TABLE II.-Number of pupils and students of all grades in both public and private schools and colleges, 1903-4. NOTE.-The classification of States made use of in the following table is the same as that adopted by the United States census, and is as follows: North Atlantic Division: California. South Central Division... North Central Division... Western Division.. a Including pupils in preparatory or academic departments of higher institutions, public and private, and excluding elementary pupils, who are classed in columns 2 and 3. A classification of public and of private secondary students, according to the character of the institutions in which they are found, is given in Chap. XXIX, vol. 2. This is made up from the returns of individual high schools to the Bureau, and is somewhat too small, as there are many secondary pupils outside the completely organized high schools whom there are no means of enumerating. e Including colleges for women, agricultural and mechanical (land-grant) colleges, and scientific schools. Students in law, theological, and medical departments are excluded, being tabulated in columns 9-11. Students in academic and preparatory departments are also excluded, being tabulated in columns 4 and 5. There are, in addition to this number, 23,612 students taking normal courses in universities, colleges, and public and private high schools. (See Chap. XXVIII, vol. 2.) Summary of pupils by grade. Summary according to control. TABLE II.-Number of pupils and students of all grades in both public and private schools and colleges, 1903-4-Continued. The following tables show the trend of the statistics of annual increment of school enrollment and population and the distribution of the increase among elementary, secondary, and higher institutions, public and private. TABLE III a.-Increase in fourteen years of the total number of persons receiving education and of the total population. TABLE IIIb.-Per cent of the population receiving education of different grades. AVERAGE AMOUNT OF SCHOOLING PER INHABITANT. Tables IVa and IVb show the relative amounts of schooling given in the different census divisions at different periods since 1870, measured by years of 200 days each. For example, the 5.21 years given for 1904 indicate 1,042 days' schooling for each inhabitant if enrollment and attendance should hold the same percentage to population for thirteen years as it held during 1904. Then the number arriving at school age, 6 years, would have attended 1,042 days on the completion of their eighteenth year if their average attendance per year had been the same as the schools of the nation, public and private, reported for 1904. Table IVc shows the estimated average amount of schooling in days at different epochs, beginning with TABLE IVa.-Average number of years of schooling (of 200 days each) that each individual of the population received at the different dates specified in the table, taking into account all public and private schooling of whatever grade. TABLE IV 3.—The same, taking into account only the schooling furnished by public elementary and secondary schools. 1870. 1880. 1890. 1896. 1897. 1898. 1899. 1900. 1901. 1902. a1903. @1904. TABLE IVC.-Average entire amount of schooling, public and private, since 1800, at different epochs, given in days (partly estimated). Universities, colleges, and technological schools (see Chapter XXV, p. 1417).—The number of higher institutions included in this report is 607, with a total teaching staff of 17,559 men and 4,267 women, and 118,029 students. The matter of retiring allowances for aged professors has been brought prominently before the public by the action of Mr. Andrew Carnegie in giving $10,000,000 as a fund, the income of which is to provide pensions for professors in universities, colleges, and technological schools, without regard to race, sex, or creed. The letter of Mr. Carnegie transferring the fund to a board of trustees, and which contains the general conditions concerning the classes of institutions to which it applies, is given in this chapter. Under the terms of the letter State and denominational institutions are not to share in the fund. For some years a few of our larger universities have been granting retiring allowances to professors under varying conditions, including Harvard, Princeton, Yale, Columbia, Cornell, the University of California, and Randolph-Macon Woman's College. There may be oth ers that have adopted the principle from which no information has been received. The conditions under which allowances are granted vary in the several institutions and are given in the chapter. Another movement for the benefit of college professors is found in the system of sabbatical leaves of absence. Under this system a professor becomes entitled to a leave of absence one year out of seven, usually on half pay. In many cases the leave is spent for the purpose of study, usually abroad, and the institution as well as the professor shares, therefore, in the benefit derived from such leave. At the University of Illinois such leave is granted only on condition that it be spent in study. The number of students in attendance at these institutions shows a considerable increase over the number for the preceding year. The number of undergraduate and resident graduate students from 188990 to 1903-4 is as follows: Number of undergraduate and resident graduate students in universities, colleges, and schools of technology from 1889–90 to 1903–4. The number of students in technical courses of study, especially in engineering lines, is increasing very rapidly, and additional courses in those lines are being constantly established. Foreign countries are well represented in the institutions of this country, the catalogues showing the presence of 2,673 foreign students. The number from the several countries is given in a tabular statement in this chapter. From British North America there came 614; Mexico, 308; Cuba, 245; Japan, 236; Porto Rico, 105; China, 93. Graduate work at the leading universities is expanding very rapidly. A comparative statement including ten universities shows that modern languages attract the largest number of graduate students, followed in the order of their popularity by history and political science, philosophy (including pedagogy), ancient classics, chemistry, mathematics, botany, physics, geology, etc. |