THE STATISTICS OF CITY SCHOOLS. [Table 22, Page 312.] The arrangement of the table of absolute statistics in this Report differs in no material respect from that of the Report of 1885-86. Those columns that were of the nature of ratios have been eliminated from this table, but may be found by reference to Table 19, where they are presented with other statistical facts of like kind. Experience has proved that it is more satisfactory in every respect to make the computations necessary for obtaining these ratios in this Office, rather than to ask the voluntary correspondents of the Bureau to furnish deductions that can be made here with equal accuracy and greater uniformity. The following table represents information received directly from the school officers mentioned in connection with the statistics of each city. An exception to this statement must be made, however, so far as Columns 5 and 6 are concerned. In but few cities does the school census taken show the population between 6 and 14 or that between 4 and 21, and estimates of these items are necessary. The figures presented are the results of calculations based upon the proportion which the population between the required ages has been shown by previous censuses to bear to the school population of any city or State. The estimates calculated in this way are probably as nearly correct as can be obtained without an actual enumeration, and are certainly more accurate than any conjecture could be under the circumstances that ordinarily surround the school officers of large cities. In the matter of enrolment there is practical uniformity of method in all the cities, and little fault can be found with the columns devoted to that subject. Wherever there is any organization worthy of the name, a good account is kept of the pupils enrolled. This item is, therefore, of all those required by the table, the most easily obtained and the most satisfactorily reported. The only trouble experienced in this connection has been with those cities which support evening and special schools, for in a number of such instances it has been difficult to determine whether the reported "whole number enrolled" included the enrolment in the special schools. Improvement is noticeable in the columns relating to attendance; the attendance records of nearly all the cities are now kept in accordance with essentially the same plan. The evening and special schools are sometimes elements of uncertainty in this connection also. Though it is manifestly wrong to add two quantities so entirely dissimilar as the average attendance in evening schools and the average daily attendance in the day schools, this is often done and the result is called "total average daily attendance." The records and statistics of evening schools should be kept entirely separate from those of the day schools, as long as there is as much difference in the character of the two branches of educational work as at present. Evening schools are not usually in session more than 60 evenings, nor more than 3 hours each evening, while the day schools are generally open between 180 and 200 days for 6 or 7 hours each day. When such wide differences in the value of the two quantities are considered, the impossibility of combining them upon equal terms is apparent, and in all cases where it was evident that the records of evening schools had contributed to increase the "average daily attendance," the proper diminution was made from the latter before the calculations for Table 19 were made. In Column 18 there are indications that many different methods of arriving at the "total attendance in days of all pupils" exist. Properly, it should be identical with the product of the average daily attendance multiplied by the number of days the schools were taught. In the manner of dealing with half-day and quarter-day absences is the disparity which explains the failure, in a number of instances, of the "total attendance in days" to coincide exactly with the product mentioned. Presence at the morning roll-call is considered by many superintendents, in summing up the total attendance for the year, to be a day's attendance, while in calculating the average daily attendance it occasionally happens that the same officers are so preciso as to deduct the time lost by tardiness as well as the longer absences. The reverse of this is sometimes true, and precision regarding the total attendance is exercised, while presence for a part of the day only is equivalent to a day in reckoning the average daily attendance. This diversity of method will account for many of the seeming discrepancies that the careful observer may detect in this column. To be strictly accurate only actual presence in the schools should be considered in compiling the records of attendance. The value of all school statistics would be enhanced if this rule were universally observed. Column 26, "number of teachers necessary to supply the schools," is an innovation whose value would have been greater had there not been some uncertainty in the minds of a large number of superintendents whose reports were received, as to the meaning of the inquiry as it appeared in the blank forms. Nevertheless, a sufficient number replied to the question to make the column one of considerable importance. It will be seen that in connection with the "whole number of teachers in all public schools," this quantity should indicate the number of changes in the teaching force of any city during the year under consideration, in addition to its primary purpose of showing the number of teachers' places provided. That this double object is secured in only a comparatively small number of cases is due to a cause that will, of course, speedily disappear. Certain correspondents have been doubtful as to the proper treatment of rented rooms and buildings in replying to the question for Column 27. The combinations of circumstances that arise are so numerous that it is difficult to form a rule that will be satisfactory for universal application; but generally, all buildings, rented or otherwise, that contain independent schools should be counted. When only 1, 2, or even 3 rooms are rented or built merely to accommodate the "overflow" from an adjacent school-house, it would hardly be proper to consider the "annex" as an additional building. The "number of buildings" is of value in that it tends to show the policy pursued by any city in the erection of school-houses, for it is by no means settled whether large or small buildings are most advantageous. If this principal object of the inquiry be remembered, superintendents will probably have but little difficulty in the exercise of their discretion, when the correct reply is involved in doubt. The systems employed in keeping the accounts of receipts and expenditures are nearly as numerous as the cities themselves, and it was with the columns pertaining to finances that the greatest difficulties experienced in the preparation of this table were encountered. The methods of book-keeping of all the cities doubtless accord with local usages and needs, but for purposes of comparison with other school organizations many of the systems used are wofully deficient, for the reason that they fail to take into account many of the items that are generally considered essential. Tho facts set forth in the accompanying table are commended to school officers as having been found by the foremost educators of the country to be of prime importance, and easily obtainable. Other items are often necessary to supply local wants, and in the larger cities further subdivision is desirable, but it is infrequent that circumstances occur to render objectionable a classification similar to that of this table. The attention of superintendents has been often drawn to the importance of uniformity in this respect, and the improvement resulting has been constant and gratifying, but much still remains to be done before comparisons, satisfactory in every particular, can be instituted between any and all the cities in the country. |