tral 9.05, and the South Atlantic 7.39 per cent. Nevada shows 32 per cent, Louisiana 20.11, California 18.41, and Colorado 18.40.

General history.-The importance of historical study is admitted in all the States, as shown by the large percentage of students in all parts of the country pursuing this branch. In the public high schools 105,521, or 36.48 per cent, were reported as studying history other than that of the United States. The per cent of males in this study, compared with the total number of male students, was 36.08, and the per cent of females 36.74. In the Western Division the per cent of the whole number is 57.55, in the South Atlantic 51.68, in the South Central 41.50, in the North Atlantic 35.48, and the North Central Division 32.28. In Louisiana the per cent of students studying general history was 81.71, in Nevada 70, and in Colorado 69.11.

Diagrams 3, 4, 5, and 6 illustrate the proportions of students in four representative studies in the five geographical divisions and in the United States as a whole. Latin, algebra, physics, and general history, representing studies in language, mathematics, natural science, and history, are taken for illustration.

EQUIPMENT AND INCOME.

It is an easy matter for a school officer to report the number of teachers, students, graduates, and the number pursuing certain studies; but it is more difficult to answer questions relating to the income and equipment of the institution. Very few can give more than an estimate of the value of school buildings and grounds, and not all are willing to state the exact amounts of money received from tuition and other sources. For these reasons the figures shown in Table 8 should be taken as summaries of estimates.

The aggregate value of buildings and grounds of the public high schools reporting this item is $64,638,091. This would give an average value for each institution reporting of $21,596. The value of the buildings and grounds belonging to public high schools in the North Atlantic Division amounts to $21,604,054, or $28,130 for each of the 768 schools reporting; in the South Atlantic the aggregate value is $1,624,165, or $7,519 for each of the 216 schools reporting; in the South Central the aggregate is $3,802,910, or $11,665 for each school reporting; in the North Central the aggregate is $32,912,042, or $21,180 for each school reporting; in the Western Division the aggregate value for all reporting on this item is $4,694,920, or $36,395 for each of the 129 schools.

The aggregate amount of State and municipal aid received by the public high schools is shown to be $8,488,181. This figure is too small, for the reason that many principals found it impossible to give even an estimate of the amount received from this source. This is especially true of high schools in the cities where no separate account is kept of the funds expended for elementary and secondary grades of the city system. Of the 3,964 schools 1,582 failed to report this item.

The schedule sent out from this Bureau to secondary schools called for the amount of State or municipal aid, the amount derived from tuition, and the income from all sources. It was found when the work of tabulation began that the sum of the first two items did not in all cases equal the third, although in many cases it was stated that there were other sources of income. For this reason it was found necessary to correct many of the schedules by inserting "from other sources and unclassified" sums large enough to make the financial statements balance. These necessary estimates force the "other source and unclassified" aggregate up to $2,956,989. It is probable that a large proportion of this amount more properly belongs in the column of "State and municipal aid," and possibly part of it should have been reported as tuition fees.

The aggregate income of the public high schools from all sources was $12,274,057. As this item was reported by only 3,109 of the 3,964 schools, the average for each school reporting was $3,947. If it may be assumed that the 855 schools not reporting the amount of their income each received this average sum the grand aggregate may be shown to be $15,645,908.

The amount of income reported for the public high schools of the North Atlantic Division was $3,561,686, or $4,491 for each school reporting; in the South Atlantic the amount was $525,020, or $2,253 to each school reporting; in the South Central the amount was $961,526, or $2,870 to each; in the North Central the amount was $6,206,184, or $3,842 to each; in the Western Division it was $1,019,641, or $7,666 to each school reporting.

Only 2,972 schools are reported as having libraries. It is fair to assume that nearly all the schools failing to report on this item were without libraries. The aggregate number of volumes reported was 1,572,690, or 529 volumes to each school reporting. The public high sehools of the North Atlantic Division had 637,056 volumes in their libraries, or 742 to each; in the South Atlantic 46,610 volumes were reported, or 405 to each school reporting; in the South Central the number was 55,575, or 332 to each school; in the North Central there were 783,507 volumes, or 466 to each school; in the Western Division 49,942 volumes were reported, or 326 to each school reporting.

PRIVATE HIGH SCHOOLS.

The statistics of private high schools and academies are summarized in Tables 9 to 18. The statistics of each of the 1,982 schools reporting will be found in the detail tables in the last part of this report. The items tabulated correspond to the items tabulated for public high schools. The tables of summaries 1 to 8 for public high schools are similar to Tables 9 to 16 for private high schools, and may be compared item by item and State by State.

The private high schools are more evenly distributed over the country than is the case with public secondary schools. Of the 1,982 private schools 662 are in the North Atlantic Division, 406 in the South Atlantic, 435 in the South Central, 354 in the North Central, and 125 in the Western Division. New York reported the largest number, 201; Pennsylvania comes next with 139, North Carolina follows with 111, and Tennessee reports 101. The other States had fewer than 100 each. The number of teachers instructing the 118,645 secondary students in the 1,982 private high schools was 8,007. More than half of these teachers-4,272, or 53.36 per cent-were women. The male teachers numbered 3,735, or 46.64 per cent. The preponderance of female teachers is shown in each of the five geographical divisions, but is more marked in the North Atlantic Division. In the North Atlantic there were 3,429 teachers-1,840 (or 53.66 per cent) women, and 1,589 (or 46.34 per cent) men. In the South Atlantic there were 670 female teachers, or 53.82 per cent, and 575 male teachers, or 46.18 per cent. In the South Central the 712 female teachers constituted 53.61 per cent, and the 616 male teachers 46.39 per cent. In the North Central there were 797 female teachers, or 52.20 per cent, and 730 male teachers, or 47.80 per cent. In the Western Division the numbers were 253 and 225, or 52.93 per cent females to 47.07 per cent males.

The average number of teachers to each of the 1,982 private high schools was 4, or about one more than the average for the public high schools. The average number of teachers to each school in the North Atlantic Division was 5.2, in the South Atlantic 3.1, in the South Central 3.1, in the North Central 4.3, and in the Western Division 3.8. A column in Table 19 shows the average number of teachers in each private high school for each State and Territory.

DISTRIBUTION OF STUDENTS.

The distribution of secondary students in the 1,982 private schools is shown in columns 5, 6, and 7 of Table 9. Of the 118,645 secondary students 59,786, or 50.39 per cent, were males, and 58,859, or 49.61 per cent, were females. This is a more nearly equal division than was noticed in the number of male and female students in the public high schools, where the female students included about 60 per cent of the whole number. In the North Atlantic Division the proportion of male to female students was 52.04 to 47.96, in the South Atlantic 50.45 to 49.55, in the South Central 47.76 to 52.24, in the North Central 51.68 to 48.32, and in the Western Division 43.75 to 56.25. The largest percentage of male students in the private high schools in any State was 67.40 for Wisconsin. The second and third columns of Table 14 give these proportions for each State.

The number of colored students included in the 118,645 secondary students in private high schools was only 3,782. Of these 1,620 are females and 1,162 are males. Only 94 were reported from the North

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Atlantic Division, 96 from the North Central, and 3 from the Western Division. These were colored students in white schools. In the South Atlantic 1,630 were reported, and in the South Central 959, all in schools for the colored race. The distribution of colored secondary students by States is shown in columns 8, 9, and 10 of Table 9.

The number of elementary pupils in the 1,982 private high schools was 94,604. Here the girls predominate, the number being 51,345, as against 43,259 boys. In the North Atlantic Division there were 12,098 males and 12,151 females, while in the other divisions the proportion of female students in the elementary grades was much larger.

In the case of public high schools it was seen that the number of elementary pupils was much larger than the number of secondary students, there being 73 secondary and 147 elementary to each school on an average. In the private high schools the proportion of secondary students is much larger than the elementary. There were 60 secondary students and 48 elementary pupils to each school. Table 19 shows the average number of elementary pupils to the school in each State, as well as the average number of secondary students.

The first six columns of Table 10 show the number of secondary students in the private high schools preparing for college. There were 30,736, or 25.91 per cent of the whole number. The per cent preparing for the college classical course was 16.36 and the per cent preparing for a college scientific course was 9.55. Combining columns 4 and 5 of Table 14 it will be seen that 29.62 per cent of the secondary students in the private schools of the North Atlantic Division were preparing for college, 26.79 per cent in the South Atlantic, 23.70 in the South Central, 21.09 in the North Central, and 23.90 per cent in the Western Division. In all the divisions save the Western larger numbers were preparing for the college classical course, but in the latter section the college scientific preparatory students exceed the classical preparatory in number.

The number graduating from the private high schools in the class of PO4 was 11,151, an average of 5.6 to each school. Of the number graduating 5,910 were males and 5,211 females. The number gradua tog was 1.4 per cent of the whole number of secondary students. The distribution of these graduates by States can be seen from columns 7,

and # of Pablo 10. The average number of graduates to each priy are high school in the United States was 5.6. The average number for tho North Atlantic Division was 7.8, for the South Atlantic 3.6, for cho 26outh Central 3,4, for the North Central 6.6, and for the Western

Ortho It, tot graduates from the private high schools 5,022, or 45.04 per cent, were college preparatory students-3,410 males and 1,612 Ruralex The last columns of Table 10 will show the number of male and remate college preparatory students in the class of 1894 in each 24 ve and dix psion. In Table 14 will be found the per cent of graduates

in each State prepared for college. In the North Atlantic Division 50.36 per cent were college preparatory graduates; in the South Atlantic, 43.68 per cent; in the South Central, 38.64 per cent; in the North Central, 39.80 per cent; in the Western Division, 39.93 per cent.

STUDENTS AND STUDIES.

Tables 11, 12, and 13 show the number of students in the private high schools in each State pursuing each of the ten principal secondary studies, and Table 15 gives the percentages corresponding. These tables are also illustrated by diagrams 3, 4, 5, and 6, placing the number of students pursuing certain studies in the private high schools in contrast with the number in the same studies in the public high schools.

Latin. The number of students pursuing Latin was 48,374, or 40.77 per cent of the whole number. In the case of public high schools the per cent was 44.78. The South Atlantic Division shows the highest per cent of private secondary students studying Latin, 47.44. The North Atlantic is next with 44.67 per cent, the South Central has 36.22 per cent, the North Central 35.12, and the Western Division, 31.38.

Greek. In the private high schools 10,720 students, or 9.04 per cent, studied Greek, while only 3.33 per cent in the public high schools included this language in their course of study. It is noticed that more than half of the students in Greek, or 5,660, were in the North Atlantic Division. It is also significant that 8,914 of the total number were males and only 1,806 were female students.

French. The number studying French was 22,370, nearly two-thirds of this number, or 14,898, being female students. The number studying French was 18.85 per cent of the whole. More than half, or 12,854, of the students in this language were in the North Atlantic Division, where 29.03 per cent studied French. The percentage for the South Atlantic was 18.39, for the South Central 9.21, for the North Central 11.07, and for the Western Division 15.80.

German. In the study of the German language the male students take the lead in numbers. Of the 18,096 students in German 9,455 were males and 8,641 females. As in the case of French, more than one-half of the students in German, or 9,135, were in the North Atlantic Division. Of the remainder, 4,958 were in the North Central Division. For the whole country 15.25 per cent of the private secondary students studied German. In Wisconsin the per cent was 46.02.

Algebra. Of the total number of secondary students in the private high schools 52,637, or 44.37 per cent, studied algebra-28,487 males and 24,150 females. As in the public high schools, this branch claims a greater number of students than any other study, but in the case of the private schools the per cent, 44.37, falls far below the per cent in algebra in the public schools-56.14. In the private schools of the two Southern divisions, as was true of the public schools, the per cent studying algebra was much greater than the per cent in this study