Author Y * Title * ** .s Class jJE.2fifi.T- Book_..__jD_.8 Imprint. 18—47372-1 ( UNITED STATES BUREAU OF EDUCATION REPRINT OP SURVEY FROM REPORT OF THE COMMISSIONER OF EDUCATION For 1910 Introductory Survey s WASHINGTON GOVERNMENT PRINTING OFFICE 1911 1911 INTRODUCTORY SURVEY. By George Drayton Strayer, Teachers College, Columbia University. The collection and interpretation of the statistics of education for the entire country is one of the chief functions of the Bureau of Edu- cation, and hence importance attaches to recent provision for extend- ing and perfecting this part of the service. The appointment of two additional specialists — in higher education and in school administra- tion — and the formation of a division under each of these specialists has made it possible to cover more completely and adequately these departments of the general educational work of the country. The specialists not only have charge of the work in the office at Washing- ton, but also spend a considerable part of the time in personal investigations in their respective fields. Knowledge thus acquired helps materially in the interpretation of the statistics. The statistical service of the bureau has also been improved by increased cooperation with other bodies engaged in educational investigations. Within the past three months the bureau has had printed and sent to superintendents throughout the United States the form of cumulative pupil record card recommended by the com- mittee on uniform statistics of the department of superintendence of the National Education Association. The returns received from the superintendents indicate a favorable reception of the system. This result could not have been secured without the cooperation of the bureau. With the general use of this card throughout the coun- try it will be possible to study problems of retardation and elimina- tion, of variation in the curriculum, of organization and conduct of special classes, and similar problems from data at once reliable and complete. A copy of the form suggested is given on the following page. VIII EDUCATION KEPOET, 1910. Form suggested for pupil record card. 1. Last name 2. First name and initial ELEMENTARY SCHOOL RECORD SYSTEM— ADMISSION, DIS- CHARGE AND PROMOTION CARD. 8. Place of birth 4. Date of birth 5. Vaccinated 6. Name of parent or guardian 7. Occupation of parent or guardian To be kept for every pupil and sent with the pupil when he is transferred to any school, either public or private, in the city or outside the city. Great care should be used to have the names complete and correct. Write all dates as follows: 1912-9-25. 8. Residence. (Use one column at a time. Give new residence when pupil is transferred.) 9. Date of dis- charge 10. Age Years Months 1 | When a pupil is permanently discharged to work, to remain at home, or because of death, permanent ill- ness, or commitment to an institution, this card is to be returned to the principal's office and a full statement of the cause of the pupil's discharge is to be made in the blank space remaining above. (over) [Reverse.] O to.a_; i3 o> z -a ~«3 w taft PI'S * m a a' 1 M -4J H £ o ^^ o M73 C ° o S 4) .a < H ** o o+* V a ardi lisp l'sol Iti H ° ft H.w +2 PiM a School 6 Date of admission c Age Sept. 1 Yrs. Mns. d Grade Room / Days present g Health h Con- duct i Scholar- ship | I 1 (OVER) INTBODUCTOKY SUEVEY. IX On the invitation of the Bureau of Education representatives of the Bureau of the Census, of the National Association of School Accounting Officers, and of the committee of the department of super- intendence on uniform statistics, have held several conferences in Washington, and have finally recommended a form of report which it is proposed to use in the Census Office and in the Bureau of Edu- cation. In this case the form proposed is tentative and has been sent by the Bureau of Education to school superintendents with a view to securing their opinion before the final form of the schedule is adopted. The need for uniform fiscal statistics is everywhere acknowledged. In many of our cities one-third of the entire city revenue is devoted to education. In some communities the amount of money which is raised can not be greatly increased. Demands from all departments of the city government for increased funds are insistent. Increased expenditure for education must be justified by showing the maximum of return for money already granted, and such showing requires a system of accounts and of reports at least as elaborate as that com- prised in the schedule of fiscal statistics recommended by the bureau and the other bodies cooperating in the work. The schedule follows : Department of the Interior, bureau of education, Washington, D. C DIVISION OF SCHOOL ADMINISTRATION. . Name of city. .State. CITY PUBLIC SCHOOLS. FINANCIAL REPORT. (Form used jointly by the Bureau of Education and the Bureau of the Census.) Financial statistics for the fiscal year ending , 1911. A.— PAYMENTS. I.— Expenses (Cost of Conducting School System). Total. Salaries. Other objects. Expenses of general control (overhead charges). 1. Board of Education and Secretary's Office 2. School elections and school census 3. Finance offices and accounts 4. Legal services 5. Operation and maintenance of office building 6. Offices in charge of buildings and supplies 7. Office of superintendent of schools 9. Other expenses of general control ". 10. Total EDUCATION REPORT, 1910. A.— PA YMENTS— Continued . Total. Schools and special activities. Day schools. Evening schools. Norma] schools. Schools for the indus- tries. Special schools. Ele- men- tary, in- cluding kinder- garten. Sec- ondary (high). Ele- men- tary. Sec- ondary. Special activi- ties. Expenses of instruction. 11. Salaries of supervisors of grades and subjects 12. Other expenses of super- 13. Salaries of principals and 14. Other expenses of princi- 15. Salaries of teachers 16. Textbooks 17. Stationery and supplies 18. Other expenses of in- struction 19. Total Expenses of operation of school plant. 20. Wages of janitors and 21. Fuel 22. Water 23. Light and power 24. Janitor's supplies 25. Other expenses of opera- tion of school plant 26. Total Expenses of maintenance of school plant. 27. Repair of buildings and upkeep of grounds 28. Repair and replacement of equipment 29. Insurance 30. Other expenses of main- tenance of school plant. . . 31. Total Expenses of auxiliary agencies. LIBRARIES. 32. Salaries 33. Books INTRODUCTORY SURVEY. A. -PAYMENTS— Continued. XI Total. • Schools and special activities. Day schools. Evening schools. Normal schools. Schools for the indus- tries. Special schools. Ele- men- tary, in- cluding kinder- garten. Sec- ondary (high). Ele- men- tary. Sec- ondary. Special activi- ties. PROMOTION OF HEALTH. TRANSPORTATION OF PUPILS. 39. Total Miscellaneous expenses. 40. Payments to private 41. Payments to schools of 42. Care of children in insti- 44. Rent 45. Other miscellaneous ex- 46. Total 1 II.— Outlays (Capital Ac- quisition and Construc- tion). 49. Alteration of old build- 50. Equipment of new build- 51. Equipment of old build- ings, exclusive of re- 52. Total 1 1 XII EDUCATION EEPOKT, 1910. III.— Other Payments. 53. Redemption of bonds J. 54. Redemption of short-term loans , 55. Payment of warrants and orders of preceding year 56. Payments to sinking funds 57. Payments of interest 58. Miscellaneous payments, including payments to trust funds, textbooks to be sold to pupils, etc 59. Total J CO. Balances at close of year at $. 61. Total payments and balances B.— RECEIPTS. Revenue receipts. 62. Subventions and grants from State $. 63. Subventions and grants from county 64. Subventions and grants from other civil divisions 65. Appropriations from city treasury » 66. General property taxes 1 67. Business taxes (licenses, excise taxes, taxes on corporations, taxes on occupations, etc.).. 68. Poll taxes 69. Fines and penalties 70. Rents and interest 71. All other revenue 72. Total revenue receipts. Nonrevenue receipts. 73. Loans and bond sales 74. Warrants issued and unpaid 75. Sales of real property and proceeds of insurance adjustments. 76. Sales of equipment and supplies 77. Refund of payments 78. Other nonrevenue receipts 79. Total nonrevenue receipts 80. Total receipts 81. Balances at beginning of year 82. Total receipts and balances The Bureau of Education is in intimate contact with field work in the school system for Alaska, which is under its direct control. Through the Alaska school service the bureau is conducting an important experiment, in the education of a primitive people of different races, in the widely varying regions and climates of a vast territory, all more or less affected by their contact with civilization. The problem concerns the adults as well as the children; in addition to teaching the children the ways of the schools, whole communities must be elevated. To this end the school work emphasizes practical instruction in such industries as carpentry, sewing, cooking, and the raising of vegetables. In the villages the attempt is made to incul- cate the principles of morality and thrift, also to establish sanitary conditions by encouraging the erection of well-constructed houses, by insisting upon personal cleanliness, and the proper disposal^ of garbage. Throughout the Alaska school service provision is made for the physical welfare of the natives by employing physicians who treat INTRODUCTORY SURVEY. XIII .the natives when diseased and who instruct them in sanitary methods of living. Medicines and medical text-books are furnished to the teachers in order that they may be able to treat minor ailments. Two hospitals are. under contract to furnish care and treatment to diseased natives upon the application of superintendents or teachers. Food and clothing are occasionally given to destitute natives. During the fiscal year 1909-10 the field force in Alaska consisted of 5 superintendents, 98 teachers, 10 physicians (5 of whom also fill other positions in the Alaska school service), 3 nurses, and 8 con- tract physicians. Seventy-seven United States public schools for natives were maintained with an enrollment of 3,964 pupils and an average attendance of 1,692. Thus it will be seen that members of the staff of the Bureau of Education are vitally concerned with the working out of significant educational problems. In the chapters which follow will be found tabulated the data con- cerning the teaching staff, the student body, the material equipment, the receipts, the expenditures, and, in some instances, the branches of study for each group or class of schools in the United States. Tables which summarize briefly certain of these data for the whole country are included in this chapter. Table A brings into contrast the more important items of statistics of public elementary and high schools for the year 1908-9 with the corresponding items for 1870, 1880, 1890, 1900, 1901, 1902, etc. Tables B and C give certain particulars relating to the length of public school term, the number of days attended, the percentage of attendance, the expenditure per capita of population, expenditure for buildings and sites, for sala- ries, and for all other purposes. The presentation by geographical divisions and by States makes possible a comparison of educational practice among the several political divisions of our country. Table D gives the number of pupils and students of all grades in public and private schools and colleges, by geographical divisions. The tables mentioned above need no interpretation, further than to point out the mistake of applying to a particular school or locality within a State or section the single figure given in these summaries for geographical divisions. To discover the truth about any particular community or school, it is necessary to find the data involved in the inquiry for that special case. XIV EDUCATION EEPOKT, 1910. ICrJI NN lOM to t~ ■* - 00 ^ O-* OS 00 - O iO CO "O t- rH CON CO 00 »0 <35 t-h . o omo CO ^h . .cow -CN CO tJ< - - r-H lO ^ OSiO 60 (M t-h »CNiC03 (NCDOOffl OS CO O tH 05 cm r^ Ol CO CO CO eo o o oa -4 c_ I> CM t-h ocno co OOCN tF lO -*NCO e© «©^ocm »o ooco "ft. — I O O "* cd o Offl eo eo o oo eo . LO OS O -* O 00 —t N ~H ^H lo -* to CO NCO C-•* CD (MO 6© 6%-*CO LO NN00H LO 00 00-* O 'H — CM HiO lo o 00 eo co eo (N CO cu r3 ^ H C 03 c3 O — *• o3 000 ft tH*W ^ J_, ^ •53 f^ ft, ft, fn o INTRODUCTORY SURVEY. XV »MD«3 CO *0 i-H OS CO *0 IC t-Tc *lc3 o£S^*3 « S =32^ o CD I ■< |g"§ s-t .H CD ^ p -031 CD .Q WJ2 CD r/T CD C C3 '~ ft -a' ! CD'I T3 u^h U 5 *-< (H o— o « o gpq fi4 (in ft 18 &ft CD CD —1 >~1 03 3 H o -. CD Kg K cd Ill OGOK tH CD f)L| ft§3§ s S3 &s'ci ft 5 W w ® ft !-, b 59042°— ed 1910— vol. 2 n e io XVI EDUCATION REPORT, 1910. Table B. — Certain items relating to length of -public school term, number of days attended, percentage of attendance, and expenditure per capita of population, 1908-9. State or Territory. Average number of days the schools were kept during the vear. Average number of days' at- tendance for every child 5-18 years of age. Average number of days' at- tendance by each pupil enrolled. Per cent of school pop- ulation (i. e., chil- dren 5-18 years of age) enrolled. Per cent of the pupils enrolled who are in daily at- tendance. United States. North Atlantic Division. South Atlantic Division. South Central Division.. North Central Division. . Western Division North Atlantic Division: Maine :. New Hampshire Vermont Massachusetts Rhode Island Connecticut New York New Jersey Pennsylvania South Atlantic Division: Delaware Maryland District of Columbia. Virginia West Virginia North Carolina South Carolina Georgia Florida South Central Division: Kentucky Tennessee Alabama Mississippi Louisiana Texas Arkansas Oklahoma North Central Division: Ohio Indiana Illinois Michigan Wisconsin Minnesota Iowa Missouri North Dakota ... South Dakota Nebraska Kansas Western Division: Montana Wyoming Colorado New Mexico Arizona Utah Nevada Idaho Washington Oregon California 155.3 179.0 138.6 123.3 164.7 161.2 81.3 112.6 72.22 102.2 59.3 54.2 92.2 90.4 148.0 94.0 161.1 83.6 160.0 a 128. 4 186.0 112.7 194.0 100.2 184.5 106.4 186.3 107.0 188.0 94.6 169.0 95.6 170.1 86.8 187.0 77.9 177.1 110.1 131.0 52.4 135.5 81.0 101.3 50.9 98.0 43.7 132.0 57.9 115.6 64.8 120.0 52.3 128.0 63.8 115.9 46.6 123.0 58.9 130.9 42.4 128.0 55.8 98.2 45.7 140.0 66.0 170.0 105.3 150.0 96.6 171.6 100.0 171.8 102.5 168.0 79.1 161.5 83.2 176.0 100.4 151.0 78.4 144.0 84.9 154.0 78.4 174.0 93.8 154.0 90.1 139.4 79.5 139.1 85.3 156.2 84.7 118.0 43.3 135.0 47.9 162.0 90.2 155.6 72.-0 136.6 80.2 171.2 111.4 128.8 86.9 185.0 97.3 141.0 84.7 79.7 124.1 119.0 72.47 70.00 68.03 75.19 76.03 109.8 119.1 136.4 153.1 151.2 142.4 148.5 137.2 133.1 116.6 112.5 151.1 85.7 87.5 65.3 67.5 86.2 82.9 71.1 86.4 75.6 76'. 1 90.3 85.4 63.8 87.1 140.9 120.3 134.7 143.5 116.2 114. 7 124.1 107.1 93.8 97.1 111.2 113.1 116.8 99.6 98.7 72.6 83.2 125.8 110.1 93.9 125.7 106.9 142.9 85.46 69.88 a 94. 29 73.61 66.39 74.90 71.97 68.99 71.84 74.40 66.57 77.46 61.09 85.45 74.75 64.67 67.16 78.45 73.62 73.77 61.54 76.41 46.98 65.46 71.65 75.75 74.81 80.30 74.93 71.47 68.17 72.50 79.65 73.19 90.60 80.79 79.15 79.59 68.75 85.18 85.79 60.00 85.30 72.03 64.54 85.07 88.79 80.85 68.09 72.5 78.7 66.5 64.6 75.3 73.8 74.2 73.9 87.0 82.2 77.6 77.2 79.6 72.9 79.1 68.6 62.0 80.2 65.4 70.1 64.5 68.9 65.3 71.7 59.3 67.5 65.3 61.9 69.1 66.9 65.1 62.3 82.8 80.1 78.6 83.6 69.2 70.9 71.7 70.2 65.3 62.9 68.1 73.6 84.0 71.6 63.2 61.2 62.1 77.8 70.8 69.0 73.3 83.5 77.4 a The enumeration upon which this calculation was based appears to have been defective. o, Table 1, page 669. 6 Approximate. c The schools were maintained an average of 105 days from public funds. d Does not include all expenditures. See footnote e, Table 10, page 678. See footnote INTBODUCTOBY SUEVEY. XVII Table C. — (1) Expenditures per pupil (based on average attendance); (2) Average daily expenditures per pupil; (3) percentage analysis of school expenditure — all for 1908-9. Expenditure per capita oi average attendance. Average daily expenditure per pupil. Per cent of total expend- itures devoted to — State or Territory. For sites, build- ings, etc. For sala- ries. For all other pur- poses. Total per pupil. For sala- ries only. Total. Sites, build- ings, etc. Sala- ries. All other pur- poses. 1 2 3 4 5 6 7 8 9 10 United States $6.45 $18. 69 $6.51 $31. 65 Cents. 12.1 Cents. 20.4 20.4 59.2 20.4 North Atlantic Division . ... South Atlantic Division South Central Division North Central Division 9.26 2.75 1.57 7.41 11.97 24.40 10.46 10.88 20.19 27.35 9.37 2.36 1.49 7.92 10. 59 42.03 15. 57 13.94 35.52 49.91 13.7 8.2 8.8 12.3 17.1 24.1 12.3 11.4 21.6 30.5 21.6 17.5 11.2 20.7 24.1 56.6 67.4 78.1 56.7 54.8 21.8 15.1 10.7 22.6 21.1 North Atlantic Division: 3.96 2.80 6 2.99 8.06 11.73 5.99 10.20 12.56 9.32 a 18. 16 19.73 b 15. 61 26.50 23.21 20.76 c 30. 10 26.49 18.64 12.60 18.61 33.08 10.48 13.84 6.22 6.47 8.80 11.22 11.36 5.24 <*8.90 8.10 14.68 13.97 10.40 7.09 21.88 19. 96 21.06 18.51 19.73 22.12 22.18 15.58 26.21 23.60 22. 50 18.59 31.96 25.10 29.62 13.34 26.96 19.11 28.52 21.32 27.12 21.51 34.41 o3.39 9.92 6 7.73 9.93 7.22 1. 96 c8.09 11.98 18.92 7.32 4.77 10.76 2.04 5.88 .57 1.03 .56 3.14 2.75 .67 1.01 3.85 1.59 1.58 9.91 7.29 13.41 (?) 6.85 7.95 8.72 4.66 13.44 18.15 9.72 2.44 9.71 2.62 14.63 4.22 14.51 13.33 13.12 9.30 16.73 3.91 9.10 25.51 32.45 6 26. 33 44.49 42.16 34.71 48.39 51.03 38.88 19.91 25.49 63.69 17.02 22.33 8.91 8.26 11.18 16.88 15.83 6.66 9.15 9.49 21.10 18.55 12.88 8.67 38.75 31.53 42.87 32.95 33.17 38.71 33.01 26.61 52.07 47.79 37.63 28.96 58.44 36.38 50.14 20.27 49.88 42.04 72.34 39.31 56.99 38.51 59.01 a 12. 3 12.3 9.9 14.3 12.1 11.3 cl6.2 14.1 11.1 7.4 9.9 18.7 8.0 10.2 6.2 6.6 6.7 9.7 6.7 6.1 <*7.7 6.5 11.2 10.9 10.6 8.2 12.8 13.2 12.1 10.8 11.7 13.7 12.6 10.2 18.2 15.4 12.9 12.1 18.7 18.1 18.9 10.5 20.1 11.8 18.3 15.6 15.8 16.8 18.6 17.3 20.2 16.8 23.9 21.7 18.8 26.1 26.9 23.1 11.7 13.5 35.8 13.1 16.4 8.8 8.4 8.5 14.5 13.2 7.7 7.9 6.7 16.1 14.5 13.1 9.9 22.7 20.9 24.8 19.1 19.7 23.9 18.8 17.4 35.3 31.1 21.6 IS. 7 34.3 26.1 32.1 15.5 36.9 25.8 46.5 28.7 33.2 29.9 31.8 15.5 8.5 11.3 18.2 27.7 17.3 21.1 24.6 24.0 8.4 31.2 26.4 11.7 23.8 9.3 16.3 16.1 10.8 11.2 2.4 4.1 12.3 16.3 19.4 18.1 13.5 19.6 (7 43.7 20.0 22.5 6.3 24.2 24.4 12.7 14.4 27.5 28.7 24.2 11.8 13.4 17.0 22.8 42.5 22.2. 23.1 33.8 26.2 a 71. 2 60.8 59.3 59.4 55.1 59.6 <=62. 2 51.9 48.0 63.3 73.2 51.9 61.6 61.9 69.8 78.2 78.6 66.4 71.7 78.7 <*97.6 85.3 69.4 75.2 80.6 81.8 56.4 63.2 49.0 56.3 59.3 57.1 67.2 58.3 51.5 49.6 59.8 64.1 54.7 68.7 59.1 65.5 . 54.0 45.6 39.4 54.3 47.5 55.9 58.4 a 13. 3 30.7 29.4 Massachusetts 22.4 17.2 23.1 cl6.7 23.5 28.0 South Atlantic Division: Delaware (1904-5) 36.7 2.11 19.85 4.50 2.61 2.12 .76 1.82 2.52 1.72 .75 .25 .38 2.57 2.99 2.48 18.4 District of Columbia 16.9 12.0 West Virginia 26.4 6.4 12.5 5.1 18.5 South Central Division: 17.5 10.1 10.6 18.3 8.5 18.2 North Central Division: Ohio 6.96 4.28 8.40 g 14. 44 6.59 8.64 2.11 6.37 12.42 6.04 5.41 7.93 16.77 8.76 • 5.89 2.71 8.41 9.60 30.71 8.70 13.14 13. 15 15.50 25.5 Indiana / 23.3 31.4 (?) 20.7 20.4 26.5 17.5 24.1 37.7 25.8 8.4 Western Division: 16.6 7.1 29.1 New Mexico* 21.1 29.0 Utah 31.6 Nevada* 18.1 Idaho , 23.5 Washington 29.4 Oregon 10.3 15.4 ♦ Statistics of 1907-8. a Salaries of janitors are reported with those of teachers. b See footnote a, Table 5, page 673. c Salaries of superintendents are reported with expenditures for all other purposes. See footnotes b and c, Table 13, page 681. d Refers to amount paid from state appropriation only. « Based upon estimates onlv. / Partly for 1907-8; see note e, Table 10, page 678. g Current expenses are reported with sites, buildings, etc. XVIII EDUCATION EEPOKT, 1910. a OS* £ o °§5 •3 ■gSg C) § BtQ cr " ftcs 03 ^ 9-~ - — - OS *1 . Q 03 >d oc? & U 5 B =3 .o4S"3 w p O as.-*! « o 8 c3° *« g „m S^^-2-3 o o B "S C* — "3 »-3 Ss"2 ,B ft ^ -S *w s e S B, •a^S-g^ »«? o §■£1*3 S o 'e o» £5.2 oZ; 00 m ;z; to-a „ s CO^gO^ ►S 3 ^3 S go - g •w ^s«:l§ 'a S iii'^^ e 20n~-3 CO o - ■- g e A, S .B 03 Ofj;> B, •S 1 " 1 03 "S 03" > OXJ --5 03 v a« O^ ■a fi £SE-g J S 03" (5 ffl SS§s JL >M g S>c3"g a hS«»" o3" E*,S3 S-* 5" B a 3 -? > 5 03 ~ ©o s- a 5 r^ honooo oi ■* HTOO u HNOCO": 03 _> HO 06 ( to " t ^5(N (N O 3 Ph "ol . o 6 00 QOOrHlO^H O NTT-MQOrt ^2 US r~ -^ t^ Oi 10 a NN Ph u- Nhhnh 00 «Htoo r- "3 o 00 C5»ONN01 Cft ■* »-H CN •ot^^oco O O CO t-H 00 to tn O0 6t 10 co r- tf 01 o COIICNN "3 C5 5 CO Tt* OS 00 (M a a o Ph d a a _o c 000 05000 a WiOHtH "rn s IN 1-1 c^- (N(N»OCJH .9 3 Tt QiOOHCO t^ rH CO C*" iO CO r-4 00 CO "3 oc irjcooco-^ 03 t^ CNOOOWN 2 o 1-1 w C5 O t>- CO CM tO a CC i-l CM a a « o >> 03 .S ■* -* CO 00 iO ■jz iO CM OS O GO *C0 o CO a NO CO o a 3 a Ph Si CN i-Ti-H^lCi-H ■>* O co co io r- ■3 ■< Tf ^ CO TJ4 (M 0O f NmcDffi^* O o Eh Cf tOHQOOO oc lONHh-H ■a B 03 1 as "of > ir CM CO (M O CM tc Os cm rj4 co tr^ 0J yj +3 'a "B. a CO CO -^ 01 10 O ■* (M ^ C i-O 3 t^ CO GO CO CO CO e 3 «0 IT CO CO CO tH O a Ph CC COH a a o a en" ■*»ooc;co 03 ho 9 -a 2 a 2 » 9 C E t*4 to 00 »o to oc CO NMH CO > m a OJ us 1- iO co ""* .B * 03^, ■ £ 03 A <£ -r4H co r^ os co .. a _oj _g CM CO 1— 1 CO 1— I OS pik eco ion rad C t^CM CO t-h CM 2 •* c; CO ^ OS 1—1 OS Ph a Ph oc r- to co co t^- CM CO ring ele- instruc- ary and rades). 000*0 fi >> /-> c Tl Xj O tO CO - C 3 a) o3 eo CT CC "O OS co CO i— t-- CO 1— KM oc t^Oi CM CO tO m tO 1-1^ — g to 0J .St, ^ 03 *— ' a CT s^ioow rj -* 1 OS CO CM tQ CO GO CM to CO Pupils men tion gran 3 en cc tO CO 1-1 CO ^ t-- os t-- cm r-- 3 Ph cc 00 ^ CO to tc CO CM CO tO r-i § g J d 'S « ° .2 1 a cc SS-pf .s .a I— — *s a c P a s ^ h§ -S o c5 .22 MS ■a-B .2 a> « 03 a o > rj a -a ■g o ft- B S u « M • b-c o'gs.gs aa^^^^oiS^ CO— 03 C3 03 >B' aot3.ao3g^« ^ S 9 m 3 -c CS 3 a '~ 00 ® .^ a a 05 co a B- 9 S+f c** "£^»23&--^ S £ -2ai£gs2r^S -g» & Sa &|^ob|o|^| ^^o.b||||bo S§ grig's .a S3 o* ^ ghs «^ fe-a a <;> INTRODUCTORY SURVEY. XIX Per cent of the total popula- tion enrolled in each grade. "3 o EH 11 lONOOOlO CM lO CO CM CO IM oi (N m IN oi ,-H (N CM IN i-t 4> ■ bBU 08 CO o CD (N CO CO 00 CO CO CM -^ CO Sib tOotS © ©5 3 1.32 .66 .59 1.46 1.42 — 03 I-c OS rHtMCNWH 3 3 cj Eh (B ft 60 in M 00 SSI O CO -Jl O CO O CD CO l>rHH«fO C^ CD t-- l"- OS (N M ^ iC O 03 rt fc? coots > 03 C JV tags 5-1 CO 6.85 2.95 2.52 6.56 7.35 03 3. >> — < 03 U Oi CO 03 (N en OS iO CM 00 OS t-h CO tO CO CO hiOOhO as as as as as Grand total. oo o -^ OO CO t^ t-H CO -^ io 00 O OS iO(N Tf CM COCO i-H Summary according to control. 03 "el > ft > 6 a 3 CO J-H 03 ■a Si CO oso coco O / / ?l iO N to as ocm to to t^ CO tO rt< as co co co cm 13 s b CO 00 CN °°. ■*" CO o oo oo r-- oo co r^ r- -r r- -^ CO OSOCM tH ■*cf as as as cm co i - as cm as CO Tt* 6b c~ o o CO r^. -^ rt^ iO OS so r- -^ »- oo t-h oo oo i-t as OOCM t-- -^ CO Tf as as oo co ■^lOl>OSH Tt< CM co »o t-h 5 5 - 0, DC ■e a ■4- e North Atlantic Division... South Atlantic Division... South Central Division North Central Division XX EDUCATION REPORT, 1910. From the preceding tables it appears that during the year 1908-9 there were nearly eighteen million (17,960,049) children in elementary schools, public and private; in secondary schools more than one million (1,034,827); in universities and colleges 183,344; in schools of medicine, law, and theology 65,783 ; in normal schools 82,288. Of these students 17,658,943 were found in public institutions, while 1,667,348 were receiving instruction in institutions under private control. Tn public schools of the United States (elementary and high schools) there were 506,040 teachers employed. Of this number 108,300, or 21.4 per cent, were men. It is interesting to note that the per- centage of men has steadily decreased during the period for which statistics are available. In 1870 there were 38.7 per cent men; in 1890, 34.5 per cent were men; in 1900, 29.9 per cent were men, as against 21.4 per cent of men for the year 1908-9. The fiscal statistics show the large amount of money necessary to provide free public education. Table A indicates a total of more than four hundred million dollars ($403,647,289) raised for public schools. Of this amount $13,746,826 was received as income of permanent funds and rents; $63,247,354 from state taxes; $288,642,500 from local taxes; and $38,010,609 from all other sources. For teachers' salaries alone, there was spent during the past year $237,013,913, while $81,878,591 was spent for buildings, furniture, libraries, and apparatus. The school property in which public schools were conducted was valued at $967,775,587. The liberal expenditure for public education seems still to be on the increase. The average cost per pupil has doubled within the last forty years. New types of education demand still more money, and question is being raised in many localities concerning the possibility of raising sufficient funds for the adequate support of public educa- tion. The demand that money spent for public education shall bring a maximum of return, and that no money shall be wasted, is not to be interpreted as a criticism of public education, but rather as a demand for the best possible organization and administration of our schools. The work which is being undertaken by the Bureau of Edu- cation to bring about a reform in accounting and in the reporting of fiscal statistics will help toward that standard of efficiency which it is the right and duty of every community to expect. The remainder of this survey pertains to data collected by the Bureau of Education which do not appear in any other part of the report. The retardation and elimination of pupils from our schools, the economic status of the families from which our high-school students come, and some data concerning normal-school students will be treated. INTRODUCTORY SURVEY. XXI RETARDATION AND ELIMINATION OF PUPILS. In the discussion of retardation and elimination it has been assumed that the conditions which were found in a few cities were representa- tive of the situation throughout the whole country. This supposition is verified by a study of 318 cities of varying size from all sections of the United States. The conclusions which are here given are based on an age grade census. Normal age is defined as 6 to 8 for the first grade, 7 to 9 for the second, 8 to 10 for the third, and so on. The largest age group is taken as a measure of the number entering school during the year for which the data were secured. This method of estimating the number of beginners has been found more reliable in the author's experience than the average of the ages 7 to 12, which has always proved too small where the actual number of beginners could be found. It is assumed throughout that a census taken on one day correctly represents the situation in the schools with regard to the number of each age in each grade; that, while somewhat larger gross numbers would have been found in each case, if the number belonging had been taken, the ratio of these numbers would remain practically unchanged. The census rather than the number belonging was taken in order to avoid the varying interpretation given to the term "number belonging." The tables which follow show the frequency of the different per- centages retarded one year or more (i. e., total retardation). Boys and girls are given separately. BOYS. Quantity: Per cent of the total num- ber of boys. Frequency: Number of cities. Quantity: Per cent of the total num- ber of boys. Frequency: Number of cities. 8 5^ 16 9 h 5^ 22 8| 141 n\ 42 llj 261 m 66 23J 261 16^ 65 23J 44 211 10 46 12} 51 12 48..: 18] 14 50 8] 16 52. 5> 18 18 54 5) 20 56... 31 22 58 2^ 11 24 60...... 6j 26 62 4] 28 64 4> 9 30 66. l) 32 68. 1) 34 70 4> 6 36 72... l) 38 74... 2 2 40 42 319 XXII EDUCATION EEPOET, 1910. GIRLS. Quantity: Per cent of the total num- ber of girls. Frequency: Number of cities. Quantity: Per cent of the total num- ber of girls. Frequency: Number of cities. 6 2 2 h 111 28 10] 12] 20 } 40 14) 251 23 ^ 07 19) 21 IS}- 50 17) 221 18V 49 9j 44 1 5 2 3 5 f ! i 8 46. . 10 10 48 12 50. . 14 52 ■ in 10 . 54 .. 18 56 20... 58. . is 22 60. . 24 62. . 20 64 A 28 66 30 68 32 70 \ 1 34 72. 30 74 1 38 40 42 319 These tables are interesting chiefly in showing the wide variability among cities. While it is quite common to find cities with from 25 to 50 per cent of the pupils retarded, there are 21 cities which show less than 15 per cent of retardation for boys and 17 cities show more than 60 per cent of the boys over age. It is interesting to note the distinct difference between the boys and the girls. The extremes are practically the same, but the distribution for girls as compared with that for the boys shows a much larger number of cases in the lower percentages and correspondingly few in the upper percentages. This difference in distribution becomes very clear in the diagram which follows : I 1 1__ &o 'lj- 10 t<* 3f- ' 1 f-l 4* i* 70 7¥- Fig. 1.— Frequency of the different percentages of boys and girls (boys solid line, girls broken line) re- tarded one year or more (i. e., total per cent of retardation), being a graphic representation of the table above. Percentages on the horizontal, number of cities on the vertical scale. It is not simply the total per cent of retardation which challenges attention. Quite as remarkable is the distribution in terms of one INTRODUCTORY SURVEY. XXIII year, two years, three years, and four or more years over age. The following tables of medians will indicate roughly the distribution of retardation in terms of years retarded. Medians derived from tables which give the different percentages of boys and girls who are either over or under the normal age of pupils for their respective grades. Over-age pupils. Under-age Cities classified by popu- lation. 1 year. 2 years. 3 years. 4 years and over. Total 1 y ear and 10tal - more. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys.j Girls. 1 Boys. Girls. 25,000 and over (133 cities). . Less than 25,000 (186 cities). 20 20 18 18 10 11 9 8 5 4 3 3 2 2 1 1 38 32 38 36 4 4 4 5 The pupils under age are all reported in a single table because there are very few children more than one year under age. Of the 318 cities there are only 44 which show more than 1 per cent of their pupils more than one year under age, and there are none which show more than 4 per cent more than one year under age. It is true that 83 cities show a total of more than 10 per cent under age, and that in extreme cases this under-age group equals from 20 to 40 per cent of the whole number of pupils. Of those who are under age, how- ever, almost all belong to the group one year under age. Of those one year under age by far the majority are accounted for in the extremely large under-age groups by children who have entered school at 5 years of age. Another interesting contrast between boys and girls is found by comparing the per cent of the largest age group (the entering group) found in the upper grades in the high schools. 6 Median per cent of the largest age group found in each grade. Cities classified by popu- lation. Seventh grade. Eighth grade. First year high school. Second year high school. Third year Fourth year high school, high school. Boys. Girls. Boys. Girls. Boys. Girls. Boys Girls. Boys. Girls. Boys. Girls. 25,000 and over (133 cities). . Less than 25,000 (186 cities). 68 70 74 74 52 54 60 60 36 40 46 50 22 26 30 34 14 18 22 20 10 12 18 20 a, The median is the middle point, e. g., the median per cent of boys one year over age is 20 ; this means that in half of the cities 20 per cent or more of the boys are over age and that in half of the cities 20 per cent or less than 20 per cent of the boys are over age. * The fact that we do not know the exact number of pupils who enter the schools during any one year makes it impossible to determine exactly the proportion of pupils who leave school before they reach any given grade. Whenever an attempt is made to determine the number who leave school, or in other words " elimination, " some assumption must be made regarding the number who entered school. In reaching the results stated above the assumption is made that the largest number of pupils of any age enrolled in the school is the best approximation to the number who enter school annually. XXIV EDUCATION REPORT, 1910. The following table shows the frequency of the different percentages of the largest age group found in the fourth year of the high school. (Only 277 cities reported pupils in the fourth year of the high school.) Per cent of largest age group. Number of cities. Per cent of largest age group. Number of cities. Boys. Girls. Boys. Girls. 2 5 23 28 36 35 34 28 19 19 12 8 2 4 11 12 18 25 29 26 28 25 17 24 7 9 5 3 2 1 3 20 4 26 11 6 28 10 8 30 6 10 32 10 12 34 6 14... 36 5 16 12 18 Total 20 277 277 22 This table shows clearly the fact indicated in the table of medians, namely, that the per cent of girls retained to the last year of the high school is in general much greater than of boys. Similar tables could be given for seventh and eighth years of the elementary school and for the first three years of the high school. The graphic representation of this table brings out clearly the difference in persistence for boys and for girls. Fig. 2. — Frequency of the dirTerent percentages of the entering group (largest age group) found in the fourth year of the high school. Boys indicated by the solid line, girls by the broken line. A graphic represen- tation of the data contained in the table above. Percentages on the horizontal, number of cities on the vertical scale. The situation in our schools throughout the United States demands that continued attention be given to the problem of retardation. Special classes for the bright, the slow, the backward, and the defi- cient should be established. A year's work in school must not be defined arbitrarily in terms of the work which can be done by children of good ability. Instead of repeating the same work over and over again, children should have the opportunity to make such progress from year to year as for them is possible. In any study of the problem of retardation it would seem advis- able to keep the data for boys and girls separate. In many cities the percentage of retardation should be greatly reduced and the number INTBODUCTOBY SUBVEY. XXV accelerated greatly increased. More than two-thirds of the cities reporting show more than 30 per cent of the boys retarded. With the reduction in the amount of retardation there will come a decrease in the number eliminated, and our schools may approach a condition which will enable us to claim that we provide equality of opportunity. THE ECONOMIC STATUS OF HIGH-SCHOOL STUDENTS. From an inquiry sent out by the Bureau of Education about two years ago opportunity was given to report the economic status of public high-school students. The first 25 students, taken alphabet- ically from the freshman class, were reported by 1,473 schools under the following heads: (1) Whose fathers are professional men; (2) whose fathers operate farm worth over $5,000; (3) whose fathers operate farm worth less than $5,000; (4) whose fathers make $2,000 or more per year in trade or commerce; (5) whose fathers make between $1,000 and $2,000 in trade or commerce; (6) whose fathers are skilled artisans making $750 a year or more; (7) whose fathers are unskilled laborers; (8) whose fathers are dead. The table which follows indicates the distribution of students among these several groups : Per cent. 1. Whose fathers are professional men 10 2. Whose fathers operate, farm worth over $5,000 21 3. Whose fathers operate farm worth less than $5,000 15 4. Whose fathers make $2,000 or more per year in trade or commerce : 10 5. Whose fathers make between $1,000 and $2,000 in trade or commerce 14 6. Whose fathers are skilled artisans making $750 a year or more 14 7. Whose fathers are unskilled laborers. 16 Note. — The group whose fathers were dead were not considered in calculating these percentages, because it is assumed that they would distribute themselves among the several groups in about the same proportion as do those whose fathers are living. These figures indicate the thoroughly democratic character of our public high schools. In any community one may expect to find children from the families of professional people along with the chil- dren of day laborers. The opportunity to advance in that type of work which leads to the college, university, professional or technical school is enjoyed by all. It is in this particular that we have made good our boasted claim of equality of opportunity. While the high school is thoroughly cosmopolitan in its membership, it is noticeable that a much larger proportion of children from the well-to-do families than from those of more moderate circumstances or from the fam- ilies of the poor are found in our high schools. It needs also to be remembered that those who do not wish to take the course which leads to college or professional school have as yet very little pro- vision made for their education. We may be proud of the great number of boys and girls enrolled in our high schools, but we are justly ashamed of the meager opportunity afforded those, who are to enter the industries. XXVI EDUCATION REPORT, 1910. SOME DATA CONCERNING NORMAL-SCHOOL STUDENTS. A similar inquiry was made concerning the economic status of normal-school students. The results for 24 normal schools having a two-year course appear in the table given below: Per cent. 1. Whose fathers are professional men • 11 2. Whose fathers operate farm worth over $5,000 11 3. Whose fathers operate farm worth less than $5,000 11 4. Whose fathers make $2,000 or more per year in trade or commerce 11 5. Whose fathers make between $1,000 and $2,000 in trade or commerce 30 6. Whose fathers are skilled artisans making $750 a year or more 17 7. Whose fathers are unskilled laborers 10 The results from 14 normal schools having a four-year course follow : Per cent. 1. Whose fathers are professional men 5 2. Whose fathers operate farm worth over $5,000 34 3. Whose fathers operate farm worth less than $5,000 24 4. Whose fathers make $2,000 or more per year in trade or commerce 5 5. Whose fathers make between $1,000 and $2,000 in trade or commerce 10 6. Whose fathers are skilled artisans making $750 a year or more 13 7. Whose fathers are unskilled laborers 10 In the case of the normal schools an inquiry was included concern- ing the experience of students previous to their entrance upon normal school work. In the two-year schools it was found that 9 per cent of the students had taught before entering normal school. In the four-year schools 35 per cent had had experience before beginning their professional training. These facts indicate something of the status of professional training in this country. The problem which confronts us has to do with the type of individual who is to be given professional training with respect to her home environment, and with regard to the experience which may have preceded professional training. The question may well be raised concerning the length of course necessary for students who come direct from' the high school and whose home environment has not contributed largely to the development of that culture which should characterize the teacher, nor toward the establishment of ideals which we consider typically American. In some of our larger centers of population the problem of correct English speech on the part of teachers can not be ignored. The fact that so many students have taught before entering upon their professional course indicates a lamentable lack of standard, more especially in the rural districts. As a matter of fact, we are not training enough teachers to take the place of those who drop out each year. Teaching must be made more attractive by reason of higher salaries before we can hope to recruit enough students for our normal and training schools to insure trained teachers in the grade schools. 1 LIBRARY OF CONGRESS 021 289 047 9