LB 
 
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 R96 
 
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 Cornell University Library 
 LB2805 .R96 
 
 I A comparative study of public school sys 
 
 olin 
 
 3 1924 032 498 846 
 
The original of tiiis book is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924032498846 
 
No. 124 
 
 A COMPARATIVE STUDY 
 
 OF 
 
 PUBLIC SCHOOL SYSTEMS 
 
 IN THE 
 
 FORTY-EIGHT STATES 
 
 
 Division of Education 
 
 RUSSELL Sace Foundation 
 
 400 Mbtkofolitan Towbr, New York Cmr 
 
 Ptlce, 15 Cento 
 
 1-13-30 
 
""^(y^^ '!^'"^/ 
 
 
 '/fe 
 
 ■^, 
 
 '^H "^ 
 
 Publislied December, 1912 
 10^000 Copi^st Pi!imted 
 
 INlTIAii CIRCTi^TION 
 6,027 to members of state legislatures 
 48 to governors of states 
 48 to state superinteiidents of schoola 
 1i$,Xa cityiii^ii^^ents of schools ' 
 154 to principals of normal sd^l^"^ 
 58 to d^krtments of education in college 
 ;fi^^^ to newspapers and magazines 
 
 Rei>rint;ed January^ 1913 
 3,000 Cdities 
 
FOREWORD 
 
 Every other winter the legislatures of about forty 
 states meet in deliberative session. They consider 
 approximately i ,000 bills on educational questions and 
 enact about 200 oj them into law. This pamphlet has 
 been compiled with the object of making available to 
 legislators, school workers, and others having at heart 
 the interests of public education, salient facts concern- 
 ing school conditions in all the states. The figures 
 have been derived from official sources and every care 
 exercised to insure their accuracy. Every endeavor has 
 been made to avoid complexities and technicalities. The 
 object of the work is to render available to each state 
 the experience of all. 
 
 CONTENTS 
 
 PAGES 
 
 Children in School and Out 2-3 
 
 Half a Billion a Year for Schools 4-5 
 
 Investment in School Plant 6-7 
 
 Expenditure per Child of School Age 8-9 
 
 Days of Schooling per Year if Each Child Got His 
 
 Share lo-ii 
 
 How Long a Year and How Much Attendance 12-13 
 
 Compulsory Attendance Legislation 14-15 
 
 What They Have and What They Spend 16-17 
 
 Daily Cost per Child Attending 18-19 
 
 School Mortality and Survival 20-21 
 
 Workers and Wages 22-23 
 
 ■Our Army of Illiterates 24-25 
 
 School House Construction Legislation 26-27 
 
 Text Book Legislation 28-29 
 
 Medical Inspection Legislation 30-31 
 
 Ten Tests of Efficiency 32 
 
 Diagrams and tables are based on data published in the report of the 
 U. S. Commissioner of Education for 191 1, except those on pages 
 14', 16, 26, 28, and 30. 
 
 For greater clearness and simplicity, figures containing decimals 
 have been changed to the next higher or lower figure. 
 
 Unless otherwise stated, "Children of School Age" and "School 
 
 ' Population" do not include children enrolled in private schools. 
 
 [I] 
 
CHILDREN 
 
 I N 
 
 SCHOOL 
 
 AND 
 
 OUT 
 
 20 50 40 SO 6 
 
 1. VERMONT 
 
 2. MAINE 
 
 3. CONNECTICUT 
 
 4. COLORADO 
 
 5. IOWA 
 6 MONTANA 
 7. OHIO 
 
 6. MASSACHUSETTS 
 9. WASHINGTON 
 
 10. IDAHO 
 
 11. N.HAMPSHIRE 
 
 12. N. DAKOTA 
 
 13. ARIZONA 
 
 14. ILLINOIS 
 
 15. FLORIDA 
 
 16. OKLAHOMA 
 
 17. NEW YORK 
 
 18. KANSAS 
 
 19. RHODE I&LANDI 
 
 20. NEBRASKA 
 Zi. UTAH 
 22; INDIANA 
 
 23. TENNE5SEE 
 
 24. WYOMING 
 
 25. MICHIGAN 
 2<S. NEW JERSEY 
 27. N. CAROLI NA 
 Z8. W.VIRGINIA 
 
 29. MISSISSIPPI 
 
 30. PENNSYLVANIA: 
 
 31. MISSOURI 
 3Z 5. DAKOTA 
 53. MINNESOTA 
 
 34. ARKANSAS 
 
 35. WISCONSIN 
 
 36. CALIFORNIA 
 
 37. OREGON 
 
 38. DELAWARE 
 
 39. KENTUCKY 
 
 40. N.MEXICO 
 
 41. MARYLAND 
 4Z. GEORGIA 
 45. S.CAROLINA 
 
 44. VIRGINIA 
 
 45. ALABAMA 
 
 46. TEXAS 
 4.7. NEVADA 
 4-& LOUISIANA 
 
 Per Cent of the School Population Enrolled in Public Schools, in Private 
 
 Schools, and not in any School, in 1910 
 White portion indicates children in public schools, shaded those in private schools, and 
 
 black those not in any school. 
 
 [2] 
 
CHILDREN 
 
 I N 
 
 SCHOOL 
 
 AND 
 
 OUT 
 
 CHILDREN ENROLLED IN PUBLIC SCHOOLS, IN 
 PRIVATE SCHOOLS. AND NOT IN ANY SCHOOL, 
 IN EACH STATE IN 1910 
 States ranked in order of percentage of children in school 
 
 
 State 
 
 IN PUBLIC 
 SCHOOLS 
 
 IN PRIVATE 
 SCHOOLS 
 
 NOT IN ANY 
 SCHOOL 
 
 Rank 
 
 
 
 
 
 
 
 
 
 Number 
 
 Per 
 cent 
 
 Number 
 
 Per 
 cent 
 
 Num- 
 ber 
 
 Per 
 
 cent 
 
 1 
 
 Vt. 
 
 66,615 
 
 8s. I 
 
 6.000a 
 
 7.6 
 
 5,679 
 
 7.3 
 
 2 
 
 Me. 
 
 144,278 
 
 83.9 
 
 14.137 
 
 8.1 
 
 13,815 
 
 8.0 
 
 3 
 
 4 
 
 Conn. 
 Colo. 
 
 190,353 
 168,798 
 
 74.7 
 87.S 
 
 42,21s 
 4,000 
 
 16.4 
 2.1 
 
 22,711 
 19,967 
 
 8.9 
 
 10.4 
 
 5 
 
 Iowa 
 
 510,661 
 
 80.5 
 
 50,000 
 
 7-9 
 
 73,399 
 
 11.6 
 
 6 
 
 Mont. 
 
 66,141 
 
 78.9 
 
 6,998 
 
 8.3 
 
 10,721 
 
 12.8 
 
 7 
 
 Ohio 
 
 838,080 
 
 77.6 
 
 97,832 
 
 9.4 
 
 139,7-4 
 
 13.0 
 
 g 
 
 Mass. 
 
 535.869 
 
 73.7 
 
 96,464 
 
 13.2 
 
 95,011 
 
 13. 1 
 
 9 
 
 Wash. 
 
 215,688 
 
 83.6 
 
 7,209 
 
 2.8 
 
 35,191 
 
 13.6 
 
 10 
 
 Idaho 
 
 76,168 
 
 83.6 
 
 i,Soo 
 
 1.6 
 
 13,452 
 
 14.8 
 
 11 
 
 N. H. 
 
 63,972 
 
 68.8 
 
 14,331 
 
 15.3 
 
 14.701 
 
 15.9 
 
 12 
 
 N. Dak. 
 
 139,802 
 
 83.8 
 
 1,000 
 
 .3 
 
 26.544 
 
 IS.9 
 
 13 
 
 Ariz. 
 
 31,312 
 
 63.9 
 
 9,913 
 
 20.1 
 
 7,820 
 
 16.0 
 
 14 
 
 111. 
 
 1,002,687 
 
 71.2 
 
 167,929b 
 
 II. 8 
 
 239,032 
 
 17.0 
 
 15 
 
 Fla. 
 
 148,089 
 
 78.4 
 
 8,200 
 
 4-1 
 
 33.188 
 
 17.S 
 
 16 
 
 Okla. 
 
 422,399 
 
 81.4 
 
 4,000 
 
 .8 
 
 92.291 
 
 17.8 
 
 17 
 
 N. Y. 
 
 1,422,969 
 
 68.8 
 
 267,072 
 
 12.9 
 
 376,976 
 
 18.3 
 
 18 
 
 Kans. 
 
 398,746 
 
 79-4 
 
 9,768b 
 
 1-9 
 
 93.698 
 
 18.7 
 
 19 
 
 R. I. 
 
 80,061 
 
 66.2 
 
 17,781 
 
 14.9 
 
 22,671 
 
 18.9 
 
 20 
 
 Nebr. 
 
 281,37s 
 
 78.4 
 
 9,000a 
 
 2.5 
 
 "68,481 
 
 19.1 
 
 21 
 
 Utah 
 
 91,611 
 
 75.1 
 
 6,500 
 
 5. 5 
 
 23,601 
 
 19.4 
 
 22 
 
 Ind. 
 
 531,459 
 
 77.4 
 
 20,751a 
 
 3.0 
 
 134,616 
 
 19.6 
 
 23 
 24 
 
 Tenn. 
 Wyo. 
 
 521,753 
 24,584 
 
 74-9 
 79.6 
 
 37,124 
 ii6a 
 
 5-2 
 .3 
 
 138.2SS 
 6,186 
 
 19.9 
 20.1 
 
 25 
 
 Mich. 
 
 541,501 
 
 71.4 
 
 61,539b 
 
 8.0 
 
 155,707 
 
 20.6 
 
 26 
 
 N.J. 
 
 429,797 
 
 68.9 
 
 65,000' 
 
 10.3 
 
 129,495 
 
 20.8 
 
 27 
 
 N. C. 
 
 520,404 
 
 75.4 
 
 26,200a 
 
 3.8 
 
 143,446 
 
 20.8 
 
 28 
 
 W. Va. 
 
 276,458 
 
 78.1 
 
 1,500 
 
 -4 
 
 75,941 
 
 21.5 
 
 29 
 
 Miss. 
 
 469,137 
 
 76.8 
 
 7,Sooa 
 
 1.2 
 
 134,482 
 
 22.0 
 
 30 
 
 Pa. 
 
 1,282,965 
 
 67.9 
 
 175,000 
 
 9.2 
 
 433,643 
 
 22.9 
 
 31 
 
 Mo. 
 
 707,031 
 
 72.7 
 
 40,000 
 
 4-1 
 
 224,503 
 
 23.2 
 
 32 
 
 S. Dak. 
 
 126,253 
 
 74-8 
 
 1,840 
 
 .8 
 
 41.235 
 
 24.4 
 
 33 
 
 Minn. 
 
 440,083 
 
 72.2 
 
 21,000 
 
 3.3 
 
 149,17s 
 
 24.5 
 
 34 
 
 Ark. 
 
 395,978 
 
 74-4 
 
 5,777 
 
 I.I 
 
 130,409 
 
 24.S 
 
 35 
 36 
 
 Wis. 
 Cal. 
 
 464,311 
 368.391 
 
 67.0 
 68.2 
 
 S7,366 
 32,802 
 
 '8.2 
 
 6.1 
 
 171.479 
 138,888 
 
 24.8 
 2S.7 
 
 37 
 
 Oreg. 
 
 118,412 
 
 70.S 
 
 6,233 
 
 3.6 
 
 43,546 
 
 25-9 
 
 38 
 
 Del. 
 
 35,950 
 
 67.1 
 
 3,750 
 
 6.9 
 
 13,915 
 
 26.0 
 
 39 
 40 
 
 Ky. 
 
 N. Mex. 
 
 494,863 
 56,304 
 
 69.9 
 65.8 
 
 21,295 
 5,000 
 
 3.0 
 5.8 
 
 191.423 
 24,268 
 
 27.1 
 28.4 
 
 41 
 42 
 43 
 44 
 
 Md. 
 Ga. 
 S. C. 
 Va. 
 
 238,393 
 555,794 
 340,41s 
 402,109 
 
 66.1 
 67.0 
 65.0 
 61.8 
 
 20,000 
 
 6,000 
 
 10,650 
 
 23,662 
 
 5.3 
 
 .6 
 
 1.9 
 
 3.5 
 
 103,009 
 268,386 
 173,263 
 225,698 
 
 28.6 
 32.4 
 33.1 
 34.7 
 
 45 
 
 Ala. 
 
 424,611 
 
 62.1 
 
 16,133 
 
 2.3 
 
 243,144 
 
 35.6 
 
 46 
 
 47 
 
 Tex. 
 
 Nev. 
 
 821,631 
 10,200 
 
 63.3 
 58.7 
 
 10, 000a 
 350 
 
 •7 
 1.8 
 
 463,711 
 6,889 
 
 36.0 
 39.S 
 
 48 
 
 La. 
 
 263,617 
 
 49.0 
 
 34,000 
 
 6.3 
 
 240,709 
 
 44-7 
 
 
 1 Statistics 
 
 of X908-9. 
 
 
 b Elementary p 
 [3 
 
 upils only 
 ] 
 
 
 Four Questions about 
 the Children 
 
 There are four questions 
 which rank in importance 
 before all others in get- 
 ting at the significant 
 facts about public school 
 conditions in any locality. 
 They are, first, how many 
 children ought to be in 
 school; second, how many 
 of these are in public 
 schools; third, how many 
 are in private schools ; and 
 fourth, how many are not 
 in any school at all. 
 
 School Age 
 
 The degree to which the 
 public schools are reach- 
 ing the children has been 
 computed in the ac- 
 companying diagram and 
 table, by comparing the 
 number of children in 
 school with the number 
 of children of school age 
 School age as here used 
 is the period between the 
 ages of five and eighteen 
 years, adopted by the 
 United States Commis- 
 sioner of Education in 
 the presentation of na- 
 tional school statistics. 
 
 Children Not in School 
 The fact that there are 
 many children of school 
 age who are not in school 
 does not necessarily mean 
 that they have had no 
 schooling, and will get 
 none. This is because the 
 number of children from 
 five to eighteen years of 
 age includes some who 
 have not yet begun to go 
 to school, and others who 
 have completed their edu- 
 cation. However, it is 
 evident that Vermont, 
 Maine, and Connecticut, 
 with more than 90 per 
 cent of the children of 
 school age actually in 
 school, are making better 
 investments in future 
 citizenship than Ala- 
 bama, Texas, Nevada, 
 and Louisiana, with from 
 35 to 45 per cent of their 
 children of school age 
 not receiving schooling. 
 
HALF 
 
 BILLION 
 
 YEAR 
 
 FOR 
 
 SCHOOLS 
 
 
 ~tritr> 
 
 fM c^" ^-Tj-fr (\j CN '7 
 
 ON 
 
 z 
 
 H 
 
 17) 
 
 
 D 
 
 W 
 > 
 W 
 C4 
 
 o 
 o 
 
 X 
 u 
 
 CD 
 
 o 
 
 
 III 
 
 
 >- 
 
 
 
 0!J<r uj 
 
 5tgz!3S 
 oo°SyD 
 
 OuZOHo 
 
 
 
 Di:20<-v.-a 
 
 5zcr~iijb 
 
 3 §Sb <tr,o^ 
 
 U] 
 
HALF 
 
 BILLION 
 
 YEAR 
 
 FOR 
 
 SCHOOLS 
 
 SOURCES OF SCHOOL REVENUE IN 
 EACH STATE IN 1910 
 
 — 
 
 — — 
 
 — 
 
 — 
 
 - — — — 
 
 — 
 
 
 — 
 
 PER CENT OF 
 
 REVENUE DERIVED 
 
 
 State 
 
 
 FROM 
 
 
 Rank 
 
 
 
 
 
 
 
 Local 
 
 State 
 
 Perma- 
 
 other 
 
 
 
 taxes 
 
 taxes 
 
 nent funds 
 
 sources 
 
 1 
 
 N. Y. 
 
 87.0 
 
 9.0 
 
 .6 
 
 3;4 
 
 2 
 
 Pa. 
 
 59-7 
 
 15-6 
 
 
 24.7b 
 
 3 
 
 III. 
 
 78.8 
 
 2.8 
 
 2.4 
 
 16.0 
 
 4 
 
 Ohio 
 
 82.7 
 
 9.2 
 
 I.O 
 
 7.1 
 
 S 
 
 Mass. 
 
 96.8 
 
 ■9 
 
 I.I 
 
 1.2 
 
 6 
 
 Cal. 
 
 69.8 
 
 26.4 
 
 1.7 
 
 2.1 
 
 7 
 
 N.J. 
 
 66.9 
 
 17. S 
 
 .1 
 
 15.5 
 
 8 
 
 Ind. 
 
 71.6 
 
 16.S 
 
 4-5 
 
 7.4 
 
 9 
 
 Minn. 
 
 59-9 
 
 14.7 
 
 6.1 
 
 19.3b 
 
 10 
 
 Mich. 
 
 SI.9 
 
 38.6 
 
 2.5 
 
 7.0 
 
 11 
 
 Iowa 
 
 81. 1 
 
 
 7-5 
 
 11.4 
 
 12 
 
 Mo. 
 
 80.6 
 
 12.5 
 
 6.9 
 
 
 13 
 
 Wis. 
 
 65.7 
 
 14. 1 
 
 1.7 
 
 18.S 
 
 14 
 
 Texas 
 
 38.9 
 
 41.0 
 
 16.2 
 
 3.9 
 
 15 
 
 Wash. 
 
 64.8 
 
 21.4 
 
 7.0 
 
 6.8 
 
 16 
 
 Kan. 
 
 93.8 
 
 
 6.1 
 
 •I 
 
 17 
 
 Nebr. 
 
 75-1 
 
 .5 
 
 8.4 
 
 16.0 
 
 18 
 
 Ky. 
 
 40.0 
 
 S3.0 
 
 . .a 
 
 7.0 
 
 19 
 
 Colo. 
 
 86.4 
 
 
 2.3 
 
 ri.3 
 
 20 
 
 Conn. 
 
 80.6 
 
 12. 1 
 
 1.9 
 
 5.4 
 
 21 
 
 N. Dak. 
 
 7S.0 
 
 .8d 
 
 19.7 
 
 4-5 
 
 22 
 
 Oreg. 
 
 80.0 
 
 
 6.9 
 
 13. 1 
 
 23 
 
 Tenn. 
 
 67.1 
 
 13.0 
 
 2.9 
 
 17.0 j 
 
 24 
 
 Ga. 
 
 29.6 
 
 SI.O 
 
 2.0 
 
 17-4 
 
 25 
 
 Va. 
 
 SI. 7 
 
 38.1 
 
 1.0 
 
 9.2 
 
 26 
 
 La. 
 
 S7.8 
 
 22.5 
 
 2.8 
 
 16.9 
 
 27 
 
 S. Dak. 
 
 78.2 
 
 
 14.9 
 
 _6.9 
 
 28 
 
 Md. 
 
 60.8 
 
 38.0 
 
 1.2 
 
 
 29 
 
 1 W. Va. 
 
 72.0 
 
 17.0 
 
 2.0 
 
 9.0 
 
 30 
 
 : Ark. . 
 
 S9.2 
 
 33.8 
 
 1.5 
 
 5-5 
 
 31 
 
 Okla.e 
 
 76.0 
 
 . , >_ 
 
 15.8 
 
 8.2 
 
 32 
 
 Me. 
 
 61.8 
 
 3S.2 
 
 1.3 
 
 1.7 
 
 33 
 
 N. C. 
 
 88.0 
 
 9.0 
 
 . .a 
 
 3-0 
 
 34 
 
 Miss. 
 
 40.7 
 
 45. 1 
 
 10. 1 
 
 4.1 
 
 35 
 
 Ala. 
 
 24.0 
 
 69.4 
 
 4-7 
 
 1.9 
 
 36 
 
 Mont. 
 
 87.9 
 
 
 6.7 
 
 5-4 
 
 37 
 
 Utah 
 
 73.2 
 
 22. s 
 
 4.3 
 
 
 38 
 
 R. I. 
 
 90.9 
 
 6.7 
 
 1.9 
 
 .5 
 
 39 
 
 Idaho 
 
 79.4 
 
 14.0 
 
 
 6.6 
 
 40 
 
 S. C. 
 
 83.9 
 
 3.9 
 
 
 12.2 
 
 41 
 
 N. H. 
 
 88.2 
 
 7.0 
 
 . .a 
 
 4.8 
 
 42 
 
 Vt. 
 
 77.3 
 
 16.S 
 
 3-3 
 
 2.9 
 
 43 
 
 Fla. 
 
 S3.3 
 
 II. 
 
 I ^-5 
 
 3.2 
 
 44 
 
 Ariz. 
 
 78.4 
 
 7.4 
 
 
 14.2 
 
 45 
 
 Wyo. 
 
 77-5 
 
 
 19.5 
 
 3.0 
 
 46 
 
 N. Mex. 
 
 85.2 
 
 
 7.8 
 
 7.0 
 
 47 
 
 Del. 
 
 64.4 
 
 2S.8 
 
 6.9 
 
 2.9 
 
 48 
 
 ; Nev. 
 
 51.1 
 
 35.0 
 
 __'L_ 
 
 13.9 
 
 a Included with state tax. 
 b Includes receipts from bond sales. 
 c Included with permanent funds and rents, 
 d For high schools only. e Statistics of 1908-9. 
 
 [5 
 
 The Healthy Progress of School Ex- 
 penditures 
 
 Our expenditures for public education 
 have more than doubled in the past 
 ten years. No other investment 
 produces so large a return. More 
 money means better schools. Better 
 schools mean more efficient citizens. 
 More efficient citizens produce more 
 money. It is a beneficent circle. 
 
 Where the Money Comes From 
 
 Over 72 per cent of school revenues 
 are derived from local taxation. The 
 proportion from this source ranges 
 from nearly 97 per cent in Massa- 
 chusetts to less than 27 per cent in 
 Georgia. State taxation produces 
 15 per cent of the total. Six states 
 receive more than 10 per cent of 
 their income from permanent funds, 
 in most cases originally derived from 
 land grants set aside for school pur- 
 poses. 
 
 Equal Taxation and Equal Oppor- 
 tunity 
 The right of the state to tax the 
 property of the state to educate the 
 children of the state is now firmly 
 established. A free common school 
 education is the common birthright 
 of every American child, and this is 
 provided for by the taxation of 
 property without reference to whether 
 the owner has children to be educated 
 or not. 
 
 Provisions School Tax Legislation 
 Should Include 
 American experience shows that 
 school tax legislation should provide 
 for 
 
 a. Sufficient local taxation to en- 
 courage local pride and initiative 
 
 b. Sufficient state taxation to 
 equahze educational advantages by 
 aiding poorer communities 
 
 c. A distribution of school funds 
 based both on the number of teach- 
 ers employed and the aggregate days 
 of attendance of the school children 
 
 d. The stimulation of progress 
 through additional grants to com- 
 munities providing such advan- 
 tages as continuation schools, even- 
 ing schools, playgrounds, medical 
 inspection, etc. 
 
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INVESTMENT 
 
 I N 
 
 SCHOOL 
 
 PLANT 
 
 VALUE OF PUBLIC SCHOOL PROPERTY 
 (BUILDINGS, SITES, ETC.), CHILDREN 
 OF SCHOOL AGE, AND AVERAGE VALUE 
 PER CHILD, IN EACH STATE IN 1910 
 
 state 
 
 Ala 
 
 Ariz. . . . 
 
 Ark 
 
 Cal 
 
 Colo.. . 
 Conn. . . 
 
 Del 
 
 Fla. . . 
 
 Ga 
 
 Idaho . . 
 111.. .. 
 Ind. . . 
 Iowa . . . 
 Kans. . . 
 
 Ky 
 
 La 
 
 Me 
 
 Md 
 
 Mass. . . 
 Mich. . 
 Minn. . 
 Miss. . . 
 
 Mo 
 
 Mont. . 
 Nebr. . 
 
 Nev 
 
 N. H. . . 
 
 N. J 
 
 N. Mex. 
 N. Y. . . 
 N. C... . 
 N. Dak. 
 Ohio . . . 
 Okla. . . 
 Oreg. . . 
 
 Pa 
 
 R. I 
 
 S. C 
 
 S. Dak. 
 Tenn. . . 
 
 Tex 
 
 Utah . . . 
 Vt. . . 
 
 Va 
 
 Wash. . 
 W. Va. 
 
 Wis 
 
 Wyo. . . 
 
 44 
 28 
 43 
 
 3 
 10 
 
 4 
 33 
 37 
 45 
 19 
 
 7 
 12 
 23 
 29 
 3S 
 40 
 24 
 39 
 
 1 
 17 
 22 
 48 
 30 
 13 
 21 
 26 
 
 8 
 11 
 25 
 
 2 
 46 
 20 
 
 9 
 35 
 18 
 14 
 
 5 
 47 
 32 
 41 
 36 
 16 
 IS 
 42 
 
 6 
 34 
 27 
 31 
 
 Value of t Children 
 school of school 
 
 property age c 
 
 $8,s6l 
 
 1,688 
 
 6,939 
 
 45,322 
 
 12,872 
 
 18,869 
 
 l,S7S 
 
 2,790 
 
 9,076 
 
 4,646 
 
 88,819 
 
 38,661 
 
 28,279 
 
 20,891 
 
 10,423 
 
 7,132 
 
 7,309 
 
 5,000 
 
 72,68s 
 
 37.196 
 
 28,596 
 
 2,410 
 
 38,518 
 
 4.446 
 
 17,266 
 
 750 
 
 5.509 
 
 36.438 
 
 3.694 
 
 198.896 
 
 5.862 
 
 8.353 
 
 67.901 
 
 13.310 
 
 8,624 
 
 96.244 
 
 7.973 
 
 3.250 
 
 6.754 
 
 9,150 
 
 23.247 
 
 6,147 
 
 3,976 
 
 8,555 
 
 19,069 
 
 9,385 
 
 27,685 
 
 1,246 
 
 ,916 
 ,653 
 ,319 
 ,214 
 ,186 
 .431 
 ,000 
 
 ,869 
 ,294 
 ,423 
 ,664 
 
 ,762 
 
 ,374 
 
 .590 
 
 ,780 
 
 ,177 
 
 .494 
 
 ,000a 
 
 ,323 
 
 ,776 
 
 ,866 
 
 ,000 
 
 .322 
 
 ,781 
 
 .334 
 
 ,000b 
 
 ,059 
 
 ,048 
 
 ,785 
 
 ,310 
 
 .969 
 
 .135 
 
 .717 
 
 ,040 
 
 ,731 
 
 .694 
 
 ,232 
 
 ,000 
 
 ,641 
 ,301 
 
 ,340 
 ,928 
 ,466 
 
 .344 
 ,112 
 .504 
 .149 
 ,459 
 
 Average 
 
 value 
 per child 
 
 667,755 
 
 39,132 
 526.387 
 507.279 
 188,765 
 213,064 
 
 49.86s 
 181.277 
 824,180 
 
 89,620 
 1,241,719 
 666,07 s 
 584.060 
 492,444 
 686,286 
 504,326 
 158,093 
 341.402 
 630,880 
 697,208 
 589,258 
 603,619 
 931.534 
 
 76,862 
 349,856 
 
 17,089 
 
 78,673 
 559.292 
 
 80.S72 
 
 1.799.945 
 
 663.850 
 
 166,346 
 
 977.854 
 
 514,690 
 
 161,958 
 
 1,716,608 
 
 102,732 
 
 513.678 
 
 167,488 
 
 660,008 
 
 1,285,342 
 
 115,212 
 72,294 
 627,807 
 250,879 
 352,399 
 635,790 
 30,770 
 
 *I3 
 43 
 13 
 89 
 68 
 89 
 32 
 IS 
 II 
 52 
 72 
 58 
 48 
 42 
 IS 
 14 
 46 
 IS 
 
 115 
 
 S3 
 48 
 4 
 41 
 58 
 49 
 44 
 70 
 6S 
 46 
 
 50 
 69 
 26 
 S3 
 56 
 78 
 6 
 40 
 14 
 18 
 53 
 55 
 14 
 76 
 27 
 44 
 41 
 
 a Does not include Baltimore City. 
 
 b Statistics of 1907-8. 
 
 c Pupils in private schools not included. 
 
 The School House 
 
 Good schools must be properly 
 housed. Next to eflficient teach- 
 ing the most important require- 
 ments for successful school work 
 are comfortable, sanitary school 
 buildings and adequate equip- 
 ment. 
 
 An Index of Past Educational In- 
 terest 
 
 The amount that a state has 
 invested in its public school 
 buildings and grounds is the best 
 available index of the past educa- 
 tional interest of its people. The 
 state which has taxed itself to 
 provide the most adequate public 
 schools and the best locations 
 for its young people is the state 
 which has had most deeply at 
 heart the welfare of its children. 
 
 The Average Investment for Each 
 Child of School Age 
 
 If we take the total value of the 
 public schools of a state, together 
 with their sites and equipment, 
 and divide that sum by the 
 number of children of school age 
 in the state, leaving out those 
 who are in private schools, we 
 have the average permanent in- 
 vestment which the state has 
 made in these things for each of 
 its children. Such computations 
 are the basis of the diagram and 
 table on these pages. 
 
 Amazing Contrasts 
 
 The contrasts between the figures 
 on the upper and lower ends of 
 the diagram are almost incredible. 
 If Massachusetts and New York 
 require school equipment and 
 buildings to the value of more 
 than $100 per child, we can only 
 wonder that there are states 
 whose investments amount to 
 less than $10 and even less than 
 $S per child. Schools in northern 
 climates and under urban con- 
 ditions cost more than in southern 
 climates and rural conditions, 
 but they do not cost twenty-five 
 times as much for the same 
 quahty. 
 
 [7: 
 
EXPENDITURE PER CHILD OF SCHOOL AGE 
 
 1 WASHINGTON ©if)®®®®®®®®®®®®®®®®®®®®®®®®®®®®®® 32 
 
 2 CALIFORNIA ®®®®®®®®®®®®®®®®®®®©®®®®®®© 27 
 
 3. NEW YORK ®©®®®®®®®®®®®®®®®®®®®®®®® 25 
 
 4. MASSACHUSETTS®®®©®®®©®®®©®®®®®®®®®®®®® 25 
 
 5. NEVADA ®®®®®®®©©®®®®®®®®®®®®®®®® 25 
 
 6. MONTANA ®®®®©®®®®®®®®®®®®®®®®®®® 24 
 
 7. COLORADO ©®®®®®®®©®®®®©®®®®®®®®®® 24 
 a ILLINOIS ®®®®®®©®®®®®®®®®®®®®®®® 23 
 
 9 OHI ® ®®®®®®® ®®®®®®® ®®®®®®® 2 2 
 
 10. CONNECTICUT ®®®®®®®®®®®®®®®©®®®®®® 22 
 
 1 1. NEW JER5EY ®®®®®®®®®®®®®©®®®®®®®®22 
 I2N. DAKOTA ®®®®®®©®®®®©®®®®®®®®® 21 
 
 13 ARIZONA ©®®®®®©®®®®®©®®©®®®®® 21 
 
 14 VERMONT ®®©®®®®®©©®®®®®©©®®®® 21 
 15. OREGON ®®®®®®®®®®®®®©®®©®®®® 21 
 I6.RH0DE ISLAND®®®®®®®®®®®®®®®®®®®®® 21 
 17 WYOMING ®®®®®®©@®®®®®®®®®®®® 20 
 
 18. UTAH ®®®®®®®®®©©®®®®®©®®® 20 
 
 19. MINNESOTA ®®®®®®®®®®®®®®®®®®®® 20 
 2Q IDAHO ©®®®®®®©®®®®®®®®®®®®20 
 
 21 N. HAMPSHIRE ®©®®®®®®®®®®®®®®®®®® 20 
 
 22 5. DAKOTA ®®®®®®®®®®®®®®®®®©®® 20 
 23.10WA ®®®®®®®®®(|)®®®®®©®®®® 20 
 24.1NDIANA , ®©®®®®®®®®®®®®®@®®® I9 
 
 25. MICHIGAN 
 
 ®®®®®®®®®®®®®®®®®© 18 
 
 26 PENNSYLVANIA®®®®©®®®®®®®®®®®®® 18 
 
 27 NEBRASKA 
 
 ®®®®®®@®®®®®©®®®®® 18 
 
 28. MAINE 
 
 ®®®®®®®®©®®@©®@®® 17 
 
 29 KANSAS 
 
 ®©®®®®®®®®®®®®®® 16 
 
 30 WISCONSIN 
 
 ® ®®®®@®® @©®@®®© 1 5 
 
 31 MISSOURI 
 
 ®®®®®®®®®®®@®® 14 
 
 32 OKLAHOMA 
 
 ®®®®®®©®®®®®® 13 
 
 33 W VIRGINIA 
 
 ®®©©®®® ®®©® 1 1 
 
 54. DELAWARE 
 
 ® ®©©®®®® ®® ® 1 1 
 
 35. MARY LAND 
 
 ®®®®®®©®®® 10 
 
 36.rLORI0A 
 
 ®©®®®®©® 8 
 
 37 N MEXICO 
 
 ®®®®©®®® 8 
 
 38 LOUISIANA 
 
 ®®@®®©® 7 
 
 39 TEXAS 
 
 ®©®®@®®7 
 
 40. KENTUCKY 
 
 ®®®®©®®7 
 
 41 VIRGINIA 
 
 ®®®®®® 6 
 
 42 ARKANSAS 
 
 ®©®®®® 6 
 
 43 TENNESSEE 
 
 ®®®®©® 6 
 
 44 GEORGIA 
 
 ®®®®4 
 
 45 MISSISSIPPI 
 
 ®®®®4 
 
 46 ALABAMA 
 
 ®®®®4 
 
 47 N CAROLINA 
 
 ©©©©4 
 
 48 .5. CAROLINA 
 
 ®®®3 
 
 An\ual Expenditure for School Purposes for Children of School Age in Each 
 
 State in 1910 
 The diagram shows the amount that would be expended for each child were the total ex- 
 penditure distributed equally among the children of school age. 
 
EXPENDITURE 
 
 PER 
 
 CHILD 
 
 OF 
 
 SCHOOL 
 
 AGE 
 
 ANNUAL EXPENDITURE FOR PUBLIC 
 SCHOOLS, CHILDREN OF SCHOOL AGE, 
 AND AVERAGE ANNUAL EXPENDI- 
 TURE PER CHILD, IN EACH STATE IN 
 1910 
 
 state 
 
 Ala 
 
 Ariz. . . . 
 
 Ark 
 
 Cal 
 
 Colo. . . . 
 Conn. . . 
 Del. . . . 
 
 Fla 
 
 Ga 
 
 Idaho . . 
 
 Ill 
 
 Ind 
 
 Iowa . . . 
 ICans. . . 
 
 Ky 
 
 La 
 
 Me 
 
 Md 
 
 Mass. . . 
 Mich. . . 
 Minn. . . 
 Miss. . . . 
 
 Mo 
 
 Mont.. . 
 Nebr. . . 
 Nev. . . . 
 
 N. H 
 
 N. J 
 
 N. Mex. 
 
 N. Y 
 
 N. C. .. 
 N. Dak. 
 Ohio , . . 
 
 Okla 
 
 Oreg. . . 
 
 Pa 
 
 R. I 
 
 S. C 
 
 S. Dak. 
 Tenn. . . 
 
 Tex 
 
 Utah . . 
 
 Vt 
 
 Va 
 
 Wash. . . 
 W. Va. . 
 
 Wis 
 
 Wyo 
 
 Rank 
 
 Children 
 
 of school 
 
 age a 
 
 EXPENDrTURE 
 SCHOOLS 
 
 FOR 
 
 
 Total b Per child 
 
 46 
 
 667, 7SS 
 
 12,837,537 
 
 54 
 
 13 
 
 39,132 
 
 817,023 
 
 21 
 
 42 
 
 526,387 
 
 2,954,320 
 
 6 
 
 2 
 
 507,279 
 
 13,674,209 
 
 27 
 
 7 
 
 188,76s 
 
 4,442,199 
 
 24 
 
 10 
 
 213,064 
 
 4,659,715 
 
 22 
 
 34 
 
 49,865 
 
 523,695 
 
 II 
 
 36 
 
 181,277 
 
 1,492,34s 
 
 8 
 
 44 
 
 824,180 
 
 3,702,373 
 
 4 
 
 20 
 
 89,620 
 
 1,767,140 
 
 20 
 
 8 
 
 1,241,719 
 
 28,984,711 
 
 23 
 
 24 
 
 666,075 
 
 12,771,428 
 
 19 
 
 23 
 29 
 40 
 38 
 28 
 35 
 
 4 
 25 
 19 
 45 
 31 
 
 6 
 27 
 
 5 
 21 
 11 
 37 
 
 3 
 47 
 12 
 
 9 
 32 
 15 
 26 
 16 
 48 
 22 
 43 
 39 
 IS 
 14 
 41 
 
 1 
 33 
 30 
 17 
 
 584,060 
 492,444 
 686,286 
 504,326 
 158,093 
 341,402 
 630,880 
 697,208 
 589,258 
 603,619 
 931,534 
 
 76,862 
 349.856 
 
 17.089 
 
 78,673 
 559.292 
 
 80,572 
 
 1. 7 99 .945 
 
 663.850 
 
 166,346 
 
 977,854 
 
 514,690 
 
 161,958 
 
 1,716,608 
 
 102,732 
 
 S13.678 
 
 167.488 
 
 660.008 
 
 1.285.342 
 
 IIS. 212 
 
 72,294 
 627,807 
 250,879 
 352,399 
 635,790 
 
 30,770 
 
 11.413. 
 8,082, 
 4.6S7. 
 3.588. 
 2,683, 
 3,482. 
 
 16.012. 
 
 12,521. 
 
 11,745, 
 2,663, 
 
 13,067, 
 
 1,872, 
 
 6,167, 
 
 419. 
 
 1,548, 
 
 12.189, 
 646, 
 
 45,786, 
 2,370, 
 3,546, 
 
 21,606, 
 6,739, 
 3.366, 
 
 30.795, 
 2.108, 
 1.687, 
 3.289, 
 3.678, 
 8.799 
 2,308, 
 1,507 
 3,817 
 7,908 
 3,700 
 9,271 
 62 
 
 123 
 
 930 
 
 450 
 
 848 
 
 153 
 
 S06 
 
 ,722 
 
 583 
 
 4ISC 
 
 992 
 
 193 
 
 785 
 
 327 
 
 ,268 
 
 ,611 
 
 .257 
 
 ,811 
 
 ,810 
 
 ,211 
 
 ,92s 
 
 ,950 
 
 ,216 
 
 ,004 
 
 ,607 
 
 ,2S4 
 
 ,374 
 
 ,342 
 
 ,838 
 
 ,594 
 
 ,385 
 
 ,876 
 
 ,02s 
 
 ,866 
 
 ,290 
 
 ,852 
 
 ,694 
 
 16 
 
 7 
 
 7 
 
 17 
 
 4 
 14 
 24 
 
 25 
 
 4 
 
 32 
 II 
 IS 
 
 a Pupils in private schools not included, 
 b Current expenditures only. Outlays — sites, new build- 
 ings, and equipment — are not included, 
 c Includes payment of debts. 
 
 [9] 
 
 The Question of Dollars 
 
 Children, teachers, and buildings 
 are the principal elements in any 
 school system, and the abundance 
 and excellence of the last two 
 depend almost entirely on the 
 amount of money expended for 
 them. Better teachers can be 
 secured only by paying higher 
 salaries. More and better schools 
 can be secured only by paying 
 more money for sites, buildings, 
 and equipment. Educational prog- 
 ress involves increased expendi- 
 ture. 
 
 Expenditure per Child of School 
 Age 
 
 If in any state we find the total 
 current expenditure for school 
 support and divide by the total 
 number of children of school age, 
 not taking into account those who 
 are in private schools, the result 
 is the average expenditure per 
 child of school age. It is by this 
 process that the accompanying 
 diagram and table have been 
 prepared. In compiling these re- 
 sults, permanent investments and 
 outlays, such as the purchase of 
 school sites, erection of new 
 buildings, bond payments, etc., 
 are not taken into account. This 
 rule has been followed so that the 
 results would be as fair to each 
 state as they are to any other. 
 
 The Child Versus the Dollar 
 
 At the head of the diagram we 
 find one state which spends more 
 than $30 per year for each child 
 of school age within its borders. 
 At the low end is one which spends 
 only $3 per child. The discrep- 
 ancies between the records of 
 other states are only less great. 
 In the long run, states, like in- 
 dividuals, purchase about what 
 they pay for, not much more and 
 not much less. 
 
DAYS OF SCHOOLING PER YEAR IF EACH CHILD GOT HIS SHARE 
 
 I MASSACHUSETTS: 
 
 Z. CONNECTiCUT : 
 
 i NEW YORK •.' 
 
 4 RHODE ISLAND :■ 
 
 5 VERMONT 
 
 6. OHIO :■ 
 
 7 MICHIGAN ;- 
 
 a ILLINOIS : 
 
 a MAINE 
 
 10. WASHINGTON : 
 ir. NEW JERSEY : 
 
 : :•; :•: . i3i 
 : ;•: :• izs 
 
 117 
 . 116 
 IIS 
 113 
 109 
 108 
 107 
 107 
 107 
 
 11. IOWA :•: ;•: :•: :•: :•: :•: :■: :•: :•: :•: :■: :•: :•: :•: :•: :•: :•: :•: :•: :■: :•: . loe 
 
 13. N. HAMPSHIRE :•: :■: :•: :•: :•: :•: :•: :■: :•: :•: :■: :•: :•: :•: :•: ;•: :•: ■"•: :•: .•: :•• lo* 
 
 14. CALIFORNIA :•: :•: :■: :•: :-: :•: :•: ;•: :•: :•: :•: :■: :•: :•: :•: ;•: :•: :■: :■: ;•: :• 103 
 
 15. MONTANA :•: :•: :•: :•: :•: :•: :■: :•: :•: :•: :■'■ ■■• ■•: :■•■ '■■'■ :•: :■: :■: ■'■ '■■■ as 
 
 16. PENNSYLVANIA :•: :•■• :•: ."•". :•: :•: :••• :•". :■: :-: :■: :•■- :■: ;•: :•: :•: :•■■ :•■• :•: :•• 99 
 
 17. UTAH :■: :•: :■: :■: :•: :•: :•: :•: :•: :•: :■: :•: :•: :•: :■: :•: :•: :•: :-: :•• 99 
 
 18. KANSAS :•: :•; :•: .■•: :■: :•: :•: :■: :•: :•: :•: :■: :•: ;•: :■: :■: :•: ;•; :■: : 37 
 
 19. NEBRASKA :•: ."•: :•: :•: :•: :•: :•: :•; ;•: :•: :■: :■■. :•; :•: :•; :■: ;•: :•: ;•: 95 
 za INDIANA :•: :•: :■: :•: :•; :•: :•: ;■: ;•: :•: :•: ;•; :•■. :•: :•: :•: :■: :•: :■ 93 
 21. WISCONSIN :•: :■: :■: :•: :•: :•: ;•: :■: :■: :•: :■: ;•: :•: :•: :•; :•: :•: :•: . 9\ 
 zz. COLORADO :■: :•: :•: :•: ;•; :•: :■: :•: ;•: :•: :•: :•: :■: :■: :•: :-: :•: :•. 89 
 
 Z5. ORE6ON :•: :•: :■: :•: :•; :•: :■: .■•: :•: :•: :■: :■: :•: :•: :•: :•: :■: :■ se 
 
 24. MINNESOTA :•: :•: :•: :•: ;•: :■: :•: :•: :•: :•: :•: :•: :•: :■; :■: :•: :•: :• as 
 
 za MISSOURI :•: :■: :•: :■: :■: :■: :•: :•: :•: :■: :■: :■: :•: :•: ;•: :•: : az 
 
 Z6. WY0MIN9 :•: :■: :•: :•: :■: :•: ;■: .•■: :•: ;•: :•: ;•: :•: :•: :•; :•; . si 
 
 z7. N. DAKOTA :■: .'■: :■•. :•: :■: :•: :•: :■: :•; :■: :•: :•: :•: :■: :•: :•; ao 
 
 28. s. DAKOTA .•: :■: :•: :•: :•: :■: :•: :•■. :•; :•: :•: :•: :•: :•: :•: :•. 79 
 
 za MARYLAND .••; :-: :•: :■: :•: :■; :■: :■: :•". :■.• :.: :•: :•: :■: :■: :•. 73 
 
 so oeLjAWare :•: :•: :•: :•: :■: :•: :■: :■: :•: :•: :■: :•: :■: :•: :•: :• 78 
 
 31. IDAHO :•: :■: :■: :•: :•: :•: :■: :■: :•: :■: :•: :•: :■: :•: :■: :• 78 
 
 32. W.VIRGINIA '.< x x :•: :•: :•: :■: :•: :•: :•: :■: :■: :•: :•: : 7z 
 53. TENNESSEE :•: :•: :-: :•: :•: :•: :■: :■: ;•: :■: :■: ;■: :•; :•: : 72 
 
 34. ARIZONA :•: :•: :•: :•: :•: :■: :•: :•: :•: :•: :•: :•: :■: :■: 70 
 
 35. FLORIDA :•: ;■: :■: :-; :•: :•: :•: :•: :•: :•: :•: :■: :•: . 66 
 se. OKLAHOMA :•: :•: :•: :■: :•: :•: :•: :-; :•: :•: :■: :•: :•: 65 
 
 37 NEVADA :■: :•: :■: :■: :•: :■: :■; :•: :•: ;•: :•: :•: :■ 63 
 
 35 GEORGIA :•: :•: :•: :•: :•: :•: :■: :•: :■: :•: :•: :•: : ez 
 
 39. MISSISSIPPI :•: ;-: :•: :•: :•: :•: :•: :•: :•: :•: :•: :• ss 
 
 AO. VIRGINIA :■: :•: :•: :■: :■: :■: :•: :•: :•: :■: .■•: :• se 
 
 41. KENTUCKY :•: :•: :•: :•: :■: :••. :•: :•: :•: :•: :■: : b/ 
 
 42 TEXAS :•: :•: :•: :•: :•: :•: :•: :■; :■: ;•: :•: . se 
 
 43. ARKANSAS :•: x :•: :■: :■: :•: :•: :•: :•: ■.•: : sz 
 
 44. N. cAROLi NA :•: :•: :•: :•: :•: :■: ;•: :•: :•: :■: . 51 
 4a a. CAROLINA :•: :•: :•: :•: ••:. :•: :••■ :•: :•: '.•: so 
 
 46. LOUISIANA :•: :■•. :•: :•: :■; :■: :•: :•: :•; :•. 49 
 
 47. ALABAMA :•: :•: :•: :•: :•: :•: ;•■. :•: :•; ; 47 
 48. N.MEXICO :•: :■: :•: x :■: :•: :•: :•: :■: . 46 
 
 Average Days of Schooling Per Child of School Age in Each State in 1910 
 Each dot represents one day of schooling for one child. The total is the number of days 
 of schooling each child would receive were the schooling provided by the State dis- 
 tributed equally among the children of school age. 
 
 10] 
 
DAYS OF SCHOOLING PER YEAR IF EACH CHILD GOT HIS SHARE 
 
 CHILDREN OF SCHOOL AGE, AGGREGATE 
 DAYS OF ATTENDANCE, AND AVERAGE 
 DAYS OF ATTENDANCE PER CHILD, IN 
 EACH STATE IN 1910 
 
 Ala 
 
 Ariz. . . . 
 
 Ark 
 
 Cal. . . . 
 Colo. . . . 
 Conn. . . 
 
 Del 
 
 Fla 
 
 Ga 
 
 Idaho . . 
 
 Ill 
 
 Ind 
 
 lovra . . 
 Kans. . . 
 
 Ky 
 
 La 
 
 Me 
 
 Md 
 
 Mass. . . 
 Mich. . . 
 Minn. . . 
 Miss. . . 
 
 Mo 
 
 Mont. . . 
 Nebr. . . 
 Nev. . . . 
 N. H. . 
 
 N.J 
 
 N. Mex. 
 N. Y. . . 
 N. C... 
 N. Dak. 
 Ohio . . . 
 Okla. . . 
 Oreg. . . 
 
 Pa 
 
 R. I 
 
 S. C 
 
 S. Dak. 
 Tenn. . . 
 
 Tex 
 
 Utah. . 
 
 Vt 
 
 Va 
 
 Wash. . . 
 W. Va. . 
 
 Wis 
 
 Wyo 
 
 ATTENDANCE 
 
 Children j 
 
 of school I Average 
 
 age a Total in days | per 
 child 
 
 47 
 34 
 43 
 14 
 22 
 
 2 
 30 
 35 
 3S 
 31 
 
 S 
 20 
 12 
 IS 
 41 
 46 
 
 9 
 29 
 
 1 
 
 7 
 24 
 39 
 25 
 15 
 19 
 37 
 13 
 11 
 48 
 
 3 
 44 
 27 
 
 6 
 36 
 23 
 16 
 
 4 
 45 
 28 
 33 
 42 
 17 
 
 5 
 40 
 10 
 32 
 21 
 26 
 
 667,75s 
 
 39.132 
 526,387 
 507,279 
 188,765 
 213,064 
 
 49,86s 
 181,277 
 824,180 
 
 89,620 
 1,241,719 
 666,075 
 584,060 
 492.444 
 686,286 
 504.326 
 158,093 
 341,402 
 630,880 
 697,208 
 589,258 
 603,619 
 931,534 
 
 76,862 
 349,856 
 
 17,089 
 
 78,673 
 559,292 
 
 80,572 
 
 1,799,945 
 
 663,850 
 
 166,346 
 
 977,854 
 
 514,690 
 
 161,958 
 
 1,716,608 
 
 102,732 
 
 513,678 
 
 167,488 
 
 660,008 
 
 1,285,342 
 
 115,212 
 
 72,294 
 627,807 
 250,879 
 352,399 
 635,790 
 
 30,770 
 
 31,273,831 
 
 2,723,845 
 27,171,877 
 52,187,408 
 16,773,120 
 27,185,993 
 
 3,891,504 
 11,962,086 
 51,413,594 
 
 6,985,739 
 t33.683,336 
 61,854,660 
 61,950,616 
 47,632,292 
 39,399,500 
 24,778,489 
 16,984,918 
 26,965,790 
 82,600,740 
 75.831,318 
 51,885,786 
 34.977,0l8b 
 76,001,416 
 
 7,625,521 
 33,289,613b 
 
 1,075,190b 
 
 8,216,564 
 59,660,041 
 
 3,738,900 
 
 210,559,101 
 
 33,763,036 
 
 13,285,028 
 
 110,252,480 
 
 33,232,780b 
 
 14,290,314 
 
 170,248,880 
 
 11,915,340 
 
 25,622,482 
 
 13,281,548 
 
 47,313,890 
 
 71,354,468 
 
 11.413,557 
 
 8,336,705 
 36,315,160 
 26,875,936 
 25,446,600 
 57,679,070 
 
 2,484,097 
 
 47 
 70 
 52 
 
 103 
 89 
 
 128 
 78 
 66 
 62 
 78 
 
 108 
 93 
 
 106 
 97 
 57 
 49 
 
 107 
 79 
 
 131 
 
 109 
 88 
 58 
 82 
 99 
 95 
 63 
 
 104 
 
 107 
 46 
 
 117 
 SI 
 80 
 
 113 
 65 
 88 
 99 
 
 116 
 50 
 79 
 72 
 56 
 99 
 
 tiS 
 58 
 
 107 
 72 
 91 
 
 a Pupils in private schools not included. 
 b Statistics of 1908-9. 
 
 Measuring the Quantity of Edu- 
 cation 
 
 The most efficient measure of the 
 quantity of education which a 
 school system gives the children of 
 a state is one which combines the 
 two factors of the problem — iirst, 
 the number of children to be 
 educated, and second, the amount 
 of education supplied. The ac- 
 companying table and diagram 
 give the results of measuring by 
 such a standard the education 
 supplied in each state. The num- 
 ber of children of school age is 
 easily determined. The amount 
 of education supplied by the 
 pubhc schools is expressed by the 
 aggregate number of days of 
 schooling given in one year. 
 (One day of schoohng is the at- 
 tendance of one child one day.) 
 Dividing the total number of 
 days of schoohng by the number 
 of children of school age, we get 
 the average amount of schoohng 
 supplied per capita of school 
 population. This measure in- 
 cludes every element affecting 
 the quantity of instruction — 
 length of school year, regularity 
 of attendance, and total number 
 of children. 
 
 A Low National Record 
 
 The standard school month con- 
 sists of 20 school days. On the 
 basis of an equal distribution of 
 instruction given among aU the 
 children of school age, the ef- 
 fective school year in the state 
 making the best record is less 
 than seven school months. Tak- 
 ing the country as a whole it is 
 hardly more than four school 
 months, and in nearly a quarter 
 of the states it is less than three 
 school months. As a nation the 
 United States has a shorter school 
 day, a shorter school week, and 
 a shorter school year than any 
 other highly civihzed country in 
 the world. 
 
 [II] 
 
HOW LONG 
 
 YEAR AND HOW MUCH ATTENDANCE 
 
 RHODE ISLAND 
 
 NEW YORK 
 
 MASSACHUSETTSg^aaiHi^ 
 
 MARYLAND 
 
 CONNECTICUT 
 
 MONTANA 
 
 NEW JERSEY 
 
 CALIFORNIA 
 
 WISCONSIN 
 
 NEBRASKA 
 
 DELAWARE 
 
 WASHINGTON 
 
 IOWA 
 
 MICHIGAN 
 
 ILLINOIS 
 
 OHIO 
 
 PENNSYLVANIA^ 
 
 a DAKOTA 
 
 UTAH 
 
 N.HAMPSHIRE 
 
 KANSAS 
 
 VERMONT 
 
 MAINE 
 
 COLORADO 
 
 4, 
 5. 
 
 e. 
 
 7. 
 
 8. 
 
 9. 
 10. 
 II . 
 12. 
 
 13. 
 
 14. 
 15. 
 
 le. 
 
 17. 
 
 18. 
 
 19. 
 20. 
 21. 
 22, 
 23. 
 ZA-. 
 
 ZS. MISSOURI 
 
 26. MINNESOTA 
 
 27. N. DAKOTA 
 
 28. INDIANA- 
 
 29. NEVADA 
 50. GEORGIA 
 31. WYOMING 
 5Z. OKLAHOMA 
 35. VIRGINIA 
 54. OREGON 
 
 35. IDAHO 
 
 36, LOUISIANA 
 
 37. 
 38. 
 ZS. 
 40. 
 41. 
 42. 
 43. 
 44. 
 45. 
 
 47. 
 
 48. 
 
 ARIZONA 
 
 W.VIRGINIA 
 
 TEXAS 
 
 TENNESSEE 
 
 KENTUCKY 
 
 MISSISSIPPI 
 
 ALABAMA 
 
 ARKANSAS 
 
 FLORIDA _____ 
 
 S, CAROLINA bm-m#.' 
 
 N. CAROLINA 
 
 N, MEXICO 
 
 Length of School Year and Average Attendance in Each State in igio 
 Each small square represents one day the schools are kept open. Shaded portion indicates 
 
 average attendance. 
 
HOW LONG 
 
 YEAR AND HOW MUCH ATTENDANCE 
 
 AVERAGE NUMBER OF DAYS PUBLIC 
 SCHOOLS WERE KEPT OPEN, AVERAGE 
 NUMBER OF DAYS OF ATTENDANCE 
 BY EACH PUPIL ENROLLED, AND 
 AVERAGE PER CENT OF ATTEND- 
 ANCE IN EACH STx\TE IN 1910 
 
 state 
 
 DAYS SCHOOLS 
 WERE OPEN 
 
 DAYS ATTENDED 
 
 . ! Xum- 
 
 ■I ber 
 
 Ala 
 
 Ariz. . . . 
 Ark. . . . 
 
 Cal 
 
 Colo 
 
 Conn. . 
 
 Del 
 
 Fla 
 
 Ga 
 
 Idaho . . 
 
 Ill 
 
 Ind 
 
 Iowa . . . 
 Kans. . . 
 
 Ky 
 
 La 
 
 Me 
 
 Md... . 
 Mass. . . 
 Mich. . . 
 Minn. . . 
 Miss. . . 
 
 Mo 
 
 Mont. . . 
 Nebr. . . 
 
 Nev 
 
 N. H. . . 
 
 N. J 
 
 N. Mex. 
 N. Y. . . 
 N. C. . . 
 N. Dak. 
 Ohio . . . 
 Okla. . . 
 Oreg. . . 
 
 Pa 
 
 R.I 
 
 S. C 
 
 S. Dak. 
 Tenn. . . 
 
 Tex 
 
 Utah . . . 
 
 Vt 
 
 Va 
 
 Wash. . 
 W. Va. . 
 Wis. . . . 
 Wyo. . . . 
 
 43 
 37 
 44 
 
 8 
 24 
 
 S 
 11 
 45 
 30 
 35 
 15 
 28 
 13 
 21 
 41 
 36 
 23 
 
 4 
 
 3 
 14 
 26 
 42 
 25 
 
 6 
 10 
 29 
 20 
 
 7 
 48 
 
 2 
 47 
 27 
 16 
 32 
 34 
 17 
 
 1 
 46 
 18 
 40 
 39 
 19 
 22 
 33 
 12 
 38 
 
 9 
 31 
 
 I17.3 
 
 135.5 
 
 106.5 
 
 182.0 
 
 1560 
 
 184.7 
 
 172.5 
 
 106.0 
 
 144.4 
 
 137.0 
 
 171.0 
 
 147.0 
 
 172.0 
 
 163.5 
 
 125.0 
 
 I3S.6 
 
 IS9.0 
 
 185.0 
 
 186.0 
 
 17 1. o 
 
 149.0 
 
 123.0a 
 
 155-0 
 
 184.5 
 
 174.0a 
 
 145-3 
 
 164.0 
 
 184.0 
 
 loo.o 
 
 187-S 
 
 101.9 
 
 147.3 
 
 170.0 
 
 140.0 
 
 138.0 
 
 170.0 
 
 193-0 
 
 lOS.I 
 
 165.9 
 130.0 
 I3I-0 
 164-8 
 I60-0 
 140.0 
 172.0 
 
 134.0 
 
 180.0 
 
 140.9 
 
 Average 
 
 73-6 
 
 87-3 
 
 68.6 
 142.0 
 
 99.3 
 143.5 
 108.3 
 
 S0.9 
 
 92.5 
 
 91-3 
 133-7 
 I16.8 
 121.4 
 119.5 
 
 79.6 
 
 93-9 
 118.5 
 113.7 
 154-2 
 140.0 
 118.0 
 
 74-6a 
 107.7 
 115.5 
 118.9a 
 106.0 
 128.6 
 138.9 
 
 66.4 
 149.0 
 
 64-9 
 
 94-9 
 I3I-6 
 
 78.8a 
 121. 8 
 133.0 
 148.8 
 
 75-4 
 106.0 
 
 90.6 
 
 86.8 
 124.6 
 123. 1 
 
 90.4 
 124.7 
 
 92.2 
 124.4 
 lOl.S 
 
 Per 
 cent 
 
 62.8 
 64.2 
 64.5 
 77-9 
 63-7 
 77.5 
 63-0 
 70-3 
 62.3 
 67.1 
 77-9 
 79-3 
 70.3 
 73.0 
 63-7 
 69.3 
 74-4 
 61.3 
 82.9 
 82.0 
 79.2 
 55-8 
 69.4 
 62. s 
 68.0 
 72. 5 
 78.3 
 75-4 
 66.4 
 79.1 
 63.7 
 64. 5 
 77.4 
 66.1 
 
 87.8 
 
 78.3 
 
 76.8 
 
 71.8 
 
 63.5 
 
 69-8 
 
 66.3 
 
 75.6 
 
 78.2 
 
 64.6 
 
 72.3 
 
 68.5 
 
 69.1 
 
 68.0 
 
 44 
 38 
 37 
 10 
 39 
 12 
 43 
 23 
 46 
 31 
 11 
 4 
 22 
 18 
 40 
 26 
 17 
 47 
 2 
 3 
 5 
 48 
 25 
 45 
 29 
 19 
 7 
 16 
 32 
 6 
 41 
 36 
 13 
 34 
 1 
 8 
 14 
 21 
 42 
 24 
 33 
 15 
 9 
 35 
 20 
 28 
 27 
 30 
 
 a Statistics of 1908-9. 
 
 The Short School Year 
 
 The ordinary child attending school 
 nine or ten months each year re- 
 quires from eight to ten years to 
 complete the elementary school 
 course. Relatively few children re- 
 main in school so long, yet only 
 nine of the 48 states keep their 
 schools open nine months or more. 
 
 The Short Attendance Year 
 
 Our school years are short, but our 
 attendance years are shorter still. 
 In the diagram on the opposite 
 page each small square represents 
 one day that the schools are kept 
 open. The shaded portion indi- 
 cates the average number of days 
 of attendance. In some states, 
 such as Maryland and Missis- 
 sippi, the average attendance is 
 only about 60 per cent of the school 
 year. In others, like Oregon and 
 Massachusetts, it is more than 80 
 per cent. Lengthening the school 
 year without provision for securing 
 regular attendance increases school 
 expenditures without obtaining a 
 corresponding return in educational 
 results. 
 A 22- Year Elementary Course 
 A school boy in North Carolina or 
 New Mexico, with an attendance 
 based on the average effective 
 school year in those states — from 
 65 to 66 days — would need over 
 22 years to complete an elementary 
 course of eight years of nine school 
 months each. On this basis, if 
 he entered school at the age of five, 
 he would get his eighth grade cer- 
 tificate at 27. Such conditions 
 partly account for the fact that in 
 
 I many states few of the children 
 enrolled ever reach the upper grades 
 
 i and the high school. 
 
 [13] 
 
COMPULSORY 
 
 ATTENDANCE 
 
 LEGISLATION 
 
 [14] 
 
COMPULSORY ATTENDANCE LEGISLATION 
 
 Three Centuries of Progress 
 
 Education was made compulsory in Germany and Massachusetts in 
 the 17th century, in France and more than half of the United States 
 in the 19th century, and in all but 12 of the remaining states of the 
 Union in the 20th century. 
 Present Status 
 
 At the present time six of our states have no laws at all. They are 
 represented on the map in black. Six more have laws which apply 
 to only part of their territories. These are represented on the map 
 by diagonal lines. The rest of the states have clear surfaces which 
 means that they have compulsory attendance laws which apply to the 
 whole state. 
 
 Factors Determining the Efficiency of Laivs 
 
 There are five factors of paramount importance in determining the efih- 
 ciency of compulsory education laws. The first is the number of years of 
 attendance required. The second is the amount of attendance required 
 each year. The third is the means provided for locating and enumerating 
 the children. The fourth is control of quality of work in private schools. 
 The fifth is the kind of provision for enforcing the law. The laws of the 
 different states vary enormously as to these prime factors. 
 
 Years of Attendance 
 
 Some of the states require school attendance only from the ages of 
 eight to twelve — a period of four years, whereas at the other end of 
 the scale are found states which require from their future citizens 
 attendance at school between the ages of seven and seventeen — a 
 period of ten years. 
 
 Amount of Attendance Each Year 
 
 Some states require attendance for only twelve weeks per year, but 
 the more enlightened ones insist that the children must attend during 
 the entire term that the public schools are kept open. In the most 
 progressive localities this amounts to ten months per year. 
 
 Locating and Enumerating the Children 
 
 An efficient compulsory attendance law requires adequate registration 
 of the children of school age. The more advanced laws provide for 
 periodical school censuses which register all of the children by age 
 and sex, and state which ones are in public schools, which ones in 
 private schools, and which ones not in any school. 
 
 Inspection of Private Schools 
 
 Little is accomplished for the state by requiring school attendance if 
 no control can be had over the quality of instruction received during 
 that attendance. Supreme court decisions in several states have 
 confirmed the right of the commonwealth to inspect private schools 
 and maintain a reasonable standard of efficiency in them. 
 
 Enforcement of Laws 
 
 Connecticut has a special agent with assistants who enforce the 
 compulsory education law and do it efficiently. Most states leave 
 the matter of enforcement to local authorities, and in not a few cases 
 the law's machinery is so defective that it is almost non-operative. 
 It is far better for a law to have few and moderate provisions well 
 enforced than for it to have many ambitious ones not enforced. 
 
 [15I 
 
WHAT THEY HAVE 
 
 Amount Expended for Schools for Each |ioo of Wealth (Estimated 
 [i6] 
 
WHAT THEY SPEND 
 
 ALUATION OF ALL ReAL AND PERSONAL PROPERTY) IN EaCH StATE IN I9IO 
 
 [17] 
 
DAILY COST PER CHILD ATTENDING 
 
 I. NEVADA ••••••••••••••••••••••••••••••••••••••• ^ 
 
 2. ARIZONA •••••••••••••••••••••••••••••• fO 
 
 3. WASHINGTON •••••••••••••••••••••••••••••• ^^ 
 
 4. N. DAKOTA ••••••••••••••••••••••••••• 27 
 
 5. WYOMING ••••••••••••••••••••••••••• 27 
 
 6. COLORADO ••••••••••••••••••••••••••• 27 
 
 7. CALirORNIA •••••••••••••••••••••••••• 26 
 
 8. IDAHO ••••••••••••••••••••••••• 25 
 
 9. S.DAKOTA ••••••••••••••••••••••••• 25 
 
 10. MONTANA ••••••••••••••••••••••••• 25 
 
 1 1 . OREGON •••••••••••••••••••••••• 24 
 
 12. MINNESOTA ••••••••••••••••••••••• 23 
 
 13. ILLINOIS •••••••••••••••••••••• 22 
 
 14. NEW YORK •••••••••••••••••••••• 22 
 
 I 5. INDIANA ••••••••••••••••••••• 21 
 
 16. NEW JERSEY •••••••••••••••••••• 20 
 
 17 UTAH ••••••••••••••••••••20 
 
 18. OHIO ••••••••••••••••••••20 
 
 19. MASSACHUSETTS^^^^^^^^^^^^^^^^^^^ 19 
 
 20. N. HAMPSHIRE^^^^^^^^^^^^^^^^^^^ 19 
 
 21. NEBRASKA ••••••••••••••••••• 19 
 
 22 IOWA •••••••••••••••••• 18 
 
 23 PENN5YLVANIA^^^^^^^^»^«^«^^^^» 18 
 
 24 VERMONT ••••••••••••••••••18 
 
 25. RHODE ISLAND^^^^^^^^^^^^^^^^^^ IS 
 
 26. N.MEXICO •••••••••••••••••17 
 
 27. MISSOURI •••••••••••••••••17 
 
 28 CONNECTICUT •••••••••••••••••17 
 
 29 KANSAS •••••••••••••••••17 
 
 3Q MICHIGAN •••••••••••••••••17 
 
 31. WISCONSIN ••••••••••••••••16 
 
 32. MAINE ••••••••••••••••16 
 
 33 OKLAHOMA •••••••••••••••15 
 
 34 W.VIRGINIA •••••••••••••••15 
 
 35 LOUISIANA •••••••••••••••15 
 
 36 FLORIDA •••••••••••••• 14 
 
 37 DELAWARE ••••••••••••• 13 
 
 38. MARYLAND •••••••••••••13 
 
 39 TEXAS ••••••••••••12 
 
 40 KENTUCKY ••••••••••••12 
 
 41 ARKANSAS •••••••••••!! 
 
 42 VIRGINIA •••••••••••II 
 
 43 ALABAMA •••••••••9 
 
 44 MISSISSIPPI ••••••••& 
 
 45 TENNESSEE ••••••••6 
 
 46 GEORGIA •••••••/ 
 
 47 N.CAROLINA •••••••7 
 
 48 5.CAR0LINA •••••••7 
 
 Cost of One Day's Schooling for One Child in Each State in 1910 
 Each black dot represents one cent. 
 
 [18] 
 
DAILY 
 
 COST 
 
 PER 
 
 CHILD 
 
 ATTENDING 
 
 AGGREGATE DAYS OF ATTENDANCE, 
 TOTAL COST, AND COST PER CHILD 
 PER DAY, IN THE PUBLIC SCHOOLS 
 OF EACH STATE IN 1910 
 
 
 Rank 
 
 Days of 
 attendance 
 
 COST 
 
 State 
 
 Total b 
 
 Per child 
 per day 
 
 Ala 
 
 43 
 
 31,273,831 
 
 $2,837,537 
 
 9 cents 
 
 Ariz. ... 
 
 2 
 
 2,723.84s 
 
 817,023 
 
 30 ■' 
 
 Ark 
 
 41 
 
 27,171.877 
 
 2,954.320 , 
 
 II 
 
 Call ' 
 
 7 j 
 
 52,187,408 
 
 13,674,209 j 
 
 26 ■■ 
 
 Colo 
 
 6 
 
 16,773.120 
 
 4,442,199 
 
 27 ■ 
 
 Conn. . . . 
 
 2S 
 
 27,185.993 
 
 4.659,715 
 
 17 
 
 Del 
 
 37 
 
 3,891,504 
 
 523,695 
 
 13 " 
 
 Fla 
 
 36 
 
 11,962,086 
 
 1,492.345 
 
 14 " 
 
 Ga 
 
 46 
 
 51,413,594 
 
 3.702,373 
 
 7 " 
 
 Idaho . 
 
 8 
 
 6,985,739 
 
 1,767,140 
 
 25 ■ 
 
 Ill 
 
 13 
 
 133,683,336 
 
 28,984,711 
 
 22 
 
 Ind 
 
 15 
 
 61,854,660 
 
 12,771,428 
 
 21 
 
 Iowa .... 
 
 22 
 
 61.950,616 
 
 11,413,123 
 
 18 " 
 
 Kans. . 
 
 29 
 
 47.632,292 
 
 8,082,930 
 
 17 '• 
 
 Ky 
 
 40 
 
 39,399,500 
 
 4.657,450 
 
 12 
 
 La 
 
 35 
 
 24,778,489 
 
 3,588,848 
 
 15 " 
 
 Me 
 
 32 
 
 16,984,918 
 
 2,683,153 
 
 16 '■ 
 
 Md 
 
 38 
 
 26.965,790 
 
 3,482,506 
 
 13 " 
 
 Mass. . . . 
 
 19 
 
 82,600,740 
 
 16,012,722 
 
 19 " 
 
 Mich. . . 
 
 30 
 
 75,831,318 
 
 12,521,583 
 
 17 " 
 
 Minn. . . . 
 
 12 
 
 51,885,786 
 
 11,745.415 
 
 23 " 
 
 Miss 
 
 44 
 
 34,977.0l8a 
 
 2,663,992 
 
 8 •• 
 
 Mo 
 
 27 
 
 76.001,416 
 
 13,067,193 
 
 17 " 
 
 Mont. . . 
 
 10 
 
 7,625,521 
 
 1,872,785 
 
 25 
 
 Nebr 
 
 21 
 
 33,289,613a 
 
 6,167,327 
 
 19 " 
 
 Nev 
 
 1 
 
 1.075,190a 
 
 419.268 
 
 39 " 
 
 N. H 
 
 20 
 
 8,216,564 
 
 1,548,611 
 
 19 
 
 N. J 
 
 16 
 
 59,660,041 
 
 12,189,257 
 
 20 
 
 N. Mex... 
 
 26 
 
 3.738,900 
 
 646,811 
 
 17 
 
 N. Y 
 
 14 
 
 210,559,101 
 
 45,786,810 
 
 22 
 
 N. C 
 
 47 
 
 33,763.036 
 
 2,370,211 
 
 7 " 
 
 N. Dak. 
 
 4 
 
 13,285.028 
 
 3,546,925 
 
 27 
 
 Ohio .... 
 
 18 
 
 110.252,480 
 
 21.606,950 
 
 20 
 
 Okla. . 
 
 33 
 
 33,232,780a 
 
 6,739.216 
 
 15 " 
 
 Oreg. 
 
 11 
 
 14,290.314 
 
 3.366,004 
 
 24 " 
 
 Pa 
 
 23 
 
 170,248.880 
 
 30,795,607 
 
 18 " 
 
 R.I. 
 
 25 
 
 11,915,340 
 
 2,108,254 
 
 18 " 
 
 s. c 
 
 48 
 
 25,622,482 
 
 1,687,374 
 
 7 " 
 
 S. Dak. 
 
 9 
 
 13,281,548 
 
 3,289,342 
 
 25 " 
 
 Tenn. . . . 
 
 45 
 
 47,313,890 
 
 3,678,838 
 
 8 ■• 
 
 Tex 
 
 39 
 
 71,354,468 
 
 8,799,594 
 
 12 
 
 Utah ... 
 
 17 
 
 11,413.557 
 
 2,308.38s 
 
 20 
 
 Vt 
 
 24 
 
 8,336,70s 
 
 1,507.876 
 
 18 ■■ 
 
 Va 
 
 42 
 
 36,315,160 
 
 3,817,025 
 
 II 
 
 Wash 
 
 3 
 
 26,875.936 
 
 7.908,866 
 
 30 " 
 
 W. Va. . . 
 
 34 
 
 225,446,600 
 
 3,700,290 
 
 15 " 
 
 Wis 
 
 31 
 
 57,679.070 
 
 9,271,852 
 
 16 
 
 Wyo 
 
 5 
 
 2,484,097 
 
 628,694 
 
 27 
 
 a Statistics of 1908-9. 
 b Current expenditures only. Outlays- 
 ings, and equipment — are not included. 
 
 -sites, new build- 
 
 [19I 
 
 Actual Daily Cost 
 
 The daily expense per pupil at- 
 tending school is the cost of one 
 day's schooling for one child. As 
 a general rule the greater the cost 
 of schooling, the better it should 
 be, and within certain limits the 
 application of this principle is 
 valid. It is not vahd in the case 
 of some of the sparsely populated 
 western states, where the schools 
 are small and the average cost of 
 instruction proportionately high. 
 But it is safe to assume that Indiana, 
 which expends 21 cents for each 
 day of schooUng, gets better teach- 
 ers, provides better equipment, 
 and has better schools than Florida, 
 where a day's instruction costs 
 only 14 cents; and that the quality 
 of instruction in Florida is superior 
 to that in North Carolina where it 
 costs only 7 cents. 
 
 Low Cost Means Cheap Teaching 
 
 As the expense for teachers' salaries 
 constitutes the larger part of the 
 cost of maintenance and operation, 
 low cost necessarily involves cheap 
 teaching. The average annual sal- 
 ary for the fifteen states which 
 expend least per day is $304. In 
 some of them domestic service pays 
 better than teaching rural schools. 
 
 The Waste of Low Production 
 
 States which provide schools and 
 neglect to keep them filled, waste 
 a considerable part of their revenues. 
 A school with an average atten- 
 dance of ten pupils costs nearly as 
 much as one with an attendance of 
 forty. A mill equipped to grind 
 TOGO bushels of wheat per day will 
 make very expensive flour if it 
 has to run all day on 100 bushels. 
 Economic reasons, were there no 
 others, are sufficient justification 
 for compulsory attendance laws. 
 True economy in public school 
 administration consists in increas- 
 ing production rather than in 
 cutting down expenses. 
 
SCHOOL 
 
 MORTALITY 
 
 AND 
 
 SURVIVAL 
 
 3. MASSACHUSETTS 
 
 41.ALABAMA (v"' 
 
 40. NORTH Carolina! 
 
 39. KENTUCHV 
 
 J8. GEORGIA 
 
 36 NEW MEXICO rf 
 
 35. V/yoMING(T 
 
 54-. TENNE5SEEI 
 
 35. VIRGINIAI 
 
 3Z. NORTH DAKOTA 
 
 iS.MARYLANDi 
 
 Z7. DELAWARE 
 
 Z6 SOUTH DAKOTA 
 
 £5. MISSOURI 
 
 24. FENN5VLVANIA 
 
 WASHINGTON 
 
 II. RHODE I5LAND 
 
 25-NEW JERSEY 
 
 Z( WISCONSIN 19 CONNECTICUT 
 
 2ZiaiNOI5 20MINNE&0TA 'RMICHIGAN 
 
 I7KAN&A5 I6.0HIO 
 
 Pupils in High Schools and Colleges for Each i.ooo Pupils Enrolled in 
 Elementary Schools in Each State in 1910 
 
 [20] 
 
SCHOOL 
 
 MORTALITY 
 
 AND 
 
 SURVIVAL 
 
 PUPILS IN PUBLIC AND PRIVATE 
 ELEMENTARY SCHOOLS, HIGH 
 SCHOOLS, AND COLLEGES, IN 
 EACH STATE IN 1910 
 
 States are ranked in the descending order of 
 the proportion that high school pupils 
 are of elementary school pupils 
 
 PUPILS IN PUBLIC AND PRIVATE 
 SCHOOLS 
 
 Elementary I High College 
 
 Ala 
 
 Ariz 
 
 Ark 
 
 Cal 
 
 Colo 
 
 Conn. . . . 
 
 Del 
 
 Fla 
 
 Ga 
 
 Idaho . . . 
 
 Ill 
 
 Ind 
 
 Iowa .... 
 Kans. . . . 
 
 Ky 
 
 La 
 
 Me 
 
 Md 
 
 Mass. . . . 
 Mich. . . . 
 Minn. . . . 
 
 Miss 
 
 Mo 
 
 Mont. . . . 
 
 Nebr 
 
 Nev 
 
 N. H 
 
 N. J 
 
 N. Mex. . 
 
 N. Y 
 
 N. C 
 
 N. Dak. . . 
 
 Ohio 
 
 Okla 
 
 Oreg 
 
 Pa 
 
 R. I 
 
 S. C 
 
 S. Dak. . . 
 Tenn. . . . 
 
 Tex 
 
 Utah 
 
 Vt 
 
 Va 
 
 Wash 
 
 W. Va. . . 
 
 Wis 
 
 Wyo 
 
 41 
 44 
 47 
 
 2 
 12 
 19 
 27 
 37 
 38 
 31 
 22 
 
 6 
 10 
 17 
 39 
 42 
 
 7 
 29 
 
 3 
 18 
 20 
 46 
 25 
 28 
 14 
 13 
 
 1 
 23 
 36 
 15 
 40 
 32 
 16 
 43 
 
 5 
 24 
 11 
 45 
 26 
 34 
 30 
 
 9 
 
 8 
 33 
 
 4 
 48 
 21 
 35 
 
 430,897 
 
 39.650 
 393,730 
 362,804 
 160,084 
 216,236 
 
 37,747 
 152,447 
 547,178 
 
 74.803 
 1,102,371 
 506,699 
 517,488 
 381,693 
 503,313 
 291,759 
 145,064 
 248,470 
 571,157 
 560,676 
 431,438 
 467,481 
 710,720 
 
 69,760 
 
 269,674 
 
 9,828 
 
 70,195 
 468,162 
 
 59,744 
 1,574.499 
 533.203 
 136,106 
 870,388 
 417,171 
 114.854 
 1,383.152 
 
 90,399 
 344.565 
 121,938 
 543,534 
 797,474 
 
 90,591 
 
 66,598 
 410,507 
 203,375 
 273,143 
 487,686 
 
 23.924 
 
 11,131 
 1,478 
 
 9,012 
 
 41,558 
 13,497 
 
 16,526 
 2,107 
 
 4,665 
 
 16,62s 
 
 3,393 
 75,979 
 48,250 
 46,262 
 30,050 
 14.883 
 
 7,643 
 13.424 
 11.574 
 63,072 
 43,200 
 32,052 
 11,046 
 41,187 
 
 3.534 
 
 22,051 
 
 836 
 
 8,314 
 29,207 
 
 2,072 
 
 131.16s 
 
 IS.617 
 
 6,047 
 70,889 
 10,612 
 10,956 
 78,808 
 
 7,551 
 
 8,346 
 
 7,427 
 20,083 
 36,978 
 
 8,146 
 
 6,017 
 18, 105 
 20,574 
 
 6,064 
 35.457 
 
 1.083 
 
 4,602 
 
 400 
 
 2,176 
 
 11,112 
 
 4.433 
 
 4.895 
 
 212 
 
 627 
 
 6.016 
 
 706 
 
 27,812 
 
 15.219 
 
 10,443 
 9.023 
 6,681 
 3,714 
 2,889 
 5,885 
 
 18,787 
 
 14.541 
 9.536 
 3.162 
 
 14.372 
 
 571 
 
 7.480 
 
 220 
 
 1,641 
 
 4,519 
 
 330 
 
 30,500 
 6.594 
 1.365 
 
 16,756 
 4.831 
 2.781 
 
 31,750 
 1. 552 
 4.893 
 1,721 
 7,330 
 7,617 
 1,071 
 1.225 
 6. Ill 
 4.296 
 2.673 
 
 10,834 
 119 
 
 School Mortality in Elementary Grades 
 
 The diagram shows for each state the 
 number of pupils there are in high 
 schools and colleges for each 1,000 
 pupils in elementary schools. For ex- 
 ample, in New Hampshire, the state 
 making the best showing, there are only 
 118 pupils in high schools for each 1,000 
 in elementary schools, or about one- 
 ninth as many. This does not mean 
 that only one child in nine ever reaches 
 high school, for the high school course 
 is four years, whereas the elementary 
 course is eight or nine years in length. 
 If conditions were ideal and all the 
 children remained in school and made 
 normal progress, high school pupils 
 ought to be almost half as many as 
 the elementary pupils. Instead of being 
 half as many, they are in only four cases 
 more than one-tenth as many, and in 
 some states the high school member- 
 ship is less than one-fortieth of the 
 elementary school membership. This 
 means that there is a series of enormous 
 educational leaks through which the 
 children escape from the school system 
 before completing the course. 
 
 How the Army of Survivors Dwindles 
 
 Accurate data are not available to tell 
 us just how many children complete 
 the elementary grades, what proportion 
 go to high school, and what proportion 
 reach college. According to an estimate 
 made by the United States Bureau of 
 Education, less than half the children 
 of the country finish more than the 
 first six grades, only about one-fourth 
 of the children ever enter high school, 
 less than eight in each one hundred 
 complete the high school course, and 
 less than five in one hundred receive 
 any education above the high school. 
 
 [21] 
 
WORKERS 
 
 AND 
 
 WAGES 
 
 r.CALIFORN(A 918 
 
 :. ARIZONA »I7. 
 f3. NEW YORK ai3 
 
 ll*. MASSACHUSETTS 75 7 
 is. NEW JERSEY 7.51 
 
 I.RHODE ISLAND 
 rlO.UTAH 592 
 
 f-ii. ILLINOIS see 
 
 ,12. CONNECTICUT 561 
 ~.. PENNSYLVANIA SSt- 
 IDAHO 549 
 5. OHIO S24 
 ^6. INDIANA 523 
 iI7 OREGON 516 
 t-IS. MARYLAND SIS 
 
 ^19. MINNESOTA 4-86 
 ./20. MICHIGAN ABO 
 21. NEVADA 470 
 wrZ2. WISCONSIN 4.56 
 ^[25. MISSOURI 443 
 jZ4. WYOMING 439 
 25. KANSAS 429 
 ..LOUISIANA 4IS 
 
 r Z7, DELAWARE 414. 
 >Z8. NEBRASKA 411 
 ^?a OKLAHOMA 408 
 ^30. TEXAS 384 
 ,r3l. NEW MEXICO 348 
 (32. NORTH DAKOTA SS9 
 ,35. KENTUCKY 337 
 
 SOUTH DAKOTA 323 
 rSS.NEW HAMPSHIRE 328 
 !6. WEST VIRGINIA '523 
 •37. ALABAMA 31* 
 3B. IOWA 302 
 ■33. TENNESSEE. 233 
 40 ARKANSAS 234 
 
 ■41 FLORIDA are 
 
 VIRGINIA 268 
 43. VERMONT 266 
 QEORQIA 250 
 MAINE 244 
 46. 5. CAROLINA 212 
 47 MISSISSIPPI 2IO 
 WVS.N. CAROLINA 200 
 
 Average Annual Salary of Public School Teachers in Each State in 19x0 
 
 [22] 
 
WORKERS 
 
 AND 
 
 WAGES 
 
 TEACHERS IN PUBLIC SCHOOLS, 
 ANNUAL EXPENDITURES FOR 
 SALARIES, AND AVERAGE ANNUAL 
 SALARY, IN EACH STATE IN 1910 
 
 Rank 
 
 Ala 
 
 Ariz. . . 
 Ark. .. 
 Cal. . . 
 Colo. . . 
 Conn. . 
 
 Del 
 
 Fla 
 
 Ga. . . . 
 Idaho . 
 
 Ill 
 
 Ind. . . 
 Iowa . . 
 ICans. . 
 Ky. . . . 
 La. ... 
 Me. . . . 
 
 Md 
 
 Mass. . 
 Mich. . 
 Minn. . 
 Miss 47 
 
 37 
 2 
 40 
 1 
 8 
 12 
 27 
 41 
 44 
 14 
 11 
 16 
 38 
 25 
 33 
 26 
 45 
 IS 
 4 
 20 
 19 
 
 Mo 
 
 Mont. 
 Nebr. 
 
 Nev 
 
 N. H. . . 
 
 N. J 
 
 N. Mex. . 
 N. Y. . . . 
 
 N. C 
 
 N. Dak. . 
 Ohio . . . . 
 Okla. . . . 
 Oreg. . . . 
 
 Pa 
 
 R. I 
 
 s. c 
 
 S. Dak. . 
 Tenn. . . . 
 
 Tex 
 
 Utah 
 
 Vt 
 
 Va 
 
 Wash 
 
 W. Va. . . 
 
 Wis 
 
 Wyo 
 
 23 
 
 7 
 28 
 21 
 35 
 
 5 
 31 
 
 3 
 48 
 32 
 15 
 29 
 17 
 13 
 
 9 
 46 
 34 
 39 
 30 
 10 
 43 
 42 
 
 6 
 36 
 22 
 24 
 
 Teachers 
 
 8.756 
 8SI 
 
 9,522 
 11,369 
 
 S.200 
 
 5. 277 
 993 
 
 4.01S 
 12.625 
 
 2,232 
 29,384 
 17,267 
 27,598 
 13,467 
 11,100 
 
 6,286 
 
 7,457 
 
 5,514 
 15,321 
 17,987a 
 15,157 
 10,166 
 18,365a 
 
 2,250 
 
 11,099 
 
 489 
 3.040 
 
 12,087 
 1.474 
 
 45,074 
 
 11,216 
 7,387 
 
 27,841 
 9,473 
 4.453 
 
 35,496 
 2,371 
 6,968 
 6,06s 
 
 10,286 
 
 20,742 
 2,369 
 3.257 
 
 10,443 
 7,170 
 8,782 
 
 14.729 
 1,109 
 
 ANNUAL EXPENDITURE 
 FOR SALARIES 
 
 Total Average 
 
 $2,746,473 
 
 695,106 
 
 2,708,367 
 
 10,430,898 
 3.336,71s 
 2,962,124 
 411,520 
 1,109,968 
 3,158,356 
 1,225,890 
 
 17,287,771 
 9,024,SS9 
 8,335,917 
 5.773,342 
 3,746,180 
 2,606,314 
 1,819,500 
 2,842,418 
 
 11,600,631 
 
 8,622.071 
 
 7,369,244 
 
 2,136,126 
 
 8,126,232 
 
 1,452,039 
 
 4.562,945 
 
 230,000 
 
 998,515 
 
 8,833,622 
 
 513,552 
 
 36,651,566 
 2,245,974 
 
 2,501,102 
 14.599,273 
 
 3,864,871 
 
 2,299,689 
 19,657,319 
 
 1,440,765 
 
 1,475,200 
 1,997,719 
 3.007,904 
 7,971.341 
 1,402,828 
 
 866,204 
 2,800,939 
 4,960,727 
 2,838,441 
 6,719,059 
 
 487,260 
 
 S314 
 817 
 284 
 918 
 642 
 S6l 
 414 
 276 
 250 
 549 
 588 
 523 
 302 
 429 
 337 
 415 
 244 
 51S 
 757 
 480 
 486 
 210 
 443 
 645 
 41 r 
 470 
 328 
 731 
 348 
 813 
 200 
 339 
 524 
 408 
 516 
 554 
 607 
 212 
 329 
 293 
 384 
 592 
 266 
 268 
 692 
 323 
 45 6 
 439 
 
 a Includes superintendents and supervisors. 
 
 Teachers' Salaries as a Measure of 
 Quality 
 
 The average annual salary paid to 
 public school teachers in the United 
 States as a whole is $485. In one 
 state the average is only $200 per 
 year. The wages received by school 
 teachers constitute a measure of two 
 things: first, the quality of ability 
 of the teacher; second, the value the 
 community puts upon the teacher's 
 services. The fact that teachers' 
 wages are lower than those paid for 
 almost any other sort of service means 
 that as a nation we are neither asking 
 for nor getting a high grade of service 
 and as a nation we place a low valua- 
 tion on the teacher's work. 
 
 Teaching Versus Other Vocations 
 
 While it is difficult to get accurate data 
 on wages, the best available figures 
 indicate that the average annual 
 wages received by the workers in five 
 great occupations are about as follows : 
 
 Carpenters $802 
 
 Coal miners 600 
 
 Factory workers 550 
 
 Common laborers 513 
 
 Teachers 485 
 
 Some Extreme Cases 
 
 Throughout the southern states thou- 
 sands of rural teachers earn less than 
 1 1 50 per year. In one New England 
 state hundreds of teachers earn less 
 than $6.00 per week. In one county 
 in a Central Atlantic state the average 
 for all teachers is $129 per year. In 
 one southern state convicts from the 
 penitentiaries are let to contractors at 
 the rate of about $400 each per year 
 while the state pays its teachers about 
 $300 each per year. 
 
 [23] 
 
OUR 
 
 ARMY 
 
 OF 
 
 ILLITERATES 
 
 o 
 
 Q 
 
 < 
 
 < 
 
 Pi; 
 
 o 
 
 Pi 
 
 ^2 
 
 O 0^ 
 
 < " 
 U 
 
 o 
 
 < 
 
 o 
 
 w 
 H 
 
 o 
 
 H 
 < 
 
 o 
 
 H 
 Z 
 
 w 
 u 
 
 [24] 
 
OUR 
 
 ARMY 
 
 OF 
 
 ILLITERATES 
 
 ILLITERATE PERSONS TEX YEARS OF 
 AGE AND OVER, AND PER CENT THAT 
 THEY ARE OF WHITE POPULATION, 
 COLORED POPL'LATION, AND TOTAL 
 POPULATION OF CORRESPONDING 
 AGE, IN EACH STATE IN 1910 
 
 Data from United States Census 
 
 — 
 
 
 
 
 
 : 
 
 
 
 
 Rank 
 46 
 
 Illiterates 
 3S2.7IO 
 
 
 PER CENl 
 
 
 state 
 
 Among 
 whites 
 
 9.9 
 
 Among 
 colored 
 
 White 
 
 and 
 colored 
 
 Ala 
 
 40.1 
 
 22.9 
 
 Ariz. . . . 
 
 44 
 
 32,953 
 
 
 
 
 20.9 
 
 Ark. . . . 
 
 37 
 
 142.954 
 
 7.0 
 
 26 
 
 4 
 
 12.6 
 
 Cal 
 
 16 
 
 74.901 
 
 
 
 
 3.7 
 
 Colo. . 
 
 17 
 
 23.780 
 
 
 
 
 3.7 
 
 Conn. . . 
 
 29 
 
 53.665 
 
 
 
 
 6.0 
 
 Del 
 
 33 
 
 13.240 
 
 5.0 
 
 25 
 
 6 
 
 8.1 
 
 Fla 
 
 39 
 
 77.816 
 
 5.5 
 
 25 
 
 5 
 
 13.8 
 
 Ga 
 
 43 
 
 389.775 
 
 7.8 
 
 36 
 
 5 
 
 20.7 
 
 Idaho . . 
 
 5 
 
 5.453 
 
 
 
 
 2.2 
 
 Ill 
 
 18 
 
 168,241 
 
 
 
 
 3-7 
 
 Ind. . . . 
 
 10 
 
 66,213 
 
 
 . 
 
 
 3.1 
 
 Iowa . . - 
 
 1 
 
 29,889 
 
 
 , 
 
 
 1.7 
 
 Kans. . . 
 
 6 
 
 28,968 
 
 
 
 
 2.2 
 
 Ky 
 
 36 
 
 208,084 
 
 9.9 
 
 27 
 
 6 
 
 12. 1 
 
 La 
 
 48 
 
 352,179 
 
 14.2 
 
 48 
 
 4 
 
 29.0 
 
 Me 
 
 20 
 
 24.554 
 
 
 
 
 4-1 
 
 Md 
 
 31 
 
 73.397 
 
 3.7 
 
 23 
 
 4 
 
 7.2 
 
 Mass. . . 
 
 24 
 
 141. 541 
 
 
 
 
 5.2 
 
 Mich. . . 
 
 14 
 
 74,800 
 
 
 
 
 3.3 
 
 Minn. . 
 
 9 
 
 49.337 
 
 
 
 
 3.0 
 
 Miss. 
 
 45 
 
 290.23s 
 
 S.3 
 
 35 
 
 6 
 
 22.4 
 
 Mo 
 
 21 
 
 1 1 1. 604 
 
 3.6 
 
 17 
 
 4 
 
 4.3 
 
 Mont. . 
 
 23 
 
 14.348 
 
 
 
 
 4.7 
 
 Nebr. . . 
 
 2 
 
 18,009 
 
 
 
 
 1.9 
 
 Nev. . . . 
 
 30 
 
 4.702 
 
 
 
 
 6.7 
 
 N. H. 
 
 22 
 
 16,386 
 
 
 
 
 4.6 
 
 N. J. . . 
 
 26 
 
 113,502 
 
 
 
 
 5.6 
 
 N. Mex. 
 
 42 
 
 48,697 
 
 
 
 
 20.2 
 
 N. Y. . . 
 
 25 
 
 406,220 
 
 
 
 
 5-5 
 
 N. C. . . 
 
 41 
 
 291,497 
 
 12.3 
 
 31 
 
 9 
 
 18.5 
 
 N. Dak. 
 
 11 
 
 13.070 
 
 
 
 
 3.1 
 
 Ohio . . . 
 
 12 
 
 124.774 
 
 
 
 
 3.2 
 
 Okla. . . 
 
 27 
 
 67.569 
 
 3.6 
 
 17 
 
 7 
 
 5.6 
 
 Oreg. . 
 
 3 
 
 10,504 
 
 
 
 
 1.9 
 
 Pa. ... 
 
 28 
 
 354.290 
 
 
 
 
 5.9 
 
 R. I 
 
 32 
 
 33.854 
 
 
 
 
 7.7 
 
 S. C. . . 
 
 47 
 
 276,980 
 
 10.3 
 
 38 
 
 7 
 
 25.7 
 
 S. Dak. 
 
 8 
 
 12,751 
 
 
 
 
 2.9 
 
 Tenn. . . 
 
 38 
 
 221,071 
 
 9.7 
 
 27 
 
 3 
 
 13.6 
 
 Tex. . . 
 
 35 
 
 282,904 
 
 6.7 
 
 24 
 
 6 
 
 9.9 
 
 Utah... 
 
 ! 7 
 
 6,821 
 
 
 
 
 2.5 
 
 Vt 
 
 19 
 
 10,806 
 
 
 
 
 3.7 
 
 Va 
 
 40 
 
 232,911 
 
 S.I 
 
 30 
 
 
 
 15.2 
 
 Wash. . 
 
 4 
 
 18,416 
 
 
 
 
 2.0 
 
 W. Va. . 
 
 34 
 
 74,866 
 
 7.6 
 
 20 
 
 3 
 
 8.3 
 
 Wis. . . 
 
 13 
 
 57,770 
 
 
 
 
 3.2 
 
 Wyo. . . 
 
 15 
 
 3,874 
 
 
 
 
 3.3 
 
 Statistics of Ignorance 
 
 In 1910, there were within the 
 boundaries of the United States 
 5,517,608 persons over ten years 
 of age who could not read or write. 
 This means that among each one 
 thousand people more than ten 
 years old, seventy-seven were 11- 
 hterate. 
 
 The Influence of the Colored Popu- 
 lation 
 
 The low rank taken by many 
 southern states in the comparative 
 figures of iUiteracy is largely due to 
 the presence of large numbers of 
 colored people, among whom the 
 percentage of illiteracy runs high. 
 Among each thousand colored 
 people above ten years of age, 305 
 were iUiterate. 
 
 The Influence of Immigration 
 
 With the exception of the southern 
 states, New Mexico, and Arizona, 
 the per cent of iUiteracy is greatest 
 in those states receiving a large 
 influx of European immigration. 
 This explains the relatively low 
 rank of some of the Xorth Atlantic 
 states where the census returns 
 register a considerable increase 
 in the number of illiterates during 
 the past ten years. 
 
 International Comparisons 
 
 While in the United States 77 in 
 every thousand are illiterate, data 
 from abroad show that among army 
 recruits in Germany, Sweden, and 
 Norway less than one in each 
 thousand is illiterate. The figures 
 are not entirely comparable, but 
 they are highly suggestive. What 
 is more important to us is that in 
 our own country among native 
 white children of native parents 
 57 in each thousand are illiterate, 
 while among our native white 
 children of foreign parents only 
 16 in one thousand are iUiterate. 
 
 I25J 
 
SCHOOL HOUSE CONSTRUCTION LEGISLATION 
 
 '26] 
 
SCHOOL HOUSE CONSTRUCTION LEGISLATION 
 
 School House Construction and Destruction 
 
 As a nation we spend nearly one dollar per inhabitant each year in 
 the construction of new school houses. As a nation we let our public 
 school houses burn down at the rate of more than one for every school 
 day in the year. 
 
 What the Map Shows 
 
 The map on the opposite page presents data compiled by Frank Irving 
 Cooper of Boston. It shows some of the reasons why our aimual bill 
 is so large and some of the results so poor. On that map 19 states 
 appear in black. This means that they have no laws or regulations 
 governing the construction of school houses. Thirteen are represented 
 by crossed hatching. This means that they have deficient regulation. 
 Fifteen have surfaces indicated by diagonal hues. This means that 
 in these states there is a moderate degree of control. Only Ohio is 
 represented by a clear surface, because it is the only state ha\ing a 
 clear record. 
 
 Provisions of Existing Laws 
 
 Six states have legal provision for the protection of school houses 
 against fire. Twelve states have laws providing for sanitary conditions 
 in the school houses. The largest class of sedentary workers in America 
 is composed of school children, but only five states have regulations 
 concerning school seats and desks. Six states control school house 
 construction through their Boards of Health, sixteen through their 
 Boards of Education, and four through both Boards. 
 
 Where the State Compels, the State Must Conserve 
 
 We have only three types of institutions where attendance is com- 
 piilsory — jails, asylums, and school houses. Fortunately, few of us 
 have to stay long or frequently in our jails or asylums, but all of us 
 spend many years in school houses. This is why their construction 
 should be regulated so as to make safety and sanitation compulsory, 
 instead of permitting danger and disease to be possible. 
 
 One-Sixth Done, Five-Sixths to Come 
 
 The laws of the different states cover 26 separate phases of the 
 regulation of school house construction. The best law includes all 
 but two of these. If the law of each of the 48 states covered all of the 
 26 points, the total points covered would be 1248. At present all the 
 laws and regulations combined cover only 217 points. Our national 
 accomplishment in this field of educational legislation amounts to 
 about one-sixth of a rather low standard of desirable attainment. 
 
 [27] 
 
TEXT 
 
 BOOK 
 
 LEGISLATION 
 
 [281 
 
TEXT BOOK LEGISLATION 
 
 Effect on Educational Efficiency 
 
 The system of providing free text books for school children is almost 
 a century old in America, having been inaugurated by Philadelphia in 
 1818. At the present time 12 states have free text books throughout 
 their pubhc elementary schools and in most cases in their high schools also. 
 In 1 5 states the laws provide for free books in all except certain districts of 
 the state and in the remaining 21 states the system either does not exist 
 or appHes to less than one per cent of the pupils. In November, 191 2, 
 20 state superintendents who have the system in their own states were 
 questioned with respect to its effect on educational efficiency with the 
 following results: 
 
 In no single case is there any movement looking toward the repeal of 
 the free text-book law. 
 
 Each one of the 20 state superintendents testifies that free text books 
 enhance the efficiency of the teaching in the pubhc schools. 
 
 Seventeen of them testify that the free text-book system tends to 
 prolong the school life of the child. The other three have no data on 
 which to base answers. 
 
 Fourteen of the 20 testify that the free text-book system makes the 
 adoption of new text-books easier. In the other six cases new adoptions are 
 regulated by law and so are not affected. 
 
 In a similar way 14 superintendents wrote that the free text-book 
 system makes easier the securing of uniformity of books. In the other six 
 cases this is regulated by law. 
 
 Ten out of 13 superintendents answering the question state that the 
 free text-book system has no apparent tendency to take away from the 
 child the pride of personal ownership which might come through having 
 privately bought books. 
 
 School books bought by the community cost the community about 20 
 per cent less than they do when they are bought by individuals. 
 
 One unforeseen feature of the passage of the Massachusetts law was 
 an immediate increase of 10 per cent in high school attendance. 
 
 [29] 
 
MEDICAL INSPECTION OF SCHOOLS LEGISLATION 
 
 [30I 
 
MEDICAL INSPECTION OF SCHOOLS LEGISLATION 
 
 A Movement for the Health of School Children 
 
 Medical inspection is an extension of the activities of the school in 
 which the educator and the physician join hands to insure for each 
 child such conditions of health and vitality as will best enable him to 
 take full advantage of the free education offered by the State. 
 
 A World-Wide Movement 
 
 Systems of medical inspection have been in existence for some eighty 
 years, and during the past quarter of a century its spread has been 
 rapid and world-wide. It is now a movement national in scope in 
 most of the important countries of the world. It is found in all of the 
 continents, and the extent of its development in different countries 
 abroad, as well as in our states here, is in some measure proportionate 
 to their educational enlightenment. 
 
 Why Medical Inspection Laws are Needed 
 
 Laws providing for medical inspection are needed because extended 
 experience has demonstrated that efficient medical inspection betters 
 health conditions among school children, safeguards them from disease, 
 and renders them healthier, happier, and more vigorous. 
 
 Provisions Laws should Contain 
 
 Every such law should make provision for frequent inspections of 
 children by duly qualified school physicians to detect and exclude 
 cases of contagious disease. It should provide for examinations of 
 all the children by school doctors to detect any physical defects which 
 may prevent the children from receiving the full benefit of their school 
 work, or which may require that the work be modified to avoid injury 
 to the child. It should empower school physicians to conduct ex- 
 aminations of teachers and janitors, and make regular inspections of 
 buildings, premises, and drinking water, to insure their sanitary con- 
 dition. 
 
 The School Nurse 
 
 School nurses should be provided for in each law, because they are 
 the most valuable adjunct of medical inspection, and the most efficient 
 possible link between the schools and the homes. 
 
 Development of the Present Status 
 
 Medical inspection in the United States was begun in Boston in 1894, 
 and rapidly taken up by Chicago, New York, Philadelphia, and the 
 other larger cities during the years immediately following. So rapidly 
 and convincingly did the movement establish itself that it was soon 
 provided for by laws in the more progressive states. The first of these 
 was passed by Connecticut in 1899, and was followed by New Jersey 
 and Vermont four years later. The first mandatory legislation pro- 
 viding for state-wide medical inspection in all public schools was passed 
 by Massachusetts in 1906. From these beginnings the movement 
 spread rapidly, until by 1912 seven states have passed mandatory 
 laws, ten have passed permissive ones, and in two states and the Dis- 
 trict of Columbia medical inspection is carried on under regulations 
 having the force of law. 
 
 I31] 
 
TEN 
 
 TESTS 
 
 OF 
 
 EFFICIENCY 
 
 I. WASHINGTON 
 Z MASSACHUSETTS 
 3 NEW >ORK 
 A CALIFORNIA 
 
 5 CONNECTIOUT 
 b OHIO 
 
 7 NtW JERSEY 
 
 6 ILLINOIS 
 
 9 COLORADO 
 10 INDIANA 
 I I RHODt I5LAN0 
 12 VERMONT 
 
 14- UTAH 
 15 OREGON 
 IG MONTANA 
 
 17 MICHIOAN 
 
 18 N DAKOTA 
 
 19 IDAHO 
 
 a) MINNESOTA 
 
 £l IOWA 
 
 Z^ MAINE. 
 
 ^3 PENN5YLVAMIA 
 
 lA KANSAS 
 
 CHIL- 
 DREN IN 
 |5CH00L 
 
 SCHOOL 
 PLANT 
 
 EXPENSE 
 
 PER 
 CHILD 
 
 \yy///y/A\ 
 
 V ////// A\ 
 
 v///m \ 
 
 iCHOOL- 
 
 BAVa 
 
 PER 
 
 CHILD 
 
 KHQOL 
 YEAR 
 
 EXPEND- 
 AT" ITURE 
 TEND- ANP 
 ANCE IWEALTH 
 
 DAILY 
 COST 
 
 HICH 
 
 i5CH0Ol.S 
 
 SAL- 
 ARIES 
 
 W/////A\ 
 
 3E 
 
 \y//////AV/////^ 
 
 V/////A\ 
 
 \v////yA\ 
 
 \Y//////AV/////AY//////A\//////AV 
 
 \Y//////A\ 
 
 \V/////A\ 
 
 \\y/////AV/////M 
 
 \V/////A 
 
 V/////AV/////A\ 
 
 \V/////A\ 
 
 \V/////A \ 
 
 \yAA/A/AA\ 
 
 WA'MA 
 
 V/////A\ 
 
 \V/A'//AV/////AY 
 
 \Y//////A\ 
 
 \ y/////A \ 
 
 \V////A<\V//Ay/A\ 
 
 13 NEW t-IAMPSHIRE C 
 
 \v/Y////Ay//////Am^z^ 
 
 V///MV/////AV/////AY/////AV/////AY/////A I 
 
 \V////AX\ 
 
 fS NEBRASKA 
 26 5. DAKOTA 
 a NEVADA 
 
 26 Wisconsin 
 z9 wyoming 
 
 30 ARIZONA 
 
 31 OKLAHOMA 
 3Z MISSOURI 
 ^3 W.VIRGINIA 
 54 FLORIDA 
 
 35 DELAWARE 
 56 MARYLAND 
 
 37 TENNESSEE 
 
 58 TEXAS 
 
 59 LOUISIANA 
 
 40 NEW MEXICO 
 
 41 VIRGINIA 
 
 42 KENTUCKY 
 
 43 ARKANSAS 
 
 44 QEORGIA 
 
 45 Ml^^l'S^lPPI 
 ^ N.CAROLINA 
 
 47 6. CAROLINA 
 
 48 ALABAMA 
 
 xmWiimnsiBSBfX 
 
 W/AAA/AA 
 
 I I xnxmyA I 
 
 Rank of States in Each of Ten Educational Features, igio 
 White indicates that the state ranks in the highest 12 of the 48, light shading that it ranks 
 in second 12, dark shading that it ranks in third 12, and black that it ranks in lowest 
 12. 
 
 [32] 
 
TEN TESTS 
 
 OF 
 
 EFFICIENCY 
 
 APPROXIMATE RANK OF EACH OF THE 48 STATES IN 10 SPECIFIED 
 EDUCATIONAL FEATURES. 1910 
 
 state 
 
 CblU 
 dRnin 
 scbool 
 
 Wadl.. 
 Ma«a.. 
 N.Y- , 
 Cal. .. 
 Conn.. 
 Ohio.. 
 N.J... 
 
 lU 
 
 Colo. . 
 Ind. .. 
 R.1... 
 Vt 
 
 N.H. ... 
 Utah.... 
 Ores* . . , 
 Mont..., 
 Mich..., 
 N.Dak. . 
 Idaho... 
 Minn. . . . 
 Iowa . . . . 
 
 Ma 
 
 Pa. 
 
 Kans. . , 
 
 RANK IN 
 
 Nebr. . , 
 S.Dak. 
 Nev. .. 
 Wi*. . . . 
 WjFtt. . . . 
 Ariz.. . . 
 dUa. . 
 
 Mo 
 
 W.Va. . 
 Fla.... 
 
 e4i.... 
 
 Md 
 
 Tenn. . . 
 Tex. ... 
 
 La 
 
 N.Max. 
 
 Va 
 
 Ky..,.i 
 Ark 
 
 MUs. . . 
 N. C... 
 S.C. 
 Alii.. 
 
 '9 '■ 
 
 8 
 17 
 36 
 
 3 
 
 7 
 36 
 14 
 
 4 
 « 
 
 I 
 
 II 
 
 31 
 
 37 
 6 
 
 35 
 13 
 10 
 33 
 
 S 
 
 3 
 30 
 18 
 
 30 
 33 
 
 47 
 35 
 34 
 13 
 16 
 31 
 
 38 
 
 IS 
 38 
 41 
 
 33 
 
 46 
 48 
 40 
 
 44 
 39 
 34 
 43 
 39 
 37 
 43 
 4S 
 
 School 
 plant 
 
 6 
 
 I 
 3 
 3 
 
 4 
 
 »: 
 
 II 
 
 7 
 
 10 
 
 13 
 
 5 
 
 15 
 
 8 
 16 
 18 
 13 
 17 
 20 
 19 
 
 33 
 23 
 
 24 
 14 
 39 
 
 31 
 33 
 36 
 27 
 31 
 38 
 
 35 
 30 
 34 
 37 
 33 
 39 
 
 41 
 36 
 40 
 35 
 43 
 38 
 43 
 4S 
 48 
 46 
 47 
 44 
 
 perdbUd 
 
 '<€ 
 
 I 
 4 
 3 
 3 
 10 
 9 
 II 
 8 
 7 
 34 
 16 
 U 
 
 31 
 
 18 
 
 IS 
 
 6 
 
 35 
 
 13 
 
 30 
 19 
 
 33 
 38 
 
 36 
 
 39 
 37 
 
 33 
 5 
 
 30 
 17 
 13 
 33 
 
 31 
 33 
 36 
 34 
 35 
 
 43 
 39 
 
 38 
 37 
 41 
 40 
 43 
 44 
 45 
 47 
 48 
 46 
 
 School 
 
 days per 
 
 child 
 
 3 
 
 14 
 
 3 
 
 6 
 
 II 
 
 8 
 
 33 
 
 30 
 
 4 
 
 S 
 
 13 
 
 17 
 
 33 
 
 IS 
 
 7 
 
 37 
 31 
 24 
 
 13 
 
 9 
 16 
 18 
 
 19 
 28 
 37 
 31 
 
 36 
 
 34 
 36 
 25 
 33 
 35 
 30 
 39 
 
 33 
 43 
 46 
 48 
 40 
 41 
 f 43 
 38 
 39 
 44 
 45 
 47 
 
 School 
 year 
 
 13 
 
 3 
 
 3 
 S 
 5 
 16 
 
 IS ■ 
 34 
 
 38 
 
 I 
 
 33 
 
 30 
 19 
 
 34 
 6 
 14 
 37 
 35 
 36 
 13 
 33 
 17 
 
 31 
 
 10 
 18 
 39 
 
 9 
 
 31 
 
 37 
 33 
 35 
 3S 
 
 45 
 II 
 
 4 
 
 40 
 39 
 36 
 48 
 33 
 41 
 44 
 30 
 43 
 47 
 46 
 43 
 
 At- 
 tend- 
 ance 
 
 20 
 
 3 
 
 6 
 10 
 
 13 
 
 13 
 
 & '6 ", 
 
 II 
 
 -39 
 
 4 
 
 14 
 
 9 
 
 7 
 IS 
 
 I 
 45 
 
 3 
 36 
 31 
 
 5 
 33 
 17 
 
 8 
 18 
 
 39 
 43 
 19 
 37 
 30 
 38 
 34 
 3S 
 38 
 33 
 43 
 47 
 
 24 
 33 ' 
 
 26 - 
 
 35 4' 
 40 . 
 37 ' 
 46 
 48 , 
 41 
 31 
 44 . 
 
 Kzpendl- 
 tureand 
 wealtb 
 
 15 
 
 33 
 
 23 
 
 13 
 
 8 
 
 38 
 
 30 
 
 10 
 
 40 
 
 9 
 
 34 
 3 
 
 5 
 37 
 14 
 6 
 4 
 37 
 43 
 
 31 
 
 38 
 
 31 
 
 7 
 44 
 35 
 47 
 39 
 
 I 
 33 
 II 
 19 
 43 
 46 
 
 ^i?7.; ■ 
 S^lS'J'.., 
 
 Dallr 
 ooet 
 
 ^3' - 
 
 19 
 
 ■14:. 
 
 7 ' 
 38 ; 
 18 ' 
 16 
 13 
 
 6 
 15 
 35 
 »A 
 
 30 
 17 
 II 
 10 
 30 
 
 4 
 
 8 
 
 13 
 33 
 33 
 
 ?3 
 
 29 
 
 31 
 
 9 
 
 I 
 31 
 
 5 
 ■ 3 
 33 
 37 
 34 
 36 
 37 
 38 
 
 r'ss 
 
 'ill '" 
 
 MM 
 ,/*♦"-■ 
 
 High 
 achoola 
 
 
 - 'i^f- 
 
 30 
 14 
 
 6 
 
 5 
 17 
 
 4 
 33 
 
 8 
 37 
 13 
 29 
 34 
 31 
 
 9 
 II 
 34 
 19 
 
 16 
 33 
 7 
 18 
 30 
 31 
 38 
 36 
 46 
 37 
 35 
 33 
 
 .;::'43 
 ■;'?''33 
 
 i-":40 
 
 .; '"35 
 
 V 36 
 
 ^;42 
 ".,::4S : 
 
 rv'44 
 
 V '47 
 
 fA4» 
 
 ':*'''M:. 
 
People are More Important than things. The 
 merchant, the artisan, and the farmer are more 
 important than the store, the tool, and the plow. 
 So is education more important than any mere 
 pecuniary interest or industry. 
 
 In the School of the Future compulsory education 
 will spell compulsory hp0h instead of coibpulsory 
 
 All Children Should be Trained for, not away 
 from:, the economic age in which we live. 
 
 Ignorance and Intelligence both tend to perpetu- 
 ate themselves. That is why compulsory education 
 is necessary and why after a few decades it becomes 
 unnecessary. 
 
 The Object of Education is to develop physical 
 health, enhance economic :effibi^cyi and increase^ 
 intellectual vigor. 
 
 The Object of this Booklet is to make the indif- 
 ferent different. 
 
/^*.f^^