Preparation for College. As regards preparation for college, the status of the secondary schools in 1910 is shown in the tables on the preceding page. is incomplete, but above 80 per cent. | steady; the sciences have fallen off, of the public high schools have ex- but notable gains have been made in cellent libraries and 7,888 of the English, history and civics. schools report scientific apparatus, furniture, etc., to the value of $13,435,789. Only 3,695 of the 10,213 public high schools reported their income for the year. These schools received from public appropriations $15,879,519, receipts from tuition fees and all other sources bringing their aggregate income to $17,274,595. The corresponding data for private secondary schools are exceedingly incomplete, but it is an interesting fact that 217 of these private schools possessed endowment funds aggregating $16,803,751. Curricula. From a very interesting investigation made by the Bureau of Education into the changes of secondary curricula, it appears that in the last decade Latin declined; Greek appears to be vanishing; French and German have advanced; algebra and geometry are Private Institutions.-A noticeable movement in the distribution of the body of secondary students is the recent relative increase in the enrollment in private institutions of this grade. Comparison between the scholastic years 1908-9 and 1909-10 shows that the ratio of increase in the student body of public secondaries was 8.74 per cent., as against an increase of 12.36 per cent. for private institutions. The only section in which the ratio of advance for public secondaries was greater than for private was the South Central, in which there has been a remarkable increase in the number of public high schools. TRAINING OF TEACHERS Public normal schools. 196 68 Public universities and colleges. 29 Private universities and colleges.. 81 Public high schools.. 694 Private high schools. Grand total.. 189 courses. 79,546 4,145 15,430, or 17.4 per cent. of the total enrollment in all training courses for teachers. Estimating that the other institutions mentioned above furnished from their normal students the same proportion of graduates, the number of trained teachers to be added to the teaching force of the country would be about 20,000. Facilities.-Provision is made in all the states for the free tuition of teachers in training, and in some states their living expenses are partly paid from public funds. Nearly all the states support public normal schools, but several arrange for the professional training of teachers in the state colleges. Men Teachers.-It is noticeable that the proportion of men students 2,818 in the normal schools and departments steadily declines, notwithstand13,641 ing the growing conviction that more 4,010 men are needed in the profession. 1,257 113,175 Admission, Courses and Expenditures.-The leading normal schools 96,005 now require for admission the com17,170 pletion of a four-year high-school course or its equivalent; they offer Graduates.-The number of gradu- four-year degree courses which are ates reported by the 264 public and cultural as well as professional, private normal schools for 1910 was parallel to regular college courses; they provide for specialization in manual arts, domestic economy, agriculture, and the natural sciences, to meet the demand for teachers of these special subjects. The expanding curricula necessitate equipment. larger Of the public normal schools, 185 report 1,331,705 volumes, having an estimated value of $1,627,801. Scientific apparatus, machinery, and furniture reported by 159 schools have an aggregate value of $3,807, 530. The value of grounds reported by 151 schools is $7.701.901, and of buildings reported by 173 schools, $33,260,113. The amount of money paid by the states and municipalities for public normal reached the high-water mark in 1910, schools when the aggregate of public appropriations was $9,266,195. Summer Normal Schools.-The old form of teachers' institutes for the brief training of teachers already in service has given way to summer normal schools which, because of their longer terms, ranging from 3 to 12 weeks, far surpass the institutes in academic and professional influence. Summer normal schools are required by law in 14 states and are always well attended, as teachers are prepared in them for the state certificate examinations. The character and scope of university summer schools may be seen at a glance from the following particulars: Registered Students, 1910. Universities. Teachers Enrolled. Total. Total. Per Cent. 64 38 59 Columbia. 2,629 Chicago. 1,691 2,291 Cornell 987 377 Illinois 691 322 46 Knoxville 2,529 1,500 Michigan. 1,230 Missouri 576 Nebraska 440 New York.. 529 349 66 Texas. 762 Tulane 922 Virginia. 1,350 Wisconsin. 1,263 rural school teacher to any great exThe above schools do not reach the tent, excepting only Knoxville and the University of Virginia. former, the distinctive summer school of the South, is due to the initiative of Dr. P. P. Claxton, the present federal Commissioner of Education. The school exercises great influence over a wide territory. Its enrollment mer session at Columbia University, is exceeded only by that of the sumwhich has the advantage of the uners College. rivalled facilities offered by Teach museums, which were once almost exAuxiliary Agencies.-Libraries and clusively adjuncts of higher education, now supplement every grade of schools; not only so, but apart from schools they fill a special place in the provision There are at least 2,300 libraries in for popular education. the United States having over 5,000 volumes each. Of these 1,130 are general, 43 belong to the federal govThe college libraries in this class ernment, and 54 are state libraries. number 425 and the school libraries about 225. Professional schools in 1908 reported 229 libraries of this extent. The number of public, society, and school libraries having above 1,000 volumes exceeds 8,000. Museums. Interest in museums and their educational bearings has been greatly promoted by educational expositions, and at present four states, at least, have permanent educational exhibits for reference or for loan collections, and in seven other states nuclei for such exhibits have been formed. The state normal schools in about 20 states are supplied with museums or permanent exhibits to aid in the professional training of teachers. Educational museums are maintained for the same purpose in the educational departments of many universities. Clark University has collections of peculiar importance to Not including Chicago, Knoxville, and Vir- the investigations carried on by spe ginia. 816 cialists in school hygiene, school in 1899. Its collections are exceedarchitecture, child study, and other ingly comprehensive, and its value subjects. is enhanced by the temporary ex The most complete and perfectly hibits placed at its disposal from appointed museums restricted to time to time. Portable collections education are the Educational Mu- are also sent out for the use of seum of St. Louis Schools and the schools, lectures, and local exhibits, Educational Museum of Teachers although the service of the instituCollege, Columbia University. Both tion is chiefly related to the college are models of classified arrangement and its practice schools. and efficient administration. The There are at least 350 museums in St. Louis museum, as its name im- the United States, of which 250 perplies, is intended to serve the pub-tain to natural history. Of the latlic schools of the city. This is done ter, 175 belong to colleges and by loans of illustrative material, by schools. The public museums of this an annotated catalogue supplied character are rapidly following the freely to teachers, etc. In a single example of the libraries in maintainterm the number of collections or- ing a children's department and pubdered by the schools has reached lishing annotated lists and illus25,000. Many of these are duplicate trated leaflets for the use of schools collections, of which the museum and teachers. The National Museum maintains above 6,000. In addition at Washington and the Brooklyn to this circulating department, there Museum of Arts and Sciences furis a special study exhibit for teach- nish the most complete examples of ers which comprises home material and collections from foreign countries. The museum at Teachers' College dates from 1887, but the era of its vigorous development began with the appointment of a special curator this particular adaptation of their collections. Educational work is a feature also for which extended provision is made in the plans for the new building for the Field Museum of Natural History in Jackson Park, Chicago. STATISTICS HIGHER EDUCATION Departments. Professional. Total... Students. 66,042 174,213 10,706 39,241 11,432 301,634 Institutions. There are above 600 institutions in this country pertaining to the province of higher education. These are either colleges, technical schools, or universities organized to give courses of instruction As the preparatory departments leading to degrees. The colleges are engaged in secondary instrucconcentrate upon undergraduate tion, they may be excluded from the courses leading to the bachelor's de- present consideration. gree; the technical schools, in like The teaching force for the remainmanner, have as their goal the de-ing departments comprises very neargree of bachelor of science, or a first ly 23,000 professors and instructors, degree in engineering; the universi- which is equivalent to one instructor ties not only have undergraduate de- for every 10 students. partments, but also make large provision for graduate and professional study. Coeducation. Of the entire number of these higher institutions, 142 admit men only, 352 are coeducaStudents and Teachers.-The total tional. The former report 37,243 enrollment in these higher institu- undergraduate students; the latter tions in 1910 was 301,634 students, 116,623, of which number 75,831 are distributed as follows: men, that is more than twice as many as in the separate colleges for men. It is also noticeable that the number of women students in the coeducation colleges, viz.: 40,792, is twice as many as in separate colleges for women. The distribution of students by geographic sections in each of the two classes of institutions, public and private, as reported last year, was as follows: State or Territory. almost exclusively in college work, while the remaining 92 institutions have a large proportion of their students in preparatory and special courses. The former are much more fully equipped for the work of higher education than the latter; their endowment funds, for example, are nearly ten times as great, being $12,880,000 as against $1,150,000 reported for the 92 institutions; the aggre Public Colleges and Universities. Private Colleges and Universities. 16 colleges in and of the 92 Value of Property. The property, gate receipts of the reported by the 494 higher institu- 1910 were $4,845,615; tions for men and for both sexes, is colleges $3,085,132. Of the former as follows: Their libraries have 14,059,180 volumes, of $19,246,218 estimated value. The value of scientific apparatus, machinery, and furniture is $32,747,424, and the value of live stock reported $760,246; the grounds are valued at $67,688,727, and buildings at $211,440,008. Included in the value of buildings there are estimates of $17,153,536 for dormitories. The institutions possess productive funds aggregating $259,376,878. Income. The receipts of these institutions for 1910 amounted to $80,438,987. From an examination of the items it is seen that public appropriations, state, city, and federal, furnished 30 per cent. of the receipts; private benefactions, 23 per cent.; productive funds, 14 per cent., and tuition fees, 18 per cent. Omitting the amounts received as additions to the endowment funds, the working income for the year was $70,667,865. Colleges for Women.-Of the 108 colleges for women 16 are engaged number ten are situated in the North Atlantic states and three in the South Atlantic; in these older sections of the country they afford the opportunities for women, which in the other sections are provided in coeducation institutions. They are therefore properly included with the colleges for men. As to the colleges for women in the second group, although it cannot be claimed, as a rule, that their collegiate work reaches the highest standard, they do not materially affect the relative status of the different sections of the country in respect to funds for the work of higher education. The total receipts of higher institutions in 1909, as reported in the YEAR BOOK for 1910, amounted to $76,650,969, while the income exclusive of additions to endowment funds was $65,830,568. Productive Funds.-The total productive funds reported by the higher institutions in 1910, and the total income, were distributed as follows: SALIENT FEATURES OF THE RECORD 9,702,890 13 institutions, including the five most richly endowed. These are all universities and by their combinaCourses and Degrees. In the de- tion of collegiate and professional tailed analysis of the statistics of departments present great attrachigher education, two conditions tions to students, as indicated by strike the attention: first, its varied the fact that they comprise onecharacter; second, the concentration fourth the entire student body. Inof its resources. Excluding the in- ferior to these in wealth and in regstitutions for women only, the col-istered students, are a few additional legiate students are distributed in universities which, like the former, nine different courses: the classical have achieved enviable distinction course claims 30 per cent. of the total abroad; hence it may be said that number; the general science course, there are, at least, 20 centers of a little more than 7 per cent.; the learning in this country of the highvarious branches of engineering, 19 est order and universally regarded per cent. Of the remainder, music as national types. draws the largest proportion, followed closely by agriculture and education. This division of students is emphasized by the variety of degrees conferred in course. Fourteen different orders of the bachelor's degree are included in the record for 1910. The A. B. led with 12,600 recipients (7,043 men; 5,557 women); the B. S. followed with 5,793 (men, 5,014; women, 779). There were also 19 different master's degrees. By this multiplicity the distinctive character of the degree is lost; as a means of preserving the significance of their diplomas several universities have this year reduced the number of different degrees offered, following in this respect European models. ENTRANCE STANDARDS The year has been marked by the adoption of measures on the part of several of the leading institutions which affect in some degree both higher and secondary education. Harvard University has adopted a plan which admits an official statement from the secondary school as to the nature and extent of the candidate's course of study, with examination in four prescribed subjects, including two sets of optionals. The success of the plan seems assured by the fact that the proportion of incoming students from Western and Central states for the present session rose to 50 per cent., as against 20 per cent. last year. Chicago. The new plan of admission to Chicago University provides for greater flexibility in the preparatory course, but with rigid insistence upon 15 units of entrance work. Concentration.-With regard to concentration it is interesting to note that there are 33 higher institutions having above 1,000 students each, and 42 that have endowment funds exceeding one million dollars. Of the total productive funds report- Yale University has made special ed from the higher institutions for announcement during the year of its men and for both sexes, 38 per cent. opposition to any and all forms of is concentrated in five institutions; certificate admission. At the same and of the entire income reported in time the entrance requirements for 1910, 40 per cent. was received by the Sheffield Scientific School have |