• ,i: !?^\/ %-^*/ %-^-y- -^.--^--y . ■"•■ °- /.v:^-X .oO^.-iSi-^ ,/.v;^-X >°,-im;-.°- .A.w^a^-.X ^^-n^. "^ov^' :W^^^' "-^--o^' f^^ffi'-. "^ov^^ ^^^^^.'- '^^.^ ov^^^a'" -^^^-s^^ 'mm>^\ '-^^o^ v-o^ V •' »--\/^ "V^'^V' X"*^'\^^" %**^-v .. ,0^ ,'i>' .V.., "<{. ■(<* c' ^^c^ vf 's .^-^ ,\ *.*^ ..■ 4 o 52d Congress, 1st Session. HOUSE OF REPRESENTATIVES. Mis. Doc. No. 340, Part 9. DEPARTMENT OF THE INTERIOR, CENSUS OFFICE. ROBERT P. PORTER, Superiuteudent. Appointed April 20. 1889; leaigned July 31, 1893. CARROLL D. WRIGHT, Commissiouer of Labor in charge. Apiiointed October 5, 1893. y ¥d ^ REPORT EDUCATION IN THE UNITED STATES ELEVENTH CENSUS: 1890 JAMES H. BLODGETT, SPECIAL AGENT. WASHINGTON, D. ('.: Ctoveknment printing offiok. 1 S93. V a\ ^\^ CONTENTS. Pace. Lettkr ok tkaxsmittal of the Commissioner of Labor in charge to the Secretary of the Interior v Letter uf transmittal of the special agent for educational statistics to the Commissioner of Labor in charge ... vii Institutions, remarks on 1-45 Plan of investigatiou - 1-3 Condi tiou of school records 3-11 Records of private and parochial schools 12 Municipal organization for school purposes 12, 13 Combined public and private tuition 13-16 General condition of education - 17-23 Schools, liy color 23 Public schools in cities 23, 24 Superior schools 25, 26 Secondary schools 26-33 Elementary schools - - 33-40 Denominatioual schools other than parochial 40-43 Evening or night schools -- - 43, 44 Commercial schools and business colleges 44 Schools and schoolhouses 44, 45 Statistics of enrollment in public and private institutions 46-141 Table 1. — Statistics of schools, census of 1840: enrollment in universities and colleges, academies and grammar schools, and primary and common schools 46 Table 2. — Statistics of schools, census of 1850: enrollment in colleges, academies and other schools, and public schools 47 Table 3. — Statistics of schools, census of 1860: enrollment in colleges, academies and other schools, and public schools 48 Table 4. — Statistics of schools, census of 1870 : enrollment of students and pupils not public and x>ublic 49 Table 5. — Statistics of schools, census of 1880: number of pupils attending public common schools 50 Table 6. — Summary of school enrollment, census of 1890: public, private, and parochial, by states and territories 51 Table 7. — School enrollment, census of 1890 : public common schools, by states and territories 52 Table 8. — School enrollment, census of 1890 : public common schools, by counties 53-100 Table 9. — Apparent comparative gaius in i^opulation and in public common school enrollment, 1880 and 1890, by states and territories 101 Table 10. — Apparent relation of xjublic common school enrollment to population, 1880 and 1890, by states and territories ... 102 Table 11. — Ajiparent relation of public common school enrollment to pojiulation, census of 1890: -white and colored, in the southern states , 103 Table 12. — Apparent relative gain in public common school enrollment, 1880 and 1890: white and colored, in the southern states 104 Table 13. — Apparent relation of the sexes in public common schools, census of 1890, by states and territories 105 Table 14. — Enrollment in jjublic schools additional to common schools, as derived from the reports of schools, census of 1890, by states and territories 106 Table 15. — Apparent relation of jjublic school eurollmeut to population, census of 1890, by states and territories 107 Table 16. — School enrollment, census of 1890: private schools, exclusive of parochial schools, as derived from the reports of schools, by states and territories 108 Table 17. — School enrollment, census of 1890: denominational schools, including parochial schools, as derived from the reijorts of schools, by states and territories 109-117 Table 18. — Enrollment in parochial schools, censu^of 1890, as derived from the reports of schools, by denominations and states and territories 118-122 Table 19. — Enrollment in public schools, as superior, secondary, and elementary, census of 1890, as derived from the reports of schools, by states and territories -- - - 123 Tabic 20. — Enrollment of students and pupils in iirivate schools, as superior, secondary, and elementary, including parochial and commercial schools, census of 1890, as derived from the reports of schools, by states and territories 121-126 Table 21. — Enrollment in professional schools, census of 1890, as derived from the reports of schools, by states and territories 127-133 Table 22. — Public school eurollmeut iu cities with 10,000 inhabitants and over, census of 1890, as derived from the reports of schools 134-140 Table 23. — Reported fiuances of school districts, census of 1890, by states and territories 141 iii LETTER OF TRANSMITTAL. DEPARTMENT OF THE INTERIOR, Census Office, Washington, D. C, October 15, 1893. SlE: I have the honor to transmit herewith the tables and text of a monograph on Education compiled from the reports of schools in the United States, as returned at the Eleventh Census. This report has been prepared by Mr. James H. Blodgett, special agent in charge. The results reached are the more gratifying as it is 20 years since the enrollment of all schools has been published by the census or given out by counties for public schools. This is the first time the parochial schools, now the center of such general interest, have received full, distinct treatment. Very respectfully, CARROLL D. WRIGHT, Commissioner of Labor in charge. The Secretary of the Interior. LETTER OF TRANSMITTAL. DEPAETMENT OF THE INTEEIOR, Censtjs Office, Washington, D. C, October 10, 1893. Sir: I have the honor to transmit herewith a monograph on Education compiled from the reports of the schools. So much of success as has attended the inquiry is largely due to the intelligent industry of the clerks allotted to the work. It would be invidious to mention individual names beyond that of Dr. John W. Porter, whose departmental experience was so valuable in the earlier part of the work and whose labors in the office were closed by death. Verv respectfully, your obedient servant, JAMES H. BLODGETT, SxH'vial Agent in. charge Ediieatioiial Statistics. Carroll D. Wright, Commissioner of Labor in cliarge. INSTITUTIONS. PLAN OF INVESTIGATION. The Census Office is strictly pledged to privacy as regards the affairs of individuals, and particulars furnished are grouped with those of like character, the facts for any private school, academy, or other institution not being shown separately. It is the popular custom to make two great divisions of schools, public and private. This office has treated separately the private schools known as parochial schools, which are the elementary schools supported by religious congregations with the dominant purpose of inculcating their special faiths. Parochial schools, as treated here, do not include temporaiy catechetical or confirmation classes where religious instruction only is given. There are many schools whose relations are in part j)ublic and in part private. For the purpose of the Census Office a school was deemed public whose management was in the hands of public authorities, which was taught in a public school house by teachers selected by public officers and directly responsible to such officers. In considerable portions of the country schools are maintained at public expense for certain months, after which the teachers are allowed the use of the public school property with such compensation as they can secure from pupils. The added time in such cases is essentially an extension of the school supported by public funds. In some sections schools are supported for a time by public funds in churches or other buildings not owned by the public, which buildings are left wholly in private control after the public school fund is exhausted. For these schools, public part of the year and private part of the year, a special form of statement was given at the bottom of the schedule to show how long the respective public and private terms continued. A school has been deemed private, even though largely supported by public funds, if its control is in the hands of individuals or of an association, chartered or otherwise, and the property is not owned or maintained by public authorities. There are institutions, especially in southern states, which contract with local authorities to do the work of public schools for certain months in their own.buildings, with their own teachers, and receive pubUc funds. There are academies in New England that contract with j)ublic authorities to teach the pupils of high school standing. Like examples occur in many states. Such institutions are deemed private schools. The prevailing lines of work in the public schools of the country are known, without question,i;o be elementary. The true high schools are mainly secondary. It was deemed best not to burden the general schedule with investigations of the courses of study, important as they are, beyond the question whether a high school enrollment was included in the return. The superior public institutions were reached by other schedules. This investigation met with a most cordial response in general, and with extraordinary special effijrts to facilitate the work in particular cases. Changes of officers and teachers during the year proved an obstacle to complete returns in some instances. In the Tenth Census a vast amount of material regarding education was collected, but the wealth of detail gathered was an embarrassment, for it could not be made ready for publication in time to save it. In marking out the lines of inquiry among schools for the Eleventh Census it was determined to use a small number of questions that might be readily answered and whose results could be quickly published. It was observed that while many particulars as to teachers and pujiils are matters of record in the United States, the use of some items is intensely local, and not a single fact is uniformly recorded throughout the country. The plan was to endeavor to secure only the leading facts, since the varying methods of record for the year to be reported were already past changing in portions of the country when the Census Office was organized. It was the effort to gather educational facts in the following order: first, according to their imijortance; second, according to the readiness with which they could be furnished; third, according to the facility with which the results could be combined and published. Under the first principle of selection it was desirable to know: (a) How many go to school? (b) Who go to school, indicated by age, sex, and race? (c) How long do they go"! (d) What is the character of the work done, as elementary, secondary, or superior? questions applicable in nearly every point to both teachers and pupils. The financial questions were left to be treated by the census division of wealth, debt, and taxation. Under the second and third principles of selection it was the intention from the outset to utilize customary local reports to the utmost possible extent to save confusion, trouble to local officers, and time in 1 2 EDUCATION. reaching results. Few persons have weighed the cost of a census question, and many seem to feel that a census is a suitable opportunity to ask questions, on the iDresumption that another question makes no addition to the labor. One question that could be answered by yes or no would demand at least one second for a reply from each person to whom it was addressed, and another second for combining the reply with other replies in the central office. For the simplest possible inquiry pertaining to each inhabitant this would amount nearly to the service of 100 enumerators for a month customarily allowed within which to secure the facts and the work of 8 clerks for one year to tabulate them. Under the imperative demands of the situation the schedules for the public common schools were condensed to the following form : The eurollment for the year ending , 1890, was : White. Colored. Aggregate. Remarks. Total Female instructors employed - Total Is any high school department included above? If any high school department is included, jjlease make the proper entries below. The high school enrollment included above was : (Here followed a blank statement like tht above.) With the question whether a high school enrollment was included, there were in all 3 questions as to teachers, 3 as to pupils, and 1 as to the school. A schedule for a like purpose was sent to each obtainable address for j)rivate, parochial, and professional schools. All complicated inquiries were rigidly excluded, and only the number, sex, and color of the teachers and pupils were sought, with such added questions as to the control of a school and its relation to public funds as would enable this office to determine its classiiication as public, private, or under the subdivision of parochial, and some statement of its work that would indicate whether it was doing elementary, secondary, or superior work, or work of a professional character. The census law contemplated taking the customary year ending nearest June 1, 1890, to enable reports to be prepared with the. least possible trouble. The years in the states and territories ended as follows: Alabama September 30, 1890 Arizona June 30, 1890 Arkansas June 30, 1890 California June 30, 1890 Colorado June 30,1890 Connecticut July 14,1890 Delaware June 30, 1890 District of Columbia June 30, 1890 Florida September 30, 1890 Georgia December 31, 1889 Idaho September 1,1890 Illinois June 30,1890 Indiana August 31, 1890 Iowa September 15, 1890 Kansas June 30, 1890 Kentucky June 30, 1890 Louisiana December 31, 1889 a Greer county only. CLOSE OF SCHOOL YEAR. Maine April 1,1890 Maryland July 31, 1890 Massachusetts May 1, 1890 Michigan September 1 , 1890 Minnesota July 31, 1890 Mississippi October 1, 1890 Missouri .' ...June 30,1890 Montana August 31, 1890 Nebraska July 14,1890 Nevada August 31, 1890 New Hampshire March 1, 1890 New Jersey August 31, 1890 New Mexico December 3] , 1889 New York July 25, 1890 North Carolina June 30, 1890 North Dakota June 30,1890 Ohio August Oklahoma (a) August Oregon March Pennsylvania June Rhode Island April South Carolina November South Dakota June Tennessee June Texas August Utah June Vermont June Virginia July Washington June West Virginia June Wisconsin June Wyoming August 31, 1890 31, 1890 3, 1890 2, 1890 30, 1890 1, 1890 30, 1890 30, 1890 31, 1890 30, 1890 30, 1890 31, 1890 30, 1890 30, 1890 30, 1890 31, 1890 Schools of the territory organized after census year, to close June 30, annually. It was plain that a general view of the kind of work done by the schools could be derived from the usual published reports, and that the age of pupils was suggestively limited by the state and city laws regarding the school age. What may be called the measure of effectiveness of teaching or the time spent in teaching, and the like measure of the attendance of pupils, matters of prime importance, were omitted because results for the nation could not be obtained in present conditions. Such national tables as have been anywhere published to show the total time spent in teaching or in tittendance a,t school have been verjr largely based upon estimates. INSTITUTIONS. 3 The following states embody the time taught in their customary reports, or give data from which the aggregate service of teachers may be more or less fully deduced: Alabama, Delaware, Kansas, Michigan, Mississippi, Missouri, Nebraska, Pennsylvania, Rhode Island, South Datota, West Virginia. There has been earnest co-operation of a great multitude of institutions and instructors regarding the inquiries as to private and parochial schools. The advantages of adopting the possibilities of ready reply and prompt compilation and publication of the facts as principles of framing inquiries were clearly showu in the outcome. The Census Office was enabled by June, 1891, to publish statements for all states by counties showing the leading facts. The bulletin form of publication enabled the office to give out the facts for the states nearly as fast as they were ready, beginning before the close of 1890. Except for exigencies of wider effect than concerned education alone, the publication of the general facts could have been made some months earlier. CONDITION" OF SCHOOL RECORDS. The records of i3u6lic schools of less than a dozen pupils each, thousands of which are to be found in the country, must farnish a large portion of the facts on which town, county, or state officers build up their reports. If these local records are deficient the successively greater reports and the summary for the census, utilizing all forms of existing record to the fullest extent, must correspondingly fall short of a comj)lete showing of the work of the people. It might be supposed that the three elements of number, sex, and color, for both teachers and pupils, would be readily obtainable. Every teacher knows the sex of a pupil when he records the name. In cities pupils are separated by sex to a greater or less extent, while at the little country schoolhouse each sex often has a separate recess. The race characteristics are plainly evident to teachers making inquiry for the nativity of parents, as is customary in many cities. Any one of these items, clear as it may be on any day when one looks into a schoolroom, becomes a difficult question for a past day or term or year without preserved record. There are many districts in the United States for which no one can report even the number of x'wpils after the teacher closes an engagement. In many cities, counties, and states the sex of pupils is not a matter of record, and in states where the colored population is sparse color is still less frequently recorded. The following chart indicates the peculiarities of state and territorial public school reports on these points when the census inquiries were agreed upon : STATES REPORTING NUMBER, SEX, AND COLOR OF PUBLIC SCHOOL TEACHERS AND PUPILS JUST PRIOR TO THE ELEVENTH CENSUS. STATES AND TERRt- TORIES. Alabama Alaska 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 FOR TEACHERS. Number. Tes. Tes. Yes. Yes. Yes. Yes. Yes. (6) Yes. Yes. Yes. Yes. Yes. (d) Yes. Yes. Yes. Yes. Yes. Yes. Yes. (/) Yes. Yes. Yes. Yes. Yes. Yes. Sex. Yes. Yes. Yes. Yes. Yes. Yes. Yes. No. Yes. (c) No. No. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. (/) Yes. Yes. Yes. Yes. Yes. Yes. (3) Color. Yes. No. No. No. No. No! No. Yes. Yes. Yes. No. No. No. Yes. No. No. Yes. Yes. No. Yes. No. No. No. Yes. Yea. (j7) FOE PUPILS. Number. Sex Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yea. Yea. Yes. Yes. Yes. Yes. Yes. Yea. Yea. (e) Yea. Yes. Yea. Yes. Yea. Yes. Yea. Yes. No. No. Yes. Yea. Yes. Yes. No. No. Yes. Yes. Yes. No. Yea. Yes. No. Yes. j\o. Yes. No. No. No. No.* No. Yes. Yes. Color. Yes. Yes. No. Yes. Yes. (») No. No. Yes. Yea. Yea. Yea. No. No. Yes. No. No. Yes. Yea. No. Yea. No. No. No. Yes. Yea. STATES AND TERRI- TORIES. Montana Nebraska Nevada New Hampshire . . New Jersey New Mexico New York North Carolina . . . North Dakota Ohio Oklahoma {h) Oregon Pennsylvania Khode Island South CaroUua . . . South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming FOR TEACHERS. Number. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. (d) Yes. Yes. Yes. Tes. Yea. Yea. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Ye.s. Yes. Sex. Yes. Yes. Yes. Yes. Yes. Yes. Yea. Yea. "Sea. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Tea. Tes. Tes. Tea. Tes. Color. No. No. No. No. No. No. No. Yes. No. No. No. No. No. Yea. No. Yes. Yes. No. No. Yes. No. Yes. No. No. B'OR PUPILS. Number. Yes. Yes. Yes. Yes. Yea. Yes. Yes. Yes. Yes. Yes. Yes. Yea. Yes. Yes. Yes. Yea. Yes. Yes. Yes. Yea. Yes. Yes. Yea. Yea. No. Yea. Yea. Yes. No. Tes. No. No. Yes. Yes. Yes. Yes. Tes. Tes. Yes. Yes. No. (i) Yes. No. No. Yes. Yes. No. Yes. Color. No. Yes. No. No. No. No. No. Yes. No. No. No. No. No. Yes. No. Yes. Tes. No. No. Tes. No. Tes. No. No. a As county aggregate. b In summer and winter. c In part. d Teachers holding certiiicates. e IJigliest and lowest enrollment, not whole number in year. / Number for seasons and year, aex for seasons only. ij Totals of each sex and color, but not the sex of each color. h No public schools in the census year except in Greer county. i Except in independent districts. 4 EDUCATION. What constitutes a system of public schools'? How many points of administration must be harmonious in different localities to entitle the schools of these localities to a place in the same category! The records of public schools in the different states are exceedingly diverse. For example, as to teachers : Maine reports number and sex for spring and summer, fall and winter separately, and only number for the year; Connecticut, number and sex for winter and summer separately, without number for the year; Massachusetts, number and sex for the year; Delaware, positions and not persons; l^Torth Carolina, number, sex, and race of licensed teachers, leaving the number and race of employed teachers to be derived from the number of schools of each race; Idaho, number and sex of licensed teachers only; Missouri, number of teachers, white and colored, male and female, but not so as to show the male or female teachers of either race; Florida, teachers by race but not by sex; Arkansas, teachers by sex but not by race; for 1890 the teachers of Indiana were reported to the state superintendent under instructions to count two or more terms in a school as one school of the duration of the combined terms, and to count the different teachers, if such were employed, as one of the sex of the one teaching the longer term. This caused an apparent diminution in the number of teachers. Georgia does not report teachers except for schools under local laws. One state gives two sets of tables of enrollment of pupils, another two summaries of teachers, without expressed reason for a difference. Extended correspondence with local officers was necessary to bring the facts in all these states into some semblance of comparable form. In bodies of population dense enough to give them permanent employment the question, how many teachers, might be comparatively simple, but in localities where schools have but a few weeks' connected duration the question is more complicated. The record of annual enrollment of pupils is also much simpler where schools have a permanent organization. -The following states and territories are accustomed, directly or indirectly, more or less definitely, to report the time spent by pupils at school: Arizona, Colorado, Illinois, Indiana, Iowa, Kansas, Louisiana, Maine, Maryland, Massachusetts, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New York, North Carolina, North Dakota, Ohio, Pennsylvania, Ehode Island, South Carolina, South Dakota, Tennessee, Vermont, Virginia, Washington. This office has occasion to recognize the hearty co-operation of state superintendents of pnblic instruction and kindred officials. Some whose usual reports included the items desired urged special care, promptness, and accuracy upon local officers; others, as indicated, added the item of sex to their former reports; while others, whose plans for state reports were too far advanced at the beginning of the census to be modified, arranged to use census blanks for special inquiry. The correspondence therefore varied greatly for different states, exceeding, where it was necessary to address school district officers, 10,000 addresses in a single state. The co-operation of local officers was also an essential aid. The superintendents of the following states and territories by special effort furnished the Census Office the particulars named for the census year : Alaska, Delaware, Kentucky, Montana, North Carolina, Virginia, Wisconsin, sex of pupils; the District of Columbia, sex of teachers; New Jersey, color of teachers and color and sex of pupils; all of which indicates an advance toward unity of plan of state reports. The special difficulties in a proper tabulation of teachers are of less practical importance than difficulties in securing the true number of pupils, since it is plainly known from the general conditions that, except in overcrowded schools of the cities and towns, the number of teachers is relatively large for the number of pupils, owing to the multitude of very small schools. Statistics for teachers will improve quite as rapidly as general school statistics. Some of the hindrances in securing accuracy of rej)orts as to teachers are closely kindred to those which interfere with accuracy as to pupils. Throughout the union, with rare exception, the weak districts with brief school engagements during the year are liable to add term reports to make the annual report, showing several teachers when no more than one was employed at one time. This kind of duplication is by no means confined to the brief engagements of weak districts; term reports of some important schools are added to make annual reports. In a district which has had one teacher in summer and another in the winter, the returning officer sometimes is puzzled over a doubt whether to return one teacher, the number required at anytime during the year, or two or more that might represent the different individuals who actually rendered some service. His uncertainty is increased when all the persons employed are not of one sex. The report of time spent in teaching, already in use in some states, gives promise of a better basis of comparison, as the days taught by men and the days taught by women would more fully represent the work of men and women as teachers than the statement of the number of each sex who did service enough to be called teachers, and the combined service of the men and women would at once present one view of the teaching effectiveness. In a region of brief school engagements one person during the year may serve more than one district. It was in this way that in a county of Georgia 72 teachers taught 8tj schools, and in a county of Florida 5 colored teachers taught 7 schools. s The number of pupils enrolled in the year, at first glance, seems a simple inquiry that should receive a clear reply. In fact, it is far otherwise. Two serious conditions interfere with accuracy of record. One may be termed a frontier difficulty, but frontier conditions exist in old, feeble districts as well as in the infant districts of new settlements. When a school can be INSTITUTIONS. 5 maintained but a few weeks at a time, its records, even if properly made, are apt to be lost tlirougb inadequate provision for their preservation. The primary need in some parts of the country is the preservation of the records of transient schools. In one state the superintendent shows that hundreds of districts are delinquent in their reports, and a like complaint comes from others. When this frontier difficulty of imperfect or lost records is remedied, a second arises of even more formidable numerical proportions, namely, duplication. This may occur by adding enrollment of different brief terms in a district Avith temporary schools to obtain the annual enrollment, or it may arise by treating every transfer, promotion, or return after protracted absence as an original entry, so that the first result of securing complete records may be an exaggerated annual enrollment. This form of error is not confined to schools with transient terms. In a recent state report are returns from one school for the professional training of teachers, giving the separate enrollment for each of three terms into which the year is divided and combining the three as a total. In the same report are included the returns of a kindred school, showing the "whole number of different persons enrolled during the year ". The returns given for the two schools are not comparable. Lesser sources of error will attract the attention of vigilant school officers. The late John Hancock, a man prominent in his appreciation of accuracy in statistics, while protesting against an excessive refinement of figures, may be advantageously quoted upon the first great source of duplication just named. In his last published report as state commissioner of common schools of Ohio, 1890, pages 6, 7, he said: To get complete and correct school statistics seems almost impossible. To obtain fairly correct statistics from the separate districts is not so difiSeult, since in this class of schools teachers are employed for the whole school year and, with the rarest exceptions, teach out the time for which they are employed. On the other hand, in a very large portion of the township subdistricts 2 teachers are employed for the same school each year, and in some of these districts 3 teachers are so employed. These statements are verified by the following figures: the last year the number of teachers required to supply the separate district schools was 7,414, the township schools 12,112. The number of different teachers employed in the separate districts was 7,568, showing a change of but 154 teachers ; but the number of different teachers employed in the township district schools was 17,592, indicating a change of 5,480 teachers. This showing reveals the chief source of the inaccuracy of, the statistics of this class of schools. The course pursued in making returns to the county auditor frequently is as follows : A teaches a school of 4 months in a certain subdistrict, and makes his report to the township clerk of the number of pupils enrolled, the average enrollment, and the average daily attendance. He is succeeded the same school year by B, who teaches a term of 3 months, and at its close makes a report to the township clerk similar to that of A. Now, probably three-fourths of the pupils enrolled by B had been enrolled by A. When the township clerk makes up his report for this subdistrict, he simply adds these 2 reports together, thus obtaining the results for the school year, and thus counting a large number of the pupils twice. In this way the total euroUmeut, the average monthly enrollment, and the average dally attendance are made, in some instances, from 50 to 75 per cent too large. * * * We shall be strictly within bounds if we estimate the excess of the registered enrollment above the true iu the township districts at not less than from 50,000 to 75,000 and the excess of the average monthly enrollment and average daily attendance in the same proportion. The same general conditions, modified in detail by local municipal organizations, prevail throughout most of the union. Wherever there are districts so weak as to maintain but brief engagements with different teachers in different portions of the year there are to be found similar probabilities of duplication. The superintendent of public instruction of Arizona names a uniform system of records and accounts as the most urgent reform needed in the public schools, a sentiment that with more or less earnestness finds response in old states and new territories almost universally. In some portions of the union omission to report operates to diminish aggregates. For the censns year conspicuous examples were ISTew Mexico, Alabama, and Arkansas. New Mexico is in a peculiar condition owing to the exceedingly sparse population and traditions of civilization and language unlike those of most of the country, having been taken into our limits not by an assimilating immigration but by conquest. The prospect is better for future attempts to obtain the facts. The general population of New Mexico is not in the United States by any act of its own. It was the strong grasp of our hands that took a great tract into our borders and endowed its Spanish speaking whites and sedentary Indians with citizenship, without asking their wishes or requiring any preparation on their part except that they were Mexican citizens at the time of the treaty. The region has been but gradually affected by the customs of English speaking people. The Spanish language still prevails over broad areas, and all public effort of the people is still closely related to the work of the church of their fathers. The national government publishes laws important to New Mexicans in Spanish as well as in English. The public schools, up to the law of February, 1891, were almost indistinguishable ii'om church schools. For New Mexico, therefore, in its transition condition, neither church authorities nor public school authorities can definitelytellwhatenrollmentor what expenditure ought to be credited to each. The children have been religiously taught, the teachers have been supported, the parents have been satisfied; but there is scanty record of particulars. The Catholic faith predominates, and the schools under the control of Catholic patrons outnumber those definitely reported under the charge of the Catholic Church. Close accuracy can not be claimed for the statistics of public schools in New Mexico, but they are believed to be more nearly accurate than any hitherto published. The territorial auditor, then ex-officio superintendent of schools, published early in 1890 a report for most of the counties for the calendar year 1889. The Census Office had much 6 EDUCATION. correspondence and conference with territorial and local officials and ex-offlcials to perfect the report. The governor published a table of school statistics in his report submitted to the Secretary of the Interior September 15, 1890, as nearly perfect " as it has been possible to make it from the reports received". By the aid of the governor and others additional approach to accuracy was afterward made. One published error was the school census for the school enrollment of certain counties. To appreciate the difficulties of securing correct returns, and especially of replacing records for a past yea.r, it is to be borne in mind that the large proportion of the people speaking only Spanish is a small hindrance comi^ared with the immense area of the counties. One county is almost as large as the state of Maine; 7 counties are each larger than any other New England state. When cities massing compactly upon a few square miles a greater population than all New Mexico and having long established systems of record find difficulty in making accurate returns of the boys and gii-ls in their schools, it can not be expected that errors will be eliminated from the reports of these great sparsely settled frontier counties. Alabama and Ai'kansas were free from the extreme peculiarities that showed themselves in New Mexico, and therefore more iiroperly exemplify such hindrances to accuracy as occur in many states. With better local records Alabama would make a better showing. The state officials of Arkansas complain of the deticiency of records from the inauguration of public school legislation to the present time. The county examiners complain of the neglect of district officers to furnish the enrollment of pupils, so that the county reports do not represent the full school attendance. Distinguished educators are justified in the belief that one inimediate effect of improving the records will often be an apparent loss in enrollment, even when the number of different pupils is actually greater. This is illustrated in the following letter, which also emphasizes the impracticability of fair comparison through records kept in dissimilar methods: Commonwealth of Pennsylvania, Department of Public Instruction, Harrisburg, March 13, 1891. Dear Sir: Permit me to invite your attention to important facts in making comparison of educational statistics of Pennsylvania. A change was made in the statistics of Philadelphia in the report of this department for 1887, and has been adhered to in all subsequent reports, reducing the reported number attending school by 70,000, or from 177,853 in 1886 to 107,807 in 1887. It was seen that in each year the average attendance was reported at 99,400. Investigation showed that when Philadelphia reported "number of pupils registered" she gave the sum of names on all the rolls of the several schools. Thus every pujiil promoted was enrolled more than once. All promotions are therefore included in the number given. When, therefore, a comparison is made of the number of pupils in Pennsylvania in 1880 with that of 1890 the increase, from the tables, appears to be in your bulletin but 1.59 per cent, while, as you will see from the inclosed sheet, outside of Philadelphia it has been 10.24 per cent, and even greater in Philadelphia. The basis of computation of attendance in Philadelphia, given in the report of this department, is now the number of children in the schools at the close of their school year in December. Very truly, D. J. Waller, Jr., Robert P. Porter, ^ Superintendent Public Instruction. Superintendent of Census, Waj?hington, D. C. Under date of March 24, 1891, Superintendent Waller writes as follows : As to the statistics on page viii, Report of Superintendent Public Instruction, Pennsylvania, for 1890, 849,055 is the total number of pupils enrolled in the state outside of Philadelphia, but it does not include any repetitions arising from promotions. Philadelphia's "number of pupils in school at end of year," 116,889, is the number in attendance at the end of December. Philadelphia is not under our general school law, but has a body of legislation specially designed for her; hence the statistics do not conform to those sent in from the rest of the state. There is an element of discrepancy, but it is much smaller than heretofore. An obstacle to fair comparison still remained in that the Philadelphia returns showed the enrollment at a selected date, not the number of different pupils in the year. The number originally published, 116,389, is the enrollment for Philadelphia as given for 1889 by the city superintendent. It proved to be the enrollment for the last day of the year only, and the superintendent meantime had changed his field of labor. One of the assistant superintendents wrote that there were no data for a definite statement of the different pupils enrolled in 1889, but that 159,255 might be considered a very close approximation. This adds 42,866 to the enrollment of December 31, 1889, and correspondingly increases the state enrollment and the ratio of gain in the decade. The ratio of gain would be apparently greater if the proper deduction for duplicates in 1879 were practicable. ^ The public school enrollment of the Dakotas has been phenomenal. In a number of counties in South Dakota the school enrollment exceeds the school census, for which the correspondence of this office develops two reasons: 1. Duplication by attendance of pupils in more than one district, greatly enlarged by the changes of residence of families trying different locations. One district may have a summer school and an adjacent district only a winter school, the same pupils in part attending both. 2. The enrollment of those who are too young or too old for the school census, which in the Dakotas takes only those between 7 and 20 years of age. In the Dakotas the duplication of enrollment that comes of the change of residence within the year seems to have been relatively large. New settlers make their homes with a degree of restlessness that often involves a INSTITUTIONS. 7 trial of several locations. In the great inpouring to Dakota this temporary residence seems to have attained unusual importance. In certain counties half or more of the population are reported to have changed their homes within the year from various exigencies of agriculture or mining. One fact that is emj)hasized by this explanation of duplicates is that immigrants organized schools with remarkable promptitude, so that the nncertain mover was out of the reach of the schoolhouse less frequently than in most settlements of like age. To this is to be added a sijecial development of the duplication that came of gathering from adjacent districts in the one that for the time had a school, concentrating in one district in summer and in another district in winter, but the perplexing situation is not without its testimony to the interest of the people in education. Instances occur where, as in New England, districts pay for transportation and tuition at schools out of their jurisdiction. Tlie confusing influence of duplicated enrollment is generally recognized, but not generally adequatelv met. The commissioner of jrablic schools of Rhode Island, in his mannscrii>t report to the Census Office, had rejected 0,011 names reported as duplicated in the same town. In further revision he rejected 1,396 as enrolled in more than one town, leaving 52,774 different pui^ils in the public schools at some time in the year, losing almost one-eightli of the apparent number by reduction to the real number. The full detection of duplications for a large state can hardly be expected, but single counties, cities, towns, or districts may hopefully emulate these efforts in Ehode Island, Pennsylvania, and elsewhere in dealing with duplications within their own borders. Sex is recognized at a glance in the schoolroom, but when the names of boys and girls have been recorded without distinction it is a laborious task to sej)arate them, sometimes even wholly impracticable. The distinction of sex was given, just preceding the census, in state reports, except in those of the following states and territory: Alaska, Alabama, Connecticut, Delaware, Idaho, Iowa, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, New Jersey, New York, North Carolina, Texas, Vermont, Virginia,>and Wisconsin. Vermont has two sets of returns of school enrollment whose aggregates vary by 3,328. The returns indorsed by the state superintendent as preferable do not indicate sex. Although the law of Alabama requires teachers to forward complete quarterly reports to the county superintendents showing the sex and race of pupils, the state reports do not show the sex, and the state total is seriously affected by deUnquencies, even of the separate districts. The chief school officer of each of the following states and territory, by a special effort, secured the information as to sex for the report for the census year : Alaska, Delaware, Kentucky, New Jersey, North Carolina, Virginia and Wisconsin. Some state ofScers declared that it would be impossible to secure the statement by sex for the census year. Fortunately county, town, or district officers in some of the states that do not embody sex or color in their state reports were able to furnish the facts more or less fully. Unimportant as sex may seem in the great mass of elementary public schools with nearly equal numbers of boys and girls, it becomes an element of great importance in some localities, as in a vast sparsely settled county of New Mexico where 30 boys are reported at school for 1 girl, and in towns where special occupations draw more heavily on one sex than on the other. It is yet more important in determining whether the high schools are equably influencing the older pupils of the land, and in settling how far the high schools fail to reach boys as compared with girls. The numbers of colored pupils reported by local officers were embodied in the census tables, which for the states taking no regular notice of this element must fall below the real number. A separate record of color is rarely made in most northern states. While color has little weight in localities known to be almost or quite exclusively occupied by one race, it has come to be a very important item in national statistics. Even where no record has been kept it is not difficult to note, present facts, and in connection with local acquaintance to estimate closely for a past year. The columns for white pupils of the states making meager returns of color contain the unseparated colored teachers and pupils, of whom the number is relatively small. In 1880 the negro was called the colored race. Japanese, Chinese, and Indians are now counted as colored. The first two are relatively unimportant, and Indians have been treated separately or as part of the white population, especially in the southwest. In New Mexico those of Indian descent known as Mexicans under the Spanish formula have been counted as whites in United States censuses. Only the following northern or western states embodied color in their reports just preceding the census year: Indiana, Nebraska, and California. The state superintendent of New Jersey entered into the inquiiy with great interest and furnished a report for the census year by counties to show sex and color. 8 EDUCATION. An extended correspondence in most states that do not show the sex of pupils in the ordinary state reports secured what seemed to be a reasonable basis, or the best attainable, for au estimate of the relations of the sexes in each of the states named, as follows : BASIS FOR ESTIMATE OF SEX. Alabama Connecticut .. Idaho Iowa , Maine Maryland Massachusetts Michigan Minnesota New York Texas Vermont , Total enroll- ment in pub- lic common schools. 302, 949 126, 505 14,311 493, 267 139, 679 184, 251 371, 492 427, 032 281, 859 1, 042, 160 476, 421 65, 608 Reported by ses. (a) 85, 000 2,770 311, 000 80, 000 163, 310 170, 000 226, 000 170, 000 685, OOO 00, 000 56, 000 a Sex estimated from ratios in adjoining states. It is simply impossible for any oue coming with his inquiries for a year past to secure accurate replies unless there are records for the facts he desires. With suitable records of the salient facts, beginning with the individual school and consolidated for each larger unit, the work of making national tables of these facts would be a very simple matter, involving very little time and labor for any year. It is evident that the value of the tables for comparative purposes is greatly limited by want of a continuation of record of the same facts, partly due to the changing conditions from one decade to another. The imperfections of the tables for 1890 are clearer to no oue than to those who prepared them. The defects for any state have a general continued uniformity from one decade to another, so that the comparison of the showings of Massachusetts in the successive decades, or of those of Arkansas in like manner, would reveal the changes in educational work in either state with a good degree of fairness. A comparison of the returns of Massachusetts, Ohio, or Nebraska with those of Alabama, Arkansas, or Texas in the same decade would not represent the comijarative work in education in different states with any general fairness unless a number of local conditions were taken into consideration. Some states have attained a regularity of reports that greatly adds to their value as indices of educational work, yet after 50 years of national school reports there remains something to be done in framing such reports in nearly every state, almost at the very foundation. The variations in legal school age and in the interpretation of the laws must be taken into account in comparisons between states, and in a much less degree in comparing returns of different dates for the same state, which may have changed its laws meantime. AGE AT WHICH LEGALLY ENTITLED TO ATTEND PUBLIC SCHOOL IN CENSUS YEAR. Alabama 7—21 Maine 4—21 Arizona 6 — 18 Maryland 5 — 20 Arkansas 6 — 21 Massachusetts No limit California 6—21 Mioliigan 5—20 Colorado 6 — 21 Minnesota 5 — 21 Connecticut 4 — 21 Mississippi 5 — 21 Delaypare 6 — 21 Missoliri 6 — 20 District of Columbia 6 — 17 Montana 5 — 21 Florida 6—21 Nebraska 5—21 Georgia 6 — 18 Nevada No limit Idaho 5 — 21 New Hampshire No limit Illinois 6 — 21 New Jersey 5 — 18 Indiana 6 — 21 New Mexico 5 — ^20 Iowa 5—21 New York 5—21 Kansas 5 — 21 North Carolina 6 — 21 Kentucky 6—20 North Dakota 7—20 Louisiana 6 — 18 The territory of Oklahoma was formed too recently to organize public schools in the census year. A public school system was established by an act of the territorial legislature approved December 5, 1890. At an election held December 30, 1890, one person was elected as president of the school board in each townshii) having a sufficient school population, and oue member of the school board was elected from each school district thereof, and in each city a president and one person from each ward thereof were elected as members of the school board. Private effort anticipated municipal organization, speedy as that was in the new territory. Greer county, claimed by Texas, had public schools in the census year. Ohio Oklahoma (after census year) Oregon Pennsylvania Rhode Island Local South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming 6—21 6—21 4—20 6—21 rules 6—16 7—20 6—21 8—16 6—18 5—18 5—21 5—21 6—21 4—20 6—21 INSTITUTIONS. 9 The minimum age for free admission to public scliools varies from in Massachusetts to 8 years in Texas- the maximum varies from 16 years in South Carolina and Texas upward; without limit in Massachusetts, Nevada, New Hampshire, and Rhode Island, except that local boards may prescribe some limits in the last named state. In Nevada the census school age is 6 to IS years, but it would appear that the age for attendance is limited only by power given to school trustees " to exclude from school children under 6 years of age wheu the interest of the school requires it to be done ". Many of the states prescribe age limits for the census of children, for distribution of funds, for prohibition of child labor, or for compulsory attendance at school, unlike the age limits within which the privileges of the public schools are given. Nonresidents and persons out of age limits can almost universally receive the benefits of the public schools, sometimes, in solitary cases, by tacit consent, and generally either by legalized methods of account against the districts of their residence, or by personal payment of fees when the demand is sufflcient to influence official action. In some instances school privileges are positively restricted to residents. The question is frequently raised why a satisfactory ratio of school attendance can not be based on the school age. It is plain from the table of school ages and the illustrations given that there is no national school age, and further, that states having legal age limits for school privileges vary widely in their adherence to them or in their adjustments of school privilege to school census age. A state whose school census and school privileges have the same age limits will make a showing of essentially similar attendance very unlike that made by a state whose school census and school privileges are for different age limits. Thus, in Massachusetts, using a census of those from 5 to 15 as a guide to necessary provision of school accommodations, the enrollment at school, about three-eighths of 1 per cent larger than the school census, is without age limit, and 9.5 per cent of this enrollment is of pupils under 5 or over 15 years of age, indicating an attendance of about 90 per cent of those counted in the school census. In a state whose school census and school privileges had the same age limits and with the laws rigidly executed, it could not occur that the school enrollment would exceed the school census, except in rare and peculiar sudden additions to school population, as when a multitude of new residents come into a town after the day of enumeration to use the schools the same year. In all ordinary circumstances, when using the same age limits, the enrollment would fall below the census by the unavoidable influence of casualty and illness, at least. The disturbing influence upon comparison is also marked when the minimum age for a school census is high or the maximum low, but either by law or by general consent the limitations are ignored in regard to school attendance. For examjjle, in the Dakotas the census limits and the legal limits for attendance are 7 to 20 years. A large per cent of the children, in the schools of the country and some of those in the Dakotas are under 7, a small per cent over 20. Among causes given by officers of counties in South Dakota for an enrollment of pupils larger than the school census is the enrollment of those under 7 or over 20, whose attendance is tacitly allowed. On the other hand, some communities and some states rigidly enforce the age limits. For example, Vermont was peculiarly at a disadvantage for comparative statistics in the census year. The maximum age limit for school attendance had just been reduced from 20 to 18 years. Officers were confused by the new duties imposed on them, and, in the words of the state superintendent of education, " no provision was made for youth over 18 years of age and no record of them was made". Not only is a fair basis wanting for comparison of school attendance in Massachusetts without limit and Vermont with a rigid limit but the records in Vermont during the brief duration of the lower age limit of attendance, or the school years ending in 1889 and 1890, can not be well compared with the records of the same state before the lower limit was enacted and after the higher limit was restored. The unsatisfactory character of state statistics as a basis of national comparisons may be illustrated by the accompanying showing of the relation of school enrollment to the enumeration of children as taken by local authority : VARIATIONS OF AGE LIMITS FOR THE SCHOOL CENSUS AS REQUIRED BY THE VARIOUS STATE LAWS IN 1890. Alabama 7—21 Arizona - 6 — 18 Arkansas 6 — 21 California (n) 5—17 Colorado 6—21 Connecticut 4 — 16 Delaware 6 — 21 District of Columbia 6 — 17 Florida (a) 4—21 Georgia 6 — 18 Idaho 5—21 Illinois 6—21 Indiana 6 — 21 Iowa 5 — 21 Kansas 5 — 21 Kentucky 6—20 Louisiana 6 — 18 Maine 4 — 21 Maryland 5 — 20 Massacbusefcts 5 — 15 Michigan 5 — 20 Minnesota 5 — 21 Mississippi 5 — 21 Missouri 6 — 20 Montana (a) 4 — 21 Nebraska 5 — 21 Nevada 6—18 New Hamiisbire 5 — 15 New Jersey 5 — 18 New Mexico 5 — 20 New York 5—21 Nortb Carolina 6—21 Nortb Dakota 7—20 a See text immediately following. Ohio 6—21 Oklahoma (after census) 6 — 21 Oregon 4 — 20 Pennsylvania 6 — 21 Rhode Island 5 — 15 South Carolina 6—16 SouthDakota 7—20 Tennessee 6 — 21 Texas 8—16 Utah 6—18 Vermont 5 — 18 Virginia 5 — 21 Washington 5 — 21 West Virginia (a) 6—21 Wisconsin 4 — 20 Wyoming 6 — 21 10 EDUCATION. Some desirable explanations that cau not be conveniently represented in so compact a table are here added. The law in California requires a census of all children under 17 years of age, specifying the age of each, but in the state superintendent's report (1889-1890) the children between 5 and 17 are treated as the census children, county by county, although the number of those under 5 years of age for the state as a whole is also given. In Florida the law requires a census of those between 4 and 21 as well as of those between 6 and 21, although only the latter are entitled to free public school privileges. In Montana the law calls for a census of children over 4 and under 21 and a separate census of those under 4. In West Virginia the law requires a census of children in two lists, one of those between the ages of 6 and 16 years, the other of youths between 16 and 21 years of age. The next table gives the states in the order of per cent of enrollment on enumeration essentially according to their own reports, omitting a number which either gave no enumeration or gave it for a year different from that of the enrollment. Certain states carry the same enumeration two years or more, but most states make return of both enumeration and enrollment for the census year. A second table is presented in immediate connection with the above named table to bring together for comparison the states of like age conditions. States whose school census is limited between a high minimum and a low maximum will have a greater portion of their school population in attendance than states otherwise similar which have a low minimum and a high maximum age for school population. Very young children are often kept at home for prudential reasons, and many of those approaching maturity pass beyond the benefits of school. APPARENT RATIO OF PUBLIC COMMON SCHOOL ENROLLMENT TO THE ENUMERATION MADE UNDER STATE AUTHORITY, 1890— ARRANGED IN ORDER OF PER CENT. PEK CENT. New. Hampshire 172 Massaoliusetts - 100 Texas (community counties) 93 South Dakota 91 Vermont 86 North Dakota 82 Rhode Island - 81 Delaware 80 California 79 Connecticut 79 Kansas ^^ Iowa '^^ Nevada '^* Missouri 72 PEE CENT. Nebraska 72 West Virginia 72 Ohio 71 South Carolina 71 Illinois 67 Indiana 67 Maine 66 Michigan 65 Georgia 64 Utah 63 Maryland 62 Minnesota 62 Montana 62 PEK CENT. Washington 62 Arizona 61 Oregon 61 Tennessee 61 Colorado 59 Wisconsin 59 Alabama 58 New Jersey 57 Idaho 56 North Carolina 55 Virginia 52 New York 51 Arkansas 48 APPARENT RATIO OF PUBLIC COMMON SCHOOL ENROLLMENT TO THE ENUMERATION MADE UNDER STATE AUTHORITY, 1890— ARRANGED IN ORDER OF AGB FOR PUBLIC SCHOOL CENSUS. STATES AND TERRITORIES. Connecticut Oregon Wisconsin Maine Montana Mas.'iacliusetts- - New Hampshire Khode Isianil... California Kew Jersey Vermont Maryland Michigan Idaho School census age. 4—16 4—20 4^20 4—21 4—21 5—15 5—15 5—15 5—17 5—18 5—18 6—20 5—20 5—21 Per cent. 79 61 59 66 62 100 172 81 79 57 86 62 65 56 STATES AND TERRITORIES. Iowa Kansas Minnesota Nehraslta Now York Virginia Washington . . . South Carolina Arizona Georgia Nevada Utah Missouri School census age. Per cent. 5—21 75 5—21 77 5—21 62 5—21 72 5—21 51 5—21 52 5-21 62 6—16 71 6—18 61 6—18 64 6—18 74 6—18 63 6—20 72 STATES AND TERRITORIES. Arkansas Colorado Delaware Illinois Indiana North Carolina Ohio Tennessee West Virginia North Dakota South Dakota Alahama Texas (community counties; School census age. 6—21 6—21 6—21 6—21 6—21 6—21 6-21 6—21 6—21 7—20 7—20 7—21 8—16 Per cent. 48 59 80 67 67 55 71 61 72 82 91 58 93 Eatio not obtainable from local records for Alaska, District of Columbia, Florida, Kentucky, Louisiana, Mississippi, New Mexico, Pennsylvania, and Wyoming. Oklahoma had no public school records. INSTITUTIONS. 11 It is to be remembered that some states with a limited enumeration age have an viulimited enrollment age. The enrollment of New Hampshire is swollen 25 per cent by pupils out of school enumeration age. The selectmen's enumeration is far too low, and the basis being too small the per cent of attendance is too great. In Massachusetts the enrollment is swollen 10 per cent by pupils out of enumeration age. In the Dakotas there was an unknown swelling of the per cent of attendance by enrollment more liberal than the enumeration limits. The enumeration for Texas is not given in the state report, except for the community counties elsewhere explained. Their enrollment is swollen 14 per cent by pupils over and under school enumeration age. In Vermont the enrollment and the enumeration have the same limits, but the friction of a new law so distasteful as to be quickly repealed produced sjjecial uncertainty as to some of the returns. In Ehode Island duplications are evidently excluded as in no other state, but about 6 per cent of the enrollment is of those over and under the enumeration age. Tennessee, as well as Alabama and Arkansas, would make a better showing if the delinquent local officers furnished due reports. The relatively low per cent shown by New York seems to be depressed by unsatisfactory returns from the great cities as compared with the state at large. In enrollment New York and Brooklyn show but 49 per cent, Albany and Buffalo fall nearly to 40 per cent, Troy and Eochester to 39 per cent, on the basis of the enumeration given by the state superintendent for 1890 for each city named. Confusion, duplication, and omission are expected in new, sparse settlements, but some of the most unsatisfactory records are from old states with comparatively compact settlements and great cities. The superintendents of several states specify instances where gross errors of local enumeration or record are evident. In examining the tables shoving the apparent changes in jiopulation and in public school enrollment and the relation of the sexes in the public schools, emphasis is to be laid on the distinction between a real rate and an apparent rate. One is sometimes unable to reduce known facts to the exactness of iigures, and must content himself with columns representing the conditions shown in records and the explanation of disturbing influences whose exact force is indeterminable. The wide diversities of school age and of methods of record are to be remembered in interpreting the tables. The improvement of local records produces contrary effects according to the character of the defects remedied. In states where delinquency in records has been reduced to insignificant proportions the elimination of duplications tends to decrease the api^arent aggregate. In general all reports secured from those who previously have failed to report go to swell apparent aggregates; the improvement of records by elimination of duplicates tends to diminish apparent aggregates, generally affecting most the states with the oldest school organizations, although the age of the school system is not a guarantee of superiority of records. The National Educational Association has recognized the inharmonious condition of school statistics, one step toward a remedy. The state superintendent of public schools of Missouri, in his report for 1891, says of the.present condition of statistics : It would be a genuine satisfaction to a state superintendent to be able to compare liis state with the other states of the union as to important educational statistics. However, no such comparison is possible. Each state has its own items of statistics. In many cases different meanings attach to the same item in different states. As far as possible the items of educational statistics for the different states should not only be the same but should have the same meaning in each of the states. The state superintendent expects to have instruction given on the making of reports at the state training school and at all the county institutes, showing inexperienced teachers how to make their reports correctly and urging them to assist district clerks in making their reports. This form of instruction has been almost ignored in professional schools for teachers in various states. The census is the agency of the people for gathering great groups of facts into an intelligible whole at stated intervals. If the officers of the people in the smallest units of social organization have no records or let them tangle like a mass of unwound yarn, time and labor will be required to obtain facts and arrange them in an orderly manner. Unfortunately it is not a question of time, labor, and money only. No skill, patience, iidelity, and industiy, even at unlimited expense, can obtain satisfactory results in a national bureau of statistics till the local records are reasonably complete and accurate. With clear local records, kept at imperceptible increase of cost over that of the present confusion of methods^ the materials for national compilation would be ready at call, and a central bureau could be justly held to responsibility for errors in the grand result of combination. In all the years of a so-called school system of the United States the country has not reached anything like uniformity in recording essential facts or even in agreement as to what facts are essential. The great lesson of the census of 1890 to the people of the United States, and to those connected with schools in particular, is the necessity of completeness and accuracy in local records of items essential for national information and comparison. With all the defects of records and a variable use of terms belonging to a transition period, partly stated above, the educational division of the census has made a careful attempt to present an intelligible showing of the conditions. With a continued gain in local records the efforts of statisticians will hereafter develoiJ more satisfactory results with like labor and pains. 12 EDUCATION. RECORDS OF PRIVATE AND PAROCHIAL SCHOOLS. The collection of tlie statistics of private and parochial schools is snhject to difficulties in part like those pertaining to inquires as to public schools. Brief terms of private schools often have no records. The teacher and the patrons are more or less satisfied with their temporary relations, and when the former has closed his work no details are traceable. In many cases some confusion of names or of addresses has required numerous letters to obtain statements for permanent schools. There are difficulties and liabilities to error in grouping pupils as public and private in institutions combining both functions, as when a private academy is used as a state school for training teachers, receiving certain pupils in its capacity of state service and certain others in its capacity of private service. There are still other institutions receiving large sums of money from the national or state treasuries which are controlled by private corporations without distinctively public pupils. The custom of the Census Office has been to call an institution private that is controlled by a private corporation, even though it depends largely on public funds for its support. In the schedules for private and parochial schools, questions as to fstudies were introduced to aid in determining the proper classification for each school. Elementary schools maintained by single congregations making religious instruction dominant have been counted as parochial. Denominational _s(!hools of more advanced character or maintained as missionary enterprises have been counted with private schools. Mere catechetical classes, meeting on Saturday or at special hours for religious instruction only, have not been here included, which is a numerical disadvantage of several thousand to this report if compared with any denominational statistics that include more or less of such classes in their statements of parochial schools. ' As one teacher says, there are difficulties in securing statistics of private schools in the south. Most of the schools are taught in rural districts, and the teachers are not easily reached through official communication. Many of these schools are taught by students in advanced classes of southern colleges during vacation time, who, until recently, have had no information that such reports are desirable. In Kentucky a county superintendent says: "We have a nnmbev of what are known as 3 months' subscription schools that are never reported to the connty superintendent. Another county superintendent of Kentiicky says : In each district a school was conducted the time required hy law, aud after the public term a private school was taught iu luany of the districts, though not reported. This statement is suggestive of a considerable amount of teaching in different parts of the union that escapes record by its transient character. Public schools are nominally bound together in a system whose nerves connect the humblest district of the extremities with the head in the state capital. Not even a nominal system embraces the private schools. Some transient private schools of the census year left no record. Changes of name and of address confused correspondence for more permanent schools. The general response to the census inquiries was cordial, but a reluctance to furnish information evidently kept back some returns. The citizen who believes that the pubhc school should do all educational work ; the opposite extremist, who does not believe in even elementary instruction at public expense; citizens looking to the state to make general provision for universal education and to private zeal to make provision for special needs, all have a vital interest in the enumeration of every private school as well as in that of every public school. Private school teachers of any high purpose have an interest iu the aggregate efficiency of all schools, including their own. Those interested in private schools from a religious motive generally recognize the importance of accessible statements of school enrollment, and great labor is expended to secure accuracy in year books of organizations maintaining parochial schools or elementary schools in the congregations with religions instruction dominant, and other schools that depend on a support broader than that of a local congregation. Private institutions are individually reported with more or less fullness in the state reports of California, Georgia, Illinois, Indiana (1887, 1888, not 1889, 1890), Kansas, Massachusetts (1891), Mississippi, Missouri, New Hampshire, New York (regents' report), North Carolina, Ohio, Oregon, Pennsylvania, South Dakota, Tennessee, and Washington; by gross enrollment in the state reports of Connecticut, Florida, Iowa, Massachusetts (1890), Michigan, Montana, New Jersey, New York (superintendent's report), Rhode Island, Utah, Vermont, Virginia, and West Virginia. The report of the regents of the University of the State of New York is very full for academic aud higher institutions reached by ixniversity examinations. The report of the state census of Massachusetts in 1885 is high authority for private school enrollment at that date. Few state officers claim comiileteness iu their returns of private schools. MUNICIPAL ORGANIZATION FOR SCHOOL PURPOSES. There are peculiarities of municipal organization which should be clear to anyone using local statistics of public schools for comparative purposes. A municipality organized for the control of street, sewer, police, and fire de])artments is often distinct from a municipality partly or wholly upon the same area dealing only with public schools. Many such cases are under special laws, and require individual investigation. In addition to cases of this character, the system of land surveys in the states formed from the public domain, combined with the national INSTITUTIONS. 13 policy regarding education, Las been the basis for school municipalities independent in taxes and administration of the organizations which have been formed on the same areas for other ijublic needs. With meridians for counting east and west and parallels as base lines for counting north and south, the public lands are laid off into townships G miles square, known as congTcssional townships. These are subdivided into square miles or sections numbered from the northeast corner westward, then back and forth to the southeast corner, as in the following diagram: 6 5 4 3 2 1 7 8 9 10 11 12 18 17 16 15 14 13 19 20 21 22 23 24 30 29 28 27 26 • 25 31 32 33 34 35 36 The sixteenth section of each township was set apart as a basis for a school fund in the admission of states j)rior to 1S53. In 1853 an additional section of land in each township (the thirty-sixth) was granted to California, and every state admitted since has had the 2 sections. This endowment generally, but not uniformly, has become a township fund. The pressure for admission into the union as states has been heightened in some instances by a desire to reap the benefit of tliis land grant. The details of management, lease, or sale vary according to the laws made by the state in which such lands lie, but the fact to be emphasized here is that the general government has marked out a tract, given it a recorded name, and set apart resources to aid in maintaining schools without waiting for citizens, so that it required but the simplest act of the first settlers to convert townshij) 40 north, range 13 east of the third principal meridian, into a municipality for school purposes. Such municipality, or one formed by an authorized subdivision into districts, may stand to administer schools when great cities have grown on the same area. As a marked example, reference may be made to Chicago, Illinois, within whose present borders there are parts of several townships, some of whose primitive school municipalities, grown to city proportions, have been absorbed into the metro])olitan system since the Tenth Census. The sixteenth section of township 39 north, range 14: east of tlie third principal meridian, covering the mouth of the Chicago river (a fractional township by reason of the lake margin), is in the heart of business, and part of it is yet leased for the benefit of Chicago schools. COMBINED PUBLIC AND PRIVATE TUITION. A condensed statement of the conditions in Eichmond, Indiana, at a comparatively recent date, set forth in the historical pages of the report of its schools for 1889, illustrates a common experience. It shows that for about 10 years the terms of free schools were preceded or followed by several months of private schools. Frequently the teachers employed in the public schools organized subscription schools of pupils in their respective grades to follow the ])ublic term. Often the teachers of private schools had no connection with public schools, except to use rooms in the public school buildings. In 18C1 a scheme of reasonable success was adopted for conducting the schools under trustees, retaining the same organization throughout the year and collecting fees for the time not provided for by public money. Authority for taxation gradually provided additional means, till the "pay term" disappeared in 1868. Al an earlier date districts in Illinois pursued a similar course. Sometimes a small tuition fee was charged in each term to supplement public funds. The experience through which these states passed is the present experience in many states. In Indiana the law still ijrovides that when a schoolhouse is unoccupied by a common school of the state, and a majority of the people who form the school at such house make application to the trustees having charge for the use of the house for a private school, it shall be the duty of the trustees to permit the schoolhouse to be used for the private school by the teacher mentioned in the application, but not for longer time than until the house may be wanted for a public school; and such permission and use shall be upon the condition that the teacher employed shall report, in writing, to the trustee: first, the number of teachers employed, distinguishing between male and female; second, the number of pupils admitted into the school within the term and the average daily attendance; third, the cost of tuition per pupil per mouth in the school. The instructors are not necessarily licensed as public school teachers. There were reported in 1890 nearly 350 such schools, mainly of a very elementary character and in rural districts, with an enrollment of some 5,000 pupils, evidently generally enrolled in the public schools at other seasons, and therefore not separately entered in the census tables of school enrollment. It is frequently the case that this class of schools is in demand for pupils who, by reason of sickness, bad weather, or other causes, are a little behind the classes which they hope to enter in the public school when it reopens. 14 EDUCATION. Private and public schools overlap in various ways, but these conditions mark the growth of systems of education. Even in states where public free schools supported by local taxation are popularly supposed to provide for all the children, j)rivate effort is largely used to supplement public effort. In some towns of New England an academy the trustees of which retain almost absolute control of its exercises and appointments is paid from the public fund to assume the instruction of advanced pupils in the locality, saving much of the expense of a separate high school. In the northwest thousands of children who attend public schools are gathered into parochial schools in the intervals between the fragmentary terms of country and village schools. There is hardly a state without some schools showing a kindred combination of private and j)ublic effort. Neighborhood effort often furnishes buildings that serve for almost all iiublic gatherings, including school and church. In towns this may take a recorded form, with a legal title for the building and site. In the open country, however, and in wooded regions, especially in the south, where the mildness of the climate favors ruder buildings, it is often the case that some individual permits the use of his land as a site for a house, which is constructed by the people with timber taken from an adjacent forest. For localities that recently had no schools any effort of the people means progress. It is in the south, so lately enlarging the effort for popular education, that the combination of public and private school work is most conspicuous. In several states it is quite common to give what public money there may be to teachers or institutions drawing much of their support from private or denominational resources, and in some instances it seems to be quite as much by the rule of unanimous consent as by statute law that the funds are so used. The returns to this office abundantly illustrate that so long as a community is essentially agreed in public policy or in religious preference little criticism arises as to the legal technicalities of efforts for the advantage of the public. The hamlet or town of one religious belief takes no offense at spending church and municipal nioney or any other obtainable funds in enlarging the work of the same school, nor do religious exercises in the school conducted by those of their faith give offense to the patrons. When a community combines people of widely diverse views of jDublic policy or of religious faith in its efforts for free schools, the expenditure of money and the character of the exercises become matters of sensitive concern. There are many instances in which public schools can not be distinguished from private schools by their names. The designation high school is used for both, and a few cases occur where free school or free high school is applied to a private school. The same school was often designated to this office by the name of the county or town in which it is situated, by the name of a former principal, by the name of the present principal, or by a corporate name. Duplication of requests in such cases was unavoidable, as only after much correspondence could the significance of the several names in common use in the vicinity be determined. In Pennsylvania we find a limited number of private tuition schools in the intervals of public terms, even in the same buildings and with the same teachers as the public free schools, but with no responsibility to public authority beyond that of tenants. Some of these schools take the name of summer normals and have relatively mature pupils, not always preparing to teach. These extracts from letters from central Pennsylvania resemble letters from Texas : (1) The village has really no private school. All is public except a short term of 11 weeks after the public schools are closed. This is principally normal training for teachers. (2) There is no private school of any kind in this township. What is known sometimes in the papers as the academy is only a public school having 2 rooms, and the higher room or grade is sometimes called the academy. There is usually a term of 2 or 3 months of a subscription school in the schoolhouse during the early summer after the public school closes, mostly taught by the teacher that taught the previous term of x^ublic schools. A report from Vermont says : This school is run part of the year as a private school, i. e., the school board will hire a teacher for 22 weeks and give the teacher the use of the property for a spring term which is paid by tuition from each pupil. In the south public moneys are derived mainly from state appropriations, permanent county or township funds, but not usually from local taxation, except for localities under special laws. For example, in Texas, out of 205 counties reporting to the state superintendent, local school taxes are shown in but 130. In general at the south the public funds are not sufficient to maintain long terms of free schools, and customs have grown up in the support of schools by combined public and private effort that have generally disappeared in the north. The methods taken in different states to make the public funds most helpful affect the statistics of the states variously. It may be noted here that two items of great consequence in themselves and in their cost where Avinters are severe, the house and the fuel, are of less relative importance in a climate where comfort is secured with a shade from the sun and a shelter from rain. It is quite common in the open country of the south to carry on a school without any property belonging to the public and without any outlay for fuel. The use of a site, the material and labor of erection, without more money than wUl buy glass and hinges, are contributed by individuals for a house that does not appear in statistics of public property, and such fuel as may be necessary is picked up freely from adjacent woodland. The same system of building, but requiring larger cash contributions, is found in many of the villages and cities. Partly under forms of law, partly by customs not recognized in legal enactment, arrangements are made in southern states with proprietors of private schools to give free elementary tuition to the children of INSTITUTIONS. 15 the vicinity for such time as the public money will cover. The limitations of age and of legal studies vary considerably, making it almost or quite impossible, in connection with the other circumstances mentioned, to make an absolute distinction between private and public school enrollment or to discriminate completely such duplications as occur. The legal age in Texas, outside of the chartered cities and special districts, has narrower limits than iu any other state, being from 8 to 16 years. To a great extent in the south the tuition period is considered as wholly a private school not controlled by public school regulations. In Texas the combination of a free term and a tuition term is very generally maintained under the continued control of the school board, the tuition arrangements either for more time or for pupils out of legal age being regarded as extensions of the public free term. It is in the power of each county commissioner's court in Texas to determine whether to provide for the election of a county superintendent of schools or to leave the county judges as ex officio county superintendents of public instruction. One of the latter offlcers in southern Texas writes: We have no schools in this county other than public schools. In some instances schools are conducted by private subscription after the free school fund is exhausted, but in every instance the schools thus taught are public and under the control and management of the trustees of that district. The principal of a public school in a city of southern Texas writes : No strictly private schools are now maintained in this part of the state, so far as I am able to ascertain. The school at this j)lace is this year supported one-third l)y public and two-thirds by private funds. The private fund is not tuition, but an amount guaranteed by responsible citizens. The amount of the private fund for the present scholastic year is $1,400. In North Carolina the law authorizes a contract with a private school to maintain a public fi'ee term for the public money, the teachers during this term being amenable to the public school officers, which differs from the Massachusetts contracts with academies in two particulars : the North Carolina contracts are generally fiji- elementary instruction, the Massachusetts contracts chiefly for secondary instruction; the North Carolina contracts give the legal control of the school to the public; the Massachusetts contracts leave the management of the school under private control. In North Carolina a list of elementary studies is all that is allowed in public schools except under a proviso for special arrangement by the school committee for other branches to be taught. Under section 2591 of the state laws a provision is made authorizing the union between public and private schools. As amended by the laws of 1889 school committees are empowered to contract with teachers of private schools; provided: In any school district where there may be a private school, regularly conducted for at least 9 months in the year, the school committee may contract with the teacher of such private school to give instruction to all pupils between the ages of 6 and 21 years in the branches of learning taught in the public schools, as prescribed in this chapter, without charge and free of tuition; and such school committee may jiay such teacher for such services out of the public school funds apportioned to the district, and the agreement as to such pay shall be arranged between the committee and the teacher; provided, any teacher so employed shall obtain a first grade certificate before beginning his work, and shall from time to time make such reports as are required of other public school teachers under this chapter ; provided further, that the board of education of the county and the county sui)erintendeut shall have the same authority in respect to the employment and dismissal of teachers under this section and in every other respect as is conferred in other sections of the law; and provided further, that all contracts made under this section shall designate the length of the public school term which shall not be less than the average length of the public school terms of the county of the preceding year. Note [by state superintendent] . — This section is intended to harmonize the public and the private school interests, but it does not contemplate that the pupils of any one district be divided among the different private schools that may be located within its limits. The general law provides that districts must be laid off and definite territorial lines established and a public school house provided, at which all the i^upils within such lines are to attend school. If, however, the committee think best, they can employ the principal of a permanently established private school to teach all the pupils of the district, following the spirit and the letter of this section. While the committee are to decide whether such contract shall be made with a teacher of a private school, the board of education are to determine whether the private school is such a one as is contemplated, if there is any doubt on this point; and they are to see that the law is complied with in all other particulars. The length of term must be required as provided in the section, and the board of education have control as full as iu other schools. In case there are in the district a female school and a male school, the committee can arrange so that the female pupils may attend the female school and the male jjupils the male school ; and the funds in that case shall be divided proportionally according to the census. In Georgia, whenever on account of sparseness of population it is impracticable for the county boards to make arrangements for keeping up the primary schools for 3 months of the year, the boards have the power to provide for schools to continue for 2 months only, so located as to be convenient to the majority of the children for whose benefit they are established, and each containing not less than 15 pupils; and the school terms maybe so arranged that the same teacher may serve in two, three, or more schools. Such schools are called iu the law ambulatory schools. Under the general' law pupils in advanced studies are regarded as private students, since it is illegal, outside the places Avith special laws, to use public money for any but elementary instruction. By the constitution schools not common schools are not to be deprived from participation in the educational fund of the state as to all pupils therein taught in the elementary branches of an English education. Georgia presents a special condition in the so-called long term schools. In 1890 it was found tliat the public money would maintain public schools for 80 days. Contracts were authorized with private schools that would be open at least twice 80 days, by which a child of the vicinity, entitled to the privileges of the public schools, should 16 EDUCATION. have a claim upon the private school for elemeotary instruction to the amount of 80 days, attending at his convenience, within the total annual continuance of the school. For 1891 the free tuition in such cases was 5 months or 100 days. In some of the southern states it is quite common to allow teachers to teach a free term till the public money is exhausted and then to extend the school as a private school. It is also somewhat customary to arrange so that the elementary resident pupils, paid for with public money, are assigned by the school proprietors to rooms and teachers distinct from the nonresident or advanced pupils who pay tuition. This gives ready opportunity to keep separate records of a private school and a public school under the same general control, not without probability of duplication in the enrollment in different parts of the year, but less perplexing than the records of a private school receiving pupils on public account under an arrangement that permits distributing 80 or 100 days' free attendance at public cost over 160 days iu a semiprivate school. There were public schools throughout Tennessee earlier than in most southern states. Public effort and private effort are often combined in the same school, academies being conducted as public schools tiU the public fund is exhausted and by the principals on their own account for the rest of the year. A certain report shows a combination of a public school with a private school, forming a consolidated free school for 10 months. In another county a greater number of the schools are in churches. In yet another a few schools continue 10 months in the year, peo^ile agreeing to pay tuition when the public fund is exhausted. A teacher from Louisiana reports: This school is an ordinary public free school and the free term is merely supplemented by a private term. The following letter from Florida illustrates one reason why school property does not make a greater showing in public records : The school buildings and grounds are private property ; that is, they are not owned by the school board but by patrons. The board does not have to pay rent for them, however. Some of the furniture is owned by the board. In addition to causes which leave duplications in returns of public schools, there is a duplication thus far unavoidable and immeasurable iu the grand aggregate of those who are in public schools and in private schools in different parts of the same year. The effect of this form of duplication is least in the northeastern states and is greatest in certain southern states, where public appropriations and private contributions or tuition fees are still largely united for the su]jport of public schools in a manner generally, but not universally, superseded in the north by local taxation to make public schools free. The Census Ofiice endeavored to separate the purely private schools from the public schools that might depend on private aid, but it can not claim to have reached full success. After thoughtful consultation and careful consideration it seemed wise generally to count a school as public or private according to the controlling power under which it was maintained, but this line could not be followed without many perplexing incidents. The great difficulty in securing clear distinctive reports will be plain to those educators who have had occasion to examine closely into the conditions in each state, and find some of the most marked local peculiarities which affect the line of division between public and private schools as given below. In the northeast, in Massachusetts, a town is legally allowed to contract for the tuition of its high school pupils in a private academy whose trustees and teachers are not amenable to any public control more direct than popular sentiment. In some New England states school boards pay for tuition of their pupils at some other school and transportation between the school and their homes, when it seems unwise to maintain a school under their own control. In New York, under regulations of the board of regents of the University of the State of New York, an allowance from the public fund is made to any school, private or public, which shows under the regents' examinations that it is making a standard contribution to education, resembling more closely than anything else in tliis country the English grant in aid system by which an allowance from public funds has been made to a school that shows that it contributes something to general education, whether that school be Brahman, Mohammedan, Christian, or without distinctive religious character. The modes of conducting the combined public and private schools are not uniform even within one state, as is evident on comparing the following citations from letters received from Texas with those already quoted: a letter from central Texas reports a school which is public 20 weeks and jirivate 12 weeks, with a separate teacher for each part. Another letter from the same ])art of the state reports a school public 12 weeks, parochial 20 weeks, with no religious instruction in the iirst 12 weeks. Another school in southwest Texas is reported as held in a church, the church authorities furnishing teachers and receiving public funds for instructing public school children 19 weeks, and after the fund is exhausted continuing 9 weeks as a strictly jirivate school. A school in northeast Texas reports : The property is owned by private individuals, but the public school is taught in connection with the private. INSTITUTIONS. 17 GENERAL CONDITION OF EDUCATION. It is impossible to reduce the most important elements of education to statistical form. They are to be measured by the relative integrity, thrift, prosperity, and happiness that residt from the combined circumstances that mold the life and develop the character of either an individual or a community. The ultimate essence of education is mental, moral, spiritual. We must learn something of its condition in any community by studying the records of public order, or rather of public disorder and crime, since the municipal records treat good order in the negative way. We may be guided somewhat in our estimate of relative education by the general peace and contentment of a people, yet at the time of observation .some special incident, like a storm sinking a fishing fleet or the collapse of a miTie, may have a disproportionate effect in depressing a community habitually prosperous and peacefully happy. The fundamental education of nations is not manifest in small units of time, nor is it revealed through examination papers or grade marks. Owing to the difficulties that attend statistical measure of real education, men study the records of external appliances, like school enrollments, promotions, and percentages, the number of teachers and the accommodations of houses devoted to school purposes, too often forgetting that these are insignificant except as exponents of work whose character, as wrought out by either teacher or pupil, is constantly a variable quantity. One can not gather carefully the statistics of buildings and teachers and pupils without perceiving many general circumstances, not reducible to figures, that must have a bearing on the interpretation of the educational efi'ectiveness of those elements which go into annual and decennial records. Education appears for the first time in census tables of the United States in 18i0, so that the census reports on that subject now cover a period of 50 years. The conditions in 1840 were such that the classification adopted roughly suggests the number who might respectively be classed as elementary, secondary, and superior in their lines of study. It is highly probable that the very small number of special institutions then existing under private or public beneficence were included in the general summaries. Such institutions in recent census years have been grouped by themselves. In tlic report of 1840 merely the number of pupils was given, without sex or color. The nation expected but one race to attend school. For Massachusetts alone the number in elementary schools and the number at public charge approached agreement. At that time Massachusetts was almost singly conspicuous in the general maintenance of free schools. It is claimed that in 1840 a union graded free public school was organized in central New York, and in 1842 a similar step was taken at Detroit, Michigan. Whatever may be the ci'edit due for leading in this widening of the public free school, there was between 1840 and 1850 a very rapid development westward of schools depending on local taxation for support. For a time many of these schools derived some assistance from tuition fees, not only of nonresidents, as is still the general practice, but of all pupils, a custom not yet wholly discontinued. The tables for 1850 indicate the growing prominence of public schools, but in the change of conditions the classification does not so fully indicate the range of work as in the returns of 1840. The table for 1860 illustrates the continued growth of the public free school sentiment north of the general line suggested by the Ohio river, with a marked modification in Indiana, where the authority to levy adequate local taxation was delayed yet later by leason of a decision of the state supreme court. The table for 1870 indicates social changes as compared with the table for 1800. The great civil war had intervened, the public schools in the older northern states had passed the stage of rapid growth belonging to new popular institutions, a^d their enlargement approxinuited the variations in population more than in the previous decades. In this decade, however, there were indications of the growth of the public school southward. This new growth must not be mistaken for the inauguration of public schools. The large cities of the south had efficient public schools long before, and all states from Alabama westward formed from the public domain were organized like the oldest states of the northwest, with a division into congressional townships and the grant of a section or square mile of land in each township for school purposes. The public schools of the south, like the earlier public schools of the north, appear in 1870 largely dependent on tuition fees and other private resources. The table for 1880. unfortunately, contains onh' the record for public common schools, the Census Office having been closed before the material gathered for private schools and for superior j)ublic institutions was ready for publication. The growth of public schools in the south was very great in the decade, as well as in newly settled portions of the north. The colored element, almost unschooled in earlier decades, begins to appear in the returns of public school attendance. The summary table for 1890 shows a continued growth of public schools in the south and west, and among the old northern states a relative decline as compared with population, resulting for the whole country in a growth slightly greater in proportion than the growth of population. Were we able to compare the enrollment in all schools in both decades, it is quite possible that the gain in private schools, including the parochial schools, would exceed the apparent local decline in public school enrollment, so that no indication of decline ih general education would appear. The unfortunate failure to reach results for ijrivate schools in 18S0 prevents any authoritative compnrison with that year. KD 2 18 EDUCATION. The following table presents the geneial changes that have apparently taken place in 50 years by rlecades: PUPILS ENROLLED IN SCHOOLS, NOT INCU'DING ALASKA, EXCLUSIVE (FOE RECENT DECADES) OF SPECIAL CLASSES, REFORMATORY, CHARITABLE, AND INDIAN SCHOOLS. ITEJIS. 1S90 1880 1870 1800 1850 1810 62, 022, 250 14,371,893 612, 768, 965 50,155,783 9, 951, 608 38, 558, 371 7, 210, 420 6. 228, 000 31, 443, 321 5, 477, 037 4, 955, 894 23, 191, 87C 3, 642, 694 3, 354, 173 17, 069, 453 2, 025. 656 1,845,264 Primary aud common. 1840 imblic, 1850, etc. (a) a "Primary and common"' in 1840; " public *' in 1850, 1860, aud 1870; " public common" in 1880 and 1890. b Inchules 64,478 additional to common schools. The errors in all the years seem to have had a fairly uniform influence, apparently partly due to the constancy of local conditions. The variations of school age and methods of administration must modify the value of any comparisons between two states. Great local changes adjust themselves into a moderate general effect. In illustration, compare the 20 years from 1850 to 1870 and the 20 years from 1870 to 1890. Population ai^parently increased in the first interval 66.26 per cent and in the second 62.41 per cent. Total school enrollment seems to have increased 97.94 per cent between 1850 and 1870 and 99.32 j)er cent between 1870 aud 1890, rates nearly identical. The difference in the use of terms and the uncertainty of their Interpretation in the various censuses make minutely accurate comparison impracticable. The term public schools is popularly used in recent years to include the great body of common schools, as they are called in certain states, maintained for local convenience, not usually including schools — universities for example — maintained for the general public, nor the various special schools, supervised in some states by boards of public charities, less important in 1840. At the south, and to a degree in the north, public and private effort are often so combined that a rigid distinction is impracticable. The public schools of recent j^ears to which the "primary and common schools" of that time most nearly correspond did not form a distinct classification in 1840. The title in that census, "pupils at public charge", would approach the present "public schools" only in limited portions of the country. Under the limitations we have the following apparent conditions: COMPARATIVE GAIN PER CENT IN NATIONAL POPULATION AND PUBLIC SCHOOL ENROLLMENT: 1850-1890. ITEMS. 1 1890 1 1880 1870 1860 1850 Gain per cent of population I 24. 86 Gain per cent in jiublic .school enrollment (o) 28. 31 30.08 ' 22.63 59.79 25.67 35.58 47.75 35.87 81.77 a " Primary and common " in 1840; " x^ublic " in 1850,1860, and 1870: and "jjublic common '' in 1880 and 1800. The great relative gain in enrollment in the flrst decade seems due in part to the enthusiastic development of free schools in the north and west, an effect subsiding in the second decade. The decline in the third decade is apparently iiartly due to the disturbance of social institutions by the civil war. The development of southern jniblic schools helps swell the rate in the fourth decade, equalized in the fifth decade to a closer relation to growth of population. The recent public school movement in the south is only to be compared with the educational revolution between 1848 and 1860 in the states formed of the original northwest territory, wlien the uuioi, free school, depending on local taxation to round out its funds, became the ideal. This gain at the south, as 40 years ago in the north, is partly at the expense of private school attendance. Academies and private schools have lately been rapidly changed into public free schools, in some cases retaining the original chartered titles. Public funds are granted witli growing liberality by states, and the maintenance of public schools by local taxation gains rai^idly, to a great extent, however, under special laws. Tlie board of education of Massachusetts in the report for 1890 recognizes a gain in private schools. Private school enrollment in other states as well as in Massachusetts has evidently grown at the expense of public school enrollment. The official school reports of the decade have been debating the completeness of the public school and the motives that piompt the establishment of private schools. It is to be remembered that neither a public school nor a private school in itself has any quality of influence which can be determined by its name. The irablic schools of Alaska are maintained by the national government, which also allows compensation under contracts to certain other schools. The schools classed as private are maintained by the Eus.sian imperial government represented by the Orthodox Greek Church, the North American Commercial Company, Catholics, Congregationalists, Episcopalians, Moravians, Presbyterians, and the Swedish Free Mission Society. Incidental mention may be fitly made of local disturbances in school attendance only slightly subject to modification by any statute law. The superintendent of public instruction of California attributes a decrease of 1 per cent of attendance and an average .shortening of almost 3 days in the duration of schools throughout the state to floods and storms of the winter of 1889-1890. The schools of New Mexico are closed early in the season to INSTITUTIONS. j9 avoid the great summer heat. Blizzards affect seiiool attendance in Minnesota and tbe Uakotas. Intiueuza or the gTii)pe diminished the attendance iu 1889-1890 from Pennsylvania northeastward in nearly every state, as with less acknowledgment iu reports it probably did across the country. Simple mud of the countiy ncids was a recognized influence to diminish attendance iu mauy states from Pennsylvania at the north to Alabama at the south and west to the Missouri river. The best equipped communities have occasion to recoguize providential interruptions to school attendance causing irregularities that are not chargeable to want of interest, geueral or personal, among parents or among children. Certain regulations in Portland, Maine; Worcester, Massachusetts and New Haven, Connecticut, may be cited iu illustration. The details differ in these cities, but tliere is a geueral similarity in providing that on very inclement mornings a certain signal upon the Are alarm notifies the people that the morning school session is omitted, and when storms have grown to a degree involving dangerous exposure after the children have gathered, a similar signal toward noon notifies them that the school work of the day will be completed iu one long session without noon intermission or a regular afternoon session. In cities of a iiiilder climate, such as HfTew York, Washiugton, and St. Louis, for example, somewhat similar precautions are taken to avoid exposing children to storms at noou. In Alabama the allotment of public money for a pupil whose parents found it necessary to send him out of his district might be paid direct to the parent. The conditions of Texas have peculiarities arising from its former national independence. There are no federal public lauds in Texas, and the state has its own system of land management. Each county has a grant of i leagues of land for school purposes, each league containing 4,428 acres. Three modes of school organization prevail : the community, the district, and the city or iudependent district. Under the first mode a number of families are authorized to organize themselves into a community for school purp(jses without taxing powers or defined territorial boundaries. The pupils of the com.nunity have the benefit of a prorated distribution of public funds. The state superintendent of Texas says of the community system : The comnmiiity is not a contiuuoas orgimizutiou. It is ovgaaized at tlie beginuiug- and dissolves itself at the end of the school year. It is almost impossible, under these ehangini;- conditions, to have the co-operatiou iu a community which is necessarv to secure a good school building. Local assistance is necessary to have good schools. A commiiuity can not levy a local tax because it has no fixed boundary. The law authoriziug the organization of taxing districts in community counties is cumbersome and difficult of execution; besides, these districts when organized are liable to put the county in a bad condition to be permanently distri<^ted should it become necessary. The district system is somewhat like that in other states. The cities and iudependent districts are authorized to take full charge of their schools, including the raising of local taxes. Local taxation is optional iu other districts and impossible in single communities. There are (1890) 75 community counties, 130 district counties and 128 cities and independent districts. The tendency is toward district organization. Many counties do not appear in the report for lack of population to organize local institutions. The census of 1880 evidently took no account of the attendance of those outside the legal age limit, which tends to inflate the rates of gain. There are reported at public schools under age 31,080 white pupils, 5,957 colored pupils; over age, 2;^ 800 white pupils, 4,675 colored pupils; over and under age, 65,512, included in the table. The report of the commissiouer of public schools of Utah records the teachers and pupils of both public and private schools as Mormon and non-Mormon. As the enrollment of children of Mormou parents in the public schools is over 9 times as great as that of children of non-Mormon parents it occurs that some persons confuse public schools iu Mormon neighborhoods with schools under the care of the Mormou Church. The schools under charge of the board of education of the Church of Jesus Christ of Latter-day Saints (Mormons) have 5,092 pupils (2,803 male 2,289 female) with 96 teachers (61 male, 35 female) distributed iu Arizona, Idaho, and Utah. The Catholics' CongregationaUsts, Episcopalians, Lutheraus, Methodists, and Presbyterians maintain schools generally more of a missionary than of a parochial character. The office of county superintendent in Idaho ceased in -lanuary, 1891. Its duties are laid on the probate judges. The changes of officials and the mode of administration added to the difficulty of tracing out details for the census year. Of 508 schools in New Mexico, according to the governor's report, 139 (over one-fourth of all) are tsiuglit in Spanish, and 184 (over a third of all) in English and Spanish, leaving 164 (just less than a third) taught iu English. Governor L. Bradford Prince says: As the desire of every Spanish speaking New Jlexican is that his children should understand English, it would be taught iu all schools if English speaking teachers could bo found for the small salaries which can be paid in remote districts. Many wealthy families employ private tutors. The remarkable disproportion of boys to girls enrolled iu Valencia county (30 to 1) is confirmed by diftereut officials. The great distances over which pupils must go to school iu the sparsely settled regions seem to have some local emphasis here against the attendance of girls. Ten families have been necessary to the legal establishment of a pubhc school, and even a boy on a galloping pony can not always go to school and return in a day. In this county a little more than 3,000 children of school age are scattered over an area larger than the state of Massachusetts. 20 EDUCATION. Here it is again emphasized that weak schools are hardly more a questiou of race than of sparse population, small fiiiaucial ability, and feeble social organization. The number of teachers in Iforth Carolina is not given in direct form, but the state superintendent thinks it will approximate the number of schools, with an allowance of perhaps 150 additional teachers for the towns and cities. The number of schools is here used for the number of teachers, and the division by sex is based on the division of sex of Licensed teachers. The Croatans, under Robeson county in the table for North Carolina, are a peculiar people, for whom the state has established si>ecial schools. They are of marked Indian type and have an interest to students of history in a claim of descent from the Hatteras Indians and Sir Walter Raleigh's lost colony. Local option shows itself to be sometimes even stronger than statute law in the administration of school affairs. Communities grow into methods of administration which continue after laws establishing them are repealed or which statute law has not confirmed. This is not coutined to illiterate justices of the peace whose interpretations of law in the back settlements poiut the stories of comic writers, but men in our best communities, carrying high diplomas and charged with the administration of law, continually tend to form habits for that administration that do not adapt themselves to changes of law till they are rudely disturbed by some litigation that subjects their methods to a judicial comparison with laws in whose name they conducted public affairs. Many schools have taken on intensely local conditions that are overlooked by those who expect to mold all public education after a uniform pattern. Even absolute monarchy can not compel uniformity in village or other community administration, much less can uniformity be forced in a great wide country in which diverse groups of people settle for themselves how they will conduct their affairs, and among whom no prosecutor will rise for a popular departure from law which does not attract the attention of outsiders. NOMINAL AVERAGE LENGTH OF SCHOOL TEEM IN DAYS FOR EACH STATE AND GROUP OF STATES AND FOR THE UNITED STATES. NUMBER OF DAYS. United States 130 Nortli Atlantic division. 160 Maiue ---- 112 New Hampshire 118 Vermont 136 Massachusetts 177 Rhode Island 188 Connecticut 183 New York 187 New Jersey 192 Pennsylvania - - 148 South Atlantic division. 120 Delaware Maryland District of C'olnmbia Virginia West Virginia North Carolina South Carolina 166 184 185 118 97 59 70 South Atlantic division- Georgia Florida NUMBER OF DAYS. -Continued. 83. 120 North Central division . 142 Ohio 165 Indiana 130 Illinois 161 Michigan - 156 Wisconsin - 159 Minnesota 128 Iowa - - 156 Missouri 121 North Dakota 103 South Dakota 145 Nebrask;i 140 Kansas 135 South Central division 91 Kentucky 109 Tennessee 86 South Central division Alabama Mississippi Louisiana Texas Oklahoma (Greer county only) Arkansas NUMBER OF DAYS. Continued. 70 88 102 105 33 75 Western division . 120 Montana 143 Wyoming (estimated) 120 Colorado New Mexico . Arizona Utah Nevada Idaho Alaska Washington . Oregon California . .. 145 77 130 125 139 70 153 97 118 158 The table of average duration of schools is not of high value, although most of its items are directly from recent state reports, but it is worth something as a basis of judgment of the duration of schools. The long terms of city schools tend to increase the average, the brief terms of country schools tend to lower the average, and one or the other sometimes exercises a disproportionate influence on the result. It must not be forgotten that generally in the southern states and exceptionally in northern states the table can not represent the extension of public school terms by private resources. The table would have a higher value if there were any agreed basis on which the different states reported. Several southern states make appropriations to be distributed for the maintenance of schools, leaving buildings to be provided mainly by local contributions. The state of Texas, for example, for 1889-1890 gave -fl, and for 1890-1891 $1.50 for every child of school age, without distinction. Communities of stable property owners can erect commodious edifices if they choose; shifting tenantry, just beginning to know what ownership means, can liardly muster force to put up a log pen with a roof over it on donated land with donated timber. Property owners are able to lengthen out their schools by contributions and tuition fees, while men with empty pockets let their schools stop when the public money is exhausted. It is less a question of race than of resources and numbers. Weak districts anywhere in the United States have weak schools. With allowance for difference of climate, a INSTITUTIONS. 21 clean, uucliinked log cabin in Florida or Louisiana is better than any one of the buiidreds of scboolbouses reported unfit for use in feeble districts of states where the snow lies deei> for months. The question of ability has much to do with the expeuditure for schools. Sparsely settled districts do uot have schools like those of densely populated districts. The public school enrollment of California, Oregon, Iowa, Minnesota, and all states east of the Mississinpi and north of the Ohio rivers shows :i decline in the decade as compared with population. An absolute loss is indicated in Indiana, Maine, New Hampshire, and Vermont. It is a question whether the total school enrollment has thus decliued, or even the public school enrollment, to the degree indicated. Better records may eliminate duplications to a greater extent than heretofore. It is seriously to be regretted that effective attendance could uot be generally compared. It has evidently increased in some states iu a greater ratio than the enrollment. There was never a time when iu the whole breadth of the land there was more interest on the subject of education than now. The gains in recent years have been very great, though there is widespread complaint that the advancement of pupils is unsatisfactory. In portious of the country whei'e public schools are comparatively recent, great stress is laid upou classification and uniformity of books and method of administration. In regions where large schools have been closely graded long enough to cover the school life of the present pupils, complaints are loud that individual progress is sacrificed to excellence of routine management. ]S^o one can examine the conditions at this time in the country at large without having these contrasted situations forced upon his attention. One finds imjierative demands in one quarter for grading and uniformity of text books backed by claims that with them educational difliculties will vanish, and iu another quarter he finds claims for the Midest freedom that individual needs and preferences can suggest, in order that uo indiA'idual nmy be cramped in his mental growth. The nuiuicipal and social adjustments of two states differ widely. Two counties or two cities of the same state, and even two wards of the same city differ widely. A constant diversity exists between rural and city conditions. The school is but one agency to aid the family and the individual. The family is responsible for the child's ignorance, and the individual is responsible for his own continued ignoi'ance. ' In an ideal society, where every family has at least a quarter acre plot for cottage and garden, the child will grow beside the mother till strong enough to go alone, attempting to imitate her occupations. Presently the boy will go forth with his father. The parents join with other parents to provide schools for instruction and traiuiug, with the domestic life still the dominant factor, till the union of families covers such multitudes that it takes on a municipal character. As a co-operative agency the school ceases to secure iiublic sympathy and sirpport when it goes beyond the work iu which the co-operators can unite. When the people are essentially agreed in their views of religion and science it is comparatively easy to arrauge extended courses of study; but when wide diversities of conscientious conviction exist in the community, all religious, scientific, and historical instruction, beyond commonplace axioms, endangers the co-operation. The published regulations of one of our cities (Savannah, Georgia) illustrate at once the strength of local opluion iu determining questions of administration and the concessions that are more or less formally made to bring communities of diverse views into harmonious action. The text books used in the public schools of Savannah must be such as are approved by the board and be the same in all, except in a group of schools lately adopted into the public school system, where books on history and ge(jgraphy, and reading books, chosen by those heretofore in charge, are allowed. The danger of abuse should the army of inexperienced teachers and unskilled school officers attempt to use their own judgment iu selectiug from the wealth of material by which even the most elementar^ reading could be ennobled has led to the enactment of .state and city laws rigidly prescribing narrow lists of text books. Taking the country at large, we can uot expect any schools to do the whole work, and we nuxst welcome all wholesome agencies in the general instruction of the people. Looking at school as a compulsory agency, statute law is excellent as a statement of agreement as to the mode of action where only rare opponents are to fall under its penalties, but when it is in advance of public approval, the enforcement is weak. Laws on education particularly require neighborly harmony for effectiveness. The coerced minority to-day is liable to become the tyrannic majority tomorrow. We have two wholly different conditions to consider, even on the supposition that the public harmoniously offers the child opportunity for unlimited attainment at si'hool. In the open country the co-operative character of schools is strong and the influence of the family :s prominent. In the dense city the public school stands more strongly as a token of authority, an ally of the police department. The child in the villages and rural districts is privileged to be trained to a degree iu industrious habits by his parents, and he gains a stock of knowledire inaccessible to his city cousin. An overwhelming proportion of Congressmen, for example, as Ijoys had only common country school privileges, but carried studious habits into mature life either with or without collegiate opportunity. 22 EDUCATION. Maine, a state still liomogeiieous in a marked degree, with diversified rural oecnpations, perhaps best preserves the conditions general when the early training of our leading men was so largely in winter schools. The schools of the state averaged but little over 22 weeks in 1889 or 1890. Even the town high schools barely exceed an average of 6 months in the year, and the young people are busy on the farms and in the shops and teaching the yet humbler schools in the intervals. Yet Maine does not take an inferior rank in a com]>arison of the men and women she rears with those of other parts of the Union. Within a few years industrial training has received much attention, but its popular development has been irregular and almost wholly in the line of manufactures. The rural schools of Central Euro])e and Scandinavia have gardens and orchards foi' instruction, the schoolhouse is the teacher's home, and his tenure is j)ermanent. We omit these features in our imitation of the great European teachers and attempt to copy Pestalozzi and Froebel's kindergartens without the gardens. Where the heterogeneous city element dominates, the father leaves home for his dailj^ occupation before his family is together in the morning, and in families of independent incomes the mother too often turns oft' the children to nurses or teachers whose service in guarding them from bodily harm and restraining them from troublesome freedom at play is valued above their moral and intellectual work. If life demands all the wage earning force of the family, the mother, like the father, may be away all the busy hours and home influence is at a mininuim. The waste of time in the elementary urban type of schools is enormous, except when they are viewed as houses of detention. Children in famihes abundantly supplied with books and current literature will spontaneously read early enough, and not one day need be spent in mere learning to name printed words of one's customary vocabulary. Even a Cherokee or a Hudson bay Indian can learn to read in his own language within one week. As the children grow, severity of grading repels those who are a little out of line with a course of study. There is great irregularity of emi)loyment throughout the country, and there is limited opportunity for boys and girls who have been at work or otherwise detained to go into school at any time of year without being put into classes of much younger children, organized only in the fall or sj)ring. There often lies a strength of the ungraded country school in taking up a pupil at any stage of progress. Age and maturity are as much to be considered in grading as knowledge of books, and the young person who looks back wistfully at the rigidly graded school he left has three conditions of humiliation to face: (1) his class has left him; (2) his physical growth makes him: conspicuous among the younger children ; (3) he does not expect any credit for relative progress in any prescribed subject as long as he is backward in any other. The external forces in city conditions sometimes overwhelm the most careful and conscientious fidelity of parents. On the other hand, in tlie very worst cases of bad parental management the stranger who tries to lead the child to a nobler life is apt to find him incapable of accepting anything higher than his parent as an ideal, somewhat as a rough miner with a theoretical acknowledgment of the superiority of the edncation of a university graduate counts him but a " tenderfoot " till he proves his quality by some impressive manifestation of skill or courage that gives opportunity to measure him by standards in daily use in the camps. One of the most important promises of university extension is aid for working men and women to keep iu advance of their children, who can naturally and loyally follow them. The city system rests upon the enfijrced inability of the parent to let the child grow into occupation under his own eye, the crowded condition of living so that a child has no place for wholesome animal activity. The cities and the districts that imitate them have sti'etched their school terms from two motives, one giving a semipolice character to the school as a place where children will be safely kept, the other a feeling that as salaried servants teachers have too much vacation. The well to do still relieve their children from the barrenness of city confinement by taking them to the seaside or the mountains or the woods for the summer, but the teachers begin to hear a •demand that they stay behind to keep vacation schools for the children who can not leave. The conditions are essentially opposite in the two types of school. In the ty[)ical co-operative school of a community of parents who can keep their children judiciously occupied under their own guidance, the school terms are shortened and their advantages are more highly prized, entering more completely into the home life than in the typical city school, where authority increases at the expense of co-operation and the natural tiresomeness of a child under long drawn nionotony takes on a degree of antagonism to the operation of the machine. The teacher who boards around in a poor district of New Hamjoshire or Pennsylvania can often do more for the individual child than a teacher in a great city. The scholastic requirements for admission to West Point are reading, writing and orthography, arithmetic, grammar, geography, and history of the United States. They are the simplest used in anj- institution of high rex)ute, and would form a suitable standard for the minimum aim of every boy and girl. There is hardly a corner of the land where an earnest boy could not get help enough to conquer them by the time he was 17, the minimum age, certainly by 22, the maximum age for admission, even if he worked on a farm or in a shop much of the time. The standards required by any other institution whose influence bears upon the vicinity could profitably be kept before all puiuls who could appreciate them, not with an expectation of entering AVest Point, but as a convenient minimum attainment for everv citizen. INSllTUTIONS. 23 The eountiy school doe.s most for the nation iu ju-oportioii to population and resources. It needs checking, rather than urging, iu adopting city methods. Many question whether the city type of school has not done great harm by its certificates of studies completed, and whether the country boy who has left school knowing that he wa.s ignorant, is not, therefore, more accessible to the lessons of after life. SCHOOLS BY COLOE. The apparent relation of public common school enrollment to population, white and colored, in the southern states in 1890, and the relative increase of colored enrolluient in the decade, are seen in the tables below: APPAKENT EELATION OF PUBLIC COMMON SCHOOL ENROLLMENT TO POPULATION. WHITE AND COLORED. IN THE SOUTHERN STATES IN 1890. riEOGJi.\PHIC.\L DIVI^^I()^•S POPUL.VTroN, 1890. White. Total Sijutli Atlantic .. Soulli Central (a) Jlissoiiri 13, 608, 183 5, 592, 149 7. 487, 57(i 2. .'i2S. J5S Colored. 6, 901, 814 3, 263, 771 3,483,317 150,726 PUBLIC COMMON SCHOOL EXKOLLJIENT, 1890. White. Colored. 3, 409, 061 1, 288, 736 1, 168, 557 1,6,32,994 587, 510 582, 668 673, 264 32,804 PER CEKT OF ENHOLLMulNT TO POPULATION. White. Colored. 21.84 18.67 20.90 22.08 23.24 17.84 19.32 21.76 APPARENT RELATIVE INCREA.-^E OF WHITE AND COLORED PUBLIC COMMON SCHOOL ENROLLMENT: 1880-1890. ENROLLED IN PUBLIC COMMON SCHOOLS. PEE CENT OB- GEOGKAPHICAL DIVISIONS. White. 1 Colored. INCREASE. 1890 ISSO 1890 1880 White. Colored. Total 3. 409, 061 2, 301, 804 1, 2S8, 736 797, 286 48. 10 J 61. 64 1 Soutli Atlantic South Central (a) 1, 168, 557 1, 652, 1)94 830, 310 980, 338 ; 582, 668 673 '^64 379, 543 33.96 08.01 27.18 53.52 71.01 36.42 a The euroHiuent in Texas for 1890 includes 6.3,512 pupils (54, 88u wli it e, 10,632 colored) over and under school age; Imt Ilie correspondingfigiires -were apparently not included in 1880. The negro race leaped from the illiterate slavery of 30 years ago, and in that time it has taken rank with the white iu eagerness to go to school. Tables are presented in this report (numbers 10, ,11, aud 12) indicating the apparent relation of public common school enrollment to the population, lSSO-1890, by states, grouped geographically; the apparent relation of public common school enrollment to jjopulation, white and colored, in the southern states, 1890, and the apparent relative gain in p'nblic common school enrollment, white and colored, in the southern states, 1880-1890. Missouri is placed in certain tables with southern states because identified with them in .social institutions. PUBLIC SCHOOLS IjST CITIES. The constant tendency in handling great masses is to minimize the needs of the individual in perfecting the organization of the whole. The school systems of the great cities sometimes by their high rank as great machines rouse the ambitious imitativeness of lesser communities, but even when viewed as excellent machines one must expect frequent disappointment. Cities in'esnmably have reached stable systems of record, but the presumption is not wholly justified. Even the number of different pupils enrolled in the year is a formidable question. Many superintendents were at the pains to seek out for the census the facts not recorded in their cities. A city sometimes includes more than one distinct school district. One district may report fully, and another only in part. ' The current records in various cities show no distinction of color. Permanent summaries kept in the respective superintendents' offices sometimes omit the distinction of sex. For certain cities the superintendents have divided the aggregate, to show sex and color, upon the basis of present attendance. Any error in such an estimate is very small, as a change in the absolute number of the colored pupils or in the relation of the sexes between the past and the current year would be readily detected through the familiar knowledge of the local superintendent. Sometimes the boundaries of the territory supporting a system of schools differ greatly from the city lines. For example: Aurora, Illinois, contains two independent school systems, which, when combined, aie not i>recisely 24 EDUCATION. coterminous witli tlie city, leaving still a small eiior to be eliminated if rigid accuracy of comparison of attendance within city limits were demanded. Nashville, Tennessee, includes certain territory for school purposes not otherwise counted with the city. Denver, Colorado, lies in districts 1, 2, and 17 of Arapahoe county. Tlieir combined area varies somewhat from that of the city. Kingston, New York, includes districts 1, 2, 3, 4, and o, each an independent school municipality, and all combined noncoterminous with the city of Kingston. Cleveland and Cincinnati, Ohio, conduct their schools under special acts, by which territory not in the respective cities is attached for school purposes. Decatur, Illinois; Hartford, Norwich, Stamford, Connecticut; Amsterdam, New York, are among the localities where the boundaries of the school territory and those of the general municipality are not identical. Such instances are to be especiallj' loolied for in states where the toAA^n system ijrevails, and the town may retain to a greater or less extent the control of schools after some special municipality within its limits takes charge of its own ijolice, street, and fire regulations, or in the states where the national surveys marked out school townships in advance of settlement. Among those whose municipal boundaries have been changed since 1880 are Birmingham, Alabama, and Chicago, Illinois. The conditions of the city of New York are peculiar. The schools directly or indirectly controlled by tlie board of education are: ward schools, grammar and primary; nautical school; corporate schools; evening scliools; evening high schools; college of the city of New York, and normal college of the city of New York. The ward schools, the college, and the normal college correspond to the day schools of many other cities, and it is their aggregate enrollment which appears in the table. The nautical school, with 149 boys and 2 male instructors, not included in the table, is free to boys between the ages of J 5 and 20 years. The pupils live on shipboard. The evening schools and the evening high schools are comparable with like work elsewhere. The corporate schools comprise 16 asylums and other institutions, responsible under local laws to the board of education. Ten kindred institutions have similar relations to the board of education in the city of Brooklyn, Buffalo, Rochester, and Syracuse carry teachers of like institutions on the public pay roll. Like institutions do not usually report to public boards of education in the country at large. There are some cities whose school statistics have reached the Census Office only as combined with other parts of the counties to which they belong. This arises in part from the perpetuation of the school administration that was inaugurated before a chartered municipality came into existence on the same territory. For instance, in Connecticut, Willimantic is a borough of 8,648 people, empowered to care for general public wants, as streets, water works, and police, while the schools continue to be administered in the name of the town of Windham, within which a railroad junction and manufacturing interests have massed this dense group in comparatively recent years. In the states formed of the public domain, many cities have grown ui) whose schools are still governed under the forms suggested by the original surveys. Such are Aurora and Decatur, Illinois, closely paralleled by Denver, Colorado. Manual training, which had a place in a few city school systems 10 years ago, has been very much more widely imrsued in the decade. Among cities with some sort of manual training more tliau diawing in the public schools are the following: Coucord, New Hampshire. Boston, Massachusetts. Brookline, Massachusetts. Cambridge, Massachusetts. Hyde Park, Massachusetts. New Bedford, Massachusetts. Sl>ringfield, Massachusetts. Waltham, Massachusetts. Winchester, Massachiisetts. Providence, Rhode Iskind. New Haven, Connecticut. Albany, New York. Jamestown, New Yo'-k. Lansingburg, New Yorli. Mouut Vernon, New YorV. Newlmrg, New York. New York, New York. Olcan, New York. Elizabeth, New Jersey Garfield, New Jersey. Hoboken, New Jersey. Montclair, New Jersey. Morristown, New Jersey. Newark, New Jersey. Orange, New Jersey. Passaic, New Jersey. Paterson, New Jersey. South Orange, New Jersey. Union, New .Jersey. Vineland, New .Jersey. Weeha\\'ken, New Jersey. Chester, Pennsylvania. Philadelphia, Pennsylvania. Tidioute, Pennsylvania. West Chester, Pennsylvania. Wilkesbarre, Pennsylvania. AVilmingtou, Delaware. Baltimore, Maryland. AVashiugtou, District of Columbia. .Jacksonville, Florida. Peusacola, Florida. Cleveland, Ohio. Toledo, Ohio. Indianapolis, tndiaua. Chicago, Illinois. Galesburg, Illinois. Moline, Illinois. Peoria, Illinois. Springfield, Illinois. Bay city, Michigan. Muskegon', Michigan. Appleton, AA'isconsiu. Eauclaire, AVisconsiu. Lacrosse, Wisconsin. Milwaukee, Wisconsin. Minneapolis, Minnesota. St. Paul, Minnesota. Stillwater, Minnesota. Oskaloosa, Iowa. ^ Omaha, Nebraska. Knoxville, Tennessee. New Orleans, Louisiana. Little Rock, Arkansas. Pasadena, California. San Franrisco, California, INSTITUTIONS. 25 SUPERIOR SCHOOLS. The present period is marked by the development of iiuiversities, particularly of those maintained by the states. Colleges have increased, with a strong disposition to optional courses diverging from the courses of Greek, Latin, uiathematics, and metaphysics so long deemed the standard. A decade ago the criticism of the miscellaneous use of the name liigh school to cover alike very elementary work in a weak district and advanced work in a strong- body of population became emphatic, and more definite tests of high school work have been developed or strengthened. Now, university is the term at which a kindred criticism is directed, and men are asking if an institution devoted to post graduate courses and an institution with classes still conning secondary studies are alike entitled to the name university. The strengthening of the local higli schools by a better defining of their work is accompanied by a question in some quarters whether an institution that takes students from the high schools is not rather a college than a university, aud a further question is agitated whether university methods are advantageous to young students. Schools of theology are almost wholly private. Training for other professions is given in state institutions as well as in private schools. The standards for the profession of law have been gradually strengthened and the work of law schools luis been broadened. The standing of medical colleges has been apparently strengthened in the past decade, and the influence of the state boards of health is recognizable in the new seuse of responsibility that seems to prevail. The growth of nurses' schools in the same geiu^ral connection has been considerable. The development of veterinary surgery in this country is mostly recent, and thus far the work is mainly dependent on instructors from Europenn scliools. The grow^th of schools of that group has been so rapid that the figures of the census year already fall far behind present conditions. Few women aud not many colored students are to be found in any professional schools, except those for trainiug teachers, in which women predominate, and nurses' training schools, almost wholly attended by women. Scliools of pedagogy rest their claim for a place among superior schools mainly upon tlie character of the training which they give. In general, those maintained by the state have the best standing. The question of grouping presents some difficulties. Many schools for teachers accept candidates whose low scholarship would bar their entrance to the best secondary schools. Some universities are now establishing chairs of pedagogy and requiring a higli scholarship of those in attendance. The term normal has been lised to cover private enterprises which make no pretense of professional training, and, therefore, are not schools of pedagogy. The necessities of a race rising from the ignorance of recent servitude have made the requirements for admission to schools for that race lighter, with a tendency to higher standards. The United States military and naval academies are included in this general outline under technology in the states of New York and Maryland respectively. For many years after their establishment tliese institutions were almost alone as schools of mechanical and civil engineering, and their graduates excel in those lines of tecLinology in which they were traiued. The development of schools devoted to technology has been stimulated by the needs of the last quarter of a century, especially in connection with the new demands for transportation, lighting, heating, drainage, and ventilation in the tendency to city life. So broad is the field, so serious are the demands for thorough preliminary training, so extensive is the equipment for diversified technical instruction and practice, so scholarlj^ widely read, and experienced must be the professors who guide the discussions of laws aud social relations affecting the needs of modern life, that university is seriously considered a fitting name for the foremost of these schools. The enlargement of these schools is one of the marked educational features of the decade. There is a group of schools preparatory to the professional schools of technology, sometimes under the same administration as the latter so that the same instructors do service in both. The apparent strength of these schools is summarized in the statement on the following page, which is inserted at this point on account of the close relation of these secondary schools to technology. 26 EI)UCATIO^'. SECONDARY TECHNOLOGY. STATES rEACMEKS STUDENTS. 1 Total. Male. ! Female.. Total. Male. «1, S70 i'emale. 1,365 The United otates 120 Colorado , ; n IlUnu-is 13 80 46 3. 2di 5 12 4 1 47 278 8S 9 250 2,379 119 17 33 278 80 i) n250 1,060 113 17 14 Indiana 8 Kansas Missouri 13 76 9 1 11 40 8 2 36 1 Ne\y Tork 1,319 G Ohio Pennsvlvania Virginia fi 1 4 2 4R i 'i;( 607,340 Public 311 , 095> a The 100,000 evidently in public higii schools offset more or less fully the elementary pupils iu this line. The tendency is toward a clearer discrimination, though the public high school, simply the most advanced department of its locality, sometimes hardly lifts its highest class above elementary work. The higli schools of some cities have a year or more of superior work, but short commercial courses are in vogue, in certain instances without foreign languages or mathematics above arithmetic. Public secondary schools whose records are available, almost without exception have more girls than boys, which is greatly emphasized in graduating classes often of girls only. For example, Ohio reports in city high schools, 1890, 3,785 boys, 10,210 girls; graduates, 1890, .305 boys, 784 girls; graduates of high schools of the state since their organization, 8,415 boys, 18,903 girls; 55, sex not reported. State university examinations give a standard for high schools in the following states: California, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, Tennessee, Texas, and Wisconsin. Some corporate private universities and colleges follow a system of accepting students on the certificates of designated schools in some of the states just named, and in Massachusetts, Pennsylvania, and Ohio. The certificate system is provoking much debate. In its favor are urged convenience, the better revelation of a pupil's knowledge iu his continued experience with his teacher, as compared with the work of a few hours, in which an excellent scholar may fail to do himself justice. To its disadvantage it is urged that studying for specific examinations may tend to a narrowness of view, and that the certifying teacher is in peril at the approving university through any failure of a certificated pupil tomaintaiu himself, and in peril at home if he conscientiously withholds a certificate from any one whose friends are confident his teacher ranks him too low. A modification has been introduced relating to examinations for admission to some of the leading institutions that is of interest as a recognition that English literature has outgrown the powers of any young man to prepare to answer any set of random questions over its whole range, and as a suggestion of courses that may advantageously occupy one's reading time for an extended period. The schemes of these institutions indicate as much as two years in advance upon what authors the applicant will be questioned. The indirect influence of these annouDcements and of the publication of the questions used for admission has been recognized as an important power in elevating the work of lower schools, as one might call it a form of university extension, a term just gaining hold in the United States to represent the instructive influence of universities on those not identified with them as resident students. In California the schools whose certificates are received at the state university iu lieu of an entrance examination are called accredited scliools, and may be eitlier public or pr vate. In Illinois and Tennessee they are also termed accredited; in Indiana, commissioned; in Iowa, accepted; in Missouri, approved; in Texas, auxiliary, affiliated, or approved. Minnesota calls the high schools recognized by the state for a special grant, state high schools; first class, when fully equipped; second class, well equipped in general, but lacking in some particular; third class, not 28 EDUCATION. well equipped af> high schools, but with hopeful prospects of growth to a higher class. Nebraska recoguizes the different conditions of strong and weak communities with two classes of high schools, those fitting for a minor course and those fitting for a major course at the state university. There is increasing facility in determining who had a test study like algebra, notwithstanding the incipient ])resentation of algebra to some elementary scholars. We may add the students in two mathematical studies as different persons, with a liability to error for those who took two of the studies within the year. The secondary public schools of the North Atlantic division are widely diverse in orgauization, municipal relations, and range of studies. The forest regions of northern New England and New York, the great mauufacturiiig interests of sonthern New England, the international exchanges and traffic of New York, the mining and manufacturing centers of Pennsylvania, the gardens and orchards of New Jersey, the diversity of mountain and plain over the whole division, would be suflQcient to produce great local variations in the needs and the work [Not in parochial table.] Total 1,331 1,328 778 650 3 3 Ohio Illinois Oregon ■ 128 140 287 317 258 201 126 140 287 317 257 201 73 68 203 166 154 114 53 72 84 151 103 87 2 2 New York 1 1 EVEISTING OE NIGHT SCHOOLS. Many cities maintaiu schools ft-om 7 to 9 o'clock p. lu. for from 30 to 90 or more sessions between E^ovember and May, presumably for those deprived of the benefit of ordinary schools by age or occupation. The tone of reports on these evening or night schools is more of faith in their future possibilities than of confidence in their present usefnlness. Meager numbers, irregular attendance, difficulty of discipline, exhaustion of both pupils and teachers by the employments of the day, damage to day schools by a loss of power in those who teach in night schools as well as day schools, are general comments relieved by some statements of excellent results. A somewhat common experience is a zealous fall opening, a good degree of interest to the Christmas holidays, then a break in the attendance and interest, followed by a more or less protracted struggle against decline till it is decided that the schools had better be closed. On account of trouble between the owners and the workmen in a manufacturing town of New Jersey the boys usually employed were sent to day schools and the night schools were closed. A very brief term of daily tuition as usually organized would equal any but exceptional annual work iu night scliools in any part of the country. This is not the x)lace for discussing what has been termed the unst)lvcd problem of evening schools, but it is proper to emphasize that enrollment in evening schools should not be combined with day school enrollment as of like value. Some public school reports have reached the Census Office that combined the night and day enrollments without distinguishing them. The office has used no report in this form where the union was recognized, but some cases may still remain undetected. Statistics of night schools have a value, but they ought not to lose their identity in any summary. The available reports for public night schools justify the following statement, as approximately indicating the enrollment in the states named : APPROXIMATE ENROLLMENT IN PUBLIC EVENING SCHOOLS FOR CENSUS YEAR. The United States. ENEOLLMENT. ,. 163,509 North Atlantic division 127,399 Maine : 1, 000 New Hampshire 1, 200 Vermont 200 Massachusetts (a) 24, 820 Rhode Island (a) 7,623 Connecticut («) 2, 883 New York 55,000 New Jersey (a) 6, 673 Pennsylvania 28,000 South Atlantic division Delaware District of Columbia (a) Virginia South Carolina ,510 250 2,510 550 200 North Central division Ohio Illinois Michigan Wisconsin Minnesota Iowa Missouri Nebraska ENROLLMENT. 26,800 South Central division . Kentucky 2,700 10, 000 1,100 3,000 5,500 1,000 2,200 1,300 1, 400 Western division. Colorado Oregon Ciilifornia .- - 1,400 4,400 200 200 4,000 a Figures from official reports. 44 EDUCATION. Men and boys largely predominate over women and girls in the enrollment. There are some thousands to be added for evening schools maintained by benevolent associations, but in popnlar reports the boundary lines Ijetween a definitely organized school and a reading room are very poorly defined. There are also institutions conducted day and evening without separate evening organization. Such are many commercial schools. Some so-called evening schools, made conspicuous by public letter writers, prove on searching inquiry to be no more than literary associations. A number of professional schools at the national capital have their sessions in the evening, though not reporting themselves distinctively as evening scliools. COMMEEOIAL SCHOOLS AND BUSINESS COLLEGES. The commercial schools and business colleges can not be readily separated into superior, secondary, and elementary schools, and are shown in a special column. There are a few universities with professorships of finance, and the professors of political economy touch upon commerce and business. For the most part, this work is so involved with other work of the institutions that the students do not form distinct schools. There are persons assuming the name of " college " that have no charter and no standing beyond credit for a month's rent, while they wait in I'ooms for possible day or night students in writing and arithmetic. Between these extremes are schools whose work is transient, others that are maintained regularly undei' charters with stable organization. Much of the work covered under the name of "business college" is of a very elementary character, involving nothing higher than some special applications of arithmetic, and this is true of some public business high schools of recent organization. The endowment of schools of finance at the universities opens the way for a higher and clearer adjustment of terms lately much abused. SCHOOLS AND SCHOOLHOUSES. The number of schools in the United States will depend upon the significance attached to the term school. In some parts of the country a group of departments in one building is called a school, and the term sometimes covers some adjacent building considered as a branch; elsewhere every group of pupils under a teacher who keeps a separate register is counted as a school; under the latter custom theie may be many schools in one large building. The number of schoolhouses is but a general indication of educational facilities, since a few large houses in a dense population may provide for vast numbers compared with a like number of houses in a sparse population. The imperfections of lecords affect the table for schoolhouses. For Vermont the number in the table is that of the schools. It is plain that in this state the variation between the number of schools as there counted and the number of houses can not be great, since there are 2,276 districts in the state, and an addition of 207 schools for districts containing more than one school would suffice to make 2,483 the number of schools reported. In Massachusetts the error would be large if the number of schools reported, 7,147, were taken for the number of schoolhouses. It is evident that the rooms in one house are to a greater or less extent counted as separate schools. The state census of 1885 gave 3,439 public school buildings, besides 31 other buildings used for public schools. It is apparent that part of these 31 were academies under contract for giving instruction to public school pujjils. There is known to be a small annual increase in the number of public school houses, so that in the absence of exact information the inimber 4,000 is estimated for public school houses in the census year. In general, at the south almost any building erected for public or semipublic purposes is liable to be utilized for a school. A new organization thus comes into certain school reports, since schools are held in Alliance houses in the Gulf states. In Georgia and Florida the number of schools is likely to approximate the number of buildings used for schools, since the rural conditions so predominate that each school more frequently has one house tha.n in regions where there is a larger urban population. No close estimate is practicable for the number of buildings that are public property. In Kentucky there is a careful distinction of public and rented buildings and churches used as schoolhouses. There are 72 rented buildings and 197 churches, of which 140 are for the colored people. In Alabama, Mississippi, and Louisiana a series of departments in one building counts as a school, so that the number of schools should closely approximate the numbei' of buildings used. In Alabama there are but 13 independent districts reported, some of which group the children of each race in single buildings, so that the general conditions are one school to one building. In Mississippi 300 schoolh07 schools in Philadelphia, equaling the number of teachers. The report of the board of public education of Philadelphia shows 211 school buildings owned besides an unmeutioued number rented- iNSTrri'Ti.oNS. 45 In Utah there were comparatively few instances where more than one school could have been in one house even Salt Lake city having been organized in 21 distinct districts, though now consolidated. Of the 5,937 schoolhouses reported in Nebiaska, 7!lii are sod houses, in whose behalf one county superintendent says that many districts prefer to build a sod house that may last three or four years to bonding the districts and that the best two reports of daily attendance in his county were from sod houses. Another says: '■ In defense of the 'old sod house' allow me to say that no other kind of building is more comfortable or safe when the blizzard howls and the steady cold of winter has settled down ". With these explanations the table is submitted as an approximation to the number of public school houses in the United States. APPROXIMATE NUMBER OF PUBLIC SCHOOL HOUSES IN THE UNITED STATES FOE THE CENSUS YEAR. The United States North Atlaiitie division Maine New Hampshire . . . Vermont (o) Massachusetts (b) Rhode Island Connecticut New York New Jersey Pennsylvania South Atlantic division. Delaware White S67 Colored j S'> Maryland White 1,704 Colored 16.3 District of Coin 111 bia. White ' 74 Colored 22 Virginia (e) -. Whi te 4, Colored 1 , West Virginia (e) Whi te - '. . . - 4, Colored North Carolina White 3, Colored 1, South Ca ro] ina Georgia (a) White 4, Colored 2, Florida (a) White 1, Colored North Central division 568 840 654 160 973 820 529 286 746 587 Ohio.... Indiana . 219, 992 42. 949 4,354 2,078 2,483 4,000 482 1,643 12, 022 1, 673 14. 214 32, 142 452 2,167 96 6,408 4,814 5, 793 3,264 6, 815 3, 333 97, 166 a Xumbei- of schouls. b Last exact i-eport 3.4:i9. state eeosus uf 1885. 12, 813 9, 907 North Central division — Continued. Illinois Michigan Wisconsin Minnesota Iowa Missouri (a) North Dakota .■ South Dakota Nebraska Kansas South Central Kentucky White 6, 514 Colored _.. 95g Tennessee _ . . Alabama (ii) White _ 4, 147 Colored 2, 185 Mississippi (a) White 3, 430 Colored 2, 469 Louisiana (a) White 1,535 Colored _ 741 Texas Oklahoma (d) Arkansas Western division . Montana Wyoming (c) . Colorado New Mexico. . .\rizoua («) . . . Utah («) Nevada Idaho Alaska Washington . . Oregon California 12, 252 7,531 6, 476 5, 864 12, 997 9,712 1,480 3, 153 5,937 9, 044 38, 962 7,470 6,048 6,332 ,899 2,276 8,324 21 2, .592 8,773 355 150 1,190 130 219 501 151 315 16 1,126 1,499 3,121 c Appro.\iaiale. d Greer county only. 46 EDUCATION. STATISTICS OF EKEOLLMENT IN PUBLIC AND PRIVATE INSTITUTIONS, EXCLUSIVE (FOR RECENT DECADES) Ol' SPECIAL CLASSES, REFORMATORY, CHARITABLE, AND INDIAN SCHOOLS. Tables 1, 2, 3, 4, and 5, following, are summaries from previous census reports beginning with 1840, the first year for which census reports were made for schools. Any attempt to compare them will be limited by the diiference in conditions and the use of terms at different dates and the want of reports for 1880 for any but pubUc common schools. The tables beginning with Table give the facts as gathered for schools under various groupings for the Eleventh Census, including public common schools by counties, which were not shown in the report for 1880, and parochial schools not separately tabulated lor the reports of previous censuses. At the end is a summary of the receipts and expenditures of the public schools of the country maintained under local authority but not including the special accounts of state universities and professional schools. This summary was prepared by Mr. J. K. Upton, special agent in cbarge of the work on wealth, debt, and taxation. I Table 1 STATISTICS OF SCHOOLS, CENSUS OF 1840: ENROLLMENT IN UNIVERSITIES AND COLLEGES, ACADEMIES AND GRAMMAR SCHOOLS, AND PRIMARY AND COMMON SCHOOLS. STATES AND TERRITORIES. The United States. Nort.b Atlantic division Maine New Hampshire . Vermont Massachusetts. . . Rhode Island Connecticut New York New -Jersey Pennsylvania South Atlantic division . Delaware Maryland District of Colunihia Virginia North Carolina South Carolina Georgia Florida North Central division. Ohio Indiana Illinois Michigan . . Wisconsin . Towa Missouri... South Central division. Kentucky .. Tennessee . - Alabama Mississippi . Louisiana. .. Arkansas . . . 2, 025, 656 ], 413, 231 173, 220 89, 864 87, 163 177, 792 21, 343 71,430 538, 367 50, 053 197, 993 141,884 7,711 21,973 2,404 47, 511 19, 493 17, 014 24, 061 1,657 366, 327 224, 636 .51, 457 37, 154 30, 344 2,002 1.526 19, 209 104, 214 30, 966 31, 121 21,413 11,243 'i, 557 2,914 Universities and colleges. (Students.) 6,619 266 433 233 769 324 832 1,285 443 2,034 3,105 23 813 224 1,097 1.58 168 622 Academies and grammar schools. (Scholars.) 3,003 1,717 322 311 158 3,506 1,419 492 152 454 164, 159 97, 376 8,477 5,799 4, 113 16, 746 3, CC4 4,805 34, 715 3,027 15, 970 34, 748 764 4,178 1,389 11,083 4,398 4, 320 7,878 732 11,724 4,310 2,946 1,967 485 65 25 1,926 20, 311 4,906 5,539 5,018 2,553 1,995 300 Primary and common schools (Scholars.) 1, 845, 264 164, 477 83, 632 82, 817 160,277 17, 355 65, 739 1)02, 3:7 62, 583 179, 989 104, 031 6,924 16, 982 851 35, 331 14, 937 12, 620 15, 561 925 351, 600 218, 609 48. 189 34, 876 29,701 1,937 1,500 16, 788 80, 397 24, 611 25, 090 16, 243 8, 236 3,573 2,614 INSTITUTIONS. 47 Table 2. -STATISTICS OF SCHOOLS, CENSUS OF 1850: ENROLLMENT IN COLLEGES, ACADEMIES AND OTHER SCHOOLS, AND PUBLIC SCHOOLS. STATES AND TERRITORIES. The United States. North Atlantic division . Maine New Hampshire . Vermont Massachusetts . - - Khode Island Connecticut NewTork New Jersey Pennsylvania. . . . South Atlantic division . Delaware Maryland District of Columbia. Virginia North Carolina South Carolina Georgia Florida North Centr.il division . Ohio Indiana Illinois Michigan Wisconsin Minnesota Iowa Missouri South Central division. Kentucky .. Tennessee . . Alabama . . . Mississippi . Louisiana-.. Texas Arkansas... Western division . New Mexico - trtah Oregon California 3, 642, 694 1, 932, 086 199,745 81, 237 100,785 190,292 24, 881 79, 003 727, 150 88,244 440, 743 323, 415 11, 125 44, 92;i 4,720 77, 764 112, 430 26, 025 43, 299 3. 129 502, 826 108, 754 130, ill 112,382 01, 615 12 30, 707 61, 502 317, 653 86, 014 114, 773 37, 237 26, 236 30, 843 11, 500 11,050 1,181 40 Colleges. (Students.) 27, 159 9,379 282 273 404 1, 043 150 738 2, 673 470 3,286 5, 465 144 992 218 1,343 513 720 1, 535 6,624 3,621 1,069 442 308 75 100 ],onn 5,601 1,873 1,605 567 862 469 165 150 Academies .and other schools. (Scholars.) 122, 786 6,648 5,321 0,864 12, 774 1,001 6,996 49, 262 9,569 23, 751 49, 603 2,011 10, 677 2, 333 8,983 7,822 7,467 9,059 1,251 39, 650 15,052 6,185 4,179 1,619 2,723 12 1,051 8,829 48,271 12, 712 9,517 8,290 6,628 5,328 3,380 2,407 1,052 Public schools. (Scholars.) 3, 354, 173 192, 815 75, 643 93, 457 170, 475 23, 130 71, 269 67.5, 221 78, 205 413, 706 208, 347 8,970 33, 254 2,169 67, 438 104, 095 17,838 32, 705 1,878 1, 022, 085 484, 153 161, 500- 125, 790 110,455 58, 817 29, 616 51,7.54 263,691 71,429 103, 651 28, 380 18, 746 25, 046 7,946 8,493 129 922 219 842 170 80 49 48 EDUCATION. Table 3.— STATISTICS OF SCHOOLS, CENSUS OF 1860; ENROLLMENT IX COLLEGES. ACADEMIES AND OTHER SCHOOLS, AND PUBLIC SCHOOLS. STATKS AXll 'I'KKRnoKIES. Tlio rnited States. North Atlautic ilivi.sion . Maine New Hampshire . Vermont. Massachusetts - . . Rhode Lsland Connecticut New York New .Jersey Penn.sylvania ... South Atlantic division . Delaware Maryland District of Columbia- Virginia North Carolina South Carolina Georgia Florida North Central division . Ohio Indiana Illinois Michigan "Wisconsin Minnesota Iowa Missouri Nebraska Kansas South Central division . Kentucky Tennessee .fU.abama Mississippi . Louisiana — Texas Arkansas . . . Western division - New Mexico . . Utah "Washington . . (Oregon California , 477, 037 2, 22;i, 459 195, 327 82, 373 88, 928 222, 708 28, 909 92, 182 786, 818 123,987 B02, 227 391, 504 13, 783 41,589 7,568 101, 471 119, 734 30, 377 70, 464 fi, 518 651, 661 318, 520 449, 124 212, 705 209, 998 33, 054 171, 770 200, 289 3,133 5,912 559, 665 176, 240 157, 534 74, 649 39, 800 44, 617 42,943 23, 882 46,243 597 3. 695 1.038 10, 259 28, 654 College.^, (Students 56, 120 Academies and other schools. ' Scholars.) 10, 779 337 390 173 1.733 212 903 2,970 3, 286 10, 291 90 628 523 2,824 1,540 1.384 3,302 31, 345 12, 564 2.485 2,932 2,120 856 1, 530 3,416 225 1,141 447 524 465, 023 186, 540 S, 273 11.444 7,851 14,001 3, 127 8,749 86, 565 12, 892 61, 632 1,957 4, 745 4,719 13, 204 13, 169 8,277 11. 075 4.486 137, 736 54, 035 32. 971 13, 205 9,683 10, 031 1,605 4,949 20, 14.3 55 1,059 73, 747 Public .schools. (Scholars.) 4. 955, 894 :. 026, 140 1X6,717 70, 539 80, 904 206, 974 25, 570 82, 530 697, 283 110,320 565, 303 319, 581 17, 597 15, 793 10, 778 7, 974 11,274 5,916 4,415 5,368 192 210 159 1,654 3, 153 11,736 36, 216 2,326 85, 443 105, 025 20, 716 56, 087 2, 032 2, 097, 085 590, 54S 293, 089 433, 018 201, 391 198, 676 31, 083 165, 588 175, 855 3, 078 4.758 473, 354 156, 158 1.38,809 61,751 30, 970 31, 813 34, 611 19, 242 39, 734 235 5,485 879 8.158 34, 977 INSTITUTIONS. 49 I'able 4.— STATLSTICVS OF SCHOOLS, CENSUS OF 1870: ENROLLMENT OK STUDENTS AND PUPILS NOT PUBLIC AND PUBLIC. ::TATE.S AND TERUITORI liS. ALL CLASSES. Tbe United States . Xortli Athmtic i I Lake - 183 91 92 I^apa " 78 2i0 44 108 ■-J4 11"' 22 7 Shasta Sutter Tebama Tolo a Includes uuseparated colored. INSTITUTIONS. 57 Table 8 SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contiuued. C'OL,ORADO. 1880. Population 194, 327. Enrolled iu public coniuion schools 28, 252 1890. Populatiou 412, 198. Enrolled iu public common schools 65,490 Gain of jjopulation 112. 12 per cent. Gain of enrollnieut iu public common schools 131. 81 per cent. PUBLIC COMMON SCHOOLS OF COLpRADO FOR THE YEAR ENDED JUNE 30, 1890. COUNTIES. The State. Arajiahoe . Archuleta. -Baca Bent Boulder . . . Chaffee Cheyenne ... Clear Creek - Couejoa Costilla . . . . Custer . . Delta... - Dolo^es.- Douu'las . EaKhi . . . Elbert.... El Paso . . Fremont . Garfield- . Gilpin Grand Guuuiaon . Hinsdale . . Huerfano . Jetferson. . Kiowa Kit Carson - Lake La Plata... Larimer Laa Animas. Lincoln Lojiau Mesa Montezuma . Montrose. Morgan . . Otero Ouray. .. . Park Phillips Pitkin Prowers Pueblo Rio Blanco .. Kio Grande . Koutt Saj^uache Sail Juan San Miguel.. Sedgwick ... Summit Washington. Weld Yuma TKACUKKS. Aggre- gate 2,376 363 6 45 U 117 ];i2 .59 38 31 White. Total. 2,376 45 14 117 35 44 29 29 24 2 36 16 2fi 132 59 38 31 19 19 20 20 21 1 21' 18 ' 18 IB 16 22 22 32 32 SO 80 311 30 29 29 33 133 11 11 '>! 27 20 20 42 42 2 2 .T 5 40 40 11 11 '<] .■.1 on no 49 49 Male. 26 Fe- male, 18 19 20 13 94 42 4 29 22 12 12 14 I 27 14 18 113 40 35 14 11 15 19 .■i4 28 19 105 10 14 10 Total. Male Agjrre sate. White, (a) Co, 490 17,406 9:) 1)98 360 3, 3;H) 1,121 127 1.314 1.933 074 083 554 1 73 612 305 371 3, 4,50 2, 069 750 1,184 59 676 115 1, 350 1,.548 411 641 1,309 745 2 272 1,844 109 873 691 366 746 315 497 580 497 777 1,100 535 3. 657 153 817 338 651 109 109 313 416 602 2. 568 573 65, 009 17. 042 9) 6;)8 :.6.1 3, 330 1,121 127 1,314 1 , 933 (>74 083 554 73 012 303 371 3, 430 2,069 750 1.184 .59 676 115 1,350 1.548 411 041 1.241 745 2. 272 1.844 109 K73 691 366 746 315 497 586 497 1,100 535 3,008 1.-.3 817 I 338 i' 651 i 109 i 109 313 416 602 2,568 573 M.alc. 8.649 69 390 196 1.651 570 60 637 1.097 4114 340 284 42 290 156 198 1,724 1,039 367 586 27 338 55 736 793 224 329 021 395 1,184 993 00 452 346 192 146 262 284 246 416 505 247 1.787 78 448 204 358 35 60 146 211 303 1,296 265 Fe- male. 31, 794 173 1,679 545 67 677 836 270 343 270 31 322 149 173 1.726 1,030 383 598 32 338 60 614 187 312 620 350 851 49 421 345 174 348 169 235 302 251 361 395 28S 1,821 75 369 134 293 .54 49 167 205 299 1,272 308 Colored. Total. Fe- male. (I Includes uiiseparated colored. 58 EDUCATION. Tai'.le 8.— school ENROLLjrENT, CIEN.SUS OF 1890: PUBLIC COMMON SC?IOOLS, BY COl'NTIES— Coutinued. COIVIVECTICUT. 1880. Population 622, 700. Enrolled in jmblic common schools 118, 589 1890. Population 7-1(5, 2.58. Enrolled in public common scliools 126,505 G;iin of iiopulation 19. 81 ])fr cent. Gain of enrollment in public common sciiools.. . 6. 68 per cent. PUBLIC COMMON SCHOOL.S OF CONNECTICUT FOR THE YEAR ENDED JULY 14, 1890. TEACHEP.S Colored PUPILS, CUUNTIES. Aggre- gate. 3,226 550 611 333 168 816 389 153 206 White. Aggre- gate. White. Colored. Total. 3, 226 Male. Fe- I male. Total. M"l.- I „Se. j Total. Male. 62, 208 Fe- male. ; Total. i Male. 738 Fe- male. Thf Stitp a460 08 84 66 21 04 76 27 54 a2,766 ! 126,505 124,949 62,741 1.556 £18 .950 611 333 168 816 380 153 206 483 527 267 i 147 752 313 1 126 1 152 ' 23, 350 24, 165 10.640 6,056 36,719 \ 14,017 ! 4, 476 ■ 7, 082 23,021 23. 995 10,485 6, 037 , 36,082 13,862 4,452 7, 015 11,619 11,972 5, 303 3. 125 18, 291 6,074 2,198 3, 626 11, 402 12.023 .5, 182 2,912 17, 791 7,788 2.254 3.389 I 329 170 1.55 19 037 155 24 67 147 81 77 10 307 74 1 11 i ^1 182 89 I itchfiplfl 78 Midfllespx 9 330 81 13 36 DEL.AM'ARK. 1880. Population 146, 608. Enrolled in public common schools . . ." 26, 4l2 1890. Population 168, 493. Enrolled in public common scliools 31, 434 Gain of population 14.93 per cent. Gain of enrollment in public common schools 19. 01 per cent. PUBLIC COMMON SCHOOLS OF DELAWARE FOR THE YEAR ENDED .JUNE 30, 1890. ■ EACHERS. i ptirpiLS. ClOUNTIKS. Aggre- gate. 701 163 309 229 White. Colored. Fe- male. 60 ! Aggre- 1 gate. White. Total. 4,666 Colored. Total. 605 Male. 187 Fe- . male. 418 ; Total. i 30 38 28 Male. 36 Total. i Fe M'""- male. M.ile. Fe- male. The State ; 31, 434 26, 778 13, 228 ' 2. 946 ! 0,462 ",820 1 _ 13, 550 I 2, 348 2,308 Keut 133 271 201 40 18 129 93 253 72 16 5 15 14- 33 13 ! 7, 52.1 15, 105 8.804 6,024 13, 082 7,672 3.078 6,620 3, 852 1,501 2.023 1.132 1 780 I 1,005 i 563 721 Xewi-astle Sussex 1,018 569 »I8'I'RIC:T of ('Ol.miBIA. 1880. Population . . 1890. Poiiulatiou .-. Gaiu or population 177,624. Enrolled in public common scliools 26,439 230, 392. Enrolled in public common schools 36, 906 . 29. 71 per cent. Gain of enrollment in public common schools 39. .59 per cent. PUBLIC COMMON SCHOOLS OF THE DISTRICT OF COLUMBIA FOR THE YEAR ENDED JUNE 30, 1890. TEACHERS. PUPILS. DISTElU'l-. Aggre- gate. 745 White. Colored . Aggre- gate. 36. 906 White. Colored. Total. Male. Fe- male. Total. 250 ! Male. Fe- male. Total. Male. ^^{^ Total. Male. Fe- male. Total 495 60 435 1 32 i 218 1 23,574 1 11,458 12,116 13, 332 5, 853 7,479 a Winter term. INSTITUTIONS. 59 TAni.K §.— SC:riO0L ENROLLMENT, CENSUS OF 18flO: PL'BLIC COMMON SCIKlOLS, BY COUNTIES— Continued. FI.OKinA. 1880. Population 269. 493. Eurollecl in public common schools 1890. Population .391, -122. Enrolled in puLlio (/omnion schools Gain of population 45.24 per cent. Gain of enrollment in public common schools 43,304 91,188 .110.58 per cent. PUBLIC COMMO.N' SCHOOLS OF FLORIDA FOR THE YEAR ENDED SEPTEMBER 30, 1890. COUNTIES. The State . Alachua (a) . Balier Bradford Brevard Calhoun (a) . Citni.s.... Clay Columbia Pade De Soto . . Duval Escambia . . Frauklin (h) Gadsden . . . Hamilton . . Hernando (a) Hi-lsboro Holmes (rt) .. Jackson Jefierson (c) . Lafayette ... Lake Lee Leon Levy Liberty . . Madison . Manatee . Marion . . . Monroe . . ^Nassau Orause Osceola (rt) . Pasco Polk Putnam St. John Santa Koaa. Sumter Suwannee. . Taylor Volusia "VVakulIa Walton "Washinirton . Wliite. ■I'otal. Male. 2,577 .; 1,907 132 2!) (iU 46 56 '■ 78 ,! ! 55 |l 133 i 74 11 81 69 42 70 15 64 56 13 1 69 38 135 25 I 69 93 25 41 112 84 50 50 46 75 73 24 51 41 '^i 30 47 i 49 9 54 : 51 7 46 48 ' 18 ' 74 40 47 74 24 40 107 32 20 32 10 13 12 3 16 17 Fe- male. 844 1 1,063 41 4 19 31 9 16 26 32 6 14 62 39 4 3" 31 10 35 11 31 IS 3 3 23 19 23 14 31 56 4 13 19 28 25 49 11 13 23 17 27 80 57 23 34 37 6 31 42 ■ 20 22 '' 3(> 16 20 50 35 15 21 10 11 .57 35 2(1 14 6 43 ' 36 8 31 14 17 Colored. Total. 59 Male. 9 I 31 32 1 13 1 Fe- male. 27 20 13 ; 3 8 4 10 4 25 21 Aggre .ijate. 5, 843 1.069 2 338 687 680 572 1.257 3.053 170 1,615 4, 180 3,380 592 3,100 1, 94!) 661 2,777 1,304 4.291 4,018 928 2,237 263 3,789 1,8U 1 328 3,676 812 I 5,085 1,455 2, 126 2,615 829 1,175 2,427 2.682 1,365 2,384 1,417 3,035 773 ' 2,069 725 1,782 1,765 White Total. 2,651 821 2,016 599 490 499 994 1.638 170 1,597 1,720 1,907 375 1,088 1.257 445 2, 414 1,284 1.839 992 901 1,801 253 640 i 1,192 151 j 1,472 776 2, 286 { 866 j 1,187 1, 865 1 785 1,160 2,270 1,458 837 1 1,752 993 1, 700 730 : 1, 509 495 , 1.551 1 1, 405 I 28, 390 Fe- male. 1,374 404 1,116 286 270 269 473 846 88 861 851 1,002 182 576 648 248 1. 329 674 968 514 502 875 no 270 599 [ I 85 725 426 1,198 445 901 400 575 1,190 726 431 904 630 8S2 4J8 807 245 835 760 1,277 417 900 313 220 j 230 I 521 792 82 736 995 193 512 609 ; I 197 1,085 I 010 871 ! 478 j 399 926 137 270 ! 593 66 747 350 621 964 385 585 1,080 732 406 848 463 818 312 702 250 716 646 Colored. Total. Male. 3,192 248 322 73 r 263 I: 1,415 Fe- male. 18 2.466 1,383 217 2,102 692 216 363 20 2, 452 3. 026 27 430 10 3. 249 ' 622 177 2, 204 36 2,799 939 750 44 15 157 1, 224 528 632 424 1,335 43 560 230 231 360 1,555 122 157 54 i 100 , 42 132 663 10 1, 174 677 105 ; 1, 04S I 331 92 109 10 1,251 1,469 12 238 ' * i 1,468 ; 337 92 1,065 20 i 1,333 i 354 I 1 380 ! 372 j 26 ; 10 74 ] 605 256 301 206 663 20 273 115 110 176 1,637 126 165 34 90 31 131 752 1,292 706 112 1,064 361 124 194 10 1,201 1,657 15 198 6 1,781 285 85 1,149 16 1,466 245 559 378 18 5 83 619 272 331 219 672 23 287 115 121 184 a Sex of teachers estimated. h Sex of colored pupils estimated. c Sex of pupils estimated. 60 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. OEOROIA. 1880. Population 1, 542, 180. Enrolled in putjlic common si;liO(jls 237, 124. 1890. Population 1, 837, 353. Enrolled in public common schools 342, 562 Gain of population 19. 14 per cent. Gain of enrollment in public common scbools 44. 47 per cent. PUBLIC COMMON SCHOOLS OF GEORGIA FOR THE YEAR ENDED DECEMBER 31, 1889. COUKTIES. The State . Appling- Baker — Baldwin Banks Bartow . . Berrien . Bibb . - . . Brooks -. Brvau . . . Bullocli Burke Butts (Jallionu Cauulen (.'ampbell Carroll Catoosa Cliarlton I'hatliaiu Cliattahoochee . Chattooga Clierokee Clarke Clay (o) Clayton Clinch Cohb Coffee Colquitt... Columbia . Coweta Crawford -.- Da.le...^... T)awaon (a) - Decatur Dekalb Dodge Dooly Dougherty . Douglas Early KchoLs Ktiingham. . . Elbert Euuniuel (a) . Fannin Favette Floyd Foiwytii. I'rankliii (o) . Fulton (a) Gilmer Glascock (a) . Glynn Gordon Greene Gwinnett . . . Hahersham . Hall Hancock Haralson . . Harris Hart Heard Heury (a) . Houston . Irwin .Jackson . . Jasper . . . Jeft'erson . Aggre- 7,503 42 100 60 37 81 84 41 34 28 100 37 19 200 20 59 70 67 40 106 40 26 33 86 41 21 2D 109 78 45 57 31 51 37 12 34 45 41 123 54 58 43 56 26 37 67 61 92 60 98 53 77 62 .54 61 73 32 266 63 49 White. Total. 24 17 14 28 85 32 16 136 11 49 63 36 13 23 32 70 29 26 21 46 25 19 28 60 56 28 42 9 38 18 9 24 36 58 74 46 47 28 55 20 18 57 29 70 54 83 36 49 44 48 40 34 37 25 179 33 29 Male. 2,710 Fe- male. 2,295 6, 14 25 11 40 115 7 28 14 29 4 6 Colored. 14 15 48 23 43 11 48 35 8 28 ! 39 20 15 29 36 12 22 18 23 11 13 24 19 6 102 77 18 15 13 !6 Total. Male. 1,290 Fe- 1,208 342, 562 1,176 1,115 2,232 2,331 3,481 1,739 4,751 2,356 1,029 2,621 4,228 2,352 1.018 969 1,616 5,277 , 1,366 284 5,877 919 2,713 4,151 2,920 1,409 1,757 793 5,258 1,331 807 1,278 5, 310 1,563 1,186 1,654 4,309 3,386 2,285 2,735 2,090 2,270 1.380 406 1.050 3, 513 3,335 2,502 2,394 6.375 2,908 3, 554 10,656 1,648 3,486 3,441 4,981 2,569 3, 711 3.075 2,548 3,591 3,103 943 4,866 2, 528 2 209 Total. White. Male. 209, 330 860 356 904 1,871 2,335 1.477 2,584 1,203 602 2,li.6 1,086 1,115 575 348 1,053 4,552 1,243 200 3.238 421 2,217 3,903 1,237 444 1,272 594 3,381 1,069 807 606 2,357 952 1. 1.36 1,569 2,041 2,460 1,626 1,681 280 1.768 683 289 735 1,793 2,225 3,467 1,422 3,401 2,567 2, 766 7,446 2,881 666 610 3,187 1,161 4,074 2,420 1,594 2, 322 1,726 1,807 1,001 717 3,304 1,145 1.105 Fe- male. 100, 538 447 179 426 I 1,005 t 1,217 I 768 1.312 552 318 I 1,109 ■ 574 583 289 169 527 2,463 671 100 1.605 204 1,172 2.063 625 247 667 330 1.367 563 393 358 1.228 537 678 795 1.057 1.243 810 851 170 024 346 170 379 933 1,140 1,292 713 1,786 1,387 1,523 3,544 1.547 347 287 1.689 615 2,2rl 1,284 2. 128 463 1 258 I 829 1, 239 1 9.53 ' 994 549 400 1,803 540 501 419 177 478 866 1,118 709 1,272 651 284 1,017 512 532 286 179 526 572 100 1,633 217 1,045 1.840 613 197 605 264 1,624 506 414 338 1,129 415 .568 774 984 1.217 710 830 110 844 337 119 356 860 1,085 1,175 709 1,616 1,180 1,243 3,902 1,334 319 323 1.498 546 1,823 999 1.874 635 1,162 765 1,083 773 813 512 317 1,601 605 544 Colored. 133, 232 310 769 1,328 460 1,146 262 2,167 1,153 437 495 3,142 1,237 443 621 .562 725 123 84 2,639 498 496 248 1,683 965 486 198 1,877 262 683 2,053 611 60 85 2,268 926 759 1, 064 1,810 502 697 117 315 1,720 1.110 972 2, 974 341 788 3,210 18 300 1,038 299 2,280 907 325 693 1,600 149 2.117 753 823 1, 784 2,042 226 1,562 1,383 1,104 Male. 161 374 603 217 519 111 1,000 647 263 255 1.603 638 212 266 281 358 56 34 1.249 261 238 - 126 822 395 204 82 Fe- male. 270 1,628 274 30 39 1,123 405 343 .533 861 246 351 59 ■ 164 817 .570 17 461 1,333 160 434 1,534 12 147 497 160 1,045 496 163 361 7l6 72 1,068 391 425 844 974 113 800 661 557 149 385 725 213 597 151 ).167 006 174 240 1,539 599 2.il 355 281 367 67 50 1,390 237 258 122 861 570 281 154 312 1,425 337 20 46 1,145 521 410 521 949 256 346 58 151 903 540 18 511 1,621 181 354 1,676 6 153 541 139 1,235 411 162 332 884 77 1,049 362 397 940 1, 113 762 722 547 a Teachers estimated Iroui nnnil)fr jnul race of schools. INSTITUTIONS. 61 Table 8.— SCHOOL KNXfOLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, liV COLNTIKS— ('(mtiiiued. CJEORGIA— Cnntinitea. Aggre- gate. Johnson Jones Laurens Lee Liberty Lincoln Lowndes .... Lumpkin McDiiffie.... Mcintosh ... Macon Madison (ft) . Marion Meriwether . Miller Milton Mitchell Monroe Montgomery Morgan Murray Muscogee . . . Newton Oconee Oglethorpe - . Paulding (a) Pickens Pierce Pike Polk Pulaski Putnam Quitman Kabun Eandolph . . . Iticlimond . - - Eockdale Schley Screven Spalding Stewart Sumter Talbot Taliaferro... Tattnall Taylor Telfyir (a) . . . Terrell- Tliomas Towns Troup Twiggs Union Upson "Walker Walton "Ware (a) "Warren (et) . . Wasliington "Wayne (a)... Webster (a). White Whitfield . . . AVilcox AVilkes Wilkinson . . "U'-orth 31 56 17 30 60 120 29 21 69 38 ! White. Total. 59 23 70 30 29 65 'A 85 32 47 50 75 87 41 48 131 43 29 29 59 29 I OS 57 43 15 34 22 45 12 27 29 37 41 38 50 Hi 41 21 29 44 49 27 30 47 17 25 7 30 40 81 17 12 47 23 Fe- male. 20 4 7 17 29 14 5 3 22 16 9 6 10 10 29 4 12 3 2 6 n 4 23 11 10 12 26 19 9 3 IS 9 10 19 15 22 25 16 15 23 38 12 9 i 21 20 14 7 17 12 29 15 33 10 21 6 16 14 25 22 7 10 12 13 2 20 10 13 27 29 52 9 8 6 6 27 20 13 10 10 12 20 37 7 12 9 4 30 22 13 9 13 7 15 22 28 18 17 5 18 26 9 7 40 5 10 20 35 30 34 25 23 12 14 16 Colored. Total. Male. Fe- male. 13 19 12 17 6 17 3 12 10 10 10 6 12 19 12 12 5 12 14 20 6 9 19 12 Aggre gate. White. 1.702 2, 374 2,628 1.627 2,403 822 1.961 1,818 1, 593 1,520 2, (86 2,465 1,996 2,642 828 1,784 1,460 3,869 1,575 2,659 1,961 3, 835 2.854 1,616 2,849 2, 996 2, 254 1,227 3,724 2,935 2.144 1,881 792 1,405 2,354 6.077 1,763 1. 203 2,467 2, 363 3,115 4,190 1.939 1,134 2,274 1,755 893 2,705 4,463 1,242 4,338 1,308 2.475 2,352 3,371 3,99l4 1,628 2,132 5,088 I 1,310 i 1, 238 I 1,842 , 3,296 i 922 i 1,532 ; 1,835 1,195 Total. 1,262 648 1,503 317 906 594 084 1,674 717 208 797 1, .575 1.080 1.941 514 1,588 888 1,479 1,183 900 1,538 1, 742 1,367 870 1,157 2,675 2,201 939 2, 132 2,012 1.213 707 278 1, 405 1,168 3,182 1,044 006 1,570 1.107 831 1,649 822 522 1,680 1,208 570 1,279 2,159 1,242 1,567 566 2,424 1,284 2,999 2,558 1,206 901 2,424 829 475 1,609 2, 898 1,206 1,145 658 357 678 "196 483 305 360 896 375 88 404 837 532 902 278 439 701 021 462 820 797 736 461 605 1,479 1,139 517 1,118 1,012 594 370 136 762 558 1,239 567 315 849 575 450 805 432 266 942 627 296 664 1, 081 686 810 270 1, 303 693 1,671 1,393 653 443 1,254 402 231 905 1,496 427 ' 586 540 362 Fe- male. 604 291 825 121 423 289 324 778 342 120 i 393 738 ' 548 > 97ft ' 761 449 718 562 438 718 945 631 409 552 1,196 1,062 422 1,014 1,000 619 337 142 643 610 1,943 477 291 721 532 381 844 ,390 256 738 581 274 615 1.078 556 757 296 1.121 591 1,328 1,165 553 458 1,170 427 244 704 1,402 381 620 605 ; 334 ' Col(. Total. 440 1,726 1,125 1,310 1,497 228 1,277 144 876 1. 312 1,289 890 916 701 314 2. 390 392 1.759 423 2,093 1,487 746 1, 692 321 63 288 1,592 923 931 1,174 514 Male. 1,186 2,895 719 .597 897 1,256 2,284 2,547 1,117 612 594 547 323 1,426 2,304 2,771 742 51 1,068 372 1,436 422 1,231 2, 664 481 703 233 114 326 690 499 215 870 512 650 704 610 79 427 570 556 413 432 314 150 90 225 1,104 210 215 935 766 380 820 155 20 125 769 444 425 541 262 1.319 373 287 415 611 1,109 1, 237 533 302 304 244 161 678 1,154 1,353 340 23 518 195 087 193 585 1,292 240 383 112 186 62 154 310 257 Fe- male. 225 856 613 660 793 130 667 65 449 736 477 484 387 164 106 347 1. 286 182 891 208 1.158 721 366 872 166 27 163 823 479 506 633 252 628 1 576 346 310 482 645 1,175 1,310 584 310 290 303 162 748 1,150 1,418 402 28 550 177 749 229 646 1,372 241 380 121 212 5:^ 172 380 242 a Teai-beT's uslimated IVom number ami race of scliools. 62 EDUCATION. Table 8.— SCHOOL ENROLLMf^NT, CENSUS OF 1890: PUBLIC COiMMON .SCHOOLS, BY COUNTIES— Cdiitinneil. IDAHO. 1880. Population 32, 610. Eurolled in public common schools 5, 834 1890. Pojiulation 84, 385. Eniollecl in public common schools 14, 311 Gain of population 158. 77 per cent. Gain of enrollment in public common schools 145. 30 per cent. PUBLIC COMMON SCHOOLS OF IDAHO FOR THE YEAR ENDED SEPTEMBER 1, 1890. TEACHERS. j i PUPILS. COUNTIES. -Aggre- gate. White, (a) Colored. ! Aggro- ' gate. White, (d) Colored. Total. Male. Fe- male. 208 16 23 7 15 11 9 4 4 15 6 26 6 7 11 17 11 5 15 Total. Male. Fe- male. Total. Male. Fe- male. Total. 1 M^'l- ' lie. 389 389 181 14, 311 14, 311 6,943 7, 368 1 Ada 33 35 22 35 17 26 9 6 24 9 47 10 15 19 30 16 11 25 33 35 22 35 17 26 9 6 24 9 47 10 15 19 30 16 11 25 17 12 15 20 6 17 5 2 9 3 21 4 8 8 13 5 6 10 2 136 2.136 526 702 2.349 454 917 210 215 621 254 1,401 282 816 260 1.064 191 615 1,299 1.036 255 1.100 271 i AlturJis 526 702 2.349 454 917 210 215 621 254 1.401 282 815 260 1.064 191 615 1.29Ei- ::;::::; 341 1 361 1. 140 1, 209 220 2.34 445 472 ] : i:: .. ... 102 104 301 123 680 139 386 126 550 93 272 630 108 111 320 131 73) 143 429 134 514 98 343 669 ; 1 1 1 Oneida (c) Owyhe.e - j i 1L.I.IIVOIS. 1880. Population .3,077,871. Enrolled in public common schools' 704,041 1890. Po]iulatiou 3, 826,351. Enrolled in public common schools 778,319 Gain of population 24. 32 per cent. Gain of enrollment in public common schools 10. 55 per cent. PUBLIC COMMON SCHOOLS OF ILLINOIS FOR THE YEAR ENDED JUNE 30, 1890. COUNTIES. The State . Adams Alexander . Bond Boone Brown Bureau Calbouu Carroll Cass Chamijaign . Christian. Clark Clay ClintoD . . . Coles Douglas... Dupage . .. Edgar Edwards .. Ethngham. Fayette - . Ford Frai.klin . Fultou . . . Gallatin . . Aggre- gate. 316 63 125 143 110 344 38 -.91 109 357 234 185 140 89 244 Coolc i 3. 251 Crawford 177 Onmberland 151 Dekalb 308 Dewitt 158 126 249 190 190 110 344 82 White. (!)) 312 45 125 143 110 .344 38 j 191 109 357 234 185 140 .89 244 3. 251 177 151 308 163 158 126 249 190 190 110 344 81 Male. 59 35 123 104 82 69 38 101 77 04 68 60 105 52 82 109 56 Fe- jnale. 231 32 69 130 76 267 16 132 74 234 130 103 71 51 143 2.989 100 87 240 97 91 95 170 49 34 85 138 28 235 25 Total. !: Male 1 ! Fe- male. White. Ill) Colored. gate. Total. 772, 860 Male. Fe- male. Total. Male. Fe- n)ale. 778, 319 394, 501 5.619 985 2 166 3,370 1,533 4,014 940 2,36] 1,938 5, 820 4.160 3,111 2,481 1,941 3, 940 74, 445 2, 695 2,319 3,317 2,179 2,412 2, 19(1 3, 543 1,470 2,195 3, 45] 2, 330 2,722 5,341 1 , 992 378, 369 5, 450 290 993 2, 692 140 522 2, 767 11, 534 2. 975 4 298 11,244 1.982 4,298 2,766 3, 059 8, 090 1.819 4,554 3, 817 11,278 7.919 6,305 4,673 3,529 7,875 149, 625 5. 139 4,568 6, 479 4, 319 4, 743 4,191 6. 923 2,774 4, 305 0,610 4, 595 5, 171 10, 590 3. 809 5,625 997 2,132 1.396 1, 526 4,076 879 2. 193 ],879 5. 452 3,759 2, 994 2,192 1, 588 3, 929 75, 180 2,444 2, 249 3, 162 2, 140 2, 331 2,001 3, 380 1,304 2,110 3, 159 2,265 2, 449 5, 249 1,817 150 471 2. 767 3 059 1 1 8,090 1,819 4,554 3, 817 11.293 7 919 io 7 S 6,105 4,674 3, .545 7,924 150, 901 5 139 I 10 49 1,270 1 8 18 635 8 3] 641 4 568 ' 6,489 : 4, 326 ■', 743 10 7 4 4 6 3 4.190 Ij. 925 2,774 4 305 8 2 4 1 ■i ] 6,612 4,595 ' 2 ,, 5 171 10, 5B0 3, 822 8 a Xumbcr ot" lirensed (eat^bers. b Includes uiise])aiated colomd. (■ Sex of jnijiils reported by IoIh ecuiiity siiperiDtendent. INSTITUTIONS. 63 Taklk 8.— school enrollment, CENSUS OF 1890: PUBLIC COMMON .SCHOOLS, BY COUNTIES— Coutiimed. Il^l-IlVOIS-routinued. TEACHERS. Aggre jiate. 6, 192 5,038 4,987 7, 931 1,939 2,510 7,610 9, 249 6, 983 5,058 6,031 3.853 .5,696 4,475 11,590 6,455 2,541 8,006 4, 808 15, 947 4,176 6,802 10,621 6,074 7, 157 6, 057 13, 568 8,300 9, 041 10, 253 6,682 3,089 4,546 3, 134 3,445 4,857 2,463 8,373 6,690 3. 927 7,708 13,423 4, 360 4.893 8.694 4,063 3, 133 1,219 .5,415 4,519 8,462 12, O08 5,830 12, 235 4,613 2,614 8,985 2, 451 7,325 7,155 5,801 12,342 3,235 4,930 4,234 7,116 6.665 7,619 11,918 0,847 7.377 4, 854 PUPILS. COUNTIES. Aggre- gate. White, (a Fo. male. 96 171 23 246 7 83 291 265 73 80 179 92 295 ■ 211 93 264 152 463 72 210 378 99 182 193. .'oloieil. White. («) Colored. Total. Male. 51 33 80 105 27 ■M Total. Male. Fe- I male. - ■ Total. 6, 181 ,5, 039 4,987 7,930 1,841 2,510 7,582 9,249 6,822 5,058 5, 976 3,819 5,696 4, 475 U, 520 0,455 2, 541 7,844 4.808 15.933 4,160 6,800 10, 552 6, 034 7,119 6,037 13, 493 8,180 9,641 10.113 0,611 3,089 4,546 3, 134 3.445 4,857 3, 463 , 8, 322 6,514 3, 927 7,708 13,310 4,251 4,893 8,623 3, 997 3.0i7 1,219 5, 389 4,519 8,399 11, 835 5, 830 11,733 4,613 3,614 8,985 3,4.51 7, 325 7,155 5,801 12,319 3.235 4,930 4,224 7, 116 6,616 7,619 11,918 6.847 7,351 4,854 Male-. 3. 181 2,344 2, 659 4,009 1,000 1,263 3.911 4, 863 3, 477 2,677 3,026 1,968 2,888 2,344 3, 832 3,422 1, 332 3,977 2,505 8,064 3,151 3,561 5,562 3, 098 3, 623 3,127 6,747 4, 179 4,969 5, 185 3,454 1,536 2, 309 1.637 1. 732 2,501 1,325 4, 256 :i. 383 1, 993 4,070 6,603 2,173 2, 538 4,471 2, 073 1,542 627 2, 753 2, 317 4.210 6,320 3,017 5, 857 2,351 1,360 4,639 1,301 3, 752 3, 686 3, 030 6,287 1,649 2,433 2,130 3,661 3,335 3,919 6,237 3, 664 3.650 3,562 Fe- male. Total. ■11 9 Male. 3 Fe- male. 147 304 103 351 34 117 364 369 155 154 161 98 229 78 345 366 116 328 186 567 133 283 477 173 243 252 496 227 273 227 189 143 131 65 94 213 66 230 183 140 347 377 115 177 276 66 61 48 140 135 276 266 90 343 145 72 270 115 254 197 101 397 88 325 115 248 170 258 363 119 298 180 147 204 103 351 34 117 3, 000 2,485 2, 328 3, 921 841 1,245 3,671 4,386 3,345 2. 381 2,950 1,851 2.808 2,131 5,688 3, 033 1,209 3, 867 2,303 7,869 2.009 3,239 4. 990 2, 936 3, 496 2,930 6, 746 4, 001 4,672 4,928 3, 157 1,553 2,237 1,497 1,713 2,356 1.138 4,066 ' 3,131 1,934 3,638 6,707 2,078 2,355 4.152 1, 924 1.475 592 3, 636 2,303 4,189 5, 515 3,813 3,878 2, 262 1,254 4,346 1, 50 3,573 3, 469 3, 751 6, 03a 1.586 2,497 2,094 3, 455 3. 281 3,700 3. 681 3,183 3,701 3,292 4 6 Grundy 1 98 1 43 ' 35 Henry. 364 1 73 369 ! 104 152 I 79 154 ' 74 28 10 3' 2 1 161 92 69 161 97 229 78 345 266 116 328 186 567 133 283 477 173 243 252 496 227 273 227 189 143 131 65 94 213 66 230 183 140 347 377 115 177 276 65 59 48 140 135 276 263 96 343 145 72 270 115 254 197 101 397 88 225 113 248 170 358 363 119 298 ISO 84 37 50 56 50 55 33 64 34 102 61 73 99 74 61 59 130 88 119 no 61 39 48 22 32 64 30 82 63 34 98 78 41 73 120 41 31 10 52 49 48 123 78 124 34 35 125 33 72 53 61 1.38 47 62 45 109 101 79 65 88 41 49 35 34 27 16 1 1 18 70 34 Ktndall 162 73 87 14 16 2 69 40 38 8 6 6 Lee 2 . 35 15 20 34 [g M^'Tfi^Tirv 366 139 154 137 128 104 83 43 62 149 36 148 120 86 219 299 74 104 156 24 28 38 88 86 228 140 18 219 111 37 145 82 183 144 40 259 41 163 70 139 69 179 298 31 357 131 75 120 37 43 38 75 140 71 64 40 76 31 Marshall ... 31 176 29 78 ''2 98 Oirlo 113 109 57 48 Pike 71 66 116 40 35 46 ;ii 1 2 1 1 i ■!1 70 26 8 Ricliland 63 173 38 80 St Cliiir 3 2 i 03 300 243 Scott ■ A^erniilion 23 11 T^ Wabash "Waviie White 49 28 '^i Whiteside Will 26 .... 13 Wuodforrl a Includes uiiseparated colored. 64 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contiimecl. IIVBIAIVA. 1880. Population 1,978,301. Enrolled in public common schools 512,201 1890. Population 2, 192, 404. Enrolled in public common schools 505, 516 Gain of population 10.82 per cent. Loss of enrollment in public common schools 1.31 per cent. PUBLIC COMMON SCHOOLS OF INDIANA FOE THE YEAR ENDED AUGUST 31, 1890. Parke . . . Perry . . . Pike Porter, Posey Pulaski Putnam Randolplx Ripley Rush' a liicliuU'!^ uiiseparatod ci INSTITUTIONS. 65 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. INBIAIVA— Continued. i Aggre- gate. "V TEACHERS. PUPILS. COUNTIES. rhite. (a) Colored. Aggre- gate. "White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 192 59 169 163 65 110 143 93 223 103 49 227 88 244 196 103 142 150 213 127 137 142 192 59 169 163 65 110 143 93 222 103 49 208 88 238 196 102 142 150 213 127 13 142 88 40 108 82 43 27 83 34 77 83 23 49 39 66 80 33 104 112 80 75 77 73 104 19 61 81 22 83 60 59 145 20 26 159 49 172 116 69 38 38 133 52 60 69 7,336 2,289 6,726 5,197 2,050 3,449 5,326 3,362 7,971 4,870 1,791 8,544 3,192 9,545 6,813 2, 878 5,522 5,068 7,546 5,853 4,474 4,707 7,233 2,289 6,726 5.197 2,056 3,449 5,326 3,362 7,891 4,870 1,791 7,662 3,192 9,291 6,813 2,878 5, 522 5, 068 7,320 5, 853 4,474 4,707 3,706 1,248 3,506 2,679 1,062 1, 725 2,731 1,700 3,915 2,551 930 3,906 1,624 4,695 3,482 1, 469 2,892 2,693 3,610 3,016 2,377 2,469 3,527 1,041 3,220 2,518 994 1,724 2,595 1,662 3,976 2,319 861 3,756 1,568 4,596 3,331 1,409 2,630 2,375 3,710 2,837 2,097 2,238 93 33 60 Scott Spencer 1 1 80 45 35 1 19 8 11 882 450 432 Vi"-o 6 5 1 254 118 136 226 103 123 Wells White 1 1 1880. Poiralation 1,624,615. 1890. Population 1,911,896. Gain of population 17. 68 per cent. Enrolled in public common .schools 425, 665 Enrolled in public common schools 493, 267 Gain of enrollment in public common schools 15. 88 per cent. PUBLIC COMMON SCHOOLS OF IOWA FOE THE YEAR ENDED SEPTEMBER 15, 1890. TEACHERS. Aggre- gate. 26, 567 355 261 211 243 245 369 317 344 193 243 249 325 153 279 239 295 250 281 214 213 191 304 262 268 332 188 236 276 233 74 249 69 380 238 245 Audubon Blaokhawk Bremer Butler Calhoun Carroll Cass Cedar Cerro Gordo Chickasaw . . Clarke Clay Clinton Dallas Decatur Dickiuson Fayette Flivd Franklin ED 5 "White, (a) Total. 26, 567 355 261 211 243 245 317 344 193 243 249 325 153 279 239 295 250 281 214 213 191 304 262 268 332 188 236 276 232 74 249 69 380 238 245 Male. 5,460 Fe- male. 21, 107 271 208 180 167 169 284 256 282 163 190 208 264 128 208 183 54 241 29 221 76 205 34 180 34 179 39 152 58 240 41 221 67 201 74 258 64 124 50 186 42 234 46 186 20 64 39 210 15 64 72 308 31 207 40 205 Total. Male. Fe- male. I 1 4,138 3,803 4,887 5,393 3,598 5,959 6,386 6,863 3,601 5,048 3,756 4,350 3,580 4,840 6,154 4,776 3,733 4,570 4,307 3,066 2,516 6,983 9,140 5,617 6,369 4,488 4,674 4,434 7,464 1,114 8,543 1,128 6,192 4,132 3,739 a Includes unseparated colored. Aggre- 493, 367 "White, (a) Total. 491, 997 4,138 3,793 4,887 5,378 3,598 5,958 6,386 6,860 3,598 5,048 3,750 4,350 3,580 4,833 6,152 4,768 3,730 4,567 4,307 3,066 2,516 6,982 9, 097 5,616 6,366 4,471 4,665 4,434 7, 363 1,114 8,506 1,128 6,182 4,132 3,732 Male. 251, 157 2,183 2,042 2,526 2,738 1,858 3,096 3,142 3,580 1,790 2,679 1,959 2,158 1,838 2,533 3,185 2,390 1,836 2,335 2,221 1,522 1,366 3,541 4,536 2,848 3,192 2,241 2,304 2,336 3,659 561 4,283 585 3,174 2,084 1,928 Fe- male. 240, 840 1,956 1,751 2,361 2,640 1,740 2,862 3,244 3,280 1,808 2,369 1,791 2,192 1,752 2,300 2,967 2,378 1,894 2,232 2,086 1,544 1,150 3,441 4,561 2,768 3,174 2,230 2,361 2,098 3,703 553 4,223 .543 3,008 2,048 1,804 Colored. Total. 15 102 37 Male. Fe- male. 51 21 "5 "3 66 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. lOWA-Continued. TEACHERS. COUNTIES. Aggie gate. Fremont Greene G-rundy Guthrie Hamilton Hancock Hardin Harrison Henry Howard Humboldt Ida Iowa Jackson Jasper •lefferson .Johnson .Jones Keokuk Kossuth Lee Linn ■ Louisji Lucas Lyon Madison Mahaska Marion Marshall Mills Mitchell Monona Monroe Montgomery . . Muscatine O'Brien Osceola Pa.Tg Pafo Alto ..... Plymouth Pocahontas . . . Polk Pottawattamie Poweshiek Ringgold Sac Scott Shelby Sioux Story Tama Taylor IJ nion Van Buren Wapello Warren Wiishington AA^ayne Webster Winnebago . . . Winneshiek... Woodbury Worth Wright 285 347 217 335 279 146 315 338 264 170 179 240 311 260 408 221 448 319 307 245 248 493 190 197 157 301 354 291 353 180 206 294 183 256 241 220 124 288 171 246 206 522 601 319 276 270 274 302 277 304 397 294 281 235 249 305 267 331 261 407 160 222 White, (o) Total. 285 347 217 335 279 146 315 338 264 170 179 240 311 260 408 221 448 310 307 245 248 493 190 197 157 301 354 291 353 180 206 294 183 256 241 220 124 288 171 246 206 522 561 319 276 270 274 302 277 304 397 294 281 235 249 298 305 267 331 99 261 407 160 222 Male. Fe- male. 220 291 171 245 232 115 245 281 213 135 154 168 231 221 315 185 392 284 241 186 188 431 148 156 121 226 287 223 280 110 160 244 155 193 194 170 92 228 141 189 178 429 462 250 227 208 204 204 215 224 324 224 232 189 202 231 272 184 274 58 2(11 329 119 173 Colored. Total. Male. Fe- male. Aggre- gate. 4,402 4,572 3,627 4,951 4,466 2,221 5,394 6,061 4,697 2,890 2,705 2,879 5,206 6, 062 6,990 4,003 5,778 5,209 6,908 3,517 6,907 11,125 3,214 4,107 2,232 4,700 7, 429 6,733 6,490 3,872 3, 608 4,745 3,495 4,577 5,228 3, 296 1,503 5,810 2,568 5,108 2,609 13, 914 10, 017 5,274 4,170 4,092 8,619 5,061 4,300 6,106 6,170 6,049 4,893 4,861 7,277 5.592 4,642 4,941 6, 925 1,795 5, 555 8,998 2,548 3,228 White, (a) Total. 4,400 4, 572 3,625 4,944 4,466 2,221 5,394 6,058 4,606 2,889 2,704 2,879 5,206 6,062 6,971 3,994 5,778 5,197 6,901 3,517 6,657 11, 073 3,207 4,031 2,232 4,700 7,352 6,730 6,496 3,871 3.608 4,745 3,475 4,565 5,218 3,295 1,503 5,790 •3, 568 5,108 2,609 !3,837 9,998 5,273 4,170 4,092 8,562 5,061 4,300 5,106 6,161 5, 030 4,884 4,858 7,206 6, 586 4,626 4,941 5,925 1,795 5,656 8,988 2,548 3,228 Male. 2,377 2,334 1,814 2, 436 2,354 1, 220 2,769 3,003 2,355 1,518 1,342 1,468 2,635 3,103 3,509 2,004 3,090 2,733 3,512 1,833 3,413 5,689 1,642 2,085 1,239 2,333 3,776 3, 395 3,367 1,980 1,809 2, 356 1,637 2,246 2,761 1,713 789 2,912 1,173 2,678 1,317 6,749 5,132 2,574 2, 199 2, 173 4,653 2,646 2,229 2,506 3, 125 2,594 2,616 2,474 3,602 2,806 2,330 2,481 2,978 931 2,855 4,513 1,337 1,696 Fe- male. 2,023 2, 238 1,811 2,508 2,112 1,001 2,625 3,055 2,251 1,371 1,362 1,411 2,571 2,959 3, 462 1,990 2,688 2,464 3,389 1,684 3,244 5,384 1,565 1,946 993 2,367 3,570 3, 335 3, 129 1, 891 1,799 2,389 1,838 2,319 2,457 1,582 714 2,878 1,395 2, 430 1,292 7,088 4,866 2,699 1,971 1,919 3,909 2,415 2,071 2,600 3,036 2,436 2,268 2,384 3,604 2,780 2,296 2,460 2,947 864 2,700 4,475 1,211 1,532 Colored. Male. 260 7 76 77 3 i 57 111 28 3 44 Fe- male. a Includes unseparated colored. INSTITUTIONS. (57 Table S.— .SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. KAIVSAS. 1880. Population 996,096. Enrolled in public eommou schools 246,128 1890. Population 1,427,096. Enrolled in public eommou schools 399,322 Gain of population 43. 27 per cent. Gain of enrollment in public common schools 62.24 per cent. PUBLIC COMMON SCHOOLS OF KANSAS FOE THE YEAE ENDED JUNE 30, 1890. COUNTIES. The State . Allen (6) Anderson (&) . Atchison (c) . . Barber Barton Bourbon (d) Brown (6) Butler Chase Chautauqua (b) . Cherokee... Cheyenne - . Clark Clay (0 (.0 . Cloud Coffey (6).... Comanche . . . Cowley Crawford (g) . Becatur Dickinson (&) . Doniphan (6) . Douglas Edwards (/) . . Elk Ellis Ellsworth (6) . Finney Ford Franklin (/) . . Garfield . Geary ... Gove (g) . Graham . Grant . . . Gray (ft).... Greeley (g) . Greenwood . Hamilton. .. Harper Harvey Haskell Hodgeman (6) . Jackson (&) Jefferson Jewell Johusou Kearny Kingman (6). Kiowa Labette (t;) Lane Leavenworth (c) . Lincoln Linn ib) Logan Lyon McPherson., Marion (6)... Marshall (c) . Meade (/) (A) Miarai(&) Mitchell Montgomery {g) (6) . Morris Morton (d) Nemaha ig) (b) . Neosho (&) Ness (i) Norton {g) 12, 260 112 lie 139 99 no 185 107 223 150 80 50 150 146 142 48 181 186 134 156 90 142 47 120 67 97 48 34 62 56 107 36 63 26 124 31 113 123 37 57 115 132 190 123 31 97 53 181 48 146 94 154 59 186 152 153 183 64 151 149 174 107 13 170 146 89 151 Wliite. (a) 12, 175 112 145 129 99 110 178 107 223 88 133 150 80 50 150 146 142 48 181 186 134 139 47 120 67 97 48 83 141 34 62 56 107 36 63 26 124 31 113 123 37 57 115 130 190 123 31 97 53 178 48 134 94 154 59 186 152 153 183 i 64 150 149 174 105 13 170 146 89 151 Male. 4,852 54 50 52 40 45 56 42 102 28 63 63 25 10 60 61 50 17 no 79 42 76 33 42 19 45 30 25 13 38 56 15 15 20 40 14 24 13 53 14 46 45 18 21 43 Fe- a Includes unseparated colored. b Ntuuber and sex of colored pupils estimated. e Colored pupils partly estimated. d Sex of teachers based on the report for 1889. <-■ Report for 1889. 7,323 58 95 77 59 65 122 65 121 60 70 67 55 40 90 85 92 31 71 107 92 80 55 97 28 75 37 72 35 45 85 19 47 36 67 22 39 13 71 17 67 72 64 100 63 17 40 32 no 36 87 48 75 37 126 80 81 108 38 94 97 94 62 Colored. Total. Male. 38 Fe- male. Aggre- gate. 399, 322 4,518 4,213 5,833 2,504 3,403 7,407 5,748 7,457 2,477 4,496 8,331 1.278 '811 5,254 5,760 5,326 861 6,590 6,296 2,831 6,356 3,626 5,848 1,146 4,154 1,789 3,144 423 1,883 5,809 ;,422 902 ,688 502 4.680 352 822 4,510 5,238 6,483 4,762 477 2,760 1,064 8,364 623 7, 238 3,052 5,097 891 6,346 5,690 5,606 6,983 1,752 5,315 4,602 7,233 3, 430 258 0,047 5, 781 1,426 3,481 White, (a) Total. 389, 703 4,448 4,113 5, 102 2,504 3, 403 6,996 5,628 7,457 2,477 4,436 8,331 1,278 811 5,254 5, 745 5, 266 836 6, 448 6,083 2,827 6,296 3, 426 5, 321 1,146 4,154 1,789 3,114 423 1,883 5,809 388 2,351 902 1,688 547 896 398 4,240 622 3, 870 4,686 352 797 4,410 5,113 6,481 4,'762 477 2,705 1,060 8,008 621 5,874 3,042 4,847 891 6,346 5,680 5,584 6,918 1,752 5,175 4,602 0, 833 3, 325 258 .5,977 5, 665 1,426 3,481 200, 386 2,345 2,122 2,641 1,279 1,713 3,647 2,954 3,832 1,356 2, 264 4,172 665 425 2,609 3,023 2,703 433 3,355 3,113 1,425 3,301 1,768 2,699 575 2,124 1,612 216 989 2,968 201 1,202 477 825 287 461 208 2,184 299 1,943 2,395 206 405 2,233 2,707 3,280 2,480 213 1,416 592 4,000 308 3, 069 1,631 2,434 482 3,269 3,003 2, 946 3,579 932 2,616 2,337 3,411 1,697 133 3,064 2,894 743 1,835 Fe- male. 189, 317 2,103 1,991 2,461 1, 225 1,690 3,349 2,674 3.625 1,121 2,172 4.159 '613 386 2, 645 2 722 2,970 1,402 2,995 1,658 2,622 571 2, 030 890 1,502 207 894 2,841 187 1,149 425 863 250 435 190 2,056 323 1,927 2,291 146 392 2,177 2,406 3,201 2,282 264 1,289 468 4,008 313 2,805 1,411 2,413 409 3,077 2,677 2,638 3,339 820 2,559 2,265 3,422 1,628 125 2,913 2,771 683 1,646 Colored. Total. 9,619 70 100 731 411 120 60 25 142 213 4 60 200 527 25 100 125 55 4 356 2 1,364 10 250 400 105 70 116 Male. 4,611 30 60 325 184 60 30 10 30 15 68 123 30 100 200 25 3 160 1 610 7 125 200 59 /Sex of teachers estmiated on ratio showu in rest of state. g Teachers from report of county superintendent to Census Office. ft Pupils from report for 1889, i Teachers from report for 1889. Fe- male. 68 EDUCATION. Table § SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. KANSAS— Continued. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 192 164 117 78 184 146 9U 106 213 177 132 110 120 67 81 127 34 279 23 237 90 105 184 104 28 30 266 130 48 95 44 221 54 138 92 174 192 164 117 78 184 146 90 106 213 177 132 108 119 67 81 127 34 279 23 216 90 105 184 104 28 30 266 130 48 95 44 221 54 138 92 156 55 53 41 25 80 57 31 70 96 60 53 62 42 23 33 54 14 109 4 66 20 60 49 60 11 12 121 40 18 46 20 73 16 68 32 46 137 111 76 53 104 89 59 36 117 117 79 56 77 44 48 73 20 170 19 150 70 45 135 44 17 18 145 90 30 49 24 148 38 70 60 110 7,092 4,038 3,937 1,733 4,503 5,286 2,748 2,103 7,574 5,798 .3,856 3,803 2,703 1,743 2, 117 4,476 371 10, 339 482 10, 690 1,343 1, 362 5,046 2,786 333 451 9,315 1. 855 879 3,409 587 6,505 684 5,079 2,862 9,481 6,717 4,023 3,910 1,733 4,503 5,226 2,676 2,103 7,574 5,798 3,856 3, 723 2,664 1,741 2,117 4,400 371 10, 186 479 9,340 1,343 1,362 5,046 2,686 333 451 9,308 1,855 879 3,259 587 6,505 684 5,053 2,852 8,506 3,399 2,146 2,052 900 2,351 2,724 1,406 1,078 3,953 3,036 1,983 1,964 1, 290 905 1,107 2,280 193 5,149 240 4,563 690 733 2,572 1,427 157 224 4,740 949 470 1,743 304 3,409 376 2,630 1,469 4,150 3,318 1,877 1,858 833 2,152 2,502 1.270 1,025 3,621 2,702 1,873 1,759 1,374 836 1,010 2, 120 178, 5,037 239 4,777 653 629 2,474 1,259 176 227 4,508 906 409 1,516 283 3,096 308 2,423 1,383 4,356 376 15 27 200 7 12 175 15 ; Phillips 60 72 35 43 25 Pratt (6) Kepublic Rice (c) Eilev lb) 2 1 1 1 1 80 39 2 35 20 45 19 Rush Eu3sell 76 25 51 Scott 153 3 1,350 79 641 1 21 12 j 9 1 1 Smilh ' "1 Stafford ^b) 1 100 50 50 7 4 3 Thomas Trego 150 75 75 Wichita 26 i 10 975 8 3 460 7 Wyandotte (6) 18 8 10 515 a Includes unseparated colored. /; Number and sex of colored pupils estimated. c Teachers from report of county superintendont to Census Office. (Z Colored pupils partly estimated. e Sex of teachers estimated on ratio sliown in rest of state. INSTITUTIONS. 69 Table 8 SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. KENXITCKY. 1880. Population 1, 648,690. Enrolled in public common schools 292, 4li7 1890. Population 1, 8.58, 635. Enrolled in pubUc common schools 408, 966 Gain of population i 12. 73 per cent. Gain of enrollment in public common schools 39. 85 per cent. PUBLIC COMMON SCHOOLS OF KENTUCKY FOK THE YEA.R ENDED JUNE 30, 18'J0. COUNTIES. The State . Adair Allen Anderson . Ballard.... Barren BatU Bell Boone ... Bourbon - Boyd Bovlr Brill- lien Breatliitt Breckinridge . Bullitt BiitlcT Caldwell . ( 'alloway. Campbell . Carlisle . . Carroll . . . Carter Casey Christian. Cliirk .... Clay Clinton Crittenden .. Cumberland - Daviess Edmonson. Elliott Estill Eayette ... Fleming- - - Floyd - - . - Franklin . Fulton ... G-allatin . . Garrard . . Grant . Graves . . . Grayson . . Green Greenup . Hancock . Hardin . . . Harlan — Harrison . Hart Henderson . Henry Hickiuan.. . Hopkins . . . Jackson — Jefferson . . Jessamine. Johnson.. - Kenton Knott Knox Laruo Laurel Lawrence - Lee Leslie Letcher . . - . Lewis Lincoln Livingston . Aggre- gate. 9,0ill 77 43 i8 114 6i 57 57 73 56 48 58 70 120 47 90 73 81 127 40 43 73 73 169 65 85 39 74 54 143 56 101 81 Wliite. Total. 129 102 50 130 57 85 94 131 71 55 114 00 514 44 60 125 18 44 40 86 54 55 49 43 54 33 55 68 105 40 83 62 72 136 37 38 73 68 108 48 65 48 118 19 52 54 73 74 77 G2 31 25 109 99 52 65 45 114 55 73 81 96 60 44 97 00 418 29 66 115 47 74 52 81 84 34 Male. 3,938 Fe- male. 3,853 37 48 54 9 49 41 26 34 19 11 45 39 36 18 .53 21 49 27 45 31 32 32 10 39 56 24 16 9 11 32 64 51 26 23 27 58 53 37 51 39 29 22 47 43 41 10 54 30 40 49 27 51 53 17 30 50 38 23 32 45 43 26 42 18 5C 2 36 30 57 31 23 50 17 377 19 12 85 7 25 25 30 31 17 18 4 45 42 Colored. 11 ; 9 1 Fe- male. Aggre- gate. 408. 966 3,932 3,308 2.272 2,131 5,511 3.059 1.914 2,316 2, 675 3,104 2, 313 2,562 2,546 4, 574 1,841 3,683 3, 236 4,310 7,025 1,891 2, 020 4,178 2,812 7,104 2,693 2,672 2, 123 3,393 2,484 6,652 2,319 2,877 2,613 4,720 3, 838 3,090 3,790 1,902 1,164 2,428 2,953 7,361 5,246 2,765 3,343 2,280 3,319 2,109 3,523 4,537 6,135 3,033 3,020 5, 422 2,357 26, 490 1,989 2,989 6,604 1,481 4,131 2,296 4,362 5,982 1, 535 1, 663 2,191 3,652 3, 599 2,614 354, 250 3,314 3,012 2,062 1,728 4,338 2,686 1,843 2,120 1,390 2,909 1,405 2,443 2,481 4,141 1,663 3,476 2, 668 3,961 6,950 1,766 1,848 4,143 2,689 3,907 1,932 2,508 2, 032 3,130 2,217 5,534 2,143 2,877 2,553 3,177 3,485 3,083 3, 007 1,498 1, 045 1,675 2, 819 6.529 5,125 2, 174 3,253 2,109 2,746 2,069 3,068 3,892 4,449 2,547 2,515 4,727 2, 357 20, 742 1,225 2,989 6,129 1,449 3,978 2,126 4,231 5,910 1,474 1,663 2,191 3,616 2,825 2,425 Male. 183, 145 1,760 1,557 1,105 929 2, 239 1,383 953 1, 050 673 1,459 745 1.276 1,321 2,579 363 1,767 1,368 1,985 3,461 906 905 2, 143 1, 344 2,133 946 1,311 1,037 1,600 1, 129 2,854 1,073 1,468 1,320 1,550 1,865 1, 569 1,467 791 566 946 1,450 3, 462 2, 738 1,216 1,690 1,060 1,223 1, -228 1,003 1,970 2,298 1,300 1,204 2,403 1,294 10, 512 643 1,501 3,156 852 2,071 1,132 2, 21C 3, 426 680 756 1,330 1,845 1,329 1,296 Fe- male. 1,554 1,455 897 799 2,149 1,303 800 1,070 717 1,510 660 1,167 1,160 1, 562 800 1, 709 1,300 1,976 3, 489 860 883 2,000 1,345 1,774 986 1.197 995 1,530 1,088 1,070 1,409 1,233 1,627 1,620 1,514 1,540 707 479 729 1,369 3,067 2.387 958 1, 563 1,049 1.523 841 1,465 1,922 2, 151 1,247 1,251 2,324 1,063 10, 230 582 1,488 2,973 597 1,907 994 2,021 2,484 794 907 861 1,771 1,490 1, 129 Colored. Total. 296 210 403 1,123 373 71 196 I, 285 135 908 119 65 433 178 207 568 349 75 1-25 172 35 123 3,197 760 164 91 263 267 1,118 176 60 1,543 353 7 783 404 119 753 134 832 121 591 90 171 573 40 455 645 1.686 486 505 695 ,748 764 475 32 153 170 131 73 61 36 774 189 Male. 310 160 130 203 551 195 39 96 630 67 460 60 35 287 37 231 184 35 68 20 ,506 366 41 140 137 547 80 28 625 185 3 361 193 54 410 60 411 58 301 39 87 285 25 239 307 848 241 358 347 2,416 331 239 20 89 81 74 41 20 365 81 70 EDUCATION. TaB],e 8.— school enrollment, CENSUS OF 1800: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. KE.^TUC! KV— CuntiniiMl. TKACHEBS. PITPTI.S. COUNTIES. Aggre- gale. 132 42 80 66 104 62 64 57 3D 85 77 30 66 60 74 48 74 105 76 53 125 33 87 41 80 47 115 26 154 20 54 41 65 70 76 54 40 60 79 82 36 84 135 72 93 91 96 41 51 "White. Colored. Aggre- gate. wiiiff. ; i (.'olored. Total. Male. Fe- male. 60 11 38 31 49 12 33 17 7 42 28 5 35 29 20 24 26 40 34 28 39 11 27 18 32 4 14 9 64 13 19 22 10 28 37 15 21 24 20 23 18 46 47 41 47 43 26 13 23 Total. Male. 12 8 U 14 .5 1 Fe- male. 22 5 9 2 19 1 7 1 Total. Male. 2,075 797 1, 508 1.394 1,698 1,423 1,216 1,498 650 1, 313 1. 253 755 1.423 1,290 1,645 902 1,591 1,994 1,091 1,151 2,819 409 1.569 940 1,995 592 2,435 486 3,524 700 1.515 824 1,242 990 1,018 970 600 1,015 1,186 1,116 687 1. 760 2,436 1,451 1,912 2,009 2,394 895 533 Fe- male. Total. MMv. Fe- male. 98 29 60 51 71 61 52 55 30 60 66 29 51 53 66 34 73 89 60 45 116 24 79 41 77 46 113 23 145 24 63 40 52 50 56 42 32 50 55 61 33 72 100 60 - S7 78 92 40 32 38 18 22 20 22 49 19 38 23 24 38 24 19 24 45 10 47 43 26 17 77 13 52 23 45 42 99 14 81 11 34 18 42 22 18 27 11 26 35 38 15 26 53 19 40 66 27 9 34 13 'I 33 1 12 2 5, 042 2, 003 4,417 2,774 4,424 2,797 2, P23 3, 034 1,100 3, 602 2,786 1,389 3, 261 2, 700 3,206 2,413 3,120 4,313 2,608 2, 466 6,168 1,145 3,952 1,724 4,041 1.261 4; 221 1,038 7, 209 1,710 2, 507 1.650 2, 308 2,865 2,740 2,565 1,616 2,822 3,847 2, 916 1,592 3,941 6,594 3,269 3, 767 4,626 4,697 1,880 1,957 3,743 1.512 3, 308 2,637 3.139 2, 782 2,411 2,948 1,100 2,833 2. .396 1,373 2,658 2, 482 2,985 1,709 3,101 3,771 2, 145 2,208 5,851 796 3, 564 1,724 3, 950 1,214 4,196 967 0,863 1,645 2,466 1.626 2,258 1,964 2, 010 1,882 1,240 2,130 2,272 2,124 1,533 3, 341 4,831 2, 935 3, 637 4,073 4,638 1,852 1,224 1,668 715 1,710 1,243 1,531 1,357 1,195 1,450 450 1,520 1,143 618 1,235 1,192 1,340 807 1,510 1,777 1,054 1,057 3,032 387 1,995 734 1,955 622 1.761 481 3,341 945 951 802 1,016 974 992 912 640 1,115 1,086 1,008 846 1,581 2,395 1,484 1,725 2,004 2,144 957 691 1, 299 491 1, 109 137 1,285 15 512 86 C66 254 553 85 644 7 267 46 633 237 52 641 8 245 Marshall 40 19 U 1 12 7 9 11 1 16 10 8 9 9 8 10 1 4 7 8 .") 1 7 - 4 1 9 4 S i 9 io' I 5 3 6 769 390 lU 603 218 20| 704 19 542 463 258 317 349 388 369 189 8 236 117 1 05 335 7 244 225 140 142 173 180 400 201 Menifee 8 347 Metcalfe. 101 116 349 12 298 238 118 175 Oldham 176 208 3 1 2 3 9 2 1 1 3 20 21 12 8 10 24 21 3 12 35 12 6 13 4 1 19 2 1 1 1 5 1 i 11 6 1 ^ 3 8 17 15 S 22 4 3 13 3 1 6 1 i' 2 4 1 1 1 2 9 15 3 5 2 7 6 3 3 13 8 3 "i' is' 91 47 25 71 344 65 41 24 50 901 730 683 276 692 1.575 792 59 600 1,763 334 130 652 159 28 733 -• 46 24 34 200 30 14 12 25 432 374 338 144 315 771 401 25 286 826 103 62 263 77 13 401 45 23 Pike 17 Powell 37 Pulaski 144 35 27 12 25 469 Skelby 356 345 132 377 Todd 804 Triira: 391 34 314 937 171 "Wayne 68 289 "Whitley 82 Wolfe.' 15 332 INSTITUTIONS. 71 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS. BY COUNTIES-Continued. liOUlSIAIVA. 1880. Population 939,946. Enrolled iu public common schools 81,012 1890. Population 1,118,587, Enrolled in public common schools 124,372 Gain of population 19.01 per cent. Gain of enrollment in public counnon schools 53. 52 per cent. PUBLIC COMMON SCHOOLS OF LOUISIANA FOE THE YEAR ENDED DECEMBER 31, 1889. PAEISHES. The State Acadia Ascension Assumption Avoyelles Bienville Bossier Caddo Calcasieu Caldwrell Cameron Catahoula Claiborne Concordia DeSoto East Baton Kouge. . . East Carroll- East Feliciana Franklin Grant Iberia Iberville Jackson Jefterson Lafayette Lafourche Lincoln Livingston Madison Morehouse !Natcbitoclies Orleans Ouachita Plaq uemines Pointe Coupee Rapides Red Hiver liichland Sabine St. Bernard St. Charles St. Helena St. James -St. John the Baptist St. Landry St. Martin St. Mary St. Tammany Tangipahoa Tensas Terrebonne Union Vermilion Yernon "Washington Webster "West Baton Rouge. . West Carroll West Feliciana Winn Aggre- gate. 2,678 35 39 27 55 17 60 65 50 19 16 85 22 III ob 27 43 13 32 32 50 38 ! 21 19 47 67 26 2B 49 41 48 White. Total. 1,922 3.5 23 19 34 15 35 30 48 12 13 41 57 9 53 39 7 28 10 27 24 17 31 21 15 36 47 23 ID 29 33 407 19 23 29 65 23 14 22 10 6 11 40 16 24 25 41 10 3D 62 21 46 17 39 16 11 22 17 27 11 35 33 Male. 21 33 5 5 34 26 3 13 5 2 5 4 14 16 1 21 2 10 17 27 i 8 I Fe- male. 1,204 10 16 19 6 10 1 10 28 16 10 19 5 19 20 15 10 19 17 388 13 13 19 37 Colored. Total. 513 Fe- male. 10 10 18 14 i 10 I * I- V: 16 4 124, 372 836 1,700 1,124 2,617 915 2,196 2,410 1,951 2,275 872 1. 825 3,766 941 2,530 1,628 1,395 1,293 355 1,333 1,939 1.965 1,426 1,021 574 1,940 2,579 712 1,230 8,805 6,835 21, 136 1.618 1. 369 1,268 2,797 1,219 458 3,318 371 1,224 1.070 810 1.847 987 2,748 1.306 1,988 1,791 2.153 3,312 698 3,181 1,033 2,241 396 557 921 1,220 White. 74, 988 836 779 586 1,377 769 905 865 1,886 1,100 1,341 2,532 170 1,329 1,006 160 507 220 998 1,245 349 1,024 585 374 1,302 1,761 620 159 4, 320 5,006 16, 278 592 670 569 2,261 641 219 2. 732 'l70 169 505 325 362 1,166 611 720 791 1,307 171 1,103 3,068 554 2,992 631 1.066 236 261 215 1.115 Male. 38, 619 501 386 360 874 433 465 470 1,033 570 157 728 1.320 83 664 494 84 248 102 545 694 179 556 294 230 692 866 315 68 2,065 2,581 7,508 330 398 267 1,162 331 118 1,343 86 92 285 200 212 671 375 356 423 658 85 617 1,057 397 1,646 334 566 107 147 114 677 Fe- male. 36, 369 335 393 226 503 336 440 395 853 530 151 613 1,212 96 665 512 76 259 118 453 551 170 468 291 144 610 305 91 2,255 2,425 8,770 262 272 302 1,099 310 101 1,389 84 77 280 135 150 495 236 364 368 649 86 486 1,011 157 1,346 297 500 129 114 101 438 Total. Colored. Male 49, 384 921 538 1,240 146 1,291 1,545 65 1,175 64 484 1,234 762 1,201 622 1,236 785 135 335 694 1,616 402 436 200 638 818 92 1,071 4,485 1,829 4,858 1,026 699 699 536 578 239 586 201 679 659 745 448 681 376 3,028 515 681 1,620 1,050 1,244 144 189 403 1,175 160 296 706 105 Fe- male. 24, 999 1 24, 385 481 281 670 67 704 747 31 570 27 250 660 366 538 309 641 369 68 161 338 805 216 208 124 318 408 44 536 2,290 1,014 2,397 453 378 333 268 297 115 296 110 338 338 423 264 374 219 1,029 259 283 790 556 655 92 83 185 583 82 143 356 60 440 257 570 79 587 798 34 605 37 234 574 396 663 313 594 4)6 67 174 356 811 186 228 76 320 410 48 535 2, 195 815 2,461 673 321 366 268 281 124 290 91 341 321 323 184 307 157 999 256 398 830 494 589 52 106 217 592 153 350 45 72 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. MAIIVE. 1880. Population 648,936. Enrolled iu public common schools 150,811 1890. Population 661,086. Enrolled in public common schools 1,39,679 Gain of population 1.87 per cent. Loss of enrollment in public common schools 7,38 per cent. PUBLIC COMMON SCHOOLS OF MAINE FOR THE YEAR ENDED APRIL 1, 1890. TEACHERS. PDPILS. COUNTIES. Aggre- gate. White. Colored. Aggre gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The State 6,080 6,080 61,412 c4, 668 139, 679 139, 569 68, 691 70, 878 110 58 • 52 .4 ndroscoggin 314 515 629 239 400 425 257 260 441 684 182 145 368 385 384 452 314 515 629 239 400 425 257 260 441 684 182 145 308 385 384 452 56 98 112 61 115 80 69 81 125 146 38 20 72 132 102 105 258 417 517 178 285 345 188 179 316 538 144 125 296 253 282 347 7,771 13,313 17,0(10 4, 052 9,579 10, 201 7,306 4,782 7,366 14, 885 3,551 4,379 6,910 6,533 11,003 10,968 7, 764 13, 313 17, 058 4,052 9,579 10, 177 7,304 4,779 7,352 14, 874 3,551 4,362 6,910 6,529 10, 999 10, 966 3, 831 6,907 8,616 2,015 4,543 4,994 3,463 2,297 3,577 7,386 1,699 2,021 3, 570 3,933 6,406 8,442 2,037 5,036 5,183 3,841 2,482 3, 775 7,488 1,852 2,341 3,340 7 1 4 ! 3 A roDstook Cumberland 32 24 8 Franklin Hancock Kennebec 24 2 3 4 (ill 10 j 14 1 I 1 1 i 2 Knox Lincoln Oxford Penobscot Piscataquis Sasad,llioe 17 ' ' I'l Sonicrset Waldo 4 4 2 2 1 2 3 2 Washington 5', 514 1 .51485 York • MARVIiAlVn. 1880. Population 934^ 943. 1890. Population 1, 042, 390. Gain of population 11. 49 per cent. Enrolled in public common schools 149, 981 Enrolled iu public commou schools 184, 251 Gain of enrollment in public common schools 22. 85 per cent. PUBLIC COMMON SCHOOLS OF MARYLAND FOR THE YEAR ENDED .JULY 31, 1890. The State. -- Allegany Anne Arundel (e) Baltimore Baltimore city- . . - Calvert Caroline Carroll Cecil (e) Charles Dorchester Frederick Garrett H.lrford Howard (e) Kent Montgomery (e) . . Prince George (e) Queen Anne Saint Mary Somerset Talbot Washington Wicomico Worcester TEACHERS. Aggre- gate. 3,826 165 117 243 1,187 43 152 134 67 143 215 110 136 63 78 104 83 81 65 95 83 206 85 93 White. Total. 3,346 160 81 204 1,171 26 60 144 120 42 105 188 110 114 47 01 76 57 63 47 72 65 192 67 74 Male. 28 16 64 111 7 13 20 41 98 57 18 11 13 33 14 19 25 11 14 107 26 18 Fe- male. 132 65 140 1,060 19 53 56 107 22 64 90 53 96 36 48 43 43 44 22 61 51 85 42 56 Colored. Total. Male. 480 207 a Includes unseparated colored. b Number of male teachers employed in fall and winter terms. c Number of female teachers employed in spring and summer terms. Fe- male. Aggre gate. 184, 251 8,357 4,666 11,302 63, 545 2,099 3,733 6,836 5,538 2,956 5,496 10, 345 3, 473 0,999 3,053 3,692 5,737 4, 724 4,204 2,796 4,466 4,085 8,719 4,473 3,957 White. Total. 8,099 2,675 9,788 ,54,247 1,111 2,676 6,386 4,800 1,586 3,665 9,051 3,441 4,839 2,276 2,354 3,773 2,737 2,964 1,685 2, 930 2,760 8,175 3,440 2,866 Male. 3,978 1, 377 5,273 27, 117 598 1,458 3,347 2,471 859 1,904 4,942 1,812 2,421 1,171 1,253 1,942 1.409 1,591 804 1,427 1,436 4,496 1,667 1,475 Fe- male. 71, 936 4,121 1,298 4,515 27, 130 513 1,218 3.039 2,329 727 1,761 4,109 1,629 2,418 1,105 1,101 1,831 1,328 1,373 731 1, 503 1,324 3,679 1,773 1,391 Colored. Total. 36, 027 258 1,991 1,514 9,298 1,057 450 738 1,370 1,831 1,294 32 1,160 777 1,338 1,964 1,987 1,240 1,211 1,536 1,325 544 1,033 1,091 Male. Fe- male. 17, 932 18, 095 (/ Indians. e Sex calculated bv the ratio shown in the rest of the state. 138 991 779 4,234 560 604 237 367 642 952 628 387 698 978 989 702 580 741 691 299 525 643 120 1,000 735 5, 064 428 458 213 371 728 879 635 24 532 390 640 986 998 538 631 795 634 245 508 548 INSTITUTIONS. 73 Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES-Continued. MASSACHUSETTS. 18J?0. Population 1, 783, 085. Enrolled in public common .schools 316, 630 1890. Population 2, 238, 943. Enrolled in public common schools 371, 492 Gain of population 25.57 per cent. Gain of enrollment in public common schools 17. 33 per cent. PUBLIC COMMON SCHOOLS OF MASSACHUSETTS FOE THE YEAR ENDED MAY 1, 1890. TEACHERS. PUPILS. COU.N'TIES. Aggre- gate. White. Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The State . 10.324 10, 317 1,017 9,300 7 7 371, 492 368, 899 187, 478 181,421 2,593 1,257 1,336 222 562 827 32 1,186 395 669 405 1,853 14 621 531 1,486 1,521 222 562 827 32 1,185 395 668 405 1,853 14 621 531 1,483 1,519 48 64 63 6 90 32 57 34 163 1 86 62 178 133 174 498 764 26 1,095 363 611 371 1,690 13 535 469 1,305 1,386 5,377 15,826 29, 950 637 45, 210 7, 556 20, 056 9,725 73, 109 375 21, 954 15,962 75, 153 49, 996 5, 365 15, 018 29, 647 590 45, 065 7, 551 20, 420 9,710 72, 977 369 21, 917 15, 926 74, 001 49, 743 2,795 7,679 15,112 263 22, 349 3,864 10, 474 4,750 37, 763 154 10, 825 8,113 38, 855 24, 482 2, 570 7,939 14, 535 327 22, 716 3,687 9,946 4,960 35, 214 215 11, 092 7,813 35, 146 25, 261 12 208 309 47 145 5 236 15 132 6 37 30 1,152 253 9 102 133 24 74 3 116 7 67 3 18 17 560 124 3 106 176 23 -Berkshire Dukea Essex 1 1 Hampden 1 '.'...'' .\ 1 120 05 Norfolk 19 Plymouth Sufiolk 3 2 3 2 592 1"?9 mciiroAN. 1880. Population 1, 636, 937. 1890. Population 2, 093, 889. Gain o f population 27. 92 per cent. Enrolled in public common schools 362, 459 Enrolled in public common schools 427, 032 Gain of enrollment in public common schools 17. 82 per cent. PUBLIC COMMON SCHOOLS OF MICHIGAN FOR THE YEAR ENDED SEPTEMBER 1, 1890. The State . Alcona. - Alger .-- Allegan . Alpena- . Antrim . Arenac- Baraga . Barry . . Bay--.- Benzie . . Berrien . Branch . Calhoun. Charlevoix . Cheboygan . Chippewa . - Clare Clinton Crawford .. Delta . . . . Eaton Emmet . - Genesee . Gladwin . Gogebic Grand Traverse. Gratiot Hillsdale Houghton Huron . . Ingham . Ionia Iosco Iron TE.\CHERS. Aggre- gate. 31 13 399 82 133 17 324 211 81 340 329 412 249 119 80 59 74 272 56 70 361 95 373 38 128 298 402 135 135 375 315 66 19 White, (n) Total. 31 13 399 82 133 38 17 324 211 81 340 329 412 249 119 80 59 74 272 56 70 361 95 373 33 28 128 298 4112 135 135 375 315 66 19 Male. 3,561 13 3 92 Fe- male. 12, 429 18 10 307 77 28 13 227 184 259 249 328 171 92 58 38 61 199 44 57 275 79 285 32 4 24 19 I 109 78 220 115 287 21 ! 114 42 83 73 93 292 242 61 17 Colored. Total. Male. Fe- male. « PUPILS (BETWEEN' 5 AND 20 YEARS OF AGE). Aggre- gate. 427, 032 a Includes nnseparated colored. 1,008 212 9,465 2,486 2, 502 1,277 750 5,934 9,770 1,405 9,371 6,119 9,161 4,890 2, 321 2,295 2,168 1,477 5.977 590 2,530 7.788 1.663 8. 867 725 1,740 2, 917 7,470 6, 930 6. 560 6, 500 8,180 7.404 2, 232 847 6 Part Indians. White, (a) Total. 1,008 199 9, 403 2,486 2,501 1,262 745 5,928 9,718- 1,391 9,331 6,107 9,089 4.740 2,310 2,287 2, 163 1,472 5,972 590 2, 530 7. 782 1,547 8, 824 725 1, 738 2,909 7, 458 6, 936 (i, 558 6, 500 8,114 7,398 2.230 8J7 Male. 216, 470 533 81 4,814 1,201 1,206 596 361 3,069 4,910 720 4,808 2,865 4,942 2,514 1,123 1,231 1,151 741 3,011 300 1,225 3. 903 739 4. 285 351 879 1,557 3, 791 3,501 3,177 3,359 4,071 3,866 1.116 508 Fe- male. 208, 855 475 118 4,589 1,285 1,295 384 2. 859 4,808 671 4,523 3,242 4,147 2,232 1,187 1,056 1,012 731 2,961 290 1, 305 3. 879 808 4. 539 374 859 ],.352 3,667 3, 435 3,381 3, 141 4.043 3,532 1,114 339 Colored. Total. 61, 707 cl3 652 cl5 5 6 652 14 40 12 72 144 cU 6 6116 643 Male. Fe- male. 3 3 29 45 82 809 5 19 7 2 3 23 12 17 7 27 62 6 23 45 3 1 c Indians. 74 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Coutinued. MlCHlGArV— Continued. COUNTIES. Isabella Jackson Kalamazoo . . . Kalkaslia Kent Keweenaw . . - Lake Lapeer Leelanaw Lenawee Livingston . . . Luce Mackinac Macomb Manistee Manitou Marquette . - - Mason Mecosta Menominee. . . Midland Missaukee . - - Monroe Montcalm Montmorency Muskegon INeway ffo Oakland Oceana Ogemaw Ontonagon ... Osceola Oscoda Otsego Ottawa Presque Isle . Koscommon . . Saginaw St. Clair St. Joseph Sanilac Schoolcraft-. . Shiawassee... Tuscola Van Buren . . . Washtenaw - - Wayne Wexford TEACHERS Aggre- White, (a) gate. Total. Male. Fe- male. 192 192 49 143 435 435 93 342 360 360 66 294 93 93 24 69 090 690 105 585 13 13 4 9 65 65 20 45 248 248 68 180 80 80 13 67 480 480 108 372 302 303 87 215 13 ■13 9 11 56 56 12 44 185 185 47 138 139 139 31 108 7 7 7 128 128 20 108 118 118 24 94 177 177 30 147 114 114 14 100 110 110 18 92 74 74 23 51 269 269 72 197 331 331 64 277 33 33 9 24 264 264 40 224 204 204 37 167 412 412 97 315 170 170 46 124 59 59 15 44 28 28 9 10 157 157 31 126 40 40 12 28 67 67 17 50 251 251 57 194 39 39 25 14 29 29 3 26 414 414 83 331 300 300 52 248 301 301 65 236 190 190 81 109 33 33 13 20 287 287 75 212 248 248 65 183 334 334 89 246 401 401 95 806 762 762 95 067 131 131 24 107 Colored. Total. Male. Fe- male. PUPILS (BETWEEN 6 AND 20 YEARS OP AGE) . Aggre- gate. 4,446 9,203 7,897 1,286 21, 711 631 1,440 7,559 1,781 10. 196 5,266 352 1,470 6,266 4,317 221 6,618 4,113 5,023 5,132 2,604 1, 072 7,071 7,873 322 9,446 4,680 8,813 4,088 1,124 635 3,870 348 951 9,041 393 15, 536 11, 062 6,013 8,650 583 7,268 7, 903 7,571 8,916 31. 260 2,692 White, (a) Total. 4,407 9,090 7,801 1,286 21, 703 631 1,440 7,556 1,696 10, 167 5,266 362 1,441 6,263 4,311 221 6,601 4, 092 4,912 5.128 2,698 1,072 7,056 7,864 322 9,440 4,657 8,798 4,067 1,124 635 3,867 346 951 9,028 890 393 15, 520 11, 058 5, 987 8,646 583 7,266 7,892 7,459 8,825 31, 228 2,686 2,221 4,422 4,054 683 10, 908 259 706 3,823 874 5,242 2,580 164 757 3,166 2,305 109 3,313 2, 213 2,565 2,692 1,340 511 3,707 3,884 172 4,732 2,404 4,405 2,041 565 335 1,991 172 472 4,621 473 233 7,964 6,791 2,987 4,463 291 3,667 4,062 3,765 4, 529 15, 994 1,371 Fe- male. 2,186 4,668 3,747 603 10, 795 272 735 3,733 822 4,925 2,686 188 684 3,108 2,006 112 I 3,288 1,879 2,347 2,436 1 1,258 561 3,349 3,980 160 4,708 2,253 4, 393 2,026 559 300 1,876 174 479 4,407 418 160 7.566 5, 267 3,000 4,193 292 3,598 3,830 3, 694 4. 2B6 15, 234 1,315 Colored. Total. 639 113 96 3 685 29 c29 3 6 17 621 111 4 15 6 623 15 621 112 91 22 6 Male. Fe- male. 1 5 61 48 12 1 18 56 52 2 44 12 55 2 3 10 2 10 51 43 10 5 a Includes unseparated colored. b Part Indiana. c Indians. INSTITUTIONS. 75 Table §.— SCHOOL ENROLLMENT, CENSUS OP 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. MIIVIVESOTA. 1880. Population 780,773. 1890. Population 1,301,826. Gain of population 66. 74 per cent. Enrolled in public common schools 186, 544 Enrolled in pulilic common .schools 281, 859 Gain of enrollment in public common schools 51. 10 per cent. PUBLIC COMMON SCHOOLS OF MINNESOTA FOE THE YEAR ENDED JULY 31, 1890. TEACHEHS. PUPILS. COUNTIES. Aggre- gate. Wllitp. (a) Colored. Aggre- gate. White. («) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 8.947 8,945 2,114 6, 831 2 2 281, 859 281, 676 145, 249 136, 427 183 93 90 14 80 90 35 60 216 92 18 81 9 79 58 90 86 59 187 130 94 235 280 169 223 58 734 132 16 58 1 110 23 96 30 62 4 151 67 110 119 43 100 134 20 81 193 94 75 110: 92 179 256 23 74 228 107 595 68 125 181 74 124 77 51 90 174 113 69 82 103 49 157 46 118 137 58 38 202 166 76 14 SO 90 35 60 216 92 18 % 79 58 90 86 59 187 130 94 235 280 169 223 ~58 734 132 16 68 1 110 23 96 30 62 4 151 67 110 119 43 106 ; 134 20 81 193 94 75 110 92 179 356 23 74 228 107 593 68 125 181 74 124 77 54 90 174 113 69 82 103 49 157 46 118 137 58 38 202 166 76 2 7 38 12 73 52 9« 385 2,414 2,608 1, 259 1,459 6,838 3, 660 710 3,244 277 2,164 2,493 2, 421 1,781 1,904 4,308 2,981 3, 779 4,589 7,543 5,137 7,465 1,727 27, 034 3,922 406 2.037 20 2,376 383 2,983 1,000 2,715 155 4,997 1,557 2,971 4,704 2,180 2,491 4, 508 563 2,957 4,684 3, 087 3,018 2, 258 2, 729 4,959 9,463 776 1,506 7,446 3,625 17, 567 2,519 4,805 5,988 1,770 4,597 2,630 1,377 3,723 8,241 3,419 1,395 2,953 3, 435 1,164 4,569 1,108 3,696 4, 772 1,843 1,117 7,402 6,324 2,790 385 2,407 2,608 1,259 1,458 6,837 3,660 710 3, 244 277 2,164 2,493 2,421 1,780 1,904 4,308 2,981 3,779 4,589 7, 543 5,137 7,465 1,727 27, 030 3,922 406 2,037 20 2, 375 377 2,983 1,000 2.715 155 4,997 1, .557 2,971 4,704 3,180 2,491 4.508 563 2,957 4,684 2,087 3,018 2,358 2, 729 4,957 9, 463 776 1,506 7,446 2,625 17,447 2,515 4,805 6,978 1,770 4,591 2,628 1,377 3,733 8, 239 3,419 1,395 3,953 3, 435 1,164 4,569 1,108 3,696 4,755 1,843 1,117 7,403 6.334 3,790 193 1,181 1.321 643 793 3,422 1,947 367 1.747 138 1,127 1,276 1,205 960 964 2, 331 1,484 1,922 2,373 3,863 2,686 3,824 928 13, 933 2,105 193 1,082 8 1,241 331 1,589 534 1,496 71 2,511 839 1,628 2,377 1,159 1,256 2,244 284 1,551 2, 372 1,113 1,698 1,181 1,478 2,561 5,013 410 792 3,891 1.361 8,718 1, 301 2,429 3,067 935 2,379 1,379 697 2,070 4,045 1,740 737 1,538 1,810 618 2,338 517 1,854 2,325 956 579 3,508 3,280 1,552 192 1,226 1,287 616 665 3,415 1,713 343 1,497 139 1,037 1,217 1,216 820 940 1,977 1,497 1,857 2,316 3,680 2,451 3,641 799 13, 097 1,817 213 955 12 1, 134 156 1.394 476 1,219 84 2,486 718 1,343 2,337 1,031 1,235 2,264 279 1,406 2,312 . 974 1,320 1,077 1,251 2,396 4,450 366 714 3,555 1,264 8,729 1,214 2, 37,6 2,911 835 2,213 1,249 680 1,653 4,194 1,679 058 1,415 1,825 546 2.231 591 1,842 2,430 887 538 3,894 3,044 1,238 7 3 4 KpfVpr 5 52 45 1 171 45 ' 47 6 12 .30 , 51 1 8 22 ; 57 16 1 42 18 1 72 28 : 58 8 51 37 i 150 c35 I c9d 25 ! 69 41 1 194 c80 ' c20C 39 130 62 161 9 49 103 631 36 1 96 4 ' 12 4 .51 1 1 1 C^a\^ 1 1 Doiiftlas 4 3 1 34' c38 14 17 1 76 23 c68 16 1 5 1 2 3 2 ! •' 45 22 Cl5 38 IS 30 33 4 17 34 106 45 c95 81 25 76 101 16 64 i Millelacs 19 7.5 NicoUet 18 27 36 35 72 57 83 56 144 iai 2 1 1 Ortertail Pine 7 Ifi 14 43 49 695 14 60 185 58 c498 .^4 Polk 2 2 120 4 58 2 62 2 30 ; 95 33 j 148 18 56 10 5 5 20 26 11 104 51 6 2 4 1 2 Scott 1 Sibley 34 56 89 ■ 85 c20 c93 9 60 34 48 40 63 8 : 41 40 • 117 7 i 39 6 : 112 23 114 13 ! 45 7 1 31 37 , 165 42 1 124 31 4.5 2 1 1 Steele Todd •■"« "■ 17 9 8 Wrio-ht . a Includes unseparated colored. h Indian. c Estimated in report. 76 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Coutiuuea. MISSISSIPPI. 1880. Population 1, 131, 597. Enrolled in public common schools 237, 065 1890. Population 1, 289, 600. Enrolled in public common schools 334, 168 Gain of population 13.96 per cent. Gain of enrollment in jjublic common schools 40.96 per cent. PUBLIC COMMON SCHOOLS OF MISSISSIPPI FOE THE YEAR ENDED OCTOBER 1, 1890. The State Adams Alcorn Amite Attala Benton Bolivar Calhoun Carroll Chickasaw Choctaw Claihorne Clarke Clay Coahoma Copiah Covington X)e Soto Franklin Greene Grenada Hancock Harrison Hinds Holmes Issaquena Itawamha Jackson Jasper Jefferson Jones Kemper Lafayette Lauderdale Lawrence Leake Lee Ledore Lincoln Lowndes Madison Marion Marshall Monroe Montgomery .. . Neslioha Newton Noxubee Oktibbeha Panola Perry Pike Pontotoc Prentiss Quitman Kaiikin Scott Sharkey Simpson Smith Suutiower Tallahatchie . . . Tate Tippah.... Tishomingo Tunica Union Warren Washington Wayne Webster Wilkinson .... Winston Yalobusha Tazoo TEACHERS. gate. 7,190 87 82 126 137 87 146 125 152 73 91 113 59 165 47 141 48 30 82 82 167 134 41 111 61 i 100 94 61 78 171 149 166 60 112 122 117 84 186 179 100 65 130 130 96 201 42 141 126 114 21 112 97 40 77 86 128 38 114 110 112 44 115 104 110 100 187 White. 4,269 61 62 91 57 19 114 56 74 69 34 61 48 20 103 37 51 22 25 32 26 64 82 58 11 99 41 68 37 53 ! 42 103 101 55 71 115 15 67 Male. Fe- male. Colored. Total. Male 36 68 48 33 33 51 45 45 74 64 18 103 91 40 84 44 115 9 88 11 25 70 38 35 108 Fe- male. 30 35 3 5 21 17 #5 68 Aggre- gate. 4,605 3,754 4,722 5.989 3,020 4,550 5.319 4,930 5,979 3, 998 7,296 4,372 4,996 3,264 8,234 1, .'!12 6,063 1,678 1,064 3,784 1,404 2,557 11,130 10,536 1,030 4,437 2.054 5,207 4,200 2,163 4,800 4,949 6,913 3,578 4,636 6,028 3,772 3,274 6,341 6,717 3,817 7,462 6,592 4,105 3, 043 5,142 7,496 3.671 8,740 1,500 5,577 4,489 4,287 547 5,080 3,986 2,237 2,717 2, 589 1,567 5,043 7,301 3,680 2,930 1,844 4,876 7,026 6,323 2,398 4,076 3,611 2,941 6,100 9,020 Total. 739 2,592 1,985 3,623 1,675 419 4,095 2, 265 2,697 2,870 1,574 3,180 1,647 425 4,091 1,185 1,721 720 821 893 924 1,853 2,892 3.283 94 3,967 1,526 2.689 999 1,842 2,340 2,789 3,851 1,977 2,915 3,858 359 1,874 1,653 1,381 2,068 3,115 2,630 2,302 1,743 3,334 1,221 1,431 3,025 1,136 2, 672 3,271 3,670 143 2,093 2,353 287 1,767 2, 254 494 1,470 3,987 3,860 3,609 139 3,781 1, 305 626 1,476 3, 069 736 1,685 3,000 2,175 M.ale. 340 1,330 1,072 1.900 891 198 2,087 1,220 1,404 1,523 791 1.194 894 220 2,090 647 914 388 409 438 478 1 950 1,513 1,363 1 38 2,087 777 1,378 536 1,003 1,120 1,438 1,854 1,011 1,522 1,997 183 1,006 822 706 1,058 1, 452 1,308 1,127 073 1,733 658 665 1,565 595 1,490 1,714 1,945 80 1,090 1,190 148 910 1,317 231 789 2,006 1,530 1,362 74 1,928 582 332 749 1,611 370 883 1,400 1,114 Fe- male. 73, 358 1,262 913 1,723 784 221 2,008 1,045 1,293 1,347 986 753 205 2,001 538 807 333 413 455 446 903 1,379 1,030 . 56 1,880 749 1,311 463 1,220 1,351 1,997 966 1,393 1,861 176 868 830 675 1,010 1,663 1,312 1,075 770 1,592 563 766 1,460 541 1,182 1,557 1,725 63 1,003 1,163 139 847 1,037 263 681 1,981 1,330 1,247 65 1,853 633 394 73,7 1,448 365 803 1,600 1,061 Colored. Total. 3,866 1,162 2,737 2,366 1,345 4,131 1,224 2,665 3,282 1,128 6,732 2, 193 3,349 2,839 4,143 327 4,342 958 243 2,891 480 704 8,238 7,253 1,536 470 528 3,518 3,301 321 2,460 2,160 3,062 1,601 1,721 2,170 2,413 1,400 4,689 5,336 749 4,347 3,972 1,903 300 1,813 6,275 2,240 5,715 364 2,905 1,218 617 404 2,987 1,633 1,950 960 335 1, 073 3,573 3, 214 820 321 1,705 1, 095 5, 821 5,697 922 1,017 2,876 1,256 3,100 6,845 Male. 1,845 523 1,409 1,169 721 2, 002 559 1,423 1,615 488 2,998 1, 036 1,621 1,384 2,004 160 2,246 475 121 1,419 327 364 3,962 3. 270 584 242 227 1,314 1,573 153 1,200 1,126 1,444 831 1,092 1,201 675 2,311 2,494 366 2,169 1,939 937 172 1,392 609 337 222 1,433 806 949 464 179 564 1,791 1,630 400 154 857 582 2,838 2,783 430 519 1,452 623 1,500 3,305 INSTITUTIONS. 77 Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. I?IIS!^OI7RI. 1880. Population 2, 168. 380. Enrolled in public common schools 486, 002 1890. Population 2, 679, 184. Enrolled in public common schools 620, 314 Gaiu of population 23. 56 per cent. Gain of enrollment in public common schools 27. 64 per cent. PUBLIC COMMON SCHOOLS OF MISSOURI FOR THE YEAR ENDED JUNE 30, 1890. COUNTIES. The State . Adair Andrew . . Atchison . Audrain.. Barry Barton . . . Bates Benton . . . Bollinger. Boone Buchanan Butler Caldwell Callaway (a) . Camden Cape Girardeau . Carroll Carter Cedar Chariton . Christian. Clarli Clay Clinton... Cole Cooper . . . Crawford . Dade Dallas Daviess . Dekalh . . Dent .... Douglas . Dunklin. Franklin . . Gasconade. Gentry Greene Grundy — Harrison . Henry Hickory.. Holt Howard . . Howell... Iron Jackson.. Jasper Jeft'er.son . Johnson... Knox Laclede ... Lafayette . Lawrence . Lewis Lincoln Linu Livingston . McDonald . . Macon... Madison. Maries . . Marion . . Mercer . . Miller Mississippi.. Moniteau Monroe Montgomery ' Morgan New Madrid. Newton Nodaway Oregon TEACHERS. Aggre- gate. 13, 795 Total. 90 111 140 142 115 122 186 101 78 154 223 57 i 99 162 71 155 26 185 100 167 85 117 101 116 76 121 86 109 132 101 61 87 52 129 60 155 197 129 155 182 66 96 108 47 464 214 102 205 92 106 156 142 110 112 171 167 61 179 50 51 121 80 44 100 149 109 80 27 151 234 59 89 110 140 132 115 121 183 101 78 128 209 53 95 139 70 144 26 181 105 145 84 116 93 111 68 103 86 108 83 131 100 64 87 52 119 60 155 182 127 154 178 66 94 66 108 45 428 209 95 195 91 103 132 141 107 101 166 161 61 173 48 51 106 97 37 98 133 100 78 22 147 233 59 Male. 5,816 Fe- male. 42 58 85 81 40 82 126 47 18 87 168 16 54 77 25 27 84 7 112 44 87 24 68 43 64 32 30 45 43 10 73 49 32 30 7 100 26 58 37 53 19 340 132 58 123 41 53 91 67 67 40 101 101 22 89 15 9 82 45 40 15 51 85 63 42 12 72 152 19 Colored. Total. 18 Male. 301 re- male. 1 1 2 10 < 14 1 '.. Aggre- gafe. 620, 314 4,728 4,306 3,957 5,763 7,451 5,662 9,373 3,780 3, 932 6,086 11, 052 2,341 4,367 5,751 2,946 4,883 6,917 1, ono 6,624 4,816 8,422 4,407 4,190 4,508 4,520 3,435 5,456 3,774 5.026 3,929 5,916 4,679 4,261 4,134 3,319 6,862 2,547 5,555 11, 583 5,469 6,l09 8,045 3,016 5,087 4, 334 4,890 2,175 25, 656 11,672 4,171 7,298 4,336 4,720 6,690 7,378 4,330 4,483 6, 395 5,526 3,269 8,038 2, 445 2,819 5,172 4,547 3,305 2,111 4,264 6,853 4,062 3,258 1,545 6,931 6,046 2,704 587, 510 4,652 4,251 3, 943 5,327 7,451 5, 645 9,263 3, 745 3,932 5,130 10, 338 2, 218 4,248 4,841 2,910 4,356 6, 452 1,000 6,389 4, 762 7,268 4,389 4,164 4,243 4,243 3,043 4,648 3,774 4,937 3,913 5,821 4,642 4,261 4,134 3,319 5,406 2,547 5, 555 10, 729 5,392 6,088 7,745 3,016 6, 028 3,184 4,890 2, (190 23, 271 11,445 4,031 6,818 4,268 4,568 5, 620 7,283 4,140 4, 042 6,210 5, 251 3,269 7,723 2,351 2,818 I 4,357 ' 4,513 3,220 1,701 4,103 5,333 3,817 3,152 1,243 6,719 6,012 2,704 Male. 2,395 2,208 2,062 2,811 3,895 2,725 4,440 2,012 2,204 2,709 5,254 1,132 2,113 2,624 1,564 2,307 3,265 546 3,280 2,440 3,581 2, 275 2,127 2,186 2,168 1,578 2,435 2, 006 2,496 2,090 3,008 2,535 2,191 2,179 1,805 2,955 1,410 2,840 5,589 2, 645 3,184 3,991 1,566 2,581 1,711 2,380 1,116 11, 623 5,620 2, 027 3.535 2,170 2,303 2,940 3,760 2,060 2,115 3,124 2,683 1,696 4,076 1,282 1, 530 2,173 2,329 1,620 823 2,147 2,750 1,987 1,561 681 3,342 Fe- male. 287, 450 2,257 2, U43 1,881 2,516 3,556 2,920 4,823 1, 733 1,728 2,421 5,084 1,086 2,135 2,317 1,346 2,049 3,187 4.54 3,109 2,322 3,687 2,114 2,037 2,057 2,075 1,465 2,213 1,768 2,441 1,823 2,813 2,107 2,070 1,955 1,614 ■ 2,451 1,137 2, 709 5,140 2,747 2,904 3, 754 1,450 2.447 1.473 2,510 974 11, 648 6, 825 2,004 3,283 2,098 2,265 2.680 3,523 2,080 1,927 3,086 2,568 1,573 3,647 1,069 1,288 2,184 2,184 1,600 878 1,956 2,583 1,830 1,591 562 3,377 3,120 1,253 Colored. 32, 804 76 55 14 436 17 110 35 714 123 119 910 527 235 54 1,154 18 26 265 277 392 808 456 854 77 21 300 59 1,150 85 2,385 227 140 480 68 152 1,070 95 190 441 185 275 315 94 1 815 34 410 161 520 246 106 302 212 34 Male. 16, 168 39 25 6 220 316 60 50 438 30 252 224 100 27 632 10 10 132 132 192 415 433 40 12 145 36 585 32 1,103 105 68 246 36 71 560 44 90 227 90 139 167 52 412 16 50 167 88 284 110 53 159 107 18 Fe- male. 16, «!6 37 30 8 216 8 63 17 398 63 472 6 275 241 135 27 16 133 145 200 393 44 7 421 37 9 155 23 665 53 1,282 122 72 234 32 81 510 51 100 214 95 136 148 42 1 403 18 35 243 73 236 135 53 143 105 16 a Sex of teachers of each race estimated. 78 EDUCATION. Table 8. -SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. ITII8SO UKI— Continued. TEACHEHS. PUPILS. COUNTIES. Aggre. gate. 74 49 28 55 171 84 150 90 103 75 157 74 145 133 52 56 110 112 57 81 130 1,154 204 99 i03 52 48 116 77 48 141 26 124 194 65 74 66 82 76 87 White. I Colored. Aggre- gate. White. Colored. Total. Male. Fe male. Total. 2 Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 72 49 26 53 161 83 130 87 102 75 157 07 130 126 52 56 85 no 52 77 114 1,061 164 99 102 48 48 110 77 48 141 26 124 193 60 68 65 81 76 82 32 37 21 44 36 40 35 66 59 45 88 35 46 85 29 43 44 44 38 34 51 54 102 56 42 17 34 41 67 27 86 16 58 89 23 33 45 52 32 58 40 12 5 9 125 43 95 23 43 30 69 32 84 41 23 13 41 66 14 43 63 1,007 62 43 60 31 14 69 10 21 55 10 60 104 37 35 20 29 44 24 1 1 2,550 2,169 1,190 4,066 7,403 3,656 9,565 4,230 6,190 2,737 4,087 2,939 6,187 6,942 2,321 2,403 3,217 4,770 2,572 4,111 6,689 .58, 316 6,961 3,472 4,158 2,525 1,967 4,451 5,640 2,367 5,653 1,434 5,729 8,427 2,507 2, 828 3,094 4,205 2,666 4,513 2,490 2.169 1,121 3,926 6,797 3,588 8,765 3,906 6,159 2,737 4,085 2,759 6,408 6,470 2,321 2,403 2,652 4,634 2,444 3,914 5, 919 53, 294 5,606 3,472 4,118 2,372 1,967 4,267 5, 640 2,367 5,653 1,434 5,729 8,380 2, 279 2,665 3,080 4,180 2,666 4,370 1,315 1, 180 622 1,980 3,261 1,862 4,125 2,082 3, 072 1,446 2,120 1,426 2,790 3,228 1,376 1,280 1,459 2,374 1,327 2,031 2,926 25, 960 2,362 1,852 2,304 1,300 1,055 2,131 3,020 1,311 2,914 745 2,782 4,311 1,228 1,368 1.522 2, 152 1,329 2,313 1,175 989 499 1,946 3,536 1,726 4,640 1,.824 3,087 1,291 1,965 1,333 2,618 3,242 946 1,123 1,193 2,260 1,117 1,883 2,993 27, 334 3,244 1,620 1,«14 1,072 912 2,136 2,620 1,056 2,739 689 2,947 4,069 1,051 1,297 1,558 2,028 1,337 2,037 60 34 26 Ozark 2 2 10 1 20 3 1 1 1 4 1 10 3 1 1 6 io' i ■69 140 606 68 800 324 31 33 78 239 22 375 140 13 36 62 Pettis 367 Phelps 46 Pike 425 Platte- 184 Polk 18 I 2 180 779 472 2 Kails 7 15 7 I 3 6 9 4 88 411 254 92 368 Ray 218 Hipley 25 2 5 4 16 93 40 I 3 2 7 19 20 18 1 2 2 9 74 20 565 136 128 197 770 5,022 1,355 279 63 73 97 379 2,449 690 286 St Clair 73 55 100 St Louis (a) 391 2,573 Saline '. 665 1 4 4 1 40 153 23 67 17 Scott 86 Shelby 6 2 * 184 96 88 Stofldarrl Stone Sullivan i 5 6 1 1 1 2 2 l' 3' 4 1 47 228 163 14 25 21 118 90 6 18 26 110 73 8 Webster 7 Wright 1 4 143 74 69 MOIVXAIVA. J880. Population 39,159. 1890. Population 132, 159, Gain of population 237. 49 per cent PUBLIC COMMON SCHOOLS OF' MONTANA FOR THE YEAR ENDED AUGUST 31, 1890 Enrolled in public common schools 4, 6G7 Enrolled in public common schools 16, 980 Gain of enrollment in public common schools 263. 83 per cent. TEACHERS. PDPILS. COUNTIES. Aggre- gate. White. Colored. Aggre- gate. White. (6) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 531 531 11'4 417 16, 980 16, 889 8,609 8,280 ' 91 2 10 48 43 27 23 16 21 10 50 29 45 33 63 33 26 64 41 44 16 27 23 16 21 10 60 29 45 33 63 33 26 54 41 44 16 2 8 7 5 1 13 8 9 7 10 11 8 12 6 6 1 25 15 9 16 9 37 21 36 26 |63 22 18 42 35 38 15 765 821 394 557 216 1,927 556 1,378 792 2,371 915 694 1,951 929 2,437 378 763 811 394 556 216 1,925 555 1,378 792 2,336 912 587 1,931 926 2,414 373 396 436 209 311 94 817 344 650 446 1,125 570 302 1,019 505 1,205 180 367 375 185 246 122 1,108 211 728 346 1,211 342 285 932 421 1,209 193 2 6 4 Choteau 1 1 2 2 36 3 7 18 3 3 i7 4 3 23 5 2 10 3 i- 13 2 1 a Sex of teachers of each race estimaterl. h Includea unseparated colored. INSTITUTIONS. 7.9 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOL.'^, BY COUNTIES— Coutiiiued. NEBRASKA. 1880. Population 452, 402. Enrolled iu public common schools 100, 871 1890. Population 1,058,910. Enrolled in public common schools 240, .300 Gain of population 134.06 per cent. Gain of enrollment in public common schools 138.23 per cent. PUBLIC COMMON SCHOOLS OF NEBRASKA FOR THi; YEAR ENDED JULY 14, 1890. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White. Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The State 10, 555 10, 555 2,861 7,694 240, 300 239, 556 123, 712 115, 844 744 340 404 Adams 157 187 41 26 125 74 83 234 136 176 224 120 85 53 85 157 92 112 309 49 131 137 64 135 139 416 78 172 119 120 160 328 32 87 5 91 125 167 115 69 95 326 12?! 138 129 112 60 87 25 103 297 133 29 30 4 128 108 77 130 141 212 144 85 113 95 124 124 117 185 65 225 73 168 29 157 187 41 26 125 74 83 234 136 176 224 120 85 55 85 157 92 112 309 49 131 137 64 135 139 416 78 172 119 120 150 328 32 87 91 125 167 115 69 95 326 5 121 138 129 112 60 87 25 103 297 133 29 30 4 128 108 77 130 141 212 144 85 113 95 124 124 117 185 65 225 73 168 29 43 37 10 3 32 18 13 58 32 52 77 32 26 11 25 58 35 39 76 14 25 42 21 37 28 42 24 39 32 42 31 109 14 31 1 24 41 43 32 20 24 77 1 33 44 43 32 18 23 6 25 73 39 12 5 1 35 36 17 43 48 59 43 35 32 14 31 31 37 67 19 62 25 64 12 114 150 31 23 93 56 70 176 104 124 147 88 59 44 60 99 57 73 233 35 106 95 43 98 111 374 54 133 87 78 119 219 18 56 4 67 84 124 83 49 71 249 4 88 94 86 80 42 64 19 78 224 94 17 25 3 93 72 60 87 93 153 101 60 81 SI 93 93 80 118 46 163 48 104 17 4,478 2,967 833 273 2,668 1,275 1,323 5,585 3.292 4,416 5,726 1,761 1,009 1,047 1,289 4,677 3,073 2,326 5, 844 1,757 2,041 2,977 715 2.380 4,746 16, 815 1, 049 4,655 2,428 2,137 3,059 8,159 451 1.161 1 68 1,417 4,552 4,201 2,615 1,042 1,707 4,596 68 2, 390 4,355 3,240 2, 740 578 884 325 2, 236 10,813 2,209 342 490 34 3, 181 2,191 1,429 3,335 3.028 4,941 3,179 847 2,467 1,307 3.165 1,460 2, 400 5.224 463 5,817 1.674 6,141 378 4,462 2,966 833 273 2,668 1, 275 1,323 5, 583 3,292 4,416 5.723 1,761 1,009 1.047 1.287 4,675 3. 066 2,326 5, 844 1,757 2.041 2.977 716 2.380 4.743 16. 396 1.049 4.653 2, 428 2, 137 3, 058 8, 137 451 1,161 08 1,417 4,550 4,193 2,614 1,042 1,707 4,596 68 2,390 4.352 3,240 2, 740 578 884 325 2,236 10,654 2,269 2,354 1,566 434 145 1,346 689 643 2, 934 1,740 2,336 2,991 920 524 1 524 i 683 2.469 1.591 1.214 2.980 935 1,091 1.576 398 1,258 2,551 8,083 539 2,337 1,220 1,101 1,526 4,198 232 6)4 35 639 2.179 2,209 1,323 536 866 2,353 36 1,308 2,279 1.652 1.391 317 460 175 1,136 5, 502 1.166 2,108 1,400 399 128 1,322 586 680 2,649 1,552 2,080 2,732 841 485 .523 604 2,206 1,475 1,112 2,864 833 950 1,401 317 1,122 2,192 8,313 510 2,256 1,208 1,036 1,532 3,939 219 547 33 778 2.371 1.984 1,291 506 841 2,343 33 1,083 3, 073 1,588 1,349 261 424 150 1,100 3, 152 1.103 168 241 15 1,576 1,059 696 1,615 1,508 2,394 1,532 408 1,137 614 1,540 662 1. 196 2,647 219 2.823 818 2, 908 200 16 1 5 11 1 Antelope Banner Blaino Boxbiitte Bnffalo 2 1 1 Burt Butler 3 2 1 Cedar Chase Cheyenne . 2 2 7 1 1 3 1 1 4 Clay . - ColJfax Dakota Dawes Deuel Dixon Dodge Douglas 3 419 1 187 2 232 Dunay Fillmore 2 1 1 Franklin 1 22 1 15 Gage Garfield 7 Hall 2 8 1 1 4 1 4 1 Harlan Hitchcock Holt 3 1 Johnson Keith Keyapaha Kimball 159 73 86 Lincoln 34 3, 181 2,188 1.429 3. 325 3.028 4,920 3.178 847 2, 467 1.307 3,162 1,460 2,398 5,205 463 5. 844 1,674 6,136 378 . 19 1,605 1,129 733 1.710 1, 520 2, 526 1.646 439 1.330 693 1.622 798 1. 203 1 2. 658 ; 244 3.021 856 3.228 178 TVTndi^nn Merrick 3 1 o Nance io 5 5 Nuckolls Otoe 21 1 11 1 10 ■-* Perkins Phelps : Pierce Platte 3 1 Polk 19 9 10 Rock Saline 3 1 ^ 5 3 3 SoottsBliiff a Includes Hiiseparated colored. 80 EDUCATION. Table 8.— SCHOOL ENEOLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. NKBRASKA— CoDtinued. TEACHERS. PUPILS. COUNTIES. Aggre- gate. ■White. Colored. Aggre- gate. White, (a) Colored. Total. Male. re- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 167 115 95 35 61 144 8 9 105 89 105 145 39 194 167 115 95 35 61 144 8 9 105 89 105 145 39 194 38 19 33 6 14 41 1 2 35 26 19 36 11 55 129 96 62 29 47 103 7 7 70 63 86 109 28 139 4,409 1,579 1,739 436 1,036 3,337 98 262 2,189 3,469 1,405 3,259 508 4,563 4,397 1,579 1,739 436 1,036 3,337 98 262 2,189 3,465 1,405 3,259 508 4,555 2,274 840 897 221 548 1,789 39 130 1,100 1,776 765 1,715 266 2,408 2,123 739 842 215 488 1,548 59 132 1,089 1,689 640 1,544 242 2,147 12 5 7 Thomas - Tallev 4 2 2 York 8 4 4 NEVADA. 1880. Population 62, 266. 1890. Population 45, 761. Loss of population 26. 51 per cent. Enrolled in public common schools 8, 918 Enrolled in public common schools 7, 387 Loss of enrollment in public common schools 17. 17 per cent. PUBLIC COMMON SCHOOLS OF NEVADA FOR THE YEAR ENDED AUGUST 31, 1890. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- mate. 251 251 41 210 7,387 7,387 3,720 3,667 9 10 44 8 20 20 12 12 14 12 15 31 30 14 9 10 44 8 20 20 12 12 14 12 15 31 30 14 13 i' 8 2 2 2 3 2 3 3 2 9 10 31 S 19 12 10 10 12 9 13 28 27 12 61 244 717 128 513 466 384 407 428 105 813 1,787 1,052 282 61 244 717 128 513 466 384 407 428 105 813 1,787 1,052 282 30 132 31 112 - Elko 321 1 396 64 1 64 ' 238 248 199 184 219 57 370 945 1 565 148 275 218 185 223 209 48 443 842 487 134 ]Nye 1 j NEW HAMPSHIRE. 1880. Population 346, 991. Enrolled in public common schools 64, 670 1890. Population 376,530. Gain of population 8. 51 per cent. PUBLIC COMMON SCHOOLS OF NEW HAMPSHIRE FOE THE YEAR ENDED MARCH 1, 1890. Enrolled in public common schools 59, 813 Loss of enrollment in public common schools 7. 51 per cent. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White. Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The State 3,104 3,104 296 2,808 59, 813 59, 782 30, 865 28, 917 31 18 13 172 206 297 247 500 501 421 337 223 200 172 206 297 247 500 501 421 337 223 200 19 40 19 21 46 42 35 33 24 17 153 166 278 226 454 459 386 304 199 183 3,031 3,385 5, 376 4,378 7,654 12, 054 7,489 7,518 5,707 3,221 3,031 3,385 6,376 4,378 7,654 12, 043 7.485 7, 509 5,700 3,221 1, 612 1,690 2,845 2,267 3,921 6,316 3,813 3,848 2,901 1,652 1,419 1,695 2,531 2,111 3,733 5,727 3,672 3,661 2,799 1,569 11 4 9 7 7 2 5 4 4 2 4 Strafford 3 Sullivan « 1 a Includes unseparated colored. INSTITUTIONS. 81 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. NEW J ERSE V. 1880. Population 1, 131, 116. Enrollort in public common schools 205, 240 1890. Population 1, 414, 9.33. Enrolled in public common schools 234, 072 Gain of population 27. 74 per cent. Gain of enrollment in public common sehnols 14. 05 per cent. PUBLIC COMMON SCHOOLS OF NEW JERSEY FOR THE YEAR ENDED AUGUST 31, 1890. COUNTIES. The State Atlantic Bereen Burlington Camden Cape May Cumberland Essex Gloucester Hudson Hunterdon Mercer Middlesex Monmouth Morris Ocean Passaic Salem Somerset Sussex Union Warren Aggre- gate. 4,465 101 144 198 270 46 177 677 120 694 156 209 185 241 300 115 108 122 193 155 White. Total. 4,410 101 143 195 252 44 175 668 117 694 153 203 185 237 182 72 300 112 107 122 193 155 Male. Fe- male. 3,601 76 100 152 243 21 136 601 91 644 87 166 166 166 119 39 266 84 81 75 171 97 Colored. Total. Male. 1 1 :i 2 18 4 2 1 Fe- male. Aggre- gate. 5,012 7,670 10,211 16, 811 2,311 9,358 35,344 6, 263 38, 949 7,314 10, 522 9,083 13. 030 9,319 3,433 16, 698 5,566 5, 052 4.912 9,562 7,652 White. Total. 221, 634 4,929 7,402 9, 739 15, 026 2, 132 8,984 31, 985 5,887 36, 669 7,204 10, 143 8,798 12, 362 9,184 3, 376 16, 308 4, 893 4,828 4, 8.54 9,397 7,534 Male. 108, 222 2,478 3,751 4,938 7,421 1,077 4,555 14, 710 2,919 17, 619 3,659 4,746 4,255 6,347 4,403 1,654 7,892 2,487 2,471 2,477 4,679 3,784 Fe- male. Colored. 113, 412 2,451 3,651 4,801 7,605 1, 055 4,429 17, 275 2,968 19,050 I 3,645 6,397 4,543 6,015 4,781 1,722 8,416 2,406 2,357 2,377 4,718 3,750 Total. 83 268 472 1.785 179 374 3,359 376 2,280 110 379 285 668 135 57 390 224 68 165 118 Male. Fe- male. 5,945 40 137 241 768 81 188 1,603 180 1,114 66 186 142 337 09 29 177 324 100 25 86 66 43 131 231 1.017 186 1,766 196 1,166 54 193 143 331 213 349 118 33 79 62 NEW MEXICO. 1880. Population 119, 565. 1890. Population 153, 593. Gain of population 28. 46 per cent. Enrolled in public common schools 4, 755 Enrolled in public common schools 18,215 Gain of enrollment in public common schools 283. 07 per cent. PUBLIC COMMON SCHOOLS OF NEW MEXICO FOR THE YEAR ENDED DECEMBER 31, 1889. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The Territory 472 472 310 162 18, 215 18,215 11, 838 0,377 40 25 19 40 26 50 14 17 96 29 12 49 24 31 40 25 19 40 26 50 14 17 96 29 12 49 24 31 26 13 7 9 18 34 14 7 73 15 6 35 23 30 14 12 12 31 8 16 2, 630 712 627 686 1,000 1,625 398 337 4,119 1,071 591 1,652 1,217 1.550 2,630 712 627 686 1,000 1,625 398 337 4,119 1,071 591 1,652 1,217 1,550 1,680 351 350 377 650 1,025 316 192 2,428 696 331 1,016 927 1,500 950 361 277 309 350 600 83 145 1,691 373 260 636 290 50 10 23 14 6 14 1 1 1 Taos ' a Includes unseparated colored. ED- 82 EDUCATION. Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES-Continued. NEW VORK. 1880. Population 5,082,871. Enrolled in public common schools 1,027,938 1890. Population 5,997,853. Enrolled in public common schools 1,042, 160 Gain of population 18. 00 per cent. Gain of enrollment in public common schools 1. 38 per cent. PUBLIC COMMON SCHOOLS OF NEW YORK FOR THE YEAR ENDED JULY 25, 1890. The State . Albany Allegany Broome Cattaraugns. Cayuga Chautauqua . Cheuiuny Chenango . - . Clinton Columbia — Cortland . Delaware . Dutchess - Erie Essex Erauklin . . Eulton Genesee . . . Greene — Hamilton . Herkimer . . .Jefferson ..- Kings Lewis Livingston - Madison Monroe Montgomery . Kew York Niagara Oneida Onondaga . Ontario .-- Orange Orleans .-- Oswego Otsego Putnam Queens Kensselaer . Eichmond Kockland St. Lawrence . Saratoga Schenectady. - Schoharie . Schuyler .. Seneca Steuben . - . Suffolk.... Sullivan... Tioga Tompkins . ■Ulster "Warren . . . "Washington.. "Wayne "Westchester - "Wyoming Yates gate. 31, 703 583 534 641 647 597 720 320 463 422 277 346 631 350 1,289 378 316 249 266 251 62 423 775 2,244 324 349 464 806 259 4,383 385 891 747 383 476 259 633 625 77 377 518 133 109 930 471 116 326 202 182 831 260 290 294 297 397 276 506 453 441 344 205 "White, (a) Total. 31, 669 583 534 541 647 697 720 320 463 422 277 346 631 350 1,289 378 316 249 266 251 62 423 775 2,226 324 349 464 806 259 4,367 891 747 383 476 259 633 625 77 377 518 133 109 930 471 116 326 202 182 831 260 290 294 297 397 276 506 453 441 344 205 Male. 5,355 Fe- male. 84 82 74 106 110 59 71 74 160 55 156 49 34 41 75 69 14 84 132 113 40 81 90 107 76 613 160 127 73 73 64 100 171 20 56 87 31 33 123 134 60 47 176 56 97 40 62 106 N 31 78 118 63 60 51 499 452 467 541 487 622 274 377 363 206 272 471 295 1,133 329 282 208 191 182 48 339 643 2, 113 284 268 374 699 183 3,754 297 731 620 310 403 195 533 454 57 321 131 102 76 807 403 102 192 142 135 655 204 193 254 235 291 245 428 335 378 275 154 Colored. Total. 34 18 Male. Fe- male. Aggre- 1,042,160 25, 360 10, 598 12, 087 14, 975 12, 198 15, 082 9,105 8,718 11,011 8,580 5,626 10, 357 13, 027 48, 978 7,985 9,375 7,513 6,317 6,580 1,086 9,106 14, 431 116, 335 6,952 7,410 9,375 28, 012 8,264 237, 930 11, 947 23, 250 26, 033 10, 081 17, 955 6,829 15,950 10, 836 2,730 21, 536 19, 619 7,632 5,691 18, 995 11, 697 4,432 6,698 3,579 5,124 18, 565 11, 207 7,965 7,008 6,672 18, 284 5,759 10, 413 11, 501 20, 395 7,288 4,056 "White, (a) Total. 25, 302 10, 664 12, 046 14, 975 12, 120 16, 076 9,064 8,709 11, Oil 8,508 5,617 10, 353 12, 873 48, 801 7,966 9,375 7,471 6,303 6,580 1,086 9,063 14,420 114, 605 6,952 7,392 9,316 27, 909 8, 257 236, 318 11,926 23, 216 26, 017 10, 043 17, 433 6,810 15, 941 10, 656 2,709 20, 967 19, 589 7,566 6,644 18, 995 11, 601 4,422 6,656 3,557 5,110 18, 507 11, 104 7,955 6, 932 6,622 18, 158 5,747 10, 403 11,495 20, 254 7, 283 4,030 Male. 519, 297 12, 740 5, 326 5, 931 7,258 6,142 7,512 4,638 4,491 5,891 4,415 2,918 5,306 6,541 24, 255 4,085 4,702 3,687 3,275 3,493 599 4,642 7,294 57, 403 3,527 3,753 4,637 14, 028 4,290 117, 993 5,959 12, 098 12, 926 5,054 8.523 3 602 8,057 o 364 1,413 10, 805 10, 067 3,642 2,847 7,611 6,719 2,218 3,567 1,843 2,542 9,310 6,501 4,063 3,530 3,205 9,352 2,867 5,129 5,857 10, 296 3,639 2, 019 Fe- male. 516, 083 12, 562 5,238 6,115 7,717 5,978 7,564 4,426 4,218 5,120 4,093 2,699 5,047 6,332 24, 646 3,881 4,673 3,784 3,028 3,087 487 4,421 7,126 ,57, 202 3,425 3,639 4,679 13, 881 3,967 118, 325 5,967 11,118 13, 091 4,989 8,910 3,308 7,884 6,292 1,296 10,162 9,622 3,924 2,797 11, 384 6,882 2,204 3,089 1,714 2,568 9,197 5,603 3,892 3,402 3,417 8,806 2,880 6,274 6,638 9,958 3,644 2,011 Colored, Total. 6,780 78 6 101 9 72 9 4 154 177 19 43 11 1,730 18 59 103 7 1,612 21 34 16 38 522 19 9 180 21 869 30 42 22 14 68 103 10 76 60 126 12 10 6 141 5 26 Male. 21 6 884 31 49 6 806 11 11 259 9 4 77 16 298 14 34 26 Fe- male. 3,375 37 15 20 37 2 61 6 1 2 82 20 3 22 6 846 28 54 1 806 10 18 8 27 263 10 5 103 5 271 16 32 21 46 5 24 11 33 43 32 22 68 7 3 4 65 2 11 a Includes unseparated colored. INSTITUTIONS. 83 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. NORTH CAROE.IIVA. 1880. Population I,399,7.'i0. Enrolled in public common scliools 256,422 1890. Population 1, PIT, 947. Enrolled in public common schools .325,861 Gain of population 15. 59 per cent. Gain of enrollment in public common schools 27. 08 per cent. PUBLIC COMMON SCHOOLS OF NORTH CAROLINA FOR THE YEAR ENDED JUNE 30, 1890. The St-ite AlamaDce Alexander Alleghany Ansou Ashe Beaufort Bertie Bladen Brunswick Buncomhe Burke Cabarrus Caldwell Camden Carteret Caswell Catawba Chatham Cherokee Chowan Clay Cleveland Columbus Craven Cumberland ... Currituck Dare Davidson Davie Duplin Durham Edgecombe Forsyth Franklin Gaston Gates Graham Granville Greene GuUford Halifax Harnett (a) Haywood Henderson Hertford Hyde Iredell Jackson Johnston Jones Lenoir Lincoln McDowell Macon Madison Martin Mecklenburg- -. Mitchell Montgomery . . . Moore Nash New Hanover - . Northampton .. Onslow Orange Pamlico Pasquotank Pender Perq^uimans Person Aggre- gate. 6,865 89 96 69 65 102 31 23 67 81 107 42 30 20 96 93 66 101 31 26 114 57 108 59 71 82 81 81 60 20 80 46 127 92 74 60 57 57 27 169 31 119 61 62 51 56 59 69 135 59 54 78 87 28 76 57 84 37 34 53 46 45 White. Total. 40 56 33 20 41 24 91 39 46 56 46 31 15 108 29 84 21 40 40 41 51 57 42 75 59 37 58 45 13 37 39 4.^ 21 18 30 27 Male. 2,682 Fe- male. Colored. Total. 2,324 Male. 1,410 10 5 6 28 5 15 27 18 16 6 17 20 42 IS 39 18 41 16 ! 23 19 Fe- male. Aggre- gate. 325, 861 3,006 2,349 1,449 3,704 4,446 3,876 4,193 3, 077 2,510 8, 323 3,142 3,646 2,971 1, 659 945 2,636 4,163 4,889 2,610 2,466 1,117 4,800 3,785 3,804 4,814 1,201 1,111 5,019 2,750 4,601 3,256 3,517 4,139 3,261 4,341 2,214 852 3,821 1,723 5,944 6,164 3,362 3,258 3,043 2,822 2,340 5,426 2,210 6,217 2,542 2,461 2,725 2,237 2,603 4,145 3, 207 7,067 2,387 2,281 2,745 3,648 2,911 3,255 2,418 2,473 2,127 1,713 2,221 2.499 1,885 White. Total. 1,927 2, 225 1,333 1,460 4,336 2,245 1, 512 1,439 1,384 7,266 2,253 2,651 2,594 970 707 1,011 3,619 2,747 2,546 742 1,062 4,108 2,281 1,529 2.028 611 1,016 4,117 1,970 2,504 1,918 1,107 3,187 1,560 2,948 852 1,861 931 4,148 1,591 1,576 3,206 2,763 1,129 1,050 3,950 2,112 4,310 645 1,530 2, 040 1,909 2,463 4,084 1,731 3, 631 2,387 1,524 2,071 1,777 1,320 1,324 1,635 1,425 I 1,197 656 1. 072 1,045 1,002 Male. 1,043 1,189 730 750 2,256 1,147 821 770 724 3,237 1,161 1,420 1,341 500 355 517 1, 934 1,442 1,362 402 561 2,000 1,199 729 1,058 353 54] 2,246 1,050 1,301 985 520 1,729 760 1,537 526 462 917 466 2,239 826 788 1.752 1,203 5E6 600 2, 097 1,075 2.329 335 783 1, 113 1,048 1,300 ^,217 910 1,968 1,291 786 1,090 872 601 753 894 810 601 352 594 555 519 1,411 472 390 944 465 1,909 765 788 1,454 1,560 533 450 1,853 1,037 1.981 310 .5S6 304 478 490 Total. Colored. Male. 117, 017 1,079 124 116 2,244 110 1,631 2,681 1,638 1,126 1,057 995 377 689 238 1,625 544 2,142 64 1,724 55 692 1, 5(14 2,275 2, 786 590 95 902 780 2,097 1,338 2,410 952 1,701 1, 393 1,216 1,960 792 1,796 4,573 1,786 52 280 1,693 1,290 1,476 08 1,907 1.897 931 685 328 140 61 1,476 3, 436 757 674 1,871 1,591 1,931 783 1,048 930 1.057 1.149 1,454 55, 523 532 55 56 1,126 60 756 1,243 770 542 498 461 502 192 712 258 986 28 705 30 325 741 1,050 1,322 309 53 343 415 902 610 1,124 469 780 660 Fe- male. 912 374 942 2,321 850 24 1.50 790 650 700 49 874 924 391 373 152 60 30 673 1, 759 385 300 868 730 893 377 509 413 492 497 683 393 61,494 547 69 60 1,118 50 875 1, 438 868 584 559 428 493 185 300 130 913 286 1,156 36 25 367 763 1,225 1,464 281 42 559 365 1,195 728 1,286 483 921 727 675 1,048 418 854 2,252 936 28 130 903 640 776 49 1,033 973 540 312 176 80 31 803 1,677 372 374 1,003 861 1,038 406 539 517 565 652 771 490 a Tlus county having f^ed to report for 1890, the figures inserted are for 1888. 84 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. NORTH CAROr.I]\A— Continued. COCNTIES. Pitt Polk Kandolpb Richmond Eobeson Croatans . Rockingham . Rowan Rutherford. .. Sampson Stanly Stokes Surry Swain Tranaylvan ia Tyrrell Union Vance Wake "Warren ' Washington . "Watauga Wayne Wilkes AVilaon (a) . . . Yadkin Yancey (a)... Aggre- gate. 13.5 36 119 84 167 18 101 136 92 90 71 79 98 28 35 18 108 50 143 White. Total. 80 23 97 40 100 Male. Fe- male. Colored. Total. Male. Fe- male. Aggre- gate. 5, 525 1,402 5,838 4,072 5,401 422 4,750 6,456 3,968 3,937 3,353 3,457 4,007 1.232 1.534 350 6,020 2, 255 8,760 3,281 2,249 2,519 3, 717 4,220 3,965 3,521 3,128 White. Total. 3,052 934 5,007 1,383 2,692 2,037 4,660 3,084 1,940 2,885 2,845 3,301 1,209 1,368 J 70 4,020 769 4,385 1,167 2,445 2,070 3,914 2,075 3,089 3,000 Male. 1,554 503 2,470 740 1,393 1,370 2,367 1,614 1, 023 1,516 1,523 1,830 627 747 90 2,100 393 2.291 429 596 1,290 1,045 2,076 1,037 1,499 1,560 Fe- male. 1,498 431 2, 537 643 1,299 1,267 2,293 1.470 917 1,369 1,322 1.465 582 621 80 1.920 376 2,094 456 671 1,155 1,025 1,838 1,038 1,590 1,440 Colored. Total. 2, 473 468 831 2,689 2,709 422 2,113 1,796 884 1,997 468 612 706 23 166 180 2,000 1,486 4,375 2,396 1,082 74 1,647 306 1,890 432 128 Male. 1,138 200 382 1,235 1.271 234 1,041 862 427 850 231 287 401 14 83 95 1,040 692 2,025 1,079 499 35 751 160 945 221 Fe- male. 1,335 268 449 1, 4.54 1,438 188 1,072 934 457 1,147 237 325 305 9 83 85 960 794 2,350 1,317 896 146 945 211 60 IVORTII DAKOTA. 1880. Population 36, 909. 1890 Population 182, 719. Gain of population 395. 05 per cent. Enrolled in public common schools 3, 746 Enrolled in public common schooLs 35, 543 Gain of enrollment in public common schools 848. 83 per cent. PUBLIC COMMON SCHOOLS OF.NOETH DAKOTA FOR THE YEAR ENDED JUNE 30, 1890. The State . Barnes Benson Billings... Bottineau . Burleigh . . Cass Cavalier . Dickey.. - Eddy Emmons . Foster Grand Forks . Griggs Kidder Lamoure Logan McHenry (c) . Mcintosh McLean Mercer Morton . . Nelson . - . Oliver Pembina. Pierce Ramsey - . Rnnsoni . . Richland . Rolette... Sargent . . Aggre- gate. 1,982 : 105 31 2 14 44 207 58 95 15 33 22 111 43 17 51 21 17 17 7 35 39 1 109 5 61 03 151 18 71 White, (b) Total. 105 31 2 14 44 207 58 95 15 33 22 111 4;i 17 51 2 21 17 17 7 35 39 1 109 5 61 93 151 18 71 Male. 560 Fe- male. 72 23 1 10 32 147 35 80 12 22 5 17 20 ni 10 33 5 12 15 36 Colored. Total. Male. Fe- male. Aggre- gate. 1,448 359 21 508 787 4,116 1,311 1.328 187 353 254 3,450 558 260 389 22 252 252 195 71 740 865 7 3.361 61 730 1, 168 1 2,571 594 987 White, (b) Total. 1,448 359 21 508 787 4,116 1,311 1.328 187 353 254 3.450 558 260 389 22 252 252 195 71 740 865 7 3,361 61 730 1,168 2,571 594 987 Male. 743 191 10 280 2,106 738 660 97 220 145 1,786 290 129 226 12 127 147 104 38 417 518 4 1,826 38 364 600 1.348 315 460 Fe- male. 705 168 11 228 407 2,010 573 668 90 133 109 1,664 268 131 163 10 125 105 91 33 323 347 3 1.535 23 366 568 1,223 279 537 Total. Male. Fe- male. a This county having failed to report for 1890, the figures inserted are for 1888. b Includes unseparated colored. c No report; estimated as reJpoHfeti for 1889. INSTITUTIONS. 85 Table 8.— SCHOOL ENROLLMENT, CENSUS OK 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. IVORTH DAKOTA— ContiDUed. TEACHERS. PUPILS. COOKTIES. Aggre- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. 1 Total. Male. Fe- male. ■ 1 Total. Male. Fe- male. Stark 22 65 73 13 127 155 12 20 22 65 73 13 127 155 12 20 7 24 11 2 41 41 3 3 15 41 62 11 86 114 9 17 1 359 867 1,022 149 1,938 3, 627 223 153 359 867 1,022 149 1,938 3,627 223 153 1S3 483 523 86 1, 035 1,917 96 90 176 384 490 63 003 1, 710 127 63 Steele StutsmaB i Traill "Walsh Ward Wells OHIO. 1880. Population 3, 198, 062. Enrolled in jjublio common school.^ 752, 442 1890. Population 3, 672, 316. Enrolled in pu blie conunoii schools 797, 439 Gain of population 14. 83 per cent. Gain of enrollment in public common schools 5. 98 jier cent. PUBLIC COMMON SCHOOLS OF OHIO FOE THE YEAR ENDED AUGUST 31, 1890. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White. Colored. Aggre- gate. White, (a) i Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe male. TliB fltate 25, 156 25, 127 10, 833 14 294 29 8 21 797,439 793,754 411, 634 382, 120 3,685 1, 805 1,880 180 272 230 540 306 206 348 214 229 206 199 266 235 192 425 184 279 991 370 249 280 247 270 171 543 240 241 227 198 260 1,049 306 285 178 239 256 167 181 350 168 246 273 161 204 434 275 362 365 174 355 ISO 272 230 540 306 206 348 214 228 206 199 266 235 192 425 184 279 987 370 249 280 247 270 171 543 240 241 227 198 260 1,034 306 285 178 239 256 167 181 350 168 246 272 161 204 434 275 362 365 174 355 122 148 115 167 109 116 164 124 97 117 103 104 121 110 161 120 119 113 217 94 98 57 167 89 159 111 146 69 84 149 203 154 122 105 99 150 90 123 117 96 110 165 30 116 175 132 78 61 82 141 58 124 115 373 197 90 184 90 131 89 96 162 114 82 264 64 160 874 153 155 182 190 103 82 384 129 95 168 114 111 831 152 163 73 140 106 77 68 233 72 136 107 131 88 259 143 284 304 92 214 6,730 8,916 6,415 9,913 8,842 7,167 14, 092 7,881 8,827 5,073 6,500 10,156 8,378 6, 029 13, 528 7,431 7,641 46, 308 11,765 6,448 6,013 7,128 8,571 5, .505 20, 773 5,738 7, 919 3,379 6,832 8,182 47,494 9,652 7.982 5,557 6,683 7,585 6,201 5,769 7,614 7,836 8,897 6,710 3,377 9,987 10, 159 6,659 8,537 15, 265 4,902 10, 900 6,730 8,916 6,415 9,913 8,842 7,167 14, 092 7.881 8,757 5,073 6,500 9,458 8,378 6,029 13,528 7,431 7,641 45, 886 11, 765 6,448 6, 613 7,033 8,571 5, 565, 20, 773 5,738 7,919 3,379 6,832 8,182 45, 894 9,652 7,982 5.557 6,683 7,585 6.201 5,769 7,614 7,836 8,772 6,710 3,377 9,987 10, 116 6,659 8,537 15, 265 4,902 10, 779 3,549 4,093 3,372 4,939 4,559 3,780 7,165 4,159 4.406 2, 617 3,414 4,972 4,425 3,193 7,044 3,950 3,914 23. 350 6, 200 3,453 3,293 3,695 4,541 2, 869 10, 404 3,008 4,076 1,827 3,575 4,234 23, 426 5,060 4, 075 2,861 3,586 3. 987 3, 185 3, Ida 3,997 4,026 4,538 3,518 1,747 5, 147 5,179 3,459 4,347 7,779 2.543 5,475 3,181 4, 223 3,043 4,974 4,283 3,387 6,927 3,722 4,351 2,456 3,086 4,486 3,953 2,836 6,484 3,481 3,727 22, 536 5,565 2,995 3. 320 3, 338 4,030 2,696 10, 369 2,730 3,843 1,552 3,257 3,948 22, 468 4,586 3.907 2; 696 3, 097 3,598 3,016 2,606 3,617 3,810 4,234 3,192 1,630 4,840 4,937 3,200 4,190 7,486 2.359 5, 304 Allen =' 1 i 70 34 36 Clark 698 344 354 4 4 422 198 994 .... Erie 95 40 55 Fulton Grallia 15 6 9 1, 60(1 800 Hockiii"- 125 ; 55 70 JLake 1 43 16 27 1 Mahoning 121 51 70 a Iiiciiulcs iinseparateil colored. 86 EDUCATION. Table 8 — SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COXJNTIES— Continued. OHIO— CoDtimieil. I'EACHERy. PUPILS. COUNTIES. Aggre- gate. White. Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 286 274 267 177 261 211 424 244 245 359 237 143 192 209 203 135 351 189 241 353 283 261 187 350 196 505 367 410 311 246 257 160 172 391 339 265 389 241 286 274 267 177 261 211 424 244 245 359 237 143 192 209 203 135 351 189 241 353 278 261 183 360 196 505 307 410 311 246 257 160 172 391 339 265 389 241 115 124 120 111 128 169 135 134 111 160 170 45 93 122 125 84 124 108 139 139 107 101 93 166 106 239 116 142 175 118 126 85 78 154 182 118 133 119 171 150 147 66 133 42 289 110 134 199 67 98 99 87 78 51 227 81 102 214 171 160 90 184 90 266 251 268 136 128 131 75 94 237 157 147 256 122 6,423 5,698 8,051 7,256 8,515 7,067 17, 803 5,095 4,786 11, 276 5,926 5,847 7,289 8,025 6,739 4,744 6,562 5,885 7,795 8,660 9, 209 6,902 8,510 8,942 5,947 18, 809 11, 177 9,729 12,615 6,074 8,789 4,546 5,717 11,237 10, 611 6,270 10, 820 5,587 6,423 5,698 8.051 7,256 8.515 7.067 17, 803 5, 095 4,786 11, 276 5,926 5,847 7,289 8,025 6,739 4,744 6,562 5,885 7, 795 8,660 9,001 6,892 8,322 8,936 5,947 18, 797 11, 090 9,729 12.615 6,074 8,789 4,546 5,717 11,237 10, 611 6,270 10, 820 5,587 3,260 2,978 4,237 3,828 4,495 3,894 9,139 2.678 2,539 5,847 3,171 2,982 3,763 4.198 3, 553 2,503 3,348 3,186 4,062 4,485 4,634 3,687 4,248 4,016 3,244 9,612 5.637 4; 911 6,641 3,149 4,633 2.351 3; 040 5,873 5,541 3, 173 5,688 3,030 3,163 2,720 3,814 3,428 4,020 3,173 8,664 2,417 2,247 5,429 2,755 2.865 ■■;. 526 3.827 3,186 2,241 3,214 2,699 3,733 4,175 4,367 3,205 4,074 4, 320 2,703 9,185 5,453 4,818 6,974 2,925 4,156 ' 2, 195 2,677 5,364 5,070 3,097 5, 132 2,557 Medina Mercer Miami Montjiomery lUnstliiiio-iiTn Noble Ottawa Perry Pickaway Pike Portage Preble Kichland 5 1 4 208 10 188 6 114 5 103 4 94 5 4 1 3 Shelby Stark 12 87 4 37 tiummit 50 Trambull Van Wert "Vinton "Warren Wayne Williams Wood Wyandot OKl.AHOlnA. PUBLIC COMMON SCHOOLS OF OKLAHOMA REPORTED TO AUGUST 31, 1890. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White. Colored. Aggre- gate. White. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The Territory (6) 17 17 15 2 579 579 273 306 Greer 17 17 15 2 579 579 273 306 a Includes unseparated colored. b Greer county only (claimed by Texas) . INSTITUTIONS. 87 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Coutinued. OREeoiv. 1880. Population 174, 768. Enrolled in public common schools 37, 437 1890. Population . . , 313, 767. Enrolled in public common schools 63, 354 Gain of population 79. 53 per cent. Gain of eniollmeut in public common schools 69. 23 per cent. PUBLIC COMMON SCHOOLS OF OREGON FOR THE YEAR ENDED MARCH 3, 1890. TEACHERS. PUPnS (BETWEEN 4 AND 20 YEARS OF A&E). COUNTIES. Aggre- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Pe- iQale. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 2,566 2,566 1, 111 1,455 63,354 63, 339 32, 308 31, 031 15 4 11 Bater 57 85 156 35 •26 90 49 14 158 34 41 17 109 32 20 29 196 203 IS 130 30 252 99 29 24 129 95 29 86 139 155 57 85 156 35 26 90 49 14 158 34 41 17 109 32 20 29 196 203 18 130 30 252 99 29 24 129 95 29 86 139 155 29 26 78 6 10 41 24 8 75 14 14 8 48 16 8 13 71 113 10 58 14 68 40 19 16 66 44 15 211 77 72 28 59 78 29 16 49 25 6 83 20 27 9 61 16 12 16 125 90 8 72 16 194 59 10 8 63 51 14 66 62 83 1,350 2,610 4,009 1,181 910 1,926 641 300 3,170 908 1,104 412 2,740 1,160 551 590 3,741 4,098 249 4,658 903 9,153 1,960 445 688 3,261 2,566 1,093 1,329 2,955 2,693 1,350 2,610 4,009 1,181 910 1,926 641 300 3,170 908 1,104 412 2,740 1,160 551 590 3,741 4,098 249 4,658 903 9,138 1,960 445 688 3,261 2,566 1,093 1,329 2,955 2,693 656 1,326 2,103 600 469 1,003 335 160 1,587 453 504 214 1,421 010 279 296 1.860 2, 166 132 2, 503 416 4,504 1,015 252 335 1,606 1,354 513 645 1,629 1,362 694 1,284 1,906 581 441 923 306 140 1,583 455 600 198 1,319 550 272 294 1,881 1,932 117 2,155 487 4,634 945 193 353 1,655 1,212 680 684 1,326 1,331 Clackamas Clatsop - Crook Curry Grant Harney Xlamath Lake Malheur Morrow 15 4 11 Polk Sherman Umatilla 1 Wasco TamhiU a Includes unseparated colored. 88 p:ducation. Table 8.— SCHOOL ENEOLLMENT, CENSUS OF 1890 : PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. I*I!;IVI\SVI.VAJV1A. 1880. Population 4.282,891. Enrolled in puWic common schools 950,300 1890. Population 5, 258, 014. Enrolled in public common schools l^Oll, 163 Gain of population 22. 77 per cent. Gain of enrollment in public common schools 6. 40 per cent. PUBLIC COMMON SCHOOLS OF PENNSYLVANIA FOE THE YEAE ENDED JUNE 2, 1890. TEACHEES. The State . Adams Allegheny - Armstrong Beaver Bedford . . . Berks — Blair : . . . . Bradford . Bucks Butler.... Cambria. . CaTueron . Carbon... Center . . . Chester . . Clarion . . . . Clearlield . Clinton . . . Columbia. Crawford . Cumberland . Dauphin Delaware Elk Erie Fayette . . Forest Franklin - Fulton . . . Greene . . . Huntingdon.. Indiana Jeflerson Juniata Lackawanna . Lancaster . Lawrence . Lebanon . - Lehigh Luzerne.. - Lycoming . licKean... Mercer Mifflin Monroe Montgomery Montour Northampton Northumberland . Perry Philadelphia . Pike Potter Schuylkill.... Snyder Somerset Sullivan Susquehanna. Tioga Union Yenango "Warren "Washington "Wayne "Westmoreland Wyoming York Aggre- gate. 24,580 187 1,601 292 661 303 665 313 340 296 63 180 261 414 331 175 219 726 218 397 244 136 618 348 103 319 73 208 248 282 252 107 464 658 226 236 348 699 378 279 505 114 136 447 84 383 320 189 2,694 68 242 622 115 276 97 452 442 102 348 300 379 501 183 492 24, 543 187 1,601 292 263 293 661 303 665 313 340 296 63 180 261 414 269 331 176 219 726 248 391 244 136 618 348 103 319 73 208 248 282 262 107 464 657 226 378 279 506 114 136 447 84 383 320 189 2,666 68 242 622 115 276 97 452 442 102 348 300 379 366 501 183 490 Male. 100 195 146 87 192 372 134 152 127 160 99 7 87 157 63 105 123 71 84 150 130 219 18 40 93 180 25 197 149 149 127 301 79 166 217 180 145 37 176 59 97 161 36 242 169 123 17 39 266 94 196 21 91 91 Fe- male. 16, 160 87 1,406 146 176 101 289 169 513 186 190 197 56 93 104 351 164 208 104 135 576 118 172 226 96 525 168 78 122 25 81 133 125 356 147 70 131 519 233 242 330 55 39 286 48 141 151 66 2,567 51 203 356 21 80 76 361 351 Total. 69 33 no 238 42 258 129 250 58 308 267 234 4K 135 315 175 Fe- male. Aggre- gate. 7,264 82, 571 12, 214 10, 426 10, 596 27, 114 13,824 14, 187 12, 936 14, 320 12, 752 1,500 8,766 10, 389 17, 441 9,446 15, 085 6,009 9,206 15, 281 9,652 19,344 12, 054 4,015 15, 607 16, 271 1.887 12, 163 2,845 7,607 8,751 10, 687 10,688 4,314 24,235 29, 873 7,897 9.455 15, 309 35, 995 14, 259 9,469 13, 227 5,038 4,855 20, 352 2,810 16, 554 15, 904 6,944 162,108 2,033 4,432 32, 106 10, 099 2,417 8,682 11, 894 4,067 11, 307 7,906 14, 788 7,139 22, 921 3,790 21,550 "White, la) Total. 1, 005, 649 7,264 82,571 12, 214 10, 425 10, 596 27, 014 13, 779 14, 187 12, 935 14, 320 12, 752 1,500 8,766 10, 389 17, 441 9,446 15, 086 6,009 9,206 15, 268 9,652 18, 774 11, 721 4,015 16, 567 16, 271 1,887 12, 000 2,845 7,607 8,751 10, 687 10, 688 4,314 24, 210 29, 683 7,879 9,456 16, 309 36, 989 14. 044 9, 463 13, 227 6,038 4,855 20, 265 2,810 16, 489 16, 882 6,944 168, 573 2,033 4,432 32, 078 4,649 10, 099 2,417 8, 682 11, 894 4,057 11, 282 7,906 14, 788 7,139 22, 921 3,790 21,441 Male. 3,780 41, 582 6,264 5,445 5,566 14, 099 7,008 7,327 6,983 7,434 6,512 729 4,527 5,436 3,726 4,857 7,646 2,940 4,999 7,829 4,923 9,457 5,916 2,106 7,861 8.416 973 6, 292 1,530 4,146 4,487 5,552 5,654 2,232 11, 358 15, 601 4,011 4,930 8,070 17,915 7,' 102 4,770 6,969 2,497 2,558 10, 279 1,408 8,689 8. 046 3, 570 77, 762 1,034 2,301 16, 096 2,456 5,158 1,238 4,557 6,133 2,146 5,673 3,970 7,389 3,556 11,805 1,997 11, 203 Fe- male. 494, 379 3,484 40, 989 5.960 4,980 5,030 12,915 6,771 6,860 5, 952 6,886 6,240 771 4, 239 4, 953 8,715 4, 589 7,539 3,069 4,207 7,429 4,729 9,317 5,806 1,909 7,706 7,855 914 5,708 1,315 3,461 4,264 6,136 6, 134 2,082 12, 852 14, 082 3,868 4,625 7,239 18, 074 6,942 4,683 6,268 2,541 2,297 9,986 1,402 7,800 7,836 3, 374 80, 811 999 2,131 15, 982 2,193 4,941 1,179 4,125 6,761 1,911 5,609 3,936 7,399 3,583 11,116 1,793 10,238 Colored. Total. 100 45 23 470 333 Male. Fe- male. 211 162 190 18 215 16 107 7 43 5U 24 11 259 181 15 104 10 108 9 32 12 1, 668 1, 877 'b 18 62 a Includes unseparated colored. INSTITUTIONS. 89 Table S SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. RHODE IS1.AIVD. 1880. Population 276, 531. Enrolled in public common schools 42, 489 1890. Population - 34.5, 506. Enrolled in public- common schools 52, 774 Gain of population 24. 94 per cent. Gain of enrollment in public common schools 24. 21 per cent. PUBLIC COMMON SCHOOLS OF RHODE ISLAND FOR THE YEAR ENDED APRIL 30, 1890. TEACHEKS. PUPILS. COUNTIES. Aggre- gate. WMte. Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. 1 Male. Fe- male. Total. Male. Fe- male. 1,378 1,378 174 1,204 52, 774 52,549 2D, 382 26, 167 225 101 104 Bristol 54 110 130 899 185 54 110 130 899 185 10 20 18 79 41 44 84 112 820 144 1,906 3, 883 4,017 3S, 170 4, 798 1,906 3, 883 3, 807 38, 155 4,798 934 1,995 1,936 19,131 2,386 972 1,888 1,871 19, 024 2,412 210 15 93 8 117 7 .SOUTH t:AROL,l.\A. 1880. Population 995, 577. Enrolled in public common schools 134, 842 1890. Population 1, 151, 149. Enrolled in ])ublic common schools 203,461 Gain of population 15. 63 per cent. Gain of enrolhnent in public common schools 50. 89 ]5er cent. PUBLIC COMMON SCHOOLS OF SOUTH CAROLINA FOR THE YEAR 1889-1890. The State Abbeville Aiken Anderson Barnwell Beaufort Berkeley Charleston Chester Chesterfield Clarendon Colleton Darliuiiton Edgefield Fairfield Florence Georgetown Greenville Hampton Horry Kershaw Lancaster Lanrens Lexington Marion Marlboro Newberry Oconee Orangeburg Pickens - . -X Eichland Spartanburg Sumter Union AVilliarasburg... York Aggre- gate. 205 132 156 144 83 127 122 133 69 77 130 76 218 114 109 67 223 78 89 92 83 143 93 154 84 107 116 171 186 144 104 93 221 White. 2,677 119 81 102 85 18 49 111 78 45 52 86 45 121 22 154 48 66 65 55 101 53 86 55 62 136 1,102 Fe- male. 1, ,575 47 71 60 16 23 101 55 12 33 42 31 78 34 45 12 83 29 11 29 29 61 18 32 29 47 50 43 41 34 Colored. Total. Fe- male. 24 Aggre- gate. 9,344 6,402 7,150 7, 224 6,391 6,636 6,405 5.471 3,356 5, 983 4,724 8,913 .5, 612 5,385 2,829 9,668 2,599 3, 931 4,405 3,797 6,487 3,046 6,254 4,049 5, 405 4, 013 9,275 4, 229 6, 029 11, 282 7,774 4,743 4,154 8,617 White. Total. 90, 051 3,480 2,778 4,167 2,681 520 997 2,978 1,864 2,224 1,258 3,066 2,011 3,650 1,544 2,386 640 5,369 1,414 2,759 2, 007 2,059 3, 050 1,912 3, 158 1,817 1,933 2, 945 3,103 3,279 1,844 7,310 2, 215 1,910 1,760 3,963 Male. 46, 761 1,751 1,472 2,102 1,407 232 508 1,111 944 1,180 650 1,668 1,057 1,890 781 1,166 350 2,853 758 1,514 1,024 1,048 1,748 1,006 1,659 933 993 1,531 1,640 1,725 935 3,943 1,173 956 924 Fe- male. 43, 290 1,729 1,306 2,065 1,274 288 429 1,867 920 1,044 608 1,398 954 1,760 763 1,220 ' 290 2,516 656 1,245 1,011 1,302 906 1,499 884 940 1,414 1,463 1,554 909 3,367 1,042 954 836 1,894 Colored. Total. 5,864 3,624 2,983 4, 543 5,871 4,639 3, 427 3,607 1, 132 1,631 2,917 2,713 6,263 4,068 2,999 2,189 4,289 1,185 1,172 2,398 1,738 3, 437 1,134 3,096 2,232 3,472 1,068 6,172 950 4,185 3,972 5,559 2,833 2.394 4,654 Male. 2,659 1,712 1,400 2,231 2,762 2, 473 1,437 1,683 521 834 1, .546 1, 370 2,443 1,867 1,478 1,143 2, 030 546 576 1,158 851 1,580 501 1.518 1,093 1,.57« 503 3,073 476 1,959 1,943 2,689 1,330 1,105 2,215 Fe- male. 3, 205 1,912 1,583 2,312 3,109 2,166 1,990 1,924 611 797 1,371 1,343 2,820 2,201 1,521 1,046 2, 259 639 .596 1,240 887 1,857 633 1,578 1,139 1,898 565 3,099 474 2,226 2,029 2,870 1, 503 1,289 2,439 a Includes unseparated colored. 90 EDUCATION. Tahlk 8.— school enrollment, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUTSTTIES— Continued. 80(;XH DAKOTA. 1880. Population - 98, 268. Enrolled in public common schools 9, 972 1890. Population 328, 808. Enrolled in public common .scliools 77, 943 Gain of population 234.60 per cent. Gain of enrollment in public common scliools 681.62 per cent. PUBLIC COMMON SCHOOLS OF SOUTH DAKOTA FOR THE YEAR ENDED JUNE 30, 1890. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White. Colored. Aggre gate. Wliite. (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 4,420 4,420 1,294 3,126 77,943 77, 940 41,008 36,932 3 3 98 158 84 155 243 111 16 15 35 59 126 75 88 38 71 135 90 71 68 33 86 104 64 145 75 39 104 65 67 117 129 60 126 112 36 74 25 109 147 92 48 68 37 99 209 2 66 126 93 31 76 98 158 84 155 243 111 16 15 35 59 126 75 88 38 71 135 90 71 68 33 86 104 64 145 75 39 104 65 67 147 129 50 126 112 36 74 25 109 147 92 48 68 37. 99 209 2 66 126 93 31 76 39 44 32 56 74 39 1 1 8 18 33 21 18 5 17 34 26 26 18 6 21 33 21 45 IS 17 70 8 ]9 42 34 8 31 37 12 7 3 24 55 14 10 14 12 27 63 is' 45 39 6 25 59 lU 52 99 169 72 15 14 27 41 93 54 70 33 54 101 64 45 50 27 65 71 43 100 57 22 34 57 48 105 95 42 95 75 24 67 22 85 92 78 38 54 25 72 146 2 48 81 54 25 51 1,-356 2,598 2,268 2,739 3,457 2,030 224 210 378 1,068 1,548 1,935 1,747 803 1,385 1,972 1,397 1,291 1,090 598 1,096 1,683 1,107 1,834 1,089 1,112 2,343 540 968 1,848 1,874 2,136 2,530 1,725 526 800 721 1,472 6,162 1,516 1,129 660 452 1,081 2,794 42 564 2,731 2,649 337 2,328 1,356 2,598 2,268 2,739 3,457 2,030 224 210 378 1,068 1,548 1, 9,^5 1,747 803 1,385 1,972 1,397 1,291 1,090 598 1,096 1,683 1,107 1,834 1,089 1,112 2,343 540 968 1,848 1,874 2,136 2,530 1,725 526 800 721 1,472 6,159 1,516 1,129 660 452 1,081 2,794 42 564 2,731 2,649 337 2,328 694 1,348 1,170 1,482 1,807 1,107 110 114 193 592 819 1,034 894 446 677 980 769 669 563 296 582 924 558 1,005 614 539 1,192 273 538 937 999 1,033 1,359 931 281 430 397 785 3,266 820 580 317 242 577 1,513 21 299 1,450 1,344 189 1,249 662 1,250 1,098 1,257 1,650 923 114 96 185 476 729 901 853 357 708 992 628 622 .537 302 514 759 549 829 475 • 573 1,151 267 430 911 875 1,103 1,171 794 245 370 324 687 2,893 696 549 343 210 604 1,281 21 265 1,281 1, 305 148 1,079 Brookings ^ ,. ^'*^' - Lawrence 3 3 Sully . 1 16 46 40 91 3 58 3 6 21 93 6 69 24 13 72 37 43 34 3 48 5 6 144 118 21 22 31 6 1 133 51 10 28 25 128 39 .67 70 22 ^7 98 23 34 21 66 16 7 10 16 30 101 42 136 64 28 8 7 13 75 4 20 12 1 27 2 2 16 6 2 55 17 1 59 24 1 15 61 52 27 13 1 7 29 21 77 1 37 1 3 19 62 6 3 38 14 8 48 18 30 16 2 33 3 3 96 56 16 16 21 5 55' 25 4 21 14 35 28 32 58 8 3 77 U 15 12 28 7 3 5 10 20 46 22 89 58 15 7 4 8 69 5 11 13 3 10 5 4 11 3 4 39 17 1 31 16 14 30 25 6 13 765 8,783 271 2,035 1,542 98 1,410 565 251 835 329 230 5,477 1,063 35 5,034 2,807 1,775 4,138 5,240 1, 261 1,304 64 866 2,230 3,937 4,572 79 2.035 99 116 1,098 5, 53K 391 219 5,847 1, 390 c361 3,165 1,896 1,813 1,880 127 1,489 196 493 3,966 6,907 967 744 1, 205 119 12 6,808 1,032 219 2,026 936 7.402 1,797 3, 346 2, 780 759 295 4,629 1, 635 2,326 2,607 7,454 1,106 1,616 268 634 1,240 4.924 2.175 6,096 3,157 1, 025 198 214 765 6,493 271 1,579 432 98 1,395 124 251 776 329 230 4,310 1,050 35 5,034 1,570 983 2,921 4,220 826 1,238 64 721 2,230 2,310 4,517 79 1,320 99 115 1,004 3,704 391 142 3,000 1,338 361 1,903 1,304 1,177 749 127 1,464 195 448 3,012 3,838 967 744 1,205 119 12 6,126 1,015 219 1,467 913 4,991 1,399 2,468 1, 925 733 263 4,248 859 991 1, 015 3,661 1,033 142 268 634 1,240 4.417 1, 773 6,060 2.414 1,025 198 214 361 3,056 128 746 204 46 660 59 119 367 155 109 2,038 497 17 2,381 742 465 1,357 1,995 390 686 31 341 1, 064 1,092 2,135 37 625 47 64 475 1,751 185 67 1,419 633 171 900 617 671 354 60 692 92 211 1,424 1,814 467 352 570 57 6 2,896 480 104 693 431 2,359 662 1,167 910 337 124 2,008 406 477 480 1,679 488 67 126 300 586 2,088 838 2.865 1,141 485 93 101 404 3,437 143 833 228 52 736 65 132 409 174 121 2,272 563 18 2,653 828 518 1,564 2,225 436 652 33 380 1,176 1,218 2,382 42 695 52 61 529 1,953 206 75 1,581 705 190 1, 003 687 606 396 67 T72 103 237 1.688 2,024 510 392 635 62 6 3,230 535 115 774 482 2,632 737 1, 301 1,015 396 139 2, 240 453 514 !)36 1.872 645 75 142 334 654 2,329 935 3,195 1, 273 640 105 113 73 42 31 2,290 1,064 1,226 11 27 10 20 1 7 456 1,110 212 514 244 596 I 15 ii' 1 3 16 441 7 205 8 236 2 : 2 69 27 32 30 1 26 I 4 1 1,167 613 542 6 625 7 > 26 1 16 40 24 17 3 j 16 11 28 16 15 3 10 5 12 8 2 1,237 792 1.217 1.020 435 60 574 368 564 473 202 31 663 424 653 647 233 35 9 17 19 14 2 21 2 2 2 31 1 1 31 10 5 24 19 13 18 1 15 2 3 48 62 5 6 10 1 1 78 26 6 7 11 93 11 25 12 14 4 21 12 19 9 38 9 4 5 6 10 55 20 47 6 13 1 3 2' 1 25 3 1 1 1 15 3 1 10 146 67 78 1,627 56 757 25 870 30 Polk 38 34' 4 715 332 383 4 34 2 27 2 7 94 1,834 44 852 50 T?p(l Tliver 982 3 56 1 2 34 1 1 22 77 2,847 52 36 1,322 24 41 1,525 28 Jiugk 25 16 17 28 19 12 16 18 6 4 1 10 1,262 692 636 1,131 586 275 296 526 676 317 341 605 San Saha 1 1 25 12 13 5 30 39 4 22 22 1 8 17 45 954 3,069 21 443 1,424 24 5H 1,645 1 14 6 8 682 17 317 8 365 9 12 1 50 15 18 39 1 1 18 92 40 25 63 1 24 10 1 23 9 14 32 ih' 12 19 19 39 1 17 2 27' 6 4 7 1 1 3 10 21 6 24 7 559 23 2.411 398 878 855 26 .32 281 776 1,334 1,592 3,903 72 1,374 260 10 1,120 186 408 397 12 15 130 360 620 739 1,813 33 637 299 13 1,291 213 470 458 14 Vjilvprrto 17 151 416 Walker - 714 "\V"aiigj. 853 2,090 39 737 Wichita WlUiameoii 11 5 2 26 8 2 23 3 3 2 3 507 402 35 743 236 186 16 345 271 Wilson 216 19 398 a Report for 1880. b Eeport for 1889. c Eeport for 1888. INSTITUTIONS. 95 Table 8.— SCHOOL ENKOLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. UTAH. 1880. Population 143,963. Enrolled in public common schools 25,792 1890. Population 207, 905. Enrolled in public common schools 36, 372 Gain of population 44. 42 per cent. Gain of enrollment in public common schools 41. 02 per cent. PUBLIC COMMON SCHOOLS OF UTAH FOR THE YEAR ENDED JUNE 30, 1890. TEACHBES. PUPILS (BETWEEN 6 AND 18 YEARS OF AGE). COUNTIES. Aggre- gate. White, (a) Colored. Aggre- gate. "White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The Territory 680 680 317 363 36, 372 36,369 18, 855 17, 514 3 1 2 8 44 42 25 19 13 4 13 12 11 17 15 15 6 119 61 25 24 16 15 71 16 27 67 3 44 42 25 19 13 4 13 12 11 17 15 15 6 119 2 51 25 24 16 15 74 10 27 67 1 16 22 14 11 6 1 5 7 6 8 5 4 4 51 1 29 8 11 6 12 34 12 12 31 7 28 20 11 8 7 3 8 6 5 9 10 11 2 68 1 22 17 13 10 3 40 4 15 36 381 1.425 3, 443 1,212 746 496 72 721 643 368 690 385 565 207 7,182 61 3, 390 1,316 1,228 796 411 4,907 739 1,025 3,957 381 1,425 3,443 1,212 746 496 72 721 643 368 690 385 565 207 7,182 61 3,396 1,316 1,228 796 411 4,907 739 1,025 3,954 198 759 1,796 677 368 249 40 347 342 203 323 229 295 107 3,729 26 1,745 706 609 419 211 2, 578 356 515 2,028 183 666 1,647 535 378 347 32 374 301 165 367 156 270 100 3,453 35 1,651 610 619 377 200 2,329 383 510 1,926 i; i? Piute 3 1 2 VEKMOIVT. 1880. Population 332,286. 1890. Population - 332,422. Gain of population 0. 04 per cent. Enrolled in public common schools 73, 237 Enrolled in public common schools 6.5, 608 Loss of enrollment in public common schools 10. 42 per cent. PUBLIC COMMON SCHOOLS OF VERMONT FOR THE YEAR ENDED JUNE 30, 1890. • TEACHEES. PUPILS (BETWEEN 5 AND 18 TEARS OF AGE). COUNTIES. Aggre- gate. ', White. Colored. Aggre- gate. White, {a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The State 4,400 4,400 528 3,872 65, 608 65, 500 33, 630 31, 870 108 47 61 320 228 352 298 130 346 39 211 338 353 449 386 412 538 320 228 352 298 130 346 . 39 211 338 353 449 386 412 538 31 30 23 44 8 35 7 34 50 50 45 49 68 54 289 198 329 254 122 311 32 177 l88 303 404 337 344 484 4,633 4,219 4,209 6,693 1,862 6,254 1,087 2,806 3.834 4,996 8,683 5, 666 5,097 6,569 4,622 4,197 4,206 5,681 1,862 6, 254 1.087 2,803 3, 834 4,996 8,657 5,060 5,081 6,560 2,504 2,224 2,155 2, 924 903 3, 342 .571 1,448 1,969 2,476 " 4, 254 2, 859 2, 649 3,352 2,118 1,973 2,051 2, 757 959 2,912 516 1,355 1,865 2,520 4,403 2,80) 2, 432 3,208 11 22 3 12 7 10 2 4 4 12 1 8 3 2 1 20 6 16 9 10 3 7 2 16 3 9 7 a Includes unseparated colored. 96 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contimied. VIReiNIA. 1880. Population 1,512,565. 1890. Population 1, 655, 980. Gain of population 9. 48 per cent. Enrolled in public common schools 220, 733 Enrolled in public common schools 342, 269 Gain of enrollment in public commou schools 55. 06 per cent. PUBLIC COMMON SCHOOLS OF VIRGINIA FOE THE YEAR ENDED JULY 31, 1890. The State . Accomac — Albemarle. - Alexandria. Allegljany . Amelia Amherst Appomattox . Auguata Bath Bedford Bland Botetourt Brunswick ... Bnchanan Bucldngham . Camphell Caroline (JarroU Charles City . Charlotte Chesterfield . Clarke Craig Ciilpeper Cumberland. Dickenson Dinwiddle Elizabeth City Essex Fairfax Fauquier . . Floyd Fluvanna . Franklin . . Frederick . Giles Gloucester . Goochland . Grayson Greene Greenesville Halifax Hanover Henrico Henry Highland Isle of Wight . . - James City King and (Jueen. King George . . . . King William . Lancaster Lee Loudoun Louisa Lunenburg . . . Madison Mathews Mecklenburg. Middlesex Montgomery Nansemond . . "Nelson New Kent. . . Norfolk Noi-thanipton . . - . Northumberland . Nottoway Orange TEACHERS. Aggre- gate. 7,623 Patrick Petersburg city . Pittsylvania Powhatan Prince Edward. . 101 127 46 237 31 146 40 107 82 30 85 157 74 91 23 67 121 99 53 147 102 60 52 63 86 31 37 136 83 301 82 47 58 21 48 33 42 26 99 116 97 40 70 34 98 28 108 69 98 25 137 33 36 50 71 48 246 39 61 Total. 5,550 79 82 23 40 22 56 29 185 27 102 83 50 30 60 103 51 88 11 38 59 25 34 41 .30 25 49 14 27 63 83 90 40 118 92 64 25 52 81 24 19 91 67 195 57 44 38 11 27 23 24 16 90 85 82 32 47 23 53 15 90 41 70 15 78 21 26 27 46 63 70 24 162 24 30 Male. Fe- male. 50 67 19 L9 16 42 24 119 12 67 13 50 40 22 18 38 11 16 16 70 44 174 21 30 8 22 1] 21 14 29 42 58 26 23 16 41 14 43 35 48 12 64 13 16 21 32 32 40 23 134 U 24 Colored. Total. 24 18 45 26 106 25 3 20 10 21 10 18 10 9 31 15 17 23 11 45 13 18 28 28 10 50 12 10 23 25 4 12 24 84 15 31 Male. 1? 6 Fe- male. > 13 6 13 10 11 11 4 34 5 4 11 14 3 2 22 62 ♦10 12 Aggre- gate. 342, 269 5,832 5,718 2,459 1,862 1,858 4,504 2,216 8,213 971 7,276 1,594 3,793 3,630 1,126 3,075 7,856 3,237 4,341 1,002 3,159 4,224 1,651 1,247 2,759 1,925 1,078 2,805 1,679 2,033 3, 820 6,235 4,289 2,033 7,133 4,239 2,380 2,444 2,314 4,296 1,282 1,511 6,339 3, 605 15, 043 4,556 1,487 2,434 910 2,045 1,441 1,894 1.267 4,840 5,184 3,881 2,237 2,499 1,542 6,120 1,307 4,277 3,248 3,591 907 9,399 1,902 1,730 2,085 2,669 2,946 4,250 3,215 12, 232 1, 131 2.895 WMte. Total. 3,849 3,087 1,338 1,460 672 2,290 1,208 6,062 822 4,728 1,536 2,829 1,498 1,126 1,419 4,162 1,427 4,267 297 1,321 2,387 995 1,203 1,369 700 1,078 1,198 663 665 2,578 3,597 3,951 1,052 6,679 3,819 2,200 1,020 990 4,087 961 587 3, 297 1,713 8,346 2,670 1,403 1,376 329 919 705 738 597 4,598 3,598 1,608 1,068 1, ,521 1,016 1, 920 543 3,393 1,498 2,208 397 4,216 1,086 829 1,306 2.735 3,642 1,391 6,774 494 866 Male. 2,003 1,580 772 756 355 1,185 629 3,143 427 2,517 1,455 774 610 731 1,991 760 2,197 149 720 1,222 585 698 740 599 623 346 357 1,375 1,998 2,147 566 2,880 2,051 1,184 514 519 2, 156 482 302 1,688 876 4,101 1,407 760 693 166 465 346 394 307 2,427 2,007 811 .633 701 547 989 334 1,789 781 1,136 200 2,059 481 588 392 687 1.447 1,820 702 3,510 255 443 Fe- male. 1,846 1,507 566 704 317 1,105 579 2,919 395 2,211 752 1,374 724 516 688 2,171 667 2,070 148 601 1,165 410 505 619 378 479 575 307 308 1,203 1,599 1,804 486 2,799 1,768 1,016 506 471 1,932 479 285 1,609 837 4,245 1,263 643 683 163 454 359 344 290 2,171 1,591 797 635 820 469 931 209 1,604 717 1,072 197 2,157 402 498 437 619 1,822 689 3,264 239 423 Colored. Total. 1,983 2,631 1,121 402 1,186 2,214 1,008 2, 151 149 2,548 58 964 2,132 1,656 1,810 74 705 1,838 1,837 556 44 1,400 1,225 1,607 1,026 1,368 1,242 2,638 338 981 1,454 420 180 1,424 1,324 200 321 924 3,042 1,892 84 1, 058 581. 1,126 736 1,156 670 242 1, 686 2,273 1,169 978 526 3,200 764 884 1,750 1,383 510 .5, 183 1,019 644 1,256 1,363 211 60S 1,824 5, 458 637 2,029 Male. 57, Oil 930 1,231 559 189 530 1,024 442 1,101 89 1,206 24 492 907 734 1,604 837 41 333 802 818 296 28 719 540 702 517 620 664 177 472 718 219 677 654 101 162 399 1,304 900 52 481 242 635 378 567 270 121 847 1,052 519 495 268 1, 450 286 443 765 636 263 2,401 503 295 .586 663 109 290 769 2, 620 240 912 INSTITUTIONS. 97 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. VIKCIIVIA— Continued. Aggre- gate. Prince George.. Princess Anne . Prince "William Pulafllii RappaliannocU . Kiclimond Roanoke Eocltbridge . . . Rockingham ... Russell Scott Shenandoah . . . Smyth Southampton... Spottsylvania . Stafford Surry Sussex Tazewell Warren Warwick Washington . . . Westmoreland . Wise "Wythe , York 37 36 53 58 52 34 81 133 219 83 100 119 74 16 141 40 42 81 29 White. Total. 19 24 42 46 40 23 61 107 205 80 99 115 66 48 58 31 19 28 71 123 33 41 70 18 Male. 2 11 22 20 21 10 19 33 117 55 67 76 31 4 14 14 5 6 39 15 Fe- male. Colored. Total. Male. Fe- male. Aggre- gate. 2,016 1,814 2, 130 2,674 2, 039 1,428 4,911 5,038 7,933 4,325 5,774 4,945 3,610 3,712 3,002 1,538 1,588 2,605 3,140 1,895 691 7,154 1,708 2,213 3,696 1,584 White. Total. 746 1,104 1,607 2,062 1,344 853 .3,445 3, 891 7,366 4.142 5,734 4,779 3,319 1,662 1,689 1,213 596 865 2,709 1,567 316 6,418 818 2,194 3,162 769 Male. 377 605 837 971 752 453 1,567 2,063 3,870 2,282 3,088 2,708 1,725 810 806 625 313 428 1,447 643 151 3,431 443 1,265 1,655 402 Fe- male. 770 1,091 592 400 1,878 1,828 3,496 1,860 2,646 2,071 1,594 852 883 588 283 437 1,262 924 165 2,987 375 929 1,507 367 Colored. Total. 1,270 710 523 613 695 575 1,466 1,147 567 183 40 166 291 2,050 1,313 325 992 1,740 431 328 375 736 890 19 534 815 Male. Fe- male. 566 704 333 377 287 236 386 326 385 310 257 318 588 878 570 577 287 280 104 79 20 20 76 90 123 168 962 1,088 651 662 177 467 764 250 135 176 338 436 11 269 372 148 525 970 181 193 199 398 454 8 265 443 WASHINGTOIV. 1880. Population 75,116. 1890. Population 349,390. Gain of population 365.13 per cent. Enrolled in public common schools 14,780 Enrolled in public common schools 55, 432 Gain of enrollment in public common schools 275. 05 per cent. PUBLIC COMMON SCHOOLS OF WASHINGTON FOE THE YEAR ENDED JUNE 30, 1890. TEACHEBS. PUPILS. COUNTIES. Aggre- gate. White, (o) Colored. Aggre- gate. "White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 1,610 1,610 656 954 55,432 55,405 27, 620 27, 785 27 14 13 17 14 65 17 81 66 31 17 7 33 11 34 141 15 32 ■38 38 91 17 5 11 156 12 46 7 53 130 21 56 19 87 65 141 36 17 14 65 17 81 66 31 17 7 33 11 34 141 15 32 38 38 91 17 5 11 156 12 46 7 53 130 21 56 19 87 65 141 36 7 4 26 5 29 32 13 10 7 18 3 9 36 3 17 20 20 41 6 2 3 45 5 23 2 21 44 14 22 10 10 39 12 52 34 18 7 466 461 1,637 379 2,485 2,024 1,391 398 57 1,578 232 778 7,746 615 1,581 1,324 1,400 1,571 289 116 663 6,193 69 906 212 1,534 5, 316 229 2,383 539 3,060 2,000 4,719 1,081 466 481 1,637 379 2,485 2,024 1,391 398 57 1,578 232 778 7, 724 615 1,581 1,334 1,400 1,571 289 116 663 6,188 69 906 212 1,534 5,316 229 2,383 539 3,060 2,000 4,719 1,081 286 235 763 190 1,263 1,005 728 220 32 727 124 423 3,799 317 797 608 662 769 138 69 373 3,136 34 514 102 628 2,703 116 1,119 258 1,466 1,025 2,450 542 180 226 875 189 1,223 1,019 663 178 25 851 108 355 3,925 298 784 716 738 802 151 47 290 3,052 35 392 110 906 2,613 113 1,264 281 1,594 975 2,269 539 OViaIiiIiq 16 8 25 105 12 15 18 18 50 11 3 8 111 7 23 5 32 86 7 31 Kins 22 11 11 5 3 2 1 I IR 40 40 79 9 47 25 62 27 1 a Includes unsepUrated colored. ED 7 b Distinction by aes. of teachers estimated from number of teachers' certificates issued to males and females in county. 98 EDUCATION. Tabm 8.— school enrollment, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contitiued. WEST VIRGINIA. 1880. Population 618,457. 1890. Population 762,794. Gain of population 23. 34 per cent. Enrolled in public common schools 143,796 Enrolled in public common schools 193, 293 Gain of enrollment in public common schools 34. 42 per cent. PUBLIC COMMON SCHOOLS OF WEST VIRGINIA FOR THE YEAR ENDED JUNE 30, 1890. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White. Colored. Aggre- gate. White. Colored. Total. Male. re- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The State 5,491 5,313 3,380 1,933 178 103 75 19,3, 293 186, 735 96,246 88; 489 6,558 3,144 3,414 96 91 57 114 41 122 61 39 95 152 78 58 158 111 33 76 180 164 64 253 129 83 86 46 146 123 172 104 81 117 ■ 116 46 85 162 81 45 72 166 111 105 93 132 116 116 77 54 90 103 133 51 121 67 163 59 92 81 56 112 41 116 60 39 94 138 77 56 142 108 33 71 176 162 47 228 128 83 85 45 145 123 166 96 78 116 107 43 85 157 80 46 69 164 109 104 93 132 116 106 76 53 90 102 132 51 121 67 158 59 69 40 38 86 1(1 54 39 32 66 78 56 39 89 74 12 52 103 121 22 136 94 48 72 41 98 67 92 57 26 78 73 30 65 23 63 33 40 108 68 86 62 69 104 83 46 42 60 64 88 38 81 35 73 57 23 41 18 26 31 62 21 7 28 60 21 17 53 34 21 19 73 41- 25 92 34 35 13 4 47 56 74 39 52 38 34 13 20 134 17 12 39 56 41 18 31 63 12 23 30 1] 30 38 44 13 40 32 85 2 4 10 1 2 3 8 2 1 2 1 3,664 4,323 2,144 4,025 1,420 4,399 3,483 1,270 3, 451 4,965 2,547 1,710 4,504 2,826 1.343 1,920 5,870 5,419 3,169 10, 658 4,194 3,076 2, 386 1,144 5,300 5,042 6,362 3,578 2,666 4,282 3, 369 1,765 2,818 7,227 2,391 1,862 1,797 5,469 4,431 2,823 2,779 4,541 4,429 3,453 2,943 1,613 3,196 3,551 5,684 1,187 4,539 2,549 7,178 1,559 3,514 3,910 2, 106 3,987 1,397 4,162 2,462 1,270 3,439 4,392 2,634 1,622 4,074 2, 715 1,343 1,771 5,698 5, 383 2,252 9,716 4,150 3,076 2,374 1,103 5,268 5,015 6,359 3,271 2,573 4,247 3,130 1,681 2,818 7,041 2,356 1,862 1,715 5,454 4,388 2,814 2,779 4,541 4,429 3,177 2,836 1,594 3,196 3, 502 5,656 1,187 4, .539 2,549 6,949 1,559 1,925 1,992 1,091 2,207 706 1,803 1,300 700 1,880 2,239 1,291 832 2,151 1,476 659 950 3,052 2,917 1,208 4,876 2,213 1,621 1,339 633 2, 720 2,622 3,180 1,695 1,278 2,249 1,744 908 1,499 3,511 1,273 985 922 2,932 2,447 1,530 1,465 2,428 2,378 1,646 1,452 814 1,759 1,889 3,070 625 2,409 1,287 3,583 885 1,689 1,918 1,015 1,780 691 2,369 1,162 570 1,559 2,153 1,243 790 1,923 1,239 684 821 2,646 2,466 1,044 4,840 1,937 1,455 1,035 470 2,548 2,393 2,979 1,576 1,295 1,998 1,386 773 1,319 3,530 1,083 877 793 2,522 1,941 1,284 1,314 2,113 2,051 1,531 1,384 780 1,437 1,613 2,586 562 2,130 1,262 3,366 674 150 413 38 38 23 237 31 82 219 20 19 8 112 10 68 194 18 19 15 Cabell 6 1 4 1 2 125 11 1 14 1 2 16 3 7' i' 11 1 1 7 1 1 5 2 12 673 13 88 430 111 231 7 41 213 57 8 .352 6 47 217 54 5 4 2 17 25 1 1 1 15 11 1 5 3 1 2 14 149 172 36 917 942 44 75 85 24 500 399 18 74 87 12 643 26 1 1 1 1 12 41 32 27 203 307 93 35 239 84 3 12 18 11 .110 150 .39 17 120 50 9 Mci)0"well 16 6 8 3 1 8 3 3 5 2 1 7 1 3 3 1 1 2 93 119 Morgan J^icholas 5 1 1 1 4 186 35 90 14 96 3 1 2 1 3 i' 1 i' 1 83 15 43 9 40 10 34 5 42 Raleigh liitchie 10 1 1 5 5 1 1 276 107 19 135 53 11 141 54 Tncter - 8 Tyler 1 1 1 1 49 28 24 12 25 16 Wayne : Webster Wetzel Wirt Wood 5 ... 4 a229' 82 147 Wyoming a Eeport for 1889. INSTITUTIONS. 99 Table 8.— SCHOOL ENROLLMENT, CENSUS OP 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. WISCONSIN. 0. Population 1, 315,497. Enrolled in public common schools 299,514 1890. Population _ 1,686,880. Enrolled In public common schools 350,342 Gain of population 28. 23 per cent. Gain of enrollment in public common schools 16. 97 per cent. PUBLIC COMMON SCHOOLS OF WISCONSIN FOB THE YEAR ENDED JUNE 30, 1890. TEACHERS. piipn.s. COUNTIES. AggTe- gate. White, (a) Colored. Aggre- gate. (6) White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 12, 037 12, 037 2,388 9,649 350, 342 350, 278 178, 369 171,909 64 35 110 65 199 24 161 127 43 90 230 213 313 192 504 285 98 46 214 19) 13 337 11 410 312 140 212 180 232 186 110 67 191 236 114 72 147 202 68 97 590 254 84 15 225 73 70 199 164 187 77 174 253 401 227 293 25 131 227 71 132 288 270 31 143 219 218 174 266 112 110 ■ 65 199 24 161 127 43 90 230 213 313 192 504 285 98 46 214 193 13 337 11 410 312 140 212 180 232 186 110 67 191 236 114 72 147 202 68 97 590 254 84 15 225 73 70 199 164 187 77 174 253 401 227 293 25 131 227 71 132 288 270 31 143 219 218 174 266 112 13 8 39 5 31 46 8 24 33 31 64 36 101 74 26 7 52 24 5 50 1 67 68 27 33 30 47 28 34 36 37 58 19 10 54 53 11 28 97 42 22 4 33 35 18 51 39 24 13 26 46 46 48 48 3 19 71 16 29 64 56 4 47 36 44 28 32 24 97 57 160 19 130 81 35 66 197 182 249 156 403 211 72 39 162 169 8 287 10 343 244 113 179 150 185 158 76 31 154 178 95 62 93 144 57 69 493 212 62 11 192 38 52 148 125 163 64 148 207 355 179 245 22 112 156 55 103 224 214 27 96 183 174 146 234 88 2,050 2,370 3,935 934 7,300 4,082 1,116 3,421 5,232 4,553 7,004 4,257 12,426 9,211 3,852 1,549 6,422 6,374 533 9,286 133 9, 753 6,251 3,314 6,192 3,950 7,447 4,465 2,641 4,115 7,572 5,328 2,186 2, 311 7,527 6,782 3. 734 2,554 32, 120 5,688 3,190 632 7,411 2,941 1,806 5,338 3,518 4,626 1,032 6,520 5,461 8,856 5, 989 7,666 406 3,941 8,033 1,479 4,333 7,183 6,064 534 4,696 6,893 6,332 3,629 8,189 3,674 2,050 2,370 3,935 934 7,292 4,082 1,116 3,421 6,232 4,553 7,004 4,257 12,426 9,211 3,852 1,549 6,422 6,374 533 9,252 133 9,753 6,251 3,314 6,192 3,950 7,447 4,465 2,641 4,115 7,563 5,328 2,186 2,311 7,527 6,782 3,734 2,554 32, 120 5,688 3,190 632 7,408 2,941 1,806 5,338 3,518 4,626 1,032 6,510 5,461 8,856 5,989 7,666 406 3,941 8,033 1,479 4,333 7,183 6,064 534 4,696 6,893 6,332 3,629 8,189 3,674 1,075 1,219 2,004 447 3,809 2,162 616 1,810 2,675 2,274 3,600 2.132 6,373 4,784 1,987 801 3,334 3,258 260 4,832 75 5,017 3,124 1,796 2,998 1,969 3,852 2, 215 1,320 2,204 ' 3, 887 2,657 1,162 1,182 3,944 3,174 1,842 1.297 15, 941 2,800 1,541 279 3,781 1,521 934 2,661 1,778 2,369 558 3, 301 2,700 4,385 3,034 3,973 196 2,060 4,053 825 2,286 3,694 3,068 281 2,409 3,675 3,249 1,823 4,157 1,840 975 1,151 1,931 487 3,483 1,920 500 1,6U 2,557 2,279 3,404 2,125 6,053 4, 427 1,865 748 3,088 3,116 273 4,420 58 4,736 3,127 1,518 3,194 1,981 3,595 2, 220 1,321 1,911 3,676 2,671 1,024 1,129 3,583 3,608 1,892 1,257 16, 179 2,888 1,649 353 3,627 1,420 872 2,677 1,7-10 2,257 474 3,209 2,761 4,471 2,955 3,693 210 1,881 3,980 654 2,047 3,489 2,996 253 2,287 3,218 3,083 1,806 4,032 1,834 Barron Bayfield 8 6 9 Buffalo Calumet Chippewa _ ClarY. Columbia Crawford Dane Dodge Door Douglas Eauclaire Florence 34 19 Green Lake - -Taelison 'Juneau Kenoaha Kewaunee Lacrosse 9 5 4 Langlade Lincoln Manitowoc Marathon Milwaukee Monroe Oconto Outagamie 3 3 Pierce Polk Portage Price Bacine 10 5 5 Rock St. Croix Sauk Sawyer Shawano - Sheboygan Taylor Trempealeau Walworth Washington Waukesha Waupaca Wood Cb Includes unaeparated eolored. h The state has 1,381 pupils (all while; 704 male and 677 female) in the public schools (^366 under 4 jears of age and 1.015 over 20J not included in this aggregate, as the data for distribution bv counties were not available. 100 EDUCATION. T.4BLE 8 SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. WVOMIIVG. 1880. Population 20,789. Enrolled in public common schools 2,907 1890. Population 60,705. Enrolled in public common schools 7,875 Gain of population 192. 01 per cent. Gain of enrollment in public common schools 170. 90 per cent. PUBLIC COMMON SCHOOLS OF WYOMING FOE THE YEAR ENDED AUGUST 31, 1890. TEACHERS. pnpn,s. cotiNTms. Aggre- gate. White. Colored. Aggre- gate. White, (a) Colored. Tot,al. 306 39 33 20 31 16 15 70 Male. fe- male. Total. M-l- : nf.le. Total. Male. Fe- male. Total. Male. Fe- male. 306 59 247 7,875 7,862 4,002 3,860 13 6 7 Alban 39 33 20 .31 16 15 70 4 5 7 3 35 28 13 9S ^ 1, 035 890 364 533 440 ! 287 1,406 1,035 890 364 533 440 287 1,393 519 460 189 302 214 144 717 516 430 175 231 226 143 676 4 1 19 \ 2 10 13 60 13 6 7 National Park reserva- tion, (b) 2 26 10 39 5 2 26 10 ;19 5 n 2 12 1 2 17 8 27 4 i 74 477 544 1,674 151 74 477 544 1,674 151 43 256 240 837 81 31 221 304 837 70 a Includes unseparated colored. b No report. INSTITUTIONS. 101 Table 9.— APPARENT COMPAEATIVE GAINS IN POPULATION AND IX PUBLIC COMMON SCHOOL ENROLLMENT, 1880 AND 1890, BY STATES AND TEREITOKIES. STATES AND TEBBITOBIES. The United Statea . North Atlantic division . Maine New Hampshire . Vermont Masaafhueetts ■ . . Bhode Island Connecticut New York New Jersey Pennsylvania South Atlantic division Delaware Maryland District of Columbia . Virginia . "West Virginia . . North Carolina . South Carolina . Georgia Florida North Central division . Ohio Indiana Illinois ,... Michigan Wisconsin Minnesota Iowa Missouri North Dakota . South Dakota.. Nebraska !Eansas South Central division. Kentucky — Tennessee — Alabama Mississippi . . . Louisiana Texas Ifi) Oklahoma (c) Arkansas Western division . Montana Wyoming Colorado New Mexico - Arizona Utah Nevada Idaho Alaska (<£)... Washington . Oregon California POPULATION. Years. 1890 62, 622, 250 17, 401, 545 661, 086 376, 530 332, 422 2, 238, 943 345, 506 746, 258 5, 997, 853 1, 444, 933 5, 258, 014 8, 857, 920 168, 493 1,042,390 230, 392 1, 655, 980 762, 794 1. 617, 947 1,151,149 1, 837, 353 391, 422 22, 362, 279 3, 672, 316 2, 192, 404 3, 826, 351 2, 093, 889 1, 686, 880 1,301,826 1, 911, 896 2. 679, 184 182, 719 328, 808 I, 058. 910 1, 437, 096 10, 972, 893 1, 858, 636 1. 767, 518 1, 513, 017 1, 289, 600 1, 118, 587 2, 235, 523 61, 834 1, 128, 179 3, 027, 613 132, 159 60, 705 412, 198 153, 593 59, 620 307, 905 45,761 84,385 1880 50, 155, 783 14, 607, 407 7, 597, 197 146. 608 934, 943 177, 624 1,512,565 618.457 1. 399, 750 - 995, .577 1,542,180 269, 493 17, 364. Ill 349, 390 313, 767 , 208, 130 198, 062 978, 301 077, 871 636, 937 315, 497 780, 773 624, 615 168, 380 36, 909 98, 268 452, 402 996, 096 8, 919, 371 1, 648, 690 1, 542, 359 1. 262, 505 1. 131, 597 939, 946 1, 591, 749 802, 525 1, 767, 697 39, 159 20, 789 194, 327 119, 565 40,440 143, 963 62, 266 32, 610 75, 116 174, 768 864, 694 Gain. Number. 12, 466, 467 2, 894, 138 12, 150 29, 539 136 455, 858 68, 975 123, 558 914, 982 313,817 075, 123 1, 260, 723 Per cent. 19.95 1.87 8.51 0.04 25.57 24. 94 19.84 18.00 27. 74 23.77 16. .59 21. 885 107, 447 52, 768 143, 415 144,337 218, 197 155, 572 295, 173 121, 929 4, 998. 168 474, 254 214, 103 748, 480 456, 952 371,383 521, 053 287, 281 510, 804 145, 810 230, .540 606. 508 431. 000 2, 053, 522 14.93 11.49 39.71 9.48 33. 34 15.59 15.63 19.14 45.34 28. 78 209. 945 225, 159 350, 512 158, 003 178, 641 643, 774 61,834 325, 654 1,259,916 14.83 10.82 24.32 27. 93 38.23 66.74 17.68 23. 56 395. 05 234. 60 134. 06 43. 27 23. 02 12.73 14.60 19.84 13.96 19.01 40.44 40. 58 71.27 93, 000 39, 916 217, 871 34, 028 19,180 63. 942 nl6, 505 51, 775 337. 49 192. 01 112. 12 28.46 47.43 44.42 o26. 51 158. 77 ENROLLMENT. Years. 1890 12. 704, 487 274, 274 365. 13 138, 999 ; 79. 53 343, 436 39. 72 3, 103, 266 139, 679 59, 813 65, 608 371, 492 52, 774 126, 505 1,042.160 334, 073 1. Ull, 163 9, 951, 608 2, 949, 904 150, 811 64, 670 73, 237 316, 630 42. 489 lis. 589 1. 037. 938 205, 240 050. 3011 Gain. Number. 2, 752, 879 153, 362 1,751,225 i 1,239,053 31, 434 184, 251 30, 906 342,-269 193, 293 325, 861 203, 461 342, 562 91. 188 5, 008, 577 797. 439 505, 516 778, 319 427, 032 351,723 281, 859 493, 367 620, 314 35, 643 77, 943 240, 300 399, 322 36, 412 149, 981 26. 439 220, 733 143, 796 256, 422 134, 842 237, 124 43, 304 4, 089, 585 752, 442 512, 201 704, 041 362, 459 299, 514 186, 544 425, 665 486, 002 3,746 9,972 100, 871 246, 128 2, 326, 258 1, 374, 035 408, 966 455, 732 302, 949 334, 168 134, 373 476,421 579 323. 071 515, 161 16, 980 7,875 66, 490 18, 215 7,989 36, 372 7,387 14.311 292, 427 291, 500 187, 550 337, 065 81, 012 176, 245 108, 236 399, 031 4,667 2,907 28, 252 4,755 4,212 35. 792 8,918 5.834 55, 432 63. 354 221, 756 14, 780 37,437 161,477 (111, 132 a4, 857 a7, 629 54, 862 10.285 7,910 U, 223 28, 832 60. 863 512,172 5.022 34, 270 10, 467 121, 536 49, 497 69, 439 68, 619 106, 438 47, 884 918, 992 5.30 "7. 3K ((7. m (110.43 17. 33 24. 21 6.08 1.38 11.05 6. JO 41.34 44, 997 ae, 685 74, 278 64, 573 52, 209 95, 315 67, 602 134, 313 31,797 67, 971 139, 429 153, 194 952, 233 116, .539 164, 232 115, 399 97, 103 43, 360 6300, 176 570 114, 835 216, 130 12, 313 4,968 37, 238 13, 460 3,777 10, 580 iT.l, 531 8,477 40, 652 25, 017 60, 279 II 19.01 32.85 30. 50 55. 06 :it. 43 37.08 50.89 14.47 110 58 22. 47 5.98 Hi. 31' 10.55 17.82 17.43 51. Ill 15.88 37.64 848. 83 681. 63 138. 33 63.24 69.30 39. 85 50. 34 61. X 40. 06 53. 52 W70. 32 72.38 263.83 170. 90 131.81 283.07 89.67 41.02 al7. 17 145. 30 275. 05 69.33 37.33 a Loss. b The per cent of gain in Texas is computed from the enrollment of 1890, including 65,513 over and under a; in 1880. c School enrollment given is for Greer county ouly ,■ population of that county, 5,338. d Alaska ;e; but the cori'espoudini; pujnls were not included is omitted from the comparison. 102 EDUCATION. Table lO.— APPARENT RELATION OF PUBLIC COMMON SCHOOL ENROLLMENT TO POPULATION, 1880 AND 1890, BY STATES AND TERRITORIES. STATES AND TEEEITOEIES. The United States (a). North Atlantic division. , Maine New Hampshire . Yermont Massachusetts ... Rhode Island Connecticut New York New Jersey Pennsylvania — Sonth Atlantic division. Delaware Marylan d District of Columbia- Virginia "West Virginia North Carolina Sonth Carolina Georgia Florida North Central division. Ohio Indiana Illinois ^Michigan "Wisconsin Minnesota Iowa Missouri North Dakota. . South Dakota- , Nebraska Kansas South Central division. Kentucky.... Tennessee - . . Alabama Mississippi . . Louisiana Texas (6) .... Oklahoma (c) . .Arkansas.... Western division . Montana Wyoming Colorado New Mexico . Arizona Utah Nevada Idaho Alaska (a) ... Washington . Oregon California POPULATION. 1$90 62, 622, 250 17,401,545 601, 086 376, 530 332, 422 2, 238, 943 345, 506 746, 258 5, 097, 853 1, 444, 933 5, 258, 014 8, 857, 920 168, 493 1, 042, 390 230, 392 1, 655, 980 762, 794 1, 617, 947 1, 161, 149 1, 837, 353 391, 422 22, 362, 279 672, 316 192, 404 826, 351 093, 889 686, 880 301, 826 911,896 679, 184 182, 719 328, 808 058, 910 427, 096 1880 50, 155, 783 14, 507, 407 10, 972, 893 1, 858, 635 1, 767, 518 1, 513, 017 1, 289, 600 1, 118, 587 2, 235, 523 61, 834 1, 128, 179 3, 027, 613 132, 159 60, 705 412, 198 153, 593 59, 620 207, 905 45,761 84, 385 346, 991 332, 286 1, 783, 085 276, 531 622, 700 5, 082, 871 1, 131, 116 4, 282, 891 7, 597, 197 146. 608 934, 943 177, 624 1, 512, 665 618, 457 1, 399, 750 996, 577 1, 542, 180 2'69, 493 17, 364, 111 3, 198, 062 1, 978, 301 3, 077, 871 1, 636, 937 1, 315, 497 780, 773 1, 624, 615 2, 168, 380 36, 909 98, 268 452,402 996, 09G 8, 919, 371 1, 648, 690 1, 542, 359 1, 262, 505 1, 131, 597 939, 946 1,591,749 802, 525 1, 767, 697 39, 159 20, 789 194, 327 119, 565 40,440 143, 963 62, 266 32, 610 PCBLIC COMMON SCHOOL ENROLL- MENT. 1890 12, 704, 487 313, 767 ., 208, 130 75, 116 174, 768 864, 694 3,103,266 139, 679 59, 813 65, 608 371, 492 52, 774 126, 505 1, 042, 160 234, 072 1, Oil, 163 1, 751, 225 31, 434 184, 251 36, 906 342, 269 193, 293 325, 861 203, 461 342, 562 91, 188 5, 008, 577 797, 439 505, 516 778, 319 427, 032 351, 723 281, 859 493, 267 620, 314 35,543 77, 943 240, 300 399, 322 2, 326, 258 408, 966 455, 732 302, 949 334, 168 124, 372 476,421 579 223,071 515,161 16, 980 7,875 65, 490 18, 215 7,989 36, 372 7,387 14, 311 1880 2, 949, 904 56, 432 63, 354 221, 756 150, 811 64, 670 73,237 316, 630 42, 489 118, 589 1, 027, 938 205, 240 950, 300 1, 239, 053 26, 412 149, 981 26, 439 220, 733 143, 796 256, 422 134, 842 237, 124 43, 304 b, 089, 585 752, 442 512, 201 704, 041 362, 459 299, 614 186, 544 425, 665 486, 002 3,746 9,972 100, 871 246, 128 1, 374, 035 292, 427 291, 500 187, 650 237, 065 81, 012 176, 245 108, 236 299, 031 4,667 2,907 28, 252 4,755 4,212 25, 792 8,918 5,834 14, 780 37, 437 161, 477 PER CENT OP ENROLL- MENT TO POPULATION. 1890 17.83 21.13 15.89 19.74 16.59 15.27 10.95 17.38 16.20 19.23 19.77 18.66 17.68 16.02 20. 67 25.34 20.14 17.67 18.64 23.30 22.40 21.71 23. 06 20.34 20.39 20.85 21.65 25.80 23.15 19.45 23.70 22.69 27.98 21.20 22.00 26.78 20.02 25.91 11.12 21.31 10.85 19.77 17.02 12.85 12.97 15.89 11.86 13.40 17.49 16. 14 16.96 15.87 20.19 18.36 a Alaska is omitted from tlie comparison. 6 The enrollment for 1890 iui;lade3 65,512 over and under school age, but the corresponding figures were not included in 1880. c School enrollment given is for &reer county; per cent given is on basis of popiilation of county, 5,338. 1880 19.- 84 20.33 23.24 18.64 22.04 17.76 15.37 19.04 20.22 18.14 22.19 16.31 18.02 16.04 14.88 14.59 23.25 18.32 13.54 15.38 16.07 23.55 23.53 25.89 22.87 22.14 22.77 23.89 26.20 22.41 10.15 10.16 22.30 24.71 16.41 17.74 18.90 14.86 20.95 8.62 11.07 13.49 16.92 11.92 13.98 14.54 3.98 10.42 17.92 14.32 17.89 19.68 21.42 18.67 INSTITUTIONS. 10?. Table 1 1.— APPARENT RELATION OF PUBLIC COMMON SCHOOL ENROLLMENT TO POPULATION, CENSUS OF 1890 : AND COLORED, IN THE SOUTHERN STATES. WHITE STATES AND TEERITOHIES. Total South Atlantic division . Delaware Maryland District of Columbia Virginia West Virginia North Carolina South Carolina Georgia Florida South Central division . . Kentucky Tennessee Alabama Mississippi Louisiana Texas (a) Oklahoma (6) Arkansas Missouri - POPCLATION. "White. 15, 608, 183 5, 592, 149 UO, 066 826, 493 154, 695 1, 020, 122 730, 077 1, 055, 382 462, 008 978, 357 224, 949 7, 487, 576 1, 590, 462 1, 336, 637 833,718 544, 851 558, 395 1, 745, 935 58, 826 818, 752 2, 528, 458 Colored. 6, 901, 814 3, 265, 771 28, 427 215, 897 75, 697 635, 858 32, 717 562, 565 689, 141 858, 996 166, 473 268, 173 430, 881 679, 293 744, 749 560, 192 489, 588 3,008 309, 427 150, 726 PUBLIC COMMON SCHOOL ENROLLMENT. White. 3, 409, 061 1, 168, 557 26, 778 148, 224 23, 574 220, 210 186, 735 208, 844 90, 051 209, 330 54,811 1, 652, 994 354,250 354, 130 186, 794 150, 968 74, 988 367, 682 579 163, 603 587, 510 Colored. 1, 288, 736 582, 668 4,656 36, 027 13, 332 122, 059 6,558 117, 017 113,410 133, 232 36, 377 673, 264 54, 716 101, 602 116, 155 183, 200 49,384 108, 739 59, 468 33,804 PER CENT OF EN- ROLLiMENT TO POP- ULATION. White. Colored. 21.84 20.90 19.12 17.93 15.24 21.59 25.58 19.79 19.49 21.40 24.37 22.08 22.27 26.49 22.40 27.71 13.43 21.06 10.85 19.93 23.24 17.84 16.38 16.69 17.61 19.20 20.04 20.80 16.46 15.51 21.85 19.32 20.40 23.58 17. 10 24.60 8.82 22.21 19.22 21.76 a The enrollment in Texas for 1890 includes 65.512 pupils (54,880 white, 10,632 colored) over and under school age, bat the corresponding figures were not included in 1880. b The enrollment given is for Greer county only ; the per cent is based upon the population of that county, 5,336 white and 2 colored. 104 EDUCATION. Table 12.— APPAEENT RELATIVE GAIN IN PUBLIC COMMON SCHOOL ENROLLMENT, 1880 AND 1890: WHITE AND COLORED, IN THE SOUTHERN STATES. ■-■— =J= ■ EKBOLLED IN PUBUC COMMON SCHOOLS. INCREASE. STATES AND TEBEITOEtES. White. Colored. ^Number. Per cent. 1890 1880 1890 1880 White. Colored. White. Colored. Total 3,409,061 2,301,804 1,288,736 797, 286 1, 107, 257 491, 450 48.10 61.64 1, 168, 557 859, 610 582, 668 379, 543 309, 047 203, 125 35.96 53. 52 26, 778 148, 224 23, 574 220, 210 186, 735 208,844 90, 051 209, 330 54,811 1,652,994 24, 178 123, 448 18, 472 152, 455 139, 690 161,262 61, 832 150, 501 27,672 980,338 4,656 36, 027 13, 332 2,234 26, 533 7.967 2,600 24,776 5,102 67, 755 47, 045 47, 582 28, 219 58, 829 27, 139 672, 656 2,422 9,494 5,365 53,781 2,452 21, 857 40,400 46, 609 20,745 279, 567 10.75 20.07 27.62 44.44 33.68 29.51 45.64 39.09 98.07 68.61 108. 42 35.78 67. :i4 122, 059 i 68, 278 6, 558 4, 106 117,017 95,160 113,410 73,010 133,232 86,623 36,377 15,632 1 673, 264 393. 697 VS. 77 59.72 22.97 55.33 53.81 132.71 71.01 354, 250 354, 130 186, 794 150,968 74, 988 367, 682 579 163, 603 587, 510 263, 507 230, 130 111,889 115, 463 46, 370 131, 616 54, 716 101, 602 116, 155 28, 920 61, 370 75, 661 90, 743 124, 000 74, 905 35, 505 28, 618 236, 066 579 82,240 125,554 25, 796 40, 232 40, 494 61, 598 14, 742 64, 110 34.44 53.88 66.95 30.75 61.72 179.36 89.20 65.56 53.52 183, 200 1 121, 602 50.66 49, 384 108, 739 34, 642 44,629 42.56 143. 65 81, 363 461, 956 59,468 32, 804 26, 873 24,046 32, 595 8,758 101.08 27.18 121.29 36.42 dThe enrollment in Texas for 1890 includes 65,512 pupils (54,880 white, 10,632 colored) over and under school age, but the corresponding figures were not included in 1880. 6 School enrollment given is for Greer county only. INSTITUTIONS. 105 Table 1 3.— APPARENT RELATION OP THE SEXES IN PUBLIC COMMON SCHOOLS, CENSUS OF 1890, BY STATES AND TERRITORIES. STATES AND TEKRITOHIBS. The United States. North Atlantic division . Maine 'New Hampshire. Vermont Massachusetts- . . Rhode Island Connecticut New York New Jersey Pennsylvania. . . . Sonth Atlantic division . Delaware Wliite Colored Maryland White Colored District of Colnmbia . White Colored Virginia White Colored West Virginia White Colored , North Carolina White Colored South Carolina White Colored Georgia White Colored Florida White Colored North Central division . Ohio Indiana Illinois Michigan . . Wisconsin . Male teachers to female teachers nearly as — 1 to 3. 8 1 to 3. 3 1 to 9. 5 1 to 7. 3 1 to 9. 2 1 to 6. 9 1 to 6. 1 to 4. 9 lto4.4 1 to 1. 9 1 to 1. Male pupils to female pupils nearly as — 10 to 9.7 10 to 9.9 1 to 2. 1 to2. 1 to 1. lto2. 1 to2. 1 to 1. lto7. 1 to 7. 1 to6. Itol. Itol. Itol. ItoO. l.toO. ItoO. ItoO. ItoO. ItoO. Itol. Itol. ItoO. ItoO. ItoO. ItoO. 1 to 1. Itol. ItoO. 10 to 10. 3 10 to 9. 4 10 to 9. 5 10 to 9.7 10 to 9.9 10 to 10. 1 10 to 9.9 10 to 10. 5 10 to 9.7 10 to 9. 8 1 to 2. 1 1 to 1. 3 1 to 1. lto2.4 1 to 3. 5 1 to 4.0 STATES AND TERRITORIES. 10 to 10. 2 10 to 10. 2 10 to 9.8 10 to 9.6 10 to 9. 4 10 to 10. 1 10 to 11.3 10 to 10. 6 10 to 12. 8 10 to 9.9 10 to 9.2 10 to 11. 4 10 to 9.1 10 to 9. 10 to 10. 9 10 to 9.9 10 to 9.2 10 to 11. 1 10 to 10. 1 10 to 9.3 10 to 10. 9 10 to 9.8 10 to 9.2 10 to 10. 8 10 to 9. 8 10 to 9. 3 10 to 10. 6 10 to 9. 5 North Central division— Continued. Minnesota Iowa Missouri White Colored North Dakota South Dakota Nebraska Kansas South Central division. 10 to 9.3 10 to 9.5 10 to 9. 6 10 to 9.6 10 to S.6 Kentucky . . . White .. Colored . Tennessee . - White . . Colored . Alabama . . . White.. Colored . Mississippi . White . - Colored . Louisiana - . White . . Colored . Texas White . . Colored . Oklahoma. .. Arkansas . . . White . . Colored . Western division. Montana Wyoming Colorado New Mexico . . Arizona Utah Nevada Idaho Alaska Washington . . Oregon California . - . . 1 to 3. 2 1 to 3. 9 1 to 1. 3 1 to 1. 2 I to 1. 4 1 to 2. 5 1 to 2. 4 1 to 2. 7 1 to 1. 5 to 1.0 to 1.0 to 1. 1 too. C to 0. 6 to 0.7 too. 6 to 0.6 to 0.5 to 1.0 to 1.4 to 0.7 to 1.2 to 1.7 too. 5 to 0.7 too. 7 too. 5 too. 1 to 0.5 to 0.4 too. 5 1 to 2. 2 Male pupils to female pupils nearly as — 10 to 9. 4 10 to 9.6 10 to 9.6 10 to 9.6 to to 10. 3 10 to 9.0 10 to 9. 10 to 9.4 10 to 9. 5 10 to 9. 10 to 9.5 10 to 9.3 10 to 10. 10 to 9.5 10 to 9. a 10 to 10. 1 10 to 10. 10 to 9. 6 10 to 10. 6 10 to 10. 10 to 9. 5 10 to 10. 4 10 to 9. 5 10 to 9.4 10 to 9. 8 10 to 11. 2 10 to 11. 2 10 to 11. 5 10 to 11. 2 10 to 9.2 10 to 9.1 10 to 9.6 10 to 9.4 to 3. 7 to 4. 2 to 2. 8 to 0.5 to 1.6 to 1.1 to 5. 1 to 1.1 to 1.6 to 1.5 to 1.3 to 3. 7 10 to 9. 6 10 to 9. 6 10 to 9.6 10 to 5.4 10 to 8.5 10 to 9. 3 10 to 9. 9 10 to 10. 6 10 to 9.3 10 to 10. 1 10 to 9. 6 10 to 9.4 106 EDUCATION. Table 14.— ENROLLMENT IN PUBLIC SCHOOLS ADDITIONAL TO COMMON SCHOOLS, AS DERIVED FROM THE REPORTS OF SCHOOLS, CENSUS OF 1890, BY STATES AND TERRITORIES. [This table includes state universities and professional schools.] TEACHERS. PUPILS. STATES AMD TEERITOEIES. Aggre- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States. 2,960 2,841 2,084 757 119 66 53 64,478 60, 101 31,988 28, 113 4,377 2,042 2,335 North Atlantic division . . . 766 766 413 353 21, 151 21, 139 8,577 12, 562 12 6 6 M ' 35 17 57 108 8 37 236 35 233 412 35 17 57 108 8 37 236 35 233 375 21 15 41 44 3 10 128 14 137 334 14 2 16 64 5 27 108 21 96 41 971 134 1,112 1,595 200 798 7,810 892 7,639 7,060 971 134 1,112 1,594 199 798 7,808 892 7,631 5,744 377 34 673 276 6 249 2,946 308 3,708 4,162 594 100 439 1,318 193 549 4,862 584 3.923 1,582 New Hampshire 1 1 1 1 2 1 1 8 1,316 5 528 3 Sonth Atlantic division 37 22 15 788 85 85 77 8 675 675 345 330 96 54 42 41 68 26 1,083 80 54 24 41 68 23 1,076 72 38 23 37 68 19 834 8 16 1 4 16 10 6 1,734 1,063 1,034 519 1,500 535 23, 605 1,254 1,063 273 519 1,500 460 23, 349 1,003 669 273 391 1,«2 339 13, 263 251 394 480 189 291 Korth Carolina South CaroHiia 18 10 8 761 303 458 128 358 121 10, 086 Tlorida 4 242 3 7 2 5 1 2 75 256 36 127 39 Nortli Central division 129 Ohio 69 91 85 155 136 153 93 111 58 42 79 380 69 91 85 .155 136 153 93 104 11 58 42 79 305 65 74 51 141 82 117 76 89 9 39 31 60 232 4 17 34 14 54 36 17 15 2 19 11 19 73 777 1,929 2,790 3,633 2,952 2,410 1,690 2,757 151 1,228 1,146 2,142 8,436 767 1,919 2,767 3,623 2,950 2,410 1,689 2,574 149 1,228 1,145 2,128 5,648 634 1,190 1,394 2,509 1,403 1,260 1,039 1,515 81 661 496 1,081 3,870 133 729 1,373 1,114 1,547 1,150 660 1,059 68 567 649 1,047 1,778 10 10 23 10 2 8 6 8 8 1 2 4 15 2 1 Minnesota 1 183 2 1 87 1 7 5 2 96 "Wnrt,h "Dakota 1 1 14 2,788 1 6 1,377 8 South Central division 75 39 36 1,411 28 38 134 64 34 50 32 319 25 38 82 55 27 50 -28 319 24 38 59 31 17 41 22 271 1 3 2 1 641 510 3,401 1,300 789 1,029 766 4,226 554 497 1,835 888 375 899 600 4,221 409 496 1,097 565 220 640 443 2,116 145 1 .738 323 155 259 157 2,105 87 13 1,566 413 414 130 166 5 32 13 639 331 144 81 137 4 55 23 24 10 9 6 48 52 9 7 35 8 1 27 ' 1 6 927 81 270 40 4 3 1 29 1 21 51 3 1 20 10 21 ' 51 3 1 i 20 ; 10 1 21 41 2 1 19 8 82 683 34 33 358 137 82 681 34 33 358 137 41 383 19 14 229 57 41 298 15 19 129 80 10 1 2 2 1 2 10 51 152 10 51 152 5 45 129 5 6 23 273 633 1,993 I 273 693 1,990 92 386 895 181 247 1,095 3 2 1 1 a Includes unseparated colored. INSTITUTIONS. 107 Table 15.— APPARENT RELATION OF PUBLIC SCHOOL ENROLLMENT TO POPULATION, CENSUS OF 1890, BY STATE8 AND TERRITORIES. [This table inolndes state nniTersities and professional schoola.J STATES AND TEEKITORIES. The United States. North Atlantic division . Maine New Hampshire. Vermont Massacbnsetts — Kbode Island Connecticnt New York New Jersey Pennsylvania South Atlantic division. Delaware Maryland District of Colnmbia.. Virginia "West Virginia North Carolina South Carolina Georgia Florida North Central division . Ohio Indiana Illinois Michigan "Wisconsin Minnesota Iowa Missouri North Dakota. . South Dakota.. Nebraska Kansas South Central division. Kentucky .. Tennessee . . Alabama Mississippi - Louisiana... Texas Arkansas... "Western division . Montana "Wyoming Colorado New Mexico . Arizona Utah Nevada Idaho Washington . Oregon — California. . Population, exclusive of Alaslia and Oklalioma. APPABENT PnBLIO SCHOOL ENHOLLMENT. Number, (a) Per cent of popu- lation. 62,560,416 12,768,386 20.41 17, 401, 545 3,124,417 17.95 661, 086 140, 650 21.28 376, 530 59, 947 15.92 332, 422 66,720 20.07 2, 238, 943 373, 087 16.66 345, 506 52,974 15.33 746, 258 127,303 17.06 5, 997, 853 1, 049, 970 17.51 1, 444, 933 234, 964 16.26 5,258,014 1, 018, 802 19.38 8,857,920 . 1,758,285 19.85 168, 493 31, 434 18.66 . 1, 042, 390 184, 926 17.74 230, 392 36, 906 16.02 1,655,980 344, 003 20.77 762, 794 194,356 25.48 1, 617, 947 326,895 20.20 1, 151, 149 203, 980 17.72 1, 837, 353 344, 062 18.73 391, 422 91, 723 23.43 22, 362, 279 5, 033, 182 22.50 3, 672, 316 798, 216 21.74 2,192,404 507, 445 23.15 3,826,351 781, 109 20. 41 2, 093, 889 430, 665 20.57 l,(J86,880 3.54, 675 21.03 1,301,826 284, 269 21.84 1.911,896 494, 957 25.89 2. 679, 184 623, 071 23.26 182, 719 35, 694 19.53 328, 808 79, 171 24.08 1,058,910 241,446 22.80 1, 427, 096 401, 464 28.13 10, 911, 059 2,334,115 21.39 1, 856, 635 409, 607 22.04 1,767,518 456, 242 35.81 1, 513, 017 306, 350 20.25 I, 289, 600 335,468 26.01 1, 118, 587 125, 161 11.19 2, 235, 523 477, 450 21.36 1, 128, 179 223, 837 19.84 3,027,613 519, 387 17.15 132, 159 16, 980 12.85 60, 705 7,957 13.11 412, 198 66, 173 16. 05 153, 593 18,349 11.88 59, 620 8,022 13.46 307, 905 36, 730 17.67 45,761 7. 584 16.44 84,385 14, .111 16.96 349, 390 55. 705 15.94 313, 767 63, 987 20. 39 1. 208, 130 223, 749 18.52 a Pupils in Oklahoma (579) and Alaska (899) have been omitted, Oklahoma having public schools in Greer county only, and the conditions in Alaskabeing unlike those of the country at large. 108 EDUCATION. Table 16.— SCHOOL ENROLLMENT, CENSUS OF 1890: PRIVATE SCHOOLS, EXCLUSIVE OF PAROCHIAL SCHOOLS, AS DERIVED FROM THE REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. STATES AND TBERITOIUES. The United States North AtlaDtic division . . . Maine H'ew Hampshire Vemjont Massachusetts Rhode Island Connecticut New York New Jersey Pennsylvania South Atlantic division . Delaware Maryland District of Columhia Virginia West Virginia North Carolina South Carolina Georgia Florida North Central division . Ohio Indiana Illinois Michigan Wisconsin Minnesota Iowa Missouri North Dakota . South Dakota . Nebraska Kansas Aggre- gate. South Central division Kentucky Tennessee Alabama Mississippi Louisiana Texas Oklahoma Arkansas Western division Montana Wyoming Colorado New Mexico . Arizona Utah , Nevada Idaho Alaska Washington. Oregon California — 41,811 14, 122 353 298 250 2, 232 263 738 5,490 1,251 3,247 7,190 ■77 1,116 483 1,155 228 1,590 684 1,662 195 10, 088 2,048 893 1,949 692 471 505 789 1,800 45 133 306 557 7,659 1,364 1,929 919 828 1,071 1,106 28 414 2,752 52 11 306 185 19 282 14 33 54 189 250 1,357 White. Total. 14,107 353 298 250 2,232 263 738 5,490 1,251 3,232 6,717 75 1,098 ■ 462 1,115 224 1,441 588 1,533 181 10, 074 2,036 893 1,948 592 471 505 789 1,799 45 133 306 557 7,304 1,341 1,838 850 798 1,015 1,057 28 377 2,751 52 11 308 185 19 282 14 33 54 189 250 1,356 Male. 7,033 Fe- male. 21, 069 7,074 183 171 101 1,122 104 377 2,804 506 1,665 2,995 27 562 285 438 74 631 236 5,605 1,188 504 1,105 338 246 266 438 960 16 48 156 340 3,116 516 927 367 325 347 421 12 201 170 127 149 1,110 159 361 2,680 745 1,567 3,722 21 3 154 43 4 83 1 6 35 86 114 580 48 536 177 677 150 810 352 840 132 4,469 Colored. Total. 473 848 389 843 254 225 239 351 839 29 85 150 217 4,188 2 18 21 40 4 149 96 129 14 825 911 483 473 ! 668 636 16 176 1,616 152 137 15 199 13 27 19 103 136 776 Male. Fe- male. 23 251 Aggre- gate. 804, 204 196, 173 6,826 4,816 4.553 24, 777 4,053 8,902 77, 042 16, 878 48, 326 165, 253 1.289 12, 799 5, 387 17,648 3,600 43, 943 20, 303 55, 536 4,748 187, 827 39, 204 20, 012 31. 791 11,551 7,9!>4 7, 751 19, 891 29,015 624 1,432 6,484 12, 118 200, 202 29. 308 55, 333 27, 381 24, 312 20, 103 29, 044 1,203 13, 518 54,749 1,319 159 4,752 4,770 479 10, 464 131 1, 104 878 3,575 4,891 22, 227 White. Total. 750, 243 195, 000 6,820 4,808 4,552 24, 701 4,030 8.888 76, 846 16,861 47, 494 134, 080 1,226 12, 298 4,794 14, 396 3,399 36, 690 11, 934 46, 808 3, 635 I 186, 894 38, 891 19, 656 31, 740 11,522 7,948 7,745 19, 878 28, 990 624 1,430 6,478 11, 992 180, 677 28, 184 50,824 22, 418 21. 769 17. 088 27. 219 1,202 11, 973 53. 592 1.314 159 4,727 4,577 478 10, 460 131 1,104 23 3,570 4,889 22, 160 Male. 111,741 3,931 2,789 2,150 14,240 2.352 5, 288 4:1, 428 '.). 562 28. 001 07, 929 636 7,263 2,982 6,802 1,632 18, 604 5,838 22, 764 1,606 107, 166 22, 636 10, 964 19, 209 6,631 5,023 4,739 10,995 15, 719 273 663 3, 537 6,767 90,234 14,548 26, 130 10, 899 10, 216 8,897 12,804 623 6,117 592 40 .2,218 2,289 118 5,496 2 467 13 . 1,938 2,362 11, 111 Fe- male. 346, 538 83, 259 2,889 2,019 2,402 10, 461 1,678 3,600 33, 418 7,299 19, 493 66, 151 590 5,035 1,812 7,694 1,867 17, 986 6,096 23, 044 2.127 79, 739 16, 255 8,692 12, 531 4,891 2,925 3,006 8,883 13, 271 351 767 2,941 5,225 IP, 636 24, 694 11, .519 11, 553 8,191 14, 415 579 5,856 Colored. Total. 53, 961 6 8 1 76 23 14 196 17 832 Male, 25,176 706 Fe- male. 49 16 12 93 : 15 ' 509 31,173 I 14,398 63 501 .593 3,252 201 7.363 8, 369 9.728 1,113 933 313 356 51 ■29 6 6 13 25 2 12B 90,443 19,525 26,645 i 26,947 722 119 2,509 2,288 360 4,965 129 637 10 1,632 2,527 11, 049 1.124 4,509 4,963 2,543 3,015 1,825 1 1,545 25 193 1 4 o855 5 2 67 26 235 421 1,547 101 3,351 4,134 4,024 491 175 131 29 21 5 4 10 16 8,977 500 2,123 2,312 1,148 1,379 732 460 3 2 22 » Native. INSTITUTIONS. 109 Table 17.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS, AS DERIVED FROM THE REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. TEACHEBS. ALL DENOMINATIONS. BAPTIST. STATES AND TKREITORIES. Aggre- gate. "White. Colored. Aggre- gate. WTiite. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Tot.il. Male. Fe- male. Total. Male. Fe- male. The United States... - 33, 564 32, 848 12,402 20,446 716 317 399 1,635 386 1,537 38C 836 701 98 53 45 North Atlantic division 10, 292 10,277 1 240 244 210 1,162 229 624 3,779 1,012 2,777 3,014 71 780 322 479 134 500 221 377 l.SO 13, 388 3,223 7,054 15 5 10 258 128 Maine 240 244 210 1,162 229 624 3,779 1,012 2,792 3,437 110 83 48 371 49 248 1,2.38 216 860 1,091 130 161 162 791 180 376 2,541 796 1,917 1,923 59 19 25 15 22 U 131 27 77 470 59 19 25 15 22 11 131 27 77 422 45 11 9 15 22 fi 90 13 47 208 14 8 16 N"ew Hampsliire Vermont 1 Massacliusetts Rhode Island Connecticut r 41 14 30 214 Pennsylvania 15 423 6 181 10 242 South Atlantic division . - - . 48 27 21 71 SOS 342 534 135 635 300 466 146 13, 409 11 263 163 177 30 205 93 129 20 6,086 60 517 159 302 104 295 128 248 110 7,302 Maryland 28 20 55 1 135 79 S9 16 21 11 u ir, 6] 33 42 10 17 n 40 1 74 46 47 11 11 District of Columbia . . . !J5 101 15 110 38 128 1 ■ 23 331 .51 97 15 83 38 116 22 331 48 46 5 47 16 40 6 196 3 51 10 36 22 76 16 1'35 4 4 4 2 2 West Yirsinia 27 14 13 South Carolina Georgia Florida 12 1 7 5 I North Central division Ohio 2,088 1,064 2, 513 1,017 1,518 1,056 1,123 1,576 99 237 500 618 4,128 2,077 1,064 2,509 1,017 1,518 1,056 1,123 1, 576 9S 237 497 616 3,882 820 838 307 291 742 671 210 3 2,287 809 472 1,186 403 681 611 527 623 62 111 266 335 1,225 1,268 592 1,323 614 837 445 596 953 36 126 231 281 2,657 11 7 4 51 18 66 28 28 9 27 81 51 18 66 28 28 9 27 81 38 14 35 21 14 4 15 39 13 4 31 7 14 5 12 42 Illinois 4 2 2 Michigan Wisconsin Minnesota North Dakota 1 1 South Dakota 7 7 5 2 3 2 246 1 110 2 2 136 16 414 16 364 11 159 5 205 South Central division 50 26 24 836 910 348 309 797 698 227 3 2, 298 209 391 98 81 171 200 74 1 777 611 447 209 210 571 471 136 1,510 16 72 41 18 55 27 17 6 37 19 7 20 11 10 10 35 22 11 35 18 7 83 80 55 66 47 62 21 73 77 38 > 64 39 57 16 ^ 36 36 12 20 18 30 7 37 41 26 44 21 27 9 10 3 17 2 8 5 5 3 2 10 1 4 3 3 7 7 1 4 2 2 Louisiana Texas V Arlcansas 11 11 34 34 15 19 41 13 266 201 35 294 19 32 173 220 950 54 41 13 266 201 35 294 19 32 173 220 939 54 9 1 125 50 77 1 6 66 95 305 35 32 12 141 151 28 217 18 26 107 125 634 19 1 1 1 " ! ' ii Wiishiufft.on 9 4 21 9 4 21 3 2 10 6 2 11 i all 11 1 1 1 1 a Chinese. 110 EDUCATION. Table 17.— SCHOOL ENEOLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. TEACHERS— Continued. CATHOLIC. OONGEBaATIONiL. STATES AND TEEEITORIES. Aggre- gate. White. Colored. Aggre- gate. White. Colored. Total. Male. T-e- male. Total. 50 Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States... - 18, 210 18, 160 3,131 15, 029 1 49 1,219 1,129 666 463 90 46 44 North Atlantic division 6,912 6,912 1,110 5,802 298 298 283 15 111 151 125 803 176 340 3, 778 769 1,659 1,317 in 151 125 803 176 340 2,778 769 1,659 1,298 16 15 7 79 13 6 6.59 92 323 313 95 136 118 724 163 334 2,119 677 1,436 985 29 29 9 75 1 155 29 29 . 9 75 1 155 29 24 9 65 1 155 JTew Hampshire 5 10 Sonth Atlantic di-vision 19 1 18 183 135 50 85 48 27 21 49 596 224 122 88 87 43 84 74 6,951 49 590 224 122 88 36 41 80 68 6,948 3 179 81 14 4 16 46 411 143 108 84 20 41 64 68 5,774 6 6 District of Columbia. . . 47 33 31 2 14 10 1 4 6 3 1 1 2 3 6" 3 37 11 75 13 360 25 8 56 13 356 2 2 9 6 235 23 6 47 7 121 12 3 19 4 2 11 1 16 8 North Central diviBion 1,174 4 1 3 Ohio 1,289 631 1,336 582 847 393 478 898 17 68 179 233 1,892 1,289 631 1,335 582 847 393 478 898 17 68 179 231 1,864 234 137 217 61 132 64 33 200 1,055 494 1,118 521 715 329 446 698 17 63 152 166 1,566 76 76 56 20 Indiana Uliiiois 1 1 37 23 38 26 37 19 17 18 49 20 198 37 23 38 26 37 19 16 18 46 20 171 31 15 26 14 27 11 7 12 24 12 42 6 8 12 12 10 8 9 6 22 8 •129 1 1 5 27 65 298 3 1 2 2 28 2 28 Sonth Central division 27 7 20 481 138 101 106 , 611 374 81 480 133 99 105 593 371 78 57 30 34 20 97 51 9 423 108 65 86 496 320 69 1 1 17 65 62 21 19 13 1 17 55 .51 17 19 12 3 14 11 6 6 2 14 41 40 11 13 10 10 11 4 4 2 6 2 1 18 3 3 2 1 18 3 9 4 1 1 1 1 1,138 1,138 236 902 180 169 56 113 H 11 Montana 26 12 122 76 22 44 11 15 63 102 645 26 12 132 76 22 44 11 15 63 102 645 1 25 12 95 56 21 37 10 15 49 80 502 Wyoming Colorado 27 20 1 7 1 19 33 19 33 15 10 4 23 New Mexico Arizona irtah 50 50 6 44 Nevada Idaho 14 22 143 15 8 55 15 8 44 5 13 8 3 31 oil 11 1 » a Chinese. INSTITUTIONS. HI Table IT.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. TEACHERS— Continued. LTITHEEiN. METHODIST EPISCOPAL. STATES AJtD TBEKITOEIE9. Aggrs. gate. White. Colored. Aggre- gate. "WTiite. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe. male. Total. Male. Fe- male. The "United States... 3,523 3, 518 2,972 646 5 3 2 3,026 2,819 1,650 1,169 207 113 94 378 378 258 120 519 519 357 162 Maine 27 9 25 161 12 23 124 44 94 512 27 9 25 161 12 23 124 44 94 413 14 4 13 129 4 23 79 26 65 202 13 5 12 32 8 New Hampshire 1 1 1 Vermont Massachnsetts 2 1 12 193 18 151 156 2 I 1 12 193 18 151 153 2 Rhode Island 1 4 62 5 48 58 Connecticut 8 131 13 103 95 New York 45 18 29 211 New Jersey Pennsylvania South Atlantic division 3 1 2 99 53 46 8 67 8 55 4 32 4 23 43 1 45 4 42 19 43 1 45 4 39 19 23 1 27 3 27 13 20 12 9 18 1 12 6 ■82 10 127 50 148 20 790 82 10 100 31 112 15 779 121 93 214 45 17 23 87 99 41 4 37 21 58 5 538 41 6 63 10 54 10 241 West Virginia North Carolina 3 1 2 27 19 36 • . 5 11 14 11 16 3 7 13 Florida . . 2 2,884 2 2,884 1 2,532 1 352 2 N orth Central division . 4 Ohio 167 148 494 233 494 515 256 171 59 66 170 111 76 167 148 494 233 494 516 256 171 59 66 170 111 74 157 137 439 208 424 449 221 153 62 57 148 87 65 10 11 55 25 70 6C 35 18 7 9 22 24 9 132 93 214 45 17 23 87 99 81 72 167 31 10 17 52 51 40 21 47 14 7 6 35 48 11 7 Indiana Hlinois Michigan "Wisconsin Minnesota Iowa Missouri North Dakota South Dakota 12 23 45 896 12 23 45 799 6 14 37 365 6 9 8 434 Nebraska Kansas South Central division 2 2 97 53 44 5 8 4 3 17 29 ID 5 8 4 3 16 29 9 5 6 4 2 14 27 7 72 363 83 79 77 139 82 1 309 72 332 75 69 49 125 76 1 309 26 180 23 20 26 55 35 46 152 52 49 23 70 41 1 121 2 31 8 10 28 14 6 16 4 6 15 8 4 15 4 1 2 2 2 4 1 1 13 Texas 6 1 1 Oklahoma Western division 29 29 22 7 188 5 1 5 1 5 79 29 2 31 79 29 2 31 62 11 17 18 2 27 New Mexico 1 Utah 5 5 3 2 4 3 4 11 3 4 11 3 3 8 28 39 101 28 39 101 17 27 67 11 12 34 1 3 California i " " 1 112 EDUCATION. Table 17.— SCHOOL ENEOLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. TEACHERS— Continued. PBESBYTERIAN. PEOTESTANT EPISCOPAL. .\LL OTHEBS. STATES AND TERRI- TORIES. Ag- gre- gate. White. Colored. Ag- gre- gate. ■WJiite. Colored. Ag- gre- gate. White. Colored. Total MaJe. Fe- male. Total. Male. Ee- male. Total. Male. Fe- male. Total. Male. Fe. male. Total. Male. Fe- male. Total. M.ile. Fe- male. The United States.. 1,793 1,655 866 789 138 60 88 1,614 1,527 690 837 87 31 56 _ 2,644 2,503 1,591 912 41 20 21 258 258 175 83 678 678 367 321 1 863 848 426 423 16 5 10 14 4 12 69 17 14 4 12 09 17 6 1 4 47 9 8 3 8 22 8 31 14 36 31 14 36 27 6 33 4 8 3 Mossacliusetts 1 1 1 Rhode Island 83 319 30 165 261 83 319 30 165 181 50 148 2 91 61 33 171 28 74 120 New York •84 46 127 372 84 46 127 251 •52 29 9S 99 32 17 34 152 150 78 519 166 150 78 504 161 79 41 238 63 71 37 266 98 New Jersey 15 5 5 3 10 South Atlantic division 121 42 79 80 27 53 2 1 50 6 101 1 68 10 18 6 359 1 4i 4 68 13 25 1 28 4 43 13 38 9 11 17 63 6 13 38 9 11 17 67 2 4 10 2 6 14 24 2 9 38 7 6 3 43 14 13 6 7 1 1 9 2 33 1 19 7 9 1 9 10 3 4 8 2 24 1 9 4 5 Virginia 72 64 18 36 18 ■ 4 14 North Carolina South Carolina 146 123 13 4 627 101 79 4 35 38 2 66 41 2 45 44 9 18 14 27 30 6 49 3 9 6 356 17 1 4 1 157 32 2 5 199 1 4 3 1 1 4 1 lA •>. 4 1,107 4 1,107 1 869 ■ 3 238 627 ]22 41 141 24 10 16 35 128 5 32 21 52 316 385 242 r 3 ; 2 1 Ohio 122 41 141 24 10 16 35 128 5 32 21 52 333 71 29 120 10 7 9 28 56 2 16 11 26 156 51 12 21 14 3 7 7 72 3 16 10 61 22 41 9 30 53 34 32 61 22 38 9 30 53 34 32 29 6 16 2 18 33 19 32 16 22 7 12 20 15 ! 190 111 184 73 54 21 169 148 1 2 45 109 175 190 111 184 73 54 21 169 148 1 2 45 109 164 143 77 161 55 50 21 133 102 1 2 39 86 86 47 34 23 18 4 1 1 Illinois 1 3 2 1 1 36 46 11 !?1 South Dakota 32 13 32 144 32 13 32 140 8 3 12 55 24 10 20 85 6 24 69 26 1 South Central di\'ision. 160 17 8 9 4 , 2 21 13 9 Kentucky ' 97 Tennessee ... .1 1 99 flf) XR ' 40 8 2 2 3 2 5 21 72 21 5 6 17 2 18 72 20 5 6 17 2 5 36 10 1 1 2 13 36 10 4 5 17 3 1 2 60 55 ' 2 4 8 36 10 60 36 2 3 8 36 10 31 19 2 1 5 21 6 29 16 121 7(1 : 51 20 12 8 20 25 12 28 20 2 203 18 25 12 24 19, .2 203 i 2 16 11 1 14 4 S 1 1 Mississippi ......L._... 2 3 15 4 1 1 14 8 1 51 10 11 1 l.W, 4 1 i 1 4 j 1 172 172 60 112 233 233 149 84 7 5 12 12 3 1 24 3 1 24 1 1 8 - 2 17 62 8 63 17 62 8 63 8 9 3 4 9 53 5 59 16 3 80 3 80 3 62 Utah 21 8 21 8 1 20 8 28 4 16 4 16 5 16 7 3 10 4 9 2 6 13 28 52 - 54 13 3 28 52 54 6 7 36 30 . 49- 36 80 .-49 12 15 22 24 15 27 3 18 in 16 32 20 35 ! 19 Alaska J i I INSTITUTIONS. 113 Table 17 SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. STUDENTS AND PUPILS. STATES AND TEEEITOKIES. The United States . North Atlantic division . Maine New Hampshire . Vermont Massacliusetts . . . Rhode Island Connecticut New Yorlc New Jersey Pennsylvania South Atlantic division. Delaware Maryland District of Columbia - Virginia West Virginia North Carolina South Carolina Georgia Plorida North Central division . Ohio Indiana Illinois Michigan Wisconsin Minnesota Iowa Missouri North Dakota . South Dakota.. Nebraska Xansas South Central division . Kentucky . . . Tennessee . . Alabama Mississippi - Louisiana. . . Texas Arkansas . . . Oklahoma .. Western division . Montana Wyoming Colorado New Mexico . Arizona Utah Nevada Idaho Washington . Oregon California Alaska ALL DENOMINATIONS. Aggregate. ai, 085, 744 370, 871 6,680 9,021 5,671 47, 330 8,790 18,424 139, 707 39, 674 95, 574 82, 823 2,220 19,426 6,080 10, 297 2, 880 14, 550 10, 504 13,289 3,577 476, 759 80, 055 34, 347 95, 210 44, 388 70, 321 38, 827 32, 749 47, 072 2,427 3,866 12, 241 15,266 99, 335 22, 308 20, 103 8, 573 6,641 19, 266 15, 900 6,416 128 55, 956 White. Total. Male. Female. 1, 033, 424 369, 703 ■6,674 9,020 5,671 47, 303 8,781 18, 418 139, 055 39, 647 94, !)34 54,322 2,220 18, 162 5,178 6,637 2,845 8, 341 2,956 5, 647 2,336 475, 537 79, 699 .■i4, 307 95, 023 44,372 70, 306 38, 822 32, 743 46, 915 2,357 3,863 12, 085 15, 045 79, 861 21, 083 15, 692 4,722 4,580 15,015 13, 982 4,659 128 54,001 1,021 i31 5,572 5,493 1,011 10, 920 456 1,091 3,628 4,146 20, 309 23 501,311 177, 251 2,910 4 742 2,698 19, 468 4,181 9,741 68, 384 19, 657 45, 470 25, 212 1,078 8,852 2,663 2,710 1,314 3,968 1,529 2,257 841 237, 940 39, 924 17, 378 48, 470 21, 800 35, 494 19, 500 15, 999 22, 854 1,174 1,898 5, 763 7,686 36, 690 10, 192 7,872 1,888 1,716 6, 835 5,958 2, 164 65 24, 218 379 104 2,411 2,729 352 5,627 97 462 1,750 1,843 8.451 13 532, 113 192,452 3,764 4,278 2,973 27, 835 4,600 8,677 71, 271 19, 990 49,064 29, 110 1,142 9,310 2,515 3,927 1,531 4,373 1.427 3,390 1,495 237, 597 39, 775 16, 929 46, 553 22. .572 34, 812 19, 322 16, 744 24,061 1,183 1,965 6,322 7,359 43, 171 10, 891 7,820 2,834 2,864 8,180 8,024 2,495 63 29,783 642 227 3,161 2,764 659 5,293 359 629 1,878 2,303 11, 858 10 Colored. Total. Male. Female. 52, 320 27 9 6 52 27 1,040 28,501 1,264 902 3,660 35 6,209 7,548 7, 642 1,241 1, 222 356 40 187 16 15 5 6 157 70 3 156 211 19,474 1,225 4,411 3, 851 2,061 4,251 1,918 1,757 1,965 2 1 1,057 6856 25 5 6 29 20 596 13, 359 615 549 1,608 10 2,827 3,963 3,195 592 192 22 103 13 7 4 5 53 42 1 89 129 8,780 544 2,132 1, 703 953 1,942 664 842 1, 542 1 1 .050 460 27, 293 482 23 7 444 15, 142 649 353 2,052 25 3,382 3,585 4,447 649 164 IS 84 3 8 1 104 28 2 67 82 10, 694 681 2, 279 2, 148 1,108 2,309 1,254 915 413 10 7 395 a Includes 1,042 Chinaiuen, all in California; 711 Indians ; 18 Japanese 6 Native. ED- 114 EDUCATION. Table 17.— SCHOOL ENROLLMENT. CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. STUDENTS AND PUPILS— Continued. BAPTIST. CATHOLIC. STATKS AND TERRITORIES. Aggre- gate. White. Colored. Aggre- gate. White. Colored. Total. Male. re- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States... 29, 869 24, 848 13,484 11, 364 5,021 2,252 2,769 701, 966 695,248 323,215 372, 033 6,718 2,753 3,965 North Atlantic diviwion . . . 6,206 6,193 3,880 2,313 13 3 1 13 313, 690 313, 258 144, 209 169, 049 332 164 168 Maine 1,060 322 477 204 285 127 1,S91 380 1,360 8,691 1,057 331 477 197 285 126 1,990 380 1,360 6,148 673 177 244 194 285 70 1,260 240 737 3,226 384 144 233 3 3 1 4,202 7,653 4,324 43, 866 7,940 15, 291 119, 053 35, 320 76, 941 32, 395 4,199 7,653 4,324 43, 868 7,937 15, 291 119, 005 35, 305 75, 678 30,211 1,322 3,789 1,972 16,968- 3,631 7,280 57, 145 17, 075 35,027 13, 873 2,877 3,864 2,352 36. 898 4,306 _ 8,011 61, 860 18,230 40, 651 16, 338 3 1 2 New Hampshire 7 7 3 1 2 56 730 140 623 2,922 1 1 1 1 48 15 263 2,184 28 1 20 New Jersey 8 ■ 7 190 1 137 South Atlantic division. . . . 2,543 1,035 1,508 923 1,261 1,805 16, 210 4, 552 3,681 3,140 525 794 1,758 1,930 278,825 1,805 15, 486 4,240 2,297 3, 140 347 674 1,597 1,625 378, 361 60, 726 21, 249 56, 583 37, 656 39, 533 16, 357 15, 806 28,233 345 868 4,426 6,680 43, 689 839 7,780 1,899 873 930 199 260 545 548 133,900 966 7,706 2,341 1, 434 1,210 148 414 1,052 1,077 144, 455 . 724 312 384 336 112 155 388 District of Columbia . . 773 1,338 98 3,433 805 2,880 364 5,640 610 1,185 98 1,736 602 1,671 246 5,530 577 49r ,39 914 443 685 78 3,941 33 694 59 822 160 986 168 2,689 163 153 105 65 58 88 200 229 . North Carolina South Carolina 697 203 1,209 118 10 386 100 325 54 9 311 103 884 64 1 178 13:J 161 305 464 86 ■ 93 52 68 124 181 North Central division 302 262 Ohio 512 372 996 676 498 171 421 1,344 508 369 995 676 498 171 421 1,344 278 177 086 414 256 62 258 611 230 192 409 262 242 109 163 733 4 3 1 4 3 1 60, 818 21, 261 56, 688 27, 658 39, 539 16, 261 15,808 28, 385 345 870 4,427 6,775 47, 312 29, 676 10, 321 27, 140 13, 208 31,050 10,928 29, 443 14, 448 93 3 105 2 7 4 2 152 47 1 .56 1 1 3 1 50 45 49 1 C 7 681 « •5711 1 7,023 13, 533 120 375 1, 984 3,277 19, 488 8,783 14, 700 225 493 3,442 3,403 34, 101 1 102 95 95 60 35 2 1 95 3,723 1 41 1,454 2 455 8,967 453 6,513 239 3, 203 214 3,310 2 2, 454 1 1,194 1 1,260 54 South Central division 2,269 1,668 :,606 1,581 1,272 861 1,399 580 1,500 1,363 717 1,011 476 991 465 915 706 348 329 254 501 250 585 647 469 682 222 490 215 168 253 864 261 385 408 115 89 145 381 114 224 176 65 79 108 483 147 161 333 50 15, 431 3,167 1,873 2. 358 14, 303 7,976 2,204 14, 981 3,917 1,753 2,090 12, 665 7,373 1, 820 7,042 1,316 846 937 6,639 3,940 788 7,939 1,601 907 1,163 7,036 4,433 1,032 450 260 120 268 1,648 603 , 384 213 100 57 110 638 193 144 238 160 63 158 1,010 Texas . 410 240 Western division 465 464 234 •JSO 1 1 29, 844 29, 829 11, 739 18, 090 15 10 5 -" 1 858 325 3.770 2,039 753 817 378 202 1,572 2,066 17, 064 858 325 3,770 2,033 752 817 378 202 1, .570 3,066 ' 17,059 315 103 1, .551 936 253 334 95 35 583 714 6,831 543 322 2,319 1,106 499 483 283 167 988 1,362 10,228 Colorado 7 1 7 1 Arizona Utah Idaho . . 155 87 233 155 86 223 79 44 1 1 76 42 112 2 1 1 1 1 5 1 4 Alaslta INSTITUTIONS. 115 Table IT.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAIi SCHOOLS, INCLUDING PAROCHIAL SCHOOLS- Contimied. STUDENTS AND PUPILS— CoDtinued. CONGREGATIONAL. LUTHERAN. STATES AND TEKRITOEIES. Aggre- gate. White. Colored. Aggre- gate. White. Colored. Totid. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. 662 Male. Fe- male. The United States- .. 27, 453 15, 171 9,421 5,750 12, 282 6,081 6,201 151, 651 150, 989 78, 310 72, 679 322 340 Nortli Atlantic division .. . 3,103 299 394 54 786 20 1,550 3,086 299 394 54 780 14 1,545 2,910 176 17 15 2 15, 086 15, 086 8,133 6,953 299 323 46 726 7 1,509 New Hampshire 71 8 54 7 36 40 40 24 16 6 6 5 6 4 5 2 93 30 653 8, 620 8112 4,948 3.208 93 30 553 8,620 802 4,948 3,105 40 15 277 4,538 451 2,788 1,432 53 15 276 4,082 351 2,160 1,673 Rhode Island Now York 1 1 Sonth Atlantic division 5,529 406 180 226 1 5,123 2,280 2,843 103 38 65 Delaware 1 983 53 563 130 1, 0.58 383 983 53 563 130 955 383 381 27 282 56 491 175 602 26 281 74 464 208 365 36 33 3 329 282 47 Virginia West Virginia North Carolina South Carolina 1,268 649 3, 062 185 6,044 260 91 169 1,008 649 3, 052 85 320 390 315 1,249 44 186 618 334 1,803 41 135 103 38 65 Georgia 10 100 6,324 6 50 3,574 4 50 2,750 38 139, 106 38 129, 095 20 66, 830 18 62, 265 North Central division 11 8 3 Ohio 1,887 1,811 949 862 76 37 39 8,637 7,993 25, 230 11, 704 20, 828 20, 040 9,101 7,312 1, 835 1,729 5,318 3,379 3,556 8,636 7,993 25, 230 11, 703 26,824 20, 040 9,101 7,307 1,835 1,729 5,318 3, 379 3,008 4,667 4,096 13, 193 5,967 13, 610 10, 479 4,689 3,832 993 921 2,719 1,764 1,553 4,069 3,897 12, 037 5,736 13, 214 9,561 4,412 3,475 842 808 2,599 1,615 1,455 1 1 Indiana 565 330 S50 390 792 449 185 287 811 398 7,035 553 327 547 390 790 449 115 286 660 396 1,268 459 161 425 178 438 261 32 122 303 246 605 94 166 132 312 352 188 83 164 357 150 663 12 3 3 7 3 3 5 1 4 1 3 1 Minnesota 2 2 5 3 2 North Dakota 70 1 151 2 5,767 340 1,345 2,427 868 550 220 17 42 1 88 2 2,549 28 63 3, 318 South Dakota South (Central division 548 276 272 665 2,210 2,501 868 554 220 17 325 865 74 155 415 35 170 450 39 109 557 1,049 463 280 86 6 331 788 1.378 405 270 135 11 188 214 124 123 1,208 1,265 434 188 214 124 123 746 1,265 348 91 114 61 60 403 650 174 97 100 63 63 343 615 174 Tennessee Mississippi i 4 462 239 223 Texas Arkansas 86 37 49 Oklahoma 5,142 4,087 2,152 1,935 1,055 1,052 3 695 695 362 333 MnTifflTin. 212 1,032 312 1,027 126 570 86 457 101 24 101 24 50 17 51 7 5 5 ] Utah 2,169 2, 169 1, 073 1,096 43 43 23 20 Nevada Idaho 268 142 1,319 268 142 269 134 75 174 134 67 95 120 66 341 120 66 341 69 28 175 51 38 166 1 Oregon flsl, 050 1,047 3 Alaska a Mostly Chinese. 116 EDUCATION. Table I'V.-SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. STUDENTS AND PUPILS— Continued. METHODIST. PRESBYTERIAN. STATES AND TERRITORIES. A »f re- - gate. White. Colored. Aggre- gate. "White. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Mule. Fe- male. Total. Male. Fe- male. The United States . . . 58, 546 49, 103 24, 744 24, 359 9,443 4,859 4,584 37, 965 26, 358 14, 265 12,093 11, 607 5,595 6,012 North Atlantic division 8,336 8,316 4,491 3,825 372 116 259 570 149 21 1,189 322 827 3,797 20 17 3 3,770 3,563 2,368 1,195 307 207 ■ 861 224 539 1,459 289 233 2,312 747 1,672 11, 311 861 224 539 ' 1,446 289 233 2,311 743 1,670 6,596 489 108 280 876 140 212 1,133 421 843 2,799 New Hampshire 13 11 2 76 76 33 43 1 4 2 4,715 1 2 2,534 1 2,181 848 829 2,017 12. 713 848 827 1,812 3,182 616 552 1,167 1,235 232 275 645 1,947 2 305 9,531 2 205 4,526 South Atlantic dlTision ... 5,005 137 738 137 525 77 144 60 ' 381 213 127 86 1 247 149 78 71 98 49 49 1,117 202 2, 430 1,843 4,191 653 15, 052 1,117 202 1,849 396 2, 248 132 14, 858 452 90 764 256 955 61 8,803 605 112 1,085 140 1,393 61 6,055 2,385 681 283 398 1,704 749 955 "West Virginia I^orth Carolina South Caroliiui 581 1,447 1,943 531 194 237 975 933 272 107 354 1 472 1,010 259 87 4,127 5,138 679 137 9,000 1,589 763 550 324 1,039 439 3,538 4, 375 679 137 110 1, 193 2, 145 324 66 83 1,345 2.230 355 71 North Central divisiuti 8,890 5-076 3,814 27 2, 040 1, 271 3,554 845 536 448 2, 265 1,936 2,7S2 1,365 3,553 841 535 448 3,365 1,936 1,621 911 2,270 461 279 266 1,358 922 1,141 354 1,383 380 256 183 907 1,014 178 6 1 4 1 98 3 1 4 80 3 1 1,443 524 1,992 288 2,55 139 689 ' 2,018 39 331 395 887 7,577 1,443 524 1, 991 388 255 139 689 2,018 39 331 395 778 5,819 1, 431 2,835 238 358 189 398 309 68 4,904 808 383 1,603 90 143 93 364 880 17 174 176 348 3,184 635 141 389 198 113 47 325 1,138 33 157 219 430 2,635 1 1 Michigan 182 291 784 18,431 182 288 783 13, 933 91 149 475 5,866 91 139 308 ,8,067 3 1 . 4,488 1 2,185 3 2, 303 109 1,758 82 778 27 South Central (Uvialou 980 1,175 6,838 1,853 1,550 1,710 3,087 2,149 60 5,436 1,175 5,358 1,526 948 560 2,611 1,605 60 5,400 466 3,467 559 333 398 1.073 754 27 2,785 709 3, 891 967 736 363 1,538 941 33 3,615 1,521 3,688 267 358 245 609 831 68 4,905 748 1,732 676 1,103 238 185 145 125 133 30 2, 503 97 853 39 53 413 29 44 1,480 326 602 1,150 476 451 804 152 230 533 210 256 076 174 372 617 266 198 440 173 44 373 176 38 2,402 56 211 512 28 255 28 21! 257 "Western division 26 16 10 1 1 1 1 130 129 50 79 951 763 67 1,033 951 736 67 1,033 511 353 440 383 67 485 334 1,674 79 2,016 234 1,674 79 2,016 110 863 40 988 134 811 39 1,038 26 16 10 548 193 306 131 153 193 306 121 152 94 120 57 80 99 186 64 72 703 548 1,362 703 548 1,362 386 333 654 317 315 708 1 INSTITUTIONS. 117 Table I'T.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. STUDENTS AND PTTPILS— Continued. PROTESTANT EPISCOPAL. ALL OTHERS, (a) STATES AND TERRITORIES. Aggre- gate. White. Colored. Aggre- gate. White. Colored. Total. Male. Fe- male. Total. Male. re- male. Total. Male. Fe- male. Total. Male. Fe- male. The TJnited States . . . 21, 650 17, 219 8, 336 8,883 4,431 2,085 2,346 56, 644 54, 488 29, 536 24, 952 2, 156 1,080 1,076 North Atlantic division 7,513 7,506 4,201 3,305 7 4 3 13, 267 258 63 201 580 226 12,695 7,059 5,636 572 266 306- ■ 258 53 201 579 226 127 23 114 375 103 131 30 87 204 123 New Hampshire 335 76 266 335 76 266 298 42 256 37 34 10 1 1 670 3,736 424 2,006 8,302 670 3,734 422 2,003 2,199 393 1,886 141 1,185 870 277 1,848 281 818 1,329 1 2 2 3 4,103 2 2 1,929 2 1 2,174 3,147 1,172 7,630 2,674 3,147 1,168 7,063 2,475 1,817 777 3,723 1,597 1,330 391 3,340 878 4 567 199 4 261 94 306 South Atlantic division 105 8 8oe 179 1,963 35 1,751 712 719 135 3,419 8 571 81 544 4 238 25 177 4 333 56 367 270 448 1.58 250 275 958 180 270 448 158 250 275 869 70 158 231 102 152 199 660 40 112 217 56 98 76 209 30 229 98 1,419 35 1,015 644 598 65 66 103 50 639 10 460 329 306 32 36 126 48 780 25 555 315 292 33 30 District of Columbia. . . West Virginia North. Carolina 736 68 121 70 3,353 299 32 66 29 1,423 437 36 55 41 1,930 89 110 47 47 42 63 135 29, 173 l.W 29, 126 55 15, 387 80 13, 739 North Central division 47 30 17 520 162 432 90 329 485 324 262 520 162 367 90 329 484 324 262 190 53 100 50 244 312 173 103 330 109 267 40 85 172 151 159 3,298 2,774 5,753 2,797 1,786 893 3,349 5,366 23 61 883 2,190 4,142 3,293 2,745 5,751 2,791 1,786 893 3, 347 5,366 23 61 882 2,188 3,661 1,835 1,437 3,120 1,449 970 430 1,696 2,712 12 34 432 1,260 1,936 1,458 1,308 2,631 1,342 816 463 1,651 2,654 11 27 450 928 1,725 5 29 2 6 5 15 2 4 14 65 35 30 2 1 1 2 2 , i 311 116 388 2,325 311 116 388 2,070 121 190 116 311 1,215 1 2 481 2 228 1 Kansas South Central division 77 855 255 116 139 253 416 1,233 322 50 92 190 22 246 1,233 237 50 92 190 22 90 622 86 5 22 8 22 156 611 151 45 70 182 -170 81 89 1,244 1,147 53 62 293 1,154 189 1,244 917 53 685 500 53 559 417 230 113 117 85 35 50 62 36 26 293 1.154 185 513 108 641 189 ... 79 110 "Western division 2,091 2,091 987 1,104 7,388 6,531 3,557 2,974 857 462 395 34 6 304 34 6 304 14 1 63 20 f) 241 Colorado 113 4,283 113 4,283 59 2,411 54 1,872 559 78 559 78 250 2 309 76 696 86 742 590 878 696 86 742 588 23 333 46 381 314 13 363 40 361 274 10 420 375 315 420 375 315 334 211 112 86 164 203 ■" 2 6855 2 460 395 a Columns "All others" analyzed on paf^ea 41-43. b Native. ii8 EDUCATION. Table 18.- ENROLLMENT IN PAROCHIAL SCHOOLS, CENSUS OF 1890, AS DERIVED PROM THE RERORTS OP SCHOOLS, BY DENOMINATIONS AND STATES AND TERRITORIES. TEACHERS. TEACHERS IN ALL PAROCHIAL SCHOOLS. CATHOLIC. GERMAN EVANGELI- CAL. STATES AND TERRITORIES. Aggre- gate. "White. Colored. Aggre- gate. White. Colored. White. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States 16, 150 16,025 4,442 11, 583 125 32 93 12, 303 12, 261 1,354 10, 907 42 1 41 386 347 39 North Atlantic diviaion 5,046 5,645 87 131 89 694 119 306 2,180 622 1,417 083 36 319 84 82 39 36 24 25 38 8,135 762 4,883 5,176 5,176 496 4,680 33 25 8 • 87 131 89 694 119 306 2,180 622 1,417 776 10 12 1 39 4 14 420 59 203 127 77 119 88 655 115 292 1,760 663 1,214 556 87 130 89 691 118 292 1,934 577 1,258 608 87 130 89 691 118 292 1,934 577 1,258 589 10 11 1 36 4 6 278 40 110 85 77 119 88 655 114 286 1,656 537 1,148 504 19 13 14 12 2 South Atlantic, division 93 26 67 19 1 18 36 334 86 105 40 51 • 30 39 46 8,131 3 74 4 33 245 80 36 290 79 69 35 14 21 24 40 5,083 36 284 79 69 35 13 19 20 34 5,080 3 56 3 13 4 1 5 617 33 228 76 56 31 12 19 15 34 4,463 15 2 23 1 18 12 14 8' 6 1 4 8 6 6 1 2 14 2 19 1 10 6 8 7 4 6 6 District of Columbia 8 3 6 2 3,285 28 21 19 36 4,840 1 2 4 6 3 1 1 2 3 6 3 Nortb Central divisiou 340 312 28 1,151 578 1,614 765 1,220 736 619 770 64 81 280 253 1,143 1,151 578 1,610 765 1,220 736 619 770 64 81 280 251 1,117 284 213 649 266 509 424 2.52 296 51 56 173 112 208 867 365 961 499 711 312 367 474 13 25 107 139 909 996 409 1,037 504 699 278 357 536 7 19 101 140 1,029 996 409 1,036 504 699 278 357 530 7 19 101 138 1,009 142 61 135 37 67 28 24 85 16 20 122 854 348 901 467 632 250 333 451 7 17 85 118 887 10 18 111 13 29 16 28 88 1 13 17 108 10 27 16 27 74 1 3 1 Illinois 4 2 2 1 1 3 3 2 1 1 14 11 9 13 10 9 10 1 Kansas 2 26 4 2 22 20 2 20 South Central division 3 269 72 81 85 354 203 79 455' 265 72 78 84 343 200 75 455 42 13 24 15 57 42 15 60 223 59 54 69 286 158 60 395 4 1 3 258 66 63 79 328 168 67 407 257 06 61 78 318 165 64 407 37 8 12 13 36 10 6 34 220 58 49 65 282 155 58 373 1 1 1 1 3 1 11 3 4 1 1 1 2 1 10 3 3 2 1 10 3 3 2 1 10 3 3 6 6 5 5 1 Texas 1 Western division 10 5 57 13 11 19 5 10 5 57 13 11 19 5 1 8 2 1 1 9 5 49 11 10 18 5 7 5 52 13 11 12 5 7 5 52 13 11 12 5 3 2 1 7 5 49 11 10 12 5 35 27 273 35 27 273 6 6 35 29 21 238 1 19 1 21 j 262 i 19 21 262 1 27 19 20 235 Washington \ I" II INSTITUTIONS. 119 Table 18.— ENROLLMENT IN PAROCHIAL SCHOOLS, CENSUS OF 1890— Continued. TEACHERS— Continued. EVANQELICAI. LUTHERAN. PROTESTANT EPISCOPAL. ALL OTHERS. STATES AND TERRI- TORIES. Ag- gre- gate. White. Colored. Ag- gre- gate. "White. Colored. Ag- gre- gate, "White. 1 Colored. Total. Male. Ee. male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Tlie United States. 2,991 2,986 2,553 433 5 3 2 275 206 46 9 160 69 22 47 195 186 142 44 9 3 North Atlanticdivisiou 288 288 191 97 78 78 69 70 70 41 29 . . . New Hampshire . . . 1 1 1 Massachusetts Rhode Island Connecticut 2 1 12 170 17 85 35 2 1 12 170 17 85 32 2 8 111 13 56 25 1 1 1 1 4 59 4 29 7 2 47 9 20 120 2 47 9 20 58 9 14 2 38 9 20 44 10 19 40 13 10 19 40 4 9 6 25 3 1 13 15 1 New Jersey Pennsylvania South Atlantic division 3 1 2 62 18 44 9 6 3 / 18 1 5 4 5 18 1 5 4 2 14 1 5 3 1 4 26 6 31 1 33 9 12 2 28 17 . 4 8 4 2 13 4 6 9 2 23 1 14 6 7 1 4 7 3 3 8 2 19 1 7 3 4 Dist. of Columbia. . "West Yirginia North Carolina 1 1 3 1 2 19 3 5 2 25 5 1 1 1 7 14 2 4 1 18 2 6 3 2 106 2 2 1 2 1 4 3 2 3 2 1 1 1 "Plnrida 2 2,574 2 2,574 1 2,256 1 318 1 3 2 1 106 93 13 Ohio 139 139 446 226 468 434 222 143 56 58 ■155 88 69 139 139 446 226 468 434 222 143 56 58 155 88 67 129 128 395 201 399 374 190 134 50 51 135 70 61 10 11 51 25 69 SO 32 9 6 7 20 18 6 5 8 5 5 1 1 4 4 7 12 22 16 5 10 3 7 12 22 16 5 10 3 6 10 18 14 5 10 3 1 2 4 2 3 2 1 8 3 2 8 3 2 2 1 1 6 2 1 South Dalcotfl 2 2 1 1 2 13 16 4 2 13 16 4 2 12 13 3 1 3 1 South Central division. 2 2 28 24 12 12 4 2 2 5 3 4 1 17 29 10 25 ■5 3 4 1 16 29 9 25 5 3 4 1 14 27 7 20 1 5 2 14 5 2 2 13 5 1 8 1 2 1 5 4 3 1 2 1 1 1 1 1 Mississippi 2 2 2 5 1 1 3 3 2 1 Texas 1 1 2 21 2 21 2 4 17 2 2 2 3 3 1 2 5 5 5 "Utah 2 2 1 1 5 5 5 Idaho 1 3 4 11 3 4 11 3 3 8 13 13 3 10 1 3 2 2 2 1 1 120 EDUCATION. Table 18.— ENROLLMENT IN PAROCHIAL SCHOOLS, CENSUS OP 1890— Continued. pupils' ALL DENOMINATIONS. CATHOLIC. STATES AND TERRITORIES. Aggre- gate. White. Colored, Aggre- gate. White. Colored. Total. Male. Fe- male. Total. Male. re- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States... 799, 602 788, 609 379, 327 409,282 10, 993 4,903 6,090 626, 496 620, 174 293,991 326, 183 6,322 2,683 3,639 North Atlantic division . . . 311, 684 311, 348 144, 862 166, 486 336 165 171 291, 866 291, 535 134, 701 156, 834 331 163 168 4,015 7,272 3,759 42, 572 7,200 15, 419 119, 242 34, 577 77,628 30, 869 4,012 7,272 3,759 42, 572 7,197 15, 419 119, 193 34, 560 77,364 25, 014 1,262 3,679 1,902 16, 249 3,344 7,638 57, 207 17, 162 36, 519 11, 987 2,750 3,. 593 1,857 26, 323 3,853 7,881 61,986 17,398 40,845 13,027 3 1 2 4,015 7,232 3,759 42, 403 7,170 14,808 108, 152 32,926 71,401 24, 861 4,012 7,232 3,759 42, 403 7,167 14, 808 108, 105 32, 911 71, 138 22,783 1,262 3,656 1,902 16, 176 3,329 7,235 51,413 16, 277 33, 452 10,884 2,750 3, 577 1,857 26, 227 3,838 7, 573 56, 692 16, 634 37, 686 11,899 3 1 2 I^ew Hampshire 3 1 2 3 1 2 49 17 264 5,855 27 10 126 2,688 22 7 138 3,167 47 15 263 2,068 27 8 126 904 20 7 137 South Atlantic division .. . 1,164 1,711 14, 823 3,283 3, 297 1,750 1, 808 1,405 1,237 1,556 398, 585 1,711 13, 926 2, 872, 1,829 1,715 642 628 590 1,101 398, 047 839 6,863 1,104 959 879 373 332 275 363 197, 258 872 7,063 1,768 870 836 269 296 315 738 200, 789 1,711 13, 484 3,050 2,052 1,585 308 610 683 1,368 256,770 1,711 12,816 2,738 1,668 1,585 130 490 582 1,063 256, 308 839 6,330 1,052 873 823 94 260 270 343 125, 549 872 6,486 1,686 795 762 36 230 312 720 130, 759 897 410 1,468 35 1,166 777 647 455 538 433 162 676 10 503 372 336 196 244 464 248 792 25 663 405 311 259 294 668 312 384 330 112 155 338 ' District of Columbia... 200 229 Korth Carolina South Carolina 178 120 101 305 .462 80 52 45 124 202 92 68 56 181 North Central division 260 Ohio 65, 698 27, 228 82, 251 40, 276 66, 065 34, 400 23,728 35, 670 1,993 2, 316 9,500 9,454 41,115 65, 606 27,226 82, 082 40, 273 66, 054 34, 306 23, 72B 35,513 1, 993 2,316 9,504 9,358 36, 853 32,480 13, 686 41,001 19, 661 32, 941 16, 933 11,523 17, 674 1,015 1,185 4,582 4, 577 17, 954 33, 126 13, 540 41, 081 20, 612 33, 113 17, 463 12, 203 17, 839 978 1, 131 4,922 4,781 18,899 92 2 169 3 11 4 2 157 47 1 90 2 4 3 1 53 45 1 79 1 7 1 1 104 56, 966 18, 326 52, 821 26, 799 37, 854 15, 090 13, 720 24, 692 245 641 3,777 6,839 36, 638 56, 874 18, 324 52,716 26, 797 37,847 15, 086 13,718 24, 540 245 641 3,776 6,744 33, 179 28, 018 9,258 26, 006 12, 835 18, 757 7,336 6,472 12,044 100 288 1,715 2,720 16,072 28, 836 9,066 26, 710 13, 962 19, 090 7,750 7,246 12,496 145 353 2, 061 3,024 17, 107 92 2 105 2 7 4 152 47 1 66 1 1 3 1 50 45 1 Illinois 49 1 6 1 1 102 North T)n.kof.a Rnntli Dakota 2 96 4,262 1 42 1,806 1 54 2,456 1 95 3,459 1 41 1,414 54 South Central division 2,045 13, 370 2,476 2,051 2,197 12, 156 6, 545 2,320 17, 349 12, 75C 2 226 1,846 1,929 10, 310 5,942 1,850 17, 347 6,440 1,107 833 852 4,969 2,804 949 7,266 6,310 1,119 1,013 1,077 5,341 3,138 901 10,081 620 250 205 268 1,846 603 470 2 293 100 92 110 837 193 181 327 150 113 158 1,009 410 289 2 12, 889 2,357 1,648 i 2, 099 10, 662 5,119 1,864 16, 371 350 191 2,710 601 518 383 325 12, 439 2,107 1,528 1,831 9,278 4,516 1,480 16, 369 6,279 1,047 703 824 4,390 2,076 753 6,785 6, 160 1,060 825 1,007 4,888 2,440 727 9,584 450 250 120 268 1,384 603 384 2 212 100 57 110 598 193 144 238 150 63 Mississippi 158 786 Texas 410 240 2 384 191 2,811 601 513 526 325 384 191 2,811 601 518 526 325 186 73 1,353 294 233 240 95 198 118 1.458 307 285 286 230 1 360 191 2,710 601 518 383 326 172 73 1,303 294 233 160 95 178 118 1,407 307 285 223 230 ! 1 Utali 914 727 10, 352 914 727 10, 350 361 291 4,140 553 436 6,210 672 610 10, Oil 672 610 10,009 256 234 3,965 416 376 6,044 2 2 2 2 INSTITUTIONS. 121 Table 18.— ENROLLMENT IN PAROCHIAL SCHOOLS, CENSUS OF 1890— Continued. PUPILS— Continued. GERMAN EVANGELICAL. EVANGELICAL LUTHERAN. STATES AND TERRITORIES. Aggre- gate. White. Colored. 1 ■ 1 Aggre- gate, White. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States . . . 15, 639 15, 638 7,946 7,692 1 1 142, 963 142, 302 72, 094 70, 208 661 321 340 1,616 1,616 781 835 14, 043 14, 043 7,249 6,794 40 40 24 16 93 30 553 8,412 776 4,139 1,271 93 30 553 8,412 776 4,139 1,168 40 15 277 4,356 438 2,099 611 53 15 276 4,056 338 2,040 557 955 955 452 503 661 661 329 332 . .._ . 103 38 65 760 53 107 130 183 760 53 107 130 80 381 27 86 56 41 379 26 21 74 39 Viro'inia 103 38 65 38 123, 663 38 123, 653 20 62, 460 18 81, 193 North Central diviaion 13, 605 13, 604 6, 927 6,677 1 1 10 7 3 Ohio 617 784 4,245 636 1,133 738 903 4,106 23 617 784 4,245 636 1,133 738 903 4,106 23 316 389 2, 156 320 586 357 467 2,124 12 301 395 2,089 316 547 381 436 1, 983 11 8,115 7,763 24, 433 11, 659 26, 359 18, 409 8,701 6,786 1,725 1,594 5,132 2,987 3,346 188 79 124 48 1,208 1,265 434 640 8,115 7,763 24,433 11,658 26, 355 18, 409 8,701 6,781 1,725 1,594 5,132 2,987 2,798 4,146 3,866 12,481 5,934 13, 203 9,161 4,359 3,458 903 843 2,587 1,519 1,444 3,969 3,897 11,952 5,724 13, 152 9,248 4,342 3,323 822 751 2,545 1,468 1,354 1 4" 1 3 1 5 3 2 261 1,59 41S 260 1.59 418 126 74 238 134 85 180 1 1 548 276 272 38 38 16 22 188 79 124 48 746 1,265 348 640 91 42 61 23 403 650 174 330 97 37 63 25 343 615 174 310 219 161 219 161 144 78 75 83 462 239 223 86 37 49 101 101 50 51 12 12 8 4 120 66 341 120 66 341 69 28 175 51 38 166 122 EDUCATION. Tablk 18.— enrollment IN PAROCHIAL SCHOOLS, CENSUS OF 1890— Continued. PUPILS— Continued. PROTESTANT EPISCOPAL. ALL OTHERS. (O) STATES AND TEEEITORIES. Aggre- gate. White.- Colored. Aggre- gate. White. Colored. Total- Male. Te- male. Total. Male. Fe- male. Total. Male. Fe- male. 2,856 Total. Male. Fe- male. The United States . . . 8,385 4,635 2,292 2,343 3,750 1,779 1.971 6,119 5,860 3,004 259 120 139 Korth Atlantic division 2,555 2,550 1,317 1,233 5 2 3 1,604 1,604 814 790 1 • 76 76 33 43 i j 1 58 1,446 259 792 4,369 58 1,444 257 791 943 26 843 120 328 402 32 601 137 463 541 2 2 1 3,426 2 1,627 2 1 1,799 277 616 635 378 277 616 635 120 143 327 311 90 134 289 324 30 South Atlantic division 258 11^ 139 579 179 1,138 35 1,267 615 491 65 554 350 81 54 152 25 198 56 54 229 98 1,084 35 885 547 483 65 64 103 50 521 10 379 273 259 32 34 126 48 563 25 506 274 224 33 30 ' District of Columbia. . . North Carolina South Carolina 382 68 8. 188 32 5 194 36 3 50 180 63 85 3,993 50 70 50 40 30 110 63 85 1 47 32 40 1 63 31 Florida 45 North Central division 490 295 195 3,992 2, 027 1,965 99 212 99 148 53 76 46 72 256 540 1,182 589 155 319 88 256 540 1.182 589 155 319 86 120 282 572 310 73 170 48 136 258 610 279 82 149 38 64 34 30 130 8 85 130 8 85 85 6 55 45 2 30 Minnesota 1 1 20 20 20 61 336 469 93 61 336 468 93 34 154 264 44 27 182 204 49 1 1 l' South Central division 620 365 156 209 255 116 139 255 14 279 50 85 14 194 50 54 6 69 5 31 8 125 45 170 81 89 26 26 ■ 12 14 85 35 50 1 1 1 1 ■ 67 67 32 35 I 1 Texas 1 1 22 287 22 287 22 122 165 51 51 29 22 1 34 34 14 20 1 1 1 1 1 131 131 72 59 1 1 122 122 36 86 1 51 51 29 22 i 1 a Columns "All others" analyzed on pages 41-43. b The schools that might be called Mormon parochial are included among private denominational schools. INSTITUTIONS. 123 Table Id.— ENEOLLMENT IN PUBLIC SCHOOLS, AS SUPERIOR, SECONDARY, AND ELEMENTARY, CENSUS OF 1890, AS DERIVED FROM THE REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. [This grouping lias only tlie value of a careful estimate, owin'g to scant record in some states.] SUPERIOR, SECONDARY, AND ELEMENTARY. SUPERIOR. SECOND- ARY. ELEMEN- TARY. STATES AND TERRI- TORIES. Grand aggre- gate. ■WTiite. (a) Colored. Aggre- gate. White, (a) Colored. Aggre- gate. Grand total. Male. Fe- male. Grand total. Male. Fe- male. Total. Male. 23,761 Fe- male. Total. Male. Fe- male. Aggre- gat(-. The United States - 12,769,864 11, 418, 616 5,829,616 5, 589, 000 1,351,248 653, 328 14, 153 697, 920 46, 533 44, 969 21, 208 1,664 760 804 311, 095 12, 412, 236 North Atlantic divi- 3,124,417 3, 095, OSO 1, 556, 620 1,538,430 29, 367 15, 214 15, 979 15,969 5,654 10, 315 10 7 3 94, 967 3,013,471 140. 650 59, 947 66, 720 373, 087 52, 974 127, 303 1, 049, 970 234, 964 1,018,802 1, 758 285 140, 540 59, 916 66, 612 370, 493 52, 748 125, 747 1. 043, 188 222, 526 1,013,280 1,174,301 69, 068 30, 899 34, 303 187, 754 26, 388 62, 457 522,243 108, 530 514, 978 610, 720 13,228 76, 633 11,458 115, 765 98, 915 108, 906 47, 152 109, 934 28, 729 2,552,966 71, 472 29. 017 32, 309 182, 739 26, 360 63, 290 520, 945 113, 996 498, 302 563, 581 110 31 108 2,594 226 1,556 6,782 12, 438 5,522 583,984 58 18 47 1,257 101 738 3,406 5,945 2,583 278, 465 52 13 61 1,337 125 818 3,376 6,493 2,939 305, 519 837 134 1,112 1,436 200 420 6,141 266 5,433 5, 0.55 837 134 1,112 1,435 199 420 6,133 266 5,433 4,460 319 34 673 274 6 45 1,687 19 2,597 3,434 518 100 439 1,161 193 375 4,446 247 2,836 1,026 16, 299 7,084 2,432 25,476 1, 728 4,063 20, 747 5,249 12, 889 32, 674 124 614 New Hampshire. 52,729 63, 176 Massachusetts... Rhode Island Connecticut New York New Jersey Pennsylvania South Atlantic divi- 1 1 1 1 1 346, 175 51,046 122, 820 1, 023, 082 229 449 8 7 1 1 1,000,480 1, 720, 556 595 203 392 31,434 184, 926 36, 906 344, 003 194, 350 326, 895 203, 980 344, 062 91, 723 5, 032, 182 26, 778 148, 899 23, 574 221,464 187, 798 209, 117 90, 570 210, 830 55, 271 4, 972, 305 13,550 72, 266 12, 116 105, 699 88, 883 100, 211 43,418 100, 896 26, 542 2, 419, 339 4,656 36, 027 13, 332 122, 539 6,558 117, 778 113,410 133, 232 36, 452 59, 877 2,348 17, 932 5,853 57, 200 3,144 55, 826 54, 279 64, 187 17, 696 29, 294 2,308 18,095 7,479 65, 339 3,414 61, 952 59, 131 69, 045 18, 756 30, 583 1 328 7,896 1,767 9,266 1,812 1,401 7,210 2,529 465 130,587 31,106 Maryland District of Co- lumbia. Virj^inia 619 80 1,446 845 521 427 883 234 18, 301 619 40 1,149 845 273 427 883 224 18, 201 333 5 1,003 526 273 381 743 170 10, 580 286 35 146 319 46 140 54 7,621 85 647 791 908 1,100 807 650 897 45 389 415 887 897 176,411 40 297 4 95 36 202 35, 059 333, 291 191, 699 North Carolina . . 248 97 151 324, 973 196, 343 340, 650 :Florida 10 100 7 58 3 42 91,024 North Central divi- 4, 883, 294 Ohlo 798, 216 507,445 781, 109 430, 665 354, 675 284, 269 494, 957 623, 071 35, 694 79, 171 241,446 401, 464 2, 334, 694 794,521 503, 352 775, 627 428, 948 354, 609 284, 086 493, 686 .590, 084 35, 692 79, 168 240, 701 391, 831 1,658,642 412, 268 258, 921 395, 895 218,979 180, 476 146, 509 252, 196 301, 575 18, 803 41,669 124, 208 201,467 841, 920 382, 253 244,431 379,732 209, 969 174, 133 137, 577 241, 490 288, 509 16, 889 37, 499 116, 493 190, 364 816, 722 3,695 4,093 5,482 1,717 66 183 1,271 32, 987 2 3 745 9,633 676, 052 1,813 1,907 2,700 906 36 93 625 16, 2.55 1 341 4,617 330,418 1,882 2,186 2,782 811 30 90 646 16, 732 1 3 404 5,016 345, 634 514 1,652 1,536 3,345 2,173 1,785 1,690 2,244 80 763 727 1,792 4,482 510 1,644 1,517 3,335 2,172 1,785 1,689 2,192 80 763 727 1,787 3,624 425 997 726 2,427 1,072 978 1,039 1,295 35 374 312 900 2,727 4 8 19 10 1 4 4 6 8 1 4 13 2 36, 755 7,391 18, 007 16, 908 10, 634 6, 052 13, 214 5,097 753 1,208 6,400 8,168 44, 551 2,588 1,784 1,293 1,689 1,306 32, 157 760, 947 498,402 761,566 Michigan Wisconsin 410,412 341,868 276,432 1 52 1 30 22 480, 053 Missnnri 615,730 34, 861 South Dakota.... 77, 200 234,319 Kansas 6 858 4 491 1 367 391,. 504 Soiith Central divi- 2, 265, 061 Kentucky Tennessee Alahama Mississippi 409, 607 456, 242 306, 350 335, 468 125, 161 477, 450 579 223, 837 520, 286 354, 804 354, 627 188, 629 151, 856 75, 363 368, 581 579 164, 203 618,318 183, 554 184, 019 96, 321 78, 175 38, 839 174,469 273 86, 270 267, 390 171,250 170, 608 92, 308 73, 631 36, 524 194, 112 306 77,933 250, 928 54, 803 101, 615 117, 721 183, 612 49. 798 108, 869 26, 560 50,506 56, 982 90, 188 25,143 50, 557 28,243 51, 109 60, 739 93,424 24,655 58, 312 433 510 1,519 641 228 994 413 497 907 565 228 899 305 496 652 388 156 640 108 1 255 177 72 259 20 13 612 76 8 13 313 60 12 299 16 406, 586 453,948 303, 538 333, 138 123, 627 Texas 95 63 32 444, 299 Oklahoma (i/) .... 579 59, 634 1,968 30, 482 998 29, 152 970 157 2,716 115 2,715 90 1,366 25 1,349 42 1 34 1 8 3,734 8,316 219, 940 Western division 509, 254 16, 980 7,957 66, 173 18, 249 8,022 36, 730 7,524 14, 311 899 16,889 7,944 65, 690 18, 249 8, 022 36,727 7,524 14,311 162 55, 678 63, 972 223, 150 8,609 4,043 33, 598 11,857 4,334 19,084 3,777 1 6, 943 81 27, 712 32, 694 114,658 8,280 3,901 32, 092 6,392 3,688 17, 643 3,747 7,368 81 91 13 483 48 6 237 43 7 246 453 133 1,870 17 30 418 363 16,527 "Wyoming Colorado 39 262 17 28 70 73 39 261 17 28 70 73 20 177 10 12 41 25 19 84 7 16 29 48 7,785 1 1 64, 041 18,215 7, 1164 3 1 2 36, 242 7,088 14, 311 Alaska c737 385 14 4 352 13 11 899 66 562 1,599 66 562 1,599 20 336 725 46 226 874 531 894 3,607 5.5, 108 31,278 15 62, 531 California 223, 749 218, 543 ! ft Includes unseparated colored. b School enrollment given is for G-reer county only; population of that county, 5,338. c Native. 124 EDUCATION. Table 20.— ENROLLMENT OF STUDENTS AND PUPILS IN PRIVATE SCHOOLS, AS SUPERIOR; SECONDARY, AND ELEMENTARY, INCLUDING PAROCHIAL AND COMMERCIAL SCHOOLS, CENSUS OF 1890, AS DERIVED FROM THE REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. [This grouping has only the value of a careful estimate, owing to indefinite classification in some reports.] SUMMARY. STATES AND TEERiTORIES. Aggregate. White, (a) Colored. Total. Male. Female. Total. Male. Female. 1, 603, 806 1, 538, 852 783, 032 756, 820 64,954 30, 079 34, 875 507, 857 606, 348 256, 603 249, 745 1,609 871 638 10, 841 12, 088 8,312 67, 349 11, 253 24, 321 196, 284 51, 455 125, 954 196, 122 10, 832 12, 080 8,311 67, 273 11, 227 24, 307 196, 039 51,421 124,858 169, 094 .5, 193 6,468 4,052 30,489 5,696 12,826 100, 635 26,724 64, 520 79, 916 5,639 5,612 4,259 36, 784 5,531 11, 481 95,404 24, 697 60, 338 79, 178 9 8 1 76 26 14 245 34 1,096 37, 028 7 6 Q 2 1 49 17 12 120 25 635 17, 086 27 Tlhodft lalancl . 9 2 New Xork - 125 9 461 19,942 3,000 27, 622 8,669 20, 945 5,350 45,751 21, 708 56, 773 6,304 586,412 2,937 26,224 7,666 16, 225 5,114 37, 232 12, 562 46, 398 4,736 584,941 1,475 14, 126 4,086 7,761 2,411 18, 977 6,170 23, 039 1,871 304, 414 1,462 12, 098 3,580 8,464 2,703 18,255 6,392 23, 359 2,865 280, 627 63 1,398 1,003 4,720 236 8,619 9,146 10, 375 1,668 1,471 26 668 583 2,223 111 3,864 4,506 4,360 755 735 37 730 Dintrirt of Columbia 420 2,497 125 4,665 4,640 6,015 Florida. 813 736 104, 902 47, 240 114, 042 .M, 827 74, 019 42, 151 43, 619 64, 685 2,617 3,748 15, 990 21,572 241, 317 104, 497 46, 882 113, 822 51, 795 74, 002 42, 141 43,604 64, 503 2,617 3,746 15,982 21, 350 217, 630 55, 116 24, 650 60, 210 26, 292 37, 964 21, 672 22, 518 33, 393 1,288 1,848 8,119 11,344 108, 188 49, 381 22, 232 .53, 612 26, 503 36, 033 20, 469 21, 086 31,110 1,329 1,898 7,863 10, 006 109, 342 405 358 220 32 17 10 15 182 222 132 119 23 9 7 11 69 183 226 Illinois 101 9 8 3 4 113 South "Dalrntn 2 8 222 23, 787 2 4 139 10, 783 1 4 83 13, 004 42, 678 57, 809 29, 432 26, 509 32, 259 35, 589 1,203 15, 838 72, 098 40.934 53, 050 24,264 23, 698 27, 398 33, 161 1,202 13, 823 70, 939 20, 988 27, 237 11, 732 11, 008 13, 866 15, 608 623 7,068 33, 911 19, 946 26, 813 12, 532 12, 630 13, 532 17, 553 579 6,757 37, 028 1,744 4,759 5,168 2,811 4,861 2,428 1 2,015 1,159 793 2,223 2,404 1,258 2,216 925 951 2,536 2,764 1,553 2,645 Texas 1,503 1 964 604 1,051 Western division --- 565 1,703 350 7, 563 5,371 997 10, 990 456 1,104 878 4,489 5,618 32, 579 1,698 350 7,538 5,178 996 10, 986 456 1,104 23 4,484 5,616 ■ 32, 510 • 778 113 3,671 2,583 351 5,735 97 467 13 2,299 2,653 15,251 920 237 3,967 2,595 645 5,251 369 637 10 2,185 2,963 17, 259 5 6 Wyoming 25 193 1 4 10 98 1 3 15 95 Utah 1 6855 5 2 69 460 3 2 22 395 2 47 a Includos uuseparated colored. b Native. INSTITUTIONS. 125 Table 20.— ENROLLMENT OF STUDENTS AND PUPILS IN PRIVATE SCHOOLS, AS SUPERIOR, SECONDARY, AND ELEMENTARY, CENSUS OF 1890— Continued. SUPEKIOE. SECOND AKT. STATES AND TERRITORIES. Aggre- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. re- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States... 103, 876 100, 693 73, 213 27, 480 3,183 2,060 1,133 296,245 284,844 75,453 128, 381 156, 463 11, 401 5,276 6,125 North Atlantic division . . . 35,759 35, 546 29, 383 6,163 213 203 10 75, 600 34,507 40, 946 147 97 50 Maine 1,140 493 483 7,962 684 1,939 12, 478 1,839 8,741 13,381 1, 138 493 483 7,935 682 1,934 12,458 1,833 8,590 12, 068 847 448 292 5,443 591 1,879 10,8.50 1,782 7,251 8,030 291 45 191 2,492 91 55 1,608 51 1,339 4,038 2 2 3,362 2, 533 2,987 8,478 1,688 2,853 28, 056 7,067 18, 576 46, 152 3,362 2,533 2,986 8,460 1,688 2,853 28,048 7,067 18, 456 40, 399 1,696 1,286 1,275 3,960 825 1,081 12, 381 2,960 9,043 17, 512 1,666 1,247 1,711 4,600 863 1,772 15, 667 4,107 9,413 22,887 New Hampshire 1 18 27 2 5 20 6 151 1,313 26 2 5 16 6 146 943 1 4 5 370 18 8 3 5 120 5,753 94 2,685 26 South Atlantic division 3,068 93 3,491 1,653 2,043 540 2,390 1,096 2,010 65 36, 363 93 3,351 1,240 1,909 361 2, 203 973 1,889 49 36,284 84 2, 979 1,200 1,207 189 1,114 455 783 19 25,690 9 372 40 702 172 1,089 518 1,106 30 10, 594 471 4,375 1,803 6,217 1,460 14, 170 6,561 9,283 1,812 80, 313 471 4,112 1,743 6,925 1,460 12, 943 3, 882 8,330 1,633 80, 053 201 1,380 670 2,490 466 6,552 1,831 3,379 543 37, 477 270 2,732 1,073 3,435 994 6,391 2,061 4,851 1,090 42, 576 140 413 134 179 187 123 121 16 79 59 332 86 90 175 78 107 16 51 81 81 48 89 13 45 14 28 263 60 292 127 47 30 136 District of Columbia. . . 13 262 "We^t *Vir<''iuia North Carolina 1,227 2,679 1, C63 179 360 573 1, 365 449 94 144 654 1, 314 6U4 Florida . . 85 North Central division 116 Ohio , 11, 457 4,219 7,804 1,571 880 1,034 2,958 4,826 81 204 441 888 15,498 11, 386 4,218 7,800 1,569 879 1,034 2, 958 4,826 81 204 441 888 13, 920 7,876 3,054 5, 938 1,092 788 919 1,912 3,021 29 99 345 617 8,115 3,510 1,164 1,862 477 91 115 1,046 1,805 52 105 96 271 5,805 71 1 4 2 1 44 4 2 1 27 1 15, 062 9,010 11,459 4,220 3, 375 3,317 10,942 12, 179 380 960 2,526 6,883 71, 191 14, 855 8.998 11, 448 4,210 3,373 3,317 10, 937 12, 178 380 958 2,523 6,876 65, 986 7,300 4,334 4,804 1,984 1,749 1, 562 5,229 5,397 174 420 979 3,555 29, 619 7, 5.55 4,674 6,644 2,226 1,624 1,755 5,708 6,781 206 538 1,544 3,321 36,367 207 12 11 10 2 113 7 5 7 2 95 6 3 5 1 4 1 1 North Dakota 2 3 7 5,205 6 2,321 o 3 1 South Central division 1,678 853 725 2,884 4,096 4,175 1,753 1,492 1,563 2,117 4,023 3, 657 1,337 1,260 1,389 2,024 2, 624 2,291 533 374 1,106 1,016 1, 399 1,366 805 886 283 1,008 73 518 416 232 174 93 53 297 179 114 103 74 30 221 237 118 71 19 10, 361 20, 498 7, 233 8,144 7,804 13, 116 53 4,982 22, 989 10, 149 19, 224 6,804 7, 640 6,216 11,701 53 4,199 22, 953 4,179 9,491 3,650 3,217 2,464 4,688 36 1,904 9,266 5,970 9,733 3,154 4,423 3,752 7,013 27 2,295 13, 687 212 1,274 439 504 1,-588 415 ii:i .590 183 213 696 116 99 678 346 292 892 a9 302 2,875 230 2,875 172 1,995 58 880 72 33 39 783 36 405 29 378 7 17 19 198 16 17 19 198 16 10 9 139 16 7 10 59 649 134 2,355 1,902 235 2,476 79 202 648 134 2,355 1,876 234 2,476 79 202 197 30 839 855 20 1,229 461 104 1,516 1,021 214 1,247 79 167 1 1 26 1 22 1 4 371 371 239 132 35 109 376 1,769 109 376 1,769 55 304 1,223 54 72 546 2, 285 2,499 10, 173 2,283 2,498 10, 168' 1,091 861 4,109 1,192 1.637 6.059 2 1 5 1 1 3 1 2 a Includes unsepajated colored. 126 EDUCATION. Table 20.— ENROLLMENT OF STUDENTS AND PUPILS IN PRIVATE SCHOOLS, AS SUPERIOR, SECONDARY, AND ELEMENTARY, CENSUS OF 1890— Continued. ELEMENT AKY. COMMEECIAL. STATES AND TERRITOKIES. Aggre- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe. male. Total. Male. Fe- male. The United States... 1,116,881 1, 066, 604 517,275 549, 329 50,277 22, 681 27, 596 86, 804 86, 711 64,163 22, 548 93 72 21 Nortli Atlantic division 339, 197 368, 068 172, 196 195,872 1,129 554 575 27, 301 27, 281 20, 517 6,764 20 17 3 5,238 8,710 4,734 47,295 8,121 18, 465 145, 804 40,542 90, 238 132, 317 5,281 8,702 4,734 47, 267 8,101 18,456 145, 596 40, 518 89, 413 102, 356 1,885 4,476 2,409 18, 287 3,736 9,068 69,840 20, 398 42, 097 50,896 3, 396 4,226 2,325 28, 980 4,365 9,388 75, 756 20, 120 47, 316 51,460 7 8 5 6 2 2 1,051 352 108 3,614 760 1,064 9,946 2,007 8,399 4,272 1,051 353 108 3,611 756 1,064 9,937 2,003 8,399 4,271 765 258 76 2,799 544 798 7,564 1,584 6,129 3,478 286 94 32 8ia 212 266 2,373 419 3,270 793 New Hampshire 28 20 9 208 24 825 29, 961 20 12 7 94 15 395 13,457 8 8 2 114 9 430 16.504 3 4 3 3 1 9 4 7 4 2 South Atlantic division 1 1 2,333 18, 252 4,210 12, 280 2,931 29, 191 14, 051 44,642 4,427 426, 949 2,270 17, 257 3,681 7,986 2,874 22, 086 7,707 35, 441 3,054 425, 884 1,111 8,491 1,497 3,747 1,438 11, 311 3,884 18, 108 1,309 210, 570 1,159 8,766 2,184 4,239 1,436 10, 775 3, 823 17, 333 1,745 215, 314 63 995 529 4, 294 57 7,105 6,344 9,201 1,373 1,065 26 482 203 2,107 21 3,106 3,063 3,804 645 491 37 513 326 2,187 36 3,999 3,281 5,397 728 574 103 1,504 1,003 405 419 103 1,504 1,002 405 419 79 1,276 719 317 318 24 228 283 88 101 District of Coltinibia... 1 1 North Carolina South Carolina Georgia Florida 838 838 7(i9 69 North Central division 42,787 42, 720 30, 677 13, 043 67 49 18 69, 173 31, 546 87, 601 41,416 67, 798 35, 668 25,755 42, 128 2,081 2,425 10, 655 10, 773 147, 597 69, 068 31, 218 87, 400 41, 439 67, 786 35, 559 25,752 41, 947 2,081 2, 435 10, 653 10, 566 130, 593 34, 075 15, 583 43, 605 20, 085 33,912 17, 454 12, e;21 20, 794 1,056 1,225 5,107 5,153 64, 857 34, 983 15, 635 43, 795 21, 354 33, 874 18, 105 13, 231 21, 153 1,025 1,200 5,546 5,413 65, 736 115 328 201 7 12 9 3 181 58 116 106 5 4 6 2 68 57 212 95 2 8 3 1 113 9,210 2,465 7,178 4,590 1,966 2,232 3,964 5,552 ,- 75 159 2,368 3,028 7,031 9,198 2,448 7,174 4,577 1,964 2,231 3,957 5.552 75 159 2,365 3,020 7,031 5,865 1,689 5, 863 3, 131 1,515 1,737 2,856 4,181 29 104 1,688 2,019 5,597 3,333 759 1,311 1,446 449 494 1,101 1,371 46 55 677 1,001 1,434 12 17 4 13 2 1 7 8 9 4 9 2 1 5 4 8 Illinois 4 2 .. I 2 207 17, 004 1 125 7,609 1 82 9,395 3 8 3 8 26, 483 32, 091 20, 249 16, 493 23, 162 18, 873 1,150 10, 093 40, 821 25, 024 29, 127 15, 926 14, 418 19, 063 16,953 1,149 8,933 39, 703 32, 763 14, 649 7, 353 7,152 9,707 7,978 12, 261 14, 478 8, 573 7,266 9,356 8,975 1, 459 2,967 4,323 2,075 3,099 1,920 1 1,160 1,118 627 1,330 2,042 932 1,417 735 526 570 832 1,637 2,281 1,143 1,682 1,185 1 634 548 1, 738 1.042 197 380 730 2,483 1,738 1,042 197 380 730 2,483 1,432 806 197 335 589 1,926 316 236 55 141 557 t 461 5,413 461 6,408 332 3,894 129 1,514 18, 756 20, 947 5 5 552 197 4,419 3.453 720 8,060 377 902 878 1,671 2,321 17,271 548 197 4,394 3,286 720 8,056 377 902 23 1,670 2,320 17, 210 261 74 2,155 1,712 300 4,196 97 432 13 846 1,169 7.501 287 123 2,239 1,574 420 3,860 280 470 10 824 1, 1.51 9,709 4 4 485 485 310 175 25 167 } 10 76 15 91 591 591 438 153 42 83 42 83 31 71 11 12 4 3 1 Idalio N Alaska 6855 1 1 61 460 1 16 395 1 45 424 432 3,366 422 433 3. 363 307 .■!19 3, 418 115 103 945 2 2 Oregon California 3 3 Q.' Includes unseparated colored. 6 Native. INSTITUTIONS. 127 Table 21.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890, AS DERIVED FROM THE REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. ALL PROFESSIONAL SCHOOLS, PUBLIC AND PRIVATE. Instructors. Students. STATES AND TERRITORIES. Aggre- gate. "White. Colored. Aggre- gate. White. Colored. Total. Male, Fe- male. Total. Male. Fe- male. Total. M.lle. Fe- male. Total. Male. Fe- male. The IJnited States... 7,929 3,193 1 7,700 6,699 1,101 229 145 84 81,564 77, 214 53, 626 23, 588 4,350 2,591 1,759 3,193 2,659 534 31, 994 31,873 20, 822 11, 051 121 92 1 29 Maiue 61 38 47 599 12 147 1,325 152 812 918 61 38 47 599 12 147 1,325 152 812 827 43 36 30 504 3 119 1,134 130 660 762 18 2 17 95 9 28 191 22 152 65 996 258 868 4,596 238 1,183 12, 110 1,123 10,622 8,604 996 258 863 4,561 237 1,178 12, 094 1,117 10, 569 6,645 399 158 420 2,866 6 734 8, 367 838 7, 034 5,585 597 100 443 1,695 231 444 3, 727 279 3,535 1,060 ! New Hampshire 1 5 35 1 16 53 1,959 4 1 15 20 1 5 New York 13 6 49 1,211 3 . 4 South Atlantic division 91 53 38 748 1 318 198 124 58 43 60 108 8 2,754 1 313 176 106 54 23 50 99 5 2,742 1 299 168 91 34 22 46 97 4 2,397 11 2,748 1,433 1,567 977 457 516 804 91 30, 914 11 2,577 984 1,130 798 84 339 657 65 30, 786 2 2,238 906 921 469 84 293 638 34 21, 5.59 9 339 78 209 329 14 8 15 20 1 4 2 1 345 5 22 18 4 20 10 9 3 12 12 12 12 9 4 2 10 5 10 6 2 8 1 5 1 2 171 449 437 179 373 177 147 26 128 90 321 187 90 222 135 143 23 87 81 Distrk^t of Columbia . . 128 250 89 151 South Carolina 40 19 31 9,227 42 4 Florida 3 Nortli Central division 41 Ohio 500 282 598 218 148 201 187 446 11 43 44 76 701 495 282 598 218 148 201 187 «9 11 43 44 76 575 453 237 555 191 08 158 161 414 8 28 28 66 469 42 45 43 27 50 43 26 25 3 15 16 10 106 5 5 6,195 3,780 5,930 2, .591 2,077 1,886 2, U64 3,947 110 631 550 1, 1.53 7, 520 6,173 3,768 5.903 2, 581 2, 077 1,884 2,062 3,895 110 031 550 1,152 5,384 4,877 2,482 4,775 1,815 1,134 1,219 1,295 2,874 36 218 217 557 4.377 1.296 1, 286 1,128 736 943 665 767 1,021 74 383 ,333 595 1,007 22 12 27 10 22 7 14 r^ 13 1 2 2 52 2 2 30 7 5 2 22 Itforth Datota 1 2, 136 1 1,195 South Central division 126 82 44 941 Kentucky 124 267 126 27 63 55 111 232 72 25 65 46 108 201 35 19 52 30 3 31 37 6 13 16 13 35 .54 3 9 12 29 37 1 3 3 1 6 27 1 6 1,677 2,203 1,587 533 634 617 1,602 1,742 599 247 570 454 1,549 1,474 344 137 459 244 53 268 255 110 111 210 75 401 988 286 64 163 48 285 475 156 64 110 27 Tennessee 176 Alabama 513 130 53 34 363 24 363 24 312 10 7 3 269 2,532 170 2,526 170 1,283 99 6 57 6 42 51 1,243 80 80 71 9 253 253 173 80 1 3 9 1 3 9 1 3 7 28 94 45 28 94 45 12 49 9 16 45 36 Utah 2 Idaho S 64 198 8 64 198 5 59 166 3 5 32 79 350 1,683 79 350 1,677 24 229 121 787 890 ' 6 6 Alaska ' 128 EDUCATION. Table SI.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. THEOLOGY. Instructors. Students. STATES AND TERRITORIES. Aggre- gate. White. Colored. Aggre- gate. White. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States... 891 866 863 3 25 25 8,473 7,660 7,594 66 ■ 813 812 1 North Atlantic division 317 317 317 2,768 2,718 2, 704 14 50 50 1 9 9 9 53 53 63 53 53 53 367 360 353 7 7 7 Eliode Island 30 96 31 98 139 30 96 31 98 126 30 96 31 98 126 229 874 417 828 1,376 227 874 411 793 890 225 871 411 791 890 2 3 2 ^2 New York 6 35 486 6 35 486 Pennsylvania 2 South Atlantic division 13 13 Delaware M^ryla.Tid 59 11 19 59 9 17 59 9 17 645 83 198 608 608 37 83 72 37 83 72 District of Columbia. . . 2 2 2 2 Virginia 126 126 North Carolina 13 19 16 2 340 11 14 14 2 335 11 14 14 2 332 2 5 2 2 5 2 122 108 204 16 3,453 49 39 68 49 39 68 73 69 136 16 19 73 69 136 16 19 12 2 3 Georgia Florida North Central division 3 5 5 3,434 3,384 50 Ohio 63 15 81 16 29 52 24 42 S8 15 84 16 29 52 24 42 58 14 83 16 29 52 23 42 5 5 451 111 1,118 139 359 606 155 423 439 109 1,115 139 359 604 155 423 431 104 1,109 135 359 004 137 423 8 5 6 4 12 2 3 Indiana 1 1 Illinois ilichigau Wisconsin Minnesota 2 2 1 18 Missouri North Dakota South Dakota Nebraska 2 13 66 2 13 59 2 13 59 22 69 763 22 60 510 22 60 510 Kansas 9 South Central division 7 7 253 252 1 Eentuck V 16 34 3 3 6 4 16 30 1 3 5 4 16 30 1 3 5 4 328 245 57 23 54 56 323 li2 323 152 5 93 57 23 54 21 5 93 46 23 54 21 Tennessee 4 4 Alabama I Mississippi Louisiana 1 1 Texas 35 35 Oklahoma Arkansas "Western division 29 29 29 113 108 106 2 5 5 Montana Wyoming ..• Colorado 2 2 2 New Mexico Arizona Utah Nevada Idaho Washington Oregon 11 IS 11 18 11 18 34 77 34 72 34 70 California 2 5 5 Alaska ... INSTITUTIONS. Table 21.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continuecl. 129 LAW. Instructors. Students. STATES AND TERRITORIES. Aggre- gate. White. Colored. Aggre- gate. White. Colored. Total. Male. re. male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. fe- male. TheTJnitfd States... 341 339 338 1 2' 2 4,744 4,679 4,064 15 65 64 1 121 121 121 1 1,496 1,493 1,486 7 3 3 32 32 32 445 445 438 7 26 53 36 53 20 53 111 782 111 781 111 781 1 1 10 01 10 60 10 60 1.58 1,011 156 970 156 970 2 41 2 40 1 1 1 1 29 i 2 i 3. 12 7 29 4 2 4 2 12 7 29 4 •) 4 2 12 99 588 208 10 43 30 33 97 566 208 10 35 21 33 97 566 208 10 35 21 33 2 22 2 ' 21 i 1 "West Viro'inia 8 9 1 8 : 1 1 9 123 123 122 1 1,795 178 80 376 533 112 134 155 150 1,782 1,774 8 13 13 3 Ohio 17 17 11 14 7 17 20 17 16 11 U 5 7 17 20 17 1 175 80 374 .527 112 134 153 160 175 80 374 525 109 133 151 150 3 n Illinois 1 1^ 2 6 " 5 2 3 1 2 G 7 17 20 17 2 iTortb Dakota ■ iN^ebraska 15 24 15 23 15 23 77 330 77 322 77 322 1 1 8 8 3 10 3 ! 5 2 3 9 3 1 2 3 9 3 1 5 30 132 21 16 52 79 30 124 21 16 .52 79 30 124 21 16 52 79 1 1 1 _._ 8 8 Texas 12 12 12 112 112 112 ■■■■»"'"■ 1 Idaho 8 4 8 4 8 4 36 76 36 76 36 76 i ! " 1 1 ED- 130 EDUCATION. Table 21.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. MEDICINE. Instructors. Students. STATES AND TERRITORIES. Aggre- gate. White. Colored. Aggre- gate. "White. Colored. Total. Male. Fe- male. Total. Male. fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States . - . 3,507 3,476 3,409 67 31 31 22, 452 22,178 21,003 1,175 274 206 8 1,273 1,273 1,224 49 8,907 8, 868 8,289 579 39 35 4 21 15 20 187 21 15 20 187 21 15 20 185 102 83 222 854 102 83 218 848 102 83 210 782 'New Hampshire 8 66 4 6 4 6 2 19 674 6 331 398 19 674 6 331 394 19 643 6 315 390 54 4,719 13 2,360 2,330 51 4,707 13 2,846 2,214 51 4,413 11 2,637 2,165 3 12 3! 2^ew York 31 294 2 209 49 10 2 IB 4 14 116 12 ! 2 South Atlantic division 4 4 114 I 2 156 125 31 136 121 31 134 121 31 2 1,200 424 173 1,200 352 173 1,180 335 173 20 17 4 4 72 70 2 . 7 20 59 7 20 59 7 20 37 44 79 410 44 44 South Carolina 79 410 79 398 2 12 Florida 1,334 1,334 1,321 13 7,790 7,774 7,300 474 16 15 1 273 112 410 95 4 53 93 264 273 112 410 95 4 53 93 264 271 110 410 95 4 52 91 259 2 2 1,778 357 2,861 742 35 144 541 1,269 1,771 356 2, 858 738 35 144 Sill 1,269 1,671 345 2,650 666 34 131 313 1,233 100 11 208 72 1 13 28 34 7 1 3 4 7 1 3 3 1 1 2 5 1 1 \ 18 12 292 18 12 265 86 112 11 18 11 265 26 37 2,786 20 36 2,684 22 33 2,663 4 3 21 16 3 1 1 102 1 101 27 27 1 94 129 11 86 112 11 8 17 8 17 1,183 996 128 1,167 922 128 1, 151 919 128 18 74 17 74 1 29 11 27 11 27 11 2 2 386 13 376 13 374 13 2 10 10 Texas .... 18 210 IS 210 18 2U9 78 639 78 638 78 586 i , . 1 52 1 1 1 53 53 53 106 100 97 9 1 ' 1 35 \ 33 122 1 33 121 1 70 463 70 462 57 432 13 30 1 1 1 1 1 1 1 t 1 \"" INSTITUTIONS. Table 31.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. ]31 TRAINING OF NURSES. Instructors. Students. STATES AND TERRITORIES. Aggre- gate. White. Colored. Aggre. gate. Wliite. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. ' Zt 1 male. The TTTiitpfl States U9 449 291 158 1,870 1,841 133 1,708 29 1 1 90 Xortli Atlantic division 323 323 199 124 1,454 1,435 114 1,321 19 19 6 99 ■i 2 124 17 72 7 6 99 3 2 124 17 72 5 60 1 39 3 2 37 4 38 17 393 23 67 545 30 379 43 10 375 23 67 545 30 379 33 16 340 23 67 310 30 329 33 1 18 1 29 18 1 1 87 13 34 7 35 50 South Atlantic division 10 10 7 7 7 36 20 26 10 10 .... 1 7 7 7 110 110 78 32 336 336 19 317 , 12 3 12 32 12 3 12 52 9 3 3 2 14 18 21 90 151 18 21 90 151 2 in 90 134 10 38 17 17 17 9 8 38 38 38 14 14 12 2 18 18 18 South Dakota 8 8 7 1 7 7 7 8 8 7 1 7 7 7 1 I 1 30 30 30 1 1 1 1 1 ■■■ ' TJtali Nevada ' i » i 1 1 I i 1 1 1 i 1 1 1 ; 30 30 30 Alaska 132 EDUCATION. Table 21.— ENEOLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Coutinnecl. TECHNOLOGY. Instnietors. Students. STATES AND TERRITORIES. Aggre- gate. "White. Colored. Aggre- gate. 7,128 "While. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. 3 Fe- male. The United States . . 953 953 931 22 7,125 6,935 190 3 555 555 553 2 4. 3.54 4,351 4.280 71 3 ,, '' ; Maine 'New Hampshire Vermont 17 17 17 73 73 73 154 154 152 2 1,203 1,201 1,130 65 2 2 Rhode Island 36 191 68 87 1 l-'7 38 191 68 87 127 38 19] 68 87 127 =-- 343 1,478 397 860 803 343 1,477 397 860 803 343 1.477 397 1 1 New Jersey 854 803 1 1 Delaware - - 1 Maryland 70 70 70 258 258 '>5S iHstrict of Columhia . . 28 6 1 28 6 28 6 23S 14 238 14 238 14 "West Virginia 9 14 9 14 9 14 154 139 154 139 154 139 209 25 55 12 21 i 22 12 10 33 209 25 55 12 21 22 12 10 33 193 16 1 1,592 131 468 215 219 113 135 66 , 186 1,592 1 493 00 < ' Ohio 19 47 12 20 22 12 10 33 6 8 131 468 215 219 113 135 66 186 131 422 215 219 113 110 46 1 06 168 1 8 IN'orfh Dako'^a 5 5 26 26 IG 10 14 39 14 39 13 39 1 33 212 33 212 33 212 \ South Central diA-ision 27 27 27 106 100 106 6 6 14 14 " 6 23 6 23 6 ]9 92 167 92 167 92 ; 147 1. . . 4 20 1 7 7 7 54 54 ... 54 5 5 5 9 ] fl 9 1 ! 1 California 11 n ! 7: 1 1 104 104 1 I 84 20 ! 1 1 \ 1 INSTITUTIONS. 133 Tablk 21.— enrollment IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. PEDAGOGY. Instructors. students. STATES AND TERRITORIES. Aggre- gate. "n^liitc. Colored. Aggre- gate. Wbite. Colored. Totiil. J, 617 Mai.'. Fe- male. Total. 171 Male. Fe- male. Total. Male. Fe- male. Total. Male. 1,446 Fe- male. The United States... 1,788 . 767 850 87 84 36, 897 33, 731 13, 297 20, 434 3,166 1,720 North Atlantic division 604 604 245 359 13, 015 13,008 3,949 9,059 7 1 Q 31 21 74 9 32 187 30 214 186 31 6 21 74 9 32 187 30 214 113 13 4 5 22 3 6 64 12 116 52 IS 2 10 52 6 26 123 18 98 01 841 102 629 1,334 215 379 3,712 266 5,537 3,041 841 102 629 1,332 214 379 3,710 266 5,535 1,735 244 2 210 128 i 4 790 19 2,546 757 597 100 419 1,204 208 375 2,920 247 2,989 978 New Hampshire "Vermont i Massacliusetts 1 ^ 1 Connecticut 2 1 2 1,306 571 9 South Atlantic division 73 35 38 735 Delaware 1 26 26 42 50 19 9 7 6 638 1 21 10 26 46 1 5 1 9 2 11 26 1 11 546 302 750 953 248 145 11 75 15, 048 11 414 40 385 774 2 95 5 176 445 9 319 35 209 329 12 8 15 20 1 4 16 16 4 18 4 7 3 7 e 10 2 10 3 2 2 5 5 10 6 2 8 1 5 1 2 132 262 365 179 248 99 11 10 80 51 147 115 90 97 57 7 7 40 81 115 250 89 District of Columbia . . South. Carolina 1 ■;6 46 42 li-lorida 3 631 110 86 66 29 86 50 40 69 11 38 24 22 181 2 351 1 280 65 15, 868 34 7,589 31 8,279 3 40 North Central division Ohio 110 86 66 29 86 50 40 76 11 38 24 22 272 80 55 26 17 36 16 17 51 8 23 8 14 76 30 31 40 12 50 34 23 18 3 15 16 8 105 3,639 2,743 1,270 807 1,458 829 1,147 1,901 110 605 502 937 3,422 3,639 2,734 1,2.51 807 1,458 829 1,147 1,849 110 005 502 937 1,649 2, 467 1,531 427 283 519 241 428 898 36 2.32 173 354 670 45 173 195 121 33 103 1,172 1,203 824 524 939 588 719 951 74 373 329 583 979 37 265 255 110 102 210 Indiana 9 19 4 _ Illinois 13 Michigan "Wisconsin Minnesota t Iowa 7 5 2 53 30 99 North Dakota South Dakota ' Nebraska 1 Kansas 1 South Central division '': 47 44 1,773 834 939 Kentucky 11 67 109 23 20 32 54 57 21 20 23 3 23 20 15 8 7 3 31 37 16 5 ] 13 4 7 25 1 1 6 27 1 134 724 1,381 404 135 , 455 82 438 450 231 135 313 52 286 931 263 28 110 419 133 26 176 519 130 Louisiana Texas 9 3 6 142 89 53 Oklahoma 10 't 10 ' 3 99 1,471 99 57 42 88 43 45 1,471 332 1,139 1 Montana 1 AVvoming ! Colorado 20 20 11 9 91 01 20 71 1 3 4 4 1 3 2 28 94 30 28 94 36 12 49 16 45 36 i Utah ; - j Idaho 1 Washington 8 10 42 8 10 42 5 5 16 3 5 1 : 79 210 933 79 210 933 24 102 125 55 108 808 i ! 1 Oregon ) California ■ i h 1 i 1 1 134 EDUCATION. Table 22.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS OF 1890, AS DERIVED FROM THE REPORTS OF SCHOOLS. STATES AND CITIES. Alabama : Birmingham Mobile Montgomery Arkansas : Fort Smith Little Eook California: Alameda (a) Fresno (ft) Los Angeles Oakland Sacramento San Diego San Francisco San Jose Stockton Colorado ; Colorado Springs {&).-. Denver Leadville Tueblo (/) Connecticut : Ansonia (6) Bridgeport Danbiiry Greenwich Hartford Meriden iNew Britain l^ew Haven (g) !New London !Norwalk Norwich {h) Stamford "Waterbury (b) Delaware ; Wilmington District of Columbia ; "Wasllingion («) , Florida: Jacksonville Key West Pensacola ^Georgia: Atlanta Augusta Columbus Macon Savannah Dlinois: Alton Aurora Belleville Bloomington (/) Cairo Chicago Danville Decatur (/) East St. Louis Elgin Aggre- gate. 30 160 158 110 ea 859 64 48 31 214 22 62 39 149 52 30 189 87 45 319 54 66 87 52 87 White. Total. 67 28 28 135 71 44 48 83 2,842 38 48 30 160 158 110 62 859 64 48 31 214 22 62 149 52 30 189 87 45 319 54 56 87 52 Male. Fe- male. 26 13.0 140 101 59 794 54 36 27 192 20 53 36 143 48 26 160 78 42 293 48 47 79 44 82 Total. Male. Fe- male. Aggre- gate. 3, 338 3,709 1,757 1,928 4,061 White. Erecport 40 Galesburg 53 Jacksonville 40 a "Not reported distinct from including h Includes unseparated colored. 'c Includes 12 Japanese. d Includes 12 Mongolians. 19 842 58 48 36 67 40 53 40 county or District, 67 38 75 18 2,667 60 42 28 55 36 50 1.386 8,288 !1, 565 5,051 3,376 42, 926 3,399 2,833 1,812 14, 009 1,058 2.849 820 830 980 280 1,876 2,559 1,123 1,432 2, 531 1.386 8,116 9,472 5, 051 3,498 42, 706 3, 377 2,833 1,812 13, 645 990 2, 800 7,702 3,929 1,280 4,341 15,063 2,632 2, 730 Miile. 875 1.211 .Fe- male. Colored. Total. 701 1,221 682 4,088 a, 967 2,213 1,687 22, 673 1,730 1,334 876 6,749 480 1,400 1,001 1,348 731 .310 1,462 1,150 634 496 1..530 664 538 236 653 3,739 1,936 704 4,028 4,505 2,838 il 1,811 20, 033 1,647 1,499 936 0,896 310 1,400 3,963 1,993 7, 679 j 7, 384 1, 285 I 1, 347 78 220 (Z44 108 364 172 68 40 49 : 23 134 51 510 56 55 24 250 24 ,975 ;,019 9,184 2,559 1,235 1,473 7,880 3,808 2,444 2,042 4,387 1,079 637 677 5,546 2,171 1,234 1,521 2, 945 555 267 332 545 . 727 ,377 524 370 345 3,024 1,273 6S9 794 1,568 724 1,574 1,117 1,693 494 67, 866 1,325 1,498 704 1,286 837 1,105 1, 515 1, 375 651 724 140 . 234 3,193 1,619 1,574 41 2,430 2,401 1,284 1,117 29 3, 391 3, 316 1, 623 1, 517 929 435 135, 551 134, 327 66, 461 2, 719 2, 699 1, 374 , 116 2, 996 1, 498 1, 594 1, 450 746 2,678 [ 2,649 1,363 1, 652 1, 632 813 2, 308 2, 156 1, 051 1,901 ! 1,726 ! 839 e Includes 9 Mongolians. /dumber of colored pupils estimated from present attendance. g Number of colored pupils and ratio of sexes estimated from present attendance. 1,151 598 796 2,334 1,637 1,210 521 1,442 Fe- male. 690 277 381 1,094 692 484 229 620 64 20 1,224 120 I 144 : 29 ' i 297 012 10 45 71 14 152 170 70 78 70S 012 260 877 87 42 112 15 192 28 26 79 27 260 32 790 321 41£ 1,240 945 726 292 822 70 21 20 38 291 612 10 75 73 15 82 98 INSTITUTIONS. 135 Table 22 PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS OF 1890— Continued. TEACHERS. PUPILS. STATES AND CITIES. Aggre- gate. "White. Colored. Aggi-e- gate. "White. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Illinois— Continued. 65 65 44 142 03 78 48 80 43 17 46 143 114 300 36 58 40 24 39 60 62 57 114 82 84 54 75 119 184 93 52 51 50 96 30 34 83 45 100 90 60 42 349 55 24 6 396 10 59 44 93 51 69 167 1,171 23 35 ated from ] ils estiinnt 2 3 13 3 3 4 8 1 3 4 10 5 15 5 5 5 4 3 10 5 6 10 15 1 2 5 13 7 11 11 5 63 41 129 60 75 44 72 42 14 42 133 109 285 31 53 35 20 36 50 57 51 104 67 83 52 70 100 177 82 41 46 50 92 25 29 73 40 88 73 54 40 325 53 19 5 378 7 56 40 89 44 65 156 1,060 20 27 endance. e.sent after 3,580 2,126 7,561 4,095 3,780 2,340 3,659 2.232 1,180 2,165 6,476 4,5G4 16, 276 2,505 7,139 2,073 1,137 2. 035 3,299 2,689 2,881 5,012 4,199 3,720 2, 692 3,009 4,629 7,704 4,701 2,317 2,028 2,462 4,287 2,182 2,633 5,677 3,390 0,311 4,804 4,018 2,905 22, 624 3,273 1,979 535 23, 346 722 1,820 j 1, 879 3,052 1,930 2,823 6,167 48, 850 1,724 1,671 d pupils re id color of 3,580 2,096 7,448 3,305 3,755 2,307 3,159 2,280 1,180 2,161 5,594 4,550 14, 799 2,131 7,059 2,048 1,132 1,951 2,863 2,463 2,788 4,758 4,099 3, 669 2,649 3,590 4,573 7,627 4,664 2,096 2,018 2,420 4,277 1,639 2,227 4,877 2,726 5,134 4,651 3,674 2, 008 17, 795 3,198 1,363 316 17, 966 310 1,820 1,875 1,823 1,014 3,5S6 1,855 1,870 1,147 1, 619 1,136 542 1,090 2,828 2,178 6,768 1,119 3,479 989 556 963 1,420 1,179 1,330 2,388 2,161 1, 843 1,320 1,721 2,335 3,655 2, 342 1,075 1,757 1,082 3,862 1,950 1,885 1,160 1,540 1,144 638 1,071 2,766 2,372 8,031 1,012 3,530 1,059 576 988 1,443 1,284 1,458 2,370 1,933 1,826 1,329 1,309 2,238 3,972 2, 322 1,021 44 142 78 30 113 290 25 33 500 2 15 57 140 12 13 243 1 15 Peoria (a) 56 4 1 3 150 13 Rock Island (a) 48 ' 20 Springfield 80 257 43 1 Indiana: 1' 46 162 114 314 43 ' 59 40 24 39 Elkhart 4 882 14 1,477 374 80 25 5 84 436 226 i 93 i 254 100 i 51 43 19 56 77 37 221 10 42 10 543 411 800 664 1.177 153 344 i 897 4.829 i '"' 1 616 219 5,380 412 1 450 6 033 185 45 15 3 41 212 103 33 118 50 27 20 11 29 40 16 95 3 19 8 11 432 8 Indianapolis {a) 14 7 1 3 3 1 11 4 845 189 35 Lo^'ousport 10 2 iluncie 43 JTew Albany 60 224 Richmond G2 123 South Lend 57 120 82 84 60 Terre Haute Iowa: 6 5 1 136 50 Cedar Rapids 24 54 75 119 184 93 52 51 50 96 40 41 104 57 120 90 60 62 430 56 33 10 422 19 59 44 93 51 69 167 1,137 26 33 ui)ll3 estim d colored, colored pup 23 Council Bluffs 8 Davenport 27 Des Moines (d) 37 21 Keokut (c) 126 1,200 2,107 789 1,211 2,400 1,344 2,501 2.339 1,220 2,170 850 1,016 2,477 1,382 2,633 2,412 20 6 363 184 350 310 547 79 22 Sioux city (e) 4 5 5 15 5 13 17 6 2 24 2 5 1 13 3 3 4 4 7 4 11 111 3 8 iresent att ed from pr 4 Kansas: Atchison 10 7 16 12 20 2 1 6 3 11 8 6 10 9 9 280 227 Kansas city 450 354 Topeka Wicbita (n) 630 74 Kentucky : 6 20 81 1 9 4 26 9 2 3 13 1 5 2 5 6 4 17 68 4 2 21 3 1,021 8,773 987 9.017 395 2.154 34 502 2,675 1, 511 1. 687 41 Louisiana: 157 8,588 168 870 949 159 9,378 142 950 926 105 2, 595 198 114 2,785 214 ilaine : •--.- 4 1 3 1,930 2,821 6,150 42,101 1,539 1,488 ported by pupils esti 1.065 1,402 3,550 21, 096 775 754 East Des 1 uated from 865 1,419 2,600 21,005 764 734 [oines. present a 1 Leiviaton 17 6,749 185 183 tendance 4 13 3,073 98 ; 89 3 4 Mai-ylaud: 16 3 3 dance. 3 2 1 13 1 2 d Colore e Sex al 3,676 87 Haijerstown a Number of colored p b lucludea unseparate c Xumber and sex of 94 136 EDUCATION. Table 22.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS OF 1890— Continued. STATES AND CITIES. 1, Massachusetts : Beverly (a) Boston Brockton (6) Brookline Cambridge (c) Chelsea (d) Chicopee Clinton Everett FallEiver Fitchburg Gloucester (c) Haverhill Holyoke Hyde Park Lawrence id) Lowell Lynn Maiden Marlboro Medl'ord New Bedford (e) Newburyport (/) . — Newton (c) North Adams (/) Northampton (d) Peabody Pittsfleld Quincy Salem (g) Somerville (/) Springfield (/) Taunton "Waltham (g) Weymouth Woburn "Worcester Michigan : Alpena Battle Creek (/) , Bay city (/) Detroit(o) Gr.and Eapids Isbpeming Jackson Kalamazoo (/) Lansing Manistee Menominee Muskegon Port Huron Saginaw {h} "West Bay city Minnesota : Duluth Minneapolis (c) St. Paul Stillwater (a) "Winona (c) a Number of pupils and ratio of h Sex estimated. c Includes unsep. ^°-^<^, ^0 '^^ ^•■ ^-./ O V ,o"» %,^^ :^^V X/ :^'o %,^^ ^ <> 0' <^ O « O . <^ -- .0 ,^ .*" . *bv" r'v^ r.<^: ^^ °o ■^ \/^^\/' V^-/ \/^^\/ V-^'/ \^^-\/ V ■» «^ "^•> o 'm v$ w ■» A^ . « ' .0^ ^. '«.'-' A < . ,/ \.^^^-/ \^^^\/ ^o^^^-/ \/^-\/ -o^' ,,_, OCT '3 J^^ N. MANCHESTER, INDIANA