i DEPARTMENT OF HEALTH, EDUCAT'ON AND WELFARE j yj ,! J > DATE DUE GAYLORD PRINTED IN U.S.A. 11‘ UNITED STATES Rtf iPARTMENT OF THE INTERIOR YMAN WILBUR. Secretary > • o: ft CE OF EDUCATION WILLlijOHN COOPER, Commissioner BUL1TIN, 1930, No. 16 BIENNAL SURVEY OF EDUCATION 1 '26-1928 | DEPARTMENT OF HEALTH, EDUCATION AND WELFARE DEPARTMENT 0 EBUCAi 10 \ JAN 3 1965 F EDUCATION {J0pARY i reseamOi i liemw WASHINGTON, D.C UNITE© STATES GOVERIMENT PRINTING OFFICE WASHINGTON : 1930 For sale by the Superintendent of Documents. Wshington, D. C . Price $2.20 THE UNITED SATES OFFICE OF EDU'ATION Created as a Department Arch 2, 1867 Made an office of the Interior Depanent July 1, 1869 COMMISSIONS Henry Barnard, L. D., March 14, 1867, to Mah 15, 1870 John Eaton, Ph. D.,LL. D., March 16, 1870, to Auist 5, 1886 Nathaniel H. R. Dawsg, L. H. D., August 6, 1886, to Septeher 3, 1889 William T. Harris, Ph.3., LL. D., September 12, 1889, to Jne SO, 1906 Elmer Ellsworth Brown, P. D., LL. D., July 1, 1906, to June 30, 1911 Philander Priestley ClaxtonLitt. D., LL. D., July 8, 1911, to Junel, 1921 John James Tigert, M. A. (Oxo), Ed. D., LL. D., June 2, 1921, to Augui 31, 1928 William John Cooper, LL D., Ed. D., February 11, 1929, t date. L 111 . A323 1926-28 Biennial survey of education | CONTENTS Chapter I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. XVI. XVII. XVIII. X - XIX. JX _ XX. _ .-XXI. _ _ XXII. XXIII. J# ' vx* XXIV. 'XXV. -XXVI. XXVII. XXVIII. ^XXIX. Higher education. Arthur J. Klein _ Medical education. N. P. Colwell _ Legal education. Alfred Z. Reed _ Significant movements in city school systems. W. S. Deffen- baugh _ Rural education. Katherine M. Cook _ Secondary education. Carl A. Jessen _ School health work. James Frederick Rogers _ Industrial education. Maris M. Proffitt _ Trends in home-economics education. Emeline S. Whit¬ comb _ Commercial education. J. O. Malott _ Adult education activities. L. R. Alderman _ Some phases of nursery-kindergarten-primary education. Mary Dabney Davis _ Teacher training. Benjamin W. Frazier _ Parent education. Ellen C. Lombard _ Educational boards and foundations. Henry R. Evans _ Work of the Bureau of Education for the natives of Alaska. William Hamilton _ Changing conceptions of the school-building problem. Alice Barrows _ Review of educational legislation. Ward W. Keesecker _ Statistical summary of education, 1927-28. Frank M. Phillips _ Statistics of State school systems, 1927-28 _ Statistics of city school systems, 1927-28 _ Statistics of universities, colleges, and professional schools for 1927-28 _ _ _ Statistics of teachers colleges and normal schools, 1927-28 _ Statistics of public high schools, 1927-28 _ Statistics of private high schools and academies, 1927-28 _ Schools and classes for the blind 1926-27 _ Schools for the deaf, 1926-27 _ Industrial schools for delinquents, 1926-27 _ Schools and classes for feeble-minded and subnormal chil¬ dren, 1926-27 _ Page 1 43 57 79 103 147 167 185 209 231 259 277 301 337 365 377 383 403 423 439 497 691 885 957 1093 1155 1163 1181 Index hi 1203 1225 1 CHAPTER I HIGHER EDUCATION By Arthur J. Klein Chief , Division of Higher Education , Office of Education Contents. — Human product of the colleges — High schools and the colleges — College coop¬ eration and consolidation — Special periods and services — College religious and social life — Improvement bf instruction — Research and graduate work — Financing higher education HUMAN PRODUCT OF THE COLLEGES The manufacturer shapes his raw material in order to create a product that will meet a definite demand. He modifies his product in quick response to changes in demand and tries to anticipate such changes whenever this is possible. He markets his product himself or through a related organization. To insure proper use and to make repairs in case of breakdown, he “ services ” it after it is in the hands of the consumer. In other words, the business process is controlled by the necessity of getting the product into use and by its behavior in use. The colleges, which by analogy may be regarded as manufacturers of a human product, have in the past largely neglected many of these processes. They have, to a large extent, contented themselves with shaping their materials by traditional patterns. They have not been highly sensitive to the fact when these patterns became or threatened to become obsolete. Even in the professions and techni¬ cal fields of education relatively less attention has been paid to the life occupation of students than the manufacturer pays to the serv¬ ices that his product will render. The arts college has frequently repudiated all concern with the means by which its graduates shall earn their living. More important still, the colleges have seldom studied the society in which the student will live in order to deter¬ mine the elements of knowledge and character which, in his world, will make for personal happiness, rich experience, and social useful¬ ness. They have rested content in the faith that studies derived from the medieval period are still necessary to make life useful and happy in an age of cheap printing, swift transportation, machine production, and universal public education. 1 2 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 There would be no excuse for these statements in a survey of recent tendencies in higher education if it were not clear that the colleges and universities are now recognizing these facts and are taking measures to adjust their work to present conditions of living and of employment. University leaders themselves are most emphatic in the statement of their realization of these maladjustments. Dean Hawkes, of Colum¬ bia University, for instance, sums up his critical judgment of col¬ leges : “ There is no doubt in my mind that the American college has failed more signally in relating the student’s education to the kind of life that he is going to live than in any other direction.” Presi¬ dent Hall, of the University of Oregon, in his study of the relations of the university to the State, reports : “ I repeatedly encountered criticism from our alumni that we were not doing our full duty by them in helping to locate them in positions when they graduated and in helping the men located in backward communities into better jobs after they have developed their capacity for promotion.” Ex¬ pressions of this kind might be multiplied, and analysis would show that they are almost equally divided between the obligation of the college to train and place its graduates in positions where they may earn a living and the responsibility of the college to provide these graduates with the knowledge and attitudes of mind which will make their lives full and useful in any community in which their lot is cast. It is easily possible to prove, backward as the colleges have been in realizing their full usefulness, that four years of college work will enable the college graduate to make many thousands of dollars more during his life than the high-school graduate can make. This fact, however, is of no more significance than if the manufacturer should state that his profits were $100,000 a year when they might have been $1,000,000 if he had improved the usefulness of his prod¬ uct, his marketing methods, and the service given after the product was sold. Colleges are therefore now beginning to study seriously the world in which their graduates will live in order to prepare them better to earn their livelihood in that world, and to adjust themselves happily and usefully from the personal and social standpoints. Everywhere increased interest is being manifested in the life occupations of students. 'Washington and Lee, to choose but one example, has made a case study of the choices of occupation by its students and the modification of these choices that result from college training. The New York College of Agriculture of Cornell Uni¬ versity, the Minnesota College of Agriculture, and Iowa State Col¬ lege have recently made careful studies of the occupations of their graduates, in order to measure, to a degree, the suitability of the educational program to life interest after graduation. No element HIGHER EDUCATION 3 of the survey of the land-grant colleges, now being conducted by the Bureau of Education, has attracted more attention and hearty cooperation from the institutions than the portion dealing with the occupational history of their graduates and ex-students. This interest may, in part, arise from the desire of the institutions to justify what they have been doing, but in large part it comes from the hope that a careful study of these matters may serve to direct emphasis in the construction of educational programs. Such studies are open, of course, to the charge that educational processes lag behind shifts in occupational activity, that the program to be most useful must anticipate demand for services by the world in which the students will live. Nevertheless, it is characteristic of progressive thought in the higher educational world that it is keenly desirous of harmonizing its activities with the practical and social situations of the world outside college walls. Placement and employment services have, of course, been offered by the colleges in more or less haphazard fashion for many years. Systematic services of this kind are now developing at a precipitant rate. Such services, even though highly developed and rendering excellent aid, may be carried on without any reference to the educa¬ tional program. The process may consist merely of attempting to find positions for the product as it is, without any apparent effort to modify the process or the form of the educational offering to meet the needs of the positions in which graduates are placed. It is, therefore, especially significant that, in many instances, educational and vocational guidance and placement of students are being closely related to the activities of the college curriculum. Such efforts range from the attenuated relations implied by the creation by Middlebury College of a new office which combines the functions of director of admissions and alumni secretary to the formation of bureaus similar to the bureau of educational records and guidance at the University of Wisconsin. President Frank, of the University of Wisconsin, describes the purposes of this bureau as follows : The bureau of educational records and guidance will go beyond the mere keeping of grades to the assembling of a wide range of information respecting the life and work of the students as the background and basis for the develop¬ ment of an effective service of counsel and guidance to the students — an end that is not always achieved by the prevailing system of advisers. The bureau likewise will be the assembly point for a richly detailed fund of information regarding the nature and results of the educational processes to which the students are subjected. This will provide facilities that will make it possible for the university to keep up a continuous study of the results of its enterprises and to take its own educational pulse. The content of instruction given in the colleges, as well as in the lower schools, has been largely imposed upon students without any very real reference to the student’s own conception of values. This 4 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 is perhaps unavoidable to a degree. On the other hand, the useful¬ ness of much material studied is so remote and unreal that the col¬ leges themselves have had difficulty in making out a case for it. An attempt was made at Vassar two years ago to determine why college students study. The most important factors were interest in the subject and realization of the value of the work for the future. No one doubts that understanding by the student of the economic and personal usefulness of his work would transform his attitude toward his college course. Since the colleges now wish to take advantage of this factor in the teaching process, we may expect further studies of the life activities of our present social order which will result in profound modifications of both curricula and methods. Tendencies in this direction are evident here and there. The Uni¬ versity of Michigan Medical School has developed a plan to attach medical students in the interval between the junior and senior years to practitioners, in somewhat the same relationship as apprentices to craftsmen. Dean Cabot, of the medical school, makes it clear that the medical schools have emphasized the science of medicine from the standpoint of analyses by the chemist and bacteriologist and the physiologist, and have neglected the art which the product of the schools will be called upon to practice. They have neglected “ the art by which the physician, in actual contact with the patient, esti¬ mates him as a personality rather than a laboratory animal and brings to bear upon his ailment the evidence of his senses, his judg¬ ment, and finally his scientific knowledge.” It is the attitude of the medical college rather than the specific device to which attention is here directed. A similar outlook is evi¬ dent in studies made by the Iowa State College. Graduates of the engineering college were given full opportunity to criticize the edu¬ cation to which they had been subjected and to suggest means by which the educational program might be better adapted to the needs that they have found in actual experience. Such concern might be expected from work so definitely occupational as engineering, but similar inquiry has been made by the College of Liberal Arts of Bos¬ ton University with reference to a program designed primarily to provide adjustment of personal life to society outside the occupational field. Nor are the colleges content with increased concern over the occu¬ pational and personal needs which graduates will meet upon their entrance into the world outside. In the past the attitude of the col¬ leges has been largely that while the student is on the campus the college owes a duty to him, but that upon graduation the relation¬ ship is reversed and the alumnus is under obligation to render service to his alma mater. At best during the college period there has been HIGHER EDUCATION K o a degree of mutual responsibility while thereafter it becomes a one¬ sided affair with the burden on the graduate. Colleges and universi¬ ties are now recognizing that what they give the student during the years of undergraduate and graduate or professional residence is not a reservoir adequate for the needs of a lifetime. They are coming to recognition of their responsibility to the student after graduation and throughout his life. University extension services have in the past given some educa¬ tional aid to graduates. For many years the University of Wisconsin has offered postgraduate courses by extension to the medical men of the State. The regents of the University of Michigan plan by vari¬ ous means to keep practitioners in touch with the school and abreast of medical progress. The University of Minnesota has offered several intensive courses for dental practitioners. Similar aid through gen¬ eral extension has been given to graduates whose lives are not cast in the professional mold. But these services have never been syste¬ matically and consciously directed in all of the fields to which gradu¬ ates go, for the purpose of maintaining the usefulness of the institu¬ tion to students after they leave the campus. It is encouraging that the president of the University of Michigan announces a plan by which every alumnus shall be enrolled in something, and that the Carnegie Corporation has made a grant to the Adult Education As¬ sociation to study thoroughly the obligations of the institution to the alumni. Of necessity the facts cited in this discussion are scattered and in¬ complete, but anyone who has taken the pains to follow educational direction and administrative action during the past two years will recognize that one of the most important current tendencies in higher education is the desire to obliterate the sharp distinction between col¬ lege life and life thereafter. The educational program is being di¬ rected to service continuously throughout the life of the alumnus. Higher institutions are becoming increasingly the source to which the alumnus turns when he discovers that he needs further training to improve his economic condition or to enrich his personal life. HIGH SCHOOLS AND THE COLLEGES It is as important that the college adjust itself to the life and edu¬ cation of the student before college entrance as that it shape its edu¬ cational program to meet the economic and personal needs of the student after college graduation. Not so many years ago by formal regulation and by general con¬ sent, the colleges dominated the high schools. Standards of admis¬ sion were determined by the colleges and promulgated, theoretically at least, for the high schools to take or leave as they chose. We still 6 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 hear occasionally that colleges dictate to the public schools. As a matter of fact, this apparent dictation was never so serious as the formal requirements seemed to indicate. The colleges were so desirous of attendance that only in the most extreme cases did the formal requirements actually serve to exclude students. “ Excep¬ tional cases,” special courses, preparatory departments, and “ equiva¬ lents ” provided an abundance of loopholes for admission. As college attendance has increased, this laxity in the enforcement of require¬ ments has been stopped, and the requirements themselves made more exacting. The colleges are now in a position to refuse applicants, and they are doing so to a considerable extent. The limitations of enrollment secured by various rules and selec¬ tive processes are, however, by no means due solely to desire for edu¬ cationally high standards. Before the present pressure for admis¬ sion every new student meant an increase of income without a corresponding increase of expense. The point of diminishing re¬ turns has now been reached and in many instances the increase in student fees does not compensate for the increased cost to the institu¬ tion. In other words, financial pressures and limitations rather than educational theory account for restrictions by the great majority of institutions. It is true that theoretical reasons have been set up, such as theories of the educational effectiveness of units of some spe¬ cific size, but it may be doubtful whether these theories would be taken seriously if the expense item were not so ever present. Under these conditions a logical inference would be that the colleges might show a more decided desire than in the past to dominate the offerings of the high schools. Facts do not warrant this conclusion. Failure to assume larger influence in controlling high-school offer¬ ings is largely due to the fact that the high schools themselves have become stronger, more self-reliant, more firmly entrenched as a re¬ spected and fundamental part of our social system. The professional spirit has developed in the secondary field to a remarkable degree. This spirit is based upon a high standard of technical knowledge concerning the teaching processes and the administration of schools. Practical experience and theoretical knowledge of educational prob¬ lems are probably wider in the secondary field than in the college field. Secondary-school men no longer look upon the fact of college employment as evidence of superiority. High-school folk are more inclined to look to their own organizations and to the public depart¬ ment of education for aid and guidance than to accept college opinion as authoritative. An interesting example of this changed attitude of mind on the part of the public secondary schools is afforded by the recommendations of a committee of high-school men in Virginia. The group requested that “ the college records of a particular high HIGHER EDUCATION- 7 school should operate as only one factor in the accrediting of the high school by the State board of education.” In a further recom¬ mendation by the same group one may perhaps detect some reflection of resentment toward the common charge, formerly received humbly and as a matter of merited reproof, that college freshmen fail be¬ cause of poor high-school preparation. This statement recommends “ that the colleges having accepted high-school students on the basis of graduation from a public accredited high school shall assume responsibility therefor.” In brief, the high schools are better able than formerly to pursue their true task and responsibility of meeting a variety of objectives in the education of their pupils. Preparation for college is only one of these objectives. Advances in elementary education, the firm establishment of pub¬ lic secondary education, and the desire of the colleges to adjust their programs to the needs of the life which students will live have all contributed to lack of confidence in the old plan of 7 or 8 years in the grades, 4 years in high school, and 4 years in college. The entire educational organization from the sixth grade to the attainment of the master’s degree is in process of readjustment. The reconstruc¬ tion of this period of education now under way has theoretical and psychological bases, but practical and immediate necessities account for the fact that theory is being given an opportunity to express it¬ self in actual reorganization. The development of the elementary schools, of the junior high schools, and of 3-year senior high schools has compelled readjustment of college entrance requirements. Even in the East among the conservative women’s colleges this is true. Wellesley, in announcing a new plan of admission in 1925, stated, “ the rapid development of the junior high school movement has been one of the considerations of the college in the adoption of a more flexible scheme of admission.” Previous biennial surveys by the Bureau of Education have called attention to specific and widespread evidence of such adjustment. It is not necessary to repeat the facts again. The junior-college movement, which takes away the first two years from the traditional four-year college course and assigns them to the secondary field, has been especially significant in making the college conscious of its responsibility to the high school. Theoretical con¬ siderations place the junior-college period and program in the sec¬ ondary field. The Association of Junior Colleges has affiliated itself with the National Education Association in the Department of Sec¬ ondary Education. Further, actual tendencies of development align the junior colleges with public-school authorities and incorporate them with the high schools as part of one secondary education period. The most significant fact in this growth is the rapid increase in the 8 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 number of students enrolled in junior colleges for purposes other than preparation for the university. In spite of these factors which contribute to the dignity and inde¬ pendence of the public high school there is no indication of desire to repudiate as one of its obligations that of preparing students for college. This of necessity must be so when in States like South Carolina, two-thirds of the graduates of accredited high schools go to higher institutions. On the other hand, the college is more willing than formerly to meet to the full limits of its abilities, the situations created by high-school determination and the obligation to accomplish its own independent purposes. The tendency is to seek common con¬ sideration of the problems of college and high-school relationships with full recognition that adjustment to high-school conditions must in large part be made by the college. This attitude is reflected in such studies as that made of the records of high-school students entering Georgia colleges and normal schools and published by the University of Georgia at the request of the Georgia College Asso¬ ciation. The report is designed to enable high schools to determine in what departments their students show up best and weakest in their college work. But it is at the same time careful to point out that college faculties may secure aid in determining whether the work required of freshmen is above or below the normal working capacity of high-school graduates and to indicate the possibility of other adjustments to the needs of the high-school product when it is received in college. In Michigan the university has welcomed and is cooperating actively with a committee of the high-school teachers’ division of the Michigan State Teachers’ Association, in considering modification of the university’s admission system. We have such developments as that of the bureau of school service of the University of Kentucky, under the direction of Dr. Floyd W. Reeves, designed to assist the public schools, and doubtless also hoping to learn from them. Altogether the biennium shows a much better relationship developing between the colleges and the high schools than would be expected if the independent position attained by the colleges by reason of the large number of applicants for admission were alone considered. Although the colleges find themselves in a position where they feel that they must limit attendance, and although this limitation may take the form of setting a definite maximum enrollment and imposing selective processes in addition to submission of the ordinary 15 or 16 units of high-school credit, the colleges are attempting on the whole to enforce these restrictions in such a way as to contribute to, rather than to obstruct the attainment of high-school objectives. During the biennium the number of colleges imposing arbitrary limitation of numbers has increased considerably. Whether such lim- HIGHER EDUCATION 9 itation arises from financial stringency, as is most frequently the case, or from theories of an especially efficient size for the college unit, it is most common among private institutions. When this is true, selec¬ tion of candidates is, of course, necessary if the number of applicants exceeds the limit set. This is frequently the case. Middlebury Col¬ lege, for instance, admitted in 1927 only 73 of 411 applicants. Al¬ though Middlebury College is an extreme example, admission of only one-half of those who apply is by no means uncommon. As a result, some concern has been felt lest educational opportunity is thus denied to capable and desirable students. Careful studies that have been made in New England and elsewhere tend to show, however, that these rejections are by no means as serious as they appear on the sur¬ face. Parents and students have heard so much of the difficulty of obtaining admission that they apply for entrance to several different colleges. In other words, the number of applications rejected by individual institutions is no real measure of the number of students excluded from college attendance. Few public institutions set an arbitrary limit to the number that they will admit. Rhode Island State College, however, has been able to admit only one-half of the applicants under a rule imposed by financial necessity. The fact that all of the applicants measured up to the required 15 units is not regarded so seriously by public- school authorities in Rhode Island as it would be in the Middle West or Far West where the public is so thoroughly convinced of the State’s obligation to provide higher education to those who satisfy the graduation requirements in the secondary field. State institu¬ tions apply selective processes much less willingly than is generally the case in private institutions. Dependence upon public taxation for support makes them more willing to accept the product of the public-school system, and in some States they are required to do so. Public taxation, of course, gives to these institutions an opportunity to increase resources more quickly than private institutions. Legis¬ lative authority must bear the burden of responsibility for failure to provide this opportunity for the citizens of the State. There is a decided difference, therefore, between the relationships of the high schools to an institution such as Yassar, for instance, and the rela¬ tions to a public university such as that of Minnesota or Kansas. The president of Yassar can say what State university presidents would hesitate to proclaim — “Preparation for colleges like Yassar is so small a part of the total plan of study (in high school) that special arrangement can be made only with difficulty.” Yassar in¬ dicates its desire to meet this situation by changing somewhat its admission requirements. The public institution desires and is com¬ pelled to organize curricula that will constitute a continuation of almost any high-school course. The public institution is making ad- 10 BIENNIAL SURVEY OF EDUCATION, 19*2 6-192 8 justments of its offerings constantly. The University of Akron pre¬ sents an interesting example. The graduates of the commercial curriculum of the city high schools in Akron had not been admitted to this municipally sup¬ ported university because they did not have in their high-school work the regular college-entrance subjects. The university now proposes to meet this situation by establishing a number of short courses of study two or three years in length that will enable the graduate from the high-school commercial course to continue his work upon a college level. Such attempts to secure closer articula¬ tion with the needs of the local community, urban or State, fre¬ quently take the form of additional offerings outside the traditional 4-year college course. One of the most interesting recommendations of the Virginia conference of secondary schools and colleges, called by the State department of education in 1927, has a direct bearing upon the co¬ ordination of high-school and college curricula. In effect the recom¬ mendation is that the colleges set up specific requirements for en¬ trance into curricula rather than general requirements for entrance into college and that “ only those requirements be made for entrance that are essential for successful progress in that curriculum.” The decreasing conservatism of the colleges in limiting admission to those who satisfy traditional prerequisites is being accelerated by high-school demands such as one also made by the Virginia con¬ ference. The colleges are called upon to provide a general course, admission to which is not based on geometry, advanced algebra, and foreign language. Although in some of the middle western and western universities curricula of this character have been provided for some years, it is significant that the educationally conservative South should make a demand of this character. It doubtless reflects the infusion into an agricultural region of industrial and commer¬ cial life. Those who are satisfied that present available methods of predict¬ ing success and of determining ability are conclusive regard careful selection of college students as essential. The selective processes used include intelligence tests, examinations, and investigations by personnel specialists, but actual admission is usually determined upon the basis of some arbitrary mathematical computation. A very common one is that of restricting admission to the upper quartile of the high-school class, but the process may become somewhat in¬ volved, similar to that of the University of Chicago, which adds to the high-school passing mark two-fifths of the difference between the passing mark and 100 per cent. Many educators believe that failure to make careful selection of college students by these and other devices is unfair both to the HIGHER EDUCATION 11 student and to the institution. President McVey, of the University of Kentucky, reflects this attitude in his statement that “the chaff must be winnowed out, else the entire system of higher education in the United States will break down.” On the other hand, those who have less confidence in the final validity of our judgments based upon information now obtainable, view this tendency to selection with considerable disquiet. The president of Franklin and Marshall Col¬ lege, in describing the work of his own institution, says : No attempt has been made to discriminate in the selection only of students of superior quality so as to eliminate or reject those who have been less fortu¬ nate in early training and opportunity, provided they meet the test of scholar¬ ship and character in the requirements for admission. The greatest danger in modern education is not that the gifted student may be dwarfed or hindered in his development, but rather that the one of mediocre ability may be neglected and not given a fair chance to stimulate all that is best in him. No college that is worthy of its privilege can arbitrarily drop those in the lower quarter who have acceptably passed the intellectual standards without shirking responsibility inherent in the charter of the institution. President McVey represents a State university and the president of Franklin and Marshall College represents a private institution. These two quotations serve to emphasize that the difference of opin¬ ion is not one drawn upon public and private college lines. Alumni of the private colleges as well as of the public ones are beginning to resent exclusion in certain instances as going beyond all reason. Naturally they raise questions when they discover that their alma mater, as is true of one institution, has only 9.5 students per teacher and yet succeeds in graduating only 45 per cent of students admitted from the upper quartile of the high-school classes. Few State university administrators are willing to place their in¬ stitutions in the position of refusing to admit any very large number of graduates from accredited high schools. Nevertheless they recog¬ nize that in many cases four years of college may not be best for all who have qualified by a high-school course for admission to the university. In the past they have met this situation by the appli¬ cation of drastic and in some cases cruel processes of elimination after admission to the college. During the biennium a marked in¬ crease of dissatisfaction with this process may be observed in the comment of presidents and deans. The tendency is apparently to turn to the development of junior colleges or lower divisions and of other terminal curricula shorter than the traditional 4-year course, and to provide for the shifting of the students whom guidance pro¬ grams failed originally to assign properly. The outstanding tendencies with reference to high-school and col¬ lege relations during the biennium have been recognition on the part of the colleges of the strength of the position of the public high schools, willingness to consider adjustments on the basis of facts 12 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 rather than upon the basis of theoretical or traditional curricula, and the cooperation of both high school and college in the creation of new units of organization and instruction in the field that lies between the junior high school and the senior college. COLLEGE COOPERATION AND CONSOLIDATION In harmony with the current desire of the colleges to conduct their work as part of one educational process with the high school and to look to the needs and desires of the outside world for guidance in the development of their educational programs are the closer cooperating relationships among the colleges themselves. One of the striking tendencies of the biennium is the increase of such coop¬ eration. Of course, there have always been contacts between colleges and cooperative activities through professional associations, through ex¬ change of professors and students, and by means of interchange of publications. Recent tendencies, however, go further. In the past the association of colleges has consisted largely of common counsel for the purpose of deriving information and suggestions which each might carry back for the solution of its own problems. The tend¬ ency now seems increasingly to be toward association for the pur¬ pose of undertaking together common educational projects. In the past the competitive attitude has made it difficult to secure real cooperation for joint attack upon common objectives. Apparently there has developed recently greater desire to analyze the tasks of higher education in order to determine the responsibility of specific institutions for the performance of special functions and willing¬ ness to relinquish to and to assist other institutions in the perform¬ ance of obligations outside chosen fields. The correspondence of the Bureau of Education indicates a striking growth of interest in these matters. In view of the frequent tendency of theses to lag behind actual movements in education it is perhaps especially sig¬ nificant that in the University of South Carolina, a Ph. D. thesis on the subject of consolidation of higher institutions is in course of preparation. The new spirit is expressed in cooperative ventures and in actual consolidation and affiliation of organizations. It must no doubt be admitted that part of this cooperative attitude of the colleges- has resulted from the abundance of student material and consequent financial pressure. But anyone familiar with the situation will recognize that changes in the entire educational or¬ ganization from the elementary to the college period have con¬ tributed to this movement. Probably also the attitude and interest with reference to these matters are due in part to changes in the intellectual and social convictions of the college world. The view- HIGHER EDUCATION" 13 point is less individual. Scholarship cuts across and spreads over ever widening geographical and institutional areas. It is impossible for colleges to avoid recognition of their common interest when studies like those of George R. Moon, of the University of Chicago, show that a large proportion of the students who drop out during the freshman year do so to attend other institutions; when the Western College for Women publishes the fact that its large losses at the end of the sophomore year are due to the desire of students to enter coeducational institutions; when all the colleges find that a large proportion of their students leave the regular col¬ lege course at the end of the sophomore year to undertake specializa¬ tion in their own institution or elsewhere. In the past, institutions have been preoccupied with attempts to prevent such shifting of students in order to preserve their own attendance at the largest possible number and to secure credit for carrying a large percentage of students through to completion. As soon, however, as the higher institutions recognize as a fact and as a desirable condition the possibility of accomplishing certain life objectives in less than four years, the values of wider student experience, and the impossibility for every institution to provide specialization in every field, the measure of the effectiveness of an institution ceases to be the pro¬ portion of its freshmen that it can graduate and becomes the ability of the program offered to meet the needs of the students it has. It is necessary to mention but a few examples of cooperation be¬ tween colleges and universities to indicate the spirit that controls a large proportion of our institutions at the present time. In Minne¬ sota, 50 freshman scholarships are granted by the university, but these scholarships, under the regulations, need not be taken in the University of Minnesota. The university indicates to the high-school students entitled to receive the 50 scholarships that their purpose will be served quite as well if they attend any reputable higher institution of learning. In Ohio, 12 arts and science colleges in the State have an understanding with the Ohio State University whereby graduate work in certain fields is left to the university. Seven private women’s colleges in the East combine to present the claims of women’s col¬ leges for financial support. Even on this most delicate subject of competition for funds there seems to be willingness to abide by the results of presentation of a common cause. Another striking instance is the case of Miami University and the Western College for Women. For various reasons, which in no way reflect upon the character of the work offered by these institutions, large numbers of students leave at the end of the sophomore year. As a result the upper classes in both institutions are small. Instruction in these classes, therefore, becomes expensive. The proposal has been made that certain classes be conducted in common, thus enabling each institution to reduce its 115044°— 30 - 2 14 BIENNIAL SURVEY OF EDUCATION, 19 2 6-19 2 8 expenses without reducing the variety of its offerings or the excel¬ lent character of its instruction. It is not the purpose of this statement to multiply examples of co¬ operation. Examination of the detailed history of higher education during the past few years will show that such arrangements have been increasing with regularity. Administrative devices have been in¬ vented for their accomplishment, and the scope of such arrangements extended to include matters that a few years ago would have been regarded as outside the field of cooperation. It seems worth while to call attention somewhat more specifically to instances which indicate a tendency to actual consolidation and affiliation. The Bureau of Education issues annually a directory of colleges and universities. Each institution makes a report which is used in compiling this directory. The reports show that actual con¬ solidations of institutions have been notably frequent during the past two years. Very little information has been available which would indicate the significance of these consolidations. In some cases, such as the consolidation of Newberry College and Sunderland College in South Carolina, it has been the purpose to meet the requirements of a regional association. Probably similar purposes have controlled the affiliations of the Missouri Wesleyan at Cameron, Mo., and Baker University at Baldwin, Kans., and that of Duchesne College and Creighton University. In some cases affiliations have taken place in order to secure concentration of resources. This is probably the case with Erskine College and the Woman’s College of Due West, S. C. More interesting than these examples of affiliation to meet formal standards or to increase financial strength are affiliations for specific educational purposes. Dental schools have frequently consolidated as a result of desire for higher standards and the wish to affiliate with medical schools. The example of the medical center idea, which brings together medical schools, hospitals, nursing schools, schools of dentistry and pharmacy, would seem to be spreading to other lines of activity. One interesting case of affiliation for a specific purpose is that of Western Reserve University and the Case School of Applied Science, which have jointly established an evening college in Cleveland to carry on adult and part-time activities. An affiliation for a similar purpose is that of the Sheffield Scientific School at Yale and the New Haven Branch of Northeastern University. Yale per¬ mits the use of classrooms and laboratories for the evening classes of the Northeastern University, thus serving its local community and furthering the interests of the other college. One of the most interesting proposals is the Claremont College scheme. The purpose seems to be that of obtaining the benefits of the small college unit and at the same time securing the advantages HIGHER EDUCATION 15 from the increased facilities which association provides. Thus the library, certain laboratories, graduate work, and extension activities may be carried on as common projects while each constituent college will have its own objectives and program, its own trustees, faculty, and endowment. It is a definite attempt to set up a college federa¬ tion. President Nicholas Murray Butler describes another tendency with reference to his own institution that is by no means confined to Columbia : It is quite within the bounds of possibility that during the next generation both Columbia University and other universities that have the inestimable advantages of an urban situation may find themselves surrounded by a whole group of junior colleges that have sprung up as the result of their several influences and inspirations. The administration and oversight of a group of such junior colleges would present no serious difficulties and. their teaching posi¬ tions would naturally be filled, chiefly at least, by men and women trained at the university under whose auspices they had been brought into being. Junior colleges, wherever they are, will do well to seek university affiliation. New York University, Boston University, the University of Cali¬ fornia, Yassar College, Rutgers University, and others, perhaps, have entered into arrangements of affiliation with junior colleges or are undertaking the development of junior colleges as branch institutions. In some instances this relationship of the junior college to central institutions has developed or tends to develop from the extension activities of the institution. Extension classes are established in various centers. As they develop and the programs become extensive and the attendance large, the economical thing is to establish them as affiliated resident junior colleges. The branch institution is, of course, no new thing. The Univer¬ sity of Idaho has for many years had a branch junior college at Pocatello ; the Texas Agricultural and Mechanical College has branch colleges; the Agricultural College of Utah conducts a branch junior college at Cedar City; both the Colorado Agricultural Col¬ lege and the University of Colorado have participated in the estab¬ lishment of affiliated branches. Instances of this kind might be multiplied. In some cases affiliated junior colleges tend to become 4-year institutions without destroying the relationship. Few instances have arisen, however, in which a 4-year college has been adopted by a larger institution and maintained as a separate unit. The merger of St. Stephen’s with Columbia University, therefore, is especially interesting. St. Stephen’s College is located 90 miles from New York City and has been successfully operated in affiliation with the Episcopal Church for many years. Columbia University limits its attendance in Columbia College to 2,000. It has over three times 16 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 that number of applicants for admission each year. One of the pur¬ poses of the merger of St. Stephen’s with Columbia is to enlarge the field of undergraduate education without affecting the limits placed upon Columbia College. St. Stephen’s will enable Columbia to conduct another unit of very different character from Columbia College. St. Stephen’s will have the advantages of a small country college limited to 250 students. Columbia University and Union Theological Seminary have been affiliated to a greater or less degree for many years. Recently, however, owing to the fact that the State department of education would not extend the privilege of granting the master’s and doc¬ tor’s degrees to the seminary, this affiliation has been made closer. It is very important for missionaries and for women who teach the Bible in denominational schools in this country to have the master’s and doctor’s degrees. They secure the training for their special work in the seminary. Columbia and Union have recently made an arrangement whereby the university will grant advanced degrees for work carried on in the seminary. Attention has been called in previous biennial reports to the tend¬ ency of various groups to affiliate and consolidate their work. Examples of this kind are the merger of the Catholic colleges in and near St. Louis with the College of Arts and Sciences of St. Louis University. The autonomy of the several affiliated colleges is pre¬ served but the degrees are granted by the university. The Arkansas Methodist Educational Commission has adopted a proposal to unify the work of the colleges under its control. It is proposed to establish a central university and to reduce the three Methodist colleges — Hendrix, Galloway, and Henderson-Brown — to the rank of junior colleges. The institutions will be under a single board of trustees. Competition for students will thus be reduced. Church boards are increasingly employing educational advisors and supervisors for their groups of schools who will serve to render aid and to guide the development of the individual institutions in har¬ mony with the common purposes of the group and in such a way as to prevent undesirable duplication and competition. Surveys of entire groups of church institutions and continuous surveys under competent central direction are enabling small institutions to obtain the advantages of self-knowledge which have in the past been largely confined to large colleges and universities. A recent development is of special interest as indicating the affilia¬ tion of institutions for the purpose of rendering a common com¬ munity service in an effective manner. New York City has had two colleges — the College of the City of New York and Hunter College — both in the borough of Manhattan and each with its own board of HIGHER EDUCATION 17 trustees. The demands upon these two institutions tended to exceed their capacities. Every borough of the five in New York City there¬ fore demanded a college similar to the College of the City of New York or Hunter. Bills for five new colleges were before the legis¬ lature in 1924, which, if granted, would have given the city seven colleges with seven separate boards of trustees and seven groups applying to the city for funds. In response to these demands and in order to prevent the evils of competition and expenditure which would result from such an arrangement, a board of higher education has been set up in which ultimately all the boroughs will be repre¬ sented. This board will administer the whole situation and is pro¬ ceeding to set up a system of colleges which will be known as the College of the City of New York, although each constituent portion will have a distinctive name. Although little comment has been aroused, these attempts at co¬ operation and affiliation have been effected in sufficiently scattered portions of the United States and upon a sufficiently large scale to indicate that a new form of organization is being developed in higher education. The tendency to association and affiliation seems to be developing for the purpose of perfecting the selective processes of the stronger institutions and for the purpose of serving as feeders to their advanced work, for the purpose of strengthening the faculties and prestige of the weaker elements, and, above all, for the purpose of covering the entire demand for higher education in an economical and efficient manner. SPECIAL PERIODS AND SERVICES To most people college work means study pursued nine months each year for a period of four years'. This conception is entirely inadequate to cover the present day activities and services of uni¬ versities and colleges. The variety of periods, courses, and services which do not harmonize with the popular idea of the activities of the university, is startling to anyone unfamiliar with developments during the past 15 or 20 years. Summer schools, research bureaus and stations, conference groups, short courses, institutes for special groups of interest from child welfare to tax problems, municipal reference bureaus, reading and club service, and many other forms of educational and expert aid are given as a result of the assembly of personnel and equipment for the education of resident under¬ graduate and graduate students. The desire of the universities to utilize these resources for wider usefulness has led to considerable confusion The place of these services in the institutional organization is not clearly defined. The administration and the offerings are not regularized or standardized. 18 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Participation of college faculties in these activities is frequently not regarded as on the same basis as is “ regular ” class and laboratory work or research. Financing is usually a thing apart from the financing of other activities of the institution. It is not the purpose of this discussion to treat of the summer session as such but it serves conveniently as an example of a highly developed educational period and service of the character under consideration. It has attained a development that presents characteristics which may indicate tendencies in the development of other special periods and services. The summer school perhaps most clearly represents the present tendency in the adjustment of these “ extra ” activities to what is known as “ regular ” work. From the standpoint of institutional organization and function, summer school is in a stage of transition. In spite of attempts to make it so, it has not been placed upon the same basis as the regular quarter or term. Even in the institutions in wThich the summer school is formally designated as a fourth quarter, administration frequently continues to be special ; the faculty in large part is assembled for what is regarded as an extraordinary purpose ; offerings, even when regu¬ lar resident courses are reproduced, are supplemented by special offer¬ ings; and the regular offerings themselves are modified to a consid¬ erable degree to meet the more concentrated efforts of a different class of students. The summer quarter, therefore, still retains its character of a special period offering special work for groups with basic interests different from those of the “ term time ” resident grad¬ uate and undergraduate student body. The student body of the summer school is, of course, largely made up of teachers and other types of workers who are free for a rela¬ tively short period. The school for women workers in industry, which has been running at Bryn Mawr for several years, a similar school recently inaugurated by Barnard, and the International In¬ stitute conducted at Williams, are examples of other types of special summer session service. Special periods and courses are primarily intended to render educational service to those who are actively em¬ ployed, and to those who wish to correct deficiencies of past educa¬ tional experience. All of these services have experienced a tremendous growth within recent years. The increase in attendance at summer school is illustra¬ tive, although probably even less remarkable than participation in the benefits of some of the other activities under discussion. The summer school at the University of Michigan has almost trebled in the past 10 years; from 1918 to 1927 the attendance increased from 1,301 to 3,811. Everywhere attendance in summer schools has in¬ creased more rapidly than general attendance upon the regular ses¬ sions of the institutions, although the growth of the latter has been HIGHER EDUCATION 19 so remarkable as to constitute the starting point for much of the edu¬ cational discussion of the past few years. One feature of summer-school attendance is especially significant — the increase in the proportion of graduate students. In Michigan over one-fourth of the summer-school students in 1927 were securing graduate credit. The percentage of summer enrollment in the grad¬ uate school increased from 11 per cent in 1918 to 27 per cent in 1927, and the per cent with college degrees increased from 21 per cent in 1918 to 41 per cent in 1927. Similar increases in the graduate field are shown in the University of Minnesota where the growth has been from 11.6 per cent in 1924 to 16.2 per cent in 1927. In the graduate and professional phases of extension activities large gains have also taken place. Extension work was formerly regarded as of subcollege, or at best, of junior college level. The increased emphasis upon professional service has already been illus¬ trated in connection with medical and dental courses for practitioners and similar work has been growing rapidly for teachers and business men. This change of emphasis in the work offered in summer schools and other special periods is significant in that it is evidence of larger desire to render service to alumni and to establish closer connection with the needs of the world outside college walls. Support of these special periods and services presents many prob¬ lems. In general they tend to become more nearly self-supporting or even profitable than is the work of the accredited undergraduate institution. This is illustrated again by the financing of summer schools. They sometimes establish credit items upon the institutional accounts. Thus the summer school at Middlebury College operated in 1926 at a profit of more than $2,000, and in 1927 it showed a credit balance of more than $10,000. The latter figure should be reduced by the $7,250 allowed for use of college buildings and the work in the general college offices, but still a balance of more than $2,500 is shown. These amounts are, of course, insignificant as sources of income for the institution, but that any balance should be obtained from the activity of an educational institution not conducted for the purpose of profit is a new thing in education. In many respects the summer school, from the financial standpoint, may be regarded as comparable to the utilization of idle land by the erection of a build¬ ing which serves as a “ taxpayer,” or by the practice of a manufac¬ turer in taking on contracts during slack seasons which do not pay a profit but pay the carrying charges of the plant and serve to main¬ tain the organization intact. Idle college plants deteriorate rapidly. The spectacle of a great educational institution standing relatively empty and unused during practically a quarter of the year is not conducive to support either from legislative assemblies or private 20 BIENNIAL, SURVEY OF EDUCATION, 192 6-192 8 benefactors. President Hall, of Oregon, advances this argument in his proposal to double the budget of the summer school. He argues that to expand the summer work will utilize the plant during the fourth quarter, thus increasing the capacity of the institution one-third. There is danger in the tendency to require research units and simi¬ lar activities, which are here regarded as a type of special service to meet the entire cost of their maintenance. Research units and activi¬ ties set up to accomplish specific studies in the field of industry may, of course, properly be borne by the industry itself. Such support it not undesirable unless it tends to distort the spirit of research and scientific study. Research in the social and general economic fields is, however, an activity that does not directly contribute to a going business in the same sense that research in the scientific fields may. Since research in the social fields is not directly a business matter, Government and private donation would seem to be, justified in their support. Self-support of industrial research may tend to distort the scientific viewpoint; social research can not expect to become self- supporting. The greatest need in connection with the special periods and serv¬ ices under discussion is recognition of these services as proper and valuable to the institution as well as to those served. To be sure, not all of the services now carried on should be continued indefinitely as college functions. In some cases it is perhaps merely the function of the institution to develop the service with the idea of turning it over to a more appropriate agency as soon as possible. Further definition and assignment of function with reference to these services should take the place of present somewhat haphazard inauguration. Indi¬ cations are that this definition is now in process of formulation, not upon the basis of traditional conceptions of college functions, but from the standpoint of the relationship of the institution to the indi¬ vidual who does not attend college, and to the individual who con¬ tinues to have problems which educational service may solve after he has left college. Parallel to the need for further definition is determination of how far the State or regular institutional funds should be devoted to the support of these activities. Some standardization of relationship is perhaps desirable in order to prevent important phases of this work from being regarded as excrescences or asides in the life of the institution. The tendency naturally, in view of the active discussion centering about the idea that the college student should pay more of the cost of his education, is to make adults who take advantage of these services pay all the expense. Institutions that will not accept the principle of education at cost for resident students are frequently willing to promote special periods and services at a profit. Whether HIGHER EDUCATION 21 one principle should control regular work and another work of the type under discussion, may be questioned, but the tendency is to make some such distinction. COLLEGE RELIGIOUS AND SOCIAL LIFE The meaning of religion to the individual or to any group is always difficult to measure. This is especially difficult in the colleges and universities. Many factors serve to confuse judgment. On the one hand, organized effort tends to magnify the significance of religion ,in college life, and on the other, young people to-day in college and out tend to regard matters of this kind as more largely personal than social. Probably the conception of religion that is representa¬ tive of college student opinion is that it is decency, personal and social altruism, personal self-reliance and responsibility, rather than a magical means of salvation, a series of observances such as church attendance, or a body of theological conviction. The tendency to magnify personal independence and individual responsibility may, in religious as well as in moral issues, tend to develop either intel¬ ligent tolerance or a wishy-washy attitude upon problems of per¬ sonal conduct and social obligation. On the other hand, theological dogmas about which much feeling and earnest discussion centered in the older generation, may be formally accepted by reason of early training without real conviction. If this attempt to summarize dis¬ cussion and comment is reasonably correct, the college attitude on religious questions differs little from that of a large proportion of the general public. Anyone seeking to evaluate the place of religion in the colleges would naturally expect enlightenment in the report of the national student conference held in December, 1926, and published as Re¬ ligion on the Campus. Examination shows, however, that this con¬ ference concerned itself in large part with the subject matter of religion rather than with the campus problems of religious life. The report creates the impression that it might have been just as well a conference of theological seminary students for the purpose of discussing certain technical points of their contemplated pro¬ fession. As an indication of the trend of student thought upon religious matters, the participation of students in defeating the bill intro¬ duced into the Minnesota Legislature for the purpose of preventing the teaching of evolution seems more significant. The discussion before the legislative committee did not, of course, concern the merits of the case for and against evolution, but was confined to discussion of the question as to whether legislation upon such matters was appropriate subject matter for consideration by a political body. 22 BIENNIAL SURVEY OF EDUCATION, 192 6-19 28 The students were, with rather surprising unanimity, opposed to the legislation, not upon the grounds of religious doubt or dis¬ belief, but upon the grounds of social and individual principles, wThich maintain the right of the individual to examine all aspects of thought and of the university to present for their consideration all types of thinking. President Coffman’s argument against the bill did not touch the religious question at all, except to assert that the bill should fail because “ it will stifle learning, cripple research, destroy intellectual integrity, doom the university to mediocrity or less, and it will not make students more religious.” College students have for many years been regarded by their elders as especially prone to resent compulsion both of formal law and social pressure. It is among youth that the belief is strongest that progress may be made by challenging the exercise of authority and the enforcement of con¬ ventional practices and beliefs. The attitude of the students in the Minnesota discussion probably reflects this viewpoint of young people even more than it reflects the effect of university teaching. When Yale abolished compulsory chapel the fears expressed on the part of those who are interested in religious life were given much publicity. Similar action by other institutions has been taken, yet no disastrous results can be noted. The president of Vassar is satis¬ fied that voluntary chapel attendance at that institution has been a success. The number who go to chapel has been greatly reduced but there has been a complete change in the attitude toward the service and in the response to its value by those who attend. When one turns from questions of student belief and attitude in regard to matters of religion and attempts to find an objective measure of religion in the colleges, the instruction offered in religion and related subjects, such as Biblical literature, naturally seems to offer some basis for judgment. Several studies have been made recently in regard to the opportunity for study of religious subjects in the undergraduate colleges. It is rather surprising to find the richness of the offerings in State universities and nondenominational institutions, although, as may be expected, they offer fewer semester hours in the field of religion than is the case of the denominational institutions. Inasmuch as some of the denominational colleges undertake to train religious teachers and missionaries and offer special inducements to those who contemplate entering the ministry, it becomes more significant that the offerings in these subjects in the State universities and nondenominational institutions so nearly ap¬ proach those of the denominational colleges. Indeed, it would seem that the variety of offerings is probably greater in State and non¬ denominational colleges than in the denominational. This is, of course, accounted for in part by the fact that the denominational colleges are smaller and have not at their command the resources of HIGHER EDUCATION 23 the larger universities. It is also interesting to note that the non- denominational colleges allow a maximum of free electives in reli¬ gious subjects in practical^ the same proportion as the denomina¬ tional. It has been said that it is difficult to distinguish between the re¬ ligious tone of institutions upon any basis that can be traced to the religious connection or nonconnection of the institution. Various inquiries would seem to indicate that there is more difference in regional attitudes than between denominational and nondenomina- tional institutions in the same region, if great national institutions, such as Harvard, Princeton, and Chicago, are omitted from con¬ sideration. Drinking in the colleges of the United States has received much discussion. Attention to drinking in the colleges has been given an amount of attention all out of proportion to student consumption of liquor as compared to that by the general public. From the stand¬ point of the social experiment which the United States is now try¬ ing, this is probably as it should be, since the future generation of leaders will come from the colleges and the success or failure of the experiment will depend more largely upon this group than upon the general public. From the standpoint, however, of the impression given of American college life and of present conditions as compared with those of the past, the emphasis creates a distorted view. Prob¬ ably no single thing has done more to correct these impressions than the poll taken by the Literary Digest with reference to drinking- in the colleges. Two hundred and thirteen college presidents replied to the questions of the magazine and were almost unanimous in say¬ ing that drinking, as they have observed it, is on the decrease. One hundred college editors replied, and as one account expresses it, “ the majority of them agree with the opinion of the college presidents that youth is giving up the bottle.” Drinking seems to be going out of fashion among college students. Those who knew conditions in the colleges 20 or 25 years ago have little reason for concern. While we may have lost something of our inside view of what is going on, ordinary intelligent observation is all that is required to prove the difference. In some sections of the country, for instance jn large portions of the Middle West and the South, drinking is in much the same category as opium eating. It “ isn’t done ” by college students. It is encouraging, also, that discussion of the tone of college magazines and other publications is receiving considerable attention. Most educators have been more concerned about the uses of print than about sumptuary observances. College papers, with the growth of interest in training for journalism, have improved in make-up 24 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 and literary style and frequently in content. The public knows little about this development. Its knowledge of college papers is derived from a few comics and jokes of the salacious or near salacious type. The Illini Weekly, of the University of Illinois, summarizes the situation briefly : Most of these humorous magazines are quoted in anthological publications and screen digests and newspapers, and sporadically one or another of the journals, by blaspheming one or another sacred cow, erupts into the staid and sober press agencies of the country. By these means the country at large is aware that these facetiously titled “ humorous ” magazines exist. The country identifies each of the publications with the college from which it issues, which is fairly important, and identifies all of them with the colleges of the country * * * which is much more important. The great American people * * * look on these humorous publications as barometers of the undergraduate intelligence and morals. The barometer is falling. From the administrative standpoint, college publications have always been a source of disturbance and distress. The tendency to be daring in social, governmental, and administrative matters, the desire to shock authority in one fashion or another, and to disturb smug respectability is no new tiling. In general, however, college administrations and the editorial staffs themselves are taking more frequently the position that activities of this kind, when freely self- directed, have a larger educational value than has been usually recog¬ nized, or than they can have when subjected to close administrative supervision. The belief is not simply one of the psychology of learning, but faith that students themselves through public opinion will correct and prevent abuses. The importance of individual in¬ stances, mistaken zeal, or of moral shiftlessness should not be exaggerated. It is usually recognized that the social life of large universities is to a degree unified by common enthusiasm for athletics and other “ activities.” But few commentators give sufficient emphasis to loyalty to the organization and “ personality ” of the university itself. Probably much of the feeling of allegiance to the university, as such, arises from a certain possessive sense that may be identified in large part with the accident of residence comparable to loyalty to “ my State,” “ my town,” and “ my neighborhood.” The cohesive power of these loyalties is frequently strong and the source of much personal satisfaction to students. Nevertheless they do not usually satisfy the gregarious instincts of students or provide full opportunity for group activit}' and expression. Class loyalty, which in part meets these needs in the smaller col¬ leges, is relatively insignificant in the larger universities. Common intellectual interest centered about a subject-matter field or a pro¬ fessor creates a unity of thought and of activity that is sometimes HIGHER EDUCATION 25 minimized by those who discuss college life, but is of great influence and weight. The growing importance of student professional and technical organizations and activities demonstrates this unmistakably. The measures taken by university administrations to facilitate student intercourse and welfare — personal guidance, faculty advisors, commons and dormitories for freshmen, student unions, and similar devices — are often impersonal and do not create a single group that within itself provides for the activities and interests, the congeniali¬ ties and comradeships, that self-made human circles do in the world outside. Large dormitories and immense dining halls tend to prevent the development of the group consciousness that arises from the intimacies of living and eating. Fraternities offer one solution of some of these problems of uni¬ versity and college social life. As student organizations they have the advantages of being self-formed groupings and self-directed in large part. Even though there may be a degree of artificiality in their formation and conduct, this is probably no more true than with other groups organized to serve social needs. They combine the benefits of common housing and dining, of social life, of guidance in activity, and even in study. Condemnation of fraternities and their faults must be considered in the light of these advantages and of certain material facts. There are 3,429 active fraternities and sorority chapters in nearly 700 colleges in the United States not including chapters of honorary and semihonorary fraternities. Almost 2,600 of these have college homes of which nearly 2,000 are owned by the chapters themselves. The investment is approximately $64,000,000. Almost one-tenth of the entire college student body of the country is housed and fed in fraternity houses. The burden thus taken from the institutions is, therefore, considerable. Many of the evils that arise in connection with college fraternities have been due to institutional assumption of too little responsibility and authority in aspects of fraternity activity other than those con¬ nected with housing. In recent years, however, in cooperation with national fraternity headquarters, the colleges are exercising a greater degree of legitimate control and discovering means of utilizing the fraternity organization to handle details of discipline and mainte¬ nance of scholastic standards. Reports of grades of fraternity men in comparison with those of the general student body and of non- fraternity men are now quite commonly made annually and published by the colleges. Studies of national groups and of large numbers of colleges tend to show that fraternity scholarship compares very favorably with that of other groups. 26 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 IMPROVEMENT OF INSTRUCTION The quality of teaching in the colleges is receiving ever greater attention. The denunciation of college instruction continues. The president of Washington and Lee University summarizes in a brief statement the features of responsibility that have received most atten¬ tion and the standpoint from which interest arises: “The annual waste heap of college failures . . . is, in my judgment, a severe indict¬ ment of the curriculum enforced, the methods of instruction employed, and the campus atmosphere allowed to form in the undergraduate department of our American institutions.” The bureau’s biennial report on higher education for 1924^1926 describes in some detail the efforts being made to improve college teaching. These efforts arose in large part from increased interest in the individual student and were expressed chiefly in administra¬ tive measures intended to arouse the interest of the faculty and to call their attention to the development of teaching theories and prac¬ tices in secondary education which appeared to be applicable to col¬ lege instruction. The devices adopted to accomplish this purpose in¬ clude: (1) Requirements of professional training in education as a prerequisite to employment ; (2) experience in teaching as prerequisite for employment; (3) courses in education designed for college fac¬ ulties; (4) faculty meetings for the discussion of the problems of teaching; (5) the formation of institutional committees for study of problems of teaching; and (6) analyses of the content of courses and statement of course objectives. Studies of this kind are still being made and should continue to be made, although knowledge of their value is now quite widely dis¬ seminated. The more or less routine measure of the extent to which administrative devices of these types are being or have been adopted is being carried forward by a study conducted by a committee of the National Society of College Teachers of Education. This study covers general organization or administration, organization and administration of classes, methods of supervision, and changes in curricula. Although no attempt can be made here to describe the specific measures taken during the biennium to make adjustments in the administrative field for the purpose of improving the instruction given to students, it is worth while perhaps to call attention to three or four experiments and studies in this direction. Harvard has adopted a plan whereby departments may be per¬ mitted to discontinue lectures and other classroom work during two periods of two and one-half weeks each during the year. Both stu¬ dents and instructors are required to be in attendance at the institution during these periods. The purpose is to give students HIGHER EDUCATION" 27 opportunities to carry on systematic reading and self-directed study activities without the interruptions and restrictions of daily schedules. Although it is stated that the arrangement is designed to give the teacher more opportunity for writing and research as well as to give the student a better opportunity for study, the readjustment is of importance also as an experiment in modifying present teaching conventions. Under a somewhat similar although less general plan, Cornell Uni¬ versity has extended the privilege of informal study to about 50 sophomores. Under the Cornell plan the maximum number of class hours will be 15, but in addition 3 hours for informal study will be demanded in order to satisfy the requirements for graduation. Great freedom is allowed to the student in selecting the field to which he shall devote himself during the period of informal study and in determining how he shall attempt the task. The experiment in conducting a summer school for engineering teachers which was financed by the Carnegie Corporation in the sum- mer of 1927 has been continued during the summer of 1928 and will be continued in the summer of 1929. Schools were held during the summer of 1927 at Cornell University and at the University of Wis¬ consin. The work of the first school centered about the teaching of mechanics and covered the organization and content of such courses as well as the methods of presentation and testing. On the whole those who attended or participated in the work were very favorably impressed. The benefits derived seem to have been difficult to form¬ ulate but judgment by the teacher students was almost universally favorable. The second summer school held at Massachusetts Insti¬ tute of Technology and the University of Pittsburgh was also suc¬ cessful. From the two experiences it is interesting to discover that comment and criticism indicate that more valuable results were ob¬ tained from informal exchange of experience and opinion than from the formal lectures and discussions. It was difficult to secure men professionally trained in education who could make specific applica¬ tions to engineering teaching or even to college teaching. Little actual experimentation in the problems of engineering college educa¬ tion has been carried on. The body of knowledge, therefore, upon which to base applications and conclusions is very limited, much more so than is true of the teaching of Latin or mathematics in the high school. The practical experience of successful engineering teachers was of necessity, therefore, the most interesting and helpful source of information with reference to the problems with which the sum¬ mer schools were designed to deal. Some commentators, at any rate, are of the opinion that controlled experiments in the field of college teaching of engineering will have to be carried on over a period of 28 BIENNIAL SURVEY OF EDUCATION, 1926-1928 years before a body of information can be collected which will serve as a real basis for the instruction of engineering professors. An attempt has been made at the University of Chicago to set up “ an informal means of self-appraisal and development of balanced excellence in instruction.” The method used in determining a stand¬ ard by which the quality of instruction might be judged is exceed¬ ingly interesting. Two things were sought: First, what an instruc¬ tor should do; and, second, the qualities which he should possess. The members of the committee, consisting of four members of the faculty and of five students, first prepared a list of the qualities de¬ sirable in instructors conducting lecture-discussion classes in the junior college. These suggestions and others were then tabulated and classified and submitted to 31 instructors in the junior college with the request that they indicate additions, omissions, and revisions. Upon the basis of the suggestions received the committee reclassified and revised the list which was then submitted to educational experts for suggestions. Five classifications were made in the self -appraisal form. In the order of ranking, knowledge and organization of subject matter is assigned first place; skill of instruction, second; personal qualities, third; professional development, fourth; and uni¬ versity cooperation, fifth. If there is validity in this order based upon the judgment of students and of faculty members, it is inter¬ esting to note that professional development and university cooper¬ ation, the factors upon which the colleges have been in the habit of placing most emphasis in their estimate of teachers, are at the bot¬ tom of the list. Of the subdivisions under knowledge and organiza¬ tion of subject matter, possessing a broad and accurate knowledge of the subject is given first rank, while pointing out the relations between the materials of the course and other subjects and between these materials and current affairs is fifth and last among the points listed. If the arrangement of the 11 points which characterize skill in instruction can be accepted, getting the point of view of the students and adjusting to the students’ power of comprehension is assigned first ranking. Managing routine affairs efficiently, such as seating students, recording attendance, meeting and dismissing classes, and returning papers promptly, is eleventh in order. Of the 10 personal qualifications listed for self-rating by the instructor, interest in the subject and interest in teaching are the two that head the list, while freedom from personal idiosjmcrasies is regarded as tlie least important. Probably such a rating scheme does not pro¬ vide a very practical mechanism for judgment but it repays study and should prove suggestive to the teacher who wishes to improve his work. If the plan of investigation might have rested upon a HIGHER EDUCATION 29 somewhat broader student base than was the case in this special instance, its force would be even greater. Administrative devices and studies of procedure, such as those described above, lead naturally to increasing emphasis upon study and experimentation in actual teaching. During the biennium growth of such work has been remarkable. A fairly satisfactory measure of such interest is afforded by reports collected by the Bureau of Education showing the studies in education in progress but not completed during the year 1927-28. Of 800 studies 105 were in the field of higher education. Of these approximately one-fifth were concerned directly and primarily with content, aims, and methods of instruction in various subject-matter fields. No similar record is available for the first year of the biennium covered by this review nor for the studies completed in the second year, but examination of the 247 studies in higher education reported to the bureau as com¬ pleted in 1926-27 shows that almost one-seventh deal with similar problems of teaching. This number would have been considerably increased if the studies in content and method of courses of profes¬ sional character conducted by teacher-training institutions had been included. These were omitted since it was so frequently impossible to determine that they were directly applicable to college instruction, although undoubtedly they were in many cases. As may be expected, schools of education and other teacher-training agencies are the most active in attacking their own problems of teaching by the use of methods which they have promoted in the study of elementary and secondary school problems. Mention may be made of two or three of the studies bearing directly upon the problems of college instruction. The University of Akron in attacking the problem of student mor¬ tality has attempted to get at basic reasons for student deficiency and progress rather than to rest content with processes of exclusion or upon other administrative devices which relieve the institution of responsibility. The committee appointed to study this matter found that one student could read and understand to the extent of 100 points in a fixed time, while another could read and understand the same material only to the extent of 20 points. On this basis the scope and extent of the work which may profitably be assigned to students will vary widely. One of Minnesota’s subcommittees on research, that on the teaching of science, undertook in 1926-27 to study the pre¬ vailing methods of science instruction in the various departments of the University of Minnesota. The study included the use of text¬ books, research technique, conscious changes of methods on the part of instructors, and the formulation of experimental projects in teach¬ ing. The State University of Iowa in 1925-26 made a case study in 115044°— 30 - 3 30 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 elementary psychology of the results of two methods of instruction, the lecture conference and the individualized method. The experi¬ ment was carefully controlled and supervised. The procedures adopted and the account of the study should be examined in detail by all college teachers who are desirous of conducting experiments along these lines. The results of the experiment conducted at the Univer¬ sity of Iowa led to the tentative conclusion that these two methods are equally effective in teaching this particular subject. The ad¬ vantages of either method must therefore be sought in differences of expense and of administrative difficulties. It is true, however, that the tests applied do not measure adequately differences of growth in character and initiative on the part of the students in the two types of activity. One publication that has great immediate practical suggestion for the individual college dean or teacher who wishes to attack the prob¬ lems of college teaching is a little book edited by Prof. Sidney L. Pressey, of Ohio State University, called “ Research Adventures in College Teaching.” The studies reported vary in seriousness and importance. None is so extensive or so difficult as to discourage repetition or improvement by any college faculty which wishes to obtain first-hand information on its own problems of teaching. The studies reported are not without considerable value in the results obtained, but their greatest importance and their real contribution consists in the demonstration of what can be done with very little expense and with relatively small effort in experimentation looking to improved instruction in the colleges. If an attempt were made to summarize the tendencies during the last biennium looking to better college teaching methods, three points would certainly be included. First, there is greater emphasis upon willingness to try out plans for self-conducted activity on the part of the student ; second, a much greater emphasis in instruction is placed upon making the student realize that certain elements of work done are merely providing tools for future activity ; third, there is decid¬ edly less satisfaction with the cramming process and more willing¬ ness to accept as the objective of instruction the stimulation of the student’s own intellectual interest and activity. Methods of instruction that are now receiving most attention all lead to the library. Of course, the library has always been consid¬ ered an important element in the college, but consciousness of its cen¬ tral importance has lagged somewhat behind the developments which now tend to make it in truth the heart of higher education. New methods of instruction have been very important in centering atten¬ tion upon college library service. In addition, the development of graduate and research work in many fields by many institutions has thrown a much greater burden upon the library. Textbook-lecture # HIGHER EDUCATION" 31 emphasis in college instruction is giving way to emphasis upon stu¬ dent reading, project development, and self-directed activity on the part of the gifted student. Review of all literature, wide reading, and other methods which characterize research procedures may have been overemphasized in undergraduate instruction, but it is unques¬ tionable that great gains have been made in the resulting departures from cut-and-dried methods. The study of a selected group of college and university libraries made for the Association of American Universities by George Allen Works and published by the American Library Association is an important and, on the whole, a successful attempt to bring forward for consideration some of the problems of college and university libraries which relate to library educational service rather than to problems of technical library procedure. Although a list of 18 of the better-known and larger institutions was selected for study, most of them known for the size and variety of their book collections, reading of the report gives as its most obvious impression the convic¬ tion that even these excellent institutions and libraries are surpris¬ ingly short of information with reference to their library service. This is true even though the study confines itself for the most part to elements of service susceptible of objective measure. The author was able to develop surprisingly little that had direct application to the coordination of the work of the student and teacher with the service of the library. In other words, it would seem that college and university libraries have, under the leadership of the American Library Association, shared with other libraries in the thorough de¬ velopment of the technique of handling books which so strikingly distinguishes American library service from similar service in Europe. However, few seem to know much about the larger aspects of library administration. The facts in regard to the cost of services are not available. The organization of the staff imitates that of the public library without very much conscious adaptation to the very different service of higher educational institutions. Library tech¬ nique is of higher quality than college library administration. Both technique and administration have, however, made more progress than conscious and systematic coordination of teaching functions and library service. The survey of negro colleges and universities, made by the United States Bureau of Education during 1927—28, emphasized the library service in these institutions. The development of a high type of instruction by these institutions is clearly and unmistakably de¬ pendent upon a prior development of an adequate and intelligent educational library service. This problem was made the subject of a conference on negro libraries called by the American Library Asso- 32 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 ciation in February, 1928, and participated in by representatives of the Rockefeller Foundation, the Carnegie Corporation, the Bureau of Education, and representatives of college and State library serv¬ ices. In so far as the conference concerned negro college libraries, the most important conclusion reached was that the relatively unde¬ veloped condition of both negro libraries, and of negro higher edu¬ cation affords an especially promising field for experiments in the coordination of library service with instruction and with curricular development. These institutions provide a field for experiment which might bring results of tremendous value to other institutions. RESEARCH AND GRADUATE WORK Any attempt to describe current conceptions of research and of graduate work in the colleges and universities is confronted by a dilemma whose horns are multiplied like those of the beast in the Apocalypse. A multitude of questions about research and graduate work in the institutions are being asked. Three questions, however, probably afford starting points for discussion which covers a large proportion of the problems involved. First, is it the function of an educational institution to sponsor and conduct research apart from its teaching program? Second, upon what basis should an institu¬ tion determine the nature and scope of its graduate offerings? and, third, wThat should be the relationship between the research carried on by an institution and its program of graduate work? These questions can not be discussed conveniently as isolated problems. They are intimately interrelated and overlapping. The justification for research work detached from teaching functions is not clear-cut. The public in general regards the college or university as a teaching institution. It may recognize the value of the results of research but does not see clearly what the relation¬ ship is to the main function of the institution. It may be doubted whether many institutions are prepared to present to the public from this standpoint conclusive arguments for all the types of research carried on. When special research units, such as the engineering experiment station, the agricultural experiment station, and similar organized units with limited research functions are set up, there is, of course, no difficulty in making the defense and selling the idea to the public. The case can not so clearly be made for research carried on by the instructing staff without definite financial provision. Usually defense of this phase of the research activities of an institution takes the form of assertion that it provides service to the State and Nation, adds to wealth and social welfare, and is necessary in order that instructors may be kept alive. A conclusive argument seems to be that research provides subject matter for UlGHER EDUCATION' 33 instruction. Usually undergraduate instruction is most prominently referred to. Research by undergraduate college teachers is presented as an es¬ sential element of their activity, but is seldom rewarded by specific remuneration, and provision is infrequently made for it in the schedule of teaching assignments. The common expression in re¬ gard to research by undergraduate instructors is that it is “ a by¬ product of teaching.” Just what this means is difficult to determine. Much the same situation exists with reference to teachers who are also carrying on graduate instruction, although there is more recog¬ nition in pay and in allowance of time for research activities on the part of these instructors. In both cases institutions tend to expect research of the teacher upon much the same basis as they expect him to maintain his health and respectable standing in the community. The college or university in fact sponsors and makes itself responsible in only the slightest degree for the research work of the individual. Under this plan the institution gets credit for productive and creative activity of research character at a minimum of expense. Even, when a certain amount of time is allowed the ex¬ tent of the institution’s support of individual research is ill-defined and the actual cost of carrying on research activity is impossible to determine. When an institution’s research work is in large part merely individual research, the work is scattered and the different phases of such activity little related. In other words, there is in fact no program, and duplication of effort results within institu¬ tions and between institutions. These conditions tend to prevent the development of institutional specialization in specific research fields. Common usage links research and graduate work together, but the actual connection is vague and the relationship not clearly formu¬ lated in theory or in practice. Lip service is rendered to research, but the tendency is to emphasize graduate work and to measure its value in terms of numbers and in terms of the rigidity of the processes of a formal character through which the graduate student is com¬ pelled to pass. While it is recognized that graduate work should and sometimes does have some of the characteristics of research, this is not taken too seriously and in few cases does any large proportion of the graduate work contribute to an institutional program of research. Graduate work as now carried on is subject to two criticisms : First, it is assumed that anyone who has gone through the academic process leading to an advanced degree, preferably the Ph. D., is competent to conduct graduate work. Even this formal standard, however, is not always strictly maintained. Although condemned by formal 34 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 standards, graduate instruction is too frequently regarded as merely a continuation of course work similar to that given in the under¬ graduate years. Commonly, of course, a higher degree of specializa¬ tion is required and various devices of method and procedure seldom characteristic of undergraduate instruction are introduced into the graduate course work. In this way some of the processes and tools of research may be acquired, but there is the minimum of the spirit of research developed. Second, wThen the institution’s research work is largely dependent upon individual effort without specific support, the professor tends to regard graduate students as an imposition and nuisance. There is some justification for this feeling. Why should an activity that is so largely personal and conducted during time stolen so often from leisure or from possible profitable employ¬ ment be exploited by the institution for the sake of its own reputa¬ tion as a graduate school? This attitude is sometimes shared by units especially set up for research purposes. Their job is research. Teaching graduate students is from their standpoint beside the point. The desire of the institution to enroll graduate students sometimes burdens the research units with care of graduate students to an extent that actually interferes with their research activities. In other words, admission to graduate work in the fields of formally organized research is not determined by the number that can be used profitably in carrying on the research undertaken. The institutional defense of its position under these conditions is difficult in the case of organized research units. In the case of indi¬ vidual research the institution seems placed in an even more difficult situation, especially when individual research is carried on as an» extra leisure-time occupation. The institution may defend its posi¬ tion legitimately enough by maintaining that association in the uni¬ versity provides the individual professor with the atmosphere of scholarship, and that the university’s equipment is made available for his work. Further, the university may well contend that even the professor with a full-time schedule of teaching does not have an overburdensome load. He is left with considerable leisure which he would not have in commercial employment. In addition, the institu¬ tion is always willing that the professor have full credit for his own work and will frequently promote knowledge of such activity in a way to enhance the reputation of the individual. This is not always true of commercial organizations. Nevertheless these arguments are defensive of practice, not elements of constructive policy with refer¬ ence to institutional research. They do not satisfy the professor whose position is a full-time teaching one according to accepted standards. He feels that he is being exploited to a certain extent when his personal research work leads the institution to press grad- HIGHER EDUCATION- 35 uate students upon him. This resentment is increased by the current emphasis upon research as a basis of employment and promotion. As has been many times pointed out, this tends to make the product of research, rather than the human student product, the more impor¬ tant activity in the professor’s mind. The field for a wide variety of creative activity tends to be narrowed to only one type, that of research. The result is that the forms rather than the spirit of research control. Two types of solution for the problems involved in the relationship of research and graduate work are offered. President Butler elo¬ quently summarizes the first of these plans : A master scholar, with his own grand and well-conceived problem before him for solution, will, if he is wise, associate closely with himself a group of advanced students who, first as hewers of wood and drawers of water, and afterwards as associates and fellow laborers, will light their lamps of scientific and scholarly endeavor at his altar and will gain the inexhaustible stimulus which comes not only from mere training in method, but from association with the rich and fine guiding personality. They will gain the inestimable benefit of being colaborers with their master upon a great central, dominating task, to which they will always look back with satisfaction and admiration. This proposal is idealistic. It does not provide a method whereby institutions may continue to increase their graduate enrollments. It fails to take into consideration the fact that much research to-day and probably the most far-reaching is not the product of a master mind working alone with its assistants, but the product of a group of master minds attacking various phases of the same problem in co¬ operation and coordination. Nevertheless, President Butler’s state¬ ment does indicate the necessity for relating graduate work to research and emphasizes the central position that, in the opinion of many, research should occupy with reference to the development of graduate activity. Another proposal is that the institution definitely set up an insti¬ tutional program of research and limit admission of graduate stu¬ dents to those who can be employed profitably in furthering this program. Limitation of the number of graduate students, such as that of Princeton, which will admit only 200, is arbitrary and appar¬ ently based on a theory of a correct proportion between the number of undergraduates and graduates rather than upon the requirements of a definite research program. Purdue University in its engineer¬ ing research approaches more nearly the plan proposed. Upon the basis of the research carried on the number and the quality of the graduate students is determined. In spite of pressure the university refuses to admit graduate students in connection with this research who could be employed only in doing routine testing and noncre- ative labor, even though such testing and labor may employ the 36 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 methods of research. The Columbia University faculty of pure science has established a research committee “to be charged with consideration of the needs and opportunities for research in the fields represented by that faculty, and constituting that committee a super¬ visory committee for such researches as might be undertaken upon its recommendation.” This has many of the elements involved in setting up an institutional program of research. In much the same way the graduate council of the University of Minnesota has at its disposal funds with which it can assist in specific researches. If these funds are, as is frequently the case, devoted to those projects and individual proposals which are related to a specific university program, the plan tends to develop an institutional program of research. In neither the case of Columbia nor of Minnesota, how¬ ever, is the relationship to graduate work clearly developed. Similar conditions exist with reference to bureaus of business research, such as that of the University of Michigan, the educational research bureau of Ohio State University, and the biological stations at Min¬ nesota and elsewhere. Some of the agricultural experiment stations have worked out the idea with decided success. At the University of Minnesota, for instance, investigations which constitute a true series in the field of plant, animal, and entomological studies provide a program of research, and the admission of graduate students is con¬ fined to those of such quality as can contribute to solution of these related problems. One difficulty is determination of what the program shall be. In some cases, in harmony with President Butler’s statement, the pro¬ gram may be determined upon the basis of the institution having in its staff a man of outstanding ability and qualifications. The gradu¬ ate work of the University of Maine is largely determined upon this ground and its scope and offerings vary as the staff changes. On the other hand, the proposal is being made with increasing fre¬ quency that the scope of an institution’s work may be determined for specific fields by national group consultation which will set up a series of related researches. Under this plan a national program would be divided among the institutions best qualified by equipment and personnel to undertake the research. Graduate students inter¬ ested in one or the other phase of this program would be turned to the institution which undertakes to work out its own special aspect of the problem. The whole problem of graduate and research work is intimately re¬ lated to the problem of support. Under present conditions no one has a very clear idea of how much the institutions are spending for research or for graduate work. It has been stated that the average State university in America devotes 5 per cent of its income to re- HIGHER EDUCATION 37 search and that the average in Western State universities is 10 per cent. The basis for this determination is not clear. Certainly it does not cover" the individual research carried on in leisure time for which the institution makes only vague provision. Before the re¬ search and graduate program can be made more satisfactory, separa¬ tion of the costs of research and of the costs of graduate instruction from the costs of undergraduate teaching must be worked out. This is a difficult problem and is being attacked in very few places. The survey of land-grant colleges now being carried on by the Bureau of Education has attempted a somewhat elaborate fact-finding inquiry with reference to the costs of research analyzed into its various types. The success of this inquiry will be dependent upon institutional ability to furnish information. It is practically cer¬ tain that these figures will be very unreliable for many institutions, but it is hoped that the nature of the inquiry will lead to some better bookkeeping system from the standpoint of determining these costs. FINANCING HIGHER EDUCATION Discussion of college and university support by those who are familiar with education and competent to deal with the problems involved continues, but upon an entirely different plane from that of the popular material with which for the most part the newspapers and magazines deal. This informed discussion consists largely in further initial definition of the problem and of action designed to provide funds in specific cases. President Cowling, of Carleton College, has contributed to a defi¬ nition of the problem by attempting to set forth the main items of expense needed to provide for a liberal arts college with 1,000 stu¬ dents; and Richard R. Price, director of university extension in the University of Minnesota, has analyzed some of the problems of sup¬ port for the State university. President Cowling attempts to determine the faculty requirements of a liberal arts college of 1,000 on the basis of accepted standards and the special study of 25 leading American colleges. In the same way he analyzes the plant and equipment needs of such an institu¬ tion. Upon the basis of the figures thus obtained he estimates that a fund of approximately $8,400,000 would be required to provide income to meet current expenses, annual additions to permanent equipment, payment of scholarships, and a revolving fund for student loans. In addition $3,600,000 would be required to provide the plant and equipment, together with a reserve for current uses. In other words, an investment of $12,000,000 would be required to provide educatiton for 1,000 liberal-arts students, exclusive of those activities such as dormitories and research, which may be made self-supporting 38 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 or the object of special gifts. He estimates that the annual expense would amount to $589,000 or to $589 per student. This does not in¬ clude an interest charge on $3,500,000 invested in grounds and educa¬ tional buildings and equipment which would amount to $210 per student. The total cost per student would be therefore approxi¬ mately $800 per year in President Cowling’s estimate. Of this amount he proposes that $250 be paid by the student in the form of tuition. President Cowling’s estimate is extremely interesting and is a valuable contribution to the discussion of the subject. His terms are carefully defined and it is thus possible to modify and adjust his figures to meet the specific situation of any college if it is desired to do so. Probably the statement will be subject to criticism from the standpoint that the estimates are theoretical and that the figures therefore do not correspond to any specific situation. This is hardly fair criticism, since President Cowling would be the first to disclaim any intention of setting up an absolute standard. His service con¬ sists primarily in analyzing the elements of expense clearly and simply and in presenting, subject to considerable variation for spe¬ cific instances, estimated amounts. If he has erred on the side of generosity it is because he has based his estimates on educational needs, tone, and ideals which are now frequently sacrificed to financial pressures. Doctor Price briefly reviews the beginnings of support for State universities, and, upon the basis of figures collected by the United States Bureau of Education, estimates that 2.77 per cent of our national income would pay the cost of all support for public educa¬ tion. Of this amount a relatively small proportion goes to the sup¬ port of higher education. The percentage of this support from vari¬ ous sources is analyzed by Doctor Price and each of the means of support discussed in some detail with reference to possibilities of increase. He emphasizes, in conclusion, the need for a careful budget¬ ing system in order to control “ unsymmetrical developments,” economy in construction of buildings, and reform of taxation policies. Gifts to the support of private institutions have continued to pro¬ vide examples of extraordinary generosity and to emphasize the interest of alumni in the institutions in which they obtain their train¬ ing. These sources of support are handicapped, according to Presi¬ dent Murlin, formerly of DePauw University, by increased demands upon alumni for support of institutional activities that are not strictly educational in character. President Murlin calls attention to the fact that, while fraternity houses make a real contribution to the needs of the university student body, the amount invested in this way is large and that the source of a large part of these funds is con- HIGHER EDUCATION 39 tributions from the students and alumni. Since this is so, it is difficult for the university to appeal to the same group for gifts that directly contribute to the financing of the educational program of the institution. Similar demands are made upon alumni in support of athletic programs and to a lesser degree for support of other activi¬ ties. If, as seems probable, the independent solicitation of funds of this kind interferes with requests for educational funds from the same sources, the need for university and institutional control of these related activities is emphasized. Increase of tuition and of other student fees continues, although at a somewhat slower rate than during the preceding biennium. In this connection the increase of fees by the Massachusetts Institute of Technology from $300 to $400 is noteworthy inasmuch as the corpo¬ ration is taking cognizance of the burden which this increase places upon needy students of good ability. The authorities of the institu¬ tion have favored turning back part of the tuition into a loan fund from which such students may borrow at a low rate of interest. It is interesting to note that the $400 fee will place a much larger pro¬ portion of the burden of operating cost upon the student than is pro¬ posed by President Cowling in his analysis of the cost. Horace S. Ford, bursar of the Massachusetts Institute of Technology, states that the actual operating cost per student is $790. With the $400 student fee the proportion borne by him will slightly exceed 50 per cent. The number of treasurers’ reports emanating from private insti¬ tutions that show, during the biennium, an actual profit from the sale and purchase of securities in which endowments are invested demands notice. The significance of these facts can not be accu¬ rately determined. It may be that better and more careful manage¬ ment of institutional funds accounts for profits of this character. If this is true it is an encouraging sign, since low return on institu¬ tional investment has been due frequently to lack of knowledge of the more profitable market which has a sufficiently large degree of safety. However, the number of cases in wThich institutions report profits of this kind makes possible the conclusion that the general rise in market prices of securities has been felt by the institutions without any special effort or virtue upon their part. If this should prove to be the case, it is highly desirable that the institutions recognize the fact. Increased return from endowment investment, under conditions of the securities market which have prevailed dur¬ ing the past two years, may very easily lead to commitments and budgeting of expenditures which can not be maintained if a period of depression should be encountered. The seriousness of the situa¬ tion is probably not so great as the figures indicate, since reports 40 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 of profits from increased market values do not usually show a cor¬ responding increase of income from investments apart from these profits. It is, of course, highly desirable that no speculative man¬ agement of endowment funds creep insensibly into college finance. Several interesting developments have taken place in connection with support of higher institutions by taxation. It is impossible to summarize all of these changes, but a few may be mentioned. In 1927 in Florida legislation was enacted which provided for a tax upon gasoline and other petroleum products. Of the amount yielded two-thirds will be placed in a special fund to be known as the public free school fund and one-third will be placed in a special fund to be known as a permanent building fund for State institutions of higher learning, experiment stations, and other institutions under the management of the State board of control. In addition a tax of one- fourth of 1 mill upon the dollar is levied upon all assessable property in the State, and of the returns from this tax one-third is also to be placed in the same special building fund. Further, one-third of the interest collected on State funds deposited in the banks of the State is placed in the same fund. These taxes are intended to provide adequately for a building program for the higher institutions in Florida. In this connection the long campaign of Rhode Island State Col¬ lege to secure money for an adequate building program has been successful through approval by a State referendum of a bond issue for $600,000. This proposal is of special interest, since of the seven bond propositions which were submitted to the people of the State the affirmative vote for the Rhode Island State College issue was larger than for any other of the bond proposals, except that for a bridge in Providence which practically every citizen in the State is compelled to use. This popular approval for the State college constitutes a recognition of the work of this publicly sup¬ ported higher institution, which is encouraging to the cause of public higher education in Rhode Island. The mill tax as a method of support for higher institutions con¬ tinues to be advocated, although experience has shown that it fre¬ quently does not operate according to the theory. The failure of the mill tax to provide funds adequately has in large part been due to failure to increase assessments on property in accordance with actual increase in value. Part of the failure has also been due to the growth of intangible property and the failure of the mill tax to reach this class of wealth. In Oregon this condition is being corrected by legislation. In Michigan, where the university has for many years enjoyed the mill tax, the operation of the tax was limited in 1923 by imposing a maximum of $3,000,000 a year. In 1925 the maximum HIGHER EDUCATION 41 was raised to $3,700,000. Under this plan of limitation the theory that support for the university would increase in accordance with the increase of wealth of the State was, of course, defeated. In 1927, however, this limitation was removed and the mill tax is permitted to work as it was intended. With the increase of assessment on tax¬ able property, the mill tax in 1927-28 produced $4,625,000, which jirovided an increase of $925,000 in the operating income of the university. One of the interesting developments in the relations of the university to the State is President Frank’s procedure and policy in presenting the needs of the University of Wisconsin to the legislative joint finance committee. Two points are of special interest. President Frank emphasized that for the preceding year only 52.2 per cent of each dollar the university received came from the taxpayers. The remainder came from grants from the Federal Government, gifts, interest, student fees, dormitories, and similar activities. The true situation has been obscured in Wisconsin because income from sales and fees are paid into the State treasury and appear as new appro¬ priations. This gives the public the impression that the entire amount is derived from taxes. Over $900,000 is thus returned an¬ nually by the university to the State treasury. The second point emphasized by President Frank in the presentation to the committee is the fact that the university is not a self-promoting enterprise but is developed from the demand of the people themselves. In other words, the responsibility for the support of the university and its activities rests fundamentally, not with the president or the regents, but with the legislature itself. The legislature must recognize its responsibility to the people for this enterprise and render accounting to the people for the conduct of the university. A matter deserving special attention in connection with the rela¬ tions of the university to the State concerns the control of policy by State authorities. In Minnesota the State government organized a commission on administration and finance which was set up by law with a department of administration and finance. Apparently the law endowed the commission with full power to require a pre¬ audit of all moneys belonging to any institution, agency, or de¬ partment of the State, and’ after the money had once been appro¬ priated it was endowed with power to prevent any expenditures except with the consent of the commission. Thus the department of administration and finance became a kind of superboard over the regents of the university and might question the expenditure of money for purposes to which the board of regents allotted it. It would thus be in a position to define both the policies and procedures of the board of regents and what it might and might not do. The 42 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 board would become a board without power, for as soon as “ the board of regents can not longer administer the income of. the uni¬ versity in ways which the board believes will best promote the interests of the university, it becomes impotent.” Since the Uni¬ versity of Minnesota is established by constitutional authority and the board of regents is created and its powers defined by the Con¬ stitution, the question was taken into the courts. The decision re¬ cently returned held that the act of the legislature in setting up the commission on administration and finance was unconstitutional in so far as the university was concerned. Inasmuch as the funds of the university are not derived solely from State appropriations but are also derived from the Federal Government, student fees, income from trust funds, gifts, and service enterprises, control by such a commission on administration and finance would seem ex¬ tremely difficult. This decision is significant for other State institu¬ tions which have felt or are feeling the attempts of political powers to determine university policy by control of the purse strings. CHAPTER II MEDICAL EDUCATION By N. P. Colwell, M. D. Secretary of the Council on Medical Education and Hospitals of the American Medical Association Contents. — Medical students — Medical graduates — Ages of graduates, class of 1928 — Medical students who did not graduate — Negro medical studeuts — Enlargement of medical-school plants — Saving time in medical education — Relative supply of physi¬ cians in the United States — Supply of physicians ini the various States — Medical- school finances, 1926-27 — Graduate medical education — Experiments in medical teach¬ ing — Hospital intemeship — Specialization — Investigation regarding medical educa¬ tion' — Investigation regarding the cost of medical care. During the past two years the number of medical schools recog¬ nized by the American Medical Association has been reduced from 80 to 74. The charters of two medical schools, the Kansas City Col¬ lege of Medicine and Surgery and the St. Louis College of Physicians and Surgeons, were revoked on June 23, 1926, and May 23, 1927, re¬ spectively, on the grounds that they had been convicted of selling medical diplomas. Although institutions under new names were promptly chartered, information indicated that they were to be con¬ ducted under the same control or in the same manner as their prede¬ cessors. Four other medical schools, the College of Physicians and Sur¬ geons, Boston, the Middlesex College of Medicine and Surgery of Cambridge, Mass., the Kansas City University of Physicians and Surgeons, and the Chicago Medical School, are omitted from the list inasmuch as official reports show that they are not recognized as medical schools by the medical licensing boards of 47 States and the Territory of Alaska, and because they were deemed by the Council on Medical Education and Hospitals of the American Medical Asso¬ ciation to be unworthy of being recognized as medical schools. A new medical school not yet recognized by the American Medical Association was opened rather precipitately in the fall of 1928 by the University of Southern California, Los Angeles. In the fall of 1930, the new School of Medicine of Duke University, after extensive preparation, is to be opened, which will raise the present total to 76. 43 44 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 a g2 828 22888 8888882° 6261 6261 9261 926X ^261 2261 2261 I26T 0261 6161 8161 6161 9T6I 9X6X *161 2T6I 2X6T 1161 0161 606T 8061 606.1 9061 9061 *061 2061 2061 1061 - : 3 E ZS )lh . , . . . 1 / i 7 n o / J A V- 1| |HHH 1 it ft iHfffim CG / / rlffiff™ / I Wrn / m|B f 19 \ \ W < ffl I 1 fl 1 1 S 8261 ' 6261 9261 1 9261 jfr26T I 2261 2261 1261 ,0261 6X61 8161 6T6T 9X61 9X6X *X6X 2X6X 2X6X XX5X 0X6X 606X 806X 6061 90£X 906X *06X 206X 206X X06X S8 85882888 ?S Pi _ t'So g s 1 < K* “ fi* I III s p 3 -H | 8 H | | * >5 a | s a J2 a > o e 1 p3l 1 Up I J s 2 § k => a g o *1* = Si s o .5 § g « O & - & 5 s oS3 „ Sf< !«S a « ^ s .s C til ° H D ’SB 8 e 'S !l C- a o 5 MEDICAL EDUCATION 45 Admission requirements of medical colleges, 1901-1928 Tear Colleges requiring— Total number of med¬ ical colleges Year Colleges requiring— Total number of med¬ ical colleges High- school grad¬ uation 1 year of college 2 years of col¬ lege or more High- school grad¬ uation 1 year of college 2 years of col¬ lege or more 1901 _ 158 2 160 1915. _ _ _ 12 44 40 96 1902- . . 158 2 160 1916 _ 10 38 47 95 1903- _ 157 3 160 1917 _ 10 30 56 93 1904 _ 156 4 160 1918- _ 9 1 80 90 1905 _ . __ '153 5 158 1919 _ 6 79 85 1906 _ 156 1 5 162 1920. _ 6 79 85 1907. _ 148 2 9 159 1921 - . 7, 76 83 190S _ 135 5 11 151 1922 _ _ 6 75 81 1909 _ .. 116 8 16 140 1923 _ 6 74 80 1910- _ 91 13 27 131 1924 _ 6 73 79 1911 _ 80 14 28 122 1925 5 75 80 1912--. . 72 16 30 118 1926 . . . 5 75 79 1913- _ 60 16 31 107 1927 _ 6 75 80 1914 _ _ 24 44 34 106 1928 . . 74 74 MEDICAL STUDENTS Reports to the American Medical Association show that the enroll¬ ment of medical students has been increased from 18,840 in 1926 to 20,545 in 1928, an increase in the two years of 1,705 students. Various reports during the past several years have made it appear that many qualified students were finding it impossible to obtain en¬ rollment in medical schools. An investigation made by Dr. Burton D. Myers, of Indiana University,1 in the fall of 1926 showed that the 8,500 individual applicants made altogether 20,093 applications, or each applicant on the average had applied to two and one-half medi¬ cal schools. Of the applications received 6,420 were accepted, but when the session began, only 5,020 students wTere actually enrolled, indicating that 1,400 students had applied and been accepted by two or more medical schools. Thus, at the beginning of the college year of 1926-27, there were 1,400 vacancies still existing, or one-fourth of the entire first-year capacity. Fortunately, the medical schools had waiting lists, so that 989 of these vacancies were filled since later reports showed that 6,009 students had been admitted. The report of the investigation stated also that of the 3,480 not accepted, 2,622 were rejected because of unsatisfactory qualifications. Again, in the fall of 1927, it was found that 11,282 students sent in 23,590 applications, some having applied to as high as 19 different medical schools. Of those rejected in 1926, 1,340 reapplied in 1927 and 750 were accepted, most of whom had secured additional pre- 1 Bulletin of the Association of American Medical Colleges, vol. 2, No. 2, April, 1927, p. 97. 115044°— 30 - 4 46 BIENNIAL SURVEY OF EDUCATION, 192 6-19 28 Jiminary qualifications. The statistics reveal, what is apparently true, that most of those rejected were students having unsatisfactory qualifications. The fact that larger numbers of students are being accepted by medical schools each year shows that the medical schools are gradu¬ ally adding to their teaching staffs, equipment, and hospital facilities so that larger numbers of students can be enrolled. The opening this year of the medical school of the University of Southern Cali¬ fornia and, next year, of the School of Medicine of Duke University leads to the belief that adequate provision will be made whereby all properly qualified students can secure enrollment. Table 1. — Enrollment of medical students during the past 10 years College year Total College year Total College year Total 191R_|Q 12, 930 13, 798 14, 466 15, 635 1922-23 _ 16,960 17, 728 18,200 18, 840 1926-27 _ 19, 662 20, 545 1919-20 1923-24 _ 1927-28 _ 1920-21 1924-25 _ _ _ 1921-22 _ 1925-26 . . . MEDICAL GRADUATES During the past two years the number of students graduating from medical schools has been increased from 3,962 to 4,262, an increase of 300 in the two years. , Table 2. — Graduates of medical schools for the past 10 years Year Gradu¬ ates Year Gradu¬ ates Year Gradu¬ ates 1919 2,656 3,047 3, 192 2, 529 1923 _ 3,120 3, 562 3, 974 3,962 1927... _ _ 4,035 4, 262 1920 1924 _ _ _ 1928 _ _ _ 1921 1925... 1922 1926 _ Between 1904 and 1919 the number of graduates each year de¬ creased from 5,747 to 2,656, which represented, under normal condi¬ tions, the lowest ebb in the number of graduates due to the raising of entrance requirements of medical schools and to the mergers by which the number of medical schools was reduced from 162 to 85. Thereafter the number of students increased steadily each year. Also, the number of graduates would have continued to increase except for the smaller class enrolled in 1918 due to the war, which accounts for the fact that only 2, 529 students graduated in 1922. The percentage of medical-school graduates who were graduated from class A medical schools, however, has increased from 94.2 to 96 MEDICAL EDUCATION 47 per cent, while the proportion holding baccalaureate in addition to medical degrees has increased from 60.3 to 63.6. AGES OF GRADUATES, CLASS OF 1928 For the students who graduated in 1928 a special tabulation was prepared which gave the average age at graduation from the 4-year medical course as 26.8 years. Or, counting the fifth year of hospital interneship, the average age was 27.8. Table 3. — Ages at graduation, medical graduated of 1928, exclusive of interne- ships Age Graduates 21 2 Age Graduates 28 387 Age Graduates .35 45 22 37 20 243 3fi 21 23 205 30 205 Ovpr Sfi 58 24 573 31 114 Total 4, 187 25 75 8 32 07 2fi 707 33 77 27_ 502 34 _ 66 Grouped by ages and excluding the interne year the largest number, 797, graduated at the age of 26, followed by 758 at the age of 25, 573 at the age of 24, and 502 at the age of 27. Note, therefore, that 2,874, or 68.6 per cent, of all graduates for whom the age was known graduated at the age of 27 years or less. MEDICAL STUDENTS WHO DID NOT GRADUATE From the Medical Students’ Register, which was established in 1910 by the American Medical Association, it is found that, in the past 16 years, out of 67,198 students enrolled, 55,476, or 82.6 per cent, graduated. Of the 11,722 who did not graduate — mainly because of low scholarship — 7,688, or 65.6 per cent, dropped out during the first year; 2,647, or 22.6 per cent, dropped out during the second year ; 1,059, or 9 per cent, dropped out during the third year ; and 328, or 2.8 per cent, dropped out during the senior year. It is interest¬ ing to note, therefore, that 10,335, or 88.2 per cent, of those who dis¬ continued medical study did so during the first two years of the medical course. This is as it should be, since the student’s time is not wasted if his disqualification for medicine is discovered early and he can more promptly enter on some other line of activity. 48 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 Table 4. — Medical students who do not graduate 1 Year Medical students dropping out — Number gradu¬ ating j First year Second year Third year Fourth year Total 1907-08 _ _ _ _ _ _ _ _ 350 350 1908-09 _ : _ 371 149 520 1909-10 _ _ _ 873 291 218 1, 382 1910-11 _ _ _ 710 388 153 9 1, 260 4, 273 1911-12 _ 704 227 129 48 1,108 4,483 1912-13..- _ _ _ _ 664 217 91 37 1, 009 3,981 1913-14 _ _ _ _ _ 658 197 68 33 956 3, 594 1914-15 _ . _ 359 147 52 25 583 3, 536 1915-16 _ _ _ 345 129 55 29 558 3, 518 1916-17 _ 344 92 36 17 489 3, 379 1917-18 _ 342 77 30 19 468 2, 670 1918-19... - - - - 321 99 30 10 460 2,656 1919-20 _ _ _ 362 126 34 25 547 3,047 1920-21 _ _ _ 377 101 26 6 510 3, 192 1921-22 _ _ _ _ _ 455 119 25 19 618 2, 529 1922-23 _ _ _ 453 137 29 13 632 3, 120 1923-24 _ 151 53 15 219 3, 562 1924-25 _ _ 30 13 43 3, 974 1925-26 _ _ _ _ 10 10 3, 962 Total _ _ _ 7, 688 2,647 1, 059 328 11, 722 55, 476 Per cent of all students leaving before graduation _ 65.6 22.6 9.0 2.8 100.0 i Total number of students registered, 67,198. ENLARGEMENT OF MEDICAL SCHOOL PLANTS During the past 20 years new medical school buildings or enlarged teaching hospitals have been erected in at least 48 medical schools, of which 24 were new and complete medical teaching planfs. No less remarkable improvements have been made at the medical schools of Canada. Within the past two years the greatly enlarged plants previously reported as under way at Columbia University and the University of Colorado have been completed, as have also new build¬ ings at Howard University, and the State Universities of Iowa, Kansas, and Tennessee, and at Johns Hopkins. Thus the capacity of medical schools is continually being increased, which is making it possible to enroll constantly increasing numbers of medical students. NEGRO MEDICAL STUDENTS Statistics regarding the negro medical students and graduates show that during the past five years 2,644 students have been enrolled and 586 have received medical degrees. Of the students, 2,193 were en¬ rolled and 475 were graduated from, the two negro colleges, while 451 students and 111 graduates obtained their medical training in other medical schools in the United States and Canada. On the average, during the five years, there have been 529 students enrolled each year, of whom 117 graduated. MEDICAL EDUCATION 49 Table 5. — Negro medical students NEGRO COLLEGES 1923-24 1924-25 1925-26 1926-27 1927-28 Totals Institution Stu¬ Grad¬ Stu¬ Grad¬ Stu¬ Grad¬ Stu¬ Grad¬ Stu¬ Grad¬ Stu¬ Grad¬ dents uates dents uates dents uates 1 dents uates dents uates dents uates Howard University _ 228 26 245 71 226 54 218 49 233 55 1,150 255 Meharry Medical College.. 172 38 206 34 225 47 229 55 211 46 1,043 20 OTHER COLLEGES 2 1 3 1 1 2 1 8 3 19 5 24 3 20 7 20 4 83 19 College of Medical Evan- gelists 1 1 1 1 2 2 7 1 Columbia University 2 1 1 3 1 7 1 Harvard University _ .. 4 4 2 3 3 4 22 5 Indiana University 2 2 5 1 3 1 6 16 4 Jefferson Medical College _ 1 1 Long Island College Hos¬ pital 1 1 1 1 1 4 1 Loyola University 15 2 1 1 18 1 Northwestern University — 12 3 6 1 10 3 4 3 2 1 34 11 Ohio State U niversity . . . . 6 1 10 2 4 3 2 2 25 5 Rush Medical College _ 5 4 6 2 14 2 5 2 14 5 44 15 Syracuse University _ _ 2 1 1 1 4 1 Temple University _ 6 7 4 2 1 1 1 1 17 6 Tufts College.. . . 2 1 4 5 2 3 14 3 University of Buffalo _ 2 2 2 2 University of California _ 1 1 1 1 1 1 4 2 University of Kansas 1 1 University of Michigan _ 19 5 4 1 3 2 5 7 1 38 9 University of Nebraska _ 1 1 1 1 1 5 University of Vermont .. 2 1 2 1 Women’s Medical College of Pennsylvania _ _ ... 5 3 2 1 1 1 10 3 Western Reserve Univer¬ sity . _ 1 1 1 2 4 1 Dalhousie University _ 4 4 3 2 1 9 6 McGill University. _ 20 16 3 11 1 8 3 55 7 Queen’s University. _ 1 1 1 2 1 University of Montreal _ 2 1 2 1 University of Toronto _ 6 7 3 13 3 Total . . 471 85 543 126 574 122 526 129 530 124 2,644 586 1 A class C college. SAVING TIME IN MEDICAL EDUCATION During the past two years the idea of a more continuous method of medical instruction, usually given under the so-called quarter system, has been strongly advocated, whereby a student can complete the four required college years of medical education of eight or nine months each in three calendar years. Under this plan any three con¬ secutive quarters of completed work would count as a “ college year.” Indeed, the avowed adoption of this plan by the new school of medi¬ cine of Duke University has given fresh impetus to the movement and shows that the plan is feasible, even in the warmer climate of the Southern States. The quarter system is already in effect, or readily possible, in the following medical schools: Stanford Uni¬ versity School of Medicine, San Francisco; University of Chicago, Rush Medical College : Loyola University School of Medicine, 50 BIENNIAL SUKVEY OF EDUCATION, 1926-19 28 Chicago ; University of Minnesota School of Medicine, Minneapolis ; Marquette University School of Medicine, Milwaukee. It will be put into effect in the fall of 1930 at Duke University School of Medicine, Durham, N. C., and is also contemplated by Tulane University School of Medicine, New Orleans, and the Uni¬ versity of Tennessee School of Medicine at Memphis. RELATIVE SUPPLY OF PHYSICIANS IN THE UNITED STATES Since the biennial report of 1924-1926 more complete statistics from foreign countries showing the supply of physicians in propor¬ tion to population as compared with the United States has been obtained and is given in the accompanying table. Table 6. — Relative supply of physicians in the United States and abroad Country 1 Phy¬ sicians per 100,000 popu¬ lation Phy¬ sicians per 100 square miles Relative position of coun¬ tries * Country 1 Phy¬ sicians per 100, 000 popu¬ lation Phy¬ sicians per 100 square miles Rela¬ tive position of coun¬ tries 2 1. United States _ 126. 59 4. 94 19 22. Irish Free State _ 52.60 6. 20 16 2. Austria 113.89 22.98 5 23. Portugal _ 39. 97 6. 79 15 3 Great Britain ... 111. 35 52.85 1 24. Sweden 34. 57 1. 21 25 4. Iceland _ _ 85.00 .21 36 25. Brazil. . . 33. 76 . 28 33 5. Switzerland _ 79. 93 19. 44 7 26. Poland 30.41 6.00 18 6. Spain _ _ _ . . 77. 16 8. 64 13 •27. Bulgaria _ _ _ _ 29. 54 4.06 21 7. Japan _ 76. 85 17. 60 8 28. Finland _ _ _ 24. 71 . 65 28 8. Cuba . _ _ 75. 81 6. 11 17 29. Mexico... . .. 23. 57 .43 31 9. Hungary _ __ 73. 15 17. 21 9 30. Costa Rica . 20.89 . 51 30 10. Estonia . 71.78 4. 35 20 31. Lithuania _ _ _ 20. 61 .78 27 11. Italy _ 71.27 25.08 4 32. Chile _ 19. 70 .23 35 12. Denmark.. . . .. 70.07 13. 99 11 33. Venezuela.. . . 16.65 . 12 39 13. Argentina . 64. 47 . 56 29 34. Yugoslavia . 13. 41 1.83 24 14. Germany _ ... 64. 43 22. 15 6 35. Peru _ 12.63 . 10 38 15. France.. 58.88 11. 28 12 36. Honduras. .. .. 12. 27 . 19 37 16. Czechoslovakia. 58. 51 14. 67 10 37. Salvador. _ _ 12. 18 2. 38 23 17. Greece _ _ ..... 57. 97 7. 54 14 38. Guatemala _ _ 8. 78 .36 32 18. Norway. 56.88 1.20 26 39. Bolivia _ ... ... 6.57 .04 40 19. Netherlands 30. 95 30.95 3 40. Siam.. _ . 5.08 . 24 34 20. Latvia 54.90 4.05 22 41. Persia _ 2. 50 . 04 41 21. Belgium _ 53. 76 35.73 2 1 The countries are arranged in the order of the number of physicians in ratio to the population. 2 The numbers in column 3 show the relative position of the countries of column 1 were they arranged in the order of the number of physicians per 100 square miles. Note that although the United States has a greater percentage of physicians to population than any other country, it has a smaller number to each 100 square miles than 18 other countries, but a larger number than 22 other countries. SUPPLY OF PHYSICIANS IN THE VARIOUS STATES In Table 7 is given the supply of physicians in each State in pro¬ portion to each 10,000 people, as well as the number for each 100 square miles. District of Columbia, comprising the city of Wash¬ ington, leads in both. MEDICAL EDUCATION 51 Table 7. — Supply of physicians in the United States shown by States State Population (estimate) Area, square miles Number of physicians Physicians per 10,000 population Physicians per 100 square miles lj District of Columbia 540,000 4, 433, 000 1, 074, 000 77, 407 62 1,848 8,854 34. 22 2, 980. 64 5. 69 2. California _ _ _ 155, 652 19. 97 3. Colorado _ ... . . _ 103, 658 1,805 129 16.81 1.74 4. Nevada _ _ _ _ . 109, 821 47, 654 68, 727 9,124 9,941 56,043 8, 039 95, 607 55, 586 76, 808 54, 861 36, 045 29, 895 9,031 81, 774 16. 66 . 12 5. New York _ 11,423^000 3, 510, 000 352, 428 1, 597, 000 7, 296, 000 4, 242, 000 890,000 2, 425, 000 1, 396, 000 1,363,000 3, 180, 000 793,000 18, 634 5, 713 16.31 39.10 6. Missouri. _ 16. 28 8. 31 7. Vermont . 529 15.01 5.80 8. Maryland _ .. ... _ .. 2, 387 10, 893 6,242 1, 225 3, 302 1,846 1,787 14. 95 24. 01 9. Hlinois _ ... 14. 93 19. 44 10. Massachusetts _ _ . 14. 72 77. 65 11. Oregon _ 13. 77 1.28 12. Iowa _ 13. 62 5.94 13. Nebraska _ ... . 13. 22 2. 40 14. Florida _ _ _ 13.11 3.26 15. Indiana _ 4, 164 13.09 11.55 16. Maine. _ _ . . _ _ _ 1,029 584 12.98 3.44 17. New Hampshire . .. 455,000 1,828,000 6, 710, 000 2, 485, 000 1, 636, 000 9, 730, 000 2, 538, 000 1, 562, 000 4, 490, 000 5, 397, 000 2, 686, 000 704,000 1,923,000 1, 934, 000 243,000 2, 384, 000 1,696,000 3, 749, 000 2, 918, 000 522,000 241,000 12. 83 6. 47 18. Kansas _ . ... 2,296 8,287 3, 016 1,966 11,405 12. 56 2.80 19. Ohio _ 40, 740 41, 687 4,820 44,832 40, 181 12. 35 20.34 20. Tennessee. 12. 14 7.24 21. Connecticut.. . 12. 02 40. 79 22. Pennsylvania. . . 11.72 25.44 23. Kentucky _ _ 2, 971 1,807 5, 145 11. 71 7. 39 24. Washington 66, 836 57, 480 262, 398 80, 858 1,067 52, 525 45, 409 1,965 69, 414 24, 022 7, 514 55, 256 82, 184 97, 548 40, 262 11.57 4.49 25. Michigan.. _ _ ... . .. .. 11.46 8.95 26. Texas _ 6,123 2,982 11.35 2. 33 27. Minnesota. . ... 11.10 3.69 28. Rhode Island _ 779 11.07 73.01 29. Arkansas _ 2, 103 2,039 251 10. 94 4.00 30. Louisiana . 10. 55 4.49 31. Delaware. _ _ 10. 33 12. 77 32. Oklahoma.. ... 2, 458 1,747 10. 31 3.54 33. West Virginia _ 10. 30 7. 27 34. New Jersey. _ _ ... 3, 755 10.02 49.98 35. Wisconsin.. _ 2, 896 516 9.92 5.24 36. Utah... . . 9.88 .63 37. Wyoming _ 238 9. 87 .24 38. Virginia _ '.... 2, 546, 000 1,790, 618 3, 171,000 2,506 1,680 9.84 6:22 39. MississiDpi _ _ 46, 362 58, 725 122, 503 51,279 9. 38 3.62 40. Georgia! _ 2, 935 357 9. 26 5.00 41. New Mexico . 392,000 2, 549, 000 696,000 459, 000 2, 897, 000 641, 192 543, 000 714, 000 1, 845, 000 9.11 .29 42. Alabama _ 2,254 603 8.85 4.40 43. South Dakota _ 76, 868 8.66 .78 44. Arizona _ 113, 810 48, 740 70, 183 393 8. 56 *35 45. North Carolina.. _ _ _ _ 2, 328 497 8.04 4. 89 46. North Dakota . 7. 75 .71 47. Idaho _ ■ 83, 354 401 7. 39 .48 48. Montana. . 146, 131 30, 495 507 7. 10 .34 49. South Carolina 1,309 7.09 4. 29 Total United States _ 118, 127, 645 3, 026, 791 149, 521 12.65 4.94 Although California is next in line, having *20 physicians for each 10,000 population, it has only 5.59 for each 100 square miles, as com¬ pared with 75.51 for each 100 square miles in Massachusetts, show¬ ing that in California the population is not nearly so dense as it is in Massachusetts. MEDICAL SCHOOL FINANCES, 19 26-27 Reports received from 63 of the 74 medical schools give a total income of $11,983,783 and a total expenditure of $11,308,800 — an aver¬ age income per school of $190,219 and an average expenditure of $179,505. The 63 colleges reporting had a total enrollment during 1926-27 of 16,042 students, Who paid in fees a total of $4,057,304. The average amount paid by each student, therefore, was $254, as compared with the average expenditure of $704 for each student. Table 8. — Medical school finances, 1926-27 52 BIENNIAL SURVEY OF EDUCATION, 1926-19 2 8 S2S5 MM : i i •ill iSSS !i :: :S|S j jsssffe* is'2'3 iff ;■ §n§§ mn afrfa‘5 §§! 8 sfsfs s § s 888§g3 S8SBgii§i 1 ££3£ 2 gf 8 8 5? S JS 5 o5 2 £ 2 8 8 8 £ 2 SSSSSS RgliSB si i SPSS'S SfigtfrfSsfe*** - §83§si§BiS s8il€§S§88iigiSgi gliiS§§§§ 1 S“^3fgW8fSf8fS*Sfrf8jg$r^ co i ll g I I 111 Els 8 I illlll Is s 3 S£££3'£838'£S#'’;£S£S'£ ''‘“SSS'-'S-'S *-* llsiilSglg § SI lilliilll Is illSas si I |||ggS2S28‘ f££|S£|2$8'S'SSSS£S8 S8BSg'££#S 3 llllsIlilS SSSSSSUSSSISSSSBES Iglslails I |i'si=gi¥ii mmmm mim mmm * SI $114,963 86, 615 414, 423 139, 500 149, 950 233, 879 46, 965 92,536 252, 810 54,500 128,500 41, 524 83, 725 llslsiilllig il “5gVS'f’cfgV8§:“ COgf 092 ‘Z,£ i t ;I1 1 is'# a State or city i ii i ii | II | |i il iff il is is' if i i igg i i i iiS i ii is 50, 150 87, 033 83,000 15,000 i i :i N |5 ii ji 18 Endow¬ ments $559, 337 528, 390 197, 450 246, 170 254, 930 H 18 1 i r * ! 3Si ! gss ; il loT : i l|g ; ; ,-f Trt eisiiiiiiSisiiii miiiii ISSii^s!lls!g|ililiili!IS S 8f § § 3 $ 3 £ £ S K S £ 2 S 8 £ S ££ 8 S s£ l i §= is iS isli§§ i! i ill! il i i i i i oo -T \-g itf i Kdgf i- j j ! | s of ill§ 8'S-‘S‘ lisll S3‘-'S III s"2"s" i§iilssgII!SISlsi!i ISg I S‘$»SSR?fg'!:'SS'3 = SS252S£S‘--£“- iSSlSislSlSlglSSlilllilli s' s g §" s' s' s' £ s' r'r s' s' s' s' s' s' s' S£ s' s' s' s' a 54 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Note that of the total expenditures, $5,469,214, or 48 per cent, was expended for instruction, an average of $86,812.92 per college. GRADUATE MEDICAL EDUCATION Statistics regarding graduate medical education for 1927-28 pub¬ lished recently2 showed that 3,472 students were enrolled during the year, of whom 2,336 were in the 41 approved graduate medical schools3 and 1,136 were taking higher interneships — better known as residencies — in 272 approved hospitals. Statistics for 1922 gave, altogether, 3,556 graduate students, of whom 2,915 were in 25 unsupervised postgraduate medical schools and polyclinics and 641 were residents in 285 unsupervised hospitals. The figures for 1927 did not include students who may have been enrolled in the few unapproved graduate medical schools, or to phy¬ sicians who were residents in hospitals which had not been approved for residentships although, of the latter, a careful record is kept. Although the enrollment of graduate students in 1927 was smaller, nevertheless, it represents improved conditions since all reported were enrolled in institutions approved by the Council on Medical Education and Hospitals. EXPERIMENTS IN MEDICAL TEACHING During the past several years there has been a tendency on the part of certain schools to try new methods in medical teaching, some of which appear to be objectionable. For example, a few have over¬ emphasized research in the undergraduate medical schools, and some have granted higher grades to the students undertaking certain as¬ signed experimental work. Certain others have provided an extreme degree of elective work, and placed an unjustified degree of respon¬ sibility on the individual student, apparently without providing the essential supervision through consultants or advisory committees, such as are usually provided for graduate students. Institutions adopting such extreme methods should not overlook the first duty of a medical school — that of providing its students with a thorough grounding essential for every practitioner of the healing art. An¬ other danger in some medical schools is the too early drift by the student into some narrow specialty and his failure to obtain the broad training which is fundamental to any specialty. Without this essential foundation the physician is not in position to make a satis¬ factory or dependable diagnosis from the general practice point of view. 3 Journal of the American Medical Association, 91 : 482, Aug. 18, 1928. 8 A copy of this approved list will be sent, on request, by the American Medical Asso¬ ciation, 535 North Dearborn Street, Chicago, Ill. Inclose 4 cents for postage. MEDICAL EDUCATION 55 HOSPITAL INTERNESHIP The physician’s undergraduate training should be such as will provide him with a thorough knowledge whereby he can intelli¬ gently examine any patient coming to him, make a reliable diagnosis of his trouble, and prescribe or apply reasonably efficient treatment. Such a training should include or be followed by a year’s interneship in a general hospital, where he comes into contact with all varieties of diseases and can put his general knowledge into practice. Experts in graduate medical education now agree that such an interneship, to round out the student’s undergraduate medical edu¬ cation, should be completed before the young graduate enters on his preparation for any specialty. SPECIALIZATION The trend toward specialization in medicine has perhaps reached^ its highest degree of acceleration, due largely to the public idea regarding “specialists,” and, probably, to the larger fees which the specialist is usually able to command. A more justifiable reason, however, is the physician’s belief that he can render a better service in a special field and become more expert in both diagnosis and treatment. The increase of hospitals in both numbers and capacity during the past 15 years has added impetus to the trend toward specialism, because, in the organization of hospital staffs, they are commonly divided into departments representing the several special¬ ties. To secure admission to a hospital staff, therefore, the phy¬ sician is induced to limit his work to the specialty of the department to which he is assigned. In the long run it is believed, however, that the physician wTho has acquired a good, comprehensive knowledge whereby he can accu¬ rately diagnose and provide fairly efficient skill for the great ma¬ jority of ailments which come to him will prove to be of greater service to the public and more successful than the physician who limits his practice to a narrow specialty. INVESTIGATION REGARDING MEDICAL EDUCATION In 1925 a commission on medical education was appointed,4 with funds donated from several agencies interested in the subject, to carry on a 5-year investigation of medical education. The commis¬ sion has issued three annual reports, of which the third calls par¬ ticular attention to: (a) The tendency to prolong unnecessarily the student’s period of preliminary and professional education. Such 4 Under the auspices of the Association of American Medical Colleges. 56 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 shortening of existing courses as may be possible and the saving of time by the use of overlong summer vacations is strongly urged. (b) The overcrowding of the curriculum with nonessential details; the overemphasis placed on laboratory procedures; and the unneces¬ sary duplication of teaching through a failure to correlate labora¬ tory work with clinical teaching; (c) the undue emphasis in medical teaching which is laid on the separate organs and systems which make up the human body rather than considering man as a com¬ plete living human being. This is resulting in a marked and dan¬ gerous trend toward specialization; (d) the need of more and better systematized instruction in preventive medicine; ( e ) the hindrances to medical education resulting from unwise legislation or rulings of boards or agencies which in effect assume prerogatives belonging to the medical schools ; (/) the desirability of providing the student with more time to think and to use the library in reviewing current find reference literature; and ( g ) the advisability of more electives in the curriculum. INVESTIGATION REGARDING THE COST OF MEDICAL CARE An important investigation by a special committee on the cost of medical care was begun in 1928. The modern trend toward speciali¬ zation and the public belief that the best treatment can be obtained only from “ specialists ” and hospitals, has necessarily added to the cost of medical care. It is well known that for the more intricate methods of treatment which have been developed in recent years the hospital has become increasingly important as a place where such treatment can be more efficiently and safely applied. For all cases where surgical procedures are required, as well as when serums, antitoxins, blood transfusions, and other modern methods are utilized, the hospital is the best place. The urgent problem, therefore, is to ascertain how the benefits of modern medical care can be brought within the reach, both physically and financially, of the greatest possible proportion of the people. This 5-year study, therefore, is of vital importance both to the public and to the future practice of medicine. CHAPTER III LEGAL EDUCATION By Alfred Z. Reed Staff Member of the Carnegie Foundation for the Advancement of Teaching Contents. — Organization of the legal profession — Aims and methods of law schools — Bar admission requirements — Progress in law school requirements In the last discussion of legal education that was published by the bureau, covering the period 1909-1925, 1 four different aspects of the topic were distinguished. These were, first, the organization of the legal profession considered as an influence in the formulation and enforcement of proper standards by the law schools and by the bar admission authorities; second, the divergent aims and methods of different groups or factions of law schools; third, the varying re¬ quirements established by the bar admission authorities of 48 States and of the District of Columbia; and, fourth — as a result of all the preceding and of still other factors — the extraordinary diversity among the schools as respects the value of their law degrees, when measured by the amount of time which students devote to their studies. It was shown that, while the standardizing activities of the medical profession were rapidly killing off substandard medical schools, similar efforts by the legal profession had no apparent effect in reducing the number of law schools and served merely to make these schools more and more unlike one another. It was sug¬ gested that it might some day be advisable to reconsider the present orthodox program of reform on the basis of experience and a broad view of the many educational and political factors involved. It is as important to recognize the points of essential dissimilarity as it is the points of resemblance between the problems of medical and of legal education. In the present survey the developments of the past three years will be discussed in the same order as for the preceding period. ORGANIZATION OF THE LEGAL PROFESSION Voluntary and more or less selective associations of lawyers and law teachers clearly constitute the mechanism through which what 1 Recent Progress in Legal Education, by Alfred Z. Reed. Biennial Survey of Education, 1922-1924, pp. 123-152. (U. S. Office of Education Bulletin, 1926, No. 3.) 57 58 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 is at present a rather hit-and-miss occupation is being slowly restored to the dignity of a genuine profession or group of professions. The precise manner in which these associations are to operate and to cooperate has still to be determined. For the moment, their very abundance breeds confusion. Local bar associations, State bar associations, and the American Bar Association exist side by side with numerous organizations dedicated to particular reform activ¬ ities or to specialized branches of practice. Competing mem¬ bership drives reduce the prestige of any one of these associations before the body of lawyers as a whole. Divergent policies impair their authority with the public at large. Lawyers and the com¬ munity alike suffer from this excess of uncoordinated organization. STATE AND LOCAL BAR ASSOCIATIONS Efforts to improve the organization of lawyers have taken two broadly distinguishable forms: Attempts to bring existing bar as¬ sociations into some sort of organic relationship with one another; and attempts to set up more inclusive organizations, with greater legal powers. The first method, commonly referred to as that of “ affiliation,” has proved signally successful in the case of the medical profession; and when it is combined, as it is there, with the repre¬ sentative principle, is clearly in harmony with the general spirit of our institutions. Much remains to be done in extending this move¬ ment, but, viewing the country as a whole, it shows a steady advance. Some 15 States have already been affected by it, in greater or less degree. The following types of organic connection may be dis¬ tinguished : I. Membership connection only. — (A) The State association con¬ tinues to elect its own members, but restricts its choice, in general, to those who are already members of local associations (New Jersey, Maryland, West Virginia). (B) The entire membership of affili¬ ated local associations may become members of the State association by paying its dues, which in such cases are sometimes reduced, espe¬ cially if responsibility for collecting them is assumed by the local association (Washington, South Dakota, Wisconsin, Mississippi). II. Representative connection only. — (A) Representatives of local associations participate in the meetings of the State association on the same terms as its regular members (Colorado). (B) One or more “ conferences ” or u federations ” of local associations provide an opportunity for discussion and possible cooperation with the State association (New York, Ohio, Florida). (C) Combination of (A) and (B) (Illinois). (D) The body of delegates of the local associations is accorded a measure of real control over the activities of the State association (Pennsylvania). LEGAL EDUCATION 59 III. Both membership connection and representative connection. — I (A) and II (D) (Minnesota). I (B) and II (A) (Oregon). These different types of affiliation reflect the difficulty of adjust¬ ing the relative interests and rights, not only of the State associa¬ tion versus the local bodies, but also of large urban as against small county associations. The second method of improving the organization of lawyers is through the device variously described as the self-governing, the inclusive, the incorporated, the official, or the statutory State bar. Action by the State legislature is needed to introduce this reform. As in the case of the first method, the movement antedates the 3-year period now immediately under review, but the event which has brought it to the fore as a topic of discussion throughout the country is the success achieved by its sponsors, in March, 1927, in the State of California. The five other States which — with much variation of de¬ tail — now possess an official, inclusive bar are North Dakota, (in ru¬ dimentary form), Idaho, Nevada, New Mexico, and Alabama.2 The device has its origin in the incorporated law societies or self-perpetu¬ ating lawyers’ guilds of Canada and Great Britain, and in its original form would have been a challenge to the well-established American principle that as a matter of policy, if not of constitutional law, the courts should exercise a certain amount of direct control over the admission of lawyers into practice. The legislation that has actu¬ ally been enacted, however, has preserved this principle in one or more of several ways. If the court does not continue to appoint the examining boand, or if it does not retain the power of excluding applicants recommended to it by this board, it at least is specifically authorized to disallow such rules or regulations with regard to these matters as the lawyers may adopt. At present, accordingly, the principal obstacle to the spread of this reform is the suspicion that it may imperil the standing and opportunities for usefulness of existing voluntary associations. Although it need not necessarily have this effect, it is significant that the movement has made no head¬ way in the Eastern States, where the oldest bar associations are found. There is no inherent incompatibility between the establish¬ ment of closer contacts among existing voluntary associations and the creation, side by side with them, of an official organization com¬ prising all lawyers practicing in the State, but as a practical matter it is difficult to push both reforms simultaneously. NATIONAL ASSOCIATIONS Turning now to the national organizations, the American Bar Association’s subordinate section or Conference of Bar Association 2 Add by legislation enacted in June, 1929, Oklahoma. 60 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 Delegates continues to function as a useful, even though anomalous, liaison with State and local bodies. For the most part, however, cooperation between the various organizations is fostered, not by organic affiliation, but by cumulative individual holdings of offices or memberships. Thus the American Law Institute, in addition to a limited list of elective members, includes, ex officio, not only higher judges but also the heads of bar associations, of law schools, mem¬ bers of the Association of American Law Schools, and of such special societies as the American’ Institute of Criminal Law and Crimi¬ nology, the American Branch of the International Law Association, the American Society of International Law, the National Conference of Commissioners on Uniform State Laws, and the American Judica¬ ture Society. The same individual functions as secretary of the American Judicature Society and of the Conference of Bar Asso¬ ciation Delegates; at a recent meeting of the Judicature Society, members of the Law Institute attended in large numbers and were addressed by representatives of both organizations and of the Amer¬ ican Bar Association. The director of the American Law Institute became, in 1927, the chairman of the American Bar Association’s Council on Legal Education and Admissions to the Bar. Finally, an outstanding development of the past three years was the appoint¬ ment, by this council, of a salaried official, comparable with the pro¬ fessional secretary who has made the American Medical Association Council the power that it is. This professional u adviser,” as he was termed — really inspector of law schools — during 1927-28 was the honorary secretary, and during 1928-29 the president of the Asso¬ ciation of American Law Schools. Although an engineering expert would doubtless observe that, as a device for securing greater operating efficiency, this interlocking of the many cogs in the machinery of professional supervision leaves much to be desired, it is at least better than to have each wheel spin independently on its own axis. Notably, the continuing labors of the American Law Institute have been a powerful influence in fostering mutual understanding and respect between the more scholarly law schools on the one side and judges and practitioners on the other. The two points of view of the academic theorist and of the hard- headed practitioner have constantly confronted one another in friendly discussion both by correspondence and on the floor. The initial attitude of many practitioners was that some of the scholarly specialists were in danger of restating the law in unusual language that would hardly be serviceable for actual use in the court room. The initial attitude of some of the scholars was that many practi¬ tioners were too ignorant of fundamentals to make their criticisms worth while. This difference in attitude is inevitable and beneficial. It has not disappeared, but it has been greatly tempered on the one LEGAL EDUCATION 61 side by realization of the enormous amount of labor that the special¬ ists have put into their work, and on the other side by the discovery that even the most careful closet production benefits to a greater extent than the producer might anticipate by the acute criticism of able minds. The law school men have shown the humility that is the mark of the genuine seeker after truth and have thus them¬ selves earned the respect of practitioners and judges. The intimate relations between the American Bar Association and the Association of American Law Schools have not worked out so happily. Within the first-named organization, there has been con¬ siderable criticism of the apparent abdication of its control over legal education in favor of an independent organization comprising only a minority of law schools. Representatives of institutions that have not been approved byr either association constitute one element of discord ; they are reinforced by reformers who are disappointed that the movement for higher standards that was launched in both asso¬ ciations in 1921 has not produced even greater results than it has, or who do not regard the associated program itself as in all respects ideal. Any constructive proposal is vulnerable, but dissatisfaction with the outcome of cooperative activities is no valid ground for demanding that cooperation cease. The American Bar Association and the Association of American Law Schools are certainly not to be blamed for trying to work in harmony. It would be a great mis¬ fortune if they were not. Nor could a better choice have been made for “ adviser ” of the council than one who had shown his competency for the task of inspecting law schools by practical experience as secretary of the Association of American Law Schools. The real weakness of the present machinery of cooperation has lain in the fact that the council has been controlled by schoolmen, rather than by practitioners. It has thus presented the appearance of being com¬ mitted to a predetermined program, instead of having been won over on the basis of arguments in the committee room. There is abundant evidence, in State and local bar associations, that the super¬ ficially logical device of turning the committee on legal education over to law school men does not work out well. Such a committee should, of course, listen to law teachers, and listen in a somewhat humble frame of mind, with the respect due to experts in legal edu¬ cation. But if it is to plead its cause effectively before an associa¬ tion of practicing lawyers, and secure their sincere and enthusiastic support, it must itself represent the point of view of informed prac¬ titioners. The experience of the past three years has demonstrated that the same is true of the American Bar Association. Fortunately, this weakness is by way of being remedied. Recent additions to the council are all either bar examiners or practitioners who have no official connection with any law school. 115044°— 30 - 5 62 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 THE CARNEGIE FOUNDATION STUDY OF LEGAL EDUCATION The Carnegie Foundation for the Advancement of Teaching must be mentioned in this connection, because, although it has no member of the legal profession on its staff, its work would be quite impossible without the cooperation of lawyers, especially law teachers and bar examiners. It represents the point of view of no group or faction of the legal profession, but rather of the public at large, with perhaps this distinction, that it is somewhat more sympathetic toward lawyers and their problems than laymen are apt to be. Its recent publica¬ tions include a volume of 600 pages, Present-Day Law Schools , of interest to specialists in legal education.3 In addition, the briefer pamphlet which, under various titles, it had published annually since 1913, has appeared, beginning 1927, under the caption Annual Review of L^egal Education. The scope of this periodical has been gradually expanded. The issue for 1928, numbering 50 pages, in¬ cluded a 6-page summary of Present-Day Law Schools , a compara¬ tive digest of the bar admission requirements now in force in each of the 60 American States or Canadian Provinces, a discussion of the essentials of a sound bar admission system, a complete list of degree- conferring law schools in the United States and Canada, and other information of interest both to those who administer and to those who seek to improve our present system of legal education. The principal merit claimed for the Carnegie publications by those who are finally responsible for them is that their presentation of basic facts is not colored by desire to prove a point or to push a reform to the extent that almost necessarily occurs in discussions of professional problems by lawyers. AIMS AND METHODS OF LAW SCHOOLS In the survey for the period 1909-1925, it was pointed out that the originally acrimonious controversy between the partisans and the opponents of the case method was tending to give way to agreement that the conditions under which law is taught determine the method that can be profitably used. Schools where conditions are appro¬ priate for the case method are coming more and more to utilize it, while other schools, which do not and should not use it, are ceasing to pretend that they do. Even its loyal adherents are coming to 3 Published as Bulletin No. 21, 1928. Three other bulletins (extended discussions) of legal education and cognate matters have been published by the Carnegie Founda¬ tion : No. 8, The common lav? and the case method in American university law schools, by Josef Redlich, 1914; No. 13, Justice and the poor, by Reginald Ileber Smith, 1919, Sd edition, 1924 ; No. 15, Training for the public profession of the law, by Alfred Z. Reed, 1921. Copies of all publications of the foundation not out of print may be had without charge upon application to its office, 522 Fifth Avenue, New York City. LEGAL EDUCATION 63 realize that it does not contain within itself all the elements needed to give students adequate preparation for the practice of the law. Finally, the establishment of the American Law Institute is evidence of a different kind of service that the faculties of case-method law schools are peculiarly qualified to render, namely, legal research hav¬ ing as its immediate objective not the training of students but scholarly production. THE CASE METHOD AND SCHOLARLY RESEARCH During the past three years, these general tendencies have been accentuated. The extent to which the once-derided innovation of the Harvard Law School has established itself as orthodox appears from the following figures. Of 60 law schools, situated in continental United States, that were members of the Association of American Law Schools at the beginning of the academic year 1928-29, 47 (78 per cent) were certainly genuine case-method schools. An addi¬ tional 6 claimed in their catalogues to be using this method, although the composition of their faculties suggests that they may depart from it to a greater extent than they are themselves aware. In all but 1 of the remaining 7 schools, at least a minority of the faculty had been trained in this method. Out of the entire group of 60 schools, only 2 explicitly claimed in their printed announcements to be using, as the basis of their system of instruction, something other than the case method. These case-method schools are those that have been mobilized, through the machinery of the Association of American Law Schools and of the American Law Institute, for the purpose of restating our at present chaotic common law, in such form as will make this law easier both to practice and to teach.4 On the other hand, in addition to the schools, usually of the part- time and mixed type, where conditions are not favorable, an increas¬ ing number of Harvard’s followers are beginning to differentiate themselves by adding something to the original formula. Under the stimulus provided by the American Law Institute, there is also occasionally observable a tendency to elevate research from a sub¬ ordinate, even though highly important, activity of the faculty, to the main purpose for which the school exists. From this point of view, law schools may now be roughly divided into four groups. Precision of figures is impossible when the ideas of the faculties are 4 This is the principal immediate objective of the institute. Under its broad stated aims “ to promote the classification and simplification of the law and its better adapta¬ tion to social needs, to secure the better administration of justice, and to encourage and carry on scholarly and scientific work,” a draft code of criminal procedure is also being prepared. 64 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 still not fully crystallized, but their underlying attitudes toward legal education are beginning to assume shape somewhat as follows: SCHOOLS CONCERNED ONLY WITH TRAINING PRACTITIONERS First are the schools — most of those that hold sessions in the eve¬ ning or late afternoon, and a few full-time schools as well — that do not pretend to be doing anything more than to prepare students to practice law. In their aims, and on the whole, also — though less obviously — in their methods, these stand nearest to the early law office from which all American law schools are descended. RESEARCH SUBORDINATED TO TRAINING OF PRACTITIONERS Second comes the important group of full-time schools that have followed the leadership of Harvard in regarding legal research and scholarly production as an important, and yet still a subordinate, function of the American law school. Cultivation of the science of law is to proceed pari passu with preparation for its practice, not only because scholarly research leads to results of value to the pro¬ fession and to the community, but also because scholarly researchers are desirable agents to carry out what is still the main purpose of the school, namely, to train future practitioners. No American law school has so proud a record as Harvard, either in scholarly produc¬ tion or in the preparation of law teachers who have carried its gospel into other universities,5 yet Harvard in its current announcement 6 unequivocally proclaims itself as, above all things, a professional school : The school seeks as its primary purpose to prepare for the practice of the legal profession wherever the common law prevails. It seeks to train lawyers 5 In 1928 the 60 law schools, members of the Association of American Law Schools, situated in continental United States, contained 681 teachers, of which 166, or nearly one-fourth, had received their professional training, in whole or in part, at the Harvard Law School. The number of law faculties, other than its own, which included at least one Harvard-trained man was 50, as against a corresponding figure of 34 for its nearest competitor, the law school of the University of Chicago (originally organized under Harvard auspices), 27 for Columbia, 24 for the University of Michigan, and 23 for Yale (all of which have adopted the Harvard case method). The total number of teachers thus sent out into other law schools by Harvard, and still in service, was 139, a number nearly as large as the combined figures for Chicago (56), Yale (46), and Columbia (43). Michigan had trained 30 such teachers. The total number of law faculties containing at least two members trained at the Harvard Law School was 40, or more than the combined figures for Chicago (14), Yale (10), Columbia (10), and Michigan (5). The total number of law faculties containing at least three members trained at Harvard was 26, as against corresponding figures of 7 for Yale, 5 for Chicago, 4 for Columbia, and 1 each for Michigan, George Washington, Georgetown, and Catholic University of America — the number teaching in the school of origin being in all cases excluded. Of 60 deans, 13 had received their professional training wholly and 5 partly at Harvard, 7 wholly and 1 partly at Columbia, 4 wholly and 3 partly at Yale, 2 wholly and 2 partly at Chicago and at Michigan ; no other single school trained more than 2 deans, in whole or in part. • March, 1928, p. 7. LEGAL EDUCATION 65 in the spirit of the common legal heritage of English-speaking peoples. Along with and inseparably connected with this purpose are two others, namely, the training of teachers of law, and the investigation of the problems of legal adjustment of human relations and how to meet them effectively. With possibly some difference in phrasing, this may be taken to represent the ideals of many other law schools.7 Not all of these schools have followed Harvard blindly. Under the original formula certain acquisitions or accomplishments, that are undeniably of the greatest value to the future practitioner, are regarded as none the less outside the proper province of the law school itself. Such are, for instance, familiarity with the leading cases and the principal legal rules in all the important divisions of the general or common law ; knowledge of peculiarities of the supple¬ mentary local law in force in the particular jurisdictions where the individual student intends to practice; and practical expertness of the sort that can be gained only from experience in meeting actual clients. If, even at Harvard, many students go far in such matters, this is because they are stimulated to take advantage of their inci¬ dental opportunities; as regards formal requirements for the degree, this kind of training is largely ignored in favor of “ provision only for those things which a law school can do best,” namely, “ to direct study to the authoritative materials, so that the student may learn to use them with the traditional technique of the common-law lawyer and in view of the received ideals of the law.” 8 Some law schools take the position that, without sacrificing this as the main end of a professional law curriculum, it still is possible to render certain incidental services to the student more systematically than Harvard thinks worth while. Thus, they may prescribe for their student body a greater number of the standard titles into which the common law is divided. Or, especially when the bulk of their students intend to practice in a single jurisdiction, they may pay greater attention to local decisions and statutes, both in substantive law and in pro¬ cedure. Or, finally, following the analogy of the medical clinic and hospital interneship, they may require the student to participate in the work of a legal-aid society. These divergencies from the origi- 7 Compare, for instance, the statements of the University of Michigan : “ While the primary function of law schools is to train men to practice law, nevertheless, in order that there may be opportunity for the training of law teachers, scholars, and writers, the time has undoubtedly come when instruction of an advanced nature should be offered in some of the university law schools ” (Announcement, 1928, p. 10) ; and of the Uni¬ versity of Chicago : “ The course of study offered, requiring three academic years for completion, is not local in its scope, but constitutes a thorough preparation for the prac¬ tice of law in any English-speaking jurisdiction. * * * Graduates * * * who give promise of ability to make a creditable contribution to legal scholarship, will * * * be admitted as candidates for the degree of J. S. D.” (Announcement, 1928, PP- 2, 6.) 8 Report of the dean of the law school in Reports of the President and the Treasurer of Harvard College, 1927-28, pp. 200, 203. 66 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 nal model, however, are slight. The disagreement is merely as to whether or not these innovations are calculated to make the school a better training ground for future practitioners. The great bulk of the faculties that make up the Association of American Law Schools have this in view as their primary aim, even while, their members are cooperating in the work of the American Law Institute, or in other forms of scholarly activity. RESEARCH AND PROFESSIONAL TRAINING AS JOINT OBJECTIVES The overwhelming majority of the law schools in the United States belong to one or the other of the two preceding types: Those that are not pretending to do more than train practitioners of that curious jumble which in this country constitutes the law; and those wdiich, either as schools, or through individual members of their faculties, are doing something — in some instances are doing a great deal — to make our law better than it now is, but — largely for this very rea¬ son — still regard the training of practitioners as their primary objec¬ tive. They can train these practitioners the better for being them¬ selves interested in the improvement of the law; they are the more likely to succeed in their projected law reform for the reason that they send out into practice graduates imbued with their own ideals. The increased respect which is accorded to law school men by prac¬ titioners and judges, and makes possible their cooperation in such activities as that of the American Law Institute, is largely attrib¬ utable to the fact that the ranks of practitioners and of future judges have been recruited in increasing measure from the graduates of these institutions. What, however, is to be done for the future preparation of these same professional law teachers, this special group of lawyers who combine the two functions of training others for practice and prose¬ cuting research themselves? How are the existing scholarly law faculties to secure their own successors? In the answers given by different law schools to this question, there is a distinction that is perhaps more one of degree than of kind, but that is much more important than the relatively trivial departures from the Harvard formula which we have thus far noted. Harvard, the University of Michigan, Columbia, and Yale are among the law schools that list separately a group of subjects that are primarily useful for future teachers and research workers. At all four of these institutions this work qualifies for higher or postgraduate degrees. But whereas at Harvard and at Michigan candidates for the lower degree, conferred in the regular 3-year practitioners’ curriculum, can take little, if any, of this work, even by special permission, at Columbia all of these “ graduate courses ” are open to a restricted number of spe- LEGAL EDUCATION 67 daily qualified second-year and third-year students, by permission of the dean and of the instructor in charge; and at Yale these “ hon¬ ors and graduate courses ” are announced as “ open to all students in the third year and to a limited number of students of high standing in the second year.” The opening of systematic studies of this sort to candidates for the regular practitioners’ degree is more significant than the fact that what Harvard terms “ investigation of the problems of legal adjustment of human relations and how to meet them effectively ” Columbia describes as “ an understanding of the economic, social, and political problems with which the law deals,” 9 and Yale as “ shaping the law to meet the demands of a changing society.” 10 It means that at these two latter schools the regular law degree no longer stands unreservedly for strict training in the principles of the com¬ mon law; that time may be taken from these for additional studies which, under the Harvard formula, should come either before or after the regular practitioners’ course — before, if they are of value to all lawyers, and after, if they are of value chiefly to teachers. It means that it is more than a coincidence that neither Columbia nor Yale proclaims, as do Harvard and Michigan, that the training of prac¬ titioners is the primary purpose or function of the school.* 11 We have here at least the origins of a third type of law school — one in which research in law, although still conducted in conjunction with a professional law school, gives the impression, whether intended or not, of being the activity in which the faculty is principally interested. RESEARCH DIVORCED FROM TRAINING OF PRACTITIONERS Finally, an “ Institute for the Study of Law,” recently established at Johns Hopkins University, represents the opposite pole from the first group of law schools described above — those that have no aspira¬ tions to enter the field of scholarly research, but are content solely to prepare future lawyers for practice. Its faculty are frankly inter¬ ested in law not as an art or a profession to be practiced by them¬ selves or by their students, but as one of the social sciences — some¬ thing to be studied and made better by themselves and by those 9 Announcement, June, 1928, p. 7. 10 Address of the retiring dean before the New Jersey Bar Association, June 8, 1929. 11 Columbia’s aim is stated to be “ not only to fit its students as completely as possible for the actual practice of law and the conduct of public affairs but also, by the encour¬ agement of scholarship and research, to lay a substantial foundation for legal author¬ ship, and furnish preliminary training for the profession of the law teacher.” (An¬ nouncement, 1928, p. 6.) Yale states that “ It is the aim of the school to give all students in the regular professional curriculum preparation for the practice of law in any State, and also, by the encouragement of scholarship and research, to lay a founda¬ tion for the profession of law teaching and for legal authorship.” (Announcement, 1928, p. 13.) 68 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 whom they train up to pursue similar activities and to inculcate similar ideals, both in their own institution and in other law schools or research associations. Although in a broad sense a law school, it does not propose to maintain an orthodox course for the training of practitioners. While the second and the third types of institution, despite their varying emphasis, agree that a “ gain, both to research and to professional training, [results] from conducting research m law in conjunction with a professional law school,” 12 the promoters of the Johns Hopkins Institute believe that this connection tends to perpetuate the present unfortunate division in the American uni¬ versity scheme between professional law schools, professional schools of business, and college departments of social sciences. BAR ADMISSION REQUIREMENTS The immediate purpose of the campaign, already referred to, that has been recently prosecuted under the joint auspices of the American Bar Association and of the Association of American Law Schools, was to strengthen requirements for admission to the bar. In 1921 the practitioners’ organization adopted, and the schoolmen indorsed, a platform which may be summarized as follows : PROGRAM OF REFORM 1. Admission to the bar should be restricted to graduates of law schools; and, further, of law schools possessing the following char¬ acteristics: (a) The law school itself should admit only those who have studied at least two years in a college. ( b ) The course of pro¬ fessional studies pursued by students who devote to it substantially their full time should cover three years. Other students must con¬ tinue their studies as much longer as is requisite in order to produce an equivalent number of working hours. ( c ) Law schools must have adequate library facilities. ( d ) They must have a sufficient number of teachers who are giving their entire time to the school. 2. The qualifications of these law school graduates must be tested by official bar examinations. It became the responsibility of the newly established Council on Legal Education to interpret these purposely general principles. This task has been continued during the past three years. Only one change has been made, however, by the American Bar Association itself. In 1922, at a special conference on legal education held in Washington, D. C., under the auspices of the Conference of Bar Asso¬ ciation Delegates, the original resolutions had been indorsed with certain qualifying explanations. These were that equivalents might 12 Report of the dean of the Columbia School of Law, for 1928, p. 19. LEGAL EDUCATION 69 properly be accepted for two years of study actually pursued in a college; and that law schools should not be operated as commercial enterprises. In September, 1927, the American Bar Association adopted the first of these suggestions, in the form of a resolution calling for prelegal examinations to be conducted by State universi¬ ties or boards of bar examiners, for applicants obliged to make up their preliminary qualifications outside of accredited institutions of learning. The second recommendation, stigmatizing commercialism in legal education, was immediately adopted by the Association of American Law Schools, but not by the American Bar Association. Some question has arisen as to the adequacy of its phrasing in its original form.13 PROGRESS TOWARD REQUIREMENT OF GRADUATION FROM A LAW SCHOOL The first recommendation — that the applicant must have gradu¬ ated from a law school — has not been followed by any State, though West Virginia has approximated it by requiring three years of study in a law school. Recently one other State has come to require at least two years of law school study 14 and two other States require one year.15 In the main, however, the States have refused to abolish the traditional method of admission to legal practice, on the basis of office study alone. Several have made it more difficult to qualify for the bar examination by this route; between 1925 and 1928 the number of jurisdictions that require 4 years of law study, under such conditions, as against the 3 years that suffice in the case of a full-time law school, rose from 5 to 6.16 In the face of this repudiation of the first and most fundamental recommendation of the American Bar Association, the prescribed set of law school standards could influence the development of bar admission rules only in two ways. In the first place, whatever part law schools play in the admission system, the bar admission authori¬ ties might be persuaded to recognize only schools that comply with these standards; and, in the second place, such of these standards as are applicable might be transferred from the law school to the appli¬ cant’s course of law study, wherever pursued. ACCEPTANCE OF AMERICAN BAR ASSOCIATION STANDARDS FOR LAW SCHOOLS Under the first head, up to the beginning of the year 1928-29, only two States had accepted the entire group of law-school standards.17 13 Since this was written, the recommendation was adopted by the American Bar Asso¬ ciation, at its meeting in Memphis, October, 1929. 14 Colorado. 15 Kentucky, Wyoming. 18 To Illinois, Michigan, Minnesota, Ohio, and Washington, add Wisconsin. 17 Wisconsin and Wyoming recognize only law schools approved by the Council on Legal Education. On Jan. 12, 1929, Connecticut adopted the same rule for applicants beginning their law studies after this date. 70 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Another has accepted standards ( b ), ( c ), and (e?).18 Finally, stand¬ ard (l?) by itself, or something similar, has been accepted by an in¬ creasing number of jurisdictions. The council has ruled that a part- time course of 4 years of at least 40 weeks each shall be regarded as the quantitative equivalent of a full-time course of 3 years of at least 30 weeks each. The number of States that, without accept¬ ing the other standards' at least require an evening or part-time course to cover 4 years as against the period of 3 years deemed sufficient in the case of a day or full-time course, increased from 9 in 1925 to 10 in 1928.19 APPLICATION OF STANDARDS TO LAW STUDY IN GENERAL Under the second head, the law school standard that is most readily applicable to the course of law study, wherever pursued, is standard ( a ), calling for preliminary education equivalent to two college years. The number of jurisdictions that, presently or prospectively, announce this requirement grew from two in 1925 to five in 1928.20 The number requiring 2 years of college, or their equivalent, prior to the bar examination, but not necessarily prior to the beginning of the period of law study, increased from 2 to 3.21 The number (in¬ cluding the above) that require at least a 4-year high-school course or its equivalent increased as follows : Preliminary, 14 to 15 ; nonpreliminary, 13 to 15.22 Standard (5) has had even less influence here; the number of jurisdictions that require law study during at least three years has remained unchanged at 31.23 The important changes that have recently occurred with respect to the period of law study have to do with a matter as to which the American Bar Association made no recommendation, namely, insistence, even in the case of law-school graduates, upon supplementary office work. Pennsylvania has recently joined, New Jersey and, Rhode Island in requiring an office clerkship to be served at least during law-school vacations. New York has long had a rule under which all applicants, other than college graduates, are obliged to serve a continuous year of clerkship 18 West Virginia. 19 To California, Connecticut, Idaho, Kansas, Maine, Massachusetts, Minnesota, Ohio, and Washington, add Pennsylvania. By legislation, however, effective Aug. 14, 1929, California has abolished this requirement. 20 To Kansas and Illinois, add Ohio, Colorado, and (not fully effective until October 15, 1929) New York. Subsequently, the requirement has been adopted by Minnesota (fully effective Mar. 1, 1931), and, subject to exceptions in favor of a limited number of special students in local law schools, by Michigan (effective Mar. 1, 1930). 21 To West Virginia (erroneously classified in the preceding survey as a “preliminary” jurisdiction) and Montana, add Wisconsin. So also, since the above was written, by a requirement fully effective in 1933, Idaho. 22 South Carolina, formerly nonpreliminary, became preliminary. District of Columbia, Kentucky, and Maine were added to the nonpreliminary group. 23 Since the above was written, Oklahoma has advanced to this level. LEGAL EDUCATION 71 subsequent to the regular 3-year course of study, either in office or in school, that leads to the bar examination ; after July 1, 1929, even college graduates must serve such a clerkship for six months. RESPONSE TO CONDEMNATION OF DIPLOMA PRIVILEGE Since 1925 there has been no change in the number of jurisdictions (13) in which, under the so-called “diploma privilege,” graduates of certain law schools are admitted to the bar without examination as to their educational qualifications. In Florida and in Oklahoma 24 the privilege has been extended to schools that have recently been opened, or have recently acquired power to confer degrees, and in Texas to all law schools recognized by the Council on Legal Educa¬ tion. In addition to these States, Indiana continues to be handi¬ capped by its well-known constitutional provision, under which it is possible to develop only optional bar examinations in certain counties. The foregoing sketch shows that while there has recently been un¬ doubted improvement in bar admission requirements throughout the country, in the general direction blazed by the American Bar Association, this progress has been slow. The following table shows how seldom are lawyers now obliged to possess certain qualifications that are commonly insisted upon in the case of physicians and surgeons, and how few changes have occurred in this respect during the past three years. The enumeration of bar admission require¬ ments includes all that had actually been adopted in the autumn of the years in question, whether or not they were y^et in force. Table 1. — Comparison between bar admission and medical licensing require¬ ments in Jf8 States and the District of Columbia, 1925 and 1928 Number of jurisdictions requiring— Medicine Law 1925 1928 1925 1928 Graduation from a professional school _ - - . __ . . . 48 48 At least 3 years of studv in a professional school . . _ . . _ 48 48 1 1 At least 2 years of preliminary college education _ _ _ 38 38 2 5 At least a preliminary high-school education _ _ 44 47 14 15 At least 5 years of professional training _ 11 12 More than 3 years of professional training . . . . 49 49 1 1 At least 3 years of professional training _ _ _ _ _ 49 49 31 31 Examination of all applicants by public authority. _ _ _ _ 49 49 35 35 PROGRESS IN LAW SCHOOL REQUIREMENTS Much greater changes have been effected in the law schools. An increase in the bar admission requirements of any State affects every school that aspires to prepare for practice there — not merely those 24 Since the above was written, the privilege has been abolished in Oklahoma. 72 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 that are physically located within its boundaries. This influence has been supplemented by a nation-wide incentive to secure approval by the Council on Legal Education and admission to the Association of American Law Schools. Pressure of this latter sort has been particularly strong in the case of law schools that are connected with a college or university, because it is here reinforced by the respect which regional associations or other standardizing organizations naturally pay to professional standards promulgated by representa¬ tives of the professions themselves. That aspect of the general development which most readily lends itself to tabular presentation — namely, the amount of time needed to secure the degree — is set forth in Tables 2 and 3, which compare medical schools with law schools.25 FULL-TIME SCHOOLS OF LAW AND MEDICINE Study of these tables reveals certain resemblances, but also certain dissimilarities, in the extension of medical and of law courses. Table 2 shows that, in 1909-10, 112 full-time medical schools and 50 full¬ time law schools did not require for admission any work in a college of liberal arts and sciences; each figure represented approximately 80 per cent of the total number of full-time institutions. In each profession there were a few schools that required a single year of college for admission and a few more that required at least two college years. To-day only six full-time schools of medicine and only three of law fail to require college work. No full-time school either of medicine or of law now requires only one college year; the number that demand two college years or more has increased as follows : In medicine, from 16 in 1909-10 to 74 in 1925-26, and to 75 in 1928-29; in law, from 8 in 1909-10 to 65 in 1925-26, and to 75 in 1928-29, the same figure as for full-time medical schools. To this extent recent developments in legal education compare closely, and even favorably, with the progress that has been achieved in medical education. In addition to entrance requirements, however, two other ele¬ ments must be considered in computing the total amount of time that is represented by the professional degree. These are the dura¬ tion of the professional course, measured in academic years, and the amount of time that the student devotes to his studies during this period. In both of these respects there has been a marked difference between the two professions. In medicine the professional course had long been standardized at 4 years, so that the prefixing of 2 years of college work makes a total of 6 years after the high school ; 20 schools have come to require either additional college work, or a 25 For the figures relating to medical education which are used in this paper the writer is indebted to Dr. N. P, Colwell, secretary of the Council on Medical Education. LEGAL EDUCATION 73 year of hospital interneship, making a total of 7 years ; and 3 schools have made both additions, with the result that their students must spend the equivalent of 8 academic years in earning their degree. Quite otherwise is the situation in legal education. The traditional duration of the law-school course is 3 years, making a total, when added to a preliminary 2 years in college, of only 5 years after the high school. The current standards of the American Bar Associa¬ tion do not contemplate either any lengthening of the law-school course proper, or any addition of obligatory office work ; nor, in spite of the now sadly congested law-school curriculum and frequent com¬ plaints as to the law-school graduate’s lack of practical experience, has more than one full-time law school lengthened its residential re¬ quirements, and this by no more than a 10-week summer course. An extension of the preliminary college work beyond the required minimum of two years finds greater favor; but at the beginning of the academic year 1928-29 only 14 full-time law schools had already adopted this method of advancing beyond the 5-year level (which no less than 75 medical schools had passed), and only 4 more had an¬ nounced their intention shortly to do so. CONTRAST AS REGARDS TOTAL NUMBER OF SCHOOLS, ESPECIALLY OF THOSE OFFERING PART-TIME WORK The third element that must be considered in computing the time value of a degree — namely, the amount of time that the student de¬ votes to his studies while in the professional school — is intimately re¬ lated to the change that has recently occurred in the total number of schools. Here there is an even greater contrast between the med¬ ical and the legal professions. Table 2 shows that since 1909-10 the supply of full-time medical schools has diminished by 55 (a loss of more than 40 per cent), while the number of full-time law schools has increased by 14 (a gain of more than 20 per cent). Table 3, which covers schools that offer work intended for self-supporting students, either exclusively or in connection with full-time divisions, shows an even more striking discrepancy. In 1909-10 there were only 4 such medical schools, all of which subsequently either died or changed their classroom sessions to the regular working hours of the day. At this date, there were already, however, 60 part-time or “ mixed ” law schools, and the number has increased since then by 35 (a gain of 58 per cent). If the figures in the two tables be added, it will be found that the total number of medical schools, either full-time or part-time, has shrunk from 140 to 81, while the total number of law schools has increased from 124 to 173. The reason for the diametrically opposite trends in the two pro¬ fessions lies in the nature of their activities. Medical science in- 74 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 volves laboratory work of a sort that can not conveniently be prose¬ cuted in the evening, and there is relatively little reason why “ poor boys” (other than those exceptional individuals who can surmount all obstacles) should become physicians. Hence institutions that schedule their classroom instruction during evening hours, in the special interest of self-supporting students, never became a real complication in medical education. The low-grade medical schools were for ihe most part already of the full-time type. Progress has naturally taken the form of improving some of these, of abolish¬ ing the rest, and of either transforming into full-time schools or abolishing the few anomalous part-time institutions. Legal edu¬ cation, however, as currently conceived, involves nothing that can not be taught during the evening, and social and political considera¬ tions make it imperative that the diverse economic strata of our population shall be not unequally represented in the governing class of lawyers. Hence for many years evening or part-time law schools or divisions have abounded, and because of their very abun¬ dance had come to include, in 1909-10, the greater number of irre¬ mediably low-grade institutions. The full-time law schools of that date were in many cases very primitive, and sadly in need of im¬ provement, but as a group they did not call for the drastic weeding that was required in the case of full-time medical schools. The group of part-time law schools contained a much larger number that should have been, if not uprooted, at least radically transformed. The reason why this has not occurred is the inadequacy of the remedy proposed by the supervising agencies — the attempt to offset the smaller amount of time that self-supporting students can devote to their studies while in the school by making them stay in the school longer. RESULTS OF TIIE CURRENT POLICY WITH RESPECT TO PART-TIME EDUCATION Undeniably the attempted application of this remedy has greatly improved part-time law schools. The comparative classification of quantitative requirements that is presented in Table 3 reveals this at a glance, and may be further summarized as follows : In 1909-10, 53 out of 60 part-time law schools or divisions of “mixed” law schools, or a trifle over seven-eighths, required for the degree 3 years after the high school, or less. In 1925-26, 67 out of 92, or nearly three-quarters, required 4 years or more. In 1928-29, 79 out of 95, or 83 per cent, required as long a period as this, and no less than 51 schools, or well over half the total, required at least 5 academic years. LEGAL EDUCATION 75 If the time element has any bearing upon the value of the degree, this genera] lengthening of the part-time law course must be counted as clear gain. On the other hand, the present standards of the Council on Legal Education call for at least 2 college years, or their equivalent, fol¬ lowed by at least 4 years of professional work, or a total, after the high school, of not less than 6 academic years. The same table shows that only 28 part-time or “ mixed ” institutions, or less than 30 per cent of the total, even pretend to fulfill this requirement. These 28 schools reported, for 1927-1928, 6,232 students, or less than one-fifth of the total of 32,517 enrolled in such institutions, shown by Table 4. As late as December 31, 1928, none of the 74 exclusively part-time schools, and only 6 of the 21 “ mixed ” schools, with a total enroll¬ ment of fewer than 2,400, had been approved by the Council on Legal Education as complying with the full set of standards. These figures compare with 60 full-time law schools (77 per cent) and 72 full-time medical schools (90 per cent) that have been fully ap¬ proved by their respective councils. With sustained effort on the part of the American Bar Association and its council, a much better showing will soon doubtless be made; and this development is salutary, so far as it goes. The requirements of part-time law schools, both for admission and for graduation, were in 1909-10 entirely too low; it is well that there should be a gradual increase in both respects. But there is not the slightest prospect that the continuance of this movement will establish eve¬ ning or late afternoon law schools on a parity with good full-time schools. Instead, the tendency of the movement is to relegate to a definitely lower educational plane these politically indispensable institutions. The chain of reasoning by which the present policy of the American Bar Association toward evening or part-time law schools could be supported would run as follows : 26 First, so long as students devote to their studies approximately the same total of working hours, it makes no difference how long or how short is the course of instruction leading to the degree, or how much or how little is demanded of students during any partic¬ ular week or year. The handicap under which self-supporting stu¬ dents labor, of being able to devote to their law studies only a rela¬ tively small number of hours during any one week or year, can be overcome by the simple device of increasing the number of weeks or years. 26 The council of the section of legal education and admissions to the bar of the American Bar Association, to whom proofs of this chapter were communicated, passed a motion, at their meeting of Jan. 4, 1930, expressing “disapproval of the expressions therein con¬ tained so far as they relate to the actions and positions of the section of legal education of the American Bar Association.” 76 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Second, it is assumed to be practicable to lengthen the course of study pursued by self-supporting students sufficiently to produce the quantitative equivalence desired. The total number of working hours that such students devote to their studies can by this means actually be made to equal those that a good full-time student devotes to his studies during not less than five academic years after the high school. Third, an extension of the present standardized 3-year full¬ time law course to four years, or a little more, for part-time students, with uniform entrance requirements, is deemed sufficient to produce the desired result. This chain of reasoning is weak in every link, and in its practi¬ cal application can have no other effect than to confirm the present reputation of evening law schools as inherently second rate. How¬ ever greatly they or other part-time law schools may be improved by this policy, they are placed in a position of permanent inferior¬ ity to good full-time institutions. Condemned to aspire to a stand¬ ard that in the nature of things they can never reach, they are then appraised on the basis of their assured shortcomings. Indeed, it is doubtful whether this method of attack will even lessen the gap that to-day exists between the education provided by the best full-time and by the best part-time law schools. For the leading full-time schools themselves stand in need of improvement, and notably, if they can not abandon part of their burden to other institutions, may be obliged to lengthen their own law course. One of the considera¬ tions which makes them unwilling thus to relieve the present con¬ gestion of their curriculum is that any such step would tend to divert students into night law schools. Thus each type of school hurts the other. The tacit assumption, which underlies the whole contemporary movement to raise the standards of legal education and injures the interests and the reputation of all law schools, of all law school stu¬ dents, and of the entire profession into which they feed, is that an organization of the legal profession which was appropriate to a pioneer agricultural community should be carried over unchanged into our present highly specialized commercial age. The notion persists that the vast responsibilities of legal practice, in our pres¬ ent complex civilization and under our present confused system, of law, can still be adequately discharged by general practitioners, possessing uniform privileges and admitted to practice after pass¬ ing uniform tests. A natural outgrowth of this traditional attitude is the setting up of a uniform set of standardized requirements to which all law schools are expected to conform. An inevitable con¬ sequence is the classification of law schools on the lines of better LEGAL EDUCATION 77 or worse, rather than of the functions for which they and their graduates might be specially qualified. Table] 2. — Full-time medical schools and full-time law schools, classified accord¬ ing to the minimum time required, after completion of a lvigh-school course, to secure the degree Medical schools Law schools Academic years required 1909-10 1925-26 1928-29 1909-10 1925-26 1928-29 8 years: 3 or more years in college, followed by 4 years in medical school, followed by 1 year in hospital _ _ _ 3 3 7 years: 2 years in college, followed by 4 years in medical school, followed by 1 year in hospital. . 9 8 3 or more years in college, followed by 4 years in medical school. . . . . . 4 11 12 6 years: 2 years in college, followed by 4 years in medical school . . . . 12 51 52 3 or more years in college, followed by 3 years in law school. . . _ 5 11 14 5 years, or a little over 5 years: 1 year in college, followed by 4 years in medical school . . .. _ _ _ _ _ 8 2 years in college, followed by 3 years or (in one case) 3 years and 10 weeks in law school.. _ 3 54 61 4 years: No college work, followed by 4 years in medical school _ 1 year in college, followed by 3 years in law school. _ 112 5 6 4 5 2 years in college, followed by 2 years in law school- 2 3 years . . _ _ __ 31 5 2 2 years _ _ 18 1 year _ _ _ _ _ _ _ 1 1 1 Total. . . . . . . . 136 79 81 64 76 78 Table 3. — Part-time medical schools and part-time law schools or divisions, classified according to the minimum time required, after completion of a high- school course, to secure the degree Academic years required Medical schools Law schools 1909-10 1925-26 1928-29 1900-10 1925-26 1928-29 8 years: 3 years in college, followed by 5 years in professional school . . . . 1 7 years: 2 years in college, followed by 5 years in professional school . . . . . 1 1 1 6 years: 2 years in college, followed by 4 years in professional school . . . . 12 26 5 years: No college work, followed by 5 years in professional school . . . . . 1 5 1 year in college, followed by 4 years in professional school . . 2 1 5 2 years in college, followed by 3 years in professional school. . . 3 13 4 or 4% years: No college work, followed by 4 or (in 1 case) 4H years in professional school _ _ 4 1 5 37 24 1 year in college, followed by 3 years in professional school . 12 4 3 years . 34 18 11 2 years. . 18 7 5 1 year . 1 Total . 4 1 60 92 95 115044°— 30 - 6 78 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Table 4. — Number of law schools, and attendance at laio schools, classified as full-time, part-time , or mixed Schools 1909-10 1925-26 1928-29 1909-10 1925-26 1927-28 Number of schools Per cent of total Number of schools Per cent of total Number of schools Per cent of total Number of students Per cent of total Number of students Per cent of total Number of students Per cent of total Part-time only . . 49 39 75 45 74 43 6, 036 31 16, 818 38 17, 253 35H Mixed _ _ _ _ 11 9 17 10 21 12 3, 444 18 12, 365 28 15,284 31J4 Total offering part-time work _ _ 60 48 92 55 95 55 9, 480 49 29, 183 66 32, 537 67 Full-time only . 64 62 76 45 78 45 10, 018 51 15, 157 34 16,068 33 Grand total.. . . 124 100 168 100 173 100 19, 498 100 44, 340 100 48,605 100 CHAPTER IY SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS By W. S. Deffetnbaugii Chief , City Schools Division , Office of Education Contents. — Administration — Teachers — Length of school year — Curriculum and articu¬ lation — Experimental research — Individual instruction — Safety education — Visual instruction — The platoon school — The visiting teacher. So extensive and so complex has the modern city school system become that it is impossible in a short chapter to discuss more than a few of the educational movements in the cities of the country, and these only briefly. In addition to day elementary and secondary schools, the activities of city school systems include night schools, continuation schools, special schools, health supervision, vocational schools, vocational guidance, etc. Reviews of some of these activities appear in other chapters of the Biennial Survey of Education. Separate chapters are also issued which discuss various phases of kindergarten, elementary, and secondary education in city school systems. ADMINISTRATION During the past two years comparatively little general or special legislation relating to city school administration has been enacted. The situation at present with respect to the methods of electing boards of education and with respect to their fiscal relation to other boards may be summarized as follows : Thirty-eight boards of education in 55 cities of 100,000 or more population reporting are elected by the people; 11 are appointed by the mayor ; 3 by the city council or commission ; 3 by the courts. One hundred and four of the boards of education in 135 cities between 30,000 and 100,000 population reporting are elected by the people; 16 are appointed by the mayor; 15 by the city council or commission. In 516 cities between 5,000 and 30,000 population reporting, 416 boards of education are elected by the people, 33 are appointed by the mayor, and 67 by the city council or commission. In cities of 100,000 or more population 8 of the 47 boards of edu¬ cation reporting must submit their annual estimates to the mayor, city council, or commission ; 11 to a board of finance, board of esti- 79 80 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 mate, or similar municipal board ; and 5 to the county board of super¬ visors or county budget commission. After obtaining funds for the purchase of grounds and the erec¬ tion of new buildings, 32 of 47 boards of education in cities of 100.000 or more population may purchase grounds and erect build¬ ings without consulting any other body. In cities between 30,000 and 100,000 population, 20 of the 133 boards of education reporting must submit their proposed budgets to the board of estimate or city finance committee ; 32 to the council, mayor or city commission; 11 to the county board of supervisors or county budget committee ; and 3 to the State tax commission or State budget director. After obtaining the funds the board of education in 71 of the 133 cities ma}^ purchase land and erect school buildings without con¬ sulting any other board. One hundred and twenty-six of 520 boards of education in cities between 5,000 and 30,000 population reporting must refer their annual estimates to the city council or town finance committee ; 30 to board of estimate ; 15 to the people ; and 51 to the county officials. Although there has been a tendency to consolidate municipal de¬ partments and to abolish department heads, there has been no move¬ ment to abolish boards of education and to place the schools under the management of the municipal department. In fact, within re¬ cent years several school systems have been reorganized by placing more power in the hands of the boards of education. As long as education is considered a State and not a municipal function the schools will not become more subordinate to municipal government than they now are. The principle that school officials are State and not municipal officials has been so well established by law and court decisions that any effort to make the schools a part of the municipal government would be considered by authorities on school administra¬ tion as a step in the wrong direction. Authorities on municipal government, however, would generally favor a movement of this kind on the theory that all the affairs of the city, including school matters, should be considered together, and that the budget of boards of edu¬ cation should be reviewed by some municipal body just as are the budgets of any other municipal department. All the evidence available seems to indicate that the fiscally inde¬ pendent school systems are as economically administered as the de¬ pendent ones, and that in many respects they are more efficient. Practically all the recent school surveys in cities where the boards of education are fiscally dependent recommend that, since educa¬ tion is a State and not a municipal function, and since experience has proved that the fiscally independent plan works better than SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 81 the fiscally dependent plan, schools in these cities become fiscally independent. Two authorities on city school administration ex¬ press as follows the views of practically all city school administrators regarding the fiscal control of city schools: It can be generally said that the people of a school district should have the legal right to raise as much money for the financial support of their schools as they decide is desirable. There is no reason why constructive economy in the operation of the schools should not parallel increased costs. Restriction of tax levies, budgetary reviews, or any form of artificial controls will not neces¬ sarily operate in the manner in which the laws assume. The most effective control is the selection of competent officials, and an insistence upon factual evidence showing that every dollar expended is returning value received.1 In Michigan, the school laws were codified in 1927, and some im¬ portant legislation was enacted regarding the city school districts by dividing them into three classes. Districts of the third class are those having a population from 10,000 to 125,000, districts of the second class are those having a population of more than 125,000 and fewer than 500,000, and districts of the first class are those having a popu¬ lation of more than 500,000. The laws relating to schools in these districts are in general based upon sound administrative principles. The boards of education are small and are elected from the city at large. The chapter on districts of the third class especially may serve as a model for those States contemplating legislation for their smaller cities. The main features are : 1. The board of education is composed of seven members elected at large for a term of four years. 2. The board of education has large powers, including the right to determine the amount of taxes necessary; to borrow money, to pui> chase sites for buildings, etc., and to erect buildings; and to issue bonds not to exceed 2 per cent of the assessed valuation of the district. 3. The superintendent of schools is made the legal executive of the board of education, his powers and duties being: (1) To put into practice the educational policies of the State and of the board of education in accordance with the method provided by the board of education ; (2) To recommend in writing all teachers necessary for the schools and to suspend any teacher for cause until the board of education may consider such suspension ; (3) To classify and control the promotion of pupils; (4) To recommend to the board the best methods of arranging the course of study and the proper textbooks to be used ; (5) To make reports in writing to the board of education and to the superin¬ tendent of public instruction annually or oftener if required, in regard to all matters pertaining to the educational interests of the district ; (6) To supervise and direct the work of the teachers and other employees of the board of education ; 1 Engelhardt and Engelhardt : Public-School Business Administration, p. 94. 82 BIENNIAL SURVEY OF EDUCATION, 1926-1928 (7) To assist the board in all matters pertaining to the general welfare of the school, and to perform such other duties as the board may determine.2 The classification of city school districts and laws relating to the administration of the schools in each class are usually considered preferable to special legislation for each of the cities in a State. Board organization. — The movement to reduce the number of standing committees or to abolish them continues. The reduction in the size of boards of education and a clearer conception of the func¬ tion of such boards have been responsible for the reduction in the number of standing committees. When boards of education were large there was perhaps some justification for standing committees, but now that few such boards are composed of more than nine mem¬ bers it is difficult to understand why a board of education should continue having such committees. No committee should have execu¬ tive duties, not even a committee on supplies or a committee on buildings. In the larger cities there are business managers and superintendents of buildings to perform executive tasks relating to business and school buildings. In the smaller cities where there are no business managers or superintendents of buildings, the super¬ intendent of schools should himself look after business matters. The tendency has been to make him the executive officer of the board, since boards of education in many of the smaller cities have come to realize more and more that it is their chief function to adopt policies. In some of the cities where school business managers are employed there is still a dual system of administration, the business manager being independent of the superintendent of schools. The tendency, however, seems to be toward the unit system of administration, with the superintendent of schools as the chief executive officer and toward placing an assistant superintendent in charge of business affairs. This plan seems the logical and practical solution of a vexing prob¬ lem that has been confronting many city boards of education. TEACHERS Quodi-ftcations. — Within the past two years the educational and professional training required of elementary-school teachers for the first employment have been raised by a year in some cities. In the cities that required but one year of preparation beyond high school the standard has been raised uniformly to graduation from a 2-year normal school, and in some of the cities that required two years’ training beyond high school the standard has been raised to three or four years. The tendency is to raise the requirements for beginning junior high school teachers to college graduation and to require more 3 General school laws, State of Michigan (revision of 1927), p. 50. SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 83 professional preparation on the part of prospective high-school teach¬ ers. The movement in the direction of requiring a master’s degree for academic high-school teachers is pronounced in some cities. Tulsa, Okla., may be mentioned as one of the cities that have raised the standard for both elementary and high school teachers. In that city the minimum educational requirement for the beginning teacher is the bachelor’s degree, representing four years’ work above the high school or its full equivalent, professional training, and not less than 16 months’ successful experience in teaching, other than that done as part of his professional training. High-school teachers are expected to have the master’s degree or not less than a full year of graduate work in the subject they teach. All teachers must be 21 years old or over and must submit evidence of good physical health, mental ability, and moral character. The board of education, how¬ ever, reserves the right to employ as teachers men and women of unusual outstanding ability and success even though their academic qualifications may be less than the stated minimum. City normal schools are extending their courses, and in several States the normal-school courses have been extended to three or four years, thus making it possible for the cities in these States to obtain better trained teachers for their elementary schools. The need of prepared teachers has always been apparent, but it has not always been an easy matter to raise the standard require¬ ments for first employment. If the standard goes up and the salary does not there are not enough teachers to fill the positions. If, on the other hand, the salaries go up and the standards do not, there is an oversupply of teachers; in which case, one or two things may happen — salaries may be lowered or the standards raised. The tendency among city schools in general has been to raise standards rather than to lower salaries. This is the only logical course to pursue if the schools of a city are to become more efficient. Single-salary schedule. — The single-salary schedule has been adopted in many cities as a means of obtaining better prepared teachers for the elementary-school grades and of retaining in those grades those teachers who have the preparation necessary to teach in high-school grades but who are better adapted to elementary- school work. The single-salary schedule has also been adopted in recognition of the fact that the work of the elementary-school teacher is just as important and just as exacting as the work of the high-school teacher. Among the advantages claimed for the single-salary schedule by those who advocate it are: (1) It is easy to operate: (2) it elimi¬ nates class consciousness among teachers; (3) it contributes strongly to a feeling of unity and satisfaction in the teaching corps; (4) it attracts superior ability and training in the elementary schools 84 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 and gives elementary teachers a higher appreciation of their serv¬ ices; (5) it emphasizes higher standards of professional attainment and encourages professional study and growth, thus producing more efficient teaching in every grade; (6) it permits the transfer of teachers without financial loss from positions for which they are not adapted to positions in which they can render efficient service; (7) it helps place the work of the elementary school in the estimation of the public on a par with the work of the high school ; (8) it offers an incentive to further study. The fact should not be overlooked that even if college graduation is considered desirable for elementary as well as for high-school teachers, the kind of preparation should not be the same. If, for example, a teacher has majored in mathematics and has had 20 hours in education, largely in the secondary-school field, the question may be raised whether that teacher is prepared to teach the elementary- school subjects, or at least whether she is as well equipped as the teacher who has made special preparation for elementary-school work even if her studies have not extended over four years. Experience. — In some cities a year or two of experience is re¬ quired of teachers before receiving an appointment. If all cities should adopt such a rule, it is evident that normal-school and college graduates desiring teaching positions would have to obtain them in the rural and village schools or in private schools. Such a rule can not well be defended. Of course as long as some cities pay larger salaries than others they will find it comparatively easy to obtain all the experienced teachers needed. The city that can pay good salaries to teachers should also be able to provide good supervisors to help train the inexperienced normal-school and college graduates, so that it would not always be necessary to employ teachers with one or two years’ experience. Married women teachers. — Among the questions relating to teachers that boards of education are often called upon to answer are : Shall married women be employed as teachers? and Shall a woman teacher who marries during the school term be required to resign? Many boards of education have within the past two years taken some action upon these questions. Some have adopted resolutions that married women shall not be employed as teachers and others have gone a step further in terminating the contract with women who marry during the school term. Boards of education passing such resolutions usually do so on the presumption that a married woman has too many home duties to be an efficient teacher, and on the supposition that she should be supported by her husband. Those persons opposed to rules barring married women teachers assert that it is the duty of boards of education to employ the best-qualified teachers, whether SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 85 they be married or single ; that efficiency in the classroom is the cri¬ terion by which to judge teachers; that each teacher should be judged on merit ; and that it is no business of a board of education whether or not a married woman is supported by her husband. In reply to a questionnaire recently sent out by the National Educa¬ tion Association concerning the employment of married women as teachers, 1,532 cities over 2,500 in population replied. Of these cities, 39 per cent reported that married women were employed as new teachers; 60.7 per cent, that married women were not employed as new teachers; and 0.3 per cent of the cities did not reply. In reply to the question as to whether single women teachers who marry were retained or required to resign, 25.1 per cent of the cities reported that they were required to resign at once; 25.5 per cent required them to resign at the end of the school year ; 47.8 per cent permitted them to continue to teach; and 1.6 per cent did not reply to the question. LENGTH OF SCHOOL YEAR The number of days that the city schools of the country are in ses¬ sion has been gradually increased. Within the past two years 50 of about 800 cities reporting have added from 5 to 20 days to the school term. The State of New York has increased the term to 190 days. Even though the tendency is to lengthen the school year, compara¬ tively few city schools are in session more than 185 or 190 days a year. In cities having a school term of 10 months there are often so many holidays that the schools are in actual session only 185 or 190 days, and in many cities having a 9 months’ term the actual number of days taught is much less than 180. The average length of the school term in the cities of the country as a whole could be greatly increased if the school month were made to consist of 20 days actual teaching, as is, for example, the practice in the State of Pennsylvania. In that State in cities having a 9 months’ school term schools are in actual session 180 days, and in those cities having a 10 months’ term schools are in actual session 200 days. A longer school term has generally been advocated by school super¬ intendents and by many other persons interested in education, but progress in this direction has been slow for several reasons. One rea¬ son no doubt is that it would cost more to run the schools 11 months a year than it costs to run them 9 months, and another reason is that many persons think that the health of children would suffer if they were confined to the schoolroom 5 or 6 hours a day for more than 200 days a year. It is evident that the school budget of a city which increased the school term by a month would be larger, but if the 12 years’ work can be completed in less than 12 years by lengthening the school course, 86 BIENNIAL. SURVEY OF EDUCATION, 1926-192 8 the additional expense would not be so great as one might imagine. If a child can complete a 12-year course of 180 days a year in 12 years, he can theoretically, at least, complete a 12-year course of 11 school months, or 220 days, in 9.8 years, or 10 years in round numbers. The “ lost ” 2 years in the American school system of which we hear so much might thus be found. Although a longer school year might not meet with general ap¬ proval, attention is called to the generally unknown or overlooked fact that in the early days of city-school systems — about 1840 — the schools in the larger cities were in session practically the entire year. Vacations were short and holidays were few. The prevailing custom was to divide the school year into four terms of 12 weeks each, with a vacation of a week at the end of each term. In some cities all the vacation came in summer, with the exception of about a week at Christmas. The summer vacation was extended gradually, usually about a week at a time, until it became 12 weeks in length. Very few cities now have all-year schools. One of the latest to adopt the all-year plan is Aliquippa, Pa., but it was adopted largely as an economy method, since only three-fourths of the school popula¬ tion is in attendance any one quarter. The school year was divided into four quarters of 12 weeks each, and the pupils enrolled in the schools placed in the four-quarter plan were divided into four groups. During each quarter three groups go to school and one group is on vacation. Although the all-year school is found in only a few cities, many have organized summer schools which are usually in session six wreeks, beginning about the 1st of July. These schools, however, are often only for pupils who> have failed in a subject or two and for those who are thought capable of advancing a grade. As yet they can scarcely be considered an integral part of the school year and fitting in closely with the regular school program. By simply ex¬ tending the summer session to 12 weeks and by dividing the school year into four quarters of 12 weeks each there need be m> break in a child’s program even if he does not attend school more than three quarters. The school day. — The tendency is toward a longer school day. Of 800 cities reporting, 84 within the past two years have lengthened the elementary-school day, 102 the junior high school day, and 122 the senior high school day by 15 to 60 minutes. The usual increase in the elementary schools has been 30 minutes and in the junior and senior high schools 30 or 45 minutes. The tendency to lengthen the school day has its critics, especially the tendency to lengthen the elementary-school day. It is contended that school work is too fatiguing to confine children in the classroom for six hours a day, and that children should have some time to play. SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 87 If the school work is confined almost entirely to the teaching of read¬ ing, writing, arithmetic, and other formal school subjects, there is no doubt much to the criticism of a longer school day. But the modern, progressive school, even though it is in session six hours a day, so balances its program of study and various special activities that the school should be a perfectly natural place for children to live. There should be not only study and recitation periods but periods for work with the hand and periods for play; also periods for rest and relaxation in the lower elementary grades. Those who advocate a short school day say that a child should have time to play. But where is he going to play? In the back; yard at home? Possibly, if there be a back yard. Those advocating a short school day may have both front and back yards and possibly a playroom in the home, but how many children are there in the modern city whose parents live in houses with playrooms or even with yards? The modem city is a city of apartments and of rows of houses with no play space inside or out. The advocates of a short school day evidently forget or have not become cognizant of the fact that most city children have no place to play around their homes, and that very rarely does a city provide enough municipal play¬ grounds to accommodate all the children who are in need of such playgrounds. It would seem, when all the facts, regarding city life are consid¬ ered, that the elementary school day should be lengthened rather than shortened — not that more time may be given to study and reci¬ tation but that more time may be devoted to various manual activi¬ ties and to play. In the junior and senior high schools the school day has been lengthened in order to provide more time for supervised study and for the many extracurricular activities now considered essential parts of any secondary-school program. Since children may be in school not more than 200 days a year and not more than 6 hours a day, and only in a few cities for as long a time as this, the school should not be held responsible for the child’s complete education. The home, the street, and places of amusement have him under their tutelage most of the time. If a child attends school 6 hours a day for 200 days a year, from the age of 6 to 17 in¬ clusive, he is in school only 14,400 hours. Counting 9 hours for sleep he has 15 hours a day at his disposal, or during the 12 years he is awake 65,700 hours. He is thus in school only 21.9 per cent of the time he is awake from 6 to 18 years of age. As a matter of fact city children from 6 to 18 years of age on an average are in school only about 152 days a year, nor more than 5y2 hours a day, and for not more than 9 years. They are thus in school an average of not more than 7,524 hours out of the 65,700 hours they 88 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 are awake, or they are in school only 11.4 per cent of the time from age 6 to age 18. Since the first five or six years of a child’s life, when he is not in school, is a very important period for molding his life and charac¬ ter, the entire period from birth to the eighteenth birthday should be considered when comparing the time he is in school with the time he is out of school. Children from birth to 18 years of age, if they sleep 9y2 hours a day, are awake 95,265 hours and in school on an average of only 9 years, 5% hours a day, 152 days a year, or 7,524 hours. They are thus in school upon an average of only 7.9 per cent of the time from birth to age 18. Kindergarten attendance of 3 hours a day for 152 days would increase the per cent of time in school to 8.4. CURRICULUM AND ARTICULATION Revision of the elementary, junior high, and senior high school curricula has been going on apace. In cities of 30,000 population and over approximately 82 per cent of those reporting have within the past two years been revising the elementary-school curriculum, 84 per cent the junior high school curriculum, and 74 per cent the senior high school curriculum. In cities between 10,000 and 30,000 population, 53 per cent have been revising the elementary curriculum, 58 per cent the junior high, and 52 per cent the senior high school curriculum. In cities between 2,500 and 10,000 population not so much attention has been given to curriculum revision as in cities above 10,000 population. Only 39 per cent of the cities of that size have been making revision of the elementary, 36 per cent the junior high school, and 39 per cent the senior high school curriculum. No doubt many more schools have revised certain courses, possibly not in formally prepared courses of study, but by the adoption of textbooks prepared within the past year or two. Such schools are following entirely different courses in arithmetic and in other sub¬ jects from those of four or five years ago. Most of the larger cities and many of the smaller ones report that their curricula are under constant revision ; that whenever a change seems desirable it is made. This is much better than waiting until a curriculum is entirely out of date to revise it. So rapidly have conditions changed and so much is being discovered about what should be included in a curriculum that the school system that is not revising its courses continuously can not hope to keep pace with the demands of a rapidly changing civilization. Articulation of the curricula of the various school units, such as the kindergarten, elementary school, junior and senior high schools, and jimior college, has been occupying the attention of city school SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 89 superintendents and others. Much has been done to articulate the work of the kindergarten and the primary grades, which, not so many years ago, were almost distinct units. Better articulation has been effected by placing the kindergarten and the primary grades under the same supervisor. At present 75 per cent of the school systems providing for supervision in the kindergarten and primary school grades have kindergarten-primary supervisors. Unification has also been aided by institutions preparing kindergarten and pri¬ mary teachers. In three of every four of such institutions the train¬ ing given kindergarten and primary teachers is identical. As a result of unified supervision and of identical training courses, the methods of teaching employed in the kindergarten and the first grade are not so dissimilar as they once were, and as a result of curriculum reorganization there is no longer the abrupt break in subject matter that was found in the older kindergarten and first-grade courses. The organization of child research centers and nursery schools has done much to arouse interest in the education not only of the nursery school but also of the kindergarten-primary-school child. The results of the studies of the preschool child are doing much to help in the understanding of young children, whether they be of preschool or of school age, and consequently to help bring about closer articulation of the work done with children up to 7 or 8 years of age. As yet the public-school system has not made the nursery school a part of its organization, but it is safe to predict that within the next 10 or 15 years the nursery-kindergarten-primary-school grades will constitute the first unit in many of the city school systems of the country. A big problem of articulation that has not been solved is in the field of secondary education, including the junior high school, the senior high school, and junior college. Each of these units has been working out its own program and curriculum so there has naturally not been that articulation that seems desirable, resulting in loss of time and of efficiency. The junior college, which may be found in about 100 city school systems, has added another unit, making three in all, in those cities having junior and senior high schools, each unit being short — junior high school 3 years, senior high school 3 years, and junior college 2 years. The growing opinion is that better articulation could be effected if the secondary-school program were divided into two units of 4 years each. By this arrangement the entire city-school course above the kindergarten would be 14 years in length instead of 12 as at present. This plan of organization is known as the 6 4 4 plan. Even if the secondary schools were to be organized on the 4-4 plan, many problems would have to be solved. One of these is the problem of economizing time through better coordination of work within each 90 BIENNIAL. SURVEY OF EDUCATION, 1926-19 2 8 unit and between the two units. Only by careful experimentation can this and other problems be solved. Experiment is needed to dis¬ cover whether all the work now done in the 12 grades above the kindergarten and in the 4 college years, or 16 years in all, could be done in 14 years. Since some city schools of the country are organ¬ ized with only 11 grades above the kindergarten, and since the graduates of their high schools are admitted to college along with graduates of school systems having 12 grades ; since elementary-school work can be done in six years sufficiently wrell to begin secondary- school work, and since the first year or two of college work is to a certain extent a repetition of the work done in the senior high school or else the beginning of work on foreign languages, science, history, and other subjects, the question may be and has been raised whether the cities that are organizing junior colleges can not have the cur¬ ricula of the 8 grades above the 6-year elementary school so articu¬ lated that 2 years’ time will be saved. It is doubtful whether the junior college as now organized and superimposed on the high school has brought about better articula¬ tion. Dr. L. V. Koos, writing on the Progress anl Problems of Secondary Education in California,3 where there are many public junior colleges, says regarding the junior-college curriculum: The junior college, in, no small part because it has only recently joined the family of school units in our evolving educational system, faces a most difficult curriculum problem. Being a local public unit and in its essence an instrument of democratic education, it admits all high-school graduates, contrasting in this respect with most higher institutions of the State, which follow some selective basis of admission. The distribution of “college aptitude” is, there¬ fore, much wider typically for students in junior colleges than for those in colleges and universities. At the same time these junior colleges have no other curriculum precedents than those provided by the typical higher institution whose curriculum was worked out with selected students and which look to service only to those students who continue beyond the junior-college level. Although junior-college authorities in the State are conscious of the problem and individual junior colleges are turning serious efforts to its solution, analysis of the junior college offering in the State as a whole shows that it is still largely unsolved. Economy of time has not been effected, at least not for those stu¬ dents working for a bachelor’s degree, since it still requires 16 years — 17 including the kindergarten — for a boy or girl to complete the ele¬ mentary, high school, junior college, and the last two years of the present college course. Experiments to discover whether a 6-4-4 organization would be better than any of the plans now widely used could be made without disastrous results, no matter what conclusions might be drawn. In fact, there would be a gain if it were found conclusively that 16 3 School Life, January, 1929. SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 91 years’ work can be done in 14, thus permitting young men and women to begin professional and university courses proper two years earlier and with practically the same general training as they now have when they receive their bachelor’s degree. The question is, Who will undertake such an experiment in face of the traditional school organization and in face of thousands of critics? Possibly the time is not ripe in most cities for such an experiment; but if the problem of articulation and of economizing time is to be solved it can be solved only by experimenting and not by mere discussion and theorizing. EXPERIMENTAL RESEARCH The great progress made in the city schools of the country within the past 10 years has without doubt been due to the fact that educa¬ tional problems have been attacked more scientifically. Until re¬ cently the trial-and-error method was the only means of testing a theory, and even then it was practically impossible to determine which was the better of two or more procedures. Now that it is pos¬ sible to test the results of experiments, educational research should be directed more and more to experimental work. Material throwing light on prevailing practices is valuable, but such practices may be entirely wrong. If all the school people were to conform to prevail¬ ing practices, there would be no educational progress. Some city school systems which have well-organized research bureaus are con¬ ducting investigations that are very much worth while, but unless a city has a well-equipped research bureau, or unless some institution, such as a college of education, is using the schools of the city for the purpose of making research studies, little importance may be attached to many of the experiments now under way. One city school super¬ intendent, when asked what experiments he was conducting, replied : “ Experiments are a sad waste of time and should be left to experi¬ mental schools alone.” That there has been waste of time in con¬ ducting investigations on the hit-or-miss plan, without any checking of results, is only too evident. That all experiments should be left to experimental schools is doubtful. The number of such should, however, be greatly increased. In addition to purely experimental schools, the schools in prac¬ tically every city should be used as laboratories for conducting at least one investigation. Not all city schools, however, need conduct the same research study. If a score of cities, for example, were to agree to undertake a particular experiment, under the direction of some school of education or other agency, it would not be necessary for other cities to attempt a similar investigation. One group of cities should be working on one experiment and another group on 92 BIENNIAL, SURVEY OF EDUCATION, 192 6-19 2 8 another. There could be enough groups formed to have many differ¬ ent experiments going at the same time. As it now is, many cities report that they are conducting investigations, but with few excep¬ tions they are working independently of each other. Much that is reported as experimental work can not well be considered as such. The superintendent who reports that he is experimenting with the junior-high school or with the platoon plan usually means that he has recently introduced them into his schools. Among the many experiments that are reported by city school superintendents in the smaller cities are those relating to individual instruction plans, ability grouping, health of school children, size of class, supervised study, length of recitation period, character educa¬ tion, school government and discipline, special classes, and the platoon plan. In the larger cities, especially those having educational research bureaus, many interesting and promising investigations have been undertaken. The Detroit experiment in measuring the effect of individualization may be cited as an example. In general, the plan, according to Paul T. Rankin, Director of Research, consists of a trial under experimental conditions of several distinctly different degrees and kinds of individualization. He describes the experiment as follows : 4 Two schools, one a 24-section platoon and one a 16-section platoon, are using each of the different plans. The plans and schools may be classified as follows : (1) Much individualization; (2) some individualization (horizontal grouping by x, y, and z) ; (3) little individualization or mass instruction; (4) Winnetka plan; (5) Dalton plan ; (6) vertical grouping by x, y, and z. These schools began operating on the plans assigned to them in February, 1928. The following semester was used as a period of preliminary trial in order that necessary materials might be prepared and that teachers and pupils might become moderately familiar with the procedures used in that plan. The experiment proper is planned to run from September, 1928, through June, 1929. The experiment has two outstanding characteristics which it is believed will make the results particularly significant In the first place, the experiment is being conducted in typical Detroit schools, with typical buildings, typical chil¬ dren, and typical standards as regards such matters as size of class, special equipment, etc. As a consequence, the results of the comparison in plans should be transferable to other normal situations. * * * In the second place, a larger proportion than usual of the changes in children are being considered in the measurement program. Several different tests are being used in each major subject to measure the different phases of pupils’ abilities in that field. Furthermore, a number of tests of actual conduct in genuine life situations which require certain character qualities are included. Many tests are given in the 13 experimental schools at the begin¬ ning and ending of the year. The growths of individual pupils will 4 Detroit Educational Bulletin, November, 1928, p. 3. SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 93 be computed, and these gains averaged and compared among the various plans. Denver, Colo., may be mentioned as another city that is undertak¬ ing an extensive research program. Fifteen important research studies were under way in the schools of that city in October, 1928. That public-school systems may well cooperate with schools of education and with experimental schools is illustrated by an experi¬ ment that has been worked out on a units of work” between the schools of Baltimore, Md., and the Lincoln School, Teachers College, Columbia University. A good description of these experiments may be found in the Baltimore Bulletin of Education, March, 1928. Some of the experimental work was done in a platoon school, in order to determine whether unit work can be as successfully carried out in this type of organization as in the traditional school. The experiment in visual education, mentioned in another section of this chapter, is an example of what may be accomplished by sev¬ eral cities cooperating in the same experiment. These few instances of experimental work under way show that many such experiments can and should be undertaken. INDIVIDUAL INSTRUCTION The movement to adapt the work of the school to the ability and the needs of the individual pupil continues. That children differ in ability has long been known, but since means have been devised for measuring the comparative abilities of school children the need of fitting the school to the individual child has become more apparent. At one time the teachers who received the praises of superintendents and others were those who had the reputation of treating all children alike. As a matter of fact, such teachers may be most unfair if they hold all pupils to the same standard since some pupils can surpass the standard with little effort and others can not attain it, or at least not in the same time. Since school work should be adapted to the individual pupil means must be used to attain that end. Here is where the practical school superintendent and teachers must play their part. However sound a theory may be it is of no value until it is put into successful opera¬ tion. There are many apparently good educational theories, but how to put them into operation is the difficult problem. The inventor of plans and devices is needed in the field of education as well as in the field of industry. It is true that some educational theorists have but little use for plans and devices, but without them their theories can not well be put into practice. Various plans and devices have been and are being tried so that children may progress through school according to their individual 115044°— 30 - 7 94 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 ability and industry. None of the plans of individual instruction, however, is so individualistic that a child is made independent of every other child in school. Any plan of individual instruction that would tend to break down the community life of the school or that would tend to prevent the socialization of the child should not receive serious consideration. Among the plans for making better provision for the individual are ability grouping, the Winnetka and Dalton plans, and the Miller and Morrison contract plans. Ability grouping has become so common that it may no longer be considered an experiment. It, however, has not entirely solved the problem of providing for individual differences, and no doubt much more can be done to improve the plan or technique. Ability group¬ ing for each grade is no doubt a great improvement over the old plan of placing children of all degrees of ability and industry in the same class. There should, however, be ability grouping within each class of 30 or 40 pupils for the different subjects. The plan of arrang¬ ing as many subjects as possible to come at the same time, so that pupils may interchange classes in different subjects, is a solution that has been suggested. The departmental and platoon plans of organi¬ zation make it possible for a pupil in the fourth grade who, for example, can do fifth-grade arithmetic, to have his recitations in this subject with a fifth-grade teacher, or if he can do only third-grade arithmetic to report to a third-grade teacher for this subject. The Winnetka and the Dalton plans are so well known that no description of them in this chapter is necessary. No doubt more tested experiments regarding them are needed. Many cities are making trial of one or both of these plans. Eighty-five cities report that they have within the past two years introduced one or both of these plans or some modification of them in one or more schools. Several schools report that certain standards must be attained by all pupils before passing on to new work, the time of completion depending upon the ability and the industry of the pupil. The liigh-school principal of Auburn, Me., in his report to the superin¬ tendent of schools of that city, explaining a plan in operation in the English department, says : The teachers of English this year have been laying out their work in mini¬ mum, median, and maximum requirements. All work has to be done at least 90 per cent perfect for a pupil to receive any rank or credit for it. Many pupils who formerly drifted along with the class have accepted their job and settled down to its accomplishment. As soon as the bright pupil passes his minimum test, he goes on to work which requires less supervision of the teacher and more initiative on his part. The slow pupils get satisfaction from a greater mastery of their work and there is a general improvement in their habits of study. * * * The assignments ini English are mimeographed and given to the individual pupil, so that he can progress independently of his fellow SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 95 classmates if he chooses. But he must master the lowest assignment before he attacks the median or maximum. This procedure requires the same degree of perfection but permits the standards to be attained at different rates. Under the usual plan, children making as low as 65 or 70 per cent may be promoted along with those making a grade of 95 per cent. Just how thor¬ oughly a subject should be learned before a pupil is given a new assignment or promoted to another grade is a question that needs careful experimental study, but it would seem that .in school work, as in other work, quality should be the criterion. If a certain neces¬ sary standard can not be attained in a day and can be in two days, it would seem that two days should be taken for the work before passing on to something new ; or, still better, the assignments should be so differentiated that they may be completed day by day. At least work should not be skimmed over for a semester and then a pupil be required to repeat. In addition to the foregoing plans for providing for individual differences the following may be mentioned : Coaching laggards, special classes, supervised study, differentiated curricula, differen¬ tiated assignments, and intensive study of problem cases. SAFETY EDUCATION Many cities have prepared courses of study in safety education. Most of these courses are not confined to teaching children how to avoid street accidents, but treat safety in its broader sense of pro¬ tection to life and health not only as an individual but as a com¬ munity matter. No doubt much of the subject matter for safety instruction falls under the head of “ civics ” and “ health.” Since city government is organized largely for the protection of life, health, and property, safety instruction can well be given in connec¬ tion with the study of the various safety agencies of the city and with the study of the best ways of aiding the police, health, and other city officers in making the city a safe place in which to live. The courses in safety are usually designed to correlate with most of the subjects taught in the elementary schools. As an illustration of what is done in this regard, the following is quoted from a recent report of the superintendent of schools of Kansas City, Mo.5 During the year 1926-27 a committee of the curriculum revision department and the safety council began preparing a course of study to which much care¬ ful consideration was given. The course is designed to correlate with the regular subjects of the elementary schools, and furnishes material which may be used in teaching the standard subjects of the curriculum without giving any special time to safety instruction as a separate subject. By the constant use of this material it is hoped that no time will be lost from teaching the 5 Report of the superintendent of schools, Kansas City, Mo., 1921-1927, p. 20. 96 BIENNIAL SURVEY OF EDUCATION, 1 9 2 6-1 9 2 8 regular subject matter, but habits of safely may be developed which will cause the children unconsciously to act in such a way as to minimize the number of accidents. Many teachers have found that the materials and situations avail¬ able in safety instruction afford a good opportunity of motivating the work of practically all the subjects in the elementary-school curriculum, that the subject matter for safety instruction lends itself to the project method, and that it can be taught in a practical way through various kinds of safety clubs. Among the organiza¬ tions of this kind are junior safety councils, safety patrols, civic leagues, all of which afford a valuable means of putting into prac¬ tice the priniciples learned in the classroom. The following is quoted from the 1926-27 report of the superin¬ tendent of schools of Lakewood, Ohio, to show how safety instruc¬ tion may be correlated with other subjects: During the year 1926-27 all the departments in senior high school have emphasized safety education. The art department by means of poster proj¬ ects; the English department by means of oral and written compositions and editorials in the school publications; the science department with instruction about contagious diseases, sanitation, infected foods, and water; the history department by means of studies and surveys of local condition, have all com¬ bined in the teaching of safety. VISUAL INSTRUCTION Visual instruction is to-day one of the most discussed methods of teaching. The wide interest in this subject is due largely to the popu¬ larity and the educational possibilities of the moving picture. Visual instruction, however, involves other visual aids, such as maps, charts, graphs, models, exhibits, flat pictures, stereographs, and stereopticon slides. All of these aids are receiving attention as never before, but the chief experiments and chief interests in visual instruction are at present centered around the moving picture. Many experiments have been made, the results of which leave no doubt as to the value of the teaching film in the classroom. One of the recent investigations, from which practical results may be ex¬ pected, is that conducted under the direction of Dr. Thomas E. Finegan, Dr. Frank E. Freeman, and Dr. Ben Wood. Twelve city school systems were invited to cooperate in the experiment. These cities, selected from various sections of the country, were Newton, Mass. ; Rochester, N. Y. ; Detroit, Mich. ; Chicago, Ill. ; Lincoln, Nebr. ; Denver, Colo.; Oakland, Calif.; San Diego, Calif.; Kansas City, Mo. ; Atlanta, Ga. ; Winston-Salem, N. C. ; and New York, N. Y. The experiment involved about 12,000 children in the elementary and junior high school grades. Two groups of children, equal in number, from similar home environments and social conditions in life SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 97 and of the same intellectual level were under instruction. One group received instruction without the use of films and the other group with their use. The complete report of the investigation has not been issued at this writing, but Doctor Freeman and Doctor Wood have reported, according to a circular issued by the Eastman Teaching Films (Inc.), Rochester, N. Y., that enough evidence has been revealed to warrant the continuance of the production of classroom films. They said : Our own observation of the classes in operation with and without the films convinces us that the films contribute elements to the experiences of the chil¬ dren which it is difficult and often impossible to secure by any other method available to the school. This preliminary survey indicated that the teachers are much pleased with films as instruments of instruction, that they consider these particular films to be excellent, and that it is their judgment that films should be made perma¬ nently available to the schools. This is our opinion, based on the testimony of the teachers and on our observation of the classroom work. We are convinced that the production of these films, together with the guides (each film is accompanied by a teacher’s guide to the subject), and further pro¬ duction of other films, makes a decidedly valuable contribution to educational procedure. The indication is that there is a strong demand for properly planned and well-organized educational motion pictures of the character used in this experiment. That there is a wide interest in the use of films is evidenced by the fact that no high school is considered fully equipped unless it has one or more motion-picture machines. In several cities projecting ma¬ chines have been installed in practically all their school buildings. In Detroit the film program — this year reached 80 elementary schools, 12 high schools, 12 intermediate schools, 20 evening schools, 25 summer schools, Detroit Teachers College, and the College of the City of Detroit. The film library now consists of 400 reels covering the various divisions of instruction. The frequency of use of these films on a foot¬ age basis was approximately 18,000,000 feet and the total number of children seeing the films was approximately 1,500,000. In addition to the regular programs, a special film program on dental education reached 85,000 children. In addition to the film service in Detroit — there are now 100,000 slides in the various school libraries and 20,000 slides in the department library. The slides in the department library were reserved and booked in accordance with the school requests. The frequency of use of the department slides was 170,000.° Naturally many difficulties have arisen to militate against the prac¬ tical use of moving pictures. Among these may be mentioned the cost of equipment and the difficulty of procuring films sufficiently coordinated with the subjects taught in the classroom. Compara¬ tively few teachers have been trained to use films to supplement their 6 Eighty-fifth annual report of the Detroit public schools, 1928. 98 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 instruction with the textbooks. The care and distribution of films has been a problem, but many cities have solved this by organized visual education departments. These departments, however, have many other duties, such as adapting visual education to the course of study and selecting visual aids. It is evident that many administra¬ tive problems, as well as teaching problems, have arisen in connection with the use of motion pictures and other means of visual instruction. What changes in teaching method or what changes in school organi¬ zation will result from the introduction of teaching films can not well be foreseen, but changes in methods of instruction may be expected. Judging from the general interest in visual instruction and from the results reported, it is safe to predict that within a few years teaching films as well as other visual aids will be considered as necessary a part of the equipment of schools as are textbooks, maps, and dictionaries. THE PLATOON SCHOOL The movement to organize platoon or work-study-play schools has within recent years been rapidly going forward. The growth of this type of organization was at first very slow. The first platoon school was organized in Bluffton, Ind., in 1902, and the second in Gary, Ind., in 1907. From 1907 to 1913 four other cities — Kalamazoo, Mich., Kansas City, Mo., New Castle, Pa., and Sewickley, Pa. — organized 15 schools on the platoon plan or on some modification of it; from 1914 to 1920, 35 other cities organized 148; and from 1921 to 1925, 53 more cities organized platoon schools. By April, 1925, 93 cities in 30 States had the platoon plan in one or more schools; by Febru¬ ary, 1927, the number had increased to 115 cities; and by January, 1929, 153 cities in 38 States had organized one or more platoon schools. In all, there are 850 platoon schools in the 154 cities, an increase of 110 schools since 1927, when there were 740 such schools in the 115 cities. The percentage of increase of the number of cities having the platoon organization from 1925 to 1927 was 23.7, and from 1927 to 1929 it was 33. No doubt the slow growth of the platoon school before 1920 was due to the fact that many persons had formed a wTrong conception of it or wanted more proof of the value of the new- plan of organi¬ zation. Visitors rushing into a platoon school and rushing out of one would often carry away with them some incidental facts to help prove their preconceived notions of the plan. The big idea back of it was not always grasped. Defects that were trivial and that could be easily remedied were overemphasized. The big idea of providing a program of work, study, and play was too often overlooked; also the fact that the modern city had grown up largely for the conven- SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 99 ience of adults, and that the city child, especially the child living in a congested section of the city, had been deprived of opportunities for work and play, which are so essential in a child’s education. As already indicated a few of the smaller cities at first experi¬ mented with the platoon school. When its possibilities were realized several of the larger cities began to introduce platoon schools cau¬ tiously. Pittsburgh, Pa., and Detroit, Mich., were among these. So successful were the schools first organized in these two cities that others were instituted as rapidly as possible. Now Pittsburgh has 75 and Detroit 110 schools on the plan. The success of the platoon schools in Gary, and later in Pittsburgh and Detroit, caused many other cities to study the plan and finally to organize at least one platoon school to see how it would work. Some cities, ligwever, have made no attempt to adopt the platoon plan, for their boards of education have not been convinced of its need or value. In some cities the school buildings may not be adapted for platoon schools, but often old buildings can be so re¬ modeled, at very little expense, that platoon schools can be organized. Teachers who are entirely absorbed in teaching from textbooks often do not favor the platoon or work-study-play school, saying that the three R’s will be neglected and that there will be too many distrac¬ tions, and that there will be too much confusion in the school build¬ ings when classes are changing. Where teachers are opposed to the plan the superintendent of schools can not well undertake to intro¬ duce it with any hope of its being a success. The usual procedure, when experimenting with the plan, has been to organize at first a platoon school in a building where the teachers are at least willing to give the scheme a fair trial for a few years. Although no nation-wide scientific study regarding the efficiency of the platoon plan of school organization has been made, the conclu¬ sions of those who have had to do with the organization of such schools are that: (1) The three E’s are as well taught, and that music, art, nature study, and the other, so-called special subjects are better taught and as well coordinated with other subjects as in the nonplatoon schools; (2) school buildings that have gymnasiums, auditoriums, and workrooms and playgrounds will, when organized on the platoon plan, accommodate about one-third more children than when organized on the nonplatoon plan; (3) the cost of operat¬ ing a platoon school is no more than the cost of operating a non¬ platoon school. Quotations from several sources are introduced as examples of the conclusions reached by those who have made actual trial of the pla¬ toon plan. William E. Putnam, director of research of the public 100 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 schools of Birmingham, Ala., writing of the enriched curriculum, says: The enrichment of the curriculum is one of the ideals which underlie the philosophy of the platoon school. Some of the facts which have been proved by the Birmingham school authorities in support of this statement are that: (1) It makes for better teaching, because each teacher is responsible for fewer subjects; (2) the pupil is given the advantage of different personalities, and this enriches his knowledge of people and makes the transition from grade to grade easier, since the same teachers handle the special subjects for all grades ; (3) the school is socialized through the special activities and through the neces¬ sary freedom from autocratic discipline; (4) each school is enabled to work out a program that meets its) local needs.7 Mr. Putnam also shows that the school buildings on the platoon plan are used much more effectively : From a recent study of the capacity of 28 elementary-#chool buildings for white children under the former, or traditional, plan and under the present platoon plan of organization, it is shown that the capacity of these buildings is 17 per cent larger under the platoon plan than under the traditional plan. This means an increase in capacity of approximately 2,700 pupils. At the per pupil building cost of $323, this reorganization has resulted in a saving in building investment of nearly $900,000 since its adoption. These figures are presented to show that the administration in the past six years has not been unmindful of the necessity of securing the greatest possible service and efficiency out of its school buildings, especially at a time when the unprecedented growth of the city has caused such a large congestion in the schools. Mr. G. O. Glough, professor of education, Southern Methodist University, Dallas, Tex., and formerly superintendent of schools, Tyler, Tex., writing of the reorganization of the schools of Tyler, says regarding building costs : In order to offer manual training and home economics in the ward schools, under the traditional plan, .additions would have had to be made to four ward- school buildings. The estimated cost was $77,224. The overcrowded condition of the ward schools was relieved by transferring the seventh grade to the high school and introducing the platoon program in the ward school, which made additions to the ward-school buildings unnecessary. An expenditure of only 6,660 was necessary to provide for the special subjects of a platoon program in the new high-school building. Therefore the buildings provided for the new organization cost $70,564 less than would have been necessary to provide for an expanded curriculum for the seventh grade under the traditional plan.8 Mr. Clough also points out that the cost of instruction under the new organization is comparatively less than under the old and that the curriculum has been expanded and enriched. A study made in Denver, Colo., and reported by Homer W. Ander¬ son, deputy superintendent of the Denver schools, shows that the average cost per pupil based on membership for the six platoon schools in Denver was for the 2-year period, 1925-1927, $69.86, and 7 The riatoon School, October, 1927, p. 36. 8 Ibid., 1928, p. 129. SIGNIFICANT MOVEMENTS IN CITY SCHOOL SYSTEMS 101 for six nonplatoon schools $72.63, or a $2.77 lower annual per pupil cost on the platoon type of school.9 The results claimed for this type of organization can not be ignored by any school superintendent or board of education when it is plan¬ ning a school-building program. As one of the attempts to help solve the educational problems created by the modern city, the platoon or work- study-play plan should be carefully studied by boards of educa¬ tion before they conclude that gymnasiums, auditoriums, and other special facilities are too expensive to be included in elementary-school buildings and before they conclude that the traditional or nonplatoon plan is better than the platoon plan. THE VISITING TEACHER The number of cities employing visiting teachers, and the number of such teachers employed in the cities that have had departments of visiting teachers for several years are increasing. First adopted into the school systems of New York, Boston, and Hartford, Conn., in 1906-1907, the visiting-teacher activity has grown until, at the present time, there are 230 of such teachers in the city school systems of the United States, in 70 cities, scattered throughout 36 States of the Union.10 The increase in the number of visiting teachers in some of the larger cities during the past two years is of interest. For example, the number of such teachers in Rochester, N. Y., in 1926 was 16; in 1928 there were 21 ; the number in New York City in 1926 was 22 ; in 1928 there were 29; and in Dayton, Ohio, where the school board established a visiting teachers bureau as a part of the administrative department in 1926, with a director in charge, at which time there were 7 visiting teachers, in 1928 there were 10 teachers, with a director in charge. With regard to the function of the visiting teacher in the school organization, the following is from a report of the director of visiting teachers of Dayton, Ohio, published in the yearbook of the principals and supervisors association of that city in 1928 : To discover the cause of the child’s failure to grasp the opportunity that benevolent school boards have planned. To confer with the parents, enlisting their cooperation when the child shows signs of falling below the school’s standards of scholarship or conduct. To try to adjust many home conditions whereby more favorable conditions will be attained in regard to school work, conduct, attendance, and interest. Te interpret the school purposes and ideals to parents, thus securing a greater amount of much desired cooperation on the part of each toward the other. 9 The Platoon School, December, 1928, p. 173. 10 The Recorder, a bulletin of visiting-teacher work, 1928. 102 BIENNIAL SURVEY OF EDUCATION, 192G-1928 To secure and record family history, personal history, and past and present performances of all children coming to her attention. To aid in securing better school adjustment for all misfits in the broad interpretation of the word. To secure personal and social information in regard to the child and bring it to the teacher and principal, so that it will make for better understanding of the child. To try to find causes of unusual misconduct and endeavor to remedy the condition, either by influence with the child or the parents or both. To cooperate with every outside agency to the highest degree, that all possi¬ ble forces may be assembled toward individual and social betterment. To analyze the child’s social environment, home, and neighborhood. Regarding the qualifications of the visiting teacher, the Dayton yearbook continues: It would be necessary for the visiting teacher to have experience as a teacher if she is to understand the teacher’s work and interpret it to others. * * * Two years of normal training are required before a teacher is con¬ sidered adequately prepared for teaching in the grades, and four years are considered better. * * * If the visiting teacher is to work with junior high school teachers, she should be required to understand the work of that teacher and the problems peculiar to adolescent youth, and she must have the same academic training as that teacher. The senior high school teacher is required to have four years of college work. The visiting teacher should also be required to have the four years’ training. The visiting teacher must be able to study and analyze the needs of the individual child that she may more intelligently meet those needs. This would demand that she be qualified as a social worker, having at least one year’s experience in that special field. Some city school systems are replacing the probation officer by the visiting teacher. The following is from the 1927-28 report of the superintendent of schools of Peoria, Ill. : To-day we have the probation officer replaced by the visiting teacher. If the child is not in school, instead of sending an officer of the law after him, a sym¬ pathetic member of the teaching staff is sent to the home to inquire concerning the cause. Many times he discovers that the parents did not know of the child’s absence. Knowing his work, he immediately establishes a bond between the school and the home, and together they solve the problem. In the future the solving of the compulsory attendance law in that home is easier and the schools have won a friend. A school that handles its attendance work in this manner is keeping step with the best in educational progress. Judging from various other reports regarding visiting teachers, they are doing an important work in the schools that can not be done by the regular teacher nor by the attendance officers. CHAPTER Y RURAL EDUCATION By Katherine M. Cook Chief , Division of Rural Education, Office of Education Contents. — Centralization and long-term programs of achievement — Centralizing tenden¬ cies in State and county administration — Rural secondary education — Local super¬ vision of instruction — The teaching staff — Curriculum construction and revision — - Library service to rural schools — Special plans affecting progress in representative States — Bibliography. The goal toward which we appear to be moving in rural education at the close of the biennial period 1927-28 is that of equalization of educational opportunity within each of the several States. The most significant and generally accepted means of achieving it is apparently through increasing emphasis on the promotion of cen¬ tralizing and coordinating tendencies. These tendencies are affect¬ ing education in all of its important phases. In efforts to secure progressive legislation affecting rural education the several central agencies, State departments of education, State teachers’ associations, or both in cooperation, the State institutions of higher learning, have assumed active and aggressive leadership in a number of States. The added prestige accompanying such coordi¬ nated leadership, the facilities thereby made available for studies and investigations of educational administrative situations within and without the State, the opportunities thus furnished for wider and more intelligent dissemination of information to the public concerning the programs proposed — all have proved stimulating to public interest and effective in securing results. These centralized and usually cooperative efforts have generally superseded the spas¬ modic efforts on the part of individuals and small localized groups upon which dependence has been placed in the past. Centralizing tendencies particularly significant to rural schools are: The assumption of increased responsibility of the State unit for the support of local school systems; the correlative and often parallel practice of setting up increasingly higher standards which all schools, or those participating in the distribution of State funds, are expected to meet; and the rapidly growing movement to estab¬ lish or increase State equalizing funds. Centralizing professional leadership and supervision of school practice in State departments is a logical result of the evolution of 103 104 BIENNIAL SURVEY OF EDUCATION, 19 26-192 8 these departments into efficient professional organizations which has been in progress for a number of years. Its influence on the rural schools is of moment because their situation is such that they are and have been far more in need of professional stimulation than urban schools. Rural schools profit, therefore, by the professional direction of all specialized types which is offered by enlarged State education staffs. In the large, however, it is because of the added staff of professional workers especially assigned to rural education that most effective progress is due. At the present time there are 172 rural- school supervisors (sometimes designated by other titles) who are members of the various State department staffs in the United States. Their work among the rural schools of their respective States has been of immeasurable value. The natural expectation that the centralizing tendencies adopted by State education officials and agencies would work themselves down into and through county and local administrative organizations is fulfilled, as is apparent from recent activities among local school units. Larger units of administration are being considered and dif¬ ferent types studied in practically all States in which the district and township units prevail. These activities are manifest in a number of different forms: In legislative programs prepared for presentation to the 1929 sessions of legislatures; in strengthening the established county administrative unit, as in Virginia and Arkansas; in provid¬ ing by special legislation for county organization of certain counties as in Texas and Minnesota; in the formation of increasingly larger consolidation units even to the extent of consolidating consolidated units previously formed ; in the promotion of an increasing number of large rural secondary-school units; and in the established growth of consolidation now moving of its own momentum in many States. In the field of teacher training centralizing trends are indicated in a number of States by the formation of unified state-wide programs for all State teacher-preparing institutions. This movement is de¬ signed to coordinate the work of all agencies concerned with the teaching situation — such as pre-service and in-service training, place¬ ment, and certification. These and other important movements of note will be briefly discussed in this chapter under the several appro¬ priate headings. CENTRALIZATION AND LONG-TERM PROGRAMS OF ACHIEVEMENT The centralization of responsibilities in education in State depart¬ ments of education, through legislation and otherwise, the improved stability and prestige of these offices, and the longer tenure of the chief State school officer and his staff have led to the development of long-term programs for attacking difficult problems in rural educa- RURAL EDUCATION 105 tion from many angles. These programs replace sporadic efforts formerly prevalent which, however excellent in themselves, are not sufficiently coordinated adequately to reach the evil of inefficiency. Such efforts have the additional weakness of being subject to con¬ stant change with the different points of view resulting from suc¬ cessive administrative changes. Insistent and continuing attacks extending over a period of years on a series of problems rather than one or two isolated ones at a time appear to be the most satisfactory method so far practiced of building up a State school system and keeping pace with the demands of a changing social organization. Systematic programs, long-term and immediate, for the improve¬ ment of rural education in all of its different phases, are now in operation or in process of development in a number of States. Many have been in operation long enough for their effects to be apparent and measurable in a careful survey of the education situation of state-wide scope. As illustrative of such programs an account of three now under way in North Carolina, Louisiana, and New York are appended to this chapter. They were prepared by the State officials concerned in the respective States. Limitations in the scope of the chapter prevent full treatment of any one State program, but it is believed that even the brief abstracts appended will sufficiently eluci¬ date the point at issue. CENTRALIZING TENDENCIES IN STATE AND COUNTY ADMINISTRATION Fundamental changes in school administrative organization, State and county, even though the need is widely acknowledged, are not easily attained. Usually they require extensive legislative action and come only as the result of concerted efforts in securing favorable public opinion extending over a period of years. Events of the biennium indicate that sentiment favorable to an administrative or¬ ganization which makes possible more nearly adequate support and professional administration of schools in small towns and rural com¬ munities is growing and that these subjects have received more care¬ ful study and aroused wider public interest than ever before. Relatively few fundamental changes in administrative organiza¬ tion, State, county, or district, through legislation are reported for the biennium. Constitutional amendments permitting reorganiza¬ tion of the State boards of education were authorized in Virginia and Texas. The exact composition of the new boards and definition of functions will be fixed by later legislative sessions. The constitu¬ tional amendment advocated in California providing for a change in the selection of the chief State school officer from election at large to 106 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 appointment by the State board of education failed to receive ap¬ proval of the people at the general election. Certain sweeping changes in administrative practice or in methods of school support are contemplated in legislative programs prepared during the biennium for presentation to the 1929 legislative sessions in Kansas, Missouri, Nebraska, and Georgia. These programs are the result of state-wide studies directed or cooperated in by State education authorities and agencies. In Kansas a school code commis¬ sion authorized by the legislature of 1927 has been actively at work not alone on the formation of a program but on the creation of public sentiment in favor of the changes proposed. In Missouri a long¬ time program for securing administrative changes affecting school support, units of administration, secondary education, etc., began some years ago. It will materialize in a request for definite legisla¬ tive action in 1929. SCHOOL FINANCING The most notable progress in State administration and that which has affected the largest number of States has been concerned with financing rural schools, especially in securing more State funds for school support. Alabama and Arkansas have apparently been par¬ ticularly successful during the past two years in securing legislation and increased appropriations for carrying out the plans involved. Recent legislation provides in Alabama $900,000 annually to be known as “The State equalization fund for equalizing educational oppor¬ tunities in public schools.” It is the purpose to provide with this fund additional State aid for rural schools, libraries, normal schools, and elementary and secondary education in the State. Six hundred thousand dollars is to be used by the State board of education for establishing a minimum term of seven months. In Arkansas a State revolving loan fund has been created to aid school districts in repairing, erecting, and equipping school build¬ ings. In addition the permanent school fund was increased, a State equalization fund of approximately a million and a half was created, and the State board of education wTas authorized to fix a minimum school term and minimum salary schedule for teachers. California authorized State aid for schools for the children of migratory laborers engaged in seasonal industries in the rural districts of the State. In Delaware a $1,000,000 appropriation was made for each year of the past biennium to assist districts in building school- houses. It was also provided in Delaware that four-fifths of license or franchise fees received by the State tax department be paid into the State treasury to be used by the State board of education for the support of public schools. KUKAL EDUCATION 107 Among the States which have provided revenue from sources other than property tax during the biennium are Louisiana which has recently established a State tax on malt sirup; Georgia which pro¬ vided an equalization fund of $1,000,000 through a tax on gasoline and kerosene; Montana, in which an equalizing fund was created utilizing the proceeds of an oil tax, and metal mines tax; Florida, which reports increased State funds for rural schools through the proceeds of a gas tax, interest on State funds deposited in banks, as well as a fourth of a mill property tax; Oklahoma, which appropri¬ ated a million and a half in 1927 to aid weak schools from an equali¬ zation fund derived from 25 per cent of the revenue tax on oil, gas, and other minerals; and Wyoming which provided through recent legislative action that 33% per cent of royalties on oil, gas, or minerals be paid into the State treasury and credited to the land income fund for the benefit of schools. In North Carolina the legislature authorized the issue of State bonds to the amount of two and one-half millions for a special build¬ ing fund to be lent to county boards of education, and authorized the issue of State bonds for more than two million for permanent improvement of State colleges and normal schools. Vermont reports revised and increased State aid for rural schools. Michigan through a State appropriation provided an equalizing fund of $1,000,000 to be distributed to districts having excessive tax rates. In Tennessee the legislature authorized State bonds of $1,000,000 for building and repairing rural schoolhouses. Virginia appropriated in 1927 $625,- 000 for each year of the biennium 1927-28 for State aid to rural schools. In Wisconsin a new method of school support became oper¬ ative in 1927 the main purpose of which is more nearly to equalize educational opportunities. In Massachusetts the basis of distribution of the equalizing fund was changed during the past year from that of property valuation to the proportion of the State tax paid by each town. Perhaps the most encouraging factor in the whole matter of changes in methods of school support is the fact that the problems involved are approached as a result of careful study of educational needs and financial resources of the State and its school units. An excellent illustration of the “ scientific ” approach to the solution of financing schools through State participation while preserving local responsibility and initiative is offered in the work of a commission on revision and recodification of the schoool laws relating to financing education in Connecticut. A brief abstract of the report of the com¬ mission is appended to this chapter. It is illustrative of good prac¬ tice. The principles involved may be applied in other States, and the method suggested for measuring ability to support schools is 108 BIENNIAL SURVEY OF EDUCATION, 19 26-192 8 unusual and interesting. An account is appended also of the three steps in New York’s program of financial aid to rural schools. It explains the systematic progress in State school financing extending over a period of years. PROGRESS IN STATE SUPERVISION Legislation is by no means the only method of progress in admin¬ istrative practice. Significant results in rural education accompany high-grade professional leadership which more and more as the years pass is exercised by chief State school officers and their staffs. Two developments of importance illustrating the prevailing attitude of these officers toward acceptance of responsibility for improving the efficiency of all schools within their respective States occurred during the biennium. A new departure was established by the National Council of State Superintendents and Commissioners of Education in its decision to hold annually separate conferences for concentrated discussion of special problems of moment to chief State school officers and their departments. Topics relating to the present situation in rural schools, their support and improvement, made up in large part the program of the 1928 conference. That increasingly fruitful services to rural education will ultimately result from these conferences seems a foregone conclusion. The other development noted was brought to light during the biennium as a result of a study recently completed in the Bureau of Education concerning rural-school supervision as conducted by State departments of education. The study concerns the number, salaries, and functions of the State department staff members assigned to this field. The present conception of supervision of rural schools as a func¬ tion of State departments of education is of comparatively recent development. State rural-school supervision began as an inspectorial function connected with the distribution of State aid or with the State’s responsibility for compliance by local units with certain legislative requirements, such as those concerned with sanitation, school building standards, and the like. While inspection continues, it is no longer the major function of State supervision. At the present time the improvement of school practice, administrative, supervisory, and instructional, is generally considered the main objec¬ tive of State rural-school supervisors. The study to which reference has been made, tracing the development of State rural-school super¬ vision from 1916 to 1928, points out that there were in 1916, 46 State rural-school supervisors, inspectors, or agents in 26 States; in 1922 the numbers had increased, respectively, to 118 such officers in 33 States; at the present time there are 172 State department staff RURAL EDUCATION 109 members assigned to rural education in 38 States. Since 1916 there has been a steady increase in the number of States employing such officials and in the number of persons so employed in each State, with two exceptions— Colorado and South Dakota. Each of these States lost its rural supervisor in 1926, due to local exigencies for which the educational forces apparently were not responsible. Coincident with the increase in the number of States and of staff members having assignments to rural education and of equal impor¬ tance is the increase in the salaries paid. The number of rural super¬ visors receiving salaries in the higher ranges of salaries paid by State departments is constantly growing and substantial increases have been attained in maximum salaries. The total expenditures for rural-school supervision in State departments of education practh cally doubled in the 6-year period from 1922 to 1928, while the number of States employing such supervisors during the same period increased from 33 to 38. The study states also that comparisons among the membership of the staffs of State departments indicate that supervisors assigned to rural schools are as well paid and as well qualified professionally as other members of the staff. This, of course, is to be expected. Only the fact that similar conditions have not always characterized rural-school positions in the past accounts for special mention here of this particular form of equalization of educational opportunity. Apparently it may now be considered as an established policy in State departments of education. The work of the officials assigned to rural education, it is pointed out in the study, is concerned chiefly with promoting State policies in rural education, supervision of administrative practice, supervision of instruction, general advisory and research service, and inspection. The tendency is decidedly to emphasize the professional leadership and instructional supervisory phases of the work of the rural-school officers. Less and less emphasis is placed on inspection, more and more on systematic supervision. There is increasingly concerted effort toward carrying out definite State programs and less toward a cursory type of visitation. More and more members of State departments of education assigned to rural education are professional leaders. CHANGES AFFECTING LOCAL ADMINISTRATION A number of States, including several in the Central group and in the Middle West in which the district is the unit of administration, are advocating changes in the district form of local administrative unit, affecting school support or control, or kind and quality of super¬ vision rendered. A larger unit, either some form of the county or a community type, is generally advocated. State teachers’ associa- 115044° — 30 - 8 110 BIENNIAL SURVEY OF EDUCATION, 19 26-19 2 8 tions and State departments of education have been active in inform¬ ing the public of the weaknesses of the small district system and of the system of selecting county superintendents through popular vote which prevails in most of the district-unit States. Careful studies have been made of conditions due to many small district systems, the results of which have been widely disseminated, in California, Kansas, Missouri, Nebraska, and other States. In Pennsylvania, New York, Oklahoma, and Michigan reports from the State departments of education state that the present types of organization offer an outstanding problem in rural education. In Michigan a definite change is being considered affecting the selection and salary of county superintendents. During the past two years in California there has been put into operation a law, state-wide in effect, which provides that school sup¬ plies for rural elementary-school districts be purchased through the office of the county superintendent. An appreciable saving is re¬ ported from some counties through the operation of this law. The State department of Georgia reports that through county-wide con¬ solidations and the surrender on the part of many small districts of their independence it has been possible to strengthen and centralize several county systems. In Virginia recent legislation has strengthened the division boards of education and has centralized functions in school administration. Among the functions which the new law assigns to the boards of education is that of the appoint¬ ment of the superintendent. Surveys of educational conditions have been made during the bien¬ nium in a few counties in which extensive rural populations center around one large city. The reports of these studies have pointed out the advantages of the adoption of an administrative organization combining the city and county schools under unified control, offering the same quality of education facilities to both urban and rural children. Such surveys and recommendations were made in Jackson¬ ville and Duval County, Fla., and Chattanooga and Hamilton Counties, Tenn. Montgomery County and Montgomery City, Ala., have recently combined under the control of one board of education the schools which formerly constituted two systems, city and county. In Texas special legislation recently enacted applicable to three counties permits organization on the county-unit plan. In Minnesota the Session Laws of 1927 provide an optional plan by which counties may under certain conditions organize as one dis¬ trict with a county board of education in charge. Under provisions of this law Lake County has so organized, electing a county board of education of six members which will have the powers usually as¬ signed to “independent consolidated districts” in Minnesota, in- RURAL EDUCATION 111 eluding the authority to appoint a superintendent of schools. This is a new departure for Minnesota, though several large rural-school systems are now in operation. During the year a study of county superintendents’ salaries show¬ ing increases since 1922 was made in the Bureau of Education. Comparisons were made also with salaries paid city superintendents on a population basis. This study shows that median salaries paid county superintendents in the United States as a whole have in¬ creased approximately $500 since 1922; that fewer States and fewer counties are now classified among those paying particularly low salaries — less than $500 and between $500 and $1,000, and that maxi¬ mum salaries have been increased by amounts ranging from $500 to $5,000 in 29 States. Commendable as is this improvement in salaries paid county superintendents when comparisons are made within the group, com¬ parisons made in the study between salaries of county and city superintendents reveal significant disparities. Median salaries in each of the groups studied — i. e., counties and cities having a popu¬ lation of from 2,500 to 5,000, 5,000 to 10,000, 10,000 to 30,000, and 30,000 to 100,000 — are decidedly in favor of cities. Still more strik¬ ing is the difference in the number of superintendents receiving the higher salaries in each of the groups studied. Only one of 116 superintendents in counties of 2,500 to 5,000 population receives a salary as high as the median salary paid the 482 superintendents in cities of like population; of the second group, counties and cities ranging in population from 5,000 to 10,000, only 3 county superin¬ tendents out of 266 reach or exceed the median salary paid city superintendents in the same population group; in the third group, 10,000 to 30,000 population, over half the city superintendents as compared to less than 2 per cent of the county superintendents receive more than $4,600, and in the fourth group, counties and cities having a population of from 30,000 to 100,000, only 4 county superin¬ tendents out of 97 receive as much as $6,000, while 73 per cent of the city superintendents receive $6,000 or more. CENTRALIZATION OF SMALL SCHOOLS AND DISTRICTS Voluntary centralization or consolidation of schools and school units as an effective and economical means of overcoming the defi¬ ciencies of small isolated schools continues to be favored by rural people and by education officials generally. In a number of States the consolidation movement has for years been promoted as a State policy and may be said now to have gained such momentum that relatively little additional stimulation or promotion is necessary. 112 BIENNIAL. SURVEY OF EDUCATION, 1926-192 8 The following statement from the report of the State Department of Education of Ohio is representative of activities of this kind in sev¬ eral States in which the greatest progress has been reported during recent years: “ Consolidation has been the major project for the past 10 years. During that period 1-room schools in this State have been reduced 4,000, or one a day on average.” Among other States which have reported an increase in the number of consolidated or centralized schools during the biennium are Ala¬ bama, Delaware, Louisiana, New Jersey, New York, North Carolina, Tennessee, and Texas. Few or no additional centralized schools are reported, or the movement is more or less at a standstill, according to reports received, in Illinois, Iowa, North Dakota, South Dakota, Ver¬ mont, and Wisconsin. The reasons given for lack of progress are usually either that the topography of the country is unfavorable, as in Vermont ; that there is a lack of sentiment for consolidation, as in Wisconsin and Illinois ; or that economic conditions are unfavorable, as in North Dakota and Iowa. In a number of well-organized counties in the United States con¬ solidation on a county-wide plan has been achieved. This usually means that the topography, population, roads, etc., are carefully studied and a county-wide plan is drawn up, locating schools at stra¬ tegic points. This is the practice which has long been followed in city systems. The result in counties which have followed the plan is that few small 1-teacher schools remain, sometimes none, and that high-school facilities of standard quality in addition to those of the elementary grades are within walking or transporting distance — usually by public vehicle — of the homes of all children of school age. At least six States — Alabama, Indiana, Tennessee, Louisiana, New Jersey, and Ohio — report one or more counties within their respec¬ tive borders in which no 1-teacher schools are conducted. Many other counties in these and other States have reduced the number to the extent that the problems of the 1-teacher school are nowT a negli¬ gible factor in the educational system. Whether through the larger administrative unit (as in the several county-unit States), through laws providing that systematic and approved county-wide plans be worked out before small consolida¬ tions are effected, as in North Carolina and Texas, or through super¬ vision or encouragement on the part of State departments of educa¬ tion for the promotion of larger units and more intelligent and forward-looking plans, the tendency is increasing toward larger con¬ solidation units. These larger units generally afford better school opportunities, both elementary and secondary, and are especially advantageous in promoting enriched curricula in rural high schools. The following statement from the State department of Alabama is typical of many contained in recent reports : “ The size of con- RURAL EDUCATION 113 solidated schools in this State is increasing rapidly ; in fact, the State department is encouraging larger consolidated units and is meeting with a hearty response from county boards of education and local communities.” Transportation continues to be a necessary and growing factor in school centralization. Improvement in roads and in efficiency and comfort of motor vehicles have brought large benefits to rural chil¬ dren. There has been considerable advance in recent years in the cost-accounting systems used by districts furnishing transportation, especially those furnishing it on a large scale. Pupil transportation is being reduced to a systematic business basis. Approximately one- third of the States now grant aid specifically for pupil transporta¬ tion. They are Connecticut, Delaware, Indiana, Kansas, Maine, Massachusetts, Michigan, New Hampshire, New Jersey, New York, Oregon, Pennsylvania, Texas, Vermont, Wisconsin, and Wyoming. The amount of State aid has been materially increased during the biennium in Delaware, Louisiana, New Jersey, and Pennsylvania. As a measure of the increased service characteristic of the biennium and as typical of reports from many States the following compari¬ sons are given: Alabama reported 30,000 pupils transported in 1925-26 at a cost of $560,000 as compared to 50,000 pupils in 1927-28 at a cost of $750,000. In Delaware, the number of pupils transported increased 835 during the biennium, the expenditure, $22,485. In¬ crease in expenditure for transportation in Florida during the biennium is reported as $115,229; in Missouri, $19,796; and in New Jersey, $225,275. At the close of the biennium estimates made on incomplete returns indicate that there are approximately 17,000 con¬ solidated schools at the present time, including similar schools called by other names, and that the annual expenditure for transportation has reached the sum of $40,000,000. Legislation reported has been of minor importance. Laws relat¬ ing to transportation were revised in several States. Illinois, Nebraska, and West Virginia are examples. Their purpose is to extend the benefits of transportation at public expense over a wider territory and to children living at greater distances from a central school. Georgia in 1927 passed a law extending transportation possi¬ bilities to teachers as well as pupils. Larger State grants for pupil transportation were made in Delaware, Louisiana, New Jersey, and Pennsylvania and for the erection of school buildings in Alabama, Delaware, Georgia, and New York. Procedure for establishing con¬ solidations was revised in Alabama and Michigan. Consent of a majority of local trustees must be obtained in Alabama before county boards of education can consolidate two or more schools in the same district. Previously this regulation applied only to schools located in different districts. In Michigan signers of petitions for 114 BIENNIAL SURVEY OF EDUCATION, 19 26-192 8 proposed consolidations must own at least 50 per cent of the terri¬ tory involved in counties having a valuation of $50,000,000 or more. In three States, New York, Washington, and Utah, state-wide studies of transportation facilities and costs have been made under the direction of the State departments of education. RURAL SECONDARY EDUCATION Opportunities for obtaining a high-school education in rural com¬ munities have increased in number during the biennium and improved in quality. Recent statistics show that enrollments in rural high schools have increased 26.5 per cent over a 2-year period. This percentage increase approaches equality with that in high-school en¬ rollment for cities. In view of the continued migration to the cities and of large numbers of rural children transported to and enumer¬ ated in the city high schools, the increase is encouraging. It may be safely estimated that at the present time 1,150,000 boj^s and girls are enrolled in high schools in population centers of fewer than 2,500, about 25 per cent of the rural youth 15 to 18 years of age. More than 70 per cent of similar age groups in urban areas are en¬ rolled in high schools. Statistics of the type cited indicate that the future development of high-school education, particularly that con¬ cerned with universalizing secondary-school opportunities should take place chiefly in the country. The major problems in rural secondary education center round ac¬ cessibility and support. Those States in "which the population is sparse and the administrative organization unfavorable (the district plan, for example) find that magnificent distances and poor roads add to and intensify the difficulties growing out of inadequate school support. In States in which the population is more concentrated and in which a larger unit of school control prevails the problem is in major part financial. Modern education facilities cost money. State equalizing funds, larger State maintenance funds, and special State aid are helping to solve the financial difficulties in a growing number of States. From the local point of view the solution of financial problems is dependent upon ability to centralize taxable wealth and school pop¬ ulation. The movement for consolidation has reached a point in many States that two or more consolidated units are being cen¬ tralized into one larger unit for secondary-school facilities. En¬ riched curricula and better qualified teachers, prohibitive in small units, are thereby becoming more and more available. Among States reporting notable progress in centralization for secondary schools Alabama, California, Colorado, Illinois, Louisiana, Michigan, Min- RURAL EDUCATION 115 nesota, Nebraska, Nevada, New Jersey, New York, North Carolina, Texas, Virginia, and Wisconsin are especially worthy of mention. During the biennium legislation was enacted providing pa}Tment of tuition of pupils living in a district not maintaining a high school, at State expense in Minnesota, at county expense in Tennessee, at local district expense in North Dakota, South Dakota, Vermont, and Wisconsin (township). The New England States have for a number of years provided for the payment of tuition at public expense, either State or local, for attendants at high schools located in towns and cities. Payment of cost of transportation or board of pupils living in isolated sections from State funds and supplying dormitories for high-school pupils are other means of extending secondary educa¬ tion to children living in isolated communities. Among the States which report progress in furnishing free transportation to rural children are Delaware, Illinois, Louisiana, Minnesota, and, New Jersey. Montana, which has long used the dormitory system, reports it as a successful and growing method for providing high-school advantages to children in that State. Additional State aid for boarding as well as lodging expenses of pupils from rural commu¬ nities has recently been provided. Michigan provides for board at State expense as a means of making high schools available to rural children. Other States showing interest in special aid for boarding expenses or in the provision of dormitories for high-school pupils during the biennium are Alabama, California, Georgia, Mississippi, Nebraska, Nevada, New York, North Carolina, Tennessee, Utah, West Virginia, and Wyoming. An extensive study of dormitories in connection with public high schools for rural children in Montana, issued in February, 1927, as Bulletin 201 of the Agricultural Ex¬ periment Station of the University of Montana, is of interest in this connection. A few experiments with the extension of high-school instruction to rural children at their homes through correspondence courses, by itinerant teachers for small groups of children, and by a modified plan of individualized instruction are reported. These may hold promise for the future not now apparent. The effort to establish high schools within reasonable distance of farm children has inevitably led to a disproportionate number of small high schools with attendant large per capita expense and im¬ poverished offerings. At the end of the present biennium approxi¬ mately 34 per cent of the high schools in communities of 2,500 and fewer report 50 pupils or fewer enrolled; about three-fifths, 75 or fewer. A large number of these small high schools employ few teachers — 43 per cent three or fewer; only 35 per cent employ more 116 BIENNIAL SURVEY OF EDUCATION, 1926-1928 than four teachers. This situation suggests the pertinent problems with which rural secondary education has grappled during the bi¬ ennium; improved organization and enriched curriculum offerings are the paramount considerations. Serious problems incident upon the small high-school organiza¬ tion have been pointed out recently by Prof. Joseph Roemer.7 Pro¬ fessor Roemer says : . (1) With respect to teaching force the small high school means (a) exces¬ sive teaching load, (b) lower standards of teacher qualification and preparation, (c) poor distribution of teacher assignment. (2) In the matter of curriculum, it means (a) limited, (b) poorly arranged and unbalanced curricula with prac¬ tically no vocational offerings, and (c) unjustifiable requirements of pupils. (3) In building and equipment, (a) practically no working library; (b) very poor science equipment, if any; (c) little or no playground equipment, inade¬ quate or no gymnasium or auditorium facilities, are possible. (4) In instruc¬ tion the small high school means (a) poor quality because teachers can not specialize or are overloaded, and (b) little or no supervision. (5) Limited possibilities with respect to student and extracurricular activities because of insufficient numbers are inevitable. Among the most successful means reported for improving the qual¬ ity of rural secondary education are the following: Standardization, chiefly by State departments of education ; reorganization on some of the several so-called junior high school plans in vogue ; and further centralization. Among the States reporting progress during the bi¬ ennium in standardization are Nebraska, North Carolina, and Penn¬ sylvania. Manuals containing suggestions on improved organization and administration or new curricula and program schedules par¬ ticularly adapted to small high schools recently issued in Alabama, Kentucky, Indiana, Maryland, Missouri, and West Virginia, have been received in or reported to the Bureau of Education during the biennium. Establishment of junior high schools as a means of improving secondary education in rural areas is growing in favor. According to a recent check, 26 States have passed laws relating specifically to the junior high school and 32 State departments of public instruc¬ tion encourage this type of organization within their respective States. Recent statistics show that 12 per cent of the high schools in population centers of 2,500 or fewer are organized under the junior high school system enrolling 21.6 per cent of the pupils at¬ tending high school in such centers. Most of these schools are or¬ ganized as junior-senior high schools under the 2-4 or the 3-3 plan. The junior high school as an independent unit or associated with the elementary school only is comparatively infrequent in rural areas, but is showing growth in favorable sentiment. In a growing 7 Peabody Journal of Education, July, 1928. RURAL EDUCATION 117 number of rural communities some type of junior high school organi¬ zation is formed as an intermediate step in a well-rounded scheme of high school or full elementary and secondary centralization. Outstanding studies which have appeared during the biennium in the field of junior high school education for rural communities are “ The Small High School,” by Prof. Francis T. Spaulding (Har¬ vard Studies in Education No. 9) and “ The Rural Junior High School,” by Prof. Emery N. Ferriss (United States Bureau of Edu¬ cation, bulletin, 1928, No. 28) . Data recently collected in the Bureau of Education throw some light on the importance of consolidation in rural secondary educa¬ tion. According to a recent study 2,177, or 22 per cent, of the 9,876 high schools operating in small population centers, are in villages ranging in population from 700 to 2,500 ; 1,047, or 11 per cent, of them are organized and controlled as county high schools ; 3,284, or 33 per cent, are reported as organized under one of the various forms of high-school consolidation ; and 3,366, or 34 per cent, operate as rural or agricultural high schools and are located in the very small towns or in the open county. The study from which the above data were taken shows that nearly one-third of the high schools enrolling rural children are the result of consolidations and that consolidated schools are nation-wide in distribution. When the States are compared on the basis of the number of high-school consolidations, 20 stand out prominently. They are California, Colorado, Georgia, Illinois, In¬ diana, Iowa, Maine, Minnesota, Mississippi, Missouri, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, South Carolina, Texas, Washington, and Wisconsin. The county high school is in most cases a way of centralizing rural high-school activi¬ ties. County high schools are most common in the Southern States in which the county is the administrative unit. Comparisons in size of consolidated high schools and district high schools located in the open country or in the very small towns (the two types of high schools most frequently found in purely rural en¬ vironments) illustrate the effect of consolidation as a means of improving rural secondary-school conditions; average enrollment of 68 pupils is found in the former and 40 pupils in the latter. The centralized high schools employ an average of four teachers per school, have 841 volumes per school library, $74,200 invested in buildings and grounds, and $7,667 in furniture and equipment. In¬ dependent district-school systems in rural areas employ an aver¬ age of three teachers, own 594 volumes per school, and show $46,481 invested in buildings, and $4,585 in furniture and equipment. 118 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 LOCAL SUPERVISION OF INSTRUCTION The value of professional supervision of rural schools has received constantly growing recognition during the biennium. This is evi¬ denced (1) by the increase in the number of States in which such supervision has been initiated; (2) by the extension of supervision to additional counties in several States in which it had an established place; (3) by the added emphasis placed on the strictly supervisory function of county superintendents in States in which there are no supervisory assistants; and (4) by the improvement in the quality of supervisory service rendered. An important development of this improvement is apparent in the inclusion in supervisory programs of more and better service adapted to the special needs of exceptional children in rural areas. At the close of the biennial period 1925-26 a decrease in the number of local rural supervisors and in the number of States and counties employing such officers was reported and the causes discussed. It was suggested at that time that the decrease was apparently tem¬ porary and not assignable either to lack of confidence in or failure of supervision. Developments during the biennium apparently justify this conclusion. Supervision has been established for the first time in Mississippi and Texas. In Mississippi a recent law provides for the expenditure of public funds and for State aid to employ primary supervisors in rural communities. “ Primary ” is apparently interpreted as elementary in this connection. So far, five counties in Mississippi have availed themselves of the provisions of the new law. Prospects are encouraging for extension within the next few years. In Texas funds recently made available are used for supervision in several counties. It seems probable that arrangements will be made at an early date for extension of supervision among the counties of this State. From Alabama, Arkansas, California, Florida, Georgia, Louisiana, Maryland, Michigan, New Jersey, North Carolina, Oklahoma, Penn¬ sylvania, South Carolina, Texas, Virginia, and West Virginia, in¬ creases are reported in the number of supervisors empWed or in the counties brought under supervision during the biennium. In Alabama, Virginia, and West Virginia, the increase in numbers has been marked. In Alabama an “ equalization of educational oppor¬ tunity plan ” recently adopted provides funds to finance a project which contemplates one supervisor for each group of 75 teachers. Nineteen supervisors are reported as added to the force during the biennium. West Virginia added 17, and in Virginia the number of rural-school supervisors has almost doubled during the 2-year period. In Oklahoma and Arkansas interest in supervision has reached such a point that legislative sanction and State funds for RURAL EDUCATION 119 its support appear to be imminent. In Louisiana the newly acquired equalization fund of $1,500,000 is expected to extend supervision to parishes which, while favorable to the plan in the past, have been financially unable to support it. The total number of local rural- school supervisors reported at the close of 1928 is 818. This number does not include administrative officials, many of whom do much supervising, nor does it include supervisors who spend less than half time in the supervision of instruction. Despite considerable growth in the number of supervisors, the county superintendent is still the sole supervisory officer in the ma¬ jority of counties in the United States. The improvement of super¬ vision in these counties offers difficult problems which many State departments of education and State higher institutions of learning are making systematic efforts to solve. Among the States from which reports of such efforts have been recently received are Arkan¬ sas, Florida, Minnesota, Mississippi, Missouri, North Dakota, Ohio, Oklahoma, and Texas. During the biennium an assistant in rural education has been added to the staff of the bureau of rural education of the State Department of Education in New York, whose time is devoted in large part to supervisory problems of the district superintendents. In Idaho two supervisors responsible to State normal schools and the State depart¬ ment of education have been added to those previously employed — a total of four assigned to the rural schools of the State. In North Dakota a plan somewhat resembling the Minnesota, Idaho, and Missouri plans was established during the biennium. Local rural-school supervisors have not been emploj^ed in that State. In 1926-27 deputy superintendents having both administrative and supervisory duties were employed in 12 of the 53 counties. At the beginning of the school year 1927 supervision under State direction was effected through the introduction of 11 State “demonstrators.” They spent one week at a school of instruction conducted at the State Teachers’ College at Mayville and seven succeeding weeks in the several counties of the State working with the rural schools. Three or four days were given to visiting schools with the county superintendents, followed by conferences of teachers, county-wide or in groups, usually of one day duration, devoted to demonstration teaching, planning opening exercises, and other teaching problems. Generally each county was divided into two districts for the purpose, though occasionally size or topography necessitated a larger number. The attendance of elementary teachers was compulsory. At the end of the period favorable reports were sent to the State superintendent from a large majority of the county superintendents and teachers interested. As one result of the plan it seems reasonable to expect that county superintendents will have a new realization of the need 120 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 of more intensive supervision than they are able to give, including the possibility of “ follow-up ” visitation, which only local super¬ visors can achieve. It may thus become a factor in bringing about the employment of full-time county-school supervisors in this State. States in which professional supervision is established report for the biennium a wider use of the results of research studies and an increasing number of such studies in which supervisors participate; that renewed and more effective efforts are being made through in- service training of teachers by supervisors and through courses offered in higher institutions to improve the supervisory services of elementary-school principals; and that teachers’ meetings are be¬ coming an increasingly effective means of supervision through im¬ provements in the programs offered and the preparation made for them. North Carolina and New Jersey particularly report success in promoting supervision by principals. Reports from some States indicate that considerable attention is given to the improvement of teaching in the one and two teacher schools. In Connecticut primary supervisors (usually acting as as¬ sistants to other supervisors in the same district) report progress in promoting creative work, ability among children to work in informal groups, activity projects, and in other modern teaching methods. In California an individualized instruction plan adapted to small rural schools is being carried out. In other States, of which North Caro¬ lina is an example, supervisors apparently center their attention on improving instruction in the consolidated schools. A study of the results of supervision was recently made in North Carolina under the direction of the State department of education in which supervisors and teachers participated. Some of the results pointed out in a report of this study follow : Scientific test results from seven supervised counties covering a period of three years for which well-trained rural supervisors had been employed in these counties show the average reading ability of the pupils was over a grade nearer standard and their work in arithmetic was nearly one grade higher than it was when these supervisors began their work. This means, for example, that at the end of this 3-year period of efficient supervision of classroom instruc¬ tion the fourth-grade pupils in these counties were reading and working arithmetic better than were the fifth-grade pupils at the beginning of this period of close supervision. In a word, it means that within this 3-year period of constant and expert supervision the pupils in these counties gained approxi¬ mately one whole year in their mastery of the subjects of reading and arithmetic. The monetary value to the taxpayer of this efficient supervision * * * has been proved by the fact that the seven counties for the total expenditure of 843,160 for supervision over a period of three years, purchased the equivalent of an extra year of instruction for the pupils which, at the current cost of instruction in these schools, would have necessitated the expenditure of $351,- 239.56. In other words, for every dollar that was expended for supervision in RURAL EDUCATION 121 those seven counties for those three years $8.14 worth cf additional instruction was purchased for the pupils. A cooperative study of teachers’ meetings was undertaken as one of the results of the second regional supervisory conference called by the United States commissioner of education in Raleigh, N. C., in 1926. Seventy-seven county superintendents and supervisors in 12 States cooperated with the Bureau of Education. Among the im¬ provements which the results of this study indicate are necessary in the conduct of teachers’ meetings are: (1) Better organization with special attention to the needs judged by size and topography of the county, number, location, and size of buildings, etc. ; (2) improvement of demonstration teaching; (3) the stimulation of better and more discussion; (4) increased amount of committee work; (5) careful selection of the persons who deliver addresses in order that they be scientific as well as practical in nature; (6) that careful time allot¬ ment studies be made in order that the time devoted to teachers’ meetings be spent to the best possible advantage and activities so selected as to insure substantial educational returns for the time, effort, and money spent by teachers in attending meetings. In at least two States, Massachusetts and California, the special needs of non-Englisli-speaking children entering the first grade have been studied and efforts for their welfare undertaken. In Massa¬ chusetts an experiment recently carried on with approximately 2,000 children, the objective of which was to find a means for eliminating the additional year commonly devoted to completion of the ele¬ mentary grade, indicates that with appropriate types of teaching non-English-speaking children can progress through the elementary grades in the normal period of eight years. During the biennium conferences on rural-school supervision were called by the United States commissioner of education in NewT York for the Northeastern States and in New Orleans for the Southern States. Among the studies reported on at these conferences and topics discussed which indicate significant problems in the field of supervision the following aroused special interest : The special needs of mentally deficient children and of crippled children in rural areas; a study of the kind of supervision which superior teachers need; the responsibility of educational agencies in State departments of educa¬ tion, higher institutions of learning, and the like, in promoting super¬ vision; the development of characteristics of efficiency in teaching; the integration of preservice and inservice training of teachers ; and research in supervision. THE TEACHING STAFF Two developments of the biennium in the general teacher-training field are significant to rural education in their promise favorably to 122 BIENNIAL SURVEY OF EDUCATION, 1926-1928 affect the outlook for eventually securing prepared teachers for the different types of rural schools: First, a number of studies have been made of the teacher situation. These are of two general types — those, state-wide in scope, aimed to determine the number and types of teaching positions within the State; the number of annual re¬ placements occurring in each of the several types ; the facilities avail¬ able to prepare teachers for each type ; and the probable steps neces¬ sary to avoid either a shortage or a surplus iij each so far as possible, and related studies analyzing teaching activities in the different types of positions, including rural teaching positions. Second, the move¬ ment toward coordinating and unifying the functions and activities of the several agencies concerned with the preparation, certification, placement, and inservice training of teachers has been furthered in a few States through official action or voluntary cooperation. The state-wide studies have thrown much light on the rural- teacher situation. More and better courses in teacher-preparing institutions for prospective teachers in rural schools, both elementary and secondary, should result. In addition they have shown the need of State programs for coordinating the functions of certificating and training agencies and for collecting annually information concerning the probable teacher supply and demand. When such programs fol¬ low, it seems reasonable to expecj that rural schools will share ac¬ cording to their needs in measures adopted for the improvement of the teaching staff. In States in which the several functions concerned with the cer¬ tification and preparation of the teaching staff are centralized co¬ ordination may be readily effected. When they are decentralized, voluntary coordination of effort is essential in order that a unified program may be evolved. A plan for voluntary unification and coordination for Ohio was recently promulgated by the State director of education. It seems probable that the program outlined was suggested or stimulated by the fact that extensive state-wide studies of the teacher situation in that State were made recently. A brief description of the plan follows: With the appointment of John L. Clifton as State director of education a move was made to eliminate those schools which were unprepared for this work and to unify the program for teacher training in those schools which retain the privilege. A conference was called of representatives at Columbus to consider a program for teacher training. Representatives from most of the colleges came — a total of 200. After considering the difficulties and needs in the present situation the conference adopted the following tentative objec¬ tives: (1) To provide for continuous coordination among the several teacher¬ training agencies through^ a system of cooperative administration; (2) to promote a program of selection and guidance which will insure a high type of candidates for the teaching profession; (3) to promote teacher training only in institutions of high standing in which preparation for the teaching profession is a major function; (4) to secure ultimately a recognition of the principle of RURAL EDUCATION 123 equal training and compensation for elementary and secondary school-teachers ; and (5) to provide for the unification and interrelation of the component parts of the professional curricula. The first objective is to be attained through a committee representing the teacher-training institutions, the department of education, and the State teach¬ ers’ association ; the second by a careful selection of students for teacher training through intelligence tests, personality and health examinations, school standings, etc., before the student enters college. Under the third the board of education will limit the training of teachers to those colleges which can meet membership standards in such associations as the North Central, the American Association of Teachers’ Colleges, the Ohio College Association, and the Ameri¬ can Association of Universities, and then only to such colleges as make teacher training a major interest. — The teacher-trainmg program of the Ohio State de¬ partment of education. H. B. Alberty. Educational Research Bulletin, Ohio State University, May 16, 1928. pp. 199-206. During the biennium two conferences were called by the Bureau of Education to consider problems concerned with the preparation of teachers for rural schools, one in Boston, Mass., and one in Los Angeles, Calif. The following topics selected from the programs will illustrate the trend of the discussions and the problems which have been engaging the attention of persons interested in preparing teachers for rural schools during the biennium : Activity analysis as a basis for constructing rural curricula. The extent and criteria of curriculum differentiation for the preparation of rural elementary school-teachers. The adjustment of the supply of and demand for qualified teachers — The State’s problem. State legislation and regulations to guarantee an adequate professional staff for rural-school positions. The application of standard two, three, and four-year courses to the special¬ ized needs of rural school-teachers. The responsibility of teacher-preparing institutions toward specialization and an adequate teaching staff. Preservice and inservice training of rural teachers — How shall we have an integrated program? Certification, training, and placement of teachers — a coordinated program for teacher-training institutions and State and local educational authorities. Careful consideration through conferences and in other ways of problems of the character indicated by the titles quoted is especially promising for rural education. In the general chaos in the teacher¬ training field large numbers of prospective teachers are trained with¬ out due consideration to the number and types of vacancies to be filled when the graduates seek positions. Specialized curricula de¬ signed to prepare teachers for different types of positions have been offered, but there has been little guidance given or available to assist teachers in selecting the work for which they are best fitted and in which there is the greatest probability of positions. While this sit¬ uation has characterized the whole field of teacher training it is especially acute in that of rural teacher training. Specialized cur- 124 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 ricula in this field are less widely offered and are not so apt to be based on careful studies of its particular needs. Placement is not so systematically managed as in urban systems and consequently a larger number proportionally of untrained teachers and teachers trained for other types of school work enter the rural schools. Studies have revealed also that when certification requirements are not coordinated with training and placement facilities, and when they are below the standard required by teacher-training schools, pre¬ pared teachers are apt to be displaced by those not so well qualified. Recent studies in two States have shown that a surplus of teachers were trained for high-school work, while a shortage existed of teachers equalty well trained for elementary schools, with the result that large numbers of teachers trained for high-school work accepted positions in elementary schools. Another result of nonadjustment of teacher-training and placement facilities is concerned with the kind of training given prospective teachers for rural secondary schools. In the majority of teacher-preparing institutions teachers major in one subject which they expect to teach in high school. A large percentage of them accept positions in small high schools where they must teach three, four, or even more subjects, for some of which they have not had adequate preparation. Training teachers espe¬ cially and sjoecifically for small high schools is of growing interest. Certain subject combinations may be established in connection with such training. It appears that there is as much need for establishing specialized courses adapted to the particular needs of teachers in small high schools as for courses to prepare teachers for one, two, and three teacher elementary schools. The number of institutions offering courses in the training of teachers for rural schools is increasing and the quality of courses offered, judged by the time covered, has improved. Data collected for 1927-28 and compiled in Rural School Circular No. 25, issued by the Bureau of Education, show that 151 of the 185 State normal schools and teachers colleges in the United States offer differen¬ tiated courses or curricula for prospective rural elementary school¬ teachers. Seventy-five institutions offer one or more curricula spe¬ cifically designed for the preparation of such teachers. The curricula offered, measured by duration, and the number of institutions offer¬ ing them are as follows Number of institutions Rural curricula offered One year only _ 5 Two year only _ 36 Four year only _ 5 One and two year _ 10 One year, one year and six weeks, and two year _ 1 One and four year _ 1 Rural curricula offered Two and four year _ One, two, and three year _ One, two, and four year - One year, one year and six weeks, and four year _ One, two, three, four year - Number of institutions _ 9 _ 1 _ 4 RURAL EDUCATION" 125 Seventy-six institutions which do not offer rural curricula offer one or more differentiated rural education courses. In a few of these the number of such courses exceeds that in some of the institutions which offer regular rural curricula. Uniform state-wide laws and regulations governing certification, especially through setting up minimum standards in academic and professional training, are of special importance in the improvement of the rural teaching situation. A mistaken form of economy prompts low salaries in many districts. Only teachers with the low- est-grade certificate will accept. Under such circumstances reason¬ able minimum standards set up and enforced by the State are a protection for the children concerned. Regulations designed to improve the teaching staff by raising cer¬ tification requirements are reported for the biennium from a number of States, including Alabama, California, Montana, New Hampshire, North Carolina, Vermont, West Virginia, and Wyoming. In New Hampshire a minimum prerequisite of two years above high school was established in 1928. In California the requirement for State certificates was raised to two and one-half years above high-school graduation. California still retains the county-examination system, however, as a possible means of entrance to the teaching profession. A review of the teacher-certification situation at the close of the biennium is encouraging. A study of State laws and regulations governing certification of teachers recently made in the Bureau of Education 2 shows that there has been notable progress in the 5-year period ended in 1927 in establishing prerequisites for the lowest grade of certificate in terms of academic and professional credits from approved higher institutions. This has been accompanied by centralization of certification in State departments of education and higher institutions. Summaries in the study show that there were at the beginning of the school year 1927-28 four States, to which New Hampshire may now be added, making in all five, in which the established prerequisite for the lowest grade of certificate is graduation from high school plus two years of professional prepara¬ tion, or the equivalent of standard normal-school graduation. Nine additional States require high-school graduation and one year of professional training of higher grade; 14, high-school graduation and some professional training, less than one year; 6, four years of secondary school (may or may not include professional courses) ; while in 15 no definite scholarship qualifications other than those manifested in examinations given under State or county authority are required. The qualifications indicated, it should be remem- 2 U. S. Bureau of Education, Bulletin, 1927, No. 19, “ State Laws and Regulations Governing Teachers’ Certificates.” 115044°— 31 -9 126 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 bered, concern the lowest grade of certificate. All States, including the 15 in which entrance to the profession through examination is possible, issue a number of certificates requiring normal-school or college graduation. The movement toward centralization of certificating authority in State education agencies, generally State departments of education, has been well under way for a number of years. At the present time there is complete centralization in 36 States; with a large degree of control in four additional States. Centralization of the certifi¬ cating function in State education agencies may be considered as practically accomplished in 40 States. Local control still prevails in Massachusetts while county authorities issue and exercise con¬ trol over some kinds of certificates in California and Wisconsin. Relatively few county certificates are issued, however, and minimum scholarship prerequisites are set up by regulations of the respective State departments of education. The Wisconsin scholarship pre¬ requisite may be met by completion of courses in county rural nor¬ mal schools. These schools are under county direction and State supervision. In California high-school graduation is required of persons desiring to take the county examinations. On the whole State standardization of certificates is a well-established policy in the United States. _ . Establishment of minimum scholarship prerequisites is but one of several means of restricting the number of teachers entering the profession with training below the acceptable standard. A number of States are limiting more and more and thereby diminishing year by year the number and percentage of certificates issued on examina¬ tion Correspondingly the number and percentage issued on cre¬ dentials increase. The following are illustrations: In Alabama m 1927, 10,290 certificates were issued on credentials and 1,004 on ex¬ amination, a percentage comparison of 91.1 and 8.9. Corresponding percentages for the preceding year were 88.4 and 11.6. Missouri issued in 1928 one-half as many certificates on examination as in 1925. In Virginia the practice of issuing certificates on examination was discontinued during the biennium. Delaware reports a large falling off in the number of second and third grade certificates issued in 1928 indicating “ that better trained teachers are entering the pro- fession.” In-service training for teachers through extension courses con¬ tinues to grow in extent and improve in quality. In Massachusetts the State department has arranged recently for extension courses leading to the B. S. degree in education available to all teachers who have completed two or more years in any of the State normal schools of the State. Reports from Alabama state that the percentage of RURAL EDUCATION 127 teachers enrolled in extension courses has increased 32 per cent dur¬ ing the 5-year period ended 1927. The State educational association offices of about three-fourths of the States have entered into a cooperative arrangement for the main¬ tenance of a bureau of service located in Chicago. One of the ac¬ tivities of this new bureau is to assist the journals or organs of these associations to obtain first-rate materials for publication. During the present school year a series of six articles dealing with phases of the elementary-school curriculum, written by nationally known specialists, is appearing in all the magazines in this group. For the September magazines Prof. Ernest Horn wrote on the teaching of spelling. In October Prof. William S. Gray, of the University of Chicago, followed with a similar condensed treatment of the teaching of reading. As rural-school teachers probably read their own State journals rather than others more national in scope and clientele, this departure offers them an added professional stimu¬ lation. In Connecticut a director of teacher training was added to the staff of the State department of education during the biennium. The situation in regard to teacher supply and salaries has ap¬ parently changed little during the biennium, if at all. Of 26 States reporting, only one reports a shortage of “ adequately trained teach¬ ers.” Twelve report an oversupply, six a slight shortage, seven neither surplus nor shortage. Missouri and Kansas are among the States reporting a large oversupply. In neither of these States are the minimum qualifications for teaching certificates as high as in the majority of States. From Missouri it is reported, “ There is a great oversupply of teachers. Hundreds of capable teachers have been unable to secure positions, while others equally well trained have been compelled to teach for smaller salaries because of the abnormally large supply.” Salaries of rural school-teachers, according to reports from 22 States, have increased in 9, decreased in 5, and are unchanged in 8. Two of the States in which efforts are being made to increase salaries plan to propose State salary schedules to the next legislative sessions. A few States report that improved standards in certification require¬ ments have been made possible through State aid for teachers’ sal¬ aries. One new State normal school is reported, that at Billings, Mont. The State superintendent reports that the supply of trained teachers for rural schools will be increased and improved through the establishment of this new normal school. CURRICULUM CONSTRUCTION AND REVISION In nearly all States rural school-teachers depend upon State courses of study for curriculum content and for guidance in classroom 128 BIENNIAL, SURVEY OF EDUCATION, 192 6-192 8 organization and instructional practice. California is an outstand¬ ing exception. County as well as city school systems prepare the courses for their schools. In many other States some well-organized counties prepare special courses or adaptations of the State course for local use, but in general the State course of study is the basis for curriculum practice in rural schools. Improvement in curriculum construction as it affects them may, therefore, be measured largely in terms of changes made in State courses of study. Within the biennium just ended State courses have been formulated or revised in whole or in part in 19 States. Certain progressive trends in content or in method of preparation of these courses seem to be of special importance: (1) The assignment by the chief State school officer of responsibility for curriculum construction or revision to some member or members of the staff of the State department of education; (2) a broader point of view in the selection of personnel and in the practice followed in curriculum construction; (3) improved content through wider use of problems, projects, and activities to supplement the bare outlines characteristic of older courses of study ; through inclusion of recommendations for the intelligent use of practice and achievement tests and of remedial measures, and through utilization of results of recent studies and investigations in education. States which reported the assignment of responsibility for curric¬ ulum revision to one on more members of the State department staff during 1927 and 1928 are Florida, Indiana, Kentucky, Michigan, Mis¬ souri, Nebraska, New Jersey, New York, Pennsylvania, Virginia, and Wyoming. This procedure recognizes curriculum construction as a continuous process rather than an intermittent task, and pre¬ supposes trained leadership from the State department of education as essential in promoting modern practice in curriculum revision for rural schools. In six States from which reports are available curriculum revision was conducted through state-wide committee organization providing for extensive participation by the different education interests. In Iowa, North Dakota, and West Virginia, in each of which the course of study for elementary schools was recently revised, all of the educa¬ tional institutions and agencies within the respective States were represented on the several committees; the personnel including specialists in education and in subject matter, city and county ad¬ ministrative officers, and teachers. A difference in point of view among these three States concerning the type of representation which should predominate is apparent in the constitution of the committees. In forming the Iowa course responsibility was placed in large part upon specialists in subject-matter and in education theory. Partici¬ pation by classroom teachers was apparently limited to three mem- RURAL EDUCATION 129 bers of a committee of more than 100, the three representing the elementary school of the State university. In West Virginia, on the other hand, curriculum committees were made up largely of class¬ room teachers, an apparent recognition that the teacher is the de¬ termining factor measured in terms of actual practice. In North Dakota the course followed in the selection of the personnel was between these extremes. A balance was retained among subject- matter specialists, administrators, and teachers. In Minnesota the policy followed by the State department of edu¬ cation is one of “ continued effort in the curriculum field.” Minne¬ sota has several continuing curriculum committees, membership on all committees numbering 33. Twelve members are from the State department of education, 10 are representative of the State teachers colleges, 6 are superintendents of schools, and the remaining 5 are special and general elementary supervising officers. In Louisiana and New Mexico volunteers were sought. Any teacher who so desired could participate in curriculum construction in both of these States. In Louisiana two units of the complete course in process of making have been completed within the past biennium, one in arithmetic and one in language. The work was done by volunteer teachers, principals, and supervisors from 19 ad¬ ministrative units, 14 of which were parish (county) school systems. The process was one of “ integration ” under the general supervision of the division of elementary schools of the State department of education. Results were reviewed and checked, and in some cases revised in education classes of the State university. In New Mexico the preparation of the course of study was initiated in summer sessions of the several higher institutions of learning in courses given t in curriculum revision. In the course offered at the University of New Mexico in the summer of 1927 the class made a study of the literature of the philosophy of education, of modern methods of teaching, of scientific determination of subject matter, and methods of formulating courses of study. Committees were organized and assigned the task of reading, evaluating, and inte¬ grating the literature in the subjects taught in the elementary schools. In the following summer session of 1928, the class centered its efforts on the preparation of a course of study in language. Con¬ tributions from the teachers of the State were received and inte¬ grated with the work of the members of the class. When the results were ready reports were presented for discussion by officers of the New Mexico Education Association, of the State department of edu¬ cation, of representatives from higher educational institutions, and by city and county superintendents. The revised course was the result of the combined efforts of the groups and officials indicated. 130 BIENNIAL SURVEY OF EDUCATION, 19 26-192 8 Other minor measures reported are : Curricula to meet the special needs of mentally retarded and mentally handicapped children have been prepared and published in two States, Massachusetts and Wis¬ consin. The State department of North Carolina has recently issued a course of study for the preschool child including suggestions for mothers and information for primary teachers. This would indi¬ cate that the preschool child living in rural areas is not to be entirely neglected in the progress of the present movement in this field of education. The course of study completed during the biennium for Wyoming aims to make special provision for individualized instruction, alternation, and combination of classes and subjects. The outlook for the development of a course of study which shall more nearly meet the needs of children in small one and two teacher schools is reasonably encouraging. There is need for more experi¬ mentation in the development of units of organization of content other than those based on the traditional 8-grade plan as developed for large schools in which there is one teacher for each grade. That the difficulties involved are recognized by those recently engaged in curriculum revision is indicated by such statements as the following : Any curriculum construction must take into account the various organiza¬ tions of the State with their individual differences as to administration and supervision. — H. V. Holloway , State superintendent of public instruction, Dela¬ ware. ( From reply to questionnaire sent from the Bureau of Education in 1928.) The difficulty of making a course of study to serve both rural and graded schools arises not so much out of differences in the subject matter which should be taught in these two types of schools as out of the differences in administra¬ tive problems involved in teaching in the two types of schools. All committees have been constantly alert to make special adaptations to the interests of teachers of rural schools. It is the belief of the executive committee, that those responsible for making the course of study which succeeds this one should consider seriously the plan of issuing a separate course of study for rural- school teachers and one for teachers in graded schools. — Dr. Ernest Horn in Introduction to the Course of Study of Iowa. (1928.) The outstanding problem is to make a course of study and a daily program so that the. 1-room rural teacher can make good use of her time and the pupils’ time in a school where she has all or nearly all of the grades. — Bertha R. Palmer, superintendent of public instruction, North Dakota. ( From reply to questionnaire sent from the Bureau of Education in 1928.) LIBRARY SERVICE TO RURAL SCHOOLS Library service to rural schools and communities has been enlarged and improved during the biennium, though still woefully inadequate. Improvement is due in large part to new and better legislation, State supervision of school libraries, extension of traveling library service, establishment of county libraries, and the extension of coop¬ erative effort between schools and public libraries. RURAL EDUCATION 131 Progress in securing legislation or State appropriations affecting rural-school libraries is reported from Alabama, Arkansas, Cali¬ fornia, Iowa, and North Carolina. At the close of the present bi¬ ennium there are reported one or more full-time State library super¬ visors devoting considerable time to rural communities, especially to rural high-school libraries in six States — Indiana, Michigan, Minnesota, New York, Tennessee, and Wisconsin. County libraries have been established during the biennium in Arkansas, Indiana, Kentucky, Mississippi, New Jersey, New York, New Mexico, North Carolina, Oregon, Pennsylvania, Texas, and West Virginia. For the United States as! a whole there are 37 more county libraries reported in 1928 than in 1927, a total at the close of the biennial period of 260 counties with county library service. The Louisiana Library Commission established during the biennium two parish (county) libraries for demonstration purposes. Reports in¬ dicate that the cooperative activities worked out between schools and libraries in the parishes were effective in promoting more and better reading among school children. In the New England States public libraries are cooperating with rural schools extensively and systematically. In Massachusetts, public librarians meet with teachers5 institutes in rural communi¬ ties as a means of furthering coordination between schools and libraries. SPECIAL PLANS AFFECTING PROGRESS IN RURAL EDUCATION IN REPRESENTATIVE STATES State Program of Public Education in North Carolina 3 The development of public education in North Carolina for the past 10 years has been along lines which seem to promise great im¬ provement, especially in rural education — the most baffling question in State school administration. Ten years ago North Carolina began to cope with this question seriously. The lines of development have been as follows : (1) The consolidation of rural schools into larger units in order that teachers in the elementary-school system would have fewer grades to teach, and in order that all of the children might have an opportunity to attend high school. This development has gone on until there are more than 1,000 consolidated schools in North Caro¬ lina in which are enrolled 56,000 boys and girls in the high schools alone. More than half of the rural white children are enrolled in consolidated schools which have a teacher or more to the grade. 3 Prepared by A. T. Allen, State superintendent of public instruction, North Carolina. 132 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 The most difficult question in the consolidation program was to secure money with which to erect large rural schools of a permanent type of construction. This was made possible by the State itself, which has provided $19,000,000 to be lent to the counties at a low rate of interest for the purpose of constructing these school build¬ ings. Within 10 years North Carolina has put into rural-school building more than $35,000,000. The program is practically two- thirds complete. The desire of the State is that this plan of con¬ solidation be carried forward until every rural child in the State is provided, as nearly as possible, with an opportunity to attend a school of this type. In North Carolina we have a constitutional requirement that sets up a 6-month school term. All school terms in addition to six months are dependent upon a vote of the people authorizing the levying of a tax to extend the term. Along with the construction of these buildings the people of the State have been voting special taxes until about seven-eighths of the rural property is now under special tax and three-fourths of the white country children are in schools with terms of eight months or more. About 30,000 additional children each year are provided with an 8-month school term. It is the pur¬ pose of the State to continue this until the minimum school term in the State shall be at least eight months. This building program and extended term has made necessary a great deal of transportation. At present North Carolina is hauling more than 150,000 children a day. When the consolidation program is completed it is estimated that it will be necessary to transport daily approximately 200,000 children. (2) Financing the 6-month term: At the beginning of our school system in 1876 the feeling was that the county as a unit should sup¬ port the 4-month school term as the constitution then required. At first this was not very difficult, but as schools began to be set up and their expenses began to increase, it was found that a great many counties were unable to operate their schools for the full term of four months. In 1907 the supreme court of the State interpreted the con¬ stitution to mean that each county was under obligations to levy whatever tax might be necessary to keep the schools open for four months. Later — that is, in 1918 — the people of the State changed the constitution from four months to six months. About the same time the salary schedule for teachers was greatly increased. A great many children who had not been in school began to go to school, so the cost that rested upon the counties became very burdensome, and the tax rates for the support of the 6-month school came to be very different among the counties, extending all the way from 30 cents in one county to $1.35 in another county for the same purpose. RURAL EDUCATION 133 In 1901 the State began to provide a small equalization fund to equalize the burden of taxes among the counties. This fund has been increased almost every biennium until in 1925 it was $1,250,000. The general assembly of 1925 increased this fund to $1,500,000, and the general assembly of 1927 increased this amount to $3,250,000. It is hoped that the general assembly of 1929 will increase the equalization fund to approximately $7,500,000 and that it will distribute this money on the basis of an eight months’ term rather than on the basis of a six months’ term. If it is possible to secure this increase, North Carolina will then have a minimum school term of eight months. The program, then, of the State department of education is to increase the minimum school term in the State to eight months through the increase of the State equalization fund. (3) Teaches. — In 1917 the State began the certification of teach¬ ers. Through these efforts the training of the teachers in North Carolina has gone up very rapidly. Out of the 24,000 teachers at work in the State now, there are approximately 6,000 college grad¬ uates. Ten years ago one-half of the teachers in the State were not high-school graduates. Now, the average training in the State for white teachers is more than two years of college work. We have been successful in building up the teaching profession rapidly on account of a “ single-salary schedule.” The single-salary schedule provides for the same pay for high-school and for elemen¬ tary teachers, and there is an increase in pay for additional training ; that is, if a teacher who has two years of college work should stop and go to school and graduate, her salary would be increased by $28.33% per month for as long as she might teach thereafter. This has built up a teaching profession in North Carolina in which there is very limited turnover. In many places this turnover is less than 5 per cent. A few years ago it was 30 per cent practically over the whole State. The salary schedule and the training of teachers has stabilized the profession. It is hoped that the general assembly will not interfere in any way with this arrangement. State Supervisory Program of Louisiana 4 Supervision of instruction was made a major project of the State department of education in 1919. A systematic State program re¬ vised year after year according to needs has been in operation since. Each year a program for the year is worked out in cooperation with the parish superintendents and issued from the State department of education. The general objective throughout has been the improve¬ ment of classroom instruction and of classroom conditions. ♦Abstract of a report by A. M. Hopper, State supervisor of elementary schools. 134 BIENNIAL SURVEY OF EDUCATION, 1926-19 2 8 General plan. — The first step in carrying on the program was that of training the personnel. In the beginning trained supervisors were not available. Successful teachers and principals were, therefore, selected as supervisors. They worked under the direction of mem¬ bers of the State department. The teacher-training institution im¬ mediately established courses for training supervisors. They were attended by the superintendents and supervisors in service as well as by those who desired to prepare for supervisory positions opening up in the future. The long-term State supervisory program was formu¬ lated to emphasize one or two subjects each year. A reading course for teachers was prepared in the particular subject designated for the year as an important part of the in-service training. An activity provided for in the program was the systematic use of standard and other objective tests. During the early years the test¬ ing programs were supervised by the staff of the State department of education, and teachers were trained under their direction in the administration and various uses of tests. Courses were later intro¬ duced into the teacher-training institutions, and this particular type of supervision on the part of staff members from the State depart¬ ment was no longer necessary. Demonstration teaching was also a part of the long-term program. During the first few years this was done by the State superintendent and members of his staff. As local superintendents and supervisors developed skill in this direction, part of this work has been taken over by the local officials, particularly skilled teachers selected by parish superintendents and principals. Lesson planning is another major objective of the continuing State program. Bulletins have been prepared from time to time and sent out by the State depart¬ ment of education outlining plans and enumerating and interpreting principles of lesson planning. Group conferences rather than parish¬ wide conferences have predominated. These conferences are usually 1-day meetings, the forenoon devoted to observation and demon¬ stration and the afternoon to discussion of the lessons observed. The groups selected may depend on the geographical section, but usually grouping is according to the type of work performed. Demonstra¬ tion teaching is now usually done by the classroom teachers. Other activities which have been carried on throughout the existence of the long-term program are annual State conferences of superin¬ tendents and supervisors, directed reading for teachers, the establish¬ ment of professional libraries in the different parishes, and the promotion of school consolidation. The number of 1-room schools was reduced from 729 in 1922 to 494 in 1928. In 1926 the preparation of the State course of study was made a major objective of the State supervisory program. Responsibility RURAL EDUCATION 135 for its general direction centers in the elementary division of the State department of education. Courses in three subjects have so far been prepared. As an example, the procedure followed in the preparation of the language course is outlined briefly. Superintend¬ ents, supervisors, and teachers throughout the State were invited to cooperate in the preparation of the course. Participants were ac¬ cepted from IT parishes, 1 city-school system, and 1 city school; in all, 19 units. Teachers participating were furnished with copies of three books selected for the purpose of guidance in the preparation of the course, Language Training, by Bryce; Speaking and Writing English, by Sheridan; Language Outcomes, by Graves; and the Fourth Yearbook of the Department of Superintendence. The participants worked through grade committees. Three or more teachers for each grade were appointed in each participating unit. Coordinating this work in each unit was a parish or school committee consisting of the chairman of each grade committee and the parish superintendent, supervisor, or principal. The latter com¬ mittee reviewed the work of the grade committees and prepared a report. These reports were sent to the State department from which they were sent to the Louisiana State University wLere they were reviewed in education classes, and a tentative State course arranged as a result. The tentative course was then printed and sent to the participating units for experimentation and further suggestion. The results were again reviewed in the university classes and prepared in the present form. An immediate objective of the State supervisory program at the present time is the standardization of elementary schools. The bases of standardization are the use of the State course of study, length of term, qualifications of teachers, teaching load, and type of build¬ ings, grounds, and equipment. State Supervisory Program for the Rural Schools of New York 5 General aims. — (1) Survey of conditions to discover needs and to modify tentative programs in the light of findings. (2) Improve instructional supervision as practiced and extend the provisions of the State program in local supervisory districts. (3) Improve the rural-school curriculum, school plant, the organization and equip¬ ment of the school in order to make possible improved classroom procedure. (4) Inaugurate such experimentation and research as the needs seem to justify. (5) Develop selected schools as model schools for observation and demonstration. (6) Demonstrate the value of rural-school supervision under favorable conditions. (7) The uni- BAbstract of a report by Helen Hay Heyl, assistant in rural education, rural education bureau, State Department of Education, New York. 136 BIENNIAL, SURVEY OF EDUCATION, 192 6-192 8 fication of educational programs, State, supervisory territory, local community. (8) Familiarize all concerned with the program, its objectives, and procedures. (9) Maintain and improve an esprit de corps among district superintendents. (10) Further the administra¬ tive policies of the bureau of rural education in the State department of education. Immiediate program* — (1) The improvement of instruction. Assist the district superintendents in planning well-balanced long-term and immediate programs based on a study of the needs of the district. Emphasis in such programs for the present year on the following: District-wide conferences of superintendents, principals, and teach¬ ers; homogeneous grouping of teachers; series of school visitations planned with a definite aim for each; group meetings; individual conferences; testing program in line with the year’s objectives; series of circular letters ; teachers’ visiting days ; budgeting of super¬ intendents’ time. (2) The improvement of supervisory technique. In-service training of superintendents in : Observation and evaluation of instruction; how and when to conduct demonstration teaching; conferences and follow-up work; raising standards; adaptation of curriculum to local needs; classroom management and organization. (3) In general. Answer special calls for help and opportunities for special types of services; spend winter months, in particular, on revision of curriculum. Future 'plans (the following year). — (1) Complete the work on curriculum construction and experimental tryout. (2) Study and evaluate supervisory practices in four selected supervisory districts. (Postponed temporarily.) (3) Continue work with superintendents in the selected major projects being carried on under State direction. (4) Further development of model schools. (5) Continue general supervisory practice as indicated under general aims. Curriculum revision for 1 -teacher schools. — One of the objectives of the long-term supervisory program of the rural education bureau under the direct supervision of the assistant in rural education is the preparation of a curriculum to provide for the peculiar needs and organization of the 1-room school. There was selected in 1924 a cooperating committee made up of representatives of the State nor¬ mal schools, the district superintendents, the teacher-training classes, and the rural teachers to assist in the formulation of courses of study under the general supervision of the State department of education. In 1927 this became an executive committee and with the help of selected individuals and groups throughout the State initiated the preparation and revision of materials during the first year, drawing these as far as possible from rural classrooms. The work planned for the second year included the preparation of the RURAL EDUCATION 137 results of the work of the preceding year in experimental form and the beginning of testing out the material by rural teachers. The third year it was planned to issue the course with the results of the revision indicated but still in experimental form. Subcommittees as fol¬ lows were appointed to work out content material. A committee was appointed in charge of each subject : Mathematics, health, natural science, social science, English literature, and arts. The duties of the committees were defined somewhat broadly. Those of three com¬ mittees are quoted as illustrative of the practice : Chairman of mathematics committee, member of present executive committee. Needs are to enlist many teachers to collect activities and problems based on the local environment for primary pupils and for grammar-grade pupils; to arrange the work already submitted in groups ; to provide for individual differ¬ ences ; to offer some plan for individual instruction and practice materials ; and to set up for* each group-level, aims, work to carry out these aims, and list of outcomes. Chairman of social committee will need the help of different individuals who will take the present materials and while still offering separate outlines in geography, history, civics, citizenship, character education, etc., will organize these more closely than at present, suggesting possible correlations, arranging the materials in more uniform groups, and basing materials a little closer on recent State syllabi. Arts group will * closely correlate art and music appreciation with other courses, and with music, industrial arts, and drawing. Suggestions are needed for working out “ opening exercises,” etc., along these lines. All the materials are scored by individual members of the execu¬ tive committee and later in joint conference. The result of the work of the executive committee is passed upon by subject-matter special¬ ists in each subject and by rural teachers when questions of organi¬ zation are concerned. The materials finally accepted by State department officials will be mimeographed and distributed for experi¬ mentation under differing conditions prevalent in the State, as, by trained teacher under close supervision, same with little supervision, by untrained teacher under both conditions.6 The committees were furnished with sample units of a course de¬ signed to illustrate good practice, with illustrative “ planks in the curriculum platform,” such as statements concerning immediate and ultimate objectives of curriculum content, suggestions concerning the selection of material approximating life situations, material designed to provide for individual differences and increased participation in social life, and the like. Definite criteria for the evaluation of the work performed by each committee were also worked out to assist in improving the committee’s work before its transmittal to the execu¬ tive committee. Approximately 400 rural teachers arc now experimenting with the first issue of these materials. 138 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 RURAL EDUCATION 139 Report or a Commission on Revision and Recodification of the School Laws Relating to the Financing of Education in Con¬ necticut 7 Preliminary findings of the commission on revision of laws relat¬ ing to the financing of education in Connecticut which point toward the need of measures for equity of educational opportunity and an equalizing fund were as follows: (1) Whereas in 1854, 61 per cent of the cost of public education was borne by the towns and 39 per cent by State grants, in 1927, 94 per cent came from the towns and 6 per cent from the State with the probability that in 1928 the local burden would reach 95 per cent. (2) The wealth of the towns within the State varies from $1,400 to $80,000 per child, measured by the grand list. It is obviously impossible to furnish the same quality of education to children in towns having such varied re¬ sources. (3) The Federal income tax for 1927 was $29,000,000, or $7,000,000 more than the cost of the elementary and secondary school program, indicating that resources are available to the State which are denied to the town. (4) There is considerable migration of pupils from town to town. (5) Compulsory education laws require that all children of stated ages must attend school during the period designated compulsory annually. In Connecticut 12 distinct State grants are available. The out¬ standing grant is that based on enumeration. A second important grant is one designed to aid towns of low tax valuation. It is dis¬ tributed in inverse ratio to the grand list. These grants have not equalized tax burdens and school opportunities. Concerning the educational needs of children and a State plan for financing schools, the commission laid down the following princi¬ ples: (1) It is essential to provide equitable educational opportuni¬ ties for all children. (2) A satisfactory financial plan necessitates finding measures of educational need and of ability of the towns to meet this need. It was decided that a satisfactory measure of ability could be determined by the percentage of the average tax income devoted to education over a period of three years. As a result of a factual study it was determined that 34 per cent of the average tax income should be the demand on the towns made by the State if State aid was to be received. The educational task was measured in terms of the equated pupil, with $70 for each equated pupil tentatively established as a satisfactory minimum. This was derived from a study of costs of education in the State under present practice. The expense of transportation was not considered in arriving at this Abstracted from an address given by Dr. E. T. Meredith, commissioner of education, Dec. 12, 1928, Washington, D. C. 140 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 measure. The equated pupil is a measure of the educational task which considers, in addition to average daily attendance, relative costs in large and in small schools; and in high and in elementary schools, when equally efficient standards are maintained. The State participation recommended in the report is as follows: (a) The present enumeration grant is retained (reasons chiefly traditional) to the extent of assuring all towns at least the equivalent of this grant. ( b ) For participation in the “equalization grant” any town will be required to raise from local taxation sources the equivalent of 34 per cent of the sum of the average tax income plus the income from local permanent school funds, and to devote this amount to current elementary and high-school support exclusive of the kinder¬ garten and of transportation service. ( c ) If the sum thus made available, together with the income from the “ town deposit ” fund and the enumeration grant, be found in¬ sufficient to assure $70 per equated pupil the balance up to this amount will be paid as a reimbursement by the State, provided that no State contribution shall be made to assure a total in excess of the actual expenditure for current school support, as stated under (&). (d) Over and above this grant the State will assist towns in the support of elementary and high school transportation by reimbursing such part of the expenditures on this account as the State board of education may in its discretion and after detailed investigation find to constitute an equitable aid in this respect. The following concrete instance, based upon 1927 data, will make the foregoing summary clearer as to its practical application : Under (a) The enumeration grant in town X _ $576. 00 Under (6) Average tax income - 24,079.89 Permanent local school-fund income _ 900. 00 Total (6) _ 24,979.89 34 per cent of total ( 6 ) _ 8, 493. 16 Under (c) 34 per cent, raised by local taxation _ 8,493.16 Town deposit fund income _ 282. 54 Enumeration grant - 576. 00 Total (c) _ 9,351.70 Total cost of $70 program (245 equated pupils times $70) _ 18,410.00 Subtract total (c) _ 9,351.70 To be paid by State in addition to enumeration grant - 9, 058. 30 Enumeration grant _ 576. 00 Total by State as refund to assure $70 program - 9. 634. 30 Under (d) Town X’s claim for transportation aid to be added after the need has been determined by investigation. RURAL EDUCATION" 141 In case, however, this town chooses to offer less than a $70 program per equated pupil, the State will reimburse only for the difference between total (c) ($9,351.70) and the cost of the actual program offered. In case the town wishes to go beyond a $70 program it may do so at will, but the State’s reimbursement would be no larger than the above illustration. Under the distribution covered in ( a ), (&), and (c), approxi¬ mately $3,600,000 would be assured from the State to towns and cities upon the basis of 1927 data. In addition, as covered under (^), the report calls for $550,000, approximately three-fourths of 1925 expenditures for elementary and high-school transportation, to assure towns an equitable aid for the element of transportation, a very vital factor in the equalization of educational opportunity, especially in the small towns. The total assured from the State under this complete plan, on the basis of 1925 data and provided all eligible towns qualify for the full grant, is approximately $4,150,000. The proposal as set forth in the report represents a coordination of fiscal and educational conditions, based upon fact and scientific procedure with the aim of developing a simple and comprehensive plan for the support of public education. It starts and ends with the assumption that the State must look with equal favor upon all children within its borders. It represents the concern of the State in the matter of school support to be the assurance of a reasonably satisfactory educational opportunity to all children regardless of residence. The fundamental motive of the report is educational equity. Financial Aid to Rural Schools as Provided in New York’s State Program 8 The -first step taken in New York State for the equalization of edu¬ cational opportunity by equalization of taxation was taken by the legislature at the 1925 session. The 1919 and the 1920 sessions of the legislature had increased the State apportionments to public education by more than $20,000,000, but the distribution of this ad¬ ditional fund was made on the old plan of teacher quotas, each district receiving additional amounts in proportion to number of teachers employed without regard to ability to support schools. The 1925 session of the legislature added approximately $9,000,000 to the apportionments and provided that about $4,000,000 of this amount should be distributed by what is known as the equalization quota plan. The remaining $6,000,000 was distributed on the district and 8 Prepared by Ray P. Snyder, chief, rural education bureau, New York State department of education. 115044°— 30 - 10 142 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 teacher quota basis, a large portion of the amount going to the small schools, since at that time it was believed that a graduated quota distribution to such schools was more equitable and satisfactory than the equalization quota. The purpose of the 1925 legislature was to increase largely the apportionments to the rural sections which include all schools in all units having a population of fewer than 4,500. This purpose was very generally carried out although distribution of the equalization quota went only to schools employing five or more teachers. The distribution of funds by the equalization quota plan worked so satisfactorily that the second I step was taken in 1927 when the legis¬ lature provided additional apportionments to be distributed to all schools, the larger portion to be distributed by the equalization quota plan to those school tax units within which were employed five or more teachers. By this plan approximately $18,000,000 was added to the State apportionments the first year with provision for an additional $6,000,000 to be added each year for three succeeding years and to continue at the maximum amount thereafter. There are two fundamental factors in determining the equalization quota that a district shall receive: (a) Full valuation of district, and (b) average daily attendance of pupils in the district. The amount of the equalization quota increases as the pupil at¬ tendance increases and the valuation decreases. The details of the apportionment are rather complicated and can not be well explained, but the general principle of recognition of school burden and tax ability is easily understood. For the actual working out of the formula a teacher factor is used, 27 grade pupils (average daily attendance) being a teacher factor. Although generous apportionments had been made by the acts of 1925 and 1927 to the districts in which were employed fewer than five teachers, the third step in the equalization of educational oppor¬ tunity through tax equalization will be taken by the 1929 legislature. Under the proposed plan all 2, 8, and 4 teacher districts will receive an equalization quota if their valuation and average daily attendance will give them such a quota. No such district will receive a smaller apportionment than is now paid under the old plan. Each 1-teacher district will receive in State aid the difference be¬ tween a 4-mill tax on full valuation and the amount expended for support and maintenance of the school in the district up to $1,300 for the first year, $1,400 for the second year, and $1,500 for the third year and thereafter. Each 1 -teacher district will receive not less than it is now receiving under the old plan of apportionment. This is an entirely new proposal for small districts and it is believed RURAL EDUCATION 143 that it is more equitable than the equalization quota plan for such districts, since in many of them the average daily attendance is small. It is estimated that -this new legislation will add about four or five million dollars more in State apportionments to schools. CENTRAL RURAL SCHOOLS The 1925 session of the legislature amended what is known as the central school act to add liberally to apportionments for central dis¬ tricts. By the central district law an optional plan is provided for the establishment of larger tax and administration units. Encour¬ agement was thus given to the establishment of these units by the 1925 legislature and as a result more than 50 such districts have been established since the spring of that year. The central district law as amended provides that a central dis¬ trict, when formed, shall be entitled to all the aid to which the separate districts are entitled, and in addition thereto to a building quota equal to 25 per cent of the cost of any new buildings or remodel¬ ing old buildings and to a transportation quota equal to one-half the cost of transportation carried on within the district. When all plans are in full operation the total State apportionments to education in New York State will approximate $100,000,000. A PARTIAL LIST OF IMPORTANT STUDIES ISSUED OR PUBLISHED DURING THE BIENNIUM OF INTEREST TO RURAL EDUCATION STATE SCHOOL FINANCE Measurement of the need for transporting pupils. Burns, Robert L. New York, Teachers College, Columbia University, 1927. The cost of living of teachers in New York State. Harry, David P., jr. New York, Teachers College, Columbia University, 1929. Distribution of trained teachers among rural elementary schools. Carr, J. W. New York, Teachers College, Columbia University, 1927. State support for public schools. Mort, Paul R. New York, Teachers College, Columbia University, 1926. Financial support of education in Arkansas. Hill, A. B. Little Rock, Ark., State department of education. Financing education in Connecticut. Simpson, A. D. State of Connecticut, 1927. Improvement of the Kansas plan of financial support for common schools. Mort, Paul R. Report of the School Code Commission, Supplement to Vol. II, 1928. A plan for providing equality of educational opportunity in Nebraska. Mort, Paul R. Nebraska State Teachers Association. Research Bulletin, No. 3, 1928. A study of the equalization of educational opportunities in Kentucky. Adams, J. E. Bulletin of the University of Kentucky. September, 1928. 144 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Financing of education in West Virginia. Cavins, L. V. State department of education, Charleston, West Va., 1926; and Survey of education in West Vir¬ ginia Organization, administration and finance. State board of education, 1928. The equalization of educational opportunity in Wisconsin. Callahan, John C. Madison, Wis., department of education. RURAL SECONDARY EDUCATION Althaus, Carl B. The distribution of the tax burden in township and com¬ munity high schools of Illinois. Chicago, Illinois Agricultural Association, 608 South Dearborn Street, 1927. 98 p. Ferriss, Emery N. Secondary education in country and village. New York, D. Appleton & Co., 1927. xix, 401 p. Gaumnitz, Walter H. Comparative status of secondary education in rural and urban communities. Washington, Government Printing Office, 1928. 14 p. (U. S. Bureau of Education. Rural School Leaflet No. 44.) Koos, Leonard V. The secondary school organization — the rural high school. In his The American secondary school. Boston, Ginn & Co., 1927. p. 270-296. Bibliography: p. 297-298. Kraybill, D. B. The problem of admitting rural pupils to high school. State College, Pennsylvania, School of Agriculture, Department of Rural Education, December, 1927. (Bulletin, Research Series, vol. 4, no. 1.) Smart, Thomas J. A proposed larger school unit for an area in northeastern Kansas. Lawrence, Kans., University of Kansas, 1927. 117 p. (Bulletin of Education, vol. xxviii, no. 13, July, 1927.) Smith, E. T. Training teachers for small high schools. Stevens Point, Wis., Central State Teachers College, 1928. (Bulletin, Series 2, No. 96.) Whitney, Frederick L. High-school opportunities in Colorado. Greeley, Colo., State Teachers College, Department of Educational Research, 1927. 83 p. RURAL-SCHOOL SUPERVISION Bulletin of information relating to the helping teacher supervision in New Jersey. Trenton, N. J., State department of public instruction. A study of the problem of classroom supervision conducted by a committee of union superintendents of schools, with, and under the direction of, the Mas¬ sachusetts State Department of Education. Boston, Mass., Massachusetts State Department of Education. A 2-year experiment in Ascension and Assumption Parishes, La., to establish the value of classroom supervision. Abstract in mimeographed form. Baton Rouge, La., State department of education. Value of supervision in rural schools of Oakland County. Lansing, Mich., Michigan Education Association. Bulletin No. 7. More efficient supervision of our rural schools an economic necessity. Raleigh, N. C., North Carolina State Department of Public Instruction. Bulletin. Educational achievement. Vol. II of the Survey of education in West Vir¬ ginia. Charleston, W. Va., West Virginia State Board of Education. The problem of the State in providing aid for rural supervision. Baldwin. Educational administration and supervision, September, 1927. Supervisory activities in Maryland. Baltimore, Md., Maryland State depart¬ ment of education. Bulletin. RURAL EDUCATION 145 Report of regional conferences of district superintendents. Albany, N. Y., New York State department of education. Bulletin. Some essential viewpoints in supervision. United States Bureau of Educa¬ tion. Bulletin, 1929, No. 3. A survey of observable, improvable factors which evidence skill in teaching. Bamberger. Elementary School Journal, November, 1927. Why teachers fail. Morrison. Journal of Educational Research, September, 3927. A comparative study of ratings of teachers in training and teachers in service. Hamrin. Elementary School Journal, September, 1927. Status and training of critic teachers. West. Educational Administration and Supervision, November, 1927. A study of the professional activities of the elementary-school principal. Klopp. Elementary School Journal, September, 1927. Activities of rural-school supervisors. Kibbe. Elementary School Journal, January, 1928. Surveys of instruction. Brim. The Journal of Educational Method, June, 1928. Factors that characterize superior teachers. American School Board Jour¬ nal, August, 1928. TEACHER-TRAINING PROBLEMS Supply and demand in teacher training. Buckingham, B. R. Columbus, Ohio, 1926. Ohio State University Studies, vol. 2, no. 15. Bureau of Educa¬ tional Research Monographs, No. 4. Factors affecting distribution of training teachers among white elementary schools of North Carolina. Carr, J. W. New York City, Teachers College, Columbia University, 1927. (Contributions to Education No. 269.) Status and work of training supervisors (the critic teacher). Garrison, Noble Lee. New York City, Teachers College, Columbia University, 1927. (Contributions to Education No. 280.) Specific preparation of teachers in North Carolina as revealed by transcripts presented in application for various types of teachers certificates. Noble, M. C. S. Raleigh, N. C., State department of public instruction, 1928. A study of teacher training in Vermont. Steele, R. M. New York City, Teachers College, Columbia University, 1926. (Contributions to Education, No. 243.) The special work and the office of a State director of teacher training. Yuell, Gladstone H. Cincinnati, Ohio, University of Cincinnati, June, 1927. CURRICULUM EXPERIMENTATION Four years in a country school. Dunn and Everett. New York, Teachers College, Columbia University, 1926. Twenty-sixth yearbook, National Society for the Study of Education. Bloom¬ ington, Ill., Public School Publishing Co. Modern educational theories. Bode. New York, Macmillan, 1927. Curriculum making in an elementary school. Lincoln elementary school staff. Boston, Ginn & Co., 1927. The child-centered school. Rugg and Shumaker. Yonkers, N. Y., World Book Co., 1928. 146 BIENNIAL. SURVEY OF EDUCATION, 1926-1928 SCHOOL LIBRARY STUDIES A library in reach of all. Arkansas State Department of Education. School library service in Calaveras and Tuoloume Counties (Calif.). West¬ ern Journal of Education. School Library Yearbook No. 2. American Library Association, Educational Committee. State direction of library service for rural schools. United States Bureau of Education. State participation in public-school library service. Frank Herman Koos. New York, Teachers College, Columbia University. Surveys of school library conditions in two counties in Michigan. Michigan State Library. CHAPTER VI SECONDARY EDUCATION By Carl A. Jessen Specialist in Secondary Education , Office of Education Contents. — Growth in public high schools — The reorganization movement — The junior college — The curriculum — Articulation between educational units — Research and sec¬ ondary education. GROWTH IN PUBLIC HIGH SCHOOLS During the period 1918 to 1926 the total population of the United States increased somewhat less than 15,000,000, not quite a 14 per cent growth, according to estimates of the Bureau of the Census. During this same time the number of high schools increased 5,400, a 33 per cent increase. The teaching force in these schools practically doubled. The number of pupils, too, came within a hundred thou¬ sand of doubling during the 8-year period. Costs increased more than 300 per cent. These situations are reported in Table 1. Table 1. — Public high-school increases, 1918-1926 1918 1922 1924 1926 Number of schools _ _ Number of teachers _ Number of pupils _ Cost _ 16, 300 84, 988 1, 933, 821 $162, 875, 761 i 18,000 129, 537 2, 873, 009 $417, 297, 222 19, 442 144, 230 3, 389, 878 $589, 189, 606 21,700 169, 538 3, 757, 466 $697, 911, 735 1 Estimated. At the present time more than one-half of our population of ages 15-18, inclusive, is actually enrolled in secondary schools. In 1918. the percentage was 28.29; in 1920, 37.80 ; in 1922, 41.74; in 1924, 48.35; and in 1926, 53.12. The corresponding percentages for en¬ rollments in public high schools range from 25.6 in 1918 to 48.2 in 1926. THE REORGANIZATION MOVEMENT Attending the unprecedented expansion in secondary education is the widespread movement for reorganization. Before the war the 4-year high-school course was practically universal ; organization on any other basis was relatively rare. Now we have junior high schools, senior high schools, junior-senior high schools, 5 and 6 year 147 148 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 high schools, and junior colleges with many varieties within each of these classes. In 1924, 2,549 high schools, exclusive of junior colleges, reported that they had deviated from the regular 4-year organization. In 1926, the Bureau of Education had a record of 3,637 reorganized schools, a 42 per cent increase during the two years.1 Enrollment is an even more revealing measure of the extent to which the reorganization movement has taken hold of secondary education. The total enrollment in reorganized high schools in 1924 was 885,411 ; in 1926 it was 1,539,021, a 73 per cent increase. The fact that the percentage of increase is much larger in enroll¬ ment than in the number of schools argues that reorganization is taking place more frequently in large than in small high schools. This fact is emphasized in the following paragraph, quoted from a study completed by a special committee of the National Committee on Research in Secondary Education and published by the Bureau of Education : 2 It is seen from the totals for each population group that 10.9 per cent of the schools involved occur in places of 100,000 or more population ; 9.6 per cent occur in population centers of 30,000 to 100,000 ; 29.4 per cent occur in popula¬ tion centers of 2,500 to 30,000; 50.1 per cent occur in all urban centers com¬ bined ; and 49.9 per cent occur in population centers of less than 2,500, or rural territory. Approximately 80 per cent of all high schools occur in rural terri¬ tory, compared with 49.9 per cent for schools of the junior-senior type. It is obvious, therefore, that the junior high school occurs in urban territory in a higher comparative frequency than in rural territory. It should not be concluded that reorganization is confined to or especially prevalent in any special section of the United States. The States in which the largest number of schools have been reor¬ ganized are, in order, Ohio, Indiana, Michigan, with Pennsylvania and Massachusetts tied for fourth place. The States in whicli the ratio of reorganized to total high schools is highest are, in order, Alabama, Massachusetts, Vermont, Utah, New Hampshire, Michigan, Colorado, West Virginia, Arizona, Florida, Wyoming, and Califor¬ nia. In all of these States more than one-third of the schools have been reorganized. Among the different types of reorganized schools the junior-senior organization is of greatest frequency. The number of segregated junior and senior schools and of undivided schools is, however, in¬ creasing at a much more rapid rate. The plan of having junior and 1 A slight discrepancy will be noted between these figures and those given in Bulletin of the U. S. Bureau of Education, 1927, No. 33, Statistics of Public High Schools, 1925-26. This variation results from the fact that not all reports had been received at the time the tables of Bulletin No. 33 were compiled. 2 Bulletin of the U. S. Bureau of Education, 1928, No. 28, The Rural Junior High School. Dr. E. N. Ferriss, of Cornell University, was chairman of the committee making the study. SECONDARY EDUCATION 149 senior schools together is plainly giving way to segregation of these units or, in the smaller school systems, to consolidation into a single five or six year unit. The 3 -year unit is decidedly in the ascendancy. This is true of the segregated junior high school, the segregated senior high school, and the 3-3 plan of junior- senior high school ; in all of these situations the 3-year unit outnumbers the total of all other classes approximately 3 to X, Three-fourths of the undivided schools are of the 6-year type. The variety in types of reorganized schools is extraordinary but not surprising when one considers that the movement has been rapid, unorganized, and without attempt at standardization nationally or regionally. In promoting reorganization, it is true, many of the States have announced uniform State plans; these have, however, usually been quite flexible — for guidance rather than for conformity to any one pattern. School systems desiring to organize on some basis other than the 7-4 or 8-4 plan have thus generally been allowed freedom in experimentation. This attitude may serve to explain the situation shown in Table 2, where 28 different types of reorgani¬ zation are listed, aside from a number of unclassified schools. The Biennial Survey of Education, 1924-1926, carried a similar table.3 Comparison of that table with Table 2, which follows, justi¬ fies the following generalizations regarding changes during the 2-year interval : 1. In seven States the reorganization movement appears to be practically at a standstill. In some of these States reorganization was well advanced in 1924. 2. Two States, Maine and Oklahoma, show an appreciable decrease in the number of reorganized schools after 1924. 3. Fifteen States show a marked increase in the number of high schools deviating from the regular 4-year type of organization. In eight States, namely, Alabama, Florida, Illinois, Louisiana, Massa¬ chusetts, North Carolina, South Carolina, and Texas, the number of reorganized schools has increased from 100 to 800 per cent during the 2-year period. 4. The principal increases have been in the segregated senior, the segregated junior, and the five or six year undivided high schools. While statistical data for the Nation more recent than 1926 are not available, the following statements, based upon reports submitted by State departments and city school systems, are indicative of trends in the reorganization movement since 1926 : 3 In this publication refer to Table 5 of Ch. V, Trends in the Development of Secondary Education. 150 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 Table 2. — Reorganized high schools classi State Total Continental United States _ _ Alabama .. Arizona. _ Arkansas - California . Colorado . Connecticut _ Delaware _ District of Columbia. Florida _ _ Georgia . . Idaho Illinois - Indiana. Iowa _ Kansas _ Kentucky _ Louisiana _ Maine _ Maryland _ Massachusetts. Michigan„. Minnesota.. Mississippi. Missouri--. Montana... Nebraska _ Nevada. . . . New Hampshire. New Jersey _ New Mexico _ 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 _ 3,637 164 17 52 136 83 29 4 8 63 33 16 56 276 175 152 46 18 24 21 232 261 93 52 96 14 65 5 49 53 12 160 24 24 297 115 25 232 1 5 13 28 67 37 42 30 . 37 100 73 22 Segregated junior high schools Total Grades 6 and 7 Grades 6-8 | Grades 6-9 1 Grades 7 and 8 | Grades 7-9 | Grades 7-10 TJ C 03 00 C/7 O) V 0 ' Grades 8-10 Total Grades 8-11 Grades 9-11 Grades 9-12 3 4 5 6 7 8 9 10 11 12 13 14 15 127 2 28 6 167 629 74 17 5 414 1 19 111 21 1 10 9 1 3 1 6 1 4 1 2 .... 8 1 3 3 1 2 1 76 23 1 18 3 15 8 2 14 1 13 4 1 8 8 32 1 25 5 1 4 15 2 11 2 6 3 1 2 2 1 20 1 11 14 13 7 38 18 18 2 16 11 25 1 3 20 1 12 2 62 1 23 38 47 22 8 3 4 1 5 2 6 1 1 1 1 2 9 2 2 8 3 3 2 14 1 12 .... 1 1 109 15 92 1 43 13 55 8 38 6 1 2 24 7 27 1 23 1 2 12 1 2 1 1 17 2 12’ 2 1 10 1 6 3 3 1 1 23 1 7 13 2 15 7 1 1 1 22 12 7 3 11 1 8 29 2 27 11 1 2 2 1 69 2 64 2 1 5 2 6 5 .... 1 3 1 2 78 11 66 1 29 5 18 1 17 6 14 1 3 10 8 3 89 10 68 11 26 4 3 3 3 10 3 4 3 4 1 1 28 2 17 2 6 1 15 .... 14 21 14' 6 1 4 7 2 5 2 2 14 4 "s 1 1 2 14 2 11 1 5 2 39 1 36 "2" 7 1 28 1 1 1 23 2 10 4 3 1 1 Segregated senior high schools 280 SECONDARY EDUCATION 151 fied according to type of organization, 1926 Junior-senior high schools Undivided high schools Total 1 Grades 6 and 7, 8-11 Grades 6-8, 9- 11 Grades 7 and 8, 9-11 Grades 7 and 8, 9-12 Grades 7-9, 10 and 11 Grades 7-9, 10-12 Grades 8 and 9, 10-12 Grades 8 and 9, 10 13 Grades 8-10, 11 and 12 Total | Grades 6-11 Grades 7-11 Grades 7-12 Grades 8-12 | Grades 8-13 Grades 9-13 | Unclassified 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 ,407 9 10 16 610 14 735 16 2 1 596 4 27 471 86 2 6 93 124 6 4 111 3 15 14 i 1 1 4 4 4 3 1 1 32 9 I 22 :::::: 10 1 7 2 29 2 27 5 2 44 20 24 11 9 2 2 10 2 8 1 4 4 24 6 1 17 2 2 1 10 4 1 2 2 1 2 2 8 6 2 2 1 1 1 15 11 4 2 2 70 1 39 30 152 1 148 3 121 84 32 5 13 4 1 9 4 39 15 23 1 3 2 1 1 20 13 7 11 4 2 1 1 2 10 | 2 8 5 1 1 3 1 5 — 2 3 1 1 31 1 24 4 2 11 4 2 2 3 38 108 , 51 57 68 58 10 6 45 38 8 7 1 1 38 1 24 13 12 4 2 6 60 28 32 3 4 2 5 2 21 9 11 1 5 2 3 1 3 3 16 16 4 4 6 6 3 8 6 2 1 73 39 33 1 11 10 1 2 7 1 1 2 2 1 10 1 5 4 15 13 2 6 1 5 96 1 32 2 61 91 3 87 1 3 71 1 34 33 2 1 18 16 2 2 2 1 1 1 68 1 21 46 45 3 40 2 4 1 1 4 2 1 1 1 1 7 3 4 12 — 8 4 1 1 1 12 1 6 5 10 3 7 11 7 3 1 1 1 21 16 5 11 10 1 1 6 i 1 5 2 i 1 6 16 . 7 8 1 1 1 1 36 7 2 27 18 i 17 23 6 17 12 7 5 15 _ 15 1 i 1 . . 152 BIENNIAL SURVEY OF EDUCATION, 192C-1928 Nearly 15 per cent of the school systems located in cities of 2,500 population or more introduced junior high schools for the first time during the past two years; slightly more than 20 per cent of the cities had introduced junior high school organization previous to 1926. Alabama is looking forward to issuing a list of approved junior high schools. Connecticut reports 6 reorganizations during the biennium. Rhode Island reports 10 new junior high schools; Providence plans to open 1 new additional junior high school an¬ nually for several years to come. Kansas added 15 new junior high schools to the State approved list in 1928. Kentucky and Ohio report the establishment of many new junior high schools in cities and of 6-year high schools in villages. Louisville is establishing its school system on the 6-3-3 basis. More than one-half of the high- school pupils in Pennsylvania are enrolled in reorganized schools ; the city of Philadelphia passed the half way mark in February, 1928. Practically all pupils of grades 7, 8, and 9 in Denver are now in junior high schools. Wyoming offers special State aid to those reor¬ ganized schools in which junior high school teachers hold educational qualifications equivalent to those of teachers in the senior high school. In New York State the rapidly increasing interest in junior high school organization has been one of the outstanding developments during the past two years. THE JUNIOR COLLEGE The public junior college is a unit of secondary education wdiich is receiving increased attention. L. Y. Koos reported in 1922 the existence of 207 junior colleges in the United States ; 46 of these were parts of local public-school systems.4 In 1927 these figures were brought down to date showing operation at that time of 325 junior colleges, 105 of which were classified as public.5 Enrollments showed an even more convincing increase of 121 per cent during the 5-year period, with the increase reaching 217 per cent in the public junior colleges. F. L. Whitney 6 in 1928 found 382 junior colleges operat¬ ing with an enrollment of 44,372 students. Directory material ten¬ tatively prepared in the fall of 1928 by the American Association of Junior Colleges listed 408 junior colleges, with an enrollment of 50,529 students. In addition to marked development in California the public junior college has been developed especially in the Mississippi Valley from Canada to the Gulf of Mexico. California leads with 30 public 4 Koos, L. V. The Junior College. Education Series, No. 5, 1924. University of Min¬ nesota, Minneapolis. 6 Koos, L. V. Recent Growth of the Junior College. School Review, April, 1928. 6 Whitney, F. L. The Junior College in America. Colorado State Teachers College, 1928. SECONDARY EDUCATION 153 junior colleges and Iowa is second with 20. According to the latest lists there were 38 junior colleges accredited by the North Central Association and 13 by the Southern Association. Both of these as¬ sociations maintain special committees for the study of junior college development. Iowa, Kansas, New Hampshire, Oklahoma, and Wyoming have, within the past two years, established standards for accrediting junior colleges. Foster 7 secured data in 1927 indicating that official recognition was given to junior colleges in 20 States; Whitney 8 lists 24 States in 1928. In some cases, such recognition was given by the State university; in others by the State board or the State department of education; in still others by the State college association. Standards had been prepared in some States ; in others, the standards of regional and other accrediting agencies had been accepted. The junior college as ordinarily organized is an independent 2- year unit to which pupils are admitted upon graduation from high school. A plan by which the two years of junior college would be combined with the last two years of high school has been advo¬ cated by authorities such as Koos, Proctor, and Eby In April, 1928, the school board of Pasadena, Calif., definitely adopted the 6—1-4 plan. Johnstown, Pa., and Hillsboro, Tex., are other school systems in which the junior high school is a 4-year unit with an¬ other 4-year unit of senior-high-school- junior-college grade more or less clearly defined. Principals Ewing and Harbeson and Super¬ intendent Sexson of Pasadena have discussed the advantages of the 6 4 4 plan in recent articles.9 Opinion appears to be crystallizing in favor of two general types of curriculums, one preparatory to further college work, the other terminal with the end of the junior college. The terminal courses, too, are frequently of two kinds, those designed for students who desire some specific type of vocational training, and those in¬ tended for students whose plans for entrance upon a vocation are not so definitely matured. Recent outstanding additions to the educational literature on the junior college are : An incisive study by Eells, indicating that junior- college graduates did better work in the last two years at Stanford 7 Foster, J. Owen, and others. Some Phases of the Junior College Movement. Indiana University, Bureau of Cooperative Research, 1927. 8 The Junior College in America, by F. L. Whitney. Colorado State Teachers College, 1928. 9 Ewing, William F. The 6-4—4 Plan of Educational Reorganization. In Proctor’s The Junior College, 1927. Harbeson, John W. The 6-4-4 Plan of Schools Organization, with Special Reference to Its Application in the City of Pasadena. California Quarterly of Secondary Education, October, 1928. Sexson, John A. Six-Four-Four Plan of School Organization. American Educational Digest, October, 1928. 154 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 University tlian did students who attended the university four years;10 a group of papers given before a conference on the junior college in California ;* 11 bulletins on the junior-college movements in Louisiana,12 in Iowa,13, and in California; 14 reports by Whitney on changes in junior-college purposes and curriculums ; 15 and books by Bennett,16 Proctor,17 and Whitney.18 THE CURRICULUM The interest displayed in the curriculum during the past 35 years, and especially during the past decade, is resulting in significant changes in public schools. Monroe and Herriott19 indicate that the principal developments in curriculum making since issuance of the Report of the Committee of Ten have been the following : Em¬ phasis upon objectives with attendant clarification and extension of the purposes which are aimed at in our secondary schools ; some elimi¬ nation and a great deal of addition to subject offerings, together with grouping of subjects into curriculums; marked changes in content of subjects, especially on the junior high school level; adaptations to meet individual differences in interests, tastes, capacities, and prob¬ able futures of pupils. Criticism of the curriculum from both within and without the school is frequent.20 Much of this criticism must, however, be inter¬ preted rather as lack of satisfaction with present status than as disap¬ pointment over the progress which has been made. In “ the old red schoolhouse ” much of the English training consisted in learning to spell unusual and unused words, reading a few classics, studying formal grammar, and memorizing rules of rhetoric; civics courses were brief and placed almost exclusive emphasis upon organization of government; physiology concerned itself with structure, botany with classification, and zoology with pickled specimens. These ghosts 10Eells, W. C. University Records of Students from Junior Colleges. California Quar¬ terly of Secondary Education, June, 1928. 11 California Quarterly of Secondary Education, October, 1928. 12 Foote, John M. The Junior College Movement in Louisiana. State Department of Education, Baton Rouge, 1928. 19 Samuelson, Agnes. Public Junior Colleges. State of Iowa, Des Moines, 1928. 14 Cooper, William, John, and others. The Junior College in California. California State Department of Education, Sacramento, 1928. 16 North Central Association Quarterly. Issues for September and December, 1928. 16 Bennett, G. V. Vocational Education of Junior College Grade. Warwick & York, 1928. 17 Proctor, William M. The Junior College, Its Organization and Administration. Stan¬ ford University Press, 1927. 18 Whitney, F. L. The Junior College in America. Colorado State Teachers College. 1928. 19 Monroe, Walter S., and Harriott, M. E. Reconstruction of the Secondary School Cur¬ riculum ; Its Meaning and Trends. University of Illinois Bulletin, Urbana, June 19, 1928. 30 See, for instance, William S. Learned’s The Quality of the Educational Process in the United States and in Europe. The Carnegie Foundation for the Advancement of Teaching, 1927. SECONDARY EDUCATION 155 of a bygone day appear paler than ever before, if one places them in juxtaposition with modern English courses stressing oral and written composition, extensive reading, and scientifically selected spelling words; or with present-day civics courses emphasizing functional treatment of problems ; or with up-to-date programs of health educa¬ tion. The curriculum was theoretical and is now practical, was formal and is now functional, was rigid and is now flexible, was nar¬ row and is now broad. No one will contend that all curriculum ideals have been achieved. But we have come a long way ; and the trail still leads upward. During the period under consideration a total of 64 revised or newly developed State courses of study in one or more high-school subjects reached the Bureau of Education from 29 States. Four States published general revisions of all high-school courses and four others were engaged in such revision on July 1, 1928. A sampling of school systems reporting to the bureau for 1926- 1928 showed that 63 per cent had programs for revision of the high- school curriculum completed or in progress. In cities of more than 100,000 population the percentage reached 86, and in cities below 10,000 it dropped to 54; one explanation for the lower percentage in smaller cities may be that these school systems relied more generally upon State courses of study than did those in larger centers. One- third of the cities had programs of revision in progress at the close of the biennium ; one-fifth reported completion of revision of courses of study for junior high school or senior high school or both; one- twelfth were committed to the policy of constant revision. Consideration of the secondary-school curriculum by national and regional associations has been especially pronounced. The commis¬ sion on the curriculum of the Department of Superintendence brought to a close its five years of work with two yearbooks dealing with the curriculum in secondary education. The National Society for the Study of Education issued its twenty-sixth yearbook on foundations and technique of curriculum building. The Virginia Committee for Research in Secondary Education gave its 1928 meeting to considera¬ tion of curriculum construction. The commission on unit courses and curricula of the North Central Association of Colleges and Sec¬ ondary Schools presented elaborate reports to that association at the annual meetings of 1927 and 1928. No one of these organizations attempts to set up a national curricu¬ lum or to develop courses of study which can be transferred bodily into the schools. The Department of Superintendence, in its fifth (1927) yearbook,21 gives one part of the report to discussions of the 21 Department of Superintendence, Fifth Yearbook. The Junior High School Curriculum. National Education Association, 1927. 156 BIENNIAL SURVEY OF EDUCATION, 1926-19 2 8 place of the junior high school in the American program of education ; by far the larger portion of the yearbook deals with research studies conducted in the various subjects of the junior high school curricu¬ lum. In the sixth (1928) yearbook of the Department of Superin¬ tendence 22 discussion and data are presented on problems, principles, and practices relating to the high school ; as with the fifth yearbook, a considerable section is devoted to abstracts of research studies in the several subjects. The twenty-sixth (192I7) yearbook of the National Society for the Study of Education 23 deals with the curricu¬ lum in a fundamental way; there is thus included much material equally significant for all levels of educational work. One chapter of the foregoing is assigned to current practices in curriculum making in public high schools, and in other chapters description is offered of cur¬ riculum construction in a number of particular cities and schools. The Virginia Committee for Research in Secondary Education 24 studied principles, trends, and techniques with special emphasis upon mathe¬ matics and social studies. The commission on unit courses and cur¬ ricula of the North Central Association presented reports25 of 16 subject committees during the past two years. The reports set up qualitative standards in the various subjects. The problem of how much , i. e., quantitative standards, is not considered unimportant but must, in the opinion of the commission, for its solution await answer to the question of what hind , i. e., qualitative standards. Most of the curriculum studies of the biennium are classifiable as belonging to one or more of the following types: (1) Discussions of fundamental principles underlying the curriculum; (2) investiga¬ tions on subject content and methods of teaching; and (3) studies in the administration and organization of the curriculum. Ample illustration of the first type of study is offered in the com¬ mittee reports referred to in earlier paragraphs. The second type of study is usually initiated by an individual, sometimes by a school system; it is often experimental, frequently statistical without con¬ trolled experimentation. Studies in the administration of the cur¬ riculum are commonly statistical investigations of practice and are likely to be found as parts of studies of the first two types mentioned A significant group of studies in the administration of the cur¬ riculum has recently been focused upon subject eliminations and additions viewed from an historical standpoint and upon subject requirements, elections, and enrollments as practiced at the present time. 22 Department of Superintendence, Sixth Yearbook. The Development of the High- School Curriculum. National Education Association, 1928. 33 The Twenty-Sixth Yearbook of the National Society for the Study of Education. The Foundations and Technique of Curriculum Making. Public-School Publishing Co., 1926. a4 University of Virginia Record Extension Series, Vol. XIII, No. 3, 1928. x North Central Association Quarterly, March, 1927, and March, 1928. SECONDARY EDUCATION 157 Joseph Roemer 26 found for 844 secondary schools of the Southern Association that in five years subjects had been added 1,612 times and dropped 606 times, a ratio of 2.7 to 1. Eighty-three subjects were involved in these changes. George S. Counts27 found a totaJL of 471 subject changes intro¬ duced into senior high schools of 90 cities over a period of five years. Of these changes 341 were in the nature of additions while only 130 were eliminations, a ratio of 2.6 to 1. Ninety-two subjects were in¬ volved in these changes. In the junior high school the changes were not so numerous, but the ratio of subjects added to those abandoned was 4.6 to 1. Doctor Counts comments as follows on the tendency to make additions to the curriculum : While this practice has resulted in a much-needed enrichment of the narrow program of language and mathematics, it can not be pursued indefinitely. Already the secondary-school curriculum exhibits weaknesses which may be traced to this constant addition of new materials of instruction. It is too often a mere aggregation of subjects, an unintegrated program of unrelated activities. The two years under consideration have witnessed a definite trend toward inquiry into subject requirements, subject elections, and sub¬ ject enrollments. It is apparent that data of this type indicate, more definitely than eliminations and additions of the past or offerings of the present, the emphasis and effort given to the various subjects in secondary schools. Subject requirements for high-school graduation as placed by States are reported for the year 1925 in Table 15 of the sixth year¬ book of the department of superintendence. Similar data for 154 cities are included in Table 9. In Table 25 are given the facts on required and elective subjects in community high schools of Illinois. An investigation conducted by the Bureau of Education 28 inquired into the requirements for graduation placed by State authorities, by city school systems, and by individual schools during the school year 1927-28. These studies of graduation requirements agree in showing English as the subject leading both in frequency of requirement and in amount required of the subject. Social studies follow English closely. Laboratory science and mathematics run a close race, mathematics being probably slightly in the lead. Physical education takes fifth place. Few pupils are required to take foreign language or any specified group of vocational subjects. The investigation by the Bureau of Education discloses : 28 Bulletin of the Bureau of Education, 1928, No. 16, Secondary Schools of the Southern Association. 27 See Chapter VII of the Twenty-Sixth Yearbook of the National Society for the Studj of Education. 29 Bulletin of the Bureau of Education, 1928, No. 21, Requirements for High-School Graduation. 115044° 158 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 If the central tendencies are accepted as typical, the high-school pupil presents for graduation 16 semester credits of constants and in addition completion of a definite curriculum, or one major and two minors aside from English, or both. Free election is thus limited to one-fourth or less of the pupil’s work. The studies dealing with subject elections of individual students are frequently limited to the graduates of one high school or to the entrance credits presented to one college or university. Illustra¬ tions of such studies are to be found in Chapter III of the sixth yearbook of the Department of Superintendence. These studies offer a good indication of the relative importance of the various subjects in any particular school for which data are gathered. If a consider¬ able number of schools were to conduct such surveys on cooperative and comparable bases, the findings would carry greater value since the requirements of one local situation would not then so definitely govern election by pupils. Probably the most accurate single measure of relative emphasis placed upon the various curriculum subjects is found in data regard¬ ing the number of pupils taking the several subjects. Investigations of this type were conducted by the Southern Association, the Modern Foreign Language Study, and the Bureau of Education. The Southern Association study 29 reveals that enrollments for 1927 range from 83.9 per cent of all pupils registered in English to 0.09 per cent taking Greek. The departments of instruction named in descending order according to number of registrants are : English, mathematics, social studies, natural science, commercial work, Latin, music, Spanish, home economics, French, manual training, art, agri¬ culture, German, and Greek. The original tables report pupil en¬ rollments in the various subjects, (or years of work), within each of the departments named. The Modern Foreign Language Study released in 1928 a very com¬ plete report on enrollments in foreign languages.30 The committee conducting the inquiry secured positive information regarding for¬ eign-language enrollments in 83 per cent of the public secondary schools in 1925. Their findings were that slightly under 24 per cent of the pupils were registered in Latin and slightly more than 24 per cent in modern languages. The modern-language enrollments, stated in terms of percentages of total enrollment, were: French, 13; Spanish, 10; German, 1; Italian and other foreign languages, negligible. During the school year 1927-28 the Bureau of Education asked public secondary schools of the nation to report enrollments by sub- 20 Bulletin of the Bureau of Education, 1928, No. 16, Secondary Schools of the Southern Association. 80 Wheeler, Carleton A., and others. Enrollment in the Foreign Languages in Secondary Schools and Colleges of the United States. New York, The Macmillan Co., 1928. SECONDARY EDUCATION 159 jects. Returns from these reports are being tabulated and will ap¬ pear in another section of the Biennial Survey of Education for 1926-1928. At the time of writing incomplete tabulations have been made for nine States — namely, California, Iowa, Louisiana, Massa¬ chusetts, Minnesota, New Jersey, Ohio, Texas, and Washington. In these States 609,893 pupils were enrolled in the schools which have reported. The percentages which the enrollments in various subjects were of this total enrollment are indicated in Table 3. To show trends parallel percentages are given for subject enrollments in the same nine States in 1922, when the last previous tabulation of this kind was made by the Bureau of Education. The number of high-school subjects reported by these States in 1928 was 243. In order to make the items for 1928 and 1922 comparable in Table 3 it was necessary greatly to reduce this number' by grouping subjects. Table 3. — Percentages of pupils in nine States enrolled in 'various high-school subjects, 1922 and 1928 Subject Per¬ cent¬ age of total enroll¬ ment, 1928 Per¬ cent¬ age of total enroll¬ ment, 1922 Subject Per¬ cent¬ age of total enroll¬ ment, 1928 Per¬ cent¬ age of total enroll¬ ment, 1922 English _ 95.01 80.40 Spanish . . . 13. 16 15. 16 American history. 18.26 15. 57 German, _ 1.67 .66 Foreign history. . . _ _ 28. 97 32. 93 Other foreign languages (Greek, Other history.. . _ _ .. .. .33 .57 Italian, Norse, Swedish, He¬ Civics (community civics in¬ brew). _ _ _ . .. .29 .24 cluded) _ _ _ 16.52 18.44 Bookkeeping ... ... _ 10.61 14.27 Sociologv.. _ 3.25 2.71 Shorthand. _ _ 8.69 9. 18 Economics. 5.31 5. 48 Typewriting _ 16. 19 13.86 Other social studies. . 3.60 (!) Commercial law 3.36 1.25 Phvsics 6.83 9. 13 Commercial geography. _ _ 5. 14 1. 92 Chemistrv.. 7.84 7. 99 Penmanship. .. 1.28 2.02 General science. 18. 12 17.83 Spelling. . .30 .72 Physical geography 2. 36 3. 89 Office practice 1.66 .28 Botany... _ _ 1. 19 2. 86 Business organization . . _ 3.26 .03 Zoology. _ .32 1.04 Other commercial subjects _ 1. 59 .32 Biology. _ 11.41 7. 12 Physical training... _ 17.11 6. 39 Phvsiologv _ 2. 26 5. 20 Agriculture. ... _ 3. 17 4.56 Hygiene and sanitation 6.60 4.54 Home economics _ _ 20. 32 14.99 Other science. .96 .24 Manual training.. 12.68 12.67 Algebra (beginning and advanced) - 31.24 36. 99 Mechanical drawing. ... ... .. . 8. 39 3. 12 Geometry (plane and solid) 18. 82 21.95 Music.. 26. 53 25. 40 General mathematics . _ 6. 21 (0 Art and drawing . . _ _ ... 10.11 12.66 Arithmetic (advanced and com¬ Normal training... _ .94 1.01 mercial) _ _ _ _ 9.09 11. 97 Public speaking _ _ 2.32 1. 32 Other mathematics _ 1.63 1.93 Printing _ ... _ _ 1. 14 .22 Latin _ _ _ _ 18. 67 22.44 Subjects not listed above _ .23 .01 French.. _ _ 11.87 15. 79 *Not reported. Emphasis, as measured by pupil enrollment in the various major departments, is in the following order: English, social studies, mathematics, science, commercial subjects, and foreign languages. In 1922 the order was : English, social studies, mathematics, science, foreign languages, and commercial subjects. The most pronounced increase in enrollment has taken place in English and in commercial 160 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 work ; social studies and science enrollments have remained relatively stationary; mathematics and foreign languages have lost. Among individual subjects it is apparent that American history is gaining at the expense of foreign history; general mathematics is making inroads into enrollments jn algebra and geometry; biology, sanitation, and hygiene show material increases; physics is losing; physiography and physiology are receding in importance; botany and zoology have almost disappeared as separate subjects; all the foreign languages most frequently taught have dropped in number of pupils registered ; in commercial work bookkeeping has lost while typewriting, commercial law, commercial geography, office practice, and business organization register increasing numbers of pupils; home-economics enrollments show a substantial increase ; mechanical drawing is becoming important in the number of pupils enrolled; physical education has had more convincing growth in enrollment than any other major individual subject. There has been displayed during the two years covered by this report unprecedented activity in study, construction, and revision of the secondary-school curriculum. Much remains to be done. In fact, one of the important principles which has more and. more clearly emerged with the unfolding of the movement is that curriculum study is never done. Society demands of the curriculum maker that he be continually on the alert, adapting old courses and developing new ones to meet the needs of changing conditions. In that direc¬ tion lies progress. ARTICULATION BETWEEN EDUCATIONAL UNITS Another subject upon which attention is now focused by the educa¬ tional world is that of articulation between units in the educational system. Correlation of work is no less important within units than between them. However, since correlation is more easily attained within units and since lack of correlation becomes most obvious when the pupil passes from one unit to the next, the attack has generally been aimed at the places where the traditional 4-year high school joined with the elementary school on the one hand and with the college on the other. With the expansion of secondary education to include in the junior high school some of the grades formerly assigned to the elementary school and in the junior college the early college years, both of these affected areas have been drawn into secondary education, and the problem which formerly was passed from one unit to the other now becomes peculiarly germane to secondary education. Recent evidences of the interest in articulation are to be found in various quarters. The regional associations, always concerned with SECONDARY EDUCATION 161 relationships between high schools and colleges, are approaching the subject through investigations of college entrance requirements and of the success of high-school graduates in college. During the biennium both the North Central and Southern Associations heard reports of committees on college entrance requirements. These two associations and the Association of the Middle States and Maryland have elaborate programs for follow-up studies of high-school graduates who enter" colleges. The State Board of Education of New Hampshire gathered data for the school year 1927-28 regard¬ ing the success of high-school graduates after they entered college. The Association of College Presidents and the State department of public instruction in the State of Pennsylvania, in collaboration with the Carnegie Foundation for the Advancement of Teaching, are conducting a study of the relations of secondary and higher educa¬ tion in that State. Two chapters of the sixth yearbook of the department of superintendence dealt with interrelations of high schools and colleges.31 A most convincing indication is the action of the department of superintendence in assigning its entire year¬ books of 1929 and of 1931 to the subject of articulation. The junior high school, if it lives up to its announced ideals, is a partial solution to the problem of articulation. Bridging the gap between the elementary school and high school has been one of its avowed purposes. How well it is achieving this object is one of the questions asked by both its opponents and supporters. A study by Powers 32 indicates that pupils remain in school for a longer time and progress through school more rapidly under junior high school than un¬ der the traditional school organization. That this retention and im¬ proved promotion rate may not be altogether a gain is suggested by his findings that actual pupil achievement probably is not so great in the junior high school as in the parallel grades under the 8-4 plan; this in turn may be ascribable principally to lower ability of pupils in 6-3-3 than in 8-4 systems in the particular schools that he studied. Fritz 33 uncovered evidence that under the 6-3-3 plan the break had merely been postponed one year, occurring between the ninth and tenth grades instead of, as formerly, between the eighth and ninth grades. It is obvious that the junior high school holds the possibility of making the path of education easier by bridging the gap between units; it holds also the possibility of neutralizing efforts at articulation by merely transferring the location of the gap or of actually impeding » Chs. 6 and 7. 82 Powers, J. Orin. The Junior High School : A Study of Instructional Results in a Typical City System. Minneapolis, University of Minnesota Press, 1927. “Fritz, Ralph A. An Evaluation of Two Special Purposes of Junior High School: Economy of Time and Bridging the Gap. University of Iowa Studies in Education, Vol. IV, No. 5. Iowa City, November, 1927. 162 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 progress by substituting two gaps for the one which previously existed. At the upper end of the secondary school period the youthful junior college faces a problem of articulation no less serious. In fact, the difficulties are probably more grave; for this new arrival inherits aged animosities and old misunderstandings which have in the past beset the relationships between high schools and colleges. That the junior college has a real articulation problem to wrestle with is indicated in the findings of Koos 34 that during the first two years of a standard college course students repeat approxi¬ mately four-fifths of a year of work. How much of this duplication is useful and necessary is a matter still to be determined. One of the outcomes of the recent discussion of articulation has been revived interest in the length of the period of training. The first important call for a shortening of the period of preparation was voiced by the late President Eliot 40 years ago. Baker of Colo¬ rado, Harper and Judd of Chicago, Ives of Louisiana, Cammack of Kansas City, and Stewart of Georgia are names associated with the effort to make possible graduation of students from high school at a younger age. The junior high school has brought enrichment but not shortening of the course; the coming of the junior college has not been accom¬ panied with any reduction in the number of years which pupils are expected to spend in school. It is not astonishing, therefore, that with the subject of articulation holding the stage proponents of a shorter period of schooling should have injected this issue into the discussion. The 7-4 elementary high-school system obtaining in a number of the Southern States has formed the basis for much of the argument favoring reduction in the number of years of preparation. Existing, as the 7-4 plan does, in juxtaposition with the 8-4 system, compari¬ sons are conveniently made, and students of education, with an eye to economy of time, have naturally asked, Do the results justify the expenditure of money and time involved in retaining pupils more than 11 years in elementary and secondary schools? Three investiga¬ tions conducted during the past two years are referred to here as reflecting recent approaches to this question. For the purpose of ascertaining how extensive is the 11-year sys¬ tem, a letter was sent in March, 1928, from the Bureau of Education to the State departments of public instruction in all States where, according to reports on file, schools were operating on the 11-year plan. The States were requested to report the total number of pupils, 34 Koos, Leonard V. The Junior College. Minneapolis, the University of Minnesota, 1924. SECONDARY EDUCATION 163 of both elementary and high-school grades, enrolled in public schools organized on the 11-year plan and on the 12-year basis. With tv/o exceptions the data submitted were for the school year 1926-27. The information secured is as follows : Table 4. — Distribution by State ■s of pupil s enrolled in 11-year and 12-year school systems State Pupil enrollment in 11-year systems Pupil enroll¬ ment in 12-year systems State Pupil enrollment in 11-year systems Pupil enroll¬ ment in 12-year systems Georgia _ _ _. 652,907 400,402 118,064 13, 367 3, 426 782, 602 40,000 None. 141, 541 412, 534 74,248 41,549 South Carolina . . 471, 701 1, 210, 127 32, 143 512, 520 None. 7, 945 106, 614 36, 797 Louisiana _ Texas . . . . Maryland _ Utah . . . Missouri.. _ Virginia.— _ _ New Hampshire _ Total . . 4, 197, 259 861,228 North Carolina _ The above table indicates that the 11-year system is more wide¬ spread than is generally realized. In the 10 States included, almost five times as many pupils are educated in 11-year as in 12-year sys¬ tems. Two of the States have no schools organized on the 12-year plan; in four others considerably less than 10 per cent of the pupils are registered in 12-year systems. Compared with enrollments for the Nation as a whole, it becomes evident that more than one-sixth of the public-school pupils of the United States are attending schools where only 11 years are required for completion of the element ary- high-school course. The Southern Association continued, as a part of its study of freshman college grades, a comparison of grades of students coming from 11-year systems with those of students who graduated from 12-year courses. The results showed that over a 6-year period nine- tenths of 1 per cent fewer failures were registered by students com¬ ing from 12-year school systems than were charged against graduates of 11-year schools. The report 35 states that “ the difference is too small to be of importance.” The commission on length of elementary education, C. H. Judd, chairman, reported 36 in 1927. An extensive study of 7 and 8 year elementary systems had been conducted by the commission in Mary¬ land counties, in a considerable number of city school systems of the United States, and in Ottawa and Toronto, Canada. The findings of the investigation were: That pupils in 7-year elementary systems completed school at an earlier age than in 8-year systems ; that, while graduates of the 7-year schools were sufficiently well prepared to 36 Proceedings of the Association of Colleges and Secondary Schools of the Southern States, March, 1928. See pp. 219-220. 38 Report of the Commission on Length of Elementary Education. Published by the University of Chicago as Supplementary Educational Monograph No. 34, November, 1927. 164 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 enter high school, test results showed a slight superiority of pupils from 8-grade systems; that these differences tended to disappear when the records of pupils were followed into normal schools and colleges. The following interpretation of the findings is quoted from the report : 37 The commission which prepared this report has been led by its investigations and discussions to the belief that a proper understanding of the function of the elementary school will result in a very general reduction of the time devoted to rudimentary subjects and will result also in an earlier opening of high-school opportunities to all pupils. In other words, it is the belief of the commission that the evolution of the American educational system calls for a more general and a more rapid advancement of pupils into higher courses. It appears, therefore, that two principal tendencies are operative in the matter of length of the period of schooling. One of these would add two years to the public-school course by providing, after high school, two years of training in junior college; the other would shorten the period of preparation by eliminating one or more years from the elementary-high-school course. The opposing views are probably not so far apart as may appear at first sight. The belief is not uncommon that by careful organiza¬ tion and by rigorous elimination of nonessentials and duplications it may be possible to complete in 12 years all the necessary content with which pupils are now required to spend 14 years. That this is a practicable plan for students of superior ability few will question; that it is possible of realization with the average student is the con¬ tention of many; that students of all levels of ability should be al¬ lowed to progress at their natural rate as individuals is an ideal often voiced but infrequently realized. RESEARCH AND SECONDARY EDUCATION The amount of research conducted in secondary education is very large. Walter S. Monroe 38 lists 2,999 theses accepted during two years, 1925-1927, for master’s and doctor’s degrees in education. Of these, 335 are classified as dealing exclusively with secondary edu¬ cation. Of the 24 major subjects into which Doctor Monroe classifies education the only two for which larger numbers of studies are reported are educational psychology and a consolidated section given to special subjects of the curriculum. In a recent bulletin of the Bureau of Education 39 103 of 1,478 research studies are classified under secondary education; here the studies in secondary education 37 Ibid., p. 136. 38 Titles of Master’s and Doctor’s Theses in Education Accepted by Colleges and Univer¬ sities in the United States Between October 15, 1925, and October 15, 1927. College of Education, University of Illinois, Urbana. •® Bulletin of the Bureau of Education, 1928, No. 22, Bibliography of Research Studies tu Education, 1926-27. SECONDARY EDUCATION 165 outnumber all other classifications except a grouping under the gen¬ eral heading, “ Special subjects of the curriculum.” Inquiry into the type of research which is carried on indicates that the majority of the studies relate to past and present practice in organization of schools, curriculum, grading of pupils, retardation and* elimination, student activities, training and experience of teach¬ ers, school costs, and the like. A considerable group of studies by candidates for degrees deals with early development and current con¬ ditions in State and local school systems. The reports of research bureaus in cities and States frequently give results of intelligence and achievement testing programs. Experimental work under conditions more or less closely controlled is receiving some attention. According to reports from 242 school systems the experiments most frequently concern adaptations made to care for individual differences; teaching methods are next in frequency ; size of class is third. A total of 42 experiments on 30 different subjects were reported by the 242 school systems. Some of the experiments are so described as to suggest trial of a new de¬ vice or method rather than any organized attempt at measuring and comparing results of alternative procedures. The situation is that, with the exception of comparatively few systems, the public schools have been so busily engaged with the daily problems of providing for the ever-increasing numbers of a heterogeneous pupil personnel that scientific investigations looking toward evolution of new approaches and evaluation of old ones have been left to workers in experimental schools and in schools of educa¬ tion. Experimentation has thus for the most part been conducted by students in educational institutions. The experiments usually are of short duration, involve relatively few cases, and in their re¬ sults are not comparable with other experiments carried on in the • same field. It appears that there is opportunity here for educational leader¬ ship. Thousands of teachers and administrators throughout the United States are eager and able to join a great cooperative under¬ taking for the solution of problems related to secondary education. It is entirely practicable to select certain such problems for investiga¬ tion and to conduct studies for their solution in many schools con¬ temporaneously and on a comparable basis. With authorization by Congress of an appropriation of $225,000 for a 3-year study of secondary education beginning July 1, 1929, it should be possible to shed light on a trail which is now too often shrouded in darkness. . . CHAPTER VII SCHOOL HEALTH WORK By James Frederick Rogers Chief, Division of Physical Education and School Hygiene, Office of Education Contents. — Medical and dental work — Studies regarding physical defects — Better teeth — Health education — Nutrition — Anthropometry — Physical education — Sanitation — Clothing — Rural schools — Summer camps — Results of school health work — Nurse training — Teacher training) — Parent-teachers — Health of the teacher — Legislation and State supervision. In the biennium 1926-1928 the three hundredth anniversary of the founding of modern physiology was celebrated. A tercentenary is an exceedingly small fraction of the time since man discovered the use of fire, invented clothes and houses, and began to huddle together under conditions which have rendered knowledge of hygiene impera¬ tive to his welfare. It is but a half century since he fully recog¬ nized his ubiquitous enemies, bacteria. However, the foundations of physiology and hygiene having been laid, man’s brain has been in¬ creasingly busy along these lines and even a biennium brings forth knowledge, or applications of knowledge, in school health work that is worth recording. MEDICAL AND DENTAL WORK As most significant in the field of medical and dental inspection, or “ health examinations,” we would place the passage of a law in New York State, which reads as follows : Physicians to be qualified for certification as school medical supervisors shall possess the following qualifications : 1. Graduation from a medical school registered by the State education de¬ partment and licensed to practice medicine in New York State. 2. One year of acceptable interneship. Five years of successful practice in medicine may be accepted in lieu of one year of interneship. 3. Six semester hours of postgraduate work in a school or schools of medicine in such subjects and in such institutions as may be approved by the State commissioner of education. The following subjects indicate, the type of instruc¬ tion that should be included in such postgraduate courses: (a) Medical exam¬ ination of school children; (b) psychiatric problems of school age; (o) prob¬ lems of growth and nutrition; ( d ) preventable defects of eyes, ears, teeth, posture; ( e ) school sanitation; and (f) communicable disease control. 4. Six semester hours of postgraduate work in a school or schools of educa¬ tion in such subjects and in such institutions as may be approved by the State commissioner of education. The following subjects indicate the type of in- 167 168 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 struction that should be included in such postgraduate courses: (a) Principles of health education, and (&) organization and administration of health educa¬ tion in public schools. The State commissioner of education may grant a temporary certificate to physicians who present satisfactory evidence of successful experience for three or more years in medical inspection and health service. The temporary license shall be valid for only one year, but may be renewed twice upon presentation of evidence of postgraduate work as suggested in paragraphs 3 and 4 above. Where undergraduate medical instruction and training have included special preparation in the field of health service equal to the qualifications set up for postgraduate work, such undergraduate preparation may be accepted for the certification of medical supervisors. The medical supervisor or inspector has hitherto rarely had any special training for his work. Part-time employment has been taken up, as a rule, to “help along” financially, while full-time workers have usually been so poorly paid that men with special training or superior capacity for this work have not been common. Since the State of New York pays a bonus to the local community employing a medical inspector it became evident to the State authori¬ ties that they would only get their money’s worth by making sure that this employee had at least a minimum of special preparation. With this required training the schools of New York will have a better medical service than formerly, even with the same type of men who have been employed. There is a tendency throughout the country toward the payment of higher salaries for directors of school health work, which promises a better personnel for this line of work. What has been said with regard to the lack of training of school medical inspectors applies about as well to school nurses. New York State officials have not overlooked this fact, and they require, besides the usual professional training, the completion of “ at least six semester hours in approved professional courses in health education.” A nurse so trained and certified is now distinguished as a “ nurse- teacher.” It is to be hoped that in time not only the term “school nurse ” but also “ nurse-teacher ” will be supplanted by a title which does not savor of the sick room. The percentage of corrected defects by which (other things con¬ sidered) the effectiveness of medical inspection is to be measured seems to be increasing and has reached as high as 85 per cent in some cities. It is impossible to make comparisons in this respect, however, owing to the elasticity of the word “ defect ” and also of the term “ corrected.” Strictly speaking, most defects can not be “corrected” at all, as for example, bad vision or defective hearing or a leaking heart, but they may be compensated for or possibly improved by treatment. Since few defects can be “ corrected ” or SCHOOL HEALTH WORK 169 “ cured ” reports in which these terms are used, when “ treated ” or “ compensated ” are meant, are misleading. In the publications of this bureau emphasis has been placed on the importance of the presence of parents at the physical examina¬ tions of their children, since much needed information can be secured from them directly and they in turn can be not only told but shown the physical needs of the child without the expensive visitations of the school nurse so often required to bring about action in regard to defects. Hitherto, it has been necessary to point to the examples of English and Canadian schools but at present it can be stated that a high percentage of parents were present at examinations in Boston during the past year, and in Kalamazoo they were present at 100 per cent of the examinations. Perhaps other cities have gone as far in this direction. Within the year one inspector has complained that the “presence of parents slows up the work of examination.” Per¬ haps it does, and it should where it is run on the speeding-up, piece¬ work plan too frequently in vogue. Overmuch time should not be spent on examinations and an experienced examiner can find out a great deal of importance in a few minutes, but many cases require much time if nice decisions are to be made, and these should be made. The cost and the risk are too great to recommend without due con¬ sideration such procedures as the removal of tonsils, and the wearing of glasses is not an unmixed blessing even when these are rightly fitted. Although the physician chosen by the parents is the final source of decision as to the need for treatment, he may agree only from courtesy with the school physician or he may disagree, both of which decisions are bad for the medical inspector and, in the first instance, may be bad for the child. Some years ago systems were devised by which a hundred or more children could be “ run through ” the inspection mill in an hour, but it is worthy of note that an aver¬ age of 20 minutes per child is allowed for this by the city previously mentioned, Kalamazoo. For first examinations this is certainly none too much, and if the health of the school child is as important as it is often said to be, at least 20 out of 50,000 minutes devoted to his schooling each year may well be given over to the appraisal of his physical machinery. An event of much importance for the future of medical inspection was the organization in 1927 of the American Association of School Physicians, which held its first meeting in 1928. The proceedings will be published by the society. The training of teachers in the examination of children for physi¬ cal defects proceeds apace both in training schools and locally in connection with the development of health work, especially in the 170 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 absence of school physicians or nurses. In Virginia, where examina¬ tions of children in rural schools are made almost wholly by the regular teachers, 95 per cent of the children were examined in the school year 1927-28; 73 per cent were found with defects of vision, hearing, nose, throat, teeth, or nutrition, and 14.5 per cent had all such defects attended to and were enrolled as “ five pointers.” In one county 100 per cent were examined and 58.8 per cent of those found defective were reported as having all their defects “ corrected.” In the State as a whole the number of “five pointers” was double that for the preceding year. STUDIES REGARDING PHYSICAL DEFECTS For the medical inspector the question as to whether the tonsils of a child are or are not a menace has always been a troublesome one, and a decision in the matter is of the utmost importance, for, if possible, no child should be exposed to the risk nor his parents to the expense of a tonsillectomy. Unfortunately the medical inspector himself has added very little to his own knowledge, nor is he likely to until his records on the subject consist of something more than a cross after the word “tonsils” to indicate that they were apparently “too large” or “diseased” and a similar sign to indicate that they were “ corrected.” However, one excellent study from school medical inspection records (so far as those records go) has been made by Kaiser of Rochester by a comparison, after a lapse of years, of the condition of children who had had their tonsils removed with the condition of those for whom removal was advised but this advice was not followed. Kaiser published his first observations after three to five years had elapsed following operations. In 1927 (Journal of American Medical Association, December 31, p. 2238), he published the results of comparisons after an interval of five to eight years. These studies seem to indicate that there is a considerable reduction in frequency of head colds and sore throat, but the effect on other conditions assumed as related to the tonsils, such as rheumatism, chorea, carditis, are very disappointing. In these cases there was no separation of children with adenoids from those with supposedly dangerous tonsils, and the method of removal is not considered, which leaves much for the future investigator. Another excellent contribution on this subject in the biennium, from material collected partly in schools, is that of Collins and Sydenstricker, of the Public Health Service (“An Epidemiological and Statistical Study of Tonsillitis,” Public Health Bulletin, No. 175, July, 1927). The findings of this study are fairly in accord with that of Kaiser. SCHOOL HEALTH WORK 171 The Public Health Service has also contributed a “ Special Study of the Vision of School Children,” by Kempf, Jarman, and Collins (Public Health Reports, Vol. 43, No. 27, July 6, 1928). By the use of a cycloplegic it was found that a large percentage of children who had 20/20 vision by the usual test were very defective. The authors reinforce the statement made in publications of this bureau that the Snellen test should not be used exclusively in the examination of the eyes, by recommending that “ any child with symptoms of eye- strain should be sent to an eye physician for careful examination even if the naked eye reads 20/20 on the Snellen chart.” This chart is of most importance in detecting myopia which these investigators found in 2 per cent of children at 6 to 7 years and it increases to 9 per cent at 12 years. It is highly important that such cases be discovered and treated. An interesting contribution has been made in this biennium to our knowledge of “ The Physical Status of the Urban Negro Child,” by Dr. E. Blanche Sterling, of the Public Health Service (Public Health Reports, Vol. 43, No. 43, Oct. 19, 1928). She reports 31 per cent entirely free from dental caries and in almost 33 per cent of those defective in this particular the amount of caries was very small. About one-third of these negro children had tonsils which were “ considerably enlarged or diseased or both.” A relationship between decayed teeth and abnormal tonsils has been said to exist, brought about either through the influence of the bacteria flourishing in the former or from some mutual causal relationship ; but these statistics for colored children would seem to dispose of such a theory, for de¬ fective teeth are much more common among white children and the proportion reported as having defective tonsils is not usually so high among white children as among negroes. Certainly in no biennium has so much constructive research along lines of physical defects been reported. BETTER TEETH Great progress has been made in the study of the causes and pre¬ vention of our most common disease, dental caries. The results of work along this line were presented in 1927 in the publication of the Bureau of Education entitled “ Better Teeth.” Since the time of that publication reports of a number of studies have been published, all indicating that faulty nutrition, prenatal and postnatal, are the chief cause and that the right feeding of the child even at school age is still a factor in tooth preservation. The lack of fruits, vege¬ tables, and milk in the diet seems to be the most important factors in decay, although other things besides food may enter into the nutritional problem. The methods of prevention of decay worked 172 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 out in the Forsyth Dental Infirmary have been applied with excel¬ lent results elsewhere both in this country and abroad, and studies are in progress further to improve the technique for these procedures. There is still an enormous waste of time and money in the removal, or ninth-hour repair of stomatic wreckage, but we may look forward to the application of the knowledge we possess in the detection of decay in its inception, or better, its anticipation by the repair of faults of structure in which decay usually begins. At least 90 per cent of the children can be sent from school with good teeth. HEALTH EDUCATION The development of health teaching has proceeded in the direction of the search for firmer foundations on which to build. This is evi¬ dent in the use of the word “ tentative ” in the title of many recently constructed “ outlines ” or “ courses of study.” There have been analyses of subject matter (as that by Miss Strang) and some inconsistencies of teaching revealed. The invoca¬ tion of fairies and clowns seems to be a thing of the past and con¬ ventional health plays are mentioned by some as of doubtful value. It has become more and more evident that aside from the few habits, the results of which can be checked by the teacher from observation, there is need of the closest cooperation of the home in order to secure health practices. The presentation of health information in connection with his¬ tory, mathematics, etc., has received much attention, but such correla¬ tion presupposes a high degree of preparation on the part of the teacher and is easier said than done. The high school remains the weakest link in the health education chain, the teaching usually being done inadequately and to a com¬ paratively small proportion of the pupils. If our colleges were to require for entrance as much knowledge of the structure and behavior of the physical machinery, with which the student lives and works, as they do of Latin or mathematics there would be a vast change in our high-school teaching both in content and kind as regards physi¬ ology and hygiene, i NUTRITION Nutrition work is becoming more a general feature of school health work with insistence on the practice of habits leading to bet¬ ter nutrition by all, and at home rather than in school. Children are now provided with better lunches than formerly whether these are brought from home or supplied at school. The school lunch in many rural schools has been improved, both as to content and feed- SCHOOL HEALTH WORK 173 ing practices, through such simple directions as have been pub¬ lished by this bureau. In Virginia the supervisor of physical and health education has brought about a marked improvement through the very simple plan o,f the supervised lunch. The children bring whatever is furnished by the parents, but are required to eat to¬ gether in the presence of the teacher, with sufficient time devoted to the meal. By noting what other children bring and' how their food is prepared and by the comments of the teacher there has been an improvement in the content of lunch boxes, while the leisure with which the food is consumed and other elements of hygiene have brought about a perceptible betterment in nutrition. Open-air schools have not been reviewed for a decade and this subject has recently been taken up by this bureau. This study has not been completed but the most striking features of the informa¬ tion received is the variety of minimum temperatures allowed in different schools. Some still follow the early custom of adapting the child to the weather out-of-doors, but in other schools minima of 40°, 50°, 60°, and even 65° are maintained. It is also interesting to note that very few open-air schools claim, as formerly, better attendance than in other schools. This can be accounted for in part by the fact that the regular school buildings in these cities are not now superheated. ANTHROPOMETRY Anthropometry, which reached its height both in interest and in multiplicity of measurements about 40 years ago, has steadily declined until there has been little left of it other than weighing and measuring the height. It was abandoned by the physical edu¬ cator and adopted by the nutritionist. Only those who worked in college gymnasia in the earlier epoch can appreciate the interest in his physique aroused in the student of that time by the taking and comparison of many measurements. It is true that most of those measurements were taken experimentally and were found to be of little or no intrinsic value, but we have gone too far in discarding so many of them. A revival of interest in this subject seems likely to be inaugurated by the studies of Raymond Franzen, of the Ameri¬ can Child Health Association. From his investigations he finds that the breadth of hips is of more importance with relation to weight than is the standing height ; while by a combination of measurements, of height, breadth o,f hips and depth and breadth of chest he can determine with great accuracy the correlative body weight. We may look forward to interesting developments in the practical application of this study. 115044° 174 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 PHYSICAL EDUCATION The increase to 35 in the number of States having laws requiring the teaching of physical education and to 17 in the number of State direc¬ tors of physical education! and health has, of course, meant an exten¬ sion of physical activities in schools. In some States the appointment of one or more assistants to the State director has made local stimula¬ tion and direction more possible. In Virginia, where a division was made into 10 supervisory districts, each with a director, these assist¬ ants not only visited in one year 4,600 schools, but introduced physical activities for the first time into 1,400 of them. There has been a steady increase in the number and size of school playgrounds and some attention has been turned toward making them usable for as many days of the year as possible. The provision of after-school supervision of play for all pupils, rather than exclusively for those on competitive athletic teams, has been made in some com¬ munities and the need for this is more and more appreciated. Here the school merges with other agencies of civic welfare. The conduct of interscholastic games is faced rather than ignored by school authorities and it may be expected that before long athletics will be managed by the school instead of the school being controlled by the athletic interests inside and outside its walls. By a recent revision of. the physical education law of Michigan “the superintendent of public instruction shall have supervision and may exercise control over the interscholastic athletic activities of all schools of the State.” In Maryland these activities have long been under the control of the State department, while in seven other States having State directors of physical education, these officials are connected with the State interscholastic athletic associations and help to shape their policies. In New York State an effort initiated by Dr. Frederick Rand Rogers has been made to render coaches and other adults less con¬ spicuous in the management of games and to return them to the hands of the players where they properly belong. Such reforms are already spreading to other States. The Carnegie Foundation for the Advancement of Teaching is making a study of athletics in colleges and has issued a publication dealing with athletics in schools abroad. Dr. Louis I. Dublin has been conducting an investigation into the longevity of college ath¬ letes. From his preliminary report men of such superior motor vigor do not seem to last longer than the average of the general public. The biennium has brought forth a number of studies both in high schools and colleges of the showing of. students participating in athletics as regards intelligence and scholarship. The results of some of these studies have been negative and some positive. On the whole, SCHOOL HEALTH WORK 175 there seems little relationship one way or the other unless it be that those who prefer football tend to rank lower in scholarship than those participating in other sports. In the biennium a committee of the department of superintendence on health and physical education in junior and senior high schools made its report on programs for these schools and this was published by the National Education Association and by the American Physi¬ cal Education Association. The use of leisure in our twentieth century world becomes a con¬ cern for the educator not only during the period of school life but in preparation for after-school days. The monotony of the daily task of the average adult makes it the more imperative that the lengthen¬ ing hours outside the office and factory be happily employed. If suitable opportunity and supervision are furnished, physical activi¬ ties will, by choice, occupy the leisure of a large percentage of pupils of school age, and they are thus better prepared for such use of leisure in later life. The school physical education program there¬ fore links itself with the general recreational system of a community. Whether it influences beneficially the use of leisure out of school hours becomes a test of its value. As Carl Schrader puts it, “ Unless we can interest and hold the children during their leisure hours our usefulness in the field of education may well be questioned.” To anticipate the limitations of life in man’s later years Sir Farquhar Buzzard, Regius Professor of Medicine of Oxford, sug¬ gests — that a multiplication of interests in early life, the opening up of numerous association paths in the nervous system, is a measure to be encouraged and one which may well be calculated to check the advances of senility. * * * Fashions are notoriously fickle, but every few years there arises a vogue for physical culture founded partly on aesthetic grounds, but largely on the fallacy that our good health has some relation to the size of our muscles and that violent muscular exertion is a valuable antidote to the poisonous properties of mental effort. I do not hesitate to say that I have seen a number of cases of exhaustion neurosis resulting from this popular conception of hygiene, and there is little doubt that confusion reigns in the lay mind in regard to the relative merits of physical culture, the object of which is to develop muscles, and of games of skill, the chief advantages of which lie in the fact that they supply mental recreation. From the gerontologists’ point of view, therefore, athletic games are to be encouraged in that they add to the list of cerebral activities, to the sum of varied interests. Even when advancing years prohibit personal participation, the role of an understanding spectator is not to be despised. SANITATION The problem of ventilation is far from solved either in theory or practice. In the past two years the New York Committee on Ventila¬ tion has resumed its studies. The experiments carried on in the 176 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 schools of Syracuse and in Cattaraugus County, N. Y., would seem to prove that there is considerably more respiratory illness among children attending newer schools with systems of forced ventilation than in the older buildings with change of air by gravity. There has been steady improvement in the provision of sanitary toilets, especially in the Southern States where much of this change has been made mandatory by law. The consolidation of schools, with the provision of water-carriage disposal of sewage, has helped toward better conditions along this line. A survey was made by the school health department of the Metro¬ politan Life Insurance Co. in 404 schools, housing 243,795 pupils, in 22 States. In 53 per cent of the buildings hot water was furnished for hand-washing, in 80 per cent soap, and in 84 per cent towels. Only about 20 per cent furnished hot water, soap, and towels con¬ veniently located and at least one lavatory for every 40 pupils. There has been much talk of prophylactic and curative effects of ultra-violet light, and some schools have become interested and special glass has been installed in at least a few buildings of the open-air type. Investigations bearing on the subject have not been encourag¬ ing to the use of special glass, since the amount of ultra-violet light transmitted (at least in the latitude of the northern half of the United States) does not warrant the expense. A few minutes in the open air prove more valuable than many hours under special glass. CLOTHING Since ventilation is looked upon now as chiefly concerned with the regulation of conditions affecting the elimination of heat from the body, the character of the clothing becomes closely related to it. Some of the recent studies of the New York Commission seem to give evidence of the relation of rapid air exchange to the more fre¬ quent chilling of the bodies of those children who have been exposed to wet weather. At any rate, wet clothing and, especially, wet shoes and stockings have long been known to be prejudicial to health. In the schools of some other countries dry stockings are furnished to children. In a few American schools the similar practice of having children keep an extra pair of stockings in their desks for emergency has recently been adopted. Such a simple expedient will no doubt prevent colds, sore throats, and even more formidable illnesses which have an important effect on school attendance. RURAL SCHOOLS The promotion of health work in rural schools has probably made more progress in the past two years than in any previous biennium. Legislation in a few States for sanitary improvements has been put SCHOOL HEALTH WORK 177 in practice either through departments of health or of education. In Virginia by the division of the State into 10 districts each under the supervision of a director of health and physical education, the water supply was investigated and made safe in more than 100 schools, and toilets were supplied or made sanitary in 800 schools; all of which was accomplished in a single year. Through better teacher-training more regard is had for the physical condition of school children and to their instruction in hygiene. As mentioned elsewhere the school lunch has been improved both as to food and to habits of feeding. While the teacher working in a rural school on her own initiative can do much, it is by the special machinery possible only in a county or district organization that best work can be accomplished. In 1924 the operation of “ school hygiene districts,” under full-time health directors, was authorized by law in New York, and such a district wTas established in Cattaraugus County. In 1928 a second district was organized in Ontario County which will be watched with interest. The organization of county departments of health, which goes on apace throughout the country, has furnished in many of these coun¬ ties the means for medical inspection and. sanitary supervision of rural schools. Many superintendents and teachers in rural schools are interested in the health of their pupils, but do not know how to go about its promotion. As a help to these persons this bureau issued in 1928 a leaflet entitled “ Ten Steps in the Promotion of Health in Rural Schools.” The interest in the subject was shown by the orders for thousands of copies which have been received. In Michigan an ex¬ cellent outline for a “ Suggested Health Education Program in Smaller Schools ” has been prepared by the State supervisor of physical education. This outline has been presented at teachers’ meetings throughout the State. SUMMER CAMPS While there is little to relate regarding the development of summer camps in connection with public schools, a number of colleges and universities have recently made use of the camp to bring their pupils in touch with materials studied in courses dealing with nature, such as botany, zoology, geology, and engineering; and at the same time furnish recreational facilities. The summer camp has become, of course, an integral part of the training of those who are preparing for the profession of physical education. In at least one college camp “ classes in art, mathematics, sociology, history, and English are carried on, in addition to a full physical education program.” 178 BIENNIAL SURVEY OF EDUCATION, 1926-1928 RESULTS OF SCHOOL HEALTH WORK It is but natural, especially in an age of measuring and standardiz¬ ing, that a demonstration of the actual results of school health work should be asked for. In fact such work would be prosecuted with far more vigor if figures were available to show physical and mental improvement. Such statistics as might appeal strongly to the very “ practical ” man are not likely to be forthcoming, for health is not a static condition, and school progress depends on many factors, the most fundamental of which, an adequate cerebral machinery, being fairly fixed by heredity. Comparisons of the mentality and physique of school children have shown a definite though not marked relationship, and as a rule children who rank high in intelligence and scholastic tests are comparatively free from serious physical defects. It does not follow, however, that, by the treatment of defects or improvement of hygiene, distinctly measurable results will always occur as regards school progress. In exceptional cases spectacular change does result, but not a large proportion of retardation can be so reduced. The mind of the taxpayer has been centered too much on the child who, because of serious mental or physical handicaps, fails to keep pace with the scholastic procession. He forgets that many of the ninety and nine who “ pass ” would do better work with improved physical equipment. There can be no doubt that for every defect adequately treated or removed and every item of personal or school hygiene improved, the physical and mental machinery of the child reacts more effectively even though not measurably and, other things being equal, his welfare in future is more assured. While health is not a measurable thing, certain signs of health (as absence of defects, progress in growth, and freedom from disease) can be appraised and deserve to be compared with the school practices which are intended to bring them about. The percentage of defects of school children treated adequately is a measure of the effectiveness of the school medical and dental program. For health teaching, per¬ haps the most careful appraisement of results has been made in the Malden, Mass., schools by Prof. C. E. Turner. In 1925 he presented data showing improvement in several health practices. In 1928 he presented evidence, from a study of height and weight of children ex¬ posed to an intensive health education program as compared with like measurements of a control group. The “ rate of gain in both height and weight for the children receiving health education was measurably and significantly greater than for the children of the control group.” There was not, however, any fundamental change in the height-weight ratio. SCHOOL HEALTH WORK 179 The American Child Health Association has been making a thoroughgoing survey in a number of cities of health education methods and results, and the reports of their studies are looked for¬ ward to with interest. It may be asked whether there is not some evidence from mor¬ tality records as to the general results of work for the health of the school child in and out of school. The death rates for children from 5 to 14 years of age (and also from 15 to 19 years) have declined somewhat in the past 10 years, but the decline has not been so great as in many other countries, partly because our death rates were already relatively low. Six other countries — Australia, Denmark, France, New Zealand, Germany, and Switzerland — had, in the period 1921-1925, lower death rates at these ages, so there is room for much further improvement in the United States. The health of the child is conditioned by many things over which the school has but a remote influence. In the high school and college, however, we might do more to further appreciation and support of general public health work by our future citizens. NURSE TRAINING Ten years ago a school nurse was any nurse, with or without the usual hospital training, who might secure a position in this special field. As her work was chiefly that of exterminating verminous and other skin diseases, giving first aid, and making occasional home visitations, her preparation was usually ample. Comparatively few school nurses to-day have more than the usual training of a bedside nurse, but as many of them now assume responsibility for the pro¬ motion of the entire school health program, it is evident that they need special training. The education committee of the National Organization for Public Health Nursing published in December, 1928, the outline of a course for school nurses which covers four summer terms with winter exten¬ sion work. It was prepared by Beatrice Short, assistant director of the organization, and Anna L. Stanley, chairman of the school nurses’ section. The program is as follows : First Summer 1. Principles of public health nursing : Present objectives, scope of work, organi¬ zation and methods in school nursing. Two points. 2. Family social work : The effects of social disabilities on the family ; case method of handling problems; discussion of living standards. Two points. 3. Child health : Standards for normal health and development including habit formation. Discussion of communicable diseases, health hazards and nutri¬ tion problems, or educational psychology. Two points. 180 BIENNIAL SURVEY OP EDUCATION, 192 6-19 28 Suggestions for additional courses for summer or extension work in winter. Practice work in school nursing under educative supervision. Two points. English composition. Two points. Public speaking. Two points. Second Summer 1. Methods of health education in the elementary schools. Adaptation of sub¬ ject matter and methods to health education. Consideration of various devices used in health teaching. Two points. 2. Educational psychology : Elementary psychology with special emphasis on professional situations. Two points. 3. Nutrition in health education : Includes essentials of adequate diet and food needs for different ages. The nutritive value of food materials with re¬ gard to application of such knowledge to health education, or mental hygiene. Two points. Suggestions for additional courses for summer or for winter work. Practice in family social work. Four points. (This would require a full month’s work under educative supervision.) History of education : Introduction to educational problems in a demo¬ cratic state with special reference to our own national situation. The increased responsibility of the State for eduoation. Two points. Third Summer 1. Mental hygiene. Development of personality ; deviations in personality and behavior disorders of childhood with reference to prevention and ad¬ justment. Two points. 2. Child psychology. Two points. 3. Educational sociology : Social and human origins as backgrounds for con¬ sideration of problems of modern society and the sociological method of approach to them. Two points. Suggestions for additional courses for summer or winter extension work. Practice work on staff of visiting nurse association under educative super¬ vision (2 months). Four points. Practice work in health education under educative supervision. Two points. Physical education : Folk dances, stunts, team games. Two points. Additional course in English. Two points. Fourth Summer 1. Public health nursing : This course should give a broad understanding of the many phases of public health nursing, their relation to each other and to educational and social improvement. The organization of public health nursing under official and nonofficial agencies. The advantages, plan of organization and work in a completely generalized or partially generalized service. Two points. 2. Personal hygiene or biology. Two points. 3. Organization and supervision of health education : Principles governing health education in relation to the rest of the educational program. Cri¬ teria for selecting materials and activities. Departmental correlation, or teaching of home nursing and child care classes. Two points. Suggestions for additional courses for summer or for winter extension work. Public health administration and preventable disease. Two points. SCHOOL HEALTH WORK 181 TEACHER TRAINING There has been steady progress in the improvement in the training of regular teachers for health and physical education work in schools. The physical fitness of the applicant for training is more seriously considered and better medical and sanitary supervision is offered by many schools. The opportunities for preparation for special work in this field have increased. Whereas a half century ago one might need to travel half across the continent to secure such training, there are now, besides the 14 special schools, 50 public colleges and universities, as many private institutions of this nature, and 40 teachers’ colleges and normal schools offering major courses leading to a degree. Most of the special schools have reached a 3-year basis and some of them now have 4-year courses. The Harvard University School of Public Health has been added to the institutions of this kind giving special courses for school health workers. PARENT-TEACHERS Parent-teacher organizations have been busy in furthering the health work of the schools. The most spectacular of their endeavors has been the promotion of physical examinations of children just before their entrance to school — the Summer Pound-up.” In 1925, 102 local associations in 22 States responded to this movement, while in 1927, 2,120 communities in 44 States were active. THE HEALTH OF THE TEACHER Considerable interest has been displayed of late in the health of the teacher. Since the bureau’s publication on this subject, which was issued in 1926, a committee of the School Health Bureau of the Metropolitan Life Insurance Co. has added some information as regards city schools. Forty-eight superintendents answered its ques¬ tionnaire and 62 per cent of these reported some kind of health supervision for teachers. “ Included in the methods of supervision were health examinations for certification and employment of teacher-applicants, periodic health examinations for certification and employment of teacher-applicants, periodic health examinations and some care for sick teachers.” A questionnaire investigation as to medical supervision in teacher- training institutions, made by Dr. A. O. De Weese, physician and health officer of the State Normal College, Kent, Ohio, would seem 182 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 to indicate that more of these schools are giving attention to the physical fitness of persons admitted for training. Ability to manage pupils with ease has more to do with the health of the teacher than any other condition and it would seem of the utmost importance that pupils in these schools should be taken on probation and be given, as early as possible, such experience in actual teaching as will make it evident to them and to others whether the mental wear and tear entailed will warrant further training for such work. The wide variation in the granting of sick leave was shown in an article in School Life for October, 1927. The subject is, of course, closely connected with the selection of teachers for training and the health supervision of teachers employed. As a group, teachers show comparatively little absence on account of illness, yet by better selection and supervision this absenteeism can be further reduced. Having made its selection and provided for health supervision, the school should be liberal in its allowance for absence on account of illness, for teachers are often at work when they would better be in bed and they should not be made to lose salary because of unavoidable illness. The granting of leave by the cumulative method, more commonly adopted in England, seems to be gaining favor in this country. LEGISLATION AND STATE SUPERVISION In the past biennium, two States, Florida and Arizona, were added to the list of those which have laws making provisions for physical education in public schools. There are now 35 States in which physical education is virtually a required subject. In most of these States the law applies to teacher-training institutions. The teaching of hygiene is usually included with physical education. The following States now have a director of health or physical education or of both in the State departments of education : Alabama, Calfornia, Connecticut, Delaware, Florida, Maryland, Massachu¬ setts, Michigan, Minnesota, Missouri, New Hampshire, New Jersey, New York., Ohio, Pennsylvania, Virginia, and West Virginia. In the following States one or more assistants to the State direc¬ tors are employed: California, Connecticut, Florida, Massachusetts, Michigan, Missouri, New Jersey, New York, and Pennsylvania. In at least seven of these States the expenditures for salaries and travel expense of such State officials exceed $10,000. It is manifestly unfair, however, to make comparisons of expenditures along this line, as the school population would need to be taken into account and also whether subsidies to local schools are allowed, as is the case in Maine, SCHOOL HEALTH WORK 183 Nevada, New York, and Virginia. In Maine, for example, the ex¬ penditures for the promotion of physical education amounted in 1927 to $34,500. In New York State the expenditures are large not only for the direction of hygiene and physical education and for subsidies, but also for the supervision of medical inspection which, in this State, is taken care of by the department of public instruction. In a very few States public funds are spent on school health work through the department of health, as in North Carolina, where, in 1927, $60,000 was used in the promotion of medical examinations and treatment. In a few States, such as Alabama, Indiana, and Ken¬ tucky, the State department of health is active in improving school sanitation, but in about half the States of the country the active promotion of school health work through either State department is meager or absent. In four States, where the physical education law includes provision for a State director, there are no funds for this purpose and no such official has been appointed. The physical education service of the Playground and Recreation Association of America has been very active under the direction of James Edward Rogers, and much of the legislative action and other State activities in the past two years leading to better State super¬ vision have been in large measure due to his efforts. Statewise there has been little change in laws or in direction, or lack of direction, of medical inspection. The chaotic condition in this field has been described more in detail in “ The Status of School Hygiene in the United States,” a paper presented by the author before the American Public Health Association in 1927, and pub¬ lished by that organization. In one State medical inspection is directed actively by an officer of the State department of education; in an adjoining State the same work is sponsored by the department of health, while in another neighboring Commonwealth there is supervision by neither State department. Specifications as to who may examine for defects, and what defects are to be examined for, are just as diverse. Half of the school children of the country have never had a physical examination of any kind nor will they have until the teacher-training schools prepare their students for this work, and until some State department is made responsible for the promotion and supervision of school medical service. Unsatisfactory as are many of our legal declarations and much of our practice as regards medical inspection, it must be recalled that there was no legislation on this subject a quarter of a century ago, and very little was done along this line even in our largest 184 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 cities until after the beginning of this century. There have already been some important revisions of the legal enactments on this sub¬ ject, one of which in New York concerning the qualifications of medical inspectors has already been mentioned. While physical education has had some recognition in this country for more than a century, few of the State laws making it an integral part of the school program are more than 10 years old. On the whole there has been rapid progress in public appreciation of school health work and we can go forward with improvement in the details of its practice. CHAPTER VIII INDUSTRIAL EDUCATION 1 By Maris M. Proffitt Specialist in Industrial Education , Office of Education Contexts. — Causes stimulating the development of industrial education — Variety in courses and industrial organization — Improved housing facilities — Part-time and eve¬ ning schools — Age for entering employment increasing — Printing — Model boat and airplane building — School exhibits — Guidance — Tests — Teachers — Summary i CAUSES STIMULATING THE DEVELOPMENT OF INDUSTRIAL EDUCATION The past two years have witnessed a continued and an increasing emphasis upon vocational-industrial and manual-arts types of work in the school curriculum, and a further adjustment of the work to make it a still more effective factor in the realization of the aims of the public schools. In general there has been considerable growth in the enrollments in these types of courses. In the vocational- industrial courses the increase in enrollment is particularly notice¬ able in part-time and evening classes. This is indicative of the grow¬ ing recognition of the value of these types of classes in a vocational- industrial program. Manual arts in the junior high school grades is more and more becoming a required subject. In the senior high school grades a more thoughtful consideration than formerly is now generally given to the organization of courses in accordance with the needs of the different groups and with regard to specific ways in which the training may function in contributing to the objectives of the secondary school. The housing facilities for shop work and other types of industrial courses have been improved in many places. During the biennium there was an increased realization of the fact that efficient work can not be carried on without adequate shop rooms and equipment. This is indicated by the number of schools that have erected new voca¬ tional buildings, built additions to their present ones, or made pro¬ visions for shops in new academic buildings. In some sections of the country shops have been provided in new gymnasium buildings. 1 This chapter does not deal with the administration of vocational-industrial education provided by the Smith-Hughes law. The reports of the Federal Board for Vocational Education cover this subject. 185 186 BIENNIAL SURVEY OF EDUCATION-, 192 6-192 8 The stimulation of the industrial education program is due to a number of causes. Among the most important ones are : 1. An increased effort to make the public-school program demo¬ cratic in fact as well as in name. — There is a growing demand that the secondary schools assume their full responsibility for meeting the needs of the various groups of students contained within their rapidly increasing enrollments. In the 36 years from 1890 to 1926 the popu¬ lation of the continental United States increased 86 per cent, while the college and university enrollment increased about 550 per cent, and the secondary school enrollment increased almost 1,100 per cent. The student body of the secondary school is no longer the selected unified group it once was, and with the inclusion, in large numbers, of groups with different attitudes, aptitudes, and opportunities rela¬ tive to life occupational interests there is the necessity for providing educational training that will have functional values corresponding to the group needs and will be commensurate with the time, effort, and money expended. In 1926 public-school enrollment in the tenth grade, or the second year of the 4-year high school, was only 52 per cent of the enroll¬ ment in the seventh grade. Evidently an important factor contribut¬ ing to school-leaving during these grades was the lack of a sufficient variety of courses to meet the needs of the different groups included in the school enrollment. A specific example of this situation, to¬ gether with a plan for meeting it, is found in a certain comparatively large city. In this particular school system in the year 1927-28 there were 90 per cent as many pupils enrolled in the first year of the 4-year high-school system as were enrolled in the last year of the elementary schools, but the enrollment in the second year high school was 27.5 per cent less than in the first year. The superintendent and school board realizing the situation took immediate steps to pro¬ vide enlarged opportunities in industrial arts, vocational-industrial, and technical subjects with which more nearly to meet the needs of the cosmopolitan character of the secondary school student body. A well-known educator and president of a large State university re¬ cently said that “ Democratic society has insisted on the school offer¬ ing training in many lines. * * * Each individual is entitled to that educational opportunity which corresponds to his ability and power to achieve.” 2. A f viler recognition of individual differences . — Individual dif¬ ferences which are fundamental to a consideration of types of train¬ ing that should be provided consist not only of differences in I. Q. and mental alertness, but differences in attitudes, aptitudes, and opportunities relative to life occupational interests as they are con¬ ditioned by economic and other environmental circumstances. The probability of success in any contemplated line of work is conditioned INDUSTRIAL EDUCATION 187 not only by mentality as determined by standardized intelligence tests, but also by the opportunity to achieve and the willingness to achieve. The assumption that an individual with a high I. Q. should, because of that fact, train for some one of the professions is just as fallacious as is the practice of putting an individual wTith a low I. Q. into a shop representing a trade that requires a high degree of skill and ready technical knowledge, with the expectation that he will make good in competition with others with liberal mental endow¬ ments. In both instances good mentality is essential to efficiency, and in both instances interest and effort are important factors in ulti¬ mate success. It is true, however, that occupational activities vary in their complexity. The less complex activities do not require so high a degree of intelligence as the more complex activities do. It is in these less complex occupations, whether in the field of manufactur¬ ing, building, merchandising, commerce, or the professions, that the individual with the lower I. Q. will find his optimum opportunity for success. During the past two years progress was made toward solving some of the problems connected with individual differences as related to training and placement. Contributions to this end have come from studies and practices of an experimental or pioneer nature carried on by the industrial education, the guidance and placement, and the research divisions in the public schools; by the employment and personnel divisions of industrial plants; and by industrial associa¬ tions interested in the training and up-grading of employees in the industries they represent. The most important contributions have included studies dealing with the following subjects : (а) Occupational levels. These studies have furnished valuable information relative to the technical knowledge and skill required for employment in the different levels of a major occupational division of work. (б) Job analyses made for instructional purposes. Job analyses made by persons with practical experience who have a knowledge of the learning process have added during the past two years very materially to our knowledge of the abilities necessary to do the jobs included in a particular occupation. (c) Success factors. Considerable attention has been given to the types of abilities that make for success in different occupations. In addition to the factors of skill and technical knowledge, which are. essential, there are other factors of a personal character such as specific interests, temperament, emotional stability, and social adjust¬ ment which are frequently the causes of success or failure. Little information relative to these questions has been compiled and pub¬ lished, but teachers of vocational subjects, production foremen, and 188 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 employment officers are accumulating valuable information of an empirical character on these problems as a part of their observations based upon experience. These various types of studies and experi¬ mental practices have set forth more clearly the feasibility of provid¬ ing vocational-industrial courses and the possibilities which such courses have for vocational efficiency. These have resulted in a stimulation of industrial education in the public schools, especially in the cooperation of the schools with industry in providing practical types of training. 3. Growth of the junior high school movement . — The junior high school movement started about 1909. In 1926 there were 1,109 junior high schools and in addition 1,149 junior high school departments in connection with senior high schools. The rapid growth previously made in the junior high school development was continued during 1926-1928. The growth of the junior high school movement has been accompanied by a very material increase in the manual arts work due, first, to the philosophy of the junior high school, which empha¬ sizes the need for providing for individual and group differences, for exploration and discovery of aptitudes and interests, and for an enriched curriculum of general education; and second, to the flexi¬ bility of the instructional organization which more easily permits the introduction of shop courses. 4. Increased recognition of the need for training in abilities neces- sary for the intelligent use and care of industrial 'products and serv¬ ices in common use about the home and in connection with leisure time and avocationdl activities. — These desired abilities relate both to specific knowledge of an industrial character and to mechanical manipulation. As examples of circumstances which have contrib¬ uted to the need for such training we may note the increased use of electrical and mechanical appliances in the home, of conventional drawings and symbols as a means of representing ideas in literature and plans dealing with the construction of homes, and of the automobile and the consequent need for abilities relating to its purchase, care, and operation. Courses in these subjects, when care¬ fully organized for the purpose,- are of great value in developing abilities which the consumer should have. Information received by special reports, to the Bureau of Education is to the effect that among the most common subjects added during the past two years by school systems to their industrial arts programs are home mechanics, auto mechanics, drafting, and electricity. A number of schools enroll girls in some types of these courses. 5. Recognition of the economic returns to the Stale by those who go to Woi'h. — A more general recognition of the early economic return to the State by those who early leave the full-time school to INDUSTRIAL EDUCATION 189 enter upon employment in the trades and industries was during the past two years an important factor influencing the increase of voca¬ tional-industrial courses in the public schools. Such training should be provided not only because the State owes it to these individuals as a social service but also because it pays a financial return on the investment in the way of increased economic wealth. In 1920, according to the United States Census report for that year, there were 41,614,248 persons 10 years of age and over who were gainfully employed. Of those gainfully employed 30.8 per cent were engaged in manufacturing and mechanical pursuits; 26.3 per cent in agriculture, forestry, and animal husbandry ; and 5.2 per cent in professional service. In 1919 there were 10,812,736 persons engaged in manufacturing industries only, of whom 79.4 per cent were males and 20.6 per cent were females. Of this number 120,919 were under 16 years of age. Of these 53.3 per cent were male and 46.7 per cent were female. 6. Growth of industries. — The United States is rapidly becoming an industrial nation as evidenced by shifts in population centers. The States which have made the larger relative gains in population since 1910 are, almost without exception, the industrial ones, while the States making the smaller relative gains are quite generally those in which agriculture is the dominant industry. 7. Cooperative relations ivith industry. — During the past two years the cooperative relations developed with industry for the pro¬ motion of vocational education have resulted in many places in the enlargement and improvement of the vocational program. These mutually helpful relationships, based on a common interest and for a common purpose, have expressed themselves in various ways, among which may be mentioned : (1) The establishment of contact or advisory committees, com¬ posed of employers and employees, for the purpose of securing their advice and cooperation in the determination of the courses to be offered, the content and instructional material for the courses, the selection of trainees, and the selection and qualifications of in¬ structors. (2) The participation of industry in the programs of educational organizations resulting in a better understanding by the public schools of the training needs of industry, and a better appreciation by in¬ dustry of the possibilities of training in and through cooperation with the public schools, all of which is conducive to the development of a feasible vocational-industrial program. (3) The appointment of coordinators for part-time students who act in an official advisory capacity between industry and the school relative to the employment work and the school training of the in- 1150440— 30 - 13 190 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 dividual students, thus bringing about a unified plan of procedure for work and training. Sometimes the coordinators are men from the industries, and in some instances carry on the work of coordina¬ tion without expense to the school. (4) The supplying of suitable equipment by industry for specific types of vocational-industrial courses. For example, in the building- stone industries some of the companies producing building stone or doing construction work in stone have supplied schools with granite, marble, or limestone to be used for instructional purposes together with necessary machines and tools. (5) Foremen conferences. — The growth of foremen conferences as a part of the local vocational-industrial program has had a stimu¬ lating effect upon the development of trade courses. There are a number of reasons why this is true. Through such conferences the school gains a very intimate insight as to the kinds of trade courses the local community most needs; often valuable information is obtained as to what the content of such courses should be, and fre¬ quently there is discovered a valuable source of supply of trade teachers. 8. Improvement of mechanical devices. — Inventions and improve¬ ments in machines and mechanical processes are creating needs for additional training courses which are demanding inclusion in the industrial programs of the public schools. For example, the advance in aviation and radio work has already caused courses in some phases of these subjects to be introduced into a number of schools. Scientific discoveries and the invention of labor-saving machinery and tools are constantly bringing about changes in manufacturing processes and creating a demand for trained mechanics. All these change- producing forces have been quite active during the past two years. 9. Research studies and job analyses. — Studies by industrial or¬ ganizations, made for the purpose of increasing efficiency in produc¬ tion, for rating and up-grading employees, and for the selection and training of employees, together with job analyses for instructional purposes made by persons interested in the development of unit courses of training, all have contributed content material for trade courses and thereby have stimulated the organization of such courses. 10. Universal need for highly skilled mechanics. — There is a uni¬ versal demand in the industries for men who can fill positions re¬ quiring a high degree of skill and technical knowledge, such as tool and dye makers and builders of precision tools and machines. It is necessary that men for these positions be trained in our own country, as other countries, such as England, Germany, and Russia, are in the same condition as the United States, their demand for such skilled artisans exceeding their supply. The increased use of machines for INDUSTRIAL EDUCATION 191 performing operations previously done by hand and the demand for refinements in machines to meet the need for machine products worked to smaller dimensions are constantly increasing the need for high-skilled tool and machine builders the world over. VARIETY IN COURSES AND INSTRUCTIONAL ORGANIZATION A study of the industrial program in the public schools during the past two years shows an increase in the variety of courses offered. Instruction is now given in subjects which a few years ago would have met with no consideration from most superintendents. There was also further development and modification of plans for the organization, administration, supervision, and instruction relative to industrial courses. Information collected by the Bureau of Edu¬ cation shows that a number of schools have introduced courses in some phase of aviation. For example, the Joliet (Ill.) Township High School now offers a course in aeronautics in which the theory of flying is stressed. Instruction relative to airplane engines is given in connection with the fourth-year work in auto mechanics. Other examples of the newer types of courses follow : The Frank Wiggins Trade School, Los Angeles, Calif., offers a janitors’ engineering course for men employed in janitorial work. The course covers heating, lighting, and ventilating from the stand¬ point of a janitor’s responsibilities. Owing to the demand for service men in the radio industry the vocational education board of Essex County, N. J., made a survey of the radio manufacturing industries in the county. On the basis of this information specific courses were organized in the trade schools of the county to train for production and service jobs in the radio industry. The Santa Bar¬ bara (Calif.) High School offers a course in stagecraft in which the students learn to construct scenery, do painting and decorating, and electric wiring for illumination. The high school at Stockton, Calif., offers a course in foundry practice in cooperation with a large harvester company. The instruction is carried on in the factory of the company by an expert foreman. Students for the course are carefully selected with reference to their aptitudes and interest for the work. The Union High School, Fort Bragg, Calif., has developed a plan of vocational and industrial education in coopera¬ tion with local industries. The program includes courses in power- plant engineering, laundry work, and linotype work. Bedford (Ind.) High School, in the center of the oolitic limestone industry, offers a course in stone drafting together with work in the actual production of finished materials for buildings. The local companies cooperate with the high school and furnish a mill and necessary equipment for doing production jobs. 192 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 IMPROVED HOUSING FACILITIES Special reports from State boards of education and information from various other sources indicate that during 1926-1928 there was considerable activity in providing additional housing facilities. A comparatively large number of new buildings for industrial work were erected, additions made to old buildings, and shop facilities provided in new elementary and high-school buildings. For example, New York State added about 15 new buildings for indus¬ trial education work and provided for shops in about 50 new school buildings. Michigan made provision for shops in 55 new school buildings and erected a few buildings for industrial work. Some States which have a comparatively small program in industrial work made noticeable progress in providing room for shops. For example, Utah added shop facilities in 19 buildings, New Hampshire in 13, Wyoming in 12, and Arkansas in 11. There is a tendency in some States to provide shops in new gymnasium buildings, under¬ neath the inclined seating space and facing the outside of the build¬ ing. When properly incorporated in the original plans this arrange¬ ment is very satisfactory for shop space. Among the new buildings for industrial and technical work may be mentioned the Central Trades School building, Pittsburgh, Pa., erected at a cost of more than $2,000,000; the new building erected at Syracuse, N. Y., for the exclusive use of continuation school pupils, at a cost of approximately $250,000; the new technical high-school building, Washington, D. C., which cost for building, grounds, and equipment $3,500,000 ; the new addition to the Lathrop Trade School, Kansas City, Mo., costing about $80,000; the large addition to the Milwaukee (Wis.) Vocational School, which probably makes this the largest school building in the United States devoted exclusively to vocational and vocational-related subjects; the new shop building at Santa Barbara, Calif.; the vocational school building, Pensauken Township, N. J., costing $1,000,000; and the new vocational high school, Minneapolis, Minn., at a cost of $1,600,000. Notwithstanding the progress made in providing housing facilities for industrial work many reports indicate that additional shops and classrooms are necessary in order to meet the increased demand for enrollment in this type of work. PART-TIME AND EVENING SCHOOLS Part-time and evening classes rendered a large service during the past two years in supplying effective training for many whose needs were great. There is a growing recognition of the value of evening trade-extension courses for employed persons and of part-time courses INDUSTRIAL EDUCATION 193 for employed young people. In addition to the increased enrollment in these types of courses during the past two years, considerable development has taken place with respect to the improvement of instruction, supervision, equipment, and housing facilities. A number of the larger cities have constructed new buildings in which to take care of the increasing enrollment in part-time classes. There is also a general tendency to raise the qualifications for teachers in part- time and evening classes. The continuation schools of New York City are now on a par with the high schools with respect to personnel. The principals of these schools are appointed in the same manner as the regular high-school principals and the principals and teachers are on the same salary schedule. In some places the growth in enrollment in evening and part-time classes has been quite impressive and is significant of the value attached to such courses by the public. For example, the enrollment of building-trades apprentices in evening classes in New Jersey in¬ creased from 100 five }Tears ago to 2,500 at the present time. Both employers and employees cooperate in making the courses successful. Some of the trade organizations pay the necessary enrollment charges of their students. In some places in New Jersey apprenticeship agreements have been made with the school. This is especially true for the printing and carpentry trades. In 1928 there was an increase of 9,500 pupils in the compulsory continuation schools of New York City. There are 15 centers for continuation classes for employed young people between 14 and IT years of age. Practically all of the subjects offered in the evening classes are offered in the continuation classes. Vocational guidance and placement work is carried on. During the 1927 school year, 2,356 boys and girls, who were enrolled in part-time courses in five New York City high schools offering cooperative courses, earned $151,439. The students were in school and in emplo}^ment on alter¬ nate weeks. In 1928 the Boston Continuation School made a study of 1,200 of the 1,600 girls enrolled in its courses. It was found that they left school beginning with the sixth grade and the dropping-out process continued in succeeding grades through the eleventh. The model grade for leaving school was the eighth. The largest number was employed in candy factories, the artificial flower business, and in the food products industries and service. The greatest number of calls for help came from candy and other manufacturing industries where the work was of a light nature. Factory work paid the highest wages. The weekly wages ranged from $8 to $15. The Washburne Continuation School, Chicago, Ill., is a part-time school for boys, operating on an 8-hour day schedule. Both con- 194 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 tinuation and apprenticeship pupils, ranging from 14 to 17 years of age, are enrolled under the compulsory part-time school law, and attend school once a week. In December, 1927, the number of apprentices distributed among the trades represented was as follows : Carpenters, 575; electricians, 524; machinists, 157; sheet metal workers, 105; painters and decorators, 256; steam fitters, 377. The subjects offered the apprentice group are : English, mathematics, civics, applied science, drawing, estimating, and other trade-related subjects. Shops are maintained for sheet metal, steam fitting, wood¬ working, painting, baking, electricity, and paperhanging. Much of the equipment for the school was donated by industry. There are coordinators for the apprentice boys who articulate the work of the school with that of industry. The coordinators are usually men from the industries. The organizations to which the apprentices are responsible are usually very strict in the enforce¬ ment of the apprenticeship contract, and if a boy fails to make good in school or fails to attend regularly, his apprenticeship is taken away from him. There is a large waiting list for the steamfitters’ course. Provisions made in 1928 in the laws of the State of New York relative to part-time and evening instruction represent some pro¬ gressive tendencies toward providing legal regulations affecting these types of public-school courses. The law provides that minors from 14 to 17 years of age, who have received employment certificates and are employed, shall attend upon part-time day instruction. This provision, however, applies only to cities of 20,000 or more inhabit¬ ants and to school districts which have 200 or more employed minors under 17 years of age. Boards of education in cities with smaller population may require attendance of minors upon part-time instruc¬ tion. Attendance upon full-time instruction is required up to 14 years of age, and until 16 years of age if not employed. City school boards are empowered to require attendance of minors from 16 to 17 years of age who are not employed in the full-time day school. In cities coming under the provision of this law, but whose boards of education do not require unemployed minors over 16 years of age to attend the full-time day school, such minors between 16 and 17 years of age, not voluntarily attending upon full-time day instruc¬ tion, are required to be in attendance upon part-time day instruction. For part-time day classes at least four hours of instruction per week during the time that the full-time day schools are in session are required. The law definitely limits the time of day during which part-time instruction shall be given bv stating that it shall be between 8 a. m. and 5 p. m., on the days that the regular full-time classes are in session, and between 8 a. m. and 12 o’clock noon on Saturday. The law empowers local school authorities, upon the INDUSTRIAL EDUCATION 195 request of employers, to substitute a half-time system for groups of employed minors in a given occupation. The law is specific in its definition of what constitutes lawful absence from part-time instruction and provides that unlawful absences shall be made up by hours of attendance in excess of those otherwise required. It also sets up procedure for determining whether an individual is mentally or physically unable to attend school or to benefit by instruction. The law states that school sub¬ jects shall be included for the enlargement of the civic, vocational intelligence, and skill of the part-time pupils. The State depart¬ ment of education is given the power to alter the subjects taught. Evening schools in cities with population of 100,000 or more are required to be in session for at least 100 nights ; in cities with popu¬ lation between 50,000 and 100,000, for at least 75 nights ; and in other cities and school districts having 20 or more minors who under the law are required to attend upon evening instruction, 50 nights. In school systems which provide evening instruction in accordance with the State law, minors between 17 and 21 years of age who are unable to use the English language to a degree of efficiency comparable with the abilities required for the completion of the fifth year of the elementary school, and who are not attending the full-time day school, are required to attend upon evening instruction. AGE FOR ENTERING EMPLOYMENT INCREASING A number of factors are operating in most parts of the country which tend to increase the age at which young people enter upon full-time employment in the industries. Among the causes contrib¬ uting toward this end is the increasing responsibility placed upon employers by the operation of liability laws. This has resulted in firms in a number of instances refusing to employ persons as young as they previously did in certain positions. Especially is this true for types of work which involve any particular hazard, such as work about power machinery and certain kinds of production jobs in the steel mills. Then, too, the attitude of labor has influenced this' tend¬ ency by the stand it has taken for the education of the youth of the country, which means more years in school and a later entry upon employment. Some employers’ associations have also taken a stand favorable to increasing the age for entering the industries. For example, The National Association of Manufacturers has gone on record as favor¬ ing employment of children between the ages of 14 and 16 only when certain requirements are met relative to physical fitness, edu¬ cational training, regulations for hours of work, and prohibited em¬ ployment in dangerous occupations. Compulsory school laws also 196 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 affect the situation by holding children either in the full-time school or in part-time classes for an increasing number of years. Thirty- one States have now enacted some form of compulsory part-time law. A few States have made 18 the minimum age for school leaving. Certain exemptions, however, are provided. The inclusion in high schools, in technical schools, and in trade and other vocational schools of types of work which make an appeal to larger numbers than these schools formerly did, has resulted in increasing the holding power of the schools. The results from these causes and some other subtle influences are that the flow from school to full-time emplo}rment has been slowed down for the younger ages. PRINTING Printing is one of the school subjects that showed considerable growth during the past two years. This is in keeping with the development of the printing industry, which now ranks among the largest in the United States with respect to wages paid. The Ameri¬ can Type Founders’ Co. estimates that there are 450,000 persons employed in the printing industry and that the annual payroll amounts to $560,000,000. According to a report of the United Typothetse of America 28,537 students were enrolled in printing courses in the United States and Canada in 1926-27. Teachers of printing numbered 443 and institu¬ tions in which printing courses were offered, 369. The types and number of institutions offering instruction in printing wefe as follows: Academic high schools, 88; junior high schools, 86; tech¬ nical high schools, 22; evening schools, 31; colleges and normal schools, 9; “plant” schools, 10; elementary schools, 29; continua¬ tion and part-time schools, 17. The time given to instruction varies greatly according to the school grade in which a course is offered, the objective of the course, and the practice of the school. The range is from 1 to 48 hours per week, and from 5 weeks to 6 years for com¬ pletion of the course. The report estimates the value of school equipment for printing at $3,316,960. New York City has enlarged its program in printing instruction in an effort to meet the demand for trained printers. There has been added to the Central Printing Trades Continuation School a depart¬ ment called the school for machine training, offering instruction in maintenance and repair to hand compositors who have had 4 years of experience in the composing room and have had at least 3 years of training in hand composition, of an apprentice grade, in some approved school. The operation of the school for machine training is an excellent example of the cooperative relationships that may be established INDUSTRIAL EDUCATION 197 between schools and industry for the purpose of offering instruction in industrial lines of work. The school is conducted under the di¬ rection of the board of education and has the cooperation of the New York Employers’ Association, the New York Newspaper Publishers’ Association, and Typographical Union No. 6. A board consisting of representatives of these four bodies administers the school under terms of a contract entered into between the four groups concerned. The board of education supplies space, custodial service, heat, light, power, and the instructors’ salaries. The other parties to the con¬ tract agree to cooperate in providing the machine equipment and the supplies needed for instruction. They further aid in the selection of expert instructors and augment as much as is necessary the salaries paid by the board of education. Students in the Central Printing Trades Continuation School who have completed three years of instruction in the school for printers’ apprentices may take for their final year of apprenticeship training the course in machine training. Apprentices who elect this course are required to attend regularly in order to receive credit for a diploma. Attendance is for 6 hours per week, 3 hours of which are in the afternoon and the other 3 hours in the evening of the same day. The afternoon attendance is on the employers’ time, while the evening attendance is on the time of the apprentice. The course runs 40 weeks per year. The Central Printing Trades Continuation School has also organized a school for printing pressmen and a newspaper press¬ men’s school. Both of these departments are operated along the same lines as is the department of machine training. MODEL BOAT AND MODEL AIRPLANE BUILDING Two types of project work included in manual arts courses showed a rapid growth in popularity during the past two years, namely model boat and model airplane building. Of approximately 200 representative school systems of cities having more than 10,000 in¬ habitants, reporting to the Bureau of Education, 42 per cent offered instruction in model boat building in the year 1927-28, and the same percentage offered work in model airplane building. A large number provide work in both. Seventy per cent of the cities having 100,000 or more inhabitants have courses in model boat building and 70 per cent in model airplane building, with a large number offering instruc¬ tion in both. Of these cities, with a population between 10,000 and 25,000, only 32 per cent have work in boat building and only 32 per cent in airplane building. The reports indicate that these subjects en¬ joy about equal popularity in the school program, and that their fre¬ quency with respect to the size of cities represents a very regular curve which is in direct ratio to the size of the cities. 198 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 A number of schools hold yearly contests at which the boats are judged for design, quality of workmanship, and performance in the water. For example, the boats made in the manual arts department of the St. Petersburg (Fla.) High School are displayed before a committee from the local yacht club and a silver cup is awarded to the builder of the best boat. The Model Yacht Racing Association of America, which is a member of the International Model Yacht Racing Association, is doing much to promote interest in model boat building and sailing. Many articles have appeared in the periodicals on model boat building, and there are some books on this subject. Detroit, Mich., wTas one of the first cities to provide a definite pro¬ gram in model airplane construction in the public schools. The work was introduced in 1923 and has proved to be of great interest to the boys, who frequently remain after the regular school hours for work on their planes. Student airplane clubs have been formed in a majority of the secondary schools of the city. A number of cities hold local airplane tournaments' wdiich serve not only for a public display of the school’s work and for the award¬ ing of prizes but also for the selection of a contestant to be sent to a regional or national meet. The first national contest of the Air¬ plane Model League of America was held in Detroit, Mich., in 1927. There were 259 contestants from different parts of the country. The expenses of some of them were borne by newspapers, civic clubs, or other local organizations. A number of valuable prizes were awarded. Two boys won trips to Europe as guests of The American Boy magazine. The increased attention given to model boat and airplane building in the public schools during the past two years is in keeping with the theory that projects in the manual arts should be in harmony with the interest and ability levels of the pupils and that at least some of them should contribute to the pupils’ leisure time and play activities. SCHOOL EXHIBITS The past two years have witnessed a growing interest in shop exhibits of the public schools. Periodical literature covering the time of the year when most schools are closing contained many notices of public displays of products of the industrial and manual arts shops of the public schools. This is having a beneficial effect on shop programs. Through such exhibits the attention of the public is called to the work the school is doing. A more intelligent and sym¬ pathetic understanding of the industrial education program is de¬ veloped on the part of the parents, representatives of the local in¬ dustries, and the general public. Usually this becomes a factor in erystalizing public opinion for the approval and support of the INDUSTRIAL EDUCATION 199 industrial education program. As an example of local exhibits from the industrial school shops the display made in one of the Young Men’s Christian Association buildings in Chicago in 1928 may be noted. Shop work from 35 elementary schools, junior high schools, and senior high schools was placed on exhibition and in¬ cluded miniature speed boats equipped with small motors, model airplanes, products of the print shop, electrical apparatus, art work, metal work, foundry work, basketry, radios, etc. Sometimes regional exhibits are held. For example, there was held in May, 1928, at the Iowa College of Agriculture and Mechanic Arts, Ames, Iowa, an industrial arts judging contest and display in which more than 60 high schools of the State participated. The exhibits consisted of construction work in wood, metal, fiber, etc., and drawings from the mechanical drafting departments of the schools. The exhibits represented in a concrete way the industrial work carried on in the schools of the State. Prizes were awarded for the best exhibits in each of the different classes of projects in¬ cluded. An interesting feature of the plans governing the exhibit was the provision whereby the schools of the State were classified according to certain common characteristics, and each school entered its exhibits for competition with the schools in the same class to which it belonged. The classification for the schools was : Rural and con¬ solidated schools, small-town junior high schools, small-town senior high schools, urban junior high schools, and urban senior high schools, GUIDANCE A great deal of attention has been given during the past two years to the theory and practice of guidance. Programs of teachers’ meet¬ ings, research studies, and educational literature have dealt to a con¬ siderable extent with the problems of guidance in the public schools. With the growing realization of the importance of this work as a factor in the final satisfactory adjustment of the individual into a wage-earning life occupation, the general public has become greatly interested in the discussions of ways and means for making guidance effective. During the past two years a broader view has been taken of the problems involved and less emphasis has been placed upon a hasty attempt to guide inexperienced youth with limited practical training into specific occupations. More emphasis has been placed upon an educational guidance procedure covering a term of years, which aims through various forms of direct and indirect experience to furnish opportunities for the gradual development and discovery of aptitudes and interests and for gaining reliable information as to the training required for specific occupations and the employment 200 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 conditions in the occupations. Indirect experience includes reading, study, and observation relative to occupations; direct experience includes manipulative work in a variety of construction materials and in various mechanical operations performed in the school shops and in employment. One means of providing indirect experience is the inclusion in the program of studies of a course in occupations, usually offered in one of the junior high-school years or in connection with the work in con¬ tinuation school classes. As an evidence of the tendency to increase the emphasis placed upon occupational studies as a part of a general guidance program, reports to the Bureau of Education for 1927-28 from 215 representative school systems in cities having a popula¬ tion of 10,000 or more, show that slightly more than one-half offer a course in occupations. Of the cities reporting which have fewer than 50,000 population, 40.4 per cent offer such a course, while of the cities having more than 50,000 inhabitants 61 per cent offer a course in occupations. Reports covering the year 1925-26, showed that only about one-third offered a course in occupations, thus indi¬ cating a gain of approximately 16 per cent in the number of cities offering such a course. Notwithstanding the increase in the number of schools offering courses in occupations, and the fact that many schools have teachers who do some counseling and make some contacts with industries for the purpose of finding employment for pupils seeking wage-earning positions, only a small percentage of schools have a coordinated and centralized program covering all phases of guidance. Fewer still have such a program under the direction of one person employed with reference to his special qualifications for the work. A complete guidance program includes studies in occupations, tryout and ex¬ ploration in mechanical and manipulative types of work, counseling, placement, and follow-up work. In vocational guidance emphasis is placed on individual counseling. Although the subject of vocational guidance has been discussed for years, its inclusion in local school programs is not general, and in many instances the procedure is varied and often experimental. However, there is a growing demand for the development of guidance work. The committee on resolutions of the National Education Association recommended, in 1927, “that educational and vocational guidance be considered a primary obligation of organized education.” A few State departments of education have outlined guidance pro¬ grams for the schools of their States, and in some instances have issued bulletins and other publications giving suggestions for the organization of the guidance work and furnishing lists of reference material. A few large cities have made valuable contributions to the INDUSTRIAL EDUCATION 201 literature suitable for use in courses in occupations, by the production of studies covering different occupations. Each study deals with the training and qualifications necessary for employment in the occupa¬ tion, the nature of the work, employment and working conditions, wages, opportunities for advancement, and the future of the trade. In the smaller schools, especially those in rural communities, it is more difficult to organize guidance work than in the large city schools with sufficient student bodies to warrant the employment of special personnel for the purpose and where there are local opportunities to place individuals in a large number of occupations. However, there are found occasionally in rural communities and in small cities practices which are based upon feasible and effective organization plans. During the school year of 192fi-27 some citizens of Hunter¬ don County, N. J., effected the organization of the Hunterdon County vocational guidance committee, whose membership included representative citizens, five high-school principals, the county superin¬ tendent of schools, and the secretary of the Young Men’s Christian Association of the county. In the beginning the aim of the com¬ mittee was only to assist the graduates of the high schools in the county to find employment positions best suited to their abilities. However, it soon realized that successful placement was dependent upon the development of previous occupational information and guid¬ ance. Arrangements were made whereby the services of the professor of educational and vocational guidance at Rutgers University were secured to meet with the faculty of each of the high schools in the county for the purpose of outlining the essentials of a comprehensive guidance program. A study was made of the educational and vocational interests of the* seniors in each high school. Each senior received counsel rela¬ tive to further education and to occupational employment. A ques¬ tionnaire was developed and sent by the committee to former stu¬ dents who were already in employment. By this means information was secured as to age and grade at which pupils left school, reasons for leaving, the nature of initial jobs, promotions in employment, training necessary for particular jobs, etc. Rutgers University as¬ sisted in making a report on these questionnaire returns. Later, ex¬ tension classes in guidance were organized for the teachers under the direction of the county superintendent and programs in guidance were planned for the schools, which are carried out under his direction. The problem involved in educational guidance, especially in the junior high school, is not to get from pupils through printed tests information as to their present interests and aptitudes, based upon their very limited experiences, so much as it is to furnish them with 202 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 opportunities in the form of both direct and indirect experiences through which they may discover and build up aptitudes, interests, and attitudes relative to the choice of an occupation. There are a number of studies that generally should be carried on by schools, the accumulated data from which would in the course of a few years throw a good deal of light upon some of the problems connected with guidance and placement. For example, there are needed more records as to activities carried on outside of school hours and as to employment for a few years after leaving school. A few schools have made studies relative to such questions. In 1927, according to a published report, a study was made of 758 boys repre¬ senting a cross section of the student body of the Rindge Technical High School, Cambridge, Mass. Of this number 361 worked after school hours for pay and 397 did not. Of the working group 107 were compelled to work in order to remain in school and 254 worked in order that they might have the additional pleasures their earnings would afford. The workers were distributed in various common jobs. Sixty-four were employed on paper routes, 57 in commercial shops, 37 as errand boys, 7 in libraries, 3 in laboratories, 3 as music teachers, and the remainder’ in miscellaneous jobs of a common type. Intelligence scores for each were recorded and some comparisons made on this basis. It was found that there was no difference be¬ tween the working group and the nonworking group relative to in¬ telligence scores. The workers, judged by the number of failure marks received, were a little more successful in their school work. Of the two working groups, those who were obliged to work had better average school marks, had fewer failure marks, and more honor marks per pupil than did the group who worked to obtain extra spending money. The average school marks for the group obliged to work were higher than for either the nonworkers or the group which worked to earn additional spending money. The David Ranken J unior School of Mechanical Trades, St. Louis, Mo., has compiled records of its graduates for approximately the past 15 years with reference to their remaining in the trade or a closely related line of work for which they were trained. These percentages for the different trades in which instruction is offered are as follows: Carpentry, 84 per cent; painting, 84 per cent; plumb¬ ing, 85 per cent ; auto mechanics, 85 per cent ; machine shop practice, 81 per cent; steam engineering, 77 per cent; patternmaking, 76 per cent ; and electricity, 80 per cent. A report received from the State Trade School, New Britain, Conn., based on a study of returns from 88 per cent of its graduates in the past 16 years, shows the following percentages of graduates remaining in the trade for which they were trained or in a closely re- INDUSTBIAL EDUCATION 203 lated trade : Auto repair, 85 per cent ; carpentry, 100 ; machine draft¬ ing, 98; electrical work, 79.4; machine trades, 95; masonry trades, 100; wood patternmaking, 78.7; printing, 100; plumbing, 100. In¬ formation' on the question of the percentage remaining in the trade for which they were trained indicates that it varies with a number of factors, such as local employment conditions in the trades, local opportunities for obtaining employment in other than trade lines of work; and the source and character of the students coming to the trade school. There is a growing demand that teachers in guidance work and those doing vocational counseling have specific training. New York City has set up special qualifications for teachers who serve as voca¬ tional counselors. They are required to pass an examination for a special license to become teachers of vocational and educational guidance subjects. The school board has created the position of director of guidance and placement, who supervises all the work for the city. The Vocational Service for Juniors, a privately financed organiza¬ tion of New York City, has done much to aid the development of guidance and placement work in that city. Its specific aim is to aid young people to make adjustments to their future work, and to demonstrate to the public the value of such service. It provides scholarships to deserving children to enable them to go through high school or to take a vocational course in a trade school. For the school year 1926-27 this society maintained an average of 98 scholar¬ ships, ranging from $3 to $6 per week, throughout the school year. Of the 1927 scholarship graduates, 12 are making their way through college, 4 are working and continuing their education in evening college, and 5 are in the line of work for which they were trained. It is interesting to note that during this year the society received 6,209 requests from employers for help. Of these, 37 per cent were for errand jobs, 23 per cent for semiskilled factory jobs; 15 per cent for office jobs; 10 per cent for mercantile jobs; 4 per cent for skilled clerical jobs; 3 per cent for trade jobs; and 2 per cent skilled factory jobs. The remaining 6 per cent were distributed between miscel¬ laneous, part-time, and temporary types of work. Courses in occupations and work in guidance and placement are constantly affected by changing conditions in the industries, such as the development of new machines and manufacturing processes, fluctuations in the demand for particular industrial products and services, and the creation of new types of products and services. In recent years there has been a large increase in distribution, assem¬ bling, and service jobs. The radio business is an example of this. 204 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 It is estimated that from 1920 to 1927 the number of persons engaged in manufacturing, assembling, distributing, and servicing radio pro¬ ducts increased from 25,000 to 150,000; the number engaged in the production, distribution, and servicing of automotive products in¬ creased about three-quarters of a million; the number engaged in the motion-picture industry increased by 150,000; and the barbers and hairdressers increased from 216,000 to 385,000. TESTS Experimental and other forms of research studies carried on during the joast two years indicate that the work of developing paper tests for discovering mechanical aptitudes is still in the experimental stage. The question has been raised of the validity of some tests which have been devised for this purpose and there is need of further experi¬ mental work to determine whether they really measure native mechan¬ ical ability. In fact, the whole question of developing paper tests that will have prognostic values sufficient to warrant their use for this particular purpose is still in the realm of the problematical. In the attempt to devise such tests it must be borne in mind that the ability to answer a list of questions about machines, apparatus, tools, and mechanical processes may or may not correlate highly with the ability to manipulate tools and materials. The information necessary for answering such questions correctly may or may not have been derived from experiences coming as a result of natural interests and abilities. The fundamental factor which brought such experiences into the pupil’s life may have been the result, more or less, of chance and environmental circumstances. The value of performance tests for determining mechanical ability should also be the subject of further research. Although such tests attempt in a direct and concrete manner to determine the pupil’s mechanical ability by measuring the quality of workmanship shown on the test, it is not always certain to what extent the abilities mani¬ fested are due to native aptitudes or to skill acquired in practice. Moreover, the time and effort, both of the instructor and the pupil, required for giving such tests are important factors in determining the extent to which it is feasible to use them. There are some indi¬ cations, however, that performance tests may be developed that will yield valuable information for the improvement of instruction, even though their value for discovering native mechanical ability may be exceedingly doubtful. Progress was made during the past two years in the development of achievement or accomplishment tests in industrial educational sub¬ jects. Especially was this true for mechanical drafting in which INDUSTRIAL EDUCATION 205 subject some objective tests were devised that seem to have value for determining* pupil achievement. With the efforts that are now made to set up standards of accomplishment in industrial arts sub¬ jects in terms of given units of training, further development and refinement of ways and means for measuring accomplishment abilities may be expected. TEACHERS The qualifications that should be set up for industrial arts teachers was the subject of discussion during the past two years. The re¬ sults of this are reflected in the changes made by teacher-training in¬ stitutions in their curricula, in the requirements by State boards of education for licenses to teach industrial arts subjects, and by the requirements for employment fixed by some local school boards. A few State teacher-training colleges now offer a 4-year curriculum for industrial arts teachers. Others have provided additional courses, particularly in special methods and shop organization. There is also a tendency for teacher-training schools to provide more shop work, especially with respect to the inclusion of a greater number of shop activities. This policy is in keeping with the increase in the number of junior high schools, as variety in shop activities in these schools is an important factor for realizing the exploratory objective of the junior high school. In some instances an effort was made to provide at least some special work for junior-high-school teachers of industrial subjects. This is an apparent need, as the objectives, plan of shop organization, and methods of instruction vary quite decidedly from those of the senior high school. Some local school systems are cooperating with State teacher- training institutions in providing extension courses for the upgrad ing of their industrial arts teachers. The State Teachers College, Santa Barbara, Calif., is offering a number of such courses. A course dealing with the organization, instruction, and activities of the general shop is very frequently included in the extension work carried on in connection with a local school system. A conference composed of persons engaged in the training of in¬ dustrial arts teachers in the State teachers colleges and representa¬ tives of the State Department of California was called in Decem¬ ber, 1926, by the State superintendent for the purpose of consider¬ ing some of the problems involved in training teachers of industrial arts subjects of a non vocational type. It was unanimously agreed that 40 semester hours of shop work be prescribed as a basic course, with 10 electives in shop work, making a total of 50 semester hours of shop work required for a degree. The 40 hours of prescribed 115044° — SO- - 14 206 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 shop work include woodwork, machine shop, auto mechanics, wood finishing, electricity, sheet metal, plumbing, leather work, forging and welding, mechanical and architectural drawing, and cement and concrete construction. As a further example of higher requirements of industrial arts teachers, the State Department of Education of Pennsylvania has ruled that after 1931 all applicants for teaching * industrial arts subjects must have three years of college wTork and that after 1932 such applicants will be required to hold a 4-year college degree. During the past two years there was much activity manifested by teachers of industrial and manual arts subjects in teachers’ clubs and other forms of teachers’ organizations. More than a score of new local and regional organizations were formed during this period. These associations had some excellent programs and contributed in no small way to the promotion of industrial types of work, both in respect to the improvement of instruction and the organization of programs to meet existing needs. SUMMARY OF SOME PRESENT CONDITIONS, TENDENCIES, AND PROBLEMS RELATIVE TO INDUSTRIAL EDUCATION 1. During the past two years the total number of different specific industrial courses offered by the public schools was materially increased. The tendency is still further to meet the needs of industry and labor by this means. 2. There is a growing tendency to regard vocational-industrial training as cooperative wTork with industry, in which the school, the parent, and the industry are vitally interested. School authori¬ ties are realizing the necessity of seeking the sympathetic coopera¬ tion of the industries, including employers and employees, in the development of their vocational-industrial programs. 3. The part-time program showed comparatively large develop¬ ment during the past two years. Part-time work, especially of the cooperative type, is regarded as a very effective method of training. 4. Some of the large cities are organizing their vocational courses with respect to housing and administration according to the trade; that is, on the basis of providing separate trades schools, such as an automobile trade school, a printing trades school, etc. Other cities are organizing trades schools wherein are housed and taught under the direction of one principal a variety of unit trades. 5. Compulsory part-time school attendance laws are increasing. Thirty-one States have enacted such laws. 6. Some studies have been made in occupational levels, but infor¬ mation on this subject is still very limited. Studies to determine the INDUSTRIAL EDUCATION 207 occupational levels in the major occupational fields are very greatly needed for the light they would throw upon the need for specific training and opportunities for placement. 7. The question as to the kind and amount of training that should be provided for seriously retarded children is still almost wholly un¬ solved. Studies including all of the major occupational vocations should be made with a view to finding a field of employment for retarded children when given the necessary training. 8. Housing facilities for all types of industrial work were im¬ proved during the past two years. In some places there are definite plans for improving the housing facilities for part-time classes. 9. There is an increasing recognition of the need for special qualifications and training for the supervision of industrial arts courses. 10. There is a growing conviction that there should be vocational terminal courses in the junior college for some positions in the inter¬ mediate occupational levels in industry. 11. The requirements for obtaining a position as an industrial arts teacher are higher than formerly in respect to both academic and professional work, and to practical training. 12. There has been an increase in the number of schools using the general shop, with its variety of activities, as a type of organization for offering instruction in industrial arts in the junior high school grades. 13. Information from more than 200 representative school systems shows that there was an increase during the past two years of about 15 per cent in the number of schools offering a course in occupations. 14. The age at which youth enters upon full-time employment is increasing. 15. There is a tendency for more schools to offer a course in home mechanics or some type of general mechanics courses. 16. In a few schools girls are enrolled in home mechanics courses. There is an increasing tendency for girls to take work which will enable them better to perform mechanical tasks of a nonspecialized character in connection with home and leisure-time activities. There is also a demand for a type of training for girls which will qualify them to operate and care for mechanical and electrical machines and appliances which they will have occasion to use about the home and in their leisure time. 17. Projects in model boat and airplane construction are very pop¬ ular in the junior high school. 18. The cost of instruction and the size of classes in industrial arts shop courses are studied in a number of schools by persons interested in the development and improvement of this type of work. 208 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 19. The attitude of industrial arts teachers and supervisors toward the use of mechanical aptitude tests is that of intelligent questioning and experimenting. 20. Much interest was manifested during the past two years on the part of industrial arts and vocational-industrial education teach¬ ers and supervisors in organizing and promoting the usefulness of local and regional clubs and associations for professional improve¬ ment and the development of all types of industrial education. CHAPTER IX TRENDS IN HOME-ECONOMICS EDUCATION By Emelixe S. Whitcomb Specialist in Home-Economics Education, Office of Education Contents. — Introduction — Organization of supervisors and teachers of home economics — Curriculum reconstruction — Health education — Child development and parental edu¬ cation — Social and family relationships — Home economics in business — Home eco¬ nomics for boys and men — Home economics for adults — Home-economic studies and researches INTRODUCTION Home-economics education during the biennium has made notable progress. Among the achievements are the formation of the Or¬ ganization of Supervisors and Teachers of Home Economics, further curriculum revision, better integration of home-economics instruc¬ tion with health education, larger opportunities for child develop¬ ment and parental education, organized courses for social and family- relationships, increased interest in business opportunities for women trained in home economics, courses for boys and men, greater Federal appropriations, and more research or fact-finding studies in the various fields of home economics. The formation of the Organization of Supervisors and Teachers of Home Economics' at Asheville, N. C., June 24, 1927, was the result of the home-economics conferences held in that city June 20, 1927, and similar ones at various times and places called by the United States Commissioner of Education. Curriculum reconstruction has occupied the time and attention of supervisors and teachers of home economics all over the United States, and with few exceptions the work of revision has been in addition to their daily school responsibilities. Many of them spent their summer vacations in study — selecting for this purpose those institu¬ tions of higher education offering courses in the techniques and methods of curriculum research and educational philosophies under¬ lying curriculum revision. In a number of cases members of the curriculum-revision committee of a city school home-economics department attended the same institution, registered for the same courses, received the same guid¬ ance as to how to interpret the findings of their investigations, and how to apply them to the revision of their own curriculum. 209 210 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Health is one of the major objectives of home economics. The American Child Health Association found in its study of 53 schools that home-economics instruction in 30 is considered basic to health education, because of the sane attitude of home economics toward food and clothing, cleanliness, care of the home, self-control, self- respect, and individual, community, and national health habits. The South Bend, Ind., 1928, household-arts course of study in¬ cludes the statement that one of its general objectives is “to create ideals and attitudes toward health and establish such habits that girls will have an appreciation of health as a personal and family asset and will carry it over into the community as a factor of better citizenship.” Child development and parental education, according to the field worker in that subject of the American Home-Economics Associa¬ tion, is offered in 148 colleges as residence and in 25 as extension courses. Twenty-seven colleges cooperate with nursery schools; IT have nursery schools administered by departments of home econom¬ ics; 10 offer research in child development conducted by staff mem¬ bers of the home-economics departments, and 8 have research work¬ ers directing the studies in the field of child development and parental education. During the biennium, the National Research Council and the Na¬ tional Council of Parental Education have awarded fellowships to 48 trained home-economics workers for further study in child devel¬ opment and parental education. Instruction in “social and family relationships,” under that title and others, such as “ home problems,” “ home management,” “worthy home membership,” and citizen home making, is offered very generally in the departments of home economics throughout the United States. The objectives of such courses are to develop in the students ap¬ preciation of the real functions of the home and its contributions to the happiness and welfare of society, and to the preparation of stu¬ dents for effective participation in the physical, social, and spiritual activities of home life. Home economics in business is a comparatively new field in edu¬ cation. Business firms, including banking and publishing houses, are appreciating that this type of education trains children and adults in the wise use of economic goods. Therefore such firms are employing trained home-economics workers for the purpose of ascertaining the consumers’ demands and directing purchasers so that better values received may be possible for moneys expended. Home economics is now offered to boys in many sections of the United States. In some cases boys are permitted to take this work HOME ECONOMICS EDUCATION 211 with the girls. This is true in the new Everett High School of San Francisco, Calif., and in the Thomas Jefferson High School, of New York, N. Y. The Oklahoma Agricultural and Mechanical College, at Still¬ water, offers an elective home-economics course which is popular with the men students of the college; and a number of other insti¬ tutions of higher education offer home-economics courses to men. Home economics for adults was officially recognized and finan¬ cially aided by the Federal Government through laws known as Smith-Lever Act (1914), Smith-Hughes Act (1917), and Capper- Ketcham Act (1928). The Smith-Lever and Capper-Ketcham Acts made possible Federal funds for extension work in home eco¬ nomics, and certain Smith-Hughes funds are primarily designed for vocational home economics for girls 14 years of age and above and for adults in all-day, part-time, and evening schools. ORGANIZATION OF SUPERVISORS AND TEACHERS OF HOME ECONOMICS Since 1915 conferences have been called at various times by the United States Commissioner of Education for the consideration of problems of home economics in public schools. Such a conference was called upon the suggestion of the president of the American Home-Economics Association by the Commissioner of Education and was held at Asheville, N. C., June 20, 1927, in conjunction with the twentieth annual meeting of the American Home-Economics Association. At the close of the conference the supervisors decided that they should organize into a homogeneous group for mutual professional helpfulness and for the advancement of home-economics education in the elementary and secondary schools, and that they should relate themselves more closely with the educational conventions conducted by the men and women dominant in the adminis¬ tration of elementary and secondary education. Accordingly, the “ Organization of Supervisors and Teachers of Home Economics ” was formed. The organization held its first national conference Feb¬ ruary 24 and 25, 1928, at Boston, Mass., in conjunction with the Department of Superintendence of the National Education Association. The proceedings of this conference were published by the United States Bureau of Education as Home-Economics Letter No. 3, 1928, under the title “ Home Economics in the Junior High School.” The members of the organization voted to affiliate with the National Education Association as the Department of Supervisors and Teachers of Home Economics. 212 BIENNIAL SURVEY OF EDUCATION, 1926-1928 The major purpose of this organization is to obtain “more real home economics for more pupils in our schools.” It is stated that this can be accomplished more easily and quickly if: (1) Supervisors all over the United States are organized to promote general under¬ standing: of the contributions of home economics to worthv home membership; (2) there is close cooperation between classroom and special teachers, principals, and supervisors; and (3) cooperative studies are made for the improvement of home-economics instruction. In accordance with this view the 350 or more supervisors and teachers of home economics attending the conference in Boston in 1928 voted to have their organizations undertake in the various sec¬ tions of the United States cooperative studies of home economics in the junior high schools. The studies were concerned with time allot¬ ment, in what grades home economics is required or elective, and subject matter taught. For the purpose of conducting these studies the United States was divided into nine divisions, as used by the Bureau of the Census of the United States Department of Commerce. The home-economics supervisor of Baltimore, Md., was elected chairman of these divisions and nine other home-economics super¬ visors were chosen as regional vice chairmen. The regional vice chairmen were the city supervisors of home economics of Brookline, Mass.; New York, N. Y. ; Detroit, Mich.; St. Louis, Mo. ; Atlanta, Ga. ; Birmingham, Ala. ; Tulsa, Okla. ; Denver, Colo. ; and Long Beach, Calif. Questionnaires for the studies were prepared by the specialist in home economics of the Bureau of Education and sent to the respective vice chairman, who in turn made copies of the questionnaires and sent them to the home-economics supervisors of the cities in their several divisions. By this method a representative picture was pro¬ cured of the present practices concerning the problems cited above. The Bureau of Education compiled the material obtained by the questionnaires from the regions unable for any reason to make the compilations. Reports of these studies appear in Bureau of Educa¬ tion Home-Economics Letter No. 5, 1928. CURRICULUM RECONSTRUCTION Curriculum reorganization in home economics in our public schools is constantly proceeding. It is stimulated by the desire of super¬ visors and classroom teachers of home economics to keep abreast with the times, a little ahead of the industrial, social, and economic changes in our civilization, and to incorporate into their classroom practices the reforms needed for better living. According to Prof. Franklin Bobbitt, no one can speak with entire certainty as to what the curriculum should be, but there appears to HOME ECONOMICS EDUCATION 213 be developing a common understanding among curriculum builders that the curriculum should aim definitely at the improvement of human living and behavior for all persons. This, however, should not be taken to mean uniformity of behavior, for it is recognized that individual differences of inherent abilities would make such an aim forever impossible even if it were desirable. But wholesome living commensurate with native ability to enjoy should be equal for all. The aim of education then appears to be high-grade living. To this the departments of home economics and home mechanics are making a worthy contribution by offering training to girls and boys in the daily pursuits of living. Such training aims to lift to a higher level many of the activities of human living. In the reorganization of the home-economics curriculum it is expected : First, (a) To determine, by means of studies and investigations, the pupils’ interests in home and community; their needs, physical, social, and economic; and their capacities, (b) To develop, in ac¬ cordance with the findings of these investigations, curriculum con¬ tent conforming with the interests, needs, and capacities of the pupils and as far as possible to raise these to a higher level, (c) To formu¬ late tests which will aid in determining whether the subject matter taught functions in the daily lives of the pupils and has important educational value for them. Second. ( a ) To develop in the pupils appreciation for home and family life, (b) To organize the pupils’ home-economics work in such a way that it may serve, if needed, as basic training for gainful occupations whether in the professional or commercial world. Cities that revised their courses of study during the biennium are South Bend, Ind. ; Kansas City, Mo.; Baltimore, Md. ; Washington, D. C. ; Chicago, Ill.; Long Beach and San Francisco, Calif.; Mil¬ waukee, Wis. ; Grand Rapids, Ann Arbor, Kalamazoo, and Flint, Mich., and many others. The States that revised their home-economics courses in 1926-1928 were Alabama, Connecticut, Florida, Georgia, Illinois, Kentucky, Massachusetts, Michigan, Mississippi, Missouri, Montana, New Hampshire, Oklahoma, Texas, "Utah, and Wisconsin. West Virginia during the biennium conducted a state- wide educa¬ tional survey. It approached the field of home-economics education with the view of determining how well home economics in the junior and senior high schools contributes to the “ controlling aims selected to guide the education of West Virginia boys and girls.” These aims are: “(1) To do one’s part as a worthy member of a home in securing and maintaining the best family standards; (2) 214 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 to secure and maintain a condition of good health and physical fit¬ ness; and (3) to engage in vocational activities.” The survey commission recommends that home-economics teach¬ ers of West Virginia “give considerably more attention to this aspect of the curriculum to the end that its educational values may be realized.’’ The State Home-Economics Association of California issued its first bulletin on three courses entitled respectively “High-school courses in science of the household, nutrition, and citizen home mak¬ ing,” with the purpose of promoting interest in and giving “ infor¬ mation about these three high-school courses which may be given by home-economics teachers and accepted as satisfying certain high- school graduation requirements.” For example, the course in science of the household is similar in scope and purpose to the general science course usually required for high-school graduation, and may be used as an alternative in satis¬ fying this requirement of one unit of laboratory science for high- school graduation. The nutrition course is designed as an advanced course to follow the one in science of the household but may also be offered as an alternative for the laboratory science unit. The citizen home-making course may be used as an alternative for one unit of credit toward a social science major. The State Home-Economics Association of Massachusetts gave val¬ uable assistance to the State home-economics survey committee ap¬ pointed by the State commissioner of education. The findings of the survey committee were used as a basis for building the home-eco¬ nomics program for the junior high schools, or grades 7, 8, 9, in Massachusetts. The committee agreed that : I. Home economics furnishes subject matter “well adapted to training the minds of boys and girls through purposeful activity” in developing their ability to reason, plan, discriminate, and understand. II. The home-economics objectives of the junior high school are to build upon the girls’ and boys’ experiences as participators in home life gained in the elementary school ; and to “ assist girls and boys to buy, prepare, serve, and care for food in accordance with their families’ needs and income; enable girls to make simple gar¬ ments and instruct girls and boys in the selection and care of their clothing; interest them in the right use of money, the care, manage¬ ment, income, and expenditures of their homes, and develop appre¬ ciation for the good selection and arrangement of household furnishings and equipment; stimulate sympathetic, helpful, and cooperative attitudes toward all the members of the household, par¬ ticularly the younger ones; and offer training in the beat welfare of the young child.” HOME ECONOMICS EDUCATION 215 The main objective of the 1928 spring meeting of the State Home- Economics Association of Indiana was to set up a work plan for the revision of the State high-school home-economics course of study. This revision forms the present program of effort of the association, and three important studies were outlined for it. They are entitled : I. High-school girls: (a) Their home differences, (b) attitudes toward home life and parents, ( c ) social conditions. II. Working conditions of the school: (a) Housing, (b) equip¬ ment, (c) staffing, (d) financing, ( e ) program, and (/) instructional supplies. III. Life needs of the girls concerned with the (ai) activities of girls, ( b ) job of home makers, (e) cultural needs, (d) changing homes, ( e ) vocations, (/) scholastic aptitude-indexes or capacities, and ((/) the psychology of learning. Supervisors and teachers of home economics during the biennium have come to see more clearly that home economics in the compre¬ hensive high school should serve the needs of various classes of girls in accordance with their interests, needs, and capacities, and that among such classes are girls who — (1) Plan to complete their education in a higher educational insti¬ tution, but desire home-economics knowledge which will aid them to meet better their daily living needs. (2) Anticipate higli-school graduation and higher educational preparation leading to a professional career for which high-school home economics is basic, such as home-economics teaching, nursing, institutional work, and various positions in the commercial world. (3) Expect upon high-school graduation to become : Home-making assistants to their mothers, mistresses of their own homes, stenog¬ raphers or salesgirls, and wage earners in various other gainful occupations. (4) Leave school before graduation to earn a livelihood by caring for young children, assisting in lunch rooms, cafeterias, tea rooms, and other eating places, helping in clothing-alteration shops, making children’s clothing and articles for novelty shops, or in similar ways. In conclusion, many curriculum builders in home-economics appre¬ ciate that — (1) It is not sufficient to know the pupils’ needs as judged by the individual teachers or as revealed by home-economics research com¬ mittees, but in addition that both teachers and committees should promptly indicate how well the subject matter recommended by them operates at the different ability levels of the pupils. (2) Orientations in modern educational approaches to curriculum construction are necessary. 216 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 (3) An organization composed of the interested school people to carry on the studies and investigations is needed. (4) A clerical staff to assist in the compilation of the studies is necessary, and, finally, (5) It requires the entire teaching staff to test with an open mind the finished product. HEALTH EDUCATION Adequate nutrition and hygienic living are foremost in health education and occupy a prominent place in any home-economics program. An example of this is the Newton, Mass., school health study, inaugurated in the spring of 1919, and recently reported in Monograph No. 5 of the school-health bureau, welfare division, of the Metropolitan Life Insurance Co. The report states : Especially significant is tlie health emphasis in the study of foods and nutrition. The general objective of the work is to teach the needs and uses of the different kinds of food in the body and to develop standards and judgment with regard to the selection of food in its relation to health, through the prepa¬ ration and serving of meals planned on the health basis. An effort has been made to use these classes as opportunities for the teaching of health ideals and establishing health practices. Hence several years ago the name “ cooking classes ” was changed to that of “ foods and nutrition ” and the course was enlarged to include an elementary analysis of foods in their relation to health and nutrition as well as the preparation and serving of foods. A course in “ foods and nutrition ” is required of all seventh-grade girls in the schools of Newton, Mass., who twice each week devote to this work two consecutive periods of 50 minutes each, or 100 min¬ utes per class period. Special attention is given to all the class mem¬ bers who are physically below par, with the view of enlisting their interests in adequate dietaries suitable for them. In this city seven years ago milk lunches were inaugurated in one elementary school. To-day every elementary school in Newton, Mass., serves mid-morning milk. Forty -eight per cent of the children in these schools take advantage of this milk service, and all the children 10 per cent or more underweight who are unable to buy the mid-morning milk have it provided for them by the Junior Red Cross. Boys and girls of the junior high schools who are 10 per cent or more underweight go to the school cafeteria every day for their mid¬ morning milk, and while there their nutritional progress is observed by the cafeteria director, who is a trained home-economics worker. During the past year 100 per cent of the underweight cases pass¬ ing under the observation of the cafeteria director took their mid¬ morning milk. Also 37.5 per cent of the average number of boys and girls served in the cafeteria, about 400 took milk as part of their luncheon. Concerning this milk service, school principals HOME ECONOMICS EDUCATION 217 report that “ while no definite proof can be advanced of improved academic standing or discipline, it seems that the mid-morning lunch relieves much of the tension of the long morning and thereby is a possible factor in achieving a better grade of work with a lessening fatigue.” Aside from forming the habit of milk drinking, school children learn that milk is the best food for promoting growth. Schools in various sections of the country are demonstrating to children by means of actual feeding experiments that animals such as rats, guinea pigs, calves, lambs, and pigs fed on milk as compared with other foods gain in weight much more rapidly and attain a greater growth. Descriptions of such experiments are now found in many of the modern textbooks designed for home-economics classes and may also be had from various other sources, among them the United States Department of Agriculture, National Dairy Council, and nutrition laboratories in many of the privately and publicly endowed institu¬ tions of higher education. The study, “ Health Trends in Secondary Education,” conducted and published by the American Child Health Association, makes the following pronouncements for departments of home economics : 1. Home economics is a vital subject in the health-education program through its food and nutrition, clothing, housing, child care and training, and family relationship units. 2. Home economics can function best in the health-education program when opportunities are presented for the work to be vitalized by way of activities in the school, home, and, if possible, a home-management cottage or apartment. 3. A home-economics trained person should be held responsible at all times for the nutrition program of the school. This may be directed by a nutritionist, the home-economics teacher, or the cafeteria director, (if adequately trained). 4. The school lunch room is and should be a vital factor in the school health program and this idea should be fostered at all times by a trained home- economics person or a trained dietitian. 5. At no time should the function of the school lunch department be ex¬ ploited for the purpose of making money. 6. The health education work that permeates the home-economics course should be a part of the boys’ school training as well as the girls’. Provision should be made for the boys to have an opportunity to take this work, includ¬ ing nutrition, food selection, care and selection of clothing, child care and training, budgets, and social relationships of the family. 7. The home-economics department should utilize other courses in every way possible and thus work toward a coordinated health-education program. The child-health demonstration committee in its final report, cov¬ ering a 5-year health program in Fargo, N. Dak., assigns to home economics an important place in the health-education program. The Association for the Improvement of the Condition of the Poor, of New York, N. Y., in the educational work conducted by its nutrition bureau, emphasizes adequate nutrition, personal hygiene, and home 218 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 cleanliness. In school health programs generally adequate nutri¬ tion, or well-balanced meals, and hygienic habits are recognized as fundamental and essential factors. Proper diet is an important phase of every Boy Scout’s training. The official Boy Scout pamphlet on Camp Health, Safety, and Sani¬ tation gives what Boy Scouts should know about keeping their camp sanitary, themselves fit, and what constitutes a healthful diet. The July, 1928, number of the Journal of Home Economics re¬ ports a school-community health program in which the home-eco¬ nomics department in a consolidated rural school of Elida, N. Mex., held the central position in the entire health program for this com¬ munity. The program was especially concerned with the health needs of the children, and the efforts of the home-economics depart¬ ment resulted in better health examination for the children, estab¬ lishment of a lunch room in the grade school and interesting the entire rural community in better nutrition and general health educa¬ tion. CHILD DEVELOPMENT AND PARENTAL EDUCATION The status of child development and parental education in the field of home economics is described in three bulletins issued during the biennium. These bulletins are: United States Department of the Interior, Bureau of Education Bulletin, 1927, No. 17, “Typical child care and parenthood education in home-economics departments ” ; Merrill- Palmer School, Detroit, Mich., “A survey of public-school courses in child care for girls ” ; and American Home-Economics Association, Baltimore, Md., “ Child development and parental education in home economics, a survey of schools and colleges.” According to the Twenty-eighth Yearbook of the National Society for the Study of Education, these three publications contain the best data compiled on the subject.1 The twenty-eighth yearbook was largely produced during the biennium by a committee composed of some of the outstanding leaders on preschool and parental education. Also, this yearbook ascribes to the vision, foresight, and leaders of home economics the establishment in 1922 of the first nursery school to be used as a laboratory for the education of young girls in the care and training of children.2 Since that date, and especially during the biennium home-eco¬ nomics departments in many State colleges, universities, and privately endowed institutions of higher education, have either established 1 National Society for the Study of Education. Twenty-eighth yearbook. Blooming¬ ton, Ill., Public School Publishing Co., 1929. Vol. XIV, p. 366. 2 National Society for the Study of Education. Twenty-eighth yearbook. Blooming¬ ton, Ill., Public School Publishing Co., 1929. Vol. XIV, p. 28. HOME ECONOMICS EDUCATION 219 nursery schools or provided other opportunities for the observation and study of young children by student teachers. In addition the Manual Arts High School of Los Angeles, Calif., opened a nursery school in connection with its home-economics department. This is the second instance of this kind in the United States. Practically all of the home-economics courses of study, State and city, revised during the biennium have provided a unit in the care and training of preschool children. The 1927 syllabus of home economics for high schools of Illinois states its objectives in child care and training are the development of appreciations of (a) responsibilities involved in the intelligent and systematic care and training of babies and young children and the privileges attached thereto; (b) lack of adequate knowledge and training of many women for their duties as mothers; ( c ) sources of information and opportunities for gaining child-training knowl¬ edge and right habit formation ; and (d) importance of surrounding young children with worth-while and beautiful things, such as books, toys, pictures, and songs. The syllabus outlines the learning activ¬ ities for high-school pupils to be: (1) The preparation and dis¬ cussion of children’s problems and their solutions; (2) methods of bathing, dressing, and feeding the baby; (3) preparation of its food; (4) establishment of proper health habits; and (5) cause and cure of common behavior difficulties. The State home-economics course of study for Texas, issued June, 1928, contains suggestions for child care and guidance for girls below the eighth grade, the eighth, and above. South Bend, Ind., includes in the hygienic course of its home-economics course, issued in 1928, lessons on the responsibility of parenthood and an understanding of the underlying principles involved in the mental and physical care of young children. An important accomplishment during the biennium is the estab¬ lishment of the Washington (D. C.) Child Research Center. Funds for this project were made available to the American Home-Eco¬ nomics Association from the Laura Spelman Rockefeller Memorial. During the year there were enrolled in classes offered at this center 72 students of college grade, 2 graduate students, 170 parents, and 33 other persons in study groups. SOCIAL AND FAMILY RELATIONSHIPS Practically all departments of home economics in the junior and senior high schools offer some instruction in the social relationships of the family. Outlines of such instruction in the various home- economics courses of study appear under such captions as “citizen home making,” “ home management,” “ home and community,” 220 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 “ home problems,” “ the girl and society,” “ family and the home,” and “ the social relationships of the family.” To determine whether parents considered the above subjects of sufficient importance to incorporate them in a home-economics course Daisy Alice Kugel, graduate student in home economics at Teachers College, Columbia University, in 1927, prepared a questionnaire and distributed 800 copies, largely to mothers. The questions asked con¬ cerned the following major topics: Relationships within the family group, changes affecting family life, marriage and its responsibilities, business practices in the home, family-community relationships, in¬ fant care, and health of the family. Replies were received from 510 persons in 14 different States. The answers were largely from mothers who had daughters in school. Practically all of the persons replying expressed themselves in favor of including such instruction as the above topics suggest in the home- economics courses. Of the number replying 46 per cent approved introducing into the home-economics course of study at least 50 of the 53 topics outlined in the questionnaire ; 51 per cent as against 49 per cent favored the inclusion of the topic on companionate marriage; from 63 to 71 per cent favored the discussion of topics on prenatal life, divorce, and desertion; and from 69 to 70 per cent approved instruction on the family income, its proper division among the members. Also 90 per cent of the parents replying feel that in the home-economics classes the following topics might be considered with profit : Cultivation of personal traits such as courtesy, loyalty, love of desirable home life; proper distribution of home responsibilities for all the members of the family; money management, investments, savings, and the wise use of the family income; effect on family life of commercially pre¬ pared foods and ready-made clothing; responsibility for law en¬ forcement; and observance of general health habits. The parents further expressed their interest in the questionnaire by such appended comments as, “ I wish my girls had had home eco¬ nomics like this”; “The teaching of the above subjects should be made compulsory”; “The schools can teach these subjects much bet¬ ter than the home ” ; “ Boys and girls would become better parents if we taught these subjects.” The December, 1928, number of the Home-Economics Counselor of New Mexico, reports a most helpful method in teaching to high- school girls social and family relationships. The work centers around the girl’s own home and school life and has for its objectives the development of the girl’s appreciations for her responsibilities in making her home the happiest place to live in and the school a de¬ lightful community to work and play in. It is suggested that the HOME ECONOMICS EDUCATION 221 teacher in planning the problems for the unit in social relationships bear in mind that the problems meet the interests of the class mem¬ bers, represent real situations in the girls’ environments, and develop their thinking, reasoning, and judging, with the final outcomes of right attitudes toward the responsibilities of home and community life. The syllabus of home economics for the high schools of Illinois gives its objectives for the course in family relations to be desirable family relationships based upon factors essential to wholesome fam¬ ily life, such as (1) prevention of divorce and juvenile delinquen¬ cies; (2) development of high standards of ethical behavior, moral conduct, personality traits desirable to all members of the family; (3) the best ways of using leisure time; (4) desirable attitudes to different members of the family; (5) methods of analyzing right and wrong family situations and suggesting ways and means for promot¬ ing successes and failures in family life; (6) promotion of suitable recreation for various members of the family, home activities inter¬ esting to all the members, (adults, adolescents, elementary, and pre¬ school children) ; and (7) a cooperative attitude toward the family budget. The State Home-Economics Association of California is the first to outline a course on family relationships whose academic credit is inter¬ changeable with a course listed in the social-science departments. Long Beach, Calif., requires of every girl for high-scliool gradua¬ tion a semester’s course in home economics in which the students meet five times per week on budgets and home management. The February, 1929, number of the Michigan Home-Economics News Letter presents excerpts on methods of teaching family rela¬ tionships used by supervisors and teachers of home economics in the following cities of that State: Byron, Detroit, East Jordan, Flint, Fordson, Grand Kapids, Ironwood, Midland, Saginaw, Vassar, and in the Michigan State Normal College at Ypsilanti. A high-school course on family relationships was developed during the biennium by a former director of teacher training of the depart¬ ment of home economics of the University of New Hampshire. This course deals with ( a ) the meaning and purpose of the family, {b) the history of the home, ( c ) the responsibilities of the various members of the family, ( d ) the relations between the older and the younger generations in the home, ( e ) learning to live in the home, (/) qualities desirable in home members, (g) family courtesies and customs, (h) the responsibility of the home in the preparation of children for life, ( i ) the home as a source of character building, ( j ) religion in the home, ( k ) the use of leisure time in the home, ( l ) the forming of friendships by young people, ( m ) romance and its part 115044° — 30 - 15 222 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 in the girl’s life, (n) personal attractiveness, (o) marriage, (p) dangers that threaten the home, ( q ) the girl who leaves home for a career, (r) the relation of the home to the community, (5) contribu¬ tions of the outside world brought into the home, and (£) the art of family life. For each topic is outlined a list of thought-provoking questions and a selected bibliography bearing directly upon the problems suggested. A course similar in nature, called “ Social Training,” is required for graduation of all girls in the Julia Richman High School of New York, N. Y. During the summer of 1926 Yassar College held a “euthenics in¬ stitute ” whose central themes were family relationships and the young child. These things were discussed from the angles of the pediatricians, psychiatrists, sociologists, psychologists, home econ¬ omists, mothers, teachers, newlyweds, and prospective brides. The personnel of the institute was composed of graduates from various colleges and universities. This type of education on the family is now offered in home-eco¬ nomics departments in many institutions of higher education, both public and private. The first home-economics departments to offer such instruction are the State universities of Wisconsin at Madison and of Wyoming at Laramie. HOME ECONOMICS IN BUSINESS The services of trained home-economics women in business appear to form the link between the agencies of production and those of consumption. Evidence of this is seen in the rapidly increasing demands of business firms for trained home-economics workers to direct newly established departments of home economics. Concern¬ ing this comparatively new home-economics service Jessie M. Hoover, director of the home-economics department in one of the largest merchandising institutions in the world, says : Business concerns recognize that the consumer is eager for reliable infor¬ mation regarding the merchandise she purchases and therefore seek to answer her insistent demand. Investigations have shown business that the field of home economics furnishes this direct contact between business and the home maker. Forty-five different types of business concerns are developing home- economics departments and employ more than 200 trained home-economics women to handle the work. Our own home-economics department cooperates with the various merchandise divisions of our company and with its hundreds of chain retail stores located in all sections of the United States as well as our central analytical laboratory which tests samples of all merchandise before it is offered for sale. HOME ECONOMICS EDUCATION 223 Our department is organized under three main projects : 1. Home equip¬ ment — including appliances and furnishings. 2. Home beautification and color harmony. 3. Textiles and clothing — color and design. Through our department we establish contacts with organized home makers, such as women’s clubs, church groups, parent-teacher associations, home-eco¬ nomics extension groups, and similar organizations. To these groups of home makers we present the facts about values, and the best methods of selecting and using merchandise. We instruct them: (1) In the application of lacquer, enamel, and other interior finishes; (2) how to refinish old furniture, do upholstering, select suitable and effective kitchen equipment, and choose suitable colors and fabrics for different types of indi¬ viduals. We send illustrative materials on consignment to certain official groups for educational talks or exhibits, such as curtains and draperies, dinner ware, kitchen equipment, health shoes, and textile fabrics for home sewing. We cooperate with Federal departments, universities, colleges, and schools in securing their advice regarding educational trends and in turn furnish mer¬ chandising facts of value to these organizations. Our company encourages research in home problems by supporting an annual home-economics fellowship and our home-economics department directs the extensive cooperations which our firm extends to the girls of the 4-H clubs, and furnishes authentic merchandising information as to values to millions of home makers. Another outstanding business organization through its home- economics department keeps in touch with the interests of the house¬ wife and with every type of organization and educational institution interested in home economics by means of published reviews of ex¬ perimental work; cooperation with women’s organizations; commer¬ cial food departments; releases; bulletins; recipes; motion pictures; lectures; illustrative material, such as exhibits, slides, menu plans, charts, etc.; discussions; food classes; demonstrations; institutional material for hospitals, tea rooms, restaurants, dormitories; and consultations. The membership in the “ home economics in business ” section of the American Home-Economics Association has increased within five years from 17 to approximately 300 members in 1928. Service may be rendered in this new field of home-economics edu¬ cation by home-economics graduates either without or with practical experience. Majorie M. Heseltine, chairman of the home economics in business section of the American Home-Economics Association, reports that — Positions for those of the first type are for the most part limited to assistant- ships in test kitchens, home service departments of public utilities companies, and the educational departments of manufacturers of foods or of other house¬ hold commodities. The work of these positions is largely of a routine nature, requiring accuracy and painstaking devotion to details. There is evidence that such assistants are rarely promoted to more responsible positions in their own companies because of their lack of experience with the broad home-economics 224 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 field. Occasionally a home-economics trained person is able to enter a more responsible position immediately upon graduation through personal contacts or outstanding ability. Salaries for this class vary in different parts of the country and according to the qualifications of the candidate. Positions for those of the second type are in ( a ) the home-service departments of public utilities which employ trained women for demonstrating foodstuffs or household equipment, broadcasting, and preparing or supervising the preparation of literature to be used in promoting “educational campaigns.” (b) The educational departments of (1) manufacturers of food products, textiles, soaps, dyes, and household supplies; (2) trade asso¬ ciations and life insurance companies as demonstrators, lecturers, supervisors of the field staff, testers, research workers, and editors. Some educational departments maintain a tairly large staff, but on the whole the entire activities of each establishment are conducted by one trained women. ( c ) The editorial departments of women’s magazines, certain trade journals, and newspapers. Some newspapers maintain demonstra¬ tion kitchens in which the work done is comparable to that per¬ formed by the public utilities companies. ( d ) Certain plants which manufacture foods or household appli¬ ances, department stores, and trade associations which maintain research laboratories directed by home-economics women well grounded in the physical sciences. ( e ) A few department stores and banks in the large cities which maintain a budget advisory service to aid depositors and patrons in saving and in wise purchasing. (/) A limited number of advertising agencies where trained women on a full or part time basis act as consultants on advertising copy, publications, and photography to be used in promoting “edu¬ cational campaigns ” on household utilities. Salaries for persons rendering the foregoing services are not stand¬ ardized. One large home-service department of a public utilities com¬ pany requires two years’ successful experience in teaching or home- economics demonstration work. A food company, which maintains a fairly large staff of field workers, demands some experience prefer¬ ably along demonstration lines. In general, it seems desirable that the candidate for a home- economics position in business should have familiarity with the gen¬ eral educational field, including the extension service, and have spe¬ cial training in subject matter concerned with her field. Grants for studies in home economics have been made by indi¬ vidual companies and trade associations. Notable among these are the Institute of American Meat Packers, Chicago, for the study of HOME ECONOMICS EDUCATION 225 cooking meats; Evaporated Milk Association, Chicago, for rela¬ tive digestibility and value of evaporated milk as compared with fresh pasteurized milk, and relative values of evaporated milk as compared with raw and pasteurized milk from the standpoint of content of the various vitamin B factors; Hills Brothers Co., New York, for the quantitative determination of vitamin G content of several Dromedary products, especially canned grapefruit; Fleisch- mann Co., New York, to determine the action of yeast in dough, to study vitamin B retention; Welch Grape Juice Co., Westfield, N. Y., for the value of grape juice in nutrition; Charles B. Knox Gelatin Co., Johnstown, N. Y., for the determination of the nutritional value of gelatin and development of feeding formulas and recipes for invalid cooking; National Canners’ Association, Washington, D. C., for determining vitamin content, especially retention of vitamins B and C, in canned foods; Ball Brothers Co., of Muncie, Ind., for establishing home-canning time tables for nonacid vegetables and meats processed by the hot- water method; and the National Live Stock and Meat Board, for determining the “ factors influencing quality and palatibility of meat,” a cooperative project in which 23 colleges are helping. Many other researches can not be mentioned for lack of space. Manufacturers realize the need of scientific information concerning their respective products, and they appreciate that this information may be had from the research departments of colleges, universities, and industrial research laboratories. Science and business are inter¬ dependent one upon the other and through cooperation can make a greater contribution to society. Recently a trained home-economics woman from the business group was appointed trade commissioner for Norway and Sweden, with headquarters at Oslo, Norway. She is the third woman, but the first woman trained in home economics, to be honored with such an appointment. HOME ECONOMICS FOR BOYS AND MEN Whereas the advisability of offering home-economics instruction to boys was seriously questioned even five years ago, to-day it is offered to junior and senior high-school boys in many cities of the United States. Although handicapped for lack of sufficient laboratory facilities and teaching staff there has been a steady growth in the number of cities and in schools making this instruction possible for boys of junior and senior high-school grade. The Thomas Jefferson High School of New York, N. Y., offered in the fall of 1928 a semester’s course in nutrition to a mixed class 226 BIENNIAL SURVEY OF EDUCATION, 192 6-1928 numbering 155 boys and girls. In this class were 87 underweight f and 68 overweight children. During the term the underweights each averaged a gain from 8 to 10 pounds; the overweights averaged each a loss in weight of 10 to 12 pounds. Two students, each 60 pounds overweight, lost more than 20 pounds each and without a single day’s absence from school. Ten students gained more than 10 pounds each, 2 gained 14 pounds each, 5 showed improvement, 2 were ill, and 3 did not lose weight because they could not control their appetites. During the second semester more boys than girls registered for the course. Among the registrants were prominent members of the ball team. They wanted to become “more fit.” Others have joined the class for the purpose of learning how to live properly. The June, 1928, home-economics report for the Board of Public Education of Philadelphia, Pa., states that — Boys’ classes in food increased in the one high school in which it was offered and a boys’ camp cookery club had a large enrollment in another coeducational high school. Nutrition classes were filled to overflowing in the high schools, and in sev¬ eral of these schools special opportunities were given to underweight boys who are especially anxious to be of normal weight and good health, and are alert and responsive to instruction directed toward these ends. In one special school the boys were given a chance to learn to take care of their own clothes ; to learn to patch, mend, sew buttons on their garments, and to wash and iron their own blouses. An extension of this work is urged, and much more could be done for these boys were there shower baths available that would make possible an increased emphasis on personal cleanliness. According to the report of the division of home economics of the Board of Public Education of Philadelphia, Pa., for the year ending December 31, 1927, the boys of the Overbrook High School, soon after its opening, asked for a course in nutrition and camp cookery. This request was granted and a small class was organized as an ex¬ periment. The popularity for the course grew to such extent that at the close of the school year in June, 69 boys registered for the work to be given in the fall of the next school year. The boys showed keen interest in the work and desired information related to the “maintenance of their own health and strength.” In the special schools the home-economics work for both boys and girls was so acceptable “that deprivation of the privilege of doing this work was a punishment and opportunity for the instruction a real honor.” The 1927 report of the school superintendent of Boston, Mass., gives an account of the contributions of home economics to the boys of the Boston Disciplinary Day School. Here the boys are taught how to buy, prepare, and serve food because it was found that hun- HOME ECONOMICS EDUCATION 227 gry, ill-nourished children could not be taught with profit. More¬ over, these boys had lost interest in their homes and it was thought they could thus be led back to their firesides. The boys look forward to the time spent in the kitchen. Three classes go there daily. The first group buys and partially prepares the food. The second group continues the food preparation, prepares the food counter, and sells the food in cafeteria style. The third group cleans up and puts the kitchen in order. Each day the menu is changed; the food is sold at cost. Whereas many of the boys used to spend their spare cash in “ smokes, sweets, and movies” they now spend it for wholesome food. This practice has resulted in better health condition for all of them. In a recent survey for anemic children by the State nurses only 5 per cent of the boys were found to be underweight. The boys take pride in keeping their uniforms spick-and-span and enjoy laun¬ dering their caps and aprons. Many of these boys come from broken homes where the home en¬ vironment is far from normal and where boys are lonely, neg¬ lected, and as a result resort to willful disobedience to show their individuality. During the school year of 1926-27 the school enrolled 226 boys ; of this number 71 per cent lacked a normal home life, 80 per cent of their parents suffered from chronic illnesses, and many of the homes were mere hovels. Despite this condition the school author¬ ities feel that no matter how humble the home it is where the boys desire to be, and it is far better for them to be there than in the best- regulated institutions. The goal of the school is to reduce institutional commitments, pre¬ vent homes from being broken, help the underprivileged to better conduct. To these objectives the school authorities feel that the boys’ experiences and activities in the school kitchen and cafeteria are of paramount value. The Oklahoma Agricultural and Mechanical College, at Stillwater ; University of New Hampshire, at Durham; State College of Wash¬ ington, at Pullman; North Dakota Agricultural College, at Fargo; and a number of other State colleges and universities offered some instruction to men students in nutrition, social etiquette, family rela¬ tionships, household budgeting, and related subjects. HOME ECONOMICS FOR ADULTS Home economics for adult women is now offered by many agencies. Among these are 31 institutions of higher education offering cor¬ respondence courses in home economics and the Smith-Lever Act of 1914 provided a permanent nationwide system of cooperative 228 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 extension work in agriculture and home economics between the States and the Federal Government. According to the Official Record of June 13, 1928, of the United States Department of Agriculture, the system under the Smith-Lever Act has grown in 14 years “ from one which in its first year of operation employed men agents for agricultural work in 928 counties and women agents in 279 counties to its present size of a total staff of approximately 5,000 technically trained men and women, including county workers, specialists, and administrative workers.” The number of homes in the United States adopting better prac¬ tices because of this service in 1927 was 1,179,408, an increase of 140,455 over the previous year. The practices included better food preparation and preservation, nutrition, clothing selection and con¬ struction, home management, house furnishing, and home and health sanitation. The Capper-Ketcham Act of May 22, 1928, provided additional funds, making possible to men and women and boys and girls desired home-economics information that State agricultural colleges and the United States Department of Agriculture possess. The value of adult education through extension services has been epitomized by the chief of the office of cooperative extension of the United States Department of Agriculture in the following : A good home, a satisfying home, is oftentimes more a matter of work and of right planning and right thinking than of an increased income. From all past experience we know that the average increased income due to our exten¬ sion efforts is going to be small. It is false doctrine to put off improvement of the home and an enlargement of one’s life pending an increased income. The rose growing over the door, the shrubs screening the foundations, the smooth lawn are more matters of work and desire than of increased income. Fruits and fresh vegetables for the table, milk and honey from the cellar are more matters of planning and work than of increased income. Neighborliness is not a matter of increased income, nor is sociability, a clean and orderly home, or wholesome thinking, and yet these are the things that make up the greater part of man’s life and give to him his greatest satisfactions. They are matters of the will and the spirit and all go into the making of the kind of home that men want. The Smith-Hughes Act, passed in 1917, made possible in 1928 home-economics instruction to 175,944 women and girls above the age of 14 years. These adults were enrolled in classes held at a time most convenient for them; either in evening, part-time, or all-day schools. In addition, a total of 56,056 women and girls received home-economics training in the foregoing types of classes not Fed¬ erally aided but wholly supported by State funds. Some of the States offering such opportunities to its adult womanhood are Ar¬ kansas, Georgia, Indiana, Louisiana, Mississippi, New York, North Carolina, South Dakota, Virginia, and Wisconsin. HOME ECONOMICS EDUCATION 229 Private organizations, national in character, offering home eco¬ nomics to adult women are the Young Women’s Christian Associa¬ tion, American Red Cross, Association for Improving the Condition of the Poor, of New York, N. Y., American Child Health Organiza¬ tion, National Dairy Council, and others. HOME-ECONOMICS STUDIES AND RESEARCHES The spirit of research, according to Sir William Henry Bragg, Director of the Royal Institution of Great Britain, “is like the movement of running water and the absence of it like the stagnation of a pool.” Research represents a belief that no matter how well things appear to be going they may be made to go better by careful seeking and a better understanding. Beyond what appears on the surface there is much to be discovered for the betterment of man¬ kind. Home-economics research in the land-grant colleges received a tre¬ mendous impetus through the passage of the Purnell Act in 1925. Up to that time research in these colleges was federally aided in only four States, but three and one-half years later 42 States received from the Purnell fund for research in home economics a total appro¬ priation of $251,474, or 10.47 per cent of the entire appropriation made available through this act. Florida, Mississippi, New York, and Texas had in 1928 for home-economics research more than 25 per cent of the total Purnell fund allotted to each. According to the specialist in foods and nutrition of the Office of Experiment Stations of the United States Department of Agricul¬ ture, in the official record of that department, there are now under investigation in the land-grant colleges more than 100 projects in the field of home economics. Sixty of these are in foods and nutrition, 5 in textiles and clothing, 26 in the social and economic problems of the home, and 9 on home problems chiefly concerned with equipment. The keen interest in curriculum research for elementary and sec¬ ondary education manifested in educational circles all over the United States has stimulated home-economics investigations in these fields. Bureau of Education Bulletin, 1928, No. 22, lists, among other studies in education, those completed in home economics during the fiscal year of 1926-27, and there is in preparation a list of home- economics and other studies completed for the fiscal year of 1927-28. The mimeographed bibliographies of the Bureau of Education on research studies, including home economics in progress for 1927-28, were published respectively in March and May of 1928. Bureau of Education mimeographed Home-Economics Letters Nos. 4 and 5, published in June and September, 1928, respectively, 230 BIENNIAL. SURVEY OF EDUCATION, 1926-192 8 report studies concerning the circumstances surrounding the election of home economics in the senior and regular high schools, and coop¬ erative home-economics studies) in the junior high school as to time allotment for 1927-28; extent home economics is required or elective in grades 7, 8, and 9; and home-economics subject matter taught in these grades. The fifth and sixth yearbooks of the department of superintend¬ ence of the National Education Association of the United States, respectively, list home-economics studies in progress and completed during the biennium for junior and senior high schools. In addition, the Journal of Home Economics contains abstracts from periodicals and reports of studies in many of its numbers, for the years 1926, 1927, and 1928, on food and nutrition; textiles and clothing; child development and parental education; household equipment and management, including cooking, heating, laundering, lighting, house construction, refrigeration and storage, ventilation, and use and care of household appliances. The 1928 March, April, and May numbers of the Journal of Home Economics describe the field of research as concerned with the eco¬ nomic and social problems of the home. Among other notable studies in public-school home-economics edu¬ cation made during the biennium are : “ The placement of home-eco¬ nomics content in junior and senior high schools,” and “ The admin¬ istration of home-economics in city schools,” by Annie Robertson Dyer (New York, Teachers College, Columbia University, 1928). CHAPTER X COMMERCIAL EDUCATION By J. O. Malott Specialist in Commercial Education , Office of Education Contents — Increased enrollments in commercial education — Trend of objectives — Chang¬ ing requirements of business positions — Commercial occupation surveys — State and regional studies — Analyses of the duties of business positions — Recent developments in secondary schools — Commercial teacher training — Higher education for business — Conferences — Conclusion. Business and responsibilities of business are growing. Increas¬ ingly large numbers of opportunities in business are developing. The requirements of the positions are changing constantly. In¬ creased efficiency of the personnel in businesses of different sizes and types is dependent more definitely from year to year upon effective preparation. Likewise, there is a growing realization that a full ap¬ preciation and an intelligent consumption of business services is de¬ pendent to some extent upon a general knowledge of commerce and business. The number of persons preparing for business is increas¬ ing rapidly. As a result, education for business is increasing in scope and definiteness. During the biennium there has been more progress in discharging the vocational and social responsibilities of this phase of education than in any similar period. Particularly in the secondary schools, there has been a further development of general business courses de¬ signed to provide information regarding the fundamental principles of business practice that should be part of the equipment of every member of society regardless of his vocation; to develop a fuller appreciation of the complexity of modern business and its services; and to raise the standard of everyday business contacts of the citizen in the home and community. The outstanding developments, how¬ ever, pertained to the making of studies of employment opportuni¬ ties in business and of the requirements of business positions. In fact, considerably more progress has been made in the accumulation of information about the requirements than in actually meeting them. Even in meeting the requirements more progress has been made in providing technical information and skills than in the development of abilities to deal effectively with people. It is the consensus of opinion among the leaders that a more efficient and continuous pro- 231 232 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 gram of education for business and about business based upon first¬ hand knowledge of conditions is urgently needed. The purpose of this report is to set forth briefly the status and outstanding developments in the program of education for business during the biennium 1920-1928. A review of the education and busi¬ ness literature, including general and special reports pertaining to statistics, city and State school systems, universities, conferences, courses of study, research, and business men’s organizations, reveals the operation of many factors in the process of modernizing the tradi¬ tional program of commercial education. The term “ commercial education ” is used to include that education and training which pre¬ pares specifically for an understanding of the relationships and the performance of activities in business. INCREASED ENROLLMENTS IN COMMERCIAL EDUCATION Approximately 1,000,000 pupils in the public and private high schools, private business colleges, and universities are definitely pre¬ paring to enter business occupations. The number is increasing annually. Two-thirds of those enrolled in business curricula are women. The number of women taking business subjects is increas¬ ing more rapidly than the number of men. The greatest increase of women, in business subjects is in the secondary schools. From 1922 to 1928 there was an increase of 72 per cent in the enrollments in the commercial subjects offered in the public high schools. Of the total number preparing for business occupations two-thirds are in these schools. Approximately 17 per cent of all pupils enrolled in the public secondary schools are pursuing com¬ mercial curricula. In addition to the number preparing for business occupations, other pupils are taking one or more commercial subjects for nonvocational objectives. In the secondary schools a large increase appears in the number of pupils enrolled in commercial arithmetic, typewriting, commercial geography, and elementary business training. Prior to the bien¬ nium enrollments in the traditional subjects, shorthand, typewriting, and bookkeeping, had increased more rapidly than enrollments in other subjects. The number of pupils pursuing typewriting courses continues to exceed the number in any other commercial subject. The second and third largest enrollments are in bookkeeping and shorthand, respectively. Although the enrollments in practically all of the commercial subjects are increasing, the rates of increase are comparatively small in shorthand and bookkeeping. The chief reasons for the small increases in the enrollments in the latter sub¬ jects are that: These subjects were well established prior to the biennium; commercial teachers are beginning to require more rigid COMMERCIAL EDUCATION 233 standards of achievement; the courses in these subjects in many cities have been moved from the first two years of the high school to the last two years; and more pupils realize that these subjects are not essential to obtain certain types of office and store positions. Of the total number preparing for business occupations only 57,728 were majoring in business subjects in the colleges and uni¬ versities in 1926. The number of these institutions reporting com¬ merce and business curricula increased from 129 in 1924 to 132 in 1926. In the institutions offering these curricula in 1926, there were 2,575 instructors of business subjects, which represents an increase of 16 per cent over the number reported in 1924. During the same period, there was an increase of 21 per cent in enrollment in these curricula. Eighty-four per cent of those pursuing commerce courses in these institutions are men, but the percentage of increase for women during the 2-year period is greater than that for the men. Collegiate facilities for obtaining a general business education are expanding. Although only 132 offered curricula in business, approximately 400, or half of the colleges and universities, offered some business courses. Approximately one-half of the colleges and universities offering curricula in business have only one or two courses in each of three or four subjects in this field. Such institu¬ tions ordinarily permit the students to pursue a general business major. Such a curriculum provides orientation in general business but seldom prepares for proficiency in highly specialized initial opportunities. The list of higher institutions offering a sufficient number of spe¬ cific business courses to prepare for immediate job proficiency or a career in any specialized field is comparatively small. For example, of the 127 higher institutions offering courses in foreign trade and foreign service in 1928, 65 reported only one course in this field; 26, two courses; 8, three courses; 8, four courses; 2, five courses; 2, six courses; 5, seven courses; 2, eight courses; and 9 reported ten or more courses. Although 358 higher institutions offered courses in accounting in 1928, approximately only 10 per cent of that num¬ ber offered a major in this subject. In regard to other specialized curricula a trend is toward specialization in function among the collegiate schools of commerce. Data show a concentration of students pursuing particular kinds of specialized training in a com¬ paratively small number of institutions. During the two-year period, there were very few changes in the lists of schools emphasizing such curricula as merchandising, insurance, transportation, or bank¬ ing and finance. 234 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 TREND OF THE OBJECTIVES During the past two years, there was much discussion regarding the objectives of commercial education 1 and the place of commercial education in the general education program.2 The expression of the differences of opinion has helped to clarify many of the problems and bring about greater harmony. Particularly has the increased emphasis on definite vocational objectives stimulated those urging the broader social objectives to develop more fully their point of view. There is general agreement that the commercial curriculum should be designed to prepare for the activities of life, emphasizing prep¬ aration for occupational efficiency; the commercial subjects in the curriculum should be so organized as to coordinate vocational educa¬ tion and training with those initial and promotional opportunities in business found ordinarily in the local communities ; and the com¬ mercial subjects and the vocations into which they lead should be designed to offer to the student a new, unifying, and continuing experience in which each of the seven cardinal principles 3 has an essential and related part. The vocational objective as discussed during the biennium requires that the standards of achievement in school should very definitely be those that are acceptable standards for employment. An increasingly large number of commercial teachers believe that those students who seek their livelihood in business occupations should not have their occupational careers jeopardized by lower standards because so much of vocational and social happiness is dependent upon their vocational efficiency. Although the trend of the primary objective of commercial educa¬ tion is more definitely toward preparing for increased proficiency in initial and promotional opportunities in business, many students pursue commercial subjects for other purposes. The selection of and the emphasis on the commercial subjects varies according to the different objectives. Most closely related to the primary vocational objective are the background and guidance objectives of those who have not definitely decided upon a vocational career. Next, there are the many diversified occupations to which business education and training can contribute generously. For both of these groups the chief contribution of the commercial subjects is vocational. Never- 1 McKinsey, J. O. Objectives and Methods in Business Education. In Stanford Busi¬ ness Series No. 1. Stanford University Press, Stanford University, Calif., 1926, pp. 122-137. Research in High-School Commercial Studies. In Sixth Yearbook, Department of Super¬ intendence, National Education Association. Washington, D. C., 1928. Ch. XXIII. 3 Lomax, Paul S. What Should Be the Place of Business Education in American Edu¬ cation? In The Balance Sheet, vol. 9, No. 7, March, 1928. * Cardinal Principles of Secondary Education. Bureau of Education Bulletin, 1918, No. 35. Washington, D. C., Government Printing Office. 235 COMMERCIAL, EDUCATION theless, the nonvocational values of this phase of education are ordi¬ narily comparable in quantity and quality to those of other special subjects. This is due to the great similarity between certain business and social activities. Another objective that has been emphasized during the biennium pertains to the fact that business education is fundamentally a pro¬ gram of economic education. Junior business education in the junior high schools and courses in economics, commercial geography, and other marginal social sciences and business subjects in the high schools and colleges represent an endeavor to provide general busi¬ ness education. This objective pertains to the broad social and eco¬ nomic values that are coextensive with all human endeavor. The cultivation of this marginal responsibility of the social sciences and business education — the refinement of the instruction materials and of the organization of these phases of education — should result in a more satisfactory attainment of the vocational objectives and the non¬ vocational values of commercial education. CHANGING REQUIREMENTS OF BUSINESS POSITIONS Inasmuch as the primary objective of commercial education is preparation for job proficiency, increased attention has been given to the changed and changing requirements of business positions.4 These changes have been caused primarily by the creation of new business enterprises, the application of the principles of personnel manage¬ ment, the development of new methods in business, and introduction and refinement of office machines. Various steps in the evolution of office and store occupations began earlier and have been more rapid in the large companies than in the smaller ones. Among the most significant changes regarding business positions are: The breaking up of the duties of former office and store posi¬ tions into a large number of highly specialized jobs; a tendency toward standardization of the business positions; development of objective measures of the achievement of the workers for grading and classification; a tendency toward requiring specialized prepara¬ tion for each position; a trend toward substituting workers with technical training for those without such training; the lessening of the opportunity for the workers in a particular business position to study the duties and requirements for higher positions ; the creation of lower, intermediate, and higher occupational levels; and the up¬ grading of the upper levels of these occupations into business professions. 4 The Changing Requirements of Education for Business. Journal of Commercial Edu cation, 57 : 198, 1928. Coyle, Grace L. Present Trend of Clerical Occupations. New York, The Woman’s Press, 600 Lexington Avenue, 1928. 236 BIENNIAL SURVEY OF EDUCATION, ^926-1928 The changes in the requirements of business positions have been made more rapidly than changes in the program of education for business have been made to meet these needs. Prior to the biennium period the adjustments in the business training program were re¬ tarded chiefly by the failure on the part of commercial teachers gen¬ erally, first, to accept the primary vocational objective; second, to make the necessary studies of the needs of students preparing for business occupations; and third, to apply the findings of such studies in course of study revisions. COMMERCIAL OCCUPATION SURVEYS A clearer understanding of the objectives and an awareness of the changing requirements of business positions have encouraged the making of studies designed to give a fact basis for commercial educa¬ tion. Each of the studies has sought to procure information on one or more of the following factors: (1) Kinds and requirements of initial positions which dropouts and graduates obtain; (2) kinds and requirements of promotional opportunities; (3) duties, traits, difficulties, etc.; (4) standards of proficiency on the job; (5) most appropriate content and the most efficient methods of instruction to attain these standards; (6) technique in guidance, placement, fol¬ low-up, and other functions. The extent to which commercial occupation surveys have been conducted during the past two years is positive evidence that com¬ mercial education is entering upon a new era of scientific curriculum revision to meet definite vocational objectives. More progress has been made regarding the first step in the program for the revision of these curricula during this period than in any previous 2-year period. Not less than 50 commercial occupation surveys and follow¬ up studies have been in progress or completed. Many studies of placement data have been made. Practically all of the larger school systems and universities are contributing data regarding oppor¬ tunities in business. CHICAGO, ILL. A timely investigation was conducted in Chicago, Ill., of all types of beginning office positions filled by boys between the ages of 14 and 19, regardless of whether special school training was a prerequisite. Although the study 5 reports some data regarding the 4,169 girls in initial positions, it is devoted almost entirely to the 4,158 boys employed in their first jobs by 57 firms in that city. Data from this study explained to a certain extent the trend of enrollments in c Vocational Guidance Bureau. A Study of Clerical Fositions for Boys in Large Chicago Offices. Board of Education, Chicago, Ill. Occupational Studies, No. 15, 1928. COMMERCIAL EDUCATION 237 commercial education that are due more to self -adjustment by the pupils than to organized guidance. One of the findings of great significance in guidance, course of study revision, and placement pertains to the distribution of the employees in different types of positions. Forty-two per cent of the boys and less than 5 per cent of the girls were reported as' messengers. It is equally significant that 25 per cent of the girls and one-half of 1 per cent of the boys were engaged as stenographers, typists, and dictaphone operators. Fifteen of the 4,169 girls and only 8 of the 4,158 boys were employed as bookkeepers. The report indicates that boys enter the nonrecording types of jobs for which little special prep¬ aration is needed, and that girls go directly into typing, filing, or machine operation for which they have been trained. Preparation for initial positions, salaries, promotional opportunities, and other problems are discussed in the report. GRAND RAPIDS, MICH. The local Office Managers’ Association cooperated with the Board of Education of Grand Rapids, Mich., in conducting a commercial- occupation survey, which was completed in 1927. Data were gath¬ ered on a large number of important problems, including clerical training, placement, machine operation, and desirable traits for office workers. The report shows that higher percentages of the employees were in bookkeeping and stenographic positions in that city than in some of the larger cities in which similar surveys have been made. The number of smaller offices studied in the Grand Rapids survey probably accounts for the higher percentage of book¬ keeping and stenographic positions. In 1927-28 the findings of the survey were applied in the revision of the courses of study for com¬ mercial subjects and in the introduction of a course in machine operation. Equipment for the classes in machine operation is moved annually to each of the five high schools in turn, in order that all of the commercial pupils may have an opportunity to take the new course. The following extracts are indicative of the progress in collecting and using commercial-occupation data in secondary commercial edu¬ cation in an increasingly large number of cities : The special activities concerning commercial education in the Grand Rapids schools during the past two years may be briefly stated as follows : The making of a commercial survey, the introduction of a number of office appliances, and a revision of the courses of study for the junior and the senior high schools. In October, 1926, our superintendent of schools, Mr. Leslie A. Butler, appointed a committee on commercial education for the purpose of revising the present courses of study and to effect a better unification of all commerce work in the various departments of the city. 115044°— 30 - 16 238 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 Since nothing had ever been attempted in the nature of a survey for Grand Rapids, the committee immediately agreed that it would be worth while to < attempt something along this line before considering any changes whatever. Consequently, a plan was arranged and carried out. * * * The survey tended to make a closer contact between the school and the business office as well as to furnish some definite ideas to be incorporated in new courses of study. It is recommended by the committee that future and more extensive surveys be made. FRESNO, CALIF. An example of cooperation for the improvement of the secondary commercial education program was the study of commercial condi¬ tions in Fresno, Calif., conducted by the division of vocational edu¬ cation of the University of California and the State board of educa¬ tion in that State. The study was concerned with requirements and opportunities for employment in local offices and stores; extent to which the local program was meeting the community needs ; pro¬ grams for commercial education in other communities in that State; and recommendations for adjusting the business-training program to the needs of the community. The study was a part of a compre¬ hensive survey of vocational education 6 in that city. Offices and stores were found to present the largest field for em¬ ployment. The study embodies elements of a commercial-occupation survey and job analysis. The report contains for each major business occupation a summary of findings regarding initial and promo¬ tional opportunities and prerequisites for employment, such as age, training, and business experience. Among the recommendations of the survey committee is a decisive step forward in a guidance pro¬ gram. The committee recommends achievement standards in speci¬ fied subjects as prerequisites for entrance into the major vocational curricula, and that in case certain standards are not attained at the time the pupil wishes to enter the curricula he be compelled to pursue specified subjects without credit. RICHMOND, IND. In 1926 a commercial survey was made in 90 per cent of the busi¬ ness firms of Richmond to answer the following questions : “ Does the commercial department of the schools equip its graduates to fit into the vocational needs of the community? Are all the graduates absorbed in our community? Is the training adequate to meet the requirements expected of the graduates of the departments? ” The commercial teachers and pupils conducted the study. Data regard¬ ing the major groups of business positions show the following dis- 6 A Study of Vocational Conditions in the City of Fresno. Division of Vocational Edu¬ cation of the University of California and the State Board of Education. Berkeley, Calif. University of California, Berkeley. General Vocational Education Series, No. 2, Division Bulletin No. 20, Ch. V, 1926. COMMERCIAL EDUCATION 239 tribution: Selling, 32.5 per cent; clerical and secretarial, 29.8 per cent ; bookkeeping and accounting, 16.2 per cent ; machine operation, 14.5 per cent; miscellaneous, 7 per cent. Other data gathered in this survey pertained to labor turnover in the offices, training of employees in different kinds of positions, desirable personality traits, office equipment, and other factors. Some of the findings of the survey are : The sales people in Rich¬ mond are not adequately trained and more training should be offered in that subject; since there are many small business firms in the city, graduates from the commercial department should have a gen¬ eral business training; an employment bureau is needed; and 85 per cent of the employers desired the commercial- department to fol¬ low up the placement of the graduates with advice and suggestions to increase the efficiency of the employee. Although there has been much similarity in the kinds of data gathered, as well as in the findings of the commercial occupation surveys in different communities, a number of studies are unique. For example, in Dayton, Ohio, a follow-up study was made of 841 commercial students who graduated from the Stivers High School during the 10-year period from 1915 to 1925. Pittsburgh, Pa., fol¬ lowed up 1,000 of its commercial graduates. Follow-up studies were made in Minneapolis, Minn., and Philadelphia, Pa. In New Bed¬ ford and Springfield, Mass., the local chambers of commerce cooper¬ ated in making commercial occupation and office equipment surveys. In Lincoln, Nebr., a survey 7 of the commercial occupations and the training of 4,024 men and 2,274 women in offices and stores was conducted. Similar occupation surveys, some of which included a study of office equipment, were conducted in Flint and Hamtramck, Mich. ; New Haven, Conn. ; La Crosse, Wis. ; Oakland and Modesto, Calif. ; Johnstown and New Castle, Pa. ; and a number of other cities. STATE AND REGIONAL STUDIES Improvements in the programs of education for business made possible by the commercial occupation surveys conducted in the cities have led to the making of a number of state-wide and regional studies. The problems and combination of problems studied have varied greatly and have given direction to improvements of differ¬ ent kinds. Many of these studies have been made in cooperation with the State departments of education by graduate students at the universities. Fifteen local commercial occupation surveys were con¬ ducted in connection with one of these studies. 7 Noll, Effie M. The Commercial Curriculum of Lincoln High School and the Needs of the Community. In Education Research Bulletin No. 4. University of Nebraska, Lincoln, 1927. 240 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 Due to the fact that comparatively few commercial occupation surveys reported data regarding promotional opportunities in busi¬ ness, the “ Survey of Occupational Histories of Iowa Commercial Students,” 8 by Dr. E. G. Blackstone, is significant. The report, which is a study of 2,897 drop-outs and graduates from the commer¬ cial departments of the high schools of Iowa, contains data regard¬ ing initial jobs, job sequences, tenure, and other factors. The report contains evidence of the increased need for guidance, clerical, and salesmanship courses. Probably one of the most valuable facts per¬ tains to the percentage of office and store employees who secure executive positions from each type of job. The report shows that clerical and salesmanship positions lead to executive positions as frequently or more frequently than do the bookkeeping and steno¬ graphic positions. The most comprehensive survey 9 pertaining to secondary commer¬ cial education conducted during the biennium wTas submitted as a graduate thesis by Dr. F. J. Weersing at the University of Minnesota. The study was conducted in cooperation with the department of education in that State and was composed of three main parts: (1) A detailed survey of commercial education, to discover the actual status of this subject in the public high schools of a typical mid- western State. (2) A survey and job analysis of commercial and clerical occupations and of the general or nonvocational uses of com¬ mercial education, to discover the proper aims of cofnmercial educa¬ tion. (3) An evaluation or appraisal of commercial education as it was found to exist, in terms of the aims set up by the job analysis and leading to a series of constructive suggestions for the further improvement and possible reorganization of the subject. The findings of the survey pertain to a large number of problems and provide a basis for reorganization of the program. Mr. Weer¬ sing pointed out the need of understanding the vocational and non¬ vocational objectives. He emphasized the need for courses to pre¬ pare general business workers and sales people. His data led him to the conclusion that the local school authorities should provide better facilities for pupil guidance, placement, and follow-up. He recommends that local commercial occupation surveys and other fact-finding studies be made to provide for city and State programs of commercial education a solid foundation of facts. Harvard University has distributed 15,000 questionnaires to lead¬ ing business men in the United States in an attempt to ascertain 8 Blackstone, E. G. Survey of Occupational Histories of Iowa Commercial Students. In University of Iowa Monographs in Education. State University of Iowa. Iowa City, November, 1928. 9 Weersing, Frederick J. The Administration of Commercial Education in the Public High Schools of Minnesota. In Monographs in Education, State University of Iowa, Iowa City. First Series, No. 9, November, 1928. COMMERCIAL EDUCATION 241 the reasons for their success. The survey is an attempt to obtain first-hand information regarding the social classes from which busi¬ ness leaders are recruited, the extent of their education and training, and pertinent facts regarding their business biographies. The study is sponsored by a large number of prominent business men and is conducted under a grant from the Milton Fund. From the results of the study the authors hope to be able to present facts regarding comparative opportunities in the various social classes for advance¬ ment in business and whether the tendency in modern business is toward wider diffusion or closer restriction of such opportunities. The National Federation of Business and Professional Women’s Clubs undertook as one of its major projects for the year 1926-27, an occupational study of its members. This detailed study of the experience of a group of nearly 50,000 women, active in a variety of occupations, offers an unusual opportunity to gather information never before collected about the work of business and professional women. The chief aims of the study are (1) to provide an accurate occupational record of the members of the National Federation of Business and Professional Women’s Clubs, and (2) to make available reliable vocational information to younger women who have not yet found their places in business or the professions. The study is also designed to throw light on such problems as earnings, training, promotion, placement methods, and other factors in the hope of assisting women to render increasingly effective service in the busi¬ ness and professional world. Data from approximately 15,000 re¬ turns were compiled during the biennium at the bureau of business research, School of Business Administration, University of Michi¬ gan, Ann Arbor. Many other commercial-occupation surveys and studies pertaining to secondary and higher education for business have been made. Follow-up studies of the graduates from the high schools of Wis¬ consin and Connecticut were reported. The latter study showed that 77 per cent of the graduates from the high-school commercial courses in Connecticut were actually engaged in commercial occupa¬ tions. State-wide studies were conducted in various phases of sec¬ ondary education in California, Indiana, Kansas, Oklahoma, and Wyoming. Dr. C. O. Buggies, of Harvard University, conducted a survey of the opportunities in the public utility companies. St. Louis (Mo.) University has in progress a survey of the local oppor¬ tunities in business for drop-outs and graduates from the collegiate schools of commerce. The study pertains also to the need for evening school courses in that community. One portion of the survey of the land-grant colleges under way at the Bureau of Education is de¬ voted to a study of the business biographies of the graduates from 242 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 the commerce and business courses of these institutions. Placement and follow-up data from the colleges and universities, as well as reports on the employment records of business firms, have contrib¬ uted to a better understanding of the requirements for business occupations. The commercial-occupation surveys and follow-up studies have shown and are continuing to show the relative importance of prepara¬ tion for various types of initial and promotional opportunities in business; they have demonstrated the need for definite preparatory and extension training for a greater variety of business positions; they have given direction to the coordination of the training courses with employment opportunities; they have given direction to the organization of intensive undergraduate, postgraduate, and evening- school courses of various kinds and lengths ; they have provided data for the purchase of equipment; and they have revealed many of the changes that are taking place regarding requirements for business positions. To a less extent the surveys have revealed through job titles some information regarding actual duties ; some have provided data regarding desired traits, attitudes, and personal qualities; and a much smaller number have contributed valuable information re¬ garding promotional opportunities in business occupations. In fact, the data gathered in these surveys have been the greatest force in breaking down the resistance to definite job training in a program of education for business. The leaders are now devoting increased attention to analyses of the duties of business positions. ANALYSES OF THE DUTIES OF BUSINESS POSITIONS Although relatively large numbers of schools have not applied the findings of commercial-occupation surveys to the organization of commercial education, some progress has been made in the next major step, namely, job analysis. The job analyses that have been made are pioneering efforts directed toward greater definiteness in commercial education and toward increased efficiency in business positions.10 Not only is it necessary to know what drop-outs and graduates are doing in the sense of knowing their job titles but it is necessary to have detailed analyses of the personality traits, duties, and diffi¬ culties of employees on the lower, intermediate, and higher occupa¬ tional levels of the various business positions. To date the job analyses have had comparatively little effect on the selection of con¬ tent or other problems. A number of steps in the process of curricu¬ lum revision are necessary before these data can be used successfully in a training program. Instructors either in the secondary schools 10 Annual Report of Personnel Research Federation. 1927. Personnel Research Federa¬ tion, (Inc.), 40 West Fortieth Street, New York, N. Y. Leffingwell, W. H. A Neglected Business Function That Wastes $6,000,000 a Day. The Magazine of Business, Vol. LV, No. 5, pp. 549, 551, 576, 579. COMMERCIAL EDUCATION 243 or in the colleges and universities have difficulty in making much use of these studies in their original form. In fact, comparatively few fully appreciate the significance of job-analysis technique in course of study revision. CLERICAL WORK The analysis of the duties, traits, and other requirements of cleri¬ cal workers conducted by F. G. Nichols and others at Harvard Uni¬ versity, in cooperation with the National Association of Office Man¬ agers, is a comprehensive research study.11 The significance of the study is increased by the fact that training for sales and clerical positions is the most neglected phase of the program of education for business. In addition to the analysis of the duties of the clerks, other important phases of the study pertain to the trends in clerical occupations; training and experience of those in various types of clerical positions ; additional training needed ; the grouping of cleri¬ cal duties in units for course of study construction ; and the proper place in the high-school curriculum for the various units of clerical training. This report had an immediate and definite effect in giving direction to improvements in course of study revision and in equip¬ ping commercial departments throughout the country. The day, eve¬ ning, and continuation schools will find this report helpful in develop¬ ing courses to prepare for efficiency in the clerical trades. Another very complete analysis of general clerical duties was made under the auspices of the Board of Education, Cleveland, Ohio, and the office managers’ group of the Cleveland Association of Credit Men. In November, 1926, committees were appointed “to analyze the duties of the clerical workers other than those whose work is primarily stenography and bookkeeping, and to build a course of study for the training of this group.” The recent commercial occu¬ pation survey in Cleveland and the observation of the office managers that large numbers of clerks had no vocational preparation prompted this study. The committee’s report is an outstanding contribution to course of study building in commercial subjects. In making this study an index number was obtained for each duty by taking into considera¬ tion the following : The frequency of the duty in the day’s work ; the difficulty or ease of learning the duty ; and those duties best learned on the job and those to be learned in school. After the duties were thus ranked, they were arranged in three levels for curriculum¬ making purposes: Those to be stressed in class and practiced until automatic ; those to be discussed in class until understood ; and those to be mentioned or referred to in class. 11 Nichols, Frederick G., and others. A New Conception of Office Practice. Harvard University Bulletin in Education, No. XII. Cambridge, Mass., Harvard University Press, 1927. 244 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 BOOKKEEPING An analysis of the work of bookkeeping positions in Cleveland, Ohio, initiated by the board of education in 1923 was completed in 1926.12 “The Tentative Course of Study in Elementary Account¬ ing,” published by the board of education in 1928, is based upon this research. Bookkeeping Duties and the Commercial Curriculum, a grad¬ uate thesis completed by Dr. Benjamin E. Strumpf in 1926 at New York University, contains a frequency ranking of 479 duties of book¬ keepers, an analysis of the difficulties of learning the various duties, an analysis as to where the duties can be learned to best advantage, and supplementary data for the development of the bookkeeping cur¬ riculum. Using data regarding the actual duties of bookkeepers and an analysis of what they need to know to perform more efficiently such duties, the author reveals many shortcomings of the current bookkeeping courses and textbooks. The author states : “In a word, there are no real standards to guide us. * * * It devolves upon us to write an ideal course of study and a textbook to match.” He suggests a procedure to be followed in the development of curricula to prepare for increased proficiency in bookkeeping positions. A Job Analysis of Bookkeepers’ Duties,13 a graduate thesis pre¬ pared at the State University of Iowa, Iowa City, pertains to the duties of bookkeepers in a city of 20,000 inhabitants. This study indicates also that certain nonbookkeeping duties are so frequently required that they should be made a part of the high-school book¬ keeping course of study. The most significant of such duties per¬ taining to clerical work is typing, handling of cash, and banking duties of the simple sort. At Bliss College (Columbus, Ohio) a study of bookkeeping duties performed by, and bookkeeping infor¬ mation necessary for, certain types of nonbookkeeping executive positions is in progress. STENOGRAPHY The most comprehensive contribution to the analysis of the work of stenographers completed during the biennium was made by B. F. Kyker, in connection with a graduate thesis at George Peabody Col¬ lege for Teachers, Nashville, Tenn. Although the author did not compile so large a list of the duties of stenographers and secretaries 12 Jones, Lloyd L. Job Analysis in Bookkeeping. University of Iowa Monographs in Education, July, 1926, pp. 145—151. State University of Iowa, Iowa City. 13 Nyquist, R. E. A Job Analysis of Bookkeepers’ Duties. In University of Iowa Mono¬ graphs in Education. First series, No. 8. Jan. 1, 1928. State University of Iowa, Iowa City. COMMERCIAL EDUCATION 245 as is reported in Analysis of Secretarial Duties and Traits,14 he gathered various types of supplementary data pertinent to the voca- tionalizing of the stenographic curriculum. Emphasis is placed upon the problem of the selection of content for the secondary cur¬ riculum in stenography. The study shows also that the place of the major vocational training in stenography should be in the latter part of the high-school course or in subsequent courses. An interest¬ ing feature of the study is the effort to gather data regarding stand¬ ards of performance of the duties. The findings of this investigation are in such form that they can be readily used by course of study committees. Interpretation 15 of the analyses has been made for instructional and course-of-study purposes. EXECUTIVE POSITIONS Problems in the analysis of the business positions on the higher occupational levels are more difficult. More factors enter into the problems concerning which executive decisions are made. Many of the factors are almost intangible and difficult to list and analyze. Because of these difficulties and because of the lack of general ac¬ ceptance of the values of job analyses for revision of the collegiate curricula in business, contributions in this field are coming chiefly from a small number of institutions. The Research Bureau for Retail Training, University of Pitts¬ burgh, has made outstanding contributions to the analysis of the duties of buyers, floormen, merchandise managers, sales people, and executives in stores.16 The school attempts to find out exactly what the person to be trained has to do and to collect and organize the content and develop methods of procedure which should indicate exactly how to perform these operations. In cooperation with de¬ partment stores in that city, the duties of executives in the stores were analyzed. The findings of these studies were used as a basis for the training courses. The difficulty analyses made by the school are in some respects more closely related in the training program than the duty analyses. The American Council on Education, Washington, D. C., is mak¬ ing an analysis of the duties of certain executives in the Federal Government and has fostered similar studies of the work of execu- 14 Charters, W. W., cmd Whitley, I. B. Analysis of Secretarial Duties and Traits. Baltimore, Williams & Wilkins, 1924, pp. 75—96. Contains a frequency ranking of 871 secretarial duties. 15 Barnhart, E. W. Analysis of the Work of a Stenographer. In American Shorthand Teacher. 18 Personnel Research in Department Stores. Research Bureau for Retail Training. University of Pittsburgh, Pittsburgh, Pa., 1926. 246 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 tives in business. The American Management Association and the Personnel Research Federation, both of New York City, are en¬ couraging further activity along this line. These and other studies, particularly those made by business firms for private use, have resulted in the accumulation, during the past two years, of a fund of detailed information about the actual duties, difficulties, desired traits, etc., for business positions. Such studies represent the kind of contributions that the leaders believe should be and must be forthcoming for all business occupations before definite efficient vocational curricula can be organized. The develop¬ ment of job analysis technique has encouraged a few investigators to study not only the duties to be performed in the various business positions but the standards of performance in quantity and quality. For example, they believe it is not sufficient to know that a certain percentage of the office and store employees are stenographers nor to know that to transcribe business letters is one of the 871 duties performed by stenographers. They believe that for purposes of personnel and salary administration it is essential to know for the various occupational levels of stenographers what are the standards of performance in quantity and quality in transcribing material of different degrees of difficulty and under other controlled conditions. Only by obtaining, interpreting, and testing such data about business occupations and by more careful study of the pupils and students entering business curricula is it possible to offer them intelligent guidance, adequate training, and extension education that will enable them to make the most of their opportunities. RECENT DEVELOPMENTS IN SECONDARY SCHOOLS The dominant interest in secondary commercial education is in curriculum revision. In the process of rewriting the commercial courses of study considerable progress was made in certain com¬ munities in the application of the findings of commercial occupa¬ tion surveys to the organization and administration of commercial education. There was much less progress in the application of the findings of job analyses and research in methods of instruction. Sufficient research studies have been made, however, to give direction to a complete reorganization of secondary commercial education on a fact rather than on an opinion basis. Furthermore, there is in¬ creased evidence of a clearer understanding of the objectives and of the place of commercial education in the secondary curriculum.17 17 Lomax, I’aul S. Commercial Teaching Problems. New York, Prentice-Hall, (Inc.), 1928. COMMERCIAL EDUCATION 247 JUNIOR HIGH SCHOOL Significant developments in junior high schools center around the junior business training courses.18 The number of schools that added this subject was fourteen times as great as the number that discontin¬ ued it in the past three years. Eight times as many added elementary office practice as discontinued it. The only other commercial subjects that held their own numerically were commercial geography and typewriting, the latter increasing only 20 per cent in the 3-year period. Approximately twice as many schools discontinued as added the following subjects: Commercial arithmetic, spelling, penmanship, bookkeeping, and shorthand. If the present trends continue, the time is not far distant when junior business training and commer¬ cial geography will be the outstanding leaders in the junior high schools of the small communities and junior business training, ele¬ mentary office practice, and typewriting in the larger communities. The literature19 pertaining to commercial education in the junior high school is focused upon the development of the junior business training course. The administrators are seeking a general business course in harmony with the objectives of the school. The leaders in the social sciences point to the need of general business information for all. Those interested in vocational guidance consider the course as a subsidiary step in the guidance program. Those who study the drop-out tables and junior commercial occupation surveys emphasize the need of helping the pupils who leave school early. Practically all consider the course as prevocational for those who pursue the major commercial courses in the senior high schools. Gradually there is developing general agreement concerning the objectives and content. New textbooks, courses of study, teachers’ manuals, maga¬ zine articles on methods of instruction, and a few methods courses for teachers have motivated the classroom instruction in the subject. The city and State superintendents of public instruction in special reports to the bureau indicate that the greatest difficulty in the de¬ velopment of the junior business training courses is that of obtaining teachers who can motivate the instruction. The developments of the past two years will undoubtedly overcome the present difficulties and lead to further introduction of the general business information and elementary office practice courses. 18 Lewis, E. E. and others. Junior Commerce Curriculum. In Fifth Yearbook, Depart¬ ment of Superintendence, National Education Association, 1927. Ch. XVIII, p. 430. 19 Commercial Education: Junior Business Training. Bibliography. Bureau of Educa¬ tion, Department of tli« Interior, Washington, D. C. 248 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 SENIOR HIGH SCHOOL The trend of developments in the senior high schools relates to closer coordination of the training program with initial employment opportunities.20 Many contributions have been made in the efforts to revise the course of study according to research data collected dur¬ ing the past two years. A greater variety of courses has been developed particularly in the large schools and in the high schools of commerce. The development of clerical training, machine operat¬ ing, and cooperative retail selling courses has made possible improve¬ ments in the guidance programs. These and many other interrelated developments indicate that secondary commercial education is over¬ coming its traditional handicap and is rapidly entering a new era of definite training for occupational efficiency in a wider variety of initial positions. Although greater emphasis is placed on the voca¬ tional objectives there is also more interest in the development of a balanced curriculum. More highly specialized training frequently releases more time for general education. The most significant trend in harmony with changing require¬ ments of positions filled by pupils leaving the secondary schools has been the development of clerical training and machine-operating courses. For many years well-managed high schools in the larger cities have offered such courses. During the biennium there was an increase in the number of schools that have offered specialized train¬ ing in office practice and in the operation of special machines. Out¬ standing progress in the development of clerical training and machine-operating courses is reported from New Bedford, Spring- field, and Boston, Mass.; New Britain and New Haven, Conn.; Providence, R. I. ; Cleveland, Ohio ; Philadelphia, Pa. ; and Grand Rapids, Mich. No phase of commercial education has greater opportunity for expansion and has been retarded more than retail selling. As a result of certain difficulties, prejudices, insistence upon the traditional curriculum, and the dearth of qualified teachers of salesmanship in secondary schools, fewer than 100 cities in the United States have cooperative part-time courses in this subject. Initiative for the organization of these courses has frequently come from local mer¬ chants. During the past two years researches 21 and courses of study that should facilitate the development of these courses have been made. Nine large cities recently prepared courses of study for this 20 Lee, E. A. Objectives and Problems of Vocational Education. New York, McGraw- Hill Book Co., (Inc.), 1928, Ch. V. a Decker, D. D. The Objectives, Content, and Methods of Retail Merchandising Educa¬ tion in the Secondary Schools of California. Graduate Thesis, University of Southern California. Los Angeles, Calif., 1928. COMMERCIAL EDUCATION 249 subject. Instruction material has been prepared specifically for clerks in meat markets and grocery stores. Many refinements1 have been made in cooperative training in New York, N. Y. ; Los Angeles, Calif.; Boston, Mass.; Portland, Me.; Wilmington, Del. ; San Jose, Calif. ; and in a number of other cities. Reports of excellent progress, particularly in training for retail selling, are coming not only from the large cities but from cities having a population of less than 25,000. The time to be devoted to actual experience, plans for granting credit, curricula in which cooperative courses are offered, arrangements concerning compensa¬ tion, and other factors vary greatly in the different communities. Confidence in the chief objective, namely, helping pupils to bridge the gap between schools and business positions, together with experi¬ ments in the plans for administering the work, is encouraging the extension of cooperative training. Nevertheless, some of the school systems that pioneered and contributed most to the development of cooperative training of commercial pupils discontinued this phase of the work. Other significant developments related directly and indirectly to methods of instruction, tests, and measurements,22 placement, eve¬ ning schools 23 and supervision.24 The courses of study were re¬ vised or are in process of revision in Pennsylvania, Indiana, and Maine, and in a large number of cities, including Harrisburg, Lan¬ caster, New Castle, and Pittsburgh, Pa. ; Lansing, Mich. ; New Britain, Conn. ; Somerville and Springfield, Mass. ; Sioux City, Iowa ; Dallas and San Antonio, Tex. ; Newark and Elizabeth, N. J. ; Chicago, Ill. ; and many other cities. An increased number of day high schools, including those in Boston, Mass. ; Detroit, Mich. ; Tacoma, Wash.; and Jamestown, N. Y. ; inaugurated the 1-year intensive commercial course for seniors and postgraduates. Greater efficiency was achieved in the guidance of commercial pupils in Cleveland, Ohio ; Portland, Me. ; Berkeley, Calif. ; and other cities. Prognostic tests25 were given in a national survey by one of the publishing companies and efforts were made to obtain a correlation between the intelligence quotients and success in certain academic subjects with success in particular business subjects. The 1928 an- 22 Commercial Education : Tests and Measurements. Bibliography. Bureau of Educa¬ tion, Department of the Interior, Washington, D. C., 1928. 23 Worley, R. J. Commercial Education in the Evening School. In The Balance Sheet, 8: 13, November, 1926. 24 Neuner, John J. W. Why a City Director of Commercial Education? In The Balance Sheet, 8 :12, April, 1927. Blackstone, E. G. The Supervision of Commercial Education. In The Supervision of Secondary Studies. Uhl and otheos. Ch. VIII. New York, Appleton. 25 A Nation-Wide Study of the Results Obtained from the Hoke and Rollinson Tests. In The American Shorthand Teacher, 8 : 123, December, 1927. 250 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 nual report ,of the superintendent of public schools in Boston, Mass., and of the director of commercial education in Philadelphia, Pa., give especial attention to the developments in commercial education in these cities. PRIVATE COMMERCIAL AND BUSINESS SCHOOLS During the past two years there has been a tendency among pri¬ vate business schools to seek junior college and collegiate standing. Many of the schools have sought the privilege of granting degrees in commerce and business. The larger and probably the better- managed schools are endeavoring to attract high-school graduates rather than those who have dropped out of high school. For success over a long period these schools are very definitely dependent upon satisfactorily preparing their pupils for job proficiency and upon finding suitable employment for them. The majority of these schools realize, therefore, that high-school graduates, or those who have had from two to four years of high-school education contribute more to the reputation of their training programs than do students with less education. The endeavor on the part of a large number of these schools to obtain students of higher qualifications is in harmony with the up-grading requirements for business positions. Additional accrediting associations among private business and commercial schools have been organized. During the past two years the oldest one, the National Association of Accredited Commercial Schools, has been active in endeavoring to raise the standards of these schools. The association has been particularly active in creat¬ ing a spirit of cooperation and in developing higher standards of administration and better educational programs. Realizing the need for a greater variety of types of training and the need for constant improvements to meet changing conditions this association has had many committees at work on different problems. Reports of educa¬ tional committees and one special report 26 should be beneficial to these schools. COMMERCIAL TEACHER TRAINING Different groups of leaders emphasize, respectively, the philosoph¬ ical and scientific approaches to determine the content, organization, and emphasis in commercial teacher training in undergraduate as well as graduate and extension courses. The exchange of opinions and the investigations 27 have revealed the need for data regarding duties of commercial teachers in initial and subsequent positions. 20 Nichols, F. G. The Problem of the Private Business School. In Accredited News, 7 : 8, December, 1927. 27 Bibliography of Research on Commercial Teacher Training, pp. 417-419. In First Yearbook, Eastern Commercial Teachers Association, 263 Lexington Avenue, New York, N. Y.f 1928. COMMERCIAL EDUCATION 251 Many believe that when training is to be given for a specified voca¬ tion the first step is to determine the requirements of that occupation and then to provide the most efficient known devices for enabling the trainee to meet those requirements. The accepted procedure then is to work from occupational demands to the building of the commercial teacher-training curriculum which, of course, should provide for more than mere technical training. The social significance of education, business, and education for business are very important factors. The elimination of some of the two and three year curricula and the organization of additional 4-year courses have resulted in some con¬ fusion regarding the objectives. Frequently the objectives of the new curricula are comparable to those of the collegiate schools of business. Some set up the objective of preparation for highly specialized posi¬ tions including certified public accountancy. Reports from some of the teachers colleges and normal schools indicate that many times more students are pursuing the commercial teacher-training curricula than could be absorbed within the respective States. The reports frankly state that the students do not intend to teach. So far as the commerce departments are concerned, such institutions might be con¬ sidered regional or State trade schools offering technical preparation for business on the junior college and university levels. Neverthe¬ less, the major burden of commercial teacher training continues to rest upon the undergraduate curricula in teachers colleges and normal schools. Many developments in the practical training program have come from these schools. During the biennium a number of studies were made regarding the commercial teacher-training curricula, subject combinations taught by commercial teachers, the preparation of those in service, and other factors. Among the States in which studies were made are Kansas, Illinois, Minnesota, Missouri, New Jersey, Ohio, and Oklahoma. One study was made regarding the emphasis placed on technical train¬ ing and general education, respectively, in the commercial teacher¬ training curricula in different types of institutions. In a study 28 conducted by Miss Ruth Hoadley, she finds that : From 9 to 40 months is the time necessary to complete a commercial teacher¬ training course, the average being 31 months. The range of subjects is so broad and their contents such as to indicate that schools have given little thought to determining what basic training is essential for commercial teachers. * * * Under the present situation the teacher goes into the field with inadequate background of definite methods and procedures; * * * to counterbalance the dearth of methods courses, practice teaching would need to be given in all institutions. * * * Business training is required by only 20 out of 59 schools. In the light of all the advantages accruing to the commercial teacher from such experience, this is a deplorable situation. 28 Hoadley, Ruth. Status of Commercial Teacher Training in the United States. In Iowa Monographs in Education, State University of Iowa, Iowa City. First series. No. 9, 1928. 252 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 A unique system of practice teaching has been developed at the State Teachers College at Indiana, Pa. A number of typical high- school commerce departments in near-by towns and cities have been turned over to the commercial teacher-training department as prac¬ tice-teaching centers. These centers are directly shpervised by full¬ time local supervisors. They are also supervised one or two days each week by the regular members of the commercial teacher-training faculty, each member of which is given one full day every week for this purpose. Graduation from the recently organized commercial teacher-training curriculum at Fresno, Calif., requires one-half year of business experience along the line in which the student is majoring. Other reports on new and worthy developments were received chiefly from those State teachers colleges and normal schools in which com¬ mercial teacher training is concentrated for the respective States and from the large universities. HIGHER EDUCATION FOR BUSINESS Increased attention has been devoted by the collegiate schools of business to the problems of training for executive levels of business occupations. Harvard University is approaching the task by de¬ veloping case material about business situations. The University of Chicago is developing the functional approach, pertaining to production, transportation, and communication, and is insistent upon the importance of understanding the social and physical background of business activities. The University of Pittsburgh has been active in analyzing the work of executives for purposes of curriculum con¬ struction. Many other institutions, as well as leaders in particular fields, are contributing much toward this problem. During the past two years additional facilities have been pro¬ vided for the increasingly large number of students pursuing com¬ merce courses. Harvard University was the beneficiary of the George F. Baker Foundation, established through the gift of $5,000,- 000 from George F. Baker, for erecting suitable buildings and en¬ dowing the research of the school. The entire new plant of 10 buildings was completed during the biennium. Northwestern Uni¬ versity, through the Wiebolt Foundation and other contributions, was enabled to add to its downtown facilities for meeting the rapidly growing demand for late afternoon and evening classes. Among other institutions at which new commerce buildings were completed or dedicated during the past two years are the University of Illinois, University of Alabama, and Georgia School of Tech¬ nology. New colleges of commerce were organized at Miami Uni¬ versity, Louisiana State University, University of Florida, and the University of Idaho. COMMERCIAL EDUCATION 253 Schools of business are placing increased emphasis on research as an essential in enriching and giving greater reality to the business courses. Additional bureaus of business research were organized during the past two years at Boston University, Temple University, University of Buffalo, University of Detroit, University of Georgia, University of Iowa, University of Kentucky, University of Okla¬ homa, and University of Texas. One of the developments immedi¬ ately following the Bureau of Education survey of Rutgers Uni¬ versity 29 was the organization of a bureau of economic and business research in 1927. Plans were developed for the organization of similar bureaus at Louisiana State University, University of Mis¬ souri, University of North Dakota, and St. Louis University. In addition to the bureaus of business research, organized by the higher institutions, many of these schools have cooperative relationships with separately organized research agencies. Beginning in 1926 the American Association of Collegiate Schools of Business issued five reports on research projects in progress and ■completed by members of the association. These reports have been helpful to small as well as large business firms and municipalities in their adjustment to the constantly changing economic and business conditions. The making of these investigations in the current prob¬ lems of the various business communities has had a stimulating effect on the pupils and instructors. At the University of Nebraska and Ohio State University plans were developed for all members of the staff to conduct research studies periodically. Other outstanding developments pertain chiefly to the expansion of the curriculum ; business experience as a requirement for gradua¬ tion; and extension education and institutes for merchants, account¬ ants, and real-estate salesmen. University of California, University of Missouri, and a few others enlarged their offerings in personnel management, the need for which was emphasized in a recent report by the American Management Association. The greatest expansion of the courses was in accounting. Two institutions introduced courses in commercial aviation. Columbia University and a number of smaller schools organized short, intensive curricula in technical business subjects for those who do not intend to graduate. Such curricula seek to meet a rapidly growing need that has been neglected in many institutions. Additional institutions organized cooperative part-time training, and the University of Missouri and the North Texas Agricultural College are planning such courses. Summer school courses for executives and additional endowments for the training of executives were made available. The outstanding con- 28 Klein, Arthur Jay, director. Survey of Rutgers University. Department of the In¬ terior, Bureau of Education, Washington, D. C„ 1927. 115044°— 30 - 17 254 BIENNIAL SURVEY OF EDUCATION, 19 2G-192 8 tribution to the literature on collegiate education for business was made by Dr. Leon C. Marshall.30 The reports of many deans of colleges of commerce and presidents of universities emphasize the necessity of increased funds to meet the growing demands for busi¬ ness courses, business libraries, and statistical and research facilities. These and other developments during the past two years have been definite responses to the growing needs of business and the cultiva¬ tion of closer relationships with business men. CONFERENCES The programs of commercial education conferences of the past two years have pertained chiefly to research and constructive group un¬ dertakings. The Eastern Commercial Teachers’ Association, in 1927, adopted a 3-year professional program to result in the preparation of three yearbooks on foundations, curriculum-making, and administration and supervision of commercial education. The 1928 yearbook31 is an excellent beginning of this program. At each of the Iowa Research Conferences on Commercial Educa¬ tion, held in 1926, 1927, and 1928, under the auspices of the State University of Iowa, reports were made of the outstanding researches completed since the previous meetings. The calling of the confer¬ ences and the distribution of the published reports 32 were an impor¬ tant service to secondary commercial education. The conferences have been a factor in cultivating the research attitude, in encourag¬ ing commercial teachers to conduct studies, and in speeding up the application of the findings. The researches reported at the confer¬ ences have pertained to a wide range of important problems. In 1928 a joint meeting was held with the National Association of Commer¬ cial Teacher Training Institutions. The leaders of the commercial teachers’ associations are realizing the opportunities and the responsibilities of such associations. The constitutions of the new associations set forth objectives that indi¬ cate a vision of greater service. The two purposes for the organiza¬ tion of the Ohio Commercial Teachers’ Association in 1928 were reported33 to be: First, the securing of a State director of com¬ mercial education, and, second, the raising of the standards for commercial teachers. Committees were appointed to make recom- 30 Marshall, Leon C., and others. The Collegiate School of Business : Its Status at the Close of the First Quarter of the Twentieth Century. Chicago, Ill., University of Chicago Press, 1928. 81 Foundations of Commercial Education. 1928 Yearbook. Eastern Commercial Teach¬ ers’ Association, New York. The secretary, 253 Lexington Avenue, New York, N. Y. 33 Research Studies in Commercial Education, I, II. University of Iowa Monographs in Education, State University of Iowa, Iowa City. First Series, No. 7, July, 1926; No. 8, January, 1928. 33 The Business Educator, 33 : 32, May, 1928. COMMERCIAL EDUCATION 255 mendations regarding the organization of commercial education in the junior and senior high schools, respectively. At the 1927 meet¬ ing of the American Vocational Association a committee was ap¬ pointed to prepare a report on the need of city and State supervisors of commercial education. The Virginia Education Association con¬ ducted a survey of commercial education in that State in 1927-28, and has submitted its report to the State department of education. The North California Commercial Teachers’ Association appointed a committee in 1926 to investigate the possibilities of the appointment of a supervisor of commercial education in that State, and in 1928 such an appointment was made. The regional groups of commercial teachers in Nebraska and the Commercial Teachers’ Association in Oklahoma are gathering data for course of study revision. In a number of the States the associations are sponsoring State contests 34 in commercial subjects and rendering other services. In addition to the meetings of the American Association of Collegiate Schools of Business, the Pacific Collegiate Economic and Commercial Conference, and the regular meetings of collegiate in¬ structors in the various fields, conferences were held in connection with the dedication of the new commerce buildings at the University of Illinois in 1926, 35 and at Northwestern University in 1927. Among the outstanding contributions at the collegiate conferences was a report 36 by Dr. J. O. McKinsey at the conference held in con¬ nection with the opening of the graduate school of business at Stanford University. Doctor McKinsey outlined a worthy program for analyzing executive and staff positions in business for purposes of curriculum construction. CONCLUSION Lack of general acceptance of definite, worthy objectives based upon the changing, yet known or knowable requirements of business positions, is retarding the progress of business education. Although this phase of the educational program is undergoing many changes and is receiving more attention annually, the requirements of busi¬ ness positions are continuing to change more rapidly than the pre¬ paratory and extension education programs are readjusted. Even in curriculum revision the emphasis has been on the traditional com- 34 Slinker, Clay D. A Survey of Commercial Contests. Research Studies in Commercial Education, III. University of Iowa Monographs in Education. First Series, No. 9, Nov. 1, 1928, p. 57. University of Iowa, Iowa City. Colvin, A. 0. The Pros and Cons of Commercial Contests. The Balance Sheet, 10 : 68, 1928. 35 Conference on Collegiate Education for Business. University of Illinois, Urbana, Ill., 1927. 38 McKinsey, J. O. Objectives and Methods in Business Education. In Stanford Busi¬ ness Series, No. 1, Stanford University Press, Stanford University, Calif., 1926, pp. 122-13V 256 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 mercial subjects rather than the actual employment opportunities and requirements which are fundamental in effective vocational educa¬ tion. The development of vocational and professional curricula in other fields has not materially affected education for business. Furthermore, there has not been a full realization of the educational significance of general business information for all students, occupa¬ tional levels, diversity of employment opportunities, desirable mobil¬ ity in business positions, and the relation of job proficiency to voca¬ tional and social happiness. The consensus of opinion is that the outstanding need in the pro¬ gram of secondary commercial education is supervision. Every in¬ vestigation of this problem has emphasized the urgent need of city and State supervisors. No other phase of secondary vocational edu¬ cation has so many students enrolled, is composed of so many sub¬ jects, or prepares for so vast a variety of gainful occupations; no other phase has so little supervision to give direction to research and to obtain a prompt and general application of the findings of worthy investigations. As a result of the lack of supervision and the operation of the many retarding influences, there is a wide varia¬ tion in the stages of development of business education in the different communities. This phase of education is passing concurrently through the stages of introducing, lengthening, upgrading, and dif¬ ferentiating the curricula, and developing programs of guidance, placement, and supervision. The rapidity, extent, and effectiveness of the adjustments are dependent largely upon local leadership. In communities having supervisors of commercial education or princi¬ pals of high schools of commerce, the possibilities of such leader¬ ship have been successfully demonstrated. In fact, the commercial occupation surveys, job analyses, studies of standards of achievement in business positions, and refinements in the methods of instruction — all of which can be credited to relatively few workers in this field — are examples of the kinds of service necessary to develop progressive commercial education. The extremety rapid development of new and diverse industries, the equally rapid modification of older industries and business prac¬ tices, the reshaping of domestic and foreign business relationships, and recent economic changes indicate emphatically the growing re¬ sponsibility of education for economic and business leadership. A continuing, capable leadership, schooled in the social implications and obligations of business, to cope with new and complex problems of management, is increasingly important for our general welfare. Various aspects of this leadership can be analyzed and programs of guidance and training can be scientifically developed. Although some pioneering has been done and a few additional studies are in progress, this important subject is deserving of far more thorough COMMERCIAL EDUCATION 257 and critical study than it has received. Inasmuch as biographies of business leaders indicate that there are different approaches to the higher executive positions, research should determine to what extent collegiate business education is achieving its objectives, wherein the program can be made more effective, and to what extent curricula combining commerce with engineering, law, and other subject-matter fields should be developed. The 93 collegiate schools of commerce, with their 31 bureaus of business research and constantly expanding facilities, are in a posi¬ tion to make personnel studies, the findings of which if and when applied should change materially the character of higher education for business. There is need for a program of personnel studies cen¬ tering around the opportunities and requirements of initial and pro¬ motional opportunities of the drop-outs and graduates, including studies of: The students who apply for the business courses; the needs of these students for curricula of different kinds and lengths ; the educational and occupational biographies of former students or workers in a given region or industry, emphasizing those factors that are significant for promotion ; duty, difficulty, and trait analyses of intermediate and higher occupational levels in particular occupa¬ tions and industries; and appraisal by the former students of the curricular and extracurricular practices. The use of standardized forms and procedures in conducting such studies will make possible the compilation of the data on a nation-wide basis. Other significant problems of this phase of education at the close of the 2-year period pertain to the slowness not only in accepting but in distinguishing between definite social-science and vocational objectives of business education ; tremendous increase in enrollments, particularly of women; introduction of the traditional courses into the high schools of the smaller communities without readapting the content to the needs of those communities ; failure to promote courses in retail selling, clerical training, and machine operation in accord¬ ance with the needs revealed by surveys; slowness to study the possibilities and difficulties of part-time training; failure to develop a continuous program of education for business, particularly as re¬ gards post-secondary training requiring less than four years; slow¬ ness to develop guidance programs based on studies of those who are successful on the various occupational levels of different business positions ; slowness to develop commercial teacher-training curricula and certification based on actual requirements of teachers in initial and subsequent positions; and failure to provide an experimental school for conducting research and applying the findings in order to prevent many years of trial and error procedures and amateur experimentation in thousands of schoolrooms. ■ CHAPTER XI ADULT EDUCATION ACTIVITIES By L. R. Alderman Specialist in Adult Education , Office of Education^ Contents. — Introduction — Ability of adults to learn — State activities — Illiteracy — Educa¬ tion of the foreign born — Modern life demands education — Parent education — Col¬ lege and university extension — National adult education associations — Home reading courses. INTRODUCTION There has been increased interest and activity in the field of adult education during the biennium 1926-1928. The term “ adult education ” is used in so many ways that the question is often asked, What is adult education? “Adult education ” came into general use in the United States soon after the World IVar. The shock of the war so aroused men and women that they began to look for a means to prevent such a calamity from ever happening again. It was more clearly seen that a people can not by any machinery or form of government exonerate themselves from responsibility for the acts of their Gov¬ ernment. When mistakes are made by rulers, the people must suffer the consequences. This concept forces one anew to the conclusion that education of the whole people is most important. Men saw that rank and promotion in any military organization depend much upon education. The war revealed the fact that a very large number of men of military age were unfitted for general military assignment because of the lack of ability to read ordinary communications or to convey information by writing. From the National Academy of Sciences came the shocking announcement that about one- fourth of the American Army were not functionally literate. The World War also revealed anew the fact that America is made up of many nationalities; that there were sections of this country which were essentially foreign in language, customs, and ideals. As¬ similation had not gone on as fast as it was generally believed. Citizens generally saw that if this country was to enter into any action that required a united people it was necessary to assimilate this large number of foreigners. The alien himself saw that in order to carry on in this country it was necessary for him to become naturalized. The demand for instruction for our alien population received a great stimulus. The movement was called by the general 259 260 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 name of Americanization. Almost every large community estab¬ lished classes for preparing the foreign-born for American citizen¬ ship. To these classes, where the alien was taught to read and write the English language, came also native-born citizens. The term Americanization evidently did not fit and, to avoid its use the term “ adult education,” which has a much broader significance and was well-known in Europe, came gradually into general use. Adult education was accepted as a challenge by many grown people. Adult education became a slogan for continued education. Numerous organizations adopted it as their objective. New organi¬ zations were formed to promote various phases of education for grown men and women. Another reason why so much interest has been manifested in adult education is that a much larger number of our people have more leisure than ever before on account of the wider use of machinery and the improved organization of business. This increased leisure, viewed by some with alarm, makes adult education on a large scale possible. Whenever men are free from the necessity of putting forth all their efforts for immediate objectives they begin to think of more remote and ultimate objectives. The efforts to discover these ulti¬ mate objectives and to adjust one’s life in harmony with them is what some people have in mind when they speak of adult education. Since the average man’s contacts with the world have increased in number and meaning within the past few years, his environment may be said to be limited only by his ability and industry. Our times in a new sense motivate continuing education. Adult education is the cause of much optimism because an in¬ creased number of people see in it a remedy for uninteresting and pessimistic old age. Perhaps the greatest contrasts in life are noticeable in men and women after 45 or 50 years of age because some are able at this time to make a transition from interests that are largely physical to those that are more largely mental and spirit¬ ual, while others for some reason do not make this important transi¬ tion, and their old age is, therefore, uninteresting and pessimistic — one of the greatest tragedies in life. Those who have thought much on the subject have given up the idea, at present, of stating accurately just what adult education is. They are content, for the time being, to give some outstanding char¬ acteristics of formal adult education, namely: (1) The work must be voluntary; (2) it must be taken during leisure time; (3) it must be somewhat continuous and consecutive. There is no agreement as to how old the individual must be before his studying may be said to come under the head of adult education. Some claim that the individual must be 21 years of age or more; others claim, for practical purposes, that if the studying is carried ADULT EDUCATION ACTIVITIES 261 on under the conditions enumerated above by persons who have passed the compulsory school age it may be called adult education. ABILITY OF ADULTS TO LEARN The discovery and proclamation on the part of eminent psy¬ chologists that learning ability does not stop with maturity has’ greatly stimulated expectations as to what might be accomplished in this field of education. There is speculation as to whether the attention of educators should be focused upon the education of adults or upon the education of children and youths. There is no doubt that educational thought in this country, during the last half cen¬ tury at least, has been focused principally upon the training of young people. There are many who claim that American education has not measured up to expectations, because educators have not followed their students into mature life and thereby gaged the success or fail¬ ure of their educational methods by the success of their students. There are probably few who would not agree that the ultimate end of education is to produce the largest possible number of educated adults. Hence, the system of education of youth is the best which contributes most to this end. Probably the most outstanding event during the biennium in the field of adult education was the publication of “Adult Learning,” by Dr. E. L. Thorndike and others, which study reveals very clearly that learning ability is tenacious. Doctor Thorndike says : If an adult class were to be divided into two sections, one expected to make rapid progress and the other expected to* make slow progress, age would be practically worthless as a basis for the division. * * * The misinterpreta¬ tion of a careless comment on the fixity of adult habits has afflicted popular pedagogy with an erroneously exaggerated estimate of the lack of plasticity — or learning power, 0r modifiability — of adults. This exaggeration may have helped to preserve the custom of confining education to early years, a custom for which there is, in my opinion, no ultimate justification of any sort. There certainly is no justification for it on the grounds of the futility of education of adults. * * * The provision of opportunities whereby adults can learn those things which they are able to learn and which it is for the common good that they should learn is a safe philanthropy and a productive investment of the nation. * * * Adult education suffers no mystical handicap because of the age of the students. On the other hand, it is not freed by the nature of its clients from any of the general difficulties — of adaptation to individual differ¬ ences, stimulation of interest, arrangement for economy in learning each ele¬ ment, and organization of the subject of study so that each element of learning shall help all the others as much as possible and interfere with them as little as possible. President F. B. Robinson, of the College of the City of New York, says : Comparing youth and middle age I find that there is hardly a subject in our curriculum that the average mature mind will not grasp with equal ease and with superior understanding. Take two men of equal intelligence, one 45 and 262 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 one 20, both in good health and with good habits, both free from hampering wor¬ ries, and turn them loose on a new subject in which they are both interested. One finds immediately that the man of age and experience has all the advantage. STATE ACTIVITIES Since education in this country is a State function, it is desirable to know what is done by State departments of education to provide opportunities for those who can not take advantage of the regular day-school sessions. The information contained in the following table was compiled from questionnaires received from State depart¬ ments of education : Adult education activities as reported by State departmOrvts of education State Has State en¬ acted legislation to provide edu¬ cation for— Num¬ ber of State super- Does State give fi¬ nancial aid to local com¬ muni¬ ties for adult educa¬ tion? Per cent of cost of adult educa¬ tion pro¬ vided by State Local com¬ muni¬ ties having public- school classes for adults July 1, 1926, to June 30, 1928 Enrollment in all adult classes (native and for¬ eign-born.) Insti¬ tutions giving training courses to teachers of adult classes Has State an illit¬ eracy com¬ mis¬ sion? Adult for¬ eigners Adult native illiter¬ ates adult educa¬ tion in terms of full¬ time super¬ visors Yes No Yes No Yes No 1926-27 1927-28 Yes No Alabama _ x x 1% x 50 436 13, 757 0 X Arkansas. _ _ X x 1 X 0 1,163 3,459 1 x" California _ x x 1 % x" (i) 46, 641 56, 801 4 x” Connecticut _ _ X X 2 X 15 54 8, 743 9,246 1 v Delaware _ _ X X 2 X 98 73 2, 276 2, 251 1 X District of Colum¬ bia _ _ _ x x 2 x 2 100 3 17 299 2 x Florida _ .. x x 0 x 0 x Idaho _ x x 0 x 0 0 x Illinois _ x x 0 x 0 x Iowa... _ X X 0 x 0 3 x Kansas _ x x 0 x 0 3 0 x Louisiana _ _ X x 0 x o 0 x Maine _ _ x x 2 fx 66% 20 0 x Maryland. . . ’x" X 0 X 0 1 6, 187 6, 551 1 x Massachusetts _ x 2 X 50 95 25, 123 25, 086 2 x Michigan _ _ x x 0 X 0 2 Minnesota _ __ X X Mo x 50 47 0 x Missouri . . X X 0 X 0 0 x Montana.. _ x 0 x 0 0 0 x Nebraska _ x x 4 X 80 12 1, 206 1 x Nevada x x 0 x (i) 5 0 x New Hampshire .. x x 0 x (') 0 x New Mexico _ _ x X 0 X 0 New York _ X ‘x' 6 x’ 50 130 74, 900 75,000 I 10 X North Carolina _ X X _ 0 ’x’ 0 18 1,082 1, 182 | 1 "X Nnrfh Dakota x x 0 x 50 25 x' Ohio x x 1 X 0 35 — 1 24,596 x Oklahoma X X 0 x 0 500 5,666 0 1 X Oregon x 1 x 0 12 1,800 2,000 1 X Pennsylvania _ X X _ 2 "X (9 92 19,500 | 22, 443 2 _ X TthoHa TslanH X x 2 x (1) 20 2 x South Carolina. X X 1 X 75 688 il, 967 9, 775 1 X South Dakota x x M x 50 6 42 655 X 'Tennessee x x 0 x (i) x Texas; x X 0 X 0 x Utah x X 0 x 0 4 x Vermont x x 0 X 0 3 0 x Washington x X X (0 18 7,481 X Wp)?t Virginia x X 0 x (>) 100 0 X Wyoming x X x 25 520 0 x 1 Total . 26 14 25 12 31% 21 19 2,43!) | 204, 424 262, 308 34 | 6 32 1 State aid to local districts varies. 2 In the District of Columbia school funds are provided in part by taxation upon property in the District of Columbia and in part from the Treasury of the United States. 3 Schools for adults are provided in 17 centers. ADULT EDUCATION ACTIVITIES 263 It will be noted from the foregoing table that 26 States report that there has been legislation pertaining to the education of foreign-born adults and that 25 States report that there has been legislation for the education of adult native illiterates. Seventeen States indicate that they give supervision for adult work from the State department of education and that the supervision in terms of full-time supervisors amounts to a total of 31% persons. From the reports of State depart¬ ments of education which provide supervision of adult education work, it will be seen that the amount of supervision ranges from six full-time supervisors, in the State reporting the most, to one-tenth of the time of one supervisor in the State reporting the least. Twenty-one States report that they give financial aid to school districts which provide adult classes. The State paying the largest per cent is Delaware, which provides 98 per cent of the cost. Fifty per cent is the most common division of the cost of adult education between the State and local community. The States reporting give 2,439 communities as holding classes for adults and the total enrollments as 204,424 for the year 1926-27. and 262,308 for the year 1927-28. Thirty-four institutions of higher learning are reported as offering training for teachers of adults. Six States report that they have illiteracy commissions. A few examples of adult education activities, based on reports of the respective State departments of education, follow : Connecticut. — Adult education in Connecticut has been confined during the past two years to the education of non-English-speaking adults in reading, speaking, and writing of English and in civics. In this particular field, there has been : ( a ) Marked interest shown by the towns of the State, both large and small; ( b ) considerable increase in registration and marked increase in average attendance in spite of restricted immigration; ( c ) greater number of teachers seeking training in this particular field; and (d) much better instruction offered in the classes. “ Restricted immigration has emphasized the necessity for educa¬ tion. for intelligent citizenship. * * * It has brought home civic responsibility, and the classes contain thousands who have long been alien residents of this country and yet unable to speak English. The value of English-speaking communities is being impressed deeply on town officials.” The above comment by the Commissioner of Education of the State of Connecticut shows the effect which the law restricting immi¬ gration is having upon the desire for education by aliens who are already here. 264 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Delaware. — The rural adult class work in this State should be of interest to rural dwellers everywhere and to all others who are con¬ cerned with rural-life problems. During the past two years the expansion and extension of activities in rural districts of Delaware have been noteworthy. In 1927-28, 1,178 men and women came together for study and discussion in 52 centers of rural Delaware. Their ages ranged from 16 to 80 years, 60 per cent being between the ages of 21 and 55 years. They were farmers, merchants, teachers, preachers, housewives, engineers, bee¬ keepers, postal clerks, highway policemen, factory employees, and others. Their previous education ranged from none whatever to university graduation. Each individual in these groups wished to know more of the world in which he lived and worked, and to participate more fully in its life and development. The means by which these ends could be achieved varied with different groups and different communities. As far as its resources would permit, the public-school system of the State provided that form of educational activity desired by each group. Classes conducted as a result of these desires provided for the study of country-life problems, economic and industrial histor}^ State and National Government, parliamentary law, community organization, current history, salesmanship, industrial arts, poultry husbandry, elementary reading, writing, and arithmetic. A large number of these classes were held in one and two room school buildings in isolated sections of the open country. They met 2 nights a week for 10 weeks in the months of January, February, and March. Teachers qualified to lead these groups, it is reported, were extremely difficult to secure because of the time and effort required for traveling to the different centers. Among those who served were university professors, specialists in the State departments of health, agriculture, and marketing, rural school supervisors, school super¬ intendents, directors of bureaus in the State department of pub¬ lic instruction, business men, high-school and elementary-school teachers. From one of the most remote sections of the State came a request for a course of 10 lectures. The subjects to be covered in these lectures were health, music, science, Delaware history, rural-life development, cooperative marketing in Denmark, world-mindedness. When the wisdom of such a comprehensive program was questioned, a member of the community making the request said : “ We want to have a little bit of many things this year, so that we may know what we want to study in detail next year.” ADULT EDUCATION ACTIVITIES 265 To assist and advise the director in the development of adult education in rural Delaware, a council has been formed consisting of one representative from each center in the State. This council met three times in 1927-28. The desire of the adult population of rural Delaware for oppor¬ tunities for growth and development is the natural outcome of the program of community organization carried on by the State Parent- Teacher Association for the past eight years. At the union graduating exercises of the adult evening classes of Delaware, an interesting feature of the exercises was the reports from chosen students of the various classes. The students who made reports ranged in age from 25 to 60 }rears. The reports showed that both vocational and cultural subjects had been studied and four outstanding results were emphasized, namely: (1) New intellectual interests by the members of the classes had been discovered; (2) sources of helps for individual study had been learned; (3) the social life of the members of the classes had been made richer; (4) valuable information in various fields of knowledge had been acquired. As the program progressed it could be seen that both pupils and teachers were enthusiastic over the winter’s work and that plans were under way for an enlarged program for the next year. This development in Delaware has succeeded largely because of the leadership of the State department of education. Pennsylvania. — The report from this State gives such a clear pic¬ ture of its comprehensive adult educational program that it is repro¬ duced here in some detail. I. Objectives for the biennium, submitted in 1926 : (1) Increase of enrollment in schools and classes for immigrants and native illiterates; (2) system of follow-up and enrollment of new immigrant arrivals; (3) modification of courses of study to meet needs of immigrants and native illiterates ; (4) development of state-wide pjan for acceptance of public-school credentials in lieu of naturalization examinations; (5) special study of immigrant edu¬ cation problems through University of Pittsburgh; (6) development of home classes for foreign-born mothers; (7) experimentation in the administration of standard evening high schools; (8) develop¬ ment of high-school correspondence courses; (9) establishment of bases for extension education reimbursement ; (10) the coordination of extension education agencies; (11) the establishment of extension centers; (12) the formulation of minimum standards governing university extension credit-course instruction; (13) the formulation of minimum standards governing summer high-school instruction in advanced-credit courses; (14) the development of systematic 266 BIENNIAL, SURVEY OF EDUCATION, 192 6-19 2 8 and recreational reading courses not too academic in their nature for the masses; (15) the publication of needed bulletins in extension education. II. The extent to which the objectives for the past biennium were realized : Of the 15 objectives mentioned, creditable progress has been made in realizing 10. This section will be arranged under two major cap¬ tions: (1) Objectives toward which definite progress was made; (2) objectives toward which little or no progress was made. (1) Objectives toward which definite progress was made : (a) In¬ crease in enrollment : Total enrollment of immigrants in public-school classes, an increase during the biennium from 18,562 to 22,443, or more than 20.8 per cent; total enrollment in extension elementary schools, an increase from 8,100 to 13,123, or more than 62 per cent; total enrollment in extension secondary schools, an increase from 35,300 to 36,305, or more than 2.2 per cent. These enrollments are exclusive of Smith-Hughes vocational evening classes throughout the State, (b) Development of home classes for foreign-born mothers: Unusually well done; enrollment of foreign-born mothers in home classes conservatively estimated at 4,000; many cities now employ full-time home-class teachers, Pittsburgh leading the entire Common¬ wealth with 16 such teachers, seven of whom were added to the force during the past year. During the same year Philadelphia added one home-class teacher, Aliquippa added one, and work was begun for the first time in Butler, Butler Township, Clearfield, Williamsport, and North Braddock. There is constantly growing interest and sup¬ port in this wrork. ( c ) Modification of immigrant-education courses : Courses have been markedly modified throughout the Commonwealth to meet the needs of the new immigrant who reaches our shores well educated in his native schools; intensive courses differing radically from the traditional courses offer opportunity for speedy learning of the English language and an early finding of one’s place in the educational regime of this country. ( d ) Experimentation in the standard evening high school: Well and thoroughly done; minimum standards formulated and approved and evening high schools being accredited according to such standards. Philadelphia was first to have a fully accredited evening high school, and others followed. ( e ) Establishment of basis for reimbursement : Completed ; minimum standards formulated and approved; policy of inspection and report as basis for approval established and procedure rather fully defined, including policy with regard to scope of classwork which will be reimbursable under the law. (/) Coordination of extension educa¬ tion agencies: Well under way; several special State conferences and one general State conference were held during the biennium; virtual agreement to plan has been constant!}' evident ; university extension ADULT EDUCATION ACTIVITIES 267 is only phase of coordinated program not yet agreed upon by agen¬ cies concerned, (g) The establishment of extension centers : Part of the coordination program, but little actually done ; indirectly it has stimulated the organization of the Johnstown and Erie centers now maintained by the University of Pittsburgh. (A) Formulation of minimum standards governing university extension instruction: Standards fully formulated and submitted ; not yet approved by the State council of education; action taken by council upon recom¬ mendation of superintendent looking toward early conclusion. ( 1 ) The formulation of minimum standards governing accreditment of summer high-school instruction in advanced credit courses: Well under way ; minimum standards fully formulated to become effective during summer session of 1929 and distributed to public-school super¬ intendents maintaining such classes for review and criticism before approval is requested, (j) The publication of needed bulletins in extension education : Bulletin of scope and administration of exten¬ sion education fully prepared and manuscript submitted for ap¬ proval; bulletin on function of extension education prepared and manuscript submitted for approval ; bulletin on bibliography in proc¬ ess of preparation, dealing with immigrant education exclusively. (2) Objectives toward which little or no progress was made: (a) Development of follow-up and enrollment system for new immigrant arrivals; (b) development of state- wide plan for acceptance by natu¬ ralization courts of public-school credentials in English and citizen¬ ship in lieu of naturalization examinations; ( c ) special study of immigrant education problems through medium of university master's theses and doctor’s dissertations ; (d) development of system of high- school correspondence courses for directed study ; ( e ) development of recreational and systematic reading courses of a nature not too aca¬ demic in service to rank and file workers of the Commonwealth. South Carolina. — The report from the South Carolina State De¬ partment of Education will be interesting to many people and espe¬ cially to those who know something of the excellent wmrk which has been done in that State. Under the adult education department comes the organization and supervision of all instruction for pupils over 14 years of age who have not completed the elementary grades. Emphasis has been placed on teaching those who have never gone to school or wTho have gone very little. In order to meet all needs, four types of schools have been organ¬ ized: (1) Night or continuation schools in mill villages, taught by day-school teachers for two or three nights a week during the winter ; (2) all-year schools, taught by special teachers employed by the mills and the State not only to give instruction to groups of workers but to 268 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 go into the homes to teach the mothers; (3) lay-by schools in country districts, taught during August by specially prepared teachers who are willing to devote one month’s vacation to such instruction; (4) two opportunity schools which are literally college vacation schools for workers. The ultimate aim of adult elementary education in South Carolina is not only to teach the mastery of the fundamentals but to awaken in the pupils some intellectual curiosity so that they may become readers and be able to identify themselves with community develop¬ ment. Therefore, the course of study is organized around practical problems of every-day life and thus, while the pupils are mastering the “ 3 R’s,” they are given an opportunity to study health habits ; good manners ; budgeting ; saving ; our Government, what it is, what it does for us, and what we can do for it; inspiring biographical sketches. During the past year two units of work were given on travel, culminating in a visit to Washington, in August of 1927, by the opportunity-school pupils, and one to Charleston, in the spring of 1928, by the continuation pupils. A review of the year’s work is both encouraging and discourag¬ ing — encouraging because of the demand for more schools and longer terms; discouraging because a reduction in the appropriation not only has made it impossible to meet this demand but has necessi¬ tated the supervisor’s devoting her time to office detail rather than to the organization of schools and to the professional direction and training of teachers. Nevertheless, schools have been organized in 32 counties. The following figures were compiled from the reports of the 312 schools. White Negro Total Number of schools _ _ _ _ _ - 251 61 312 Number of teachers _ _ _ _ _ 382 93 475 Total enrollment _ _ 7, 405 3,604 2, 370 lj 661 9, 775 Number of students over 21 years of age . - . . 5,325 Number of students under 21 years of age . . . . . 3, 741 709 4, 450 Average attendance . . ._ . - . . . . 4, 756 1,722 2, 528 1,690 689 6,446 Number of students in first grade... . . . _ _ _ 2, 420 N umber of students i n second and third grades . . . 871 3, 399 Number of students in fourth grade and above. . . . . 3,082 902 801 3,883 Number of students taught to read . . . . - 394 1,296 Number of students taught to write . . 1,040 1.305 437 1,477 Number of students perfect in attendance _ _ _ _ 321 1,626 Expenditure per pupil _ _ _ _ _ _ $3. 62 $1.45 $3.09 Total expenditure . . . . . . $26, 862. 00 $3, 454. 00 $30, 316. 00 The pupils ranged in ages from 14 years to past 70, with the aver¬ age age 25 years and 6 months, in grade ability from no schooling to 7 years, with an average of third grade. Of the 475 teachers em¬ ployed, all held first-grade certificates except 3 white teachers and 15 negro teachers. Practically every white teacher had some special training before beginning work. adult education activities 269 Elementary education of adults is difficult because — (1) Public-school officials have not generally accepted the re¬ sponsibility for furthering night schools. These schools are expected to run with little direction and are often given only that part of time and money which is left after the day-school program is carried out. The per capita expenditure for night school (white) pupils last year was $3.62, as against $60.25 for day-school pupils. (2) It is difficult to secure and hold trained teachers because the salary is too small for the demands made upon their energy, ability, and sympathy. (3) Adult pupils, regardless of ambition, are tired, sensitive, often undernourished from poorly prepared food, and handicapped through low earning ability. A study of 164 life histories of oppor¬ tunity school pupils, 90 per cent registering from textile communi¬ ties, presents a cross section giving the background of the lives of 4,000 pupils enrolled in the night or continuation schools. Most of the pupils were reared in homes with not fewer than six children. Forty-eight (30 per cent) of the pupils had lost one parent. The average age was 21 years and the average age for starting to work was 14 years. The average schooling was 40 months, with fourth- grade ability. The median salary received was $13 a week, out of which the average pupil assisted in the support of three people. Fourteen per cent were married, with an average of three children to a family. The work in mill villages was much easier than in rural districts because of the superior educational advantages and of the generous support given by mill executives. A laissez faire attitude was found in the country which could be overcome only through personal con¬ tact of the teacher with landlords and pupils. Long distances made this difficult in a short-term school. The pupils in the rural sections were 9 years older than those in the mill communities, the average age being 30 years. The average schooling was 25 months, 15 months less than that in mill communities; the earning capacity was also less than that of the mill pupils. The past 10 years have witnessed the greatest educational progress in the history of the State. In evaluation it must be borne in mind that all results can not be measured and that all progressive move¬ ments and organizations have played a part in bringing about better conditions. The marked improvement in the public schools has been one of the determining factors in the educational awakening but like¬ wise the night schools have hastened this awakening. The figures which follow show the value of the work accomplished by the night schools. From 1900 to 1910, when there was little concerted effort against illiteracy, the reduction in the number of illiterates was 4,133 (7 115044°— 30 - 18 270 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 per cent), while from 1910 to 1920, the decade in which night schools were generally organized, the reduction in the number of illiterates was 11,500 (22 percent). The five counties leading in adult work during the past 10 years show a gain in white day-school enrollment of 37 per cent and a gain of 11 per cent in average attendance. Contrast this with the five counties reporting few adult schools where the enrollment gain was only 14 per cent and the average attendance only 6 per cent. The gain in seventh-grade enrollment in five counties furthering adult work was 86 per cent, while in five counties, where little work was done, the gain was only 21 per cent. More important than the instruction in the classrooms lias been the reflex influence of the schools. To illustrate, a few excerpts are given from teachers’ reports : Those who have shown an interest in previous campaigns show the fact in many ways, more pride in the appearance of their homes, their yards, and themselves. Mr. - has started his children to day school and has brought his wife and older son to school with him every night. He regrets now that his four married daughters never went to school a day, for he now sees the \alue of an education. He hopes they will have the chance of going to an adult school. Mr. - , with whom I board, is one of my pupils. He had never been in school a day in his life until several years ago when he entered a lay-by school. To-day he is superintendent of his Sunday school and a leader in his com¬ munity. As a rule, the adult-school pupil becomes a booster for his school. Through civic instruction and friendly relationship with his teacher he is given a new self-respect and is made to appreciate the State services at his command and to see his obligation to himself, his community, and his family. He becomes a part of rather than apart from his neighborhood. It will be noted that the largest number of pupils in the night schools were in the third, fourth, and fifth grades, demonstrating a desire for more learning on the part of those who have had some advantages. Practically one-half of the pupils were within the public-school age. Is it right to make provision for the fortunate child privileged to attend day school and not for those who are forced out of school because of economic need, parental avarice, or indifference? There are thousands in South Carolina who would study at night if proper provision were made. Even when the compulsory education law is passed there will still be a demand for after-work-hour education, for some children must necessarily be bread winners, and as educa¬ tion becomes more diffused a larger majority of the people in the State will desire opportunity to study during leisure hours. As an ADULT EDUCATION ACTIVITIES 271 illustration, there were enrolled during the past year in the night schools of one town two 15-year-old boys who, before they were 14 years of age and through no fault of their own had thrown on their shoulders the burden of the support of a mother and six and seven younger children, respectively. When they entered the mill three years ago they registered in a night school as first-grade pupils. Their earning capacity has increased during the three years from an average of $4 a week to $11 a week, and each year has found them in night schools developing into desirable types of young manhood. These cases are typical of many others, for last year there were enrolled in the night schools 4,450 pupils between the ages of 14 and 21 years. For the education of a similar number of day- school pupils, between the ages of 14 and 21 years, the State spent last year $156,551, in contrast with $13,740 on these young folk who attended school after long hours of work. It should be borne in mind that both South Carolina and Alabama excelled all other States in the Union in the matter of the reduction of illiteracy between 1910 and 1920. ILLITERACY There has been an effort in some States by school officials and out¬ side organizations to reduce the number of illiterates in those States before the 1930 census is taken. This work has been difficult because it was hard to locate those persons who could not read or write. In some cases the names and addresses of illiterates reported in the 1920 census were secured from the Bureau of the Census. It was found that after a lapse of five or six years so many of those reported by the Bureau of the Census as illiterate had moved their residence that this information was of little value. In some places local cen¬ suses were taken, and it was found that there was considerable vari¬ ance between these records and those reported by the United States Bureau of the Census. The State Department of Education of Ne¬ braska has undertaken to ascertain at the time of the annual school census in June the names and addresses of all adults in the school districts, together with information as to whether they can read and write. This information will be most valuable in planning the ele¬ mentary instruction needed by those beyond compulsory school age. When it is so well known that illiteracy of parents is a handicap to the district in training their children and to the general pros¬ perity of the community it is difficult to understand why there is not more activity in all States to reduce illiteracy to a minimum. In organizing a program for the reduction of illiteracy among those beyond compulsory school age voluntary workers can be of great assistance in at least three ways, namely: (1) By ascertaining 272 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 who and where the illiterates and the near-illiterates are; (2) by bringing to the attention of the boards of education the importance of providing instruction for these persons; and (3) by helping to recruit students for classes. This last is a matter that requires time, tact, and patience. The service can best be performed by some one who is known to the prospective student or to some of his friends, as grown illiterates are usually timid and suspicious. Experience in most States has shown that voluntary workers should not attempt to give actual instruction to illiterates unless they hap¬ pen to be trained teachers. Even if the voluntary worker is a trained teacher it is claimed that best results are obtained by having the class organized as a part of the regular school system, so that the students may carry on from year to year. Illiteracy is not a matter that can be removed by a few lessons unless we are willing to assume that the mere writing of one’s name makes him literate. It takes many lessons to teach an illiterate to read well enough to get pleasure from what he reads and thus acquire the habit of reading. EDUCATION OF THE FOREIGN BORN More and more the foreign born are seeking opportunities for education, with naturalization as an objective. * There also has been during the biennium an awakening to the im¬ portance of education of foreign-speaking women who, on account of the number of children in the home or because of racial customs, can not at first be induced to attend regular afternoon or evening classes. Instruction in the homes of these foreign mothers has proved a very effective means of orienting them to American ways. It is found that after a relatively few home classes these mothers often are will¬ ing to attend the regular afternoon or evening classes provided by school authorities. MODERN LIFE DEMANDS EDUCATION Employers in industry are beginning to look more and more into the causes of accidents, with their attendant slowing down of produc¬ tion. They find that many accidents are due directly to the inability of employees to read warning signs and to understand the principles involved in the operations which they perform. In times past an employee was a lone worker with a certain amount of labor to per¬ form. Under the conditions of modern manufacturing one employee depends upon the work of another employee, and all are apt to be managing a complicated machine, so that the education of each em¬ ployee is of vital concern not only to the employer but to every other employee of the system. ADULT EDUCATION ACTIVITIES 273 In our complicated age, with the very rapid substitution of me¬ chanical devices for manual labor, it is found that the undereducated man is hardest to become rehabilitated in new employment. PARENT EDUCATION Parent education, which is receiving much attention, is looked upon as an important approach to the education of boys and girls. The most dominating influence in the life of a child is that of his parents and other adults in the home. It was found in some of the remote mountain sections of Buncombe County, N. C., that before the adults were brought into the evening schools it wTas almost impos¬ sible to secure regular attendance of children at the day schools. The attendance of parents in evening schools in one year increased the day-school attendance of children from 68 to 86 per cent in some districts. Superintendents of city schools are discovering that eve¬ ning schools have a decided, wholesome effect not only upon the atti¬ tude of the children of parents who attend them but upon the atti¬ tude of large groups of adults, as most adults who attend evening school belong to various organizations which are led through their influence to support the school program. Our motto has been u Edu¬ cate all of the children of all of the people,” but we find that we have not succeeded in this because we diagnosed the case to be much more simple than it is. We find that we can not educate all of the children without also educating all of the people. There is a growing tendency on the part of school administrators to acquaint parents with the month-by-month objectives of the day schools, as it is found that parents can strengthen pupils in their school studies. This is especially true in drill subjects, such as learning the multiplication tables, tables of measurements, and spell¬ ing. Many believe that this plan has great possibilities in parent training, as most parents have a natural desire to keep up with their children in educational matters. COLLEGE AND UNIVERSITY EXTENSION Universities and colleges, through class work held outside of reg¬ ular hours or outside of the institutions, and through correspondence courses, promotion of debates, forums, conferences, loan of books, and by what are called “ package libraries,” are doing much to ad¬ vance many phases of adult education. This field is almost unlimited and will grow with the demand for such service. Almost any in¬ dividual or group can now receive guidance and help from some college. 274 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 A decided movement in adult education is the part which urban universities are taking. Classes are organized to meet the needs of adults who need special subjects. These classes, in many cases, are organized in down-town centers; for example, Cleveland College of Western Reserve University has taken as its main function the education of adults. A question which is receiving much attention in the field of adult education is, should institutions of secondary and higher education give credit to those who are studying under the conditions outlined in the preceding pages as “ adult education ” ? Many desire to have adult education free from the conditions now imposed in connection with the granting of credits and degrees. However, if adult edu¬ cation is to assume the significance that many predict for it, it will not be confined to the boundaries set for it by any particular group. Many will desire credit, and the officials who grant credit under the authority of the State will be asked to give credit. Far-seeing edu¬ cators are trying to find a way for granting credits that will stimu¬ late the greatest possible number of people to undertake bona fide educational endeavor in fields most suited to their needs and will not lower educational standards. It is freely granted, however, by students of this subject that as matters now stand many students (this is more true of adult students), in order to secure credit, are required to pursue studies in which they have but slight interest and to forego the study of other subjects in which they have a vital in¬ terest because of the arbitrary precedent for giving credit for the one and not for the other. And what is more pertinent to adult education, accrediting agencies have not yet evolved a satisfactory plan for giving credit for work done by those who are not regular resident students. NATIONAL ADULT EDUCATION ASSOCIATIONS During the past two years there has been marked activity on the part of two national organizations which have as their main purpose the promotion of adult education. The department of adult educa¬ tion of the National Education Association has held several meetings which have given a picture of what is now taking place in the elemen¬ tary education of adults. At these meetings valuable committee re¬ ports have been published in Adult Education (previously known as Interstate Bulletin ), the official organ of the department. The American Association for Adult Education has held two na¬ tional meetings, has sponsored lines of research, and has fostered the publication of a number of valuable studies, in addition to that by Doctor Thorndike, mentioned previously, among which appear two very important studies concerning the whole field of adult educa- ADULT EDUCATION" ACTIVITIES 275 tion in Buffalo, N. Y., and Cleveland, Ohio. These surveys are val¬ uable not only to the residents of these cities but to all cities which may desire to make similar studies. In most cities there are people who are interested in aiding their communities to secure well-rounded adult education programs. Even a tentative study in many cities will show that cooperation and coordination of the existing educa¬ tional and recreational agencies will give additional educational op¬ portunities to many people. From the Cleveland survey, we quote: From the point of view of the community’s fundamental interest in educa¬ tion, particular organizations, such as schools, colleges, and museums, are seen to be instrumentalities of value in so far as they are useful in achieving an educational purpose ; they are to be strengthened, modified, supplemented, or abandoned according as they fulfill this purpose. It is, in fine, the paramount functional unity of the educational process that makes necessary the correla¬ tion and expansion of the community’s institutional mechanisms under such leadership as shall envisage the process as a whole. Under this interpretation of the term education, existing and potential educa¬ tional activities in the community may be divided into two large groups: (1) Those concerned with the education of persons who are registered as regular full-time students in educational institutions, and (2) those concerned with the education of persons above legal school age who are not enrolled as regular full-time students in an educational institution. In Cleveland the potential student body in the second group numbers over 750,000, while the first group numbers approximately 250,000. “Adult education ” is understood, then, to be the conventional term for all those educational activities that fall, by more or less common consent, within the second group. * * * Practically all adults are engaged in some sort of occupation — in industry, commerce, home-making, the professions. This occupation constitutes their chief interest and claims the major portion of their day. Around it are cen¬ tered all other activities. Manifestly, to plan an educational program for adults without reference to this central activity and interest is to court failure. On the other hand, adult education is not to be thought of as limited to instruction having a distinctly vocational purpose. In addition to being a productive worker, each adult is also a social being, a citizen, a member of some home, a physical organism, and an individual with highly significant mental and spiritual potentialities. Therefore, no complete program in adult education may neglect proper provision for continuing the education ‘of those, whether native or foreign bom, who feel, or can be brought to feel, a real need for educative experience in each of the following fields of adult activity and interest: English and other subjects, habit formation in citizenship, parental and other home activities and responsibilities, health activities and habits, guidance in spare-time activities. HOME READING COURSES Realizing the need for broadening and strengthening home reading of worth-while books among the American people, representatives from four national organizations, namely, the United States Bureau of Education, the American Library Association, the National Con¬ gress of Parents and Teachers, and the National University Exten- 276 BIENNIAL SURVEY OF EDUCATION, 192 6-19 28 sion Association, met in April, 1928, in Washington, D. C., to coop¬ erate in formulating plans for furthering home reading. As a result of this meeting a specific program was unanimously adopted, and each organization assumed a definite part in its devel¬ opment. According to this plan, the Bureau of Education and the American Library Association, separately or jointly, will prepare graded, annotated reading courses on general and special subjects, as may be requested by organizations or even individuals, and print and distribute these courses within the limits of their respective budgets; they will also give publicity to this project. While the Bureau of Education and the American Library Association formu¬ late these courses, they may not always have at hand the requisite data for their construction. In such cases they will endeavor to secure whatever help is necessary from outside specialists equipped to give such data. When these courses have been prepared and distributed, the American Library Association notifies the various library purchas¬ ing agencies that there probably will be a demand for the books contained in these reading courses. The National University Extension Association adopts and pro¬ motes, as a part of its extension program, the reading courses issued by the Bureau of Education and the American Library Association. The extension division of each of the universities and colleges sub¬ scribing to this program issues on its own behalf certificates of achievement to those persons who satisfactorily complete reading courses. For the service attendant upon examining summaries of books, giving suggestions, and issuing a certificate a small fee may be charged by an extension division; otherwise the services of the extension divisions are free. The National Congress of Parents and Teachers actively promotes the use of these courses by the formation of reading and study groups and also devises plans for making available in interested communi¬ ties the books required for these courses. While these four national organizations have initiated and are sponsoring this plan for the promotion of more worthy home read¬ ing, all other interested organizations may cooperate in the project. CHAPTER XII SOME PHASES OF NURSERY-KINDERGARTEN-PRIMARY EDUCATION By Mary Dabney Davis Specialist in X ursery-Kindergartcn-Primary Education, Office of Education Contents. — Enriched environment — A new type of educational literature — Children’s introduction to reading — Reconstruction of report cards — Nursery school and parpnt education — Children's progress aided in kindergarten and first grade — Contributions from research for teaching problems. Three terms which refer to “ the child ” as the center of education have come into common use during the 1926-1928 biennium. The terms, “ the whole child,” “ the child-centered school,” and “ creative expression,” when translated into current practice, indicate signif¬ icant progress in educational procedures. The “ whole child ” indicates the several phases of child develop¬ ment which are now considered in many school programs, particu¬ larly those for nursery schools, kindergartens, and the first grades. These programs have emphasized social behaviors or character de¬ velopment equally with achievement in the school subjects; physical development is considered in its relation to social and intellectual development, not alone as an end in itself; home and school pro¬ grams have set similar standards for the child’s 24-hour day and for his progress from the nursery school through the kindergarten and elementary grades. The school program that is “ child centered ” has emphasized the necessity of providing an environment in which the potential abili¬ ties of individual children are discovered and developed. The pro¬ gram provides activities of interest to children through which skill in reading, arithmetic, in social cooperation, and other social and intellectual abilities develops. It offers occasions for the self -ini¬ tiated or original work frequently termed “ creative expression.” During such work a child’s unanticipated skills and talents, as well as his lack of ability, are exposed to the teacher. With such informa¬ tion the teacher gives individual guidance, capitalizing each child’s strength and achievement. Such procedures as those briefly described indicate that the pro¬ gressive program of education during the past two years has been 277 278 BIENNIAL. SURVEY OF EDUCATION, 192 6-19 2 8 essentially constructive and positive. The program has placed a new importance upon the educational influence of environment. Funda¬ mentally accepted in principle for the past 5 or 10 years, the actual demonstration in classroom practice of an adequate educational en¬ vironment has been more widespread and more frequently stimulated and supported by scientific research than it has in the past. Instances of this demonstration in practice, which are suggestive of many others, are discussed in this report. ENRICHED ENVIRONMENT School environment was formerly understood to refer merely to the physical surroundings in which a child lives. As now defined, the term includes the behaviors and thinking of those persons with whom the child comes in contact. The child’s responses in thought and action to everything he sees, feels, and of wThich he becomes conscious have long been recognized. The need for providing the kinds of situations which guide his responses into proper habits and attitudes and toward adequate knowledge is a part of the recent emphasis on the value of enriched environment. Two researches give pertinent illustrations of the influence of en¬ vironment upon expressed intelligence. A study made by the Family Welfare Society, of Atlanta, Ga., and reported in the Georgia Edu¬ cational Journal ,for December, 1927, showed that 12 and 13 year old children in underprivileged families had an average of 20 points lower I. Q. than their 4 and 5 year old brothers and sisters. The cause of this deterioration of I. Q. was laid to home conditions. In. this environment there was no social nor intellectual stimulus nor regularity of living. There were no playthings, and the parents made no effort to provide wTorth-vdiile experiences for the children nor to have conversations which would increase their fund of knowd- edge or ability to express themselves. Among the outstanding studies reported in the Twenty-Seventh Yearbook of the National Society for the Study of Education is one giving the effect of environment in contrast to inheritance upon children’s expressed intelligence. The influence of environment on the intelligence, school achievement, and conduct of foster children, as reported in the study, shows that children in better foster homes gained considerably more in measured intelligence than did those in poorer homes; that children adopted at an early age gained more than those adopted at a later age; that siblings placed in better homes expressed superior intelligence over those placed in poorer homes; that unrelated children in the same home resembled each other in intelligence. The findings for children who were not selected for NUESERY— KINDERGARTEN'— PRIMARY EDUCATION 279 adoption because of their brightness show decidedly that enriched environment increases children’s expressed intelligence. Such support from research has proved helpful to administrators in justifying the introduction of newer types of teaching method and equipment and in developing courses; of study based on newer educational objectives. The studies give added support to the teachers and school administrators who have been following progres¬ sive ideas of education. School practice has not, however, waited upon research. A report made in 1926 by Mrs. Hughes, of the Mil¬ waukee State Normal School, on creative activities in her first grade described the situation provided for the children enrolled: Modern psychology and pedagogy have given us enlightenment as to the real meaning of education * * *. We are now providing a happy, colorful, and joyous environment where children may really live together * * *. The new environment provides many avenues to help children express their ideas, and provides many educative materials * * *. The teacher has a very defi¬ nite part in the new regime. Her function is “ to set the stage ” in this new environment, so that children may find worth-while activities. In such a program every effort is made to protect the child from his particular social handicaps and to safeguard and to promote his mental and physical health. The teacher in this situation must be equipped with a wide range of knowledge, with a keen sensitiveness ro children’s reactions to classroom procedures, with techniques for discovering the causes for children’s social and intellectual disabili¬ ties, and for carrying on remedial measures. Such a teacher also needs a social skill in establishing a classroom atmosphere which begets activity and happiness in the child and in creating rapport with parents in the home. Assistance for classroom work in matters of behavior problems and social welfare has been provided in many school systems by visit¬ ing teachers who go into the homes and by psychological service. To the department of research in the Los Angeles public schools there has been added a division for the study of children of preschool age. A nursery school has been established as a laboratory. It is antici¬ pated that through this laboratory information will be obtained which will be of direct service to teachers of young children, not only in matters pertaining to behavior of children but also in problems of teaching techniques. Corrective work with high-school pupils has been a major feature of this research department’s program. It is now accepting preventive work with the young child as of equal and perhaps of greater importance. An example of cooperation which helps classroom teachers with materials for instruction is found in the close affiliation between the public library and the public schools of Kalamazoo, Mich. The chil¬ dren’s department of the public library has established “ a children’s 280 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 house.” In this house not only books are available for the children and the teachers, but mounted photographs, stereoscope pictures, stereopticon slides, and mounted exhibits showing industrial processes may also be borrowed for classroom use. A museum of local histor¬ ical interest and of foreign material is well arranged for classroom visitation. These two examples indicate types of service to assist teachers in providing a more adequate educational environment. Many others could be mentioned such as the transportation provided by several cities for school children to visit art museums, botanical and zoolog¬ ical gardens, and places of civic and industrial interest. In fact, there is little limit to the possibilties for enrichng the school environ¬ ment. A NEW TYPE OF EDUCATIONAL LITERATURE Many timely reports of creative work in education have been issued during the past two years by universities, teachers colleges, boards of education of public-school systems, and by private organi¬ zations. These reports both printed and mimeographed, are the beginning of a new type of educational literature which is making a definite contribution to current practice of progressive education. In times past, such reports have been confined to privately supported schools and institutions and to research centers. It is particularly significant to note that current contributions are now coming from all types of public and private institutions interested in the education of yoiing children. Problems presented from many individual points of view add materially to the suggestiveness of the help avail¬ able for those about to inaugurate new methods or materials of teaching. The subjects covered in these reports include creative activities in classroom work, equipment, and supplies for activity curricula, re¬ ports on conditioning young children’s behaviors, studies in character development, and reports of individual and coordinated effort in conducting programs of child development and parent education. The Boston public schools have issued a bulletin entitled “ Training the Emotions, Controlling Fear.” This study not only shows how children may be helped to control the fear impulse but it includes outlines for classroom discussion which will guide the teacher in helping the children to overcome their fears. A study from the department of statistics of the public schools of Flint, Mich., covers the types of movable and stationary desks and seats for the primary grades. The institute for the coordination of women’s interests, of Smith College, describes the nursery school as a social experiment. A report from the commonwealth fund presents a group of papers to show the relation of the child-guidance clinic to the community, giv- NURSERY— KINDERGARTEN— PRIMARY EDUCATION 281 ing the viewpoint of a clinic, the juvenile court, the school, the child- welfare agency, and the parent. The National Kesearch Council, committee on child development, has issued a directory of researches under way in child development. The Teachers College of the University of Nebraska describes the educational activities inherent in an air-mail and a railroad project carried on by primary grades. The State Teachers College at Moorhead, Minn., describes two experiments in conduct education, and the State Normal School in Milwaukee, Wis., has issued a series of pamphlets on creative activ¬ ities in the kindergarten-primary grades. Between 60 and 70 such pamphlets have been received by the Bureau of Education during the past two years. They dignify current achievements, suggest new projects, and encourage other groups of workers both to experiment with educational method and procedure, and to give to others the benefit of their achievements. CHILDREN’S INTRODUCTION TO READING There seems to have been slower progress in making a psychologi¬ cal approach to the teaching of reading, arithmetic, spelling, and handwriting, traditionally accepted as “ fundamental ” subjects, than to nature study, fine and industrial arts, and the sciences. However, correlation of subject matter in units of work has motivated the teaching of these subjects. Through a single activity such as dram¬ atization there is a definite need for reading and for writing plans and records of progress, and for number activities to estimate and measure for costumes and scenery. An appeal is made to the chil¬ dren’s interests and abilities. In fact, such units of work give a definite purpose for developing skill in all subjects through drill, whether individual or group. Programs so planned are easily de¬ tected by the classroom visitor who sees small groups of children independently engaged in a variety of both construction and drill activities. Using beginning reading as an example, an effort was made to discover the extent to which changes in methods of teaching the more traditional subjects have taken place in current practice during the past two years. Three questions were asked of students enrolled in Dr. Laura Zirbes’ class in methods of teaching reading, Teachers College, Columbia University, in the summer of 1928. The following is a summary of the replies received from the instructor and from 14 graduate students1 working in city and State school systems 1 These students included 51 general supervisors and assistant superintendents, 4 critic teachers, 2 directors of remedial reading in public-school systems, 2 elementary school principals, and 1 State supervisory agent. They represented 10 States and the Canal Zone. 282 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 and in teacher-training institutions throughout the country. The three questions were: (1) What have been the outstanding points of progress in teaching reading to beginners during the past two years? (2) To what extent is this progress actually in practice in your classrooms? (3) What influences seem to have retarded progress ? Progress m methods of teaching beginning reading. — Replies to this question are summarized as follows : Experiences and activities of interest to children are considered the best content for first lessons in reading. By this method the meaning of what is read is emphasized at the outset, book reading becomes a means to an end instead of an end in itself, abstractions are eliminated, life situa¬ tions of interest to children are immediately connected with school work, and the child’s initiative is used and his desire to read is whetted. Methods of teaching beginning reading, based on children’s inter¬ ests and experiences, emphasize different procedures from those which the stereotyped a systems ” encourage. Reading is now considered a life activity and handled as such rather than as a formal school subject; it is, therefore, not confined to a reading period but used in all experiences of the day’s program. Teachers are capitalizing the interests children bring to the classroom and in addition are pro¬ viding rich and varied experiences before beginning the definite teaching of reading. The children’s own vocabulary is used as a starting point for the addition of many new words in their daily conversation and in their reading lessons. Kindergarten teachers are assuming a definite responsibility with their pupils in providing rich experiences, in building vocabularies, in developing clear-cut diction and enunciation, in providing practice in the use of complete sentences, and in stimulating curiosity regarding material to be read.2 The practice of teaching children to read by first comprehending the meaning of 'Wholes , such as the sentence, before they are taught to recognize phrases and words, is widely accepted. The teaching of these wider units helps to prevent slow and laborious reading. Pho¬ nics is used to meet individual needs rather than presented as formal drill to all children. Premature stressing of phonics is avoided, since it tends to fix habits of word calling and short perceptual span units. There is less emphasis upon oral reading and more upon silent read¬ ing. More attention is given to individual differences in reading, in ease of learning, in interests, and in difficulties. Informal tests are 2 National Society for the Study of Education. Twenty-fourth Yearbook. Part I. Re¬ port of the National Committee on Reading. Bloomington, Ill., Public School Publishing Co., 1925. 26 p. NURSER Y— KINDERGARTEN— PRIMARY EDUCATION 283 used to record progress in acquiring skill instead of depending upon the exclusive use of commercially made “ seatwork.” Wider reading experiences, guided by the teacher, are preferred to intensive work in mastering a few selections. Care is taken to prevent strain and other emotional disturbances which formerly resulted from the undue pressure on reading power. The extent to which these progressive ideas in teaching are in ac¬ tual practice was chiefly described by those giving information as “ not widespread ” and as “ 50 per cent.” Students leave the train¬ ing schools with the new ideas of reading method, but frequently take positions in school systems where formal methods of teaching and u systems ” of learning to read are required of the teachers. In some school systems the new ideas are still in the experimental stage. To introduce these, one school system first used a single classroom as a laboratory for experimentation. In this way the value of the methods studied could be proved with a view to later adoption by other first grades. Extensive reading is encouraged so far as mate¬ rials are available. Factors retarding progress in methods of teaching beginning read¬ ing are arranged in the order of frequency with which they were mentioned. Parents, school superintendents, boards of education, and the general public often have a wrong attitude toward new ideas of teaching method. Many parents want children to read too early and do not realize the values of soliciting children’s interests to increase their knowledge and skills. There is a lack of apprecia¬ tion on the part of many school superintendents that child study instead of subject matter forms the basis of teaching method. Many superintendents still require teachers to use formal and traditional methods of teaching. Public opinion generally favors a more for¬ mal type of teaching. Many teachers are not acquainted with the psychology of an activity program and are not prepared to carry a teaching program on that basis. This is sometimes due to a lack of recent study or training, and sometimes to a definite u mind set ” against change in procedure. Either a total lack of supervision or supervision which disregards the new philosophy of child study has hindered the prog¬ ress of new methods of teaching beginning reading. This has par¬ ticularly affected the inexperienced teachers working in their first positions. Suitable reading material is a necessity for the new program of teaching reading. The library of books necessary to supplement sets of readers is often lacking. Other statements of hindrances include curricula based wholly on subject matter; promotion requirements for first grade based upon the mastery of a certain number of books or pages read ; expectation 284 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 of uniform progress for all children ; large classes which make it dif¬ ficult for teachers to provide for individual differences among the children; daily programs divided into short periods; programs of testing which emphasize achievement to the exclusion of growth. All of the hindrances to the practice of using new methods of teaching reading are remediable. Popular magazines are arousing general interest in child study in relation to learning. More teach¬ ers colleges and normal schools are basing the theory and practice work offered their students on the new ideas of developing skills through interests. More experienced teachers are enrolling each year in the summer sessions and extension departments of teachers colleges and universities. Teachers’ professional organizations are including demonstration work and discussion of modern school prac¬ tices in their programs of meetings. Mechanical work involved in preparation of typed or mimeographed materials needed by teachers is cared for in many school systems by clerks assigned to assist in elementary school buildings. A sound basis for changing certain undesirable promotion requirements is given in a recent investiga¬ tion 3 which shows that a 6-year chronological age does not in itself constitute readiness for reading. In some instances, public schools and practice departments of teacher-training institutions are offering special assistance to teach¬ ers by the appointment of teachers of remedial reading. Teachers are studying and have more knowledge about the techniques of teaching in their relation to activities of the school program and to the important objectives of social behaviors now generally empha¬ sized. These constructive influences may well bring to the children throughout the country greater ease and happiness in learning to read. They may also guide public opinion in thinking of learning to read as a thought-getting and thought-expressing process rather than one of alphabet or word recognition. RECONSTRUCTION OF REPORT CARDS Measures of pupil progress, recorded on report cards for the benefit of parents, have, perhaps, been less affected by the new ideas regard¬ ing curricula or methods of teaching than have any other one part of the school program. This may be due both to the fact that teachers do not have confidence in modern educational methods, and to the difficulty of explaining newer educational terms and methods of rating to school patrons and to the lay public. To effect changes 3 An investigation of practices in first-grade admission and promotion. Mary M. Reed. New York City, 1927. New York City, Teachers College, Columbia University, 1927. 126 p. (Contributions to Education, No. 290.) NURSERY— KINDERGARTEN— PRIMARY EDUCATION 285 in content and in form of such a personal record as a report card requires a carefully planned educational program for the parents. Findings from study of 419 cards in current use for kindergarten¬ elementary grades indicate how few reflect modern principles of edu¬ cation. The mechanics and contents of the cards were studied for evidences of the following new educational objectives emphasized in recently constructed curricula : Importance of character develop¬ ment; correlation of subject matter; emphasis on individual instruc¬ tion ; use of standardized tests ; appeal to children’s interests and use of their experiences in school programs; cooperation of school and home ; recognition of the educational value of extracurricular activi¬ ties; encouragement of appreciative and creative expression in such activities as art, music, and literature. On the greater number of cards studied, the pupils’ behaviors are rated only under the general traditional terms of “ conduct,” “ de¬ portment,” and “effort.” Comparatively few cards list from 4 to 20 such behaviors to be rated as courtesy, cooperation, obedience, initiative, self-control, etc. On still fewer cards the behavior traits are classified, defined, or placed in relation to specific situations. For example, “ Courtesy — Listens attentively while others are talking ; avoids interrupting the person speaking; shares work and play material with others.” A major number of the behaviors defined are stated in such negative forms as “ wastes time,” “ gives up too easily,” and “ is discourteous.” In only rare instances have “ social studies ” or “ units of work ” supplemented lists of detached subjects. Just as infrequently are ratings given for such specific types of skills as oral and silent reading. Few ratings relate the individual child’s achievement to his individual capacity and to standard norms. “ Creative expression ” and the pupil’s individual interests are given space on the cards in only a few instances, and advantage is rarely taken of the opportunity to capitalize parent cooperation in the child’s all-around education. No one card reporting pupil progress can be used satisfactorily by all school systems. Curricula and administrative organization of classes and supervisory units in individual cities require individual consideration. The groups of lower and upper elementary grades seem to need different items for rating and different methods of rating. In constructing a new report card, parent cooperation is proving both helpful and economical. Such cooperation familiarizes parents with the new objectives of education and enlists their aid in strengthening the school’s efforts to develop desirable habits in the children. A program that is being developed in San Francisco as a test of effectiveness for its activity curriculum, which has been in use 115044°— 30 - 19 286 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 for three years, is expected to lead the way to a reconstruction of the report card. A detailed inquiry has been submitted to parents who have indicated their willingness and ability to cooperate by keeping records. This inquiry, which is arranged in two columns, is headed by such objectives and activities accepted for the school program as habits of sharing responsibilities, of motor control, of health, of table behaviors, and of rest and relaxation; attitudes of courtesy, of respecting the rights of others, of fairness in dealing with others, of self-reliance and initiative, and of respect for law and authority ; use of school subjects and materials , such as language, use of mate¬ rials, nature work, reading, numbers, and music. In one column are statements of the desired school attainments and in the other are statements showing a possible carry-over of these attainments in the home. Space is left in the second column for insertions and a blank page is left for written explanations. To illustrate : Under “ Shar¬ ing responsibilities ” the first statement in column 1 is “ Hangs up hat and coat. Takes care of rubbers and umbrella.” In column 2 the first statement is “ Puts away own clothes ” and the parent is requested to check one of the following terms, “ voluntarily,” “ when reminded,” “ when scolded.” Parents so initiated into the new objectives of school work can be depended upon for cooperation when a change from a traditional type of report card is desired. The desired goal is for records of progress which shall be sufficiently comprehensible to parents, teachers, and children to assure intelligent and unified effort in helping a child progress socially, physically, and intellectually. NURSERY SCHOOL AND PARENT EDUCATION Objectives and procedures of every new movement, to which many organizations actively contribute, are in a condition of continual change. The nursery school is such a movement. Specific contribu¬ tions are made to its program by people from the fields of education, nutrition, psychology, and mental and physical hygiene. Due to these contributions, most of which are based on scientific research, there has been no crystalization of the programs of education for young children in nursery schools. Questions which are still contro¬ versial include the size, kind, and quantity of play materials and of physical apparatus; the amount of independent personal care and care for property to be expected of children at the 2, 3, and 4 year age levels; the size of group which a nursery school teacher can handle, and the desirability of conducting any organized group work ; the amount of indoor and outdoor play ; adequate provision of food for midmorning, noon, and afternoon lunch ; the values of con¬ ducting nursery schools a full day or a half day; types of records NURSERY— KINDERGARTEN— PRIMARY EDUCATION 287 to be kept each day, each week, and at other times during the school year; the details of physical examination considered essential and methods of preventing contagion ; adequate methods of giving mental and social tests. Even this list of controversial questions does not complete the problems continually arising in nursery schools. A wholesome outlet for these questions has been provided at the annual meetings of the International Kindergarten Union, at the conference on research of the committee on child development of the National Research Coun¬ cil, and at the biennial conference of nursery school workers called by the National Committee on Nursery Schools. A subcommittee of this National Committee on Nursery Schools has continued its study of minimum essentials for nursery-school education. Due, peTliaps, to the many points of view of those co¬ operating in the work^ the committee has found it a difficult task to outline the minimum requirements for nursery schools without ap¬ parently determining procedures which could be interpreted as typical. A need for the minimum essentials is found in the number of informally organized schools using the name “ nursery school ” without providing trained teachers and consultants to guide the work. The number of nursery schools listed by the Bureau of Education in 1926 was 67, and in 1928 it was 121. Many of the schools listed in 1926 did not continue and many new ones have since been opened. Of those listed in 1928, there are 68 which were opened during the years 1926, 1927, and 1928. The 121 schools are located in 70 cities in 27 States and the* Territory of Hawaii. A total enrollment of 2,573 children is reported from 107 of the nursery schools, with a median enrollment of between 16 and 20 children. There is an average of 9 children per teacher, with, how¬ ever, a certain amount of assistance from student teachers, research workers, nurses, or parents. The median length of day for all the nursery schools listed in the directory is between 6 and 8 hours. In this way all the problems of growth connected with the child’s eating and sleeping habits, as well as the social problems and those connected with handling play materials, are brought to the attention of the teacher. Nearly all the schools operate for 5 days a week; 2 schools in orphanages operate 7 days a week; and 7 schools, 2 supported by tuition fees, 4 caring for the children of working mothers, and 1 located in a hospital, run for 6 days a week. For all nursery schools there is one main service to be rendered. That service is the education of young children and their parents. In addition, some schools act as demonstration and teacher-training centers and others as research laboratories. Of the schools listed by the Bureau of Education, 74 are organized specifically for the edu- 288 BIENNIAL SURVEY OF EDUCATION, 19 2 6-1928 cation of young children and their parents; approximately half of these schools are supported by tuition fees and the other half by philanthropic organizations; 10 nursery schools included in the 74 are located in public-school buildings, but only 4 of these are wholly supported by the school systems. Thirty-two nursery schools act as demonstration or teacher-training centers for departments of home economics and education in colleges and universities. Three schools offer demonstration facilities for home economics courses in institu¬ tions of high-school level. Twelve nursery schools act as laboratories for institutes of research in child development. Few advocate that nursery schools be made a part of public-school education. This would be hardly defensible until more definite tech¬ niques of teaching young children have been determined and until a larger proportion of the 4 and 5 year old children are cared for in kindergartens. However, nursery schools are being organized as demonstration centers in a few public-school systems and teacher- training institutions. They inform the teachers of all grades or the students in training about the educability of preschool children. Op¬ portunity is provided for the observation of the reactions of children much younger than those with whom teachers are accustomed to work. They are able to see the simple elements of behavior in their earlier phases of development. The public-school nursery school also makes preparental education possible. In Detroit, Highland Park, Mich., and Los Angeles., Calif., both elementary and higli-school pupils have opportunity to observe and to participate in the work with young children, learning something of the responsibilities of parenthood. Education of the children’s parents is cared for in nursery schools in several ways. These include daily conferences with teachers, dis¬ cussion and study groups, home visits by the school staff, and obser¬ vation of and participation in the actual work with the children. In 14 nursery schools the mothers, and in one or two instances the fathers also, are expected to give stated time to participation in the nursery school program. The nursery school exercises marked influence in furthering parents’ observation and study of their children. Such observation and study focus attention upon the home environment as a most significant factor in controlling children’s social and intellectual growth as well as their physical development. The importance of fitting the home to the child is emphasized. This refers both to actual provision of space and of proper proportioned equipment for children, and also to the standards of home programs. Study groups provided for parent education have placed special emphasis upon the necessity for parents to control their own emotional and intel¬ lectual life because of its influence upon their children. NURSERY— KINDERGARTEN— PRIMARY EDUCATION 289 In keeping with the growth of interest in the education and wel¬ fare of young children, a committee of seven, with 124 associates and contributors from the National Society for the Study of Education, has assembled material during the past two years for the yearbook “ Preschool and Parental Education.” A complete picture of pro¬ grams contributing to the development of young children and to the profession of parenthood has been prepared. The history and the purpose of the preschool and parental education movement have been summarized; detailed descriptions of the organizations and programs of work of child-welfare agencies, day nurseries, clinics, nursery schools, and kindergartens have been prepared; a survey has been made of all projects sponsoring parent education, as well as an extensive survey of completed research in the fields of preschool and parent education. This yearbook specifically shows the breadth of interest in pre¬ school education. It also shows appreciation of its importance in relation to the whole gamut of growth which determines the suc¬ cess of childhood and adult life. Another indication of the breadth of interest in preschool educa¬ tion is found in the variety of sources from which inquiries concern¬ ing nursery-school education have come to the United States Bureau of Education. These inquiries suggest that there is perhaps as wide a variety of organizations vitally concerned with the education of young children as there is in any other one phase of education. Aside from superintendents of schools, from those in charge of departments of education in universities and colleges, from directors of teacher¬ training institutions, teachers, and others engaged in the school pro¬ gram, inquiries have been received about preschool education from the following agencies : National organizations, such as the American Federation of Labor, American Sociological Society, American Child Health Association, and American Bed Cross; from Federal bureaus; from State boards of health, public welfare, agriculture, and control ; from county bureaus of health and home advancement ; from munici¬ pal departments of health, of public and infant welfare, of child guidance, of “ institutes and agencies,” of research ; from clinics for infant feeding, committees on preventing delinquency, and from juve¬ nile and family courts; from municipal and philanthropic charities, community chest committees, public charity associations, day nursery associations, social settlement centers; from foundations which aid projects in preschool and parent education ; from organizations such as parent-teacher associations; and from public libraries, editors of periodicals, and consulates and educators in foreign countries. There is evidently a definite and a widespread appreciation of the need to establish right beginnings of adequate personal, social, and 290 BIENNIAL SURVEY OF EDUCATION, 19 2 6-19 2 8 intellectual habits and attitudes in young children. There is, also, widespread appreciation of the need for making a profession of parenthood. CHILDREN’S PROGRESS AIDED IN KINDERGARTEN AND FIRST GRADE Benefits children receive from attending kindergarten have been well described in two research studies recently completed by Edward W. Goetch and Ada S. Woolf oik, respectively.4 Mr. Goetch com¬ pares achievements in the elementary school of children with and without kindergarten experience. He finds that kindergarten chil¬ dren have a higher scholarship and a higher social ranking, based on teachers’ estimates; that they have higher intelligence and achieve¬ ment scores and a higher educational age according to objective tests ; and that they have fewer failures in promotion and more regu¬ lar progress through the elementary grades. “The kindergarten is an important factor in later elementary school achievements in preparing pupils to undertake the work of the first grade successfully and in enabling them to maintain almost unbroken progress through the first six grades.” With the opening of public-school kindergartens in Atlanta, Ga., an opportunity wras given to test the value of kindergarten, attend¬ ance in aiding underprivileged children to overcome the influence of an adverse environment. A group of 75 children were given the Stanford-Binet test. Part of this group went to kindergarten and part were unable to go. At the end of the school year, the children were retested and only those who went to kindergarten showed im¬ provement in mental development. Establishing and maintaining kindergartens in a public-school sys¬ tem depend largely upon the knowledge school patrons and school administrators have of the educative results of kindergarten attend¬ ance. Results from such studies as those reported are of definite value to those seeking information. The extent to which city school systems now provide kindergarten education is indicated by the number of their elementary-school buildings which house kindergartens. Data from a sampling of X60 city school systems maintaining kindergartens representing cities of all pojmlation sizes, located in 41 States, give the following infor¬ mation : 4 The l:indergarten as a factor in elementary school achievement and progress. Edward W. Goetch. University of Iowa Studies : Studies in Education, Vol. Ill, No. 4, 1926. The mental growth of the preschool child in the dependent family. Ada S. Woolfolk. Georgia Education Journal, Vol. 20, No. 4, December, 1927. NURSERY-KINDERGARTEN-PRIMARY EDUCATION 291 Elementary-school buildings housing kindergartens in 160 cities Population Per cent of elemen¬ tary-school build¬ ings that house kindergartens Median Range TOO 000 and morn _ 61.5 91.5 83.0 100.0 1&-100 13-100 5-100 20-100 30 000 to 100,000 - . . - . - . --- 10 000 to 30 000 . . . - . F©w©r £h&n 1 0,000 _ _ _ _ The per cent of buildings having kindergartens in some of the larger school systems is reduced by the fact that some elementary- buildings contain only upper grades, and the kindergartens are housed in buildings with the primary grades. The ratio between kindergarten and first-grade enrollments indi¬ cates the use that parents make of the opportunity to send children to kindergartens. In considering the figures given, however, certain facts must be kept in mind: The proportion of elementary-school buildings housing kindergartens in these 160 cities, as indicated in the first table; the general custom of providing more rooms for first grades than for kindergartens, though one kindergarten room gen¬ erally cares for two enrollments each day by having different groups attend morning and afternoon sessions ; waiting lists maintained by many cities for kindergarten enrollments, although 6-year-old chil¬ dren are rarely refused admission to a first grade. The following figures indicate a fairly high proportion of first-grade children who have had kindergarten experience: Kindergarten enrollment compared with first-grade enrollment in 160 school systems Population Per cent of kinder¬ garten to first-grade enrollment Median Range 100,000 and more . . . . - . 48.0 75.5 70.5 70.5 15. 0 -127 23. 0 -210 8. 0 -126 .04-384 30,000 to 100,000... . . . . . . . . 10,000 to 30,000 . . . . . . . . . Fewer than 10,000 _ _ . ... . . . Cities having a decidedly larger enrollment in kindergartens than in first grades evidently provide a 2-year differentiated curriculum in the kindergarten. In 29 of the States having permissive or man¬ datory laws for the establishment of kindergartens the entrance ages are 3, 4, or 4!/2 years. 292 BIENNIAL SURVEY OF EDUCATION, 192 6-1928 It has been said that the kindergarten is naturally the recruiting and receiving division of the school system. It has many functions in regulating school entrance, in establishing valuable contacts with the children’s parents, and in enlisting assistance from such public and private agencies as contribute to the protection and the super¬ vision of the development of infants and young children. These functions of regulating school entrance are assumed by the first grades in school systems which do not maintain kindergartens. Rules and regulations provided by boards of education for control¬ ling entrance to kindergarten and first grade list but few require¬ ments and seldom suggest possible home preparation of the child for school entrance. There is a surprising indifference to the responsi¬ bility which should be placed with this port of entry to the school system. A study of kindergarten entrance requirements reported by 108 cities showed that in 98 cities children are admitted solely on a chronological age, at 4 or 5 years. Ten cities require a mental test, but none mentions records of personal or social characteristics nor physical examinations. It has been stated frequently that tests ad¬ ministered to young children before they feel at home in their new environment undoubtedly give inaccurate results. Consequently many school systems include the test for mental age during their year’s program, though they do not mention it in their rules for admission. At the close of the child’s year or two years in kinder¬ garten the school should have records of his home and social back¬ ground, of his physical condition, his mental age, and his personal characteristics. Such records give the school a foundation for grade and group classification. Adaptations of curriculum are made to meet the needs of both slow and rapid learners, mental and social maturity being determin¬ ing factors in grade placement and group classification. To meet the individual needs of children entering kindergarten at 4 years of age, several curricula have been constructed to cover two years of kindergarten experience. A notable example of this is the “ Sugges¬ tive Curriculum Material for the Four and Five Year Old Kinder¬ gartens ” developed by the Wisconsin State Kindergarten Associa¬ tion. This material analyzes the typical responses of children at these age levels and suggests specific educational objectives and activities with materials, in plays and games, language and literature, drawing, and other art experiences for each age. To this beginning, other phases of kindergarten work will be added. The whole cur¬ riculum is in loose-leaf form allowing for alterations and insertions. Entrance requirements for first grade reported by 97 cities are also based chiefly on chronological age. Ten cities, however, definitely state that chronological age must be supplemented by a mental age PURSER Y— KINDERGARTEN— PRIMAKY EDUCATION 293 of 6 years or by a record of kindergarten attendance. Several cities now require kindergarten attendance as a prerequisite for first-grade entrance regardless of chronological age. In her study “An Investi¬ gation of Practices in First-Grade Admission and Promotion,” Dr. Mary M. Reed includes the following statements in the interpretation of her data : The use of chronological age as the decisive factor for the admission of children to first grade shows a tendency to hold to traditional objectives, to disregard the findings of scientific research, and to ignore the value of kinder* garten learning as a basis for first-grade work on differing levels of ability. The lack of correspondence between the chronological age factor for the admission of children to first grade and the reading factor for the promotion from low first to high first grade tends to disregard those curriculum objec¬ tives which are based upon continuity in developing traits important for the individual and social life of a child at this stage of growth. To admit children to first grade on a chronological age basis and promote them on a reading achievement basis without scientific placement of reading inevitably tends (1) to lead both teacher and pupil to place emphasis on a narrow aspect of the curriculum and to neglect the outcomes from a balanced curriculum, comprehending leisure, practical efficiency, health, and citizenship, and (2) to place emphasis on curriculum content for which children may not be mentally, intellectually, emotionally, or physically ready. Many schools in New York City have extended their kindergarten program to include informally organized first-grade work under the name “ kindergarten extension classes.” In a social and informal en¬ vironment, the curriculum covered in these classes is a step in advance of the kindergarten and includes the activities 6-year-old children need and enjoy. An investigation of the value of these classes was made by the district superintendent in charge of Districts 43 and 44 and reported in the 1927-28 Report of the Superintendent of Schools, New York City, page 401 : The value of the training received in the kindergarten and kindergarten extension classes has been a moot question since their establishment. During the past year I made a study of the age-grade progress reports of the present 4B grade in the schools of these districts with the view of finding out the relative progress of pupils receiving this training and of those not receiving it. My survey showed that the children having had both kindergarten and kinder¬ garten extension training made the best progress and those having kinder¬ garten training only made better progress than those who entered school in the 1A grade. For children of a 6-year chronological age but a lower mental age, several school systems, including Rochester, N. Y., Seattle, Wash., and San Francisco, Calif., are providing preprimary classes or slow- moving first grades. These classes provide “ work on his own level in an atmosphere of success ” for the child of slow mentajity or for the foreign child with a language handicap. It has been found that children repeating first grade are more apt to repeat the failure in 294 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 later grades, due as much to negative mental attitudes early ac¬ quired, as to inability. The preprimary grades give an opportunity to discover individual differences in reading readiness before the child is placed in a grade where the acquisition of that skill is neces¬ sary. As these children make certain desirable social adjustments and give evidence of reading readiness, they may be transferred to cjassrooms where the children are progressing at a more rapid rate. The plan is a less formal version of the X-Y-Z grouping used in cer¬ tain cities. These plans help to classify children on ability levels during the first years of their school life. Opportunity classes are organized in most large school systems to care for older children who are retarded. No system of classification has been generally adopted to care for younger children of slow mentality or for those who lack social adjustment. The value of preprimary groups in Rochester, N. Y., was studied by a committee appointed by the superintendent of schools. It was found that by placing approximately one-fourth of the children com¬ pleting kindergarten in preprimary grades, that the resulting in¬ creased proportion of successful children has warranted the continuation of the experiment. Further experimentation is being conducted in Rochester with slow-moving classes in the third and fifth grades for the purpose of giving the slow child definite op¬ portunity to keep his intellectual and emotional balance through the elementary school. The large amount of retardation in first grades throughout the country has prompted these plans for caring for individual differ¬ ences of young children. The advisability of introducing a new name, preprimary, for one of the early grades has been questioned since there has been continual controversy about the use of the name kindergarten to denote the first unit of the elementary school. The name “ preprimary ” is used in certain situations to satisfy patrons that the child of a 6-year chronological age is having some form of first-grade work. It also prevents the child’s discourage¬ ment on being retained a second year in either the kindergarten or first grade. The differentiated 2-year kindergarten curriculum as used in Wisconsin provides for the slow-moving children without introducing a new grade name. To make adequate provision for individual differences among chil¬ dren and to assure continuity from grade to grade, it is necessary for teachers to be able to work with any of the different age levels within the first school unit. Training for teachers of young children, of¬ fered in a majority of colleges and universities, covers the entire unit of kindergarten-primary education and, in many instances, also includes preschool and parent education. NURSERY— KINDERGARTEN— PRIMARY EDUCATION 295 CONTRIBUTIONS FROM RESEARCH FOR TEACHING PROBLEMS A number of plans have been devised to give practical aid to class¬ room teachers. Supervision is the aid most commonly provided. In a few city school systems the supervisory program is so organized that helping teachers, skilled in some particular phases of school work, go into classrooms to demonstrate, to guide and, occasionally, to stay until the classroom teacher’s problem is well on its way to solu¬ tion. Demonstration schools have been provided in some school systems. Teachers may go to them for observation of some special teaching technique or for help with some detail of classroom management or arrangement. In both cases, supervisory and demon¬ stration school programs, investigations are continually in progress to discover more effective ways of solving teaching problems. The reports, previously mentioned, of studies and of work accomplished by different educational agencies offer practical examples of available assistance for all teachers and school administrators. Findings from scientific research seem to be more helpful in analyz¬ ing and solving practical teaching problems than they have been here¬ tofore. Special contributions have been made by research to behav¬ ior problems involved in curriculum construction, in teaching tech¬ niques, in language development, and in child personality. Findings of special help are illustrated by the following digests of certain studies completed within the past two years* * * * 5. Set f ^measurement of teaching techniques. — Under the headings of ‘‘Adaptation of routine procedures so as to promote in the children both physical development and desirable habits, attitudes, and skills ” and “Adaptation and use of the school situation for the children’s need for educative work and play,”6 Doctor Bain analyzes teaching techniques to be used with young children. Under these headings a scaled analysis is made of 28 observable teaching procedures with which a teacher may evaluate her own work. The teaching procedures include physical care of the classroom such as cleanliness, lighting, and ventilation. They include descrip¬ tions of the teacher’s and children’s responsibilities in developing habits of personal hygiene; care of personal property; protection from physical danger ; and promotion of health expressed in posture, 6 Lists and digests of other researches may be found in the following publications : Bibliography of research studies in education. 1926-27. Washington, Government Print¬ ing Office, 1928. (U. S. Bureau of Education. Bulletin, 1928, No. 22.) Child development abstracts and bibliography. Issued by Committee on Child Develop¬ ment, National Research Council, Washington, D. C. Twenty-eighth Yearbook of the National Society for the Study of Education, Preschool and Parental Education. Part II. Research and Method. Public-School Publishing Co., Bloomington, Ill. 6 Teaching in nursery school, kindergarten, and first grade. Bain, Winifred S. New York, Teachers College, Columbia University, 1928. 123. p. (Contributions to Education, No. 332.) 296 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 food assimilation, rest, and repose. They include desirable social and emotional adjustments, provision for creative work and for artistic expression, for solving problems, and for attaining skill in reading, writing, and number work. Items listed on the scale may easily stimulate teachers to think of their teaching techniques in specific terms — terms associated in each case with both their own and the children’s behaviors or modes of thinking. Any teacher can compare her rating on the different scales with that of 30 nursery school¬ teachers, 98 kindergartners, and 103 first-grade teachers. Child 'personality observed in spontaneous conversation. — A guide to teachers in observing personality traits expressed by children in their spontaneous conversation is offered by the first of a series of studies dealing with child personality.7 Records of 3,125 remarks made by kindergarten children wTere analyzed to discover character¬ istics of personality of this age child. Approximately 40 per cent or 1,275 of these remarks were descriptive of the traits termed “ self- assertion — e. g., of personal power, of self-display, of interjection of self into a situation, of defense of one’s feeling of ownership, of resistance to interference, of contradiction, of commands, threats, and derision.” “ The photographing of the whole kindergarten child in action reveals him as essentially a defender of his individ¬ uality, a nonconformist, a relatively unsocial being.” A guide to teachers is given in the deduction that the life of the kindergarten- primary child is essentially individualistic, but that it also is a life in which social adjustment must be made gradually. It must neces¬ sarily be a period in which the child is becoming acquainted with the verbal side of his environment — a stage of linguistic experi¬ mentation and of dramatic play. Truthful and untruthful children. — Some relationship may be said to exist between the characteristic of assertiveness in young chil¬ dren and the characteristic in untruthful children of making over¬ statements. Overstatement was found by Doctor Slaght8 to be the strongest statistical measure of untruthfulness. The findings from his study of truthful and untruthful children in grades from the fourth to the tenth show that untruthful chil¬ dren are inclined to overstate. Whether this was done with intent to misrepresent or from the desire to gain social recognition could not be determined by the data. Untruthful children tend to express overconfidence and self-assurance. They are less inhibited mentally 7 Studies in child personality. I. A study of the language of kindergarten children. Harold Rugg, Louise Krueger, and Arsena Sondergaard. In Journal of Educational Psy¬ chology, Vol. XX, No. 1, January, 1929. 8 Untruthfulness in children : Its conditioning factors and its setting in child nature. W. E. Slaght. University of Iowa Studies. Studies in Character. Vol. 1, No. 4. Pub¬ lished by the university, Iowa City, Iowa, February, 1928. 79 p. NURSERY— KINDERGARTEN— PRIMARY EDUCATION 297 in the presence of an exciting situation. They show evidence of being more vacillating, more impulsive, and have less reliability in judgment and less emotional stability. They are the product, as a rule, of poor home environment, both cultural and economic. The truthful children seem to have the more stable and centrally coordinated personality, to show a decidedly wider range of infor¬ mation about facts and situations regarding home and social life, nature, mechanics, literature, religion, etc. They were, on the whole, from better home surroundings. Close relationship exists between favorable home environment and truthfulness. The study may suggest to the teacher certain methods of handling social-moral situations in school. A rich environment, stimulating many ideas and continuous activity, unquestionably fills the child’s mind and keeps him busy. An honest, constructive atti¬ tude on the part of the teacher helps to lift the children’s spontaneous responses to the level of honesty. Knowledge of home conditions can not help but assist the correction of behavior difficulties ex¬ pressed in school. The parent-education movement is leading to cooperative endeavor with the schools which will assure careful con¬ sideration of the child’s needs during his 24-hour day. Influence of teachei's’ language upon children's conduct. — Another study focuses the teacher’s attention upon the language she uses with children.9 It emphasizes the control of conduct through language and the effect expressed approval has upon children’s learning. Positive results followed experiments in both situations. How preschool children may successfully solve problems. — Thoughtfulness in solving problem situations can be encouraged with very young children.10 An analysis of techniques which aid children to handle problems courageously and successfully gives specific suggestions to teachers of children at all age levels. The techniques are quite characteristic of the positive, constructive atti¬ tudes maintained toward children by nursery school teachers. They effectively draw out the children’s latent abilities. In summary, the analysis indicates that interesting situations which are not too stimu¬ lating arouse a solving approach conducive to the arousal of insight ; the attention of self-conscious children should be specifically directed to the problem and away from themselves; children lacking in self- confidence and who are overreliant upon adult approval should be encouraged to try out all possible approaches to a problem ; children 9 The relation between early language habits and early habits of conduct control. Ethel Busnell Waring. New York, Teachers College, Columbia University, 1927. 125 p. (Con¬ tributions to Education, No. 260.) 10 The solving of problem situations by preschool children : An analysis. Augusta Alpert. New York, Teachers College, Columbia University, 1928. 69 p. (Contributions to Education, No. 323.) 298 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 should be taught to vary their solving procedure to avoid unwar¬ ranted persistence on one aspect of a problem which interferes with seeing the problem as a whole and hence with the arousal of insight ; children who tend to become easily discouraged require individual presentation of the problem to insure at least partial success, since failure renders insight in a particular situation impossible and colors the approach to subsequent problems. Children's responses to the teachers' behavior patterns. — Sufficient attention has not been given to the effect of teachers’ attitudes upon children’s behavior. The same idea applies in other situations in which people having different degrees of authority work together. Many practical suggestions for such situations can be taken from Doctor Wickman’s study.11 He defines behavior problems as those forms of behavior declared undesirable and unwholesome by social and personal approval. In so far as the children’s behaviors attack the teachers’ moral sensitivities, personal integrity, authority, and immediate teaching purposes, they are recognized by her as problems in behavior; in so far as behavior is agreeable to teachers, respects their authority, fits in with their teaching purposes as well as their ethical beliefs, it is considered desirable behavior. There is a tendency for teachers to counterattack children’s unde¬ sirable behaviors without considering that children are more natu¬ rally aggressive and experimental than adults. Teachers require special training to understand what constitutes normal behaviors. They need to be informed about the social and physical backgrounds of children in their classrooms. They also need instruction in meth¬ ods of treating behavior problems which are caused by emotional disturbances. This is a definite challenge to those in charge of curricula for teacher-training institutions. School as a behavior- forming situation. — In “ The Child in Amer¬ ica,” 12 reports are given of important surveys and typical programs for child study in the United States and Canada. They show how the school is tending to assume responsibility for the “ whole child ” and to convert its program, at least for the lower age levels, into a behavior-forming situation. The^ summaries in this book are en¬ couraging. What the schools have accomplished thus far in broad¬ ening and enriching their programs may be but an indication of a far richer future for the children. n Children’s behavior and teachers’ attitude. E. K. Wickman. New York, Institute of Child Guidance, The Commonwealth Fund, division of publications, 1928. 12 The Child in America. William I. Thomas and Dorothy Swaine Thomas. New 1'ork, Alfred A. Knopf, 1928. 583 p. NURSERY— KINDERGARTEN— PRIMARY EDU CATION 299 BIBLIOGRAPHY Some publications issued within the past biennium which have contributed to new ideas of classroom teaching : ENRICHED ENVIRONMENT Cobb, Stanwood. The new leaven ; progressive education and its effect upon the child and society. New York, the John Day Co., 1928. 340 p. Knox, Rose B. School activities and equipment. Boston, Mass., Houghton Mifflin Co., 1927. 386 p. Lincoln Elementary School Staff. Curriculum making in an elementary school. New York, Ginn & Co., 1927. 359 p. Pratt, Caroline and Stott, Leila. Eight-year old merchants. New York, Greenberg, 1928. 158 p. Rugg, Harold and Shumaker, Ann. The child-centered school; an appraisal of the new education. Yonkers-on-Hudson, N. Y., and Chicago, Ill., World Book Co., 1928. 359 p. Troxell, Eleanor. Language and literature in the kindergarten and primary grades. New York, Charles Scribner’s Sons, 1927. 264 p. CHILDREN’S INTRODUCTION TO READING Baltimore, Md., Department of Education. Improvement in the teaching of reading: Supplement to the course of study in reading. Baltimore, Md., De¬ partment of Education, 1926. 129 p. Gates, Arthur I. New methods in primary reading. New York, Teachers College, Columbia University, 1928. 236 p. Gist, Arthur S. and King, William A. The teaching and supervision of reading. New York, Charles Scribner’s Sons, 1927. 337 p. Gray, William S. Summary of reading investigations. Elementary School Journal, 26 : 449-A59, 507-518, 662-673, 1926 ; 27 : 456-466, 1927. - and Zirbes, Laura. Primary reading. The classroom teacher. Chi¬ cago, Ill., The Classroom Teacher, Inc., 1927. p. 37-386. Terman, L. M. and Lima M. Children’s reading. New York, Appleton & Co., 1926. 363 p. RECONSTRUCTION OF REPORT CARDS Heer, A. L. Essential elements of report cards. University of Ohio, Educa¬ tional Research Bulletin, 11. (1928.) p. 297-299. Trabue, M. R. Reports of teachers to parents. School records and reports. Research Bulletin of the National Education Association, vol. 5, 1927, p. 267-273. NURSERY SCHOOL AND PARENT EDUCATION Arlitt, Ada Hart. Psychology of infancy and early childhood. New York, McGraw-Hill Co., 1928. 228 p. Child care and training. A reading course for parents. Prepared by Insti¬ tute of Child Welfare Research, University of Minnesota. Minneapolis, Uni¬ versity of Minnesota press, 1928. 189 p. Child Study Association of America. Parents’ questions. New York, 1928. 300 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Forest, Use. Preschool education : a historical and critical study. New York, Macmillan Co., 1927. 413 p. Groves, Ernest R. Parents and children. Philadelphia, Pa., Lippincott & Co., 1928. 196 p. Johnson, Harriet M. Children in the nursery school. New York, John Day & Co., 1928. 319 p. National Committee on Nursery Schools. Conference on Nursery Schools. Washington, D. C., American Association of University Women, 1927. Meek, Lois Hayden. How children build habits. Washington, D. C., Ameri¬ can Association of University Women, 1928. 108 p. Quillard, Margaret J. Child study discussion records. New York, Child Study Association of America, 1928. 74 p. Thom, Douglas A. Everyday problems of the everyday child. New York. D. Appleton & Co., 1927. 350 p. CHAPTER XIII TEACHER TRAINING By Benjamin W. Frazier Specialist in Teacher Training , Office of Education Contents. — Definition and scope of teacher training — Increased professionalization of teaching and of teacher training — Growth in number of teachers colleges, schools of education, and other training agencies — State control of teacher training — Financial support — The teacher-training staff — Increased supply of trained teachers in relation to the demand — The raising of State certification requirements — Selective measures applied to applicants for training — Revision and construction of the cur¬ riculum — The training school — Improvement of faculty instruction — Teacher place¬ ment — Training of teachers in service — Conclusion Among the outstanding trends in teacher training during the bi¬ ennium 1926-1928 may be noted some tendencies which have been growing cumulatively in force for about two decades. Some of these tendencies, as reported by responsible officials of the institutions which train teachers and by State departments of education, or which are disclosed by examination of research studies, reports, and other publications in the field, are the following: 1. Development of a clearer conception of the definition, scope, and objectives of teacher training. 2. Increased professionalization of teaching and of teacher training. 3. Growth in number of teachers colleges, and schools and colleges of education. 4. Increase in direct State control of teacher-training agencies and the consequent development of more unified and effective State teacher-training programs. 5. Increase in financial support of institutions and agencies which train teachers. 6. Raising of standards of qualifications for the staffs of the train¬ ing institutions. 7. Increase in the number of trained teachers in relation to the number of teaching positions available. 8. Raising of State certification requirements. 9. Development of a greater degree of selectivity in the choice of trainees. 115044°— 31 -20 301 302 BIENNIAL SURVEY OF EDUCATION, 1926-19 28 10. Improvement of teacher-training curricula. 11. Development of training school facilities and offerings. 12. Improvement of instruction in the training institutions. 13. Development of more effective institutional facilities for the placement of teachers. 14. Enlargement and increased diversification of training-in-service jirograms. DEFINITION AND SCOPE OF TEACHER TRAINING What constitutes a trained teacher? The answer changes with each decade. In round numbers, 1,000,000 teachers at the present time are required to instruct something like 32,000,000 children and adults in the classrooms of this country. In a great variety of ways and to varying degrees of completeness these teachers have all been “ trained ” for their work. Among the States having 75 per cent or more of their public-school teachers with preparation equivalent to two years beyond secondary education are: Connecticut, Arizona, Massachusetts, California, New Jersey, Khode Island, New York, Utah, Oregon, and perhaps a few others. About eight States have less than 25 per cent of their teachers with two years of college- grade training. These percentages are approximate only, as data are extremely difficult to secure. The typical State the country over probably has slightly less than 50 per cent of its teachers with two years of training above secondary education. “ Standards ” of training also vary among different groups of teachers. Typically, a graduate of a 2-year normal school, or a teacher with equivalent training, with one or more years experience in teaching, will meet the standards for the elementary schools of the average American city at the present time. In the elementary schools of a few of the wealthier or more progressive cities and States, and in the accredited high schools, a bachelor’s degree, in¬ cluding work in professional education courses, is considered the standard for an adequately trained teacher. This is a tentative minimum standard for all teachers often suggested by educators. In the colleges and universities, a trained teacher may possess vary¬ ing amounts of academic or technical training ranging from one to three years of graduate work, but typically, neither experience in teaching nor training in professional education is required. In typical rural elementary schools a high-school graduate with about a year’s additional work in education and academic subject matter is accepted as a trained teacher. In most colored elementary schools the requirements are still lower. The nature of the cultural, technical, and professional subject matter, which constitute part of the equipment of teachers, like- TEACHER TRAINING 303 wise varies greatly among the many types of instructors. Teacher training includes cultural elements but its aim is not primarily cultural. Objection is sometimes made to the term ‘‘teacher train¬ ing.” The term “ teacher education,” however, is also inadequate. A teacher must possess not only scholarship; he must be able also to exercise the skills of a practitioner. Actual practice work with children for the development of teaching skills is a distinguishing element in the preparation of teachers. The training of teachers is conducted on varying levels; but the professional training ordi¬ narily given a public-school teacher is not the equivalent of that commonly demanded for medicine or law. The term “ professional education ” should be the ideal one, but it does not apply to much of the work of the teacher-training high schools and of the county normal schools. The general public often thinks of teacher training as referring to the work in professional education only. Skill in the use of an ample and well-selected body of subject matter is, perhaps, an even more important element in the training of a teacher. Ideally, a teacher should be at home in all the common fields of human knowl¬ edge. Preeminently, he should be in the finest sense a person of culture. The teacher trainer is interested, too, in the development of scores of marginal abilities and traits, such as those included under the loose terms “ personality ” or “ character.” A marked tendency during recent years is to define teacher train¬ ing in terms of its immediate objective, which is specific preparation for a very definite type of teaching, supervisory, or administrative service. Teacher training can not be well understood nor confidently undertaken apart from a thorough knowledge of the requirements of the specific positions to be filled. This is a scientific basis upon which to build a training program. Teacher training, then, consists in the provision of opportunities for a prospective teacher to acquire the requisite body of knowledge, the professional attitudes, the teaching skills, and the capabilities for future growth, which are demanded by the specific requirements of the position to be filled. INCREASED PROFESSIONALIZATION OF TEACHING AND OF TEACHER TRAINING The increased professionalization of teaching and of teacher train¬ ing is a noteworthy tendency of the past few years; it has been relatively a short time since almost anyone who wished to realize a little money out of a high-school education could secure a job in the schools. Since progress in teacher training is intimately associ¬ ated with progress in public education as a whole, some tendencies 304 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 toward the professionalization of public-school teaching are of interest. Such teaching more and more partakes of the nature of the learned professions of medicine, law, and theology. The mem¬ bers of such recognized professions are licensed, or are otherwise differentiated from the laity by recognized authority. Teaching has been characterized during recent years by decidedly improved stand¬ ards of certification. Again, professional workers enjoy certain advantages in tenure, and usually are able to accumulate enough to retire in some comfort, or are the beneficiaries of retirement or pension laws. The increase in tenure and retirement laws for teachers has been marked during the biennium. Further, a professional organization usually insists that its mem¬ bers give reasonable observance to an established code of ethics. Codes of ethics for teachers are constantly formulated, and the general underlying principles in the best of these codes are well understood and reasonably well observed by most teachers. Public recognition characterizes professional work ; one indication of public recognition of workers is the amount the public is willing to pay for their services. The average teacher’s salary has more than doubled during the past decade; the increase ranges from slightly over $600 to $1,300. Even when the decreased purchasing power of the dollar is considered, cultural and professional improvement are now more nearly within the means of the teacher. Again, well-estab¬ lished professional organizations among professional workers are almost universal. The enrollment in the National Education Associa¬ tion has increased from 10,104 in 1918 to 181,350 in 1928, and in State education associations from 200,000 in 1917 to more than 600,000 in 1927. Finally, adequate and distinctive professional training, specific in nature to meet the needs of specific positions, must be given workers in order that they may render the expert service which perhaps is the chief characteristic of a profession. Such professional training, the better teacher-training institutions now afford. Probably no one factor in the upbuilding of truly professional work in the training institutions is more important than scientific study and research in teacher training and in related aspects of education. Many research agencies are contributing to the increasing body of knowledge available. One measure of the increase in research in teacher training during the past decade may be found in the number of master’s and doctor’s theses produced in this field. In 1917, W. S. Monroe reports one doctor’s thesis in the field of teacher training; in 1927, 20 were listed for the single year. In 1917, 13 master’s theses were produced; in 1927, 100. During the decade, a total of 76 doctor’s theses and 386 master’s theses were reported in the field of teacher training, or in closely related fields. Nearly half of TEACHER TRAINING 305 the total number of both kinds of theses reported during the decade were produced during the past two years — a remarkable contribution for such a limited period. Comparatively little research in education is undertaken in the normal schools and teachers colleges in comparison with the amount of research carried on in the large colleges and schools of education in the universities. The reasons are fairly obvious. The offerings of the 2-year normal schools are of the lower collegiate level only. Instruction on graduate levels is offered in perhaps not over a half- dozen of the State teachers colleges. State funds tfor research in the newly established teachers colleges have been strictly limited, and neither adequate personnel nor material facilities for thorough¬ going research programs have been provided. Furthermore, the conception is still commonly held that teacher-training institutions have a specific training function which precludes the undertaking by these institutions of work that traditionally has been held to be the somewhat exclusive prerogative of the universities. While several teachers colleges, which are financially or otherwise in a position to do so, are making appreciable progress in the field of research, a still larger number of institutions are neglecting abundant opportunities to carry through most profitable scientific or semiscientific studies of their own institutional problems. As a first step, institutional officials should establish adequate channels through which information concerning the functioning of their own institutions could be promptly secured. The teaching load of a few qualified staff members could be reduced, and such individuals put to work on institutional problems. As the number and complexity of research productions increase, the gulf widens between the research worker in education and the practitioner in the public schools. Experienced teacher trainers who are also skilled interpreters of scientific findings are increas¬ ingly in demand. The average classroom teacher reads publications devoted to practical teaching devices rather than technical and scientific articles and books. Prospective teachers are now given more instruction in up-to-date institutions in the more easily ap¬ plied principles and techniques of research applied to classroom activities. The American Association of Teachers Colleges, after consider¬ able preliminary work in the formulation of standards and in the in¬ spection of teachers colleges, adopted in February, 1928, a list of accredited institutions, including 65 class A teachers colleges, 7 class A junior teachers colleges, and 3 class B junior colleges. Changes in standards are adopted from time to time, and the lists of institu¬ tions will be enlarged or otherwise changed from year to year in 306 BIENNIAL SURVEY OF EDUCATION, 192 6-1928 keeping with the observance by the institutions of the standards adopted. The steady pressure exerted by the association on the teachers colleges and normal schools during recent years is undoubt¬ edly one of the outstanding factors contributing to the development of teacher training as a professional activity.* Among other organizations which contribute directly to the gen¬ eral professional advancement of teacher training may be mentioned the National Society of College Teachers of Education, the Asso¬ ciation of Departments of Education in State Universities and Land-Grant Colleges, the City Teacher-Training School Section of the National Education Association, and the National Association of Supervisors of Student Teaching. So closely related is teacher training to the whole field of professional education that almost every active professional organization of educators contributes in some way to the general upbuilding of professional teacher training. GROWTH IN NUMBER OF TEACHERS COLLEGES, SCHOOLS OF EDUCATION, AND OTHER TRAINING AGENCIES The outstanding trends in the growth of teacher-training insti¬ tutions are the continued increase in the number of teachers col¬ leges, the decrease in the number of State and county normal schools, and the general expansion of offerings by almost every type of train¬ ing agency. Some of these tendencies may be noted below: Number of training institutions Year Teachers colleges State normal schools (includ¬ ing 3-vear institu¬ tions) Private normal schools City normal schools County normal schools 1919-20 . . 46 137 60 33 95 1921-22 . . . . . . 80 no 63 34 95 1923-24 . . . . . 88 108 67 29 90 1925-26 . . . . . 101 102 64 27 108 1927-28 . . . 137 69 59 28 46 The 36 institutions added to the list of teachers colleges in 1927-28 are distributed over 15 States. Most of the 4-year institutions were developed from 2 and 3 year normal schools by the addition of a year or two of work. While the 2-year curriculum is usually retained in the 4-year organization of courses, the number of 2-year normal schools is constantly decreasing. There is a prevailing belief that four years’ work, including professional training, should constitute the minimum preparation for elementary teachers. In 1920 two-fifths of all students enrolled in teacher-training institutions were enrolled in teachers colleges. In 1928 three-fourths of all students in teacher- TEACHER TRAINING 307 training institutions, as a result of the increase in number of teachers colleges, were enrolled in the 4-year teachers colleges. The number of institutions which train teachers as a secondary or incidental function can not be definitely stated ; by far the larger number of approximately 975 colleges, junior colleges, and universi¬ ties contribute to the training of teachers, supervisors, and administra¬ tors for American schools. Many of the small liberal arts colleges and junior colleges, having discovered that as many as half or more of their graduates enter teaching, are setting up training programs to meet State certification requirements. Most of the State universities, land-grant colleges, and women’s colleges, and many of the large private higher institutions of learning have well-developed depart¬ ments, schools, or colleges of education; and it is in the graduate schools of such institutions that most educational leaders receive their advanced training. Many of the State teachers colleges are develop¬ ing regular training programs for secondary-school teachers, as in New Jersey. Graduate work is also undertaken by the teachers colleges as increased State support is provided. These lines of devel¬ opment have in some States reawakened the old question of the limits to be set to expansion among State-supported higher institu¬ tions of learning offering similar work. A continual decrease in the amount of subcollegiate work offered by the training institutions is reported. Such work is tolerated in progressive schools chiefly to serve a diminishing group of ill-trained but mature teachers. The organization of the college work is now kept distinct from that of the work of secondary grade. Consider¬ able demand for the continuance of this type of training still comes from backward sections not yet able or ready to pay the salaries demanded by normal-school graduates. A livety discussion has been carried on during the biennium con¬ cerning the function and probable future of the teacher-training high school and of the county normal school. A few States, such as Michigan and Wisconsin, have county normal schools. About half the States of the Union have established, or recognized in State law, teacher-training courses or departments in high schools. Several States with excellent standard normal schools or teachers colleges maintain such training units. Courses in education are offered in more than 3,000 high schools located in almost every State. The teacher-training objective, however, is not commonly foTemost in such schools. The demand for the type of training which is offered by the county or local high-school teacher -training unit arises largely through the demand for teachers at very low salaries in rural and semirural sec¬ tions. A large proportion of the teachers in the colored schools also 308 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 receive training of secondary grade only. There are, undoubtedly, needs for teachers in some localities which are not met by training institutions which offer work only on higher professional levels. Teacher-college graduates will not accept the salaries and living conditions in many rural sections. About half the State superintendents or State officials concerned are more or less actively opposed to the county or high-school training unit. It is indorsed without qualification by very few State depart¬ ments. The remainder accept the unit on its merits as an expedient that they would like to think is temporary. The number of States which will accept high-school graduation as sufficient scholastic preparation for teaching has decreased approximately 15 per cent during the past five years. A marked decrease, as in Ohio, in the number of county teacher-training units is reported over the bien¬ nium. The tendency is against a general increase in numbers of teacher-training high schools and county normals. Suitable types of regular normal school or teachers college train¬ ing may be adapted to meet the needs of the rural or other communi¬ ties that actually suffer from a scarcity of teachers, but temporary concessions to necessity should not obscure the ultimate goal of full professional training of collegiate grade for every teacher. Enrollment of teachers in summer schools during the biennium reached the highest point in the history of the summer school move¬ ment. An estimate has been made that at least one teacher in four each year attends sessions of this convenient training agency. The summer terms range from 5 to 12 weeks in length. A steady increase is reported in the number of institutions with the longer terms, and of institutions which make the summer term an integral part of the regular session. Practically all the teachers colleges and the ma¬ jority of the normal schools offer work during summer sessions. An increasing number of technical schools, universities, and liberal arts colleges make special provisions during the summer months for teachers by offering courses in education and in general subject mat¬ ter. Well-known educators are in constant demand for such work. A dozen or more of the universities and other institutions in the lead¬ ing countries of Europe and South America now definitely bid for the attendance of American teachers; examples are Oxford Univer¬ sity, The Sorbonne, University of Buenos Aires, University of Brazil, and the University of Mexico. The number of such institutions is steadily increasing. Growth in the number of schools, colleges, and equivalent major divisions of education has been an outstanding tendency during the past decade. More than three-fourths of the State universities now have schools or colleges of education; approximately half of these schools or colleges have been organized within the past decade. Some TEACHER TRAINING 309 of the advantages claimed for this type of organization are: The teacher-training policies and programs are determined by the teacher trainers themselves, and not primarily by specialists in subject-matter fields; the professional school has exclusive control of the necessary professional advisement of students; the teacher-training curricula are determined by those who should be in a position to decide what knowledge, skills, and attitudes a teacher should have; and there is a greater possibility of proper teacher placement and follow-up work. After the organization of a school or college of education, however, a problem still remains. Typically five-sixths to seven-eighths of a teacher’s preparation in college or university is in strictly academic or technical subject-matter fields other than education, and therefore most of the training of the prospective teacher is usually done by instructors outside the school or college of education. Hence the administrative problem arises as to the best ways and means of organizing a genuine professional program of training extending over four years of work. A rather difficult problem is presented in many universities and colleges in which teacher training is offered in a number of sepa¬ rated departments. Many of the staff members who teach academic or technical subject matter quite naturally have little interest in the field of professional education or of teacher training and often have had the additional academic distrust of a new subject-matter field. On the other hand, the claims of some of the earlier followers of the new science of education were characterized more by the exuberance of adolescence than by the humility of experience. All this would have led to more or less salutary exchanges of opinion and consequent benefit to all concerned, had not the matter been confused by the bane of college administration — overdepartmental¬ ization. The free ventilation of the minds of faculty members by the cross currents of thought and attitude prevailing in an institu¬ tion of higher learning has been shut off too often by high admin¬ istrative walls. The relative amount of financial support to be accorded the several departments of the institution, the development of curricula, the determination of lines of administrative authority, and agreement on the major division in which trainees shall register, become unduly troublesome problems. Institutional authorities who have been most successful in estab¬ lishing harmonious and fruitful relationships among separated de¬ partments engaged in teacher training have first of all assumed definite responsibility for such relationships. It is true that superior personalities among staff members go far toward compensating for deficiencies of institutional organization. With some fine souls, almost any type of organization seems workable. But wise admin¬ istrators, with modern personnel methods in mind, are learning to 310 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 protect their staff members from undue hindrances in the progress of their work and from strain in their personal and professional relationships. STATE CONTROL OF TEACHER TRAINING A growing tendency is noted for the State departments of educa¬ tion to assume a greater measure of direct control over the State- supported teacher-training institutions, and this tendency is in¬ directly affecting the teacher-training programs of private institu¬ tions. The State is, of course, the ultimate authority over all State- supported public education, although so much authority has been delegated in the past to local units that not a few teacher-training and other higher institutions have operated in “ splendid isolation and majesty.” The reasons are apparent for the assumption by many of the State departments of measures of authority commensurate -with their re¬ sponsibility. The task of supplying the increasing number of new teachers required yearly in the public schools has become extremely heavy; standards for teachers’ qualifications have become higher; the character of training agencies has become more diverse; con¬ flicts instead of unity of effort have often arisen among training institutions; the administration of certification regulations has be¬ come more difficult ; and the amount of State funds allotted the several institutions has become much greater, necessitating more supervision over expenditures of such funds. In 1900 only one State exercised direct supervision by professional staff officers of teacher training. In 1926 Alabama, Connecticut, Indiana, Massachusetts, New York, North Carolina, Ohio, Pennsyl¬ vania, Virginia, and West Virginia, had regular divisions or bureaus of teacher training. Teacher-training work in high schools is com¬ monly supervised in some degree by the State department. Direct State control of the certification of teachers had just begun in 1900; now three-fourths of the States exercise such function, and all the remainder of the States offer some kind of oversight or semiprofes¬ sional supervision over the certification of teachers. Some of the most common functions now undertaken by the State departments which affect teacher training are: (1) The certifi¬ cation of teachers; (2) the promotion or direction of conferences and group meetings of teacher trainers; (3) direction or supervision of extension, reading circle, and other forms of in-service training; (4) accreditment of teachers from other States; (5) inspection of teacher-training institutions; (6) placement of teachers; (7) advise¬ ment in the selection of the teacher-training staff, including the president or principal of the institution; and (8) the conduct of a TEACHER TRAINING 311 large variety of miscellaneous activities, such as informal advisory services to the institution. Supervision of instruction by the State, and by counties, cities, and other local units, is really a form of teacher training ; the growth of such work is one of the major tendencies of the century in education. In 1926, 10 States had established the position of State director of teacher training. This important office serves to coordinate the teacher-training activities of the department of education and usually to afford some degree of professional guidance and service to the training institutions. A continued growth in the number of such offices is to be expected; only with the development of highly trained professional staffs is much genuine assistance in the pro¬ fessional activities of the teacher-training institutions to be expected of the State departments. Without such staffs only general clerical, inspectorial, or statistical work is possible. Constant opportunity is afforded the State departments of educa¬ tion to contribute materially to the professional teacher-training programs of the country. There is a constant demand for the scien¬ tific upbuilding of certification requirements. There must be some degree of uniformity within the several States in the entrance and graduation requirements for curricula leading to specific teaching certificates. Minimum requirements must be established for such subjects as music, art, physical education, and so on. The definite limits to State department activity have not so far been established. Such limits are at present largely conditioned by the financial support accorded the department by the State, and the consequent size and professional qualifications of the staff. The qualifications of the typical State director of teacher training include graduate training equivalent to that required for the M. A. degree, and six or eight years practical experience in teaching or other public school work. The development by the State department of professional leader¬ ship, as well as of administrative authority, is a marked tendency of recent years. The development of such leadership has become most desirable, for the job of raising standards in teacher training and of coordinating such activities in a State is tedious and complex. Professional knowledge and some courage are demanded to unify the diverse teacher-training programs of strong and well-entrenched institutions of higher learning, while small and weak teacher¬ training institutions may often profit by professional assistance. The relationships of teacher-training agencies to the Federal Government steadily become more significant and fruitful. The Bureau of Education, the Federal Board for Vocational Education, 312 BIENNIAL SURVEY OF EDUCATION, 192 6-1928 and other agencies of the Federal Government have rapidly en¬ larged their programs of service to the educational public. In the Bureau of Education, a variety of professional services is offered in addition to the usual service of collecting and disseminating statistics and other data on education. A specialist in teacher training was appointed during the biennium. A survey of the land- grant colleges was begun. A part of this survey includes a detailed investigation of vocational and other forms of teacher training in 69 institutions located in every State in the Union. FINANCIAL SUPPORT The property valuation of normal schools and teachers colleges has increased more than one-third during the past decade. Ten years ago there were about half a dozen teachers colleges with valuations of a million dollars or more; now there are more than a, score of such institutions. Eight or nine teachers colleges have valuations of from two to three million dollars each. In 10 years approximately 50 schools show incomes increased by 200 per cent or more; at least two show an increase of from 1,000 to 1,400 per cent. The receipts from the States for maintenance and capital outlay have likewise greatly increased. Examples of the most liberally supported institutions are the State Normal College at Ypsilanti, Mich., which reports for 1928-29 a total of $887,855 from the State for maintenance, $250,000 for permanent improvements, and some additional income from other than State funds; Western State Teachers College at Kalamazoo, Mich., reports $867,000 receipts for maintenance; and State Teachers College, Cedar Falls, Iowa, reports $633,500 receipts from the State for maintenance, a moderate sum for permanent improvements, and $200,000 from sources other than State funds. Teachers colleges and normal schools in 1928 reported $22,171,374 in endowments. Gifts and bequests in 1926 amounted to $8,728,950 — nearly five times the amount in 1924. Later data are not available. Recent efforts have been made to calculate expenditures on a unit basis with some interesting results. The cost of giving a teachers college student nine months training, in terms of current expense, is reported to be over six times as great in one institution as in another in a different State. The size of the student body determines much of this difference. Current expenditures per student in teachers colleges are typically nearly twice as great in institutions with less than 400 enrollment as in schools of more than 1,700 enrollment. The approximate median annual cost per pupil to the State in terms of current expense is about $300 in normal schools, and $270 in the teachers colleges. TEACHER TRAINING 313 The expenses of students in teachers colleges and normal schools are lower than in any other type of higher educational institution. According to a study made in the Bureau of Education, minimum expenses in the teachers colleges average $335 per year, covering tuition, fees, board, room, and incidentals. More than one-fourth of the men and one-sixth of the women work at outside occupations during term time and earn half a million dollars annually. Eleven per cent of the men and 4 per cent of the women are entirely self- supporting. The percentage of students who work at outside occupa¬ tions is much less in teachers colleges than in other types of higher institutions; many, however, earn additional money by teaching at intervals before graduation. THE TEACHER-TRAINING STAFF In the teachers colleges and normal schools a distinct effort is made to raise standards of training for staff members. In Cali¬ fornia, for instance, three-fourths of the teachers college faculty must possess master’s degrees or higher by 1930. The departments, schools, and colleges of education of the universities and other higher institutions are now qualitatively as well staffed, except for training supervisors, as the academic departments. The practice a few years ago, when trained men in education were hard to secure, was to pick instructors from almost any related subject-matter field, such as philosophy and psychology, for work in the new field of “ education.” Abundant trained personnel is now available. Much room for improvement still exists in the training of the staff of the normal schools and teachers colleges. The typical teacher¬ training institution has less than 10 per cent of its faculty with the doctor’s degree, and less than half of the typical staff have the master’s or doctor’s degree. In teaching experience the showing is more favorable; training supervisors, for instance, average nearly 13 years’ experience in public-school work. The low scholastic standard, however, for training supervisors and demonstration teachers, one- fourth of whom do not hold the bachelor's degree, has been a cause for constant dissatisfaction. If the training school is to be the heart of the institution, the staff should at least equal the other members of the faculty in training, salary, and faculty rank. The American Association of Teachers Colleges sets as a minimum standard of training for members of the faculty who give instruc¬ tion in the college departments at least a year of graduate study in their respective fields, with recommendations for even higher standards; while the immediate requirement for teachers in the training school is the bachelor’s degree, with eventual training equal to that of teachers in the regular college departments. 314 BIENNIAL SURVEY OF EDUCATION, 19 2 6-19 2 8 The standards of the American Association of Teachers Colleges are not fixed, but are constantly rising. As a result, the steady pres¬ sure exerted upon the training institutions to raise the amount of training of their faculties has evoked much discussion. Most objec¬ tions offered to the increasing quantitative requirements for training are based on the fact that it is difficult to secure really superior teach¬ ers who possess the doctor’s degree for the salaries most training insti¬ tutions can afford to pay. No one can intelligently question the value to a college instructor of ample scholarship of the right sort. The objections raised to the nature of the training which the teachers college faculty member secures in the universities should receive a sympathetic hearing by the large graduate schools and col¬ leges. The average staff member in the teachers college is given little or no opportunity to use the elaborate research techniques which he so laboriously acquired in his graduate training. He is called upon in the teachers college to instruct young people in superior classroom teaching, but he is given no training in such work in the university, nor is he given any particular encouragement to acquire the art for himself. He should know a great deal about elementary education, but the supply of doctors of philosophy adequately equipped with a knowledge of this field is entirely insufficient for the needs of the training institutions. Fortunately, at least two or three of the larger universities which train teachers have made definite provisions for many of these specific needs of future instructors in teachers colleges. There is good reason to believe that the type of instructors that is in greatest demand in training institutions will be supplied in more ample measure in the near future. The teaching load of instructors has always been excessive in training institutions, but it has been steadily reduced until now the average in accredited institutions is around 16 clock hours per week of classroom work. This average is slowly diminishing. Salaries for professors in the teachers colleges and normal schools which have a system of academic ranking have increased during the biennium about 11 per cent; the salaries of faculty members with less than the rank of professor, 10 per cent. The increase in the salaries of all teachers in the smaller institutions in which a system of academic ranking is not usually established was 7 per cent. The increase in the salaries of training supervisors in both types of in¬ stitutions was only 4 per cent in the two years. According to statis¬ tics collected by the Bureau of Education at the close of the decade, the median salary of professors on the basis of nine months’ service is $3,000, to which should be added $450 for summer session work. The median salary of instructors with less than the rank of pro- TEACHER TRAINING 315 fessor is $2,200, or $2,600 including summer session work. In insti¬ tutions with no system of academic ranking the median for all teach¬ ers is $2,400, or $2,780 including summer school work. The median salary of training supervisors is $1,875 for nine months, and $2,330 including summer school work. The median salary of the president or principal is $6,000. As these data include colored schools, normal schools, and teachers colleges, a wide range in amounts of salaries exists among the institutions considered. For example, the salaries, including perquisites, of the presidents of teacher-training institu¬ tions, range from $2,700 to $10,000 or more. INCREASED SUPPLY OF TRAINED TEACHERS IN RELATION TO THE DEMAND The existing supply of professionally trained teachers, conceived in terms of genuine social needs, is totally inadequate. When con¬ sidered in relation to existing certification requirements, and in rela¬ tion to the minimum requirements in training demanded for em¬ ployment, there is an apparent quantitative oversupply of some types of teachers at the close of the decade in many sections of the coun¬ try. An oversupply of elementary teachers is reported, among other sections, in portions of New England, as in Massachusetts, and in the Middle Atlantic States, as in New York. The number of students enrolled in all types of institutions which train teachers is more than half a million. This is more than 400 per cent greater than the number undergoing training two decades ago. During the same period, the number of teaching positions has increased by approximately 35 per cent. During the biennium, there was an increase of enrollments in perhaps two out of three teachers colleges and normal schools. The decreases reported in the enroll¬ ments of a number of teacher-training institutions during the bien¬ nium are significant. Some institutions have forestalled such de¬ creases by making careful studies of local and State needs for be¬ ginning teachers, and of redirecting institutional training programs accordingly. Such local studies often disclose actual shortages of trained teachers for certain subjects. The system of distribution throughout the country is rather faulty. Despite the reputation of teachers as birds of passage, there is now demand in some quarters for means of increasing the mobility of the teaching population. At present four-fifths of the graduates of a typical teachers’ college or normal school obtain their first posi¬ tions within 150 miles of the institution. Unless other factors operate, the usual result of an oversupply of workers in most occupations is a lowering of wages or salaries. 316 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 Educational leaders are hopeful that the prevailing salary schedules for teachers may be at least maintained at the present levels, and perhaps increased, as a result of public appreciation of the services of teachers with superior qualifications. Hence educational leaders in many States are advancing the standards of qualifications of teachers by such means as raising State certification requirements, lengthening the training period, and better selection of trainees. These movements necessitate scientific adjustment of salaries and construction of salary schedules which adequately compensate teach¬ ers who have met the requirements of improved standards. Many progressive city school systems are now making such adjustments. In the rural schools, which usually suffer from an undersupply of well-trained teachers, such adjustments have been hastened by the application in several States of improved equalization programs in the distribution of State school funds. The complex problems involved in a consideration of teacher supply and demand are of major importance to teacher-training institutions, to State departments, to employers of teachers, and to the teachers themselves. Among the States which report progress in the investigation of the difficult problems involved are Arkansas, California, Illinois, New York, Ohio, and Pennsylvania. The need is urgent for the establishment of more adequate basic records of the number of trained teachers of different types and qualifications, and for the initiation of intensive research based upon such records. RAISING OF STATE REQUIREMENTS FOR CERTIFICATION Raising of certification requirements among the States is one of the outstanding tendencies of the biennium. A movement toward the centralization of the power of certification directly into the hands of the State, instead of allowing such power to remain in the hands of local districts, counties, and cities, has been proceeding many years. Thirty years ago only three States issued and controlled all teachers’ certificates. In 1926, 36 State departments exercised such powers. Certification on the basis of examination continues to de¬ crease, while certification on the basis of institutional training con¬ tinues to increase. At present, all States grant one or more certifi¬ cates primarily on the basis of professional training. Little uniformity exists among the States as to certification re¬ quirements. Such requirements are determined often by local necessities and traditions. Many of the States give little or no recog¬ nition to certificates granted outside their boundaries. Nearly all the States, in one way or another, are raising standards by enforcing higher minimum scholarship requirements, usually TEACHER TRAINING 317 extending the application of such requirements over a period of years. Low-grade certificates, such as those granted on examination or as temporary credentials, are dispensed with as the supply of trained teachers is increased. Course requirements for life certifi¬ cates have been raised from two to three or four years in several States. There is a tendency in a few localities to abandon alto¬ gether the life certificate. Among many other States raising stand¬ ards for the higher-level certificates may be mentioned Michigan, New York, New Jersey, California, and Colorado. The raising of certification requirements results in a much larger job for the several types of training agencies; in Pennsylvania, for example, of more than 8,000 teachers taking summer courses in the 24 colleges and universities offering accredited work, 80 per cent during the past year were completing requirements for converting their existing teaching certificates into more advanced credentials. The good effects of the raising of certification requirements may be illustrated in almost every State. In Virginia, for instance, the number of teachers who are normal-school and college graduates has doubled in the past five years. The advancement of certification requirements was one important factor in this raising of the level of teacher preparation. In the formulation of salary schedules teaching experience is often given more weight than training. Certification requirements, how¬ ever, more often raise standards of training than of experience. The salaries paid teachers eventually determine the amount of training which it is economically feasible for teachers to acquire. Many State departments, however, have not taken full advantage of present possibilities for raising standards by means of increased certifica¬ tion requirements. The States that are the last to raise standards may be among the first to witness a lowering of teachers’ salaries. The requirements for professional work in education subjects con¬ tinue to rise ; 16 to 20 semester hours in professional education is the typical requirement for graduates of colleges who plan to teach in high schools. There is, however, a very wide range of requirements in this respect among the several States. Not the least important among tendencies in certification is the increasing practice of granting certificates for special types of teach¬ ing positions. Among these are the several academic subjects, voca¬ tional subjects such as agriculture and home economics, nonacademic subjects such as music and art, and special differentiated grade posi¬ tions such as primary, intermediate, and junior high school work. In almost half the States some kinds of special certificates for prin¬ cipals, supervisors, or superintendents are provided. 115044°— 30 - 21 318 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 SELECTIVE MEASURES APPLIED TO APPLICANTS FOR TRAINING By far the greater number of officials and instructors of the teacher-training institutions desire more effective selective measures applied to the increasing number of applicants for training. Teacher training is definitely vocationalized ; its aim is not that of the cultural college; and teaching requires and deserves better per¬ sonnel than many other vocations. The quantity of human material now available affords a_ propitious opportunity to insist upon bet¬ ter quality. Consequently, a variety of selective measures has been emplojTed with varying degrees of effectiveness. A general strength¬ ening of formal admission requirements by the institutions has been a desirable first step. The most common measures thereafter adopted are: 1. The use of intelligence and other psychological tests. More than one-third of the teachers colleges and normal schools now use, before or after admission, intelligence tests such as those devised by Otis, Terman, Thurstone, and Thorndike. It is recognized that the correlation between abstract intelligence and success in teaching, is not very high, but extremely low intelligence should, as a rule, mean elimination of the deficient applicant. 2. The recommendation of' the applicant’s former high-school principal is required in a substantial number of institutions. This method is limited in usefulness, if such recommendation does not contain definite information concerning specific traits of the appli¬ cant. 3. Certificates of health are required in about half the institu¬ tions. Once largely a formality, the health examination has become a valuable means, not only of keeping out students of low vitality, poor health habits, or those handicapped b}^ disease, but it also affords an important guide for remedial measures to be undertaken later by the institution. 4. More than a dozen teacher-training institutions require a su¬ perior scholarship record in high school before admission to the freshman class. A certain percentage only of the high-school graduating class, such as the upper 50 per cent, are eligible for admission to these institutions. After admission to the institution the selective process is continu¬ ous. Nearly half of the teachers colleges at the end of the first term or semester directly or indirectly eliminate varying proportions of the unfit, largely on account of poor scholarship. A minimum num¬ ber of “ quality points,” indicating satisfactory scholastic marks, are occasionally required for graduation. Students in about a ‘dozen institutions are not admitted to practice teaching who have not attained a minimum scholastic average. Lack of conformity to com- TEACHER TRAINING 319 mon social or ethical standards and voluntary withdrawals account for some eliminations. No selective measures have been discovered that alone are satis¬ factory. Scientific study of the whole problem is urgently needed. No scientific method has been discovered by which to measure ac¬ curately most of the human traits which have a direct bearing on success in teaching. With the very inadequate means at hand, an extremely coarse sieve is provided, but a rapidly growing use of the means we have, or of better means to-be devised, may be confi¬ dently expected in the future. The consensus of opinion is that the best predictive measures of future teaching success are intelligence tests, high-school scholarship marks, and marks made in the training institution. But the groups of traits so measured are composites of only a limited number of abstract intellectual traits. A very superior personality or well- balanced emotional characteristics may often compensate for mod¬ erate deficiencies in scholarship. Very few applicants for training, if any, should be accepted whose mental, physical, or emotional deficiencies are decidedly greater than those typical of the general population of the country. The increasing urbanization of the general population is leading to certain shifts in the composition of the student body in the training institutions. Typically, the teacher is country reared, but it is noticeable at the close of the biennium that the proportion of trainees of urban origin is greater than of rural origin in several States, such as Michigan, Pennsylvania, and Massachusetts. The trainees in municipal normal schools and teachers colleges are, of course, usually local city students. In the large cities, a considerable number of teachers are of foreign-born parentage; in New York City, for ex¬ ample, over half the students preparing to teach in the elementary schools have one or both parents foreign born. The number of men who are preparing to teach is slowly increas¬ ing. About one teacher in five is a man. About one in seven was the proportion in 1920. The number of men had been decreasing steadily for a half century prior to 1920 ; 50 years ago approximately three-sevenths of the teachers were men. Most men are in public- school administrative work, in college teaching, and in high-school work, especially in certain vocational subjects. Very few men are in elementary school teaching; the proportion is largest in the rural schools of the South. There has been much discussion during the biennium of the pos¬ sibilities and methods of both educational and professional guidance. Effective programs in these fields, however, must be based upon more thoroughgoing research than has yet been made, if these move- 320 BIENNIAL, SURVEY OF EDUCATION, 192 6-1928 ments are to eventuate in more than expressions of pious hopes. A detailed knowledge of the fluctuating demands for teachers trained for specific positions and of the needs of teachers in the field, a thorough and detailed analysis of the abilities of the student, more adequate support of institutional placement agencies, and an inten¬ sive and continuous education of employers of teachers in the selec¬ tion of teachers trained for specific jobs, are all highly desirable as elements of thoroughgoing guidance programs for prospective teach¬ ers. The responsibility in the majority of institutions for the selec¬ tion of teaching as a vocation, or of the field of specialization in education, is placed upon the student; chance influences too often determine his choice. There is a sufficiently large number of fail¬ ures and near failures among young teachers to justify much more careful guidance programs. The prevailing method, that of post¬ graduation tryout, is antiquated and extremely wasteful of human effort and possibilities. REVISION AND CONSTRUCTION OF THE CURRICULUM Curricula construction and revision are bringing about one of the most noteworthy advances of recent years in teacher training. Es¬ tablished textbooks, traditional offerings, and the pronouncements of subject-matter specialists are running the fire of critical inspection and evaluation. Older methods of curriculum construction are being displaced in part by a newer and more scientific method of procedure, and many constructive achievements are noted in the formulation of training curricula. A disposition prevails in the most fruitful curriculum revision programs to pool the activities and findings of many contributing agencies. In the first place, an expert curriculum builder plans the program of revision. The entire teaching force is usually organized into a working body. Numerous committees select, evaluate, and organize curriculum materials. Often officials of several institutions cooperate in state-wide curriculum revision programs, as in Okla¬ homa, Pennsylvania, and West Virginia. The educational scientist is called upon to select and apply many of the techniques of the study. For instance, he may point out the necessity for determining the personal traits, the development of which is essential to a teacher, and he may analyze the specific teaching and managerial activities undertaken in the classroom. An illustration of the work of the educational scientist is found in the recently completed Com¬ monwealth Study. The philosopher and the educational sociologist outline the broader considerations governing the job of teacher train¬ ing as a whole. The subject-matter specialists assist in the selection and organization of curriculum materials. The educational psy- TEACHER TRAINING 321 chologist determines the most effective ways of modifying the mental and emotional behavior of the prospective teacher and of the chil¬ dren whom the teacher will later instruct. The school administrator decides upon the relative amount of financial support to be given the teaching of each curriculum element. Finally, the expert curriculum builder brings together and coordinates the activities of all the con¬ tributing agencies engaged in the work of curriculum revision. Remarkable growth continues in quantity, and corresponding im¬ provement is maintained in quality, of professional education sub¬ ject matter. Between one-fifth and one-third of the courses offered in teachers colleges are in the field of education. In the 4-year teacher-training curricula of the colleges and universities one-eighth to one-sixth of each curriculum, on an average, is in the field of pro¬ fessional education. This proportion varies greatly among the higher institutions which are governed largely by the certification requirements of the several State departments of education. In the early part of the century, the teachers of “ education ” had little to teach that was not to be found in older subjects or in the experience of practitioners. Now the difficulty is to choose from an embarrass¬ ment of riches. It is very difficult to organize and professionalize properly what is chosen. Many topics taught in education courses may be quite academic in nature, and worthless as professional ma¬ terial. Excessive duplication among courses is still common. Ter¬ minology is confused. And the failure of many courses in education, as taught, to change very materially the skills, emotionalized atti¬ tudes, or possibilities of growth of the prospective teacher is a con¬ stant challenge to the conscientious teacher of professional education. Increasing specialization by workers in the broadening field of education has led to the differentiation of curricula in nearly all types of teacher-training institutions. A common recommendation of educationists is differentiation of offerings into primary, inter¬ mediate, junior high school, and rural school work. At present, the teachers college curricula leading to special-type diplomas or de¬ grees are, in order of frequency: Home economics, 2-year normal work, elementary teaching, intermediate teaching, music, mechanical arts, and commercial education. Many other curricula are offered, such as those for junior high school, kindergarten-primary, rural school, and other types of work. In the State universities and in the larger private institutions, there are almost as many teacher-training curricula as there are majors in subject-matter fields; approximately 40, for instance, were offered near the close of the biennium at the University of Minnesota. Rural school leaders have often asserted that the many special needs of rural teachers are not adequately provided for in general teacher-training curricula. Many teacher-training institutions are 322 BIENNIAL SURVEY OP EDUCATION, 192 6-192 8 now making provision for special courses, differentiated curricula, or special departments designed to care for the training of prospec¬ tive rural teachers. In Connecticut, some training in the rural school aspects of education is required of every student in the nor¬ mal schools. Not more than one teacher in eight, however, the country over, is definitely preparing for rural school teaching. The best results are secured in the preparation of rural school teachers in fully organized rural school departments, which are found in their most complete development in 12 or 15 institutions. Adequate differentiation of offerings and activities in such depart¬ ments is characterized by rural school laboratory or practice work, distinct groups of trainees, differentiated curricula, extension and follow-up work for graduates and ex-students, a staff trained for rural school teacher preparation, and specific and adequate financial support. Some objection has arisen to the development of special rural school departments. The arguments are that fundamentally most of the elements in the rural school curriculum are common to other curricula; that rural school curricula are too meager; and that there is little point in this age of rapid interchange of popula¬ tion to further set off the rural group from the urban one. Prob¬ ably the matter of increased costs for separate rural education de¬ partments inspires some of these objections. It must be admitted that in a locality where existing curricula are inadequate to provide for the teacher needs of the rural population, there is certainly a direct responsibility not met by the training institution. This is a responsibility to be shared, however, by States or localities which do not offer sufficient inducements in salaries or living conditions to make it worth while for teachers to prepare for rural school work. The names of the degrees conferred by the institutions give little indication of the nature of the curricula offered. In the teachers colleges the B. A. degree is still most common. It is granted in two-fifths or more of such institutions. Other degrees conferred include the B. S., B. S. in Education, A. B. in Education, Bachelor in Education, and others. Comparatively few State teachers col¬ leges confer graduate degrees. A majority of the teachers colleges still use the plan of offering majors or minors. There is a growing tendency in many of the colleges and universities which train teachers to dispense with these terms in connection with the offerings in teacher training ; neither the term “ major ” nor “ minor ” denotes very well the program of professional studies and activities undertaken. Entirely too little agreement exists among State teachers colleges as to what courses should be required, or as to how many should be required. In education, for instance, slightly more than half the TEACHER TRAINING 323 courses offered in the several curricula, on the average, are pre¬ scribed. Slightly less than one-third are directed electives and about one-fifth are free electives. The required subjects in education in half or more of the teachers colleges are: Observation or practice teaching, principles of teaching (or of education), educational psy¬ chology, special methods, history of education, introduction to teach¬ ing (or to education), and educational measurements. Two courses only, practice teaching and educational psychology, are uniformly re¬ quired in the teachers colleges. In the 2-year normal schools, the number of prescribed subjects, both in education and in academic subject matter, is much greater than in the 4-year institutions. In the colleges and universities the required undergraduate subjects in education correspond roughly to those in the teachers colleges; em¬ phasis, in the colleges and universities, is put more on courses in edu¬ cation bearing on high-school teaching, and not so many courses in education are required for graduation. The content and organization of the subject matter in the several professional courses, as taught in the better schools, are subject to constant change as research advances and as a better understanding is attained of the needs of teachers. In psychology, for instance, there is a decided tendency to cut down on the strictly technical phases of the subject. The value of many topics in general psychol¬ ogy to a busy teacher is often questioned. More actual observation and study are now made of the mental and emotional reactions of children. The laws of learning applied to particular subjects are stressed. Emphasis is put on such topics as behavior, tests of per¬ sonality, and mental hygiene. Thorndike has emphasized additional possibilities in adult learning, and Charters and Home, among others, have suggested improved techniques in character education. Introduction to teaching or to education is comparatively a new study but it is a popular one. A number of the best teachers offer some regular observation work with children in connection with the course. The aim of the course is not yet sufficiently clear in the minds of many instructors, but, nevertheless, educators usually agree as to the value of the work. In the special methods courses, instructors are getting away from the earlier textbook presentations of simple teaching devices. With¬ out practice in the use of such devices the point of diminishing returns in their presentation is soon reached. The best teachers of special methods are now endeavoring to take hold of subject matter in a fundamental way and to instruct and drill the prospective teacher in its proper selection and presentation to children. This method is a safe rock to anchor to; less fundamental methods of teaching shift with the tides. 324 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Educational measurements, under various titles, are usually offered as a two or three semester hour course. In some institutions the subject matter in this field is taught as a part of educational psy¬ chology. Educational measurements is a rapidly growing field; more than 550 educational and mental tests were available in com¬ mercial quantities at the close of the biennium. The emphasis is now on diagnostic testing. Some attention is given to informal test construction. Very simple statistical procedures only are pre¬ sented. The chief emphasis is on tests of nonintellectual traits, such as attitudes, character, and emotions. Analytical measures, rather than general blanket measures, are now applied to intellectual traits. Principles of education continue to draw, with constantly shift¬ ing emphasis, from philosophy, sociology, psychology, methods, prac¬ tical experience, and common sense. The realization is growing that “ principles ” in education, as in other fields, are relative. They are largely dependent for their validity, in a rapidly changing age, upon the stage of advancement of educational science and philosophy. History of education, while still required in many teachers col¬ leges, occupies a less and less important place in the training pro¬ gram. The tendency now among progressive curriculum builders is to leave the subject out entirely in the 2-year curriculum and to require it for one term or semester in the third or fourth year of the 4-year curriculum. The professionalization of subject matter continues to afford a fruitful topic of discussion among many leaders in teacher train¬ ing. The normal schools and teachers colleges, as a whole, are inclined to emphasize the teaching of professional education. The liberal arts institutions and the technical schools which train teachers are more inclined to trust in the efficacy of academic or technical sub¬ ject-matter offerings. The proponents of the idea of professionalized subject matter busy themselves with the idea of preventing a lopsided development of teacher training in either professional education or in traditional subject-matter offerings. While the concept of professionalized subject matter has not yet been reduced to a very workable form, it represents undoubtedly the most valuable attempt made so far to reconcile some very trouble¬ some differences of opinion in curriculum construction. In some fashion or other, the concept affects the organization and practice of teacher training in most of our progressive institutions. The most promising growth in the development of the idea is to be found in progressive institutions with professionally trained staff members who are given abundant opportunity to participate in the teaching of children in the laboratory school, and to experiment in subject-matter TEACHER TRAINING 325 presentation. While many excellent instructors admit their inability to define professionalized subject matter, nevertheless, as a result of thoughtful experimentation and fruitful experience in the teaching of children, such instructors give special treatment to academic or technical subject matter that differentiates these materials rather markedly from the traditional courses in such fields. The best instructors afford prospective teachers new views of familiar mate¬ rial. Larger possibilities are revealed for the use of such material in the public schools, and the methodology which the trainee often unconsciously acquires is in the highest sense professional. These outcomes, which are inherent in the definition of professionalized subject matter, are now quite commonly attained in the best work of expert teachers. The arts and science subjects are, of course, standard content in most- teacher-training institutions. The humanistic studies are uni¬ formly a required element in some degree in nearly all curricula. Such subjects are largely cultural in function, but since they are a part of the necessary equipment of a teacher they are also of pro¬ fessional vatue. The sciences are offered not only as elements in the prospective teacher’s general education but also as preparatory training for some of the vocations. The liberal arts and related offerings of many of the larger teachers colleges have become suffi¬ ciently adequate to result in the accreditment as standard 4-year colleges of a number of such institutions by the North Central Association of Colleges and Secondary Schools. The so-called special subjects, such as public-school music, art, and physical education and health, have become almost as “ regular ” as English or student teaching. These special or nonacademic sub¬ jects are usually required in most normal schools and teachers col¬ leges and in varying degrees in the colleges and universities. The present demand for teachers of such nonacademic work is illustrated in the field of health and physical education. An estimated number qf 20,000 full-time teachers of the subject are employed in the schools of this country. The demand is growing rapidly for the establishment of new courses and curricula for the training of teachers of subnormal children. An estimated number of 1,000,000 subnormal children of grammar-school age, most of whom are educable, are becoming the increasing concern of public-school officials. More than one-third of the States have recognized in some way in school legislation the needs of these important groups of future citizens. School employ¬ ment officials, however, have been forced by the inadequate supply of trained teachers for exceptional children to draw almost entirely upon superior teachers whose chief qualifications are experience and 326 BIENNIAL SURVEY OF EDUCATION, 192G-192 8 personality. A dozen or more institutions, such as Teachers College, Columbia University, and the Training School at Vineland, N. J., now offer special work for teachers of subnormal or of superior children. The demands for teachers of vocational agriculture, home eco¬ nomics, trades and industries, commercial work, and similar subjects have led to vigorous and sustained programs of teacher training in these fields during the past 10 years. The amount of financial sup¬ port available is an important factor in curriculum development. Under the provisions of the Smith-Hughes Act Federal funds for the training of vocational teachers, supervisors, and directors of agricultural subjects and teachers of trade and industrial and home economics subjects, has made available for the current year a total of approximately $1,100,000, which is matched by State or local money. Many of the wealthy States, especially those in which agriculture is an important industry, have added very greatly to the Federal funds available for each State. Many of the existing trends in teacher training as a whole are reflected, of course, in the training of teachers of vocati'onal subjects. The field is a virile and growing one, and constant and fruitful efforts are being made by leaders in vocational education to evaluate and redirect their programs. Among many items engaging current attention may be mentioned the expansion of teacher-training offer¬ ings in home economics; the formulation of clearer objectives for each type of training activity and training agency, following con¬ tinuous studies of the requirements of vocational teaching positions and the individual needs of trainees; the formulation of definite standards for each training agency ; and increased provisions in the construction of curricula for the training of local leaders, such as supervisors and directors. Standards of admissions have been greatly strengthened in prac¬ tically all the State teacher-training institutions, and the laxity in some schools, which was a source of concern a few years ago, has been largely eliminated. The American Association of Teachers Colleges has set a minimum quantitative requirement for college entrance at 15 units of secondary-school work or the equivalent. Such work must be in secondary schools approved by the State department of public instruction, and of similarly approved quality and quantity, or must be evidenced by the results of examinations. The regulations governing the admission of special students cor¬ respond fairly closely to the regulations adopted by the liberal arts colleges. Instances of present practice in respect to the matter of admissions are shown in the Pennsylvania State normal schools for which students qualify for entrance only if graduates of 4-year high TEACHER TRAILING 327 schools approved by the State department of public instruction. Beginning in the fall of 1928, Michigan State normal schools will accept only graduates of high schools accredited by the University of Michigan. Criticism of the scholarship of young teachers by employers and complaint concerning subject-matter deficiencies of newly admitted high-school graduates have led to the adoption of several expedients to remedy these conditions. A few teachers colleges require the student to pass examinations in certain elementary school subjects before admission or before actual teaching is begun. The old type review courses for college credit have nearly all been discontinued. Various kinds of noncredit “ hospitalization ” or u make-up ” courses are now offered. More attention has been directed to the needs of the high school in respect to its function as a preparatory agency for teacher-training institutions. About a dozen training institu¬ tions now cooperate with high schools in arranging secondary-school courses of study for students who plan eventually to enter the teachers colleges. In graduate work in education a new emphasis is seen in the recent modification of regulations in the University of Southern Cali¬ fornia. and in Stanford University. The usual research work neces¬ sary for the completion of the dissertation is largely dispensed with, and the time thus saved is devoted to the mastery of academic, technical, or professional content. Perhaps 75 per cent of all1 grad¬ uate students who secure a doctor’s degree, other than in medicine, law, or theology, enter teaching, and research or the job is only a minor activity for most of them. More teachers are needed who are especially trained for work in the junior colleges, normal schools, and colleges. The new graduate programs of study which lead to a practitioner’s degree are designed to prepare such teachers. Of all the tendencies in curriculum revision and construction dur¬ ing the biennium perhaps the outstanding one is the displacement of the old method of constructing curricula on the basis of frequency of practice in the larger institutions and the adoption instead of more scientific methods of curriculum construction. Such scientific methods include the study of personal traits of the prospective teacher which are important as professional assets and the study of the specific activities which teachers undertake on the job. As a result of such studies, efforts are now made to improve the quality of instructional materials rather than merely to increase the quantity. Teacher trainers have been convinced that the two, three, and even four year curricula are not long enough. X ow they are becoming convinced that such curricula are neither wide enough nor deep enough. They have come to an increasing recognition of the present limitations of the 328 BIENNIAL SURVEY OF EDUCATION, 1926-1928 training institutions in respect to the professional development of the trainee not only in sound scholarship of the right sort but also in appropriate emotionalized attitudes, professional ideals, and capacity for future growth. Sensing in somewhat uncertain fashion the needs which have long been pointed out by the public and by employers of teachers, in¬ stitutional officers have made many changes in methodology, in curriculum offerings, and in institutional activities, to the end that personality, managerial ability, character, attitudes, and a host of related traits might receive recognition in the training programs. The teaching of health and physical education and of art and music has been given attention. The offices of dean of men and of women have been established. Character education has been attempted. Extracurricular activities and offerings of many kinds have been fostered, but the objectives of all such activities and offerings have never been unified, nor, indeed, quite clear. The time now seems near when all these so-called extracurricular training activities and agencies may be definitely incorporated as integral and essential parts of a newer and broader curriculum. Sound scholarship of the right sort will always be the keystone uti¬ lized by curriculum builders. But in the whole arch many stones are needed. It is not impossible that many of these may yet be discovered to be the odd pieces which have been long relegated to the rubbish heap. THE TRAINING SCHOOL The training school is theoretically considered the center around which the whole training program should revolve. It is the labora¬ tory school work that chiefly characterizes teacher training. The minimum amount of student teaching accepted in the standards of the American Association of Teachers Colleges is at present 90 clock hours. The average teachers college actually requires a larger num¬ ber of hours. As a rule, four semester hours or six quarter hours of college credit are granted for 90 clock hours of work. The minimum required in the colleges and universities varies but is usually con¬ siderably less than in the teachers colleges. The amount is often determined by the minimum accepted for certification by the State departments. Some of the aims most commonly accepted at present for student teaching are: To enable the inexperienced teacher to feel at home in the classroom; to give individual assistance to each teacher in personal problems of classroom management and instruction; to develop favorable emotional and intellectual attitudes toward teach¬ ing and education as a whole ; to secure a degree of control over the TEACHER TRAINING 329 simple techniques of instruction and pupil management ; and to develop the capability for further growth. The training school building is an integral part of most of the normal school and teachers college plants. Considerable attention is devoted to the improvement of the plans for such buildings. The special needs of a training school building are legion in respect to practice rooms, model administrative offices, conference rooms, offices for training supervisors, and abundant facilities for special training programs. Slightly more than half of the State universities have their own training school buildings. Near-by high schools are often utilized instead and the public-school teachers are frequently empowered to act as training supervisors or demonstration teachers. Nearly all the teachers colleges have their own fully controlled train¬ ing facilities, slightly less than three-fourths have separate buildings, and about two-fifths have additional training facilities in the public schools. The consensus of opinion now is that an ideal situation provides for a campus school for the development, under constant supervision, of teaching skill. Public schools should also be utilized when pos¬ sible, for in them the trainees may best obtain exposure to typical school conditions. The training program, either in campus or in off- campus schools, usually functions much better when under the com¬ plete control of the training institution. Local conditions, of course, sometimes render this impossible. “ Apprentice ” teaching, that is, student teaching during which the trainee leaves the institution for a limited period and teaches or assists in teaching a regular class, apparently gains ground very slowly if at all, owing among other reasons, to the expense and diffi¬ culty of supervision. In some institutions, such as Ohio State Uni¬ versity, the work has been very highly developed and excellent re¬ sults are secured. In general, training-school curricula, for obvious reasons, follow in some degree the State courses of study. The improvement of such courses of study is within the province of the training school and is undertaken in some way in a growing number of up-to-date institutions. Between one-fifth and one-fourth of the teachers colleges make their own training-school courses of study. There is an increasing tendency to base instruction of trainees on actual analyses of their needs; one study, for instance, shows the difficulties reported by student teachers to be, in order of frequency : Devising and managing educational seat work, managing two or more sections of children simultaneously, teaching beginners, teaching children how to study, teaching phonics, teaching subject matter in the common branches, and pupil management. 330 BIENNIAL SURVEY OF EDUCATION, 1926-1928 In methodology, the training supervisors, while usually up to date, are moderately conservative. Only a few traces remain of the Herbartianism of a generation or so ago. More self-direction is permitted the trainee as well as the pupil. The desirability of controlled conditions in typical training exercises, however, remains unquestioned. The office of director or dean of training is now becoming common. A high type of professional worker is developing in this position, which, under the presidency, is one of the most important in the whole institution. A superior type of training supervisor is growing up who occupies a sort of intermediate level between the director of training and the regular demonstration teacher. An important function of the director of training may well be to develop and main¬ tain coordination of the instructional activities of the training super¬ visors and demonstration teachers with the instruction of the main institution. Such coordination is at present an outstanding need both in the academic program of instruction* and in the laboratory- school training program. A number of small liberal-arts colleges and junior colleges are en¬ deavoring to realize their primary aim of offering liberal education and at the same time to train teachers. The necessity of establish¬ ing an expensive laboratory-training program is leading to difficulties in a number of these institutions as progressive State departments continue to set standards higher and higher. In general, most institutions are not wholly satisfied with their existing student teaching facilities. The training school typically does not afford anything like all the exercises desirable for the extra¬ ordinarily varied practical experiences necessary for the preparation of a well-trained teacher. The expense of maintaining special hous¬ ing facilities and a typical training staff of 10 or 12 members is quite large. Often the number of training-school pupils is inade¬ quate. The training staff i9 usually undertrained. Probably the chief directions of future progress will center about the raising of qualifications of the training-school staff, the provision of additional plant and facilities, and improvement of the materials and tech¬ niques of training discovered as a result of the rapidly increasing amount of research in the field. IMPROVEMENT OF FACULTY INSTRUCTION Great interest has been expressed during the biennium in the im¬ provement of the instruction offered by the teacher-training staff. The influence of example in teaching is particularly strong in in¬ stitutions which train teachers, and it is inconsistent to maintain expensive demonstration schools and at the same time permit slipshod TEACHER TRAINING 331 work among the regular instructors of the institutions. The chief means undertaken for the improvement of college and normal school instruction are : 1. The requirement of greater scholastic training for instructors. The mere possession of the Ph. D. degree, however, offers no assurance that a specialist is a good classroom teacher. 2. The requirement of more work in professional education, more especially in courses dealing with elementary teaching. The value of such work apparently depends somewhat upon the courses taken, upon their practical application, and upon the attitude of the individual instructor toward improvement. 3. Increased requirements in teaching experience for staff members. The colleges and universities do not usually stress such requirements. Teachers of education in the normal schools and teachers colleges, especially the training supervisors, are usually expected to have public-school experience. 4. Supervision of instruction. This has been undertaken in a few institutions, as, for example, in Colorado State Teachers College, at Greeley. It is difficult in most institutions to secure men with suitable personality traits and sufficient professional and general training to influence very much the general faculty body. Tradition is all against “ supervision ” which involves routine inspections and auto¬ cratic demands from above. However, advances have been made in helping the younger or more inexperienced instructors, in some cases by direct supervisory assistance. Improvements in methods of con¬ structing tests and examinations and of the proper selection and presentation of subject matter are examples of the activities under¬ taken. 5. Cooperative research projects undertaken by staff members on institutional problems. Very satisfactory results have been secured in a few institutions, such as the University of Minnesota. 6. Curriculum revision. Duplications among courses and topics are reduced, better selections of materials are made, courses are better defined, and lines of curriculum expansion are determined. 7. Specific recognition of superior teaching ability by increase of salary or by promotions. Little progress is noted in this apparently logical method of stimulating faculty advancement. TEACHER PLACEMENT There is a growing realization among teacher-training institutions that the complete cycle of institutional service to the individual and to the State is not rounded out when the student leaves the institution. Curricula are frequently differentiated with great minuteness; the 332 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 student is trained for primary or intermediate work or for work in one or two academic subjects. Upon graduation, however, chance or fancy too often determines the kind of position secured. Some boards of education do not yet realize the desirability of specialized training for their teachers. A blanket normal school diploma or a degree in any field suffices. The tendency is for the teacher to take the first attractive position, as determined by salary, good location, or perhaps necessity, which is offered. When conditions are such that teachers secure positions unlike the ones for which they were prepared, the differentiated training program may be even less effective than an undifferentiated one. Definite organization of placement activities is highly desirable in any institution. Even a part-time placement officer must be given adequate facilities and time to do thorough work. At present, of the normal schools and State-supported universities and colleges which train teachers, approximately one-fifth make no definite provisions for placement service. Individual professors, the president, and various training officials assist the best students to any attractive positions that happen to be reported vacant. In about one-fifth of these publicly supported institutions, some official, such as the direc¬ tor of training or dean of education, assists part time in the placement of teachers. In these institutions there are no placement bureaus. In about three-fifths of all teacher-training institutions definitely organized placement bureaus function for the benefit of employers and prospective teachers. In all, the cost of placing a teacher ranges from $8 to $12 per registrant in the typical institutions. Most of the institutions charge the students no fees for placement service. Usually the superior teachers are given first chances at the best positions. Perhaps a third of the registrants, usually the less promising ones, are left to shift for themselves and quite often secure places for which they have had little specific preparation. There is at present no adequate recognition of the possibilities of making the placement function a decidedly professional one; the work is still too largely clerical. A scientific study of the actual needs of new teachers on the job should go hand in hand with the development of a thoroughgoing placement service. The specific weaknesses and needs of teachers in the field are too often inade¬ quately reported to the institution. The placement bureau could study its function as a connecting link between the instructors of the institution and the teachers of the State. As a result of such studies considerable improvement could be made in the nature of existing objectives of the placement bureau and of the institution as a whole. Other studies could be made concerning such matters as the quali- TEACHER TRAINING 333 tative demands of the teacher market and concerning ways and means for improving the present irregular distribution of teachers over the district served by the institution. TRAINING OF TEACHERS IN SERVICE The training possessed by the average teacher is two years or more below the tentative standard set by most educators as a desirable minimum. Teachers with one or two years training must keep abreast of rising requirements from year to year. Improvement in educational methods and teaching techniques are constant. Even the teacher originally well trained, after three or four years ex¬ perience, tends, as his work becomes routinized, to reach a standstill in professional improvement. Teachers have subscribed to the belief that the best time to learn anything is the time when one needs or wishes to know it. Institutionalized training conducted intensively over a comparatively brief period is not enough. Hence a variety of agencies has arisen to care for the needs of an increasing num¬ ber of teachers who realize that professional education, as well as education in general, is a lifelong process. Class extension courses, correspondence courses, conferences of teachers, both grad¬ uate and undergraduate summer school work, short courses, and other professional education programs of training in service, have been soundly established as integral parts of fully developed institutional and State teacher-training programs. The State, county, or city usually sets up a program of super¬ vision which is really a form of teacher training, and which, of course, frequently includes service to the normal school graduate. Occasionally, the normal school or teachers college establishes a follow-up semisupervisory program for recent graduates. Examples of this service are found in the Central Missouri State Teachers College, in the Eastern State Teachers College of South Dakota, and elsewhere. Another plan of training in service which is found occasionally is that of local or regional conferences of young teachers as in the normal school at Westfield, Mass. Itinerant teacher train¬ ing is undertaken chiefly by colleges of agriculture. This service is designed primarily to help the recent graduate of the institution to put into practice what he has learned and otherwise to hasten his professional development. The extension of training into the period of employment is illus¬ trated at the State Teachers College at Buffalo, N. Y. The college has an agreement with near-by institutions which enables graduates of the institution to receive advanced college credit for probationary work in teaching centers in Buffalo. Strong advisory teachers are a necessary part of the plan. This program extends 115044°— 30 - 22 334 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 over a period of three years, during which as many as 12 college credits may be secured. At the University of Cincinnati certain graduate students may secure credit for work toward the M. A. degree for successful teaching done under controlled conditions in the city schools. This work is carried on in connection with the students’ university work in education. An example of the possibilities of evening school work for teachers is shown at Seattle. More than 800 teachers and principals regis¬ tered during a recent session for credit in professional courses. City authorities suggest that such a number invites comparison with the enrollment of many fair-sized colleges. Almost without exception all the agencies and activities for train¬ ing in service have increased in both number and scope during the biennium. Above all, they have become largely professional in objective and method. The training institution which confines its activities to the campus alone is losing sight of one of the most significant tendencies of the decade in the whole matter of the professional education of teachers. It is passing by an excellent opening for future expansion of institutional service to the State. CONCLUSION Of the dozen or more tendencies in teacher training during the biennium which have been briefly outlined, which are most signifi¬ cant? All the trends mentioned are too closely related in cause and efiect to evaluate as separate movements. Slight advancement in one phase of educational activity may be more significant than great advancement in another. In each tendency discussed, however, there are in varying degrees evidences of genuine progress. Teacher training and public-school education naturally share the same tendencies. Coincident with the growth of wealth the financial support of public education has more than doubled in a decade and the number of students in the schools has increased far more rapidly in proportion than the population of the country. This is evidence that the confidence of the general public in education has been main¬ tained and extended. The public, which pays the present annual bill of $2,000,000,000 for education, does so only because it is getting- in the main the services it wishes; that is, not only the maintenance of the existing level of social intelligence, but also a satisfactory increment of the elements of civilization it prizes most. As never before, social leaders perceive that the continuation and advancement of an increasingly complex civilization are absolutel}T dependent upon the work of the teachers. They transmit the major portion of the social heritage from generation to generation replacing TEACHER TRAINING 335 the losses due to human disability and death. Society is not content to have novices and incompetents despoil the materials and break up the machinery of progress. In the last analysis, however, it is the margin of increase from generation to generation in the desirable elements of our social herit¬ age that alone justifies an increase in our immense program of public education. The enormously increased support, then, of society for public education and for teacher training is an outstanding tendency which has a twofold meaning; it is the recognition by society of value received, and it affords abundant proof of the fundamental faith of humanity in its own progressive evolution. Increased sup¬ port of education demands greater service in return by teachers and by teacher trainers. The increased standards of selection and of training for teachers, the increase in number of teacher-training agencies, and the improvement of their offerings are but the ways and means of justifying the support by society of the most out¬ standing agency of human progress — the public school. As to the immediate needs of the future, the necessity is clear for maintaining the necessary flexibility of organization and viewpoint among the training staffs which will assure the easy dissemination among them of the increasing flow of professional knowledge avail¬ able. The teacher trainer must depend in large part for his profes¬ sional advancement upon the discoveries of a great number of constructive educational and social agencies. But he himself has abundant opportunity for creative work of the highest order. This type of work is, in fact, his daily occupation. More scientific study of teacher training and the development of a larger supply and more vigorous type of educational leadership than at present exists in the field are. perhaps, the outstanding needs of the future. The further professional education and training of the teacher trainers them¬ selves, therefore, will afford an excellent index to future progress. ' * ■ CHAPTER XIV PARENT EDUCATION By Ellen C. Lombard Assistant Specialist in Home Education, Office of Education Contents. — Governmental activities — State activities — Private agencies promoting pro¬ grams of parent education — National Congress of Parents and Teachers — Organiza¬ tions in large cities — Periodicals for parents — International Federation of Home and School — Results of inquirjT into world cooperation of home and school, by Mile. Marie Butts. Significant progress has been made during the biennium 1926-1928 in the parent education movement, which is one of the developing phases of adult education. This progress is due principally to the efforts of parents and their groups and to many national, State, and local public and private agencies. In several States, scattered and isolated efforts were brought together and, where previously projects were carried on ineffectively, good teamwork was established with favorable results. GOVERNMENTAL ACTIVITIES Distinct contributions to parent education have been made through the service of several governmental departments, such as the Depart¬ ment of Labor, Children’s Bureau; the Department of Agriculture, Extension Service and Bureau of Home Economics ; the Department of the Treasury, Public Health Service ; and the Department of the Interior, Bureau of Education. Under the designation of home education, the Bureau of Education of the Department of the Interior has conducted a project of parent education since 1913. During the past two years' the activities of this service have been reorganized, and they now include the preparation of material for parent education ; conducting studies in the progress of this phase of education and in other fields; rendering advisory service on the education of parents and the care and training of children; and preparing bulletins and pamphlets relating to these activities. In addition to studies already begun, the Bureau of Education has prepared and issued reading courses for parents and for boys and girls containing questions or suggestions and references. The program now under way includes the issuance monthly of circular letters on parent education, the completion of studies already begun, 337 338 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 and the preparation of reading courses on a wide variety of subjects. In connection with its home economics work a survey of the progress of child care and training in elementary, junior and senior high schools, and in higher educational institutions was issued by the Bureau of Education.1 During 1927, two other studies of similar nature were issued by agencies outside the Government, one of public-school courses on child care for girls, by the Merrill-Palmer School, and the other on child development and parental education in home economics, by the American Home Economics Association. Through its research activities and studies of conditions under which children live, and through its other activities, such as leaflets, folders, dodgers, bulletins, films, and reports, the Children’s Bureau has given aid to parents and others interested in infant and maternal welfare in recognizing and combating malnutrition, in preventing and correcting poor posture and developing good posture in children, and has assisted State and local agencies in the development of pro¬ grams of child care, especially of the delinquent and handicapped child. Of particular and immediate educational value to parents in rural districts are some of the contributions for the betterment of home conditions for the family which have been made by the Extension Service and the Bureau of Home Economics of the Department of Agriculture. In addition to research work and cooperation with State agencies in many fields affecting the home, that department has made demonstrations of labor-saving devices for the conservation of the time and energy of the rural housewife; it has organized home projects for boys and girls; and it has issued bulletins and leaflets on planning and recording family expenditures, proper methods of preparing and cooking meats, and suggestions for designing and making children’s rompers and sun suits and dresses for little girls for all occasions. STATE ACTIVITIES In a few States, parent education has been incorporated into the public education program. In California, for instance, the State department of education and the State university at Berkeley have united in a state- wide program of parent education. This project includes a nursery school in the Institute of Child Welfare in Berke¬ ley in which children may be studied by laboratory methods; train¬ ing is given in the analysis of situations connected with problems 1 Whitcomb, Emeline S. Typical Child Care and Parenthood Education in Home Eco¬ nomics Departments. Washington, D. C., Government Printing Office. (U. S. Bureau of Education. Bulletin, 1927, No. 17.) PARENT EDUCATION 339 of child life; parents of children attending the nursery school are provided with opportunities for consultation and with reliable in¬ formation; and study groups of parents are formed in cooperation with existing agencies such as parent-teacher associations, women’s clubs, and the American Association of University Women.2 These organizations take the initial steps to form the groups but when they are organized they are conducted under State laws and by conform¬ ing to specified conditions they are entitled to support from public funds and become a part of the public-school system. It is reported that in connection with this work 164 discussion groups numbering approximately 5,000 persons were organized in 1927-28. In 1928 at Berkeley, the Institute of Child Welfare included in its research program such projects as the description and measure¬ ment of the development of children; factors influencing develop¬ ment, nutrition, nursery schools, and miscellaneous projects. The extension division of the University of California at Los Angeles conducted, in 1927, for members of parent-teacher associa¬ tions and others interested in child welfare, a group of courses which included the preschool child, constructive programs of home educa¬ tion, behavior of children, and household management. In the department of education of the summer sessions of 1928 of the University of California at Los Angeles and Berkeley, courses w^ere conducted for training leaders of parents’ groups and for par¬ ents on problems of child development. The California State Board of Health, in its bureau of child hy¬ giene furnishes outlines for mothers’ study clubs, issues leaflets, cir¬ culars, etc., on many phases of child life and thus supplements the work of the public agencies described above. Another excellent program for parental education varying some¬ what in its methods of procedure is conducted by the University of Minnesota in cooperation with related agencies. The Institute of Child Welfare, which conducts a nursery school for research pur¬ poses, carries on studies in child development, trains leaders in the field of child life, and disseminates scientific information through conferences with parents, publications, and extension service.3 A free correspondence course for residents of Minnesota for which, during 1927, 3,900 individuals are reported to have enrolled, was conducted by the Institute of Child Welfare. To persons who re¬ side outside of Minnesota this course is offered at a nominal fee. Lessons include the following subjects: Importance of early growth, 2 The Nursery School at the Institute of Child Welfare. Berkeley, Calif., University of California. Parents’ Bulletin No. 1, April, 1928. 10 pp. 3 Bulletin of the University of Minnesota, Institute of Child Welfare. Announcement for the years 1926—1928. Minneapolis, Minn. Vol. XXX, No. 5, Jan. 24, 1927. 11 pp. 340 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 physical growth and development, diet and clothing, children’s diseases, mental growth of the child, learning, emotional habits, eating and sleeping habits, etc. Courses of six or more lessons on child care and training have been given through the Minnesota Agricultural College to study groups in some counties. Organizations having common aims and purposes in harmony with the college form study groups in cooperation with the college. During 1926-27 in Minneapolis, St. Paul, and Duluth, two 3-credit extension courses were given in cooperation with the general extension division. Conferences on child health and parent education were organized through the cooperation of many local agencies in Minneapolis and St. Paul, in 1927 and 1928, and brought together specialists for the discussion of the child for the benefit of parents. It is reported that at St. Paul 300 fathers attended one session of the conference. The Iowa Child Welfare Research Station, established in 1917 under public funds which were subsequently augmented by grants from a foundation, carries on its research studies not only in labora¬ tory preschool groups of the University of Iowa but also in a chil¬ dren’s hospital, the university elementary school and high school, and in the homes of Iowa City. This station, which is reported to be the first of its kind in the United States, acts as a coordinating center for the child welfare research of the university. F undamental problems on physical, mental, moral, and social development are studied and students are trained in the care of children. Confer¬ ences and institutes on child study are conducted for parents, teachers, and others whose interests are allied. PRIVATE AGENCIES PROMOTING PROGRAMS OF PARENT EDUCATION At Harrisburg, Pa., in 1928, a state- wide conference on parental education was held which was attended by 30 representatives from city school boards, university faculties, social work and adult educa¬ tion agencies, national and State organizations of parents and teachers. A committee of the Pennsylvania Congress of Parents and Teach¬ ers was appointed to survey and report on all parent-education work carried on in Pennsylvania and to formulate concrete plans for using all educational and social agencies in the development of a State program of cooperation in this phase of education. This committee outlined a 4-year program in parenthood which has been published by the Pennsylvania Congress of Parents and Teachers.4 4 Education in Parenthood. Year I — The Home Background. Pennsylvania Congress of Parents and Teachers. 3928. 16 pp. PARENT EDUCATION 341 General specifications for the guidance of experts chosen to prepare the material for this project cover 31 topics, namely : Year I — The home background. — (1) Some essentials in the home; (2) heredity; (3) environment; (4) the partners in parent¬ hood; (5) partnership adjustments; (6) home organization; (7) health; (8) the intellectual setting. Year II — The 'preschool age. — (1) Before birth; (2) infancy and early years; (3) the nature and the instincts of the preschool child; (4) habits and what to do with them; (5) some more habits; (6) health — later and now; (7) play^ and playmates. Year III — The school child. — (1) The elementary school years; (2) making the most of habits; (3) attitudes and aptitudes; (4) social development and adjustments; (5) recreation; (6) what your child reads; (7) succeeding in school; (8) when and how, for things 3rour child should know. Year IV — Adolescent youth. — (1) The nature of adolescence; (2) the emotional background; (3) attitudes and habits; (4) social needs; (5) educational guidance; (6) A7ocational guidance; (7) recreation and health; (8) the intellectual and spiritual. The publication included thought-stimulating questions; questions suitable for a parent-teacher association meeting ; reports of experi¬ ences and home projects; the use of the home as a laboratory for carrying out suggestions for procedures, observation, and the devel¬ opment of habits in parents and children ; and annotated references. At Columbia University, New York, the Institute of Child Wel¬ fare Research of Teachers College, which is a center for research in child life and parent education, is used for the various research activities of Teachers College in problems of child development. This includes some of a nonacademic nature. Demonstrations and experiments are conducted by the institute which, in training leaders in the field of parental education and child development, makes use of the study groups organized by the Child Study Association of America as demonstration centers. Cooperating with other agencies, the findings of scientific -research in child welfare are made public. The activities of the institute, according to reports of the university, include: Intensive study of children in the nursery school or psychoeducational clinic, main¬ tained in connection with the institute for 16 children between 2 and 4 years of age; problem children and the effect of their sur¬ roundings; a clinic for educational research; child care; the training of students in the technique of obtaining and compiling scientific data regarding children ; a study of factors in the home that influence sleep ; and the problems of child-caring institutions. 342 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Under the direction of the home-study division of the department of university extension of Columbia University, in 1926, radio lec¬ tures (for parents) were broadcast once each week from October to June on the health of children of all ages. Outlines of the lec¬ tures were furnished in advance. The lectures covered: Factors preceding birth which influenced the health of the child, health of the infant, the runabout child, and the adolescent child. In 1927-28, the Washington (D. C.) Child Welfare Research Cen¬ ter was organized. The following eight local organizations, includ¬ ing three governmental agencies, are represented on the executive committee and consulting staff of this center: Bureau of Home Economics, Public Health Service, Bureau of Education, Ameri¬ can Home Economics Association, American Association of Uni¬ versity Women, National Research Council, George Washington University, and University of Maryland. A director of research and four teachers constitute the staff of the center which has facili¬ ties for 25 children whose ages approximate 3 years. Contemplated in the plans of this center are classes and conferences for the parents of children enrolled, and observation and research in the development and growth of these young children. The educational program of the Merrill -Palmer School of Detroit, Mich., includes preparental and parental instruction. Three types of courses are given through individual instruction to: Parents of children attending the nursery school, parents of children brought for consultation, and outsiders seeking assistance from specialists. Group instruction is given to persons outside the nursery^ school through special lectures and organized courses. The course in parental education offered by Cleveland College, Western Reserve University, is designed especially to meet the needs of parents and others interested in the welfare of children. The problems of health, nutrition, housekeeping, art in the home, the psychology and education of the child in each period of its growth, family relations, parental education leadership, fathers’ problems, and parent-teacher work constitute the subjects treated in this course. Ba}dor University, Texas, the Universities of Georgia and of Cin¬ cinnati, and home economics departments in many schools and col¬ leges offer instruction of some type or other on child development and family life or on related subjects. FOUNDATION GRANTS ENCOURAGE PARENTAL EDUCATION In order to develop the field of research in child development and parent education, the Laura Spelman Rockefeller Memorial has ap¬ propriated funds, beginning in 1924, which make possible the devel¬ opment of centers for scientific research, national fellowships, activi- PARENT EDUCATION 343 ties in some phase of parent education in several private organiza¬ tions, and the research work conducted by the Committee on Child Development of the National Research Council. The purposes of this foundation in making various grants are specifically stated in reports to be “ for scientific research, the prep¬ aration of teaching materials, the training of leaders for child-study work, and practical organization of parent and teacher' groups for the study of child life and child welfare.” Centers for research in child life and parental education are in operation under these grants at University of California, Teachers College of Columbia. University, University of Iowa, Iowa State College of Agriculture, University of Minnesota, Yale University, State College of Agriculture of University of Georgia, College of Home Economics of Cornell University, and State Department of Education of California, and elsewhere. This foundation has made it possible through grants for several organizations to extend their programs of service to parents. Among these are: American Association of University Women, American Home Economics Association, Child Study Association of America, Committee on Child Development of National Research Council, Cleveland Foundation, Child Welfare Research Center, Washington, D. C., and other agencies. CHILD STUDY ASSOCIATION OF AMERICA This organization, centered in New York City, arranges and con¬ ducts local and regional institutes, conferences, and training classes, and assists the Institute of Child Welfare of Columbia University in its demonstrations and experiments in child study and parental education. The formation and development of study groups is reported by this organization as its basic work. Fifty-four graduate students, eight of whom were fellowship students, are reported to have been registered for a course in parental education conducted jointly in 1926-27 by the Child Study Association of America and the Child Welfare Research Institute of Teachers College, Columbia University. To provide for student practice in leadership 28 special groups were organized. These were connected with various organi¬ zations, such as parents’ associations, neighborhood houses and settle¬ ments, health and welfare centers, churches, and other groups. Ten other groups were organized among foreign-born women for student observation. Seventy-five qualified workers in parental education or relate id fields registered for the 10-day institute on parental education held in January, 1927, to bring together for critical examination and dis¬ cussion the contributions of modern science to this subject. 344 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Twelve groups, conducted at the headquarters of the Child Study Association of America in New York City during 1927-28, having a total membership of 231 persons and under the leadership of ex¬ perienced staff members, discussed problems of childhood. More than 150 local child study groups, approximating 1,800 members, af¬ filiated with the organization. Lectures and conferences, varying from one to three days each, have been held for fathers and mothers. A 4-week training course for leaders in parental education was con¬ ducted in 1928 at the headquarters, in which eight students were en¬ rolled. Reports, pamphlets, lists of books for parents and for boys and girls, manuals for leaders, and Child Study, the official monthly organ of the association, constitute some of the publications of the organization. CHILD-GUIDANCE CLINICS Child-guidance clinics, developed under the Commonwealth Fund, have been considered community projects requiring in each center the cooperation of all local health, social, and educational agencies. Children from 3 to 17 years of age whose behavior showred undesir¬ able personality traits and habits, which, if not corrected early, might develop into delinquency in adult life, have been placed by parents, teachers, social and health agencies under the child-guidance clinics wherever they are established. Such community clinics have been established in Cleveland, Dallas, Minneapolis, Los Angeles, St. Louis, St. Paul, Baltimore, Milwaukee, Pasadena, and Richmond, and some aid has been given to other cities having some, but not all, of the facilities for establishing such clinics. Variations exist in the or¬ ganization and methods of the clinics. It is reported that during the year 1927-28 the Commonwealth Fund granted $697,000 to develop child-guidance clinics, visiting teacher work in public schools, and other projects related to child welfare. Following a 3-year demonstration in the visiting teacher service, this work has been established in the public-school systems of 48 communities in 32 different States. It is reported that 15,439 chil¬ dren have been aided in these centers. The establishment of an Institute of Child Guidance in New York City provides a fully equipped center for research and for practical demonstration for the problems of children and special training of psychiatrists, psychologists, and social workers. Fellowship funds for students in this institute have been established by the Common¬ wealth Fund and are administered by the New York School of Social Work, Smith College School for Social Work, and the National Committee for Mental Hygiene. PARENT EDUCATION 345 The Commonwealth Fund has issued a pamphlet in which the clinics are discussed in relationship to various social factors.5 It also published in 1928 a study in parent-child relationships which contains valuable data for parents drawn from some of the typical experiences of fathers and mothers which have been gathered from records of the clinics.6 AMERICAN HOME ECONOMICS ASSOCIATION The American Home Economics Association has conducted for the past two years to aid teachers a project in child development and parental education, the program for which is in charge of a field worker who gives a service of consultation and makes studies and investigations. This project is associated with the teaching of home economics in schools and colleges. A survey has been made by this organization of the child-development work in day, part-time, and evening classes in public schools and the departments of colleges, and has been issued under the title of Child Development and Parental Education in Home Economics. This association admin¬ isters the funds granted by the Laura Spelman Rockefeller Memorial for the Washington (D. C.) Child Welfare Research Center. Through its monthly official organ, the Journal of Home Economics, articles on child development and parental education are published together with abstracts of the periodical literature of the field. STUDY GROUPS FOR COLLEGE-TRAINED WOMEN The American Association of University Women reports an in¬ tensive study during 1927-28 in preschool, elementary, and adolescent education, and has carried on a project of organizing study groups among college-trained women. It is reported that during 1927-28 the mothers of young children and other adults interested in young children constituted the membership of 419 study groups which were organized under the direction of this association. In 23 cities branches of the American Association of University Women co¬ operated last year with the program of study. The quarterly jour¬ nal of this association contains a department on preschool, elemen¬ tary, and adolescent education. NATIONAL COUNCIL OF PARENTAL EDUCATION Active leaders engaged in organized programs for parental educa¬ tion formed a national council for parental education in 1926 to pro- B Truitt, Ralph P., and others. The Child Guidance Clinic and the Community. New York, The Commonwealth Fund, division of publications, 1928. 106 pp. e Sayles, Mary Buell. The Problem Child at Home. New York, The Commonwealth Fund, division of publications, 1928. 342 pp. 346 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 mote the development of leadership in this field; to act as a clearing house of information on the subject of parental education and allied subjects; to disseminate information of the work being done; to study and evaluate methods, materials, and results in the field of parental education; to encourage the preparation of materials and to foster the development of parental education through existing agencies. The office of this organization is in New York City in charge of an executive secretary. A chairman of the council, consulting director, committee chairmen, and a governing board formulate and direct the policies of the council. OTHER AGENCIES Many organizations not already noted are making worthy con¬ tributions to the education of parents in mental and physical health and in allied subjects, including Russell Sage Foundation, American Child Health Association, National Committee for Mental Hygiene, Elizabeth McCormick Memorial Fund, Playground and Recreation Association of America, American Social Hygiene Association, American Medical Association, and many other organizations. NATIONAL CONGRESS OF PARENTS AND TEACHERS Reports on the progress of parent-teacher associations in the United States set forth the numerical growth and the trends of these organizations from year to year since 1897, when the movement to bring about cooperation between the home and school began.7 Some of the outstanding features of the program of this organization are : The gradual molding of local units as integral parts of the Na¬ tional Congress of Parents and Teachers; the changing emphasis from money-raising activities to a program for the serious study of parent problems ; the development of an educational program adapt¬ able alike to rural or city conditions and to national, State, or local organizations ; the establishment of cooperative relationships with agencies and organizations whose aims are allied; and the develop¬ ment of a suitable literature to meet the growing needs of organiza¬ tions and members. The numerical growth of the National Congress of Parents and Teachers during the biennium of 1926-1928 has reached the high level of 1,275,401 members, an increase of about 32 per cent during 7 Parent-Teacher Associations at Work. Biennial survey of education, 1922—1924. Washington, D. C., Superintendent of Documents, Government Printing Office, 1925. 15 pp. (U. S. Bureau of Education. Bulletin, 1925, No. 30.) Parent-Teacher Associa¬ tions. Biennial survey of education, 1924— 192G. Washington, D. C., Superintendent of Documents, Government Printing Office, 1927. 2S pp. (U. S. Bureau of Education. Bulletin, 1927, No. 11.) PARENT EDUCATION- 347 the past two years.8 The membership in Maine and in Utah is re¬ ported to have more than doubled during 1928. The parent-teacher movement depends for its normal growth upon the excellence of leadership and strict adherence to fundamental purposes and voluntary service of a high character. During the past two years increase in membership has been accelerated by mem¬ bership drives carried on by local associations in an attempt to attain standards of excellence established by the national organization. STANDARD AND SUPERIOR ASSOCIATIONS A standard association, as defined by the National Congress of Parents and Teachers, is one in which there is a membership of 50 per cent of the homes and teachers; an attendance annually of at least 60 per cent of the membership ; active, working standing com¬ mittees, including hospitality, publicity, programs, and membership ; six regular meetings during the year ; compliance with State by-laws regarding dues; a program planned in advance, based upon certain educational objectives; a local publicity chairman furnishing local papers regularly with the news of the organization ; a program cele¬ brating the founding of the organization followed by a gift for State and national extension work; 10 per cent or more of families subscribing for the national and State official organs; no promotion of commercial undertakings or sectarian or political partisanship, and observance of parliamentary procedure in conducting meetings approved by State branch.9 To be classed as a “ superior association,” a local organization must not only fulfill the foregoing requirements but in addition must develop a membership of 75 per cent of the parents and teachers; and 15 per cent of the families in membership must be subscribers to the national official organ. The association must maintain, in accordance with national standards, one active preschool circle. In addition to the committees named for a standard association, it must have six additional standing committees with contacts estab¬ lished with corresponding committees of State organizations. It must give aid in organizing a new association or help one in need; it must send one delegate to the district or council meeting, and one delegate, with expenses paid, to the State convention. It must present or read short messages from national and State presidents at regular meetings. It is believed by leaders in this work that the 8 Proceedings. Thirty-second annual meeting. Cleveland, Ohio, Apr. 30 to May 5, 1928. Growth of National Congress of Parents and Teachers, p. 354. Washington, D. C., Na¬ tional Congress of Parents and Teachers, 1928. 539 pp. 9 Handbook. National Congress of Parents and Teachers. Standards of Excellence for Parent-Teacher Associations. Washington, D. C., National Congress of Parents and Teachers, 1928. Pp. 68-69. 348 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 maintenance of such standards ensures the strengthening and growth of these units. Directions for the work of membership committees have been outlined by the national organization.10 EXTENSION SERVICE FOR ORGANIZATIONS The great increase numerically of the National Congress of Parents and Teachers necessitated the establishment in 1927 of an extension division for research at the national headquarters in "Washington to study intensively the needs of the field and to devise plans for meeting them. An extension secretary assembled, organ¬ ized, and evaluated bulletins, magazines, pamphlets, posters, and material on child welfare, of all descriptions ; organized a pamphlet service and prepared or arranged sources of supply of visual aids to parent-teacher work, such as charts, maps, slides, etc., which are made available to organizations* in membership with State and na¬ tional congress organizations. This division and the executive division are the units of service maintained at the headquarters in Washington, D. C. DEPARTMENTS, BUREAUS, STANDING COMMITTEES Following a study of the departments, bureaus, and standing committees of the National Congress of Parents and Teachers during 1927-28, a reorganization of the machinery of the organization was begun in the interest of efficiency. This resulted in the consolidation of some related activities, the discontinuance of some, and the real- location of others. There are now 5 committees at large ; 6 bureaus and 33 committees allocated in departments, each of which is under the direction of a vice president. In the new alignment there are no committees under the department of organization and research. The committees are grouped under six departments as follows : Depart¬ ment of extension — parent-teacher courses1 and membership commit¬ tees; department of public welfare — citizenship, juvenile protection, legislation, library extension, motion pictures, recreation, and safety committees; department of education — art, music, drama and pag¬ eantry, humane education, kindergarten extension, school education, student loans and scholarships, and physical education committees; department of home service — children’s reading, home economics, home education, standards of literature, social standards, thrift, and spiritual training; department of health — physical hygiene, mental hygiene, social hygiene, and the summer round-up of children ; com¬ mittees at large — child welfare magazine, endowment fund, budget, extension among colored people, and founder’s day committees. 10 Handbook. National Congress of Parents and Teachers. Washington, D. C., National Congress of Parents and Teachers, 1928. 108 pp. PARENT EDUCATION 349 Work of the National Congress of Parents and Teachers is carried on by the officers and the committees, bureaus, and committees at large. The operation of this machinery for child welfare has been previously described in a bulletin of the Bureau of Education.11 PARENT-TEACHER ASSOCIATIONS AND PUBLICITY The maintenance by the National Congress of Parents and Teachers of a publicity bureau with an active manager capable of conducting not onty practical press service necessary to educate the public on the important phases of the movement and its progress but also of training novices in publicity work, has been an important factor in the development of the parent-teacher movement. A country-wide correspondence course in publicity was carried on in 1927-28, and demonstrations, experiments, and institutes were among the activities reported. In consequence, publicity budgets were insti¬ tuted in 19 State organizations ; many State organizations send their chairmen of publicity to conventions; and parent-teacher news is constantly interchanged through local, State, and national agencies. A compilation of plans, methods, and results of publicity work for five years was issued to guide State and local workers in interpreting to the public the meaning of the parent-teacher movement.12 SUMMER ROUND-UP OF CHILDREN During the past two years the summer round-up of children, a nation-wide activity of the National Congress of Parents and Teachers, begun in 1925, to insure the entrance into school of children free from remediable physical defects, has reached new levels. The project was initiated and developed under the direction of Mrs. A. H. Reeve, president, 1923-1928. The main objectives are to give children a better start in life, to reduce the number of children wdiose work may be retarded by physical handicaps, and to reduce the number who fail to pass into the second grade because of physical handicaps. Examinations, recommendations, and the correction of defects must necessarily be made by experts, but the decision as to whether the examination shall be made and whether the defects discovered shall be corrected rests with parents. Such a campaign, properly conducted, carries with it an educational value for parents and teachers. Reports indicate that during 1927-28 a total of 2,120 groups in local communities in 44 States participated in this cam¬ paign. This was an increase of nearly 40 per cent over the groups 11 Reeve, Margaretta W., and Lombard, Ellen C. The Parent-Teacher Associations, 1924-1926. Washington, D. C.„ Government Printing Office, 1927. 28 pp. (U. S. Bureau of Education. Bulletin, 1927, No. 11.) 12 Kohn, Laura Underhill. A Publicity Primer. Washington, D. C., National Congress of Parents and Teachers, 1927. 115044°— 30 - 23 350 BIENNIAL SURVEY OF EDUCATION, 1926-192 8 registered in 1927 and in the number which carried through the campaign requirements. In Flint, Mich., for example, a local par¬ ent-teacher association is connected with every school and a summer round-up is carried on in every association. Cooperation with exist¬ ing agencies is advocated rather than to set up new machinery for this project. In practice this has resulted in the welding together of national, State, and local public and private organizations and insti¬ tutions capable of making suitable contributions to this campaign. In connection with this campaign free medical and dental serv¬ ice is provided for children of indigent families. This is arranged by a committee which cooperates unostentatiously with social agencies prepared to take care of such matters. Several States, including California, have found it difficult, for one reason or another, to adapt the summer round-up plans of the National Congress of Parents and Teachers to their particular sit¬ uations. California, has, however, carried on an excellent state¬ wide child health program for several years. Registrations for the 1928-29 campaign before July, 1928, are reported to have been made by 2,432 parent-teacher associations. The National Congress of Parents and Teachers has adopted the summer round-up of children as a permanent activity of the organi¬ zation, functioning under its department of health. Among the or¬ ganizations cooperating actively in this project are the Children’s Bureau, Bureau of Education, American Child Health Association, American Medical Association, State departments of education and health, and a long list of experts in health, education, and allied subjects. COURSES IN PARENT-TEACHER WORK One of the handicaps of the parent-teacher movement has been the lack of trained, experienced leaders. The National Congress of Parents and Teachers has initiated a constructive program in order to overcome this handicap. Through courses, institutes, schools of instruction, conferences and classes in parent-teacher work, leaders are trained in the technic of the work by regularly appointed officers, field workers, or secretaries of the national organization. Qualified instructors are provided for credit courses in colleges and universities. Two courses are given at the summer school of Columbia University by the executive secretary of the organization. Among the 86 stu¬ dents enrolled in 1927 in this course were superintendents, super¬ visors, college teachers, deans, supervising principals, high and grade school teachers, some of whom were working for master’s or doctor’s degrees. A course in parent-teacher work for training normal school, college, and university teachers was instituted in 1926 at Columbia under the same instructor. PARENT EDUCATION 351 Credit courses in the technic of organization, development, and conduct of parent-teacher associations and of program making are reported in 1927-28 to have been given in at least 16 States. They are usually offered in summer sessions by universities, colleges, and normal schools. Schedules have been issued an¬ nouncing either credit or noncredit courses of varying length to be given in 1928-29 at the following institutions : Alabama College ; Alabama Polytechnic Institute; Northern Arizona State Teachers College; Arkansas State Teachers College ; San Diego (Calif.) State Teachers College; Adams State Normal School, Alamosa, Colo.; University of Delaware; University of Florida; University of Georgia ; University of Hawaii ; University of Idaho ; Illinois State Normal University; Indiana University; Iowa State Teachers Col¬ lege; Central Michigan Normal School; Northern State Teachers College, Marquette, Mich.; Michigan State Normal College; Uni¬ versity of Mississippi ; Columbia University, New York; North Caro¬ lina College for Women; University of North Carolina; North Dakota State Teachers College; Wittenberg College, Springfield, Ohio; Miami University, Oxford, Ohio; Ohio Northern University; Cleveland (Ohio) College; University of Pittsburgh; Winthrop College, Hock Hill, S. C. ; University of Tennessee ; Tennessee State Teachers Colleges; Denton (Tex.) State Teachers College; Univer¬ sity of Virginia; Marshall College, Huntington, W. Va. RURAL DEMONSTRATIONS IN PARENT- TEACHER ORGANIZATION The 5-year rural demonstration in parent-teacher organization in North Dakota which was inaugurated in 1924 at the request of the State superintendent of public instruction has been directed and financed for three years by the National Congress of Parents and Teachers. This demonstration was suspended at the end of the third year in order to give the organizations time to coordinate their ef¬ forts within the State. That conditions existed requiring special adjustment is evidenced in the report of the State president for 1927-28 in which it is stated tliat most of the local organizations are in connection with 1-room rural schools where it is difficult to make contacts with other organizations. Thirty county councils of parent- teacher associations were organized during the year 1927-28 to give inspiration and to close up the gaps between the local and the State organization. The North Dakota organization reports that during the biennium 1926-1928 the membership increased from 8,552 to 23,960. The National Congress of Parents and Teachers transferred its rural demonstration work in the organization of parent-teacher as- 352 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 sociations from North Dakota for the time being to Nebraska late in 1926. The objective for the first year was to organize parent- teacher associations in 10 per cent of the schools in counties partici¬ pating by September, 1928. It is reported that 47 county superin¬ tendents of schools requested assistance in their respective counties. Four field organizers of the national organization worked in the State strengthening weak parent-teacher associations, organizing new associations, addressing teachers’ institutes, and training leaders. Two hundred and one associations were organized under this demon¬ stration during 1927-28. A bulletin entitled “ Program Discussion Material for Nebraska Rural Parent-Teacher Associations,” prepared by the director of rural education in the State department of education, and issued by the department in 1927, provided basic material for meetings of rural associations. County superintendents report a better spirit of cooperation between parents and teachers, greater interest in the schools, better community spirit, and increase in the number of organizations. PROGRAMS FOR RURAL GROUPS The development of parent-teacher associations in rural sections has been a slow and difficult problem. The demonstrations in rural communities in Delaware, North Dakota, and Nebraska indicate what progress may be expected when leaders are trained to organize and when suitable programs are available for rural groups. Under the guidance of a specialist in rural life of the bureau of rural life of the National Congress of Parents and Teachers, a com¬ mittee was constituted of 100 men and women nationally known for their contribution to. the progress of the farm, the rural home, the rural school, and rural community life. Three conferences were held by this committee during 1927 and 1928, the first two in Washington, D. C., and the third in Cleveland, Ohio. At the first conference January 6, 1927, the objective of the committee’s work was determined : “ To consider the environment of the rural ohild in relation to the seven objectives in education adopted by the congress as its general program.” At this confer¬ ence seven subcommittees were organized and assignments were made for the work of the committees. The purpose of the rural life bureau is : To place general informa¬ tion at the service of the States regarding those rural life interests which require special research or national action and to prepare practical plans and programs which may be adapted to the needs of the individual rural community. PARENT EDUCATION" 353 Special chairmen who were experts in their fields were chosen to work with selected groups of committee members in preparing source material based upon the seven cardinal objectives of education which have been adopted as the program of the national organization.13 In building the program for rural parent-teacher associations a conference was held in Washington, D. C., at the Bureau of Educa¬ tion, September 26 and 27, 1927.14 The objective of this conference was to develop for the programs of rural parent-teacher units such materials as might be useful in carrying forward their work success¬ fully. Participants in this conference were representatives of the Bureau of Education, Federal Board for Vocational Education, Department of Agriculture, Children’s Bureau, Public Health Service, American Home Economics Association, National Edu¬ cation Association, American Civic Association, National Catho¬ lic Welfare Conference, Better Homes in America, the United States Chamber of Commerce, Southern Woman’s Educational Alliance, and officers and workers of the National Congress of Parents and Teachers. Organized into seven groups, each group considered one of the following objectives of education : Sound health, worthy home membership, vocational effectiveness, mastery of tools, technics and spirit of learning, wise use of leisure, useful citizenship, ethical character. The following four questions were discussed: (1) What are the problems which relate to the topic of your committee? (2) What is the solution with reference to these particular problems? (3) What can be done by this organization toward the solution of these problems? (4) What agencies, methods, and plans may be worked out? The Challenge of Rural Youth to the National Congress of Par¬ ents and Teachers was the theme of the third conference held at Cleveland, Ohio, April 27-28, 1928, by the rural life bureau.15 Twenty-one States were represented at this conference. The report brings out : The desirability of helping the rural population to see the possibilities for satisfactions in rural life; that rural schools offer advantages which are not fully realized by educators; that right conditions in the home, in the school, and in the com¬ munity are necessary to the proper development of children; and that in order to do constructive work parent-teacher associations should cooperate with all existing agencies engaged in work for the welfare of children in rural districts. 13 Rural Life Bureau, National Congress of Parents. Source material for the use of rural parent-teacher association units. 1927. 46 pp. 14 National Congress of Parents and Teachers. Conference on rural life, September 23-26, 1927. Washington, D. C., 1927. 20 pp. ^ Proceedings. Thirty-second annual meeting, Cleveland, Ohio, Apr. 30-May 5, 1928. Conference of rural bureau, pp. 509-530. Washington, D. C., National Congress of Parents and Teachers, 1928. 354 BIENNIAL, SURVEY OF EDUCATION, 192 6-192 8 PARENT EDUCATION - HOME EDUCATION The bureau of parent education, formerly called the bureau of child development, which had functioned since 1925 under the direc¬ tion of Dr. Bird T. Baldwin until his death, was placed in 1928 under the direction of Dr. Lawson G. Lowrey. In this bureau the activities relating to study groups, study courses, and adolescence have been allocated. A course for study entitled u The Young Child,” 16 outlines for individual or group study, published monthly in the official organ of the National Congress of Parents and Teachers; the courses of the United States Bureau of Education; Six Programs by Garry Cleveland Myers ; and Study Outlines issued by the American Association of University "Women are reported to have been used by many study groups. Topics of inter¬ est to the members are selected by other groups and the discussion and lecture methods are used generally. Approximately 400 study circles for parents were reported in 1927-28 by one-third of the State organizations of parent-teacher associations. California with 185 groups ranks first in number and Illinois second with 100 groups. According to the report of a conference on parental education held in connection with the annual convention of the national con¬ gress at Cleveland, May 3, 1928, four conclusions were reached, namely: That this organization should use books with outlines as the basis of study; that the books selected should contain discussions of the needs of children at different periods; that the materials should be fitted to the needs of the average parent ; and that a series of graded programs be prepared. The home education committee of the National CongTess of Parents and Teachers is another agency which conducts a program for the education of parents and others in the home. It encourages reading habits by furnishing reading courses and by promoting the organization of reading circles and the development of library facilities to meet the needs of this work. In 1927-28 this committee worked through 30 State and local home education committees. The materials recommended for the work are the leaflets of the con¬ gress, the reading courses and circular letters of the United States Bureau of Education, the reading courses of the American Library Association, and courses of extension divisions of universities. Four organizations sent representatives to a meeting of the Na¬ tional Committee on Home Education called by the United States Commissioner of Education at Washington, D. C., April 6, 1928, at 16 Baldwin, Dr. Bird T. The Young Child. Chicago, Ill., American Library Association, 1928. 34 pp. PARENT EDUCATION 355 which the following program, subsequently adopted by the respective organizations represented, was recommended: 1. The Bureau of Education will prepare graded, annotated reading courses on general and special subjects, as may be warranted by public demand. These courses will be prepared in printed form and distributed free of charge. The bureau will also undertake to give wide publicity to the project of home reading and study courses. 2. The American Library Association will (a) continue the preparation and publication of its Reading With a Purpose series; and (ft) use its good offices in urging upon local libraries, State libraries, and library commissions the desirability and importance of cooperating in making available to readers the books required for the successful pursuit of these courses. 3. The National Congress of Parents and Teachers will actively promote the use of the reading courses prepared by the Bureau of Education, the American Library Association, and the respective university extension divisions, and the formation of reading and study groups for the further use of these courses. The congress will also devise plans for making available in interested com¬ munities the books required for these courses. 4. The National University Extension Association will adopt and promulgate as part of the extension program the reading courses issued by the United States Bureau of Education, the American Library Association, and the respective extension divisions. Each extension division subscribing to this program will issue on its own behalf a certificate of achievement to those persons who complete courses to the satisfaction of the issuing institution. For the service of reading papers and issuing the certificate a reasonable fee may be charged. For the present it is recommended that this fee be $1. It is also recommended that each extension division consider the advisability of popularizing these reading courses and other means of adult education through State committees, congresses, conferences, institutes, and other forms of cooperative endeavor. This program has been adopted in extension divisions of 16 State universities, and by the university extension division of the Massa¬ chusetts Department of Education. Other States are considering the advisability of including it as a part of the extension education work. In California, during 1927-28, in addition to the reading and study circle work carried on as a part of the State and local organizations of parents and teachers, there were 164 parental education groups with an enrollment of 5,000 parents organized as a part of the adult education program under paid leaders. This state- wide project has the active support of the California Congress of Parents and Teachers. LITERATURE ON THE PARENT-TEACHER MOVEMENT Literature on this movement has generally been confined to leaf¬ lets and bulletins issued by State and national organizations, by State departments of education, by extension divisions of universi¬ ties, or by the United States Bureau of Education. 356 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 The educational significance and underlying principles of the movement for the cooperation of home, school, and community, and the part the parent-teacher association may take in the development of child life have been set forth in Parents and Teachers, a textbook which has been issued under the auspices of the National Congress of Parents and Teachers.17 School Life, the official periodical of the United States Bureau of Education, carries frequent articles on this movement, and the Jour¬ nal of Education, of the National Education Association, and bulle¬ tins of the State teachers associations in many States give space in their columns to further the work. In a recent study of the parent-teacher organization, the activities of 800 local organizations in 9 States were listed, analyzed, and classified. These States were: California, Iowa, Michigan, New Jersey, New York, North Carolina, Ohio, Texas, and Virginia. Three major problems were stated as objectives of the study: (1) To discover what activities parent-teacher associations usually engage in; (2) to consider what place, if any, such an organization should have in our educational program; and (3) to undertake an evalua¬ tion of present activities to see in what ways, if any, redirection of energy should take place.18 ORGANIZATIONS IN LARGE CITIES Parents ’ Educational Bureau. — The work of the Parents’ Educa¬ tional Bureau of Portland, Oreg., an organization whose funds are derived from popular subscription to the community chest, is carried on by the volunteer service of the members of the Oregon Congress of Parents and Teachers, local physicians, and nurses. Parents whose children register with the bureau are eligible to attend the lectures and discussions on practical problems of child¬ hood which were announced in 1927. The bureau is intended for clinical work with children residing in the city between the ages of 2 and 7 years and of any age up to 7 years outside of the city limits. PARENTS’ COUNCIL OF PHILADELPHIA During 1927-28 the Parents’ Council of Philadelphia had a mem¬ bership of 913 fathers and mothers in 47 child-study groups which met weekly or semimonthly. The council maintains for its groups a reference and loan library, a bookshop which supplies books for 17 Mason, Martha Sprague, editor. Parents and Teachers. A survey of organized coop¬ eration of home, school, and community. Boston, Ginn & Co., 1928. 317 pp. 18 Butterworth, Julian E. The Parent-Teacher Association and Its Work. New York, Macmillan Co., 1928. 149 pp. PARENT EDUCATION 357 parents which are not easily found in bookstores, a bibliography serviae, and a speakers’ bureau. Publicity has been issued through the official organ, Parents’ Council Pilot. Parenthood education for families in the community who desire it is stated as the objective of this organization. The parents’ council furnishes leadership for child-study groups but takes no responsibility for the organization, administration, or housing of the groups which have been formed by parent-teacher associations, clubs, churches, or other community groups. The program for a course of lecture-conference on personality growth in children was prepared in cooperation with the Philadel¬ phia Child Guidance Clinic in 1928. Leaders in education, psychol¬ ogy, and psychiatry open the discussions which follow the lectures, and members of the group participate. A monthly bulletin has been issued in mimeographed form as a part of the service of this council. THE UNITED PARENTS’ ASSOCIATIONS OF GREATER NEW YORK SCHOOLS (INC.) A series of programs on trends in elementary and secondary edu¬ cation were prepared by a committee of the United Parents’ Asso¬ ciations for its meetings in 1927-28. The topics for the pro¬ gram, selected because of their importance in the life of the average child, dealt with what the school is doing for the individual child; the changes in present-day living ; education 24 hours a day ; progres¬ sive movements in education, etc. The speakers’ bureau furnished speakers for all topics listed in the program, and, when necessary, speakers in foreign languages were supplied. In 1928 the United Parents’ Associations sponsored a parents’ exposition primarily for parents. This project had the cooperation of all local agencies of child welfare. It was reported that 93 outstanding authorities worked on the various committees which arranged the program. The fundamental purpose for which this organization was estab¬ lished is to awaken and instruct parents as to the importance of im¬ proved school conditions, adequate instruction, teachers of the high¬ est type, and other equally important topics. The organization is serving its member associations by providing a field service on organization problems; helping committee chairmen plan programs; publishing The School Parent, the official organ, weekly, except in July and August; giving radio talks; acting as a clearing house ; conducting studies on problems affecting the schools, and recommending united action on them. 358 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 PERIODICALS FOR PARENTS The following is an incomplete list of periodicals, some of which are official organs of organizations, which contain popular or tech¬ nical contributions of educational value for the use of parents or others interested in child life: American Child; American Child¬ hood ; Babyhood ; Childhood Education ; Children, the Parents’ Mag¬ azine; Child Welfare Magazine; Child Study; Hygeia; Journal of the American Association of University Women; Journal of Home Economics; Mother and Child; Progressive Education; and School Life. There are many more publications which, from time to time, furnish excellent material for parent education ; among these are the popular women’s journals. INTERNATIONAL FEDERATION OF HOME AND SCHOOL A federation of the forces engaged in child welfare throughout the world was organized into an International Federation of Home and School at the meeting of the World Federation of Education Associations in Toronto, Canada, in 1927, and headquarters were established at Northwest School, 1421 Race Street, Philadelphia, Pa. The organizations represented at this meeting were the Canadian National Federation of Home and School; the National Mothers Congress of Japan; the Union International de Secours aux En- fants, Switzerland; Parents’ National Educational Union, Ireland; National Congress of Parents and Teachers, United States; Austro- American Institute of Education, Austria; Ligue de l’Education Familiale, Belgium; National Ministry of Education, China; De¬ partment of Education, Cuba; People’s College, Denmark; New Education Fellowship, England; Junior Red Cross, France; Prus¬ sian Landtag, Germany ; Department of Education. Hawaii ; Hindu¬ stan Association of American and Gawalior College, India; Japanese Education Association, Japan; Department of Education, Mexico. The objective of this organization is to bring together the forces which are working “ in home, school, and community, whether for the purpose of training parents, teachers, or children, for the im¬ provement of the conditions under which boys and girls of all ages live and wTork and play.” The program for the two years 1927-1929 includes : Acting as1 a clearing house of information on matters con¬ cerned with the fundamental purposes; publishing an international news letter; conducting a biennial conference coincident with the meeting of the World Federation of Education Associations; and promoting the organization of national groups. PARENT EDUCATION 359 Results of Inquiry into World Cooperation of Home and School By Mlle. Marie Butts General Secretary International Bureau of Education, Geneva, Switzerland; Chairman , Committee on Education, International Federation of Home and School In a message to all countries the president of the International Federation of Home and School says: We fully understand that each nation must have its own special program.* We, in the United States, do not claim that our plan of parent-teacher associa¬ tions is a perfect one, but we know by experience that it succeeds with a great variety of nationalities. We have in our National Congress of Parents and Teachers groups speaking German, Spanish, Japanese, Russian, etc. We have developed here organizations which are not purely Anglo-Saxon but which may be adapted to the varied viewpoints of people of all nationalities. With the desire of making an inquiry into the methods employed in other countries to bring together the school and the home, a ques¬ tionnaire was sent out by the International Bureau of Education, Geneva, Switzerland, for the International Federation of Home and School. About 50 replies from departments of public instruction and principals of public and private schools were received. Mem¬ bers and correspondents in more than 50 countries were then asked to send information, and 77 replies came from 32 countries. In proceeding to make the abstract of the returns, a distinction was made between the official organizations prescribed by law, and the private undertakings. It is important to note that the govern¬ ments of various countries, far from being indifferent to the move¬ ments to bring school and home together have, far more often than is generally believed, made serious efforts to establish conditions of good understanding between the home and the school. Parents’ councils are created by law in several countries, especially those in which German is the language, such as Germany, the terri¬ tory of the Saare, the Free City of Danzig, and Austria. These councils (Elternbeirate), at whose meetings the teaching body is in¬ vited to be present, permit parents to express their desires as to the education of their children with a view to the establishment of un¬ derstanding and cooperation between home and school. In Ger¬ many large groups are formed for the support of a special type of school to which they may be attached — for example, the Free Na¬ tional Association of Parents of the German High Schools, and the National Parents’ Club of the German Intermediate Schools, etc. Here are a few details in regard to the parents’ councils of Sax¬ ony. At the beginning of each school year, the parents may, if they so desire, elect a council of parents to which fathers and mothers 360 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 whose children attend the school are eligible. Generally, in Saxony, these councils are divided into two sections — the clerical group and the lay group. These councils try to develop a sense of parental re¬ sponsibility to work with the teachers for the success of the school activities, but they have no authority to interfere with school offi¬ cials, the teaching force, or the individual teacher. The school-di¬ recting committee, established in Saxony more than a half century ago, exercises the right of control over the teachers. Teachers and official authorities are represented on it. In Hamburg the Council of Parents names the head master. Moreover, the school council is composed of an equal number of par¬ ents and teachers, and each school has its parents’ publications. In Danzig the faculty of the primary schools is elected by the school deputies who are named by the citizens and is composed as follows : One-third, residents of the school district ; one-third, teach¬ ers; and one-third, members of the senate. These deputies seek to establish a close contact and collaboration between the home and school. Formerly this activity was impeded by political considera¬ tions, but politics has passed into the background and, it is reported, it is necessary to guard against its reappearance. In Austria the Parents’ Council, comprising one-third teachers and two-thirds parents, with the addition of the president of the city school board, the district school inspector, the school physician, etc., is chosen by the members of the Parents’ Association. Since the World War these associations have developed rapidly in Austria. They are to be found in all primary (elementary) schools of Vienna and of the Province, where the majority of the inhabitants are re¬ ported to be social democrats. They have to be recognized by law and the decree of August 4, 1922, insists upon their obligation to establish a close collaboration of hyme and school. Their activities are especially practical in nature. They furnish funds by the organization of school festivals, excursions, gymnastic lessons, reading rooms, for the purchase of musical instruments, ma¬ terial for manual training, etc. The cost of country vacations for delicate children has been met, but they can not officially organize child protective activities. They have no right of supervision over the teachers, and they must keep out of politics. Poland has in certain Provinces official councils of parents, and in Holland and in Belgium receptions and meetings are prescribed by law, but this does not mean that they are actually organized everywhere. It is in Rumania that the Government and the teachers have apparently profited most by the aid of the parents. Each school has its committee, instituted under a law of 1919, and composed of PARENT EDUCATION 361 parents, teachers, local authorities, former pupils, and other inter¬ ested persons. These committees work for the benefit of the schools along the following lines : The construction or repair of school build¬ ings; planting of gardens; promoting school museums, art classes, libraries; organization of conferences, festivals, courses, vacation colonies, open-air schools ; aid for needy pupils, etc. It is due to the support of the parents that after the war it was possible to recon¬ struct the schools and that they are now functioning satisfactorily. In some countries there are parents’ associations in addition to the parents’ councils. They are to be found, as previously mentioned, in Austria; in Bulgaria they are organized in all the secondary schools of the capital. They are also to be found in Australia, where they are called “ Parents and Citizens Associations ” ; they correspond to the parent-teacher associations of the United States. Their by¬ laws mpst be approved by the Minister of Public Instruction. They have no teaching jurisdiction and must not interfere in matters of instruction, but their object is to defend the interests of the school and to sustain the teaching body in its relations with the public. They endeavor to promote regular school attendance, give aid to the teachers, and supply funds for the improvement of the schools (play¬ grounds, books, pianos, etc.). In Western Australia, the parents’ associations appoint the school board and are united in a federation called the “ Federation of the Parents and Citizens Associations,” which publishes a monthly journal. In Victoria the school commit¬ tees, appointed by the parents and the parents’ association, play the same role as the parents’ and citizens’ associations in the other Provinces.19 It is quite evident that in many countries parents, if they are not organized into councils or associations, are officially represented on school committees, educational commissions, and others of the kind. This is pointed out in replies from Belgium, Scotland, Estonia, Norway, Switzerland, and India. As an example of what is done, in the community of St. Gilles, Belgium, the members of the school committee are: The fathers and mothers of the children attending community schools; delegates from clubs of various activities; post¬ school and outside of school fathers and mothers in their turn. The fathers and mothers are appointed by the parents of the pupils, gathered in an assembly, which is presided over by the Provost of Public Instruction. At these assemblies, or parents’ meetings, the representative of the department of public instruction makes an ad¬ dress on the organization and plan of the teaching in the community 10 It should not be inferred that the Australian school boards and school committees have the same functions as our agencies which bear those titles. In Australia teachers are appointed and assigned and schools are maintained by the central government of each State. — Editor. 362 BIENNIAL SURVEY OF EDUCATION, 192 6-1928 schools and discusses with the parents the best methods of preparing their children for life. In the elementary schools of Estonia, the parents and teachers meet at least three times a year to discuss educational and pedagogical questions. Their wishes are then submitted to the educational council and to the Kuratorium. The Kuratorium, composed of one-third teachers, one-third school authorities, and one-third parents, concerns itself wTith financial questions and with school attendance. For purposes of home education there is in England the Parents’ National Educational Union which was founded 30 years ago, well known for its special methods of home education and for organizing the Parents’ Union School. Its official journal is the Parents’ Review. In Switzerland the canton of Schaffhausen has a Cantonal Society of Instruction which deals with educational questions and to which belong people of all classes and of all political parties. And at Sole- ure a decree of May 26, 1877, instituted in each of the 10 districts of the canton, an educational association recruited from the school com¬ mission (teachers and friends of the school) of the district. There is a project under French law Avhich aims to create school councils, whose members are reported to be the mayor of a commu¬ nity, the head masters and mistresses of the school, with an equal number of municipal councilors, fathers and mothers of the pupils, and teachers. These councils are intended primarily to take care of the material interests of the school. An article on the Manual of Elementary Instruction (January 16, 1926) declares: We conceive of the school council as first of all the center, where will of necessity be united all the subsidies, legal or optional, together with other resources, which the State, the departments, the communities, and private indi¬ viduals may lend to the school, and as the agent especially authorized to use these credits and these contributions. The council will supervise the fitting up and the maintenance of the local schools; will take the necessary hygienic measures ; will create gardens, studios, experiment stations, etc. ; but it shall not interfere in the organization of the curriculum. The principal shall main¬ tain his educational independence. Thanks to the school council it will be possible to attach to the school the civic personnel so that it will become au¬ tonomous from the financial point of view. In Paraguay each public school has a people’s educational commis¬ sion, composed of parents and teachers, and appointed by the na¬ tional council of education. From this enumeration of facts taken from the report which was based upon replies to an inquiry, a conclusion has been drawn that in spite of the many praiseworthy efforts which are briefly described, the problems of cooperation of the forces of home and school have not yet been solved. The two groups still oppose and contradict each other. The reasons for this incompatibility have been given PARENT EDUCATION 363 frequently in detail: The lack of education or of interest in educa¬ tional matters on the part of parents; distrust on the part of the teachers, who do not like to have the parents interfering in their affairs; social prejudices; politics, etc. In Norway, for example, we are told that the supervising committees, composed partly of parents, have only increased the difficulties of the teachers, especially in matters of discipline, and have even caused attacks to be made upon the teachers in the labor papers. In such countries as India, where the new generation is far removed froiji the old, the parents would have difficulty in giving really effective cooperation. An English correspondent points out that it would be difficult to create an association of parents and teachers in England because societies are already too numerous; the social conditions do not allow the success of organizations of the type found in the United States; and the English teachers are professionals, men of cer¬ tain technique, individualists, and little disposed to allow them¬ selves to be counseled or aided by parents. In South Africa in response to the questionnaire it was stated that the school admin¬ istrators are already so largely controlled and influenced by the public that they do not need to meet with the parents; in another section it is the opinion of the superintendent that parent-teacher associations would not be very useful in the rural districts because the teachers are already in daily contact with the parents, but in the cities they might render invaluable service. In spite of all difficulties and although progress may be slow, the cooperation of home and school is steadily advancing. It engages more and more people, and methods are being improved. When these methods, adjusted to meet the needs of each country, shall have been centralized by a strong organization directing them definitely toward the same end, it will be possible to fully realize this com¬ munity of action between parents and teachers. ' CHAPTER XY EDUCATIONAL BOARDS AND FOUNDATIONS By Henry R. Evans Editorial Division , Office of Education Contents. — General Education Board — Rockefeller Foundation — Laura Spelman Rocke¬ feller Memorial — Carnegie Corporation of New York — Carnegie Foundation for the Advancement of Teaeltfjig — John F. Slater Fund — Jeanes Fund — Phelps-Stokes Fund — American Field Service Fellowships for French, Universities — Commission for Relief in Belgium Educational Foundation — Baron de Hirsch Fund — Kahn Foundation for Foreign Travel of American Teachers) — Commonwealth Fund — Julius Rosenwald Fund — Payne Fund. GENERAL EDUCATION BOARD1 The General Education Board has, since its foundation in 1902, to June 30, 1928, appropriated $176,689,425.54 for the promotion of edu¬ cation in the United States. Of this sum $112,163,437.95 was paid to colleges and other institutions for whites; $12,991,854.75 to institu¬ tions for negroes; and $1,317,023.91 to miscellaneous objects. The sum of $17,487,062.74 was appropriated by the board for the year ended June 30, 1928; in addition there was appropriated from income of the Anna T. Jeanes Fund for Negro Rural Schools the sum of $9,624.33, making a grand total of $17,496,687.07. Of the total of $17,487,062.74, $12,462,000 represents appropriations from principal and $5,025,062.74 appropriations from income. The receipts of the General Education Board were as follows: Balance, June 30, 1927, $14,204,582.64; refunds on account of pay¬ ments made in previous years, $30,234.52; income, July 1, 1927, to June 30, 1928, $5,242,433.36; total $19,477,250.52. The statement of disbursements of income for educational pur¬ poses is as follows : For whites. — American J ournal of Pathology, $7,500. Universities and colleges: Endowment and general purposes, $3,478,935; to in¬ crease teachers’ salaries, $10,835.60. County school consolidation, $370.25; fellowships and scholarships, $55,700; humanistic studies and research, $569,300; industrial art, $15,501.14; Lincoln School, $111,000; medical schools, $727,861.28; National Academy of Sci¬ ences, $11,327.72; public education (colleges), $42,500; repairs and reequipment of schoolhouses in flooded Southern States, $138,432.40 ; rural school agents, $38,094.23; State departments of education (di- 1 Data compiled from report filed with the Secretary of the Interior. 115044°— 30 - 24 365 366 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 visions of school buildings, information, school service, demonstration in supervision, etc.), $71,747.96. For negroes . — Colleges and schools : Endowment and general pur¬ poses, $570,227.49; to increase teachers’ salaries, $13,000. County training schools, $64,629.06; fellowships and scholarships, $38,250; expenses of special students at summer schools, $3,874.42; John F. Slater Fund, $52,000; medical schools, $227,607.69; National Research Council fellowship, $2,500; negro rural school fund, $90,000; rural school agents, $99,769.76; summer schools, $23,810.61; repairs and re¬ equipment of schoolhouses in flooded Southern States, $11,567.60; training negro teachers in private and denominational colleges, $11,- 222.22. Miscellaneous. — Conferences, $1,694.02 ; improvement of accounting systems in educational institutions, $542.27 ; revision of paper on teachers’ salaries, $10,420.03; rural school supervision, $24,318.85; studies in the field of public education, $6,273.82; surveys (miscel¬ laneous), $14,449.68. Administration, $226,684.89. Grand total, $6,771,947.99. Income on hand June 30, 1928, as accounted for in balance sheet, $12,705,302.53. President: Wicklifte Rose, 61 Broadway, New York, N. Y. Secretary: William W. Brierley, 61 Broadway, New York, N. Y. ROCKEFELLER FOUNDATION The activities of the Rockefeller Foundation for 1927 are sum¬ marized as follows by George E. Vincent, president of the foundation : During 1927 the Rockefeller Foundation, in disbursing from income and capital $11,223,124, (1) aided local health organizations in 85 counties of six States in the Mississippi flood area; (2) operated an emergency field training station for health workers in this region besides contributing toward the sup¬ port of nine other training centers elsewhere; (3) assisted nine schools or institutes of public health and three departments of hygiene in university medical schools; (4) gave aid to 17 nurse-training schools in nine counties; (5) furnished funds for land, buildings, operation, or endowment to 19 medical schools in 14 countries; (6) supported the Peking Union Medical College; (7) paid $2,000,000 toward a new site for the University of London; (8) helped P»razil to maintain precautionary measures against yellow fever; (9) continued studies of that disease in West Africa on the Gold Coast and in Nigeria; (10) had a part in malaria control demonstrations or surveys in eight States of the southern United States and in 11 foreign countries ; (11) aided 19 govern¬ ments to bring hookworm disease under control; (12) contributed to the health budgets of 268 counties in 23 States of the American Commonwealth and of 31 similar governmental divisions in 14 foreign countries; (13) helped to set up or maintain public health laboratory services or divisions of vital statistics, sanitary engineering, or epidemiology in the national health services of 19 countries abroad and in the State health departments of 16 American States ; (14) made grants for mental hygiene work in the United States and Canada; (15) provided funds for biological research at the Johns Hopkins University EDUCATIONAL BOARDS AND FOUNDATIONS 367 and aided investigations in this field at Yale University, the State University of Iowa, the University of Hawaii, the Bernice P. Bishop Museum in Hono¬ lulu, and certain universities of Australia; (16) helped the League of Nations to conduct study tours or interchanges for 125 health officers from 44 countries, to supply world-wide information about communicable diseases, to, train govern¬ ment officials in vital statistics, and to establish a library of health documents ; (17) provided, directly or indirectly, fellowships for 864 men and women from 52 different countries, and paid the traveling expenses of 115 officials or pro¬ fessor's making study visits either individually or in commissions; (18) made minor appropriations for improving the teaching of the premedical sciences in China and Siam, for the operating expenses of hospitals in China, and for lab¬ oratory supplies, equipment, and literature for European medical centers which have not yet recovered from the after effects of the war; (19) lent staff mem¬ bers as consultants and gave small sums for various purposes to many govern¬ ments and institutions; (20) made surveys of health conditions and of medical and nursing education in 14 countries. The income of the foundation during the year was $9,331,903; the balance carried over from 1926 was $6,098,647. The following is a summary of expenditures in 1927 : Public health, $3,785,718; medical education, $4,097,343; miscellaneous, $2,714,546; administration, $625,517. 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 1928, appropriated for educational, charitable, and scientific purposes the sum of $37,154,933.63, which with contingent appropriations of $927,124.71 makes a grand total of $38,082,058.34. On January 3, 1929, the Laura Spelman Rockefeller Memorial was consolidated with the Rockefeller Foundation and terminated its existence as a separate organization. According to a report issued in 1929, “ the increasing interest of the memorial in the social sciences and the development of the Rockefeller Foundation’s own program for the advancement of knowledge made it desirable for the principal activities of these organizations to be continued under a single administration.” The sum of $5,000,000 was appropriated to assist in the establish¬ ment of the Great Smoky Mountains National Park. The continuation of the memorial’s activities for the study of child development and parent education, for the improvement of inter¬ racial relationships, and in cooperation with public agencies will be effected through an appropriation of $10,000,000 which has been made to the Spelman Fund of New York. President : John D. Rockefeller, jr., 61 Broadway, New York, N. Y. Secretary : W. S. Richardson, 61 Broadway, New York, N. Y. 368 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 CARNEGIE CORPORATION OF NEW YORK The following appropriations were authorized by the Carnegie Corporation of New York for the fiscal year 1927-28: Library serv¬ ice, $140,000 adult education, $102,000; the arts, $487,500; educa¬ tional studies, research, and publications, $645,750; general interests, $666,000; total grants authorized from principal fund and special fund, $2,041,250. Of the grants made during the current year from the funds appli¬ cable in the United States, the largest was to the Institute of International Education. The institute, originally founded by the Carnegie Endowment, but independent since 1923, has, under the leadership of Dr. Stephen P. Duggan, proved of great usefulness both to foreign scholars and students visiting the United States and to Americans contemplating foreign study. The African program of the corporation is progressing. Says President Frederick P. Keppel, in his annual report for the year ended September 30, 1928 : The Carnegie Corporation really administers two endowments under the direction of a single board of trustees. The major part of its income is limited under its charter to activities for the advancement and diffusion of knowledge and understanding among the people of the United States, but Mr. Carnegie’s far-seeing generosity made provision also, by a special gift of $10,000,000, for the carrying out of the same broad purposes “ in Canada and the British Colonies.” It is from this second source that the corporation has embarked during the year under review upon a five-year program in British Africa, for which it has set aside the sum of $500,000. This action followed a visit to Africa and a report to the trustees made by the secretary and the president of the corporation. Thanks to the generous and intelligent help which the corporation received on every hand, and most notably from Dr. C. T. Loram, it has already been able to carry this program forward to a degree which would otherwise have been impossible. Definite grants have been voted, usually providing for annual installments during the five-year period, which aggregate about half the total sum set aside. Responsible local bodies are already selecting representative South Africans for visits to the United States and Canada, and for the selection and oversight of scientific researches, includ¬ ing a major cooperative research upon what is known in South Africa as the “ Poor White ” problem. Perhaps the most important result of the visits of the commissions sent to Africa by the Phelps Stokes Fund, under the leader¬ ship of Dr. Thomas Jesse Jones, has been the development of the so-called Jeane^ School, which represents the adaptation of ithe fruits of our American experience with the southern negroes to the education of the native African. Since 1925 the corporation has been contributing to the support of a Jeanes School in Kenya Colony, and it has now agreed to give similar help to five additional schools, to be established, respectively, two within the Union of South Africa, and one each in Northern and Southern Rhodesia and in Nyasa- land. Although none of the gifts made by the corporation in this program have been subject to formal conditions as to the receipt of funds from other sources, it may be said that in practically every case funds at least equal to EDUCATIONAL BOARDS AND FOUNDATIONS 369 those furnished by the corporation are being provided by the Government of the Union or from some other African source. President. Frederick P. Keppel, 522 Fifth Avenue, New York, N. Y. Secretary: James Bertram, 522 Fifth Avenue, New York, N. Y. CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING The Carnegie Foundation for the Advancement of Teaching, in its report for the year ended June 30, 1927, announces progress on bulletins dealing with dental education, legal education ; school, col¬ lege, and university athletics in Great Britain and the United States ; the present character and relations of schools and colleges in the United States as compared with those in several European countries ; and authorizes the continuance of the last inquiry in a specific study of the relations of schools and colleges in the State of Pennsylvania. The executive committee received with satisfaction information that retiring allowances from the foundation had been declared free of incom'e tax in Massachusetts, and approved the recommendations of the president concerning the establishment of a central agency for the sale, purchase, and custody for securities for the foundation, in cooperation with the Carnegie Corporation of New York, the Carnegie Endowment for International Peace, and the Carnegie Institution of Washington. Desiring from time to time to assist certain educational projects through the Carnegie Foundation, the Carnegie Corporation voted and the foundation accepted, during the year, appropriations of $10,000 for a study of graduate instruction, of $10,000 for a study of accredited schools in cooperation with the Association of Colleges and Secondary Schools of the Middle States and Maryland, and of $3,000 for aid in the publication of miscellaneous educa¬ tional reports. In administering the rules for retirement the committee voted that expec¬ tation of a retiring allowance is not interfered with by the transfer of a teacher from an institution that was associated with the foundation in 1915 to an institution that had become associated after that date but before the transfer of the teacher. During the year the trustees received a total income of $1,389,644 for general purposes and $23,000 for special purposes, in addition to $57,862.40 from the endowment of the division of educational inquiry, $789,644.13 from the general endowment, and $623,000 from the Carnegie Corporation of New York on account of its appropria¬ tion of $600,000 a year for 10 years for general purposes and of certain specific appropriations of $23,000. The current expenditures were as follows: (a) General endowment: Retiring allowances and pensions in institutions on the associated list, $1,257,770.40; retiring allowances and pensions granted to individuals, $76,283.64: total retiring allow¬ ances and pensions, $1,334,054.04; pension studies, $2,640.43; expenses of administration, $85,560.39; publication, $5,000. 370 BIENNIAL SURVEY OF EDUCATION, 192 6-19 28 (b) Division of educational inquiry: General, $8,636.33; study of legal education, $10,649.76; study of dental education, $6,574.08; study of graduate instruction, $2,000; study of comparative educa¬ tion, $9,680.05 ; study of college athletics, $22,806.77 ; other studies, $13,747.50; total, $74,094.49. Grand total, $1,501,349.35. 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 1927-28 were made by the Education Committee of the John F. Slater Fund: Colleges, $22,050; Hampton-Tuskegee campaign fund, $10,000; county train¬ ing schools, $35,000; special work, $2,000; total $69,050. For several years the Slater Fund has been paying, or assisting in paying, the salary of a professor in the English or science department in each of 20 colleges. The professors to whose salaries the contri¬ butions have been made are graduates of, or have attended Harvard, Yale, Dartmouth, Columbia, Chicago, Northwestern, California, Illi¬ nois, Howard, Fisk, or some other well-known institution. Of the 306 county training schools aided by the fund, in 1926-27, there were 82 which report a four-year high-school course : Alabama, 10 ; Arkansas, 1 ; Florida, 1 ; Georgia, 5 ; Kentucky, 7 ; Louisiana, 8 ; Maryland, 2 ; Mississippi, 3 ; North Carolina, 17 ; Oklahoma, 1 ; South Carolina, 4; Tennessee, 8; Texas, 10; Virginia, 5. There are 66 schools which have dormitories; and 98 which have teachers’ homes. President: James H. Dillard, Charlottesville, Va. Secretary: Gertrude C. Mann, Box 418, Charlottesville, Va. JEANES FUND The Jeanes Fund, for the improvement of negro rural schools, cooperated during the session ending June 30, 1927, with public- school boards and superintendents in 306 counties in 14 States.1 The 309 supervising teachers, paid partly by the counties and partly through the Jeanes Fund, visited regularly in these counties 9,428 country schools, making in all 51,011 visits, and raising for the pur¬ pose of school improvement $495,845. The total of salaries paid to the supervising teachers was $273,418, of which $164,871 was paid by the public-school authorities and $108,547 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 1 One county had 3 Jeanes’ teachers; 3 counties had 2; and 3 teachers served in 2 counties. EDUCATIONAL BOARDS AND FOUNDATIONS 371 rural teachers; to introduce into small country schools simple home industries ; to give lessons on sanitation, cleanliness, etc. ; to promote the improvement of schoolliouses and school grounds; and to organ¬ ize clubs for the betterment of the school and neighborhood. PHELPS-STOKES FUND The Phelps-Stokes Fund, established under the will of Camline Phelps-Stokes, who died in 1909, was incorporated by the State of New York in 1911. The act of incorporation directs the trusters to use the income for “the erection or improvement of tenement-house dwellings in New York City and for educational purposes in the edu¬ cation of negroes, both in Africa and the United States, North Amer¬ ican Indians, and needy and deserving white students.” The capital of the fund is approximately $1,200,000. In recognition of the advancement which many negro secondary schools and colleges have made during the 10 years since the report on those institutions was issued in 1916, the Phelps-Stokes Fund, at the request of the Association of Colleges for Negro Youth, recently appropriated $5,000 to 'assist the United States Bureau of Education to make a resurvey of the institutions of higher learning for negroes in America. The Bureau of Education has completed this survey, which has been published under the title “ Survey of Negro Colleges and Universities.” Approximately 40 per cent of the money provided by the Phelps-Stokes Fund and by other cooperating institutions was returned at the conclusion of the survey. 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 con¬ siderable regularity to a number of negro schools of the secondary and collegiate types, such as Fisk University, Atlanta University, Hamp¬ ton Institute, Tuskegee Institute, Calhoun Colored School, Penn Nor¬ mal and Industrial School, and Lincoln University (Pennsylvania). The fund has also aided the work of the interracial commissions and such conferences as the “National Interracial Conference” held in Washington in December, 1928. 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 problem their special task and that the universities would publish the theses. 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. 372 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 In 1920 the fund entered into cooperation with foreign missionary societies and colonial governments for the study of native education in Africa. Through this cooperation two educational commissions were 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), were printed to report the findings of these commissions. The fund has interested itself particularly 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 60 persons have thus been enabled to study negro education at first hand in the United States. In addition, the fund has largely assisted several promising African students to fit them¬ selves in this country for work among their own people in Africa. Recently the fund has been giving much attention to assisting the Liberian Government through the establishment of a public library, the development of public education, the encouragement of sound education under missionary auspices, and the development of an adequate industrial and agricultural institute on the lines of Tuskegee. The fund, in addition to its educational work, is interested in im¬ proving housing conditions in New York, especially among negroes. A report covering the work and expenditures of the fund since its foundation has been prepared and will be available for distribution early in 1929. President : Anson Phelps Stokes, 2408 Massachusetts Avenue NW., Washington, 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, which is administered by the Institute of International Education, with head¬ quarters in New York City, has for its objective the establishment of “ an enduring memorial for the 127 Field Service men who gave their lives in the Great War.” It seeks “ to develop a better realiza¬ tion 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. Nine fellowships were awarded for the year 1928-29. President : Paul D. Cravath, 2 West Forty-fifth Street, New York, N. Y. Executive Secretary : Archie M. Palmer, 2 West Forty-fifth Street, New York, N. Y. EDUCATIONAL BOARDS AND EOUNDATIONS 373 COMMISSION FOR RELIEF IN BELGIUM EDUCATIONAL FOUNDA¬ TION (INC.) AND THE FOUNDATION UNIVERSITAIRE The Commission for Relief in Belgium Educational Foundation (Inc.) during the calendar year 1927 contributed the sum of $150,000 for the completion of the Louvain Library. This final donation brings the gifts through the foundation for the building and main¬ tenance of that library to $665,000. The foundation authorized a contribution of 9,500,000 Belgian francs for the completion of the main group of the new buildings of the University of Brussels at the Solbosch site. This final gift to Brussels University brings the total of gifts and expenditures of the foundation for the Solbosch building program to 31,348,746.77 francs (equivalent to $1,254,230.50). The foundation has also given this university the sum of 15,000,000 francs for future physical expansion (equivalent to $681,818.10). The foundation supported Commission for Relief in Belgium advanced fellowships for Belgians in the United States and three advanced fellowships for Americans in Belgium for the 1927-1928. It likewise maintained its Commission for Relief in Belgium gradu¬ ate fellowships with 27 Belgian students, including nine renewals and one honorary fellow in the United States for the foregoing period. President : Herbert Hoover. Secretary: Perrin C. Galpin, 42 Broadway, New York, N. Y. BARON DE HIRSCH FUND The Baron de Hirsch Fund, which was organized on March 13, 1890, was incorporated on February 12, 1891, under the New York Membership Corporation 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. In addition to the work conducted by its trade school, it also grants agricultural scholarships to Jewish young men between the ages of 16 and 19, at the State Institute of Applied Agriculture, Farmingdale, Long Island, N. Y., and the State School of Agriculture, Delhi, N. Y. The Trade and Industrial School, established by the fund in New York City, offers to young men courses of training that will fit them for employment in skilled trades, such as printing, sign painting, show-card vrriting, plumbing, machine work, electrical work, and automechanics. President: S. G. Rosenbaum, Woolworth Building, New York, N. Y. Assistant Secretary: George Bookstaver, Woolworth Building, New York, N. Y, 374 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 KAHN FOUNDATION FOR THE FOREIGN TRAVEL OF AMERICAN TEACHERS The Kahn Foundation for the Foreign Travel of American Teach¬ ers was organized in New York City on January 6, 1911, for the purpose of enabling “men of proved intellectual attainments to en¬ joy, during one year or more, sufficient leisure and freedom from all professional pursuits or preoccupations, to enter into personal con¬ tact with men and countries they might otherwise never have known.” It was founded by Albert Kahn, of Paris,. France. A report to the trustees, on “ Race and Population,” was made by Prof. Owen Beaty, of the Southern Methodist University, Dallas, Tex., who was the Albert Kahn fellow for 1926-27. The stipend of the single fellow¬ ship is $5,000. President : Edward D. Adams, 598 Madison Avenue, New York, N. Y. Secretary: Frank D. Fackenthal, 531 West One hundred sixteenth Street, New York, N. Y. COMMONWEALTH FUND The Commonwealth Fund during the fiscal year ending September 30, 1928, continued its activities in the fields! of child welfare, public health, and education. The following appropriations wrere voted for 1927-28: Commonwealth Fund programs, $1,675,191.45. Special grants — health, $89,300; mental hygiene and child guidance, $218,925 ; miscellaneous, $100,205.35. Total, $2,083,621.80. Special grants are made chiefly to institutions and organizations for the conduct of various educational, social, and philanthropic undertakings, with which the fund has no administrative connection, direct or indirect. Among the more important unclassified grants are included $12,500 to the Boy Scouts of America, for a study of the effects of scouting in a number of American cities, with the purpose of discovering weaknesses and indicated changes in program. President, Edward S. Harkness, 1 East Fifty-seventh Street, New York, N. Y. Secretarv, Katherine Hoffart, 1 East Fifty-seventh Street, New York, N. Y. 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. Its total expenditures for the fiscal year ended June 30, 1928, amounted to $364,831.21. This fund has de¬ voted its attention chiefly to a program for the building of negro schoolhouses in rural sections of 14 Southern States. On June 30, EDUCATIONAL BOAKDS AND FOUNDATIONS 375 1928, there were 4,138 Rosenwald schools, a number of them with separate buildings for shops and teachers’ homes, standing in the 14 States of the South. During the fiscal year $301,341 was expended for negro rural schools ; and $6,428.56 for small libraries in 140 rural schools. President : Edwin R. Embree, 5733 Kembark Avenue, Chicago, Ill. Secretary and Controller: William B. Harrell, 925 South Homan Avenue, Chicago, Ill. THE PAYNE FUND The Payne Fund, which was organized on September 1, 1927, and incorporated April 9, 1929, under the membership corporations law of the State of New York, was founded to provide for enlargement of the activities and interests that developed during the work of mem¬ bers of the fund who first organized as the National Committee for the Study of J uvenile Reading on April 1, 1925. In carrying out its purposes “ to initiate, assist, or conduct researches, surveys, experi¬ ments, and other projects from which may be developed increased understanding of youth and its needs and capacities for constructive participation in organized society ” the fund has (1) continued to provide for the National Committee for the Study of Juvenile Read¬ ing; (2) financed the first two years of the survey and planned pro¬ gram of the National Committee for the Study of Social Values in Motion Pictures; (3) established the Payne Fund Committee on Edu¬ cational Research (in Motion Pictures) cooperating with the Univer¬ sity of Chicago, Yale University, Ohio State University, Iowa State University, and New York University in scientific research in connec¬ tion with motion pictures and youth; (4) financed the Preliminary Committee on Educational Broadcasting for a national survey of the possibilities for radio broadcasting to schools; (5) cooperated with the Ohio State Department of Education in organizing and main¬ taining the “ Ohio School of the Air ” broadcasting regular programs for the schools of the State; (6) continued to finance a study of the biblio-psychology methods of Dr. Nicholas Roubakine, of the Bureau of International Education, Geneva, Switzerland; (7) contributed to the Orthological Institute of London for development of a condensed English vocabulary for use of youth in non-English speaking coun¬ tries; (8) contributed the services of staff radio specialists to assist members of the Department of Superintendence of the National Education Association in developing plans for the participation of organized education in school broadcasting; (9) assisted the maga¬ zine Children financially and with staff advisers; (10) continued to maintain two staff members in Geneva, Switzerland, for research in 376 BIENNIAL SURVEY OF EDUCATION, 192 6-1928 some of the problems on the program of the League of Nations, in¬ cluding child welfare, public health, opium and dangerous drugs, and migration. The fund is at present maintained by descendants of the Payne family of Ohio and is using the income on approximately $2,000,000. President : H. M. Clymer, No. 1 Madison Avenue, New York, N. Y. Secretary: Ella Phillips Crandall, No. 1 Madison Avenue, New York, N. Y. CHAPTER XYI WORK OF THE BUREAU OF EDUCATION FOR THE NATIVES OF ALASKA By William Hamilton Assistant Chief , Alaska Division, Office of Education In addition to maintaining schools for the native children, the United States Bureau of Education aids entire communities by ex¬ tending medical aid, by relieving destitution, by fostering commercial enterprises, by supervising the reindeer industry, and by promoting generally the interests of the natives. The organization of the Alaska division of the bureau consists of the office in Washington with 3 employees; the office in Seattle, Wash., which is the headquarters of the chief of the Alaska Division and functions as the purchasing and disbursing office for the bureau’s Alaskan work, with 7 employees; and the field force in Alaska, which, during the fiscal year 1927-28, included 6 superintendents, 177 teachers, 9 physicians, 28 nurses, 3 employees in connection with the reindeer service, 17 employees on the U. S. S. Boxer and on the Yukon River medical boat; also 19 cooks, janitors, and orderlies, a total of 269 employees. Ninety-five schools were maintained with an enrollment of 3,742 pupils. The bureau’s vessel, the Boxer , continues to render valuable service in transporting appointees, equipment, and supplies from Seattle to their remote destinations on the coast, on the outlying islands, or on the rivers of Alaska. Leaving Seattle in the spring the vessel makes its first voyage of the season through the waters of southeastern Alaska and along the southern coast as far as Kodiak Island ; on its second voyage it visits the settlements on the shores of the Alaska Peninsula and of Bering Sea ; its third voyage is the long cruise to the Eskimo villages beside the waters of the Arctic Ocean as far north as Point Barrow. The annual visit of the Boxer furnishes to many settlements their only means of communication with the rest of the world. Its passengers are the teachers, doctors, and nurses 377 378 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 going to or returning from their voluntary exile. Its cargo includes the lumber and hardware for use in constructing school buildings at various places in Alaska, the coal and food supplies required for a year, and a year’s supply of the books, furniture, and equipment needed by the schools. On its last voyage for the season it brings to Seattle reindeer meat, furs, and ivory carvings which are sold for the Eskimos through the Seattle office of the Alaska Division. Through employing Alaskan natives as sailors, the Boxer also functions as a training ship in the educational program of the bureau. In each of the day schools, in addition to instruction in the usual academic subjects, attention is given to such industrial work as conditions permit. Sewing, cooking, and carpentry are emphasized. Important as the industrial work of the day schools is, it must be supplemented by specialized training in such activities as will enable the natives successfully to meet the new conditions resulting from the advance of civilization. With this in view, three industrial boarding schools are maintained, located at White Mountain on Seward Peninsula; at Kanakanak on Bristol Bay; and at Eklutna on the Alaska Railroad north of Anchorage. The curriculum of these schools includes such industries as carpentry, furniture making, boat building, the making of clothes, shoemaking, sled construc¬ tion, operation and repair of gas engines, ivory carving, taxidermy, and basket weaving. The innate dexterity of the natives insures their success in these industries. Having in view the necessity for the training of natives for service in connection with their cooperative stores, instruction is given in typewriting, stenography, clerical work, and business methods. Prob¬ lems in connection with the reindeer industry are considered. Rein¬ deer skins are tanned and made into garments. Instruction in health and sanitation is given by resident nurses. Directed play includes basketball, baseball, and tennis, as well as the primitive games of the natives themselves. Utilization of Alaska’s food supply is stressed. Fish and berries, obtained plentifully during the season, are canned for winter use. The gardens at Eklutna furnish many of the vege¬ tables required and hunting expeditions by the older boys supply the school with the meat of the caribou and the mountain sheep. From these industrial schools students will go directly into the industrial and business life of their communities, applying at once the knowledge and skill gained in the schools. Experience has shown that teachers appointed from the States to schools in Alaska frequently have difficulty in adjusting themselves to local conditions and to the work for the natives. As the result EDUCATION IN ALASKA 379 of conferences between the United States Commissioner of Educa¬ tion and the president of the Alaska Agricultural College and School of Mines, at F airbanks, decision has been made to include in the work of that institution courses in the training of teachers for the schools of the natives of Alaska. Graduates from these courses will be con¬ sidered for appointment by the Bureau of Education. The famili¬ arity of these persons with the climate and general conditions in the Territory is expected to be advantageous. On January 18, 1928, the school building at Barrow was destroyed by fire with all school supplies and personal effects of the teachers. The teachers and natives borrowed from the school at Wainwright, more than 100 miles distant, and transported by dog sleds, supplies, books, and equipment, and reopened school in a storeroom. Congress promptly made an emergency appropriation of $16,000 for the erec¬ tion of a new building and the purchase of supplies and equipment. During the night of April 1, 1928, fire destroyed the 2-room log school building at White Mountain. Books, equipment, most of the records, the laundry of the boarding pupils, and a quantity of food stored in the building were burned. The building was erected a number of years ago' as a day school, long before the industrial school was established. Congress made an appropriation of $60,000 for a commodious building with its equipment, for a storehouse at Golovin, on the seacoast, and for a power boat to transport building materials and supplies from Golovin to White Mountain. On June 8, 1928, the school building at Killisnoo, a village in south¬ eastern Alaska, was destroyed by a fire that burned practically the entire village. Most of the natives have moved from Killisnoo to the neighboring village of Angoon. In the autumn of 1927 the Combined Packers’ Association de¬ posited at Kanakanak, in southwestern Alaska, lumber, with plans and specifications, for a boys’ dormitory at Kanakanak Industrial School. By special legislation the Secretary of the Interior was empowered to accept officially this gift. At the opening of the 1928 cannery season in May carpenters were sent by the association to complete the erection of this building during the summer months. Hospitals have been maintained at Juneau, Tanana, Akiak, Kana¬ kanak, and Noorvik. Contracts were entered into with hospitals at Nome, Anchorage, and Cordova in Alaska, as well as with hospitals in the States of Washington and Oregon, for the treatment of Alaskan natives. Several native boys and girls were brought to Seattle for special treatment. The professional service rendered in Alaska during the fiscal year 1928 is shown in the following table : 380 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 Medical service by doctors and nurses Service By nurses By doc¬ tors Total Number of visits to homes _ _ _ _ _ _ _ _ 8,725 11,304 31,286 124 128 655 657 10, 052 201 5, 150 20,659 39 30 14, 601 3, 988 6,399 8, 926 16, 454 51,945 163 158 15,256 4, 645 16, 451 N umber of patients treated . . . . Number of treatments given _ _ _ _ _ Number of births reported . - - . . . . . . Number of deaths reported _ _ _ _ _ Total days of hospital care _ _ _ _ _ Out and clinic patients . . . . .. .. .. . . . . Out and clinic calls. . . . . . . . In the majority of the native settlements the teachers must of necessity extend medical aid to the best of their ability. In many regions the school is the only place within a radius of several hundred miles where the natives can obtain medical relief, and they make long journeys to secure it. The extent of this service is set forth below. Community service rendered by teachers District Visits made to homes Medical assist¬ ance rendered Births reported Deaths reported Native popula¬ tion served Number of teachers reporting Central _ _ _ _ 2,901 4,701 60 43 1,898 32 Northwestern .... 2, 889 3, 394 61 34 2,260 22 Seward Peninsula . . ... 4,636 4, 633 59 15 2, 142 29 Southeastern _ _ _ _ I 3, 343 5,192 104 168 4, 784 39 Southwestern . . . . . . 1,963 3,544 34 40 1,417 28 Western. . . . . 3,666 6, 306 45 41 2,020 27 Total _ 19, 398 27, 770 363 341 14, 521 177 In order to extend medical relief to natives scattered throughout the Yukon Valley, the Yukon medical boat was again operated dur¬ ing the season of open navigation. In 1927 it was in charge of Dr. John Huston, detailed from the Juneau hospital, who was assisted by two trained nurses. The boat went into operation at Nenana on June 1, 1927, and its work was very successful during the early sum¬ mer. Unfortunately, Doctor Huston fell overboard on July 16 and was drowned. After his death the two nurses continued to treat all cases along the river that required medical attention. During the cruise of the boat 1,473 patients were treated and much dental work accomplished, including 884 extractions. The opportunity for secur¬ ing medical aid is greatly appreciated by the natives and whites in the isolated settlements along the river. On June 8, 1928, the Yukon medical boat again went into com¬ mission with a physician, a dentist, and two nurses as its professional staff. In view of the fact that a large number of reindeer are killed for food locally and for exportation it is difficult to state the precise num¬ ber in Alaska at any given date. It is estimated that there are be¬ tween 400,000 and 500,000 reindeer in the Territory. EDUCATION IN ALASKA 381 The great increase in the number of herds of reindeer in northern and western Alaska rendered it urgent that provision be made for the allotment of grazing lands. By the act of March 4, 1927, authority was granted for the establishment by the Secretary of the Interior of grazing districts in Alaska and for the granting of leases for defi¬ nitely described areas therein. The provisions of this act are being carried into effect as rapidly as possible. This action will regulate the occupancy of grazing lands by the reindeer herds and prevent friction among the owners of reindeer in regions where the herds are most numerous. In order to interest the natives in reindeer raising and to encourage them, the reindeer were distributed among them through a system of apprenticeship; the result is a large number of individual owners. In 15 localities native owners of reindeer have combined their herds and formed cooperative associations, thus insuring better safeguard¬ ing of their interests, more efficient methods for the sale of meat and hides, economy in the herding, and simplification of the marking of the reindeer, one mark for the entire association being substituted for the large number of marks of the individual owners. These coopera¬ tive associations own approximately 160,000 reindeer. It has been found that the ability of the natives to manage their herds is a condition to their success in the reindeer industry. The Commissioner of Education and the president of the Alaska Agri¬ cultural College and School of Mines have entered into an agree¬ ment by which a limited number of Eskimo young men will be received by that institution in order to furnish them an opportunity to acquire training to fit them for the independent management of their herds. At the experiment station of the Bureau of Biological Survey, maintained in connection with the college, these natives will be instructed in reindeer husbandry, including selective breeding, the prevention and cure of diseases, the marketing of the meat and hides, and the nutritive value of the various forage plants eaten by the reindeer. They will also be given special courses in the college in cooking, sanitation, hygiene, and such elementary school subjects as are found suitable to their requirements. Six young men, whose expenses are paid by the Federal Government, have entered upon this course. A succession of natives thus trained would provide competent administrators of the reindeer industry and insure its permanent success. As part of their duty, the teachers in the Bureau of Education’s schools in those regions affected by the reindeer industry have hitherto been required to exercise supervision over the herds in the vicinity of their schools. The growth and importance of the indus¬ try have necessitated the appointment of a general supervisor whose duties cover all matters connected with the reindeer service, including 115044° — 30 - 25 382 BIENNIAL SURVEY OF EDUCATION, 19 2 6-192 8 the inspection of the herds, the establishment of new herds, the mak¬ ing of recommendations for the issuing of leases for grazing areas, cooperation in the prevention of disease, promoting the marketing of the meat and hides, and furthering all other measures for the advancement of the industry. One of the problems in connection with the reindeer industry is the providing of a market for the meat, which is greatly in excess of local demands. Progress is, however, being made in this direction. When returning .from northernmost Alaska, the Boxer calls at Eskimo villages along the Arctic coast north of Nome and takes on board about 500 carcasses, which, at Nome, are transferred to steamers bound to Seattle. The Boxer then proceeds to St. Lawrence Island, in northern Bering Sea, and again fills her cold-storage space to capacity with carcasses for sale to dealers in the towns along the southern coast of Alaska and in Seattle. An incorporated company, with a capital of $3,000,000, exports large quantities of reindeer meat each season and maintains six plants on the Seward Peninsula, to which reindeer are driven when in prime condition, slaughtered, and placed in cold storage. For the trans¬ portation of its reindeer meat from Alaska to Seattle and of supplies needed in Alaska, this company operates the Sierra , a freighter with a capacity of 2,000 tons, which makes three round trips during the season of navigation, transporting approximately 12,000 carcasses during the season. The steamers Victoria and Alameda , of the Alaska Steamship Co., have also been equipped with refrigeration facilities and transport reindeer meat from Nome to Seattle. A cold- storage plant has been constructed on the shore of Bristol Bay for the storage and sale of reindeer meat to the 28 canneries operated in that region during the summer months; surplus meat at the end of the season is shipped to the Pacific coast on the cannery tenders. Flat-bottomed barges, decked over and provided with cold-storage compartments, are towed from deep water into shallow bays and rivers to furnish storage for reindeer slaughtered at Kotzebue, within the Arctic Circle, St. Michael, near the mouth of the Yukon River, and at Kokrines, on the lower Yukon River. The increase in the exportation of reindeer meat rendered desirable an inquiry into its nutritive value. Chemical and biological analyses of reindeer meat made by the Department of Agriculture, at the request of the Bureau of Education, show that it has high protein, low fat, and comparatively low moisture. This means that reindeer meat possesses high nutritive value in proportion to its weight, which is an important fact in a commodity which is shipped long distances from its source of supply. CHAPTER XVII CHANGING CONCEPTIONS OF THE SCHOOL-BUILDING PROBLEM By Alice Barrows Specialist in Schopl Buildings, Office of Education Contents. — Evolution of the modern city school building — Some results of a study of school buildings in 90 cities in 33 States — Developing school-building standards — The school site — Methods of conducting school-huilding surveys — Summary Progress in the school-building field has been so rapid and so much has been written on the subject during th)e past few years that it would be impossible to cover adequately all the different phases of this work within the limits of this report. Therefore, only a few subjects will be touched upon which are significant of new develop¬ ments in regard to the school -building problem. For example, al¬ though elementary and high school buildings are of equal importance, considerable space is given to the evolution of the elementary school building of the city school systems because it represents a wider de¬ parture from previous types; for the same reason the school-build¬ ing survey is discussed at length because this is a comparatively new field in which new methods are constantly being worked out. EVOLUTION OF THE MODERN CITY SCHOOL BUILDING Probably no type of school building represents such' a radical de¬ parture from tradition as the modern city elementary school building. To understand its development it will be necessary to review briefly the history of its evolution. Broadly speaking, there have been three stages in the development of the school building, each of them the result of three important changes in our social and industrial life. In the early pioneer days life outside of school contained many activities of great educational value for children. There were crops to be planted and harvested and animals to be taken care of ; cooking and sewing had to be done ; and there was work with tools that developed mechanical ingenuity. Man in those days had to live close to the elements and had to depend upon his own ingenuity in dealing with them. Children naturally 383 384 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 shared these responsibilities with their fathers and mothers, and so developed a resourcefulness in meeting all kinds of situations which was of the greatest value in enabling them to become men and women equipped for their social group. For these reasons, it was not necessary for the school to teach anything more than the three It’s. This in turn meant that the one-room schoolhouse of those days was adequate so far as school facilities were concerned. Toward the middle of the last century, however, the concentration of large numbers of people in cities brought about changes in our social life which have vitally affected the whole development of our school system. At first, as the cities developed, there was no recog¬ nition of the need of changing in any radical way our educational program and school buildings to meet the changed conditions. The people who founded the cities came from the farms and had had the training which we have just described. It was natural for them to bring to the city the same kind of school which they had attended. But, as many children had to be accommodated in a single school in a city, a one-room schoolhouse would not do. Consequently, 4, 8, or 12 one-room schools were put under one roof. This is the period in schoolhouse planning- known as the 1848 period. The buildings were usually three stories high, with large, high-ceilinged rooms, with no corridors, or else a “ well ” in the center of the building. As the science of lighting and ventilation had not yet developed, children were forced to sit in rooms five hours a day under conditions that developed eye strain, bad posture, and bad respiratory troubles. Undesirable as these physical conditions were, yet they did not constitute the most serious objections to this type of school. The real objection to it was that it was entirely unfitted to meet the needs of children living in cities. The building itself usually was directly on the street and had little more than a small paved yard for play. The result was that mere and more children took to the streets as their only playgrounds. Also, this type of building gave no oppor¬ tunity for anything but the traditional study of the three It’s, and in the growing cities of this period children did not find the oppor¬ tunities for the wholesome work and play which had been part of the life of children in the pioneer days. While the cities were small and still had vacant lots which served as playgrounds, the inadequacy of the sit-and-study school was not apparent, but as cities grew in size and became so congested that all available vacant spaces were covered with apartment houses, fac¬ tories, and tenements, it began to be clear that the school curriculum or a generation ago would not suffice for the modern city child ; that the school must counteract the effects of city life upon children. The mounting record of juvenile crime and delinquency, and of deaths and injuries to children from playing in city streets, coupled with a SCHOOL BUILDINGS 385 greater vision and sense of social responsibility on the part of the educational group, has brought about radical changes in the educa¬ tional program of the schools. In the first place, it is now recognized that cities are not good places for children, first, because there are usually not sufficient spaces and opportunities for play. The need for healthful, wholesome play is one of the fundamental needs of childhood. Too often the average person has the impression that play is something to be indulged in only after the serious business of the day is over. Play is considered as an ornament; something that is desirable if there is time for it. But play is really more fundamental socially and racially than the “ business ” of life. Children become acquainted with the world through play, through repeating new experiences over and over until they have some sense of mastery over them; and children have a physical need of play. They need to run, to throw at a mark, to hit at something, to climb, to wrestle in order to develop their bodies and get release from nervous tension. Particularly is this true for the city child since his whole environment develops nervous tension. In the second place, the city does not meet the fundamental needs of children because it shuts children away from contact with the actual, physical world. A child is curious about the world in which he lives. He likes to anatyze it, to form theories about it. He is always asking “ Why? ” In the old pioneer days when the majority of children lived in the country this curiosity was nourished and developed through intimate acquaintance with all aspects of nature — the earth at different seasons of the year, the stars at night, trees, birds, animals, brooks, rivers, the sea. He was always exploring this amazing world about him, soaking up knowledge about it through his very pores, and by a process of trial and error gaining some sense of control over it. He knew the signs of spring, autumn, winter. He had a healthy respect for the ways of nature and animals, the sea at high and low tide or in a storm, a swollen river, a fallen tree, a drouth, a storm. This is the kind of subject matter upon which every child should have the opportunity to feed his curiosity. Each generation needs these contacts with the actual physical world for the sake of its own growth and for the preservation of the race. For human beings to shut themselves up in skyscraper cities and bring up generations of children on city pavements and in crowded apartment houses, to give growing children little or no opportunity for any first-hand knowl¬ edge of the earth’s surface upon which we live, is a menace to the whole future welfare of the race. Another fundamental need of children which is not satisfied by the city environment unless it is deliberately modified by the schools 386 BIENNIAL SURVEY OF EDUCATION, 1926-1928 is the need of children to construct things. Children in cities no longer get the chance to take part in activities about the home or in community life which formerly were educational in character, for the reason that such activities are no longer carried on in the home. Economic changes have taken certain simple, fundamental educa¬ tional activities out of the home, and neither optimism nor hope will put them back again. The modern city fails to give children the opportunity to create things with their hands which the simpler farm environment of a generation ago made possible. Another of the serious problems of the education of children which has arisen out of the effect upon them of city environment is the use of their leisure time. Every father and mother knows what a real problem this is. The investigations of the scientific student of social conditions are revealing some of the disastrous effects of a civilization that gives little opportunity for relaxation and wholesome recreation as an integral and essential part of everyday life. The psychiatrist is showing what are some of the unfortunate psychological effects of starving the emotional life of children. This means that the school in which children spend so much of their time must give the opportunity for the wholesome, happy expression of the emotional as well as the physical and mental sides of a child’s nature. Creating, seeing, and hearing good plays, pageants, concerts, lectures, therefore, become a necessary part of school life and give that release of spirit and stirring of the imagination that is so vitally important in the lives of children — so important, in fact, that if it is balked in its wholesome, natural expression it finds an outlet in a world of phantasy. It is obvious that if the schools are to counteract the effect of city life upon children by giving them in school the opportunities for the many educational activities which they no longer get outside school, then a very different type of school building from that of the early pioneer days or of the 1848 period is needed. In the attempt to meet the demands of this enriched curriculum there has been a great deal of experimentation, and it is only within the past 20 years that there has come into existence what is known as “ the modern school building,” which is of a totally different type from those of any previous period. It contains not only classrooms, but shops, cooking and sewing rooms, nature-study rooms, library, drawing and music rooms, auditorium, and gymnasiums. Moreover, these facilities are found not only in high schools but in many in¬ stances in elementary schools. The construction of the building in all its details is in striking contrast to school buildings of the pioneer or 1848 period. The building is essentially flexible, i. e., it is so con¬ structed that it can be added to with the minimum of expense ; par- SCHOOL BUILDINGS 387 titions are removable so that rooms can be altered in size to meet the needs of a changing curriculum. Instead of the boxlike type with no corridors, many of the buildings are constructed in the shape of an E, H, or U, with rooms built on one or on both sides of a wide cor¬ ridor running the length of the building and down the wings. These buildings also usually have an auditorium and one or two gym¬ nasiums. Whether the E, H, or U type, or variations upon them, is used depends upon many factors, such as light, exposure, environ¬ ment, shape of site, etc. RESULTS OF A SURVEY OF SCHOOL BUILDINGS IN 90 CITIES IN 33 STATES In order to determine to what extent this modern type of school building, with its variety of activities, particularly in elementary schools, is found throughout the country, the Bureau of Education recently made a study of school buildings in 90 cities in 33 States. Of this number, 26 cities had a population of 100,000 and more, 48 a population of 30,000 to 100,000, and 16 from 10,000 to 30,000. The total population of the 90 cities was 10,486.439. Keturns were received from 2,227 elementary schools whose combined school en¬ rollment was 1,513,420. In the case of 32 cities the superintendents reported that they had platoon schools as well as schools of the tradi¬ tional type and that 373,702 pupils were enrolled in these schools. Since the type of school organization affects the planning of the building, the returns were tabulated by traditional schools (1,817) and platoon schools (410). As one of the aims of the questionnaire was to discover how wide¬ spread was the tendency to include in elementary school buildings other facilities than classrooms, such as auditoriums, gymnasiums, and special rooms, the following returns to this question are inter¬ esting. Of 2,191 elementary schools, 1,085, or 50 per cent, stated that they had auditoriums. Of the 1,781 schools of the traditional type, 752, or 42 per cent, reported auditoriums. Of the 410 platoon schools, 333, or 81 per cent, had auditoriums. Of the 2,039 schools which answered the question as to whether they had a gymnasium, 746, or 37 per cent, stated that they had gymnasiums. Of the 1,629 traditional schools, 391, or 24 per cent, had gymnasiums, and of the 410 platoon schools, 355, or 87 per cent, had gymnasiums. Such educational units as libraries, nature-study rooms, drawing and music rooms, shops, cooking and sewing rooms have been grouped under the term “ special rooms.” Facilities of this sort were reported by 884 of the 1,817 traditional schools, or 49 per cent. Of 388 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 this number, 310 had one special room, 213 two such rooms, and 262 three or four special rooms. All the platoon schools reported special rooms, the majority having more than four such rooms. In considering the above data it should be remembered that many of the buildings referred to in the above summary were old build¬ ings. Suggestive as such data might be as to tendencies to include auditorium, gymnasium, and special rooms in elementary school buildings, yet it was felt that, as many of the buildings were not of recent construction, it would be well to secure the same data in regard to what was considered the most modem elementary school building in each city. This section of the questionnaire included questions on 35 points, of which only the following items will be taken up in this report : Number of floors, capacity of the building, size of the building (number of rooms), number of auditoriums, gymnasiums, special rooms, number of schools having kindergartens. Returns were received from 84 cities, 58 of which had traditional schools and 26 platoon schools. Each of the buildings had been erected within the past 5 years. The following data give a gen¬ eral picture of the types of the buildings : Number of floors. — Of the 84 modern elementary school buildings 47 had basements. Of this number, 16 had a basement and 2 floors, 6 a basement and 3 floors, and 25 a basement, ground floor, and 1, 2, or 3 floors. Twenty- four schools had a ground floor plus 1, 2, or 3 floors, 14 had 1, 2, or 3 floors without the ground floor, or basement. Only 1 building was a 1-story building. Size of buildings. — Of the 84 buildings, 68, or 80 per cent, had from 12 to 36 classrooms; 44, or over half, had 16 to 28 rooms. Only one building had less than 8 rooms. Of the 58 traditional schools, 44, or 76 per cent, had from 12 to 36 classrooms; 13, or 22 per cent, had from 8 to 12 rooms. Of the 26 platoon schools, 24, or 92 per cent, had from 12 to 36 rooms. Only 2, or 8 per cent, had from 8 to 12 rooms. Capacity. — Of the 84 buildings, 23, or 27 per cent, had a capacity of 1,000 to 2,000 pupils; 40, or nearly half, had a capacity of 600 to 1,000, and 21 had 600 or less. Only one had a capacity of over 2,000. Of the 59 traditional schools, only 13 had a capacity of over 1,000. Of the 25 platoon schools, 10, or nearly half, had a capacity of 1,000 or over. Auditoriwns. — Of the 84 schools, 69, or 82 per cent, had auditori¬ ums. Of the 58 traditional schools, 45 reported auditoriums, and of the 26 platoon schools, 24 had auditoriums. In the matter of the capacity of the auditoriums it was found that of the 45 tradi¬ tional schools which had auditoriums, 34, or 76 per cent, had a ca¬ pacity of over 500, while 15, or one-third, had a capacity of over 600. SCHOOL BUILDINGS 389 In the platoon schools only 6 of the 26 schools had a capacity of over 500, while only 3 had a capacity of over 600. Gymnasiums. — Of the 84 modern elementary schools, 51, or 60 per cent, had gymnasiums. Of this number only 28 were in the 58 traditional schools, while 23 of the 26 platoon schools had gymnasiums. Special rooms. — Sixty-three of the 84 modern elementary school buildings, or 75 per cent, reported that they had special rooms. A further analysis of these returns showed that 38 of the 58 tradi¬ tional schools reported special rooms as follows : Ten schools had art rooms, libraries, manual-training shops, and home economics rooms; 9 had music rooms; and 3 had nature-study rooms. Of the platoon schools, all had special rooms, 20 had art rooms, 19 had libraries, 17 had music and home economics, 13 had manual-training shops, and 5 had nature-study rooms. Kindergartens. — Of the 84 cities, 62 replied that they had kinder¬ gartens in their modern elementary school buildings. Twenty-two did not reply to this question. A study of the above data from 84 representative cities in 33 States apparently indicates that it is true that there is a growing tendency in planning elementary school buildings to provide such fa¬ cilities as auditoriums, gymnasiums, and special rooms, which until comparatively recently have been found only in junior and senior high schools. Schools having the platoon type of organization ap¬ parently tend to have a greater number of these facilities, yet it is evident that the traditional type of school also includes them. DEVELOPING SCHOOL-BUILDING STANDARDS Having considered some of the features that are more or less com¬ mon to all modern elementary school buildings, let us now consider some of the problems which have developed in the attempt to provide these facilities. The present elementary school building is a distinct advance on those of previous generations, but, as often happens, the solution of one problem only develops new problems to be solved. It is one thing to know what educational facilities should be pro¬ vided in a building; it is another thing to know how to construct a building so that (1) each room may be adequately planned for the work that is to be carried on in it and so that (2) there shall be no waste space. A building constructed for 1,200 pupils and con¬ taining classrooms, shops, music and drawing rooms, nature-study rooms, an auditorium, and gymnasiums is far more expensive per pupil than the older type. It is essential that every dollar invested in it should count educationally. If a room is larger than is neces¬ sary, this means that the money wasted in this way can not be spent 390 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 on additional rooms or equipment. If a room is not adapted in all its details to the requirements of the subject to be taught in it, then the teaching of that subject is made more difficult because of the petty annoyances due to the mechanical mistakes in construction, or money has to be spent on its reconstruction. The modern school building requires for its construction the com¬ bined skills of many people. Since the kind of school building to be erected depends upon the education to be carried on in it, there has to be close cooperation between the school authorities who plan the educational program and the architect. In the larger cities school architects who are part of the administrative staff of the schools or are employed almost continuously on the planning of school build¬ ings give practically all their time to the solution of school-building problems. In addition, the services of the landscape architect and heating, ventilating, and lighting engineers are required. Experts in each of these fields are engaged on working out school-building standards. A survey of the, literature on the subject during the past few years shows steady progress in bringing specialists together, par¬ ticularly with respect to the planning of high-school buildings. Not so much work has been done on elementary schools, due probably to the fact that the additional facilities of the enriched curriculum of the elementary school are of comparatively recent growth. The fol¬ lowing data, therefore, in regard to dimensions of classrooms in modern elementary schools, dimensions of special rooms, and the con¬ struction of gymnasiums and auditoriums, collected in connection with the school-building survey already referred to, will be of interest to those planning such buildings. Dimensions of classrooms. — When the dimensions of classrooms in elementary schools are considered it is found that one of the best- knowji score cards 1 gives the standard for such rooms as 24 by 30 feet. On the other hand, in platoon schools the standard appears to be 23 by 30 or 22 by 30 feet. Although these are generally recog¬ nized as the prevailing standards, yet the Bureau of Education sur¬ vey of the recently erected elementary school buildings in 84 cities shows that there was the greatest diversity in the dimensions of classrooms. For example, in the 50 traditional schools which an¬ swered the questionnaire there were classrooms of 33 different dimen¬ sions. The dimensions varied from 21 by 28 to 30 by 45 feet. Only 5 buildings had classrooms of 24 by 30 feet. Half the classrooms were larger than 23 by 30 feet. In 21 of the schools the classrooms were wider than 23 feet ; in half the schools the classrooms were longer than 30 feet. In the 20 platoon schools which replied to this question 8 had classrooms larger than 23 by 30 feet. So far as these 80 cities are 1 Score Card for City School Buildings, by Strayer and Engelhardt. SCHOOL BUILDINGS 391 concerned, it would seem that the standardization in regard to class¬ rooms has not gone so far in practice as in theory. Special rooms. — Very little information is available in regard to the dimensions of special rooms. It appears to be the prevailing practice, however, to make the shops in elementary schools a unit and a half large ; the cooking and sewing activities are either carried on in two rooms, each slightly larger than a regular classroom, or else there is a combined cooking and sewing room which is either a unit and a half or two units in size. The more elaborate suites for these activities which are found in high schools are usually not provided in elementary schools. In some schools the cafeteria is part of the domestic science suite, and the children prepare the lunches as part of their work in domestic science. In other schools there is a com¬ plete separation of these two activities, with the cafeteria in one part of the building and the domestic science in another. In platoon schools, where considerable attention has had to be given to special activitity rooms, such rooms as drawing rooms, music rooms, nature-study rooms are usually the same size as the class¬ rooms, 22 by 30 or 23 by 30 feet. They are specially equipped for their several subjects. For example, the drawing rooms have draw¬ ing tables and easels, and usually two sides of the room are covered with cork board for displays. There are cupboards for each child’s work. In the music room there are usually tablet-arm chairs instead of desks, and a piano and a victrola. Cork board is also used for the display of pictures of musical instruments, photographs of famous musicians, etc. The nature-study room is usually placed near the geography room, with sometimes a conservatory adjoining both rooms. Both the nature-study and the geography rooms usually have tables and chairs rather than desks, and in the nature-study room there are also sand tables, an aquarium, plants, and often pets in cages. In all these rooms there are cupboards for storing the pupil’s materials. The library is usually a unit and a half large, and is fully equipped with library tables and chairs, bookcases, librarian’s desk, card catalogue, magazine racks, and bulletin board. Gymnasiums. — The dimensions of gymnasiums vary greatly and appear to have no relation to the size of the school. The survey showed that although there were very few schools with more than 1,400 pupils, yet the dimensions of gymnasiums varied from 33 by 30 to 60 by 100 feet. There was less variation in schools having the platoon organization. Apparently 40 by 60 feet are the usual dimen¬ sions for gymnasiums in platoon schools with a capacity for 1,200 to 1,600 pupils. In schools built from 5 to 10 years ago little provision was made for showers in connection with the gymnasium. For that matter, there were very few gymnasiums in elementary schools. Building plans for more recent schools, however, show that the 392 BIENNIAL SURVEY OF EDUCATION, 192 6-192 8 tendency now is to provide shower facilities and also locker rooms in which the children may keep their gymnasium shoes and other gymnasium equipment. In many schools there is a small room for corrective gymnastics and also an office for the gymnasium instructor. Auditoriums. — Judging by reports received on the auditorium, the auditorium in a modern elementary school building is evidently con¬ sidered to be one of the most interesting units in the building — inter¬ esting because of its possibilities and because its purposes, and, con¬ sequently, its plans of construction are of very recent development. The modern auditorium is a far cry from the old “ assembly room.” The latter room was usually a large, square room with a level floor and a small platform with a speaker’s stand poised precariously on its edge. Originally it was a place where the whole school assembled during the first few moments in the morning to hold “ opening exer¬ cises.” It was rarely used except for such exercises and special occasions, such as commencement exercises. The pupils took little part in the activities of the auditorium. They usually sat and re¬ ceived announcements from the principal or listened to a talk by some outside speaker. The auditorium in the modern elementary school, on the other hand, appears to have an entirely different function. The tendency seems to be to use the auditorium more continuously than formerly and to enable the children to develop worth-while tastes for the use of leisure time through seeing in the auditorium good plays, hearing good music, lectures, etc. Increasingly it appears to be the socializ¬ ing factor in the school, or, as it has been called, “ the clearing house for all the activities of the school.” In a recent report on this subject, entitled “A Source Book for Auditorium Teachers,” written by the auditorium directors of the Dallas (Tex.) public schools and published by the board of education of that city, the objectives of the auditorium are summarized as follows : The purpose of the auditorium period is to furnish opportunities and situa¬ tions for the exercise and development of abilities for which the usual class¬ room does not provide. The ultimate aim, as in all education, is a more thorough development of each child for complete living. Some of the possible results to be realized by the auditorium work in the lives of pupils are : 1. Discovering and training special abilities in individual pupils. 2. Inspiring and developing initiative, ingenuity, originality, and resourceful¬ ness in response to situations natural in auditorium activities. 3. Making it habitual to use the knowledge and the skill acquired in other departments of school. 4. The appreciation of opportunities to gain valuable knowledge and skill outside of school. 5. The establishment of a livelier interest in school and community life. 6. Acquiring ability to use leisure time wisely. SCHOOL BUILDINGS 393 7. The formation of proper habits of conduct in public assembly. 8. A more accurate and broader knowledge by means of visual education. 9. Motivation of interest in other school work. 10. Increased ability to study effectively. 11. Magnifying the home and the pupil’s duties and responsibilities therein. 12. A more wholesome attitude toward other teachers of the school. 13. Valuable training in social efficiency. As William McAndrew has stated in a report published some years ago:2 The assembly is an opportunity, to be used by conscious planning and purpose, to foster the social virtues, to engender esprit de corps, ideals of integrity, loyalty, friendship, respect for the feeling and rights of others, sympathy with suffering and affliction, generosity, unselfishness, helpfulness, cheerfulness, love of work, courtesy, chivalry, heroism, courage, love of truth, reliability, love of right, refinement of thought and heart, and the other ideals which are touched upon if at all only incidentally in courses of study. The inspirational possibili¬ ties of the assembly exercises are extraordinary. * * * The assembly must be “ gone to with delight,” as Shakespeare says of a true man’s business. The loftiest, purest, finest presentations of the social virtues may pall upon the children if unvaried by provision for other human appe¬ tites. * * * The assembly must have liveliness and snap, picturesqueness and laughter, motion and color. Amusing stories told and acted are an essential necessity for the full development of the minds of children. There is a wealth of entertaining talent among teachers and pupils which should be capitalized for making school the alluring place which it ought to be. * . * * The pos¬ sible variety of ends to be secured is fascinating in its abundance. You can instruct, amuse, discipline, inspire, and train. The programs in the auditorium usually consist of plays, illus¬ trated talks by pupils, lectures, concerts, motion pictures, etc. In platoon schools the auditorium is in use every period of the day, and even in the traditional type of school attempts are now being made to use the auditorium more frequently than formerly. If there is continuous use of the auditorium for the type of programs listed above, then it is obvious that the auditorium must be so constructed that it may be practicable to carry out such programs effectively. As indicated by the returns from the Bureau of Education question¬ naire on school buildings, the tendency is to have small rather than large auditoriums. A capacity for 500 or 600 appears to be usual in schools accommodating 1,200 to 1,500 pupils. Much more at¬ tention than formerly is now being paid to the planning of the auditorium stage and equipment. The stage in the older type of auditorium is often a compromise between the old assembly platform and a theater stage. It is usually very shallow, with almost no wing space and no dressing rooms. In the modern auditorium, how¬ ever, the stage in an auditorium with a capacity for about 500 is 2 The School Assembly, published by the Division of Reference and Research, Depart¬ ment of Education, City of New York. 394 BIENNIAL SURVEY OF EDUCATION, 192 6-1928 often 52 feet long and 40 feet deep, with as much wing space as there is playing space on the stage. Usually, there are also two dressing rooms and a property room with lockers for the properties. There are also footlights, flood lights, spot lights, and bunch lights. In other words, the auditorium in the modern elementary school is much on the order of the little theater. Reports written during the past two years on the auditorium em¬ phasize the fact that as the auditorium unit is an expensive part of the school plant, and as it costs a great deal to change it after it has once been built, it is important that it should be planned in the beginning so as to be of the greatest practical use. If it is true that the auditorium is likely to become one of the most important units in the school for the socialization of the school, it is essential that all of the details of its construction should be so planned that it may function effectively. Community uses of the auditorium. — Equally important with the development of the use of the auditorium during the school day is the community use of the auditorium. The indications are that the public school is becoming more and more the community center for the particular district of the city in which it is located, and no part of the school contributes more to such community use than does the auditorium. In it are given plays, lectures, band and orchestra con¬ certs, motion pictures, demonstrations of school work, public meet¬ ings for discussion of local problems. In other words, it is coming more and more to serve the same purposes as the town hall in the pioneer days; that is, it is a place to which the local community naturally turns for its recreation and for group meetings of all kinds. Instead of the auditorium being used only occasionally, it is open in some cities four or five evenings a week for nine months in the year. Such extensive use by the adults and youth of the community is important in many ways. It develops a social group spirit among the people of a given community ; it tends to develop local talent and the habit of cooperative work on plays and entertainments of all kinds ; and it tends to bring the adults to the school and so develops a friendly feeling and mutual understanding between the school and the community. THE SCHOOL SITE The recognition of the importance of having large sites for school buildings has come even later than the realization of the need of the modern type of school building, which has just been described. When those who were responsible for the governing of our cities were men and women who had been brought up on the farm it was difficult to persuade them of the importance of providing large play- SCHOOL BUILDINGS 395 grounds for city children. They had always had adequate play space, and it was hard for them to realize to what an extent the city child had been deprived of opportunities for wholesome play. Now, however, that the men and women who are responsible for the ad¬ ministration of our cities are in many cases those who have been born and brought up in cities, it is easier for them to realize the desirability of having adequate playgrounds for each school building. The literature upon school sites and playgrounds published in the past few years indicates that there is a growing consensus of opinion in regard to the school site on the following points: It should meet the recreational needs not only of the children attending the school but of the adults in the district served by the school ; when possible, it is desirable to include in the site not only playground space but park space ; care should be taken that the landscaping of the grounds should be beautiful. Selection of the site.- — The location of the site is, of course, of pri¬ mary importance and can only be determined after a careful popu¬ lation study for the purpose of determining population trends. This subject is treated at some length in the next section. Not only should the selection of the site be based upon careful forecasting but it is now generally recognized that it is desirable to purchase school sites ahead of the time when they will be needed. Points that are important to consider in selecting the site, after its general location has been determined from the population study, are the size and shape of the site, the general contour of the land, character of the soil, drainage, distance from through boulevards and main-traffic streets, etc. The size and shape of sites. — For elementary schools the generally accepted standard appears to be 5 acres for a school of 1,000 to 1,200 pupils; for high schools, 10 to 20 acres. In the large cities, partic¬ ularly in the East, where the city has grown up around schools planned before the need of large sites was realized, it is difficult to attain this standard except at great cost. The reports of those mak¬ ing surveys of such cities indicate, however, that efforts are being made to approximate this standard. More often than would seem probable there is vacant land near school buildings or municipal playgrounds or land that is not valuable. In many cases play¬ grounds are built upon the roofs of school buildings. Again, by closing a street and leveling the ground between the street and the building the combined space of the street and the school site gives a more adequate playground than would otherwise be possible. In more recently built cities, particularly in the West, not only are 5 acres often provided for sites for elementary schools and 10 acres for high schools but often the sites are as large as 20 or 40 acres. 396 BIENNIAL SURVEY OF EDUCATION, 1926-1928 In Gary, Ind., for example, 12 of the 18 schools have sites ranging from 10 to 45 acres; 8 of these schools have sites of 20 to 45 acres. All but 5 of the schools have parks or natural woods as part of the school site in addition to extensive playgrounds and gardens. There appears to be a growing tendency in many cities to place school sites near public playgrounds, or vice versa, in case the park is not part of the school site. For example, in Portland, Oreg., in the case of at least three schools, the school sites adjoin a public play¬ ground and park so that the total acreage is nearly double what it would be if these two municipal facilities were separated. The public playground is used by the school as if it were part of the school site, and the school auditorium and gymnasiums are used for adult recreational purposes, in this way eliminating the need for a separate community center on the public playground. Twent}^ or thirty years ago the tendency appeared to be to select for school sites patches of land of irregular shapes, which were not desirable for other purposes and consequently could be secured at low cost. At the present time, because playgrounds and athletic fields require not only space but layouts of more or less standardized dimensions, the tendency is to select, so far as possible, sites in the shape of standard city blocks, on level land, and with good drainage. Location of the school Inuilding on the site. — In locating the school building on the site one of the first considerations is to make sure that the building is so placed that it will not interfere with securing adequate play space. If the site is 5 acres or less the building is usually placed close to the street with playgrounds at the rear and gardens or tennis courts at the side of the building. If the site is 10 acres or more the tendency appears to be to have a park or natural woods in front of the school, with the playgrounds at the rear and school gardens or primary playgrounds at the sides. The ori¬ entation of the building and its position from the standpoint of the prevailing winds are, of course, of fundamental importance. Playgromnd facilities. — For elementary schools there are usually playgrounds for the older boys and girls, including tennis courts, baseball diamonds, volley ball, and basket ball courts, etc. There are also playgrounds with playground apparatus, wading pools, sand piles, etc., for the younger children. In addition, space is usually provided for vegetable and flower gardens, and in some schools there are animal-husbandry facilities. In the case of the larger schools and high schools athletic fields with football fields, running tracks, etc., are provided. All these facilities require large playgrounds, par¬ ticularly in view of the fact that they are used by adults after school as well as by children during school hours. The playground should be, preferably, at the rear of the building, with easy access to the SCHOOL BUILDINGS 397 shower baths, dressing rooms, lavatories, and equipment facilities of the gymnasiums. One detail that is important is the provision of fences for the playgrounds. The tendency appears to be to erect an 8-foot fence around the playgrounds and gardens. Another de¬ tail which there seems to be difficulty in solving is the question of playground surfacing. The differences in the natural materials avail¬ able in different localities makes any uniform solution difficult, and yet the surfacing and proper drainage of playgrounds is essential for the successful development of playground activities. Landscape architecture. — The modern school site must not only be so planned as to meet the requirements of the present day curriculum but it must be planned with an eye to the artistic effect of the whole. Consequently, landscape architecture is now an important part of the planning of the school site. In fact, in many cities the landscape architect report?, before the site is chosen, upon the adequacy of the position and shape of the site and the soil and contours of the land with a view to determining the desirability of the site not only for building purposes but for playground and park purposes. METHODS OF CONDUCTING SCHOOL-BUILDING SURVEYS Because the planning of a school-building program which shall provide the type of buildings and site described in the foregoing sec¬ tions involves the expenditure of a large amount of money, and be¬ cause such a program should meet the needs of a city for 10 or 15 years, it has come to be recognized that it is important to have pre¬ liminary school-building surveys to determine the probable popula¬ tion growth, the number of children to be provided for within 10 or 15 years, the number of schools needed, the location of school build¬ ings, and the probable cost of the program. During the past two years there has come to the notice of the Bureau of Education at least 30 such school-building surveys in addi¬ tion to those conducted by the Bureau of Education. The practical value of such preliminary surveys before a school-building program is embarked upon can hardly be questioned. The making of such surveys is, however, still in the experimental stage, and, consequently, a description will be given of some of the methods of conducting such surveys. In a recent school-building survey conducted by the Bureau of Education the purposes of a city school-building program were given as follows: General purposes. — The underlying purpose of a modern school-building program is to provide an environment for children within the adult world of the city in which children may have: (1) Opportunities for safe, whole¬ some, outdoor play activities which they need to give them a foundation of good health for all their future lives; (2) modern school buildings so planned and 115044°— 30 - 26 398 BIENNIAL SURVEY OF EDUCATION, 192 6-19 2 8 equipped that all children may have the opportunity to study under the best possible conditions, to do creative work in shops and special rooms, and to develop tastes for worth-while use of their leisure time. The school should also be so planned that it can be a center for recreational and work activities for adults. In other words, a school-building program is a problem in social and educa¬ tional engineering, the purpose of which is to make the city as healthful and satisfying a place for both children and adults to live in as is possible. Specific purposes. — (1) To eliminate school congestion and provide modern school facilities — including buildings and grounds — both for the present school population and for future growth over a period of 10 or 15 years. (2) Through a scientific study of population growth to determine population trends. (3) On the basis of population trends, to recommend: (a) The purchase of adequate sites for both new buildings and additions in those parts of the city where it is evident that buildings will have to be erected ; additional sites for existing buildings where necessary. (&) The erection of new buildings and additions which shall provide modern school facilities for the children and which can also be used by adults in the evenings. ( rH®~ j j j 1 i 1 Women 2^ IS ggTgc* HO ~ b-%4"Q H H to CO H 2 S ilSlIlisliSlIssSlglSSi 3 sSSSlgsgli f I S*SM®*$* 1 i 3££gSSSS i22fe388S232£gg S £8 iss s 1 oj o 'ogj-; j •oit^Tji^eooo AON • • o> jo co j^jrf g$ lO OO oo *o 1-H OO 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 OO © © 1910 91, 972, 266 24, 239, 948 17, 813, 852 3 915, 061 12, 827, 307 2,011, 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 j 349, 737 460, 269 256, 826 $733, 446, 805 $13, 194, 042 210, 167, 770 44, 349, 295 34, 107, 9o2 301, 819, 069 56, 416, 168 177, 462, 981 57, 737, 511 O CC CO CO CO s 1900 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 S 00 50, 155, 783 15, 065, 767 9, 867, 505 3 110, 277 6, 144, 143 800, 719, 970 122, 795 163, 798 286, 593 178, 122 $209, 571, 718 $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 1 II 1 1 II 1 1 II 1 1 II $37, 832, 566 CO CO CO CO a> CO s Item I —General statistics Total population » . Children 5-17 years of age (inclu¬ sive) 1 . . . . Pupils enrolled (excluding dupli¬ cates) _ _ _ Pupils enrolled in public high schools _ _ Average dajjy 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, libraries, and apparatus _ For salaries of superintendents, supervisors, principals, and teachers... . . For all other purposes . Total.. . STATE SCHOOL SYSTEMS 453 Table 2. — Distribution of pupils by grades, in public schools only, partly estimated 454 BIENNIAL SURVEY OF EDUCATION, 1926-1928 r-' o> p .5 & I ’o © A 6" ✓ STATE SCHOOL SYSTEMS 455 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- 1927- 1870- 1879- 1889- 1899- 1909- 1919- 1927- 71 80 90 1900 10 20 28 71 80 90 1900 10 20 28 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Continental U. S._ 19.1 19.7 20.3 20.5 19.4 20.4 21.0 0. 615 0. 655 0.686 0. 724 0.731 0. 778 0. 815 Alabama . . ----- - 13.9 14.2 19.9 20.6 19.9 24.3 24.7 .404 .426 .558 .617 .627 .741 .749 Arizona --- - - - - 10.4 13.4 13.4 15.4 22.9 18.8 -- - .532 .527 .519 .620 .880 .747 Arkansas --- . - -- 13.7 10.2 19.8 24.0 25.3 27.6 24.6 .403 .308 .554 .710 .800 .857 .767 California- - ----- 15.6 18.4 18.4 18.2 15.5 20.3 22.1 .636 .734 .774 .796 .786 1. 025 1.156 Colorado _ _ 9.3 11.4 15.9 21.8 21. 1 23.4 21.9 .423 .608 .722 .882 .896 .950 .881 Connecticut . . 20.8 19.2 17.0 17.0 17.3 18.9 18.7 .808 .770 .720 .745 .738 .803 .808 Delaware _ - _ _ 15.8 19.0 18.7 20.0 14.3 17.3 16.7 .500 .652 .662 .753 .715 .733 .748 District of Columbia _ _ 11.2 14.9 16.0 16.7 16.9 14.9 14.0 .416 .554 .631 .768 .833 .843 .882 Florida _ 7.2 15.6 23.6 20.6 19.7 23.2 25.6 .212 .442 .711 .666 .681 .826 1. 121 Georgia _ 4.1 15.3 20.8 21.8 21.3 123.9 22.0 .119 .462 .585 .653 .668 L740 .691 Idaho... _ _ 5.6 17.9 17.0 22.7 23.4 26.7 22.1 .461 .779 .627 .792 .879 .948 .791 Illinois _ 26.0 22.9 20.3 19.9 17.8 17.4 18.6 .810 .746 .720 .727 .717 .721 .802 Indiana _ 26.3 25.9 23.4 22.4 19.7 19.3 20.6 .786 .824 .792 .811 .784 .794 .877 Iowa . ----- 28.2 26.2 25.8 25.4 23. 1 21.4 22.7 .844 .835 .855 .891 .869 .861 .904 Kansas _ 22.3 23.2 28.0 26.5 23.7 23.0 23.2 .742 .732 .886 .892 .887 .879 .892 13.2 16.7 21.5 23.3 21.7 2 22.2 22.8 .656 .753 .736 .762 .799 Louisiana _ 7.7 8.3 10.8 14.2 16.0 19.7 21.3 .248 .259 .316 .436 .508 .635 .702 Maine _ 24.3 23.1 21.1 18.9 19.5 17.9 19.1 L874 .898 .859 .814 .845 .763 .801 Maryland _ 14.6 17.4 17.7 18.7 18.4 16.7 16.8 .467 .581 .604 .670 .699 .669 .713 Massachusetts _ 18.3 17.2 16.6 16.9 15.9 16.2 17.3 .723 .718 .726 .762 .706 .713 .757 Michigan _ 24.0 22.2 20.4 20.9 19.3 18.9 18.3 .797 .781 .735 .771 .780 .793 .817 Minnesota _ 24.5 23. 1 21.6 22.8 21.2 21.1 20.3 .759 .759 . 746 .776 .779 .818 .834 Mississippi _ 13.7 20.9 25.9 24.9 26. 1 323.1 33.8 .406 .613 .706 .733 .804 3.698 .865 Missouri _ 18.7 22.3 23.2 23.2 21.5 19.8 19.3 .560 .689 .744 .786 .818 .783 .791 Montana _ 7.5 10.9 12.9 16.2 17.6 23.1 21.5 .702 .638 .711 .728 .807 .922 .632 Nebraska _ 16.6 20.5 22.7 27.0 23.7 24.1 23.1 .588 .685 .754 .895 .865 .905 .898 Nevada _ 7.0 14.5 16.1 15. 8 11.1 18.2 22.7 .540 .797 .738 .741 .739 .915 1.019 New Hampshire _ 22.4 18.5 15.9 16.0 14.9 14.5 16.0 .913 .813 .713 .740 .666 .643 .704 New Jersey _ 18.3 18.1 16.2 17.1 17.0 18.8 20.0 .632 .648 .622 .685 .700 .774 .838 New Mexico _ 1.4 4.0 11.9 18.8 17.2 22.6 21.8 1.044 .133 .423 .614 .592 .754 .722 New York _ 23.2 20.3 17.4 16.6 15.6 16.6 17.8 .830 .771 .707 .696 .678 .728 .787 North Carolina _ 10.5 18. 1 19.9 21. 1 23.6 27.0 28.9 1.312 .559 .564 .636 .735 .824 .891 North Dakota _ 9.3 10.2 19.5 24.3 24.2 26.0 26.9 1.393 .417 .713 .813 .854 .846 .748 Ohio _ 26.5 22.8 21.7 19.9 17.6 17.7 19.0 .840 .767 .765 .754 .738 .766 .857 Oklahoma 25.0 25.5 29. 1 28. 1 . 798 .829 .926 . 912 Oregon _ 21.6 21.5 20.2 21.6 17.6 19.3 20.8 .677 .750 .748 .821 .792 .841 .902 Pennsylvania _ 23.2 21.9 19.4 18.3 16.7 18.5 19.1 .764 .744 .695 .689 .667 .715 .739 Rhode Island _ 15. 1 14.7 15.3 15.7 14.8 15.5 15.8 1.592 .596 .627 .668 .631 .654 .716 South Carolina _ 9. 1 13.5 17.5 21.0 22.4 28.4 25.6 .273 .406 .471 .607 .673 .839 .761 South Dakota... .. _ . (4) (4) 23.7 24.6 21.6 23. 1 23.4 (4) (4) .810 .795 .777 .829 .862 Tennessee _ 10.9 19.5 25.3 24.0 24.0 26.5 27.0 i. 320 .582 .741 .751 .795 .876 .900 Texas _ 7.3 13.8 20.9 21.6 21. 1 22.2 22.5 .210 1.424 .595 .647 .672 .734 .781 Utah _ 18.6 16.9 17.9 26.4 24.6 26. 1 25.7 .534 .506 .553 .810 .843 .872 .867 Vermont _ J19.8 22.6 5 19.7 19.2 18.7 17.5 18.3 .872 .822 .803 .734 .756 Virginia _ 10.5 14.6 20.7 20.0 19.6 21.9 21.5 ’."323 .450 ".’605 .632 .643 .733 .743 Washington _ _ _ 18.6 19.7 16.0 22.2 19.0 21.5 21.4 1.690 .724 .706 .879 .853 .941 .939 West Virginia _ 16.9 23.1 25.3 24.2 22.8 23.7 23.3 .495 .692 .753 .786 .779 .798 .795 Wisconsin _ 24.6 22.8 20.9 21.5 19.9 17.7 18.3 .739 .738 .698 .725 .724 .682 .753 Wyoming. _ _ 4.6 14.0 11.6 15.7 16.9 22.2 21.5 1.453 .774 .545 .657 .797 .916 .859 Outlying parts of the U. S. Alaska _ 6. 1 8. 8 .268 American Samoa. ... ... 22. 5 Canal Zone _ _ 15.3 20. 1 .854 Guam _ _ _ 27. 1 Hawaii _ 16.2 18. 2 Philippine Islands . 8 9. 0 8. 1 Porto Rico _ . -. 13. 9 14. 0 Virgin Islands . . 11. 2 1 Approximate. * Included in report for North Dakota . 1 Enrollment figures for 1919. « Population for Dec. 31, 1918. 3 Enrollment figures from report of the Bureau of the Census, 6 Pupils of legal school age. Table 4. — Population, school census, and pupils enrolled ( excluding duplicates within States), 1927-28 456 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total pupils Total N 25, 179, 696 635,290 89, 040 479, 108 1, 005, 072 238, 922 312, 419 40, 869 77, 368 361, 357 704, 936 120, 846 1, 378, 751 654, 600 551,400 425, 424 582, 181 415, 481 151, 914 270, 900 743, 980 841, 022 552, 794 605. 533 679, 597 117, 972 325, 783 17, 479 72, 892 760, 044 86, 239 Girls a 12, 476, 171 318, 677 43, 340 245, 887 490, 883 117, 761 151, 985 20, 393 39, 338 178, 823 365, 087 59, 285 670, 659 321, 956 273, 570 210, 154 289, 897 211,708 75, 217 134, 516 365, 639 420, 497 275, 247 308, 801 336, 499 58, 516 161, 065 8,298 35, 909 371, 147 42, 601 Boys 10 12, 703, 525 316, 613 45, 700 233, 221 514, 189 121, 161 160, 434 20, 476 38, 030 182, 534 339, 849 61, 561 708, 092 332. 644 277, 830 215, 270 292, 284 203, 773 76, 697 136, 384 378, 341 420, 525 277, 547 296, 732 343, 098 59, 456 164. 718 9, 181 36, 983 388, 897 43, 638 Secondary pupils Total 05 3, 911, 279 54,718 12,056 38, 639 3 199, 274 44, 298 46, 209 6, 351 14, 530 * 40, 924 72, 149 23, 773 268, 928 131,497 109, 476 86, 951 55, 258 47, 685 28, 374 36, 260 147, 760 130, 695 89, 506 50, 246 124, 733 22,232 65, 081 4, 175 13, 027 106, 336 9,006 Girls GO 2, 029, 392 30, 257 6, 175 20, 862 3 100, 378 23, 405 21, 589 3, 525 7, 743 * 20, 736 37, 367 12, 601 132, 546 64, 694 58, 917 46, 189 30, 914 26, 841 14, 983 18,007 75, 751 65, 350 44, 576 25, 265 65, 337 12, 154 35, 151 1,835 6, 777 51, 960 4, 789 Boys - co 00 00 00 24, 461 5, 881 17, 777 3 98, 896 20, 893 24, 620 2, 826 6, 787 4 20, 188 34, 782 11, 172 136, 382 66, 803 50, 559 40, 762 24, 344 20, 844 13, 391 18, 253 72, 009 65, 345 44. 930 24, 981 59, 396 10, 078 29. 930 2, 340 6, 250 54, 376 4,217 Elementary and kindergarten pupils Total 5© 21, 268, 417 580, 572 76, 984 440, 469 2 805, 798 194, 624 266, 210 34, 518 62, 838 ^ 320, 433 632, 787 97, 073 1, 109, 823 523, 103 441, 924 338, 473 526, 923 367, 796 123, 540 234, 640 596, 220 710, 327 463, 288 555, 287 554, 864 95, 740 260, 702 13, 304 59, 865 653, 708 77, 233 Girls US 10,446,779 288, 420 37, 165 225, 025 2 390, 505 94, 356 130, 396 16, 868 31, 595 4 158, 087 327, 720 46, 684 538, 113 257, 262 214, 653 163, 965 258, 983 184, 867 60, 234 116, 509 289, 888 355, 147 230, 671 283, 536 271, 162 46, 362 125, 914 6,463 29, 132 319, 187 37, 812 Boys 10, 821, 638 292, 152 39, 819 215, 444 2 415, 293 100, 268 135, 814 17, 650 31, 243 4 162, 346 305, 067 50, 389 571,710 265, 841 227, 271 174, 508 267, 940 182, 927 63, 306 118, 131 306, 332 355, 180 232, 617 271, 751 283, 702 49, 378 134, 788 6,841 30, 733 334, 521 39, 421 Population 5^17 years, inclusive (estimated) e* 30, 887, 167 848, 346 119, 220 624, 421 1 869, 090 271,116 386, 655 54, 659 87, 688 322, 213 1, 020, 854 152, 776 1, 719, 901 746, 173 609. 716 476, 973 728, 210 591, 540 189, 627 380, 086 983, 386 1, 029, 994 662, 666 • 700, 330 858, 963 186, 737 362, 749 17, 157 103, 485 907, 358 119,469 Total estimated population (thousands) July 1, 1928 e* 120, 013 2,573 474 1,944 4, 556 1,090 1, 667 244 552 1,411 3,203 546 7. 396 3, 176 2. 428 1,835 2,553 1,950 795 1,616 4, 290 4,591 2. 722 1,790 3, 523 548 1,408 77 456 3,821 396 State Continental United States . . Alabama _ _ _ Arizona... . ... . Arkansas. . California.. . Colorado . . . . . Connecticut _ _ Delaware . . . . . District of Columbia. . . . . Florida . . . . Georgia . . . . . . Idaho... . . . Illinois _ _ _ _ _ _ _ Indiana... . . . . . Iowa . . . Kansas. . . . . Kentucky . . Louisiana . ... . . Maine . . . . . . Maryland... _ _ _ _ _ Massachusetts . . Michigan . . . . Minnesota _ _ _ Mississippi . . Missouri . . . . . Montana _ _ _ Nebraska . . . Nevada . . . . . New Hampshire . . New Jersey . New Mexico . STATE SCHOOL SYSTEMS 457 2, 058, 716 848, 778 172, 539 1, 294, 657 682, 259 187, 189 1,883, 423 113, 391 470, 275 164, 427 676, 421 1, 232, 696 130, 585 04, 529 553, 717 339, 001 401,114 541, 618 53, 148 4,829 1,800 5,615 3, 517 64, 787 1,111, 403 220, 940 2,919 aslll sliiS Sails 1151 §’§»§'§' S|sga fgSsg ,-T 2.404 566 2,753 1,653 31, 109 465, 391 100, 902 1.405 IIsI! B6III lissl flsl §I"1I sfs§" I1S”S Sffss 2,425 1,234 2,862 1, 864 33. 678 646, 012 120, 038 1,514 Sills SES61 Hiss sill ggsg's sgs's's s's's's's ess's' ^ • £ : i 544 75 4,762 64, 235 6,790 11 IlSiS SsIkI SHIM Else g's's'a's' Sa'“sS sTs's'^'s? sssj- 1 ji 288 33 2,287 24, 326 3, 480 4 sails Ileal glili Sail gSa'ss' £g'~'sfs S§'s'“'s s's's'^' i j. 256 42 2,475 39,909 3,310 7 isSli alSls IlSsl SSSI g’e’el’l 2issS lsls¥ 1W ,-T r-r ,-r ,-r 4,115 1,800 5,071 3, 442 60, 025 1, 047, 168 214, 150 2,908 issll srbII MsISl Mil? il°5a -a's'Sg ggsfsg gee's 2,039 566 2,465 1, 020 28, 822 441, 065 97, 422 1, 401 §1311 IsiSe Sisll Use sm i m* 2,076 1,234 2, 006 1.822 31, 203 606, 103 110, 728 1, 507 Sllll SSSli Mills ilsl fils's Si’s’ll' iw gigs Cl T-H N i— « ; | Hill USSg SSSIs SSia JHCC o- O 05 tJ< 1 05 CO OO CO CO^OOOH CO 04 CO 04 CO -rfjcoco O coy® joVNV yytCtcg ® State - Continental U. S . Alabama . . Arizona . . Arkansas _ _ _ California . . . Colorado 3 . Connecticut 3 . . . Delaware - . . Dist. of Columbia . Florida _ _ _ Georgia . . Idaho . . . Illinois . . . . . Indiana _ _ _ Iowa 3 . . . . Kansas _ _ _ Kentucky . . . . Louisiana _ _ _ Maine.. . . . Maryland... . Massachusetts 7 . Michigan _ _ Minnesota . Mississippi . Missouri 3 . . Montana....... . STATE SCHOOL SYSTEMS 463 gsill gSIsi §IIsS SHIS ISSS i-A?s mm mm §w§ $409, 062, 623 $5, 486, 938, 599 $218 Alabama... . _ _ _ ... . 41, 581, 559 4, 894, 216 46, 475, 775 73 Arizona1 2 _ _ _ 17, 000, 000 191 Arkansas.. . .... . _ ... . . . 27, 819, 869 3, 908, 893 31, 728, 762 66 California- ... _ _ _ . 347, 765, 529 40, 610, 597 388, 376, 126 386 Colorado... _ _ ... _ ... ______ 53, 630, 764 6, 107, 689 59, 738, 453 250 Connecticut _ _ _ 85, 878, 107 507, 652 86, 385, 759 277 Delaware. . . . ... . . 9, 341, 173 229 District of Columbia 2. . 29, 000, 000 375 Florida.. _ ...... .... 75, 078, 362 208 Georgia _ ...... _ _ 43, 756, 968 4, 897, 355 48,654,323 69 Idaho... . . _ _ . ..... ... _ 3 19, 120, 579 3 3, 226, 989 22, 347, 568 185 Illinois-- . . . . . ._ 356, 729, 864 28, 302, 143 385, 032, 007 279 Indiana _ _ _ _ _ _ 84, 993, 195 11, 327, 780 96, 320, 975 147 Iowa ... . ..... 117, 956, 782 214 Kansas _ _ 86, 355, 515 203 Kentucky _ . _ _ _ 47, 405, 547 4, 552, 100 51, 957, 647 89 Louisiana _ . _ _ . . 53, 368, 475 5, 664, 156 59, 032, 631 142 Maine _ . . . . . 27, 577, 977 3, 226, 471 30, 804, 448 203 Maryland ..... ... 51, 765, 517 191 Massachusetts.. _ _ _ ... _ _ 229, 965, 961 14, 926, 533 244, 892, 494 329 Michigan _ .. _ .... _ _ _ 295, 524, 716 351 Minnesota _ .. . ... ... . _ _ 151, 98 8, 440 151, 988, 440 275 Mississippi 2_ _ _ _ 40, 000, 000 66 Missouri _ _ _ ... 139, 138, 495 14, 659, 140 153, 797, 635 226 Montana. _ .. _ . . . __ _ 24, 772, 613 3, 851, 071 28, 623, 684 243 Nebraska _ ... ...... _ 71,915,428 8, 476, 907 80, 392, 335 247 Nevada _ _ _ _ _ . . ... 4, 248, 614 824, 061 5, 072, 675 290 New Hampshire _ ... . _ 16, 635, 940 1, 917, 505 18, 553, 445 255 New Jersey _ _ ..... 238, 060, 787 17, 656, 708 255, 717, 495 336 New Mexico 4 _ . 8, 383, 760 1, 132, 526 9, 516, 286 110 New York. . . . . ... . _ 671, 255, 016 55, 612, 050 726, 867, 066 353 North Carolina _. _ _ . . 100, 929, 364 119 North Dakota _ _ _ _ ... _ 38, 305, 639 222 Ohio.. ..... ... _ _ 257, 175, 812 30, 358, 889 287, 534, 701 222 Oklahoma 4._ _ . . .... .. .. 67, 464, 127 13, 393, 279 80, 857, 406 119 Oregon _ _ _ 34, 833, 285 5, 059, 672 39, 892, 957 213 Pennsylvania _ _ .. .. . 462, 429, 680 44, 987, 435 507, 417, 115 269 Rhode Island .. . _ _ _ . 26, 682, 223 2, 323, 000 29, 005, 223 256 South Carolina... . . . . . 35, 669, 812 3, 639, 074 39, 308, 886 83 South Dakota _ 33, 521, 973 4, 523, 190 38, 045, 163 231 Tennessee _ _ _ _ . .. .. 28, 214, 098 3, 211, 483 31, 425, 581 46 Texas... . _ _ . .. ... _ ... 156, 588, 049 22, 612, 549 179, 200, 598 145 Utah . . . . .. . _ . 24, 781, 470 2, 688, 072 27, 469, 542 201 Vermont. _ _ . .. .. 10, 538, 684 163 Virginia . . .. _ . _ _ . 56, 639, 874 5, 301, 323 61, 941, 197 112 Washington. __r _ _ _ _ 68, 555, 028 8,937,799 77, 492, 827 229 West Virginia.-.. _ _ ... _ _ 59, 131, 500 6,811,577 65, 943, 077 164 Wisconsin _ _ _ ... ... 135, 081, 486 16, 650, 516 151, 732, 002 280 Wyoming.. ... _ _ _ _ .. _ 13, 318, 320 2, 282, 223 15, 600, 543 294 Outlying parts of the United States Alaska. ... . . . . . . . . . 1, 000,000 110,000 1, 110, 000 230 American Samoa 5_. . . . 33,000 '2,000 35,000 19 Canal Zone. _ _ . . . 323, 480 147 Guam _ _ _ _ _ _ _ 83, 775 6,945 9o| 720 26 Hawaii _ _ _ 10, 110, 017 920, 506 11,030,523 170 Philippine Islands . . . 20, 197, 574 18 Porto Rico... . . 4 4, 600, 000 877, 320 5, 477, 320 25 Virgin Islands . . . _ _ 82,500 28 1 Total of States reporting. 3 Distribution estimated. * Statistics of 1927. 2 Estimated. 4 Statistics of 1926. 470 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 16. — Permanent school funds, State debts to permanent school funds, and school lands, 1927-28 State Permanent school funds Unsold school lands State County Local Total Number of acres Value > 2 3 4 5 6 7 Continental U. S _ i $398, 763, 848 >$22,208, 645 >$54,167,089 $483, 496, 583 43, 617, 572 $433, 646, 936 2 3, 159, 839 14,587 3, 174, 426 130,000 2,000,000 1, 442, 564 1, 442, 564 7, 577, 230 22, 731, 169 1, 732, 614 1, 732, 614 ll' 315' 774 11,315,774 800,000 1, 600, 000 7' 235' 269 7, 235, 269 2, 735, 354 41, 030, 310 2, 096, 615 975, 886 3, 072, 501 0 0 ' 944, 407 60,000 1, 004, 407 0 0 4, 393, 078 4, 393, 078 183, 699 10' 376' 972 10, 376, 972 2, 454, 563 24, 545, 625 ' 948', 955 46, 660, 197 47, 609, 152 5 6, 566 39, 556, 622 15, 356, 629 2, 492, 350 17, 848, 979 4 915 4 34, 954 4, 813' 481 4, 813, 481 30, 527 10' 615', 266 10, 615, 266 0 0 Kentucky _ « 2, 447', 436 2, 447, 436 Louisiana _ 2, 900, 550 2, 900, 550 134, 941 2,540,000 Maine _ 561, 974 714, 864 1, 276, 838 Massachusetts _ _ 5, 000,000 5, 000, 000 0 0 Michigan 5, 500, 000 5, 500, 000 Minnesota.. _ 56, 351, 932 56, 351, 932 1, 363, 398 81, 900, 000 Mississippi 7_ 1, 036, 519 1, 036, 519 575, 000 Missouri.. _ _ 4 20, 811, 948 11,068,207 2, 494, 444 34, 374, 599 0 0 Montana _ ... ... ... 18, 010, 742 18, 010, 742 4, 250, 482 42, 504, 824 Nebraska _ 10, 901, 753 10, 901. 753 2, 943, 742 1, 582, 334 19, 779, 172 Nevada _ 2, 943, 742 12,323 15, 403 New Hampshire _ _ 59,723 769, 348 829,071 0 0 New Jersey . . ... 11, 126, 416 168,000 11, 294, 416 0 0 New Mexico 4 _ 1, 294, 641 1,294,641 8, 689, 796 33, 259,531 New York 2 _ 9, 546, 803 9, 546, 803 0 0 North Carolina.. .. 1, 305, 332 1, 305, 332 0 0 North Dakota 20, 960, 857 20, 960, 857 1, 949, 555 22, 418, 334 Ohio.. _ 4, 565, 824 4, 565, 824 9, 444 371, 654 Oklahoma _ 28, 572, 258 28, 572, 258 3 333, 786 6, 406, 339 Oregon _ _ 7, 703, 010 7, 703, 010 700,000 1, 750, 000 Pennsylvania _ . 1, 168, 686 1, 168, 686 0 0 Rhode Island _ _ 325, 380 325, 380 0 0 South Carolina 66, 758 66, 758 0 0 South Dakota _ 20, 432, 332 20, 432, 332 2, 207, 662 30, 000, 000 Tennessee ... 2, 512, 500 2, 512, 500 Texas . . . 36, 976, 334 10, 957, 851 47, 934, 185 219, 239 1, 675, 762 Utah . . 5, 023, 929 5, 023, 929 2,500,000 6, 250, 000 Vermont. _ _ 1, 377, 027 1, 377, 027 *47,220 » 1, 770, 000 Virginia 5, 810, 946 5, 810, 946 0 0 Washington 21, 514, 717 21,514,717 1, 673, 155 16, 731, 550 West Virginia _ 1, 000, 000 1,000,000 Wisconsin _ _ 8, 357, 001 12,394 60,000 Wyoming . . . 16, 522, 316 16, 522, 316 3, 468, 516 34, 685, 160 > Total of States reporting. 2 State debt. 3 Statistics of 1922. 4 Statistics of 1926. * Not including 141 city lots. « Of this amount $2,315,636 is a State debt. i Statistics of 1925. 3 Not including 3,211 town lots. * Statistics of 1920. STATE SCHOOL SYSTEMS 471 Table 17. — Indebtedness, sinking funds, and payments on indebtedness, 1927-28 State School bonds outstanding and other forms of debt Total amount in school sink¬ ing funds Bonds and other in¬ debtedness paid in 1927-28 Transfers to sinking funds Interest paid on in¬ debtedness Refunds * 2 3 4 5 6 7 Continental U. S _ $2, 158, 148, 666 $100, 698, 289 $142, 675, 839 $19, 184, 914 $92, 024, 739 $2,475,333 Alabama ... . _ 19, 753, 512 1, 017, 694 226,446 Arizona _ 11,837, 149 1, 730, 301 1, 185, 550 1, 867, 476 722,964 16, 659, 546 834, 176 886,996 211, 847, 453 Colorado.. . ... _ _ 32, 754, 383 719, 916 1, 902, 144 2, 417, 053 372, 240 1, 477, 542 Delaware _ 1, 274, 167 63, 500 50, 986 4,331 Florida .. 65, 665, 954 8, 471, 905 3, 935, 798 1 3, 379, 443 (2) Idaho _ ... _ _ 11, 442, 055 959, 165 956, 579 1, 244, 148 Illinois ... 68, 180, 753 3, 967, 452 4, 580, 324 Indiana. . 65, 424^ 421 4, 727, 718 2, 185, 104 Iowa _ _ 57, 351, 275 2, 167, 987 2, 377, 416 13; 612, 449 3 245, 000 3 556, 389 Kentucky _ 3, 949, 032 389,743 23, 543, 414 0 1, 664, 720 1, 393, 873 754, 119 (4) 1 509, 561 Maryland _ i * 35, 056, 160 1, 068, 775 1, 062, 923 Michigan _ _ _ ... 1 8 147, 953, 098 1 15, 761, 496 (7) Minnesota _ .. _ _ _ 74, 587, 590 4, 017, 644 (2) Mississippi 8 6, 920, 100 1, 279, 954 0) Missouri... .. .. _ _ 46, 147, 312 Montana _ 11, 095, 705 1, 202, 309 1, 112, 265 1, 246, 875 591, 639 3,945 Nebraska _ _ _ _ 34, 184, 564 2, 141, 552 2, 617, 320 997, 573 44,400 Nevada.. . . 1, 801, 639 300, 878 New Hampshire _ _ 6, 678, 605 612, 207 303, 162 New Jersey _ _ 183, 903, 020 14, 241, 857 6,441,292 690,683 8, 159, 624 New Mexico 6 _ . _ _ 6, 133, 718 340, 672 104,029 309, 486 New York _ _ 164, 128, 111 726, 458 15, 814, 709 126, 557 19, 969, 113 229,987 North Carolina _ 9 24, 764, 476 9 139, 510 2, 096, 316 3, 267, 181 North Dakota _ 16, 720, 455 4, 290, 579 1, 165, 429 576,386 745, 219 Ohio _ _ 226, 574, 381 9 14, 768, 671 9 18, 475, 575 11, 137, 427 533, 391 Oklahoma _ 6 54, 029, 055 8 14, 119, 324 6 2, 956, 000 2, 932, 006 347,564 Oregon .. _ _ ... 22, 272, 730 5, 021, 363 861, 449 Pennsylvania _ _ 251, 238, 109 30, 025, 851 12, 961, 761 7, 986, 074 7, 826, 129 393, 912 Rhode Island _ _ _ 6 11, 852, 729 « 2, 367, 430 505,412 753, 132 South Carolina.. _ 9 1, 038, 728 1, 021, 426 South Dakota _ ... 19, 354, 765 2, 540, 384 1, 107, 824 Tennessee _ _ _ 1 9 15, 583, 930 9 842,898 Texas _ _ _ 99, 416, 024 8, 502, 991 2, 356, 398 4, 115, 341 4, 244, 766 Utah _ _ 12, 106, 694 1, 545, 592 497, 934 257,053 589, 337 Vermont _ 2, 385, 320 86,044 150,400 Virginia. _ _ _ 6 10, 882, 846 565,003 881,433 Washington _ ... _ _ 30, 226, 241 2, 772, 798 2, 726, 574 1, 557, 327 West Virginia _ 15, 561, 000 858,195 10 1, 369, 410 1, 413, 311 10 68, 095 Wisconsin _ _ _ 18, 403, 911 4, 217, 299 997, 363 163,684 Wyoming.. ... _ 7, 801,119 445, 216 428,889 51,271 Outlying parts of the United States Alaska... _ . 9 369, 500 0 13,500 14, 910 Porto Rico. .. _ 131, 590 56,229 1 1 Includes interest and bonds. 2 Included in column 4. 2 Estimated. 1 Included in column 6. * Net after subtracting sinking fund. • Statistics of 1926. 7 Included in operation of plant. 8 Statistics of 1925. * Statistics from reports of city school systems. i° Distribution estimated. 472 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 18. — Administrative officers, supervisors, principals, and teaching positions, 1927-28 State Administrative officers and assistants Supervisors of instruction Principals Total number of teachers, supervisors, and princi¬ pals 1 State superintend- 1 ents and deputies Other officers in State department County superin¬ tendents’ offices City superintend¬ ents’ offices District and town¬ ship superintend¬ ents’ offices Total Elementary schools 1 Secondary schools i * 3 Total Elementary schools 1 Secondary schools 3 Total 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Continental U. S. 115 1,331 5,592 9, 836 11,336 '28, 210 3 3, 704 31,482 4 7, 659 314,031 3 6,816 8 28,829 854, 230 Alabama _ 2 30 140 101 273 104 14 118 97 46 143 16, 567 2 17 51 83 153 49 65 114 81 32 113 3, 053 12, 763 Arkansas. _ 3 26 92 84 205 24 2 26 122 181 303 California _ 2 37 194 96 418 437 64 501 2, 268 448 2, 716 38, 403 Colorado _ 2 2 63 17 84 (8) (6) (6) («) (8) («) 9,812 1 55 29 57 142 405 22 427 550 114 664 10, 511 3 32 36 22 93 6 6 25 15 40 1,431 District of Colum- bia _ 9 9 67 16 83 55 30 85 2,767 Florida . . 1 23 67 91 312 312 11, 462 Georgia _ 1 9 161 177 348 120 18, 925 Idaho. _ _ 3 17 61 90^ 3,704 4, 694 4, 569 Illinois _ _ 1 29 206 320 556 1,139 45, 724 Indiana _ 2 39 92 791 1, 341 2,265 475 255 730 671 849 1,520 23,853 Iowa . 2 10 198 918 1, 128 1,345 25, 075 2 18 180 86 286 125 33 158 257 128 385 19,684 Kentucky _ _ 2 20 120 84 6 232 60 59 119 16, 036 Louisiana 1 27 192 4 224 25 25 109 145 254 11, 752 Maine . 2 7 8 135 152 6, 157 Maryland _ 2 11 71 71 155 140 26 166 8 97 „ 8 49 146 8, 396 Massachusetts 1 31 225 257 619 695 , 186 881 26, 751 Michigan 5 39 143 339 (0 526 69 69 892 186 1, 078 32,047 Minnesota, 2 49 116 309 476 287 287 21, 771 Mississippi _ _ 2 40 810 235 589 1, 676 53 39 92 3,460 , 585 4, 045 19, 134 Missouri 2 32 114 75 223 1 . 24, 871 Montana _ 2 6 76 195 279 20 20 87, 20 107 6,053 Nebraska .. 3 23 93 378 497 91 80 171 119 138 257 14,644 Nevada 2 6 10 18 1 _ 29 25 54 875 New Hampshire _ 3 13 911 65 992 63 39 1 102 12 28 40 3,050 New Jersey. . . . 6 46 69 388 465 974 498 120 618 481 138 619 24, 949 New Mexico 2 2 124 55 282 465 14 13 1 27 1 3, 214 New York 7 93 143 208 451 8 1,030 8 2, 835 70, 840 North Carolina. 1 59 105 91 256 69 288 24, 039 North Dakota 2 13 114 1,084 1, 213 146 569 9,265 Ohio 2 39 217 969 285 1, 512 425 1,205 42, 721 Oklahoma 2 13 351 443 19, 130 Oregon _ 2 12 81 49 35 179 10 75 85 160 8, 185 Pennsylvania 6 144 169 981 1, 300 435 267 702 1,756 1, 163 2, 919 59, 180 Rhode Island 2 5 68 286 361 99 441 4,264 South Carolina 2 21 71 32 27 153 14 14 13, 079 South Dakota 3 9 122 349 483 613 349 962 7,037 Tennessee 1 18 201 136 356 17, 448 Texas 4 53 277 981 1,315 39,906 Utah _ 2 23 300 68 393 23 21 44 288 138 426 4,502 Vermont. 3 15 8 48 74 34 54 97 151 2,779 Virginia 1 44 188 46 279 103 4 107 403 403 16,851 Washington 3 30 77 445 555 140 33 173 749 212 961 11,416 West Virginia _ 2 19 55 124 390 590 45 51 96 164 133 297 15,238 Wisconsin . . 3 16 72 174 _ 265 121 184 305 279 346 625 20,882 Wyoming. _ 3 9 33 96 141 33 33 21 19 40 3, 169 Outlying parts of the United States Alaska 3 21 24 2 2 2 3 5 224 American Samoa 8 _ 2 2 . 45 Canal Zone 3 3 2 2 2 2 4 144 Guam ' 2 9 11 2 25 1 26 151 Hawaii * 2 23 25 29 29 79 16 95 2,211 Philippine Islands. . 3 191 140 334 631 631 1,140 101 1,241 25, 978 Porto Rieo 8 77 45 130 51 21 72 4,550 Virgin Islands 1 5 6 1 l 2 2 95 i Includes kindergartens. 3 Includes reorganized, regular, and vocational high schools. 3 Total of States reporting. * Includes 1,030 supervisors also included in teaching positions. * Includes 2,981 principals also included in teaching positions. 6 Included with teachers. 7 Included in column 5. » Statistics of 1926-27. STATE SCHOOL SYSTEMS 473 Table 19. — Percentage analysis of revenue receipts, 1927-28 State Total revenue receipts Receipts from taxation and appropriation Receiving and distrib¬ uting body From perma- From taxa¬ tion and appro¬ pria¬ tion From other sources, includ¬ ing Federal aid and subsi¬ dies 1 State County Local State and Federal aid and subsi¬ dies County Local nent funds and land leases 1 2 3 4 5 6 7 8 9 10 Continental IT. S - 16.8 10.8 72.4 1.3 94.2 4 5 j 16. 2 10.9 72.9 41.8 33.8 24.4 90.9 9. 1 44.6 30.4 25.0 Arizona _ _ _ 20.3 36.0 43.7 3. 1 96.2 18.0 37.0 45.0 Arkansas . . _ - 33.7 4.8 61.5 .6 94.0 5! 4 33.6 2.9 63.5 California.. _ 19.8 27.6 52.6 .4 94.8 4.8 20.1 29.1 50.8 Colorado _ 3.3 19.8 76.9 3.1 79.9 17.0 .1 247 75.2 Connecticut _ 3.1 96.9 . 7 97.7 1.6 2.5 97.5 86. 3 13.7 97.2 1.4 1.4 86. 6 13.4 27.2 72.8 99.9 . 1 27. 3 72.7 Florida . . ... 9.4 47. 1 43.5 1.2 79.3 19.5 9.6 35.6 548 30.5 29.6 39.9 93.3 6. 7 31.5 31.7 36.8 Idaho _ 8.2 242 67.6 6.9 81.9 11.2 .9 29.5 69.6 Illinois _ _ _ 6.1 .2 93.7 .9 89.9 9.2 6.4 .2 93.4 Indiana _ _ _ 8.2 91.4 .4 1.7 95.8 2.5 6.8 .4 92.8 Iowa. _ _ _ 4.6 . 7 94.7 1.0 95.4 3.6 3.5 .7 95.8 2.0 98.0 1.2 81.5 17.3 .7 99.3 Kentucky _ _ _ ... 27.7 26.7 45.6 .1 94.0 5.9 28.7 28.4 42.9 Louisiana . . _ 27.9 54.2 17.9 1.1 93.8 5.1 27.9 53.0 19.1 Maine. . 30.4 69.6 .6 95.8 3.6 31.2 68.8 Maryland.. . ... _ 18.7 32.3 49.0 1.4 97.6 1.0 17.2 32.7 50.1 Massachusetts.. .. 10.5 89.5 .4 99. 3 .3 9.9 90. 1 Michigan _ _ 16.4 .7 82.9 .4 92.2 7.4 17.1 .8 82.1 Minnesota... . ...... 20.5 5.8 73.7 4.4 88.6 7.0 17.8 5.1 77.1 Mississippi. _ .. _. 33.1 25.7 41.2 .4 98.1 1.5 32.3 25.8 41.9 Missouri . . 10.6 1.9 87.5 4. 2 95.3 .5 8.0 .6 91.4 Montana _ ... 12.8 36.9 50.3 8.9 88.8 2.3 41 41.6 543 Nebraska _ _ ... 5.8 .6 93.6 3.1 93.8 ' 3.1 1.7 .6 97.7 Nevada _ _ 23.2 62.4 14.4 7.6 90.8 1.6 15.4 68.7 15.9 New Hampshire... . . 10.4 1 89.6 .6 98.2 1.2 10.2 89.8 New Jersey _ 20.2 .8 79.0 .6 97.4 2.0 20.0 .8 79.2 New Mexico _ _ 30.2 j 56.0 13.8 17.6 80.2 2.0 14.0 68.6 16.4 New York 27.1 1 72.9 98.7 1.3 27.2 72.8 North Carolina _ _ 11.9 61.4 26.7 .1 95.6 4.3 11.6 69.8 26.6 North Dakota _ 10.3 1 3.4 86.3 7. 7 92.0 .3 2.5 3.7 93.8 Ohio _ 5.3 30.3 64.4 .4 96.6 3.0 5.0 31.4 63.6 Oklahoma _ 7.6 8.3 841 5.8 92.6 1.6 1.4 8.9 89.7 Oregon. _ _ 13.6 1 19.0 67.4 2.0 97.8 .2 11.7 19.4 68.9 Pennsylvania .... 17.2 82.8 .1 95.5 44 17.6 82.4 Rhode Island 15.8 84.2 .1 99.5 .4 15.3 847 South Carolina _ 25.2 26.1 48.7 .1 89.5 10.4 26.4 29.1 55.4 South Dakota _ 9.5 90.5 9.0 85.3 5.7 .3 99. 7 Tennessee _ 25.7 55.8 18.5 .7 98.2 1. 1 24.6 56.8 18.6 Texas _ 36.2 3.9 59.9 4.4 89. 1 6.5 36.7 2.5 60.8 Utah _ 35.4 ! 64.6 3.0 94. 7 2.3 33.9 66. 1 Vermont _ 14.7 85.3 1.6 95.9 2.5 12.9 87. 1 Virginia . . . . 28.5 , 57.0 14 5 .8 94.6 4.6 26.7 58.0 15.3 "Washington _ 30.7 1 15.7 53.6 3.9 90.4 5.7 28.2 17.4 54.4 West Virginia - - 8.1 . 7 91.2 .2 95.2 4.6 6.9 .8 92.3 Wisconsin . . 10.6 9.5 79.9 1.0 97.5 1.5 9.8 8.7 81.5 Wyoming _ _ _ 33.1 ! 16.6 50.3 15.5 68.2 16.3 2.4 243 73.3 Outlying parts of the United, States Alaska 74.2 25.8 100. 0 74.2 25.8 American Samoa 100.0 100.0 ! Canal Zone _ 100.0 97.2 2.8 100.0 i Guam 99.4 1 .6 78.9 21. 1 100.0 Hawaii _ 73.2 26.8 j 99.7 .3 73.1 26.9 Philippine Islands 64.1 ! 14.0 21.9 100.0 i 64.1 1 14.0 21.9 Porto Rico 74.2 i 25.8 ! 100.0 74 2 ! 25.8 Virgin Islands 100.0 100.0 100.0 ; 1 474 BIENNIAL SURVEY OP EDUCATION, 1926-1928 Table 20. — Receipts from permanent school funds and leases of school landst 1927-28 Receipts from- Total receipts from permanent funds and leases of school lands State Permanent funds Leases of school lands State County Local Total, in¬ cluding un¬ distributed items * 2 3 4 5 6 7 Continental U. S . . $21, 652, 481 $4, 738, 316 $22, 696, 358 $1, 619, 342 $2,075,097 $26, 390, 797 126, 875 175, 521 273, 719 i 28, 677 302, 396 65, 725 65, 725 65, 725 506, 843 34, 363 541, 206 541,206 790, 759 (2) 790, 759 790, 759 226, 980 0 125, 672 101, 308 226, 980 57,202 0 53,602 3.600 57,202 272, 578 272, 578 272, 578 608, 093 136, 303 744, 396 744, 396 461, 702 816, 541 57,000 1, 221, 243 1, 278, 243 1, 071, 675 (1 2) 879, 741 191, 934 1, 071, 675 478, 774 478, 774 478, 774 Kansas 516i 590 0 516, 590 516, 590 Kentucky . - _ _ 8, 131 8, 131 8,131 Louisiana 152, 022 72, 083 152, 022 72, 083 224, 105 Maine _ _ - - 72, 421 33, 718 38,703 72, 421 Maryland 3 292, 869 0 292, 869 292, 869 Massachusetts _ 339, 270 0 339, 270 339, 270 Michigan 364, 614 364, 614 364, 614 Minnesota 2, 204, 356 (2) 2, 204, 356 2, 204, 356 Mississippi __ 62, 191 0 62, 191 62, 191 Missouri . __ — --- - 1, 718, 729 0 1, 040, 597 553, 410 124,722 1, 718, 729 Montana _ _ _ - 778, 701 389, 351 1, 168, 052 1, 168, 052 Nebraska _____ 486, 719 394, 072 880, 791 880, 791 Nevada _ 130, 179 27, 940 158, 119 158, 119 New Hampshire 40, 062 0 2, 389 37, 673 40,062 New Jersey _ _ _ _ _ 527, 704 0 500,000 27,704 527, 704 New Mexcio 161, 595 822, 154 983, 749 983, 749 North Carolina 43, 528 0 43, 528 43, 528 North Dakota 975, 772 105, 139 1, 080, 911 1,080,911 Ohio . . 279, 110 268,644 279, 110 268,644 547,754 Oklahoma 1, 058, 988 714,246 1, 773, 234 1, 773, 234 Oregon _ _ __ 404, 120 404, 120 404, 120 Pennsylvania _ _ _ _ 100, 590 0 100, 590 100,590 Rhode Island 14, 264 0 14, 264 14,264 South Carolina 15, 603 0 15, 603 15, 603 South Dakota 979, 140 520,608 1, 499, 748 1, 499, 748 Tennessee 150, 750 150, 750 150, 750 Texas 4 2, 335, 627 (2) 1, 458, 056 877, 571 2, 335, 627 Utah 299, 815 22,321 322, 136 322, 136 Vermont 60, 953 14, 182 60, 953 14, 182 75,135 Virginia 178, 530 0 178, 530 178, 530 Washington 828, 325 224,848 1, 053, 173 1, 053, 173 West Virginia 40, 610 40, 610 40, 610 Wisconsin . . . . 422, 630 289, 645 59, 897 73,088 422, 630 Wyoming 940, 767 (*) 940, 767 940, 767 1 From United States forest reserve fund. 2 Included in column 2. * Principal of permanent school fund distributed and fund abolished. * Statistics of 1927. STATE SCHOOL SYSTEMS 475 Table 21. — Income from appropriation and taxation , 1927-28 State State County Local Total 1 2 3 4 5 Continental United States _ $308, 392, 472 $208, 217, 612 $1, 392, 298, 839 $1, 908, 908, 923 Alabama - - - - - 7, 518, 232 5, 115, 209 4, 212, 237 16, 845, 678 Arizona - ... - - - - 1, 689, 507 3, 484, 054 4, 240, 032 9, 413, 593 Arkansas _ — - - - 3, 673, 593 315,000 6, 935, 412 10, 924, 005 California... .... . .... ... . ... 24, 223, 750 35, 013, 601 61,230,483 120, 467, 834 Colorado. . . . . ..... 20,000 5, 053, 351 15,396,081 20, 469, 432 754,071 29, 372, 148 30, 126, 219 3, 465, 198 536,376 4, 001, 574 i 3, 333, 934 8, 898, 965 12, 232, 899 Florida - - - . - - - 1, 787, 362 6, 591, 061 10, 148, 280 18, 526, 703 Georgia. . — - - 5, Oil, 564 5, 050, 558 5, 863, 770 15, 925, 892 Idaho _ .. -- -- - 74, 732 2, 615, 612 6, 165, 139 8, 855, 483 Illinois - - -- . . . 8, 200, 943 203, 369 119, 583, 290 127, 987, 602 Indiana... - - ... ..... 4, 171, 762 226, 050 56, 561, 256 60, 959, 068 Iowa ... - 1, 649, 898 337, 923 44, 811, 665 46, 799, 486 245, 198 33, 801, 607 34, 046, 805 Kentucky . .. . . - - - - 5, 795, 885 5, 740, 106 8, 664, 788 20, 200, 779 Louisiana. - - - . - - 5, 172, 274 9, 843, 387 3, 539, 405 18, 555, 066 3, 135, 646 6, 930, 325 10, 065, 971 Maryland - . - 3, 410, 515 6, 485, 819 9, 946, 963 19, 843, 297 8, 227, 604 74, 720, 273 82, 947, 877 Michigan. . . . . . 15, 453, 752 712, 087 74, 138, 811 90, 304, 650 Minnesota.. . ------ - ... 7, 979, 564 2, 265, 727 34, 435, 431 44, 680, 722 Mississippi - - - - - - 5, 577, 527 4, 467, 026 7, 256, 858 17. 301, 411 Missouri — — — - - - 3, 115, 866 225, 000 35, 686, 744 39, 027,610 Montana — - - - - 481, 061 4, 836, 790 6, 315, 463 11, 633, 314 Nebraska _ . .. .. - - - . 448, 747 165, 926 26, 217, 977 26. 832, 650 Nevada ..... . . .... . ... 290, 116 1, 292, 484 298,500 1, 881, 100 New Hampshire _ .. . . _ 710, 901 6, 274, 321 6, 985, 222 New Jersey _ _ . ... - - . . .. 17, 843, 793 681, 986 70, 592, 959 89,118, 738 New Mexico.. ... . . . .. 629, 205 3, 131, 574 736, 706 4, 497, 485 New York _ . ... 72, 547, 886 194, 113, 754 266, 661, 640 North Carolina... . . ... _ 3, 685, 436 19, 643, 301 8, 472, 986 31, 801. 723 North Dakota ... - .. .. 327, 300 480, 000 12, 152, 072 12, 959, 372 Ohio. _ 6, 360, 408 40, 373, 368 81, 788, 756 128, 522, 532 Oklahoma - - - - - .. . 400, 806 2,517,561 25, 468, 636 28, 387, 003 Oregon - - . ... - 2, 292, 226 3, 817, 340 13, 565, 624 19. 675, 190 Pennsylvania _ _ . . . . 28, 494, 210 133, 028, 448 161, 522, 658 Rhode Island _ _ _ _ _ _ .. .. 2, 146, 783 11,849,695 13, 996, 478 South Carolina... .... ....... 3, 440, 916 3, 792, 862 5, 788, 096 13, 021, 874 South Dakota _ _ _ _ _ _ 49,000 14, 151, 576 14, 200, 576 Tennessee... . . . ... .. - 5, 144, 365 11, 872, 882 3, 876, 270 20, 893, 517 Texas. _ .. . - - 17, 251, 718 1, 185, 049 28, 527, 451 46, 964, 218 Utah _ 3, 467, 960 6, 758, 462 10, 226, 422 Vermont . _ _ _ . . . .. 586, 232 3, 968, 660 4, 554, 892 Virginia . . . - . . . . . 5, 382, 038 11,678,900 3, 082, 530 20, 143, 468 Washington _ . - . . - ... 6, 960, 777 4, 297, 467 13, 421, 359 24, 679, 603 West Virginia.. _ _ . - - 1, 731, 347 191, 300 23, 098, 133 25, 020, 780 Wisconsin _ _ . .. . . 3, 933, 330 3, 504, 241 32, 629, 520 40, 067, 091 Wyoming - ... 97, 534 1, 009, 641 3, 044, 546 4, 151, 721 Outlying parts of the United States Alaska _ _ _ _ ... . ... 500, 124 173, 759 673,883 American Samoa 2 . . . 23, 388 23,388 Canal Zone . . . . . . 319, 665 319, 665 Guam 46, 289 46, 289 Hawaii... _ _ _ _ . .. _ _ 4, 118, 237 1, 515, 060 5, 633, 297 Philippine Islands 3.. _ _ 8, 852, 442 1, 935, 435 3, 026, 795 13, 814, 672 Porto Rico _ 4, 328, 891 1, 505, 577 5, 834, 468 Virgin Islands _ 113, 867 113, 867 1 From Federal appropriation. * Statistics of 1927. « Distibution estimated. Table 22. — Income from Federal Government , from all other sources, and total revenue receipts , 1927-28 476 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total revenue receipts Grand total - $2, 025, 750, 338 18, 523, 650 9, 781, 135 11,621,377 127, 076, 130 25, 622, 727 30, 846, 847 4, 115,000 12, 238, 326 23, 344, 723 17, 064, 272 10, 806, 379 142, 296, 264 63, 636, 595 49, 061, 108 41,811,083 21, 482, 739 19, 793, 827 10, 620, 037 20, 337, 989 83, 502, 225 97, 888, 732 50, 439, 981 17, 634. 326 40,940, 117 13, 100, 894 28, 604, 873 2, 071, 293 Local © $1, 466, 250, 406 4, 516, 479 4, 276, 854 7. 143, 609 66, 798, 458 19, 716, 617 29, 877, 067 564, 156 8, 904, 392 10, 148, 280 6, 816, 327 7, 307, 898 133, 372, 006 58, 162, 533 46, 466, 254 40, 981, 765 9, 792, 994 3, 539, 405 7, 324, 045 9, 965, 651 74, 720, 273 81, 161,811 37. 203, 996 7, 264, 395 35,811,466 6, 587, 756 26, 764, 820 298, 500 County $219, 079, 467 6, 268, 103 3, 517, 745 564, 683 35, 101, 436 5,053, 351 ill Sill in ms ! o to cf 5, 740, 106 10,725,418 is is j® 712, 087 2, 919, 185 4, 530, 650 778,410 4, 836, 790 165, 926 1,292,484 State QO $333, 278, 885 7, 540, 677 1,963,893 3, 757, 051 24, 767, 576 810, 759 884, 278 3, 531, 544 3 3, 333, 934 2, 115, 488 5, 011, 564 819, 128 8, 257, 943 5, 082, 500 2, 128, 672 761, 788 5, 804, 016 5, 325, 553 3, 169, 364 3, 705, 538 8, 566, 874 15, 818, 366 10, 183, 920 5, 639,718 4, 156, 463 1,649,113 1, 600, 673 448, 235 Subsidies from educa¬ tional foundations r* $967, 273 * § j£Sf ill is'?? j j i ss i s‘s“ is is ■ 1 1 < 1 il i i i i :<* ! ! : : 1 i i ii Federal aid for vocational education © $6, 174, 307 129, 195 22, 643 99, 122 2 395, 950 42, 000 85, 502 19,300 !§§ SBslI liSSi S8SS8 jtfSf gSf&Sg Jfgf j Receipts from revenue sources other than those des¬ ignated in Tables 16 and 17 and columns 6 and 7 in this table Total $83, 309, 038 1, 479, 581 42, 503 475, 613 5, 658, 430 4, 320, 536 408, 146 36, 924 5, 427 4, 463, 308 952, 557 1, 142, 759 12, 663, 697 1, 440, 340 1, 654, 589 7, 180, 158 1, 128, 206 811,205 355, 017 109, 996 7, 013, 000 3, 422, 023 71, 161 272, 293 817, 978 Local $71, 876, 470 304, 242 36, 822 208, 197 5, 567, 975 4, 320, 536 403, 611 24, 180 5,427 yoz, oo/ 1, 142, 759 12. 567, 473 1, 409, 343 1, 654, 589 7, 180, 158 1, 128, 206 it fsf 7, 013, 000 2, 768, 565 7, 537 272, 293 546, 843 County $9, 242, 513 1, 152, 894 5, 014 249, 683 87, 835 if is* U j 96, 224 i il j Is Is j* ii ii ii g»n ii ! ! i i State $2, 190, 055 22, 445 667 i 17, 733 2,620 4, 535 12, 744 is is' j 1 1 1 < 30, 9y7 i is js i05 R o o SISsr iSIll iSfig Ills ■ sllss Iss mm isiif sgiii gsss i g’li’as m (NWr-Ttgef r-To> ciV ! o HI c3 3 ® ll3 SlSSe Hill £8318 §1118 llsgl §§! mm mm mm mm mm m s'ss'ga' s-sss ='g$sis a'ss'sfs gssss lllls lilli lllls 89186 Slsil SSI iiiik gsisi mm mm mti m o o' o' o' o' in' oooo eg eg ^ o o'cot-^'o-H ^ tcot'Tio'tC ao o' sills i¥iW $•* Si n S'-5 Ills II !! II j! r^jo it i gMggg II Ks'lgf Ml Bliss silll ii¥si mmi tCrfcog weoo SIIbI nils IIkIS sal i¥i§¥ iiiii mm m ao-oof ioVe onto cooVh 2iFi§ ii $2 si rfs? SFsli SSflSS 98SE8 SgS S|ggS gSSSS §£88& ggfei 2 : § isfcf i 8fa“ 5S 22 i ss Ill's i IS ^Ti-Teoeo j o' SI if Hill S I’S Si SsSI Mi'll of *f if of of SISIk sis fills' lis w«oJo-r of If 1 s 8 2 S' S ill's 9 lg~gS l^agS S3B sfgftf Slgl ill's" 333 sm § 111 s SS3‘ slal i 88 mu i is' nT^Teoco | o Is i'l ^eo ISSal S’s’i’S’s SI Ml oonT § £ |6 ZL ‘ZIZ 1,085,871 98,825 307, 686 4,739,615 179,443 10,083,769 719, 273 516, 482 5, 544, 519 757, 509 671,075 7, 366, 595 653, 690 440,687 1,629, 320 442, 084 208, 106 602, 272 ill is’!’ ;Cf 38, 157 009 ‘II en ‘m g S' 17,322,956 1,453, 575 3, 916, 210 53, 527, 921 3,417,417 171,650,893 20, 532, 486 8, 691,285 69,489,254 18, 919, 904 11,643, 995 98, 345, 950 6, 349, 354 10, 161, 594 9,064, 115 14, 906, 240 34,862,675 6,301,215 2, 959, 891 14, 262,711 18, 678, 745 17,801,615 28, 934, 726 3,924, 180 382, 262 19, 138 269, 942 53, 108 3,663,279 10,484,022 3,932,080 74, 174 issa suss saass § ills uss gs'M- isi’is i ii's'i mm 00 :c jrf 101,937 3,300 1 i i i Table 25. — Payments for auxiliary agencies , fixed charges , interest on indebtedness , miscellaneous current expenses , and capital outlay , 1927-28 482 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Capital outlay Total capital outlay S3 s 1 4, 052, 267 386, 810 2, 158, 736 33, 201, 939 1, 979, 796 5, 468, 145 263, 160 3, 293, 608 7, 010, 878 1, 481, 377 1, 115, 689 29, 549, 919 12, 680, 692 3, 046, 747 4,623,395 3, 775, 327 4, 102, 193 752, 792 3, 430, 589 12, 524, 386 23, 221, 754 4, 677, 473 2, 326, 782 13, 065, 083 1, 502, 876 2, 468, 846 313, 046 570, 452 Cost of new equipment (not re¬ placements) 2 1 I 405, 959 196, 185 i i ! ! : : 446, 830 25, 010 329, 395 196, 981 494, 832 276, 389 1, 526, 190 3, 810, 578 843, 664 i ill! i jgsi i i i 1, 138, 644 i is IIS § 1** New build¬ ings and grounds, alterations (not repairs) 2 1 f 1 3, 646, 308 190, 625 j j 5, 021, 315 238, 150 2, 964, 213 6, 813, 897 986, 545 839,300 28, 023, 729 8,870,114 2, 203, 083 i ill : ; if 3 : i i 11, 385,742 ; ii i ii m j j t-T dT Total mis¬ cellaneous current expenses 2 I CD 1 2, 700, 724 2, 077, 620 2, 262, 637 21, 341,489 8, 095, 827 6, 900, 590 604, 573 I, 635, 012 8, 612, 719 2, 843, 739 3, 149, 048 34, 241, 337 20, 679, 224 15, 893, 719 14, 579, 038 3, 555, 295 4, 980, 162 3, 248, 136 4, 918, 914 15, 673, 517 35, 388, 589 12, 215, 158 4, 197, 555 9, 791, 776 3, 176, 808 5,590,711 442, 137 J, 835, 057 Interest on indebted¬ ness g ! S 226, 446 722, 964 886, 996 38 :g SISsl Sii§ i i 1 g's‘ lie Mini Sill i s i _r _r ! eo -rnr 13, 789 600 4, 136, 875 338, 315 6, 698, 742 1, 897, 157 2, 187, 889 5, 906, 930 1, 161, 514 537, 471 5, 223, 697 519, 713 737, 048 404,545 1, 207, 631 759, 440 524, 695 379, 847 1, 094, 903 1, 520, 036 749, 425 1, 588, 286 506, 900 13, 114 48, 895 198, 178 1,320 g i issir isa i i e an m \ s' i mm i i s' iss i I ! ! ! ! ! ! ! i i i i i i 1 : i ! ! ii i- j ! SI a is ill.: i a iISS isgi «?-»- £g isv is‘s i : s' ia'^s' iifg-* * w !M i1' : : ~ : ; i ! ! i ! ; m : : : m ii i<© 1 1,878,888 324,099 1, 355, 349 1, 676, 442 993, 012 3, 777, 886 781, 274 494, 083 1, 974, 674 108, 778 737, 048 404, 545 600, 967 543, 627 464, 374 284, 832 793, 584 1, 423, 022 259, 174 583, 605 468, 980 in li ii j* 1, 213, 927 6, 213 1, 916, 790 51, 981 12, 682 790, 261 151, 502 1, 243, 075 94, 980 30, 419 32, 090 14, 291 91, 823 97, 014 74, 353 178, 990 32, 352 «li 1 i ; ; ii i _ 4.0 57.9 .3 58.2 14.8 23.0 5.2 75.6 19.2 2.3 57.2 32.5 8.0 2.5 62. 1 35.4 Connecticut _ _ _ 3.0 54.9 4.4 59.3 21.0 16.7 3.6 71.1 25.3 Delaware _ ... ... _ 3.9 64.3 5.0 69.3 18.7 8.1 4.2 75.4 20.4 District of Columbia _ 1.4 52.9 2.7 55.6 14.3 28.7 2.0 78.0 20.0 Florida _ _ _ _ . 5.7 34.1 8.9 43.0 28.3 23.0 7.5 55.8 36.7 Georgia . . . 4.7 69.0 1.9 70.9 16.0 8.4 5.1 77.4 17.5 Idaho . . 4.8 50.7 3.7 54.4 30.1 10.7 5.4 60.9 33.7 Illinois _ _ 3.2 50.9 2.4 53.3 23.3 20.2 4.0 66.8 29.2 Indiana _ _ 3.2 48.0 1.9 49.9 29.1 17.8 3.9 60.7 35.4 Iowa _ 5.5 54.2 2.3 56.5 31.9 6.1 5.9 60. 1 34.0 1.7 53.5 34.0 10.8 1.9 60.0 38. 1 Kentucky _ 4.9 60.6 1.9 62.5 15.8 16.8 5.9 75.1 19.0 Louisiana . . . . 3.6 53.3 1. 1 54.4 23.0 19.0 4.4 67.2 28.4 Maine.. _ _ _ 4.9 52.8 5.2 58.0 30.1 7.0 5.3 62.4 32.3 Maryland.. _ 2.5 55.3 3.4 58.7 22.9 15.9 2.9 69.9 27.2 Massachusetts 1 . . 3.2 58.6 4.3 62.9 18.8 15.1 3.7 74.1 22.2 Michigan 1.1 45.2 32.4 21.3 1.5 57.4 41. 1 Minnesota _ 6.1 55.3 4.5 59.8 24.7 9.4 6.8 66.0 27.2 Mississippi- _ 4.0 57.4 2.7 60.1 23. 1 12.8 4.6 68.9 26.5 Missouri 1.9 54.8 18.6 24.7 2.5 72.8 24. 7 Montana . . 5.9 52.9 5.2 58.1 24.4 11.6 6.7 65.7 27.6 Nebraska... _ _ 5.6 59.5 4.9 64.4 20.8 9.2 6.2 70.9 22.9 Nevada.. . . 3.8 57.3 6.0 63.3 19.3 13.6 4.4 73.3 22.3 New Hampshire _ 5.9 53.8 4.5 58.3 27.3 8.5 6.4 63.7 29.9 New Jersey _ . — 3.3 48.0 3.4 51.4 23.6 21.7 4.3 65.6 30. 1 New Mexico _ _ _ 5.1 63. 1 1.6 64.7 23.4 6.8 5.5 69.4 25. 1 New York... _ 2.4 55.0 2.0 57.0 21.6 19.0 3.0 70.4 26.6 North Carolina... . . . 3.9 51.6 1. 1 52.7 20.1 23.3 5.1 68.7 26.2 North Dakota _ 2.5 52. 1 3.8 55.9 32.6 9.0 2.8 61.4 35.8 Ohio _ 3.8 46.7 3.0 49.7 27.2 19.3 4.7 61.6 33.7 Oklahoma - - - 4.9 62.9 1.7 64.6 24.5 6.0 5.3 68.7 26.0 Oregon . . . . 2.0 55.2 3.0 58.2 21.9 17.9 2.4 70.9 26.7 Pennsylvania . . . . 4.4 51.3 4.1 55.4 20.6 19.6 5.5 68.9 25.6 Rhode Island _ 2.1 46.9 3.6 50.5 23.2 24.2 2.8 66.6 30.6 South Carolina _ . . . 2.3 63.7 .7 64.4 23. 1 10.2 2.6 71.7 25.7 South Dakota . . 7.3 52.1 8.6 60.7 23.9 8.1 7.9 66.1 26.0 Tennessee.. _ _ 2.7 64.0 1.5 65.5 14.2 17.6 3.3 79.4 17.3 Texas _ _ _ 6.2 51.0 1.9 52.9 22.1 18.8 7.6 65.2 27.2 Utah . . . . 4.2 54.9 4.3 59.2 22.6 14.0 4.9 68.8 26.3 Vermont. . .... _ _ 4.6 54. 1 4.2 58.3 26.9 10.2 5.2 64.9 29.9 Virginia _ 2.9 62.1 1.8 63.9 20.2 13.0 3.4 73.4 23.2 Washington . . . 4.1 53.9 3.5 57.4 24.8 13.7 4.7 66.5 28.8 West Virginia.. . 2.8 66.3 2.8 69.1 15.6 12.5 3.1 78.9 17.8 Wisconsin . . 3. 1 56.3 4.2 60.5 22.1 14.3 3.6 70.6 25.8 Wyoming.. . . . 5.7 59.6 4.5 64. 1 22. 1 8.1 6.2 69.7 24. 1 Outlying parts of the U. S. Alaska . 6.2 52.8 5.3 58.1 20.9 14.8 7.3 68.2 24.5 American Samoa 59. 6 26.8 86.4 13.6 100.0 Canal Zone... . 3.9 69.3 12.5 81.8 11.2 3.1 4. 1 84.4 11.5 Guam _ _ _ _ 1.7 72.2 11.6 83.8 1.9 12.6 1.9 95.9 2.2 Hawaii _ .9 70.9 4.8 75.7 8.4 15.0 1.0 89. 1 9.9 Philippine Islands 3.4 75.9 20.7 4.3 95.7 Porto Rico . . 5.0 74.7 .7 75.4 14.0 5.6 5.3 79.8 14.9 Virgin Islands _ _ 16.9 63.4 1.7 65.1 15.9 2.1 17.2 66.5 16.3 1 Includes expenses of evening schools. STATE SCHOOL SYSTEMS 487 Table 28. — Percentage of attendance — School funds and lands — Per capita costs, 1927-28 Annual Annual cost of education State Per cent of total enroll¬ ment in high school Per cent of school income from funds and Total Per pupil enrolled Per pupil attending nauy cost per pupil attending term not at¬ tended lands per pupil en¬ rolled per capita of pop¬ ulation For current ex¬ penses For out¬ lays For current ex¬ penses For out¬ lays For cur¬ rent ex¬ penses For out¬ lays 1 2 3 4 5 6 1 8 9 10 11 Continental U. S.. 15.5 18.2 $1. 05 $18. 17 $71. 39 $15. 21 $87.22 $18. 58 Cents 51 Cents 11 8.6 26.7 7.82 25.29 6.38 34.53 8. 71 23 6 Arizona _ ... 13.5 23.0 3. 40 17. 53 88. 97 4. 34 115. 53 5.64 69 3 Arkansas. . . . 8.1 27.2 .14 7.28 •25.02 4. 51 34. 35 6. 19 24 4 California _ _ _ 19.8 15.6 .54 31.66 110. 48 33.03 130. 97 39. 16 72 22 Colorado _ _ 18.5 21.7 3.31 22. 81 95. 79 8.29 122. 31 10.58 69 6 Connecticut . . 14.8 15.6 . 73 19.68 87. 52 17. 50 104. 22 20.84 57 11 Delaware. - - 15.5 14.4 1.40 13.24 72.58 6.44 84. 74 7. 52 46 4 District of Columbia _ 18.8 17.4 20.79 105. 75 42.58 128.02 50.54 71 29 Florida - - 11.3 23.8 . To 21.59 64. 89 19. 40 85. 14 25. 45 55 17 10.2 24.1 5.54 23. 07 2. 10 30. 38 2.77 21 2 Idaho _ 19.7 20.8 6. 16 19. 15 77.27 9.23 97. 57 11.65 55 7 Illinois _ _ _ 19.5 14.7 .93 19.83 84.96 21.43 99. 62 25. 13 53 13 Indiana _ . . . 20. 1 7.7 1.64 22. 39 89.25 19. 37 96. 67 20. 98 56 12 Iowa _ ... _ _ 19.9 16.2 .87 20. 52 84. 81 5. 52 101.25 6. 60 59 4 Kansas _ 20.4 16.1 1. 21 23. 38 89.99 10. 87 107.23 12.95 64 8 Kentucky... ...... 9.5 26.5 .01 8.82 32.19 6.48 43. 81 8.83 27 5 Louisiana _ _ _ 11.5 21.9 .54 11. 09 42. 18 9.87 54. 02 12. 65 35 8 Maine _ .. ... 18.7 11.2 .48 13. 59 66. 16 4. 95 74. 49 5.58 42 3 Maryland . . . 13.4 16.7 1. 08 13. 31 66.75 12.66 80.13 15.20 43 8 Massachusetts _ _ 19.9 11.8 .46 19. 39 94.96 16.83 107. 73 19. 10 59 10 Michigan _ _ 15.5 9.4 .43 23. 81 102. 37 27.61 117. 76 30.14 60 16 Minnesota. . . 16.2 18.0 3. 99 18. 21 81. 18 8.46 99.00 10. 32 56 6 Mississippi _ 8.3 29.4 . 10 10. 15 26.15 3. 84 37.02 5.44 27 4 Missouri. — . . 18.4 14.2 2. 53 14. 99 58. 46 19.22 68. 11 22.40 39 13 Montana _ 18.8 14.2 9.90 23. 73 97.50 12.74 113.58 14.84 64 8 Nebraska . . 20.0 18.0 2.70 19. 10 74.99 7.58 91.39 9.24 52 5 Nevada _ ....... 23.9 14.9 9.05 29.83 113. 48 17.91 133. 34 21.05 80 12 New Hampshire . 17.9 12.5 . 55 14. 72 84.28 7.83 96. 32 8.94 54 5 New Jersey _ _ _ 14.0 16.8 .69 27.24 107. 30 29. 66 129.03 35. 67 69 19 New Mexico _ ... .. 10.4 30.5 11. 41 13. 34 57.08 4. 19 82.09 6.03 46 3 New York _ 17.4 14. 1 26. 08 118. 49 27. 82 137. 95 32.38 75 18 North Carolina _ 12.1 24.5 .05 13. 26 35.20 ~ 10. 69 46.63 14. 17 31 9 North Dakota... . 15.5 20.4 6.26 24.25 82. 01 8.09 102. 98 10.16 61 6 Ohio _ 18.7 16.2 .42 20.47 87. 09 20. 82 103. 89 24.84 58 14 Oklahoma _ ... . 13.8 32.9 2.60 12.07 40.36 2. 57 60. 12 3.83 40 3 Oregon _ .. ... 22.6 12.3 2.16 22.16 87.73 19.05 100.08 21.73 57 12 Pennsylvania _ .. 13.9 15.1 .05 18. 01 75.74 18.47 89. 19 21.75 49 12 Rhode Island _ . . 14.3 13.8 .13 17.57 84. 11 26. 81 97. 59 31. 10 54 17 South Carolina . . 11.3 26.9 .03 8. 46 29.74 3. 38 40.65 4. 62 28 3 South Dakota _ ... 17.0 17.4 9. 12 21. 21 83. 47 7.33 101.09 8.87 58 5 Tennessee . . . 9.7 29.5 .22 9. 10 27. 74 5.92 39. 37 8.40 24 5 Texas _ 17.5 16.8 1.89 12.01 43. 40 10.08 52. 14 12. 11 34 8 Utah _ 20.5 13.2 2.36 20.04 67.03 10.89 76. 92 12. 49 47 8 Vermont.. . . . 17.1 13.1 1. 16 14.43 70.68 8.04 81.31 9.25 48 5 Virginia _ _ 10.2 23.8 .32 8. 67 35.07 5.26 44.35 6.65 28 4 Washington. . . 23.1 19.3 3.11 20.51 82.82 13. 19 102.64 16. 34 57 9 West Virginia _ 11.0 17.2 .10 14. 95 56.23 8.03 67. 90 9. 69 41 6 Wisconsin . 17.8 10.3 .78 16.20 75. 64 12. 67 84. 36 14. 13 48 8 Wyoming _ _ 20.0 26.8 17.70 24.78 105. 85 9. 32 144.56 12.73 84 ■ 7 Outlying parts of the U. S. Alaska. 14.8 17.7 11. 95 2. 77 116.04 10. 63 20. 12 1. 67 14. 10 11.96 24. 45 1.88 80 14 American Samoa .. . 11. 1 6 1 Canal Zone _ 9. 7 13. 5 11. 79 56. 94 1.83 65. 86 2. 11 34 1 Guam _ _ _ 2. 1 5. 1 4. 87 15.75 2.26 16.60 2.38 8 1 Hawaii _ 7.4 7.3 13.63 63. 48 11.21 68. 45 12.09 41 7 Philippine Islands . 5.8 10.5 1.01 9.83 2. 57 11. 01 2.88 6 1 Porto Rico . . 3. 1 13. 1 3. 30 22.29 1.32 25.64 1. 14 14 1 Virgin Islands . . .4 4.8 4. 37 38. 21 .80 39.73 .83 20 0 488 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 29. — Statistics for elementary and secondary schools for 16 States , 1927-28 I.— ELEMENTARY DAY SCHOOLS » Teach¬ ers, princi- Average daily attend¬ ance Salaries of teachers, Payments for current expenses Payments Average annual salaries of teachers, princi¬ pals and super¬ visors Cost per pupil attending State pals, and super¬ visors principals, and supervisors for outlays For current ex¬ penses For out¬ lays 1 2 3 4 5 6 7 8 • Total for 16 States. 125, 735 3, 120, 902 $149, 877, 856 $205, 563, 355 $38, 429, 211 $1, 192 $65.87 $14. 62 Alabama . 12, 154 369, 786 58, 400 283, 245 226,096 6, 529, 508 8, 244, 460 4, 917, 115 7, 594, 453 18, 677, 454 2, 369, 864 537 22.30 6.41 Arizona . . . Arkansas. _ 2,419 10, 918 8, 534 3, 661, 266 6, 452, 862 13, 568, 786 265, 805 1, 514 591 84.20 26. 81 4.55 Connecticut . 4, 274, 710 1,590 82. 61 18. 91 District of Columbia— . 1,844 45, 897 3, 780, 622 5, 079, 945 975, 926 2,050 110.68 21.26 Maryland.. _ 6,200 4, 874 178, 124 81, 835 7, 980, 044 5, 209, 340 11, 134, 371 7, 593, 467 1, 191, 994 997, 700 1, 287 1,069 62 51 6.69 12. 19 Montana . . . 92.79 Nebraska _ _ 11,317 635 209, 063 10, 983, 721 14, 894, 805 1, 300, 523 971 71.25 6. 22 Nevada _ _ 11, 177 927, 823 1, 307, 439 156, 986 1, 461 116. 98 14. 05 New Hampshire . . 2,284 50,984 2, 454, 283 3, 801, 643 211, 048 1,075 74. 57 4.14 New Jersey _ _ 19, 365 523, 193 37, 061, 210 52, 569, 218 17, 642, 110 1,914 100. 48 33.72 Oregon _ _ 5, 944 126, 788 96, 485 209, 956 291, 105 7, 765, 152 IQ, 623, 282 2, 153, 094 1, 306 83. 79 16. 98 Utah _ _ _ Washington. _ 3, 357 8, 473 12, 174 4, 148, 117 12, 129, 508 11, 651, 021 5, 618, 355 17, 203, 048 618, 230 1,236 1,440 58.23 81.94 6.41 West Virginia . 14, 349, 529 2,578,414 957 49.29 8.86 Wisconsin . 15, 243 358, 768 15, 574, 593 21,954, 771 3, 692, 807 1,022 61. 19 10.29 II.— SEPARATELY ORGANIZED JUNIOR HIGH SCHOOLS Total for 4 States. Arkansas-.. . _ _ 2,343 50, 170 $4, 587, 849 $6, 169, 309 $2, 460, 437 $1, 958 $122. 97 $51. 74 87 331 678 1, 247 2, 612 6,684 17, 055 23, 819 137, 696 727, 589 1, 165, 698 2, 556, 868 170, 625 1,583 2, 198 1, 719 2,050 65. 32 147. 93 93.30 143. 52 District of Columbia... Maryland... _ New Jersey . . 988, 772 1, 591, 309 3, 418, 603 1, 112, 571 180, 535 1, 167, 331 166.40 10.59 49. 01 HI— JUNIOR-SENIOR HIGH SCHOOLS UNDER ONE ORGANIZATION Total for 3 States. Alabama _ 5,707 137, 748 $7, 319, 293 $8, 665, 002 $1, 869, 356 $1, 282. 51 $62.90 $19.08 4,413 1, 188 106 95, 569 39, 773 2, 406 5, 840, 302 1, 313, 094 165, 897 6, 863, 194 1, 588, 258 1,682,403 1, 323 1, 105 1, 565 71. 81 39. 93 88. 77 17.60 Arkansas _ _ Maryland _ 213, 570 186, 953 77.70 IV.— SEPARATELY ORGANIZED SENIOR HIGH SCHOOLS Total for 3 States. Arkansas 1,106 23, 194 $2, 882, 720 $3, 836, 219 $2, 190, 805 $2,606 $165. 40 $102. 49 60 432 614 1,819 9, 233 12, 142 99, 798 1, 100, 337 1, 682, 585 141, 089 1, 663 2,547 2,740 77.56 165. 67 178.34 Maryland _ _ New Jersey... _ _ 1, 529, 670 2, 165, 460 1, 463, 977 726, 828 158.56 59.86 V — REGULAR AND VOCATIONAL HIGH SCHOOLS Total for 15 States. 27, 653 528,718 $51, 926, 429 $73, 991, 997 $13, 312, 788 $1, 878 $139. 95 $30. 01 Arizona _ _ Arkansas. . . 634 510 10, 172 21, 532 36, 296 1, 185, 130 671, 517 4, 455, 070 1, 661, 352 787, 815 6, 105, 523 121, 005 1,869 1, 317 163. 33 36.59 11.90 Connecticut - - 1,977 1, 193, 435 2,253 168. 21 32.88 District of Columbia... 592 11,327 1, 568, 347 2, 068, 377 1, 205,111 2, 649 182. 61 106. 39 Maryland . 980 18, 851 1, 490, 882 2, 023, 612 407, 130 1,521 107. 35 21.60 Montana — . . 1,179 19, 433 1, 672, 117 2, 543, 400 505, 176 1,418 130.88 26.00 Nebraska _ _ 3, 327 58, 248 5, 010, 669 7, 021, 288 1, 168, 323 1,506 120.54 20.06 Nevada . . 240 3,698 387,805 588, 272 156, 061 1, 616 159.08 42.20 New Hampshire _ 3 815 3 12, 797 1, 159, 082 1, 669, 879 359, 404 1,422 2,321 130. 49 28.09 New Jersey _ _ 3, 723 72, 867 8, 640, 855 12, 690, 577 3, 004,906 174. 16 41.24 Oregon . Utah _ Washington 2,241 37,300 3, 271, 490 4, 544, 591 1, 413, 140 1, 460 121.84 37.89 1,145 2, 943 3,064 24,659 63, 586 41,064 1, 699, 071 5, 423, 592 5, 438, 443 2, 500, 637 7, 994, 029 868, 520 1,484 1, 843 1, 775 101.41 125. 72 35.22 West Virginia . 7,418, 404 640,826 180. 65 15.61 Wisconsin 3 . . 4,283 96,888 9, 852, 359 14. 374, 241 2, 269, 751 2,300 148. 36 23. 43 1 Includes kindergartens. 3 Distribution estimated between elementary and secondary schools. * Data for reorganized types of high schools not included in this table. STATE SCHOOL SYSTEMS 489 Table 30. — Distribution of pupils enrolled in schools in 27 States , according to length of school term , 1927-28 State 80 days or less 81-100 days 101-120 days 121-140 days 141-160 days 161-180 days 181-200 days Total en¬ rollment 2 3 4 5 6 7 8 9 141, 954 293, 541 484, 083 349, 362 1, 212, 716 4, 799, 721 1, 834, 987 *9, 119, 909 3,215 119 82,664 55 48, 302 9 136, 867 54 29, 116 1, 860 92, 271 275, 586 76, 038 182, 104 40, 071 16, 352 575, 750 * 90, 395 483, 274 307, 560 40, 801 77,368 425, 514 8, 715 18, 677 40, 637 85, 952 63, 633 267, 489 24, 449 77, 368 175 15 175 123 130, 491 13, 197 2,311 294, 535 59 148 105, 409 33, 101 227, 690 573, 187 151, 914 251, 701 728,285 552, 794 605, 536 117, 972 71 117 228 21, 284 155, 098 249, 805 116, 789 76,909 314, 423 Minnesota _ _ _ 11, 126 15, 650 1, 297 102, 958 211, 565 3, 824 188, 905 Mississippi 58.049 145, 124 58, 359 524 Montana _ ____ 359 229 34,830 Nebraska _ _ _ ___ 79 1, 120 104 10,207 1,090 325, 829 16, 514 75,994 848, 778 169, 670 1, 294, 657 113, 341 164, 427 136, 585 64, 529 553, 717 339, 001 554, 863 53, 140 Nevada _ _ _ - - 21 7 21 13, 673 69,298 251, 727 114, 491 1,598 6,696 New Hampshire _ _ North Carolina _ _ _ 267, 239 1, 368 45,404 284, 408 30,239 North Dakota _ _ _ _ 2,072 912 14, 707 5, 881 Ohio _ _ _ _ 1, 294, 657 Rhode Island _ _ _ 113,341 South Dakota _ _ _ 23,208 10, 024 141, 219 Utah _ 1,862 91,623 64, 529 33, 076 Vermont _ _ _ _ Virginia _ _ _ _ 17, 661 270 169, 930 297, 571 68, 555 169, 931 Washington _ 27 16 141 2,071 92, 191 1, 755 166, 545 318, 606 51, 379 Wisconsin _ _ _ 59, 329 23,780 21, 855 39, 102 Wyoming _ _ 6 Outlying parts of theUnited States Alaska _ _ 9 25 45 34 3,249 1, 467 1,800 4,829 1,800 3 5, 503 2 3, 517 American Samoa. _ _ Canal Zone _ 2,381 Guam _ . . . . Hawaii _ _ _ _ 64,787 64,787 220,940 s 2, 919 Porto Rico _ _ _ 220, 940 Virgin Islands _ _ I i Includes 3,545 pupils enrolled in schools in session more than 200 days. 3 Includes 2,922 pupils enrolled in schools in session more than 200 days. * These pupils enrolled in schools in session more than 200 days. BIENNIAL SURVEY OF EDUCATION, 1926-1928 490 Table 31. — Statistics of white and of colored school population , enrollment , and teachers in 16 States, 1927-28 State Population 5 to 17 years of age, inclusive 1 Per. cent of school popu¬ lation Enrollment in elementary and secondary schools Ratio of en¬ rollment in public schools to school population Number of teachers employed White Colored White Col¬ ored White Colored White Col¬ ored White Col¬ ored ■ 2 3 4 5 6 7 8 9 10 11 Total of States reporting. 7, 432, 066 3, 104, 992 70.5 29. 5 ,6, 254, 635 2, 207, 467 0. 842 0. 710 182,762 47, 658 Alabama.. .. . . . 524, 319 324,027 61.8 38.2 430, 707 204, 583 .770 .631 12, 902 3,893 Arkansas... . . 463, 946 160, 475 74.3 25.7 368. 255 110, 853 .794 .691 10,400 2, 367 Delaware _ _ . 47, 049 7, 610 86.1 13.9 34, 380 6, 489 .731 .853 1,197 201 District of Columbia _ 62, 633 25, 055 71.4 28.6 51,901 25, 467 .829 (2) 1,772 827 Florida _ 215, 058 107, 155 66.7 33.3 267, 818 93, 539 (2) .873 8,985 2,236 Georgia _ 587, 484 433, 370 57.5 42.5 463, 438 241, 498 789 .557 13, 662 5, 143 Louisiana. .. . _ 364, 710 226, 830 61.7 38.3 269, 648 145, 833 .739 .643 8,650 2, 823 Maryland... 313, 638 66, 448 82.5 17.5 220, 413 50, 487 .703 .759 7,180 1,472 Mississippi _ .. _ 3 306, 921 3 393, 409 43.8 56.2 315, 285 290. 248 (2) .738 10, 468 6,085 North Carolina. _ 647, 512 305, 008 68.0 32.0 586, 697 262, 081 .906 .859 17, 749 5, 924 Oklahoma _ _ _ 672, 205 76,084 89.8 10.2 632, 858 49, 401 .941 .649 17,766 1, 364 South Carolina _ ... 288, 153 337, 897 46.0 54.0 248, 272 228,003 .862 .675 8, 616 4, 449 Tennessee _ 617, 709 135, 580 82.0 18.0 555, 025 121, 396 .898 .895 15, 242 2,800 Texas _ _ 1, 324, 463 253, 229 83.9 16. 1 1,031.381 201, 315 .778 .795 35, 623 4,283 Virginia _ 516, 828 227, 990 69.4 30.6 4(31, 424 152, 293 .762 .668 12, 550 3, 791 West Virginia _ 479, 438 24,825 95. 1 4.9 377, 133 23, 981 .787 .966 1 Estimated. 2 No basis for estimating growth in population since 1920. 3 Estimated on school census for 5-21 years of age. Table 32. — School term and school attendance of white and of colored pupils in 15 States, 1927-28 State Length of school term (days) Average number of days attended by each pupil enrolled Per cent of school term not at¬ tended 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 1 2 3 4 5 6 7 8 9 Alabama _ 158 127 116 92 26 27 74 73 Arkansas. . . . 150 132 110 93 26 30 74 70 Delaware . . . . 185 184 161 145 13 21 87 78 District of Columbia. 180 180 149 150 18 17 82 83 Florida . . 163 124 124 98 24 23 76 77 Georgia . . . 154 137 119 100 23 27 77 73 Louisiana.. . . _ 173 114 139 85 20 26 80 74 Maryland _ 189 178 160 136 15 24 85 76 Mississippi.. . 162 112 118 76 27 32 73 68 North Carolina _ 154 138 120 95 22 31 78 69 Oklahoma _ _ _ 150 142 101 86 32 39 68 61 South Carolina _ 172 116 129 83 25 29 75 71 Tennessee _ _ 167 149 117 108 30 28 70 72 Texas.. . . . 157 130 131 106 17 18 83 82 Virginia _ _ 165 142 134 105 19 26 81 74 STATE SCHOOL SYSTEMS 491 Table 33. — Enrollment of white and of colored pupils in 16 States , according to year of advancement , 1927-28 White pupils Colored pupils Year of advancement Number Per cent of total Number Per cent of total 1 2 3 4 5 Kindergarten ... _ _. .. _ _ _ _ 42, 071 1, 233, 566 734, 941 704, 915 690, 034 636, 135 568, 725 503, 442 231, 208 0.7 5, 120 0.2 First _ _ _ . _ _ 19.7 34.9 Second - - . . _ _ _ _ _ _ _ 11.7 328) 099 290, 190 258, 645 200, 077 14.9 Third _ _ _ . _ _ . _ . 11.3 13.2 Fourth.. - - . .- _ -- _ _ 11.0 11.7 Fifth _ 10.2 9. 1 Sixth . . .- - . _ _ -- _ _ 9. 1 143, 732 95, 202 32, 908 6.5 Seventh— — - _ _ __ - .... ... 8.0 4.3 Eighth 3.7 1.5 First year high. — . .. _ _ .... _ _ . . 348, 319 246, 737 179, 916 134, 632 5.6 37,938 22, 738 14, 201 9, 144 1.7 Second year high _ _ _ _ . .. ... 3.9 1.0 Third year high . .. _ _ _ _ .... 2.9 .6 Fourth year high _ .. ... _ .... . . . 2.2 .4 Total _ _ 6, 254, 641 100.0 2, 207, 467 100.0 Table 34. — Enrollment of colored pupils in 16 States, 1927-28 State Kindergarten and elemen¬ tary Secondary Total Boys Girls Total Boys Girls Total Boys 1 Girls Total 1 2 3 4 5 6 7 8 9 10 Total for 16 States. . 1. 010, 332 1, 113, 114 2, 123, 446 31, 028 52, 993 84,021 1, 041, 360 1, 166, 107 2,207, 467 Alabama . . . 95, 259 104, 064 199, 323 1, 565 3, 695 5,260 96,824 107, 759 204, 583 Arkansas. . . 52,281 56, 596 108, 877 696 1, 280 1, 976 52, 977 57, 876 110, 853 Delaware _ _ 2,867 3,081 5, 948 209 332 541 3, 076 3, 413 6, 489 District of Columbia _ _ 10, 248 11, 371 21, 619 1, 559 2, 289 3, 848 11, 807 13. 660 25, 467 Florida... ... _ i 42, 587 i 48, 879 » 91, 466 l 966 1 1, 107 l 2, 073 43, 553 49, 986 93, 539 Georgia _ _ . 109, 007 127, 296 236, 303 2, 396 2, 799 5, 195 111, 403 130, 095 241, 498 Louisiana _ 66, 991 74,272 141, 263 1, 397 3, 173 4, 570 68, 388 77, 445 145, 833 Maryland _ _ 22, 632 24, 351 46, 983 1, 688 1, 816 3,504 24, 320 26, 167 50, 487 Mississippi _ . . 136, 106 150, 126 286, 232 1, 730 2, 286 4, 016 137, 836 152, 412 290, 248 North Carolina _ 2 120, 007 2 130, 530 250, 537 2 4, 166 «7, 378 11,544 2 124, 173 ■2 137, 908 262, 081 Oklahoma _ . ... 23, 260 23, 016 46, 276 1, 214 1, 911 3, 125 24, 474 24, 927 49, 401 South Carolina. 101, 686 118, 251 219, 937 2, 420 5, 646 8,066 104, 106 123, 897 228, 003 Tennessee _ _ . 56, 385 59,454 115,839 1, 905 3, 652 5, 557 58,290 63, 106 121, 396 Texas _ _ 91, 225 94,094 185, 319 5, 973 10, 023 15, 996 97, 198 104, 117 201, 315 Virginia.. 1 _ ... . 68, 938 76,500 145, 438 2, 383 4, 472 6, 855 71, 321 80, 972 152, 293 West Virginia _ 10,853 11, 233 22, 086 761 1, 134 1,895 . 11, 614 12, 367 23, 981 Distribution estimated. 2 Sex distribution estimated. Table 35. — Statistics of colored schools — Attendance and teachers in 15 States, 1927-28 492 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Teachers Total Total CD 47, 658 3,893 2,367 201 827 2,236 5, 143 2, 823 1,472 6,085 5, 924 1, 364 4, 449 2,800 4,283 3,791 Women 39, 741 3, 322 1, 761 174 691 1,937 4,632 2, 378 1, 217 5, 051 4, 974 1,027 3, 686 2,262 3, 303 3, 326 Men 7, 917 571 606 27 136 299 511 445 255 1, 034 950 337 763 538 980 465 Secondary schools "cS O eo 369 123 12 166 ooooon cp OC CO 1 Women o* ©t^©r^^ cooco ©©t>i©*H O ,~H co HH 03 f-t 03 f-i CO Men - 145 31 5 73 H © CO 00 © 00 t'*- COt^t^f-1© 03 © 129 Elementary schools Total o 3, 524 2,244 189 661 4, 853 2, 585 1, 323 6, 005 5, 512 1, 138 4, 121 2,557 g co Women - 3, 098 1, 669 167 598 4. 476 2,211 1, 138 4, 984 4, 760 921 3. 476 2, 126 03 © CO Men GO © © 03 CO 03 03 CO © 00 03 © >-h ''t CO COCOrH©N C3 © ^ © CO CO Aggregate days attended Total r* 1 207,098,894 j 18, 793, 512 10, 288, 464 943, 783 3, 812, 963 9, 213, 303 24, 160, 646 12, 329, 100 6, 863, 733 22, 140, 608 24, 929, 955 4, 264, 970 18, 886, 023 13, 115, 403 21, 434, 874 15, 921, 557 Secondary schools CD 1, 953, 891 1, 387, 155 78, 461 588, 107 © © © »-H © CO Vof 03 © ^ © 1 03 I 00 © i © IN © 1 rH i © © ! SIS© i CO IN© ! ! of Elementary schools © 16,839,621 8, 901, 309 865, 322 i 3,224,856 11,904, 450 6,311,414 i a iss • 00 ' ^ © 1 CO 1 ©of 1 © IOON • © ' co co 1 CO • of © Average daily attendance Total 1, 584, 954 148, 442 78, 121 5, 057 21, 128 71, 714 177. 158 108, 150 38, 533 197, 684 181, 177 30, 035 162, 650 87, 808 165. 158 112, 139 Second¬ ary schools eo 11,826 8,407 422 3,294 © © CO of 03 © 1 rH © © i © co © CO 1 rH I-H © of !^r© I Ele¬ men¬ tary schools N 136, 616 69, 714 4,635 17, 834 88 © © i 03 2 Sg e5 j §§ S State - | c a < J *5 c b Alabama . - . . Arkansas . . . . . . Delaware. . . . District of Columbia - - ! ! I < c Louisiana _ _ _ _ Maryland _ : . . Mississinni. North Carolina . Oklahoma . South Carolina... . . Tennessee . . . . . Tatar .s ! !> » Table 36. — Enrollment of colored pupils , by grades, in 16 States, 1927-28 STATE SCHOOL SYSTEMS 493 Grand total - 2, 207, 467 204, 583 110,853 6, 489 25,467 93, 539 241, 498 145, 833 50,487 290, 248 262, 081 49, 401 228, 003 121, 396 201,315 152, 293 23,981 Total sccond- dary o 84,021 5,260 1,976 541 3,848 2,073 5, 195 4, 570 3,504 4,016 11, 544 3, 125 8,066 5, 557 15, 996 6, 855 1,895 In secondary grades Fourth year kQ 9, 144 606 142 61 495 171 390 698 421 264 1, 384 433 686 745 1,510 800 338 Third year 2 14, 201 745 286 100 684 318 659 899 619 409 2,188 531 1, 532 966 2,726 1,242 297 P M 22,738 1, 401 545 137 957 578 1,360 1,133 897 1, 162 3, 271 785 2,176 1, 570 4,362 1,908 496 First year N 00 CC o CO ! 2,508 1,003 243 1,712 1,006 2, 786 1,840 1,567 2, 181 4, 701 1,376 3, 672 2,276 7,398 2, 905 764 1 1 1 a Total of kindergar¬ ten and ele¬ mentary a 2, 123, 446 199, 323 108, 877 5, 948 21,619 91, 466 236, 303 141, 263 46, 983 286, 232 250, 537 46, 276 219, 937 115,839 185, 319 145, 438 22, 086 Si ® 32, 908 SSsSg I issi I is is i eoe* .-T j^oT 179, 421, 590 154, 740, 313 890, 638, 130 Outlay — capital acquisition and construction . 122, 029, 847 39, 048, 248 40, 807, 249 201, 885, 344 Expenses of debt service (other than interest) _ 39, 192, 590 19, 454, 081 17, 132, 819 75, 779, 490 Grand total expenditures _ 717, 698, 664 237, 923, 919 212, 680, 381 1,168, 302,964 VIII. — Distribution of expenses of instruction in public day schools Kindergartens: Salaries and expenses of supervisors and princi¬ pals . . . _ 167, 628 37, 923 12, 142 217, 693 Salaries of teachers . . . . 13, 066, 779 3, 277, 204 2, 014, 913 18, 358, 896 Total.. . . . . 13, 234, 407 3, 315, 127 2, 027, 055 18, 576, 589 Elementary schools: Salaries and expenses of supervisors and prin¬ cipals . . . . . 25, 465, 671 203,717, 258 7, 754, 701 6, 615, 412 39, 835, 784 Salaries of teachers . . . . 59, 365, 361 52, 111,334 315, 193, 953 Textbooks,1 supplies, and other expenses of in¬ struction . . . 9, 938, 852 3, 407, 065 3, 288,064 16, 633, 981 Total.. . 239, 121,781 70, 527, 127 62,014,810 371, 663, 718 1 Includes textbooks free to pupils only. CITY SCHOOL SYSTEMS 507 Table 1. — Comparative summary of school statistics for the three groups oj cities of 10,000 population and more, 1927-28 — Continued Item Group I, cities of 100,000 population and more Group II, cities of 30,000 to 100,000 population Group III, cities of 10,000 to 30,000 population Groups I, II, and III com¬ bined VIII.— Distribution of expenses of instruction in public day schools — Continued Junior high schools: Salaries and expenses of supervisors and princi¬ pals _ _ _ _ $3, 222, 491 $1, 538, 076 $930, 048 $5, 690, 615 Salaries of teachers. . . . . . . 35, 763, 154 17, 973, 464 10, 574, 574 64, 311, 192 Textbooks,1 supplies, and other expenses of in¬ struction . . . . . . . 2, 036, 649 1, 360, 842 712, 700 4, 110, 191 Total . . . 41, 022, 294 20, 872. 382 12, 217, 322 74, 111,998 High schools: Salaries and expenses of supervisors and princi¬ pals.. . . . . . 5, 438, 302 1, 911, 977 2, 442, 276 25, 522, 134 9, 792, 555 131, 839, 633 Salaries of teachers... .. ... . . .. 80, 704, 407 25, 613, 092 Textbooks,1 supplies, and other expenses of in¬ struction . . . . .. . . 4, 899, 451 1, 926, 171 1, 968, 342 8, 793, 964 Total _ _ _ _ _ 91, 042, 160 29, 451, 240 29, 932, 752 150, 426, 152 Colleges (under city boai d of education) : Salaries and expenses of supervisors, and princi¬ pals . . ... _ _ _ 51,225 42, 953 42, 177 136, 355 Salaries of teachers. .. .... ... 1, 021, 158 517, 326 442,066 1, 980, 550 Textbooks,1 supplies, and other expenses of in¬ struction. _ _ _ 63, 957 86, 620 55, 369 205,946 Total . . . . . . . 1, 136, 340 646, 899 539, 612 2, 322, 851 Normal schools (under city board of education) : Salaries and expenses of supervisors and princi¬ pals . . . . 244, 306 3,690 18,050 247,996 2, 584, 301 Salaries of teachers. _ . _ 2, 542, 531 23, 720 Textbooks,1 supplies, and other expenses of in¬ struction _ _ _ _ _ 187, 538 138 62 187, 738 Total . . . . . 2, 974, 375 21, 878 23,782 3, 020, 035 Vocational schools (full- time): Salaries and expenses of supervisors and princi¬ pals _ . .. ... ... 335, 132 87,288 15, 610 438, 030 Salaries of teachers _ _ _ 3, 718, 683 931, 431 112, 078 4, 762, 192 Textbooks,1 supplies, and other expenses of in¬ struction . . . . 409, 845 140, 162 13,346 563, 353 Total. . . . . . 4. 463, 660 1, 158, 881 141, 034 5, 763, 575 IX— Expenses of debt service Redemption of bonds by payment from— Current funds .. _ . _ 23, 108, 169 9, 418, 298 8, 537, 392 41, 063, 859 Sinking funds 2_. _ _ 10, 852, 323 2, 890, 894 2, 687, 249 16, 430, 466 Issue of new bonds 2. _ .... .. _ _ 1, 699, 000 5, 526, 548 979, 431 5, 238, 251 2, 678, 431 18, 173, 173 Payments to sinking funds _ _ _ .. 7, 408, 374 Payments of interest from — Current funds.. . . . . . . 32, 458, 830 12, 056, 748 11, 412,007 55, 927, 585 Sinking funds 2 _ 12, 136. 163 3, 258, 336 2, 645, 245 18, 039, 744 Redemption of short-term loans . .. _ _ 10, 907, 769 2,401,495 3, 213, 580 16, 522, 844 Refunds and other expenses of debt service _ 382, 058 114,481 155, 486 652, 025 Total _ _ _ _ _ _ 72, 383, 374 31,399, 396 28, 556, 716 132, 339, 486 X. — Bonds and sinking funds ( thousands of dollars) School bonds outstanding . . . 938, 915 333, 734 297, 052 1, 569, 701 Other forms of school debt. _ 11, 479 4, 413 8,596 24, 488 Total amount in sinking funds at close of school year _ _ _ . . _ 71, 911 19,968 13,835 105, 714 XI .— Taxation and values Assessed valuation of property taxed for school pur¬ poses (thousands of dollars) ... _ _ _ . 59, 370, 052 14, 567, 649 11, 513, 973 85, 451, 674 True valuation of property assessed for school pur¬ poses (thousands of dollars) ... _ .. _ 71, 226, 162 20, 432, 477 18, 097, 330 109, 755, 969 Ratio of assessed valuation to true property value. . 83. 35 71.30 63. 62 77.86 Amount derived from tax on property for school purposes _ $555, 284, 345 $180, 266, 835 $150, 838, 796 $886, 389, 976 Average rate of taxation for all school purposes _ 7.80 8. 82 8. 33 8. 08 Value of school properties (thousands of dollars) _ 1, 767, 106 693, 969 648,841 3, 109, 916 Value of school property per pupil in average daily attendance . . . . $393 $399 $377 $391 1 Includes textbooks free to pupils only. * Not included in total expenses of debt service. Table 2. — Combined summary of -personnel and attendance in city public schools , 1927-28 , for all cities of 2,500 population and more 508 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Summer schools Enroll¬ ment 16 660 ‘99* 1,908 654 254 41,033 3,962 4,669 931 10,849 49 3,423 28,643 12,685 2,331 4, 172 2,206 81 6,276 18, 574 42,588 11, 184 1,021 28,785 627 Super¬ visors, princi¬ pals, and teachers 14, 377 95 28 14 1, 348 133 159 43 254 3 121 947 443 98 161 51 6 151 739 396 406 71 1, 178 23 City school sys¬ tems 3 447 CD ^ CO O NWhiHOO ^ *r^^H ^ ^ • CO C* r-i Night schools Enroll¬ ment 993, 985 3, 490 996 354 176, 216 3, 079 18,602 1,559 10, 495 402 7, 190 84 53, 103 29, 279 4, 169 6, 711 2,860 10.315 3,942 13, 096 67, 597 45, 734 14.316 274 29,523 40 Super¬ visors, princi¬ pals, and teachers £5 23,604 99 40 21 2,155 120 749 56 246 23 128 5 1, 201 667 176 224 76 186 171 333 2,529 918 454 21 718 2 City school sys¬ tems a 1- 00 CD CO CO CJjr-4rHCO*0 O QO OJ CO CS O Day schools Average daily attendance o 10, 269, 526 106, 514 33, 059 70, 699 586, 226 93,884 238, 492 15,944 64, 456 115, 523 152, 619 32, 333 729, 817 283, 853 169, 769 133, 909 110, 185 104, 709 72, 338 120, 959 617, 107 467,004 205, 751 54, 177 251, 402 31, 998 Aggregate attendance (days) * 1, 891, 951, 582 18, 769, 264 5, 770, 658 12, 495, 274 108, 273, 882 16, 937, 933 43, 846, 212 2, 975, 649 11,631,537 19, 815, 101 27, 276, 612 5, 584, 051 141,099, 653 51, 861, 474 30, 424, 387 23, 342, 171 19, 907, 179 18, 306, 624 12, 955, 982 22, 860, 552 112,982, 141 87, 652, 383 38,008,415 9, 600, 782 46,092,815 9, 089, 673 Enrollment Girls 00 6, 106, 212 69, 132 21, 731 44, 106 364,090 58, 773 137, 705 9,396 39, 928 72, 608 95, 419 19, 702 427, 807 164, 496 99,704 80, 951 69, 014 66, 113 41, 366 73, 068 344, 208 271, 086 119,417 36, 158 152, 664 18, 952 Boys 6, 167, 200 63, 986 23, 112 42, 277 370, 630 59, 830 142, 179 9, 136 38, 065 70,490 87, 381 19, 689 447, 052 166, 798 98, 595 80, 619 66, 808 60, 970 42, 387 72, 695 368, 714 274, 998 117, 830 32, 407 153, 699 18, 929 Teachers Women ce 315,901 2,930 1, 129 1,783 20, 111 2,996 7,947 509 2,335 3,660 3,985 947 20, 473 8, 329 5,795 4, 140 3, 357 3,287 2, 598 3, 661 19, 685 14, 559 7, 032 1,646 7,564 1 1,048 Men 45, 413 282 146 213 3, 533 426 738 53 310 318 467 198 2,380 1, 778 747 712 419 290 298 594 2,635 2, 433 904 117 1,088 64 Super¬ visors and princi¬ pals - 21, 995 160 102 141 1, 342 264 586 39 170 268 231 73 1, 104 861 568 376 280 189 151 302 1, 429 1,088 534 87 496 92 Super¬ intend¬ ents eo 3, 246 DOiHOiN CO CD Oi Oi 00 ^ ^ rniOiONN CO »— < CO CO O0 CS CD » co^rrocs cn 55 csr^oaoocD co »75 cd ojococd-* State - Continental United States . Alabama . . . Arizona _ _ Arkansas . . . California . . . . . Colorado . . Connecticut . Delaware . . . District of Columbia _ _ Florida . Georgia . . Illinois . Indiana . . Iowa. _ _ Kansas _ _ _ _ Kentucky . . Louisiana . . Maine _ •. _ _ _ _ Maryland . Massachusetts . . Michigan . Minnesota . . . . Mississippi . Missouri . . . Montana . CITY SCHOOL SYSTEMS 509 Ill 31S1S IIISI §8 i 33=2 5 ^ SH jf- - CO' O' Of r—T of 3|S 8S&23 22323 Is § SS|- rH Of rH rH CD 82^82 CO-CDO,^ 14 4 4 12 1 ■ 2^1 IsSsi S»sg| iii^E £*§11 rH cfgD oo'of aTo ^'ocf 0f®'rH CO OfrHrH s°°2g^ SSSfeS §§332 £§SSg 3£§3 rH V rH r-T rH 00 0,^52^ cogoo^LQ oooco iisss iggis nisi gsg*§ SgS'll £g‘Sfftf §$*$$ §323 Hill §1§§8 liSIS ISl-g sl£E iiisi si mm am ms S pf£"3£ rfgfistf* tfsffS*sf tfSfg* 538S3 33s88 Sllsl SgSSB Sill S"Sg- gsfcfgsf 3g33S Ssgtfrftf *Sf§* lias mgs liiii S^gfg® §8Sg‘S 2§S32 §8 = 322 tfsg«f 3SS8S sisll ssSSi SiSls BSSS of rH-jO^ ^jV »'<* NNMN non CO TfN® i2Sl® IsSiS ISSaS 3!iss gsss rH CD CO H* rH rH IT~is Ig^ll §is§3 ggssg §§§8 rH' Of rf rH 3MS§2 £§283 2§S32 = %S%°> S^&SS gg23S 8g£32 32 = 88 3S800 115044°— 30 - 33 Table 3. — Combined summary of expenditures , value of school properties , and number of schools and buildings in city public school systems, 1927-28, for all cities of 2,500 population and more 510 BIENNIAL SURVEY OF EDUCATION, 1926-1928 03 3 O o © r- cm cm —< to -$« -< x — < t-h o CM 05 CO o' co oo o co _ _ . cm -r cm o © co to rH^ioco • of 05 00 00 C5 ^ CM CO O CM CO 00 CM 00 00 CO CO 5SS8& Tf N O X 05 CO 05 05 CO X »o o ~ to CO CM ©" -t<" oT X co" cm" — T of cm" rHOO)N^ CM CO 1 — O *0 I o h*«t-hcOCMCO CiCOCOO^ COMCO^f o 1-T cm' f-T CM CM** CM r)T cm" t}T • *- © OCMONOi CO 00 lO r- CM CO I- O * 1 O -£ ^ COCO— « CM 00 OI-C5CX CMiOCOf 1 lO lO X CO CM t- CO C© 05 C5 to CO tO CO *0 X ' CM O CO O 05 I - to CM CO tO CM lO CM lO CO CO 00 O •OCCOCCO lO co CO CO oo © X CO tO CM ooxo^ro JCOCOOrH NOG- -CM CCOOOO I - — I- 05 CM < Tt< iO 05 CO »OCO»OCON CO t-h rf< CO 00 ^ kO 00 CO 05 •'rHx'co'N cm" to r-" co t-T tCtCio *-Tr>T cm" co cm" cm I NCMHH t-h <© to CM CM 0X3 .*» a>~ 05 r- co i - 05 CM «0 — < O — « I- r- CM 05 © O 05 CM hH © i^to cog^to* 3 GO >C CM sssg s ??§§=§ £2 ^ CO M ■s 52 to feo tg w D."^ — S £’3 ® “ TO 3 ’Eel'S w cj g tO CO O 05 05 O l'- CM iO - COCMNlOX ^-r oxo ^XCOr^O CM O CO CO O CO »—<»—» 05 CO t-h CM — < t- -t< ^05 CO $8; 5 CM CM O r-1 00 tO x S -f -tOCMO 00 r-H r-t ^ 05 r-ToT co -rfT O CM O 1— I -rf -1 O CM l- 00 CO r-TcO TtTlO* « 05 CM CM iO 5 O CO — CM 5 00 tO 05 5 05 2f 05 CO )^N050 r 05 00 O 00 885$$ cm" cm" CO *0 tjT X 05 © C 05 CO •— « CO co *—* to to x t>Tio 22:?3§ c" r -" cm" —" co 383 3 S f -<*" cm" co — r 111 S o o 3 0 !- I- CM X CM T-H co CO co o r- o o — < i- XCMOiOO CM X h O 05 00 co CO 00 CM • X co 05 CM > »0 X CO CM « CM — CM 05 05 O I- 05 IO C — < CO CO t-h CO tO X — I to to co co co oT 5 U. 2 — I Tf CM X HCM to X co g X x -r © *-« © © X CM — X CO 05 CM 05 rH 25 I- CM or- to XX i- o r- »o r- to CM X to CM CM T-H Tj< X t — X X 05 CM X Hf CO to CM -f to rH to CM > r- cm to i- CM t-h X X — ' X H X »0 CM O — • CM t- — 05 O I - cm" o" o" cm" CM © CM to H cm" t-T hH C c3 S c r3 a s 1 s g .3 Ct2 C8 o « 3 o C3.S 2 is-g’S w = cs i'c t- CITY SCHOOL SYSTEMS !§!=§ llsifs sffssl gglSI SSIs r¥ is mm mm mm am o' cl S-« tigs' ti -r rf OOo gsiis sssss iiiiis siin iiei mm mm mm mm a mi to o' o-'o* o' OOOo'O .'-VsV .VjJ mm Illil illil 111§S gsis g-2-fss tfft* llfss ISIS CD t^V-T «3 i-ht* -T I IsS IS1SS Silll NOB -r«-U5-r00- 88 §§ S 8181 111 SIS8S SiSli E88S «f§~ sss-- E5^« of 11321 sssIS 1S1SI SSsS§ ISli ssiii i'ss'ii mm mm mm to (NO »®H®V OoVnh ^TcCCOoH-iO- 38833 38S8S S858S illil 8£38 S55-|5J tfggTS* tfS&f** §sISg 1|S|S 88888 £11- rH r— I N i— T !silg Sl“ll aisiS SSSsi 111“ 1—T CO- r-T >»' O’ princi¬ pals, and teach¬ ers © OO 1 1 1 © © © © © • CM CO © • Tf © © CO © © • 1 1 1 1 1 1 © ^ CM CM CM © © *-H CO S3 g g-s w £ OO co co cm cm © • Tf i oo©r^©CM cm • 1 1 1 1 1 1 1 i 1 1 1 1 1 1 1 CO T-H 00 CM CO © Night schools Enroll¬ ment 3 oo r- CM ^coooocm © «^©© q cm h- ©oo «-• o r- © co '00 00^ ?o © co © © coco CO © © OO'^H rHtONN ©~ © © Hr-(H T-H* CM~ n co Super¬ visors, princi¬ pals, and teach¬ ers 1,300 (N O H N 03 © ■ © Tf CM © © CO Tf © t-h O WN 00 CO ■ »-H rH Cl H Cl CO © co © © r>- ©D- © City school sys¬ tems report ing 249 © © t-h © CO © IHOIH CM CM © CM HCO CM t-h i 21 14 14 2 1 Day schools Average daily attend¬ ance - 2, 312, 827 22, 042 19,985 39, 708 98, 453 27, 294 51, 322 1, 975 41,010 48, 284 24, 446 113,093 67, 019 59, 280 45, 455 43. 919 29,020 42. 919 11, 475 102, 680 87, 626 56,011 26, 354 53, 340 9,886 28, 378 Aggregate attendance (days) © 414,099, 118 3, 862, 513 3,557,911 6, 970, 743 17, 583, 929 4, 872, 742 9, 355, 474 373, 228 6, 921, 602 8, 510, 317 4, 228, 780 20, 548, 038 11.990, 724 10, 372, 179 7, 980, 944 7, 762, 855 5. 088, .540 7, 646, 462 2, 111,306 18, 684, 610 16, 362, 076 9, 981, 801 4, 704, 406 9, 660, 383 1, 787, 833 4. 990, 203 Enrollment Girls os 1, 376, 845 14,328 12,808 25,144 57, 743 17, 436 29, 708 1, 173 24, 529 30, 230 15, 018 64, 959 38, 383 34, 688 27, 982 27, 256 16, 822 24, 353 6,883 56, 396 49, 033 32,860 16, 842 30, 929 5, 594 17, 658 Boys oo 1, 357, 626 13, 748 13, 559 23, 934 60, 278 17, 976 30, 312 1, 079 24, 304 27, 010 14, 851 65, 105 38, 018 32, 855 27, 229 25, 836 16, 707 24, 681 6,442 57, 667 48, 497 30, 933 15, 090 31, 092 5,702 16,884 Teachers Women 72, 328 601 688 943 3, 269 893 1, 737 68 1, 367 1, 404 717 3, 573 1, 830 2,088 1, 471 1,210 900 1, 499 328 3, 468 2,800 2,015 765 1, 636 329 929 Men CO 1 © r-H L- © OO OO Tf< OO © © © © CM CO CO CO CO to © © OO © to ©IN H to h (NMUO OO C CM © © r^t^COOOOO *-HtO©C^Tt< t-H HHH CO © CO CM t-H t-H CO ^ CO CM t-4 Super¬ visors and princi¬ pals © 5, 661 to CO to © © D- CM © © © O0©r^^© CO © © Q © CO © t-h iH CO CM©!'-©© CM CM © ^ OC © CM 00 r-H tOOOr^tCN - CM *— < CM © CM i-H T-l CM CM CM t-h t-h CM CM CM t-h Super- in- tend- ents . h* 2,114 •^ © © © © © CO © T-H »-H CMCMCOTffH CM CO Tt< to OO ^ © T-H © CM T-H CO OO CM CM to CM CO © © CO t*< t-h © © CM © »-h CM City school sys¬ tems eo 2,083 T*<«*©r^© 00 CO CO © 00 © CM CO T-h CMl^COCOCO 00 CO © T-h © CM th CO U- CM Tf< CM T-h CM © © tji ^ CO ^ t-h © © ^ CM © t-h CM Popula¬ tion N 9, 753, 298 i 100, 534 75, 683 151, 462 349, 536 90,743 238, 992 10,599 110,604 202, 532 82, 643 576, 867 311, 030 271,345 192, 541 194, 446 132, 015 212, 638 55, 415 506, 171 335, 958 227, 036 103, 920 231, 978 54,806 118,585 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 . . CITY SCHOOL SYSTEMS 513 |sss gs§g| fgas -r -r rn 1 *s 18 2§”S £°°3:&S £°°22 g So® SS rt»N^ ®T r-T l II 100*00 ©f-Hr-T 1 1 III till 1 Night school and Ameri¬ caniza¬ tion class expenses CO $171, 740 1 II II II t* oo * oo go oo ir^o i oionooo i© co > ics © t* IT*© r— ( 1 CM © 1 X»COO»N 1 • ©© GO OS 1 1 — < OO CM If-Hf-H t* 1© 1 CM OO t* CO © 1 ITJIN ©oo • ■ © CM~ T** 1 lo' © IH 1 0O* r-T r-T r-T 1 ©* l^t>^ T* r-T i 1 cm* 1 OO rH 1 1 II i— 1 I » 1 II II II Salaries of supervisors, principals, and teachers in day schools to $119, 445,823 l - © © CM © 00 00 CM OO t* 00 © t* t* QO CM © © © © © — * t* CM ICICMCN © 'C c C N MOCiCN ‘C N CC (N © I — CO GO CO l-»COirHN —. © T* © © T* © © © OO T* T* © CO © © © oT © c*f T© r-T rC oT co © © t* © CO © QC © © CM — *<* t- CM © — < © CM T* © CO ©© — — 00 © CO — < © 1^ I>- »— I © T* CM © © T* © © © I- T* 3C T* © © © © © HH©H CM HHH © OO OO'CM »— 1 —• rH ©© CO *— ( CM rH Value of school properties (thou¬ sands of dollars) - LZZ ‘OfL 3,830 5. 948 6, 967 34, 690 7, 150 16, 778 379 14, 288 7,283 5, 744 37, 599 16, 855 19, 729 13, 790 9, 048 7,200 10, 160 1,900 33,511 39, 144 26, 539 6,313 18, 077 3, 360 11, 654 Number of school build¬ ings eo 9,974 © OO CM OO rH CM oo © t*t*^h©i^ © © © © © t^- t* »-h © CM r- © t* r-H oo rH »-h co oo © © © © oo © co t* © oo © co © t* ht*h oo HH ^ CM CM CM r-H t* OO CM CM —i Number of schools w 11, 607 ©t^©l^© t*^ho0— ioO t^T*cO©CO NOO^OOrH CM t* © 0O t* © © 1^ — CM rH-HrHOCO — O OO © © © ^ T* rH © — 1 ^ © OO — 1 © t-H T* r— I CM © OO OO CM r-l rH T* t>. © CO t-H CM tH E 2 2% •So E’g P cr g _ c s* ^ ’5b o s-s-ss-g g-sse- If gas §s||S UfiPnOS hhm^M ee a o.&-; ~ m : sjiw £ ^ 9q 1 8 CITY SCHOOL SYSTEMS 515 sglsS i'S'iS 38858 SIS1I HWff IsiSS gills 111 mm as* IIISl mm sii§i 1's‘lig ISIS! illli IIIIS III m rScf tjT CO oTco-(N oT-r-r-Tr-r id^-'-TcvT 0- cfr-T r-Tof r-Tof nVoVT ^^coVT rH* t-T « >i iA «i uS Js iiii uSoS *i 8 cS 7-16 4-18 4- 18 -18 -18 -18 5- 18 6- 17 5-17 5-17 5-17 5-17 5-18 5- 18 4-19 6- 15 4-15 6-16 6-16 4-20 lllissg Ss II ;§ i iSiSI IrISES SSsIlSs 1 Sill I Sl'S’SSSS is' IS is I S'i'=SS' Sil'IS's iilSBgS i lls'S §' Table 6. — Personnel, number of day schools and school buildings, city public day schools, 1927-28 — Continued GROUP I— CITIES OF 100,000 POPULATION AND MORE— Continued 518 BIENNIAL SURVEY OF EDUCATION, 1920-1928 School build¬ ings pH O rH *“1 'f © 00 “O CS t" f- •rp ?? oiftoio co -*r ©•*»< os GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION 28 16 20 37 25 31 27 123 Num¬ ber of schools 2! 88 8 835S3 Average daily attend¬ ance 29,390 20,048 32, 970 24, 954 38, 883 25, 825 29, 564 20,203 26, 871 52, 701 18,990 68, 048 8, 943 8,061 12, 338 12,047 13, 432 21, 307 15, 721 14, 611 Aggregate attendance (days) 5, 290, 200 4, 129, 888 5, 769, 834 4, 391, 956 6, 726, 730 4, 507, 077 5, 410, 157 3, 676, 946 4, 836, 986 9, 960, 701 3, 499, 624 11,894,057 1, 547, 254 1, 394, 559 2,220,840 2, 252, 935 2, 404,328 3,813,719 2, 798, 364 2, 607, 775 Enrollment O ' - 21, 763 13, 723 21, 524 16, 044 24, 502 16, 526 16, 262 11,719 16, 623 31, 188 11, 124 39, 341 5,740 5, 124 7,674 7, 537 7,316 13, 015 9, 461 10, 047 Boys ® 20, 458 12, 764 20, 755 15, 883 23, 698 17, 403 16. 814 11, 184 15, 468 31. 814 11,433 40, 107 5, 129 4, 756 7,502 7,930 7,610 13, 264 9.634 8. 944 Teachers W omen 841 455 975 768 1, 242 825 881 708 850 1,483 576 1, 912 ss S Islig a ® OD 86 47 116 107 140 73 93 57 66 251 123 415 Supervi¬ sors and princi¬ pals COCO lO CQ CO CO 00 Oi-H 0*0 i-< *0 »0 Tt ',,8228382o5 2S8822238 8 88 43 18 44 S&28 2228o5£ 2°°8&8S!83e53 o5888828522 §11 2 l§ lill Hi lili sum Iisgggglll l§sisgli3 8~S“ *? co'tfi' wefofo tf*s? ootfcfj-T MPf®V®rH eo cf co ^Tuf ,4Vef ^‘o- *^23S°r,ri'®2S ill 1 00 C& §g§S in 8§Ss SilSSs isiissigis 5§31E§8I§ in «o s 11 §8i£ m Sill 8i5i‘SS' mmmm mmmm efr-Tof V co- r-Ti-Tefi-T ,-r ,-ref of th i-Tofefco i-T -neoof S8S l is IISI HI IISI sSsssI iiigisgiii SillilSIS cf-oVo CO of CO eo"'t^'»Ol>' ujeo-ef •OTjToo-of cf^co-^-io-o- ofr-Tco'ofco'bfofcfofcd' TiToftfoco-eo-Tfosco- 111 l si §§!§ 111 iiii liills lisssssiii lillSSIsl noV CO efco of of .©of eg co of of>-Tco'ofcoi>'oftf‘co'co TjJ'bfjCococo'^'odcef Si 2S3i ISI§ 124 74 183 209 285 361 153 103 202 164 237 371 166 380 158 354 214 366 453 429 316 146 210 489 394 110 I 70 75 s? 1C sc S?WN s®g 88885 23cc888 t'~^®S22&223 8£§£88gg£ 822 If) 18 10 24 19 28 S2S hOHN HHCCH 9 1 12 10 28 21 2 12:2282828 i 288888888 (NHH rH H H 00 00 00 00 888888 8888888888 888888888 cocici-icocicoo-o 377 S cici ZZZZ tL ! ! 2222 2Sci2Sci cicici^S 1 cicicij v T ill 2 1 ISSS iig sail § SSsg a misss® Slsslilll 888 8 3' ssTSs hVo c* co sc SfsfSftf S SS38 85 S3S'8'S'SS?g‘8' Table 6. — Personnel , number of day schools and school buildings, city public day schools, 1927-28 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 520 BIENNIAL SURVEY OF EDUCATION, 1926-1928 School build¬ ings 88R2£ 2 03 22 8 SR £2^888828^2383 Num¬ ber of schools SRSSS 82 3S 88 8 32 £8288883832332 a _ _ Average daily attend¬ ance M C* Sills si §i §1 1 SI glusIlsSslilll oot-Tt-T^-ec coco o® ®“®“ C9 vf© © ^'odoowoo attendance j (days) | ’ 1, 613, 178 1, 442, 938 1, 477, 044 763, 292 2, 348, 135 696, 060 630, 800 1, 717, 680 2, 985, 840 1,156,942 1, 299, 000 2, 080, 898 509, 308 1,929,718 1, 997, 445 952, 536 1,394, 352 1, 197, 229 1, 545, 914 940, 035 1, 094, 639 1,342,656 2,212,207 2,721,074 1,461,164 1, 595, 802 1,681,322 1, 495, 934 Enrollment Girls sSIIk Is II IS 1 Is IssiSiellilggil ii ut »i »i A »i ^ »i *"* v _ _ / • i 4 f popula¬ tion, 1920 1SS3S 1 la Ss 1 sS SsssSlillsilll SSSS'K S? S'ff 55 3 S§ S5'SSSS‘5S'SS$'S‘g‘S'5 City - Iowa: Cedar Rapids _ *....1 . . Council Bluffs . . . . Davenport . . . . . . Dubuque . . . . Sioux City . . Waterloo- East side . . . . West side . Kansas: Topeka _ Wichita . Kentucky: Covington . . Lexington . . Louisiana: Shreveport.. . . . Maine: Portland... . Massachusetts: Brockton . . . Brookline . . Chelsea. . . . . Chicopee.... . . . Everett . . . . Fitchburg _ _ _ _ Haverhill . . Holyoke . . . . . Lawrence... . . . . . . Lynn . . Malden . . . . Medford.... . . Newton . Pittsfield.... . CITY SCHOOL SYSTEMS 521 83882: 88 3 8 8 22232**22;: 222222*2?18 88&S8 38g22g3388S $ £3 8 s ? sgssaasssia 388888*828 33111 ISgglSSsSSi 1 Is ! i 1 liggSiSSgS iiisllSsSI eouS^TuSV i>to^‘ost^'odoocJt^‘oo»-H ® ~® ®~ co oo oT^oo joo» uf® ~in«? «o' ~ ® t-‘ oo' tjT t-T of «o mil §g§sSslllil 1 g§ 1 I 1 alsislsSsI sSilsIlSIl titii slls'igS'lSil I II 1 ~ t SsWllSlf IsIsIEIlSS «p_r __r_r— r_r_r_r_r/^_r_r^r ~r_r _r /vr _r __r #*r _r rvT __r _r _r _r _r _r ro'_r_r_r Slsll llslilslsSl f If 3 § S 1§1§§SI311 IggSisllls t>eooffeotfT »eo‘«5'«s^‘»o®-tC^u5® © n® -* tC ® u$ co^oo^eoeo® ^«3‘ « of ®“ « HISS sseISIIIIII i l§ 1 I I SlSsSilsSl IgiSSlIIll nm®wn eo«»c®^-®-®ivr^^rt>r ©- ®~®~ -jr tC ® ®^^tf^coco“wV«o*‘ « §§ 28^ • oo oo oo 1 oo 4 1 4 1 4-4. *.4. 1 4 gii«s 33!g§g$gi£§ s is i i $ isggigiisg $3‘8£8‘ 8 S 3 2 2 2 3 £ 8 5 3 8 fcSf 5 S 8* S2S§?8?fS3S^g Sggtfgtfggtfg of 1925-26. Table 6. — Personnel, number of day schools and school buildings , city public day schools, 1927-28 — Continued GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION— Continued 522 BIENNIAL SURVEY OF EDUCATION, 1926-1928 School build¬ ings »0 £ *283 828 £322228 2g£ 82882882882 Num¬ ber of schools 8 °>838 822 3288288 283 82882388382 Average daily attend¬ ance co 1 HIS eSg |S5jf!g§ Iff §iSl§sls§Si jo ,-Tioiqio tq o' oo r-T o cc gfo n o o « >o ® n t-“ ct oo a Aggregate attendance (days) w 2, 961, 871 296, 556 1, 059, 356 2, 670, 213 959, 615 2, 118, 067 1,114, 560 2, 131, 220 3,110,003 1, 239, 543 1, 602, 538 1, 286, 359 1, 442, 637 1, 385, 506 2, 016, 387 1, 121, 840 4, 005, 737 3, 683, 878 2, 456, 370 1, 850, 792 1, 987, 546 1, 610, 278 1, 131, 187 3, 164, 985 2, 387, 703 1,355, 174 2, 237, 194 1,541,605 1,683, 656 Enrollment Girls - 8,755 981 3,263 8, 816 3,064 7,498 3,989 7, 132 9,911 3,745 5,124 4,316 4,314 4,818 6, 190 4, 245 15, 568 13, 948 7, 010 5, 715 5,523 4, 960 3, 320 9, 490 7, 331 3,796 6, 836 4, 628 5,336 Boys o 8 83K3 823 S83S822 8888Sg8883g rH Oil O f-H -h OS'&CO CON(NM«ONW 00 Tf< © Cl O) 05 W N Tt O O N O oT co cT co cococo ©co~*o ^ co cootjT t>Tio »otjTco oTt> 1 Teachers Women as 1 S1SI Hi slISslI §!§ sgilSsiSSHi Men ao S ^83^ 8°°3 S88£883 882 g333238§3338 Supervi¬ sors and princi¬ pals r- 8 ££82 £*-8 £'D32322 288 22228£223®2 Superin¬ tendents and assistant superin¬ tendents CD *'oo%i<'oo®*o'®'o' Sills 111 §1 II I Silill III iS is I §s!gl! iifS; H N'~'~* I IsISI $ sills H -T r-‘M I SIM i m ssisisii mmm mm SIS Ss l§ NON ®%* ®-r S 3SS3IS rjT o'cc'®*®' I §§111 ^'coeo^'t-' i Sis O' ®'t-'« lliSlllg n'®*o^'n'®'wco oor-®£- 33S28 o'n'oo'^'^' 111 Is 51 NON o'O' § slisli ■* ■*' oo'®'®' i gsiii ■*' ^KNTK'tC I 838 O' ®'t-'co' lllllsll n'^'n*T cC_t* |oco^'>o>oiOir^osoo S?!S22S!ggS8S is fc£S5S£382gg:gSS§3l eocoesfeNofeo-tofco f-Tco co ■*? V V io io cn co ic *o t-* -o -7 co ei" of eo •<* co eo ■-i' eo >-r Boys O HH»OMMfOlNOC5 CO Cl 0 0^(0 COCOCO^WCONOS^^IM^WiO o^eot^ Supervi¬ sors and princi¬ pals N!OCOC(INNHCOO rH 00 |-H »-• ^ C^t^t^'OCOCOCO^C^M^OOCOt'- Superin¬ tendents and assistant superin¬ tendents o HHHHHHHHH hw HHHH HH(NHCOH(NH(NHCOHHH Average school term (days) Children of school census age ISlssl its si sill 1 ilssll illssl IS dio^wwuf j^isT c4*cT o<©*oo rC jr^eo jh^Ti^ JtCcdrCw !cf . i i i School census age e* 17-20 6-20 6-20 6-20 6-20 6-20 6-20 6-20 5- 20 6- 20 6-20 6-20 6-20 6-20 -20 3- 18 -20 -17 -17 -17 -18 5-17 4- 18 -18 -18 -18 1 3-18 Popula¬ tion, 1920 w SlIilBlii 11 1111 Iili§ilsSiiss§ ggf gfasTsf 8 «« 2 2« 2*222 S2 2 ^55 City - Alabama: Anniston . . . . Bessemer . . . . Decatur . Dothan... . . . Florence . . Gadsden . . . Phenix City . . . . Selma . Tuscaloosa . . Arizona: Phoenix . . Tucson... . . Arkansas: Fort Smith . Hot Springs . . . . North Little Rock.... . Pine Bluff . . . . California: Alameda . Alhambra . . . Bakersfield . . . . Eureka. . Glendale . Pomona . . Richmond . . . Riverside . San Bernardino . . Santa Ana . . Santa Barbara . . . Santa Cruz . Santa Monica... . Vallejo . CITY SCHOOL SYSTEMS 525 03 SSS^SSSS ®S§2SW2 00 © TfNHO 2 Si 222 SS^S^SgS^SEi*- 232 S28S2°°2 22 22 iss sisssssg isiiiiii^-iii gig §sg§iii §g ig mi oCT> 6 54 29 Tf I> co CO 29 10 2°° o^S® 10 12 7 C, <0^00 COCO CD JJJ Ot-WOOlON^CO^OCgrHN 3 45 18 rH G> CO rH t-f of rd co co co 1 is eo led §iisi!S cd^ididedciwT 6, 015 5,312 10, 439 i 11, 189 s ss CD- co-co- 6-20 6-20 6-20 2222222*° 4.4.4.4<4<4.4.4. 2222;2SS222222 4.4.4. 4.4.4. 4. 4. 4. 4- 4. 4. 4. 2 is t>- 1 t>- sssassss CO ;£> ci ci> C£D CD ct 6-20 6-20 6-20 6-20 6-20 ' ill SS'S' 17,643 20,620 22, 325 11,238 11, 648 11,719 11, 475 22, 123 18, 370 22, 129 10, 193 15, 051 25, 688 27, 743 29, 685 10,236 12, 347 22. 055 12, 010 13, 801 18, 749 29, 571 14, 237 11, 555 16, 748 14, 413 17, 038 13, 252 10, 783 18,068 21, 393 15,001 24, 682 24, 823 14, 150 28, 725 11, 424 115044°— 30 - 34 of 1925-26. Table 6. — Personnel , number of day schools and school buildings , city public day schools, 1927-28 — Continued GROUP III.— CITiES OF 10,000 TO 30,000 POPULATION— Continued 526 BIENNIAL SURVEY OF EDUCATION, 1926-1928 School build¬ ings ^ONM»NIOOMN10®NOONCC01 I'- COt^ 03 03 CO ^ O CO 00 00 00 « CD e- Num¬ ber of schools 3 ^ 05 oo jh o Average daily attend¬ ance « iaIS§ssilSl!gss§i s SslslSS NNHCOM^HM^nHCflNCiHrtM eO rHrHCfrHeCcOCO ttWHHOCflrf Aggregate attendance (days) S liiSIslllSlliisIl 3 lllglls IsliSlS mmmmrmm ?. mam §mm t-H Enrollment Girls 3 !i§!81§8iaf!§l§Il 1 islsiSs SIlBlie tH HHHHN rH* r-T H H H H WHHHNhH Boys ® SisslsIlSslsssSlS g 11SSIII §ll2§g| riWN rtf-trH rH pf i-T r-T r4" r-T P, r-t CO rH -T ,-TofrH Teachers Women Men ao »2NS02°2SM,#010000NWM ° s Supervi¬ sors and princi¬ pals - 03 30 0.^^0^0, 30 .o^co co CO j^o. CO ; 03 eg to t- 1 II 1 1 II 1 1 II 1 Superin¬ tendents and assistant superin¬ tendents HHHNHNHHHHHHHHHHH i-I HHHHHHH HHHHHHH Average school term (days) ISSSIIISIsIlSglSS 3 S§31§3s SS3SSSI Children of school census age - iiSISISI l§ i!!§l§i 1 ligllffil ISlilll ^COWOoVdiOiO jtC jiot^^coioio 05 (NW»oV««5V oV(NCiNM» ' 1 School census age - AAA 1 Act 1 IAA :AAAA 11 A Act 1 AAAA (AAAAAAA s a® c.2® o.Srt P* >» 5 il?SI?lligIggl§§sgSS3li?I|g gSlSSgS jo o pj 30 03 1^' o' oTgj 2fo‘»rf-cg eg eg‘ eg oi go®H gno © - Illinois— Continued. Cairo.. . Canton.. . . . . Centralia . Champaign Chicago Heights . . Elgin.. . . . Forest Park _ _ Freeport . . . . Galesburg . . . Granite City . . . Herrin.. _ _ _ _ Jacksonville. . . . Kankakee . . Kewanee . La Salle . . . . Lincoln Mattoon. . . . Maywood . . . Melrose Park . . . Murphysboro.. . Ottawa . . . . . Pekin . . . . . Streator.. . Urbana . . . . Waukegan . . West Frankfort. _ _ Indiana: Anderson . Bloomington . Clinton . . . . Crawfordsville . . Elkhart Elwood . Frankfort . . . CITY SCHOOL SYSTEMS 527 .»-sg»o33N»s». »2Sa®oo.3S»3 a. .•wt.ai.jj.HH.on ctooijHg 3»3o’ssssst-ooss“ ssasaasas^s sa^ass^assaasa a*®gs g§§i§sIgll§Sa§ tfetrfefwHMVncictVrfH iiiamggss cf h*-» h i — i ti ci w h‘ ct .o" SlSSIggSlillBS in H Ci' w'oi c4 ni id CJ* Hi ct' oi ri n ISIig iiiiiiiiisiiii immumim iisgiiggsii ilsl'i'Sfls'll IsSIialSIISagS HISS IlgllflllSlIII Hill SlslIISISSliSI r-r -r of r-r c7 r-r of «A> ti ti ut Js J5 ii Js ii ii 888 88888888888888 22222 iissasssisagss 5i§§§S9eiis niiigiiiisiii gsgsg 2f282?f82S82:28^S ^^S“S?3^Sa 2282S 65543°— 29 - 3 of 1925-26. Table 6. — Personnel , number of day schools and school buildings , city public day schools, 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 528 BIENNIAL SURVEY OF EDUCATION, 1926-1928 School build¬ ings »0 C5^j»o»o Jf; cm ^h S 2 co ® o Num¬ ber of schools Average daily attend¬ ance CO 3, 778 6, 924 1, 754 2,512 2,906 2, 107 4,629 1, 606 1, 174 1,583 2,278 1,772 5, 543 2,394 5, 473 1, 791 1, 270 4,915 3.681 3, 182 4, 491 2,665 1.682 2,034 2,890 1, 509 4,003 2, 677 3, 941 3. 127 2,812 Aggregate attendance (days) 520, 506 1, 225, 556 308, 817 451, 726 514, 822 375, 181 819, 373 271, 161 212, 081 284, 649 393, 227 316, 868 1, 103, 057 442, 890 1, 012, 505 329, 269 230, 402 903, 937 678, 007 582, 442 828, 317 485, 404 308. 817 359, 189 523, 096 286, 102 711,429 479, 446 691, 830 575, 860 518, 155 Enrollment Girls a *0 CO »0 00 05 CO HCC'Ori (NV rH rH th'cM* tH t-H CO rH CO CM~ CM~ rH CM~r-T f-Tr-T (nVnhh Boys ® 2,328 3, 554 1, 049 1. 485 1, 705 1.279 2,561 871 765 913 1,315 963 3, 309 1,414 3,088 1, 022 742 2,771 2,074 1, 721 2,565 1, 568 955 1,117 1, 596 868 2.279 1,425 2, 174 1, 725 1,605 f Women Od Men 00 CM CM 05 O HNHCCOOOO <0 rH O0 05 (OONNiHOO^OONOONOiCiTfco i—l rH rH CM CM i—l rH r— 1 HH rH »H HHH Supervi¬ sors and princi¬ pals r* 1 II j CM CO 1 CM lO CCW5HO rH iO JO CO 05 JC rH 05 CO CM CO CM 05 CM i i i l i i Superin¬ tendents and assistant superin¬ tendents CD 1 1 1 1 l 1 1 1 1 1 1 3 1 3 1 3 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 Average school term (days) SSSI ESSISIS gggil sSssISggEggSSSIS Children of school census age isi§ isssgis in? imiggsg ismgss 1C«T»^ IXOgJiCOOCON© •sfc8S0D5sa®2as8sss3w8$;ss®s 32SSSS2222228222 HsISiIagSSI§S!Siig!§gie CO CO Ot ^ CO CO "-T CO~ CO Of f'" cs’i-i* co r-tco COCO I-Tof CO IgfellflglgllSllI N*rtW(NCfN‘NWH«rtNCNH» mmm% eftH-idcieMcoef iI!IIS§IS?!ll!§llii!5sis ISIilSSsflllssIl Ilislisl mmmimmmmmmm mmmmmmm mmm il|lllgssg|lllss|slsl=g| SI8sll;!llSIII!s r-t MHrtHMNWHrtHCOHHCf 1,242 852 3,312 1, 258 1, 798 932 2, 168 1, 342 =sli5SlsSEisiSlgigS8lsSS rH © oco eococoofef'^l' SlslRglslgSSII§l wwioco^^^usc^eorjr^aTwofod §§113§§l 4 cc ofe ci 0C CO >4 00 lll5ilsl£§SilSslsl!Sslss 22222’'2§J^'2222S2*'2 2?f22222'’2'2‘ IssSlIsglgsisIIlS ~ ~ 2* 2 of 2 2 2 2' 2' d 2* £ 2* 2' 2 10,118 11,089 15, 089 12, 469 13, 722 15, 873 14, 022 19, 143 > Statistics of 1925-26. 8 County superintendent has charge of city schools. Table 6. — Personnel, number of day schools and school buildings , city public day schools, 1927-28 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 530 BIENNIAL SURVEY OF EDUCATION, 1926-1928 School build¬ ings t^ccooscotHioccco co os c© «-. © © co o © Num¬ ber of schools ojosoo^jrHO^oe^ oo^NO r- © os Average daily attend¬ ance e* 1, 750 2,212 2, 130 3, 136 5, 552 3, 406 4,832 2, 326 2,479 2,581 2, 105 2,537 3, 430 3, 626 2, 598 6,058 2, 082 3, 730 1,809 3,302 5,788 1,855 2, 468 3, 351 2,921 2,239 ; 2,635 Aggregate attendance (days) 306, 266. 393, 820 357, 796 545, 664 999, 360 599, 575 838, 605 414, 028 441, 262 487, 746 366, 270 446, 628 607, 191 623, 686 441,651 1, 060, 150 374, 842 667, 634 3, 509, 505 600, 957 1, 065, 033 346, 885 456, 580 603, 048 525, 940 399,685 463, 706 Enrollment Girls - 1, 159 1. 327 1, 450 2, 282 4, 161 2.328 3, 365 1, 535 1, 709 1, 582 1,300 1,423 2,090 2, 210 1, 486 3, 440 1, 189 2,060 1,044 2,068 3, 366 1,132 1,290 2, 071 1,808 1,495 1,501 Boys o 1, 226 1,275 1,289 1, 975 3, 613 2, 125 3, 001 1,327 1,486 1,567 1, 272 1, 325 2, 170 2,248 1,459 , 3, 540 1,005 1, 940 1,056 2,122 3, 254 1, 121 1,305 1,998 1,674 1,587 1,699 Teachers Women Oi 61 77 76 96 168 118 155 58 i 72 86 72 90 106 113 76 172 77 117 55 98 179 59 64 102 86 74 88 Men - *o © t— co © g^co o> * Supervi¬ sors and princi¬ pals r* Ki'Hifc.oonN ■^icoo©^'*©©!© oomw® d*o^ o >o Jj io «o ci cb co ci cb ci ci> co cb cicicicici o os oo t- ® c* •~S=S“&2 S»S“>“>?3=2 S2«,SSS*S'cSSt'32 S “*3 ■~”3S23“$j 11SI1II illSSiSRiSIlilllBlSIlillll S sis SiSiSIll ~«-n%h*wn~ «V-o*s^ofoo“w<£-r^'-r(D*w‘«‘ei‘»'e4-w-rf*ocfTrN-r®«' -r' c*VTn~ ^^ctetctct~cS §§!§§!§ lilSISIgsIISBilSslisallSli I isl IsllfSSs gfiiwi a m msma _r _r _r_r __r _r _r __r llsslli iillsillssSlISSIsSSSSISssl s ill II11I1SS rH NH ‘ 2 a 222 22222222 1 4 1 4 1 1 1 1 si 1 1 44 3S8SSS8 3§iSSS§83S§88gS§338gi§SSSS S SIS I Slllii 2 2Sgf 2 222S2gf » Statistics of 1923-20 Table 6. — Personnel, number of day schools and school buildings, city public day schools, 1927-28 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 532 BIENNIAL SURVEY OF EDUCATION, 1926-1928 School build¬ ings *0 «ir Aggregate attendance (days) 364, 767 481,011 395, 206 284, 970 584, 012 325, 438 701,550 588, 822 390, 023 664, 079 493, 513 544, 746 381, 864 779, 556 270, 877 359, 724 350, 749 537, 987 447, 888 214, 761 800, 372 332, 014 270, 215 866, 012 362, 336 360, 224 396, 208 878, 449 1, 589, 760 1, 497, 420 690, 480 314,959 1, 419, 744 I Girls - siiiiniiiissiiisgigsiigsggi siisi .H-Uh ^TrHC4‘rH^r t-* «o tjT f-“r-T es ed a>®oo»Q05C^«oot^ NONhoOO 8^°° iSii IS fg§ TfcS'coV'cqVxffl>"MNM>‘noM«w^ffl®M^>o cc ofiorCrf o't-* 888888 i o ® Jo Jo Jo Jo Jo Jo Jo Jo Jo Jo Jo Jo Jo 4- Jo Jo J> Jo Jo Jo Jo Jo J> Jo 14, 302 12, 198 24,418 12, 742 13, 884 10,612 21,961 14,010 10,476 llsi§iSi§sll35ili!ll3§sllSgilSilIlll s'H2£S'2 = 22SSSSSta'o:SSS3SR = SSSSaS2S‘SSSSSS » Statistics of 1925-26. 3 County superintendent has charge of city schools Table 6. — Personnel , number of day schools and school buildings , city 'public day schools. 1927-28 — Continued GROUP III.— CITIES OF 10,0000 TO 30,000 POPULATION— Continued 534 BIENNIAL SURVEY OF EDUCATION, 1926-1928 School build¬ ings KOOONC^rtMH CC^CO ClOONOOlCOt-OCOOC^OOtOI-ClI-tONC Num¬ ber of schools OCCOO^Jt^C^COOSO r-J J-J C* O00N00»OO0005^ON’^00«D00 00Nt0NO Average daily attend¬ ance Sllllsllil 153 l§l2ssIs2E§llslllgls PS -l«OCOC.0‘000«CQOiO Superin¬ tendents and assistant superin¬ tendents - Average school term (days) - SSSSSIHIS §SS IS|8|i2i|S8|sg8gS8|g Children of school census age llsssIlSS gS§ IlilSisslsIsll !§§ !s§ ^wtoVNcoTfeow eortTo- us'eo «i ci ti «i «i at ti !«5M*Qr^COlO©aC.;HlOOO;0-HCS.ao>OOgCO*Ot-©CNOC©^aO©<>j;=j'^nVecMW^(N(N«o«^Necremet^MVMNM>*M?tMNM^ skills (NcfceT^-cce^ Ills ^Cvj-lOLO llslillliglllsSls§illlll2SilISffSsll£ll §311131 *Wl¥ll£§¥iW^^^ IlSlili Ills SS2S" xeoo -T 1, 3S6 2, 680 2,216 2, 013 1,819 2, 063 1,858 2,241 2, 186 1, 536 1,265 1,609 2,810 1, 307 2,417 1,473 1, 772 2,297 1,819 1,205 1,005 2, 148 1,787 1,802 1,958 1, 171 1,749 2,525 1,936 1,151 l 1, 768 1,493 1,465 2,370 1,687 2, 625 1, 149 2,680 1, 260 1, 115 3,586 897 2,714 1,953 1,497 slls - CO CO CO t-H CM OOJOCO HHHHNHH ,-H ^ _ mzwmmmmmimnmmmmm'm* mmn of^yrcfTnccecto^nnei^^i^efos^eoncS^nn^cf^.n.Seoefctcfcoco^r^m ■^‘t^cTeood'us « 2222S22222S25£22SHS222222222222;2022ts2'00 <=©oo® oo ©ccciccccocciciciticocicicocibcocicoeccocococoobcocococococosicDsooc-ieociob 4< 4- -4- 4< *-4 i 4< illll§§ilSliglsSlSSS5ll|gSSgg§S!ilsS5| R£sgg;s SfSi 2g2‘£S‘g‘S-2>;2S = 2‘ES-=is2'2S'22'Es2'?;'?:‘SS2S2'2'SS = S SjfSfSfsSftf S'S'SjSf 1 Statistics of 1925-26. Table 6 — Personnel , number of day schools and school buildings , city public day schools, 1927—28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 536 BIENNIAL SURVEY OF EDUCATION, 1926-1928 School build¬ ings osaooaooeoM-oocjoNOiooojM t- nooo Num¬ ber of schools 05 3 O^C^aCco-^OC-OOC^r-O^Ocoo* CO ^^00 Average daily attend¬ ance a ES SS i§slilig||§iilS§Siii i Ssl (NO MONniNM NNM«(NM^Hrt«(NNN CO NrfcN* Aggregate attendance (days) k IS 11 iaillSlliSI2gSlgs|gs I sga m m mmmmmmm t m -T r-T Enrollment Girls a Si 11 se§£!I§g§§iS2=§!ii!Ii 5 isS Hto 0 H H t- lOUJNO l CO 00 rH ^ lO CO CO OJ 03 i-H © es i i : : Superin¬ tendents and assistant superin¬ tendents o Average school term (days) Children of school census age 11 §1 18§lg31S|gSlSisgSlsl s III TjJ-rC co-co- >o -rt<- co' - CO 00 JO 0j00^C^^H05050500 00OC5 23 10 »o co co jo 05 co 13 7 13 9 33 7 16 35 9 ins IsISsll 1 llilsli SsgiSSSSglSg m efcfeoi-T' »«f»oa;sg3g ”3 CO'S" 00 CO CO CO CO CO CO 00 IN 05 - NhN CO y-4 ^ CO CSOJ[«OV^NCO Junior high schools 90UBPU9JJB ^JIBp 93BJ9AY (NOOO i CM OO CO CO • NIC W iO t crT *o oo i CO * i 3, 049 6,684 7, 570 18,285 6, 145 3,901 1, 102 jaeatnojua CO co co co i CC G oa O • co CO C5 lO » o o oT i ^ f-t i 3,410 7, 583 8,501 19,744 6, 432 4, 570 1,330 SJOqaBOx 1, 582 449 242 352 CO 321 302 564 194 122 53 sjedpaud puB sjo’siAJOdng 2 882 2 i 10 5 15 1 05 CO TJ4 1 1 popnpni sopBJQ CO ? T T a. t'- U- i i 05 7-9 7-9 7-9 _ 7-9 7-9 7-9 spoqos jo j 9 q ui n m CO »0 N O 1 COrH r— 1 1 TJ4 10 5 15 CO CO CM 1 i Elementary schools 1 eouBpuajjB ^[XBp 0SBJ9AY - 32, 936 116, 627 24, 772 42, 566 22, 656 18, 924 18, 486 20,419 11,201 42, 344 32, 181 308, 396 39, 025 13, 144 12, 757 26, 705 40, 437 jaouinojua s 41,749 153,051 30, 583 51, 800 27,009 ! 20,643 1 22.648 24,361 12,818 50,824 35, 621 366, 546 43,432 16,426 15,310 33,727 51, 485 sioqOBOX «5 942 4,508 745 1,451 695 591 681 659 376 1,530 695 8, 404 1, 195 498 399 874 1, 434 SIBdTOUTJd puB saosiAjodng GO OO 1QNH 05 HHH »OOCMtJ4i-ICOCOCQQ TJ4 glOH xo ^4 CO CO CO 2 CO rr CO CO CO 05 sjooqos jo ieqtnnu th .-h o>eot^ <® 0)1005 CO COCSlO (NCOlOOOOTjf-^t^QO • XO CO CM iO § 3 | 44 25 51 50 City - Alabama: Birmingham California: Los Angeles. . . . . Oakland... _ _ San Francisco . Colorado: Denver.. . . . . Connecticut: Bridgeport... . . Hartford New Haven . . . Delaware: Wilminerton District of Columbia: Washington . . . . Georgia: Atlanta . . . . Hlinois: Chicago _ _ _ _ _ Indiana: Iowa: Des Moines.. . . Kansas: Kansas City . Kentucky: Louisville.. . Louisiana: New Orleans . CITY SCHOOL SYSTEMS 539 § S33SSS3 II SI 1-11111 Hills 1183888 I 1111 I oo a? co i-i cf m •<& coco" r4Vf Jifjlf rH'id't'fed'r-T ci'rH‘g~«d'«Deo" ■■^oce-'r'cctdco' of gTof— i of ia S ggISISI ss II 18 s ISgsi! ISISIe sssilSI i SSii g of c^"co t-Tin ^-Teo «o coco ofuf cChT of .-T cdoo-"* of i4mo‘>oV« «c i> qo uf oo tjT r-T ofeoVfcd - spdpuud pos sjo'sia iadng C5 co N*coh »o 40 40 ci © © rH CO Cl spoqos j o j a q m n m QO 40 Cl CO CO COCO Cl Cl Cl 05 CO 05 CO rH Cl Junior high schools aouBpuajjB £jrep aSsjaAy 1,083 3,857 3,740 10, 367 5, 472 6,981 2,625 3, 845 2,526 CO 7\ cf is 8 • © 00 1 rH* cf l ^namnoiua cd CO ^ IQ CO 40 H rH 40 4,021 11, 744 6, 354 7,667 2,764 4, 532 2,653 2,906 ' ' CO 40 1 rf* 05 • ci co 1 rH CO 1 sjaqOBaj, co CO CO 05 Cl 05 O C5 CO CO 2coci 22 05 Jh 00 Cl ! co 05 • Cl GO i siBdpuud puB sjosiAjadng 05 05 00 CO 00 CO 40 CO ! : ^ papnpm sapeao eo 7-9 7-9 00 00 00 05 05 00 05 itici t-L ti. «o fi- 5 ' 05 05 i r>« t>- i spoqos jo laqmnjtq CO CO CO rH O l- CO ^ CO Cl Elementary schools aouBpuajjB Xjrep a3BJ3Ay - 24, 502 14, 514 23, 995 15, 890 21, 889 16, 387 17, 423 14, 096 18,404 35, 441 13,991 46, 891 6, 437 5,675 7, 555 jnamnoina o 35, 225 19, 555 29, 926 20, 393 28, 122 23, 363 19, 256 16, 362 21, 576 42, 651 16, 233 52, 366 7,841 7,221 9,233 sjaqoeax Od 1^ t'- T$< Cl CO CO 40 ^ Cl 05 05 t'- 05 N05(N0i CO CO 00 Cl GO (N CD Cl NCNrf CO 40 40 h^i 40 rH CO rH DlQ — Cl H Cl sjBdpuud put? sjo’siAjadng ! . ??? i 'tTfOC^PiOIN CO CM CM ! co h co ! CO 1-i CO rH ' Tf« ^ CM CM ! _ I _ I I _ I I I _ I I _ I _ I I » _ I Slugging § 11 ISIS §11 §§5g SSllii ISIgglllil loV-jNoo-HWffl eo NCO coV.VT.-r cg^“eo e^oV nh«.o>o<» cf cfoeo woo co~d>«saScoa> aSSlsliS a 388$ 8*3 2S22 —alls Si§aSS§§S8 8232882*' 2 22 ^22^ 828 2^82 2°°S2 2 :2228282e3 £3888328 £ °°2 22Rm 823 823£ “’“’SSSS? ^ ^ ^ ^ S S3 ^ S3 liiSlisS s SI SSsI rH rH " rH fS 217 i 123 2 §S 363 482 868 310 653 178 336 mmm i ii s§8s rHrHCfrHrHCf rH rH rH 22 la 2 443 335 469 587 1, 661 602 1, 198 313 860 8228832*' 2 22 2888 21 10 co ^ CM 05 00 10 20 27 11 18 7 9 i i i b i- i *- i i • i i i \~ i i i j j - ■> i i i i £2888822 2 2°> 2288 05 rH iO ^ CM 05 ^ n n 19 11 20 7 .. 17 115044 Statistics of 1925-26. Table 7. — Personnel and number of kindergartens, elementary schools, junior high schools, and high schools, 1927-28 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 542 BIENNIAL SURVEY OF EDUCATION, 1926-1928 High schools aouBpae^B A [rep 93t?j9Ay 8 sisississ §§sri m §1 ii 5 m C0V«HrtH*HW .HrHrH rH -T0 COCO I iw Elementary schools 90UBPU9JJB Ajrep 93b J9A y 2 iSlslsigg Sills 11 II 21 1 Sg ^VnV eCr-T oo o> oftC quaranojua CO 5,607 10, 816 10,512 15, 149 8,475 5, 536 5, 707 9,908 7,392 5, 015 6,275 5,019 2, 351 8, 604 2,719 2,142 7, 307 11, 900 4,897 4, 999 11,603 2,996 8, 255 siaqoBBj, C5 SlllasSSI !§§»! ss §5 sg g si SJBdlDUTJd pun sjosia iadng QO 223822228 382^8 2^ 38 22 S 2S sjooqos jo aeqmnjsi - °°S3822282 22828 2^ 83 22 8 88 Kindergartens 90UBpU9JJB AjTBp 93BJ9Ay CO 381 854 1, 652 1,058 828 sis ISssi §s SI 18 s s§ rH " rH rH jnatnjjoiug; - SSgis rH* rH* 1—7 r-7 439 1,861 877 743 748 757 422 1,255 415 259 1,207 1,392 449 558 85 139 435 SJ9qOB9J, 10 29 30 31 21 ®82 22228 23 28 w °2 sjBdiauud pun sao’stA jadng co i i i i - j j - j j i S j ; j i i j j i j sjooqos jo jaqumjq N 8 12 23 17 15 9 20 i 20 17 18 18 10 25 10 7 23 25 12 9 3 5 City - Indiana: East Chicago. . Evansville . . Fort Wayne. . Garv _ Hammond . . Kokomo Muneie _ _ _ _ South Bend . . . Terre Haute . Iowa: Cedar Rapids . Council Bluffs . Davenport... . . Dubuque . Sioux City . Waterloo — East side. . West side . Kansas: Toj>eka . Wichita . Kentucky: Covington . Lexington . Louisiana: Shreveport... . . Maine: Lewiston . Portland . CITY SCHOOL SYSTEMS 543 smnmu § ^ i e i g~i§ CiWrt ,-T ^•^r• 4,304 1,322 2, 443 1,297 2,119 2, 579 I M 977 1,390 1,068 6, 128 2,372 1,808 2, 162 2,216 3,130 1,912 2, 064 3,181 3,975 § of i TO- s OS' 2 O CO 8 00 S3 kS££f2gg8S8§ S oo § S s 1 CO CO t-H co io co t*< co CO - 1» t>- T ??=???? N N N N N I'* ? t- t- ao r- t- o- c- t- t- o- t- t~ ? t> 2 ? N ? CO ^ “ oo^h"®® ilSSSSSSlSSssISSISI SSISlSssSSS I Is I 1 i 3131 2»2SgS£2S52222S222“’” 8SS2S228288 S3 S" 2 8 S S22SS i Statistics of 1925-26. Table 7. — Personnel and number of kindergartens , elementary schools, junior high schools, and high schools, 1927-28 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 544 BIENNIAL SURVEY OF EDUCATION, 1 926-1 92S High schools aouepuauB ^Ijep eatueAy iSSISS l8§S15ssili Sill SSS i-Tl-TcT juaranojua £ iilill 38SSSSBSS85 !!SS 111 <-? ~~~ r-T r jv : : 1,817 saaqoBaj, 61 48 i S3 2£g s§ ii - j! j 5 1 sjedionud puB sjo'siAjadng 3 COO i i ' ' 1 -H cfi-T II of 11 II ef- 1 li 1 1 Ofr-T rH 11 I r-Tr-T rH UlSli CS Ofr-Tof 1 of S3 II ®»0 CO* of il338ii i-f^eo‘cfeo« Is of gg Is of r-r 1 II 1 § co' of -f H- ii i t-T-T Of S3 II 3$ on CO TO® ® IS £3 S CHCOC^(N CO CO 00 rH CO O) 1 ' CO CO CO 1-H CM IC^ CM ^ CM CM ^ 22222 t> t- r- 2 2? 22 N N N N 2222222 N N N N N N t'- n 22 22 L- L- 2 22 2 S op op O COHCO iO »ON CO r-H CM CO *C CM CO CO CO CO rH CO y~i (M rH CM t"- CM t-4 CO CM CM ^ illSiiS ill !3§ II Si I Sill-I 3 of^‘V^%*«~®- eo«2 oT®“« t-*io oVT rjT V ® Islllll 111 sIIbIIIISIbIIIII gSg SI §§ I fiiill g ^toV^Voooo t'ooo oT^<»tr^oo“^<»«3ad>««^“»o eaVTco oo«T tm® ® ® rH-V®-®-®- ®“ lllssii ggg sgs §s || s | :rr35TOOO>® TOCS ® OOOI CO 2 SS 2 2 1^222 3 $S = S8S;8 2^8 SSSaSSSSSJEiSS^Saa SS2 0500 *5 05 ISs i 3 1,596 844 IS s © CM i ii S »S 8 18 i ill § SS of of IS 1 g g si 100 30 813 252 IS co *o !>• S3 £2 a ® © CO »-< o* ® © 50 i ^ i 1 1 i i i 1 | , *c © TOTO CO o CM CO © CO H 1 1 15 5 TO® i! ii .jliilllljlllllillJiJli S3 -|S3 o Table 7. — Personnel and number of kindergartens , elementary schools, junior high schools, and high schools, 1927-28 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 546 BIENNIAL SURVEY OF EDUCATION, 1920-1928 High schools aounpuaqqB X[IBp 83BJ3AV 8 IlsSi 8 Sis SsSgSslg hw es _r_f _r^r^T(N-r^rrH^r GROUP III— CITIES OF 10,000 TO 30,000 POPULATION ISIS quanqiojug s 1,721 1, 448 929 2, 007 1,642 3, 960 1,272 1,638 1, 113 1,553 1. 267 1, 205 2, 598 1,305 1, 355 1, 190 1,479 174 499 331 244 | saaqouaj, § 2822 spsdtouud ptm sjo’siAiadns OS (N WCO(N^ CO HMO NHCO^CMCC^rf ^r^CMH s[ooqos jo jaqninN 2 CO CM CM CM CM CM *-H CM CM CM»-HCMCMrHiH*HCM rH CMCO rH Junior high schools aDnnpuaqqn Ajrep aSejaAy r- i s s as i sisiss is r-7 V 1 • • • I i I j sSsslsillllsSl 1 g§ 1 i 1 1 ill IIS 206 544 487 i i j 00 CO 1 1 1 s” CD ! j 00 DJ 00 IO 5 17 9 • . i i i i 1 1 1 1 1 1 i j j i i i i i i i i : : i i | - | | i i 1 ! ! i • O Tt< 1 1 1 1 1 • [ CJOOOCO»CCOCCC5»-jOJCJt^rtt 1 1 l i 1,200 1,077 322 299 555 493 ?n9innojna 3 Isiil §§§ SIISsS§ Is 1 - u s | | ? : r>. i i i siooqos jo j 9 q m n jm s rH CO - (N £5 l Tt< 8 s oo 88 882 8828 2 2 2 8 j - - - i-> i i ^rH rH^H - 2 °p op op t'- ??? i>- r- °P??T r^- i> °P 2 $ s i -1 - b » • • siBdiouud puB sjosia iadng eo i- i S i i i i i i ■ i • t i . . ' ' i i i i i i i i i i i i i i ii i i i i i i i i i i i i i i • spoqos jo jaquin^i 00 OS >o 50 00 o ill ' ' Tt< io i ' qo i C5 co r*- oo *o © © • « iii • • City - Iowa— Continued. Clinton . . . Fort Dodge . . . Fort Madison.... . . Iowa City . . Keokuk - - Marshalltown . . . Mason City . is Kansas: Arkansas City.. . Atchison . . Chanute . . . Coffey ville _ _ _ _ _ Eldorado . . . Emporia . . . . . . Fort Scott . Hutchinson — - - Independence . . Lawrence _ .. .. _ Leavenworth.. . . Parsons.. . . Pittsburg . . Salina . . . Kentucky: Ashland . Henderson . Owensboro . . Paducah . . CITY SCHOOL SYSTEMS 551 ISIS faSjfaii Ills gllll§5llsi§elil3I1115ssS§I13llS Ills lllllll SSiS lSIsllil!illi2e!lliSsS!llsi§ll§I SSKS SSSS32SS siss SSSSSSS3S2S2S3SSSSSSSSSSsaa2SSSSE32S HCCHH 1t-( lO Icq rH 1 00 s ; j 2°°g S3 • i>- » • js 16 37 18 - i !in - i ! ! rH CO • CO j i r 1 1 1 > : i 1 • : : • • i ICO -- j ; j °p i t» i j l i? 1 2 j i ?°p? i iS- i 2 ;2 61 is i i i? i 7-8 7-9 i 7-8 -1 i ! i :S82S8 ssss ii i it sjBdpuud pUB sjosta iadng 2! CM !cm - > IHH 1 •- W'inthrop . . . Wnhnrn Michigan: Adrian . . A lnena Ann Arbor. . . . . Benton Harbor . . . Calumet . . . . Escanaba _ _ Holland _ _ Ironwood _ _ _ _ _ Ishpeming... . Marquette _ _ _ Monroe . . . . Owosso . . Port Huron . . Sault Ste. Marie . Traverse City. _ _ _ W'yandotte . . . . . Minnesota: Austin . . . Fairbault . Hibbing _ _ _ Mankato . . . . CITY SCHOOL SYSTEMS 553 490 2 600 693 469 287 390 2 264 314 686 269 662 299 382 lSSlsi!§S 607 807 1,134 562 611 554 2 464 3 514 601 378 597 321 827 670 IlsiSgl " « -T 525 667 798 560 321 461 300 409 736 279 827 360 465 536 619 506 569 629 431 949 554 1.069 629 1,009 1,303 685 . 1 645 641 569 1 562 641 421 667 365 940 748 977 638 877 891 287 1, 319 31 31 37 24 C5 3832 24 21 17 £ 8833338 88S32 3 hNhh - hNhMhCOhh CM co - CO ^ ! 1-4 CM 1-4 "I CM CO H H !hH CM CM ! ! r (NNWNhNNN WhhNhhhNW IH, -- I HHH - rtHHH H, iiii l jiifiii § illsli I j iss 1 250 543 328 275 587 342 775 299 1,071 562 1 illslll s isiiii 1 i 111 g 278 592 365 308 661 366 i i i i ! i 22 13 48 28 *- isS§28*°S * a i3°°3S ! ! ! ■ ■ • i i- (M IHHrtHCO - 1 1 CM H H • IrH ! CO !hh gggg l Ltsss* i i i i??7? i i iNNN i i i i 1 l^t^OO 1 g COSO ioocpooco t'*. 1 1>- t>- 1>- 1 r-i CO ihOhhCO - i «HH - HH sigg ssgsggsss §ssias§§s 11111 isi § sisggis i^im r-T- Hrn' ^HHHHPfcOefcOrHHH hThThTW r SSS?!J ij'gSSSSSSS! §ig§gg3gk88 &33SS £3$ 3 SggSgKS! ggg£g§ 1 X CO »h NCOOW^XON r-l ^ ^ CD CS N rH rH 00 N « H 05 05 HNC^ CO Tf< ^010^00 CO r* CO CO C* 05 CM Tt< iO NX005 05NXNO >00^00 Tt< 05 lo lO JO O CO CO JO 05 iOXON^CO g?3§ | is i is ;§ ! 236 200 184 77 3 s 329 133 185 1 j !1 i§li i i i i Immoo? 1 SS 1 !8 j | 833 § 1 3 §1 1 3 i jl CO CM CM t*- 1 i CO i ! CO CM I CO ! os 1 ! CM a CM cm co s i I Tf4 iiii i i i i i i i i i i i ; [ i i • . . i i i • CO hhhhhhhhhhh .HrHrH,HrH.HrHrH rH HHH -H rH Junior high schools 90UBPUOJJB Ajrep 03bj0av S i i§ j § |g 1,392 S i i is 8 si: £ i © i i i N- 00 «0 i i i jnamnojug; c© 1 1 ££ ' | ;$ ; I is 1,581 i i 1,110 796 1, 101 578 318 saaqOBQjj 3 i i i i 1 CO 1 00 is s i 1 1 1 1 1 1 S i i is $ s i i s i : : : : : : s[Bdiouud pm; sjo'sTAjadng 2 i j j S ! ! c* o 1 iii iii ii » i i N- i sjooqos jo J9quinjs[ s ii ii i tH l rH : i 10 i • i i i M i i H M - i i i Elementary schools 0OUBpa0JJB AjIBp 03BJ0AY a IlSSIgsISlIlglillsss 1 ISI Ii H«q'Mr4o>'rtNM«lON^NNr4r;VlN ^C^t>^JjOOO»OT-J ; O* 1 05 1-H IO (N O CO 05 o CO ! 1 1 1 > 1 1 sjooqos jo J0qran|s[ lOf-OINCOCSONNOiOONHiOCOIOCOiON t-r t-~ Tfi 00 CO (N Kindergartens 90UBPU0JJB ■/tjTCP 03BJ0AY CD is is in 499 120 200 23 403 oSKSS § IS© © jnaranoana ii ii iis 714 190 365 33 636 425 201 213 572 392 302 151 147 135 sjoqoB9x a*- is ! o io • 05 Tj< 00 rH CO 't CO N H CO CO CO siBdiouud pus sjo'stAjadng CO j j i i j j j j j j j j j i j j j i sjooqas jo jaqninN ION i 00 i ;0^ © T* 00 rH 05 oo to CO IO CO CO 1 CO - *** - - - - CO i i COHH slS81slii81lsSg5IS§ag§i|gIlllll§g| IlSgSISIssI SSS ^-vr^-^r cf^^^^cf^cf«>fff -f-r-r l§iiilgIlSIS§Slg|||g!gSi§!§|ggllII Isiiisilasg Hi ^nhhVhVhhw^coVnh^hV Ofr-T^T ^SS&S5S^^8feS9S2^S9S8SSi93St:S38?8$39S l^SSgjSSgSgSS 855 IXNOHCX’ N CC C5 W C C5 ^XNC’^NMiO^CCCS^aCiOXXXXO'fOOrmOXNCOMX^iONiH iO*OXCONO^»CCi«0^ (N»0© S22§§gg§§383!S 211 128 284 1 ; 1 1 » • | 3-1 1 1 • 1 §x»KnosxnonS SSs 1 gfcssSSSSSSSSSSg s 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 | 3 1 «5 00NhCC®NCNMX»0 ?o*cx o WN^^ ! 1 1 1 1 ; : ! £ Table 7. — Personnel and number of kindergartens, elementary schools, junior high schools, and high schools, 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued High schools BIENNIAL eouepueuB Ajiep 93bj9ay SCJR'' 8 /EY OF EDUCATION, 1926-1928 383£S§Sgil3gS8S9gll3§38§g§S2cS r-T ^ rH " rn“ quauqiojua s gglElillSiilssllIS8lsig|Sis§S5 rH r-T pfrHrt rHrH SJOqOBOJ, g spdpuud pue sjosia iodng S siooqos jo JoqainN 0© rtrt,HrHrtrHHH^rHrHrHrHrHrH^rH,H^rHrHrHrHrHrHrHrHrHrH~ Junior high schools 9DUBPU91JB Apep 93BJ9AY 5 1 § :E8§i i i i i i iHli Ills! rH rH* li !8 quauinojaa S »o o rH 8 is!! i . 1 975 557 646 1,417 801 931 587 1,101 II is SJ9qOB9J, §5 i s isss i i i : issa i 1 i i 48 21 28 15 39 as is sjedpuiad puB saostAiadng 3 j i ! i r°° ■ • . • i i i i i . T*1 IlNHW ! rH !c^ popnpui sopeaQ ? ? i? *• jr- ? N | | | l22£ ??o>ooo> 1^ 1^ *>• N ?? i? L>- i t>» i spoqos jo j 9 q m n n S CO 1 rH ! HHN | j | NhNhM hm ! cs Elementary schools 90UBPU9MB AlTBp 93BJ9AY s 18s§llllSlslsfelllS8S18sSllll8l coeieocC rH r4‘ON‘Oa5^i‘OCO*OCO spoqos jo J9quin^ HQOONOOiOiOOOiOMOOOOOONNOClOO^^OJOONOO^N Kindergartens 90UBpU9JJB AlIBp 93BJ9AV « ; j ; % 1 Is |®S 1 lis jnemnoiua s i 1 i 1 3 j! Is- j : 1 js* ■ ' saaqoBOj, j 1 1 1 ! : i 2 i i rH ICO i OO C* 1 j i i i i»OW i i ' ' SiBdpuud puB sjosiAagdng 1 1 j Mill: SToonos jo jeqrariN - > OO 10 5 4 2 ini ! ! io0>C» CfC* NNNN t'* t>- t>» iNNOO N N N Nb» i ? £ ??? ? ?? In IH ? i t>« • - 04 h CO 04 h(NhfmNrH*MMN>“HIN^M«NINNNNV -4 cot^t~t^O'-f rH i-T rH rtHH NOINrH' ofco" gllli >o t-T co eo~ of g|I3 CO- 0*0* 8S Si -ThjT Hjfco- illlssillllllSslSSlS s ISI Hiell §1 eo icfeCefco ef of rH C 00 HQOOOONtC Q«CO>'OKWt}o n »o Tf 05 oq »h N N M ! .-H • 1 spoqos jo .i 9 q ui n CD HHHHH cooooo cm n- 1-H rH r-H CO r-H rH CM Kindergartens 90unpu9jjn Aqnp 930.19 Ay CO CM ! iO ■ ii ii i ' O « i i i © i i i OON««3H>CNOMOU) ' i CO CC 05 C ' i -T i— i CO CO CO C- iO CO ^ CO CM CO © lO 1 i i s.i9qoo9X - CM ! ! ! eo « CO CO rH ©© 00 © Tt< © *0 00 CO © spdpuud pun sjosiAJadng c* ] ; i i i i i i • i i i i j • i i spoqos jo j 9 q ui n N CM ! • i • i • 1 00 CO © © © ^ ^ CO 00 00 CM • 1 1 City - Washington— Continued. Everett . . . Hoquiam.. . . . niPM PPAY Yakima _ _ _ West Virginia: Bluefield _ Clarksburg- City district.. _ _ Coal district . . . Fairmont. _ Martinsburg _ _ _ Morgantown . „i_ Moundsville _ _ .. Parkersburg.. _ _ Wisconsin: Appleton . . . Ashland. . . _ _ Beloit . . . . EauClaire.. _ Fond du Lac _ _ _ Janesville. . . . . Manitowoc- „ . . Marinette... . . . . Stevens Point . . Waukesha.. . . . Wausau . . . . West Allis. . . Wyoming: Casper . . . Cheyenne . . . . 2 Estimated. Table 8. — Night schools and summer schools in city school systems, 1927-28 GROUP I.— CITIES OF 100,000 POPULATION AND MORE CITY SCHOOL SYSTEMS 561 ft II Mi si T* S3 «1 1111 - « SIS o m HH g§SSl N«H -53 S3 rH It I! II lisp S3 m C*f is ii • CO • c 1 1 1 ' gs i i1 §! ii i - i’ ; S = I co iO ja i i: •>- - i< • 1 1 M •<*< ’“'s S3 is i CO In- CO C ^ I - 1 1 is is i i i i i • • • i i ?! I " S illllSSls | ‘cVocVncon i ii 2 i) 2 ' 5 ! i i i • i i i if 2 ' S i is -r : : us^ 3§gf -tcooo is 1 " 1 Is Mi: jgj j | j j «Sg§iS§ 1 ~ ~ rH °1S§| i?l ill i ~ i ^ II 1 : 03 i i i i iiii iiii • . . ■ ■ ! i i i 1 1 >• 1 1 1 1 1 1 .» » 1 1 1 ' iw :.£ 1 • i i is s™ 1 US 1 ? ii R i 1 1 1 i is 3 i 8 i is £§3l °S S us‘ »c 1 » . i ^r • i CO 00 CO CO QD £8 iss hhNhhhNhNh ! hhh® ' 1 to ! i t 1 1 ' > ‘OhhO Norfolk, Va.. . Richmond, Va . Seattle, Wash . • 1 1 1 1 1 1 1 1 1 1 1 1 1 1 • 1 1 • 1 I f \ 4 ! II * 03 A. 1 £ s; MU m m IJJ (jlif mu i j u ii a 3 i 6 a 2 c | S: i if Zee l i is iji ip — m < id If i ! 6 ! \z : Is \ =;|d in M- a J =3 B 81 iiii iiii lii mu schools, not distributed. Table 8. — Night schools and summer schools in city school systems, 1927—28 — Continued GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION— Continued 564 BIENNIAL SURVEY OF EDUCATION, 1926-1928 ft g a .2 '3 S3 c3 w a o o a IS £ >•£ 71 71 ■z f i SSS3 co ^ S K 2 32 g 05 05 05 CO 3 £3 05 CO i(NiO^^*hNOOMCDNN(N»000)NtJ< *oco ixoooc^co5w«r- CO i(NrHT^COTHWNCOM»-OCO'-i'^'^0‘0 iNhOiOON«iOON^hiOOO )>-H‘OOQOiOCg»COO»0003iOI^g ) — 1 £* a 3 ft rj . >,wM g aTOffitf ft"-" * . .S.3*s r< -< tc„- S3 o S|iJ2||2 T S r ®8Srfrffl“2 -Safl-bo — ^ S to 8 « >» - ?> s 2 PQ Bay City, Mich. CITY SCHOOL SYSTEMS 565 Ills jl i§ ;!* ill! jss | ji j i i i§§ISSSSS i ia i ! ;© ; £ j | j ! ! < 1 ■ ; :,l :;i s i is jS j j j j j 86Z 981 09 II 1 1 1 1 1 1 III 1 11 iiiiiQO^-i 11 iiiiiC^iOit-hiiiC^i I 1 ^ 1 1 1 1 1 c* ' ^ • • • « II 1 1 1 1 1 1 111 1 11 1 1 1 1 1 1 111 1 11 1 1 1 1 1 1 1 1 • 1 1 1 1 co 0 O 1 1 1 1 » 1 1 10 10 1 1 1 1 1 g§£l Is SSI 8S SS8§I§8 *1§ gg OOO^^OOCOC^IC^ CO ^ c NCC’-NCCh riHHHCOCC 3S C 'O ! a- re cs •o ec •>* co oo >o ca > a’ c3 c3 2 a >a CO O OO N 00 r-. OO C CJ cc xcooww cc cc »-< — * oo »o cr - . o f-TrHCf 'NlMCNO >ooo»-HOoo a (M I <0 r-1 . INNNhhi dn a££ 13 os 2 .:'S * JgJ> !>.« a £ n 8 1 S £ “ sl g S -'S o- a Sf* “f >> ^ a, n-r; ?eom*.«o03rlg ! T * (1 2 “ O M 08 - ® £«.§ 3 CITY SCHOOL SYSTEMS 567 o lO o 1 Total night schools, not distributed. 8 Includes vocational schools. 11 Total summer schools, not distributed. 2 Includes Americanization classes. 8 Not reported. 12 Distribution estimated. Table 8. — Night schools and summer schools in city school systems , 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 568 BIENNIAL SURVEY OF EDUCATION, 1926-1928 8 :S ,2-C S c P, o ^ cs oj S 3 O O ® >> 9 1& 5 a )OSC-ar, i C OC a ■3 i a P3T3 J S°0 al S ® r 05 h sycv 'h«c -p v w e aJ~ s 2 § a|3J l!|i“-I§il§'S! lalllloli |f ts .Sflg.fl-g S3 a> £ G-^.cs go a 3.S.S9 OjC £ £ if a S 3t JJM KM r- ' 1 *- ce ; • • ;add". 5 ° F*2 § §Ww ip3« I -H § d’SO «s - C a O ®°^o .MMaJ-O* :lIiB,Sl-Sls.8Sl.g5sI!E?liSfcl CITY SCHOOL SYSTEMS 569 §S||S|g II II = 1 CN ' 'S- t- ■ 03 CO 1C iTflO i i i I- ^ r- T* T** t- *C I — 2S ii 2 2g SI tsss HI a o I l2^E £§ ""5 2$ ;22S : :g|§|5SS issgpg • CCiHOiCC^»CN»CHWC! “S' t- |£^C3 I 'NN iNt-i *2 i i r I'- ICO I g3 i i I OOlCaOlMCO irtMNNCOIN i'¬ ll! ■= ■ < > II! • • • • • » • • • | « I I I I • • I I I I I I I I I I I I I I r/2 I I I I I I I I t • I < • I '. ■ I ■ I * I I I I | | I I I I I I I I I I ^ I I I I I I • « ■ ■ i i i t * -f > l i i » i t l l >*■ i I l I i i i i i i . , I I I l I • I i i I I I ■ • ^ i • t i l I I I I 03 m • l l i l t i I i i ^ i I I I I i : i Mi :i!iJjgs-^!!!iJi J :S-Siisi ilildiili J«-§ !iiiiisli!«ll!fiilill!lilil!llililli!il^piii! 4 Includes junior high school. ls Distribution Table 8. — Night schools and summer schools in city school systems , 1927-28 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 570 BIENNIAL SURVEY OF EDUCATION, 1926-1928 S© - r-H l i i Tji i i I l H © iQ^lOtO rSo a a m .3x1 l£ .2-a 3.SP 3X1 0 a S fs-e 2,2 £>° S-9 s £ ce *-« o« CO > ft >•2 h s§ a - - I I i i Is i i i?3 i i i j is i igg i — gg r-H CO © CS i-h © CO CO I© H»OiO co0«0 too 'OlCOOONCO^©»HC5»oCO?OeO^X»H iC^C^Oh(NCONh»00 iTfHiO'tOtN 1 Total night schools, not distributed. 5 Not reported. 2 Includes Americanization classes. 6 Includes city college. 2 Includes vocational schools. 11 Total summer schools, not distributed. 4 Includes junior high school. Table 8. — Night schools and summer schools in city school systems, 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 572 BIENNIAL SURVEY OF EDUCATION, 1926-1928 O -B a ® >> a u ^ 3 cl c3 k c >B fe fe'C £• * c .5 g 3-r Q. S S3 05 CO 00 tc —i i CO i-i ifOOOOCO-* .e<« OO^NHONN P- »-H ^ 1-H t>» ri i iOOCO WiOMOWiOC < 05 iO O'! *0 CO *lP •* c3 ^“Ph Ph Ph cfi & esf3'S;tS .(SPhPm^ cPh « ■~\M “ £ 5 fit- ". .g1-! ® K ^ ;« x - cH b. - H _-=C^ ^ 1 ® x t< ^ ® _« .-H 1 *,'^5 ^ 4 S % - C- o agjfifiSjs sis-agilaj^jo-siKg 0-Si.j 1 a-|s g-%-J § ‘C '3 ®3 ® O O ® o-c ®£* p«2n ®s«5 "S M g.® g'-g^-S ®.S S-’H c « ■Sc',«a.“2«i:o8og6a«gc&|g’3-2t5^^mcgS-g^Ka3sSSa^'£®fc~Si«s®S« 115044°— 30 - 37 ■§££ .8***5! alllfeWlp^ © .S c5'rT:c?3'C H'’ © CT4 ! 60 ® ."tJ ©sis : -H » ® 1 Total night schools, not distributed. 8 Not reported. 11 Total summer schools, not distributed. 1 Includes Americanization classes. 8 Includes city college. 12 Distribution estimated. able 8. — Night schools and summer schools in city school systems, 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 574 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 9. — Receipts of city school systems, 1927-28 GROUP I— CITIES OF 100,000 POPULATION AND MORE CITY SCHOOL SYSTEMS 575 Total 2 $5, 935, 662 41,787,410 11,265, 833 14,836,941 6,493, 386 2, 152, 587 6, 508, 222 3,222,666 1,770,950 13,937,669 3,297,075 69, 746, 814 10,205,614 4,218,472 2, 512, 373 3, 508,500 8, 109, 546 9, 121,596 Balance from previ¬ ous school year 2 $1,686,614 9, 351,627 2, 579, 920 2,336,195 9S8 QQO ! i E 3 f | * | 5,094,663 2, 142, 400 955, 966 233,009 80,068 138,504 96,970 I nonrevenue receipts 3 i !! | if 30,855 j 23,643 2,069 661,827 8,458 1,802 15,820 Sales of property ceeds of insurance adjust¬ ments O $6, 242 1,226,824 438,250 30,600 195,711 25, 367 893 14,085 11 II 05 $1,027, 715 1,000,000 2, 268,000 1,000,477 65,474 9 819 183 \ i 5 r : ) ' r | 500,000 7, 700, 000 261,077 50,000 3,939, 285 All other local revenue 00 $73, 532 344, 672 32, 167 103, 562 25,630 402 164 i!SS3E3S33i ! M a * a | s s s » s i i ~ ■ 1 ; inner school districts for tuition $2,745 22, 934 9,500 23,192 1 8 102,076 74, 552 27,691 5, 107 58, 423 296 1 £ Taxation for debt service 5© $600, 291 ! 3 ! f S i 75,000 271,613 uenerai property taxes and city appro¬ priations $1,358,442 17, 197, 801 2,909,186 8,152,532 4, 287, 367 2,045,049 2, 935, 765 3,033,892 435,000 8, 898, 965 2, 657, 884 52, 159, 650 6,600, 754 2,984,592 2,204,871 2, 518, 661 3,018,307 9,008,806 From the county - $1,072,968 7,813,145 1,574,602 1.061,582 115,342 9,323 From the State eo $92,018 4.773.211 1. 141.211 1, 658, 856 169,845 84,346 92, 120 88,216 1,285,072 267,114 2, 974, 556 349,478 97,918 13,949 495, 159 940,855 . From United States for voca¬ tional educa¬ tion $17,840 77,385 49, 104 14, 589 18, 581 !§iii§31§i ! i s' i - $ 5 ” ■' - s ; : eo : City - Alabama: Birmingham California: Los Angeles . Oakland . oan rnuiuisuu _ _ Colorado: Denver . . . . Connecticut: Bridgeport . . . . Hartford _ _ _ New Haven . . . Delaware: Wilmington _ District of Columbia: Washington _ . _ Georgia: Atlanta __ . . Illinois: Chicago Indiana: Indianapolis. . . . Iowa: Des Moines . . Kansas: Kansas Cit.v Kentucky: Louisville.. . Louisiana: New Orleans.-l . Maryland: Baltimore . . . Table 9. — Receipts of city school systems, 1927-28 — Continued GROUP I.— CITIES OF 100,000 POPULATION AND MORE— Continued 57G BIENNIAL SURVEY Of EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 577 IHSiEs I !§§g § S! ggls S IS 51 S I'SISW 1 Slfi & 83 liil g IS IS 1 toeoo'oTiooTeo oT gT-eow oo eo O B 8.C ig «ii - g “ j= >.& §28 ° e ft ns w B ® cS cS A— 3 ~ eS fl o o © .>,30, a a “ cs *s c2|>/c u c.5.- n a £ 0J3 G MB 3 O S©,£ 8.2 S 73,0 , __ E g OCXS o c.x-2 ®VeQ »0 S !o co 3 8 w NMO. 00 <0 — • Q lO !M lOMHOHO ?S §feSS E&2 82S?S gjsgggs? IB Ills §83 si§3 isssii i-,' i-T cf in” esT ih" *-T -T r-* CO CC Xj IT. C ^ *-« aC (M lo co *o ^ co *0 *0 0 0 Mt^CCO ~ co r^co of 232 t-o*o 0*0 III |gs Is- ** £ O si ss ilsili ISWS isssiHi CITY SCHOOL SYSTEMS 579 ligglssfSS Sllalslla sSlia II IS Is I IS SlSISils mmmm mtimmi mm m m §§ s si amsm rtH H H H 1 . . ........ II 1 II 1 II lillilll i i i j i ii 1 ! : pfopf^pf i^-g- : : T—T : ! j CO 1 II 1 .1 . II . . 1 1 . 1 1 1 ; ; s ; ; ; ; ; ;;;;;;;; ■' 1 11 . . 1 1 ?lsl§l SSSSS'K §i§ ISIlllsIl iisiS 3 SfSSff S3‘S8'SSSfS3S 8883s? 3 11 II § 11 SIS SS SSf jf SS S"3S Sill SfSSS' S il pi- !wr S38IIIIS 00- pf co co ol pf ssl rn o S| S! KS o o iiJs lif lillilll, jiliiillJII Hit* ^36, pi j «0 pqoowSHa 580 BIENNIAL SURVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 581 § siSilSSSIl §iIis!!s$Si slss Ssfl ssllssl Is! s5i§ s mamm iiisWissis isii.iii sisiiii g'si 11=1 ^ coe*~ct~~ ci d f— T cl T ^r-T Vt»T SlISIIsSSS SlSlSIiSSll 8S°1 § sssi ssgss * * § il if i i iiil i i is i i i il il i i j ! § is iillSIl si i is’ i" i i ! ; ;«g : i issr ; ; i i i°" i i j I jf : s'-' s'-‘ Sf8‘ i ilSISl! §§l I |gp-gga §| | Is oTi-T 111 IS 1 ssllsl to to oo 6 1111 i mi ii ss‘ linn ilgSlS si Is *S s'!' s 1 lllllSss IllgSiillSI ills ill ISIglsi _T „T ^ o CO oT — T o> *o of go eg c~ «o >o eoV^eoeo tc «o to co go eo t-~ to eo oo SS S8IS SS S-'S" ill!! i i il il s :S §sli§Sl II i II is j-H-v eo- : : |eo jeo of ; gef yoVco us® j SS' is SSilSg sill ®S c4‘g“ i IsiliSsi il i i ;gg i ills i i i ii iiS 11 1 i il Sll i i i i'ISiisS'S' jg j i isfe* | ii^l ii i i :S'S' II 1 g's'el i is «S'l i £S i illllilsll slllSslllls Ills 111 Isslsil Ill Sill g" SsiSilll'Is i'i'IiissSsii S'lS'l 111 illlSl'f s'l'l Si'll si i| • i iN i i i i i i i i : : is : : :::::: IN! i N i i is i ii i i i i its i i i i : : in : : i 1 : i i i i i i i i i i i § jS i ;S [ i i i “S'§‘ i i i i SllllssSia llllSSill§8 511s !l I 1111 g'i's'i'is'mi' isi'gsim'Ss" s‘§'ff r' i -§' 1 IS Hi ssli * §” sfsfs s's's's" a ggllS S gillKiilSll llis co'^c^^esros-rpficrow -*.oVr O Of 1925-26. 582 BIENNIAL SURVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 583 i s§si§ s gii si!fs§§§ J? fills' 1 §11 fWliiii r-T (N i— TrH* HH rH CO 14, 129 7, 450 6. SOS 1, 973 11, 707 364, 406 310, 129 204, 529 82, 660 454, 356 210, 274 424, 737 7, 362 509, 963 263, 834 272, 371 s i i ! ! | 1 ; is is 1 iSISi; n- !t-r»o.-r .< i j 4y, 3,935 132 “ IS ji i i ii ” : 12 184 1,907 , , 324, 001 10, 000 i II ill! | si m 1, 200, 000 13, 823 1 Bliss 1 ifs Slsislls tjT co^j'eotoo' tj 550 3,915 s i s i ! s III ggsSSlSs ! r~T o t-T o'oo rt'so io 60, 733 is • 00 is 212, 940 154, 095 148, 736 12, 888 147, 313 215, 488 195, 703 § lllli 1 III IS3SI1S1 i igiw f iig m$mz ~ r-r , 273, 518 1 41, 637 58, 180 40, 056 53, 202 44, 472 71,800 47, 974 48, 612 283, 845 66,031 47, 143 49, 332 82, 378 91, 720 547, 601 67, 837 38, 547 57, 678 51, 740 40, 542 76, 357 50, 898 44, 964 1, 725 2, 129 150 1 | |i 1, 028 858 |i s SIS il < VoTof jcT i£§ i«sf Utah: Ogden . . Virginia: Lynchburg _ Nftwnnrt News Petersburg. . . . Portsmouth . . .. Koanoke... . Washington: Tacoma . West Virginia: r’horlfictnn Huntington . wneenng . . . Wisconsin: Green Bay . Kenosha. . La Crosse.. . . . Madison . . Oshkosh Kacine . . Sheboygan. . . Superior.. . in following column. 2 Estimated. 3 Included in Table 9. — Receipts of city school systems, 1927-28 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 584 BIENNIAL SURVEY OF EDUCATION. 1926-1928 ScS liilgSIS 11S11SI iummm m amt a §>8 C3 C rr, >> « O 3 £5 o 22£ £ „§a $3 O Q o *- c fltSifl CQ c3 O p 111 2 : o-o 3 c O O ►4.Q 11 i'S & I II : : s?* £ 5*3 ssl * s aOCOVToOCO S Sl§ Siss^li 222 Sefr^ rCuSVeJ fe o o § SJaSiT-B om s Si s IssslSa illelllSslliil S8S6 og^''rHci‘^-®w jufoo*®® jfww® £■& -5 >*2 2 a Ksy §£iss 53§8S3B88gSg3&88888Sg 8818 |^l¥ itSS l®§ 25 s O i i i i i if i i i is In i 217 000 531 297' 360 : ~ \ : : ^vr : : : : ; : Bos 2-c5 P* CG IlgsIsgliSsialllSISls 81Sg s‘Efa»-ga^s‘2sasssis'f3SS'2s's»‘ -IStfs' 'Ms ;g|l: I SIS rH-ef IIS m rcc‘Qo‘ ■ ■ ii |c> i ef 1 lilsSlill 1 ef mwicn*-- ~ 1 cc 1 1 j is mm S ill . 1 i i il i •§! I SI § 3 !l i ii il i i i 1 issss sfssd = isS ie is i i is? i i s's s' Ssf i is is i ! s' 3 :s'|'s"S I II ef co 15 «TT cc' o' o' cs cs x' c' o' iiai i§§5isisiiiiia§s mmn sbsbssssg ssasiagis bsbb s = 1 1' s’ s § i s i s 5 1 § = i &mm **«sss» mmmm MM ii in 1 N 1 i is i iis ill M i | i lE jSSsS ii la ji 1 * j j j j j co i i i | | |~ | | « |^V | | | , , , i-Vc® 1 i etc* i g | Siss cs rd" _T csT SISS SglSIlllSSSsSlSl slgsSSii 888S8833S 3S8SSS88S ss'ss SssSsSsssSssdSss dsss'Sdss s'dKss'dsdd S^sjsfss's's's 1II111 rtWrHVrt ssss II *IB cJ Jill ijfiMjyf I #liil f hi mil! ii mi in mmMiml m uni §t-* ittf ii i i I I s 115044°— 30 - 38 8 Included in preceding column. « Statistics of 1926-27. Table 9. — Receipts of city school systems, 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 590 BINENIAL SURVEY OF EDUCATION, 1926-1928 sills Is! i IsIsSli fsssi at i mmt §§isfi§sli§£ll mmmm in 11*88 §g| 6 SI •-g's: s I ili51lgg|5Si a $s8'sf^ sag § g£S O G © a *-« eg © p« C/D C3 % fl S Pi i O ilT • — — > o 2ti§i«s SI CD jg 8 is i i : : i i :s : ; 1 i i i IIS ii ;il ! ill i'f\\ is j j i i Hill MSB j* i§» i i-s w © g.© V-.® i Ml i §ii i is i iis i 1 ill i iiiiiii 5 js is £ S o 22 3 T3 ■** r* i j \u S Xwoo 1 i«o j jcooo ! i i i i sff i^S i is'a^s - .c— , 3 is cS C O O ® — 5 > sssis gVrf rt 1! i sSg «JV ^VT„r IlSlg eie«5 ISSgSS U5«j-‘.0«3e °x ® '-3 ©.« cs-v > SSII ass's i i 1 is i iSE i 11 iss i issss i j j if is i is a i 8 S' iss ; issfss i EIIIS SIS i lllaiil $■«** !'!S * Jg'Ss'SlS ilislliSSliS iissiiiisss's § ®H ggss B®2 llsSS gg'sa's? is! I *** sr illisliiliss ScSCfcowSjTloSf^ooeSoj CITY SCHOOL SYSTEMS 591 lllgllSggfllll I 111 iSSBssliigSlIEIillllllllllsgs gWsiif§iiWSg‘ 4 i‘5§ iWiisiiisWiWisWgsiWigs of r-T -T "«r o Other nonrevenue receipts - i i IS M i i i* i ! 586 10, 258 i iigs ii i j“ i ii r Id • Sales of property and pro¬ ceeds of insurance adjust¬ ments ® 1 | 2 i i C5 I ’ ■ 421 4,740 730 i ! ill : : i ** 2,781 225 jg jss ;d j Loans and bond sales § i ! s‘ ! i =e- 1 ! ii ii i i :i if i i !r-r Id ! ! ii i ii isf i js 100,000 I i ! i ills! iggg'E ii i ;0» j From local sources All other local revenue GO isiiiii sssii gnsgg \\ r-T.-rd dd «Teo d*-T !» iiisigs oaVnctjow Other school districts for tuition - $6, 521 S§ ii ~Td je IS IlSl! • i in *d : :«h i i§§ gifsii is j add dt-dof o»“ |oT Taxation for debt service ! !| S 1 ; i|| M ! i is j j i i jssT ii jis | ! iww ' i in iii ssm j StfSf iftftfSifS'SW General property taxes and city appro¬ priations 3S3!§!§ ssssissssas 1 mmt 397, 401 215, 500 167, 130 477, 421 161,708 218, 753 230, 999 64, 345 180, 147 242, 188 119, 246 From the county ssisi II §si ills s&I i ;S‘S ;g‘2‘g i ii ii is i“ From the State S3 $77, 378 08, 728 198, 018 69, 648 82, 507 97, 347 3, 187 351 2, 469 M is i ; : r i© . . , . a ssa it $S'S if isisiis r From United States for voca¬ tional educa¬ tion III ! _<% i nm i§ i ii _r ! r-T ! ! ! i is 1 1| | js i gE ! : i i is 3 : : j co 1 >, O - New York — Continued. Port Jervis _ _ _ Rensselaer . . . riume . . . . _ Saratoga Springs _ Tonawanda _ Watervliet White Plains.. . . . . North Carolina: Asheville . Durham _ Gastonia . . Goldsboro... . . U1CCU5UUIU - - - High Point! . New Bern _ Raleigh _ _ Rocky Mount. . Salisbury . . . vvuson . North Dakota: Fargo . Grand Forks . . A/T innt Ohio: Alliance _ A chfahnla Barberton _ Bellaire . . . Bucyrus _ _ _ Cambridge... . . . Campbell . . . Chillicothe CITY SCHOOL SYSTEMS 593 13ISIlS21lls8is§IIS31?Sislil ISHIIsSl IIS SIsslSSl iWsS¥llfiWlWl¥sWslis§W SSsl'liWS i¥l" IlliSSSs lslliSS!I18Si5IEE!sl§!asSssl llsll gg;;;«3g;-S sSS"“S3^rf|‘g‘S|"|S‘S>-‘ S'-'Sig* 512 115 612 732 52 ! ill ii i i ! ils i i is i 1*833 i ! 1 Irt4 ! ! 1 1 lt>. 1 1 j is j j j S j ; ii 2 8 ; j j£2 is j i j jtf* j j jrf i \d «*sf i 2§ 111 sSIgiigi <*§'”2$ 5 §2*^55 SSf II i§i ‘iN'e« 111 r^odco S 3 t'T * 1 3SS 8S«E§3SS 2 - § S2gf®^S3«g ?: 88 §SS££S£ ISfeSi 2 8 3 §3 il 5 3S£8 II *£ SSSSSSSSi 111 SSSKsfSgSS ggs SiiSSliSSiiii Ssl§SIiSg§i|S2 S|g|g|gn III S|5SSS|8 Slls§SsSW§s3g SWSIssS Ss¥ ilfiSsSSg S3 I 1 =£2 lii IIS s»-sf SSs iSEISSISIE is‘5|s|gs s SE§§ I * llsil s'tftf s §g§ i *r * Sis HE ill liSiilSI ss‘a SSSSSssS m §311 cood-T® II of it iiitlll Spllllllgf i yin i 36oHHsSfilM5SSS2SSSzzzS3sSS^ ii m iS'S 3 §•* g-S 3 SC^CSOcnm S^WdaoV O ia the following column. 3 Included in preceding column. 4 Statistics of 1925-26. GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION- 594 BIENNIAL SURVEY OF EDUCATION, 1926-1928 from previ¬ ous school year Other nonrevenue receipts Sales of property and pro¬ ceeds of insurance adjust¬ ments ii li ii in ii ii i iii i i iai ililiili i ii i I 155 s's is?s r !* ! isfa- i i |sffsf is“iss'ss'is' i is’ j iJSsI Taxation for debt service §11 i i i i i i i is i i , . i i ! ! il i i ; ; is i i i i i CO iii; i i i i5’ i i i i is is; i i i ie |S5 i 1 I i j ; ! ! : : : : . !si jS| till glRlssilgllSill3sSisl|g;g§lllili ^ t-T §lslgi§ 8='sa'»$i3 ”ISglllBgis!ISSSiSiili§2 = S'5'3"'3' lllS T ■ i i i SSSS5 SiililSSalilslsIlSasilllsl »o'-r(NrH-1d' T i i i i i i ;* ; ; | ; ; ; Ss »l figs is « -roo*cf IslliS •o odVttf n^ooV o SSS3 coootC S| S3 5 sISS8llii8S8 gfeom'cTrH'ofr^usweoio- 5gSS25Sil8SSBg!31g ® ©«j«nVoo ^-(notjoo gf® I s*sf - §8885ESiiSS3! *<5V NVjHrtVlN" CO^'r-j- 1 1 1 1 1 III 1 Ii Is 1 i is i il i i I i i mg si i i IssHI ils is i§§ 1 1 1 1 1 1 |sf is : iisrj kjii ; i SS’S'f: 83 i i sgtfsCs !oo^ i CO is :8s ISlilgSIgSSlsggliS liisiil Ills sisgiswisi^is'ii mum *m II II iilsKgilllllg |‘S SS SBg'gS'S'SE'S'SS'SS ! j !!!!!§!! j ! j j jjj i i i i i i i i Illl i i § § ilSISs il i i i i i i i i i i i SS ■ j SIS SillllilillslSalll SSIsIss Ills si §1 iils§l§ilgg§I $8SgS‘SS‘S'S'SRS8S5S'S‘s' SfS‘S‘33‘3K SfJSg'S g‘S? sSg s‘sss'ss‘s‘ss‘s'§‘ss GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION- 596 BIENNIAL SURVEY OF EDUCATION, 1926-1928 sl § C L--C Jr o ,c >•- « 03 ® o£® o *- c ^ A-* 8 , ot£°c^ g © 0,_w 03 g q ^ ^ Si's 03 O 03 acs « c sis , — . -4-5 a OO o ! o*r c3-£ c £9 o <5 63 a-2 gg-gjS o a §©< Sxi 0®2 0,q © 2 '3 ® o c s -2 Cd sssbssb i esi sisg §sgs§g§ § || *MS' IlWl’Mi 1 1= SllSiSI 3 3*8 Sill I s-s^K-'' s’ -• s' isisii i 61 SSSfS'S' : S'1 II 'i§3 sin |S|g §gg E S'f“' s i i glSI§s= | in ssll Sl^s^si i S2 NOCWO «0^0>T (M co r-* oo Is gsggg ef S5lssSllll5l Is r-r^-cf®-r-r^ofTjr^r^rv n« Sllsl lli§sKlll2IS ^■odor^Hf-- o~^“<©or o-efeot-'oTed® £111 s=ss i 1 III i i i 1 II If II j a i j : I ill 1 1 ; IS 1 1 IlsIS lllIllllllRS 11 mm mmmmm m §11 ii SSSgllgl SSSSSfSSS" ill •ooo- — CO sslilllilSll il ssssssaassiss ss lis IS -Tco llfl Hi or U ii ■sill si aii s I II sppi ^ J ^ II GROUP I— CITIES OF 100,000 POPULATION AND MORE 598 BIENNIAL SURVEY OF EDUCATION 1926-1928 CITY SCHOOL SYSTEMS 599 asisnss is ii II 1 mu 35S883 8818313 s §gg§ o Oi liigsii is & m s* I'i'5'Sf sili'gi ii'iisli i fils f frHCicO^f ooV ^2 TH d«o“d<*d «d-*«5^U2CO* dVdof «o si il il is 1$ 22 1 Sliil 113811 isisiii 8 2322 ^00*0 2 2*s Si !i IS d h 1 "§¥ii mm mm$ s' mi a j V HOO*H rH rH rH «8« 2£32 3S fl il I nisi Hills islgiSi § 1111 2£ 51 SS 3 ISS'l'S ’'Il'fS'S ffiffit 1 Si'll I CO CO * ** '**’*'* d dd S8 Si §1 g sliil mill SBfiSIIl 1 ills 2 Sisliig if is if § giisi fiWi iigiiss s! CO 5’1’bs' i wdd “i-T i-Tcdcd" 55” dcd »o CO -TicoTco'd ^'djddco*co~ co'dad^co^Td *T ss-- <* ills II II il 2 IISII HI 111 igggfsl i SiSS 1 p Iff is if g”‘ § M'iM mm rnmm 1 g‘ia‘S‘ S d " drH~ rH d d” « Ills III i i IS II imi isl ! i i liilii i 111! sfcff * j s«t\ 32 S5*S? ;Od^O 11" i i ; ! ! ! : t£*S*3S*lft*'0* i ■ : gsr” sslSIIl Bs II 15 i fills 515111 ISiSgSg I lisi I gsfgss's $= ss' ; -'s'g's's s|=gss g'gg'sss'”' . s gsds s? IsilssS as il KsiSS 2iiiii 1 i ill! i ISIS sss's'ss; ssf |3 s's'ss's sfgfsgg ~ i \ ss* IsSSSsi 32 II rH CO © S sSIIS ISIals lillsii 1 ills 1 siiiesf if is is i mm SlSlSl' Slliffl 1 s'ii'S g jO-„*rtVHMCO §*” dcd" do CO- «Voodd HO ©o co-co- dffl-«-HddHdd rH CO- SIIsbIS m §2 11 © isiig SI1S5S illSSSS 1 sill i §5*322*888 §8 22 ii £ SggSS S|Jg5S2 CO S'S|S'gSg H lO S33S 2 S il its i ig 15 *C CC S © s 8 ill j ill i 1 i ISlsSSf Isli I CC 1 00 • QO CC 1 j CO* sa 82* »o d | ded | if N | sg'ga's~-“ gf 13^2 2* mini IS IS II 2 11111 ISsSis ISiSISi l Ills 2 So‘3£Si*35S§ l"s' 3 8 2 2* 3 3*2' S' SS'SS'S'g' ssgisss 2 igsa 3 SSiSS il ii il si 1 llS2S Him silllsl i 1S§8 8 sss 2‘ is I” ** If 3 33f8*«§* *32^22 2Sgg2S3 s' sgs's 8' 1 Includes interest paid from current funds only. * Statistics of 1925-26. o Distribution estimated. 2 Paid from sinking funds. » Includes $3,000 paid from sinking funds. 7 Includes $616,203 paid from sinking funds. Table 10. — Expenses , outlays , and other payments , city school systems, 1927-28 — Continued GROUP I —CITIES OF 100,000 POPULATION AND MORE— Continued 600 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Grand total expendi¬ tures ** $2,811,954 1, 546,116 2, 778, 902 2, 959, 293 3. 579, 491 2,370,404 2, 775, 828 1, 448, 008 2, 676, 840 7, 533, 227 2, 429, 014 11, 176, 039 Debt serv¬ ice other than inter¬ est pay¬ ments e* $100, 584 150, 485 72, 093 413, 528 521,915 239, 525 181, 537 6,385 1, 076, 251 253, 769 Outlay- capital acquisi¬ tion and construc¬ tion $666, 941 393, 994 45, 353 716, 634 125, 479 51, 443 220, 712 18,728 522, 298 1,097,076 29i, 602 2, 854, 786 Total current expenses s $2, 044, 429 1, 001, 637 2, 661, 456 1. 829, 131 2, 932, 097 2, 079, 436 ! 2,373,579 1,429,280 2, 148, 157 5, 259, 900 1, 880, 643 8, 321, 253 Interest on indebt¬ edness o co oo co S co ' © c§§ oo o lO 40 CD OO © ' CO CD OO ^ iC rjT cT 00 CO* .00 cT of 1-T CD M-4DOOO L- 1 DO CD D* ^ CO © < CM 00 1 ICO 00 1 00 «© ICO CO It"* 1 ^ 1C ICO Iiono CO*' 1 ICO CO i . i ! Superin¬ tendent and edu¬ cational control CD $20, 985 7,200 35, 950 48, 707 31, 263 27, 848 18,846 15, 975 15, 475 66, 600 12,111 60,564 Board of educa¬ tion and business officers N $24, 164 12, 983 69, 193 13, 689 70, 673 31, 778 19, 724 9,067 12,583 106, 734 12, 451 173, 033 City - Tennessee: Memphis . . Nashville.- . . Texas: Dallas _ Fort Worth . . Houston _ _ San Antonio . Utah: Salt Lake City . . Richmond . Washington: Seattle . Spokane . . . Wisconsin: Milwaukee . . . SI S SIIS it f mi i j ! i 57,000 212, 570 45, 000 275, 250 | 132,000 | $37, 070 179,891 656 184, 455 36, 001 284, 688 842, 359 IS 1 888S fl i iiti 1 1 81S8 s s' g's's'g 1 ■ 1 till i i i r c i $2, 326 2,730 36,308 15,034 62,000 21, 228 $3,065 40, 084 12,620 18, 515 29, 910 §§ 5 SSs§ St * fill $5, 874 4,797 10,490 39, 164 28, 058 164, 111 79, 746 i 1 g ill 1 8 " $10, 249 9, 996 18, 668 21, 055 23. 903 31, 422 21, 744 $3, 476 745 1-3, 518 18, 390 13, 444 29, 469 43, 931 ?omery._ . Rock . iey . . Be^h.v;;.:::::::::::: ena . . . CITY SCHOOL SYSTEMS 601 iiSS a 81 !!|g Is! 1SSS HSisi iSssslsiSSI Sli§li ssSi i §¥ ill’s mi fiili iWi’s’ i’s’li'isiWl liiis’i’ (N c^f t-4 i— T f-T *-T oV SISI i 1 I I Is ill I I ii ..ii. : : £ : : : : : ' ; i ! i i i§ is i i i I III 1 ic-Tad^f ; : I I 1 1°“’ -"‘s' ! 1 : i ® i i i i i i i | | i i j j j i is I j j | i isf i ills l-si 1111 ISs Sill Hiss!! SSEllilSIl HIS! 1‘3's‘s’ i li i’s’i'i as mm mm mmmm siii?- ^“cird HHH rd rd r-T .-TrdrHCO s§§! 8 ag sell gls Sill Islsls ISIBSlISSi ISIfll s'ssv r- “f*~‘ ss's's' s"^ ^ss’” *,eW ^sfif ff^a'^s's^s^s s'sSgga' 806 596 706 mi ii i iiil iisi is ills il i i il s lag !i 1 1 HHH j j | ! j j !hT ! r-T coed ;ed ;5 sslssl 22522 ©-< 2 o ES 1 m SSliS IS am is IS il S I§ If i is Sliiliil si issslsli &.S 3 M c 53 $ms II g Sstf S5 II SSSiSlsl 25 SK2SS*^8 £§§ slilg I N»»NM ageC®00 |w‘ ; ® h | j j j jeoVof j j It-' of 1 lof ! I ! ; ' ' ' ' ' ' ' ' ' ' siiiiiiiiii ocscc^tCooMood'^j-r ialSllgiSII (Nco'o'o^t^cfodoaT I S3 00 of® 8 I 81 «Q O tsTgO aai *3! iiiiiii wo«V»|oV lllililll oi'^'ooooooooi^'t^'jo' II -8' all »s8 IS liselll is! siiisgiliis SsWiiiWss Ilsilsslggs mmmm § ii § §i g 3 I Sllgililll all s i s' i'swiisiif ill T jeo Part- time and continu¬ ation schools r* $7, 230 13, 810 17, 704 7,435 11,442 17, 559 20, 912 51, 119 4,262 7,006 25, 028 6,294 9, 600 6,200 9,000 23, 425 Total mainte¬ nance full-time day schools GO $722, 080 849, 980 1, 340, 661 478, 047 1, 369, 866 1, 547, 894 553, 624 1,878, 825 170, 100 716, 010 1, 433, 333 591, 955 701, 504 310, 240 753, 672 1, 544, 004 577. 405 1, 264, 903 645, 869 551, 397 531. 405 820, 298 459, 277 1, 955, 475 2, 247, 750 1, 192, 437 901, 310 Auxiliary agencies ‘ft ISIisll! Ills ill SiSsSSS SSs sS gssssssB ■»‘s=3 -s’»- gsWtfaasf sfsf General control Other admin¬ istrative officers § i ill i i i II il i il i i isil? i i i 1§ es i j-*Nn* ! ; j r-Tcs : OO od ; co- j j ;-*•*%-<* es* ; ! j «« Superin¬ tendent and edu¬ cational control eo lllllgal Ills III gllSEsl His si eso^VJuJoo-oT «o*Ves* o.*oo* Board of educa¬ tion and business officers IISISISI sll i II i SSIISIb III II : JO co* : esco'jooTo'^-cT «o*o* CITY SCHOOL SYSTEMS 605 sssse s&ggsssgs m is 2’ S’ 1 s' i 1 1 s' § s' i i E 1 £§§ Si? ~~ rH-rH §1 I sillll il 1 S-’SlsS I SSISl s nm s isl s 181 ilcislISseslll 1§1 Is 1 g’ssassssSc’s's's’s sss ss s § : ■ ii '‘S' 11 § II id g cT of*d i 1 Hi i 3 S|S‘ llSiglSISlIISI “‘-gl'l¥s‘SWIIs‘ Il is is g i s'l *?ff Eg » a ilsll 1 Sssll 1 IIS :2”“f§ g‘ G“"‘rfS S3 ESS r-» CO ' SlggslIllsSISg g§5 gg iimMMMMU fii si II I RlsISI is | l^lssl i mu i iiiii I S5s £' 1'S'g IlSSISSlillilg ills II $asssss'2s=a'sas s=s ssf II a Sfg 1 II 3 S3 E 1 S' s' s ills oe 111 I :iiii « icfnV S S rp' co* am CO* *.-0000 IsEs © ii i; »‘s ii j 88, U2U 14,500 52, 542 14,000 18,600 $99, 434 3, 440 163 1, 950 2,628 566 13, .560 2,493 8, 929 196,903 190, 153 348, 959 7,036 28, 929 I 750 3§1§§1S1I SI i3E8 p-sssssss if assassin is s§!§ s^a'sfcfSW es s'Ssftf i i • • 1 i i; • i i $2, 893 ' ' ' iS i« . • i < i i < i i l j \ • • i i i i i i i i i : : : i i i • i » I : C* ; • • • i i i i i i i i $1, 750 1 1 1 ' • ' IlisRills as lisi ggsssgsgg §§ fega $1, 513 I ii !i i • 2, 218 520 2, 864 1,200 9,479 15,441 1,946 1,125 1,466 3,043 $1,297 700 2, 644 366 185 3, 772 7,579 . 1 1 1 1 1 • §§8!§s§3§ il 1111 ooo jl 1 • 336 596 :£ : : ; ; i i • • 8 i Ii 1111 j -rfef eo r© COO© ©^©%*©eoco© tC^ru5'^r^o'©*ocor1r0o-nr ©~ «r«v eo*V©" iis iss i mil! Hi ill Sill 111 illlSISI 1 ggs ill j cc ea hV ; : oohVmn ! ! ; ; -rt-‘eo : © © 1 cfpfeow eo V xd® _ .i T5 ® 3 05 £ § S’ O' s 2 §11 g-rf„- Wi as « Is 8B8SS sss?-‘s‘ ni§iias s'8-'»gs;ss ssSlii sa'sT s ■asM ® a o B §§|g ass's SI SI fi i§ isigiiiiiss=igg?i§iii mmm tmmmm J-T3 2 a. o’” l§gg si »i I8ii§iggii§i 2f»” s s' a» “>‘^sfa-“'ss'S»V 118§g§li gTf^'g-rtsrefw 4) M as ■ i i i i i i : : ! : : : £ ■s illll! pL,’-S <* g’S’g . ® o « ® ® 0 O Sa ^■~-a si lag. ^saa& iggs SS Si SlglsilSSigslgsllsISs §ks3 || sg aSissg23||s|§|sS|SSsS :1I IS SI "f£ 1 g Issllls SllllliSilsssIllsills SIlSSiBills gill! 1 a i¥§lsWsiisiWis5‘i§ iMimMti iSSiS s' i § rji- U5 siiis §igii§i!§ig ig^ie sKsFg* • gftf"^a"S5 s?rf2f^Eirf8f8f^ II r-T II s§ 3S <-To » !iliSls§ UlilSsSSIIiSIgllllSl Bllslggggsf lilll TT ~~ BOH tjT «n eo t-T »H©cOOiNO © ^ © ( gs¥i I CS © *H r-« © © > rf © © © CO CO > CS © CS © © 1-H © ^ © CS ^ ^ — I io x co x 3 Pi ~ - 88 rr x* of r~' cs* cf co* os' of cc* V' of sc* 22 Isa^sss =iss a * ® 3 5? » 1 1 1 1 1 1 00 1 © • CO 12S : : : i 88 : : j ! ; ! ! |^ ! !i-r ! r-TCS j j j j j j ; j -h ; j 1 ! 1 ; ; ; ; ; ; ; ; s ; : •C§|n2 Kg-Ssl 5^ggB CS © r-H © © © © ^ 0Q QO©©© QOOH OOCOOO^ © © CO T-H Swc5®oom»2o w8ooo § © M lag * g-g ^o(£ 1*0 ■a :g ijj alls! JileilllSE- ,2^'S-S.°®33i'SSi:?®a3 5 *a a 3 S S CITY SCHOOL SYSTEMS 611 SHaM8iiSHSS3!3SS§ag8S2BlSg883a9S8S85a8 SS8SSS&I sss gl sfsf i!ilfsiill§l§i i i S’ j 34,000 20,000 45, .500 57,000 000 '9 IS ss" 5,000 2, 305 34,988 320, 696 317 24,809 1, 199 2, 142 49, 250 118, 687 4, 332 248, 103 1,430 4, 132 7, 743 138, 778 515, 759 6, 556 504, 788 81,564 56,500 2,393 ; 197,519 5, 184 49, 159 26,797 gssissisgggagssi Sn-chVoV »cocc-r«t~.‘V(N lig 1 Sfcftf o — "1, ilgg§g8g3S3S§8883S§iEi8§gSagi§l8gg819g8g3 llllsfis Ss illlsl iss is i i i ilSigSSiSSisillS il i ISS3SS -SE8S i! 3r^*«V»®‘«V' ctrigidaSufc** Issi is Iss ii i is i il is i i i i il ii i i i i i i i i i ills slllisiS lei©- !^%h ! ! ies ; ice j : : : ; ;!!;!« r-T ^VT NNCS 51ig|glSlliSSgg|ls|lgissi|lg||s||||8=2|| |g=|i|SB - ! I 612 BIENNIAL SURVEY OF EDUCATION, 1926-1928 aSBSgSBS SS3S3SS3 ilsISeSsS SIIS £s¥!l§'S'f sSSsfglS 3=3s¥l¥Sl sMs CITY SCHOOL SYSTEMS 613 isgsi rrftoNtr SESEE SSI § bIsISIS mm §k* i mmu §Islll5S§l§SslSlsS§$g r-r v of v t— r 28,062 168, 563 13, 050 45, 973 54, 148 58,472 60, 596 31, 613 64,363 54 35, 550 41,000 49,006 568 30, 000 16, 250 12.500 29, 827 38, 011 71,009 5, 353 23, 492 54, 146 6,000 30, 216 7, 340 19. 500 18,000 56,000 49, 014 108, 166 11,000 24, 123 25,026 37, 000 22, 763 SSS? 163, 498 175, 756 10, 174 157, 514 3,115 586 90, 510 118,021 1,783 2,597 2.548 2,593 7, 741 106, 000 25,234 29, 432 284, 379 410, 637 244, 651 9, 181 10, 161 45,848 146,060 55, 510 117, 294 242, 331 144, 241 11, 194 93, 302 19, 796 569, 696 29, 466 200, 343 366, 004 406, 055 161, 617 Sails §2131 Issls sisis SSi 6 SliiSIS ns" § mmm iS§SSI3l!§3§31!ililsS iigWf§i'§S§i§Wii§i sssSI assrs ills all I SISlIss lass ss~ s ssSSslIllllISlIllsili $ s' s' s ss s s' s' 3 s s' s' s' s' a' a s' §' s" s' a" i iii i is N M i i isg i ii i ii i ill is i i i i i * *>- 1 • | • i : : : : l : : : ; : s s : : : : : i : 1 . i ; i’-r : : i j«* ; ! ! ! ! 1 jeoco jv- ; j | i i P ; i j | j iilsil VcO S i§£8S r-T !us mV Ills! NhwV 1313 of efio ! i I i I ; i i ill i igggggg is i ins i :::::: : : iw : raVV cfV jeo j j ef of t-T j sails 1S3II 111 2 1813811 §2121 mu its I SISaSIs' gSlalSllilliSslISIIIs S'illSlfSEs'lsiSfSlWSl' IkrIS -Vof of of 81S81 co'ViCcfV 111 § lllllla 13811 efofr-T cf o of co co V of cfooVcoV gllllaSsillSsla a a •-'£ s' a' s‘”'s' « s' s «* s' <* Isis ; 1 00 1 546 600 835 719 243 201 432 lE ill i i i is ill ii i i is i ; ;o> ; i ia i ill i ! v ! j _T_?efV • jeo jefcf j j j jus jefco j j i joo' i j j j j cf of j 1 11I1S mVoVo" sgggg Tu'ususuacO III | |8S||S| ooVce O nVWWuj il|211§liSlglSsl!§§S§ ■ ocfotVeotfo'ioofof'cjro'rH'of-Vffioco'ioofoo 2 Paid from sinking funds. 3< Includes $28,397 paid from 3 Estimated. 35 Includes $1,202 paid from s 6 Distribution estimated. 36 Includes $1,701 paid from s 33 Statistics of 1926-27. Table 10. — Expenses , outlays, and other payments , city school systems , 1927-28 — Continued GROUP III.— CITIES OF 10,900 TO 30,000 POPULATION— Continued BIENNIA Isis JSSfl © 14 * SURVEY OF EDUCATION, 1926-1928 © © © CM © ab © CO©©COOOF-«^t--^HCC'*'©^COT?»-i©COCMCO© *-< © oo r*- oo oc5io © © co oo co © co oo ^ © © cm © © co co © cor>Tco to cot^~© to aT co *-T -*«“ cm © r>T to ao to eM oo »-T © © 55 Debt serv¬ ice other than inter¬ est pay¬ ments eo $84, 879 34,264 3,000 87,000 38,583 34,962 25,000 4,000 17,000 12,000 12,269 4,266 35, 500 19,000 10,206 12, 391 5, 049 16,000 148,000 20, 650 19, 400 24, 527 6,000 15, 500 35,300 30,000 10,000 26,000 9,750 Outlay- capital acquisi¬ tion and construc¬ tion a $286,704 500, 342 461,601 228, 317 86,890 5, 529 53,397 2,574 115, 165 172, 177 45, 742 1, 736 195, 902 148, 740 16, 430 17, 324 13, 198 3, 005 49, 947 33,046 20, 337 15, 001 7,801 9,081 13, 261 378, 12!) 108, 074 27,915 Total current expenses s $958, 313 356.600 290, 526 866, 112 529, 825 374, 036 358, 095 177, 755 195, 167 171,059 141, 620 229, 913 409,890 244, 153 276, 208 235,883 404,900 184, 490 323, 985 173, 894 168, 258 390, 637 179, 598 362, 039 355, 215 188, 310 418, 669 331.600 340, 560 202, 097 Interest on indebt¬ edness o $195, 654 48.224 1,360 104,683 61,594 48, 496 25,118 5,569 8, 185 23, 510 21,783 33, 675 18. 225 46, 542 22, 277 6, 180 25, 755 25,256 9, 982 17,859 14, 982 631 6,635 20, 744 20, 479 16, 537 34, 730 39, 056 5,956 Summer schools © III III III i i i ©•»• 05 III li '©CP^f i 05 iN l ©ill C* III li ii-H©© iM i© l ©III© III II iHtW l© l ^ 1 W III * Ill III * *. •. i * l .. 1 iii co iii i i i cm t— i cm i h i cm i iii iii iii i i i iii iii iii i i i iii iii iii i i i iii iii iii i i i i i i i i iCO 1 *— I 1 1 1 1 1 1 1 Night^ sohools ao ii i i © ■ CM t^©»-l H - ^ ^ © © © 1 © to ^ ^ »-h ao oo SJ i co i-i © © © oo «r^© co i i ii i i 00 00 © • oo cm © t>- ! © © < •*« co © © • t>- CO t>- irHpHCiO • © i-H i cm cm~ ' Part- time and continu¬ ation schools iiii iii i 1 IH 1 1 COHO 1 1 1 © © to 1 00 © 00 to 1 1© 1 1 © Q © • 1 • CM »-* '^©aooo 1 1© 1 1 ©CO© ' 1 *CO©© 1 © «-H © co • i i ©* io i i 1 © c4* 1 1— i'cs r-T cm^ 1 1 'c^1'© *-tlll 1 III l 1 t''* CO • »— ! I i r-H iii i iii i i i ii III 1 III 1 1 1 II III 1 III 1 1 1 II III 1 III 1 1 1 II • • i © CM ICO 1 1 r-< 'CSCt N 1 © • . CO 1 © © W-4 If-H ! I co i cm cm *-T ! ,-T Superin¬ tendent and edu¬ cational control eo ^ © © © GO O too CCWiHO^COCpOOOHONOCQQ^tONCO^^ © 00 © © © © © © © COHiOONOtCCO'CCiCHCCCucCXCDOCOOi co cm © © ©©.-r©~V Board of educa¬ tion and business officers N $21,209 4,173 8, 358 6, 307 7, 860 5,299 3, 329 1,930 3,090 1, 625 644 2,616 2,595 1,872 2,861 5, 146 1,725 4,363 1, 696 1,429 4, 379 1,423 267 555 4, 101 2,412 2, 925 315 City - New Jersey — Continued. Summit . . . . Weehawken _ _ West New York . West Orange _ New Mexico: Albuquerque . . New York: Batavia _ _ _ Beacon . . Cohoes . . _ Coming- District No. 9 _ _ District No. 13 . Cortland . . Dunkirk . . . Fulton . . . Geneva _ . Glens Falls.. . Glovers ville . . Herkimer . . Homell . . Hudson . . . . Ilion. _ _ Ithaca . . . . Johnstown . . . . . Kingston _ _ _ Lackawanna _ _ Little Falls _ _ _ Lockport . . . Middletown . . North Tonawanda.. . Ogdensburg _ CITY SCHOOL SYSTEMS 615 SBSBSSSESISSSSB §SSSSSSBS8e IIS lllsSlIsSIelllslsil siifiisiss's¥s's¥ ei¥siis¥i¥3 tm mmmmmmm mi iiiiiiisi SSSS i § lllls 5? ss’s'e'® 8. 460 31, 250 52, 954 17,000 III llllllllllslliallli sfci's s'sg'gs‘a'5Sg>‘s|s‘£'gs‘Rss‘ l§lSissS5Slll§S siilsISiSIs IS§ si g c "s s' s' s'” "“'s' s' s'-'f s|~s'sg'vi-"s s ga" 5isSl8lSls§ls§ll| i glSilllllllSgSs IlsIllSeSil sSs illiSIlsSISiSIglSsS rnimmmmm mmmmz mi immmmmmmm 1B1I sfsss' 14,977 2,033 24,973 25,024 3, 168 37, 328 15, 570 40, 530 9 550 70,450 151,090 57, 797 44, 505 35, 180 22, 500 19, 894 11. 643 91, 596 27, 534 s 36, 000 S2§ lalilliliSlillSIgSS sac' ssVsss's'ssssss's'b'sSss'^ ! ! zo i ' « 00 •' aSrSaS §15 -rveo §gllgl?§l§ w-^rei-^rvw^riN glllllssllllSli IIsIsbIsII! |gf islllillllgeilsisll 00 «o tdooVT ar«far*~' .0 aVeVa <0 00' tCrfoTw ooN>Tco ^ S 1 Paid from sinking funds. * Estimated. *7 County Table 10. — Expenses, outlays , and other payments, city school systems, 1927-28 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 616 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Grand total expendi¬ tures 2 i!sfirgiI§iiSss§s IlSSlSSli I mmmMrnmm mmm m ? Debt serv¬ ice other than inter¬ est pay¬ ments W siiiiiiiiiiiinii sisiiiisi g ii 8a's'sss's'2'a‘33£?s'a=s s's'sksssss' s' is 1 § 1 * Outlay — capital acquisi¬ tion and construc¬ tion islillSlliSilllis Isis if; |'3'S-'S?S‘£S”‘gN'|g'|‘”S's' -‘sfrf i^i II is s‘§ is 1Z0, uuu 4, 146 22, 902 53, 435 100, 447 Total current expenses - sllgilllsSillSsil §11131511 IS! I mmmmmmi in i Interest on indebt¬ edness O glislalSisssllH'i IslIBlSSl Is! i K'f35'aa'sa'si8's's'las2s‘s' ssa'ss'ssss ss'ss : «9- g rt. ; Summer schools Ci 1 N i i is i ill ill i | ; | ; ;^r ; . & < ; j is ;00* ill! 2,706 Night schools « I ii i i i i i i i i^i il j^r ! ! : i 1 i . i Part- time and continu¬ ation schools i i i i ii i i i it i i i j i i i is* i i j i jji i Total mainte¬ nance full-time day schools o llllgsllslllllsil llSIslsll 111 1 SlsiSalS's 111 I Auxiliary agencies slSslsSllllillSSS IsSSIllil 1 ii CtT CO co^ ecT SO t**" CO Tjj* N^rroo«5 «oV5V j-r Board of educa¬ tion and business officers ililllilllil illiS Sllllsiii 111 S to * CO* ;*r CRT * tk* CO* to* V (N't-r>o‘(N co'tjT^T 00* >» o - Ohio — Continued. Mansfield . . . . Marietta.. . - Marion . - Martins Ferry . Massillon . . . Middletown . Newark . - . . New Philadelphia . . Niles . Norwood _ _ Piqua . . Salem Sandusky. . Steubenville . . i mm . . . Warren . . . ^aiiesvine . . . . Oklahoma: Ardmore. _ . Bartlesville . Chickasha . . Enid... . . . Guthrie . . Okmulgee . . . . Sapulpa . snawnee.. . Oregon: Astoria . Eugene . . oaiem Pennsylvania: Aliquippa . CITY SCHOOL SYSTEMS 617 iiiissiigiiiSiiiiiissBisiieiiissiiiiiisiiiiiii 11 ss‘ ill oTuaoJ IgillliSsllsiil i S|-S‘S-Sg‘S8S'-'^'S3S i 16, 109 28, 592 58, 279 1, 500 10, 200 12, 598 171, 000 4, 000 27, 128 74, 400 11, 099 36, 150 64, 350 38, 100 6,200 28, 523 27, 208 69, 300 Sl2lilliSgilllllgilllll§llilllS S1S1SI1 j-r 831S8 Is' ®oS 5: ££. till _ _ mi SS§gSl8lslSsii8S§IS5g|gi5ii5li2IISgSI8!8iSaSSS Jiff " " 3 5 “ ~ 5 ~ " ™ ~ 5 S" 55 s Is co~ §1 II N« § mu a fi. 'C'OTI'TS'O S232323; ISIlsSlIisSlSeSIslsillSIlllllillllslSBsssIllsI Hill - Hill IISrsIISIISs Ifili Or^^-OQOUD^OOt-'co--^ jShS^MM rHrt ^ llllSISSIllilsilSSlIlllllSsllsiSl •ogTeowoo* «>*eo*^(N*^*^-c*»*o‘oroo‘ «= 0*0* cc 0*10^0 >o«T CO *0^10^0 Tjrooo‘^THar^r Vo cf-d .© Board of educa¬ tion and business officers N siiiisiiiss i of^-us^co'^-ored oc cd rn 277 537 688 3,075 1,830 3,500 1,300 3, 373 1,200 5,764 11, 365 ' >> o - Pennsylvania— Continued. Sharon . . Chnnondnoh 1 j 1 1 j j ilii warren . . Washington _ West Chester _ Wilkinsburg . . Rhode Island: Bristol . . ; _ Cranston . . Cumberland . East Providence . . Warwick... . West Warwick . . . South Carolina: Anderson _ _ _ Florence. _ _ Greenville _ _ Spartanburg . South Dakota: Aberdeen . . Sioux Falls... . . . . Tennessee: Johnson City . Abilene . CITY SCHOOL SYSTEMS 619 SSSsllsllSIlSlisSis 8 111 Issi SlIISls I 8SIIIIS mmmmmmmm §r sis" &&&$ t mam ls|gll§iSllsssSss§S 1 i = g8SS-2'»SP2SS'S'SSSga?S i : i glSIifl g slsllsl B s^s'ssfss’sf _ Hi §s!li ii |gw II! if iff : : llg§g§g«§ 1 Sfrf 3 ill 8§3s 3s8§138 S § s§s jfsfcWsTsftf ST I iggS3§gg8332i£iSi38 I ISi isll 18S3S13 § 11511*1 g gsg“ aftfgsf sfigfgi g |‘sggf|| HI 111 'S§liP3§liisliis83§ 5 ill S8S3SIS i §!§§gg£ 85f^S5^«f S 2 §1 of IS 1-4 CO* SIS NW 8§§IS§883S3Sig|8i83 3 IsS 1831 1888313 8 1151111 sg ^*1 s*s i§¥i ^ § ££ ggjfg 5 2§‘§“ gggs 1 1| ^‘2 1| g* sssgfgg ea 15 tCcc ii i SIS! rH II .-r-H g§s§ in i ”S§ list isisggg § gsiisig |: «^r :^r •* nT^T eoV nnHeVwoi US' V J-T r^cc^ c£H ss; IISS SIISII s "I cf r-f 111 §§ssSf rH-efw r-f-T SlllllliiilSISIIIIS i 111 8958 SISSI1S i illllll ill ^>*1 iJi flljj L§ir iOOC- !S8 ill if! iii So Table 10. — Expenses, outlays, and other payments, city school systems, 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 620 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Grand total expendi¬ tures -¥ $433, 456 160, 854 555, 466 347, 958 505, 633 376, 628 495, 738 215, 062 172, 305 260, 214 435, 289 799, 695 545, 307 351, 918 Debt serv¬ ice other than inter¬ est pay¬ ments eo $56, 810 5,500 45,000 40, 948 33.500 26,000 81,545 60.500 Outlay- capital acquisi¬ tion and construc¬ tion $38, 898 324 78, 510 3,078 7,623 11,065 31,081 4, 217 6, 528 8,259 18, 121 164, 007 21, 952 16, 170 Total current expenses - $394, 558 160, 530 420, 146 339, 380 453, 010 324, 615 431, 157 210, 845 165, 777 251, 955 391, 168 554, 143 462, 855 335, 748 Interest on indebt¬ edness ® $32, 283 26, 092 2,244 29, 625 28, 410 27, 781 20, 191 58, 095 13, 534 3 46, 563 Summer schools c* 1 l i—4 l to O l 1 1 l i i kO i kO 00 > ' < i i i CS iNH l l l i i 1 0s! ih iiii i i i iiii g Night schools GO $1, 942 2,094 2, 378 3, 002 5, 738 2,532 445 5, 100 2,521 _ © kO Part- time and continu¬ ation schools L- OO ikOOCOOOCO 1 CO 1 H ICOCOCOINOOH . aTc^f 1 i-T co cT co ccT co i r-H r-H 1 CO O H H H ^ . 1 1 1 1 Total mainte¬ nance full-time day schools $362, 275 158, 588 372, 483 322, 620 421, 134 261, 528 339, 693 188, 510 152, 122 230, 049 325, 270 496, 048 449, 321 280, 722 Auxiliary agencies $8, 609 . 3, 814 7, 821 7,832 10, 688 4, 726 8,092 4, 149 4,947 7, 660 8, 340 1, 925 35, 936 14, 408 General control Other admin¬ istrative officers - i i 1 CS 1 1 IN 1 kO I I i •'tf* 1 1 ICO 1 CQ i i iH i i 1 00 • cs 1 1 1 1 1 ^ 1 iii i i i D) • I Superin¬ tendent and edu¬ cational control eo kO O* O 5 ^ S 5 1 I * ■8 8 § & 1 1 o p 1 § O I $ §8 W1 Ojo c M O siS-S W " .2-0 0 a m o = S-S i&i i-'g H “ M S?o K-S s_ m osio 2 mo .sa-g p n g 5>>o lii H w W w» S 1112611 | gS-BSSSg §g I'SS II 81 a* ss I ilelS 3 §‘3W ssllsl ss3ss3 i sissies £ gs's^ss II s?3 81 18 33 3a 8 Hill a 3ssas Ssilsi 333333 11188 3'D‘s3vr SI S3 IS RS 3f ss SSI 33= 1181 N« § Isliils 3 gs'3“‘33s' IS 1’r §i? la §? §1 8 18813 3 sfafg&sg ISislil *83*« S SsSSISs g mmm uf of-iVf ^efof 11 El II Is 3 IS2= 13 fi f Sills Tjref ^Tco of r-fco«o-r-r ISSSSs iSflss to eg eo ef of 1I13SII Ssi’S'sll' II IS is atr is § isISl g 21111 888118 SWif S : : 18888 mm is II IS II I'S Hi Ss m if $ siis ISIS s IlgfEES" II ss IS II I Isgil m at of-r of co t mu 813SS1 SSilis Vcoofp-T i ISIllis s s'333333 IS t* s£ II SI I'S § ISSIS §■ 33333 113183 mm = is! | llls'SSS Si II IS II If S§ S 88818 I §¥§'!¥ SISIss Slffff 3 isllsil g 83--'33ft II to"-*- II i§ S3 ss I isgls 3 »'3sW ililSs •*33385 3 ggg =3-' I! 3s §1 11 S3 S3 m 33 § § HIS ISr- I salSSIS I Is IS as Is S3 If 5 ssssa §" S'fis's' llalll SilWl' I III of of of CO I II of TfO SIS of mV II Tf'co* CITY SCHOOL SYSTEMS 623 lliiill |S|g|-|S 81, 210 981, 589 421,917 91, 546 111, 632 194, 135 SI 1111 82, 195 44, 556 70, 141 227, 878 86, 746 408, 027 $5, 919 6,508 29, 121 87, 086 88, 294 244, 454 232,001 8111511 1 Isis 5 11 §§1! § Si 11 i il s EI8S s'3's'2'2'sf2' gf 8 rfo eCod®V 03* “S' S3 3 Si'f 5 g'sss 3§Igli§ Ssii 1 11 ill! 1 11 i i i if i ills HONwn»» 3Sg2*r ; f2 i-£gf S' o®- 55 : S is “' s'a's's S8B888S 1 §SsS 1 S3 fill iO 3 II il i 11 s Isll 2'£§'S'B'SS' 3 SS'ss g S« rfgT3rf s' la s'ss s' “' S'S'K'S ilsilil 1 5115 1 is nil i 68 Is 1 18 1' 81S8 iifig'li 1 a'slg if is IsiS l 22 O ^ ii s ii i ill's' nVoVhnh eo CD® r-T Cf V hVnh ^rH MH V V H-H* Sllllsg 3 1181 s 3S iill s 5i 85 § §s 1 £111 laislgg 1 •i | 1 g 1 I 5a n < s •c* CO ! X 1 r O' O co P3 « O .S- O tc-s a £ m .2- o Kg .ox o a “_g E3 ^ 0 1 2 >>o g >*3 Hi W “ T ss sasaassissss i ;§ iiini iiiissisi mm II li IS § £8 1S1ISS81IS1 ; Jio' | OO'cd'-j'rH O' eoVe»Vod cd-« CC^T ®V I §3 00 cdaT IlliSilSIls <»or^-o®OTH*w«o?nr i i i iis ; 5 i i i i ills SlsSi §1 Is Si 1 ii i i iS98 ii in : i i :^-®- ! 3 j j | • |efejjf ^-co-^-®-n- o® co-®- : led ; i iS isfS 8§iiisii 883SSE5SSS gSS§3£gS8 8©$°°’?: li ii li 83 S3 83 I II s a* IsSSSiisggg 8SSf8^3S??S3S I ii ii; W. : s g'S illllll!: !L ii ill mwm M M 3 I s BBOoSEKKiSiSi of 1925-26. 5 Distribution Table 11. — Expenses of instruction in day schools, city public school systems, 1927-28 — Continued GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION— Continued 626 BIENNIAL SURVEY OF EDUCATION, 1926-1928 fc A o a ”0.2 58 * 3 a-S Is £ o o A s on o £■8 C c §£! jM-g w » gSSsS^SfSf sgssse^ssss E §§ I 5 sf gsf § s E 6 § gsgsggii -■mconnoo IlilSIlllil 1 1! § 1 of MO* cT *C £ s 2 Sf ins NhV® §i§§3§!§s!§ h.-«®0>VNM>o S g 2 M &o sisisisi gsliiSH gglsISIlssi iiiilligW I 11 S § i II I i I I € 1 sisiisn g§’s’s’Ss’§‘s' SSsSSSSSSSS f5g|'SSSSSSg| S ii £ i § 2'g §' I I 1 g t s'gsfsf S ii si? iRsilllSIlg s'sg'lglsWal is is:: i I s M S3IISiiS llslllggggl iimmiii HI H s ii i i i § i s §§ ** II s’sf iiisisigfig sfs's’s'Ss’sfsss'?? I i s’ sf .2 -Co s§§s§§g§ gtfafsssssa’ IlSsIggsgss sSSsgfSSSSs’s’ e si a I 9 sfsf S s’ a s s’ s’ §§g§iss§ ooaot^’i^'-^'odorco IlSIiSIIIII o ooooc woo 00 et § IS S I 2 22 2* S I I 3 2 Bill §igg§S§l§il oo^-^cd^odoTjH sgsilSli 28§gSSBSSS8 *««8fsSSf!sg 5 S§ I I 35 22 2 g CITY SCHOOL SYSTEMS 627 §!§S§§3i§ sssssisBsis sm ^sisfs zm sis|§i§ IIS iiS§83§i sfsfrf iteWSafsfjf ssssgsiig rH-w^tCod^joorao ISlIsslIsll CO eo-cfui'jgod'^NodN isei HNffl® sfl SillSlI r-r^~rtr Nod'^-ro'nr^r ns iingiis «m sajssss'- \m i i i i s§ ini Isi il s i 1 § i 1 iiili il ils 11 i: i i i : ■* i „-a- oV jsr i 1 rH- 1 I ocooTrHV |® : ®j4- CO t'- ‘ 111!! “‘sTsfsf* sssSHSgl sfssis'sSssft} Slgllllsilg s'-'s'^'g's'ss's's Ilia "3s's SSi IlSlssf ^noT coootCuo^roojo Sis iiiliisi ’GS 8'S'SS'S';'S'£ gllslllll m&mms glSSgllglls islfs'iiiiii ISII s'lll 111 llllall 111 ISHSgal sis IsislIIS ill SWIIlal IslSSlIII s'gs's's's'g's'g IllSIsilisl SS'g'S'g'g'SSgfS'S' 1111 s's'e's 111 lllasll sss gs'KS'sgg 113 sSlallls sis’ ssWigs- sss g‘K !l = 3 111 !ss' I’l lllsl SS'iSSS II il :S!§sl Si 13 i^lSF EESIsSSII gslsgs’llf IlSlsialslI lllillsillS liii **ar 111 ISsllli ffi mmm ill giiiiisi si’s & ^liSisl isiiisiii Islsli isiSS §I1S i i i iis i is i ill i ! i I in i s's's's'ss's's's' s's's's'as iS'S'd; “S'S'S ! : : or®oo : :® : i ss ; ; i i iss j III 1 rgIIIIII! assssisss sl3§sl3131S s's'g'sssss'sss SBS; 111 liSSSlI g‘S'8‘ SEjG'SS'S'S? 111 IliSiiSI sg'a s's's's's's's's g'illlssls siiliSlsisl 1111 ill 1131111 Sis lllsllS! Hocfoo^'coHOoo Vcocdod ooo ww®ar<*. t>» ir » 1 fg ip ii ii § § i j'lfT i co io" i ^7 .-T o of oo" i • ’ • iSi i i ; r-T IQ | is !-r Elemen¬ tary schools e* liisSUl Si! ii git g §|§eKg § g§| °i'S00'' d'S*' *°* 2" ~ Total 3 sSlSllls IIS Ii Eg 1 SSSSSS § B3S giSlsill 8SI 11 11 if ga‘l¥i‘S te ggs 3 nigh schools ® sssSlsSE Ell §§ 11 1 lllliS 3 lag §33§teg§2 ggSf SS3 Sg‘ g 8'»g'8S'a 8 teg's Junior high schools OS $281, 570 107. 193 ill Is igs is r j is las ii is g § i ft: i*S? Ssr « 8 8“ i r j ~~ " i ill 1 : g i ji • I- j Elemen¬ tary schools OO $420, 832 245. 705 IlsSil gal II IS 1 SSslli I SSI mm m & m s mm $ $&* Kinder¬ gartens r* I § ii ii | oo" io- ! g§ i ii si i i ii j ££ j !-‘ "*s f j is 7,695 . 7,670 i ! Total «© $97, 183 32, 623 47, 117 36, 105 28, 582 107, 934 23, 824 43, 452 15, 420 58, 745 15, 374 37, 526 35,100 71, 150 71, 052 38, 945 42,533 75. 463 31,827 43, 482 48, 244 49, 071 30,318 33, 198 23, 461 } ? i f 3 High schools SlIIlsls 112 81 11 1 1 il owgVoo'jfooo- afio *T®- oo- oo- \cS 5,247 4,890 5 8, 800 5,800 7,000 8, 011 7,522 Junior high schools si il§ il g2- j«r«r |d * 1 ;§ in ii si s I i i >ao jofeo eW JH- j | ill I i ;^-tC r-T : I fa IS 1 ISs SSISII1I fafa £ CCO® ©oofarowfafa© IS Tt< 3 sis glsSsSII is i fa IIS' IlflllSS' SISgcIlsI S5 II !l illSl§sIS H •*«« s'a s'- ^ srs'sfsa'sss'^ $771 5 443 125 * 500 *377 391 « 100 600 * 1,064 6,140 5,187 500 1 si s's' il ilSIS loo ;c'-VT©fa §iKsl illl i 008 1 ii 1,201 *7,000 * 6,000 9,228 3,906 12, 483 $852 189 287 860 *500 244 700 943 *1,880 16, 186 9, 571 9,399 200 « 1, 300 12, 630 14, 034 12, 040 4,414 * 14, 870 7,873 7,276 5,908 10, 910 estimated IIIIISlIs si isss lllslSsSi p-sss's'sss ff |s'|s 51 1 III lllfggig % 311313111 is sigi s§ la iiisS ss § s'sfg' gssg's'sss o 5 fa fa jar sfefcfg gg |g |fsg§ j ~ j rrtTHr" il 1 II i sSsiil iS SsISS illl i i ills ! i mms if i si i -ws is ; ! : O fa g fa-oowooT Ifaofa ** j i i itfafif i ill I j j §8 1 Iks §SIISIS5 sllsilill II 1111 ISSsSSSSI si § mi mmm o b* ■ § ii 83118331 sf if sf^^sr CO 05 S 00 1 sissiiii UfS 1 gSsg isjfsft&fc?** IS 1 331 HSIsSIg U3U3 oofa©fafafafafa ig © IS i 11 il is il j*' gf ssf i fa- 2 ;©“ ioo !fa 11 a 818 SISSIsll tfrf §f s's's s'sfsfjsfsOfsr i © fa O m s & 7 3 fa fa o fa c I ef g£«sftftf£sf gg gggifggggg $18, 153 4,860 i i isiasiasg i j sfsfgf^gftfsnctf IsSsIslll II lill llSIIilll ^ s-sys' SS'S'SS'SSS'S gsislliSI i: ^ro^rerfa'pTorweo* ; 9,865 7,533 3, 000 3 2,400 4, 575 4,000 10, 700 i ilSIl fa ;«fa«o“ $1, 400 2,500 il \cf isl i jeoef ! 1 fa ii i i i |pt j r : 2,300 8, 360 6,200 6,230 10, 700 13, 986 $3,072 7,833 1, 373 2,827 6,650 7,085 1, 100 9,055 58,092 31,004 18, 160 11, 205 ii sgsiisisa is i j i |ii i i i i il ! ! ! ! !*h • »•••«©• of 1925-26. 5 Distribution estimated. 630 BIENNIAL SURVEY OF EDUCATION, 1926-1928 § § * i ? g 1 2 .« -2 Ph 1 2 I I « O a E-1 •8 § fl .2*5 O - C §s-s O 03 ® >>' o s £ 2 fl K’S fl c gbl « p •o ® -a is iS-S Ofio 3 .spg 3j=! o o J2 c bo Is-g K w gsfSfSlW s§g o'cfof Usssilis SiSiiii2si§gs ^oV‘o®N^Offi®oO;ON 13111 gf®w®*T»r IIS M»*H §g§i§ii?i e*V«Tel,efel‘c'i,«r lie ss i 1 1 1 1 1 i . ■• . . ;2- wh : : ! | | j j : : : : :::::: IMS! cs-^Tei^r^r ssiil IIII9 cieoT — ~ *o *C . NrtH ;<• :»c : Sllll ggS'SSS' Igf sfssJ §lg£5lll sss's'a^ss IllllSlilSIIl g‘SS35 = §‘g2-SSa'“ SSSS1 in eooTco iiggiliS cooff«5‘ei‘V‘«or^‘ §i CB« ss oco Is gfsii HISS oo“eotc^r®“ leivusva Islgg g£2s= isf COT, fuj iiiiiiSi SSS'S'SHSg lilllllllSsll fjlL ?Ssll|l§ZE"sS = | CITY SCHOOL SYSTEMS 631 in ssiiiis ig $ nooT hV ho oV h g§385§3S§3S§§IS£13§ i §gglil§ h «o o w w ooo-* ill giliSII is § HCON -of H “ of COM of Ills tOCHM ill ! js ! i ii ii is . i i! il ! i i i ii is ii i i iii i s i t-H CO of : JhT | o’ !hh ! ;' o £ «- o Is-g w M 5 9 TS ® cE M 05 PO tJD iiiSiigssgiSiisi§s§iE 3S3§g£lEgS3 s i las i is iiSisii i i lug iiiisiisi i i r» w- : jcoei- : j co iotodco^odoo ; ! oV« N‘22d',,v"®2 i i .Sf5 c-S Bg§§gg3i=Si§gsS3§8SS13 25 3 2 Si 2 2 S 5 5; S3 8? §88 2 2 2 isssssssBsa rfsrasfstfgr«sSs §ssssgg§§gai§g§s§33g5 £ r* th* co (X co T w SI ill! i i i ilSIl is i® is i in ill ii i i B MO cgcf jesooef j ! ; | TjT lO CO CO j-r Ij-H :« j ;VH0N^NH®0®H*©HV«J llllgsillll (Ngfww^oTwgjtCwg CITY SCHOOL SYSTEMS 633 gsllssggglilsi SSS33 2S12 fisaisi 2§S| llBlillslig cd of i-T <-T ed J-T cd td pied cd eded hV ed idrd ed id «> i-T ^-T of ed edo3 eded “ dd'H cdtdoocdededcd 287 800 174 720 000 000 500 977 886 500 055 323 965 500 700 37 351 " 569 is i i • t» i i i i i ! ; is il i i in ii i i i§ li r-T" edd id -d cd j jed-d led ; ; CO j CO J • Cdoo | cd j ! us : : i i ilillsi! mid igi§E §i§a II 1 i il il ISISsi in I ededoo edtdd ^ •djdjdd-cd od'tdrjTjd cdtdod" rfS cd td dd jod j ^scs'srs osVjof i - i ! i ! i : §1118 >d i "O O « S o^ccref ^'r-sTsf of Isllgll E3S88SSS8 sslSS of© *ocC« ^V^occnwo® hVoVo liigiiiisiiia ilium i c^^co%^ofo«-w o rjocr®®^-u5« j5®^o“ef iiiniiissiii ggiiiiii iiiiiiiig isisiiiii ins MNWWMCNmVnCCOW ^CO^CONWUJNN t^WoTcO i ill il i illll isssiilli i i ilill il 3 ilSllI i i iilii of joToT ■ co | ; O Ofcf « : ofofcO CO | j jcTeo^Vn \et «S j cf^H ofoTcd" ; j ! It* ; ! 112 IslllsiSI i> oTscr'T msn-M siiiiiii .offi.n‘ad.0®© oded^MttSVJtCcf IlSSIlsS! §1111 -i‘io»ovm2«(j ssaEsf T : : : : : i ! i ! itiou estimated. 636 T3 OJ a a m < H , and other expenses ruction 3IENNL *3 c A.L S IJRVEY OF EDUCATION, 1926-1928 Sss S 38S953g 22* 2 22**^2* 8‘^S'SS nigh schools 111 1 3§1I1§! IlSIlgllllilgllil ii -JCCCO -5»f 00 COt* CO^COrd O CO od- lO" lO of rhCO 00 O tjT CO* 05 CO ! I § o' f o Junior high schools 2 $5, 080 » 2, 674 1,756 4,295 3 1,000 3, 435 1,500 900 2, 864 3 1,000 i i is i i i i 1 of il il • t^T is | Elemen¬ tary- schools 2 ms § iSSlIEI IliilSlgllfsifsllIgS 1-r ct®Vw(NN-co odoT®0^«C6®^g5co"^‘-‘^N«:^0 Total 3 ssl 1 SSliiSI slisliSsiliSilSIlSs Si’s 2 §‘S'sW|g nigh schools O isi 1 ssslllg IgsIlsSlIlligllil ii |JS S' S'SSSSSSSf S'S‘2SS‘SKS22'S'gasg|S- i, 51,784 | Junior high schools - $49,500 44, 115 17, 550 47,000 3 15, 500 46, 149 22, 032 11,937 41, 933 16, 050 ii ! i il i i i i i 'f i i i i i i i o i§ ii is :§ Elemen¬ tary schools QO sS§ 1 SlsSSSl 3S8g33iE!8SgSSig§gl gss? s' s'SSs's's'b' g||'s'g|gR'sg'Ssss-s|||g Kinder¬ gartens III 1 il CO- 1 J-H- ii i§§ i is irH- j^-t-T © \00 isi is i? is : 11 isisi »V jVt--«-H- je | 1 i j 1 | I ) 5 I Total CO $12, 077 17, 554 9, 113 6,200 7,225 17, 410 4 3, 500 24, 600 2, 900 6,000 13, 300 22, 405 29, 232 49, 851 7,243 48, 290 32, 462 24, 260 11,900 46, 045 24, 709 56, 044 60, 173 30, 101 11,890 84, 196 SS S'” nigh schools isi 1 Sill ill 111 TjjVsco- CO- wooco-co- ; co-co- CM® i§gg| 111!! 3,119 I Junior high schools in i ii Ig-Teq ot j jot co‘ j j j ' ' ' ' 1 . ' ' is il irf :S ' 1 ' Elemen¬ tary schools eo $1,927 10, 380 3, 613 1,600 6,730 ill il sgsl jdof j co dgmV ISslillllll @s"a^saas8‘»'s‘ s s Kinder¬ gartens w ' ' ' ' ' ' ' ' ! o - Nebraska: Grand Island . . . Hastings.. . . North Platte . . Nevada: Reno _ _ New Hampshire: Berlin . . . . Concord . ivuvwi _ Keene . Laconia. . Nashua . Portsmouth. . New Jersey: Asbury Park. . Belleville . Bloomfield . 3C Clifton . Englewood . . Garfield . . Gloucester City _ irackensack.. . . Irvington _ j j j j £«|jl g§a§g North Bergen _ Phulipsburg _ - _ 1 CITY SCHOOL SYSTEMS 637 giiSlii I 151 SSi§38iSlg§Si§giSeSSSglS§8§i33S18l88 co^SSSSlS'’!*^ os* ejVTeo r^eo*o*^*ao*«^*^*^*M*^eo*MO*^*odTf ^®^Ttr^^^o^«rw*o*oo'co^*oo*‘pfco* jeTccf^ ssiiisisgssiiii o eo »-T >-h pi't^'-^ jo ® cc ® o ®* o issSISll 1 111 sWswsfs sT s’s's' 27, 918 24, 140 20, 100 19,516 6,234 31, 649 7, 832 28, 644 7, 438 16, 431 30, 946 31, 974 35, 855 17, 532 25, 534 31, 417 28, 400 12, 435 46, 018 15,715 20, 789 15, 395 34, 756 10, 100 37, 187 20, 654 13, 995 42, 018 28, 210 17, 150 18, 086 80, 521 1111111 S is! 00*M*®*®*^*®*®* ®* ^VTtC glllissilllS eo'®cococot^pfc5'coi>® l§gSili§g§S§§ t~* ®* CO US ® «r pfoiVco 50* co co II COW 31899 •ouSV^oT I is i i is i s i i ; |ef ; ; ~ <* j : i i i il : ; : jo? i : i : . . i i i il i i i i i i i i i i j |co* i i j j | i j | 1 i i il * i i is‘ IlSlssl 1 g|3 a pf®pf sm ii S3S2 ii 23, 041 5, 389 19, 140 4, 078 8, 588 20, 423 24, 334 29, 655 13, 930 19, 947 21, 764 22,200 9, 483 36, 693 10, 940 7, 339 9, 727 28, 355 6,600 31, 487 17, 149 13, 995 31,813 23, 210 12, 925 16, 094 45, 754 115044°— 30 - 41 of 1925-26. 6 Distribution estimated, Table 11. Expenses of instruction in day schools, city public school systems, 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 638 BIENNIAL SURVEY OF EDUCATION, 1926-1928 33-g p CO ® O a b o II s'-' issls§s IIS IlSsIsillilSSilgl so cf of n ooiotC oog|'o'^Hcp o oo o" ci o' o' o' w oT «' o -f r-' t-f rf ~ .M o tn-S ® >>’< a h < M a fWlW^ ill sf2f»: isii sisgsssgsgggg iii§iSsSii§ S£tftfaf£s“gfs?;*g §38 ssssssassssssssss 883 :s ! : i : : : : ,'!!!!! i i ! i i in ii : il :§§£ : : i i ills j j i i i ass j led isss : j is's'ss ! | i i | !" ! ! ! i ! i §i§§£3g3S3S III SSSlSg£Ssili88ig^ gVS g Sf: § S“S S S 8 §888 & 8 S 88 s i i i i i i i i i 1 i i i i i i i i i ii i i Ms iss f* §i ii i ! ! i N j „r : : j ) j ! ! ! ! ;co | ) ) <00 [OVT IISIIrSIISI Eli s IS II 11 S SI 18 Si Is § CD glsf-'Ssf^sfa' r-Tt^O ^ H oooft^^cfMOtd'dt'fegidjfliJ'cdoad W-g OJO 3 J-a o Ililiiillli o of CO of u»ao^f o“«5 «dV «» IIS cooed liSlillllllllllll cd^^-*~co* n®h iiiiiiiiiii ®ic®*«3wVt-V»N«5V SSIsggiisIIisiliiSI IlsilsIIS SIS slsSlisSISillSISi g§gg|g||SS||Sgg|SS| S§SSS8g2g 8g= ggsSSS82||SSgg|gr iiiiiiiliSieSiiilii !!§!!§!!§ s;sls‘;sssllKSSSs?ff2S SSsussSas ISs illSisililsisSISI 888 SSS8S;IS5?ISSS5S8g2 SSsii SSSS2S II CO $3 82 8828 00 N CO o £8S§ g!sii!s§§ sii 11 853 £55 - - 588 §SilSSiSg3g§881ill8 slllSgall 8* ss| S fi §j8£3i 8 S3 8 8 1 1 5 3 8 ££38 S S S: $ fe¬ ll! 8 fe-53 §888 §8588538 888 S3 11 : _ ! _ ! _ ! _ L 1=1§§!18£I§§§§3§ in mi iifeii 2-282-8-- iii i§ifeiifeS!§i!i5iii 288 25-28--8or§-0°--8§22 iiiisiiiiiiiiiiiiii comod^^^VeococoeoweoV^N-OM HI COI>^“N siiiisisiiii ci cT ei cc ci cc co © of -qT jo *o 28 S& I! 8- tCM^-j-ruo^ofN : III §§ V~CO* 00*0 §s! -8- S1S8S ofo'ooo 5811 oVco*©* lllli !ii ii 11 w4SESSSS:z;&&fc£r Sislsll N^oT^usectC iisS SI ■° ” OT rfo? §S ilssiililslIIISsIlii 1 .-Tr-T r-T" * rtrt TlT t-TcT* II •o'®- II coW E3 t-T §i§2 2I * cc j cs" t'T V o' islilSII I co* cT OO CO r-T o' of 1925-26. Table 11. — Expenses of instruction in day schools, city public school systems, 1927-28 — Continued GROUP III — CITIES OF 10,000 TO 30,000 POPULATION— Continued 642 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Textbooks, supplies, and other expenses of instruction Total U5 Ill 3833 333§§gg s £!i|g§i mooV cfof ,-T ^ n High schools 2 §11 IIs! ISISls! 1 lilsi8! roof of - KfofgciVitfe* of »- or JO Junior high schools S3 » III II i i i ! i i > • > • ISil i-r^oTef is s 11 ill I 1*0“ CO rf !« -f ! 6, 941 | Elemen¬ tary schools S S§1 slsl sslslls 1 lilslSS j^Of .-Tr-T “ «f®CDVfl0*0>0 CO* 00 CO O Salaries of teachers Total a $96,943 143, 899 96, 027 93,059 99, 454 141,817 47, 749 178, 542 320, 751 324, 199 96, 072 141, 204 173, 729 261, 449 184, 247 206, 719 66, 758 163, 823 115, 445 280, 639 99, 030 325, 704 High | schools o §11 5isi gsggfss s imgli gsfsf ssgsfsW rfasfsftftfSi Junior high schools as li i M S- ||| 34, 934 31,800 74, 764 17, 264 ii 1 IS ill i it: 3 SB ; 45,591 I Elemen¬ tary schools QO in iifei iiggggi § nmm gcv SteW ste^sfars £ szszzzs Kinder¬ gartens 8 i i i i 3 j Mi i il 1 ! jof j i i i i is i i i i i i Salaries and expenses of supervisors and principals Total CD igg ilgg SlSIlsS n lisggll ssi" sfs&wftfsfs s’ s-s-’sfss' High schools l§s fill §§§§!Sg I giSSlIi «Vo (N-^'ccT^ ^ ®r ofio- : \co : i 3, 615 1 Elemen¬ tary schools e* i i gisi linns 1 1 isiigi of | oo-^-eg'co ffo^S'cTof® ^ of Kinder¬ gartens N City - Vermont: Barre Burlington . . Rutland . Virginia: Alexandria . . Charlottesville . Danville . . Staunton _ . . Washington: Aberdeen . . . Bellingham _ Everett . . . Hoquiam . . . Vancouver _ Walla Walla _ Yakima . . . West Virginia: Bluefield... . Clarksburg- City district. . . Coal district _ Fairmont . . . Martinsburg.. . . Morgantown.. . . Moundsville . Barkers burg . > CITY SCHOOL SYSTEMS 643 lliSSSsSSSsS II gi§ isiiiiiii CO o' cs o co' us tN .o ^r 1 is in jg ilSI IS CD :«*• 1 ofesT jeC j-TcoN* eiV* Si!aiS§§§!18 1§ Tjr-r«i'o(No iiiaiiiiiii 644 BIENNIAL SURVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 645 SSSSES3 IS SI si I SUSS HSISs ISIISI1 I 1S1I g gsp-g§ gg sg gg s i§g§§ iiiiiis i s||g i' 1, 483, 516 IS ■ ig 1,822 8,650 J | 75, 383 1 1 Mill Mi i = i is's Mii 34,709 888,631 489, 551 511,718 I § m 1 i s 1 i ii I M is is' ill ! | © ; 7,250 1 1 !|i!| ||i 80, 200 804, 556 525, 832 224, 558 578, 685 4,861,844 1,254,278 504 fi83 1,509, 854 15, 100 53, 499 5,051 166, 140 1, 057, 186 1 I g ill I Ml !**&*! in 450, 554 1,078, 728 732, 577 343, 541 793, 677 1,376,010 6,413,015 626, 704 715. 864 136, 458 4,487 1,950 § ! 1 £8 3 1 is S nils sigi£3 SS888ES I S8ES i ** ; i 8® S I |F2 8 SgfgSS S5||^532o3 S §§§S • • i o 18,461 500 1, 950 440 2,975 4,056 1,098 5,453 1,486 Mi is iss i i i i iss : ii. . . I 1 Isis ! i is i» 1 1 1 1 ^ j j i i i j I II Ml Ml ; i J jw ii: III Is ill 1 Ml is |S‘" i I 1 ;g is : i is ’ ' II t>Tcr i » : 2, 600 i i • > • ' 66,530 27, 186 25,978 69,288 14,867 12, 010 73, 649 124,065 369,082 60,521 56,576 1 I ji i§ a i i iii3" iiiilli SI 11 1 slSil I1SSS1 ISlilgl § Sill I Sssssgg gs § tf gg- s RWs ssggag sgfggsg- §' g§eg § -• v - 263, 104 25, 675 13,092 6,712 4,793 31,353 20, 499 119,039 . 120,446 i 11 s s?5S§i i I 1 i es ts ~'s£s= i j i 25,935 56,120 350, 000 15,687 44,464 41,341 136,467 98, 858 12,000 22, 166 42,777 ills! § -'"'-'S3” s 1 1 *0 ■ m i in is Ml : «jg ; : ; : 1 1 1 III — 42, 189 250, 000 32,157 8,955 133, 849 37, 285 23, 876 10, 230 8ISSSS1 1 gWWg | 236, 612 195,323 543, 605 42, 192 67, 128 261,736 385,891 49, 962 67, 888 75, 516 238,883 782,592 77, 196 97,055 137,861 661, 967 480, 413 43, 183 134, 698 138, 570 Sflfslll SS IS SI 1 lliis siSIls l§Sills 1 igsi 1 isiiws' ii it m £ mm mm mmm i mi § r-7 r-T 1-H t'T ^ 1-lrl 259, 566 41,032 16,421 5, 741 26,081 100, 469 50,264 492, 550 226, 782 180,981 253, 569 141,041 26, 292 126, 017 124, 741 56,089 26, 009 63,899 97, 510 400, 000 128, 649 73, 757 84, 921 379, 557 300, 242 28,000 26, 704 102, 355 SUU § 143,207 IS i SIS is Mi as i s's'sS is i i i 8,738 45, 842 245, 000 97, 634 17,917 209, 237 160, 318 60, 029 12, 325 904, 182 126,466 180, 059 117, 275 121,350 223, 463 275,073 1, 346, 705 547, 106 368,070 603, 562 230, 368 139,924 417, 724 510,093 236, 358 116, 332 222, 025 407, 924 999, 422 222, 638 152,312 294, 726 1, 199, 304 693,317 129,286 162, 277 319,372 schools under control of city board of education, and full-time v< Table 12— Expenses of operation and maintenance of plant, fixed charges, and capital outlay in city public schools, 1927-28— Continued GROUP I.— CITIES OF 100,000 POPULATION AND MORE— Continued Capital outlay BIENN n o IAL SURVEY OF EDUCATION, 1 ss liSI S Si li g II ^ §' 2'§f IS I ‘ .r c. GROUP II— CITIES OF 30,000 TO 100,000 POPULATION ^ Qi CO $37, 070 179, 891 00 656 184, 455 36, 001 284, 688 842, 359 165, 197 High schools C© $445,020 39, 330 29, 637 45, 973 ii 1 is s - -•§■ g oo $175, 597 13, 974 i il j :§ Junior high schools 1 I i il l| j* is s is j* * jtf 1 i $2, 920 56, 127 in ir Elemen¬ tary schools 2 $15,034 354,664 15,716 378,661 is 1 IS ;« * tig ' 8 a $1, 374 111,961 ill |8a Fixed charges (rent, insurance, etc.) Total CO $29, 206 28, 760 23, 682 9,710 30, 766 7, 374 36,467 5, 701 5, 285 13, 775 $2, 063 3, 457 16, 482 18,317 16, 928 28, 156 13, 503 15, 247 [ nigh schools N 1 li 2 Si r-T eo $61,457 56, 131 94, 320 104,076 115, 148 73,025 184,493 47, 726 130, 651 307, 860 62, 537 854, 960 $25,723 3, 602 32, 558 85, 033 29,010 54, 583 100, 122 19, 341 High schools 00 1 IS S8 SS8 14, 650 31, 303 6, 886 12, 737 18,402 107, 029 $5, 073 6, 167 12, 278 * 10, 350 10, 090 24, 104 6, 113 Junior high schools - 1 ji s :sf 13, 655 22,724 2, 993 23, 597 88,562 $6,049 21, 101 * 6, 793 9,000 24, 104 4, 557 Elemen¬ tary schools CO $32, 232 70, 740 46, 211 i S SI i 3 S’ S'Sf j: 44, 135 659, 369 1 1 20, 342 51, 654 11,867 35, 493 51, 660 7,642 Operation of plant Total fcO sis ill! i IH ss i ggfsfg g SS g| | $32, 560 26, 203 75,054 141,477 126, 260 337, 007 190, 067 153, 846 High schools « $13,966 47,833 22, 651 28, 344 42,113 16, 510 39, 571 rz, y«y 138,617 $12, 418 . 23, 743 36, 948 * 43, 500 85, 564 53, 402 34, 160 Junior high schools eo i is i i i*j 44, 640 32, 251 18, 006 30, 440 20, 443 j ' $16,427 34, 963 * 28, 846 85, 000 53, 401 17, 621 Elemen¬ tary schools w i li i 8 a"‘ i ' 75, 995 105, 314 100,006 112, 736 1 R i i $20,142 34, 884 69, 566 53,914 164, 130 83, 264 83, 327 £ 5 - Tennessee: Memphis . . . XNasnvnie . Texas: Dallas... . Fort Worth _ Houston _ ban Antonio _ Utah: Salt Lake City . Virginia: Norfolk.. . . Richmond _ Washington: Seattle . Wisconsin: Milwaukee . . Alabama: Mobile. . Mnntmmoru Arkansas: Little Rock . . California: Berkeley . Fresno. . . . Long Beach... . . rasadena . . Sacramento . . CITY SCHOOL SYSTEMS 647 §«§ 3 fs§- if gg issl ss" s'sg'a ii Is SSSSIs llllisssil ^ ||2f3|g§|'d's §is ii i si corf i§3 II sfc? !! § I « «f : ! : II r* sga *$$? I ill! * 5-¥ SSii sfsteg 3B8IS ***** in sfafS tf g£ III I mmV o ii ■oof Isis giisii isiiisi rH ®eogf ^*nVo eorHWOj-HoT ofoo'*®’'®'®^ M laSsliSsl 00® ® « gfof cc of rf Sli Vooeo IrH SI of Si I ®%* Bs ®Np ss TH¬ IS 00 i i ^ i i iii iiig i i is i i ii i i i !§ i 1 |8 8 i i ©f : iii iii ■° i i*C3f0f si i i nTof I of 3,070 2, 112 26, 949 1 of 1 is It* i i i rH 1 l Hi g i i i i ills of of ! CO j j j j ! H*o‘® 34, 334 13, 960 7, 403 23, 517 5 gill a sm$ 14, 258 2 00 * 13, 400 44, 706 5, 656 8,032 15, 000 15, 914 17, 099 26, 485 31, 820 17, 439 7,612 32, 098 7, 992 27, 242 54, 804 46, 036 25, 289 8, 507 15, 922 38, 536 31, 107 III 1 si IISI IIS ISS2 Igllii ISlIS^gglS ISsSsgiil fas s sss? gssg s“cr ssssa sses'sg sas'?'s'='?'g'sg ssgggssg'g sll S K'as a i ms i i £ 253i3§- i i : ! • ■ I i ii of j ! of ' ' ® ® 11 Sif is i i® ; 34,497 | 43, 857 11, 740 31, 086 12, 131 47, 752 80, 077 37, 672 25, 397 14, 748 16, 931 30, 225 29,440 37, 883 19, 999 14, 750 S IS i i iii i i is ^ i : ! : :®- N : : ! * : : : ■ ' . . 1 of is i® ® i r a : : «r ; j 46, 381 8, 967 25, 183 5, 576 46, 654 39, 454 110,458 45, 651 61, 075 30,285 36,241 45,840 57, 596 78, 424 114,836 i i i I i is rf j jsf 6 9, 430 72, 943 39,418 60, 220 25, 977 73, 030 26, 785 80, 178 76, 690 81, 992 24,971 73, 026 54, 304 63, 432 189, 935 129, 075 81,585 26, 958 40, 402 113, 315 79, 048 : : : llfl olfill Si! 648 BIENNIAL SURVEY OF EDUCATION, 1926-1928 •i • I l IS 3 g 1 O Q I i II •vT ^ S O rS co *• s > & 1 * § a § •3 a •s o I § i e I s I o o* A Capital outlay Total IllSg Ss 11 IS a is !g ***** ** Si m i i2 !* 13, 075 112,000 2, 933 16, 039 5, 461 141, 709 260, 849 410, 191 617, 665 High schools 8 : i j i i s' 146, 725 1, 568 314,921 i i | | i is j> i i j A y - side _ i 1 L 1 1 1 j j j j CITY SCHOOL SYSTEMS 649 sssig gsisgiiisis i is i gw § ** * 3 1 SsSlIsSlil is I s |S||‘ g gag s?a i is ! i 1 i 1 igsi! i is i S i i § § i iiss is i i i 1 1 1 1 la sill I i j j j j r^i' | r i s' j i »- g = ;s§ j Mi j S S | || s j j i i i i i i i i I ins i ii i a ! \ i a is is M M II i i i i i§ sill !!!!!! i i i-Wtf i is i . . . g j • ! ! i i s ■ ■ is i?5 i i : i i i i i !::::: j j j j isf co* : : : So ; : ; : : : iiiiiiii *$!&$&* § §11 -'sg III M* 2 : &* in* 50 '53 11 pi¬ ll iisiiiii g §1 I OOCO rf i I iississasi gf gf S»eo*^co*oo*^*co*co*®* !3§88si§8§§ II i i s a rH* CO* g 1 iss-S CO* 00* ico* rH* 8£ CO* §s£ •o-r !i o CO S5 2 li -a 6,000 11, 867 8,865 mi oo* m i S'B i 2,237 18, 907 is iii i- i i g h : : . . i ils i jo CO j • 1 61, 843 12, 217 709 1, 522 395 8,377 29, 620 249,613 200, 392 2, 619 40, 502 25, 829 8,818 26,042 21, 286 14, 668 40, 640 22, 280 16, 552 . ii §3 S§ § 1 i§§!§ S Slsill 1 1I§ IS ! eo o'^' cT oo' tC j honoT us' us" USOO l jo o' j 1 ' is ii i ! t-t ! ! ! < ■ • ■ S 8, 468 i i i ** 1 ii rH Ir-T ’ 4,917 8, 360 2,012 9, 858 18, 447 860 11, 815 121111 1 gggisg g gill! 3 §§S issillll 5355S ^ s sssa S S«^S3 g ggg gggg^ggg 4, 054 3, 693 11 uf o' i 00 4,096 _ 4, 128 1,882 2, 729 1,671 2,070 996 3,637 14, 224 ill j 00 00 RsisiSil jHrtrH'o'efeft-'ef if 03-^ s i i rH • 1 1 1 i ! i ! !s ! 1 1 , , , ,rH 1 i is i i 1 il i sum il com' ii ii j j j j j jcC j i i i i i i i nT j j j j g jri ; _rusv,vr o !«' ii si T-H 00 3 fs ii i i igis i § il§! i 1 ill HI8§sEs US 2 s 3' j j ' : j joo'w'o' j o' ' Jth'o'o' ; ’ ’ 3 |'°'S ^eiisi ls§ is 11 3 lissisl 1 sgggg I 833 ISsliggg g&tggg sfgg ssSf §s 8 s ggggg I ass SgSrfisgfJar S3 iii sis ii i i i i i§§2 i I jSSS i a m® ISllllls gg S \* i ! i : ! : ; . iii j j j jeocdoo' j : ! : ! : ■ > < • i of i t-T i ' 1 g SKsf SSSSSs'Sa ii ill i is i i : » 1 ! ! ! i i i i i is i . . • i i il i i n §1 i IIISIS il is jtCJ- • 1 •* • • • j j00 j j j i ! i i i : : : : : u : j ; j j j j : s‘ i ;■* j ; g SS i *° » US' o' 00* oo o' jo li in 8 is i i i i i i ills i a i^2 i 1 SSI s'S iSS ■ g is j j j 1 1 1 i i i i^s j , , ! ! ' g isss i g SIS 8 Distribution estimated. 652 BIENNIAL SURVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 653 is! iiiiiiis 2S« SS !§3S§ iiisllli III I is ill! II si sills jS§3~ dg| g" dsr ss sss-gf ill i iliil il 1 i! is«‘ j ia‘ <* ia | is 1 i i ill ill i i j iJ i s' i j j j i I : il i i 1! 1 i j«s“ ; ; rf- j iii i i I.. i i i i So i : : : : : : i i i I i?g i | i. j i i i i iii i i j MM ii ii j M il | 2 i i i i i i i i i i i i : :::::::: : : : j j j j j I j j j j i i j i i i i r K i iii! i I iii i i is if i sin iisss : iinisi i i i i ii i i ii ii si ig i i i is j rf*gfef i i ig i i -S S2 ds i i p i i ” M j j SIS 1 i i 11 is 1 il 11 ii iS i i i IIS is!!! is is § i 1 : i in | j J r^rfT jo- - jrf co-eo- jef j j j j -- r-- --esco-- j «>er j is i I I i | is! is i il IS i i i i i i i il i M ja iii I is ii j i is i j : ; : i rn ! t—t ; :^r • . i i j 1 1 i ; j | i iii . . is i i i i i i i i i i i . ■ • • • < iii: iii : : i : : : : ■ iljljllll p : i i ig Nil i§ ii i : i i i : i . , i . i i il j j i j i its ii i ii SI is iS i i i il \ i i 2 ii i i ii i i g i i ii i • i iii -» j oo - :'f-r High schools 00 1 § ia il «r j«r |<» ii i j p | i 1 i§ !< 1 o 1 1 1 ! « 1, iaz 12, 162 6,093 674 1,063 1,725 11,523 3, 466 3, 181 Junior high schools - I i ; i ! i ii i K i i i i is i i i i i i i i M i i i si ia§a i i ~ |cfr-r : Elemen¬ tary schools CO $11, 770 10,078 9,597 17, 224 6,000 2,222 27, 950 13, 652 700 gg|§ll l§§K8sis sslllll o ; 05 ■*«? co 3® Operation of plant Total SglSSifigSiSIsSll g SilSSSS illlggs tassfislaRS'ss'fsss'ssss a* sts'isssS High schools j ! 1 1 $17, 107 18, 212 15, 477 3 i i J j j is i 05 CO 1 ocrC j ii j i® i il is ii j oo ! oo ;< j ! i i jf ^Vof^ogiocri Junior high schools e* i i j i j I ! i 1 il i ! III i i i is i i i i il i i 8 11= ill i II i i il II il il i§3§ i M iis Ml S ! 1 N ! i i is i i ; i is;;; i i is’ r' i r i * i : : ; or of : j : si uiof I COCO* i|g§ s?3f Sf S3! ilg eff-r SaS slSIsSssilSig _T OOOfflVcVw c4V,H gllgill! co coco of of® II csfoT IglllllSSssill rfVoff NH *of Ill 1>--C0-TJH- IIS Ills co-oof co- si g|Sil!§illlili llslliiiiii gfS^S‘^8“8f8"!5§fgf iiiiigiiiiiisi Hill ssf^gf^sss?s?sf ssSsfcfs sssg of CO o o' lllllsSSIsllS§ cf^ofco»oao — r'f*©t'fac©x© II t-fcf g§ 00 c- IS cc r-T sis §88 of 00 of l§s r-'gs' 111 r-f — - co si§g aoaoof co¬ in CO- CO ..fl e |!!«l|||ilili| Ifiii|l|| Mu iii|li"ll|I iSS.g^SSSjs'gig i i i Table 12. — Expenses of operation and maintenance of plant, fixed charges, and capital outlay in city public schools, 1927-28 — Continued GROUP III —CITIES OF 10,000 TO 30,000 POPULATION— Continued 656 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Oflo a M o §23 i&i SIS8 m SI & ii~i §§igi§g§ii ”53 £ Si §g Si ss -r glSISISS ^ToiWeory^ i- li •fl> o 0 b ° ,§53 H « §il «c4V^ Is -r«3- m 1 Oflo fl “O .Sfl3 a ® t» o 0 b o IIS111S llis c& to* t-— so os o h co S!!llS61!lsSls8s2sl III cUfl^H- igl cf^rf i|g|5S8aS rn-ldWt-VT r^r all (NW-H sl! rtX® a >» ® >»2 0 bS S8SS2ES ills gsssasSs -‘g*s* sassigNiSsasssisss ?3ES'SSisS8'aE5?i?'SSSgS ss tg CO II sa¬ il Vo 83 -2 CC--^COlflO isiiiii -“SSfSfWSf "sf S38 sfcfs I3S rfSf* 831 A ; a 3 ”'ST= c w iCCmmScQ^ 2 Sl-elia'-BiSS^SgSipiliaJIS lllUllllIIIIllilillllll CITY SCHOOL SYSTEMS 657 sssssssssssssss mu ®g‘ss§" Isis SlSHalllSS IS1SISS1 III ssa-'s|sg|‘^; * «>' si -To SI "f §!§ * S ?gc ^ CO<*<* § 8S «§ 51 II §I1S •rftC Ilf 0fHH* 11 .O !cillIE§l§8illli ISISil NINIONC t*T«^c*W CO>~ NNN i i c4" ~ II cs ii sis ss CO II III SSlilSIlSsfftSIlISsslS BSSSSSflSSS NN«5Vw®d«5V® Sa§g§ iSSsISSI Sis «3MCNN oo-us-gcceooT^-us- ^--(N isilll -r^-rNT-irtT ss '=•‘33 o ® : : nr : : 2 2 i ; iij i i :::::: ; ; : : j : .ii . j j :$ ; il i 2 ; : IS il ; i i i i i i ... i . ; i :i ; ; i S i i i i i > i ; i10" i • ' ' ■ ■ U5 j III » oo£ j«9 i 00 j ; ISfISI § i i in illsssll ii i 1 Sags 6 1 i i s i i ... ii : S S£ i 1 t^CS— 10 50 s' ! i is‘a ;» j s Ss's= s' s' i i si; j j j j IllllllllSfllSIll.: Ij ^5: a ■ d gl| c ! a s O If a a l-Sjl 3‘Sj IliIflfiffiMIffiflSIlfBl § s » Distribution Table 12. — Expenses of operation and maintenance of plant , fixed charges , and capital outlay in city public schools, 1927-28 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 658 BIENNIAL SURVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 659 25,234 29, 432 284, 379 410, 637 244, 651 9, 181 10, 161 45, 848 146, 060 55, 510 117,294 242, 331 144, 241 11. 194 93, 302 19, 796 569, 696 29. 466 200, 343 366, 004 406, 055 161, 617 286, 704 500, 342 461,601 228, 317 86, 890 Is SSEgg|S|S||gis “>‘sf ~ss‘s'-'s§2a'2'»sss' I i CO j 162, 978 196, 977 i j !© • S is 67 1,141 93, 302 19, 636 17. 376 8. 189 366,004 1, 137 ji i s i ”■ ' 115, 165 j j: 1 i 0“ ; i i 645 1,505 i : ! ; : : | 1 IO 1 . Tj« . !r-r ! ;c5 i ! is j* 145, 891 2, 811 ■ ' ; i ■ • »i ?; : ; 121,401- 213,660 244, 651 in i iss j » » * • isi i :?2 : » L llsl i m\ 404, 918 is 1 82, 426 49, 367 ■ ■ j ji • ■ 1 i | j 12, 553 1,500 335 "5, ’266’ 2,412 2, 419 2,591 685 114 4,010 4,255 11,739 4,705 7,650 773 12,641 4, 790 4, 107 1, 174 9, 291 3, 836 84, 099 3, 336 1,698 9, 555 3, 117 1,755 4, 952 5, 748 6, 652 18, 965 8, 385 7, 302 6, 165 5, 272 12, 370 15, 646 15, 455 9, 959 714 18,411 7, 604 13, 378 ISS = SS i i 1 511 i i ! i - i III 1 ini : r j«l 1 528 "1,175’ i 1 Ii 1, 593 788 63 g i ■ 1 s i eo* : 1 • ■ • 1 ! CO 1 ' 1 ! II I j ill i i . ! i • ■ 1 1 i i j j if i 1 is i 5® : s ; (N | 1 i ~ j ; ■ 1 i j ' ' i i i i : i i r-r® j ! ' ■ © *g fd J ! ^ a © 'a '-J ' [sli!i|“3 j&|ii|l|i!|!'g£ ig j iloSsl^llsslIIJlilsllIlzIs 1. liil!II o * Distribution estimated. « Statistics of 1 925-26. 662 BIENNIAL SURVEY OF EDUCATION, 1926-1928 H city school systems 663 :s“=‘s‘s‘ «§!§!!! iiig§ss§ss§sisig ssassss sail as ii g's's s'fs'^c,”‘s‘»‘s s‘3 b|'s”|s§ sg'SS fa' "•»' : : : : S II ill i"S‘ I II II §- » - Sllli s ii ss 2 sa ISllSiSIgSi&gllSglgSllllsiss «VsT«h>*oowVnooV« III II si tCcT i-Ti-T t-Tc^T IS II 6,947 20,234 1, 511 4, 000 S i i is i i i i i | ; ; |i j ! ° ! c5 1 i ; ;§ i i i ! 1 1 si il 00* i 1 !r-r i i i III! joT • " i i if i 1 1 . . 1 . . 1 i i j i^T 1 1 ill! ii i i ^ i i i is is 1 is i I is i is • *o SSSI8S8 i i ii 11 ii is'Sa ]**“ : : jo | | • i • i i !“>' is' i is i i jgf i ii i is sssssss i i is S«F •rf^r BIENNIAL SURVEY OF EDUCATION, 1926-1928 664 CITY SCHOOL SYSTEMS 665 134, 645 ' 81, 621 13, 885 14, 210 92, 389 12, 794 23, 820 36,874 108, 278 353, 226 SISi iSallliSIlSi s§ g'sfsfs' gf ^'aa^s's as II Ilia a i il tc : jo ii Ii in ills ;e4 nr [rococo 1 > ggis "-■'S I 106, 525 61, 333 i i ii i iii j is' sf j j j \\k 1 ii is i i : j »- ico- :« ; : ill jio'ei' 10,523 16, 213 18, 366 13,494 87, 423 7, 405 3,560 16, 896 108,278 202, 536 liia in isif 2,641 1,186 4,708 127, 812 i ^‘ci-«5‘i>o-g“ j-TtC isgisis § iig COCOrT^OWN oV | 3,069 | 15, 037 21, 126 25,110 7, 902 11,240 17, 734 21, 143 20, 443 22, 976 3,707 25, 674 * 29,357 9, 626 27, 126 24,908 9, 807 30, 850 28, 547 20, 197 17, 536 24, 938 13, 586 14, 478 27, 747 21, 748 | Washington: Aberdeen . Bellingham . Everett . . . Hoquiam . Vancouver.. . Walla Walla . Yakima . West Virginia: Bluefield . Clarksburg — City district.... Coal district _ Fairmont _ Martinsburg.. . Morgantown . . Moundsville . . Parkersburg . Wisconsin: Appleton . Ashland. Beloit . Eau Claire. . Fond du Lac . . Janesville . Manitowoc . Marinette _ Stevens Point . Waukesha. . . . Wausau . West Allis.. . Wyoming: Casper . Cheyenne . | , 666 BIENNIAL STJKVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 667 1 £ si ii Ii CO IISSI saaaaa IllegSi s list 3“ £ »C0~10^t-‘©05~ 3fc“ &3‘ 838 sf ©■rCof©® '-•g’l’s-’a efco^r^T^-rCod' © ss’”’-’ 3 iiiiiii is IS 185 842 j 8 §11 j | i ig| ! ! 402 019 643 824 40 1 041 139 514 CO i i i i i i i iiiiiii iiiiiii • . . iS • of- |C i i i i i i i i ; jeo | | ; j of of ' ' rf ;§ 1 ; 2 •* : : & II II r $ sll s' § S 82 II s'i ii §1 I i ii | sfg is 8"a § IS «o-«f r7 II ** SI ilii iissgi gam si's'i siSssS g'si'il i i i i § i I II I 5 §11 CO I of CO CO Ills ^r-T ssgs i % -* S llsl II IS Ea I SSSSS SSllIs SlSsSil I -Tco rH g*o of©* gfof o ^-c4'oot--«r ^nooooo tC^co^tCefco* ©~ ms S g 8888888 8K 88 SS 8 88888 888888 S88SI58B 8 gggB s i isiEsi! ei is ii i iissi mmis using i ssss § i $mm m m §§ s mm mmm mmt § mm _ r _.r __r~r - ~ 8 S 8S8SSS8 8® 28 88 8 88828 £8-288 8£££28§ 8 8888 >o © od © ao oc od oo co co giod 300 co oioo^© oonnoo £©©od©©od oi ©~oi© ; Contains $185,000 from new bond issue. 3 From new bond issue. 668 BIENNIAL SURVEY OF EDUCATION, 1926-1928 S 3 ?5> '1 •3’iS^’gs x)^ Q m p a « ® s ^ m oS ®i 8 « 1 1® ® 1S$| T3 O ti O O-' « fl fccad B”~ Sh¬ is o o. ^1 H 3 Ills is 0^ © C ot3 ^ o w o'? ^ bo ■SgS-a 02 X! 3 O B ® A-S 2 i ^ ® §SaaS §■£ h ® m ” ‘S ft ® > ft 3 -*_5 C/J >» fl co tf 2 fl J3 gSgjS O, w £ 1 ft | -o ot3 »s H 0 ft g O 8 o »— < O 00 CO 05 co to to S3 FHOf 82 030 Sxj a goo CITY SCHOOL SYSTEMS 669 1 lalssssl s 3S 8223 Ssi ISIS 858 982 250 154 687 577 IIIISssIls CO c4‘«d'FH00t> toeoeo 14. 50 16.00 20. 00 20.00 11.90 808 15.00 8 2 8 2 88 JO© 8 JO 8 © 82 22 III: o d 3QQ-. SSlIl»aaiBS£ saj=, jPmwkhPhoqcqcqoq gOA* Q ■ "995 19 ii i CS > i ■ i i i i ii i i O i > > i i i i ii i i CS i i i iiii i i i i i i i o' i i MM M M i j i II §8 $ ■ I i i i i i i i i i i i i i i i i i i i i i i i iiii i i i i i i i i t O i O • • 1 i i i i i i i i i i O 1 O ■ 1 * 1 iiii . . O 1 1 1 > i i i 1111 : i i O O i O' O i 1 • O © ' C'J • O 1 O O i t-h i O i ; :§ i i ; 1 1 l 1 1 • 1 l i o 1 > 1 1 > i i i • i i i i i 1 0* • • i i 1 1 1 1 1 1 1 1 1 1 till 1 1 1 1 1 1 1 1 1 1 IIII 1 1 1 1 1 1 1 1 1 1 IIII 1 1 1 1 1 1 1 1 1 1 IIII : ; 1 jgrfgsf j ! iod> ! i-T ! i>T ! : i”” i s j ~ ; f\\\ iiiiiisiiiii tftfg«SBSJS?3"SS? ill §ss i i Sf tf ii K“S? 2 g sf§§8gS sssa is i §ias 8 S2 ;Sis3lgiggS88lgg ~ d ed 885 OOCN 88S :S 8 88 8 5 -^sics ;ed o oo o -4 i i "7T of 1925-26. Table 13. — Bonds, taxation , property values, and valuation, city school systems, 1927-28 — Continued 672 BIENNIAL SURVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 673 SSS3SB9 8SS 33§8g|gSSBsS88§3 Hi ocnVmnnw «oos» o^u3eoeo»*o~eot>r^^eo*e<«o‘«^ rHNjfc* IS II 8 838188 i rncf coV rH ,-r WNHN of 7 — i — ■ — r— i — — a I II! ! 05 : : : : : : ; : : in coco :s£s ■ t- : ® : : ; : : : : : : : : : : : : §88 m s ; : : : : ; - r~ r~, - r II r - rr 9 II i ii\ 1 i is §11 IS i; i? r i; II 5'S il is' il is ii IrH i§ is ill ige 3 s 14, 681 45, 077 j ii 4, 133 344, 839 154, 950 18. 943 310,000 61, 700 ii jsf II 1 eg' s' I IlSl is'ss' 1 i 2 i 1 s i ! ill i: iSSf j: ‘ ■ i 8 218, 370 99, 100 89,000 89, 500 57, 000 1 i is i j ii Ii °s i ii i j| l if 3 P I ii S il i il r * i i i i l i s i i 111 i i sfsfsf i i i S jf i i i | 00 1 ii is i i is i Is ‘S3 is! 881IS lirsssa sgs as !ls 3 2 96 ! j co o j ! ... ; 5 ;g ;; • •• l • i l III i 1 i i • ! ! c5 ! ! 38 £3 10 8 S 8888188 18s 3818SS8S5IS8S338 IS CD* H* rtrtV rtOO CO* of h*T i-h of -dT V rH h* CO* rH of rH rH TO IS SI I rH Of Of rH issll I (NrH rn“ §»§®»oS 888 £§g2§i2£g8£££8gg3 oiS8 S3 88 § S88SS58 S sllSSIS III glKsgISSlIlllill ill 11 §g s sssggs § gs'Sss'Sg' g'gS S‘BSS8'fS'Ses‘S3S|'S'!; 3gg Ss S3 S sf^s'ss's s' 888SS8S 8888 888888S8888SSS888 38S 8S S8 3 288888 3 o <£s oj °° ® » t-- co ao ci °° §e5 r' ® *"* coocriiricdo h O of 1925-26. Table 13. — Bonds, taxation, property values, and valuation, city school systems, 1927—28 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 674 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Value of school properties (tnou- sands of dollars) 2 S3I31 1 1SS 1111SIIS rHfHrH I-Tof > B'3'ot tSBl: S0^3 88SKK883 £888 £28 88£8883 §6&eSE18S8BBI SIS SSSS8SS 38&888S8S8£88 838 8888888 oo®o6«5jHodoJ«oeojrfOj4od ©££ ^oi-cocot^oo CITY SCHOOL SYSTEMS 677 ii ii !gs§gi!ii!§§§iiii£i§i i mms sssssssisisgi rfr* CS ^ r-T rfr* ~~ r* ,-T -T r-T r-T^ ,-T > i • II II 1 • CO » 00 fill i j i i i i i i !!!!!! j i 8 * i i i i t>» i i i i i i i i i CO 0^1 • 959 651. 585 118 330 494 80 647 240 61 236 220 525 220 450 457 85 240 293 160 145 164 276 97 765 25 191 534 655 381 65 144 805 111 213 432 28 555 322 380 497 83 88 888888388328888888888 § 3888888 88g888gg8888£ 53 i§ 3S8§35gi§§§saSa&£S§3§ g mmi g§sliSsl§i8il n ~ o® « ©cc t~c*xcooo02>So> ctcoct'D-g ^VjVT«r 88 88 88SS88S88S88888S8S888 8 8888882 8888888888888 SB 82 S2SSSS55885388^888SSSS8 8 2^2282 3 From new bond issue. * Statistics of 1926-26. Table 13. — Bonds , taxation , 'property values , and valuation , city school systems, 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 678 BIENNIAL SURVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 679 BISBiSS 8§§§5 §s§g BBBBBgg Ills 13SiBISBi§SsBSSsSgg _r_r«r _-_r_r _r _r_r_r «r«r _r _r _r _r _r_r_r_r_r _r _r_r _r_r _r_r : : § I i S ST : ISi ! ! sfsfs II «svr iillii 1 sWSafctt 5? II as II 535f §2£ 8 I I nuns i ill II III sss 1 Isli' Is SKS3338 S3SS8 ISgSS S88S3S3 3888 88888158888888888888 SliaSgg lllll liss SIssSis iigs sllsSilsIlllglsilsI g£‘s'2s‘8'8 S'-8SS s": Sss s=s»‘s=a' “SES asssssasHsssasasjESS §£§8888 28828 *888 §§888S§ §288 33S3S8S&33S3 2SSSSSS 281:2222 yj co *— j cS •deeded d ad cd d oo‘ d d tp d oo d oo d oc d — ’ d d d oo od >d S883383 2 :82 I 38 i i i is i i i i 8 : :8 i i i i is i i i i i O j i | W CO N N N tA ■ *A f-i ! •ded j ! lid!!!! rA ! !^: j ; ; j led ; ; ; ; ; 8883SSS 8888 ei d cd ed d d d drid- 8888 § d^®cd d 3882 ci rr * Statistics of 1925-26. Table 13. — Bonds, taxation, property values, and valuation , city school systems, 1927-28 — Continued GROUP in.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 680 BIENNIAL SURVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 681 fiisgsiisias s^ssiss iiiiigiii g§!§ii§§£ iim ^r«N *-r (M- cf -r o ao^" o^g®2‘^«or jhVnoocoVco cfcc eo jo eo~ oo » t^sOf-T co IS38388RS88 88383888 288288888 888888888 88388 888 12222222222 88283833 22r'^^22=c'l°' 222222222 28883 328 8 _; 83 88 CO CO 8 ci 00 01 11.81 3. 13 1.65 8 2.00 2.00 888888888 88 eot-'id • Contains $99,000 from new bond 682 BIENNIAL SURVEY OF EDUCATION, 1926-1928 CITY SCHOOL SYSTEMS 683 §f2§3§iS8 I ^ IfgggslfSIs §§§ gillSIlllll ■*.‘ ej t-* os os oo o’ -h o' io £ © jh °o ® 2 £ p* © © © r-j to c4 CITY SCHOOL SYSTEMS 685 8IS888Sillill§SlSilglii§i iaSiilllS Hi iilHlHiil ^TrHOft-T r-Tr-T O-T t— T r-T CON rH rH N H f— 1 CO CO N r— l i-H r-t HHH t— T C4 TT 1 1 1 1 1 1 1 1 1 1 t>> 1 1 1 1 1 i 1 • I 1 1 1 • 1 CO II 1 ' i i Ml M i i i is i i i i i iCO ' ' i il il i ii ii in i j j S jsf j j | | | |nT j j j i§ j» i :« i- isfsf : ! | ; ; : Sf i 88g8SS3§8 s ssg^ssssss 38 oow §iii g gf sf sf&f- s liii ill 1— lliiiiii sfssflfWSg sf8^ssf!s^sfd“ s ii ss rHrHrHCU s ^sss^asaa r i §8 i"05" ir« : i I I I SS5S : 18 ssiiiii ef l3SSS38§iS83S8siSSS S188SI§i8 ill 3§«§8I§S3§I ,-T* r-T ,-T ~ -T 88888888838888838888 3838888 8883 CO rH t-I CO 88 888888888 8338'8S8388&88S83£SS£ 00 c4 05 c6 3883 83 00£ od d © tj5 i>I oo o i i i i i i i iss i is is i i i i i i i is is i 8883 88 888888888 !!!!!!! ! !»d led ! ! ! ! ! . . . 11 • 1 1 ! ! 1 i J IrH It* J ONN® •ded of rH CO e4 e4 ra ?„ _ _ 0 CCPhP-iPiP-iPhP-iOQOQCQ « From new bond issues. « Statistics of 1926-26. i Includes $60,000 from new bond issues. « Statistics of 1923-24. Table 13. — Bonds, taxation, property values, and valuation, city school systems, 1927-28 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 688 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Value of school properties (thou¬ sands of dollars) 2 IIslllSSISl 1 188 ills fill rH rJr-t* 8 I 1 -o o 1 I Refunds and other expenses of debt service 3 ' ' Si ' 1 \ j i j ■ ' |c£lo 1 | 1 2,726 j | Redemp¬ tion of short-term loans 2 il isf !i 3 i j ? ! ! i j 1 1 1 s i i j j i j 1 ii 1 1 1 1 1 i i • ■ li s“ 1 Pay¬ ments to sinking funds 2 $15, 573 22 <0 0 rfg iSssSi j in i i ; ; ~ : Redemption of bonds From sinking funds 2 $1, 000 11 sss 6,000 7, 000 10, 000 61,000 14, 500 i i • ' 28, 500 35, 000 74,000 From current funds O ill IS* j < ! c 1 i i O ! ; 8,000 000 ‘z jl 1 ' i i i i is is? Bonds and sinking funds (thousands of dollars) Total amount in sinking fund 05 3 1%°* 00 552 i | i j ' ' 30 40 31 Other forms of school debt GO ! : 1 1 1 | jg§ s i; § : i School bonds outstand¬ ing 8llllI8385i 8 SSs i « Rutland ... _ Virginia: Alexandria ^narioiiesvine.. . Danville . Staunton _ _ _ _ j Washington: Aberdeen . . . Bellingham.. jLvereii . . Hoquiam . CITY SCHOOL SYSTEMS ilg 3 833SISS 3Sii§£gllig§ is ,-T (N- r-T r-T cf i-T tStStStStSt* t*t*CO r-Ti-T : : : : 8 I §§s8ls is s S^SiSS « §§ gfgf iiiii aftf s S 3g ! 8 ill 3 I ilg !£ i S^SSS gg 31 rH rH ggg 3 ggggggg S8£S§g88$oie8££ gg 133 i IsssisS iisiiiilliii 11 «*fcf sf gagas' iss 888 g gssgggs 2gg883£Sfe88SS ss OO^JC CO OOJO^NOi^-H ggs 8 8 oo io ei ilaldi..J 3S«||| a From new bond issue. « Statistics of 192&-26. 8 Includes $84,000 from new bond CHAPTER XXII STATISTICS OF UNIVERSITIES, COLLEGES, AND PROFES¬ SIONAL SCHOOLS FOR 1927-28 This report contains statistics of 1,076 universities, colleges, and professional schools for the school year ending in June, 1928. Of this number, 226 are under public control and 850 are under private control. Included in these two groups are 176 schools of theology, 136 schools of law, 73 schools of medicine, 41 schools of dentistry, 66 schools of pharmacy, 8 schools of osteopathy, and 10 schools of veterinary medicine. Statistics of teachers colleges which are not a part of a university are not included in this report, but are included with other teacher¬ training institutions in a separate report. In 1926 reports were received from 975 institutions. The organ¬ ization of 95 new junior colleges during the biennium accounts for most of the increase in numbers over 1926. JUNIOR COLLEGES Statistics concerning junior coJleges offering at least two years of college work have been collected by this office since 1918. The fol¬ lowing tabulation shows the number of such institutions reporting, the number of instructors, and the number of students reported, excluding preparatory students, for each biennium since that time, and classifies the data according to public and to private control. Item 1918 1920 1922 1924 1926 1928 UNDER PUBLIC CONTROL Number of schools _ 14 10 17 39 47 114 Number of instructors . __ __ ... 172 207 404 699 953 1, 919 Number of students _ .. _ _ 1,367 2,940 4,771 9,240 13, 859 28,437 UNDER PRIVATE CONTROL Number of schools 32 42 63 93 106 134 Number of instructors. . . _ 385 781 1, 150 1, 059 11, 319 1,809 1, 565 16, 418 Number of students... _ _ _ 3,137 5,162 7,353 13, 236 ALL JUNIOR COLLEGES Number of schools. _ _ 46 52 80 132 153 248 Number of instructors _ _ 557 988 1, 554 1, 758 2,762 3,484 Number of students.. _ _ _ _ 4,504 8,102 12,124 20,559 27,122 44,855 691 692 BIENNIAL SURVEY OF EDUCATION, 1926-1928 During this 10-year period the number of junior colleges has been multiplied by more than five, the number of instructors by more than six, and the number of collegiate students by about ten. A major¬ ity of the public junior colleges are located in public high schools. A majority of the private junior colleges have rather large prepara¬ tory departments. These junior college organizations serve a very useful purpose of enabling our youth to continue their education at or near their homes, without any considerable expense, and at the same time give opportunities of trying out certain courses of instruc¬ tion before entering the larger colleges and universities for more advanced work. Their success is best shown in the increase in enrollments, which has been quite rapid over the whole 10-year period. The increase in enrollment in public junior colleges is 1,980 per cent, and in private junior colleges, 423 per cent since 1918. Table 31 presents statistics of junior colleges by States for 1927-28. California leads with 8,357 students in publicly controlled institu¬ tions; Illinois has 4,583 students; Texas, 4,126; Missouri, 2,028; and Michigan, Kansas, and Arkansas more than 1,000 students each. In private junior colleges Missouri has 2,588 students; Texas, 2,464; and Tennessee, Virginia, and North Carolina have more than 1,000 students each. Since 1926 Iowa, Missouri, California, and Texas have greatly increased their number of public junior colleges. PROFESSORS AND INSTRUCTORS The total number of professors and instructors in all 1,076 institu¬ tions for 1927-28 is 67,209, of which number 52,263 are men and 14,946 are women. The public institutions employ 18,604 men and 5,063 women, while the private institutions employ 33,659 men and 9,883 women as professors and instructors. Since 1920 the number of professors and instructors in these institutions has increased 56.7 per cent, which is an increase of 53.2 per cent for the men and 70.4 per cent for the women. Since 1926 the instructional staff has increased 8 per cent, or 7.4 per cent for the men and 10.1 per cent for the women. In 1910 the instructional staff was 84.7 per cent men and in 1928 it was 77.8 per cent men. The basic figures for these computations are given in Table 1. Infor¬ mation regarding professors and instructors is given by States and by departments in Tables 4, 17, and 21. STUDENTS The total number of students enrolled in all institutions during 1927-28 is 919,381, of which number 563,244 are men and 356,137 are women. If 30,206 men and 20,382 women in preparatory departments are excluded, the number of students in higher education for the year is 868,793, an increase of 101,530 over 1926. STATISTICS OF UNIVERSITIES AND COLLEGES 693 Collegiate departments enrolled 402,242 men and 292,977 women; graduate departments, 26,540 men and 17,625 women; professional schools and departments, 93,639 men and 5,785 women; while 16,399 men and 22,754 women were enrolled as special and unclassified students. During the year schools of theology enrolled 13,642 students; schools of law, 42,694; schools of medicine, 21,427; schools of dentis¬ try, 9,282; schools of pharmacy, 11,125; schools of osteopathy, 1,865; and schools of veterinary medicine, 612. Schools of theology and schools of dentistry show decreases in enrollments since 1926, while the other professional schools show increases. Table 6 shows these enrollments by State and by sex, and gives the number of institutions reporting. Schools of engineering enrolled 66,637 students during 1927-28, an increase of 7,322 over the 1926 enrollment. Slight increases are noted in all engineering courses except in mining engineering. Table 7 shows enrollments by States in the several engineering courses. The enrollments given do not include 239,570 students enrolled in the summer schools of these same institutions, nor 5,733 enrolled in short winter courses, nor 297,451 enrolled in extension and corre¬ spondence courses. Data for these enrollments by States and by sex are given in Table 8 of this report. Excluding preparatory departments, 462,445 students were enrolled in universities, colleges, and professional schools in 1920, 767,263 in 1926, and 868,793 in 1928. The 1928 enrollment is an increase of 13.2 per cent over that of 1926, which is an increase of 11.9 per cent for the men, and 15.5 per cent for the women enrolled. Since 1920 all strictly college students have increased in number 87.9 per cent, or 80.2 per cent for the men, and 101.5 per cent for the women. Basic figures are found in Table 1. In 1890, 121,942 students of college grade were enrolled dining the regular year in universities, colleges, and professional schools. The census of 1890 shows 5,025,856 persons in this country of ages 19, 20, 21, and 22. The number enrolled in colleges for that year is therefore 2.43 per cent of these four single age groups. In 1905, 3.03 per cent of those of college age were enrolled in college courses and in 1915, 4.16 per cent were enrolled. In 1920, 6.32 per cent of the college age group were enrolled in universities, colleges, and professional schools; in 1922, 7.51 per cent; in 1924, 9.03 per cent; in 1926, 10.41 per cent; and in 1928, 11.77 per cent. These changes are also shown graphically. The numerical increase in college students has been about 100,000 for each biennium since 1920. Table 5 gives a summary of students by States for each department. Table 18 gives these data for institutions under public control, and Table 22 for those under private control. Students reported in pre- 694 BIENNIAL SURVEY OF EDUCATION, 1926-1928 paratory departments in Table 22 are practically all in preparatory departments of private institutions. Those reported in preparatory departments in Table 18 include those in high schools maintained by public institutions for experimental purposes, for practice teaching, and for the training of school administrators and supervisors. Of the 12,528 secondary students reported in Table 18, only 5,361 reported are in actual preparatory departments. The remainder, 7,167, are in college or university high schools. The public institutions, then, have but 1.5 per cent of their total enrollment in preparatory depart¬ ments, while the private institutions have 6.7 per cent in preparatory departments. DEGREES During the year 1927-28 these institutions granted 83,065 bac¬ calaureate degrees, an increase over 1926 of 11,536. In 1900 the bac¬ calaureate degrees were 13.5 per cent of the number of students in collegiate departments and in 1928 they were 11.9 per cent. The number of professional degrees decreased from 20,096 in 1926 to 19,917 in 1928. The number of professional degrees was 23.1 per cent of the number of students in professional departments in 1900 and 20 per cent in 1928. Both collegiate and professional depart¬ ments show decreases in the percentage of students graduating since STATISTICS OF UNIVERSITIES AND COLLEGES 695 1900. Tables 9 and 11 contain data by States for each first degree granted, while Table 12 contains similar material for professional degrees. The number of graduate degrees granted increased from 11,451 in 1926 to 13,834 in 1928. For 1900 the number of graduate degrees granted is 33.5 per cent of the number of graduate students. For 1926 they are 35.2 per cent and for 1928, 31.3 per cent of the number of graduate students. These rates are higher than those for either collegiate or professional degrees, due to the fact that a majority of the graduate degrees represent but one year of postgraduate work. The number of Ph. D. degrees granted upon examination increased from 1,302 in 1926 to 1,447 in 1928. The Ph. D. degrees were 5.9 per cent of the number of graduate students in 1900, and 3.3 per cent in 1928. Tables 10 and 11 contain data on graduate degrees by State and type of degree granted. A list of institutions granting the Ph. D. degree upon examination is given in Table 2. The institutions of higher education granted 1,245 honorary degrees in 1928, an increase of 33 over the number granted in 1926 and of 543 over the number granted in 1900. Two institutions granted three honorary Ph. D. degrees in 1928. For further information concerning the kind and number of each honorary degree granted in 1928 see Table 13 of this report. It is not within the scope of this report to analyze in detail data for each of the degrees listed in the tables indicated, but data for first degrees in education present opportunities for some comments. In 1910 these degrees were generally in pedagogy, while of late years they are generally bachelor of education, bachelor of arts in educa¬ tion, or bachelor of science in education. In the earlier years they were given to men quite as often as to women. In recent years about three such degrees are granted to women for each one degree granted to men. Data for 1910 and later years follow: Year First degrei tion grar Men es in educa¬ ted to — Women 1910 _ 39 37 1911 _ 104 130 1912 _ 77 224 1913 _ 150 373 1914 _ 116 373 1915 _ _ 174 546 1916 _ _ _ _ _ 188 591 1918 . . . . _ _ _ 224 945 1920 _ . 197 600 1922 _ 491 1, 171 1924 _ 1, 183 2,524 1926 _ 1, 391 3, 927 1928 _ 1,947 5, 162 696 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Since 1913 the number of first degrees in education granted to men has increased 1,198 per cent, while the number granted to women has increased 1,248 per cent. Since 1922 the increase for men is 297 per cent; and for women, 341 per cent. RECEIPTS Including receipts for additions to endowments, the universities, colleges, and professional schools received a total of $546,674,226, according to reports from the institutions. If additions to endow¬ ments are excluded, the total receipts available for use during the year 1927-28 amount to $496,529,309. In public institutions, the students paid $37,310,016, of which amount $23,403,542 was for tuition, and the balance for board, room, and other noneducational charges. The amount received from productive funds was $5,816,755; from the State or city $19,507,627 for increase of plant, and $91,157,218 for current expenses; from the United States, $16,660,405; from private sources for increase of plant $3,481,954, for current expenses $2,198,110, and for additions to endowments $2,932,548; and from all other sources, $29,621,894; making a total, excluding additions to endowments, of $205,753,979. In private institutions, the students paid a total of $140,880,786, of which amount $98,691,369 was for tuition and other educational service. Receipts from productive funds amounted to $52,252,079; from public funds, $4,867,328; from private sources for increase of plant $39,365,762, for current expenses $19,491,462, and for addi¬ tions to endowments $47,212,369; and from all other sources, making a total, excluding additions to endowments and including undis¬ tributed items, of $290,775,330. In all institutions, there was received from students $178,190,802; from productive funds $58,068,834; from the State or local govern¬ ment $115,125,154; from the Federal Government $17,067,424; from private sources $114,682,205; and from other sources $61,788,435. In public institutions the student body furnished 18.1 per cent of the total receipts, excluding additions to endowments, and in private institutions it furnished 48.7 per cent. In public institutions the income from productive funds accounts for 2.8 per cent of the receipts, while in private institutions this item accounts for 18.1 per cent of the receipts. The State and other local government furnished 53.8 per cent of the total receipts of public institutions while the Federal Government furnished 8.1 per cent. In private institutions receipts from public sources amount to 1.7 per cent of the total receipts, excluding additions to endowments in every instance. Private funds for increase of plant represent 1.7 per cent of the receipts of public institutions and 13.6 per cent of those of private institutions. Funds from private sources for current expenses represent 1.1 per cent of the total receipts of public institutions and STATISTICS OF UNIVERSITIES AND COLLEGES 697 6.7 per cent of those of private institutions. Receipts from un¬ named sources represent 14.4 per cent of the total in public institu¬ tions and 11.2 per cent in private institutions. Tuition fees represent 24.6 per cent of the total receipts in all institutions, excluding receipts for additions to endowments. The rate for public institutions is 11.4 per cent, and for private institu¬ tions, 33.9 per cent. Receipts from productive funds represents 5.05 per cent of the total value of productive funds reported for all institutions. This is a rate of 5.26 per cent upon the investment in public institutions, and of 5.03 per cent in private institutions. PROPERTY In 1928 the value of grounds belonging to all institutions included in this report is given as $298,318,209; of buildings, $1,018,047,321; of libraries, apparatus, machinery, furnishings, and other contents of buildings, $245,589,390; of productive funds, $1,150,112,251 ; making a total reported value of property belonging to these institutions of $2,413,748,981. The number of volumes in their libraries is reported as 40,498,291. These figuies indicate an increase in size of libraries of 7.9 per cent over 1926, and an increase of 3.4 per cent in the total valuation of property belonging to institutions of higher education. DETAIL TABLES Information in detail concerning enrollments, faculty, and gradu¬ ates of public institutions and of private institutions is given in Tables 25 and 28; concerning property in Tables 26 and 29; and concerning receipts, in Tables 27 and 30. Table 1. — Review of statistics of universities , colleges, and professional schools , by decades, 1890-1928 Item 1890 1900 1910 1920 1924 1926 1928 PBOFESSOBS AND INSTBUCTOBS Preparatory departments: Men _ _. .. . . 2,572 1,506 2,807 1,741 2,714 1,568 2,615 1, 757 2,189 1, 728 1, 834 1, 433 Women _ _ Total _ ... 2,803 | 4,078 4,548 4, 282 4, 372 3, 917 3, 267 Collegiate departments: Men _ _ ... .. _ 9, 014 2,205 14, 051 3, 230 21,644 6, 469 28,872 9, 153 32,605 10, 721 36,783 13, 339 Women _ _ _ Total _ _ _ 6, 198 11, 219 17, 281 28, 113 38,025 43, 326 50, 122 Professional departments: Men _ . . 12,886 399 10.603 312 13,381 422 14, 152 581 14, 373 542 Women _ Total _ _ _ 3, 995 8,277 13, 285 10,915 13,803 14, 733 14, 915 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 52,263 14, 946 4 67,209 Women _ ... .... Total _ _ 13. 565 22, 134 33, 631 i 42, 882 2 56, 279 3 62,224 1 Includes 982 men and 1,239 women teaching in other departments. 8 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 27 men and 89 women teaching in other departments. 698 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 1. — Review of statistics of universities , colleges , and professional schools , by decades , 1890-1928 — Continued Item 1890 1900 1910 1920 1924 1926 1928 STUDENTS Preparatory departments: 29, 530 22, 219 34, 814 21, 471 42, 616 23, 426 38, 398 20,911 38, 825 23,033 33, 185 22,447 30,206 20,382 Total 51, 749 56,285 66, 042 59, 309 61. 858 55. 632 50,588 Collegiate departments: 7 44, 650 20,624 68, 047 36, 051 113, 074 61, 139 212, 405 128, 677 289,817 196, 482 347, 665 247, 793 402,242 292, 977 695, 219 Total. _ _ _ 65, 274 104, 098 174, 213 341, 082 486, 299 595, 458 Graduate departments: 1, 973 409 4,112 1, 719 6,504 2,866 9,837 5,775 18,444 10,355 1 20,159 l 12, 341 26, 540 17, 625 Total _ _ _ 2,382 5,831 9,370 15, 612 28, 799 32, 500 44, 165 Professional departments: J 32, 034 977 55, 926 2, 144 65, 569 5,688 53, 295 3, 836 85, 865 5, 651 92, 591 5, 822 93, 639 5,785 Total _ _ _ _ _ 33, 011 58, 070 71, 257 67, 131 91, 516 98, 413 99,424 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, 163 563,244 356, 137 Women _ _ _ _ - . Total . - _ 173, 691 224, 284 332, 696 6 521, 754 7 726, 124 8 822,895 9 919,381 Students in certain engineering courses: Civil engineering 1, 195 3, 140 4, 459 2,555 1, 261 7,889 6,377 5,450 2,656 869 8,859 11, 789 9, 469 3, 048 5,743 10, 024 10, 637 14, 002 2,771 4, 141 10, 829 9,743 15, 666 1,664 4, 238 11, 501 10, 434 15, 781 1, 545 4, 948 Mechanical engineering Electrical engineering Mining engineering . . . Chemical engineering - _ DEGREES CONFERRED Baccalaureate: Men _ _ _ _ . _ 9,547 4, 471 15, 267 7, 420 23, 272 15, 280 36, 258 25, 027 41, 106 30,423 45, 912 37, 153 Women - _ _ _ _ _ Total. . . . . 6, 853 14, 018 22, 687 38, 552 61, 285 71, 529 83, 065 Professional: 10 Men 8,272 502 17, 357 940 19, 047 1,049 18, 966 951 Women.. . . . . Total- _ _ _ _ 8,686 13, 392 14, 512 8, 774 18, 297 20,096 19, 917 Graduate: Men _ _ _ 1, 628 324 1, 939 602 3, 457 1,396 6,447 2,814 7,700 3, 751 8,976 4,858 Women _ _ Total.. _ _ . . . 1, 135 1, 952 2,541 4, 853 9,261 11, 451 13,834 Honorary _ _ 735 702 679 989 1,096 1, 214 1, 245 Ph. D. degree, on examination: Men . . _ 332 20 365 44 439 93 914 150 1,115 187 1,249 198 Women . . . Total... . . . . 126 | 342 409 532 1,064 1, 302 1, 447 1 Includes students in theology, law, medicine, dentistry, pharmacy, osteopathy, and veterinary medicine. 6 Includes 27,533 men and 38,326 women in other departments. 7 Includes 33,144 men and 39,859 women in other departments, s Includes 23,211 men and 30,355 women in other departments. • Includes 16,399 men and 22,754 women in other departments. 10 First degrees in theology, law, medicine dentistry, pharmacy, osteopathy, and veterinary medicine. STATISTICS OF UNIVERSITIES AND COLLEGES 699 Table 2. — Degrees of doctor of philosophy conferred in course in 1928 State Institution Men W omen 49 7 Do... 6 2 Do _ 18 0 Do _ 30 2 1 6 0 Do _ 49 11 District of Columbia. American University _ _ ... 1 Do _ . 15 1 Do _ 3 Do 2 1 2 0 Do _ 109 21 Do _ 13 0 Do _ 47 3 15 1 Do _ _ 1 0 Do _ 1 1 24 2 Do . . 55 5 0 Louisiana _ . _ 1 1 Maryland _ 58 11 Do _ o Massachusetts . . 1 o Do _ 5 Do _ 70 o Do _ 8 o Do _ Radcliffe College _ _ _ . . _ 0 10 Do _ Smith College _ 0 1 Michigan _ _ University of Michigan _ _ _ _ _ 59 11 Do _ Michigan State College of Agriculture and Applied Science _ 2 o Minnesota _ ... University of Minnesota _ _ . _. _ _ _ 47 8 Missouri _ _ University of Missouri _ _ _ _ _ ... 1 1 Do . . St. Louis University _ _ _ _ 4 o Do _ Washington University. _ _ _ o 2 Nebraska _ .. Universitv of Nebraska. _ 4 1 New Jersey _ _ Rutgers University _ _ _ 2 Do _ Princeton University _ _ _ - . .. 33 o New York _ Cornell University _ _ _ .. _ 86 g Do _ Columbia University _ 114 22 Do _ _ Fordham University 8 g Do _ New York University _ _ _ _ . .. _ 25 3 Do _ _ University of Rochester _ _ _ _ _ _ 2 1 Do _ New York State College of Forestry... . _ 2 o Do _ Svracuse University . _ _ 4 o Do _ Rensselaer Polvtechnic Institute _ ... _ 2 o North Carolina _ Universitv of North Carolina _ _ _ 12 3 Do _ Duke University . _ _ _ _ 2 o Do. _ _ North Carolina State College of Agriculture and Engineering _ 2 0 Ohio _ University of Cincinnati . ... 4 2 Do _ Western Reserve University.. 1 o Do _ Ohio State University _ . . _ 40 4 Oregon _ _ University of Oregon. _ _ _ 1 o Pennsylvania . . _ Bryn Mawr College .. 0 4 Do _ St. Vincent College .. 1 o Do _ _ Dropsie College _ . _ _ . __ ... 6 o Do _ University of Pennsylvania.. . .... 37 6 Do _ University of Pittsburgh.. _ _ 15 o Do . . Pennsylvania State College _ _ . 4 o Rhode Island _ .. Brown University _ _ _ _ .... . 5 3 South Carolina _ University of South Carolina _ _ _ _ _ 1 0 Tennessee _ Vanderbilt University _ ----- . 2 0 Texas _ University of Texas _ - .. . 4 0 Do.... _ _ Rice institute _ _ - _ 3 0 Virginia _ University of Virginia _ _ - - - 10 0 Washington _ 1 University of Washington _ 10 3 Wisconsin.. _ ... University of Wisconsin _ 76 16 Do _ i Marnuette Universitv 4 o Total _ _ _ _ _ _ _ 1,249 198 BENEFACTIONS The total amount of gifts and bequests received from private benefactors by the universities, colleges, and professional schools for 1927-28 is $114,682,205 which does not include grants by any 700 BIENNIAL SURVEY OF EDUCATION, 1926-1928 governmental unit. This amount is $3,562,582 less than that received from the same source for 1925-26. Of the amount received $42,847,716 was for increase of plant, $21,689,572 for current ex¬ penses, and $50,144,917 for additions to endowment, bringing the total productive funds of these institution to $1,150,112,251, an increase of $172,099,322 over the total for 1926. Private institutions received $39,365,762 of the above amount for increase of plant, $19,491,462 for current expenses, and $47,212,369 for additions to endowments, bringing their total productive funds to $1,039,607,010, which is an increase of $158,410,831 over the total for 1926. These benefactions to private institutions for 1928 represent an increase of $14,574,879 for increase of plant over the amount given for 1926, an increase of $4,211,793 for current expenses, and a decrease of $23,437,881 in the amount given for additions to endow¬ ments. A list of 171 institutions receiving gifts amounting to $100,000 and more for the year follows: Table 3. — Benefactions of $100,000 or more State Institution Amount State Institution Amount Alabama _ Do _ Do _ Do _ Arkansas _ California _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Colorado _ Do _ Connecticut _ Do _ Dist. Columbia. Do _ Do _ Florida _ Georgia _ Do _ Do _ Do _ Illinois _ Do _ Do. Do. Do. Do. Birmingham-South¬ ern College. Judson College . Women’s College of Alabama. Talladega College _ College of the Ozarks. College of Notre Dame. University of Cali¬ fornia. Pomona College . Scripps College. . Occidental College _ University of South¬ ern California. Mills College . . California Institute of Technology. University of Red¬ lands. St. Ignatius College... Stanford University- College of the Pacific. Whittier College _ Colorado College _ University of Denver . Trinity College.. . Yale University _ American University.. G eor ge W ashington University. Howard University... University of Miami.. Spelman College _ Emory University _ W esleyan University.. Oglethorpe University Carthage College . . Presbyterian Theo¬ logical Seminary of Chicago. University of Chicago. Northwestern Uni¬ versity. Knox College . . Monmouth College _ $299, 698 205, 505 221, 248 132, 098 120, 373 276, 167 1, 992, 885 232, 165 312, 603 214, 084 489, 944 238, 949 3, 982, 791 240, 171 207, 000 235,313 161, 000 218, 000 149, 351 205, 831 184, 420 13, 004, 935 485,000 172,000 238, 313 106, 633 128, 521 213, 035 179, 815 122, 000 300, 079 119, 130 6, 858, 042 224, 405 344, 831 253, 453 Illinois.... Do... Do... Indiana... Do... Do... Iowa _ Do... Do... Do... Do... Do... Kansas _ Do... Kentucky Do... Do... Louisiana . . Maine _ Do _ Maryland _ Do _ Massachusetts. . Do . . Do _ Do.... . Do _ Do _ Do _ Do.. . . Do _ Do... . Michigan _ Do . . Do . . Do _ Do . . Do . Bradley Polytechnic Institute. Augustana College _ University of Illinois.. Wabash College _ Butler University _ Taylor University _ St. Ambrose College. . Luther College _ Parsons College _ Grinnell College _ State University of Iowa. John Fletcher College. Baker University _ Bethel College _ Berea College _ University of Louis¬ ville. Southern Baptist Theological Semi¬ nary. Tulane University of Louisiana. Bowdoin College . University of Maine Western Maryland College. WToodstock College _ Amherst College _ Boston University _ Bradford Academy _ Harvard University... Radclifle College _ Smith College . . Mount Holyoke College. Tufts College . Wellesley College . W illiams College . Albion College _ University of Michi¬ gan. Battle Creek College. . University of Detroit.. Kalamazoo College _ Olivet College . . $169, 273 204, 360 133, 050 139, 031 500,000 134,963 104, 025 251, 782 120, 634 216, 348 1, 066, 803 120,000 133, 528 117, 654 1, 566, 645 163,982 1, 278, 652 884,643 101, 146 242, 032 225,000 498, 726 369, 480 149, 549 6, 272, 256 111, 198 192, 895 172, 394 444, 422 588, 399 391, 368 218,000 391, 382 485,000 228,281 130,000 187,097 STATISTICS OF UNIVERSITIES AND COLLEGES 701 Table 3. — Benefactions of $100,000 or more — Continued State Institution Amount State Institution Amount Minnesota _ Do. . Do _ Do _ Do _ Do _ Do _ Mississippi - Do _ Missouri _ Do _ Do _ Do _ Do _ Do _ Do . . Nebraska - Do _ N. Hampshire- New Jersey _ Do _ Do _ Do _ New York - Do _ Do _ Do _ Do _ Do.... . Do _ Do _ Do _ Do. . Do _ Do _ Do _ Do _ Do _ North Carolina. Do _ Do _ Do _ Do _ Do _ Ohio . . Do _ Do _ Do . . Do . . Do.. . Do . University of Minne¬ sota. Concordia College (Moorhead). St. Olaf College _ College of St. Cather¬ ine. Hamline University _ Macalester College _ College of St. Teresa.. . Blue Mountain Col¬ lege. Belhaven College _ Central College _ Will Mayfield College.) Missouri Valley Col¬ lege. Park College _ St. Louis University.. The Principia _ Washington Univer¬ sity. Hastings College _ Nebraska Wesleyan University. Dartmouth College _ Drew University _ New Brunswick Theo¬ logical Seminary. Rutgers University _ Princeton University . Polytechnic Institute of Brooklyn. University of Buffalo.. Hamilton College _ Keuka College _ Barnard College _ General Theological Seminary of the Prot¬ estant Episcopal Church. Manhattan College _ New York University.' The Biblical Seminary j in New York. Clarkson College of Technology. Vassar College _ University of Roches¬ ter. St. Bonaventure’s Col¬ lege. Syracuse University... Rensselaer Polytech¬ nic Institute. University of North Carolina. Queens College _ Duke University _ Lenoir-Rhyne College. Louisburg College _ Peace Institute _ Ohio Northern Uni¬ versity. Mount Union College. Baldwin-Wallace Col¬ lege. Bluffton College _ University of Cincin¬ nati. Hebrew Union Col¬ lege. St. Xavier College _ $197, 671 110, 561 187, 019 110,500 100, 725 164, 624 675, 588 222, 565 247, 463 353, 867 116, 000 111,414 102, 600 473, 300 384, 978 575, 375 101, 996 134, 507 172, 814 197, 0S5 153, 358 598, 504 132, 313 330, 612 469, 923 223, 643 141, 948 171, 824 152, 347 189, 500 913, 264 162, 154 182, 000 745, 629 4, 998, 273 186, 384 461. 274 275, 940 183. 274 134, 390 1, 225, 165 264,000 250,000 135, 000 110, 778 147, 913 149, 749 141, 248 587, 961 376, 842 335,000 Ohio _ Do . . Do _ Do _ Do _ Do . Do _ Oklahoma _ Do _ Oregon... . Do. . . Pennsylvania... Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Do _ Rhode Island- South Carolina . South Dakota. . Tennessee _ Do-. Do._ Do.. Do.. Texas _ Do.- Do_. Do.. Utah.__. Vermont. Do _ Virginia. . . Do _ Do _ Do _ Do . . Washington _ Wisconsin _ Do.. . . Do . Case School of Applied Science. Western Reserve Uni¬ versity. Capital University _ University of Dayton. Ohio Wesleyan Uni¬ versity. Lake Erie College _ College of Wooster _ Oklahoma City Uni¬ versity. Oklahoma Baptist University. Linfield College _ Willamette University Muhlenberg College. . Bryn Mawr College... Ur sinus College _ Allegheny College _ Westminster College.. Jefferson Medical Col¬ lege. Temple University _ University of Penn¬ sylvania. Woman’s Medical College of Penn¬ sylvania. University of Pitts¬ burgh. Western Theological Seminary. Pennsylvania State Collage. Swarthmore College... Brown University _ College of Charleston.. Yankton College - Lincoln Memorial University. Maryville College _ Southwestern College. Fisk University _ University of the South. Southern Methodist University. Texas Christian Uni¬ versity. Rice Institute _ Baylor University _ Brigham Young Uni¬ versity. University of Ver¬ mont and State Agricultural College. Middlebury College- University of Virginia. Lynchburg College _ Randolph-Macon Wo¬ man’s College. University of Rich¬ mond. College of William and Mary. College of Puget Sound. Beloit College _ University of Wiscon¬ sin. Milwaukee-Downer College. $202, 283 391, 303 196, 224 200,000 320, 410 330, 355 182, 180 229, 062 227, 478 502,707 118,000 100, 839 284, 365 134, 890 148, 108 190, 851 727, 704 412, 717 1, 472, 061 204, 934 2, 647, 727 100, 498 345, 666 229, 598 385, 422 100, 000 204, 425 189, 208 121, 823 243, 804 1, 086, 301 131,816 197, 675 173, 561 125, 000 110, 163 216, 494 362, 920 125, 470 597, 403 112,632 141, 683 240,000 103, 033 194, 492 286, 467 123, 536 214, 962 115044°- 30 - 45 702 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 4. — Professors and instructors in universities , colleges , and professional schools in 1927-28 State In¬ stitu¬ tions Preparatory departments Collegiate de¬ partments » Professional departments 2 Other de¬ partments Total number, excluding duplicates Men Women Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 10 11 12 Continental U. S. 1,071 1, 834 1,433 36,783 13, 339 14, 373 542 27 89 52,263 14,946 13 45 32 365 168 36 431 191 3 6 4 113 41 7 120 42 16 33 19 160 119 77 3 2 265 135 64 96 82 2,284 873 1, 032 93 3, 377 1,026 12 11 11 381 166 142 6 534 179 10 10 594 90 161 8 765 98 1 57 21 57 21 District of Columbia _ 11 6 10 457 82 612 8 1,065 92 6 263 143 21 284 143 32 35 62 501 305 299 2 7 819 366 4 172 59 8 180 59 Illinois _ 56 165 74 1,996 762 1,336 25 3 1 3,441 806 26 21 29 949 308 165 1 1, 129 335 43 48 52 1, 142 561 174 11 1, 351 617 Kansas... . 35 54 25 688 402 129 6 4 2 858 430 Kentucky . . 27 56 73 394 160 213 1 7 4 476 220 Louisiana _ 11 6 20 416 190 272 12 689 222 Maine _ 5 215 27 8 223 27 Maryland _ _ 18 25 16 629 263 622 4 1, 273 267 Massachusetts ... 32 64 20 2,373 663 920 27 3, 355 703 Michigan . . . 29 37 32 1,223 308 326 19 3 7 1,588 357 Minnesota _ 29 205 152 1,060 401 283 13 1,502 525 Mississippi _ 18 11 25 241 188 13 6 259 210 Missouri _ 52 94 54 968 465 691 17 1,725 517 Montana _ 5 8 143 54 7 156 54 Nebraska . . 17 34 30 476 237 206 8 708 266 Nevada. _ . 1 57 13 57 13 New Hampshire _ 3 14 325 12 21 353 12 New Jersey . . . 15 58 7 555 87 98 4 693 94 New Mexico _ _ 4 99 18 99 18 New York . . 62 164 157 4, 796 1, 295 2, 305 122 7, 237 1, 541 North Caro.ina _ 3? 33 56 725 397 50 2 16 788 453 North Dakota . . 5 37 15 187 78 31 3 228 89 Ohio _ _ _ 57 67 29 2,301 905 786 12 3, 153 938 Oklahoma . . 17 31 31 467 254 126 3 2 4 607 278 Oregon . . 14 18 21 456 138 125 12 583 171 Pennsylvania. . . 68 94 52 3, 197 731 1, 477 65 4,729 827 Rhode Island _ 3 201 13 201 13 South Carolina.. 22 5 20 394 244 84 1 10 480 258 South Dakota . . 11 11 12 244 109 19 2 272 117 Tennessee . . . 32 19 39 506 224 424 18 940 265 Texas . . . 66 75 95 1, 287 734 325 16 1 5 1, 643 810 Utah . . 7 5 25 233 103 16 254 128 Vermont _ _ 4 4 197 39 51 1 252 40 Virginia . 32 8 25 599 328 276 10 1 23 883 377 Washington . . 10 51 1 512 142 38 2 601 145 We6t Virginia... . 13 12 309 116 28 2 2 342 125 Wisconsin . . . 16 61 8 812 266 327 9 1, 166 283 Wyoming . . . 1 2 6 64 37 6 72 43 Outlying parts — — — Alaska . 1 13 4 13 4 Hawaii . . 1 54 13 54 13 Porto Rico _ 1 7 7 57 22 7 71 29 Including engineering. Includes theology, law, medicine, dentistry, pharmacy, osteopathy, and veterinary medicine. STATISTICS OF UNIVERSITIES AND COLLEGES 703 Table 5. — Students in universities, colleges, and professional schools in 1927-28 State Preparatory depart¬ ments 1 Collegiate de¬ partments 2 Graduate depart¬ ments Professional depart¬ ments 3 All other de¬ partments 4 Total num¬ ber, excluding duplicates 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 Continental U. S_ 30,206 20,382 402,242 292,977 26,540 17, 625 93, 639 5,785 16,399 22,754 563,244 356, 137 Alabama - - 586 362 5,081 3,662 57 35 286 3 83 28 5,955 3, 902 Arizona. . . 37 64 1,260 788 62 49 65 4 87 94 1, 511 999 Arkansas . . . 991 504 2,315 2,200 19 25 268 2 17 72 3, 610 2,764 California _ _ _ 1,931 837 22,831 21, 167 2,494 2,014 5, 021 447 376 666 31, 886 24, 679 Colorado - 185 183 4, 543 3, 085 148 116 774 67 104 160 5, 754 3,609 46 5,589 1, 155 505 160 794 42 22 48 6, 282 1, 405 '387 ' 311 9 396 311 District of Columbia. .. 96 92 5, 256 3,271 783 490 3, 620 245 353 304 9, 949 4, 393 Florida _ 10 9 2, 388 2, 239 71 31 437 10 145 246 2, 954 2,535 Georgia . 637 1,113 6, 202 5, 182 274 108 1, 481 57 52 116 8,509 6, 528 1,582 1, 185 60 26 49 3 102 129 1,789 1,341 Illinois . . . 2,537 671 28, 180 21, 962 3, 673 2,634 8, 648 612 373 676 43, 327 26, 480 Indiana . . . 269 285 12, 205 6, 876 411 208 1,894 82 135 116 14, 716 7, 567 Iowa _ _ 894 441 10, 232 8, 818 759 443 1, 545 86 167 285 13, 577 10, 038 Kansas . - . . 793 341 8, 160 7, 019 311 216 721 65 574 764 10, 332 8,204 Kentucky . . 1, 324 1,414 4,222 2, 956 128 90 750 43 120 390 6, 644 4,862 Louisiana . . 348 555 4,264 3, 859 113 116 991 45 64 163 5, 773 4, 738 Maine _ 2, 344 800 22 17 32 3 17 8 2,415 828 Maryland . 386 222 5, 876 3, 966 403 203 1, 860 68 830 211 9,099 4, 526 Massachusetts . 1, 293 296 20,981 14,001 1, 677 1, 058 9, 075 855 108 98 33, 124 16,308 Michigan . . 502 317 14,001 7, 362 840 408 3, 397 160 132 239 18, 649 8,405 Minnesota - . 1, 933 1, 107 9, 344 7, 303 1, 015 390 2, 180 182 40 60 14, 128 8,584 Mississippi - - 186 352 3, 456 3, 759 35 11 207 5 55 258 3,780 4, 173 Missouri.. . - . 1, 305 593 9, 657 7,663 480 348 5,174 253 130 191 16, 640 8, 933 Montana _ 75 1, 764 1,079 42 32 100 11 9 60 1, 971 1, 168 Nebraska . . . 771 642 5,663 5, 124 236 180 1, 461 35 149 220 8,099 6,101 Nevada _ 550 373 25 39 7 8 582 420 New Hampshire _ 110 3, 484 464 33 9 45 11 28 3,683 501 New Jersey . 700 26 4,785 1, 575 263 6 2, 774 , 108 27 69 8, 549 1, 784 New Mexico.- _ 370 783 342 9 14 42 101 1, 204 457 New York . 3,096 2,315 55, 682 35,050 4, 578 3, 814 16, 575 999 5,534 6,157 85, 401 48, 116 North Carolina - 353 589 7, 842 6,159 348 68 604 10 167 518 9, 302 7, 342 North Dakota . . 200 71 2,017 1, 427 46 22 198 17 26 70 2,477 1,598 Ohio _ 1,269 567 24, 744 21, 898 1, 322 1, 039 4,566 224 3, 103 3, 301 34, 948 26, 861 Oklahoma . 385 435 6, 291 5, 635 198 135 719 88 216 680 7, 439 6,748 Oregon - - 354 389 4,803 3, 324 165 95 1, 131 225 151 260 6,482 4,203 Pennsylvania . . 1,564 595 31, 940 17, 553 2,257 1, 375 7,448 336 1, 479 3, 191 44, 679 23,017 Rhode Island . . _ . 2, 419 608 155 97 6 g 2, 520 713 South Carolina.— . 73 286 4, 446 5, 431 89 92 354 10 83 241 5,035 6,060 South Dakota . . 277 262 2, 101 1, 555 31 19 172 5 122 184 2,665 2,013 Tennessee. . . 627 924 5, 926 5,683 124 74 1,866 61 135 398 8,405 7, 069 Texas _ 1, 243 1, 744 15, 339 16, 954 539 366 2, 019 137 453 1, 132 19, 484 20, 178 Utah _ 131 337 3,269 2,740 146 54 137 7 169 104 3, 713 3, 159 Vermont . . . 60 1,381 759 9 14 119 11 1, 569 784 Virginia . 190 657 7, 160 4,944 173 52 1, 529 31 111 187 9, 163 5,871 Washington . 674 96 7, 155 5,020 382 270 589 57 52 70 8, 793 5, 435 West Virginia . 217 303 2,895 2,738 220 92 297 11 95 199 3,707 3, 337 Wisconsin . . 1,084 297 8,886 5,504 783 449 1, 640 61 103 185 11,812 6, 467 Wyoming... . 94 89 561 449 18 22 27 2 63 61 763 623 Outlying parts Alaska . 40 14 1 11 17 52 31 Hawaii . . 424 199 23 32 444 228 Porto Rico . 125 188 421 685 5 11 66 20 11 65 628 969 1 Including secondary schools. 1 Includes also engineering students. 3 Includes students in theology, law, medicine, dentistry, pharmacy, osteopathy, and veterinary medicine. 4 Includes students in music, art, oratory, business, etc., unless enrolled in 4-year courses leading to a collegiate degree. Table 6. — Students 'pursuing certain prcfessional courses in universities, colleges, and professional schools in 1927-28 - - Veterinary medicine BIEN] uaniOAi NIAL S$ su RV E Y OF ED uc ATION, 192 6 -1928 - uepv 1 610 j *o is *o ; ;2S j i i O 1 i 1 CO • 1 1 1 o 3niiJod -9j sjooqag O W o •x i- i H'h : ! I Osteopathy namojW 05 c* CM O* g i i *0 1 CO 1 ' ■ i i i 05 l i i 1 l 101 uajM; GO 1,643 252 l l I • e* rH I C* rH . C* • 1{2 ! ! O 3ni;jod -aj sfooqag r* 00 ^ i i rH ;rH ;rH ! j CO Pharmacy uatuo m o CO -1 o* CO o> CO o* 00 ^ CO 0*005^0* ^ 2S8 CO 05 uaj\[ CO CO CO © 55 ^ ^ o* 0*0*1^ *o Tt< C* 05 h- N CO O ‘O CO o OOCO^C* 0*0r-00 00 00 CO-f H ^OON Tf COrtOON co 05 co *o co x* xh COCOCO rH CO CS 376 l 2, 212 3ui5J0d -aj s[ooqag 2 cc co HO*H C*HC*H H'tNHH O* rH rH co H H 0* H C* rH *0 Dentistry uamoA\. W CO o* i O* rH I O* X* O* ! rH CO i CO • CM c* CO najv 991 ‘6 1 1 IX 00 8 CM 276 | *o *o CO CO CS rH 0 0*0* 74 105 05 co oo to *•- H* l - CO co 0* *o X *o s; M CO 3m?jod -aa s[ooqog a hj< CO rH c* ’X CO rH rH r-l o 73 84 676 100 242 1, 452 38 65 174 112 24 1 8 1-H T-< hNNh ! hINhh rH i > i IQ i l i N O CO t>» • ! ect^o d'q Outlying part i Rico _ to Table 7. — Students in engineering courses in universities, colleges, and professional schools in 1927-28 706 BIENNIAL SURVEY OF EDUCATION, 1926-1928 M urn isisi mu sisii iiiis siisi ~ -r eoeoi-Ti-T ~ V cf-T ^ r-T 82S S' ii 8s 1838 s isis i as 2 2 g: sg ii 83°>§§ 83§88§ SS&SS §®S8g SSS82 gg||§ Ills 83*85 1^2- 3£g2g SSS|3 g|8|S 8888$ S 8882£ SgggS :2£&52 |SS :gg S & : ; ; :§3$ ig^gg 288 : :£ co i iii ■ co »— • it Hi II c l-s III! g?g ggisss afl^s „_c6- Silil lull IsISI WniSSS £££££ fcfcfcfcfc STATISTICS OF UNIVERSITIES AND COLLEGES 707 708 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 8. — Students in summer schools, short winter courses, extension courses, and correspondence courses in universities , colleges, and professional schools in 1927-28 State Summer school (1927) Short winter courses Extension courses Correspond¬ ence courses Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 t Continental United States _ 91,225 148, 345 4, 181 1,552 115, 927 81,524 55, 973 32, 917 1,773 3, 338 25 844 3,405 306 406 134 141 52 181 142 338 644 988 331 780 483 892 5, 449 10, 748 1 128 132, 764 786 i 8, 035 21 1 4,010 1, 142 1 1, 461 725 i 1,950 106 6 46 * 361 27 267 19 757 1,225 2 259 261 1, 164 365 1, 456 523 1,047 Georgia _ ... 1,743 3, 569 1,503 791 1, 395 1, 153 135 381 140 360 22 6 137 231 7, 333 8, 899 132 838 125 894 Indiana _ _ - . 2,593 4, 363 83 1 134, 304 7, 739 485 656 3, 946 5, 084 19 71 269 690 1,348 1, 602 3,647 77 267 698 942 1,066 Kentucky _ _ 999 1, 621 8 162 1,029 181 394 Louisiana _ _ _ 1, 574 3, 050 299 929 144 491 Maine _ _ - - _ - _ - 248 315 29 82 26 40 Maryland _ _ - - _ _ - 535 1, 402 352 207 Massachusetts... . . . . . 3, 287 3, 191 67 8 919 1,623 349 28 Michigan . . . . 2, 975 2,597 163 9 499 954 12 12 Minnesota _ ----- ... ----- 2,510 3, 491 390 235 2, 946 3, 115 1, 146 1, 324 Mississippi _ - - .. . _ 662 1, 255 24 34 68 48 Missouri _ - - -. .. _ 1 2, 235 2,848 89 1,969 1,960 671 1, 210 Montana _ _ - _ _ 136 354 32 194 343 Nebraska _ - - _ - _ 1,277 4, 041 105 300 633 525 1, 691 Nevada .. _ - _ - -- _ _ 12 89 New Hampshire. . . _ .... 146 142 New Jersey. - - - 553 917 95 7 3, 154 2,455 2, 400 38 New Mexico.. _ _ _ _ _ _ 84 338 16 14 4 21 New York . . . 12,203 18, 679 125 6 13, 139 25, 533 1 7,520 3,081 North Carolina .. _ _ 2, 012 5,914 210 i 421 1, 781 600 1,565 North Dakota 256 490 74 23 80 552 335 Ohio _ _ _ - 5,902 11,250 * 2, 273 2,446 117 249 Oklahoma _ - - - _ - -- 1,395 3, 659 185 ’940 1,084 1,249 2, 107 Oregon. . .. . . . 624 1,398 131 129 1,035 2,022 490 1,241 Pennsylvania _ -- 6, 434 8, 999 90 1 12 4, 407 2 4, 137 >13,228 Rhode Island _ _ _ _ _ 215 i 2, 627 South Carolina _ _ 262 1,429 6 2,375 H 19 South Dakota _ _ - 207 444 13 2 32 99 128 Tennessee _ _ _ _ ‘ 1, 958 1,151 95 300 550 296 295 244 Texas _ 4, 535 9,228 525 952 2, 106 4, 194 Utah _ _ _ 718 1, 143 41 1,960 1,648 558 647 Vermont _ 228 1, 172 36 Virginia _ 1,701 3,206 34 420 i, 639 Washington . . . . . . 1,246 2, 778 65 18 3 787 3 3, 352 1, 212 1,004 West Virginia 1,010 1,953 28 128 261 W isconsin _ 2, 279 3, 781 243 3, 642 2,687 7, 512 4, 924 W yoming . _ 289 1,079 26 115 ■ 749 Outlying parts Alaska _ _ 33 59 Hawaii 50 186 52 9 60 208 Porto Rico _ 151 401 i Includes some women students. 3 Also 5,579 men and 409 women in evening schools. 3 Also 44 men and 94 women in evening schools. STATISTICS OF UNIVERSITIES AND COLLEGES 709 Table 9. — Firstjdegrees conferred on men by universities and colleges, 1927-28 State Arts and sciences Agriculture Architecture S o Education Fine arts Forestry Journalism Music General engin. | Architectural engin. Chemical engin. Civil engin. Electrical engin. Mechanical engin. Mining engin. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Continental U. S. . 27,2:3 1, 709 313 5, 474 1, 947 113 262 222 114 387 172 702 1,874 2,565 1, 622 285 315 15 8 52 80 4 3 13 35 73 24 5 34 10 16 20 10 8 4 2 15C 11 8 13 I 1 2 2 6 2 California 2 _ 1,422 53 13 255 71 6 8 10 80 1 1 80 20 123 "55 109 30 38 5 16 6 10 38 55 22 20 840 40 37 6 29 7 6 32 2 4 6 9 2 342 8 27 13 1 3 14 17 5 Florida _ . _ 15 25 31 1 1 2 10 12 3 Georgia ®. . _ _ 382 37 "20 154 7 3 3 32 .... 7 50 55 24 "5 Idaho _ _ 60 11 1 28 30 13 3 3 10 2 6 Illinois 3 4 * * 7.___ _ _ L 508 87 26 488 147 2 26 24 38 .... , 27 24 88 117 77 8 Indiana _ _ 989 51 5 180 41 4 2 2 4 34 108 131 117 Iowa 8 * _ 894 79 5 124 25 2 19 3 3 16 1 13 26 50 65 25 I Kansas 8 _ _. __ 597 61 3 83 15 8 11 66 1 3 7 18 44 16 Kentucky 10 11 _ 331 19 24 19 2 1 12 19 11 30 Louisiana 12 _ _ 239 21 20 18 3 11 4 li 13 19 33 13 Maine _ 287 24 3 20 6 23 21 6 Maryland.. . _ _ 278 22 15 34 6 13 67 4 Massachusetts 13 _ 1, 618 92 "15 288 30 52 16 87 134 219 127 " 9 Michigan 14 _ 1, 141 52 i 32 37 55 1 25 | 1 48 87 106 84 28 Minnesota . . 597 27 126 130 i 26 2 1 22 43 69 34 14 Mississippi _ 218 24 17 38 23 48 8 Missouri 13 . 511 53 18 100 22 2 70 3 23 46 51 18 §5 Montana 16_ 52 17 15 3 4 9 11 8 7 20 14 5 Nebraska 17 _ _ 386 21 135 3 2 8 6 7 25 30 18 Nevada. .. _ _ 46 5 7 19 5 "6 New Hampshire. . 528 19 1 18 4 5 6 7 21 18 New Jersev 18 _ 642 11 3 5 8 26 92 New Mexico 19 _ 13 10 13 4 4 1 3 2 *6 New York 28 _ _ 3,185 121 h; 927 177 8 58 37 17 1 70 266 266 217 3 North Carolina 21 _ 664 29 I 89 68 n 6 24 34 12 North Dakota _ 86 23 .... 4 : 41 36 1 17 15 13 16 "2 Ohio 22 _ 1,785 86 ! 14 ' 270 225 I" ' 8 7 57 118 134 86 17 Oklahoma 23 . 282 49 i 92 50 1 5 14 6 20 31 11 Oregon 24 _ 184 48 h ! 125 30 17 8 3 12 19 51 17 8 Pennsylvania 23 _ 2,114 97 20 1, 046 248 ”55 8 8 15 73 156 213 144 47 Rhode Island _ _ 349 7 14 1 20 9 9 14 1 South Carolina 26 _ 434 77 i ii 19 13 2 18 31 37 18 South Dakota 27..._. . 185, I 18. 1 11 .... .... 2 "i .... .... 7 25 33 3 "T 3 Chem. and metallurgy, 3; indus. mngt., 2. 2 Petroleum engin., 2. 3 Engin.: petroleum, 20; geol., 10; metallurgy, 3. 4 Religious educ., 4. ! Canon law, 4; foreign service, 53; nursing, 1. • Textile engin., 12; ceramics, 1; public health, 6. 7 Fire protection engin., 31; ceramics, 20; soc. service admin., 1; library science, 2. 8 Engin.: Agri., 6; ceramic, 5; indus. arts, 8. • Engin.: Agri., 6; landscape arch., 1; indus. chem., 8. 10 Metallurgy, 4. 11 Includes some degrees in electrical engin. 32 Engin.: Petroleum, 6; sugar, 4. 13 Engin.: Textile, 12; indus., 5; admin., 76; aero., 8; electro-chem., 11; san. and munic., 6; naval arch, and marine, 3; indus. chem., 6; religious educ., 29; phys. educ., 9. 14 Engin.: Aero., 20; marine, 4; geodesy and surveying, 4. 15 Agri. engin., 2; ceramics, 2; metallurgy, 4. 18 Engin. physics, 1; phys. educ., 6. 37 Engin.: Agri., 2, commer.,1. 18 Sanitary and munic. engin., 2; ceramics, 5. 39 Geol. engin., 3. 70 Indus, engin., 12; ceramics, 9; metallurgy, 3; hotel mngt., 23; religious educ., 5; optometry, 2; library science, 15. 21 Engin.: Highway, 4; textile manufacturing, 16; ceramics, 5. 22 Phys. educ., 3; applied optics, 6; ceramics, 31; metallurgy, 8. Engin.: Commer., 40; in¬ dus., 3. 23 Engin.: Geology, 8; petro¬ leum, 8; agri., 2; indus., 6. 24 Indus, arts, 7; phys. educ., 5. 23 Engin.: Physics, 1; metal¬ lurgy, 26; admin., 9; bldg, con¬ struction, 9; works mngt., 19; commer. 12; sanitary, 4; electro- chem., 8; indus., 29; railway mech., 2; ceramics, 3; printing, 11. 26 Textile engin., 10. 27 Metallurgy, 8, 710 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 9. — First degrees conferred on men by universities and, colleges, 1927-28 — Continued 28 Engin.: Textile, 6; agri., 6; 31 Engin.: Hydro-elec., 7; com- 33 Phys. educ., 3. relig. educ., 6. mer., 7; fisheries, 7; library 31 Sugar tech., 2. 29 Engin.: Agri., 4; geolog., 14. science, 2; phys. educ., 3. 33 Sugar chem., 7. 30 Agri. engin., 2. 32 Phys. educ., 5. Table 10. — Graduate degrees conferred on men by universities , colleges , and pro¬ fessional schools in 1927-28 State s •< < « 3 S GO s 1 M. S. in Agri. cl 3 -o W S a 2 Bachelor of phys. educ., 3; of library sc., 31; applied optics, 1; master of educ., 1; bachelor of educ., 87. 14 Bachelor of phys. educ., 12; master of fine arts, 1. 15 Bachelor of library sc., 35; secretarial studies, 43; social work, 8. 16 Bachelor of relig. educ., 7; master of educ., 1. 47 Bachelor of phys. educ., 9; of library science, 29; master of fine arts, 1; of bus. admin., 4. 48 Bachelor of phys. educ., 33; master of philos., 3. 18 Bachelor of phys. educ., 6. STATISTICS OF UNIVERSITIES AND COLLEGES 713 Table 12. — First degrees in certain 'professional courses conferred on men and on women by universities, colleges, and professional schools in 1927-28 State Theology Law Medicine Dentistry Pharmacy Osteop¬ athy Veterinary med¬ icine Men | Women Men | Women Men Women Men Women j Men Women Men Women 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Continental U. S _ 1,179 54 8,209 443 4, 155 187 2,688 37 2,291 177 306 53 138 44 10 5 9 1 2 6 29 California. _ ... _ 23 1 422 '23~ 89 17 248 5 111 6 38 12 12 61 1 34 3 26 1 5 2 12 61 1 95 5 50 1 65 491 42 175 2 50 20 7 Florida _ _ _ _ _ 70 1 1 _ 62 116 5 96 1 102 5 7 Illinois - - 105 3 602 28 430 16 248 5 97 2 14 5 17 1 118 88 4 93 1 86 17 Iowa. - - - - 13 1 80 97 1 57 9 1 45 1 16 Kansas 16 9 51 3 35 1 10 20 Kentucky _ _ 96 1 77 5 65 12 1 14 Louisiana _ 58 4 96 4 39 2 5 4 Maine _ _ 3 Maryland _ _ 19 1 42 1 141 9 76 51 1 Massachusetts _ 48 13 842 117 255 4 105 6 67 6 15 4 Michigan. _ 22 1 309 7 1 184 4 91 1 29 5 "4 Minnesota _ _ _ . 23 1 103 1 203 19 76 28 9 Mississippi _ 16 1 10 1 Missouri _ ...... 19 238 12 183 3 188 2 85 132 13 Montana _ 12 2 2 Nebraska _ . 1 72 1 104 4 68 1 65 4 New Jersey _ _ _ 105 417 25 80 5 New York— _ _ ’ _ 107 3~ 2,339 107 498 36 246 2 752 43 15 North Carolina. 1 34 1 13 North Dakota _ 12 19 2 Ohic _ 77 3 407 21 224 11 122 1 149 12 13 Oklahoma _ ... 17 6 79 4 39 2 18 2 Oregon _ _ _ 20 5 57 2 46 1 84 52 12 Pennsylvania _ 98 286 7 439 20 507 ~~2 370 28 62 18 22 South Carolina _ 8 19 35 3 4 South Dakota _ _ 23 2 13 1 Tennessee. . _ _ 10 237 7 153 3 40 1 29 3 Texas _ _ _ _ 58 5* 87 4 96 5 78 4 24 3 2 Utah. _ 9 23 2 1 Vermont _ 26 3 Virginia _ 62 94 143 4 9 13 1 Washington. _ _ _ . 40 34 11 7 West Virginia. . 35 6 2 Wisconsin 9 91 1 79 4 123 2 9 2 Wyoming 2 1 _ Outlying part Porto Rico _ 1 9 3 1 1 Includes some degrees to women. 714 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 13. — Honorary degrees conferred by universities , colleges , and professional > schools in 1927-28 State P P P P* P P w p p p P -C Ph P 6 to P bi> a W P T5 ® Ph P -d W P n 3 P d ' P S. T. D. to S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Continental United States.. . 378 402 47 88 3 104 17 5 12 25 7 9 63 18 Alabama* _ _ _ 10 12 1 1 1 Arkansas. . . . ... _ 5 2 California 1 2 3 . . . . . . .. 5 18 2 1 1 1 Colorado 4 * * 7 _ _ 4 13 1 3 7 2 2 1 3 Connecticut 8 * * ii * * _ _ . . 6 5 3 4 18 1 1 1 District of Columbia . . . . 1 14 3 Florida . . ... .. 4 5 6 3 8 5 1 2 1 4 Idaho.. . . . . . . 1 40 31 8 9 1 1 2 Indiana _ . . . . 11 11 T 1 5 1 20 11 3 1 1 1 6 6 2 1 1 I 2 Kentucky . . . 7 6 1 Louisiana . . . . . 2 5 Maine _ _ _ _ . _ 2 6 1 4 2 1 1 6 Maryland.. _ _ _ . 7 2 1 Massachusetts u _ 4 22 ii 2 14 8 2 Michigan ,2 . . . . 4 10 5 2 2 2 2 1 3 1 Minnesota . . . . . 4 3 1 Mississippi _ _ _ 3 1 Missouri ,3 _ _ 23 17 1 1 1 1 Montana 14 * * _ 1 2 Nebraska I®. . . . . . . 6 1 j 1 New Hampshire _ _ _ _ 2 4 4 2 1 4 1 New Jersey 1® _ _ 5 5 I 3 3 1 1 2 New Mexico _ _ _ _ _ 1 New York 17 _ 17 46 5 6 9 1 3 2 7 2 North Carolina _ 10 6 4 1 1 North Dakota _ _ _ 1 Ohio is 43 22 5 6 2 5 2 6 7 2 Oklahoma ... . . . 3 2 1 Oregon i*_. _ _ 5 2 1 Pennsylvania 20 _ 46 50 5 13 23 4 1 4 1 1 2 Rhode Island .. ... _ _ 2 3 1 1 1 .... South Carolina 2i _ _ . .. 5 5 1 f _ South Dakota... _ _ _ 2 3 1 2 1 1 Tennessee 22 _ 19 10 4 2 Texas 23 _ _ 11 5 Utah 24 _ _ _ 1 Vermont 25 . _ 3 6 2 1 3 Virginia 28 19 8 2 1 Washington _ 4 2 2 West Virginia _ _ _ _ 2 2 1 1 Wisconsin 2' _ 4 4 3 3 2 3 Outlying parts Hawaii _ .. 1 Porto Rico _ 1 1 1 1 Civil engineer, 1. 2 Master of agriculture, 1. 3 Doctor of dental science, 1; of business adminis¬ tration, 1; master of music, 3. 4 Master of literature, 2; of journalism, 1. « Bachelor of divinity, 1. # Doctor of both laws, 2. 7 Doctor of agriculture, 2. 8 Doctor of theology, 1; of finance, 2; bachelor of laws, 2. • Doctor of agriculture, 1. i° Master of music, 1. ii Master of humanities, 3; of physical education, 3. ii Master of architecture, 1; of engineering, 1; of laws, 1. is Master of architecture, 1. i* Master of forest engineering, 1. »» Doctor of fine arts, 1. i« Doctor of philanthropy, 1; master of philan¬ thropy, 1. i7 Doctor of commercial science, 2; of fine arts, 1; master of aeronautics, 1. is Doctor of business administration, 2; of Hebrew law, 2. i« Bachelor of arts, 1; of music, 1. 2» Doctor of theology, 1; of military science, 1; of aeronautical science, 1; of fine arts, 2; of commer¬ cial science, 1; of pharmacy, 1; master of pharmacy, 2; of aeronautics, 1. 21 Bachelor of arts, 2. 22 Bachelor of arts, 1. 28 Bachelor of laws, 2. 24 Bachelor of science, 2. 25 Master of military science, 1. 2« Doctor of commercial science, 1. 27 Doctor of art, 1; master of engineering, 1. STATISTICS OF UNIVERSITIES AND COLLEGES 715 Table 14. — Summary of degrees conferred by universities , colleges, and 'professional schools in 1927-28 State Baccalaureate degrees Professional degrees Graduate degrees Honorary de- i grees Men Women Total Men Women Total Men Women Total 1 2 3 4 5 6 7 8 9 10 11 Continental U. S _ 45, 912 37, 153 83, 065 18, 966 951 19, 917 8, 976 4, 858 13, 834 1,245 632 455 1,087 59 59 46 9 55 24 Arizona _ _ 104 106 210 9 1 10 11 12 23 3 202 180 382 37 37 7 4 11 7 California - . - 2,181 2,063 4,244 931 64 995 556 384 940 33 Colorado _ .. _ 436 337 773 150 7 157 92 66 158 36 Connecticut - - 969 204 1, 173 206 7 213 147 46 193 45 55 42 97 3 3 3 District of Columbia - 488 376 864 801 51 852 277 60 337 20 Florida. - - 175 277 452 71 1 72 22 8 30 18 Georgia _ 796 675 1,471 381 6 387 61 47 108 23 167 166 333 7 7 30 13 43 1 Illinois - 2,741 2,472 5, 213 1, 496 59 1,555 763 386 1, 149 97 Indiana. . . . — . 1, 668 1, 062 2,730 419 6 425 171 58 229 30 Iowa _ 1, 369 1, 220 2,589 317 7 324 325 134 459 38 Kansas _ _ _ 947 984 1,931 132 13 145 124 85 209 20 Kentucky _ _ 461 419 880 264 7 271 49 21 70 14 Louisiana . . . 382 494 876 198 14 212 45 42 87 7 Maine _ _ 390 173 563 3 3 17 7 24 23 Maryland... - - 439 563 1, 002 329 12 341 135 28 163 10 Massachusetts... - 2,850 2,059 4,909 1,332 150 1,482 1, 179 323 1, 502 69 Michigan - - 1, 723 1, 091 2,814 639 17 656 400 164 564 35 Minnesota _ _ 1, 091 1,081 2,172 433 30 463 179 67 246 8 Mississippi - 376 465 841 26 2 28 8 3 11 4 Missouri _ 948 743 1, 691 845 30 875 240 103 343 45 Montana _ _ _ 179 157 336 14 2 16 5 1 6 4 Nebraska - 644 676 1, 320 310 10 320 80 60 140 10 Nevada _ _ 88 52 140 8 3 11 New Hampshire _ _ 626 92 718 10 6 16 18 New Jersey - - 794 281 1, 075 602 30 632 194 5 199 23 New Mexico _ _ _ _ 66 42 108 3 3 6 1 New York _ _ 5,463 4,591 10,054 3,957 191 4,148 1,768 1, 714 3,482 102 North Carolina _ - 958 863 1,821 48 1 49 122 50 172 22 North Dakota - 254 212 466 31 2 33 24 6 30 1 Ohio _ 2,898 2,779 5,677 992 48 1,040 381 231 612 104 Oklahoma - - - 585 699 1,284 153 14 167 60 30 90 6 Oregon . . . 538 494 1, 032 259 20 279 30 19 49 10 Pennsylvania - - - . 4, 375 2,300 6, 675 1,784 75 1,859 492 214 706 160 Rhode Island _ 424 126 550 44 27 71 9 South Carolina _ _ 670 773 1, 443 66 3 69 13 17 30 13 South Dakota . . 294 190 484 36 3 39 7 6 13 10 Tennessee . . 554 iril 1, 095 469 14 483 51 22 73 36 Texas - - - 1, 281 1,591 2,872 345 21 366 171 91 262 18 Utah _ _ _ 397 251 648 33 2 35 35 8 43 3 Vermont _ 236 152 388 26 3 29 18 28 46 16 Virginia . . . 824 521 1,345 321 5 326 84 19 103 31 Washington _ _ 810 826 1,636 81 11 92 121 68 189 8 West Virginia _ 310 223 533 41 2 43 33 9 42 6 Wisconsin _ 1, 007 964 1, 971 311 9 320 322 146 468 21 Wyoming _ 47 50 97 2 1 3 13 5 18 Outlying parts Alaska _ 4 1 5 1 1 Hawaii. .. _ 46 40 86 2 3 5 1 Porto Rico . . . 62 45 107 9 4 13 3 Table 15. — Property of universities , colleges, and professional schools in 1927-28 716 BIENNIAL SURVEY of EDUCATION, 1926-1928 STATISTICS OF UNIVERSITIES AND COLLEGES 717 Table 16. — Receipts of universities , colleges , and professional schools in 1927-28 718 BIENNIAL SURVEY OF EDUCATION, 1926-1923 2 2° ^lf , - © a lli’fl SSSiS 38811 ftftg SHIS' 3 VwV r4ocgjgtC §!§§! sslas se-gii mm w^cfoTeo eg^toViW esses sesse siiis mu -‘:frfs"g s"s"”2"'' iilr T3 'O §1 SsssS iliii SiSSS 5§§!l sum mm Sf rfrfrf imraisraiw mm mm Mill fs§g§ 83813 1S3S9 saws is m ill HM «* 2 3 4 5 6 7 8 9 10 223 356 329 15, 042 4, 581 3,437 194 18,604 5, 063 3 2 8 189 75 28 219 83 2 104 37 7 111 37 3 11 12 63 36 62 130 43 28 23 12 1,294 571 346 61 1, 656 267 641 5 217 89 50 4 93 2 10 66 9 76 9 1 57 21 57 21 1 2 7 10 5 10 7 2 158 84 13 171 84 7 2 13 271 76 67 1 340 90 2 148 46 8 156 46 5 761 185 238 14 999 199 2 404 81 78 482 81 13 10 25 644 242 139 8 793 276 12 400 208 96 1 505 209 2 234 31 164 1 218 32 Louisiana _ 3 170 89 5 1 175 90 Maine _ - - 1 101 22 101 22 Marylana _ 2 236 16 318 3 554 19 Massachusetts _ 2 23 3 106 7 129 10 Michigan _ 12 13 18 938 137 245 18 1, 196 173 Minnesota _ 7 116 76 713 198 173 12 1, 002 156 286 Mississippi _ 4 143 79 13 79 Missouri _ 7 3 4 323 113 17 1 343 118 Montana _ 3 j.25 46 7 132 46 Nebraska _ 2 " . . 6 . 7 215 74 44 7 264 88 Nevada . _ 1 57 13 57 13 New Hampshire _ 1 109 12 109 12 New Jersey _ _ 2 7 1/9 44 16 202 44 New Mexico _ _ 4 99 18 99 18 New i or1’- _ 4 57 1 I 88 817 260 874 348 North Carolina _ 4 345 94 25 370 94 North Dakota _ 4 37 15 166 44 31 3 207 55 Ohio _ _ 6 1, 125 373 266 305 8 1, 430 469 274 Oklahoma _ 9 21 6 187 90 3 194 Oregon _ 2 342 95 29 1 371 96 Pennsylvania _ 2 360 39 360 39 Rhode Island _ 1 35 8 35 8 South Carolina. _ 6 3 16 230 89 68 298 89 South Dakota _ 3 2 3 155 46 19 2 176 51 Tennessee _ 2 141 29 230 17 371 46 Texas _ 21 6 706 304 63 9 775 313 Utah 2 156 63 16 172 63 Vermont _ 1 115 28 51 1 166 29 Virginia _ 5 339 38 225 10 564 46 Washington _ 4 400 108 23 2 423 rlO West Virginia _ _ 4 207 57 28 235 57 Wisconsin _ 1 1 8 432 125 94 6 527 139 W yoming _ 1 2 6 64 37 6 72 43 Outlying paits Alaska _ 1 13 4 13 4 Hawaii _ 1 54 13 54 13 Porto Rico. _ 1 7 7 57 22 7 71 29 i Including engineering. * Includes law, medicine, dentistry, pharmacy, and veterinary medicine. STATISTICS OF UNIVERSITIES AND COLLEGES 721 Table 18. — Students in publicly controlled universities , colleges , and professional schools, 1927-28 State Prepara¬ tory de¬ partments i Collegiate depart¬ ments 1 2 Graduate depart¬ ments Profession¬ al depart¬ ments 3 All other depart¬ ments 4 Total num¬ ber. excluding duplicates 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 Continental U. S. 7,395 5,133 173, 851 108,253 10, 335 6,185 21. 350 1, 092 9,906 10, 051 219, 272 128, 265 Alabama . . 121 140 3,500 1,619 51 31 268 3 83 17 3,885 1,627 1, 222 754 62 49 65 4 87 94 1, 436 901 690 360 L 233 703 19 25 163 2, 105 1.049 California.. . .. . 450 37 11, 833 12, 876 897 1,032 1,118 90 149 245 13, 694 13, 828 Colorado... - - 10 3 2,796 1, 492 119 71 363 36 75 113 3,363 1, 713 46 474 161 520 161 387 311 9 396 311 35 25 80 58 4 2 119 85 1, 697 1, 421 65 9 330 1 68 16 2,064 1, 447 Georgia _ 33 174 3, 449 1, 670 187 32 354 8 28 16 3,914 1, 852 Idaho _ 1, 354 803 60 26 49 3 37 14 1, 496 844 Illinois _ _ 70 76 ia 367 4,243 687 243 1, 642 60 75 55 12, S05 4, 662 4, 668 2, 321 276 131 878 25 54 37 5, 876 2.514 Iowa _ _ 400 234 5', 164 3, 328 739 418 1, 085 31 67 3 7, 438 4, 012 Kansas _ _ 5,413 3,586 306 210 505 20 148 152 6, 169 3,930 Kentucky _ _ 2,052 1,097 127 89 397 16 70 228 2,746 1, 430 Louisiana _ 63 65 2, 013 1,942 61 27 76 1 37 46 2,243 2,081 Maine 1, 012 287 19 16 17 8 1.048 311 Maryland.. _ 2,585 240 89 7 1, 362 37 20 13 4, 056 297 Massachusetts _ 194 17 S19 123 48 6 3 865 146 Michigan _ 132 170 9, 762 4,522 828 404 2, 172 117 81 63 12, 752 5, 195 Minnesota 991 460 6,386 4, 439 1,008 386 1, 354 154 9,357 4, 986 Mississippi _ 2,364 1, 770 32 7 207 35 19 2.479 LQ89 Missouri ... - 129 120 3. 907 2,391 231 142 225 29 39 51 4,439 2.618 Montana... _ 1,589 981 42 32 100 11 9 60 1, 721 1,070 Nebraska . . ,... 364 379 3,285 2,697 221 165 678 20 56 66 4. 424 3,227 Nevada 550 373 25 39 7 8 582 420 New Hampshire 1, 122 464 24 9 11 28 1, 157 501 New Jersey _ 102 1, 550 1, 023 53 6 376 16 2, 081 1, 045 New Mexico _ 370 j - 783 342 9 14 42 101 1, 204 ’ 457 New York _ _ 1,433 1, 639 15, 489 8,997 157 302 4,461 4, 534 21, 540 15, 472 North Carolina _ 3,741 1, 762 212 66 345 7 52 23 4, 350 l’ 858 North Dakota _ 200 71 1, 799 1,099 46 22 198 17 26 70 2,259 1, 270 Ohio _ 129 12, 314 7, 845 1,059 759 1, 627 84 2,901 2,636 17, 974 11. 200 Oklahoma _ 315 183 5, 210 4,066 175 128 562 19 119 114 6, 011 4^ 285 Oregon _ _ _ 77 105 3,953 2,511 146 89 454 60 94 62 4, 609 2,753 Pennsylvania _ 3, 272 492 133 32 123 61 3,528 585 Rhode Island _ 401 117 4 6 3 411 125 South Carolina _ 156 2,881 2,410 89 92 265 10 40 77 3, 265 2. 745 South Dakota _ 227 69 1, 334 680 31 19 172 5 50 82 1,776 843 Tennessee _ 65 81 1.665 1,244 44 31 582 15 80 50 2.344 1,370 Texas... _ _ 280 84 8,402 6, 221 318 180 581 28 197 451 9, 669 6,852 Utah.... . 2.221 1, 705 129 42 137 7 168 100 2,516 1,771 Vermont . . 627 466 5 7 119 11 751 484 Virginia _ ... 3,946 896 166 42 1,068 23 77 25 5,257 986 Washington _ 5,942 4.365 358 270 516 57 52 70 6.809 4, 684 West Virginia _ 165 199 2,030 1, 697 220 92 297 11 75 114 2,770 2, 107 Wisconsin _ 210 197 ! 4,847 3. 194 726 362 633 49 24 60 6,236 3, 843 Wyoming _ 94 89 561 449 18 22 27 2 63 61 763 623 Outlying parts Alaska... . . 40 14 1 11 17 52 31 Hawaii . 424 199 23 32 444 228 Porto Rico . . 125 188 421 685 5 11 66 20 11 65 1 628 969 1 Including secondary schools. 2 Includes also engineering schools. 3 Includes students in law, medicine, dentistry, pharmacy, and veterinary medicine. 4 Includes students in music, art, oratory, business, etc., unless enrolled in 4-year courses leading to a collegiate degree. Table 19. — Property of publicly controlled universities, colleges, and professional schools in 1927-28 722 BIENNIAL SURVEY OF EDUCATION, 1926-1928 . co co 5 CC f-t Oi • CD CO 00 > o ic CO *-< I > r>- cococn« > O CM © 00 00 CO ISIS fsuii! 88158 is'i am mm ■ 00 cm i y—i 1 co $53 s WON wmOf) O TJ< ( 85on awooc® 8c§ — oe^Nuj §o t- < 88; §!§§§ llsll !§§§§ §ll=f HTto oo eo o HtdrtV i-T «owCOOOT r-T odoo o' O TjT t-T CC rH do '^OOHO ONOCO MCrrOOO CO CO D^rHt^cO hNXOSCO CO»CO WN Tf t>. tC rH HHNH 1-H Isl 81831 sllil Sfgia sl'sis •o«f II «c ^ i>o 5000 «3‘cC (nVT §l^g§ cT co of »o © (N*C(NCOh GC 1 05 00 00 »©cf© cd Sssss IS83S 88118 iiw iiisl ii§is r-r (nh o^'^*«n- in* -r ©.a 18- > CO lO CD O O C ion® 88S ONWH00 ooo — $ >>i3oo mwocoo > '''oo^T o8~ofc£e3 SSISI sISss 81188 sssgs fgsis SWs STATISTICS OF UNIVERSITIES AND COLLEGES 723 101, 050 2, 137, 648 3, 712, 191 7, 768, 555 3, 200, 000 370, 030 517, 000 50,000 576, 440 832, 198 446, 260 21, 385, 427 1, 074, 059 1, 554, 235 4, 964, 812 7, 344, 496 115, 000 910, 737 2, 123, 624 50,000 6,295 223, 590 Iss is i i Mi i i! Iff- * i ! i j* §■ j! coh : : : : j j 111 is i i m i*ii 2, 918, 000 5, 016, 828 531, 035 1, 686, 886 1, 562, 000 1, 283, 636 1, 130, 000 150, 000 2, 144, 958 461, 000 419, 816 1, 895, 828 303, 000 2, 269, 626 257, 919 692, 982 500, 000 335, 000 60, 000 43, 315 67, 630 30, 518, 014 12, 801, 871 3, 363, 766 15, 671, 196 7, 596, 264 6,877, 608 6, 247, 500 700, 000 6, 211,408 2, 577, 575 3, 875, 879 12, 592, 581 2, 821, 700 1, 950, 000 9, 516, 415 7, 062, 320 5, 792, 423 10, 398, 130 1, 889, 000 216, 810 609, 816 565, 127 15, 279, 155 1, 423, 726 334, 110 7, 566, 274 348, 861 1, 154, 818 426, 187 18,000 2, 947, 315 188, 769 2, 037, 730 3, 405, 232 164, 500 100, 000 1, 630, 893 1, 428, 579 1, 888, 874 1, 748, 876 366, 100 5, 168 1, 696, 952 78, 702 2, 056, 382 2,424,343 1, 811, 560 6, 044. 493 2, 218, 106 2, 453, 737 3, 430, 745 282, 000 1, 993, 940 1, 223, 311 1, 199, 029 6, 783, 177 938, 685 361, 205 1, 901, 336 2, 797, 334 1,398, 498 4, 768, 869 548, 000 134, 299 368, 612 325, 836 sslgg sSlil !§!§§ lill fsWS gs'a'SS lag® 8, 056 44, 054 19, 471 ! ! ! i ; ; ii| | | | | ! j ! !!! MM i M ill i_ £££00 I Table 20. — Receipts of publicly controlled universities, colleges, and professional schools in 1927-28 724 BIENNIAL SURVEY OF EDUCATION, 1926-1928 t 411 is ill ip 21 g | 3, 337, 250 1, 271, 381 1,438, 227 12, 295, 256 3,233,264 1,295,890 819, 933 150, 990 3, 040, 040 2, 850, 722 1, 632, 570 7. 897, 832 7, 671, 389 10, 615, 804 4, 824, 634 2,659,989 2, 528, 747 1, 275, 392 4, 6,72, 785 1,710,935 15, 245, 207 9, 527, 303 4, 203, 294 3, 650. 254 1, 577, 015 Total receipts 2 1 3, 337, 250 1, 271, 715 1, 438. 227 13, 619, 824 3, 233, 264 1, 295, 890 819, 933 150, 990 3, 040, 040 3, 150, 144 1, 632, 576 7, 949, 338 7, 671, 389 10. 615, 804 4, 824, 634 2, 823, 971 2, 528, 747 1, 275, 392 4, 678, 660 1, 710, 935 15, 367, 098 9, 724, 974 4, 263, 294 3, 668, 156 1, COO, 956 From all other sources 2 1 i 438, 740 92, 163 250, 258 1, 130, 903 554, 542 270,904 28, 430 9, 169 203, 123 212, 632 114, 331 589, 243 1 1,798,775 2. 214, 027 579, 428 334, 665 303, 362 81, 965 712, 695 170, 531 4, 001, 363 1, 821, 058 544, 723 770, 741 100, 022 From private benefactions For cur¬ rent ex¬ penses 3 © i 5 a ii 355, 990 51, 000 2,393 4,694 i i illlS 6S :S : i i :3§ i i iss-ss- i i ; ;■** nr m m For en¬ dowment § s £ jg ! 1, 324, 568 i§ il i i i 1 i !§ ! IS :IS ii‘ is 1 i i $[\*\ m |d* j ill! ill ! For in¬ crease of plant - 1 rH 9 & 63, 500 Si i i i s‘i i i ! w ; ! ; : is i 188 i iSSS i 1 ilS i !«*■ j :s‘f i i“S” | i^SS? i i : i ~ i i ; ” : ; From United States Govern¬ ment 00 i S eg sslie ills! £s5sa SSSIs Scsss mm mm mm mm mm Collegiate departments i 2 Professional departments3 Other de¬ partments Total num¬ ber, exclud¬ ing dupli¬ cates Men Women Men Women Men Women Men Women Men Women 2 3 4 5 6 7 8 9 10 11 12 Continental U. S _ 848 1, 478 1, 104 21, 741 8, 758 10, 936 348 27 89 33, 659 9,883 10 43 24 176 93 8 212 108 1 6 4 9 4 9 5 13 22 7 97 83 15 3 2 135 92 36 73 70 990 302 686 32 1, 721 385 7 11 11 164 77 92 2 267 86 g 528 81 161 8 689 89 District of Columbia _ 10 4 3 447 612 8 1, 055 85 4 105 59 8 113 59 25 33 49 230 229 232 1 7 479 276 2 24 13 24 13 Illinois . . . . 51 165 74 1,235 577 1,098 11 3 1 2,442 607 Indiana _ 24 21 29 545 227 87 1 647 254 Iowa _ _ 30 38 27 498 319 35 3 558 341 Kansas. - - - - 23 54 25 288 194 33 5 4 2 353 221 Kentucky _ 25 56 73 160 129 49 7 1 4 258 188 Louisiana _ 8 6 20 246 101 267 11 514 132 Maine _ _ 4 114 5 8 122 5 Maryland _ 16 25 16 393 247 304 1 719 248 Massachusetts.. _ _ 30 41 17 2,267 656 920 27 3, 226 693 Michigan - 17 24 14 285 171 81 1 3 7 392 184 Minnesota _ _ 22 89 76 347 203 110 1 500 239 Mississippi- _ _ . 14 11 25 98 109 6 103 131 Missouri ... _ _ 45 91 50 645 352 674 16 1, 382 399 Montana _ . 2 8 18 8 24 8 Nebraska _ _ _ 15 29 23 261 163 162 1 444 178 New Hampshire _ 2 14 216 21 244 New Jersey _ _ 13 51 7 376 43 82 4 491 50 New York _ _ _ 58 107 3, 979 1,035 2, 305 122 6,363 1, 193 North Carolina. _ 29 33 56 380 303 25 2 16 418 359 North Dakota . . . 1 21 34 21 34 Ohio _ 51 67 29 1, 176 639 481 4 1, 723 664 Oklahoma _ _ _ 8 10 23 94 67 36 2 4 138 84 Oregon . _ _ _ 12 18 21 114 43 96 11 212 75 Pennsylvania _ 66 94 52 2,837 692 1, 477 65 4,369 788 Rhode Island... _ 2 166 5 166 5 South Carolina _ 16 2 4 164 155 16 1 10 182 169 South Dakota _ 8 9 9 89 63 96 66 Tennessee 30 19 39 365 195 194 1 569 219 Texas . . . . 45 69 95 581 430 262 7 1 5 868 497 Utah . . . 5 5 25 77 40 82 65 Vermont _ _ .. 3 4 82 11 86 11 Virginia . _ _ _ 27 8 25 260 290 51 1 23 319 331 Washington _ 6 51 1 112 34 15 178 35 West Virginia _ 9 7 12 102 59 2 2 107 68 Wisconsin 15 60 380 141 233 3 639 144 i Including secondary schools. 2 Including engineering. 8 Includes theology, law, medicine, dentistry, pharmacy, osteopathy, and veterinary medicine. STATISTICS OF UNIVERSITIES AND COLLEGES 727 Table 22. — Students in 'privately controlled universities , colleges , and professional schools in 1927-28 State Preparatory depart¬ ments 1 Collegiate departments2 Graduate depart¬ ments Professional depart¬ ments 3 All other depart¬ ments 4 Total number, excluding duplicates Men Women Men Women Men Women Men Women Men Women Men Women • 2 3 4 5 6 7 8 9 10 11 12 13 Continental U. S. 22, 811 15, 249 228, 391 184, 724 16,205 11,440 72, 289 4,693 6, 493 12. 703 343. 972 227,872 465 222 1,581 2,043 6 4 18 11 2,070 2,275 37 64 38 34 75 98 301 144 1, 082 1,497 105 2 17 72 1,505 1, 715 California _ _ 1, 481 800 10, 998 8, 291 I, 597 982 3,903 357 227 421 18, 192 10, 851 Colorado... _ _ 175 180 1,747 1,593 29 45 411 31 29 47 2,391 1,896 Connecticut _ _ 5, 115 994 505 160 794 42 22 48 5,762 1,244 District of Columbia. .. 61 67 5,176 3, 213 779 488 3, 620 245 353 304 9,830 4, 308 Florida . . . 10 9, 691 818 6 22 107 9 77 230 890 1,088 Georgia _ _ 604 939 2,753 3, 512 87 76 1, 127 49 24 100 4, 595 4, 676 228 382 65 115 293 497 Illinois-- . . . . 2.467 595 17, 813 17, 719 2,986 2,391 7,006 552 298 621 30, 522 21, 818 Indiana _ _ 269 285 7,537 4, 555 135 77 1, 016 57 81 79 8, 840 5,053 Iowa _ _ _ . 494 207 5,068 5,490 20 25 460 55 100 282 6, 139 6,026 Kansas _ _ _ 793 341 2, 747 3, 433 5 6 216 45 426 612 4, 163 4,274 Kentucky _ _ 1, 324 1, 414 2,170 1, 859 1 1 353 27 50 162 3,898 3, 432 Louisiana _ _ . ... 285 490 2,251 1,917 52 89 915 44 27 117 3,530 2,657 Maine _ _ ... 1, 332 513 3 1 32 3 1, 367 517 Maryland.. _ 386 222 3,291 '3, 726 314 196 498 31 810 198 5, 043 4, 229 Massachusetts . . 1, 099 279 20, 362 13, 878 1, 628 1, 052 9,075 855 105 98 32, 259 16, 162 Michigan - 370 147 4, 239 2,840 12 4 1,225 43 51 176 5,897 3, 210 Minnesota _ .. 942 647 2, 958 2,864 7 4 826 28 40 60 4,771 3,598 Mississippi 186 352 1, 092 1, 989 3 4 20 239 1,301 2,484 Missouri _ 1,176 473 5, 750 5,272 249 206 4, 949 224 91 140 12, 201 6,315 Montana... . _ _ 75 175 98 260 98 Nebraska _ 407 263 2,378 2,427 15 15 783 15 93 154 3, 675 2,874 New Hampshire _ _ 110 2,362 9 45 2.526 New Jersey _ _ _ 598 26 3, 235 552 210 2,398 92 27 69 6, 468 739 New York _ _ i 1,663 676 40, 193 26, 053 4, 421 3, 512 16, 575 999 1,073 1, 623 63, 861 32,644 North Carolina.. . 353 589 4, 101 4, 397 136 2 259 3 115 495 4, 952 5,484 North Dakota _ _ 218 328 218 328 Ohio _ 1, 140 567 12, 430 14, 053 263 280 2,939 140 202 665 16, 974 15, 661 Oklahoma _ 70 252 1,081 1, 569 23 7 157 69 97 566 1,428 2,463 Oregon _ _ _ 277 284 850 813 19 6 677 165 57 198 1, 873 1, 450 Pennsylvania - 1, 564 595 28, 668 17,061 2,124 1,343 7,448 336 1, 356 3, 130 41, 151 22, 432 Rhode Island _ _ 2, 018 491 151 97 2, 109 588 South Carolina _ _ 73 130 1, 565 3,021 89 43 164 1, 770 3,315 South Dakota _ ... 50 193 767 875 72 102 889 1, 170 Tennessee . . 562 843 4, 261 4, 439 80 43 1,284 46 55 348 6,061 Texas _ _ _ 963 1, 660 6, 937 10, 733 221 186 1, 438 109 256 681 9,815 13’ 326 Utah _ 131 337 1, 048 1,035 17 12 1 4 1, 197 1, 388 Vermont _ 60 754 293 4 7 818 300 Virginia _ 190 657 3, 214 4,048 7 10 461 8 34 162 3,906 4,885 Washington _ 674 96 1, 213 655 24 73 1,984 751 "West Virginia _ 52 104 865 1,041 20 85 937 1,230 Wisconsin... . . 874 100 4,039 2,310 57 87 1, 007 12 79 125 5,576 2,624 1 Including secondary schools. 2 Includes also engineering students. 3 Includes students in theology, law, medicine, dentistry, pharmacy, osteopathy, and veterinary medicine. 4 Includes students in music, art, oratory, business, etc., unless enrolled in 4-year courses leading to a collegiate degree. Table 23. — Property of privately controlled universities , colleges , and professional schools in 1927-28 728 BIENNIAL SURVEY OF EDUCATION, 1926-1928 sis IISIb IISII 1 ISIS llils §1113 sss mm mm mm mm mm HO>o §Vh» gaojo«To ooo't^eoio © I1S1I sills sills kbsSS IsSla 1ISI1 s's'iSi gills liiil §¥§¥§ alsii iiisl tiT »Veo ^o'oo^d' SS'ri'S'00' ®«o«® jtfeooo U3- ilsSl ISIS! 89831 IsilS SiSIS Hill gs’is's ms* siisi mss mm mm rH tC etftf * rH -TcOCO jj||| fPi inn inis sins ssiSi sign issis i-iis ms* mil §1111 ii'iii ggaitf lo" to'-t ^ odWcf-H'-H" of ofoTc* ci to rj -a'*' ■s.s SI- Sllll ggggg mil IrISI falls liSIl r *ss mm mm mm mm mm STATISTICS OP UNIVERSITIES AND COLLEGES 729 Hiss Hill siils ggi'ii mm issis «‘o,%h£ ^'=‘eirio SHE i ilsSS Hill iss’S i mum mm eo eo ! 1 rH gill ! Sllsl 22SSS mm ; iWss Mllli * s i j csT «tC CO lESli SS9S8 1SS82 m& mm mm r^eigLO riN WNN Hill §8Ssl sssis ssiii mis mm d -sf CN IN iO - V H be a B B B >> 2 U 03 B 1 fl I B 1 B s o a S S £ S £ o B 1 2 3 4 5 6 7 8 9 10 H 12 ARIZONA Junior College (arts and sci¬ ences). 1920 10 6 186 118 1891 101 31 1,250 . 783 113 107 11 12 3 40 20 422 252 34 23 62 49 7 7 87 94 20 I— 68 10 1 2 8 198 33 16 2 4 101 290 20 72 3 3 3 65 10 2 99 8 Mechanical engineering . 4 45 4 9 35 2 r_. 6 34 7 4 5 3 27 2 7 65 4 9 1 23 2 134 141 15 1 52 181 .. Correspondence courses . Military drill _ _ 17 1 142 338 4 1,089 ARKANSAS 1 Fayetteville _ University of Arkansas _ High school 1872 113 25 1, 228 78 650 83 109 70 1 7 4 2 Arts and sciences _ 49 11 444 211 29 33 Cradnatp. 19 25 3 2 A gricul ture 31 75 11 Education 5 4 143 237 13 23 1 3 2 Commerce 4 41 1 8 Chemical engineering 5 5 2 Civil engineering 3 32 2 Electrical engineering 4 42 6 1 Mechanical engineering . Engineering, unclassified 6 9 2 229 1 "Fl om ft ficrm nm i cs 5 89 11 Music 3 5 2 1 3 Law 4 29 6 Medicine 58 134 29 Summer school (1927) 30 18 176 525 Extension classes 30 6 324 761 Correspondence courses . Military drill 43 14 462 875 633 Jnneshnrn Agricultural and Mechan¬ ical College.3 Preparatory 1909 4 352 228 Arts and sciences 124 Magnolia _ State Agricultural and Me¬ chanical College.3 Preparatory 1909 6 6 274 200 5 6 197 144 Arts and sciences 6 5 77 56 Summer school (1927) 34 126 Monticello State Agricultural and Me¬ chanical College.3 High school . 1909 11 12 251 199 5 6 187 128 ! Arts and sciences 2 3 11 13 Education 2 2 19 46 Civil engineering 1 15 \grieulture 1 19 Home economics 1 12 Summer school (1927) _ 8 10 72 181 Military drill _ 1 78 CALIFORNIA Azusa... . . Citrus Junior College (arts and sciences). Kern County Junior College (arts and sciences). 12 12 74 30 Bakersfield . 1913 12 13 123 108 3 Junior college. 4 Men and women. 115044°— 30- - 47 734 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution e & O ifl Professors and in¬ structors Students First degrees Grad¬ uate degrees ! 9 o u 8 8 1 8 a V 1 a 8 | a a g h g o S a> § £ i s £ o w * 2 3 4 5 6 7 8 9 10 11 12 CALIFORNIA— COn. 1869 1,262 333 9,259 204 9, 709 10 1,204 1,257 188 140 4 1 3 816 240 4, 379 897 5,800 1,032 124 467 844 126 125 118 117 1 322 15 53 36 2 99 1 1, 022 395 130 157 15 47 5 2,666 1 41 276 25 13 Civil engineering... 3 116 323 42 Mechanical engineering. 866 2 110 118 27 1 8 12 4 11 112 43 11 7 16 117 5 43 4 8 34 6 12 30 4 322 20 102 3 195 46 214 46 33 13 5 15 3 Dentistry _ _ 104 8 292 6 65 2 Pharmacy ... _ 17 3 290 18 73 1 Chemistry.. . _ 33 214 9 23 2 Summer school (1927) _ 316 71 2, 810 ‘31,666 7,048 Extension classes . . 245 175 Correspondence courses. Military drill _ _ 46 15 4 7,933 3,228 14 Brawley _ Junior College (arts and sciences). . . do _ 6 5 12 Compton _ 14 17 142 81 El Centro _ _ Central Junior College (arts and sciences). Junior College _ 11 10 37 36 Frflsnn 8 5 179 101 Arts and sciences _ 6 5 119 69 Commerce _ 2 60 32 Fullerton _ Junior College (arts and sciences). _ do _ 1913 17 21 163 199 Glendale. _ 4 4 69 Hollister . do. _ _ _ 1919 6 11 109 66 Kentfield Marin Union Junior College (arts and sciences). Junior College (arts and sciences). Yuba County District Jun¬ ior College (arts and sci¬ ences). Junior College (arts and sciences). Chaffey Junior College (arts and sciences). Junior College (arts and sciences). Junior College (arts and sciences). _ do . . 7 6 118 210 Long Beach _ 13 12 225 275 Marysville _ 8 8 34 41 Modesto _ 25 7 260 250 Ontario 1916 21 16 181 269 Pasadena 1924 36 56 382 572 Pomona _ 1915 12 15 59 76 Porterville 4 14 51 51 Reedley .do _ _ _ _ 7 3 28 46 Riverside do 1916 25 9 172 155 Sacramento Junior College _ _ _ 1916 30 6 527 523 Arts and sciences _ 30 6 496 436 Special _ _ 31 87 Extension courses _ 13 59 557 San Bernardino.. Junior College _ 1926 18 6 154 156 Arts and sciences . ._ 17 4 116 108 Commerce . . 1 1 38 48 San Luis Obispo. California Polytechnic School.3 Preparatory . 22 9 326 34 22 9 246 27 Arts and sciences _ 7 3 80 7 * Engineering faculty. 3 Junior college. 4 Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 735 Table 25. — Publicly controlled universities , colleges, and 'professional schools — Instructors , students, and graduates in 1927-28 — Continued Location l CALIFORNIA — COIL San Mateo . Santa Ana. . Santa Maria.. Santa Rosa... SusanviUe - Taft . . Ventura _ Visalia _ COLORADO Boulder _ Fort Collins. Golden. Grand Junction. Trinidad _ Institution Junior College (arts and sciences). Junior College.. . Arts and sciences _ Special. . Commerce . Engineering.. . Extension courses - Junior College (arts and sciences). - do _ _ _ Lassen Union Junior Col¬ lege (arts and sciences). Junior College . . Arts and sciences . Engineering . . . Junior College (arts and sciences) . Junior College . Arts and sciences. . Commerce . 1915 1920 University of Colorado... Noncollegiate . Arts and sciences - Graduate _ Business administration. Architectural engineer¬ ing. Chemical engineering... Civil engineering . Electrical engineering. .. Mechanical engineering. Engineering, unclassified Music . . . Law . . . Medicine . . . Nursing . . . Pharmacy _ _ _ Summer school (1927)... Extension classes _ Correspondence courses. Colorado Agricultural Col¬ lege. Arts and sciences . Graduate.. _ _ Special . Agriculture _ _ Civil engineering _ Electrical engineering... Mechanical engineering. Engineering, unclassified Forestry . . . Home economics _ Veterinary medicine _ Summer school (1927) . . Military drill _ Colorado School of Mines (engineering). Summer school (1927).. Military drill _ _ State Junior College (arts and seiences). Junior College (arts and sciences). 1877 1881 1874 Professors and in¬ structors Students First degrees Grad¬ uate degrees CO © g a a a a g a a a a fl a a 1 5 © o © o © o © o o 8 £ 8 £ 8 £ 8 £ a 4 5 6 7 8 9 10 11 12 22 16 417 412 19 18 198 219 14 17 138 186 34 3 1 62 11 2 38 3 1 1 48 34 9 8 31 35 10 9 155 115 2 4 15 31 10 8 46 24 6 8 27 24 4 19 4 4 20 20 52 53 40 40 12 13 150 59 2,000 1,203 245 163 56 41 25 10 3 76 51 861 994 71 145 94 57 43 41 46 9 20 1 2 67 1 18 1 48 2 9 1 72 21 2 183 43 5 86 17 5 271 50 3 _ 7 81 3 26 - 35 3 174 12 34 3 5 3 52 9 3 1 49 20 4 2 110 58 4 3,363 ... 45 14 4 1,378 58 15 4 1,950 89 27 920 424 97 29 15 2 ... 44 18 167 65 19 8 25 14 9 2 _ 75 113 13 204 30 6 2 35 32 15 37 10 17 5 196 3 108 1 6 13 232 21 5 59 1 12 53 20 220 285 605 21 392 52 3 2 9 123 347 4 3 44 59 3 4 7 27 1 Engineering faculty. * Men and women. 736 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities, colleges, and 'professional schools — Instructors , students , and graduates in 1927-28 — Continued Location Institution Y ear of first open¬ ing Professors and in¬ structors Students First degrees Grad¬ uate degrees Honorary degrees Men Women Men Women Men Women H 3 3 4 5 6 7 8 9 10 11 12 CONNECTICUT Coast Guard Academy _ 12 107 Connecticut • Agricultural 1881 64 9 413 161 46 28 1 College. 10 46 Agriculture _ - 50 4 297 36 40 8 5 92 8 Education. _ 1 1 9 33 12 5 61 6 Military drill. I... . 252 DELAWARE Newark _ University of Delaware . - 1834 57 21 396 311 55 42 3 3 38 15 206 164 32 26 9 1 10 19 2 4 26 4 3 36 6 1 2 62 9 Mechanical engineering. 4 31 2 1 Engineering, unclassified 7 Education. _ 1 3 95 8 Home economics 3 52 8 Summer school (1927) 9 20 27 267 Extension el ass as 1 19 Military drill. 289 district of COLUMBIA Washington _ _ Gallaudet College (Colum¬ 1864 10 7 119 85 10 8 3 2 2 bia Institution for the Deaf). Preparatory 2 7 35 25 Arts and sciences 10 5 80 58 10 8 Graduate _ 4 2 3 2 FLORIDA Gainesville _ University of Florida 1884 149 2,062 15 174 7 21 1 Arts and sciences 63 617 1 35 Graduate. . 65 6 8 1 Special . . 66 5 Agriculture. . 36 113 13 4 Architecture. _ . . 7 49 Commerce.. 18 360 1 19 1 1 Education _ . 10 308 1 30 5 3 Chemical engineering 7 12 2 Civil engineering 5 69 10 3 Electrical engineering 9 63 12 1 Mechanical engineering. 3 25 3 1 Engineering, unclassified 13 81 Law 6 268 1 1 49 1 Pharmacy 7 62 I 1 Summer school (1927) 62 19 220 480 Extension courses 16 4 251 1 1, 259 Correspondence courses. 47 8 523 | 1,047 Military drill 1 240 Tallahassee . Florida State College for 1905 22 84 2 1,432 172 2 Women. Arts and sciences 16 44 612 111 Graduate . . 3 2 Special _ 2 11 Education. . 5 17 622 42 Home economics 8 119 13 Music. . 1 15 65 6 Summer school (1927) . . . 16 25 13 599 737 STATISTICS OF UNIVERSITIES AND COLLEGES Table 25. — Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution a a o Is tc Professors and in¬ structors Students First degrees Grad¬ uate degrees * 1 I i t? i i? i £ o M 1 2 3 4 5 6 7 8 9 10 11 12 GEORGIA 1801 97 19 1,294 17 432 209 84 19 13 9 2 2 18 46 1 302 167 70 48 171 32 17 12 28 16 18 162 37 2 2 25 3 6 15 4 13 143 25 1 6 315 13 46 1 4 4 21 2 74 5 Agricultural engineering 2 12 2 9 1 10 2 2 1 52 14 3 4 5 217 2 35 1 2 9 1 Summer school (1927) _ 73 36 339 1, 435 612 Extension classes _ _ 381 Correspondence courses. Military drill _ 102 281 590 Atlanta _ Georgia School of Technol¬ ogy. Arts and sciences _ 1888 143 2, 178 90 269 1 5 50 21 Graduate _ _ _ 16 Architecture _ _ g 138 20 Commerce 11 375 59 1 Chemical engineering _ 13 36 7 Civil engineering. _ 5 186 41 1 Ceramic engineering _ 3 28 1 Electrical engineering _ 8 202 53 General engineering _ 25 546 31 Mechanical engineering. Textile engineering _ 13 104 24 4 7 102 12 Engineering, unclassified 371 Summer school (1927)... 535 Extension classes 6 _ 60 800 148 Military drill _ _ 1, 341 77 Augusta . Junior College of Augusta (arts and sciences). Medical College of Georgia.. North Georgia Agricultural College. Arts and sciences _ 11 2 99 Do _ _ 1830 54 1 128 5 35 1 Dahlonega _ 1872 15 1 148 39 9 6 12 108 27 4 2 Agriculture _ _ 1 5 Home economics _ 1 19 Commerce _ 2 19 7 2 1 Education _ 1 3 5 3 Mining engineering _ 1 13 3 Summer school (1927) _ 9 2 29 66 Military drill _ 131 Milledgeville _ Georgia State College for Women. High school _ 1891 6 64 1,222 113 11 150 Arts and sciences _ 6 53 1, 072 977 113 Summer school (1927).. 7 24 Tifton . South Georgia Agricultural and Mechanical College.3 Preparatory _ 14 3 89 36 16 6 Arts and sciences. _ 9 3 33 23 Commerce _ _ 2 31 7 Agriculture _ _ 3 9 Summer school (1927) _ 7 7 20 154 Extension courses . . 2 13 52 3 Junior College. 3 The evening schools of Commerce and of Applied Science. 738 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities , colleges, and professional schools — - Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Grad¬ uate degrees Honorary degrees | Men Women Men Women Men Women a Professors and in¬ structors o *3 >* Men Women 2 3 4 5 La Salle-Peru-Oglesby Jun¬ ior College (arts and sci¬ ences) . 18 1868 874 161 329 98 70 1 17 13 63 1 25 15 Architectural engineer¬ ing. 4 4 28 14 Mechanical engineering . Mining engineering _ 28 3 General engineering _ Ceramic engineering - - 40 Music . . . 9 7 Journalism _ 6 1 Law 8 Medicine _ 179 4 Dentistry _ _ 28 Pharmacy _ 23 3 Library science . 7 Summer school (1927) _ 193 40 Extension classes _ 18 10 Military drill _ Indiana University . . 1824 238 61 Arts and sciences _ 160 57 Graduate. . . Home economics _ _ g Commerce _ 6 1 Education . . . 16 18 Fine arts . . 1 Music _ 5 2 Law _ • 7 Medicine _ 44 Nursing _ 4 Dentistry _ 27 Summer school (1927) _ 97 25 Extension classes _ 136 30 Correspondence courses. Military drill . . 68 19 Purdue University _ 1874 244 20 General science... . . 132 6 Graduate . . . Special _ Agriculture _ _ 45 Forestry _ Home economics _ 13 Education _ 4 1 Chemical engineering _ 3 Civil engineering . . 15 Electrical engineering _ 16 Mechanical engineering . Pharmacy 24 5 Summer school (1927) .. Extension classes. . Correspondence courses . Military drill _ _ il Students First degrees Grad¬ uate degrees cn s Go 9 a a a 1 M g a 1 a 0 a 0 © G a> o © o a> o O s £ 2 £ 2 £ W 6 7 8 9 10 11 12 38 46 ,438 3, 446 1,406 683 245 76 70 76 , 122 1, 999 297 314 687 243 6 166 66 63 47 516 25 87 4 16 324 53 216 7 13 ,795 117 276 17 28 640 367 122 207 30 6 228 1 27 115 14 36 1 60 448 71 274 ’ 45 15 8 100 13 112 20 37 94 5 5 30 21 8 382 14 75 3 466 19 125 5 3 187 5 41 3 1 C07 22 97 2 3 80 2 65 1 4 ,336 918 62 119 ,479 ,705 1,855 492 303 97 31 ,536 1, 024 224 235 164 116 95 31 122 14 160 39 67 14 78 245 3 3 7 2 2 13 83 13 115 1 18 2 411 18 88 4 199 17 225 1 93 1 926 993 ,393 5, 197 331 501 831 , 171 659 386 96 41 275 175 36 35 112 15 7 54 37 324 51 9 32 426 61 12 2 230 19 5 564 1 82 4 765 84 10 676 91 6 127 5 21 309 124 2,012 66 39 ,618 4 Men and women. “ Includes 48 advanced degrees in engineering not distributed. 740 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities , colleges , and 'professional schools — Instructors , students, and graduates in 1927-28 — Continued Location Institution a 3 a o Sm Professors and in¬ structors Students First degrees Grad¬ uate degrees 3 £ ® •o o G G G G r: G l a | G | G s O a £ % i i £ s s o • 2 3 4 5 G 7 8 9 10 11 12 IOWA Junior College (arts and sciences) . Iowa State College of Agri¬ culture and Mechanic Arts. 2 3 14 10 1809 328 105 3,330 273 1,463 129 348 189 130 39 4 168 44 345 142 54 22 330 114 62 8 67 3 48 549 5 79 46 1 4 114 2 19 1 13 119 16 1 50 1,039 166 1 27 3 51 11 5 8 9 89 13 9 8 3 Agricultural engineering Architectural engineer¬ ing. Chemical engineering . . 8 49 6 3 6 1 128 2 13 3 172 20 Civil engineering 17 241 27 7 Electrical engineering _ 12 434 50 General engineering.. .. 3 82 10 Mechanical engineering . Mining engineering _ _ 23 197 23 2 1 5 1 Ceramic engineering. ... 2 1 53 3 5 Industrial arts _ 6 23 8 Journalism. .. _ _ 3 26 2 3 Summer school (1927) _ 105 59 847 782 Military drill _ _ 1,500 Boone _ Junior College (arts and sci¬ ences) . _ do _ 2 2 25 27 Burlington _ 1920 < 10 43 53 Cresco _ _ _ do _ 1 2 14 10 Creston ... _ _ Junior College ... _ 2 5 54 48 Fort Dodge _ Junior College (arts and sci¬ ences) . State University of Iowa - High school.. _ 2 4 32 45 Iowa City _ 1865 433 143 3,701 2,212 105 609 410 193 89 1 10 25 127 1, 738 409 Arts and sciences . 243 87 1,605 304 251 385 Graduate _ .. 190 89 Commerce. _ 30 3 234 41 92 19 Chemical engineering . . 2 42 6 Civil engineering _ 4 69 19 Electrical engineering _ 4 103 10 2 General engineering 8 6 Mechanical engineering. Commercial engineering Engineering, unclassified Music _ _ _ 7 48 2 7 7 21 47 126 1 Law _ 8 208 8 60 3 Medicine ... 82 7 449 16 97 1 1 Dentistry 33 216 57 Pharmacy 3 1 93 7 9 1 Summer school (1927) _ 206 86 2,317 690 1,761 1,348 Correspondence courses. Military drill 46 11 1, 433 20 Maquoketa Junior College (arts and sci¬ ences). _ do _ 2 1 28 Marshalltown . 1 3 21 9 Mason City do _ 1918 3 3 53 56 Sheldon do 1926 4 88 Tipton do 1 4 17 17 Waukon _ . do . 6 26 34 1 Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 741 Table 25. — Publicly controlled universities, colleges, and 'professional schools — ■ Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students Men Women Men Women * 2 3 4 5 6 7 KANSAS Arkansas City... Junior College (arts and 1922 3 3 88 65 sciences.) Coffeyvilie. _ do _ 1919 6 3 66 76 El Dorado _ . do __ _ 1 4 75 54 Fort Scott _ do . _ 3 5 65 52 Garden City _ 1919 2 4 29 55 5 3 49 99 Ioia. . .. _ _ do _ 5 6 76 63 6 8 221 172 6 8 168 113 59 53 1866 188 57 2, 819 1,582 100 44 1, 526 1,051 182 137 31 40 14 143 11 13 6 43 87 32 553 4 tecture. Pino arts 2 3 ! 34 64 Music _ 11 5 42 196 Law _ 7 133 3 Medicine _ 8 1 211 13 Pharmacy 5 85 4 Summer school (1927) _ i 78 24 744 936 Extension classes _ 6 10 88 354 Correspondence courses . 2 451 534 Military drill _ 226 Manhattan . . Kansas State Agricultural 1863 246 85 2,073 1, 124 College. Arts anri sciaticas 126 55 204 244 Graduate _ _ 110 57 Special 45 43 Agriculture _ _ _ 50 366 Veterinary medicine _ 76 Home economics. _ 28 508 Architecture 6 56 6 Commerce _ _ _ 4 188 31 Agricultural engineering 5 47 Architectural engineer¬ 6 42 1 ing. Chemical engineering... 11 53 Civil engineering . . 6 203 Electrical engineering _ 8 407 1 Flour mill engineering 3 9 Mechanical engineering. 4 124 Landscape architecture 11 6 Industrial chemistry 20 3 33 Music 6 9 6 92 Journalism _ 5 1 84 97 Physical education _ 5 4 53 54 Summer school (1927) 101 31 393 570 P.YtATisinri classes 19 Correspondence courses. 5 2 456 492 Military drill 1, 344 Parsons Junior College (arts and 5 10 80 101 sciences). Wichita . Municipal University of 1895 35 21 528 487 Wichita. Arts and sciences . 27 14 347 304 Graduate _ _ 14 16 Special _ 72 69 Commerce. _ _ 26 11 81 5 Education. 4 3 8 44 Fine arts 8 8 6 49 Summer school (1927) 12 11 61 179 Extension courses 10 4 134 254 Military drill . 3 139 1 First degrees Grad¬ uate degrees [ Honorary degrees 1 a © s a a> a o £ n Q« o E bD Professors and in¬ structors Students First degrees Grad¬ uate degrees GO 0 i CG Q o u> a> Men w Women a V Women Men Women a a> Women | 1 = o H > 2 3 4 5 6 * 8 9 10 11 12 KENTUCKY 1S65 191 29 1, 790 1, 001 215 184 35 18 1 102 15 658 439 81 99 119 83 24 17 33 201 Agriculture _ 28 122 19 4 7 107 23 1 7 265 3 22 16 5 77 161 19 62 4 56 19 3 9 106 30 1 cal engineering. 2 6 2 Metallurgical engineer¬ ing. Engineering, unclassified 2 11 4 1 16 2 264 2 5 73 5 21 Summer school (1927) _ 82 11 664 668 151 922 Correspondence courses. 176 374 757 Louisville _ University of Louisville _ 1837 207 3 956 429 141 52 4 1 Arts and sciences _ 35 2 375 385 45 50 Graduate _ 8 6 4 1 Special _ 37 27 Engineering _ 13 112 12 Law _ 12 66 4 7 1 Medicine _ 115 1 284 5 65 Dentistry _ 32 74 2 12 1 Rummer school (1927) _ 18 6 98 217 LOUISIANA Baton Rouge - Louisiana State University and Agricultural and Me¬ chanical College. High school _ 1860 116 31 1, 464 63 634 65 141 86 33 12 ... Arts and sciences _ 30 14 543 315 39 49 Graduate. _ 61 27 13 9 Special _ 23 30 Agriculture _ 20 177 21 6 Forestry . _ 2 36 3 Home economics _ 1 6 65 g Education _ 12 3 10 87 8 22 10 3 Chemical engineering _ 6 38 10 Civil engineering _ 7 46 8 3 Electrical engineering _ 10 100 19 Mechanical engineering. Petroleum engineering . . 8 34 3 1 4 36 6 Sugar engineering . . 4 37 4 Engineering, unclassi¬ fied. Music 5 185 1 2 7 6 43 6 Law . _ 5 1 76 1 20 1 Summer school (1927) _ 67 22 408 544 Extension classes _ 164 492 Correspondence courses. Military drill _ _ 71 102 609 Lafayette _ Southwestern Louisiana 1901 24 28 406 875 43 68 Institute. Arts and sciences _ 13 11 152 83 35 8 Special _ 14 16 Agriculture _ 30 Home economics _ 67 Commerce _ 58 53 Education _ 11 17 64 656 8 60 Engineering . 88 Summer school (1927) _ 30 30 169 549 Extension classes .. 8 2 62 119 Correspondence courses. 16 8 73 389 STATISTICS OF UNIVERSITIES AND COLLEGES 743 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Grad¬ uate degrees | £ | Honorary degrees | Men Women Men Women 1 Men Women § 10 a E o £ 11 • 2 3 4 5 6 7 8 9 LOUISIANA — COn. Ruston . . 35 31 373 572 22 59 stitute. 26 23 126 425 8 31 1 1 81 15 3 1 6 165 11 5 119 24 2 2 1 13 3 32 25 287 541 MAINE Orono. . 1868 101 22 1, 048 311 152 49 11 3 7 59 15 333 217 47 34 19 16 5 3 17 8 22 85 2 24 1 3 126 20 5 65 14 1 2 12 2 3 1 Chemical engineering... 11 76 1 6 2 Civil engineering _ 6 112 23 1 Electrical engineering _ 6 168 21 1 Mechanical engineering. 6 88 6 1 Chemistry _ 12 2 Summer school (1927) . . 28 7 152 182 Extension classes .... 29 82 Correspondence courses. 26 40 Military drill _ 510 MARYLAND Annapolis . United States Naval Acad¬ 1845 170 1, 749 emy. College Park _ University of Maryland _ 1859 384 19 2, 307 297 361 51 36 3 2 Arts and sciences 47 8 452 . 87 46 15 Graduate _ 89 7 10 1 Special _ 20 13 Agriculture. _ 36 114 2 22 2 20 1 Home economics. _ 4 53 7 Education _ 4 4 39 98 15 24 2 1 Civil engineering 3 37 13 2 Electrical engineering _ 2 28 13 1 Mechanical engineering . 2 16 4 1 Engineering, unclassified 150 Law _ 25 282 11 42 1 Medicine _ 206 2 379 12 79 1 Dentistry _ 65 367 2 76 Pharmacy _ 22 1 334 12 51 1 Summer school (1927) . ,37 26 178 394 Extension classes _ 334 34 Military drill. _ 5 467 MASSACHUSETTS Amherst . Massachusetts Agricultural 1821 91 9 660 144 92 20 8 1 College. N oncollegiate 23 3 194 17 Graduate . 49 6 Special 3 Agriculture _ 68 6 414 121 92 20 8 1 Summer school (1927) _ 15 4 53 96 Extension classes _ 17 5 800 Correspondence courses. 1 86 13 Military drill _ 279 Lowell _ T.nwfill Tp.xt.ilfi Tnst.itnt.fi 1897 38 1 205 2 26 1 General textile courses. . 22 1 54 Textile engineering _ . 8 66 12 Chemistry . . . I 8 85 2 14 i 1 744 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Grad¬ uate degrees Honorary degrees | Men Women Men Women Men Women Men Women • 2 3 4 5 6 7 8 9 10 11 13 MICHIGAN 1841 695 38 7,543 2,768 1, 335 601 350 161 14 13 18 132 170 316 7 3, 478 1, 702 644 363 695 370 293 158 14 25 7 5 22 2 322 40 32 1 Commerce _ 18 1 89 7 25 3 24 2 143 401 55 225 3 143 125 31 232 54 1 240 61 16 4 243 65 8 4 127 16 ing. 278 23 18 550 19 151 4 2 93 5 630 42 100 4 Dentistry _ 30 3 343 31 91 1 Pharmacy 4 89 9 20 3 1 Summer school (1927) 326 23 2, 247 1,419 Extension classes 468 824 Military drill 6 325 Bay City Junior College (arts and sci¬ 1922 14 11 114 77 Detroit _ ences). College of the City of Detroit 1917 72 24 1, 373 683 88 63 Arts and sciences 67 24 1,027 626 78 55 Special _ _ 79 56 Home economics 29 2 Business administration. 188 16 Chemical engineering 43 1 1 4 ' Pharmacv 5 115 11 9 2 Summer school (1927) 18 5 263 170 Evening courses 77 22 2, 028 1, 329 Do Detroit Citv Law School 22 * 199 1 33 Do Detroit College of Medicine 1868 62 10 296 5 * 84 and Surgery. East Lansing.... Michigan State College of 1857 259 51 2,137 907 224 117 44 3 1 Agriculture and Applied Science. Applied Science _ 141 24 866 445 73 52 Graduate _ 133 34 17 ’T Special _ 2 7 Agriculture. _ 59 1 395 6 52 1 17 Forestry 4 54 18 Veterinary medicine. . 11 30 4 Home economics 22 407 63 Chemical engineering 2 33 44 11 Civil engineering _ 106 26 1 Electrical engineering 94 27 Mechanical engineering. 63 12 3 Engineering unclassified. 265 6 Medical biology . 8 10 1 1 Phvsical education 11 4 79 Summer school (1927). 65 12 300 280 Extension classes . 31 108 Correspondence courses . 12 12 Military drill . 11 1, 247 Flint . Junior College (arts and 7 7 188 87 sciences) . i Grand Rapids... Junior College _ 25 VJ 367 417 Arts and sciences. . . 1 17 12 212 296 Commerce . . 1 90 35 Education _ 1 15 Engineering... . . _ 2 60 Home economics . . 1 1 6 3 Engineering faculty. * Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 745 Table 25. — Publicly controlled universities , colleges , and professional schools — ■ Instructors, students, and graduates in 1927-28 — Continued G Pi o C/1 . . Professors and in¬ structors Students First degrees Grad¬ uate degrees CO ab © 'O Location Institution .9 O a a a a 03 2 a 1 g s cl 1 a 1 o d r* £ <5 $ 1 £ i 1 ^ o 1 2 3 4 5 6 7 8 9 10 11 12 MICHIGAN — COn. Grand Rapids... Junior College— Continued. Fine arts _ 1 5 35 1 1 15 15 Summer school (1927) .. 2 1 12 41 Highland Park . . Houghton _ Junior College (arts and sci- 4 6 144 128 ences) . Michigan College of Mining and Technology. Engineering . . . . 1886 30 1 266 39 21 1 30 1 261 21 1 Geography and Political Science. Junior College (arts and sci¬ ences). _ do _ ... 5 39 5 3 71 31 4 5 54 53 Summer school (1927) . . . 3 3 22 48 MINNESOTA Coleraine. .. .. Itasca Junior College (arts and sciences) . Junior College (arts and sci¬ ences) . .. . do _ _ 1922 5 5 45 21 Duluth _ 1927 9 6 114 34 Eveleth _ _ 1918 9 6 94 41 Hibbing _ _ Junior College _ _ 1916 16 12 154 106 Arts and sciences. _ 12 10 93 86 Chemical engineering.. 2 4 18 Civil engineering.. _ 8 Electrical engineering.. 16 Mechanical engineering. Architectural engineer¬ ing. Home economics _ 6 3 2 15 Physical education _ :::::: 10 5 Extension courses _ 2 22 1 Minneapolis _ University of Minnesota _ Noncollegia te _ 1869 947 116 243 76 8,798 991 4, 642 460 1, 108 684 175 63 ... Arts and sciences; _ 229 62 2,945 1,008 216 2,081 386 214 170 Graduate. . . . 141 63 Agriculture _ _ _ 166 26 6 27 1 Forestry 9 206 1 26 Home economics _ 31 435 56 Commerce. . .. .. .. 37 4 346 51 111 22 Education _ . . 35 17 387 1, 331 130 374 Agricultural engineering Architectural engineer¬ 15 8 13 261 22 ing. Civil engineering 9 227 43 2 Electrical engineering _ 12 430 6 Mechanical engineering. Mining engineering 13 232 34 15 107 14 Engineering, unclassified Interior decoration 31 217 18 9 3 Chemistry _ _ _ 75 5 245 6 23 2 Law _ _ _ 9 292 4 88 1 Medicine _ 93 10 650 38 203 19 24 Nursing 10 92 10 Dentistry _ 61 2 278 3 76 Pharmacy. . _ 10 134 17 28 9 Dental hygiene 50 19 Medical technology 15 Summer school (1927) 1 352 104 2,469 2,916 1, 146 2, 564 79 2, 975 Extension classes. . . 3, 107 1, 324 Correspondence courses . Military drill Rochester. _ Junior College 1916 5 5 81 Arts and sciences . 5 4 79 64 Secretarial 1 17 Virginia Junior College (arts and sci¬ ences). 1921 11 9 73 61 * Engineering faculty. 746 BIENNIAL SURVEY OF EDUCATION, 192&-1928 Table 25. — Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution a 3 A ° Professors and in¬ structors Students First degrees Grad¬ uate degrees TD a g a a 2 H 2 a | g 1 a B a 1 O § i 3 * i i £ H 1 2 3 4 5 6 7 8 9 10 11 12 MISSISSIPPI A gricultural College. Mississippi Agricultural and Mechanical College. 1880 89 1, 422 9 150 3 89 216 52 Graduate _ 24 2 15 9 Agriculture.. _ 544 24 1 2 2 48 16 88 48 Mechanical engineering. Engineering, unclassi¬ fied. Summer school (1927) _ 22 8 463 30 5 165 106 809 Mississippi State College for Women. 1885 7 75 1, 374 1,082 209 7 69 170 Special _ 6 6 286 39 Poplarville _ Pearl River College 3 _ 5 3 154 89 Arts and sciences _ 2 47 11 1 8 4 Education _ 1 69 51 Agriculture _ 2 29 Home economics _ 1 16 Music _ 1 1 7 University University of Mississippi _ Arts and sciences _ 1848 55 1 903 217 120 44 4 3 38 1 446 205 72 42 Graduate _ _ 8 7 4 3 Special 20 4 Commerce _ 2 229 7 15 Education. 2 77 101 Civil and electrical en¬ gineering _ 2 75 7 Law _ 4 92 2 16 1 Medicine _ 6 62 1 Pharmacy _ 3 53 2 10 1 Summer school (1927) 28 3 120 115 Correspondence courses. 19 68 48 MISSOURI Columbia _ TTniversitv of Missouri 1847 286 63 3, 458 129 1, 571 120 460 324 125 71 5 High school _ 3 4 Arts and sciences _ 111 28 1,309 231 613 108 62 Graduate _ 142 46 21 Special _ 39 51 Agriculture _ 54 2 237 53 15 Home economics. . 9 44 10 Commerce _ g 172 32 49 10 1 1 Education . . 15 10 62 396 21 187 45 48 Agricultural engineering. Chemical engineering 2 8 2 1 14 76 12 5 Civil engineering. _ 11 188 30 5 Electrical engineering 8 191 28 Mechanical engineering. Mining engineering 16 76 9 4 116 23 4 Ceramic engineering 2 29 2 Metallurgical engineer¬ ing. Engineering, unclassi¬ fied. Fine arts 4 21 4 207 24 3 2 22 34 2 3 Music _ 8 3 17 46 3 Journalism. .. G 2 195 128 70 46 3 1 Law 150 1 29 1 Medicine 10 1 75 1 18 1 Nursing . . 2 27 1 Summer school (1927) 132 27 842 1, 133 603 Extension classes. 264 Correspondence courses. Military drill . 671 1, 210 1,316 5 Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 747 Table 25. — Publicly controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution i , a a a o Professors and in¬ structors Students First degrees Grad¬ uate degrees 8 o Si o a a a a a i 03 a 1 a 1 a 1 a 1 o a i £ i * i S i w 1 2 3 4 5 6 7 8 9 10 11 13 MISSOURI— con. Flat River _ Junior College (arts and sciences) . 9 45 57 7 62 10 61 Jefferson City... Kansas City _ Junior College (arts and sciences) 5 6 49 35 1915 32 20 667 644 24 20 454 644 8 213 Junior College (arts and sciences) 2 8 33 41 St. Joseph _ 1915 7 16 149 234 7 15 149 199 1 35 “7 - Trenton . ._ Junior College (arts and sciences) 2 5 38 36 MONTANA Montana State College of Agriculture and Mechanic Arts. A pplied sfiip.nm 1893 54 22 718 293 91 31 4 1 12 9 70 74 10 8 2 Graduate 19 14 1 Agriculture 16 139 1 17 Home economics 6 77 14 Architecture 2 29 7 Commerce 1 1 37 109 1 5 Education _ 1 1 2 1 1 Chemical engineering _ 5 .. 68 1 8 1 Civil engineering _ 4 36 7 1 Electrical engineering _ 3 172 20 Mechanical and Indus¬ 5 102 14 1 trial engineering. Engineering physics _ 2 1 8 1 Art 3 6 30 2 Physical education _ 3 1 49 6 Military drill _ 400 Butte. . Montana State School of 1900 14 2 141 49 5 Missoula.. . Mines (engineering). State University of Mon¬ tana. Arts and sciences 1895 64 22 862 728 86 116 1 2 40 15 461 462 31 78 Graduate 23 18 Special 9 60 Forestry . _ 5 89 9 1 Home economics _ 3 43 11 Commerce . . 3 62 19 14 6 Education _ 3 18 16 3 4 1 Fine arts. .. 1 10 25 4 2 Music . 3 3 2 29 1 Journalism _ 2 1 88 45 11 11 Law 5 52 2 12 Pharmacy _ _ _ 2 48 9 2 2 Summer school (1927) . . 32 8 121 335 Correspondence courses. Military drill 24 7 194 343 4 425 NEBRASKA Lincoln . . University of Nebraska 1871 261 84 4,396 364 3,190 379 525 439 76 49 4 High school . 5 7 Arts and sciences. 93 32 1, 156 608 145 136 Graduate 221 165 71 49 Special 56 66 Agriculture. _ 54 2 268 21 Home economics _ 16 280 57 Commerce _ _ 16 677 95 79 8 Education.. . 10 10 225 1, 190 38 178 Agricultural engineering. 28 2 748 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors, students , and graduates in 1927-28 — Continued a © & o Professors and in¬ structors Students First degrees Grad¬ uate degrees 8 S) o Location T + * 4 4. • 52 m JLUSlllUllOIl o 8 0 0 D | 0 o a 0 0 a o 0 QJ a >» O a a> i i $ i il £ o w 1 2 3 4 5 6 7 8 9 10 ii 13 NEBRASKA— COn. Lincoln . _ University of Nebraska- Continued. Architectural engineer- 7 79 1 6 ing. Chemical engineering... 4 55 1 7 6 184 1 25 3 Electrical engineering _ 6 265 30 1 Commercial engineering. 2 1 1 Mechanical engineering. Engineering, unclassi¬ fied. Fine arts and music _ 8 104 18 1 26 10 10 69 433 2 49 2 120 51 8 5 Law _ 7 172 2 32 17 6 296 7 59 4 Dentistry _ 15 101 1 20 1 Pharmacy . _ _ 5 1 109 10 32 1 Summer school (1927) _ 129 63 938 2,463 449 Extension classes _ 270 Correspondence courses. 517 1, 662 1, 966 McCook _ Junior College (arts and sciences). 3 4 28 37 NEVADA Reno _ University of Nevada ... 1886 57 13 582 420 88 52 8 3 Arts and sciences _ 39 9 343 295 46 51 Graduate 25 39 4 3 Special. _ 7 8 Agriculture _ _ 3 31 5 Home economics 3 32 1 Education _ 2 1 46 Civil engineering _ 2 32 7 Electrical engineering _ 2 81 19 1 Mechanical engineering. Mining engineering _ 4 31 5 1 5 32 6 2 Summer school (1927) _ 11 5 12 89 Military drill _ 232 NEW HAMP¬ SHIRE Durham _ University of New Hamp¬ shire. Arts and sciences _ 1868 109 12 1, 157 473 501 152 92 10 G 5 66 9 417 79 73 Graduate. . 24 9 7 6 Special _ 11 28 Agriculture _ _ 22 105 19 3 Forestry 2 29 4 Home economics 3 81 18 Architecture _ 51 1 Commerce 5 124 1 Architectural engineer¬ ing. Chemical engineering- . 4 52 5 56 1 6 1 Civil engineering 2 45 Electrical engineering 3 124 21 Mechanical engineering. Engineering, unclassi¬ fied. Summer school (1927) 5 67 18 31 146 142 Military drill 700 NEW JERSEY Newark Newark College of Engi¬ neering. Chemical engineering 25 1 339 37 5 1 36 5 Civil engineering 3 41 Electrical engineering.. 6 82 19 Mechanical engineering. Unclassified engineering. 7 40 13 4 140 . STATISTICS OF UNIVERSITIES AND COLLEGES 749 Table 25. — Publicly controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1927-28 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Grad¬ uate degrees Honorary degrees | g 3 a B o £ s 3 a a S o £ ‘ 2 3 4 5 6 7 8 9 10 11 12 NEW JERSEY — continued New Brunswick- Rutgers University - 1766 177 43 1,742 1,045 241 171 22 2 9 Preparatory _ 7 102 Arts and sciences _ 99 32 900 919 119 142 Graduate _ _ 53 6 19 2 Agriculture _ _ 36 94 11 Home economics _ 9 104 24 5 2 22 3 C ivil engineering . . . . . _ 4 48 8 2 Electrical engineering — 3 29 7 Mechanical engineering. 3 18 6 1 Sanitary and municipal 1 2 2 engineering. Industrial engineering— 5 Engineering, unclassified 76 3 17 5 16 376 16 80 5 Rummer school (1927) - 57 32 434 844 3, 119 2, 455 * Correspondence courses. 2,400 38 Military drill - - g 726 NEW MEXICO Albuquerque - State University of New 1891 26 12 345 362 31 35 2 3 1 Mexico. Arts and sciences _ 17 5 181 235 10 23 Graduate _ 8 13 1 2 Special _ _ 33 81 Home economics - - 2 13 4 Business administration 2 31 1 11 Education _ _ _ 2 5 10 4 5 1 1 Chemical engineering — 3 1 Civil engineering .. ... 1 10 2 Electrical engineering _ 2 9 2 General engineering _ 1 1 Geological engineering. 1 Engineering, unclassified 2 63 Music.. . .. ... _ 5 9 3 Summer school (1927) _ 63 274 Extension classes.. _ 16 14 Correspondence courses . 4 21 Roswell New Mexico Military In¬ 32 1 565 stitute.3 PreDaratory. _ 370 Arts and sciences _ _ 32 1 195 Socorro _ New Mexico School of Mines. 1859 g 88 1 12 1 General engineering. 8 6 3 Mining engineering. _ 28 6 1 Mel allurgical engineer¬ 5 ing Geological engineering. . 17 3 Engineering, unclassified. 32 1 State College _ New Mexico College of Agri¬ 1890 33 5 206 94 23 7 culture and Mechanic Arts Arts and sciences _ 8 3 22 38 3 5 Graduate _ . 1 ] Special . 9 2C Agriculture _ 15 43 10 Home economics.. or i Commerce 2 17 °5 2 i Chemical engineering _. 2 4 Civil engineering 2 9 1 Electrical engineering.. 24 5 Mechanical engineering. 3 20 2 Engineering, unclassified. 57 Summer school (1927) _ 8 9 21 64 Military drill _ 164 * Junior college. 115044°— 80 48 750 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities , colleges , and professional schools — Instructors , students, and graduates in 1927-28 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Grad¬ uate degrees Honorary degrees | Men Women Men Women Men Women Men Women • 2 3 4 5 6 7 8 9 10 11 n NEW YORK New York _ College of the City of New 1849 581 29 19, 918 8,152 693 23 42 3 York. Preparatory _ 57 1 1,433 Arts and sciences _ 376 8 10, 147 1, 977 641 Graduate _ _ 145 289 4, 461 4, 534 116 2 3, 295 841 36 2 11 Education _ 103 18 219 511 16 21 17 3 22 218 14 101 1 3,200 412 Military drill _ 1, 572 1870 68 319 7,320 844 7 of New York. Preparatory _ _ _ 87 1,639 68 232 5,668 844 Graduate.. _ _ 13 7 Summer school (1927) _ 68 75 1, 514 122 157 1,080 10, 863 Syracuse _ New York State College of 1912 30 363 58 8 Forestry. Forestry _ 30 351 58 Graduate _ 12 8 West Point . United States Military 1802 195 1,259 Academy. NORTH CAROLINA Chapel Hill . University of North Carolina. 1795 208 2 2,736 153 269 31 60 26 7 Arts and sciences _ 177 2 999 60 122 18 Graduate _ 152 59 60 26 Commerce _ 603 1 53 Education _ 426 26 46 13 Chemical engineering _ J 12 19 ; Civil engineering _ 95 12 Electrical engineering _ 84 10 Mechanical engineering. 13 Law _ 7 192 4 13 Medicine. . .. 9 80 1 Pharmacy 9 73 2 13 Summer school (1927) _ 96 31 810 1, 150 Extension classes 27 4 200 758 Correspondence courses . 48 6 493 1,483 Durham _ North Carolina College for 11 6 85 129 1 Negroes. Arts and sciences 10 6 68 77 Commerce 15 40 Music. _ _ 1 2 12 Summer school (1927) _ 5 6 10 183 Extension courses 1 22 Greensboro North Carolina College for 1892 41 86 2 1, 562 287 1 Women. Arts and sciences .. 37 64 1, 187 248 Graduate 2 1 Special 2 19 Home economics .. 6 147 16 Music 4 9 136 15 Physical education 7 71 8 Rummer school (1927) 36 56 41 1, 780 Extension classes 12 9 29 327 Raleigh _ North Carolina State Col¬ 1889 110 1, 527 14 177 1 25 2 lege of Agriculture and Engineering. General sciences 34 40 4 Graduate 60 5 11 1 Special 50 4 Agriculture 32 164 29 7 Commerce _ 12 329 3 36 Education . 4 148 1 22 i 6 1 ... J Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 751 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors , students, and graduates in 1927-28 — Continued Location Institution a & o Professors and in¬ structors Students First degrees Grad¬ uate degrees CO 9 'O O u* 03 © Men Women Men Women Men Women g s Women I a o M 1 2 3 4 5 6 7 8 9 10 11 12 NORTH CARO¬ LINA— COntd. Raleigh- . North Carolina State Col¬ lege of Agriculture and E ngineering— C ont inued . Architectural engineer¬ ing. 2 74 7 1 62 6 5 132 12 6 224 24 2 18 5 Mechanicaf engineering. 12 91 12 4 24 4 Textile dyeing and man¬ ufacturing. Summer school (1927) _ 117 16 i 56 2 191 85 123 229 Correspondence courses. 107 82 657 NORTH DAKOTA Bottineau _ North Dakota School of 1 3 35 70 Forestry.’ Arts and sciences _ 7 3 22 26 Special _ _ 13 44 Extension courses _ 12 11 State College.... North Dakota Agricultural College... _ 1890 79 24 969 417 102 47 7 2 Noncollegiate. _ 27 7 140 27 Arts and sciences _ 34 17 168 91 4 13 Graduate _ 15 7 1 2 Special. _ 3 2 Agriculture _ 32 3 161 2 23 5 Home economics _ 12 148 9 Education _ 26 19 76 119 13 23 Architecture _ 48 5 4 Architectural engineer- ing _ 2 26 «6 4 Chemical engineering 5 Civil engineering _ 42 8 Electrical engineering 9 3 Mechanical engineering. Chemistry. . _ 114 12 100 4 16 1 Pharmacy . . _ 19 3 84 12 19 2 Summer school (1927) 19 3 56 134 Correspondence courses . Military drill _ _ 12 396 107 612 University . University of North Dakota. High school _ 1884 111 22 1, 109 713 165 125 17 4 1 5 5 50 33 Arts and sciences... . 55 6 530 292 64 87 Graduate _ 31 15 6 1 Special. _ 10 24 Commerce _ 9 117 20 41 8 Education _ _ 13 9 85 309 23 80 9 3 Chemical engineering 5 1 Civil engineering 2 15 7 Electrical engineering 2 29 10 1 General engineering _ 1 1 Mechanical engineering. Mining engineering. 3 9 4 1 4 5 2 Ceramics _ 2 24 Engineering, unclassified Law 6 118 6 65 3 12 Medicine _ 6 49 2 Summer school (1927) 27 g 168 293 "Extension classes 5 2 11 69 Correspondence courses. Military drill.. . 35 5 156 228 551 i Engineering faculty, 3 Junior college. 752 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1927—28 — Continued Location Institution a & O 1 W> Professors and in¬ structors Students First degrees Grad¬ uate degrees CO P So o 'O o a a a a p 1 a 1 a 1 c | a g o a S £ i £ i £ S M 1 2 3 4 5 6 7 8 9 10 11 12 NORTH DAKOTA— continued Wahpeton . ._ North Dakota State School 1903 16 6 146 70 of Science.3 Preparatory _ 5 3 10 11 5 3 18 14 1 2 32 40 3 63 Journalism _ 2 23 5 Trades _ _ _ 6 1 72 9 OHIO Akron _ 1872 62 16 1,613 1, 228 59 87 12 7 41 11 346 178 34 28 Graduate _ 10 14 1 30 15 2 26 6 4 110 16 5 2 6 3 66 275 9 51 11 7 Civil engineering... _ 3 42 4 Electrical engineering.. 2 80 4 Mechanical engineering. Industrial engineering... 3 45 3 2 Engineering, unclassified Evening session. _ 3 60 2 862 731 Summer school (1927) 27 10 115 305 Military drill.. . 359 Athens _ Ohio University 1808 97 46 1,046 1, 172 275 132 132 2 Arts and sciences 91 46 382 39 45 Graduate. . _ 3 7 Special 19 55 Commerce 261 55 34 Education.. _ . 253 751 52 83 Civil engineering. _ 2 41 4 Electrical engineering . 4 55 3 Engineering 29 Music... _ _ _ 3 29 4 Summer school (1927) 57 23 206 805 Extension el esses 16 2 303 437 Correspondence courses. University of Cincinnati..— Arts and sciences 44 8 82 113 Cincinnati _ 1874 394 59 5, 359 488 3, 750 324 199 50 114 3 71 14 561 85 91 Graduate 255 344 30 15 Special 2, 695 2, 509 56 Home economics _ 12 5 Applied arts 14 13 165 111 6 9 Education. 17 14 11 101 18 85 20 99 Chemical engineering 3 92 26 179 7 12 Civil engineering 236 25 Electrical engineering.. 401 22 General engineering 4 Mechanical engineering. Metallurgical engineer¬ ing. Geological engineering 250 19 3 1 4 1 Commercial engineering. Law 275 40 40 4 16 135 11 34 2 Medicine. . 184 258 10 61 3 Summer school (1927) 300 870 Extension classes 4 812 Military drill 876 Columbus _ .. Ohio State University _ 1872 717 101 7,816 3, 406 797 924 529 226 73 Arts and sciences 129 32 1, 747 169 148 Graduate _ _ _ 713 332 226 73 Agiiculture.. 111 11 486 3 86 Veterinary medicine 12 100 13 Home economics. .. 17 352 65 Architecture . . 6 83 2 8 1 * Engineering faculty. 8 Junior college. 4 Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 753 Table 25. — Publicly controlled universities , colleges, and 'professional schools — Instructors , students , and graduates in 1927-28 — Continued Location Institution a aj Pi O £ M Professors and in¬ structors Students First degrees Grad¬ uate degrees 2 g O 2 3 4 6 6 7 8 9 10 11 12 Ohio — continued Columbus _ Ohio State University— Con. 94 10 1,598 441 378 184 46 80 25 1, 573 4 65 253 Architectural engineer- 5 151 7 ing. Chemical engineering _ 6 126 1 13 Civil engineering . . ... 16 260 37 Electrical engineering _ 14 361 60 Industrial engineering.. 10 88 3 Metallurgical” engineer¬ ing. Mechanical engineering. 5 40 7 18 233 30 3 24 5 Engineering physics _ 9 23 1 3 Ceramics _ 6 146 31 E ngineering, unclassified 89 118 g 289 16 61 7 75 8 309 20 75 3 Dentistry _ 13 284 1 46 Pharmacy. . _ 5 175 20 15 5 Applied optics. _ _ 3 37 1 6 1 Summer school (1927) _ 233 16 1,639 1,441 Extension classes.. 714 165 Military drill. _ 4,000 1,009 * 129 Oxford Miami University _ 1824 97 36 905 113 109 5 High school.. _ Arts and sciences _ 76 8 448 227 71 38 Commerce _ _ _ 222 5 11 2 Education _ _ _ 21 28 210 673 31 69 Slimmer school (1927) ... 44 15 199 526 Extension courses . . 40 391 Toledo _ University of the City of Toledo. Arts and sciences.. . _ 1872 63 16 1, 131 600 739 31 41 4 4 44 15 459 30 13 Graduate. _ _ 78 62 4 4 Special _ _ . 157 57 Home economics _ 1 12 Commerce.. _ 6 57 7 Education _ _ 6 29 136 1 28 Engineering _ _ 3 133 Pharmacy _ 4 77 6 Slimmer school (1927) _ 12 3 64 179 OKLAHOMA Chickasha Oklahoma College for Wom¬ en (arts and sciences) . Oklahoma Military Acad¬ emy.3 Preparatory _ 1909 4 54 799 85 Claremore 1921 7 10 189 10 135 Arts and sciences. _ _ 9 54 Goodwell . Panhandle Agriculture and Mechanical College. Arts and sciences . 8 6 97 128 4 6 5 6 70 128 4 6 Agriculture _ 3 27 Miami Northeastern Oklahoma 1920 6 4 75 181 Junior College. Arts and sciences _ 5 4 60 146 Education 1 15 35 MnsVngpp. Junior College (arts and sciences.) University of Oklahoma _ 1 5 29 50 Norman . . 1892 282 65 3, 550 1,828 393 259 35 23 High school 24 62 Arts and sciences 121 40 2,009 127 1, 169 145 151 Graduate . . . 103 26 21 Special . . . . 36 41 i Junior college, * Men and women. * Statistics of 1925-26. 754 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1927—28 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Grad¬ uate degrees | H onorary degrees | Men Women Men Women Men Women § § j Women 1 2 3 4 5 6 7 8 9 10 11 12 OKLAHOMA— COn. Norman _ University of Oklahoma — Continued. 7 142 38 11 1 233 17 57 2 8 3 29 109 14 37 8 2 2 16 3 ing. 11 25 2 5 64 7 4 121 18 1 3 38 6 12 46 8 4 3 3 124 8 332 5 4 21 126 1 9 14 5 60 254 2 16 3 2 50 11 6 279 5 65 2 81 2 183 5 39 2 Pharmacy _ _ • 3 1 100 9 18 2 Summer school (1927) _ 105 26 630 1, 442 Extension classes . ._ 463 866 Correspondence courses . 632 1,076 Military drill _ _ 1,355 Stillwater . Oklahoma Agricultural and 1891 145 52 1, 803 1,057 202 130 18 4 ... Mechanical College. N oncollegiate _ 2 2 30 17 Arts and sciences _ 63 26 273 281 36 37 Graduate. - _ _ 48 25 10 4 Special _ 78 68 Agriculture _ _ 37 278 1 49 6 Home economics . . _ 17 272 59 Commerce _ 11 1 385 94 35 4 Education . 8 4 94 295 28 30 1 Agricultural engineering. 11 2 Architectural engineer¬ 5 2 75 3 11 1 ing. Chemical engineering _ 61 4 Civil engineering _ 6 115 1 13 Electrical engineering _ 4 231 13 Mechanical engineering. 4 76 5 Industrial engineering... 5 48 6 Summer school (1927) _ 138 55 342 875 Correspondence courses. 372 876 Military drill _ 879 Tishomingo _ Murray State School of Ag- 7 6 144 109 riciilture.3 Preparatory _ _ 7 4 85 64 Arts and sciences _ 6 5 59 45 Wilburton . Eastern Oklahoma College 3. 6 3 124 133 Preparatory _ 2 2 41 40 Arts and sciences . . 4 1 78 88 Special.. . . 5 5 Summer school (1927) _ 17 4 157 326 Extension courses _ 19 461 Correspondence courses . 230 OREGON Corvallis _ Oregon State Agricultural 1870 8 224 «58 2,595 1,223 315 189 12 5 College. Graduate . . . 59 27 2 2 Special . . 71 40 Agriculture _ _ _ 41 1 293 7 48 8 Forestry . . . 6 171 1 17 2 Home economics _ 23 476 87 2 Commerce _ 24 8 823 323 84 37 Education . 8 5 197 320 16 54 ---« i _ * Junior college. * Includes 82 men and 20 women not distributed. STATISTICS OF UNIVERSITIES AND COLLEGES 755 — Publicly controlled universities , colleges, and professional schools — Instructors, students , and graduates in 1927-28 — Continued Professors and in¬ structors Students First degrees Grad¬ uate degrees I >» a a at a 3 a a 1 a a a a o a> o a § | a S | a a a 1 e £ S £ i i s 1 2 3 4 5 6 7 8 9 10 ii 12 PORTO RICO University of Porto Rico - 1903 71 29 628 969 62 45 3 7 7 125 188 26 14 98 61 14 7 5 11 11 65 8 75 10 6 55 6 4 24 14 10 2 75 555 4 28 127 18 Engineering, unclassified 9 8 14 7 4 27 1 1 3 39 19 9 3 22 14 151 401 355 RHODE ISLAND Rhode Island State College.. 1890 35 8 411 125 60 18 2 15 3 77 21 11 Graduate _ 4 Special _ 6 8 Agriculture _ 9 22 1 7 Home economics _ 5 90 18 Commerce _ _ 4 83 5 14 Chemical engineering _ 16 4 Civil engineering . . 1 32 9 Electrical engineering.. 2 69 14 Mechanical engineering. Engineering, unclassified Military drill _ 4 16 1 86 2 265 SOUTH CAROLINA Chari Aston College of Charleston _ 1790 18 130 127 17 15 Arts and sciences _ _ 18 121 103 17 15 Graduate _ 5 7 Special _ _ 4 17 Do Medical College of the State of South Carolina.7 The Citadel, the Military College of South Carolina (arts and sciences). Clemson Agricultural Col¬ lege. Arts and sciences _ 1823 60 149 7 35 3 Do 1842 37 722 75 Clemson College. 1893 81 1 1, 212 209 21 1 92 18 Graduate _ _ 13 Agriculture _ 24 424 77 Architecture _ 4 61 11 Education _ _ 5 13 5 Civil engineering _ 3 107 31 Electrical engineering _ 3 39 37 Mechanical engineering. Textile engineering.. _ 3 19 18 5 121 10 Engineering, unclassified Chemistry 6 301 7 22 2 Summer school (1927) _ 17 33 Military drill _ 9 1, 074 1,052 384 Columbia _ University of South Caro¬ lina. Arts and sciences 1805 84 13 557 119 56 12 16 4 61 12 217 51 33 Graduate 71 85 12 16 Special _ 36 60 Commerce _ 3 197 4 19 Education . . 5 1 106 166 8 22 Engineering 6 125 1 18 Journalism 1 27 21 2 1 Law 6 78 3 17 Pharmacy 2 38 4 Summer school (1927)... 45 5 186 332 7 Statistics of 1925-26. STATISTICS OF UNIVERSITIES AND COLLEGES 757 Table 25. — Publicly controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Professors and in¬ structors Students First Grad¬ uate degrees SOUTH CARO¬ LINA— contd. Rock Hill. Winthrop College. . . High school . . Arts and sciences _ Special . . . Home economics _ Commerce - Education - Music _ Summer school (1927) . Extension classes _ SOUTH DAKOTA Brookings _ Rapid City. Vermilion . TENNESSEE Knoxville _ South Dakota State College of Agriculture and Me¬ chanic Arts. Noncollegiate _ Arts and sciences _ Graduate _ Special _ Agriculture . . . Home economics _ Civil engineering _ Electrical engineering.. Mechanical engineering Engineering, unclassified. Music— . . Journalism. . Pharmacy . . . Summer school (1927).. Military drill _ South Dakota State School of Mines. Education.. . . Chemical engineering.. Civil engineering _ Electrical engineering.. Mining engineering _ Metallurgical engineer¬ ing. E ngineering, {unclassified. University of South Dakota Secondary . . Arts and sciences _ Graduate _ Special _ Chemical engineering.. Civil engineering _ Electrical engineering.. Mechanical engineering Engineering, unclassified. Music— . Law _ _ _ Medicine _ Summer school (1927)... Correspondence courses. Military drill. . . 18S4 1885 University of Tennessee... Arts and sciences _ Graduate _ Special. - - Agriculture _ Home economics . Commerce _ Education.. . Chemical engineering. Civil engineering _ 1794 30 351 85 12 817 209 214 17 21 124 20 37 5 125 1 17 65 63 631 296 50 57 110 28 37 14 663 18 399 14 29 7 26 43 13 2 5 63 44 80 85 330 2,112 515 44 80 178 297 111 17 74 2,054 156 1,416 191 180 160 73 73 907 2,372 353 483 25 338 14 75 111 920 347 31 50 1 172 2 346 285 92 25 23 210 38 25 42 10 758 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors , students, and graduates in 1927-28 — Continued Location Institution a a o e tc Professors and in¬ structors Students First degrees Grad¬ uate degrees o o Ih 8 Men Women Men Women Men Women Men Women >» u o a o w < 2 3 4 5 6 7 8 9 10 11 12 TENNESSEE— Con. Knoxville _ University of Tennessee- Continued. 182 12 Mechanical engineering. Engineering unclassified. 50 7 1 13 74 7 47 3 6 158 9 333 9 61 2 44 5 103 1 14 21 3 99 2 9 6 30 11 * 1,266 Extension classes _ .. 502 182 Correspondence courses. Military drill . . . 284 244 533 Tennessee Polytechnic In¬ stitute.3 Preparatory _ 20 10 232 450 65 81 12 3 92 166 1 1 21 Education _ 3 4 7 103 Engineering _ _ 2 H Agriculture _ 2 36 Home economics _ 2 100 Summer school (1927) _ 17 7 101 305 TEXAS Arlington North Texas Agricultural College.3 Preparatory _ 1917 25 10 344 110 6 204 36 Arts and sciences... 15 2 6 55 61 Commerce _ 1 14 Architectural engineer¬ ing. Chemical engineering _ 3 5 13 8 Civil engineering _ 12 Electrical engineering. . 16 Mechanical engineering. Agriculture _ _ 9 3 13 Home economics _ 3 13 Summer school (1927) _ 16 5 104 120 Military drill _ 1 135 Au6tin _ University of Texas _ 1883 311 82 4, 013 2,086 251 2,295 1, 914 408 310 95 66 Arts and sciences _ 183 65 136 274 Graduate . . . 180 85 65 Special. _ 14 28 Commerce _ 19 2 242 29 94 9 6 Education . . . 14 5 13 95 1 24 1 Architectural engineer¬ ing. Chemical engineering _ 6 151 23 15 1 72 9 Civil engineering _ 7 135 12 Electrical engineering _ 7 216 19 3 Mechanical engineering. Mines and metallurgy... 9 107 14 1 9 I 165 7 Law . . . . . 9 1 289 10 59 1 Medicine _ _ 45 7 236 13 42 1 Pharmacy . . 3 1 46 5 Summer school (1927) _ 203 70 1, 546 1,741 1 1 Extension classes. 182 267 Correspondence courses. South Park Junior College.. Arts and sciences . . 1, 261 165 1,910 125 Beaumont . - 1923 6 9 6 9 95 125 Engineering _ 2 70 Brownsville. . . . Junior College of the Lower Rio Grande Valley. Arts and sciences _ _ 4 4 52 60 4 4 21 22 Special . 31 38 » Engineering faculty. » Junior college. * Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 759 Table 25. — Publicly controlled universities , colleges , and 'professional schools — Instructors , students, and graduates in 1927—28 Location Institution a <£> Pi O e «.s Professors and in¬ structors Students First degrees Grad¬ uate degrees 1 tJj a Women g § Women 1 2 3 4 5 6 7 8 9 10 11 12 VERMONT Burlington _ University of Vermont and 1880 166 29 751 484 134 89 6 2 4 State Agricultural College. 82 22 446 378 65 71 5 7 4 2 15 31 2 9 2 6 86 15 18 56 9 54 16 40 9 51 1 119 11 26 3 Summer school (1927) _ 26 15 123 750 437 VIRGINIA Blacksburg _ Virginia Agricultural and 1872 106 5 1, 217 49 177 3 13 1 Mechanical College and Polytechnic Institute. 45 77 18 3 2 60 4 2 1 6 Agriculture. . _ 22 82 1 11 3 Home economics _ 5 18 Commerce _ 6 278 7 36 1 Education _ 4 69 11 1 Agricultural engineering. 4 29 2 Chemical engineering _ 2 51 11 Civil engineering _ 4 133 1 29 Electrical engineering _ 3 312 52 3 Mechanical engineering . 14 104 17 3 Mining engineering _ 2 16 5 1 Summer school (1927) _ 190 32 Military drill _ _ 1, 107 C harlottesville _ University of Virginia _ 1825 183 3 2,085 111 11 245 28 44 17 Arts and sciences _ 111 1, 014 1 99 1 Graduate _ 106 38 44 17 Special _ 48 4 Architecture _ _ 3 69 2 Commerce _ 9 140 2 8 Education . . 8 2 49 55 6 26 Chemical engineering _ 6 19 1 Civil engineering _ 2 37 1 Electrical engineering _ 2 61 General engineering . 22 1 Mechanical engineering . 2 23 1 Mining engineering _ 3 5 Law _ 8 274 i 62 Medicine _ 47 1 239 9 54 1 Summer school (1927) _ 105 24 889 1, 882 Extension classes _ 74 738 Lexington _ Virginia Military Institute. . 1839 55 713 91 12 Arts and sciences . 43 67 28 9 Chemical engineering _ 4 56 19 Civil engineering. . _ _ 5 70 24 3 Electrical engineering . . 3 49 20 Engineering, unclassified 471 Summer school (1927) ... 13 74 Military drill _ 713 Richmond _ Medical College of Virginia. . 1832 170 20 555 225 111 4 1 Medicine _ 138 4 352 7 89 3 Dentistry _ 38 3 102 9 Pharmacy _ 22 2 101 6 13 1 Nursing _ 20 13 212 Williamsburg.... College of William and 1693 50 18 687 601 45 78 1 1 __ Mary. Arts and sciences _ 50 18 664 580 45 78 Special _ 23 21 Summer school (1927) . . 39 18 281 567 Extension courses . 331 809 l 11 Includes 12 in engineering not distributed. 762 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution a & o u, bp Professors and in¬ structors Students First degrees Grad¬ uate degrees 1 5 T3 >. <3 tc o o fl a a a g g 1 a | a 1 a 1 O s £ s £ i £ £ o * 2 3 4 5 6 7 8 9 10 11 12 WASHINGTON Junior College (arts and sciences). ...do . . . 2 5 50 45 Mount Vernon. . 3 2 23 20 State College of Washington. Arts and sciences _ ... 1892 146 44 1,871 663 1, 131 259 172 31 g 1 53 19 455 86 59 56 27 15 4 15 8 Agriculture _ 25 202 3 22 3 7 164 25 1 5 76 7 7 1 168 167 41 53 9 3 4 44 1 2 peering. 5 47 1 9 1 Electrical engineering _ 5 156 1 29 1 Hydroelectrical engi¬ neering. Mechanical engineering. Mining engineering . 18 7 6 71 16 1 4 41 1 3 1 Mathematics _ 6 2 8 14 2 4 Physics _ 5 5 2 1 1 Engineering, unclassi¬ fied. Fine arts _ 62 5 3 43 102 7 9 Music _ _ 6 6 23 104 2 10 Pharmacy _ _ _ 3 1 101 19 26 4 Physical education. _ 7 5 72 62 3 9 Summer school (1927) _ 25 10 134 239 Extension classes _ 175 704 Correspondence courses . Military drill . . 272 301 10 939 Seattle _ University of Washington... Arts and sciences _ 1861 272 59 4, 865 1, 781 302 3, 488 1,883 243 12 497 559 68 60 137 26 153 242 Graduate _ _ 52 52 Special. . . . 37 62 Forestry. _ _ _ _ 6 167 1 18 2 Home economics _ _ 10 235 35 Commerce _ _ 27 1 1, 060 58 222 118 25 5 4 Education . . 10 1 151 50 131 Chemical engineering _ 2 44 72 11 Civil engineering.. .. .. 71 1 11 Electrical engineering.. 223 2 44 1 1 Mechanical engineering. Mining engineering _ 70 11 1 3 28 1 3 1 3 Engineering, unclassi¬ fied. Fine arts and music _ 342 2 21 17 219 655 8 79 2 1 Journalism. 4 38 28 9 9 Law . _ _ _ 8 207 13 37 Pharmacy _ _ 1 132 25 8 7 2 3 Fisheries _ _ 3 115 2 7 Library science _ 2 3 2 40 2 29 Summer school (1927) _ 131 45 1,022 2,227 2,648 Extension classes _ 612 Correspondence courses. Military drill _ 929 642 1, 422 WEST VIROINIA Institute . . West Virginia State Col¬ lege.10 Preparatory _ _ 20 9 305 383 12 14 87 111 Arts and sciences . 12 1 146 1 105 10 6 Special . . 3 Commerce . . 2 1 43 30 1 1 Education . . 1 2 2 74 2 2 Engineering faculty. Colored. 12 Includes 7 in commercial engineering not listed below. STATISTICS OF UNIVERSITIES AND COLLEGES 763 Table 25. — Publicly controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1927-28 — Continued Location 1 WEST VIRGINIA— continued Institute . . Keyser. Montgomery.... Morgantown. ... WISCONSIN Madison . Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Grad¬ uate degrees | Honorary degrees | a S a ® 8 o £ s 2 8 a o £ 8 2 8 I a i a ® a o £ 2 3 4 5 6 7 8 9 10 11 12 West Virginia State Col¬ lege-Continued. Mechanical engineering. Agriculture . . . 1 2 5 9 4 1 45 15 250 75 129 4 59 72 92 379 379 5 2 12 52 15 124 18 68 55 17 183 162 21 94 2,158 60 882 220 19 167 1 1902 5 10 3 2 5 24 21 3 18 186 5 5 6 3 3 New River State School 3... 1907 4 35 312 1, 216 84 606 92 39 West Virginia University... High school _ _ 1868 247 137 33 9 ... Arts and sciences _ _ 86 18 150 105 Graduate _ _ 24 9 ... Special . . . . Agriculture _ _ 30 15 5 Home economics . . 7 3 142 119 1 1 28 Education . . . 6 4 7 6 15 2 106 54 86 158 45 37 6 21 143 109 45 570 32 954 6,236 210 3, 151 726 24 296 Chemical engineering _ 4 7 19 4 7 1 Civil engineering _ . . 1 Electrical engineering _ Mechanical engineering. Mining engineering _ 1 2 Engineering, unclassified Music... . . 4 6 19 3 98 7 121 7 2 2 622 1 Law . . . . 35 Medicine _ _ Pharmacy . . 6 2 Summer school (1927) _ 17 Extension classes . Military drill _ 9 527 1 227 University of Wisconsin . Noncollegiate . . . 1848 139 8 52 3,843 197 2, 237 362 60 7 306 29 157 701 661 306 135 6 Arts and sciences _ . 314 464 Graduate _ _ 13246 124 ... Special.. . . Agriculture _ _ 76 2 19 1 4 41 55 11 ... Home economics _ 76 10 26 Commerce . . 9 7 3 82 172 73 104 266 355 205 25 21 55 291 240 63 11 19 30 65 31 4 3 14 67 25 Education . . . Chemical engineering. . Civil engineering _ _ 3 1 1 Electrical engineering.. 1 1 Mechanical engineering. Mining engineering _ Music _ _ _ _ 9 6 11 79 7 126 73 15 19 105 15 145 7 3, 062 2,215 4, 924 18 31 Journalism _ Law _ _ _ _ _ Medicine . . . 5 19 13 7 52 Nursing* _ . . 1 2 36 Pharmacy _ _ _ . . 4 21 102 124 9 5 Physical education . . Library science Summer school (1927) _ 184 2,040 3,610 7,512 1, 474 Extension courses _ Correspondence courses. Military drill _ 9 3 Engineering faculty. 3 J unior college. 13 Includes 15 advanced degrees in engineering not listed below. 764 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 25. — Publicly controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first open¬ ing Professors and in¬ structors Students First degrees Grad¬ uate degrees [ Honorary degrees | Men Women Men Women Men Women § § Women * 2 3 4 5 6 1 8 9 10 11 12 WYOMING Laramie _ University of Wyoming.... 1867 72 43 763 623 49 51 13 5 High school _ 2 6 94 89 Arts and sciences _ 29 18 225 124 22 18 Graduate _ 18 22 6 5 Special 63 61 Agriculture _ 14 64 6 4 Home economics _ 4 48 6 Commerce .. 4 1 71 67 4 7 Education _ _ 5 8 33 196 5 14 2 Civil engineering _ 3 29 1 2 1 Electrical engineering.. 1 64 Mechanical engineering. 3 21 2 Mining engineering _ 2 22 3 Engineering, unclassified. 22 Music _ _ _ _ 3 4 1 3 Law 6 27 2 2 1 Physical education 3 4 9 10 3 5 Summer school (1927) _ 46 33 289 1, 079 Extension classes .. 26 115 Correspondence courses. 4 749 Military drill. . 372 4 Men and women. Table 26. — Publicly controlled universities, colleges, and professional schools — Property, 1927-28 STATISTICS OF UNIVERSITIES AND COLLEGES 765 Table 26. — Publicly controlled universities , colleges , and professional schools — Property , 1927-28 — Continued 766 BIENNIAL SURVEY OF EDUCATION, 1926-1928 column. J Figures for 1925-26. 767 i i il STATISTICS OF UNIVERSITIES AND COLLEGES IS siSlISIl 111! si S3 88 if lllas urn i i is i ill ! i i i 1 j j i i i |s i i j i i i i ! i 1 i I i i 1 i ; i§§ il 1 i ! i iis ! i isi i |g= | i i I ! | | j j ; ;3 | || 1 1 j | I i i 1 1 j i i j 1 jrf j j ! | !** j ! !cort : : : : NiiiNN "1 N i i i i ills iliiiii IlSP's'PlSf III Iff §§111 8‘88|'| !8SWS'P i§§§ illllssl ms iispiii ! 11 §§ssii§l?ii§ i8l§§§Sli§il§giiS§§iiiisl§ll§Ss§iSllif ■*« cooTef -r eocCeocf »o ^ §lii§SSiSl§§§ii§i§sgs§§sSls§g§§§§lillii glgslRlilil P3¥igS's|‘§¥ §§§SlIlillR§!gs§§§giSglii2§l§!!l!5iggi§iSSi5SiSIiil r-T rH CO vh* co^ i-7 ig§§lSilisi§§8S§K§i§§l§§i|sSi5ilIlsilll6Silli|2S§lI s‘^f|”'s'8'^s”8sgs85s-''‘ro‘ ^I'S'Rg^s'saas'sfeg'^ds^tf^s's'sss'ssg's' 1 Included in preceding column. 2 Figures for 1925-26 . Table 26. — Publicly controlled universities , colleges , and 'professional schools — Property, 1927-28 — Continued 768 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 27. — Publicly controlled universities, colleges, and 'professional schools — Receipts from all sources in 1927—28 STATISTICS OF UNIVERSITIES AND COLLEGES 769 Table 27. — Publicly controlled universities , colleges, and professional schools — Receipts from all sources in 1927-28 — Continued 770 BIENNIAL SURVEY OF EDUCATION, 1926-1928 STATISTICS OF UNIVERSITIES AND COLLEGES 771 gg is sees lii^i£!!!!i 1 ilii III^Ies I mmm m & §¥-s ^ &$*m* n - i§3 iiiissll : j 470, 858 176, 953 94, 721 22, 440 601, 860 23, 265 49, 603 2, 100 6.566 iis i IhV I • . 1 % 1 1 10,000 11,950 24, 000 3, 258 ii i ;» : iasl is'Ss , ' 33 «f ^ ii i co : '3SS 1 § igs igs' j i 15, 000 135, 000 77, 000 150, 000 I 1 f s Is j! lip i sf3- i i 1 i 2 i i=5i§3S§§ ii i 1 P : § j i S 1 ISII i: s's's'-' ii Ills i SSS i |S j i 111 S' 82'“°' inis isi i is'sf ! IS 1 1 - Is i 3 j g i ii i i** g is i ' iff i j j i § • cT 1 CO* § § s' s' ! ESS : SSff i is s£ is 1 2' SIS §L!il |2| Sail i i «Sif ; j 1 1 11 s' »" s'-" I ISlislSI „ s' ssg'a's's'f =■ galls! sSSsggs' 2 Si ill §l3l8§i3l§i oV«s I* £ i £ £ o a * 2 3 4 5 6 7 8 9 10 11 12 ARKANSAS— Con. 1891 11 10 .177 146 13 17 3 2 2 44 25 9 8 124 95 13 17 9 26 , I— Summer school (1927) _ 5 2 8 218 1892 4 13 236 1 1 27 1 2 7 107 ! " " 16 1 2 6 86 North Little Rock. Do _ Jackson Theological Seminary2 . Hendrix College (arts and sciences) . Summer school (1927) _ 4 8 2 1 1 1884 19 2 232 85 52 15 1 1 10 1 50 10 1 1 Arkansas Baptist College 2 - 1886 8 7 153 143 6 1 27 19 8 7 126 124 6 1 Do _ Little Rock College _ _ 1908 <25 131 14 i - Preparatory _ _ 10 56 Arts and sciences _ 15 54 12 Pharmacy _ _ 2 21 2 Do St. John’s Theological Semi¬ nary. Mountain Home College 1 _ 9 76 Mountain Home 5 5 112 133 Preparatory _ 1 1 28 22 Arts and sciences _ 4 4 77 99 Special . . . . 7 12 Summer school (1927) _ 3 2 43 55 Extension courses _ 1 7 9 Correspondence courses _ 21 17 1 Searcy Galloway Woman’s College... Fine arts. _ 1889 1 22 479 23 56 Arts and sciences _ 1 12 203 | 23 Education _ 3 40 Home economics _ 2 55 Music _ _ . _ 8 _ 125 Siloam Springs.. John E. Brown College !. _ 9 4 208 81 Preparatory 9 4 146 51 Arts and sciences _ 62 30 CALIFORNIA Angwin _ Pacific Union College _ 1888 15 14 197 213 20 13 Preparatory 3 5 55 50 Arts and sciences 15 14 140 145 20 13 :: : Special.. . . . 2 18 Summer school (1927) _ 3 4 32 27 Bakersfield Lincoln College of Law 3 9 Belmont College of Notre Dame.. _ _ 1851 2 17 140 Preparatory _ _ 1 15 110 Arts and sciences 2 g 30 Berkeley Berkeley Baptist Divinity School (theology). Extension courses _ 1905 9 1 33 54 3 12 18 Correspondence courses.. 3 5 Do . Pacific School of Religion (the¬ ology). Pacific Unitarian School for 14 1 63 30 4 5 1 1 Do _ 3 1 14 4 1 1 Claremont . . the Ministry (theology). Pomona College . . 1888 61 14 412 411 88 97 Arts and sciences _ 61 14 408 397 88 97 Special _ 4 14 Summer school (1927) _ 18 5 98 198 Military drill. 107 Do... Scripps College (arts and sciences). 1927 4 2 52 1 Junior college. 8 Colored. 8 Men and women. * Statistics of 1925-26. STATISTICS OF UNIVERSITIES AND COLLEGES 775 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees Men Women Men Women Men Women Men Women * 2 3 4 5 6 7 8 9 10 11 12 CALIFORNIA— continued 1891 7 3 109 104 13 22 1 7 3 109 104 13 22 2 1 20 37 1 2 25 40 1909 189 10 306 30 34 3 (medicine). 1920 13 6 171 198 11 8 (arts and sciences) . 2 1 5 49 1905 28 7 252 50 38 12 cians and Surgeons. Do 2 17 209 17 178 2 7 31 Do 1925 175 125 Arts and sciences _ 50 Do.. Loyola College * 1911 48 826 50 8 Preparatory 16 460 Arts and sciences 24 180 24 Law 16 200 26 Do . Occidental College _ _ 1887 54 14 379 339 70 41 4 4 3 Arts and sciences _ 54 14 361 313 70 41 Graduate _ _ 18 26 4 4 Do _ Southwestern University _ _ 1911 41 3 1, 159 169 99 7 3 1 ”2 Commerce. . 18 3 520 103 22 Law _ 30 556 57 77 3 1 Arts and sciences _ 4 83 9 Do. . University of Southern Cali¬ 1880 314 ”86 5,768 5,523 473 290 152 158 11 fornia. Preparatory _ _ 6 5 131 55 Arts and sciences... _ 100 41 1,322 938 134 141 Graduate. _ _ 404 497 67 74 Special . 156 281 Commerce _ 26 1 509 50 47 3 1 2 Education _ 12 3 18 80 19 110 77 81 Engineering. _ (5) («) 21 1 Architecture _ 13 2 48 4 13 Music. _ _ 11 15 56 175 1 8 Law _ 24 291 19 72 1 1 Dentistry _ 65 .... 453 8 126 3 Pharmacy 7 1 234 15 38 5 Theology _ 11 2 (6) (6) 2 1 5 Speech _ 3 6 5 27 12 University college (down¬ 36 9 2,141 3, 374 (6) (8) town school). Summer school (1927) _ 101 33 1,496 2, 873 Extension courses _ ... 979 177 Correspondence courses . .. 1 1 99 16 Menlo Park . . St. Patrick’s Seminary (the¬ 4 8 150 ology). Mills College _ Mills College _ 1865 25 48 624 92 7 2 Arts and sciences _ 25 48 591 92 Graduate . . 28 7 Special.. . . .. 5 Summer school (1927) . 1 9 30 Pasadena _ California Institute of Tech¬ 1891 85 615 69 33 nology. College of science _ 68 147 26 Graduate. . _ _ _ 126 33 Special... _ _ _ 4 General engineering _ 7 55 139 39 Unclassified engineering. . 146 _ Civil engineering _ 16; _ 3 1 Junior college. 4 Statistics of 1925-23. « Included under arts and sciences. 6 Included elsewhere. BIENNIAL SURVEY OF EDUCATION, 1926-1928 776 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution to 0 ’5 Bb 0 'O o a § Women £>> 77 c 0 * 2 3 4 5 6 7 8 9 10 11 12 CALIFORNIA— continued nology— Continued . Electrical engineering _ 18 1 Mechanical engineering .. 14 Aeronautics .. . .. 5 Military drill. _ _ 4 261 Do _ Pasadena College _ 1902 12 ”"5 130 154 15 8 Preparatory _ _ 4 5 53 63 10 3 52 62 29 15 8 25 Redlands _ University of Redlands _ 1909 30 12 269 334 41 49 27 9 241 250 39 43 6 6 Special. . . _ 16 37 3 3 6 41 2 6 Sacramento. Sacramento College of Law _ 9 38 2 3 Saint Mary's College. Saint Mary’s College _ 1863 36 424 55 1 Arts and sciences _ _ 30 - 228 31 Commerce . . 3 151 17 Civil engineering.. . .. 3 45 7 San Anselmo _ San Francisco _ San Francisco Theological Seminary. Church Divinity School of the Pacific. College of Physicians and Sur¬ geons (dentistry). Golden Gate College (Y. M. C. A.). Commerce.. _ 1871 1893 11 9 — 59 13 20 13 .... 8 1 ... Do _ 1896 65 1 146 57 Do _ 17 1 256 6 21 3 2 1 143 2 1 Law. .. .. . _ 15 113 4 14 2 Do _ St. Ignatius College. _ _ 1855 79 1, 528 67 Preparatory. _ _ _ 31 705 Arts and sciences... _ 24 452 20 Commerce _ 6 96 Law 18 275 47 Do _ San Francisco Law School _ 1908 15 223 34 18 3 Summer school (1927) _ 13 San Rafael _ _ Dominican College 4 _ 1891 7 45 362 6 Preparatory. _ 22 219 Arts and sciences _ 7 23 1 143 6 Do _ ... San Rafael Military Acad¬ emy.4 Preparatory 12 87 12 1 77 Arts and sciences. . . 10 Santa Clara. University of Santa Clara .. 1851 35 347 41 3 4 Arts and sciences _ 18 165 201 Special. . . _ 6 Civil engineering 7 13 19 4 Electrical engineering.. .. 53 II Mechanical engineering.. 18 lj 2 Commerce . 20 91 5 Law _ _ 11 43 3 1 Stanford Uni¬ Stanford University _ 1891 401 ”43 3, 59S 2, 488 1,016 128 951 546 127 156 70 versity. Arts and sciences . 199 23 704 364 110 Graduate _ 398 148 70 General engineering . 41 Chemical engineering 30 Civil engineering _ .. 7 22 17 Electrical engineering _ 8 1 Mechanical engineering . . 15 39 281 12 Mining engineering. . 14 9 Business . 9 28 1 8 Journalism .. 4 31 12 8 4 Education _ _ 17 "”7 326 81 177 11 5 Fine arts _ _ _ 2 1 26 1 5 1 Junior college. 4 Statistics of 192S-26. 7 Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 777 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927—28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees ( Honorary degrees | Men | Women | Men Women Men Women Women 1 2 3 4 5 6 7 8 9 10 11 12 CALIFORNIA— continued Stanford Uni- Stanford University — Con. versity. 17 266 8 60 1 109 7 166 22 22 1 5 1 1 117 11 962 432 6 425 1851 41 _ 20 387 451 34 59 3 2 1 4 33 15 331 332 33 47 14 37 27 27 3 2 8 5 15 55 1 12 11 6 46 91 Whittier _ _ 1901 17 13 224 212 24 30 sciences) . COLORADO Colorado Springs Colorado College _ 1874 42 19 365 318 47 48 1 4 7 Arts and sciences _ 33 19 273 254 37 47: Graduate _ _ 7 16 1 4 Special _ 29 47 Chemical engineering _ 2 9 1 Civil engineering. . - _ 1 _ 11 2 1 Electrical engineering _ _ 2 15 2 Geological engineering. 2 7 1 r ’ Forestry. . . . _ 2 -J 14 1 4 - Summer school (1927) _ 12 3 25 112 Denver _ Colorado Woman's College 1_. 1909 5 20 225 Preparatory.. _ 4 50 Arts and sciences _ — 5 20 175 Do . . Tliff School of Theology. .. .1 1892 6 67 5 12 2 Summer school (1927) . . 11 8Q 7 Do _ Regis College 1888 30 333 16 2 Preparatory. ._ _ _ 1 10 175 Arts and sciences — 1 20 158 16 Do . . University of Denver 18G4 162 28 1, 491 _ 983 98 93 17 17 Arts and sciences 41 23 471 597 39 87 Graduate 22 29 17 17 Chemical and electrical 157 1 6 - engineering. r" Commerce _ _ _ . _ 51 4 632 340 10 5 Law. 29 78 2 16 ... Dentistry 41 .. .. 108 5 26 1 Pharmacy 23 9 1 Slimmer school (1927) 34 11 199 625 Extension courses 21 7 83 675 Do _ Westminster Law School 1912 16 1 135 10 19 1 Loretto _ - Loretto Heights College 1891 6 18 355 10 Preparatory 1 7 130 1 Arts and sciences 5 11 225 10 Summer school (1927) 1 10 113 Extension courses 2 8 50 CONNECTICUT Bridgeport _ Junior College of Connecticut. 1928 5 2 3(5 48 Arts and sciences 3 2 14 10 C nm meree 1 5 2 Evening rmirses 5 2 11 36 Hartford— . . Hartford Seminary Founda¬ 1834 26 4 146 128 9 13 20 9 tion. Religious education 5 2 38 77 4 12 Theology 15 78 10 5 1 M issions 8 2 30 41 Do.. Trinity College (arts and 1824 34 271 33 4 6 sciences). _ 1 ri • Junior college. 778 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees Men 1 Women | Men 1 Women Men | Women | a <0 | Women 1 2 3> 4 5 6 7 8 9 10 11 12 CONNECTICUT — ■ continued 1831 62 621 1 117 12 11 62 604 117 17 1 12 1925 11 11 78 12 and sciences) . Do 1854 7 18 1 (theology). 1701 523 45 4, 676 420 970 .29 110 37 27 341 10 3, 175 5§4 488 159 i 96 35 22 35 42 14 67 28 3 79 14 2 83 5 178 62 18 18 Engineering, unclassified 158 Architecture 102 37 Forestry ..... 10 44 29 Fine arts 8 87 48 6 5 1 Music lc 38 62 7 7 Drama _ . .... . 71 35 Nursing . 26 49 11 Theology 17 158 56 Law 24 342 18 95 5 3 2 Medicine . ... ... 98 ”~8 19S 14 50 1 Summer school (1927).. 106 6 Extension courses _ . 3 361 Naval science. . _ _ 4 112 Military drill _ . 5 335 New London - Connecticut College for Women. 1915 21 27 569 129 Arts and sciences _ _ 21 27 -556 1 129 Special. .. _ 13 DISTRICT OF COLUMBIA Washington _ American University _ 1914 51 8 303 234 13 9 24 10 Arts and sciences .. .. 21 98 96 10 Graduate _ _ _ 135 110 24 10 Political sciences 30 1 70 28 3 2 Do _ Catholic Sisters College . 1911 35 4 202 41 12 Arts and sciences .. .. 31 1 — 102 38 Graduate. . — i - 48 12 Music . . . 4 3 52 3 Summer school (1927) _ 32 4 405 Correspondence courses .. 7 75 Do . Catholic University of America. 1889 113 856 36 147 102 2 Arts and sciences 67 268 38 Graduate _ _ _ _ 334 36 97 Commerce _ 5 99 27 Chemical engineering _ 5 13 Civil engineering 5 26 4 Electrical engineering 3 _ 42 9 Mechanical engineering. . 5 19 1 Architecture _ 3 40 8 Canon Law _ 4 31 4 3 Theology 16 94 56 2 Law 15 Do . Georgetown University _ 1789 319 2, 532 409 30 2 ! 3 Arts and sciences _ 46 _ 976 118 Graduate . . 28 10 2 Law _ _ _ 32 461 138 7 Medicine . 158 468 67 3 Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 779 Table 28. — Privately controlled universities, colleges, and professional schools- Instructors, students, and graduates in 1927-28 — Continued Location Institution b c P ‘3 © o E Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees CO © w o Ut © r* a a a 0 £ c G O a 1 9 3 4 5 6 7 8 9 10 11 12 DISTRICT OF CO¬ LUMBIA — con. 1 Washington... . Georegtown University — Continued. 51 124 33 52 475^ _ 53 13 * 405 1 _ Do _ George Washington Univer¬ sity. 1821 267 i 13 3, 203 1, 381 200 2,245 295 157 58 23 4 84 7 1,024 282 95 103 50 23 164 301 50 3 4 134 10 3 :::: 110 6 3 73 4 37 5 6 60 8 2 4 20 574 1 47 Law. 18 669 43 107 5 8 Medicine _ _ 139 2 263 13 56 2 Pharmacy 9 42 8 Summer school (1927) 49 3 • 641 541 Do . . Howard University 2 1867 159 13 1,656 714 892 157 82 1 2 4 Arts and sciences _ 37 5 182 40 21 Graduate 1 2 1 2 Special _ _ 189 3 Civil engineering. . 3 6 Electrical engineering 2 :::: 15 2 Architecture _ 3 10 6 Education. 10 6 162 579 12 49 Home economics 2‘> 2 Fine arts. _ 1 7 4 Music _ 2 4 6 57 1 2 Theology _ _ 12 118 3 6 Law . _ 12 85 5 15 1 Medicine _ 34 226 9 52 Dentistry. _ 37 76 2 17 Pharmacy _ 16 42 18 12 7 Summer school (1927) 18 6 97 233 Correspondence courses . 2 184 Military drill ... ... 7 .... 526 Do _ National University 1869 55 941 98 214 18 59 7 5 Arts and sciences _ 10 1 148 35 16 1 Graduate _ _ .. 81 10 3 1 Law _ _ 46 770 62 198 17 56 6 Do _ Trinity College (arts and sciences) . Washington College of Law... Washington Missionary Col¬ 1900 21 29 369 84 2 Do _ 1896 21 6 145 90 33 19 Do.(Takoina 1904 . 14 11 194 142 11 9 Park.) lege. Preparatory. . _ 4 3 61 67 Arts and sciences 14 11 110 71 7 8 Nursing. _ 1 4 1 1 Theology. _ 2 22 3 Summer school (1927) _ _ 4 4 19 46 FLORIDA Coral Gables _ University of Miami _ 1923 37 22 306 343 5 11 1 Arts and sciences. 18 6 139 157 3 9 Special ... _ 14 69 Business administration... 4 97 5 1 1 Education _ . . 3 4 84 Architecture. _ 2 9 1 Law.. .. ... 5 36 5 Music. .. _ _ 5 12 2 15 1 Fine arts _ 2 1 * Colored. * Statistics of 1925-26. 780 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees | Men Women Men Women Men Women S3 ® Women ■ 2 S 4 5 6 7 8 9 1C 11 12 FLORIDA — contd. De Land _ John B. Stetson University _ 1887 29 6 269 283 32 40 1 4 3 10 9 19 5 99 133 4 20 4 14 1 4 44 84 2 2 36 1 20 3 23 1 2 ""i 16 3 5 3 71 4 21 1902 15 168 235 16 25 3 sciences) . 5 8 28 85 6 3 114 197 Winter Park _ Rollins College _ _ 1885 32 20 148 227 19 23 _ 1 11 32 20 127 142 19 23 Graduate. _ _ 2 8 1 19 77 GEORGIA Athens.. . _ _ Lucy Cobb Institute 1 _ 1858 8 84 Preparatory _ 46 Arts and sciences _ 8 38 Atlanta Atlanta Law School 1908 14 128 8 51 3 Do . Atlanta Southern Dental Col¬ 1887 32 276 1 102 lege. Do _ Atlanta Theological Semi¬ 5 1 14 5 3 2 nary. Do Atlanta University 2 _ _ 1869 10 8 130 243 14 22 2 Preparatory _ . 2 1 26 27 Arts and sciences 8 3 103 124 14 22 Special . _ 1 17 Education.. 4 75 Summer school (1927) _ 7 2 47 107 Do Clark University 2 1870 14 8 204 258 6 18 Preparatory. _ 5 3 68 93 Arts and sciences _ _ 8 4 122 87 6 18 Special _ _ 13 11 1 Education _ _ _ 1 1 1 67 Do . . Gammon Theological Semi¬ 1883 6 101 26 9 — 2 nary.2 .... 1 Do _ Morehouse College 2 _ 1879 20 5 473 50 ..1 Preparatory . _ _ 3 ! 3 122 * 1 Arts and sciences _ 14 2 326 49 Special. _ _ 6 Theology. _ _ _ 3 19 1 Summer school (1927) _ 13 9 29S 25 | Extension courses _ _ 2 7 76 5 1 Do . . Morris Brown University 2 _ 1885 12 9 176 252 22 2 .. Preparatory _ _ *.. 2 5 77 157 Arts and sciences _ _ 9 3 86 33 18 2 Commerce. . . _ _ 1 1 15 Education _ 47 Theology. .. _ _ 4 13 4 Do _ Southern College of Phar¬ 1904 40 3 macy. Do _ Spelman College 2 _ 35 434 11 Preparatory _ 20 295 Arts and sciences _ 18 122 11 Special _ _ _ 2 17 Extension courses _ 3 13 Augusta _ _ Paine College 2 _ _ 1884 8 10 142 191 7 5 Preparatory _ 3 6 94 139 Arts and sciences _ 5 4 44 52 7 5 Special _ _ _ 4 Cuthbert. Andrew College 1 1854 4 2 4 5 83 Preparatory _ 1 2 17 Arts and sciences . 2 i 3 1 . 66 i Junior college. 2 Colored. 4 Statistics of 1925-26 STATISTICS OF UNIVERSITIES AND COLLEGES 781 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees g s <£> a O £ a © a « a 0 £ g a g a 0 £ a © a ® a 0 * 2 3 4 5 6 7 8 9 10 11 12 GEORGIA — COn. 1890 9 47 500 102 sciences) . Do 1828 13 73 18 nary. 1897 14 12 116 148 15 19 1 3 3 31 28 11 7 85 75 15 13 2 45 6 10 6 39 70 Emory Univer- Emory University .. — - --- 1836 198 9 1,227 129 209 6 26 15 3 sity. 50 592 30 96 5 87 76 26 15 5 151 15 10 127 21 70 2 16 1 Medicine _ _ _ 131 200 61 Library training _ _ ~‘~9 21 > Summer school (1927) _ 49 7 256 375 Correspondence courses _ 10 25 50 Extension courses _ 12 115 268 Military drill _ _ 4 325 Forsyth Bessie Tift College (arts and 1849 11 "io 313 53 sciences) . Gainesville Brenau College _ 1878 16 27 473 56 \rts and sciences _ 9 17 311 43 Fine arts _ - _ 1 1 13 Music _ _ 6 5 75 6 Speech _ 4 74 7 La Grange La Grange College _ - — 1883 1 13 177 29 Arts and sciences _ 1 8 122 29 Special _ 5 55 Macon _ _ Mercer University. . _ 1839 49 2 684 36 122 13 4 7 3 Arts and sciences _ 30 2 402 29 86 13 Commerce _ _ - 4 143 3 16 Law _ _ - 9 62 14 Theology _ 6 77 4 6 Slimmer school (1927) _ 23 5 180 360 Extension courses _ 1 10 55 Correspondence courses .. 1 8 50 Do _ Weslevan College .. _ 1839 10 ~39 660 86 \rts and sciences _ 7 22 360 80 Journalism. _ _ 2 30 Education .. _ 2 220 Home economics. _ _ 1 35 Fine arts and music.. . 3 17 300 6 Oglethorpe Uni¬ Oglethorpe University (arts 1916 17 2 400 150 26 14 7 12 9 versity. and sciences) . Rome - _ Shorter College (arts and 1877 11 14 230 37 sciences) . Waleska _ _ Reinhardt College 1 _ 1883 5 3 50 42 Preparatory . _ 5 3 3fi 34 Arts and sciences _ 3 2 14 8 Young Harris _ Young Harris College 1 _ 1886 10 3 4341 313 Preparatory _ 10 3 150 120 Arts and sciences _ 10 3 284 193 IDAHO Caldwell __ . College of Idaho _ 1891 15 231 350 20 40 Arts and sciences _ 15 7 166 235 20 40 Special _ _ _ __ .. . 65 115 Wesleyan _ Gooding College (arts and 1917 9 6 62 147 9 18 sciences) . i Junior college. 115044°— 30 - 50 782 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution U) a *1 o S Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees 2 g Eo 9 'V o a a a a £ 2 u a a 1 a I a 1 a 1 c a £ £ 0 W 1 2 3 4 5 6 7 8 9 10 11 12 ILLINOIS 1827 11 8 157 139 21 15 1 9 6 150 105 21 15 2 2 18 57 I 4 3 24 58 1893 13 8 75 75 6 9 4 4 6 8 9 4 65 65 6 9 1 1 11 26 2 7 3 Bloomington - Illinois Wesleyan University.. 1860 34 19 478 598 34 55 4 26 13 339 244 28 45 107 289 8 6 32 65 6 10 1868 20 294 10 23 20 155 15 71 15 3 4 4 40 8 1 22 6 Extension courses.. _ 1 16 Carlinville Blackburn College 1 _ _ 1S59 8 7 101 108 1 Preparatory _ 2 4 28 13 Arts and sciences _ _ 8 7 73 95 Carthage _ Carthage College... _ 1872 14 10 144 190 22 20 1 3 Arts and sciences... _ 14 10 125 129 22 20 Special _ _ _ 19 61 Summer school (1927) _ 4 2 18 60 Chicago _ Armour Institute of Tech¬ 1893 8 75 855 135 7 nology. Chemical engineering _ 8 83 10 2 Civil engineering _ 8 146 24 1 Electrical engineering .. 6 206 31 2 Mechanical engineering.. 17 143 26 1 Fire-protection engineer¬ ing. Architecture _ _ . 4 119 31 11 158 13 1 Summer school (1927) _ 167 Evening classes 1, 192 86 Do _ Bethany Bible School _ 1905 12 4 107 8 2 1 Music _ _ _ 2 1 3 17 Theology _ ._ _ 11 3 83 90 8 2 1 Do _ _ Chicago College of Osteopathy. Chicago-Kent College of Law. Chicago Law School 1920 40 3 117 15 14 5 Do . . 1892 20 3 458 87 1 9 1 2 Do .. 1896 18 214 4 41 1 5 1 Do _ Chicago Theological Seminary . De Paul University . . 1858 20 190 52 12 2 Do . .... 1898 162 "29 2,711 879 1,888 130 171 145 5 7 1 4 Preparatory. . 33 Arts and sciences _ 62 6 753 1, 260 63 50 126 Graduate _ _ _ 30 4 7 Commerce _ _ 43 6 504 71 15 3 Education 2 4 26 127 2 9 Music _ 11 13 28 222 1 4 ... Law . ..... _ 25 491 15 103 3 1 Summer school (1927) . . 35 To 121 1, 459 Extension courses . 9 5 51 ’405 Correspondence courses _ 33 Do _ John Marshall Law School _ 1899 27 257 17 57 5 Arts and sciences _ 4 45 5 ... Law 23 212 12 57 5 Do . Lewis Institute _ 1896 20 ~"l7 960 310 76 46 Arts and sciences _ 17 ] 12 580 240 51 29 Civil engineering.... 50 4 Electrical engineering 2 110 1 15 1 Mechanical engineering 2 50 6 Unclassified engineering 5 170 Home economics _ _ "”5 70 16 Evening school _ 45 18 1, 391 651 Summer school (1927) . 23 1 8 409 166 1 Junior college. * Men and women. 8 Including 21 not listed below. STATISTICS OF UNIVERSITIES AND COLLEGES 783 Table 28. — Privately controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1927—28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees j 0 § a a) £ o 3 o a o M * 2 3 4 5 6 7 8 9 10 ii 12 iowa— contd. Des Moines _ Des Moines University— Con. 2 217 5 Mechanical engineering... 3 20 87 1 3 1 50 47 10 4 3 2 2 8 3 2 17 2 Summer school (1927) . 52 141 Do Des Moines Still College of Osteopathy. Drake University _ 1898 12 3 222 13 45 1 Do . 1881 51 42 839 1, 170 323 96 104 l 5 4 23 14 328 42 35 17 22 l 5 5 1 243 14 21 Education _ _ _ 4 7 41 367 4 48 10 20 83 404 2 20 4 45 40 7 1 Law - . _ _ _ 5 82 20 Summer school (1927) _ _ 172 460 Do Grand View College 9 3 28 23 1 Preparatory _ _ 7 2 15 17 Arts and sciences.. _ 8 3 8 6 Theology _ 3 5 1 Dubuque _ Columbia College _ _ 1873 34 — i 623 86 41 11 1 Preparatory . .. _ _ _ 14 330 Arts and sciences 20 .... 293 86 41 11 Summer school (1927) _ 19 15 236 Do Clarke College.. ...... 1843 4 37 230 31 Preparatory _ 6 27 Arts and sciences 4 31 203 31 Summer school (1927) 20 272 Do University of Dubuque. . 1864 19 10 152 154 22 14 Preparatory 1 3 15 7 Arts and sciences. _ 14 7 103 87 17 14 Special _ ... . 22 68 Theology.. 4 15 5 Summer school (1927).. 4 5 22 76 Extension courses _ ... 6 2 17 23 _ Do... Wartburg Theological Semi¬ nary. Parsons College _ _ 1854 5 74 1 Fairfield _ 1875 26 17 246 256 41 49 1 Arts and sciences 25 15 243 250 40 46 Music. _ 1 2 3 6 1 3 Summer school (1927) 10 6 45 141 Extension courses _ 28 66 | Fayette Upper Iowa University 1857 12 8 99 121 22 14 Arts and sciences _ 12 8 90 101 22 14 Special _ 5 12 Commerce _ 1 4 7 Speech .... 22 33 Music . . . 2 2 11 35 Summer school (1927) _ 31 114 Extension courses 3 10 Forest City Waldorf Lutheran Junior Col¬ 5 6 58 73 Grinnell _ lege (arts and sciences) . Grinnell College _ .. 1847 48 22 347 398 46 75 l 2 Arts and sciences _ 43 16 345 396 46 68 Graduate _ 2 2 l Music.... 5 6 3 118 7 Grundy Center.. Grundy Junior College. ... 5 3 34 38 Preparatory . 16 20 . Arts and sciences 3 18 18 TTnpkint.nn Lenox College 1 (arts and sci¬ ences). 1856 1 4 25 30 1 Junior college. 3 Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 789 Table 28 .^Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Y ear of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees a © 1 c © - o 1 ^ d © d © a o d © P a a o £ S s a © E o £ a © a ® a o & * 2 3 4 5 6 7 8 9 10 It 12 Kansas— contd. 1848 35 468 10 22 231 14 131 10 1886 18 14 201 392 18 44 15 12 151 192 17 41 3 2 58 200 1 3 Summer school (19271 _ 5 5 17 150 Do 25 114 1 10 39 17 97 8 1 18 2 Summer school (1927) _ 10 74 1886 10 5 151 185 16 25 10 5 119 148 16 25 Special ... _ _ 32 37 Summer school (1927) ... 2 2 20 56 3 5 16 Topeka 1865 49 21 507 728 49 59 2 30 17 417 610 28 55 Graduate _ 2 5 Special _ 24 115 Fine arts _ 3 16 172 Music. . 1 4 4 55 281 1 3 Law _ _ _ . 15 107 6 20 1 Summer school (1927) _ 62 192 Night school _ 48 15^ Correspondence courses. 9 18 Wichita _ Friends University . 1898 18 19 225 228 27 46 Arts and sciences 15 14 220 221 27 45 Graduate.. . 3 1 Special _ 2 6 Music _ _ . _ 3 6 1 11 1 Summer school (1927).. .. 5 34 101 Winfield _ Southwestern College.. 1886 35 24 491 618 40 80 2 Arts and sciences 28 10 337 368 40 73 Special _ _ 158 337 Music _ _ 7 14 11 66 7 Summer school (1927) _ 14 12 133 379 Extension courses. _ 3 31 38 KENTUCKY Barbourville _ Union College.. _ _ _ _ 1880 1 7 7 152 183 9 7 Preparatory... _ 1 3 54 71 Arts and sciences _ c 4 98 112 9 7 Summer school (1927) _ 2 2 24 32 Extension courses . . 1 1 10 33 Berea. _ _ Berea College _ _ 1855 46 31 947 958 29 34 1 Preparatory. .. ... _ 25 23 721 731 Arts and sciences _ .. 21 8 226 227 29 34 Summer school (1927) _ 6 3 60 85 Campbellsville.. Campbellsville College 1 _ _ 3 4 68 92 Preparatory... .. . . ... 3 4 50 57 Arts and sciences _ .. 3 3 18 35 Covington _ Villa Madonna College *. .. . 3 8 101 Preparatory. ... _ 1 4 56 Arts and sciences 2 8 45 Summer school (1927) _ 3 39 Danville _ Centre College (arts and sci¬ 1819 24 4 281 54 47 3 ences). Extension courses _ 2 60 Georgetown Georgetown College 1829 21 9 189 151 18 17 5 Arts and sciences _ 21 9 183 142 18 17 Special.. _ 6 9 Summer school . . 8 3 53 60 Hopkinsville _ Bethel Woman^s College 1 .. 1858 14 160 Preparatory . . 4 46 Arts and sciences.. _ 6 87 Special . . ] 4, 46 1 Junior college. 792 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution bfi a '3 o c, o B Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees CO Q> o> 5 « o u a ® pH Men | Women Men Women Men Women a § a a> a o 3 o p o > 2 3 4 5 6 7 8 9 10 11 12 KENTUCKY— Con. Jackson _ Lee’s Junior College _ 1 6 3 S7 Preparatory . . . 60 1 6 37 Kingswood Holiness College (theology) Hamilton College 1 ... 11 8 Lexington _ _ _ 1869 15 144 4 78 11 41 Special __ .. ... ... 25 Do Transylvania College 1798 19 5 141 197 25 35 3 1 i 19 140 196 25 35 — 1 1 3 1 Do. _ College of the Bible . . . 1865 7 43 30 2 1 1 Special _ 34 27 9 3 2 1896 3 10 114 162 Preparatory... _ 3 10 80 94 3 34 68 Summer school (1927) 3 2 20 35 1905 10 118 6 49 4 Do Louisville Collegeof Pharmacy. Presbyterian Theological Sem¬ inary. Sacred Heart Junior College (arts and sciences) . Extension courses ... 1871 1893 9 86 2 14 Do 10 83 10 6 Do 2 4 32 86 Do Simmons University 2 1879 12 11 153 118 14 9 Preparatory 2 4 54 49 Arts and sciences 8 5 75 21 11 9 Education 1 2 48 Theology 2 24 3 Summer school (19271 5 ~~4 29 1 103 Extension courses 1 1 14 Correspondence courses 1 I 5 20 Do Southern Baptist Theological Seminary. Nazareth Junior College 1859 12 424 75 Nazareth 1814 10 81 Preparatory 2 17 Arts and sciences 2 23 Education ? 32 Home economics 1 4 Fine arts 1 2 Music 2 3 Summer school (19271 20 300 Russellville Bethel College 1 1849 12 1 .... 144 23 Preparatory 3 41 5 Arts and sciences 9 103 18 Do Logan College 1 1857 2 13 4 140 Preparatory 3 18 Arts and sciences 2 9 99 Home economics 1 18 Music 3 4 31 St. Mary St. Mary’s College 1 1821 6 103 Preparatory 4 78 Arts and sciences 3 25 Williamsburg _ Cumberland College l 1890 8 6 146 204 Preparatory 8 6 89 132 Arts and sciences 0 4 57 72 Wilmore Asbury College 1890 27 23 398 410 52 50 Preparatory 6 6 97 60 Arts and sciences 14 8 272 270 43 46 Special _ 5 21 Fine arts ... 1 10 19 Music 1 6 ’ 33 105 1 1 Expression 2 31 37 2 2 1 Theology 6 22 8 6 Snmmp.r Kp.hnnl 4 r i 31 551 » J unior college. 2 Colored. 8 ft fen and women. STATISTICS OF UNIVERSITIES AND COLLEGES 793 Table 28. — Privately controlled universities , colleges, and professional schools - Instructors, students, and graduates in 1927—28— Continued Location Institution bo 5 £ O 17 Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees 1 a> TJ o u 03 © Men Women Men Women Men Women a Junior college. i Co] lored. STATISTICS OF UNIVERSITIES AND COLLEGES 795 Table 28. — Privately controlled universities, colleges, and -professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First, de¬ grees Gradu¬ ate de¬ grees | Honorary degrees | Men | Women Men Women J Men [ Women 8 s j W omen > 2 3 4 5 6 7 8 9 10 11 12 MARYLAND — COH. Westminster _ Western Maryland College 1867 19 18 190 232 22 48 3 1 (arts and sciences). 3 3 13 84 Do 1882 6 1 39 3 19 1 Seminary. 1869 32 278 16 22 144 16 10 134 MASSACHUSETTS 1821 75 772 127 5 7 75 761 127 11 5 1873 344 68 5,411 5, 770 _ . 352 395 98 96 3 44 6 521 1, 426 50 i 115 220 343 47 69 Practical arts and letters 19 19 988 _ .... 1 76 Religious education 24 14 125 404 _ 25 65 Business administration.. 95 1 3,267 918 178 27 15 4 Education _ _ _ 20 14 275 1,456 29 111 10 21 Theology 14 237 28 9 1 Law .. _ _ 26 554 18 49 1 17 1 Medicine _ _ 98 8 185 22 21 Fine arts .. .. _ 4 6 27 167 Summer school (1927) _ 387 819 Extension courses. . . . 67 921 Correspondence courses.. 263 15 Military drill 501 1 _ Do Emmanuel College 1919 11 22 295 55 6 Arts and sciences 11 22 281 55 Graduate . . _ _ 14 _ 6 Summer school (1927) . 1 6 90 Do _ Gordon College of Theology *. 1889 11 3 112 104 12 13 Do .. Massachusetts College of Oste¬ 31 3 75 9 15 4 opathy. Do _ Massachusetts College of 1867 16 398 34 67 6 Pharmacy. Do . Northeastern University. _ 1896 275 5, 665 378 464 36 1 Preparatory 38 1,042 130 Commerce 145 1,363 72 107 7 1 Chemical engineering . 212 28 Civil engineering. _ 359 41 Electrical engineering _ 521 63 Mechanical engineering. _ 277 32 Industrial engineering.. .. 74 5 Engineering (evening 34 317 school) . Law . . . . 58 1,500 176 188 29 Extension courses _ 4 52 2 Do _ Portia Law School. . . 1909 13 3 450 87 5 Do _ _ St. John’s Boston Ecclesiasti¬ 1884 12 168 cal Seminary.4 Do . Simmons College 1902 38 92 1,461 305 23 Arts and sciences. _ _ 38 92 1, 324 305 Graduate _ _ 137 23 Summer school _ 33 270 Extension courses _ _ 7 48 Do _ Suffolk Law School . . 1906 34 2,604 258 Bradford _ Bradford Academy 1 _ _ 1803 23 172 Preparatory . . . 12 66 Arts and sciences. .. _ 18 106 Cambridge . Episcopal Theological School.. I§67 8 47 15 I 1 Junior college. 4 Statistics of 1925-26. 796 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year^of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees a ® IS a o a o & Men Women a 9 S | Women a 9 IS Women < 2 3 4 5 6 7 8 9 10 11 12 M ASS \cnu- SETTS — con. 1638 888 1 7,860 165 1, 239 789 43 12 414 3, 250 669 Graduate . . . _. 888 347 49 12 e Civil engineering _ _ . 3 61 Electrical engineering _ _ 12 106 6 68 Mining engineering. .. . 5 18 Unclassified engineering... 22 38 37 6 18 6 Architecture and land- 18 147 26 53 745 274 25 186 165 76 43 10 87 2 4 31 1, 534 347 14 Medicine . _ _ _ 212 i 521 131 Dentistry _ _ 90 135 46 Public health 3 18 5 Rummer school (1927) _ 116 1, 485 1, 359 Military drill... .. _ 11 478 Do _ Massachusetts Institute of 1865 442 4 2,662 50 474 3 204 Technology. General sciences. _ 197 2 148 20 25 2 Graduate _ _ 372 2 9 79 Special . .. _ 24 1 Architecture _ _ 21 1 155 25 13 1 6 Architectural engineering. 1 90 16 Aeronautical engineering. 10 154 1 8 10 Chemical engineering _ 52 i 233 49 10 Civil engineering _ _ 22 209 60 9 Electrical engineering. 56 444 1 110 65 Electrochemical engineer¬ 50 11 3 ing. Engineering administra¬ 306 76 tion. General engineering _ 32 14 Mechanical engineering .. 62 275 74 13 Mining engineering _ _ 12 43 9 Naval architecture and marine engineering. 7 44 3 9 Sanitary and municipal 17 6 engineering. Building construction _ 66 Rummer school G9271 123 2 • 1, 332 116 Military drill 16 1, 243 Do New-Church Theological 1866 6 .... 4 1 School. Do Kadcliffe College _ 1S79 207 1, 123 142 Arts and sciences _ 207 731 142 Graduate. 342 81 Special 50 Chestnut Hill _ Boston College _ _ _ 1864 49 1, 188 428 228 8 46 14 2 Arts and sciences 49l 1 199 227 Graduate 66 46 45 11 Education . . 182 382 1 r_8 1 3 Summer school (1927) 96 9 17 4011 Extension courses 4 T f»59 Newton Centre.. Newton Theological Institu¬ 1825 10| 1 56 12 ■ 14 _ 8 2 tion. Northampton _ Smith College 1875 78 }. mi 2,128 419 .... 21 6 Arts and sciences 78' Ifil 2, 051 419 _ Graduate .... 21 Nnrt.nn Wheaton College (arts and 1834 7 40 497 94 i _ 2 sciences) . j 1 1 ’Includes 64 in engineering not listed below. STATISTICS OF UNIVERSITIES AND COLLEGES 797 Table 28. — Privately controlled universities, colleges , and professional schools- Instructors, students, and graduates in 1927—28 — Continued Location Institution w> d d S a a o a ® cl a o 7 8 9 10 11 12 1,009 988 18 3 17 140 83 6 5 20 25 1 23 275 268 8 245 245 3 3 — 5 3 4 1 3 286 83 65 55 5 4 9 5 4 — 6 19 9 3 4 103 59 10 1 4 6 1 1 6 10 '306 306 1 1, 604 24 — 1, 552 44 8 24 — 170 170 — - 3 11 3 23 57 41 41 2 2 8 2 21 36 23 8 --- 211 211 — - 4 4 4 7 76 .... 6 4 14 37 21 15 15 13 12 i 5 1 154 73 74 7 35 396 339 57 110 4 1 60 60 43 42 1 13 2 35 5 I 1 3 Men and women. 115044° — 30 - 51 4 Statistics of 1925-26. 7 Engineering faculty. 798 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution tc a '3 & O «/) Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees t/i 0$ to - o a a a a cS Ut 03 g 1 a | a 1 a 1 0 d £ 3 > S r' 0 * 2 3 4 5 6 7 8 9 10 11 12 MICHIGAN— COn. Battle Creek.... Battle Creek College. _ 1880 24 26 151 559 7 57 23 120 63 y 57 5 3 Special _ _ . _ 24 40 Home economics _ 5 138 1 4 2 4 10 177 Physical education.. _ 134 Summer school (1927) _ 59 155 Berrien Springs.. Emmanuel Missionary Col- 1S75 21 10 209 212 22 20 lege. Preparatory.. .. _ 3 3 40 43 ]] 3 88 72 22 20 2 15 13 1 i 5 38 2 17 2 1 4 15 2 46 13 Summer school (1927).. 6 8 40 Detroit Detroit College of Law. _ _ 34 893 93 Do Marygrove College (arts and sciences). University of Detroit _ 1845 7 "45 ] 304 26 Do 1877 137 2,592 300 289 140 11 3 4 Preparatory _ 17 Arts and sciences 39 .... 437 33 Graduate _ _ 7 1 1 Commerce _ _ _ 71 795 37 8 Aeronautical engineering . 7 37 169 4 Architectural engineering. Chemical engineering _ 117 5 2 Civil engineering . _ _ 95 Electrical engineering _ _ 199 IS Mechanical engineering _ 134 _ — Journalism _ .... ... 35 Law _ 33 176 26 22 3 Commercial art _ 2 38 19 Saturday classes 20 13 166 Summer school (1927) _ 14 23 122 Grand Rapids... Calvin College.. _ _ _ .. 1876 23 i 254 118 35 12 Arts and sciences... .. . . 14 l 203 49 30 11 Special _ 4 4 Education _ 3 7 40 65 1 Theology 6 5 Ilanroek Suomi College and Theological Seminary. Preparatory _ 1896 6 ”5 23 20 12 1 12 Arts and sciences _ 6 3 Theology _ 4 | _ Music _ 1 5 Hillsdale Hillsdale College _ 1856 20 11 219 1 253 30 40 4 Arts and sciences _ 20 11 194 200 30 40 Music 4 4 25 53 Holland Hope College 1866 24 10 351 305 49 39 1 Preparatory 3 2 18 17 Arts and sciences 19 5 288 213 49 39 Music . . . 2 3 45 75 Do Western Theological Seminary Kalamazoo College (arts and sciences). Nazareth College .. 1866 6 58 17 3 Knlama7.no 1833 18 9 227 164 38 "23 Nazareth 1897 4 17 158 Preparatory 1 9 75 Arts and sciences . 4 14 53 5 Special 3 30 Summer school (1927) 3 14 250 Extension courses . 1 3 22 7 Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 799 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors , students, and graduates in 1927-28 — Continued Location Institution Y ear of first opening j Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees a | Women g s Women d S | Women g s Women 1 2 3 4 5 6 7 8 9 10 11 13 MICHIGAN— COn. Olivet College _ _ _ 1844 17 13 145 164 26 25 14 9 138 136 3 4 7 28 4 1 36 41 Owosso _ Bible Holiness Seminary (the- 1 8 4 MINNESOTA 1857 53 494 18 33 242 28 206 16 9 46 2 College of St" Scholastica 4 - 1912 ’"io 231 2 18 134 22 97 2 1858 6 30 3 2 1869 24 ~~7 222 90 31 16 7 4 31 11 Arte and. sciences _ 18 7 168 79 26 16 Theology _ 6 23 5 Tin Minnesota College of Law _ 1913 22 170 10 7 Moorhead Concordia College _ _ 1891 21 12 209 223 29 35 Arts and sciences _ _ 21 12 205 215 29 35 Special _ 4 8 Northfield Carleton College _ 1867 48 25 407 435 50 69 1 3 1 Arts and sciences _ _ 48 25 400 426 50 69 Graduate _ 1 2 1 3 Special _ _ _ _ 6 7 Tin St Olaf College _ _ _ 1874 49 22 536 473 94 77 Arts and sciences _ 49 22 531 467 94 75 Special - _ 5 4 Music _ - - _ 4 5 114 213 2 Joseph College of St. Benedict _ 1887 2 41 303 28 Preparatory __ _ 1 26 165 Arts and sciences. _ 2 29 138 28 Summer school (1927) _ 2 6 120 Pt Paul Bethel Institute _ _ 1871 7 6 139 175 8 1 Preparatory _ 7 6 98 167 Theology. _ _ _ 6 1 41 g 8 1 Summer school (1927) _ 2 1 5 7 Do College of St. Catherine _ 1905 10 27 483 35 Preparatory. .. _ _ 20 125 Arte and sciences. _ 10 27 358 35 Summer school (1927) _ 4 16 75 Do College of St. Thomas _ 1885 77 724 42 Preparatory. _ _ _ 22 322 Arts and sciences _ 18 181 17 Commerce _ 10 147 15 Education _ 9 54 Journalism 3 7 2 Law _ _ _ 15 17 8 Military drill _ 3 325 Do Concordia College 1 _ 1893 14 254 Preparatory 12 189 Arts and sciences.. _ 10 65 Do Hamline University _ 1864 31 "8 213 195 30 37 2 2 Arte and sciences _ 31 g 407 193 30 37 Graduate.. _ 6 2 2 Do Luther Theological Seminary 10 134 5 1 Do . Macalester College _ 1885 29 "25 251 269 29 ”43 ..1 Arte and sciences... _ 25 12 247 250 28 43 Music. _ 4 13 19 67 1 Do St. Paul Colleee of Law 1900 25 19J in i Junior college. < 1 Statistics of 1925-26. 800 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students , and graduates in 1927-28 — Continued Location Institution be a *8 1 o Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees 3 g - a o > g a o s a CD a o a a> S a a o a a o £ a o 3 1 2 3 4 5 6 7 8 9 10 li 12 Mississippi— con. Clark Memorial College 1 _ 1908 9 4 155 140 i 1 1 19 10 Arts and sciences... _ _ 8 3 130 116 6 14 Summer school (1927) - 4 1 60 240 Tougaloo College 2 _ _ i869 4 11 89 146 6 1 2 8 64 101 2 3 25 45 6 1 Gulf Park College 1 ... .. 1 10 253 1 87 1 8 1 166 MISSOURI Palmer College 1 _ ... 1865 6 4 50 128 Arts and sciences _ ... 5 2 40 70 Music _ . _ _ 1 2 10 58 Summer school (1927) . . . . 2 18 36 Southwest Baptist College 1 . 1878 14 7 128 150 Preparatory . ... 4 1 40 26 Arts and sciences . . ... 10 6 83 76 Special. ... 5 48 Summer school (1927) .. . 6 4 76 217 Bnrnivilie Kemper Military School *_ .. 1844 25 355 Preparatory. ... 25 240 Arts and sciences _ . 10 115 Military drill ... . 355 Cameron _ Missouri Wesleyan College — 1883 10 7 128 149 24 i 20 Arts and sciences _ . . 9 4 108 104 24 1 19! Music _ .. .. . 1 3 20 45 ll Summer school (1927) . . .. 4 3 21 89 Canton. _ _ Culver-Stockton College (arts 1856 13 9 170 123 15 16 2 and sciences) . Summer school (1927) . . . 40 146 Carthage _ Ozark Wesleyan College 1 . 1924 12 13 150 132 Arts and sciences .. ... 10 9 117 112 Special. _ - 27 14 Fine arts _ _ . 1 2 6 6 Music... ... _ .... 1 2, 23 .... Summer school (1927) . . 14 134 Extension courses . . . 3 22 Columbia. . ... Christian College L _ _ 1851 5 22 240 Preparatory.. .. ... ... . 10 Arts and sciences _ 5 29 1 230 Do _ Stephens College 1 _ . 1856 12 52 611 Preparatory ... . 28 Arts and sciences _ 7 30 383 Special.. _ . .. 3 Commerce _ _ .... 2 29 Education. _ ...... 1 2 101 Home economics _ 3 20 Fine arts _ _ 1 2 18 Music _ . _ . . 3 9 19 Physical education _ _ 4 10 Concordia.. . St. Paul’s College •.. _ 7 151 Preparatory _ _ 6 j 20 Arts and sciences . . .. 31 Fayette . . Central College _ _ 1857 26 14 423 313 33 20 4 Arts and sciences _ 26 14 420 311 33 20 Special _ _ 3 2 Summer school (1927) _ 71 139 Fulton . . Westminster College (arts and 1849 17 327 34 8 sciences). Do . . William Woods College 1 _ 1890 6 18 271 Preparatory _ _ 3 21 Arts and sciences _ 6 18 250 1 Junior college. 2 Colored. 802 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution bo a 'E & o £ Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees CO £ fcjQ O c a o c a a a H r: GJ a 1 a 1 a 1 a 1 - © >H £ £ <5 !5- o • 2 3 4 5 6 7 8 9 10 11 12 MISSOURI— con. Central College of Osteopathy. Kansas City College of Oste¬ opathy and Surgery. Kansas City College of Phar¬ macy. Kansas City School of Law . 16 1 50 3 17 Do 18 8 93 13 8 2 Do _ 1885 7 1 110 1 30 Do . . 1895 66 648 76 91 6 23 3 Do _ Kansas City- Western Dental College. 1890 56 270 82 Do 1914 22 510 121 3G0 10 150 7 Do St. Teresa College 1 _ _ 2 12 74 Preparatory _ 3 18 2 12 56 4 26 Kidder _ - Kidder Institute 1 _ 3 5 52 59 Preparatory _ 3 5 27 23 Arts and sciences . _ _ 3 5 25 36 Kirksville _ Kirksville College of Osteop¬ athy and Surgery. Wentworth Military Acad¬ emy.1 Preparatory _ 1892 21 1 621 85 107 11 Lexington.. _ 1880 23 4 229 14 3 126 Arts and sciences _ 9 1 103 Military drill _ _ . 3 229 Liberty _ William Jewell College (arts and sciences). Summer school (1927) _ 1849 23 348 203 48 25 54 70 Marble Hill _ Will Mayfield College 1 _ 1878 9 4 88 81 Preparatory _ 2 3 41 38 Arts and sciences _ 7 1 46 1 36 Special _ . _ Summer school (1927) _ 4 6 24 55 Marshall Missouri Valley College _ 1889 17 5 137 153 17 26 2 Arts and sciences... _ 15 5 122 112 17 26 Special _ _ _ 7 6 Music _ _ .. _ _ 2 8 133 Summer school (1927) _ 6 2 19 53 Mexico Hardin College 1 _ _ 1873 3 10 139 Preparatory _ 19 Arts and sciences _ . . 3 10 90 Music .. . _ _ 7 30 Nevada Cottey College 1 _ 1884 1 17 1S6 Preparatory _ 2 52 Arts and sciences _ 9 44 Education _ 1 74 Fine arts _ 2 Music 1 3 9 O’Fallon _ St. Mary’s Institute 1 (arts and sciences) . Park College (arts and sci¬ ences) . Lindenwood College 1 5 19 Parkville _ _ 1875 19 15 241 279 37 51 3 St. Charles 1831 1 38 449 35 Arts and sciences 6 26 329 26 Home economics _ 2 42 4 Fine arts _ 1 14 Music _ 2 7 51 5 Oratory . 2 13 St. Louis . Benton College of Law _ Arts and seienep.s 1897 20 168 13 17 1 7 1 8 65 8 Law _ _ _ _ 13 103 5 17 i 7 1 Junior college, STATISTICS OF UNIVERSITIES AND COLLEGES 803 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de- MissouRi— con. St. Louis _ Do. Do- Do Do. Do. Do. Do.... Springfield Tarkio _ Warrenton Webster Groves. Do . . Do . City College of Law and Finance. Preparatory _ Law _ _ Finance _ Graduate _ College of the Sacred Heart- Preparatory _ Arts and sciences _ Concordia Theological Sem¬ inary. Correspondence courses... St. Louis College of Pharmacy. St. Louis University - Arts and sciences _ Graduate - - Commerce _ _ _ Education _ ... Theology _ Law _ Medicine _ Dentistry _ Summer school (1927) - Extension courses . . Military drill _ The Principia 1 - Preparatory _ Arts and sciences _ Washington University - Arts and sciences _ Graduate _ Commerce _ Chemical engineering _ Civil engineering _ Electrical engineering - Mechanical engineering... Architectural engineering . Architecture _ Fine arts _ Law _ Medicine _ Nursing . . . Dentistry _ Summer school (1927) _ Extension courses _ Xenia Theological Seminary . . Drury College (arts and sciences) . Tarkio College. _ _ Arts and sciences _ Special _ _ _ Central Wesleyan College _ Preparatory _ Arts and sciences _ Theology - - Summer school (1927) _ Eden Theological Seminary... Kenrick Theological Seminary. Webster College.. . 1826 1839 1863 1818 1857 1794 1873 1883 1864 1850 1916" 22 423 10 61 212 127 3 23 139 65 74 442 161 251 2,314 627 85 524 2 133 111 512 320 3 611 20 630 185 129 56 2,294 742 141 127 80| 74 144 67 51 114 94 184 329 195 370 1, 675 42 237 109 61 48 148 32 116 14 68 93 216 106 240 210 142 68 1, 183 806 1G0 16 213 8 12 20 2 550 1,056 1 13s Junior college. 157 Men and women. 129 34 14 117-—-—- 29, 14. 2-—j- 33 804 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities, colleges , and 'professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution tuO .5 *3 CD a o CO Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees CO w a> So (V 'V c: o i* c0 -< a ® j Women a % Women Men Women a S Women 2 O a o a 1 *> 3 4 5 6 7 8 9 10 11 12 MONTANA Intermountain Union College (arts and sciences). Summer school (1927) _ 1889 8 8 86 98 11 12 2 3 2 15 19 Do _ Mount St. Charles College _ Preparatory _ 1910 16 164 8 75 Arts and sciences _ 10 89 NEBRASKA 1889 10 14 98 97 18 21 20 10 10 96 90 18 4 7 1 Blair _ Dana College and Trinity Seminary. 1884 11 4 91 61 | - 1 10 6 1 6 3 36 32 1 1 1 8 27 15 Theology _ _ _ 4 18 Central City _ College View _ Nebraska Central College (arts and sciences). Union College _ 1899 6 30 51 2 3 1891 18 11 202 206 20 23 Preparatory _ 2 1 27 24 Arts and sciences 12 10 156 162 20 23 Special _ 12 20 Theology .. ~ 4 7 Summer school (1927) . 7 6 33 119 Crete Doane College 1872 16 9 131 136 101 17 15 Arts and sciences.. _ 16 9 118 17 15 Snecial __ _ 13 35 Fremont Midland College 1SS7 18 10 173 200 ! 20 15 1 Preparatory 2 4 3 Arts and sciences _ _ _ _ 16 6 115 116 19 15 Commerce ._ 1 3 42 51 Fine arts 2 2 26 69 Theology _ _ _ 5 12 1 Summer school 119271 12 10 *6 53 211 Grand Island _ Grand Island College (arts and sciences) . Summer school C1927) 1892 3 85 73 71 8 13 2 16 Extension courses . 3 1 13 40 Hastings _ Hastings College _ 1S82 19 24 303 336 31 36 3 Preparatory 1 3 17 19 Arts and sciences 18 21 286 317 31 36 Summer school (1927) 9 52 145 Extension courses 2 3 3 11 Correspondence courses 2 5 2 5 13 Omaha College of St. Mary. 9 150 Preparatory li 9 100 Arts and sciences 5 50 Do . . Creighton University _ 1878 233 21 1, 691 302 407 247 45 4 11 Preparatory 19: 6 55 Arts and sciences H 8 516 92 69 39 Graduate _ _ 14 14 4 11 Commerce 22 1 1 204 45 18 1 Education 13! 9 19 159 Law 157 34 Medicine 75 1 197 1 45 Nursing . 331 5 32 2 Dentistry 30 144 1 48 Pharmacy 9 138 8 33 3 Slimmer school (1927) 26 3 58 531 Military drill 6 449 Do Presbyterian Theological Sem¬ inary. 1891 7 41 2 STATISTICS OF UNIVERSITIES AND COLLEGES 805 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution bO 0 ‘3 a o B Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees C3 g A o as a a 9 a a 9 a § | a CD | L r- o 3 O i !§ S £ « 3 * 2 3 4 5 6 7 8 9 10 u 12 NEBRASKA— COn. 1909 41 21 276 305 15 13 17 19 148 263 9 12 3 64 47 19 69 3 6 1 13 6 39 184 14 83 University Place. Nebraska Wesleyan Univer¬ sity. 1887 31 30 353 556 44 51 i 20 11 277 137 41 40 1 1 41 84 _ 14 12 27 1 260 3 5 11 12 7 74 6 14 9 58 184| — 1 50 3 1« 1 110 _ __ 8 4 74 2 2 41 50 Arts and sciences _ _ 5 1 32 19 Education _ 1 1 1 41 York _ York College 1890 10 12 129 184 7 13 i Preparatory 2 2 6 6 Arts and sciences 10 12 89 97 7 13 Commerce. 1 1 13 16 Fine arts _ 1 4 24 Music... . . _ 2 3 29 66 ' S ummer school (1927) . . . . 6 6 30 133 NEW HAMPSHIRE Hanover... Dartmouth College . . . 1769 223 2,258 474 13 Arts and sciences _ 191 2, 191 449 Graduate. . 9 Commerce .. _ 12 91 18 Civil engineering.. .. . 3 17 7 Medicine 17 37 Manchester _ St. Anselm’s College.. . . .. 1893 21 268 Preparatory — ... _ 14 110 Arts and sciences _ . 10 150 Theology. _ _ 4 8 NEW JERSEY Bloomfield _ Bloomfield Theological Semi¬ nary. Preparatory _ . . 1869 13 1 66 i _ _ 13 1 26 Arts and sciences ... _ 1 12 Special.. _ _ Theology. _ ... 7 1 21 Convent Station . College of St. Elizabeth (arts 1899 5 24 302 72 and sciences) . Summer school (1927).. .. 6 58 East Orange _ Upsala College . ... 1893 16 1 209 182 19 14 Preparatory _ . _ _ 9 28 12 Arts and sciences... 16 .. .. 161 101 19 14 Special _ _ _ _ 20 69 Summer school (1927) . . .. 7 23 15 Hoboken _ _ . Stevens Institute of Technol- 1871 50 447 73 1 i ogy (mechanical engineer¬ ing). Summer school (1927) _ 10 96 Lakewood.. . Georgian Court College. 1908 io 1 14 135 28 25 Arts and sciences _ _ 6 11 135 Education. _ _ .. 2 3 60 Fine arts _ _ _ 2 24 Music _ 4 32 4 13 3 120 3 Madison _ _ Drew University (theology)... New Jersey Law School _ 1867 3 275 1. 751 30 621 5Gj i 417! 13 o Newark _ 1908 ”25 « Statistics of 1925-26. 806 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1927-28 — Continued Location Institution c '3 o a o B Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees a 0 S a s a « a « S o a 0 S a 0 6 o a 0 s a 0 = o =3 O a W ■ 2 3 4 5 6 7 8 9 10 11 12 NEW JERSEY— continued New Brunswick. New Brunswick Theological Seminary. 1784 10 31 5 i 35 Princeton .. _ Princeton Theological Semi¬ nary. Princeton University _ ... 1812 13 253 44 28 Do _ 1746 272 2, 488 2, 124 210 449 107 8 272 449 105 154 2 €95 Do _ _ 14 120 12 2 7 67 7 53 12 South Orange.— Seton Hall College .. 1856 39 801 42 21 3 20 457 12 277 42 7 67 Zarephath _ Alma College _ 1912 4 —j 27 28 1 1 2 Preparatory _ 2 20 14 Arts and sciences. _ 3 4 7 14 1 1 NEW YORK Albany _ St. Rose’s College (arts and sciences) . Alfred University _ 1920 7 ..13 ...174 34 Alfred _ 1836 36 13 382 182 44 32 4 Arts and sciences. _ 20 10 214 122 35 26 Ceramics _ 5 2 117 47 9 6 Agriculture _ 8 48 11 1 Theology _ _ _ 3 .... 3 2 Summer school (1927) _ 13 8 70 68 Annandale _ St. Stephens’ College (arts and sciences) . Auburn Theological Seminary. Religious education.. _ 1860 19 109 18 3 Auburn _ . 1819 17 2 63 51 9 9 3 15 2 8 4? 9 3 Theology 12 33 9 Graduate. . . . 22 9 . Summer school (1927) _ 8 6 53 38 Aurora _ Wells College (arts and sci¬ ences) . Adelphi College (arts and sci¬ ences) . Summer school (1927) _ 1868 13 28 242 51 .. Brooklyn _ 1896 17 19 637 129 1 112 Do _ Brooklyn College of Pharmacy. Long Island College Hospital (medicine) . Polytechnic Institute of Brooklyn. Graduate _ 1891 11 462 24 194 11 Do .. 1859 203 "* l 414 11 96 5 Do _ 1854 41 662 88 3 178 Special _ 5 Chemistry _ 36 19 3 Chemical engineering 7 43 2 Civil engineering _ 6 119 18 Electrical engineering _ 6 191 20 Mechanical engineering _ 10 90 29 Summer school (1927) 10 132 Do _ St. Francis College (arts and sciences) . St. John’s College _ 1859 16 i 200 23 2 Do . 1870 136 3 4, 713 565 1,075 522 47 19 12 4 Preparatory .. 37 1 Arts and sciences 54 2 1,433 474 53 22 Graduate . 111 486 19 12 Commerce . . . 14 225 8 Law . . . 22 2,351 48 107 469 25 Theology . . . 9 Summer school (1927) _ 6 .... 85 25 Extension courses . 341 2 161 427 « Statistics of 1925-26. STATISTICS OF UNIVERSITIES AND COLLEGES 807 Table 28. — Privately controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1927-28 — Continued bo a '3 & o Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees CO 5 DO o Location Institution B cn a a a a e g g 1 s 1 a | a 1 o a £ s £ j! i $ o W i 2 3 4 5 6 7 8 9 10 11 12 NEW YORK — COn. St . Joseph’s College for Women (nrts and sciences). 1916 8 20 270 61 1870 55 2 609 340 51 53 2 25 30 595 51 2 26 2 25 25 2 102 314 53 24 2 58 325 Do De Lancey Divinity School. .. D’Youville College (arts and sciences) . Martin Luther Theological Seminary. 1856 9 8 Do 1908 5 14 220 39 Do 1854 3 15 Do _ 1846 318 9 1,292 455 656 264 88 _ 6 57 6 443 47 67 31 26 J 6 70 131 6 10 2 3 29 1S7 15 51 4 124 .... 269 7 56 3 Dentistry _ _ 24 76 1 14 Pharmacy 18 1 194 31 96 11 Evening courses -s _ 75 2 614 474 Rummer school (1927) ____ 25 5 210 297 Extension services. _ 263 Military drill _ 1 .... 103 Canton _ St. Lawrence University _ 1858 65 ”6 2, 810 387 411 462 72 50 4 6 Arts and sciences _ 30 6 280 64 47 Graduate _ _ . 81 4 10 1 Special _ 2 Law.. . _ 31 2,321 14 124 396 25 40 3 Theology _ 4 1 2 Summer school (1927) _ 14 84 71 Extension courses _ _ 4 32 147 Clinton _ Hamilton College (arts and sciences) . Elmira College. _ 1812 44 420 79 4 Elmira _ 1853 12 48 596 120 Arts and sciences _ 11 44 519 109 5 Commerce _ _ 1 1 36 Home economics _ _ 3 41 6 Extension courses _ _ 9 12 60 260 Esopus _ Mount St. Alphonsus Theo¬ logical Seminary. Hobart College (arts and sciences) Colgate University _ 1867 4 112 Geneva _ .. 1822 30 7 302 158 43 28 4 Hamilton _ _. 1819 73 973 181 11 i 8 Arts and sciences .. _ _ 67 910 177 Graduate . .... 9 11 Theology _ _ 6 54 4 1 - Hartwick Semi¬ Hartwick College. _ 1797 6 2 62 17 3 r 1 - 2 nary. Preparatory. . _ _ _ 5 2 40 15 Arts and sciences. _ _ 3 2 14 2 i Theology _ _ _ _ 3 8 3 | Houghton _ Houghton College _ 1883 18 1 11 187 196 16 14 Preparatory. . _ _ 7 45 34 Arts and sciences _ 12 J 8 87 91 16 14 Music _ _ _ 2 1 41 67 i Theology _ 4 2 14 4 Ithaca _ Cornell University.. 1868 873 83 3 4, 351 1,278 1, 320 763 246 197 , 83 Arts and sciences _ 251 615 299 136 Graduate . 614 163 165 . 82 S Denial 51 30 Agriculture 252 9 601 114 111 1 28 9 1 Home economics (includ¬ ing hotel management). Veterinary medicine _ 2 56 127 344 23 67 l 25 110 1 15 I Architecture .. . . 20 167 351 20 15 4 2 Civil engineering. _ 29 1 80 12 Electrical engineering . 24 334 1 50 9 1 808 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students Men Women fl 0 % Women < 2 3 4 5 6 7 NEW YORK— Con. Ithaca _ Cornell University— Contd. 50 445 3 8 106 3 212 15 235 39 176 22 537 534 3 2, 997 1, 901 1890 9 17 247: sciences) . 1 1 1 1? 1904 24 23! 770] 24 22 746 1 1 30 3 33 Barnard College (arts and 1889 31 43 1,069 sciences) . Do... 1847 17 19 740' 2 19 192' Arts and sciences 15 13 548 Summer school (1927) . _ . 12 300 Do _ . College of the Sacred Heart 1847 12 15 ISO (arts and sciences). 1 Do _ Columbia University _ 1754 1, 143 257 7, 440 6, 595 Arts and sciences _ 444 30 2,092 22] Graduate _ _ . 1, 362 1,570 Special _ 100 87 Business _ _ _ _ 50 1 287 95 Education (including 138 165 1. 196 4, 505 practical arts). Chemical engineering _ 7 96 33 Civil engineering _ . 31 Electrical engineering. . .. 44 Industrial engineering.. . 9 Mechanical engineering. .. 53 Metallurgical engineering. 16 Mining engineering _ 12 Journalism _ _ _ 13 1 91 59 Architecture _ _ _ 17 90 11 Law _ _ . 44 806 2 Medicine _ _ _ 433 46 383 45 Dentistry _ 36 2 157 1 Pharmacy _ 37 4 802 67 Optometry _ 63 1 Library service . _ _ _ 3 13 31 1751 Summer school (1927) _ 4, 055 9, 302' Extension courses 501 76 6, 212 6, 809 Home study courses 74 18 4, 518 3, 001 Do . . Cooper Union _ 1859 9S 3 2, 984 Engineering _ _ 1,080 Fine arts 21 5 1,904 Do . . Fordham University 1841 324 12 5, 214 1, 817 Preparatory 27 633 Arts and sciences _ 140 5 1, 397 Graduate _ _ 162 3S9 Commerce 9 380 10 Education. _ 88 ”5 663 1,0571 Law . . . 28 1,458 55 Pharmacy _ _ lo 552 Social service 17 2 169 306 Summer school (1927).. 73 3 300 1,050 Extension courses 2 123 230 Military drill 3 119 Do _ General Theological Seminary 1817 21 141 of the Protestant Episcopal Church. Do _ Jewish Theological Seminary 1886 11 77 of America. First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees | a 0 S a 0 £ 0 a « a 3 a 0 * 8 9 10 11 12 79 37 54 .... 10 7 51 146 133 13 .... 4 ... 190 110 _ 5 ... 110 36 807 194 !0 1,036 408 995 1, 395 8 995 1,395 51 34 12 4 6 11 444 9 3 3 32 21 214 81 56 72 2 15 10 2 11 1 8 120 3 129 129 .... 38 38 887 28 28 64 6 256 .. 28 64 8 360 263 16 12 10 8 — 3 3 i Engineering faculty. 10 Includes 23 in engineering not listed below. 3 Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 809 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1927—28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees ] Men Women | Men Women Men | Women S § Women 1 2 3 4 5 6 7 8 9 10 11 12 NEW YORK— COn. 1853 49 869 108 4 5 8 238 26 363 69 5 135 14 109 21 1 14 2 2 10 2 12 118 Do I860 104 ”l2 292 9 61 ical College and Flower Hos- pital. Do 1891 8 902 302 Do... 1832 1, 254 116 18, 500 7, 591 2,061 526 224 70 9 405 44 5, 239 2, 026 518 235 1, 557 708 104 55 252 5 7, 374 1, 220 696 53 38 1 130 37 726 2,360 108 199 7 103 49 5 7 131 17 4 Fleetn'oal pnginpp.ring 107 17 4 Meehapip3! pnginppring ... 71 16 5 Industrial engineering _ 44 10 :::: 11 Aeronautical engineering 123 Fine arts 33 3 588 1, 023 School of retailing _. 35 3 403 192 8 13 Law _ 31 1, 526 163 404 36 36 1 Medicine _ 218 "’ll 428 19 94 2 Dentistry 144 7 394 4 176 1 Summer school (1927) _ 164 33 2, 390 2, 063 Extension courses _ 70 18 3, 277 4, 165 Correspondence course. . 15 80 Military drill 9 886 Do... The Biblical Seminary in 1901 14 "”5 82 105 5 6 4 New York. Religious education.. _ 10 57 5 6 Theology 30 4 Graduate 13 4 Special _ 25 24 Missions. _ 4 15 Social service 5 Summer school (1927).. .. 8 1 34 30 Do _ Union Theological Seminary.. 1836 43 2 323 197 44 3 22 Niagara Univer¬ Niagara University _ _ 1856 38 405 37 10 3 sity. Arts and sciences 34 330 37 Theologv— _ _ . 4 75 North Chili. A. M. Chesbrough Seminary *. 1855 7 8 48 70 Preparatory. . _ _ 3 5 40 48 Arts and sciences .. _ _ 4 3 8 22 Potsdam.. Clarkson College of Tech¬ 1896 19 357 51 4 nology. Graduate _ 4 1 Commerce . . . 5 1 Chemical engineering _ 3 24 5 1 Civil engineering _ 2 83 13 Electrical engineering. . .. 2 78 24 2 Mechanical engineering. . 2 53 8 Unclassified engineering 10 110 Poughkeepsie _ Vassar College _ . 1865 26 112 1, 154 237 6 Arts and sciences _ 26 112 1, 145 237 Graduate _ 9 6 Summer school (1927) _ 2 6 72 Rochester _ Rochester Theological Semi¬ 1850 9 83 4 27 3 nary. Do . St. Bernard’s Seminary _ 1893 15 214 7 Theology . . . . 8 125 Philosonhv. . 7 89 7 l Junior college. 1 Engineering faculty. 810 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors , students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees j 13 | Women a a) <5 Women 1 2 3 4 5 6 7 8 9 10 11 12 NEW YORK— COn. Rochester _ _ _ 1850 184 30 1, 107 1, 571 80 139 11 6 4 90 17 323 396 59 83 33 19 11 6 524 852 11 1 45 5 36 17 44 11 102 260 15 39 50 2 69 8 66 30 325 992 47 11 572 1, 451 St. Bonaventure. St. Bonaventure’s College _ 1859 69 4 705 65 55 12 19 5 5 21 102 42 4 453 65 55 12 16 150 Summer school (1927) _ 26 4 25 141 11 4 12 69 Saratoga Springs. 1911 12 43 554 85 Arts and sciences 10 16 169 26 Home economics 6 75 15 Fine arts . . _ 6 98 14 Music _ 2 4 36 7 Nursing _ 2 13 Physical education _ 5 51 8 Library science 2 22 4 Secretarial science _ 2 3 90 11 Schenectady _ Union College.. _ _ 1795 210 9 1, 369 34 357 18 13 9 Arts and sciences . . 48 515 109 Graduate . . _ 74 Chemical engineering . 4 33 5 3 Civil engineering _ 9 107 19 Electrical engineering _ 9 103 9 8 Physics . _ 7 17 1 2 Law ... _ 15 209 3 63 3 Medicine _ 105 9 109 4 24 2 Pharmacy . _ 13 202 27 127 13 Extension courses _ 9 130 Syracuse Syracuse University _ 1871 442 90 2,871 2, 471 369 388 32 18 13 Arts and sciences _ 190 43 966 884 96 176 Graduate . _ 149 103 32 18 Special _ 284 489 Commerce _ 86 8 683 193 129 30 Education _ _ 20 9 21 72 11 51 General engineering _ _ 1 70 11 1 Chemical engineering . 11 Civil engineering ... _ 33 12 Electrical engineering _ 58 10 Mechanical engineering... 33 7 Agriculture . . 9 54 1 10 Home economics _ _ To 199 42 Journalism _ 3 47 29 5 3 Architecture _ 5 66 3 Fine arts _ _ _ 10 9 68 166 8 19 Music. _ 15 8 27 143 2 28 Law . . 7 192 6 43 1 Medicine _ _ 152 .... 166 12 32 3 Library science . . 2 4 84 15 Speech . . . . 2 3 2 90 20 Summer school (1927) _ 106 22 645 800 Extension courses . 51 4 1, 159 1,360 Military drill _ _ 6 410 Tarry town _ Marymount College . . 1918 9 35 236 7 Preparatory 4 _ _ 12 114 Arts and sciences _ 9 23 122 7 Do . The Mason School 1 _ 3 12 99 Preparatory . . 3 12 51 Arts and sciences . 48 1 Junior college. 4 Statistics of 1925-26. T Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 811 Table 28. — Privately controlled universities, colleges, and professional schools- Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees j Men Women Men Women Men Women S s Women * 2 3 4 5 6 7 8 9 10 11 12 NEW YORK— COn. Troy _ 1824 110 1,468 192 stitute. 19 97 5 19 13 141 16 40 452 57 20 503 83 18 249 31 Do _ 1917 4 31 344 75 3 22 161' 33 8 1 4 94 28 5 67! 14 5 14! White Plains _ 1923 5 31 310 12 16 222 5 15 88 12 NORTH CAROLINA Asheville _ College of St. Genevieve-of- 1909 2 21 133 5 the-Pines. Preparatory _ 7 72 Arts and sciences _ . 2 14 61 — 5 Education _ _ _ 5 26 Music _ - _ 3 5 Summer school (1927) _ _ _ 2 3 28 Belmont _ Belmont Abbey College . . . 1878 11 93 Preparatory . . .. . . 11 66 Arts and sciences _ _ 4! 19 Theology _ ... 2 8 Charlotte _ Johnson C. Smith University2 1868 20 325 30 2 Preparatory.. .. . . . 5 63 Arts and sciences _ 12 250 30 Special _ _ _ 5 Theology . _ 3 7 Do.— . Queens College _ _ _ 1867 4 *26 372 33 Arts and sciences _ _ 3 22 312 33 Special . _ 60 Fine arts _ 1 12 Music _ _ 1 3 48 Davidson _ Davidson College _ _ 1837 44 629 7 128 Arts and sciences _ 44 623 128 Graduate. _ 3 Special _ _ 3 7 Extension courses _ _ 2 42 Military drill _ 400 Durham _ Duke University .. 1859 109 8 1,388 317 129 99 36 20 5 Arts and sciences _ 102 8 1, 163 312 128 99 Graduate. _ 2 130 36 20 Special _ _ _ 5 2 Law _ ... .. 9 43 Theology. .. _ 47 3 1 Summer school (1927) _ 62 19 426 1,058 Elon College _ Elon College 1890 20 i 7 211 189 30 1 24 2 Arts and sciences _ 18 ■ 3 211 189 30 1 24 Commerce _ 1 1 62 49 Education _ 1 1 89 99 Fine arts _ 1 11 Music _ 2 ! 3 38 42 Expression _ 1 7 29 Greensboro. . . Greensboro College. . . 1846 10 1 14 347 55 Arts and sciences _ 7 ' 1C 1 292 46 Special... _ _ _ 42 Music. ..... _ 3 ! 4 1? 9 1 Extension courses _ > 1141..:.... 3 Colored. 2 Men and women. 812 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued 60 g ’3 a o Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees £ to Location Institution 2 a o a a a a M cc a 1 a 1 a | a 1 O = £ 3 $ 3 £ 3 || 1 o M * 2 3 4 5 6 7 8 9 10 11 12 NORTH CARO¬ LINA— continued Guilford College. Guilford College _ 1837 17 7 154 155 15 28 17 7 151 154 15 28 Graduate _ 1 1 2 5 3 20 25 1891 15 4 127 163 22 29 15 4 116 129 22 29 11 34 13 7 83 679 High Point _ High Point College (arts and sciences) . 1924 11 11 156 189 1858 1 13 202 7 28 1 9 78 4 96 ..... 1802 1 15 318 6 20 Arts and sciences _ 1 7 246 Education _ 2 189 Home economics _ 1 32 Fine arts _ 1 9 Music _ 4 74 Mars Hill Mars Hill Cnllegft 1 1866 15 14 264 242 Preparatory.. _ 4 4 60 50 Arts and sciences... _ 11 204 192 Music _ 1 3 27 57 Summer school (1927) _ 44 55 Murfreesboro _ Chowan College _ 1848 19 160 1 - 22 Arts and sciences _ 15 ] 160 22 Commerce _ _ 9 Education _ 1 53 Fine arts _ _ 3 60 Raleigh Meredith College _ 1899 8 31 551 95 Arts and sciences _ 20 424 76 Fine arts _ _ 2 23 4 Music _ 1 9 104 15 Do .. Peace Institute 1 _ 1858 2 20 257 Preparatory _ 3 82 Arts and sciences _ 2 17 89 Special 86 Do St Mary’s Schnnl i 1842 2 22 240 Preparatory _ 10 128 Arts and sp.ip.np.ps 2 13 94 _ Special 10 18 _ Do Shaw University 1 1865 15 11 144 232 20 32 1 Arts and sciences _ 12 9 129 5 183 20 32 Special 51 Theology 3 2 22 Summer school (1927) 28 200 _ Red Springs . Flora Macdonald College 1896 4 22 4 288 44 .... Arts and sciences 3 13 134 36 Special . 4 35 Home economics. _ 3 76 Music 1 6 43 8 Rutherford Col¬ Rutherford College 1 1871 1 132 25 lege. Preparatory 6 69 17 Arts and sciences 7 .... 63 8 Salisbury Catawba College (arts and sciences). Summer school (1927) 1851 17 4 11 136 132 ! 8 15 6 16 126 Extension courses _ 2 22 13C 1 _ Do Livingstone College 2 1880 13 ; l 13C 12C ) 14 > Preparatory ’ 3 i 4> 62 Arts and sciences 11 c i 82 : M \ 14 2 Extension 3 47 Summer school (1927) . 3 J 4 l 13 i 112 _ | . 1 Junior college. * Colored. 5 Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 813 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927—28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees j Honorary degrees | Men Women Men Women Men Women | Men Women • 2 3 4 5 6 7 8 9 10 11 13 NORTH CARO* lina — continued 1856 2 9 149 16 2 94 1 2 39 1834 41 734 2 152 1 1 1 5 34 526 131 1 2 _ 1 1 1 74 1 3 72 21 1 5 60 29 6 310 403 1872 4 107 92 17 5 3 4 31 11 4 11 1 30 24 1 20 18 2 5 23 Summer school (1827) _ _ _ 20 30 W ilson _ Atlantic Christian College 1902 7 5 92 95 12 16 (arts and sciences) . Wingate _ Wingate College 1 _ 1S97 5 9 126 158 Preparatory.. _ 4 30 27 Arts and sciences _ 5 5 94 110 Special _ _ 2 13 Winston-Salem.. Salem College _ _ 1772 g 46 357 45 Preparatory.. . _ _ 12 82 Arts and sciences... _ 8 20 152 36 Commerce.. . _ 1 22 Home economics _ _ 3 68 5 Music _ 2 11 33 4 Extension courses. _ 8 6 159 NORTH DAKOTA Jamestown _ Jamestown College _ 1883 21 34 218 328 18 42 Arts and sciences _ 19 31 196 245 18 42 Music _ _ _ 2 3 29 105 Summer school (1927) . . . . 6 32 63 OHIO Ada _ _ Ohio Northern University ... . 1871 44 10 1,041 756 185 144 5 Arts and sciences _ 17 4 247 134 32 26 Commerce _ 1 1 27 50 3 8 Education _ _ 3 2 136 387 19 100 Chemical engineering _ 3 20 3 Civil engineering . . 2 75 15 Electrical engineering _ 2 67 9 Mechanical engineering _ 2 50 Fine arts _ 1 1 15 Music. _ 4 4 55 145 Law _ . 4 151 4 56 2 Pharmacy _ 3 178 6 38 2 Expression _ _ _ 1 "I 32 28 3 Physical education _ 3 17 14 3 3 Summer school (1927) _ 42 6 209 419 E xtension courses ... _ 2 2 11 Alliance _ Mount Union College 1846 32 li 357 290 44 37 3 Arts and sciences _ 29 300 215 43 34 Special . . . . 20 31 Music . . . 5 5 31 44 1 3 Summer school (1927) _ 12 2 84 71 Ashland _ Ashland College... _ 1876 13 9 139 275 29 23 3 Arts and sciences _ 3 110 105 16 19 Education _ 3 2 4 56 6 2 Music _ 4 5 109 Theology _ _ 3 20 5 7 2 Summer school (1927) _ 15 4 35 275 , Extension . . 7 40 39 1 Junior college. 115044°— 3( 814 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution to g '3 & o Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees 3 tL 3 > = c a c • 2 3 4 5 6 .7 8 9 10 11 12 omo— continued Baldwin-WaUace College _ 1864 31 12 256 291 43 36 2 21 8 222 206 41 35 10 4 25 77 1 1 4 9 8 1 5 ... I 26 153 30 Bluffton College . . 1900 16 8 150 19 15 16 8 120 98 19 15 33 52 33 43 St. Charles Seminary (theol¬ ogy). 6 76 1894 14 17 98 128 12 15 5 2 1 7 11 11 40 7 5 1 1 3 36 82 7 14 1 3 12 39 3 3 1 " i 5 3 Cinpinnati Cincinnati College of Dental Surgery. Cincinnati College of Phar¬ macy. College and Academy of the Sacred Heart. Preparatory 1893 14 30 30 "Do 1850 18 142 13 73 4 Dn 1869 9 20 168 17 1 8 98 Arts and seianpes 8 12 70 17 Do Eclectic. Medical College 1845 45 1 70 35 Do Hebrew Union College (the¬ ology). Summer sebool (1997) 1875 16 1 116 1 14 . 2 5 26 17 Do Lane Theological Seminary _ Mount St. Mary’s Seminary of the West (theology). St. Xavier College 1832 6 36 4 Do 1829 15 218 Do 1840 57 2 1,171 505 424 107 3 Preparatory 30 Arts and sciences 22 2 405 86 Commerce 16 226 133 4 Education 22 2 5 290 T,aw 7 30 1 17 Summer sphool (1997) 21 5 90 377 Do Y M C A Law School 24 230 6 37 Cleveland Case School of Applied Science Physics 1880 65 612 121 12 2 7 23 5 2 C!hp.rmVal p.nginpp.ring 61 26 1 Civil engineering 5 77 26 2 Electrical engineering 5 69 27 1 lVf pchanipal p.nginppring 10 114 25 5 Mining engineering 4 29 12 1 TJnplaivsififtd pnginppring 27 239 Summer schnnl (1997) 18 170 Do Cleveland T.aw Sphool 22 500 25 122 8 4 Do John Carroll University (arts and sciences). Summer sphool (1097) 1886 21 312 36 1 16 1 39 195 Extension (Saturday classes). Seminary of Our Lady of the Lake (arts and sciences) . Notre Dame College 16 9 1 140 Do 131 Do 1922 4 24 392 23 Preparatory 6 300 A rts and spienpes 4 14 46 11 Commerce 2 16 2 ]«' ( j ucation 7 12 4 Home economics 1 10 4 Music 2 8 2 Extension courses . 4 1 50 STATISTICS OF UNIVERSITIES AND COLLEGES 815 Table 28. — Privately controlled universities , colleges , and 'professional schools — Instructors , students , and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees | g s Women a Women a Women g s Women 1 2 3 4 5 6 7 8 9 10 11 12 ohio— continued 1922 6 11 105 17 6 11 95 17 34 179 115 Do _ Western Reserve University.. 1826 435 146 3,552 5,355 343 242 34 22 9 78 29 953 862 148 159 167 220 22 20 149 47 45 212 2,231 1 31 11 19 21 174 12 2 3 15 1 72 31 11 281 5 65 2 177 229 16 53 5 21 "l9 68 8 46 181 4 46 1 11 ""’2 104 17 23 1 Evening College _ 60 18 1,566 1,648 7 4 Summer school (1927) _ 61 26 387 1, 545 Cainmhns Capitol University _ 1850 43 16 321 191 30 20 8 Preparatory.. _ 5 1 21 2 Arts and sciences _ 26 4 235 119 25 20 Education _ 3 1 48 Music _ 8 10 5 22 Theology _ _ 6 60 5 Summer school (1927) _ 11 i 10 48 Extension courses _ 4 17 Correspondence courses _ 15 Dayton Bonebrake Theological Semi¬ 1871 7 64 17 4 nary. Do Central Theological Seminary 1848 8 31 4 4 of the Reformed Church in the United States. Do University of Dayton _ 1850 72 852 100 76 4 2 3 Preparatory _ 9 191 Arts and sciences _ 25 226 67 18 Graduate _ 2 2 Commerce _ 12 136 21 Education _ 3 52 28 1 4 Chemical engineering _ 9 26 3 Civil engineering _ 8 52 7 Electrical engineering _ 9 52 9 Mechanical engineering _ 7 22 2 Law _ _ 15 93 5 15 Summer school (1927) _ 12 110 38 Extension courses _ 1 18 Military drill _ 6 352 Defiance - _ Defiance College _ 1885 17 ”12 134l 121 17 19 2 Arts and sciences _ 17 12 132 105 17 19 Special _ _ _ 2 16 Summer school (1927). _ 11 8 34 155 Delaware _ Ohio Wesleyan University. ... 1844 93 36 800 916 137 217 4 3 Arts and sciences _ 85 27 774 826 137 204 Graduate _ 13 26 4 3 Special _ 11 14 Fine arts _ 5 1 22 5 Music 8 4 1 28 8 Findlay Findlay College .. 1882 10 8 155 245 11 7 Preparatory _ _ 1 3 5 Arts and sciences ~ 10 5 92 122 11 7 Special _ 47 88 Commerce 2 1 25 56 Music _ _ 3 2 1 3 Summer school (1927) . 2 61 5 816 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28.' — Privately controlled universities , colleges , and professional schools — 1 Instructors , students , and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees a © a a> a o a © g a 0 a © a a> £ 0 a © a « a 0 1 2 3 4 5 6 7 8 9 10 11 12 Ohio— continued » 1824 26 286 50 5 3 22 260 41 4; _ 4 26 9 1 _ _ Glendale College 1 _ 1854 13 55 ’ 6 36 .... 13 19 ... 1831 47 16 459 452 64 81 1 7 Arts and sciences _ _ 47 16 443 428 64 81 16 24 14 4 28 116 3 118 Hiram College (arts and 1850 19 "II 149 161 35 26 sciences). Marietta _ Marietta College (arts and 1800 25 6 250 145 42 30 sciences) . Mount St. Joseph College of Mount St. Joseph 4 21 110 10 (arts and sciences) . Summer school (1927) _ 154 Extension courses _ 81 New Concord _ Muskingum College.. 1836 36 26 454 616 89 95 Arts and sciences _ 33 21 382 481 89 90 Special— .. . _ _ _ 3 1 Music _ 3 5 69 134 g Summer school (1927) _ 253 726 Extension courses. _ 40 105 Oberlin ._ _ Oberlin College 11 . _ 1833 99 42 703 1,012 113 177 20 6 10 Arts and sciences _ 72 29 645 697 100 158 Graduate _ 69 28 18 6 Music. _ 27 13 58 315 6 18 1 Theology _ (s) («) 7 1 1 Summer school (1927) _ ^ 910 1,257 Oxford _ Oxford College for Women _ 1890 3 16 1 129 14 Arts and sciences.. . _ 2 10 90 12 Special _ 1 5 Home economics _ _ 2 18 Fine arts. ... _ ... 1 4 Music _ 1 3 12 2 Do _ Western College for Women 1855 5 34 380 52 1 (arts and sciences). Painesville _ Lake Erie College (arts and 1859 4 27 214 33 sciences). Rio Grande.. .. Rio Grande College _ 1876 13 8 112 103 14 13 2 Preparatory _ 4 2 32 33 Arts and sciences _ _ 9 6 80 70 14 13 Summer school (1927) _ 15 8 100 233 Correspondence courses. 2 5 4 Springfield Wittenberg College _ 1845 62 20 681 554 96 72 6 2 8 Arts and sciences _ 51 16 557 316 74 70 Graduate _ _ 5 2 3 2 Special _ 6 117 Music _ 5 ■ 2 33 98 3 Theology _ _ 6 61 3 22 3 Saturday school _ 18 ”_3 42 52 Summer school (1927) . 35 14 193 456 Extension courses _ 16 2 233 552 Correspondence courses _ 15 Tiffin _ _ Heidelberg College _ 1850 31 9 272 257 31 42 3 Arts and sciences _ 26 7 233 176 31 36 Special _ 34 109 Music _ 5 2 5 16 6 Toledo . St. John’s University... 1898 25 7 448 52 26 8 Preparatory . . . 13 319 Arts and sciences . 12 "I 129 52 26 8 Summer school (1927) _ 13 8 423 Extension courses . . 6 4 178 Correspondence courses... 4 132 1 Junior college. * Included under arts and sciences. 11 Statistics of 1926-27 STATISTICS OF UNIVERSITIES AND COLLEGES 817 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors , students, and graduates in 1927-28 — Continued Location Institution Year of fitst opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees a © 2 a ® S 0 £ a CD S a 5 a 0 £ s s a ® a 0 n 0 CD a 0 £ > 2 3 4 5 6 7 8 9 10 11 12 Ohio — continued 1850 6 2 14 20 Arts and sciences _ 6 2 13 8 Education _ 1 12 1847 27 13 248 297 46 49 3 Arts and sciences _ 24 7 219 238 46 47 29 59 3 6 73 134 2 Wilberforce _ 1856 21 4 191 248 23 23 3 Preparatory _ 3 4 62 93 Arts and sciences _ 15 2 119 95 23 11 Education _ 3 9 57 12 3 ”2 1 3 9 4 32 74 0 81 Wilmington _ Wilmington College _ 1870 15 14 191 213 23 35 Arts and sciences _ ... 14 14 170 149 8 21 j._.. Education. .. _ 3 3 21 64 15 14 Summer school (1927) ... 26 8 554 230 Extension courses _ 4 1 73 144 Wooster _ College of Wooster _ 1868 48 19 409 525 59 101 1 7 Arts and sciences _ 43 14 389 473 59 98 Graduate _ _ 3 1 1 Music _ _ 5 5 45 97 3 Summer school (1927) _ 7 2 50 58 Yellow Springs.. Antioch College _ 1853 35 12 509 197 55 27 Arts and sciences _ _ 23 9 292 134 55 27 Graduate _ _ 4 3 Commerce _ 6 91 6 Education _ 2 "3 28 54 Engineering _ 4 94 OKLAHOMA Bethany... .. Bethany-Peniel College. _ _ 1899 11 6 117 183 4 Preparatory _ 5 2 49 65 Arts and sciences _ 5 2 46 79 4 Special _ _ _ 2 4 22 39 Cordell _ Oklahoma Christian College L 1921 5 4 42 48 Preparatory _ 1 3 18 22 Arts and sciences _ 4 1 24 26 Durant Oklahoma Presbyterian Col¬ 1910 3 8 202 lege for Girls.1 Preparatory _ 2 8 98 Arts and sciences _ 3 8 84 Special _ _ 20 Enid _ . Phillips University. _ _ 1907 23 9 293 385 44j 60 7 3 Arts and sciences _ . 14 2 136 100 16 28 Graduate _ ... ... 23 7 3 Special _ 12 75 _ I Education _ 2 1 35 133 8 21 1 Music _ 3 6 5 19 3 5 Theology _ 6 82 51 17 6 Summer school (1927) _ 78 233 Guthrie _ Catholic College for Women _ 1892 2 18 165 .... 2 Preparatory _ 2 9 61 Arts and sciences _ 1 9 104 2 Summer school (1927) _ 1 12 SO Extension courses _ 4 30! Correspondence _ 2 20 Oklahoma City.. Oklahoma City University _ 1881 27 8 348 552 28 85 3 Arts and sciences _ 22 5 290 329 28 76 Special _ 25 64 Fine arts and music _ 5 3 33 159 9 Summer school (1927) _ 24 200 Correspondence courses... 15 135! 1 Junior college. * Colored. 818 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors , students , and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students- First de¬ grees Gradu¬ ate de¬ grees Honorary degrees a ® (3 a> 3 o £ s s d S S o a D a a> s o e n « 6 o * 2 3 4 5 6 7 8 9 10 11 12 OKLAHOMA — COn. Oklahoma Baptist University. 1911 20 15 327 452 41 49 1 3 6 20 14 312 318 41 49 12 128 Summer school (1927) _ 16 9 94 270 5 28 Tulsa _ 1894 47 1 !6 301 476 26 33 3 13 8 196 202 12 29 26 240 4 ! 8 4 16 2 30 75 18 14 2 70 233 11 160 OREGON 1867 11 3 90 127 7 2 2 11 3 67 44 2 Special .. _ 23 83 Eugene - Eugene Bible University _ 1895 15 10 130 137 16 4 Graduate _ .... 12 3 Special _ 9 53 Theolnpv 15 10 109 81 16 4 i Forest Grove _ Pacific University (arts and 1854 16 5 114 117 11 12 1 sciences) . McMinnville _ Linfield College _ 1857 14 8 149 177 23 25 4 Arts and sciences _ 14 4 143 138 23 25 Music _ 4 16 76 T'Jpwhf'rjr Pacific College _ 1885 10 67 109 1 10 Preparatory _ .. .. 2 4 21 39 Arts and sciences _ 8 3 35 49 1 10 .... Special _ _ 18 37 Portland Columbia University _ 1901 18 318 Preparatory _ _ 16 256 Arts and sciences _ 18 62 Do North Pacific College _ _ 1 1 1893 47 l”"I 332 7 101 4 Dentistry _ _ 37 1 265 2 84 Pharmacy _ _ 16 1 67 5 17 4 Do Northwestern College of Law . 1915 22 176 8 20 Do Reed College 1911 22 6 168 166 19 14 Arts and sciences _ 22 6 162 161 19 14 Graduate _ 4 1 Special 2 4 Tin St. Mary’s College 1 _ 1859 24 300 Preparatory . _ 17 — 245 Arts and sciences _ 40 Special _ 15 Salem _ Kimball School of Theology... 1908 5 42 14 4 1 1 _ Do _ Willamette University _ _ 1844 32 11 287 288 34 34 1 2 Arts and sciences... _ 22 8 242 272 24 34 Graduate 3 2 1 Special 5 6 Music 3 3 18 55 Law 7 54 4 10 Summer school 0927) ~~~2 45 55 PENNSYLVANIA Allentown _ Cedar Crest College 1866 g 16 188 25 Arts and sciences g 16 106 16 Secretarial science 2 3 43 4 Home economics- _ 1 3 33 4 Music 2 6 1 Do . Muhlenberg College (arts 1867 33 470 98 14 5 and sciences). Summer school (1927) . 191 182 Extension courses . 201 591 1 Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 819 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors , students, and graduates in 1927—28 — Continued Location Institution PENNSYLVANIA- continued Profes¬ sors and instruc¬ tors Students First de- Gradu- ate de¬ grees n Annville. Beaver Falls _ Bethlehem. Do. Do. Bryn Athyn . Bryn Mawr . Carlisle _ Chambersburg... Do . Chester . Do . Lebanon Valley College - Arts and sciences — . Special _ _ - Education . . . Music _ _ - Summer school (1927) - Extension courses - Geneva College - Arts and sciences - Music _ _ Summer school (1927) - Extension courses - Lehigh University - Arts and sciences - Graduate _ Business _ Chemical engineering - Civil engineering... . Electrical engineering - Mechanical engineering... Mining engineering . . Metallurgical engineering- industrial engineering - Engineering physics - Unclassified engineering... Summer school (1927) - Military drill.. - - Moravian College and Theo¬ logical Seminary. Arts and sciences - Education - Theology _ _ _ Moravian Seminary and Col¬ lege for Women. Preparatory . . . Arts and sciences - Special _ Academy of the New Church. Preparatory _ Arts and sciences - Special . . Theology . . Bryn Mawr College . . Arts and sciences _ Graduate . . Special . . . . Dickinson College (arts and sciences) . Extension courses _ Penn Hall 1 _ Preparatory _ _ Arts and sciences _ Special.. . Wilson College _ Arts and sciences, j _ Music . . . . Crozer Theological Seminary.. Pennsylvania Military Col¬ lege. Preparatory . Freshmen, unclassified _ Commerce _ _ Civil engineering. . . Chemistry... . . Military drill . 1866 1848 1807 1742 1876 1S85 1783 1870 1868 1862 18 14 4 2 203 172 16 258 121 141 38 28 30 27 1 1 5 1 20 11 .10 3 3 2 2 9 14 3 55 102 11 1 31 172 24 11 352 308 60 58 2 21 9 300 200 60 54 3 2 60 125 4 17 13 88 217 21 H 260 411 154 1, 565 194 6 4 75 394 37 62 6 8 28? 44 18 89 21 9 130 18 9 142 25 11 67 22 2 28 13 4 22 11 11 59 2 18 9 1 36 281 48 426 21 9 1, 090 14 126 20 1 2 14 103 17 2 13 5 10 3 10 "is 149 11 8 79 10 11 64 11 6 17 11 60 53 5 1 6 7 37 31 9 4 18 16 1 1 6 7 4 4 33 ”■41 507 82 17 33 41 387 .82 115 17 5 25 3 433 141 59 26 7 1 10 44 3 31 225 3 18 172 3 30 49 4 6 35 450 88 6 35 437 88 13 10 67 3 21 3 18 2 150 13 4 10 1 59 24 8 1 30 8 8 1 22 3 15 2 4 150 Junior college. 820 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges , and 'professional schools — Instructors, students, and graduates in 1927-28 — Continued Location « Institution ho .9 '3 © a o -40 c n Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees 1 © < s £ <5 o w 1 2 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued Chestnut Hill... 7 ’ 20 iL _ 181 8 6 i 16 169 8 11 Music 1 4 12 2 ! 8 92 __ ' Ursinus College (arts and sciences). 1870 26 i 4 246 214 42 ! 34 i _ Easton _ 1832 96 1, 098 778 170 118 30 12 4 .... 1 52 13 37 11 37 13 2 12 Administrative engineer¬ ing. Unclassified engineering 24' _ 9 107 _ Chemistry 9 Elizabethtown... EliV.ahetht.nwn College 1900 12 8 5 76 92 24 10 Arts and sciences 2 22 15 4 1 Special 16 11 Commerce _ ...... 2 1 9 11 3 1 Education 1 _ 1 1 28 45 17 8 Music _ _ _ 1 _ 1 1 11 28 Summer school (1927) _ 1 _ 8 4 62 70 Extension courses ... 3 41 49 Gettysburg . . Gettysburg College 1827 42 587 76 88 13 8 1 8 Arts and sciences _ 36 399 70 67 13 Graduate 29 5 8 1 Special _ 18 1 Commerce 2 85 10 3 Civil engineering _ 2 19 Electrical engineering _ 2 20 5 Industrial engineering _ 4 1 Mechanical engineering _ 13 2 Summer school (1927) _ 18 1 133 67 Extension courses _ 9 40 20 Military drill.. _ 3 158 Do _ Lutheran Theological Semi¬ nary. Seton Hill College _ 1826 8 68 8 3 Greensburg . 1883 10 38 372 47 Preparatory . 2 10 102 Arts and sciences.. . 8 28 270 47 Greenville _ _ Thiel College (arts and sci¬ ences) . Summer school (1927) _ 1870 22 9 142 112 19 25 g 36 109 Grove City _ Grove City College _ 1876 26 11 385 328 46 71 5 3 6 Arts and sciences _ 24 7 214 212 21 55 Graduate _ 19 10 5 3 Commerce _ _ 152 68 25 11 Fine arts _ 1 1 8 Music _ 2 3 1 39 5 . Summer school (1927) _ 19 3 78 147 Haver ford _ Haverford College.. _ 1833 34 272^ 52 5 1 Arts and sciences _ 34 263 52 . Graduate _ _ 9 5 Huntingdon _ Juniata College _ _ 1876 20 14 263 210 41 36 2 Arts and sciences _ 16 8 207 135 30 24 . Special _ 7 7 Commerce _ 3 40 . 1 5 Education _ 3 .... 7 30 5 4 Home economics _ 3 26 5 Music . . 2 2 2 11 i 3 . Summer school (1927) _ 12 7 117 234 Extension courses . . . 4| 4 27 3*1. STATISTICS OF UNIVERSITIES AND COLLEGES 821 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution 1 Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees | c i a E o c i a © g o £ a © a ® S 0 £ 3 2 G © s 0 1 2 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued 1920 10 22 128 29 sciences). 6 15 242 12 150 1853 15 44 452 39 19 261 22 5 10 53 1 4 1 14 88 10 3 2 26 2 8 18 24 4 Franklin and Marshall College 1836 34 681 102 7 10 34 667 102 14 7 Do . 1825 . 7 38 12 Reformed Church. 1846 52 529 28 9 6 26 243 Arts and sciences _ 31 147 28 Theology _ _ _ _ _ 7 139 Extension courses. _ _ 3 46 Lewisburg.. _. Bucknell University . _ 1846 54 8 686 425 128 112 9 4 5 Arts and sciences .. . 54 s 439 382 89 99 Graduate _ _ 9 4 9 4 Special _ _ 5 5 Education _ _ 43 34 7 13 Chemical engineering _ 37 1 Civil engineering ... . 53 11 Electrical engineering . 56 14 Mechanical engineering . 44 6 Summer school (1927). 20 3 159 161 Extension courses _ 55 235 Lincoln Univer¬ Lincoln University 2 1857 20 316 70 2 sity. Arts and sciences _ 18 300 67 Theology _ 6 16 3 T.orettn St. Francis College. 1845 23 391 19 1 Preparatory . . 10 69 Arts and sciences... . 16 243 19 Education _ _ .. 3 17 Music _ _ 2 :::: 103 Theology 6 79 Summer school (1927) . 12 138 Meadville _ Allegheny College. . '1815 32 22 377 227 84 37 2 3 7 Arts and sciences. _ 32 22 374 224 84 37 Graduate _ _ 2 2 2 3 Special _ _ . . _ 1 1 Summer school (1927) _ 12 41 45! _ Mechanicsburg Irving College... _ 1856 3 "l2 lOfii _ 10 Preparatorv _ 3 10 Arts and sciences _ 3 12 84 10 Special . _ 12 Myerstown _ Albright College _ 1894 21 2 165 128 36 14 2 Arts and sciences 17 2 152 36 14 Fine arts and music. _ 4 13 51 Summer school (1927) _ 27 28 New Wilming¬ Westminster College. . .. 1852 17 12 270 271 25 46 7 ton. Arts and sciences _ 16 9 267 244 25 46 Special.. _ 3 27 Music _ _ _ . 1 3 10 Philadelphia Divinity School of the Protes¬ 13 97 15 2 tant Episcopal Church. 754 1 Do... Drexel Institute _ 1892 62 26 840 68 82 Library science _ _ 65 28 Commerce _ 145 125 3 9 Chemical engineering _ 76 5 Civil engineering _ i 186 17 * Colored. 822 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges , and professional schools- — Instructors , students , and graduates in 1927-28 — Continued Location Institution bO £ *3 » p 0 - 0 « 2 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued Philadelphia - Drexel Institute — Continued. Electrical engineering _ 282 2r 151 17 Home economics _ 479 45 85 Summer school (1927) _ 124 Military drill _ 554 Do _ Dropsie College (Graduate) Extension courses . 1909 6 38 6 ( 2 12 12 Do _ Hahnemann Medical College.- 1848 143 458 C2 131 341 62 Science _ _ _ 12 117 Do - 1825 201 589 144 3 Do _ La Salle College _ . - 1SC7 19 338 17 8 230 11 108 17 Summer school (1927) 70 Do Lutheran Theological Semi¬ nary at Philadelphia. Philadelphia College of Oste¬ opathy. Philadelphia College of Phar¬ macy and Science. St. Joseph’s College (arts and sciences) . St. Vincent’s Seminary (the¬ ology). Temple University _ 18C4 16 113 7 Do... 1899 4 49 4 2 213 34 4 62 4 18 Do _ 1821 45 1 667 46 169 11 2 2 Do 1851 18 206 32 4 Do 8 33 Do . — 1884 445 114 5,938 354 4,477 401 151 31 7 4 Preparatory _ _ 8 5 199 Arts and sciences. _ 39 3 599 367 20 14 Graduate 163 57 1 Commerce _ 64 8 1,989 1,065 166 1, 219 1, 975 50 9 Education 44 57 40 122 27 6 Music _ _ _ 22 4 450 1 Law. _ _ 25 582 25 59 1 Medicine 137 ”’3 221 .. . .. 1 49 Nursing 26 98 Dentistry 55 4 431 3 135 Pharmacy. _ _ 24 280 27 . 41 5 Chiropody _ 20 ’”4 28 10 .... Theology 7 60 8 6 4 Summer school (1927) 69 ”21 340 803 :::: Do . . University of Pennsylvania _ Arts and sciences 1740 31,245 287 7, 604 1,619 3, 136 _ 1, 359 210 ! 278 213 84 17 115 20 Graduate 215 1, 022 526 654 150 81 Special 1, 032 Commerce _ _ 203 2,360 172 573 19 Education. _ 28 1, 214 48 "229 Chemistry. . 4 4' Chemical engineering 7 72 23 9 3 Civil engineering 32 181 1 Electrical engineering _ 51 17 4 Mechanical engineering.. 28 70 12 7 Veterinary medicine 26 22 Fine arts 36 323 26 34 2 16 10 Music . . . . 12 21 Law. . . . 22 410 13 113 3 Medicine _ 269 469 14 131 5 19 3 Dentistry _ . 8!l 471 3 133 Biology . 12 44 13 5 Summer school (1927) _ 23i 1,193 1,054 1, 122 Extension courses _ 134 1, 2501 198j F.venine school 92 1, 964 680l Military drill _ L . 6! * Men and women. 4 Statistics of 1925-26. 7 Engineering faculty. STATISTICS OF UNIVERSITIES AND COLLEGES 823 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees [ Honorary degrees § § a ® a o d ® d a o d ® a A a ® a o 1 2 3 4 5 G 1 8 9 10 11 12 PENNSYLVANIA — continued Pittsburgh . University of Pittsburgh— con. 83 1 467 4 239 9 23 419 26 135 11 6 1, 311 1, 084 1, 136 1,296 3 2, 128 7 239 Do _ Western Theological Semi- 1827 13 6 9 7 nary. Schuylkill College _ _ 1881 19 5 180 74 23 12 2 15 5 158 71 1 22 12 4 15 1 12 14 1922 10 11 92 - sciences) . 1883 5 50 283 105 4 5 26 171 74 10 4 Education _ r 40 19 Pome economics _ 6 56 10 Music _ 13 6 2 Summer school (1927) - 5 30 6 527 Extension courses _ — 5 29 250 Do St. Thomas College (arts and 31 391 65 sciences). , , Summer school (192/) - 5 65 flftlin <;grn vpi Susquehanna University _ 1858 20 4 259 1S1 54 27 5 2 2 Arts and sciences _ - _ 13 3 183 163 45 2G j Q ommerce _ _ _ _ 1 54 18 9 Theology _ _ 5 29 Summer school (1927) _ 18 4 235 187 Extension courses _ 13 3 186 320 Swflrt.hmnrft fiwQrthmnrP C'olletIO _ 1869 53 12 286 280 46 73 2 1 o w ai iiiiiiui o v - Arts and sciences.. . _ 41 12 224 278 40 73 G r aduate _ 2 2 2 1 Engineering _ _ 12 60 6 Villanova _ Villanova Oolle^e _ 1842 61 884 220 119 16 6 2 2 Arts and sciences _ 33 387 220 56 15 1 Commerce _ _ 13 260 43 Chemical engineering _ _ 1 14 3 Civil engineering.. _ _ 3 8 Electrical engineering _ 2 44 6 Mechanical engineering.. 3 24 3 Theology _ 10 100 Summer school (1927) _ 70 591 Washington Washington and Jefferson 1870 39 514 79 3 4 College. Arts and sciences _ 39 502 79 Graduate _ - _ 1? 3 Summer school (1927) _ 16 1 100 150 Waynesbnrg Waynesburg College _ 1850 11 2 217 292 22 15 1 Arts and sciences _ 11 2 172 111 22 15 Special _ _ 54 214 Summer school _ _ 4 59 1fi9 Extension courses 9 - 24 RHODE ISLAND Providence Brown University _ 1765 143 5 1,489 588 279 108 44 27 7 Arts and sciences _ 1, 123 491 254 108 Graduate _ 151 97 44 27 Chemistry _ 40 5 Engineering _ - 175 20 Extension courses 47 3 3 2, 407 Do . Providence College (arts and 1919 23 620 85 sciences). Summer school (1927) 15 215 Extension courses . 12 220 3 Men and women. STATISTICS OF UNIVERSITIES AND COLLEGES 825 Table 28. — Privately controlled universities , colleges, and professional schools — Instructors , students, and graduates in 1927-28 — Continued j Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees | Honorary degrees j a S fl CD a o £ a i a CD a o a © S a o a ® a © a o £ 1 2 3 4 5 6 7 8 9 10 11 12 SOUTH CARO-^ LINA Anderson _ 1848 24 321 37 15 200 30 2 40 2 7 150 5 (Hinton 1880 17 272 48 Carolina (arts and sciences). Military drill _ _ 3 * 245 5 15 3 Theological Seminary.2 Do . . 1871 11 13 124 209 10 4 2 4 73 130 9 9 51 79 10 4 1 6 25 1 12 Do . . 1893 9 fI6 244 26 5 9 194 24 Special _ _ 1 26 1 4 1 24 2 Do . - Columbia College (arts and i 1854 7 9 277 39 sciences) . Do _ Lutheran Theological South¬ 1830 4 41 6 ern Seminar y. . Due West . — Erskine College _ 1837 14 ! 13 138 229 21 37 4 Arts and sciences _ 1 11 9 127 193 19 37 Special. _ _ i 1 4 6 36 Theology. . . 3 5 2 Gaffnev _ Limestone College (arts and 1845 5 r~i8 308 27 sciences). 1 Greenville _ Furman University _ 1852 31 511 2 100 2 Arts and sciences _ 28 484 2 98 2 Special _ _ 1 I — 11 Law _ ::::: 3 16 2 Extension courses _ 1 14 6 3 Correspondence courses. _J 1 11 19 Do _ Greenville Woman's College. . 1854 2 ~~28 448 33 Arts and sciences _ 1 22 331 33 Special _ 1 6 117 Greenwood _ . Lander College _ 1 1873 8 8 9 326 37 Arts and sciences _ 8 1 8 257 37 Fine arts _ _ 1 34 Music _ _ 9 89 Hartsville. _ Coker College (arts and sci¬ 1908 10 16 246 48 ences). Newberry _ Newberry College (arts and 1856 14 8 183 227 28 39 2 sciences). Summer school (1927) _ 11 4 43 190 Spartanburg _ Converse College _ _ 1890 21 22 476 88 Arts and sciences _ 15 20 382 67 Special _ 11 .... Music _ _ _ _ _ 6 2 83 21 Do _ Wofford College 1854 24 477 2 68 1 1 Arts and sciences _ 24 451 2 68 Special _ 26 SOUTH DAKOTA Huron . Huron College (arts and 1883 13 9 135 151 14 11 1 sciences). Summer school (1927) _ 6 1 14 31 Mitchell . Dakota Wesleyan University _ 1885 13 14 139 193 20 30 1 Arts and sciences _ 12 12 129 178 A 30 Music _ _ _ 1 2 28 55 i Summer school (1927) _ 24 87 Do . Notre Dame Academy and 4 6 206 Junior College. Preparatory _ 4 6 139 Arts and sciences . 2 6 67 J Colored. « Statistics of 1925-26. 826 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1927-28 — Continued » Location Institution bo a d IL 9 « Q a g a n Sh s a I a s Q a 1 a 1 O d a o £ a © S a s o £ a CD 2 a © a o £ a © a © a o £ 1 2 3 4 5 6 7 8 9 10 11 12 TENNESSEE— Con. Jefferson City.. . Carson and Newman College. 1851 16 14 182 258 36 42 16 14 178 226 36 42 4 32 78 148 1894 6 1 90 10 Heights. 45 5 6 1 45 5 Knoxville College 2 _ _ _ 1875 9 122 230 7 11 1 6 42 86 6 3 78 115 7 11 2 29 2 3 13 Cumberland University. . .. 1842 15 9 466 181 202 20 3 8 6 89 79 19 13 1 1 21 29 1 15 2 1 4 52 1 4 352 6 183 6 4 .... 70 85 Bethel College . . . 1850 8 8 117 75 4 7 Arts and sciences 8 8 75 46 4 7 Special 5 12 Education 18 Summer school (1927) 5 3 130 42 Extension courses 1 1 5 1 Madison ville _ Hiwassee College 1 1849 8 3 170 115 Preparatory _ 2 1 45 30 Arts and sciences 6 2 120 80 Special 5 5 Summer school (1927) 2 2 15 25 Maryville _ Maryville College (arts and 1819 21 19 324 462 32 53 4 sciences). Memphis _ LeMoyne Junior College 2 _ 1871 5 3 66 213 Preparatory 48 83 Arts and sciences 4 2 14 10 — Education. . 2 1 4 120 Summer school (1927) 1 1 41 6 Do _ Southwestern College.. _ 1875 22 1 305 163 23 19 8 Arts and sciences _ 22 1 297 156 23 19 Special . . 8 7 Milligan College. Milligan College (arts and 1882 12 5 98 85 17 12 sciences). I Monteagle _ 1 DuBose Memorial Church 3 43 Training School. Murfreesboro _ Tennessee College _ 1907 8 10 173 28 Arts and sciences _ 8 10 160 28 Special _ _ _ 13 Nashville David Lipscomb College i 13 5 145 140 Preparatory _ _ _ 6 4 65 65 Arts and sciences _ 10 4 80 75 Do _ Fisk University 2 _ 1886 22 10 306 383 29 45 1 1 Arts and sciences _ 22 10 297 357 29 45 Graduate _ 1 1 Special . 8 26 Summer school (1927) _ 12 8 77 186 Do . Meharry Medical College 2 _ 1876 63 385 12 91 5 Medicine 54 210 1 45 1 Dentistry 43 100 2 26 1 Pharmacy _ _ 18 75 9 20 3 Do... . . Vanderbilt University _ 1875 173 13 1, 052 290 168 65 34 16 Arts and sciences _ 69 3 688 197 79 53 Graduate _ 75 43 34 16 Engineering _ G 137 8 Law . _ 10 100 1 26 Medicine _ _ 62 _ 183 8 47 Nursing.. ... _ ... 14 ’"in 52 12 Theoloerv 12 _ 1 si 0 i1 8 i Junior college. 3 Colored, 828 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1927-28 — Continued Location Institution bC a "a a o C/3 Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees eg t-i O o 1-4 C3 O Men Women Men Women Men Women a ® Women C' 2 0 c - * 2 3 4 5 6 7 8 9 10 11 12 TENNESSE E— continued 1865 3 31 8 902 263 3 28 457 8 148 3 21 2 13 1870 1 15 141 5 28 8 50 35 1 8 1 1 1 35 12 2 24 2 41 University of the South.. .. . 1868 37 344 42 .. 1 7 Arts and sciences _ 31 320 40 Graduate _ _ _ _ - 4 . 1 Theology . .. . . . . 6 19 2 Summer school (1927) _ 30 5 TEXAS Abilene _ Abilene Christian College. . 1906 22 13 292 401 21 19 Preparatory _ _ 2 4 60 45 Arts and sciences _ _ 18 5 199 264 21 19 Special _ _ _ 1 15 12 Fine arts _ 2 18 80 Music . .. _ _ 2 2 16 35 Summer school (1927) . 66 132 Correspondence courses . 70 357 Do . McMurry College _ _ . 1922 11 18 217 267 15 22 Preparatory . _ 1 5 23 20 Arts and sciences _ _ 10 13 194 247 15 22 Summer school (1927) _ _ 6 12 GO 146 Do . Simmons University.. 1891 27 27 541 750 45 64 1 1 Preparatory . 1 2 42 22 Arts and sciences.. _ _ 26 25 404 669 45 64 Graduate _ _ _ 24 13 1 1 Special _ _ ... _ 71 46 Summer school (1927) _ 15 17 144 331 Extension courses . . _ 41 80 Austin Austin Presbyterian Theo¬ logical Seminary. Correspondence courses _ 1902 11 38 4 10 30 Do . . St. Edward’s University.. _ 1881 12 281 12 1 2 Preparatory _ ..... .. 127 Arts and sciences _ 6 67 10 Graduate _ 3 1 Commerce _ 3 47 2 Engineering . . 3 37 Belton ___ . Baylor College for Women _ Preparatorv . . 1846 12 *54 1, 763 110 11 320 Arts and sciences _ 12 43 1,443[ _ 110 Summer school (1927) _ 7 30 686 _ Correspondence courses. . 657 Brownwood _ Daniel Baker College (arts and sciences). Summer school (1927).. 1889 6 10 156 212 : 10 11 5 4 37 105 Do . Howard Pavne College. .. 1889 15 10 302 386 25 27 1 Preparatorv. 3 3 73 83 Arts and sciences. .. 9 5 211 163 25 22 Fine arts.... 3 2 18 40 5 Summer school (1927).. 8 12 68 162 _ _ Correspondence courses... 24 74 1 Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 829 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees | a o s Women | a © Women s' sn 1 Women S s Women • 2 3 4 5 6 7 8 9 10 11 12 TEXAS — contd. Randolph College 1 _ 1924 11 7 88 71 Preparatory _ _ 2 2 28 13 9 5 54 54 6 4 2 2 11 16 Clifton Junior College (arts 6 1 26 45 and sciences) .r 5 1 67 8 2 1 Do 1889 1 12 57 1 12 17 40 Do . . Southern Methodist Univer- 1913 95 40 1, 160 1, 129 105 110 23 15 4 sity. 60 24 748 795 51 75 66 23 15 25 150 Commerce _ 9 300 50 17 Education _ 7 4 140 500 2 11 Civil engineering _ 7 14 100 Electrical engineering _ 75 Mechanical engineering — 39 Unclassified engineering.. 28 - Journalism. _ 1 8 25 30 1 6 Music _ 6 10 16 172 13 Law _ _ 5 54 3 10 1 Theology _ _ _ 12 .... 146 26 24 4 Summer school (1927) _ 40 15 300 591 Extension courses. _ 15 17 141 422 Correspondence courses.. 132 264 Decatur _ Decatur Baptist College *.. .. 1898 6 1 97 99 Preparatory. .. .. . 6 1 77 79 Arts and sciences .. .. ... 5 1 20 20 Fort Worth. . Texas Christian University... 1873 55 23 617 749 43 74 5 2 Arts and sciences... _ 49 22 562 683 28 67 Graduate _ _ 41 31 5 2 Special. _ 9 34 Commerce . _ 2 167 31 14 2 Education _ 4 'I 581 146 1 5 Theology _ _ 7 32 Summer school (1927) _ 5 17 110 227 Do .. . Texas Woman’s College. _ 1891 10 23 603 51 Preparatory . _ 2 58 Arts and sciences _ 9 13 440 43 Music.. _ _ 1 8 105 8 Summer school (1927) _ 7 1 172 Correspondence courses _ 4 1 17 Georgetown Southwestern University... .. 1873 20 255 279 45 49 2 1 Arts and sciences _ _ 19 4 245 241 45 44 Graduate _ _ 4 6 2 1 Fine arts _ 1 14 Music.. _ _ . _ 1 2 12 5 Summer school (1927) _ 14 61 96 Correspondence. _ _ 16 "" 4 95 157 Greenville . ■Rnrlftsnn Cnllegfi 1 1895 5 7 128 180 Preparatory 5 6 32 36 Arts and sciences... 5 7 81 87 Special. _ _ _ 15 57 Summer school (1927) . . 3 2 26 47 Do . Wesley College 1 . . 1905 4 13 120 141 Preparatory _ 2 4 18 23 Arts and sciences... _ 3 10 102 118 Summer school (1927) _ 3 5 37 48 >1 . 1 — - Junior college. 7 Engineering faculty. 115044°— 30 - 53 830 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors , students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees 5 | Honorary degrees a 3 Women a 2 3 4 5 G 7 8 9 TEXAS — contd. 1912 75 83$ i 483 102 72 10 1 479 454 74 71 28 18 10 1 64 1 5 1 42 3 99 11 53 9 16 58 10 Do _ South Texas School of Law _ 1923 12 89 6 8 1 1 Do 1905 36 159 5 43 2 1899 4 8 73 91 3 5 31 39 3 5 35 37 2 27 46 "”2 10 18 1 2 14 20 4 3 17 20 Do _ _ Lon Morris College 1 _ _ 1873 7 9 118 124 Preparatory 2 3 9 20 Arts and sciences 7 9 109 104 Summer school (1927)—. .. -4 4 55 70 Keene Southwestern Junior College. 9 8 117 141 Preparatory 7 81 94 Arts and sciences _ . 9 8 19 14 Commerce 1 1 3 3 Education _ 1 3 17 Music 1 1 4 13 Theology 1 7 Kerrville . . Schreiner Institute '. _ _ 16 279 Preparatory .. 12 130 Arts and sciences 12 116 Engineering 2 33 Summer school (1927) _ 8 "2 48 30 Military drill _ . 2 275 Marshall _ ... Bishop College 2 _ 1881 13 "16 208 245 23 38 Preparatory . . _ _ 3 2 35 40 Arts and sciences 8 7 137 205 23 38 Theology 2 1 36 Summer school (1927) 6 3 32 104 Extension courses _ _ 7 53 Do College of Marshall 1 1917 6 7 46 95 Preparatory 2 3 10 5 Arts and sciences 4 4 36 84 Special 6 Summer school (1927) 3 1 - 30 71 Do.. . . Wiley College 2. . ... . 18 ”"{j 178 339 26 35 Preparatory 1 2 23 32 Arts and sciences 17 7 155 307 26 35 Extension courses.. 14 80 Milford Texas Presbyterian College _ 1902 3 15 96 7 Preparatory 4 12 Arts and sciences 3 11 56 7 Special . 28 Plainview . Wayland Baptist College 1 _ 1910 8 5 67 59 Preparatory . 2 3 32 20 Arts and sciences _ 8 5 35 39 Summer school (1927) _ 8 5 78 92 Round Rock _ Trinity Junior College 14 .. 1906 4 3 23 39 Preparatory . 2 1 16 19 Arts and sciences 2 1 6 6 Special . . . . 1 1 14 San Antonio .. Incarnate Word College ... 1881 4 24 657 44 L Preparatory .. 15 294 Arts and sciences 3 20 — 363 41 Music .. 1 6 I! _ 65 3 Summer school (1927) _ 3 20 _ 560 \ Junior college. 2 Colored. 1 Statistics of 1925-26. STATISTICS OF UNIVERSITIES AND COLLEGES 831 Table 28. — Privately controlled universities, colleges , and professional schools — Instructors, students, and graduates in 1927-28 — Continued bo a "a & o Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees GO © 2 So 0 Location Institution 2 cp o a a a a § u 03 © § a o a © 0 0 § 0 0 £ fl © s 0 0 £ 0 = 0 M > 2 3 4 5 6 7 8 9 10 11 12 TEXAS— contd. San Antonio _ Our Lady of the Lake College.. 1896 5 22 450 39 145 5 19 185 36 28 21 2 26 2 1 45 1 Summer school (1927) _. 11 23 455 Do.. . . Westmoorland College1 _ 1 1894 2 17 1 243 1 73 Arts and sciences .... 2 17 146 31 Summer school (1927) 45 135 Seguin _ 6 1 4 56 84 2 4 Preparatory.^- _ 2 28 45 5 2 28 39 2 4 Seminary Hill... Southwestern Baptist Theo¬ logical Seminary. Graduate. 1908 22 12 305 234 38 10 1 20 1 Special. 33 48 Religious education 6 3 42 89 6 6 Missionary training 5 40 1 Music 8 4 61 105 2 2 Theology ... 8 .... 180 6 30 1 Summer school (1927) .. 15 106 66 Sherman. _ Austin College. 1849 15 220 118 25 17 7 2 3 Arts and sciences 15 184 82 25 17 Graduate 9 2 7 2 Special . .. 27 34 Summer school (1927) 7 35 65 Do _ Kidd Key College 1 1871 6 "20 279 Preparatory 49 Arts and sciences _ 2 10 135 Fine arts and music 4 10 145 Tehuacana _ Westminster College 1 1896 5 7 52 158 Preparator}7 5 3 6 38 Arts and sciences _ 4 5 37 89 Fine arts _ . 2 3 7 Music _ 6 24 Terrell _ Texas Military College 1 8 2 118 21 Preparatory . 1915 j 4 2 51 7 Arts and sciences... _ 8 2 67 14 Military drill. . . 118 Thorp Spring _ Thorp Spring Christian Col¬ lege.1 Preparatory 1910 5 6 55 78 3 3 15 18 Arts and sciences 5 6 40 26 58 Summer school (1927) . 2 2 50 Waco . . Baylor University 1845 222 23 2,060 1, 321 1, 672 247 168 3 2 Arts and sciences 54 15 1,456 126 153 Graduate _ 23 22 3 Special _ 28 52 Journalism _ 60 35 Fine arts... .. 13 Music _ 5 4 35 81 6 Law.. _ 5 74 8 Medicine _ _ 110 4 332 16 54 4 Dentistry _ >39 121 2 35 2 Pharmacy 9 66 5 24 3 Summer school (19271 29 "ii 224 435 Correspondence courses 26 6 274 606 Do . Paul Quinn College 1 9 6 65 66 Preparatory 4 4 25 25 Arts and sciences.. . 5 2 40' 41 1 Junior college. 1 Colored. 832 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities , colleges, and 'professional schools — Instructors , students, and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees Men | Women Men Women Men WTomen a o WTomen 1 2 3 4 5 6 7 8 9 10 11 12 TEXAS— contd. 1869 15 11 214 245 38 32 4 sciences) . 7 2 27 68 1889 8 8 153 224 15 11 7 4 112 147 1 4 26 104 UTAH 1888 10 7 113 107 4 3 34 18 1 1 6 16 1 1 26 66 1 51 1 _ Home economics 2 46 Music 3 55 33 Ogden _ Weber College 1 - 12 3 183 221 Arts and sciences 9 2 94 57 Engineering 1 34 Commerce 1 45 18 Education. 1 ~~1 10 146 Provo . . Brigham Young University... 1875 52 25 813 739 109 59 10 2 3 Preparatory . 1 7 75 87 Arts and sciences 15 2 318 116 42 22 Graduate 17 12 10 2 Applied science. . 8 5 75 98 19 12 Commerce _ 8 1 187 64 26 5 Education 12 6 98 251 18 Fine arts g 4 43 111 4 13 Summer school (1927) . 20 4 187 239 Extension courses.. .. 4 1 127 125 Correspondence courses 5 2 133 164 Salt Lake City.. College of St. Mary-of-the- 16 185 Wasatch.1 Preparatory.. _ 10 162 Arts and sciences . _ 6 23 Summer school (1927) _ I 4 22 Do . . Westminster College 1 1875 8 14 88 136 Preparatory . 4 8 56 88 Arts and sciences _ 4 6 31 44 Special _ 1 4 VERMONT Middlebury . Middlebury College 1800 42 11 354 300 57 66 10 26 4 Arts and sciences _ _ 42 11 350 293 57 66 Graduate . . ....... 4 7 10 26 Summer school (1927) _ 29 21 90 422 Northfield . Norwich University ... . 1819 31 314 67 2 8 Arts and sciences 20 165 36 Chemistry. 4 16 4 Civil engineering. _ _ 4 67 10 Electrical engineering.. 3 66 17 Summer school (1927) _ 3 15 Military drill _ 9 — 314 Winooski . St. Michael’s College 1914 13 :::: 150 4 Preparatory _ 4 60 Arts and sciences . . 9 90 4 1 Junior college. STATISTICS OF UNIVERSITIES AND COLLEGES 833 Tabje 28. — Privately controlled universities , colleges, and professional schools — Instructors , students , and graduates in 1927-28 — Continued Location Institution Year of first opening Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees Honorary degrees g s a a> s o £ g 2 a ® B o £ a 3 2 a CD a o jj£ a a> s a © a o £ 1 2 3 4 s 6 7 8 9 10 11 12 VIRGINIA Martha Washington College L 1859 16 146 16 Arts and sciences _ 7 83 Commerce _ . _ 1 13 Home economics _ 1 16 Fine arts _ 1 4 4 6 Expression.. .. _ 1 4 Physical education - - 1 4 Do _ Stonewall Jackson College1 _ 1868 1 15 88 Preparatory _ _ ^ - 2 32 1 6 44 7 12 Randolph-Macon College (arts 1832 25 263 38 and sciences) Blackstone College for Girls L 1894 4 17 278 Preparatory _ ... - 82 Arts and sciences . _ 2 9 88 Special _ _ Commerce - - - 1 30 Education .. . _ 1 15' Music _ 1 7 56| Bluefield (W. Bluefield College b _ 9 1] 136 40 Va.). Preparatory. _ 1 1 31 10 Arts and sciences _ g 105 30 Summer school (1927) - 38 6 Bridgewater _ Bridgewater College _ _ 1880 13 4 127 107 22 7 Arts and sciences _ 13 4 124 98 22 - Special . - - - 3 9 Summer school (1927) - 7 2 27 27 Bristol _ Sullins College b _ _ 1870 3 29 254 Preparatory _ _ 42 Arts and sciences _ 2 20 192 Special _ - _ 1 9 20 Do _ Virginia Intermont College b_ 1883 5 16 315 Preparatory.. _ _ 69 Arts and sciences _ 5 16 246 Danville .. Averett College 1 _ 1859 1 29 296 Preparatory.— _ 44 Arts and sciences _ 1 29 252 Dayton _. _ Shenandoah College 1 _ 1875 11 7 195 254 Preparatory.. _ 4 2 111 115 Arts and sciences _ 5 3 70 115 . . . Music _ _ _ 2 2 30 42 "Emory Emory and Henry College 1838 17 361 97 45 23 (arts and sciences). Summer school (1927) _ 11 2 116 187 Hampde n-Sid- Hampden-Sidney College (arts 1776 13 258 28 5 ney. and sciences). Hollins Hollins College _ 1842 6 33 354 46 Arts and sciences _ _ 4 27 350 38 Music _ _ 2 6 41 8 Lexington _ Washington and Lee Uni¬ 1749 56 909 111 6 7 versity. Arts and sciences _ 45 526 46 Graduate . _ 5 5 Commerce _ 203 34 Engineering _ 6 61 10 1 Law 5 114 21 Lynchburg Lynchburg College (arts and 1903 11 "16 141 121 23 12 sciences). Junior college. 834 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1927-28 — Continued bo a '2 O Profes¬ sors and instruc¬ tors Students First de¬ grees Gradu¬ ate de¬ grees CO 3 2 So GD Location Institution 2 s £ S $ £ o H 1 2 3 4 5 6 7 8 9 10 11 12 VIRGINIA— contd. Randolph-Macon W oman ’s College 1893 17 40 854 170 13 34 629 170 9 Special _ 37 1 46 4 5 176 Marion Junior College _ _ 17 95 7 32 Arts and sciences . _ 12 60 Music _ _ . _ 5 3 Bishop Payne Divinity School.2 Southern College 1 _ 4 9 3 Do.. . . 1863 1 14 55 Arts and sciences _ 1 7 35 Special _ _ _ 7 20 Union Theological Seminary.. 1812 10 134 37 .. 6 Do... 1832 45 "l6 659 352 72 54 1 3 Arts and sciences _ 27 15 498 280 57 54 Graduate. _ 2 1 .. 1 Special. _ 25 5 Commerce _ 7 79 11 5 Music _ 1 55 Law _ _ 10 80 5 10 Summer school (1927) _ 12 100 87 Do . Virginia Union University 2___ Preparatory _ 1865 25 372 200 33 28 3 2 48 Arts and sciences _ 12 2 262 140 30 28 Special _ _ 6 24 Commerce _ 13 5 Education _ 28 Law _ 5 11 3 1 Theology 6 32 2 Summer school (1927) _ 14 25 160 Extension courses _ _ 4 15 92 Roanoke _ Virginia College 1 _ 1893 159 Preparatory... ... _ _ 2 56 Arts and sciences.. . . 6 84 Special _ . ... .... 19 Salem Roanoke College (arts and sciences) . Summer school (1927) _ 1843 21 261 44 1 13 17 6 35 184 Staunton _ Mary Baldwin College _ 1842 3 25 369 19 Preparatory _ 9 159 Arts and sciences. .. . .. 1 11 114 19 Special _ _ 9 Fine arts and music . 2 5 87 Sweet Briar Sweet Briar College (arts and sciences). Protestant Episcopal Theo¬ logical Seminary. 1906 7 30 451 54 ... 1 Theological Sem¬ inary. 1823 11 81 20 2 WASHINGTON College Place. Walla Walla College _ 1892 14 14 269 253 14 11 Preparatory _ _ 5 1 81 96 Arts and sciences _ ... 8 10 188 150 14 11 Music _ 1 3 7 Summer school (1927) 3 4 9 65 Lacey _ St. Martin’s College *. _ 1892 37 297 Preparatory _ _ 24 208 Arts and sciences . . 13 89 Spokane _ .. Gonzaga University . . 1887 71 809 33 49 10 22 Preparatory _ 22 385 Arts and sciences 34 327 33 46 10 Graduate.. _ 24 22 Law 15 73 3 Summer school (1927) _ 16 .... 31 148 Correspondence courses... 4 11 61 i Junior college. 1 Colored. STATISTICS OF UNIVERSITIES AND COLLEGES 835 Table 28. — Privately controlled universities, colleges, and professional schools- Instructors, students, and graduates in 1927-28 — Continued Location Institution b£ .9 *3 P< O GO Profes¬ sors and instruc¬ tors cp O 03 c^co® o co ■<* oo co co o is si ! : ! ! !' : ! i : : : gli £i ii sfsf irf l! QT3 g as! Ill i |SI‘ tfSSS'S liil Sgssf ill II o op.y-g 0.5x3 O 3x3 3; « 'SS’S a >!s§ ISlil 111 iiliisi fifssiisiis 1111 tm ill Sill llfsSWf 0.3 .S~ sill 13 g g S3 t> «3o.a,M iiiiSiill S?g|f&&gSFSf55 ill ss- iiiiilii mrm g.ss| a g.’Sgxi-g ag 3 a g. =3 a- 03 ® IlllslISIsIllsill §"S 8 8 S' S' B g' S' a 8 8‘ 8f 8 8 8' ■* iisgissssSllI °.a >» §a a o 3'- n i§lgiB8SIS9§§l§§9 “"ssss gsr ss s g : : : : : STATISTICS OF UNIVERSITIES AND COLLEGES 847 1SS iillf m i*m §§ igi is- 111! i! i! II ill |ss-| ig is- t-rf iff i I ilSg s' ills ii r jin* ii i ii s »' is-g- £8" I ! i dim r i : : : : 1 i 8 i 1 is :s Ig i ii iiiiii ii i in i iiisiii in ii issiisi i i i i i i ii ii i «f i ddoNO 8 :s is" i \m i j | : igg83S§ **& s‘ pmm \ i i i i i ;sf is i in! i i S IlllsSl isimm lll?llSiilllll IsllllllilSIil SllSsllg'ISis— ggss i i°w ill i£§ II jsgsf£ iH5i| !|SS§|S- jggjpg iiiiiiiiiiiii § iiiiiiiiiigiii l58§SlSS§§E§gSS§EIS§§8S NojocidoWN oi^ccoo^ccor^^^cfjc^.0 iii§§iii§iiiii§iiiiiis§ ^N«NVu5VN>Offl«V 00~®^‘ T* to co co ) 'O N O ^ IN O )O00NG5O(N I 00 »-H T-i ^ CO Sf8"8" It © 3 ® © ’35 > O nnooo S8S3r^ © §.■§11 ’S a §'o >s£§ xj a !88S s^-g 3X3 3JJ '3;g’o a >£•2,2 TJ 8i >05 < F^gtfgSS • 005C : sss iCNhOMM > OOQ CO O ^ CO < iO W00OW05C NOOOiOOiOHCOCDCOOCD n»o*o»oqo«oo^«C5©oo ^OC^^^OO^kOCSIr-soOOiM POQU3 CO O O CO t-< o o >10 00^ o^.g^ ©a^S 5 gS E « 2 3,2 >■ u>.g deodoooQ oooooco £•2 §,’1 E’g'S ^ O o C3 h fl i ■=iwg,n2§3' < ?3 S co 838358888 05 S iWNWiOOJOOCOOOOOoOOO f® ® COOO; &gf^co oVqn g 8888 NOCON >-9>? a!2 §1* n {2882 OONC > *o CO CO 1C CO CN| ONO( “ «o © < CO lO O GO GO I cs ocfot^o^HcoocTjo'o ■go oO .z: * « o3 ^•g a a .•3 ©CO 5 s oj S- ©2 5a«a8jf§ >> ^03 1 C 3 III o 8“ r CD ■— « a“8 03 © s».go m © 2- S-gSaJP O £ q.a| ©.2 s|l-3 0*3 “ J>g ° ©£ ©o!=3-S5 ®*s o>: SehO «-n°0 ho &U:S o = .!2.2.gMS5o^3^ ^ 5 3 3 >,£6 a a8 ftl 3 a'-.a^ o ©H-g « (S^WomPh^rooucgwh^kahoww oa §3 if _ © .035 50 a §3 51 32 CO t»> ® « M cS ‘E o HO “o§M .2 go if oc d O °r2iSo U CO u aose iviemonai cnurcn Training scnooi. . . . Tennessee College _ _ _ _ _ _ David Lipscomb College _ _ _ _ _ Fisk University 2. _ _ _ _ _ _ Meharry Medical College 2 _ _ _ _ _ _ _ v anuero m u niversuy.. . . . . . . . . . . . Ward Belmont School . . . . . . Martin College . . . . . University of the South . STATISTICS OP UNIVERSITIES AND COLLEGES 857 30, 649 491, 000 320, 000 210, 000 534, 277 250, 000 94, 450 11, 000 650 2, 277, 402 29, 000 45, 320 422, 764 1,000 10, 500, 000 11 il »‘8‘ is? 1 - i i • » l : i i i ill s | j 1 1 fit i s il ii i a j* ! i i i i il ! i ! is! i is is :§s il j i is? i i i i if is« is ill ill! II I I I 2, 280 19, 195 53, 656 30,000 i i i i§ in i i i r r 1 i i i i 5,000 29,000 liiii g‘s‘"sf - 150, 000 75, 374 198, 860 75, 000 150, 000 785, 000 103, 000 100,000 50,000 . 125, '666' 522, 209 125, 000 475,000 179,269 515, 000 125, 000 60, 000 577, 000 70, 006 172, 500 63, 755 177, 000 175, 000 71,341 147, 500 275, 000 139,000 500,000 95,000 150, 000 10,000 111,000 52,000 615, 000 146, 000 20,666 175,000 | lllllllili mmmm !g!gg§ls!15iliS»SSll!lgsiiiii!!!i ! rf IlSii ism illlSSaiSl 'illllilSiiiilglilllllill ' fs'a'gf ifi|SR|as‘3| :ss-sg|a's'|ss'“'fs^'»a§'ss'gg I ! rH ! : : : : ! ; §SS§§98B§slgSS38IS8S§S§3S§SSSSeigS8SlS8§S§Sl for 1925-26. Table 29, — Privately controlled universities , colleges, and professional schools — Property, 1927-28 — Continued 858 BIENNIAL SURVEY OP EDUCATION, 1926-1928 STATISTICS OF UNIVERSITIES AND COLLEGES 859 II if in gin iigii im mm a >23 O : liElilal laass's””' SSHsisssS iS Rg'a S'S'S'I'S' is' 3838881883 S'8'3lSas'£S'»'g' STATISTICS OF UNIVERSITIES AND COLLEGES 865 33aSi£38ifS8i iS3l83gSMil8g388i8§!S83g§SI3g $***&$$§&&* rH SiailSSSISSil SlsIiiSSSSigSaSisililSiSliliag 1 ia in Sll i IlSSlglSil SI isll 700 107 200 241 622 142 188 645 135 456 982 000 s :£§“ : i ! NWN j ^^r»g i : S'- i»'“S *SfSf S s i i las l i a ig§ ini ilSIIi Sg§! si iggli 55 S i j ice* i sf ; ! s' is's sfc's”^' csToo s's' iSsss' ' 3 s8 ! i is i i 2 1 1 o ill i i i il III! il is il ' © © © 1 1 © :i*£8 : :s »o s i i ;© : : © r 1 j - i i i i ; i i« 8-' || is i*f iss* : ig II iii 2gfg2 § - SI sSssSli 11S§ ^ccoocd IBs!! III II “S5 siiiiiiil 833 !5 i sg -sfa is o § ifisii «*i “a S3 IIS il ■-Tor :|8gSg|8 !"SS|S§§SS a illisgisiglll IlgllllsgsgllSSsssSlil llfsllllS ii &***m*m* From the Federal Government. 10 Includes $192,895 from private benefactions not distributed. n Included in Table 30. — Privately controlled universities , colleges , and professional schools — Receipts from all sources in 1927-28 — Continued 870 BIENNIAL SURVEY OF EDUCATION, 1926-1928 STATISTICS OF UNIVERSITIES AND COLLEGES 871 gs§issesissssss§s§i i§ ssssassssEassss i g S S jg £ g £ S gf 1 1 1 & S {2 1 S3 S S« §83§8§S&3§8£f33g | SSIlsggllSSIIillslI il UlllSIglsilsSs gSSg|“S'fe2S|f|SSfi|S$g rH VnmnoV «o-jo j 8 1 naiiigs ^ T-H iissgs mi 8S8I I! gf-‘ sfc? Si T IsS§ 00 00*0© Slis -g-§f j Ml I is i i i i il i 1 | 1 i ilSl jg ill i Is! jff i i ! j j® i eo j |w = to* -r to* 1 !is§SI3ISI!i 1 11 ii j»o»o«o i Table 30. — Privately controlled universities , colleges, and professional schools — Receipts from all sources in 1927-28 — Continued 876 BIENNIAL SURVEY OF EDUCATION, 1926-1928 STATISTICS OP UNIVERSITIES AND COLLEGES 877 sll!SlS§I§!5s!!ll8S§! !§§§!§!! isSlslli IlllSSIIl • sgss-f^-g sgsssssa sssggiil§ H H tC (N IlllilSIlllSsllllSslI ilBSISII Isslsill IllllsSIS *&&*** ~ T-H 1-ToO r ! ; i CO 1 1 : : jnef «rH*oo(N : 1S581S £**§3*8? 15 sfsr II $8i §1 3c3 ESS ga¬ lls S§lg§ II ^cTcoW W li *s is ss gs I £22 isf II II g|§§ SS^tfgf 51 sfrf Hill 22- Si¬ ll S3 ISII3SI H'hNVSnm mils ^-gg^-g- gill 111 inis 1 i i Ms i i is i 1 i i iis : 5 ii is ii CO* ! ! | 00 1-4 1 rH~® rH- j i ;rf i i Is? i of ! i i ! ! CO j j-' l» 1“ ISlis mmmm 51 inis lai ii si iiS 151 ins S”S“ -2 |h®mS* is 3 i* ! i ! : : : rsfis S’Sf jjfgf £££ i«2g- j ilillsgl 115 :isag3SII i 111 :iii§§ sfSISIs sV^Sfgf^ ssftsiq^s of 1925-26, Table 30. — Privately controlled universities , colleges , and professional schools — -Receipts from all sources in 1927-28 — Continued 880 BIENNIAL SURVEY OF EDUCATION, 1926-1928 STATISTICS OF UNIVERSITIES AND COLLEGES 881 SISIIISiiSSa nils sis §Sa3sB§§SiaS3gg§§§§S§B iiiiiisiissi §i§i§ iis giissiiiiiiisiiiiiiiig §§8 s 3 | S 3 £ | §5 | 3 £ Sf 1 1 1 g £3 S £ S 1 2“ Table 30. — Privately controlled universities , colleges , and professional schools — Receipts from all sources in 1927-28 — Continued 882 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total re¬ ceipts, ex¬ clusive of additions to endow¬ ment $110,000 122, 872 181. 158 452, 5G0 87, 636 191, 595 48, 602 140, 914 53, 933 232, 706 200,418 62,911 180, 659 106, 952 79, 875 42, 871 56, 242 71, 664 63, 652 528, 490 88, 753 463, 136 41,639 1, 096, 563 Total re¬ ceipts - $110,000 141,523 181, 158 486, 575 118,636 191, 595 48, 602 140, 914 59, 933 312, 957 22.s, 77s 62,911 180, 659 113, 842 79, 875 50, 871 56, 242 71, 664 s27 571, 871 88, 753 665, 177 64, 989 1, 130, 605 From all other sources s $6, 853 861 536 6,375 71, 459 16,000 35, 013 5,000 6.516 1, 816 14, o»o 1,774 7,808 2,431 7, 264 8,682 1,132 180, 029 From private benefactions For current expenses * 1 ii S= 1 1 ; 3 2 : !(n 3,223 13, 066 2,614 in is j? 10| 955 162 32,000 78, 796 257 5,279 For endow¬ ment CO 5 si Si** :i esieyan ^unege . Davis and Elkins College . Storer College * . . . Greenbrier College for Women . . . Salem College _ WISCONSIN Lawrence College . . . Northland College . Beloit College . . Milton College . Marquette University . . . STATISTICS OF UNIVERSITIES AND COLLEGES 883 g i 884 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 31. — Statistics of junior colleges, 1927-28 (Included in other tables) State Under public control Under private control Number Instruc¬ tors Students Number Instruc¬ tors Students 2 3 4 5 6 7 Continental United States . . 114 1,919 28,437 134 1,565 16, 418 1 12 122 Arizona _ _ _ _ 1 16 304 1 13 72 Arkansas _ _ _ 3 35 392 3 38 389 California.. _ _ _ _ 30 690 8,357 3 16 91 Colorado . . . . . 2 14 137 1 25 175 Connecticut. _ _ 1 7 78 Georgia _ _ _ 2 30 279 4 31 603 1 39 428 Illinois _ _ _ _ 4 164 4,583 7 96 712 Indiana _ _ 1 8 146 Iowa _ _ _ _ 12 59 744 4 28 276 Kansas - - - 9 82 1,486 6 40 350 Kentucky _ . _ 10 84 767 Louisiana . . _ _ 2 15 140 Maryland _ _ _ _ 2 16 210 Massachusetts _ _ _ _ 1 18 106 Michigan _ _ _ 6 105 1, 731 Minnesota . . . . 6 98 903 2 19 103 Mississippi - - - 1 8 243 4 40 560 Missouri _ _ _ 6 112 2,028 16 274 2,588 Nebraska . . . . . . 1 7 65 1 8 93 New Mexico _ _ _ _ _ _ _ 1 33 195 New York _ _ 2 8 78 North Carolina _ _ ♦ 8 104 1, 526 North Dakota _ _ 2 26 300 Ohio . . . . . . . 2 21 53 Oklahoma _ _ _ _ _ 5 41 669 2 15 154 Oregon _ _ _ 1 7 55 Pennsylvania . 1 15 53 South Dakota _ _ 2 16 116 Tennessee _ _ 1 30 536 8 102 1,686 Texas _ _ _ 17 276 4,126 20 236 2,464 Utah . . . . . . 4 48 727 Virginia _ _ _ _ _ 10 154 1, 551 Washington . 2 12 138 1 13 89 West Virginia . . . . 2 42 793 3 38 285 CHAPTER XXIII STATISTICS OF TEACHERS COLLEGES AND NORMAL SCHOOLS, 1927-28 This report contains statistics of 339 institutions which are engaged primarily in the preparation of teachers for positions in elementary and high schools. These institutions are classified as teachers col¬ leges, State normal schools, city normal schools, county normal schools, and private normal schools. In order to make the report as complete as possible, data are included in Tables 1 and 2 to show the additional number of students taking teacher- training work in high schools, and in colleges and universities. Since 1926 the number of teachers colleges has been increased from 101 to 137, a large majority of the 36 additional schools having been transferred from the State normal school list. State normal schools have been reduced from 102 to 69 in number. Reports were received from 28 city normal schools, which is an increase of one over 1926. County normal schools, which numbered 108 two years ago, now number 46. In 1926, 64 private normal schools sent reports, and 59 reported in 1928. In 1920 the teachers colleges were training 40.4 per cent of all students in strictly teacher-training institutions, and in 1928 they were training 75.4 per cent. Students in State normal schools now represent 15.6 per cent of the total; those in city normal schools, 5.2 per cent; those in county normal schools, 0.5 per cent; and those in private normal schools, 3.4 per cent. The public teachers colleges and normal schools enroll 93 per cent of all students taking teacher- training work in the institutions represented in this presentation. In 1918, men students represented 12 per cent of the total number taking teacher training in teachers colleges and normal schools. This percentage increased to 20 in 1926, and it is 19 for 1928. The number of men taking this training decreased from 54,221 in 1926 to 52,054 in 1928, while the number of women increased from 215,985 to 222,294 during the same period. The rapid increases from year to year, which were noticed from 1918 to 1924 in the number taking teacher- training work, seem to be disappearing during more recent years. In 1918, 115,363 were taking teacher training, 135,435 in 1920, 194,534 in 1922, 245,669 in 1924, 270,206 in 1926, and 274,348 in 1928, not including those taking teacher training in high schools and in colleges and universities for 885 886 BIENNIAL SURVEY OF EDUCATION, 1926-1928 any year. These figures are shown graphically in Figure 1. The small increase from 1926 to 1928 is not influenced greatly by losses in the number of institutions reporting during this 2-year period. The loss of 62 county normal schools accounts for a loss of only 1,400 students. If all institutions mentioned in Table 1 are included, 512,247 stu¬ dents are taking teacher training for 805,608 public-school positions and for a few others, which probably make a total of not more than 900,000 positions, or four prospective teachers for every seven posi¬ tions. Many of those in training are no doubt already employed, but are taking advantage of late spring terms and summer sessions in order to improve themselves for teaching service. A casual survey of current literature in education would indicate an oversupply of teachers. No one, however, claims that there is an oversupply of well-trained teachers. A careful survey of the field would probably indicate that too many are entering the calling of teaching with inadequate preparation, especially in the elementary schools. In secondary schools it is possible that there are too many persons trained to teach certain subjects and too few trained to teach other subjects. These are problems which the State must solve, each for itself. Therefore we urge that either the State departments of TEACHERS COLLEGES AND NORMAL SCHOOLS 887 education or the organized teacher-training institutions of the State, or both in cooperation, undertake to ascertain the facts and develop policies. Frequency and 'percentage distribution of 110,617 students in 111 teachers colleges and 58 normal schools , according to kind of work which they are preparing to do NUMBER Type and location of institution Kin- der- gar- ten Grades 1, 2, and 3 Kin- der- gar- ten- pri- mary Grades 4, 5, 6, 7, and 8 Grades 1 to 8 Total ele¬ men¬ tary and kin¬ der gar- ten Rural Jun¬ ior high school Reg¬ ular and senior high school High school Total high school Total 1 3 3 4 5 6 7 8 9 10 11 12 13 All institutions report¬ ing . . . 1, 527 16, 919 5,845 28,157 14,060 66, 508 8,671 10, 708 16, 795 7, 935 35, 438 110, 617 Teachers colleges . . 1, 199 12, 390 4, 424 19, 275 9,297 46, 585 1 7,395 7,654 16, 630 7, 211 3, 149 85, 475 Normal schools _ 328 4,529 1, 421 8,882 4,763 19, 923 1, 276 3, 054 165 724 3, 943 25, 142 In States with more than 60 per cent ur¬ ban. _ .. _ 563 4,375 4,463 10,775 6, 275 26,450 1, 152 3,880 4, 223 3,803 11,906 39, 509 In States with 30 to CO per cent urban _ _ 778 5,679 893 8,707 5,163 '21,220 4,302 4,167 8,039 3, 436 15,642 41, 164 In States with less than 30 per cent urban _ 186 6,865 489 8,675 2,622 j 18, 837 3, 217 2,661 4, 533 696 7, 890 29,944 PERCENTAGES All institutions report¬ ing - - 1.38 15.30 5.28 25. 45 12. 71 60. 12 7.84 9.68 15.19 7. 17 32.04 Teachers colleges _ 1. 40 14.50 5. 18 22.55 10.88 54. 50 8. 65 8. 95 19.46 8.44 36.85 Normal schools „ 1. 30 18. 01 5.65 35.33 18.94 79. 23 5.08 12. 15 .66 2.88 15.69 In States with more than 60 per cent ur¬ ban .. _ 1.42 11.07 11.30 27.27 15.88 66.94 2.92 9. 82 10.69 9.63 30.14 In States with 30 to 60 per cent urban _ 1.89 13.80 2.17 21. 15 12.54 51. 55 10.45 10.12 19.53 8.35 38.00 In States with less than 30 per cent urban _ .62 22.93 1. 63 28. 97 8.76 62.91 10.74 8.89 15.14 2.32 26.32 Each teacher-training institution was requested to show what its students were preparing to teach. Reports from 111 teachers colleges and from 58 State normal schools gave this information for 110,617 students, or more than 44 per cent of those enrolled in teacher-training work in these institutions. The foregoing table indicates how these students are divided as to kind of work they are preparing to do, type of institution attended, and composition of the population of their State with respect to urban and rural life. The table shows that the institutions reporting upon this item are training 66,508 teachers for kindergarten and elementary work, 8,671 for rural-school positions, and 35,438 for high-school positions. If these same proportions hold for the 274,348 teacher-training students in all teachers colleges and normal schools, these institutions are training one teacher for every four elementary-school positions and one teacher for every two high-school positions. Since the colleges 888 BIENNIAL SURVEY OF EDUCATION, 1926-1028 and universities presumably are training chiefly for high-school positions, the differences are even greater than these rates indicate. About 9 per cent of the students of teachers colleges are preparing to teach in junior high schools, and about 12 per cent of the normal- school students are preparing for this type of work. In teachers colleges 28 per cent are preparing for teaching in high schools other than junior high schools, and in normal schools 3.5 per cent are pre¬ paring for this type of teaching. The fact must not be overlooked that many of the teachers colleges are accredited colleges, and that they offer four years of work. The normal course is usually not that long. In States with a large urban population less than 3 per cent of the students are preparing for rural school' work, while in those States with a large rural population about 1 1 per cent are preparing to teach in rural schools. Since many of those preparing for grade teaching may finally take positions in rural schools, it is not possible to make a definite statement concerning the extent to which trained teachers are available for rural schools. There are approximately 160,000 one- room schools in use in this country, and possibly 275,000 rural-school teachers in one, two, and three room schools aside from those in consolidated, centralized, and village schools. In States with a large urban population 30 per cent of the students are preparing for high-school teaching, and 26 per cent are preparing for this type of work in States with a large rural population. The urban group has 1.4 per cent preparing to teach in kinder¬ gartens, and the rural group has but 0.6 per cent so occupied. The differences are even more significant for those preparing for kinder¬ garten-primary work, being 11.3 per cent for those living in States largely urban and 1.6 per cent for those living in States largely rural in character. Material from private normal schools is not included in the table, but these institutions report 21 students preparing for teaching in nursery schools, 90 in kindergartens, 2,237 in kindergarten-primary work, 226 in primary grades, 543 in other grades, 102 in rural schools, 27 in junior high schools, 223 in other high-school work, and 550 in physical-training schools and classes. The teachers colleges included in this report offer four years of work above high-school graduation and grant degrees corresponding to first degrees granted by recognized colleges. Many of these insti¬ tutions, however, offer one, two, and three year curricula in addition to the four-year college curriculum. During 1927-28 the teachers colleges granted certificates (not licenses to teach) to 6,283 for the completion of a one-year curriculum, to 20,792 for the completion of a two-year curriculum, to 2,892 for the completion of a three-year curriculum, to 1,099 for the completion of a four-year curriculum, and TEACHERS COLLEGES AND NORMAL SCHOOLS 889 graduated 8,179 from the four-year curriculum. All but 168 of those receiving certificates from the four-year curriculum were granted degrees. These figures indicate that the teachers colleges graduated or certified during the year 38,314 different persons trained for teaching work. In these institutions 16 per cent were certified after one year of training, 54 per cent after two years, 8 per cent after three years, and 22 per cent were either graduated or certified after four years of training. The State normal schools certified 578 after one year of training, 7,775 after two years, 1,942 after three years, and 31 after four years of training. City normal schools certified 40 after one year of training, 1,141 after two years, and 3,370 after three years of training. County normal schools graduated 1 ,324 after one year of training. The private normal schools certified 50 after one year of training, 1,292 after two years, 1,103 after three years, and 115 after four years of training. Of the 57,075 certified or graduated from these five types of teacher¬ training institutions, 8,275, or 14.5 per cent, were certified after one year of training; 31,000 or 54.3 per cent, after two years; 9,307, or 14.9 per cent, after three years; and 8,493 were certified or graduated, or 16.3 per cent, after four years of training. Of the total enrolled in these institutions, 274,348, 20.8 per cent, were either certified or graduated during the year. According to general practice, 48,750 of those certified would be eligible to teach in kindergartens, rural and graded schools, and 8,179, or those graduated from four-year curricula, would be qualified for teaching in high schools. The num¬ ber certified would be sufficient to replace all public elementary teachers in 13 years, and the number graduated would be sufficient to replace all public high-school teachers in 21 years. If the 50,286 enrolled in teacher training in high schools were certified after one year of training, and the 118,733 taking teacher training in the regular ses¬ sions of colleges and universities were certified after four years of training, the elementary teachers now employed in public and private schools could be replaced in seven years, and the high-school teachers in five years. Were laws and customs and practices modified so that vacancies which occur in the teaching force would be filled by teachers with professional training only, teachers with institutional certificates and diplomas need not wait long for opportunities of employment. Teacher- training institutions need to recognize the fact that ele¬ mentary-school enrollments are not now increasing materially from year to year, and that increases in high-school enrollments are gradu¬ ally becoming smaller, all of which will in time place a limit upon the number of teaching positions. From data included in Table 3 total enrollments can be shown to have increased 1.15 per cent over 1926; enrollments in teacher train- 890 BIENNIAL SURVEY OF EDUCATION, 1926-1928 ing, 1.53 per cent; and receipts, 8.23 per cent. During this 2-year period expenditures increased from $61,811,149 to $64,349,498, or 4.11 per cent, and the value of property increased from $202,630,512 to $222,644,682, or 9.88 per cent. The value of buildings and grounds increased from $161,425,113 to $175,664,894; value of libraries, apparatus, and machinery, from $21,934,639 to $24,808,414; and endowment funds from $19,425,113 to $22,171,374. When the regular and summer school enrollments are reduced to an average enrollment upon a 36-week basis, 16 teachers colleges with an enrollment of fewer than 400 students have an average per capita cost of $439.67 for current expenses; 40 schools having an enrollment between 400 and 799 have an average per capita cost of $355.37; 32 schools with an enrollment between 800 and 1,199 have $297.74; 12 schools between 1,200 and 1,599 have $233.51; 10 schools between 1,600 and 1,999 have $194.80; and 7 schools with an average annual enrollment of 2,000 and more have an average annual per capita cost of $236.46 for all current expenses. Among State normal schools, 5 with an average annual enrollment of fewer than 200 students have an average per capita cost of $324.43 for the year for all current expenses; 20 schools with an enrollment between 200 and 399 have an average per capita cost of $373.03; 13 schools between 400 and 599 have $265.38; 7 schools between 600 and 799 have $304.21; 5 schools between 800 and 999 have $205.47; and 5 schools with an enrollment of 1,000 and more have an average per capita cost of $246.74. The tables which follow are similar in content to those published in previous bulletins on teacher-training institutions. The following exceptions are noted: Date of establishment of institution and date of becoming a teachers college are given as furnished by the institu¬ tion, the number of institutional certificates are given according to the number of years of training required for such certificate, and data are included to show the kind of work those in training are preparing to teach. TEACHERS COLLEGES AND NORMAL SCHOOLS 891 Table 1. — Number of students in teacher-training courses, 1927-28 State In institutions under public control 1 2 In institutions under private control 3 Total in all institutions Total in regular sessions Number of public-school teaching positions Universities and colleges 3 Teachers colleges State normal schools City normal schools High schools Total Universities and colleges 4 Normal schools High schools • 2 3 4 5 6 7 8 9 10 11 12 13 Continental United States . . . 90,380 196, 648 42, 734 14, 154 42, 541 387, 882 100, 998 9, 188 4,024 512, 247 327,288 805, 60S Alabama... _ 2, 812 0 7, 699 0 228 10, 739 1, 561 997 142 13, 439 5,464 15, 193 Arizona _ .... _ _ 582 1, 708 0 0 7 2,297 0 0 1 2,298 1, 482 2,568 Arkansas _ . . . 977 2, 057 54 0 340 3, 428 593 0 100 4, 121 2, 300 12, 434 California _ . 7,561 8, 424 0 0 1, 042 17, 027 5,241 216 M 22, 568 17, 250 32, 285 Colorado _ _ ... 406 5,547 0 0 106 6,059 211 138 6 6,414 2, 991 9,512 Connecticut _ 59 0 1, 069 90 2,190 3,408 26 388 145 3,967 3,967 9,356 Delaware. . .. ... 548 0 0 0 8 556 0 0 0 556 269 1, 398 District of Columbia... 0 0 0 538 0 538 1, 693 200 4 2,435 1, 920 2,578 Florida... i . . 2, 929 0 0 0 293 3, 222 377 0 13 3,612 1, 555 11. 150 3, 351 1,273 1,243 132 352 6, 351 1, 352 183 7,886 4, 386 17, 881 Idaho. . _ 790 0 1, 519 0 39 2,348 136 237 1 2, 722 1, 756 4, 330 Illinois . ... . _ 1, 912 11, 753 0 2, 964 1,883 18, 512 4,517 887 532 25, 128 17, 376 44, 572 Indiana ..... _ 3,008 5,601 0 0 547 9, 156 4,032 175 139 15,888 9, 738 20, 915 Iowa. ... - 3,412 5,716 o 0 3,044 12, 172 2, 438 29 61 14,700 9, 885 25,616 Kansas. _ _ 1, 621 8,058 0 0 1, 974 11, 653 2,431 0 28 14, 112 8,025 18,960 Kentucky _ 1, 300 8,286 222 243 338 10, 389 1, 459 0 117 11, 965 8,678 15, 917 Louisiana . . .. 1, 270 2, 058 42 281 719 4, 370 1, 375 0 116 5, 861 3, 975 11, 727 Maine _ . . . 57 875 1,569 23 118 2, 642 602 0 81 3, 325 2,033 6, 157 , Maryland _ _ 175 0 1,311 87 235 1,808 628 0 15 2, 451 2, 117 7,834 Massachusetts. ... 57 3,090 1,909 22 3,743 8,821 3,084 1, 982 179 14, 066 11,244 24, 450 Michigan _ _ 1,334 13, 910 0 0 1.411 17,291 926 0 159 18, 376 12, 412 30, 327 Minnesota. _ 3,083 4, 498 887 0 606 9, 074 861 425 37 10, 397 6,813 22, 080 Mississippi ... - 1, 185 1, 756 272 0 228 3,441 1, 431 310 39 5,221 3, 488 13, 902 Missouri _ _ 1,830 11,204 0 765 1,694 15, 493 2,291 0 33 17, 817 9, 840 24, 151 Montana _ 551 0 1,086 0 367 2,004 87 0 16 2, 107 1,515 5,926 Nebraska _ 1,415 5,377 0 0 3,267 10, 059 1,589 298 158 12, 104 7,892 14, 216 Nevada _ _ . 385 0 0 0 2 387 0 0 0 387 379 786 New Hampshire _ 434 853 336 13 0 1, 636 200 ! o 56 1, 892 1, 188 2,908 New Jersey _ 670 747 3,267 212 4, 162 9,058 445 332 161 9,996 8, 926 23,712 New Mexico _ 579 1, 273 34 0 55 1,941 0 0 52 1, 993 777 3, 160 New York _ _ 3,678 3, 727 8,087 7, 498 2,151 25,141 19, 359 1, 271 323 46,094 34, 046 66,854 North Carolina _ 2,927 1,923 1,614 0 206 6, 670 2,732 6 73 11, 107 6,412 23,596 North Dakota _ 615 4,609 608 0 419 6, 251 252 0 15 6, 518 3, 848 8,273 Ohio _ _ 7,664 6, 370 0 277 | 1,358 15, 768 6, 671 335 79 22, 853 12,428 39, 710 Oklahoma _ 3, 221 1 14,024 0 0 219 17,464 1, 247 0 9 18,720 9, 321 18, 422 Oregon . . .. 1, 676 0 2, 788 0 28 4, 492 289 333 11 5,125 3,979 7,940 Pennsylvania.. _ _ 2,399 12,260 1, 422 802 5,178 22,061 11, 794 302 72 34, 229 22,248 54, 129 Rhode Island _ _ 100 890 0 0 38 1, 028 435 0 8 1, 471 1, 172 3,393 South Carolina . _ 1,010 108 0 0 121 1, 239 3,724 63 54 5,080 3,707 12, 846 South Dakota. _ 670 3,425 0 0 423 4,518 499 32 93 5, 142 2,943 8,087 Tennessee _ _ 1, 334 6,436 0 0 900 8,670 2,366 11 134 15, 203 [ 9,258 17, 448 Texas _ _ _ _ 5,123 19, 412 0 0 959 25, 494 7, 152 0 243 32,889 19, 867 37, 940 Utah _ 1, 997 0 0 0 64 2, 061 775 43 0 2,879 1, 617 4,082 Vermont _ .. 1,233 0 125 0 90 1, 448 692 0 18 2, 158 922 2,594 Virginia . _ .. 3,266 5,691 0 207 279 9,443 1, 045 0 58 11,987 5,448 16, 118 Washington _ _ _ 2,720 0 3,744 0 94 6,558 446 178 13 7, 195 5,437 10,282 West Virginia _ .. 1,336 4, 481 1,827 0 336 7,980 804 0 3 8, 787 5,545 14, 845 Wisconsin.. _ _ . 4, 192 : 9,228 0 0 491 13,911 1, 130 0 158 15, 199 9,082 19, 952 W yoming _ 926 0 0 0 189 1, 115 0 0 2 1, 117 457 3,096 1 Students in county normals included in column 7 as follows: 636 in Michigan. 99 in Ohio, and 690 in Wisconsin. 2 Students in private teachers colleges as follows: 680 in Illinois, 2,386 in Indiana, 1,626 in North Carolina, 4,022 in Tennessee, and 1,441 in Virginia, included in column 11; and their regular students, 512 in Illinois, 1,390 in Indiana, 293 in North Carolina, 1,289 in Tennessee, and 219 in Virginia, included in column 12. 3 Number of students registered in education used in 11 institutions out of 97. 4 Out of 528 institutions, 106 not reporting. 892 BIENNIAL SURVEY OF EDUCATION, 192&-1928 Table 2. — Students in teacher-training courses in universities and colleges and in public high schools , 1927-28 State In universities and colleges under public control In universities and colleges under private control In public high schools Students Graduates Men Women Men Women Boys Girls Boys Girls 1 2 3 4 5 6 7 8 • Continental United States _ 22,915 67,465 25, 338 75,660 8,494 34, 047 2,645 12, 218 Alabama _ _ _ 748 2,064 357 1,204 42 186 9 17 Arizona - - - - - 157 425 0 0 5 2 0 0 Arkansas _ _ .. .. _ _ _ 307 670 117 476 103 237 31 89 California . . . . 895 6,666 1,963 3, 278 254 788 52 158 Colorado. - - - 195 211 4 207 28 78 13 47 Connecticut - 24 35 26 0 318 1, 872 72 428 Delaware - 39 509 0 0 1 7 0 0 District of Columbia _ _ 0 0 329 1, 364 0 0 0 0 Florida. . . 750 2, 179 72 305 31 262 14 100 Georgia . . . 353 2,998 233 1,119 98 254 54 175 Idaho. . . . . 330 460 37 99 9 30 2 11 Illinois _ _ _ ... 1,042 870 1, 255 • 3,262 528 1, 355 119 228 Indiana - 956 2,052 1, 524 2,508 230 317 38 43 Iowa.. . . . . . . . 1,214 2, 198 765 1, 673 203 2,841 114 1, 366 Kansas - - 547 1, 074 604 1,827 296 1, 678 166 1, 109 Kentucky . . 270 1,030 428 1,031 77 261 15 43 Louisiana . . 414 856 273 1, 102 77 642 18 149 Maine _ _ 17 40 238 364 18 100 4 Maryland. . . . . 58 117 44 584 65 170 26 77 Massachusetts . . . 39 18 1, 193 1,891 337 3, 406 110 914 Michigan. . 440 894 234 692 545 866 140 341 Minnesota - 583 2,500 262 599 41 565 25 402 Mississippi— - - 257 928 204 1, 227 75 153 52 80 Missouri _ 650 1, 180 546 1, 745 334 1, 360 160 670 Montana - - - 125 426 34 53 7 360 5 104 Nebraska . . 225 1, 190 462 1,127 428 2,839 190 1,280 Nevada _ 57 328 0 0 0 2 0 0 New Hampshire _ _ _ 196 238 200 0 0 0 0 0 New Jersey - - - 195 475 70 375 767 3,395 115 1,039 New Mexico . . . . 119 460 0 0 15 40 2 13 New York . . . . . 306 3, 372 4,604 14, 755 257 1, 894 65 549 North Carolina . . . 489 2, 438 577 2, 155 29 177 7 88 North Dakota . . . .. 15-7 458 74 178 94 325 52 170 Ohio... - - 1,978 5,686 1,652 5,019 362 996 211 434 Oklahoma. . . . . . 917 2,304 170 1,077 83 136 17 34 Oregon . . 450 1, 226 126 163 4 24 2 9 Pennsylvania - - - - - 681 1,718 3,022 8,772 1,591 3,587 345 808 Rhode Island . . . . 56 44 114 321 0 38 0 30 South Carolina - 136 874 307 3,417 36 85 3 33 South Dakota . . . . . 285 385 111 388 57 366 18 151 Tennessee . - . . . 272 1,062 661 1,705 348 552 181 304 Texas . . . . . 1, 396 3, 727 1,219 5,933 391 568 81 110 Utah . . . 534 1, 463 205 570 21 43 5 24 Vermont . . . . 120 1, 113 117 575 4 86 1 44 Virginia - - - - 1,214 2, 052 237 808 38 241 12 85 Washington - - 932 1,788 128 318 18 76 3 11 West Virginia _ _ _ 433 903 279 525 110 226 27 95 Wisconsin... _ 1, 121 3, 071 261 869 97 394 58 234 Wyoming _ _ _ 236 690 0 0 22 167 15 118 TEACHERS COLLEGES AND NORMAL SCHOOLS 893 Table 3. — Review of statistics of all teachers colleges and normal schools, 1900-1928 Item 1899-1900 1909-10 1914-15 1919-20 1925-26 1927-28 1 8 3 4 5 6 7 Schools reporting . 305 264 273 371 402 339 Instructors: a. Total in all courses— Men _ _ 1, 856 2,195 2,506 3,560 5,774 5,831 Women _ 2,511 3,719 4, 370 6, 027 8,457 8, 631 Total _ _ - 4, 367 5, 914 6,876 9,587 14,231 14, 462 b. In normal courses — Men _ _ 1, 466 1,360 1,740 0) 5,005 5,002 Women _ _ 1, 617 2,400 3, 165 (0 7,503 7,428 Total... . . . . 3,083 3,760 4,905 0) 12, 508 12, 430 Students enrolled: a. Total in all courses — Men _ ... _ _ _ 47,906 37,823 27, 370 29,149 63, 993 61, 573 Women _ _ 68, 778 94,615 91, 590 133, 647 230, 071 235, 857 Total _ 116, 684 132, 438 118, 960 162, 796 294,064 297, 430 b. In normal courses — Men _ 24, 157 19, 746 19, 978 19, 110 54, 221 52, 054 Women _ _ ... . 45, 394 68, 815 80, 347 116, 325 215, 985 222, 294 Total _ _ _ 69, 551 88,561 100, 325 135, 435 270,206 274, 348 Graduates from nondegree normal courses: 2 Men _ _ _ 2, 989 2,151 2,772 2,151 6,263 6, 521 Women _ 8, 370 13, 279 19, 172 18, 861 41, 047 43, 106 Total.. _ _ _ 11,359 15, 430 21,944 21, 012 47, 310 49, 627 Enrollment in model schools... . . 35, 397 66, 180 52, 605 92, 146 73, 092 71, 685 Volumes in libraries. . . 807, 963 1, 521, 528 1, 672, 462 2, 385, 238 3, 225, 994 3, 536, 032 Receipts for the year: a. From State, city, and county for improvements _ $718, 507 $2, 635, 838 $1, 957, 199 $4, 245, 667 $8, 960, 352 $11,127,979 b. From State, city, and county for current expenses _ _ _ 2, 782, 123 6, 675, 152 8, 769, 258 15, 424, 586 27, 634, 814 32, 112, 330 c. Total receipts from State, city, and county _ 3, 500, 630 9, 310, 990 10, 737, 325 19, 670, 253 236,595, 166 343,240,309 Total receipts, all sources _ 5, 231, 856 1 14, 688, 220 15, 875, 438 31, 395, 389 364, 693, 494|470,016,988 Average receipts per school 5... . _ $17, 154 $55, 637 $67,844 $91, 532 $189, 162 $229, 564 Average number of students per school 5__ 382 502 436 439 732 877 Average number of students in normal courses per school 5... _ 228 335 367 365 672 809 Average number of students per in¬ structor5.. _ _ _ _ _ 26.7 22.4 17.3 17.0 20.7 20.6 Percentage of all students who were in normal courses . . . 59.7 66.9 84.3 83.2 91.9 92.2 1 No data. 2 For 1928, 2,781 and 5,398 degrees granted to men and women, respectively. 3 Usable data not obtained from city normal schools. 4 Expenditure figures used for city normal schools. 5 These averages include only the schools which report both items. 115044°— 30 - 57 [Includes teacher-training institutions offering four years’ work above the secondary school and granting degrees] 894 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Degrees conferred Wom¬ en O O* 5.398 n o 9 in s r^Gcotcoo googg© *~«oococor^ ^•»fNO>co t^* oo — ■ -*< oo »h g oi coi-r^^o 04 rH HHHCOH 04 CO G 04 rH Men a> 2,781 oo © 04 co g f^^^Goo g COOOCO 04 00 G CO OCOO ONOOCOG hGHGOl rH CO rH 04 G 00 *-H CO CO Institutional certificates in teacher-training courses granted from curricula of— 4 years Wom¬ en a© g 04 CO G 1 l 1 ' 00 1 1 CO 1 1 1 1 1 1 1 1 1 II 1 1 1 II 1 1 1 II £ ! Men r- 373 »o a i to I 1 I 1 1 04 1 1 I I i i i i 21 61 . . 2 : 3 years Wom¬ en CD CO CO of G G 160 04 • 04 CO IN 1 1 1 G N- i G 04 1 O 04 G G CO 1 rH 1 t>- 04 04 G 04 rH 1 1 rH 1 1 Men G 579 rH CO - I 1 N- i i 3 23 5 11 4 6 19 G 2 years Wom¬ en 18, 405 277 30 578 229 1, 294 744 478 816 295 254 168 376 2,023 926 805 362 106 200 43 340 741 710 Men eO 2, 387 05 NGCO NC4COOOO HCO ■ 00 ' CO G i 00 GG CO 04 00 G CO to 00 HH i I- 1^ iGl^i *->04 HH rH i 04 1 l 1 1 1 1 1 1 i i i S2 1 year Wom¬ en N 4,717 CO 195 rH CO G ^ CO G rH CO G 00 ^ 00 ^ G i rH O ClHH | 04 rH Hf CO 1 1 34 2 G G Men 2 1, 366 04 1 1 1 CO G CO H G 1 1 ' rH rH NGT}< 1 • 04 rH GN 1 1 1 1 1 1 1 22 22 G Instructors in normal courses Total exclud¬ ing duplicates Wom¬ en o 4,883 t000»0050 N O O CO O 05 to 00 to to to 04 04 04 to TT 04 © C5 G g5 O CO 2 ^ Cl 04 CO Tt< 04 CS 04 ^ CO 00 C5 ^ rH Men a 3, 860 04 05 05 Tf 05C0C0Tt«r^ rHNrHOl^ 00 rH 04 05 04 © 00 Tf« 00 lOWcOrHrH h CO 00 O CO ^ »0 OO G 04 04 05 rH CO CO 04 HH 04 T— l HH 04 04 rH In summer session Wom¬ en ao 3,204 coTf 0050 oo co oo oo 04 g ^ooootf 04 N- N- rH HONtcOl ^ GOO G *— < »— 1 04 tH rH 04 04 rH G 00 N- 04 CO COh^ON Men - 3, 176 C0 05C0rHts. 05 00 04 O CO G G G 04 CO OQ G 00 CO CO 04 00 05 00 r-H 00 G 04 CO 05 tO 04 G 00 04 04 © tO © CO ^ G G 04 In regular session Wom¬ en CD 3,963 HOiOtO CONN^O OOO^OrH O O 00 ^ to CO 00 CO 04 05 ^04CDN^ Tf r-H »— » CO 04 Tf rH 04 tO CO CONOCJ-tf 04NCOOtO iH 04HHHH HCOH r-H t— < f-H Men G 2,819 rH CO ^ 00 CO -^tOOTf 00 G ^ G ^ 04 04 04 CO CO 04 04 rH to 05 CO O CO ^ rH to rHGt^f-i rH lO CO to G Instructors in all courses, excluding duplicates Wom¬ en - 5,372 G 00 ^ G G TfCOGCOO G tO 04 G G rH 04 04 ^ 04 G 04 N H ^04^Gh- rH G 04 G to ^ ^ 2 ^ c^ 04 04 ^ hj G ^ £• Men l eo 4,286 COOOHCO i— i ^ G G G HNCOtOtO 00 00 04 G © (OOOOON G04COrn04 ^JJ2°°55Sh ^ tOO^G ^g^GrHrH Tf N S 00 g Schools report¬ ing e* 137 04 rH CO CO GTfHCO^ HHGtOG 04 I> rH i-H 04 04 CO ^ CO State - Continental United States _ Arizona . . . . California . . Colorado 1 cC rs E § ■c Illinois . Indiana Iowa . Kansas . Kentucky . . . Maine _ M assachusetts . . . . Michigan. _ _ Minnesota . . Mississippi . Missouri.. . . . Nebraska . . New Hampshire . . New Mexico. . . New York . . . North Dakota . Ohio.. . TEACHERS COLLEGES AND NORMAL SCHOOLS 895 896 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 5. — Teachers colleges — Students, 1927-28 State Resident students in all courses, excluding duplicates Resident si In regular sessions ;udents in nor In summer sessions mal courses Total, exclud¬ ing duplicates Stu¬ dents in ex¬ tension and corre¬ spond¬ ence courses Enrol in moc pra< schi Ele¬ men¬ tary grades lment iel and ;tice ools High school Men Wom¬ en Men Wom¬ en Men Wom¬ en Men Wom¬ en * 2 3 4 5 6 7 8 9 10 11 12 Continental United States _ 49, 165 169, 954 26, 578 85,972 23, 877 98,144 43, 749 163, 050 61,090 33,580 14, 484 Arizona _ 376 1, 342 269 743 110 564 370 1, 338 76 1, 172 19 Arkansas _ 760 1,297 315 590 493 1,098 760 1, 297 6,383 139 85 California _ i 2,497 i 8, 652 662 4,171 404 2, 970 i 1,093 i 7, 331 337 1, 792 179 Colorado _ 998 4,631 490 1, 980 453 2,761 936 4,611 3, 632 302 359 Georgia _ 75 1, 456 20 878 29 352 49 1,224 60 339 47 Illinois _ _ 2,744 10, 252 1,493 4,707 1,625 6, 780 2,550 9,883 2,461 2,673 959 Indiana _ 2,147 5, 840 1, 303 3, 052 1, 334 3, 762 2,147 5,840 3, 822 290 120 Iowa _ 974 4,742 658 2,016 422 3, 176 974 4,742 641 212 150 Kansas _ _ _ 2, 293 6, 254 1,318 2,383 1, 068 4, 395 2,027 6,031 3, 054 762 546 Kentucky.. _ 2, 564 5, 960 1, 835 4,093 1,411 3,877 2,443 5,843 4, 787 989 454 Louisiana _ 275 1, 783 167 1,005 173 898 275 1,783 573 536 298 Maine . . 70 805 48 401 29 416 70 805 196 Massachusetts _ 218 2,872 98 2,612 120 260 218 2,872 1,605 1,257 17 Michigan.. _ 3, 461 10, 722 2,371 6,474 1, 372 5,673 3, 309 10, 601 5, 607 2,903 1,495 Minnesota _ 492 4,015 375 2,390 145 2,102 489 4,009 116 1,251 87 Mississippi . 326 1,430 150 987 226 875 326 1,430 226 163 Missouri _ 2,970 8, 669 1, 543 3, 680 1, 663 5, 700 2,805 8. 399 3, 265 836 966 Nebraska _ 1, 449 4,054 815 1, 702 771 2,811 1, 396 3, 981 842 607 403 New Hampshire _ 105 748 83 500 22 248 105 748 New Jersey 61 686 61 686 61 686 25 232 New Mexico _ 367 1,026 147 304 213 781 326 947 740 239 411 New York _ 461 3,266 295 2,020 216 1,448 461 3,266 1, 471 279 244 North Carolina _ 75 3, 572 3 1, 238 72 2,520 75 3, 474 270 261 86 North Dakota. _ 833 3, 891 451 1,996 427 2, 491 765 3, 844 440 486 160 Ohio _ . 1,099 5,271 375 1, 744 873 4,180 1, 099 5, 271 5, 799 850 902 Oklahoma _ 4,206 10,583 2,044 4,307 2,689 7,438 3,973 10, 051 4,632 1,047 1, 062 Pennsylvania _ _ _ 2,469 9,905 1, 526 6, 978 1, 137 4,569 2,448 9, 812 1,686 5, 267 732 Rhode Island _ 43 847 10 581 34 293 43 847 1,549 332 65 South Carolina 326 656 31 77 31 77 17 117 South Dakota . 691 2,965 434 1, 216 254 1, 781 645 2,776 544 771 219 Tennessee.. . . 2,373 8, 398 1, 431 4,512 1, 398 5,554 2,273 8, 185 1, 373 1,263 999 Texas _ 5, 157 15, 226 3, 002 6,552 2,701 9,651 4,812 14,600 2,611 1,439 998 Virginia... _ 1, 028 7, 278 138 3, 474 274 3, 670 395 6, 737 948 2, 217 1,664 West Virginia _ 1, 791 4,508 593 2,301 407 1,887 841 3,640 785 140 55 Wisconsin . . . 3, 391 6, 352 2, 024 3, 622 1, 312 3, 163 3, 159 6, 069 939 2,158 540 Private teachers colleges only ( included above ) Illinois.. 743 512 210 680 346 Indiana _ 435 1, 951 260 1, 130 175 821 435 1, 951 150 71 North Carolina 50 1, 674 293 50 1, 392 50 1, 576 51 86 Tennessee.. _ 946 3, 076 298 991 694 2, 143 946 3, 076 1,350 245 370 Virginia _ 665 1, 233 81 138 186 1,036 267 1, 174 92 329 201 Total... _ _ 2,096 8,677 639 3,064 1, 105 5,602 1,698 8, 457 1,592 1,042 657 Colored only ( included above ) Missouri _ 97 193 12 69 10 75 22 144 48 43 165 North Carolina 25 594 3 178 22 416 25 594 270 Oklahoma _ . 208 817 113 204 95 613 208 817 143 20 191 South Carolina 326 656 31 77 31 77 17 117 Tennessee _ 343 1, 193 177 393 102 722 243 980 21 487 Texas _ 428 1,854 131 433 47 1, 052 168 1,389 61 32 Virginia . 958 2,455 138 413 209 1, 526 330 1,924 305 963 619 Total . 2,385 7, 762 605 1,767 485 4,404 1,027 5,925 783 1,225 1, 494 Including students in extra-hour classes. TEACHERS COLLEGES AND NORMAL SCHOOLS 897 Table 6. — Teachers colleges — Property , 1927-28 Value of property State Schools report¬ ing Bound volumes in library Library, apparatus, machinery, and furni¬ ture Grounds and build¬ ings Endow¬ ment funds Total, in¬ cluding en¬ dowments ■ S 3 4 5 6 7 Continental United States. 136 2, 574, 342 $18, 673, 751 $115, 708, 526 $14, 706, 748 $149, 089, 025 2 30, 642 10, 495 350,000 1, 785, 000 446, 000 2, 135, 000 533, 625 4, 557, 504 2, 588, 607 1, 240, 000 1 87, 625 711, 114 657, 687 7 157, 512 3, 846, 390 1, 930, 920 1, 065, 000 3 85,000 27, 235 Georgia. _ . - 3 160,000 15,000 Illinois _ _ 6 171, 441 929, 140 4, 989, 157 6,697 5,924,994 Indiana _ ..... - 4 141, 475 589, 742 3, 721, 859 22,926 4, 334, 527 1 92, 806 430, 857 736, 136 1, 723, 820 2, 154, 677 5,940, 337 Kansas.. ... . .. _ 3 110, 780 4, 954, 201 4, 459, 626 983,064 300, 000 250,000 4 57, 826 514, 413 381, 453 11,000 162, 000 1, 045, 791 269, 639 4, 974, 039 1, 364, 517 311,000 2, 432, 460 5, 765, 219 2,983, 393 1, 349, 812 7, 965, 258 4, 072, 150 1, 065, 000 756, 000 861,000 2, 891, 200 3, 860, 095 3, 504, 458 1 28, 595 4, 700 1 4 46, 250 155, 910 2, 270, 460 4, 719, 428 2, 713, 754 1, 116, 885 5 5 72, 711 2 232, 927 752, 200 597, 150 Missouri 177, 665 7, 213, 058 3, 475, 000 825, 000 Nebraska. . . .. _ _ _ 4 90, 185 4.500 6.500 19, 125 21, 756 New Hampshire. _ _ _ 1 240,000 New Jersey _ _ _ _ 1 48,000 103, 500 216, 200 618, 231 583, 994 708, 000 757, 500 2, 675, 000 3, 241, 864 2, 270, 464 New Mexico 2 New York _ _ _ ... . 2 North Carolina _ .... 3 23, 300 45,847 North Dakota _ _ . 4 650, 000 Ohio 3 73, 675 394, 711 625, 144 3, 937, 705 3, 235, 148 12, 166, 396 4, 332,416 3, 860, 292 13, 948, 489 2, 285, 000 1, 004, 053 2, 486, 751 Oklahoma.. . . . . 7 92,000 157, 597 Pennsylvania.. _ _ . .. 11 1, 782, 093 125,000 174, 150 Rhode Island. . ... 1 32, 744 2, 160, 000 829, 903 1, 652, 990 South Carolina. ... . . 1 5,000 South Dakota _ ... ...... 4 46, 079 458, 761 375,000 Tennessee. _ _ _ . . . 5 77, 345 581, 550 6, 714, 000 5, 580, 726 6, 239, 065 4, 133, 000 11, 428, 550 Texas _ 9 142, 826 120, 137 1, 236, 172 1, 046, 072 6, 816, 898 16, 539, 262 Virginia _ _ _ _ 6 9, 254, 125 West Virginia _ x. . 3 36,700 207, 983 215,000 1, 606, 299 4, 205, 000 6, 796, 143 4,420,000 8, 402, 442 Wisconsin. . 10 Private teachers colleges only C included above ) Illinois. . ... _ 1 5,896 87,273 709,427 6,697 803, 397 Indiana _ . . .. _ 2 10,500 30, 376 312, 988 22, 926 366, 290 North Carolina _ _ 1 9,000 44,000 101, 290 314, 000 866,000 3, 020, 000 967,290 7, 467, 000 Tennessee.. .. .. .. _ 1 4, 133, 000 Virginia . . . . .. 1 64,738 339, 792 2, 067, 253 9, 081, 969 11, 489, 014 Total . . . 6 134, 134 872, 731 6,975, 668 13, 244, 592 21, 092, 991 Colored, only ( included above ) Missouri .. . _ _ . 1 9,800 5,000 4,000 5,000 4,000 8,000 74,788 50,000 64, 430 75,000 75,000 541, 891 326,400 829,903 769,000 900, 739 2,843,065 125,000 606, 321 401,400 1, 004, 053 834, 550 1, 138, 221 12, 633, 162 North Carolina. . . . 1 Oklahoma _ .. . _ 1 South Carolina.. . .. _ _ 1 174, 150 65, 550 237, 482 535,972 Tennessee.. . 1 Texas 1 Virginia . . . 2 9, 254, 125 Total.. . . 8 110,588 1, 202, 584 6, 285, 998 j 9,254,125 16, 742, 707 898 BIEN^VL SURVEY OF EDUCATION, 1926-1928 Table 7. — Teachers colleges — Receipts, 1927-28 State Schools report¬ ing From pro¬ ductive funds From public funds From students’ fees From all other sources Total receipts For in¬ crease of of plant For cur¬ rent ex¬ penses Tuition, etc. Board, room, etc. 1 2 3 4 5 ft 1 8 9 Continental United States _ 136 $716, 108 $9, 168, 736 $24, 845, 760 $4, 845, 404 $7, 049, 600 $4, 364, 875 $50, 990, 483 2 131, 488 332, 131 14, 821 110, 264 588, 704 1 20,720 120,000 98, 290 25, 631 264,641 7 614, 650 1, 437, 371 48,839 1, 712 2, 102, 572 Colorado . . . 3 54, 210 526, 002 170, 516 6,937 757, 665 Georgia. _ _ 3 1,000 225, 038 27, 737 50, 141 13, 247 317, 163 Illinois . . . 6 173 889, 031 1, 408, 109 282,366 371, 657 109,043 3, 060, 379 Indiana . . . 4 981 275,000 646, 035 381, 544 81, 434 89, 277 1, 474, 271 Iowa . . . 1 10,000 608, 500 263, 668 151, 798 42,438 1, 076, 404 Kansas _ . .. .. 3 16, 349 332, 152 831, 530 388, 980 158. 421 13,422 1, 740, 854 Kentucky ... 4 613, 836 1, 097, 959 183,290 156,686 265, 302 2, 317, 073 1 169, 870 263, 147 28, 517 252, 178 2, 738 716, 450 1 42,280 57, 908 100, 188 4 101, 330 693, 694 18, 940 214, 225 7, 360 1, 035, 549 5 487, 366 2, 487, 295 123, 246 17, 129 3, 115,036 6 60, 500 658, 026 53,909 43, 087 13, 655 829, 177 2 135, 000 157, 839 46, 547 142, 356 17,964 499, 706 7 33, 101 1, 347, 931 349, 182 177, 138 93, 308 2,000, 660 Nebraska 4 50,000 709, 000 77, 634 169, 454 8,865 1, 014, 953 New Hampshire 1 37, 500 90, 000 37, 702 98, 663 18, 386 282, 251 New Jersey _ _ 1 10,000 250, 749 83,244 343,993 New Mexico.. .'. _ 2 160,000 185, 733 41, 201 38,858 24,019 449, 811 New York 2 244, 471 438, 533 64, 902 747,906 North Carolina 3 372, 068 208, 395 45, 151 205,883 102,000 933, 497 North Dakota.. .. . 4 35, 019 29, 553 273, 909 151, 155 196, 420 30, 437 716, 493 Ohio _ 3 442, 515 805, 618 154, 410 162, 985 9,863 1, 575, 391 Oklahoma _ 623, 250 1, 060, 250 189, 313 61, 147 86, 135 2, 020, 095 Pennsylvania . _ 11 769, 864 1, 906, 830 406, 159 2, 297, 133 95,408 5, 475, 394 Rhode island . . .. 1 220,000 161, 640 9, 665 391, 305 South Carolina . . 1 9, 500 112, 836 15, 604 766 63, 303 202,009 South Dakota. . . ... 4 42,908 86,462 431, 380 110, 697 43, 998 11, 138 726,583 Tennessee _ 5 145,000 688,000 480,000 345, 564 406, 928 1, 704, 306 3, 769, 798 Texas. _ 9 470, 352 2, 019, 722 390, 769 185. 853 207, 140 3, 273, 836 Virginia _ _ 6 474, 678 336, 133 429, 606 194, 192 879, 401 1, 221, 256 3, 535, 266 West Virginia 3 60,000 447,000 124, 167 114, 809 19,085 765, 061 Wisconsin . 10 630, 814 1, 951, 672 71, 629 111, 134 5, 100 2, 770, 349 Private teachers colleges only ( included above ) Illinois _ _ 1 173 158, 361 171, 146 58,756 388,436 Indiana. . 2 981 156, 081 32, 747 19, 497 209,306 North Carolina _ 1 33, 241 100,000 133, 241 Tennessee _ ... 1 145,000 294,000 42,000 1, 636, 000 2, 117,000 Virginia . . . 1 442, 065 17, 636 183,290 1, 067, 597 1, 710, 588 Total . 6 588, 21d| . . . 659, 319 429,183 2, 881, 850 4, 558, 571 Colored only ( included above) Missouri . 1 5,248 132, 413 6, 715 30, 414 6,950 181, 740 142,833 North Carolina. . 1 55,000 43, 395 9,080 33, 358 2,000 Oklahoma 1 75,000 107, 500 12, 153 41,638 35,758 272, 049 South Carolina . 1 9, 500 112, 836 15,604 766 63,303 202,009 Tennessee _ _ 1 60,000 105,000 14,809 112,951 48, 213 340, 973 Texas.. . . 1 86,817 184, 352 40,887 155, 533 152, 351 619, 940 Virginia . 2 474, 678 133, 008 107, 270 40, 017 218, 754 1, 106, 356 2,080,083 Total . 8 474, 678 424, 573 792, 766 139, 265 593, 414 9 1, 414, 931 3,838,627 Table 8. — Teachers colleges — Expenditures, 1927-28 TEACHERS COLLEGES AND NORMAL SCHOOLS 899 (capital acquisition and con¬ struction) eo $9, 558, 348 I§§§ i isisi S ills iilii SsilS mm j gifs-gg 5 rr : : i :■ Total cur¬ rent ex¬ penditures (including undis¬ tributed items) s 1 i i 436, 726 259, 833 1, 375, 327 684, 181 302, 860 1, 981, 271 1, 140, 852 1, 002, 180 1, 340, 837 1, 216, 945 545, 654 91, 725 1, 027, 666 2, 501, 055 819, 706 274, 045 1, 630, 318 i 1, 133, 682 248, 976 253, 004 278, 577 501, 535 477, 695 792, 765 916,009 charges (rents, insurance, etc.) a i I ii in m i is s rg§ is in gun OTCO | JH j ■O’ ! j| I ;| >, b ® 'c.® fill o s i d aim mil 8£ggg Ilsil sssss Mainte¬ nance $2, 107, 255 28, 913 21, 300 30, 624 23, 413 18, 865 101, 242 30, 390 33, 840 219, 491 49, 017 16, 077 48, 024 52, 630 55, 365 10, 111 139, 348 47, 145 6,200 19, 399 16, 684 7, 939 11,240 69, 126 34, 598 Operation of school plant ao $7,952,658 llssl sllsl §1111 IISIs ssisS fs-fig- Instruction Textbooks, supplies, etc. $1,314, 251 siisi mu siiii mil gaggg "ssfSssf Salaries of deans and teachers $19, 305, 805 Slsli IIIII §ilS2 SS1I8 ISslS mm mm mm mm mm rH rf Administration Educational Other ex¬ penditures $1,484,547 ills! ISlis glsss Ssisl slEIS sTtfiSS s-s'ss' sm-y Salary of president $737, 675 urn iiiii illll iiiii inn sssss" Business CO i I 4, 468 2, 700 20, 479 7,367 29, 066 34, 009 12,700 24,000 15, 125 7,815 "”5, "666’ 13, 890 8,628 30,900 5,231 4, 000 6, 830 1,700 20, 675 5, 480 17, 300 Schools report¬ ing N So ! o ; ss ;s ; 3 ! t^o ! to ! © © 00 © 05 From students’ fees Board, room, etc. O $1,938,126 250, 235 13, 128 _ 29, 549 104, 206 17, 581 30,000 147, 355 119,336 185,498 29,753 46, 158 85,000 60,096 33, 900 2,500 119, 214 17, 982 68,320 199,631 S? CO co co co o* 00 Ol Tuition, etc. Oi 05 00 CD 00 368, 254 12, 998 8,006 14, 547 1, 690 1,879 13, 713 17, 995 11, 588 12, 599 38,983 5,699 1,200 2,930 40.245 14, 850 42, 613 58. 246 CO 05 3 From public funds For cur¬ rent ex¬ penses GO © CD tHi-UOt^IQ HHNH^ HD5COHM CO I— 1 CO -tfl State - Continental United States . . Alabama.. . _ _ Arkansas. _ _ _ _ Connecticut _ Georgia . . ... _ . Idaho _ _ _ _ _ _ _ _ Kentucky . . . . . . . Louisiana _ _ _ .. .. _ Maine. _ _ Maryland . . . . . Massachusetts _ _ _ ! Minnesota . . . . Mississippi _ _ ... Montana _ _ New Hampshire . . . . . cw uciocjr - New Mexico _ _ _ _ _ New York _ _ North Carolina . . . . . North Dakota.. _ _ _ Oregon . . . . . . Pennsylvania . . . Vermont _ _ _ Washington . . . . West Virginia . . . . TEACHERS COLLEGES AND NORMAL SCHOOLS 905. 00 CO CM CO COCCN ^ONiOOiO CM CO rS tC C^NC^D J CD CD CO — 00 ID I CD 00 rt« CM COO ssfssg C$CO©2o CDDCONrH TjJ'oO dT 2S © 00 CM CD CM ^iCNiO CD 00th W»ON ND^CDC ^ iD O O O rf CO io" O ‘O' r ^ cm cd co > o t- o > © © © )DNO O O O O IODIO- O O GO ID I o' ID hN H CO 1 OC§SS CM O O i-h £8*8 8 S :0^ - )DNCC )ON © O CM ' )ON < Q0 iD C ION ^ 00 ^ C > »D O O ! to to ID ID ( oc O tD O ■ CO O CO IQ < CM CO CM 888SS NCC^CJ -^■Tio © co ocT 00 ^ ID CM ;gg: O0 CM 00 c CM < il-ss OS S M 3185! < J? «* ’53 ^ ”>>> o g o 88 CO ^ O'. © CM © CM ^ 8 t" ■o ! a 3 a a> a e8 j3 Table 12. — State normal schools — Expenditures , 1927-28 906 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Outlays (capital ac¬ quisition and con¬ struction) e* $2, 287, 368 66,983 2, 363 266, 079 82, 500 153, 379 117, 877 74,000 392, 350 9, 040 6,541 6,000 i 364, 997 10, 632 43, 292 64, 442 9,615 20, 396 209, 332 306, 842 80, 708 Total current expendi¬ tures W $8, 989, 733 940, 734 77, 903 500,072 108, 150 352, 541 97, 986 86, 366 319, 100 512, 050 588,548 192, 659 94, 269 269, 126 133,284 622, 672 29,318 1, 400, 686 282, 404 87, 919 299, 262 542, 239 1, 080, 979 371,466 Fixed charges (rent, insurance, etc.) 3 $72, 065 CO i CO co CO t>r i co co 1 2,500 !- 3,880 4, 395 626 824 5,934 1, 492 2,952 2,114 20, 857 248 Auxiliary agencies and sundry activities O $505, 199 141, 325 2,308 5,994 3,595 19,683 25, 642 8,200 3, 646 2,764 3, 701 7,082 4,200 2,674 32, 760 28, 565 4, 829 5,589 4, 461 31.224 150, 733 16.224 Mainte¬ nance o* $468, 910 72, 669 5, 193 7, 191 6, 409 36, 740 9, 154 8,000 SI 1 r io* 11,242 62, 332 204, 538 6,536 225, 000 220, 663 77, 903 41,680 97, 986 86,366 62, 487 94, 269 158, 231 100, 794 60, 480 © c: oo 170, 312 113, 400 oo ' oo ! © © O0 ■ CO 1 © © rr 1 r—i 1 iO ^ < cs i i ! cf ! i i ■ i i i 9,736 7,500 1,740 28, 438 2,308 1, 385 25, 642 8,200 1,564 CS o ! oa n i © © l r-Tcf ! 72, 149 750 3,000 13, 382 5, 193 3,617 9, 154 8,000 4, 773 5,617 2, 374 12, 500 64,610 1 500 5,000 75, 255 27, 536 16, 331 14, 171 9,600 28, 334 8,098 77, 917 41,443 7,000 305, 585 13, 065 4,000 mon§8 OC C5 O IS) N'O'ISMC c>*o i-T ! ef co c7 wW 1 38,941 14, 389 20,000 65,957 27, 894 15, 067 37, 080 47, 402 9,078 34, 983 54, 878 27, 950 34,500 © x z CO 118, 646 75,000 16, 880 6,802 1,215 1,200 4, 788 2,258 17, 864 9, 124 3, 360 1,680 50 10, 662 1, 660 §8888 88888 ^W00»OO C4CNOX kScoc^cq of co © © co CO X CO oo" CO 4,800 3, 000 • i i i i i i • i © • i^»CN ' i i i CO i iCONO • • i i > c3 ii«s«§ cS 5 ■§.* o g '3 ~ ± m ^ >Z j.j o c s a .i£ I “ US* fe » £ a 5f? as » £=3 *XJ .1 i ^ 907 908 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 13. — City normal schools — Sessions, teachers, students, graduates, 1927-28 Location 1 Bridgeport, Conn... Washington, D. C... Do _ _ Atlanta, Ga _ Chicago, Ill _ Peoria, Ill _ Louisville, Ky _ New Orleans, La _ Lewiston, Me _ Baltimore, Md _ Boston, Mass _ Kansas City, Mo... St. Louis, Mo _ Concord, N. H _ Jersey City, N. J _ Brooklyn, N. Y - Jamaica, N. Y _ New York, N. Y.._. Rochester, N. Y _ Syracuse, N. Y _ Columbus, Ohio _ Dayton, Ohio _ Warren, Ohio _ McKeesport, Pa _ Philadelphia, Pa _ Pittsburgh, Pa _ Richmond, Va _ Do.... . Total.. . . Institution j Weeks in school year 1 Years in normal courses Hours of practice teaching required Teachers, including principal Normal students Graduates from normal courses a ® a a a o a ® a oo c«i © t> u- c* ■8 § I 1 , 'Si. t. o $ "3 a o 3 !S©22jtc??5 CN © CO CN i»C OCO. ICN © © CO 00 CO t" 00 05 05 00 >© © io co 05 cn co t'- r— co 05 ICO CO CN (N r-l IN rt CO lO © CO CO CO C5 05 05 05 05 05 05 C 5 COCO ! © © 00 o I ^ 13-S8 oi-s I *0 05 0 05 to < 'CON050CICHMOC ■•SfcOB-fc^ggggi 00 00 00 00 © 00 00 c o o S2 ; © Sb ® , So® 3 © ®3 o Sc— i o g ® OO ho° © go® « >® -3 a ® ;“oo | i!!§2f|s!3 ... (0 : : : ; : ! goo o-n^gg 81 ®0 E ® ! 1 ! i c3 *2,S © So So §c §> Sc Sc— ,0 SrS'S ® ® ®hooo OOO B ®^ i) C^ffiOOOOOO °Hq ® b>w“.2 & ’C © © © © 83 : In LLL Sgsg : ;s :s s 28^ 2 :s : :s r — < ^ I O i O* Ills gssggs 8k888g88SS58§c* 8 8&&88§§S5 322: 2888 §2^282 : :s I010 ■S^SS xcq 2 :s j ■ ‘S821 :88°S2 8822 8 :c :82 8 :s COOCD OOOCOOONOOOOOOOOCJNNNCO NOOONNNH 22222221 8888888888888 8888888888885888888858 885888888888 1 lV$-year curriculum. » Private institution. 5 In addition there is a * In addition there is a midspring term of 6 weeks. ‘ 25^-year curriculum. 8 Colored Table 21. — Teachers colleges — Sessions, graduates, degrees conferred, 1927-28 — Continued [Teacher-training institutions offering four years’ work above the secondary school and granting degrees] 918 BIENNIAL SURVEY OF EDUCATION, 1926-1928 >f5HH2l0NM222'0rt2SSi?2M^ OOJOgp iss^sss i SlsIaSSsSsSISSISSlI m ^ So® SSSSSSSSJSSSS'0 :s !2w2Nto S8I 8gs rrr r i is*5 8*^5 m 3®S2SoS05'005'D'00s'005'0050550'0'°2S2SSSS2SS22 if»l sssssssssssssssssssssssssssssssss ssllllllli§slsg!ll§lll§llis§li!s' flity# _ _ mQi! GO GO S <;oi •th Texas State Teachers Collef TEACHERS COLLEGES AND NORMAL SCHOOLS 919 >r^©rj*©0) 05 05 3 §5338$: • O iO Tp « 00 © © 1—00000© O © CO r— ( c >000 00 000 O 00 00 00 o c l- o o © So g © tic ©0 fcX^O So 5 ©2^ os « 2 O ox: 03 fe w © 2 xj oE-1 a §■§ ®o Sail to X Czi £3 ' 3 ©^> oEh a Ws5|: o i o-2 §: £ CO GO CO Pi jg ©'g © © ffi o cS'o'o, SO-gQO- X co d to w o ^ C ^ ^,a o^x:' -4J o o .co c8 ^ a3 c3 ?*S|S£t 5 ®-&® ® o3™33- cot»>co!»f B 5So ° o§2 5 ^Igpo a g © A 2 “ |=. Is |^11 sl£l*l££ ^ © o o w ® © © a> o a> tx ts tx b£ _ ■S'o’o’o'o §'o'o SOODQ ®UO « M io oi to m pSSSSsSS ^■©’©’©■S 3 © © 3 5 25 2? 23 co S 23 Si CO © © © © X3 © © — '-'X5lrt.iJ.i-5'“3333 ©33 coCcoScocoEr'cocococoC'coco ■. 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Huntsville, Tex . Kingsville, Tex . Nacogdoches, Tex . . Prairie View, Tex.4 . San Marcos, Tex.. . East Radford, Va . Ettrick, Va.4 . Farmville, Va . r reueriCKSUurg, va. . . . Hampton, Va.2 4 . Harrisonburg, Va. . . Athens, W. Va . Fairmont, W. Va . Huntington, W. Va . Eau Claire, Wis . La Crosse, Wis . Menomonie, Wis . Milwaukee, Wis . Oshkosh, Wis . Platte ville, Wis . River Falls, Wis . Stevens Point, Wis . Superior, Wis . Whitewater, Wis . 924 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 23. — Teachers colleges — Instructors , 1927-28 [Teacher-training institutions offering four years’ work above secondary grade and granting degrees] Location (for name of institution see Table 21) In all courses, excluding du¬ plicates In normal courses Regular session Summer session Total, excluding duplicates Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 Flagstaff, Ariz. __ . 33 19 12 18 33 6 33 19 Tempe, Ariz _ _ _ _ 20 26 19 26 19 26 Conway, Ark . . 29 28 23 21 29 24 29 28 Areata, Calif . . . 20 12 13 9 11 7 19 12 Chico, Calif _ _ _ _ 23 24 19 21 11 7 23 24 Fresno, Calif . . . . . 55 37 16 21 9 5 20 24 San Diego, Calif - - - 38 33 27 26 13 16 34 31 San Francisco, Calif _ _ _ 15 48 4 14 6 11 8 22 San Jose, Calif.. _ _ _ 41 67 24 55 19 14 27 59 Santa Barbara, Calif . . 138 133 21 23 17 10 138 i 33 Alamosa, Colo _ _ 8 11 7 10 8 11 8 11 Greeley, Colo . . . 78 59 56 38 61 46 78 59 Gunnison, Colo.. . . . 25 29 15 22 22 22 25 29 Athens, Ga _ _ _ 10 47 7 39 7 39 Bowdon, Ga . . . . 8 4 5 1 5 2 5 2 Valdosta, Ga . . . . 5 28 1 5 2 8 2 9 Carbondale, Ill . . . 39 54 30 46 29 26 39 54 Charleston, Ill . . . . . 34 44 23 31 28 38 34 44 De Kalb, Ill . . . . . 29 42 25 39 27 27 27 42 Evanston, Ill.2 . . . . 8 53 7 34 4 22 8 36 Macomb, Ill _ _ _ 34 35 28 30 34 35 34 35 Normal, Ill . . 77 86 41 63 67 70 77 86 Danville, Ind.2 _ 31 13 11 10 11 10 11 10 Indianapolis, Ind.2 . . . _ 2 38 2 38 1 23 2 38 Muncie, Ind _ _ 44 41 32 24 36 34 44 41 Terre Haute, Ind _ _ 77 71 50 45 70 40 76 71 Cedar Falls, Iowa - - 86 126 70 117 82 73 86 126 Emporia, Kans _ I. _ 50 74 39 65 49 74 49 74 Hays, Kans _ _ _ _ 34 26 29 16 30 21 34 26 Pittsburg, Kans - 81 63 66 50 81 63 81 63 Bowling Green, Ky . . . . 44 44 44 44 44 44 44 44 Morehead, Ky _ _ _ 21 20 12 15 18 10 20 18 Murray, Ky. . . . . 33 48 20 39 24 21 33 48 Richmond, Ky... . . 41 38 32 22 40 23 40 26 Natchitoches, La. . . . 41 49 36 46 35 42 41 49 Farmington, Me _ _ _ 7 25 4 18 6 9 7 25 Boston, Mass... . 19 44 15 40 6 7 19 44 Bridgewater, Mass . . 10 31 8 17 8 17 Framingham, Mass _ 8 36 8 36 8 36 Salem, Mass. _ _ _ 9 16 9 16 9 16 Worcester, Mass.. . . . . .. 7 15 7 15 7 15 Detroit, Mich . 20 62 7 34 17 25 18 43 Kalamazoo, Mich . . 85 129 77 121 47 59 84 129 Marquette, Mich _ 40 34 29 31 28 33 40 34 Mount Pleasant, Mich . . 56 58 32 46 52 42 56 58 Ypsilanti, Mich . . . 84 173 71 127 48 98 84 173 Bemidji, Minn . 9 21 5 16 7 17 8 20 Duluth, Minn . 8 25 7 22 8 13 8 25 Moorhead, Minn . 14 33 12 29 9 19 14 33 St. Cloud, Minn . 19 41 15 38 17 29 19 41 Winona, Minn_ . . . 15 26 15 26 12 9 15 26 Cleveland, Miss... . . . 7 11 5 10 7 11 7 11 Hattiesburg. Miss.. . . 21 30 14 20 21 30 21 30 Cape Girardeau, Mo . . 38 31 28 21 35 30 38 31 Jefferson City, Mo.3 . 18 10 3 5 3 2 3 5 Kirksville, Mo . 47 37 35 30 47 37 47 37 Maryville, Mo . . 32 40 26 32 32 40 32 40 St. Louis, Mo.. . 29 22 12 15 18 7 27 22 Springfield, Mo . 32 42 29 35 32 42 32 42 WTarrensburg, Mo... . 42 50 28 32 42 50 42 50 Chadron, Nebr . . . . 15 27 14 25 15 27 15 27 Kearney, Nebr . 32 48 21 37 28 44 32 48 Peru, Nebr . . 25 23 24 22 25 23 25 23 Wayne, Nebr . 20 24 18 24 20 24 20 24 Keene, N. H . 15 24 14 24 6 14 14 24 Trenton, N. J 10 47 9 45 9 45 East Las Vegas, N. Mex . 23 24 11 15 23 24 23 24 Silver City, N. Mex . . . 23 18 6 11 9 11 9 11 Albany, N. Y . 41 48 30 44 23 5 41 48 i Duplicates probably included. 2 Private institution. * Colored. TEACHERS COLLEGES AND NORMAL SCHOOLS 925 Table 23. — Teachers colleges — Instructors, 1927-28 — Continued [Teacher-training institutions offering four years’ work above secondary grade and granting degrees] Location (for name of institution see Table 21) In all courses, excluding du¬ plicates ] Regular session fn normal courses Summer session Total, excluding duplicates Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 Buffalo, N. Y„ . 29 71 22 34 19 13 29 34 Asheville, N. C.2. . . . . 36 47 5 26 36 47 36 47 Greenville, N. C _ . . . . 13 27 13 27 13 22 13 27 Winston-Salem, N. C.3 _ _ .. 19 18 14 13 11 8 19 18 Ellendale, N. Dak _ _ _ 16 15 8 8 10 6 13 12 Mayville, N. Dak _ _ 22 27 12 18 16 15 19 25 Minot, N. Dak _ _ _ 16 36 14 34 16 30 16 36 Valley City, N. Dak _ 26 69 18 42 23 51 26 69 Bowling Green, Ohio... . . . 28 43 23 20 22 19 28 43 Cleveland, Ohio _ . 139 83 10 18 60 27 60 27 Kent, Ohio _ _ 40 45 20 21 38 27 40 45 Ada, Okla.. _ _ 57 41 35 26 57 41 57 41 Alva, Okla _ 38 22 22 17 37 22 37 22 Durant, Okla _ _ i 62 136 24 31 38 5 i 62 i 36 Edmond, Okla _ _ _ . .. 68 46 29 23 52 46 52 46 Langston, Okla.3 _ _ _ 36 17 6 4 24 10 25 10 Tahlequah, Okla _ _ _ 51 21 21 19 51 21 51 21 Weatherford, Okla _ 40 32 15 16 37 29 37 29 Bloomsburg, Pa.. . . . 19 69 16 33 12 18 16 33 East Stroudsburg, Pa _ 25 49 24 46 18 28 24 49 Edinboro, Pa . . . 21 33 16 23 19 27 21 33 Indiana, Pa _ _ _ _ 19 83 16 79 4 14 4 37 19 83 Kutztown, Pa . . . . 13 31 10 22 9 28 11 28 Lock Haven, Pa _ _ 12 22 12 22 12 22 12 22 Mansfield, Pa _ _ 30 49 25 42 21 20 30 49 Millersville, Pa _ _ 23 29 17 22 14 11 23 29 Shippensburg, Pa . 20 27 15 24 12 14 19 26 Slippery Rock, Pa.. . . 26 28 24 24 21 15 25 27 West Chester, Pa . . . . 24 47 24 47 12 23 24 47 Providence, R. I _ _ 12 63 11 62 9 4 12 62 Orangeburg, S. C.3 _ _ 43 37 18 7 18 7 Aberdeen, S. Dak. . . 41 30 30 19 32 23 39 27 Madison, S. Dak _ _ _ ... 122 i 35 13 22 9 13 i 22 135 Spearfish, S. Dak _ _ _ 14 34 6 26 11 18 11 30 Springfield, S. Dak _ 18 16 11 14 11 7 15 15 Johnson City, Term _ _ 18 21 16 18 18 21 18 21 Memphis, Tenn _ _ _ 26 29 17 12 23 16 23 16 Murfreesboro, Tenn . . ... 21 19 21 19 21 19 21 19 Nashville, Tenn.3 _ _ _ 18 16 13 14 17 15 17 16 Nashville, Tenn.2 _ 106 63 55 30 106 63 106 63 Alpine, Tex . . 18 21 13 14 14 17 18 21 Canyon, Tex . . . . . 40 42 35 38 32 31 40 24 Commerce, Tex _ _ 58 54 35 39 48 46 53 50 Denton, Tex _ _ _ _ _ 65 58 48 40 65 58 65 58 Huntsville, Tex . . . . 41 46 33 37 39 42 41 46 Kingsville, Tex _ _ _ 19 22 18 20 19 22 19 22 Nacogdoches, Tex.. . 30 52 25 26 30 40 30 52 Prairie View, Tex.3 . . . . 43 73 19 16 19 16 19 16 San Marcos, Tex . . 46 32 38 18 41 17 41 18 East Radford, Va... . 19 32 10 15 12 21 19 32 Ettrick, Va.3 . . . . . 23 39 5 17 4 12 6 21 Farmville, Va: . 8 51 8 46 5 15 8 51 Fredericksburg, Va . . 11 32 7 28 9 14 11 32 Hampton, Va.2 3... _ 104 71 28 27 29 45 47 58 Harrisonburg, Va _ _ 13 45 12 36 10 20 13 45 Athens, W. Va . . . . 22 17 12 8 18 12 21 16 Fairmont, W. Va . . . . 22 21 17 18 19 17 22 21 Huntington, W. Va . 39 31 16 20 22 7 22 20 Eau Claire, Wis _ _ _ _ . 13 29 11 26 9 19 13 29 La Crosse, Wis _ 28 34 26 34 16 14 28 34 Menominee, Wis _ 21 32 19 23 21 24 21 32 Milwaukee, Wis _ 31 53 30 42 24 34 31 45 Oshkosh, Wis . 28 38 23 31 18 16 27 36 Platteville, Wis . . 16 18 16 18 8 16 16 18 River Falls, Wis _ _ _ _ 23 22 21 19 15 16 23 22 Stevens Point, Wis _ _ 27 25 22 23 19 19 25 25 Superior, Wis.. 19 37 17 34 13 28 19 37 Whitewater, Wis . . 20 24 20 24 18 19 20 24 » Duplicates probably included. 2 Private institution. * Colored. 1 Figures for 1926, 115044°— 30 - 59 926 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 24. — Teachers colleges — Students , 1927-28 [Teacher-training institutions offering four years’ work above secondary grade and granting degrees] Resident stu¬ dents in all Resident students in normal courses Stu¬ dents in Location (for name of in¬ stitution see Table 21) courses ex¬ cluding du¬ plicates Regular session Summer session Total excluding duplicates exten¬ sion and cor¬ respond¬ Men Women Men Women Men Women Men Women ence courses 1 2 3 4 5 6 7 8 9 10 Flagstaff, Ariz . . 244 831 143 236 110 564 244 831 40 132 511 126 507 126 507 36 Conway, Ark.1 2 * 4 * . _ . _ 760 1,297 315 590 493 1,098 223 760 1,297 6,383 Areata, Calif . . . 130 362 37 177 48 75 303 Chico, Calif _ 2 207 2 423 97 389 2 97 2 389 132 Fresno, Calif _ 2 802 3 1, 793 1,255 4 2, 124 2, 104 6 591 155 796 33 199 6 289 2 1, 357 792 San Diego, Calif.. . . 384 69 456 44 442 105 San Francisco, Calif . . 4 35 2 928 30 925 4 35 4 2, 124 1,870 « 496 San Jose, Calif _ 670 235 1,198 227 156 912 332 Santa Barbara, Calif . . 5 269 67 93 269 6 160 205 Alamosa, Colol _ 18 147 10 68 11 97 18 147 26 Greeley, Colo _ _ 748 3,736 748 401 1,589 323 347 2,204 460 748 3, 736 728 3, 249 357 Gunnison, Colo . . 232 79 95 170 Athens, Ga _ 589 589 589 19 Bow don, Ga . . 6 66 6 148 20 48 20 76 540 6 124 41 Valdosta, Ga _ _ 9 571 241 9 276 9 511 Carbondale, Ill... . . 1,050 500 2,097 1,308 1,001 743 595 1, 191 405 576 1,152 951 962 1,923 1,176 1,001 680 740 Charleston, Ill . . 215 269 394 De Kalb, Ill.... 132 110 445 55 682 132 Evanston, Ill.6 _ _ 512 210 Macomb, Ill _ _ 403 1,476 3, 627 575 218 526 322 1,319 2, 466 225 403 1,476 882 Normal, Ill . _ _ 659 355 1,628 350 403 659 3,627 575 839 Danville, Ind.6. . . . 435 260 175 435 150 Indianapolis, Ind.6 _ _ 6 1, 376 1,858 2, 031 4,742 2,492 6 1,050 2, 712 2,200 737 780 596 5 1, 376 1,858 2,031 4,742 Muncie, Ind. . . . 740 385 806 405 1,082 1,859 3,176 1,540 690 740 1,460 Terre Haute, Ind . . 972 663 1,116 2,016 1, 124 360 754 972 2, 212 641 Cedar Falls, Iowa . . 974 658 422 974 Emporia, Kans . . 602 440 230 602 2, 492 1,256 Hays, Kans _ _ 6 328 243 85 5 328 6 1,050 2, 489 965 Pittsburg, Kans _ _ 1,363 1,000 397 635 899 753 2, 165 1,097 833 Bowling Green, Ky _ _ 700 1,566 561 700 1,500 1,000 2, 200 1,936 Morehead, Ky _ _ 308 137 431 397 737| 1,099 1,807 252 Murray, Ky _ _ 524 1,216 269 661 189 602 403 822 Richmond, Ky.1 _ _ 643 1,807 558 1,305 1,005 401 385 1, 344 898 643 1,777 Natchitoches, La _ _ 275 1,783 805 167 173 275 1,783 805 573 Farmington, Me _ _ 70 48 29 416 70 Boston, Mass.. _ 120 6 1,065 488 805 120 260 120 6 1,065 1,605 Bridgewater, Mass 60 60 488 60 488 Framingham, Mass _ 541 541 541 Salem, Mass . 38 503 38 503 38 503 Worcester, Mass _ 275 275 275 Detroit, Mich . . . 147 1,979 3, 042 1,062 62 1,294 1,816 533 no 985 147 1,979 575 Kalamazoo, Mich . . 1,386 385 943 400 1,274 1,234 385 2,921 1,062 2,055 126 Marquette, Mich.. . . 274 150 576 Mount Pleasant, Mich _ 565 1, 183 365 891 411 997 565 1,183 863 Ypsilanti, Mich _ _ 978 3, 456 476 727 1,940 199 301 1,841 314 978 3,456 476 1,988 Bemidji, Minn . . 75 53 26 75 11 Duluth, Minn.. ... 12 854 6 437 8 506 12 854 Moorhead, Minn . . . 103 728 77 475 26 356 103 728 85 St. Cloud, Minn . 189 1,276 157 809 55 603 189 1,276 675 Winona, Minn _ 113 681 82 470 30 323 110 20 Cleveland, Miss _ 60 364 50 186 60 200 60 364 Hattiesburg, Miss 266 1,066 100 801 166 675 266 1,066 1,108 Cape Girardeau, Mo . . 448 1, 108 193 263 534 253 744 448 221 Jefferson City, Mo.7 . 97 12 69 10 75 22 144 48 Kirksville, Mo. 490 1,517 1,234 281 663 320 1, 193 490 1,517 1,234 553 Maryville, Mo . 437 288 589 209 769 437 546 3t. Louis, Mo . 10 553 332 10 313 10 684 Springfield, Mo _ 748 1,845 436 705 384 1,175 658 1,624 610 Warrensburg, Mo.1 _ *740 6 2, 219 549 263 788 477 1,431 384 5 740 3 2,219 1,156 C hadron, Nebr . 198 92 239 91 145 476 88 Kearney, Nebr . . 309 1,518 217 559 140 1, 102 309 1,518 321 Peru, Nebr _ 403 967 276 454 190 615 403 967 308 Wayne, Nebr . . . 539 1,020 6 748 230 450 350 710 539 1,020 125 Keene, N. H . 6 105 83 500 22 248 5 105 6 748 Trenton, N. J . . 61 686 61 686 61 686 26 1 Distribution estimated. 2 Regular session only; no record of summer-school students. • Including 112 men and 424 women students in extra-hour courses, 4 Including 3 men and 563 women students in extra-hour courses, 1 Duplicates probably included, • Private institution. TEACHERS COLLEGES AND NORMAL SCHOOLS 927 Table 24. — Teachers colleges — Students , 1927-28 — Continued [Teacher-training institutions offering four years’ work above secondary grade and granting degrees] Location (for name of in¬ stitution see Table 21) Resident stu¬ dents in all courses ex¬ cluding du¬ plicates Resident students in normal courses Stu¬ dents in exten¬ sion and cor¬ respond¬ ence courses Regular session Summer session Total excluding duplicates Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 10 East Las Vegas, N. Mex - 266 770 83 203 164 540 225 691 150 Silver City, N. Mex . . 101 256 64 101 49 241 101 256 590 Albany, N. Y . . . 227 1,538 142 994 110 644 227 1,538 526 Buffalo, N. Y . . 234 1,728 153 1,026 106 804 234 1,728 945 50 1,674 293 50 1,392 50 1,576 1,304 767 712 1,304 Winston-Salem, N. C.7 . . 25 594 3 178 22 416 25 594 270 Ellendale, N. Dak _ 144 397 43 138 48 244 76 350 24 Mayville, N: Dak _ _ 155 655 76 476 98 242 155 655 95 Minot, N. Dak _ _ 203 1, 123 124 611 114 872 203 1, 123 165 Valley City, N. Dak _ 331 1,716 208 771 167 1, 133 331 1, 716 156 264 1,391 178 764 173 1,092 264 1, 391 Cleveland, Ohio _ _ 424 1,703 1 282 423 1, 507 424 1,703 4, 322 Kent, Ohio . . - 411 2,177 196 698 277 1, 581 411 2,177 1, 477 Ada, Okla _ 804 2, 490 358 1, 011 503 1,746 804 2, 490 1,114 Alva, Okla _ 381 740 250 432 155 629 304 629 472 Durant, Okla _ _ 6 1, 149 8 2, 374 422 858 601 1,204 8 1, 023 8 2, 062 718 Edmond, Okla _ 655 1,224 466 878 655 1, 224 655 1, 224 960 Langston, Okla.7- _ 208 817 113 204 95 613 208 817 143 6 636 5 1, 744 243 536 393 1, 208 8 636 8 1, 744 Weatherford, Okla. _ 373 1, 194 192 388 287 814 343 1, 085 1, 225 Bloomsburg, Pa. .. _ 204 947 129 610 75 312 204 922 25 East Stroudsburg, Pa. _ 300 872 224 632 98 319 300 872 694 195 887 116 475 92 465 195 887 Indiana, Pa _ 329 1, 540 • 134 1,222 199 1, 046 308 1, 472 831 Kutztown, Pa _ 6 173 8 639 95 359 78 280 8 173 8 639 67 Lock Haven, Pa _ . 6 148 8 701 68 358 80 343 8 148 8 701 30 Mansfield, Pa _ 328 890 216 605 137 340 328 890 Millersville, Pa 158 476 104 447 82 247 158 476 Shippensburg, Pa _ _ 301 643 168 408 153 380 301 643 22 Slippery Rock, Pa _ _ 163 777 136 611 109 555 163 777 17 West Chester, Pa 8 170 8 1,533 136 1, 251 34 282 8 170 8 1, 533 Providence, R. I _ _ . 43 847 10 581 34 293 43 847 1, 549 Orangeburg, S. C.7 _ 326 656 31 77 31 77 17 Aberdeen, S. Dak.. _ 376 1, 371 238 588 132 726 334 1, 184 352 Madison, S. Dak _ 121 695 73 270 48 425 121 695 38 Spearfish, S. Dak . 6 114 8 639 58 197 52 440 8 110 8 637 Springfield, S. Dak _ 80 260 65 161 22 190 80 260 154 Johnson City, Tenn 334 1, 155 294 968 201 806 334 1, 155 23 Memphis, Tenn. ... _ 273 1, 445 248 772 112 912 273 1, 445 Murfreesboro, Tenn. _ 477 1, 529 414 1, 388 289 971 477 1, 529 Nashville, Tenn.7 _ _ 343 1, 193 177 393 102 722 243 980 Nashville, Tenn.6 _ ... 946 3,076 298 991 694 2,143 946 3, 076 1, 350 Alpine, Tex. _ 247 628 135 196 110 478 220 554 72 Canyon, Tex _ 6 538 8 1,292 293 622 245 670 8 538 8 1, 292 518 Commerce, Tex _ _ 940 2, 202 635 1, 244 516 1, 401 940 2, 202 Denton, Tex. _ ... 950 3,400 535 1,085 672 2,403 950 3, 400 562 Huntsville, Tex. . .. 609 1, 516 393 732 416 1,094 609 1, 516 891 Kingsville, Tex.. . . . 189 517 112 244 69 318 131 430 236 Nacogdoches, Tex . . 474 1, 256 324 815 288 855 474 1, 256 11 Prairie View, Tex.7 _ 428 1,854 131 433 47 1,052 168 1, 389 San Marcos, Tex _ 782 2,561 444 1, 181 338 1,380 782 2,561 321 East Radford, Va ._ 40 1, 452 736 35 862 35 1, 442 635 Ettrick,Va.7.- _ _ 293 1,222 57 275 23 490 63 750 213 Farmville.Va... _ 1 1,388 1,095 1 337 1 1, 388 Fredericksburg, Va _ 6 692 421 6 374 6 692 8 Hampton, Va.6 7 _ 8 665 8 1, 233 81 138 186 1,036 8 267 8 1, 174 92 Harrisonburg, Va _ _ 23 1, 291 809 23 571 23 1, 291 Athens, W. Va _ 257 643 142 240 128 447 219 599 65 Fairmont, W. Va. . _ _ 352 1,030 249 602 122 553 352 1, 012 510 Huntington, W. Va.. _ 6 1, 182 8 2, 835 202 1, 459 157 887 270 2, 029 210 Eau Claire, Wis _ _ 212 361 159 235 67 201 201 361 La Crosse, Wis.. _ 370 486 227 393 123 227 306 418 Menomonie, Wis _ _ 432 278 206 191 244 133 432 278 Milwaukee, Wis.. . . 590 1, 527 225 782 300 775 525 1, 457 621 Oshkosh, Wis _ _ 399 697 291 386 98 382 389 691 107 Platteville, Wis _ 215 391 152 202 58 177 210 379 River Falls, Wis _ 298 408 248 265 71 204 298 408 Stevens Point, Wis _ 170 643 116 272 61 417 165 636 Superior, Wis.. _ 454 918 270 593 225 369 454 918 168 Whitewater, Wis _ 251 643 130 303 65 278 179 523 43 8 Duplicates probably included. * Private institution. 7 Colored. Table 25. — Teachers colleges — Property and receipts , 1927-28 raining institutions offering four years’ work above secondary grades and grantii 928 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total receipts Si S833SB883SSS88SBflSHSSg§£§SSS33ggH Receipts jg 3 1 1 1 1 1 i i i i i ! ! ! i i i i i£ i is ilsl 'M ii i j jjf j jo jtc ;« :!! !! ! i i ■iiiii ii sSISi 111 i§ ii ills S-S^-SS! Isf is? ;£*<«■ 1 1 1 1 | Current expenses ® slisiilSSlfis§illSliH ili i iilillSillSS ;§¥ \mmmm O 3 Increase of plant Od iisisinsiis i ! i ins j i i lag's ' ' ' ' 199, 705 266, 990 125,000 150,000 10,000 97,500 105,000 129, 652 160,000 111,703 175,000 167, 133 169, 870 From funds ao ! ! ! ! i iiiii iiii i 000 ‘1$ M i ii i i it i 1 1 N i I : : : :: :::::: : iii ill ii i I Ii i • i i ii* i • i i i i i Board, room, etc, $30,750 79, 514 25, 631 50, 141 25, 000 45, 573 49, 127 ssl isliliilgis IS is 1 Tuition, etc. - $6,855 7,966 98,290 i|gg=llliiilIglRlIlll5lS6Sils Endow¬ ment funds Iiiii : : : : : nm i i m i ii M INI ;;;;;; i i j ; . . • iiiii § i ill i i ii i i M ! 1 j * i isfef i i is i i i i i i i i i i i iM i i i i ; j 5 ! ! ! ! ! ■!!!!!! Value of buildings auu grounds ■*< $860, 000 925,000 446, 000 313, 275 1 298,000 662, 893 325, 000 817, 577 1, 065, 543 364, 102 100, 000 1, 450, 920 380, 000 575,000 75,000 415,000 768, 887 683, 060 869, 328 709, 427 1, 008, 455 950, 000 100,000 212, 988 1,615,473 1, 793, 398 1, 723, 820 2,217, 100 1, 11.3, 725 1, 623, 376 1, 324, 132 884, 703 999, 996 1, 250, 795 983,064 Value of library, apparatus, lli auiiiiiery, and furniture w iilgil§Slli§slllllssil§glisls=lgsSI gg‘!i5“g52|'S'g"|g§SS'g|gS;Sg£Sg|gg'|j'|^sggg Bound volumes in library sllslgSSS§iilIliisllSllSISHSII§l§l Location (for name of institution, see 3 - 11 llllli San Diego, Calif. — . _. San Francisco, Calif . . . San Jose, Calif— . Santa Barbara, Calif. . . Alamosa, Colo . . . Greeley, Colo . . . Gunnison, Colo _ Athens, Ga . . Bowdon, Ga _ _ _ _ _ Valdosta, Ga.. . . . Carbondale, Ill . . . . Charleston, Ill . . . . De Kalb, Ill... . Macomb, Ill . . . . Normal, I1L . Danville, Ind.3 . . . Indianapolis, Ind.3 _ Muncie, Ind . Terre Haute, Ind . Cedar Falls, Iowa . Emporia, Kans . . . Hays, Kans . . Pittsburg, Kans . . . Bowling Green, Ky . . . Morehead, Ky . Murray, Ky... . Richmond, Ky . . Natchitoches, La.. . TEACHERS COLLEGES AND NORMAL SCHOOLS 929 SslSlSSIISSSIIligIgsllSg|§eislii2gSllllgg|llliSg iss :i i i ISiSiSli ialis i i ! i if is !1§ in ii i ! isi i ii i i i j^Tcf |" j ! : ! : : ! £Vh eo eo loo'o'00’'® ; ; : ! . i . i i i« is” is 3 !!'§■ !'*’ i ; \g* \ i : i |«5 j i i iali?!lliSISilllsl3§§SS811!li28SsS lliS $S3§‘ SllSial! s'll'lllgg SI s?rf IS iiiiiii m ! ii il iiiiiii i in i i 12222^8 j Safe ! i i i 1 > ■ ■ jrf i js?5ssfcfcfjj j S i i|s i i 15 a'sr 51111 ***** Is oTio" i i §22 05CC ass Ills ss's'ss' ilslllll s'aaswsfa slllSss Kgf-ass's Sllll illl5lllslsS18gIlll : ov ; rj or ig ss II SIIsrIIssSIIss : ! ! ! IS mu ilsii iiisiiiiii8iiiiiiiiiiiiiiiiiiigiigiiiiigse sSlllSfl¥SWftWs§§gWlWSl§¥l§’gSsilglsSIII iiiiiisiiisigiii§iiiiiiiisiiiiiiiiisisiisiiiii6i = saRasSg8|S8WaS|SS'|'S-S|gS§|||SSSS5S|'S'SSSg8K||RRS Ig|||illllilsillll!iliiiilllll§l5giilll3li§l|||| ^■ss's"s'g'aa3'm's-a2"^‘=V“'sa2'as‘rfa8’s'rf=’“'a*‘2‘rfo“",“''''-r2‘ss£!;sc2‘2 1 Figures for 1926. 4 Includes Federal funds. 7 This sum and $237 in column 11 not used by college. J Remitted to State. * Report for December, 1926, to November, 1927, inclusive. 8 Colored. * Private institution. • Goes into city treasury. * Included in column 10. Table 25. — Teachers colleges — Property and receipts , 1927-28 — Continued 'eacher-training institutions offering four years’ work above secondary grades and granting degrei 930 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total receipts 2 rf o i-T 05 53, 143 44, 944 250, 625 57, 906 9, 890 122, 429 239, 891 15,801 21,918 gilllSIsSIsslIlgflllS 110,995 36, 619 25, 518 34, 759 25, 380 19,832 25, 310 130,000 37, 770 12, 872 49,683 ggsiisigiii ;iisas§gg§£§ e4'l?f30-4'5D0d®t^'00=0O' COr-T 26, 518 8,237 1,940 7,727 7, 880 28, 476 18, 226 lililllsISl io io r-7 1~- oT co~ r-"' i-ToT Ssgl5ill5illlllg|?gl8llllglslgl jfgffS'SWS'&ggg'ggSS^^ slSHSillll sWsggsgsss 17, 341 40, 069 11,720 1,040 ( 5, 470 4,250 3, 815 4, OSO' lllislslllllgllll liliSIISIl illsS uSV <©0O t^OO <3> « j-r®-T'S'B'KS'SfgS|gS';'S3|SRSS'SS3‘2SSR Instruction i exiuuuKs, supplies, CD $6,488 7, 674 3, 664 5,500 20, 265 20,000 2, 434 6, 371 2,914 5,000 21, 500 5, 363 8, 500 27, 989 31,931 2, 281 3,987 14, 369 16, 516 4, 723 23, 442 8, 044 20,000 9, 586 2, 242 9, 205 4,250 2, 361 11,088 4,511 22, 881 Deans and teachers IffigSC-llSssliSliliiSslltelissillilS Administration Educational Other ex¬ penditures SISIslilclllIllsSSllsllsllllIllil Salary of president liiiiiiiiiiiiiiiiiiiiiiiiiiiiin Business W il illiil il iil!!S3§i!!§ i ;lli i ill! £gw j^dcO%-T -a5-sw s 1 5 a . „«§0 « WfielfeSlfJilSgllf ;o .p »€£ |!lliilllllllillllilllslll|llllil TEACHERS COLLEGES AND NORMAL SCHOOLS 935 1SISSI jssgss'g iSi !88S8SgSIS8li888818S i ggff s Is a & » a s 2 fe s 2 g & a" !giiiiii=isii§igiiiiii§iinis siSiiisiii:sgiiii5sis'giiigisis 3 ! Ml i £ i • i 1 1 j ' ;m§ii i i ;§gg is i i i i i lo* -HOdVt* | 1 Ir-T-Tco 1 of 1 1 1 1 1 i ~ i i : i i i : : i : ::: :::::: • iii i * i i i i mu £»8ss5“ ii ills! IlllSiSgllllll IsllII KSf-“S‘S IsBlEISIsiilllBliallll «; r>" o n o o o’ o n x’ t-’ c c » o x n ■t" -t io ISIg§§ S-Ss's's = g t-‘g' S g S8 1 S S ■='§' g 3 8 8 s 2 2 S S 3 iilil s — < SeS *sS illlll ilsilaliSISal enrowoc 1 cftoio' Modco'odo© of mmmmmmmmnmmm 38SS3 s^sssss 33§lS88S§88£18g§Sii3i£ ecVoeVecVo»Vc®V«>V«>*««o guccitfTicc' 8888888 lliliiliiiliil eVc*noej>Tf^«ee«oVe®oeee Jsllil S/NCCWCC cs (NNVnh 1 00 r i _ ! _ L I i| ! i§ Of IS I Ir4 ; : : : j ! i : : i ! 3 3 oo 1 1 ^38 2 3 >o 15 •Sg ii 3 C3 7< > 5£ 936 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 27. — State normal schools — Sessions and graduates , 1927-28 I Location Alabama: Daphne.. . . Florence _ Jacksonville _ Livingston _ Montgomery- Normal _ Troy _ Arkansas: Pine Bluff _ Connecticut: Danbury _ New Britain ... New Haven _ Willimantic _ Georgia: Albany _ Amencus _ Statesboro _ Hawaii- Honolulu _ Idaho: Albion _ Lewiston _ Kentucky: Frankfort _ Louisiana: Scotlandville.. . Maine: Castine... . Fort Kent _ Gorham . . Machias.. . Presque Isle _ Maryland: Bowie . | Frostburg . Salisbury _ Towson _ Massachusetts: Fitchburg . Hyannis _ Lowell . . North Adams.. Westfield _ Minnesota: Mankato _ Mississippi: Alcorn . Montana: Billings . . Dillon . Institution State Normal School . . . State Normal School . . State Normal School _ State Normal School _ _ _ State Normal School 1 _ State Agricultural and Mechanical Institute.1 State Normal School . . . Agricultural, Mechanical, and Nor¬ mal College.1 State Normal School . . State Normal School _ State Normal School _ State Normal School _ Georgia Normal and Agricultural College.1 State Agricultural and Normal College. Georgia Normal School _ Territorial Normal and Training School. State Normal School. State Normal School. Kentucky State Industrial College l. Southern University and Agricul¬ tural and Mechanical College.1 Eastern State Normal School _ Madawaska Training School 2 _ State Normal School _ _ _ Washington State Normal School.. Aroostook State Normal School _ Maryland Normal School 1 . State Normal School _ _ Maryland State Normal School. Maryland State Normal School. State Normal School. State Normal School. State Normal School. State Normal School. State Normal School . State Teachers College . . Alcorn Agricultural and Mechanical College.1 Eastern Montana Normal School.. Montana State Normal School . 1907 1873 1883 1883 1874 1875 1887 1875 1903 1849 1894 1889 1904 1908 1924 1878 1879 1909 1903 1909 1898 1925 1865 1895 1897 1897 1894 j 38 1839 37 1867 36 1871 36 1925 36 1893 36 g '1 “ 1 Number of graduates (with¬ out degrees) from curricula of— a> a i a 1 year 2 years 3 years C/J C4 W a a a a | a 1 a | £ £ £ 5 6 7 8 9 10 11 12 1 12 12 18 205 12 41 117 12 8 80 12 20 52 12 8 1 11 1 23 149 6 2 6 98 151 153 87 6 11 19 10 11 12 1 22 6 8 37 6 22 107 9 41 124 9 16 172 6 14 19 12 14 6 7 106 1 27 6 3 163 12 14 6 17 58 6 2 51 6 11 38 6 9 70 3 71 6 19 269 4 2 103 26 2 12 6 62 133 a 4 6 93 116 6 2 87 23 165 6 1 10 1 2 9 30 212 1 Colored. 2 Completion of eighth grade required for entrance to teacher-training course. 3 The following institutions report graduates from the 4-year curriculum: Fitchburg, Mass., 1 man, 6 women; Lowell, Mass., 4 women; Plymouth, N. H., 8 women; Clarion, Pa., 5 women; Bellingham, Wash., 1 man, 1 woman; Cheney, Wash., 2 men, 3 women. TEACHERS COLLEGES AND NORMAL SCHOOLS 937 Table 27. — State normal schools — Sessions and graduates , 1927-28 — Continued a co G o 1 a> w Number of graduates (with¬ out degrees) from curricula of— Location Institution 23 s S3 as fl 5) * £a °a snsggg i ills §1 i i si i g §i§i§ W05'1>'^'05'<©'00' to' ec CO to CO r-T | o' .' rH t* rH'C'f th'i-Tt-T o a i>. ® si iiiiiii g isii ill i ii i i § ^ececow© eo' 30 3 62 60 cation. Cambridge, Mass.. Sargent School of Physical Education 130 3 102 120 East Orange, N. J._ Newark Normal School of Physical 34 2,3 18 41 300 150 Education and Hygiene. Ithaca, N. Y. . Ithaca Conservatory and Affiliated 33 16 3,4 29 48 102 Schools. New York, N. Y„. Central School of Hygiene and Phys¬ 32 3 47 90 ical Education. Do... . Savage School for Physical Education. 32 3 43 66 300 II. Nursery, kindergarten, and pri¬ mary training schools Los Angeles, Calif— Miss Fulmer’s School . . 36 6 3 47 420 44 Pasadena, Calif _ Broadock’s Kindergarten Primary 36 3 2 55 540 43 Training School. Bridgeport, Conn.. Connecticut Froebel Normal School— 32 2 400 Do... . The Fannie A. Smith Kindergarten 34 2 27 450 48 Training School. Hartford, Conn.... Culver Smith Kindergarten Training 26 _ 2 23 300 25 School. Chicago, Ill _ Chicago Teachers College _ 36 3 28 540 111 Do _ _ Pestalozzi Froebel Teachers College _ 36 ”(T 2,3 97 438 33 Boston, Mass . Miss Niel’s Kindergarten Elementary 30 2,3 35 540 Training School. Do . Nursery Training School of Boston.... 40 2 g 720 50 Do . Perry Kindergarten Normal School _ 34 3 39 450 Do _ _ Wheelock Kindergarten Training 30 3 115 750 26 School. Cambridge, Mass.. Lesley School.. _ _ 30 2,3 113 60 Minneapolis, Minn. Miss Woods’ Kindergarten and Pri¬ 36 2 82 675 mary Training School. Brooklyn, N. Y _ The Flatbush Teacher Training 34 3 14 480 256 School. New York, N. Y.._ Child Education Foundation Train¬ 34 3 2 175 ing School. Do . The Jenny Hunter Kindergarten 34 2 38 200 45 Training School. Do . The Langzettel School . . 32 3 15 320 275 Do . The Harriette Melissa Mills Kinder¬ 36 3 78 330 40 garten-Primary Training School. Cincinnati, Ohio... Cincinnati Missionary Training School 34 2 7 170 76 Oberlin, Ohio _ Oberlin Kindergarten Training School. 36 2 88 240 425 Harrisburg, Pa _ Froebel Kindergarten Training School. 30 2 14 225 42 Philadelphia, Pa... The Ulman Training School for Kin¬ 36 2,3 103 450 30 dergarten and Primary Teachers. Charleston, S. C... Kindergarten-Primary Training De¬ 36 2 7 72 60 partment of Ashley Hall. 1 Plus camp, » figures for 1926, 950 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 33. — Private teacher-training schools — Sessions , graduates , etc., 1927-28 — Continued Location 1 Tuskegee Institute . Denver, Colo . Rexburg, Idaho _ River Forest, Ill — Waverly, Iowa _ New Ulm, Minn... Meridian, Miss - Seward, Nebr _ York, Nebr - Trenton, N. J . . Raleigh, N. C _ Dayton, Ohio _ Mount Angel, Oreg. Oswego, Oreg - Philadelphia, Pa... Do . . Charleston, S. C... Canton, S. Dak _ Morristown, Tenn. St. George, Utah... Seattle, Wash _ Do . . Spokane, Wash _ Institution Weeks in regular ses¬ sion Weeks in summer session Years in teacher-train¬ ing courses Graduates from teacher¬ training courses Hours of practice received in teaching training courses Enrollment in model and practice schools maintained by insti¬ tution Men Women 2 3 4 5 6 7 8 9 III. General training schools Tuskegee Normal and Industrial In¬ 36 10 4 9 36 90 373 stitute.3 Central Vocational College . . 36 10 2 32 80 30 57 Ricks College. _ _ _ 36 9 1,2 20 47 120 Concordia Teachers College _ 36 2 100 120 60 Wartburg Normal College _ 36 2 2 6 36 124 Dr. Martin Luther College _ 36 2 9 12 66 44 Haven Teachers College 3 _ 36 6 2 1 2 180 183 Concordia Teachers College _ _ 36 _ 2 25 9 165 43 St. Ursula’s Academy and Teachers 36 6 2 2 8 90 2 60 College. Rider College _ _ 36 12 4 2 18 34 200 St. Augustine’s College 3 .. 36 2 6 50 79 Normal School of the Precious Blood.. 36 6 2 18 135 Mount Angel Normal School _ 36 2 6 360 389 Marylhurst Normal School _ 36 *6 2 24 180 198 Grat? College _ _ _ 36 4 5 5 (9 150 Pierce School of Business Adminis¬ 40 6 2,3 1 10 108 tration. Avery Institute 3 _ 36 2 40 135 102 Augustana Academy _ 36 1,2 8 24 180 Morristown Normal and Industrial 36 2 3 90 261 College.3 Dixie College _ _ _ 36 _ 2 2 17 100 67 Holy Names Academy and Normal 36 _ 2 28 240 274 School. Seattle Pacific College _ . 36 _ 2 2 30 90 125 Holy Names Academy and Normal 36 2 18 200 108 School. 2 Figures for 1926. 3 Colored. 4 48 weeks each. « 1 year practice, 1 year observation. Table 34. — Private teacher-training schools — Instructors, 1927-28 Institution (for location see Table 33) In all courses, excluding duplicates In teac Regular session :her-training < Summer session courses Total, excluding duplicates Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 I. Physical-training schools Arnold College of Hygiene and Physical Education.. 14 8 5 2 5 The Marjorie Webster School of Expression and Physical Education . . . 1 13 10 3 13 American College of Physical Education . . 10 5 10 5 10 5 10 5 Chicago Normal School of Physical Education . 5 16 5 9 2 10 5 16 Normal College of the American Gymnastic Union... 20 8 2 1 1 1 3 1 Boston School of Physical Education _ 5 14 5 14 5 14 The Bouv6 School . 8 18 3 3 teachers colleges and normal schools 951 Table 34.— Private teacher-training schools — Instructors , 1927-28 — Continued Institution (for location see Table 33) In all courses, excluding duplicates In teac Regular session iher-training < Summer session courses Total, excluding duplicates fl o> a a a o a a> a g a o £ a ® a g a o £ g a g a o £ * * 3 4 s 6 7 8 9 I. Physical-training schools — Continued Posse-Nissen School of Physical Education... . . 3 10 3 7 2 6 3 10 i 12 i 53 12 12 12 12 Newark Normal School of Physical Education and 18 5 10 2 10 2 29 27 29 27 29 27 9 27 11 11 32 12 32 11 32 11 II. Nursery, kindergarten, and primary training schools 2 18 5 5 2 10 2 10 2 10 1 4 1 4 1 4 9 6 6 10 5 5 3 18 2 16 ' 2 16 8 14 5 3 5 Miss Niel’s Kindergarten Elementary Training School .. . _ .. .. 1 12 1 12 1 12 Nursery Training School of Boston _ 10 6 6 Perry Kindergarten Normal School _ _ 3 18 2 2 Wheelock Kindergarten Training School _ _ 4 21 6 6 Lesley School _ _ _ .. 4 28 4 28 4 28 Miss Wood’s Kindergarten and Primary Training School- 2 14 7 7 The Flatbush Teacher Training School 12 7 12 7 . 12 Child Education Foundation Training School.. _ 2 12 2 12 2 12 The Jenny Hunter Kindergarten Training School _ 10 6 3 3 The Langzettel School 3 9 1 6 1 6 The Harriette Melissa Mills Kindergarten Primary Training School _ _ _ _ 3 11 8 8 Cincinnati Missionary Training School _ 3 8 2 6 2 6 Oberlin Kindergarten Training School _ 7 24 15 15 Froebel Kindergarten Training School _ _ 5 5 5 The Illman Training School for Kindergarten and Primary Teachers. ... .. . . . 19 18 18 Kindergarten-Primary Training Department of Ashley Hall . . . . . . . . . . 6 6 6 III. General training schools Tuskegee Normal and Industrial Institute 2 _ 138 121 7 7 50 29 54 34 Central Vocational College. _ _ _ 4 5 2 2 2 2 2 2 Ricks College . . ... . _ _ _ 14 7 10 • 5 5 4 10 6 Concordia Teachers College (Ill.) _ . 22 7 7 Wartburg Normal College. . _ _ _ 14 6 8 5 8 5 Dr. Martin Luther College _ 14 5 5 Haven Teachers College 2 _ _ 11 10 6 9 7 3 11 10 Concordia Teachers College (Nebr.) _ _ _ 13 2 13 2 13 2 St. Ursula’s Academy and Teachers College. _ .. 10 5 5 10 Rider College. ... _ _ _ .... 21 8 17 5 17 5 St. Augustine’s College 2. . . . 10 15 1 1 Normal School of the Precious Blood... . . . 3 19 1 4 10 1 14 Mount Angel Normal School.. ... _ 3 22 3 14 3 14 Marylhurst Normal School 2 15 7 2 15 2 15 Gratz College _ _ _ . . _ 5 1 1 Pierce School of Business Administration _ . 33 15 12 10 12 10 12 10 Avery Institute 2 _ _ _ _ _ 5 11 2 4 2 4 Augustana Academy . . . . . . 4 8 2 2 Morristown Normal and Industrial College 2 . 9 14 2 2 Dixie College 13 9 1 1 1 1 Holy Names Academy and Normal School _ _ 1 35 1 5 1 5 Seattle Pacific College _ _ _ . 8 11 7 5 7 5 Holy Names Academy and Normal School _ 8 8 8 1 1 Camp instructors included. 2 Colored. 952 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 35. — Private teacher-training schools — Students , 1927-28 Total resi¬ dent stu¬ Resident students in teacher-training courses £ CD Institution (for location see Table 33) dents in all courses, ex¬ cluding duplicates Regular session Summer session Total, ex¬ cluding duplicates §8 © C u o a 3 irt a a a a ll a 1 g 1 g 1 g 1 ai co £ £ £ a 1 2 3 4 5 6 7 8 9 10 I. Physical-training schools Arnold College of Hygiene and Physical Ed¬ ucation _ _ _ _ 53 202 53 202 53 202 3 The Marjorie Webster School of Expression 200 150 50 200 American College of Physical Education 59 66 59 66 59 66 59 66 Chicago Normal College of Physical Educa- 130 130 65 130 Normal College of the American Gymnastic Union. _ _ _ _ 78 97 60 76 18 21 78 97 Boston School of Physical Education _ 168 168 168 The Bouv6 School _ 89 89 89 Posse Nissen School of Physical Education _ 2 1390 2 230 160 2 1390 Sargent School of Physical Education . . 404 404 404 Newark Normal School of Physical Education and Hygiene... _ _ _ _ _ 77 96 "7 96 77 96 8 Ithaca Conservatory and Affiliated Schools... Central School of Hygiene and Physical Edu¬ cation _ _ _ _ 143 223 143 223 143 223 95 95 95 Savage School for Physical Education _ 158 252 158 252 158 252 II. Nursery, kindergarten, and primary training schools Miss Fulmer’s School . 128 128 43 128 Broadock’s Kindergarten Primary Training School 88 88 88 Connecticut Froebel Normal School 43 43 43 The Fannie A. Smith Kindergarten Training School 49 49 49 Culver Smith Kindergarten Training School. Chicago Teachers College _ 41 41 41 5 58 58 58 Pestalozzi Froebel Teachers College . 217 165 52 217 Miss Niel’s Kindergarten Elementary Train¬ ing School 47 47 47 Nursery Training School of Boston 21 21 21 Perry Kindergarten Normal School _ 130 130 130 Wheelock Kindergarten Training School _ 375 375 375 Lesley School. 356 356 356 Miss Wood’s Kindergarten and Primary Training School. _ 178 178 178 The Flatbush Teacher Training School 60 60 60 Child Education Foundation Training School 20 20 20 The Jenny Hunter Kindergarten Training School . . . . . . . . 80 80 80 The Langzettel School . 59 59 59 The Harriette Melissa Mills Kindergarten Primary Training School . . . . 181 181 181 Cincinnati Missionary Training School _ 15 15 15 Oberlin Kindergarten Training School.. . 191 191 191 Froebel Kindergarten Training School 22 22 22 The Illman Training School for Kindergarten and Primary Teachers 175 175 175 Kindergarten-Primary Training Department of Ashley Hall . . . 19 19 19 1 Duplicates probably included TEACHERS COLLEGES AND NORMAL SCHOOLS 953 Table 35. — Private teacher-training schools — Students, 1927-28 — Continued Institution (for location see Table 33) Total resi¬ dent stu¬ dents in all courses, ex¬ cluding duplicates Resident students in teacher-training courses In extension and corre¬ spondence courses Regular session Summer session Total, ex¬ cluding duplicates g 8 0 0) I £ g s a © I £ g s g a 0 £ g s a 9 a 0 £ • 2 3 4 5 6 7 8 9 10 III. General training schools Tuskegee Normal and Industrial Institute 2_. 1993 11,331 53 74 139 731 1 192 *805 662 Central Vocational College _ ... ... .. 81 159 40 78 35 79 48 90 50 Ricks College _ _ .. 180 269 60 75 25 77 85 152 Concordia Teachers College (Ill.) 357 357 357 21 Wartburg Normal College . . 93 123 5 24 5 24 Dr. Martin Luther College _ _ .. 127 134 119 128 119 128 Haven Teachers College 2. . 34 293 2 13 22 278 24 286 18 Concordia Teachers College (Nebr.) 2 279 270 3 270 St. Ursula’s Academy and Teachers College 78 28 28 Rider College _ _ ... 349 404 29 130 29 130 St. Augustine’s College 2__ _ ..... 113 168 6 6 Normal School of the Precious Blood 138 51 78 129 Mount Angel Normal School 190 75 75 Marylhurst Normal School 258 62 196 258 Gratz College... .. . . _ 42 23 42 23 42 23 Pierce School of Business Administration. 546 1,003 2 22 2 27 2 38 Avery Institute 2 _ _ 131 216 44 44 Augustana Academy ... . 41 88 8 24 8 24 Morristown Normal and Industrial College 2.. 37 49 24 35 24 35 Dixie College _ _ ... 109 143 5 38 5 38 11 Holy Names Academy and Normal School . 255 60 60 Seattle Pacific College _ . . _ _ 117 136 9 64 9 64 Holy Names Academy and Normal School .. 45 45 45 i Duplicates probably included. 2 Colored. 8 Men and women. Table 36. — Private teacher-training schools — Property , receipts , and expenditures, 1927-28 954 BIENNIAL SURVEY OF EDUCATION, 1926-1928 TEACHERS COLLEGES AND NORMAL SCHOOLS 955 1 10, 125 41,574 42, 493 2,600 4, 675 953 310, 000 1,056 2,150 46,500 3, 553 150 1,042 13,005 20,262 33, 432 6,178 ; 1 a* s 1 is 1 i llllliSI s' s' isf ST j gsfSSs's'Ss 131, 169 84,873 222, 466 14, 800 32, 545 65,226 41, 208 48, 082 51, 723 1 eg* 7,620 | 61, 384 16, 502 356, 648 3, 850 12, 214 23, 000 24, 706 ii 50, 687 54, 666 i j 1 68, 766 1,045 10, 945 25, 965 7, 393 46, 282 24, 798 g i Ms i I mu ctf j ;co !S !r-r j ISII il ““'Ss' \* § - i§ M ti i i it i i r j j § i j j ji j j il K i 1 j 30, 000 531 8,085 1, 500 § - 1 1 il 1 i il iiSJil is * j s ii i* 1 50* isg isii ;~3 iSsH s i go ; I 1 is 1 I 111 isIS i S' S' iS S' j S'2'2 :S'2'“ j » * < « 159,666 7,256 1 i i* i I 243, 657 7, 500 3, 226 9, 373 7,174 28, 750 23, 446 2,600 I s 230, 000 211, 677 69, 387 8,263,549 31,000 150, 000 1,300,000 345, 032 460, 000 170, 000 460, 000 601,000 501,580 i i S i i ' ■ 750, 000 60, 000 13, 400 425, 000 131, 049 610, 000 198, 296 135, 762 3,000 20, 000 2, 500 16, 790 5,000 273, 438 10,000 24, 500 96, 000 71, 850 30, 000 5, 000 24, 000 50,000 29, 468 30,000 45, 000 '166,' 666' 7, 655 19, 650 20,000 16, 892 85, 000 27, 289 23, 394 118 11 1 1 SlllSiliillllslllSllI!; 10 CO- V U3 T > C | 111 i i; ; grfv j O, wi| 2,890 46 2,581 85 546 1 s" llsllllSll§Sis§ls s' s' - sf 00 ' 00 io t 5 I H Girls © efeo eo 147, 364 ISI=SSisg§lllsS! s'- sf s'- -' 1 s' i6!llSis!Sl of co ef a * 3 sr « 1 s' CD 1 5 5 1 Girls 119, 800 5, 888 4,183 11, 743 461 : : iiSi | j i« 145, 673 llllglgi issi i i i ! s'- s' is- i i i i 68, 728 Boys « 124, 943 4, 070 4,310 12, 019 388 2,993 172 293 3 5 27,561 1, 131 638 13,004 513 383 467 188 22, 365 1,017 670 § s' Num¬ ber of schools report¬ ing 997 22 34 155 1 14 21 0 133 17 9 1 724 29 12 528 15 9 12 4 16 856 18 30 118 1 51 6 1 2 3 4 5 6 7 8 9 10 Continental United States . . . _ 1,741 19, 591 33, 656 11, 668 21,089 27, 339 13, 409 40, 680 60, 995 Alabama . . . 7 98 212 28 62 109 35 160 321 Arizona _ . ... 7 101 156 22 55 74 29 156 230 Arkansas _ 10 30 57 153 243 210 163 273 267 California- . . 95 1, 675 2,697 189 809 1, 174 284 2,484 3, 871 Colorado . . . 12 116 216 98 222 313 110 338 529 Connecticut _ _ _ . . 49 468 990 16 27 51 65 495 1, 041 Delaware. ... _ .. . . 1 31 67 15 36 46 16 67 113 5 107 288 5 107 288 Florida . . . 8 30 120 61 107 178 69 137 298 Georgia... ... . . _ 30 157 306 219 307 471 249 464 777 Idaho _ .... 14 112 159 132 286 288 146 398 447 Illinois _ _ _ . . .. 158 2, 213 3,598 746 1, 465 1,895 904 3, 678 5, 493 Indiana. _ _ ... . ... 68 804 1, 223 387 892 885 455 1, 696 2,108 Iowa. . . . . 40 240 544 708 1, 309 1, 862 748 1, 549 2,406 Kansas _ _ _ .. . 19 143 269 566 1, 059 1,645 585 1,202 1, 914 Kentucky _ _ 46 235 395 427 566 620 • 473 801 1, 015 Louisiana . 27 139 393 201 353 492 228 492 885 Maine.. - - .. . ... 27 107 259 118 148 191 145 255 450 Maryland _ _ .. .. .. 16 216 293 97 167 277 113 383 570 Massachusetts _ . .. . 92 1,129 1, 738 48 98 152 140 1,227 1,890 Michigan . . . . ... 35 617 955 263 456 496 298 1,073 1,451 Minnesota . . . ... 32 251 581 424 718 1, 061 456 969 1, 642 Mississippi _ _ 5 8 45 187 259 366 192 267 411 Missouri _ .... 31 349 628 595 858 888 626 1, 207 1, 516 Montana _ _ _ _ 13 85 220 162 253 372 175 338 592 Nebraska - - . ... 15 128 307 500 798 1, 178 515 926 1,485 Nevada 16 44 62 16 44 62 New Hampshire ..... 13 94 133 45 52 124 58 146 257 New Jersey - - ... . 80 959 1, 582 42 142 291 122 1, 101 1, 873 New Mexico - - 5 25 51 68 105 127 73 130 178 New York _ _ _ 159 3,446 5, 420 413 545 1,341 572 3,991 6, 761 North Carolina - ... 50 221 642 433 785 1, 053 483 1,006 1,695 North Dakota - 7 43 70 318 451 381 325 494 451 Ohio _ 92 1,078 1, 514 647 1,265 1,245 739 2,343 2,759 Oklahoma _ ... 16 92 156 420 664 679 436 756 835 Oregon . . . . .. 17 198 434 197 321 482 214 519 916 Pennsylvania - .. ... _ 173 1,684 2, 281 549 1, 073 1,036 722 2,757 3,317 Rhode Island . . 12 173 817 3 9 16 15 182 833 South Carolina - 15 89 143 152 308 430 167 397 573 South Dakota - 9 74 138 255 482 535 264 556 673 Tennessee . . . .. 24 144 270 300 472 509 324 616 779 Texas - - - 62 382 805 455 844 1, 012 517 1, 226 1,817 Utah _ _ — . 5 41 43 27 150 83 32 191 126 Vermont _ _ 10 34 67 25 22 33 35 56 100 Virginia . . 23 120 374 281 375 732 304 495 1, 106 Washington.. . . 31 468 746 229 477 639 260 945 1, 385 West Virginia . . . . 18 114 225 94 250 286 112 364 511 Wisconsin _ 54 493 939 288 594 828 342 1,087 1,767 Wyoming. . ....’. . 4 30 90 49 106 121 53 136 211 Outlying parts of the United States Alaska . . . . 1 2 4 12 19 21 13 21 25 Canal Zone. _ _ _ 2 6 14 2 6 14 Guam 1 2 1 1 2 1 Hawaii... . . 1 23 67 3 20 34 4 43 101 Philippine Islands.. . . 26 269 137 4 18 4 30 287 141 Porto Rico 13 52 104 13 52 104 980 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 6. — Teachers in reorganized high schools for white pupils and for while and colored pupils , classified according to population of district, 1927-28 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 G 7 8 9 10 Continental United States - 2, 107 17, 285 45, 899 2, 092 5,630 8, 863 4, 199 22,915 54,762 Alabama. - - 26 87 335 154 312 577 180 399 912 Arizona.. . . . 11 80 130 11 32 41 22 112 171 Arkansas . . . 21 116 370 47 92 159 68 208 529 California... - - - .. . 139 1, 919 4, 499 18 77 126 157 1, 996 4, 625 Colorado. . _ _ _ 36 306 822 45 116 206 81 422 1,028 Connecticut - - 30 136 505 3 5 19 33 141 524 Delaware . - - 1 3 13 3 9 21 4 12 34 7 48 184 7 48 184 Florida _ _ 33 206 789 64 113 290 97 319 1, 079 Georgia. . . - - - 21 221 377 16 17 37 37 238 414 Idaho _ _ _ 9 50 115 6 23 34 15 73 149 Illinois _ _ 58 395 1,240 15 46 63 73 441 1,303 Indiana.. - - ... 65 605 1, 148 242 823 827 307 1, 428 1, 975 Iowa _ . ... - - - 74 473 1, 392 107 262 466 181 735 1, 858 Kansas. - - - 89 508 1,299 47 141 219 136 649 1, 518 Kentucky - - - . 20 97 330 53 100 151 73 197 481 Louisiana - 2 6 45 6 10 15 8 16 60 Maine.. _ _ 18 80 239 21 35 56 39 115 295 Maryland _ _ _ _ _ . 16 122 547 4 13 25 20 135 572 Massachusetts ... ... 171 1,079 3,341 31 50 134 202 1, 129 3, 475 Michigan _ _ _ _ 119 1,299 2,840 186 548 733 305 1,847 3,573 Minnesota - - . 68 514 1, 659 38 125 231 106 j 639 1, 890 Mississippi - -- - 15 56 275 71 107 210 86 163 485 Missouri _ _ ... - -- 57 389 987 60 170 291 117 559 1,278 Montana. - — - 7 28 129 11 32 44 18 60 173 Nebraska . . . 37 191 552 39 83 171 76 274 723 Nevada . . . . — 4 19 56 5 10 15 9 29 71 New Hampshire . . . 21 100 234 26 38 82 47 138 316 New Jersey . - ... 53 527 1, 256 9 36 99 62 563 1, 355 New Mexico — . . 5 15 82 7 23 38 12 38 120 New York.. _ _ — 137 1,252 4,706 64 152 434 201 1,404 5, 140 North Carolina . . 11 55 228 9 15 38 20 70 266 North Dakota. . . . 4 24 77 16 41 64 20 65 141 Ohio _ _ _ — 155 1, 676 3, 468 178 528 709 333 2,204 4, 177 Oklahoma - - 52 416 1, 014 50 152 272 102 568 1,286 Oregon _ _ 27 115 344 3 9 11 ‘ 30 124 355 Pennsylvania - - - 186 2,016 4,091 113 456 667 299 2,472 4, 758 Rhode Island - 11 65 317 1 1 4 12 66 321 South Carolina . . 8 38 149 3 5 11 11 43 160 South Dakota. - - - 9 49 123 8 18 30 17 67 153 Tennessee _ _ 28 128 533 18 49 95 46 177 628 Texas . . 70 473 1, 805 38 97 177 108 570 1,982 Utah _ 22 235 349 28 111 85 50 346 434 Vermont _ 11 35 128 34 46 113 45 81 241 Virginia _ _ 18 99 528 15 23 60 33 122 588 Washington _ 27 205 537 21 78 152 48 283 689 West Virginia _ 30 194 489 110 279 374 140 473 863 Wisconsin _ 63 506 1, 150 20 77 120 . 83 583 1,2*0 Wyoming . 5 29 73 18 45 67 23 74 140 Outlying parts of the United States Hawaii _ 5 43 88 6 22 26 11 65 114 Virgin Islands . . . 2 7 3 2 7 3 PUBLIC HIGH SCHOOLS 981 Table 7. — Teachers in high schools for colored pupils classified according to popu¬ lation of district, 1927-28 REGULAR HIGH SCHOOLS 2 State In cities having pop¬ ulation of 2,500 or more In places having pop¬ ulation of fewer than 2,500 Total Schools report- *mg 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 _ 233 639 863 148 182 162 381 821 1,025 Alabama 3 15 47 3 15 47 Arkansas _ . . 6 11 21 2 2 3 8 13 24 California 1 2 1 1 2 1 Delaware 1 4 10 1 4 10 District of Columbia 2 65 67 2 65 67 Florida _ - _ 3 4 7 3 4 7 Georgia _ . - - .. 11 14 26 8 7 7 19 21 33 Illinois . . .. 8 22 48 3 5 5 11 27 53 Indiana 6 37 34 6 37 34 Kentucky _ _ _ .. 31 60 83 14 15 11 45 75 94 Louisiana _ - _ . . 2 6 8 1 1 1 3 7 9 Maryland ._. ... - . 8 12 15 8 8 8 16 20 23 Mississippi. . .. - _ 8 12 18 7 6 7 15 18 25 Missouri 14 50 36 14 50 36 North Carolina. _ 37 84 134 39 63 48 76 147 182 Oklahoma .. ... . ... _ 5 13 8 4 4 6 9 17 14 South Carolina—. _ 15 31 49 9 9 13 24 40 62 Tennessee . . - - 13 42 42 5 6 9 18 48 51 Texas _ _ 44 92 128 40 46 28 84 138 156 Virginia.. . . . — 11 55 78 7 8 14 18 63 92 West Virginia _ 4 8 3 1 2 2 5 10 5 REORGANIZED HIGH SCHOOLS Continental United States _ 101 463 866 26 52 58 127 515 924 Alabama. _ _ _ _ 11 13 59 2 3 3 13 16 62 Arkansas. . _ _ ... 6 14 25 1 1 1 7 15 26 District of Columbia _ _ 3 25 69 3 25 69 Florida _ 20 57 1 0 6 8 20 63 Georgia _ _ _ _ _ 4 32 55 4 32 55 Illinois _ _ 1 3 11 1 3 11 Indiana _ _ _ _ 1 2 1 1 2 1 Kansas 2 20 26 2 20 26 Kentucky _ 3 13 4 3 5 7 10 18 Louisiana _ _ _ 3 27 48 3 27 48 Maryland _ _ . _ _ _ 3 59 85 3 59 85 Mississippi... . . . . 7 11 40 5 10 11 12 21 51 Missouri _ _ _ _ 8 68 64 1 1 0 9 69 64 New Jersey. . . _ _ 1 4 6 1 4 6 North Carolina _ _ 3 10 20 3 4 5 6 14 25 Ohio . . . 4 15 24 4 15 24 Oklahoma . . 43 49 1 4 5 8 47 54 Pennsylvania _ 1 2 3 1 2 3 Tennessee.. . . . 8 17 63 1 1 2 9 18 65 Texas _ _ _ 9 47 96 9 47 96 Virginia _ _ 2 4 20 2 4 20 West Virginia . . . 20 32 7 25 20 14 45 52 982 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 8a. — Teachers in reorganized high schools for white pupils, and for white and colored pupils, 1927-28 * State In junior high schools In junior-senior high schools In senior high schools Total Men Wom¬ en Total Men Wom¬ en Total Men Wom¬ en Total > 2 3 4 5 6 7 8 9 10 11 Continental United States. 7, 180, 24, 383 31, 563 10,276 19,854 30, 130 5, 459 10,525 15,984 77, 677 Alabama . . . . ... ... . 28 84 112 319 698 1,017 52 130 182 1, 311 Arizona. . . . 10 21 31 85 124 209 17 26 43 283 Arkansas.. .. . . . .. .. 39 118 157 131 309 440 38 102 140 737 California.. _ _ _ 826 2,542 3, 368 449 820 1, 269 721 1,263 1,984 6, 621 Colorado .. - - - .. 115 452 567 186 351 537 121 225 346 1,450 Connecticut - - - 83 367 450 31 100 131 27 57 84 665 12 34 46 46 48 184 232 232 Florida _ 111 • 438 549 138 437 575 70 204 274 1, 398 Georgia _ ... - - 102 214 316 37 113 150 99 87 186 652 Idaho _ _ _ _ _ _ 10 35 45 39 62 101 24 52 76 222 Illinois... . . . .. . . 157 763 920 120 200 320 164 340 504 1,744 Indiana - - - - 185 455 640 1,031 1, 227 2,258 212 293 505 3,403 Iowa . . . . 118 534 652 398 838 1, 236 219 486 705 2, 593 Kansas . . . . 180 615 795 273 499 772 196 404 600 2, 167 Kentucky - - - 32 147 179 147 261 408 18 73 91 678 Louisiana - 4 26 30 9 13 22 3 21 24 76 Maine - - - 25 85 110 43 113 156 47 97 144 410 Maryland - - - 73 433 506 54 119 173 8 20 28 707 Massachusetts - 503 2,173 2,676 195 413 608 431 889 1, 320 4, 604 Michigan. . . . . 533 1, 296 1, 829 1,008 1, 740 2,748 306 537 843 5, 420 Minnesota - - 187 745 932 289 785 1,074 163 360 523 2, 529 Mississippi - - - 10 11 21 139 441 580 14 33 47 648 Missouri - - 141 431 572 250 494 744 168 353 521 1, 837 Montana... - - - - 5 46 51 34 50 84 21 77 98 233 Nebraska . . . . 57 247 304 123 262 385 94 214 308 997 Nevada - - - - - 2 27 29 17 22 39 10 22 32 100 New Hampshire.. _ 27 104 131 49 100 149 62 112 174 454 New Jersey - - - - 259 849 1, 108 81 141 222 223 365 588 1,918 New Mexico - 4 36 40 32 57 89 2 27 29 158 New York - 757 3,230 3,987 579 1, 677 2,256 68 233 301 6, 544 North Carolina _ ... - - 11 59 70 53 175 228 6 32 38 336 North Dakota - 6 20 26 43 86 129 16 35 51 206 Ohio.. - - 600 1, 609 2,209 1,202 2,022 3, 224 402 546 948 6, 381 Oklahoma . . . . 103 343 446 324 657 981 141 286 427 1, 854 Oregon... . . . . 51 168 219 3 3 6 70 184 254 479 Pennsylvania . . . . . 910 2,139 3, 049 1,110 1, 993 3, 103 452 626 1, 078 7,230 Rhode Island . . . . 42 226 268 4 40 44 20 55 75 387 South Carolina - - - 9 42 51 20 71 91 14 47 61 203 South Dakota. . . 20 63 83 25 40 65 22 50 72 220 Tennessee . . 59 335 394 69 164 233 49 129 178 805 Texas.. . . . 169 900 1, 069 178 435 613 223 647 870 2, 552 Utah... . . . . . — 138 227 365 107 75 182 101 132 233 780 Vermont.. . - - - 4 20 24 71 191 262 6 30 36 322 Virginia - - - - 38 387 425 44 126 170 40 75 115 710 Washington.. . . 97 314 411 118 271 389 68 104 172 972 West Virginia . . 153 347 500 214 322 536 106 194 300 1,336 Wisconsin . 133 459 592 334 580 914 116 231 347 1,853 Wyoming . . . 6 17 23 59 103 162 9 20 29 214 Outlying parts of the United States Hawaii . . . 44 82 126 9 18 27 12 14 26 179 Virgin Islands. . . . 7 3 10 10 PUBLIC HIGH SCHOOLS 983 Table 8b. — Teachers in reorganized high schools for colored pupils, 1927-28 State Schools for colored pupils only In junior high schools In junior-senior high schools In senior high schools Total teach¬ ers Men Wom¬ en Total Men Wom¬ en Total Men W om¬ en Total 1 $ 3 4 5 6 7 8 9 10 11 12 Continental United States _ 127 125 251 376 353 634 987 37 39 76 1,439 Alabama _ _ _ . . . . 13 - 25 32 9 37 46 78 Arkansas. _ _ _ 2 2 1 4 13 24 37 41 District of Columbia. . . 3 25 69 94 94 Florida _ _ . . . .. 8 1 5 6 19 58 77 83 Georgia _ _ _ 4 4 14 18 26 39 65 2 2 4 87 Illinois _ _ . _ _ - 1 3 11 14 14 Indiana _ . . 1 2 1 3 3 Kansas .... _ ... 2 10 17 27 10 9 19 46 Kentucky _ _ . 2 2 4 8 16 24 23 Louisiana _ _ _ .. - 3 27 48 75 75 Maryland ... ... 3 21 26 47 38 59 97 144 Mississippi - ... _ 12 8 8 16 12 36 48 1 7 8 72 Missouri - - - - 9 18 13 31 33 40 73 18 11 29 133 New Jersey _ _ _ 1 4 6 10 10 North Carolina _ _ . 6 2 5 7 12 20 32 39 Ohio _ _ - . 4 11 20 31 4 4 8 39 Oklahoma. _ 8 47 54 101 101 Pennsylvania... _ _ _ _ 1 2 3 5 5 Tennessee . ..... .. 9 4 32 36 8 23 31 6 10 16 83 Texas _ _ 9 47 96 143 143 Virginia 2 2 2 4 2 18 20 24 West Virginia. . . 14 2 2 4 ; 43 50 93 97 Table 9. — White and colored pupils enrolled in all public high schools, 1927-28 984 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total JO 5 ss 1 g IN' iisii mu s=sss ism nisi iisii a‘"Ss»S5 ag'Rs’s' sssssg' s'gs's's Boys 1 2, 028, 722 §1111 II1IS IISII 9SS8S SBSsS SISS8 sas's’s S225SS' sssisa Postgraduate and special Girls CD 11,503 K3°8 j Jsgggg 328 j| gg^§8 ~ j j Boys 7,280 67 103 11 1,451 66 104 3 74 28 20 248 59 62 80 6 5 76 740 712 79 6 74 41 25 9 46 92 18 Fourth year Girls 296, 368 ilsls 51111 ISsis llsgg lligl isi§§ CO* CSfr-Tw CO* HN«* OfoOjHj-i'cr Ttr»' i— T *cT »— T (sT Third year Girls s 356, 234 IsSeI 11111 nils 1151a Ssill 58511 V-hnNhco* HCO^- csfgHfffcJor loVefeo^T nONON o* -Too Boys 3 313, 855 sISIS 13111 §1155 ll§5§ ieiss illgg COHNOM eo~ -h*n*co* nhhooo Vef«“oTw“ 3t-.VTaf.-r o ~*of Second year Girls O CO ssill nisi sSrsI SsilS SsIsS Ssill •o%HCOg“»o“ *o t-TuseoVt-r og*eg“co‘eg~» oo* ~*cgVT Boys • I l Issll I1SIS Sllll IsSls ills! mis tjJWco*®*^* xa t-TcoNF C^VTon'o* *o*-k*n*co*o* oonhn i>* -Teg-T First year Girls qo 619, 449 11551 salsa ISSls §3511 II15I 5=l§3 •o- CM CM Third year Girls a 10,869 (OONOOO *C 00 OO tJ< Tt< 00 05 ij< 00 <£> 'JOC'IOM “3Hin iflTrCSKK CIOCCCI 1- D *D »C CO *0 05 CO tji 05 -I< 05 ^ CO CO *0 lO H CO CO *0 tj< CO S3 Boys ao CO gg oT TJ 005 CO rH CO CO rH 00 State - Continental United States . . . . Alabama. . Arizona . . Arkansas... . . . California. . . Colorado _ _ _ Connecticut . District of Columbia _ _ Florida . . . . Georgia . Idaho . Illinois . . . . . Indiana . . Iowa _ _ _ Kansas . . Kentucky . . Louisiana . . . Maryland.. . . . . Massachusetts . . . Michigan . . . Minnesota . . Mississippi . Missouri . Montana . . . . . Nebraska . New Jersey _ _ _ _ Np.yv \! fvifn New York . PUBLIC HIGH SCHOOLS 987 S3 ~ ;s j i i 86 1Z 20 19 j 6, 123 4 4, 725 2,010 33 4,507 132 1, 736 10 3,313 8,127 16 2 3, 459 154 1, 510 127 15 00 iTiS* s»rg 5^18 lla *.Q* CO 172,118 llsgl slssS IlSls Sills 31111 ISsil ®*rH* * Third year Girls GO 245,327 1SS1S ISlfg sllsl §1211 lslB§ ISali rH* rHCOrH CO* rH* CO* * HCOH Boys - 384, 277 Ills! Sill! ills! sllsl siilS Silsl ^-^-Vh-^-OT CO rH*rHTH* CO*^*®*®**-* t-*«5*®“e0*0 00*CO*rH*0*®* t-‘ Schools 1= e* 13, 790 saggs ISgiS 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 . . . Michigan . . . . . . ... Minnesota . . . . . Mississippi . . . Missouri. . . . Montana . Nebraska . . . Nevada . New Hampshire . . . . . New Jersey . . . . . New Mexico . PUBLIC HIGH SCHOOLS 989 sssss ins $£<*££ &ssr« 332 278 28 1,444 6,599 1,613 §1111 Ilssa IISII sill gauss' s‘s”~s a»s^ 318 252 40 1,691 12,297 1,486 2, 396 212 15 742 78 67 36 65 0 64 14 18 0 42 8 92 69 330 115 CD O O O O O gS®Sj!$ SSS2S 8200505 |H i-HOOOO© Ills! 8I1IS fills llsl ©tOi-TocO cfriWofef © Boys 212, 440 Issii SUSS Sssiig IIS1I ISlil ISg21 t-T efW co of rH-©i>©u5 co" of r-f of *ot*~ «o%f ©- Second year Girls CO 314, 108 Slill lsfl§ S§§§2 11211 Sill! ifslss r-T rHM'cf TtT rf~CO Of©©©tC US^Tc^CC© QOOO*VToOOf © rJo? Boys 292, 714 S1112 ISSII SISel sSill 11112 SUSS rH- ,-TtCcf V r-T CO TH-eO-rHCO©- oCloVT^Cf It) O) First year Girls 382, 122 sills sign S22SI IIS§1 sllll Ifssisl 1-T l-f Of g? Of ©‘ CO©Of©t>T od^ofco-©- ©'©‘ofoco' tC i-TcOr-f Boys OS 374,750 21111 lllsss §lsSS ilsSS §1111 lilll r-T r-T r-T ^ Of ©‘ 1-Tr-TV riVjCf ©%*Ofco'©~ od^-ToTcf tC fl 1=“ N 13, 409 §|3g| |SS|S 2S28SE State - Continental United States . . . . Alabama . . . Arizona . . . . Arkansas... . . . . . California . . . . . . Colorado . . . . Connecticut . Delaware . . . District of Columbia. . . . . Florida . . . Georgia . . . . . . Idaho . Illinois . . . Indiana . . Iowa . . . . Kansas . >. . Kentucky . Louisiana _ _ _ _ _ Maine . . . Maryland . . . . Massachusetts . . . Michigan. Minnesota . . . . . . Mississippi.. . Missouri . . Montana . Nebraska . Nevada . . . . New Hampshire . . . New Jersey . New Mexico . PUBLIC HIGH SCHOOLS 991 ssssi isssi isigg mm adcdoTodcd ffimccON «T cd r-T cd ododcicd 332 278 28 1, 443 6,599 1, 432 Islil lills SSgiS i£si £«**?«* 318 252 40 1,691 12, 297 1,294 2, 379 193 15 738 76 67 36 65 0 64 .4 18 0 42 4 92 69 330 115 <00000© g8°g3 3BSSS3S SS0010 ,-r 1-10000® 11118 Hill §1111 1§§§ oioVoeo cfg%H%H*pr ed® ed «SW«d 54 47 4 269 847 336 23, 168 3, 926 1,236 9,093 2,302 2, 475 11,028 811 1,362 1,713 2,094 5, 073 553 279 2,489 4, 559 1,296 5, 422 392 55 35 4 326 2,165 254 Sills liaSi I11IS SiSl gdo'cdcdcd cdjdrdcded cdoo dwV 47 61 8 318 1, 496 311 ISg si Igisi §1118 SIS1 odnocf cdedWr-TrH cd®~ ed .dW®~ 67 50 12 366 2, 545 280 SiSSS IsSIS SISS1 Sill cdoded®>‘ Vo-Tcdcd -*©Vh ud i>edod 90 78 9 431 1, 903 309 Hill ls§Is SIsSS sill ®i>.Vdjo“cd edoVdcded edoo-T V tdedtd 81 64 11 468 3, 132 299 mu iiiii mi o^dcdod® ud^edcded icedr-T ®" odcdod 135 92 7 425 2, 353 476 SS1S6 SSsSl sill cgcdedooud udgdcdcdcd uSVhW «d odcdod 114 103 13 531 4, 455 461 g$8§3 SFsg SS”SI IHS® CO Q0>OO 0C“3«OH hONM^ — .O ~ C*3 •=■ H ifS-o <0 0)10 >1 1-1 "-i CO 00 03 - © 00 CO CO ^ CO O 40 00 CO CO CO COCO 05 00 © t-1 00 C© CO CM CO CO CM CM CO 1-H 40 CM CM i-h i-« CM 40 CO First year Girls - 15, 777 532 24 174 185 5 78 117 540 37 306 2 1, 023 501 20 79 882 172 4 275 132 308 21 309 365 4 54 0 487 967 2,174 Boys eo 9,527 230 19 87 188 6 54 54 436 33 164 4 613 406 18 75 571 91 3 173 96 192 14 111 277 3 50 3 309 684 1, 006 School report¬ ing N > 1, 438 CO CO 00 05 ^ r-H CM CO 05 40 CO 00 © ^ 40 CO 05 CO CO CM 00 40 40 00 CM^COt^CO ^ MN N N H WN 1-140 CO *-Hi-H 1-1 XrHN 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 Jersey . New York . . . North Carolina . . PUBLIC HIGH SCHOOLS 993 4 790 294 30 1,711 116 1, 736 10 1,804 4, 874 1 1 3,074 94 152 21 4 ^2 Sg*|g NO|SS S* of ~ 0 192 O ^ 8 £°°S§2 i Twelfth grade Girls O 172, 918 SsglS IS !§- SiHl §1=|! g|Slg gSISS ©-T o co co og~ofco~ cooTt-T 79 64 11 468 20 299 SSSig I£§I3 § gfco co'io'io' o7«NcortT^r oT CO of 8a"8*§ IlsSI §8888 88881 1 nnVioV of cSf r-T oo of od 112 103 13 531 22 461 ssssa a»gs§ s 12 2 1 4 1 13 I 'S' Table 15. — Colored pupils enrolled in 4-year regular high schools by years (12 grades ), 1927-28 996 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total Girls 3 22, 115 1. 254 66 429 714 14 221 257 1, 735 98 3 2,752 1, 309 58 266 1,941 8 48 405 743 75 269 268 9 148 2 1, 121 2,532 4 781 259 Boys CO 14, 479 574 50 210 597 18 144 164 1, 169 57 13 1,801 964 35 244 1, 094 9 47 305 553 54 101 194 10 114 3 734 1,812 1 608 186 Postgraduate and special Girls N 106 III 1 1 1 1 1 1 l l ll 1 III 1 l 1 1 1 IH 1 1 1 1 1 1 © rH 1 CM 1 i i O 05 • • ' 1 rH 1 rH In. 1 Tt< 1 iiiTfll liillCO * i ll 1 III 1 rHi 1 ill l i i i i i i i it i ill i l l ill i l i l 1 l l i ii i ill l i l III 1 lltll 1 1 II 1 III 1 1 • III 1 1 1 1 1 1 1 1 II 1 III 1 1 1 III 1 1 l l 1 1 l i ll 1 ill l l l III 1 •••II i • it 1 ill i l | Boys - § ill i i i i i i i i ii i ill i i i l 1 1 kO 1 IIIII ^TJI|©I iiQOrHi 1 1 1 O 1 CM CM I CM • ill l iilll i l ll i ill i i i ill l iiiii i i ii i ill i i i III 1 IIIII 1 1 II 1 III 1 1 I III 1 IIIII 1 1 II 1 III 1 1 1 III 1 IIIII l l II 1 III l I | III 1 iiiii i i ii l ill i i | Twelfth grade Girls O 3, 143 CMt^t^ooco coo^ooo ooohcoh ■ cm oo © oqohoo ■ co © r-< os CO O CO CO O H 00 G5HtO*H 1 IOOOH CM © 1-M 1 CM © r-< T}< CM rH CO CO 1— 1 CO 1 1 rH CM 1-H 1 1 1 1 1 1 1 1 Boys o> 8 OS r* (NO« CO rH CM ^ CO CO © rH CM CO CM Boys 4,125 CMr^NiOCO CM CO OO CM CO rH © OS 00 HN^O© h © CO 05 OOHlOH ^ ^ CO rH ©CO *>■ rH 00 00 rH CO© CO CM CO © ^ rH CM CO *C CM CM rH CM *0 rH Ninth grade Girls - 00 CO GO 391 24 150 185 5 78 IZ1 27 2 1,021 497 20 79 791 4 26 130 303 21 130 85 4 54 0 483 965 1 285 87 Boys eo 5,617 © os 00 © CM CM ao O COOSTf Hif I^T^COOCO *Orf 1H0QN OOHNQO »OlOWCM rH © rH © CM OS as rH TfN © © g CM © Schools report¬ ing 1 CM CM CM © © £- © HM rH CM CM © Og gS CO 00 00 CM 00 © 00 00 CM ^ h © CO g © % 03 OT T3 £ a O SCkOlO ggw- ' c jjjSS uPQphS s T3 3 3 £ "C «S -~ 33 ’S g « © c b 5? j= y - « S.2.S Jt~ g agS's-s 8 3 §.£ H1.HWIH 53 B 5 »£ i2 iklahoma. PUBLIC HIGH SCHOOLS 997 Table 16. — Pupils enrolled in 4-year regular high schools, hy years (11 grades), 1927-28 WHITE PUPILS 998 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total Girls 130, 990 1, 183 12,899 13, 059 6, 550 2,847 32, 222 9, 930 35,004 17, 296 6,448 Boys eo 00 N o 945 10, 114 10, 803 5, 177 2,667 26, 075 8, 585 30, 342 13, 040 | Postgraduate and special Girls 245 2 is it'> .g®*®'-' II : i : : 1 1 1 1 1 1 i Boys - S i t | ^ i *o ico eo o Ttj *—* I i i • i • i i i Eleventh grade Girls o 23, 372 208 2, 440 2,230 1, 079 476 5, 620 1. 899 6, 339 3,081 826 Boys os 16, 913 147 1,603 1,654 685 464 3, 926 1, 362 5,073 1,999 2,156 Tenth grade Girls oo 28, 196 259 2, 849 2, 774 1. 421 615 6,624 2, 149 7, 597 3,908 1, 464 Boys r- 21, 585 158 2, 120 2, 186 984 586 5, 018 1, 672 6,208 2, 653 2,503 Ninth grade Girls CD 35,031 ^HCCNNIO r^c^coco COt-HiOCOOO (NNOGO CO 1C CO N CO CO CS) CO 1 coco'r-T ocTcsToT^T 1, 859 Boys UO 29, 258 330 2,689 3, 031 1, 398 764 6, 930 2,313 8, 156 3, 647 3,068 Eighth grade 1 Girls 44, 146 373 4,197 4, 479 2,383 964 11, 161 3, 210 11,759 5, 620 2,299 Boys eo 39, 899 306 3, 702 3, 927 2, 110 847 10, 148 3, 228 10, 891 4,740 4,276 Schools report¬ ing w S CO co££S3'* gSSSgl HM -H CO !N c5 03 ; g'S-- W « o .Ojqw.2 *gg«-a og£±? !> O « CO O CO >> o CO s m >. o CO O o « CO o £ o m CO 3 1 2 3 4 5 6 7 8 9 10 li 12 Continental United States. Alabama . . . 337 2,301 2,732 1, 393 1,998 842 1,113 1 5 4,537 5,848 1 63 7 11 77 14 135 29 7 468 29 202 554 86 822 133 7 516 53 215 678 121 968 174 8 315 20 27 316 55 584 68 16 459 30 36 467 93 763 134 3 196 4 10 132 42 430 25 6 284 0 8 201 64 497 53 18 979 53 239 1,002 183 1,837 226 29 1,259 83 259 1,349 278 2,230 361 Georgia . . . . Louisiana . Maryland.. . North Carolina _ 0 3 South Carolina.. . Texas _ 1 2 Virginia _ _ _ Outlying part of the United States Philippine Islands . . 4 153 25 41 18 22 10 216 53 COLORED PUPILS Continental United States. i 115 765 1,446 509 977 243 521 0 0 1, 517 Georgia _ _ i 16 133 242 91 162 32 72 256 Louisiana . . . i 2 10 16 7 10 3 10 20 Maryland. _ _ i 5 33 63 12 38 45 North Carolina . i 26 140 368 83 180 41 96 264 South Carolina . i 12 101 210 62 172 55 110 218 Texas. . . . . . i 49 317 450 240 354 109 223 666 Virginia _ _ > 5 31 97 14 61 3 10 48 2, 944 476 36 101 644 492 1,027 168 i For colored only. 1002 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 21. — Enrollment of white and colored pupils, according to population of district, in regular high schools having a term of 160 days or less, 1927-28 State In cities of 2,500 or more In places of fewer than 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 . . 22 2,768 3,267 1, 615 40, 289 48, 694 1,637 43, 057 51,961 Arizona _ 1 12 16 1 12 16 Arkansas.. ... . . 1 22 24 63 973 1, 130 64 995 1,154 Colorado _ _ . 1 160 206 1 12 22 2 172 228 Florida _ _ _ 3 76 119 39 1. 013 1, 365 42 1,089 1,484 Georgia _ _ .. _ _ 37 460 644 37 460 644 Idaho _ _ _ . 1 25 50 1 25 50 Indiana ... _ 301 9,906 10, 686 301 9, 906 10, 686 Iowa _ _ _ _ _ _ 1 22 21 1 22 21 Kentucky _ _ 2 15 19 56 548 799 58 563 818 Louisiana.. _ _ 1 0 579 1 0 579 Maine. _ _ _ 1 10 14 1 10 14 Maryland _ 1 31 34 2 13 44 3 44 78 Massachusetts _ _ 1 96 0 1 96 0 Minnesota... _ _ _ . 4 77 99 4 77 99 Mississippi _ 114 2, 194 2,811 114 2, 194 2,811 Missouri . . . 144 1,261 1,388 144 1, 261 1,388 Nebraska. . _ _ _ 1 110 95 1 110 95 New Mexico _ 2 16 17 2 16 17 New York . . . . 1 433 445 1 433 445 North Carolina _ _ 6 165 319 399 14, 234 18, 832 405 14, 399 19, 151 North Dakota _ 3 71 149 3 71 149 Ohio... _ 3 1,833 1,446 255 6, 143 6, 768 258 7,976 8,214 Oklahoma _ 54 865 1, 054 54 865 1,054 Oregon . . . . 3 48 50 3 48 50 South Carolina _ 1 14 41 4 50 84 5 64 125 Tennessee _ 1__ 4 52 50 4 52 50 Texas _ _ _ 1 7 14 115 1, 885 2,239 116 1, 892 2,253 Utah _ 3 138 155 3 138 155 Virginia. _ : . . 1 12 21 6 55 112 7 67 133 Table 22. — Enrollment of white and colored pupils, according to population of district, in regular high schools having a term of 161 to 180 days, 1927-28 In cities of 2,500 or more In places of few 2,500 er than Total State Schools Boys Girls Schools Boys Girls Schools Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United States . . 1,089 202,297 235, 642 9,042 305, 016 366, 616 10, 131 507, 313 602,258 Alabama . . 10 4, 211 5,714 28 1,707 1,936 38 5, 918 7, 650 Arizona. . . . . . 7 3, 017 3, 140 19 851 867 26 3, 868 4, 007 Arkansas . . . . 15 1,205 1, 579 88 2,529 3,061 103 3, 734 4, 640 California.. . . . 43 12, 225 12,903 147 12,811 13, 345 190 25, 036 26, 248 Colorado _ _ _ 6 965 1, 168 93 3,480 4, 212 99 4, 445 5,380 Connecticut . 2 452 , 465 6 267 286 8 719 751 Delaware 12 426 550 12 426 550 Florida. . . 8 1,635 1,897 22 1, 146 1,422 30 2,781 3,319 Georgia . 39 5,086 6,255 190 5,731 7, 794 229 10, 817 14, 049 Idaho . 13 3,203 3,596 127 5,009 5,578 140 8,212 9,174 PUBLIC HIGH SCHOOLS 1003 Table 22. — Enrollment of white and colored pupils, according to population of district, in regular high schools having a term of 161 to 180 days, 1927-28 — Con. State In cities of 2,500 or more In places of fewer than 2,500 Total Schools Boys Girls Schools Boys Girls Schools Boys Girls 1 2 3 4 5 6 7 8 9 10 Illinois _ 54 12, 145 13, 037 420 14, 048 15,451 474 26, 193 28,488 Indiana — _ _ 55 13,864 14, 648 85 3,848 4, 212 140 17,712 18, 860 Iowa . . . . 34 5,375 6,638 705 22, 115 25. 815 739 27, 490 32, 453 Kansas _ 19 4, 755 5,243 566 19, 955 22, 452 585 24, 710 27, 695 Kentucky _ 46 3,052 3, 941 378 9,726 12, 985 424 12, 778 16, 926 Louisiana _ 28 6,435 7,273 202 6,993 8,607 230 13,428 15,880 Maine . _ _ _ ... 21 3, 367 3,592 114 2,756 3,155 135 6, 123 6,747 Maryland _ - .. 2 82 168 13 265 467 15 347 635 Massachusetts . . - 15 4, 648 8,245 10 458 479 25 5, 106 8, 724 Michigan ... . . _ 3 537 642 127 2,796 3,296 130 3,333 3, 938 Minnesota _ 24 3,281 4,782 416 12,529 18, 197 440 15, 810 22,979 Mississippi . .. . . 13 571 982 79 2,449 2, 909 92 3,020 3, 891 Missouri _ . _ 32 4, 287 5,220 449 13, 242 15,411 481 17, 529 20, 631 Montana.. .. 7 1, 324 1, 718 160 4, 491 5,540 167 5, 815 7, 258 Nebraska .. ... _ _ . 12 3,313 3,554 498 15,344 18, 791 510 18, 657 22,345 Nevada _ 11 396 411 11 396 411 New Hampshire. _ . . 12 2, 199 2,318 40 959 1, 165 52 3, 158 3, 483 New Jersey.. _ _ 5 1, 387 927 8 818 961 13 2,205 1,888 New Mexico _ ... _ 5 844 894 66 1, 667 1,917 71 2,511 2,811 New York . . . . 29 8,751 9,218 85 2,790 3, 183 114 11,541 12, 401 North Carolina ... _ 70 8,272 11, 273 70 3.711 4,562 140 11, 983 15, 835 North Dakota ... . _ _ 6 970 1, 349 314 5,643 8,192 320 6, 613 9,541 Ohio. . _ ... _ _ 55 12, 474 13, 761 386 15,049 16, 701 441 27, 523 30, 462 Oklahoma. .. . 21 3, 097 3,525 366 10, 910 13,420 387 14, 007 16, 945 Oregon ... . . . . . 7 1, 422 1, 556 193 6, 656 7,209 200 8, 078 8,765 Pennsylvania _ _ _ 102 17,900 19,227 531 18, 937 21,700 633 36, 837 40,927 Rhode Island _ _ _ 4 1, 364 1,513 1 95 96 5 1, 459 1. 609 South Carolina- .... 26 3,093 3,543 157 6,055 7,833 183 9,148 11,376 South Dakota . . 7 1,373 1, 613 255 6,944 9,514 262 8,317 11. 127 Tennessee _ 37 5,574 7,302 301 8,923 10,788 338 14, 497 18,090 Texas - 105 17, 579 21, 105 376 15, 326 18, 492 481 32, 905 39, 597 Utah _ 5 994 1,009 24 2,655 2.744 29 3,649 3,753 Vermont. _ 7 954 1, 051 24 369 449 31 1, 323 1,500 Virginia _ _ _ 24 4,308 5,517 270 8,309 11,944 294 12, 617 17. 461 Washington- _ _ _ 7 1,924 2,208 202 7,575 8,335 209 9,499 10,543 West Virginia. . . . . 20 3,099 3,493 94 4,544 5,670 114 7,643 9.163 Wisconsin- _ 25 5,276 6,257 267 10,306 12, 751 292 15,582 19,008 Wyoming _ _ 2 408 583 47 1,407 1,761 49 1, 815 2,344 Outlying parts of the United States • Alaska _ _ _ _ _ 1 56 46 9 170 187 10 226 233 Canal Zone . _ 2 252 278 2 252 278 Hawaii. . _ 1 1, 151 1,026 2 337 217 3 1,488 1,243 1004 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 23. — Enrollment of white and colored pupils, according to population of district, in regular high schools having a term of 181 days or more, 1927-28 State In cities of 2,500 or more In places of fewer than 2,500 Total Schools Boys Girls Schools Boys Girls Schools Boys Girls ' 2 3 4 5 6 7 8 9 10 Continental United States _ 8G3 477, 723 468, 279 1,159 49, 335 56,537 2,022 527, 058 524, 816 Arizona _ _ 2 25 41 2 25 41 Arkansas _ _ _ 4 481 384 4 481 384 California ... . . 53 34,584 34, 238 42 2, 958 3, 158 95 37, 542 37, 396 Colorado. _ 5 2, 644 2, 754 4 269 302 9 2, 913 3,056 Connecticut _ _ 47 15, 962 16, 305 10 293 386 57 16, 255 16, 691 Delaware _ _ 2 1,561 1,748 3 166 224 5 1,727 1, 972 District of Columbia. .. 7 5, 722 6, 487 7 5, 722 6,487 Georgia _ _ 2 ' 934 299 2 934 299 Idaho.. _ _ _ ... 1 157 165 4 191 227 5 348 392 Illinois . . . 112 63, 651 62, 146 329 11, 678 12,923 441 75, 329 75,069 Indiana . . .. _ ... 19 8,500 8, 687 1 41 44 20 8,541 8,731 Iowa. _ 6 2, 129 2, 379 2 41 45 8 2, 170 2,424 Kentucky _ _ _ 29 5,073 6, 125 7 256 311 36 5, 329 6, 436 Maine . _ _ ... 6 1, 123 1, 252 3 95 160 9 1,218 1,412 Maryland _. _ _ 21 6,766 6,992 90 4, 067 5,084 111 10,833 12, 076 Massachusetts... . . 77 27, 972 26, 807 37 1, 463 1, 614 114 29, 435 28,421 Michigan... . . .. 32 18,490 20, 220 136 5,117 6, 101 168 23,607 26, 321 Minnesota... . . . . 8 5,241 6,404 4 309 340 12 5,550 6,744 Mississippi. _ _ 1 32 36 1 32 36 Missouri . . . . 13 9,191 9,508 2 76 89 15 9,267 9,597 Montana _ 6 2,168 2,705 2 100 114 8 2, 268 2,819 Nebraska ... . . . . 3 2,201 2, 259 1 41 40 4 2,242 2,299 Nevada _ _ 5 295 356 5 295 356 New Hampshire . . . 1 81 98 5 200 197 6 281 295 New Jersey _ _ 75 31,392 30, 210 34 3,552 3, 799 109 34,944 34,009 New York. _ _ _ _ 129 137, 160 116, 340 328 11,084 13,226 457 148, 244 129, 566 North Carolina... _ _ 11 2,998 3, 750 3 100 122 14 3,098 3. 872 North Dakota _ ..... .. 1 105 141 1 109 107 2 214 248 Ohio _ 34 18, 809 20, 474 6 350 358 40 19, 159 20,832 Oklahoma.. . 4 128 156 4 128 156 Oregon _ _ _ 10 6,704 7,570 1 25 25 11 6,729 7,595 Pennsylvania . . 71 30, 481 32, 511 18 1,376 1,432 89 31, 857 33,943 Rhode Island . . ... 8 4,332 4,434 2 181 229 10 4, 513 4,663 South Carolina 3 322 443 3 322 443 South Dakota. .. 2 853 883 2 853 883 Texas _ _ _ 4 163 258 4 163 258 Vermont. _ .. ... 3 208 186 1 39 41 4 247 227 Virginia. .. .. . . 9 3, 448 4, 548 12 414 640 21 3, 862 5,188 Washington. _ _ _ 24 14, 387 15,903 27 2, 191 2,410 51 16, 578 18, 313 West Virginia. _ _ 2 696 768 1 86 96 3 782 864 Wisconsin . . . . 29 11, 048 11, 899 21 1,228 1,343 50 12, 276 13,242 Wyoming. . 2 630 641 2 115 119 4 745 760 Outlying parts of the United, States Alaska _ _ _ _ 3 92 99 3 92 99 Guam. 1 40 28 1 40 28 Hawaii 1 203 201 1 203 201 Philippine Islands . . 26 11, 320 6,595 4 977 4 30 12,297 6, 599 Porto Rico. . 13 1, 486 1,613 13 1,486 1, 613 Table 24. — Consolidated enrollments of all reorganized high schools , 1927-28 PUBLIC HIGH SCHOOLS 1005 'S o Eh Girls 2 1, 009, 556 11 m SSssl ssISi flSIg =§=§8 s'^'ass" " ris‘s‘ “'a'ss'sa* Boys 5 S rf s SggaS sSsll SSiSi ggliS 81821 SPSS’S >- "gang Postgraduate and special Girls ! £ r-t ** CO HOOS° °°^°| 88^28 Boys 2,351 000h0 °°m°o Fourth year Girls 3 94,249 §1181 §®°gi 1185a lisIS §111! Of H«H rH Cf^-CO «dcc-r«r Boys S3 78, 043 Sllil l"°Ie !§§§§ ssSss Isssl r-r T-r«r^ * «t oof of Third year Girls s 2.06 ‘Oil I1II3 §“°5I ISlil illal ilsll of ,-f oo of of^-f of -jf n? co o i>eo rfeo Boys 3 97, 116 11118 n°gs sssii sss|s fg§§§ of i-roovr .-r-f ^r^ccof «o o-« » Second year Girls O 146, 930 Ilils 81°ll 18888 88111 18111 Of rfr-Tof (NH t-T CD Boys - 134, 500 mil mis ism inn gem of rf^fof OfrH (N«OIOTir r-T tC First year Girls - 221, 550 2,996 604 2, 373 16. 150 3, 625 1, 982 151 969 3, 870 2,711 599 5,984 7, 461 6, 471 6, 259 1, 834 620 1, 104 2, 768 12, 641 15. 151 7, 275 1,872 5,709 851 Boys & f §1111 1=181 1ES51 1II8S sills of r-T®CO _f COt-T «5I>"lDiO rf r-f of of ^o^-fo- Eighth grade 1 Girls o a 00 3 mil isggs isggE CO T -T-Tef o® Boys S3 SS|g| 88353 88881 S8S88 8888 r-T r* « ® Isggs iliig ggifi ||||g ss|| < M-O-OO- g-oo-cdcdof ©^ CO cc § 48 9 471 31 - • is i i i ^ i § 5'S 'O © o cd • ■ . i i o « CO >> 12 CO £ 1*^8 o ! is i 1 1 rH I 05 i ICO • 05 gSot'S (2 13 m > S 537 452 592 199 483 ils 469 911 951 028 105 065 153 826 380 997 IISIS m n H CO CM- rH-rHCM- j(NH 1 cf«oV rH~ CD OO'^-rHcd m QO 1 Hill IS ill 599 840 334 414 902 770 232 102 267 575 824 256 595 247 850 c3 3 S~ CM CM' CM-JO'CC rH WN rH' rH-CM-Cf ^-VrH-XO- CO pH 09 >x r» 1 SiSSI IS Ill 618 669 430 684 731 12183 mil « 1 CM' r-c-COCO rH corn coV.-xo.o~ rH HHH -dcO-rH-rtc- © *rt co 1 slalg 042 132 992 673 581 623 996 065 309 132 1111! IISII 2 bo 5 1 cm- edjoed CM” «.%i<-.0- rH- coed s^' 3 © > >> s 024 510 981 496 789 §s 111 sills 788 69 835 731 626 mss CO « § CO H®M cm' rnVrH XO-V^-XO- rH coed COCO-rH-Tjc- Schools report¬ ing N 4, 199 gSJgkSS 8^ 7 97 37 15 73 307 181 136 73 8 39 20 202 305 106 86 il7 18 •S &S »o 111 8 u OO <3 |I«-S co.g.S : : : : Jo !i II si i i i c“'£ | ”11 Illi Ifll- 5|5! Ifsa S|gl ll| ?S88 ftStfsa gflfj f 1.8.8 g Table 25. — White pupils enrolled in all reorganized public high schools, 1927-28 — Continued 1008 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total Girls £ issli §g§3S2 IlSSiS SS15! S§§§ gSVef^g- «o‘gVco‘ef -HegrHwoT Vggfel 1,839 79 Boys isiii issis §iiis iiiis iisi gg^--« 00* TP* r-T rH*rH*0~ tCuo HOH rH*CO* l> T* OOrHTt^ CO C5 kO CO rH rH CM CO CO H CO © r- kC^HNCO 05 W (M ^ H GO 1 ) Boys O 2,002 24 2 47 79 18 1 rH CM © © Tf 05 © kO © 03 © © CDOJkOC © CO CM © rH kO rH co ^ ^ rt< : Second year Girls © 5, 152 104 1 103 100 47 0 © t— rH ©Tfrt<»000 © CO GO rH © H - Tf4 ^ CM 1-H T-iCO CO rH co I-H Boys O* 7, 758 Ttl 1-H CO O co 00 H CO CM kO CO rH 05 CO kOCOTf CO 00 co 00 MNOOO CO CM rH CO CO rH CO rH CO CM CO © NkOWHTtf O © CO rH CO CO rH kO ^ rH © State - Continental United States. Alabama .. .. . . Arizona . : . . Arkansas. ... .. - California . . Colorado _ _ _ _ Connecticut . . . . Florida. . . . . . Georgia . . Idaho _ _ _ 1 Illinois . . . . Indiana . . . . . . .. . Iowa... . . . . ... Kansas. . . . Kentucky . . . . Louisiana - - - - . . Maryland _ ' _ ... .. ... Massachusetts... _ Michigan... . . . Minnesota... . . . . Mississippi . . Missouri . . Montana. _ Nebraska. . Grades 6 and 7 in 11-year schools, and 8 and 9 in 13-year schools. Table 26. — Colored pupils enrolled in all reorganized public high schools, 1927-28 — Continued 1010 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total Girls GO • GO ^ 00 »— » ' 05 05 i i i N i Boys 1 928 16 2,736 836 3, 935 1,716 3 2,796 16 1,509 3, 253 15 1 385 60 1, 358 106 11 Postgraduate and special Girls GO 0 638 12 1,023 368 3,194 1, 072 2 2,045 20 819 1,998 20 4 221 81 894 86 9 Boys ! ! eo ! i i i O • 'O' 1 1 1 1 1 1 i i i CM Fourth year Girls o i i i ii i i i i CM i i y—i i i ; |° Boys eo s C5rH 't 05 H CO O 05 r- go 05 r- o o co 23 1 147 6 1 Third year Girls 3 u- ^ ^OO^lN »ON> o CO CO 05 00 GO CO 1-4 o cm o T-4 CO Boys - CO |>- 05 ^ i-H CO *0 GO 05 CM i-H CO r-H 00 *0 CM 00 «=o«co Second year Girls o CO GO 05 OO r-H iH05 CM HH -h GO CM ^4 CM — « 00 O CO CM CM 05 Boys c* 3 00O GOt*- cm Eighth grade Girls GO CO N 1-1 »C CO a 8°* sa 05 05 r-H r-H CM ^ O »C N CO t- *C CO Tf4 CM OO CM CO 1-H ^ T-i Boys 222 4 892 203 1,024 316 1 702 6 335 610 3 00 Tfr^OOH CO 1-4 00 CM 1-H CM Seventh grade Girls - CO rH OO OlOHlOCO ^COiO GO CO 05 05 CO t - CM 1-4 CO 00 CM *0 f-H TJ4 NN050 I- H 00 H Boys CO HIONOSH CO U- ON «««-§ 05 CO ^ CO Schools report¬ ing w OOONCOO CM lO OC O OO OO Tf r-4 XT 05 CM CO GO CO CM r-H T-H 05 CO 00 Tf CO CO CO rf 1-4 CM CM t'* CM CO CM State - Nevada . 1 New Jersey . . . 1 New Mexico New York _ . _ _ North Carolina . . . Ohio . . . . ..... Oklahoma _ Pennsylvania . . Rhode Island . . . . . . Tennessee. . . . Texas . . . Utah... . . Vermont _ _ .. Virginia . . . . Washington... . West Virginia . . Wisconsin . . . Wvomine.. _ ) PUBLIC HIGH SCHOOLS 1011 Table 27. — White pupils enrolled in 3-year junior high SGhools followed by a 3-year senior high school ( 12-year schools ), 1927-28 State Schools report¬ ing Seventh grade Eighth grade Ninth grade Total Boys Girls Boys Girls Boys Girls Boys Girls > 2 3 4 5 6 7 8 9 10 Continental United States 997 124,943 119,800 117, 066 115,803 104, 986 108,037 346, 995 343, 640 Alabama.- . . . . 15 358 395 240 303 164 203 762 901 Arizona. _ 2 60 70 79 58 117 109 256 237 Arkansas . . . 6 820 846 696 726 621 654 2,137 2,226 California .. . . . 85 13, 400 12, 832 12,942 12, 480 12,650 12, 671 1,866 38, 992 37,983 Colorado _ _ 16 2,019 1,897 1,947 2, 063 1,736 5,702 5,826 Connecticut. . _ 19 2,024 2,050 1,807 1,683 1,556 1,581 5, 387 5,314 District of Columbia . 7 1,010 894 950 992' 596 614 2, 556 2,500 Florida . _ _ 25 2, 360 2,405 1,980 1,998 1,652 1,884 5,992 6,287 Georgia ... _ _ _ _ 9 1,682 1,854 1,598 1,763 1,277 1,546 4, 557 5,163 Idaho _ 2 209 169 169 190 51 80 429 439 Illinois . . . 25 4,136 4,059 4,043 3,985 3,801 3, 940 11,980 11, 984 Indiana _ _ _ _ 23 1,889 1,863 1,754 1, 897 1,622 1,610 5, 265 5, 370 Iowa ... . . 22 2, 268 2, 315 2,161 2,157 1,962 2, 233 6, 391 6,705 Kansas. . . . . 34 3, 222 3,153 2,944 3,006 3,122 3,183 9,288 9, 342 Kentucky. . . . . 7 524 521 551 561 521 554 1,596 1,636 Maine. _ _ 5 205 230 186 194 174 192 565 616 Maryland.. _ 12 3,234 2,904 2, 429 2, 315 1,482 9, 094 1,875 7,145 7,094 Massachusetts _ _ . 100 11,200 11,018 10, 320 10, 588 9,701 30, 614 31,307 Michigan ._ . . 46 7,205 7, 021 7,261 7,431 6, 437 6,635 20, 903 21,087 Minnesota .. . . . 27 3, 258 3,075 3, 352 3, 333 3, 463 3,669 10,073 10,077 Mississippi... _ _ ... . 2 11 17 5 11 6 7 22 35 Missouri _ .. ... ... . _ 17 2,285 •2,292 2,088 2,200 1,793 1,816 6,166 6,308 Montana _ . _ _ 1 29 37 62 71 175 118 266 226 Nebraska . . . 13 1,001 960 919 988 904 1,084 2,824 3,032 Nevada. _ _ _ _ 1 128 125 145 117 152 112 425 354 New Hampshire. . . 3 63 63 51 57 67 69 181 189 New Jersey _ . . _ 34 3, 909 3, 819 3, 916 3,859 4, 091 4,197 11,916 11,875 New Mexico _ _ 2 219 196 167 175 188 187 574 558 New York.. . . 81 19, 459 16,128 18, 388 15, 629 16, 391 14, 710 54, 238 46, 467 North Carolina. . . . 4 321 339 306 355 226 264 853 958 North Dakota _ _ _ 2 76 96 82 72 115 115 273 283 Ohio _ _ 81 9,110 8, 828 8, 300 8, 494 7,785 7, 944 25,195 25, 266 Oklahoma . . . 18 2, 514 2,538 2, 223 2, 326 2, 251 739 2, 372 6, 988 7, 236 Oregon . . . 13 819 800 810 780 767 2, 368 2, 347 Pennsylvania _ .• _ 76 12, 738 12, 714 11, 531 11, 614 9,131 9, 694 33,400 34,022 Rhode Island. . . _ 7 1,204 1,237 1,133 1,162 948 902 3,285 3,301 South Carolina _ _ 1 9 9 3 8 3 12 15 29 South Dakota . . . 6 336 350 316 301 254 391 906 1,042 Tennessee. . . ... _ 20 2, 374 2,459 1,764 2,172 1,043 639 1,158 5,181 2,034 5,789 Utah . . . 19 512 484 883 852 735 2, 071 Virginia. . . 11 588 590 696 765 388 454 1,672 1,809 Washington . . 16 1,987 2,020 2,025 2,170 1,879 2,004 5,891 6,194 West Virginia . . . 53 1,811 1,879 1,426 1,570 1,286 1,539 4, 523 4,988 Wisconsin _ _ 28 2, 320 2, 218 2, 380 2,300 2, 405 2, 561 7, 105 7, 079 Wyoming.. . . . 1 37 31 38 32 29 25 104 88 Outlying parts of the United States Hawaii . . . . 4 529 416 449 360 311 286 1,289 1,062 Virgin Islands _ 1 6 7 9 0 3 4 18 11 1012 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 28. — Colored -pupils enrolled in 8-year junior high schools , followed by a 8-year senior high school ( 12-year schools), 1927-28 State Schools report¬ ing Seventh grade Eighth grade Ninth grade Total Boys Girls Boys Girls Boys Girls Boys Girls • 2 3 4 5 6 7 8 9 10 Continental United States. _ l 473 4,070 5,888 3,331 4, 869 2, 368 3,857 9,769 14, 614 Alabama. ... . . . 2 3 136 285 104 175 73 160 313 620 1 1 0 1 0 California . . . 55 290 324 256 299 220 255 766 878 Colorado. .. . _ 13 40 47 24 51 26 41 90 139 Connecticut . . . 12 34 30 42 29 23 17 99 76 District of Columbia.. . . 2 3 380 507 343 550 237 355 960 1,412 Georgia . . . . . 2 1 112 235 76 180 57 122 245 537 Tdahn 1 1 2 0 1 1 3 Illinois _ _ _ _ 13 20 165 13 111 21 53 54 329 Indiana . _ 14 66 64 68 59 46 60 180 183 Iowa _ _ _ 13 56 61 52 71 37 43 145 175 Kansas. _ _ 325 253 263 207 223 215 294 675 780 Maryland . . 2 2 225 302 161 248 118 217 504 767 Massachusetts _ _ 42 79 74 65 55 62 54 206 183 Michigan. _ _ _ 34 305 325 312 293 198 241 815 859 Minnesota _ 9 13 13 7 13 7 13 27 39 Mississippi. .. _ 21 7 7 9 5 1 8 17 20 Nebraska _ _ 6 10 11 7 10 4 9 21 30 Nevada 1 0 1 0 1 New Jersey _ 3 25 169 202 149 202 118 171 436 575 New Mexico _ _ _ 2 7 7 1 4 4 5 12 16 New York. _ 53 375 1,035 ' 301 848 186 592 862 2,475 North Carolina _ .. 1 7 7 2 10 4 6 13 23 Ohio _ 4 61 689 818 574 663 385 498 1,648 1,979 Oregon 1 1 1 1 1 Pennsylvania _ 3 54 556 751 397 488 203 389 1,156 1,628 Rhode Island _ 2 5 2 6 6 4 5 15 13 Tennessee.. . . . .. 24 187 300 122 229 90 223 399 752 Utah _ 2 1 0 2 0 1 1 4 1 Washington _ _ 9 9 8 7 5 10 6 26 19 West Virginia _ 22 14 21 5 13 5 3 24 37 Wisconsin . . . 8 24 21 17 27 13 16 54 64 1 Schools for colored only, 22. 2 For colored only 3 Includes one school for colored only. 4 Includes three schools for colored only. Table 29. — Pupils enrolled in 2-year junior high schools, followed by a 4-year senior high school (12 grades ), 1927-28 PUBLIC HIGH SCHOOLS 1013 Colored Total Girls 1 • Ol °£8S3 3 ; i jSS *°g~N LZ, 88 « *o j j o r j ! IOWMNh WrHr-j-tfOO rH M (N H N r-l .-1 State - Continental United States . Alabama. . . _ _ _ ... Arizona . . . . . .. . . . . . Biujojiino V'UiUiQUU _ _ _ Connecticut _ . . . _ _ ... a .Indiana . . ... . . Iowa . . . . . Kansas . . . . . . . Kentucky . . . . . iviame . . . . Massachusetts . . . . . Michigan . Minnesota . . . . . . . . Missouri _ _ _ iviuuuum _ _ _ _ _ Nebraska . . . . . . x>v-» liauipoiiuc. ...... Now Jersey - - - New York . . . . Ohio . . . . . . Oregon . . . . . . . . . Pennsylvania . . South Carolina _ 1 \\ asiiington.. _ _ _ West Virginia . . . . Wisconsin . . . ... _ >> 1 Schools for colored only, 1. • For colored only. 1014 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 30. — White pupils enrolled in junior high schools, followed by 3-year senior high schools ( 11-year schools ), 1927-28 3- YEAR SCHOOLS State Schools report¬ ing Sixth grade Seventh grade Eighth grade Total Boys Girls Boys Girls Boys Girls Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United States _ Texas _ _ _ Virginia _ 34 4, 310 4,183 4,819 4,971 4,260 4, 559 13, 389 13, 713 28 6 3,338 972 3, 242 941 3, 772 1,047 3, 765 1,206 3, 198 1, 062 3, 413 1, 146 10, 308 3,081 10,420 3, 293 2-YEAR SCHOOLS Continental United States _ _ 14 2,641 2,521 3, 131 3,492 5,772 6, 013 Alabama.— — _ _ 1 90 122 99 111 189 233 Louisiana 1 208 226 149 198 357 424 Missouri _ _ _ 3 872 684 1, 148 1, 331 2, 020 2, 015 New Hampshire . . 1 140 136 137 173 277 309 South Carolina 2 203 234 223 240 426 474 Texas . . - 6 1, 128 1,119 1,375 1, 439 2,503 2,558 Table 31. — Pupils enrolled in 2-ijear junior high schools, followed by 8-year senior high schools {12 grades ), 1927-28 PUBLIC HIGH SCHOOLS 1015 iss? cohnon o o CO O CO < > CO rt< C5 i-h CO GO CM CV) rf 05 -h rH CM O T-H CO CO -iSSSSS sg<° HH CM 05 T-H CO 05 00®0>N ■OOTN'^'I' Ci 05 CO COO5CO00(N 00 i-H >-< - Boys eo 4 1, 636 19 27 63 32 84 333 178 817 8 Third year Girls 14 2, 302 48 45 121 44 115 470 261 1, 182 3 1 34 Boys a 15 1,983 18 37 92 44 107 406 220 945 5 28 Second year Girls o c^coeouso Eighth grade Girls CD 18 3, 451 38 55 127 43 227 680 386 1,020 13 UO 05 Boys US lOTfiOGO *0 OcOUSC^CS lO CM»00 f i-h rr rH 1H CD COO CO rH~ 92 Seventh grade Girls - 10 3,807 40 65 98 55 237 568 446 1, 121 15 S Boys eo 20 3, 819 42 96 102 52 238 658 462 1, 217 18 139 Schools report¬ ing w hccoco^ ^ co co gj e* CO State - Oregon . . Pennsylvania . . . South Dakota. . . . Tennessee.. . . Utah . Vermont . . Virginia.. . . . . Washington . . . West Virginia... . . . . Wisconsin . . Wyoming . . Outlying part of the United States Hawaii . 1926-1928 Table 34. — Colored -pupils enrolled in junior-senior high schools, three-three plan ( 12 grades ), 1927-28 PUBLIC HIGH SCHOOLS Total Girls CO 6,939 438 666 104 3 0 701 214 102 9 59 1,943 3 80 10 71 81 2 4 86 459 459 336 380 17 698 14 Boys © 00 d 193 458 95 3 2 331 173 86 11 50 1,040 7 53 11 27 52 1 4 42 375 293 273 211 22 472 4 Postgraduate and special Girls CO l l i l i ii ii i 1 1 l i 1 l i d i ' • l i i i i il ii i 1 » 1 1 J ii ii i i i i i i ii li i i i i i i ii ii i i l i i i ii ii i i i i i i ii ii i n r Boys © o i i i i i ii ii i i i i i i i i O i i ' 1 1 1 1 1 II II 1 1 1 1 1 1 II 11 1 1 1 1 1 1 II II 1 1 1 1 1 1 II II 1 1 1 1 1 1 II II 1 1 1 1 1 1 II II 1 ii i i i i i Twelfth grade Girls 2 627 34 58 2 NOONHO CO H d H 00 00 to l-H I-H d © © © © © © © d d CO CO d Boys CO 353 © © © |H d NOiHlHO COO^Hd 00 d rH O cod CO © P- d © © d d d d co Eleventh grade Girls w 814 ■o o O »O^OOCO d © d © 00 rH 1^ (M »-H CO I-H d © © © d d © © H< d ^ © CO © GO Boys - 418 16 47 9 I-H O CO to rH t-H ONNHO L- d r-I H I-H iHd© NHNCO© © co d co d co Tenth grade Girls ® 9IlT ssss O (NNWWCO CO ■ ©©© 00 d CO H rH CO 1 I-H I-H CO ' Tt< rH © © Tf d 00 i d © © © © © 1 Boys as 611 22 57 7 T-H WNN005 d J CO CO ^ -Is* l ©CO © 00 © © 00 1 © CO ^ © 1 1 Ninth grade Girls GO 1,298 go r- d CO(M >0 05NdH< T^O^COd d d^i-H i-H GO rH I-H r-H dNO CO©d^H T* l-H 00 © © t- CO Boys o* 849 noS00 COONCOCO MdOdO t'- o to H rH 1 14 65 62 53 50 7 94 3 Eighth grade Girls CO 1, 487 87 164 44 1 OCHT^dd tOiHOCO»0 HHOHC5 rt i K || ! is i a ifc New York . . . . Ohio . . Oklahoma . . Pennsylvania.. _ _ Tennessee... . Washington . . . . West Virginia . . Wisconsin . i Schools for colored only, 29. 2 For colored only. 3 Includes one school for colored only. Table 35. — White pupils enrolled in junior-senior high schools, two-four plan {12 grades ), 1927-28 1020 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total Girls CO 70, 400 914 908 705 2, 510 206 1,050 738 1,436 2, 571 7,310 2, 423 1,036 535 644 2, 729 5, 196 1,198 3, 161 2, 629 560 1, 127 197 25 1,706 1, 101 8,063 929 5, 720 3,851 1,066 Boys 63, 782 927 798 726 2,254 170 896 685 1, 262 2, 434 6,155 2,162 889 540 463 3, 150 4, 781 822 2, 624 2, 398 492 920 182 14 1, 582 1,006 7,571 729 5, 650 3, 369 1, 125 Postgraduate and special Girls © 321 1 1 1 1 1 1 III fill Ilf CO 1 Tf CO I III it- i i iH NCOHlOH i i i 1(30 ICO 1 1 COi i iii* lit CS ilia O i CO i i 1 1 1 i i 1 ill 1 1 l l III i i i i i i ill l 1 1 i ill i i i i i i ill i i i i lit i i i i i i ill iiii lit Boys © 144 i i i i i i ill iiii ill CS 1 0 T-H 1 III i CS O 1 1 i CS OOOOWO 1 • • ' © © i CS 1 1 co i i iiii iii cs iiii © i«h i i 1 1 1 1 1 1 III IIII III 1 1 1 1 1 1 III IIII III 1 1 1 1 1 1 III IIII III 1 1 1 1 1 1 III IIII III 1 1 1 1 1 1 III IIII III Twelfth grade Girls 3 co 3 00 96 74 107 255 24 109 95 220 327 1,095 298 125 70 82 317 593 161 354 317 62 179 33 4 179 164 788 146 600 427 145 Boys eo 6,697 © CO © © ©GOt^©rt< © rf< CO © rH h 00 *-h © © CO N O Cl h* ^00^00 © d r-n ,-h Q l- C O © © © Tt< rH oOrHiCiO^ © *-< © r-i CO 00 rf* CO CS rH CS 00 CS CO Tf rHCSCS t-H t-H rH © »C CO H Eleventh grade Girls 9, 620 -h rt< © rH CO © CS CO CS 00 © CO CO © CS © OO © CS CO © © © © © Q 00 CSNrHCOCO CS -h CO © ”**<©©©© — — CO CO CO 00 CS CS © © ^ 1-H r-i CO HHHCCH CO CO t'- CS CO CO 1-H CS T-H GOfHNOrH Boys a 8,075 00 © CO © t^cCHNN 00 © rt< © © © © © CO CS © t-h CO © CS CO 00 CS csnih©h © © © t- © r^ooi^-^© ©csr^rr© © cs cs »-< © co © co T-H t-H CS T-H rH CO 00 CS ©i-hCSCO t-H CS rH 00 N CO rH Tenth grade Girls 11, 965 152 133 135 416 35 149 125 276 450 1, 340 443 139 94 102 469 830 198 471 379 101 200 41 6 308 169 1, 402 165 950 656 191 Boys - 10, 513 ^©r^t^rH ©r^©oocs © © oo r- oo©r^csrH ©r^co©*-* oo©t^^oo CO © CO CO CO t—* ' — i CO © Tf< ©COOO©1^ O0CS©©O0 coco — © GO CS © CO © HHHCO HHCSTfO CO rH © N fH CO CO T-H CO rH CM rH JJ © H Ninth grade Girls 00 15,215 192 190 148 546 42 269 156 306 525 1, 443 536 250 120 115 662 1,136 - 239 660 595 117 251 35 6 426 211 1,801 194 1,220 836 260 Boys 1 13, 934 © cs © © co co © © co cs © © cs h©^ooh co co © t>— t"- ©t^cot^oo r-^rf©00Tf« © © 1^ CO 1- © © -* CO © t^OOCS©© COCO © C ‘C 1' -f N CMHH^ tH,-HCS©CS ©i-Hi-H t>- © ^ © © CS CO CS ©rHi-Ht^CS Eighth grade Girls c© 12,114 151 206 105 436 30 195 124 234 430 1, 109 383 200 87 124 394 953 207 633 437 93 153 39 3 262 186 1,477 148 1,051 698 150 Boys US 11, 415 147 199 114 427 32 177 120 220 397 1,024 354 161 108 128 473 843 121 560 424 101 135 27 3 228 184 1,491 123 995 660 166 Seventh grade Girls 12, 828 © ^-< © © rt< © © oo © co r^^©ooco oooocooo© cs co co © oo cs—*co^cs ©coqtjh^ © — — cr r* t-hcs©csco co © © © ©cs ©© ©co©cor^ — CS © CSHCS^rH CS t-H © © pH © © rH rH CO CS © •—4 © t'- pH Boys eo 13,004 180 214 115 530 42 207 124 219 456 1,113 412 221 95 99 620 1,005 144 618 507 98 157 46 3 288 209 1,629 139 1,200 692 203 Schools report¬ ing N 1 ©©CS©1-H CS CS ^©t^-co^ © © ph © © ©COH©N CO © CO ^ r- CS HCSN CS ph rH co CO CS Tt< f-H co cs 03 ..gBa ills 3 co i o c. >. o ssr« ojs - ’S © Si p-S’S’S'S S«.S-C !2 2 oi.S 2 *»!_ £ c a -f 2 I €§111 !>*** ES55-2 £2222 SKZZZ JM ¥. cs oQ ~ o* - rH Eleventh grade Girls TO 352 TO © O TO CO 1 O CO h TO • 1^ 1 to © to © rr OC 00 © 00 Boys - 201 00 IM CO TO H o 1 rH CO H 1 CO 1 rH HCONH © CO © eS50 Tenth grade Girls o 502 46 1 2 _ 1 00 ©OOCOCO ©00© HCO 00 - 23§^ © 0000 -J- Boys OS g CO TfOH 5 1 2 20 0 1 41 2 1 TO © TO CO rH © © HSW Ninth grade Girls ao 671 00 o CD TO © HN rH CO CO rH > o PQ 404 29 1 O CO CO ^ O -H CO CD TO © CO © © 00 © rH oo © <3 .a £ to 5 Girls CD 742 © ! rH O © rH TO © 00 © © TO © CO 1— 1 o CO © §jM « Boys S 32 rH ©-^ © co ^ CO © rH 00 t''- TO rH © © o CO Seventh grade Girls h* 763 55 1 0 rH TO rH TO t''- CO 00 © Hh CO rH 00 © TO rH rH © © CO © 00 Tt< © © Boys TO 513 CO TO 00 © rH 00 © rH CO rH © CO rH CO © © 1 41 2 4 Schools report¬ ing TO 3 ^ TO TO TO TO iO ^ TO CO CO Mhhh^ CO 00 CO CO rH TO rH TO ^ CO rH State - Continental United States.. Alabama. . Arizona. . ) 1.2 I! Indiana. _ _ Iowa. . . . Kansas . . . Kentucky . . Massachusetts . . Michigan . . . . .. Mississippi . Missouri . . . . Nebraska New Jersey . New York . . . . . . Ohio.. . . . . Oklahoma . . Pennsylvania . . Tennessee . Utah _ Vermont _ Virginia . . . Washington . . West Virginia . Schools for colored only, 15. 3 For colored only. 3 Includes 1 school for colored only. WHITE PUPILS, TIIREE-THREE PLAN PUBLIC HIGH SCHOOLS A 3 &« 2,057 408 618 121 910 1,862 co co o — « a> C5 *o CO Tt< 05 1 1 1 1 • 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 216 OO 00 o o TT iO ^ o 162 O* ^ 1-1 00 277 251 322 C5 00 05 CO n- «— * ^ 260 479 (NrHNO 03JOCSO 403 io ^ 00 CO »Ch>OH NOr-<00 403 00 iO o lOrH^C 385 O lO N- lO Tf CO Tf 383 61 109 25 188 o *-• i Boys o o Thirteenth grade Girls 16 7 45 56 108 Boy 15 CO CO 05 CM rr 00 Twelfth grade Girls •3 O CO CM rH CO CO lO Boys CO co Eleventh grade Girls cm CM CM O r-i CO CO 104 Boys - 10 39 80 129 Tenth grade Girls ® 05 05 CM 05 05 200 Boys 05 58 101 166 Ninth grade Girls GO O CM *0 iO rf< 197 Boys !«• O *0 CO *o *o CM Eighth grade Girls to 6 107 CO Boys 4 78 82 Seventh grade Girls - 7 85 92 Boys co 2 104 106 Schools report¬ ing N rH CM rH m State and type - Maine: Four-three _ _ _ Massachusetts: Three-four . . . Five-year undivided . . . _ Total . . . . GO Table 39.— White pupils enrolled in junior-senior high schools, two-three plan (11 grades), 1927-. PUBLIC HIGH SCHOOLS 1025 Total Girls cr 2, 723 Boys 12 1 449 25 25 13 4 325 57 825 Tf O CM 00COO5i-«t^ 05»000©Tt« r- 00 »-H rH Boys - 360 05 CO 00 »C 05 CO r— t C CO 2 S sss'-a Boys •ft 591 24 46 27 8 418 68 1^ © CM rH CM CO ~ 05 Si CO Sixth grade Girls 628 Boys eft 670 | 0)rH05TfNH CM CO CO CO Schools report¬ ing ft? o CO CM to •ft CO HHHCO^ r-lT-HC^CMCO COCOCOrHTfl State - Continental United States.... Georgia . Louisiana . North Carolina . . . South Carolina . . . Texas . . . Virginia . . . Continental United States.... California _ _ _ _ flnlnmrln 1 > c )C Florida . . . . . Georgia . . . . Indiana _ _ _ Tnwa Kansas _ _ _ _ Kentucky... . . . Massachusetts . . . Michigan . . . . Missouri . PUBLIC HIGH SCHOOLS 1029 ~°22g Ifrgs 10 °^sg ss^i* 40 i i i° i • l i.iii i!N j 5 : ! ! : . . . i i i°2 ss S'* ~ 1 . 15 33 20 ooc* o ^ i — 8 83 gw - o ! © © ©^ - 1 1 35 97 85 1 §* : i ;OM8 §3 . 8°° : i ?§°§" « 1 3 27 93 77 1 71 11 2 1 0 27 83 99 i° i 3 2 32 72 67 i >8 ;~oao« SS5°£ II §|||.2 *gg| SZZSO cd,>££ £ 1 Table 42. — Pupils enrolled in undivided 5-year high schools ( 12 grades ), 1927-28 1030 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total Girls © 20.551 179 274 990 247 144 1,176 584 1,640 315 1,369 24 903 1,164 232 514 112 135 1,547 22 1, 132 1,313 244 2, 943 117 1,657 842 438 70 179 45 Boys »D 16,533 • ^00»OQCO Is* CO N O tD H (N X CDO © to © OO CM CM CO OO CM OQ5NCOCO i— i»Cr- 1 Oco T*« tO CM »0 r-l CDOh- r- i »C C5 O H d © l". CM © ‘C i'- rnlNXNH HiOiOCUN 00©CMt*i CM O thUiOhiO • Postgraduate and special Girls © GO • • • ii i i i i i i i ii i i i i i i i 1 ICO IH 1 1 to ICO ' CM 04 1 1 1 1 to 1 CM 1 ICO •• 1 1 1 1 1 •1 1 1 1 H i 1 li II 1 © II II l I i l I I 1 I II 1 1 till 1 II 1 1 1 1 1 1 1 II 1 II 1 1 1 1 1 1 1 II 1 1 1 1 1 1 1 II 1 II 1 1 1 1 1 1 1 II 1 1 1 1 1 1 1 II 1 II 1 1 1 1 1 1 1 II 1 1 1 1 1 1 1 Boys eo © CO II 1 II I 1 till 1 II 1 1 1 1 1 1 1 I ICO 1 O 1 1 1"- 1 to 1 r-1 CM 1 1 1 1 to 1 CM 1 1 0 II 1 1 1 1 1 II 1 II 1 1 till 1 II 1 1 1 1 1 1 1 II 1 II 1 1 till 1 II 1 1 1 1 1 1 1 II 1 II 1 1 1 1 1 1 1 II 1 1 1 1 1 1 1 II 1 II 1 1 till 1 II 1 1 1 1 . 1 1 1 II 1 II 1 1 till 1 II 1 1 1 1 1 1 1 Twelfth grade Girls w 2,794 05 CO - f>- CM CO CO 00 CO © 00 © CM © 05^0X0 © ^ i—i © 05 CM to CM CO CO © 0© C'*- t''- r-H © CO © hC5 © 00 CO CO »— ' Tf ©r-«CO rH CM CM CM CM CM i-H i—» CO CO *-« Ninth grade Girls CD 5,519 ©C0050505 Tt«t^©00© OO © r-H © CM ^ © © t^©^©© r^i-i^©rH lO N Tf Tf co CM 1-H © to CM ^ © CM CM ^ © © © CO CO 00 CM i-« tT i-i CM CO 1—1 CO CO CM CO r— » ^ CO CM 00 Tt< i-« i-» Boys ID 4, 577 24 67 185 63 42 26 154 392 61 275 4 230 260 58 116 20 34 362 4 381 265 58 830 32 458 0 104 14 50 8 Eighth grade Girls 4, 408 23 66 252 57 28 383 133 409 68 311 5 105 260 85 142 17 29 222 4 196 443 25 362 21 362 239 92 12 41 16 Boys CD 3,569 ®«NNfl XlOlOCOffl CO-JIOOIO i~l TH 50 «0 05 OOrfCO® ©00050005 1-1 CD -rf in IN HHIG® ®HNO rH GO 2 a CO g S^O uo 5 ca «,2.m tit;. S3 9 o Cflil 2 •- 3 o ■a a -a COLORED PUPILS PUBLIC HIGH SCHOOLS 1031 Table 43. — Pupils enrolled in undivided 5-year high schools ( 11 grades ), 1927-28 WHITE PUPILS 1032 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total Girls © 3, 159 © CO 04 04 fH lO rH Tf CO 04 CO 00 00 O HiONCOW 04 © ^ 04 © C*3 N CO H N CO © Ol 04 rH to hNh hh Boys © 2,746 13 45 182 113 20 20 46 24 16 95 422 85 207 171 1,028 24 114 121 Postgraduate and special Girls -1* ! ! ! fH Boys eO o i ! * ° Eleventh grade Girls W 410 HU30io» t'0^0" HNa 2 ® & w £38' CO N®3! £8 M t'- as -h oo — 1 1 - *o oo r- OOcOhO OrroOTt-ia ^oqcc^-h H OiOWoON >0 lOHTf lOH )050MN 5WMCO r^0000t^»O SOt^i-hC^ cc »o ^ 00 lO CO C'f CO* CO H oo CONOCO “ ' 88832 CO CO CO co c* oo co — < r- w 128 H 05 00 CO N ^oow'OH (NG5IO 05 CO — < OTfO > ^ d* co !S?82 gg; 00 CD 05 00 8E°°^ CO(Nh t-h 05 00 D* 05 S 3 8 » CO lO CO CO © 2? 8 CN CO »C © CO » Bg ■e * § S'* ^ £ > 05 © 0? © 2^22:2: 2, 831 1 2,847' 1, 711< 1, 7821 1, 456l 1.4441 10' 191 6,008l 6, 092' PUBLIC HIGH SCHOOLS 1035 s © CO 247 8 00 1 8 CM 0 137 3 131 13 1 i l l 1 l 1 l l l l i i III S 1 38 0 74 4 CO 3 0 33 1 CO CM C2 CM 05 l CM rH l *o 05 CM 00 O cm S3 l ^ 1 CM U- lO 32 § 1 76 1 84 2 CO 8 - 0 57 1 CO 1 20 2 T-i CO CO CM 470 3,088 485 637 9, 463 5, 869 2, 171 10, 753 827 796 2,454 2,706 792 2,531 2,593 4,469 i 441 3,312 444 489 8,764 5,279 1,886 10, 336 743 607 1,904 2,758 587 2,245 2,122 3,655 297 42 ^ 05 05 l O i-H 05 05rH tH rH 00 S S3 s o co L- *0000 U- CO CM CO h 24 3 22 & 05 87 679 128 179 2,633 1, 605 629 3,021 195 225 571 760 167 622 625 1,264 CO CO 64 722 96 147 2,122 1, 394 456 2,792 164 171 431 749 99 533 504 955 CO 171 965 150 222 2,920 1, 817 651 3, 418 257 237 808 855 153 674 747 1,430 s 157 938 158 141 2, 703 1,622 613 3,315 246 192 615 896 128 596 658 1,132 s 212 1,402 207 236 3,816 2, 348 872 4, 309 364 334 1,064 1,083 472 1,215 1, 158 1,725 o 220 1, 592 190 201 3, 862 2.198 797 4. 199 323 244 834 1, 110 360 1, 104 947 1,541 2 ■HffliHNrt ttoccrcsco ■'J'iohcoo C Ohio . Oklahoma Oregon. . . Pennsylvania . . Rhode Island . . Tennessee . . . Utah . . Washington . West Virgin io Wisconsin . Outlying part of the United States ; : >> a a Table 45. — Pupils enrolled in 4-year senior high schools ( 12 grades ), 1927-28 WHITE PUPILS 1036 BIENNIAL SURVEY OF EDUCATION, 1926-1928 MgOgJ C5 ^ 00 O (N CO £* £- © © Cm w c'l c ? ic o ' _ 70 © © CS N N (N W CO CM »-< © ^ © cmcoco cm *-Tco cm : - CC f M rt sssss CD'fTf hH H H N N* t - CO OO © < (Nrir^CC ©*-h^^© i CM~COCM of i-TcOrH CM © © © NOIO( ^ CO r}< —< CM ^ »C I I-H ^ r-H CM CM ^"3 5 ‘3 © • © © © CO rH CSC5N CO ^ CM ©HCCr $ s?! / /- I © CO CO © CO © 00 * - » Tt« © CM CO t^©©^© coco©cm© _ © C* — CO CO * ; 12 K ® is is .2 2 ggggiz; 'AAOC Pennsyivtola""""""””.....-!...----..... . 1 5 1 7(J5 I 737 1 627 1 598 1 386 PUBLIC HIGH SCHOOLS 1037 iSSSS 1 11511 § 88888 8 88888 8 S • 8 S 28 jo § IsS^s §S§2§ 3 susss g I fills l Sp>££ £ 115044 "8S"8 SSS'*50 §°8°^ 717 288S°~ og O 05 CHH 261 00^-00 £*«0<0 £oo£-co fjoo 169 hnhhoo »cwxnc5 J2 £J { ~ ° ° 01 T"H 00 471 1 6 17 8 53 ‘COM 318 CO 05 t'- ^ c*> CO 1 13§il ISII1 435 047 725 361 310 986 895 541 809 626 lissi o--1 Eh m 8 •oof of of of eo-r of 3 3 s 523 111 226 352 285 857 71 172 259 448 278 986 644 135 995 ISsls SS3SE a Eh sf 'H 'H'hVh CO Of i-f rf © CO a » 1 360 75 145 933 191 681 47 137 172 306 193 236 106 794 623 421 316 526 694 282 8S383 0.2 o o £ of bO c CO >> « 00 3 163 36 81 419 94 176 24 35 87 142 85 750 538 341 372 162 141 215 165 928 584 405 79 380 88 £ © o m JO .2 o* 1 SSS93 5ISII 920 664 523 978 831 §s88! ! > o co £ 726 209 533 597 860 752 99 448 547 778 350 297 187 020 938 824 754 326 644 698 439 540 642 207 401 n s CO rjTofof-f of t3 of *3 § sslll 5SSB1 mss BSESg c Eh 3 U» r-fof^ N»V|ON CO CO CO o' coofef-^of 3 pO in B sllll 904 308 013 558 461 ggSSg g§S8S SISSI g 3 6 i of r-T 00 CO of i-Ti-Tef ^-VooooVT of of of of© 3 3 CO % mu 254 230 743 169 579 'fNNOO oS3§S3£ iiSsi SsiSS o Eh n Ss *-T r4 -• cl Of r-Tr-T ^cf©©*0 j«vji e ^:«s^rco^r CO 1 8 3 g> s SSSSfc rH i—4 CO H 69 17 98 176 S§S§8 ISSia 432 379 192 448 132 a a.2 o - sf "3 g =1811 lllli 8I1SI Sslai nssSl £ jj lO i-hCO£^»C co ^co*o COgfcOOOjq of^WCOCO 1 i2 i ISISS 249 437 114 139 040 SsllS miss S3SSS p g O i co -T^co CO ~of« nVcfoof ^CfofofjH ©00^ (C rH i CO p» CO S 11111 807 267 781 521 960 SisiS SSiSS 11313 i o n © s of ,-fcfof of «r-T *hV£oooo« OfF-fl-fr^of tc^^rco^r "11 Sf 00 ss'-sg 144 688 690 842 644 iisis ,c a.2 O © CO *- 5 PUBLIC HIGH SCHOOLS 1043 SSill §§§§§ SSI1I 1IIIS l?SI cf >-i co « "-I jh co .-Tt* r-Tr-T nnV co -hT of to SS3|3 E*8ia nisi gnu mis isi§ rH W OIN CD(N rntC efr-TcO !311S §§§§« Sills gSlig S1S3 T 1SII1 Sills mil IsssS Sill CO- to bfefrHWCO of to HH rn-to-rf of ^0f*O 40 30 302 1,417 261 gacss mil iissg iftssg |||S sills lllll sill! SSels sill O of of rl* tCoTcO-rfor to-toofco-v coofrT^ o-to-^-rf 90 77 718 2, 284 603 allll HSU SSSss ssSSS SlSg CD rH-CQ- ato-ofoto- CO-ofrH-ofof eOOfrH CO «CC00 —111 Sills lllll 38388 33813 111! Hit- to- OOCO-rfV^- of CO HH ofcO-rH of •rf'cf®' 43 30 389 1,679 270 §SS3S slgll il2Sl 113S1 &S1S »-h cs oo co 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 . . Wyoming . . . . . Outlying parts of the United States Alaska . . . . Canal Zone _ _ _ _ Hawaii . . . . Philippine Islands . . Porto Rico . . Table 51. — Graduates of all 'public high schools in places having a population of fewer than 2,500, and number of graduates continuing their education in 1927-28 1044 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Total students continu¬ ing their education Total $5 62,810 lasil *8588 §§§§§ S§§83 rH rn~ cfcCefpfrH* rH* rH* Girls r* 37, 749 gSlll «=§!! §3g!§ |§2gg |2||§ rH* rH* rH* rH* rH* rH rH rH Boys o 25,061 SESM8 sssglg ISS1S ggggg g§gsg «HHH rH Going to other institu¬ tions Total s 22, 174 gsggg sssgs ggggg ssggg |S|g| rH rH Girls a 15, 589 lss12 sssss Igsag sgisi sagas o PQ w 6,585 gcSSSS gg’ggSj §gS2§§ gSgSa Going to college Total 2 40, 786 sSSll sssgg IsSIs I3SS1 1135a rH HHNHH rH“ rH~ rH* rH Girls 2 22, 249 |SggS 2S32S ||S|| |8SSg l||Sg rH* rH* Boys ® 18, 537 ss|g| ssgag §3|S2 asssg ssass Total number Total 1 $ 88388 88188 §1815 85133 88388 T Girls 8 Si flssa SSSil gfflS ggggl §1211 >-t tin . rH* rt Ht'HjTus' r4" CO COr-TcO H* 1 Boys - 70, 101 iSSII 2“li!| Hill IsssS li§g| -t N* CO*CO*HH*^*rH* > CO i 252 146 279 309 405 853 107 483 179 706 414 503 695 267 274 776 824 368 694 457 225 277 405 626 430 O— ' e* « S r c4~ , 1 708 464 637 909 137 508 232 781 438 387 IlslS Sim 336 665 690 840 190 i c n 3 ed\-f»vr ,-fo> ,-r-r ,-r^r cf m^hm 8«88S 1-isS ISSI2 ISlll Ssl£§ ills t-T cf 00‘ 40 30 236 1,417 261 8S*39 slais i5sll 3Ia«§ §sga £0*COCOOJ sISII lisal llllg §1111 Ills «r r-ToT jHooofoo^r ^TgfrHcfeo- Vof «o oocf© 90 77 564 2,284 603 88883 36888 SSSss 86388 ss§l ■* JC«f r-Tof of Of of rfof ofio CO ■ T^fo 47 47 259 605 333 S§§§1 gs§8i SSIII ISIsg 8338 eo rf ufeoi-Toor-f of© r-T^T r-f coVT^T 43 30 305 1,679 270 |SSSS ||SSg S22SS USSig |8SS 11 2 4 24 13 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 . . . . Wyoming . . Outlying parts of the United States Alaska . . Canal Zone . . . . Hawaii . . . Philippine Islands . Porto Rico . . . Table 53. — Graduates of regular high schools in places having a population of fewer than 2,500, and number of graduates continuing their education in 1927-28 1048 BIENNIAL SURVEY OF EDUCATION, 1926-1928 3 13 I 505 119 424 689 531 69 73 208 942 545 IS8I3 085 363 478 256 191 18sls 9 a -3 o C'3 O c3 o 2 s rH cf,H-> eo i SS88S 89 58 211 724 768 mm 873 466 490 322 238 iliil c3 o « s' - of PUBLIC HIGH SCHOOLS 1049 slls§ Sslls E-lsi II®i§ SIS -r d-rof,-r d ^Tr-r^- -cM©© o — • Tt< *o *o OJ^QrHfN *C CM CO *C CM OJNNIOO OOCOCINm CO HCOH rH 1-HCOCOCOrH CO CO rH r— r th Girls a 10, 332 268 32 68 209 82 40 14 80 32 28 129 457 256 235 62 9 127 157 849 864 573 39 267 19 71 Boys 4, 033 NC0005CO NOWOH tJ- 1 o >o -j« oo — n®no ~ £ 2 ^ ~ 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 1053 |2SB| §S!5|| ,-T 2 SSSSg g«8|§ S3 2 "332*5 §°°388 SSSJSg CO ^£328 SS|S°° gpsgs c5»c3Sg 3S «o ‘'SgS1'* S’-«0£g$ 38283 82 to °8"°g ‘O^g^ gO^tg S*- o 3Sg|2 2233! ***9B I- °°3288 S3|SS g-’SSfJ S828§ 88 "8S2S SSSS00 !°°SS8 S888& 82 CO -SSSl SSSI* !8§Si SSISi s§ Of r-T & SgSSg 28223 g28§! IS 2 83388 *2222 322§§8 882|§ S* r-T 2 “aSS" g^SS 00§t',23 23 ii i ' is i 120, 201 0681 Per cent of total « 34. 69 5.84 10.51 SSSS i i i "S3 i :§j S i j . . i 27. 31 j | Stu¬ dents 1 § 70,411 11,858 21,338 6, 202 92, 150 43,294 46, 184 20, 503 1 1 ' ' J55, 427 . . Subject - Total number students in schools reporting studies - . . Students in- Latin. . . . French . . . Germ&n... . . . Greek... . . . . Algebra... . . Geometry . . . . Trigonometry . . Astronomy . . . Physics . . . Chemistry _ _ Physical geography. . Zoology - - Botany _ Biology - - - J General science . . . Psychology _ _ Principles of teaching . Rhetoric. . . . English literature . . HI fill Civil government. . Civics, community . . . || rroDiems 01 democracy . Agriculture . iiome economics . Manual training _ £ ! ii u Table 59. — Students in certain studies in 'public high schools since 1890 — Continued 1058 BIENNIAL SURVEY OF EDUCATION, 1926-1928 ® o> £ £ ® -§ 3 ® 83 ® U, x: id id c4 27.0 21.4 10.2 14.2 7.0 13.7 14. 1 4.3 14.0 10.6 14.8 7.9 18.1 6.8 21.6 8.1 20.9 12.6 10.2 OOONN c4 cd cd cd cd ICCOWHN t>: - © © r4 cd cd CO ^ Tf 00 r-I »-J i-4 od cd 03 03 i © © Tf© !(n© ON®H c4«5r4 iO 00 00 05 o t^cd©oo io © 03 © © cdi^^oo Tt« CO CO IO CO ©odcjt-:© © 03 © rH cd © ^ r>: © 03 03 © ©00 00^*05 ©©©©CO ©©cdi>03 t^: 03 03cdcd© 4.6 25. 1 .4 13.8 49.8 14.6 2.5 .7 5.5 14.2 14.2 5.4 4.3 l! 7 4.8 29.9 8.0 1.7 7.6 12.6 4.4 1.8 15.6 O ^ TT ^odcdcdri 10.9 10.7 38. 1 28.8 37.2 03 © © 00 ©cdcd^Tti 3.2 . 1 40.4 22.2 ©©03tJ< 00 sto-5^ 8.8 18.6 24.5 25.0 5.5 12.3 1.7 4.6 27.7 13.9 ©r^©--* ©©^•^* 16.8 22.2 31.4 19.4 16.2 o >o 23.3 18.5 26.1 14. 1 21.7 32.9 9.5 24.9 23.5 o n 22.4 22.4 19.6 24. 1 13.4 23.2 32. 1 20.8 34.8 25.6 28.8 14.4 4.5 23.6 32.9 ttNOOO OCO’tO CO 05 05 05 93.2 100.3 89. 1 89.5 94.7 82.8 82.3 88.5 95.7 92.7 88.5 97.3 95.8 94. 1 88.1 100.4 98.1 92.1 97.2 98.0 © Tt< © © ^ SS838 © © © © Table 61. — Percentage of secondary students pursuing certain studies in 14,725 public high schools, 1927-28 1060 BIENNIAL SURVEY OF EDUCATION, 1926-1928 ©OOt^OO© OHOWN n- co c4 © os oo cd n! •i-i©©-* H00OO' i gj oi ad id od h* ad ad gs ti* cd i-4 os < jg gw ^ & 6 & 53 1 » OOO'f NO ^NOOiffl C<5 Tj< NiO ©©©aO-f NOON CO id 50 -* -H 05 OONMON 60 © t4 50 !N' 50 id id ^4-*od 5.-- 60 Eh * c^05 05ao»o ecoooNO e^taO" '©O0C<5 t--*lO©-* 50 c5 10 P cS ?5 ^ 05 P 2 P 2 2 co ojd oioiidi-Had ©©^©ao 00HHO5-# 0560006010 ioooonh ©ioao©ao -* so -* so >d i-4 -*< cd cd © © ^4 so t-4 © cd © © -4 -* © od cd © os < lO iM © i— 1 HHOOO N--*©-*-H ©OJOOCOIO OIO(ON» : so cd oi t-4 © -*' ^4 cd 50 50 ad 50 j-j 05 cd a> ©' -r © cd ad -4 cd as C5oocooo»o © © 05 co n- ooaor^tNt^ -*©©©-* eoc~©oou« cd i> cd cd -* cdcdedoi>-5 t-4 -* 50 cd -ji -*i-iedoied © -* as c> o bo o o 00 10 ^Hidwo *i-5 100 ifNCOOJ 05 o 00 00 CO 5” a £°f°U cot-^t-o ioso^ao© »oc^o>coTt< oo^-ncor^co © §5 S* 2!* 05 «d «o gj 2 2 h S S in 2 §5 2^ co co 50 gj co w b O OT-— fc (S=5 43 2 > CO eOCOC^T^C^ 10*-H100505 i c4 . cs 1-5 i-i ci *-5 * ' * * a 3.22 5.343, <5 ** CS CO i-H 05 00 05 00 C* CS| *-h CO 05 CO M Cl 05 05 HH^ON o cxd 05 oo id ^ cd oi co q6 od own itdNcdo 6 co’ © 06 »d 06 Nhhhh r— ( r— t »-h h ih Cl Cl h »-h ?-h i— i »— t »— i hMhhh ic|£* T3 6342 O o tS 05 N H CO CO OOCOOCUO (M »-H 05 COCO h O »C^O^' dwNcdd oc 05 o id o> 05 05 co io nnodod cd oo r^* < C G ◄ ■§3. 10 0 050 0 COHC5 1CCO iO 00 ’ Tt? c4 cd od cd xt? od ocicd id © i lOOMOO (N 05 1-t cd id »-5 o 05 05 od Cl N »0 CO GO CO ' iCOO 05i0l>i0C^I iOhOhCI ONCCN t-5 cd 05 (M* i-i cd od cd turned c4 «d t> ^5 cd pg-S.S-S^.g o G *'PG G j,*- jS o S3 § * £ N"1 5? ”H o o M CH.-H©©© 0000©©C«3 N-©©C»a43 § <20 as 0 <* 43 -* © n- © io-^i as cs © es cd " c4 O 3-g° 2*° ©© ©CO^H©© 00©^H.-<00 CH00O© 50 cd 50 oi -* i-4 ^4 od oi ^4 oi cd h4 © <-4 y P P o 60.2 «8 « ^ -g "o r, -- ^ k Co’S* o5-3-2 s uPfi^o 3 a 111 C Csl S 1 w » w a 6q o o55h Shhhh Montana . . I 2.9 I 12. 1 I 14.7 1 8.8 PUBLIC HIGH SCHOOLS 1061 >0 050^0 oasoH 00 ' CO 50 f-* 15.1 29.6 32.5 3.0 6.2 40 40 05 CO 40* Is.’ Cj 40* ©* 13.7 9.4 11.7 7.3 ‘O’^Tj'OJO H^HJOO 05 40 40 CO 0 04^400 lOC^HQOW 5.8 7.7 21.1 4. 1 6.2 CO CO 00 CO 40 004 0 I 17.3 21. 1 19.1 19.7 14.5 17.9 3.2 10. 1 12.3 10.7 20.8 14.7 23.5. 3.2 12.2 5. 1 9.4 22.8 12.4 8.2 19.3 12.0 15.9 19.3 1000105 00 ©H«HO co 40 05 jH pH CO 00 CO H040 40 05 00 O ^ CO 40 CO ^ 00 40 ^ CO t-* 00* CO 7.5 6.4 11.8 8. 1 NiOOiOH 0)N90>0 OH00ON CO ^40 H CO 40 o CO h*?^c4h*?05 CO CO s* ^ COOCOOCM SgSSSS 14.6 15. 9 19.0 15.4 18.8 29.7 19.2 16.3 20. 1 20.3 14.5 18.3 22.2 13.7 18.7 19.5 21.5 18.7 16.6 is. 40 40 co oo o -v ^ ejod r4°oo 4.7 18.4 21.3 17.1 12.5 14.8 21.1 3.7 7.5 15.5 7.7 5.0 13.8 4.9 cooooooo *05 co* jg 0X0500 r4 40 r4 cx5 oo 5.5 15.8 23. 1 23.7 14.5 15.0 24.2 1.4 14.5 15.9 CO 05 05 00 05 coco 05 00 O 05 00 woSj-j^co NHOt^CO r4 CM* 40 00 CO « o* © csi tH 40 (N40MCON 12.0 11. 1 3.1 11.2 14.6 16.5 27.9 18. 1 14.5 7.8 18.5 12.9 15.1 18.3 oo o* c* t>- o 22222 27.0 20.9 36.0 17.7 12.7 20.3 20.0 15.0 16.5 005 00 40 CO o co i-4 .4 4.9 12.9 3.7 8. 1 O 05 05 40 (NH -t^ci 05 CO r- O 40 is: CO 00 * CO l^ 05 05 40 PH* ^* CO 40 1062 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of public high school State Num¬ ber of high schools report¬ ing studies Enrollment in these schools English Boys Girls Total Schools report¬ ing Boys Girls j 1 Z 3 4 5 6 7 8 Continental United States... 14, 725 1, 390, 457 1, 506, 173 2,896, 630 14, 725 1, 287, 827 1,408,806 | Alabama . . 189 14, 615 16,590 31, 205 189 13,645 16, 621 Arizona.. _ ... _ .. 46 5,534 5, 743 11,277 46 5, 013 5,410 Arkansas. . _ _ _ 235 11,711 12, 649 24,360 235 10,363 12, 353 California . . . . 385 92,991 96, 757 j 189, 748 385 82, 865 84, 887 Colorado _ . .... .. .. 169 15, 450 17, 498 32, 948 169 13, 486 15, 376 Connecticut _ _ _ 89 17, 095 18, 569 35,664 89 16,964 18,694 Delaware. _ _ _ _ 20 2,283 2,707 4,990 20 2, 189 2,545 1 District of Columbia .. .... 16 6, 406 7, 430 13, 836 16 6,586 7,536 | Florida _ .. . ... .. 153 13,518 16, 698 30, 216 1.53 13, 144 15,210 | Georgia _ _ _ _ 226 13, 427 17, 109 30, 536 226 12, 907 16,281 Idaho... _ _ _ 140 8,880 9,992 18, 872 140 8, 232 9,298 Illinois _ ... . . 801 96, 457 97,890 194, 347 801 86, 616 88,877 1 Indiana _ _ ... ...... _ 617 49,577 51, 945 101,522 617 45, 997 48,421 Iowa _ . ... _ _ . .. 701 37, 539 43,809 81, 348 701 34,294 40,031 Kansas.. _ _ _ _ . ... 574 33, 438 37, 351 70, 789 574 27, 745 31,456 Kentucky. . . 401 15, 185 19, 029 34, 214 401 14, 235 18,056 Louisiana _ . ... .. . . 209 12, 946 16,111 29, 057 209 •12, 452 15, 820 Maine ..._. . 168 9,377 10,317 19, 694 168 8, 970 9, 924 Maryland... ..... ... 138 12,884 14,998 27, 882 138 12,904 14, 948 Massachusetts. .. . 283 58, 148 60, 514 118, 662 283 57, 528 58, 678 Michigan.. ... . . 556 58, 434 64, 825 123, 259 556 53,946 60, 991 Minnesota.. _ 473 35, 159 44, 480 79,639 473 35, 381 44, 523 Mississippi.. _ _ .. 260 8, 848 10, 887 19, 735 260 7, 744 9, 839 Missouri _ . .. . .. 675 38, 759 43,310 82,069 675 34,669 38, 812 Montana., _ _ _ ... _ 158 7, 975 9,868 17,843 158 7, 542 9, 359 Nebraska.. .. .. .. .. . 429 21, 975 25, 677 47,652 429 18,233 21, 213 Nevada _ _ .. . . 22 916 998 1, 914 22 777 798 New Hampshire _ _ _ _ 112 6, 390 6, 978 13, 368 112 5,691 6, 144 New Jersey _ _ _ _ 172 45,984 45, 378 91, 362 172 43, 632 43. 825 New Mexico.. . . 78 3, 613 4,000 7, 613 78 3, 323 3,737 New York . . . 712 193, 501 169, 969 363, 470 712 166, 689 154,940 North Carolina. . . _ 471 24, 155 31,629 55, 784 471 23,437 30, 823 North Dakota.. .. ... .. ... _ 324 6, 948 10, 100 17, 048 324 6, 728 9,608 Ohio _ _ _ 824 85, 611 91, 109 176, 720 824 80, 626 85,632 Oklahoma _ _ _ _ .. 417 22, 812 27, 033 49, 845 417 19, 891 24, 037 Oregon _ _ _ _ _ 196 15,884 17, 619 33, 503 196 15,660 17,984 Pennsylvania.. . _ .. 864 102, 491 111,817 214, 308 864 101, 885 108, 334 Rhode Island.. ... _ .. .. 18 6,271 6, 528 12, 799 18 5, 545 6,244 South Carolina . ... _ _ _ 121 6, 590 7, 787 14, 377 121 6, 411 7, 570 South Dakota . . ... . ... 252 9, 237 12, 162 21,399 252 9,061 11,912 Tennessee . . ...*.| 288 13,335 17,274 30, 609 288 12, 744 16,474 1 Texas _ _ _ _ _ 463 40, 866 47, 954 88, 820 463 38, 484 45,380 Utah _ 53 7, 463 7,806 15, 269 53 7,406 7, 788 Vermont _ _ ... . ... 69 2,603 3,064 5,667 69 2,603 3,064 Virginia _ _ .. .. 265 16,900 22,604 39,504 265 16, 366 21,712 Washington.. . . . 262 28,412 31,421 59,833 262 27,238 30.556 West Virginia . . . 202 12, 594 15, 095 27, 689 202 12,296 14, 692 Wisconsin . . . . . 360 35, 749 40, 869 76, 618 360 34, 308 38, 912 Wyoming. ... . . 69 3, 521 4, 226 7, 747 69 3, 376 3, 981 Outlying parts of the United States Alaska . . . Canal Zone . . . . Guam. .. . . . Hawaii . . . Philippine Islands _ Porto Rico . . . Virgin Islands . . 180 44 16 314 244 276 14 1,408 1,126 181 14, 192 33, 312 8,237 57 1,437 1,222 127 10,784 17, 177 7, 727 58 2, 845 2, 348 308 24, 976 50, 489 15,964 115 11 2 1 17 17 14 2 265 192 40 2, 839 7, 363 1,604 16 287 216 28 2, 354 4,260 1,550 18 PUBLIC HIGH SCHOOLS 1063 pupils pursuing certain studies in 1927-28 Latin French Spanish Schools Schools Schools State report- Boys Girls report- Boys Girls report¬ Boys Girls ing ing ing 9 10 11 12 13 14 15 16 17 18 10, 759 286, 896 350,056 5, 236 175, 708 230, 304 2,693 133, 660 139, 904 95 1,984 548 2,696 75 789 1,928 26 942 1,224 Ala. 27 685 3 50 85 45 2,112 2,109 Ariz. 153 1,991 3,113 46 535 1,023 21 559 847 Ark. 305 9, 210 11,032 202 5,098 9,046 352 21,023 25, 007 Calif. 139 3, 257 4, 587 23 345 808 128 3, 366 3,895 Colo. 87 5, 193 4, 185 82 4,787 5,984 16 792 632 Conn. 18 634 774 18 464 724 1 94 80 Del. 11 1.540 1,662 14 1, 468 1,863 9 1, 174 1, 581 1, 278 D.C. 125 2, 829 4,500 29 374 783 77 2, 181 Fla. 203 3, 675 6,274 122 1,952 3, 199 43 1,666 1,406 Ga. 91 1,244 1,931 27 341 591. 46 632 810 Idaho. 774 19, 735 23, 471 223 6, 233 10, 619 84 7,457 7, 232 III. 579 14,203 17, 718 83 2,561 3, 754 32 1,896 2, 106 Ind. 400 7,299 8, 494 61 898 1,648 24 633 630 Iowa. 387 4,274 7,205 57 560 1,108 139 1, 807 2,555 Kans. 296 4, 739 6, 901 97 1,437 2,293 8 117 152 Ky. 116 2, 046 2, 157 87 1,229 1,889 23 . 1,339 1, 252 La. 149 2, 089 2, 923 158 3,419 4, 087 6 122 164 Me. 93 3, 395 4, 515 94 4, 301 3,736 3 19 488 Md. 278 15, 791 10, 793 266 21, 510 22,686 65 3, 905 5,105 Mass. 461 12, 565 16, 191 180 4,747 7, 829 42 1,703 1,666 Mich. 272 5, 591 9,170 3, 122 129 1,545 3, 978 15 781 859 Minn. 184 2,031 56 473 783 18 285 351 Miss. 220 4, 873 6,715 2, 516 76 1, 148 2,640 56 2,089 2,916 Mo. 111 1, 362 29 266 597 32 438 543 Mont. 398 6,762 8,906 39 556 955 46 1, 049 1, 147 Nebr. 13 80 102 1 1 0 16 240 241 Nev. 86 1,429 1,896 77 2,196 3,202 4 23 35 n. n. 172 11, 616 261 9,857 152 9, 709 10,549 77 7,075 5, 550 N. J. 27 424 0 0 0 68 1, 875 1,918 N. Mex. 645 40, 677 40, 767 625 54,222 54, 819 138 29,782 23, 188 N. Y. 266 4,735 7,763 360 4,683 7, 926 17 720 670 N. C. 145 1, 150 2, 189 37 309 571 8 45 66 N. Dak. 752 18, 606 23,988 341 7,321 11, 046 649 106 4, 715 4, 949 Ohio. 148 2, 750 3,952 23 230 159 3,066 3,995 Okla. 151 3,241 4,546 61 972 1, 962 59 2,258 2,512 Oreg. 841 31,901 36, 954 476 16, 773 23, 132 115 5, 824 5,840 Pa. 15 1,487 1, 169 17 1,538 1,593 7 271 281 R. I. 109 1, 962 3, 047 104 1,412 397 2,180 2 97 10 S. C. 182 2,018 3, 454 42 786 17 140 216 S. Dak. 211 3,509 5,300 107 1,319 2, 450 22 674 798 Tenn. 204 5,383 7, 433 20 435 1,070 318 11, 896 14, 700 Tex. 11 349 344 11 232 465 13 619 604 Utah. 51 524 814 46 669 899 3 49 47 Vt. 230 4,844 8,158 168 1,719 3,775 25 1,429 1,582 Va. 175 4,127 5, 414 120 2, 097 4, 168 1,730 98 3,505 4,007 Wash. 120 1,876 2, 623 84 956 17 605 610 W. Va. 195 4,860 6,663 72 1,323 2, 467 16 640 775 Wis. 38 651 963 16 109 229 31 531 | 675 Wyo. 9 42 55 2 30 31 6 43 50 Alaska. 2 23 49 1 15 25 2 163 223 C. Z. 1 40 33 Guam. 10 219 215 4 168 250 2 44 50 Hawaii. 1 14 24 1 5 4 3 205 88 P. I. 1 4 1 7 90 85 12 1, 106 1,357 P. R. V. I. 1064 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of public high school pupils State German General mathematics Advanced arithmetic Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls > 2 3 4 5 6 7 8 9 10 Continental United States. 698 30, 116 23,134 1,991 79, 608 78,647 2, 770 33, 955 36, 014 Alabama . . 1 0 7 63 2,337 2,232 45 944 1,089 Arizona . . . 6 117 122 3 72 51 Arkansas.. . . 1 6 10 46 1, 122 765 65 538 584 California . . . 44 1, 143 992 82 3,847 2,933 20 592 363 Colorado _ . .. 3 32 67 18 564 442 8 97 94 Connecticut . . 15 541 334 25 1, 184 971 1 10 20 Delaware.. . _ 4 50 56 District of Columbia _ 4 87 76 1 199 270 2 277 303 Florida _ _ _ 1 112 145 40 3, 824 4, 137 29 1, 311 1, 407 Georgia . . 3 41 14 50 1,815 2,776 121 1,747 2,132 16 451 417 11 55 38 Illinois _ . .. . . . 41 2,569 1,888 96 3, 118 3,257 42 411 345 Indiana. ... _ _ . 16 456 460 68 2,276 2,068 156 1, 784 1, 838 Iowa .. ... . . . 7 132 112 89 2,235 2,500 223 1,787 2,381 Kansas ...... _ 11 107 27 65 1,599 1,659 58 600 664 Kentucky . . . 48 765 974 132 963 1, 324 27 1, 194 1,561 23 245 281 Maine _ . ... .. 2 19 20 48 1,270 1, 261 16 184 160 Maryland _ _ _ 3 180 152 22 515 425 13 86 371 Massachusetts...*. _ _ 61 3, 052 1,068 67 3,233 2,489 15 437 436 Michigan _ _ _ 25 993 983 84 6,170 6, 035 30 610 445 Minnesota . . . 45 929 1, 065 48 6, 192 5,301 15 299 327 Mississippi _ _ _ 1 8 0 52 1, 106 1,389 107 658 736 Missouri. . . . 19 511 467 67 2,221 1, 815 283 2, 023 1, 925 Montana _ _ _ 1 16 23 8 185 213 3 17 16 Nebraska . 5 116 120 67 1,262 1,456 95 662 755 Nevada.. _ _ 1 20 6 1 20 24 New Hampshire _ _ _ 4 142 111 10 267 125 5 115 64 New Jersey... . . 38 1,953 1,236 24 2,609 2,067 33 352 823 New Mexico.. .. _ 6 76 84 8 44 47 New York... . . . . 97 8,085 5, 547 31 2,392 1,666 6 1, 641 266 North Carolina _ 1 15 3 57 1,481 1,880 282 4, 722 5,600 North Dakota. _ 12 66 119 24 190 257 92 455 681 Ohio.. _ _ 37 2,018 1,944 101 5, 224 4, 986 99 1, 578 1,414 Oklahoma. .... 47 1,409 1, 487 125 941 982 Oregon . . . . ... 2 20 20 20 320 295 45 284 226 Pennsylvania. . 93 3, 772 2,901 113 4, 740 5,220 79 1,957 1,826 Rhode Island _ . 4 195 120 6 230 165 South Carolina.. . 28 840 1, 055 62 1,077 1, 100 South Dakota. . . 14 184 189 28 334 502 15 109 74 Tennessee... . . 2 11 14 29 846 1,008 59 444 522 Texas . . . . . 8 121 137 88 3,868 4, 494 163 1,684 1,716 Utah.... . . 4 83 50 10 883 751 2 90 76 Vermont . . . 6 101 123 11 75 73 Virginia.. _ _ _ _ 1 51 42 33 975 1, 149 81 1,291 1,644 Washington.. . . 24 533 512 24 973 824 17 96 83 West Virginia. . . . 68 1,534 1,574 45 248 312 Wisconsin . . . 47 1,812 2, 159 27 1,333 1,312 18 265 296 Wyoming _ _ 1 5 0 7 162 149 2 8 24 Outlying parts of the United States Alaska . . 1 35 30 1 8 6 Canal Zone... . Guam. . Hawaii _ _ 10 444 384 1 38 0 Philippine Islands. . 1 186 74 11 1, 182 467 Porto Rico . . 1 34 19 Virgin Islands . . PUBLIC HIGH SCHOOLS 1065 pursuing certain studies in 1927-28. — Continued First-year algebra Advanced algebra Plane geometry State Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls 11 12 13 H 15 16 17 18 19 20 13, 801 405, 747 377, 840 8, 300 131, 984 104, 752 12, 212 266, 163 240, 777 175 3,789 4, 372 97 1,325 1,179 164 2,854 2,959 Ala. 45 1,629 1,447 21 370 175 44 1,058 990 Ariz. 227 1,822 3, 823 159 1, 540 1,629 206 2, 482 2,805 Ark. 362 21, 143 17, 943 244 5, 879 2,591 300 14, 859 11, 748 Calif. 157 4, 676 4, 650 76 1, 277 719 149 3, 219 3, 234 Colo. 79 4, 726 4, 144 58 1,893 1,041 70 2,740 1,675 Conn. 20 601 591 16 134 150 15 331 328 Del. 16 2, 030 1,863 5 302 152 6 1,073 787 D. C. 145 3, 884 4, 218 118 1,964 2, 435 103 1,503 1,693 Fla. 213 4, 399 5,437 198 3, 518 3, 567 202 2,667 2,673 Ga. 135 2,928 3,051 52 406 232 133 2,221 2,467 Idaho. 789 31,910 25, 017 441 5, 992 3,431 681 21, 373 17,404 Ill. 586 14, .583 14,041 359 3,709 3, 090 567 9, 633 8, 834 Ind. 681 11,513 12, 033 377 3, 381 2,987 652 8, 616 9,508 Iowa. 545 9, 370 10, 107 185 1, 539 913 520 6, 587 7,178 Kans. 385 5, 382 7,197 285 2,077 2,553 307 2,845 3,658 Ky. 192 3,697 4, 339 156 1,328 1,835 180 2,490 3,068 La. 157 2,401 2, 303 118 1, 118 993 144 1,585 1,210 Me. 130 4,659 4, 523 92 2, 494 1, 971 108 2,872 2,406 Md. 254 13,788 9,029 154 5,338 2,946 198 10, 917 6,453 Mass. 524 16, 321 15, 825 237 3, 349 2,318 490 11,051 10,929 Mich. 404 7,658 8,934 149 1,550 965 381 5,870 6,844 Minn. 257 2,785 3,383 195 1,584 1,918 218 1,907 1, 368 Miss. 640 10,823 11, 173 360 3,041 2, 445 604 7, 415 6, 987 Mo. 154 2,770 2,960 54 489 312 147 1,824 1,939 Mont. 407 6,238 6,588 284 2,333 2,122 389 4,774 5,270 Nebr. 21 268 268 10 53 44 19 161 155 Nev. 80 2,141 1, 546 72 774 318 66 1, 238 719 N. H. 160 12, 595 8, 826 125 5,767 3, 112 135 8, 178 5, 406 N. J. 73 1,272 1,223 38 275 190 61 804 881 N. Mex. 679 56,295 40,083 419 17, 457 8,985 620 37, 030 27,299 N. Y. 438 8, 405 10,453 413 5, 679 7,862 387 3,709 5,083 N. C. 270 2, 330 3, 139 52 305 287 171 1,301 1,608 N. Dak. 748 23, 842 21, 713 354 5,285 3,563 569 13, 722 10, 735 Ohio. 404 6,964 7,725 148 1,304 1,226 396 5,167 5,711 Okla. 181 7,212 5, 948 78 610 418 166 3,978 3, 493 Oreg. 810 31,238 27, 957 620 13, 192 10,708 702 17, 892 14, 846 Pa. 18 2, 497 1,118 13 865 .508 14 1,594 689 R. I. 115 2, 228 2,425 113 1, 712 2,228 109 1, 181 1,624 S. C. 243 3,099 3,746 89 656 538 243 2, 438 3, 369 S. Dak. 283 4,794 5, 728 264 2, 920 3, 396 186 2,624 3,416 Tenn. 445 12, 871 14, 393 416 9,241 10,306 405 9, 217 10, 715 Tex. 49 1,660 1,739 13 409 74 39 1, 465 1,451 Utah. 58 785 861 30 208 151 51 418 418 Vt. 235 5,595 6,706 232 2,906 3,883 202 2,990 3, 517 Va. 248 8, 924 8,537 112 1,725 720 220 6,277 5, 405 Wash. 157 3, 013 3, 181 48 702 541 113 2,044 1,832 W. Va. 343 11,068 10,384 129 1,773 922 305 7, 303 7,309 Wis. 64 1, 126 1, 150 22 236 103 55 666 681 Wyo. 10 93 123 6 34 7 12 75 76 Alaska. 2 89 .54 1 36 2 2 73 55 C. Z. 1 12 9 1 12 11 Guam. 14 637 569 8 189 73 12 515 360 Hawaii. 14 2,280 1,092 12 1,314 569 13 1,657 692 P. I. 14 390 380 7 122 42 12 251 208 P. R. 1 3 4 1 5 3 1 3 4 V. I. 1066 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of public high school pupils Solid geometry Trigonometry Physics State Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United 4, 138 45, 630 21,098 1,984 28,405 8,450 7,346 130,209 68, 193 86 653 482 11 237 100 102 1,312 1, 114 17 193 55 4 65 7 28 413 86 56 394 300 26 251 154 49 567 378 151 1,646 384 193 2,418 311 545 230 5,638 1,662 1,623 908 53 643 247 24 112 102 46 706 90 39 644 59 52 1,608 197 439 14 148 117 5 55 26 5 79 District of Columbia. _ 5 217 38 5 275 54 6 583 169 53 294 234 46 297 133 59 666 298 Georgia . . 112 899 722 8 125 30 102 1,375 940 Idaho. _ 28 229 75 6 27 6 75 1, 015 10,568 4,802 667 273 4,006 2, 028 1,330 1,472 1, 187 56 1,438 429 233 524 4, 397 2, 474 Indiana . . . . 236 38 145 372 119 586 19 310 139 536 5,390 3, 690 1, 464 776 5, 925 Kansas _ 122 1, 081 494 511 19 209 52 381 2, 498 1,107 618 59 301 13 227 60 128 13 172 119 5 57 16 49 60 441 137 35 326 93 78 937 396 28 461 156 40 686 282 54 1,583 7, 303 1, 178 Massachusetts . _ - 122 2, 138 313 109 1,090 1, 150 157 117 156 2, 223 2,649 1,946 Michigan _ _ _ _ _ 173 1,838 1,081 687 83 320 298 5,313 3, 630 464 Minnesota.. . _ -- 132 552 12 25 253 Mississippi _ 96 498 498 12 88 24 53 362 Missouri ... _ 77 974 409 73 673 319 190 2, 771 873 1,290 552 Montana _ 30 265 132 19 169 83 82 Nebraska _ _ 81 737 500 11 123 37 262 2,718 1,768 Nevada _ 6 20 5 4 21 8 13 108 56 New Hampshire _ - 33 297 91 54 438 108 48 873 498 New Jersey _ 113 1,618 335 110 1,521 266 118 4, 784 2,063 153 New Mexico _ 10 78 37 3 19 5 29 248 New York _ _ _ 201 2,705 199 594 194 4, 724 1,051 4 493 16, 305 5, 602 1,507 North Carolina - _ 20 176 3 43 171 1,417 North Dakota ... - _ 17 113 61 5 46 23 44 451 294 Ohio _. _ 280 3, 743 445 1,945 51 945 216 467 8,660 1,216 3, 739 Oklahoma . . . . 46 267 12 146 63 83 847 Oregon _ _ 42 392 168 23 592 87 68 1,570 265 Pennsylvania. . . . 475 5, 545 223 3, 366 356 4, 460 1,940 512 11,332 6,306 Rhode Island _ _ _ _ 9 21 7 174 11 10 673 382 Smith Carolina 44 263 354 38 355 279 South Dakota _ . .. 58 397 206 7 59 19 127 1,078 842 Tennessee _ _ _ . . . 87 780 665 20 205 121 69 990 822 Texas 187 2, 032 262 1,355 95 1, 482 860 215 2, 886 2,047 Utah _ _ _ _ _ 6 22 10 162 28 25 677 235 Vermont . . 13 69 8 11 73 20 26 271 124 Virginia 68 543 340 25 342 167 28 622 299 Washington.. . 75 1,025 266 302 30 373 83 165 3, 327 1,901 West Virginia . . 27 106 9 142 15 43 580 302 Wisconsin _ 66 898 293 39 565 169 303 4, 437 3, 402 Wyoming.. . 13 151 77 5 36 15 25 31 144 Outlying parts of the United States Alaska . . . ... 3 20 2 4 13 1 7 40 9 Canal Zone _ 1 25 5 1 27 2 2 26 14 Guam . . . 1 1 2 1 4 1 1 5 2 Hawaii _ _ 6 37 6 7 48 9 7 139 9 Philippine Islands . 1 7 9 1 5 7 12 1,119 301 Porto Rico. 4 49 12 2 20 4 8 160 45 Virgin Islands PUBLIC HIGH SCHOOLS 1067 'pursuing certain studies in 1927-28. — Continued Chemistry General science Physical geography Schools Schools Schools State report- Boys Girls report- Boys Girls report¬ Boys Girls mg ing ing 11 12 13 14 15 16 17 18 19 20 4,783 118,641 86, 053 9, 845 256, 866 250, 172 2,735 37, 218 39,541 130 1, 766 1,781 98 3,034 3,229 21 366 427 Ala. 34 510 390 29 779 627 4 69 26 Ariz. 40 651 520 165 2, 547 2,669 45 380 422 Ark. 269 9,696 8, 002 294 13, 512 10. 933 12 847 637 Calif. 94 1, 711 1, 776 113 2,165 2, 151 9 145 200 Colo. 54 1,568 1,029 78 3, 472 3,696 2 34 22 Conn. 13 159 121 19 755 801 1 14 16 Del. 6 729 527 10 1,078 1,150 2 324 376 D. C. 50 709 549 125 3, 050 3, 069 9 410 429 Fla. 78 1,309 1,298 179 3, 010 3, 623 11 172 240 Ga. 66 927 884 113 1,929 1,808 19 293 251 Idaho; 228 7,669 4,096 566 22, 574 19. 980 239 3,700 3,791 Ill. 85 2,531 1,895 115 2, 184 2. 275 177 2,062 1,896 Ind. 54 1,283 821 562 8, 048 7,855 106 1,162 1,410 Iowa. 65 1,404 1, 356 407 5,569 4, 815 157 1,361 1,263 Kans. 48 927 892 221 3, 326 3,870 103 1, 163 1, 413 Ky. 148 1,567 2, 144 179 3, 476 4, 236 10 85 88 La. 92 1,148 824 124 1,755 1,571 18 214 215 Me. 58 1,619 1, 097 112 2,884 3, 150 2 14 23 Md. 156 3,870 4, 513 225 11, 216 9,660 12 408 433 Mass. 267 7, 230 5,653 229 6, 329 6,006 94 1, 173 1, 100 Mich. 249 3,466 2, 715 399 8, 431 10, 431 28 473 525 Minn. 33 331 312 172 1, 914 2,200 37 219 271 Miss. 68 1, 914 1,270 443 7, 740 7, 525 96 1, 102 1, 112 Mo. 45 607 465 117 1, 496 1,700 19 522 551 Mont. 65 995 561 277 3, 877 4, 048 36 352 364 Nebr. 9 65 75 15 192 172 1 20 10 Nev. 42 704 450 36 1,333 1,526 8 156 25 N. H. 118 4,339 2,333 135 9, 376 8, 827 13 1,091 1,031 N. J. 21 311 342 59 692 686 7 46 47 N. Mex. 303 18,044 8, 881 124 12,300 10,904 157 2,896 3, 641 N. Y. 88 1,025 1,091 420 7, 187 7, 796 204 1,766 2,223 N. C. 51 543 575 132 1,276 1,621 73 485 664 N. Dak. 294 7, 766 3, 141 635 21, 577 19, 769 137 3, 202 3, 187 Ohio. 29 894 623 259 4, 360 4,062 188 1, 814 1,933 Okla. 39 1,425 617 155 3,896 3,081 41 314 251 Oreg. 456 11,354 7,843 763 30, 093 31,226 43 1,339 1,440 Pa. 14 684 451 16 1,807 2,008 2 99 78 R. I. 35 605 453 90 1,467 1,604 57 598 604 S. C. 53 679 652 193 2,164 2,498 52 370 433 S. Dak. 98 1,205 1,380 154 2,761 2,707 70 628 643 Tenn. 134 2,738 2, 434 291 5,441 5, 111 198 2,255 2,359 Tex. 23 635 529 21 777 632 Utah. 28 295 200 36 468 245 10 77 69 Vt. 135 1,803 2,064 207 4,248 4,901 15 865 1,117 Va. 109 2,785 2,541 198 5,857 4,948 43 617 574 Wash. 110 1,353 1,279 164 3, 216 3, 372 76 904 965 W. Va. 83 2, 875 2,414 326 9, 633 8, 778 60 532 661 Wis. 16 218 194 45 595 620 11 80 85 Wyo. 3 30 26 8 65 67 1 5 2 Alaska. 1 15 10 2 80 68 C. Z. 1 3 0 1 11 9 Guam. 7 235 156 16 884 608 Hawaii. 11 1,411 985 9 679 415' P. I. 8 160 149 10 353 281 7 219 170 P. R. 1 3 4 V. I. 1068 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of 'public high school pupils State Biology Botany Zoology Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United States . . 7,686 183, 151 210, 240 1,182 20,219 25, 843 542 12,084 10, 081 113 2,027 2,481 3 28 18 Arizona.. . . . . .. 30 609 905 6 27 66 2 17 15 Arkansas . . . . . 100 1,629 1,883 6 92 93 5 81 80 California _ 252 8, 558 11,091 22 521 1, 217 10 174 203 Colorado _ _ . ... 87 1, 458 2,311 10 78 115 7 68 98 Connecticut . . . 60 2,224 2, 826 2 33 20 20 432 578 6 443 989 Florida _ _ _ . 84 1,450 1,703 11 207 257 11 154 143 Georgia . . . .. 158 2,605 3, 165 7 54 54 3 37 19 Idaho . . . . . 80 1,209 1, 492 7 98 149 4 112 101 Illinois _ _ _ 313 5, 291 5, 303 243 4,380 5, 014 234 4, 654 3, 458 Indiana _ ... .. . 384 6, 725 7, 057 158 2, 625 3, 620 6 232 168 Iowa _ _ 299 3, 726 3, 820 25 217 239 5 142 115 Kansas _ _ _ . 220 3, 032 4,485 30 267 486 1 5 6 Kentucky.. . . . . 182 1,674 2,243 21 240 479 5 64 69 151 2, 287 2,987 1 7 9 62 836 554 14 16 111 Maryland _ _ _ _ _ 88 2, 097 3,056 1 10 8 2 164 14 Massachusetts .. ... . ... 136 3, 922 5,732 15 440 963 5 120 171 Michigan ... . _ . . .. 278 6, 355 7,321 148 2,376 2,618 97 1, 716 1, 576 Minnesota _ _ _ 280 6,021 7, 792 10 352 526 4 90 136 Mississippi . . . . 119 1,043 1, 195 7 81 139 2 12 7 Missouri _ 101 1, 917 2,148 12 454 851 8 482 435 Montana... . . 64 977 1,135 1 11 17 1 22 17 Nebraska . . 145 1,552 2,017 102 851 1,041 2 98 86 Nevada 7 61 45 New Hampshire . . 28 390 402 6 244 132 4 200 124 New Jersey . . 127 5, 923 5, 424 4 158 125 5 157 108 New Mexico. 19 244 322 3 17 17 New York . . . 614 46, 663 51, 349 9 858 1,271 6 365 694 North Carolina 379 5,444 6, 472 2 16 32 North Dakota _ _ 65 659 1,079 23 145 205 6 60 44 Ohio . . . ... . 535 11,851 13, 267 26 796 897 8 343 242 Oklahoma _ _ . . 95 1,597 1,894 42 408 595 30 368 323 Oregon. . . . . . . . 99 1,993 2,608 36 312 455 2 31 33 Pennsylvania _ _ 672 15, 208 15, 032 47 1,595 759 30 1,082 787 Rhode Island 7 335 218 2 119 75 South Carolina 67 954 1,058 1 4 6 South Dakota _ _ 87 925 1,334 11 96 76 1 10 9 Tennessee _ 141 2,115 2, 401 1 16 16 2 31 37 Texas . . . 182 3,223 3, 753 11 162 474 5 131 73 Utah _ _ 36 1,418 1,352 11 250 313 8 318 229 Vermont _ _ 15 213 173 1 3 4 1 1 3 Virginia 185 3, 585 4, 961 1 93 77 Washington _ _ 139 2, 438 2,411 58 1,246 1,987 16 513 417 West Virginia . . 138 2,679 3,096 7 74 68 1 3 3 Wisconsin _ .. _ 205 4,792 4, 870 14 122 126 3 27 38 Wyoming 32 342 450 4 20 23 Outlying parts of the United States Alaska 7 61 45 Canal Zone Guam 1 13 11 Hawaii 13 588 525 Philippine Islands 13 1, 290 765 Port Rico.. . . . . 12 216 264 3 49 62 3 44 59 Virgin Island* 1 3 4 PUBLIC HIGH SCHOOLS 1069 pursuing certain studies in 1927-28. — Continued Physiology Geology Hygiene and sanitation Schools Schools Schools State report- Boys Girls report- Boys Girls report¬ Boys Girls ing ing ing 11 12 13 14 15 16 17 18 19 20 2,500 33, 768 43,882 88 1,448 1,100 1,542 103, 762 123, 323 32 398 605 123 1,799 2,821 Ala. 3 40 36 1 24 0 1 36 39 Ariz. 48 312 449 21 608 656 Ark. 44 1, 510 2,860 4 61 153 81 11,270 14, 954 Calif. 13 207 369 10 201 172 7 230 353 Colo. 3 100 145 2 65 70 5 363 374 Conn. Del. 3 321 366 D. C. 33 1,084 1, 327 34 2,161 1, 639 Fla. 17 ' 119 239 16 316 435 Ga. 3 34 18 3 44 42 5 106 441 Idaho. 236 5, 326 5, 990 6 50 12 36 1, 495 2,291 Ill. 122 1, 180 1, 298 2 28 15 73 1,389 1,632 Ind. 233 1, 932 2,994 3 33 17 44 1,746 2,752 Iowa. 319 2,343 3, 106 31 1, 147 1, 515 Kans. 94 1, 075 1, 392 2 25 28 31 244 510 Ky. 5 51 38 10 761 177 La. 3 113 101 3 42 39 8 265 161 Me. 3 210 233 Md. 30 970 1, 624 3 65 52 54 4, 438 4,851 Mass. 47 537 736 1 17 12 27 2,114 1,945 Mich. 14 165 307 16 292 444 Minn. 24 162 215 43 384 496 Miss. 205 1, 837 2,429 1 7 0 180 3,312 3, 777 Mo. 6 28 49 4 36 27 4 2 52 Mont. 141 703 1, 717 2 14 13 9 315 521 Nebr. 2 13 24 5 148 173 Nev. 6 14 156 1 10 10 15 364 535 N. H. 11 1,110 772 38 3,325 4, 932 N. J. 40 392 401 7 109 89 N. Mex. 11 1, 257 684 48 30,469 35,067 N. Y. 6 55 73 10 171 230 N. C. 29 160 267 5 21 53 N. Dak. 52 1, 333 1, 621 6 169 132 149 5,069 6,896 Ohio. 131 1,069 1,220 3 152 79 21 625 597 Okla. 41 358 498 3 54 60 Ore? 40 2,357 2,658 4 143 23 213 22,464 24, 681 Pa." 2 158 9 1 152 161 R. I. 2 46 84 1 20 35 10 202 302 S. C. 35 114 472 2 8 18 8 20 93 S. Dak. 22 170 211 2 6 12 5 93 113 Tenn. 219 2, 469 3, 379 3 14 9 42 542 709 Tex. 25 546 950 3 60 22 13 2,570 2,523 Utah. 4 45 47 4 29 45 Vt. 3 77 43 6 365 328 Va. 22 283 358 13 126 81 4 125 179 Wash. 7 54 79 2 23 15 45 935 1, 108 W. Va. 110 1, 442 1, 807 1 5 12 19 527 889 Wis. 5 20 25 6 59 125 Wyo. Alaska. C. Z. Guam. 4 594 632 Hawaii. 1 8 11 1 25 26 2 11 43 P. I. 3 51 49 P. R. V. I. 115044°— 3< -68 1070 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of public high school pupils Agriculture Agronomy Animal husbandry State Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls > 2 3 4 5 6 7 8 9 10 Continental United States... . . . 4, 676 79, 857 22,888 50 868 40 74 1,400 158 Alabama.. . . 114 2,451 472 14 324 0 60 1, 142 122 2 61 27 126 3,932 677 2 73 2 8 86 0 Colorado . 57 h069 162 122 1 11 0 1 12 0 7 110 11 District of Columbia ... ... Florida . . . _ _ 49 1, 112 837 37 632 239 44 1, 139 4, 370 3, 622 5, 186 5, 247 2,130 711 38 2 25 0 1 40 0 210 26 216 77 6 114 0 11 244 0 500 4, 142 2,535 878 6 74 15 3 32 0 365 1 12 0 2 13 3 132 25 10 10 211 5 29 580 1 Massachusetts _ 17 631 18 2 75 3 1 68 0 Michigan _ _ _ _ 180 3, 170 1, 121 675 4 35 13 1 15 2 Minnesota _ _ _ 73 139 1 24 0 2 45 98 Mississippi . . . . . 92 1,935 5, 188 46 Missouri. _ _ _ _ 410 3, 855 47 Montana. . . - _ 27 463 Nebraska _ _ _ _ 209 2,592 74 1, 901 0 4 80 0 4 187 18 Nevada 7 New Hampshire _ . 14 242 0 New Jersey .. _ _ .. 19 487 7 New Mexico _ 21 272 28 2 25 0 New York .. _ _ _ _ 69 1,265 2, 595 1,036 5, 361 2,572 668 61 North Carolina _ 76 103 1 20 0 North Dakota _ 119 1, 129 1 11 0 3 30 0 Ohio. ... _ _ 338 1,009 1, 409 15 5 63 0 6 63 0 Oklahoma 182 2 36 7 Oregon . . . 26 Pennsylvania. _ _ 114 2,051 109 357 6 108 0 21 339 0 Rhode Island _ 4 0 South Carolina .. 54 1, 104 37 South Dakota 35 439 101 Tennessee 86 2, 380 2,408 41 Texas. 141 816 Utah. . . . . . 28 1, 158 50 1 30 0 3 90 0 Vermont 15 229 0 Virginia _ 68 1,293 28 1 26 0 1 0 10 Washington 37 934 30 3 51 0 West Virginia 61 977 367 1 10 0 Wisconsin _ 122 2, 594 379 398 1 10 0 1 24 0 Wyoming 25 29 1 18 0 Outlying parts of the United States Alaska Canal Zone Guam _ _ .... Hawaii 10 353 7 Philippine Islands _ 2 1 30 0 1 18 0 Porto Rico 8 6 Virgin Islands PUBLIC HIGH SCHOOLS 1071 pursuing certain studies in 1927-28 — Continued Home economics Foods Clothing Schools Schools Schools State report- Boys Girls report- Boys Girls report¬ Boys Girls ing ing ing 11 12 13 14 15 16 17 18 19 20 6,454 2,092 283, 219 1,340 870 65, 101 1,618 894 101, 093 137 192 4,492 3 0 118 5 51 526 Ala. 36 0 1,631 6 0 171 6 0 469 Ariz. 87 6 2,221 8 0 448 6 0 437 Ark. 218 497 17,538 134 214 5,740 163 7 12,274 Calif. 84 10 2,444 16 0 443 25 0 853 Colo. 34 19 2,716 23 0 1, 492 25 0 1, 685 Conn. 15 0 827 1 0 22 2 0 190 Del. 11 0 1,407 2 0 60 D. C. 86 9 5; 111 5 0 333 4 0 221 Fla. 81 0 4, 881 6 0 404 7 0 542 Ga. 59 4 1,643 16 0 315 24 0 717 Idaho. 288 98 13, 061 112 0 3, 677 148 0 7,495 HI. 461 12 11,321 58 5 2,029 57 0 2, 890 Ind. .536 45 11,436 50 1 1, 575 57 0 2, 349 Iowa. 328 78 9, 725 90 19 2,130 100 0 2,615 Kans. 104 11 3, 735 6 0 360 11 0 864 Ky. 123 0 6, 168 21 0 738 18 0 659 La. 36 0 1,385 3 0 172 5 0 341 Me. 80 1 8,225 8 0 1,495 11 0 1, 827 Md. 79 78 5, 572 92 10 5,750 98 0 8,705 Mass. 183 0 10, 571 53 0 2,706 64 0 4, 687 Mich. 216 55 8, 635 53 103 2, 049 43 100 3,083 Minn. 128 0 3, 529 7 2 280 7 0 323 Miss. 152 19 5,793 38 51 1,755 53 0 2,822 Mo. 33 0 889 8 3 530 11 0 686 Mont. 160 18 5,229 17 104 619 23 0 732 Nebr. 14 0 283 1 0 13 2 0 20 Nev. 42 1 1,780 13 0 461 13 0 589 N. H. 54 28 5,076 59 60 4,685 71 0 5,623 N. J. 40 16 840 3 0 74 4 0 97 N. Mex. 160 88 12, 183 39 0 3,564 76 672 7,984 N. Y. 185 48 8,809 10 0 674 10 0 755 N. C. 68 15 1,484 11 0 267 13 0 329 N. Dak. 590 109 21, 171 55 36 2, 471 73 44 2,403 Ohio. 168 22 7, 549 14 0 611 15 0 752 Okla. 58 29 2,604 21 20 475 30 0 1,440 Oreg. 204 84 17, 036 104 156 8,008 134 0 11,891 Pa. 6 0 558 6 0 608 8 0 710 R. I. 44 0 1,845 3 0 181 3 20 68 S. C. 71 0 2,090 14 0 443 16 0 541 S. Dak. 182 8 8, 212 1 0 31 2 0 20 Tenn. 208 74 13,999 32 5 1,702 43 0 2,007 Tex. 30 0 2, 407 16 0 1,147 18 0 1,612 Utah. 36 0 964 1 0 14 1 0 26 Vt. 98 13 4, 149 6 0 332 7 0 492 Va. 125 213 6,446 47 51 1,896 48 0 3,243 Wash. 104 2 3, 527 20 10 769 23 0 1,049 W. Va. 183 186 9, 042 27 0 933 30 0 1,250 Wis. 29 4 980 3 20 121 3 0 140 Wyo. 3 0 80 0 Alaska. 1 0 24 0 C. Z. 0 :::::::::: Guam. 13 0 596 2 0 123 3 0 177 Hawaii. 2 0 71 1 0 27 1 0 191 P. I. 9 0 447 4 0 174 7 0 159 P. R. 1 0 7 0 V. I. 1072 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of 'public high school pupils State Psychology Principles of teaching Normal training Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United States . . . 1,327 12,711 16, 958 652 2,053 8, 474 2,509 8,494 34, 047 Alabama _ . .. .. 5 114 141 2 3 61 26 42 186 3 16 18 2 5 2 Arkansas— . — 65 395 567 25 101 246 25 103 237 California . _ _ 2 24 18 2 17 29 45 254 788 Colorado _ . _ ~. 36 461 555 2 10 13 13 28 78 30 318 1,872 Delaware _ _ _ 3 1 7 District of Columbia _ _ Florida .. .. . _ 55 433 708 22 91 416 17 31 262 Georgia.. . . . . 3 10 18 22 117 201 36 98 254 Idaho . _ _ 9 63 94 2 16 12 12 9 30 Illinois. _ _ 20 2, 460 2, 801 18 62 228 106 528 1,355 Indiana _ ... . 3 92 21 1 27 20 79 230 317 Iowa _ 260 1,301 2, 913 118 147 1,735 164 203 2,841 Kansas... _ _ 326 2,008 2,965 103 191 860 164 296 1,678 Kentucky - 25 182 231 10 38 75 57 77 261 Louisiana _ .... 1 5 4 3 3 95 38 77 642 Maine _ _ ... 18 18 100 Maryland _ _ _ 18 65 170 Massachusetts . . 51 337 3, 406 Michigan _ . - - 1 4 4 1 0 2 65 545 866 Minnesota _ .. ... 4 35 41 5 5 49 84 41 565 Mississippi _ _ 6 70 104 13 102 233 21 75 153 Missouri _ _ . 44 350 537 56 217 834 100 334 1,360 Montana . . . .. 23 68 196 9 3 142 22 7 300 Nebraska. . . . ... . 11 40 82 131 231 1,727 125 428 2, 839 Nevada. . _ _ _ . ... 1 0 2 New Hampshire . . _ New Jersey _ _ _ 1 6 46 79 767 3, 395 New Mexico _ 19 83 114 7 14 29 13 15 40 New York ..... _ . 8 1,594 554 4 7 62 172 257 1,894 North Carolina _ ... .. 1 1 14 4 2 72 43 29 177 North Dakota... _ _ 114 559 981 1 0 2 68 94 325 Ohio . . ... ... 13 231 294 1 52 4 177 362 996 Oklahoma . . . ... 144 1, 133 1,465 1 11 14 49 83 136 Oregon... ... _ ..... 2 10 9 10 4 24 Pennsylvania _ _ _ 7 140 100 2 0 119 161 1,591 3,587 Rhode Island . . .... ... 3 0 38 South Carolina... .. 7 36 85 South Dakota . . . 28 177 331 9 30 162 31 57 366 Tennessee.. . . . . 30 171 295 32 428 564 74 348 552 Texas. . . . 10 111 159 7 46 50 74 391 568 Utah _ 4 115 119 7 21 43 Vermont _ _ 20 4 86 Virginia _ 44 38 241 Washington . 15 154 154 32 18 76 West Virginia . . . 2 1 17 11 21 94 33 110 226 Wisconsin . . 5 26 59 9 17 106 75 97 394 Wyoming _ 22 68 229 19 44 218 15 22 167 Outlying parts of the United States Alaska 1 16 15 Canal Zone Guam _ Hawaii Philippine Islands 5 60 97 5 62 102 Porto Rico Virgin Islands PUBLIC HIGH SCHOOLS 1073 pursuing certain studies in 1927-28 — Continued Reviews World history Ancient history Schools Schools Schools State report- Boys Girls report- Boys Girls report¬ Boys Girls mg mg ing 11 n 13 14 15 16 17 18 19 20 204 1, 218 3,076 4,222 82, 769 92, 859 6,658 146, 629 155, 165 22 416 456 128 2, 114 2, 409 Ala. 25 442 398 7 111 111 Ariz. 132 1,720 2,032 58 763 925 Ark. 191 5, 916 7, 021 158 7,097 8,053 Calif. 1 14 14 92 2,801 3,269 34 946 1,031 Colo. 25 654 625 59 2,960 2, 136 Conn. 5 104 138 11 194 209 Del. 12 656 859 D. C. 1 1 2 19 211 254 87 1, 821 1,957 Fla. 22 258 895 162 2, 304 2, 759 Ga. 2 8 8 53 887 987 77 1, 455 1,469 Idaho. 92 2,551 2,258 644 10,316 10, 757 Ill. 2 11 11 315 5, 783 6, 080 112 3, 517 3, 725 Ind. 37 290 609 187 2,546 2, 741 202 3,066 3,412 Iowa. 24 46 439 223 2,801 2, 970 191 2,606 2, 648 Kans. 88 893 1,322 126 1,682 2,944 Ky. 54 835 1, 224 29 975 1,057 La. 2 18 21 11 167 155 156 1,464 1,627 Me. 2 8 17 44 755 940 47 1,536 1,665 Md. 8 179 105 42 1, 100 1, 474 184 6,361 5, 482 Mass. 286 9,085 9, 426 212 4, 222 4, 710 Mich. 73 2, 625 3, 470 250 3, 638 4,056 Minn. 43 406 446 168 1,744 2, 192 Miss. 2 5 19 412 5, 279 5,947 106 3, 151 3, 476 Mo. 110 1, 177 1, 440 32 758 813 Mont. 47 139 840 250 2,997 3,553 57 969 1,072 Nebr. 8 106 82 10 75 78 Nev. 3 71 40 46 756 713 41 920 925 N. H. 13 76 304 16 784 945 128 6, 226 5,469 N. J. 17 141 146 49 720 723 N. Mex. 1 4 5 77 3,419 2,662 454 13, 897 13, 788 N. Y. 20 568 597 256 1, 474 1,762 N. C. 36 114 229 51 362 483 152 1,266 1,793 N. Dak. 1 11 6 404 7, 302 8,109 215 7, 062 7,042 Ohio. 37 723 925 269 4,298 4, 952 Okla. 5 42 68 138 1,584 1,827 16 851 976 Oreg. 3 112 57 163 4,899 5, 553 434 16, 749 17,017 Pa. • 1 0 23 3 173 198 16 1,712 1,242 R. I. 10 84 157 96 1,692 1,710 S. C. 3 13 43 50 504 607 153 1,388 1,711 S. Dak. 1 7 9 20 271 389 158 2,083 2,504 Tenn. 8 200 205 394 10, 144 11,359 Tex. 28 1, 527 1,710 4 102 105 Utah. 4 39 33 36 398 426 Vt. 2 14 123 36 616 839 141 2, 862 3, 430 Va. 2 16 8 97 3, 430 3, 740 127 2, 776 2,991 Wash. 1 1 9 104 1,423 1,655 22 525 558 W va. 1 0 15 36 1,095 1,250 202 2, 623 2, 649 Wis. 3 18 52 33 354 ! 513 16 360 401 Wyo. 4 38 33 7 40 38 Alaska. 2 25 24 C. Z. 1 11 9 Guam. 10 238 229 2 60 52 Hawaii. 2 377 287 10 1,325 970 P. I. 1 9 7 8 212 162 P. R. V. I. 1074 BIENNIAL SURVEY OF EDUCATION, 1926-1928 State 1 Continental United States. Alabama - - - Arizona . . . . Arkansas _ _ California _ Colorado - - - Connecticut _ Delaware _ District of Columbia - Florida _ _ _ Georgia... . — Idaho . . - Illinois _ _ _ Indiana. . . . Iowa _ Kansas _ Kentucky - - - Louisiana _ Maine . . . Maryland _ Massachusetts _ Michigan _ Minnesota _ Mississippi _ Missouri _ Montana _ _ _ Nebraska _ Nevada _ New Hampshire _ New Jersey _ _ _ New Mexico _ 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 the United States Alaska _ Canal Zone _ _ Guam... . Hawaii _ _ _ Philippine Islands _ Porto Rico... . . . Virgin Islands.. . . . Table 62. — Number of public high school pupils Medieval and modern history American history English history Schools Schools Schools report- Boys Girls report¬ Boys Girls report¬ Boys Girls ing ing ing 2 3 4 5 6 7 8 9 10 7, 381 160,684 166,629 10,820 241,949 275, 382 862 12, 051 13, 152 151 2, 230 2,728 176 2,676 3, 623 11 612 707 11 152 149 43 998 1,071 1 6 3 69 798 926 155 2,034 2, 630 10 62 117 148 6, 079 6, 428 299 17, 445 18,338 11 269 388 44 803 947 123 2,409 2,811 4 18 23 55 1, 523 1, 632 63 2,417 2,903 4 117 116 12 201 264 20 372 467 12 933 1, 002 8 1, 535 1, 612 91 1,540 1, 540 118 3, 677 4,231 35 247 325 159 2, 214 2,509 161 2,889 2,669 35 311 378 58 901 933 115 1, 610 1,862 4 28 27 642 9,557 9,300 617 16, 915 17, 537 28 597 485 216 4, 660 4,716 521 9,753 10, 678 10 114 86 386 5, 152 5, 485 526 8, 183 9,917 20 151 168 157 1, 961 1, 875 444 5, 747 6,921 12 64 85 154 1,931 2,141 243 2,068 2, 927 41 386 467 97 1,464 1,805 180 1,691 2,430 8 199 122 85 1,043 1,039 113 1, 524 1,863 15 148 152 62 1, 433 1, 393 87 2, 146 2,577 3 557 242 124 5,238 4, 226 189 10, 401 12,001 19 573 492 207 3, 859 4,113 368 9,064 10, 779 30 584 646 299 5, 049 6, 407 353 6,893 9, 149 7 196 184 168 1, 552 1,998 185 1,578 2,004 6 45 42 133 2,946 3, 148 417 5, 941 7, 111 4 144 190 31 498 649 139 1,434 1,898 3 13 19 82 1, 421 1,753 303 3,910 4,807 8 98 94 10 92 51 20 205 217 2 19 15 32 630 644 85 2,041 2, 278 7 283 324 127 5,850 5,763 132 6,817 6,908 8 112 118 46 496 442 55 570 585 4 25 37 327 25,706 20, 973 558 27, 959 25,068 19 282 269 387 4, 459 5,827 338 3, 820 5, 065 27 286 376 158 1,147 1,747 189 1,283 1,955 4 5 22 268 7, 440 7, 422 591 12, 758 14,380 21 543 414 276 3,851 4,328 279 4, 073 5, 287 168 1,310 1,495 19 840 726 141 4,158 5,808 4 21 36 596 18, 981 20, 527 641 19,596 21, 632 33 487 832 14 1,421 1,307 15 797 1,285 4 186 185 94 1,098 1,358 110 1,241 1,644 12 81 261 162 1, 192 1, 473 208 1,866 2, 484 46 221 331 175 2, 144 2,371 171 1,872 2,556 7 105 122 402 8, 955 9,778 369 7, 456 8,804 87 1,355 1,442 9 263 300 36 1,566 1,819 27 215 212 34 360 418 3 26 24 168 2, 788 3, 331 183 3,081 4,325 23 742 867 103 2,251 2, 351 202 5, 390 6, 257 31 203 203 37 681 699 147 2, 653 3,288 6 42 63 272 4, 856 5, 707 305 6, 485 7,812 13 162 141 19 190 186 45 592 691 4 16 17 4 17 19 9 52 70 2 46 52 2 50 50 1 11 g 1 1 2 2 38 34 8 547 486 12 1, 524 1, 059 13 2,152 1, 494 1 21 16 12 220 264 11 224 183 1 3 4 1 PUBLIC HIGH SCHOOLS 1075 'pursuing certain studies in 1927-28 — Continued Civil government, United States Community government Sociology State Schools reporting Boys Girls Schools reporting Boys Girls Schools reporting Boys Girls 11 12 13 14 15 16 17 18 19 20 4, 961 90,406 102, 091 7,217 187, 430 200, 480 2,920 35,909 41,208 72 1,026 1, 152 150 3, 304 3,985 63 659 874 Ala. 27 494 577 19 473 452 11 89 74 Ariz. 47 508 628 145 2,085 2, 484 63 623 746 Ark. 197 7, 763 8,117 176 5, 989 6,043 84 3, 571 3,813 Calif. 52 630 749 68 1,307 1,458 58 1,608 1, 737 Colo. 19 443 622 57 2, 453 3, 067 10 125 161 Conn. 8 59 101 4 173 246 3 27 48 Del. 8 212 361 3 139 180 D. C. 56 1, 055 1, 435 81 2,727 2,873 43 316 444 Fla. 42 688 732 153 2,613 2,991 1 2 5 Ga. 44 421 483 37 514 566 74 684 721 Idaho. 323 6, 742 7, 322 378 10, 255 11,084 56 795 658 Ill. 364 4, 849 5,255 259 4,097 4,008 109 1,022 1,030 Ind. 283 3, 528 4,268 242 4, 512 5, 014 310 2.715 2,987 Iowa. 335 4, 391 5,087 246 4,434 4,810 207 1,989 2, 154 Kans. 88 829 1,057 158 1,765 2,443 85 580 748 Ky. 82 1,168 1,269 96 1, 475 1,069 2 19 136 1 La. 36 630 659 87 1,166 1,341 6 58 97 Me. 42 1, 119 1,785 77 2, 364 2, 726 10 83 141 Md. 66 2, 471 2,061 169 8,482 8, 755 7 210 174 Mass. 195 2,704 3, 108 274 5, 472 5, 876 79 1,273 1,440 Mich. 55 1,782 2, 077 76 3, 346 3, 637 156 2,055 2, 873 Minn. 80 521 661 109 986 1,172 10 62 72 Miss. 130 1,913 2,268 407 6, 840 7, 877 90 1, 241 1, 282 Mo. 70 697 965 63 574 696 90 665 752 Mont. 159 1, 524 2,041 190 2, 577 2, 750 54 530 717 Nebr. 5 29 37 14 147 140 6 27 19 Nev. 24 1,015 1,149 24 710 516 16 123 244 N. H. 23 969 1, 231 92 10, 438 10,231 8 241 271 N. J. 30 j 264 260 23 209 238 21 152 152 N. Mex. 83 2, 452 2,318 563 40, 892 41,313 6 129 702 N. Y. 83 i 1, 135 1,488 358 6, 632 7, 972 5 65 101 N. C. 96 ! 568 905 125 1,067 1,358 70 370 565 N. Dak. 352 i 7,624 8,669 413 7,894 8, 078 245 3, 371 3, 539 Ohio. 92 1, 136 1,279 107 1,335 1,556 149 1,267 1,483 Okla. 96 2,513 2, 521 62 675 788 58 434 421 Oreg. 382 11,621 12, 308 498 16, 012 16, 339 93 2,444 2,902 Pa. 7 483 446 8 359 470 R. I. 41 415 486 77 943 1,107 1 16 10 S. C. 119 1,024 1,444 108 1,001 1,117 153 1,053 1,293 S. Dak. 77 920 1, 224 171 2, 241 2,347 2 21 38 Tenn. 206 2, 950 3, 306 133 2,296 2,550 18 577 680 Tex. 11 670 577 34 933 946 26 1 601 616 Utah. 10 155 95 35 439 508 7 108 103 Vt. 108 1, 483 2,234 84 1, 197 1,622 27 278 386 Va. 94 1,773 2,009 85 2,170 2,365 78 1,094 1,012 Wash. 52 1,003 1,134 143 2,859 3, 454 73 912 1,069 W. Va. 74 1,790 1,818 301 6, 399 7, 395 158 1,451 1,548 Wis. 16 247 313 35 460 467 19 | 174 170 Wyo. 2 13 23 7 33 32 1 5 3 Alaska. 19 21 1 8 16 C. Z. 1 5 2 Guam. 3 38 36 13 866 690 2 64 62 Hawaii. 5 733 395 8 679 667 P. I. 8 198 198 7 74 92 . 1 3 16 P. R. V. I. 1076 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of public high school pupils State Economics Problems of democracy Industrial history Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United States.. . 4, 970 71, 367 75,668 890 13, 974 16, 226 81 2,270 3,052 57 502 723 7 60 93 22 438 438 2 19 20 69 670 855 26 166 219 California _ 169 3, 556 3, 566 12 223 253 6 110 122 54 582 890 4 55 27 Connecticut . . . 32 413 664 10 245 416 1 126 220 9 50 100 1 8 16 5 227 216 29 314 379 1 7 11 23 178 342 83 759 722 Illinois . . 418 4,746 4,512 28 199 269 8 319 524 Indiana _ 318 3, 371 3, 395 5 87 91 2 42 92 Iowa . . . 459 5,095 6, 045 4 21 43 3 31 40 212 1, 704 1, 650 3 92 114 Kentucky _ _ ... 88 617 874 28 199 269 2 113 46 11 298 255 28 397 371 1 23 14 Maryland _ . . . 14 237 316 27 330 479 1 26 38 Massachusetts _ ... 90 1,996 2,062 13 321 299 4 662 183 Michigan _ — . 255 3,413 3, 127 8 74 121 Minnesota _ .. _ 95 1,642 2,075 139 1,451 2,200 4 24 36 Mississippi _ _ _. _ 129 871 1,007 3 36 27 Missouri . 84 1,209 1, 110 116 1,609 1, 715 Montana _ . . _ 92 711 786 16 151 183 12 183 140 Nebraska. _ . . _ _ 97 1, 170 1, 270 14 175 153 Nevada . 3 17 10 New Hampshire . . 37 427 540 2 29 28 20 17 655 New Jersey. __ . 78 1, 670 1,991 40 2,323 2, 509 3 66 203 New Mexico. . . . . 19 140 131 New York . . 182 12,654 12,096 4 114 76 1 135 275 North Carolina 23 194 332 North Dakota _ 77 412 803 94 559 832 Ohio _ 287 3, 856 3, 979 48 424 503 5 126 160 Oklahoma _ _ 149 1,260 1,437 19 224 181 1 31 80 Oregon . 80 741 648 4 25 29 Pennsylvania . _ 195 4, 782 5, 129 167 3, 974 4, 122 6 237 222 Rhode Island. _ _ _ 5 136 189 South Carolina.. _ 28 231 344 South Dakota _ 150 945 1,044 1 8 13 1 11 12 Tennessee . . . . 67 520 877 1 21 25 Texas _ _ _ 168 2, 177 2, 554 Utah _ 22 572 559 Vermont _ 14 73 107 1 21 14 Virginia . 19 158 302 24 362 542 Washington... . . 114 1,613 1, 351 4 67 43 1 11 4 West Virginia _ 64 958 937 7 163 145 Wisconsin _ _ _ 226 2, 483 2,414 5 107 126 Wyoming. . . . 21 182 144 1 2 6 Outlying parts of the United States Alaska . . 3 18 10 Canal Zone. _ 2 24 35 Guam _ Hawaii _ 1 26 6 Philippine Islands 13 1, 196 416 Porto Rico. . 1 25 39 Virgin Islands. .. PUBLIC HIGH SCHOOLS 1077 pursuing certain studies in 1927-28 — Continued Commercial law Commercial geography Business English State Schools reporting Boys Girls Schools reporting Boys Girls Schools reporting Boys Girls 11 1? 13 14 15 16 17 18 19 20 2,985 37, 211 39,223 3,820 61,290 78, 956 299 5,113 9, 166 70 785 892 107 1,421 1,656 Ala. 12 117 63 6 131 182 1 86 86 Ariz. 14 171 141 49 462 494 Ark. 100 1,989 1, 577 67 1,815 2,793 23 601 1,124 Calif. 27 306 247 27 *320 338 6 61 109 Colo. 31 460 776 19 532 857 2 30 75 Conn. 2 26 48 4 73 147 Del. 5 251 278 5 387 714 D. C. 15 195 177 9 220 265 4 49 109 Fla. 9 190 150 4 54 150 1 28 110 Ga. 25 209 177 18 213 195 4 29 39 Idaho. 279 3. 401 2.823 394 6,000 7,830 10 714 1, 255 Ill. 56 718 537 133 1,755 1,609 17 214 581 Ind. 274 2,655 2. 615 219 2,545 2. 998 13 178 387 Iowa. 158 1, 367 1, 107 135 1, 443 1, 326 8 61 115 Kans. 19 168 262 67 543 1, 039 1 9 21 Ky. 216 98 125 1,878 1,334 La. 30 343 448 41 641 757 Me. 9 95 207 9 224 344 Md. 92 1,760 2, 364 123 4, 012 6, 790 3 86 110 Mass. 134 1,648 1,905 127 1,791 2,629 12 558 727 Mich. 115 1, 475 1,598 163 1,826 2, 494 3 132 29 Minn. 8 98 97 37 235 309 3 33 32 Miss. 53 762 671 85 1,419 1,603 9 149 187 Mo. 48 345 375 59 577 648 2 11 8 Mont. 87 874 82fr 55 684 732 8 69 92 Nebr. 3 27 11 3 30 15 2 17 24 Nev. 15 138 270 34 1,790 702 N. H. 89 1,354 1,931 78 1,885 3,757 2 34 40 N. J. 16 108 97 8 94 86 1 3 7 N. Mex. 187 3, 836 3,465 273 8.015 10.600 37 585 1,088 N. Y. 8 81 90 86 883 1,089 1 20 27 N. C. 98 560 675 68 338 551 2 22 19 N. Dak. 188 2,545 2,752 286 4, 154 5,571 37 505 1,006 Ohio. 108 858 877 163 1, 599 1, 811 23 180 290 Okla. 25 431 320 36 474 508 2 34 85 Oreg. 191 2, 189 3, 715 195 3, 872 5,523 25 145 474 Pa. 11 161 165 9 172 260 1 8 8 R. I. 4 41 20 17 137 182 S. C. 89 600 632 52 437 471 4 148 24 S. Dak. 39 368 361 65 652 711 1 5 41 Tenn. 50 783 748 51 730 604 Tex. 13 336 233 3 34 46 1 8 29 Utah. 11 63 83 7 71 75 1 13 12 Vt. 8 139 172 9 196 283 3 49 113 Va. 90 1, 087 1,222 74 1,233 1,649 23 207 584 Wash. 16 231 287 62 698 817 2 15 30 W. Va. 37 562 592 138 2,442 3,162 1 17 69 Wis. 10 89 52 16 153 250 Wyo. 1 J 3 19 21 1 Alaska. 1 15 6 2 27 51 C. Z. Guam. 1 15 11 1 5 54 68 2 22 28 Hawaii. 2 94 21 2 112 26 P. I. 4 22 4 | 1 10 4 P R V. I.' 1078 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of 'public high school pupils State Commercial arithmetic Bookkeeping Shoithand Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls 1 2 3 4 S 6 7 8* 9 10 Continental United States.. . . 4,859 82, 621 118,668 5,806 113, 701 195, 437 4,277 47,641 203, 990 Alabama . .. . _ 75 1,194 1,462 66 870 1, 356 11 252 1, 143 Arizona... . .. . _ 15 246 246 34 340 393 34 77 701 Arkansas. . . 46 388 398 26 422 367 22 162 862 California _ _ 105 2, 570 2,783 284 6,202 10,901 272 1, 132 11,401 Colorado _ 41 514 737 . 103 929 1, 397 77 275 1,637 Connecticut _ 43 992 1,586 64 2,497 4, 303 62 724 3, 491 Delaware _ .. 8 123 239 4 92 111 4 9 197 District of Columbia. .. . 11 593 1,015 14 636 887 8 472 1,339 Florida . . ... ... 27 320 370 31 513 571 38 270 898 Georgia - - - - 30 446 804 23 693 1, 144 17 368 1,296 Idaho. . . 47 565 573 70 562 707 51 211 899 Illinois . . . . . 395 5, 300 8, 919 420 6, 145 10, 273 318 2, 623 19,961 Indiana. ... ... _ _ 298 4,299 4,992 213 2, 264 4, 394 171 908 5, 949 Iowa. _ _ _ 168 2,084 2,650 335 4,006 5, 267 150 1,433 4,743 Kansas _ _ 229 2,757 2,740 314 2,776 3,640 172 887 3,002 Kentucky _ 49 521 1, 194 33 426 916 32 245 957 Louisiana _ . „ _ 161 3,089 3, 794 50 1, 339 1,338 41 552 1, 123 Maine _ . _ 80 1, 188 1,459 83 1,111 2,201 67 378 1,600 Maryland ... ... _ 29 697 1,536 43 1, 155 2, 828 40 637 2,616 Massachusetts . ... _ 159 4, 642 7,612 188 8, 404 15, 894 172 3, 116 13, 596 Michigan. . . ... 207 3,532 5, 626 282 4,865 11,402 209 1,540 10, 801 Minnesota - 42 591 1,289 180 2,283 4, 450 138 1,257 5,473 Mississippi. . . . . 50 372 435 38 445 471 28 242 499 Missouri.. ... _ 65 860 908 193 2,267 3,241 108 778 3,818 Montana .. . ... ... 57 536 630 88 718 1,027 72 379 1, 362 Nebraska- ... _ 78 1,314 1,671 189 1,927 2,686 96 669 2, 436 Nevada. .. ... . ... .. . 9 87 65 16 59 85 17 60 150 New Hampshire _ 50 648 1, 294 53 737 1,921 45 311 1, 551 New Jersey ... .. . 127 4,796 8, 109 147 5,633 9, 502 127 1, 625 9,250 New Mexico _ _ 28 209 211 35 172 219 31 84 433 New Y ork . . . 354 8, 081 10, 454 296 22,006 38, 270 273 10, 566 31,049 North Carolina. _ _ .. 62 970 1,077 36 461 712 40 199 759 North Dakota ...... ... 40 202 282 90 609 885 36 138 484 Ohio _ _ 416 6,928 10, 146 352 5, 426 10,536 228 2, 441 12,652 Oklahoma... . . 62 790 803 88 1,137 1,4.53 62 325 1,638 Oregon... . . . 38 715 1,072 122 1,202 1, 972 85 295 2.429 Pennsylvania _ _ . 310 6, 433 11,781 351 9, 232 18, 550 284 5,886 15. 639 Rhode Island. . . ... 11 481 1, 143 15 828 1,473 12 164 1.302 South Carolina _ ... . 17 266 264 20 539 413 15 138 366 South Dakota. _ _ 85 601 676 89 754 953 49 166 1, 106 Tennessee _ _ _ 39 433 576 28 444 700 22 160 939 Texas _ _ . 90 1, 305 1,078 122 1,927 1,893 91 754 3, 141 Utah.... . . . . 19 409 292 27 612 708 17 226 958 Vermont . . . 17 225 267 25 233 358 21 156 327 Virginia . . . . 140 2, 304 3,294 29 768 1,458 32 1, 445 5,027 Washington _ _ _ 114 2,082 3,006 164 2,310 3,908 126 808 3, 681 West Virginia . . . 68 1,076 1,488 59 965 1,281 44 357 1,412 Wisconsin. . . 222 3, 596 5,286 241 3,508 5,683 181 1,608 7, 404 Wyoming . . 26 251 336 33 252 339 29 133 493 Outlying parts of the United. States Alaska _ _ 5 12 14 4 21 24 6 15 43 Canal Zone . . 2 22 44 1 24 1 10 45 Guam _ 1 6 o 1 6 0 Hawaii _ _ _ 6 115 99 8 181 123 4 68 98 Philippine Islands . . 2 173 30 2 185 20 2 183 57 Porto Rico . . . . 10 239 250 7 153 117 9 199 176 Virgin Islands.. . 1 5 3 1 5 3 PUBLIC HIGH SCHOOLS 1079 'pursuing certain studies in 1927—28 — Continued Typewriting Salesmanship Spelling State Schools reporting Boys Girls Schools reporting Boys Girls Schools reporting Boys Girls 11 12 13 14 15 16 17 18 19 20 5,724 127, 955 311,424 241 4,983 4,989 157 4,038 6, 732 18 470 1,457 1 27 7 3 230 383 Ala. 44 890 1,923 1 27 4 1 5 21 Ariz. 29 486 960 2 26 29 1 13 6 Ark. 361 10, 925 28, 612 37 1,050 820 5 45 129 Calif. 132 2,006 3,768 5 57 65 4 53 117 Colo. 71 3,267 5, 575 138 137 Conn. 5 ' 106 285 1 12 18 1 28 138 Del. 14 749 2, 160 1 5 27 D. C. 43 780 1,544 1 20 9 1 15 33 Fla. 24 766 1,991 5 36 181 Ga. 85 1,227 2,018 6 40 65 Idaho. 374 7,052 25, 625 24 645 708 Ill. 211 2; 862 8, 383 9 142 129 6 95 310 Ind. 232 3,591 7, 051 11 207 118 8 69 130 Iowa. 305 4,241 7,002 5 128 90 15 233 246 Kans. 43 605 984 2 91 10 7 ' 137 245 Ky. 44 790 1,432 1 0 30 La. 67 732 2, 012 2 40 105 Me. 47 1, 227 4,008 1 0 33 Md. 189 6,085 19, 017 17 490 501 1 35 35 Mass. 295 5,900 18, 340 10 164 318 Mich. 159 2,321 7,586 6 57 111 2 219 127 Minn. 37 484 606 Miss. 165 3, 005 6,785 Mo. 112 1, 075 2,205 12 91 137 5 80 111 Mont. 166 3, 139 5,089 6 126 148 5 141 209 Nebr. 20 157 246 1 7 7 Nev. 48 544 2,014 5 140 0 N. H. 136 5,632 12, 372 2 66 74 7 244 330 N. J. 46 386 719 4 56 37 N. Mex. 315 20,204 44,936 2 32 101 N. Y. 43 613 1, 154 N. C. 109 566 1, 149 2 53 63 N. Dak. 292 5,002 16,647 20 391 466 1 6 Ohio. 98 1,900 3, 445 3 48 24 4 336 389 Okla. 158 1, 997 4,987 2 113 227 Oreg. 310 9,797 21,788 19 271 313 16 716 1,259 Pa. 15 800 2,209 1 18 20 R. I. 14 182 285 2 46 92 S. C. 90 937 1, 667 5 45 43 S. Dak. 27 411 1, 138 1 10 8 10 182 252 Tenn. 144 3, 048 5, 290 2 44 69 Tex. 31 1,279 2, 195 3 116 24 Utah. 24 288 412 Vt. 36 864 2,390 1 6 25 Va. 208 3, 965 7,602 3 75 111 19 362 663 Wash. 62 1,075 2,234 4 39 43 3 103 212 W. Va 188 3,006 9, 149 9 161 226 8 301 585 Wis. 38 521 978 1 17 11 Wyo. 10 49 79 Alaska. 1 19 60 C. Z. Guam. 11 502 518 Hawaii. 3 337 75 P. 1. 9 375 232 P. R. V. I. 1080 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of 'public high school pupils State Penmanship Elementary business training Office practice Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls < 2 3 4 5 6 7 8 9 10 Continental United States. 270 7, 476 14, 171 1,290 32, 193 54,436 1,119 9,318 31, 530 Alabama . . . .. . 3 230 383 8 133 210 4 14 15 Arizona . . 2 71 101 3 10 46 5 10 23 Arkansas . . 1 12 6 4 88 121 2 2 8 12 234 187 141 4,798 7, 775 127 598 2, 480 Colorado.. _ _ 5 57 127 11 161 187 14 30 124 Connecticut _ _ 1 154 349 28 898 1, 397 23 85 447 Delaware. . . 1 28 138 2 123 298 2 10 52 District of Columbia _ 5 126 236 4 140 151 3 132 136 Florida. _ _ _ 10 308 279 9 29 91 Georgia _ _ _ 6 333 522 7 40 147 Idaho . . . 5 33 51 8 102 136 10 31 92 Illinois. _ 23 892 2, 010 64 902 4,553 Indiana _ _ _ _ 13 218 588 26 356 1, 036 36 77 502 Iowa _ 6 200 208 23 508 871 23 102 360 Kansas _ _ 46 557 625 14 160 203 19 43 174 Kentucky _ 6 147 241 8 60 432 9 46 136 Louisiana _ 1 0 288 2 0 195 Maine _ 2 44 111 10 74 158 21 147 287 Maryland... _ _ 11 273 382 12 219 398 Massachusetts _ 18 920 2, 142 86 2, 459 4, 255 75 1,090 3, 323 Michigan _ 69 1, 125 1,697 61 384 1, 157 Minnesota _ 6 246 492 61 785 1, 106 25 no 747 Mississippi _ 8 65 150 4 14 33 Missouri.. _ ... 17 487 625 21 303 768 Montana _ 3 50 67 8 128 162 5 13 68 Nebraska . . 6 284 476 22 587 933 24 180 366 Nevada _ 1 7 20 New Hampshire . . . 11 121 204 29 108 347 New Jersey.. . . 19 843 1, 407 45 1,397 2, 192 70 731 1,688 New Mexico _ 1 7 5 1 7 19 New York _ _ ... 1 27 8 212 3,996 6, 650 47 965 4,845 North Carolina ... . ... 6 68 117 5 31 90 North Dakota _ _ . 2 50 22 1 1 66 Ohio _ _ 5 222 813 78 1, 606 3,598 68 684 1, 198 Oklahoma. _ _ 9 367 367 6 1,945 2, 136 14 38 159 Oregon _ _ 1 96 210 9 130 300 17 45 190 Pennsylvania _ _ 31 873 2, 103 164 4,912 9, 045 130 1,328 3,455 Rhode Island.. _ _ 2 29 59 9 445 1, 194 7 150 541 South Carolina . . 5 54 91 1 4 6 South Dakota _ 4 13 28 5 11 24 Tennessee.. . . . 1 22 11 3 42 38 5 22 91 Texas.. _ _ 2 18 10 9 205 270 14 74 194 Utah _ 2 98 80 3 70 82 5 8 104 Vermont. . . 2 33 41 1 8 7 6 16 45 Virginia . . 2 11 32 13 279 489 7 79 207 Washington . . . 35 731 1, 310 14 273 408 32 143 709 West Virginia _ _ . 6 180 294 18 204 356 11 34 177 Wisconsin . . 8 301 585 57 1,236 1,906 32 209 681 Wyoming. . . 9 79 142 6 26 31 Outlying parts of the United, States Alaska.. . . Canal Zone . . 2 0 6 Hawaii _ 7 255 227 5 41 27 Philippine Islands _ 1 97 23 2 57 15 Porto Rico... . 1 63 67 3 73 70 Virgin Islands . . PUBLIC HIGH SCHOOLS 1081 pursuing certain studies in 1927-28 — Continued Vocal music Instrumental music Music studies State Schools reporting Boys Girls Schools reporting Boys Girls Schools reporting Boys Girls 11 12 13 14 15 16 17 18 19 20 4, 949 252, 360 354, 418 3,935 77, 492 55, 256 444 5,113 9,606 18 634 1,293 86 622 1,309 Ala. 36 788 1,155 25 658 208 2 0 12 Ariz. 37 382 704 61 297 616 1 0 7 Ark. 318 16, 333 20, 867 324 11,062 7,364 74 1, 187 1,776 Calif. 88 1,908 3,412 56 1, 157 675 5 77 189 Colo. 47 2,886 4, 069 16 356 129 3 99 97 Conn. 3 82 165 3 56 14 Del. 13 3,509 4, 796 4 159 67 D. C. 38 11990 2,699 35 443 352 1 181 185 Fla. 23 1,529 3, 097 90 262 1,278 Ga. 58 ' 991 1,760 47 648 467 3 21 26 Idaho. 241 15, 533 20, 164 171 6, 735 3,011 47 549 954 Ill. 346 3,487 3, 100 252 3, 851 3, 026 16 363 522 Ind. 265 6, 610 10, 519 185 3,113 2,945 6 68 112 Iowa. 290 5, 368 7,940 187 2,693 2, 517 17 70 138 Kans. 72 1, 284 2,743 78 472 955 Ky. 8 ' 103 '431 17 211 180 . . La. 39 1, 559 3,083 20 327 208 Me. 81 5,591 9, 831 15 230 191 Md. 201 17,412 24, 152 87 2, 179 1, 133 14 90 461 Mass. 192 5,933 10, 666 156 5,299 3, 226 17 97 226 Mich. 102 6, 535 9, 342 77 1, 724 984 7 158 277 Minn. 43 490 837 92 255 1, 127 Miss. 171 6,734 9, 996 115 1,981 1,280 13 67 143 Mo. 36 262 924 27 426 402 Mont. 135 3, 469 5,951 84 1, 379 986 3 41 86 Nebr. 13 234 280 11 73 77 Nev. 43 4, 607 5, 006 13 427 194 5 34 ■ 50 N. H. 112 7, 117 9, 308 63 1, 567 783 20 329 915 N. J. 25 293 455 16 135 107 N. Mex. 230 57, 517 67,644 143 4,583 2, 152 98 522 1, 649 N. Y. 53 1,238 2, 131 125 472 1,965 3 73 130 N. C. 58 799 1,643 39 365 327 11 81 138 N. Dak. 430 25,511 31,784 322 6, 569 3, 220 8 38 139 Ohio. 104 2, 415 3,888 73 1,062 861 19 111 231 Okla. 45 938 1,994 77 874 604 1 0 4 Oreg. 379 21, 537 39, 813 200 6, 040 3, 523 20 514 622 Pa. 14 2,008 1,957 10 204 146 R. I. 14 228 422 26 101 427 S. C. 68 895 1,997 55 646 506 3 18 31 S. Dak. 32 1,330 2,237 57 288 774 Term. 67 1,685 3,318 76 1,013 1,243 Tex. 42 2,702 2, 487 33 917 347 3 61 80 Utah. 14 419 638 6 42 30 1 0 8 Vt. 31 1,576 2,265 46 333 634 1 67 75 Va. 107 2,780 1,942 88 944 333 11 102 150 Wash. 68 1,955 3, 323 39 539 481 5 73 88 W. Va. 78 2,800 5,238 87 3, 393 1,638 5 22 77 Wis. 21 374 952 20 310 234 1 0 8 Wyo. 4 16 67 4 51 io 1 23 7 Alaska. 1 30 35 1 6 5 C. Z. 6 274 255 1 135 65 Hawaii. 2 102 139 2 30 0 P. I. 2 120 116 3 10 21 P. R. 1 3 4 V. I. 1082 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of 'public high school pupils State Art and drawing Mechanical drawing Manual training Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United States _ 2,712 147, 284 185, 769 3,033 192, 063 7, 553 4, 512 207, 781 3, 183 Alabama _ _ _ 27 272 691 14 1, 201 26 68 1, 303 7 Arizona _ . - 14 129 455 24 829 36 28 1,489 5 Arkansas- _ _ ... 9 457 157 8 249 23 22 706 0 California _ _ 347 10, 541 13,982 319 16,804 696 225 17, 299 205 Colorado _ . .. ... 37 957 1, 471 37 838 44 82 2,484 71 Connecticut - - 38 1, 449 2,565 40 2,748 30 22 1, 127 82 Delaware _ _ 1 39 75 2 288 0 4 359 0 District of Columbia.. . - 16 2,241 2, 997 9 565 13 5 628 0 Florida. _ _ _ 18 1,541 1, 789 24 953 13 32 2, 464 12 Georgia . . . . ... 11 701 639 11 864 8 19 2,177 3 Idaho _ _ _ 7 52 112 14 338 4 43 1,044 10 Illinois . . . 95 8,887 12, 070 205 21, 958 326 237 14, 979 135 Indiana _ _ _ 202 3,009 3,889 120 5,864 69 276 8, 174 35 Iowa . . 43 1,049 1,535 138 4, 237 72 533 9,717 39 Kansas _ 39 495 698 119 2, 552 67 376 7,852 26 Kentucky . . . . . 17 353 1,016 16 1,267 49 40 1,989 5 Louisiana. _ _ 10 350 790 6 62 7 9 592 0 Maine _ _ 12 429 441 16 744 33 25 1,022 0 Maryland.. . _ 119 2,800 3,780 30 4,057 0 49 4,377 0 Massachusetts . . . . 203 6, 770 12, 857 180 14, 784 380 105 6, 971 191 Michigan _ _ _ 86 2,781 3, 442 149 8, 928 146 154 8, 483 117 Minnesota . 47 2, 479 3,410 113 4, 765 166 158 6, 797 69 Mississippi. . . . 7 43 73 3 119 0 13 309 0 Missouri... - - - - 44 1,117 2, 356 59 2, 647 1,298 75 4, 137 32 Montana. _ . .... _ 14 209 460 23 757 5 34 820 2 Nebraska _ _ _ _ 14 284 626 38 1,660 33 154 3, 472 38 Nevada. ... .. _ _ 4 22 46 6 64 0 6 104 0 New Hampshire ... . 20 631 799 21 1,341 37 21 1,700 1 New Jersey . . . 130 5, 839 10, 418 115 10, 145 182 99 10, 710 160 New Mexico .. . _ 6 10 53 9 117 21 23 532 0 New York _ _ ... 377 59,383 55, 056 200 19,092 2,116 85 6,719 260 North Carolina. _ . 8 73 90 12 313 12 24 1,237 4 North Dakota. ... . . 10 55 174 29 318 80 37 616 24 Ohio _ _ 132 4, 766 8, 376 229 14,570 471 502 18, 409 172 Oklahoma .. . . 27 596 1, 126 46 1, 733 35 76 4, 141 16 Oregon _ _ _ 14 548 1,676 37 2,731 44 53 1,840 12 Pennsylvania _ 285 17, 835 24,266 227 ; 21,001 348 193 21, 078 37 Rhode Island _ 17 1, 259 1,526 11 1,361 11 6 602 0 South Carolina. _ _ 4 69 133 5 223 7 9 571 0 South Dakota _ 20 84 370 35 866 11 59 1,059 14 Tennessee _ . ... 9 225 348 17 991 93 28 1,500 0 Texas _ _ 29 741 1,307 73 4,300 107 97 5, 645 267 Utah _ _ _ 16 646 777 15 534 12 30 2,284 0 Vermont... . . . 6 52 179 6 1 87 0 11 223 0 Virginia. _ _ 16 1, 371 1,609 15 1,027 34 27 1,960 3 Washington.. _ 41 1,557 2, 276 80 4,286 72 154 6,903 69 West Virginia . 21 653 942 26 981 35 54 2, 078 20 Wisconsin _ _ _ 38 1,332 1,693 90 5,570 276 107 6, 352 1,032 Wyoming... _ 5 67 153 12 334 5 23 747 8 OiUlying parts of the United States Alaska.. . . 2 9 7 6 84 0 Canal Zone. 2 54 1 Guam Hawaii . . . 4 47 226 u 398 2 6 513 0 Philippine Islands . . 1 74 114 i 13 26 1 74 114 Porto Rico ii 424 0 9 401 0 Virgin Islands . i 3 0 1 5 0 PUBLIC HIGH SCHOOLS 1083 'pursuing certain studies in 1927-28 — Continued Woodwork Metal work Vocational occupations State Schools reporting Boys Girls Schools reporting Boys Schools reporting Boys Girls 11 12 13 14 15 16 17 18 19 730 55, 720 131 484 37, 580 1,694 41,096 36, 471 1 248 0 1 44 59 1,116 1,826 Alabama. 3 57 7 2 55 8 282 236 Arizona. 4 84 0 1 11 65 977 1,152 Arkansas. 116 7, 092 19 96 4,737 45 2,430 1,483 California. 7 398 0 3 309 14 245 238 Colorado. 9 728 0 9 566 8 699 449 Connecticut. 1 24 12 Delaware. 4 253 0 5 293 District of Columbia. 5 255 0 2 131 9 596 185 Florida. 11 47 0 1 50 3 174 5 Georgia. 3 108 0 12 144 165 Idaho. 22 4, 500 0 22 4, 311 33 1,174 1,456 Illinois. 32 6, 337 7 17 1,041 177 3, 627 2, 726 Indiana. 22 782 1 8 240 152 2,084 2,115 Iowa. 23 711 17 7 231 24 676 330 Kansas. 4 132 0 1 58 73 860 924 Kentucky. 2 155 207 Louisiana. 2 65 0 2 68 111 104 Maine. 3 675 0 6 1, 149 12 585 820 Maryland. 43 3, 843 0 27 3,111 25 1, 692 2,248 Massachusetts. 32 1,533 0 28 1, 364 50 1,324 1,229 Michigan. 39 2,152 19 18 873 27 497 541 Minnesota. 2 15 0 6 141 142 Mississippi. 20 829 2 12 679 195 3,385 3, 709 Missouri. 3 376 0 3 140 40 756 747 Montana. 11 563 0 5' 378 30 804 685 Nebraska. 1 8 0 Nevada. 33 774 0 32 714 New Hampshire. 22 2,111 14 6 369 9 499 538 New Jersey. 1 76 0 1 27 7 144 126 New Mexico. 49 7,429 0 38 6,813 17 2,735 1,066 New York. 3 103 0 1 12 8 232 128 North Carolina. 3 46 1 1 11 66 627 659 North Dakota. 47 3, 364 0 40 2,227 219 3, 707 2,996 Ohio. 5 268 23 3 117 4 337 187 Oklahoma. 7 633 0 6 1,928 14 463 489 Oregon. 59 4, 777 0 34 3,612 79 3, 322 2,562 Pennsylvania. 4 471 0 7 410 4 344 266 Rhode Island. 1 82 0 1 10 8 364 0 South Carolina. 4 200 7 1 11 17 192 131 South Dakota. 2 94 0 8 197 142 Tennessee. 6 243 0 12 574 469 Texas. 4 293 0 4 323 2 70 34 Utah. 3 85 69 Vermont. 2 192 0 4 82 10 Virginia. 24 1,200 2 12 503 13 216 193 Washington. 11 394 12 5 173 95 1,634 1,925 West Virginia. 22 1,187 0 16 472 12 567 616 Wisconsin. 15 . 139 131 Wyoming. 1 9 8 Alaska. Canal Zone. Guam. 4 126 0 4 192 5 685 45 Hawaii. 3 275 315 Philippine Islands. 2 34 0 1 13 8 Porto Rico. Virgin Islands. 1084 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of public high school pupils State Printing Journalism Dramatic art Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls Schools report¬ ing Boys Girls 1 2 3 4 5 6 7 8 9 10 Continental United States. 386 19, 599 969 230 3,112 3, 527 534 18,819 19, 297 1 37 0 5 162 248 Arizona... . . 3 63 3 1 11 4 5 36 89 1 132 0 3 3 6 California. . . . . 76 3, 873 195 45 685 610 82 1,900 2,437 Colorado _ 7 334 27 9 58 106 8 65 152 7 415 0 3 40 147 1 10 15 District of Columbia _ 5 187 2 1 16 14 1 30 44 Florida - - - 6 330 0 5 50 60 5 73 105 3 7 30 Idaho _ _ _ 4 73 44 5 45 80 Illinois . . 18 2,151 111 10 378 450 19 218 579 Indiana . . 14 680 7 12 177 177 5 42 95 Iowa . . 9 566 21 12 175 163 4 9 112 Kansas. . 15 95 200 18 137 156 10 95 200 4 28 54 2 0 131 1 164 0 5 982 1, 195 2 83 0 2 208 0 Massachusetts _ 33 2,052 13 6 379 530 Michigan _ _ 25 768 22 12 164 198 18 566 676 Minnesota _ 13 369 24 2 33 74 11 319 397 Mississippi _ _ _ 1 70 0 1 0 2 Missouri. - - 7 431 28 6 103 92 11 391 1,073 Montana _ 6 46 71 2 17 32 Nebraska _ _ 6 312 3 7 69 9 136 296 Nevada _ _ _ _ 1 4 6 New Hampshire _ 16 149 0 1 24 6 New Jersey. _ _ 14 833 43 1 9 16 3 45 81 New Mexico _ 1 32 0 1 12 12 1 3 15 New York _ _ 18 303 5 9 93 61 250 12,204 8, 833 North Carolina 2 18 34 North Dakota. 1 17 0 1 5 Ohio... . . . . 30 1, 383 147 13 140 180 12 308 532 Oklahoma . . 4 175 16 5 57 84 2 20 29 Oregon. _ _ _ 1 253 0 1 9 8 2 15 27 Pennsylvania . . 24 2,192 7 7 84 122 7 318 376 Rhode Island _ 4 123 0 South Carolina 1 10 15 South Dakota _ 4 36 68 1 4 6 Tennessee 1 59 0 1 10 23 Texas _ _ _ 2 80 29 5 112 151 4 38 68 Utah _ _ 1 14 10 7 55 215 Vermont. _ Virginia _ _ 3 113 0 1 10 14 2 21 74 Washington . . 2 111 3 10 154 207 11 146 211 West Virginia _ 2 168 2 6 49 67 2 33 21 Wisconsin.. . 10 278 46 6 66 98 1 6 12 Wyoming _ _ _ 1 7 9 4 74 120 1 Outlying parts of the United States Alaska Canal Zone Guam Hawaii 3 49 26 2 41 30 Philippine Islands Pnrt.n Rien Virgin Islands PUBLIC HIGH SCHOOLS 1085 pursuing certain studies in 1927-28 — Continued Public speaking Physical education Military drill Schools reporting Boys Girls Schools reporting Boys Girls Schools reporting Boys State 11 12 13 14 15 16 17 18 19 757 14, 624 16, 212 1, 032 211, 882 223, 501 250 47, 080 1 8 1 18 719 1, 416 3 748 Alabama. 4 25 44 16 996 1,509 4 1, 135 Arizona. 1 23 11 3 449 464 3 53 Arkansas. 46 1, 047 838 107 21, 092 23, 011 36 6,825 California. 15 283 242 17 1,594 1, 690 5 329 Colorado. 1 166 508 12 2,958 3, 445 Connecticut. 3 869 994 Delaware. District of Columbia. 1 30 31 3 1, 503 1,543 11 2,655 160 7 365 361 15 1,488 1,644 2 Florida. 8 116 1, 800 9 2, 383 Georgia. 16 146 217 7 140 304 1 170 Idaho. 46 887 1,000 54 24, 673 21, 743 20 3, 164 1,282 Illinois. 35 401 382 51 5, 352 5,509 7 Indiana. 51 761 699 55 3, 920 4, 521 7 1,019 Iowa. 24 177 190 33 3,429 3,766 3, 381 Kansas. 9 75 87 13 1, 628 3 791 Kentucky. 2 472 Louisiana. Maine. 1 134 145 4 310 578 2 415 1 14 5 9 980 1,098 12, 601 Maryland. Massachusetts. 5 667 652 49 8, 277 35 13, 797 45 1,292 1, 327 41 11, 750 12, 285 13 1,273 Michigan. 16 207 268 34 4, 210 5, 383 1 18 Minnesota. 3 62 146 1 7 Mississippi. 23 260 299 72 7,486 9,240 15 1,938 Missouri. 16 166 180 7 585 826 Montana. 29 251 291 25 3,245 170 3, 613 175 Nebraska. 4 Nevada. New Hampshire. New Jersey. New Mexico. 1 183 217 1 190 164 9 354 386 41 12, 213 191 12, 768 434 59 71 3 30 666 735 39 37, 561 404 28, 462 New York. 3 56 114 6 417 1 20 North Carolina. 10 69 85 28 922 1, 380 3 30 North Dakota. 59 1,021 1, 125 591 50 10,239 12,007 5 277 Ohio. 53 550 12 3,030 3, 197 Oklahoma. 11 100 78 9 832 891 Oregon. Pennsylvania. Rhode Island. 21 1, 771 2, 067 63 24, 416 23,311 445 1 47 43 2 408 1 3 12 1 239 South Carolina. 53 302 363 3 112 168 1 10 South Dakota. 3 205 306 7 890 1, 173 8 1,099 Tennessee. 35 679 801 14 1, 611 3, 339 15 3, 175 Texas. 10 247 325 19 1,581 1,946 4 1, 603 Utah. Vermont. 14 1,310 3, 187 1, 671 2,798 6 721 Virginia. Washington. 23 199 303 13 1 66 11 237 280 21 1,687 2,280 3 44 West Virginia. Wisconsin. 20 470 525 16 2,566 2,867 22 1,187 4 24 19 5 538 611 2 447 Wyoming 1 2 2 Alaska. Canal Zone. Guam. 3 48 30 1 499 Hawaii. 3 510 505 8 4,058 147 Philippine Islands. Porto Rico. 1 3 10 2 56 130 1 Virgin Islands. 115044°— 30 - 69 1086 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 62. — Number of public high school pupils Home management Home nursing Pattern making Electricity State Schools report¬ ing Boys Girls Schools report¬ ing Girls Schools report¬ ing Boys Schools report¬ ing Boys 1 3 3 4 5 6 7 8 9 10 Continental United States. 347 14 10, 130 162 6, 915 72 5, 642 229 16,536 Alabama . . . 1 30 1 0 33 1 12 47 2 2,415 49 18 1,343 28 4 211 48 3,071 46 3 3 2 2 4 0 65 2 25 1 19 2 35 Delaware . _ District of Columbia. _ 3 202 1 106 Florida _ 1 74 3 88 1 0 16 1 47 Idaho . . 1 0 30 4 57 18 0 420 6 324 6 959 13 2,533 293 12 0 169 22 333 5 Iowa _ . _ 10 0 194 4 70 1 17 1 12 6 o 109 5 173 71 Kentucky _ _ _ _ 1 6 1 11 0 269 2 18 1 56 Maryland . . . . 5 0 461 1 152 4 580 Massachusetts _ _ 15 0 411 7 265 3 654 14 885 Michigan _ _ 9 0 227 4 130 5 318 6 875 Minnesota.. . . _ 8 0 147 5 87 3 167 16 915 Mississippi . . . Missouri _ _ _ 4 0 135 1 11 3 59 Montana _ . 3 0 48 1 80 Nebraska _ _ 15 0 221 2 33 1 18 4 339 Nevada _ _ _ New Hampshire 56 0 862 2 39 19 595 g 152 New Jersey _ _ 4 0 332 6 655 4 256 New Mexico _ 1 0 29 1 21 1 20 New York _ _ _ _ 29 0 1,361 34 11 1,509 7 1,737 22 1, 148 North Carolina . . . 1 0 North Dakota .. . . 1 0 21 2 60 Ohio _ _ 10 0 182 4 88 9 336 11 789 Oklahoma _ _ _ 1 0 156 3 213 Oregon . . 5 0 130 1 200 1 383 Pennsylvania . . . . 33 0 815 23 658 4 115 30 2,509 203 Rhode Island _ _ 2 0 24 2 79 4 South Carolina _ 1 9 30 South Dakota _ 1 0 15 5 41 Tennessee _ _ Texas _ 9 0 109 21 630 1 24 Utah . . 9 0 253 1' 32 2 97 Vermont . . . 1 9 Virginia... . . . 1 0 8 1 190 Washington _ _ 5 0 166 2 56 5 242 West Virginia . . 3 0 142 1 43 Wisconsin.. . . 2 0 42 2 45 3 75 W yoming _ 1 10 Outlying parts of the United States Guam . Hawaii . . . 2 0 85 Philippine Islands . . . 1 0 54 1 19 Porto Rico . O 38 i PUBLIC HIGH SCHOOLS 1087 pursuing certain studies in 1927-28 — Continued Auto mechanics Vocational related subjects 1 Geography State Schools reporting Boys Girls Schools reporting Boys Girls Schools reporting Boys Girls 11 12 13 14 15 16 17 18 19 20 277 13, 677 14 441 14, 969 6, 179 270 4,063 4, 727 2 130 0 1 Ala. 3 73 0 1 23 0 Ariz. 2 107 0 3 70 114 Ark. 86 4,072 11 92 3,882 1, 267 Calif. 5 205 0 6 33 41 1 35 24 Colo. 2 37 1 Conn. 1 190 0 Del. 1 55 0 ° D C. 1 24 0 5 211 263 Fla. 1 29 0 1 0 165 Ga. 32 112 1 7 16 Idaho. 19 1,591 0 12 1,094 0 2 62 48 Bl. 18 955 0 24 618 247 5 157 154 Ind. 4 186 0 17 150 184 12 83 240 Iowa. 6 271 0 5 64 40 2 4 37 Kans. 1 14 0 Ky. La. 1 64 0 1 59 0 1 11 7 Me. 1 59 0 1 24 23 Md. 8 501 0 29 1, 383 621 1 7 6 Mass. 19 975 0 12 597 27 5 89 58 Mich. 15 433 2 18 189 805 6 448 533 Minn. 1 51 0 Miss. 3 "93 0 3 71 0 79 712 754 Mo. 2 60 0 Mont. 7 343 0 21 123 275 13 98 177 Nebr. 1 6 0 Nev. 4 92 0 4 235 0 N. H. 1 9 0 8 97 237 1 4 7 N. J. 1 76 0 2 14 16 N. Mex. 13 622 0 19 2,421 611 21 350 318 N. Y. 1 13 0 1 8 0 1 4 14 N. C. 26 174 134 20 86 122 N. Dak. 7 500 0 37 668 147 14 233 338 Ohio. 5 167 0 3 424 488 1 64 153 Okla. 1 12 0 6 500 22 26 234 196 Oreg. 7 369 0 38 1, 325 152 6 390 358 Pa. 1 5 0 R. I. S. C. 2 34 0 6 9 76 1 97 37 S. Dak. 3 108 0 Tenn. 2 526 0 4 37 46 Tex. 4 227 0 9 228 281 2 61 40 Utah. 2 9 0 1 11 0 Vt. 1 61 87 Va. 5 258 0 17 113 327 1 15 16 Wash. 10 90 116 W. Va. 12 347 0 3 38 0 27 369 329 Wis. 3 69 0 2 46 0 Wyo. Guam. 2 32 0 2 52 123 Hawaii P. I. P. R. 1088 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 63. — Number of secondary students pursuing special subjects, 1928-29 Subject and States Schools report¬ ing Enrollment Subject and States Schools report¬ ing Enrollment Boys Girls Boys Girls * 2 3 4 * 2 3 4 Bohemian: Bible and religion— Con. Illinois. . . 2 216 108 Minnesota . . 1 0 170 Npbrft^k a 3 27 27 General language: New York _ 3 30 29 California. _ _ 3 127 103 North Carolina _ 1 4 141 220 Florida. _ 1 12 9 North Dakota _ 7 36 42 Missouri. _ 1 10 19 Ohio . . 11 74 120 1 14 14 Oklahoma . . . 1 55 74 4 61 43 South Dakota _ _ 4 17 39 Utah 1 53 60 Total _ 10 224 188 Virginia _ _ 8 72 128 Wpct Virgin g 165 293 Greek: h cot v ugmia.. - 4 26 9 Total . . . 107 1,321 2, 156 Illinois _ 1 15 5 Current history: 1 5 17 Kansas... _ _ 2 21 16 Maine. . _ _ _ 3 10 12 New Jersey _ 1 34 14 1 10 0 Oregon _ 1 10 11 ??5 3 36 51 Total. . . . 4 65 41 Missouri _ _ 1 1 0 Latin American history: 4 18 11 Illinois _ 1 31 0 g 76 164 Kentucky _ _ . 1 31 0 Ohio. ... _ _ 1 25 27 Ohio _ _ 1 19 10 5 206 86 Oklahoma _ . _ 1 54 27 Rhode Island 1 80 51 Washington _ _ 1 6 11 Total . . . 4 135 37 Total . . 44 928 586 Local history: A rkansas 2 16 17 Hebrew: California _ 9 242 209 Illinois _ _ _ 1 85 90 District of Columbia - 1 20 28 Massachusetts _ 1 53 27 Indiana _ _ _ _ 2 29 19 At issnnri 3 15 30 Total. . . 2 138 117 New Mexico _ _ _ 4 17 32 Ohio 3 23 27 Italian: Oklahoma _ . . . 1 49 31 California _ 6 279 417 Texas _ _ _ _ 2 31 22 Connecticut— . . 2 92 29 Utah.. . . . . 1 48 28 Michigan . 1 4 2 Washington.. _ . .. 1 22 7 New Jersey _ 4 372 194 West Virginia. . 1 14 15 Npw York 7 741 359 Pennsylvania .. 1 7 5 Total _ 29 526 465 IVllUUc A ole* 11 Cl - oO 10 Mythology: Total... 22 1,531 1,021 Pennsylvania _ 1 10 21 Norse: Negro history: Minnesota 8 208 337 Kentucky. 1 16 10 North Dakota _ 8 31 58 Mississippi _ _ _ 2 16 22 North 1 14 47 Total 16 239 395 Total 4 46 79 Pnl i'pVi • 1 Ulloll . Illinois . . . i 18 15 Accounting: Yrizona 2 3 10 Swedish: District of Columbia _ 1 12 27 Illinois _ i 29 30 Illinois _ _ _ 3 34 130 Minnesota _ 5 234 153 Louisiana _ 1 0 73 Maryland 1 23 70 Total _ 6 263 183 Massachusetts . . . 3 40 45 M iehigan 3 19 40 Bible and religion: Minnesota . . . 1 12 4 Alabama 1 20 0 New York 4 178 101 Arkansas _ 1 2 14 Ohio _ _ 1 12 7 Colorado. 1 4 24 Pennsylvania . . . 16 136 118 DpUiu’iirA o 21 g L'Cld W di c _ Illinois. _ L 1 8 . 10 Total. . . . 35 469 625 Ind iana _ _ _ _ _ _ Oc 90‘1 Iowa. . . . Z.) 19 loO 222 zyo 322 Advertising: Kansas _ _ _ 4 25 50 California _ 12 279 96 Kentucky _ 1 8 10 Colorado _ _ _ _ 1 8 2 Michigan . . 1 166 222 Connecticut . . 2 33 2 PUBLIC HIGH SCHOOLS 1089 Table 63. — Number of secondary students pursuing special subjects , 1928-29 — Con Subject and States Schools report¬ ing Enrollment Subject and States Schools report¬ ing Enrollment Boys Girls Boys Girls A 3 3 4 • 2 3 4 Advertising — Continued Machine calculation: 1 1 California . . 17 150 645 2 22 21 Connecticut _ 1 54 272 1 13 17 Illinois 11 166 906 5 162 95 Indiana _ 1 5 24 1 38 46 Iowa _ _ _ 1 5 31 1 2 34 Massachusetts _ _ 2 16 23 6 193 86 Michigan . 2 62 99 1 ' 7 g Minnesota 1 0 19 North Dakota _ 1 2 1 Missouri. _ 1 4 3 Ohio - _ _ . 4 63 62 New York. . _ 6 108 389 1 21 23 Pennsylvania. . 5 44 80 Texas. . _ _ ... 2 35 57 Utah. _ _ _ ... 2 37 73 Washington _ 1 8 5 Virginia _ .. 1 2 9 Total. . . . 42 891 556 Total _ 51 653 2,573 Banking: Multigraphing: 1 3 8 Minnesota _ 1 0 18 3 68 29 Connecticut _ _ 1 6 20 Secretarial work: District of Columbia _ 1 2 8 New Jersey _ _ 2 9 53 1 20 12 Ohio _ 2 1 126 1 0 109 Pennsylvania 2 4 24 3 59 23 Rhode Island _ 1 i 4 Total _ _ _ 6 14 203 Total-. . . 12 159 213 Cafeteria management: California 3 o 141 Business management: Indiana _ _ 3 4 34 Arkansas 1 14 8 Massachusetts 1 o 7 Colorado. _ _ _ 2 42 55 New York 1 o 3 Connecticut _ 2 110 4 Pennsylvania 1 o 17 Indiana. _ ... 1 11 10 Washington _ _ 2 o 17 3 73 31 Kansas _ . .. _ 1 10 Total.. .. 11 4 219 AT aine 1 3 27 Massachusetts . _ _ 3 28 65 Dyeing: Montana _ _ _ . 1 37 59 New York _ _ 1 25 0 Npw Jersey 2 75 113 North Dakota _ .. 1 15 6 Interior decorating: Ohio _ _ _ _ 3 121 62 California _ _ 7 92 188 Pennsylvania . . _ 4 36 73 Indiana _ _ 1 4 7 Rhode Island 1 18 29 Kansas 5 2 102 South Carolina . . 1 52 0 New Jersey . 2 5 74 Tennessee 1 16 2 New Mexico 1 0 27 York 3 o 49 Total _ 28 661 551 North Carolina. 1 u 7 13 XTnrth n oa Commercial art: UI til lyaKUtd - Ohio _ i 1 u 32 30 California _ _ 13 233 299 Oklahoma 1 0 25 District of Columbia _ 1 29 47 Pennsylvania.. .... . 5 0 117 Florida . _ 1 87 93 West Virginia 1 o g Indiana 6 93 83 Wisconsin 6 0 56 Kansas 1 2 2 Kentucky. .. . 3 0 89 Total 35 142 725 M flssaeh \ 1 set ts 3 35 48 Michigan _ 30 571 1,440 Laundry: Missouri _ 1 0 7 A rkansas 1 o 25 Montana. 2 0 11 Massachusetts 1 o 30 New Jersey . . 1 15 0 Oregon 1 o 550 New York _ 20 741 1 1 1, 388 | Pennsylvania 18 o 288 Ohio 2 25 9 Texas _ 1 121 77 Total 21 o 893 W a.sh i n gtnn 1 19 o Wisconsin _ 1 18 35 Millinery: Wyoming _ _ 1 1 8 California 29 o 2,325 Georgia 2 o 72 Total _ _ _ 88 1,990 3,636 Illinois _ 3 0 208 Indiana 2 o 94 Duplicating: Louisiana _ 1 0 350 California _ 3 38 1 Massachusetts 14 o 778 New York. _ _ 1 0 16 Minnesota 1 o 38 Npw Jersey 2 o 31 Total . . . 4 38 17 New York 13 o 987 Ohio.. . 3 0 195 1090 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 63. — Number of secondary students pursuing special subjects, 1928—29 — Con. Subject and States Schools report¬ ing Enrollment Boys Girls > 2 3 4 Millinery — Continued. Oregon _ _ 1 0 140 Pennsylvania.. .. .. . 4 0 284 Rhode Island _ . _ 3 0 355 South Carolina. . . 1 0 106 Utah _ 2 0 53 Virginia. _ _ 1 0 9 Washington _ _ . 3 0 54 Total _ 85 0 6,009 Forestry: California... . . 1 1 17 New York _ 1 17 8 Pennsylvania - 6 73 0 Total _ 8 91 25 Gardening and landscape: California . . .. . 2 18 23 Massachusetts - 1 18 0 Total . . 3 36 23 Horticulture and fruits: Arkansas _ . 1 20 18 California _ _ ... . 8 247 33 Indiana - - 4 71 0 Massachusetts. . 3 98 20 Michigan . 6 58 9 Ohio - 2 36 3 Pennsylvania - . 4 54 0 Virginia _ ... _ 1 25 0 Washington _ 1 8 0 Total - . 30 617 83 Aviation: Illinois _ 1 32 0 Basketry: California _ _ 1 0 88 Mississippi _ ... .. 1 0 14 New Jersey. . . . 1 0 10 Pennsylvania... _ 2 0 21 Total . . . 5 0 133 Bricklaying: Mississippi _ _ ... 1 11 0 New York - 1 72 0 Nebraska - - 1 4 0 Ohio... _ _ 1 19 0 South Carolina _ _ 1 24 0 Total. . . 5 130 0 Brickmaking: Mississippi . 1 14 0 Broom making: Tennessee _ _ 1 48 0 Building trades: Illinois _ _ _ 3 79 0 Clay modeling: Colorado _ . 2 98 187 Connecticut... . . 1 1 15 Total . . . . 3 99 202 Subject and States Schools report¬ ing Enrollment Boys Girls * 2 3 4 Bookbinding: California _ _ 2 111 43 Michigan _ 1 1 0 Minnesota _ _ 1 38 16 New Hampshire _ 2 26 0 Total _ _ 6 176 59 Cement work: Kansas _ _ 1 13 0 Stonework: Indiana - - - 1 170 0 Jewelry: Arizona . . 1 40 15 California _ 5 93 97 Colorado . . 2 61 31 District of Columbia _ 1 2 74 Indiana . . . . 2 39 53 Michigan . . . 1 1 6 New York _ _ 2 9 16 Ohio - 1 10 2 Pennsylvania . . 1 0 106 Washington . . 1 14 8 Total _ _ 17 269 408 Highways: North Carolina - 1 15 35 Home decorating: Minnesota - 1 0 16 Home mechanics: Connecticut . . . 1 42 0 Massachusetts . . 1 0 31 New Hampshire. _ 1 18 0 Total _ 3 60 31 House planning: Indiana . . . 2 0 60 Leather work: Colorado.. . 1 2 4 Mechanics: Maryland . 1 697 0 Plastering: New York . . — - . 1 63 0 Pottery: California . . 1 0 20 Minnesota _ _ 1 32 175 Pennsylvania _ 1 0 76 West Virginia . 1 62 62 Total . 4 94 333 Plumbing: California... _ _ 2 10 0 New York . . . 2 102 0 Ohio _ 1 16 0 Oregon _ _ _ _ _ 1 136 0 Total . . . 6 264 0 Rug weaving: Mississippi - - 1 0 12 PUBLIC HIGH SCHOOLS 1091 Table 63. — Number of secondary students pursuing special subjects, 1928-29 — Con. Subject and States Schools report¬ ing Enrollment Subject and States Schools report¬ ing Enrollment Boys Girls Boys Girls 1 2 3 4 1 2 3 4 Shoe repairing: 1 24 0 Survey ing—C ontinued . Massachusetts _ 1 153 0 New \ ork - 2 81 6 0 Shop management: Pennsylvania _ 1 0 1 27 0 California _ 2 62 0 Total. . . 12 421 0 1 19 o Auditorium: Indiana Total 4 108 0 1 111 309 Telegraphy: 1 16 44 ! Library: California 31 41 335 1 3 0 5 200 Textile shop: Georgia. . . Indiana _ _ 165 I 21 0 Kansas.. _ _ _ . 1 2 2 Massachusetts _ _ 261 472 Maryland- _ . 1 149 143 New York _ _ _ 3 203 0 Michigan 10 21 104 Minnesota - - — 3 2 25 12 Total _ 11 485 472 Montana _ _ 2 7 N ebraska - 49 0 55 575 Upholstering: Colorado _ New York _ _ _ 1 1 62 0 Oklahoma 1 7 18 Oklahoma . _ _ 1 11 0 Oregon 1 1 7 3 12 3 136 3 Total . . . 2 73 0 Pennsylvania - Washington . . . 1 Wisconsin g 270 248 Weaving: Illinois _ .. . 1 0 84 Total 66 729 1,868 2 18 1 3 Michigan _ _ 1 6 School management: A rtansas Minnesota _ _ 1 8 6 1 7 10 Nebraska _ ... . 2 8 13 Indiana. . _ _ _ 2 3 34 New York.. ..... . 2 0 174 Iowa 16 10 198 Kansas - — 10 11 96 TTotftl 9 35 286 Total 29 31 338 Astronomy: California _ _ . 3 38 151 Special methods of teaching: Arkansas _ Colorado _ 3 71 70 2 4 13 Idaho _ _ _ _ 1 10 4 Idaho. . _ 2 20 14 Illinois _ 3 70 23 Iowa 13 11 139 Indiana 2 26 12 0 Kentucky. ..... ... 1 3 Total . . 17 35 166 Maine 1 4 5 Massachusetts .. _ _ 5 111 236 Ethics: Michigan _ 3 100 99 Florida 1 6 3 Minnesota _ _ 1 24 7 Idaho 1 0 25 New Hampshire. . _ 1 32 2 Michigan _ 2 14 25 New Jersey. . . . 1 47 60 Ohio 1 13 21 New York. . _ _ 1 7 1 Oregon _ _ 2 25 31 Ohio 6 126 111 South Dakota 1 14 37 Pennsylvania _ 1 129 0 West Virginia _ 2 51 58 TTtfih 1 19 6 4 Vermont _ _ 2 4 Total . . . 10 123 200 Washington 3 45 26 Etiquette: Oklahoma Total 39 868 815 1 24 44 Dfpgnn 1 0 200 Bacteriology: California _ _ _ 1 8 8 Total . . 2 24 244 Connecticut 1 1 o 13 7 Character study: Indiana _ _ Kansas . 5 0 62 71 Pennsylvania . 1 15 2 Newspaper: Minnesota _ Total 4 13 43 4 105 113 Meteorology: North Dakota _ 13 14 Story writing: Colorado . . 1 15 1 1 Architectural drawing: Arkansas _ _ Surveying: Arizona 1 17 0 1 8 0 California . . . 3 468 1 California . . . . 3 77 0 District of Columbia _ 1 55 1 District of Columbia _ 1 36 0 Florida. . . 1 9 0 Kentucky 2 43 0 Illinois _ 5 1, 563 62 0 Maryland . 1 17 0 Indiana _ _ 2 11 1092 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 63. — Number of secondary students pursuing special subjects, 1928-29 — Con. Subject and States Schools report¬ ing Enrollment Subject and States Schools report¬ ing Enrollment Boys Girls Boys Girls 1 2 3 4 1 2 3 4 Architectural drawing— Con. 2 30 0 Photography: California _ _ 4 158 21 1 22 0 Minnesota _ 1 0 9 Massachusetts _ . 3 145 0 New York _ .. 1 5 0 IVTiohicyfin 4 5 93 1 19 o iviiLiugaii — - - Minnesota _ 106 19 Total . . . . 6 163 30 Nebraska 1 1 New Jersey . _ . . 70 0 Picture projection: California _ New Mexico .. 1 21 3 1 11 0 New York 8 1 515 14 0 0 North Carolina _ Sculpture: California . . Oklahoma 1 56 7 ‘ 4 9 ( )['C£[OIl 1 1 69 o Tennessee _ 17 0 Foreign relations: Washington _ _ _ Washington _ 1 1 17 12 0 19 1 6 6 Wisconsin First aid: Minnesota . . . Total _ 45 3, 380 62 1 127 147 Mpw Tpr^pv 17 1, 181 1, 531 Art study: Massachusetts _ i>CVY O Cl OC J - 7 261 472 Total . . . - 18 1, 308 1,678 3 27 46 i ciiuoj a v aiiia - - — - Lip reading: Illinois Total 10 288 518 3 16 32 CHAPTER XXV STATISTICS OF PRIVATE HIGH SCHOOLS AND ACADEMIES, 1927-28 Statistics of 2,448 private high schools and academies for the school year 1927-28 are contained in this report. The principal items tabulated are: Instructors; pupils; graduates; volumes in libraries; value of grounds, buildings, and contents; student enrollments by subject; and data in detail for each school having 1 00 or more second¬ ary pupils. Reports were received from 2,350 schools in 1926 and from 2,448 in 1928. These schools reported 18,025 instructors and 248,076 secondary pupils in 1926, and 20,333 instructors and 269,249 secondary pupils in 1928. The number of pupils graduated increased from 40,715 to 46,189 during this 2-year period. No material change is noted in the percentage distribution of pupils among the four high- school years since 1926, although changes have taken place since 1920 and earlier years. In 1920, 36.1 per cent of the enrollment were in the first year, and 16.6 per cent in the fourth year. In 1928, 31.5 per cent were in the first year, and 19.6 per cent in the fourth year. This reduction in the proportion of pupils in the first year, and the increase in the fourth year indicate better conditions con¬ cerning promotions, and an increase in the holding power of the schools. Expansion of the junior-college idea may also be a factor, since 11,200 pupils were registered for work beyond the fourth high-school year. While the number of schools reporting has increased but 200, or 8.9 per cent over the number reporting in 1 91 5, the number of second¬ ary pupils enrolled has increased 73.6 per cent, the number in the fourth year increased 88.7 per cent, and the number of graduates increased 107.3 per cent. This indicates the tendency to larger schools, rather than more schools. The number of colored pupils of secondary grade is smaller for 1928 than for 1920, or for any year since 1920, although it represents an increase of 30 per cent over 1915. Military drill was given to 15,006 boys in 1926, and to 16,528 in 1928. The greatest number of boys in military drill in schools of this type was reported for 1918, when 31,532 boys received military training. Practically all of these private schools are organized on the regular 4-year basis, and only a very few reported either junior or senior departments or divisions. No attempt is made, therefore, to compile statistics for reorganized schools or to report them separately from other schools. 1093 1094 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 1. — Review of statistics of private high schools and academies , 1890 to 1928 Items 1890 1895 1900 1905 1910 1915 1920 1926 1928 Schools reporting . . 1, 632 2, 180 1,978 1, 627 1,781 2,248 2,093 2, 350 2,448 Instructors: Men _ _ _ 3, 272 3, 991 4, 275 4,065 4, 512 5,776 5, 698 6, 929 7,866 Women _ 3,937 4,568 5,842 5,785 6,634 8, 250 9,248 11,096 12, 467 Total . 7,209 8, 569 10,117 9, 850 11, 146 14,026 14, 946 18, 025 20,333 Secondary students: Boys... . 47, 534 57, 354 55, 734 51, 778 55, 474 73,208 84,222 114,617 128,596 Girls . . 47, 397 60, 993 55,063 55,429 61,926 81,836 99, 931 133, 459 140, 653 Total . 94,931 118,347 110,797 107, 207 117,400 155,044 184, 153 248, 076 269, 249 Colored students, included above: Boys . _ 1, 110 990 1,013 1,408 2, 222 3, 185 3, 104 2, 595 Girls. . . 2; 233 1, 400 1, 761 2, 480 4,316 6, 341 7,157 5,707 Total. . 3, 343 2, 390 2,774 3,888 6,538 9, 526 10,261 8,302 Graduates: Boys. _ 6,052 6,226 6,268 6, 876 10,419 10,590 18,208 21,047 Girls.. . 5,908 5,990 6, 601 7,533 11, 866 13, 576 22, 507 25, 142 Total . 8, 070 11,960 12, 216 12,869 14, 409 22, 285 24, 166 40, 715 46, 189 Military drill: Schools having it _ 113 205 105 116 Students in it _ 6, 237 8,900 8, 919 8, 836 24,056 15,006 16,528 Schools: For boys only _ 327 348 451 385 416 467 For girls only _ 508 511 799 728 812 808 Coeducational _ 792 922 998 980 1, 122 1, 173 Enrollment in: Boys’ schools _ 23, 780 26,838 39,543 47, 925 63, 050 74, 954 78, 775 Girls’ schools. . . 1 _ 27, 438 28,317 46, 945 55, 658 76, 323 Coeducational schools _ 55, 989 62, 245 68, 556 80, 570 108, 703 115, 520 Secondary teachers to a school _ _ _ 4.4 3.9 5.1 6.1 6.3 6.2 7.1 7.7 8.3 Secondary students to a school.. . . . 58.2 54.0 56.0 65.9 65.9 70.0 88.0 105.6 110.0 Secondary students to a teacher _ _ _ 13.2 14.0 i0.9 10.8 10.5 11.1 12.3 13.8 13.2 Libraries: Schools reporting _ 1, 361 1, 372 1,381 1,222 1, 577 1,801 2,209 2,245 Volumes (in thousands) . 961 1, 498 1,734 2,360 1,976 2,817 3, 622 4, 920 5,771 Average number of vol¬ umes per school _ 1, 101 1,264 1,709 1, 617 1, 786 2,011 2,227 2,570 Table 2. — Distribution of students in private high schools and academies, 1907- 1928 1 1907 1910 1915 1920 1926 1928 Unclassified students: Boys . . _ 4, 724 6,048 4, 334 6,291 3,435 5,004 Girls.. . . Total . . . . . 10, 772 10, 625 8,439 Students in first year: Boys _ _ _ _ _ 11,008 10, 848 17, 880 19, 895 37, 775 35.2 23,745 26, 921 27, 499 33, 409 34,641 38, 769 39,639 42, 547 Girls . . . . . Total . 21,856 33.1 50,666 34.4 61,358 2 36.1 73,410 2 32.2 82, 186 >31.5 Percent... . . Students in second year: Boys . . _ 9,223 8, 387 13, 851 1 5, 285 18, 622 20, 474 21, 265 24,384 27. 833 31,388 32,626 35, 649 Girls . . . . . Total... . . . 17, 610 26.5 29, 136 27. 1 39,096 26.6 45, 649 » 26.8 59,221 26.0 68,275 26.2 Per cent _ _ 1 No data collected prior to 1907. 1 Per cent of students classified as first, second, third, and fourth year students. PRIVATE HIGH SCHOOLS AND ACADEMIES 1095 Table 2. — Distribution of students in private high schools and academies, 1907- 1 928 — Continued 1907 1910 1915 1920 1626 1928 Students in third year: 7,787 7, 050 10, 812 11,881 14, 227 15, 997 16, 355 18, 850 23, 030 26, 611 28, 362 30,846 Girls.... Total __ _ _ _ 14, 837 22.4 22, 693 21.2 30, 224 20.6 35, 205 * 20.5 49,641 21.8 59, 208 22.7 Per cent 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 24,534 26, 607 Girls . . . . . . . Total _ _ 11,966 18.0 17, 674 16.5 27, 108 18.4 28, 189 1 16.6 45, 608 20.0 51, 141 19.6 Per cent . . Students above fourth year: Bovs _ 1,440 1,540 3, 553 6, 018 4,535 6,665 Girls . Total _ _ _ 2,980 9,571 11,200 1 * Per cent of students classified as first, second, third, and fourth year students. Table 3. — Review of statistics of private high schools and academies for 5-year periods, 1895-1928 , as to denominational control Denominations 1895 1900 1905 1910 1915 1920 1926 1928 Baptist: Schools... . . . i 109 96 74 74 105 107 92 68 Students... . . 7,424 7,173 6,450 6,983 7,439 10, 903 10, 566 7, 145 Congregational: Schools _ _ 56 51 41 45 31 29 20 15 Students _ _ 2, 882 2,671 2, 402 2,322 2,231 2,348 1, 575 1, 265 Episcopal: Schools _ _ 119 98 91 71 99 91 97 82 Students _ _ 5,552 5,145 5.460 4,788 6, 389 7, 761 8,288 7,310 Friends: Schools _ _ 57 55 46 48 36 28 26 23 Students _ 3,851 3,428 3, 526 2,243 2,444 2,324 2,783 2,571 Latter Day Saints: Schools _ 18 12 2 2 Students _ 4, 765 3, 959 1,564 1, 337 Lutheran: Schools . _ 36 32 28 42 57 47 35 26 Students _ 1,908 2,032 1,819 3,339 3,881 4, 005 3,649 3, 016 Methodist: Schools . . . . 60 65 60 67 77 71 64 71 Students... . . . . 5, 958 5,522 6,328 6,007 6,506 7, 902 9,009 8, 411 Methodist Episcopal South: Schools _ _ _ 51 38 36 25 33 21 18 10 Students . . 3,871 2,863 3, 035 2,281 3,044 2,200 1, 773 933 Presbyterian: Schools. _ _ 102 93 68 67 65 64 65 60 Students _ _ _ 4,654 4, 574 3,511 3, 570 3,734 5,267 5,768 5,405 Roman Catholic: Schools. _ _ _ r. 280 361 389 630 975 976 1, 196 1,345 Students _ _ _ _ 12, 777 15, 872 20, 150 30, 124 56,182 76, 054 131, 436 158, 612 Seventh Day Adventist: Schools.. _ 20 22 31 35 Students.. _ ! 1,834 1,992 2, 979 3, 159 Other denominations: Schools. . . . . 40 56 50 84 70 58 57 52 Students- . . 3,564 4,344 6,575 9,490 5,380 5,305 6,251 5, 623 Total denominational: Schools . . . 910 945 883 1,143 1,586 1,527 1,703 1,789 Students . 52, 441 53, 624 59,256 71, 147 103, 829 130, 019 185, 641 204, 787 Nonsectarian: Schools . . 1,270 1,033 744 638 662 566 647 659 Students . 65,906 57, 173 47, 951 46, 2.53 51, 215 54,134 62, 435 75, 662 Table 4. — Classification of private high schools and academies , instructors , and secondary students according to religious influence or control, 1927-28 1 Enrollment by years to) Above fourth M year g STIAL zo H 5 SUI © IVEY OF EDUCATION, 1926-1928 ©0*050© eo©©-<*«i- cocmco©© © rH -^ ^ © © © © © © »-h o* r-t oo *— < hmn oo co i-H co oo oo Boys QIO^OO ©©co©© © 00 © © 00^^00© oo cm cm cm co © .H rH CM i-H rH CMCMrH GO CM © oo rH In fourth year Girls 3 © co co »-< co gs ^ cm © © cm co © © r- ©Tf nOh co © co co © © CM rH CN^r^COCN -^ ^ ^ © © CM CM GO 00 ^ ^ 00 t'- CO CO rH tH © © © f-T © Boys co ©cccococm t^©©«-*r^ hn«©© ©oo©©oo *^GOt^?o© TPClrHrH (N H 1^ H C5 OJ H N rH CO rH (N O X ^ O 00 00 (N *-h CO f hW In third year Girls ** ©©NT In first year Girls <30 995 23 ■11 112 13 30 5 199 60 603 2 302 33 61 3 264 56 1, 105 84 15 45 970 53 28, 268 0 Boys ©©Tt. 05 rH H CO t>- CM* Boys © rH © © © rH CO © Tf« 00 © © ^ © © © © © ^ «-l © © © rH 00 CO H ©CMTf CO Tf< Secondary instructors Women oocscoeooo -nOMM-g* -H t— < 05 i— 1 e'¬ er Schools N acOHNN ■<* CO lO -* N •— I 00 OO 1— I (N COifHOIN lOOOlQH <® i-l 00 N PJ -h tc -* 00 Religious denomination - Baptist.. . . . . Brethren . . Christian Catholic Apostolic . . . Christian Reformed. . Christian Science . . . Church of Christ . . . . Church of New Jerusalem . Congregational . . . . Disciples of Christ . . . . . Episcopal . . . . . Evangelical Free Church . Friends . . . . . . . . . . Holiness . . . Jewish . . . . . . Latter Day Saints . . . Lutheran . . . Mennonite . . . . Methodist Episcopal . Methodist Episcopal South . . . Moravian . . . . . . . Nazarene. . . . . . Presbyterian . . Reformed Church . Roman Catholic . Schwenkfelder . Seventh Day Adventist . 35 131 161 24 48 436 462 368 430 274 386 Swedish Evangelical Mission Covenant . 2 13 7 13 12 45 50 33 56 42 49 Unitarian . 2 5 8 3 1 21 18 15 10 15 16 United Brethren _ _ _ 25400797875 Universalist _ 1 6 5 0 0 8 15 13 10 11 11 PRIVATE HIGH SCHOOLS AND ACADEMIES 1097 Table 5. — Private high schools and academies — Schools, instructors, students, military drill, and property, 1927—28 1098 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Schools main¬ taining boarding depart¬ ments «© 1,246 Perma¬ nent en¬ dowment funds (thou¬ sands of dollars) 1 75, 376 1,081 43 1,795 6,714 254 170 76 72 3, 986 532 931 182 1, 051 690 1,571 1,228 13, 313 81 897 251 210 Value of scientific appara¬ tus, furniture, etc., (thou¬ sands of dollars) 45, 111 islil s|l|g gsggjs mu o of co rt" ofV r-Tr-T ec0 CO r-T r-T OM'Nh Of r-T of Of >0 "rfWTetf Secondary instructors Wom¬ en 12,467 gasgs g^sss gSS3S IFF Men es 1 7, 866 2838$; Schools report¬ ing N 2,448 ; 2g$2$ ££$$§ gg8£2 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 . PRIVATE HIGH SCHOOLS AND ACADEMIES 1099 8S823 3:2822 ill2! g ill® 8111s §8§§g SI i « jo t*r -r ■ rn- j 12, 001 106 251 574 427 1,393 216 5,414 877 107 2, 140 192 150 3, 131 682 276 150 346 1, 560 225 301 712 451 251 1,047 25 226 983 117 §111! IliSS giSSS SiisS ISS Tro-jH-Ng ooWcTw'-T g^eOr-T® je |S§ ii S j i§ | 11 j j j jef 5 j j j ;Cf ; 415 1, 498 25 illis §1115 I1S1S 18181 IIS (N ** tCr* eo -T ec -h'W 630 3, 219 811 sllsi sslli sills s®§l§ SS§ ~ ®-r ej - to CO Boys CO 12,998 179 11 73 507 51 531 45 140 79 162 20 964 327 137 142 127 149 238 218 932 388 180 152 388 32 Going to other institu¬ tions Total us 7, 133 US00USO500 O to CO lO D- CO to co to ^ « CO O O CO ^ O to CO (N OCSOit^Oi CSQCit^O CO CO CO CO CO »-H ^ c© »-h »“H *h r-< - CO . ooooooooto 05 to cs to iconnn to 1— • to to ^ OCOrHlOCO rH © © C* O'—.©©© Cl Tjl Tf M rH H* rH rH 00 CO rH rH H r-H rH rH 00 CO rH rH CO ' Total number Total Oi 42, 902 616 40 246 2, 216 276 1,280 102 460 225 553 122 3, 121 854 1,127 707 743 557 813 668 2, 532 1,611 1, 220 420 1,451 203 Girls oe 22,986 348 28 156 1,412 164 643 37 252 136 280 88 1,737 367 757 421 517 314 402 315 1, 339 922 738 183 719 138 Boys r- 19, 916 268 12 90 804 U2 637 65 208 89 273 34 1,384 487 370 286 226 243 411 353 1, 193 689 482 237 732 65 Schools report¬ ing CO 2,056 ©^00 ©tJ< tOCOCOOOO* rHOt^^O) © to (N to ^ HiONrnN CO r-H O rH r*l N H CO rH rH CO © CO © ^ ^ 00 00 © » ^ o CO 00 rH iH CO rH - C© CO f'* 00H hNN OO^NOO Tf* CO P'- 1 CS O CO COH CS rjH rH , Schools for boys only Students eo iON(NO 00 'OOCO HlOH -o C* ic^t^^co 1-4 HWK .o cs 1 ^ CO o®©®©coTi<©co^ ’ 3 °> 2 ^ ^ s s sssssiss ss S SSii " $ jftfsss" Si -r^* SSgSislSlllisB '*‘g'38‘ s'a's's'-'^S 2 u* °' 05 CO 00 CSC*» t>- e« s cuo-^ rtlcdoj iO 05 CO 05 iiiis§ii 11 § « 3 111 CO oft'T sss CO*©*©' Is OS©* ^|5 icoo 05 ©©©•© to CO 822 4 18 251 3 1 52 10 5 260 Rhode Island. 12 144 228 3 30 7 2 17 10 1 2 6 South Caro¬ lina. 5 7 54 4 ! 41 44 South Dakota. 29 377 417 12 277 89 3 I 3 5 4 80 3 Tennessee. 18 54 371 35 437 534 7 48 30 1 .16 Texas. 4 64 4 15 46 Utah. 16 347 451 4 9 78 4 70 53 Vermont. 40 1,311 685 20 802 40 6 43 5 2 12 3 Virginia. 19 143 452 14 170 139 6 19 15 1 15 Washington. 6 50 102 6 105 114 2 5 8 West Virginia. 27 440 , 658 9 120 164 19 482 310 4 254 1 Wisconsin. 2 11 10 1 2 1 1 Wyoming. Outlying parts of the U. S. 4 117 300 1 241 Hawaii. 7 92 115 22 1,343 1, 161 1 3 Philippine Is¬ lands. 5 11 113 9 133 424 Porto Rico. 1112 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 11. — Secondary pupils pursuing certain studies in State General mathe¬ matics Arithmetic, ad¬ vanced Algebra, first year Algebra, ad¬ vanced Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls * 2 3 4 5 6 7 8 9 10 11 12 13 Continental United 337 8,959 10, 126 352 2,683 3, 183 2,057 34,709 37, 486 1, 497 23, 158 18, 254 States. Alabama. . 9 22 167 13 82 174 37 434 505 34 361 523 Arizona .... 1 4 4 29 39 3 17 18 Arkansas _ _ _ 2 34 59 2 8 7 19 158 216 13 71 109 California . . 19 503 163 11 70 63 117 1,436 2,060 74 669 460 Colorado . . 2 5 18 1 9 13 154 224 6 19 36 Connecticut _ 10 249 151 7 59 30 48 904 808 45 829 617 Delaware _ . . 2 18 12 6 118 63 5 98 76 District of Columbia _ _ 1 29 2 9 22 356 295 21 203 276 Florida . . . 5 152 76 2 25 2 17 182 193 15 108 121 Georgia . . 10 335 378 13 152 227 28 396 590 28 372 441 Idaho . . . . 10 80 118 4 17 16 Illinois . __ . 13 437 671 7 37 42 107 3, 317 3, 376 61 1,461 632 Indiana _ _ 8 361 302 4 26 98 37 813 664 16 395 193 Iowa _ _ _ 12 177 235 46 229 291 108 739 1, 140 61 420 439 Kansas _ _ 8 101 150 3 29 39 41 439 596 16 80 88 Kentucky . . . 8 200 282 13 54 146 63 657 1,004 48 336 673 Louisiana _ 7 696 148 5 63 120 32 483 468 26 275 374 Maine. _ 11 142 186 6 59 46 40 456 502 37 382 289 Maryland _ _ 3 349 176 6 98 17 28 514 564 24 556 329 Massachusetts . . . 25 1, 049 963 18 122 106 84 1, 553 2,124 73 1, 460 1,431 Michigan . . 8 118 413 3 20 22 74 1,442 1, 820 52 797 1, 036 Minnesota . . . 4 4 111 6 71 53 44 833 935 23 505 176 Mississippi. _ 5 388 94 7 112 74 16 320 250 13 260 175 Missouri _ 3 34 212 3 68 3 58 1, 189 1,433 28 669 290 Montana _ 2 76 14 5 15 42 10 64 227 5 15 42 Nebraska . . 2 33 50 4 17 22 30 179 407 18 74 171 New Hampshire _ 2 5 3 2 7 8 23 492 260 17 442 105 New Jersey.. . . . 17 229 280 17 97 168 75 1,623 1, 049 66 1, 437 770 New Mexico. .. 2 40 16 113 203 11 105 64 New York _ _ 29 760 563 22 137 138 235 5,389 4, 549 171 2,919 1, 972 North Carolina . . 9 212 259 22 255 388 43 518 749 42 529 660 North Dakota . . 3 58 69 6 13 48 16 162 239 3 15 32 Ohio _ _ _ 16 459 1,296 10 102 150 92 2, 140 2,259 67 984 801 Oklahoma. _ _ 5 68 51 3 29 1 33 193 280 12 75 49 Oregon . . 3 102 78 1 7 17 119 235 9 74 53 Pennsylvania . 28 519 901 22 141 230 142 2,518 2,687 128 2,221 2,247 Rhode Island. 4 192 2 21 16 378 302 15 340 245 South Carolina... . _ 5 55 100 11 68 155 17 165 226 16 207 174 South Dakota _ _ 1 38 46 2 25 8 13 116 167 4 23 24 Tennessee _ _ _ 6 175 205 10 101 34 36 591 399 32 1, 117 592 Texas _ _ _ 6 140 246 12 91 61 44 392 636 44 304 513 Utah. . . . . 1 1 6 34 110 4 4 39 Vermont . 7 65 249 2 12 6 15 222 260 15 128 110 Virginia... _ _ 11 559 257 12 134 45 47 982 522 43 1, 156 328 Washington . . 1 24 21 29 435 469 13 100 47 West Virginia . . . 3 17 120 1 25 11 146 157 10 77 154 Wisconsin . . 2 9 102 4 32 36 36 726 1,096 24 445 235 Wyoming . . 2 10 11 2 7 9 Outlying parts of the United States Hawaii . . 2 74 1 26 8 365 153 6 312 96 Philippine Islands . . 6 101 166 29 1,211 632 37 1, 747 1,018 30 1,507 821 Porto Rioe _ _ . 1 80 8 77 114 1 22 5 private high schools and academies 1113 private high schools and academies , 1927 -28 — Continued Geometry, plane Geometry, solid Trigonometry Physics State Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls 14 15 16 17 18 19 20 21 22 23 24 25 26 1, 928 28,241 29,097 655 8, 926 1,671 516 7,896 870 1, 191 15, 476 10,355 Continental United States. 36 365 474 14 142 64 8 78 34 20 255 226 Alabama. 4 29 35 2 4 1 2 2 13 2 Arizona. 17 140 183 3 9 14 1 3 4 18 9 Arkansas. 108 1,187 1, 461 30 356 43 33 410 29 62 624 533 California. 12 109 186 ] 5 2 8 72 70 Colorado. 49 842 640 28 281 44 30 261 52 28 424 204 Connecticut. 5 77 41 5 63 1 4 59 3 5 55 9 Delaware. 23 313 312 8 178 12 9 145 2 11 165 46 District of Columbia. 14 116 156 5 25 5 2 6 8 5 48 63 Florida. 30 357 406 11 146 34 7 111 7 20 189 168 Georgia. 10 53 97 5 21 23 1 2 3 8 19 Idaho. 99 2,606 2,573 6 89 20 18 366 57 77 1,349 967 Illinois. 31 674 448 13 238 21 4 84 21 400 242 Indiana. 90 578j 954 14 115 46 4 19 27 75 449 576 Iowa. 40 377 552 7 59 47 1 20 26 240 189 Kansas. 53 492 712 11 102 22 7 69 38 24 191 216 Kentucky. 30 350 47> 9 220 26 4 61 8 17 224 151 Louisiana. 34 408 262; 20 142 37 14 101 30 18 204 106 Maine. 30 577 522 16 282 21 15 230 21 14 348 82 Maryland. 80 1, 515 1, 791 j 32 466 73 34 547 49 40 714 407 Massachusetts. 66 963 1, 302; 22 246 76 14 139 36 45 722 670 Michigan. 43 791 856! 12 228 59 7 106 1 26 449 172 Minnesota. 15 250 213 8 84 12 3 17 28 9 135 71 Mississippi. 52 983 1, 033! 17 366 38 15 289 7 29 495! 377 Missouri. 11 80 128 3 44 5! 1 30 5 40 62 Montana. 29 121 373 2 9 14 2 11 13 21 87 170 Nebraska. 21 465! 151 13 177 17i 14 189 25 13 262 21 New Hampshire. 69 1, 320 , 724 23 663 9 28 717 35 43 S77 348 New Jersey. 14 95 101 3 11 9 1 4 6 59 19 New Mexico. 217 3, 832 3, 970 69 788 38 69 1,356 67 158 1,987 1,539 New York. 43 412 574 11 109 100 4 48 2 19 134 143 North Carolina. 14 84 105 1 2 4 1 2 5 4 22 39 North Dakota. 88 1, 334 1,503 40 548 122 25 423 47 52 948 474 Offio. 28 116 194 4 28 26 2 15 4 12 53 93 Oklahoma. 18 122 i 179 2 15 12 3 36 18 10 64 69 Oregon. 140 2, 195 2,113 69 1, 195 244 59 1,064 119 91 1, 323 713 Pennsylvania. 15 255 250 8 45 35 6 40 1 13 146 124 Rhode Island. 19 192 211 8 59 21 1 2 6 12 99 74 South Carolina. 12 71 132 2 5 1 6 32 28 South Dakota. 34 511 331 15 218 22 7] 91 4 17 192 53 Tennessee. 43 339 412 18 142 105 19 i 109 45 29 152 217 Texas. 6 18 88 1 3 6 1 1 2 15 10 Utah. 16 134 195 9 72 21 4 38 6 7 76 32 Vermont. 45 1,196 350 25 549 59 19 455 24 24 445 41 1 Virginia. 25 373 386 7 50 4 4 23 2 22 148 220 Washington. 11 142 165 4 60 2 34 4 46 39 West Virginia. 37 675 766 18 263 57 8 86 7 31 473 252 Wisconsin. 2 7 9 1 4 ------ 1 5 Wyoming. Outlying parts of the United States 8 277 121 4 74 2 3 74 2 5 101 9 Hawaii. 33 | 1,507 821 4 31 44 2 57 29 1, 164 514 Philippine Islands. 9 I 15 106 1 8 2 2 23 17 Porto Rico. 1114 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 11. — Secondary pupils pursuing certain studies in State Chemistry General science Physical geog¬ raphy Biology Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls * 2 3 4 5 6 7 8 9 10 11 12 13 Continental United 1,068 13, 877 11, 449 939 11, 240 14,036 259 2, 667 2,381 836 11, 311 13,419 States. Alabama. . . . . 20 195 229 22 174 269 1 17 39 22 190 238 S 24 38 2 18 33 1 3 1 4 10 Arkansas . . . 10 61 121 13 83 113 4 61 49 8 56 69 California _ ... 77 834 1, 067 52 447 459 10 41 56 49 523 514 Colorado. _ 7 41 105 6 32 80 3 22 23 Connecticut _ _ _ 21 317 161 19 404 309 8 105 48 17 200 473 Delaware _ ... 5 50 28 3 95 28 3 3 21 District of Columbia _ ... 12 157 82 8 138 72 1 41 9 125 74 Florida.. . .... 4 39 45 8 98 72 1 8 7 67 95 Georgia . . 18 134 247 26 307 395 5 37 60 20 203 293 Idaho _ 6 29 38 5 50 52 5 28 40 Illinois _ _ _ _ 63 1, 162 803 47 725 885 25 356 204 25 239 409 Indiana _ _ ... . 12 302 66 6 85 41 4 130 63 7 289 63 Iowa _ _ 4 11 61 56 439 535 9 27 66 9 36 133 Kansas _ _ . _ 10 156 205 24 335 378 7 55 69 13 88 116 Kentucky. ... _ _ .. 26 160 227 23 204 301 12 66 172 23 179 269 Louisiana _ . _ _ 20 218 192 19 222 302 8 72 111 12 121 115 Maine _ .. ... 27 334 196 31 287 291 6 56 50 21 173 206 Maryland. ... 17 261 178 17 188 231 3 40 12 201 294 Massachusetts _ ... .. 57 725 1,019 29 328 728 7 294 69 26 262 438 Michigan . . . . . 37 553 699 14 234 251 6 62 67 33 483 819 Minnesota . . . . 33 414 369 27 234 648 4 34 33 22 254 416 Mississippi ... _ _ 11 139 85 12 275 144 3 90 5 68 18 Missouri _ .... _ _ 25 501 223 24 206 404 2 5 8 10 131 156 Montana . 6 47 62 8 31 133 3 33 25 Nebraska _ ... ... 4 16 29 18 95 254 3 13 26 9 70 125 New Hampshire . .. .. 18 356 90 7 90 54 4 61 21 10 150 49 New Jersey _ _ _ _ . 46 807 332 38 600 830 5 37 10 33 592 333 New Mexico .. ... ... . 6 52 71 9 54 160 1 4 2 3 30 12 New York . . 102 1,348 804 54 364 565 25 72 229 164 3, 483 3,566 North Carolina _ .. 21 198 253 39 385 717 14 125 203 35 243 687 North Dakota _ 6 15 78 6 72 99 3 19 28 1 12 6 Ohio _ . 60 946 760 48 1, 129 1, 286 9 113 127 34 577 626 Oklahoma. . . 5 14 24 8 32 79 4 32 12 2 1 17 Oregon.. ... _ 10 77 100 9 48 90 3 16 46 6 31 70 Pennsylvania... .. _ 107 1, 438 894 54 880 932 12 115 44 64 821 1, 181 Rhode Island _ _ 14 116 129 6 121 104 3 3 34 8 271 95 South Carolina _ 9 105 106 12 122 103 7; 57 78 11 140 128 South Dakota. .. ... . ... 4 22 19 9 87 125 l 3 8 1 8 9 Tennessee- . . 16 141 136 22 248 230 6 57 49 14 155 100 Texas _ _ _ 27 203 289 25 182 317 4 16 68 15 75 139 Utah.. 4 19 55 2 32 27 1 1 1 31 Vermont. . . 11 100 79 12 121 137 3 20 51 5 63 95 Virginia.. .. . . . 33 557 164 25 407 247 12 255 62 29 359 279 Washington _ 10 132 79 10 61 113 2 18 3 9 58 West Virginia . . . . 11 92 116 3 23 18 4 32 36 4 52 30 Wisconsin _ _ 23 259 296 22 448 395 6 39 42 19 191 456 Outlying parts of the United States Hawaii . . 5 108 9 / 293 85 6 146 70 Philippine Islands . . 3 66 2 31 1, 125 600 18 403 229 32 1, 370 668 Porto Rico. . . 7 13 73 3 13 54 4 57 43 5 25 65 PRIVATE HIGH SCHOOLS AND ACADEMIES 1115 private high schools and academies , 1927-28 — Continued Botany Zoology Physiology Hygiene and sanitation State Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls 14 15 16 17 18 19 20 21 22 23 24 25 26 191 1, 620 2,929 55 923 1, 096 311 3, 453 4,173 191 3, 424 7,251 Continental United States. 1 23 4 40 47 10 131 241 Alabama. Arizona. 3 14 29 2 6 14 2 8 25 Arkansas. 14 20 142 3 14 16 18 46 209 11 45 159 California. 1 5 2 17 27 2 16 Colorado. 1 35 10 1 1 9 4 30 66 2 54 306 Connecticut. ; Delaware. i 8 3 f 8 District of Columbia. 2 20 21 2 10 40 Florida. 3 24 . 57 4 35 88 4 56 140 Georgia. 3 . 25 3 14 18 Idaho. 20 241 598 13 161 398 29 712 411 7 303 71 Illinois. 8 3 112 5 64 22 Indiana. 2 4 6 15 57 120 1 8 11 Iowa. 9 25 66 1 3 5 11 37 87 3 3 31 Kansas. 2 7 54 2 7 58 9 58 121 5 15 77 Kentucky. 2 36 43 1 19 6 148 41 3 34 30 Louisiana. 6 40 53 1 27 6 60 54 5 56 126 Maine. 2 _ | 18 2 38 38 1 65 30 Maryland. 8 247 274 4 228 230 12 81 680 13 968 Massachusetts. 10 125 203 5 90 88 6 169 130 1 140 Michigan. 6 39 171 1 4 6 5 36 91 4 21 62 Minnesota. 2 2 27 2 2 31 4 23 34 4 97 130 Mississippi. 3 9 44 4 32 91 4 145 84 Missouri. 1 6 8 2 11 15 Montana. 10 23 107 13 37 128 1 4 Nebraska. 1 13 3 8 37 1 2 New Hampshire. 5 20 54 2 149 24 8 31 126 4 18 33 New Jersey. . . 1 149 12 89 94 4 58 5 New Mexico. 13 51 97 _ 1 5 26 52 35 917 491 23 939 1,921 New York. 2 8 13 3 10 34 4 143 271 North Carolina. 1 4 5 22 41 North Dakota. 9 83 81 3 35 ii 13 111 147 13 17 669 Ohio. 4 7 7 3 46 1 14 Oklahoma. 3, 18 65 3! ; 29 46 Oregon. 111 255 210 6 139 105 12 86 105 27 510 1,052 Pennsylvania. 3 49 2 54 2 35 19 Rhode Island. 1 l 5 3 29 59 4 44 83 South Carolina. 3 11 25 South Dakota. i 8 17 7 77 85 3 36 60 Tennessee. 7 3 1 6 1 11 72 135 2 8 31 Texas. 1 74 Utah. . i 5 7 2 19 22 1 2 10 Vermont. i 4 8 64 34 7 485 175 Virginia. 8 13 152 2 12 8 4 35 53 1 6 10 Washington. 1 13 4 43 72 West Virginia. 8 66 95 7 64 39 2 18 44 Wisconsin. Outlying parts of the United States 1 132 1 1 2 2 29 19 Hawaii. 2 18 26 2 18 28 4 55 76 6 55 145 Philippine Islands. 2 24 23 2 24 23 2 40 Porto Rico. 1116 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 11. — Secondary pupils pursuing certain studies in Agriculture Home economics Psychology Principles of teaching State Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls 1 2 3 4 5 6 1 8 9 10 11 12 13 Continental United States. 132 1, 677 1, 105 390 128 11, 141 187 749 2,037 99 376 1, 120 6 120 75 16 539 6 33 91 8 37 127 1 18 4 66 10 8 127 7 52 49 6 56 54 4 24 6 11 3 327 10 22 51 2 7 23 1 6 8 2 100 4 78 5 166 4 2 78 2 7 4 39 2 34 1 3 l 5 10 5 7 189 3 3 11 2 6 Georgia _ 6 72 88 14 58 554 6 17 59 9 65 147 2 15 6 1 23 29 1 1,221 2 17 5 2 53 i 14 3 60 1 5 1 6 6 31 66 22 12 317 11 45 87 1 10 7 9 66 52 9 541 10 37 82 2 3 6 87 81 11 274 4 16 34 4 115 Louisiana _ _ 1 20 4 105 3 33 2 5 19 Maine 7 79 35 8 221 3 1 27 5 1 51 Maryland.. _ 1 4 8 8 527 1 3 1 22 Massachusetts.— _ . 13 466 12 13 147 1 23 Michigan . _ _ _ _ 3 27 49 3 110 4 173 130 Minnesota.— 1 7 9 237 1 11 1 3 Mississippi- 3 76 48 8 304 2 10 37 2 10 29 Missouri _ 1 9 20 10 350 3 4 39 2 3 35 Montana _ _ 2 33 Nebraska. . . _ 7 40 63 2 15 1 5 8 2 69 New Hampshire _ . 3 34 5 67 1 11 2 1 8 New Jersey.. 3 22 4 27 1 41 New Mexico . . 2 37 27 2 17 3 58 9 2 33 11 New York _ _ 1 8 17 369 20 17 279 2 23 North Carolina _ 8 202 148 22 » 718 3 3 14 3 24 North Dakota . . 8 19 85 1 8 6 16 53 Ohio _ _ 3 46 37 33 38 850 4 71 27 2 5 13 Oklahoma . . . 4 34 27 4 44 1 3 12 Oregon . . 1 6 Pennsylvania _ 3 10 19 608 12 26 188 Rhode Island.. . 2 16 2 40 South Carolina. _ 3 75 7 177 4 11 70 3 5 65 South Dakota _ 3 10 16 6 75 2 18 1 5 6 Tennessee . 10 231 21 18 4 365 6 15 52 13 53 127 Texas . . 4 60 80 13 359 11 39 82 5 11 39 Utah . 3 71 1 12 7 1 10 Vermont _ _ 1 16 3 1 6 6 Virginia .. 4 45 36 9 235 2 2 18 1 8 Washington _ 4 5 83 4 60 West Virginia _ 3 31 27 Wisconsin . . . 1 4 3 8 112 1 16 1 16 Wyoming . . . . Outlying parts of the United States Hawaii.. . . 2 52 3 194 Philippine Islands . 1 26 2 26 2 9 19 Porto Rico . 1 21 5 173 2 52 PRIVATE HIGH SCHOOLS AND ACADEMIES 1117 private high schools and academies , 1927-28 — Continued World history Ancient history Medieval and modern history American history State Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls 14 15 16 17 18 19 20 21 22 23 24 25 26 250 3,555 3, 428 1,540 24, 620 26, 727 1, 471 18, 727 : 23,099 1, 767 20,314 21, 872 Continental United States. 4 56 45 32 280 356 29 229 443 28 242 358 Alabama. 2 12 10 3 23 33 2 15 23 5 22 45 Arizona. 10 106 119 10 81 115 7 41 72 16 85 108 Arkansas. 191; 155 182 100 1, 195 1, 927 85 777 1, 578 111 1, 027 1,611 California. 3 14 45 6 69 132 8 73 141 12 74 132 Colorado. 8 172 27 40 608 679 36 667 642 41 534 360 Connecticut. _ 4 106 15 4 92 25 4 50 36 Delaware. 1 9 5 18 262 251 17 121 247 20 240 167 District of Columbia. 3 45 45 11 128 140 10 106 137 10 101 83 Florida. 4 29 61 24 273 411 25 223 376 26 295 307 Georgia. 2 10 24 6 53 86 6 46 56 10 59 106 Idaho. 6 316 17 82 2,623 2,433 80 1, 729 2,013 92 1,531 1, 628 Illinois.. 10 37 253 15 327 375 32 615 314 31 648 474 Indiana. 5 35 48 70 562 890 78 527 833 86 519 753 Iowa. 7 67 61 25 290 449 26 240 251 36 362 504 Kansas. 7 91 48 41 448 701 48 ' 423 762 48 205 453 Kentucky. 4 72 29 16 252 273 25 391 313 29 350 320 Louisiana. 2 21 15 35 316 394 25 279 189 34 316 343 Maine. 3 17 70 25 370 513 22 505 209 29 415 290 Maryland. 9 183 152 74 1,070 1, 744 53 647 1, 106 76 1, 007 1,248 Massachusetts. 5 80 77 58 ' 1,223 1, 576 57 903 1, 217 57 782! 1,027 Michigan. 4 16 177 35 802 562 40 526 666 35 496 688 Minnesota. 5 171 50 15 287 236 13 218 185 14 134 281 Mississippi. 2 14 33 49 1,129 1, 103 47 881 872 42 673 623 Missouri. 4 32 . 29 6 I 114 109 6 37 128 11 76 146 Montana. 9 26 134 12 90 158 20 102 270 26 99 286 Nebraska. 4 50 16 14 371 186 12 97 106 19 389 ' 118 New Hampshire. 6 642 70 61 1,242 754 50 911 721 59 916 » 556 New Jersey. 2 20 10 79 111 12 89 141 11 72 119 New Mexico. 25 295 507 186 ! 3,308 2,758 136 1, 362 1,862 201 2, 735 j 2,404 New York. 7 75 111 25 224 324 34 257 626 41 376 514 North Carolina. 12 85 165 9 48 82 13 49 130 North Dakota. 12 77 264 70 1,367 1, 523 72 1, 243 1,561 83 941 1 1,332 Ohio. 3 14 21 20 148 212 17 82 168 21 74 [ 134 Oklahoma. 8 55 88 11 98 123 9 89 118 17 114 163 Oregon. 11 180 94 113 2,033 1, 864 110 1,739 1, 823 130 1,736 1,482 ' Pennsylvania. 1 26 13 258 306 11 79 256 14 212 139 Rhode Island. 1 6 35 15 105 175 15 196 266 16 1171 131 South Carolina. 2 7 16 9 73 127 1 8 45 71 11 54 112 ! South Dakota. 4 54 40 ' 22 362 223 1 26 319 251 30 i 308 11 250 i Tennessee. 5 39 72 ! 39 i 314 436 i 41 325 i 493 39 i 250 360 i Texas. 2 18 22 : i 25 , 3 53 6 i 23 74 Utah. 6 85 100 i 13 1 120 i 198 1 8 1 80 1 121 13 ; 115 192 ! Virginia. 4 28 64 33 1 594 278 S 38 1 599 i 355 43 ; 7351 329 • Vermont. 3 36 31 19 1 211 323 l| 18 1 231 323 ; 26 i 211 318 i Washington. 2 2 IS 1 3 1 49 1 115 ! 8 ! 58 l 95 » 10 1 55 115 ( West Virginia. 4 86 76 i 33 l 594 , 843 t 31 456 i 523 [ 33 1 484 522 ! Wisconsin. 1 4 ! 9 1 16 » 2 ! < 3 4 i Wyoming. Outlying parts of the United States 4 l 86 > 61 j ! 141 4] l! 3 ! 136 ) 49 > 9 ’ 14! 3 74 1 Hawaii. 8 i 271 ’ ZM l 2* 1 1,156 i 65] l 9 ) 919 ) 649 > 34 1 1,56J 5 899 ) Philippine Islands. J 9 » 55 l l i 2C ) 5( ) 1 7 2< 3 75 ! Porto Rico. 115044' 1118 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 11. — Secondary pupils pursuing certain studies in State English history Civil government Community civics l Sociology Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls * 2 3 4 5 6 7 8 9 10 11 12 13 Continental United 444 4, 435 5,173 594 6,830 7,457 873 11, 824 12,684 168 1, 429 1, 829 States. Alabama _ 5 41 90 6 28 79 26 254 317 6 29 82 Arizona _ 1 3 1 4 12 1 2 2 Arkansas _ 1 8 5 4 33 33 10 77 90 3 19 24 California. _ 29 52 357 49 584 640 51 311 905 7 221 131 Colorado _ _ 14 387 759 6 31 43 3 33 43 2 20 18 Connecticut _ 24 154 197 8 111 147 15 137 176 1 7 Delaware. . _ 3 4 25 1 7 32 1 32 District of Columbia _ 9 66 103 7 182 56 6 129 41 1 6 Florida . . _ 3 8 2 5 30 11 3 33 44 Georgia . . 9 56 196 6 54 89 17 262 194 3 25 52 Idaho _ _ _ 2 2 14 4 2 37 4 17 38 2 20 13 Illinois. _ 13 358 130 42 672 782 46 988 641 7 109 74 2 47 14 166 126 20 267 210 1 9 Iowa _ _ _ 2 41 8 35 213 308 42 244 401 20 63 148 Kansas.. ... . . 2 31 8 27 246 375 12 97 133 5 45 52 Kentucky _ _ 6 13 43 14 42 124 20 138 231 11 38 111 Louisiana _ _ _ 4 85 5 5 119 56 27 125 327 Maine. _ _ _ 10 100 84 16 107 153 22 216 232 3 40 72 Maryland . . . . 12 69 112 5 70 41 7 184 192 2 18 36 Massachusetts. _ 36 323 612 19 181 389 24 304 387 4 30 Michigan .. . _ 4 78 57 20 301 378 26 419 442 1 103 79 Minnesota _ _ _ _ 4 46 7 6 60 237 25 322 301 15 107 261 Mississippi _ 2 36 11 3 20 50 9 114 85 Missouri _ _ 11 57 187 9 353 114 18 483 291 3 32 10 Montana . . . 1 4 4 4 10 86 7 67 68 4 38 43 Nebraska _ . _ 1 2 13 53 129 10 59 114 2 8 8 New Hampshire _ 9 89 29 7 105 30 2 56 5 1 7 New Jersey _ 1 _ 28 455 192 19 394 379 31 920 728 3 75 43 New Mexico . . 1 3 5 9 49 98 4 38 38 2 30 2 New York _ 43 252 386 38 575 449 144 3,080 2,804 8 75 74 North Carolina . . . 14 153 273 10 97 140 28 266 596 3 10 36 North Dakota .... . 6 29 53 5 35 84 6 13 34 Ohio _ _ 14 122 103 30 284 413 40 589 678 9 58 75 Oklahoma _ 7 18 36 8 28 42 4 3 23 1 3 4 Oregon.. .. _ _ .. 3 26 43 5 5 58 11 72 105 Pennsylvania . . 45 471 467 40 693 468 54 629 604 4 19 57 Rhode Island- 4 50 8 97 132 3 7 34 South Carolina _ .. 4 21 43 5 44 32 10 68 80 2 19 35 South Dakota _ _ _ 5 25 41 8 52 91 6 51 77 3 20 9 Tennessee _ 9 74 56 10 76 59 10 85 93 1 2 8 Texas . . . . 15 93 130 13 70 69 18 78 186 5 9 35 Utah . . . 4 14 41 1 1 1 2 10 6 Vermont . 2 3 9 7 61 97 7 63 89 1 4 8 Virginia . . 20 520 i 116 20 231 148 14 169 134 1 72 19 Washington . . . 2 8 20 12 174 125 11 8 179 4 8 38 West Virginia . . . 3 4 49 4 22 36 1 9 8 Wisconsin _ 6 76 60 9 148 98 13 202 143 4 40 31 Wyoming _ 1 4 1 ll| Outlying parts of the United States Hawaii 2 10 81 5 250 51 Philippine Islands _ .. 3 40 31 6 81 153 25 1, 275 721 3 415 227 Porto Rico _ 2 25 2 34 5 15 39 1 2 PRIVATE HIGH SCHOOLS AND ACADEMIES 1119 'private high schools and academies , 1927-28 — Continued Economics Problemsof Amer- Commercial Commercial ican democracy law geography O ~ tJj in G c r. O &C w G State ’c £ H GG >% o in It m >> jn "3 •£ ° 3 0 a n >> O | c - |a m >> c in cc ra 0 m « 0 m CQ O CQ O 14 15 16 17 18 19 20 21 22 23 24 25 2G 346 3,260 3,563 78 644 1, 120 300 3,584 3,554 192 1,903 2, 376 Continental United States. 6 40 4 2 36 6 14 97 Alabama. 2 6 14 Arizona. 5 47 29 2 14 5 3 18 15 Arkansas. 17 95 199 1 7 9 12 107 102 6 50 51 California. Colorado. 6 21 218 6 39 115 3 23 98 Connecticut. 1 5 1 2 4 2 50 3 Delaware. 3 _ 15 10 1 12 2 30 1 10 District of Columbia. 1 3 4 4 16 39 1 3 Florida. 6 54 106 1 2 Georgia. Idaho. 2 2 4 1 7 1 12 3 22 539 269 2 46 23 792 538 11 143 205 Illinois. 14 123 176 9 90 129 6 119 16 Indiana. 49 262 408 9 15 63 10 73 60 Iowa. 8 52 21 2 17 8 9 107 88 81 30 Kansas. 10 67 83 3 10 26 9 33 127 4 34 51 Kentucky. 1 26 1 32 1 2 4 10 105 135 Louisiana. 8 55 38 1 10 10 11 88 107 9 88 97 Maine. 1 3 4 5 43 126 5 10 83 Maryland. Massachusetts. 6 42 53 3 158 13 78 236 5 66 135 18 ■ 270 208 3 75 22 6 204 129 6 128 154 Michigan. 17 254 283 5 22 50 14 387 138 6 51 65 Minnesota. 2 43! 3 41 1 36 Mississippi. Missouri. 9 153! 14 2 3 9 7 232 4 2 17 3 4 11 40 3 16 23 3 24 35 Montana. 4 9 19 1 10 1 2 5 •Nebraska. 3 34 2 15 15 9 3 39 37 3 27 50 New Hampshire. New Jersey. 10 58 109 130 242 13 78 219 3 17 39 2 20 17 New Mexico. 24 253 190 23 91 28 224 173 21 187 190 New York. 5 104 234 2 8 16 2 45 11 8 58 70 North Carolina. 7 15 56 3 6 40 2 3 18 4 7 20 North Dakota. 14 125 86 3 30 8 14 129 179 7 105 145 Ohio. 4 11 18 3 26 18 2 21 4 2 15 13 Oklahoma. 2 35 1 30 Oregon. Pennsylvania. 15 126 168 9 126 186 33 401 442 10 131 212 2 13 7 11 114 5 11 78 Rhode Island. 2 5 25 1 18 1 12 13 South Carolina. 2 19 5 1 2 South Dakota. 2 6 22 4 37 11 1 2 2 Tennessee. 10 58 63 2 46 9 71 44 4 12 21 Texas. 3 3 23 1 3 12 Utah. 3 21 _ 46 1 23 21 7 57 59 5 62 83 Vermont. 51 70 22 1 11 21 5 85 15 1 32 4 Virginia. 3 45 9 3 11 43 1 _ W ashington. 3 19 39 3 _ 37 96 3 41 34 West Virginia. Wisconsin. 6 70 135 1 31 38 7 50 5 55 19 Wyoming. Outlying parts of the United States 4 77 17 2 41 24 Hawaii. 26 1,113 529 1 136 47 1 23 1 23 Philippine Islands. Porto Rico. 1 45 4 34 102 1 6 i 1120 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 11. — Secondary pupils pursuing certain studies in Business English Commercial arithmetic Bookkeeping Shorthand State Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys ' Girls Schools re¬ porting Boys Girls ■ 2 3 4 5 6 7 8 9 10 11 12 13 Continental United States. 24 239 152 503 3,895 6,010 830 7,405 11, 662 862 4,781 17, 154 8 20 72 14 42 133 16 25 104 1 1 3 23 17 3 11 30 Arkansas.. . 1 1 4 5 32 43 8 61 36 8 29 74 California _ _ 17 83 161 47 379 617 39 74 684 1 2 2 5 14 59 6 23 114 Connecticut . 11 53 224 12 181 433 15 81 404 Delaware . _ _ 2 6 52 3 9 59 3 5 70 District of Columbia. _ 4 4 34 6 85 59 8 8 177 Florida. .. 6 30 46 6 27 42 10 51 107 Georgia . . 4 24 44 6 63 5 5 32 30 Idaho _ 1 18 5 14 52 4 3 40 Illinois . . . . .. 32 350 580 50 544 1, 198 61 268 2,334 Indiana _ _ 16 213 101 18 210 313 22 38 597 Iowa. . 14 86 94 60 309 472 49 172 498 1 1 8 12 52 73 24 137 213 24 114 308 Kentucky _ 17 88 177 21 132 233 26 119 448 Louisiana ... 19 198 186 9 189 86 9 109 133 Maine. . ... ._ 3 33 39 24 208 299 19 84 285 25 214 293 Maryland. . 1 65 7 70 169 11 78 170 10 61 272 Massachusetts 6 8 7 20 117 329 39 173 1,457 37 142 165 1,543 Michigan _ 1 3 21 7 59 125 41 496 596 40 652 Minnesota... 1 20 7 93 68 21 348 279 24 354 711 Mississippi. .. 1 14 7 141 34 9 144 46 8 109 55 Missouri _ 8 111 60 24 331 299 27 268 939 Montana. 1 5 7 36 95 7 30 88 Nebraska . 3 26 26 17 91 186 18 33 200 New Hampshire _ _ ... 9 79 109 12 88 125 10 33 115 New Jersey. 1 9 5 16 178 319 21 187 387 21 158 444 New Mexico ... . 4 18 16 6 13 35 10 19 90 New York 3 5 11 52 269 363 48 306 407 63 422 792 North Carolina. . . . 12 148 136 7 60 47 8 17 73 North Dakota 3 13 11 8 18 64 6 17 79 Ohio _ 1 3 36 26 230 534 42 300 704 49 160 1, 504 Oklahoma .. _ 1 3 4 4 18 41 15 42 57 16 36 140 Oregon _ _ 1 69 3 25 33 8 156 43 7 54 93 Pennsylvania _ _ 1 10 44 262 661 65 1,204 1, 107 63 947 1, 187 Rhode Island. ... 13 37 54 9 86 11 92 277 South Carolina. 4 49 75 5 20 4 8 26 South Dakota _ ... ... 2 9 11 7 35 60 3 7 58 Tennessee.. _ 7 33 37 11 56 36 4 6 17 Texas . . . . 11 78 63 20 136 147 23 39 189 Utah.... _ _ 1 5 7 2 4 15 4 8 29 3 5 25 Vermont _ 9 83 156 12 76 210 10 67 241 Virginia . . 11 71 86 12 109 51 12 41 159 Washington. . 2 12 9 8 98 76 9 8 76 West Virginia _ 4 27 47 5 23 50 5 3 62 Wisconsin . . 11 186 211 20 184 342 20 101 5911 Wyoming . . . . 1 3 11 Outlying parts of the United States Hawaii.. . . 2 12 4 125 39 7 165 73 4 104 155 Philippine Islands _ 8 129 84 7 47 29 Porto Rico . 1 6 24 5 50 125 5 56 172j I PRIVATE HIGH SCHOOLS AND ACADEMIES 1121 private high schools and academies , 1927-28 — Continued Typewriting Vocal music Instrumental music Freehand draw¬ ing and art State Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls 14 15 16 17 18 19 20 21 22 23 24 25 26 1, 024 10,092 21, 478 934 15,532 49, 257 973 6, 146 23,705 606 5,924 20,503 Continental United States. 16 51 146 13 209 409 21 57 387 4 54 91 1 Alabama. 3 27 48 3 40 82 3 24 36 Arizona. 11 63 114 52 79 9 30 204 2 5 8 ' Arkansas. 54 525 1, 124 52 484 3, 069 58 264 1, 213 52 104 1, 141 California. 8 46 151 6 75 295 7 37 190 1 10 'I Colorado. 14 125 618 17 426 1, 117 14 118 307 21 209 1,023 Connecticut. 3 17 74 3 37 136 3 13 3 29 46 Delaware. 11 259 186 13 297 485 13 353 10 10 140 District of Columbia. 9 81 133 6 185 259 9 87 91 1 37 Florida. 5 72 40 15 173 938 15 132 265 3 7 69 Georgia. 6 36 74 6 36 57 9 26 238 2 13 Idaho. 65 701 2,660 39 777 5, 150 46 519 1, 818 33 232 2,785 Illinois. 24 180 631 23 343 866 18 315 594 7 51 161 Indiana. 68 412 832 47 784 1,085 39 223 697 10 22 292 Iowa. 30 185 415 19 150 395 16 71 356 8 29 102 Kansas. 30 154 483 26 134 1, 114 31 34 673 7 28 138 Kentucky. 10 202 154 8 93 266 13 21 246 7 52 354 Louisiana. 19 152 358 12 297 375 14 87 210 5 35 116 Maine. 14 93 318 16 278 1,125 14 49 388 14 58 454 Maryland. 40 233 1, 632 57 453 3, 836 41 167 1, 572 57 762 2,734 Massachusetts. 54 508 1,153 29 541 1,353 38 309 1,028 13 122 321 Michigan. 25 839 655 16 229 1,011 23 255 656 10 29 167 Minnesota. 11 181 86 10 147 220 10 42 183 2 43 Mississippi. 32 . 433 1,021 22 484 1, 057 20 258 472 13 33 379 Missouri. 9 67 141 7 71 285 7 49 227 3 30 26 Montana. 21 76 268 16 134 405 21 117 459 5 4 72 Nebraska. 11 65 192 5 43 153 8 78 124 1 56 92 New Hampshire. 25 254 525 39 1, 2.53 2, 115 24 192 583 38 464 1,226 New Jersey. 11 155 144 5 67 70 8 53 173 New Mexico. 71 701 1, 062 100 1,240 7,681 80 491 2,319 114 1,302 4,360 New York. 9 72 97 21 294 841 27 115 486 6 3 190 North Carolina. 11 69 159 3 21 38 9 35 212 North Dakota. 60 537 1, 727 52 1, 032 3,701 43 344 1, 285 24 326 799 Ohio. 20 107 182 13 115 244 19 74 206 6 7 69 Oklahoma. 9 155 164 6 14 242 9 25 158 1 13 Oregon. 67 1, 143 1,400 84 3, 181 3, 824 65 494 1, 723 69 1,313 1,832 Pennsylvania. 13 113 307 8 1 767 8 60 164 11 343 667 Rhode Island. 4 12 26 7 42 145 14 50 193 South Carolina. 6 35 92 3 29 62 5 12 89 1 1 10 South Dakota. 10 55 44 13 106 318 20 100 337 8 4 150 Tennessee. 28 230 243 19 123 408 33 144 625 7 11 67 Texas. 5 34 84 4 8 25 4 5 205 1 12 Utah. 11 90 275 11 191 369 11 89 321 2 54 56 Vermont. 12 145 174 16 490 743 22 136 449 8 7 96 Virginia. 17 178 250 11 29 781 16 11 306 5 34 12 Washington. 7 15 108 6 20 180 7 21 195 3 44 West Virginia. 24 206 697 19 293 1,056 28 326 667 8 47 121 Wisconsin. 1 3 11 1 1 11 27 1 9 Wyoming. Outlying parts of the United States 7 439 182 6 253 327 3 103 40 3 164 Hawaii. 11 65 67 9 62 203 15 43 705 7 26 338 Philippine Islands. 5 56 174 2 1 13 49 4 15 121 3 10 40 Porto Rico. 1122 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 11. — Secondary pupils pursuing certain studies in State Mechanical draw¬ ing Manual training Public speaking Religious subjects Schools re¬ porting Boys Girls Schools re¬ porting | Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls ■ 2 3 4 5 6 7 8 9 10 11 12 13 Continental United 239 4,841 2,104 132 3, 469 332 132 2,869 5,489 294 11, 561 14, 739 States. Alabama . . 2 24 1 6 ' 150 44 1 1 7 9 348 246 1 7 2 1 10 26 1 6 3 26 1 10 19 8 151 171 California . . 22 184 73 7 79 33 9 32 201 15 494 567 Colorado. . 1 25 1 1 6 2 43 71 1 21 34 Connecticut _ 12 195 144 5 200 4 2 85 1 1 1 4 24 37 1 5 District of Columbia _ 15 343 4 1 22 17 3 6 17 3 29 118 Florida _ .. _ _ 3 25 3 53 70 Georgia . 3 9 1 5 63 1 2 78 40 5 249 474 Idaho _ ... _ _ 1 43 2 21 1 28 Illinois _ 11 237 5 91 51 5 152 395 16 927 517 Indiana _ 5 146 2 107 3 108 92 4 53 117 Iowa. . . . . 2 9 86 1 7 10 443 301 Kansas . . . . . .. 4 54 12 5 379 18 3 18 33 4 52 156 Kentucky . . . . 2 3 25 2 46 1 23 32 6 154 215 Louisiana _ 4 13 55 3 93 98 Maine... ... 4 60 5 142 1 13 2 31 74 Maryland. . . . ... 5 173 10 2 20 38 3 126 23 4 429 146 Massachusetts . . 9 314 305 5 136 4 5 6 288 9 439 574 Michigan 4 41 10 3 60 6 101 213 10 424 546 Minnesota. . . . 4 25 15 2 33 2 41 49 5 295 551 Mississippi _ 3 45 1 6 51 294 Missouri... . _ 5 69 9 3 49 81 4 97 940 6 314 359 Montana. _ _ 1 15 25 Nebraska _ 1 9 2 9 4 30 25 3 112 119 New Hampshire . _ 4 92 2 14 1 223 1 138 New Jersey. _ 14 165 87 1 4 6 462 291 13 608 698 New Mexico _ 2 15 3 2 26 2 16 14 New York.. _ _ 22 408 197 11 209 11 18 137 959 23 1, 558 2,134 North Carolina 3 26 2 7 200 5 2 95 35 14 492 535 North Dakota... . . 1 11 9 1 8 40 Ohio _ _ ... 22 1, 047 12 13 443 8 67 695 14 625 1, 759 Oklahoma _ 2 23 "2 8 2 15 3 83 66 Oregon _ _ _ _ 2 50 2 56 13 3 16 143 Pennsylvania.. _ ... 21 601 233 4 45 12 12 714 579 23 1, 121 1,288 Rhode Island _ ... . ... 5 120 292 1 43 3 20 148 South Carolina _ _ 1 9 2 43 4 112 170 South Dakota ... ..... 2 12 1 10 1 8 1 18 24 Tennessee _ _ _ 4 54 3 3 46 2 25 8 144 317 Texas _ _ _ 1 12 3 65 2 2 85 9 315 107 Utah . . 1 17 1 51 3 7 45 3 96 170 Vermont . 2 22 4 2 85 121 3 56 135 Virginia . . . 1 10 15 3 414 2 1 12 10 273 374 Washington . . . 1 29 4 13 68 6 100 200 West Virginia . . 2 10 13 4 67 188 Wisconsin.... . . . 7 157 448 3 115 5 26 61 10 507 402 Outlying parts of the United States Hawaii . . 3 126 1 3 226 1 17 2 77 16 Philippine Islands... . Porto Rico . 1 10 1 PRIVATE HIGH SCHOOLS AND ACADEMIES 1123 private high schools and academies , 1927-28 — Continued Physical training Musical studies Clothing Foods State Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls Schools re¬ porting Boys Girls 14 15 16 17 18 19 20 21 22 23 24 25 26 127 4, 443 9,246 63 549 1, 327 135 25 4, 081 59 21 990 Continental United States. 5 8 180 2 90 3 116 2 111 Alabama. 1 3 3 1 13 Arizona. 2 19 16 1 4 Arkansas. 8 202 326 6 24 103 10 318 2 13 California. 1 32 46 Colorado. 4 511 4 115 7 3 95 Connecticut. Delaware. 3 23 74 1 5 2 15 1 8 District of Columbia. 1 23 1 20 Florida. 4 89 1 23 Georgia. Idaho. 3 268 541 1 155 8 214 1 18 Illinois. 2 195 Indiana. 5 377 183 3 1 179 2 65 1 23 Iowa. 2 5 9 5 92 2 17 Kansas. 1 115 4 204 2 1 54 Kentucky. 2 143 1 10 Louisiana. 3 52 90 1 4 8 Maine. 2 26 203 - - 2 177 Maryland. 6 317 535 7 101 206 11 709 5 147 Massachusetts. 3 120 361 2 5 9 4 63 2 14 Michigan. 4 24 544 2 7 45 6 25 237 3 1 32 Minnesota. 1 41 42 1 23 1 14 Mississippi. 4 1,033 1 60 4 95 4 79 Missouri. 1 98 2 46 Montana. 1 10 1 3 10 3 75 Nebraska. 1 46 28 3 114 3 27 New Hampshire. 12 474 663 2 77 5 137 4 74 New Jersey. 1 14 ] 14 :::::: New Mexico. 15 982 521 8 24 70 8 134 5 1 84 New York. 1 5 24 3 63 1 5 North Carolina. 1 16 17 4 53 3 34 North Dakota. 9 53 903 5 285 Ohio. 2 3 22 1 3 1 1 Oklahoma. Oregon. 13 871 773 6 35 304 5 87 4 64 Pennsylvania. 2 150 406 1 — 5 1 10 Rhode Island. 2 67 South Carolina. 2 11 61 1 5 2 :::::: 18 1 6 South Dakota. 3 20 93 1 2 14 1 22 ] 22 Tennessee. 3 75 160 1 5 8 3 76 2 24 Texas. 1 3 1 40 Utah. 2 124 2 58 Vermont. 2 181 1 6 1 17 1 5 Virginia. 2 17 4 37 3 9 21 W ashington. 1 42 42 West Virginia. 1 232 165 1 1 6 115 Wisconsin. Outlying parts of the United States 1 101 2 144 Hawaii. 2 105 1 16 3 249 Philippine Islands. 1 26 . Porto Rico. ! . 1 . 1124 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 12. — Students in ■private high schools and academies enrolled in miscellaneous subjects, by States, 1927-28 Subjects and States Schools Boys Girls ' Subjects and States Schools Boys Girls 1 2 3 4 1 2 S 4 1 11 0 Logic— Continued. New York . . Italian: 2 0 34 California _ 1 8 0 Texas . 1 1 5 0 Connecticut _ 2 1 7 Washington _ 0 29 Illinois. 1 0 7 Mythology: Connecticut 3 0 24 2 0 31 New Hampshire . 1 0 8 New Jersey.: _ 1 0 16 New York. . . 4 0 35 New York . . 2 0 14 Ohio _ 1 0 5 Pennsylvania _ 2 0 24 Pennsylvania. . 3 0 16 Rhode Island _ 1 35 0 Virginia _ 1 0 20 West Virginia.. 1 1 0 17 Norse: Iowa . . . 1 12 14 Philosophy: California 1 o 0 7 Minnesota.. _ . 4 40 51 Massachusetts 1 North Dakota. .. .. ... 2 18 56 Kp.w Hampshire 1 o g Washington _ _ 1 4 11 New York 2 o 36 Wisconsin _ . 1 7 5 Rh^do Island 1 1 o 9 Polish: Texas . 7 0 New Jersey.. . . 2 140 60 Wp.st. Virginia 1 0 14 8 Pennsylvania . . 2 281 0 Greek drama: Connecticut. .. 1 o Swedish: Illinois _ 1 21 13 Geography: Mississippi 1 16 o Minnesota _ .. 2 53 44 Npw Jprspy 1 0 10 7 Nebraska _ i 10 6 Ohio 1 3 Astronomy: California. _ _ ... i 5 0 nistory of painting: Connec¬ ticut _ 35 Connecticut ... _ 48 1 0 History of sculpture: Con¬ necticut Florida _ Illinois _ i 4 11 7 1 0 26 Local history: California .. Iowa... _ _ i 7 5 1 0 Louisiana . . ... i 1 6 7 New Mexico _ 13 20 Massachusetts _ 27 39 3 2 Negro history: Alabama. Minnesota _ _ 1 16 0 18 15 1 18 Mississippi... 1 1 1 Georgia. . . 1 New Hampshire _ 0 8 9 9 Mississippi . . 13 24 New York _ . . ... 11 22 2 3 North Carolina _ 10 Ohio _ _ _ 1 12 1 0 8 Tennessee.. 1 Penns vl vania _ 14 9 3 1 0 Texas 5 13 Rhode Island _ 0 29 1 2 Virginia _ _ 35 Tennessee _ _ 1 6 1 0 0 Polish history: Virginia _ _ A O 1 u Z Pennsylvania . . . 20 West Virginia.. ... .. . 31 1 0 1 0 Wisconsin 26 0 Geology: California _ 1 1 1 i 0 Polish geography: Pennsyl¬ 1 19 Connecticut . . 9 I vania _ _ _ 0 0 Polish literature: Wisconsin.. Georgia _ .. 1 n 42 i 1 52 0 Massachusetts . . 1 0 18 Advertising: New Hampshire 1 1 4 0 29 9 9 Massachusetts - 1 0 8 New Jerspy 24 35 New Jersey _ _ _ 1 9 0 New York . Accounting: Ohio 2 10 9 ! Massachusetts _ 1 5 11 Oklahoma 1 1 1 12 o New Jersey _ _ 1 8 0 Penns vl vania _ 3 ! Architecture: Phode Island 2 o 26 6 California _ _ _ 1 0 22 Utah 1 0 11 Connecticut. . . . 1 0 26 West. Virginia 1 3 Massachusetts . . 1 13 0 Ethics: California New York _ _ 2 0 24 3 0 0 159 Pennsylvania.. . 1 3 0 District of Columbia _ 1 20 1 Banking: Florida 1 4 7 Massachusetts... . 1 0 106 Georgia 3 3 75 18 Wisconsin _ 1 4 4 Kentucky.. . 1 9 Commerce and industry: Massachusetts Maryland 1 61 0 1 10 0 Massachusetts . 1 370 0 New Hampshire . 2 9 9 Michigan _ 5 89 487 New Jersey. . . 1 9 0 Minnesota _ 2 22 453 New York . . 1 14 0 Montana . 1 0 9 1 Journalism: Nebraska _ _ _ 5 48 140 Arkansas _ _ 1 10 5 New Hampshire . . 1 0 8 Illinois . . 1 10 0 New York . . 3 198 180 Salesmanship: Connecticut _ Ohio . . . 1 0 348 1 1 12 47 Pennsylvania . 1 7 7 ! Michigan. . 21 17 Rhode Island . 2 157 7 1 New Jersey.. 2 14 0 Logic: Telegraphy: North Carolina. 1 14 4 Massachusetts . 1 0 7 Auto mechanics: Michigan . . 1 0 17 Arkansas 1 1 29 0 Missouri . 1 0 23 Illinois 7 0 Montana . 1 0 It Kansas . 1 15 0 PRIVATE HIGH SCHOOLS AND ACADEMIES 1125 Table 12. — Students in private high schools and academies enrolled in miscellaneous subjects, by States, 1927-28 — Continued Subjects and States 1 Electricity: Arkansas _ _ Illinois _ Kansas _ Ohio _ Forge: New Hampshire _ Horticulture: California _ South Dakota _ Metal: Ohio.. _ _ Machine calculating: Connecticut _ _ . Massachusetts _ Plumbing: Illinois _ Kansas _ Printing: Arkansas _ Connecticut _ Florida _ I Illinois _ | Iowa _ ! Kansas _ _ _ Massachusetts _ New York _ North Carolina _ Ohio _ South Carolina _ South Dakota _ Texas _ : _ Washington _ Wisconsin _ Poultry raising: Connecticut. Shoe repairing: Kansas _ \ Surveying: Pennsylvania _ j Watch repairing: Ohio _ ! Woodwork: Alabama _ ! California _ Connecticut _ Idaho _ Illinois _ _ Iowa _ Kansas _ ( Kentucky _ Michigan. . . New Hampshire _ New York _ North Dakota _ I Ohio _ Pennsylvania _ South Carolina - Washington _ Library: California _ New York _ South Dakota _ Vermont _ Penmanship _ Penmanship and spelling _ Review _ Spelling _ _ _ Arts and crafts: California. _ _ Connecticut _ Hlinois... _ _ Kansas _ Massachusetts . . Missouri . . . Montana . . New York . . Pennsylvania . . . Utah _ Virginia _ Wisconsin _ _ _ Schools Boys 2 3 1 24 2 40 1 8 1 19 1 7 1 2 1 6 1 62 1 2 1 0 1 4 1 9 1 13 1 40 1 43 1 8 1 4 1 6 1 8 3 24 1 12 2 86 1 8 1 4 1 3 1 5 1 18 1 6 1 9 1 13 1 22 1 21 2 15 1 8 1 9 1 29 1 5 1 11 1 3 2 26 1 9 4 16 1 4 5 387 1 49 1 3 2 26 1 1 1 1 23 3 43 24 1 1 2 1 7 2 1 7 1 1 1 1 5 0 4 0 287 19 276 532 0 0 19 0 0 0 0 11 0 0 0 0 Girls 4 0 0 0 0 0 0 5 0 28 132 0 0 12 0 0 0 1 0 0 10 0 0 0 2 0 1 0 1 0 0 0 0 3 0 0 0 0 0 0 0 0 10 0 4 0 0 0 10 5 12 9 238 30 404 370 8 17 3 5 204 10 7 103 4 5 30 25 Subjects and States Schools Boys Girls 1 2 3 4 Cafeteria management: Illi¬ nois _ _ 1 0 8 Dancing: California. . . 2 0 27 Hlinois - - - 1 3 7 New York. . . . 1 0 46 Tennessee _ _ _ 1 0 65 Utah _ 1 0 35 Washington - - . ... 1 0 50 Design: California _ ._ _ 1 0 18 District of Columbia _ 1 0 4 Kansas... - - 1 0 38 Massachusetts.. ... . 2 0 7 New York .. ... _ 3 42 131 Ohio . . . 1 0 20 Rhode Island - . 1 0 23 First aid: California. .. - - 1 12 17 Louisiana... .. . . ... 1 0 73 Michigan...: .... 2 0 21 Mississippi . . . 1 0 15 Montana... . . . .. 1 7 8 | Home management: District of Columbia _ 12 0 35 Kansas _ _ .... 2 0 23 Massachusetts - 2 0 20 Missouri.. _ . .... . _. 0 6 New Jersey ... .... 1 0 9 New York.. . .. .. 3 0 33 Pennsvlvania . . . . 2 0 26 Rhode Island - 1 0 9 Wisconsin. .. . . . 1 0 4 Home nursing: Illinois.. .. .... ... 1 5 11 Kansas... - - 2 0 23 Massachusetts . . ... __ 2 0 21 Mississippi ... - 1 0 15 New Jersey.. ... ... 1 0 9 New Mexico _ _ 1 0 34 New York... _ _ 3 17 36 North Carolina - 1 0 41 Pennsylvania _ 2 0 12 Washington _ 1 10 28 Interior decorating: California _ 2 0 29 Massachusetts ... _ 1 0 5 Minnesota. - ... 1 0 1 Missouri.. - 2 0 19 New Jersey _ 4 0 50 New York _ 3 0 29 Bacteriology: Kansas _ 1 1 8 Massachusetts - 1 0 1 i Institutional management: ! Massachusetts _ 1 0 30 Jewelry: Massachusetts _ 1 0 10 Social work: New York.. ... 1 0 31 Theology: Georgia - 1 7 0 Chinese: Hawaii _ 1 13 4 Hawaiian: Hawaii . _ _ 1 0 20 Japanese: Hawaii. _ 1 19 8 Philosophy: Philippine Is¬ lands _ _ _ . .. 1 41 49 Oriental history: Philippine Islands. _ _ 5 539 305 Philippine history: Philip¬ pine Islands _ 11 1,108 _ 477 Porto Rican history: Porto • Rico. - - - ... 1 0 14 Journalism: Hawaii.. _ _ 2 14 17 Multigraph: Hawaii _ 1 14 0 Home management: Hawaii _ _ 1 0 20 Philippine Islands _ 2 0 127 Home nursing: Hawaii . 2 0 12 1126 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 12. — Students in private high schools and academies enrolled in miscellaneous subjects, by States, 1927-28 — Continued Subjects and States Schools Boys Girls Subjects and States Schools Boys Girls ‘ 2 3 4 > 2 3 4 Occupations: Alabama _ 1 43 37 Occupations— Continued. Montana _ _ 1 3 5 Arkansas 4 29 30 New Jersey . 1 56 California. . . . 2 69 65 New York _ _ 3 25 47 Colorado.. 2 16 23 North Carolina _ 1 85 39 Florida 2 24 26 North Dakota 4 18 81 Illinois.. . . 3 183 28 Ohio . . . 2 29 23 Indiana _ _ _ 3 23 143 Pennsylvania _ 2 33 11 Iowa _ . _ _ 1 42 124 South Carolina .. 1 2 6 Kansas. ... . _ 1 29 4 Tennessee 1 12 18 Kentucky 3 15 12 Utah 1 12 4 Louisiana _ _ _ 1 10 Virginia. . 1 12 Massachusetts .. 1 97 Washington 2 44 50 Mississippi- . . 1 75 West Virginia... . 1 42 42 Missouri 4 63 44 Wisconsin 1 49 Table 13. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils, 1927-28 PRIVATE HIGH SCHOOLS AND ACADEMIES 1127 Bound vol¬ umes in library US 2,000 1, 095 1,800 1,504 950 12,000 10,000 3,290 1, 040 1,100 5,000 1, 800 5,281 3,000 2,746 500 2,500 2,000 2,973 200 3,000 5,000 1,000 2,000 Perma¬ nent en¬ dow¬ ment fund (thou¬ sands of dollars) li l 1 i l III i i i i i i i i i i i iii I lift 1 1 1 1 III 1 l l i l l l i I IH l lO l l 1 II 1 1 1 1 III 1 1 1 1 1 1 1 1 l l | III II 1 1 1 1 III 1 l l l I l i I I I | III II 1 1 1 1 III 1 1 l l I I i l I | | III II till III 1 1 1 1 I i l I l i | III II till III 1 1 1 1 1 1 1 1 1 | | III Num¬ ber in mili¬ tary drill eo 1 1 1 1 I 1 1 III i 1 I i i I l i i III || 1 1 1 1 1 1 1 III l 1 i i l l 1 l l | i i l 1 i i i i i i i iii i i i i i i i i i CM i i i i—i i i 1 1 1 1 1 1 1 III 1 1 1 1 I I I I 1 1 1 1 Tt* I 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 III II 1 1 1 1 1 1 1 III 1 . II III II 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 III II 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 III II Graduates, 1928 Girls Si OQOOONOOO CM CSO^WNOSCONCOOcO^oOONif OOhhOO CO iO OO rHiQiOOOGOCMINOCMO^NiOO'OCM ^ ° ^CMco^CMcoa>oco r^CMt^ cm Boys 05 O CC r-H O CO CO CM CM O CO CMiOOOOOHTftONWOHNOCO 'OCO 0^00 Tf< O CM 00 «0 iO CMiOOO*Or-H CO Secondary instructors Women a© OOOOt^CMOO 00 *C CO NOHOONOiCNClOlNOOrMOO T-H CM CM r-H r-H CM CM Men - OONOCO^JIO O r-H CO »O^HOOO»OOCOO«»0>CgCMN Years in course CO Ele¬ men¬ tary depart- ' ment us CO J CO CO J J CO CO CO* CO ' CO CO CO CO ' CO CO ' CO J CO ' J • CO a> o o ® a) a> a>Q}Oa>a>Oa>oa>ooo© Board¬ ing depart¬ ment - <2 o <3 h>h^;>h>h £h>h>h >h£>h>h^>h>h££>h££>h£;>-i£ Religious influence e* Nonsect-— M. E. So„ M. E _ M. E. So__ Bapt _ R. C . R. C . R. C . R. C _ Bapt _ S. D. A... Nonsect— Nonsect... R. C _ R. C _ R. C _ S. D. A... R. C _ R. C _ P. E _ S. D. A... Nonsect... M. E _ R. C _ Nonsect — R. C ; tA'3’g~ J Ss-S® § 2 .9 52 x: -c l.E.Sftg.S - oo ®’"H "n 2 » >> bo A 9.S-- T3 o.'a e8 ce o-r; o 0t3 fl &■ 1538 CO’Mt-'CO^ :r|^x '3° 8. '§; 52 o "C be 60 be1--1 fc. Ml SijflacJsSH ° ><;*<< ■g & § § g £ « • ° >? © w> *.2«.S f §s 0pO j >» ) ® :|Q - 3-5.0 PQ 3 a 88S8SS® loowooino >1111 -„„|88S88Sf iCiCiOOOOONOOOOOOiOCONMOs of C^f CsT cf CO rH CO *0 CO H r* CO CsTrn t>Tcf CO HH cf »0 CO HH 03 G A c/3 ¥J a ® is aV, 5 £ 3 o ® 5_c o oa E-Sa bS Si's-'5 03 00 ■§2 hNMhO^hOOONOONiCOOOMOONhOMiOOCOOOiCO H 8 ws- J J w ' ' w m W W ' W w J CO J J W J ' J M w w M ' ' W J W w 0©0a>00a5Ooa50o©0Q^00a?000®ooo00o0oo § O ft2 ffi 3a ncgooH^ocoSiocoocococcSoSSco £8 o a .'5 3 ml OOO pOO pDODO C pOOOOODDOODODOD oCCJU psps jIpsps pi psjIjIpspspsps rttf p5pj«rt« « CO >, CO r? ® S M ® T3 TS’C 8m w.§-3W al^ls 'm’oB >> © X3CO„ £> C3 rj O ep-Ss :*gga“. oj S M _ ;<5_ flJS’O’i 8o © -7. 5c .52 00«* sTSSlSSS wSfiS-g LSg^a-a^s^sg }coOSa>c»OOcc"c*© tx.S mo;> 2J£ ®>«c> +J*i*i®’a3o^30+J-+J- 03030303ffiZE'PcG03 M Don o o o 11 *3 0 ooo2Po-z*oi-oooooooooooooS®i5w^o QQ q; ©QOQfcQQOPOfiOQOOQQQ^Q^^'g^ P O Pi 03 03 03 a o a s- A £££> PRIVATE HIGH SCHOOLS AND ACADEMIES 1129 OO WOrH O O INN 00 CO »p CO rH r-T >~888S8£ JOiiOMOOOOOC^OiO lOCSOOOOMOi ~CM CM'^’^rH'r-H 1-T o ‘CT CS r-T I CO* rH* icf r-T CO" © CO 8888888 ONOiOOhn csho'coco‘o'w‘ 88 *o © CM CM 888S? HMOOrt MOONO CM CO Wh ^OOOCOINOWNONOiOO^oC 'ONO^O ©CM CO rH 005 CM r-H CO CM i © CM © ^iO©COCOt^©CM CO CO CM H»00 00«OH05N rH CO CM O O O CO O CO 00 O CO CO O h CO 00 O O ihONCO CO CO N- CO rH CM CM L- 1 © © CO i CM CO ^t^©©©©©© © CO CO CO 00 CO 00 OO 0*0 CM © ^NOOCDc0OC0»0O^OhOCM05C0OhN05 N- L- © CO 00 CO Tt< CO HOlO CM CO rH HH rH ^ © H H H CO CM CM © *OCM©CM©CO©Tf< © >ON CO 88|° **t< oo oo © © cm © n- © OOcoOOCOOOOoOOOONOMOOOoOOf N CM T-J 05 0 CO CM COION 00 ^ © CM CO TjiT-H HHtO CM CM CM 193 JifflWOOONN 00 © © © HNOOOCOOCM^ONOOOcoOoOOOCO^O CM CM T-H CM CO rH HH iH rH © 000«^30-1 !>• © © NOJO»OH HCMCO©Ot*oOHCMiOHCMhcOH©OcO©CMCO H CO HH rH rH HH^ CM CM © © © CM *"H © © Tfl »H © © © rt< ■**■*< Tt< ^ Tfl w ' w w w © O © © © • w W • • ' » > ' ' ' W W W W W ' ' w » » © © © 0 0 00000 O © © © © © O O ©OO £ >< z £ Jz; fc £ £ £ £ >i >h >h >h >h z £ 5? & & oddododS WWW © © © o © o © o i i i i i i i i j i i 1 i i i i i I l i i w w w w w ' ' ' ' w w W W W ' W ' w w w* ' ©©©©©0 00 0©©©©©0©0©©©0 >H >H iH \n *H £ £ fc Z >H >H JH >H >H £ >H £ ^ J* £ 6 'A W J J W W J w • ©oo©©o©o >h££>h>h:z;> O £> 0)0 O O OO CO J * 00 O) cn M ro 00 ’ 00 CO CO r-Jr, 1 r-J OO CO 03 daHddddddWddflaOHOflOfla §® i'l'g ; :g j ! d dop'd d w W r>! CO W r^! r> W d flO g gDO g Jdd pjddcc'd « ddo? o _ S3 , O 2 tco 02 o d ® _.§§? o So x: go oHV-/ to -e ,C-“ g§« w §T3 3*? ® Sg . ® d? -w c3 Ococo W O dll £fiQ8 w § og Q ££ >> a o a g£ I^StS j o® ® 3 o2 “■£ a§'S,®Sfefe0^d’Spi25 Is.S-ggll s|g |gg j*OWOO to TfHOOOOOO HOOHHTfM CO »— ( CO Boys Oi OONtNNCOOOOO COOONOO) 00 NNNOOOOO ^ IN O GO >0 05 00 © O iO lO C-l-CM *— < CO rH rH rH T* NH H Secondary instructors Women ao JONC^O^^OO (NjONgCOO CO ONOOOON Men r* OOlNNNiOOH rH O ° O HiCiOOHMO Years in course CD ^ ^ ^ tF Tf< ^ Hi H H< H H H< Ele¬ men¬ tary depart¬ ment ua £ & o' s o’ £ £ d ££££ i o: £ ££££££ £ >1>lfc>«iZ»<>*>*><><% >H Board¬ ing depart¬ ment - WWWCOCOMCO' CO CO W CO CO CO CO ' CO ' ' CO ' CO ©®®©©©©0 © © © ® © © ® O © o o © o o >1 Jh >h Jh Jh >■< & >*£&>*£>< Religious influence Presb _ Nonsect.. . Bapt... .. Nonsect... r>api _ - Bapt _ Nonsect... R. C _ Nonsect... Nonsect... Cong - Nonsect... R. C . R. C . Cong - R. C . Nonsect... R. C . R. C _ R. C . R. C _ R. C . School N North Avenue Presbyterian School.. . . Washington Seminary . . . Chattahoochee High School . . . . Riverside Military Academy . iliawassee Academy. . . Locust Grove Institute . . Darlington School for Boys - - Benedictine School. . . . Kamehameha Boys School . . . . Kamehameha Girls School . . . . .. Mid-Pacific Institute . . . . Punahou School . . . . Saered Heart, Aeademv . . . _ St. Louis College . . . Intermountain Institute . . Marquette High School... . Western Military Academy . . . Fox Valley Catholic High School . . Notre Dame Academy . Trinity High School. . . . Academy of Our Lady . Location - GEORGIA Atlanta. . . Do.. . Clermont . Gainesville _ _ Hiawassee . . . Locust Grove . Rome . . Savannah - - HAWAII Honolulu . Do Do . Do _ Do . IDAHO Weiser . . ILLINOIS Alton . . Do . . Aurora . . . Belleville . Bloomington . Chicago . . PRIVATE HIGH SCHOOLS AND ACADEMIES 1131 3§§§§iS§ig3§§§§i§s§§§i§§§ ®<»eo'e®c®ooo'ar» li!iilllll|llilil|llip|s|. * i i iio i i i i i CO i i iH i i i o • O O • i *o i ill t— 4 ■ ■ i i • t>» a i i i i i CO i O *C i i Tf i ill i i i i i iii iii CO i CO i i i III 1 1 1 1 1 III III 1 II 1 III 1 1 1 1 1 III III 1 II 1 III 1 1 1 1 1 III III 1 II 1 III 1 1 1 1 1 III III 1 II 1 i i i i i i i i li 1 1 l 1 l l l l 1 i i i i i i i i i i i i iO i i *o * i i • 1 00 i i i i i i i i i i i i i i i 1 1''- i i 03 i i i i i i i i i i i i i i i i i i i i 1 03 i i i i i i i i i i i i i i i 1 1 1 1 1 1 1 1 II 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 II 1 1 1 1 1 1 1 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 1 1 1 1 1 1 II 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 i i i i i i i i i i i i i i i CO 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 i 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 i i i i i i i i i i i i 1 00 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 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . Ill 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 \ 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 < 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 ®Sg3333083000208820g080g3S3$OOOOM8S$000030S80038080Si2 2200&S^20|5|2S|00§|0|0|0000^SS|880S0|S^S80S|g00|°fe|8 0So|o|S0|^000802|f50S0|0|||||00008S8S008S°gS00|S0S0^S 05000OOONOnN^OjfNnOOjiO«eoeOHOOO®CO*OOOOONHOOl»NONOHO „■ : «■ : ! ! m : : M' : : „■ : „■ : : : : : : «; «■ : : : : «■ „■ M' : ! : : «j «■ : «■ ; : „• „j ^ i : : : i j So©ooo©ooa;SoogoSccoScocS3cooo©©©occc®£!c©cc©S©oo®ooo© s ! ; : : : : : : iw' : :«.■ :m' : : : : : : : : : iM' : :«,■«,■ : :«j ! : ^ d :«!« «' ooooooo©oo©o©oo©o©ooooocooco©o©cc®®oc®co®®©©®o©©®ooo OOrOOO .O cO OOCUOOOOOO oOO cOOOOOOOOC ODOOOQQDO PSH«^«mrtrtrt«rttf rtiltftf tfrtKrttfpjpsSgflSpjpsrtrtrttfrtpj Joseph’s Table 13. — Statistics of 'private high schools and academies which enrolled 100 or more secondary pupils, 1927-28 — Continued 1132 BIENNIAL SURVEY OF EDUCATION, 1926-1928 -o m >> CJ. g „ !- 3 O (3 Q £ liiiilllilsi ilillllol B-s= « g|l^ as: ooiooo'ji ®Sc5-®OOQQOOOOO'°o co eo fflNiOM io t 11 § s OOWOHI MN(0 0)OJO^OO>OOOOOO^OCO iO rH 05 o *C (N r- I- OlON »-« CO £52 -cl C 3 Oi- © tn W.S voo®®ooe»NO»NN'fHeo' ihooqocd coMNNoooomooa^oooO'VO ®.3 3 ►< § © 3 £ CS a ESafS W W J J W J a? ca>©©©©o© w co a> cd >hJh l-S &j © © o o o o co co co ' J J co ' ' co ' co co co co co ' ' ©©©ooo©oo©Oa>a>a>a>©oo O O o a :§>§ "© *9 ps .9 OOOO a' rt'pipicrj^ q'OqOOO .OObOOObObOO ad PS I PS PSPS WPS PS h PSPS PS* fc PS ll « PS’ oo PSPS ’o • 2 §*« 0CQ :i§p© nQ bo e-Sf &f ^ o © £ w c £ ® 2 w &.S ©m £ ■g oo5j:^ aSmOJSjStsj ; o § ° b-Sl-S tfS iii :*gS go £* 2 a ~ — w «sj g«ojS§25o.9a§ ©q.S “ ®f2 5«§ g>' ; £j-.0 ! I sJ-Si te-g-ss , £ ® cH b !|SS|a: W-I g o l-S ana fC LJJJ t-l t-t bt O c © © ■S^gga a ®j»£.2 m m!>;>N g® 6 te§ ^2cS .§o3£>S 0-3 0*.2* ooowhp* pq^ £pu,ps£ SQ T3 PRIVATE HIGH SCHOOLS AND ACADEMIES si§a§gisii §!§§§§!§£ iiiiissiiiiigiii §§isi§ TjrcNO'o'NcoefcfrH-CC odNNeoNNMN® «T CO-r-T o i i I i i i i i 1 i 1 1 1 ' 1 1 1 . . i i iO 1 1 l 1 1 rH l l l l O i 1 l O 1 i i i i i i i i i O i i i to i 1 l l l l l l l l CO l l I rH 1 1 1 l l i till lit i 1 l l 1 i i i i i ill i l l l l i i i i i lit t ' ' ' ' ' . . ' : i is i i ! : ! : : • ii it j | j j j j j j | j i i i to 1 1 1 1 1 i i i CO 1 1 1 1 1 1 i i i i i i i i i i i i i i . . i i i i i i i o l l I i I i l I i I i i I I l CO 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 sooogo waogooo^o ^o^oaogowoMN^n® °NH®°N S£S;0g§2f2g0 2Sggg?°S8£ t^OOOC^O ^°^ooos^ °3§3s3gfe§g °SsS°§ OONOiOOJrHiOOO^O OS^OONNiOOCO0 40 O O O CO o WNONOOONH^ 0»CNgOONh«0 eoiooNOiooMONOoooie'ji ONNWOO snsdndo £ >H >< >H £ £ JH >H >, ?H >H >H : !«■»«;« i i i «; 00©©©®00C© i i d i d' d J J s' ; 5 S 8 8 3 d O1 O d o' £ £ d O1 8 8 8 :H' „• : : .' o ® © o o o Table 13. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1927-28 — Continued 1134 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Bound vol¬ umes in library © 2,300 2,000 3,000 1.500 1,000 2,000 520 300 1, 600 558 600 4, 380 3,000 6.500 150 100 500 2, 500 8,000 4,000 1,000 1, 100 7,000 1,650 3,000 8, 500 Perma¬ nent en¬ dow¬ ment fund (thou¬ sands of dollars) 2 ■ © tOO0'-l N-nlOOra -h I.OrHUJXiOMiOOse'fMNtCCOO t— t- >0 r~ i-l 1-H i-H d is School N St. Joseph’s Academy . . . St. Josenh’s Hieh School. St. Mary’s Dominican High School _ _ St. John’s College . . . . . Bangor Catholic High School . Gould’s Academy . . . East Maine Conference Seminary . Calais Academy _ _ _ Higgins Classical Institute . . . Foxcroft Academy. . Fryeburg Academy... . Hebron Academv Ricker Classical Institute... . Maine Wesleyan Seminary . Mattanawcook Academy . . Aroostook Central Institute . . Maine Central Institute _ _ _ Cheverus Classical High School . . . Berwick Academy . . Coburn Classical Institute . . . Wilton Academy . Calvert Hall Friends School . . . . . Gilman Country School... . Institute of Notre Dame 1 Mount St. Joseph’s High School . Location - Louisiana— continued New Orleans . . Do _ Do . . Shreveport . MAINE Bangor . . Bethel . . . Bucksport _ _ Calais... . Charleston . Foxcroft . Fryeburg _ _ Hebron _ _ Houlton . . Kents Hill . Lincoln . Mars Hill . Pittsfield . Portland. . South Berwick . Waterville . Wilton . . . MARYLAND Baltimore _ Do . Do . Do _ ■ o Q PRIVATE HIGH SCHOOLS AND ACADEMIES 1135 881SI iilili i i i i i i i i i i i i i i i i i i i i i i i i iiii t i i i i i i i i i i i i i i i i i i i i i iiii i i i i i i i i i i i i i i i i i i i i i i iiii iiiiiiiiiiiiiiiiiiiiii iiii 37 0 28 38 5 24 £S°23S82 00C§eo0000 ogcoooo ©OCOOOOO 00888030S8S^0000§3030828°&c$ §§§§§ iiiiiiiiiiiiiii «re*VTTffao.-r eo hwnoV ooggco. o|roororoooooo,p,o |2020§§SS00002§0S°SSS0S§ 2S°°!3SW 20HNOSoS«oS««cU3‘0oooNMojooooo«5«coooOH«Soo2saoHoo OONNWOCO OCOOOMONOOMHOHOOOONMOOOiONOONOMOOOOOgOWrtOOWOaiO IMO»‘ S i S i i j i o o o o o a o W M W M ' 1 ! w * 1 I cr ' 1 ' I I 73 w M ' '/ M W W ©©®®coo©cocSocooc»©©o©®©® i i i i ; i J j j : j : i J i j j opoooo©©©c©oo©c©© Table 13. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils, 1927-28 — Continued 1136 BIENNIAL SURVEY OF EDUCATION, 1926-1928 PRIVATE HIGH SCHOOLS AND ACADEMIES 1137 tH(N(NCO rH csf CO TtT T-H csf r-T C- H H r-H rH rH H H CO © © © OJ ^ONOOChCOi 1 xri co co ' 'wmwwwwcomwm'wwcQMWwwcQ a>a»©oo©a3©a^o©©a>a)© ^ 5h >H £ £ >H >- JH >H >H >H >H >H £ >- >H >H >i >H J* >H Oa>®®a>o®®oo<»©o®®ooooo®o fc >* >* >* >* £ >* i* £ £ >* >h Z ^ ^ £ £ Z Z £ >* £ oooooooocoooooodooooo^oc GO GO GO ' CO ooa>a>ooooo©Oa>ooa>o boo'd vidpdddddo'dddooo'dd^bo ps pdpipjotf ajtf tfpi « « pi « pspspsps^psps OOOOt oso ioooofcooo goo P5 P$ PS PS P^ hP PS £ 03 £hJ PS PS PS PS PQ PS PS PS £ PS PS ' O o o o O 0X3 - - X3X3 — be bczj_ O oo gj :§ a cc- )® ®x:. OOq. 1 » ■ 2*03; ■ > >> >>®x3,p, >.« >>«S o ” >>£ 2 S m 23 ©«■§ S c ®w ’SC(BPh'5'»j3 « g S3 'O ® 33 .sj 3^- c-3: mo ®X5 a a 3 ® '-hM. ■s’S’3 g s 03 O »7 ■g gco<< o a, a a >3^ o!j3 o f3 CO ^® Q3 ® pQ P3 CO »J <1 E-I S3 >> SI, >>> Sw z>? . ■ *fi!l ,-al-g-s Og Ocqco > _m S° .Sf .be g cO )>>®a'W'Sx::3 W s o-c 5 § ^ CO-2 g-Sfail^M-SP i«goS2.S^«»fe & _ 33 3 3) oco ;plh^. . s | f 33 C3C^ f oo ° s m’o J 5 ^ i; ® g § ° , ■ c °C 4 M C3 e S be« •9.3 a c _ I § all’ll S-^’S1 ’H.2.? £ O O i c /5 03 P Ph wwc-w^^Sooooo^o? QPfifi^'g gQQQQQlotS 03 <£•- O Pi COCO 2 Swedish Evangelical Covenant. Table 13. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1927-28 — Continued 1138 BIENNIAL SURVEY OF EDUCATION, 1926-1928 14 CO iiCQOQOOOOQOQO lOCiOOOOCCOOO^ l«O«5OO00O^ONO»0 rc^tOiOlCioiC^-TiOr-T^ci f° s isssas* nooosoei ®> a a 3 Q, © CO CO c/3 C/3 CO ssOeoiooseSsScSecsoOsSeS >H >H £ >M £ >, >H >H JH >H >5 £ >H >H £ >< >< 2 >, >H >- 2 'S bt> is 1 S « a! «.s 8 8 8 8 8 ®0®®«0®0®00o000«000000S® o o r, 8 8W' 8 Oaa^a .OOJO O CO'S SOQOOOO cOOOOOQ flOODOU .o .go . C . o . tf^pspnOtf ps axzxxzzxxxx'zxzxzizi ^■2 p 8 §£* ®;3s is :1 S >» sls-s £. £ 03 JM g pffl >. 1 PvSfS ~ a ofloo 3S o aO<> C •'i O M j!^e! ■§ g b.s?®M O-S <5 ^ cx: wbw £5 3fl^a >,scs o 3 3 C- >8^ , ®f= a ® -2^3 omg-s >>c "O- ofi •goo o a % ro - a ico © a •SS'S.I'S WaW^I - 3 O M ?*> ill I « O 0 - Ji M o. 2 o ladddoo « s - .<2 > >3 3 _ ^.c o o-a o <3 ° .j *J ccaiSajOO^OMSPHOQcocQaj -33C=* So 03 £ 35 3 pq«oSe- 5 8“.2lQQPQfl| ^'Q §o®§ OH^M Sp*c 3 o o o o o o o d ^QQQQQQQQ PRIVATE HIGH SCHOOLS AND ACADEMIES 1139 2,500 14, 600 460 3. 600 111 II efetef oo OiC 5 08003S°8£82S005 °°s° 0 253 100 65 112 0 139 0 64 0 58 105 00|0S2SSS|0§^00S0§800§Sf5 Sl°§ |°° gc > §sisggs OOQOO OOO Olf 5 OOOOCOOCO»0 HOMNOO^OQOiONOHOOCTfONOOHQIN 12 28 0 29 9 1 0 1 n 50 6 44 4 8 11 7 NrHTfTf C00C00(N HW rl <>ii iii J ij i iii J J © o ® o ooo ® © i i i i i id iddiddd i i id id i id >H >H >H >H >H >H % >H Z £ >4 fc £ £ >H >H ^ £ >< £ ££>< ziz; | ; ; j )|| || S do o' odd do £a$P$tf P5tf 3 3 8 3 d 8 S >h>h>h>h£><>< dd ! ; ! ai ! a,1 idd • ' 'd '• d : i ! :«,■ : ©®000©0®0®®000©0®0000®0 *>*zttiHZ>iz><>4zzzj> © b m o b S a a2 Ja 8 S* l-sl a Oh g -5, O C.tCj3 “ m o HHCC •S3 ® -J ® ‘3 5 CL coco CL to CC 2Sg 8«;g a a1'5 CL QcO “fi p- o ei®2 £.e_ -.Sfo o C“ o o •2„ o o -£ eSCOcO ® • fe*±: jh _ 02 "o O oMM r- O C j- ZT 2 oiSW •S' o rj c3 3 1 * “ |S ill MS >> „„ .a II mo ■ - . c c ^ as ^8835 iilfsl l W u- CT" oc — coWPJcoco w CO « a O O ~ SQQb ? B ~ -2 JjP 25 _■ >">- C Q.tu O ® ->Q g: sjs'B 3 3 a « ®-“ B £ O O 3£ P-, P-, Ph CLcococoe-1 >» !i ■11 5f2 .a a " aJ <0Q >>0001 gQOfif £> 3 PRIVATE HTGH SCHOOLS AND ACADEMIES 1141 SSSggSIlS N«0CM«5<=>lBS5SS^00<=g5^'005K0‘f30^5SS??3^0500S‘0 •g g §1 OOOOgNOOO^OOgWOOOONONWgJNWOgOO^WCjO; 2'0O^OOCh§Ww':,OaOOHMrtNOOOHOHl I-. G WJ'WMWW'tfi''WWWMm'W'MWMC«W'tOWWmM'CQ oOOq)®©Q)O©OO©Q)Q)C)©Oa)O©0)©O©O©oc)®©Ofl) 2 w p a O.S ffl ®s ooooioo®«ooo«o®e®®oo®o®oo®ooo##o# 38 o a §§ «! x I I I I • 7? rr * 7r 1 1 1 . . i »■••»■■ « ~ cCUDOO crw fiOCOQHODOOQOQOCCOOOC c^a O . 0^,0..... . o. £tftf«p$tf;z;£(L,z;p3PiP5«ptHp5PSe3tftfP$tf tftftf P$P$P$tfZP3x' c c >>« :x£< C c rfrr.it o ® bt o3 d> ““5“ g >>.0““ ■*■ 'C ,s a> o"0 X g >:e Eg -=• S» r ®Ph, ego ►»■ aj CC +2 ! C.T3 > w' & E c £ > C CB aifficoccftHhPM P £ ® V, J3 fc. c C P 3 m u p a >< E,2 ;bll S®*! = o-g >>x / V S a ! 73 ^ 3^ >,x - ® U ’C wf . S3 »•! sgjsii.iisg gzgslls^S' >o y1 _g ® >, co *5 c “o >J ®5Ss*E o o'-^K §8 B°S| o *0 CC Boo ~-~ o3ex/No3^o®o oo o5 !>. OOOP4PhPh«« PhS XXX > a — I w B >.W O IS a ee P PRIVATE HIGH SCHOOLS AND ACADEMIES 1143 DO >> s „■ _® ® gcc < ® B 2 xooior^oooooc ICOCQL-0»OOOOC lOOfONaNOiOr-i rH rH r-T CO ON^N^OOOiCOOOOS CO NOJWOHOVO^O^OOOIOHNI JO Oi»OH CO 05 00 2 10 © *0 CO O © rh 0 050* UOO^^O COOOOOOr^QOOC CO iO CO o ■ lOOOOOrfCOOiOC^O s a i © © © © r^io 04 rH (MO© 00 © ^ © © © r- © i 0 co ©iOxt<*OC400©©©iOC4 N Ir^^H^HOT,H ^ ^ ^ ^ ^ >H fc Z Z Z ^ !* >H >H ^ ^ ^ ^ >H >H £ >< >H >H >H % d d WOTC/DWC/3COC/3WWMC/3 00000000000 >h>h>^Jh>h>h>h^^>h>h Yes...| cd®d®dddgdddddgdod“gddggdddgd©d OQ c’Sp1W''i’i'S,5 I oW o ODDQ flD flOODDO S a flD ADO qD 30 pOOOOO pD oSc? ’S!£S30o ’ • ....o.o . ooo.o. .o.o.o . o. fcPkPq^PLifL.Oj&O^ « &XXXZX 03 WWW £££«£« 03 Ztf £W£o3o3 o30303£o3 o ® “rt 5. = 2-33^3. _ _ H fl . :-gB *®s. >> s — ■ S'C 8SS Jf^J S^~8g| 0 ’ O 1 +S v" QQ “§m o® ^ “So >>2 o IcQ, .slS*'® -- > — W msd caS : '£3d33 * tS go 23 ® d^le o J ^JWPQKWfeOOO^ « '"O O O o 'h .„jg@la, i.sIllbSit “"•s^ • § « « §s »“ ssfsaa , Sl£S8lS$if$lfl' 3 t^f » SSlff S S^s § 5rJ 1- "> ® a Si ” Sol*-S ^5 fl °5 o 6'? • •§2oOj3i;^*5o3siiSOC33t;Ci2 ■ CO ^ 02tc-<*> •03 u 6c C > 2 C CS ® 5 33 > ■C » ._ qj m ce O u ^ 00 OOOOOOO'SOOOOOOOOOOrtOOtt^O qQQQQQQ ®Q«QOQfiqfiftp § P P 2 aZ> ,2 O C3"® CO U O PPW eSBlSS i|i Sow Table 13. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1927-28 — Continued 1144 BIENNIAL SURVEY OF EDUCATION, 1926-1928 G « 55 3opg 8828 ei oi cs •-« eiu- S#J“!!.: gq <1—. pi px .C .fl J3 "2 „ st: o ,a_,c:.o^©'8tt|.Gbcoo3 .2®o3t» oCLjgM^CQCO^ ’3<«- “£W-”£ ® ■£ ^ ^ EoQflM “’3 5f ■= « % G -w — „ =3^ “is SK^’Sn SojK o ,c 't5 ,2-s.r ® °3 is 2 t ■S3 ® ©co.: •ag^-So o sS C occ ® •— ou — © — on “Jo *0 © M os W ® „ c.— vg:' ll2si£lssIS|l|.u_ *->■ *j OB -§ ^ ® o |2 Cfi OQ CQ GO < CG CO CG CO W CG O CG OZcgPcg sS’- o ss-s £sZ £ ' o C o :.§•§ a|“ ®M3 >, 3= ©g: Sul 2 Sh 03*i O PCkh >>>> aa | 3 Is g a © a G Iff ill. ESh. 6U cC fl*J M tfl C w{ 1§1|IP«I° 1 5 (2 2p» «3a ."o a Q o * ai C HI PRIVATE HIGH SCHOOLS AND ACADEMIES 1145 II OrHrt'NrJeOrtOr NNHOP5«VlN .-fjHrHUj'KS' ECUS*® CO SiillllllillliiSI S'*-'* r-ToTcO rH» ~ |S °°?!00rt^S?§ g°° g88S0®00S§Sa^0803^£$$£880®SS82g0g0£;§ 0wS2g§S°2iSS|0|S200g0|||gC00g0gn|g0§: '©OOWOOCO |°° g££0s00ssfes020ggg§gs3|0£sg§§££0a0ggs0£g§0§s2s§0g: i-H* non ociNwMejooioio^ooNNooOHMocivipiooooNogKiMONoinoqo^ooHooceoo; lOONN S'0??: !ONHOO»rtHOO8O^H«iflOMW0lrtOHHNi lON'otco^'fOwwoooao Table 13. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1927-28 — Continued 1146 BIENNIAL SURVEY OF EDUCATION, 1926-1928 •o , w b G a) c S 3 o g- s £ ggsSlga giW 8ltggS§g8SgE88i2gg8gSS ‘C'fOxocwocxcccc^t'Coo5wa> COCCI'-'—'’— 'CS*— ' rnON WOOOCOOCOsqOiOOOWOO^Cl •O^OWOXUHiCNXtOOHONWOWW (MOO O CC I-‘0»0*0 OCOO 8838853 S83S2§!SS8SSS!8g0?2S !s!g| O'CCJ'^N ) 05 CO O 05 CO )*H05 »ON Tf COh 00»-H *C»-H aiOaioajajaja>cua> oi bi »h« »i m i O ffl s s o >* 5* 5* 5* 00a>0<»00aj0000000 o £££>-;*:z; do cd add addddddd Id §dd^ Id Id’S a ..0.0..0 . o . -r . . • o.o. go - c ►_ w 3a jo 5 0 0/3 5 -'OCQ “M§§ 2 M ^ M 5.2«2l ? «c c a a: S5l* O .J3 , J3 ' §"0 02 >.M 2 •Sr ao&.SPo •- Wi03 --02 — Q O t»> CO ££§ «w o ^co (MM CO COW 02 03^303 02 02 AnP-e-W ■g.Sfg&M O •SPHPh !-_c o w.c^I-s I *.2 | g g 11 sl II _o 'g 02 — .' a ss js a >i o — r* 02 G « 6cQ .* V»g iSi ;> E S.3 •s® »- !> !> E □ a 5 ,S“o S .2 3 « | A .SP 1^3 .5 gggA W PRIVATE HIGH SCHOOLS AND ACADEMIES 1147 lllgllllllllllslsl ecooN co H«Td-H‘M« O i i ■ i i i 1 00 i i i ^ i i i i i I 1 ^ I 1 I H I I 1 1 1 II III 1 1 1 1 1 II III 1 1 1 1 1 II III 1 1 1 1 1 II III 1 1 1 1 1 091 59 “2O?30C?3 ScS000^0^0^00 o j-HOO 2 00S$02802&° O* OO T* n 28 12 59 6 0 30S300$S8|2S:82 o '8^ - ocoo^oo^ooc. 7 16 42 16 s 8 00g0g20|2° g00$3 2 §§22082°|00§S§8§§£ * SSS3 S§fefc°g008003 S8|fc 8 I'MONMOOOQOOI'O IO CO lOOOCOOTf CiNOCCO *00050 0»CH N 2°°n00S00m *0 500^ O Table 13. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils, 1927—28 — Continued 1148 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Bound vol¬ umes in library U5 1, 425 9,251 1,319 1,200 4,000 300 1, 250 1, 452 3,400 887 800 8,000 2,000 6,000 3.200 955 1,000 1, 200 3,741 2.500 1, 400 1.200 6,000 1, 500 3, 347 4,000 4.500 4,000 1.500 Perma¬ nent en¬ dow¬ ment fund (thou¬ sands of dollars) iiiiiiiiiOiiiiO'itQ'CO i • i i i • i i i i i i i i i i .id > i i i CO • 1 CS • CO i i i i i i i i i i Num¬ ber in mili¬ tary drill eo ii i t i i i i i i i i i i i i i i i i i i i I i CO i O i CO . . . i i OO CO ' OO i i • • • i i i i iN iQQ 'W 1 1 1 1 1 1 1 ' i llrHiCNi^Hlillliili^H^Hl *-H l l • I l l 1 • • II 1 1 1 1 1 l l 1 l l 1 1 1111*11111 Jl l i 1 l l l i •• i 1 1 II iiiiii II 1 1 I I 1 1 1 1 1 1 1 1 lllllllll II i 1 l i 1 i i • l i 1 • • i i • i l l i 1 Graduates, 1928 Girls c* (NOOC^OoOOOOiOO^OOOOiOO^ ONOtOOMH WWO T-i ^ r-H d 1-4 (NH o-§ ! >> S fcs-sa-sis o-'ro« ©.I e|j§!<2 fijSqS-g « ^ t-, fc. P* 72 fl tats W O .“ © B au 0 K-S'R-S^^^l'ca ©►? c?.is£ o o.&XSC pqpPpQOSZOJOS iU ^3 - 60 %%% ... ^ '3 c e .> ■§ K M .2 S © p >, S S <■£ b£ © .-g o b <5 oo l©i <3 c» § ffl E-1 ! >> . © .2 © o Si=B” g§S'§ jjjsl'M JZ © © Wi >> bo |3 'Edhh^’o ^©,^230 oflSa U%o till <= 5 B « B--§© t> J3 a ©;r 3 a *- ©£ ; © »m M © a -8 J ■§■»•§ a £.sji£sw lilfilf 33£ ©ju cS o£ «CSf«i30.3S S a §> a © ©33 S.’O O °^a ►3 “•*= O GO GO OT3 a> to » D Spq xs 2 c3 O pp; — M .S o.w • • * jC "tr^ _C • 1 1 1 w- i © £ £ E M ©.5 55>5? C OfifigccOQOxG©.© -=>© 52 ©33 O.B _ 33 ; «3 — >'C p ObC.fi Ocococo 5 § cs So i s.S o o g o WMPh kC 2*5^1 -So W W o' o c ‘ C PRIVATE HIGH SCHOOLS AND ACADEMIES 1149 SS§§! 31 ii illiiii -*°s as ®2°8S2o82 33832282S°°2£2002S0S!S2 oog°o *g SfcgSSSSSS* OOOOOOOOO^OOOO osooooooo ojgoeg 2£j°sg gg S2®jSgSS§§ S22i^5!l22^l2i00^i0S2§ S§32< >©1-I oo »o © t>- *° 2 ° 1 SS9S®,>S32 q>OHNO>OONWOO»0 '2° iiiH ><><;*£!* u dssddsSSB : i ;: i ; i ;;;: i ! : dcissclsdciciscicisssssssss Yes... Yes... Yes... Yes... itiii u i»Z !;!!!!!!! SoSSSSSSS !!!!!! ssdg Nonsect... R. C . R. C _ P. E . . Bapt _ Presb _ L. D. S... Univ . R. C _ R. C _ Nonsect... M. E . M. E _ R. C . Nonsect ... Bapt . ijji H«Isj JTItJOU - M. E . Nonsect... Bapt - M. E. So- Menn _ P. E _ R. C . Nonsect— R. C . . P. E _ P. E _ Nonsect— P. E _ Nonsect— P. E _ Ref. Ch.__ S. D. A... . 8. D. A.... Nonsect .. R. C _ Table 13. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1927-28 — Continued 1150 BIENNIAL SURVEY OF EDUCATION, 1926-1928 1-4 Is! iCW^OOiCO assllss co i-T io cs n ^‘r-Tcfe'S^'ffi'cT— ‘-h eo ef I ® *f o si-s i C3 00 33 WH0000 030 © O CO CO CO O gj jcgjo jO«ONgONONOrt ‘COOOMOO ©WO^«OCO‘CO'CQONiO»0« OOCO ©ao°o lOiTfOosos — oco — 0 — 0® 05 S3 ^ >00^(00 IOOONOWNOOhNhiCN O O ^ ^ O ! NOhOO^Nh^ONOhOO ® S b S a wa^fa 2 © © ><><>< W M W W W ' w K ' ' ' J J ' w ®©©©©Oq®oooooo© Isis S-fs V.J ■ • ' Vi V2 • o o o o © ® o l»ZZZ><>- £ 52; >« Z > £ £ i» Z «.s ODUGSOO S 20 o o . ^OKOOcGG^GSqG c a « . ...o. .3.3. .00 >..1 !ls in ^Offl s3§ 11 ® . o S.g'SH a5-^. a! O 0? S O •So . 6“ • © s, *3® *5 O t- ~ 3<1 £BS eSb ^ «•< g i®« |a ‘sic-l 'coco-^CQ >>75 Sj„OU.OT a £ E?o b = m C «7u g-g g £ gc«.S.g3x;5®ga3.Ga}£> *C a> ^ r/^ C3 fac ^ ZZ ^ C C C5 CA a a--^ C * M^MQh i o|-s |! % §>,!«« cc o g ^7 Sz 5 "3 © © rzs ru » o o o o g 5QQQ0|( 2 2 co b 6^ as - Q ."2 ® o r © »-h £,c *2'3fg5cS-* ; : : ; -®©^wno©-QQoo > i'S0 £ ®^-2 *QQQQ( S-s-T 3 ®-* C8 PRIVATE HIGH SCHOOLS AND ACADEMIES 1151 llllllil Mooci'^*oi'eoH ^ J2; >H : ; 00®0®®®0 OOOQOQOO tf ajtfpjrttftfa; J J J-S"? Table 14. — Private high schools and academies for Negroes which enrolled 100 or more secondary pupils , 1927-28 to Bound vo1' M umes CO in m library g g i> -1 su h >h Religious influence e* M. E _ P. E . Bant £ i £ id. M. E M. E _ Bant Bapt. . Bapt . P. E . Cone M. E . Bapt . School e* Miles Memorial College . St. Mark’s Normal and Industrial School . . Stillman Institute g 4 c c i X E a i i £ Edward Waters College . . . . . Spelman College High School . . . Walker Baptist Institute... _ _ The Fort Valley High and Industrial School... Ballard Normal School _ _ _ Kansas Vocational School . . Natchez College . . Location - ALABAMA Birmingham . . Do . . Selma _ Tuscaloosa ARKANSAS Little Rock FLORIDA Jacksonville _ _ GEORGIA Atlanta . Augusta.. . . Fort Valley . KANSAS Topeka. . . MISSISSIPPI Natchez . PRIVATE HIGH SCHOOLS AND ACADEMIES 1153 CHAPTER XXVI SCHOOLS AND CLASSES FOR THE BLIND, 1926-27 This report contains statistics concerning schools and classes for blind pupils for the year 1926-27. Reports are included for 80 schools and institutions. Data concerning sight-saving classes are not included where it is possible to separate them from data concern¬ ing classes for the blind. For schools that failed to report, statistics for a previous year, the latest available, are included. In States having separate departments for white and for colored blind pupils, their institutions are counted as two schools. Seventeen schools receive both blind and deaf pupils. Financial items are prorated in schools accepting both white and colored pupils in separate depart¬ ments, and in schools accepting both blind and deaf pupils. Of the 80 institutions included in the report, 47 are State institu¬ tions, 21 are schools or classes in city school systems, 5 are private institutions, 5 others are private institutions supported partly or largely by State funds; 1 school is in the Philippine Islands and 1 school in Porto Rico. INSTRUCTORS Institutions for the blind report a total of 863 instructors, of which number 220 are men and 643 are women. This is an increase over 1918 of 19 male instructors and of 122 female instructors. Perkins Institute, Watertown, Mass., offers courses which prepare teachers for blind children. Pennsylvania Institute for the Instruc¬ tion of the Blind, Overbrook, Pa., has a training course for prospective home teachers of the blind. George Peabody College for Teachers, Nashville, Tenn., gives special courses during the summer sessions for teachers of the blind and semisigh ted. PUPILS The total enrollment in schools for the blind for 1927 is 6,084, of which number 3,355 are boys and 2,729 are girls. This is an in¬ crease of 22 per cent over the 1918 enrollment. During 1927 pupils in instrumental music numbered 2,688, and 2,729 were given vocal culture, and 3,499 were enrolled in industrial courses. The number graduated from high-school departments was 177; 101 being boys, and 76 girls. In the kindergartens were enrolled 336 pupils — 188 boys and 148 girls; in classes corresponding to grades 1 to 4 were 1,254 boys and 1155 1156 BIENNIAL SURVEY OF EDUCATION, 1926-1928 921 girls; in grades corresponding to 5 to 8 were 1,068 boys and 909 girls; in classes corresponding to high-school grades were 633 boys and 603 girls, a total of 1,236. EXPENDITURES The total expenditure in 67 institutions which reported was $3,993,404. Those institutions which were able to distribute expendi¬ tures report instructional costs amounting to $1,147,441, other cur¬ rent expenses of $2,278,423, and costs of buildings and improvements amounting to $539,258. RECEIPTS Receipts are slightly higher than expenditures, being $4,028,145 for the year for 67 institutions. Schools which were able to distrib¬ ute receipts according to source show $3,264,812 from State, county, or city; $77,768 from private benefactions; $259,316 from endow¬ ment funds; and $289,021 from other sources. PROPERTY The total value of buildings and grounds of the 67 institutions reporting these items was $17,283,141; the value of scientific appara¬ tus, furniture, libraries, etc., was $2,151,091; the permanent endow¬ ment funds totaled $5,707,168; in the libraries were 157,380 volumes in raised type and 46,324 in ink. Table 1. — Summary of statistics of schools for the blind, 1900 to 1927 Items 1900 1905 1910 1915 1922 1927 Number of schools reporting _ 37 40 48 62 64 80 Instructors: Men.. . . _ 144 293 175 330 178 353 211 491 201 521 220 643 Women . . . . . . Total - . 437 505 531 702 722 863 Pupils: Boys . . . . 2, 104 1,917 2,401 2,040 2,263 2,060 2,731 2, 522 2,719 2,228 3,355 2, 729 Girls.. . . . Total. . . . 4, 021 4, 441 4, 323 5,253 4,947 6,084 Graduates from high school: Boys . . . . . . 39 50 57 55 66 60 101 76 Girls. Total . . . . 171 170 89 112 126 177 Pupils in industrial courses _ 2,235 1,883 1,815 3,201 2,354 2,211 2,855 1,752 1,317 3,702 2,417 2,228 3. 339 2,256 2, 053 3, 499 2,688 2,729 Instrumental music . . Vocal culture . . . . . Volumes in the library: In raised type. _ 80, 774 34, 754 127, 247 54, 788 140, 905 61, 785 157, 478 46, 577 In ink... _ _ Total.. . . . . . 94,689 125, 581 115,528 182, 035 202, 690 204,055 Table 2. — Statistics of schools for the blind, 1926-27 SCHOOLS AND CLASSES FOR THE BLIND 1157 i Estimated distribution. 2 Data for 1921-22. s Prorated with school for the deaf. 4 This amount is the value of the old site, which becomes the property of the Indiana World War Memorial Commission on completion of new plant for the School for the Table 2. — Statistics of schools for the blind , 1926-27 — Continued 1158 BIENNIAL SURVEY OF EDUCATION 1926-1928 Property inem -Aopue iu9u«uuej; N 8 : GO « Of | €/> i 8 | CO I i 000*08 000 ‘9Z !g is jcsT •o}9 ‘Aicjqu ‘amiiujnj ‘snieaed -de o'ypuaps jo 9n[eA 3 05 So 3? 8- SPSS'S § SI © oTisT CO CN CO §s §f sprmoi3 puc sSuipynq jo an^A w N $130, 752 408, 548 100,000 S © 05 05 CO 00 CO I 161,800 442,000 139, 650 118,000 200,000 393, 000 II gg CM Volumes in library 3[TXX UI S3 SSI j£ 1 *0 • 05 3 p 1, 666 400 4,325 :§ • uC ! CM 9dAj P9SIBJ UI N »o 115 20,839 6,500 173 9,000 500 60 s :s ^ 1 F-H cs ! 009*9 099 008 CM • Pupils in— Indus¬ trial de¬ part¬ ments SRO § 134 s CO • 1^*0® CO i i N CO h : S3 • S3 sAoa C5 139 CO 8 ; ; sg 23 oisnui XBiuamnj^sui ao fra «3 CM 05 *C 00 co SO 00 ! ira S? a enuino [booa r» £3 2S? CM 8" SSSSS Grad¬ uates in 1927 spio CO rH *o WhOhh i © O' i CO O • ' ^ ii ii II II sAoa us o ^ONhh i CM rH _ , ,HH , 1 CM II II II II In classes corre¬ spond¬ ing to high- school grades SPIO 05 © ^ ^ ^ 2 05 2 w ^ : ^g°CM= © i sAoa e* 00 38 21 3 16 6 4 7 11 10 3 4 15 1 1 20 6 In classes corre¬ spond ing to grades 5 to 8 spio 2 lO cog C0^000*^^c0000*»-^0* 1 N050®^ o " 1 sAoa 3 rH 8^ ',,S'0S8SS22'0‘0 ; S3 In classes corre¬ spond¬ ing to grades 1 to 4 sIJIO O CO t>. CO CO Tj< g CO © CM *C *C CM 00 CM i GO i sAoa a> coira ® o> jij 5S S2 22 S ,r 7 20 23 4 11 44 21 Pupils in kin- der- gar- ten SRO GO CO O* 00 riN 1 1 1 CO 1 CM GO ^ »-! CM i O sAoa *o o* TJH o co 00 • • 1 r- i 4 13 4 16 i 1 Pupils en¬ rolled SWO o Oi CO CO 05 iCNiCOO^OW^WC^riNO OCO^CNO CO co ^ »-i oo r-H co ^ co co co co r-. ^ s^oa In¬ struc¬ tors naraoAi *-HC CO 00 U9K eo ococow 0 05 O *C O co »-H o CM ** CO O O O 0**000*05 o Institution N I Public school classes for the blind . Maine Institution for the Blind 2 _ Maryland School for the Blind _ Maryland School for the Colored Blind and Deaf. Public school classes for the blind . Perkins Institution and Massachusetts School for the Blind. Public school classes for the blind _ _ _ Michigan School for the Blind.. . Public school classes for the blind _ Minnesota School for the Blind.. . Public school classes for the blind. . . do.. _ _ Mississippi Institute for the Blind . . ivnssouri »cnooi ior me nnno... . . Nebraska School for the Blind . . . Public school classes for the blind _ O Arthur Home and Kindergarten for Blind Babies and Small Blind Children. New Mexico School for the Blind New York State School for the Blind . . International Sunshine Branch for the Blind.. Catholic Institute for the Blind _ New York Institute for the Education of the Blind. Public school classes for the blind . Location - New Orleans. La . 1 Portland, Me . Overlea, Md . Do . Salem, Mass . Watertown, Mass . Detroit. Mich . . Lansing, Mich . Duluth, Minn . . Faribault, Minn . Minneapolis, Minn _ St. Paul, Minn_ . Jackson, Miss. . Ob. 1AJU19, 1VIU _ Nebraska City, Nebr _ Jersey City, N. J._ . Newark, N. J._ . Summit, N. J . Alamogordo, N. Mex _ Batavia, N. Y . . Bath Beach, N. Y _ New York (Bronx), N.Y. New York (2201 Wil- liamsbridge Rd.) N. Y. New York, N. Y . SCHOOLS AND CLASSES FOR THE BLIND 1159 1 Data for 1921-22. Prorated with school for the deaf. ‘ Includes department for the deaf. # Includes both white and colored. Table 3. — Statistics of receipts and expenditures of schools for the blind , 1926-27 1160 BIENNIAL SURVEY OF EDUCATION, 1926-1928 IIS § SSSlSSlSliillllsIgllglsIiiSl §'? s' s' SaR's%'|'sss's'°rss's'Sg2'-'s'?:Ss£g'''»'s ggs.s 88JS8888S888SS1BE I-SlliSSgg I ill s llllsSlsS-illlSilllllssS lis l.sll ls«!i II !31S18 S'’ i-'S'S’-' 8§* 131 g ll§2lliIlIIIIISISilg||glSISi g'S- s' |'s£'fe'Sa'|'8Ss'S“'R'8Ss'|'s'^ss's'ss'’“'S 11 a Is I s' s! •S :'E§- III I §§Silglsi§l§ll niiiigisisi SCHOOLS AND CLASSES FOR THE BLIND 1161 CHAPTER XXVII SCHOOLS FOR THE DEAF, 1926-27 This report includes statistics of 168 schools for the deaf for the year 1926-27. Of this total number of schools, 69 are supported by the State and are wholly or partly under State control, 83 are parts of city school systems, and 16 are under private control. Seventeen schools have departments for blind children, in addition to depart¬ ments for deaf children. Schools having separate departments for white pupils and for colored pupils are counted as two schools. Financial items are prorated, where possible, in schools having both blind and deaf pupils, or both white and colored pupils in separate departments. Statistics for State schools, for city schools, and for private schools are kept separate in the tabulations which follow. INSTRUCTORS Schools under State control report 1,724 instructors, of which number 408 are men; city schools report 417 instructors, of which number 19 are men; and private schools report 162 instructors, of which number 23 are men. This makes a total of 2,303 instructors in all schools, an increase of 394, or about 21 per cent over the number reported in 1922. Schools preparing teachers for the deaf are as follows: Gallaudet College, Washington, D. C.; Clarke School for the Deaf, Northamp¬ ton, Mass.; Central Institute for the Deaf, St. Louis, Mo.; School for the Deaf, 104 Lexington Avenue, New York City; and School for the Deaf, Morganton, N. C. With the exception of Gallaudet, these schools use oral methods. PUPILS State schools report 13,134 pupils and 246 graduates. City schools report 3,515 pupils and 2 graduates, and private schools report 933 pupils and 5 graduates. The total enrollment in all schools is 17,582, an increase over 1922 of 3,217, or 22 per cent. The following tab¬ ulation gives enrollment in all three types of schools by grade combinations. 1163 1164 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Enrollment by grades Grades Enrollment in State schools Enrollment in private schools Enrollment in city schools Total enrollment Number Per cent Number Per cent Number Per cent Number Per cent Kindergartens . 1, 322 11.3 76 11.4 356 12.5 1,754 11.5 Grades 1 to 4. . 6, 104 52.0 372 55.6 1,508 52.9 7, 984 52.3 Grades 5 to 8 . 3,388 28.8 203 30.3 924 32.4 4,515 29.6 High school . . 929 7.9 18 2.7 63 2.2 1,010 6.6 Total.. . 11, 743 100.0 669 100.0 2,851 100.0 15, 263 100.0 The pupils who were taught speech by oral methods, that is by lip reading or speech reading, numbered 13,762. The auricular method was employed in teaching 646 pupils. This method attempts to improve hearing when possible. The following tabulation shows a distribution of pupils in each type of school according to methods employed in teaching speech. Pupils taught speech Items State schools Private schools City day schools Total Pupils taught speech by some method . . 10, 315 9,799 325 751 3, 493 3, 364 186 14, 559 13, 762 646 Pupils taught by the oral method.. . . 599 Pupils taught by the auricular method _ _ _ .. 135 RECEIPTS As it is not possible to separate receipts for city day schools for the deaf from the general receipts for the whole city school system with any degree of accuracy, no attempt is made to present receipts for city schools for the deaf. The following tabulation, however, gives a classification of receipts for State schools and for private schools, according to the various sources of revenue. Receipts from the various sources for State and private schools Source of revenue Receipts for 60 State schools Receipts for 10 private schools Amount Per cent Amount Per cent From State, city, or county . . . . . From private benefactions . . . . . From productive endowment funds . From other sources . . . . $16, 544, 220 202, 161 144, 551 183, 725 92.5 2.9 2.0 2.6 $4,800 42, 992 750 83,086 3.6 32.7 .6 63.1 Total amount distributed . Total amount received 7, 074, 657 7, 095, 631 100.0 131, 628 273, 216 100.0 SCHOOLS FOR THE DEAF 1165 EXPENDITURES The following table gives a summary of expenditures in State schools and in private schools for the deaf. In 1922 outlays repre¬ sented 19.7 per cent of the total cost; in 1927 they represented 14.4 per cent. In 1922 outlays represented 56.2 per cent of the total expenditures in 9 private schools; in 1927 they represent 10.5 per cent in 10 such schools. Distribution of expenditures in State and private schools Expenditures Expenditures of 65 State schools Expenditures of 10 private schools Amount Per cent Amount Per cent For building and lasting improvements _ _ _ For teachers’ salaries, books, etc _ _ For other salaries and other current expenses . . Total amount distributed . . . . . Total amount expended _ _ _ _ $1, 050, 420 1, 841, 178 4, 383, 742 14.4 25.3 60.3 $15, 268 54, 555 75, 993 10.5 37.4 52.1 7, 275, 340 7, 612, 739 100.0 145, 816 265, 289 100.0 VALUE OF PROPERTY No attempt is made to present the value of property in city schools for the deaf, since these schools are a part of the regular city school system. The following tabulation shows property values in 65 State schools and in 10 private schools. A total endowment of $2,317,791 is reported by 17 schools. Property values in certain schools State schools Private schools Total Kind of property Num¬ ber report¬ ing Value Num¬ ber report¬ ing Value Num¬ ber report¬ ing Value Buildings and grounds _ Scientific apparatus, furniture, in¬ 65 $28, 128, 705 10 $1, 648, 012 75 $29, 776, 717 struments, etc _ _ 53 2, 360, 512 10 145, 351 63 2, 505, 863 Endowment or productive funds _ 15 2, 292, 407 2 25, 384 17 2, 317, 791 Total . . . . 65 32, 781, 624 10 1, 818, 747 75 34, 600, 371 115044°— 30 - 74 1166 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Table 1. — Review of statistics of all schools for the deaf, 1900 to 1927 Items Number of schools reporting: State... . . City day . Private . Total . Instructors: State- Men . . Women . Total . City day — Men . Women . Total . Private- Men _ _ Women . Total . Pupils: State- Boys... Girls _ Total. City day— Boys... Qirls_.. Total Private- Boys. .. Girls _ Total Graduates: State . City day... Private _ 1900 1905 1910 1915 1922 1927 56 56 57 68 61 69 41 64 53 64 74 83 17 16 20 18 19 16 114 136 130 150 154 168 344 416 378 468 379 408 668 786 830 991 1,035 1,316 1,012 1,202 1,208 1,459 1,414 1,724 5 5 5 IS 11 19 94 135 184 270 340 398 99 140 189 288 351 417 17 12 16 17 20 23 56 71 85 84 124 139 73 83 101 101 144 162 5,389 5,662 5,681 6,222 5,757 7, 074 4,398 4.659 4,718 5, 237 4,981 6,060 9,787 10, 321 10, 399 11.459 10,738 13, 134 409 578 780 1, 151 1,487 1, 776 340 515 728 958 1,424 1,739 749 1,093 1,508 2, 109 2,911 3,515 211 256 282 218 368 459 267 282 357 294 348 474 478 538 639 | 512 716 933 393 193 156 211 146 246 3 6 1 16 2 9 23 ' 4 5 405 222 163 212 166 253 Total. SCHOOLS FOR THE DEAF 1167 Table 2. — Summary of statistics of certain schools for the deaf , 1926-27 Items State schools Private schools Total I. Personnel Number of schools reporting . 69 16 85 Instructors: 408 23 431 Women . 1, 316 139 1,455 Pupils enrolled: Boys . . . . . 7,074 459 7,533 Girls . . . . 6,060 474 6,534 Pupils in kindergartens: Bovs . . . 749 41 790 Girls... _ _ _ _ 573 35 608 Pupils in classes corresponding to grades 1 to 4: 3, 313 2,791 195 3,508 2,968 Girls _ _ 177 Pupils in classes corresponding to grades 5 to 8: Boys . . . 1, 759 92 1, 851 Girls . . . . . . . . 1, 629 111 1,740 Pupils in classes corresponding to high-school grades: Boys . . 465 11 476 Girls _ _ _ _ _ 464 7 471 Graduates from high -school grades: Boys . . . . . 123 3 126 Girls _ _ _ _ 123 2 125 Pupils in teacher-training classes: 10 10 Girls . . . . . 101 101 Pupils taught speech: Boys . . . 5,469 362 5, 831 Girls . . . . 4, 846 389 5,235 Pupils taught by oral method: Boys . . . . 5, 167 305 5,472 Girls . . 4, 632 294 4, 926 Pupils taught by auricular method: Boys . . . 159 61 220 Girls . . 166 74 240 Pupils in industrial departments: Boys . . . 3, 180 158 3, 338 Girls . . . 3,173 163 3, 336 II. Receipts Number of schools reporting receipts . . . . 60 10 70 Amount received from State, county, or city . . $6, 544, 220 $4,800 $6, 549, 020 Amount received from private benefactions. . - . 202, 161 42,992 245, 153 Amount received from endowment funds . 144, 551 750 145, 301 From all other sources . . . . . 183, 725 83,086 266, 811 Source not classified . . . . . . . . . 20, 974 141, 588 162, 562 Total receipts . 7, 095, 631 273, 216 7, 368, 847 III. Expenditures Number of schools reporting expenditures . Expended for teachers’ salaries, books, etc . 65 10 75 $1, 841, 178 $54, 555 $1, 895, 733 All other current expenditures . . . 4, 383, 742 75, 993 4, 459, 735 1, 065, 688 Expended for buildings and lasting improvements . 1, 050, 420 15,268 Expenditures not classified . . . 337, 399 119, 473 456, 872 Total expenditures for the year . . . 7,612,739 265, 289 7, 878, 028 Number of schools reporting distribution of expenditures . 60 7 67 Pupils enrolled in these schools . . . . 12,449 397 12, 846 Current expenses in these schools. . . . . $6, 224, 920 $130, 548 $6, 355, 468 Capital outlay in these schools . . . 1, 050, 420 15,268 1, 065, 688 Per capita expenditure for current expenses . . . 500 329 495 Per capita expenditure for capital outlay . . 84 38 83 IV. Property and values Number of schools reporting volumes in libraries . 62 11 73 Number of volumes in libraries _ _ 193, 002 5,360 198, 362 Number of schools reporting value of properties . . 65 10 75 Value of buildings and grounds . . $28, 128, 705 $1, 648, 012 $29, 776, 717 Value of scientific apparatus, furniture, etc . . 2, 360, 512 145, 351 2, 505, 863 Total value of property . . 30, 489, 217 1, 793, 363 32, 282, 580 Enrollment in schools reporting value of property . 12, 698 675 13, 373 Value of property per pupil _ _ _ $2, 401 $2,657 $2, 414 Table 3. — Summary of statistics of instructors and pupils in city day schools for the deaf, 1926-27 1168 BIENNIAL SURVEY OF EDUCATION, 1926-1928 In classes corresponding to high-school grades Total O 2 r* 1 • 1 »>onh i-H c* i » i-H i-H co ■ i co l 1 1 1 II II 1-H 1 1 1 1 II II • 1 1 1 II II till II II 1 1 1 1 II II 1 1 1 1 II II Girls © CO lilt II II © 1 • • • CO ^ © HH l l 1-H © 1-H l i c* 1-H 00 1 1 1 1 II II 1 1 1 1 II II 1 1 1 1 II II 1 1 1 1 II II 1 1 1 1 II II 1 1 1 1 II II Boys ao CO I 1 1 1 1 II II 1 1 1 1 CM CO 1-H ©1-H 1 1© HN 1 1 C* © till .11 *11 In classes corresponding to grades 5 to 8 Total 5 924 00 05 OHIO ^^Jg^go 2 £5 10 ^ 50 ©o8°°cS2 © © Girls © 470 © © rH © COC^t^g^OO © CO © O* rH © © OJ ^ OO © Boys © 454 00 ^ © © hT © © 00 © t>- © © © CO CO © c* © 00 ’rf* COHit co © ^ 1-H i-H© In classes corresponding to grades 1 to 4 Total 1,508 ^Tt<©©© OM Tfoh to ^co^©(N ©© Boys CD 1, 776 C* 00 ^ © CO Tf-^c^©c^ © 00 © © Tf< h* ^ ^ CO rH TJ1 00 — « 00 © *-h I- © rr ©00 rH (N C* CSrH i-l Instructors Total 417 HHOOHOO NH©S© ©t^H*. 1-H CO 00 States - United States. California . Georgia.. . Illinois . . Indiana . Iowa . Kansas . Louisiana . . Maryland . Massachusetts _ Michigan . Minnesota . Missouri . . Nebraska _ .. New Hampshire.. New Jersey . New York . . Ohio . Oregon _ Pennsylvania _ Texas . Washington _ Wisconsin . Table 4. — Summary of statistics of graduates and miscellaneous items in city day schools for the deaf, 1926-27 SCHOOLS FOR THE DEAF 1169 Pupils in tho industrial department Total 1, 006 2 ;~g 3S05 ' 25 370 43 9 96 *°8 Girls ‘O 3 00 CM CO *C co * o co co cm • 2 Boys 3 lO lO oow CO 7 1 96 28 27 7 2 (58*-$ ^3 Pupils taught by auric¬ ular method Total e * s 00 CM to 2 r* ^g Girls a S3 o CM CM r-< ! CO CO CM 1 2 2 21 0 1 2 25 Boys a 2 00 OM CM ! CO 05 CM 2 “a- i« Pupils taught by oral method Total o 3, 364 aaggs saae,;S gsg&s 2| Girls 05 1, 672 §532^8 Sg Boys 00 1 ,-T 2°°3gg £32°2 Pupils taught speech during the year Total 3, 493 |^|®S 82S3§£ *22^2 HI Girls CO 1, 728 coccjoggg Boys US 1, 765 2°°$;g2 £S2°2 g§82a £8 Pupils in teacher-train- Total - Tf< i i i CO CM 1 1 1 i i i i i i i i i i 05 i ill ■ ■ Girls *s CO CM i i ! ! ! ! I05 Boys o i i i ©O' 'I i i i i ' ' '° Table 5. — Statistics of State schools for the deaf, 1926-27 o Property BIENNIAL SI 4U9UI -Mopne ijuanem-iea ITRV1 O co o >* V EDUCATION, 1926-1928 ! 1 ! 1 1 11 « • • 1 • iia i i i i i i i i i i i * i i i •049 ‘aaniiujnj 'sniomd -do ogpuaios jo anpjA w $15,000 *2,100 4,000 77, 000 *91,294 * 93, 740 25,941 15,000 50,000 3,000 * 21,915 125, 000 120,000 148,000 98, 670 38,000 2,000 sprmoi3 pne s3mp[inq jo anpiA 30 N $425,000 *52,500 * 150, 592 467,000 * 423, 203 * 596, 596 190,025 900,000 1,000,000 | 600,000 200,000 * 90, 820 344, 190 1, 400, 000 475, 075 194, 976 400,000 30,000 AjBjqn ui saumjOA W 3,710 247 20 1,000 3.500 5.500 2,800 * 2,000 7.500 350 2,000 12,000 5,000 7,504 3,876 2,460 (5) Pupils in indus¬ trial de¬ part¬ ment slJ!D CD N S CO lO CO CO ONt r-H 1^4 tH ROCOCO 1 h i s§5 i 1 ocT 1 1 1 1 1 III 1 II 1 co 11 1 ^ 8 co' 1 1 00 1 1 i i \~ i i 1 o* » O 1 1 S £ co co 88 8 S3 CO co 28; O CO i r-H CC 1C co r-H CM O — O ’ ?8£: cm cm © 8 8 o 11 § 5S8; ) 05 < 88: 8 838 CO lO lO lO > oTcocm » 3SS8:2S8?5 r-H CM CM t*4 CM 05 828S2 888 05 oo *o I O 05 lO CO CO © g u5” CO r-H 8S8S e 8 $3838 10 10 1 1 1 O 1 O 05 r-H C 1 0 « O O • ' 1 1 1 1 1 1 | 0 j I CM 'r-< -H Or- 1 c : 0 cs CM O CO CM - TT iO CM rH ^ X CO CO »o 1 1 S IO U- 05 ^ i88 u- CO CO CO u- 'OOIOOO^ 00 0 CO O — a aa 102 45 105 147 8 *S 174 N ?) 60 224 165 50 32 242 137 X ) X 0 lO CO 1 tH CM 8 1 CM 05 N O 00 CM CM CM CM CM 0 17 31 8 Tf CM CO 05 lO a CO CO O a 8 1 05 or^ !©£“ !© 3 OT iSSSss .$2 « r §2 C-=S ! .■§““ ! ™ ® £ ® !«ssi -sO zzS g .£ ip 2 J3*!. ** SB >5 S£ £ sc« J=3-2 g •"c sQ ®w^isS « .0 otnS C 3 £ ® £3 >> ©! © © 03 ©£C - oH X3 I- O _ ,5 £ o 5 3§ -g ‘ -H •'- JT !J7-Sa§ © c 55. ©q^o^ 3- o t? 3 m u, 3 *5 >JL Crjja C sou * .2 © w 3 ® -u :Qa2>-o 32 w k. g -c#£ « > © co jg-g. ®^S' g z £ z •s' a '&o,:D *■' © © 8SQjo.Sfe( CO £ eso l-o CO : c os. glgl £ ^ffiO _ tx ® •» 5cB 'S io.2 g ®~ = “©2 -Ses b£, v- « 3 Sco^gco > ; o ©Q 0 © *»§*3isg a a, £ CO g c3 O p fl "X. o c So >.n : c 5 ■ © s-1 Ph cd a>S 0 -jj- a £2 1 1 1 Igsji jg sk!5sl2. 3 3 © O ©> ~3 3 O £ r2 ©=§3 «| 3 0 FQP^Ph O « c o E CX a a? ohm 2^,. • i_ © C>- c > * ®£ •if g o.g^j 2 -«3 >- 2 . & O £>; © +J ©»> z z sz © ® Z'£ -o ® -m cm- M rfO © ^ls-o: 3 O 5 O «« .Sf isa^a~s _© T'!lnHB e3 - A >2&S! - ®C33jj GUcqcoPh 1(2 irflg Ph Ph oq 1 Estimated distribution. * Data for 1921-22. 8 Use white department library. 7 Included in the preceding column. 3 Prorated with school for the blind. 4 Includes negro department. 6 Included in school for the blind. Table 5. — Statistics of State schools for the deaf, 1926-27 — Continued 1172 BIENNIAL SURVEY OF EDUCATION, 1926-1928 >. k> a c & juera -M0pU9 JU9U«UU9 eo nn® -. CO 1 1 1 rH 1 1 III II s^oa r» co © ’— ' i i ^ i © i i c* CO r-4 II l r-i 1 1 rH III II Pupils en¬ rolled SWO « 3S S S £888 8 S § 8 sAoa GO ce a p- :ei Is IS ■v !| Cedar Spring, S. C _ Do Sioux Falls, S. Dak _ Knoxville, Tenn . . Austin, Tex . Do.... . . Ogden, Utah . Brattleboro, Vt _ Newport News, Va..._ Staunton, Va . Vancouver, Wash . Romney, W. Va _ Delavan, Wis . 1 Prorated with school for the blind. a Data for 1921-22. ‘ Includes negro department. Table 6. — Statistics of receipts and expenditures of State schools for the deaf , 1926-27 SCHOOLS FOR THE DEAF 1173 t I iiiiigm i isi?3iiinsiieg=ieii SSSlSggsg giisssifsTg iilSfeigiaSSISgSISIg? '§* I1S1S 111 =f=s‘5£ssfs i; illllSiislIsesi! ss-ssss-aisfssassaR'a- Mis ssisis iiiiiii sii sKsf SS1B :! 2gav ig slslllls^ gSgSSiSBSSSggiSSgig i sftfg §fj§fifrf|sgs"& 5gggsf|‘s‘ i III 1 iS§ dT ! r-TcO' nil iig^ II «v Sal is? -H-H- CO co CO CO "2 111 is tfss Ills llsllllll 8sS8§ia388i *?§¥£££***£ ssaiiss with school for the blind. 1 Data for 1921-22. Table 6. — Statistics of receipts and expenditures of State schools for the deaf , 1926-27 — Continued Expenditures BIENNL 13 o \L S URVEY OF EDUCATION, 1926-1928 Ob' 05 WOO to HO®HS © N- 050 r- MOO N- 00 — 05 05 ■ OC >0 Ol-fOJI^-^ io — I COOaOOOrH 00 •>#i 005 oo ooaoco 05 0 no Tf co cf ^ o8^oSS3 § sfs t2 3^ For all other current expenses © $49, 092 106, 791 213, 425 58,683 49, 284 156,260 119, 616 1 37, 112 54, 612 133, 140 82,298 30, 892 226, 167 112,303 40, 622 i 36, 482 39, 984 60, 181 i 47, 170 80, 794 For teachers’ salaries, books, etc. © $15, 918 57, 206 63, 404 39, 010 15, 980 82,384 (4) » 12, 976 33, 077 66,000 43, 788 17, 426 124,083 64,714 13, 117 1 25, 245 20, 340 44, 163 i 26, 240 103, 593 For building and lasting improve¬ ments oo $1, 152 3, 632 20, 966 10, 170 1 16, 666 632 l i i coco i i • lO 1 II T-l 00 » ^ • 1 ^ CD 1 W 1 1 i 8, 760 279 19, 956 10,000 Receipts Total $108, 651 63, 415 164, 870 277, 556 101, 677 63, 867 235, 838 i 69, 638 98, 870 199, 212 166, 410 56,500 61, 417 350, 250 183, 831 55, 405 i 77, 672 66, 959 140, 676 i 68, 900 194, 387 From other sources © $70 1, 291 6,376 1, 857 2,479 338 7, 738 3,862 18, 410 2,203 2,075 1,180 7, 450 1, 460 1, 388 2,637 From endow¬ ment fund us ! 1 0 1 ! 1 1 00 0 ^11 1 1 (M O Uj 1 1 1 ici lO* 1 I I 1^ Tt< 1 1 II II 21, 344 72 14, 080 6,850 13, 225 From private benefac¬ tions 05 1 iO P- 1 1 1^- CO 1 05 O 1 1 CO CO 1 05 O 1 1 t'- i CO CO t 1 < ■ 1 1 1 ■ 1 i • 1 i l l l l 57, 608 3,791 1 III I til 1 III 1 III l ill 1 III From State, county, or city e* $107, 942 62, 124 118, 212 196, 692 93, 656 63, 529 200, 363 i 69, 638 73, 664 199, 140 148, 000 56,500 59, 214 276, 487 172, 010 47, 955 } i 77, 672 52, 274 139, 288 i 68,900 191, 750 Institution N Le Couteulx St. Mary’s Institution for the Improved In¬ struction of Deaf-Mutes. Northern New York Institution for Deaf-Mutes _. Institution for the Improved Instruction of Deaf-Mutes.. New York Institution for the Instruction of the Deaf and Dumb. Rochester School for the Deaf. . . . Central New York Institution for Deaf-mutes _ St. Joseph’s Institute for the Improved Instruction of Deaf-Mutes. North Carolina State School for the Blind and the Deaf (negro) . North Dakota School for the Deaf . . . . . Oklahoma School for the Deaf . . . Oregon State School for the Deaf Home for the Training in Speech of Deaf Children Before They are of School Age. Pennsylvania Institution for the Deaf . Western Pennsylvania School for the Deaf . Pennsylvania State Oral School for the Deaf . South Carolina School for the Deaf and the Blind _ South Carolina School for the Deaf and the Blind (negro) . South Dakota School for the Deaf _ _ Tennessee School for the Deaf 3 _ _ Texas Deaf, Dumb, and Blind Institute for Colored Youths. Texas School for the Deaf . Looation - Buffalo, N. Y . Malone, N. Y _ New York (904 Lexing¬ ton Avenue), N. Y. New York (99 Fort Washington Avenue), N. Y. Rochester, N. Y._ . . Rome, N.Y . Westchester, N.Y _ Raleigh, N. C _ Devils Lake, N. Dak _ Sulphur, Okla . Salem. Oreg Philadelphia, Pa . Philadelphia (Mount Airy), Pa. Pittsburgh (Edgewood), Pa. Scranton, Pa.. . . Cedar Spring, S. C . Do . . Sioux Falls, S. Dak . Knoxville, Tenn _ Austin, Tex . Do . * . SCHOOLS FOR THE DEAF 1175 SKaoooo? W005NN< aT < NCCOHCO »o csi *o »C CO OtjTqo'n CS _ CO i“H © 00 iO © O O SW£8"S 832? COOSrHl 8^t^oo§c3 PQ ii -2 m © ® © OSQ. : s£Q ® o fs®P? slfSli S-gS-S-g™ 2 © § co .g « o§’§ 9 -5 03 §aico3 g-.s »-sl-s>l 5 '“I’ll. 2 Table 7. — Statistics of city day schools for the deaf , 1926-27 1176 BIENNIAL SURVEY OF EDUCATION, 1926-1928 6.55 • « J3 3 2 X2 ® g.S 3 a £ en p 0.-0 -c c. § pais* a rax: „ ra QM>> 3 s.o£ P4 a = rrt 1-1 raraSo o. m ox: CO C5 T}< t>- kC - -OkOkO’^kC,^05COjhjOOO»-«00»-H,^^t^-C50'^ NiH(X)iOOlOC^ONOOCCCOO‘0^eC‘ON05COOOiO»OrHt>.oo»CeD^«-«ir^'T5 CN CS t— < ^ *— tfOCN .-. S3 I'S WCiTt-NiO^O' '0500k0k0^kc^05c0k0k000»— XfHN^t^cOO^ CO C^r^?OiOOiC(NONC5«COOOO'^eOkON05W(X)NiO^NOO‘C^'^-HCS«0 (NO^rH W ^ CO OO r-^ 111=11 a « o, o to a k-H CO ^ l8ll- rHCON^-^CO ^C^OOS^COkOCO* hINOCSh i (N rH M O ^ g a . OO^COC^|kOr- • aJU sells NrHC^»OMNkOM' «oo*-*kCjoco©2ji-Hoo»— i^eocooo WWH©iOWMCOHNOCOi-i-r os -w x3 s 3"° S "3 2 ° Hh5 * 3 a si-HO CC CO CO S^Og (NOhcOW 8~ O, bo >> cS -m X) sSflgjjo plh.2 a SPTO CO -H CO , 51®N?i sAoa So iSNM?l 8 CO w QM © -9 2 g SJI-g*'* SPIO i CO ^ 05 CM (O Cl < s^oa | s «»’05iO(» ’■SgtS'fSl Tj w rr*^ « ho slJ!D s^oa © &T3 O ®00 C ^ h 5 ’t^'P o SIJID a o op 8 o..a sAoa NOM«N © &T3 o 51 £8^5 « « S*-S Sb^ SPIO sitoa :S8 s^.s © a © s a ^x3 m-w Ph— ' slJ!D sAoa »c- (S v 2 SPIO !83: 1885 sAoa ’8 S s: II uaniOjVL 'MrHOOiON'-iNMMiON CO t- O U8K ooonoonctoiflOO' 5jq *? « , 3^0 3 O vO t! t ® O ®,2 u a o Q„ Ohx 2g?5<£ §“ o^"© e w m *a •£ e/^xj ca §Q« © s!si i ;F © g 551-2 8“ | «iiix^i|is|“ii © = o = «\S° 9 « . 3 o^K » ^ o2J «o§S3 « mS3UmWWOm®W3CH oc tO >LS FOR DELINQUENTS 1185 NOOOMN to to 00 to Q Q»Or^QO ^00^05 Q10 050W CO C O'. CO W*005d0 O 05 CO O O lOOCOO^ O CO CO O CO mo o cn 5 to CN . CN ^ 1 CN i to CN CN to O t- CN o 00 co to tO tOOn^iO ^ rH HTjIlOlt 04 CN 365 715 501 1,263 215 98 300 108 S^Og o to s »o CO 641 14 325 1,528 373 215 50 754 212 290 4, 758 400 737 1, 305 612 324 tO CN 05 tO CN © CN CO XOOtOnO tO l'- tO 05 rH 05 rH 3mjJod8J siooqog on CO (NCC(Nhh rH ^ CN ^ CO CN rH CN CO CO Tf to rH CO CN Inmates receiving instruc¬ tion in school classes moji stqj Suijjod -8J siooqds ui popo-i -U8 [BJOJ JO JUOO J9g 5 to CO O O CO CONOOO CO 05 05 to WOOHC5 t^CNOQ© OOCCCOON 05X000 05 CO 05 L- 00 O O 00 CO NNOOX SPIO o 13,809 to 05 1 o ^ i-i • rH Tji CN i CO CN O CO 05 C5 t'- H 00 O 05 to I'- to to O 00 00 CN 00 rH H o CO CO CN CO 191 382 296 1,090 321 139 300 108 s£og to 47,931 895 . 86 325 1,470 275 808 150 754 856 285 278 4, 829 1, 326 737 943 931 324 CO ^ CO CO CN t"- to NO M H c L- co 00 O CN 05 rH Suijjodoi siooqog SI s? CO i— « i— 4 CO CN CN CO CN t-H CO rH CO CO CO CNhhcOOS to CO rH CO CN Inmates who could read and write when dis¬ charged raoji siqj Suijjod -8J sjooqos ui poSaeqo -Sip JBJOJ JO JU80 JOJ e© 05 05 05 05 §11 §®§§§ 88888 88888 88888 SRO CN CO 1 1 i 1 1 CO t>- 1 CN 88 ^ 00 05 CN r- 00 lOr^to to 00 05 CO 05 1C 00 C CM N rHCNN rH 00 CO Is* CN CN CN ihCNCN N Sitoa: r 22,044 CN 00 129 809 176 333 18 247 423 66 103 1, 902 1. 040 co cc CO rH rH CO H N CN C CO — ^ C0H10 05N CO tO rH Saijjodoj siooqog o 05 CO rH to CN CN CO CN r-H CN rH CO CO CO HHCNC0 05 CO rH CN CN Inmates who could read second reader but could not write when com¬ mitted moji siqj SuijJOd -8i siooqos ui pojjitn -mOO JBJOJ JO JU8D JOJ 05 CN CN 8 © ^ i 00 ^ Tt< CO 1 CN 1 S; §5 l1""* 1 SRO « L- 1 ^ ! i i i i i i 1 1 1 1 l 1 CO 1 11 1 1 1 CO i s.£og - 1.964 O i i © j 1 o co O to • o 1 1 O CO ICO 00 to • O 1 i I Saijjodsj sjooqog co CO CO CN 1 1 H H CN ! rH i CN ! CN ; Inmates who could nei¬ ther read nor write when committed raaji siqj Suijaod -8J spoqos ui pojjrai -mOO IBJOJ JO JU80 JOJ us 05 to CO CO to CO 00 to to to CO lOCOCOtOH CN CO CN CO i sRO CO s 1 CO CO 1 rH !h ! CN CO o CN i ii s i s£og e© 1 O CN o to NC50 05 r-H H CN oo t"r to oo oo rf< to O CO rH CN rH COO O 05 05 rH rH rH 2 ! 2uijaod8J siooqog Is CO rH CO CN CN rH ^ CN CO CO HHHCOCN rH CN CO i State - Continental United States _ Alabama . . Arkansas . . _. California . . . . . . Colorado . i ; £ > cc ; -s ; cc • a District of Columbia . . Georgia . Idaho . . Illinois . . . Indiana . . . Kansas . . . Kentucky . . Mainft Maryland . Massachusetts . Michigan . . Minnesota... . Missouri . Montana.. . Table 4. — Education of inmates in industrial schools for delinquents, 1926-27 — Continued 1186 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Inmates learning some trade or occupation maji siqj SuiiJod -aj siooqos ui p'anoj -ua iojoj ;o juao jao ?3 1, 736 *82 882125 ggSgg g|8 SiSog 2 l^SfS ggsil igSfif §|Sfg g|S H 0 N H ^ C CS CS CS Inmates who could read and write ^heo dis¬ charged raaji siqj 3uijJ0d -aj siooqos m paSacqo -sip [bjoj jo juao jaa 2 88888 88888 88888 88 |88 888 8 SIJIO 2 £ 22 1 S§ : 2S3 :8S 38S® ' I -- • ' sAog - S8S33 §S?825 5§|32 jg -T ec n of iis §”s s Suijaodaj siooqos 2 NHHIQH WhhOH C^OJCSCOrH »CH .00*0 C* CS -i m Receipts Total, including items not distributed GC $22,941,094 231, 815 61, 185 98, 500 855, 462 199, 973 475, 280 101, 898 289, 604 216, 000 65,000 132, 175 1, 915, 504 547, 862 304, 942 602, 027 414, 911 115,689 220, 301 552, 206 731, 169 1, 022, 266 944, 531 110, 500 300, 525 213, 659 Function For current expenses $17, 621, 732 196,215 60,335 95,300 791, 804 54, 379 244, 689 94, 898 285, 203 126, 000 35,000 104, 175 1, 499, 406 465, 477 257, 527 485, 530 414,911 87, 910 143, 322 531, 465 699, 628 876, 181 421, 781 95,500 299, 725 105, 438 For permanent equipment CD 1 1 sf 850 3,200 63, 658 10, 094 230, 591 7, 000 4,401 90, 000 28,000 15,000 82, 385 47, 415 116, 497 27, 779 76, 979 20, 741 31, 541 146, 085 40, 750 15, 000 800 108, 221 Source From all other sources ID $1,358,899 1, 075 500 41, 983 31, 520 11, 545 490 27,000 353.000 iss : :SSf 7,910 135 102, 820 14, 330 23, 354 14, 018 2,500 38,438 From private benefac¬ tions $975, 436 1 is 1 is 1 1 i r i r i i i is i H • 1 I ii i as ! 1 1 | j* | r i i | .. . ii. From State, county, or city CD $18, 500, 390 231, 815 60, 110 98,000 811,989 199, 973 279, 760 89, 299 289, 114 216, 000 65,000 105, 175 1, 156, 405 547, 862 280, 005 531, 686 414, 911 107, 779 220, 166 361, 521 716, 839 724, 764 440, 944 108, 000 300, 525 175, 221 Schools report¬ ing N fB C*COC^*-hC< h CO CO CO CO 0s* *-H CO CO OO iOCOt-hC^OI © "as DQ - Continental United States . Arizona . . . - . .. Arkansas.. . . . . . California . . . . . . Colorado . . . . Connecticut . Delaware . . . District of Columbia... . Florida _ _ _ _ ueorgia . Idaho.. . . . . Illinois _ Indiana. . . Iowa.. . . Kansas _ _ .. . _ Kentnekv Louisiana.. . Maine . . . . Maryland. . . . . . Massachusetts . . . Michigan . . Minnesota . . . . Mississippi . Missouri . . . Montana . Table 7. — Receipts and expenditures in industrial schools for delinquents , 1926-27 — Continued 1190 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Expenditures Total, including items not distributed « $180, 507 25,000 57, 670 1, 295, 194 23,000 2,876,235 175,072 99, 341 1, 298, 329 429,284 138, 519 2, 243, 276 113,900 120,000 40,000 216,611 305, 105 124, 492 188,560 715, 984 224, 176 282, 237 125, 409 65, 320 Other sala¬ ries and all other expenses ** $106, 179 1, 029, 864 19,000 2, 443, 948 126, 679 80,099 817, 841 358,852 122,048 814, 155 107, 460 24, 500 72,904 240,557 116, 318 292, 682 131,026 221, 026 45,000 36,200 Teacher’ salaries, books, etc. a g to £ 90,791 1,000 276, 457 6,609 8,691 53,530 9,955 13, 139 105, 360 5,540 3,500 112,757 64,548 4,963 16,311 10,650 33, 846 6,000 29, 120 Buildings and lasting improve¬ ments © $8,758 174, 539 3,000 155,830 41, 784 10, 551 327, 958 60, 477 3, 332 319, 438 900 30, 950 22, 636 216, 498 82,500 27,365 Schools report¬ ing © rtHHtOH CO»-4fH©CO O* rH CO »-» nnn Receipts Total, including items not distributed ac $208, 111 25,000 59, 169 1, 321, 308 23,000 2, 990, 270 175,000 99, 341 1, 339, 628 427, 829 142, 483 2,276, 111 142, 970 117,000 40,000 284, 029 309, 857 124, 492 196, 066 1,274,511 215, 355 297, 171 129, 409 65,320 Function For current expenses r* $138,911 25,000 59, 169 1, 209, 733 21,000 2, 877, 725 140,000 88,790 967, 514 356, 352 139, 126 1, 053, 902 113,000 93,000 232,029 309, 857 124, 492 141,414 599,390 142, 855 261, 674 55,000 59,320 For permanent equipment © $9,200 111,575 2,000 55, 961 35,000 10, 551 348, 114 71, 477 3,357 298, 083 900 2,000 52,000 • — < co © • i cp ^ © © • • © *H tO ^ 1 lOOtrT Cs4'to~ 1 1 00 1 i i — 6,000 Source From all other sources tO $16, 842 iii ii 05 © © ©lit© COCO 1 1 CO © © Tf i i i Ol i i 0^0 i l ICO r-H i , © *— < 1 1 1 *— 1 CS 1 I (30 CO i i i O to i i 126, 701 37, 327 5,233 22, 115 7,855 18,000 From private benefac¬ tions to 1 CO I I I I l CO IH CO 1 l l I 1 1 H l i CO i i i • i i | . 4,700 i i iii i i iii i i iii i i iii i i iii i i iii From State, county, or city eo $131, 269 ' 25,000 58,500 1, 196, 809 22,000 2, 450, 981 175, 000 99, 341 1, 339, 628 376, 209 140, 240 1, 284, 227 113, 900 116, 000 40, 000 152, 628 272, 530 119, 259 127, 799 1, 184, 536 207,500 297, 171 37,000 65, 320 Schools report¬ ing N C*5 h H ?Dh CO 1-H rH CO CO (N CQ CO ^ NNN " State Nebraska . .. Motto H q ; i • i B ; £ ► S > c New Jersey . . New Mexico . New York . . North Carolina . . . North Dakota.. . . . Ohio . . . Oklahoma . . . Oregon . . . . Pennsylvania . Rhode Island . South Carolina . . . . soutn uaKora. . Tennessee . Texas. . Vermont. . Virginia . Washington . West Virginia . Wisconsin . . . Wyoming . Outlying part Pnrtn P i/»n 1 > 5 INDUSTRIAL SCHOOLS FOR DELINQUENTS 1191 Table 8. — Per capita cost in industrial schools for delinquents, based on average enrollment, 1926-27 Expenditures for all purposes Expenditures for current expenses State Schools report¬ ing Average enroll¬ ment in these schools Amount expended Per cap¬ ita Schools report¬ ing Average enroll¬ ment in these schools Amount expended Per cap¬ ita * 2 3 4 5 6 7 8 9 Continental United States.. 152 43, 091 $22, 303, 966 $518 127 38,113 $16, 197, 229 $425 Alabama . . . . .. ... 3 816 350, 892 430 2 409 100, 100 245 Arizona. _ . . .. 1 105 60,968 581 1 105 60, 118 573 Arkansas _ _ 1 175 98,500 563 1 175 95,300 545 California . . . . 6 1,339 734,865 549 6 1,339 671, 232 501 Colorado . . ... 2 389 199, 972 514 2 389 187,004 481 Connecticut - 2 522 479, 624 919 1 439 200,389 456 Delaware _ 3 245 98, 902 404 3 245 97, 902 400 District of Columbia. . 2 577 224, 108 388 2 577 211,094 366 Florida _ _ _ 1 411 189, 377 461 1 411 115, 787 282 Georgia . . 2 222 65,000 293 1 112 35,000 313 Idaho - - - 1 296 132,000 446 1 296 102,000 345 Illinois . . . 6 3,319 2, 266,333 683 5 2, 967 1, 538, 242 518 Indiana... - - 3 828 590, 818 714 3 828 517, 346 625 Iowa.. . . . 3 710 306, 427 432 3 710 301, 535 425 Kansas... . . 3 1, 279 588, 169 460 3 1,279 519,666 406 Kentucky - - - 2 1,071 .385, 118 360 2 1,071 369, 118 345 Louisiana . . . . 1 195 114, 076 585 1 195 87, 892 451 Maine . . . 3 421 218,800 520 3 421 136,271 324 Maryland - - - 6 1, 645 550, 537 335 5 985 334,809 340 Massachusetts.. . . 9 1, 421 738,508 520 8 1, 320 650, 136 493 Michigan - - - 5 1,603 1, 063, 619 664 5 1,603 908, 128 567 Minnesota - - - - 6 1, 126 925, 112 822 5 706 390, 315 553 Mississippi . . 1 300 110.500 368 1 300 95,500 318 Missouri . . . . . 3 845 409,250 484 3 845 369, 766 438 Montana. . . . 2 216 205, 108 950 2 216 102, 975 477 Nebraska . . 3 534 180,507 338 2 313 111, 749 357 Nevada . . . . . 1 23 25,000 1, 087 New Hampshire . 1 183 57,670 315 New Jersey _ ... 6 2,079 1, 295, 194 623 6 2,079 1, 120, 655 539 New Mexico . 1 44 23,000 523 1 44 20,000 455 New York . . . 14 5, 570 2, 876, 235 516 14 5, 570 2, 720, 405 488 North Carolina . 1 415 175, 072 422 1 415 133,288 321 North Dakota.. . . . 1 185 99, 341 537 1 185 88, 790 480 Ohio - - - 6 4, 125 1, 298, 329 315 4 3, 954 871, 371 220 Oklahoma . . . 3 671 429,284 640 3 671 368, 807 550 Oregon _ 2 223 138, 519 621 2 223 135, 187 606 Pennsylvania. - .. 8 3,156 2, 243, 276 711 4 1, 875 919, 515 490 Rhode Island _ _ _ . 1 177 113,900 644 1 177 113,000 644 South Carolina... . . _ .. 3 435 120,000 276 1 190 28,000 147 South Dakota . . . 1 143 40,000 280 Tennessee . . . . . 5 785 216, 611 276 5 785 185, 661 237 Texas _ _ _ 2 1,051 305, 105 290 2 1,051 305, 105 290 Vermont .. _ 1 235 124, 492 530 Virginia . . . 4 650 188,560 290 3 543 121, 271 223 Washington . . . 5 1,069 615,466 576 3 868 309, 252 356 West Virginia . 2 547 224, 176 410 2 547 141, 676 259 Wisconsin.. . . ... ... 2 599 282, 237 471 2 599 254, 872 425 Wyoming _ _ _ _ 2 116 125,409 1,081 1 81 51,000 630 Outlying part Porto Rico . 1 241 65, 320 271 1 241 65, 320 271 Table 9. — Teachers, assistants, and inmates in industrial schools for delinquents, 1926-27 1192 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Could read second reader but could not write siJ!D | £ i N ; ! ^ i s^og £ S : 130 8 Could neither read nor write when com¬ mitted slJIO 8 | i *0 . cc • CO i s^oa I *0 i ! : U- 2 I 1 Tt< © • CM Number of persons com¬ mitted during the year i i i co CM i co i i icp sijiq 1 35 : ; ® • • •* 75 10 sAoa e*5 w 182 210 00 11 : : 465 138 246 204 50 333 A verage enroll¬ ment for the year SfJIO U 1 i S2 i § j ; ■ cm ; ^ j sAoa CM 407 296 86 175 CO CM 83 439 156 469 In¬ mates foreign born si-no S 3 47 i i ; j sxoa 2 | " i i 127 CM i ~ Amer¬ ican born with both parents foreign born sIJIO 3C 1 »-H 00 1 r-H CO ; i 05 i sAoa - i i i 1 1 1 1 1 1 1 1 I 8 : s § Amer¬ ican born with one Amer¬ ican parent SWO s i " 1 Tf< !>• j j i sAoa 3 i i CM i . § § Amer¬ ican born of Amer¬ ican parents siJIO = 274 89 202 i i £ : i sAoa e*9 500 00 i i CO l i 1 l 1 8 i s 688 Negro inmates sfJIO 2 i CM i • 00 i i ^ i s^oa - 500 i l i 1 l l 1 1 1 0*0*0 TT CO CM CM 34 68 233 White inmates SfJIO 2 275 j 8 | i !8 ! ! | sAoa a* 599 &C i i co ! 5 1 CO CM CO 140 698 105 521 Total inmates in insti¬ tution SfJIO cc j ! g* j g ! ! ji i f i - i sAoa 599 500 05 II CO CM II r-H CO li 1, 203 477 468 140 732 173 s Assist¬ ants not teach¬ ers uauiOAi CO | 00 • COHW NOO ^ajCOl^C* *0 N - CO CM »-h O0 nan r-i t>- lrH. Arizona State Industrial School. Arkansas Boys Industrial School. California Girls Training Home. Home of the Good Shepherd... Training School for Girls. Vontnra Rr-hnnl fnr Qirls Preston School of Industry . Whittier State Sehnnl State Industrial School . Colorado State Industrial School for Girls. Connecticut Junior Republic Association (Inc.). Connecticut School for Boys... Delaware Industrial School for Girls. Ferris Industrial School of Delaware. Industrial School for Colored Girls.1 National Training School for Boys. c 5 J - ^0 < c £ q >— 0 £ ! 03 : < \ a » | i i s 3 1 = » 3 v 3 O .£ 1 2 fi- < : * 2 c < c 3C > it : : Pine Bluff, Ark _ Alameda, Calif . Los Angeles, Calif _ J ) 5 0 3 C 1 2 £ * = 1 l "3 ?z - c - .03 . 3 S.2 l£t 3 Tax -PP P Golden, Colo . . Mount Morrison, Colo. T.itohfielH Pnnn i : c i £ ' £ 5 § \ S 3 5 Claymont, Del _ Marshallton, Del . r»r> Washington, D. C 194, - 1 2, . I— -I— 1081. INDUSTRIAL SCHOOLS FOR DELINQUENTS 1193 ! [ O i ' © i i i i i i i i i i i i i iii iii Ili-Hlll 1 1 1 I 1 1 1 1 1 1 III III II III 1 1 1 1 1 1 1 1 1 1 III III II III 1 1 1 1 1 1 1 1 1 1 III III ** | 11 1 » iiiiioi iiiiiiiii o iii iii iiii i iiiiiiiii iii iii • iii i iiiiiiiii iii iii 61 19 ” i © Illr-Hll 1 1 1 1 IHH 1 CO 1 1 i O IIHf III II 1 1 1 1 1 1 1 1 l f-H || III II 1 1 1 1 1 1 1 II II iii ii i i i i i i 1 ii ii £2 ; ; ; s ; . 1 . • 00 7 73 20 12 ”57 11 18 22 2 "17 5 58 24 11 g g gsgg : : jo : : :gsg£ : ! 1 ! 8 j i§ i jig § jgSS s g'sgg ; ; ;gl ; :s 3 SIS s i i5 i i Is § ! - U- CO CO rr SST w IT I oTTi? IT a- -Sins 2 £ \°°~T :ssT:# g2 S ;g i i - T55“T "s' 3TTF g “in it 8 :s is* p~r EiUFTIS TT TT* I § g 00 1 i is i i ;£ : ; ;2° :?3 ' ' ' ■ ' ! !gg i il i 2 i 1 § CO its i iii 1 ;22- i i i 2 gS2 . 1 |- 1 IHN : : :- 1 ' 1 i sss s j i§ | 22 1 3 50 05 c > !M CO £ OO^OtT 0 * iSgS^S : OO^OCOrrej 1 1 1 2 1 ES ! 0 50 :2 : :§« f: iiii S ;22 50 1 1 Tf 1 1 1 1 , jcao s 1 to ss 50 CO . ■K CO ^ O CO 1 C GO i(N»OiOWCCrf i 1-1 10 iTflCr. i i , ^ 50 * j ' co ' 1 c* ' • 50 00 ^ | ' ' j 5C — h 00 0 CO »-H "iiii : ^ i " Data for 1921-22. Table 9. — Teachers, assistants, and inmates in industrial schools for delinquents, 1926-27 — Continued 1194 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Could read second reader but could not write si-no s i ! ! : i : i i CO i i sAog K ’*22 1,031 Tjl • i i i Could neither read nor write when com¬ mitted spiO 8 | I 13! sAoa CO » i l © i ^ lO 1 • i > ! 1 > * > Boys Vocational School.. . Hennepin County Home School for Boys. Hennepin County Home School for Girls.1 State Training School _ State Reformatory . . . Ramsey County Home School for Boys. Mississippi Industrial and Training School. Missouri Reformatory 1 . State Industrial Home 1 . Location - t § & cC Lawrence, Mass _ North Chelmsford, Mass. i . ; l r £ \ E : « > 3 > cc Shirley, Mass _ Wralnole. Mass Westboro, Mass _ Coldwater, Mich . ■Detroit. Mieh Qrand Rapids, Mich. Lansing, Mich . Glen Lake, Minn . Red Wing, Minn _ St. Cloud, Minn . St. Paul, Minn . Sauk Centre, Minn... Columbia, Miss . Boonville, Mo . . Chillicothe, Mo. . INDUSTRIAL SCHOOLS FOR DELINQUENTS 1195 384 230 • O CS CO 00 175 1 1, 187 g j r-'- r*< ii O ^ ' • i i 197 525 1,118 67 21 1,119 3, 269 00 § 185 05 •-o 05 O 2 o o> ^(NN i ^ CS ; 1 lO » co iOicomo nH 1 CS CO CS Tf< 1 CO rt 1 CS c5 ! O ”24 3 5 12 j iO 05 I 00 ^ II 14 55 34 1 s i s 39, r— CS S 05 r>- *o 05 CS i ' ^ ; o 1 lO «5H 05 05 CO^HiOCOOOCSOt^ 05 Tt 00 CS 05 CO CS i CO . ^ 1 t-H O CO i CO ! 1 1 1 1 1 1 05 r-H Tt< CS 1 • CS CO CO o 05 i rocational industrial I for Girls. ol . flome 1 _ lustry . te Indus- g o o >> 5 "S s .o dome for tory - dome for for Boys.. School !._ g School., ormatory lepherd... :ng School, of Refuge- Farm . e . School _ lie . . Training w 3 a T3 j Protec- mation of its. Manual industrial Training detention school for fc s asajOcQ 2 c-B a « °cq o C O _ 22 ° -3 25.5 3g x: © -2 ^ M oca to ' fcC.f o ® .£ J3 a c m © 3 .SS^Brn . c3 -rt (SCO StjU ■3^ 3 c3 >2 ^ B ,3 fll rfl u cS M »■§ >,x} > &'c’2 02roa©©®*j3 mSZZZ S3 © B So cQ.5 £rs c8~ 3 cS CQ '©CO Wgjt & -^--g © c3 > £: |l >>£ e So .2 £ is — ® ® H * _£?0 ©GO 5-si-g £ s-S o^: £ss *;!* "©©£:©> :iil - g -h C£ go >2il ! '3 C ■ 50^ : © £ :s?Z S is «■ © ©03 3Z i AS is o ® S, 3 ^ © o © a -S © 3 O _g «s|a “ it? m c3 c9 _S3 !■= S s >» 2 o ra & la 'u © c© i.s; £3.3 © y © Z^Z > « “ o§ §I = SJ Z ZZ a !-§ 5?>:W g £ a I §.S-2| © c,£ © >-03< sj. *.*> Szzr; 2ZS . -Z M 53 aJ2 i ©T3 3 aj O 3 © 3 |^8 23 8 « %%%%** o 02 ^ © O s V -£:* a ■sti £ ©, S»!l _ © ©HH O 2 Z W * > Data for 1921-22. Table 9. — Teachers , assistants, and inmates in industrial schools for delinquents, 1926-27 — Continued 1196 BIENNIAL SURVEY OF EDUCATION, 1926-1928 Could read second reader but could not write SRO eS "ii 1 1 1 CO sAoa w iii CO i i CN • ' O 1 CO 1 IH 1 1 1 1 i 1 Could neither read nor write when com¬ mitted sro 3«>-hiO ' C* es 1 £8 In¬ mates foreign- born SRO ® - jj ofrfjf j i ;s- 5, 361 30, 741 10,000 5,000 30,761 1 13, 326 29,385 Receipts Total $113,715 35,600 82, 500 61, 185 98,500 15, 470 73, 604 19, 368 118, 788 377, 560 250, 672 135, 500 64, 473 169, 300 305, 980 34, 398 66, 000 1,500 217,793 71,811 216,000 35,000 30,000 132, 175 42, 397 401, 098 209, 333 738, 899 140,000 383, 777 147, 320 1 210,000 190, 542 For current ex¬ penses $113, 715 82,500 60, 335 95, 300 15, 470 73, 604 19. 368 111,078 357, 560 214, 724 KA Q70 Ul 0 44, 300 200, 389 34, 398 59, 000 1, 500 217, 793 67,410 126, 000 35,000 104, 175 42, 397 209, 333 738, 899 130,000 378, 777 109, 320 *195,000 161, 157 For per¬ manent equip¬ ment s — $850 3,200 si! 11 is §11 ii i ifi i i ii i- i Ksr i i jti 10,000 5, 000 38, 000 1 15, 000 29,385 Value of scien¬ tific appara¬ tus, furni¬ ture, ma¬ chinery, etc. s $28, 540 3.500 500 23, 062 17,288 2.500 2,500 siiiiigii iiiiiiii afa'g'ffs's'is'-' i 1 is s Is isisiig ig'g’sss^ Value of build¬ ings and grounds 2 $381, 889 100, 000 175,000 146. 175 201. 176 8,000 455,000 40,000 438, 284 420, 000 607, 139 292, 500 257, 570 200,000 816, 780 75,000 236, 658 8,000 1,220,000 300, 000 350, 000 68, 892 100,000 45,000 750.000 65,000 1,058, 358 565, 810 1,081,623 750, 000 966, 628 415, 158 1 367, 000 1 579,798 Vol¬ umes in library 2 200 500 560 469 1, 200 400 350 164 6, 349 2,500 2,500 560 1,000 3, 500 1,000 200 100 646 500 3,000 220 100 1,000 llllillsli o I-* ef S88iei_ . -'“-'S'S'S- | 11 11111 §§8888 1 HlNJNtD OO ^-goT « i i i i il ! i ! ! jef ill i i 188888 i 1 II joSVf ; ; h0«30C^ j 00 lillilS 6| "'s's's'S s' Il 31 gs' §!§§! 3113SS 8i88S888S8E§ 8'R'l'S'g S'2'RgSS' SgS'gS'8'g8'ggS3 888881 1 881888 i fflffi s‘ ~WS§‘ i ill ii |S'S || II §'§? §IS§1 sssSIS IliSsllillHS s's'l'sg' g's's'g'a's' s'gs'g's'g'g's'ss'Sg' 818888 1 li g's'gg's'l s' s'g 888 i »'g's‘ i ill is *" U SI 2^ ill! i ill s i 1 i^ss i ;s?8'eg i 2 ; :i : iiis ■ : ; ! !oT ; j Cs-Too- ; ! ; ill ill i ii s's's' is S' “' is' III i m-oo-jo j iis ■ss i & ° : V. 888 llli 111 ill i s's=£ss's'r 88g3f is s' i iiiil ii ;SSre"2 jg iiiil ills ill I iEilllilll 1 s's'”'“'a' -s'sfs' is'g ig'i'^'s's's's's's * SlSlIiii SiSli! 1 mmm mtm i Illiiilils isiggii i g|S'8'gS'SS15g S'l'glli'S' rf Silsllill sisiiig'fi iinr co 1-4 of ii iiiiii mi of efr-T llslill 8811818 i §888181881 ef cfv-r ef i> cf-T cf «o«“ of eocsr-r i&s3§ i il S isS i s § : : :s Iiiiii "784 "240 239 1 i ;S» ii il g ill si : SSI jS S i j j ii s 81* isi il i ;£ j! sa ; ;s s :s 8 £ | ; ; ji iiiiii ilB52* i j s j j i§§ jS jS 1 8=8 IS i ' 1 111 2 8 j i i ii « S|2 ;g§ i O ; is i: 1C lO 1 1 — < = s s ;s 1 8 i i il il 1 ! i i i ; : g ; ; :|§ :g ;S g 3§S II j i iiiS i°° *§ i ! !rt- ! ! ,r ! 8 i ii 5 ii® ;s§ i*i i C ^£22 ; ; ; % \8$z \ S ^ j ! is i i ; i i j is :gg ; ; s ; ; \i 2 ;a a» ! 33 1 sss ;$ ssg ; i i ;s g Sgg ;g ; il i 1 c ZSRZ ; jS 3 |g3f= ; § - j j ja |6 i ! ! ; ! i i§!§- j ! - j ; j=« :■ 2 ;g s | §22 3 :Sf^^2g ?sg ; ! ! 1 1 i ^ 2 222 :S : i : 18 I r i Table 10. — Inmates , property , receipts , and expenditures in industrial schools for delinquents, 1926-27 — Continued 1200 BIENNIAL SURVEY OF EDUCATION, 1926-1928 §18111183831136 8 111835 £11 I is! s tn i gsif '©"T© isiinisiTiiiiirwTsi i *§§:r n i gs? liSllliSs S ISlSste S S 3 SS c4"corjj cc Qd'jo'r-Tod'or r-T n «o»o ©e*© tjScT jo . a g cj ® « S5a.at3 V-, X3 3 ftSg S'S'S' is! 83* s'|'|'s'gs'-’'g'g' s' e's's'g s' g»'§ §SIIIlIIi¥~illiis ill 1 §3883 mmmsamm gsi f iwi ce h w g bfi O Vol¬ umes in library ** g iililllillilSl 1 §11111 111 i i is rH ! rtffM CO* eo >0 ■ illig NCi^NO 5 :22s : CO ' L- r-H | 8 i i sS i ssf 11 i ufeo : III S1SI i r-Tcfeo goo-©jg“ j ISIS i 2^ is i :115s jl ■ oc (M* ro o' . ‘ jee g ;i i i 18! ! i 1 i j o j § i i 111 SI i ffcoo oTi-T j ilsia i“‘2 s* ill i^s illll i i jSft-8 j j lillliisi § ill* i gRSSgSSSS- 1 a 88 8 i 1 slliiiiili! 2 SSSf 2 Ste‘Sf&f 8 $ S 85S‘|^*fe g"?f|Wg“Sfg‘ S8 g’Sff S 111 illlSl *Sf ii— siis i **«* i i 11 I S®' ' ii ii as' i! ” 1 i s' i III illll 882 S'=8'gS jlSIl iii |si IEF T1 is®|g i§ i§£ i$li is issf is® 2 i« a ii ; ; * if i i i ii i 1 i jl « ■ c 1 i N j 1 jl 11 i n j*o °o£“ il il |oO ; ii § iii ;-s ills! i i i i !88188§8S i j»‘§8 8‘8‘S3 ! ills 8 i jssgs? i ! ' i ill ilii i i 3 8 2 i'-’S j il i Illll i 28828 ill jjfsf ii js? ill isg ilfSsll j 8 282" 8 lliiiiliisigiil :: Sis'liMsiieilss ;; rH* r-T* (N > o m w 325 05 »o lO C* 00 CO r—t O lO ^ CO t>» ^ Kindergarten Total - 45 N lO N lO 1 r-H lO t>- 1 Girls O io 6 1 45 58 . oo Boys e> 30 11 4 112 117 Pupils enrolled Total ao 535 105 162 23 585 1, 326 13 724 Girls 180 34 62 4 168 454 1 269 Boys o OC O CO -H ^ « «§ • a c3 • Low 9IBUI9J c iO HN O GO O O * O r-H CS CO CO 00 CO - ^ IO 1 ^ 1 Tfl rH CO Inmates not in school 01BHI9J o SS5 2? S3 ^ 111 ®I*H ©5 59 57 19 110 20 67 8 44 954 1,294 324 383 Inmates in insti¬ tution during year eiBrngj 00 157 130 38 368 62 191 43 155 941 1, 592 963 900 9IBH r* 164 128 40 393 50 224 49 194 1,392 1,747 663 869 As¬ sist¬ ants caring for in¬ mates uemoAi CD O *-< CO HlO 05 00 O rH rH Tt< rH »— 1 40 HH O CS 05 CO i-H U9K 1 “=> COCO ^ CO rH rH I - ill ; a © !‘3fi c ® W-3 j «GQ'. ic a : >»* ■ a : =T5 “^•35 aO 5 C3 — T3 •OcT) fe-a >8* 3 33 "O 3 © • T3 ® a 52 ■§ | aJ rQ a ° d © a to do .oo si ■o 8aa«-o - o □ g •g a5®SSoSa8o.2^ . cs.SfeA.SO’oS fife to mfi fi ” ■d a 3 O i~l T3 a 08 •“ EsS 1 ll Calif.... Junction lo - Depot Del . e, Fla... 05 O 0 x: ■ (8 1 T3 1 © bo •coo 32 ©<£ 8 § & . ^ C5 CM r-. y-i CO T}4 » — 1 CO rH 00 CO ^ CO CM „ 1 ICO CO « WW *0 CM 05 00 • O 1 05 CM CM Is* rH rH 0 1 CM CM CO 1 rH 1 0O CO co 05 *0 TJ4 I «o 1 ^ 1 CO ^ n 1 Inmates in ele¬ ment¬ ary grades eiemoj 1 » 16 17 14 69 80 258 192 207 35 21 66 38 115 58 ei«JM eo t»COOCOCMOcO*0 OQI'r rr 05 00 1 w CM rH 00 rH 0*0 05 CM CM C5 CO 00 1 1 Inmates in the kinder¬ garten 9IBra9,J w s 25 ? cm In S 2$ g eiBj\[ a 10 “i; S3 § 2 £ & : Inmates not in 1 5 3 3 a eiBmaj 0 1 » 19 195 107 28 40 1,064 886 84 32 119 19 322 965 ©IBM o> >22 100 115 10 12 1,138 910 62 42 163 32 421 Inmates in insti¬ tution during year ©[Braaj oo 269 226 132 336 696 914 1,299 1, 174 335 118 432 252 505 1, 135 ©IBW r» 324 294 130 358 1, 164 590 1, 452 1,222 242 166 509 235 546 As¬ sist¬ ants caring for in¬ mates U9CUO.YV 0 1^00 ^ 00 05 CO CM 1 CO 05 rr CM co T* rH »H cc !>• CO ^ 00 • CM CO cO U9JM *0 ”8 18 19 77 27 61 33 3 11 5 31 0 In¬ struc¬ tors U9CU0AV ■*< CM *0 CO CO CM 00 *0 *0 tH ICO 0 U9K « 1© © CO — 1 COCO CO CM © © HH rl Institution W Hospital for Epileptics . . State Institution for the Feeble-Minded. State Colony and Training School. Pownal State School . . Walter E. Fernald State School. Wrentham State School 1 _ Michigan Home and Train¬ ing School. Minnesota School for Feeble- Minded and Colony for Epi¬ leptics. Missouri Colony for Feeble- Minded and Epileptics.1 Montana State School for Deaf, Blind, and Feeble- Minded.* Nebraska Institution for Feeble-Minded. Laconia State School . . New Jersey State Village for Epileptics. New Jersey State Institution for Feeble-Minded. Location - Parsons, Kans . . Frankfort, Ky _ Alexandria, La . Pownal, Me . Waverley, Mass _ Wrentham, Mass... Lapeer, Mich. . Faribault, Minn.... Marshall, Mo _ Boulder, Mont . Beatrice, Nebr . Laconia, N. H _ SkUlman, N. J _ Vineland, N. J . SCHOOLS FOR FEEBLE-MINDED AND SUBNORMAL 1211 52,409 146, 395 428,678 132, 436 421,212 107,950 152,900 121,651 10,000 51, 872 269, 600 363, 010 45, 000 70, 665 25,441 1,000 78, 787 25, 000 1 . 192, 909 164, 919 24,964 281, 280 749, 625 1, 769, 820 512, 907 3, 004, 757 966, 519 586, 619 1, 719, 167 400, 000 701, 013 1, 000, 000 2, 591, 703 3,410,897 649, 972 215, 000 923, 342 319, 552 50, 000 295, 578 250, 000 1, 500, 000 848, 211 1, 033, 339 165,000 O I CM lO C CD O W 'O lO i © • © © iQ O OO f aO i h- ^ O -* x c; N N I xf« i O © iO 00 CO I • CM —< CM CM CM CM 00 • CO ' O x*< .CM COO l 1 i-T CO* I of 1 of 1 • 450 355 1 ICO 05 i PO 05 1(0 1 • OOlOO III 05 l~- 1 1 i Jv. 05 1 00 ICO l 1 IOHO 1 1 1 O 05 -J< j i i -S' i iii iii i 564 55 1 IO O OO 100 |«5 1 • CD iO CO 1 lOI CM i x*« © l COH r-H o .CM .CM i • CM©00 > -CM -< .^4 1 C4 , -H 1 -H » 1 — 4 • • 1 62 84 26 1 O © NrtONWO 1 © O »-H 00 © x*< CM 00 © i O 00 NICCD^ON 1 © 05NO-0(N © CM ^ 0 • COCO lO^rHHN • »-4 xt4 CO CM — 4 —4 a a © CM i © 1 © COO 00 © © xt4 © © • . 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N *H I CO 00 CM CM 00 I rf (N iC Ci uOhNhh 1-4 CO —4 o«C: CO © CO < o OS t'- g ® ^ "§8 W lo M c§ 2 o 4 ao © CO © co i © CO CM — 4 © 1-4 Xt4 23 s oo © CO CM i © CM i CO OO © CD CM CO © O CO CM © — ^ 4 t"- — 4 00 CO CM ao • CO CO X*4 CM CM »-4 © © ao CM © CM © X*4 5 dsr 00 »C Xf ao N CM CO CM CO CM © CO »-4 CM CM CM -4 ^ aO CO © © CO ICO i aoaONHHN© © CM © CM —4 © © © i-l © © ** © u oO o o . OGQ— • £-3®0 JS^ . T3 -J4 r* 'qZO go! js ® 25* &°a £ fa i i i a ii,0 I ■ "o ^ ■© 1 -3 © 5®m3 ■ji~ !>|§ SgSs a >13 a S'Sl-S'’ £36“ ! * ! ^ jig •033 a 3 1*1' !-0“* > 82 > co „•-•:: :a roco_; fcfi © § ° 5 •§T3 • , co o _ M "3 m2.S--3 *> J-g ©CO 3 j I- i Sw'g o o . ■8-s ■ © s a co co g •= o •- a ►- c g-asl-g2§o^o - a , o i o o C3 < ® E" I^CQ 12 cisco JsfcH"Sv-'S«2 5 j— >1 c ,2 © ® § ® •— .a B fafafafacoca m D> ,o .2 co ■a S© ;.2 a® "3 5oj:2 m s®^® © © « CO CO r»» >*> OU a a .B o o B O O *3 O ,o°. 2 a!a!H co -C m J3 3 o 3 o © O co ot»-S gsgsi ^ .2 ^ .2 c 2 a £ ir 2^0 § 5'H5'2 S-2 o © g © j^W £ £ £ «•§ OQf tlfc. +~„0 z«lz*zZz3a .s»i 2 s° © ^oocSsS. •s & = E 2-2 g'g 53 © © © O 5,33-- (-on ZZ «a2WOQW '(2 * 4 ‘3 i-5 fa iwen” ^ is 53 . ~o Tes «> S Q* a «3 c3 • ^ ai^Ec® txfl.-3-C a ~S. a _ O O "3 > a o a ladiso Va. tedic Wash hippo KftipHMUrt < £eq a o Includes minors only. Includes only those in the kindergarten and elementary departments. Includes deaf and blind. Total number of Inmates includes 2 males and 3 females who are epileptics and not reported elsewhere. Table 5. — Receipts and expenditures of State institutions for the feeble-minded, 1926-2 7 1212 BIENNIAL SURVEY OF EDUCATION, 1924-1926 sf Ssa'ssf siiis§i§§issS§§ ;g|S-|gss|-|ag§-Sg IslilslSSsll silsigsis'ifs 1 §§11 £ i§§i|gi SsISISS Si! els§!§l§ M9W‘o-Ouj«j‘ujO p. !||Is U AJBiqn n] saraniOA o'cn1 © ud «o ro" O Soseo 8 Si O rtU5U5 NCOM — < 88 : 83 *o o 5 8 «? t» il o-g “ a « H 3ajnjB.ri gpBJj, ejtupioijav anjattJJi pmaBpj 05 • -H O sepnp p[oq -osnoq ^juiaeraaia *G 0005 00 & 8‘ oisnj\[ e5 § c eiBtae.j ®H*TC -§3 c3 q Jr o °a T5 ® ii13 eiBraa,! 9IBK 9IBOT9J 9p3W 2 “s8‘ A a ® *2^2 aB2| V w giBragj 91 bh 18 a u* n °5 M M > >0 NNO 91BU39J ®1®W CO *0 00 05 1-1 5 cs’*> a§' 9[Bra9,i ®IBPM OOOO ~ «ooo oo>o fills 5.9 moj, : co co co tj< ioo I lO 1-1 05 CO «-H T»l •a si :s ®P*W 13 :s c3 a^.S* ^ 5 d 0- — — ■ g tremoM *o 00 CO t U9J\[ I i-» lO i -■0 Is O _ fluid *§•§ as* ,2 o d § ■§£« -II ■Pfe s « Y 1 05 S ® U3 >.p H E-1 Ma . § s-Sd^-s-S •Sh2§sM « _2 or *a cs S5 a,2H ^Jp-a §5 ® I g 8® £ ja2^wo hh S Q o i oa P.H O c3 _ «o P’0 J£t3 W ® «~3 3 iJX ^2 - 5 SU S §: aS * | II 1 1 O ® o kZ® i. n a "w — 3 QO fS« Ck«« HO P SCHOOLS FOR FEEBLE-MINDED AND SUBNORMAL 1215 77, 8C0 ini 18 co ill “88" 1 i ill jg - i i^10* :s § ill! § ss'gs' IB 111 11 Hi Si *g sas s'§ |se is 3.700 ill I 1 1 il eo !co l :sgs si : ! : r- i s ; © ! 3 1 8 3Tr ^ ^ o is • ■ — i i ! ; ; js fS CN 00-^ *o &S3 00 >C CO 1*0© $ 05 *-h CO CO ^cococooocg e © s ; 2S £83 i ICC CM i © © CO NNUJN -© CO 00 ~ :*■ : :$ , 1 , S3 CO 8- lO 00 CO O O | O | | CO © « = 8rt :"S5 *"38 CO CS J O [ < ag CO CO CM i" oo co^; © 1-1 CO ■*< I I 00 « [ CO CO CS O 1 *-h 1 ' co • . • 'CO cs l «-l geo ICMI^ ~S£ O H 1— « co J j CO CO NNO«i \nS Si »o CO r~ b- 28S ■c-HMcono^ , - © 5!- jCMTJ. CO *o © ^ 1 • ^ O JO © iC i — © co^-co Ci *-( IC^HICN | CO §1 = ~ ! 1 cs 1 ° : •*> 8® ~ i 1 1 «sl 16 6 4 22 104 240 285 5S £S3 CO .jogjog • ^ © **r S Nr OCMif § ©CO oc co CM 1 1-1 o i^^COO^N 1 C^l *"H CM SN c • ; ; ' © © i O o © © © © 1 1 2 j CM CM CM i cs © n2S CO © CM CM CO CO CO Table 7. — Statistics of receipts and expenditures of private institutions f or the feeble-minded , 1926-27 1216 BIENNIAL SURVEY OF EDUCATION, 1924-1920 * Data for 1921-22. * Prorated. » Day school; Table 8. — Statistics of city day schools and classes for backward and subnormal children , 1926-27 SCHOOLS FOR FEEBLE-MINDED AND SUBNORMAL 1217 Enrollment by subjects of study Smurejj opBJ j, i i i i : : : : : |i LI I 8 . ;;;;;;; j | 9jrmnoij3y 8 88 i i i i i bs i i i : : i : ; | ~ ; | i ii . . mriiii SniUIBI} IBnUBjy s i : saijnp pjoqosnoq Aje^uamaig a 2S332 r i I I $ t'8SS8S2°58 oisnj\[ r* fegsss isg j ; j IMS SS :S852e3 >> I o 1 O | si-no cs a i 88 S ! i i i^ss S i i22 i iwo i i°8 | ; ; ; : : : ; ; i : sAoa S 8 j -1 i i i i is22 i i iggj i i~£ i i^K iiiii Iii ii ii Middle si-no a §fe| is jo j jt^OrHCO j»-< jo^o jcOP^OOO iii j i i sAoa 2 §s§ is is i i^gsg j« i^^s iNs§°22 Low si-no 2 i ^ i iss r"°“3 i^1 i10^10 is i§ iM i i i i i M i 1 sAog 3 8° i§8 p°°2S is i^010 is :g i° j i i ! i iii! Pupils in— l| W si-no S 8S|^||SSS§°° iss i10 i 13 35 ”’i§’ 27 45 9 9 39 sAog 0) 22§SligSS|“5 1- j 82 isg&^SK Is G ~ £ M si-no GO j j III 1 1 1 1 III 1 1 lOfH 1 1 i 1^0 1 1 1 III till 1— t III 3 1 0 2 sAog j i III 1 1 1 1 III 1 1 1 *0 o itt 1 I IS 1 d - c IS c c iffl \i 'S !e 1 > 1 c c3 IP Fitchburg, Mass . 1 Greenfield. Mass. 1 Holyoke, Mass . Lawrence, Mass . . Leominster. Mass Lynn, Mass . . Malden. Mass _ C/l 2 S [■g 3 [t: i« ■s 1 32288828‘c8323052223328t'838 Cf OOCCOWNM^Ol^ONNHOOiCNNNWH^HHWHiONHWNHWN ‘ Data for 1921-22. Table 8. — Statistics of city day schools and classes for backward and subnormal children , 1926-27 — Continued 1220 BIENNIAL SURVEY OF EDUCATION, 1924-1926 Enrollment by subjects of study aniniBJj epcij, mi i 1 . C5iiiiiii*iiiiiiiiies*it rHIIIIlllllllliiiiiCQlll l 1 1 1 « 1 • 1 • 1 1 1 1 l 1 1 i III • 1 • J 1 1 • 1 1 l l l I 1 1 l l ill • i l l i i l l i i i i i i i i i iia • l l i l i 1 l i i i i i i i • i ill i i i i • i i i i i i i t i i i i it| emiinouay S : : : Ml i i i i i i i l 1 i i i i i i i i i i i • CO 1 l i i I I I l i i i i i CO i i i i i I I ^HllllllllllliiOilltlll • . . 1 1 1 I 1 1 I 1 1 1 1 1 1 1 1 I 1 1 1 1 • 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 lllllll lllllllllllll lllllll 3uiuicj5 renuBpi 2 8§3K8S2 igSS85o835!£ :§288§£S;tgg2 • i • i soijnp pioqosnoq Ajejaamaig; 2 3 i Is* is^ssss is38£ i > iggsssgs'' i| | | i i j oxsnpj r- £§SE8 isSSSS |§£S | i288S§ |S • ill ii Grade of mentality High SIJID 2 i I i i iO i ! j M i i^Ss^ i~ is000® r is i isss- ii i i i r i i ii ii • ■ i i sAoa U5 i i e«a j j 2 i i°S82 is isssa iw is i has” ii i i i i ii Middle mo 2 » r 2 i i i s i i^sg* i i i r i i sAog 2 40 ....... 3 1 j igaSSSSSSSjsS01 i& i i2££* ill ~ ~ r 1 1 Low mo 2 i iM ii COON ' CO CO IO ! 0 -*< 03 ! CO !o3 iNNMOH i f Mi sAoa 3 ! ! ii 2§*^ is60!? i2”22005 m is iss82° i ~ i i i i i ■ i i iii Pupils in— Elementary grades si-no O j i sAoa O 8 isSSS^afSSg |S828822§|^^S882 Kinder¬ garten SIJID 00 i iw i*° j : ; i iMO i i i i i10'*® i i is i i is^~ ii iiiii iii iii iAoa r» j r r 1 i jas j j j j Is50® j j is i j is*® » • • III * I I I I III III Pupils enrolled pnoj, - 8§3Eg§22a38kg£SK;S2SS5§8:5i$§rS2 SWD - ag^sssa^asassssaas^sgsasss*'- sAoa SS8S8§^8S8282883§228§3S!§S88:3 Instructors nemoAi w ir r ro i tm i in r nop\][ N ©^ooooooco^oo-oooooooccooooo Location - St. Joseph, Mo . St. Louis, Mo . . . Butte, Mont.1 _ _ Helena, Mont . Lincoln, Nebr _ Omaha. Nehr Concord, N. II . Asbury Park, N. J . Atlantic City, N. J _ Bayonne, N. J . . Bloomfield, N. J . Camden, N. J . Elizabeth, N. J . Englewood, N. J . . Hackensack, N. J _ Hoboken, N. J . Irvington, N. J . . . Jersey City, N. J. . Long Branch, N. J... . Millville, N. J . Montclair, N. J . Newark, N. J.. . New Brunswick, N. J _ Nutley, N. J... . Orange, N. J . Passaic, N. J . Paterson, N. J . Phillipsburg, N. J _ SCHOOLS FOR FEEBLE-MINDED AND SUBNORMAL 1221 j ! :::::::::::: :g 1 1 1 1 1 1 1 1 t 1 1 ■ 1 1 1 r— 1 l 1 1 1 1 1 1 1 1 1 1 1 1 l 1 1 l I 1 1 1 1 1 1 1 1 1 1 I 1 1 1 l 1 1 1 1 1 l 1 1 1 l I 1 O CO I l l 1 • 1 • Tf 1 1 1 1 I 1 rum ' ' ' ' • 1 | j j i j ! j ! j* i i j i j j j i i i i | i i i i i i i 1 1 1 1 1 1 1 1 1 1 Tf 1 1 1 • •• 1 1 I 1 1 1 I i tO i i I I • 1 1 1 1 1 1 1 1 1 till 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 1 1 1 1 1 1 1 1 till !!!!:!!! j j j j j j j i j j i j j j j j j j i j 'liiii E22|23 jggSSSKgSS ;S8SS§g2S 2S22§38 |2S8 79 13 30 111 23 118 : - d : r — jsgSaS5;355 '“SgSgSSB i° is s £88 :8£ i : ~ i i ; i j : : ef o - £8S2£8 £| ; igsssssgs :s°r :2£°s ;§|SM^c^ooicoc^^or^coi-i»oo^o§ si-no sAog i 2 S N 50 o 22 2'c2~ 828‘ 22: :s 00^0 S : 882 8S8 22! SPJO 3s;3a'os2228f02:!S s*-»38g885§8-,*s:8 siioa S98iSS§8833®5!g CO 822gg3S8§£22s;8 slJUD s^og g :8 : :8 ;s ; :§ gg£S88|8!S22£|g§38S22s2|2288; «S SPTO « SilOCT :3382§§8332;?S£S22g3gS8§2:22s;3 SCHOOLS FOR FEEBLE-MINDED AND SUBNORMAL 1223 : ii 88S33SS5382S 2*c3 sssssssss ! co co »c co • »o 1 ” ! ! o • 8 12 29 51 13 14 ! CM ONN»Q Tf CM OOINO «o o O ^ to o ! o ^ co : I INDEX A Academies. See High schools (private). Adult education, 259-276; activities, 262; home economics, 227-229; legislation, 415-416; South Carolina, statistics, 268. Aggregate number of days attended, State school systems. 459. Airplane building, model, 197-198. Alaska, community service rendered by teachers, 380; education of natives, 377-382; medical service, 380. Alberty, H. B., on a plan for voluntary unification of teacher training, 122-123. Alderman, L. R., Adult education, 259-276. Allen, A. T., on North Carolina State program of public instruction, 131-133. American Association of University Women, pro¬ gram of study for parent education, 345. American Field Service Fellowships for French Universities, 372. American Home Economics Association, 345. Anthropometry, school children, 173. Apple, Henry H., on work of Franklin and Mar¬ shall College, 11. Articulation: Between educational units, 160-164; city school systems, 88-91. Attendance, city school systems, 508-509, 512-513; State school systems, 441, 458-461, 487, 490. Average daily attendance, State school systems, 458. B Backward and subnormal children, city day schools and classes, 1217-1223. See also Feeble¬ minded and subnormal children, schools and classes; Nervous and backward children, schools. Bar admission and medical licensing requirements, comparison, 71. Bar admission requirements, 68-71. Bar associations. National, State, and local, 58-61. Baron de Hirsch Fund, 373. Barrows, Alice, school-building problem, 383-403. Benefactions, universities, colleges, and professional schools, 699-701. Blind, schools and classes, general discussion and statistics, 1155-1161. Boat building, model, 197-198. Bonds, city school systems, 666-689. Bookkeeping, 244. Bureau of educational records and guidance, 3. Business schools (private). See also Commercial and business schools (private). Butts, Marie, on results of inquiry into world Butler, Nicholas Murray, on the junior college, 15. cooperation of home and school, 359-363. Buzzard, Sir Farquhar, on limitations of life, 175. C Cammack, 1. 1., on safety education, 95-96. Carnegie Corporation of New York, 368-369. Carnegie Foundation, study of legal education, 62. Carnegie Foundation for the Advancement of Teaching, 369-370. Centralization of rural schools, 111-114. Certification of teachers, State requirements, 316- 317. Chicago, Ill., survey commercial occupations, 236-237. Child development, 218-219. Child-guidance clinics, 344-345. Child Study Association of America, 343-344. Children, summer round-up, 349-350. City normal schools, general statistics, 908. City normal schools, property and expenditures, 909. City school buildings, evolution, 383-387. City school systems, administration, 79-82; signifi¬ cant movements, 79-102; statistics. 497-689. Clerical work, 243. Clothing, school children, 176. College and university extension, 273-274. Colleges and universities. See Universities and colleges. Colwell, N. P., Medical education, 43-56. Commercial and business schools (private). Commercial education, 231-257; conferences, 254- 255; enrollments, 232-233. Commercial occupation surveys, 236. Commercial teacher training, 251. Commission for Relief in Belgium Educational Foundation (Inc.), and the Foundation Univer- sitaire, 373. Commonwealth Fund, 374. Connecticut, Report of commission on revision and recodification of school laws relating to financing of education, 139-141. Consolidation and transportation, recent enact¬ ments, 412-413. Cook, Katherine M., Rural education, 103-146. Cost of education, industrial schools for delinquents, 1188, 1191; State school systems, 451, 487, 498, 503- 504. Counts, George S., on high-school curriculum, 157. County administration of schools, 410-411. County normal schools, personnel and property, 910; receipts and expenditures, 910. County superintendent, qualifications, 411-412. Courses of study. See Curriculum. Curriculum, city school systems, 88-91; construction and revision, rural schools, 127-130; experimenta¬ tion, list of studies, 145; high-school, 154-160; home economics, reconstructions, 212-216; re¬ vision, 130; State school systems, length, 448; teacher-training, revision and construction, 320- 328. 1225 1226 INDEX D Dalton plan. See Individual instruction. Davis, Mary Dabney, Nursery kindergarten-pri¬ mary education, 277-300. Day schools, city school systems, general statistics, 504-505; 516-537. Deaf, schools, general discussion and statistics, 1163-1179. Deffenbaugh, W. S., Significant movements in city school systems, 79-102. Degree-conferring institutions (private), legislation, 421-422. Degrees, teachers colleges, 916-919; universities, colleges, and professional schools, 694-696, 699, 709-715. Delinquents, industrial schools, general discussion and statistics, 1181-1202. Denominational schools, 1095-1097. Dental and medical work, school, 167-170. E Education, statistical summary, 423-438. Educational boards and foundations, 365-376. Educational legislation, handicapped children, 419- 420; review, 403-422. Educational surveys, commercial occupation, 236. Elementary and secondary schools, State school systems, average daily attendance, 460; general statistics, 452^53, 488, 494. Elementary day schools, State school systems, sta¬ tistics for 16 States, 488. Elementary schools, city school systems, 500-501; personnel and number, 538-561. Endowment funds, industrial schools for delin¬ quents, 1202. Enrollments, commercial education, 232-233; indus¬ trial schools for delinquents, 1187; public high schools, 455, 977, 984-1041; schools for the deaf, 1164; State school systems, 490-491, 493. Evans, Henry R., Educational boards and founda¬ tions, 365-376. Evening schools, 192-195. Exhibits, school, 198-199. Expenditures, city normal schools, 909; city school systems, 506-507, 510-511, 514-515, 598-620; ex¬ penditures, county normal schools, 910; indus¬ trial schools for delinquents, 1189-1190, 1198- 1201; institutions for feeble-minded, 1212-1213, 1216; private teacher-training schools, 915, 954- 955; schools for the blind, 1156, 1160-1161; schools for the deaf, 1165, 1179; State normal schools, 906-907, 946-948; State school systems, 441, 450, 482-483, 486; teachers colleges, 899-900, 932-935. Expenses, city school system, 507, 598-643. Extension, college and university, 273-274. F Faculty instruction, improvement, 330-331. Feeble-minded and subnormal children, schools and classes, general discussion and statistics, 1203-1223. Ferriss, E. N., on reorganization of high schools, 148. Films, classroom, 97-98. Finances, higher education, 37-42; medical schools, 51-54; rural schools, 106-108; State school, list of studies, 142-144. First grade, admission, 293; creative activities, 279. Fisher, E. C , on visiting teacher, 102. Foreign born, education, 272. Frank, Glenn, on Bureau of educational records and guidance 3. Franklin and Marshall College, work, 11. Frazier, Benjamin W., Teacher training, 301-335. Fresno, Calif., survey commercial occupations, 238. G General Education Board, 365-366. Glough, G. O., on reorganization of schools of Tyler, 100. Graduate work and research, 32-37. Graduates, city normal schools, 908; private high schools, 1100-1101; private teacher-training schools, 911, 949-950; public high schools, 972- 973, 1042-1053; schools for the deaf, 1169; State normal schools, 901-902, 936-937; teachers colleges, 894-895, 916-919; universities, colleges, and pro¬ fessional schools, 732-764; 773-836. Grand Rapids, Mich., survey commercial occupa¬ tions, 237-238. Guidance, 199-204. H Hamilton, William, Work of the Bureau of Educa¬ tion for the natives of Alaska, 377-382. Handicapped children, legislation, 419-420. Health education, 172, 216-218. Health of the teacher, 181-182. Health work in rural schools, 176-177. Heseltine, Marjorie M., on home economics in business, 223-224. Heyl, Helen Hay, on New York State supervisory program for rural schools, 135-138. High schools, city school systems, 502-503; per¬ sonnel and number, 538-561; curriculum, 154-160; development of commercial education, 246-250; enrollment by subjects, 159; reorganization move¬ ment, 147-152; reorganized, classified, according to type, 150-151. High schools. See also Junior high schools. High schools (private), 1152-1153; classification ac¬ cording to sex of students, 1104; denominational control, 1095-1097; graduates, 1100-1101; instruc¬ tors, 1098-1099; military drill, 1098-1099; negroes, 1105-1106; number, 1098-1099; property, 1098- 1099; statistics, 1093-1153; students, 1094-1095, 1098-1099, 1104, 1108-1126. High schools (public), distribution of pupils in the several grades, 976; enrollment, 977, 984-1041; by subject, 963-970; general statistics, 961-962; grad¬ uates, 972-973, 1042-1053; growth, 147; libraries 1054-1056; property, 973; statistics, 957-1092, 974- 975; students, 1057-1092; supervision, 978; teachers, 979-983. High schools (senior), State school systems, general statistics, 488. High schools (vocational), State school systems, general statistics, 488. Higher education, 1-42; financing, 37-42; improve¬ ment of instruction, 26-32. See also Colleges; Universities and colleges; Vocational education. Hoadley, Ruth, on commercial teacher training, 25. Holloway, H. V., on curriculum revision, 130. INDEX 1227 Home economics, curriculum reconstruction, 212- 216; education, trends, 209-230; for adults, 227- 229; for boys and men, 225-227; in business, 223- 224. Home education — parent education, 354-355. Home reading courses, 275-276. Hoover, Jessie M., on home economics in business, 222-223. Hopper, A. M., on Louisiana State supervisory program, 133-135. Horn, Ernest, on curriculum revision, 130. Hospital interneship, 55. Hughes, Mrs., on creative activities of first grade, 279. I Ulini Weekly, on humorous magazines, 24. Illiteracy, 271-272. Income, State school systems, 475-477. Indebtedness, State school systems, 471. Individual education, 92. Individual instruction, 93-95. Industrial education, 185-208. Industrial schools for delinquents, 1181-1202. Inmates, industrial schools for delinquents, 1183- 1186, 1192-1201; schools for feeble-minded and sub¬ normal, 1204. Instruction, expenses, city school systems, 621-643; higher institutions, improvement, 26-32. Instructors, private high schools, 1098-1099; private teacher-training schools, 911, 950-951; schools for the blind, 1155; schools for the deaf, 1163, 1168; State normal schools, 901-902, 941-942; teachers’ colleges, 924-925; universities, colleges, and pro¬ fessional schools, 732-764, 773-836. See also Teachers. Instructors and graduates, teachers colleges and normal schools, 894-895. International Federation of Home and School, 358. J Jeanes Fund, 370-371. Jessen, Carl A., Secondary education, 147-165. John F. Slater Fund, 370. Julius Rosenwald Fund, 374-375. Junior colleges, 15, 90, 152-154, 691-692; legislation, 414-415; statistics, 884. Junior high schools, city school systems, 501-502; personnel and number, 538-561; State school systems, general statistics, 488. Junior-senior high schools, State school systems, general statistics, 488. K Kahn Foundation for the Foreign Travel of Ameri¬ can Teachers, 374. Keesecker, Ward W., Educational legislation, 403- 422. Kindergartens, city school systems, general statis¬ tics, 499; enrollment, 291; personnel and number, 538-561; housed in elementary school buildings, 291; value of training, 293. See also Nursery- kindergarten-primary education. Klein, Arthur J., Higher education, 1-42. Koos, L. V., on junior college, 90. L Laura Spelman Rockefeller Memorial, 342-343, 367. Law schools, full-time, part-time, and mixed, num¬ ber, and enrollment, 77-78. Legal education, 57-78; study by Carnegie Founda¬ tion, 62. Legislation. See Educational legislation. Legislation and State supervision for physical education, 182-184. Length of school year, 85-88. Libraries, industrial schools for delinquents, 1188; public high schools, 1054-1056. Libraries (school), studies, 146 Library service to rural schools, 130-131. Life, limitations, 175. Lombard, Ellen C., Parent education, 337-363. Louisiana, State supervisory program, 133-135. Lynch, C. P., on safety education, 96. M McAndrew, William, on the school assembly, 393. Magazines, humorous, 24. Malott, J. O., Commercial education, 231-257. Medical and dental work, school, 167-170. Medical colleges, admission requirements, 45. Medical education, 43-56. Medical licensing and bar admission requirements, comparison, 71. Medical schools, admission requirements, 45; enrollment, 45-46; finances, 51-54; full-time, requirement in years for degree, 77; graduates, 46-47; part-time, minimum time required for degree, 77. Medical service, Alaska, 380. Medical students, enrollment, 46; nongraduates, 48. Military drill, private high school, 1098-1099. Model and practice schools, State normal schools, 938-940; teachers colleges, 920-923. N National adult education associations, 274-275. National Congress of Parents and Teachers, 346-356. National Council of Parental Education, 345-346. Negroes, medical students, 48-49; private high schools, 1105-1106, 1152-1153; public high schools, 979-993, 996-999, 1001-1104, 1009-1010, 1012-1013, 1016, 1019, 1022-1023, 1028-1029, 1031, 1033-1035, 1037, 1039—1041; State school systems, statistics, 490-493. New York (State), financial aid to rural schools, 141-143; State supervisory program for rural schools, 135-138. Night schools, city school systems, 497; general statistics, 505, 562-574; State school systems, 448-449. See also City normal schools; County normal schools; State normal schools. North Carolina, State program of public education, 131-133; study of results of supervision, 120-121. Nurse training, school health work, 179-180. Nursery-kindergarten-primary education, 277-300. Nursery school and parent education, 286-290; list of studies, 299-300. Nutrition, school children, 172-173. 1228 INDEX O O’Shea, William J., on value of kindgarten train¬ ing, 293. P Palmer, Bertha R., on curriculum revision, 130. Parent education, 273, 337-363; foundation grants, 342-343; Governmental activities, 337-338; home education, 354-355; private agencies, 340-346; pro¬ gram of study, 345; State activities, 338-340. Parent education and nursery school, 286-290; list of studies, 299-300. Parent-teacher associations, school health work, 181. Parent-teacher work, courses, 350-351; rural groups, 352-353. Parental education, 218-219. Parents’ council of Philadelphia, 356-357. Parents’ Educational Bureau, Portland, Oreg., 356. Parochial schools. See High school (private) and academies. Part-time and continuation schools, city school system, general statistics, 505. Part-time and evening schools, 192-195. Payne Fund, 375-376. Periodicals for parent, 358. Personnel, city school systems, 512-513; 516-561; county normal schools, 910. Phelps-Stokes Fund, 371-372. Philadelphia, Parents’ Council, 356-357. Phillips, Frank M., Statistical summary of educa¬ tion, 423-438. Physical defects, school children, studies, 170-171. Physical education, 174; legislation and State super¬ vision, 182-184. Physical welfare of school children, legislation, 418-419. Physicians, supply, 50-51. Platoon school, 98-101. Population, school census, and pupils enrolled in State school systems, 456-457, 490. Portland, Oreg., Parents’ Educational Bureau, 356. Practice teaching, State normal schools, 938-940. Primary education. See Nursery-kindergarten¬ primary education. Printing, 196-197. Private and parochial schools, enrollment, 496; teachers, 495. Professional schools. See also Universities, colleges, and professional schools. Professors and instructors, universities, colleges, and professional schools, 692, 702, 720, 726. See also Instructors. Proffitt, Maris M., Industrial education, 185-208. Property, city normal schools, 909; city school sys¬ tems, value, 510-511; 514-515, 666-689; county nor¬ mal schools, 910; industrial schools for delinquents, 1188, 1198-1201; private high schools, 1098-1099; private teacher-training schools, 913-914, 954-955; public high schools, 973; schools for the blind, 1156; schools for the deaf, value, 1165; State school sys¬ tems, value, 449, 469, 904-905, 944-945; teachers colleges, 897, 928-931; universities, colleges, and professional schools, 697, 716-717, 722-723, 728-729, 765-768, 837-859. Public day schools, city school systems, general statistics, 504; State school systems, expenditures, 484-488. Public high schools, growth, 147. See High schools (public). Public night schools, State school systems, general statistics, 467. Public schools, enrollment, 455, 462-463. Pupils, enrollment, schools for the blind, 1155r schools for the deaf, 1163, 1168; schools for the feeble¬ minded and subnormal, 1204; public high schools, 976; State school systems, distribution according to length of school term, 489. See also Students. Putnam, W'illiam E., on enriched curriculum, 100. R Rankin, Paul T., on individualization, 92. Receipts, city school systems, 575-597; general sta¬ tistics, 506; county normal schools, 910; industrial schools for delinquents, 1189-1190, 1198-1201; insti¬ tutions for feeble-minded, 1212-1213, 1216; private teacher-training schools, 913-914, 954-955; schools for the blind, 1156, 1160-1161; schools for the deaf, 1164, 1173-1175, 1179; State normal schools, 904- 905, 944-945; State school systems, 473-474, 478- 479; teachers colleges, 898, 928-931; universities, colleges, and professional schools, 696-697, 718— 719, 724-725, 730, 731, 769-772, 860-883. Recodification of school laws, 405-406. Reed, Alfred Z., Legal education, 57-78. Reed, Mary M., on admission of children to first grade, 293. Religious and social life, college, 21-25. Reorganization movement, high schools, 147-152. Report cards, list of studies, 299; reconstruction, 284- 286. Research and graduate work, 32-37. Research and secondary education, 164-165. Revenue receipts, State school systems, 473. Richmond, Ind., survey commercial occupations, 238-239. Robinson, F. B., on ability of adults to learn, 261- 262. Rockefeller Foundation, 366-367. Roemer, Joseph, on problems of small high-school organization, 116. Rogers, James F., School health work, 167-184. Rural education, 103-146. Rural school supervision, list of studies, 144-145. Rural schools, centralization, 111-114; curriculum construction and revision, 127-130; financing, 106- 108, 141-143; health work, 176-177; library service, 130-131. Rural secondary education, 114-117; list of studies, 144. S Safety education, 95-96. Safety of school children, legislation, 419. Salaries, city school systems, 498. Sanitation, school, 175-176. School assembly, 393. School building problems, changing conceptions, 383-402. School-building standards, 389-394. INDEX 1229 School buildings, city school systems, 510-511; 514- 5S7; results of survey, 387-389; State school systems, 442, 468. School funds, State school systems, 449, 470, 487. School health work, 167-184; nurse training, 179-180; results, 178-179. School hygiene. See Sanitation. School laws, recodification, 405-406. School library studies, 146. School nurses, course, 179-180. School plant, State school systems, 480-481, 644-665. School sanitation, 175-176. School term, State school systems, 490; average length, 461; distribution of pupils, 489. School year, length, 85-88. Schools of education, growth, 306-310. Secondary education, 147-165; legislation, 413-414; research, 164-165; rural, 114-117; list of studies, 144. See also High schools. Sessions, city normal schools, 908; private teacher training schools, 949-950; State normal schools, 936-937; teachers college, 916-919. Short, Beatrice, on course for school nurses, 179- 180. Snyder, Ray P., on financial aid to rural schools, 141-143. South Carolina, adult education, statistics, 268. Staff, State school systems, 472; teacher-training, 313-315. Stanley, Anna L., on course for school nurses, 179- 180. State normal schools, expenditures, 946-948; general statistics, 938-940; instructors, 941-942; instructors and graduates, 901-902; property and receipts, 904-905, 944-945; sessions and graduates, 936-937; students, 903, 942-943. State school finance, list of studies, 143-144. State school support, 407-410. State school systems, statistics, 439-496. Stenography, 244-245. Students, city normal schools, 908; engineering courses, universities, colleges, and professional schools, 706-707; enrollment in teacher-training courses, 891-892; private high schools and acad¬ emies, 1094-1095; private high schools, 1098-1099, 1102, 1108-1126; private teacher-training schools, 912, 952-953; professional courses, universities, colleges, and professional schools, 704-705; public high schools, 1057-1092; public schools, distribu¬ tion by grades, 454; State normal schools, 903, 942-943; summer schools, universities, colleges, and professional schools, 708; teachers colleges, 896, 926-927; universities, colleges, and profes¬ sional schools, 692-694, 703-708, 721, 727, 732-764, 773-836. Summer camps, 177. “Summer Round-up,” 349-350. Summer schools, city school systems, 497-498, 506, 562-574; State school systems, general statistics, 467. Superintendents (county), qualifications, 411-412, Supervision, public high schools, 978; rural schools, list of studies, 144-145; State progress, 108-109. Survey, educational. See Educational surveys. T Taxation, city school systems, 666-689. Taxation and values, city school systems, 507. Teacher placement, 331-333. Teacher tenure, legislation, 418. Teacher training, 301-335; commercial, 250-252; definition and scope, 302-303; enrollment, 891-892; health and physical education work, 181; in¬ creased professionalization, 303-306; list of studies, 145; plan for voluntary unification, 122-123; State control, 310-312. See also Normal schools; Teachers colleges. Teacher-training institutions, number, 306. Teacher-training schools (private), expenditures, 915; instructors, 911, 950-951; property and re¬ ceipts, 913-914, 954-955; sessions and graduates, 949-950; students, 912, 952-953. Teachers, 205-206; city normal schools, 908; city school systems, 82-85, 498; industrial schools for delinquents, 1183, 1192-1197; public high schools, 979-983; schools for feeble-minded and subnormal, 1203; State school systems, 441, 464-466,490. Teachers’ certificates, legislation, 416-417. Teachers colleges, expenditures, 899-900, 932-935; financial support, 312-313; general statistics, 916- 923; growth, 306-310; instructors and graduates, 894-895, 924-925; property and receipts, 897-898, 928-931; students, 896, 926-927 See also Normal schools. Teachers colleges and normal schools, statistics, 885-955. Teachers colleges and normal schools, statistics, 885-955. Teachers’ pensions, legislation, 417. Teachers’ salaries, legislation, 417-418. Teeth, school children, 171. Tests, 204-205. Thorndike, E. L., on ability of adults to learn, 261. Transportation and consolidation, recent enact¬ ments, 412-413. U United Parents’ Associations of Greater New York Schools (Inc.), 357. Universities, colleges, and professional schools, sta¬ tistics, 691-884. See also Higher education; Junior colleges. V Visiting teacher, 101-102. Visual instruction, 96-98. Vocational high schools, State school systems, general statistics, 488. W Whitcomb, Emeline S., Home economics educa¬ tion, 209-230. 115044 -78 o ’ ' NATIONAL LIOKAOT OF EDUCATION 3 1 5 33 0G5E74S3