 357, 050 291, 490 1, 890, 000 534, 262 426, 901 300, 000 150,000 495, 844 2, 202, 985 151, 484 608, 542 325, 000 1, 476, 338 321, 800 475, 887 1, 850, 000 407, 500 2, 872, 424 320, 000 1, 009, 000 300, 000 737, 100 292, 882 250, 000 1, 550, 980 150, 000 455, 324 550, 300 650, 000 756, 000 101, 430 120,000 175, 378 103, 000 250,000 250, 000 147, 713 238, 030 100, 000 641,016 214, 250 150, 000 100, 000 171, 248 137, 375 195, 000 100,000 28, 200 271, 027 410,000 180, 000 220, ooo 190, 000 263,500 60, 000 482, 000 145, 000 50,000 Pro¬ ductive funds 7 $392, 174 141, 466 5, 335 850, 000 223, 842 543,294 197, 446 478, 187 238, 176 1, 597, 303 33,000 888, 885 13, 564 838, 926 543, 483 644, 000 4, 431, 631 202, 841 38, 800 1, 916, 461 6, 400, 000 729, 000 515, 935 1, 595, 786 315,016 2, 699, 298 122, 800 799, 218 490, 000 500, 000 115, 042 4, 025, 653 657, 122 881,000 600, 000 1,011, 101 670, 080 500, 000 1, 259, 507 431, 739 670, 730 500, 000 2,299, 218 800, 000 1 Colored. 2 Statistics of 1924. 17836°— 28 - 60 942 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 29. — Privately controlled universities , colleges , and 'professional schools — Property , 1925-26 — Continued Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) Value of buildings (including dormitories) Value of dormitories (included in column 5) Pro¬ ductive funds > 2 3 4 5 6 7 Pennsylvania— continued Jefferson Medical College _ 12, 000 $800, 000 $5, 710, 655 $1,675,000 La Salle College _ _ _ 10, 000 100, 000 $500, 000 200, 000 Lutheran Theological Seminary... 39; 952 100, 000 250, 000 400,000 $75, 000 520, 441 Philadelphia College of Osteopathy. 800 60, 000 Philadelphia College of Pharmacy and Science _ 13, 000 100, 000 150, 000 200, 000 60, 000 St. Charles Seminary 2__ . _. 75; 000 2, 000, 000 St. Joseph’s College _ 40’ 000 150, 000 350,000 785, 000 25,000 37, 019 242, 971 1, 786, 692 139,916 University of Pennsylvania - 615' 099 6, 413, 783 4, 736, 155 13, 673, 865 1, 550, 589 14, 366,074 Woman’s Medical College of Phil- adelphia _ 2, 035 47, 570 479, 143 572, 131 Carnegie Institute of Technology. . (4) 1, 009, 243 5,113, 016 441, 536 15, 114, 252 Duquesne University of the Holy Ghost _ _ 35, 000 842, 300 585, 000 865, 000 30,000 Pennsylvania College for Women.. 10; 000 103, 603 275, 000 382, 243 425, 503 Pittsburgh Theological Seminary. . 16,000 21, 518 30, 000 90,000 Reformed Presbyterian Theolog- 6, 000 15, 000 40, 000 40, 000 60, 000 105, 000 1, 214, 466 2, 559, 432 4, 262, 099 1, 358, 550 Western Theological Seminary _ 43, 000 517, 139 788, 236 Schuylkill College _ 4, 264 31, 930 400, 000 363, 000 300, 000 Rosemont College _ _ _ 7, 000 104, 213 200, 000 750, 000 125, 000 Marywood College _ 17, 500 60, 000 695, 000 930, 000 Susquehanna University _ 20, 000 30, 000 40, 000 600, 000 275, 000 300, 000 Swarthmore College... ... _ 64, 000 350, 000 828, 803 1, 335, 198 400, 000 3, 500, 000 Villanova College . 15, 000 110, 000 850, 000 2, 750, 000 Washington and Jefferson College. 38, 194 67, 285 151, 700 391, 116 86, 553 1, 441, 128 W ay nesbur g C ollege . . 10, 500 65, 250 81, 300 325, 000 45, 000 153, 747 RHODE ISLAND Brown University _ 350, 000 900, 000 3, 664, 000 1, 000, 000 8, 570, 380 Providence College _ 15,000 40, 000 200, 000 750, 000 45, 000 Rhode Island College of Pharmacy and Allied Sciences _ 400 20,000 15,000 85, 000 4, 500 SOUTH CAROLINA Anderson College 2 . 3, 100 32, 319 32,000 196, 624 60, 000 1, 511 Presbyterian College of South Carolina _ _ _ 8, 000 75, 975 96, 521 536, 554 189, 000 296, 662 Benedict College1 — . . 7, 600 45, 940 100, 000 221, 530 70,000 133,000 Chicora College for Women _ 8, 000 40, 000 125, 000 113, 000 80, 000 110, 000 Columbia College. _ 4, 860 601, 083 15, 000 Columbia Theological Seminary... 31,000 25, 000 54, 500 98, 313 280, 696 Lutheran Theological Southern Seminary _ _ _ 6, 400 8,000 6, 000 90, 000 20, 000 72, 323 Erskine College . . 10,000 28, 200 35, 500 172, 900 59, 900 313, 000 W Oman’s College of Due West _ 8, 100 40, 376 25, 000 167, 735 106, 408 80,000 Limestone College _ _ _ 8,005 29, 250 20, 000 600, 000 275, 000 325, 000 Furman University 20, 000 93, 486 236, 452 923, 758 490, 383 Greenville Woman’s College 7,803 125, 000 513, 676 52, 684 Lander College _ 6, 500 41, 652 56, 566 256, 996 19, 211 Coker College _ 8, 500 50, 000 100, 000 700, 000 500, 000 440, 785 Newberry College 11,000 435, 000 160, 000 Converse College... .. 20, 000 124, 954 180, 000 687, 795 612, 303 Wofford College . . 23, 795 41,591 200, 000 435, 000 150, 000 10,000 SOUTH DAKOTA Huron College . . 13, 733 37, 630 160, 900 370, 671 33,000 789, 687 Dakota Wesleyan University _ 19, 192 53, 726 46, 856 421, 776 103, 836 385, 055 Columbus College _ 7, 200 18, 500 60, 000 771, 500 6,000 Sioux Falls College . . 7,000 21, 169 37, 000 150, 810 30,000 228, 000 Wessington Springs Junior College. 4, 000 11,984 5,400 80, 000 40, 000 9, 000 Yankton College . . . 12, 000 49, 049 91, 960 306, 305 9, 545 600, 441 1 Colored. 2 Statistics of 1924. 4 Use is made of the adjacent Carnegie Library of Pittsburgh, which contains 450,000 volumes. STATISTICS OF ITNIVERSITIES AND COLLEGES 943 Table 29. — Privately controlled universities , colleges, and professional schools — Property, 1925-26 — Continued Institution 1 TENNESSEE King College . . Chattanooga College of Law. . University of Chattanooga . . Centenary College . . Bryson College . . Tusculum College . . Lincoln Memorial University . Freed-Hardeman College _ Lane College 1 . Union University . . . Carson and Newman College . Johnson Bible College _ Knoxville College 1 . Cumberland University _ Bethel College . Hiwassee College . Maryville College . . . Le Moyne Junior College * . Southwestern College . Milligan College - - Du Bose Memorial Church Train¬ ing School... . . Tennessee College - - Fisk University 1 . . . . Meharry Medical College1 - Vanderbilt University - Ward-Belmont School 2 - Martin College . University of the South . TEXAS Abilene Christian College . McMurry College . Simmons College . . Austin Presbyterian Theological Seminary . St. Edward’s University . Baylor College for Women _ Daniel Baker College. . Howard Payne College . Randolph Junior College . Clarendon College . St. Mary’s College. . Southern Methodist University... University of Dallas. . . Decatur Baptist College . Texas Christian College . Texas Woman’s College . Southwestern University . Burleson College . . . Wesley College . Rice Institute _ _ _ South Texas School of Law . Texas Dental College _ Jacksonville College . . . Lon Morris College . Bishop College 1 . College of Marshall . Meridian College . . Texas Presbyterian College . Wayland Baptist College - Rusk College . Incarnate Word College . Our Lady of the Lake College _ Westmoorland College . . Southwestern Baptist Theological Seminary . Austin College . 1 Colored. Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) Value of buildings (including dormitories) Value of dormitories (included in column 5) Pro¬ ductive funds 2 3 4 5 6 7 5,000 $14, 900 $16,000 $137, 000 $90,000 $122, 324 13,000 15; 000 83, 500 600,000 525, 000 25,000 802, 700 3,000 4, 100 2,000 15,000 3,000 10,000 28,000 150,000 75,000 10,000 69, 500 52, 200 298, 607 159, 100 697, 645 10,000 58,983 150, 160 262, 303 137, 096 750, 295 1, 700 5,000 6,000 3,000 150,000 22,000 16,000 200,000 12,000 26, 554 47, 237 561, 945 140,000 11,000 29, 655 45, 201 307, 132 113, 282 375, 782 6,000 25, 000 25,000 200,000 45,000 114,233 7, 600 49, 477 53, 669 460, 231 153, 077 421, 734 15, 500 80, 380 57, 300 215, 752 85,000 165, 271 7, 500 12, 513 70,000 190,000 100,000 350, 000 3,000 15,541 5,000 88,604 40,000 27, 297 83, 916 101,386 529, 500 165,000 1, 263, 151 10, 000 25,000 100,000 20,000 78, 185 225, 494 1, 196, 246 150,000 229, 323 6,000 43,000 30,000 390,000 177, 000 15,000 6,500 20,000 113, 571 107, 071 6, 500 40, 423 101, 999 214, 217 31,295 12,000 94, 572 76, 651 406, 926 202,000 291, 546 1,200 150,000 500,000 716, 435 80,000 683,144 424, 592 4, 506, 000 8, 773, 000 7, 500 25,000 460,000 390,000 2, 500 16,000 25,000 90,000 75,000 30,000 42,000 212, 515 121, 204 766, 713 466, 106 1,362,354 12,000 150,000 250,000 120,000 8,000 310, 750 60, 000 231, 750 85,000 10,000 21,000 87,589 132, 000 562, 268 210, 758 450,000 6,000 15,000 50,000 125,000 50,000 280,000 17,500 168,000 250,000 500,000 150, 000 210,000 23,000 202, 478 50,000 933, 579 750, 000 412,376 8,000 34,000 52,000 165,000 11, 042 80, 650 136, 240 322, 983 95, 000 40,000 2, 966 8,000 20,000 95,000 23,000 9,000 25,000 20,000 350,000 160, 000 4, 733 30,000 225, 000 271, 500 125,000 17,000 45,000 349, 476 814, 012 1, 343, 723 261,432 1, 558, 563 8, 300 26, 700 600,000 300,000 2,000 7,000 60,000 140, 000 80,000 25,000 35,000 179, 161 112, 209 793, 336 400, 166 350, 851 13,000 72,500 151,038 266, 868 97, 150 28,000 157, 299 120, 050 544,000 150, 000 417,914 8,000 12,000 48,000 200,000 140,000 3,870 29, 125 15, 150 130, 117 60,000 168,000 50,000 834, 700 577,000 2, 306, 000 577, 000 10, 000, 000 6,000 35,000 15,000 65,000 3, 100 7, 156 24,000 78, 685 67, 217 8, 336 5,000 29, 704 11,000 164, 560 70, 366 152, 752 4, 880 53, 300 100,000 257, 500 170, 000 13,000 4,000 33, 235 150, 594 119, 142 30,000 5,000 18,000 10,000 109,000 49,000 8,000 50,000 10,000 300,000 150,000 3, 500 113,310 125,000 175,000 30,000 2, 839 6,000 21, 482 122, 000 75,000 10, 480 475,000 1,052, 500 12,000 156, 247 32, 500 1,262,500 4,000 46, 737 52, 938 246, 410 237, 410 12, 661 57,658 352, 489 1, 150, 010 500,000 432, 608 10,000 41, 582 390,046 197, 511 95,000 21, 617 2 Statistics of 1924. 944 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 29. — Privately controlled universities, colleges, and professional schools — Property, 1925-26 — Continued Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture Value of grounds (including farm) Value of buildings (including dormitories) * 2 3 4 5 Texas— continued Carr-Burdette College _ 3, 000 $39, 200 $20, 000 $52, 000 Kidd-Key College - 3,240 40, 750 40, 000 300, 000 Westminster College _ 5,935 15,000 20, 000 108, 000 Texas Military College. . .. ... 2, 500 10, 000 100, 000 200, 000 Thorp Spring Christian College. .. 4, 135 25, 275 13, 000 107, 000 Baylor University _ _ 47, 932 78, 713 224, 290 1, 267, 645 Trinity University . . 8, 500 34, 734 16, 624 225, 000 Weatherford University _ 3, 200 5,000 110, 000 UTAH Snow College - - - 8,643 44, 000 5,000 150, 000 Brigham Young College.. _ 10, 412 56, 815 18, 508 250, 000 209, 000 Weber College . . . 9, 000 125, 650 425, 000 Brigham Young University _ 41, 900 40, 000 Westminster College _ 4, 000 34, 432 84, 773 265, 200 VERMONT Middlebury College _ 50, 000 247,046 30, 995 1, 105, 128 Norwich University . . . 25, 000 100, 000 24, 200 371, 500 St. Michael’s College - - - 15, 000 30, 000 15, 000 250, 000 VIRGINIA Martha Washington College 2 _ 1,500 28,881 30,000 162, 500 Stonewall Jackson College. _ _ 2,500 27, 204 25, 000 311, 350 Randolph-Macon College _ 15, 000 2, 570 26, 795 396, 440 450, 000 Blackstone College for Girls. . . 13, 850 25, 000 Bridgewater College. _ 12, 000 32, 077 41, 830 190, 377 Sullins College _ 5, 000 70, 000 50, 000 350, 000 Virginia Interm ont College _ 5, 250 25, 000 50, 000 450, 000 Averett College . . . 2, 050 30, 000 35, 000 145, 000 Shenandoah College.. - 4,000 20, 000 10, 000 65, 000 Emory and Henry College _ 12, 000 45, 921 330, 083 Hampden-Sidney College _ _ 15, 500 60, 000 23, 178 441, 125 Hollins College _ 12, 000 233, 920 59, 856 914, 415 Washington and Lee University. _ 60, 000 253, 141 50, 000 1, 341, 706 Lynchburg College . . . 9,644 51, 099 120, 868 327, 644 Randolph-Macon Woman’s Col¬ lege - - - - - - 27, 240 247, 350 100, 000 1, 005, 000 Virginia Theological Seminary and College 12 . . 6, 000 35, 000 20, 000 266, 000 Marion Junior College _ 2, 500 25, 000 50, 000 150, 000 Southern College 2 _ 6,000 10, 000 25, 000 65, 000 Union Theological Seminary _ 38, 495 71, 611 60, 899 301, 034 598, 344 University of Richmond. _ _ _ 35, 000 128, 002 1, 343, 313 Virginia Union University 1 . . 14, 000 30, 000 250, 000 750, 000 Virginia College 2 _ 3, 500 40, 000 150, 000 25,000 Roanoke College.. . . Mary Baldwin College 18, 000 8, 000 455, 182 31, 548 330, 506 Sweet Briar College _ _ 12, 654 134, 909 29, 853 585, 227 Protestant Episcopal Theological Seminary 2 _ _ _ 35, 000 65,000 25, 000 300, 000 WASHINGTON Walla Walla College - - 7,000 57, 328 48, 000 134, 056 St. Martin’s College _ 6, 250 37,000 50, 000 400, 000 Gonzaga College - 10,000 67, 000 100, 000 1, 500, 000 179, 000 Whitworth College - - - 6, 500 21, 400 39, 000 College of Puget Sound _ 8, 300 52, 229 154, 800 141, 023 343, 487 Whitman College . . . 40, 000 225, 000 188, 720 WEST VIRGINIA Morris Harvey College . . 6,000 31,000 300, 000 217, 000 Bethany C ollege .. - - West Virginia Wesleyan College. _ 17,800 91,000 107, 000 525, 000 224, 043 15,000 76,647 74, 961 i Colored 2 Statistics of 1924. Value of dormitories (included in column 5) Pro¬ ductive funds 6 7 $40, 000 260, 000 8, 000 100, 000 52, 000 613, 464 162, 000 $100, 000 628, 736 542, 000 85,000 1, 885 64, 500 196, 000 132, 150 516, 028 150, 000 75,000 233, 000 935, 828 10, 000 377, 842 61, 065 250, 000 150, 000 6, 000 75,000 337, 802 170, 799 40, 000 185, 000 199, 000 1, 317, 970 244, 647 522, 147 54,000 675, 000 140, 000 836, 853 2, 156, 824 400, 000 200, 000 125, 000 313, 167 267, 403 75, 000 324, 708 1,340,000 2, 900, 065 575, 700 26, 800 170,000 9, 837 27, 800 30, 672, 1, 187, 000 886 785 85,000 68,000 26,878 109,000 1, 743, 600 627, 687 STATISTICS OF UNIVERSITIES AND COLLEGES 945 Table 29. — Privately controlled universities , colleges , and professional schools — Property , 1925-26 — Continued Institution Bound volumes in libraries Value of libraries, scientific apparatus, machin¬ ery, and furniture 1 3 Value of | grounds | (including farm) I 4 I west Virginia— continued Davis and Elkins College _ Storer College 1 _ Greenbrier College for Women _ Broaddus College . . . Salem College . . 8, 500 8,000 3, 200 5,000 6,000 $40, 931 5,000 61,000 100,000 11,000 $85,000 25,000 65,000 50,000 15,000 WISCONSIN Lawrence College . . . Northland College _ Beloit College _ Milton College _ College of Electrical Engineering.. Marquette University _ Milwaukee-Downer College . . St. Lawrence College _ Nashotah House _ Mission House College _ St. Mary’s College _ Ripon College . . . St. Francis Seminary _ Northwestern College _ Carroll College _ Evangelical Lutheran Theological Seminary _ 45,000 11,000 75,000 12,000 1,500 46, 150 22,547 15,000 22,000 12,000 8,000 31, 602 35,000 12, 890 16,200 215, 574 48, 940 300, 000 35,000 75,000 792, 250 116, 797 10,000 25,000 29,000 30, 622 138, 431 100, 000 58,000 55,000 127, 901 22, 744 150,000 8,000 1, 182, 809 336, 260 5.000 25,680 15, 100 45,000 62, 676 200, 000 280, 000 40,000 6, 500 10,000 Value of buildings (including dormitories) Value of dormitories (included in column 5) Pro¬ ductive funds 5 6 7 $540, 820 150,000 360,000 350, 000 168,000 $125, 000 100,000 225,000 $180,688 100,000 15,000 131, 216 926, 534 204, 000 600,000 100,000 314, 332 100, 000 10,000 1, 572, 181 153, 285 2,211,110 275, 008 2, 420, 821 470, 964 150,000 192, 120 235,000 442, 139 336, 594 209, 026 40,000 150,000 196, 785 2, 604, 761 1, 133, 509 250, 000 80, 143 394, 634 500,000 360, 000 470, 000 160,000 90,000 102,000 657, 000 75,000 Colored. Table 30. — Privately controlled universities , colleges, and professional schools — Receipts from all sources in 1925-26 946 BIENNIAL SURVEY OF EDUCATION, 1924-1926 STATISTICS OF UNIVERSITIES AND COLLEGES 947 I gl=glil§lslssl gllsliSsi ssllsiil §§li§g l§ss n ******* s*g*fg §w - . ! ! GO 1 1 1 1 l l CO 1 1 CO rH ! 05 i o l CO 1-4 i IN 1 * 05 ! oT j s § © ICO » C^l • » 1 1 II 1 1 II 1 1 II 1 1 II 1 1 II 1 1 II 1 i i oT i i i i fl A3 W O rt P sis as to o CO 00 O ^ CO H CO 00 g§ *a O & o T3 a © s 2+f ® ^ C ’3 C3 > ® +3 .T5 ^ U CO s ® a « a O 05000 t— *o NOH I* S’! 8 ^o'gg'E o'Sg-l » tO < GO 05 to - i i i i i i co 1 1 1 co NO i 05 (NO • O I 1 1 ! 05 00 l l 1 1 1 i N- CO 1 l 1 1 GO 1 1 00 3t5,C-S & e g ° “ O CO to ^ to GO OOOHCO co oTo co co co 0005tCKON^NO >o 52 SP *o fe S3 .9 gV ° £?©£ 5 fights s pi! w«£p "o e3 bo bo ” a .s g.3,3 © “ g bO^ 3 g I® © !?§?» So?? “aoo ?3o§ t-s CQ CQ W 3 >50 © bo • tJ. a © ® ,£?t a tuo.-q c o® • rt ©•r*t_, •-J3 °-g ®t>-< a I102 jq ® g 8 © 3 I? ©o? §!; Hs te-S.S ®;30 £? >C 3os o5-h^ © 0 02 ®rg-gU'3^ O co a HH f 300 g-g q a.® s 2 STATISTICS OF UNIVERSITIES AND COLLEGES 949 gfSSISSSg II §!fssi!si!!i§I!i§iisi!S!§3! S8S1SS9 89SSSSS5S II llsi§Islllilli!I!!silliigS SSS1S89 #**&&& §'s' SSBSgs|ssss-s|8g|gss||sgs|»- ds-sasga oT oo 17,000 1 2,502 i ; i i IV, 434 13,669 3,000 3,840 6,240 11, 922 ils i cTr-T ISES ill; 2| § is= i !** I 75, 107 18, 568 2, 660 200, 850 1,200 3,820 14, 255 1,050 11,960 4, 570 3,000 35, 000 3,900 . 3, "666’ 11,545 20, 790 53, 171 5,918 15, 703 22, 756 8,159 179, 872 28, 008 800 i i i i 000 ‘9 ii i !r4" ! 305, 972 877 288 20, 949 35, 290 155,313 3, 362 1 i i 325,000 22,000 28,000 29, 668 30,000 .65,000 10,972 33, 734 21, 073 232, 912 14,253 27,500 3, 449 • • 1 i 8 i 3,554,063 2,204 3, 000 5, 091, 432 10,000 . . 47,997 42, 000 94, 247 i | i i in i s 2, 705 $ i 1 ' 6,812 1,000 000 ‘cox 630, 663 6, 000 350 745, 431 i 1 j § i 00 j 1 1 • 1 • ' • ' ' ' • 1 1 1 1 1 1 ' ' j* 4 3,285 1,000 20, 872 24, 166 S i 19,596 22, 995 10, 216 34,831 I i ii if i • ' 2,613 j | j; 1 i ST i 93,091 10,000 114, 740 47, 000 1, 889, 197 59, 119 4, 852 33, 006 200, 566 539,211 739 88,528 26,614 4,370 j 59, 769 37,835 I 120, 000 28, 476 5,000 70, 000 100, 141 32,881 46,920 4, 995 47, 250 ! g| ii * »‘s is is i is ! ' 1 • ' 339, 699 13, 000 22, 601 23, 093 ' ' 6, 888 76, 530 22, 581 7,033 13, 975 86, 831 37,000 2,240 1,800 18,000 in i \rfa j 1 §1 8S is IN COU3 |« ii i; i rC . < 2, 480 ! ii II j i i 1 i 125, 333 5, 624 6, 142 5, 614 ill 3 i i§J " i 24,501 ii§ 133,000 24, 950 6,000 107,653 74,319 61,257 56,893 7,461 11,000 43, 530 10,825 26, 102 13,091 164, 370 38, 658 51, 855 48, 854 232, 244 26, 424 25, 220 40, 000 100 362, 364 20, 000 169, 464 579, 000 15, 528 1, 994, 963 130, 866 4,200 37, 752 9, 135 1, 387, 614 3,444 101, 708 49, 599 32, 447 58, 260 81, 192 Brenau College . La Grange College . . Boutn ueorgia college.. . . Mercer University . V UUCgC _ | Oglethorpe University . . enorter c onege . . Reinhardt College . . Young Harris college . IDAHO College of Idaho _ _ UUUUlllg V/UllCgtJ _ ILLINOIS Shurtleff College... . Aurora c ollege _ _ Illinois Wesleyan University . . . St. Viator College . DiacKuum college . __ Carthage College . . . Armour Institute of Technology . . netnany nioie scnooi _ Chicago College of Osteopathy . . t nxrr ViilUdgU L/aw ULUUUl - Chicago Medical School . . | ctncago J neological seminary . De Paul University . . . 1 joiin iviarsnan Law ocnooi. _ _ Lewis Institute. . . Loyola University. . . . . . MccormicK i neological seminary . . Meadville Theological School . . . St. Francis Xavier College . . . University of Chicago . . . James Millikin University . . Llmhurst College . . . Eureka College . . uarrett HiDiicai institute _ _ _ Northwestern University _ ... _ ThflAlmrinol Sominoro Wesley Academy and Theological Semi- narv | Knox College _ _ _ Lombard College . . . . . Greenville College _ Illinois College _ _ Illinois Woman’s College . . 1 Colored. 2 From United States Government. 3 Statistics of 1924. Table 30. — Privately controlled universities, colleges, and professional schools — Receipts from all sources in 1925-26 — Continued 950 BIENNIAL SUKVEY OF EDUCATION, 1924-1926 Si-ill's a £ S Op « 318831 laSISlISlsg g'g'gWg' s|s's'2g'gas2g ssasssansii C3 Q, Is “ CD 318811 IISISRggils E'g'lW ISSSSlIllsSI *3 OT Cj n as | ilssl Sill il iO jo il "8” !" SI ill -s i»‘«* a+p a «ag O ^ ^ g I i £ i IS -s' 2§§ S88SSS i ii srfsf^ i i a © iisg i • co : §81113 mm is s'* ISSgi i d s' § i g i ilsl IS S' : : 1 ■ ill ^“6 ® a ©-£* > © — i ® S J ° i i ! i i !!:!!::! : i : : I© ^ > 35 ■ XJ ‘do SSslislills 2‘S»‘-3S322‘8?J‘8 88188813 !83 i gg’fg'tgg'* is' i iijii fa's g ° 3 O m PH 03 a S iSs S i*a I Bs 8 ~S 11SSS C»‘33'S‘ SPSS'S' 2 ! I as sf-‘ 881 -S SS Ills .25 * 5 3 a §> gSSP| IlsSIS ISSIIglSSS 322 g‘8§ SSS 181913881881 S|8‘3S'SS‘S3‘|d2‘ STATISTICS OF UNIVERSITIES AND COLLEGES 951 SSSSSSS1SSS 8gSS3EBSBB&B8SSSSSSSgG8S3§S3 1S18S 38 2 2 S S | g | 8 | g | 8 | £ £ ‘rf £ 3 d S K | S ‘gT £ S £ S3 £3832' £& §8388888183 3S8SSS3588iS98§88SS8§S8iS38a 88888 88 SSgllsggSgS Pg25B Stf Table 30. — Privately controlled universities , colleges , and professional schools — Receipts from all sources in 1925-26 — Continued 952 BIENNIAL SURVEY OF EDUCATION, 1924-1926 STATISTICS OF UNIVERSITIES AND COLLEGES 953 Ii sii §SISS|gg 1111 ■USSSSSSllillglll ssll i 3‘SS‘gj§' SSS'SEgSS T"t* s'SIl s8,iSssgs|g|sssss rH CM I> lO ^0000050^^ oTcooo iooTooTo COCOtHN CO t>» *o CO CM CO H CO tH rH rt ® o Isa MNOCO COt^OH 05 *0 CO 05 goVT^o* co Er co *o O TJH O 00 t>- CO rH ON 00 1C © g § ®a gg o o ©iH ^ o S§g -73 010 -O £ BS s CQ (p®0 2 © ft>r >IC050050000000 3 73 73 • « Jf. E-i fl ® w ONOO^IOMO COCOOOONO^O 050NONCDNO liOOiOHOOlO < co 05 CO CM CO CM rH CM 05 tJH CO io o CM CM 'COO^iONOi COr > 00 rH 05 CO Th CM ^ I CM rt< O CM CM O 5 CM iO CM CM rH »0»O^O00ONO HNHOOOOOO MCOCOOHOHN o « s H-g 5 J §jJi ^ «-©02 g“ O te 3*0 5 ©^ OM Is.g'g S^Phcq w 1 1 © C Q I 'a ! b'MS 23 9 ^oSd® CQ 5 -a ojj o> d) bfi ft CD fl ) © M fl 6fc^H1§3£!gs&gS I VJ co H C/DlZJ So P'S - >»El m p_, © >>©2 r— I *-l © Q O ®fl£L 'g 2 From United States Government. 3 Statistics of 1924. Table 30. — Privately controlled universities , colleges, and professional schools — Receipts from all sources in 1925-26 — Continued 956 BIENNIAL SUKVEY OF EDUCATION, 1924-1926 STATISTICS OF UNIVERSITIES AND COLLEGES 957 SSsISlill Si ilsSISillilSi SI Isllllls §3SI §§838'8S8'8‘ S'3 SS-S»SgSSS2gS g‘R' 5g|'|'g^S6 8§§8 ""S SSSllisil SI SSSSiSiiellSl SI ISIlllls sill Is'SSS-KRSg" 2"3 gS2|gS'S‘|‘SS?RgS RS gSSg$3SS 3'gg‘SS of 1924. Table 30. — Privately controlled universities , colleges , and professional schools — Receipts from all sources in 1925-26 — Continued 958 BIENNIAL SUEVEY OF EDUCATION, 1924-1926 STATISTICS OF UNIVERSITIES AND COLLEGES 959 is isS lillSIaSsfSlglsSIf gg §'S¥ SSS iii§ssiWfgfis§g-3g- Hi!SisSlsisiS5Silil S«2f2g|SS'2SS3SSgS‘g'Sg IS ls§ SSI iRsISIIsilSIiislil isiiSSlitsIlIsssilslill gg ffi ssi wmzmm,mmmz rH V f-T ‘ ■ dd jg-^^HOr-r 1 t}T CO |uf 1 3 Is a s'“ gin g'S'-'B IIS sfftfs? •s jfg|£ isT gg sg$ S|g SS #S5 S§ s sssssBsa&ggisi b‘ ii s* S8s§lSlS§ tCoT i CO ic ! ?5 3 iff sf 11 a a isii SSSRS 8 111 iSlSaliisgllll S 5? S i ~ £f SftfSf 8? S3 3 S 8 S 3 is i i i iO ii i i il asHi i i i illSSl il i 1 i i i iSssisS ills i i : is ig i i j j ; j i is is i i i ja-s's* is i i i i i i^s^sts* III! i eon J J . i i i i*0” 3 EsS IlSsaSi g sag ''•ass-'ss Issllls!! lilSsilSSlSIllSlill sSfKfgis^ »§»RS3s'sss'-‘fissss^a-s Colored. 3 Statistics of 1924. 4 From State. 3 $320,000 from United States Government; $2, 115,026 from State. Table 30. — Privately controlled universities , colleges , and professional schools — Receipts from all sources in 1925-26 — Continued 960 BIENNIAL SURVEY OF EDUCATION, 1924-1926 STATISTICS OF UNIVERSITIES AND COLLEGES 961 §11 Slilllslllllsllllilsslll 38, 500 15, 000 49, 523 137, 985 34, 500 174, 270 168, 562 124, 181 91, 687 99, 710 90, 500 73, 831 57. 944 42, 294 162, 584 11, 612 182, 551 19, 809 113, 420 1, 518, 187 37C, 036 60, 200 lllsslfilSIsIlisIsllIslgl -T 38, 500 15,000 49, 523 344, 572 34, 500 178, 430 168, 562 124, 181 92, 346 121, 686 95, 500 82, 966 138, 554 42, 294 162, 584 11,612 416,858 19, 809 329, 080 52, 458 1,971 20,372 Ils§l illsslS isSllIss !1§1 Vodo® joooi>r«J‘egg|'« i o' ^VT illlil il iSISSHS ! if | a --s i j" Iff § illili iiiis i 1 ills ii! ill ll : i ills E5IS8 i : it i 2"Sp5 ~ i^2Sr'%4' iad-Tp-*© ! ii pdf-T 1 1 isg iSS ef-f ; i isss^ ssss'ss i i i L- i sill glsSlsi ISel afss s g r:~ 1113: £sf$ sliii si ssasasss sfcf 1311 88 3^$ ill 23" g illlli sgfsgfs 111 o oo^Sf ' sea sFsff III gs^sfsf lllll I £sfasf$ * isll ill oood'eg'eo o o II "3 gf 11311 §?rfSW sn 131SS I oohwV^ r-r 3! II 31 00 r-T II -t H 8 3 .2 pi s 00 05 i CO 00 » 00 O O H 05 »H 00 O 00 lOHCCQ^cOOO HhiOoONlNOO ONOtNHiOOO oco o 05 CO I GO H CO (NINtJHt * Q, 2 3 “ o> « 00 o IBS N(NNCOO^O(NOOOOO ^NOJCDrf^HHiOONiO 00^(N(NH00^ONOO o'd'HH oT ©co'co‘i>-*s - ‘ *01000 - iOHCOCOC^(N( h rtj oo oo i i go ! i IHCOM 1 1 1 1 1 i of of i 1 CM !co ‘knoT I 1 CO 1 rH l a g £ & 8S8 N00O rt< 0 05 05 00 O NH00O5 cf^TcxT fl 5 -1 £1 T3 •S ©t5 U 3 C3 a'S w S - O ®®&fl®£ '2 c6 > © S m 4t5®0 E © Sog o3<2 '-'O 00 co O HCOIOOMO J0 (N 2fS°r^' ias-a ^ OT3 S o £ r^OH CO O 05 l> 00 05 rH 005 O I O ^ H IO O O I o co ^ (M 05 o I 3 -s ■§ C ^S®~* OOl> 8 05 § > O sr> OQ5U wfa-B jf3.^o m >>0 rt 2j^g£opg ^0ciflgSf S-S.O, . 1 ou >1^© 03 'o .So 3 >> i~C r- <„ . . — ^ I g", , ■ . ■ ^ ® © I'cflS ‘Jo §1-0 S) © ' S) © is’sfJ'SS stall II :|I«ijas If 1 O b>^H 0) ^ oO ® fat) '“2 Cl— i ^ CD t>3^ *7> r—* y r2 1 tz) g §65 s.2 ®g^^5o6 ^ cn tHrra ! > ^2 . „-g !5 !§ 3 3^ © STATISTICS OF UNIVERSITIES AND COLLEGES 963 mm laaaias sssgg siiii sssssssssas n i m |53 gf SVS ^r®“ h « c p :u § ^.S|?PPQ-n' iccPHWnai>-0 CO 4, 867 5, 000 51, 493 OH O CO O CM CM For in¬ crease of plant f'* $15, 442 116, 261 107, 975 935 to F- 00 co to CO 25, 000 2, 695 1,000 '' O ' o 1 to ! cT From United States Govern¬ ment, State, or city 90 i i From pro¬ ductive funds to $102, 731 6, 870 107, 870 15, 765 ^ CM rH lO CO O co oT ^ to O CO ICO © © IC1 O CO i CM 0 e 1 pec • C ;i , , 02 Northwestern College. _ _ Carroll College.. . . . . . . . . Evangelical Lutheran Theological Semi¬ nary . . . ... STATISTICS OF UNIVERSITIES AND COLLEGES 969 Table 31. — Statistics of junior colleges , 1925-26 (Included in other table) State Under public control Under private control Number Instructors Students Number Instructors Students * 2 3 4 5 6 7 Continental United States _ 47 953 13,850 106 1,809 22, 660 Alabama . - . . . . 1 13 201 1 19 206 Arkansas . - . . - 1 18 253 11 266 2,905 5 72 998 1 39 690 Illinois . . . . . . 2 95 2,207 5 96 864 Indiana.. . . . 1 9 165 Iowa _ _ _ _ _ 2 12 164 Kansas _ _ 6 47 738 4 64 689 Kentucky . . . 4 7 99 1, 255 Louisiana. . . . 2 21 185 Maryland .. . . . 1 28 375 Massachusetts.. .. . _ _ 2 51 436 Michigan 4 72 980 Minnesota _ _ _ 5 89 605 1 15 266 Mississippi . . . . 3 41 413 Missouri . . . . _. 2 68 1,794 15 302 3, 589 127 New York . . . 1 14 North Carolina . . 9 154 2, 208 North Dakota _ _ _ _ 1 24 291 Ohio _ _ _ 1 12 50 Oklahoma 2 20 389 3 42 744 Oregon . . . . . . .. 2 47 568 Tennessee . . . . 5 99 1,344 Texas . . . . . 8 168 2, 296 20 276 4,092 772 Utah _ _ _ _ _ 3 58 Virginia 10 207 2,277 232 W ashington . . . . 1 21 West Virginia.. _ 2 34 585 2 37 397 Wisconsin _ _ _ 1 13 160 CHAPTER XXII STATISTICS OF TEACHERS COLLEGES AND NORMAL SCHOOLS, 1925-26 Statistics concerning the training of teachers are given in this report. The major items presented include total enrollments; en¬ rollments in teacher- training courses; instructors; graduates; receipts, including sources of support; expenditures; and detailed information regarding demonstration schools and practice teaching. The greater portion of the report is given over to summary and detail tables showing the activities in 402 institutions engaged primarily in teacher training. Supplementary data are presented showing the extent of teacher training in secondary schools and in colleges. Of the 402 teacher- training institutions, 101 are classified as teachers colleges, 102 as State normal schools, 27 as city normal schools, 108 as county normal schools, and 64 as private normal schools. Reports were received from every institution, but, when data were incomplete, information was taken from catalogues of the institutions and from the 1924 records. The following schools, for¬ merly carried on the State normal school list, have been transferred to the teachers college list since 1924: The State Normal School and Teachers College at Murray, Ky.; the State Teachers Colleges at Moorhead and Winona, Minn.; the State Normal School at Buffalo, N. Y.; the State Teachers Colleges at Mayville and Minot, N. Dak.; the East Tennessee State Teachers College at Johnson City, Tenn.; the State Teachers College at Murfreesboro, Tenn.;. the West Tennessee State Teachers College at Memphis, Tenn.; and the Humboldt State Teachers College at Areata, Calif. The Cleveland School of Education, formerly on the list of city normal schools, is now on the teachers college list. The teachers college list includes those institutions which offer four years of work above high-school graduation and have authority to grant degrees, and do grant degrees corresponding to first degrees granted by colleges. One striking change in the teacher-training situation is in the growth of teachers colleges. In 1920, 4 teachers colleges taken from the college and university list, 4 private normal schools, Brigham Young University, and 37 former State normal schools were included in the teachers college list, making a total of 46 in 1920. In 1922, the teachers college list was increased to include 80 institutions. In 1924, 88 institutions, and in 1926, 101 institutions were on the teachers college list. At the present time eight institutions which have not yet been added to the teachers college list have the legal status of a teachers college. 971 972 BIENNIAL SURVEY OF EDUCATION, 1924-1926 In 1920, 40.4 per cent of the students in teacher-training courses in normal schools and teachers colleges were in teachers colleges, and in 1926, 62.1 per cent were in teachers colleges, including summer- school students and excluding duplicates. A summary of statistics concerning teachers colleges and normal schools from 1900, by five-year periods, to date, is given in Table 3. In 1924 there were enrolled in teacher-training courses 245,669 students; in 1926 there were enrolled in such courses 270,206, or 92 per cent of the total enrollment, an increase of about 10 per cent over 1924. This is an increase of 27.6 per cent for men and of 6.3 per cent for women. The increase over 1920 is 99.5 per cent, which is 183.7 per cent for men and 85.7 per cent for women. Total receipts for 342 institutions amount to $64,693,494 for 1926. Forty- two county normal schools and 18 private normal schools did not report receipts. The following tabulation shows the distribution of teacher-training students in the United States by sex and type of institution for 1894, 1910, and 1926. The record is quite complete for these years, and the periods happen to be 16 years apart, just the regular time required for a child to go through the elementary school, the high school, and the college. In 1894, there were 80,767 students of all kinds training for the profession of teaching, and there existed about 450,000 teaching positions of all kinds. One teacher was in training for every 5.6 positions. In 1910, students to the number of 113,685 were training for about 630,000 teaching positions, or one prospective teacher for every 5.5 teaching positions. In 1926, teacher- training students numbering 494,290 were preparing to take over about 960,000 positions, or one prospective teacher for every two positions. The period of training has increased somewhat during this time in the normal schools, but this has been offset slightly by the increase in teacher training in high schools where a one-year course predominates. Distribution of teacher-training students in 189 Ji, 1910, and 1926, by sex and type of institution attended Institutions 1894 1910 1926 Men Women Total Men Women Total Men Women Total 1 2 3 4 5 6 7 8 9 10 Public normal schools 1 _ Private normal schools 1 - Total normal schools L Public high schools _ _ Private high schools . Total high schools . Public colleges _ _ _ 11, 606 14, 176 26, 293 13, 819 37, 899 27, 995 16, 969 2, 777 62, 251 6, 564 79, 220 9, 341 51, 105 3,116 201, 802 14,183 252, 907 17, 299 25, 782 40, 112 65, 894 19, 746 68, 815 88, 561 54, 221 215, 985 270, 206 1, 390 2,000 3, 390 3, 651 2, 332 5, 041 4, 332 2,165 1,120 11, 476 2, 890 13, 641 4, 010 7,113 491 40, 442 2,521 47, 555 3, 012 5, 983 9, 373 3, 285 14, 366 17, 651 7,604 42, 963 50,567 833 4,667 2,818 4,145 20, 722 24, 855 58, 378 69, 562 79, 100 94, 417 Private colleges _ Total colleges . Grand total... . 5, 500 2,792 4,681 2 7, 473 45, 577 127, 940 173, 517 29, 172 46, 095 3 80,767 25, 823 87, 862 113, 685 107, 407 386, 883 494, 290 1 Includes teachers colleges. 2 Contains 510 women not distributed by public and private colleges. 3 Contains 5,500 not distributed by sex. TEACHERS COLLEGES AND NORMAL SCHOOLS 973 A marked increase is noted in the 32-year period in the proportion of students taking teacher training in schools under public control. In 1894, of those taking teacher training in normal schools 57.5 per cent were in public normal schools; 89.5 per cent in 1910 were in public normal schools; and 93.6 per cent in 1926 were in normal schools and teachers colleges under public control. For those in training in high schools, 53.7 per cent were in public high schools in 1894, 77.3 per cent in 1910, and 94.1 per cent in 1926. In colleges and universities, 15.1 per cent were in publicly controlled institutions in 1894, 40.6 per cent in 1910, and 45.6 per cent in 1926. Another marked change since 1894 is in the number of men among teacher- training students. In 1894, of the students in public normal schools 30.6 per cent were men, 21.4 per cent in 1910 were men, and 20.2 per cent in 1926 were men, although the percentage of men has been increasing since 1918. In private normal schools 50.6 per cent in 1894 were men, 29.7 per cent in 1910, and 18 per cent in 1926. In teacher-training courses in public high schools 27.6 per cent in 1894 were men, 15.9 per cent in 1910, and 14.8 per cent in 1926 were men. In similar courses in private high schools 46.2 per cent in 1894 were men, 27.9 per cent in 1910, and 16.3 per cent in 1926. Students in teacher- training courses in colleges in 1894 were not reported by sex, but the commissioner’s report for that .year says “but a large proportion of them were males.” In 1910, 37.4 per cent were men, and in 1926, 26.3 per cent were men. In 1894 approximately 40 per cent of the teacher-training students were men; in 1910 this had dropped to 22.8 per cent, and in 1926 to 21.7 per cent, although the proportion of men has been increasing since the war period. In 1924 the men were 19.5 per cent of the total. For 1918, 1920, and 1922 complete data are lacking, but in the nor¬ mal schools and teachers colleges 12 per cent in 1918 were men, 14.1 per cent in 1920, and 16.8 per cent in 1922. The following table shows the number of public normal schools and teachers colleges and the number of students enrolled in teacher¬ training courses in these institutions by two-year periods from 1894 to 1926; the same information for private normal schools and teach¬ ers colleges, and the enrollment in all types of teacher-training insti¬ tutions for the same period with the exception of the years 1918, 1920, and 1922. The Iowa State Teachers College was transferred to the college and university list in 1911, the Colorado State Teachers College at Greeley was transferred in 1912, the State College for Teachers at Albany, N. Y., in 1913, and the George Peabody College for Teachers at Nashville, Tenn., in 1916. These institutions were all transferred to the teachers college list in 1920. The enrollments in these insti¬ tutions during the years they were on the college and university list have been included in this tabulation. 62 17836°— 28- 974 BIENNIAL SUBVEY OP EDUCATION, 1924-1926 Enrollments in teacher-training courses in public and in private normal schools and teachers colleges, and in all types of institutions Year Public normal schools and teach¬ ers colleges Private normal schools and teach¬ ers colleges Enroll¬ ment in all types of insti¬ tutions training teachers Schools Students Schools Students 1926 . . . . _ . . . . 334 252, 907 68 17, 299 494, 943 1924. _ _ _ _ 311 229, 997 71 15, 672 418, 533 1922 _ _ _ 313 182, 386 69 12, 148 1920 _ 310 129, 706 61 5, 712 1918 _ 254 108, 663 58 6, 700 1916 _ _ _ _ _ 235 106, 771 48 9,475 198, 146 1914 _ _ 236 92, 193 48 5, 856 122, 446 1912 _ 219 85, 051 60 7, 331 113, 114 1910 _ 191 79, 220 73 9, 341 113, 175 1908 _ _ _ 183 63, 048 70 8, 819 92, 391 1906 _ _ 174 58, 595 90 10, 342 97, 257 1904 _ _ _ _ 166 50, 373 103 13, 254 87, 239 1902 _ 163 48, 350 119 16, 718 94, 133 1900 _ 158 46, 257 148 23, 304 98. 342 1898 _ 167 46, 245 178 21, 293 89, 225 1896 _ _ _ 160 40, 421 169 20, 777 84, 400 1894 _ _ _ _ _ 160 37, 899 238 27, 995 80, 767 A greater part of the fluctuation in the number of private normal schools, and likewise in the enrollment during this 32-year period, is due to changes in classification at different times. There had been considerable fluctuation previous ,to 1894. The report of the Com¬ missioner of Education for 1894 says, “Many of these schools again appear as normal schools. ” The following graph shows the percentage change in enrollment in public normal schools and in private normal schools since 1894, taking the 1894 enrollments as bases. Table 1 gives a summary by States of the number in teacher preparation in the various types of institutions. Table 2 gives a part of the same statistics for .high schools and for colleges and universities classified as to public and private control and enumerates the enrollments by sex. Students in teacher training in public high schools are reported from every State excepting New Hampshire. State laws recognizing such training are either lacking or not enforced in Alabama, Arizona, California, Colorado, Connecticut, Idaho, Illinois, Indiana, Ken¬ tucky, Louisiana, Maryland, Massachusetts, Mississippi, Nevada, New Jersey, New Mexico, North Dakota, Oregon, Rhode Island, South Carolina, Texas, Utah, Virginia, and Washington, yet the public high schools in those States reported about 21,000 students in teacher- training courses in 1926. While the States mentioned above do not grant teacher’s certificates for work done in high schools, teacher-training courses are no doubt designed to enable prospective teachers to prepare for examinations offered to rural and other grade teachers. In many instances these courses are preparatory to entrance to State normal schools and other higher institutions TEACHERS COLLEGES AND NORMAL SCHOOLS 975 engaged in the preparation of teachers. In some schools there is a tendency to include review courses in grade subjects, elementary psychology, and cadet teaching, and call such courses teacher- training work. This latter tendency is not confined to those States that have no legal recognition of teacher-training courses in high schools. Teacher-training students were reported from 3,191 public high schools. Public high schools report 17,750 graduates from teacher- training courses, 5,144 of these being in States that have not legally author¬ ized the establishment of teacher-training courses in high schools. In Michigan, Minnesota, New York, North Carolina, Ohio, Ver¬ mont, and Wisconsin the teacher-training work is given after grad¬ uation from the high school. 976 BIENNIAL SURVEY OF EDUCATION, 1924-1926 No data were gathered in 1926 concerning teacher-training work in private commercial and business schools, but 85 schools in 1925 reported that 346 men and 1,488 women were taking work prepara¬ tory to teaching. Out of 81 of these schools, 5 have no entrance requirements, 6 require a common-school education, 69 require high- school graduation, and 1 college graduation. The average length of course is 12 months. PROPERTY The total value of all property belonging to normal schools and teachers colleges reporting is $202,630,512. Of this amount, $21,934,639 represents the value of libraries, apparatus, and ma¬ chinery; $161,270,760 the value of grounds and buildings; and $19,425,113 the value of endowments. Teachers colleges have endowments amounting to $3,152,848, State normal schools to $882,027, and private normal schools to $15,390,238. OTHER TABLES Instructors are summarized by States for teachers colleges in Table 4, for State normal schools in Table 9, for city normal schools in Table 13, for county normal schools in Table 15, and (or private normal schools in Table 17. Students are likewise summarized in Tables 5, 10, 13, 15, and 18. Property is summarized in Tables 6, 11, 14, 15, and 19. Receipts are summarized in Tables 7, 11, 16, and 19. It is not possible to obtain a complete report concerning receipts of city normal schools, since the funds are collected as a part of the income of a city school system. Expenditures are summarized in Tables 8, 12, 14, 16, and 20. Table 21 gives, for each institution reporting, a compilation of the number of full-time deans of women, of part-time deans of women, of resident nurses, and of resident physicians employed by the institutions named. This information was requested by the American Association of Teachers Colleges and is submitted just as the items were reported to the bureau. The remaining tables, 22 to 35, give information in detail for each of the 402 institutions known to be engaged chiefly in the business of training teachers for service. > ■ M TEACHERS COLLEGES AND NORMAL SCHOOLS 977 Table 1. — Number of students in teacher-training courses , 1925-26 In institutions under public control 1 In institutions under private control 2 m C _o 1/3 P .2 "tri eg o o o 3 V § .i; •- State Universities and colleges 3 Teachers’ col¬ leges State normal schools City normal schools High schools 3 o E-< Universities and colleges 4 Normal schools High schools .s .9 o Eh Sh <3 d bX) g a 'cS o Eh | 8 V- SO c.9 f! £ > 2 3 4 5 6 7 8 9 10 11 12 13 Continental United States _ 79,100 161, 655 75, 185 13,243 47, 555 379,562 94, 417 11, 092 3, 012 494, 290 303, 759 793, 169 Alabama . . 1,304 0 6, 923 0 353 8, 580 873 97 53 9,603 4, 757 14, 901 Arizona . . . . 506 1,428 C 0 47 1,981 0 0 40 2, 021 1, 361 2, 373 Arkansas . . 913 1,510 14 0 717 3, 154 408 0 151 3,713 2,553 12, 183 California _ . 430 8, 844 0 0 1, 305 10, 579 2, 509 222 145 13, 455 9, 009 32, 293 Colorado. . . 183 5,231 0 0 271 5,685 870 188 6 6, 749 3,263 9,512 Connecticut... . 71 0 968 79 1, 237 2,355 60 408 22 2,845 2,845 9,356 Delaware _ ... ... 627 C C 0 38 665 0 0 4 669 292 1, 397 Dist. Columbia . 0 C C 719 0 719 1, 816 86 3 2, 624 2, 395 2,592 Florida _ _ 2, 012 0 C 0 402 2, 414 96 0 25 2, 535 1,241 9, 862 Georgia . . 163 1,029 780 114 398 2, 484 1, 014 10 115 3, 623 2,639 17, 013 Idaho . . 919 0 1, 589 0 80 2,588 198 171 13 2, 970 1, 793 4, 382 Illinois . . . 2,250 12, 282 0 3, 754 1, 530 19, 816 5, 681 1, 276 162 27, 484 14, 004 44, 572 Indiana _ _ 3, 135 4,926 0 0 702 8, 763 5, 853 454 28 17, 597 11, 129 20, 915 Iowa _ _ 2, 675 7, 654 0 68 5, 112 15, 509 4, 057 24 60 19, 650 9, 508 25, 866 Kansas . . 2,375 8,762 0 0 2, 608 13, 745 3,203 0 38 16, 986 9, 976 18, 573 Kentucky.. . . . 1, 257 5, 845 2,173 1, 459 286 655 9,502 1, 221 0 132 10, 855 8,071 15,016 Louisiana... . _ 1, 161 117 366 749 4, 566 2, 573 444 0 128 5, 138 3, 143 11, 011 Maine _ ... 26 0 2, 403 1,650 24 120 550 0 97 3, 220 2, 038 6, 244 Maryland _ . . 484 0 97 65 2,296 970 40 8 3,314 2, 508 7, 834 Massachusetts - 147 2,885 2,055 17 4, 825 9,929 3, 538 1,607 133 15, 207 13, 080 24,283 Michigan - - 1,229 13, 338 0 0 743 16, 080 659 0 168 16, 907 11,040 28, 780 Minnesota _ 2, 978 1, 855 4,532 0 1,004 10, 369 1, 833 212 39 12, 453 8, 148 21, 958 Mississippi.. . 803 1,439 12,068 375 0 333 2, 950 721 0 98 3, 769 2, 818 15, 152 Missouri... . . 1, 204 0 655 2,269 16, 196 3, 307 7 21 19, 531 13, 349 24, 151 Montana . . 849 0 1,873 0 598 3, 320 80 0 0 3,400 1, 848 5, 804 Nebraska . . . 434 4,715 0 0 4, 012 9,161 2,466 320 174 12, 121 8,443 14, 546 Nevada _ . - 306 0 0 0 9 315 0 0 0 315 282 779 New Hampshire _ 390 0 1,216 3, 320 16 1,622 7, 733 25 0 16 1,663 8, 361 1,209 7, 684 2,893 21, 676 New Jersey. . 0 0 281 4,132 350 195 83 New Mexico - 170 1,393 107 0 52 1, 722 0 0 1 1, 723 813 3, 160 New York - 6, 863 3, 462 6,796 5,124 3,086 25, 331 10, 151 806 309 36, 597 27, 107 66, 434 North Carolina - 4, 827 1, 321 1,835 0 354 8, 337 3, 301 1, 802 99 13, 539 5,160 28,128 North Dakota . . 858 4, 107 1,001 0 679 6, 645 194 0 7 6, 846 3, 638 8, 273 Ohio _ 6,889 6,687 0 169 1,297 16, 210 8, 732 1,139 520 52 25, 514 14, 634 39, 710 Oklahoma . 3, 345 13, 657 755 0 287 18,044 0 9 19, 192 8, 235 18, 411 Oregon _ _ _ 366 0 1,800 0 39 2, 205 303 312 7 2,827 1,495 7, 366 Pennsylvania... . 2,335 0 15, 444 1,321 2,055 21, 155 14, 997 312 79 36, 543 23, 722 54, 129 Rhode Island. . . 71 793 0 0 47 911 0 0 16 927 612 3, 393 South Carolina. . . 3, 945 140 0 0 93 4, 178 1, 507 25 15 5, 625 3,484 12, 846 South Dakota . 690 3, 420 0 0 908 5,018 441 300 91 5, 850 3, 598 8,502 Tennessee. . . 1, 651 4,101 1, 307 0 1,540 8, 599 1,942 327 127 14, 154 6,914 16, 691 Texas _ _ _ _ 5, 107 16, 366 499 0 511 22, 483 4,841 0 138 27, 462 17, 084 28, 829 Utah . . . . 1, 856 0 0 0 107 1, 963 529 38 4 2, 534 1,651 4,082 Vermont.. . . 966 0 149 0 122 1,237 9,131 200 0 14 1,451 1, 020 2, 766 Virginia . . . 2, 441 5,089 1, 131 153 317 1,070 1,230 18 11, 449 4, 857 17, 055 Washington.. . 3,109 0 4, 965 0 244 8,318 303 103 16 8, 740 5,570 9,967 West Virginia . 445 4, 304 1,490 0 423 6,662 1, 303 0 4 7, 969 3, 634 14, 358 Wisconsin . . 2,901 831 8,632 0 723 13, 973 662 0 44 14, 679 9,558 20, 217 Wyoming . . 1,434 0 0 0 357 1, 791 0 0 0 1, 791 531 2,935 1 Students in county normal schools as follows: 770 in Michigan; 1,168 in Ohio; and 886 in Wisconsin, included in columns 7, 11, and 12. 2 Students in private teachers’ colleges as follows: 549 in Illinois; 2,499 in Indiana; and 3,159 in Tennessee, included in column 11; and their regular students, 411 in Illinois; 1,272 in Indiana; and 908 in Tennessee, included in column 12. 3 Number of students registered in education used in 11 institutions out of 91. 4 Out of 549 institutions, 116 not reporting. 978 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 2. — Students in teacher-training courses in universities and colleges and in high schools, 1925-26 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 . 20, 722 58, 378 24, 855 69, 562 7,113 40, 442 491 2,521 Alabama - - 209 1, 095 134 739 34 319 0 53 Arizona. - - - 152 354 0 0 7 40 0 40 Arkansas _ 296 617 102 306 246 471 72 79 California _ 65 365 1,371 1,138 277 1, 028 29 116 Colorado - - - - 27 156 293 577 43 228 0 6 Connecticut _ _ _ 40 31 37 23 31 1, 206 0 22 Delaware _ _ _ 27 600 0 0 2 36 0 4 District of Columbia _ 0 0 187 1, 629 0 0 0 3 Florida. - - - - 390 1, 622 19 77 57 345 1 24 Georgia . . . 71 92 89 925 104 294 30 85 Idaho - - - - 279 640 71 127 15 65 1 12 Illinois.. _ _ 1, 550 700 1, 221 4, 460 334 1, 196 6 156 Indiana _ _ 900 2,235 1, 907 3, 946 277 425 2 26 Iowa . . . . . . 1,112 1,563 969 3, 088 386 4, 726 2 58 Kansas . . . . 533 1, 842 897 2, 306 488 2, 120 8 30 Kentucky . . . . 478 779 385 836 196 459 41 91 Louisiana - - - 94 1,067 14 430 89 660 56 72 Maine - - - - - 26 0 199 351 38 82 20 77 Maryland _ 147 337 148 822 16 49 0 8 Massachusetts . . 65 82 1, 140 2, 398 451 4,374 0 133 Michigan... - - 437 792 223 436 126 617 22 146 Minnesota... . . . . 557 2,421 411 1, 422 66 938 1 38 Mississippi _ 217 586 96 625 111 222 19 79 Missouri.. - - 307 897 755 2, 552 430 1, 839 0 21 Montana. . . . . . 413 436 26 54 8 590 0 0 Nebraska - - - 84 350 382 2,084 458 3, 554 14 160 Nevada _ _ _ 30 276 0 0 5 4 0 0 New Hampshire _ _ 201 189 25 0 2 14 New Jersey - - - 0 0 30 320 314 3, 818 8 75 New Mexico _ _ _ _ 43 127 0 0 21 31 0 1 New York _ _ 2,339 4, 524 2,415 7, 736 387 2,699 14 295 North Carolina - - - 875 3, 952 761 2, 540 49 305 2 97 North Dakota _ _ _ _ 304 554 58 136 97 582 1 6 Ohio _ _ _ _ 1, 412 5,477 1,808 6. 924 302 995 0 52 Oklahoma . . . . 1, 003 2,342 233 906 91 196 0 9 Oregon . . . . . 137 229 100 203 5 34 3 4 Pennsylvania _ _ 550 1, 785 5, 195 9, 802 369 1, 686 8 71 Rhode Island _ 40 31 0 0 47 4 12 South Carolina _ _ _ 300 3, 645 i 374 1, 133 13 80 0 15 South Dakota - - - - 300 390 107 334 120 788 32 59 Tennessee _ _ 429 1, 222 573 1,369 537 1, 003 33 94 Texas _ _ _ 1,075 4, 032 974 3,867 150 361 53 85 Utah _ _ _ 382 1, 474 181 348 35 72 0 4 Vermont _ _ _ 139 827 50 150 6 116 0 14 Virginia.. _ _ _ 680 1, 761 337 733 15 302 3 15 W ashingt on. . . . . . 856 2,253 62 241 46 198 0 16 West Virginia _ _ 130 315 317 986 99 324 0 4 Wisconsin _ 750 2,151 179 483 124 599 4 40 Wyoming _ _ _ _ 271 1, 163 0 0 38 319 0 0 TEACHEES COLLEGES AND NOEMAL SCHOOLS 979 Table 3. — Review of statistics of all teachers colleges and normal schools , 1900-1926 Items 1899-1900 1904-5 1909-10 1914-15 1919-20 1925-26 1 2 3 4 5 6 7 Schools reporting _ _ _ 305 268 264 273 371 402 Instructors: a. Total in all courses — Men _ _ _ 1, 856 2, 511 1,920 3, 131 2, 195 3,719 2, 506 4, 370 3, 560 6,027 5, 774 8, 457 Women _ _ _ Total . . . 4, 367 5,051 5,914 6,876 9, 587 | 14, 231 b. In normal courses — 1, 466 1, 617 1,540 2, 111 1,360 2, 400 1, 740 3, 165 0) 0) 5,005 7, 503 Women . . . Total . 3,083 3, 651 3, 760 4, 905 0) 12, 508 Students enrolled: a. Total in all courses — Men. ... . . . . 47, 906 68, 778 47,889 83, 496 37, 823 94, 615 27, 370 91, 590 29, 149 133, 647 63, 993 230, 071 Women _ _ _ Total . . . . 116, 684 131, 385 132, 438 118, 960 162, 796 294, 064 b. In normal courses — Men _ _ _ _ 24, 157 45, 394 15, 954 49, 346 19, 746 68, 815 19, 978 80, 347 19, 110 116, 325 54, 221 215, 985 Women . . . . Total . . . 69, 551 65, 300 88, 561 100, 325 135, 435 270, 206 Graduates from normal courses: Men _ _ _ _ 2, 989 8, 370 1, 713 8, 647 2, 151 13, 279 2, 772 19, 172 2, 151 18, 861 6, 263 41, 047 Women . . . . . Total _ _ _ _ _ 11, 359 10, 360 15, 430 21, 944 21, 012 47, 310 Enrollment in model schools. . . . 35, 397 807, 963 51,310 1, 156, 715 66, 180 1, 521, 528 52, 605 1, 672, 462 92, 146 2, 385, 238 73, 092 3, 225, 994 Volumes in libraries . Receipts for the year: a. From State, city, and county for improvements . . . $718, 507 $2, 782, 123 $1, 684, 789 $4, 149, 908 $2, 635, 838 $6, 675, 152 $1, 957, 199 $8, 769, 258 $4, 245, 667 $15,424,586 $8, 960, 352 $27,634,814 b. From State, city, and county for current expenses . . c. Total receipts from State, city, and county _ _ _ $3, 500, 630 $5, 834, 697 $9, 310,990 $10,737,325 $19,670,253 2$36,595,166 Total receipts, all sources . $5, 231, 856 $7, 962, 299 $14,688,220 $15,875,438 $31,395,389 3$64,693,494 Average receipts per school1 2 3 4 . $17, 154 382 228 26.7 59.7 $37, 382 490 243 26.0 49.7 $55, 637 502 335 22.4 66.9 $67, 844 436 367 17.3 84.3 $91, 532 439 365 17.0 83.2 $189, 162 732 672 20.7 91.9 Average numben-of students per school 4_._ Average number of students in normal courses per school 4 . . . . Average number of students per instruc¬ tor 4.. _ _ _ _ _ Percentage of all students who were in normal courses . . 1 No data. 2 Usable data not obtained from city normal schools. 3 Expenditure figures used for city normal schools. 4 These averages include only the schools which report both items. 980 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 4. — Teachers colleges — Instructors and graduates , 1925-26 [Including teacher-training institutions offering four years’ work above the secondary school and granting degrees] State | Schools reporting Instructors in all courses, excluding duplicates Instruct In regular session ;ors in norma In summer session 1 courses Total, excluding duplicates Certificates in teacher¬ training courses granted to— Degrees conferred Men Women Men Women Men Women Men Women Men Women Men Women j 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Continental United States.. 101 3, 445 3, 977 2, 046 2, 750 2, 553 2, 466 3,128 3, 658 3, 653 20,155 1,783 3, 548 Arizona _ 2 43 48 25 42 19 17 40 47 48 300 0 0 Arkansas _ 1 31 14 23 14 28 12 31 14 37 139 7 13 California _ 7 202 243 85 156 81 69 140 198 102 1,049 40 115 Colorado ... .... 2 170 130 72 68 116 77 168 129 29 370- 31 105 Georgia _ 2 19 69 11 49 3 8 13 55 318 25 Illinois _ _ 6 209 285 118 186 165 181 178 243 237 1,144 98 112 Indiana _ 4 137 167 90 132 124 117 137 167 36 625 101 154 Iowa _ 1 124 171 80 91 114 160 124 171 57 613 55 132 Kansas.. _ _ _ 3 162 152 126 118 157 147 159 152 149 765 163 268 Kentucky _ .. 3 102 87 79 71 77 64 92 79 259 639 57 92 Louisiana . . . . 1 52 48 35 44 49 44 52 48 11 322 24 53 Massachusetts.. .. .. 6 74 140 53 130 9 3 58 131 5 607 33 198 Michigan _ 5 258 422 191 337 198 260 258 422 405 2, 448 165 265 Minnesota _ 2 35 61 26 48 22 28 33 56 30 448 3 2 Mississippi. . . 1 18 21 11 16 18 17 18 17 14 133 25 16 Missouri . _ 7 253 232 153 157 200 198 209 210 407 1, 941 267 548 Nebraska. _ _ _ 4 86 123 71 93 82 112 86 123 106 588 58 74 New Mexico _ 2 36 32 8 20 17 16 17 21 5 35 11 26 New York. __ _ 2 75 122 53 84 42 15 75 93 92 271 28 236 North Carolina . . 1 15 38 11 28 13 17 15 38 167 0 19 North Dakota . . 3 67 101 38 74 59 79 66 93 114 822 18 21 Ohio. . _ 3 99 128 58 93 72 82 99 127 55 1,311 73 72 Oklahoma _ 6 261 152 114 87 210 109 232 132 879 2, 337 115 242 Rhode Island _ 1 12 63 8 23 9 6 12 23 3 142 4 20 South Carolina _ 1 44 41 8 7 7 10 15 17 7 53 South Dakota _ 4 101 117 66 88 77 68 97 112 62 680 28 35 Tennessee _ _ 4 157 126 93 50 157 126 157 126 15 69 91 230 Texas _ 8 411 345 226 225 313 244 375 328 372 9^1 203 240 Virginia 4 55 177 34 137 48 102 55 177 511 0 120 West Virginia _ _ 4 119 95 62 56 59 51 99 82 26 320 60 93 Wisconsin. _ _ 1 18 27 18 26 18 27 18 27 91 67 25 22 Private teachers’ colleges only 0 included above) Illinois _ 1 7 31 3 19 2 13 . 3 23 175 5 Indiana _ 2 25 50 12 44 25 45 25 50 22 371 41 23 Tennessee _ 1 103 68 53 13 103 68 103 68 52 186 Total _ 4 135 149 67 76 130 126 131 141 22 546 93 214 Colored only ( included above) Missouri _ _ 1 14 10 2 1 3 2 4 2 0 44 4 4 South Carolina 1 44 41 8 7 7 10 15 17 7 53 Texas _ .. 1 41 31 38 28 41 31 41 31 120 235 22 28 West Virginia _ 1 32 18 4 5 13 8 13 8 2 15 16 10 Total . . 4 131 100 52 41 64 51 73 58 129 347 42 42 TEACHERS COLLEGES AND NORMAL SCHOOLS 981 Table 5. — Teachers colleges — Students, 1925-26 State Resident students in all courses, excluding duplicates Resident s In regular sessions tudents in norr In summer sessions nal courses Total, exclud¬ ing duplicates Stu¬ dents in ex¬ tension and corre¬ spond¬ ence courses Enroll¬ ment in model and prac¬ tice schools Men Wo¬ men Men Wo¬ men Men Wo¬ men Men Wo¬ men 1 2 3 4 5 6 7 8 9 10 11 Continental United States . . . 43, 575 134, 241 21, 848 61, 800 22, 271 72, 960 39, 406 128, 456 40, 076 29, 647 Arizona. . . . . 300 1,219 177 724 97 489 265 1,163 57 1,195 Arkansas . ... 526 984 326 540 300 668 526 984 1,693 298 California _ 1,994 8, 368 921 4,995 401 3, 240 1,232 7, 612 132 1,845 Colorado. . . . 756 4,612 375 1,871 458 2, 934 668 4,563 2,104 0 Georgia.. . . . 11 1,018 1 838 10 198 11 1,018 8 376 Illinois . . . 2, 987 10, 752 922 3, 045 1,227 6,324 2, 662 10, 169 849 3,635 Indiana _ _ 2, 248 4, 800 1,478 3, 807 1,487 3, 652 2, 227 5, 198 4,145 548 Iowa . 1, 2il 6, 443 0 0 0 0 1,211 6, 443 684 1,649 Kansas.. . . . . . 2, 715 6, 474 1,470 2, 577 1, 365 5,117 2, 329 6, 433 1,957 1,288 Kentucky . . . 1, 571 4,274 1,206 3, 071 416 1,356 1,571 4, 274 1,217 733 Louisiana . . . 327 1,846 163 1,069 212 1, 101 327 1,846 528 602 M assachusetts . . . . 244 2, 949 111 2, 573 51 150 162 2, 723 0 1,214 Michigan. _ _ _ 2, 973 10, 640 1,897 6, 043 1,406 5, 858 2, 834 10, 504 4,981 3, 001 Minnesota . . . 193 1, 690 145 1,085 51 780 171 1,684 6 641 Mississippi _ 273 1, 166 181 656 170 652 273 1, 166 54 Missouri . . 3,185 10, 040 2, 002 5, 508 1,876 6,339 2, 743 9, 325 4, 093 1, 539 Nebraska . . . 1, 181 4, 073 752 1, 379 572 2, 754 1,122 3, 593 1,049 1,040 New Mexico. . . 352 1,053 211 392 155 671 352 1,041 788 629 New York. . . 487 3, 035 265 1,988 201 1, 436 427 3, 035 1,453 542 North Carolina . . 5 1,316 0 729 5 675 5 1, 316 0 263 North Dakota . . 593 3,639 331 1,482 271 2, 156 568 3, 539 385 720 Ohio.. _ _ 3, 368 3, 319 1,318 1,128 2, 066 2, 250 3, 368 3,319 3, 965 375 Oklahoma . . 3, 883 11, 225 1,464 3, 869 2, 384 7, 351 3, 385 10, 272 5,116 1,793 Rhode Island . . . 28 860 13 465 15 324 27 766 1, 120 400 South Carolina . . 388 610 40 100 0 0 40 100 0 155 South Dakota... . 734 3,171 409 1,264 316 1,991 608 2, 812 431 568 Tennessee. . . . 1,599 5, 661 1,321 1,773 1,915 3, 466 1,599 5, 661 1,098 1,439 Texas _ _ _ _ 7, 719 9,149 3, 756 4, 500 3, 934 5, 554 7, 308 9, 058 444 2, 640 Virginia _ _ 150 5, 363 0 2, 654 145 2, 951 145 4, 944 504 302 West Virginia . 1, 109 4, 126 327 1,391 495 2, 367 775 3, 529 1, 269 163 Wisconsin.... 465 366 266 284 270 156 465 366 0 _ Private teachers' colleges only ( included above) Illinois _ 0 549 0 411 0 162 0 549 ' 85 Indiana _ _ _ _ _ 520 1,602 167 1,105 367 966 499 2, 000 43 290 Tennessee . . 732 2,427 239 669 599 1,852 732 2, 427 1,098 594 Total . . 1,252 4, 578 406 2, 185 966 2,880 1, 231 4, 976 1, 141 969 Colored only ( included above) Missouri . . . 199 258 12 75 17 63 29 138 38 0 South Carolina _ _ 388 610 40 100 0 0 40 100 155 Texas . . 438 1,322 291 560 119 710 410 1,270 456 West Virginia.. 278 530 2 70 26 241 26 241 14 Total . 1,303 2,720 345 805 162 1,014 505 1, 749 52 611 982 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 6. — Teachers’ colleges — Property, 1925-26 State Schools report¬ ing Bound volumes in library Value of property Library, apparatus, machinery, furniture Grounds and buildings Endow¬ ment funds Total, in¬ cluding endow¬ ments 1 2 3 4 5 6 7 Continental United States.. 101 1, 900, 852 $11, 659, 392 $74, 530, 404 $3, 152, 848 $89, 342, 644 Arizona _ _ _ _ 2 31, 642 310, 000 1,400,000 0 1, 710, 000 Arkansas _ 1 10, 000 51, 000 500, 000 0 551, 000 California... _ _ 7 155, 246 586, 399 3, 387, 730 0 3, 974, 129 Colorado _ _ _ _ .. 2 68, 750 407, 260 1, 582, 556 0 1, 989, 816 Georgia . . 2 22, 328 172, 687 1, 109, 175 15, 000 1, 296, 862 Illinois _ _ _ 6 167, 905 860, 546 4, 625,440 1, 690 5,487, 676 Indiana _ ... ... ... .. 4 137, 700 519, 425 3, 189, 998 25, 728 3, 735, 151 Iowa. _ _ 1 83, 884 354, 690 1, 715, 483 0 2, 070, 173 Kansas.. . . ... 3 90, 624 636, 340 4, 356, 100 250, 000 5, 242, 440 Kentucky . . 3 38, 280 399, 979 2, 265, 746 0 2, 665, 725 Louisiana _ . ... 1 26, 706 360, 002 757, 221 0 1, 117, 223 Massachusetts.. _ ... 6 41, 925 161, 000 1, 683, 573 0 1, 844, 573 Michigan _ ..... . . . 5 159, 389 898, 938 4, 809, 914 0 5, 708, 852 Minnesota _ _ 2 30, 846 32, 500 1, 424, 855 0 1, 457, 355 Mississippi _ 1 6, 700 82, 353 678, 043 760, 396 Missouri _ _ 7 186, 262 516,838 5, 745, 558 6, 262, 396 Nebraska _ ..... 4 7l' 279 460,000 3’ 066,’ 000 3, 526,’ 000 New Mexico _ 2 21, 963 167,734 484, 163 651, 897 New York . . . 2 20,288 148,000 1, 590, 000 1, 738, 000 North Carolina . . . . 1 7,000 122, 452 1, 831, 592 1, 954, 044 North Dakota . . . . 3 42, 671 299, 939 2, 128, 862 2, 428, 801 Ohio _ _ 3 61, 374 329, 300 3, 905, 000 0 4, 234, 300 Oklahoma. . . . . ... 6 84, 000 478, 778 1, 975, 713 0 2,454, 491 Rhode Island.. . _ _ _ 1 27, 739 200, 000 1, 800, 000 0 2, 000, 000 South Carolina... . . 1 3, 000 135, 209 629, 100 764, 309 South Dakota . . . . ... 4 39, 378 385, 434 1, 702, 200 375, 000 2, 462, 634 Tennessee _ _ 4 61, 623 542, 625 5, 292. 343 2, 485, 430 8, 320, 398 Texas.. . . . . ... 8 109, 557 1, 141, 715 4, 515; 868 0 5, 657, 583 Virginia _ _ _ ... 4 39, 055 392, 500 3, 040, 000 0 3, 432, 500 West Virginia _ 4 40, 238 201, 500 2, 591, 000 2, 792, 500 Wisconsin . . . . . 1 13, 500 304, 249 747, 171 1, 051, 420 Private teachers' colleges only ( in¬ cluded above) Illinois..- _ _ _ _ 1 3, 550 53, 277 687, 600 1, 690 742, 567 Indiana... _ _ _ _ 2 13, 857 49, 100 405, 100 25, 728 479, 928 Tennessee.. . . . . . 1 40, 000 322, 725 2, 933, 843 2, 485, 430 5, 741, 998 Total . . 4 57, 407 425, 102 4, 026, 543 2, 512, 848 6, 963, 493 Colored only ( included above ) Missouri . . . . 1 5, 000 15,000 462, 500 0 477, 500 South Carolina _ 1 3,000 135, 209 629, 100 764, 309 Texas _ _ _ 1 5,829 201, 942 761, 829 963, 771 West Virginia . . 1 8,078 51, 500 756, 000 807, 500 Total _ . 4 21, 907 403, 651 2, 609, 429 3,013,080 TEACHERS COLLEGES AND NORMAL SCHOOLS 983 Table 7. — Teachers ’ colleges — Receipts , 1925-26 Schools report¬ ing From From public funds From students’ fees From all other sources Total receipts, State pro¬ ductive funds For in¬ crease of plant For current expenses Tuition, etc. Board, room, etc. including undis¬ tributed items 1 3 3 4 5 6 7 8 9 Continental United States— . . 101 $206, 539 $7, 165, 548 $17, 284, 038 $3, 189, 193 $3, 507, 365 $1, 671, 286 $33, 068, 364 Arizona . . 2 0 136, 488 287. 466 11, 220 120, 381 14, 519 570, 074 Arkansas _ _ 1 0 100. 000 124, 000 26, 367 27, 116 0 277, 483 California . - . 7 0 477, 056 1, 036, 351 29, 381 1,785 0 1, 544, 573 Colorado.. . . 2 0 134, 680 452, 763 154, 527 43, 345 7,747 793, 062 Georgia _ _ _ _ 2 1,000 0 172, 100 15, 661 124, 041 24, 912 337, 714 Illinois . . . . 6 102 702, 608 1, 220,468 197, 972 311, 754 381,457 2, 814, 361 Indiana . 4 1,369 125, 000 574, 818 337, 348 95, 727 43. 337 1, 177, 599 1, 144, 384 Iowa . . . 1 0 10, 000 651, 750 233, 006 192, 270 57, 358 Kansas _ _ 3 16, 332 313, 123 782, 163 322, 174 180, 118 1,000 1, 614, 910 1, 416, 930 Kentucky.. . . 3 0 300, 000 711, 414 102, 498 150, 279 152, 739 Louisiana . . 1 0 0 231, 000 35. 626 246, 182 18, 660 531, 468 Massachusetts _ 6 0 229, 171 532, 854 29, 326 189, 747 3, 959 985, 057 Michigan . . 5 0 1, 205, 071 2, 180, 340 102, 072 0 22, 347 3, 509, 830 Minnesota _ 2 0 8, 000 272, 000 21, 650 52, 900 7, 500 362. 050 Mississippi.. . 1 0 0 93, 882 23, 314 0 12, 666 129, 862 Missouri _ 7 0 244, 043 1, 232, 914 313, 768 167. 241 7, 656 1, 965, 622 Nebraska . . 4 0 200, 000 695, 500 91, 571 50, 919 15, 364 1, 053, 354 New Mexico _ _ 2 0 10, 000 165, 485 16, 315 20, 841 16,090 228. 731 New York . . 2 0 69, 256 365, 168 0 0 60, 017 494, 441 North Carolina . 1 0 241, 164 131, 723 3, 272 146, 273 3, 809 526, 241 North Dakota . 3 17, 709 89, 039 336, 412 133, 307 113, 082 38, 378 727, 927 Ohio _ _ 3 0 565, 065 495, 551 66, 318 57, 735 6,711 1, 235, 775 Oklahoma . . 6 0 413, 000 757, 978 68, 594 0 14. 290 1, 253, 862 Rhode Island . . 1 0 360, 000 132, 000 15, 000 0 0 507, 000 South Carolina— . 1 0 1,000 105, 625 9,382 534 44, 704 161, 245 South Dakota . 4 28, 321 353, 400 533, 580 103, 402 26, 008 23, 709 1, 068, 420 Tennessee . . 4 141, 706 0 288, 000 231, 139 174, 175 376, 510 1, 211, 530 Texas _ _ 8 0 483, 384 1, 804, 273 320, 095 223, 792 30, 887 2, 862, 431 Virginia _ _ _ 4 0 58, 300 301. 460 88, 894 593, 189 141, 309 1, 183, 152 West Virginia . . 4 0 276, 700 438, 000 71, 984 143, 367 135, 611 1, 065, 662 Wisconsin _ 1 0 60, 000 177, 000 14, 010 54, 564 8, 040 313, 614 Private teachers' colleges only ( included above ) Illinois. . 1 102 0 0 109, 000 120, 590 326, 151 555, 843 Indiana _ _ 2 1,369 0 0 139, 413 45, 489 20, 129 206.400 Tennessee . . . 1 141, 706 0 0 189, 703 27, 821 376, 510 735, 740 Total . . . 4 143, 177 0 0 438, 116 193, 900 722, 790 1, 497, 983 Colored only ( included above) Missouri . 1 0 104, 706 105, 625 6, 951 9, 382 34, 458 4, 479 35, 589 534 5,748 44, 704 152, 994 161, 245 484, 814 353, 055 South Carolina _ 1 1,000 38, 700 125, 000 Texas _ 1 161, 420 45,000 219, 472 49, 096 30, 764 129, 480 West Virginia . 1 Total . 4 164, 700 416, 751 55, 270 304, 691 210, 696 1, 152, 108 Table 8. — Teachers colleges — Expenditures , 1925-26 f 984 BIENNIAL SUBVEY OF EDUCATION, 1924-1926 p| g| "3 §"3'2 § O 03- :g?5! \ iH L- co oo o i lOiOOOr-T< NHCSN( 03 00 O CO i^ofofo 00 03 OO lO ^§KgS +j A (3 be 'd _ 3S'g®.s:g|s s-. fn M’tS'O E3 G lOOOCO OOMOOOO IOCSOOHCO 0C^ HOOt CS 00 CO O CO C H GO h C H H CO CO lOOJOMC CO 00 lO o NX00ON 05 00 00 05 03 00 CO 05 » _ _ > *0 1 . . . _ CO 00 GO O0 L- »OCOOv CO^OrHO - - - irf 03 io' lo ) CO lO CO CO O 03 00 iCNHCOH 00 00 03 ^03 of rH CO ^ 05 < • CO 00 T Tl O W J _ aS b£>-+-° C? . w T d 3 o o .2 cflSa p ^ ^ vb.S w ° H050 ^ ^ CO lO ^ co co *o t»OT b W ho^j.S .2 -3 0'S •*3 p 3 > X 05 CO.^H S ^ O <1 03 a <3 »C 03 CO COt^OOi O CO *0 lONNNt COCOiOO^ O CO O 03 05 05 05 T-t CO CO .9 a <3 g3 • tJH 05 10 03 000N | CO rH CO HlOCON ! 1-h O 00 03 00 10^ CO CO 03 05 iO ICUOIOON U- rt1 C CO^NCOCO ^ O " tjT co co co' rjn' r-T < 03 ^ *0 rH H lO CKO 03 lO co O O & 0'S C3^3 Q *H O ^ O ° CO O co o o o5 05 05 U* *0 05 i > CO CO 050’ t3*3c> O O O 03 03 TjH CO CO 05 CO 00 Tt^ CO 03 GOC^COIO 03 CO CO 00 00 TjT uo O o CO CO H003H^ 03 CO t'* 03 r-H C3 G3 05, CO T3 TjH 05 G iO»ONC ^OCO. O O CO rH 00 03 Tf 00 05 rH 05 lO TjH CO CO HCN^OO lO CO O 03 03 HC3N03N CO 0 0 0 03 05 00 ^003 IOC0NO5 H CO 00 05 CO 00 i CO CO o o ONOCO ^0300 rH o lO 03 O iciCOOh COCO 05 05 o 03 03 Tf CO OOO OOCONOO O 05 co lO CO is a o 2 05 H CO CO CO OOOOOO 0030003 OOOHQOO ■ag CQ Q, o o o o o o o o o o O O O oco ^ co o *o co' rH rH rH CO )N 03 O 1000050 CO GO N030^H 0 03^ H0300 10 i CO 03 05 00 O CO o o ° o a? go ?h 03 03 conn. 'CTJ’d'O© *^"2 ^ ,03 o Owwh UH ° g «1«1QOO Szzzz a^g-ss .2 §.SP© c8 .^3 C/5 r- 03 *g 3 siq " •ca ® oo o TEACHERS COLLEGES AND NORMAL SCHOOLS 985 CiMOOOO MOOCiOOO WhhONW (COOOh^ 497, 000 230, 000 829, 717 1,556, 717 22, 155 68, 308 212, 500 302, 963 677, 967 756, 076 2, 383, 714 1,059,217 824, 812 249, 817 223, 512 143, 649 373, 247 00 o © 139, 534 139, 090 453, 356 311,319 © (M 1 3,203 13, 589 3,620 39, 112 1,500 32, 360 1,190 10, 084 43, 634 1 © i So ! © 5,875 WN«OON 1 iCChhM i ooodoV i ^ 1C CC C H i C* fH 1 19, 950 1,682 31, 069 52, 701 4, 873 3, 639 144, 964 11,874 165, 350 65, 651 41, 192 468, 515 114, 241 90, 286 6, 491 2, 500 3, 715 20, 133 26, 348 9,138 6, 550 178, 270 82, 286 276, 244 94, 523 122. 991 138, 858 290. 991 52, 890 96, 046 55, 540 14, 261 13, 457 83, 258 57, 877 22, 113 © 97, 180 30, 307 71,961 49, 946 50, 902 94, 118 15, 105 Z89 ‘65 000 ‘6 © 00 © 4, 265 19, 683 00 © 118, 066 j © 00 © r-. © C 1 ' 7i M ?i — CO CO CO CO h 78, 452 101, 701 198, 042 378, 195 H O© r-( CNJ CO CO © © ©^ © © co of of Tfl t>* © 00 304,991 OWriNOW CO OQOOC4C O © CO CO © © | CO CO IC(N o' 00 I (NCCN^m 13,410 8,000 19, 536 © ~r © o 9,260 4, 300 © © 18, 160 ©©©©©© I ooKSxo 1 c^Tcfco oo co © WCSfOMrH 4,500 6, 600 10, 000 o © 4, 200 3, 300 3,000 4,200 © © ©©co©©© 1 CO I- 00(N»00 oocooccoa ^ © © -T io of NW^COh 7,800 6,500 11,289 © 00 © © Tt< oo orai rtHH T CM CO*" © h H © © © ©HH © © rH © GO CO © © © t3 g §§5g b|-2S ot: k OO? rC ft.£ '©©rH © © © © © > © © rH © O CM rH © i © CM CM ©©COrHrH »hN CO © © ^ HCO©I © CO 00 © © ^ © © CM rH H'tHHH d.2 ; ! b«s g $ o d ; Is ;3o g-B §m s Sb§s| S§333 as!®! II oo3 £gg; <<99™ © a a m TEACHERS COLLEGES AND NORMAL SCHOOLS 989 330,063 1,049, 868 317, 576 1,936,820 SgsSSl Isllll |‘So‘s#S=§‘ ggs||‘s 1, 686, 615 339, 475 113, 400 III i gggll i Hill i 2 j j j ^£*0000 ; r^cioj^QO j CM i i list 13 ill j llllll 8 *0 i £ ! Ss'-'s sf iss S gggfsss 1 co : §111 li ills SfSSSI 3 i i geo jus JH ^-oTo-ootCr-r g iO j nil linn niiii s SI § $ £ § g S gESfg £32 i ii llsl i if i i i II i ill 1 1 1 sssf j ;S j j j sis j ig'a ii iii ii s' g | • Sill llllll llllll i si 1111 mm mm i si ” r-T^CO" rH CO llllll lelssl 1 SI iim 1 sills’ ii’lfll s T*< if r-T-TlO iC isSSs inn i snssi 00 So 11 SIs'B i |ssgg» $ 2| fill llllll ESlifl S3 g| odi-4VT th odoo tH CO ^ 05 . CO “ 1 s 17830°— 28 - 63 Table 12. — State normal schools — Expenditures, 1925-26 990 BIENNIAL SURVEY OF EDUCATION, 1924-1926 fl ^ CO--3 O i fl *3--g O o jS-s'55 S'-*3 P c3 S3 S w M CCOOOl OO^HOt t^40%d rH ( W^OOH CM CM O h 00 ^ON CO O O © CM 00 ^ 00 cdoT (NO I CO © I>- o *3 nd co O H a> 3 Eh S g-S IO o o 00 o ^ HNOJOi OOCOHO^ © r^T 00 r-T oT 00000 © © © CM © © © 00 © Tfi NH00 00O CM © © >OH( © rH'oooooTcg' ©©'03 OOOht^oo CO^WiON 00 © CO*rd O CM © CO ^ © 4-T i 43 S £f fl 53 © •<-« cd g 52 aT *U*-Sg c3 O O CO o o XO^^CD ©* cd d t— T rh' © 00 © © u- © cm O C (NN 05 H OO 00 1O00N >0 05NO b 3 >,8 ‘3 § § S-js “1 OOhcOIO © © ^ © ^ O CO O H iO 1— T r-T icT cd* o • CO O O O CDHNNH O © CM CM 05 CO O O H ^ N H © HH co © NCONCOW NCSCO^OO CM (NO h 05 rd CO ©* O' r-T cT oT t^T co t-T h co 10 40 co o o co 00 HOOOOOO O ^ !HCOC5lO 5OC0MN ) 05 t— ( IO 40 £S3 O 40 rH co CM CONd'OrH O H CO 40 C^NOJCSCO 00" od 00 oT © ICOHN NOOrHiOCN rH CO o 40 O O OO 40 CO CO )0CO^ argf4o»o'co ©* © cf ©* cd o LOft® ^rQ 3 HOCOOl CO 40 H o ( O O O O 1 co i-T cT t-T ( CO 05 00 ^ C o co co o 0 05 00 O co o OOOONOO H N O CO ^ cd - © 5 rf t? © © o ©* 40* t-h' 0^05 00 00 05 o O co 40 CD H CO O 40 05 00 40 CO 1> © > CO • CO CM - OO CM 00 05 t— l CM O O N CO 05 CO N005 10 05 O^HhO OOCOOOG5 Tf co rH rJH 05 OOCOHh-^ O CM CO 00 40 l«2 sSl (N O 40 © Tfi CD) GO (N N O CM CO © © CO 05* r-T oT 40 00 © 00 © c © © CO C © rH O 40 C ■ CM © CO 40 >>rr u o tf d CO © © © 40 C0»0©ON © CM © 00 © odcd© aTad 00 co 00 co © © © © © © © © © © CM 00 © © © ]>•* td 40* od cdT CO © 40 GO Ttl ' CO ^ CO 00 rH 1 1 © L- 05 • © © © © 1 1> 00 1 Tfl 0 08 i is 1 1 1 « © co • » 1 © rH 1 1 1 :©>©©!>- 1 © HtH © CO © ! a i 1 00©© rH 1 © rH CN CM [ 1 © 00 1 1 iNCOHH 1 tF* cd 40* rtH* 1 ©*t^T CMtjT 1 [TjT ;hV j » 1 oT cd ^* od 1 © 1 rd 1 °1 w> & KB 0 sr-r CO £ IN t-H CD Tjl *0 if 0 03 S w o w 03 3 2 be O X2 03 5 s-. rl S^§§! o3 M rt O o3 "3 3 P,P c3 o g w a >> S S3 « Pi 0.9 g m a « P co w § M |flg "R ^ *s s PI IS .H -u 03^ a on | -e-e^ O .0 lad 3 ig* I r-H CO (d CO | -n II 111 * . © TEACHERS COLLEGES AND NORMAL SCHOOLS 991 111 11 si SS' S'S? as S1I1SI allSIf s'ess's's; gssg'igss? SI S3 11IS1I g to CO ~ illlSi 1SIS3 «g%H“ CO OW O 00 Hills Sllsis OO-COCO-tO-g-tO NCfOOON ISlijEs efi-f oo oot'f SiSs§§ £8 «5W SI co of Hill ^•-Tcfo'V S18IS1 li 8£ gl •oof iiiiii ofefcd §1 Cfr-T ISIlii CO CO CO CO cf O •o' co co co 11 TTCO- ns 992 BIENNIAL SUBVEY OF EDUCATION, 1924-1926 Table 13. — City normal schools — Sessions, teachers, students, graduates, 1925-26 Location Institution [ Weeks in school year 1 Years in normal courses Hours of practice teaching required Teachers, including principal Normal students Graduates from normal courses g § Women g § Women g § Women 1 3 3 4 5 6 7 8 9 10 11 Bridgeport, Conn.. Bridgeport Normal School.. ... 40 2 600 20 79 38 Washington, D. C. J. Ormond Wilson Normal 36 2 90 23 307 105 Do. . . ocuooi • Myrtilla Miner Normal School l. 36 2 192 4 18 37 375 7 162 Atlanta Normal Training School 36 2 180 2 27 114 2 49 Chicago, Ill _ Chicago Normal College _ 40 3 260 62 67 216 3, 538 28 886 Sioux City, Iowa _ Sioux City Normal School _ 38 3 1 H 68 2 17 Louisville, Ky. Louisville Normal School _ 40 2 250 9 286 133 New Orleans, La... New Orleans Normal School _ 38 2 75 1 15 366 134 Lewiston, Me _ Dingley Normal Training School 37 2 185 11 24 4 Baltimore, Md .. Colored Training School 1 _ 37 2 500 3 14 6 91 Boston, Mass _ Training School for Teachers of 1,2 1 17 2 13 Mechanic Arts. Kansas City, Mo.. Teachers College of Kansas City. 40 2,3 420 5 22 20 500 103 St. Louis, Mo _ Sumner Teachers College.. . 40 2,4 500 7 4 135 28 Concord, N. H _ Dewey Training School _ 38 2 5 16 8 Jersey City, N. J._. Teachers Training School _ 40 2 300 1 24 281 41 Brooklyn, N. Y _ Maxwell Training School for 40 3 450 14 80 85 i, 878 10 238 Teachers. Jamaica, N. Y Jamaica Training School for 40 3 12 58 96 1, 308 3 124 Teachers. New York, N. Y___ New York Training School for 40 3 500 12 44 37 1, 362 3 132 Teachers. Rochester, N. Y — Rochester City Normal School.. 40 3 500 2 30 166 24 Syracuse, N. Y - Syracuse City Normal School ... 38 3 300 1 7 192 10 Columbus, Ohio _ Columbus Normal School _ _ 40 2 500 3 16 35 2 17 Dayton, Ohio Grace A. Greene Normal School. 40 2 202 15 134 46 McKeesport, Pa... McKeesport Teachers Training 36 1 54 1 7 49 School. Philadelphia, Pa... Philadelphia Normal School _ 40 2 7 45 149 925 24 218 Pittsburgh, Pa Baxter Training School _ 40 2 600 3 11 198 121 Richmond, Va. Armstrong Normal School 1 36 2 34 3 66 Do . Richmond Normal School . . 36 2 270 3 21 87 43 Total 145 607 663 12, 580 88 2,681 i Colored. 2 1924 figures. Table 14. — City normal schools — Property and expenditures , 1925-26 TEACHERS COLLEGES AND NORMAL SCHOOLS 993 i 994 BIENNIAL SUBVEY OF EDUCATION, 1924-1926 Table 15. — County normal schools — Personnel and 'property , 1925-26 State Teachers and students Property Schools reporting Number of teachers, including director Normal students Graduates from nor¬ mal courses | Schools reporting Bound volumes in library Value of library, ap¬ paratus, machin¬ ery, and furniture Value of grounds and buildings Total value of prop¬ erty reported s § Women Men Women Men Women 1 2 3 4 5 6 7 8 9 10 11 12 13 Continental United States . . 108 77 269 419 2,405 362 2, 017 94 73, 232 $184, 609 $1, 207, 600 $1, 392, 209 Michigan . . . 36 4 94 86 684 75 611 24 5, 023 18, 834 19, 000 37, 834 Ohio _ 43 42 91 215 953 181 716 41 21, 550 17, 675 3, 600 21, 275 Wisconsin. . . 29 31 84 118 768 106 690 29 46, 659 148, 100 1, 185, 000 1, 333, 100 Outlying parts of Uni¬ ted States Philippine Islands _ 2 22 26 505 752 1 3, 500 7,000 275,000 282,000 Table 16. — County normal schools — Receipts and expenditures, 1925-26 State Receipts Expenditures Schools reporting Student fees for edu¬ cational services Public funds for— From all other sources | Schools reporting Salaries of directors Salaries of other in¬ structors Other expenses of in¬ struction and ad¬ ministration Operation and main¬ tenance. sundry and fixed charges Total current expen¬ ditures Outlays for sites, buildings, etc. Increase of plant Current ex¬ penditures 1 2 3 4 5 6 7 8 9 10 11 12 13 Conti nental United States. 66 $10, 224 $6, 600 $470, 355 $14, 278 95 $166, 331 $290, 715 $30, 228 $92,815 $595, 089 Michigan 21 1, 180 200 75, 969 5, 597 25 46, 150 61, 625 3, 708 5, 554 117, 037 Ohio _ 15 500 100 39, 803 3, 055 43 34, 700 92, 541 3, 535 926 131, 702 Wisconsin . 30 8,544 6, 300 354, 583 5, 626 27 85, 481 136, 549 22, 985 86, 335 i 346,350 2$67,732 Outlying parts of United States Philippine Islands 1 75, 000 1 1, 900 1, 900 i Includes $15,000 undistributed. 2 Includes debt service. TEACHERS COLLEGES AND NORMAL SCHOOLS 995 Table 17. — Private teacher -training schools — Instructors and graduates , 1925-26 State Schools reporting Instructors in all courses, excluding duplicates Instructors in teacher- training courses Graduates in 1926 Regular session Summer session Total, excluding duplicates Men Women Men Women Men Women Men Women Men a fio©-co Schools report- £ a 8 ,-1 N CO ,-1 .-1 HtONHH (NMNCOH NNHHN State - Continental United States . Alabama . . . . California . . . Connecticut... . . . District of Columbia _ _ _ ueorgia _ _ _ Idaho __ . . Illinois _ _ _ Indiana . . . . . Iowa _ _ _ Maryland _ _ _ Massachusetts. . . . iviinnesoia _ _ _ _ Nebraska _ _ _ _ _ New Jersev _ New York . . North Carolina _ _ _ _ Ohio . . . . V7iegULl - Pennsylvania _ _ South Carolina . . . . . . South Dakota . . . . . . . Tennessee. _ _ _ _ Utah... . . . . . . Virginia... . Washington . Table 19. — Private teacher-training schools — Property and receipts, 1925-26 — Continued 998 BIENNIAL Receipts Total receipts reported 13 $3, 420, 286 91, 915 16, 104 72, 690 4, 463, 895 o 05 OO CO o 00 From all other sources 12 $301, 130 48, 106 2, 500 31, 363 461, 286 lO GO CO 00 From students’ fees Board, . room, etc. 11 1 1 1 1 $492 168, 098 168, 590 Tuition, etc. 10 $35, 870 32, 185 5, 064 16, 287 12, 573 05 05 O From private benefactions for — Current expendi¬ tures 05 $86,991 1,276 5, 540 19, 548 86, 008 199, 363 Increase of plant and endowment 00 $2, 996, 295 10, 348 3, 000 5, 000 3, 735, 930 6, 750, 573 Schools report¬ ing HHHHH Endow¬ ment <0 $5, 849, 399 140, 216 30, 000 8, 970, 820 14,990,425 Value of grounds and buildings $7, 777, 497 492, 291 60, 000 505, 000 10, 483, 320 19,265,763 Value of library, apparatus, machinery, furniture rfi $273, 438 28, 896 7, 655 5, 000 445, 009 812, 343 Bound volumes in the library eo 17, 667 7, 745 1,500 7,000 60, 532 94, 444 Schools report¬ ing « . State tH Colored only ( included above) Alabama . . . . . North Carolina . . . . Tennessee _ _ _ Virginia . Total . . . . TEACHERS COLLEGES AND NORMAL SCHOOLS 999 Table 20. — Private teacher-training schools — Expenditures, 1925-26 State Schools report¬ ing Salaries of princi¬ pals and directors Salaries of other instructors Other ex¬ pendi¬ tures for instruc¬ tion and adminis¬ tration Operation, mainte¬ nance, sun¬ dry, and fixed charges Total current ex¬ penditures Outlays for sites, build¬ ings, etc. 1 2 3 4 5 6 7 8 Continental United States . . 37 $114, 350 $1,267, 589 $393, 054 $1, 629, 511 $3, 428, 879 $1, 622, 670 Alabama... . . . California.. 1 1 0) 218, 547 87, 885 287, 658 594, 090 19,875 109, 849 Connecticut . . 2 7, 500 3, 400 42, 264 10, 000 134, 078 193, 842 41, 300 Idaho . . . 1 31, 855 1,669 12,974 49, 898 2, 720 Illinois . . 6 24, 600 119, 534 48, 473 191, 874 384, 481 61,980 Indiana _ 1 4,800 2,000 18, 313 24, 922 51,812 29, 254 74, 925 56,916 570 Iowa.. . . . 1 740 98, 793 Massachusetts _ 5 19, 200 57, 699 32, 947 67, 846 177, 692 4, 712 Minnesota . . . 2 2, 400 40,917 1,365 28, 726 73, 408 45,000 Nebraska . . 1 2,700 29, 200 55, 343 13, 500 45, 400 175,000 382, 000 New Jersey. . . . 2 4, 000 30, 586 50, 646 140, 575 New York . 3 16, 100 136, 159 36, 929 173, 980 363, 168 97, 236 North Carolina _ 2 6, 000 75, 369 17, 689 143, 972 243, 030 11,459 Ohio . . . 1 2,600 18, 834 4, 964 55, 624 82, 022 218, 070 Pennsylvania . 2 5, 000 11, 368 4, 537 13, 971 2 39, 376 1,098 South Carolina . . 1 1,500 6,700 45, 000 1,364 3,850 13, 414 3,000 South Dakota _ _ 1 3, 050 3, 050 146, 243 197, 343 310, 650 Tennessee . . 2 6,500 53, 692 2, 722 64, 595 127, 509 4, 155 Utah . . 1 3,000 24, 806 561 12, 816 41, 183 2, 683 Virginia . 1 0) 257, 067 107, 573 146, 092 510, 732 52, 395 Colored only ( included above ) Alabama _ 1 218, 547 21, 431 87, 885 5, 689 287, 658 50, 274 594, 090 79, 794 109, 849 7, 459 North Carolina . . 1 2, 400 South Carolina . . . 1 1,500 6,700 1,364 3, 850 13, 414 3,000 Tennessee. . . . 1 3, 500 31, 329 1,300 41, 881 78,010 987 Virginia . . . . 1 257, 067 107, 573 146, 092 510, 732 52, 395 Total . . 5 7, 400 535,074 203, 811 529, 755 1, 276, 040 173, 690 i Included in column 5. 2 Includes $4,500 undistributed. 1000 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 21. — Number of deans of women , nurses , and 'physicians in teacher-training institutions, 1 925-26 TEACHERS COLLEGES— A Location Full-time deans of women Part-time deans of women Resident nurses Resident physi¬ cians Location Full-time deans of women Part-time deans of women Resident nurses Resident physi¬ cians * 1 Springfield, Mo _ 1 1 2 Conway, Ark... _ 1 1 Warrensburg, Mo _ 1 Chico, Calif _ - 1 1 Chadron, Nebr.. .. 1 1 Fresno, Calif _ _ 1 Kearney, Nebr _ 1 1 San Diego, Calif _ 1 Peru, Nebr. . . . 1 1 San Francisco, Calif. 1 1 1 Wayne, Nebr _ 1 San Jose, Calif .. 1 2 1 East Las Vegas, N. Santa Barbara, Calif. 1 Mex. _ _ ... 1 Greeley, Colo _ 1 1 2 Silver City, N. Mex. 1 1 Albany, N. Y _ 1 2 Athens, Ga__ _ 1 Mayville, N. Dak... 1 1 Valdosta, Ga. _ _ 1 2 1 Minot, N. Dak__ .. 1 1 Carbondale, Ill.. . . 1 1 Valley City, N. Dak. 1 1 Charleston, Ill _ _ 1 BoAvling Green, Ohio 1 De Kalb, Ill _ 1 Kent, Ohio _ 1 1 1 Evanston, Ill _ 2 Ada, Okla _ 1 Macomb, Ill _ 1 Alva, Okla _ 1 Normal, HI _ _ 2 1 Durant, Okla _ 1 Danville, Ind.1 _ 1 Edmond, Okla _ 1 1 Indianapolis, Ind.1-. 1 2 1 Tahlequah, Okla _ 1 Muncie, Ind . _ 1 1 Weatherford, Okla.. 1 Terre Haute, Ind _ 1 1 Providence, R. I _ _ i Cedar Falls, Iowa... 1 2 1 Orangeburg, S. C - 1 2 1 l Emporia, Kans. _ 1 1 Aberdeen, S. Dak _ 1 2 Hays, Kans _ 1 1 1 Madison, S. Dak _ 1 1 i Pittsburg, Kans _ 1 Spearfish, S. Dak _ 1 1 l Bowling Green, Ky.. 1 1 1 Springfield, S. Dak... 1 1 Murray, Ky _ 1 Johnson City, Tenn. 1 Richmond, Ky _ 1 1 1 1 Nashville, Tenn.1 2 2 Natchitoches, La _ 1 1 1 Alpine, Tex. _ 1 Bridgewater, Mass.. 1 1 Canyon, Tex _ 1 1 1 Framingham Centre, Commerce, Tex. _ 2 Mass _ _ 1 1 r>fintrm, Try 1 1 1 Detroit, Mich _ 1 Huntsville, Tex _ 1 1 Kalamazoo, Mich _ 1 1 1 Nacogdoches, Tex _ 1 1 Marquette, Mich _ 1 1 Prairie View, Tex _ 2 3 1 Mount Pleasant, San Marcos, Tex _ 1 1 Mich 1 East Radford, Va _ 1 1 1 Ypsilanti, Mich.. .. 1 1 3 1 Farmville, Va _ 1 1 Moorhead, Minn . . 1 1 Fredericksburg, Va__ 1 1 1 Winona, Minn _ 1 3 1 Harrisonburg, Va _ 1 1 1 Hattiesburg, Miss 1 Athens, W. Va _ 1 Cape Girardeau, Mo. 1 Fairmont, W. Va _ 1 Jefferson City, Mo.. 1 1 Huntington, W. Va. 4 Kirksville, Mo _ _ 1 1 2 Tnstitntfi, W. Va 2 1 1 Maryville, Mo 1 1 Menomonie, Wis _ 1 St. Louis, Mo - 1 Private. TEACHERS COLLEGES AND NORMAL SCHOOLS 1001 Table 21. — Number of deans of women, nurses, and physicians in teacher-training institutions, 1925-26 — Continued STATE NORMAL SCHOOLS— B Location 1 Full-time deans 1 of women Part-time deans of women Resident nurses Resident physi¬ cians Location Full-time deans of women Part-time deans of women Resident nurses Resident physi¬ cians 1 1 Fredonia, N. Y 1 1 1 3 1 New Paltz, N. Y _ 1 1 1 Potsdam, N. Y _ 1 1 1 Livingstone, Ala . . 1 1 Cullowhee, N. C _ 1 1 1 2 Dickinson, N. Dak.. 1 Trov, Ala _ _ 1 Ellendale, N. Dak... 1 1 1 Langston, Okla _ 1 1 1 Monmouth, Oreg _ 1 2 I 1 Bloomsburg, Pa _ _ 1 1 1 New Britain, Conn . 1 California, Pa _ 1 1 Willimantic, Conn.. 1 1 Cheyney. Pa. _ 1 Albany, Ga _ 1 1 Clarion, Pa _ _ 1 1 Bowdon, Ga _ 1 1 East Stroudsburg, Statesboro, Ga _ 1 2 Pa.. _ _ 1 1 1 Honolulu, Hawaii _ 1 1 2 Edinboro, Pa _ _ 1 1 Albion, Idaho . . 2 1 Indiana, Pa_. _ 1 2 1 Lewiston, Idaho _ 1 1 Kutztown, Pa _ 1 1 Frankfort, Ky 1 Lock Haven, Pa _ 1 Morehead, Ky _ 1 1 Mansfield, Pa _ 1 2 1 Scotland ville, La _ 1 1 Millersville, Pa _ 1 1 Castine, Me.. _ _ ....... Shippensburg, Pa _ 1 1 1 Farmington, Me _ 2 Slippery Rock, Pa... 1 1 Gorham, Me _ 2 Westchester, Pa.. .. 2 2 Machias, Me _ 1 Manila, P. I._ . _ 2 2 Salisbury, Md _ 2 1 Nashville, Tenn _ 1 Towson, Md _ 1 1 1 Kingsville, Tex _ 1 Fitchburg, Mass _ 1 1 Ettricks, Va 1 2 Lowell, Mass. . . 1 1 Bellingham, Wash... 1 1 1 Westfield, Mass . 1 Cheney, Wash. _ 1 1 Bemidji, Minn _ 1 Ellensburg, Wash _ 1 1 Duluth, Minn _ 1 Bluefield, W. Va _ 1 Mankato, Minn . 1 1 Eau Claire, Wis 1 St. Cloud, Minn _ 1 1 La Crosse, Wis _ 1 1 1 Alcorn, Miss _ 1 1 Milwaukee, Wis .. 1 1 1 Dillon, Mont _ 1 1 Oshkosh, Wis. _ 1 Keene, N. H . . 1 1 1 1 Platte ville, Wis _ 1 Plymouth, N. II _ 2 1 River Falls, Wis _ 1 Glassboro, N. J . 2 1 Stevens Point, Wis.. 1 Newark, N. J 1 Superior, Wis 1 1 1 Paterson, N. J _ 1 Whitewater, Wis _ 1 Trenton, N. J _ 1 2 1 PRIVATE NORMAL SCHOOLS, GENERAL— C Tuskegee Institute, Dayton, Ohio _ 1 1 2 Ala.. .. _ _ . 1 4 4 Canton, S. Dak _ 1 Denver, Colo _ 1 1 Martin, Tenn 1 Rexburg, Idaho . 1 Morristown, Tenn .. 2 1 Waved y, Iowa. _ 1 St. George, Utah 1 Ammendale, Md _ 1 Hampton Institute, Seward, Nebr _ 2 Va 1 1 2 1 Asheville, N. C _ 1 1 Seattle, Wash . . 3 1 Raleigh, N. C._ . 1 2 PHYSICAL EDUCATION— D New Haven, Conn... 1 2 1 i Cambridge, Mass _ 2 1 Washington, D. C... 2 Newark, N. J _ _ 1 1 Chicago, Ill . 1 1 1 1 Ithaca, N. Y 4 Do . 1 1 New York, N. Y .. . 1 Do _ 3 Do 1 1 1 Boston, Mass _ 1 I KINDERGARTEN— E Chicago, Ill. . 1 1 1 New York, N. Y 1 Boston, Mass _ Cincinnati, Ohio.... Oberlin, Ohio.. 1 Minneapolis Minn.. 1 1002 BIENNIAL SURVEY OF EDUCATION, 1924-1926 8 1 u * i ii og: a Degrees con- Women! 05 003^e,£8^SSSS:3S§^‘0’-,8$;3,0gig§35SSf: *-« Men CO OOt>* I i i !8S I'-SS^SSiSSSSS i : : : Certificates in teacher- u is |I Women {» S|gSSgg|g5!S3S|SS|a|3SgK||||| = S Men c © S8fe280,0082g^ 83 34 36 15 69 22 0 7 7 57 21 35 93 220 0 39 Years in non¬ degree teacher- pre¬ paring cur¬ ricula «5 ;s ii U nil If £'§•§>> 8 co^en jHHHHHEn'g glZI-gS g | ® g.g’g ® g ;l6fl6ll;IIS?36£§> State Normal TEACHERS COLLEGES AND NORMAL SCHOOLS 1003 SS8§8 5SS88SSSS i°°ii ^°ii!ii§sr rH ||||S||g8g§gg§Ig^g|§^^ ggg g £ § 1 si £isgg§!«i:a 1 PhPhPhPhPU Ph put Pl, p-i Ph Oh ; i— 1 Ph Ph hh hhhh hh hhhhhh : -i,-|PhPhPiw'-,Ph|-,PhPhPi|-|Ph'" •hmm* m- hh“ hh hhh hh Ph Ph Ph Ph Ph Ph Ph ^ ^ Ph Ph Ph ^ ^ Ph Ph Ph Ph * HH HH HHHHHH HH ^ ^ Ph Ph Ph Ph Ph Ph Ph ^ Ph Ph Ph Ph ^ Ph *"" NHh* _r HH* HH hhhhhh hh- SN®2° °°088«S33’ 1 134 136 108 140 89 330 728 259 217 914 198 250 133 308 44 456 2 193 151 239 550 83 172 155 178 22 13 271 167 212 219 391 182 202 927 178 292 669 312 458 428 142 53 384 167 s oo*® § SSSS^SoSgSgS^&S c* COCOCO CO e* C* CO CO CS 0* CO CO CO CO H 1 1 1 1 1 1 1 1 1 1 Prac¬ tice school 11 1-1 'PmPhmi— i,-iPh,-i,—iw,-,>-imhhPhP-iPhP-iP-iP4P-iP-iPi-i Model school 10 1-1 Ph |-"_i w 1-1 Ph 1-1 w 1-1 w i“i w 1-1 Ph P4 Ph Ph Ph PW Ph Ph | 1 Degrees con¬ ferred Women a C0Oi>-000i©03© 03 00 00 00 00 00C003 00r^Ci©0>©03 rH rH 00 COHNH W Men GO CO rH 03 00 © 04 © 03 © rH © 00 03 © i i i i ^ CO © © 03© (NHOOH 03C0 • i » t r-t r-< t-I i-( C* i l l l Certificates in teacher¬ training courses granted to — Women 00 rH © itH 1 00 1© 1 © CO © 05 03 03 © 03 ^ rH ©© t'- i>-©© « i |© 1 1 1 1 till till Men CO III 1 1 1 1 1 1 03 rH © l 1 1© l© l © © © rH 1 1 1 1 © I>- 03 03 rH III i 1 03 rH till III 1 1 1 1 1 1 III 1 1 1 1 l 1 III l 1 l l 1 1 Years in non¬ degree teacher- pre¬ paring cur¬ ricula 10 030303 • 03 1 03 I 03 I >030303030303030303030303 i i i ii Weeks in sum¬ mer ses¬ sion H 03 03 03 03 03 03 03 03 03 03 03 03©©03rH0303©©03©© Weeks in year CO ©©©©©©©©©©©©©©©T*©©©©©©© COCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCO tjfs£ O 2§j <£> bJO 8,-3 o> O ^ tJ) ' w O ^ £3 ben ti o in ;zj co £ ^ ^ m ^ IS O ortr"[H iUII-a^ s g CQ02H^SOajf>H!Z;c42'a2ecQCQ02CZ2CQOcQ|Siee . — ^ £3 O >" QO.^ ^ pH 2 S JS fl a • I’llJll- s §is s® If IJj^i 2 Figures for 1924. 6 In addition there is a midspring term of 16 weeks. 8 In addition there is a midspring term of 7 weeks. 3 Private institution. 6 Colored. TEACHERS COLLEGES AND NORMAL SCHOOLS 1005 Table 23. — Teachers colleges — Instructors , 1925-26 [Teacher-training institutions offering four years’ work above secondary grade and granting degrees] Location (for name of institution see Table 22) In all courses, excluding dupli¬ cates Regular session In normal course; Summer session s Total, excluding duplicates Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 Flagstaff, Ariz . . . . 26 26 10 21 19 17 25 26 17 22 15 21 15 21 Conway, Ark _ _ 31 14 23 14 28 12 31 14 Areata, Calif . . . . 17 8 13 6 9 4 17 8 Chico, Calif. _ _ 23 23 16 19 13 10 23 23 Fresno, Calif-. _ _ 37 30 17 23 15 5 22 26 San Diego, Calif _ _ _ 27 27 9 20 9 16 15 24 San Francisco, Calif _ _ _ 16 46 5 27 4 8 7 30 San Jose, Calif . . . . . . 40 62 13 43 15 10 28 53 Santa Barbara, Calif . . . 42 47 12 18 16 16 28 34 Greeley, Colo _ _ _ i 129 i 94 52 43 77 51 4 129 i 94 Gunnison, Colo . . ._ 41 36 20 25 39 26 39 35 Athens, Ga . . . . 10 40 10 40 10 40 Valdosta, Ga.. _ _ _ _ 9 29 1 9 3 8 3 15 Carbondale, Ill . . . 36 50 6 17 5 4 9 19 Charleston, Ill . . . . . . .. 31 43 20 28 25 30 31 40 Evanston, 111.2 . . . . 7 31 3 19 2 13 3 23 De Kalb, Ill . . . . . 32 44 24 38 23 31 32 44 Macomb, Ill _ _ 32 29 25 28 32 29 32 29 Normal, Ill _ _ .. 71 88 40 56 68 74 71 88 Danville, Ill.2 _ _ _ _ _ 25 13 12 7 25 13 25 13 Indianapolis, Ind.2 . . . 0 37 0 37 0 32 0 37 Muncie, Ind _ _ _ 42 54 37 48 32 28 42 54 Terre Haute, Ind _ _ 70 63 41 40 67 44 70 63 Cedar Falls, Iowa _ _ _ 124 171 80 91 114 160 124 171 Emporia, Kans _ _ 52 74 39 65 49 74 49 74 Hays, Kans _ _ _ 33 17 26 14 33 17 33 17 Pittsburg, Kans _ .. .. 77 61 61 39 75 56 77 61 Bowling Green, Ky . . . 50 39 40 32 38 30 41 36 Murray, Ky . . . . . 18 21 13 16 12 11 17 16 Richmond, Ky _ _ 34 27 26 23 27 23 34 27 Natchitoches, La _ _ 52 48 35 44 49 44 52 48 Boston, Mass. (School of Art) 20 12 6 4 6 4 Boston, Mass . . . . . 19 35 14 34 9 3 19 35 Bridgewater, Mass ... 10 . 29 10 29 10 29 Framingham Center, Mass _ 8 35 8 35 8 35 Salem, Mass . . 10 15 8 15 8 15 W orcester , M ass .... 7 14 7 13 7 13 Detroit, Mich.. . . . 19 65 8 51 19 27 19 65 Kalamazoo, Mich . . 79 124 69 110 48 62 79 124 Marquette, Mich . . . . . 31 37 22 29 31 37 31 37 Mount Pleasant, Mich . . 46 47 27 29 46 47 46 47 Ypsilanti, Mich . . . 83 149 65 118 54 87 83 149 Moorhead, Minn . . . 18 33 11 21 13 20 17 28 Winona, Minn _ _ 17 28 15 27 9 8 16 28 Hattiesburg, Miss.. . . . . 18 21 11 16 18 17 18 17 Cape Girardeau, Mo . 31 32 29 24 31 32 31 32 Jefferson City, Mo.3 . . . 14 10 2 1 3 2 4 2 Kirksville, Mo . . . . . 38 34 27 25 32 28 35 34 Maryville, Mo . 4 34 4 45 4 26 4 22 4 31 4 39 4 31 4 39 St. Louis, Mo . . . 56 26 13 14 23 12 28 18 Springfield, Mo . . . . 33 42 32 42 33 42 33 42 Warrensburg, Mo.. . . . 47 43 24 29 47 43 47 43 Chadron, Nebr . . . . 21 29 14 23 17 20 21 29 Kearney, Nebr . . . 22 47 18 26 22 45 22 47 Peru, Nebr . . . . 21 26 19 24 21 26 21 26 Wayne, Nebr . . 22 21 20 20 22 21 22 21 East Las Vegas, N. Mex . . . 18 16 8 12 15 13 15 13 Silver City, N. Mex . . . . 18 16 0 8 2 3 2 8 Albany, N. Y._ . 51 54 40 49 31 11 51 54 Buffalo, N. Y . . 24 68 13 35 11 4 24 39 Greenville, N. C . . . . ... 15 38 11 28 13 17 15 38 Mayville, N. Dak . . . 21 19 11 6 15 10 20 11 Minot, N. Dak.. . . 19 27 10 27 19 26 19 27 Valley City, N. Dak _ 27 55 17 41 25 43 27 55 Bowling Green, Ohio - - - 31 38 24 34 29 21 31 37 Cleveland, Ohio _ _ _ 25 37 13 27 20 36 25 37 1 Duplicates probably included. 2 Private institution. 2 Colored; 4 Figures for 1924. 17836°— 2 64 1006 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 23. — Teachers colleges — Instructors , 1925-26 — Continued In normal courses In all courses, Location (for name of institution see Table 22) excluding dupli¬ cates Regular session Summer session Total, excluding duplicates Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 Kent, Ohio - - - - 43 53 21 32 23 25 43 53 Ada, Okla _ _ _ 45 30 27 20 45 30 45 30 Alva, Okla _ _ 37 21 17 12 35 21 35 21 Durant, Okla . . . 53 24 20 12 40 12 40 12 Edmond, Okla . . . . 40 41 22 23 18 18 40 41 Tahlequah, Okla . . . 49 15 17 11 46 13 46 13 Weatherford, Okla - - - - 37 21 11 9 26 15 26 15 Providence, R. I . . - . - 12 63 8 i 23 9 6 12 23 Orangeburg, S. C.3 . 44 41 8 7 7 10 15 17 Aberdeen, S. Dak - - - 46 27 36 21 37 27 46 27 Madison, S. Dak . . . 20 42 13 28 11 20 20 42 Spearfish, S. Dak . . . 13 31 8 26 10 14 10 28 Springfield, S. Dak . . 22 17 9 13 19 7 21 15 Johnson City, Term . . - 19 22 15 15 19 22 19 22 Memphis, Term — . . . 19 13 13 10 19 13 19 13 Murfreesboro, Tenn _ 16 23 12 12 16 23 16 23 Nashville, Term.2 . . . 103 68 53 13 103 68 103 68 Alpine, Tex . . . 13 13 10 12 13 13 13 13 Canyon, Tex__ . 42 44 31 36 34 26 42 44 Commerce, Tex . . 96 83 29 35 43 41 72 76 Denton, Tex. . . 86 66 48 38 78 54 74 56 Huntsville, Tex . . . 34 34 30 34 34 29 34 34 Nacogdoches, Tex . . . . 28 33 15 24 24 27 28 33 Prairie View, Tex.3 . . 41 31 38 28 41 31 41 31 San Marcos, Tex . . 1 71 141 25 18 46 23 i 71 i 41 East Radford, Va__ . . . 22 38 8 18 21 26 22 38 Farmville, Va - - - 9 49 8 41 5 25 9 49 Fredericksburg, Va - - - 9 43 5 36 9 25 9 43 Harrisonburg, Va _ 15 47 13 42 13 26 15 47 Athens, W. Va _ _ . 15 12 8 8 14 9 14 9 Fairmont, W. Va - - - 18 16 13 14 15 14 18 16 Huntington, W. Va... - - 54 49 37 29 17 20 54 49 Institute, W. Va.3 _ 32 18 4 5 13 8 13 8 Menomonie, Wis . . . . . 18 27 18 26 18 27 18 27 1 Duplicates probabiy included. 2 Private institution. Colored. TEACHERS COLLEGES AND NORMAL SCHOOLS 1007 Table 24. — Teachers colleges — Students , 1925-26 [Teacher-training institutions offering four years’ work above secondary grade and granting degrees! Location (for name of insti¬ tution, see Table 22) Resident stu¬ dents in all courses, exclud¬ ing duplicates Resident students in normal courses Stu¬ dents in exten¬ sion and corre¬ spond¬ ence courses Regular session Summer session Total, exclud¬ ing duplicates Men Women Men Women Men Women Men W omen 1 2 3 4 5 6 7 8 9 10 Flagstaff, Ariz. . .. 187 661 64 166 97 489 152 605 57 Tempe, Ariz _ _ 113 558 113 558 113 558 Conway, Ark . . . 526 984 326 540 300 668 526 984 1, 693 Areata, Calif . . 93 300 56 183 38 170 72 285 37 Chico, Calif . 197 578 158 425 48 209 197 578 95 Fresno, Calif . . . 527 1,452 252 978 25 273 257 1, 135 0 San Diego, Calif _ 352 l' 201 68 673 29 327 97 1, 000 San Francisco, Calif _ l 27 1 2. 059 5 1. 037 17 993 l 27 1 2, 059 San Jose, Calif... _ 462 2, 026 137 1,171 153 1,044 246 1, 803 Santa Barbara, Calif _ 2 336 2 752 245 528 91 224 2 336 2 752 Greeley, Colo.l . . . 482 3,684 296 1,590 335 2,265 482 3, 684 1, 429 Gunnison, Colo . . 274 '928 79 281 123 669 186 879 675 Athens, Ga _ 1 619 1 619 1 619 g Valdosta, Ga _ 10 399 219 10 198 10 399 0 Carbondale, Ill _ 1, 052 2, 136 828 1,721 Charleston, Ill _ ' 516 1,418 211 397 328 1, 184 516 1,418 Evanston, Ill. 3 ... . . ' 549 411 162 549 De Kalb, Ill _ 203 1, 603 140 592 97 1, 199 190 1,591 0 Macomb, Ill _ 433 1,760 190 542 296 1, 150 345 1,604 849 Normal, ill.. .. _ _ 783 3, 286 381 1, 103 506 2. 629 783 3, 286 Danville, Ind.3 . . . 520 660 167 163 367 466 499 558 Indianapolis, Ind.3 _ 0 942 0 942 0 500 0 1, 442 43 Muncie, Ind _ _ 916 1,437 547 1.028 427 994 916 1, 437 1,740 Terre Haute, Ind.. . . 812 1,761 764 1, 674 693 1,692 812 1,761 2, 362 Cedar Falls, Iowa . . 1, 211 6, 443 1, 211 6, 443 684 Emporia, Kans . . 726 2, 629 497 1, 190 309 1,682 726 2, 629 854 Hays, Kans _ 327 1. 069 210 328 129 830 327 1, 069 78 Pittsburg, Kans _ _ 1, 662 2,776 763 1, 059 927 2, 605 1, 276 2, 735 1,025 Bowling Green, Ky . . 4 516 4 1, 468 516 1, 468 4 516 4 1, 468 Murray, Ky _ _ 333 788 250 570 134 371 333 788 Richmond, Ky . . . . 2 722 2 2, 018 440 1,033 282 985 2 722 2 2. 018 1, 217 Natchitoches, La _ _ 327 1, 846 163 1, 069 212 1, 101 327 1, 846 528 Boston, Mass. (School of Art) 102 305 20 79 20 79 Boston, Mass _ 51 2 853 703 51 150 51 2 853 Bridgewater, Mass _ 59 494 59 494 0 0 59 494 0 Framingham Center, Mass.. 0 532 0 532 0 0 0 532 Salem, Mass . . . 32 490 32 490 0 0 32 490 0 Worcester, Mass . . 0 275 0 275 0 0 0 275 0 Detroit, Mich _ 110 1, 754 33 1,004 82 924 110 1,754 802 Kalamazoo, Mich _ _ 1, 235 3, 132 771 1. 778 409 1, 500 1, 096 2, 996 1, 818 Marquette, Mich _ 301 1.297 188 542 141 810 301 1, 297 149 Mount Pleasant, Mich _ 428 726 289 626 397 709 428 726 625 Ypsilanti, Mich _ _ 899 3, 731 616 2, 093 377 1, 915 899 3,731 1, 587 Moorhead, Minn .. . . 85 889 69 528 25 448 85 889 Winona, Minn _ _ 108 801 76 557 26 332 86 795 6 Hattiesburg, Miss. . . 273 1,166 181 656 170 652 273 1, 166 Cape Girardeau, Mo . . 469 1, 146 270 439 284 879 469 1, 146 334 Jefferson City. Mo.* . . 199 258 12 75 17 63 29 138 38 Kirksville, Mo... . . 426 1.623 304 723 426 1, 287 426 1, 623 318 Maryville, Mo _ _ 2 539 2 1. 535 280 526 259 1, 009 2 539 2 1, 535 St. Louis, Mo . . 29 1,336 19 990 20 446 29 1,336 945 Springfield, Mo . . 811 2, 005 416 652 350 1, 094 539 1,410 1,209 Warrensburg, Mo . . 712 2, 137 701 2, 103 520 1,561 712 2, 137 1, 249 Chadron, Nebr . 200 734 109 212 77 437 186 649 191 Kearney, Nebr . 305 1, 909 197 523 160 1, 217 305 1. 604 412 Peru, Nebr . . 346 480 239 309 135 520 346 480 348 Wayne, Nebr . . 330 950 207 335 200 580 285 860 98 East Las Vegas, N. Mex _ 171 665 79 169 106 506 171 653 468 Silver City, N. Mex _ 2 181 2 388 132 223 49 165 2 181 2 388 320 Albany, N.Y . . 241 1.525 127 1, 048 141 646 241 1,525 253 Buffalo, N. Y . 246 1,510 138 940 60 790 186 1,510 1, 200 Greenville, N. C _ 5 1,316 729 5 675 5 1, 316 o Mayville, N. Dak... . 132 707 65 234 59 414 107 607 143 Minot, N. Dak _ 194 1,251 119 528 92 781 194 1, 251 96 Valley City, N. Dak . . 267 1, 681 147 720 120 961 267 1,681 146 1 Students in extra-hour classes are included. 2 Duplicates probably included, s Private institution. 4 Regular session only; no record of summer session students. 6 Colored. 1008 BIENNIAL SURVEY OF EDUCATION, 1D24— 1926 Table 24. — Teachers colleges — Students, 1925-26 — Continued Location (for name of insti¬ tution, see Table 22) ' Resident stu¬ dents in all courses, exclud¬ ing duplicates Resident students in normal courses Stu¬ dents in exten¬ sion and corre¬ spond¬ ence 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 Bowling Green, Ohio . 297 1, 602 203 678 110 983 297 1,602 166 Cleveland, Ohio _ 341 1, 717 450 341 1, 267 341 1,717 2,249 Kent, Ohio _ _ 6 2, 730 6 1, 115 6 1,615 6 2, 730 1, 550 Ada, Okla. _ . . . '621 2, 486 236 910 421 1, 651 489 2,312 Alva, Okla _ 589 i; 093 297 404 306 614 457 869 204 Durant, Okla _ 756 2, 483 271 768 497 1, 888 675 2, 337 893 Edmond, Okla. . _ 575 2,465 290 928 327 1, 644 575 2,465 2,040 Tahlequah, Okla. _ _ 2918 2 1, 482 275 513 614 897 2 889 2 1, 410 781 Weatherford, Okla _ 424 1,216 95 346 219 657 300 879 1, 198 Providence, R. I _ _ . 28 860 13 465 15 324 27 766 1, 120 Orangeburg, S. C.5_ _ 388 610 40 100 0 0 40 100 Aberdeen, S. Dak _ ... 401 1, 553 251 760 188 964 362 1, 501 316 Madison, S. Dak. _ 129 667 81 270 49 384 123 625 115 Spearfish, S. Dak _ ... 96 624 37 115 42 462 62 416 0 Springfield, S. Dak _ 108 327 40 119 37 181 61 270 Johnson City, Tenn _ 235 1, 028 6 690 6 923 235 1, 028 0 Memphis, Tenn 182 1, 152 137 509 81 751 182 1, 152 Murfreesboro, Tenn _ 450 1,054 255 595 312 863 450 1, 054 Nashville, Tenn.3 ... _ 732 2,427 239 669 599 1,852 732 2,427 1,098 Alpine, Tex _ 127 385 88 156 54 228 127 346 52 Canyon, Tex. . _ _ 358 1,220 219 535 192 824 358 1, 220 152 Commerce, Tex _ _ 1, 074 2, 083 568 1,043 506 1,040 1, 074 2,083 Denton, Tex _ _ _ _ 6 2 4, 080 6 1, 585 6 2, 112 6 23, 697 80 Huntsville, Tex _ 567 1, 291 333 655 390 967 567 1,291 Nacogdoches, Tex _ _ 441 856 338 660 261 684 441 856 0 Prairie View, Tex.5 _ 2438 2 1, 322 291 560 119 710 2 410 2 1, 270 San Marcos, Tex - 2 634 2 1, 992 334 891 300 1, 101 2 634 2 1, 992 160 East Radford, Va _ 85 1, 802 0 550 80 1,299 80 1, 417 479 Farm vi lie, Va. _ 3 1,361 0 908 3 453 3 1, 327 Fredericksburg, Va _ 8 766 0 482 8 434 8 766 9 Harrisonburg, Va. . _ 54 1, 434 0 714 54 765 54 1, 434 16 Athens, W. Va _ 220 629 66 83 135 427 180 500 626 Fairmont, W. Va... _ 345 1,046 196 554 173 641 345 1, 046 408 Huntington, W. Va _ 2 7 266 2*1, 921 63 684 161 1,058 2 224 2 1, 742 221 Institute, W. Va.5 _ _ 278 530 2 70 26 241 26 241 14 Menomonie, Wis _ 465 366 266 284 270 156 465 366 2 Duplicates probably included. 2 Private institution. * Colored. 6 Men and women. 7 Arts and science students in regular session not included. Table 25. — Teachers colleges — Property and receipts , 1925-26 raining institutions offering four years’ work above secondary grade and granting degrees] TEACHERS COLLEGES AND NORMAL SCHOOLS 1009 Private institution. * Net profit. 3 1924 figures. 4 Included in Table 25. — Teachers colleges — Property and receipts , 1925-26 — Continued 1010 BIENNIAL SURVEY OF EDUCATION, 1924-1926 C3 Oi 1'S tr cd COQOOOOOOOCOOOCMOOC -J 05 O 1-H O o o GOO5O5C^30COl-Of-(rHC0CC^r-MMC5CO COhhOiOWC^hht^MOOGJh t}<rTi^cT CO 05 *o co CM CM v HO ^ o GO o 3 a> Eh OlOCOOO QOCOOOHCOHCOCO OOOt^O CM H'OOh^iOOO lO^XXiO CO CM 00 00 CO O 05 *o lOiOiOCMOO^O COO 'CO 00 o' CM CC ^ T.H W 1-t TF CM CM CM COO iOHNO! ) CM GO GO O C > O CM CM O C CM H H C co'gTco'i lO o co" oT o d^ T5 © d | S3 OOOOOO a-'S d^ d 3 « o COOOOi-HOO^iOOcOOOOOC ■■ “ " " ‘ ‘OH! OOOl • OOOOOOCOOOOCMCMC JOOOXhOOoHOOOOCMiCOCOiGOOOcDO )iOWOCDXO*OCMONNOiOO - - " “ ) GO CM CO CM iO O CO ~ - - • OHIOOCOO _ _ _ NCOHIOOO OOC5CMNOOXCDNNO X) , % g.S^ OOOO-H! lOOcoOOOQOOOOOO (OOIOOOOCOGDO - - iOOCOOOOCOOLO _ _ O^OOOCMIO(MCM< OOOO«OOO«0W00(N( O O O Ot - “ - •' iOOHOOOHW §8 o o OiOOOOO^OiO; OCMOOOt^I^-OTf' LO^O^OOCOOOf^C )LO>GOOOO(NNOOC >OOOiOCMOOOi>OOOC •OOCOCMOOOCO^OLQI 1COIOOOO! > <35 8 8 ^ 8 < (csooioraiof OlM ® © S3 cS c3 AH 2 A §6 1 ! S3 i » ^1|S A A 5.9 * O O bJO cl H ll-c ' ~ •Sri .. Jso § : *S *.S c3 X* Qo gig^SGiSg Ji 15^^11°. ="S?.I.S°S|.;»i!a-5!sagYjsZ5°'S| 9 2 2 S-s'S 3^2 2 2 ^ ^r2 ^ ^ ^ ^ a ^ ~ 1 3 k*” O (DT* p 0 C3w A3 ^ ^ XJ > ^ ^ if gif , |l||l Ustjfjl i sip ii, TEACHERS COLLEGES AND NORMAL SCHOOLS 1011 agggsisiasisssgsgsiissssssssisis ! ig°°gg Ir ! i !§2° i ; i is iflll i isii j is S3 13 i ! ! 1012 BIENNIAL SURVEY OF EDUCATION, 1924-1926 (School of Art) TEACHERS COLLEGES AND NORMAL SCHOOLS 1013 ’gr oS Is !8 82 18 Sgfc liiiig SsSSIigiSisgl8islSsiSSilllSgS8iglllS8§8 Table 26. — Teachers colleges — Expenditures , 1925-26 — Continued 1014 BIENNIAL SUKVEY OF EDUCATION, 1924-1926 Capital acquisition and con- fl O rH 1131 is SIS iSilSSllSlsliilglil Total current expendi¬ tures •H Sllslg2l|ggBlBllIllg3Sll§S3S Fixed charges (rent, in si ira.n ha. I o tH j $5,875 0 2,500 703 1, 868 887 750 10, 084 0 1,021 2,400 199 458 11, 065 8, 922 18, 667 1, 000 500 IV UAIllcil y agencies and sundry activities 05 il i* flllllslll ISilillllSEl i is Mainte¬ nance 00 j! 1 iii§§sissss§8§§ ig£3S9£§§ loococd^ooooio^^co^ r ils isf* i Operation of school SlS3SS§9gg51§SS§S milll ill jag Cl _o Textbooks, supplies, o 111111111 is illsls lIIIs i i a is i^'s'a'^eSsis'a'”' j i iss jafcf 1 Deans and teachers o liliilllslsllllilslslllll s|ss|'sgsse's"gjs|s||ag|'s's'sssg ii§ ;gs- dministration Educational Other ex¬ penditures rH llllilSsSIllllllI Illlsil ««^M®wNN»2eg®dorfH(N^' ill j^'oo Salary of president CO iiiiiiiiiiiiiiiiiiiiiiin o o co t-r o th" ^ ^ ^ co V? CO th' 1C o ill j'#® <5 I N i illSf iSllllllllllRl il i i ! Igcocofi jo' j j ill is* Location (for name of institution, see Table 22) H j. O i il 1 IUVIUCjULC, IV . X _ Orangeburg, S. C.6_ _ . _ Aberdeen, S. Dak _ Madison, S. Dak _ Spearfish, S. Dak _ Springfield, S. Dak _ Johnson City, Tenn _ Memphis, Tenn _ _ __ _ Murfreesboro, Tenn _ _ _ Nashville, Tenn.4 _ Alpine, Tex _ _ _ Canyon, Tex _ _ Commerce, Tex . i _ Denton, Tex _ _ 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 _ _ iiuiitmgtuii; » v . vci.“v_ _ i Institute, W. Va.6 _ 3 i Included in preceding column. 7 Included in column 8. 9 Included in next column. Private institution. 6 Included house. 10 Financial data includes college of arts and science. TEACHERS COLLEGES AND NORMAL SCHOOLS 1015 Table 27. — State normal schools — Sessions , entrance requirements , graduates, etc. Location Institution Weeks in year I Weeks in summer ses¬ sion Y ears in teacher-training course Grad¬ uates from teacher¬ training course Model school 1 Practice school 1 Hours of practice re¬ quired in teacher¬ training course Enrollment in model and practice schools a Women 1 2 3 4 5 6 7 8 9 10 11 Alabama: State Normal School _ _. 36 12 2 2 5 P P 48 36 12 2 28 130 I I 48 836 Jacksonville _ State Normal School . . 36 12 2 18 72 I I 180 579 36 12 2 5 54 I I 120 190 Montgomery 2 _ State Normal School _ _ .. 36 12 2 8 38 I P I, P 60 167 State Agricultural and Me- 32 6 2 2 8 ' P P 120 chanical Institute. Troy . State Normal School _ 36 11 2 23 139 I I 72 422 Arkansas: Pine Bluff 2 _ Agricultural, Mechanical, and 36 6 2 2 6 I, P I 34 55 Normal School. Connecticut: State Normal School _ 40 2 62 P P 100 37 2 100 P P 40 2 132 I I 1,600 40 2 78 P P 300 Georgia: Albany 2._ . Georgia Normal and Agri- 36 6 2 4 20 I I 100 16 cultural College. Bowdon State Normal and Industrial 36 2 11 16 P P 75 College. Statesboro _ Georgia Normal School _ 36 6 2 6 I I, P 90 655 Hawaii: Honolulu _ Territorial Normal and Train¬ 36 6 2 27 128 I, P I, P 250 1,206 ing School. Idaho: Albion _ State Normal School _ 36 9 2 36 186 I I 135 156 Lewiston State Normal School _ 36 9 2 12 125 I I 135 317 Kentucky: Frankfort2.. _. Kentucky State Industrial Col¬ 40 6 2 14 47 I I 30 77 lege. Morehead State Normal School.. . 36 12 2 18 44 I I 90 137 Louisiana: Scotland ville 2.. Southern University and Agri¬ 36 6 2 1 19 I I 369 117 cultural and Mechanical Col¬ lege. Maine: Castine _ Eastern State Normal School _ 38 2 6 61 I I 90 111 Farmington _ State Normal School _ 38 6 2 15 148 I, P 120 190 Fort Kent _ Madawaska Training School 2___ 36 4 8 27 I I 150 220 Gorham State Normal School _ 36 "6 2,3 14 123 I I, P 238 243 Machias . . Washington State Normal 38 6 2 21 51 I I 54 131 School. Presque Isle.... Aroostook State Normal School . 38 6 2 2 59 I I 311 400 Maryland: Bowie 2 . . Maryland Normal School _ 36 6 2 6 6 I, P I, P 262 28 Frostburg ... State Normal School. 36 6 2 14 71 I, P I, P 180 245 Salisbury _ Maryland State Normal School. 36 2 28 I, P I, P 340 Towson. . . Maryland State Normal School- 36 6 2 "22' 406 I, P I, P 180 305 Massachusetts: Fitchburg State Normal School. 39 6 2,3 38 25 p P 325 Hyannis _ State Normal School _ 38 6 2 64 P P 240 Lowell. State Normal School.. 38 2 156 P P 162 North Adams. - State Normal School . . 38 6 2 76 P P 408 Westfield _ _ State Normal School _ 36 2 96 I, P I, P 300 Minnesota: Bemidji . . State Teachers College _ 36 6 2 7 66 I I 180 178 Duluth _ State Teachers College _ 36 6 2 2 139 I, P L P 135 189 Mankato . . State Teachers College _ 36 6 2 17 282 I 180 386 St. Cloud . State Teachers College. . 36 6 2,3 58 410 I, P I, p 180 301 Mississippi: Alcorn 2 . . Alcorn Agricultural and Me¬ 36 6 2 .... 1 I, P I, P 500 99 chanical College. Cleveland Delta State Teachers College... . 36 2 3 23 248 Montana: Dillon. . Montana State Normal College.. 37 1 9 1 2 13 179 P P 96 — 1 1, maintained by institution; P, public schools used. 3 Colored. a Completion of eighth grade required for entrance to teacher-training course. 1016 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 27. — State normal schools — Sessions, entrance requirements , graduates, etc. — Continued Location Institution Weeks in year Weeks in summer ses¬ sion Years in teacher-training course Grad¬ uates from teacher¬ training course Model school Practice school Hours of practice re¬ quired in teacher¬ training course Enrollment in model and practice schools a a> § Women 1 2 3 4 5 6 7 8 9 10 11 New Hampshire: Keene.. _ 37 6 2, 3 12 200 'p P 314 Plymouth . State Normal School _ 36 6 2,3 123 P P 90 New Jersey: Glassboro _ New Jersey State Normal School. 40 6 2 3 177 I P 405 79 Montclair _ New Jersey State Normal School. 40 _ 2 7 237 I P 600 121 Newark _ State Normal School _ . . 40 2 20 380 I, P I, P 500 40 2 2 139 P P 545 Trenton . New Jersey State Normal School. 40 2-4 9 133 I, P I, P 300 219 New Mexico: El Rito . . Spanish - American Normal 36 8 4 2 4 I I 160 101 School.3 New York: 40 3 1 38 I I 400 266 Cortland _ State Normal School _ 39 3 Fredonia. _ State Normal School _ 40 ”~6~ 3 10 81 I I, P 500 448 Geneseo _ State Normal School _ 38 6 3 6 114 I, P I, P 340 533 New Paltz _ 39 6 3 2 146 I I 190 646 Oneonta _ State Normal School 36 6 3 111 P I 400 520 Oswego.. . State Normal and Training 39 6 3 55 81 I I 360 367 School. Plattsburg - -- State Normal School 38 6 3 9 64 I I 400 214 Potsdam _ State Normal School. _ __ 40 6 3 117 I I 600 850 North Carolina: Cullowhee Cullowhee State Normal School . 36 12 2 9 27 I, P I 120 300 Durham 2 North Carolina College for 36 6 2 16 P P 120 Negroes. Elizabeth City 2 State Normal School _ _ 36 12 2 1 27 I I 180 473 Fayetteville 2_. State Normal School 36 12 2 1 20 I I 180 120 Winston-Salem2 Winston-Salem Teachers Col¬ 36 12 2 _ 50 P P 192 lege. North Dakota: Dickinson _ State Normal School _ 36 12 1,2 10 101 I, P P 180 293 F, 11 find alp. State Normal and Industrial 36 12 2 12 29 P P 180 School. Oklahoma: Langston 2 _ Colored Agricultural and Nor¬ 36 9 2 2 34 I I 180 63 mal University. Oregon: Monmouth _ Oregon Normal School. . . 36 10 2 41 761 I, P I, P 180 553 Pennsylvania: Bloomsburg _ Bloomsburg State Normal School 38 9 2,3 16 319 I, P I, P 180 1,450 California _ State Normal School _ _ .. . 36 9 2,3 3 14 5 153 I, P I, P 270 1,591 Cheyney 2 - The Cheyney Training School 36 2 1 18 I, P I, P 354 for Teachers. Clarion _ Clarion State Normal School _ 36 9 2,3 6 99 I, P P 180 304 East Strouds¬ East Stroudsburg State Normal 36 9 2,3 56 236 I, P I, P 270 795 burg. School. "RH inborn Edinboro St8/t6 Normal School- - 36 9 2, 3 13 209 P P 270 Indiana _ _ State Normal School _ _ 36 9 2,3 33 415 I, P I, P 270 365 Kutztown -. - Keystone State Normal School- . 36 9 2,3 34 240 I I, P 180 824 Lock Haven _ Central State Normal School _ 36 9 2,3 48 423 I, P I, P 180 508 Mansfield. .. Mansfield State Normal School- 36 9 2-4 40 200 I, P I 180 500 Millersville _ Millers ville State Normal School 36 9 2,3 23 215 I I 180 355 Shippensburg-. Cumberland Valley State Nor¬ 36 9 2,3 36 169 I, P I, P 180 635 mal School. Slippery Rock . Slippery Rock State Normal 36 9 2,3 26 182 I, P 270 794 School. West Chester. . State Normal School __ 36 9 2,3 38 423 P P 160 Philippine Islands: Manila Philippine Normal School 4 _ 40 2 193 233 I I 135 513 Tennessee: Nashville 2 _ Agricultural and Industrial 36 6 2,4 41 126 I I 180 279 State College. 2 Colored. 3 Completion of eighth grade required for entrance to teacher-training course. 4 Students admitted to four-year courses upon completion of two years of high school and to two-year courses upon graduation from high school. 3 Statistics for 1924. TEACHERS COLLEGES AND NORMAL SCHOOLS 1017 Table 27. — State normal schools — Sessions , entrance requirements , graduates, etc. — Continued Location Institution ✓ Weeks in year Weeks in summer ses¬ sion Years in teacher-training course Grad¬ uates from teacher¬ training course Model school Practice school Hours of practice re¬ quired in teacher¬ training course Enrollment in model and practice schools a o Women 1 2 3 4 5 6 7 8 9 10 11 Texas: 1 "Kingsville _ Southern Texas State Teachers’ 36 12 2,4 9 P P 72 College. Vermont: Castleton - - State Normal Training School.. . 37 2 1 53 I, p I, P 360 Virginia: Ettricks 2 _ Virginia Normal and Industrial 36 12 2 5 57 I, P I, P 360 1,085 Institute. Washington: Bellingham _ Washington State Normal School 36 12 1-4 99 683 I I, P 120 530 Cheney State Normal School .. 36 11 1-4 135 653 I I 200 251 Ellensburg _ Washington State Normal School 34 11 1-4 36 212 I, P I, P 120 296 West Virginia: Bluefield 2 Bluefield Institute . 38 9 1, 2 2 g I I 162 43 Glenville .. .. State N ormal School 5 . _ . 36 9 2 30 48 P P 90 222 Shepherdstown Shepherd College State Normal 36 9 1,2 33 107 P P 180 School. West Liberty. . West Liberty State Normal 36 9 2 6 87 P P 72 School. Wisconsin: Eau Claire _ State Normal School. _ _ 36 6 1-3 33 84 I I 150 280 La Crosse State Normal School. 36 6 1-3 31 126 I, P I P 150 203 Milwaukee .... State Normal School . _ _ _ 36 6 1-4 20 334 i' P i! p 270 374 Oshkosh ... State Normal School _ 36 6 1-4 52 186 1, P i, p 150 271 Platte ville State Normal School 36 6 2-4 85 224 I, p i, p 135 190 River Falls _ State Normal School _ _ ... 36 6 1-4 49 125 I, P i, p 150 210 Stevens Point.. State Normal School. . . . 36 6 1-3 40 132 I, P i, p 180 204 Superior _ State Normal School. . _ 36 6 1-4 37 258 I, P i, p 180 291 Whitewater _ State Normal School _ 36 6 1-4 34 161 I i, p 180 373 2 Colored. 8 Statistics for 1924. 6 Men and women. 1018 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 28. — State normal schools — Instructors , 1925—26 Location (for name of institution see Table 27) In all courses, excluding dupli¬ cates In normal courses Regular session Summer session Total, excluding duplicates Men Women Men Women Men Women i Men Women 1 2 3 4 5 6 7 8 9 Alabama: Daphne _ . ... 4 11 3 6 3 8 4 11 Florence _ _ 24 62 8 31 16 31 24 62 Jacksonville _ _ .. ..... 19 19 6 10 16 14 16 15 Livingston . _ _ _ _ 8 14 6 10 6 12 6 12 Montgomery 1 _ 21 17 1 4 20 11 20 11 Normal L _ 12 11 3 2 3 3 2 Troy... _ _ 15 30 7 10 7 17 12 17 Arkansas: Pine Bluff i.. _ _ 13 20 6 4 3 9 8 9 Connecticut: Danbury.. _ _ _ _ 3 10 2 8 2 g New Britain _ 4 51 4 51 4 51 New Haven _ 9 58 1 57 1 57 Willimantic _ _ _ 4 33 4 30 4 30 Georgia: Albany i... ... _ 11 14 8 4 7 6 2 15 2 10 Bowdon _ _ 5 4 2 1 2 1 Statesboro _ ... _ _ 2 12 2 13 7 7 5 6 2 12 2 13 Hawaii: Honolulu _ 19 41 8 16 12 11 20 27 Idaho: Albion _ 17 25 8 15 16 21 16 23 Lewiston _ 13 23 12 22 12 18 13 23 Kentucky: Frankfort1 _ _ _ ... 19 17 8 15 7 4 10 16 Morehead _ 13 15 12 15 13 15 13 15 Louisiana: S cotland ville 1 _ 16 18 1 4 1 4 1 4 Maine: Castine _ 3 10 3 10 3 10 Farmington - - 8 22 4 12 4 9 8 17 Fort Kent _ _ _ 6 12 4 5 4 5 Gorham _ . 7 22 5 17 5 7 7 22 Machias _ .. ... . . 4 10 , 4 10 4 10 4 10 Presque Isle _ _ 2 13 2 6 1 8 2 13 Maryland: Bowie1 _ .. 2 6 2 8 2 5 3 3 2 6 2 8 Frostburg _ _ 3 22 3 19 2 9 3 22 Salisbury _ _ _ 2 10 2 10 2 10 Towson _ 7 66 3 51 3 15 5 66 Massachusetts: Fitchburg _ _ 16 27 12 10 11 7 14 11 Hyannis _ _ 12 24 3 11 11 15 12 23 Lowell . _ 5 37 5 37 5 37 North Adams _ ... ... 12 32 5 26 9 10 12 32 Westfield _ _ _ 4 7 4 7 4 7 Minnesota: Bemidji _ 8 19 5 15 7 17 8 19 Duluth _ _ 10 18 7 10 10 9 10 13 Mankato _ 10 34 9 33 8 20 10 34 St. Cloud _ 14 40 13 39 14 40 14 40 Mississippi: Alcorn 1 _ _ 19 10 4 2 9 2 9 2 Cleveland _ _ _ _ _ 5 6 5 6 5 6 Montana: Dillon _ _ _ 40 60 13 14 24 30 39 45 New Hampshire: Keene _ _ 17 32 10 18 1 4 11 22 Plymouth _ _ 7- 11 6 10 3 8 7 11 New Jersey: Glassboro _ _ 2 10 2 36 4 21 6 15 210 236 Montclair _ 4 31 4 31 4 31 Newark _ _ _ 5 39 5 35 5 35 Paterson _ _ _ 2 11 1 11 1 11 Trenton . _ _ _ _ _ _ 10 40 7 36 7 36 New Mexico: El Rito_. _ _ 5 7 3 2 5 1 5 3 i Colored. 2 Duplicates probably included. TEACHERS COLLEGES AND NORMAL SCHOOLS 1019 Table 28. — State normal schools — Instructors , 1925—26 — Continued Location (for name of institution see Table 27) In all courses, excluding dupli¬ cates Regular session In normal course: Summer session 3 Total, excluding duplicates Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 New York: Brockport . . . . 6 22 6 16 6 16 Cortland . . . . g 20 7 20 7 20 Fredonia . . . . 13 24 11 17 10 7 13 19 Geneseo . . . 2 17 2 62 6 43 7 15 2 13 2 58 New Paltz . . . 8 24 6 20 7 7 6 20 Oneonta . . . . 7 42 5 35 5 15 6 42 Oswego _ _ _ 32 33 13 19 30 17 32 33 Plattsburg _ 20 22 13 14 7 8 20 22 Potsdam . . . . 11 45 4 22 8 11 8 28 North Carolina: Cullowhee . . . . . 10 18 9 11 7 14 10 18 5 4 6 4 7 Elizabeth City 1 - - - .. 13 18 3 l 1 3 1 Fayetteville1 _ _ . .. 14 21 1 7 12 17 12 17 Winston-Salem 1 . . . . 12 12 8 8 5 4 12 12 North Dakota: Dickinson . . 12 20 7 14 12 16 12 22 Ellendale . . . . 15 16 9 9 12 7 13 15 Oklahoma: Langston 1 . . . . 34 13 5 3 25 8 25 10 Oregon: Monmouth . . . . . . 17 66 13 44 17 66 17 66 Pennsylvania: Bloomsburg-. . . . . . 16 28 16 27 11 16 16 28 California.. . . . . . 19 29 10 15 15 21 19 29 Cheyney 1 _ _ _ 5 10 2 g 2 6 Clarion - - - 17 28 8 23 15 11 17 28 East Stroudsburg. . . 23 44 19 36 15 26 23 44 Edinboro . . . 19 28 13 23 16 14 19 28 Indiana . . . . . 21 81 17 64 14 37 20 75 Kutztown . . . 16 23 11 20 9 9 13 21 Lock Haven _ _ 8 22 8 22 8 20 8 22 Mansfield. - - - - 26 44 18 33 18 22 26 44 Millersville - 16 25 13 22 15 14 16 25 Shippensburg. . . . 23 31 15 20 16 19 19 29 Slippery Rock . . . . 24 35 16 11 15 15 22 23 West Chester . . 17 44 14 40 11 32 15 43 Philippine Islands: Manila . . . 26 38 26 38 26 38 Tennessee: Nashville1 . . . . . 27 20 19 14 23 20 27 20 Texas: Kingsville . . . . 20 13 15 17 2 19 «13 19 13 Vermont: Castleton . . . 2 8 2 8 2 8 Virginia: Ettricks 1 . . . 26 45 12 24 9 16 15 31 Washington: Bellingham . . 28 51 23 46 27 43 28 * 51 Cheney . . . . . 30 34 24 25 26 30 29 34 Ellens burg . . . . 16 22 13 19 13 20 14 20 West Virginia: Bluefield L - - - 13 9 4 4 13 9 13 9 Glenville 4 _ _ _ 11 10 9 9 6 5 11 10 Shepherdstown _ _ 8 10 5 9 8 10 8 10 West Liberty . . 10 7 6 7 3 10 37 10 7 Wisconsin: Eau Claire - - - 14 28 12 26 8 13 14 28 La Crosse... . . 21 27 21 24 12 13 21 27 Milwaukee _ _ _ _ _ 52 37 48 27 19 34 52 37 Oshkosh _ _ 27 31 25 13 14 12 27 13 Platteville _ _ _ 17 16 17 16 15 11 17 16 River Falls... . . . 21 20 21 20 21 20 21 20 Stevens Point _ _ _ 24 32 22 27 19 20 24 32 Superior _ _ _ 21 36 18 36 13 27 21 36 Whitewater . . . . 23 23 22 23 17 12 22 23 1 Colored. 2 Duplicates probably included. a Summer session, 1926. 4 Statistics for 1924. 1020 BIENNIAL, SURVEY OF EDUCATION, 1924-1926 Table 29. — State normal schools — Students, 1925-26 Location (for name of institution see Table 27) Resident stu¬ dents in all courses, exclud¬ ing duplicates Resident students in normal courses In ex¬ tension and corre¬ spond¬ ence courses Regular session Summer session Total, exclud¬ ing duplicates Men Women Men Women Men Women Men Women 1 3 3 4 5 6 7 8 9 10 Alabama: Daphne - 34 269 20 60 14 209 34 269 20 Florence.. - 366 1, 427 187 748 248 1,015 366 1,427 699 J acksonville . . . 369 1, 143 186 607 222 627 353 1, 130 859 Livingston. ... - 73 688 22 265 30 537 43 587 178 Montgomery 1 _ 216 1, 129 94 274 99 854 180 1,064 1,154 Normal1 _ _ ... 2 65 2 132 5 12 0 7 5 2 19 0 Troy... - - 237 1, 258 72 531 111 732 183 1,263 537 Arkansas: Pine Bluff 1 _ 2 115 2 244 3 11 3 11 Connecticut: Danbury _ _ 0 170 0 170 0 170 0 New Britain _ _ . 0 296 0 296 0 296 0 322 0 322 0 322 W illimantic _ _ _ 0 180 0 180 0 180 0 Georgia: 2 223 2 324 13 151 6 102 2 19 2 253 37 79 20 60 20 60 7 2 3 350 78 63 78 3 287 2 3 350 78 53 Hawaii: Honolulu _ 119 630 93 379 68 587 119 630 962 Idaho: Albion _ _ 120 704 72 290 69 553 120 704 Lewiston _ 70 695 55 408 38 365 70 695 0 Kentucky: Frankfort 1 - - - 137 382 11 77 9 100 18 166 12 Morehead - 462 813 326 656 168 201 462 813 326 Louisiana: Scotlandville 1 _ 15S 486 1 57 0 59 1 116 Maine: Castine _ 17 120 17 120 17 120 0 Farmington.. _ 46 823 33 428 14 407 46 823 0 Fort Kent _ 76 133 25 90 25 90 Gorham. _ _ 36 605 32 365 5 243 36 605 Machias.. _ 95 322 45 140 50 182 95 322 6 Presque Isle. . . 18 206 2 163 16 180 18 206 0 Maryland: Bowie 1 _ 46 121 21 60 21 60 Frostburg _ 32 274 30 174 12 112 32 274 Salisbury _ 3 101 3 101 3 101 Towson. _ _ 73 1,086 61 873 12 213 73 1, 086 Massachusetts: Fitchburg. _ 131 364 109 314 27 55 131 364 Hyannis . _ _ 59 574 134 59 440 59 574 Lowell _ 310 310 310 North Adams - 5 400 0 193 5 213 5 400 265 Westfield _ 212 212 212 0 Minnesota: Bemidji _ _ 60 654 29 265 31 438 60 654 20 Duluth _ 10 837 4 352 8 597 10 837 0 Mankato _ 94 1, 140 69 700 34 554 94 1, 140 St. Cloud . . . . 211 1,526 156 970 110 643 211 1, 526 0 Mississippi: Alcorn 1 . _ 267 205 95 71 12 74 107 145 2 Cleveland _ 25 98 25 98 25 98 0 Montana: Dillon _ _ 163 1,710 82 583 94 1,310 163 1, 710 1, 081 New Hampshire: Keene 48 724 40 528 8 196 48 724 Plymouth _ 12 432 2 279 10 163 12 432 New jersey: Glassboro - - 2 30 2 1, 000 7 419 23 581 2 30 2 1, 000 378 Montclair _ 15 645 15 645 15 645 Newark _ _ 46 881 46 881 46 881 0 Paterson g 244 8 244 8 244 Trenton _ 30 421 30 421 30 421 New Mexico: El Rito _ _ 49 58 35 1 23 14 35 49 58 0 1 Colored. 2 Duplicates probably included. 3 Men and women. TEACHEKS COLLEGES AND NORMAL SCHOOLS 1021 Table 29. — State normal schools — Students, 1925-26 — Continued Location (for name of institution see Table 27) Resident stu¬ dents in all courses, exclud¬ ing duplicates Men Women Resident students in normal courses Regular session Men Women Summer session Men Women Total, exclud¬ ing duplicates Men Women In ex¬ tension and corre¬ spond¬ ence courses New York: Brockport . Cortland . . Fredonia - Geneseo _ New Paltz _ Oneonta _ Oswego . Plattsburg . Potsdam . North Carolina: Cullowhee . Durham 1 _ Elizabeth City L. Fayetteville1 _ Winston-Salem *.. North Dakota: Dickinson . Ellendale . Oklahoma: Langston 1 . Oregon: Monmouth . Pennsylvania: Bloomsburg _ California _ Cheyney *— . Clarion _ East Stroudsburg. Edinboro . . Indiana _ Kutztown - Lock Haven _ Mansfield _ Millersville . Shippensburg _ Slippery Rock _ West Chester - Philippine Islands: Manila _ Tennessee: Nashville 1 . Texas: Kingsville . Vermont: Castleton _ Virginia: Ettricks 1 _ Washington: Bellingham . . Cheney . . Ellensburg _ West Virginia: Bluefield L. . . Glenville 4.. . Shepherdstown... West Liberty . Wisconsin: Eau Claire _ La Crosse . Milwaukee . Oshkosh.. . Platteville . . River Falls. . Stevens Point - Superior . . Whitewater . 120 90 2 72 2 58 68 1 439 62 210 80 73 155 214 21 189 153 237 102 2 220 2 361 19 166 251 143 259 237 120 261 180 354 187 138 547 203 2 119 4 328 330 360 180 109 171 93 240 274 350 320 207 227 198 254 217 336 630 2 615 2 778 734 2 932 767 376 1,041 412 277 893 985 423 532 423 1,698 2 1,007 2 1, 710 90 775 879 948 1,183 847 733 854 818 797 1,039 1,262 1, 104 2 423 145 1,448 1,871 1,442 826 342 280 304 350 620 583 1,404 752 418 343 742 998 565 120 90 41 29 12 1 138 58 12 27 1 1 2 83 38 79 80 114 77 19 40 171 71 120 95 48 160 60 153 92 118 547 91 75 60 223 259 97 15 100 84 43 180 202 300 261 159 187 142 198 182 336 630 382 414 464 484 365 232 519 130 16 48 60 149 183 167 155 601 523 89 235 524 517 ,078 375 375 497 475 404 499 983 899 190 209 145 230 795 501 27 150 143 105 340 390 870 422 223 213 331 600 401 301 4 35 54 67 106 284 128 102 78 139 74 72 103 118 208 107 35 25 233 364 224 448 402 144 400 273 195 561 274 350 211 539 1,140 406 1,187 581 450 494 1, 183 291 358 379 397 498 629 315 1,031 190 816 1,141 856 397 184 142 304 204 340 174 700 382 228 130 463 455 233 120 90 272 2 58 12 1 439 62 40 61 13 1 55 21 107 76 133 102 220 361 19 158 251 143 259 169 120 245 169 354 187 138 547 203 2 100 4 113 330 360 153 45 149 93 240 239 350 317 207 227 197 254 217 336 630 2 615 2 778 654 2 932 767 376 814 381 211 48 621 423 329 622 1,698 1,007 1,710 89 763 879 948 1,183 632 733 819 790 797 1,039 1,262 1, 104 2 399 145 1,018 1,871 1,442 211 240 304 350 620 544 1,404 750 418 343 742 998 565 10 0 130 ’202 308 95 20 164 132 814 0 1,733 73 267 0 0 115 0 30 186 363 14 183 200 52 22 151 0 0 145 1 Colored. 2 Duplicates probably included. 4 Statistics for 1924 . 17836°— 28 - 65 1022 BIENNIAL. SURVEY OF EDUCATION, 1924-1926 Table 30. — State normal schools — Property and receipts, 1925-26 Bound vol¬ umes in library Value of library, appa¬ ratus, ma¬ chinery, furni¬ ture Value of buildings and grounds 2 3 4 3, 000 $3, 500 $70, 000 6,742 29, 500 479, 454 4, 295 25, 000 250, 000 3, 700 9, 400 253, 350 3,446 17, 500 226, 500 5,000 31, 000 443, 300 7,837 60,800 262, 600 1,500 40,900 151, 699 10, 000 3 15, 000 3 160, 000 10, 050 3 19, 167 1, 250, 000 3 13, 000 3 50, 000 3 325, 000 10, 000 35, 000 500, 000 1, 500 4,000 100, 000 2, 500 6,000 75, 000 2,200 23, 000 277, 000 8, 770 40, 409 311, 327 7,080 56, 782 * 326, 950 10, 131 85, 500 410, 000 500 60,000 400, 000 3, 500 20,000 600, 000 1, 000 5,000 750, 000 1, 600 17, 500 175, 000 7, 500 15, 000 460, 000 250 2, 220 45, 000 340, 000 1, 100 7, 250 100, 000 2,659 5,000 400, 000 619 179, 000 4, 500 15, 000 200, 000 2,997 322, 000 (5) 28, 000 125, 229 1, 039, 730 12, 100 597, 500 (5) 3, 500 25, 000 225, 500 3, 300 27, 500 265, 000 11, 250 25, 000 337, 000 6,000 50, 000 268, 000 3, 275 29, 709 226, 292 12, 000 61, 556 345, 000 8, 785 83, 200 934, 100 22, 000 86, 873 364, 150 1, 500 84, 000 1 270, 980 2, 300 17, 812 180, 474 18, 000 75, 000 650, 000 3, 500 220, 000 550, 000 6, 000 8,000 321, 000 8, 000 100, 000 900, 000 15, 418 88, 296 345, 666 35, 000 120, 000 700, 000 5, 000 3 37, 000 3 450, 000 6,000 50, 000 1, 042, 200 Location (for name of insti¬ tution, see Table 27) Alabama: Daphne . . Florence _ Jacksonville _ Livingston _ Montgomery 1 . . Normal 1 _ Troy _ Arkansas: Pine Bluff 1 _ Connecticut: Danbury _ New Britain _ New Haven _ Willimantic _ Georgia: Albany 1 _ Bowdon _ Statesboro _ Hawaii: Honolulu _ Idaho: Albion _ Lewiston _ Kentucky: Frankfort 1 _ Morehead _ Louisiana: Scotlandville L. Maine: Castine _ Farmington _ Fort Kent _ Gorham _ Machias _ Presque Isle _ Maryland: Bowie 1 _ Frostburg _ Salisbury _ Towson _ Massachusetts: Fitchburg _ Hyannis _ Lowell _ North Adams 6 . Westfield _ Minnesota: Bemidji _ Duluth _ Mankato _ St. Cloud _ Mississippi: Alcorn 1 _ Cleveland _ Montana . Dillon _ New Hampshire: Keene _ Plymouth _ New Jersey: Glassboro _ Montclair _ Newark _ Paterson . . Trenton _ Receipts from students Tui¬ tion, etc. $6, 287 75, 418 56, 304 33, 683 28, 377 2,081 52, 311 3, 992 1, 242 5, 450 11,431 5, 160 5,717 11, 663 893 11, 204 7, 000 14, 879 7, 455 5,444 4, 213 3,110 5,492 2, 250 6, 108 1, 371 11, 403 20, 355 208 2,930 33, 093 33, 542 2,792 Board, room, etc. Increase ^peadi- of plant $52, 945 64, 467 47, 306 38, 877 11, 665 27, 717 453 $143, 581 610 6,375 48, 990 19, 068 30, 749 31, 546 10, 000 (5) 88, 932 52, 171 48, 207 40, 163 30, 250 15,724 39, 630 12, 675 90, 000 82, 930 49, 405 31, 600 65, 841 Public funds for — 15, 000 179, 500 50,000 295, 000 80,000 2,500 5, 000 8,000 12, 000 50,000 76, 500 18, 000 10, 000 $14, 000 41, 000 41, 000 41, 000 21, 900 15, 000 41, 000 68, 000 94, 220 135, 310 118, 619 101, 599 17,500 15, 000 148, 150 111, 397 40, 000 150, 866 50, 000 25, 947 42, 379 32, 744 41, 413 30, 003 35, 691 28, 654 37, 500 48, 060 248, 920 148, 424 97, 350 66, 350 73, 108 103, 000 72, 000 81, 750 138, 000 163, 750 48, 251 18, 300 108, 600 96, 000 72, 500 140, 700 175, 341 196, 000 52, 150 245, 806 Re¬ ceipts from all other sources 1 Colored. 2 Includes Federal funds. 3 1924 figures. 4 There is an endowment fund amount of which is undetermined. 3 Included in preceding column. 6 Report for December, 1924, to November, 1925, inclusive. 2 There is an endowment fund of $209,871. $4, 804 60, 800 12, 705 31, 832 12, 104 2 37, 594 11, 785 2 15, 290 5,741 15 40, 000 101, 310 22, 906 8,506 16, 943 2 29, 283 1,929 29, 040 7,063 2, 391 8, 220 2 41, 671 5,421 1, 042 1, 040 Total receipts 10 $25, 091 230, 163 174, 476 153, 821 101, 258 66, 340 132, 813 87, 735 94, 220 278, 891 119, 229 101, 599 38, 241 16, 257 40, 000 339, 475 211, 731 139, 463 73, 291 505, 221 111, 722 25, 947 42, 379 32, 744 41,413 30, 003 35, 691 39, 858 54, 500 64, 868 454, 347 206, 039 149, 770 69, 476 119, 387 135, 500 103, 395 85, 512 162, 623 192, 105 141, 760 39, 326 281, 693 290, 014 143, 737 150, 700 206, 941 196, 000 52, 150 311, 647 TEACHERS COLLEGES AND NORMAL SCHOOLS 1023 Table 30. — State normal schools — Property and receipts , 1925-26 — Continued Location (for name of insti¬ tution, see Table 27) Bound vol¬ umes in library Value of library, appa¬ ratus, ma¬ chinery, furni¬ ture Value of buildings and grounds Receipts from students Public funds for— Re¬ ceipts from all other sources Total receipts Tui¬ tion, etc. Board, room, etc. Increase! of plant Current expendi¬ tures 1 2 3 4 5 6 7 8 9 10 New Mexico: El Rito . . 700 $13, 420 8 $39, 500 $540 $9, 178 $16,000 $6, 100 2 $4, 255 $36, 073 New York: Brockport _ _ 17, 123 50, 000 500,000 50 108, 340 108, 390 3 5' 000 175, 000 1, 125, 000 2,000 144, 390 146, 390 8. 000 16, 000 400, 000 121, 534 121, 534 18, 339 62, 500 292, 186 191, 295 5,849 197, 144 10, 500 50, 000 400,000 300 121,010 121,310 Oneonta _ _ 3 7, 000 95,883 750, 000 149, 077 Oswego . . 12, 483 50, 000 375, 000 3,503 135, 358 138, 861 12, 710 38,000 210, 000 15, 656 15, 656 Potsdam _ 7,500 80,500 790,500 :::::::: 3,368 185, 740 189, 108 North Carolina: Cullowhee _ 4, 197 9, 500 550, 000 10, 271 40, 761 90, 000 38, 835 4,677 184,544 Durham 1 2 3 _ 1,650 4, 500 208, 500 9, 452 17,686 29, 882 57, 020 Elizabeth City1 _ 1, 150 56, 200 342, 402 ; 6, 382 46, 154 36, 100 88, 636 Fayetteville 1 2, 471 3o’ 500 281, 000 11, 774 38, 196 34, 200 84, 170 Winston-Salem 1 _ 1, 500 52, 287 507, 950 6,569 41,912 27, 994 27, 837 1,568 105,880 North Dakota: Dickinson _ 3, 150 85, 000 510,000 4,906 12, 969 21, 500 64, 575 4, 798 108, 748 Ellendale _ _ _ 6,000 68,412 2 218, 837 9,519 19, 038 58, 650 19, 472 106, 679 Oklahoma: Langston1 _ 2, 798 96, 500 239, 795 9,210 56, 598 10,000 73,950 2 32, 067 172, 615 Oregon: Monmouth _ 11,000 22,000 650,000 22,000 125,000 148, 000 295,000 Pennsylvania: Bloomsburg _ 9, 100 58,940 580, 700 34,563 168, 316 168, 977 12,396 384, 252 California . . 3 8, 150 29, 050 40, 200 61, 085 103, 296 129, 858 294, 239 Cheyney 1 . . 5, 600 52, 509 288, 283 6, 465 29, 373 53, 693 12, 062 101,593 Clarion _ _ _. 10, 747 173, 334 853, 250 14, 465 83, 416 106, 976 34, 967 239, 824 East Stroudsburg-. . 8, 005 99, 094 531, 425 34, 629 183, 614 176, 428 5, 346 400, 017 Edinboro _ 8, 026 87, 371 517, 030 39, 552 1 76,807 24,288 130, 970 5, 492 277, 109 Indiana _ _ _ 11, 949 264, 350 1, 362, 500 74, 842 307, 173 22, 083 251, 237 36, 682 692, 017 Kutztown _ .. 12, 772 175, 000 547,000 | 20,018 131, 966 8, 510 112, 192 55, 134 327, 820 Lock Haven. . . . . 9, 553 20, 500 1, 129, 531 14, 836 95, 330! 102, 781 48, 277 261, 224 Mansfield . 9,633 328. 600 2, 028, 750 1 38, 196 156, 250 163, 717 395 358, 558 M filers ville.. _ _ . 21,062 143. 213 661, 640 39, 840 136, 706 116, 151 2,692 295. 389 Shippensburg _ 12, 000 95, 770 688,235 18, 862 120, 627 9,553 141,533 8, 139 298, 714 Slippery Rock . . . 9,438 134, 174 724, 877 37, 497 149, 712 177, 889 75, 792 440, 890 West Chester . . 20, 41S 254, 070 2, 465, 000 130, 905 220, 709 169, 668 211, 956 733, 238 Philippine Islands: Manila _ 8,000 100,000 400,000 113, 400 113, 400 Tennessee: Nashville 1 _ 2,300 30, 987 418, 627 18, 157 55, 928 70, 000 2 14, 850 158, 935 Texas: Kingsville . 8,602 56, 731 378, 140 9,484 132, 264 2, 364 144, 112 Vermont: Castleton _ 2,000 Virginia: Ettricks 1 . . 7, 340 131, 575 10 585, 134 17, 477 113, 697 62, 546 57, 895 2 78, 448 330,063 Washington •. Bellingham _ 38, 000 150, 000 600,000 73, 253 69, 712 30, 000 247, 904 420, 869 Cheney _ _ 21,312 177, 175 500,402 69, 277 103, 846 22, 041 197, 961 4,000 397, 125 Ellensburg _ 15, 894 70, 974 304, 765 9,866 78, 511 142, 697 800 231, 874 West Virginia: Bluefield 1 _ 3,500 9, 360 350, 000 1,960 13, 243 12, 500 10, 000 37, 703 Glenville _ 3 6, 500 3 25, 000 3 450, 000 8,550 22, 928 5,000 86, 750 1,037 124, 265 Shepherdstown _ 7,000 50,000 500, 000 4, 250 14, 260 10, 007 50, 000 78, 517 West Liberty . . 7,242 23, 183 206,500 6,445 20,646 50, 000 77, 091 Wisconsin: Eau Claire . . 7, 837 75, 000 386, 200 12, 313 6,682 116, 727 135, 722 La Crosse _ 16, 626 272, 563 801, 450 24, 800 16, 497 179, 710 221, 007 Milwaukee _ 35, 609 46, 749 893, 096 16, 320 301, 194 317,514 Osnkosh _ 14, 032 230, 500 750,000 100, 000 202, 341 302, 341 Platte ville.. . . . 15, 600 137, 000 454, 000 | 4, 327 47, 744 137, 217 189, 288 River Falls . . 25, 600 72,000 390,000 u 10, 804 163, 277 174, 081 Stevens Point . 18, 170 155, 500 685, 400 | 18,500 49, 837 34, 601 102, 938 Superior _ 15, 000 50, 000 500, 000 27,475 25, 608 56, 365 171, 345 280, 793 Whitewater. . . . 20, 174 88,000 638, 035 56, 510 156, 626 213, 136 1 Colored. 2 Includes Federal funds. 3 1924 figures. 8 There is a Federal land allotment. 3 There is an endowment fund of $500,000. 13 There is an endowment fund of $172,156. 11 To State treasurer. Table 31. — State normal schools — Expenditures , 1925-26 1024 BIENNIAL SURVEY OF EDUCATION, 1924-1926 TEACHERS COLLEGES AND NORMAL SCHOOLS 102 i!Sl ii ; i ; mi ii i ii ii ; ii i il i i i i i il ! rl i i i i i ■ of ^ jg»o afio i >of i !,-?!!! i i ;2‘ ills liiil g5§S II 1 m 5SSS3 g ISSIs&iiS SSSSSf SSsSjSf 3 S' | |g gggS3 & |g3|3fggg fill ii! ii ilii i i l ii i i i “' ! i i i i if i i s? * 1 j IIS of 1 Ills S r-f of Of II i Ssl II I SS S3S ofrM* Of eo ofo~ I 5 CO of sill IsSlS ills « i-fjo of oo" of of co- eoof oo I I si 388 tjT r4 of O W>oV 1 s ISlSlSl SI8S Ills! 8SSS 11 3 IS 8§g -'aaif B3“SS' 83“2'2‘ SS S' SS sis" I I s Ils ill s' S‘£Ss‘3£a‘”‘S‘ Ills SHIS Isis IS 1 II Sills g 1 ofofVo of co" eo of o wfd® ao«jT o aoeo oofnV KS Graduates from teacher¬ training courses x) be >.s is u sf . ■3 0.1 o « d I gig Location Institution a fcj Si d S . ® § o cl 2 cS >-l a i cl 3 o £ n oSi to 4^ Sri £ d ° H s-sa § ®'° d d3® § o <3 .ul H % 3 1 2 3 4 5 6 1 8 9 I. Physical training schools New Haven, Conn New Haven Normal School of Gym- 34 6 2,3 8 74 150 Washington, D. C__. Chicago, Ill . . nasties. The Marjorie Webster School of Ex- 36 6 2 5 108 pression and Physical Education. American College of Physical Educa¬ tion. Chicago Normal School of Physical Education. Columbia Normal School of Physical Education. Normal College of the American Gym¬ nastic Union. Boston School of Physical Education.. The Bouve School .. _ _ _ 36 6 2,3 2,3 2 20 64 282 Do _ _ 42 6 112 30-60 60 Do... . . 36 6 11 121 Indianapolis, Ind _ Boston, Mass _ 36 30 5 2-4 3 24 20 65 108 180 132 Do.. 130 3 335 Do _ Posse-Nissen School of Physical Edu¬ cation. Sargent School for Physical Education. Newark Normal School of Physical Education and Hygiene. Ithaca Conservatory and Affiliated Schools. Central School of Hygiene and Phys¬ ical Education. Savage School for Physical Education. II. Nursery, hinder gar ten, and primary training schools Miss Fulmer’s School.. _ _ _ 130 3 70 60 Cambridge, Mass _ Newark, N. J.. 130 3 136 120 36 2, 3 16 30 150 150 Ithaca, N. Y . . 38 16 3,4 25 67 128 New York, N. Y . 30 3 38 150 Do. . . 32 3 5 29 360 Los Angeles, Calif _ 36 22 33 420 30 Pasadena, Calif _ Broad oaks Kindergarten-Primary Training School. Connecticut Froebel Normal School... 36 3 2 55 540 38 Bridgeport, Conn _ Do _ _ 32 2 400 The Fannie A. Smith Kindergarten Training School. Culver-Smith Kindergarten Training School. N ormal Department of the Kate Bald¬ win Free Kindergarten Association. Chicago Teachers College _ _ 34 2 32 350 65 Hartford, Conn. 32 2 21 366 120 Savannah, Ga _ ... 30 2 4 Chicago, Ill . 36 2,3 « 52 615 96 Do _ Pestalozzi Froebel Teachers College. ._ Miss Niel’s Kindergarten Primary Training School. Perry Kindergarten Normal School... Wheelock Kindergarten Training School. Lesley School _ _ . 36 ”ff 2,3 66 432 45 Boston, Mass _ 30 2 47 500 Do . . . 34 2 44 300 Do . . 32 2 75 900 Cambridge, Mass _ Minneapolis, Minn.. St. Louis, Mo _ 33 2,3 136 300 Miss Wood’s Kindergarten and Pri¬ mary Training School. Wilson Kindergarten Primary Insti¬ tute. Normal Training Department, Ethical Culture School. Child Education Foundation Train¬ 36 2 88 540 85 34 2 480 110 New York, N. Y _ 35 3 19 255 172 Do . . 34 2 15 510 65 Do . . ing School. The Jenny Hunter Kindergarten Training School. The Harriette Melissa Mills Kinder¬ 38 2,3 3 570 22 Do . . 36 2,3 65 240 Cincinnati, Ohio . garten-Primary Training School. Cincinnati Missionary Training School. Cleveland Kindergarten-Primary Training School. Oberlin Kindergarten Training School. Froebel Kindergarten Training School- Miss Ulman’s Training School for Kin¬ dergarten and Primary Teachers. 34 2 6 510 50 Cleveland, Ohio. . 36 240 Oberlin, Ohio . . 35 2 72 240 375 Harrisburg, Pa _ 36 2 12 270 45 Philadelphia, Pa . . 36 2 95 270 22 1 Plus camp. 2 Plus six weeks. 3 Plus one summer session. 6 1924 figures. TEACHERS COLLEGES AND NORMAL SCHOOLS 1029 Table 32. — Private teacher-training schools — Sessions, graduates , etc., 1925—26 — Continued Location Institution Weeks in year Weeks in summer session Years in teacher-training courses Graduates from teacher¬ training courses Hours of practice received in teacher-training courses Enrollment in model and practice schools main¬ tained by institution S a Women 1 2 3 4 5 6 7 8 9 III. General Training Schools Tuskegee Institute, Tuskegee Normal and Industrial 36 12 4 5 25 75 378 Ala. Institute.4 Denver, Colo _ .. Central Vocational College _ _ 36 12 2 Rexburg, Idaho- _ Ricks College. - . . . . 36 9 2 6 17 60 80 River Forest, Ill Concordia Teachers College . 40 2 36 120 52 Angola, Ind _ - - Tri-State College _ _ _ 36 *16" 2 9 48 80 W averly, Iowa _ - _ Wartburg Normal College . _ 36 2 3 36 Ammp.nfifl.lp., M d Ammendale Normal Institute _ 36 12 2 16 36 40 Boston, Mass _ __ Worcester Domestic Science School _ 30 2 3 60 New Ulm, Minn... Dr. Martin Luther College .. _ _ 36 2 8 7 66 47 Seward, Nebr.. _ Concordia Teachers College _ 36 2 9 3 50 50 York, Nebr St. Ursula’s Academy and Normal 36 "*6* 2 8 45 60 College. Trenton, N. J _ Rider College. . . _ _ _ _ _ (6) (6) 0 2 40 35 Asheville, N. C _ . Asheville Normal and Associated 36 2,4 80 60 Schools. Raleigh, N. C St. Augustine’s School 4 35 1 1 16 181 Dayton, Ohio _ _ Normal School of the Precious Blood.. 36 6* 2 10 54 30 Mount Angel, Oreg Mount Angel Normal School _ _ 36 2 6 9 5 300 355 Oswego, Oreg . __ Marylhurst Normal School _ _ 36 6* 2 23 240 150 Philadelphia, Pa . Gratz College _ _ 36 4 14 15 (7) 400 Charleston, S. C Avery Institute 4 _ 32 2 11 420 60 Canton, S. Dak Canton Lutheran Normal School .. . 36 1,2 5 59 120 Sioux Falls, S. Dak._ Augustana College and Normal School. 36 1,2 4 70 180 24 Martin, Tenn Hall-Moody Junior College _ _ 36 12 2 10 11 108 72 Morristown, Tenn . . . The Morristown Normal and Indus¬ 36 2 17 5 180 238 trial College.4 St. George, Utah Dixie College _ _ _ - _ 36 2 4 9 100 Hampton, Va . .. Hampton Normal and Agricultural 36 12* 2,4 11 23 180 362 Institute.4 Seattle, Wash. Holy Names Normal School _ 36 2 25 240 230 Spokane, Wash _ Holy Names Academy and Normal 36 2 15 200 93 School. 4 Colored. « 1924 figures. 6 Continuous session. 7 One year practice, one year observation. 1030 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 33. — Private teacher-training schools — Instructors, 1925-26 Institution (for location see Table 32) In all courses, ex¬ cluding duplicates In teacher-training courses Regular Summer Total, ex- eluding session session duplicates a a g a 1 a 1 0 | i i? i £ i t? 4 5 6 7 8 9 5 1 5 1 10 3 13 4 2 4 2 4 2 5 8 2 10 6 16 5 1 4 1 5 21 6 6 23 6 5 11 5 11 2 2 3 10 3 5 3 10 2 12 2 56 12 56 3 3 3 3 33 24 12 14 45 38 16 16 32 12 32 12 2 12 3 2 12 5 2 5 1 5 1 5 2 2 2 2 7 7 5 5 2 5 2 3 2 5 1 10 i _ 1 10 1 1 1 11 1 11 2 29 2 29 7 7 4 4 3 12 3 12 7 7 7 7 2 9 2 9 4 4 9 9 14 14 4 4 4 13 4 13 I. Physical training schools New Haven Normal School of Gymnastics _ The Marjorie Webster School of Expression and Physical Education _ _ _ _ American College of Physical Education _ Chicago Normal School of Physical Education _ Columbia Normal School of Physical Education _ Normal College of the American Gymnastic Union L Boston School of Physical Education _ _ ... The Bouve School ... _ _ _ Posse-Nissen School of Physical Education _ Sargent School for Physical Education _ Newark Normal School of Physical Education and Hygiene - - - Ithaca Conservatory and Affiliated Schools _ Central School of Hygiene and Physical EducationI. * 3. Savage School for Physical Education . II. Nursery, kindergarten, and primary training schools Miss Fulmer’s School _ _ _ _ _ Broadoaks Kindergarten-Primary Training School. .. Connecticut Froebel Normal School _ The Fannie A. Smith Kindergarten Training School. Culver-Smith Kindergarten Training School _ Normal Department of the Kate Baldwin Free Kin¬ dergarten Association . . . Chicago Teachers College _ _ _ Pestalozzi Froebel Teachers College _ Miss Niel’s Kindergarten Primary Training School .. Perry Kindergarten Normal School . . Wheelock Kindergarten Training School _ Lesley School _ _ _ Miss Wood’s Kindergarten and Primary Training School _ v _ _ Wilson Kindergarten Primary Institute _ Normal Training Department, Ethical Culture School Child Education Foundation Training School _ The Jenny Hunter Kindergarten Training School... The Harriette Melissa Mills Kindergarten- Primary Training School _ _ _ Cincinnati Missionary Training School - Cleveland Kindergarten- Primary Training School.. Oberlin Kindergarten Training School _ Froebel Kindergarten Training School - - Miss Illman’s Training School for Kindergarten and Primary Teachers... . . . 1 Most of the faculty are on a part-time basis. 2 Camp instructors included. 3 Many teach also in the department of physical education. TEACHERS COLLEGES AND NORMAL SCHOOLS 1031 Table 33. — Private teacher-training schools — Instructors , 1925-26 — Continued Institution (for location see Table 32) In all courses, ex¬ cluding duplicates In teac Regular session :her-training < Summer session courses Total, ex¬ cluding duplicates S s a CO a o £ d a> 2 d > 5 53 g ■§ > O CO © CM O iO CO r 2 lO CO ( 05 0 05 i CO CO 00 o CM CO 05 CO ^ CO Tt« Jill ms NNN O H00N00 00 CO 05 CO T-ToTiO 1C CO ^ CO CM O lO wo 1C 00 as r2 ^c^'3 M'S ° O *0 oo oo r-t o oTcdr^ S§ o 00 CO 00 05 lO odocdoT 8o 88 OW COO ^ ^ ^ CO lO - r- o o o 88 CO CO CM CM CM CO 05 lO *0 io ^ CO CO CO C3 o p a § 3 Sg^|-s St? 3.2 a? lO CD CM S|5 °S® n 2 *0 CM CO N lO O (N H 05 t"» i>- i H CO CO o 2 p.H o S e3 3 g o o o o o o o o o oww o 00 o CM O §2£a& 3 =3 «3 * •a£ ss ■_§ k .S'3 8 88; o o o ■ .s >> TJ 3 ' m 3 3 o © s ° > 3X2 W 3 35 o o o o o S3 888 O O °§ 0 33 O O 3 CO ! 2 « i 43 3 a a t3 S§H "§S’c3 3W.S £ H.2 jc c3 -5 ° !.2^o § 2 2 3 o-3® 5.2.I o| a >•1131.2 fiSSlH £ © 3 2.2*. .©.3 53 33 o- ;§ 3^ o 8^® S'd 'Jlf £3 .2 3 a 2 > *W o o e,s •geo g & S "S 3 O M 33 £ *■§ §® g|§wi|pi' i'g'glofc-d §m-2; •|§P5igMsga3 © $ bO^ O SflS O 033 C 2 © ^ PQ^ftraZ S WJ ■§* .a c3 . h II Q ^ “ | c3 © fi p CQ 3.2 . ® 3 . . s -3 43 o o M ^ ■ §‘? ■§2 bcPQ .9 © .SSc ^ © o g5| a o J bfl < "3 © « MUg •a 50 p^oggcsgis lHiilll O&H O^i TEACHERS COLLEGES AND NORMAL SCHOOLS • CO I>- CO IS 88 *8 o o i g> © Tt< QQ 88 © co CO 00 tF 00 05 © CO CM 3 §8 00 00 8 CC(N r-t © 00 05 of CM © O CM o'er 0 05^ tCco t-T ^ © CM s© vr ^CO CM o o oS CO CO sss co © © o CO CM 00 O CO CM CO 00 © © © L- C ©©CO©©©©©©©©©©©©©©©© SONOOOOOOO^OCOOCNOO ©©©©©©©©©© t^©CO©©©T-H©© © © © © . © - © © ©MSOCOCOC^fiOOO i©r^co©©cor-cW ! 8 s> "© 0 2 o eh!5 % o C3 ■§ &§ I - Cv t-. *7 a> a, oo a s a w ^ OT W_,Q 2 44.- j2 ©CG-£ S “ Oo c.i M a - — — — . — r- I_ H — So.5 0fc,k B Eh OO OPkS SotfOfcH?«< 's a -2 0 h P 'TO!>'?, ^cdWI-' A- ~ 3 2£ a ©£$ o.22 & 8 ksO'S' be .A" a o o o 03 “oo £ .2 t. £ a ■S 2 « -§ © 73 31 3 Ba 2 « $*< , c3 op: ^2 ti ^ TP rO ^ §3 Ip © © o^-g -s-g £AOai«§50 0 cc • oM § O A’ = tn-H o ; ^ t-33 SglBfc&S-Srg •3X3 be ■ - “ o ®35 -h A. be 3 g^A0 g’S' o S £§u:z; £ © g g •So^ 2cg. >,.22 ■ pgS'tSj ce^ fc _ ^rJOR^SS* oe^^^O" - *>? 5 2 ■' ■< g p 3! J? ,g ® is bo a« j2 0 © be°^R ,2^ W .33 , 35 © “ sins ■ J- § b « H EelP © r2 -S © : oRJ2 2 t* © 3 ©330.2x3^ ^SS0-<0t^^05 rH 1 CM ^ CO H 1 1 1 1 CO rH CO 1 1 CO rH 1 o io CM rH HOM t-H H H CO ^MO^N IO IHHO 00*0 CO CO CO rH CM 451 to 500 - CO 05 H COCM CM CO 1 rH CO CM 05 CD CO CO CO tH CO OOtCHdH COHHOO 401 to 450 o 269 3 1 2 20 6 4 CO CO ^ONTii rH rH CO i 05 lO 05 CM GO H CO i HIGH 351 to 400 282 N- CO GO t>» CO GO CM 05 CO H h H CM CO tH 10^0*0^1 rH rH CM CO (N H CO H CO HH o og 2, 145 t"» *0 ^ N- CO lO ^ *0 CM ^ CM tH 1005 ^ 05 05 CO CO TfCMHHO 05 rH O O O H N CM O rH CO HO>OHO *Q CM CM CO CO N- CO CO CM N* HHH CO O 00 O H iO CO CM O O LQ H ic lO 05 CM CO CO O 05 O CO CO N O O O0 O COCO O CO 05 05 05 CO 05 ^cON(NH TfCXJiO^iO ^lOOOCMiO N- CM rH CM CM CO CM rH rH rH CM rH N 6, 189 T^OCOOOH o CO TjH CM lO CO 05 O CM CO *0 O CMHO-^H GO *Q CO ^ 05 NH>OCO»0 N- CO ^ tO 00 CM O 05 05 CM CO CO © CM 00 CO rH CO *0 rH CO rH CO CM CO rH rH CM CO CM | State - Continental United States _ 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 . PUBLIC HIGH SCHOOLS 1051 gllil i§«S5! sgSRl !lss rH rH COCONgO oogcoiNH 11 18 4 19 2 ! * rH C *- j !-«k im t-h io ] i ill i ill i ill l ill i ill i i l •CM rH ICO • l 1 1 r CO cm 1 1 1 1 CO T-H ifOHHH T-H CM 1 1 1 • 1 1 1 i l 1 rH CM tH 1 i i i* i i i i i 1 • i l i *° j 1 COCO INH i i 1 CM CO CM 1 I CM rH CM ■ : i i i i ^ CM 1 Tt< CM CMNhh 1 | CO t-H ]| •— 1 J T— 1 | j | (MHH05W ! ! I CM CO CO t-H CM ! CM ^ r- 1 : i i 1 rH i tO 1 ' T#< CM HNH i rH l(N 1 ' ' rH I 1 CM »0 • i i i | i- : i i CO CM j CT> to | CM rH i I' t-H . Tf 1 !ir HrH . tO i i 1 12 2 1 13 2 1 CM"* t-h ItH rH CO tH Nr SO CM • COCO • O* 11- CM 1 TJH rH 1 i i i i i i i i i 1 1 1 •HWH^UO to CC It- 1 1 CO to 1 1 1 3 4 1 4 i i i i • i i i i i 1 1 1 MCO^COCO 1 rH CO CM CM r- ■ i i ■ i i i i i i i i i 1 H 1 1 OOCOrH^^ C*CD j- , O C< 1 1 i D 1 IrH c 1 1 1 1 t 1 !M rH i NOO^-CO t-CO- !« 1 H CM ! 1 1 15 13 1 27 16 5 26 I 5 1 Ttf O 5 13 6 14 * ! ItHC 1 O CM 1 258^3*" SIS'*'0'0 322“ 3 ! IrH, j J H CM ! 3^52 S8®*-2 S8SC » ! !ca< o io ! ££232 28^8 S2ST r h th i < i i M rH 1 162 217 79 317 141 54 190 S3 r co icoi IM i CM sssSSs sr3 s 3s”8® §“”* a co i New York. . . . . 1 "North Oarnlina _ North Dakota _ _ _ Onio... . . . Oklahoma _ _ _ Oregon . Pennsylvania. . . Rhode Island - - - soutn uaronna . . . South Dakota . . . . Tennessee.. . . . Texas _ _ --- TT+aVi _ li III II III II III ill M Wyoming . . . . Outlying parts of United States Alaska.. . Canal Zone _ _ Hawaii . . Philippine Islands _ _ — - Porto Rico - - - - Virgin Islands . . - - Table 5. — Distribution of reorganized 'public high schools according to enrollment, in 1925-26 1052 BIENNIAL SURVEY OF EDUCATION, 1924-1926 PUBLIC HIGH SCHOOLS 1053 *OCICIOi© - I rH o *0 rH rH I rH H CO 1 rH CONh Cl H O CO rH CO co co i go cm -h ci ^ ci co ■ o *-< rH CO *0 CO rH NHCOION CO o HH Cl Cl Cl ' » CO Cl rH lO Cl H CI^CIOCI CIOCICI iOCHOCOO I lO Cl -h CO ‘O oo O CO • ■ CO CO rH rH rH Cl CO Cl CO CQ— , W W Jll ij si ail C3 c3 '2 • £ 7? 2 C3 sS?0 ;2 fesfo'1 aftess © o o2i! £ §£! g § Kttoo O Sajaom ® fl CO a §‘g> «8 a '9 €'3a b£).2*^ p B> S’9 1 ll.gg, ° 17836° — 28 - 67 Table 6. — Distribution of public high schools having an enrollment of more than 1,000 in 1925-26 , according to size of enrollment 1054 BIENNIAL SURVEY OF EDUCATION, 1924—1926 PUBLIC HIGH SCHOOLS 1055 Table 7. — Number of persons engaged more than half time in high-school administration and in high-school supervision — Number of high- school students taking military drill, 1925-26 1056 BIENNIAL SURVEY OF EDUCATION, 1924-1926 go . “ •se-a 10 03^^10 H(N^NN 00 00 CO CO CO *0 CO O CO iSS h l CO (NNOOMN L- T CO *0 CM rococo O rH rH »OH H< go .3 9 1*3 a 1.8 “-S 00 CO H iO O lOOCONTtt NNCOOW CO CM »0 O CO CM iO> 5Sg ■S&-3 c n *h H CM 05 00 CM 4 OCMCOCOO 05 CO H 1^ H COCO HOOH 05t^05H«CM - - — - . ... — "qqqcq lO O 00 00 CO Tt^lOCO rH *C O *0 H CM lO *C H CO C© CO OOCOONH I rH H< *0 05 H 05 CM ^ON^OO HH COCOCOCO rH rH COCOt^QC *0 CO H 05 C CO CM TH CO rH CO CM CO CM • 05 *0 H H 00 CO H _ _ >051^*0 CMO*OHH© CM CO O ‘O CO rH CM c . . COO >OC CM CM rH CO cmcm*ohhoo t-hcmcoi^co t^cor^H© cmhk ^.10^05^ CO 05 CO O 05 CO rH 05 CO O C0HH05C0 CO rH U- CO rHCMOOtO CM O 05 05 CO •°8SS38 H 00 CO HOO^HCO 00 CM rH 00 rH CM <■ - i CO CM 00 00 H CO H CM 00 H 00 © CM *0 CM © t^iOt^OOCO rH CO CO 00 CO HH CO CO CM 00 CO 05 rH oo o IOHH IOH O CO N CM iO to H H GO 00 rH CO 05 H rH rH CO CO CO 05 N CO H COt^COCOOO CM CM H CO U- CO rH rH CM H H *0 © *0 HH CM O 05 CO H © H CO CM O H CO H iO H 00 CO 05 o H H CO 05 CO CM CO CO © lOHHOO^ 05 CO CM CO H CM H* *0 CO CO CO H 05 00 O rHrHl>COiO 05 00 H 00 H ■OH rH ( ) to H rH t CO CO 00 I O HH rH CM ( CM CM H H a s 03 0 P3 O S. S|-CSS? °o£ 'g.g-rS^ I? a §■9 T3 S3 axi <3 o _ <3 fl >>w PI S'? H ,J3 cSflflSo sssss aaaaa [ontana. PUBLIC HIGH SCHOOLS 1057 *8 121 690 10 52 2, 915 369 153 323 468. 2,284 3, 518 955 3 3S«§ 524 8, 367 20 C* CO i* nhN ggSoSg SgSSS 28S2 BS^Rg ^00-t^,N MWH 11 12 1 3 3 H COCO £^§83 SS£§8 £8333 382M8 888^ 8 4 4 29 7 gagga 88883 Si-sl gil- os eo coc^tj; "* f~ OO 22 8$o°°S3 SS^S 8£s?s 1 1 3 3 4 1 i22s- g-sei sas*a -i--s isss sssss ||§|g gassgs agaas sags C5 CO © © rfj £*° 805 2823S 33^32 °°c3^-3 3^22 HHCOCO^ 161 11 66 102 44 430 301 113 417 281 99 333 16 83 141 83 306 19 12 141 187 85 200 29 00 O* © 1058 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 8. — Teachers in reorganized high schools for white pupils, and for white and colored pupils, 1925-26 State In junior high schools In junior-senior high schools In senior high schools Total Men Women Total Men Women Total Men Women Total 1 2 3 4 5 6 7 8 9 10 11 Continental United States . . . 5,158 18, 304 23, 462 8,377 16, 626 25, 003 4, 165 8, 294 12, 459 60, 924 Alabama _ 22 52 74 259 573 832 11 31 42 948 Arizona _ 11 17 28 47 85 132 14 25 39 199 Arkansas _ 19 64 83 104 253 357 12 42 54 494 California.. . . . 594 1, 918 2,512 379 786 1,165 545 884 1,429 5, 106 Colorado.. . . 96 397 493 199 387 586 89 182 271 1,350 Connecticut . 59 236 295 32 86 118 36 91 127 540 11 40 51 51 3i 155 186 186 Florida _ _ 82 342 424 119 353 472 30 135 165 1, 061 Georgia . . . 103 217 320 37 56 93 73 75 148 561 Idaho . . 9 38 47 38 86 124 13 39 52 223 Illinois . . . 75 353 428 74 149 223 144 320 464 1,115 Indiana - - - - 187 488 675 799 862 1, 861 197 257 454 2,790 Iowa _ 84 443 527 391 873 1, 264 117 262 379 2, 170 Kansas . . . . 163 629 792 191 364 555 259 503 762 2, 109 Kentucky _ 8 88 96 78 146 224 25 94 119 439 Louisiana _ 9 43 52 13 61 74 126 Maine . . 24 73 97 31 67 98 36 83 119 314 Maryland _ _ 52 371 423 39 122 161 10 18 28 612 Massachusetts . . 355 1, 751 2,106 217 434 651 407 949 1,356 4,113 Michigan _ 392 1, 079 1, 471 824 1, 461 2,285 225 453 678 4, 434 Minnesota _ 138 547 685 311 929 1,240 115 249 364 2,289 Mississippi. . 1 23 24 86 225 311 11 15 26 361 Missouri _ 106 311 417 219 448 667 112 241 353 1,437 Montana . . 18 46 64 19 25 44 26 62 88 196 Nebraska.. . 48 181 229 85 217 302 61 131 192 723 Nevada . . 2 26 28 13 18 31 8 18 26 85 New Hampshire . . 17 104 121 43 79 122 51 108 159 402 New Jersey _ 176 615 791 57 163 220 150 259 409 1, 420 New Mexico _ 4 29 33 25 42 67 8 28 36 136 New York. _ 532 2,229 2,761 437 1, 290 1, 727 58 249 307 4, 795 North Carolina. . . 9 46 55 63 164 227 6# 28 34 316 North Dakota 6 34 40 60 117 177 217 Ohio _ 447 1, 348 1, 795 939 1, 629 2,538 365 531 896 5, 259 Oklahoma.. _ _ 55 169 224 404 897 1,301 49 101 150 1, 675 Oregon _ _ 29 92 121 11 28 39 44 135 179 339 Pennsylvania _ 627 1, 657 2,284 792 1, 418 2,210 328 468 796 5, 290 Rhode Island. _ 8 42 50 2 10 12 10 30 40 102 South Oarnlina 17 67 84 84 South Dakota . . 14 52 66 30 59 89 11 32 43 198 Tennessee . . 30 139 169 72 242 314 7 17 24 507 Texas _ 125 583 708 67 161 228 154 458 612 1, 548 Utah _ 70 170 240 150 79 229 43 66 109 578 Vermont. _ _ 10 29 39 60 142 202 12 28 40 281 Virginia _ _ _ 34 269 303 30 91 121 42 81 123 547 Washington _ 48 150 198 68 155 223 62 110 172 593 West Virginia _ 102 250 352 138 187 325 81 134 215 892 Wisconsin _ 119 391 510 259 461 720 84 191 275 1, 505 Wyoming _ 8 18 26 51 100 151 11 20 31 208 Outlying parts of United States Hawaii _ _ 18 30 48 12 4 16 3 14 17 81 Virgin Isl&nds 2 5 7 5 5 10 17 PUBLIC HIGH SCHOOLS 1059 Table 9. — Teachers in reorganized high schools for colored pupils, 1925-26 State Schools for colored pupils only Teachers in junior high schools Teachers in junior- senior high schools Teachers in senior high schools Total teach¬ Men Women Total Men w 1 Women Total Men Women Total ers 1 2 3 4 5 6 7 8 9 10 11 12 Continental United States . . 84 80 140 220 223 360 583 14 21 35 838 Alabama _ _ 13 7 19 26 8 16 24 50 Arkansas . . 8 4 5 9 13 19 32 41 District of Columbia _ 2 15 39 54 54 Florida _ _ _ 3 1 1 2 4 9 13 15 Georgia _ _ 3 4 15 19 2 2 4 23 Illinois _ 1 3 9 12 12 Indiana _ _ 1 2 1 3 3 Kansas . . 2 12 15 27 9 8 17 44 Kentucky . . 4 0 1 1 5 9 14 2 4 6 21 Louisiana _ 1 7 26 33 33 Maryland . . 2 14 14 28 39 50 89 117 Mississippi . . 9 3 6 9 20 34 54 1 7 8 71 Missouri.. _ 1 2 2 4 4 New Jersey _ 1 6 5 11 11 North Carolina _ 2 8 11 19 19 Ohio. . . 2 4 5 9 4 9 13 22 Oklahoma _ 8 38 58 96 96 Pennsylvania _ 2 6 9 15 15 Tennessee . . . 4 16 45 61 61 Texas . . . 2 12 20 32 32 Virginia _ _ 2 2 2 4 1 3 4 8 West Virginia _ 11 2 4 6 41 39 80 86 1060 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 10. — Teachers in regular high schools for white pupils, and for white and colored pupils, classified according to population of district, 1925-26 State In cities having popu¬ lation of 2,500 or more In places having popu¬ lation of fewer 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 1, 876 18, 935 33, 144 11, 967 20, 800 27, 186 13, 843 39, 735 60, 330 Alabama. _ . 10 102 288 38 83 129 48 185 417 Arizona _ 5 64 110 23 55 72 28 119 182 Arkansas _ 14 40 100 181 287 238 195 327 338 California _ _ 91 1, 532 2,483 178 706 1, 042 269 2,238 3,525 Colorado _ 14 119 234 98 231 308 112 350 542 Connecticut _ _ 51 391 907 13 21 42 64 412 949 Delaware _ _ _ 3 35 . 77 17 40 54 20 75 131 District of Columbia __ . 5 99 281 5 99 281 Florida _ _ 11 41 135 98 162 238 109 203 373 Georgia _ _ _ 34 158 298 226 308 413 260 466 711 Idaho. . . . . 14 99 155 102 213 226 116 312 381 Illinois ... . 162 2, 015 3, 369 732 1, 414 1,792 894 3,429 5,161 Indiana _ _ 73 748 1, 265 455 982 999 528 1,730 2,264 Iowa _ _ _ 47 296 752 698 1, 276 1, 834 745 1, 572 2,586 Kansas . . . 15 105 210 567 1, 077 1,624 582 1, 182 1, 834 Kentucky _ 37 195 317 421 506 526 458 701 843 Louisiana _ _ 27 112 313 213 342 496 240 454 809 Maine _ _ 39 156 370 139 168 205 178 324 575 Maryland _ _ 17 202 240 105 170 297 122 372 537 Massachusetts... . 95 1, 010 1,760 49 78 141 144 1, 088 1, 901 Michigan _ 42 625 1,026 274 451 505 316 1,076 1,531 Minnesota _ 33 260 609 405 668 1,034 438 928 1, 643 Mississippi _ 13 25 120 240 351 420 253 376 540 Missouri _ _ 42 370 711 576 906 988 618 1, 276 1, 699 Montana _ _ _ 14 74 235 158 267 348 172 341 583 Nebraska _ . ... ... 19 177 439 485 734 1, 177 504 911 1, 616 Nevada _ 1 5 6 17 37 56 18 42 62 New Hampshire _ 14 85 132 42 45 110 56 130 242 New Jersey _ _ _ 83 921 1, 559 42 130 220 125 1, 051 1, 779 New Mexico _ 6 22 49 75 113 149 , 81 135 198 New York _ _ 156 3,034 4, 790 451 554 1, 392 607 3, 588 6,182 North Carolina _ 42 169 465 442 735 1,038 484 904 1, 503 North Dakota. 5 41 78 327 421 407 332 462 485 Ohio _ 95 1, 143 1, 599 691 1,267 1, 269 786 2,410 2,868 Oklahoma... ._ _ . . 11 112 186 389 655 700 400 767 886 Oregon. ... . 22 221 465 206 327 460 228 548 925 Pennsylvania _ ... 191 1, 778 2,371 583 1, 071 1, 014 774 2,849 3, 385 Rhode Island 12 142 298 6 13 30 18 155 328 South Carolina.. 27 136 288 172 297 438 199 433 726 South Dakota _ _ 7 45 99 268 443 551 275 488 650 Tennessee.... 26 166 306 242 385 430 268 551 736 Texas _ 85 482 1, 093 501 906 962 586 1, 388 2,055 Utah _ 9 88 106 27 125 65 36 213 171 Vermont _ 13 43 101 22 22 32 35 65 133 Virginia _ _ 25 127 359 292 373 725 317 500 1,084 Washington _ _ 35 458 679 244 466 701 279 924 1, 380 West Virginia _ 23 147 260 106 277 297 129 424 557 Wisconsin. _ 57 488 960 296 556 859 353 1, 044 1, 819 Wyoming _ ... _ _ 4 32 91 35 86 133 39 118 224 Outlying parts of United States Alaska _ _ _ _ 1 2 4 11 14 20 12 16 24 Canal Zone 2 4 13 2 4 13 Hawaii... _ _ _ 2 24 58 4 19 29 6 43 87 Philippine Islands 35 329 181 35 329 181 Porto Rico 15 112 15 69 112 PUBLIC HIGH SCHOOLS 1061 Table 11. — Teachers in reorganized high schools for white pupils and for white and colored pupils, classified according to population of district, 1925-26 State In cities having popu¬ lation of 2,500 or more In places having popu¬ lation of fewer than 2,500 Total Schools report¬ ing Men Women Schools report¬ ing Men Women Schools report¬ ing Men Women ■ 2 3 4 5 6 7 8 9 10 Continental United States. 1,805 13, 480 36, 593 1,638 4,220 6, 631 3, 443 17, 700 43, 224 Alabama . . 23 47 217 131 245 439 154 292 656 Arizona _ 8 60 102 5 12 25 13 72 127 Arkansas _ .. .. 18 78 260 27 57 99 45 135 359 California _ _ _ 115 1,444 3, 467 22 74 121 137 1,518 3,588 Colorado . . . . 32 261 766 46 123 200 78 384 966 Connecticut . . . 22 119 387 6 8 26 28 127 413 Delaware _ _ 1 2 13 3 9 27 4 11 40 District of Columbia... _ 6 31 155 6 31 155 Florida . . . 19 138 619 38 93 211 57 231 830 Georgia - 18 195 318 13 18 30 31 213 348 Idaho _ _ 8 43 115 7 17 48 15 60 163 Illinois _ 44 271 787 9 22 35 53 293 822 Indiana _ _ 61 486 919 213 697 688 274 1, 183 1,607 Iowa . . . 62 340 1,112 110 252 466 172 592 1, 578 Kansas _ 93 486 1,296 45 127 200 138 613 1,496 Kentucky _ 21 73 269 20 38 59 41 111 328 Louisiana _ 4 17 98 4 5 6 8 22 104 Maine _ .. 15 58 164 19 33 59 34 91 223 Mary land ... _ _ 15 94 496 3 7 15 18 101 511 Massachusetts - - . _ 175 941 3, 026 28 38 108 203 979 3, 134 Michigan _ 105 1,028 2, 412 146 413 581 251 1,441 2,993 Minnesota _ 62 481 1,546 29 83 179 91 564 1, 725 Mississippi _ 9 26 154 39 72 109 48 98 263 Missouri. .. _ 42 315 804 50 122 196 92 437 1,000 Montana _ _ 7 • 37 90 12 26 43 19 63 133 Nebraska _ . . . 29 128 361 32 66 168 61 194 529 Nevada... _ _ 3 14 57 2 9 5 5 23 62 New Hampshire _ _ 24 73 208 25 38 83 49 111 291 New Jersey _ _ 43 363 982 5 20 55 48 383 1,037 New Mexico . . . .. . 5 21 81 6 16 18 11 37 99 New York _ _ . 117 938 3, 477 42 89 291 159 1,027 3, 768 North Carolina _ 12 60 209 8 18 29 20 78 238 North Dakota _ _ 8 28 104 15 38 47 23 66 151 Ohio... _ _ 144 1,370 2,988 145 381 520 289 1,751 3, 508 Oklahoma J . . . . 51 366 944 46 142 223 97 508 1, 167 Oregon _ T... . . 19 82 250 2 2 5 21 84 255 Pennsylvania _ 154 1, 474 3, 164 69 213 379 223 1,747 3, 543 Rhode Island _ 4 20 82 4 20 82 South Carolina.. _ .. 2 8 50 3 9 17 5 17 67 South Dakota... _ _ 7 41 112 5 14 31 12 55 143 Tennessee - - 11 92 361 8 17 37 19 109 398 Texas. _ _ _ _ _ 52 317 1,134 15 29 68 67 346 1,202 Utah. _ _ 16 180 264 19 83 51 35 263 315 Vermont _ 9 32 96 32 50 103 41 82 199 Virginia . . . . 11 88 392 10 18 49 21 106 441 Washington . . . 20 141 341 14 37 74 34 178 415 West Virginia . . . 19 140 313 75 181 258 94 321 571 Wisconsin. . . 54 407 951 18 55 92 72 462 1,043 Wyoming . . . . 6 26 80 17 44 58 23 70 138 Outlying parts of United States Hawaii . . . . . 2 14 32 5 19 16 7 33 48 Virgin Islands . . 3 7 10 3 7 10 1062 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 12. — Teachers in high schools for colored pupils classified according to population of district, 1925-26 REGULAR HIGH SCHOOLS State In cities having pop¬ ulation of 2,500 or more In places having pop¬ ulation of fewer than 2,500 Total Schools report¬ ing Men Women Schools report¬ ing Men Women Schools report¬ ing Men Women > 2 3 4 5 .6 7 8 9 10 Continental United States . 215 547 758 126 197 226 341 744. 984 Alabama _ _ 5 17 42 5 17 42 Arkansas.. _ _ 5 6 23 3 3 4 8 9 27 Delaware. . . . . . 1 7 8 1 7 8 District of Columbia _ 2 66 66 2 66 66 Florida.. ... . . . . 8 12 30 8 12 30 Georgia . . 11 14 22 8 11 9 19 25 31 Illinois _ _ _ 8 13 18 2 1 5 10 14 23 Indiana _ _ _ _ _ 6 14 6 6 14 6 Kentucky _ _ _ 26 45 66 11 11 11 37 56 77 Louisiana. _ _ _ 1 10 7 1 3 2 13 7 Maryland . . . 9 13 14 6 7 5 15 20 19 Mississippi _ 8 9 15 9 12 10 17 21 25 Missouri _ _ 14 80 64 14 80 64 North Carolina . . 26 43 79 35 50 37 61 93 116 Oklahoma . . . 7 12 11 7 7 6 14 19 17 South Carolina . . . 15 22 48 5 5 6 20 27 54 Tennessee.. . . . 12 33 41 4 4 7 16 37 48 Texas . . . 38 85 112 29 34 36 67 119 148 Virginia... _ _ _ 9 40 79 4 45 84 13 85 163 West Virginia. _ _ 4 6 7 2 4 6 6 10 13 REORGANIZED HIGH SCHOOLS Continental United States _ 63 272 478 20 45 43 83 317 521 Alabama _ _ _ 10 10 29 3 5 6 13 15 35 Arkansas _ _ 5 14 22 2 3 2 7 17 24 District of Columbia. . . 2 15 39 2 15 39 Florida . . 1 3 5 2 2 5 3 .5 10 Georgia . 2 5 16 1 1 1 3 6 17 Illinois . . 1 3 9 1 3 9 Indiana _ 1 2 1 1 2 1 Kansas _ .. 2 21 23 2 21 23 Kentucky . . 3 7 13 1 0 1 4 7 14 Louisiana.. 1 7 26 1 7 26 Maryland ... _ 2 53 64 2 53 64 Mississippi _ 7 18 44 2 6 3 9 24 47 Missouri.. 1 2 2 1 2 2 New Jersey.. _ _ 1 6 5 1 6 5 North Carolina _ 2 8 11 2 8 11 Ohio _ 2 8 14 2 8 14 Oklahoma _ 7 36 57 1 2 1 8 38 58 Pennsylvania 2 6 9 2 6 9 Tennessee _ 3 15 43 1 1 2 4 16 45 Texas _ _ 2 12 20 2 12 .20 Virginia 2 3 5 2 3 5 West Virginia _ _ _ _ 4 18 21 7 25 22 11 43 43 PUBLIC HIGH SCHOOLS 1063 Table 13. — White pupils enrolled in regular high schools of less than four years, by years, 1925-26 State Schools report¬ ing 9th grade 10th grade 11th grade Postgrad¬ uate and special Total Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls 1 2 3 4 5 6 7 8 9 10 11 12 Continental United States.. 1,754 10,117 12, 913 6, 811 9,207 2,849 4, 043 17 52 19, 794 26, 215 Arkansas . . 64 413 438 266 307 112 130 2 1 793 876 4 17 15 13 18 30 33 3 25 34 6 6 0 6 31 46 18 76 109 44 94 4 6 124 209 9 98 121 64 87 24 21 186 229 Illinois . . 256 1,601 1,771 1,293 1,399 660 795 2 0 3, 556 3,965 40 225 234 169 164 85 66 479 464 49 218 256 147 215 34 56 399 527 26 120 100 61 79 18 24 199 203 Kentucky _ _ _ _ _ 88 428 574 259 406 50 79 737 1,059 Louisiana. . . . . 2 0 826 0 467 0 392 0 8 0 1,693 Maine . . . .. ... 17 75 88 41 54 10 8 0 1 126 151 Maryland 1 7 7 2 8 7 6 16 21 Massachusetts _ _ 1 8 8 4 5 12 13 Michigan _ _ _ 47 355 439 245 303 5 7 605 749 Minnesota _ ... _ _ 46 241 317 122 194 49 61 0 1 412 573 Mississippi _ _ 72 297 355 199 264 77 120 573 739 Missouri . . . . . 157 780 887 597 660 204 295 1, 581 1,842 Montana. . . . 16 77 80 50 63 8 15 1 0 136 158 Nebraska _ _ _ 59 254 264 159 207 48 50 461 521 New Hampshire 7 47 68 24 36 71 104 New Jersey _ _ _ _ 6 107 118 48 50 3 5 158 173 New Mexico 26 112 133 78 114 36 53 226 300 New York . . . 71 463 484 253 308 76 86 5 34 797 912 North Dakota. . 64 214 293 135 212 73 107 1 1 423 613 Ohio. . . . . . 153 882 923 608 674 381 463 3 2 1,874 2,062 Oklahoma.. . . 43 212 303 146 156 57 66 415 525 Oregon _ _ _ 4 8 308 6 215 2 1 16 524 Pennsylvania . . . 226 1,631 2,066 1,080 1,520 598 799 1 2 3, 310 4, 387 Rhode Island . . 2 9 20 10 25 0 5 19 50 South Dakota . . . . 39 156 192 109 155 79 98 344 445 Tennessee 70 402 493 266 371 60 99 728 963 Utah.. _ _ 7 63 63 58 53 7 7 128 123 Vermont 12 47 67 39 43 7 15 93 125 Washington _ _ _ 16 90 91 41 60 15 16 146 167 West Virginia . . . . 20 281 284 104 151 35 62 2 2 422 499 Wisconsin.. . 8 60 65 45 50 9 15 114 130 Wyoming _ _ 5 18 19 20 14 16 9 54 42 14. — White and colored pupils enrolled in all public high schools , 1925-26 1064 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Total Girls a 1 $ r-T 31111 sills glssl sslsl llsll §08 s-sss sssss sssss Boys *"• 1, 780, 374 Slsss SUSS 11S11 Hill lllil gse33 jHs'ais gi-'-aa “ssssa saaass trswss Postgraduate and special Girls a 11, 248 ||°oS sasgsg rH Boys a 6,071 16 70 10 1, 129 62 158 0 0 5 29 18 214 109 136 103 4 1 52 0 568 167 116 0 78 59 100 8 56 76 6 Fourth year Girls a 277,274 2I§§§ gssig Ills! |g§51 siill §1111 CO ciVco co" r-TccTco* rtVoHoo wnnnh o«noo« co h*« Boys a 1 S' SSSSS iSISl 31181 sills 338SS 13112 n" rHNN n" -h"n" rHigofooco" CqHHH® OOOrHtCrH T* CO Third year Girls a 1 1 3111a SSsll 13851 IISss Slill §s!5I NOOCO" rf i-h"n"cO -~ r-T cr r-T 10 r-T Second year Girls s 433, 500 Slsli SillS 81118 88888 §8313 38833 ^r-rco-^ io- i-Teo « co^eo^t^ «Vco«w oo" hnh Boys » 389, 691 1116s 11111 alias IssSs 88883 11611 io rHco"^" nnVno io co co' co co" ^ofcqrHN" u-" rHN First year Girls 00 568, 236 31311 galls 88811 S88S8 11181 81888 ioV-T^nio" co rn" e^T io co co co o co co oTio"^"co"jh n®co®w o" nVh" Boys 2^ 1 1 Slill SSSSS SillS 83838 I88S8 SlsSS Th^"co"coio" coVTntPio mmoVn i-"^"co"io"rH O CO CO JO CO oT NMr4- Eighth grade 1 Girls C© 1 s 83S81 8813! 1IS8S 188S8 38338 ISggg of i-Tofeo i-T r-T co'n' n"co"hp"i® rH nh rH'.o'rHco" rH co" Boys IQ 162, 770 lllla 88818 sills S88S8 Sliii 1S888 n" -Tc4co" t-T tin n"co"tp%*" no" jhk? co" i-T co*" Seventh grade 1 Girls : xjH 1 s islls sslll 38SS8 issll llsll 8S81S N HNCO r-T CON n"co"^"io" rH MN HK5HN rH Co" Boys 0© 00 s s Slill 8SS8S lilis 83881 88338 88188 N rH"co"co" rH CO' r-T NCO"^">o" rH MN rHIOiMN r-T Co" Schools report¬ ing 17, 710 |3g|§ sssca s||gg |8Sg§ 88S1S i"SS» State *4 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 _ _ _ Miehivan .. Minnesota . . . Mississippi _ Missouri . . Montana . . Nebraska . . . Nevada . . New Hampshire . . New Jersey . New Mexico . PUBLIC HIGH SCHOOLS 1065 IlSSe ISslI §1818 HSS gs'sffs ssf-'s's s‘s's!,”'?s issfe* 257 242 2, 181 8, 616 2,260 81 sllsl Hill 8S9SE IsSI g^ss Sg»as assays sfss- 289 197 2,725 15, 754 2, 199 122 8gg?S?2 S||g n 0000—0 1,185 59 6 367 93 76 214 40 2 i r 44 251 31 12 9 36 67 177 35 oooooo ilsii sksII Islls Isgs jhio(N£-w eogHNN' MOV - eeooo w»filr 22,087 3, 658 1,416 15,055 4, 572 3,025 16, 229 915 1,718 1,671 2,282 7, 860 1,473 640 2,991 5,111 2,294 7, 223 642 , 32 32 363 2,036 336 2 ills! S13I8 sllll siEil nnnoc -co-wn wrejef o 52 49 357 1,523 531 1 ESSES SSill 15118 Has ® o-ooo mo-ooeo ,-Too r^oo'—' 77 86 739 3,788 722 22 IS3S1 Sssil SSSss sill NOMtOO OOeNT— CO ©fflCOnV HlOBH 108 66 893 6, 230 755 34 slssl 1ISS§ SSSII gill CO- 3- o NrfH o cd Boys 207, 611 sills Hill 3§ela 1811S 11311 3S11S r-T HHH © First year Girls 394, 777 SHIS ilSIS IISSI fasll I§1S§ 3111a cdV-r~r rH eo eo«OrH> o ffl ® rH 4,835 l'- lO 00 -*tl NC3NON OOONOKO NlOOOH CO t-H (DON NHCOIO© 03 CM PO 00 COOS OO O rH CO t'- rH ,— { CM CM r-t i-H r-l r-l rH CM Second year Girls 05 13,201 HNTfH H GO Oi 05 05 CO W Q Q O 05 05 *Q 00 rH 00 IN *Q C* *QC4Hir^H( 00 CO CO GO OCQ»OCO rH 05 05 iQ CO Cl h Q Hi CM CM QHCi OO CO CO OH H* rH OW (M CO CM rH rH rH CO First year Girls r* 19,244 NHO»0^ OOHt^NN Q CD (N N CD CO GO CO CM Hi CO CO 05 H« 05 l>U? o CO of CO o' oo'i> of of of CO of Boys 278, 641 Ibbss 31881 slISs sllll Ilsll gslgg rH rH^of rtf rH rH of rH^Ofod'co' CCOfofofof ^VT-TtCof uf of First year Girls I 1 lillg 18388 33313 llsls 33818 88883 of of 00 of CO- rH of rtf of^-cg-rHt-- t-f*o CO co o' o' of of o' CO* 00- HMri Boys 368,045 8SS1I 9S3E1 813S8 88838 18388 S838I of of of of CD- rH-rHrtf efrfwoV o' rjf co'co'cf oftr-ofoof !>- HMH reporting N 13, 843 S8SSS S8»|| S||g§ S§Sg5 S|§SS §2888 1 ! - Continental United States... . Alabama _ _ Arizona _ _ _ _ _ . . . | Arkansas - 1 California _ Colorado. _ _ _ Connecticut Delaware... _ _ _ District of Columbia _ _ _ Florida _ _ _ _ _ Georgia _ _ _ _ _ Idaho . . . . Illinois _ _ _ Indiana.. . Iowa . . . . . . . . . Kansas - - - - Kentucky . . . . . . . Louisiana _ _ Maine Maryland- _ _ _ _ Massachusetts. . . Michigan jviinnesoia— - Mississippi Missouri.. Montana. . Nebraska.. _ _ _ _ Nevada . . . . New Hampshire _ New Jersey... . . . . . New Mexico . . . PUBLIC HIGH SCHOOLS 1071 126, 876 29, 723 10, 048 61, 015 17, 946 16, 587 76, 532 6, 100 12, 606 11,117 15, 507 41.353 4,736 2,237 18,356 28, 232 10. 353 33, 548 3.210 257 242 1,312 8,616 1,973 slill IsSSS i§Si! sill 285 197 1,564 15, 754 1,923 3,110 107 2 827 108 113 18 24 3 27 28 35 12 83 0 26 80 578 92 OOOO^t 1,026 22 5 307 56 73 42 33 2 4 44 19 0 12 0 27 44 134 19 OCOOOOO 18, 557 5, 049 1,893 10, 903 2,998 3,085 13, 747 1, 012 2,234 2, 188 2,815 7,050 769 435 3,468 5, 123 1,806 6, 874 542 **S3S B8SS8 iSiiS sgg§5 sill £co-7cro' ^7 of -^7 eo ^7o-7 t»T o“ coco -7 106 66 622 6,230 661 §!§?!§ g§!” New York.... . North Carolina . . . North Dakota _ _ _ Ohio . . Oklahoma . . . Oregon. . . . Pennsylvania— . . Rhode Island . — . South Carolina . . South Dakota . . . . J Tennessee . . . Texas . . . __ Utah . . . . . . . Vermont . . . . Virginia . . . Washington . _ . West Virginia . Wisconsin . . Wyoming . . . Outlying parts of United States Alaska . . . . Canal Zone _ _ _ Hawaii . . . . . Philippine Islands.. . Porto Rico . . . . . Table 18. — Colored pupils enrolled in regular high schools, by years, 1925-26 1072 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Total Girls *4 35, 712 1,378 60 480 571 14 184 192 1,741 534 741 5 2, 136 1,091 105 266 1, 581 327 22 534 405 495 96 474 2,228 11 196 4 8" © Boys eo 21, 404 555 37 226 448 15 132 92 1, 141 252 357 8 1, 517 709 91 188 917 133 16 295 332 481 53 189 1,481 10 136 1 650 1 Postgraduate and special Girls S2 107 OOOOO OOOOO © © CO © © © © T-H © ©©©T-HO © © H N COO Boys 3 CM 00 OOO—tO THOOOO 0*0000 OOOOt- *-HOOOO i— I O HO Fourth year Girls O 4,608 ©©rH©CO rH © 00 ©1-1 t^©© lOlNiOfNN (N tO © fC ^ t-h © HHNOO CO CM © © ©CO to Mr- 1 Tf © »OH - CO GO GO CM © CM CM 00 t'- CM CO © CO CM rH CO T-H COH CO rH »° Boys 3, 755 Ir^OOrHCO© CM©Tt- © rH 1^ CM 1^ lO CO rH CM © rH CM CM Tf iH rH rH iH © 00 © © CM Boys © 1 © © CM 00 CM ^ CM © CO © © CO CM © © CO © CO CM © © CO © 00 rH ©© ©iH^© CO CM © © ©NCM^ ©CM © © ©HNtO ^ rH rH COrH^liH CM rH CO © o First year Girls h* § ooooxmco ohooioo c oom HHOira tO*OCOt^^H HIOMN CO^ti OSOOCOIM 00 *C HH *O• U- CO© ©rH©© © rH rH rH CO H H ©CO CO rH rH rH . © COO CM Schools report¬ ing e* TjH © CO 00 CM 00 rH CM 00 © © © '-tf 00 ^ l>- CM © © ^ rH © QO CO rfl ^ ^ U- CON N N H rH © CO © CON HH© CO rH rH rH rH CO rH 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 . . . Minnesota... _ _ . Mississippi _ . Missouri . . . . . Montana- . . . Nebraska.. . _ _ Nevada . . . . . . New Hamnshire New Jersey.. . . . New Mexico . PUBLIC HIGH SCHOOLS 1073 2,347 3, 062 4 991 339 22 1, 807 88 1, 433 11 1, 432 4, 344 7 0 2,679 72 191 28 3 ©CM S3 1, 794 1,541 2 700 179 20 1,111 58 617 7 777 2,515 7 1 1,418 92 26 7 TfH © <0 & -H0050© ©ooo© ©oooo ©oo© I 000 -4 © O © © © i-H © © © © © © © T-H i-H © © ©©i-H ^Tt» © © CM HTf CM ©HN ©CM © rH CM ©tJ< CM CO i-4 CM U- CO | ©b»COi-HCO Tt<©i-H© — < © © — 1 © CM *-<© H hn tH | CO cS « w ® rt « fctSti.2.2? “ O Oj3£4 fl fl Q X] w jj> .« g g k „ . ^ j-''o OfeKfflffl H£hP>> ££££ *«KPh Nil a . s ■2’U-«u ,^- £f;~'33 a t2 Ii|l o IsiS. ~:3* 4■ © CO © t>» OO 1 1 CO (NNHGOtJH 1 - © l rH CO OO CO© ci'od' ssgsg ifgsgs islll SSS1I HNWH ®'nV S5S|S| 3. 011 18, 726 6,121 5,210 23, 189 2,223 3, 338 4,567 1,245 600 381 9,850 3, 467 9, 760 1, 050 §3131 Sills lilsl ei'aOLOLOci' T* IQ i-H r-lt^ r-M 05 CC 05 r-T cii-T r-T rH ■ CO CM rH P« 05 00 TH CO CO lO CO CO rH iO p- STS! Eleventh grade Girls GO 4,058 0N 00*0 OOOiOHH NiOOTjHO HCOCOH CO CO H CO o co o »o © 00 CM ^CMIOCO P** 00 CM CO CM 00 1>- CM CM CO CO 00 r-i CM t-H CO COH CO CO r-H P- Boys 2, 468 ooohcoco cq»o^OH ^h ao cm ococo^ oocmcmcoth cohh 00 ThP- CM T-H CO »0 COOirHCM^ P- P- H 00 rH CM as CM CM rH rH T-H CM CO Tenth grade Girls CO 6,094 CO Tfri 05 CO "rh 05 05 CO CM COOCOICIO HIOHX CM CO CM rH 00 NCMOH GO CO CM HOOWNO H N CM COO IQ »0 CM rH CM iOH P- CM CO T-H rH CO CM 648 1 296 Boys kO 3, 849 05 CM CM ^ CM 05 CO O COCMOOCDH rH P- lO CO CM O T-H o O Ttl OH^jO CO CM ^ O ^ P- CM ^ CO 05 lO t-H cm CM Th Pj 2°S 40 CM Ninth grade Girls - 8,145 05 05 05 CM CO O rH 00 O CM P'- GO CO P- O CO P- *0 CM O CM 00 CO HHOO 105 T^T-UOiO 0 1COCO O CO N 05 CO 05 CO *0 00 CM T-H lO CO T-H t-H IOCM P- T-H rH 40 Tfi O ICO Boys eo 5, 663 CO CM tH CO rH rH CM *0 CO t^OhNN 10000505 CM CO CO CM O CO O CM ! 05 HHNO (DC0 05 05 O^OCONCO 05 00 rH CM 00 CO P- CO i ^ rH rH CO COCO CO rH CO CM 00 I CM Schools reporting N CO CO rH CO CO CM 00 rtH rH CM CO *0 o CM ^ CO 00 H 05 © CO CM P** CO O tH rJH CO *C „ P- CON „ N t-H lO CO CO CM IOCMtH ^ TH rH 00 tH State Continental United States . . Alabama. . _ _ _ Arizona _ _ _ Arkansas . . . . California . . . . . Colorado . . . . . . Connecticut _ _ _ _ Delaware.. _ _ _ District of Columbia. _ _ _ Florida . . . . . . Idaho _ _ _ Illinois _ _ _ Indiana _ _ _ Iowa _ Kansas.. _ _ Kentucky _ _ _ _ Maine... . . . . . . Massachusetts . . . Michigan _ _ _ _ _ s p 3 .8 g 8 3 8 3 s Missouri. _ _ _ Montana. _ _ _ _ Nebraska _ Nevada _ _ . _ New Jersey . . . . New Mexico _ _ New York . . . . North Dakota Ohio. . PUBLIC HIGH SCHOOLS 1077 1078 BIENNIAL SURVEY OF EDUCATION, 1924-1926 os © © © 05 ©s *s2 © • s a 2 iflfl'fi S -S *9 03 3 SE?:|bS igfl g.g o o ca £3 OO Total Girls L GO 127,621 1,894 12, 910 11,075 5,350 1, 455 28,398 12, 302 38,417 15,820 OO 0 OO Boys 103, 590 1,515 10, 026 8,805 4,077 1, 604 22,407 10, 662 32, 695 11, 799 OO 0 10 Postgraduate and special Girls $3 222 5 66 12 >ocoh 0 CO Boys J2 4 26 1 - Thirteenth grade Girls 1 1 1 1 1 1 1 1 1 Boys eo 1 1 1 l 1 1 1 1 1 Twelfth grade Girls N Boys d Eleventh grade Girls 23,242 298 2,527 1,976 860 259 5,049 2, 234 7, 050 2,989 833 Boys as 16,629 239 1,634 1, 424 554 297 3, 259 1,619 5,603 2,000 2,030 Tenth grade Girls GO 27, 640 362 2, 876 2,438 1,171 317 6, 046 2, 838 8, 162 3,430 1,484 Boys r* 21, 077 293 2,141 1,789 767 345 4, 469 2,208 6,729 2, 336 2,975 Ninth grade Girls 33,483 538 3, 332 2,958 1,365 348 7,344 3, 247 10, 304 4,047 2,324 Boys 27, 395 405 2,640 2, 412 1,038 370 6,035 2,807 8, 653 3,035 4,160 Eighth grade Girls ■<* 43, 034 OiOOiiOCO lOGONiO 0 h co os 10 00 os 00 co ^ C o' r-T OS CO Outlying part of United States PhiliDDine Islands - - §5 8 Table 22. — Colored pupils enrolled in regular public high schools, 1925-26 FOUR-YEAR SCHOOLS (11 GRADES) 1080 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Total Girls CD .© rH CO iH Ninth grade Girls CD 2,503 ^MINOH CO t^OSrH t^L-I^OSCO IN L- 00 rH lO » © 00 00 CO © ■rt © © co 04 tH tJ4 rH 00 * Postgraduate and special Girls © © 04 ! 04 CO 1 1 I l rH 00 • 1 i rH © II 1 II II l II | i Boys Mj © ! 04 rH 1 1 1 ! 1—1 r-1 ! ! • i ■ i Fourth year Girls CO vH 1,485 8 04 rH CO CO 04 © O5©r*lTtl00 00 04 © 04 rH CO© CO 04 rH 04 © ©©COCO 00 rH Boys N 770 17 15 21 2 © o Third year Girls 1, 969 CONOCO 00 CO t'- © 04 WOO 00 OO H o lO CD rH CO 00 © rH CO © H CO © CO 04 © NHCO^ © rH 04 rH Boys © ^H 1,080 OHN^O © i-l (NCOH rH CO rH 00 O CO © ^ CO © CO © rH 00 H rH rH rH CO CO rH © 04 CO © rH - 04 Tjt © 04 rH CO 146 9 Boys GO 1,743 CO H CO H 00 t"- 04 © 04 L- © © rH 04 © © CO © 04 © ^ CO 00 CO CO l First year Girls r* 5,118 © 04 rH CO rH 00 O Cl 00 CO hhtH^N ^OCOHH 04 © © I>- L- CO©© HN(Md OOOOrtKM^ HfH rH i-H H 04 rH i-H CO i— 1 ^ 04 04 Boys CD 3,391 ©CO©©© CD GO ^ CO (NCDCOCON 05 05 04 CO 05 t^©04 HHHIO ©00^0004 NMIOOH H Eighth grade Girls © 6,120 04 O O 05 t-h COOOiOCl CD 00 05 00 O Oh v^cDO N05h OO CO iOOOrt< (MCOh^CO NOOOO 04 L- 05 04 ^ 04 rH 04 CO rH rH 04 rH CO CO CO 00 05 CO H L- rH CO rH 04 CM CO H t- 1 State - Continental United States . Alabama . . . Arizona Arkansas _ _ _ California . . . . . . Colorado . . Connecticut District, of Columbia Florida Georgia . . . i Idaho . 1 Illinois . . . Indiana . . . . . Iowa _ _ _ _ _ Kansas _ Kentucky. . . . . Louisiana . . . . . . . . Maryland. _ _ _ _ _ _ _ Massachusetts _ _ _ Michigan . . . Mississippi . . . Missouri . . . . . Nebraska _ _ _ _ ... Nevada . 1 PUBLIC HIGH SCHOOLS 1089 ' ' 00 ’S^SS gg®g ’28 o o««in. 2W£8 ||-g"' ®ggg : ^ tQ CO 00 r— < S"** gg-S® 05 t- woo 164 5 357 135 521 275 s °§r ®NN^JiO SI’ §g 1 N2$H ^iCNOO S"IS II § rs« ii 1 38^ 2°°g8~ rg i is"! 22g?JM $^g i i—» CO • GO »C 1 242 97 2 1 15 15 167 22 4 ■as 1090 BIENNIAL SURVEY OF EDUCATION, 1924-1926 PUBLIC HIGH SCHOOLS 1091 3 o CM 366 £ CM 274 i i ' CO o “ © JlJ © CO CM © 205 " © IO rH " © © 1,783 199 64 160 761 188 151 19, 964 1, 883 198 72 180 725 174 152 19, 993 C H iO H 00© © CM CO © CM © GO © f-t CO t-H 9,968 t".©©rt<© H tO cm co r- © © l- © r-« CO H 9,827 t'^CO'CQ O || Wisconsin Wyoming . . . Total . i'tOJHCO 00(NW^ W HNO > ‘O rt« go — < a o h a wo^ NlNHiO CO CM CM CO OOOHOTf (M ^ HIOCONH -P -H GO IO cor^© (NCJrHiO ''f CO CM CM © CM CO CD IO g CM CO © I^HOOO 1- CO COO H 05 CO © CO CO © © CO t"— r-i CO CO COHI CM 00 t— CM CO ^ CM CM © < HH CO CM rH HH CM i Jh£hco©£2 © © © CO © 00 © © ©©©©r-. HHOC5CO JHOO CO T-H r-H ( (HHH(N CM CM T as I'll'll gills SB as bO O * For colored only, one. 1092 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Oi co 'c* s Oh O CO H m <5 Eh CO Q’Sb a s-i JtA o 12 © 03*3 P‘3 'C o 09 Cm Girls 1 ! 1 CO 1 1 » 1 Ig p* Boys 12 1 o • 1 ! ! i-i o ■ i • • & ©.§ © g Girls 3 n 08 & S3 E-i Boys 2 » 3 50 120 48 © 'O c3 So X3 Girls 2 6 66 299 95 o & e Boys 0 is” • 5 48 273 63 © •s &D Girls S is05 72 365 .26 > ^© 3 Boys 05 is*' 5 77 356 119 © irt 7 75 447 51 cd & s GO i S3 O © Eh Boys 4 61 435 72 © 5 31 9 78 470 cd & 6 l • S3 g £ Boys - 9 25 11 101 559 © ti Girls CO ! 1 • 6 87 -C £ bC £ ^ 1 t 4 112 3 o m Schools report¬ ing HMr- • HWCCW llliilll mm 3 colored pupils. * Includes 5 colored pupils. ® Includes 11 colored pupils. 1094 BIENNIA^ SURVEY OF EDUCATION, 1924-1926 Table 32. — Pupils enrolled in four-year junior high schools {12 grades ), 1925-26 WHITE PUPILS State Schools report¬ ing Seventh grade Eighth grade Ninth grade Tenth grade Total Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls 1 2 3 4 5 6 7 8 9 10 11 12 Continental United States _ 70 1,849 1,780 1, 487 1, 605 1, 354 1, 483 719 724 5,409 5,592 Alabama _ 7 29 42 41 60 26 39 25 22 121 163 Arkansas _ 2 16 19 20 10 12 15 1 4 49 48 Florida _ 5 51 63 22 47 29 32 13 28 115 170 Georgia _ 2 8 13 13 11 7 15 5 6 33 45 Indiana _ 1 101 95 85 87 86 66 23 33 295 281 Iowa _ 1 3 2 2 4 5 5 5 1 15 12 Kansas _ .. _ 1 19 13 17 18 17 17 6 13 59 61 Kentucky _ 1 12 17 9 9 4 5 2 4 27 35 Louisiana _ 2 28 29 23 24 14 9 5 5 70 67 Massachusetts—. _ 1 3 6 3 2 7 5 1 4 14 17 Michigan. . . 5 125 97 72 78 47 51 27 30 271 256 Minnesota _ 1 17 13 17 13 12 14 3 7 49 47 Missouri . _ 2 7 18 8 8 8 7 6 6 29 39 Nebraska _ 2 10 11 8 9 5 6 6 5 29 31 New Hampshire _ 3 20 26 16 12 18 19 9 10 63 67 North Carolina _ 1 14 18 5 13 7 5 8 5 34 41 Pennsylvania _ _ 13 666 586 483 534 470 611 215 252 1,834 1,983 Tennessee _ 3 66 78 53 67 38 47 18 33 175 225 Texas. _ _ 3 446 364 372 336 289 242 120 80 1, 227 1,022 Utah _ 4 117 143 125 131 131 147 115 80 488 501 Vermont. _ 5 29 30 23 20 18 30 22 16 92 96 West Virginia. _ 2 6 12 8 19 12 12 7 11 33 54 Wisconsin . . 2 53 76 58 83 82 80 68 69 261 308 Wyoming _ 1 3 9 4 10 10 4 9 0 26 23 Outlying parts of United States Hawaii _ _ Porto Rico.. _ 2 50 39 33 35 45 36 32 16 160 126 COLORED FUPILS Continental United States _ 1 14 53 74 45 79 46 68 15 53 159 274 Alabama. . . . 23 13 15 10 18 12 9 5 14 40 56 Arkansas _ 22 16 33 15 22 21 30 5 10 57 95 Florida _ 2 1 5 8 4 7 1 3 0 2 10 20 Indiana 1 0 1 0 1 0 2 M assachnsetts 1 1 0 1 0 Michigan 1 1 2 2 1 2 1 5 4 Mississippi _ 2 1 9 6 6 14 6 15 4 19 25 54 Pennsylvania _ 3 6 4 5 4 1 2 0 1 12 11 Virginia. . . 2 1 3 6 2 12 3 7 1 7 9 32 1 Schools for colored only, 8. 2 For colored only, PUBLIC HIGH SCHOOLS 1095 Table 33. — Colored pupils enrolled in 3-year junior high schools ( 12-year schools , followed by a 3-year senior high school ), 1925-26 State Schools report¬ ing Seventh grade Eighth grade Ninth grade Total Boys Girls Boys Girls Boys Girls Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United States . . » 386 3, 387 4, 014 2,375 3, 367 1, 671 2, 393 7,433 9,774 Alabama . . 24 115 210 50 136 53 106 218 452 Arizona _ _ _ 1 2 0 2 0 California- _ _ _ _ 47 271 308 186 253 162 222 619 783 Colorado _ _ 9 54 40 22 35 18 45 94 120 Connecticut- . . . . 9 17 13 21 20 6 17 44 50 District of Columbia _ _ 2 2 192 243 230 330 113 176 535 749 Georgia _ _ _ _ . . 2 1 88 227 86 151 55 117 229 495 Idaho _ _ _ _ _ , 1 1 2 0 2 0 2 1 6 Illinois _ _ _ _ 6 10 9 12 8 7 11 29 28 Indiana _ _ _ 11 36 55 28 44 36 38 100 137 Iowa . . . . . . , 11 39 20 28 43 16 22 83 85 Kansas. _ _ .. 3 22 236 237 161 224 152 271 549 732 Kentucky . . .. 2 1 1 5 3 11 1 1 5 17 Maryland... _ 2 1 139 205 75 131 44 100 258 436 Massachusetts _ _ _ _ _ 43 78 62 47 56 45 50 170 | | 168 Michigan. . . . 24 266 318 206 228 145 159 617 705 Minnesota _ _ _ _ 10 7 12 12 15 13 10 32 37 Montana _ 1 0 1 0 1 Nebraska _ _ _ 3 5 7 2 3 2 4 9 14 Nevada _ _ 1 1 0 1 0 New Jersey. . 3 19 124 131 101 142 108 145 333 418 New Mexico _ _ 2 4 7 4 1 0 5 8 13 New York.. _ _ 43 673 730 394 658 199 317 1, 266 1,705 Ohio _ 3 47 563 606 413 443 292 288 1,268 1,337 Pennsylvania _ <45 416 517 256 396 184 266 856 1, 179 Utah . . 3 2 2 2 4 1 0 5 6 Washington _ 9 13 9 7 7 4 1 24 17 West Virginia _ _ 2 2 16 18 9 13 6 11 31 42 Wisconsin _ _ 7 21 21 19 12 7 8 47 41 Wyoming. . 1 0 1 0 1 1 Schools for colored only, 15. 2 For colored only. 1 Includes one school for colored only. i Includes two schools for colored only. Table 34. — Pupils enrolled in three-year senior high schools ( 12 grades ), 1925-26 1096 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Colored Total Girls CO W 1,758 104 68 10 05 00 25 46 33 442 100 CO tH C<1 177 Boys N W 1,082 70 58 9 *o CO 16 27 24 288 53 iQ CM CO o Si 00 Postgradu¬ ate and special Girls N 1 i i CM CO i i i i 10H05 00 CM CM CO 00 Boys Oi 05 00 oo^oo c^co j CO » i i i 1 1 rH CO » I IHCO l l l l 176 17 10 05 CO u- Twelfth grade Girls <30 28, 510 CONONN NN^»OCO O H H (M CD NCOOO»C NfCOOOO OCDiOHN (MrHHNO NONCOiQ r—i (MOOO ^ CD CD CO iOOtHHC'J OONH COCO 05 TjT HH NHH Boys 23, 597 56 37 226 3, 559 734 310 499 533 39 563 470 842 1, 157 175 145 75 2,462 1, 383 794 29 312 192 64 18 822 Eleventh grade Girls CO 32,273 0010050 Tt O New Jersey . . PUBLIC HIGH SCHOOLS 1097 CD rH i CO H o ^ o © © co 0 108 1 00 t-4 t-H i i 1 1 «-H O CO 61 0 ’H — ; o CO 0 16 1 O ° i 00 0 99 0 r}< ° i i-< CM CM CO -- 378 2, 480 386 8,516 1,930 1, 614 7,745 462 530 203 1, 536 285 1,788 2, 108 1,827 3,399 104 201 367 2,292 308 7, 974 1,610 1,297 7, 169 383 402 161 1,350 253 1,576 1,827 1, 470 2,890 62 232 i • © ©ID lONN ^ T-l CM CM © ^ CO © *-lCOH Tf ! GO • CO 1 --H GO NOiO iD C5 O0 © ^ 79 663 88 2,307 776 467 2,221 119 148 49 465 99 497 458 452 923 26 00 40 59 588 62 1,984 551 347 1, 938 75 101 26 420 97 337 384 361 754 17 s 137 764 122 2, 574 551 510 2, 456 132 157 48 565 89 427 583 535 971 33 00 © 144 708 91 2,485 503 400 2,142 109 130 28 500 80 393 469 398 842 22 © 162 996 176 3,595 598 632 3,051 204 225 106 494 97 852 1,031 826 1, 462 39 © 164 958 155 3,454 548 548 3,080 193 171 107 423 76 837 966 701 1,267 21 £ 'H 1 1 1 • 1 1 '■ ; 1 • p O ' P3 O ' o I** * co cj c ! 2 i a 1 2 i pd O ci !9 v • arA rt :-a a o : §*■* !-hQ § §?«£ “2 0- 1 % a 0 A 3 c o 2 2 c •fi J.2 a a B.fci .§> isconsin . yoming . 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Alabama _ _ Arizona _ Arkansas . _ California _ _ Colorado _ _ Connecticut _ _ _ Florida _ Idaho _ _ Illinois _ _ __ Indiana _ _ _ ♦. _ Iowa. _ _ Kansas _ _ _ _ Kentucky _ _ Maine _ _ _ _ Maryland _ _ _ Massachusetts . . Michigan _ _ _ _ Minnesota . . . . Mississippi . . . Missouri _ _ _ _ Montana . . Nebraska . . . New Hampshire . . New Jersey . . New Mexico . . . New York _ _ _ North Dakota _ Ohio.. . . . . . . Oklahoma _ _ _ _ Pennsylvania . PUBLIC HIGH SCHOOLS 1101 38183 §111 .-TthW ^ 3118 r-r-i-H*' r-T ^ 'ill - ; ; j®*® i ; ! j I jjjjo oooon °°8sjs2 i®Si °°3£g§ sssg °°S§gS ££|j§ S331S liii -llli i£38 -sill 3338 a3883 8s3§ as8sS 3«5«i *3888 8338 *3888 ss~s rH CO CO t'- CD f^COOOjO ". i . ri - r i i : i i : 17836°— 28 - 70 1102 BIENNIAL SURVEY OE EDUCATION, 1924-1926 TWO-FOUR PLAN PUBLIC HIGH SCHOOLS 1103 00 «(DO«« rMf-OOO C3 COM H (O Ht) CO ^ T-H CO O O CO Tf oo © 40 OhNOh iot-eo ©jh© 40 rH 50 00 50 rH 00 CO rH 371 (NNt^OO rH 50 50 05 CM ^ 00 ^ CO l> 05 Tt< O O CM H-f 50 Tt< 222 Nhcoh h 50 CO CN 50 rH CM 50 05 50 CO 40 40 CM CM »o © 8 CM 50 NOhOJH CM 00 05 CO rH t-H 00 50 00 CM 40 ^ rH o 50 rH 208 o © 0 1 0 25 2 1 53 4 CO 05 50 CO 50 CO o 40 00 ©MO MO-^Ot^ C4O00 ^ f3 CO 00 50 40 rH rH CO CO 287 ■105,1 HNrlgW rH g} 50 ^232 CO 3 NNNHH CM 05 CO CM 05 t>-C0rHrH5O rH 40 l> CO 05 rH CM rH rH rH CM Continental United States _ Arizona _ _ _ California _ Colorado _ _ Connecticut - - — Illinois _ _ Indiana . . . . Iowa _ _ _ Kansas _ Kentucky. _ _ Massachusetts _ Michigan _ Mississippi - Missouri _ _ New Hampshire. _ New Jersey _ _ New Mexico _ New York. _ _ Ohio _ Oklahoma .. _ Pennsylvania _ _ _ South Dakota _ _ _ Tennessee _ _ _ Vermont _ _ _ _ West Virginia _ Wisconsin 1 tJ s a o > £ ) » Table 38. — Pupils enrolled in undivided six-year high schools (12 grades), 1925—26 WHITE PUPILS 1104 BIENN '3 o N IAL W o SUE"' ao /EY © a SB OF EDUCATION, 1924-1926 CM t-H CM CM lOHCONrJi O^HHiO © © © CO CM CO -J 00 t-H Tt> o n 65,713 732 669 478 3,808 777 339 41 65 9,904 134 327 627 26 244 302 10, 938 1,380 25 159 119 5,986 31 10, 989 4, 376 10, 099 Postgraduate and special 5 CD 162 i i i i l i ill i i | it''- iCO i i t-H i Tf i 05 i i iCO © CM iHH CO i CO CO » i i © i i i i iii CO i i CM i i i i i I i iii i i | i i i i I i iii i i | i i i i i i iii i i | i i i i i i iii i i | Boys © 00 i i i i i i iii i i | It''- l O I l 1—1 l H 1 1— 1 l 1 1 r-H r-H 1 O O © lO H 1 l l CO l i l l III 1 i CM • l i l i 1 t III l i | l l 1 l 1 1 III 1 | | i i l l l l ill l i i i i i i i i ill i i i Twelfth grade Girls h# 7,585 119 73 62 100 88 33 4 7 1,331 18 52 80 29 1, 349 134 13 28 17 469 5 1, 377 546 1, 180 Boys CO © O CO CO OlOMCON ^CMt^COCM »OH i i CM H10NC0 05 O CO t^ CO CO O 00 ^ O CO CM t-h r-H CM © 1 ICO TP05 HH 00 ©©© t-H t— 1 t-H llrH lO Hrfo 1 1 c3 Ut ba A 0> > o> s Girls CM 9, 102 ©©©t^-’rt* 05 r-H CM CO © © 05 10»CC0N 05 CO CM r-H (NNNCOtH ^ r-H 05 CM ^ 1-H t-H ^ CO 00 CM r-H CM CM © t-H CO r-H ^ r-H © t-H © © Tt* Boys S 8, 339 © © t'- CM © CM © CM © © CM CO ^ CO t^- © © © CO © © nr* © © © © CO ©t-H t-H ©T-H HH 00 © M © CO CO CO T-H oo ^ © CM 1 Tenth grade Girls O 11,610 149 94 86 635 130 50 6 11 1, 748 17 49 96 0 58 69 1,942 289 11 20 40 961 2 1, 830 763 1, 909 Boys 05 11, 144 © CM Tf © © CO © 00 00 CO CM^^OO© ©O0 CM ^ r-H © © © 00 rt» CM © t>- © CM CO r-H t-h © CM ©00 ©CM ©CO COCO t-h © t-h © rH t^ t-H © N- CM Tf t>©t^ Ninth grade Girls ao 14, 878 ©©©OOCO © CM CM rfi © © t-h © t-h © 00 © 00 © © © 00 t-h CO CO ^ © © © N H H CM CM 00© © © 00© CO CM © © CO t-h HH ©rH t-H rH ©CO © CM © ^ r-T CM* CM CM* t-h" cm Boys 14, 530 hi 120 83 1,479 162 61 10 9 1, 973 26 78 135 5 41 48 2,351 351 6 33 26 1, 124 9 2,186 1,012 2, 405 Eighth grade Girls CD 11, 970 140 112 89 569 143 78 11 18 1, 916 23 56 163 6 52 70 2,218 293 11 29 I 9 745 5 1, 960 875 1,801 Boys © 12, 067 137 131 104 727 134 77 6 16 1,857 23 52 126 5 55 70 2,202 287 3 26 14 946 4 2,036 792 1, 647 Seventh grade Girls 12,898 ^©CMNvt^ ©COI>I^OO t-H tH CO © © ©©00©© © © 00 © N- © CO © © ©t-H CO rH 00© t-h 00 N©HCOH 00 ©©00 T-H r-H r-H CM T-H rH T-H T-H t-H H CO © CM©© CM* CM" CM" t-h" Boys CO 13, 116 ©©©©CM ©©©©CO © CM © N- 00 00 rH ©CO © © © CO © © CM CM © © t-h rH © CO ©©HNN © © CO t-H CM CO © CM t-h t-H rH CO CM t-H t-H t-H ©CM © © © cm" cm" rH cm" cm” Schools report¬ ing N 463 Ht- : F ■ i 1 1 123 86 262 05 c*r>- rH 3 kO lO -H HOOJ HHW CO 05 CO — I °°*-8 122 170 353 C'J ^ 05 O 05 CC ^ T-I h 104 139 347 CO h(NM ©t>» lO^ONH >ONOOOH OONCDOOiH Cl H Tf< H i CO TT< CO Tfi 1-H CIOCOCIO CO © CO O O CO OOH rHHOOCO^ CO^NHN CM © 00 00 rH rtf © rH tS Boys © 18,526 CMt^CO©nt< ooooocot^ CO CM CO © 00 r^HCOHO ©COCM©CO © TjH lO FH (N ^COCOt^t^ HHOWH HrtOON^ CO fh CO CO fH co oo fh cornt^cMco cocofhfh© cm oo ooco©©^ rH rH CM rH Postgraduate and special Girls ▼H © CO ! ! 1° ! ! !© !© J l rH l | i j- CO Tt* OO © © CM ©fh CO © ^ © © rjH fh ^ CO Eleventh grade Girls s 3, 287 t^©©rH© ©OOCIrHN © CO © t>» © CM©co^co cmth©©© GO H H H 04 fHfhCM©CO ©l>.©TtHCO CM © O rH © 00 r-i CO 00 CO fH CM CO fH hhh fH -©©©© Tf © © FH ©©©©00 © FH CM TjH fH HHd CM CO CM Boys 4, 020 CO © CM © ©l>.^©Tt< CO 00 © © CO CO © © ©COrt^t^© I> rH CM P^CM©”^*^- ^©^t^CM CO ^ © ©©©CO© © rH . CM FH CO rH FH ©rH CM CM rH CO ^ CM Boys eo 4, 391 CO©00©© OO © © 00 COOO©OOfH ©COOO^T^ ©©©t^© ©HHOiCO © HH 00 © CO I>» !>• CM © CM © © 00 CO © 1^ © U- CM rH CO © rH H CM H CM rH Schools report¬ ing 100 Ht1 H H CM CM CMHHCO^ CM^rt*©© H^^^CM CM©C0©rH State - Continental United States . . . . Alabama _ _ _ _ _ Arizona _ _ _ _ _ Arkansas _ _ _ _ _ _ _ California . . . . . . Colorado _ _ _ _ _ Georgia _ _ Idaho _ Illinois _ ... . Indiana _ _ _ _ ....... Iowa _ _ Kansas. _ _ Kentucky . . Maine . . . Massachusetts _ _ _ Michigan . . . Minnesota _ _ _ _ .. Mississippi.. . . . Missouri _ .... . Nebraska . . New York . . North Carolina... _ _ North Dakota . .. . . . . Ohio . . . . . . Oklahoma . . . Oregon . . . . . PUBLIC HIGH SCHOOLS 1107 ‘CCNH'sO 00 *0 Tj< 00 oo »o co co 05 *-i »n Tt< ^ rH CO CO OON^O »0 05 00 CO 00 CO CM c OO O CO O CM O CO io xmh io o^ohco co GO O H N CO CM rH HIO iO iO ^ ^ CO *0 CO CO h CM CM »-h » r^ONCO^ O — < “ NiO *-h CM *o L- CO U- lO OrTOrH^j CO |8 CM h CM H H CM CO > 1 14 2 1 135 4 O co o © CM CM © ^ U- rH Tt< ~s 270 MHO^H ^ CM H CM O CO *0 1-H CO CD »o 150 COCO^O"^© rH JO CO CM ^ ^ O CO CM CM H CM H CO »H CO H H H CM COHHH a a S>«H ’ 2 1 2 2 o rv cd »_ O i > G .77 M OCJ Sf cfl 2 52 £ ^ ! >>.9 0 03 <^.^03^X1 w 2 o w co-£ ^ ti ^ fl-g o & & i-t .ndSw 'i-i o3 r; £ as a> <© o ,a - 52 O §-2‘o ,j*;S O te 3 '2 css S « 1108 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 40. — Pupils enrolled in Jour-year senior high schools ( 12 grades), 1925-26 WHITE PUPILS State Schools re¬ porting Ninth grade Tenth grade Eleventh grade Twelfth grade Postgrad¬ uate and special Total 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 14 Continental Unit- ed States . 127 10, 858 11, 315 8,032 8,749 6, 016 7, 196 4, 942 6,143 148 217 29, 996 33, 620 Arizona. .. . 1 60 49 37 24 20 28 13 32 9 17 139 150 1 126 159 116 110 71 79 72 61 385 409 1 34 40 20 20 13 24 9 18 76 102 Connecticut _ 1 92 77 56 58 35 47 15 45 198 227 Idaho 1 107 103 91 109 73 84 49 73 320 369 Illinois . . 7 950 1,000 660 724 476 547 388 437 14 5 2,488 2, 713 Indiana . . . 11 1, 195 1, 278 824 880 621 663 562 635 11 17 3, 213 3, 473 Iowa _ _ _ _ 3 140 210 147 180 117 153 108 160 1 3 513 706 Kansas _ 22 1,050 1, 137 817 980 696 857 563 747 13 34 3, 139 3, 755 Kentucky _ 3 252 216 199 220 168 171 123 162 742 769 Maine . . . 4 303 275 264 245 160 197 153 168 3 8 883 893 Massachusetts _ 16 1, 430 1, 458 1,029 1, 101 793 970 601 809 51 53 3, 904 4, 391 Michigan _ _ 6 463 526 342 422 264 338 197 289 3 6 1,269 1, 581 Minnesota . . . 1 73 62 63 62 21 34 33 40 1 2 191 200 Mississippi- . 1 46 42 25 47 32 36 19 18 122 143 Missouri 2 72 73 58 73 53 70 42 54 225 270 Montana _ _ 5 305 337 226 273 215 210 146 206 18 20 910 1, 046 Nebraska.. _ 8 397 466 250 290 238 298 177 260 1 12 1, 063 1, 326 New Hampshire _ 8 457 535 389 443 312 360 246 321 12 6 1, 416 1, 665 New Jersey.. .. 2 296 278 274 204 141 183 139 134 850 799 New York . . 2 631 537 345 362 198 237 145 143 7 3 1, 326 1, 282 Ohio 7 774 839 640 700 431 518 417 501 2,262 2, 558 Oregon.. . . . 3 198 219 142 172 106 140 93 150 1 5 540 686 Pennsylvania... . 4 690 675 483 575 356 451 302 317 0 9 1, 831 2,027 Texas _ _ 1 123 127 96 76 53 72 29 56 301 331 Vermont _ 1 34 43 48 14 26 33 10 23 118 113 Washington 2 111 95 67 54 46 72 55 47 279 268 West Virginia . . 2 361 361 268 276 214 233 194 202 1 5 1,038 1, 077 Wyoming _ 1 1 88 98 56 55 67 91 42 35 2 1 12 255 291 COLORED PUPILS Continental Unit¬ ed States. . . 61 141 181 67 108 56 107 29 50 0 1 293 447 Arizona _ 1 1 2 1 0 2 2 California _ 1 0 3 0 2 1 0 1 6 2 5 Colorado _ 1 0 2 0 2 Idaho _ 1 0 1 0 1 Illinois _ 4 13 26 9 19 11 22 1 7 34 74 Indiana _ 4 11 17 9 6 8 10 4 2 32 35 Iowa _ 2 1 2 2 0 0 1 3 3 Kansas. . . _ 13 16 17 14 14 8 16 5 10 0 1 43 58 Massachusetts _ 6 4 3 2 3 2 6 4 6 12 18 Michigan . 4 17 9 3 6 2 4 2 1 24 20 Mississippi _ i 1 26 59 8 25 8 25 5 14 47 123 Montana _ . 2 2 0 1 0 3 0 Nebraska _ _ 5 2 1 1 1 1 1 0 1 4 4 New Hampshire .. 1 1 0 1 0 New Jersey _ 1 15 11 4 3 3 6 1 2 23 22 New York _ 1 8 12 2 11 4 4 1 2 15 29 Ohio 5 7 7 6 5 0 5 1 1 14 18 Oregon _ 2 1 0 0 1 1 1 Pennsylvania _ 3 20 15 5 8 4 7 2 0 31 30 Vermont . . 1 0 1 0 1 W ashington _ _ 1 1 0 1 0 Wyoming. _ 1 0 1 1 0 1 1 i School for colored only. PUBLIC HIGH SCHOOLS 1109 Table 41. — Pupils enrolled in junior-senior high schools {11 grades ), 1925-26 WHITE PUPILS, SIX-YEAR SCHOOLS State Schools reporting Sixth grade Seventh grade Eighth grade Ninth grade Tenth grade Eleventh grade Total Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys m 5 Boys Girls * 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Georgia . . . 5 141 144 135 136 106 151 72 110 55 67 63 69 572 677 North Carolina _ 3 122 146 102 102 97 129 69 85 39 72 53 63 482 1600 South Carolina _ 3 100 98 73 92 76 80 64 79 55 64 42 54 410 467 Texas . . . 10 342 326 390 394 548 546 453 441 270 321 166 228 2, 169 2, 256 Total . . . 21 705 714 700 724 827 906 658 715 419 524 324 414 3, 633 14,000 COLORED PUPILS, SIX-YEAR SCHOOLS Louisiana _ _ 1 67 122 102 149 , 72 144 34 121 33 76 28 58 336 670 Texas _ 2 97 131 82 99 68 112 58 88 26 69 18 48 349 547 Virginia - - 1 12 13 10 13 11 9 8 7 10 8 5 6 56 56 Total _ 2 4 176 266 194 261 151 265 100 216 69 153 51 112 741 1, 273 WHITE PUPILS, FIVE-YEAR SCHOOLS Alabama 3 18 24 14 24 29 28 8 19 17 20 86 115 Arkansas 2 12 16 12 15 5 15 11 13 9 8 49 67 Georgia _ 4 142 147 89 158 102 98 59 97 42 70 434 570 Indiana . _ 2 8 11 3 5 8 9 4 5 4 7 27 37 Massachusetts . 1 9 6 8 6 6 2 3 4 0 7 26 25 Michigan . . . 1 34 26 22 24 22 18 7 10 2 5 87 83 Mississippi _ 5 42 45 32 34 20 43 15 23 11 23 120 168 North Carolina 9 279 289 224 230 160 181 105 167 74 133 842 1,000 Ohio _ _ . 4 38 48 34 29 24 28 21 19 16 20 133 144 Oklahoma 1 2 4 6 6 5 4 4 3 6 3 23 20 Pennsylvania _ 4 124 83 73 81 50 55 37 46 25 22 309 287 South Carolina. _ 1 114 116 77 70 52 49 19 40 8 30 270 305 Texas 10 201 227 213 218 179 204 146 171 95 136 834 956 Virginia _ _ _ 1 6 9 9 13 4 7 6 5 6 8 31 42 West Virginia . . 3 19 19 8 20 38 26 14 21 15 11 94 97 Wyoming . . 1 5 8 7 17 4 6 5 4 3 3 24 38 Total. . 52 1,053 1,078 831 950 708 773 464 647 333 506 3, 389 3,954 Outlying part of United States Virgin Islands _ 1 37 17 19 18 6 4 3 1 2 0 67 40 COLORED PUPILS, FIVE-YEAR SCHOOLS i Includes 3 girls in postgraduate courses. * Schools for colored only. * Schools for colored only, 2. 1110 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 42. — Enrollment of white and colored pupils in reorganized public high schools according to population of district, in schools having a term of 160 days or less, 1925-26 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 _ Alabama _ _ 2 85 121 259 12, 835 14,011 261 12, 920 14, 132 1 22 15 9 6 17 4 174 20 4 21 1 1 2 124 206 359 42 9,705 602 260 1, 268 87 15 167 173 250 461 77 10, 245 835 333 1, 346 100 15 176 10 6 18 4 174 20 4 21 1 1 2 146 206 422 42 9,705 602 260 1, 268 87 15 167 188 250 567 77 10, 245 835 333 1. 346 100 15 176 Arkansas _ _ _ _ Florida. ... _ 1 63 106 Georgia. _ _ _ Indiana _ _ _ _ Mississippi _ _ North Carolina _ Ohio. _ _ _ Oklahoma _ . _ _ _ . Tennessee _ Utah _ _ _ PUBLIC HIGH SCHOOLS 1111 Table 43. — Enrollment of white and colored pupils in reorganized public high schools , according to population of district, in schools having a term of 161 to 180 days, 1925-26 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,. . . . 1,007 269, 490 298,903 1,183 78,127 89,230 2,190 347, 617 388, 133 Alabama _ _ _ . 32 3,771 4,999 125 7,284 8,418 157 11,055 13, 417 Arizona. .. ... . _ 4 778 949 5 337 340 9 1, 115 1, 289 Arkansas _ _ _ 24 5,457 6, 048 23 1, 493 1,769 47 6, 950 7,817 California _ _ _ _ 34 12, 887 13,385 16 1, 377 1,475 50 14,264 14, 860 Colorado _ 17 4,691 5, 136 44 2,931 3,210 61 7, 622 8,346 Connecticut . . . 8 1, 659 1, 817 3 170 213 11 1,829 2,030 Delaware... 1 86 108 1 86 108 Florida.. . . . 19 9,597 11, 018 23 2,478 2,866 42 12, 075 13,884 Georgia... . . . 20 7, 077 7, 863 10 465 601 30 7,542 8, 464 Idaho . _ 8 2,011 2,270 7 754 907 15 2,765 3, 177 Illinois _ 12 2,676 3,036 4 207 235 16 2,883 3, 271 Indiana. . . . 48 11,222 11, 787 39 3, 167 3, 460 87 14, 389 15,247 Iowa _ _ 42 9,668 10, 777 110 6, 486 7, 235 152 16, 154 18, 012 Kansas. ... _ _ _ 95 21, 993 24, 659 45 2,992 3,298 140 24, 985 27, 957 Kentucky . . . 16 2,747 3, 196 20 1,219 1,520 36 3, 966 4, 716 Louisiana.. 5 1, 728 2,292 4 111 110 9 1, 839 2,402 Maine _ _ _ 10 1,484 1, 501 18 773 958 28 2,257 2,459 Massachusetts 85 22, 934 24,289 13 517 593 98 23, 451 24, 882 Michigan. 6 1, 170 1,347 45 2,481 2,872 51 3,651 4, 219 Minnesota . . 27 6,886 8, 168 24 1,932 2,542 51 8, 818 10, 710 Mississippi.. . . 16 2,941 3,867 18 748 869 34 3,689 4, 736 Missouri _ 29 6,721 7,526 46 3, 019 3,467 75 9,740 10, 993 Montana... 4 903 994 12 772 833 16 1, 675 1,827 Nebraska. . . . 29 5,964 6,756 32 2,205 2,774 61 8, 169 9,530 Nevada _ _ _ _ . 3 778 702 2 116 115 5 894 817 New Hampshire _ _ ... .. 15 1,655 1, 506 21 931 1, 013 36 2,586 2,519 New Jersey . 2 429 498 2 552 615 4 981 1,113 New Mexico. _ _ _ 5 1,278 1,345 6 274 336 11 1, 552 1,681 New York .. .... .. 23 7,966 8, 142 15 1, 142 1,203 38 9, 108 9,345 North Carolina . . . 14 3, 171 4,253 4 229 277 18 3,400 4, 530 North Dakota . . . 6 1, 340 1,715 15 924 1, 192 21 2,264 2,907 Ohio. _ _ .55 13, 897 15,296 117 7,630 7,983 172 21, 527 23, 279 Oklahoma 58 17, 658 20, 236 46 4, 381 5, 113 104 22, 039 25, 349 Oregon . . . . 13 2,843 3, 245 2 77 88 15 2, 920 3, 333 Pennsylvania... . . 71 21,906 23, 155 53 4,382 4, 799 124 26,288 27, 954 Rhode Island _ _ 4 1, 197 1, 257 4* 1,197 1, 257 South Carolina . . . 2 270 1,114 3 410 467 5 680 1,581 South Dakota. . . . . 3 772 995 5 411 510 8 1, 183 1,505 Tennessee.. . . . . . 14 5,849 7,377 8 666 839 22 6, 515 8, 216 Texas. _ 54 19, 455 19, 811 15 1,075 1, 181 69 20, 530 20, 992 Utah _ _ 14 5,280 5,509 17 1, 575 1,584 31 6, 855 7,093 Vermont _ _ 4 499 532 28 1, 159 1, 354 32 1,658 1,886 Virginia _ 12 5, 650 6, 486 8 210 313 20 5, 860 6, 799 Washington .. _ 5 1,208 1, 269 14 1, 356 1,509 19 2,564 2,778 West Virginia _ ... _ _ 21 4, 993 5, 491 82 4, 680 5,678 103 9,673 11, 169 Wisconsin... . . . . 16 3,982 4, 772 16 1, 120 1,401 32 5,102 6, 173 Wyoming.. . . . _ 3 449 517 17 823 987 20 1, 272 1,504 1112 BIENNIAL STJBVEY OF EDUCATION, 1924-1926 Table 44. — Enrollment of white and colored pupils in reorganized public high schools, according to population of district, in schools having a term of 181 days or more, 1925-26 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 _ _ _ 860 361, 836 375, 478 216 18, 689 20, 593 1,076 380, 525 396, 071 Arizona _ _ _ 4 890 863 4 890 863 California.-. . . . 81 44, 509 44, 545 6 411 434 87 44, 920 44, 979 Colorado... _ 15 7, 367 7, 730 2 143 129 17 7, 510 7, 859 Connecticut _ 14 4, 724 4,903 3 201 208 17 4,925 5,111 Delaware _ . . 1 136 194 2 263 381 3 399 575 8 2, 568 2,829 8 2,568 2,829 Illinois _ 33 10' 527 11, 461 5 279 297 38 10, 806 11, 758 Indiana. _ . 14 5, 661 6, 184 14 5,661 6, 184 Iowa . . 20 7,044 7, 466 20 7,044 7, 466 Kentucky _ 8 h 827 1, 912 1 74 117 9 1, 901 2,029 Maine _ 5 1,279 1, 321 1 101 146 6 1, 380 1,467 Maryland _ 17 8,870 10, 500 3 254 296 20 9,124 10, 796 Massachusetts _ 90 25, 338 26, 393 15 658 805 105 25, 996 27, 198 Michigan .. _ _ 99 38, 823 41, 664 101 7, 479 8,314 200 46, 302 49, 978 Minnesota _ _ ... 35 16, 168 18, 601 5 534 593 40 16, 702 19, 194 Mississippi.. _ 3 139 172 3 139 172 Missouri. _ 14 8,306 8,588 4 461 459 18 8,767 9,047 Montana 3 513 570 3 513 570 New Hampshire _ 9 1,829 1, 973 4 206 274 13 2, 035 2,247 New Jersey _ _ _ 42 15, 362 15, 858 3 254 283 45 15, 616 16, 141 New York _ _ _ 94 56, 587 56,821 27 2,892 3, 170 121 59, 479 59, 991 North Dakota .. 2 463 486 2 463 486 Ohio. _ 91 42, 062 40, 928 7 732 774 98 42,794 41, 702 Oregon. 6 1,022 1, 139 6 1,022 1, 139 Pennsylvania _ _ _ 85 37, 808 39, 588 16 2,775 2, 746 101 40, 583 42, 334 South Dakota 4 953 1, 183 4 953 1, 183 Utah _ 2 666 711 2 666 711 Vermont _ _ _ 5 986 1,027 4 225 310 9 1, 211 1, 337 Virginia . . . 1 227 337 2 494 559 3 721 896 Washington 15 5,821 6,201 15 5,821 6,201 West Virginia 2 999 1,045 2 999 1, 045 Wisconsin _ _ 38 11, 560 11, 455 2 114 126 40 11, 674 11, 581 Wyoming. _ 3 941 1, 002 3 941 1, 002 Outlying parts of United Statef Hawaii - - - 2 641 547 5 520 320 7 1, 161 867 Virgin Islands _ 3 122 81 3 122 81 PUBLIC HIGH SCHOOLS 1113 Table 45. — Enrollment in and number of graduates from normal or teacher - training curricula , 1925-26 State Enrollments Graduates Regular high schools All high schools Regular high schools All high schools Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total 1 2 3 4 5 6 7 8 9 10 11 12 13 Continental United States _ 5,638 31, 591 37, 229 7,113 41, 095 48, 208 1,885 11, 570 13, 455 2, 370 15, 380 17, 750 Alabama . . . . . 9 212 221 34 319 353 3 105 108 6 119 125 0 17 17 7 40 47 Arkansas . . . 178 316 494 246 471 717 37 94 131 41 111 152 California _ 201 810 1, 011 277 1,028 1, 305 47 154 201 49 186 235 Colorado... _ ... 40 176 216 43 228 271 26 85 111 26 100 126 Connecticut _ 31 885 916 31 1, 206 1,237 9 201 210 9 313 322 Delaware . . . . .. 2 33 35 2 36 38 0 4 4 0 4 4 Florida _ _ 38 167 205 57 345 402 6 25 31 6 102 108 Georgia _ _ _ _ 99 277 376 104 294 398 50 167 217 61 204 265 Idaho . 15 65 80 15 65 80 10 21 31 15 28 43 Illinois. _ _ 290 964 1, 254 334 1, 196 1, 530 94 340 434' 137 444 581 Indiana _ 224 333 557 277 425 702 25 47 72 44 102 146 Iowa _ 313 3,288 3, 601 386 4,726 5, 112 123 1, 378 1,501 157 2,067 2, 224 Kansas _ .... 426 1, 727 2, 153 488 2, 120 2,608 234 1, 101 1,335 288 1, 546 1,834 Kentucky _ _ _ _ 154 365 519 196 1,063 1,259 22 42 64 26 52 78 Louisiana . . . 89 629 718 89 660 749 20 62 82 20 95 115 Maine. . . 38 77 115 38 82 120 8 22 30 8 27 35 Maryland . . 16 49 65 16 49 65 3 19 22 3 19 22 Massachusetts _ _ 90 3, 076 3, 166 451 4, 374 4,825 19 829 848 110 1, 155 1, 265 Michigan _ _ 48 332 380 126 617 743 17 130 147 45 225 270 Minnesota _ _ _ 46 592 638 66 938 1,004 36 499 535 42 758 800 Mississippi. 89 182 271 111 222 333 15 37 52 22 44 66 Missouri _ _ _ 338 1, 378 1, 716 430 1, 839 2,269 169 643 812 221 914 1, 135 Montana _ _ 8 504 512 8 590 598 0 151 151 0 168 168 Nebraska _ 396 2,903 3,299 458 3, 554 4, 012 188 1, 499 1, 687 212 1, 834 2,046 Nevada 5 4 9 5 4 9 New Jersey _ 297 3, 183 3, 480 314 3, 818 4, 132 66 769 835 76 950 1,026 New Mexico. . 21 26 47 21 31 52 9 9 18 9 9 18 New York.. 369 2, 425 2, 794 387 2,699 3,086 62 570 632 64 711 775 North Carolina _ _ _ 49 298 347 49 305 354 8 134 142 8 134 142 North Dakota . . 91 538 629 97 582 679 32 342 374 38 382 420 Ohio . 231 719 950 302 995 1,297 97 343 440 109 482 591 Oklahoma . .. . 66 128 194 91 196 287 23 29 52 24 34 58 Oregon _ ... _ _ 5 34 39 5 34 39 1 11 12 1 11 12 Pennsylvania . . 263 1,224 1,487 369 1,686 2,055 61 231 292 78 270 348 Rhode Island . . 0 21 21 0 21 21 0 5 5 0 21 21 South Carolina 13 95 108 13 155 168 4 4 0 4 4 South Dakota . .. _ 118 739 857 120 788 908 64 424 488 66 441 507 Tennessee _ .. ... 517 961 1, 478 537 1,003 1, 540 212 434 646 223 447 670 Texas _ _ 150 361 511 150 361 511 7 14 21 7 34 41 Utah _ 5 18 23 35 72 107 0 14 14 4 22 26 Vermont _ _ . 4 52 56 6 116 122 3 54 57 3 86 89 Virginia _ _ _ 12 298 310 15 302 317 1 49 50 1 49 50 Washington _ _ 35 141 176 46 198 244 12 17 29 18 32 50 West Virginia . . 77 182 259 99 324 423 13 33 46 20 59 79 Wisconsin . . . 115 537 652 124 599 723 40 271 311 49 349 398 Wyoming... . 17 207 224 38 319 357 13 158 171 24 236 200 Table 46. — Graduates from all public high schools , and number of graduates continuing their education in 1925-26 1114 BIENNIAL SURVEY OE EDUCATION, 1924-1926 *3 § 155 526 407 430 341 isass 38811 11113 18318 3 a §1 o Eh S 9^ 72 24 7 106 196 117 672 713 827 620 394 236 175 109 228 458 451 213 527 163 o..a o d> CQ ^ S3 / PUBLIC SIGH SCHOOLS 1115 lllls llsll laiil Iasi io n co *— r r-T rf* c-<*of §S1IS sslls ISS1I slSaa eial rt* of ®*-T U3rH~ CO of ~* ~ of 20 8 124 437 106 1 S"BS* SSSSS 1S3SI §§111 §Sss of ccT co* o' th i-i of 11 4 178 160 55 2 S=|gs gssgg |§§§g s|sag sags ~ tjT of tjT |208§o3 S|S|S g|8g| 33S2 of r? i-T 2 1 58 120 17 1 SS§s§ ilSll Hill IsslI ISIS Of of O Of 00* CO* r-T r-* r-T r-f rH* CO* of of tH* of 82§§3j i gssgg sligg IssiS islss ills -r rjT^r Ttr^* co* co* ^* ^* r-r S®3§§ 1 i®§s! §1113 slill SsSSs I1SS rt* CCfrH* TH*-.* Ttc* Of -r ~* 18 7 66 317 89 SSSSS 8SI59 ISSSI ISIIS 1IS1 i,* -To* oo*co*co*co*oo* io*o*«*ofco* ^Tofofrfio adVof-T 65 47 469 1,895 515 12 §1111 Isssl lllll g|gg= Sill TfT rt*U5* ^*CO*r Tjf cOOfi-TcOCO' of^* r-Trt* «Vm of ^-*rH*0* 30 21 276 1,649 261 2 feSsss |sg|3 sgsag SS3S8 gsgs O 05 JO rH Table 47. — Graduates from regular high schools having a course of four years, and number of graduates continuing their education in 1925-26 1116 BIENNIAL SUKVEY OF EDUCATION, 1924-1926 3 "3 K 919 395 845 286 102 221 354 282 559 706 944 071 701 598 532 18188 18188 If o H a 3 of i-T -t oTH'H'of CO^HVrH C/3 1 505 223 495 932 645 164 176 740 32^ 051 554 608 488 743 315 2SIS1 991 164 554 415 664 !•$ 5 of rH rH rf Of Of rH HH Of rHOf of if & CD 1 414 172 350 354 457 057 178 542 237 655 390 463 213 855 217 822 666 434 578 816 493 202 489 837 434 o-a w 8 of rH ^OfrHrH rH HH rH "3 13 § 167 131 201 333 166 068 113 468 78 389 238 741 066 139 609 555 459 588 583 202 223 412 158 941 261 j§ g H rf rH HHH of HH 0.2 S3 g 1 124 107 137 897 114 830 78 428 55 251 186 291 703 800 372 393 328 434 503 655 907 158 91 623 210 fl o * rH rH rH o .2 O eo £ 43 24 64 436 52 238 35 40 23 138 52 450 363 339 237 1 o ffl .a s 1 752 264 644 953 936 153 241 814 481 317 706 330 635 459 923 451 343 439 786 023 261 954 885 311 837 1 i rH 05 eo rH rH N^WMH r-T r-T Of rH CO- 1 o 8 1 381 116 358 035 531 334 98 312 267 800 368 317 785 943 943 791 808 159 288 754 084 006 463 792 454 o of MHH Hrt rH 1 I 371 148 286 918 405 819 143 502 214 517 338 013 850 516 980 660 535 280 498 269 177 948 422 519 383 o m s' rf TlfrHrH rH rH rH 1 1 ISsSs 787 551 844 081 318 188 18 51811 SSISi O i of rf-^of T* HHM COCCOfofrH I>'t>'rH'cf of $-4 O t/3 1 333 404 991 573 426 709 307 065 636 046 sgSiS llSIs SUSS a 3 5 s' *-T |>» rH Of rH of Nhhh ccT H-H-rHOrH A "3 co >> 1 872 337 681 579 Oil 078 244 779 445 272 877 361 985 154 525 isSSl S11S1 o Eh w S on- Of rH 0V«5M rH rH r-T r-T IQ* CO-CO- rfrn Schools report¬ ing CD 10, 234 54 20 7 72 167 99 542 382 641 487 253 209 123 92 139 242 325 146 409 146 "3 IQ S 289 786 868 858 589 11111 assgs 81381 §S3S§ £ Jo of rnVef rtf -hhm oo" of of of of 1 CO Th i gS3il 813 366 121 766 192 83188 §s§SI .a 3 * -r r-Tctt-r Of rH Of rH^'cd't--rh OfofrHrHCCf H-ioWco-hT 1 CO W i 898 353 757 833 079 143 217 784 504 301 930 626 702 615 017 HisiS 11IIS o ffl s' CO rH Of rH ***** rH* rf rH* rf Iff CO-CO- HH Schools report¬ ing N 11, 367 58 20 7 81 179 105 642 478 683 536 360 233 152 103 142 264 388 168 451 151 t : PUBLIC HIGH SCHOOLS 1117 Issli SSlii Siilg isSI H cm 19 12 131 143 97 |SR§§ s2§8f nils IfaSi lies rH 00 rH 00 ^ CM* ^-Ti-Hr-T 20 8 90 437 106 !sSs8 il§§3 lllsl sls§§ IIIs rH 50 . CO N N CM COrH©CMCM HHODOO © CM r-H CO rH HHH rH CM * rH Boys CO 21, 442 CM CM CO CO O O O CO CO O ^ CO N ^ CO O CO Tt^COO^OO COH^JOH O CM OO GO OCOHNH rf CMrfO r-H coco 40000rH- ^50 0 CM CO Tt1 H 05 CO CO 05 CO rH rH rH CO CO 05 CO 00 rH ^ CM" rH HHH T-TCM rH Girls a 17,822 O N 50 CM N NCOCOHCT5 ^ rH ^ N CO 05 rH 00 rjn CO N H^C0^H05 i>.CM05t^i0 050050500 O^CM»OCO CO CM CM CO ^ ^ CM CO lO CO rH 00 GO 05 rH rH rH CO rH ^ CM O CM Boys s 17, 909 337 31 211 1, 256 483 130 27 285 313 76 477 817 765 974 193 75 66 65 1,037 1, 191 501 133 845 66 190 Total number Total at> 1 © 2,371 355 1,062 7. 170 2, 521 761 100 1, 267 1,118 545 2,545 5. 170 5,241 5, 055 916 402 839 541 7,790 7, 788 4, 428 645 4,202 412 1,729 Girls CO 62,381 1,421 208 612 3, 909 1,377 419 57 760 612 301 1,490 2, 767 2, 997 2, 943 510 239 491 368 4,350 4,428 2,661 396 2,364 240 1, 043 Boys r* 47, 820 950 147 450 3, 261 1, 144 342 43 507 506 244 1,055 2,403 2, 244 2,112 406 163 348 173 3, 440 3, 360 1, 767 249 1,838 172 686 Schools report¬ ing CO 2, 211 CO O CO O rH CM CM 00 CM © © CO CO H CO *0 O CM CO CO rH © CM H CO iO CO rH CM rH rH CM CM CO CM 00 © CO CO rH CO rH CM rH rH Graduates in 1926 Total 116,986 2,542 387 1,095 7, 800 2, 774 863 102 1, 712 1, 259 574 . 2,639 5, 517 5, 388 5, 101 997 449 820 596 7.925 8, 080 4,747 798 3.925 425 1,654 Girls 66,192 1,543 216 614 4, 262 1,546 504 70 1,038 665 338 1,525 3,022 3,068 2, 903 579 264 461 408 4, 371 4, 615 2, 897 500 2,165 248 985 Boys CO 50, 794 999 171 481 3,538 1, 228 359 32 674 594 236 1, 114 2, 495 2, 320 2, 198 418 185 359 188 3, 554 3, 465 1, 850 298 1,760 177 669 Schools report¬ ing N 2,334 NOHNCM TtirfHOt^CM CO CO CO CO CO iO CO CM © CO rH ^ lO CO rH CM rH rH CO CO rH 00 CO CM GO © CO rH CO State - 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 1119 SI=S! 11311 IS3§I SSSI1 IIS rH rH <*rH CO rH 8" sagsg 8SS1S gssss §ggg§ S3* CirH i-H SSS5| IS58S §ssssg ggggg SIS rH MrH of 8 j SS§!3| BSggg §SSS3S igssg g|S rH *o ! SSgSi g^ggs 3*^88 ggsgg Sgs rH r^ *o ! 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ISSsl Isi t-7 r-T COr-r > cd 1 Ssll§ 27 57 124 342 221 058 878 289 081 461 439 171 189 109 437 638 380 043 217 640 Eh’ ffl rH © Eh sf r-T r-T of r-T ■ r-T r-T cs o o o o CO V g a-lll “SHIS 882 659 349 793 479 552 42 120 31 345 489 342 051 253 589 fctO a o 00 r-T r-T ‘3 O 09 >» o 1 135 40 162 504 168 20 39 106 248 190 836 652 026 850 352 322 93 128 59 262 442 316 790 180 479 ffl io- r-T 13 1 863 214 030 531 136 137 222 595 794 129 llsss 029 010 003 540 712 35SIS o Eh 3 T-TcCr-r r-T r-T onTooor-r Of r-Tr-T of CD rO CO 00 13 SSSli 87 118 349 114 639 88113 244 569 643 290 555 601 789 307 811 844 a S3 5 $ rf r-T M(N^-M-rH r-T r-T of CO Of S3 3 CO >> 1 387 104 419 609 463 50 104 246 680 490 SISgg 785 441 360 250 157 sllll o Eh n s' rf of of eo of r-T r-T of of Is “ 1 394 314 597 472 217 188 95 72 45 204 300 133 365 132 328 -a a-S CO S-< 00- i 824 237 200 879 230 196 213 718 834 134 IsSIs SSBSI sllsl O Eh a HC8*H r-Tr-T ooio oot-Tof of r-Tr-T of iOHVrt'© 8 05 CO 1 460 129 692 067 729 123 131 438 147 644 ISESi 251 684 791 315 693 SHIS a 3 1? of r-T nTcq-nT^-rH r-T rf eo- of CO- C3 S3 M s>> 1 364 108 508 812 501 73 82 2J? 490 8SE8S 886 448 480 248 267 044 676 298 610 562 i ffl 3 co ofeo cor-T r-T of of of Is “ 3 474 402 636 521 307 207 113 83 47 223 356 155 402 137 317 ! •a a-S O «d CO ** 05- PUBLIC HIGH SCHOOLS 1123 P§S§i Ills! g°iis iSS rH* cfl-HCOW Of iH Of rH'rH Of “glii Sills !slil ls”ls ls§ rH rH rHrH' rH r-f rH rH 16 44 SS|8| HISS §S2SS gSSfg §|S H rH 17 33 asps SISII l^Hll |5S|§ ||S rH r-T r-T H* a8gS| S|lg| =2S|g §88gf 8§8 ,H- SS^gS *1” 3-I2I glggg l-lll §I8Ik S6S tH rHrH rH rH IIIIS s~iSi gs-lS §§s rH rH o> o ssgs§ g||Kg fssss gsssg gse 15 16 I1I§1 g2gg| §8|K§ ggSgf ggg CO 05 of CO CO of *S“ 1-fofof CO of of hV 88 112 154 570 246 2,068 2, 370 1,364 3, 678 1, 996 1,097 3,233 46 775 1,447 1, 140 2, 175 247 68 1,675 1,565 737 2, 559 268 31 52 siISs §!§§§ I§lsl s!®IS iis r-T rH MH Of rH rH- rH H 21 74 S«»3 ilgsg l-SSS sss i| 05 CO sIISI IssbI ISalS 1ISI1 ggg eo- h*' of t'f oo of o' r-T of of «*“ of eo hV §Sg|S 1SII3 sssll SS^gg !Ss Of ofrH-TfofrH CO HHH of rfrf of j SS s§=gi mil gsgig i§s|| ns rH rH- eo'rH- of rH rH HH rH ssssg |g§S8 s-ggs |SSSg S8gS 00rt< Nevada . New Hampshire . . . New Jersey. . New Mexico . . . New York.. . . North Carolina . . . North Dakota . . . Ohio. . . . . . Oklahoma . Oregon . . . . . Pennsylvania . Rhode Island . South Carolina. . . . South Dakota . . . Tennessee - - - Texas . . Utah. . . . Vermont. . . . . Virginia . . . Washington . . West Virginia . Wisconsin . . . Wyoming. . . Outlying parts of United States Alaska . . Hawaii . . . . . 1124 BIENNIAL SURVEY OF EDUCATION, 1924-1926 e s- »© § £ $2 e o' o ©$ © -s£ £ .o e ^ P.IO O ©4 P.OJ Cft.S © ^ *S g e .2 oo o co X §4 r-s • OOIOCOO (N»OOOiO COOCONM CO WCO»0 CM rH CD N CD N CM CM CO CO (MOHCO rH Of rH Of Girls 00 12,485 OHlOlOm CD 00 X5 r-l 000X5X500 09 CO CO X5 X5 r-l CO 00 ©1 00 rfi -Cl X5 X5 r— 1 CS CO CO CO O lOHCJiOO rt< CO - >OlM COHN CDlMN^O iO CD 00 H (N O r-i r-i rH 05 O CO rH rH H CO W C O CO »0 CM 00 CO CO CM rH 00 »0 05 i O O 00 rH O rHr-iCO CM rH lO O CO rH rH H CO H rH H rH CO Boys co 1 OO 00 I 729 31 127 155 281 15 20 131 34 71 51 1, 281 793 288 90 92 13 76 1, 043 222 147 347 74 254 8 Schools report¬ ing 1,382 CO H CO IO co H CO CO CON N» *0 N- CO 00 IDCMNNN H N- 05 H CM rH CM H H rH © © CO rH rH rH CO CM CO H CM State - Continental United States _ Alabama . . . . . Arizona _ . _ Arkansas _ _ _ •California _ _ Colorado. _ _ _ Connecticut . . . Delaware _ _ . Blorida... _ _ _ Georgia— . . . . . . Idaho.. . . . . Illinois _ _ _ _ Indiana _ _ _ Iowa _ Kansas _ Kentucky _ Maine .. . . . . . Maryland _ _ _ M assachusetts. . . . . Michigan _ _ _ Minnesota _ _ _ _ Mississippi . . Missouri . . . . Montana _ _ _ Nebraska— . . . . . Nevada... . . . © © r«3 CO .CO s © a r© CO M 'S © £> § PUBLIC HIGH SCHOOLS 1125 g§32§£ §§|2g O CM S5S^§8 £S822g rf i-h 32^8 &§£t'*g SSS2&S SSSSSS OH 8&SS| S^fSggg SO CM S8M22 SS3°°S; “93t^3 rH CM H cm S'*®^ 233^8 «*o*0«oo ^CC-JO^CJ CM i-H • » 1 • • 2 i i i i i >3 i i i i t w i i i i i «*3 i i i : i ■s i i i i i I l l I i p- : ; | | ; s : ; ; : : § I I ' M l I ' I ^ >|||^ 1126 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 52. — Value of property and equipment and size of libraries , in all high schools reporting , 1925-26 State Libraries Grounds and build¬ ings Scientific apparatus, furniture, and equipment Expenditures for sites, buildings, and improvements Schools report¬ ing Volumes Schools report¬ ing Value Schools report¬ ing Value Schools report¬ ing Amount > 2 3 4 5 6 7 8 9 Continental United States _ 4, 873 8, 050, 070 4,963 $1,166,771,911 4, 973 $110, 225, 793 2,193 $87, 672, 504 Alabama _ 107 93, 831 107 9, 629, 826 105 812, 175 69 1, 186, 101 Arizona . . .. 25 42, 654 26 4, 893, 126 26 615, 123 17 292, 650 Arkansas _ _ 46 57, 013 47 5, 173, 762 47 421, 401 24 1, 051,445 California _ 340 872,316 344 111, 834, 485 344 13, 943, 824 234 11, 922, 290 Colorado. . 97 165,339 97 20, 257, 355 98 1, 595, 127 43 975, 823 Connecticut . . 60 111, 590 61 21, 770, 852 61 2, 052, 604 16 1, 536, 465 Delaware. . _ _ 3 7,442 4 1,131, 680 4 44,500 3 15, 200 District of Columbia. 11 25, 650 13 9, 945, 684 13 1, 494, 985 1 105, 000 Florida _ 47 46, 258 48 10, 300, 527 48 523, 737 34 2, 884, 344 Georgia.. . . 66 102, 458 72 10, 365, 637 72 694, 762 30 1, 282, 146 Idaho . . 43 54, 956 43 4, 088, 398 43 578, 579 26 117, 079 Illinois _ 436 634, 926 416 111, 093, 112 433 11, 332, 798 197 8, 845, 472 Indiana . . . 165 251, 297 173 33,731,627 174 2, 400, 144 52 1, 742, 643 Iowa. _ 139 187, 127 144 32, 183, 091 143 2, 649, 584 49 808, 288 Kansas _ _ _ 321 342,144 319 31, 657, 428 324 3, 466, 805 138 2, 168, 965 Kentucky. _ _ 63 66, 666 63 5, 468, 219 63 451, 849 26 707, 200 Louisiana _ 34 41, 480 34 5, 535, 800 34 548, 293 15 1, 760, 368 Maine _ 70 48,298 69 7, 818, 458 68 1,116, 362 21 83, 077 Maryland _ 38 52, 609 33 7, 796, 352 32 880, 751 14 2, 200, 158 Massachusetts _ 191 213, 096 202 64, 951, 644 190 5, 151, 803 51 4, 967, 404 Michigan _ 118 359, 360 130 59, 581, 455 129 4, 996, 374 48 2, 570, 727 Minnesota _ 89 259, 262 95 28, 068, 125 94 2, 615, 576 43 1, 580, 423 Mississippi .. _ 39 52, 067 39 4, 119, 824 39 482, 548 26 803, 500 Missouri _ 181 323, 018 176 25, 966, 934 184 2, 883, 313 83 1, 474, 782 Montana _ 41 78, 705 42 5, 443, 734 42 631, 479 16 68, 422 Nebraska... . 92 99, 917 96 18, 193, 909 98 1, 640, 994 49 1,342, 471 Nevada _ 13 15, 030 14 1, 533, 950 13 163, 588 5 14, 275 New Hampshire _ 44 26, 185 45 4, 859, 380 46 456, 523 5 276, 591 New Jersey _ 88 186,961 89 36, 571, 025 90 3, 448, 924 33 2, 641, 013 New Mexico... . 23 30, 112 21 1, 638, 500 22 120, 257 13 28, 275 New York. _ 157 609, 977 155 107, 636, 504 153 9, 267, 004 55 10,131,922 North Carolina _ 70 82, 624 73 11, 407, 007 71 849, 742 36 2, 016, 065 North Dakota _ 17 21, 817 16 1,177, 351 17 159, 637 11 88,750 Ohio _ _ _ 273 452, 771 288 91, 730, 779 286 6, 735, 090 91 2, 766, 326 Oklahoma _ 117 179, 581 127 17, 935, 842 125 2, 051, 755 59 557, 658 Oregon . . . 84 100, 788 87 8, 871, 624 85 1, 090, 559 39 760, 295 Pennsylvania _ 326 392, 024 336 96, 103, 375 336 8, 530, 786 139 4, 468, 034 Rhode Island _ 15 21, 960 15 4, 757, 705 14 444, 867 6 911,393 South Carolina... .. 56 45, 457 59 4, 985, 500 57 388, 975 18 447, 675 South Dakota . . 32 67, 075 30 4, 016, 585 32 250, 078 15 183, 618 Tennessee _ 55 59, 301 61 7,915,218 61 785, 619 35 412, 448 Texas... . . 163 344, 783 168 31, 116, 090 168 2, 786, 575 74 2, 664, 967 Utah _ 39 50, 313 40 6, 016, 667 40 529, 433 15 241, 731 Vermont _ _ 17 8, 365 18 1, 910, 000 19 148,820 8 360, 600 Virginia _ 55 71, 634 55 9,138, 913 56 849,843 26 424, 278 Washington _ 127 221, 096 132 18, 770, 173 130 2, 033, 858 47 1,069, 332 West Virginia _ 93 116, 644 94 11, 582, 108 96 999, 758 58 1, 058, 626 Wisconsin.. _ 120 319, 366 120 31, 297, 518 121/ 3,501,850 63 2, 653, 533 Wyoming _ 27 36, 727 27 4, 799, 053 27 606, 762 17 1, 002. 656 Outlying parts of United States Alaska _ 2 1,300 1 7, 000 2 3, 200 Hawaii _ _ _ 2 2,876 3 272, 384 3 29, 616 1 10, 000 Philippine Islands _ 23 76, 633 22 925, 602 22 134, 821 13 14, 844 Porto Rico _ _ 12 8,953 13 512, 600 14 99, 270 4 10, 400 Virgin Islands _ 2 18,000 2 10,000 1 2, 500 PUBLIC HIGH SCHOOLS 1127 Table 53. — Value of property and equipment and size of libraries in regular high schools, 1925-26 State Libraries Grounds and build¬ ings Scientific appara¬ tus, furniture, and equipment Expenditures for sites, buildings, and improvements Schools report¬ ing Volumes Schools report¬ ing Value Schools report¬ ing Value Schools report¬ ing Amount * 2 3 4 5 6 7 8 9 Continental United States . .. . 3,247 4,990,884 3, 247 $672, 602, 395 3,284 $66, 840, 012 1,508 $55, 090, 784 Alabama . . 35 41,724 34 5, 573, 526 33 394, 275 16 562, 612 Arizona _ 16 24, 629 16 2, 803, 126 16 356, 357 11 281, 150 Arkansas . . 22 24, 729 23 2, 026, 762 23 163, 026 11 562, 345 California. . 245 556, 693 244 67, 063, 756 244 8,986, 199 178 5,902,221 Colorado . . 46 71, 925 45 6, 798, 907 46 650, 301 23 119, 184 Connecticut . 39 81,572 42 15, 858, 515 42 1, 617, 167 15 1, 530, 965 Delaware _ _ 2 5, 900 2 766, 680 2 35, 000 1 10, 000 District of Columbia 7 24, 027 7 7, 719, 802 7 1, 389, 485 Florida _ _ 21 17, 324 22 2, 741, 527 22 162, 757 19 840, 799 Georgia . . 46 52,604 48 6, 005, 000 48 363, 400 21 984, 092 Idaho . 33 39,888 33 2, 650, 040 33 337, 619 19 101,061 Illinois _ 404 559, 647 385 100, 215, 542 402 10, 435, 830 184 8, 747, 657 Indiana . . . 90 151, 070 93 20, 907, 154 94 1, 342, 933 29 1, 126, 209 Iowa _ _ 81 101, 930 81 14, 084. 900 81 1, 094, 188 30 580, 848 Kansas _ _ 232 168, 061 229 14, 220, 332 234 1, 602, 738 102 1,591,042 Kentucky _ 47 54,285 49 3,812, 104 49 335, 211 19 418, 350 Louisiana _ 31 33, 857 30 3, 495, 300 30 356, 918 13 358, 368 Maine _ 56 33, 883 54 5, 498, 958 54 1, 005, 162 15 73, 994 Maryland _ _ 27 40, 916 27 4, 266, 250 27 564, 951 12 581, 505 Massachusetts . . 94 108, 225 94 29, 642, 088 93 2, 262, 422 22 1, 498, 861 Michigan _ 38 114,346 42 21, 544, 655 42 1, 254, 833 15 1, 293, 848 Minnesota _ 47 133, 775 48 9, 300, 369 48 745, 952 25 298, 282 Mississippi _ _ 27 37, 411 27 2, 756, 824 27 200, 888 18 155, 700 Missouri . . 129 185, 229 120 14, 801,049 128 2, 091, 207 59 669, 257 Montana _ 32 58,664 33 4, 073, 734 33 475,879 11 30, 381 Nebraska _ _ 58 71, 124 60 11,372,685 62 1, 065, 775 31 820, 077 Nevada . . 10 10, 787 10 858, 950 10 93, 938 4 14, 150 New Hampshire _ 20 7, 671 19 2, 754, 780 20 253, 423 3 192, 197 New Jersey _ 61 122, 813 62 26, 416, 700 63 2, 608, 600 29 2, 510, 013 New Mexico . . 18 24, 225 16 1, 233, 500 17 84, 082 11 27, 275 New York . 95 444, 400 92 73, 297, 300 92 7, 067, 936 29 8, 768, 332 North Carolina _ 58 62, 467 60 7, 904, 561 59 655, 738 33 1, 730, 915 North Dakota _ 12 17, 120 11 852, 351 12 117, 487 8 85, 550 Ohio . . . 157 220, 963 161 37, 151, 613 162 2, 844, 557 52 1, 105, 376 Oklahoma _ 51 59, 882 53 4, 734, 943 53 639, 133 26 197, 421 Oregon. . . . . 73 76,544 75 7, 292, 689 74 894, 059 37 745, 245 Pennsylvania _ 207 228, 232 210 45, 224, 449 210 3,987, 017 90 2, 576, 925 Rhode Island . . 14 21, 460 14 4, 482, 705 13 434, 867 5 786, 393 South Carolina _ 52 41, 127 54 4, 285, 500 52 313, 975 16 358, 175 South Dakota.. . . 26 39, 033 24 2, 501, 457 25 171, 761 14 173, 618 Tennessee . 47 46, 238 50 5, 558, 718 50 539, 169 31 254, 698 Texas . . 118 236, 324 123 20, 213, 405 123 1, 830, 825 58 1,859,286 Utah . . . 19 21,215 18 2, 559, 305 18 212, 774 6 59, 908 Vermont . . 10 4, 915 10 660, 000 11 62, 320 6 108, 600 Virginia.. . . 42 49, 521 41 4, 354, 913 42 347, 404 22 285, 278 Washington _ 103 177, 695 106 14, 164, 085 105 1, 567, 079 39 758, 317 West Virginia _ 52 60, 766 52 4, 870, 147 54 487, 707 40 886, 410 Wisconsin . . . 82 205, 211 83 18, 394, 186 84 2, 004, 121 39 1, 526, 238 Wyoming _ ... _ 15 18,837 15 2, 836, 553 15 331, 567 11 941, 656 Outlying parts of United States Alaska _ 2 1 23 12 1.300 1,916 76, 633 8, 953 1 1 22 13 7,000 69, 655 925, 602 512, 600 2 1 22 14 3,200 12, 860 134, 821 99, 270 Hawaii Philippinelslands _ Porto Rico . . 13 4 14,844 10, 400 1128 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 54. — Value of property and equipment and size of libraries in reorganized high schools, 1925-26 State Libraries Grounds and build¬ ings Scientific appara¬ tus, furniture, and equipment Expenditures for sites, buildings, and improvements Schools report¬ ing Volumes Schools report¬ ing Value Schools report¬ ing Value Schools report¬ ing Amount 1 2 3 4 5 6 7 8 9 Continental United States _ 1,626 3, 059, 186 1, 716 $494, 169, 516 1,689 $43, 385, 781 685 $32,581,720 Alabama _ 72 52, 107 73 4, 056, 300 72 417, 900 53 623,489 Arizona. _ _ 9 18, 025 10 2, 090, 000 10 258, 766 6 11, 500 Arkansas... _ _ _ 24 32,284 24 3,147,000 24 258, 375 13 489, 100 California _ ___ 95 315, 623 100 44, 770, 729 100 4, 957, 625 56 6,020,069 Colorado _ 51 93, 414 52 13,458,448 52 944, 826 20 856,639 Connecticut _ 21 30, 018 19 5, 912, 337 19 435,437 1 5, 500 Delaware _ 1 1,542 2 365, 000 2 9, 500 2 5,200 District of Columbia... 4 1,623 6 2, 225, 882 6 105, 500 1 105, 000 Florida _ 26 28, 934 26 7, 559, 000 26 360, 980 15 2, 043, 545 Georgia - 20 49,854 24 4, 360, 637 24 331, 362 9 298,054 Idaho - 10 15,068 10 1, 438, 358 10 240, 960 7 16, 018 Illinois _ 32 75, 279 31 10, 877, 570 31 896, 968 13 97,815 Indiana - 75 100, 227 80 12, 824, 473 80 1, 057, 211 23 616, 434 Iowa _ _ 58 85, 197 63 18, 098, 191 62 1, 555, 396 19 227, 440 Kansas _ 89 174,083 90 17,437,096 90 1, 864, 067 36 577, 923 Kentucky _ 16 12, 381 14 1, 656, 115 14 116, 638 7 288, 850 Louisiana _ _ 3 7, 623 4 2, 040, 500 4 191, 375 2 1,402,000 Maine _ 14 14,415 15 2, 319, 500 14 111,200 6 9,083 Maryland _ 11 11,693 6 3,530,102 5 315,800 2 1,618, 653 Massachusetts _ 97 104, 871 108 35, 309, 556 97 2, 889, 381 29 3,468,543 Michigan _ 80 245, 014 88 38, 036, 800 87 3,741,541 33 1, 276,879 Minnesota _ 42 125, 487 47 18, 767, 756 46 1,869, 624 18 1, 282, 141 Mississippi _ 12 14, 656 12 1, 363, 000 12 281, 660 8 647, 800 Missouri . _ _ 52 137,789 56 11, 165, 885 56 792, 106 24 805, 525 Montana... _ 9 20,041 9 1, 370, 000 9 155, 600 5 38,041 Nebraska _ 34 28, 793 36 6, 821, 224 36 575, 219 18 522,394 Nevada _ 3 4, 243 4 675, 000 3 69, 650 1 125 New Hampshire - 24 18,514 26 2, 104, 600 26 203, 100 2 84, 394 New Jersey - 27 64, 148 27 10, 154, 325 27 840, 324 4 131, 000 New Mexico _ _ 5 5,887 5 405, 000 5 36, 175 2 1, 000 New York _ _ 62 165, 577 63 34, 339, 204 61 2,199,068 26 1,363, 590 North Carolina _ 12 20, 157 13 3, 502, 446 12 194,004 3 285, 150 North Dakota _ 5 4, 697 5 325,000 5 42, 150 3 3,200 Ohio _ 116 231,808 127 54, 579, 166 124 3, 890, 533 39 1, 660, 950 Oklahoma ... _ 66 119,699 74 13, 200, 899 72 1,412,622 33 360, 237 Oregon. _ 11 24,244 12 1, 578, 935 11 196, 500 2 15, 050 Pennsylvania _ ... 119 163, 792 126 50, 878, 926 126 4, 543, 769 49 1, 891, 109 Rhode Island _ _ _ 1 500 1 275,000 1 10,000 1 125, 000 South Carolina _ 4 4,330 5 700, 000 5 75,000 2 89, 500 South Dakota 6 28,042 6 1, 515, 128 7 78, 317 1 10,000 Tennessee . _ 8 13, 063 11 2, 356, 500 11 246, 450 4 157, 750 Texas _ ... 45 108, 459 45 10, 902, 685 45 955, 750 16 805, 681 Utah _ 20 29,098 22 3, 457, 362 22 316, 659 9 181,823 Vermont __ __ 7 3,450 8 1, 250, 000 8 86, 500 2 252, 000 Virginia. _ 13 22, 113 14 4, 784, 000 14 502, 439 4 139, 000 Washington _ 24 43, 401 26 4, 606, 088 25 466, 779 8 311, 015 West Virginia. _ 41 55,878 42 6, 711, 961 42 512, 051 18 172, 216 Wisconsin _ 38 114, 155 37 12, 903,332 37 1,497, 729 24 1,127, 295 Wyoming _ _ 12 17, 890 12 1, 962, 500 12 275, 195 6 61,000 Outlying parts of United States Hawaii _ ... Virgin Islands _ 1 960 2 2 202, 729 18,000 2 2 16,756 ’0,000 ✓ 1 1 10,000 2,500 CHAPTER XXIV * STATISTICS OF PRIVATE HIGH SCHOOLS AND ACADEMIES, 1925-26 This publication contains statistics of private high schools and academies reporting to the bureau for the school year ending June, 1926. Reports were received from 2,350 schools, an increase of 226 over the number reporting in 1924. This increase is due to a larger number of complete reports rather than to an increase in the number of institutions. Aside from the larger number of reports, there are few significant changes over 1924. The increase in number of students reported amounts to 14.6 per cent, which increase is about equally divided as to sex. The increase in number of teachers is 15.5 per cent, which is 11.9 per cent for men and 16.7 per cent for women instructors. Fourth-year students increased 21.3 per cent, which is equally di¬ vided as to sex. The number of graduates increased 18.9 per cent, which is 11.8 per cent for boys and 20.3 per cent for girls. Of the boys in the fourth year in 1926, 85.8 per cent were graduated, and of the girls, 92.3 per cent were graduated. In 1924 reports were received from 111 schools for the Negro race, which enrolled 10,891 students. In 1926 reports were received from 103 such schools, with an enrollment of 10,261. Table 1. — Review of statistics of private high schools and academies , 1890 to 1926 Items 1890 1895 1900 1905 1910 1915 1920 1926 Schools reporting _ _ 1, 632 2, 180 1, 978 1, 627 1, 781 2,248 2,093 2, 350 Instructors: Men _ _ _ _ _ 3, 272 3, 937 3,991 4,568 4, 275 5, 842 4, 065 5,785 4, 512 6, 634 5, 776 8, 250 5,698 9,248 6, 929 11, 096 Women _ _ Total _ _ _ _ 7, 209 8,569 10, 117 9, 850 11, 146 14, 026 14, 946 18, 025 Secondary students: Boys _ _ 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, 931 114, 617 133, 459 Girls... . . . . . . Total _ 94, 931 118, 347 110, 797 107, 207 117, 400 155,044 184, 153 248, 076 Colored students, included above: Boys 1,110 2,233 990 1, 400 1, 013 1, 761 1,408 2, 480 2,222 4,316 3, 185 6, 341 3, 104 7, 157 Girls Total 3, 343 2, 390 2, 774 3, 888 6,538 9, 526 10, 261 Graduates: Boys _ _ _ 6, 052 5, 908 6, 226 5,990 6,268 6,601 6,876 7,533 10, 419 11, 866 10, 590 13, 576 18, 208 22, 507 Girls . . . Total _ _ 8,070 11,960 12, 216 12, 869 14, 409 22, 285 24, 166 40, 715 1129 1130 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 1. — Review of statistics of private high schools and academies , 1890 to 1 926 — Continued Items 1890 1895 1900 1905 1910 1915 1920 1926 Military drill: * Schools having it _ 113 205 105 Students in it. _ 6, 237 8, 900 8,919 8, 836 24, 056 15, 006 Schools: For bovs only _ 327 348 451 385 416 For girls only _ 508 511 799 728 812 Coeducational _ 792 922 998 980 1, 122 Enrollment in: Boys’ schools _ 23, 780 26, 838 39, 543 47, 925 63, 050 Girls’ schools _ . 27, 438 28, 317 46, 945 55, 658 76, 323 Coeducational schools _ _ _ 55, 989 62,245 68, 556 80, 570 108, 703 Secondary teachers to a school . . . • 4.4 3.9 5.1 6. 1 6.3 6.2 7.1 7.7 Secondary students to a school _ 58.2 54.0 56.0 65.9 65.9 70.0 88.0 105.6 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, 372 1, 381 1, 222 1, 577 1, 801 2,209 Volumes (in thousands). _ 961 1, 498 1, 734 2, 360 1, 976 2,817 3, 622 4, 920 Average number of volumes per school _ _ 1, 101 1,264 1,709 1,617 1, 786 2,011 2, 227 Table 2. — Review of statistics of private high schools and academies for five-year periods , 1895-1926, as to denominational control Denominations 1895 1900 1905 1910 1915 1920 1926 Baptist: Schools _ _ 109 96 74 74 105 107 92 Students _ 7,424 7,173 6,450 6,983 7,439 10, 903 10, 566 Congregational: Schools _ 56 51 41 45 31 29 20 Students _ ... _ _ 2,882 2,671 2,402 2,322 2,231 2,348 1, 575 Episcopal: Schools _ 119 98 91 71 99 91 97 Students _ 5,552 5, 145 5, 460 4,788 6, 389 7,761 8,288 Friends: Schools _ 57 55 46 48 36 28 26 Students _ 3, 851 3,428 3, 526 2,243 2,444 2,324 2,783 Latter Day Saints: Schools. 18 12 2 Students _ 4,765 3, 959 1, 564 Lutheran: Schools _ 36 32 28 42 57 47 35 Students _ 1, 908 2,032 1, 819 3, 339 3, 881 4,005 3, 649 Methodist Episcopal: Schools _ _ _ 60 65 60 67 77 71 64 Students ... ... _ 5, 958 5,522 6,328 6,007 6, 506 7,902 9, 009 Methodist Episcopal South: Schools _ ... _ 51 38 36 25 33 21 18 Students _ 3, 871 2,863 3, 035 2,281 3, 044 2,200 1, 773 Presbyterian: Schools _ 102 93 68 67 65 64 65 Students _ 4, 654 4, 574 3, 511 3, 570 3,734 5,267 5,768 Roman Catholic: Schools _ 280 361 389 630 975 976 1, 196 Students. . . . 12, 777 15, 872 20, 150 30, 124 56, 182 76, 054 131, 436 Seventh Day Adventist: Schools 20 22 31 Students 1, 834 1, 992 2,979 Other denominations: Schools. . _ _ 40 56 50 84 70 58 57 Students _ 3, 564 4, 344 6,575 9, 490 5,380 5,305 6,251 Total denominational: Schools _ 910 945 883 1, 143 1, 586 103, 829 1, 527 1,703 185, 641 Students. _ 52,441 53, 624 59, 256 71, 147 130, 019 Nonsectarian: Schools _ _ _ 1, 270 65, 906 1,033 744 638 662 566 647 Students _ _ 57, 173 47, 951 46, 253 51, 215 54, 134 62, 435 / PRIVATE HIGH SCHOOLS AND ACADEMIES 1131 Table 3. — Distribution of students in private high schools and academies , 1907-1926 1 1907 1910 1915 1920 1926 Unclassified students: 4, 724 6, 048 4, 334 6, 291 Total . . . . 10, 772 10, 625 Students in first year: 11,008 10, 848 17, 880 19, 895 23, 745 26, 921 27, 949 33, 409 34, 641 38, 769 Girls . . . . Total . . . . 21, 856 33.1 37, 775 35.2 50, 666 34.4 61, 358 36.1 73, 410 32.2 Per cent of whole number . . . Students in second year: Boys _ _ _ _ 9, 223 8, 387 13, 851 15,285 18, 622 20, 474 21, 265 24, 384 27, 833 31, 388 Girls . . . Total . . . 17, 610 26.5 29, 136 27.1 39, 096 26.6 45, 649 26.8 59, 221 26.0 Per cent of whole number . . Students in third year: Boys . . . . . . . . . 7,787 7, 050 10, 812 11, 881 14, 227 15, 997 16, 355 18, 850 23,030 26, 611 Girls . . . Total . . . . . 14, 837 22.4 22, 693 21.2 30, 224 20.6 35, 205 20.5 49, 641 21.8 Per cent of whole number . . . Students in fourth year: Boys . . . . . . . . . 6,141 5, 825 8,251 9,423 12, 721 14, 387 12, 489 15, 700 21, 226 24, 382 Girls . . Total . . . . . . . . 11, 966 18.0 17, 674 16.5 27, 108 18.4 28, 189 16.6 45, 608 20.0 Per cent of whole number . Students above fourth year: Boys _ _ _ 1,440 1,540 3, 553 6,018 Girls . Total . . . 2,980 9,571 1 No data collected prior to 1907. Table 4. — Classification of private high schools and academies, instructors, and secondary students according to religious influence or control, 1925-26 1132 BIENNIAL SURVEY OP EDUCATION, 1924-1926 Enrollment by years Above fourth year Girls CD or* oo ss ICO OHQ5 CMN IC5IOON CO 00 t''* CM O © 00 O H O iH i CO H O CO ^ CM rf CO O 1 H H CO H CM 00 1 1 1 1 1 1 1 1 1 1 Boys © 00 00 H © H I® ooeniN loomoto nnoow 1 iHTjlH 1 i-H O - rf^H CM»OHH CM © H CO CM 00 ©" Men eo COO-^^CO ifCOOTtOt'- 00O i-II^SOa>-M 00 i-H i-l (M i-IO o > 5 o Men Women j Total CO O m Girls Total Boys Girls Total Per cent of total enrollment Per cent of fourth year enrollment 1 2 3 4 5 6 7 8 9 10 11 12 13 Continental United States... 2, 160 6, 561 10, 351 16, 912 109, 850 127, 293 237, 143 17, 599 21, 568 39, 167 16.5 88.8 Alabama . . . 43 84 163 247 1,401 2, 336 180 3,737 259 445 704 18.8 92.6 Arizona _ _ 5 13 19 32 137 317 25 32 57 18.0 95.0 Arkansas. . . . 24 55 73 128 896 1, 133 6, 453 2, 029 120 158 278 13.7 89.7 California . . . 100 263 561 824 3, 460 9, 913 555 1, 103 1,658 215 16.7 91.8 Colorado . . 14 16 71 87 424 785 1,209 68 147 17.8 93.1 Connecticut . . 48 299 264 563 3,151 3, 031 6,182 641 634 1, 275 20.6 94.5 Delaware _ _ 5 27 26 53 301 182 483 52 30 82 17.0 92.1 District of Columbia _ 29 90 181 271 1, 522 728 1, 693 3, 215 193 295 488 15.2 87.2 Florida . . . 25 58 115 173 1,155 1, 822 1,883 55 136 191 10.1 76.1 Georgia . 34 86 132 218 1,170 2, 992 196 319 515 17.2 90.7 Idaho. . . . 11 17 47 64 262 533 795 36 88 124 15.6 94.7 Illinois _ _ _ 109 350 687 1,037 6,627 10,040 16, 667 1,004 427 1,503 2,507 15.0 91.9 Indiana _ _ _ 32 154 122 276 2, 451 2,013 1, 757 4,208 295 722 17.2 96.4 Iowa . . 96 82 342 424 3, 924 5, 937 336 759 1,095 18.4 95.7 Kansas _ _ 33 65 122 187 1, 342 1, 721 3, 063 216 270 486 15.9 94.4 Kentucky . . 71 91 254 345 1,819 3, 067 4, 886 202 473 675 13.8 93.8 Louisiana- _ _ 50 94 166 260 1,412 1,748 3,044 3, 160 182 268 450 14.2 91.5 Maine _ 52 121 201 322 2, 570 5, 614 506 587 1,093 19.5 83.2 Maryland. _ 49 178 231 409 1, 921 5, 857 2,118 4, 039 345 294 639 16.0 92.9 Massachusetts . . 103 384 668 1, 052 7, 059 12, 916 1, 225 1,489 2,714 21.0 88.7 Michigan .. . . 71 "114 311 425 3, 523 4, 868 8, 391 533 883 1,416 17.0 92.0 Minnesota . . . 47 145 214 359 2, 634 2, 831 5, 465 457 535 992 18.2 87.0 Mississippi . . . . Missouri _ _ 33 84 128 212 1,326 1,535 2, 861 225 232 457 16.0 92.7 54 155 296 451 3,039 3, 9.58 6, 997 435 592 1,027 14.7 92.1 Montana . . 11 19 46 65 496 724 1, 220 58 137 195 16.0 73.0 Nebraska. . . 33 26 133 159 643 1,557 1,009 2,200 78 285 363 17.0 88.8 New Hampshire.. _ 26 162 78 240 2, 298 3, 307 472 170 642 19.4 79.0 New Jersey _ 66 359 306 665 5, 436 3,319 8, 755 967 604 1, 571 18.0 89.3 New Mexico _ 15 24 41 65 343 414 757 43 54 97 13.0 90.7 New York.. . . 223 858 1, 273 2, 131 14, 913 14, 846 29, 759 2, 146 2, 254 4,400 14.9 92.7 North Carolina . 54 160 192 352 2,445 3, 167 5, 612 280 488 768 13.9 71.9 North Dakota _ 14 17 53 70 276 593 869 47 100 147 17.0 98.0 Ohio . . 93 259 526 785 5,676 6, 770 12, 446 1,488 875 1, 196 139 2, 071 16.6 96.2 Oklahoma _ _ _ 33 37 96 133 611 877 96 235 15.8 93.6 Oregon . . . .. 20 52 77 129 816 794 1, 610 112 138 250 15.5 95.8 Pennsylvania . . 134 528 880 1,408 10,088 9,875 19, 963 1, 676 1, 674 3, 350 16.9 89.6 Rhode Island _ ... 16 84 81 165 1,268 952 2, 220 212 182 394 17.7 96.3 South Carolina _ 20 49 56 105 824 927 1,751 114 131 245 14.0 75.2 South Dakota.. . . . 11 19 46 65 303 615 918 56 119 175 19.1 97.8 Tennessee . . 38 157 125 282 2,538 1,778 4, 316 382 308 690 16.0 86.4 Texas . 50 135 191 326 1,947 2,343 4, 290 281 341 622 14.5 83.1 Utah.... _ _ 6 38 54 92 761 1,058 1,819 114 222 336 18.5 74.7 Vermont . . 18 45 97 142 860 1,324 2, 184 203 305 508 23.3 97.5 Virginia . . . 62 222 228 450 3, 059 2, 823 5, 882 485 381 866 14.7 82.2 Washington... . . 26 66 107 173 902 1,217 2, 119 115 211 326 15.4 97.0 West Virginia... . . 17 45 78 123 654 750 1,404 100 122 222 15.8 89.5 Wisconsin... . . . 34 169 189 358 2, 667 2,554 5, 221 387 435 822 15.7 89. 1 Wyoming _ 2 6 4 10 40 34 74 7 5 12 16.2 100.0 Outlying parts of the United States Hawaii . . . 9 52 51 103 1,032 572 1,604 190 115 305 19.0 95.9 Philippine Islands _ 34 188 149 337 6, 484 2, 750 9,234 948 913 250 1,163 12.6 84. 1 Porto Rico . . . 9 13 50 63 295 653 29 61 90 9.5 76. 3 1140 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 10. — Distribution , by years, of students in four-year private high schools and academies, and graduates from schools continuing their education, 1925-26 State First year Second year Third year Fourth year Total students in first, sec¬ ond, third, and fourth years Other students, excluding elementary Graduates, class of 1925, who went to college, 1925-26 Graduates, class of 1925, who went to other institutions, 1925-26 Students Per cent of total Students Per cent of total Students Per cent of total Students Per cent of total Number Per cent of en¬ tire class grad¬ uating, 1925 > 2 3 4 5 6 7 8 9 19 11 12 13 14 Continental U.S- 70, 557 32.2 56, 825 25.9 47, 724 21.8 44, 117 20.1 219, 223 17, 920 15, 646 40.6 6, 100 Alabama . 1,036 29.3 947 26.8 789 22.3 764 21.6 3,536 201 230 38.5 95 Arizona _ 52 24.4 30 14. 1 71 33.3 60 28.2 213 104 35 66.0 6 Arkansas. _ 615 35.4 450 26.0 361 20.8 310 17.9 1,736 293 90 36.4 21 California _ 2,731 30..2 2, 390 26.4 2, 129 23.5 1,806 20.0 9,056 857 676 42.9 267 Colorado . 299 27.6 301 27.8 253 23.3 231 21.3 1,084 125 88 38.0 44 Connecticut _ 1, 632 28.9 1,439 25.6 1, 229 21.8 1,350 24.0 5,650 532 615 44.8 136 Delaware. . .. 148 32.7 120 26.6 95 21.0 89 19.7 452 31 42 41.1 2 Dist. of Columbia. 772 31. 1 581 23.4 571 23.0 560 22.5 2,484 731 172 36.7 34 Florida. . 579 35.7 440 27.2 350 21.6 251 15.5 1, 620 263 84 37.8 27 Georgia . . 827 29.5 781 27.9 626 22.3 568 20.3 2, 802 190 215 42.0 92 Idaho. . . 218 32.7 175 26.3 142 21.3 131 19.7 666 129 45 49.0 13 Illinois . . 5,398 35.4 4, 020 26.4 3, 103 20.3 2,729 17.9 15, 250 1,417 832 36.6 506 Indiana _ 1, 355 33.2 1, 112 27.3 864 21.2 749 18.4 4, 080 128 307 44.8 90 Iowa. . . ... 1, 761 31.5 1, 464 26.2 1, 220 21.8 1, 144 20.5 5, 589 348 318 29.4 202 Kansas . . 848 32.1 683 25.9 595 22.5 516 19.5 2,642 421 189 32.7 77 Kentucky . . 1, 799 40.0 1, 116 24.7 872 19.3 720 16.0 4,507 379 187 33.6 134 Louisiana _ _ 1, 125 37.0 797 26. 1 633 20.8 492 16. 1 3, 047 113 223 42.2 109 Maine. . _ 1, 567 28.6 1,402 25.6 1, 202 22.0 1,314 24.0 5,485 129 245 24.2 217 Maryland _ _ . 990 31.3 766 24.3 714 22.6 688 21.8 3, 158 881 310 54.0 99 Massachusetts.. . 3, 308 27.6 2,913 24.3 2, 683 22.4 3, 061 25.6 11, 965 951 1, 262 44.6 500 Michigan _ 2,609 32.5 2, 135 26.6 1, 748 21.8 1,539 19.2 8, 031 360 455 33.0 190 Minnesota .. 1, 636 30.5 1, 395 26.0 1, 192 22.2 1, 140 21.3 5, 363 102 333 35.4 197 Mississippi .. . . . 857 32.8 639 24.5 623 23.9 493 18.9 2,612 249 110 24.0 43 Missouri. _ _ 2,365 36.0 1, 750 26.6 1, 357 20.6 1, 105 16.8 6, 577 420 365 32.7 170 Montana . ... 358 29.8 316 26.3 261 21.7 267 22.2 1, 202 18 63 36.2 47 Nebraska _ ... 636 32.2 501 25.3 432 21.8 409 20.7 1, 978 222 95 34.2 57 New Hampshire. .- 871 26.7 776 23.8 805 24.7 813 25.0 3, 265 42 357 54.4 82 New Jersey . . 2, 743 32.3 2,142 25.2 1, 842 21.7 1, 760 20.7 8, 487 268 784 51.4 215 New Mexico... 257 35.7 207 28.8 149 20.7 107 14.9 720 37 24 25.8 16 New York. . . 9,441 33.0 7,592 26.8 5,998 21.2 5,324 18.8 28, 355 1, 404 2, 124 46.4 779 North Carolina _ 1,594 32.0 1, 223 24.5 1,111 22.2 1, 068 21.4 4, 996 616 293 37.9 62 North Dakota _ 330 39.5 239 28.6 117 14.0 150 18.0 836 33 20 16.7 33 Ohio _ 4, 284 35.4 3, 175 26.2 2, 487 20.6 2,154 17.8 12, 100 346 772 39.0 355 Oklahoma.. . . 459 34.1 361 26.8 277 20.5 251 18.6 1, 348 140 60 28.8 41 Oregon _ ... 408 31.0 354 26.8 297 22.5 261 19.8 1, 320 290 121 53.8 39 Pennsylvania.. . 5,941 33.2 4, 417 24.7 3,799 21.2 3,738 20.9 17, 895 2,068 1, 470 43.0 426 Rhode Island _ . 753 34.0 569 25.7 486 22.0 409 18.4 2, 217 3 174 45.0 66 South Carolina _ 469 30.5 404 26.3 340 22. 1 326 21.2 1,539 212 113 62.0 37 South Dakota. .. . 258 31. 1 217 26.2 175 21. 1 179 21.6 829 89 55 48.2 20 Tennessee _ 1, 161 29.3 982 24.8 1,022 25.8 799 20.2 3, 964 352 325 57.0 49 Texas _ _ 1, 017 29.7 872 25.5 782 22.9 749 22.0 3,420 870 222 40.0 60 Utah _ _ _ 109 6.7 601 36.2 498 30.0 450 27. 1 1, 658 161 37 10.6 17 Vermont.. 638 31. 1 443 21.6 448 21.9 521 25.4 2,050 134 87 47.5 74 Virginia _ . 1, 643 31.3 1, 365 26.0 1, 190 22.7 1, 053 20. 1 5, 251 631 402 49.2 97 Washington _ 587 31.5 522 28.0 421 22.6 336 18.0 1, 866 253 147 46.0 55 West Virginia _ 440 33.5 323 24.6 303 23.1 248 18.9 1,314 90 77 42.8 31 Wisconsin _ . 1,616 32.8 1,351 27.4 1, 044 21.2 923 18.7 4,934 287 392 41. 1 169 Wyoming _ _ 17 23.0 27 36.5 18 24.3 12 74 4 30.8 2 Outlying -parts of the United States Hawaii . . 454 30.0 382 25.0 367 24.0 318 21.0 1,521 83 98 41.5 34 Philippine Islands. 2,476 32.2 2, 132 27.7 1,700 22. 1 1, 383 18.0 7,691 1, 543 384 40.7 95 Porto Rico . 320 41.1 230 30.0 111 14.3 118 15.2 779 169 31 59.6 11 PRIVATE HIGH SCHOOLS AND ACADEMIES 1141 Table 11. — Statistics of private high schools and academies for the Negro race , 1925-26 — Part I State Schools report¬ ing Secondary instructors Secondary students Elementary instructors Elementary pupils Men Women Boys Girls Men Women Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United States. 103 247 407 3, 104 7,157 41 422 5, 143 8,665 Alabama . . . . 16 21 60 470 1,032 0 86 1,095 1,858 Arkansas. . . . 5 11 9 138 238 4 13 204 288 District of Columbia _ _ _ 1 0 4 0 50 0 5 0 80 Florida _ _ 4 26 40 252 397 1 23 345 528 Georgia _ _ 13 25 46 229 680 1 61 639 1,228 Illinois _ _ _ _ _ 1 0 4 12 66 0 15 360 440 Kansas 1 8 6 117 110 Kentucky _ _ _ 1 2 4 0 27 0 2 0 35 Louisiana . . . 3 4 6 30 93 1 8 113 271 Maryland _ _ _ 1 0 5 0 22 0 4 0 43 Mississippi _ _ _ _ 11 31 55 374 780 18 62 837 1,218 North Carolina. . . ... . . 18 51 69 529 1,314 9 54 731 1, 171 Oklahoma _ _ 1 1 2 43 70 0 3 14 14 South Carolina . . . . 6 11 21 221 466 2 24 209 530 Tennessee . 5 22 17 275 356 0 18 154 218 Texas . . 8 25 31 352 750 2 17 107 229 Virginia . ...J _ 8 9 28 62 706 3 27 335 514 Table 11. — Statistics of private high schools and academies for the Negro race, 1925-26 — Part II State Graduates Number in mili¬ tary drill Volumes in library Value of buildings and grounds (thou¬ sands of dollars) Value of furniture, scientific appara¬ tus, etc. (thou¬ sands of dollars) Per¬ manent endow¬ ment funds (thou¬ sands of dollars) Boys Girls * 11 12 13 14 15 16 17 Continental United States - 388 958 412 149, 364 12, 004 1, 195 1,521 Alabama _ _ _ _ 72 171 93 14, 735 1,325 167 690 Arkansas . . . . . . 15 24 5, 100 321 33 1 District of Columbia _ 0 12 4,000 110 33 Florida . 17 56 159 8,030 1, 514 101 Georgia. . . . . . . 41 112 20, 675 1,216 199 64 Illinois . . . . 2 5 1,800 500 25 Kansas.. . . . . 18 19 61 7,000 80 2 Kentucky... . 0 3 400 18 1 1 Louisiana . . . . 3 12 913 95 6 7 Maryland.. _ 0 4 1, 500 90 2 Mississippi . . 42 97 49 17, 161 1,113 134 55 North Carolina . . 83 192 50 15, 030 2, 120 168 500 Oklahoma 0 4 125 175 20 South Carolina. . . . 22 41 6, 100 685 38 140 Tennessee. . 33 56 13, 100 645 38 41 Texas 39 82 21, 750 1. 133 176 20 Virginia . . 1 68 11,945 864 54 2 L 1142 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 11. — Statistics of private high schools and academies for the Negro race , 1925-26— Part III State Enrollment by years Four-year schools Un¬ clas¬ sified In first year In sec¬ ond year In third year In fourth year Above fourth year Schools report¬ ing Students i Grad¬ uates Boys Girls * 3 3 4 5 6 7 8 9 10 11 Continental United States _ 472 2, 983 2, 216 1, 874 1, 575 1,141 95 2,722 6, 301 1, 293 Alabama. _ _ 52 463 386 284 219 98 13 439 952 201 Arkansas .. _ 4 140 93 85 54 4 132 230 39 District of Columbia _ _ 2 15 15 5 13 1 0 50 12 Florida. . . ...... 35 176 137 138 106 57 4 222 370 73 Georgia _ 29 304 233 169 174 12 218 667 153 Illinois _ 43 14 14 7 1 12 66 7 Kansas _ 35 30 27 37 98 1 61 68 37 Kentucky _ 5 11 4 4 3 1 0 27 3 Louisiana _ 53 24 31 15 3 30 93 15 Maryland _ _ 10 8 4 1 0 22 4 Mississippi - - 22 386 289 244 156 57 11 354 743 139 North Carolina _ _ 10 634 464 343 318 74 17 525 1,288 275 Oklahoma _ _ 13 17 11 7 4 61 1 13 39 4 South Carolina _ _ 224 144 120 104 93 2 4 182 352 52 Tennessee _ 19 115 98 127 118 154 5 221 317 89 Texas _ _ _ _ 52 227 162 185 173 303 8 251 548 121 Virginia - - - 5 210 136 99 81 237 8 62 469 69 i Students above fourth year not included. Table 12. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1925-26 PEI V ATE HIGH SCHOOLS AND ACADEMIES 1143 Bound vol¬ umes in library ‘O • 000^000 O OOOOOOO OOO 1 i o 1 O O O O o O o lOHOOHCO O CC ' 1 OliO-^iOriOl CM OOlOOO'OCOH OOO ' «N icIhh hn cm co ^ fh »o cm io cm~ • * csT Perma¬ nent endow¬ ment fund (thou¬ sands of dol¬ lars) a 1 II 1 1 1 1 1 1 1 1 1 1 1 1 1 1 vO i vO • • O i ■ 00 i i i i i i i i i i i i i i i O > ■ i i i i i i i i i i i i I i i CO • > i i i i i i i i i i i i 1 II 1 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 1 II 1 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 Num¬ ber in mili¬ tary drill 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 00 i* » i i i CO i i i i i i i i i i i i i i O i i i i i OS 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 1 1 1 1 Graduates, 1926 Girls W OOONOOO^ 00 CM CO VO i-h O OOOCOOVOVO i-i T-I 1-1 CM 1-1 !-( WhOCMINh Boys - VOONO^HIO O WOOOONNN >0 000000 CO CM CMCM CM 1-1 h N 1—1 CO rH Secondary students Girls o OON^COON 00 OOOOCOOO lOONCOCDO CO r-j O 00 COONOOCN ^ CO CO »|H o Boys OS aO0)O>0HO O NMOO^ON t-it^OOOCS> o ^ VOHO) t>- Oh NNOCO OOO O Secondary instructors Women QO OOOOi^TfO^ ^ CO CO VO O O Tt< COO^VOHCO Men r» 00O»ONNNi0 VO CO »0 O CM vO CM ^ O^OOhvO Years in course CD Tf Tf Tt^ ^ Tf rt« ^ Tt< rf Tfl Tf T^< Ele¬ men¬ tary depart¬ ment ' mm in 'mm ■ ' ' to oa to ' cn cootmkjc/jco o a> ci © o © © o o o © © o a> a> © © © © © Z,t*t*t*Z$*t* £ ** >-( >H >1 >H >H Board¬ ing depart¬ ment - B M Ol M 10 ' ' ' B B B B B B M B ' B B B M ©000 0 O O O 0 £ 0 Hi 0 {)

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H Xl >> S : ; do pi % J S*X3 s o o g.SP P’S O O ®M-P O U :V © m o r— < 1 >>GG.2 gCGCB g„i >> ■Sf! £*.O.p ^ar« o 1 >>Q © S hi 3 , © P £ be WS/gos-S O ® B - $g1& !®-”'§SgSg'Sfi3t;35'3So 52^pIo|SigS!o«&3-S .23+^^fc3OoS4_;l3+^0S«Oa+i >wWiSpH(5PHmtJoQ^O><? s m O’-h 2 AH O 3 - Izjq'ot ■w^cjooOOOOOOOOOOOOOOOOOOOOOOOOO; PQ % ggQQQQQQQQQQQQQQQQQQQQQQQQQ. <1 ««U jf).2 .5® g > * g g’S c3c3^;p:*j© ££ QQgOOPM E >>o o g.sQ* fed o PH O' « Table 12. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1925-26 — Continued 1148 BIENNIAL SURVEY OP EDUCATION, 1924-1926 PRIVATE HIGH SCHOOLS AND ACADEMIES 1149 fcOC^COCOC^i— i O* CO CO CO i N^ WIOWO CO*OCOWr-' *-i r-H r-« ->T'»,ci*q O«OOt>NN00CCC»O (N^COO^C^OiOCClOCSOCO Oioaoocccoaooc^rHcs tOOOHCCO^ ONOi oot^ 1^000 O O too OOOOOO^C^tOOOCO 8 OWOi0 00 03»ON050X to CO to CM 05 ^ 1-H 05 NIOOWCOOOONCO t>- to to CO ION to 8$00S00 rH CO rH 00^0305>O>O00Tf'03t^O r^Tt o o TtH ^ ^ ^ rt^ Tji W W CO W CO ' CO > w -to ' a>a'^a>Q>OoO0 aiwcowcow'cocow K W CO ' W W W O 03 05 o C)0a}00a'0 WWlfltfl J'JJ JWW ® 0) ® 1 O O o o o « # m m m ai ' ' ' * » io a> o q CO • • • • CO CO 05 o o o o a; © R. C _ R. C _ R. C _ R. C _ R. C _ Luth. . R. C _ Ref. Ch... R. C _ R. C . R. C . R. C . S. D. A... Menn _ Nazarene . R. C _ R. C _ R. C _ R. C _ R. C _ R. C _ Ev. Luth. Presb _ Bapt _ R. C _ Nonsect.. . R. C _ R. C _ R. C _ Christian . Bapt _ Presb _ i i| i ! 1 ! OO aOOOO 1= *.2 o. 2 "w aS S'g^S-o 'c'3 •rO s.s|I CD O 'OCO o| '/■ - .CQ^ ~ w -h © W 0.3 © o<*5o-< ©^•«‘fl> ts-co § OQ.Sfg "O bK o g “©“■« M © O b£ 03 2© SfflgS fioiS^ " «■§ ■ ..■§© ffi, >>-£ >> ! “a “-bS* ; &3 a^so'§|?'0--3 A ©'0~h5-0 “oc ~ ihS° 1 CjOO §«< Co' ; ©5Z c -3 p<< o.o- ^ J ! b«- o "3 ^ aj ^S&S « r r ^ ccpO,c S £ ^ ,© ad p | :0&0-0 o.2.“ ££©£££ O wg £ o ca b'3 O wrj © • • K££tf0Q0Q oga SIS© g\2 0*0 o~d © go o «j2 3QQm3 “c *Q > ©3 © 3 oJfljS o © 2 +S © AQQ fcMOOco rrs • 0*r» O •BgS^* ._„ _ .«i? © spfgplf®! 5i§5i^^is is °£ ti! t:©.c«^Qn^T3> o 2 > S‘"3 *2 © 8 3 08 O in O cod PQOUOC gOA, O o o o o o T.QQQQQ 17836°— 28 - 73 Shreveport _ _ I St. Vincent’s Academy. 1 Christian Catholic Apostolic. Table 12. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils, 1925-26 — Continued 1150 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Bound vol¬ umes in library »0 OOOOOOOtFOQOOOOOOOOOOOOOOO OO 10 OOO »-C - O Boys 1 * ONIOONOHOOOSON^NONNWONCOC'OIO 0 CO I- 0 lOaOlOiOHiOiOONOCOCrfOOGOC (MtCOON r-iOCO ’“H t-H (M »“H r-H t-H nH CO rH Secondary instructors Women OO OOJ^OiCOMNCO^O^OJ^^CO^CONNrHiOOC^ 0 0*0© t-H h'~ ® 0 >> bfl sil&g 10 ®00000C00000000000060©00 CO CO CO c d a n ® >-2&s C/J C/j ' V/j 1 uj ' C/j U . C/J VJ Cfj ' ' ' C/J C/J ' o©®o®oo©o©®®oooo©®ooo®®o £ >H ^ £ >- >H >, £ £ £ £ >H £ o o o 3 8 o d © o © © . , ^ r. 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P ^ o o 3 8a*i S g 3 ©.5 > S 3 P.J2 c3 q 5o«°S«c°oo Sq.qq - : © £3 O o I h5 g S O Pl, Pi « 05 El ^ 1 pi p.g g O o a " o o a. t- , © -eft g 8-2.2 a a 3 ©=s EJ ® 0^2 O o O ©'O Table 12. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1925-26 — Continued 1154 BIENNIAL SURVEY OP EDUCATION, 1924-1926 rrj aj.8! S g g 1-9| 00!' 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Co S—1—' 03 o g o'3«ja 03 ® a a 'J> > © Vi 03 © mOPhP-(M ' Cl ;s T) . 3 , :w . i 5 3 * P o I AH* o Bp oo j.2 ^ S OOOO'S gS© | wd g otM 1 i«.2 2 owd^ o o o' o' o o o o' o' o o o o o o o' o d o o' o' o o' g 3 a3 c QQPQ 0 g©o.S;g-g'§« g §c£a fe7CP0QQQQQQQQQQQQQQQQQQQQQ S'S^^Q ^§=3gs|3S |s.§ §|||1!| •a-a^ OOOOOPPO "Si s S « 00&H&4 Table 12. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils, 1925—26 — Continued 1158 BIENNIAL SURVEY OF EDUCATION, 1924-1926 *§ . 8 & floaflg r,HH, CO 00 < IQ |>. s s s S »Q CO CO CO Sslgl! a-Sg § © as 3 n-H rj C3 H c3 CO 3 N ■§3 OOOlNOOiOdUOtOONNOCOHOO^N T)itDiO00!DNiOTt<0«0(X)«‘00 IMOO G> O 9 S O *20 I §s 73 ^3 25 Sot® M 22 S a a © o © o mhp; fill o o PhPh Pg§PPPP£P S^QQgQ'g S H i3 HP -23 C £ o a CO o o 2 ww PRIVATE HIGH SCHOOLS AND ACADEMIES 1159 CO -■ £ >< £ Jh £ >h >■ o o o 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 3WMWjW'Wj''WWWWWjW'WljWWWWWMWW 'CO ' CO CO )©®Q)Oa)OojOOOo©flj©oOQjOa)Oo©a)®a)a)©Q)©o©o©© ncQtonnosnn ®©®®®0) >H >H >H >H >H >1 >H CO CO CO © © © ^><>H I I I I I COCO 1 1 'CO 'CO 'co 'CO 1 CO 'coco 1 1 1 ' 'CO ' ' ' ' • • oooooo©©oooo©o©o©o©o©o©©ooooo©oooooo O O _ _ S: S M a ft +3 a c “ ea c! 3 c o £ ©• PQKPfcfcfcpq^ odd dodo Id Iddd 1 1 Id Idd I Idd So gdddddddddddd . . • . . . o . o . . .000.0. . © o . . 0.0 . >-. hh 1 o ® © aj'-’ © gp • -*-f o © ^ o : « c a 2^wO i CHHHH-g g © fl ■ _ ©Oi-CS O ■0 2 “t5~ > M 03 *rl ^ t2 2: ^ ._j ^ bfi£5 C3„c £ S I’dsidls 2 1 2 o1«.Sc^.c3 Ill sti! *< ® © > © . , o .r J Wa« Sg-g o © . «S J3 +-> CO CO CO a © w ^ re_jcQ © C3 O r 2 a © CO b§ o o 2 0 SogS00® til t O'? — ^ CO CO !*£a1Vj §-“a-§ ■a ^.g © cocqoqP #^S a |.£P O .9 8o 5 •SJa 0,0 o c o 03 Q >> a © T3 g < 1/1 "o ’S, . — . to o .2f >, O 02 <3 02 ia«52asls§8 OWOo2 020POPP!P *pi!'s|® ® .aisle h s o o a £02^7? - «-< o^ocojaaa 00®® ©£>>“§ S toO 9 23 ©.“§ S-gjCQ J <) -g •§ 73 w £* rj -C <5 br "S &CJ3 M i3 <5 .d’jj * *M® g ce2.S>M 2R.£f °^x3 1»<; © ®tq a^i® °-OT © S.«W P^o.M+J _ W>d So to, o, d © >. ^ggaSafe^Qfei m2 «aa6^|a 3lwS^gi1l|®™ 3 rt(L‘3 S d>33 • cr o a_ © o O02C0pP>!^- rn 3 Inlo'gg'l'-j? ssil3J=' ' O O CO O O CS H N CO N |s^g§ cSJg Sg T3 rH OOMNOJ i »o eooco •s s S'*3 O 3 <■> rr ) o o o >o o T3 © p a NOiOHINO # •'f ^ rtl Tf -^1 -<4< A § -a H o®«#pp® o ® © © © o © O O 02 © 02 02 g a a® «‘~-§a ©ooooo© oo©® © o o © © o © © © 2 ® a © o fl P3.2 flOOOOOS OOOg m <£ A P3 P3 tf £ pi <& pi £ a'-'u nSrt g • l/J r>. vj C/3 173 fiflOflHO flea o . o . . o o mS2-2 ^<5§ fl Q i~| CO „ w> © OO^ mm^ J3 “3 5*^ w-§®S o ca>2 r-i o<5 ^^•aaw- a 3 © a-t5 §i2SSsS§ 2 +a" 4J>" +3 +3 g 'o ^immmmOm J3IS| olls'o bD-P a ® OJJ Q . ®.s >> 5p § a^ g a 2? 3^0 \-Std'© So 3 §-” a !hS<1 §~ag>«g ph s a, al a .a ce S-a ” * a,? PQmE-i ITS fl ^ o o o !QQQ£ ^ s a a PRIVATE HIGH SCHOOLS AND ACADEMIES 1161 lOioodSooaooobMOicoo^ONioi p co *-T 10 oo ci © r-T 10 ^ co ^ co ^ cc ©©©or:©©©©©©©©©©©© ggsggggggii^gsig 0oQi)0a)Co'0CjC0a>a)000Q^00Q^0000000a^000a)Qj0ci)0a)0aj000 o o o & a> © r -, r - W W W Mr - r,r- OUflCflclwU . . o o o o . . . XZZttZXZX > SO a SOOO^^O .*r . o o . . . * >•- o .■XI >• O' ■< - , aa.2 c « j v E-i P5 23“: »x3S o *-> -iJ -»-» •— > ..a >> S ' ^>0' •-■g.2.5 o.® J'js § bcO ® c -£C0 u. O ■gsoftg&a? 1 O O ® O &'G cq cc 0 <5 oq W W i«o§ l o otd' ’o.S o o ifw, § §=§■§ 2^=i^xa«2 <|o2£ g<.2 a^-Sp =:-e Z w'Smpq-H fl : ® ®t3 TJ offl £ 32Stj a o ca “ C D..fc| £cV£0HM®a^;..':?':=xic3 a 545^.2 q 5_gp^ 3 w-n o o*^ 2-2 t. o a ^ K = S o Mli csJ C ®h oj jSS rtPH^fflOOP^OStfcooa^? O oCQ a >> o®J X B^-g.Sf “1“ §3 a Jwiws ® g-g o^Si: go-S ® CQ Oi'hE ?*.— «*r75 co o >>| £^PhT3 § >r2‘§ eSODxfti < FH I< GG CQ OQ OQ f O t w ° >?®XJ X3 _ o oco 2 W fl too -Q tlfi H ► rr\ O fl © UJ “•c^sxi x3 n W m a J.£f“ o 2 00-—T300000000000— OOOOOOOO — QQS|QQQQfiQQQQQQgQOQPQQQ«^!^gJ= Soc>ddodd ' §5 d _ Pfl Table 12. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1925-26 — Continued 1162 BIENNIAL SURVEY OF EDUCATION, 1924-1926 'g w £ OO^OOOOOOOOO *oor^oooo*oo*oo NOHIOOM005 0MO 000000^0 *0*00005000 OOOOiOHHM(NiO(NOOiOHNn05 05 C5 CO ^ iO O ^^HOGO TfHHCOHHH^lO COH^ O >>2 c3 ° T3 o CD g 03 .S ^0!OMOOOt)QOM(NO ifOHOOOTjiHOiOWHOOMNOt 0000H O © S m ©"a Ss-£a WjWWWMWWWWM WW'WCOWMWWCQ'MW T) (H -W fl b?03 0 o S ft2 s— © a 0000®®®®00® w w J w w w OJOO^OoOqjOqjOocOc;^1. w ® a o o a ■a§ ■ga «.s I I 1 I S! S! S ' I < r 2 oooo 3 §|ooo« rtP3P3rtj|}|SrtP5P5S O I o CO CO rO §3 42 W r< W+j CO r< ^ w r>! cO • CO •OOgOcSO . O^O . .O .0^0 o ; o i i o I o<3 o « •» ' 'SrjSr.S ;| t3 i gffiW^ W-” O I mfl 43 ft •S&9*3 fl L ' W|_J \<%> ■a ™ ;©« 3^flR © oo bfi o GO 2 © ill.- sills . o fl ^1 w ft® 2-^ ft fl ©> 9^ p^-gio^lS® ^ © a g” a •h ^ n.d Mlj D ** a.„ CP s' a -5 >> - ? O X? : Soo§ 5 g ^ <3 o.fl* fl O fl >?m02--.S O^d, figsgjaggSsl-gsS Woso2^o co < > oo CO ^ rH ,-H < i i i i 1 *0 1 1 1 I 1 1 C-3 1 1 1 1 11 CN i 00 • *0 t O i i lO 1 W ICO 1 O 1 1 j J j o j 40 i i i i i i i o o • • i i i i i i i 00 11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 II III 1 III 1 III 1 88o8*< CXOOrf i OOCO 22 1855 NO'fOOCCOOOOOiWNN CO t - r- CT> ^ t^OOC0OC0C0CS»p iO rH Tf M (N *-H i-1 CO rH OCCOJ OOJNNC4 *0 CO ^ 05 t>. OOJOOOCOWOOOINOt O 00 CONN rH -lrHrH Yes... Yes... Yes... CO ' M M ' W B ' M cp0^o0a;a)0a> ' W j W ' O h£;>h£; No.- Yes... Yes... •COCflCOWCO'COC/DWCflOT* ^rHrHrHrHb,ZrHrHrH^lrHZ dodo zzziz; ■ CO • o a> o ®o o' doggo o' W CO W M M a> o a> o o Yes... Yes- No.... oin'mcow'JJMMeoin ©o^OoooOOOo©©© Nonsect... Nonsect... Nonsect.- . R. C . R. C _ Presb . R. C _ M. E _ R. C _ P. E . R. C _ R. C _ Nonsect... Friends... R. C _ R. C _ M. E. S..J P. E _ Nonsect— . M. E . 1 Bapt . 1 Menn _ R. C _ R. C . . Nonsect... Nonsect. .. Nonsect... Nonsect... Nonsect— Christian. R. C . Nonsect... Nonsect... Ch of Chr. Nazarene.. S. D. A... M. E s3of? o fl+25 © ce ° =s‘C£;0 P b o " ' o 2 © « aSrg a CST3-, f, o ° O ° OlH ^ ^ a ® o o -2 o« ^ o « © | 03 0 3 « i'll ^HH cj °-aQ >,0.2 af 3 as ® 'O >,T3 03 S 03 OOO T3 >» gS m ■6 ox; <5 © o ”2 a c: .a "§> E A A '> "Cl ^ O V"- CD ^ ^ h C3 b.9« tL’ld 1 *-< o V _ _ U Pl^r po q 2j!|||1|| ^®«*Jo3“k2*J^ WBo2czjH-3t§SaiCQ I1 ; © “ w g> 0 0 3 o«j2 O C3-K cc © fl A >,>., §.•§.■§ A g 0"3 'o © >,£ >*.ExJ o o^A o Wdnfflu^; bo g Ag£ !©®.S ^ g C3 o^O 3 ® » 5 3© c3 H o 0 ©hj © gO^j A^gq X4 o 03 >> o'? g o © o © ro ©.® ®“£5 ,Q O «3 S-s'SO © j^s-j o >> E M M .2 o o •2 w.s g MS I|*8 OhJOg ■t>w m ja KSP 'I® |6« > E-§.2§? 0 g 03 O33 sa gs ©*£§3 > y IgSg ZPh03> © 0 S © s SCO a 03 ca A 03 03 o s ° ° Seofi ss W£ A o o o o >QQQQ § O 3 © * -> ? £"" £ Es © •r-1 O os "S A c- A 2 A o rH fVI It X • d .2 °.23 3 -lo to!d A ® ° o tea g.2® oS, P*iJ3 u u.2» «tOOOb o X3 PQO 0Q«| ° £ > Q © © h, ^ 1 i vH iiiiiiO)iiii ii I i i O) ii i i i i i i i i i i ii i ii ii i i i i i i i i i i ii i ii ii i i i i i i i i i i ii i ii • i i i i i i i iiii ii i ii Num¬ ber in mili¬ tary driil e> 9 i i i i i i i ii iiii iiii ■^©i ■ i i i t < CO ■ i © © iiii iiii T^Tt» iiii iiii tH rH 1 llllllO)l»»-HrH IIII IIII 1 1 1 l 1 1 1 II IIII IIII l 1 l i i i l il iiii IIII Graduates, 1926 Girls © © CO © © ^ © O) © © © © © HOlOH ^ ^ rH O HHH 0) rH r— , O H H Boys - rH©r^ ©©©©-h © CO t" »C © ttONO OOlfOO ififN »C O 00 It* 05 If O OS ©OS O CO so HH i-H rH IMnm-liH © t-H Secondary instructors Women <30 oot}< noooooooooooo onoh t^rjjooeo Men 00 © O © © TH © © CO CO © © © ©©*><%>* >H ? £ £ Board¬ ing depart¬ ment COCOCO CO CO CO CO ' CO CO ' CO CO CO CO CO ' CO J CO CO CO 03020} Q)C)DC/OQ)©Od)C)© © © O © O ® c) ® ^ ^ ^ Religious influence e* Nonsect... Nonsect... Presb . Nonsect. .. R. C _ R. C _ R. C. . R. C . S. D. A... Presb _ R. C _ R. C . P. E _ Bapt . Presb _ R. C _ L. D. S.__ R. C . . R. C. . R. C _ Nonsect— . Nonsect... < \r-i o o s-|§ sjgw 'So >> 8) H.-g'S |§a alf d m a a S3 g§1 © O - i&issi ■SS^Oo'” ^ fl to Si O o ■§ 02 52 la O 03 i-o a ills* CO C/J 22 ' CJ O CO 25 •C „ ® ^oa^g'g bb® MM , o> fl ' >> c3 ?02 5 3 geo H 03 b£ tx£-9 ■gl| H w 02 02? Sal^lsl^S © ° s s a a 02 is^a OU SOc PRIVATE HIGH SCHOOLS AND ACADEMIES 1165 — i CM lOOOOOOOOOOOOOOOiOOOOO oot^ooooooQooootoGgooc 5 IXICOOOICIOOGOM^CQOICINCCOOOJCCO \ t-T co *-T »-T i-T co i-rnT^-T r-Tcoco ?S8S !iOO( 8S 8S888S COO OOWO^I © • cm i t*< C5 CM ICO ' — 140 — 10 1 CO 000000000000^00000^0^0000 CO^OOOJOJO CM i-i CM CM©CM©©< CM cm cm cm OOCONO^O o *o — ^ © rociON — — — CM OOO^OOOoOOOOOOOOt^OCOOcoOO © 40 cm © 40 ^ © © CO © © — < © CM 40 lO CM © © © lO ^ lOO-ONC^(N»HC5050COr-^C5©0©©©lOrH OO t- CM ■<*«© — 00*0 — ©iCiCCTf 00 © 40© T-tr-ir-l r-t i-H !-« CO CM — r-« H 40 — < 5 © CM 40 © y—t © CO © CO 40 40 © 2§c ©©©©©CO©r^©©©T-H©^©^©i-H©CM©© CM©©^Hi^©c ^ r>» © ^ © ©CMr-(©rH 0 40CMt ^40 00 ©00©40©^40 © © r-< 40 © © © ' CM ^ OC 00 CM • W W J CQ O 0} © o © £><>■<£;>* • i i 1 C/3 C/D 'C/D 1 1 1 C/3 * 1 1 CO C/D C/D 1 C/D C/D ' ooco©©o©cooa>ooc©©®c©©c J C/3 W CQ CO ' CO O © © © o o © ;z;>h>h>h>h£;>h 6 6 6 § 8 8 C/D C/3 C/3 CO C/0 © © © © © mWWMWC/JMWWCOWC/DOTWJJ'WWWC/JM 0©©0©0©0©©0©0©CC Coooo© cq • ' co m > > © o o © © c o >h ^ )z; Jh Jh % £ CO CO C/D 1 ' 1 © © © © o o M. E _ M. E _ R. C _ Nonsect.-. Bapt . P. E _ M. E. S— Nonsect... P. E . Bapt . Bapt. . Presb _ M. E. S„. Bapt _ Nonsect... M. E. S... Menn . P. E _ S. D. A... R. C . Presb _ Nonsect.. . P. E _ Nonsect- .. P. E . Nonsect. .. P. E . Nor.Luth, R. C . R. C . Meth _ R. C _ R. C _ R. C . Bapt . Presb . Luth . . R. C . Nonsect.. . R. C . . if 5 >>©<5 ® Msl& mu m ® o u,,® . £>.§£0 o P o . *- C-cS gs >>(» ’§5 S c <£ 3 -I3SC O o o ^ 3 .§>,88 5 ' ° 2<«E 2 aS £ .02 o3 £«£ bg'S ,5.9 s « 8 g S g a5« ® Saga-fg 5 §5 13* ◄ £8 O .S "c « - ^ C C3 rc -- 02 i£e?£ a &.“'s ” T) 8 o<5 O >> si © ,-ss: SO O O <"o SvSfl! illii ■i^aSg w o-9 ® .2 *§.2 .2 .Si 4aS ®oc5sio .fa 2 >MCQU<02a202fIi^ :5oSbS ’o "*» ioSffift fe.SfSc2'g-Bg ®!a g.SP£ 3«0 e3 < ^ P S gOP* a»02 £3*0 O a) ^ c -p § 2 t? . >.•“ ■g +j a> o v o5 C3 15 5 SSssS pq os EG fl.2 -“Ofi <10ccL,P h >Jf « ® ®a g m ~ = 3 ■? 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Table 12. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils, 1925-26 — Continued 1166 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 13. — Private high schools and academies for Negroes which enrolled 100 or more secondary pupils, 1925-26 PRIVATE HIGH SCHOOLS AND ACADEMIES 1167 Bound vol¬ umes in library ‘O 1, 900 525 300 400 550 2,800 5,886 1,030 2,500 8,416 2,500 7,000 2,336 1,200 1,000 1,200 2,000 1,900 Value of per¬ manent endow¬ ment fund (thou¬ sands of dollars) h* 92 01 89 009 Num¬ ber in mili¬ tary drill W 1 1 1 1 1 1 11 11 1 1 1 1 1 11111 1 1^1 11 »-H 1111 03 • lllll 1 l*-H| 11 © llll^l 1 1 1 1 1 1 11 II lllll lllll 1 II II lllll Graduates, 1926 Girls ** WOJNOO C4 CO O H »COO O ^ GO CO CO O *-H CO 1-H M C4 T* r-KSH ^ *“H r-i t-H HH r-l Boys a °g$~22 S °2 S oo-^t^o Secondary students Girls 0 C^COC^C^CO (NCON OOi iC 000 O ^ O GO CO C4 © CO 0400 ^ 2°hhNh Boys « 0 05 0^^ 05 © 10 1-H © CO 00 ^ a> a> O o a> a> a> © O © © oj © © © >h >h>h>h >h£h £ Board¬ ing depart¬ ment - W W W W K) CO W W W CO • CO CO CO CO CO CO CO © © © © © a? © © © © o © ©©©©©© t*!Z; Jh Religious influence eo Presb _ M. E . P. E _ Cong . Bapt. . M. E _ M. E . M. E _ Bapt _ Bapt _ Cong . A. M. E__ Mis. Bapt. A.M. E__. M. E _ Bapt... . Nonsect... Presb . 03 G o> IIS! ■gzi.S’aS o-c 8 §2 E o < o ® § 8 •g g a S' q! 3 ? ® A go a g 5 ® s §«g A”2: g]2 =3 5 ca’S C3T3.2 o ;£ b£ 03 _ G c3 fg «S§ gTS © S 0.a ccpa > o O :'SQ t> ’3 {3 .73 c3 ■§a G ~ O — co ' o « Table 13. — Private high schools and academies for Negroes which enrolled 100 or more secondary pupils, 1925-26 — Continued 1168 * BIENNIAL SURVEY OF EDUCATION, 1924—1926 CHAPTER XXV PRIVATE COMMERCIAL AND BUSINESS SCHOOLS, 1924-25 This report contains the statistics of 739 private commercial and business schools for 1924-25, and of 20 public commercial and business high schools for the same year. There has been a considerable decrease since 1920, both in the number of private schools reporting and in the enrollment. For that year 903 institutions had an enrollment of 336,032. For 1925 the 739 schools had an enrollment of 188,363. While data for the two periods are not quite comparable, because of incomplete returns each time, the differences are no doubt representative of the whole group. The reduction in number of day pupils is about 40 per cent and in night pupils 51 per cent. In 1920 the enrollment in 258 schools was 100,682, and in 1925 the same schools enrolled 85,289, a decrease of 15 per cent. At least 275 schools reporting in 1920 have gone out of business since that time. About 375 new schools sent in a report in 1925. With the decrease in total enrollments, the enrollments in book¬ keeping, stenographic, combined bookkeeping and stenographic, accounting, wire telegraphic, and salesmanship courses have decreased also, the rates of decrease ranging from 32 per cent to 61 per cent. The 20 public commercial and business high schools enrolled 35,120 pupils. In bookkeeping courses 12,535 were enrolled; 16,004 in stenographic courses; 10,771 in combined courses; 969 in account- v ing courses; 1,670 in secretarial courses; 1,015 in salesmanship courses; 284 in courses of business administration; and 1,726 in courses of instruction in the operation of computing and bookkeeping machines. Other public and private high schools offer commercial subjects, and still others have commercial departments. In 1924 a total of 3,742 public high schools had 430,975 enrolled in com¬ mercial courses, and 740 private high schools enrolled 11,941 in commercial courses. In 1916 the enrollment in commercial courses in 2,844 public high schools was 243,185, and in 1918 it was 278,275 in 2,953 such schools. The reduction in the number enrolled in private commercial and business schools can be accounted for partly by this increase in enrollment in commercial courses in high schools. An attempt was made to find out what the private commercial and business schools were doing toward the training of teachers for commercial subjects. Of the schools reporting, 85 were offering 1169 1170 BIENNIAL SURVEY OF EDUCATION, 1924-1926 teacher- training courses and 346 men and 1,488 women were enrolled. Entrance requirements for teacher-training courses and length of course were reported for 81 schools. Of these schools, 5 have no entrance requirements, 6 require a common-school education, 69 require high-school graduation, and 1 offers courses only to college graduates. The average length of course is about 12 months. Of the 69 schools requiring high-school graduation for entrance, 27 have a course of less than 9 months, 23 have from 9 to 16 months, 17 have 17 to 24 months, and 2 have 4-year courses. Machine-operating courses were pursued by 9,163 students in private commercial and business schools. These machines include those for computing, tabulating, posting, bookkeeping, duplicating, dictaphone work, addressing work, and for shorthand. A distribution of students by courses, and classified by sex and State, is given in Tables 6 and 7, and enrollments by subject in Table 8. Table 9 gives certain details concerning the schools that reported in 1925. Table 2 gives the entrance requirements for eight of the principal courses offered by private commercial and business schools. In each course there is a large number of schools with no specified educa¬ tional requirements for entrance. The typical school requires its students to have completed the work of the elementary school course, and a number of schools require high-school graduation for entrance to each course. In Table 3 is a distribution of schools according to the amount of time required to complete the bookkeeping, stenographic, and combined courses. The average time in the day courses required to complete a bookkeeping course is 8 months, about 8 months for the stenographic course, and 12 months for both courses combined. In the night courses it takes 14 months to complete the separate courses and 22 months to complete the combined courses. The data in Table 2 indicate that 109 schools have no entrance requirements for the stenographic course, while 394 require graduation from the common schools, 8 require one year of high school, 9 require two years, and 58 require graduation from high school. One school requires one year of college for entrance to the course in salesman¬ ship, while 69 schools permit students who have graduated from an elementary school to enroll for the course. Other phases of the table reveal a wide variation in practices regarding entrance requirements. Table 3 reveals fully as wide a range of practices regarding the number of months required for graduation from the day and from the night courses. Two schools require only 2 months for graduation from the bookkeeping course, while two other schools require 30 months; one requires 2 months for graduation from the stenographic course, while another requires 30 months. One school requires only PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1171 3 months to graduate from the combined stenographic and book¬ keeping course, while two schools require 30 months, or a period of time 10 times the length of the former. The following tabulation is made so that the 446 schools shown in Table 2 as having no educational requirements may be compared with a like number requiring high-school graduation for entrance in the matter of length of course after entrance. Number of months in the course Course Under 9 months 9 to 16 months 17 to 24 months 25 to 32 months High school None High school None High school None High school Bookkeeping - - - . . 22 71 10 35 1 1 1 Stenographic . . . . . . 43 80 12 28 2 1 1 Combined . . . .. - 13 17 30 62 2 5 1 Accountancy.. - - - - . 32 12 41 11 25 0 2 Secretarial . . . . 48 17 61 27 4 1 0 Salesmanship _ .. - 21 27 7 5 2 0 1 Business administration . . . . . 25 7 20 5 9 0 0 Machine operation - - - - 8 25 1 8 0 0 0 Total . - . 212 256 182 181 45 8 6 One school with no entrance requirements has a combined course of from 25 to 32 weeks, and one requiring high-school graduation for entrance has a secretarial course of more than 33 weeks in length. The average length of course for those requiring high-school gradua¬ tion for entrance is a little over 10 months, while for those having no entrance requirements it is a little less than 9 months. Table 1. — Summary of statistics of all private commercial and business schools reporting, 1900 to 1925 Items 1900 1905 1910 1915 1920 1925 Schools reporting _ 373 525 541 843 902 739 Instructors: Men _ 1,413 699 2,016 1,260 1, 736 1,200 2,396 1, 913 2,976 3, 189 1, 910 2, 195 Women . . . . Total . . . . . 2,112 3, 276 2,936 4, 309 6,165 4, 105 Students, day and night schools: Men _ 58, 396 33, 153 84, 621 61, 465 72,887 61, 891 94, 870 88, 416 139, 551 196, 481 68, 247 120, 116 Women . . . Total . . . . 91,549 146, 086 134, 778 183,286 336,032 188, 363 Students in day schools _ 70, 978 16, 094 113, 255 34,205 100, 746 34, 032 130, 431 52, 855 214, 606 121, 426 129, 283 59, 080 Students in night schools _ __ . . _ _ Average attendance, day schools _ _ _ 46, 534 15, 676 44, 290 14, 593 60, 894 22, 670 103, 388 61, 274 62, 146 27, 032 Average attendance, night schools . Total average daily attendance . . . 62, 210 58,883 83, 564 164, 662 89, 178 Enrollment in schools reporting average attendance Per cent of students attending daily. 316, 647 52 106, 852 126, 055 53, 430 2,804 2,384 11,889 23, 073 15, 167 173, 471 51 41, 717 71, 173 31, 669 1,403 779 6,661 23, 832 10, 233 Enrollment by courses: Bookkeeping course . . . . 50, 382 34, 505 72,804 65, 370 47,703 44,868 17,720 2,094 60, 801 72, 362 38, 291 3, 059 Stenographic course. . . . . . . Combined course Telegraphic (wire) course _ _ 1,319 3, 923 Telegraphic (wireless) course. ... _ _ Accountancy Secretarial - . _ _ _ _ - _ Salesmanship . | 1172 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Table 2. — Entrance requirements of private commercial and business schools, according to course of study Course No en¬ trance require¬ ment Com¬ pletion of sixth grade Com¬ mon- school grad¬ uate One year of high school Two years of high school High- school grad¬ uate One year of college 1 2 3 4 5 6 7 8 Bookkeeping _ 107 1 385 6 9 34 Stenographic _ 109 1 394 8 9 58 Combined _ 85 306 5 5 46 Accountancy _ 23 71 2 100 Secretarial 45 1 148 1 6 114 Salesmanship. _ 32 69 1 3 31 1 Business administration _ 12 29 1 54 Machine operating _ ... 33 75 3 9 Total - - - 446 3 1,477 21 38 446 1 Table 3.- -Distribution of private commercial schools according to number of months required for graduation, 1924-25 Schools offering day courses Months required for graduation Book¬ keeping Steno¬ graphic Com¬ bined Book¬ keeping Steno¬ graphic Com¬ bined 1 2 3 4 5 6 7 2 1 1 10 15 1 24 15 1 5 3 25 22 6 2 6 119 134 12 13 9 3 52 61 6 7 6 1 99 116 21 19 20 1 76 64 32 13 12 4 1 64 40 58 25 31 4 2 4 1 2 2 27 11 132 93 90 19 1 1 5 2 23 15 13 7 4 4 38 21 24 11 9 17 15 5 1 2 1 8 6 26 41 38 22 i_ 5 5 10 21 16 18 1 1 1 1 5 25 20 58 2 1 4 2 3 1 1 4 i 2 1 2 1 17 1 1 1 9 i 4 4 Total _ 523 497 393 327 310 202 Schools offering night courses PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1173 Table 4. — Instructors , students , and attendance in all private commercial and business schools reporting in 1924-25 Instructors Students enrolled Enroll¬ ment State Schools report¬ ing ^Men Women Total Men Women Total Aver¬ age daily attend¬ ance in schools report¬ ing aver¬ age daily attend¬ ance 1 2 3 4 5 6 7 8 9 10 Continental United States. 739 1,910 2, 195 4,105 68, 247 120, 116 188, 363 89, 178 173, 471 Alabama . . . _ 8 15 16 31 477 1, 122 1,599 596 1,599 Arizona _ 4 3 9 12 131 457 588 203 531 Arkansas _ _ _ 7 9 9 18 311 656 967 458 967 California . . 45 102 135 237 3, 720 7,574 11, 294 4,490 10, 885 Colorado... . . . . 13 62 53 115 1,958 2, 903 4,861 1,599 4, 002 Connecticut . . . . 20 69 68 137 1, 590 2,878 4, 468 2,558 3,987 Delaware _ _ _ 2 7 3 10 45 81 126 57 126 District of Columbia _ 4 51 30 81 1, 852 1, 127 2,979 1, 751 2, 984 Florida... ... . . . 8 11 16 27 929 1, 423 2,352 678 2, 352 Georgia _ _ 8 20 21 41 987 1, 268 2,255 1,064 2, 255 Idaho. . . . . . 3 3 5 8 95 191 286 193 286 Illinois.. . . . 57 158 177 335 7, 555 10, 739 18, 294 6, 773 13, 841 Indiana . . 31 60 68 128 2,645 4, 458 7, 103 3, 028 6,836 Iowa .. . _ _ _ 22 47 67 114 1, 978 1, 780 3, 133 5, 111 2, 465 4,877 Kansas... . . 18 33 53 86 2,848 4,628 1,469 3,452 Kentucky _ _ . 13 29 44 73 1,187 2, 018 3, 205 1, 743 3, 205 Louisiana. _ .. 9 23 33 56 1, 770 1,484 3, 254 1, 460 3, 200 Maine _ _ 8 7 24 31 170 537 707 378 614 Maryland _ _ _ 5 58 12 70 843 454 1,297 447 703 Massachusetts . . . 29 100 116 216 2,406 4,585 6,991 4, 361 6,991 Michigan _ _ _ 16 33 24 57 1, 106 1,935 3, 041 1,492 3, 041 Minnesota _ 17 44 53 97 1,950 2,883 4,833 2, 673 4, 732 Mississippi _ _ _ 6 7 9 16 135 277 412 182 412 Missouri _ _ 16 70 61 131 3, 120 4, 456 7, 576 3, 580 7, 361 Montana . . 6 16 13 29 852 1, 329 2, 181 782 2, 181 Nebraska _ _ _ _ 9 21 27 48 570 1, 047 1,617 999 1, 617 New Hampshire _ _ _ . 2 4 8 12 113 132 245 185 245 New Jersey _ _ _ 23 54 65 119 1, 654 4, 046 5, 700 2, 888 5,462 New Mexico _ _ 2 4 5 9 123 355 478 115 297 New York . . . . 83 191 311 502 5, 218 15, 522 20, 740 11,064 19, 337 North Carolina . . 5 5 8 13 157 403 560 296 560 North Dakota _ _ _ 4 4 4 8 74 160 234 66 153 Ohio... . . . . 44 136 124 260 4, 125 8,343 12, 468 6, 212 11, 140 Oklahoma _ _ _ 16 33 36 69 1, 761 3,225 4, 986 2,086 4, 986 Oregon . . . . 6 13 23 36 695 1,902 2, 597 1,095 2, 597 Pennsylvania . . . 53 162 183 345 5,030 9,062 14, 092 8, 909 13, 962 Rhode Island _ _ _ . 7 15 23 38 244 557 801 455 623 South Carolina _ _ 6 2 10 12 137 331 468 256 468 South Dakota _ _ _ 4 7 12 19 426 560 986 438 986 Tennessee . . 15 22 28 50 622 1,622 2,244 1,229 2,244 Texas. . . . . 30 59 77 136 3,157 4,348 7, 505 2,961 6, 780 384 Utah . . . . 3 10 13 23 395 1,004 1,399 143 Virginia _ _ 8 16 16 32 548 916 1,464 723 1,354 Washington . 15 58 40 98 1,960 2, 730 1, 313 4, 690 1, 553 4, 633 West Virginia _ _ _ 12 22 26 48 691 2,004 1, 177 1,761 Wisconsin . . 16 34 36 70 932 1,689 2,621 1, 813 2, 406 Wyoming.. . . 1 1 1 2 23 33 56 35 56 Outlying possessions Hawaii... . . . . 3 13 5 18 205 117 322 195 322 Philippine Islands . 5 19 6 25 1,281 322 1,603 1,334 1,593 Porto Rico. _ _ 7 10 11 21 254 297 551 381 402 1174 BIENNIAL SURVEY OF EDUCATION, 1924-1026 Table 5. — Students in day and night courses and average daily attendance in all private commercial and business schools reporting in 192^—25 Day courses Night courses Average daily attendance State bD .9 Students bD .3 Students bD £ bX) a & o o ft £ w 3 o ■a cn Men Women 3 o Eh o ft © w o o J3 o CD Men Women Total o ft S-i OT o o ,3 o CD In day schoo S-J o ft a> w 'o O o CD o & o I 1=1 • 2 3 4 5 6 7 8 9 10 11 13 13 Continental United States _ 721 41, 870 87, 413 129, 283 589 26, 377 32, 703 59, 080 663 62, 146 538 27, 032 Alabama . - 8 337 936 1, 273 7 140 186 326 8 491 7 105 Arizona . . . . 4 106 411 517 3 25 46 71 3 176 2 27 Arkansas. . . 7 264 602 866 3 47 54 101 7 405 3 53 California . . . . 44 2, 172 5,877 8,049 38 1, 548 1,697 3, 245 42 3, 354 36 1, 136 Colorado... . . 13 936 2,182 3, 118 13 1,022 721 1, 743 11 1,115 11 484 Connecticut... . . . 19 493 1, 424 1,917 19 1, 097 1, 454 2, 551 19 1,292 18 1, 266 Delaware . . 2 15 43 58 2 30 38 68 2 27 2 30 District of Columbia . 4 339 609 948 3 1,513 518 2,031 4 433 3 1,318 Florida . 8 545 1,088 1,633 8 384 335 719 8 524 8 154 Georgia . . 8 841 1,088 1, 929 6 146 180 326 8 897 6 167 Idaho . . . _. 3 74 152 226 3 21 39 60 3 148 3 45 Illinois . . . 55 4, 262 6, 862 11, 124 50 3,293 3,877 7, 170 37 4, 332 34 2,441 Indiana . . . 31 1, 961 3,528 5,489 27 684 930 1, 614 30 2, 385 24 643 Iowa . . . . 22 1, 683 2,660 4, 343 14 295 473 768 20 2,175 12 290 Kansas.. . . 18 1,577 2,535 4,112 10 203 313 516 17 1, 301 9 168 Kentucky . . 11 1,020 1,697 2,717 10 167 321 488 11 1, 479 10 264 Louisiana . . . 9 806 1, 175 1, 981 8 964 309 1,273 8 905 7 555 Maine _ _ _ 8 154 505 659 3 16 32 48 7 356 3 22 Maryland... _ _ _ 5 191 260 451 5 652 194 846 4 227 4 220 M assachusetts _ _ 29 1,263 2,841 4, 104 25 1, 143 1, 744 2,887 29 2,565 25 1, 796 Michigan... . . . 16 515 1, 403 1,918 12 591 532 1, 123 16 1,081 12 ’ 411 Minnesota _ 17 1,484 2,204 3,688 12 466 679 1, 145 16 2,048 11 625 Mississippi . . 5 92 237 329 5 43 40 83 5 129 5 53 Missouri . . . . . . 15 2,409 3, 744 6, 153 11 711 712 1, 423 14 2,690 10 890 Montana _ _ _ _ 6 470 1, 050 1, 520 6 382 279 661 6 529 6 253 Nebraska . 9 487 902 1, 389 6 83 145 228 9 871 6 128 New Hampshire . . 2 56 74 130 2 57 58 115 2 108 2 77 New Jersey _ 21 600 2,237 2,837 23 1, 054 1, 809 2, 863 20 1,487 20 1, 401 New Mexico . 2 80 254 334 2 43 101 144 1 75 1 40 New York . . 80 2, 904 10, 824 13, 728 66 2,314 4,698 7,012 73 7, 426 63 3,638 North Carolina . . . 5 128 360 48.8 4 29 43 72 5 268 4 28 North Dakota . . . . 4 72 137 209 1 2 23 25 3 56 1 10 Ohio.. . . . . . . 43 2,151 5,697 7, 848 39 1, 974 2,646 4,620 39 4,232 36 1, 980 Oklahoma _ _ _ 16 1,539 2, 823 4, 362 i 10 222 402 624 16 1, 831 10 255 Oregon _ _ _ 6 420 1, 367 1,787 6 275 535 810 6 718 6 377 Pennsylvania . . 51 2,657 5,536 8,193 i 46 2,373 3, 526 5,899 50 5,313 45 3,596 Rhode Island... _ _ 7 75 306 381 5 169 251 420 5 223 4 232 South Carolina _ _ 6 90 238 328 i 4 47 93 140 6 172 4 84 South Dakota _ 4 417 542 959 ' 2 9 18 27 4 422 2 16 Tennessee... _ _ 14 507 1, 373 1, 880 i 10 115 249 364 14 1,032 10 197 Texas. _ _ _ 30 2,633 3, 628 6,261 19 524 720 1, 244 26 2,497 16 464 Utah... _ _ _ _ 3 197 660 857 3 198 344 542 2 92 2 51 Virginia . . 8 467 806 1,273 i 4 81 110 191 6 611 4 112 Washington . . . . 14 1,099 2, 150 3, 249 i 13 861 580 1, 441 14 1, 137 12 416 West Virginia _ _ 12 467 916 1, 383 ; 10 224 397 621 11 938 8 239 Wisconsin _ _ _ 16 805 . 1,452 2,257 ' 10 127 237 364 15 1, 553 10 260 Wyoming . . . . 1 1C l 18 28 ; l 13 15 28 1 20 1 15 Outlying possessions Hawaii . . . . 2 26 i 113 139 i 2 179 4 183 2 133 2 62 Philippine Islands _ 5 917 ’ 248 1, 165 i 3 364 74 438 4 939 3 395 Porto Rico _ 7 173 1 237 41C i 7 81 60 141 5 264 5 117 Table 6. — Day school enrollment, by course of study, in all private commercial and business schools reporting in 1924-25 PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1175 Machine-oper¬ ating course Women © 5, 728 © © © cm n- © CM rH H © ^ © ©CM © CM © © CO rH CO © N* © H rn 00 © ^ CO CO H CO CO © © rH CO N- © CO 00 © © © © © © S Men © 3,435 ONOOH CO ® NOW CO T-H ^ 0 320 2 54 13 330 20 20 1 16 © HNHON © © o § Salesmanship course Women 2 4,247 © CO 44 194 150 ig£ 1 t o § 2§ So 0 60 7 5 558 33 60 1 1 1 © Men eo 4,496 195 ! . ®ooo j ' © © ' © © 8 CM rH CO N- © © N» © © © CO CM © ^ rH © i 1 i I Secretarial course Women N 16, 130 64 11 141 708 713 221 15 100 400 140 50 1,400 656 145 381 242 30 62 45 1,115 322 220 54 345 133 330 688 29 3,153 Men - 3, 438 COOCOOO OOOIOOH ©OOrH©cO HIOINO^ MCDOrf CO CM CM (NO^ rH JO N- ^ JO rH cq © i-h CMOO CO rH CM CM N* © ^ tH. © © rH © Accountancy course Women ® 1,064 00*0*00 rr! co cs 0 400 15 4 23 9 20 0 9 CO © 00 © © 1 00 ' © co © «• © I> © Men os 2,503 lOHWtOCO © rH rH © CM ^ © CM N- CO © CM rH © © r-CO©© © i i rH © © CMH iTP i CO rH © ^ © 1 © • rH 1 1 1 1 1 1 1 1 © © CO rH CO CO Combined course Women ao 19,219 94 42 84 975 537 654 1 137 209 254 30 1, 046 659 656 709 809 198 119 0 407 124 288 111 451 258 136 29 312 | 00 • co' Men r- 8, 626 xowno co rH co o o ^»on«on oo © © eo in- ON«0 0>0 co © t>- rHrHCOrHQO CM rH © © O CM CM © ^ ^ rH O O O H CC O CM CM N- CM rH rH rH CM C ^ O W CO rH rH rH Tf< rH rH rH jo * CO Stenographic course Women © 39, 558 506 354 299 2, 168 1,545 589 18 396 406 537 80 2, 839 1,677 1,208 984 622 859 273 201 830 638 683 138 906 699 414 33 1,286 191 4,157 Men © 00 ©©CO©rH © ^ © CO CO ©© CO © t* ©rHOCOCO ©OOCMrHN- ©©©©© oo © © co i^ooco © co r- t^cmhc5o © © cm © oo © co©© CM CO rH © rH CO rH rH rH rH rH CM rH rH © Bookkeeping course Women 12,919 *000000 ©r^c^T^io Tt N 650 © ^ © Th CM ©CM^OON- CO©N^00jO © CM © CM © 00 CM © CM © State - Continental United States . Alabama _ ; . . A ri7Ano Arkansas . . . . - . California . . . . . . Colorado . . . . - . Connecticut . . - . . Tlnloworo District of Columbia . - Florida . . . . . . Georgia . . . . . . Illinois . . . . . - . . Indiana . . . . - Iowa . . . . . . . Kansas _ _ _ _ _ _ - . Kentucky... . . . . T.nnioianc* 3 3 h 11 X c S’? 1 c ;< Massachusetts . . . . Michigan . . . . Minnesota . . . . . . Mississippi . . . . . Missouri . . . . . . Montana . . . Nebraska - - - - - . incw nampsmre . . .. New Jersey . . . JNew Mexico . . . . New York . . . . . 1 Table 6. — Day school enrollment, by course of study, in all private commercial and business schools reporting in 192^-25 — Continued 1176 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Machine-oper¬ ating course Women CD (N^NHO COrHCMCMOO 400CM40 'CO rH OOCDIO CO *0 NCOrHCO 'CO CM rH rH CM CO ' 1 Men 40 40C005CO£- 05CMCOCDI> 40CO^CM '!> cm4oi>cm cm i-h os 40 1 Salesmanship course Women 3 • Tfl CO rH to ' HOOH ' CO 50 rH 1 i i i l 1 1 rH O O 40 40 40 ' ' ' H 05 40 N ' * J rH CM i i i i i i i i i CO Men eo iss&g'* % • rH t'- rH 1 i i i • ' ' O rH 40 05 05 CO III 40 40 CM O N i i i 40 Secretarial course Women 2 NOOHCOOS 05 00 05 GO CM rH CO 00 CM 40 rH f-iOSr-i OOINIOO 00 rH oo 00 CO rH 05 CO 00 rH rH CO H CM H CM rH CM Men 40 O CM 40 00 TH CM Tt^ rH 05 lO o CO 00 CM O CO lO Tji CO rH T* 05 TT 05 CO 00 05 Tt< Accountancy j course Women O 0 4 72 14 19 31 O CMCO 40 ' CO rH rH Men as iO CM CM l> 05 00 CO CO rH CO CM COO O rH CO 00 i ' 05 CO 40 | CM H rf Combined course Women QO 64 21 1, 830 1,091 116 1, 079 4 23 47 340 886 105 55 274 188 586 40 T}< Tt* OHrt* rH Men 00 HtH CM lO 05 05 CM 05 CO O lONNO^O lO H CO H CO 05 rH Tf H CO 40 CO 40 CO CO rH I> rH CM 26 64 54 Stenographic course Women CD TfO5l^TtHC0 HOCMNCM NO»OOOCMH CO rH CM ^ CO ^Ot^OH C005U0C00GO CM H CM CO Nhh^OS cO^tOHiOCO CM" rH cm" rH rH CM COCO rH h* 00 Men 40 00 CM CO 05 HHO^iO CO ^ CO 40 40 CM 05 40 NHTfHO CM CO 05 o Tf 05 CO CO 40 40 rH CM rH CO CO CO CM ^ © Hf rH Bookkeeping course Women ■h# CO 00 ^ T- CO CM CO rH CM HT^CO^HCO rH 00 CM rHCOt^COCO 40 ^ 05 O N N CO rH 05 rH CM ^ 00 CO rH CM rH CM Hf CM Ht< Men es »OO^CQH O CO CM 40 O 40OO»ON00 CO 40 05 CM 05 05 CO Tf CO ^ i>- 05 O 40 CM COI>rH 00 CO CM CO CO ^ CM CO 26 184 66 Schools report¬ ing N 40 nt* O CO CO O 40 CO ^ CM N CO X H ^ NM® State - North Carolina . . . . . . . North Dakota _ _ Ohio- . . . . . . . Oklahoma _ _ _ _ _ Oregon . . . .. _ _ _ Pennsylvania _ _ Rhode Island South Carolina. _ _ _ South Dakota . . . . . . Tennessee _ _ _ _ Texas _ _ _ _ ... _ Utah _ _ Virginia _ _ _ . . _ Washington . . . . . West Virginia . . . . Wisconsin _ _ _ _ _ Outlying possessions Hawaii _ _ _ re 13 P c c IP ■S P-I Porto Rieo Table 7. — Night school enrollment , by course of study , in all private commercial and business schools reporting in 192^-25 PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1177 Machine-oper¬ ating course Women 1,358 05 C3 CO to r-H eo lC^ hH • CO 1 S3 to CO 03 g> oooor^to t>- CO ® 03 — < r» Men tO 802 H(NOOH 05 r-H CO (M r-H CO • to O 1 to 03 to 8 03 tO tO tO 05 00 CO tO rH Salesmanship course Women 3 431 -r o© o 21 200 L: o o O Tt« 1 OO r-H l o CO to O 1 1 o o Men eo 1, 159 CO (M CO t'- 05 CS r-H r^O °0 ^5 r-H t^-co 01 85 03 to O i to CO CO 03 CO H trHTfCO 00 r>- 05 Secretarial course Women N 3, 107 OiCOi-H COTfHOO HOW ^ OOOh O3coc^ *-h C4 to 20 33 00 CO 00 t"» CO 03 1-H CM 03 r-H 05 r- 00 CO 00 Men - 1,157 0 0 05 tOOtOOrH 05 to HN ^ to CO § CO O ^ 005 T»<0 >o 1 o O ^ T*< Men 05 2, 613 00WH tO^HCOO C3 H to N 8 38^ CO 00 154 8 43 243 Combined dSurse Women GO 2, 398 to co oo to r-H O0 CO 05tOn*< I^05^^r-^ H CO r-H H05COH^ GO r-H — < N00O 'OO i-H 00 00 5 ^ Si Jo CO Men 1,426 ococo®co ®n«oo>o eooeo-Hoo oomioh eat-ioqs© to n -h Pi Sis g » a " o'SPh '8 ££000 PMrtmmh PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1179 Table 8. — Total number of students pursuing certain subjects in private commercial and business schools in 1924-25 State Schools report¬ ing Adver¬ tising Bank¬ ing Busi¬ ness admin¬ istra¬ tion Com¬ mer¬ cial arith¬ metic Com¬ mer¬ cial geogra¬ phy Com¬ mer¬ cial law Eng¬ lish Ma¬ chine operat¬ ing Office prac¬ tice 1 2 3 4 5 6 7 8 9 10 11 Continental United States. 453 5, 368 14, 220 9,034 40, 155 4,415 36,208 70, 022 15, 270 39, 897 6 195 185 455 6 285 746 160 474 4 35 9 247 118 69 469 248 124 3 14 40 100 103 103 40 85 California _ _ 22 200 375 338 1,168 111 980 2,538 191 1,051 9 204 228 1,869 1,430 2,413 2, 454 189 2, 448 Connecticut . . . 12 35 269 100 1, 122 35 466 1,847 375 1, 346 1 8 24 6 4 4 5 127 35 335 1,022 450 6 390 _ 1 667 585 1,069 4 232 6 3 470 859 728 1, 944 217 1,073 2 5 7 71 33 40 39 9 81 Illinois _ _ 27 74 409 521 1,942 3 1,558 3, 890 468 1,434 Indiana-... . . 18 385 180 66 2,222 161 1,880 4, 100 238 2, 372 14 33 210 383 1,653 1,363 2,496 838 1, 125 8 122 625 68 940 854 1,525 155 1, 166 Kentucky _ _ _ 12 6 732 142 1,435 119 1,314 2,474 391 1,779 Louisiana _ 3 825 876 878 1, 344 1, 159 908 Maine _ _ _ _ 6 18 78 18 239 30 154 367 82 220 Maryland 4 28 107 113 95 371 204 269 Massachusetts. _ 21 468 472 327 2,711 1,397 2,300 2,452 951 1, 353 Michigan. _ _ 15 73 112 239 698 17 381 1,828 87 537 Minnesota 11 154 131 55 500 285 612 383 333 Mississippi _ 4 45 65 61 68 95 95 95 Missouri _ 14 2,180 3, 027 165 3, 020 2,916 5,001 884 1,877 Montana _ 3 52 311 161 515 569 180 Nebraska _ _ _ 7 3 220 22 560 87 723 1,080 204 408 New Jersey. _ _ _ 6 10 16 247 221 409 14 175 New Mexico _ 1 1 7 90 145 3 New York _ 50 544 1,078 571 4,408 474 4, 255 7,833 2,052 5, 676 North Carolina . . 5 16 15 183 169 526 17 60 North Dakota _ _ 3 10 g 92 56 162 62 47 Ohio . . 29 101 856 1,267 2,776 101 2,785 4,410 1,078 2,557 Oklahoma . . . 8 97 272 94 444 16 462 802 141 600 Oregon _ 4 60 44 35 141 91 257 91 212 Pennsylvania . . . . 36 183 1,816 1, 523 3,901 1, 591 3, 689 6,684 1, 129 4, 237 Rhode Island _ 4 90 71 120 269 115 South Carolina _ 4 2 102 99 112 103 South Dakota. . . . . 1 3 48 56 62 42 36 Tennessee _ . 9 37 122 89 463 319 1, 167 279 968 Texas . . . 19 150 342 389 2,011 82 1,477 2, 869 632 1, 521 Utah... _ _ _ _ 2 138 63 657 966 270 Virginia _ 4 58 96 296 139 308 46 103 Washington _ 10 11 286 232 381 446 1, 394 454 869 West Virginia _ 9 52 120 688 32 495 1,077 508 Wisconsin _ 7 13 25 261 242 474 117 416 Outlying possessions Hawaii _ _ _ _ 2 2 H 30 163 6 Philippine Islands. . 3 40 15 92 Porto Rico.. . . ... 1 3 21 Table 9. — Statistics of private commercial and business schools which enrolled 100 or more students, 1924-25 1180 BIENNIAL SURVEY OF EDUCATION, 1924-1926 i j P l q % 3x3 5 1 Night school 3 o(oxio t-oo toeocoo oo*oto©«o®(o coto»o Average daily attendance Night school 00 40 tH© ONOOOlONN © © C} Total ^oor-oo »00 lOHO^ Q» CO OCOON CO CO ^ ^ Men cc, "c CJO r> (U O Xf. -J 4 co •- co a « - 2 P= B A 2 1 i 1 (S & -3 Ft Whyte Commercial School _ _ _ _ ... .. . .. James Business College . . .. _ _ _ Rilnam R nr ins's Commercial Colleen Armstrong School of Business Administration _ Standard Secretarial School. . .. . . _ Central California Commercial College - ... MacKay Business College. . . . . . . . California College of Commerce. - - - California Commercial College _ Central Business College _ _ _ _ _ _ _ Commercial Experts’ Training Institute - - Efficiency Business College _ _ Holman Business College - - - - Location - 1 ALABAMA Anniston _ _ .. Birmingham . . . Bn Gadsden _ _ _ Mobile . . . . ARIZONA Phoenix _ _ Do . . . ARKANSAS Little Rock... . . Pine Bluff _ Riloam Rnrines CALIFORNIA Berkeley- . . . Do _ _ _ Fresno. . . . . Do _ _ _ Long Beach... _ _ _ Los Angeles (2711 W. 6th St.) Los Angeles (1735j^ W. 16th St.). Los Angeles (909 S. Hill St.) . Los Angeles (747 S. Hill St.)_ Los Angeles (829^ S. Hill St.) PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1181 c* c* j i ! CO 1 jeoeoeo ! CO WNN cieoco j ) CS C5 W C) (M O N IM Cl a ^ cd CD 5 50 50 50 CD coco | cooed® '^5c»a o < 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 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 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 i i i i i i i i i i i i i i i i i i i i 178o3° — i.8- 75 Table 9. — Statistics of private commercial and business schools which enrolled 100 or more students, 1924—25 — Continued 1182 BIENNIAL SURVEY OF EDUCATION, 1924-1926 a to >» S-S H O ::* £ 2! ■ (M 0 3? 40 *0 CO rf» *0 co t'* co co co x : 40 i CO CO !| 8 s iohhhtji P 40 40 i o T* 4Q CO 1 1-H 1 !o l CO Cl 40 ** SUg 03 ►*» C3 " T3 © 'Z) © &S O 1*0 *0 (N(N >» a ,§'o ^ Jo 1 <5co pq “ ;d © S?o3m3' 33^0 ^llsi §-§.a §s © O as P‘w *C 02 3 d JJ §g«sw § ®^o os g 3 o ^9 WasW WE-1 a S3 O © © bfl I Jc| Ipli 6g !rt'j§ EgW.SdW S-alJ-a 'S-sW’S.-s fill! ©^-3'® S OT 173 Ph 03 M or S3 o d &,a d M-Qjg bo cS £3 ^ JlJ >> 03 O 3 c3 WQOcgQ .M fl S3 S3 S3 o o o o ti"S) • m • "6 • fl S30d'^S3y-3 33^3^3^ * * 3r§ §® a §owSe ^ o d g a fll < SZOQ g 3 © 1° S3 3 ©W s £ Wo* PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1183 xx xx CQ CQ • CQ NN CQ X XX X XX eo ta X 10 CO X •O X CO to CO X XX X *ooooo*o*o*ococooor-co X X ©OMOMO^OON® x^ 00 05 O 05 O CO 00 ^ 05 CO H 0 05 05 O 05 00 CO r- 05 CO 00 05 CO co 0 O b- 1— ICQ CO rH CQ to C4 350 394 509 150 300 - CQ SSS| *a > CO 1 680 227 334 115 743 89 556 CO Q CQ iO O CQ CO OQ OMHH OOHi005Tti^OOOOOCON ©05©CQrH©CQ© ©CQ©^jO^CQ© 180 111 Tt< Tt< ■> 1- I O S_ pq ,‘«m o o S g 23 OO Su s _©^< 35 =3 s s e a o O 3 •-'pq ■© 10 o 03 i ® ^ 133 02 2 ®£a rt «3 © 2mo i£,'i 00’S 1 ifs p s ! 08 . . irtw CQ 3^2 5)S w p O OXO o bfi bi) * b£ b£ 02 00 0-3 © O > ° © CO § CO 43 £ _, C/3 1— -• 22 c3 3 s-ss ®coS 0.0 P 1 ® gigg>gg>i'>i's>g>ggg>g>£> sz .9 1 g-g a-gs 8-H52 5i 53aa-2c3«1o303.3lS1S^H:S®PP2a 0) co SI Ms II 1 Includes 13 branch schools. Table 9. — Statistics of private commercial and business schools which enrolled 100 or more students , 1924-25 — Continued 1184 e s DT3 §1 £ & >>® a 2 P'S MMNMWNMNMN JESSES ®0“5®010W10©(0« oio«5coT3 § << if &J P'S *OOCOOOOOOOt^*Ot^r^t'- S *o i 8iOCOiOiOiCO lOOOO t^a5»o(Mt^io icocor CO (N HW > iO CO GO ''f »C A ^3 bf o I o iS :« !t3 1 C3 ! bB ; a !S s iS i o {◄ ■cte o wh i ■ o •— i c p- OG C> r->, O hJD^ ^ IsHIk§°|2S D i°3r<3 8 a $0.2 a m gfl® I'bdo1 o 8s220 SS-gSi I|S§!!eM 1-spsl.sflls § SsilllilSIii fl 3 9 ® 2ffl 3,5 3 9 fe s flWn'-pOu2n W.S02 fi dCQ.y y M r-t o toU^v^ d ^ H . iiiiiiiui .? o 2-2” co ® § 3 £? k 3 d d “aid ^ g^oo fc! g §jS © tS,3,J§§!sS£lsiSP > ►2 fl o O ^ O B .-£ fl.2^3 2W W » go* ° 2 2^ l-a ©Q g M ^PbPh k- g te^i +e hw w o a ctSkS^ ®-2 § S o3 “3 M Ha a as ® O cS ffl Cl . . cl , .§ iiS* >> Og£o S^.S o b o' d § 2 pi §S~ o o |! sofi|«|!||!|«0 poop p PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1185 CM CM 4 2 2 2^ 2 : sx CO • CM CM CO CO CM CM CO CM CM 1 CO CM CM CM CM CM CM Wto' Bryant and Table 9. — Statistics of private commercial and business schools which enrolled 100 or more students, 192^-25 — Continued 1186 BIENNIAL SURVEY OF EDUCATION, 1924-1926 o W cS g n-9 - CO ' »OOOiO‘OOiO )iOOOOOiOO»0(NOQOOQ(NO CO CUNHCOOiCOC 00 CONCDINOIOOOOO^OCOHOOOC O GCOO(NOCCC0^05NQOCO^^C ) 05 CO i—i 05 )05conohoooti< ICO |g C00 05CD^050 IOHCONCOOIO»OCOH CSt^jOiOtMCOCOkOCO^ >> si «8 >2 2 to ,-h IC0005 05WN1 SSSg :g23SS3S§8^g3 10 0*0 0 ' ' 00 1 H CO INHHONOOOiOOOOONh^ O CO O »z3 S o 1° 'oQ.S ^"O ^ o ®o’§ ■Srs ^o.^b o g s a So o illj-sasa-S® ,5'“ '■0 [ >? , i-5'43 ® SoS^l • !*«■* s'Sg “s'® ® > dt> il3in° 1^1 |6i||!!|i« 0 ®— a o >,£ t>aii ” S a o-e «, 5 ® © 2 a § § ^ o pqOfiW^pH^^Qpn Cgfl®n ®.a.g g ® o ce o >j o «£«£« aoooo^ u | <2 . ip, , ©esses- g .-g ; ;as iflflflflflS §w ® ® 2ca o '55555m^ a !SS8S8^1| oS CCCl,C0CQCCEli<3Z ^n- T3 J 25 >>2 Sg'ol§a25fW .2 2 p 'i'E£ >.8 5§S'g3 P P'S PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1187 CO CO CN CO oSS.O So< HS3 00 CO CO CO CO §82 1 s 88§8 2 |8|SS| 82§&8 §2 §S8§8 88 8 :88888 ^111-2 || 88S82 §8| |8§§g 88 8 £88288 g §§§111° ssn SSSS§ s§8 22882 §| 8 §§8888 8§ggS2S °g8S 888 8^8 18 :§ 8 00 :8§§£ 8|g8® 88 838S8 :88 5^ jg ® fe88‘ 2 ;5S8S8S °8 8§888 |88 g32§8 8,§ 8 §88888 8 S8£§Si -T S8|| 8£Sg8 •«SJ 2°>882 §| 8 8§g£28 §§§g§8 | °8S§ 88888 888 lON'I'CN *000 igr-geow^ C^INTtHMIN -»n io «5 hon«w c^-«< e* 1-c cs t»< i-i co IN^OIMIMN IM(NO0e0‘00 NMNClHtNCDCDiOH^ - CO CO 03 g ^ CS 03 M ^ p3 g QQQhH3PQ§!*'PQ : o 5®0 WflQ £ as^1 b •g cs^ O 8 o £o;* S^lgo^o^o^oood §■§ Silo &o-S goo kl Soft g -e a > ^ gp ,5 ’£ c3 O £5 tn ® » 3s 8 p rolverton School of Business. PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1189 £ CM CM CM CM CM (M CM CM CM CM CM CM CM CM 04 CM CM CM CO 2 % 2 ^ ^ ^ : CM CM CM CM CM CM > ' CM CM CO CM CM 1 CO t- o 50 »0 lO »0 ^ Ui «0 *0 10 1Q10I00101QI0 10 13«mo!Ielo| ,0.0 § j S88382 j 8 g gS§§£8 174 431 140 60 883S 15 36 47 200 18 58 ; i • i i £ j §gS88S§§3 S SS||SS|| §KS$SS§88Sg |s; s i: as 83CBa8l§ I Is 88 ( | 200 27 S001N^0 38 83S383 js s §£38|8 j|°|S j88SS isSS 8* g j 27 16 S^SSSg jo g 88S:g£g j£§SS isg^s ' ' ' 150 24 S : i°80,8S |° « 1 1 148 106 83*»*SS® g ssaeasga lgsss8*§g*3g 400 71 ISISS^S0! 38 g«£5S3°° 8 883£§!30Si j838ec?Sec8SSS;Sc3 S“ jqoo^o^wogoo CO CO CM O CO ^ 50 ^ CO lOCMCMJOiOCOCMt^OOiOCOCOCOCMCJCOCMCMiO ^ T-H ccoooiNioeo^-u>OTtt CO rH OiCMHCOHNOO NM^Wrt^OWOOeM^HHHMCONNN CM CM lOONMMOWHOO V . . ■ . I - ; - >' , l ' • l Table 9. — Statistics of private commercial and business schools which enrolled 100 or more students , 192^-25 — Continued 1190 BIENNIAL SURVEY OF EDUCATION, 1924-1926 .'ll fi-S CHO lO >0 lO IQ 50 lO lO lO £ 3SR © © © © © © © • § Ms. g 03 t.S’O ® c3 p| >*© 03 O Qo OO OlO © © © © O CO CD © rf1 (N H W 1>(N 00 CM O OiO OOOO i O CO i© iQ^OO » © © i ^ CO © CM CO © xF l CO © ©00©©©©CO©< NC4HCOC5CDNOOC © © © oo © © c © co t- © c ) © © ^ < < © oo © * © ^ tJH © CM © CM 7 CO © CM rH CM CM © - 0> M OT a 3 ^ O CO © CO CM < CO CM © © © rH i xF © t'- © © C CM rH © © C •sg 58 ©^©^©©©t'-rH ^OH(N©COO©^ rH rH CM tH rH CM CO © © 00 © © © CM © I>» © © © Tt* © ©©©©oo©©ooc CM CO © © CO © r © ^ L- © © xF © xt*CMxt*t^COCOCO©CM CM CM CM CO ^ © ' CO00 CM© CO © 00 CO tH CM CM xjH CM m £8 o-S dm •g-a PQ'g °.S p^a • o QO d^ CVS 03 ci OPh CQ a 08 vi i h a> 8 «.s a g d CD 42 Q g •h J to 2 S 5 3 ' ® Om o m ci*-0 o n o'SO P* KflO^oJO0 H « 8 8 g-s-S’Sia ] O rt Sm o S © §o o O M«n 2 rr1 hni— ! ,_2 r« o _ mo2 w ra ®8 .a a gl mpq 2 Pi d o 3 a 02H o '"n0 coO wtorafto M 0 rj C3 CG ^-BxS-Ss00 2 rtm- 5 .a A C0 copQpD ^ « W2HHC -2^1 2 fegi>»u -a5 §§ a g s § P£-iWPOP5) o c d o.a o *53 o^-a Q a a a 2 -s g “a ,d c pH - w-g ; Is oa © p-SsP Sdl O O »o g o O ca S ® #®d©!i)<;®.Hoo £ o h >h li Og PQ._ c3 §X) WB2 - M „ g-i^ § a a ®.s O c3h d-^ o o t> O (7th and Elm I Nelson Business Collei PRIVATE COMMERCIAL AND BUSINESS SCHOOLS ^ £ SOS x SUER sx : X XR : ::s : : s x CM (M N«N(MN CM CO i IN (M (M CO I'M iNNNNNNNNN i i CO i i C<1 05 ©q CM CM CM CM » XECJER ^ JR3SR SERX ^ 3ER » X ^ X *0 »0 10 0^0 00 iCiOOiOiOiOCOiOiCiC^iOiOiOiOiOiCNiOO NCO^ONCOaiOON 0 0(010 8 10(0*0^0 Tt00000005 NrHD*0(0 0*00*0*0 ^OCO^TTCO^OOO* HrHHN^r-iHCO^ *0O*0N 00*0 0(0 HCOH CO CO OHMON W(OOON(D^(OHN(01!OOOOOOOOH OWOONONOO 35 O* (MCDOOCO ^^OUNNt^iOt^CO^OOC^rtKONtNiOcOOON ©(OOONOCNMh ^HCOrHOICOCO rHO* ^ CO O* CO o S oSSocoosS 3S 00 HcOCC*O*OO00Or}< CDO*0*rHOOr-HTjHO* *o c^coSS So*c3S rH CO T-H 1-H COOOtH o* Tt* O* O rHlO ^ ^ r-»0 40 H COOh CO CO 01*0 01 H o* O0c000*00(0c0rf C*C0rHTt*O O* 1— 1 s r-H O* *o CO (NINOOOO OClOt^ CO H CO O* O* )0c0( - O l"- < 000000*0*0000*0 05 0C0 050HNOCDHO *“H H T-H CO CO HH (NH(NO(0 2 S t-^ t£ NOO iO O* O* r-H - h(NOC^NOhMH( COO(NHOWCO(DW( > CO O* 00 *0 *0 10N05 0N010C lO CM C© CO *0 CO CO t- r-1 CM 00 CO CO CO CO CO - HOCOOOOHCN. IHIOHINCOCOIOOH^N CO CM CM CO CM O . O © Mi® w 52 0'S "3 £ p 8| S .92 §p S "ilfaQ ! o o © 11,1 « OA o5!c ei- pqSop 5 23 §X3c^ 4) djq wnS „ r— 0)^23 o & oo^oam^ffigoo ‘-SlSi'SS00 [8fl« §.p° o|l l:gg£f nSjo'§3® "2©A|=S§3Mml h.a s-1> a®<§ g.s« g & ** a o 3 ce g.2~^ a g-Ss g a a Sjg 2 SonoSop pgSoS § Sp n"^ o 8“ o bX) *1 j.s-2 M 2 “Eh P E 8aa ^ i © « o m w o“ ©.^.202 ilal^ngn iSIpossii as”«5a§)3 -e'Ha'gSlli o n o a 3 cef 'OOOT) 1 © © ©;a '3> (> > « rO<<< ft a? © t, W « “Ss c ©S’Ois ;W®UQ^ '23 c') »§g 8 2 - PQu • P^ ’P’P’P’P'P P P - o .Sm. O ( arftf « oogoj ■ ,2 ,2 43 ,8 ,2$ ■*|1 ^ 6o55o o cr P 8«ls 03 >> 0^4 a s i= o >,0-2 -O'? , £ w U © a; aj fcf, > ® £ ® fl oS P'S P ® I P P E«0 © © oQ © ■s^bI^s0®# o a © p oD 1 §o P P >«° m §2° ^ c* cd ^ W 0} c/2 !»3 CO o'SqW 8.S sn 8 P'r1^) “.9 3m^-S © P o p 22m ga§ ^00^A°n jails jQBCKraOQE fl P-K 1 © fit 1-2 S co ? , b£) > p “ O O o W ^ W C^ ^ ^ 2^-9QQQ 2 ^5 tr CO C3 M ^ ^ g CO 52§ •“3 ^•3 O&H © ! r9 be iO ? sl a o®,g® So >_ M © » i, rt « © p.d-^ a 9 «o’55 6«^« •2§^S h ©, P44 R bCn O M P © © - Men (M^OOH(NiO*OOONO*OOCOOO*0 OHO OMOMWTtlMN(NNHM MO® CO r-c CO 05 Men t eo CO (N rH ' u jc \i >p Easton .. ... _ _ Greensburg . _ 1 Harrisburg J 3 i p ! C S 1 K If Johnstown _ _ Lancaster.. _ Lansdale. _ _ _ _ McKeesport.. _ Do.. _ Mahanoy City _ Oil City _ Philadelphia '(1657 Summer St.). Philadelphia (1926 Green St.) . Philadelphia (1420 Pine St.) _ Philadelphia (1710 Market St.). Philadelphia (910 Chestnut St.) Philadelphia (3728 N. Broad St.). Philadelphia (1227 S. 17th St.). Philadelphia (807 Chestnut St.). PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1193 -OOCO CO CO »o kO kO kO kOCON CO kO i o co co com 8 60 70 0*000 ^ 00 CM CM '•oo I r-t g§8 1 irt^ • t>- 70 CM O S10 CO o 50 35 82 CM CO CM i 05010 10 S8 CM iO < HOCOOHHCO >N^05^0C0HC0 1 05 lO CO CM lO 00 S ' • OOOOCOIONM >-kOt^COCMCMt^Tj4 o r>- kO iO 00 CM CM O CO (MOO ^ CM eort< io CM CO CM kO CO CM rH CM CM CO CO »—* CM O ■^COOCOrHHCM CO kO CO kO CM CM Tf COTt< OO H CO CO CM Tt< CM CM CM o CM CO Table 9. — Statistics of private commercial and business schools which enrolled 100 or more students, 1924-25 — Continued 1194 BIENNIAL SURVEY OF EDUCATION, 1924-1926 0T3 O H Sb. fl CS ^ 03 fejCS'O ® 03 a >13 § <5 ±? 3S ^ So >>9. 03 ® P'S M (N .00< < CO CO 3SR >OlOlO< OifOCq^OHOOliOOOONOOOHHcONX ®q © CO CO CO © CO CO CO CO 1-1 CO 0 t-H >-H T-i im i— i ®q »o t> oq >©oo© *C IN 00 CO -d< O - o -d* & w pq pq CQ 3 Ph £ O S P m P4 Ph cq P cc I? P I o s° CD CO »—? CO ■3 § 0-2 “I & ®PQ ® •9 “o 33o 21 1 § >..s ln| CO PQ ggPP °g®- l|Io |1gB J«»g W «*-! CO.S a g'gm oW £“>>§ i5 8a lg|§ p^Sp IU44lb S-I l o 3°1 g«o 2 as d 5 i-^n-g. i £ ©£.» ",Q S O <3 r-i o2ospSO§§ "3 -dfflfdP H feOMPPPHpHosoa m S^P 3 “■a Oco bfin • 9 Mi £PhP f PRIVATE COMMERCIAL AND BUSINESS SCHOOLS 1195 cococo(ou:ou: © © 40 © © ©l> ©oc > © © lo © © Zl 09 85 30 35 30 CM © © © CM © 8 K23§2§£8& 8 eo § ©©©©*<*< N (N iO O ^ to 1-H t'- © 285 450 • © © Tt< : © NOOlOOSOO'OHOOiiC WOOONOOOO COrt^COt^t^ t-H CO N r-H ^ CO l§Ssi ©t^ © © 00 CO CM © CM CO : ggs i » TfJ 150 122 ©©rt<©CM©i^©CMt^CMco COHHO CM MICH^ CM CO CM © © © to CO © ** © CO CO © CM©© © Tf< O © CM i-h © rtt 1-H © © CM © i-'NOiOWCOOC'lOOCOC^rH COCOiONCO H CM CO CM 1 r-H © CO ^ CO NHNMH^NO'f CKN(N Tf< CM CO CM T*< CM ^ © CO CM Tt* CO CM CM O 2 '<73 oSg* mb '■a o® IS W'S oO ^ 05^ SO ! jr-w O M W> a % m® ® 5 2^00 - c oOO 03 03 oca ,CM i? c w| ll OB - "3 _ _ _ PQ „ ® § a s. o 1 a> r'l O he's — £n SraO as. is O M rH • >-H • — « ■^-g ®«j § § • m O fcCfe® 03 C3 j.al’sas *"“383 03 >>m a a m ©3'5S -.©.bf © 03 03 . £ o •a SSSf ooi m „ •a'? j&£ J8fi - fl g S g ©^s§ fl 03 © bJO 0_ 03 o.|3 l|° gas 'S d ® S|.a «c§ 9t3« |«'S £*g ,2'as S P3 O* OJU H 5m 0^1 §£ Am u Bi:' ’w § W< CO H So co § '43 ■cQ* E S -a O OPh^ g| .2 Es III bo o >> 2-55 tn Bb Table 10. — Statistics of public commercial and business high schools reporting in 1924-25 1924-1926 1196 BIENNIAL SURVEY OF EDUCATION, Machine operating course U9UI0AY W N 84 259 © © 718 108 © 8 uejy CM r-H Tf 1 ^ 00 i © © © rH CO © Business adminis¬ tration course U9UI0M § °oo 1 1 1 1 1 1 1 1 1 Tji 1 1 1 1 8 U9p\[ OS ooSs 1 1 1 1 CM i i 8 Salesman¬ ship course U9UIOM QC O 1 1 o 911 16 38 © © uajy r* CO l CO 1 i 40 © 40 CO CM 1 l 1 £8 8 CO Secretarial course uautoM CD 1,040 23 _ o © © 8 : i i i uajy © CM CM 1 o CM i Account¬ ancy course nemo ay CM 2 CO o CO ll 104 130 napj eo 81 15 o 00 1 1 1 © r ^ u- © CM u- Combined course uamoAY CM ICO ICO ICO 0 1,024 CM © i © rh i © i © i © 1 © ITP 1 r-H | l 1 © uajy =3 ■ o 1 40 O co 40 00 CM CO © CM i ^ l GO ICO © l t> it^CO IrH 1 CO 1 1 1 © © Steno¬ graphic course namoAi © 1,476 1,040 560 © » ^ CO ^ T— 1 © © 1 © U- © CM , r-H 1 00 40 © TP cm" F- CO © © © i HCDOHxti i © CM © © © i i napj OS © CM CO H GO I>- CM H © 1 © CO I>* 00 CO © ^ 1 40 OC CO © CO 1 r-H 40 © CM CO CM © © CM 1 © L- GO t'- I i Bookkeep¬ ing course nemoAY GO 917 1,241 27 0 338 450 419 219 0 1, 825 © © CM 00 i © H H © CO l H H CO CO ^ l 1 U9JM CD © CO jo co o ^ ^ t-H 1,100 167 83 465 111 2,252 0 OC © CO © 1 ^^©hO i HCMH 1 B 1 90UB -pu9^,e Airep 9Si3jaAy CD 1, 640 1, 533 1,044 88 CO CM 1,984 1, 181 1,813 2, 562 1.915 ; 23 !S © © i© g Students namoM © CO HO^O^COIO CO CO O CM O ^ co o 00 CO CD CO ^(NH CM O H 00 40 CD CO 40 CM©© 04000 O 00 CO 40 OOiNOCON U9J/\[ O lO^CONOOOCO CM COCOO^N CM O CO CM CO CM CO rJH 00 rH OO i-H 00 t-h CO 00 CO 40 00 ^ CO H lO CO io o L- CO L- CO HCMHCMHiO r-T r-T CO CO Instruc¬ tors namoM eo 00 00 05 Ttj rH CO 1—1 CM rH CONOCOCO O CM 00 CO O CM 40 CO ^ CM ^tU>. rH CO COr-l(X)CM^ CO CM r-H CM CM CO uajy CM © © cm co co co o o^ohnoo *o»ocohhoo r-H HH 40 CM CM CM CO COOrHOCM hCMhhhS School M High School of Commerce, San Francisco, Calif _ New Haven Commercial High School, New Haven, Conn., . . _ _ _ Business High School, Washington, D. C. . j Commercial High School, Atlanta. Ga _ High School of Commerce, Boston, Mass _ High School of Commerce, Springfield. Mass.. __ CO a a o O o 'o o o CO 1 bJC s Wilkins High School of Commerce, Detroit, Mich.1. Central Commercial and Manual Training High j School, Newark, N. J _ East Side Commercial and Manual Training High School, Newark, N.i J _ .. .. Alexander Hamilton High School, Brooklyn, N. Y J Girl’s Commercial High School, Brooklyn, N. Y__ High School of Commerce. New York. N. Y _ Theodore Roosevelt High School, New York, N. Y. Eongwood Commerce High School, Cleveland, Ohio _ _ _ _ _ _ West Commerce High School, Cleveland, Ohio . High School of Commerce, Columbus, Ohio 1 _ bl y o 'd a r2 o Ph ‘