Cornell University Library L 111.H51890 Report on education in the United States 3 1924 013 033 398 ^tate (Halh^t of Agriculture J^t Q^arnell Itniuetraiti) Htlfara, 5f. g. The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924013033398 DEPARTMENT OF THE INTERIOR, CENSUS OFFICE. ROBERT P. PORTER, Superintendent. Appointed April 20. 1889; resigned J uly 31, 1893. CARROLL D. WRIGHT, Commissioner of Labor in clnirge. Appointed Octoljer .^, 1893. EEPOET EDUCATION IN THE UNITED STATES ELEVENTH CENSUS: 1890 JAMES H. BLODGETT, SPECIAL AGENT. W/VSHINGTOX, D. C: GOVERNMENT PRINTING OFFICE. 1893. CONTENTS. Pajre. LeTTKH of TKANS.MITTAL of Tine COMMISSIONKR OF LABOR IX CIIARCiH TO TlIK SeCKBTAUY OF THE INTEKIOR V liETTER OF TRANSMITTAL OF THE SPKCIAI. AGENT FOR EDUCATIONAL STATISTICS TO THE COMlllSSIONER OF LaT30R IN CHARGE ... vii Institutions, remarks on 1-45 Plan of investigation .J 1-3 Condition of school records 3-11 Records of private and parocliiiil schools 12 Municipal organization for school purposes 12, 13 Combined public and priv.ite tuition 13-16 General condition of education 17-23 Schools, by color 23 Public schools in cities 23, 24 Superior schools 25, 26 Secondary schools 26-33 Elementary schools 33-4() Denominational 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 j'ublic .\nd piii\'ATE institutions 46-141 Table 1. — Statistics of schools, census of 1840: enrollment in universities anil 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 schocds, census of 1860: enrollment in colleges, academies a]id other schools, and public schools 48 Table 4. — Statistics of schools, census of 1870 : enrollment of students and pupils not public and public ..." 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, aud 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 gains in population and in public common school enrollment, 1880 aud 1890, by states and territories 101 Table 10. — Apparent relation of public common school enrollment to population, 1880 and 1890, by states and territories 102 Table 11. — A^iparent relation of public common school enrollment to population, census of 1890: white and colored, in the southern states 103 Table 12. — Apparent relati\e gain in public common school enrollment, 1880 and 1890: -n'hite and colored, in the southern states - - 104 Table 13. — Apparent relation of the sexes in public common schools, census of 1890, by states aud territories 105 Table 14. — Enrollment in public schools additional to common schools, as derived from tbi- reports of schools, census of 1890, by states and territories -. 106 Table 15. — Apparent relation of public school enrollment to population, census of 1890, by states aud territories 107 Table 16. — School curoUment, 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 reports of schools, by states and territories 109-llT Table 18. — Enrollment in parochial schools, census of 1890, as derived from the reports of schools, by dcuominations and states aud territories 118-122 Table 19. — Enrollment in public schools, as superior, secondary, and elementary, census of 1890, as derived from the re])orts of schools, by states and territories 123 Table 20. — Enrollment of students and pupils in private schools, as superior, secondary, aud elementary, including parochial aud commercial schools, census of 1890, as derived from the reports of schools, by states and territories 124-126. Table 21. — Enrollment in professional schools, census of 1890, as derived from the reports of schools, by states aud territories 127-133 Table 22. — Public school enrollment in cities with 10,000 inhabitants and over, census of 1890, as derived from the reports of schools 134-140 Table 23. — Keported finances of school districts, census of 1890, by states and territories 141 iii LETTER OF TRANSMITTAL. DP:PA.ETMENT of the mTEEIOB, Census Office, Washington, D. C, October 15, 1893. Sik: I have the honor to transmit herewith the tables and text of a monograph on Edncation 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 B. WRIGHT, Commiaaioner of Labor in charge. The Secbetaev op the Interior. LETTEE OF TRAIstsMITTAL DEPARTMENT OF THE INTBRIOR, Census Office, Washington, D. C, October 10, 189,3. 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. Very respectfully, your obedient servant, JAMES H. BLODGETT, •'rew England, districts pay for transportation and tuition at schools out of their jurisdiction. The confusing influence of duplicated enrollment is generally recognized, but not generally adequately met. The commissioner of public schools of Ehode Island, in his manuscript report to the Census Office, had rejected 6,011 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 pupils in the public schools at some time in the year, losing almost one-eighth 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 separate 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, Ifew 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 delinquencies, 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 officers 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 un separated 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 inquiry with great interest and famished a report for the census ypar 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 an estimate of the relations of the sexes in each of the states named, as follows : BASIS FOB 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 li, 311 493, 267 139, 679 184, 251 371,492 427, 032 281, 859 1, 042, 160 476, 421 65, 608 Reported by sex. (a) 85,000 2,770 311, 000 80, 000 163, 310 170, 000 226, 000 170, 000 685, 000 60, 000 58, 000 a Sex estimated from ratios in adjoining states. It is simply impossible for any one 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 one 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 comparative 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 Arizona 6 — 18 Arkansas 6 — ^21 California 6—21 Colorado 6 — 21 Connecticut 4 — 21 Delaware 6 — ^21 District of Columbia 6—17 Florida 6—21 Georgia 6 — 18 Idabo 5"— 21 lUinois 6—21 Indiana 6 — 21 Iowa 5 — 21 Kansas 5 — 21 Kentucky 6—20 Louisiana 6 — 18 Maine 4 — ^21 Maryland 5—20 Massachusetts No limit Michigan 5 — ^20 Minnesota 5 — 21 Mississippi 5 — 21 Missouri 6 — ^20 Montana 5 — 21 Nebraska 5 — 21 Nevada No limit New Hampsbire No limit New Jersey 5 — 18 New Mexico 5 — 20 New York *.... 5—21 Nortb Carolina 6 — 21 North Dakota 7—20 Ohio 6—21 Oklahoma (after census year) 6 ^21 Oregon 4_20 Pennsylvania 6 21 Rhode Island Local rules South Carolina g ig South Dakota 7 ^20 Tennessee g ^21 Texas .' 8—16 Utah 6—18 Vermont 5 jg Virginia 5_2i Washington g 2I West Virginia g ^21 Wisconsin 4 ^20 Wyoming g_2i 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 township having a sufficient school population, and one 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. INSTITUTIONS. 9 The minimum age for free admission to public schools 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, Few 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 18 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 when 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 sufficient to influence of&cial 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 diiierent 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 example, 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 : VAEIATIONS OF AGE LIMITS FOE THE SCHOOL CENSUS AS REQUIRED BY THE VARIOUS STATE LAWS IN 1890. Alabama 7 — 21 Arizona 6 — 18 Arkansas 6 — 21 California (a) 5—17 Colorado 6—21 Connecticut ^ — 16 Delaware 6 — 21 District of Columbia 6—17 Florida (o) 4—21 Georgia 6 18 Idabo 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 Massachusetts 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 Hampshire 5 — 15 New Jersey 5 — 18 New Mexico 5 — 20 New York 5—21 North Carolina 6 — 21 North 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 South Dakota 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 can 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. APPAEENT RATIO OF PUBLIC COMMON SCHOOL ENROLLMENT TO THE ENUMERATION MADE UNDER STATE AUTHORITY, 1890— ARRANGED IN ORDER OF PER CENT. PEB CENT. New Hampshire 172 Massachusetts 100 Texas (community counties) 93 SouthDakota 91 Vermont 86 North Dakota 82 Rhode Island 81 Delaware 80 California 79 Connecticut 79 Kansas '^'^ Iowa '^5 Nevada '^^ Missouri 72 PER 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 PEE 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 AGE FOR PUBLIC SCHOOL CENSUS. STATES AND TEBBITORIES. Connecticut Oregon Wisconsin Maine Montana Massacb usetts . . . IS&w Hampsliire Rhode Island — California New Jersey Vermont Maryland Michigan Idaho School census age. Per cent. 4—16 79 4—20 61 4-20 59 4—21 60 4—21 62 5—15 100 5—15 172 6—15 81 5—17 79 5—18 57 5—18 86 5—20 62 5-20 65 5—21 56 STATES AND TERRITOHIES. Iowa Kansas Minnesota Nebraska Now York Virginia Washington . . - South Carolina Arizona Georgia Nevada Utah Missouri School census age. 5—21 5—21 5—21 5—21 5—21 5—21 5—21 6—16 6—18 6—18 6—18 6-18 6—20 Per cent. STATES AND TEBEITOEIES. Arkansas Colorado Delaware Illinois Indiana North Carolina Ohio Tennessee West Virginia North Dakota South Dakota Alabama Texas {community counties; School census age. 6—21 6—21 6—21 6—21 6—21 6—21 0-21 6—21 6—21 7—20 7—20 7—21 8—16 Per cent. 80 67 67 55 71 61 72 82 91 58 Eatio not obtainable from local records for Alaska, District of Columbia, Florida, Kentucky, Louisiana, Mississippi, J^ew Mexico, Pennsylvania, and Wyoming. Oklahoma had no public school records. INSTITUTIONS. 11 It is to be remembered that sotne states with a limited enumeration age have an unlimited 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 special uncertainty as to some of the returns. In Rhode 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 nearlj' 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 showing the apparent changes in population 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 figures, and must content himself with columns representing the conditions shown in records and the exijlauation of disturbing iniiuences 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 apparent 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 1)6 a genuine satisfaction to a state superintendent to be ab]e to compare his 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. Unfoftunately it is not a question of time, labor, and money only. No skill, patience, fidelity, and industry, 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 develop more satisfactory results with like labor and pains. 12 EDUCATION. EECOEDS OF PEIVATE AND PAEOCHIAL SCHOOLS. The collection of the statistics of private and parochial schools is subject 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 studies 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 schools 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 rejiort 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 number of what are known as 3 months' subscription schools that are never reported to the county superintendent. Another county superintendent of Kentucky says : In each district a school was conducted the time required by law, and after the public term a private school was taught in many 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 public 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 in 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 religious 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), Ehode 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 and higher institutions reached by university 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 completeness in their returns of private schools. MUNICIPAL OEGANIZATION FOE SCHOOL PUEPOSES. There are peculiarities of municipal organization which should be clear to any one using local statistics of public schools for comparative purposes. A municipality organized for the control of street, sewer, police and fire departments 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 pubUc domain, combined with the national INSTITUTIONS. 13 policy regarding education, has been the basis for school municipalities independent in taxes and administration of the organizations which have been formed on the same areas for other public 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 6 miles square, known as congressional 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 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 prior to 1853. 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 this 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 goverjiment 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 township 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 metropolitan system since the Tenth Census. The sixteenth section of township 39 north, range 14 east of the 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 PEIVATE TUITION. A condensed statement of the conditions in Richmond, 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 public term. Often the teachers of private schools had no connection with public schools, except to use rooms in the public school buildings. In 1861 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. At 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 provides 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 apiilication 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 month 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, private efibrt is largely used to supplement public effort. In some towns of ISTew 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 public effort. Neighborhood effort often furnishes buildings that serve for almost all public 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 supi^ort 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 i^reference 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 money 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 public 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 pf tenants. Some of thes6 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 public schools. A report from Vermont says : This school is run part of the year as a private school, i. c, 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 fands, 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 sufiacient 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 winters 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 will 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 :ind 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 in 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 ofiBcers in southern Texas writes: We have no achools 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 place is this year supported one-third by 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 free 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 for 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 tinder 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 pay 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 superintendent 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, hut it does not contemplate that the pupils of any one district be divided among the different private schools that maybe 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 pupils 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 in 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 pupils 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 in the law ambulatory schools. Under the general law pupils in advanced studies are regarded as private students, since it is illegal, outside the places with 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 that the public money would maintain public schools for 80 days. Contracts were authorized with private schools that would be opeu 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 elementary 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 in 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 till 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, people 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 duplicatious in returns of public schools, there is a duplication thus far unavoidable and immeasurable in 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 support of public schools in a manner generally, biit not universally, superseded in the north by local taxation to make public schools free. The Census Office 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 popidar 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 this country the English grant in aid system by which an allowance from public fands 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 private 12 weeks, with a separate teacher for each part. Another letter from the same part of the state reports a school public 12 weeks, parochial 20 weeks, with no religious instruction in the first 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 private 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 result from the combined circumstances that mold the life and develop the character of either an iudividual 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 peoi^le, yet at the time of observation some special incident, like a storm sinking a fishing fleet or the collapse of a mine, 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 effectiveness of those elements which go into annual and decennial records. Education appears for the first time in census tables of the United States in 1840, so that the census repoits on tl^at 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 pi-ivate or public beneficence were included in the general summaries. Such institutions in recent census years have been grouped by themselves. In the I'eport 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 credit 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 j)rominence of i)ublic schools, but in the change of conditions the classification does not so fully indicate the range of work as in the returus 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 reason of a decision of the state supreme court. The table for 1870 indicates social changes as compared with the table for 18C0. 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, and their enlargement approximated 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 eflflcient 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 only the record for public common schools, the Census Office having been closed before the material gathered for private schools and for superior public 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, includingthe parochial schools, would exceed the apparent local decline in public school enrollment, so that no indication of decline in general education \\ould appear. The unfortunate failure to reach results for private schools in 1880 prevents any authoritative comparison with that year. ED 2 18 EDUCATION. The following table presents the general changes that have apparently taken place in 50 years by decades: PUPILS ENROLLED IX SCHOOLS, NOT INCLUDING ALASKA, EXCLUSIVE (FOR RECENT DECADES) OF SPECIAL CLASSES, REFORMATORY, CHARITABLE, AND INDIAN SCHOOLS. ITEMS. 1890 j 1880 1870 18C0 Population 62,622,250 | 14,371,893 . 612,768,905 50, 155, 783 9. 951, 608 38, 558, 371 7,210,420 6, 228, 060 31,443,321 5, 477, 037 Primary aud common. 1840; public, 1850. etc (a) 4, 955, 894 1850 1840 23, 191, 876 17, 069, 453 3,642,694 j 2,025.656 3,354,173 ! 1,845,264 a " Primary and common "' in 1840 ; " public " in 1850, 1860, and 1870 ; b Includes 64,478 additional to common schools. ' public common " iu 1880 and 1890. The errors in all the years seem to have had a fairly nniform 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 aud the 20 years from 1870 to 1890. Population apparently increased in the first interval 66.26 per cent and iu the second 62.41 per cent. Total school enrollment seems to have increased 97.94 per cent between 1850 and 1870 and 99.32 per cent between 1870 and 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 iu 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, ]3ublic and private effort are often so combined that a rigid distinction is impracticable. The public schools of recent years 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, "j)upils 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. 1890 1880 1870 Gain per cent of population Gain per cent in imblic scliool enrollment (a) 28.31 30.08 59.79 22.63 25.67 18G0 I 1S50 35.58 47.75 35.87 81.77 a " Primary and common " in 1840; "'public " in 1850. 1860, and 1870; and "public common" iu 1880 and 1890. The great relative gain in enrollment iu the first 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 partly due to the disturbance of social institutions by the civil war. The development of southern public schools helps swell the rate iu the fourth decade, equalized in the fifth decade to a closer relation to growth of population. The recent j)ublic school movement iu the south is only to be compared with the educational revolution between 1848 and 1860 in the states formed of the original northwest territory, when the union 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 with growing liberality by states, and the maintenance of public schools by local taxation gains rapidly, to a great extent, however, under special laws. The 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 ijrompt the establishmeut 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 public 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 Russian 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 IXSTITUTIOXS. ]1) avoid the great summer heat. Blizzards att'ect school atteudiiiice in Miimesota and tbe Dakota s. liitliieiizaor the isixippe diminished the atteudance in 1889-1890 from Pfuusylvaiiia northeastward in nearly every state, ;ts witli less acknowledgment in reports it probably did across the country. Simple mud of t!ie country rwad^ was a recognized influence to diminish attendance in many states from Pennsylvania at the nortli to Alabama at the south and west to the Missouri river. The best equipped communities have occasion to recognize providential interruptions to school attendance causing irregularities that are not chargeable to want of interest, yeueral or personal, among parents or among children. Certain regulations in Portland, Elaine; AVorcestcr, Massachusetts, and New Haven, Connecticut, maybe cited in illustration. The details differ in these cities, but there is a i;eneral similarity in providing that on very inclement mornings a certain signal upon the lire alarm notifies the people that the morning school session is omitted, and when storms have grown to a degree involving dangerous exposm c after the children have gathered, a similar signal toward noon notifies them that the school work of the day will be completed in one long session without noon intermission or a regular afternoon session. In cities of a jnildcr climate, such as New York, Washington, and St. Louis, for example, somewhat similar j)recautions are taken to avoid exposing children to storms at noon. In Alabama the allotment of public money for a puiiil 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 lands in Texas, and the state has its own system of land management. Each county has a grant of 4 leagues of laud for school purposes, each league containing 4,428 acres. Three modes of school ( irganization i:)revail : the community, the district, and the city or independent district. Under the first mode a number of families are authorized to organize themselves into a community for school purposes without taxing powers or defined territorial boundaries. The pupils of the cammunity have the benefit of a prorated distribution of public funds. The state superintendent of Texas says of the community system: The community is not a coutinuous organization. It is organized at the beginning and dissolves itself at the end of the school year. It is almost impossible, nnder these changing conditions, to have the co-operation in a community wliiih is necessary to secure a good school building. Local assistance is necessary tu have good schools. A community can not levy a local tax because it has no fixed boundary. The law authorizing 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 districted slioiild it become necessary. The district system is somewhat like that in other states. The cities and independent districts are authorized to take full charge of their schools, including the raising of local taxes. Local taxation is optional in 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 ai)pear 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 2:5.800 white pupils, 4,675 colored pupils; over and under age, 65,512, included in the table. The report of the commissioner oi' 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 Moiinon 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 in Mormon neighborhoods with schools under the care of the Mormon Church. The schools under charoe 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 in Arizona, Idaho, and Utah. The Catholics, Congregationalists, Episcopalians, Lutherans, Methodists, and Presbyterians maintain schools general] v more of a missionary than of a parochial character. The office of county superintendent in Idaho ceased in January, 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 taught in Spanish, and 184 (over a third of all) in English and Spanish, leaving 164 (just less tlian a third) taught in English. Governor L. Bradford Prince says: As the desire of every Spanish speaking Xew Jlexican is that his children should understand English, it would be tauoht in all schools if English speaking teachers could be 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 in Valencia county (30 to 1) is confirmed by diliercnt officials. The great distances over which pupils must go to school in the s^jarsely settled regions seem to ha\e some local emphasis here against the atteudance of girls. Ten families have been necessary to the legal establishment of a public 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 agaiu emphasized that weak schools are hardly more a question of race than of sparse population, small financial ability, and feeble social organization. The number of teachers in ISTorth 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 Oroatans, under Eobeson county in the table for North Carolina, are a peculiar people, for whom the state has established special 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 reiiealed or which statute law has not confirmed. This is not confined to illiterate justices of the peace whose interpretations of law in the back settlements point the stories of comic writers, but rafen 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 tor a popular departure from law which does not attract the attention of outsiders. NOMINAL AVERAGE LENGTH OF SCHOOL TERM IN DAYS FOR EACH UNITED STATES. STATE AND GROUP OF STATES AND FOR THE United States NUMBER OF DATS. .. 130 North Atlantic divi.sion. 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 - --- 166 Maryland 184 District of Columbia 185 Virginia 118 West Virginia 97 North Carolina 59 South Carolina 70 South Atlantic divisiou- Georgia Florida NUMBEK OF DAYS. -Continued. 83 120 North Central division . 142 Ohio 165 Indiana 130 Illinois 161 Michigan - , 156 Wisconsin Minnesota Iowa Missouri North Dakota . South Dakota . Nebraska Kansas South Central division 159 128 156 121 103 145 140 135 91 Kentucky 109 Tennessee 86 NUMBER I OF DAYS. South Central division — Continued. Alabama 70 Mississippi 88 Louisiana 102 Texas 105 Oklahoma (Greer county only). 33 Arkansas 75 Western division 120 iloutnna 143 Wyoming (estimated) 120 Colorado 145 New Mexico 77 Arizona 130 Utah 125 Nevada _ 139 Idaho 70 Alaska 153 Washington 97 Oregon ng California _ . i5g 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 citv schools tend to increase the average, the brief terms of country scliools tend to lower the average, and one or the other sometimes exercises a disproportionate influence on the result. It must not be forgotten that generall\- 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 tlie 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 $i4, and for 1890-1891 84.5(1 for e\ery 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 hardly muster force to put up a log pen with a roof over it on donated land with donated timber. Propertv 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, uucbinked log cabin in Florida or Louisiaua is better tbau anyone of the hundreds of scLoolLoiises reported unfit for use in feeble distriuj:s of states where the snow lies deep for months. The question of ability has much to do with the expenditure for schools. Sparsely settled districts do not have schools like those of densely populated districts. The public school enrollment of (,'aliforuia, Oregon, Iowa, Minnesota, and all states east of the Mississippi and north of the Ohio rivers shows a dechne in the decade as compared with population. An absolute loss is iudicated in Indiana, Maine, Xew Hampshire, and Vermont. It is a question whether the total school enrollment has thus declined, or even the public school enrollment, to the degree indicated, lietter records may eliminate duplications to a greater extent than heretofore. It is seriously to be regretted that effective attendance could not be generally comitared. It has evidently increased in some states in a greater ratio than the enrollment. There was never a time when in 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 portions of the country where public schools are comparatively recent, great stress is laid upon 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 ijresent pupils, complaints are loud that individual progress is sacrificed to excellence of routine management. Ko one can examine the conditions at this time in the country at large without having these contrasted situations forced upon his attention. One finds imperative demands in one quarter for grading and irniformity of text books backed by claims that with them educational difiiculties will vanish, and in another quarter he finds claims for the widest freedom that individual needs and preferences can suggest, in order that no individual may be cramped in his mental growth. The municipal and social adjustments of two states differ widely. Two couniies 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 ignorance. In an ideal society, where every family has at least a quarter acre plot for cottage and garden, the child ^^•ill grow beside the mother till strong enough to go alone, attempting to imitate her occupations. I'resently the boy will go forth \xith his father. The parents join with other parents to provide schools for instruction and training, 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 public sympathy and support when it goes beyond the work in which the co-operators can unite. When the people are essentially agreed in their views of religion and science it is comparatively easy to arrange 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-oi)eration. ' The published regulations of one of our cities (Savannah, Georgia) illustrate at once the strength of local oi^inion in determining questions of administration and the concessions that are more or less formally made to bring cbmmunities 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 ijublic school system, where books on history and geography, and reading books, chosen by those heretofore in charge, are allowed. The danger of abuse should the army of inexperienced teacheis and unskilled school officers attempt to use their own judgment in selecting from the wealth of material by which even the most elementary 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 not expect any schools to do the whole woi'k, and we must 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 to-morrow. We have two wholly different conditions to consider, even on the supposition that the iDublic harmoniously offers the child opportunity for unlimited attainment at school. In the open country the co-operative charactei' ot 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 in industrious habits by his parents, and he gains a stock of kuowled.'.;e inaccessible to his city cousin. An overwhelming proportion of Congressmen, for example, as boys had orly common country school privileges, but carried studious habits into mature life either with or without collegiate opportunity. 22 EDUCATI(«. ^laiiif. a state still homogeneous in a marked degree, with diversified rural occupations, perha]>s best preserves the conditions general when the early trainiu.u 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 shojis and teacliing the yet humbler schools in tlic intervals. Yet Maine does not take an inferior rank i]i a comparison 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 Europe and Scandinavia have gardens and orchards for instruction, the schoolhouse is the teacher's home, and his tenure is permanent. "VVe 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 daily occupation before his family is together in the morning, and in families of independent incomes the mother too often turns off 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 minimum. Tlie waste of time in the elementary urban type of schools is enormous, except when they are viewed as houses of detention. Children in families abundantly snpphed 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 employment throughout the country, and there is limited opportunity for boy's and girls who ha^ e 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 spring. 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 eonsjjlered 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 caieful and conscientious fidelity of parents. On the other hand, in the very worst cases of bad parental management the stranger who tries to lead the child to a nobler life i* apt to find him incapable of accepting anything higher than his j^arent as an ideal, somewhat as a rough miner with a theoretical acknowledgment of the superiority of the education of a uni^'ersity 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 in advance of their children, who can naturally and loyally follow them. The city system rests upon the enforced 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 whole.some animal activity. The cities and the districts that imitate them have stretched their school terms from two motives, one giving a semipolice chara(;ter 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 typical 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 monotony takes on a degree of antagonism to the operation of the machine. The teacher who boards around in a poor district of Xew Hampshire 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 any institution of high repute, and would form a suitable standard for the minimum aim of every boy and girl. There is hardly a corner of the land wliere an earnest bo>- 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 nnich of the timeo The standards required by any other institution whose influence bears upon the \icinity could profitably be kept before all pupils who could appreciate them, not with an expectation of entering West Point, but as a convenient minimum attainment for every citizen. IN,S111TT110NS. The country school does most foi' tlic iiiitioii in proi)o'Ltion to i)opuliitiiin and icsoiirccs. It needs chcckinj;', rather than urging, iu adopting city methods. Many question whether the cily tyjie of school has not done great harm by its certiflcatcs of studies completed, and whether the country boy who has left school knowing that he Avas Ignorant, is not, therefore, more accessibh' to tlie lessons of after life. S<'Ht)OLS !!V COLOi;. Tlie apparent relation of public common school enrollment to population, white and colored, in the southern sta.tes in 1890, and the relative increa.se of colored enrollment iu the decade, arc seen in the tables beloM': APPARENT RELATION OF PUBLIC <;o.MM(JN SCHOOL EXKOLLMEXT TO POPl'LATION. WHITE AND COLORED, IN THE SOUTHERN STATES IN 1890. fiEOGRArMricAi. in\'i.--ri'Ny. PDPl'LATiON, 3890, Colored. Total I I.".. 608, W.', I SouUi Atlantii- - ; ...."rfii. U!) Soulli (;cntr;il («)- -- , 7. 4S7, r>7li Missoui'i 2, .VJS. J.ig 6,901,814 3, 2(i.'i, 771 3,48,"., 317 1. Ill, 726 PUBLIC rOMFiKlN SCHOOL E\T»iLL3I!-;NT, 1890. 3, 4"9, 001 1, 168, .iri? 1, 6,i2, !l!14 r,gi. 510 Colored. 582, 668 673, 264 32, 804 PER CENT OF' ENROLLMiiNT TV POPULATION. Wliti'. Colored. 21.84 2(1. 90 22. 08 2:1. 24 18.67 17.84 19.32 21.76 APPAREXf RELATIVE INCRE \SE OF WHITE AND (JMLORED PUBLIC COMMON iSCHOOL K.\l;( )i,i,MEX'r : 1880-189(1. OEOOIi.\PHICAL DIVlyir.NS 'J'otal . I\ PUBLIC co.M.MliN SCHOOLS. Colored. Soitlli Atlantic . .. South Csnti-al (OS) . Missouri :j. 400. dtil 1, 168, 5.-)7 1, 652, 994 .587 51(1 l.S.SO 2, 301, 804 isno 859, 510 980, 338 461.950 582, 668 673, 284 32, 804 1S80 797, 286 PER TEXT r>E INCBE.V.SE, Whiti-. ' Colored. 61.61 379, 543 393, 697 24, 046 41- 11) 35 96 68.61 27 IS .5;;. 52 71.01 36. 42 a Tho eurollnient iu Texas for 1890 includes 6.5.512 pupils (54, .ssn white, 10. ((32 colored) ovci aud under school a;ie; but the corresponding figures were apparently not included in l.sso. The negro race leaped from the illiterate .slavery of 30 years ago, and iu 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, 1880-1890, by states, grouped geographically ; the apparent relation of public common school enrollment to population, white aud colored, in the southern states, 1890, aud the apparent relative gain in public 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 iu social institutions. PUBLIC SCHOOLS IX 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 presumably 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 c-olor. 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 iu 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, are not precisely 24 EDUCATION. coterminous with the city, leaving still a small error 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. Their combined area varies somewhat from that of the city. Kingston, New York, includes districts 1, 2, 3, 4, and 5, each an independent school municipality, and all combined noncoterminous witfli the city of Kingston. Cleveland and Cincinnati, Ohio, conduQt 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 tlie localities where the boundaries of the school territory and those of the general municipality are not identical. Such instances are to be especially looked for in states where the town system prevails, 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 police, 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 the board of education are : ward schools, grammar and primary ; nautical school; corporate schools ; evening schools; 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 3 5 and 20 years. The pupils lire on shipboard. The evening schools and the evening high schools are comparable with like work elsewhere. The coriDorate 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 up whose schools are still governed under the forms suggested by the original surveys. Such are Aurora and Deicatur, 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 pursued in the decade. Among cities with some sort of manual training more tlian drawing in the public schools are the following : Concord, New Hampshire. Boston, Massachusetts. Brookline, Massachusetts. Cambridge, Massachusetts. Hyde Park, Massachusetts. New Bedford, Massachusetts. Springfield, Massachusetts. Waltham, Massachusetts. Winchester, Massachusetts. Providence, Rhode Island. New Haven, Connecticut. Albany, New York. Jamestown, New Yo'-k. Lansingburg, New York. Mount Vernon, New Yorl. Newburg, New York. New York, New York. Olean, New York. Elizabeth, New Jersey Garfield, New Jersey. Hoboken, New Jersey. Montclair, New Jersey. Monistown, New Jersey. Newark, New Jersey. Orange, New .Jersey, Passaic, New Jersey. Paterson, New Jersey. South Orange, New Jersey. Union, New Jersey. Vineland, New Jersey. Weehiiwken, New Jersey. Chester, Pennsylvania. Philadelphia, Pennsylvania. Tidioute, Pennsylvaniti . West Chester, Pennsylvania. AMlkesbarre, Pennsylvania. Wilmington, Delaware. Baltimore, Maryland. Washington, District of Columbia. Jacksonville, Florida. Peusacola, Florida. Cleveland, Ohio. Toledo, Ohio. Indiiinapolis, Indiana Chicago, Illinois. Galesburg, Illinois. Moline, Illinois. Peoria, Illinois. Springfield, Illinois. Bay city, Michigan. Muskegon, Michigan. Appleton, Wisconsin. Eauclaire, Wisconsin. Lacrosse, Wisconsin. Mil waukee, Wisconsin. Minneapolis, Minnesota. St. Paul, Minnesota. Stillwater, Minnesota. Oskaloosa, Iowa. Omaha, Nebraska. Knoxxille, Tennessee. New Orlean.s, Louisiana. Little Eock, Arkansas. Pasadena, California. San Francisco, California, mSTJTIJTlONB. 25 SUPBEIOR SCHOOLS. The present period is marked by the development of universities, particularly of those maintained by the states. Colleges have increased, with a strong disposition to optioual courses diverging from the courses of Greek, Latin, mathematics, 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 institirtion 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 high 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, and a further (luestion 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 has been broadened. The standing of medical colleges has been apj)areutly strengthened in the past decade, and the iniiuence of the state boards of health is recognizable in the new sense of responsibility tliat seems to prevail. The growth of nurses' schools in the same general 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 European schools. The growth of schools of that group has been so rapid that the figures of the census year already fall far behind present conditions. Few women and not many colored students are to be found in any professional schools, except those for training teachers, in winch women predominate, and nurses' training schools, almost wholly attended by women. Schools of pedalgogy rest their claim for a place among superior schools mainly upon the 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 oi' pedagogy and requiring a high scholarship of those in attendance. The term normal has been used 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 these institutions were almost alone as schools of mechanical and civil engineering, and their graduates excel in those lines of tedmology in which they were trained. 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 ijreliminary training, so extensive is the equipment for diversified technical instruction and practice, so scholarly, widely read, and experienced must be the professors who guide the discussions of laws and 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 EDUCATION. SECONDARY TECHXOLOC.Y TEACHERS STUDENTS. Total. ! Mule Female. Total. Male. Female. The UiiiteO ^tiltcs 121) 80 46 4 1 } ■i. 235 47 278 88 9 250 a\,61(l 1.305 9 13 3 1'' 33 ^7S 14 ' Indiana 81) 9 fl250 8 Missouri 1:- 11 2 36 ! XewTork 76 'i 40 ■', 379 1,060 1,319 Ohio C- 8 1 119 ' 113 6 17 48 ' 17 30 6 1' 2 18 a Inclnrlc s 1 colored. There are trade schools with a distinct independent enrollment whose work may be called secondary technology. There are other trade or technical schools to which pupils enrolled elsewhere go at designated hours, and thei-e are many cities and institutions where manual training, including the elementary use of tools, is incorporated in the school work. No attempt has been made to represent by figures the manual work in schools whose enrollment otherwise appears in the general tables. Manual training is prominent in most institutions specially organized for the negroes and the Indians, in orphanages and reformatories. The degree to which it is carried in jiublic schools varies greatly and it i.s sometimes applied to dra.wing only. SECONDAEY SCHOOLS. A school is even more an exponent of social conditions than a builder of other institutions, as may be illustrated in the history of secondary education in the United States in the 50 years since education was first a census inquiry. The two tables following are condensed from the census of 1840, or based upon it, : SCHOOL STATISTICS OF THE UNITED STATES: 1840. GEOGRAPHICAL DIVISION'S. Ajigregate 1 If umber of number of students in students and I universities scholars. and colleges. The United States - North Atlantic . South Atlantic . North Central . . South Central .. 2, 025. 656 1, 113,231 141, 884 366, 327 104, 214 16, 233 6.619 3,105 3,003 3. 506 ' Xumber of , . scholars in j academies , and granunar schools. I 164, 159 97, 376 34. 748 11,724 20, 311 Number of I scholars in i primary and j common ' schools. j 1,845.264 Number of scholars at public charge. 468, 364 1, 309, 236 104, 031 351, 600 80, 397 Population. 9, 453 370, 851 6, 761, 082 23, 404 3, 925, 299 62, 263 3,351,542 11, 846 3,025,430 aincludes 6,100 persons on public ships in the service of the United States. APPARENT RATIO OF SCHOOL ENROLLMENT TO POPULATION: ISIO GEOGRAPHICAL DIVISIONS. .Inanschools.i^-^-^^B,I-— In primary and common schools. The United States . North Atlantic South Atlantic North Central South Central I: 1,052 1: .-I 1: 1,021 1; 69 1: 3 1: 28 1: 1,264 1: 113 1; 38 1: '! 1:1,116 1 : 286 1: 10 1: 29 1: 863 1: 149 1: 38 The negro race, then essentially illiterate, constituted about two-fifths of the population in the South Atlantic and slightly over one-third in the South Central division. The South Atlantic division in 1840 had 1 in 67 of the white population in attendance in secondary schools, the South Central 1 in 93. In the isolation of families much elementary and secondary work was done by pri\ate tutors and governesses. In the absence of official record, fragmentary accounts and tlie memory of those who knew northern schools of 1840 indicate a general equality of the sexes in annual enrollment of common schools, with a swelling list of bio INSTITUTIONS. 27 boys ill winter. In secondary schools the same coiKlitioiis partly prevailed, with a growing prejionderance of boys and younij,- men as the superior schools were reached. The avera.ne age in school was nincli higher than now. The youth worked at home in house and field and sliop in busy months, and went to school in slack months till full grown. A transition for ."')() years has been changing the significance of terms. 'For IS.IO and 1860 it is probable that what were called "academies and other schools" included more elementary work than the ''academies and grammar schools" of 1.S40 when "grammar schools" correspond to later high schools. In 1870 the combined private academies, day and boarding schools, included elementary work, and public high schools Avere credited in state reports with 7.'?,047 aside from the high school pupils of California, Illinois, Xew Jersey, and Wisconsin, who were not separated from the general enrollment. The estimate of 100,000 in public high schools in 1.S70 is ampl> justified, but no one can tell what to deduct for elementary work in private schools of that year. In ISSO there was a failure to publish full returns. The following table, outlining available returns for 50 years covering secondary work, emphasizes two points: (1) continuous changes in conditions and in the use of terms preclude close comparisons for different decades; (2) the facts recorded for schools are stdl so diverse and the care of records is so variable that no grouping of essential items into an accurate national summary for a current year is yet jiossible: APi'ROXlJlATE KEI.ATIVE SlX:oXDARY ENR(1LLMENT AND POPULATION: 1K40-1890. YEARS. Population . 1840 17, 069. 45;! 1850 23,191,876 1860 31, 443, 321 1870 38, 558, 371 1880 .50, 155, 783 1890 62, 622, 250 { Approximate soconilary enroUmeut. Afiulomies iind grammar srhools 164, 159 Academies and oilier acbnols Jdl, 362 Academies and otlur schools -' 465, 023 Academics, diiy and boarding schools -- a726, 688 Not published. Private 29C, '24o, Public :;i].095^ 607,340 a The 100,000 evidently in public liigli schools offset more or less fully the elementary pujiils in 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 forei.gn 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, 3,78.") boys, 10,210 girls; graduates, 1890, 305 boys, 784 girls; graduates of high schools of the state since their organization, 8,115 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, Missonri, 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 nurch debate. In its favor are urged convenience, the better revelation of a pupil's knowledge in 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 irniversity through any failure of a certificated pupil to maintain 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 ontgrown the powers of any young man to j)repare to answer any set of random questions over its whole range, and as a suggestion of courses that may advantageously occupy oue's reading time for an extended period. The schemes of these institutions indicate as much as two year's in advance upon what authors the apiilicant will be questioned. The indirect influence of these announcements and of the publication of the questions used for admission has been recognized as an important jjower 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 tho.se not identified with them as resident students. In California the schools whose certificates are received at the state university in lieu of ai;i entrance examination are called accredited schools, and may be either public or private. In Illinois and Tennessee they are also termed accredited; in Indiana, commissioned; in Iowa, accepted; in IMissouri, 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 a^ high schools, but with hopeful prospects of growth to a higher class. Nebraska recognizes the different conditions of strong aud 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, uotwithstanding the incipient ])resentation of algebra to some elementary scholars. We may add the students in two mathematical studies as different i)ersoos, 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 organization, municipal relations, and range of studies. The forest regions^f northern New England and New York, the great manufacturing interests of southern 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 sufficient to produce great local variations in the needs and the work of the public schools. The variations growing out of natural and industrial conditions are considerably increased by the differences in the usages by which the people in the several states have adjusted the relations between personal and municipal effort. These remarks will ai)ply to the whole union, but there has grown up a popular impression that the term high school represents nearly the same conditions anywhere, but above all in the northeastern part of the country. It is impracticable to give very definite statements as to the number of pupils in secondary schools as distinguished from those of elementary rank. In some cases it is not easy to sepai ate the secondary pupils from those of superior rank. An attempt has been made to give a series of tables that shall be suggestive of the relative character of the work in the public schools, at the same time indicating the kind of reports available to any one who wishes to judge of the value of the present tables and the conditions which one who attempts to make better tables iu the future must consider. NORTH ATLANTIC DIVISION. Maine api^ears to include elementary work in the high school, though securing something of the old time maturity of pupils, still exalting the value of the winter's school in busy rural communities (average annual duration of high school, 25 weeks). Maine has in high schools 15,299, without distinction of sex, including 5,936 in mathematics above arithmetic, and 1,029 common school teachers. Iu New Hampshire 7,084, without distinction of sex, are reported studying higher branches; 1,421 male and 1,S62 female students are reported in jjublic schools of a higher grade. In Vermont 2,432 scholars are reported in high schools, sex not given; 737 are recorded as studying Latin. In Massachusetts the high schools are to a great extent preparatory to the colleges, and the schools rank well as secondary schools. The returns are imperfect in regard to the sex of the pupils, but the total number reported is 25,317. Iu Ehode Island the cities and large towns maintain high schools of a generally advanced secondary character, but their enrollment is not separately shown iu the state report. The census figures, as far as definite, are from individual reports. In Connecticut 27 high schools were reported, but the number of high school pupils does not appear in the state report; so far as definitely secured it has been through local reports. In New York the board of regents exercises effective influence upon the character of both private and pul.Iic schools through its system of inspection and examinations, by which certain allotments of public money aie available to either public or private schools, often on sectarian foundations, according to the number of students n certain courses aud the number who pass certain examinations. The institutions recognized by the l)oard of regents are not reported in such form that a ready discrimination can be made between those which are to he counted as private schools and those which are a part of the public free school system, nor does the report discriminate the sex of students. The cities and large towns of Pennsylvania and New Jersey maintain high schools with local variations iu the range of studies pursued, but the high school enrollment is not shown in either state report. The local reports obtained by the census in these states are but suggestive ol' the total number of secondary pupils. SOUTH ATLANTIC DIVISION. Maryland has — III high schools aud colleges of Baltimore _ 1 Ogg Outside of Baltimore: Studying algebra 4, 862 Studying geometry 193^ ^ total apjiaront secondary enrollment 7 jjgg Maryland stands relatively high in secondary education. In the grammar schools of the city of Baltimore boys study algebra through quadratics and girls begin algebra, in addition to those given above for the state. The eastern shore of Maryland, comprising 9 counties whose whites are of almost purely English descent, hardly affected by the tide of modern immigration, with numerous academies, deserves fuller description of its remarkable INS^riTUTIONS. 29 educational, moral, aud social coiiditious than caii be given here. Suffice it to say thatLere is a population — total, 18-1:,097; white, 125,284; colored, 68,813 — for many years standing nearly stationary in number, of honaogeneous character, essentially rural, having no aggregations so large as 5,000 people, rising above the state at large in the ratio of secondary pupils in the puldic schools. The academies of Maryland were established in every county years before the existence of tlie state public school system. Some have been converted into high schools and placed under the control of the boards of county school commissioners. The rest are governed by boards of trustees Avhich are perpetual, the boards filling ^'acan(■ies by election. These clearly belong under the head of secondary education, as the ancient languages and higher mathematics are taught to all the students. They receive donations from the state, and report annually to the state board of education. This explanation by the state superintendent of public instruction makes it clear beyond question that pai't of the academies have become public high schools. It is also clear that the government of the othei- acsademies is in the hands of private corporations, although theii* partial support by the state leads some to call them xmblic. This illustrates specifically a difficulty experienced in many of the states in properly determining whether a school is to be classed as jirivate or as public. The small state of Delaware has but few pnbli(t secondary schools, and the number of pupils has been partially obtained through individual reports. The high schools of the two races in the District of Columbia, of which the city of Washington is the principal part, are ranked as secondary schools. The number of pupils in each high school is embodied in the printed report of the schools of the district. In Virginia there are reported 8,122 white and 1,002 colored pujoils studying higher branches in the iiublic schools, or a total of 9,124. In "West Virginia there are reported 72 studying geometry, 1,623 studying algebra, or a total of 1^695 outside the principal cities. Accurate rexiorts from the whole state would probably exceed the estiiimte here given for secondary studies. In North Carolina the number reported in public secondary schools is relatively small, since it is only by special authority of the boards that the higher branches are taught, and the combination of public and private schools takes such a form that most of the secondary instruction falls under private tuition. For South Carolina 7,210, without distinction of race or sex, are' given in the state report as studying the higher branches in the public schools. In Greorgia there are 22 public high schools, mainly in cities and districts under special laws, the use of public money in other cases being restricted by the state constitution to elementary instruction. The reports from the public secondary schools were not wholly obtainable in a separate form. The sparse population of Florida has but few points of concentrated strength to maintain public secondary schools, and of those knowledge has been gained mainly through individual reports. NORTH CENTRAL DIVISION. The Korth Central division, by reason of its wealth of natural resources and the inauguration of school endowments in the first disposal of the public land, coming into active effort just as the experience of the Atlantic states indicated the most profitable directions for exertion, has with its present density of population the most favorable conditions educationally of any great geographical division. The states are more fully noted separately. Oliio, with well defined organization, appears to make high school and secondary school proi^erly interchangeable terms. Out of a population of 3,672,316, Ohio has in public high schools, according to the state report, boys, 16,051; girls, 20,441; a total of 36,492. Of these there are studying algebra, 25,839; studying geometry, 6,919; studying trigonometry, 1,324; studying algebra or higher mathematics, 34,082. It is quite possible that 1 in 18 of the high school enrollment would properly be counted as a secondary pupil who was not at the time engaged in any one of the studies used as a test. This would closely indicate the character of the studies of the high school pupils. According to the same report there were 10,619 studying Latin, or over 29 per cent of those in high schools. The highest work at public charge in Cincinnati will rank with superior work, as it does more or less steadily in some other cities. It is quite a common custom in Ohio for colleges to admit students from schools of assured standing without examination. In Indiana there is a minimum course for commissioned high schools, of which there were 109 in 1890. This course comprises algebra, geometry, and Latin or German. The connection between high schools and the higher state institutions is well defined, each school of the proper standing being recognized by a commission of the following form : STATE OF INDIANA — HIGH SCHOOL COM:M1S.sION. This certifies that , superintendent of the graded schools of tbe , is authorized Ijy the stati- hoard of education to certify students of the high school department of said school for admission to the Indiana University, Purdue University, and the State Normal School, in accordance with the requirements of the said several institutions. Department of Public Instruction, Indianapolis, , 18 — . For board of education. . President. [SEAL.] , Secretary. 30 EDUCATION. Although the state report is very complete as to the character of tlie work and lej-ardiiig- many details, even giving the schools and the teachers iu charge by name, the statistics of enrollment are left to be sought from other sources, and no close accuracy is claimed for the figures here submitted. In Illinois there were 6,262 males, 11,349 females, total, 17,611, in 208 high schools, of which 58 were recognized as fitting schools by the state university, and a few also by the University of Michigan. In Michigan the university and the state jiormal school admit graduates of the high schools without examination, and the stimulating influence of the university upon the local high schools has been very great, even raising a question whether weak communities with very small classes may not have been induced to undertake an undue amount of work. The university extends its recognition of schools doing satisfactory preparatory work to schools iu other states. The high schools on the authorized list in Michigan rank high, and their students iu 1890 were 16,908. Unfortunately, they were not discriminated by sex iu the report. In Wisconsin, as in Michigan, the state university exercises a direct influence upon high schools, which are supervised by a special officer of the state. The number reported stvidyiug Latin and Greek was 1,520. The number used in the census tables for public secondary pupils is largely based on individual re^jorts. In Minnesota the state board of education has a supervision of the high schools which it recognizes iu three classes: those in the first class sustaining full preparatory classes to the state university; those in the second class similar, but not so well equi]pped as those iji the first class; those of the third class, of advanced scholarship and equipment, not having attained such stability and efficiency as to entitle them to fuller recognition, but regarded as hopeful candidates for the second and the first classes. Ui^on the certificates from these schools the students are admitted to the normal school, the colleges, and universities, with credit for the work certified by the local high school. There were 14 first class, 21 second class, and 29 third class schools. A special grant of $400 was made by the state to each. There were 3,665 pupils enrolled in these schools, besides 2,274 in the high schools of the two large cities. There were admitted upon high school certificates 410 to the university and 509 to the normal schools. There were in the state high schools, as these recognized high schools are called, aside from the great cities, 2,111 studying algebra, 964 studying geometry, more than 1,000 studying Latin, about 300 studying German, and a small number studying Greek. By means of the state supervision the high schools of Minnesota have a well defined position, and there is a pliability in the requirements for recognition that gives due credit to the best efforts of feeble communities. Minnesota, like Ohio, apiiears to make high school and secondary school properly interchangeable terms. In the Dakotas the number of pupils studying algebra and geometry outside the independent districts is reported. These independent districts include the largest and strongest schools, ready to certify their graduates to the universities. In the counties of North Dakota there are rej)orted studying algebra 336, geometry 146, or a total of 482. In South Dakota there are reported in the counties 419 studying algebra, 104 studying geometry; total, 523. In Korth Dakota there are 4,722 scholars in the independent districts. In South Dakota there are 11,843 scholars iu the independent districts. The schools of the Dakotas have been better equipped with maps, charts, and apparatus than many in older states, so that while the great changes that took jjlace in certain counties led even to the closing of schools and the practical abandonment of some schoolhouses, the number of scholars pursuing advanced studies may have been greater than that estimated iu the lable. In Nebraska there has been a provision for several years for admitting students to the state university in a major course, which it was supposed could be anticipated in the stronger districts, and in a minor course to accommodate those districts too weak to maintain classes to the other standard. Early in 1890 measures were adopted strengthening and ad-»taucing the standards for both courses. A similarity of plan to that in Minnesota will be evident. Nebraska reports 17 schools with the major course and 15 with the minor coui'se, to which some addition is evidently to be made for those which do like work, but have not gone through the formalities for official recognition. There were reported iu all public high schools 6,170 pupils, a number swollen in this report by secondary pupils in state institutions. In Kansas 8,030 pupils are reported in high .schools, 41 scliools are accredited with preparhig students for the freshman class of the university, and 30 schools additional as nearly completing that preparation. During 1890 the leading educators in Iowa took steps to bring the high schools and the higher institutions, especially the state university, into more intimate relations. It appeared that there were 140 high schools iu the state, of which 88 maintained a 4 years' course and 50 a 3 years' course. Latin was taught in 115 of the schools. It also appeared that 60 members out of a freshman class of 88 in the university were fitted in the high schools, part of them being admitted under conditions. Keturns for the fall term of 1890 showed 5,161 boys, 8,053 girls a total of 13,214, enrolled in the i)ublic high schools of Iowa. In Missouri there are about 20 city high schools upon the accredited list of the university, l)ut the number of pupils in these schools is not separately sliown in the state report. High schools reach increasing numbers of pupils in these states, not all having the zeal of those who had only rougher opportunities. Before St. Louis or Chicago had high schools, isolated pupils in the Missouri woods were fitting for college and algebra was studied in country districts of the Rock river valley, where bearded pupils no longer maintain debating societies and where city enticements for youth longing after learning or wages leave scant material for even elementary schools. INSTITUTIONS. 31 SOUTH CENTRAL DIVISION. The South Central is, in a general way, like the >Soutli Atlantic division educationally. A.s elsewhere noted, Tennessee has*i long record of elementary public education; Texas, a great development connected with her laud grant endowment and her material growth, and public secondary instruction assumes a more prominent place in all the states year by yeai'. The large cities of this geographical division have generally secondary classes or departments in their public schools, but the general tendency of the states is to spend public money for elementary education, leaving secondary education more to the support of private resources. In states without large cities the growth of public school organizations is not so well defined, especially for secondary work, private arrangements and public aid mingling to a great degree. The conditions in Kentucky vary greatly between her most prosperous counties and those with less material advantages. Some 12 cities take charge of their schools and in some other places advanced classes are organized, but the principal tuition for public money is elementary. A superintendent reports that there were several private schools taught in the county, which contains 6 academies holding continuous sessions of 10 months each year, and that the schools are taught in connection with the public school for ."> mouths. In the state at large jjrivate provision is more prominent for secondary instruction, there being nearly 100 private academies and high schools. The state report does not show the attendance at these schools. In Tennessee the university begins to exercise a direct influence upon the public schools, but the line of seiiaration between public and private schools is somewhat indefinite. There has been recently a very rapid change of the old academies and private schools into public schools, and some of the schools still maintaiji a double character. Some of the difficulties in obtaining accurate statistics are indicated in the statements by county superintendents. One says that his report of the institutions other than public schools includes only such schools as were wholly private throughout the year, and that in addition to these about 40 "subscription" schools have been taught, employing about 50 teachers, in session from 3 to 5 mouths, and reaching an enrollment of not less than 1,700 pupils. In another county the superintendent says: "Our people have private schools taught in many school districts where they have not money sufi&cient to have a public school". Another superintendent reports the donation of a school building called a college, and capable of seating 800 pupils, evidently intended as the expression of one individual in behalf of public education. A summary of the general situation is fairly presented by the superintendent of an important county, who is pleased to announce the gradual but constant advance of the public schools in efficiency and usefulness, and the appreciation of the people, who now realize that these schools are their only dependence for their children at home. Private schools are not now attempted at all (in this county), except in 5 or 6 towns where academies are conducted by private enterprise. The public schools are consolidated with these academies, and the principals continue the remainder of the year on their own account after the public fund is exhausted. The announcement of a high school in Tennessee says : The school will continue for a period of 10 months » * * ; tuition first grade * ' ' $5 * * ' ; second grade ' ' '■ $7.50 » * * ; third grade * » » algebra * » » Latin, $10 per session "* * * . All pupils enrolled as free school pupils at this school will be admitted free during the free term. , In Mississippi it is evident that there is great growth in public school organization. It is not so easy to give the conditions by figures as in some other states, but a multitude of instances can be cited to illustrate every statement made in this connection. This is the more important because the conditions which are plainly clear in the report for Mississippi for the two years ending in 1891 are to a greater or less degree illustrated in nearly every state south of the Ohio river. The public school branches as taught under the general state law are essentially confined to the elementary English studies. The county is the unit of administration, but the larger towns can assume the entire control of their schools. The country school under the present constitution will be maintained with public funds a minimum of 4 months. The schools of the independent districts are maintained for 8 to 10 months, as a rule, and many schools under the general law have their terms extended by other than public funds. There are in the state 220 high schools and 43 schools in separate districts. A very small number of these high schools appear to be purely private, working without any aid from public funds. Many of them, however, receive the public money partly by teaching a free term while the money lasts, partly by crediting upon the tuition bills the money which would be apportioned to each scholar from the public fund. Some of the high schools are to be considered as wholly public schools, and yet the private element enters so largely into the maintenance of education that it would be tedious to separate clearly the public high schools from those of mixed support or of a private character. Even where the tuition in the common branches is wholly free, a fee is charged oftentimes for instruction in the advanced studies. Furthermore, the school property is to a very large extent in the hands of ])rivate individuals. In some counties with a large number of schools not a single schoolhouse is owned by the county, and even where the deed has been made it often occurs that it is of a limited character, providing that the property shall revert to the previous owner when it ceases to be used for school purposes. Some of the higher schools have valuable properties, embracing considerable tracts of land, and maintain boarding establishments. 32 EDUCATION. There are many students in the state in the advanced mathematics and languages, but it would be extremely difficult to determine tlie correctness of an assignment of these scholars to public and private schools respectively; In the words of one county superintendent, the high school is the link that binds the public school to the college. Local taxation is hardly of aid outside the separate districts. The state fund is used almost wholly for the payment of teachers, and each neighborhood is expected to provide a house for the school. It so occurs that any building that can be utilized is likely to be a schoolhouse, and as the school is in many cases located by the temporary preferences of the community and the climate is mild, very cheap structures are made to suffice. The negro churches are very largely utilized for schools; in some instances the Alliance buildings appear as schoolhouses. A peculiar danger is noted as pertaining to these cheap structures in the pine woods, namely, their liability to destruction by forest fires. i A specific example will verify various statements already made. The case selected illustrates the current interest in education and the present modes of its administration. The high school was established in 1889 and chartered in 1890. The expenses accruing from the erection of the building, purchase of furniture and equipments, were all defrayed by private contributions by the citizens of the vicinity. The building is located on a 6 acre lot. It can at present accommodate 75 boarders. The school has no public endowment fund. It is managed by a board of directors, which is a permanent corporate body having power to increase or diminish the number and fill all vacancies that may occur. It is not under the auspices of any religious denomination. The directors employ a piincipal annually at a salary of $1,000 per sessioa, and designate the salaries of the assistants who are emi^loyed by the principal. The sessions consist of a public term of 4 months and a private term of •) months. This school envQlled 112 scholars in 1890. A similar school of like age has 4 acres, takes boarders, is open 10 months in the year. During 4 mouths public term pupils are charged full tuition and credited with their share of the public fund. Pupils are prepared for the state university. The enrollment in this school is, local pupils, 127 ; boarders, 25; total attendance, 152. These are but typical instances that might bo many times multiplied in Mississippi, and to a greater or less extent in the adjacent states. The conditions in Alabama are iu general similar to those in Mississippi, but they are not as well shown in public reports. The cities of Louisiana have secondary departments, but the conditions of a lowland country are less favorable for the maintenance of secondary schools away from the principal cities than in states with more highland homes. There has been a great development of public school work in Arkansas, and some of it assumes a secondary character, though large portions of the state are very backward with any account even of their elementary work. Texas is the only one of all this division that makes a state report definitely representing any studies by which the standing of the work can be judged. With a population of 2,23"),523, the report shows in high schools distinctively organized 1,113 white boys and 1,510 white girls; outside of high schools, studying algebra, 19,459 white and 2,609 colored pupils; studying geometery, 7,203 white and 263 colored; making the apparent secondary pupils aggregate 32^157. The number of schools organized as secondary or high schools is very small, but there is much individual liberty, and pupils are not held back from algebra and geometry as in the highly graded schools of some other regions. The at-curacy of the figures has been confirmed in a general way by the county returns. Nor need the figures seem so astounding when it is noted that this gives Texas but little more than one-half the ratio of secondary public school pupils claimed by Maine, and when we reflect that the border Texas whose admission to our union is associated in memory with the war with Mexico has been lost iu a most wonderful development of new conditions. In the matter of population alone, if we could imagine that the number remaining the same as now the whole population of Texas of 1880 still lived in its old homes, we should find almost one new person for every two inhabitants of 10 years ago; when now we reflect that for every death and migration a new person must be added to make good the loss, it will be evident tliat it is far within the truth to consider that the present population of Texas is one-third made up of people not in Texas only one decade ago. Tliis indicates possibilities of great radical changes in every material, moral, and social feature. It has largely been a change of progress that warns older states to look well to their co7nparati\e statistics. WKSTER^ DIVISION. In the Western division the schools are modeled on the general basis of those in the North Central division whose overflow formed their social institutions. The condition of secondary education is closely related to the density of population, advanced schools being generally maintained at pubjic expense where there is a population to furnish pupils. The national aid by a land grant system gave even more united impetus to schools than in most of the states along the Mississippi river. The schools of the new cities of the western states have buildings with the latest devices, which make a better appearance to the eye of the traveler than those in the old centers of culture, since they have accumulated little of the mold or rust that gathers about buildings and institutions as they grow old. INSTITUTIONS. 33 111 California the enrollment in high schools and advanced grades is 3,648. The quality is tested by examinations for admission to the state university. In Colorado the number reported enrolled in high schools is 1,733. In this state steps were in progress for a harmonious course of study connecting the high schools and the university in 1890. In Oregon and Washington the larger towns have schools with secondary departments, as do the cities in Idaho, Montana. Wyoming, and in a less degree the territories of the great plateau. Xevada is shrinking in its social power. For none but California and Colorado are the state reports suggestive of the number of secondary pupils. ELBMEFTAEY SCHOOLS. The great mass of schools of the country are elementary. The text books are of the highest value if we accept the advertisements of interested authors, publishers, and agents. In the light turned on them by rivals their excellences are less conspicuous. The schools are of the utmost efficiency in producing useful citizens, if we accept the self laudation of some superintendents and school boards. In the light of keen eyed criticism their excellences are not so prominent. Criticism from friends who wish to improve the appliances of education and destructive criticism have been especially active in the decade. The general statements as to the condition of education might fairly be repeated for this subordinate group. Two subdivisions of the elementary schools have each a peculiar interest. These are kindergartens and parochial schools. THE KINDEEGAETBN. The kindergarten, or children's garden, obtained the name and a suggestion of quality from Froebel, a German, in whose country it has been maintained by wealth and private benevolence to a limited extent for half a century under government inspection, officially tolerated rather than supported. It is there intended for children below 6 years of age, the legal standard for public education. The true relation of kindergartens to the German public schools has been repeatedly published, both oflicially and unofficially, without dispelling a popular impression that in their establishment here one of the best features of the German public schools is secured. The discussion of kindergarten methods has aided in the improvement of elementary schools. The name, however, is readily made to cover almost any stated gathering of little children, even of a transient sort and in alleys and tenement houses, under the auspices of those laboring for the betterment of low forms of city life. In many cases the term infant school would be more appropriate, if, indeed, the name school is not itself sometimes out of place. Notwithstanding the theoretical popularity of kindergartens in this country and the large place they fl.ll in public addresses and essays, their practical development, including all claiming the name, is very limited. A few cities and towns have departments in the public schools called by the German name ; in a few cities benevolent associations maintain like schools; a considerable number of such schools exist as individual enterprises in different parts of the country, often as attachments to schools for older pupils ; kindergarten departments are maintained as parts of the model schools connected with various institutions for training teachers ; the patient care of young children, for which the educational asylums are noted, goes to the general credit of kindergarten work, even where no direct indebtedness to Froebel, their German originator, is traceable ; but the whole nominal kindergarten work of the country reaches but a small number of children, and thus far has not a very stable character. For example : the superintendent of the public schools of Milwaukee, where 2,753 were enrolled in kindergartens in 1890, says the kindergarten is still an incidental extension of the public schools, and that the first grade is the goal of the child as he enters the kindergarten, and upon a moment's notice that there are vacancies in the next room he marches proudly on to be enrolled with pupils permitted to use pencils, books, and slates. Wisconsin takes children into school at 4 years of age. Were no schools to bear the name except those conforming to Froebel's pattern, the number so grouped would be very small indeed. As authoritatively published, the original iilan was that, where possible, the children were to be much in the open air and were each to cultivate a little garden. The garden is so conspicuously absent in the American reproduction of this form of infant school as to prompt the inquiry why the name should be retained. The founder of kindergartens contemplated the instruction and training of very young children as much by the mothers and the nurses as by other teachers. In France schools somewhat resembling the kindergartens are called Ecoles materuelles, or maternal schools. A playground with a small garden is part of the essential equipment of each. N"early two-fifths of the children between 2 and 6 years of age are registered in these schools, of which about three-fifths are public, aU being under government inspection to insuxe satisfactory conditions for health and training. ED -3 34 EDUCATION. APPARENT WORK OF KINDERGARTENS, AS DERIVED FROM THE REPORTS OF SCHOOLS: CENSUS OF 1890. [This table is merely snggeative. The schools called kindergartens are extremely variable in qnality and stability.) ENKOLLMENT. Grand aggre- gate of pupils. Aggre- gate of public pupils. P rivate. STATES AND TEBBITORIES. Teachers. Pupils. Aggre- gate. White. Colored. 1 Aggre- gate. White. Colored. Male. Female. Female. Total. Male. Female. Total. Male. Female, The TJnited States 38,354 23,754 749 10 736 3 14,600 13,882 6,385 7,497 718 290 428 Korth Atlantic division 14,579 10,784 272 8 264 3,795 3,779 1,712 2,067 16 10 6 Maine 300 46 43 3,699 427 925 1,994 1,500 5,645 754 200 7 6 4 62 14 12 87 31 49 31 7 5 4 62 11 12 86 31 46 30 100 46 43 699 221 199 1,394 448 645 504 98 46 43 697 210 199 1,394 447 645 459 48 22 25 312 99 90 618 223 275 204 50 24 IS ■386 111 109 776 224 370 255 2 2 New Hampshire 1 Vermont Massachnsetts 3,000 206 726 600 1,052 5,000 250 2 11 7 2 Khode Island 3 4 New York 1 New Jersey 1 1 3 1 1 45 16 21 122 257 1 « 15 21 122 257 1 122 232 1 64 105 20 6 14 6 15 58 127 26 10 15 Virginia 1 West Virginia 21 47 1 6 1 6 21 47 21 47 9 12 12 35 North Carolina 270 16 18,179 250 1 1 274 63 39 103 15 16 7 5 9 3 4 4 6 47 39 4 1 1 271 63 39 101 14 16 7 5 !) 3 4 4 li 47 20 16 5,859 20 16 5,503 8 5 2,568 12 11 2,935 Florida * North Central division 12,320 2 1 356 129 227 Ohio . . - 1,021 1,935 2,063 498 3,423 194 1,080 7,164 233 55 56 458 960 20 200 450 250 3,000 1,001 1,735 1,613 248 423 194 80 164 83 55 65 208 860 981 1,435 1,684 245 423 190 80 164 83 55 55 208 630 444 613 767 135 200 95 37 84 41 32 25 95 279 537 822 817 110 223 95 43 80 42 23 30 113 351 20 300 29 3 10 100 14 2 10 200 15 1 1 1 1 Wisconsin 4 3 1 1,000 7,000 150 250 100 230 112 118 - 621 165 39 4 621 165 606 50 226 20 280 30 115 115 55 57 60 58 Alabama Mississippi 100 25 35 14 3,882 100 1 2 1 125 1 2 1 124 25 35 14 3,582 25 35 14 3,511 11 16 6 1,622 14 19 8 1,889 Texas 300 1 71 23 Montana Wyoming 470 24 24 470 445 207 238 25 10 New Mexico 22 11 1 2 1 2 22 11 22 11 8 2 14 9 Utah Nevada Idaho 65 30 3,294 4 3 91 4 3 90 55 30 2,994 55 30 2,948 26 16 1,364 29 15 1,584 - naUfornla 30O ' 46 13 33 INSTITUTIONS. 35 So-called public kindergartens have been maintained in this country for pupils who had outgrown Froebel's conditions for such instruction and the age for ficoles maternelles of France, partly by reason of local legal limitations of the ages at which instruction might be had at public expense. This is notably illustrated in St. Louis, Missouri, where, after gaining very marked popular favor under the leadership of a devoted, generous woman, the kindergartens were taken up as a part of the city schools. The constitution of Missouri prescribes G years as the minimum age for free tuition, and the friends of public tuition to much younger children were greatly surprised by a judicial decision that it was unlawful for children under G years of age to be received in schools maintained by public funds. In this one city, therefore, are some 7,000 children over the Froebel kindergarten age attending schools called kindergartens. In Philadelphia and > in Boston the kindergartens first gained a standing through generous private zeal, and they continue to train children under 6 years of age. St. Louis, Milwaukee, Philadelphia, and Boston are the prominent cities maintaining departments of the public schools called kindergartens. In San Francisco, Denver, Louisville, Chicago, Indianapolis, and Cincinnati free kindergartens are maintained by benevolent associations. The dififlculties of discriminating kindergarten schools from general primary work have been such that the children in kindergartens have been counted with others in the general tables of public and private schools. The preceding table derived from those great groups, as well as practicable, gives a general approximation to the conditions in 1890. The conditions at St. Louis have such national importance as to justify extended quotation from the reports of the president of the school board: In connection with this shortness of the school life of the great majority of the school children should he noted the anomalous relation of the kindergarten system thereto. Until the board was by law prohibited from receiving children under 6 years of age, the great merit of the kindergarten system lay in its rendering practicable an extension of the school life below that age. Now, however, as the board is not permitted to receive children under 6 years of age, the time spent in the kindergarten, if the law is obeyed, necessarily shortens the time which the children of this class can spend in the regular school course. Under the regulations of the board, in schools having kindergartens, a child is not admitted to the first grade primary until 7 years of age, and between 6 and 7 a child is admitted only to a half day session at the kindergarten. In schools not having a kindergarten, children are admitted to primary instruction a half day at the age of 6 years, if there ai'e vacancies after the children of 7 years are accommodated. The obvious aim of these regulations, which were adopted by the board after the decision of the supreme court, is to keep children in the kindergarten, by excluding them from the regular primary instruction, until 7 years of age. Where the school life is shortened by necessity, it is natural that parents should desire their children to enter the regular primary grade as soon as possible, and it is difficult to see upon what theory the board can justify the excluding them therefrom after they have reached the age of 6 years. * * * That the rule of the board and the law of the state are practically nullified in the kindergartens as to the limitations of age is obvious to any casual observer. While I deem this limitation of age unfortunate, under the conditions which prevail in a large city like St. Louis, it is the duty of the board to see that the law is obeyed, and principals and teachers should be instructed in cases of doubt to refer to the official municipal registrations of births, or parents should be obliged to jiroduoe certificates of such registration. [This certificate was made requisite in 1889.] At the same time the board should not deny the right of any child who, being 6 years of age, is enti tied to enter the schools, to enter at once the regular primary grade. In other words, whatever merit there may be in the kindergarten, it should not be used as a means of further shortening the school life which is already shortened by necessity. It is a significant fact that the kindergarten system, despite its universally admitted excellent features, should have made comparatively little progress in connection with the public school system of the country, although its merits have now for many years been familiar to the educational public. The reason is obvious. The public school funds being limited, and the school age being limited also, it is found that all the school funds are required for those who are old enough to commence their regular school life. In other words, the proper place of the kindergarten is for those whose school life is not limited by necessity, or for those who are under the age when they can profitably commence the regular primary grade. AVhatever may be the future policy of the board in this matter, however, many features of the kindergarten system should be permanently retained, by being regularly incorporated in the system of primary instruction. (1888. ) The president of the board said in the following year : The board has not solved the "kindergarten problem", and the anomalous position of the kindergarten system in St. Louis public schools, to which attention was called in the last report, still exists. * * * The board now requires a certificate of date of the child's birth, to be signed by the parents on entering the child, with a view of checking the disposition to evade the constitutional requirement of school age of 6 years. The kindergarten, as introduced in St. Louis, was intended for children who are too young to commence regular school life ; in other words, too young to learn to read. Before the decision of the supreme court, in 1883, prohibiting the board from receiving children under 6 years of age, the kindergartens enabled the board to prolong the child's education by receiving him as early as 4 years of age. Indeed, from 4 to 6 may be said to be the true kindergarten age for "pure kindergartens". The nursery element therefore predominated in the system, as with average children of such age it must necessarily predominate. The history of the system in St. Louis is illumined with the disinterested labors of Miss Blow and the enthusiam of her associates and successors. The sight of happy children is always attractive ; and the conceded merits of the system and natural local pride in its extension to other communities from St. Louis, have made the board reluctant to recognize the imperative consequences of altered conditions. Since 1883 the board has been prohibited from receiving children uuder 6 years of age. Children now enter the kindergarten at an age when formerly they left it. The kindergarten, therefore, is forced into competition with the regular primary school, and children can only be kept in the kindergarten by being kept out of the regular primary. To meet this difficulty, and to keep children out of the primary, so as to sustain the kindergartens, the board enacted a rule in 1883, which is still in force, whereby in schools having kindergartens children are not permitted to enter the regular primary grade until 7 years of age, while in schools not having kindergartens one is permitted to enter at the age of 6. 36 EDUCATION This rule is, in my opinion, against public policy, and of doubtful legality. As human society is now constituted, the learning of the forms of language constitutes the beginning of school education. The kindergarten may be an excellent preparation for this school education, but it is not a substitute for it, and, considering the short school life of the average child in the public schools, it is, in mv opinion, an unwarranted exercise of the power of the board to deuy any child of school age the privilege of beginning his school educatiou. It is urged that the year spent in the kindergarten is of such benefit to the child in developing his reasoning faculties and powers of observation that he advances enough more rapidly, when he enters school, to compensate for the year's delay. This educational proposition is very doubtful at best, and is directly controverted by the observation of some of our most experienced teachers. However this may be, it is properly a question for the parents to decide, at what age, in view of the child's disposition and development, the regular school life should begin; but they should have the right of beginning that school life as soon after the child reaches the legal school age as they deem proper. It is obvious that it is futile for the board to attempt to maintain a "pure kindergarten" when the law excludes children of pure kindergarten age. It can not sustain "infant schools" without infants. The kindergarten in St. Louis is necessarily no longer a "pure kindergarten " in that sense, but it is adapted, or sought to be adapted, to children of more mature age, the educational element being substituted as far as practicable for the "nursery element". Another very serious difficulty embarrasses the board in regard to the kindergarten system. Only about two-thirds of the schools have kindergartens, and less than one-third of the children in the primary grade attend the kindergarten. The hoard is financially unable to extend the system to all the schools. The existing discrimination is upon principle indefensible, since no system of education can properly be introduced or maintained in a public school system the expense of which prevents its being made available to all the children in all the schools. The board is now conducting experiments in 3 schools with a, view of introducing elementary instruction in reading into the kindergartens. If children between 6 and 7 years of age are not permitted to attend the primary school, they certainly should be permitted to learn to read in the kindergarten. The board should, as rapidly as practicable, adopt a system of primary instruction for all the schools, retaining and making available to all the children such features of the kindergarten system as can be made a permanent part of the regular primary instruction of all children of legal school age. This is a duty forced upon the board by conditions which it can not control. Though the "pure kindergarten", for children too young for school, would be relegated to voluntary enterprise and charitable effort — and a grand philanthropic field is open in certain districts of the city — the kindergarten system would render a lasting contribution to the public school system of St. Louis by permanently modifjfing its whole system of primary 'n struction. (1889.) lu 1890 the city of Boston bad been maintaining kindergartens as public institutions about two years, and makes this showing: There are at present 25 kindergartens instructed by 46 teachers. The success of these schools, judged only by the requests for their estahlishment in the different sections in the city, has been unquestionable. These schools are established for the purpose of giving kindergarten instruction to children of 3.5 years of age and upwards. There is one daily session, the afternoon being devoted by the teacher to visiting the families of the districts for the purpose of securing the interest and co-operation of the parents in kindergarten work and of promoting regularity of attendance. The conditions of the kindergarten schools of Philadelphia are not clear from the published report. The requirements in the rules that no " kindergarten shall be maintained by the board where the average attendance, exclusive of the sick, is less than 25 pupils per class for each teacher employed in the kindergarten" is suggestive of a heavier demand upon the teachers than the ideal, especially when taken iu connection with the rule applied to the other schools, that " in ascertaining the average attendance for the monthly reports, the number absent from sickness shall be computed with the number actually present", under which certain primary schools are restricted to 30 pupils to the teacher. Certain contrasts force themselves upon attention. St. Louis excludes from the kindergarten children under 6; Philadelphia excludes those over 6; Boston has a one session kindergarten and keeps the teachers busy the other half of the day among the patrons j St. Louis and Philadelphia have some double session kindergartens, and some teachers teach two sets of pupils in the two halves of the day. The maximum compensation of a kindergarten teacher in Philadelphia is less than the maximum of her sister in other primary schools, and although the maximum is the same as that of a sewing teacher, the sewing teacher starts higher and reaches her maximum with about two years less service. The succeeding extracts indicate well a kind of following which Froebel's work secures in various places: Six kindergartens were established in October, 1888. The leading teacher resigned in a. month on account of inadequate salarv. Pupils, average attendance for the year about 250; age, 5 years and upward. Although, as is customary in all kindergartens, a considerable portion of the time of the pupils is devoted to plays, games, singing, etc., nevertheless commendable progress was made in reading and niunbers, so that it is confidently believed that the pupils who attended with regularity will be able to enter the first grade primary and soon overtake those who entered the same gr.ide a year iu advance of them. The hope has been entertained that the system might be extended to other districts of the city and the number of kindergartens increased the coming year; but all members of the board are not yet fully persuaded of their utility. Therefore it has bi'en decided to continue the experiment with the 6 schools already established, in order to determine more fully and satisfactorily to all members of the board the advantages of the system. — Eoohester, New York, 1889. The kindergarten material which the board so readily furnished was thoroughly appreciated by the little people, as well as bv their teachers, who were thereby enabled to pleasantly bridge the gulf too often existing between home life and early school life. The pupil teachers were led to see the harmony existing between the kindergarten and primary school, and a, desire was inculcated to learn of the designs and benefits of manual trai»ung,~Principal of Training School, Saratoga Springs, New York, 1889. INSTITUTIONS. 37 The following extract fairly indicates practical difficulties as tliey appear to some who appreciate the aim of Froebel : Had we teaqhers trained iu kindcigarteu work it would be perfectly feasible to start kindergarten classes at once iu several schools in the older part of the city. * • ' The only real obstacle in the way of this is the diflculty of finding trained kindergarten teachers. To place kindergarten classes under untrained teachers would be worse than useless. I would respectfully recommend, therefore, that two kindergarten classes be established in the training school, and that salaries sufficiently high be paid to obtain the best two kindergarten teachers in the country.— Brooklyn, New York, 1890. The following statement in the report of the superintendent of schools of Paterson, New Jersey, to the state superintendent, 1890, would apply to a large part of the work done in the name of kindergarten : We now have several partial kindergarten classes in the schools. PAROCHIAL SCHOOLS. Training iu religion is a strong demand among some of the most earnest supporters of the public school system, conspicuous among whom are the Hebrews, who maintain special schools in several of the large cities, often requiring as a condition of admission regular attendance in the public schools. The schools of those organized in some cities under the name Jewish, in others under the name Hebrew, formed of public school pupils, confirmation and catechetic'al classes of the Catholics, Lutherans, and others occupying only Saturdays, Sundays, and extra school hours, have intentionally been omitted from the general table of school enrollment, since the pupils are already counted elsewhere. The enrollment in parochial schools has been made a census inquiry for the first time. Including the parochial schools, the religious idea is the mainspring of the greater part of private school organization, parochial being the term used for elementary schools with religion as a prominent motive, supported by local congregations. It is not easy to make a close distinction between parochial schools and those of like motive, but supported on a broader basis or doing more advanced work, especially as the work of a given school may change from year to year. There are 4 communions whose possible parochial schools aie for convenience classed among the general private schools: (1) the Church of Jesus Christ of Latter-day Saints, popularly called Mormons, whose schools contain 5,092 pupils, the elementary pupils corresponding closely to the parochial pupils in other cases; (2; the Orthodox Greek Church, with missionary schools in Alaska; (3) 63 pupils are in schools reporting themselves as German Methodist parochial ; (4) 20 are reported as Unitarian parochial pupils. It has occurred that schools reported in church yearbooks as parochial are reported by those in immediate charge as public schools, and so affect the census summary adversely as compared with the ecclesiastical summaries. Occasionally the parochial school seems really to have given way to a public school, but the proper explanation often appears to be that in a community essentially unanimous in religious faith there has been no objection to religious instruction, especially if attendance on the same has been optional and out of legal school hours, so that a distinctive parochial organization has not been maintained. Instances of public schools, called by some authorities parochial, have been reported from Connecticut, Pennsylvania, Ohio, Indiana, Illinois, Iowa, New Mexico, Texas, Georgia, and Florida. In the various states the same building is often used as a church and a public schoolhouse. It seems safe to estimate that at least one-half of the children iu the Latheran parochial schools, besides many in Catholic schools, also attend public schools" during the year. It is impossible in the present condition ol' school records in the country at large to determine on the one hand the loss by imperfect records, or on the other hand the undue gain by repeated enrollment. Tlie following extracts from letters dated in different states substantiate the statement of difficulty of classification, as well as to the freedom of local action, when the community is essentially unanimous: ' * * , March 20, 1891. Dear Sir: The school about which you have been making inquiries is a public one, and i.s recorded as such in ' ' ^ the cai)ital of the county. It is mentioned in Hoffmann's and Sadlier's directories as a parochial school, which purpose it serves, as the indinieuts of the Catholic faith are taught there outside the school hours. There are on the rolls » » • children, taught by one female teacher, who is paid from the public fund. "^ - ' Yours, truly, » - » * * • , March 16, 1891. Dear Sir: The reason of my not giving you the information asked for in previous communications is that our school is a public school taught by Franciscan sisters, and I presumed you would get the desired information elsewhere. The school is supported by public funds and private church funds, and is known as * * * district » * » Very truly, ' * . ' ' ' , Mav 28, 1891. Dear Sir: In answer to your inquiries of May 12, 1891, as to the correctness of the classification of the schools at * ' ' and " * as parochial schools, I will say that the directories of Messrs. Hoffmann and Sadlier are correct in so far as these schools (except » ' » ^ are under the direction and care of the Franciscan fathers. 38 EDUCATION. But as these schools draw the school fnnd, and are free and open for children of every denomination and creed, and, flirthermore, as the county superintendent of schools examines these teachers, visits and superin tends these schools the same as any other public school under his control, I believe that they are and can be classified as public schools with equal propriety and fairness. I remain, yours, respectfully, . » . _ * * • , March 11, 1891. Dear Sib: Onr school is a district school, but a Catholic district, since the whole settlement is Catholic. Therefore, by the permission of the Catholic directors, Catholic instruction also is given, besides the other branches that are taught in every public school. * » * Very respectfully, • « » * ' * , September 9, 1890. Dear Sir: The inclosed » » » schools include 3 different buildings, 1 in * * * , which is owned by the church, but rented to the school board for a nominal sum ($1 a year) ; another is in * ♦ * , which is public school property ; the other * * * in * * * . These schools are taught by the sisters of * * * , who have teachers' certificates from the county superintendent, and comply in all respects with the school laws, and receive the monthly salary from tlie school board. The school term is 6 months. After the public term is over the sisters teach a free school. The same course of instruction is continued, with the exception of half an hour's religious instruction to the Catholic children either at the opening or close of school. The Protestant children are not expected to attend the religious instruction. This arrangement works very well. It relieves the Catholics of the great burden of supporting Catholic schools, since during the private term the children receive religious instruction, and the rights of the Protestant children, who are far in the minority, are not interfered with in the least. It is to be hoped that the more conservative and temperate of all Christians will come together and solve the problem of the "school question" by some arrangement in which our children will be taught the knowledge of God — ^tbat the heart will be trained as well as the mind. With « « * ^ and many other thinking minds in the church, I should much prefer to see the Protestant worship taught in the school where the majority were of that faith than no religion at all. Forced attendance of children not of that faith would be criminal. Very respectfully, * « « _ * * * , March 17, 1891. Dear Sir: We have in onr school * • * sisters as teachers. The school is under the management of the couniy and township officials; teachers' salary and expenses paid out of the public fdnd. Building and grounds are church property. On paper it may be considered a public school, but it is in fact a parochial school. All the citizens are Catholics. Very respectfully, yours truly, . » « _ * * » , March 11, 1891. Dear Sir: In reply to your inquiry of the 6th instant, I wish to state that the school for white children is taught by 1 male teacher and 3 * * * sisters ; number of pupils, about 200 ; the school for colored children taught by 1 » • * sister; number of pupils, 35. The latter is at the same time a district school, i. e., paid by the same, the public school laws of the state being therein observed to the letter. Very respectfully, * . » _ The number given for children in Lutheran parochial schools would be much greater if pains had not been taken to avoid duplication of those already counted in public schools, although it is probable that considerable duplication stiU remains. Many of the parochial schools are but for a few weeks of the year, and are really additions to the opportunities of the public school terms and not in conflict with them. The following extracts &om Lutheran letters might be multiplied indefinitely: (a) Pupils attend public schools 9 months of the year. (6) The children go to common schools also. (c) Our children are enrolled and attend to common school, so the congregations have between 4 and 6 weeks' school in each Bchoolhonse when there is no common school, and we then, as you see, instruct only in religion and reading in Norwegian language. Of a parochial school of 22 weeks it was stated : (d) All these children (309) attend the common district schools. (e) Pupils attend the regular common public c^hool the rest of its term. A school of 40 pupils depends on the public school for all branches except religion, reading, writing, and Bible history, reporting: (/) This school is not in session when there is a public school. The following information was on a report covering 3 Lutheran schools: The schools are parochial in the forenoon and public in the afternoon. Thousands of children that attend accessible public schools are gathered in parochial schools in the weeks when public schools are closed. The effect of the duplication, which influences the statistics of every state where parochial schools have a large enrollment, is probably greatest in Wisconsin, but it has a weight of especial consequence in those states from Pennsylvania to Kansas, and northward, in which there is a large per cent of population having a German or a Scandinavian origin, INSTITUTIONS. 89 The undetermined amount of duplication in adding public, private, and parochial enrollment for a total enrollment would be greatly increased if the catechetical classes doing only religious work without conflicting with other school attendance were also included. For example, the German Presbyterians have a number of catechetical classes, called together on Saturdays or other days not occupied by the public schools, which are not included in the statement of parochial schools. There are schools in many states in neighborhoods where some special religious faith is dominant and the patrons are content or even anxious to have this faith manifest in the schoolhouse. One observing especially the religious element will call a school parochial, while it may be officially a public school maintained by public funds under officers chosen by the patrons in their municipal capacity. The Eleventh Census came in a period of peculiarly intense and sensitive feeling regarding religious instruction In public institutions. Marked manifestations of this feeling have attracted general attention, though some have considered them temporary and due to local causes. Numerous special institutions are maintained for instruction in theology. Missionary and education societies in most of the great religious bodies look after the training of remote negTo, Indian, and white children, contracting to give instruction for the state and utilizing appropriations from national and state treasuries with general readiness. When the question of religion in daily elementary instruction bears upon the citizen's own neighborhood, sharply defined differences of view develop, though some are indifferent to the religious question. Jews and many Christians look to the state for so-called secular instruction, and to the church to extend the rehgious training of home. The Hebrews have strong educational organizations in great cities, maintaining some technical schools, and to an extent requiring attendance at the public schools as a prerequisite for admission to the Jewish schools. Part of their work has been interpreted' by some as kindred to parochial schools. The following extract from the letter of a prominent Jewish authority, corroborated by similar letters from other cities, explains the attitude of the Jewish educational organizations : * * * , May 1, 1891. Dear Sib: * * * As to inquiries contained in your letter, I beg to state the following : Our school hours do in no way conflict with attendance at the public schools, the sessions being held on Saturday and Sunday mornings for the instruction of the religious branches of our curriculum, and on Monday and Thursday afternoons, after the olosiug of the public schools, for the German branches. The attendance at the weekly sessions is not obligatory. The first article of " Eules governing the religious school of the * * * congregation * * . « • • » reads : " Pupils to be admitted must be over 8 years old, and able to read ordinary English ''. •' Attendance at the public schools on the part of our pupils, and, for that matter, of the pupils of all the Jewish congregational schools here and throughout the country, is everywhere a conditio sine qua non. Statistical investigations would bear me out in the assertion that the lists of the public schools show a certain percentage of Israelite children who are attending public schools, but do not at the same time, or at least not regularly, attend to their religious schools, but not the opposite. It is a well known fact that the Israelites all over the world, wherever they enjoy the right, and opportunity is offered to them, do not need any urging or compulsion, but, as a rule, are always ready and anxious to procure for their children the advantage of public education. I may also add that statistical comparison would show a smaller percentage of illiteracy amongst the Israelites than amongst any other denomination. Very respectfully, A * » . The Sunday school partly satisfies the demand for elementary religious training by the churcn, but very large numbers of Christian people regard it as inadequate. Some strong supporters of the common schools, demanding additional definite religious instruction, are content to have the children called together in confirmation classes, or brief parochial schools, at hours or on days or in weeks that will not interfere with attendance at public schools. Others desire to have religious instruction united with intellectual training and physical development in all school life. On this view are based permanent parochial schools, diocesan schools, synodical schools, and private schools under church auspices. Parochial schools, for the first time distinctively noted in the national census, now closely equal all other private schools, for which latter the religious idea is also the strongest motive. The northwestern states were deeply agitated in the census year by the parochial school question, centering in Wisconsin, and national results are already manifest from the heated contest. A decision of the supreme court of Wisconsin, published early in 1890, treated the King James version of th^ Bible as a sectarian book, and granted a mandamus against a district to discontinue its use. A Nevada decision had been adverse to the Catholic version. The sacred books of other faiths are liable to a like judgment. There i.s a movement to secure an amendment to the national constitution prohibiting appropriations of public money for sectarian uses. The adherents of a form of faith often constitute whole districts, and their teachers, when of the same faith, conduct religious exercises in the school without offense to the patrons, greatly increasing the popular estimate of the strength of certain church organizations. In illustration we may take the Mormons. The secretary of the churcli board of education made a detailed statement, showing 96 teachers and 5,092 pupils in the church schools — small numbers to those who have counted public schools, with 33,115 pupils of Mormon parentage and 583 Mormon teachers in Utah alone, as church schools. On a broader scale the same applies to schools known by other names, The school is permanent, its daily exercises 40 EDUCATION. suit the present patrons, and -n-hen "Gentiles" or other dissenters from the dominant faith make a change in the patronage, religious exercises undergo more or less modification or are omitted. In Utah the teachers are officially reported as Mormon and non-Mormon, and the pupils as of Mormon parents and non Mormon parents. The Mormon teachers were nearly 7 to 1 of the non-Mormon, the children nearly 6 of Mormon parentage to 1 of non-Mormon parentage. Where whole communities are of one faith it is inevitable that a bias toward that faith will raise but little objection, if, in fact, it is not sought in the teacher. Xo board cares to hire a teacher to tear down the beliefs which its own members cherish. The reports of the ceusus year indicate that a constitutional amendment forbidding appropriations of public money to sectarian schools, combined with decisions that Bibles are sectarian books, would produce effects not yet measured. Enormous additions must be forthcoming from private sources in the relinquishment of public moneys if religious exercises are retained, or a change in numerous schools must be made if the public aid is continued, whether in the extremes of the country or at the seat of government. It is not easy to fix an absolute line of distinction between parochial schools and those of a higher rank under denominational control. The Census Office has not classed as many in parochial schools of West Virginia as the state superintendent, although its total of private and jjarochial pupils indicates a difference of grouping rather than an omission. The report of the board of education of Massachusetts for 1891 includes convents, asylums, and academies among parochial schools. The religious bodies maintaining the schools generally make a distinction between their elementary schools maintained by congregations and those of more advanced character or with a wider basis of support, although some parochial schools are conducted in connection with convents or asylums. In Iowa there are 15 Protestant Episcopal choir schools, in which 473 boys, of whom 12 are colored, and 54 girls, of whom 12 are colored, are taught music by 18 male and 10 female teachers. These are not included in the tables. » The ecclesiastical authorities of the great religious bodies which maintain parochial schools have been cordial and assiduous in their efforts to aid the Census Office, and they are to be ranked by the number of their schools and pupils rather than by any other order of precedence in the obligations of this office for their aid. DENOMINATIONAL SCHOOLS OTHER THAN PAEOCHIAL. There is a difficulty in tabulating schools as denominational from their own retttrns. It frequently occurs that the general influences surrounding a school are strongly denominational, while yet the teacher is left to his own resources without any formal recognition as a sectarian. His report may be strictly true in representing the school as under the control of Baptists, Methodists, Presbyterians, or others, as the case may be, when he himself and the prominent supporters of his school are connected with the church named, while yet his school would not be reported in the official yearbook as a church school. There is a liability to error, therefore, in classifying a school as denominational that is simply a private school under charge of church members, and there is a related liability to err in misintarpreting the true relation of a school to which the denomination stands pledged. It is inevitable in present circumstances that two authorities examining the same series of returns from the schools will vary somewhat in the details of their classification by denominations, even as regards the higher institutions. It was hoped that at least those denominations that maintain special educational boards would be able to make distinct and definite reports of their work, but it was left for the Church of Latter-day Saints, commonly known as Mormons, to take the lead in promptness of response and in clearness of those few details asked for by the Census Office. The secretary of the general board of education of that church made a report showing the conditions for each school by name and locality. These schools range from elementary to superior, and are mainly known under the name of "stake academies", "stake" being the term applied to a colony planted by the church. The elementary schools closely correspond to parochial schools, but all have been tabulated with private. The following analysis was designed to enable any one to discover the strength of each denomination of the schooLs in the condensed columns marked "all others" in both the parochial school table and the combined denominational table. It does not correspond exactly to either. In the parochial table (Table 18) the German Presbyterians are included among " all others"; in the combined denominational table they are included with other Presbyterian schools. The German Evangelicals are relatix-elv stJong with parochial schools and take a separate column, but in the combined denominational table (Table 17) they are included in "all others". INSTITUTIONS. 41 ANALYSIS OF COLCTMXy "ALL OTHERS" IN DENOMINATIONAL AND PAKOCHIAL SCHOOL TABLES. SinviMAHT CHURCHKy. Total. Alaska, miscellaneons in. Christians and Disciples Christian Keformed Chur<-b of God French Protestant Friends German Evangelical German Presbyterian. . . . Graeco-Eussiau Orthodox Hebre"\vs Latter-day Saints Mennonite Moravian Reformed Church in America. Reformed Church in the United States. Reformed Episcopal Seventh -day Adventist. , Shaters Swedenborgian , Unitarian Uni ted Brethren United German Evangel- ical Protestant. Universalist , CHURCH OF GOD. [Not in parochial talilc. .STUDENTS AND PUPILS. AliASKA, MISCELLANEOUS IX. Total . 878 o855 46(1 ■ 395 CHRISTIANS AND DISCIPLES OF CHRIST. [Not in parochial table.] STATES AND TERBI- TOBIES. Total California Florida Illinois Indiana Iowa Kansas Kentucky Mississippi Missouri Nebraska New York North Carolina Ohio Oregon Tennessee Texas West Virginia Total Illinois, parochial- . Michigan, parochial Michigan, other STUDENTS AND PUPILS. Aggre- gate. 8,182 305 135 308 313 1, 317 I 767 1,206 62 885 232 186 118 598 100 493 993 164 White. Total. 8,112 305 135 308 313 1,315 766 1,206 885 232 186 115 696 100 493 Male. iFeniale 158 55 189 208 625 494 3, K.'il) Colored. Total. 147 f KO j,. 11)5 i . 690 : 272 ; 537 ; . Male. Fe- male, 327 105 115 278 435 131 558 127 71 35 251 52 215 558 33 CHRISTIAN REFORMED. 113 543 I AThS AND TERRl- TOEIES. Total . . . . Ohio Pennsylvania gate. White. Colored. Total. 441 111 441 111 222 Female. I' Total. 164 ■ 277 58 53 Male. Fe- male. FRENCH PROTESTANT. [Not in parochial table.] Massachusetts. 51 51 51 FETENDS. [Not in parochial table.] Total Arkansas Delaware District of Columbia, Indiana Iowa Kansas Maine Maryland Massachusetts Michigan New Jersey New York North Carolina Ohio Oregon Pennsylvania Rhode Island , Tennessee Virginia 10, 090 189 270 158 1,194 555 365 118 448 44 90 523 511 362 284 90 4,070 226 465 128 270 158 1,165 555 36S 118 448 44 90 520 51] 276 283 90 3,507 226 235 128 4, 620 4, 369 158 112 102 56 588 577 284 271 192 59 231 10 47 173 59 217 :il 43 189 29 260 260 273 238 . 161 115 ( 140 143 48 42 I- 1,761 1,746 103 123 129 106 74 54 110 42 GERMAN EVANGELICAL. Total . Illinois, parochial . . Illinois, other Indiana, parochial . Iowa, parochial Kansas, parochial- . Kentucky, parochial- - - Louisiana, parochial - . Michigan, parochial . - . Minnesota, parochial. . . Missouri, parochial 16,390 Missouri, other Nebraska, parochial . Nebraska, other New York, parochial . . - 1 North Dakota, parochial - [ Ohio, parochial Oregon, other i Pennsylvania,parochial .! Pennsylvania, other Texas, parochial i Wisconsin, parochial ... 4,245 406 784 903 1.59 38 219 636 738 4.106 261 7 !).-i5 ■-':! 617 70 661 191 161 1,133 16, 389 4,245 406 784 903 159 7,823 I i:. 2. 156 i; 089 346 60 389 305 467 436 74 83 22 75 :U6 381 1,982 38 16 219 144 636 320 738 357 4.106 2, 124 77 77 260 126 7 7 955 452 23 12 617 316 70 43 061 329 191 147 161 78 1,133 586 503 11 301 27 332 44 83 547 42 EDUCATION. ANALYSIS OF COLUMNS "ALL OTHEES" IN DENOMINATIONAL AND PAEOCHIAL SCHOOL TABLES— Continned, GERMAN PEESBTTEEIAN. EEEOEMED CHUECH IN THE TTNITED STATES. STT7DENTS AND PUPIM. STATES AND TEREl- TOEIES. Aggre- gate. White. Colored. Aggre. gate. White. 1 TORIES. Coiorea. Total. Male. Female. Total. Male. Fe- Total. 1 Male. Female. Total. Male. Fe- male. male. Total 3,929 3,929 2,306 1,624 1,160 1,012 519 493 148 72 76 Illinois, parochial Indiana, parochial Total 229 256 116 62 73 100 68 218 30 148 30 148 490 51 18 306 903 26 565 88 229 2S6 116 62 73 109 68 213 30 148 30 148 490 61 18 306 903 26 665 88 118 120 56 37 29 55 39 87 10 71 IB 89 359 29 12 161 622 12 296 88 111 136 60 25 44 54 29 126 2» 77 15 59 131 22 6 145 281 14 269 Florida 85 63 71 168 67 76 18 78 333 79 98 24 85 63 40 32 45 31 Georgia Illinois 71 168 67 76 18 78 333 79 98 24 35 89 32 33 9 40 170 47 50 14 36 79 35 43 9 38 163 32 48 10 Miohigan, parochial Minnesota, parochial . . . Missoorl, parochial Nebraska, parochial — New Jersey, parochial.. New Tork, parochial . . . New Tort, other Lonisiana 1 Nebraska New York. Oregon^ parochial GEiECOKUSSIAN OETHODOX. Pennsylvania, parochial Pennsylvania, other Tennessee, parochial ... Wisconsin, parochial . . . Wisconsin, other [Not in parochial table.] 28 28 California 28 HEBKEW. EEEOEMED EPISCOPAI.. [Not in parochial table.] Total 261 147 79 68 114 51 63 Pennsylvania, parochial Pennsylvania, other South Carolina, parochial 1,092 1,092 739 353 61 20 180 61 16 70 23 16 40 38 36' 4 110 4 47 Lonisiana 74 860 38 120 74 860 38 120 41 640 38 , 20 33 220 63 New Tork Ohio / 100 SEVENTH-DAT ADTENTIST. LATTEE-DAT SAINTS. [Not in parochial table.] Total 1,213 1,204 628 576 9 7 5,092 5,092 2,803 2,289 2 Total California Massachusetts 175 105 563 370 173 104 557 370 88 45 85 2 1 6 2 1 4 113 696 4,283 113 696 4,283 S9 333 2,411 54 363 1,872 Idaho 312 246 183 1 187 Utah Oregon MENNONITE. SHAKERS. Total 645 644 379 265 1 1 [Not in parochial table.] 35 469 35 45 61 35 468 35 45 61 25 264 29 27 34 10 204 6 18 27 Massaohnsetts ! 7 1 7 i 1 II Kansas, parochial EaDsas. other 1 1 7 1 Kebrasta, parochial South Bakota, parochial. SWEDENBOEGIAN. MOEAVIAN. [Not in parochial table.] Total 856 856 537 319 Total 104 104 57 47 1 Minnesota, parochial North Carolina, parochial North Carolina, other . - . Pennsylvania, other 46 50 280 480 46 SO 280 480 18 50 280 189 28 Massacbusetts 6 6 1 46 1 52 6 20 31 Ohio 46 26 21 Pennsylvania 52 1 " 291 :l EEEOEMED CHITECH IN AMEEICA. UNITARIAN. [Not in parochial table.) Total 1,138 1,137 812 325 1 1 Illinois, jparochial 38 48 293 253 366 50 90 38 48 293 253 365 50 90 16 39 165 147 360 25 60 22 9 128 106 5 25 30 Total 1 408 407 256 151 1 1 Michigan, other Alabama 53 80 40 53 146 36 53 80 40 S3 145 36 53 53 25 23 68 34 1 1 Missouri 27 15 30 77 2 New Jersey, other New Tork, parochial New Tork, other New Hampshire CVhin Pflnnsylvania i i INSTITUTIONS. 43 ANALYSIS OF COLUMNS "ALL OTHERS" IN DENOMINATIONAL AND PAROCHIAL SCHOOL TABLES— Continued. UNITED BRETHREN. UNITED GERMAN EVANGELICAL PEOTESTANT. STATES AND TEllKI- TORIES. STUDENTS AND TDPILS. STUDENTS AND PUPn.S. Aggre- gate. STATES AND TEKBI- Aggre- gate. White. TORIES. Total. 1 Male. Female. Total. Male. Total. Male. Female. 1,255 42 S8 95 175 163 70 45 149 25 194 82 44 40 43 Total. Male. Ee- male. Fe- male. Petmsylvauia, parochial 170 170 77 93 2,883 2,883 1,628 40 109 132 200 170 120 80 231 18 255 81 78 46 68 Total California 82 197 227 375 333 190 125 380 43 449 163 122 86 111 82 197 227 375 333 190 125 380 43 449 163 122 86 111 Illinois Indiana UNIVERSALIS!. Iowa Kansas Nebraska 1,381 1,328 778 550 3 3 Obio Illinois 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 Tennessee Massachusetts 1 1 1 EVENING OR NIGHT SCHOOLS. Many cities maintain schools from 7 to 9 o'clock p. m. for from 30 to 90 or more sessions between November 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 usefulness. 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 defjided that the schools had better be closed. On account of trouble between thp 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 in night schools in any part of the country. This is not the place for discussing what has been termed the unsolved 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. ENBOLLMENT. The United States 163, 509 North Atlantic division 127, 399 Maine 1,000 New Hampshire 1,200 Vermont 200 Massachusetts (o) 24, 820 Rhode Island (a) 7,623 Connecticut (as) 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 — , 3,510 250 .510 550 200 North Central division Ohio Illinois Michigan Wisconsin Minnesota . Iowa Missouri -. Nebraska . ENBOLLMENT. 26,800 .- 2,700 10,000 1, 100 3,000 5,500 1,000 2, 200 1, 300 South Central division . Kentucky L400 Western division . Colinado Oregon . . California . . . 1,400 4,400 200 200 4,000 a Figures from otlicial 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 popular reports the boundary lines between 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 searcliing 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 schools. COMMERCIAL 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 j)rofessorships 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 rooms for possible day or night students in writing and arithmetic. Between these extremes are schools whose work is transient, others that are maintained regularly under 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 there 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 records 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 pupils. Th- re is known to be a small annual increase in the number of public school houses, so that in the absence of exact information the number 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 tbe Gulf states. In Georgia and Florida the number of schools is likely to approximate the number of buildings used for scliools, since the rural conditions so predominate that each school more frequently has one house than 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 pubhc 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 number 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 scho(d to one building. In Mississippi 360 schoolhouses were built in the year. In Texas there are 12.S independent districts, reported owning 227 schoolhouses, and renting 72 not classified by color, but known to be often arranged to give at least one separate school to colored people in each district. The city of St. Louis, Missouri, may be cited as an instance where schools are not identical in number with either buildings or rooms. There were reported in the city system (1891) 79 schools, occupying 111 buildings, containing 970 schoolrooms. The superintendent of public instruction of Pennsyh ania reports 2,607 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 unmentioned number rented. TNS'riTl'TIONS. 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 Nebraska, 792 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 TTnited States. APPROXIMATE NUMBER OF PUBLIC SCHOOL HOUSES IN THE UNITED STATES FOR THE CENSUS YEAR. The United States. North Atlantic, division . Maine New Hampshire . . . Vermont (a) Massachusetts (b) Rhode Island Connecticut New York New Jersey Pennsylvania South Atlantic di\-ision . Delaware White Colored Maryland White I, Colored District of Colniiil>in White Colored Virginia (c) White i. Colored 1, West Virginiii (c) White t, Colored North Carolina White - 3, Colored 1, South Carolina Georgia (a) White i, Colored 2, Florida (») White I, Colored :W7 sr, 704 463 74 568 840 654 160 973 820 529 286 746 587 North (Vntral division Ohio.... Indiana . a Number of schools. b Last exact report 3.439. .^tate census of 1885. 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 2, 333 97, 166 12, 813 9,907 North Central division- Illinois Michigan Wisconsin Minnesota ". . Iowa ■ Missouri (a) , .. iVorth Diikota South Dakota Nebraska Kansas -Continued. South Central divi.son Kentucky White 6, 514 Colored 956 Tennessee Alabama ( « ) 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 (e) . Colorado New Mexico.. Arizona (a) . . . Utah (a) 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 5, 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 Appruximalt'. d Greer county only. 46 EDUCATION. STATISTICS OF BNEOLLMENT IN PUBLIC AND PRIVATE INSTITUTIONS, EXCLUSIVE (FOE EECENT DECADES) OP' SPECIAL CLASSES, REFORMATOEY, 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 wiU be limited by the difference in conditions and the use of terms at diJBt'erent dates and the want of reports for 1880 for any but public common schools. The tables beginning with Table 6 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 for 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 charge of the work on wealth, debt, and taxation. Table 1.— STATISTICS OP SCHOOLS, CENSUS OF 1840: ENROLLMENT IN UNIVERSITIES AND COLLEGES, ACADEMIES AND GRAMMAlJ SCHOOLS, AND PRIMARY AND COMMON SCHOOLS. STATES AKD TEfiRITORIJES. The TTnited Statea l^ortl^ Atlantic division - - Maine New Hampshire Vermont Massachnsetts Rhode Island Connecticut New York New Jersey Pennsylvania South Atlantic division . - Delaware Maryland District of ColumTjia. - Virginia North Carolina South Carolina Georgia Florida North Central division Ohio Indiana Illinois Michigan Wisconsin Iowa Missouri Sonth Central division Kentucky Tennessee Alabama Mississippi Louisiana Arkansas Total. Universitiea and colleges. (Students.) Academies and si-ammar schools. (Scholars.) Primary and common schools (Scholars.) 2,025,656 16, 233 164,159 1,845,264 1,413,231 6,619 97,376 1, 309, 236 173, 220 266 8,477 164,477 89, 864 433 5,799 83, 632 87, 163 233 4,113 82,817 177,792 769 16,746 160,277 21,343 324 3,664 17, 355 71,436 832 4,865 65,739 538, 367 1,285 34,715 502, 3 7 56,053 443 3,027 52,583 197, 993 2,034 15, 970 179,989 141,884 3,105 34,748 104,031 7,711 23 764 6,924 21, 973 813 4,178 16,982 2,464 224 1,389 851 47, 511 1,097 11,083 36,331 19,493 158 4,398 14,937 17,014 168 4,326 12,520 24,061 622 7,878 15,561 1,657 925 351,600 366. 327 3,003 11, 724 224, 636 1,717 4,310 218,609 51,457 322 2,946 48,189 37, 154 311 1,967 34,876 30,344 158 485 29,701 2,002 65 1,937 1.525 25 1,500 16,788 19,209 495 1,926 104, 214 30, 966 3,506 20,311 80,397 1,419 4,906 24,641 31, 121 492 5,539 25,090 21,413 152 5,018 16,243 11,243 454 2,553 8,236 «,557 989 1,995 3,573 2,914 300 2,614 INSTITUTIONS. 47 Table 9.— STATISTICS OF SCHOOLS, CENSUS OF 1850: ENROLLMENT IN COLLEGES, ACADEMIES AND OTHER SCHOOLS, AND PUBLIC SCHOOLS. STATES ANI> TERRITORIES. The United Stateg. Korth Atlantic divMon . Maine New Hampshire . Vewnont Sf aasachnsetts. . - Rhode Island Connecticnt New York New Jersey PennsylTania. . . . South Atlantic division . Delaware Maryland District of Colombia. Virginia North Carolina South Carolina Georgia Florida North Central division . Ohio Indiana Illinois Michigan. . Wisconsin . Minnesota . Iowa Missouri... South Central division. Kentucky .. Tennessee . . Alabama . - . Mississippi . Louisiana... Texas Arkansas... Western division. New Mexico. irtah Oregon California 3, 642, 694 1, 932, 086 199, 745 81, 237 100, 785 190, 292 24,881 79, 003 727, 156 88,244 440, 743 323, 415 n, 125 44,923 4,720 77,764 112, 430 26, 025 43, 299 3, 129 1,068,359 502, 826 168, 754 130, 411 112, 382 61, 616 12 30,767 61, 592 317, 653 86, 014 114,773 • 37, 237 26, 236 30,843 11, 500 11, 050 Colleges. (Students.) 27, 159 9,379 282 273 464 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 1,009 5,691 1,873 1,605 567 862 469 165 150 Academies and other schools. (Scholars.) 261, 362 122, 786 6,648 5,321 6,864 12, 774 1,601 6,996 49, 262 9,569 23,761 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 Public schools. (Scholars.) 12, 712 9,517 8,290 6,628 5,328 3,389 2,407 1,052 3, 354, 173 1, 799,£21 192, 815 75,643 93,457 176, 476 23, 130 71, 269 675, 221 78, 205 413, 706 268, 347 8,970 33,254 2,169 67, 438 104, 096 17, 838 32, 705 1,878 1, 022, 085 484, 163 161, 500 125, 790 110, 455 58, 817 29, 616 51,754 263, 691 71,429 103,651 28, 380 18, 746 25, 046 7,946 8,493 922 219 842 170 80 49 48 EDUCATION. Table 3.— STATISTICS OF SCHOOLS, CENSI'S OF 1860: ENROLLMENT IN COLLEGES, ACADEMIES AND OTHER SCHOOLS, AND PUBLIC SCHOOLS. STATES ANn TERRIIOKIES. The United States. Nor(^ Atlantic division . Maine New Hampshire Vermont Massachusetts Rhode Island Connecticut New York , New Jersey Pennsylvania Sontb Atlantic division . Delaware Maryland District of Columbia. Virginia North Carolina Soath Carolina Georgia Florida North Central division . Ohio Indiana Illinois Michigan .. Wisconsin . Minnesota . Iowa Missouri . . Nebraska - Kansas Sonth Central division . Kentucky... Tennessee.. - Alabama Mississippi . Louisiana. . . Texas Arkansas . . . Western division . New Mexico . . Utah Washington .. Oregon California Total. 195, 327 82, 373 88, 928 222, 708 28,909 92, 182 786, 818 123, 987 602,227 391, 504 13, 783 41, 589 7,568 101, 471 119, 734 30, 377 70,464 6,518 2, 256, 166 46,243 Colleges. (Students.) 2. 223, 459 651,661 318, 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 23,882 697 5,695 1,038 10,259 28,654 56, 120 10, 291 90 628 523 2,824 1,540 1,384 3,302 21, 345 7,077 2,460 2,901 +47 524 Academies and otlier schools. Scholars.) 10, 779 186, 540 Pnblic schools. (Scholars.) 4. 955, 894 337 8,273 186, 717 390 11,444 70,539 173 7,851 80,904 1.733 14, 001 206, 974 212 3,127 25,670 903 8,749 82,530 2,970 86, 565 897,283 775 ; 12,892 110, 320 3.286 33, 638 565,303 61,632 319, 581 1,957 11, 736 4,745 36, 216 4,719 2,326 13,204 8.5,443 13, 169 105, 025 8,277 20, 716 11, 075 .56, 087 4,486 2,032 137,736 2. 097, 085 54,035 590,549 22, 971 293, 089 13, 205 5,368 192 210 159 1.654 3,153 1,631 9,683 201, 391 1,291 10, 031 198, 676 366 1,605 31,083 1,233 4,949 165, 588 4,291 20,143 175, 856 55 3,078 95 1,069 4,768 12,564 73, 747 473, 354 2,485 17, 597 156, 158 2,932 15. 79ii 138,809 2,120 10, 778 • 61,751 858 7,974 30,970 1,530 11, 274 31. 813 2,416 5,916 34,611 225 4.415 19,242 39, 734 235 5,485 879 » 158 ■-'4, 977 INSTITUTIONS. 49 Table 4.— STATISTICS OF SCHOOLS, CENSUS OF 1870: ENROLLMENT OF STUDENTS AND PUPILS NOT PUBLIC AM) PUBLIC. STATES AND TEKRITOEIES. The Unitcrt Stiitr; Nortli Atlantic division Maine New Harapsliire. Vermont Ma8sacliii8ett.s- - - Rhode Island Connecticut New York New Jersey Pennsylvania South Atlantic division . - Delaware Maryland District of Columbia . Virgiuiii West Yirginia North Carolina South Carolina Georgia Florida North Central division . Ohio Indiana Illinoia Michigan Wisconsin Minnesota Iowa Missouri 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 ALL CLASSES. Total. Male. 7,210,420 j 3,622,478 2.494,894 Ij 1,213,264 162, 636 04, 077 62,913 269, 337 32, 596 9S, 621 802 251 129, 800 811, R63 495, 710 19, 575 107, 637 19, 503 60, 019 104, 949 64, 958 38, 249 66, 150 14, 670 3, 407, 696 790, 795 464, 477 767, 775 266, 627 344, 014 107, 266 217, 654 370, 337 1,255 17, 614 59, 882 655, 060 245, 139 125, 831 75, 866 43, 451 60, 171 23, 070 81, 526 157, 260 1,745 305 5,033 1,798 132 21, 067 2,373 1,208 5,499 32, 593 85, 507 77, 992 33,123 31,295 134, 777 15, 491 51, 307 373, 605 67, 751 428, 023 251, 028 9,093 56, 053 10, 142 30, 878 55, 238 32, 664 17, 397 32, 775 6,788 i; 740, 851 335, 766 419, 237, 389, 128, 176, 55, 105, 186, 125, 734 65, 979 37.253 22, 793 29, 854 12,244 41, 939 81, 569 1,027 190 2,755 1,014 72 9,844 1,279 602 2,816 16, 753 45, 217 Female. i, 587, 942 1, 281, 430 84, 644 31, .-..-)4 31, 618 134. 560 17, 105 47, 314 488, 746 ■ 62, 049 383, 840 244, 082 NOT PUBLIC. 10, 482 51, 584 9,361 29, 141 49, 711 32, 294 20, 852 33,375 7,882 1, 666, 845 371, 204 226, 813 377, 820 137, 678 167, 473 52, 100 111, 989 183, 696 561 8,122 29, 389 319, 294 119, 405 69, 852 38, 643 20, 658 30, 317 10, 832 39, 687 75, 691 718 115 2,278 784 60 11, 223 1,094 606 2,683 15, 840 40. 290 Clasaical, professional, and technical. 255, 672 3,344 4, 106 7,942 1,198 1,341 a43, 957 1,571 21, 205 37, 092 859 66, 816 1,814 6,861 1,672 6,712 2,120 9,668 580 71, 668 21, 093 8,337 11, 755 5,480 3,600 793 6, 453 12, 820 156 1,181 49, 335 15, 642 19, 669 4,218 1,461 5,192 800 2,453 120 486 120 260 1,746 4.351 Male. Female. 149, 292 55, 784 3,208 1.808 2,252 5,264 984 1,203 a25, 385 1,.359 14. 321 22, 213 480 M, 969 1,488 4,423 794 3,659 1, 326 4,756 318 77 570 25, 900 8,706 10, 188 1,799 534 2,864 564 1,255 4,642 70 169 1,002 3,140 34, 661 a Includes 229 pupils in Military Academy at West Point. ED 4 2,483 1,536 1,944 2,678 214 138 18, 572 212 6,884 14, 879 379 1,847 326 2,438 878 3,053 794 4,902 282 30, 915 8,397 3,401 4,500 3,153 1,288 228 3,032 6,226 79 611 23, 435 8,836 9,481 2,419 927 2,328 246 1,198 2,490 40 120 235 50 91 743 1,211 Other. Total. 237, 145 4,180 1,925 6,650 19, 250 4,148 8,831 99, 113 48,124 44, 924 142, 626 1,881 17, 695 6,507 44, 458 1,784 16, 384 4,767 46, 342 3,958 176, 851 32, 009 10, 064 78, 397 6,319 3,406 3,065 5,278 37, 204 32 406 671 139, 375 11,357 23, 192 4,385 41, 990 29, 147 22, 276 7,028 30, 691 151 130 396 1,124 132 20, 947 517 160 479 1,026 6,629 Male. 111,987 1,391 1,040 3,171 7,941 1,771 4,548 45, 747 26, 629 19, 749 69, 487 919 8,157 3,144 22, 180 857 7,726 2,389 22,319 1,796 85. 909 17, 873 4, 539 39, 255 2,638 1,279 1,430 1,936 16, 465 15 188 291 71, 876 5, -226 12, 191 2,034 22, 259 14, 895 11, 690 3,581 13, 875 Female. 52 90 203 679 72 9,774 214 75 191 220 2,305 125, 158 2,789 885 3,479 11,309 2,377 4,283 53, 366 21,495 25, 175 73, 139 962 9,438 3,363 22, 278 927 8,608 2,378 23, 023 2,162 90, 942 14, 136 5, 525 39, 142 8,681 2,127 1,635 3,342 20, 739 17 218 67, 499 6,131 11, 001 2,351 19, 731 14, 252 10, 586 3,447 16, 816 99 40 193 445 60 11, 173 303 85 288 806 3,324 Total. 6, 228, 060 2, 167, 104 152, 765 59, 408 52, 067 242, 145 27, 260 88, 449 719, 181 80, 105 715, 734 315, 992 10,835 83, 226 11, 182 8,700 101, 493 41,912 31, 362 11, WO 10, 132 3, 159, 177 737, 693 446, 076 677, 623 264, 828 337, 008 103, 408 205, 923 320, 313 1,223 17, 052 58, 030 466, 350 218, 240 82, 970 67, 263 25, 832 72, 045 119,437 1,644 175 4,517 188 1,856 1,048 4,760 29. 822 75. 527 Male. Female. 3, 120, 0.52 1 3, 108, 008 1,046,493 I 1.121,611 73, 393 30, 275 25, 872 121,572 12,736 45, 656 302, 373 39,763 393,953 79, 372 29, 133 26, 195 120, 573 14, 614 42, 893 416, 808 40, 342 351,781 169, 328 156, 664 7,604 42, 927 5,610 4, 275 63, 587 21, 279 13, 082 5,700 4,674 1, 614, 189 9,141 40, 299 5,672 4, 425 47, 900 20, 633 17, 680 6,450 5,458 1,544,988 389, 022 228, 189 343,446 i 123, 984 i 172,960 ; 63,171 100,308 163,582 679 9,227 29, 632 348, 671 217, 887 334, 178 X30, 814 164, 068 50, 237 105, 615 166, 731 544 7,825 237, 990 228, 360 111,802 43,600 33, 390 106, 438 39, 370 33, 873 12, 095 37, 103 63, 052 13, 737 966 100 2,652 84 34, 942 56, 385 579 75 1, 963 104 1,065 [ 327 2,456 \ 15,531 I 39, 772 791 521 2,304 14, 291 35, 766 h Includes 253 pupils in Naval Academy at Annapolis. 5(,) EDUCATION. Table 5.— STATISTICS OF SCHOOLS, CENSUS OF 1880: NUMBEE OF PUPILS ATTENDING PUBLIC COMMON SCHOOLS. STATED AND TERRITORIES. The United States . Nort'ta Atlantic division . Maine New Hampshire Vermont Massachusetts Rhode Island Connecticut Xew York New Jersey Pennsylvania South Atlantic division . Delaware Marj land District of Columhia. Virginia West Virginia North Carolina South Carolina Georgia Florida North Central division . Ohio Indiana Illinois Michigan . . Wisconsin . Minnesota ■ Iowa Missouri. . . Dakota Nebraska- - Kansas South Central division. Kentucky . - Tennessee . - Alahama Mississippi - Louisiana — Texas Arkansas... Western division . Montana Wyoming Colorado l^ew Mexico. Arizona Utah Xevadii Idaho Washington . Oregon California I Whole num- ber. 2, 919, 904 150, 811 64,670 73. 237 316, 630 42,489 118, .589 1, 027, 938 ■2U.5, 240 950, 300 1, 239, 053 26, 412 149, 981 26, 439 220, 733 143, 796 266,422 134, 842 237, 124 43, 304 4, 089, 585 752. 442 512, 201 704,041 362, 459 299, 514 186,544 425, 665 48», 002 13, 718 100, 871 246,128 Total. 9, 095, 485 2, 927, 348 292, 427 291, 500 187, 550 237, 065 81, 012 176, 245 108, 236 299, 031 5, 14, 37, 161. 667 907 252 755 212 792 918 834 780 437 477 150, 758 64,660 73, 159 316, 193 42,454 118, 232 1, 022, 154 201, 463 938. 275 859, 510 24,178 123,448 18, 472 152, 455 1.39, 690 161, 262 61, 832 150, 501 27, 672 4 030,557 740, 713 504, 231 698, 561 360, 822 299, 023 186, 515 425, 160 461, 956 13, 677 100, 661 289,238 980, 338 263, 507 230, 130 111, 889 115, 463 46, 370 131, 616 81,363 297, 732 4,621 2,901 27, 997 4,755 4,212 25. 782 S,901 5,830 14,644 37, 430 160. 659 Male. 1, 486, 145 Female. 4, 405, 392 1, 441, 203 73, 522 33, 517 37, 255 156, 922 21, 465 61, 586 516, 838 99, 961 485. 079 453,475 12, 839 63, 708 9,200 78, 757 75,484 87, 051 32, 179 80, 615 13,642 2. 085, 958 389, 086 266, 077 360, 087 180, 286 155, 422 93, 470 216, 558 240, 565 7,016 52, 847 124,542 511, 726 135, 928 119,293 60, 660 59, 749 24. 316 68, 627 43, 153 386 518 926 484 104 ,210 1,353 :. 087 77,236 31, 143 35, 904 159,271 20, 989 56,646 505, 316 101, 502 453, 196 406, 035 11, 339 59, 740 9,272 73,698 64,206 74, 211 29, 653 69,886 14, 030 351, 627 238,154 338, 474 180, 536 143. 601 93, 045 208. 602 221, 391 6,661 47, 814 114,696 468, 612 127, 579 110, 837 51, 229 55,714 22, 054 62, 989 38, 210 144,941 235 383 071 271 108 213 375 802 434 077 972 COLORED. Total. ! Male. Female «56,123 22, .556 53 10 78 437 35 357 5,784 3,777 12, 025 379, 543 2,234 26,533 7,967 68,278 4,106 95, 160 73, 010 86, 623 15, 632 59,028 11, 729 7,970 5,480 1,637 491 29 505 24. 046 41 210 6,890 393, 697 28, 920 61, 370 75, 651 121, 602 34,642 44, 629 26, 873 46 6 255 10 17 4 136 433,414 11,250 25 4 45 211 16 164 2,963 1,895 191, 119 1.290 13, 521 3,599 34,270 2, 169 47,725 37,460 43, 301 7,778 29,251 5,907 4,009 2,652 850 252 14 242 11, 770 16 110 3,429 201, 151 14,640 1 30, 8*3 40, 416 60, 515 17, 674 23, 697 ; 13, 426 637 ! 19 3 109 11, 300 28 6 33 226 19 193 2,821 1.882 6.092 188, 424 938 13, 012 4.368 34, 008 1,937 47,435 35.550 43,322 7,854 29, 777 5,822 3,961 2,828 787 239 15 263 12, 276 25 100 3,461 192,546 14,280 30, 487 35,245 61, 087 17,068 20,932 13, a? 662 > 27 3 146 2 i 2 '^ i 65 3 1 4 420 398 INSTITUTION'S. 51 Table 6. -SUMMARY OF SCHOOL ENROLLMENT, t'ENSUS OF 1890: PUBLIC, PRIVATE, AND PAROCHIAL, BY STATES AND TERRITORIES [As derived from the reports of schools.] STATES AND TERKITOKIES. The United States . . North Atlantic division. . . Maine New Hampshire Vermont Massachusetts Rhode Island Connecticut New York New Jersey Peiinsvlvauia TEACHKES. Sache . - . Cochise . . . Gila Graham . . . Marioopa . Mohave - - . Pima Pinal Yavapai, .. Yuma Aggre- gate The Territory. TEACHERS. Total. Male. Fe- male. >40 240 93 147 21 21 11 10 27 27 10 17 17 17 9 8 19 19 12 7 50 50 14 36 9 ! 9 2 7 32 32 11 21 U 14 3 n 44 44 20 24 7 7 1 6 Colored. Total. Male, I Fe- male. Aggre- gate. Total. 1, 057 ' 949 371 671 1,796 128 1,414 411 1,036 166 ' 7,989 1,057 949 371 671 1,796 128 I 1,414 411 1,036 156 Male. 537 614 196 60 84U 244 536 100 Fe- male. 3,609 520 435 175 311 68 574 167 501 56 Colored. Male. Fe- male. ARKA.'VSAS. 1880. Population 802,525. 1890. Population 1,128,179. Gain of population. 40. .58 per cent. Enrolled in public common schools 108 236 Enrolled in public common schools 223 071 Gain of enrollment in public common schools 106.10 per cent. PUBLIC COMMON SCHOOLS OF ARKANSAS FOR THE YEAR ENDED JUNE 30 1890. The State Arkansas . Ashley Uaxter (b). Eentou Boone Bradley . Calhoun. Carroll . . Chicot- - . Clatk — Clay., Cleburne.. Cleveland . Columbia . Conway . . . gate. TEACHERS. White. Total. Male, 32 28 23 7 33 Fe- male. Colored. Total. Male. Fe- male. all 24 1 12 46 a34 Aggre- gate. Total. 1 ll 223,071 163,603 ' 1,771 1,396 1,891 994 1,536 1,536 4,840 4,840 3,348 3,318 2,056 1,327 2,019 1,225 2,909 2,895 1,569 112 3,043 2,049 2.002 2,002 1,429 1,416 1,858 1,245 2,822 1,566 3,907 2, 158 White. Male, 85, 827 1_ 743 231 864 2,480 1,759 759 685 1,499 53 1,044 1,084 749 694 814 1,101 C:i 816 1,381 755 626 4,925 1,343 1,020 2,582 746 562 2,343 597 458 1,246 633 613 866 426 440 645 341 304 916 478 438 1,836 983 8.'>:! 870 2,869 476 1,567 394 1. 302 , 1,027 512 515 2,094 1,450 1,146 756 948 1 694 i, oiii 809 822 1,006 527 479 146 66 80 941 481 460 3,887 1,953 1,934 1,438 785 663 121 58 63 712 378 334 63 37 26 1,863 1,000 863 16 9 7 4,080 2,445 1,635 501 273 228 . 1,655 894 761 1,061 550 511 4,477 2,233 2,244 4,683 2,197 2,436 1, 306 684 022 36 40 46 i 725 379 346 1,070 647 523 2, 136 1,118 1,018 1 367 174 193 3, 030 2, 113 7, 928 1,602 1,140 3,822 1,428 973 4,106 972 456 516 1,879 979 9U0 156 73 83 2,155 1,135 1,020 111 54 57 1,183 664 519 1 78 78 2,242 1,171 1,071 1,523 785 738 2, 360 61, 200 1,160 16 9 7 7, 054 3,587 3,467 227 94 133 1 4, 858 2,526 2,332 681 346 336 1, 043 559 484 1,622 748 774 3,216 1,820 1,396 254 130 124 a Teachers from report for 1889. b Estimatefl. G Report for 1889. d Report for 1887. e Sex of teachers hased on report for 1889. /Report for 1888. g Race of teachers not known. 56 EDUCATION. Table 8 SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. CAE.IFORNIA. 1880. Population 864,694. Enrolled in public common schools 161,477 1890. Population 1,208,130. Enrolled in public commou schools 221,756 Gain of population 39. 72 per cent. Gain of enrollment in public common schools 37. 33 per cent. PUBLIC COMMON SCHOOLS OF CALIFORNIA FOR THE YEAR ENDED JUNE 30, 1890. COUNTIES. The State . Alameda . ■ Alpine Ama^lor . . . Butte Calaveras . Colusa Contra Costa. Del Norte Eldorado Presno Humboldt . Inyo Kern Lake Lassen Los Angeles . Marin . -' Mariposa Mendocino . . . Merced Modoc — Mono Monterey. UTapa Nevada . - - Orange Placer Plumas Sacramento - San Benito . . San Bernardino - - San Diego .San Francisco — San Joaquin San Luij Obispo . San Mateo Santa Barbara. Santa Clara — Santa Cruz Shasta Sierra Siskiyoa . . Solano Sonoma - . . Stanislaus. Sutter... Tehama - Trinity.. Tulare . Tuolumne. "Ventura. . . Tolo Tuba Aggre- gate. 315 4 71 104 55 86 70 13 123 13 51 50 391 47 34 103 46 38 10 no 76 81 30 173 51 118 199 859 134 112 51 82 188 97 100 28 68 !)3 104 68 42 76 18 147 36 57 76 52 "White. Total. 5,434 315 4 71 104 55 70 13 60 162 123 13 51 50 33 391 47 34 103 46 10 110 76 81 30 173 51 118 199 859 134 112 188 97 100 93 191 42 76 18 147 j 36 57 76 52 Male. I'e- male. 268 4 53 78 41 50 57 8 40 112 35 43 20 315 37 22 23 7 93 59 57 43 51 20 157 37 90 163 794 101 '90 41 61 159 84 17 31 75 163 50 24 66 14 97 32 43 59 Colored. Total. Male. Fe- male. Aggre- gate. 221, 756 17. 797 79 2,330 3,803 1,924 2,872 2, 873 446 1,722 6,010 5, 080 554 1,549 1,568 930 19, 068 1.575 829 3,986 1,356 1,176 265 3,701 2,982 3, 304 3, 451 2,526 936 6,534 1,606 864 618 577 088 228 887 2,289 3, 681 6,840 2,051 1.253 2^275 535 5,387 1,329 2, 244 2,820 1,724 "White, (a) Total. 221, 160 17, 704 79 2,330 3,803 1,924 2,872 2,873 440 1,722 6,010 554 1.549 1,568 930 18,885 1,575 829 3.986 1,356 1.176 265 3,701 2,982 3,304 3,451 2,526 936 6,534 1,606 4,916 6,830 42, 706 5,809 3, 8i5 1,864 3,648 8, 5.i5 4.088 3,228 887 2,289 3,681 6,840 2,051 1,253 2,275 535 5,387 Male. 113, 763 9,248 39 1,157 1,930 865 1,486 1,477 221 862 3,044 2,635 279 739 786 9,557 2.036 709 599 133 1,953 1,489 1,694 1,766 1,307 471 3,208 803 2,552 3,387 22, 673 2,746 2,031 975 1,848 4,401 2, 059 1,642 1 1,329 663 2,244 1,195 2,820 1.427 1,724 871 Fe- male. 107, 397 8,456 40 1,173 1,873 959 1,386 1,396 225 860 2,966 2,445 275 810 782 464 9,328 750 406 1,950 647 577 132 1,748 1,493 1,610 j 1,685 1,219 465 3,326 803 2,364 3,443 20, 033 2,863 1,814 889 1,800 4,151 2,029 1, 586 445 442 1,172 1,117 1,994 1,687 3,499 3,341 1,029 1,022 626 627 1,133 1,142 244 291 2,844 2,543 1,049 1,393 853 Colored. Total. 396 Male. male. 301 295 78 220 44 108 34 112 a Includes unseparated colored. INSTITUTIONS. 57 « Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. flOLORADO. 1880. Population 194,327. Enrolled in public common schools 28,252 1890. Population 412, 198. Enrolled in public common schools 65, 490 Gain of population 112. 12 per cent. Gain of enrollment in public common schools 131. 81 per cent. PUBLIC COMMON SCHOOLS OP COLORADO FOR THE YEAR ENDED JUNE 30, 1890. The State, Arapahoe Archuleta Baca Bent : Boulder Chaffee Cheyenne Clear Creek Cone^joa Costilla Custer Delta Dolores Doufflas Eagle Elbert El Paso Ereraont GarKeld Gilpin Grand Gunnison Hinsdale Huerfano Jefferson Kiowa Kit Carson Lake La Plata Larimer Las Animas Lincoln Logan Mesa Montezuma Montrose Morgan Otero Ouray Park Phillips Pitkin Prowers Pueblo Rio Blanco Rio Grande . - - . Ron tt Saj^uache San Juan San Miguel Sedgwick Summit Washington Weld...^ Yuma TEACHKKS. Aggre gate 45 14 117 47 9 35 44 29 29 24 2 36 15 26 133 59 38 31 80 30 29 133 11 27 20 42 White. tal. Male. 376 622 66 363 6 4 45 19 14 1 117 23 47 5 9 5 35 6 44 22 29 17 29 17 24 10 2 1 36 9 15 1 26 8 132 19 59 19 38 3 31 6 5 36 3 3 2 42 15 57 , 9 29 10 68 27 25 1 33 7 76 18 69 26 9 !i5 I 99 19 7 20 : 10 21 9 18 4 16 22 7 32 13 SO 26 30 2 29 10 133 28 11 1 i! 13 4 42 1 15 Fe- male. 297 2 26 13 94 42 4 29 22 ; 12 12 14 1 27 14 18 113 40 35 25 5 33 1 27 48 19 41 24 26 58 43 9 33 12 10 14 11 15 19 ."i4 28 19 105 10 14 16 27 40 40 i ^- LIS 11 11 11 51 51 17 34 90 no 18 72 49 49 19 30 Total. Male. Fe- male Aggre- gate. White, (a) Colored. Total. 65, 009 Male. 33, 215 Fe- male. 31, 794 Total. 481 Male. Fe- male. C5, 490 :;46 17,406 99 17.042 91 698 :6n S.649 69 390 196 1.651 576 60 637 1,097 404 8,393 30 308 173 1,679 545 67 677 836 270 343 270 31 322 149 173 1,726 1,030 383 598 32 338 60 614 755 187 312 620 350 1,088 851 49 421 346 174 348 169 235 364 172 192 361 1 r^l 1 121 127 '' I'^T 1 9:t;! '. 1 v.t'.i 674 (i74 .554 : 284 73 '! 42 (j 1 2 '?!10 73 • 612 305 305 371 3, 450 2, 060 750 1.184 59 676 115 1,350 1.548 411 641 1.241 745 2. 272 1.844 109 873 691 366 746 315 497 5K6 497 1,100 535 3, 008 153 817 1.50 198 1,724 1,039 367 586 27 338 55 736 793 224 329 621 395 1,184 993 60 452 346 192 398 146 262 284 246 416 305 247 1,787 78 448 . 2, 069 1 184 59 676 115 1.350 1,548 411 64] 1,309 745 68 40 28 2, 272 1,844 109 873 691 360 746 315 1 497 586 302 , 251 ! 301 ! 595 288 i 1,821 75 369 134 ■m-.i 497 777 1, 100 535 3, 657 153 49 23 26 817 338 338 !; 204 ir,i ' :io8 651 109 109 |i 55 1 .54 1(19 ■) m 49 109 ' 313 j, 313 ■'■ 146 167 416 ■ 416 i' 211 205 299 1.272 602 ' 602 [i 303 2,568 ■_',.568 | 1,296 573 573 265 ; 308 ti [lu-lndes luisupariited coloreil. 58 EDUCATION. Table S SCHOOL ENROLLilEXT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. COiVWEftTICKT. 1880. Population 622, 700. Enrolled in public common schools 118, 589 1890. Population 746, 2.")8. Enrolled in public common schools 126, 505 Gain of population 19.84 per cent. Gain of enrollment in public common schools 6.68 per cent. PUBLIC COMMON SCHOOLS OF CONNECTICUT I'OR THE YEAR ENDED .JULY 14, 1890. COUNTIES. 1 XDB ^ Fairtield . . Hartford . . Litchfield . Middlesex . New Haveu . . New London . Tolland "Windham TEACHEHS. --■ ~ Total. 124,949 ' P White. CPtL.S. Agon- gat,-. 1 Total. White. Male. Colored 1 126,505 ' Colored. Fe- male. ! Total. Male. ^K' male. Male. 62, 208 Fe- male. 62, 741 Total. 1.556 Male.. 738 147 81 77 10 307 74 11 31 Fe male. 3,226 1 j 3,226 a460 68 84 66 21 64 76 27 54 a2, 766 ] 1 E18 ' 1 550 550 , 611 ! 333 168 816 38B I 153 206 482 ! 527 ! 267 ; 147 1 752 313 126 ! 152 ! 23, 350 ! 24,165 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 3.389 329 170 155 19 637 155 24 67 182 611 89 333 , 10 640 78 168 ; 6, 056 i 36, 719 1 14,017 4, 476 7, 082 9 8in 330 389 81 153 ' ::::;:: 13 206 36 " DEI.AWARE. 1880. Population 146, 608. Enrolled in public common schools 26, 412 1890. Population . .^ 168, 493. Enrolled in public common schools . . - - 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. TEACHERS. ttllit.' Aggre- gate. Total. Male. Fe- male. 701 605 418 The State i 187 163 '1 229 |i 133 271 201 1 40 ■ 18 129 93 253 72 Newcastle Sussex Male. Fe- male. Aggre- gate. 98 1 36 60 31. 434 30 16 14 7,525 38 .-) 33 15, 105 28 15 13 8. 804 Fe- male. Total. Male. 6. 024 ; 2.946 1 3,078 13, 082 0,462 6,620 7,672 ■'.820 :i. 852 1,501 2.023 1.132 •■ 780 1. 005 563 721 1,018 569 DISTRICT OF C'Ol.l'nSIA. 1880. Population 177,624. Enrolled in public common schools 26,439 1890. Popnlatiou 230, 392. Enrolled in public common schools 36, 906 Gain of population - 29. 71 per cent. Gain of enrollment in public common schools 39. .59 per cent. PUBLIC COMMON SCHOOLS OF THE DISTRICT OF COLUMBIA FOR THt YEAR ENDED JUNE 30, 1890. Total. TEACHERS. Aggre- gate. "White. Total. Male. Jale. 715 495 1 60 , 435 Colored . Male. Fe- male. Aggre- gate. White. Male. Fe- male. 12,116 Total. Colored. Male. a Winter term. Fe- male. i 5,853 7,479 INSTITUTIONS. 59 Tabi.;: § — SCHOOL ENROLLMENT, CENSUS OF 1890: Pl'BJJC COMMON SCHOOLS, BY COCNTIES— Continued. FLORIDA. 1880. Population 269, 493. Enrolled in public common schools 43, 304 1890. Population 391, 422. Enrolled in public common schools 91, 188 Gain of population ITi, 21 per cent. Oain of enrollment in public common schools 110. 58 per cent. PUBLIC COMMON SCHOOLS OF FLORIDA FOR THE YEAR ENDED SKPTEMBER 30, 1890. TEAC1I1-;HS. White. The State Alachua (a) Baker Eradford Brevard Calhoun (a) Citrus Clay Columbia Pade De Soto Duval Escambia rrauklin(6).... Gadsden Hamilton Hernando (a) . . . Hillsboro Holmes (a) Jackson Jefferson (c) Lafayette Lake Lee Leon Levy Liberty Madison Manatee Marion Monroe Nassau Orange Osceola (a) Pasco Polk Putnam St. John Santa ^osa Sumter Suwannee Taylor Volusia "Wakulla Walton Washington . . - 132 29 60 46 22 33 56 78 9 133 74 11 81 69 42 70 15 64 56 13 69 38 135 25 69 93 25 41 112 84 50 50 46 75 'I'otal. Male. 1,907 844 73 32 24 .20 51 32 41 10 17 8 30 14 14 28 4'J 6 43 37 87 17 47 74 24 40 107 57 37 42 36 50 21 67 20 43 31 30 26 B 10 20 3 23 23 31 4 19 25 11 23 : 27 ; 1 23 ■ 6 ' 20 16 35 10 I 22 i 14 35'. 14 i Fe- male. 30 14 16 47 21 26 49 17 32 9 3 6 J4 40 14 I'l 13, 62 rii 12 1 39 7 3 ; 4 40 18 i 30 48 i n : 31 10 35 : 22 25 26 j! |l 11 .' 3) ' 8 18 '. l^| '14 56 13 2S 49 13 17 80 34 31 22 20 15 U 1 35 6 8 17 Colored. 36 14 Fb- m.'ilc. 276 5 5 3 3 9 9 29 21 8 1 1 58 17 41 ■ 23 11 12 4 1 3 35 24 11 21 17 4 7 i 4 3 9 3 6 1 1 31 2^ 9 32 22 10 1 1 13 8 5 13 9 : 1 1 4 20 7 3 10 4 4 : 4 6 21 4 1 ^ 9 6 8 1 1 3 8 Colored. 2.682 1,365 2,384 1,417 3, 035 773 2,069 726 1,782 1,765 1,458 : 837 ' 1,752 ■ 993 1,700 730 ' 1,509 495 1,551 , 1.405 Total. 3, 192 1 248 322 Mall'. Fe- lllillO. 17, 600 I 18, 717 216 363 20 2, 4.52 3. 020 27 436 10 3, 249 622 177 2, 204 36 2, 799 599 750 44 15 167 726 732 i 1, 224 605 619 431 406 528 256 272 904 848 ; 632 301 331 630 463 ! 424 205 219 882 818 1, 335 663 672 418 312 43 20 23 807 702 560 273 287 245 250 230 115 115 835 1 716 231 110 121 760 645 360 176 184 1,555 122 157 54 100 92 109 10 1,251 1,460 12 238 4 1,168 337 92 1,055 20 1,333 354 380 372 26 10 74 i 1,637 126 165 34 9U 73 42 31 263 132 131 1,415 j 663 752 18 1 10 8 2, 466 1 1, 174 ! 1,292 1,383 677 j 706 217 105 ! 112 2, 102 ; 1,048 ; 1,054 692 ; 331 361 124 194 10 1,201 1,557 15 198 G 1,781 285 85 1,149 16 1,466 245 559 378 18 a Sex of teacher.^ estimated. b Se\ of colored pupils e.stiraated. c Sex of pupils estimated. 60 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES—Contimied. OEOROIA. 1880. Popultition -.■-- h 542, 180. Enrolled in public common schools 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 schools 44. 47 per cent. PUBLIC COMMON SCHOOLS OF GEORGIA FOR THE YEAR ENDED DECEMBER 31, 1889. ^ Fulton (a) Gilmer Glascock (a) Glynn Gordon Greene Gwinnett Habere bam Hall Hancock Haralson Harris Hart Heard Henry (a) Houston Irwin Jacikson Jasper Jeflcrson INSTITUTIONS. 61 Table 8.— SCHOOL ENROLLMENT, CENSirj^ OF 1890: PUBLIC COMMON SCHOOLS, BV COUNTIES— (■oLson . . . Walker . Walton "Ware (a) Warren (a).. Wasliingt(m . Wayne (a)... Webster (a) . White Whitfield ... Wilcox Wilkes Wilkinson . Worth Aggre- gate. M^ -w -T ^.—^ Colored. ?%■ 37 40 30 32 49 31 60 20 32 44 76 55 5t 33 75 36 I f:o 53 54 33 54 65 31 56 17 30 60 120 29 21 69 38 23 70 30 29 65 72 22 85 32 47 .50 75 87 44 48 131 43 29 29 59 29 Oa 57 43 ./■ 24 24 ■ 38 15 20 33 20 Mall'. •>'20 7 29 5 22 Fi'- Total. Male. 12 10 10 10 6 12 4 8 19 Fe- male. 3,994 1,628 2,132 5,088 1,310 1,238 1,842 3,296 922 1,532 1,835 1,195 215 225 870 850 ,512 613 650 660 704 793 98 130 610 667 79 65 427 449 576 736 a Teachers estimated IVom uivmlter and race of scliools- 62 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PtJBLlC COMMON SCHOOLS, BY COUNTIES— Coutiiuied. ihaho. 1880. Population 32, 610. Enrolled in public common schools 5, 834 1890. Population 84, 385. Ean>il<^^ ■■•^iihlic common schools 14, 311 Gain of population 158. 77 per cent. Gain oi^tnrollment' in jjliljc common schools 145. 30 per cent. PUBLIC COMMON SCHOOLS OF IDAHO FOE THE YEJ|^ i IBNDED SEPTEMBER 1, 189C,^- ;- TEACHKBS. >,^ PUPILS, / ■ COU.VTIES. Aggre- gate, White, (a) Colored. Aggro- gate. Whil'e. (b) Colored. 1 Fe. 1 mjile. ( ^ Total. 389 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. ^B Bear Lake % 1R 1 \ np Boise Cassia \ / '; \-^ Elmore £ooteuai Latah Lemhi (c) 1 2?ez Forces Oneiila (c) 1 ■Washington 1 1 IL.I.1NOIS. 1880. I^opulation ,3,077,871. Enrolled in public common schools 704,041 1890. Population 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. TEACHERS. hite. (!i 1 Fe- male. 16. 413 Colored. 1 Male. Total. 33 4 18 'Male. Fe- 1 maie. n 6,875 16 1 7 ;l 17 ' a 11 81 13 231 32 69 130 76 267 16 132 74 234 130 103 71 51 143 2,989 lOU 87 240 97 91 95 170 49 54 85 138 28 235 25 13 , 34 22 1 59 35 123 104 83 69 38 ' 101 262 77 G+ 68 60 67 111 79 26 67 105 52 82 109 50 i ' "l" 1 Aggre- gate, 778, 319 11,534 2,975 4,208 2,767 3, 069 8,090 1,819 4,554 3,817 11,293 7,919 6.105 4,674 3, 545 7,924 150, 901 S, 139 4, ,5(18 6,489 4,326 :,743 4.199 6,925 2,774 4, 306 6,612 4,595 ,5,171 10, 5B0 3,822 Total. 772, 860 11,244 1,982 4,298 2,766 3,059 8,090 1,819 4,564 3,817 11,278 7.919 6,105 4,673 3, ,529 White (,878 149, 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, 690 3.809 a Xumbcr of li(;ensed teachers. b Includes unseparated cclcrcd. ■ Sex oi' pupils reported by late county superiutendent. INSTITUTIONS. 63 Tablk 8.— school enrollment, CKXSU.S OF 1890: TUBLIC COM.MON 8CHOOL8, BY COUNTIES— Continued. r H^I.IIVOIS— Coutiunod. Greene Grundy Hamilton ... Hancock Hardin Henderson . . Henry Iroquoia Jackson Jasper Jeiferson Jersey Jo Daviess .. Juhnson Kaue Kankakee.-. Kendall Knox Lake Lasalle Lawrence - - - Leo Livingston.. Logan McDonough . MoHenry ... McLean Macon Macoupin . . . Madison Marion Marshall M ason Massac Menard Mercer Monroe Montgomery Moigan Moultrie Oglo Peoria I'erx'y Viait Pike Pope Pulaski Putnam Kandolpli . .. Eichland Kock Lslaud . St. Cliiir Saiiiie Sangamon. -- Schuyler Scott SLelby Stark' Stephenson.. Tazewell Union Vermilion .-. Wabash Warren Washington. Wavne.. Wh'ite Whiteside. -. AVill Williaroaon . Winnebago . . Woodford — Aggre- T, gate. Total. 147 147 204 204 103 103 351 351 :i4 34 117 117 364 364 369 369 155 152 154 154 161 161 98 97 329 229 78 78 :. 345 345 266 366 116 116 328 328 186 186 567 567 133 133 283 283 477 477 173 173 243 343 252 252 496 496 227 2''7 273 273 227 227 189 189 143 143 131 131 65 65 94 94 213 213 66 66 230 230 183 183 140 140 347 347 377 377 115 115 177 177 276 276 White, (o) 61 48 140 135 276 266 96 343 145 72 270 115 254 197 101 397 88 225 115 248 170 258 363 119 298 180 65 69 48 140 135 276 263 96 343 145 72 270 115 254 197 101 397 115 248 170 258 363 119 298 ISO Male. 51 33 i 80 105 37 34 73 104 79 74 84 37 50 56 50 55 23 64 34 102 61 73 99 74 61 59 130 88 119 90 61 39 48 22 32 64 30 82 63 54 78 41 73 120 41 .?1 10 52 49 48 123 78 124 34 35 125 33 72 53 61 138 47 62 45 109 101 79 ■EACHERS ) Fc- ! male. Total. Colored. Male. 1 ■ ■ - ■ 1 Fe- , male. 171 23 ■'46 83 391 265 73 ' 80 1 1 • 3 3 i 1 ■ 60 179 22 ■ 295 j 211 93 264 152 465 72 210 378 99 182 193 366 139 154 137 128 104 83 43 62 149 36 148 120 1 i ' .1 I 1 ' " "i 1 86 219 1 299 74 104 156 24 28 38 S8 86 228 140 18 219 111 37 145 82 182 144 40 359 41 163 70 139 69 179 •'98 1 2 1 1 ....-^ 1 ' 3 2 i j 1 31 131 1 Aggre ;iat<'. 6,193 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 10,021 6,074 7,157 0, 057 13, 568 8,300 9, 641 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, 416 4,519 8, 462 12, 008 5,830 12, 235 4,613 2,614 8,985 2,451 7,325 7,155 5, 801 12,342 3,235 4,930 4,224 7,116 6,665 7,619 11,918 0,847 7.377 4, 854 White, (a) Colored. 6,181 5,029 4.987 7. 930 1,^41 2, ,510 7,582 9,249 6,822 5, 058 5, 976 3,819 5,696 4, 475 11, .520 6.455 2.641 7, 844 4,808 16.933 4.100 6,80a 10,552 6, 034 7,119 6,057 13, 493 8,180 9,641 10,113 6,611 3,089 4,546 3,134 3,446 4,857 2,463 8,322 6,514 3,927 7,708 13.310 4,261 4,893 8,623 3, 997 3.0i7 1,219 5, 389 4,519 11,835 5, 830 11,735 4,613 2. 614 8, 985 2, 4.-1I 7, 326 1 7, 155 ' 5.801 ; 12,319 3, 235 I 4, 930 1 I 4, 224 7, lie 6, 616 7, 619 ! 11,918 0.847 7.351 j 4, 854 I 3, 181 2, 544 2,659 4, 009 1,000 1,265 3,911 4, 863 3, 477 2,677 3,026 1,968 3,888 2,344 5, 832 3,422 1,332 3,977 2,506 8,064 2.151 3, 561 5, 582 3,098 3, 633 3,127 6,747 4,179 4,969 5,185 3,454 1,536 2,309 1.637 1,732 2,601 1,325 4,256 3. 383 1, 993 4, 070 6,603 2,173 2, 538 4,471 2,073 1,542 627 2,763 3, 317 4.210 6,320 3,017 5, 857 2,351 1,360 ' 4,639 1,301 3, 7.i2 3,686 3,050 6, 387 1,649 3,433 2,130 3,661 3,335 3.919 6,237 3, 664 3.650 2,562 Fe- male. 3, OUO 2, 485 2, 328 3,921 841 1.245 3, 671 4, 386 3, 345 2,381 2,950 1,851 2. 808 3,131 5,688 3, 033 1,309 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 2,366 1. 138 4,066 3,131 1,934 3,638 6,707 2,078 2,365 4.152 1,934 1, 475 592 2, 636 2,202 4,189 5, 515 2,813 5, 878 2, 262 1.254 4,346 1, 50 3, 673 3, 469 2, 751 0,033 1.586 2, 497 2, 094 3, 455 3, 281 3,700 5, 681 o, 183 3, 701 2, 292 Total. j . , ... 11 9 Male. 3 Fe- male. 4 6 1 1 98 55 43 28 16 12 161 92 69 65 34 27 16 28 18 70 34 36 162 76 87 14 16 2 69 40 38 8 6 6 10 2 36 15 20 34 1 25 18 75 120 37 45 38 75 140 71 64 40 76 31 i ■■ ■ 1 1 51 176 29 78 22 93 1 113 109 67 48 60 61 7i 66 116 40 35 46 31 31 70 26 8 1 ■ 18 63 173 28 , 35 80 1 93 500 243 ■ 257 1 1 1 23 r ii 12 49 28 21 ; 26 13 13 1 a Includes uuseparated colored. 64 EDUCATION. Table § — SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC C^OMMON SCHOOLS, BY COL"NTIES— ContiDued. INDIANA. 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, 189p. The State Adams Alien Bartholomew... . Benton Blackford Boone Brown Carroll Cass Clark Clay Clinton Crawford Daviess Dearborn Decatur Dekall) Delaware Dubois Elkhart Fayette Floyd Fountain Franklin Fulton Gibson Grant Greene Hamilton Hancock HaiTison Hendricks Henry Howard Huutiu^on Jackson .Tasper Jay Jefferson Jenuing'S Johnson Knox Kosciusko Lagrange Lake Laporte Lawrence Madison Marion Marshall Martin Miami Monroe Montgomery . . . Morgan Newton Noble Ohio Orange Owen Parke Perry Pike Porter Posey Pulaski Putnam Randolph Eipley Busb TEACHEES. Aggre- gate. 143 112 61 162 76 141 161 158 154 146 88 142 141 137 141 166 122 228 72 107 141 115 117 141 158 174 177 122 162 143 173 126 145 150 104 140 148 122 132 159 210 124 141 185 124 178 4S19 155 102 169 116 196 135 84 193 34 100 116 155 127 115 128 128 106 168 184 126 132 White, (n) Total. 13, 236 112 299 143 112 61 162 76 141 161 151 154 146 88 142 141 137 141 166 122 228 72 107 141 115 117 141 158 174 177 122 162 143 173 126 145 160 104 140 148 122 132 167 210 124 141 185 124 178 485 155 102 109 116 196 135 84 lil3 , 34 I' 100 : 116 : 155 127 115 128 128 Male. 'Fe- male. 70 93 80 48 44 104 , 60 ' 93 73 94 ; 99^ 70 I 94 : 70 : 64 "63 92 I 64 I 94 I 33 46 82 i 63 ! Ill ! 104 I 109 I 86 : I 117 j 78 I 107 81 87 77 45 93 68 63 78 ; 110 61 : 48 58 122 77 85 104 47 87 73 27 75 17 70 I 83 64 ; 87 ' 43 67 I 106 63 168 71 184 106 126 72 ! 132 67 ■ 42 206 63 64 17 68 10 48 eo 47 18 48 71 73 78 74 68 134 39 61 59 62 64 52 47 70 46 66 66 46 58 73 59 47 90 69 66 79 100 63 103 137 66 56 408 70 33 65 69 109 62 57 118 17 30 33 91 52 28 85 61 43 97 78 54 65 Colored. Total. Male. 21 Fe- male. 28 3,313 5,237 7,419 4,763 4,356 o Includes uuseparated colored. Aggre- gate. 5,029 10, 100 5,630 3,349 2,747 6,913 2,761 5,106 6,039 6,284 7,918 7,149 4,791 6,414 4,894 4,785 5,356 7, 166 4,471 9,266 2,759 5,012 4,931 4,367 4,282 6,249 7, 756 6,655 7,035 4, 653 6,849 6,436 6,920, 6,099 6,505 6,676 3,133 5,583 6, 428 4,233 4,653 5,656 7,712 3,886 4,496 6,229 5,354 8,083 23, 014 6,459 4,120 6,290 4,111 6,886 4,029 2,176 5, 253 1,296 4,114 4,136 5,310 White, (a) Total. 501, 433 5,029 10, 086 5,630 3,349 2,747 6,913 2,761 5,105 6,014 5,910 7,918 7,149 4,791 6,414 4,894 4,785 5,356 7,072 4,471 9,262 2,769 4,676 4,931 4,367 4,282 6,249 7,766 6,655 7,035 4,663 5,849 5,436 5,920 6,099 6,505 3,133 6, ,583 6,428 4,233 4,653 5,527 7,712 3,885 4,495 6,224 5,364 8,083 21, 537 6,459 4,120 6,200 4,111 6,886 4, 029 2,176 5, 253 1,296 4,114 4,136 5,310 4.362 4. 840 4,070 4,661 3.M3 5, 237 7,419 4,763 4,356 Male. 257, 731 2,764 5,111 2,833 1,751 1,386 3,637 1,491 2,623 3,081 2,967 4,010 3,768 2,545 3, 337 2,564 2, 450 2,794 3,590 2,431 4,524 1,436 2,292 2,494 2,167 2,221 3, 269 4,081 3, 421 3,696 2,392 3,046 2,838 3,064 3,139 3,371 2,896 1,636 2,950 3,225 2,190 2,358 2,831 3,986 2,038 2,287 3,117 2, 719 j 4, 205 1 10,479 1 3,221 I I 2,066 Fe- male. 243, 702 3,330 i 2,157 3,567 2,069 1,143 2,791 652 2,108 2,176 2,720 2, 153 2,496 2,162 2, 384 1,594 2,743 3,855 2,645 2,286 2,^65 4,975 2,797 1,598 1,361 3,276 1,270 2,482 2,933 2,943 3,908 3,391 2,246 3,077 2,340 2,335 2,562 3,482 2,040 4,738 1,323 2,284 2,437 2,200 2,061 3,675 3,234 3,339 2,261 2,803 2,598 2,856 2,960 3,134 2,781 1,497 2,633 3,203 2,043 2,295 2,696 3,727 1,847 2,208 3,107 2,635 3,878 H, 058 3,238 2,055 2,960 1,954 3,319 1,070 ).032 2, 482 614 1,946 1,961 2,590 2,209 2,350 1,914 2,277 1,719 2,404 3,664 2,218 2, 070 Colored. Total. 14 25 374 84 1,477 Male. 15 185 212 57 Fe- male. 224 632 INSTITUTIONS. 65 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. IIVDIANA— Continued. TEACHEKS 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. 93 Male. Fe- male. St. Joseph 192 69 169 163 65 110 143 93 223 103 49 227 88 244 196 102 142 150 213 127 137 142 192 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 7,326 2,289 6,726 5,197 2,056 3,449 5,326 3,362 ' 7, 971 4,870 1,791 3,544 3,192 9,545 6,813 2,878 5,622 5,068 7,546 5,853 4,474 4,707 7,233 2,289 6,726 5,197 2,066 1 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 1 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 3,766 1,568 4,596 3,331 1,409 2,630 2,375 3,710 2,837 2,097 2, 238 33 60 Scott Shelby Spencer Starke Sullivan Switzerland 1 80 45 Tipton 19 8 11 832 450 432 Vigo 6 5 1 254 118 "Wabash Warrick WasWngtoii 226 103 123 Wells White Whitley lOfVA. 1880. Population 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. TEACHBBS. 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 State 86, 567 26, 667 5,460 21, 107 493, 267 491, 997 251, 157 240, 840 1,270 624 646 Adair 355 261 211 243 245 369 317 344 193 243 249 325 153 279 239 295 250 281 214 213 191 304 262 268 332 188 236 276 232 74 249 69 380 238 245 1 355 261 211 243 245 369 317 344 193 243 249 325 163 279 239 295 250 281 214 213 191 304 262 268 332 188 236 276 232 74 249 69 380 84 53 31 76 76 85 61 62 30 53 41 61 25 71 66 54 29 76 34 34 39 68 41 67 74 64 50 42 46 20 39 15 72 271 208 180 167 109 284 256 282 163 190 208 264 128 208 183 241 221 205 180 179 152 246 221 201 258 124 186 234 186 54 210 54 308 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 6,164 4,776 3,733 4,670 4,307 3,066 2,516 6,983 9,140 5,617 6,369 4,488 4.674 4,434 7,464 1, 11-4 8,543 1,128 6,192 4,138 3,793 4,887 6,378 3,598 6,958 6,386 6, 860 ■ 3,598 5,048 3,760 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 7,362 1,114 8.606 i;i28 6,182 4,132 3,732 2,183 2,042 2,626 2,738 1,858 3,096 3,142 3,580 1,790 2,679 1,959 2,158 1,828 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 3,669 561 4,283 585 3,174 2,084 1,928 1,955 1,751 2,361 2,640 1,740 2,862 3,244 3,280 1,808 2,369 1,791 2,192 1,762 2,300 2,967 2,378 1,894 2.232 2,086 1,644 1,150 3,441 4,561 2,763 3,174 2,230 2,361 2,098 3,703 553 4,223 543 3,008 2,048 1,804 10 6 4 Allamakee 15 11 1 1 Blackhawk 3 3 1 1 9 Buchanan 6 2 4 7 2 8 3 3 4 1 5 2 ] 1 I Clay Olavton 1 43 1 3 17 9 1 20 1 2 9 3 Clinton 23 X)avis 3 Delaware 102 51 51 37 16 21 Fayette Floyd Fraiikliu 10 5 5 238 1 31 1 207 245 : 40 ] 205 4,132 3,739 7 4 3 ED- o Includes unseparated colored. 66 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contmued. IOWA— Continued. TEACHEKS. PUPILS. COUNTIES. Aggie- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. 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 6,778 6,197 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 1,603 5,790 2,568 5,108 2,609 13,837 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 5, 586 4,626 4,941 6,925 1,795 5,655 8,988 2,548 3,228 Male. Fe- male. Total. Male. Fe- male. Fremont 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 2M 183 256 241 220 124 288 171 246 206 522 561 319 276 270 274 302 277 304 397 294 281 236 249 298 305 267 331 99 261 407 160 222 286 347 217 335 279 146 315 338 264 170 179 240 311 260 408 221 448 310 307 245 248 493 190 197 157 301 354 291 363 180 206 294 183 266 241 220 124 288 171 246 206 522 561 319 276 270 274 302 277 304 397 294 281 235 249 298 305 267 ni 261 407 160 222 66 56 46 90 47 31 70 57 51 36 25 72 80 39 93 36 56 35 66 59 60 62 42 41 220 291 171 245 232 116 245 281 213 135 154 168 231 221 315 185 392 284 241 186 188 431 148 4,402 4,572 3,627 4,951 4,466 2,221 5,394 6,061 4,697 2,890 2,705 2,879 6,206 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 6,49G 3,872 3,608 4,745 3,495 4,577 6j228 3,205 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 7,377 6,592 4,642 4,941 5,926 1,796 5,555 8,998 2,648 3,228 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 3,612 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 6,132 2,574 2,199 2,173 4,653 2,646 2,229 2,606 3,125 2,694 2,616 2,474 3,602 2,806 2,330 2,481 2,978 931 2,865 4,513 1,337 1,696 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 1,566 1,946 993 2,367 3,676 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 " 1 1 Grundy ' "2 7 2 Gu thrie 3 Hamilton Hancock Harrison 9? 1 1 3 39 1 1 52 Howard Haml>oldt Ida Iowa 19 9 9 6 12 7 5 Keokuk 2 Kossuth Lee 260 62 7 76 1)1 28 3 44 139 Louisa 4 36 121 Madison 75 67 68 73 70 46 50 28 63 47 60 32 60 30 67 28 93 99 69 49 62 70 98 62 80 73 70 49 46 47 67 33 83 67 41 60 78 41 49 226 287 223 280 110 160- 244 155 193 194 170 92 228 141 189 178 429 462 260 227 208 204 204 215 224 324 224 232 189 202 231 272 184 274 58 201 329 119 173 77 3 39 1 2 Marshall Mills 1 1 Mitchell ' 20 12 10 8 5 5 12 ivrnTifp'omerv O'Brien Page 20 10 10 Palo Alto Plymouth Pocahontas Polk 77 10 1 40 11 37 8 1 Pottawattamie Poweshiek Kinggold Sac Scott 67 29 28 Shelby Sioux Story Tama 9 19 9 3 71 6 16 4 9 5 2 36 6 10 4 1 35 6 9 Taylor TJnion , 7 ■Wayne Webster Winnebago Winneshiek 10 •^ Worth Wright 1 a Includes unseparated colored.. INSTITUTIONS. iu TABI.E §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. KAIV8AS. 1880, Population 996, 096j Enrolled in public common schools 246, 128 1890. Population 1, 427, 096. Enrolled in public common 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 YEAR ENDED JUNE 30, 1890. The State . Allen (!)) Anderson (b) . Atchison (c; . . Barher Barton Bourbon (d) Brown (&) Butler Chase Chautauqua (&) . Cherokee. .- Cheyenne .. Clark Clay (e) (/) . Cloud Coffey (6) . . Comanche . Cowley Crawiord (g Decatur — Dickinson (&) . Doniphan (b) . Douglas Edwards (/) . . Elk Ellis Ellsworth (b) . ITinney Ford Franklin (/) . . Garfield . Geary... Gove (sf) . Graham . Grant . . . Gray (ft).... Greeley (g) . Greenwood - Hamilton... Harper Harvey. - Haskell . Hodgeman (&) . Jackson (b) — Jefferson Jewell Johnson Kearny Kingman (6) . Kiowa Labette (c) Lane Leavenworth (c) . Lincoln Linn (6) Logan Lyon ... 4 McPherson.. Marion (&)--■ Marshall (c) . Meade (/) (7i) Miami(&) Mitchell Montgomery (g) [b) . Morris Morton (d) Nemaha (g) (6) . Neosho (&) Ness (i) Norton (g) TEACHEBS. Aggre. gate. 12, 260 112 146 139 99 110 185 107 223 150 80 50 150 140 142 48 181 156 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 5!) 186 152 153 183 64 151 149 174 107 13 170 140 "White, (a) Total. Male. 12,175 , 4,852 112 145 129 178 107 223 88 133 50 150 146 142 48 181 186 134 150 88 139 47 120 67 97 48 83 141 34 62 56 107 63 26 124 31 113 123 37 57 115 130 190 123 31 97 53 178 48 134 94 154 54 50 52 40 45 66 42 102 28 63 63 25 10 60 61 50 17 110 79 42 76 33 42 19 45 30 25 13 Fe- male. 7,323 59 22 1K6 60 152 72 163 72 183 75 64 26 1.50 56 149 52 174 80 105 43 13 5 170 50 146 68 89 33 151 61 a Includes unseparated colored. b Number and sex of colored pupils estimated. c Colored pupils partly estimated. d Sex of teachers based on the report for 1889. e Eeport for 1889. 05 77 59 65 122 65 121 60 70 40 90 85 92 31 71 107 92 80 55 97 28 75 37 72 35 45 85 19 47 36 67 22 13 71 17 67 78 19 36 72 64 100 63 17 40 32 110 36 87 48 75 37 126 80 81 108 38 94 97 94 62 120 78 56 90 Colored. Total. 85 ^I«l- s m'ate. 38 47 1 10 i' 1 8 7 1 6 2 3 2 1 2 2 2 3 2 1 12 3 9 1 1 2 2 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 2,422 902 1,688 502 4.240 645 3,870 4,686 352 822 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 1,752 5,315 4,602 7,233 3,430 258 6,047 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 7,467 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 6, 321 1,146 4,154 1,789 3,114 423 1,883 2,351 902 1,688 547 ■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 8,833 3,325 258 5,917 6,665 1,426 3,481 Male. 200, 386 2,345 2,122 2,641 1,279 1,713 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 2,563 403 3,093 2,970 1,402 2,995 1,658 2,622 571 2,030 890 1,502 207 894 2,841 187 1,149 425 863 260 435 190 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 30 15 23 25 100 125 55 4 356 1,364 10 250 10 22 65 400 105 70 116 Male. 4,611 30 60 325 184 60 10 30 100 260 Fe- male. 5,008 25 3 160 1 610 7 125 30 ' 54 / Sex of teachers estimated on ratio shown in rest of state. g Teachers from report of county superintendent to Census Ofiice. h Pupils from report for 1889. i Teachers from report for 1889. 40 62 68 EDUCATION a Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES-Continued. KA1V8AS— 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. Osage (b) 192 164 117 78 184 146 90 106 213 177 132 110 120 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 90 106 184 104 28 30 266 130 48 95 44 221 54 138 92 166 65 53 41 25 80 57 31 70 96 60 53 52 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 6,798 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 6,505 634 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 3,866 3,723 2,664 1,741 2,117 4,400 371 10, 186 479 9,340 1,343 1,362 5,016 2,686 333 451 9,308 1,855 879 3,259 687 6,505 634 5,053 2,852 8,506 3,399 2,146 2,062 900 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 1,427 167 224 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 2,762 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 4,668 906 409 1,516 283 3,096 308 2,423 1,383 4,356 375 15 27 200 7 12 175 Osborne 8 Ottawa 15 / PhilliDR ( 60 72 35 43 25 Pratt (ft) 29 Kilev {&) ... 2 1 1 1 1 80 39 2 35 20 45 19 Rush 2 76 25 51 Scott Sedgwick (&) •- 153 3 1,350 79 2 641 74 :;;;:::: 1 21 12 9 709 Sheridan 1 Smith i ^Staiford \b) 1 100 60 60 1 Stevens (e) 7 4 3 150 75 75 Wallace (c) Wichita Wilson (b) 26 10 975 8 3 460 18 7 Wvandottefdl 18 8 10 515 a Includes unseparated colored. b Number and sex of colored pupils estimated. c Teachers from report of county superintendent to Census Of6.ce. d Colored pupils partly estimated. e Sex of teachers estimated on ratio sliown in rest of state. INSTITUTIONS. m Table 8.— SCHOOL ENROLLMENT, (lENSUS OF 1890: PUBLIC COMMON SCHOOLS, liY (OUNTIES— Contmn.M!. KKIVTUOKV. 1880. Populatiou 1, 648, 690. Enrolled in public common schools 292, 127 1890. Population 1, 858, 635. Enrolled iu public common schools 408, 96l> Gain of population 12, 73 per cent. Gain of enrollment in public common schools 39. 85 per r-enl . PUBLIC (!0MMOX SCHOOLS OF KENTUCKY FOR THF YEiR ENDED JUNE 30, 1800. COUNTIIiS. Adaii' Alien Anderson . Ballard.... Barren Bath Bell Boono . . - Bonrbon. Boyd .... Boyle Braclseu Breathitt Breckinridge . Bullitt Butler Caldwell . Calloway- Campbell Carlisle . . Carroll — Carter Casey Christian . Clark Clay Clinton Crittenden .. Cumberland. Daviess Edmonson. Elliott Estill Fayette ... Fleming... Floyd .-.. Franklin . Fulton . - . G-allatin . . Garrard . . Grant Graves . - - GrayHon.. Green Greenup - Hancock . Hardin - . . Harlan - - . Harrison . Hart Henderson . Henry Hickman.. . Hopkins ... Jackson Jefferson . . Jessamine. Johnson — Kenton Knott , Knox Lai'ue Laurel Lawrence . Lee Leslie Letcher Lewis Lincoln Livingston . TJiACHEKS ' Aggre- gate. White. Colored. Aggre- gate. Total. Male. Fe- male. 3,853 Total. 1 1.230 Mall.. Fe- male. Total. ■ 9,041 7,791 3,938 594 656 408, 966 354, 250 38 77 48 48 114 73 68 44 40 86 25 43 23 21 46 48 25 21 19 40 15 9 4 8 28 6 5 6 10 9 4 2 12 3,932 3, 308 2, 272 2, 131 5,311 3,314 3,013 3,063 1,728 4, 388 04 57 57 73 56 54 55 49 43 54 48 20 11 18 31 7 29 32 36 10 3 8 30 2 17 1 8 6 13 1 3. 059 1.914 2, 316 1 2, 673 3,104 2, 686 1,843 2, 12il 1,390 2,909 48 58 70 120 47 33 65 68 105 40 8 37 48 34 9 25 18 20 51 31 15 3 15 6 1 S 9 2 7' 5 2, 313 2, 562 2,546 4,574 1,841 1,405 2,443 2,481 4,141 1,663 00 73 81 127 40 83 63 72 126 37 49 41 26 34 19 34 21 46 92 18 7 11 9 1 3 5 8 5 1 2 2 3 4 i' 3,683 3,236 4,310 7,025 1,891 3,476 2,608 3,901 6, 950 1,760 43 711 73 169 65 38 72 68 108 48 11 45 39 36 18 27 27 29 72 30 1 5 61 17 2 i 31 7 3 1 4 30 10 2,020 4,178 2, 812 7,104 2,698 1,848 4,143 2.689 3,907 1.932 85 39 74 54 143 81 36 65 48 118 53 21 49 27 45 28 15 16 21 73 4 3 9 6 25 4 3 6 6 6 3" 19' 2. 672 2, 123 3, 393 2,484 0, 652 3,508 2,032 3,130 2,217 5,534 54 52 56 101 81 49 52 54 73 74 31 32 .32 10 39 18 20 63 36 5 2 ■' 2,319 2,877 2, 613 4,720 3,838 2, 143 2,877 2,653 3,177 3,485 28 ' 7 io 2 2 18 78 79 40 29 55 77 62 31 25 39 56 24 16 9 11 21 38 15 16 28 1 17 9 4 10 1 3 ii' 3 4 11 3,090 3,790 1,903 1,164 2, 428 3,083 3,007 1,498 1 045 3 1,675 63 129 102 68 67 i 39 109 99 52 65 32 64 31 26 23 ■■»7 45 48 26 42 4 20 1 1 1 'I 9 1 3 3 7' 1 3, 953 7.361 5, 246 2,765 3, 343 2,819 0. 529 5. 125 i 2,174 3,253 50 130 57 85 94 45 114 55 1 73 81 27 58 53 37 31 18 56 36 36 30 5 16 2 12 13 1 6 i 8 4 10 6' 5 2, 280 3, 319 2,10!) 4! 3:-;7 2,109 2, 746 2,069 3,068 3,892 131 71 55 114 SO 96 60 44 97 60 39 29 92 47 43 57 31 22 50 17 t 11 11 17 15 5 6 8 20 6 5 9 6,135 8,033 i 3, 030 1 5, 422 2,357 26, 490 1,989 2,989 6,604 1,481 4,449 3,547 3,515 4,727 2,357 20, 742 1,325 2,989 6,129 1,449 514 44 66 135 48 418 29 66 115 47 41 10 54 30 40 377 19 12 85 7 96 15 18 5 78 10 10 1 2 1 8 80 58 84 86 36 81 84 34 49 27 51 53 17 25 25 30 31 17 6 6 3 2 2 3 4 1 3 2 2 4,131 2,396 4,363 5,983 1,535 3, 978 2. 136 4,331 5,910 1,474 48 54 85 83 58 48 54 83 65 54 30 50 38 23 32 18 4 45 43 1,663 1 2, 191 3, 6.52 3, 599 2. 614 1,663 2,191 3,616 2,835 2, 435 1 2 17 4 6 3 2 11 1 Whil... 183,145 1, 760 1,557 1,165 929 2, 239 1. 383 953 1,050 673 1.459 745 1,276 1,321 2. 579 863 1,767 1,368 1,985 3. 461 906 965 2. 143 1.344 2.133 946 1,311 1,037 1,600 1, 129 2,854 1,073 1,468 1,320 1,530 1,865 1, .569 1,467 791 566 946 1,430 3, 462 2, 7.18 1,216 1, 600 1,060 1,223 1,228 1.603 1,970 2, 298 1,300 1, 364 2,403 1,294 10, 512 643 1,501 3,156 852 3,071 1,132 3,31C 3,436 680 756 1 1,330 1,845 I 1,.329 1,206 Fe- male. 1, 534 1 , 455 897 799 2, 149 1,303 8:jo 1,070 717 1,310 600 1,167 1,160 1,563 800 1,709 1,300 1,976 3, 489 860 883 2,000 1,345 1,774 986 1,197 995 1,530 1,088 2,680 1,070 1,409 1, 233 1,627 1,620 1,514 1,540 707 479 729 1, 30!) 3, 067 2,387 958 1,563 1,049 1,523 841 1,465 1,922 2,151 1, 247 1,351 3,324 1,063 10, 230 582 1,488 2,973 597 1,907 994 2,021 2,484 794 907 861 1,771 1,496 1,129 Colored. Male. 618 290 210 403 1,123 373 71 196 908 119 65 4113 207 508 349 75 125 172 35 123 3,197 76i; 164 91 26! 267 1,118 176 60 1, .543 353 783 404 119 753 134 832 131 591 90 171 573 40 455 645 1.686 486 505 695 5,748 764 153 170 131 72 61 36 774 189 310 166 130 203 551 193 I 39 96 630 67 460 60 35 287 87 281 184 35 68 1. 500 366 41 140 137 347 28 625 185 3 361 193 54 410 60 411 58 301 39 87 283 25 239 307 848 341 358 347 1,416 331 339 30 89 81 74 41 39 308 130 80 200 .572 44S 59 30 140 91 108 287 165 40 57 85 15 66 1,601 400 50 123 130 571 32 918 168 4 422 311 65 343 74 421 •> i 11 13 8 5 38 20 11 9 : 31 4 2 2 49 33 14 19 12 1 1 33 12 5 7 17 2 1 1 7 42 1 19 10 9 28 11 7 4 5 1 1 35 12 4 8 29 7 7 20 i) 8 1 24 14 '} 9 26 1 1 46 16 6 io 34 16 7 9 28 8 2 6 39 9 4 5 11 9 6 3 27 8 2 6 IH ;c 3 2 4 1 1 14 2 1 9 3 1 64 9 5 13 2 1 19 1 22 1 10 \ 3 20 1 2 28 11 9 37 21 6 15 15 12 9 3 21 8 3 5 24 10 8 2 20 24 17 7 23 21 15 6 IS 3 3 46 12 9 3 47 35 22 13 41 12 4 8 47 6 3 3 43 13 13 «6 4 3 1 13 1 1 23 19 (i 13 1 Aggre- gate. 5,012 2,003 4,417 2,774 4,424 2,797 2,923 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 1,516 2,822 3,847 2,910 1,592 3,941 0,594 3,269 3,767 4,625 4,697 1,880 1,957 Total. 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 6,865 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 4,538 1,852 1,224 Male. 2,075 797 1,598 1,394 1,608 1,425 1,216 1.498 650 1,313 1,253 755 1, 423 1,290 1,645 9U2 1,591 1,994 1,091 1,151 2,819 409 1,569 940 592 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. 1,668 715 1,710 1,243 1,531 1, 3.57 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 1,995 784 1,955 622 1.761 '481 3,341 945 951 802 1,016 974 992 912 640 1,115 1,086 1,008 846 I 1,581 I 2,395 . 1,484 I 1,725 2,004 ; 2, 144 ' 957 ' 08-1 ; Total. Colored. Male. 1,299 ' 491 1,109 137 I 1, 285 704 19 542 463 238 317 349 47 25 71 344 65 41 24 50 901 730 1.575 792 59 600 1,763 334 130 552 159 28 733 C66 254 553 85 644 355 7 244 225 140 142 173 180 34 200 30 14 12 25 432 374 338 144 315 771 401 25 280 I 826 I 163 I 62 I Fe- male. 237 536 52 641 15 7 8 512 207 245 86 46 40 769 369 400 390 189 201 16 8 8 603 256 347 218 117 101 221 105 116 349 12 298 238 118 175 176 208 17 37 141 35 27 12 25 345 132 377 804 391 34 314 937 171 263 289 77 82 13 U 4U1 332 INSTITUTIONS. 71 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. liOUISIAiVA. 1880. Population 939,946. EnroUed in 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 common schools 53.52 per cent. PUBLIC COMMON SCHOOLS OF LOUISIANA FOR THE YEAR ENDED DECEMBER 31, 1889. The State . Acadia Ascension . - - Assumption. Avoyelles . . . Bienville Bossier . . . Catldo Calcasieu. Caldwell . Cameron . Catahoula Claiborne Concordia DeSoto East Baton Rouge. East Carroll East Feliciana Franklin Grant Iberia Iberville... Jackson - . . Jefferson . . Lafayette . Lafourche - Lincoln Livingston . . . Madison Morehouse ... Natchitoches . Orleans Ouachita Plaquemines .. Pointe ('oupee. Bapides Red River... Richland 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 Vernon Washington. "Webster .. TEACHERS. "West Baton Rouge. West Carroll West Feliciana "Winn 2,678 27 55 ' 17 60 65 50 19 16 55 85 22 77 56 27 43 13 32 32 50 38 21 19 47 67 26 26 19 41 430 36 38 48 78 35 21 28 13 15 34 17 17 54 23 61 37 51 36 46 "White. Total. 35 22 19 34 15 35 30 48 12 13 41 57 9 63 39 7 23 10 27 24 17 31 21 15 36 47 23 10 29 33 407 19 23 ! 29 65 23 14 22 10 Fe- male, 16 10 19 5 19 20 15 10 19 17 388 13 13 19 37 Colored. Total. 21 2 25 35 2 7 3 14 28 13 24 17 20 15 513 Tc- male. 243 Aggre. gate. 124, 372 10 4 5 2 26 11 i 6 6 « 5 18 8 14 2 10 10 4 3 8 1 16 5 4 1 5 8 8 2 "n'liitc 1,700 1,124 2,617 915 2,196 2,410 1,951 2,275 372 1, 825 3,766 941 2,530 1,628 1,395 1,292 365 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 1,219 468 3.318 371 848 1,224 1,070 810 1.847 987 2,748 i 1.306 1,988 1,791 2,153 3,312 698 3,181 1,033 2.241 557 921 1,220 74, 988 1,377 769 905 865 1,886 1,100 308 1,841 2,532 179 1,329 1,006 160 507 220 998 1,245 349 1,024 585 374 1,302 1,761 620 169 4,320 5,006 16, 278 692 670 569 2,261 641 219 2,732 170 169 665 325 362 1,166 611 720 791 1,307 171 1,103 2,068 664 2, 992 631 1,066 236 261 215 1,115 Male. 501 386 360 874 433 465 470 1,033 570 157 728 1, 320 83 664 494 84 248 102 646 694 179 556 294 230 692 2,065 2, 681 7,608 330 398 267 1,162 331 118 1,343 86 92 285 200 212 671 375 356 423 658 86 617 1,067 397 1,646 334 566 107 147 114 677 Colored, Fe- male. Total, 49, 384 Male, Fe- male, 36, 369 24, 999 24,385 336 393 921 481 440 226 538 281 257 503 1,240 670 570 336 146 67 79 440 1,291 704 587 396 1, 545 747 793 863 65 31 34 530 1,175 670 605 151 04 27 37 613 484 250 231 1,212 1,234 660 574 96 762 366 396 666 1,201 538 663 512 622 309 313 76 1,235 641 594 259 785 369 416 118 135 68 67 453 335 161 174 551 694 338 356 170 1,616 805 811 468 402 216 186 291 436 208 228 144 200 124 76 610 638 318 320 895 818 408 410 305 92 44 48 91 1,071 536 535 2,256 4,485 2,290 2,195 2,425 1,829 1,011 815 8,770 4,858 2,897 2,461 262 1,026 453 573 272 699 378 321 302 699 333 366 1,099 536 268 268 310 578 297 281 101 239 115 124 1,380 586 296 290 84 201 110 , 91 77 679 1 338 341 280 659 338 321 125 745 422 323 150 448 264 184 496 681 374 307 236 376 219 157 364 2,028 1,029 999 368 515 259 256 649 681 283 398 86 1,620 790 830 486 1,050 556 494 1,011 1.244 655 589 157 144 92 52 1,346 189 83 106 297 402 185 217 500 1,175 583 592 129 160 82 78 114 296 143 153 101 706 356 350 438 105 60 45 72 EDUCATION J Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. MAIIVE. 1880. Population 648,936. Enrolled in public common schools 150,811 1890. Population 661,086. Enrolled in public common schools 139,679 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. PtlPILS. COUNTIES. Aggre- gate. White. Colored. Aggre gate. "White, (a) Colored. Total. Male. Fe- male. Total. Male. ' Fe- male. i Total. Male. Fe- male. Total. Male. Fe- male. The State 6,080 6,080 61,412 c4,668 139,679 139, 669 68,691 70,878 110 58 : 52 314 515 629 239 400 425 257 260 441 684 182 145 368 385 384 432 314 516 629 239 400 425 257 260 441 684 182 146 1 368 i 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 17,090 4,052 9.579 10, 201 7,306 4,782 7,356 14, 885 3.651 4; 379 6,910 6,533 11,003 10,968 7,764 13, 313 17, 058 4,052 9,579 10 177 3,831 6,907 8,616 2,015 4,543 4 Qfl4 3,933 6,406 8,442 2,037 5,036 .5 IS^i 7 4 ' 3 32 24 1 8 Franklin . ..! Hancock Xennebec •>4 10 14 7,304 ,1 3', 463 1 3,841 ; 2 4,779 ll 2,297 ! 2,482 ^ 3 7,362 1 3,577 ; 3,775 4 I 1 Lincoln 1 2 Oxford 3 1 Penobscot 14,874 i! 7,386 7,488 1 rfll li 6 ' 6 3,551 i l-6Bi) 1-852 1 : li j Sagadahoc 4, 362 6,910 ! 6,629 10, 999 10, 966 2,021 2,341 3, 570 3. 340 3. 162 3, 367 17 !! 6 1 11 Waldo 4 2 ' 2 j 5,514 8,486 ' 4 6,096 5.870 ll 2 1 3 York...'! ;:;. I 2 ! lIARYfjAND. 1880. Population 934,943. 1890. Population 1,042,390. Gain of population •f. 11. 49 per cent. Enrolled in public common schools 149, 981 Enrolled in public common 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) Chai-les Dorchester Frederick Garrett Harford Howard (e) Kent Montgomery (e) . . Prince George (e) Queen Anne Saint Mary Somerset Talbot Washington "Wicomico Worcester TEACHERS. Colored. 80 60 152 144 134 120 67 42 143 105 215 188 110 110 136 1 114 62 47 78 61 104 83 81 65 95 82 206 85 93 76 57 63 47 72 66 192 67 74 14 19 25 11 14 107 25 18 Male. 2 I 9 ■ 15 Fe- male. 53 20 13 7 56 8 2 6 107 14 5 9 22 25 9 16 64 38 24 14 90 27 15 12 Vi 96 22 7 15 36 15 6 9 48 17 7 10 43 28 11 14 43 26 8 18 44 18 10 8 22 18 8 10 01 23 9 14 51 17 6 11 85 14 7 7 42 18 11 7 56 1!) 11 8 Aggre gate. 184, 251 8, 357 4,666 11, 302 63, 546 2,099 3,733 6,836 5,538 2,956 5,496 10, 345 3,473 5.999 3,053 3,692 0,7; 4,724 4,204 2,796 4,466 4,085 8,719 4,473 3.957 3, 2,737 2,964 1,686 2,930 2,760 8,175 3,440 2.866 a Includes uBseparated colored. h N'nmber of male teachers employed in fall and wiDter tonus. c Number of female teachers employed in spring and summer terms. d Indians. e Sex calculatt'il ly the ratio shown in the rest of the state. INSTITUTIONS. 73 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES-Continued. MASSACHUSETTS. ISeO. Population 1,783,085. Enrolled in public commou 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 MxVSSACHUSETTS FOE THE YEAR ENDED MAY 1, 1890. T White. EACHERS. PUPILS. COUNTIES. Aggre- gate. 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 1,186 395 609 405 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, 956 637 45,210 7,566 20, 650 9,725 73, 109 375 21, 954 15, 962 75, 153 49, 996 6,305 15, 618 29, 647 590 45, 065 7, 551 20,4211 9, 710 72, 977 369 21,917 15, 920 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 37 36 1,152 253 9 102 133 24 74 3 116 7 67 3 18 17 560 124 3 Berkshire 106 Bristol 176 23 1 1 Franklin 1 1 120 8 65 3 Norfolk 19 Plymouth 19 Suffolk 3 2 3 2 592 129 .1IICIIIGAIV. 1880. Popu] ation 1, 636, 937. 1890. Population g, 093, 889. Gain o f population 27. 92 per cent. Enrolled in public common schools 362, 459 Enrolled in public commou 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 15,990 Alcona - . Alger - - . Allegan . Alpena. - Antrim . Arenac- Baraga . Barry - . Bay.... Benzie . . Berrien Branch Calhoun Cass Charlevoix . Cheboygan . Chippewa . . Clare Clinton Crawford .- Delta . . - . Eaton — Emmet - - Genesee - Gladwin . Gogebic Grand Traverse . (Iratiot Hillsdale Houghton Huron . . Ingham . Ionia — Iosco Iron TEACHERS. 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 28 128 298 402 135 135 375 315 66 19 "White, (ffl) 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 38 28 128 298 402 135 135 375 315 66 19 Male. 4 19 j 78 115 21 Fe- male. 12, 429 1\ 18 10 307 77 28 13 227 184 259 249 171 92 61 199 44 57 275 79 285 32 24 109 220 287 114 42 i 93 R3 292 73 i 242 61 17 Colored. Total. Male. Fe- male. PUPILS (BETWEEN 5 AND 20 YEARS OF AGE). Aggre- gace. a Includes unseparated colored. 1,008 212 9,455 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 X 867 725 1,740 •-'.017 7,470 6, 936 6.560 0. 600 H. 186 7.404 2, 232 847 b 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 4.746 2,310 2,287 2,163 1,472 5,972 2, 330 7,782 1,547 «. X24 Male. 6.600 8. 114 i 7,398 j 2,230 533 81 4,814 1.201 1,206 396 361 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 1,295 066 384 2.859 4,808 871 4,523 3, 242 4,147 2, 232 1,187 1,056 1,012 731 2,961 290 305 1. 3, 808 4. 539 374 859 1, 352 3,667 3, 435 3, 381 3,141 4,043 3,532 1.114 339 c Indians. Colored. Total. 61, 707 cl3 652 cl5 5 6 652 14 40 12 72 144 ell 6 6116 643 Male. Fe- male. 5 19 2 a 23 12 17 7 72 27 45 c 3 3 2 !, 1 1 74 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Coutiuued. lUICHIGAlV— Continued. Isabella Jackson — Kalamazoo . Kalkaska . . Kent Keweenaw - Lake Lapeer Leelanaw .. Lenawee . . . Livingston . Luce Mackinac .. Macomb Manistee . . . Manitou Marquette . Mason Mecosta Menominee. Midland Missaukee Monroe Montcalm Montmorency . Mnskegon. Newaygo . . Oakland — Oceana Ogemaw . . . Ontonagon . Osceola Oscoda Otsego Ottawa Presque Isle . Koscommon . . Saginaw St. Clair St. Joseph Sanilac Schoolcraft- . Shiawassee-. Tiiscola Van Buren . . "Washtenaw - Wayne Wexford.... Aggre- gate. ■ 192 435 360 93 090 13 65 248 80 480 302 13 56 185 139 7 128 118 177 114 110 74 269 331 33 264 204 412 170 59 28 157 40 67 251 29 414 300 301 287 248 334 401 762 131 White, (a) Total. 192 435 360 93 690 13 65 248 302 13 56 185 139 7 128 118 177 114 110 74 269 331 33 264 204 412 170 59 28 157 40 67 251 39 29 414 300 301 190 33 287 243 334 401 762 131 Male. 49 93 66 24 105 4 20 68 13 108 87 2 12 47 31 Fe- male. 143 342 294 9 45 180 67 372 215 11 44 138 108 7 108 94 147 100 92 51 197 277 24 224 167 315 124 44 19 126 28 60 194 331 248 236 109 20 212 183 245 306 Colored. Total. Male. Fe- male. PUPILS (BETWEEN 5 AND 20 YEAES OF AOE). Aggre- gate. 4,446 9,203 7,897 1,286 21,711 531 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 !, 124 635 3.870 348 951 9,041 393 16, 536 11, 062 6, 013 8.650 583 7,208 7,903 7,57] 8,916 31, 250 2,692 White, (a) Total. 4,407 9,090 7,801 1,286 21, 703 531 1,440 7,556 1,696 10, 167 5,266 352 1,441 6,263 4,311 221 6,601 4, 092 4,912 5,128 2.598 1,072 7,056 7,864 322 9,440 4,667 8,798 4,067 1,124 635 3,867 346 951 9,028 890 393 16, 520 11, 058 5,987 8,646 583 7,266 7,892 7,459 8,825 31,228 2,686 Male. 2,221 4,422 4,064 683 10, 908 259 705 3,823 874 5,242 2,580 164 767 3,166 2,306 109 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 4,621 472 233 7,964 6,791 2,987 4,463 291 3,667 4,062 3,765 4,529 15, 994 1,371 Fe- male. 2,180 4,668 3,747 603 10, 795 272 735 3,733 822 4,925 2,686 188 684 3,108 2,006 112 3,288 1,879 2,347 2,436 1,258 .561 3,349 3,980 150 4,708 2,253 4,393 2,026 659 300 1,876 174 479 4,407 418 100 7,566 6,267 3,000 4,193 292 3,598 3,830 3,694 4,296 5,234 1,315 Colored. Total. 113 96 "'s 3 685 29 <;29 3 6 17 621 111 4 6 623 15 621 11 112 91 Male. 21 57 44 1 41 17 20 3 4 6 13 56 2 13 7 12 7 2 10 1 6 61 48 12 1 Fe- male. 18 56 2 44 12 11 8 55 2 3 10 8 9 1§ 2 6 SI 43 1* » a Includes uoseparated colored. 6 Fart Indians. c Indianti. INSTITUTIONS. to Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contmned. MINIVESOXA. 1880. Population 780,773. Enrolled in public common schools 186,544 1890. Population 1,301,826. Enrolled in public common schools 281,859 IJuiii (if population 66.74 per cent. Gain of enrollment in public common schools 51. 10 per cent. PUBLIC COMMON SCHOOLS OF MINNESOTA FOR THE YEAR ENDED JULY 31, 1890. TEACHBKS. PUPILS. COUNTIES. Aggre- gate. White, (a ) Fe- male. Colored. Aggre- gate. White, (a) Colored. Total. Male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The State 8,947 14 80 90 35 00 218 92 18 81 !1 79 58 90 86 59 187 130 94 235 280 169 223 68 734 132 16 68 1 110 23 96 30 62 4 161 67 110 119 43 106 134 20 81 193 94 75 110 92 179 256 23 74 228 107 595 68 125 181 74 124 77 54 90 174 113 69 82 103 49 157 46 118 137 58 38 202 166 76 8,945 2,114 2 7 38 7 8 45 45 6 30 1 22 16 18 28 R 37 c35 25 41 c80 39 62 9 103 36 4 4 34 c28 14 17 2 45 22 Cl5 38 IS 30 33 4 17 34 19 18 27 36 35 7 14 43 49 c96 14 30 33 18 20 26 11 34 89 c20 9 34 40 8 40 7 23 1 13 1 7 37 42 31 6,831 2 2 281, 859 281, 676 145, 249 136,427 188 93 90 Aitkin 14 80 \ 90 ! 35 00 216 92 18 81 9 ' 79 68 00 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 I 106 134 20 1 81 193 94 75 no 92 179 256 23 74 228 107 593 68 125 181 74 124 77 54 90 174 113 69 82 103 49 157 46 118 137 68 38 202 166 76 12 73 52 28 52 171 47 12 51 8 57 42 58 51 LW c95 09 194 c200 130 161 49 631 96 12 54 1 76 23 c68 16 45 2 106 45 c95 81 25 76 101 16 64 159 76 57 83 56 144 184 16 60 185 58 ' ci9B 64 95 148 1 56 104 386 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 6,137 7,465 1,727 27, 034 3,922 406 2,037 20 2,376 382 2,983 1,000 2,715 165 4,907 1,667 2,971 4,704 2,180 2,491 4, .608 563 2,957 4,684 2,087 3,018 2,258 2,729 4,959 9,463 776 1,606 7,446 2,626 17, 667 2,519 4,805 5,988 1,770 4,597 2,630 1,377 3,723 8,241 3,419 1,396 2,953 3,435 1,164 4,669 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 2,715 165 4,997 1,567 2,971 4,704 2,180 2,491 4,508 563 2,957 4,684 2,087 3,018 2,258 2,729 4,967 9,463 776 1,506 7,446 2,625 17,447 2,615 4,805 5,978 1,770 4,591 2,628 1,377 3,723 8,239 3,419 1,396 2,953 3,435 1,164 4,569 1,108 3,696 4,755 1,843 1,117 7,402 6,324 2,790 193 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 2,106 193 1,082 8 1,241 221 1,589 624 1,496 71 2,511 839 1,628 2,377 1,169 1,266 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 8,71* 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 2,325 966 579 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 2,216 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 2,327 1,021 1,236 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 2,376 2,911 835 2,212 1,249 680 1,653 4,194 1,679 658 1,415 1,625 546 2,231 591 1,842 2,430 887 538 3,894 3,044 1,238 7 3 4 1 1 61 1 Clay , 1 1 1 Fillmore 4 3 Isanti 1 5 1 2 3 Kittson Nicollet Nobles 2 1 2 2 120 4 58 2 62 Kic© 10 5 5 Eock 6 2 4 1 51 43 56 86 c93 Sibley 2 i 60 48 63 41 117 39 112 1 Swift Xodd 'Wabasha iWadfiia . 114 ' 17 9 8 45 31 165 124 45 1 a Includes unaeparated colored. & Indian. c Estimated in report. 76 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Coutiuued. 1880. Population 1,131,597. Enrolled in public commou 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 public common schools 40. 96 per cent. PUBLIC COMMON SCHOOLS OF MISSISSIPPI FOR THE YEAR ENDED OCTOBER 1, 1890. The State Adams Alcorn Amite Attala Benton Bolivar Callioan Carroll , Cbickasaw Choctaw Claiborne , Clarke Clay Coanoma Copiah Covington De Soto Franklin Greene Grenada Hancock , Harrison Hinds Holmes Issaquena Itawamba Jackson Jasper Jefferson Jones Kemper Lafayette Lauderdale Lawrence Leake Lee LetJore Liucoln Lowndes Madison Marion Marshall Monroe Montgomery . . Neshoba Newton , Noxubee , Oktibbeha Panola Perry Pike Pontotoc Prentiss , Quitman Kankiu Scott , Sharkey Simpson Smith Sunflower Tallahatchie . . . Tate Tippah Tishomingo Tunica Union Warren Washington Wayne Webster AVilkiuson Winston Yalobusha Yazoo Aggre- gate. 7,490 87 82 126 137 87 98 146 125 152 73 91 113 47 141 48 30 82 38 82 167 134 41 111 51 100 171 I 149 88 I 104 j 166 , 60 j 112 122 117 I 34 186 179 100 65 130 130 ,96 201 42 141 126 114 21 112 97 40 77 86 128 114 no 112 44 115 104 110 100 187 Total. 4,269 61 62 91 57 19 114 66 74 34 61 48 20 103 37 51 22 25 32 26 64 82 58 11 41 68 37 53 42 1U3 ' 101 ! 55 ! •?J i 115 ] 15 I 67 1 48 I 53 I 66 84 88 63 56 90 46 62 Male. Fe- 1, 812 i 2, 457 4 37 i 32 ! 1 65 I 27 I 28 20 2 24 21 17 III 6 17 ' 20 15 20 2 43 10 ! 34 46 i 46 ! 26 ■ 35 60 1 ; 36 i 6 . 17 j 38 16 27 I 27 35 Colored. Total. 51 39 8 38 16 36 13 73 16 17 28 43 48 46 58 36 1 10 29 32 29 21 11 24 67 31 18 10 ■■n ■10 51 45 45 74 64 18 102 91 37 10 40 84 44 115 9 70 32 20 10 51 33 30 20 10 19 47 56 17 Male. Fe- male. 1,895 I 1,326 12 21 11 48 42 25 10 24 70 33 39 38 20 45 35 19 80 108 15 38 I 53 8 ! 20 j 49 21 30 40 i Aggre- gate. 4,605 3,754 4,722 5.989 3,020 4.660 5. 319 4.930 .), 979 3,998 7,296 4,372 4,996 3,264 8,234 1,512 6,063 1,678 1,064 3,7S4 1.404 2,557 11,130 10, 536 1,630 4,437 2.064 5,207 4,200 2,163 4,800 4,949 6,913 3,578 4,636 6,028 2,772 3,274 6,341 6,717 2,817 7,462 6,592 4,106 2,043 5,142 7,496 i 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 .■|, 043 7,201 3, 680 2.930 1,K44 4,876 7,026 6, 323 2,398 4,076 3,611 2,941 6,100 9, 020 Total. 150, 968 739 2,592 1,986 3,623 1,676 419 4,095 2,265 2,697 2,870 1,574 2,180 1,647 425 1 4,091 1,185 1,721 720 821 893 924 1,853 2,892 3,283 94 3,967 1,626 2,689 999 1,842 2,340 2,789 3,851 1,977 2,915 3,858 359 1,874 1,652 1,381 2,068 3,115 2,620 2,202 1,743 3, 324 1,221 1,431 3. 025 1, 136 2,672 I 3,271 I 3,670 143 2, 093 2,353 287 1,757 2,254 494 1,470 3,987 2.860 2, 609 139 3,781 1,205 626 1,476 3, 059 735 1.685 3,000 2,175 Male. Fe- male. 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 I 914 1 388 409 I 438 \ 478 950 1,513 I 1, 363 j 38 ; 2, 087 I 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 1,127 973 1,732 658 665 1,565 595 1,490 1,714 1,945 80 1,090 1,190 148 910 1, 217 231 789 2.006 1.530 1,362 74 1,928 682 332 749 1,611 370 883 1,400 1,114 Colored. 399 1,262 913 1,723 784 221 2,008 1,045 1.293 1.347 763 205 2,001 638 807 332 412 455 446 903 1,379 1,920 56 1.880 749 1,311 463 839 1.220 1,351 1,997 966 1,393 1,861 176 868 830 675 1,010 1,663 1,312 1,076 770 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 66 l,8.i:! U23 294 727 1,448 365 802 1,600 1,061 Total. 183, 200 3,866 1,162 2,737 2,366 1,345 4,131 1,224 2,665 3,282 1,128 5,722 2,192 3, 349 2,839 4,143 327 4,342 958 243 2,891 480 704 8,238 7,253 1,536 470 628 2,518 3,201 321 2,l60 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 1,818 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 n:;o 321 1,705 1, 096 5, 821 5,697 922 1,017 2,876 1,256 3,100 6,845 Male. Fe- male. 1,845 523 1,409 1,169 721 2,002 559 1,423 1,615 488 2,998 1,036 I 1,621 ; 1,384 ; 2,004 160 i 2.246 475 I 121 1 1,419 j 227 I 364 3,962 3,270 584 242 227 1,314 1,573 153 1,200 1,126 1,444 8»1 868 1,092 1,201 675 3,311 2,494 366 2,169 1,939 937 172 914 2.992 1.107 2.873 193 1,392 609 337 222 1,433 806 949 464 179 564 1,791 1,630 400 154 8.") 7 .'>82 2,838 2,783 430 519 1,452 623 1,500 3,305 93,343 2, 021 639 1,328 1,197 2,129 065 1,242 1,667 640 2,724 1,156 1,728 1,455 2,139 167 2,096 483 122 1,472 253 340 4,276 3,983 952 301 1,294 1,628 168 1,260 1,034 1,618 770 853 1,078 1,212 725 2,378 2,842 383 2,178 2,033 966 128 904 3,283 1,133 2,842 171 1, 513 609 280 182 1,654 827 1,001 496 156 509 1,782 1, .J84 420 167 848 513 2,983 2,914 492 1,424 633 1,600 3,540 INSTITUTIONS. 77 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Conliuued MISJitOCrBI. 1880. Population 2, 168. 380. 1890. Population 2, 679, 184, Gain of population 23. 56 per cent PUBLIC COMMON SCHOOLS OF MISSOURI FOR THE YEAR ENDED .JUNE 30, 1890. Enrolled in public common schools 486, 002 Enrolled in public common schools 620, 314 Gain of enrollment in public common schools 27. 64 per cent. 4,330 4,483 6,395 5,526 3,269 038 2,445 2,819 5,172 4.547 3,305 2, HI 264 853 4,062 258 1,545 6, 931 6,046 2,704 Sex of teacliers of each race estimated Total. Male. 300, 060 2,396 2,208 2,062 2,811 3,895 2,725 4,440 2,012 2,204 2,709 5, 2M 1,132 2,113 2,524 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 2,846 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 1,620 823 2,147 2,750 1,987 , 1,561 i 681 3,342 2,892 1,451 Fe- male. 287, 450 2,257 2,043 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 3,187 454 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 1,514 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 5,825 2,004 3,283 2, 098 2,265 2,680 3,523 2,080 1,927 3, 086 I 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 Total. Colored. Male. 76 55 14 436 17 110 35 714 123 119 910 527 465 235 54 1,154 18 28 265 277 392 808 456 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 I 520 245 106 302 212 34 ; 25 6 220 460 316 60 50 438 30 252 224 100 27 632 10 10 132 132 192 415 433 40 12 145 32 ,103 105 246 36 71 560 44 90 227 90 139 167 52 412 16 50 167 88 284 110 53 159 107 18 78 EDUCATIOK Tablk 8.— school enrollment, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. miSSOURI— Continued. Osage (a) Ozark Pemiscot Perry , Pettis Phelps Pike Platte^ , Polk Pulaski Putnam Ealls Eandolph Bay Eeynolds Eiple.y St. Charles St. Clair Ste. Genevieve St. Francois (a) St. Louis (a) . . . St. Louis city . . Saline Schuyler Scotland Scott Shannon Shelby Stoddard Stone Sullivan Taney..., Texas Vernon "Warren Washington Wayne Webster Worth Wright 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 99 103 52 48 116 77 48 141 26 124 194 65 White. Total. Male. 72 32 49 37 26 21 53 44 161 36 83 40 130 35 87 65 102 59 75 45 157 88 07 35 130 46 126 85 1 52 29 56 43 85 44 no 44 52 38 77 34 114 51 1,061 54 164 102 99 56 102 42 48 17 48 34 110 41 77 67 48 27 141 86 26 16 124 58 193 89 60 23 68 33 1 65 45 81 52 76 32 82 58 Pe male. 43 95 22 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 Total. 2 2 10 [ 1 20 , 3 1 15 7 25 2 5 4 16 93 40 Colored. Fe- male. Aggre- gate. 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 4111 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 White. Total. 2,490 2,169 1,121 3,926 6,797 3,588 8,765 3,906 6,159 2,737 4,085 2,759 5,408 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 6,729 8.380 2, 279 2,665 3,080 4,180 2,666 4,370 Fe- male. 1,315 1,17.5 1,180 989 622 499 1,980 1,946 3,261 3,536 1,862 1,726 4,125 4,640 2,082 1,824 3,072 3,087 1,446 1,291 2,120 1,426 1,965 1,333 2,790 3,228 1,375 1,280 1,469 ! 2,374 1 1,327 i 2,031 I 2,926 ' 25,960 2,362 1,852 ! 2,304 I 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 2,618 3,242 946 1,123 1,193 2,260 1,117 1,883 2,993 27, 334 3,244 1,620 1,814 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 2,057 Colored. Total. Male. 60 I 140 ! 606 Ij 68 'f 800 ji 324 31 2 180 779 472 565 136 128 197 40 153 "isi' 47 228 163 14 25 78] 239 375 140 13 411 254 279 63 73 97 770 379 5,022 I 2,449 1,3.55 1 690 I 23 67 21 118 90 6 18 ■74", Fe- male. 36 62 367 46 425 184 18 2 92 286 73 391 2,573 665 26 110 -WOIVTAIVA. 1880. Population 39,159. Enrolled in public common schools 4,667 1890. Population - 132, 159. Enrolled in public common schools 16, 980 Gain of population 237. 49 per cent. Gain of enrollment in public common schools 283. 83 per cent. PUBLIC COMMON SCHOOLS OF MONTANA FOR THE YEAR ENDED AUGUST 31, 1890. COUNTIES. The State .. Beaverhead Cascade Choteau Custer DaweoD Deerlodge Fergus Gallatin Jefferson Lewis and Clarke Madison Meagher Missoula Park Silverbow Yellowstone Aggre- White. Total. 531 Male. Fe- male. Colored. Male. Fe- male. Aggre- gate. 765 821 394 557 216 1,927 555 1,378 792 2,371 915 594 1,951 929 2,437 378 White. (6) Total. 16, 889 1 763 811 391 556 216 1,925 565 1,378 792 2,336 912 587 1,951 926 2,414 373 Male. 396 436 209 311 94 817 344 650 446 1, 125 670 302 1,019 505 1,205 180 Colored. Fe- male. ,280 , 367 375 185 245 122 1,108 211 728 346 1,211 342 285 932 421 1,209 193 Male. Fe- male. 23 5 18 2 10 3 13 2 a Sex of teachers of each race estimated. b Includes unseparated colored. INSTITUTIONS. 7.9 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contiiiued. NEBRASKA. 1880. Population 452, 402. Enrolled in public common schools 100, 871 1890. Population 1,058,9*10. 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 THK YEAR ENDED JULY 14, 1890. Aggre- gate. „_... - TEACHERS. PUPILS. COUNTIES. 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, 565 10,555 2,861 7,694 240, 300 239, 550 128, 712 115, 844 744 340 404 167 187 41 26 126 74 83 234 136 176 224 120 86 55 85 167 92 112 309 49 131 137 64 136 139 416 78 172 119 120 150 328 32 87 5 91 126 167 116 69 95 326 5 121 138 129 112 60 87 25 103 297 133 29 30 4 128 108 77 130 141 212 144 85 118 95 124 124 117 185 65 225 73 168 29 1 157 187 41 26 125 74 83 234 136 176 224 120 85 65 86 157 92 112 309 49 131 137 64 135 139 416 78 172 119 120 150 328 32 87 5 91 125 167 115 69 95 326 5 121 138 129 112 60 87 25 103 207 133 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 68 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 ;8 23 6 25 73 39 12 5 1 35 36 17 43 48 59 43 25 82 14 31 31 87 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 93 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- ?^ 25 8 93 72 60 87 93 163 101 60 81 81 93 93 80 118 4« 163 48 104 17 4,478 2,967 833 273 2,668 1,275 1,323 ^ 5, 585 3,292 4,416 6, 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 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 2,269 342 490 34 3, 181 2,191 1,429 3,336 3,028 4,941 3,179 847 2,467 1, 307 3,165 1,460 2,400 5.224 463 5,847 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 2.977 715 2, 380 4,743 16, 396 1,049 4,653 2,428 2, 137 .■t, 058 8,137 451 1,161 68 1,417 4,660 4,193 2,614 1,042 1,707 4,596 68 2,390 4, 362 3,240 2,740 578 884 325 2,236 10,654 2,269 342 490 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 2, 354 1.566 434 145 1,346 689 643 2,934 1,740 2,336 2, 991 920 524 .524 683 2, 469 1,591 1,214 2, 980 935 1,091 1.676 398 1,268 2, 551 8,083 639 2,337 1,220 1,101 1,526 4,198 232 614 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 .1. 602 1,166 174 249 19 1,605 1,129 733 1,710 1, 520 2,526 1,646 439 1,330 693 1,622 798 1. 202 2, 6=8 244 3,021 856 :l, 228 178 2,108 1,400 399 128 1,322 586 680 2,649 1,552 2,080 2,782 841 486 523 604 2,206 1,475 1,112 2,864 822 950 1,401 817 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 2,243 32 1,082 2,073 1,588 1,349 261 424 150 1,100 5,152 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, 106 2,547 219 2.823 818 2,908 200 16 1 5 Banner Boxbutte Brown j Buffalo . . 2 1 1 Burt Butler Casa 3 2 1 Cedar . . Cherry 2 2 7 i 1 3 1 Clav 1 ColJfax Ouster Deuel Dodge 3 419 1 187 2 232 Fillmore 2 1 1 Franklin 1 22 1 13 Garfield 2 H 1 1 4 1 1 Holt Hooker 3 1 2 "RTimhall 159 73 T n^^-n 1 1 1 8 1 ., 1 1 10 5 5 21 1 11 i 10 1 i 1" i PlflttA 3 1 ; 2 1 2 19 1 1 9 10 ^fllinA 1 3 1 2 ■ ■" 1 1 1 5 2 3 SoOttS Bluff 1 a Includes uuseparated colored. 80 EDUCATION. Table 8.— SCHOOL ENROLLMENT. CENSrS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. IVK B KASK. A— Coutinaetl. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White. Colored. Aggre- gate. White, (o) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Seward 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 35 129 96 62 29 47 103 7 7 70 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 Sheridan . . Sioux Valley 26 > 63 4 2 o 19 36 11 55 86 109 28 139 Webster - - 8 4 4 1 NEVADA. 1880. Popiilation 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 FOE THE YEAK ENDED AUGUST 31, 1890. TEACHEES. PUPILS. COUNTIES. Aggre- gate. 251 White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. : Male. Fe- male. Thp Statft 251 i 41 i 210 7,387 7,387 3,720 3,667 niiTi-rchill 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 9 10 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 30 132 321 64 31 112 396 64 Elko 13 1 31 8 1 19 8 j 12 1 238 275 248 199 184 219 57 370 945 565 148 218 185 223 209 48 443 842 487 134 ' 2 2 2 3 2 3 3 2 10 10 12 9 13 28 27 12 "NVA 1 i " "Whitft Pine 1 i IVE^V HA9IPSHIRE. 1880. Population 346,991. 1890. Population 376,530, Gain of population 8. 51 per cent, PUBLIC COMMON SCHOOLS OF NEW HAMPSHIEE FOR THE YEAR ENDED MARCH 1, 1890. Enrolled iu public common schools 64 670 Enrolled in public common schools 59 813 Loss of enrollment in public common schools 7. 51 per cent. TEACHERS. Aggre- I gate. PUPILS. COUNTIES. Aggre- gate. White. Colored. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- i male. Total. Male. Fe- male. Total. ^="- 1 m^. The State 3,101 172 206 297 247 500 501 421 337 223 200 3,104 296 2,808 59,813 69, 782 30, 865 28, 917 31 18 13 172 206 297 247 500 501 421 337 223 200 19 40 19 21 46 42 35 33 24 17 153 166 278 226 454 459 380 304 199 183 3,031 3,385 5,376 3,031 3,385 5.376 1,012* 1,690 2,846 2,267 3,921 6 316 1,419 1,695 2,531 2,111 3,733 R 7'>7 ' 1 ... 1 4,378 1 4,378 7, 654 j 7, 654 12,054 ' 12,043 1 11 7,489 7.485 1 a' SI!! , :l'(i79 i i o 7,618 5,707 3,221 7, 609 Ij 3, 848 5,700 ' 2,901 3,221 1.652 3,661 2,799 1,509 9 1 c; i A 7 ' 4j 3 j 1 a Includes unseparated colored. INSTITUTIONS. 81 Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. NEIV JERSEY. 1880. Population 1,131,116. Enrolledln public common schools 205,240 1890. Population ' 1,444,933. Enrolled in public common schools 234,072 Gain of population 27. 74 per cent. Gain of enrollment in public common schools 14. 05 per cent. PUBLIC COMMON SCHOOLS OF NEW .JERSEY FOR THE YEAR ENDED AUGUST 31, 1890. TEACHERS. PUPILS. CODNTIES. Aggre- gate. White. Colored. Aggre- gate. ■White. Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. 108, 222 Fe- rn alo. Total. 12, 438 Male. Fe- male. The State 4,465 4,410 809 3,601 65 13 42 234, 072 221,634 113,412 5,945 6,493 Atlantic 101 144 198 270 46 177 677 120 694 156 209 185 241 182 72 300 115 108 122 193 165 101 143 195 252 44 175 668 117 694 153 203 185 237 182 72 300 112 107 122 193 155 25 43 43 9 23 39 67 26 50 66 17 19 71 63 33 34 28 26 47 22 58 76 100 152 243 21 136 601 91 644 87 186 166 166 119 39 266 84 81 76 171 97 5,012 7,670 10,211 16, 811 2,311 9,358 35,344 6,263 38,949 7,314 10, 622 9,083 13. 030 9,319 3,433 16, 698 6,666 5,052 4, 912 9,662 7,662 4,929 7,402 9,739 15, 026 2,132 8,984 31, 985 6,887 36, 669 7,204 10, 143 8,798 12, 362 9,184 3,376 16, 308 4,893 4,828 4,854 9,397 7,534 2,478 3,751 4,938 7,421 1,077 4,555 14, 710 2,919 17, 619 3,559 4,746 4,255 6,347 4,403 1,654 7,892 2,487 2,471 2,477 4,679 3,784 2,451 3,051 4,801 7,606 1,055 4,429 17, 275 2,968 19, 050 3,645 5,397 4,543 6,015 4,781 1,722 8,416 2, 406 2,357 2,377 4,718 3,760 83 268 472 1.785 179 374 3,359 376 2,280 110 379 286 668 136 57 390 673 224 58 105 118 40 137 241 768 81 188 1,603 180 1.114 56 186 142 337 69 29 177 324 100 23 80 56 Bergen 1 :{ IS 2 9 S 1 2 4 1 i' 14 1 9 131 231 1.017 98 186 1,766 196 1,166 54 193 Burlington Camden Cumberland 1 i 8 1 ' 2 Hudson Hunterdon . . 3 6 1 1 2 Middlesex 4 1 3 331 66 Ocean . . Fa«saic 213 3 1 3 1 33 62 !SEW mEXICO. 1880. Population 119, 565. 1890. Population 153, 593. Gaiu 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 school s 283. 07 per cent. PUBLIC COMMON SCHOOLS OF NEW MEXICO FOR- THE YEAR ENDED DECEMBER 31, 1889. TEACHERS. PUPILS. COUKTIES. Aggre- gate. "White, (a) Colored. Aggre- gate. "White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. FO- male. Total. Male. Fe- male. The Territory 472 472 310 162 18, 216 18,215 11,838 377 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 2,630 712 027 086 1,000 1,626 398 337 4,119 1,071 691 1,652 1,217 1,550 2,630 712 627 686 1,000 1,625 398 337 4,119 1,071 691 1,652 1,217 1,550 1,680 351 350 377 650 1,025 315 192 2,428 696 331 1,016 927 1,500 950 361 277 309 360 600 83 146 1,091 375 260 636 290 50 Colfax - - - 10 23 14 6 14 1 1 "■|| ! a Includes unseparated colored. EB- 82 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. NEW rORK. 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 Cattaraugus. Chautauqua . Gheniimg — Chenango - - . Clinton Colomhia — Cortland -. Delaware . Dutchess - . Erie Essex Franklin . . Fulton . . . . Genesee . . . Greene — Hamilton - Herkimer . . Jefferson... Kiugs Lewis Livingston - Madison Monroe Montgomery . New York Niagara Oneida Onondaga . Ontario --. Orange Orleans ..- Oswego Otsego Putnam Queens Kensselaer - Kichmond Kockland St. Lawrence . Saratoga Schenectady. - Schoharie - Schuyler - - Seneca Steuben - . - Suffolk.... Sullivan. -- Tioga Tompkins . Ulster Warren - - . Washington.. Wayne Westchester . Wyoming Yates Aggre- "W gate. Total. 31, 703 31, 669 583 583 534 534 541 54J 647 647 597 597 720 720 320 320 463 463 422 422 277 277 346 346 831 631 350 350 1,289 1,289 378 378 316 316 249 249 266 266 251 251 62 62 423 423 775 775 2,244 2,226 324 324 349 349 464 464 806 806 259 259 4,383 4,367 385 385 891 891 747 747 383 383 476 476 259 259 633 633 625 625 77 77 377 377 518 518 133 133 109 109 930 930 471 471 116 116 326 326 202 202 182 182 831 831 260 260 290 290 294 294 297 297 397 397 276 276 506 506 453 453 441 441 344 344 205 205 Wlite. (a) Male. 84 82 74 106 110 84 132 113 40 81 90 107 76 613 88 160 127 73 73 64 100 171 20 56 87 31 33 123 134 60 47 176 56 97 40 62 106 31 Fe- male. 26, 314 452 467 541 487 274 377 206 74 272 160 471 B5 295 156 1,133 49 329 34 282 41 208 75 191 69 182 14 48 643 2,113 284 268 374 699 183 3,754 297 731 620 310 403 195 533 454 57 321 431 102 76 807 4U3 102 192 142 135 655 204 193 254 235 291 245 78 428 118 335 63 378 69 275 61 1.>4 Colored. Total. Male. Pe- male. 31 Aggre- gate. 1, 042, 160 25,360 10, 598 12, 087 14,975 12, 198 15, 082 9,105 8,718 11,011 8,580 5,628 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 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 WUte. (a) Total. 25,302 10,564 12,046 14, 975 12, 120 15, 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 5,644 18, 995 11, 801 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 », 523 3 502 8,057 ^. d64 1,413 10, 805 10, 067 3,642 2,847 7,611 5,719 2,218 3,567 1,843 2,542 9,310 5,501 4,063 3,530 3,205 9,352 2,867 5,129 5,857 10, 29G 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 24,546 3.881 4,673 3,784 3,028 3,087 487 4,421 7,126 .57, 202 3,425 3,639 4,879 13,881 3,967 118. 325 6,967 11,118 13, 091 4,989 8,910 3,308 7,884 5.292 1,296 10,162 9,522 3,924 2,797 11,384 5; 882 2,204 3,089 1,714 2,568 9,197 5,603 3,892 3,402 3,417 8,806 2,880 5,274 5,638 9,958 3,844 2,011 Colored. Total. 6,780 6 101 ; 9 ' 4 154 177 19 42 14 43 11 1,730 18 59 103 7 1,612 21 34 16 38 522 19 9 180 21 569 30 96 10 42 22 14 58 103 10 76 50 126 12 10 6 141 5 26 Male. 21 5 884 4 77 16 298 14 Fe- male. 3,375 37 15 20 2 61 6 27 1 20 3 28 54 1 806 10 18 8 27 263 10 5 103 5 271 16 32 21 46 5 24 n e 33 43 5 32 4 65 o IncludeH iiusepai-ated colored. INSTITUTIONS. 83 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. NORTH tAROtllVA. 1880. Population 1,399,750. Enrolled in public common schools 256,422 1890. Population 1, f 17, 947. Enrolled in iiublic 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 OP NOETH CAROLINA FOR THE YEAR ENDED JUNE 30, 1890. The State . Alamance . . Alexander . Alleghany . Anson Ashe Beaufort . . - Bertie Bladen Brunswick - Buncombe. . 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 — Guilford.. Halifax .... Harnett (a) Haywood. -- Henderson . Hertford ... Hyde Iredell ... Jackson . . Johnston Jones Lenoir Lincoln ... McDowell. Macon Madison... Martin Mecklenburg. Mitchell Montgomery . Moore Ifash New Hanover . Northampton . Onslow Orange Pamlico Pasquotank . Pender Perquimans . Peisou TEACHERS. Aggre- gate. 66 48 37 73 99 89 96 69 65 102 80 63 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 63 52 51 56 59 135 59 64 78 87 28 76 57 84 37 34 53 40 45 "White. Total. 45 22 43 35 31 30 37 22 91 85 60 28 54 17 37 20 43 26 88 64 53 18 54 24 53 39 19 12 18 11 31 64 65 40 18 18 76 57 34 52 18 24 88 40 64 34 33 62 40 60 33 20 41 24 91 39 46 56 46 31 15 106 29 84 21 40 40 41 51 57 42 75 69 37 58 46 13 37 39 43 21 18 30 27 22 Male. 2, 682 Fe. male. 1,859 28 ! 25 20 7 47 18 34 12 20 9 4 43 19 33 34 23 Colored. Total. 2,324 36 Male. 1,410 Fe- male. 19 Aggre- gate. 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 I .2.499 I 1,885 White. Total. 208, 844 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 2,604 1,918 1,107 3,187 1,560 2,948 998 852 1,801 931 4,148 1,591 1,576 3,206 2,763 1,129 1,060 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, w:,:-> 1,425 1. 197 656 1,072 1,045 1,002 Male. 108, 633 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 1,362 402 661 2, 000 1,190 729 1,058 353 541 2, 24(i 1,050 1,301 985 620 1,729 760 1,537 526 462 917 466 2.239 826 788 1.752 1. 203 51.6 600 2,097 1,075 2,329 335 783 1,113 1,048 1,300 2,217 910 1,968 1,291 786 1,090 872 (illl SIM 810 594 565 519 1 Fe- male. 1,038 603 710 2,080 1,098 691 669 660 4,029 1,092 1,231 1,263 470 352 494 1, 685 1,305 1,184 340 501 2,108 1,082 800 970 258 475 1,871 920 1,203 933 687 1,458 800 1,411 472 390 944 465 1,909 765 788 1,454 1,560 633 450 1,853 1,037 1,981 310 747 927 861 1, 1.57 1,867 821 1,663 1,096 738 981 905 719 571 741 615 596 304 178 490 483 Colored. Total. 1,079 124 116 2,244 110 1,631 2,681 1,638 1,126 1,057 889 995 377 689 238 1,625 644 2, 142 64 1,724 55 692 1, 604 2,275 2,786 590 96 902 780 2,097 1,338 2,410 952 1,701 1,393 1,216 792 1,796 4,673 1,786 62 280 1,693 1,290 1,476 98 1,907 1,897 931 685 328 140 61 1,476 3,436 Male. 757 674 !,871 1,501 1,931 7H:1 1,048 !l?,0 1.057 1,149 1,454 532 55 56 1, 126 60 756 1, 243 770 542 498 461 502 192 389 108 9H(i 28 705 30 325 741 1,050 1,322 309 53 343 415 902 010 1, 12-1 780 666 912 374 2,321 850 24 150 790 650 700 49 874 924 391 373 l.')2 00 30 673 1, 7.-y.i 385 300 SOS 730 893 377 509 413 492 497 683 393 Fe- el, 494 547 69 60 1,118 50 875 I, 438 868 584 559 428 493 185 300 130 913 286 1,156 36 959 25 307 763 1,226 1,464 281 42 559 365 1,195 728 1,286 483 921 727 675 1,048 418 854 2,252 936 28 130 903 040 776 49 1.033 973 540 312 170 80 31 8113 1,677 372 374 1.003 861 1,038 406 539 517 565 652 771 490 a This ooimty having failed 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 CAROIjINA— Continued. Pitt Polk Randolph — Richmond — Roheson Croatans . Rockingham . Rowan Rutherford... Sampson Stanly Stokes SiUTy Swain Transylvania Tyrrell Tmion Vance Wake Warren Washington . Watauga Wayne Wilkes Wilson (a) . . . Yadkin Yancey (a)... Aggre- gate. 135 36 119 84 167 18 101 136 92 90 71 28 35 18 108 60 143 White. Total. 80 23 97 40 100 Hale. Fe- male. Colored. Total. Male. Fe- male. 14 ] 11 I 1 : 26 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 1.534 360 6,020 2, 255 8,760 3,281 2,240 2,519 3,717 4,220 3,965 3,521 3,128 White. Total. 3,052 934 5,007 1,383 2,692 2,637 4,660 3,084 1,940 2,885 2,845 3,301 1,209 1,368 170 4,020 769 4,385 885 1,167 2,445 2,070 3,914 2,075 Male. 1,554 503 2,470 740 1,393 1,370 2,367 1,614 1,023 1,516 1,523 1,836 627 747 90 2,100 393 2,291 429 596 1,290 1,046 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 1,64.7 306 1,890 432 128 Male. 1,138 200 382 1,236 1,271 234 1,041 862 427 850 231 287 401 14 95 1,040 692 2,025 1,079 499 35 751 160 945 221 Fe- male. 1,335 1,454 1,438 188 1,072 934 457 1,147 237 325 305 9 83 960 794 2,350 1,317 583 39 896 146 946 211 60 IVORTII DAKOTA. 1880. Population 36, 909. Enrolled iu public common schools 3, 746 1890 Population 182, 719. Enrolled in public common schools 35, 543 Gain of population 395. 05 per cent. Gain of enrollment in public common schools 848. 83 per cent. PUBLIC COMMON SCHOOLS OF NORTH DAKOTA FOR THE YEAR ENDED JUNE 30, 1890. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White, (h Colored. Aggre- gate. White. (6) Colored. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- [ male. ! Total. Male. Fe- male. Tho SJ,ate 1,982 1,982 560 1,422 35, 543 35, 648 18, 722 16,821 1 1 105 31 2 14 44 207 58 95 15 33 22 HI 43 17 51 2 21 17 17 7 35 39 ] 109 5 61 93 151 18 71 105 31 2 14 44 207 58 95 15 33 22 Ul 43 17 51 2 21 17 17 7 35 39 1 ion 5 61 93 151 18 71 33 8 1 4 12 60 23 16 3 72 23 1 10 32 147 35 80 12 1,448 359 21 508 787 4,116 1,311 1.328 187 353 254 3,450 558 260 389 22 252 262 195 71 740 865 7 3,361 61 730 1,108 2,571 594 987 1,448 359 21 508 787 4,116 1,311 1,328 187 353 254 3.450 558 260 389 22 252 252 195 71 740 866 7 :i, 361 61 730 1,168 2,571 594 987 743 191 10 280 380 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 1,348 316 450 706 ; 168 11 228 407 2,010 673 668 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 ■RilliTie-B Eddy 11 ; 22 5 ' 17 20 91 10 , 33 5 12 15 30 2 3 ' 18 i 1 Kidder 1 1 1 1 5 6 2 4 9 -il" 11 28 12 11 5 31 30 1 68' 50 65 Oliver 1 63 1 8S 6 ] 12 25 1 46 Rolette Sargent 1 a This county having failed to report for 1890, the figures inserted are for 1888. 6 Includes unseparated colored. o No report ; estimated as reported for 1888, INSTITUTIONS. 85 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Coiitimied. NORTH DAKOTA— 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. _Tota). Male. Fe- male. Stark 22 65 73 13 127 155 12 20 22 66 73 13 127 155 12 20 7 24 11 2 41 41 3 3 15 41 62 11 86 114 9 17 359 867 1,022 149 1,938 3,627 223 153 359 867 1,022 149 1,938 3,627 223 153 183 483 523 86 1,035 1,917 96 90 176 384 499 1 63 903 1,710 127 03 Steele Stutsman Traill Walsh Ward "Wells OHIO. 1880. Population 3, 198, 062. 1890. Population 3, 672, 316. Gain of population 14.83 per cent. Enrolled in public common schools 752, 442 Enrolled in pu blic common schools 797, 439 Gain of enrollment in public common schools ."). 98 per cent. PUBLIC COMMON SCHOOLS OF OHIO FOR THE YEAR ENDED AUGUST 31, 1890. TEACIIEBS. 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. Tlipi St,at,fi 25, 156 25, 127 10, 833 14 294 29 8 21 797,439 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 11,766 6,448 6,613 7,128 8,571 5,565 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 10,900 793,764 411, 034 382, 120 3,685 1,806 1 880 180 272 230 640 306 206 348 214 229 206 199 266 235 192 425 184 279 991 370 249 280 247 270 171 543 240 ■241 227 198 260 1,049 306 285 178 239 256 167 181 350 168 246 272 161 204 434 275 362 365 174 355 180 272 230 540 306 206 348 214 228 206 199 260 235 192 425 184 279 987 370 249 280 247 270 171 543 240 241 227 198 260 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 58 233 72 136 107 131 83 259 143 284 304 92 214 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 13,628 7,431 7,641 46, 886 11, 766 6,448 6, 613 7,033 8,571 5,565 20,773 5,738 7,919 3, 379 6,832 8,182 46, 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 4,693 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 3,696 4,541 2, 869 10, 404 3,008 4,076 1,827 3,575 4,234 23, 426 5,066 4, 075 2,861 3,586 3,987 3, 185 3, 103 3,997 4,026 4,638 3,618 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 2,466 3,086 4,486 3,953 2,836 6,484 3,481 3,727 22, 530 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 _ ^ll^n AahlftTid I 1 1 70 34 36 698 S44 1 'Arti ! i 4 4 422 198 i 2'J-l 95 4U 55 ii 15 6 9 1 600 ' BOO 800 1 125 65 70 43 16 27 Haboning i2i 51 70 a Includes unseparated colored. 86 EDUCATION. Table S SCHOOL ENEOLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. OHIO— Continued. TEACHERS. PDPILS. COUKTIES. Aggre- ga,te. "White. Colored. Aggre- gate. "White, (a) Colored. , Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 286 274 267 177 261 211 424 244 245 359 237 143 192 209 203 135 351 189 241 363 283 261 187 350 196 505 367 410 311 246 257 160 172 391 339 265 38? 241 286 274 267 177 261 211 424 244 245 359 237 143 192 209 203 135 361 189 241 353 278 261 183 350 196 505 367 410 311 246 257 160 172 391 339 265 389 241 115 124 120 111 128 169 135 134 111 160 170 45 93 122 125 84 124 108 139 139 107 101 93 160 106 239 U6 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 8,615 7,067 17, 803 5,095 4,786 11, 276 5,926 5,847 7,289 8,025 6,739 4,744 6,662 5,886 7,795 8,660 9,209 6,902 8,610 8,942 5,947 18, 809 11, 177 9,729 12, 616 6,074 8,789 4,546 6,717 11, 237 10, 611 6,270 10, 820 6,587 6,423 5,698 8.051 7,256 8, 1515 7,067 17, 803 5,096 4,786 11,276 6,926 5.847 7,289 8,025 6,739 4,744 6,582 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 6,587 3,260 2,978 4,237 3,828 4,495 3,894 9.139 2.678 2,539 5,847 3,171 2,982 3,703 4,198 3,553 2,503 3,348 3,186 4,002 4,485 4,634 3,687 4,248 4,616 3,244 9,612 5.637 4,911 6,641 3, 349 4,633 2,351 3. 040 5,873 6,541 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 2.886 :;. 526 3,827 3,186 2,241 3,214 2,699 3,733 4,176 4,367 3,205 4,074 4,320 2.703 9,185 5,463 4,818 5,974 2,925 4,156 2,195 2,677 5,364 5,070 3,097 5,132 2,657 i Noble Ottawa Pike Preble Eiohland 5 1 4 208 10 188 6 114 5 103 4 94 4 1 3 85 Shelby Stark 12 87 4 37 60 TrambuU Tuscarawas Van "Wert "W'dl-ren "Wayne "Williams Wood OKliAHOmA. PUBLIC COMMON SCHOOLS OP 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. MaJe. Fe- male. The Territory (6) 17 17 15 2 679 579 273 306 17 17 15 2 579 579 a Includes unseparated colored. h Greer county only (claimed by Texas). INSTITUTIONS. 87 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. OBECiOIV. 1880. Population 174, 768. Enrolled In public common schools 1890. Population 313, 767. Enrolled in public common schools Gain of population 79. 53 per cent. Gain of enrollment in public common schools . PUBLIC COMMON SCHOOLS OF OEEGON FOR THE YEAfe ENDED MARCH 3, 1890. 37,437 63,354 69. 23 per cent. TEACHERS. PUPILS (BETWEEN 4 AND 20 TEAES OF AGE). COUNTIES. Aggre- gate. White, (a) Colored. Aggre- gate. "White, (a) Colored. Total. Male. I'e- male. Total. Male. re- male. Total. Male. re- male. Total. Male. Fe- male. 2,686 2,566 1,111 1,455 63, 354 63, 339 32, 308 31, 031 15 4 57 85 166 35 26 90 49 14 158 34 41 17 109 32 20 29 196 203 18 130 30 262 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 B 10 41 24 8 75 14 14 8 43 16 8 13 71 113 10 58 14 58 40 19 16 66 44 15 20 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 61 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 A 955 2,693 1,360 2,610 4,009 1,181 910 1,926 641 300 3,170 908 1,104 4] 2 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 1,829 2,955 2,693 656 1,326 2,103 600 469 1,003 335 160 1,587 453 604 214 1,421 610 279 296 1,860 2,166 132 2,503 416 4,504 1,015 252 335 1,606 1,364 613 645 1,629 1,362 694 1,284 1,906 581 441 923 306 143 1,683 455 800 198 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 Columbia Coos Curry Oilliam , Klamath Lake Marion 15 4 Polk TamhiU 1 a Includes unseparated colored. 88 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890 : PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. PEIVlVSVIiVANIA. 1880. Population 4,282,891. Enrolled in public common schools 950,300 1890. Population 5, 258, 014. Enrolled in public common schools 1, Oil, 163 Gain of population 22. 77 per cent. Gain of enrollment in public common schools 6. 40 per cent. PUBLIC COMMON SCHOOLS OF PENNSYLVANIA FOR THE YEAR ENDED JUNE 2, 1890. TEACHEES. PCPILS. 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. 24,580 24,543 8,383 16, 160 37 11 26 1, Oil, 163 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, 085 6,009 9,206 15,258 9,652 18,774 11, 721 4,015 16, 667 16, 271 1,887 12, 000 2,845 7,607 8,751 10, 687 10, 688 4,314 24,210 29,683 7,879 9,455 15, 309 35, 989 14, 044 9,453 13,227 5,038 4,855 20,265 2,810 16,489 15, 882 6,944 158, 573 2,033 4,432 .12,078 4.649 10, 099 2,417 8,682 11,894 4,057 11,282 7,906 14, 788 7, 139 22, 921 3,790 21,441 511, 270 494, 379 5,514 2,578 187 1,601 292 263 293 661 303 665 313 340 296 63 180 261 414 269 331 175 219 726 248 397 244 136 618 348 103 319 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 97 452 442 102 348 300 379 366 501 183 492 187 1,601 292 263 293 661 303 665 313 340 296 63 180 261 414 269 331 175 219 726 248 391 244 136 618 348 103 319 73 208 248 282 252 107 464 657 226 236 348 699 378 279 505 114 136 447 84 383 320 189 2,666 68 242 622 115 276 97 452 442 102 348 300 379 366 501 183 490 100 195 146 87 192 372 134 152 127 150 09 7 87 157 63 105 123 71 84 150 130 219 18 40 93 180 25 197 48 127 149 J.49 127 68 73 301 79 166 217 180 145 37 175 59 97 161 36 242 169 123 99 17 39 266 94 196 21 91 91 69 110 42 129 58 267 48 315 87 1,406 146 176 101 289 169 613 186 190 197 56 93 104 351 164 208 104 135 576 118 172 226 96 525 168 78 122 25 81 99 133 125 39 391 356 147 70 131 519 233 242 330 55 39 286 48 141 151 66 2,567 51 203 356 21 80 76 361 351 33 238 258 250 308 234 135 175 7,264 82, 571 12,214 10, 425 10,596 27, 114 13,824 14,187' 12, 935 14,320 12,752 1,600 8,766 10,389 17,441 9,446 15, 085 6,009 9,206 15,281 ' 9, 652 19,244 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 4,856 20, 352 2,810 16,654 15,904 6,944 162,108 2,033 4,432 32,105 4,649 10, 099 2,417 8,682 11,894 4,057 11, 307 7,906 14,788 7,139 22,921 3,790 21,550 3,780 41, 582 6,264 6,445 5,566 14,099 7,008 7,327 6,983 7,434 6,512 729 4,527 5,436 8,726 4,867 7,646 2,940 . 4,999 7,829 4,923 9,457 5,915 2,108 7,861 8,416 973 6,292 1,530 4,146 4,487 5,552 5,554 2,232 11,358 15, 601 4,011 4,930 8,070 17,916 7,102 4,770 . 6,969 2,497 2,558 10, 279 1,408 8,689 8,040 3,570 77, 762 1,034 2.301 16, 096 2,466 5,158 1,238 4,557 6,133 2,146 5, 673 3, 970 7,389 3,556 11, 805 1,997 11,203 3,484 40, 989 5,960 4,980 6,030 12, 915 6,771 8,860 6, 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 6,708 1,315 3,461 4,264 6,135 5,134 2,082 12,852 14, 082 3,868 4,625 7,239 18, 074 6,942 4,683 6,268 2,641 2,297 9,986 1,402 7,800 7,836 i 3, 374 80,811 999 2, 131 1 15,982 2,193 4,941 1,179 4,125 5,761 1,911 5,609 3,936 7,399 3,683 11,116 1,793 10,238 Allegheny Beaver Bedford Berks 100 45 50 21 50 Blah- \ 24 Bradford Bucks Butler Cambria Carbon Chester _.. Clarion Clearfield Clinton Crawford 23 12 11 Daupbin 6 3 3 470 333 211 152 259 181 Elk - . 40 24 16 Fayette 1 Forest Franklin 163 82 81 Fulton , , Huntingdon Jefiferson Juniata 25 190 18 10 88 8 15 104 10 1 1 Lawrence Lehigh " 6 215 16 2 107 7 4 108 9 Mifflin 87 43 44 Montour 65 22 33 10 32 12 Northumberland Perry Philadelphia 28 6 22 3,535 1,658 1,877 Pike Potter Schuylkill 27 9 Snyder Somerset Sullivan Susquehanna Tioga Union Venango "Warren 25 6 -- "Washington "Westmoreland Wyoming , York..... 2 1 1 109 47 a Includes unaeparated colored. INSTITUTIONS. 89 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON (SCHOOLS, BY COUNTIES— Continued. KHODE f S1.A1\I>. 1880. Population 276, 531. Enrolled in public common schools 42, 489 1890. Population 345,506. Enrolled in public common scbools 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. TEACHERS. P.UPILS. COUNTIES. Aggre- gate. "White. Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. 1 Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The state 1,378 1,378 174 1.204 52, 774 i 52. 540 26, 382 26, 167 225 101 124 Bristol 54 110 130 899 185 54 110 130 899 185 10 28 18 79 41 44 84 112 820 144 1, 006 '• 3,883 4,017 38, 170 1 4,708 1,906 1 3,883 1 3,807 934 1,995 1.936 972 1,888 1,871 19, 024 2,412 210 15 93 8 117 38,155 ll 19,131 4,79k : 2.386 7 .■tlOlTTH C-AKOLIiVA. 1880. Population 995, 577. Enrolled in public common schools 134, 842 1890. Population 1, 151, 149. Enrolled in public common schools 203, 461 Gain of population 15.63 per cent. (Jain of enrollment in public common schools 50.89 per cent. PUBLIC COMMON SCHOOLS OF SOUTH CAROLINA FOR THE YEAR 1889-1890. COUNTIES. The state Abbeville Aiken Anderson Barnwell Beaufort Berkeley Charleston Chester Chesterfield Clarendon Colleton Darlington Edgefield Fairfield Florence Georgetown Greenville Hampton Horry Kershaw Lancaster Laurens Lexington Marion Marlboro Newberry Oconee Orangeburg Pickens Bichland Spartanburg Sumter TTnion Williamsburg . - . York TEACHERS. Aggre- gate. 203 132 156 144 83 127 122 133 130 76 218 114 109 67 223 78 89 92 83 143 93 154 84 107 116 171 186 144 104 93 221 White. 119 81 102 85 18 49 111 78 45 52 45 121 22 154 65 55 83 55 101 53 63 86 89 66 51 62 136 Male. 1,102 Fe- male. 84 47 71 50 16 23 101 55 12 33 42 31 78 34 45 Colored. Total. 1,644 Fe- male. 33 12 35 34 18 12 23 18 9 22 6 30 25 28 10 40 13 22 9 23 21 22 8 70 12 16 6 24 15 23 17 32 26 23 26 20 11 62 23 9,344 6,402 7,160 7,224 6,391 5, 636 6,405 5,471 3, 356 2,889 5,983 4,724 8,913 5,612 5,385 2,829 9,658 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, 2.S2 7,774 4,743 4,154 8,617 White. Total. 3,480 2,773 4,167 2,681 520 997 2,978 1,364 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, 15R 1,817 1,933 2, 945 3, 1113 3, 279 1,844 7,310 2,216 1,910 1,760 3,963 Male. 1,751 1,472 2,102 1,407 232 568 1,111 944 1,180 650 1,663 1,057 1,890 781 1,166 35fl 2, a33 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 2,069 Fe- male. 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 2,616 656 1,245 1,011 1,302 906 1,499 884 940 1,414 1,463 1,554 909 3,367 1,042 954 Colored. 5,864 3,624 2,983 4,543 5,871 4,639 3,427 3,607 1,132 1,631 2,917 2,713 5,263 4,068 2,999 2,189 4,289 1,185 1,172 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. 54,279 2,659 1,712 1,400 2,231 2, 762 2,473 1, 437 1,683 521 834 1, .546 1,370 2,443 1,367 1,478 1,143 2,030 546 576 1,158 851 1,680 501 1,518 1,093 503 3,073 476 1,959 1,943 2,689 1,330 1,105 2,215 Fe- male. 39, 131 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 1,621 1,046 2,259 639 .596 1,240 387 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. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. SOUTH DAKOTA. 1880. Population 98,268. Enrolled in public common schools 9,972 1890. Population 328,808. Enrolled in public common schools - 77,943 Gain of population 234.60 per cent. Gain of enrollment in public common schools 681.62 per cent. PUBLIC COMMON SCHOOLS OF SOUTH DAKOTA FOR THE YEAR ENDED JUNE 30, 1890. TEACHERS. PUPILS. COUNTIES. Aggre- gate. White. Colored. Aggro gate. White, (a) Colored. Total. Male. Fe- male. Total. / Male. Fe- male. Total. Male. Fe- male, Total. Male. Fe- male. The State 4,420 4,420 1,294 3,126 77,943 77,940 41, 008 36, 932 3 3 !)8 168 84 156 243 111 Id 15 35 59 126 76 88 38 71 136 90 71 68 33 86 104 H4 145 75 39 104 65 07 147 129 50 126 112 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 69 126 75 88 38 "1 135 90 71 68 33 86 104 64 145 75 39 101 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 66 74 39 1 1 8 18 33 21 18 5 17 34 26 26 18 6 21 33 21 45 18 17 70 8 19 42 34 8 31 37 12 7 3 24 55 14 10 14 12 27 63 is' 45 39 6 25 59 114 52 99 169 72 15 14 27 41 93 64 70 33 54 101 64 45 50 27 65 71 43 100 67 22 34 57 48 105 96 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 1,616 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 1,935 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 1,725 626 800 721 1,472 6,159 1,616 1,129 660 462 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 1,038 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 1,260 1,098 1,267 1,650 923 114 96 185 476 729 901 853 357 708 992 628 622 527 302 514 769 649 829 475 573 1,151 267 430 911 875 1,103 1,171 794 245 370 324 687 2,893 696 549 343 210 504 1,281 21 266 1,281 1,305 148 1,079 Brookings Bafi'alo Campbell Charles Mix Clark Clay ... Caster Davison ^ . Day Deuel Douglas Edmunds Fall Eiver Faulk Hanillu Hand Hanson Hutchinson Hyde Jerauld Kingsbury Lake ; Lincoln MoCook McPherson Marshall Meade 3 3 Moody Potter Eoberts Spink Stanley Sully Turner ■Walworth Yankton a Includes unseparated colored. INSTITUTIONS. 91 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. TENIVESJiiEE. 1880. Population 1,542,359. Enrolled in public common schools 291,500 1890. Population 1, 767, 5I8. Enrolled lu public common schools 455, 732 Gain of population 14. 60 per cent. Gain of enrollment in public common schools 56. 34 per cent. PUBLIC COMMON SCHOOLS OF TENNESSEE FOE THE YEAR ENDED JUNE 30, 1890. The State . Anderson . . Bedford (a) Benton Bledsoe Blount Bradley . - . Campbell . Cannon . . . Carroll Carter (6) . Cheatham (c). Chester Claiborne (d). Clay Cocke (e) Coffee Crockett Cumberland. Davidson Decatur Dekalb- -- Dickson.. l>y«r Fayette . . Fentress . Franklin . Gribson . . . Giles G-rainger . Greene . . . Grundy . . . Hamblen . . Hamilton . Hancock . . Hardemun . Hardin Hawkins Haywood Henderson (b). Henry Hickman — Houston Humphreys . Jackson James Jefferson Johnson Knox (/)... Lake Lauderdale . Lawrence . . . Lewis Lincoln Loudon McMinn McNairy . Macon . . . Madison . Marion... Marshall . Manry . . - Monroe Montgomery . Moore Morgan . Obion . - . Overton . Perry . . . Pickett., Aggre- gate. 8,376 75 130 56 43 56 68 88 161 50 48 83 80 42 36 76 89 46 324 61 95 87 74 157 32 71 172 158 29 53 164 52 140 95 113 110 91 123 103 32 93 64 21 87 38 246 16 86 82 20 129 52 93 60 127 76 104 165 41 74 126 26 49 120 81 51 29 White. 6,549 67 95 52 38 81 47 65 79 116 42 35 62 77 41 32 61 46 221 51 85 73 55 76 32 54 128 106 53 120 27 42 115 48 92 78 99 50 71 98 81 24 79 61 19 206 14 57 77 17 98 42 71 84 54 69 65 74 102 34 65 79 24 100 78 47 29 Male. 72 31 35 15 19 36 66 62 46 70 26 23 48 44 50 50 79 20 55 51 62 16 51 41 18 47 30 116 11 32 44 14 46 28 47 52 40 24 Fe. male. 6 18 36 12 7 21 8 15 5 26 16 20 164 15 13 42 20 61 13 18 62 44 7 50 2 19 67 4 42 28 20 30 16 47 19 8 28 20 1 21 7 90 Colored. Total. 1,827 103 10 10 14 19 81 Male. Fe- male. 1,075 A ggre- gate. 455, 732 3,752 7,314 3,605 1,603 5,078 3,565 4,009 3,810 6,725 2,846 2,506 2, 831 4,648 2, .521 2,210 3,796 4,769 1,471 16. 760 2,667 5,730 3.620 3,927 6,917 1,796 4,742 10, 234 8.568 5,130 9,174 1,963 2,548 10, 160 4,039 5.800 4,128 7,218 6,258 4, 447 5,631 4,567 1,175 3,900 3,362 1.336 6,288 2,216 8,474 813 3,056 3,153 591 7,317 2,240 6,007 2,538 2,639 6,540 4,732 6,582 8,470 1,934 3,576 6,444 1,210 2,296 8,050 4,322 1,951 1, 678 "White. 354, 130 3,631 5, 424 3,460 1.439 4,721 3,215 3,910 N 3, 375 4,974 2,662 2,033 2,348 4,443 2,431 1,750 3,522 3,557 1,459 10, 690 - 2, 140 5,240 3,047 2,760 2,010 1,796 3,827 7,526 5,396 6,030 8,614 1,919 2,261 7,106 3,980 3,600 3,311 6,641 2,611 3,777 4,545 3,697 926 3,349 3,281 1,160 5,491 2,125 7,559 664 1,357 2,966 526 5,639 1,818 4,402 2,262 2,457 3,415 4,120 4,865 4,937 1,715 3,276 3,302 1,167 2,296 6,850 4,250 1,777 1,677 Male. 183, 523 1,803 2,846 1,700 811 2,486 1, 740 1,980 1,725 2,697 1,388 1,076 1,167 2,467 1,297 776 1,766 1,887 787 5,490 1,097 2,760 944 1,485 1,029 927 2,001 3,960 2,802 3,000 4,900 903 1,222 3,601 2,113 1,895 1.829 3,466 1,325 2,072 2,177 1,884 500 1,662 1,736 660 2,651 1,135 3,938 349 719 1,546 300 3,021 953 2,343 1,238 1,313 1,690 2,100 2,433 2,620 900 1,710 1,740 603 1,246 3,600 2,225 947 Fe- male. 170, 607 1,728 2,578 1,750 628 2,235 1,476 1,930 1,650 2,377 1,174 957 1,181 1,976 1,134 975 1,766 1,670 672 5,200 1,043 2,490 2,103 1,275 981 1,826 3,666 2,594 2,030 3,714 1,016 1,039 3,505 1,867 1,705 1,482 3,176 1,286 1,705 2,368 1,813 425 1,687 1,645 500 2,840 990 3,621 316 638 1,419 225 2,618 866 2,059 1,024 1,144 1,725 2,020 2,432 2,417 815 1,566 1, 562 564 1,050 3,250 2,025 830 784 Colored. Total. Male 155 164 357 350 99 435 1,751 284 473 483 2U6 90 490 274 1,212 12 6,070 627 490 573 1,167 4,907 915 2,708 3,172 100 560 34 287 3,054 59 2,200 817 577 3,647 670 1,136 870 250 561 81 175 797 91 915 149 1,778 422 605 276 182 3,125 612 1,717 3,533 219 300 3,142 43 1,200 72 ! 174 1 50, 493 256 227 99 53 200 143 593 7 3,025 256 250 281 625 2,297 436 1,267 1,595 70 295 16 137 1,466 31 1,106 425 294 1,834 288 544 432 130 262 42 125 432 46 494 75 875 104 30 989 209 330 156 81 1,505 352 865 1,811 136 176 1.569 a Pupils from report for 1889. b Teachers from report for 1889. 600 37 90 1 Fe- male. 51, 100 122 99 942 948 75 80 85 79 175 182 200 150 45 54 276 160 870 881 144 140 218 256 106 37 290 131 619 5 3,045 271 240 292 542 2,010 480 1,451 1,577 30 265 18 150 1,588 28 1,094 392 283 1,813 438 120 289 39 50 865 45 421 74 824 84 36 789 213 275 120 101 1,620 260 852 1,722 83 124 1,573 21 700 35 84 c Teachers from report for 1888. d 'Wholly from report for 1888. e "Wholly from report for 1889. /Pupils from report for 1888. 92 EDUCATION. Table ».— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. TENIVESSEE— Continued. Polk Pntnam Khea (a) . . . Koane Hobertson.. Hutherford. Scott Sequatchie . Sevier Shelby Smith Stewart Sullivan Sumner Tipton Trousdale - - TJnicoi(6) .. Union Van Buren . Warren Washington Wayne Weakley — White." WiUiamsou Wilson (6).. TEACHEES. Aggre- gate. 45 74 59 92 105 144 59 14 99 270 61 100 129 72 34 12 55 21 77 94 77 151 81 122 148 White.-. 50 81 75 92 56 14 92 148 74 49 91 102 39 24 12 54 20 61 87 71 113 70 71 111 Male. Fe- male. 13 132 58 Colored. Total. 7 122 Male. Fe- male. Aggre- 2,592 4,430 3,920 4,159 4,147 12, 716 3,096 900 6,374 18, 736 4,152 3,437 4,889 7,170 7,063 1,911 1,250 3,728 1,104 5,274 4,859 3,443 11, 184 3,919 8,455 7,782 White. Total. 2,522 4,200 3,360 3,664 3,044 6,613 2,981 900 6,075 8,509 3,597 2,976 4,624 4,760 3,424 1,282 1,250 3,704 1,086 4,750 4,467 3,103 9,607 3,555 Male. 1,290 2,200 1,650 1,987 1,665 3,131 1,494 450 3,189 4,093 1,919 1,450 2,359 2,421 1,823 651 650 1,874 576 2,500 2,427 1,650 4,845 1,892 2,988 2, 519 Fe- male. 1,232 2,000 1,710 1,677 1,379 3,492 1,487 450 2,886 4,416 1,678 1,525 2,265 2,339 1,601 631 600 1,830 510 2,250 2,040 1,458 4,762 1,663 2,702 2,670 Colored. Total. 70 230 560 495 1,103 6,103 115 299 10, 227 555 462 265 2,410 3,639 629 24 18 524 392 335 1,577 364 2,765 2,593 Male. 38 130 260 280 665 3, 201 71 140 4,871 285 198 133 1,126 1.749 257 17 10 271 203 138 812 186 1,264 1,346 Fe- male. 32 100 300 215 538 2,902 44 159 5,350 270 264 133 1,284 1,890 372 7 8 253 189 167 765 179 1,501 1,247 TEXAS. 1880. Population 1,591,749. 1890. Population 2,235,523. Grain of population 40. 44 per cent. Enrolled in public common schools 176, 245 Enrolled in public common schools 476, 421 Gain of enrollment in public common schools 170. 32 per cent. PUBLIC COMMON SCHOOLS OP TEXAS FOE THE YEAR ENDED AUGUST 31, 1890. I The State - Anderson . . Angelina. . . Aransas Archer Armstrong. Atascosa. Austin — Bandera. . Bastrop .. Baylor ... Bee Bell.-.- Bexar .. Blanco . Bosqne. Bowie Brazoria . Brazos ... Brewster. Brown . . . Burleson . Burnet . . - Caldwell . Calhoun.. Callahan . Cameron .. Camp Carson Cass Chambers . TEACHERS. PUPILS. Aggie- gate. 11,094 Whit*. Colored. Aggre- gate. White. Colored. Total. 8,577 Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. 5, 026 3,551 3,517 1,676 841 476,421 367, 682 173, 829 193,853 108, 739 50, 476 58,263 97 87 8 10 2 29 72 26 91 9 18 148 121 29 78 78 59 68 3 56 68 61 77 8 33 41 29 1 247 15 56 74 8 10 2 27 47 25 53 9 16 138 106 28 72 44 17 34 3 56 41 59 45 7 33 41 19 1 163 11 35 67 1 5 1 12 37 13 33 8 7 70 33 15 58 26 3 18 1 39 18 40 18 3 23 27 10 1 78 7 21 7 7 5 1 15 10 12 20 1 9 68 73 13 14 18 14 16 2 17 23 19 27 4 10 14 9 41 13 36 13 5 4,307 2,544 279 378 41 1,042 3,123 916 4,587 293 679 8,172 5,984 1,300 3,027 3,480 2,633 4,043 112 2,594 2,677 2,458 3,380 187 1,309 ■ 2,023 1,669 39 c4,831 374 2,394 2,195 279 378 41 993 2,069 897 2,432 293 631 7,650 5,137 1,245 2,899 2,130 607 2,048 112 2,594 1.378 2,394 2,169 146 1,309 2,023 858 39 2,875 194 1,128 1,029 132 178 19 470 078 424 1,151 136 293 3,617 2,427 589 1,370 1,007 287 967 53 1,226 652 1,132 1,025 69 619 955 407 18 1,359 91 1,266 1,166 147 200 22 523 1,091 473 1,281 167 328 4,033 2,710 656 1,.329 1,123 320 1,081 59 1,368 726 1,262 1,144 77 690 1,068 451 ,21 1,516 103 1,913 349 885 160 1,028 189 2 25 1 38 ie' 1 22 2 9 ie' 49 1,053 in 2,155 23 488 9 999 26 565 10 1,156 2 10 15 1 6 34 42 34 2 8 5 1 6 11 35 22 2' 10 23 7 12 58 522 847 55 128 1,.350 2,026 1,995 27 242 393 25 59 627 940 936 31 280 454 30 69 723 1,086 1,069 27 2 32 1 22 ie' 1 5 2 16 1,299 04 1,211 41 603 29 561 19 696 35 650 22 10 3 7 sii' 376 435 85 4 84 4 45 1 39 3 1 1, 956 1 180 908 83 'i,"648 97 a Pupils from report for 1889. 6 Wholly from report for 1889. c Eeport for 1889, except for the district of Af.anta. INSTITUTIONS. 93 Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. TEXAS— Continued. TEACHERS. PUPILS. COUNTIES. Aggre- gate. 115 7 39 6 24 165 106 30 78 4 134 83 6 185 50 111 70 6 2 33 67 16 168 29 6 106 105 190 151 17 52 38 93 21 103 38 30 96 2i)2 39 102 84 3 51 15 17 121 113 10 60 3 101 21 ,133 44 99 155 5 146 "White. Colored. Aggre- gate. White. Colored. . Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Cherokee 79 7 36 6 23 153 60 28 78 4 129 79 6 166 46 100 51 6 2 13 57 16 138 28 6 102 67 167 101 17 11 31 53 21 80 37 19 63 176 17 59 53 3 61 15 13 77 40 10 50 3 77 21 119 43 89 85 4 131 60 5 18 5 11 111 34 25 57 3 79 60 2 86 35 66 25 2 1 7 35 9 81 6 2 65 34 118 59 12 5 21 27 8 14 26 6 27 86 10 23 37 2 34 11 7 22 21 6 24 2 51 17 80 23 70 44 2 86 19 2 18 1 12 41 26 3 21 1 50 29 4 70 11 35 26 4 I 6 22 6 57 23 4 37 33 49 42 5 6 10 26 13 66 1^ 36 91 7 36 16 1 17 4 6 55 19 4 26 1 26 4 39 20 19 41 2 45 36 28 8 5,669 223 1,725 189 1,558 9,364 6,636 884 3,479 114 5,808 3,502 94 9,104 2,549 5,234 2,783 187 123 816 2,789 472 8,793 1,735 190 5, 056 4,954 9,869 6,708 477 2,822 1,642 4,384 620 4,206 1,145 990 3,966 11, 796 1,306 4,721 3,161 114 2,395 434 659 6,896 5,636 219 2,108 83 3,611 442 6,632 2,231 4,756 4,907 194 8,333 117 2,419 922 1,083 134 1,075 6,385 742 708 4,941 637 916 391 847 247 9,152 1,475 177 3, 113 2,476 4,620 1,100 4,772 260 404 1,394 3,618 223 1,699 189 1,637 8,726 3,066 846 3,479 114 5,525 3,396 94 7,393 2, 293 4,734 1,960 187 123 815 2,789 472 7,945 1,674 190 5,013 2,847 8,899 4,596 477 345 1,375 2,111 620 3,309 1,121 639 2,543 10,441 • 662 2,566 1,978 114 3, 395 434 496 4,193 2,505 219 1,698 83 2,762 442 6,169 2,210 4,330 2,633 180 7,794 117 2,402 391 569 134 630 6.281 742 537 4,325 602 903 391 730 247 6,829 1,475 177 2,275 1,736 2,770 545 3,974 260 393 1,394 1,710 105 803 89 727 4,125 1,449 400 1,644 54 2,613 1,643 44 3,495 1,084 2,238 922 88 58 385 1,318 223 3,767 791 90 2,370 1,346 4,211 2,173 226 163 650 999 293 1,564 530 302 1,203 4,936 308 1,213 936 54 1,133 205 234 1,982 1,184 103 803 40 1,306 209 2,917 1,045 2,047 1,245 86 3,685 66 1,136 185 269 63 298 2,969 350 264 2,044 284 427 186 345 117 ;!, 22K 098 84 1,076 821 1,310 2,58 1,879 123 185 660 1,908 118 896 100 810 4,601 1,616 446 1,835 60 2,912 1,753 60 3,898 1, 209 2,496 1,028 99 66 430 1,471 249 4,188 883 100 2,643 1, jOl 4,688 2,423 251 182 725 1,112 327 1,745 691 337 1,340 5,606 344 1,353 1,042 60 1,263 229 261 2,211 1.321 116 895 43 1,466 233 3,252 1,165 2,283 1,388 95 4,109 62 1,266 206 300 71 332 3,312 392 283 2,281 318 476 206 385 130 3,601 777 93 1,199 915 1,460 287 2,095 137 208 734 2,051 953 1,098 Childress Clay 3 1 2 26 12 14 Coke 1 13 46 2 1 10 33 2 3 13 21 638 2,570 38 9 297 1,193 17 12 341 1,377 Collin CnmaTiri\\f>. 6 4 2 3 3 1 283 ■ 106 131 48 152 68 Coryell Dallas 29 4 11 19 18 3 7 16 11 1 4 3 1,711 256 600 833 794 119 232 387 Delta 137 263 446 Dewitt Dimmit Duval Eastland Edwards Ellis . 30 1 17 1 13 848 61 393 28 455 33 El Paso 4 38 23 50 3 28 20 32 1 10 3 18 a43 2,107 960 2,112 20 978 445 979 23 1,129 516 1,133 41 7 40 28 5 34 13 2 6 1,977 167 2,273 918 78 1,056 1,059 89 1,217 Franklin Frio 23 1 11 33 26 22 43 31 12 1 4 25 19 18 28 20 11 7 8 7 4 16 11 896 24 351 1,412 1,354 654 2,155 1,183 416 11 163 666 629 304 1,001 549 480 13 188 756 725 350 1,154 634 Goliad Hale Hamilton Hardin 4 44 73 2 19 46 2 26 27 164 2,703 3,130 76 1, 256 1,453 88 1,448 1,677 Harrison Haskell 10 4 6 410 190 220 Hempliill 24 17 7 849 394 456 Hidalgo Hill 14 1 10 70 1 15 10 1 10 38 1 13 4 32' 2 463 21 426 2,274 14 .539 216 10 198 1,056 7 250 247 11 228 1,218 7 289 Jack 55 23 34 3 27 101 17 18 114 20 23 12 23 iO 185 :i8 109 53 69 39 108 11 13 37 54 12 22 3 20 98 17 14 96 19 22 ]2 21 10 136 38 7 74 40 35 22 89 11 12 37 32 1 11 1 6 60 8 7 58 12 13 10 15 5 68 18 3 42 18 35 13 52 1 8 26 22 11 11 2 14 38 9 7 38 7 9 2 6 6 68 20 4 32 22 9 37 10 4 11 1 11 12 1 6 10 5' 2 17 531 514 8 247 239 9 284 275 Jen Davis 7 3 3 2 4 1 4i5' 104 207 49 238 55 Jones 4 18 1 1 2 16 2 3 1 1 171 616 35 13 80 286 16 6 91 330 19 7 TCendall Kimble 2 2 117 54 63 49 29 20 2, 323 1,0711 1, 244 Lampasas Lavaca Lee 35 13 34 17 19 34 10 13 24 4 7 6 838 739 1,850 555 798 389 343 859 25S 371 449 396 Liberty ■■■•- Limestone 1 Lipscomb Live Oak Llano 297 427 1 1 :;::::::i 11 ,") 6 a Report for 1886. 94 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. TEXAS-Continned. McCulloch . McLennan . McMullen.- Madison -.. Marion (a) . Martin Mason Matagorda . Maverick . . Medina Menard . . Midland.. Milam — Mills Mitchell . Montague Montgomery . Moms Nacogdoches. Navarro Newton — Nneces Oldham Orange Palo Pinto . Panola . Parker . Pecos .- Polk . . . Potter. - Presidio. .. Kains Red River. Reeves Refugio — Robertson.. Rockwall... Runnels — Rusk Sabine San Augustine. San Jwoutto San Patricio . . . San Saba Scurry Shackelford . Shelby Smith Somervell . . , Starr Stephens . . Stonewall . Swisher . . . Tarrant . - - Taylor Throckmorton . Titus Tom Green Travis Trinity Tyler Upshur Uvalde Valverde . . . ■Van Zandt . Victoria../.. "Walker Waller "Washington. "Webb "Wharton' — "Wheeler — "Wichita "Wilbarger .. "Williamson . "Wilson. "W"i8e... "Wood... Toung . Zapata - ZavaUa. TEACHERS. Aggre- gate. 21 217 9 42 52 4 38 22 6 29 124 35 2 90 66 45 131 101 49 29 1 18 47 65 94 3 96 5 25 127 125 25 13 97 53 60 62 3 49 5 11 174 157 21 22 1 147 51 10 40 26 178 54 75 109 23 8 116 4r> 74 46 129 17 31 10 16 30 113 47 138 90 28 "White. 21 144 9 31 25 4 37 7 6 27 9 6 94 34 144 118 21 22 31 6 1 133 51 10 28 25 128 39 57 70 22 7 98 23 34 21 66 16 7 10 16 30 101 42 136 64 28 8 7 Male. Fe- male. 13 75 4 , 20 12 I 2 2 16 Colored. Total. Male. Fe- male. 10 I 20 Aggre- gate. 765 8,783 271 2,035 1,542 98 1,410 565 251 835 230 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 2,035 115 1,098 5,538 391 219 5,847 1, 390 c361 3,165 1,896 1,813 1,880 127 1,489 195 493 3, 966 6,907 967 744 1, 20.) 119 12 6,808 1,032 219 2,026 936 7,402 1,797 3,346 2,780 759 295 4,529 1, 635 2,325 2,607 7,454 1,105 1,516 268 634 1,240 4,924 2,175 6,095 3,157 1,025 198 214 "White. Total. 765 6,493 271 1,579 432 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 1,320 115 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 3,561 1,033 142 268 634 1,240 4,417 1,773 6,060 2,414 1,025 198 214 Male. 361 3,056 128 746 204 46 660 59 119 367 155 109 2,038 497 17 2,381 742 465 1,357 1,995 390 586 31 341 1, 064 1,092 2,135 37 625 47 54 475 1,751 185 67 1,419 633 171 900 617 571 354 211 1,424 1,814 457 352 570 67 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 2,088 833 2.866 1,141 485 93 101 Fe- 404 1,437 143 52 735 65 132 409 174 I 121 2,272 553 18 2,653 j 828 1 518 1,564 2,225 436 652 1,176 1,218 2, 382 42 695 62 61 529 1,953 206 76 1,581 705 190 1,003 687 606 395 67 772 103 237 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 .535 1,872 546 75 142 334 634 2. 329 935 3,196 1,273 540 105 113 Colored. Total. 2,290 456 1,110 15 441 1,167 613 1,237 792 1,217 1.020 435 66 145 1,627 55 94 1,834 2,847 62 636 1,131 45 954 3,069 682 17 559 23 2,411 878 855 26 32 281 776 1,334 1,592 3,903 72 1,374 102 35 743 a Report for 1880. b Report for 1889. 1,064 212 514 7 205 27 542 574 368 564 473 202 31 757 25 44 852 36 1,322 24 586 275 295 21 443 1,424 317 8 260 .10 1,120 185 408 397 12 15 130 360 620 739 1,813 637 186 16 345 Fe- male. 244 596 8 236 663 424 653 547 870 30 50 982 1,525 28 676 317 341 605 24 511 1,645 365 9 299 13 1,291 213 470 458 14 17 151 416 714 853 2,090 737 271 216 19 c Report for 1888. INSTITUTIONS. 95 Table §.— SCHOOL ENROLLMENT, 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. TEACHERS. PUPILS (BETWEEN 6 AND 18 YEARS OF AGE). CO0NTIES. Aggre- gate. White, (a) Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Ee- male. Total. Male. Fe- male. Total. Male. Fe- male. The Territory 680 680 817 363 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 74 16 27 67 8 44 42 25 19 13 4 13 12 11 17 15 15 U 119 2 51 25 24 16 15 74 16 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 5 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,lB2f 61 3,396 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 2,578 356 516 2,028 183 666 1,647 535 378 247 32 374 301 166 367 156 270 100 3,453 35 1,661 610 619 377 200 2,329 383 610 1,926 Cache. .. . G-arfielil Grand Millard Piute Eicli Salt Lake 1 Tooele "VV"eber 3 1 2 VEKMONT. 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 65, 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 YEARS OF AGE). COUNTIES. Aggre- gate. White. Colored. Aggre- gate. White, (a) Colored. Total. Male. Fe- male. Total. Male. Fe-. to ale. Total. Male. Fe- male. Total. 108 Male. Fe- male. The State 4,400 4,400 528 3,872 65,608 65, 500 33, 630 31, 870 47 61 320 228 352 298 130 346 39 211 338 353 449 386 413 638 320 228 352 298 130 346 39 211 338 363 449 386 412 638 31 30 23 44 8 35 7 34 60 50 45 4-1 68 54 289 198 329 254 122 311 32 177 i8S 303 404 337 344 484 4,633 4,219 4,209 5,693 1,862 6,254 1,087 2,806 3,834 4,996 8,683 5,666 6,097 6,669 4,622 4,197 4,206 5,681 1,862 6,254 1,087 2,803 3,834 4,996 8,657 5,660 5,081 6,560 2,504 2,224 2,165 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 n 22 3 12 7 10 2 4 4 12 1 8 Franklin 3 2 1 Orleans 26 6 16 9 10 3 7 2 16 3 9 7 j Windsor a Includes imseparated colored. 96 EDUCATION. Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. VIRGINIA. 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 common schools 55. 06 per cent. PUBLIC COMMON SCHOOLS OF^VIRGINIA FOR THE YEAR ENDED JULY 31, 1890. The State . Accomac — Albemarle... Alexandria. Alleghany . Amelia Amherst Appomattox . Augusta Bath Bedford Pland Botetourt Brunswick... Buchanan Buckingham . Campbell Caroline (Jarroll Charles City . Charlotte Chesterfield - Clarke Craig Culpeper Cumherland. Dickenson Dinwiddle Elizabeth City . Essex Fairfax Fauquier . . Floyd Fluvanna . Franklin . . Frederick . Giles Grloucester . Goochland . Grayson Greene Greenesville Halifax. Hanover Henrico Henry Highland Isle of Wight . . . James City King and Queen . King George King William . . . Lancaster Lee Loudoun Louisa Lunenburg . . . Madison Mathews Mecklenburg. Middlesex Montgomery . Nansemond .. ■Nelson New Kent Norfolk Nortliampton iNortbumberlaiid '. Nottoway Orange Patrick Petersburgr city . Pittsylvania Powhatan Prince Edward . . T EACHEH PUPILS. Aggre- gate. Wlite. Colored. Aggre- gate. White. Colored. Total. Male. Fe- male. Total. Male. re- male. Total. Male. Fe- male. Total. Male. Fe- male. 7,523 5,550 ! 2,189 3,361 1,973 930 1,043 342,269 220, 210 114, 762 105,448 122,059 57,011 66,048 101 79 29 50 22 10 12 5,832 3,849 2,003 1,846 1,983 930 1,053 127 82 15 67 45 26 19 6,718 3,087 1,580 1,507 2,631 1,231 1,400 39 22 3 19 17 10 7 2,459 1,338 772 686 1,121 559 562 46 40 21 19 6 3 3 1,882 1,460 756 704 402 189 213 40 22 6 16 18 6 12 1,858 672 355 317 1,186 530 656 86 56 14 42 30 14 16 4,504 2,290 1,185 1,105 2,214 1,024 1,190 46 29 5 24 17 11 6 2,218 1,208 829 579 1,008 442 566 237 185 66 119 62 32 20 8,213 6,062 3,143 2,919 2, 151 1,101 1,050 31 27 15 12 4 2 2 971 822 427 • 395 149 89 60 146 102 35 67 44 26 18 7,276 4,728 2,517 2,211 2,548 1,206 1,34,2 40 38 25 13 2 2 1,594 1,636 784 752 58 24 34 107 83 33 50 24 16 8 8,793 2,829 1,455 1,374 964 492 472 82 , 50 10 40 32 15 17 3,630 1,498 774 724 2,132 907 1,225 30 85 30 60 30 1 17 1,126 3,075 1,126 1,419 610 731 516 888 43 25 7 18 1,656 734 922 157 103 21 82 54 29 25 7,856 4,162 1,991 2,171 3,693 1,604 2,089 74 51 11 40 23 5 18 3,237 1,427 760 667 1,810 837 973 91 88 74 14 3 3 4,341 4,267 2,197 2,070 74 41 33 23 11 4 7 12 4 8 1,002 297 149 148 705 333 372 67 38 5 33 29 19 10 3,159 1,321 720 801 1,838 802 1,036 93 59 6 63 34 14 20 4,224 2,387 1,222 1,166 1,837 818 1,019 38 25 10 15 13 5 8 1,561 996 585 410 556 296 260 36 34 26 8 2 2 1,247 1.203 698 505 44 28 16 68 41 14 27 27 11 16 2,759 1,359 740 619 1,400 719 681 47 ; 30 1 10 20 17 8 9 1,925 700 322 378 1,225 540 685 25 74 j 25 1 49 22 10 3 39 1,078 2,805 1,078 1,198 699 623 479 575 25 10 15 1,607 702 905 31 14 4 10 17 3 14 1,679 653 348 307 1,028 517 509 44 27 8 19 17 5 12 2,033 865 357 308 1,368 620 748 88 63 16 47 25 13 12 3,820 2,578 1,375 1,203 1,242 664 578 121 83 39 44 38 25 13 6,235 3,597 1,998 1,699 2,638 1,348 1,290 99 90 I 58 32 9 8 1 4,289 3,951 2,147 1,804 338 177 161 53 40 ' 14 26 13 8 5 2,033 1,052 586 486 981 472 509 1 "'' 118 50 68 29 14 15 7,133 5,679 2,880 2,799 1,454 718 736 1 102 92 53 39 10 6 4 4,239 3,819 2,051 1,768 420 219 201 60 54 32 22 6 2 4 2,380 2,200 1,184 1,016 180 89 91 52 25 7 18 27 11 18 2,444 1,020 514 506 1,424 677 747 63 52 14 38 11 3 8 2,314 990 619 471 1,324 654 670 86 81 70 11 5 4 1 4,296 4,087 2,155 1,932 209 101 108 31 24 8 16 7 2 5 1,282 961 482 479 321 162 159 37 19 3 16 18 5 13 1,611 587 302 285 924 399 525 136 91 21 70 45 28 17 6,339 3,297 1,888 1,609 3,042 1,304 1,738 83 57 13 44 26 12 14 3,805 1,713 876 837 1,892 900 992 301 195 21 174 106 30 76 15,043 8,346 4,101 4,245 6,697 2,969 3,728 82 57 11 46 25 19 6 4,556 2,670 1,407 1,263 1,886 895 '991 47 44 23 21 3 3 1,487 1,403 760 643 84 52 32 58 38 8 30 20 6 14 2,434 1,376 693 683 1,058 481 577 21 11 3 8 10 7 3 91Q 329 166 163 581 242 339 48 27 5 22 21 4 17 2,045 919 465 454 1,126 536 591 66 23 12 11 10 7 3 1,441 705 348 359 736 378 368 42 24 3 21 18 8 10 1,894 738 394 344 1,166 567 589 26 16 14 10 5 5 1.267 597 307 290 670 270 99 90 61 29 9 6 3 4,840 4,598 2,427 2.171 242 121 121 116 85 43 42 31 21 10 5,184 3,598 2,007 1,691 i 1,686 847 739 97 82 24 58 15 7 8 3,881 1,608 811 797 2, 273 1,052 1,221 49 32 6 26 17 8 9 2,237 1,068 .633 635 1,189 519 650 70 47 1:4 23 23 10 13 2,49ft 1,521 701 820 978 34 23 8 15 11 6 1,642 1,016 547 469 526 268 258 98 28 53 15 12 1 41 14 45 13 32 5 13 8 5,120 1,307 1,920 543 989 334 931 1 209 ; 3,200 764 1,450 286 1,750 478 108 90 47 43 18 8 10 4,277 3.393 1,789 1,804 884 69 41 6 35 28 17 11 3,248 1,498 781 717 1,760 765 985 % 2r» i;i7 70 78 14 48 12 64 28 10 60 2") 11 4 34 3,591 907 9,399 2,208 397 4,216 1,136 200 2,059 1,072 197 2, 157 1,383 510 6, 183 636 263 2,401 747 247 2,782 30 60 71 67 21 26 JH OH 8 10 6 14 31 13 16 21 32 32 12 10 4 7 11 1 5 4 11 14 3 1,902 1.730 2.085 2,669 2,946 883 1. 08,6 829 1.308 2,735 481 .'188 392 687 1.447 402 498 437 619 1.288 1,019 644 1,256 1,363 211 503 295 586 663 109 516 349 670 700 102 s; 48 246 39 61 70 24 182 24 30 30 1 28 10 6 40 23 134 14 24 12 24 84 15 31 1 10 2 22 6 19 62 111 12 : 4,260 3,215 12, 232 1,131 2,896 3.642 1,391 6,774 494 866 1 S-20 702 3,510 256 443 1,822 689 3,264 239 423 608 1.824 5.458 637 2,029 290 769 2,620 210 912 318 1,055 2.838 397 1,117 INSTITUTIONS. 97 Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. VIKGIIVIA— Continued. I Prince George.. Princess Anne . Prince William Pulaski Kappahannock . Richmond Roanoke Rockbridge Rockingham ... Russell Scott Shenandoah Smyth Southampton... Spottsylvania . . Stafford Surry Sussex Tazewell Warren Warwick Washington Westmoreland . Wise Wythe York TEACHERS. Aggre- gate. 53 58 52 34 81 133 219 100 119 74 86 45 16 141 40 42 81 29 Total. 19 24 42 46 40 23 61 107 205 80 9 123 33 41 70 18 Male. 10 19 33 117 55 67 76 31 i 14 14 6 6 39 15 Fe- male. Colored. Total. Male. Fe- male. Aggre- gate. 2,016 1,814 2,130 2,874 2,039 1,428 4,911 5,038 7,033 4,325 6,774 4,945 3,610 3,712 3,002 J, 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 1,725 810 625 313 428 1,447 643 151 3,431 443 1,265 1,655 402 Fe- male. 499 770 1,091 592 400 1,878 1,828 3,406 1,860 2,646 2,071 1,594 852 588 283 437 1,262 924 165 2,987 375 929 1,507 367 Colored. Total. 1,270 710 523 612 695 575 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. 287 286 385 257 588 570 287 104 20 76 123 962 651 177 467 764 250 135 176 333 436 11 269 372 Fe- male. 704 377 238 326 310 318 878 577 280 79 20 90 168 :,088 662 148 525 976' 181 193 199 398 454 8 265 443 ^VASIIIIVGTON. 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 YEAE ENDED JUNE 30, 1890. TEACHEBS. 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 State 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 IS 3 9 36 3 17 20 20 41 6 2 3 45 5 23 2 21 44 14 22 1 40 40 79 9 10 10 39 12 52 34 18 7 468 461 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 1,081 466 461 1,637 379 2,485 2,024 1,391 398 57 1,578 232 778 7,724 615 1,581 1,324 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 1,081 286 235 702 190 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 1,222 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 1,594 976 2,269 539 Chehalis Clallam Franklin 15 8 25 105 12 15 18 18 50 11 3 8 111 7 23 5 32 86 7 34 18 47 25 62 27 King 22 11 Kitsap -.. Klickitat 365. 13 79.53 39.72 408, 966 456, 732 302, 949 334, 168 124, 373 476, 421 579 223. 071 515, 161 393, 427 391, 500 187, .550 237, 065 81,012 176, 3J.-1 44, 997 n!6, 685 74, 278 64. .573 .'".3 209 '.1-1, 315 07, 002 134,312 31,797 07, 971 139, 430 15:i, 194 053. 2-Sl 108, 236 399, 031 16, 980 7,876 65, 490 18, 215 7,989 36, 372 7,387 14, 311 4,667 2,907 28, 252 4,756 4,212 25, 792 8,918 6,834 116, .539 W4, 333 115, 399 97, 103 43, 360 6300, 176 579 114, 835 216, 130 12, 313 4,968 37, 238 13, 460 3,777 10, 680 al, 531 8,477 66, 432 63, 354 221, 766 14, 780 37, 437 161, 477 u. 30 07. 38 «7. :<] HlO. 13 17.33 24. 21 li. 68 1.38 14.05 6.40 41.34 19.01 32.85 39. 50 55. 06 ,34. 43 27.08 50.89 44 47 110 38 22.47 5.98 ttl.31 10.56 17.82 17.43 51.10 16.88 27.64 848. 83 681. 62 138. 23 03.24 69. 30 39. 85 50. 34 01. .->:; 40.96 .-.3. .33 6170. 32 72.38 263. 83 170. 90 131. 81 283.07 89.67 41.02 al7. 17 146. 30 40, 053 , 373. 05 35, 917 69. 33 60, 279 i 37. 33 a Loss. 6 The per cent of gain in Texas is computed from the enrollment of 1890, including 65,512 over and under age ; but the correspoudinj,' pupils were not included in 1880. c School enrollment given is for Greer county only i population of that county, 5,338. d Alaska is omitted from the comparison. 102 EDUCATION. Table lO.— APPARENT RELATION OP PUBLIC COMMON SCHOOL ENROLLMENT TO POPULATION, 1880 AND 1890, BY STATES AND TERRITORIES. STATES AST) TEBSIT0BIE8. The United States (a). n'orth Atlantic division.. Maine New Hampshire . Vermont Massachusetts . . . Khode 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 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.... POPtJLATION. 1890 62, 622, 250 17,401,545 661, 086 376, 630 332, 422 2, 238, 943 345, 506 746, 258 5, 097, 853 1,444,933 5, 258, 014 8, 857, 920 168, 493 042, 390 230, 392 655, 980 762, 794 617, 947 151, 149 837, 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 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 1880 50, 155, 783 14, 607, 407 648, 936 346, 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, 565 618, 467 1, 399, 750 995, 577 1, 542, 180 269,493 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, 402 996,096 8,919,371 1, 648, 690 1, 542, 3.59 1, 262, 505 1, 131, 597 939, 946 1,591,749 802, 525 349, 390 313, 767 , 208, 130 39, 159 20, 789 194, 327 119, 565 40,440 143, 963 62, 266 32, 610 75, 116 174, 768 864, 694 PCBLIO COMMON SCHOOL ENEOLL. MENT. 1890 12,704,487 3, 103, 266 139, 679 59, 813 65, 608 371, 492 52, 774 126, 505 1, 042, 160 234, 072 1,011,163 1, 751, 225 31,434 184, 251 36, 006 342, 269 193, 293 325, 861 203, 461 342, 662 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, 372 476,421 579 223,071 516,161 16,980 7,875 65, 490 18,215 7,989 36, 372 7,387 14, 3U 1880 9, 951, 608 2, 949, 904 150, 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 43,304 752, 442 512, 201 704, 041 362, 459 299,514 186,644 425, 665 486, 002 3,746 9,972 100, 871 246,128 1, 374, 035 292, 427 291, 600 187, 550 237, 065 81, 012 176,245 108, 236 299, 031 55,432 63, 354 221, 756 4,667 2,907 28,252 4,755 4,212 25,792 8,918 5,834 PER CENT OF ENEOLL- MENT TO POPULATION. 14, 780 37, 487 161,477 1890 17.83 21.13 15.89 19.74 18.59 15.27 16.95 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 25.78 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 the comparison. ft The enrollment for 1890 includes 65,512 over and under school age, but the corresponding figures were not included in 1880. c School enrollment given is for Greer county ; per cent given is on basis of population of county, 6,338. 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 23.65 23.53 26.89 22.87 22.14 22.77 23.89 26.20 22.41 10.15 10.15 22.30 24.71 15.41 17.74 18.90 14.86 20.96 8.62 11.07 13.49 16.92 11.92 13.98 14.54 3.98 10.42 17.92 14.32 17.80 19.68 21.42 18.67 INSTITUTIONS. 103 Table 1 1 .—APPARENT RELATION OF PUBLIC COMMON SCHOOL ENROLLMENT TO POPULATION, CENSUS OF 1890 : WHITE AND COLORED, IN THE SOUTHERN STATES. STATES AND TEBBITOBIKH. Total. South Atlantic diTision . Delaware Maryland District of Columbia . Virginia West Virginia North Carolina Sonth Carolina Georgia Florida Sonth Central division . Kentucky Tennessee Alabama Mississippi. . . Louisiana Texas (a) Oklahoma (fi). Arkansas Missouri . POPULATION. White. IS, 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. 566 689, 141 858,996 166,473 3, 485, 317 268, 173 430, 881 679, 299 744, 749 560, 192 489, 588 3,008 309, 427 150, 726 PUBLIC COMMON SCHOOL ENKOLLMENT. 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 32, 804 PER CENT 01? EN- ROLLMENT TO POP- ULATION. White. 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 10.86 19.98 23.24 Colored. 18.67 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 21.76 a The 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. 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 18.— APPARENT RELATIVE GAIN IN PUBLIC COMMON SCHOOL ENROLLMENT, 1880 AND 1890: WHITE AND COLORED, IN THE SOUTHERN STATES. STATES AND TERRITOBIES. Total South Atlantic division. Delaware Maryland District of Columbia Virginia "West Virginia North Carolina South Carolina Georgia riorida South Central division. . Kentucky Tennessee Alabama Mississippi .I^ouiaiana Texas (o) Oklahoma (b) Arkansas Missouri ENBOLLED m PUBLIC COMUON SCHOOLS. VThite. 1890 3, 409, OSl 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 1880 ' 2, 301, 804 859, 610 24, 178 123,448 18, 472 152, 455 139, 690 161, 262 61, 832 150, 501 27, 672 980, 338 263, 507 230, 130 111,889 115, 463 46, 370 131, 616 81, 363 461, 956 Colored. 1890 582, 668 4,656 36, 027 13, 332 122, 059 6,558 117, 017 113, 410 133, 232 36, 377 673, 264 1880 797, 286 379, 543 54, 716 101, 602 116, 155 183, 200 49, 384 108, 739 59,468 32, 804 2,234 26, 533 7,967 68, 278 4,106 95, 160 73, 010 86, 623 15, 632 393, 697 28, 920 61, 370 75, 661 121, 602 34, 642 44,629 26, 873 24,046 Kumber. White. 1, 107, 257 309, 047 2,600 24,776 5,102 67, 755 47, 045 47, 582 28, 219 58, 829 27, 139 672, 656 Colored. 90, 743 ' 124, 000 74, 905 35, 505 28, 618 236, 066 579 82,240 126, 554 203, 125 2,422 9,494 5,366 53, 781 2,462 21, 857 40,400 46, 609 20,745 279, 567 25, 796 40, 232 40, 494 61, 698 14, 742 64, 110 8,758 Per cent. White. 35.96 10.75 20.07 27.62 44.44 33.68 29.51 45.64 39.09 98.07 68.61 34.44 53.88 66.96 30.76 61.72 179. 36 27.18 Colored.. 61.64 53.52 108.42 35.78 67.34 78.77 59.72 22.97 56.33 53.81 132. 71 71.01 89.20 66.66 53.52 50.66 42.56 143.65 121.29 36.42 aThe enrollment in Texas for 1890 includes 65,612 pupils (54,880 white, 10,632 colored) over and under school age, but the corresponding figures were not included in 1880. b School enrollment given is for Greer county only. INSTITUTIONS. 105 Table 13.— APPARENT EELATION OF THE SEXES IN PUBLIC COMMON SCHOOLS, CENSUS OF 1890, BY STATES AND TEREITOEIES. STATES AND TEBEITORIES. The United States. North Atlantic division . Maine New Hampshire. Vermont Massachusetts. . . Bhode Islajid Connecticut New York ". New Jersey Pennsylvania Sonth Atlantic division . Delaware White Colored Maryland White Colored District of Columhla . 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 1.9 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 1 to 4. 4 1 to 1. 9 1 to 1. 1 to 2.1 1 to 2. 2 1 to 1. 7 1 to 2. 6 1 to 2. 9 ltul.3 1 to 7. 1 1 to 7. 3 1 to 6. 8 1 to 1.4 1 to 1. 6 1 to 1. 1 1 to 0. 6 1 to 0. 6 1 to 0. 7 1 to 0.7 1 to 0. 7 1 to 0.6 1 to 1.0 1 to 1.4 1 to 0. 6 1 to 0.9 1 to 0. 8 1 to 0. 9 1 to 1. 1 1 to 1. 3 1 to 0. 7 1 to 2. 1 1 to 1. 3 1 to 1. 1 to 2.4 1 to 3. 5 1 to 4. Male pupils to female pupils nearly as — 10 to 9.9 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 10 to 10. 2 10 to 10. 2 10 to 9.8 10 to 9. 6 10 to 9. 4 10 to 10. t 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 9.0 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 9.8 10 to 10. 6 10 to 9.5 STATES AND TEREITOBIES. 10 to 9.3 10 to 9.5 10 to 9.6 10 to 9.6 10 to 9.6 North Central division— Continued. Minnesota iowa Missouri White Colored North Dakota 8outh Dakota Nebraska Kansas South Central division. 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 Califomia . . . Male teachers to female teachers nearly as — 1 to 3. 2 1 to 3. 9 1 to 1. 3 1 to 1. 2 1 to 1. 4 I to 2. J 1 to 2. 4 1 to 2. 7 1 to 1. 5 1 tol. Itol. 1 tol. I too. 1 to 0. 1 too. ItoO. ItoO. ItoO. Ito 1. 1 tol. ItoO. Itol. Itol. ItoO. ItoO. ItoO. ItoO. 1 too. ItoO. ItoO. ItoO. Male pupils to female pupils nearly as— to ;i. 7 to 4. 2 to 2. 8 to 0.5 to 1.6 to 1.1 to 5. 1 to ].l to 1.6 to 1.5 to 1.3 to 3. 7 10 to 9. 4 10 to 9. 6 10 to 9.6 10 to 9. 6 10 to 10. 3 10 to 9. 10 to 9. 10 to 9.4 10 to 9. 5 10 to 9. 9 10 to 9.5 10 to 9.3 10 to 10. 10 to 9.6 10 to 9. 3 10 to 10. 1 10 to 10. 10 to 9. 6 10 to 10.6 10 to 10.0 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. 3 10 to 11. 5 10 to 11. 2 10 to 9.2 10 to 9.1 10 to 9.6 10 to 9.4 10 to 9. 6 10 to 9.6 10 to 9.6 10 to 6.4 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 DEEIVED FROM THE REPORTS OF SCHOOLS, CENSUS OF 1890, BY STATES AND TERRITORIES. [This table inclndes state uniTersities and professional schools.] TBACHEBB. PUPILS. BTATE& AND TKRRITOBIES. 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. The ITnited 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 diTision . . . 766 766 413 353 21, 151 21, 139 8,577 12, 562 12 6 G Maine 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 Vermont 1 1 1 1 Coimecticiit New York 2 1 1 New Jersey 8 1,316 5 528 3 788 Soath Atlantic division 37 22 15 Delaware 85 85 77 8 675 675 345 330 District of Columbia, . . "Virginia , "West Virginia 96 54 42 41 68 26 1,083 80 64 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 1,142 339 13,263 251 394 480 189 291 North Carolina 18 10 8 781 303 South Carolina 128 358 121 10, 086 Georgia Florida 4 242 3 7 2 5 1 2 75 256 36 127 39 129 North Central division Ohio 69 91 85 155 136 153 93 111 11 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 8,436 641 510 3,401 1,300 789 1,029 766 4,226 767 1,919 2,767 3,623 2,950 2,410 1,689 2,574 149 1,228 1,145 2,128 5,648 554 497 1,835 888 375 899 600 4, 221 634 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 1,150 650 1,050 68 567 649 1,047 1,778 10 10 23 10 2 8 6 8 8 1 2 Illinois "M"i«hip'ft'" , . 2 "Wisconsin Iowa 1 183 2 1 87 1 7 5 2 North Dakota South Dakota ■ Nebraska 1 14 2,788 1 6 1,377 South Central division 75 30 36 8 1,411 28 38 134 64 34 50 32 319 25 38 82 65 27 50 28 319 24 38 59 31 17 41 22 271 1 3 2 1 409 496 1,097 565 220 640 443 2,116 145 1 738 323 155 259 157 2,105 87 13 1,566 412 414 130 166 5 32 13 639 331 144 81 137 4 23 24 10 9 6 48 52 9 7 25 8 1 27 1 6 4 3 1 49 29 1 Montana "Wyoming 21 51 20 10 21 51 3 1 20 10 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 New Mexico Arizona Utah 1 2 Nevada Idaho 10 51 152 10 51 152 5 45 120 5 6 23 273 633 1,993 273 633 1,990 92 386 895 181 247 1,095 California 3 2 1 a Includes unseparated colored. INSTITUTIONS. 107 Table 15.— APPARENT RELATION OF PUBLIC SCHOOL ENROLLMENT TO POPULATION, CENSUS OF 1890, BY STATES AND TERRITORIES. [This table includes state tmiTersities and professional schools. J 8TATXB ANS TEBBITOBUEB. The United States North Atlantic division . . Maine New Hampshire Vermont Massaohnsetts Rhode Island Connecticut New York New Jersey Pennsylvania — ..... South Atlantic division. . . Delaware Maryland District of Columbia. . Virginia "West Virginia. . , North Carolina Soath 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 trtah Nevada Idaho Washington Oregon California Population, exclusive of Alaska and Oklahoma. 62, 560, 416 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, 351, 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 10,911,059 1, 858, 635 1. 767, 518 1, 513, 017 1.289,600 1, 118, 587 2, 235, 523 1, 128, 179 3, 027, 613 132, 159 60, 705 412, 198 1.53, ms .59, 620 207, 905 45,761 84,385 349, 390 313, 767 , 208. 130 APPABBNT PUBLIC SCHOOL ENBOLLMENT. Number, (a) 12, 768, 386 3,124,417 140, 650 59, 947 66, 720 373, 087 52,974 127, 303 1, 049, 970 234, 964 1, 018, 802 1, 758, 285 31, 434 184, 926 36, 906 344, 003 194, 356 326, 895 203, 980 344, 062 91, 723 5, 032, 182 798, 216 507, 445 781, 109 430, 665 354, 675 284, 269 494, 957 623, 071 35, 694 79, 171 241,446 401, 464 409, 607 456, 242 306, 350 335, 468 125, 161 477, 450 :;23, 837 519, 387 Per cent of popu- lation. 16, 980 7, 9,57 66, 173 18, 249 8, 022 36 7;io 7, .-.-'4 14,:; II 5.). 70.-, 63, MX7 223, 749 17.95 21.28 15.92 20.07 16.66 15.33 17.06 17.61 16.26 19.38 19.85 18.66 17.74 16.02 20.77 25.48 20.20 17. 72 18.73 23.43 22.50 21.74 23.15 20.41 20.57 21.03 21.84 25.89 23.26 19. 53 24.08 22.80 28.13 21.39 22.04 25.81 20.25 26.01 11.19 21. 36 19.84 17.15 12.86 13.11 16.0,'j 11.88 13.46 17.67 16.44 16.90 15.94 20. 39 18.52 a Pupils in Oklahoma (579) and Alaska (899) have been omitted, Oklahoma having public schools in Grior county only, and the conditions in A laskabeing unlike those of the country at large. 108 EDUCATION. Table t6.— SCHOOL ENROLLMENT, CENSUS OF 1890: PRIVATE SCHOOLS, EXCLUSIVE OF PAROCHIAL SCHOOLS, DERIVED FROM THE REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. AS STATES AND TEBBITOBIES. The United States North Atlantic division - Maine New Hampshire . Vennont Massachusetts . . . Bhodelsland Connecticnt 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 South Ccatral division . Kentucky . . . Tennessee .. Alabama - . - . Mississippi . Louisiana - . ■ Texas Oklahoma ... Arkansas ... Western division Montana Wyoming — Colorado New Mexico . Arizona Utah Nevada Idaho Alaska Washington. . Oregon California — TEACHEB8. Aggre- gate. 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 1,949 592 471 505 789 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 54 189 260 1,357 White. Total. 40,953 353 298 250 2,232 263 738 5,490 1,261 3,232 6,717 75 1,098 462 1,115 224 1,441 588 1,633 181 1,948 592 471 505 789 1,799 46 133 306 557 7,304 1,341 1,838 850 798 1,015 1,057 28 377 2,751 52 11 306 185 19 282 14 33 54 189 260 1,366 Male. 7,0 183 171 101 1,122 104 377 2,804 506 1,865 2,985 27 562 285 438 74 631 5,605 1,188 504 1,106 338 246 260 438 060 16 48 156 340 Fe- male. 21, 069 516 j 927 ' 367 ; 325 347 421 12 201 21 3 154 48 4 83 1 7,074 170 127 149 1,110 159 36] 2,686 746 1,567 3,722 48 636 177 677 150 810 362 840 132 Colored. Total. 15 IB 848 389 843 254 225 239 351 86 160 217 825 911 16 176 31 8 162 137 15 199 13 27 19 103 136 776 18 21 40 4 149 96 129 14 14 12 Male. 406 Fe- male. 452 251 Aggre- gate. 804,204 196, 173 4,816 4,653 24, 777 4,053 8,902 77, 042 16, 878 48.326 165, 253 1,289 12. 799 5,387 17,648 3,600 4:i.943 20, 303 55,536 4,748 187, 827 185 39, 204 20. 012 31. 791 11,651 7,954 7,751 19, 891 29, 016 624 1,432 6,484 12, 118 200, 202 29. 308 5.5, 333 27, 381 24,312 ■JO, 103 29,044 1,203 13, 518 64,749 White. Total. 1,319 169 4,752 4,770 479 10, 464 131 1,104 878 3,575 4,89] 22, 227 750, 243 195, 000 6,820 4,808 4,652 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. 590 11,934 45, 808 3,635 186,891 ! 38, 891 19,656 31, 740 11, 622 7,948 7,746 19, 878 28,990 624 1,430 6,478 11, 992 180, 677 Male. 28,184 60,824 22. 418 21, 769 17,088 27, 219 1,202 11. 973 5o. 592 1,314 159 4, 727 4,577 478 10,460 131 1,104 23 3,670 4,889 111,741 3,931 2,789 2,160 14,240 2.362 5.288 4:!. 428 9.662 28. 001 67.929 636 7,263 2,982 6,802 1.532 18,604 6,838 22, 764 1,508 107, 156 22,636 10,964 19, 209 6,631 5,023 4,739 10,995 15,719 273 663 3,637 6,767 90,234 14,548 26, 130 10,899 10, 216 8,897 12,804 623 ' 6.117 26,645 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, 151 690 6,035 1,812 7,594 1,867 17,986 6,096 23,044 2,127 79, 738 Colored. TotaL 63, 961 1,173 16,255 8,692 12, 531 4,891 2,925 3,006 8,883 13,271 351 767 2,941 5,225 90,443 19,525 1 76 23 14 196 17 832 Male. 25,176 706 Fe- male. 16 12 93 15 509 501 .■593 3,252 201 7,353 8,369 9.728 1,113 313 356 51 29 26 235 421 1,547 101 3,351 4.134 4,024 569 175 131 29 21 5 4 10 16 i:>,636 ■24. 694 11, 519 11,553 8,191 14,415 679 5,866 8,977 1.124 4.509 4,963 2,643 ' 3.015 1.825 1 1.646 500 2,123 2.312 1.148 1, me 732 26.947 1,157 592 40 2,218 2,289 118 5,496 2 467 13 1,938 2,362 11,111 722 119 2,609 2,288 360 4,965 129 637 10 1,632 2,527 U,049 "1'" 0855 5 2 67 a, Native. 10 28,785 2 1 27 7 2 103 2 323 31, 173 14, 398 16, 775 37 266 172 1,706 100 4.002 4,236 5,704 SS4 138 225 22 8 1 2 3 9 2 3 29 10,548 624 2,386 2,651 1,395 1,636 1,093 1 762 653 15 95 395 3 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. TEACHERS. ALL DENOMINATIONS. BAPTIST. STATES ANB TEBEITOEIES. Aggre- gate. White. Fe- male. 20,446 Colored. Aggre- gate. White. / Colored Total. Male. Total. Male. Ee- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States. . . . 33, 564 32,848 12,402 716 ! 317 399 1,635 1,537 836 701 98 53 45 North Atlantic division 10,292 10, 277 240 ' 244 210 1.102 229 624 3,779 1,012 2,777 3,014 71 780 322 479 134 600 221 377 130 13, 388 3,223 110 83 48 371 49 248 1,238 216 860 1,091 7,054 15 5 10 386 386 258 128 14 8 16 'VTai^ft 240 244 210 1,162 21^9 624 3,779 1,012 2,792 3,437 130 161 162 791 180 376 2,541 796 1,917 1,923 59 19 25 15 22 11 131 27 77 470 39 19 25 15 22 11 131 27 77 422 45 11 9 15 22 6 90 13 47 208 New Hampshire ' Vermont Massachusetts Rhode Island Connecticut ! 41 14 30 214 NewTork ■ Pennsylvania 15 423 181 10 242 South Atlantic division 48 27 21 71 308 342 534 135 635 300 466 146 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 !6 21 11 11 14 15 61 33 42 10 17 6 '40 1 74 46 47 11 11 District of Columhia . . . 55 101 15 110 38 128 23 331 .51 97 15 83 38 110 22 331 48 46 5 47 16 40 6 196 3S 14 35 21 14 4 15 39 3 51 10 36 22 76 16 135 13 4 31 7 14 5 12 42 4 4 ^ 4 2 2 West Virginia 27 14 13 12 1 7 Florida '■ 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 98 237 497 616 3,882 809 472 1,186 403 681 611 627 623 62 111 266 335 1,225 1,268 592 1,323 614 837 445 596 953 36 126 231 281 2,657 7 4 51 18 66 28 28 9 27 81 51 18 66 28 28 9 27 81 Indiana Illinois i * 2 2 1 1 South Dakota 7 7 5 2 Nebraska 3 246 1 110 2 2 136 16 414 16 364 11 159 6 205 South Central division 50 26 24 836 910 348 309 797 698 227 3 2,298 41 13 266 201 35 294 19 32 173 220 950 54 820 838 307 291 742 671 210 3 2,287 13 266 201 35 294 19 32 173 220 939 j j 209 391 98 81 171 200 74 1 777 61] 447 209 210 571 471 136 o 1,510 16 72 41 18 .-)6 17 6 37 19 7 20 11 10 10 35 22 11 35 16 7 83 80 65 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 1 7 1 4 2 Louisiana 11 11 34 34 15 19 9 1 1 2.) 50 1 7 1 6 66 95 305 j 36 ' 32 12 141 151 28 217 18 26 107 125 034 19 ! j ! 1 Utah 1 Nevada 1 !' ' 1 ' ' I 1 i. Washington 9 4 21 9 4 21 3 10 , 6 i 9 1 ( 1 California all 11 11 i ___J 1 1 ! "I :i 'i 1 a Chinese. 110 EDUCATION. Table 17.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAEOCHIAL SCHOOLS— Continued. TEACHERS— Contmued. CATHOLIC. CONGBEGATIONAL. 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 TTnited States 18,210 18, 160 3,131 15, 029 50 1 49 1,219 1,129 866 463 90 46 44 North Atlantic division. - . . 6,912 6,912 1,110 5,802 298 298 283 15 Maine 111 151 125 803 176 340 2, 778 769 1,659 1,317 111 151 125 803 176 340 2,778 769 1,659 1,298 16 15 7 79 13 6 859 92 223 313 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 NeTT Hampshire Vermont 5 10 South Atlantic division 19 1 18 183 135 50 85 48 27 21 49 596 224 122 88 37 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 Coltinibia. . . 47 33 31 2 14 10 "Wfist Virtdiiia 1 2 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 8 16 8 North Central division 1,174 4 1 3 Oliio 1,289 631 1,336 582 847 393 478 898 17 68 179 233 1,892 481 138 101 106 611 .374 81 1,289 631 1,335 582 847 393 478 898 17 68 179 231 1,864 234 137 217 61 132 64 32 200 1,055 494 1,118 521 715 329 446 698 17 63 152 166 1,568 76 76 56 20 Illinois 1 1 37 23 38 26 37 19 17 18 49 20 198 37 23 28 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 Slonth Dak.ota 5 27 65 298 3 1 2 2 28 2 28 Sonih Central division 27 7 20 480 138 99 105 593 371 78 57 30 34 20 97 nl 9 423 108 65 85 496 320 69 1 1 17 65 62 21 19 13 1 17 55 lil 17 19 12 3 14 11 6 6 2 14 41 40 11 13 10 10 11 4 4 2 6 9 4 2 1 18 3 3 2 1 18 3 3 Minainstinni 1 1 1 1 1,1.38 1,138 236 / 902 180 169 56 113 11 11 Montana 26 12 122 76 22 44 11 15 63 102 645 26 ]2 122 76 22 44 11 15 63 102 645 1 25 12 95 56 21 37 10 15 49 80 "Wyoming Colorado 27 20 1 1 19 33 19 33 15 10 4 23 New Mexico Utah 50 50 6 44 Idaho Washington 14 22 1 15 8 55 15 8 44 7 5 13 8 3 31 1 ! Oil 11 Alaska j a Chinese. INSTITUTIONS. Ill Table 1*.— SCHOOL ENROLLMENT, CENSUS OP 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. TEACHERS— Continued. LDTHBHIAH. MBTHOUIST EPISC0P.4L. STATES AND TKERITORIES. Aggre- gate. White. Colored. Aggre- gate. White. Colored. Total. Male. re- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. 207 Male. Fe- male. The United States . . . 3,523 3,518 2,972 546 5 3 2 3,026 2,819 1,650 1,169 113 94 378 378 2B8 120 519 519 357 162 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 Kew Hampshire 1 1 1 2 1 12 193 18 151 156 -\ 2 1 12 193 18 151 153 2 1 4 62 5 48 58 8 131 13 103 95 Ke-vp-Tork 45 18 29 211 ' > South Atlantic diviBion 3 1 2 99 53 46 8 67 8 55 4 J3 1 45 4 42 19 43 1 45 4 39 19 23 1 27 3 27 13 20 32 23 12 9 3 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 North Carolina 3 1 2 27 19 36 5 11 14 U 16 3 7 7 13 8 20 Florida 2 2,884 2,884 1 2,532 1 352 2 4 167 148 494 233 494 515 256 171 59 66 170 111 76 167 148 494 233 494 515 256 171 59 66 170 m 74 157 137 439 208 424 449 221 153 52 57 148 87 65 10 11 55 26 70 66 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 35 48 11 4 North. Dakota Sonth Dakota 12 23 45 896 12 23 45 799 6 14 37 365 6 9 8 434 South Central division 2 2 97 53 44 Kentucky r; 8 4 3 17 29 10 5 8 4 3 16 29 9 5 6 4 2 14 27 7 363 83 79 77 139 S2 1 309 72 332 75 69 49 125 76 1 26 180 23 20 26 55 35 46 152 53 49 23 70 41 1 121 2 31 3 10 28 14 6 16 15 8 4 15 4 1 2 2 2 4 1 1 i:t Texas 6 1 1 2 29 29 22 7 188 ._ 1; 5 1 1 5 79 31 7'.l 112 17 1 29 31 n ' 18 2 27 \ 5 6 3! 2 I j 3 4 11 3 * 11 3 3 28 39 101 28 39 101 17 27 11 12 1 1 .■^ 3 67 :i4 1 1 112 EDUCATION. Table 17.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. TBACHBES— Continued. PEESBYTEEIAM. PEOTESTANT EPISCOPAL. ALL OTHEES. STATES AND TEBHI- TOEIES. Ag- gre- gate. White. Colored. Ag- gre- gate. White. Colored. Ag- gre- gate. White. Colored. Total Male. Fe- male. Total Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. Total. Male. Fe- male. The United States.. 1,793 1,655 866 789 138 50 88 1,614 1,527 690 837 87 ! 31 66 2,544 2,503 1,591 912 423 41 20 21 North Atlantic division 258 258 175 83 678 678 357 321 863 848 425 15 5 10 14 4 12 69 17 14 4 12 69 17 6 1 4 47 9 8 3 8 22 8 31 14 36 31 14 36 27 6 33 4 8 3 "Vermont Maasacliusetts 1 1 1 83 319 30 165 261 S3 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 93 99 32 17 34 152 .. 150 78 519 166 150 78 504 161 79 41 238 63 71 37 266 98 9 28 7 5 3 43 New Jersey Pennsylvania 16 5 5 3 10 Sonth Atlantic division 121 42 79 80 27 53 2 1 50 6 101 1 68 10 18 6 369 1 41 4 68 13 25 1 28 4 43 13 38 9 11 17 68 6 13 38 9 11 17 67 2 4 10 2 6 14 24 2 Maryland 14 13 6 7 1 1 9 2 33 1 19 9 1 9 10 3 4 8 2 24 1 9 4 5 DistrictofColumbia Virginia 72 54 18 38 18 4 14 WestTirginia North Carolina South Carolina Georgia 146 123 13 4 627 101 79 4 35 38 2 66 41 2 45 44 18 14 3 27 30 6 49 3 9 6 356 17 1 4 1 32 2 5 1 4 3 1 1 Florida i 4 , 2 2 4 1,107 4 1,107 1 869 3 238 North Central division . 627 385 242 i 157 j 199 3 ^ 1 Ohio 122 41 141 24 10 16 35 128 5 32 21 52 333 122 41 141 24 10 16 35 128 5 32 21 52 316 71 29 120 10 7 9 28 56 2 16 11 26 156 51 12 21 14 3 7 7 72 3 16 61 22 41 9 30 53 34 32 61 22 38 9 30 63 34 32 29 6 16 2 18 33 19 11 32 16 22 7 12 20 15 21 190 111 184 73 64 21 169 148 1 2 45 109 175 190 111 184 73 54 21 169 148 1 45 109 164 143 77 161 55 50 21 133 102 1 2 39 85 86 47 34 23 18 4 J-ni\iKnp. ! Illinois 1 3 2 1 Michigan Wisconsin i Minnesota Iowa 1 36 46 Mipf^niiri. . , North Dakota 1 South Dakota 32 13 32 144 32 13 32 140 8 3 12 55 24 10 20 85 10 26 160 6 24 69 1 South Central di^^8ion. 17 2 8 9 4 2 2 21 12 9 Kentucky 97 129 95 121 18 25 12 24 19 2 203 46 49 3 I 5 2 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 35 2 3 8 36 10 31 19 2 1 5 21 6 29 IB 70 1 51 2 16 11 { 14 4 8 8 2 20 12 8 Alabama j 20 1 1 Mississippi 1 26 2 3 15 4 1 Texas 28 14 8 1 51 10 11 1 152 4 1 1 4 Arkansas 20 2 203 Oklahoma Western division 172 172 60 1 1 8 112 233 233 149 84 12 12 ' 7 5 3 1 24 3 - 1 24 2 Wyoming 17 62 ; 8 63 17 62 8 63 8 9 3 4 9 53 5 59 16 New Mexico Arizona 3 80 3 80 3 21 8 21 8 1 20 8 52 28 Idaho 4 16 : 5 16 4 16 5 16 7 3 10 4 9 2 6 13 3 28 52 54 13 3 28 52 54 Washington 36 30 49 36 30 49 12 15 22 24 15 1 3 / Oregoil " 1 California 32 20 Alaska 1 INSTITUTIONS. 113 Table 17.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. STUDENTS ANU PUPILS. STATES AND TEKBITOBIES. The United States North Atlantic division Maine New HampsMro "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 North Central division . Ohio .- ■- Indiana Illinois Michigan Wisconsin Minnesota Iowa Missouri North Dalcota South Dakota Nebraska Kansas 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. al, 085, 744 I 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, 769 80, 065 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 1,022 331 5,572 5,531 1,012 10, 920 456 1,091 3,630 4,147 21,366 878 a Includes 1,042 ChinMD^n, ail ID California^ 711 Indians; 18 Japanese SP 8 "SVhite. 1, 033, 424 369, 703 6, 674 9,020 5,671 47, 303 8,781 18, 418 139, 655 39, 647 94, 534 54,322 2,220 18, 162 6,178 6,637 2,845 8. 341 2,956 5,647 2,336 475, 537 79, 699 34, 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 4,680 16, 015 13, 982 4,659 128 64,001 1,021 331 5,572 5,493 1,011 10, 920 466 1,091 3,628 4,146 20, 309 23 1 501,311 Female. 177,251 2, 910 4,742 2,698 19, 468 4,181 9,741 68, 384 1!), 067 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 36, 494 19, 600 15, 999 22, 854 1,174 1,898 5, 763 7,686 36, 690 10, 192 7,872 1, 888 1,716 C, 836 5, 958 2, 164 65 24, 218 379 104 2,411 2,729 352 5,627 97 462 1,750 1,843 8.461 13 II 192,462 3.764 4,278 2,973 27, 835 4,600 8,677 71, 271 19, 990 49, 064 29, 110 1,142 9,310 2,516 3,927 1,531 4,373 1,427 3,390 1,495 237, 697 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 2,496 63 29, 783 642 227 3,161 2,764 659 5,293 359 629 1,878 2,303 11, 868 10 Colored. Total. 52, 320 1,168 27 9 6 52 27 1,040 1,264 902 3,660 35 6, 209 7,548 7,642 1,241 1,222 366 40 187 16 15 5 6 157 70 3 166 211 19, 474 1,225 4,411 3, 851 2, 061 4,251 1,918 1,757 1,955 Male. Female. 26, 027 25 6 6 29 20 596 13, 359 616 549 1,608 10 2,827 3,963 3,196 592 192 22 103 13 7 4 53 42 1 8,780 544 2,132 1,703 963 1,942 664 842 1,642 38 1 ! 2 1 1 I 1, 067 6855 1 1 1.0,50 460 & NfttJYe. 27,293 482 23 7 444 16, 142 649 353 2,052 25 3,382 3,585 4,447 649 164 18 84 3 8 1 1 104 28 2 67 82 10, 694 681 2, 279 2,148 1,108 2,309 1,254 915 413 7 395 114 EDUCATION. Table 17.— SCHOOL ENROLLMENT, CENSUS OP 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS— Continued. STUDENTS AND PUPILS— Continued. BAPTIST. CATHOLIC. STATES AND TERRITORIES. Aggre- ■ gate. "White. Colored. Aggre- gate. White. Colored. Total. Male. re- male. Total. Male. Fe- male. Total. Male. 323, 215 Fe- male. Total., Male. Fe- male. The United States... 29,869 24,848 13,484 11,364 5,021 2,262 2,769 701,966 696,248 372, 033 6,718 2,763 3,965 North Atlantic division . . . 6,206 6,193 3,880 2,313 18 13 313, 600 313,268 144,209 169, 049 332 164 168 1,060 322 477 204 285 127 1,991 380 1,360 8,691 1,057 321 477 197 285 126 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 3 1 4,202 7,653 4,324 43,866 7,940 15, 291 119,063 35,320 75,941 32, 395 4,199 7,653 4,324 43,866 7,937 15, 291 119, 006 35,306 75, 678 30, 211 1,322 3,789 1,972 16, 068 3,631 7,280 57, 145 17, 075 35, 027 13, 873 2,877 3,864 2,352 26,898 4,306 8,011 61,860 18, 230 40, 651 16, 338 3 1 2 New Hampshire Massachusetts 7 7 Khode Island 3 1 2 Connecticut 56 730 140 623 2,922 1 1 1 1 New York 48 15 263 2, 184 New Jersey 1 8 1 7 Pennsylvania South Atlantic division 2,643 1,035 1,508 923 1,261 Delaware 1,805 16, 210 4,552 2,681 2,140 525 794 1,758 1,930 278, 825 1,805 16, 486 4,240 2,297 2,140 347 674 1,597 1,625 278, 361 839 7,780 1,899 873 930 199 260 646 548 133, 906 966 7,706 2,341 1,424 1,210 148 414 1,052 1,077 144,456 Maryland 724 312 384 336 112 155 388 20O District of Columbia . . 773 1,338 98 2,433 805 2,880 364 5,540 610 1,185 98 1,736 602 1,671 246 5,530 577 49? 39 914 442 685 78 2,941 33 694 59 822 160 986 168 2,589 163 163 105 65 68 88 West Virginia North Carolina South Carolina 697 203 1,209 118 10 386 100 325 64 9 311 103 884 64 1 178 12J 161 305 464 86 '■ 92 .52 I 68 Florida North Central division 202 1»1 262 Ohio 512 372 996 67S 498 171 421 1,344 508 369 095 676 498 171 421 1,344 278 177 586 414 266 62 258 611 230 192 409 262 242 109 163 733 4 3 1 4 3 1 60, 818 21, 251 66, 688 27,658 39, 539 16, 261 15,808 28, 385 346 870 4,427 6,775 47, 312 60, 726 21, 249 56,583 27, 656 39, 632 16,257 15,806 i 28, 233 345 868 4,426 6,680 43, 589 29, 676 10, 321 27, 140 13,208 19,668 7,681 7,023 13,533 120 376 1,984 3,277 19, 488 1 31,050 ; 10,928 29,443 14, 448 19,964 8,576 8,783 14,700 225 493 2,442 3,403 24, 101 92 2 105 2 7 4 2 152 47 1 56 1 1 3 1 50 Illinois ' MiV.hijrpTi 49 Iowa 1 North Dakota 102 South Dakota 95 95 60 35 2 1 96 3,723 450 250 120 268 1,648 603 384 1 41 1,454 Nebraska 2 455 8,967 463 6,513 239 3, 203 214 3,310 2 2,464 1 1,194 1 1,260 South Central division 54 2, 269 1,668 1,606 1,581 1,272 861 1,399 680 1,500 1,353 717 1,011 476 991 465 916 706 248 329 254 501 260 685 647 469 682 222 490 215 168 263 864 261 386 408 115 89 146 381 114 224 176 65 79 108 483 147 161 232 60 15, 431 3,167 1,873 2,358 14, 303 7,976 2,204 14, 981 2,917 1,753 2,090 12,655 7,373 1,820 7,042 1,316 846 927 5,629 2,940 788 7,939 1,601 907 1,163 7,026 4,433 1,032 212 100 67 110 638 193 144 - 238 150 Mississippi 63 158 Texas 1,010 410 Oklahoma 240 Western division . .- 465 464 234 230 1 1 29, 844 29, 829 11, 739 18, 090 16 10 5 Montana 868 325 3,770 2,039 753 817 378 202 1,572 2,066 17,064 868 325 3,770 2,032 762 817 378 202 1,570 2,066 17, 059 315 103 1,551 926 253 334 95 35 682 714 6,831 543 222 2,219 1,106 499 483 283 167 988 1,362 10,228 ■Wyoming Colorado New Mexico 7 1 7 1 Arizona Utah Nevada Idaho 156 87 223 165 86 223 79 44 111 76 42 112 Washington 2 1 1 1 1 California 5 1 Alaska 4 INSTITUTIONS. 115 Tablb 1 '7.— school enrollment, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS- Continued. STUDENTS AND PUPILS— Continued. CONGREGATIONAL. LUTHERAN. STATES AND TEItKITOBIES. Aggre- gate. 27, 453 3,103 299 394 54 786 20 1,550 White. Colored. Aggre- gate. White. Coloi*ed. Total. 15, 171 Male. 9,421 Ee- male. Total. Male. I'"t male. Total. 150, 989 Male. Fe- male. Total. Male. Te- male. The United States.. 5,750 12, 282 6,081 6,201 151, 651 78, 310 72,679 662 322 340 Noi"tli Atlantio division . . 3,086 299 394 54 780 14 1,545 2,910 176 IT 15 15, 086 15, 086 8,133 6,953 Maine 299 323 46 726 7 1,509 New Hampshire 71 8 54 7 36 40 40 24 16 Vermont Massachusetts 6 6 5 6 4 5 2 93 30 553 8,620 802 4,948 3.208 93 30 5511 8,620 802 4,948 3,105 40 15 277 4,538 451 2, 788 1,432 63 15 276 4,082 351 2,160 1,673 Rhode Island Connecticut New York : 1 South Atlantic division. . . 5,529 406 180 226 6,123 2,280 2,843 103 38 65 1 Maryland 983 53 563 13fl 1,058 383 983 53 r,m VM 956 383 381 27 282 56 491 175 602 26 281 74 464 208 365 30 33 3 329 282 47 North Carolina South Carolina 1,268 649 3, 062 185 6,644 1.887 260 91 169 1,008 649 3, 052 85 320 ' 112 : 112 134 i 134 153 153 150 1 150 1 109 3 133 1 1 151 ' 9 1 2 ^ 130 South Dakota !l i 1 15 24 3 10 3 ^i 5 15 23 3 9 3 1 3 15 "3 77 ' 77 '' 77 1 1 330 1 322 322 30 124 21 16 8 3 3 - 30 ' 30 9 ■1 1 5 2 1 1 132 21 16 S2 79 124 21 16 52 79 8 i 52 79 Texas 1 1 12 i 12 12 112 112 112 1 . 1 i 1 j I. 1 Utah ' i ii ■! ! 1, i 1 i «1 4 '■ 8 4 8 4 36 76 36 76 36 76 ___ M 1 f 1 1 '. 1 ED- 130 EDUCATION. Table 21.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. MEDICINE. Instructors. St White. udents. STATES AND TERRITORIES. Aggre- gate. White. Colored. Aggre- gate. 22,452 Total. 274 39 Colored Total. Male. Fe- male. Total. Male. 31 re- male. Total. 22, 178 Male. Fe- male. 1,176 Male. 266 Fe- male. The ITnited States . . . 3,607 3,476 3,409 67 31 21,003 8 1,273 1,273 1,224 49 S,907 102 83 222 854 8, 868 102 83 218 848 8,289 579 35 4 Maine 21 15 20 187 21 15 20 187 21 15 20 185 102 83 210 782 Xew Hampshire 8 66 4 6 4 6 Massachusetts 2 Rhode Island 19 674 6 33: 398 19 674 6 331 394 19 643 6 315 390 54 4,719 13 2, 560 2,330 51 4,707 13 2, 846 2,214 51 4, 413 11 2,637 2, 165 3 12 3 10 Xew York 31 294 2 209 49 ., 16 4 14 116 12 114 o South Atlantic division 4 4 2 Maryland 156 123 31 156 121 31 151 121 31 2 1,200 424 173 1,200 353 173 1,180 335 173 20 17 4 4 72 70 Virginia AVest Virginia 20 69 7 20 59 20 57 4i 79 410 44 44 • 79 410 79 398 Georgia 2 12 1 Florida 1,334 1,334 1,321 13 2 2 7,790 J, 778 357 2,861 742 35 144 541 1,269 7,774 7,300 474 16 7 1 3 4 15 [ Ohio 273 112 410 95 5^ 93 264 273 112 410 9.5 4 53 93 264 271 110 410 95 4 52 91 259 1,771 356 2,868 7,H8 35 144 541 1, 269 1,671 345 2,650 666 34 131 513 1, 235 100 11 208 72 1 13 28 34 7 1 3 3 Illinois Michigan 1 "Wisconsin Minnesota 1 2 5 1 i j i^orth Dakota i South Dakota 18 12 292 18 12 205 86 112 11 18 11 265 26 37 2,786 20 36 2,684 33 2, 663 1,1.-1 919 128 3 21 16 3 1 Kansas 1 1 1112 18 74 1 101 17 71 27 S 17 27 8 17 ....^^ 1 94 129 11 86 112 11 1, 183 996 128 1, 167 922 128 1 Alabama Mississippi 11 27 11 27 11 2 - 386 13 376 13 374 18 2 10 10 Texas Oklahoma 1 IS 210 IS 210 18 209 78 78 las 7s 1 1 1 1 "Wyoming 1 ' :l ! Colorado 53 ."];i 53 lOG 106 ' i i Xew Mexico 1 Arizona , ' ' 1 rtah ' ! ' -.-.! 1 X.v„d„ '1 ' j Idaho 1 j 1 Washington ! i i ' 1 ': ' Oregon California Alaska 35^ 122 ^ 122 35 121 70 70 4B2 i 13 30 1 1 ' 1 1 ■ INSTITUTIONS. Table 3 i.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. ]31 TRAIXING OF NUKSHS. Agsro- gate. - ■ Instnu-tur.s. Students. STATES AND TBRRITORIR;S. White. Colored. Aggre- gate. 1,870 White. I'dh.red. Total. Male. 291 Fe- , male. 158 Total. Milk. Fe- male. Total. 1,841 Male. Fp- niale. 1,708 Total. 29 •^'■'"- male. The United States.. - 449 133 ! ••<} -- ^ -- IQ Korlh Atlantic division 323 323 199 124 1, 4.M 1, 435 114 1,321 19 . .-. [ Maine : New Hampshire \ 1 \''eriiiout 99 ■i 124 17 72 6 99 3 2 124 17 72 5 60 1 17 303 23 67 .j45 30 379 43 16 37,') 23 67 545 30 379 33 16 i 346 23 67 510 30 329 i i 33 1 1 18 ... 1 Massaclinsetts '.)') 29 18 Kliode Island 3 :i7 1 (.'onntrtii-ut 87 35 60 7 10 DeUiware Maryland 1 . 1 1 ■ District of Columbia . 7 7 7 36 21! 26 10 ]0 Virginia West Vir-iuia ' 1 li iS ortli Carolina 1' i Georgia ' 7 7 7 110 12 3 12 52 110 78 9 :i2 i 336 336 19 1 317 j 9.1 ^34 ' 12 12 3 18 21 90 151 18 21 90 151 2 10 38 2 14 17 ! ." 17 38 38 38 14 14 12 2| IS 18 18 Soutb Dakota ' , [.... 1 , ; 1 Sonth Central division 8 8 1 '" 7 7' 7 " * ■ "■ 8 8 7 1 7 7 7 ! 1 - ..::::::::::;: i 1 1 1 30 30 30 — 1 1 |l 1 i ■ '1 ' '{' , ' f 1 1 .... \< 1 ! 1 Idaho i 1 ..._■ 1' ' ■.» ._._ i 1 ; ' ■ i 1 M '! California 1 !i 1 1 : 30 30 1 30 '! 1 II _■' : 1 132 EDUCATION. Table 21.— ENEOLLilENT IX PROFESSIONAL SCHOOLS, CENSUS OF 1890— Coutiuued. TECHNOLOGY. Instructor.s. " Students. STATES AND TERRITORIES. Aggre- gate. White. Colored. White. Colored. Total. Male. 931 553 Fe- male. 22 2 Total. i - Aggro- M- 1 ,Se. 1 ^"^- Total. Male. ZL 6 935 190 Total. Male. ■ Fe- male. The United States 1 953 953 7 128 7,125 3 3 3 Isortli Atlantic division . . 1 555 555 4. 354 4,351 4, '80 71 3 1 — - """i " ^"" New Hampshire 17 1' 17 ! 73 73 73 1 Ii Massachusetts 154! : 154 152 2 11 1,203 1,201 1, 136 65 2 2 Kliode Island t l| 38 191 68, 87 J 127 ■ 38 191 68 87 127 38 191 68 87 127 ' 343 1,478 397 860 803 343 1,477 397 860 803 343 1,477 397 854 803 New York 11 1 1 New Jersey Pennsylvania f South Atlantic division . . . 1 1 Maryland District of Columbia . . 70 70 70 2.SS 258 258 :' .- ^ 28 6 i 28 6 28 6 ■^.18 238 14 238 ■1 West Virginia 14 North Carolina ■ 1 8 14 9 14 134 139 164 139 154 139 Oeorscia 1 : ii Florida ■ , North Central division 209 55 12 , 21 22 12 10 33 209 25 55 12 21 22 12 lu 33 193 19 47 12 20 22 16 1,592 131 468 215 219 113 135 66 186 1,592 131 468 215 219 113 135 66 186 1, 493 99 - — - - - Ohio 6 8 1 m 422 215 219 ii:i 110 ' Indiana - 46 Minnesota 12 i 'i 2.'. ' 10 33 66 168 . 1 ! i 8 ! 1 i South D:ikjta '. 5 5 5 26 26 16 in 1 14 39 14 39 13 39 1 i 33 33 212 33 South Central division i 212 212 j ' i ■ 1 27 27 27 106 106 ' 106 !i i '' i r . 6 6 6 14 14 14 Oklahoma , 23 6 23 6 in 92 167 92 167 1 '' ! U7 1 ,1 ' '"\ Western division 4 90 1 : 7 7 7 54 54 54 1 ii i 1 h Arizona 1 1 . . J ■ '\ Utah jl .! i| Nevada 5 5 ^:::;::;::v;:::::- ::::;;:: 9 n 9 "1 " Idaho { ! Oregon 1 11 n 71 4 104 104 1 84 20 ; i Alaska .-- 1 1; 1 i i INSTITUTIONS. Tablm 21.— enrollment IN PROFESSIONAF. SCHOOLS, TiENSUS OF 1S!10— t'uutinni.-il. 133 • PEDA( 50GY. Aggre- gate. 36, 897 13,015 •841 102 629 1, 334 215 379 3.712 266 5, 537 3,041 11 546 302 750 1)53 248 145 n 75 15, 948 3, 639 2, 743 1,270 807 1,4.58 829 1,147 1,901 no 605 502 937 3,422 134 724 1,381 494 135 455 Total. Sti Wliite. Male. Colim-d. Total. ' Midc. ( i ' 3,166 1,440 7 1 Instructors. Total. , 171 j idLTltl. Fe- male. STATES AND TERKITORIES. Aggre- gate. 1,788 Tolal. 1.617 604 31 6 21 74 9 32 1K7 30 214 113 Wliite. Mai,. 767 245 13 4 5 22 3 6 64 12 116 52 re- in all'. 850 359 18 '! 6 20 123 18 98 01 IJolorcrl. MaliN 87 Fe- llialr. 84 Fe- male - ThelTnitedSlatea... 33,731 ; 13, 297 3, 1)49 244 2 210 128 4 790 19 2, .540 95 176 , 445 211, 434 ' 1, 7-20 North Atlantic division . . . 604 13,008 9, 059 .597 100 419 1.204 208 375 2,920 247 2 989 978 9 319 35 209 329 'J - 1 31 6 21 74 9 32 1K7 30 214 186 841 102 629 1,332 214 379 3,710 266 0, 535 1 1,735 11 414 40 385 liTew Hampshire Vermont 1 ,, Rhode Island 1 New York 2 1 1 1,306 .571 1 2 South Atlantic division 73 35 38 735 1 26 26 42 50 19 9 7 6 638 1 21 10 26 46 1 '• 1 9 2 i 11 26 13 8 15 20 1 4 Hi 16 4 18 7 3 i 7 6 10 10 3 5 5 10 6 2 8 1 5 1 2 132 , 61 262 ' 147 305 115 81 District of Columbia . . 115 250 "West Virginia North Carolina 179 218 99 9(1 97 89 151 1 .;o 46 42 11 7 10 1 7 1 .so 40 ' _ i 4 3 631 351 280 (15 15, 868 3, 639 2, 734 1.251 807 1, 4.58 820 1,147 1,849 no 005 502 937 1,649 82 438 450 231 135 313 34 7,589 2,467 1,531 427 283 519 241 428 898 30 232 173 3,54 "l" 45 173 195 121 33 103 31 8, 279 1,172'! 1, 203 ,S24 ^ 524 939 588 719 951 74 373 329 583 '• 979 265 255 no 102 210 3 North Central division 40 Ohio no 86 66 29 86 50 40 76 11 38 24 22 272 no 86 66 29 86 50 40 09 n 38 24 181 6 54 57 21 20 23 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 9 4 ' 19 , (1 , Ulinoia i 1:! ! I ■■'! 7 , 2 52 30 fi(> ::: : 91 5 13 2 47 4 25 1 44 1 6 27 1 South Central division 1,773 . 8.34 1 26 939 11 67 109 23 20 32 3 23 20 15 8 7 o 31 37 6 ,2 16 52 26 286 , no 931 i 419 263 133 176 512 130 9 3 6 142 ; 89 1 10 88 10 7 3 99 1,471 99 57 42 88 43 45 1,471 :» 1, 139 ■-■ ' 1 Colorado 20 20 11 9 91 91 211 71 '■ li Arizona Utah 1 3 4 1 3 4 1 28 94 36 28 94 36 12 49 16 45 36 2 1 8 10 42 8 10 42 5 5 16 5' 2 J 79 210 933 79 210 933 24 102 125 55 1(18 .^08 i ■' ,!" 1 1 1 ! li 11 134 EDCCATION. Tablk aa.— public school ENROLLMENT IX CITIES AVITH 10,000 INHABITANTS AND OVER, CENSUS OF 1890, AS DERIVED FROM THE REPORTS OF SCHOOLS. STATES AND CITIES. TEACHERS. Aggre gate. White. Total. 30 160 158 110 62 859 64 48 31 214 22 62 149 52 30 189 Alabama : Birmingham Mobile Montgomery Arkansas : Fort Smith Little Bock California: Alameda (a) Fresno (6) Los Angeles Oakland Sacramento San Diego San Francisco San Jose Stockton Colorado : Colorado Springs {&). Denver Lead vllle Pueblo (/) Connecticut : Ansonia (6) Bridgeport Danbury Greenwich Hartford Meriden New Britain New Haven (g) New London Norwalk Norwich (&) Stamford \Vat«rburv^ (&) Delaware : "Wilmington District of Columbia : "Washington (a) Florida : •Jacksonville Key "West Pensacola Gf oi'iiia : Atlanta Augusta Columbus Macon Savannah Illinois : Alton Aurora Belleville Bloomington (/ ) C';iiro Chicago Danville Decatur (/) l'l:i<,t St. Louis Elgiu Freeport Galesbui'g Jacksonville a Not reported distinct from including ' b Includes unseparated colored. c Includes 12 Japanese. d Includes 12 ^ron-nliinis. 45 / 319 54 56 87 52 87 07 28 28 r.i:> 71 44 48 li9 .S42 ' 40 40 Fe- male. al. Hall-. V ■ 19 5 22 5 Fe- male. 4 20 i 34 4 26 10 15fl 18 140 9 101 3 59 65 794 10 54 12 36 4 27 22 192 2 20 9 53 Aggre- gate. ;i. 338 3,709 1,757 1,928 4,061 ; 1,876 2.559 1,123 Wliiti- Milk. 1.211 Fe- male. 1,001 1,348 j Total. Male. 731 1.310 1,462 1,150 634 496 1. .530 664 5:;8 Fe. male. 236 653 36 143 48 26 160 , 78 42 295 48 j 47 79 I 44 ! 82 1.386 8,288 9,565 1| 5,051 I 3, 576 42, 926 1,S12 14,009 1.058 2. 849 1. 821) 7,836 3,980 1,280 7,643 4,355 I 4, 068 I l.'>. 573 I 2. 7:10 3.433 1,975 5,019 9,184 11 6 29 14 16 84 47 32 10 11 40 18 2,559 i.2;i."i 1,473 ■. 8Sn 10 842 36 I -[ .'.3 40 [. ■(iinit\' 1 175 07 38 --, 18 10 1 ' " 607 1 m •1" 28 3 *J 1 1 85 3R ,50 38 1 4 ; 36 [I 4 14 3,808 2.444 2, 042 18 1 4,387 1,515 3, 234 2,430 3,391 1 517 135, 551 2,719 3,116 1,."<'.I4 1, 0."i2 2, ;iii8 1,901 1,079 637 677 .J, 546 J 2. 171 ^ 1. 234 1. 521 2,945 I 1,375 ' 3, 193 2, 401 3,310 029 ' 134, 327 2,699 2.996 1,4.-11) 2. 649 I, O.VJ 2.150 555 j 267 332 II 051 1,619 1.284 1, 623 435 66,461 1,374 1,498 746 1, 363 815 1,051 839 524 370 345 1, i: 3,024 jj 1.273 689 1 1 794 1, 568 j 724 1.574 1,117 1.693 494 67, 366 1,325 1,498 704 1. 286 837 I 1, 105 I 886 2,334 1,637 1.210 521 1.442 140 41 588 ,224 20 120 144 29 690 277 381 ' I 1,094 I 692 j 484 229 620 297 111 2 10 45 71 14 152 176 n- Distriit. 798 012 260 877 1.386 682 704 8,116 4,088 4.028 172 85 87 9,472 cl, 967 4, 505* 93 51 42 5,051 2.213 2,838 1,811 3,498 1,687 78 d44 eU 42, 706 22. 673 20, 033 220 KiS 112 3,377 1,730 1,647 22 ' 15 2,833 1,334 876 ■ 1,499 936 1,812 1 i 13,645 6,749 0,896 364 172 192 990 480 510 68 40 28 2, 800 1.400 1,400 49 23 26 7,702 3,739 3,963 134 55 79 3,929 1,936 1,993 51 24 27 1,280 i 4,341 2,040 2,292 14 6 8 15.063 7,07S 7,384 510 250 260 2,632 1,285 1,347 50 24 32 2.730 1 ' I . 1 790 321 41£ 1.240 945 726 292 822 76 21 20 38 291 012 10 75 73 15 e Includes 9 Mongolians. / Xumbev of o'olored pupils estimated fiom present attendance. g Nnmljor of colored pupils and ratio of sexes estimated from jirosent attendance. INSTITUTIONS. 35 Table 22.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSl'S OF 1890— Continued. ale. Illinois— Continued. J diet Moliue (a> Peoria (a) Quincy Koolicford Kock Island (a) Springfield Stre.itor Indiana : Anderson (b) Elkhart Evansville. . Fort "Wayne Indianapolis (a) Jeffersonville Lafayette (a) Logan sport Michigan city iluncie Xew Albany Richmond South IJend Terre Haute Iowa: Burlington (c) Cedar Eapids Clinton Council Bluffs DaTCiiport. Des Moines (d) Dubuque Keokuk (c) Muscatine Ottumwa Sioux city (e) Kansas: Atchison Fort Scott Kansas city Leavenworth Topeka Wichita («; Kentucky: Covington . . - Lexington . . - Louisville - - - Newport Paducah Louisiana : Baton Kouge New Orleans. Shreveport . - Maine : Auburn Augusta Bangor Biddeford Lowiston Portland (a) . Maryland: Baltimore Cumberland . Hagerstown . a :N' umber of colored pupils estimated b Includes imseparated colored. c Number and sex of colored pupils c- 185 181 45 3c 13 1( 3 1 41 4 212 22- 103 12 33 6 118 13 50 5 27 2 20 2 11 29 2 40 3 16 2 95 12 20 2 C 263 28 263 280 li<4 227 330 450 310 354 5-17 630 79 74 395 5112 69 59 44 i ^* 93 •■ 93 51 ! 51 69 69 167 167 18" 1,171 26 23 3S 35 2 600 17 21,005 6.749 764 185 734 183 3,073 3,670 98 ill 80 94 from present attendance, itimated from present attendance. d Colored pupils reported by East Bes Moines. e Sex and color of pupils estimated from present attendance. 136 EDUCATION. Table 22.— PUBLIC SCHOOL KNEOLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS OF 1890— Continued. STATES AND CITIES. 43 1,380 85 67 251 103 35 33 42 235 83 101 96 103 41 137 205 54 46 135 38 107 67 71 44 Mafisachueetts : Beverly (a) Boston Brockton (b) Brookline Cambridge (c) Chelsea (d) Chicopee Clinton Everett Tail Eiver li'itchburg Glrtucester (c) Haverhill Holyoke Hyde Park Lawrence id) Lowell Lynu Maiden Marlboro Medford N"ew Bedford (e) Newburyport (/) Newton (c) North Adams (/} Northampton [d) Peaborty Pittsfield Quincy Salem [g) Somerville (/) Springfield (fl Taunton 'Waltham{j;) Weymouth "Woburn Worcester Michigan : Alpena Battle Creek (/) Bay city (/) Detroit (c) Grand Bapids Ishpeming Jackson Xalamazoo (/) Lansing Manistee Menominee Muskegon , Port Huron Saginaw (h) West Bay city Minnesota : DuUith Minneapolis (c) St. Paul Stillwater (a) "Winona (c) a Number of pupils and ratio of J) Sex estimated. c Includes unseparated colored. d Number of colored pupils and attendance. TEACHEES. Aggre- gate. 102 142 153 98 62 52 26 323 30 49 87 491 228 23 45 70 38 51 30 101 40 172 57 70 509 454 42 60 White. Total. 43 1,379 85 67 251 101 .■!5 33 42 235 j 83 104 96 103 41 137 205 165 89 54 46 135 38 107 67 71 44 85 66 102 142 T52 98 62 52 20 321 30 49 87 491 228 23 45 70 38 51 30 101 40 172 67 Male. 2 168 9 8 21 11 3 1 3 14 7 5 6 11 8 15 10 6 2 7 9 Fe- male. 41 1,211 76 59 230 90 32 32 39 221 76 99 89 92 33 130 190 155 83 52 39 126 33 90 65 67 39 80 60 94 131 144 87 57 45 22 292 27 47 82 470 220 22 43 68 37 47 29 94 39 157 52 Colored. 70 3 67 509 19 4')0 452 46 406 42 3 60 3 57 sexes estimated from present attendance. ratio of sexes estimated from present Total. Male. re- male. Aggre- gate. 1,766 68, 798 3,892 2,007 10, 336 5,389 1,781 1,654 1,998 11, 124 3,725 4,137 2, 2, 14, 1, 2, 4, 23, 10, 1, 2, 3, 2, 2^ 1. 5, 2, 7, 2, 3, 197 20, 592 16,442 1.749 2,930 Total. 2,187 4,156 23, 916 1,721 2,042 3,214 2,262 2,648 1,725 6,171 2,230 7,862 2,837 3,191 20, 592 16, 322 1,737 2,930 White. Male. i,609 !,022 982 i,141 1,740 919 895 925 I, 835 ,917 1,095 ,870 1,570 Fe- male. 3,266 5,700 4,354 1,834 32, 137 1,868 1,026 5.194 2, 649 862 769 1,060 3, 277 1,803 2,042 1,900 2,228 Colored. Total. 12 1,062 2 Male. 3,021 5,434 4,106 1,842 1,090 I 2, 640 [ 867 I 2, 185 1,352 1,214 1,016 1,641 2,383 4,057 2,801 1,074 1,090 1,450 7,679 636 2,068 12, 300 848 958 1,547 1,000 1,370 850 2,571 1,130 3,959 1,411 1,664 10, 270 8,116 799 1.300 1, 089 j 2, 796 : 859 ' 2,178 ! 1,267 1,286 1,113 1,668 260 11 12 9 i 1,693 3,680 3,265 36 20 200 1, 063 1,096 1,065 7,078 11.616 873 1,084 1,667 1,262 1.278 875 2,600 1,100 3,893 1, 426 1,537 10, 322 8,206 938 1,630 8 16 14 176 120 12 4 10 2 110 6 20 10 lOO Fe male. 150 5 10 100 24 17 34 45 40 62 5 e Sex and color of pupils estimated from present attendance. /Number of colored pupils estimated from present attendance. g Number and sex of colored pupils estimated from present attendance. h West Saginaw reported only total enrollment; sex estimated from report of East Saginaw, color from East Saginaw only. INSTITUTIONS. 137 Table 22.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS OF 1890— Contimied. STATES AND CITIES. Hissiasippi: Meridian Natchez Yictsburg Missouri : Hannibal Kansas city St. Josepli St. Loiiis Sedalia Springfield Montana: Butte city Helena (a) INebraska : Beatrice Hastings Lincoln Nebraska city . . . Omaha New Hampshire : Concord (a) DoTer Manchester - Nashua New Jersey : Atlantic city Bayonne Bridgeton Camden Elizabeth Hoboken Jersey city Millville Newark New Brunswick . Orange Passaic Pateraon Plainfield (a) .... Trenton Union New York : Albany Amsterdam Auburn (a) Binghamton (a) . Brooklyn {&) Buffalo Cohoes Elmira (a) Gloversville Hornellsville Ithaca Jamestowu Kingston Lansiughurg Lockport Long Island city. Middletown Newburg New York (c) Aggre- gate. 36 • 28 28 15 27 16 45 36 287 257 132 117 1,15* l,()5.s 54 48 50 t 44 50 50 33 33 32 ;i2 28 28 !)fj 96 32 33 2S2 282 38 :).s 40 40 75 75 73 73 35 35 54 54 31 31 177 161 " ^' 120 120 403 403 41 41 443 439 53 53 47 47 38 38 224 224 40 ' 40 137 134 31 31 378 278 42 42 102 102 102 102 1,958 1,940 715 715 55 55 98 98 39 39 40 1 40 37 ' 37 77 77 71 71 44 44 54 54 105 105 36 36 . 83 83 3,706 3,690 White. Male. Fe- male. 109 1,004 47 42 43 31 Colored. Total, 'i MaU- 4 4 1 7 339 ^ 1 13 1 n 1 9 1 30 10 15 6 1 96 19 273 I 34 49 28 156 112 385 36 405 49 43 37 209 37 129 28 97 96 ,860 668 54 93 36 39 34 75 54 50 101 35 76 3,361 Fe- male. Aggre- "■ate. 1,500 1,28S 1,466 2, 438 17,808 6,813 58. 316 2,955 4,512 2,447 1,595 1,892 1,5,50 5, 359 1, 341 13, 279 4,202 1, .521 3,787 2,699 1, 935 2, 850 2,005 11,523 4.420 li. 453 22, 294 1,833 25, 137 2, 492 1.964 2,056 12, 024 1,647 6,935 1,862 14,389 2,639 3,534 4.763 110, 722 34, 583 2, 4, 2, 2, 1, 2 3, 1, 2, 6, 1, 3. 197. rotal. Male. 1,014 402 538 238 680 297 1,914 907 15.698 7,846 0,139 3,000 53, 294 25, 960 2,511 1,213 3,960 1,915 2,425 1,560 1.870 1 , 534 5. 200 1 . 322 12,891 4.198 1,514 3, 783 2,692 1,795 2,844 1,927 11, 033 4,209 , 6,449 21, 733 1,804 21,264 2, 409 1,833 1,991 11, 743 1,607 6,814 1,862 14, 339 3,459 4,722 109, 086 34, 408 2,619 4, 528 2,488 2,091 1, 838 3,598 1,898 3.344 196, 333 1,206 724 916 750 2,585 6.230 2,017 742 1, 860 1,508 1,309 940 5,142 2. 087 3,282 10, 456 764 11, 681 1,187 896 1,010 5,328 853 3,286 940 1,700 2. 325 54, 647 16. 900 1,362 2, 317 1,219 976 862 nale. 612 300 1,007 7, 852 3,139 27. 334 1,208 2,015 1.219 836 954 784 2,615 0,661 I 2,181 772 1,923 1,184 i 910 I 1.535 I 987 5,891 : 2, 212 ■ 3, 167 : 11,277 1,040 12. 583 1,222 , 937 981 ' 6,415 751 3,528 922 1,753 2.397 54, 439 17, 508 1,257 2,211 1, 269 1,115 976 Colored. Total. 486 750 786 I 524 2,110 674 5,022 444 552 23 16 159 19 388 4 '7 4 7 140 15 7,S 490 121 4 561 29 873 83 131 65 281 40 121 Mall' 211 329 313 256 048 296 ,449 209 Fe- male. 75 41 1,636 175 101 19 952 1,653 98. 029 1,693 68 946 1,691 98, 304 48 93 1, 612 43 235 49 2 228 11 426 39 58 25 1 30 23 53 40 21 839 25 46 806 a Number of colored pupils estimated from preseut attendance. b Number ol' colored pupils and ratio of .sexe.s estimated from preseni atteudauue. c Colored pupils partly estimated. 138 EDUCATION. Table 22. -PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS OF 1890— Continued. STATES AND CITIES. New York — Cnntiniied. Ogdenaburg Oswego Poughkeepsie Rocliester Eome (a) Saratoga Springs . . . Schenectady Syracuse (&) Troy TJtica Watertown "West Troy Yonkors (a) North Carclina : Asheville Charlotte Ealelgh "Wilmington Ohio: Akron Canton Chillicothe Cincinnati i.. Cleveland Columbus (&) Dayton East Liverpool Findlay Hamilton Ironton (6) Lima Mansiield Massillon Newark (a) Portsmouth Sandusky Springfield (a) Steubenville Tiffin Toledo (6) Youngs town Zaneaville (&) Oregon : East Portland Portland Pennsylvania : Allegheny (6) Allen tom'n Altoona Bradford Carbondale Chester Columbia Easton Erie Harrisburg (a) Hazelton Johnstown (6) Lancaster Lebanon (J) McKeesport a Number Aggre- gate. "White. Colored. 38 72 72 442 41 47 50 287 171 170 05 29 19 19 19 14 101) 80 46 751 690 255 192 34 57 46 40 60 48 28 50 42 06 113 60 32 213 76 28 90 278 74 100 44 32 65 32 60 154 118 34 25 78 39 50 Male. Fe- male. 12 2 115 34 16 20 3 4 ■ 2 j 5 I 5 18 12 20 34 69 70 425 37 42 48 271 162 164 CO 26 04 16 16 14 13 93 68 44 636 656 239 172 Total. 52 37 37 46 46 ^3 61 39 60 95 48 27 193 07 76 4 24 6 84 22 256 14 60 10 90 1 43 4 28 2 63 2 30 11 49 9 145 14 104 6 28 4 21 5 73 7 32 4 46 72 72 442 41 47 50 287 171 170 65 29 68 22 27 35 26 100 80 51 766 694 255 192 34 57 47 40 50 48 28 56 46 66 113 60 32 213 76 80 28 90 278 74 100 44 32 66 33 60 154 124 34 25 78 39 50 of colored papiLs estimated from present attendance. Fe- male. Aggre- gats. 1,446 1,500 2,418 2,430 4,907 4,253 2. 055 36, 059 37, 641 12, 461 8,465 2.331 3,227 2,369 2,219 2,482 ],515 1,847 2,588 2,208 3,029 5,098 2,556 1,421 10, 877 4,331 3,355 1,479 4,892 Colored. Total. 3,700 2,924 10, 055 2,086 2,204 2,405 13, 401 Male. Fe- male, Total. 1,857 1,407 8, 368 1,094 1 088 1,200 6,851 1,843 1,517 8.597 992 1.116 1,205 6. 760 3,211 3, 594 1,043 1,143 4,820 4,241 1,847 36, 059 37, 219 12,461 I 8.465 t 2,331 I 3,227 i 2,299 2,219 1 2,482 1,515 j 1,847 ! 2,545 2,020 ' 2,934 4,400 2.431 1,415 10, 877 4,210 3, 365 1,478 4,878 947 362 340 717 740 986 760 473 400 343 809 540 579 212 903 511 600 428 I 480 462 I 681 528 i 615 2,387 2,107 967 17, 95l'' 18, 766 6,128 4,267 1,120 1,097 1.252 1,212 962 1,489 I 2,239 : 1,301 1 672 I 5,454 , 2,087 ' 1,719 7,878 2,181 [ 2,622 j 704 I 824 1,431 860 I 1,216 2.700 3,067 I 899 742 2, 308 1,086 1,483 2,433 2, 134 880 17, 108 18, 453 6,333 4,198 1,179 1,122 1, 230 1,333 1.058 1, 44.5 2,161 1, i;:o 74:i 5,423 2,123 l!636 1,375 1,287 12 208 1, 600 422 43 188 95 698 125 6 Male. 778 i 700 2,270 1 2,608 8,069 2,181 2,718 1,013 916 1,554 900 1,257 2,700 3,276 910 798 I 2, 271 1,126 1,420 123 47 40 470 Fe- male. 159 I 176 257 j 335 633 ' 742 594 693 37 4 114. 800 198 16 103 40 344 152 59 23 24 211 h Includes uuseparated colored. INSTITUTIONS. 139 Table 83.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INtfABITANTS AND OVER, CENSUS OF 1890— Continued. STATES AND CITIES Aggre- gate. "White. Total. Pennsylvania — Continuetl. j Mahanoy city j 31 Nanticoke (a) 27 Newcastle 44 Norristowu ' 56 | Oil oily 36 Philadeliihia (6) 2, 694 ' Pittsburg (a) 618 Pittston 25 Pottatown 43 Pottsville 52 Heading (0) | 189 Scranton 203 Shamokiu 46 Shenahdoali 43 Soutb Betlilehem 27 Wilkesbarre{a) 113 Williainsport 88 York 62 Khode Island : Lincoln {a) 59 Newport 50 Pawtucket (c) 85 Providence (a) 394 AVarwick (a) 49 Woonsocket 46 Soutii Carolina; I Charleston 110 Columbia 27 South Dakota : Siou.x Falls 35 Tennessee: Chattanooga 74 Jackson 21 Knoxville 56 Memphis 107 Nashville 157 Texas : Austin 68 Dallas 73 Denison j 25 El I'aso ' 16 Tort "Worth 51 Galveston I 90 Houston 6] Laredo 10 San Antonio 70 Waco 48 Utah ; Ogden 22 Salt Lake city 68 "V^ermont: [ Burlington (a) j 55 • Rutland | 29 "Virginia ; Alexandria 30 Danville 32 Lynchburg 62 Norfolk 31 Petersburg 48 Portsmouth 23 Richmond 230 Koanoke '■ 18 a Includes unseparated colored. b The figures given in Bulletin Xo 31 27 44 i 56 I 36 2,666 [ 618 25 43 52 ISO 203 46 43 27 113 59 5!1 P5 394 49 40 106 17 50 62 20 15 43 69 40 9 64 37 22 68 18 18 38 21 24 16 154 13 Male. Fe male. 99 39 2 8 20 13 18 24 9 4 1 10 5 I ^1 23 ^1 2 26 24 39 51 34 2, 567 579 23 37 45 182 182 37 35 19 93 75 42 55 45 77 370 40 42 07 15 Colored. 16 15 34 17 23 14 135 11 i Total. 28 Male. Fe- male. 64 4 Aggre- gate. 1, 1, 2 2, 2, 162, 31, 1, 4,072 2, 5U5 5, 019 18, 271 2.687 2, 231 5. 287 1,724 4, .541 1 513 3,305 6,073 8,475 2,760 4,685 1,-I75 Total. 869 839 922 360 783 407 637 942 684 740 211 838 499 350 575 215 705 11 749 2 033 1, 1, 2. 2, 2, 158, 31, 1, 2, 2, 8, 10, 2, 2. 1, 6, 4, 3, 4. 072 2,295 5,004 18. 271 2,687 2,231 1,438 2, 578 897 2,525 3,544 5,709 1,912 3,785 1,168 798 2,337 3,071 1,938 727 3, 685 1. k:i7 1,939 4,684 "White. Male. Fe- male. 093 689 100 260 994 762 326 623 122 276 I 303 I 278 368 294 800 102 128 607 ' 2,100 1,148 2.558 9, 189 1.378 1,150 1,041 413 928 1,800 530 418 I 1,069 i 1,467 932 424 1, 735 910 Colored. Total. 1,972 1,147 2,440 9, 082 1,309 1,081 IS 72 Fe- male. 15 27 100 10 37 6 1,658 215 109 210 15 1,288 1,290 432 465 1,185 1,340 2, 773 2,936 107 47 1,702 .1 2,484 444 I 867 1,963 616 780 2,529 2,766 848 900 307 61 502 851 1,422 56 722 8U0 1. 004 302 984 1,985 638 380 1.268 1,604 1,006 303 1,950 927 964 2, 378 897 218 346 378 400 137 26 247 392 646 33 328 369 35 19 1,877 4 9 18 60 15 12 108 62 1,390 506 1,066 398 434 470 600 170 35 255 469 776 23 394 431 1,740 943 797 • 784 1,077 642 435 761 383 378 689 :i75 314 810 401 409 1,677 799 878 1,673 680 993 1,317 625 692 1.258 613 745 1,391 702 689 1,824 i 769 1,055 1, O.'IS 527 561 617 290 327 6,781 3,282 3,499 4. 968 2,110 2, 858 1, 424 670 754 609 273 336 17 prov -eel to be the eDroUraent for a single day. c Is'iimber of colored pupils estimated from present attendance. 140 EDUCATION. Table 22.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS OF 1890— Continued. 1 TEACHERS. PUPILS. STATES AHD CITIES. Aggre- gate. White. Colored. Aggre- gate. 4,621 2,784 5,536 1,506 5, 609 1,908 3,177 2,294 1,653 4,462 1,989 1, 950 27, :137 White. Colored Fe- male. 11 Total. Male. Fe- male. Total. Male. re- male. Total. 4.599 2,784 5,551 1, 324 5,446 1,905 3,177 2,260 1,653 4,453 1.989 1,950 27, 337 7,808 3,313 2,405 Male. 2,299 1,505 2,810 873 2,665 Fe- male. Total. 22 Male. Washington : Seattle 65 40 59 30 117 44 62 47 43 83 47 31 496 62 60 41 65 40 I 59 27 112 44 62 43 83 47 ' 31 496 62 60 '■ 41 4 fil 2,300 1,279 2, 741 651 2.781 11 3 4 2 5 8 8 1 2 8 3 3 63 8 37 55 25 107 36 54 46 41 75 44 28 433 53 53 33 Tacoraa (&) 5 182 163 3 3 i 2 West Virginia: 3 5 2 1 1 4 80 ' 102 78 85 Wisconsin : 956 949 1,610 ' 1,567 1,137 ; 1,103 760 ' 893 2,268 i 2,185 1,020 ' ' 969 973 1 977 13,450 \ 13,887 3, 902 \ 3. 906 1, 672 1 . 641 3 34 19 ' 15 9 5 4 7,808 3,323 2,405 10 5 Sheboygan (a) j 1,208 1,197 1 Wyomin.g : 23 23 21 1 993 980 510 470 13 ( 7 a Includes uuseparated colored. b Number of colored pupils estimated from present attendance. c Number of colored pupils and ratio of sexes estimated from present attendance. d Not reported distinct from the including county. INSTITUTIONS. 141 Table 2S — REPORTED FINANCES OF SCHOOL DISTRICTS, CENSUS OF 1890, BY STATES AND TERRITORIES. STATES ANU TERRITORIES. The United States. North Atlantic diviaiou.. Maine N'ew Hampehire . . Vermont Massachusetts Khodo Island Connecticut New York New Jersey Pennsylvania ORDINARY RECEIPTS. Total ordinarj- receipts. $139,619,440 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 . So Lifli Dakota- - Nebraska Kansas South Central division Kentucky . . . Tennessee — Alabama Mississippi . - Louisiana Texas Oklahoma (c) A-rkansaa 49, 201, 216 1, 104, 691 751, 266 712, 988 8, 280, 040 983, 461 2, 015, 667 17, 811, 282 3,442,312 14, 093, 503 8, 685; 223 329, 982 1, 770, 485 906, 124 1, 590, 060 1, 298, 321 721, 762 449, 836 1, 042, 991 569, 672 61, 108, 263 Taxation. $102, 164, 796 .$25, 694,449 $11, 760, 195 .$138,786,393 ,$88,705,992 .$24,224,793 $1,667, 787 $24, 187, 821 10. ^43, 4,173, 11,453, 5, 667, 3, 933, 4, 423, 6, 836, 4, 967, 601, 1, 096, 3, 277, 4, 245, 10, 294, 621 2, 113, 046 1, 417, 805 606. 466 1, 132, 782 724, 021 3, 204, 671 Western division . Montana Wyoming Colorado New Mexico (&). Arizona (6) Utah Nevada Idaho "Wasbinfiton Oregon California 1, 095, 831 10, 330, 117 447, 034 152,918 2, 165, 502 345, 393 153, 639 170, 777 971, 618 904, 337 5, 018, 899 37, 619, 786 692, 290 665, 537 623, 653 8, 129, 713 746, 386 1, 533, 902 13,407,115 1, 159, 272 10, 061, 918 5, 678, 474 227,614 1, 602, 863 453, (102 705, 429 964, 900 574, 619 428, 336 190, 109 531, 536 Funds and rents. Miscella- neous. ORDINARY EXPE.VDITL'RES. Total ordmary expendi- tures. Teachers' wages. Construc- tion and care of buildings. ■ Libraries and apparatus. Miscella- neous. 8,273,147 3,308,283!' 47, 625, 548 ; 28, 067, 821 I 10, 087, 114 ' 455,077; 8, 415, .536 9,671,105 384, 033 67, 634 14, 821 153,988 131, 548 401,717 3, 531, 694 2, 095, 250 1, 492, 402 2, 307, 051 102, 368 72, 050 453, 002 851, 468 286, 969 29, 063 470, 252 32, 819 28,368 18, 095 ' 7-4,514 I 2, 346 I 105, 527 80,048 I 872, 173 . 187, 790 1,939,123 ! 699, 698 33, 163 46, 446 1 18, 070 21,500 373, 630 5,317 47, 033, 142 8, 432, 693 ; 5, 042, 528 I 9, 937, 584 3, 143, 508 8, 828, 109 4,iKi,o;;.i 2, 815, 420 2,749,135 5, 385, 403 3, 440, 120 441, 081 864, 907 1, 744, 672 3, 573, 042 243, 294 050,110 1,396,189 795,813 782. 131 i 862, 048 ■ 7!)9 578 1,487,516 127,190 178,244 601,977 502,503 5, 698, 562 , 3, 720, 158 1, 880, 362 1, 206, 926 496, 096 613,710 338, 964 377, 044 128, 807 111, 369 414. 312 211, 590 2, 558, 589 ■| 262, 656 373, .'i27 1, 228, 928 761,437 335, 045 812, 157 651, 865 29, ,S4,S 33, 40i; 53, 088 930,501 160, 470 875, 901 232, 084 82, 072 1,114,902 814, 394 089, 917 8, 280, 062 917, 990 2, 123, 839 17,392,274 j 3,457,.V23 12,828,645 ; 8,630,711 ll 329,008 1,910,663 [ 900, 124 1,577,347 1, 284, 991 718, 225 400,260 I 967, 690 j 476,50:! 62, 815, 531 10, 756. 246 5, 900, 233 11,288,529 5, 446, 410 3,711,280 4, 033, 516 6, 477, 256 5, 128, 260 626, 946 1, 173, 757 3, 301, 119 4, 972, 907 9, 860, 059 786,460 296, 491 6, 134, 832 ! 2, 961, 500 359, 716 152,918 ' 1,481,051 104,760 173, 467 269, 038 13, 880 1,233,785 87, 318 2, 026, 552 1,300,361 547, 880 1, 097, 916 704, 586 3, 163. 714 571,749 259, 250 110, 985 167, 553 668. 786 641, 237 28, 017 42, 123 1,019,000 9, 854, 544 151, 187 2,293,336 2,627,471 58, 126 531 3,224 ' 302, 832 111,913 I 9S. 092 364, 083 152, 918 1, 681, 379 807.413 307, 489 489, 300 209, 551 73, 167 115, 543 525, 541 10, 044 81, 165 4,710,024 1,870,018 1,676,420 575, 783 203, 080 7,047 132, 080 1, 330, 087 300. 394 16, 443 416,915 10,422,172 4, 593, 263 41I,80;i 1,964,974 2, 239, 811 738, 397 9,680 469, 037 6. 937, 690 2, 638, 642 884, 277 3, 252. 313 6, 400, 063 88,721 1, 257, 650 222 OSH 106, 920 1,4.57. 527 107, 429 2S.'., 707 510, 601 203, 074 14, 112 118, 337 1,24S.355 141,724 13,730 173, 538 8:!2. 901 170, 198 33, 636 242, 190 555, 983 73, 020 88, 622 384, 814 27.131 14. 104 34, 151 831. 007 136, 523 71,050 356, 067 35, 101 13, 079 39,860,831 9, 869, 489 769, 134 12, 310, 077 0,766,709 1, 488, 474 854, 486 2, 089, 039 2, 500, 063 3, 7S3, 087 1, 26' 600 7, 207, 023 269, 471 1,721,790 and other ^^i^mg property. - $37, 593, 854 $3, 455, 965 2,037,464 w I 27,892,831 2, 739, 072 6, 276, 177 41, 620, 735 8, 619, 793 35, 435, 412 (n) 182, 331 102,835 (a) 119.880 1, 610, 360 1, 170, 180 1, ,993, 479 4, 893, 034 18, 299 850, 692 (0!) 0) («) (6) (ffl) 2, 236, 083 (a) 2, 483, 528 18, 299 852, 706 (a) 457, 473 (a) (6) (a) 573, 871 {a) 26, 143, 699 32, 631, 549 3,244,312 (i) 891,906 26, 814, 480 3, 183, 397 3, 323, 8 2,493,002 \ 2,374,713 4,318,871 I 3, 472, 229 358,359 696,841 2.051,449 3,021,000 8. 209, 509 894, 530 475,531 714, 031 509, 205 806, 382 66, 719 131, 377 915 894 874. 221 70, 171 156, 838 10, 358 73, 383 27, 802 28,216 55, 818 77, 077 394, 677 149, 513 168, 318 944, 190 880. 369 . 119,097 1, 735, 181 1, 079, 236 ' 531, 910 939, 087 522, 914 2, 531, 255 290, 931 77, 257 1,137,833 685, 916 934,414 1, 575, 797 702, 847 183, 052 290, 721 333, 776 1, OCO, 003 784, 292 13,858,027 8. 815, 900 11,408,173 j 13, 096, 812 I 12,194,381 : 1,616,099 1 1, 953, 742 I 1,865,497 311,91)3 2, 066, 422 1,221,223 1,465,661 1,0.55,095 2, 103, 253 94, 084 27, 982 440 106, 983 16, 964 \ 64, 745 ! 153, 690 405, 689 6, 237, 060 2, 648, 212 10, 617, 151 6, 080, 928 220, 343 3, 502, 108 108, 872 2, 380, 319 (a) (b) (a) ib) (a) (6) (o) (.b) 33, 982 13, 331 6.161,768 2,013,656 784,8 1,420,266 |1 1,640,408 226, 508 88, 851 818, 605 96, iJ73 4, 8.59 607,503 33, 004 59, 208 I 255,271 ' 994, 198 {b) 4,386,905 193, 950 126,335 121,581 428,756 663, 594 ,594,589 124,616 8,910 18, 648 299, 665 j 148, 938 ! 703, 948 25,037 1.430 7,903 58. 945 44.056 113,505 61,064 13, 832 20, 186 156, 935 123, 781 706, 995 945, 982 277, 233 ib) , 1, 999, 807 I 1, 769, 600 j 13,624,143 132, 046 (a) 253, 626 19, 370 26, 233 ia) 15, 300 111, 642 291, 362 186, 020 504, 809 a No debt. b No report. "u report. Bill for territorial organization approved May 2, 1890. M^if^W' ^' *" ,