By a comparison of the corresponding table in my report for 1871 with that in the present report, it will be seen that gratifying progress has been made in the value of these statistics. Instead of 638 academies and high schools, as given in the previous report, we now have 811, employing 4,501 teachers, of whom, so far as the sex is given, 1,589 are males and 1,968 are females, having under instruction 98,929 pupils, of whom, so far as specified, 37,957 are males and 43,794 are females, with 3,444 preparing for a classical course in college, and 992 for a scientific course. Of the whole number, 33,624 are reported as studying the English branches, 8,517 are pursuing a classical course, and 7,277 are studying modern languages. These institutions report in their libraries 378,809 volumes. From their classical departments 5,772 have entered college since their organization; while since the close of the previous year 1,172 have entered college, 856 in classical courses, and 316 in scientific courses. To complete the representation of this grade of instruction, contained in this report, there should be added here the work done in the high schools, as given in the city tables, so far as it is not included in the above summary. There may be fitly included in this grade of instruction, the work done in the preparatory departments connected with colleges, and the instruction in the normal schools; indeed, very much of that given in what are termed female colleges, is not above what is appropriate to this grade. The census of 1870 gives 1,518 institutions as academies, or 707 more than have as yet reported to this office to be included in this table. The whole number of pupils of this grade in the census is 129,404, against 98,929 reporting here. It is impossible to include here the course of study pursued in these institutions. Indeed, I can not enter now upon the question of the work done by them, nor can I attempt as yet to answer the question so often asked, "What ought they to do?". I must confess my surprise, however, that so many are either hesitating in supporting this grade of instruction in our public systems of education, or opposing it outright. Apparently they know little of what is done by it, and reflect less upon what it ought to do. Omitting all the facts not yet ascertained in regard to studies pursued, years occupied, or results secured, let them in their doubt or opposition suppose that this grade of instruction is for the benefit of those fifteen, sixteen, and seventeen years old. According to the last census there were, of these ages, in round numbers, 2,455,000 persous, of whom 1,214,000 were males and 1,241,000 were females. Of course there are those younger and older receiving this instruction, and some of these ages are in the elementary schools and some in the superior schools. But they have reported by the census enrolled in institutions of this grade only 129,404 persons, and, undoubtedly, 200,000 would be a large estimate of the whole number in any way receiving this instruction. Here are then only 200,000 youth thus benefited, against 2,455,000 that ought to have at least so much aid in their start upon the race of life in a land where each man is a sovereign citizen. What excuse, therefore, can be offered by any one with any claim to patriotism for opposition to a work which is not reaching one person in twelve of those who need its benefits? Here is a fact which, if used by the teachers and school officers especially interested in this grade of instruction, may aid them in informing public opinion and creating a sentiment which will result in keeping their pupils longer under instruction. As a rule, we are a people whose opinions and actions are subject to modification by the facts within our knowledge. If it is true that our youth are prone to rush into the responsibilities of affairs too early in life, or with too little preparation, this collection of the facts will at once indicate the tendency and furnish the best means for its correction. In the absence of all records upon the subject, and as indicating that I have not overestimated the number due to secondary institutions, I should add that in a Circular of Information, published by your order,* there were statistics collected by this Bureau in regard to 5,306 alumni of four prominent colleges, between the years 1836 and 1860, and that *The Circular of March, 1872. their average age on graduation was a little more than twenty-two years, making their age at entrance upon college life a little over eighteen. This would indicate that I should have been justified in adding to the number above included, as due to secondary institutions, all those persons eighteen years of age, which would greatly increase the exhibit of the work they ought to do and do not do.* EXAMINATIONS FOR ADMISSION TO COLLEGE. No attempt has been made this year to collect statistics upon the subject of examination for admission to academies or colleges; the only table of this character is that showing the examination for admission to the Naval and Military Academies. Special attention is invited to *In an address before the Teachers' Association of Minnesota, Professor Horace Goodhue, jr., of Carleton College, gave some interesting opinions from college presidents in regard to the work done in preparing persons for college by academies and high schools. He quotes President Kitchell, of Middlebury College, as saying: "One-half of our in-coming class this year are from the sehigh schools." President Chamberlain, of Bowdoin, says: "In 100 of our latest admissions 38 fitted at the high schools, 59 at the academies, and 4 private." The secretary of Harvard University says: "Of the class that was admitted a year ago, 38 per cent. were from public high schools and the remainder from academies and private tutors." President Buckham, of the University of Vermont, says: "I should say that about 30 per cent. of our students come from the high school and 70 per cent. from the academy." President Smith, of Dartmouth, says: "Out of those who are already examined 33 are from academies and 14 from high schools." President Chadbourne, of Williams, says: "We think that not more than one-sixth of our students come from our public high schools. I think it would be more correct to say that not more than one in ten comes from the public high schools." Professor Goodhue continues: "The total in all the colleges reporting who have fitted at the high school is 584; at the academy, 1,355; or 30 per cent. at the high school and 70 per cent. at the academy. "The widely extended reputation of the late Dr. Taylor, of Andover, is no surer proof of his commanding ability than is the remarkable history and present prosperity of Phillips Academy. This year it has graduated sixty-one students, fifty-one from the classical course and ten from the English, and sends upwards of forty to college. In the past ten years it has graduated over 500, 400 of whom have entered college. Single-handed and alone it is able to feed an average college. I know of no high school, under whatever favoring circumstances, which has any such record for one year, or for ten, in the amount or the quality of the work done; and if any friend of the high school has knowledge of such an instance, we hope to learn it. "This institution for twenty-eight years, ending with 1861, sent over 1,000 to college, while it took the Boston Latin School forty-six years, ending with the same date, to send 600; nearly twice as long to send a little more than half as many. "Consider also the result accomplished by Williston Seminary, which has been incorporated only about thirty years. During the last ten years it has graduated about 300 and sent 200 to college. Again, Kimball Union Academy, now nearly sixty years old, yet never having had more than one-fifth of the endowment of Williston, has a record worthy of our attention. Its graduates number 1,200. In the last ten years it has sent out 350, one-half of whom have entered college."` |