are inserted, showing the distribution of secondary students according to the geographical divisions of the country. Diagram 1 serves the double purpose of showing the distribution of students and indicating the comparative prominence of public and private high schools in each division, as well as in the United States as a whole. Diagram 2 shows the ratio of male and female students in the secondary schools. The four remaining diagrams indicate the relative number of students pursuing four leading secondary studies. The six diagrams are easily understood when studied in connection with the tables.

PUBLIC HIGH SCHOOLS.

Reports were received from 3,946 public high schools for the year ended June, 1894. It will be seen by reference to the second column of Table 1 that 1,063 of these schools were in the North Atlantic Division, 294 in the South Atlantic, 389 in the South Central, 2,043 in the North Central, and 175 in the Western Division. The State reporting the largest number of public high schools was Ohio. That State had 402, a greater number than could be found in either the South Atlantic, South Central, or Western Division. New York came next, with 297, and Illinois next, with 272.

The number of teachers instructing the 289,274 secondary students in the 3,964 public high schools was 12,120. More than half of these teachers, or 6,382, were women. In the North Atlantic Division there were 3,899 instructors of secondary students-1,589 men and 2,310 women. In all the other divisions the proportions of male and female teachers are more nearly equal, the male teachers predominating in the South Atlantic and Western divisions. The female teachers in the North Atlantic Division are 59.25 per cent of the teaching force in the public high schools of that section, and this preponderance increases the per cent of female teachers for the United States to 52.66.

A comparison of the first and fourth columns of Table 1 will show that the average number of teachers to each school was 3.1 for the whole country, 3.7 for the North Atlantic Division, 2.8 for the South Atlantic, 2.5 for the South Central, 2.9 for the North Central, and 3.3 for the Western Division. In Table 19 is shown the average number of teachers to each school in each State and Territory. There are marked differences between the averages of different States. Ohio, with 402 schools, has 1,040 teachers, or 2.6 to each school, while New York, with only 297 schools, has 1,161 teachers, or 3.9 to each school. Table 19 also shows the average number of secondary students to each school in each State and the average number to each teacher, as well as the proportion of male and female teachers. Another column of the same table gives the average number of elementary pupils to each school.

The distribution of secondary students is shown in columns 5, 6, and 7 of Table 1. Of the 289,274 secondary students in the public high

schools of the United States, 117,202, or 40.45 per cent, were males, and 172,072, or 59.55 per cent, were females. This proportion practically holds good in each of the five divisions, though individual States vary considerably from these percentages. The largest percentage of male students for any State is 47.39, in Mississippi, if we omit Wyoming and New Mexico, where the number of schools is very small. The largest percentage of female students was 65.68, in Louisiana. The second and third columns of Table 6 show these proportions for each State.

The number of colored students included with the 289,274 secondary students was 4,197. Of these 774 were in the North Atlantic Division, 988 in the South Atlantic, 841 in the South Central, 1,554 in the North Central, and 40 in the Western Division. Columns 8, 9, and 10 show the distribution of these colored students among the States.

The number of elementary pupils in the 3,964 public high schools of the United States is much larger than the number of secondary students in the same schools. There were 583,329 of these elementary pupils-282,702 males and 300,627 females. Thus, while the number of secondary students to each school was 73, the number of pupils below the secondary or high school grades was 147 to each school. The average number of elementary pupils to each public high school in the North Atlantic Division was 122, in the South Atlantic 111, in the South Central 181, in the North Central 156, and in the Western Division 182. Compare these averages with the average number of secondary students in each school as shown in Table 19. Compare columns 2 and 4 by divisjons and by States.

The principal of each public high school was asked to report the number of students preparing for the college classical course and the number preparing for a scientific course in college or technical school. When summarized, these reports show that 22,774 students were preparing for the college classical course and 18,606 were preparing for a college scientific course. These figures are not considered important, from the fact that the questions were differently understood by different principals. Many gave the number of students pursuing courses in the directions indicated; others reported only students who had declared their purpose of studying for college; others failed to answer the questions for the reason that they did not know the number of students preparing for college. The summaries by States of the two classes of college preparatory students are given in the first six columns of Table 2, and the corresponding percentages will be found in Table 6.

The 3,964 public high schools sent out 37,328 graduates in the spring or summer of 1894, or an average of 9.4 to each school. The number was 12.9 per cent of the number of secondary students. The distri bution of these graduates by States can be seen from columns 7, 8, and 9 of Table 2. The average number of graduates to each school in

the North Atlantic Division was 12.4, in the South Atlantic 6.5, in the South Central 4.5, in the North Central 9.1, and in the Western Division 10.8. Compare these averages with the average number of students in each school as shown in Table 19.

Of the 37,328 graduates 13,233 were males and 24,095, or 64.55 per cent, were females. The per cent of female graduates, 64.55, is considerably greater than the per cent of female students, 59.55. Not only does the number of female students exceed the number of male students in every State in the Union, but the number of female graduates is very much larger in each State. Fewer boys enter the public high schools and fewer still complete the course of study.

The last column of Table 2 gives the number of students in the graduating classes of 1894 who had been preparing for college. The number was 9,966, or 26.70 per cent of the number graduating. There were 4,797 male college preparatory students among the graduates, and 5,169, or 51.88 per cent, females. It will thus be seen that a larger number of boys than girls, in proportion to the number graduating, are college preparatory students. Of the number of male graduates, 36.25 per cent were preparing for college, while only 21.45 per cent of the girls intended to go beyond the public high school course. The preponderance of male college preparatory students in the graduating class is very great in all the States of the North Atlantic Division and is noticeable in many of the Southern and Western States. A study of the last six columns of Table 2, in connection with the corresponding percentage columns of Table 6 will prove interesting.

STUDENTS AND STUDIES.

High school principals were requested to report the number of students pursuing each of the ten leading secondary studies, Latin, Greek, French, German, algebra, geometry, trigonometry, physics, chemistry, and general history. The reports from the 3,964 public high schools are summarized in Tables 3, 4, and 5. These three tables, giving the number of students in each study in each State and Territory, should be examined in connection with Table 6, which gives the corresponding percentages. These tables are also illustrated by diagrams 3, 4, 5, and 6. Latin. The number of students pursuing Latin was 129,524, or 44.78 per cent of the whole number. The per cent of male students studying Latin was 44.40, and the per cent of female students 44.45 per cent. The South Atlantic Division shows the highest percentage of Latin students, 63.68; the South Central comes next, with 51.74; the Western next, with 44.25; the North Atlantic next, with 43.53, and the North Central last, with 42.25 per cent. The State reporting the highest per cent of students in Latin was North Carolina, with 84.80. Next in order come North Dakota, Delaware, Alabama, Maryland, and Georgia, all showing percentages above 65.