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The fact should not be forgotten that the students in the public high schools numbered nearly two and one-half times as many as the number in the private high schools, and that the former turned out 37,328 graduates in 1894 to 11,151 by the latter, and that among the public high school graduates were 9,966 college preparatory students and 5,022 among the private high school graduates.

The per cent of male and female graduates can be seen by inspecting columns 20 and 21. In the public high schools the per cent of male graduates was 35.45 and of female graduates 64.55. It is thus shown that a larger proportion of girls than of boys complete the high school course, for it is seen in columns 12 and 14 that the proportion of male and female students is about as 40 to 60. In the two Southern divisions the per cent of female graduates in the public schools was nearly 69.

In the private high schools the males comprised 53.27 per cent of the graduates. In these schools there was almost an equal number of males and females. Only in the South Central Division did the per cent of female graduates exceed the males. There the per cent was 55.45. In the North Atlantic Division the per cent of male graduates in the private schools was 56.72.

A study of columns 22 and 23 will prove the fact that a larger proportion of young women than young men fail to go beyond the high school. While the female graduates are nearly 60 per cent of the whole number, the proportion of college preparatory students for male graduates is nearly 55 per cent. In the public high schools the proportion is about 48 males to 52 females, and in the private high schools 68 males to 32 females. In the North Atlantic Division the proportion of male college preparatory graduates was even greater, being 57 per cent in the public high schools and nearly 76 per cent in the private high schools. In the North Central and the two Southern divisions more than half the college preparatory graduates from the public high schools were females, but the proportion is much smaller than the proportion of girls graduating. In the Western Division more than 52 per cent of the college preparatory graduates were males for the public schools. and 71 per cent for the private high schools. In all the divisions the male college preparatory graduates in the private high schools far exceed in number the female graduates prepared for college.

The remainder of the table, columns 24 to 33, shows the per cent of students pursuing each of the ten leading high school studies. In the public high schools of the United States about 45 per cent of the stu dents pursued Latin and in the private high schools only 41 per cent. In the North Atlantic Division the per cent was 43.53 for the public schools and 44.67 for the private schools. In the South Atlantic 63.68 per cent of the public high school students studied Latin and 47.44 per cent of the private secondary students. In the South Central the per cent was 51.74 for the public and 36.22 for the private schools. In the North Central the percentages for the public and private schools were 42.25 and 35.12, and in the Western Division 44.25 and 31.38.

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Greek was studied by only 3.33 per cent of the students in the public high schools and 9.04 per cent in the private high schools of the United States. The corresponding rates for the North Atlantic Division were 6.70 and 12.78.

In the pablic high schools of the United States 6.81 per cent of the sinderts stadied French and 18.85 per cent in the private schools. For The North Atlantic Division the corresponding percentages were 14.40 # 2008. In the South Atlantic the per cent for the public high schools was 8,76 and for the private high schools 18.39.

Corman was studied by 11.77 per cent of the students in public high schools 125 per cent in private high schools, the North Atlantic and Soch Central divisions showing the highest percentages for this study pe and private schools combined.

Abra is the leading secondary study in both public and private schools in each of the five geographical divisions, the only excepgion being in the private high schools of the North Atlantic. For the Pole country 56.14 per cent of the students in the public high schools and 447 per cent in the private high schools study algebra. As ready noted in this chapter, the two Southern divisions lead in mathematical studies. In the South Atlantic the percentages for algebra in the public and private high schools were 64.96 and 51.99, and in the South Courtal 70,02 and 50.64. In the North Atlantic the corresponding Pages were 51.37 and 40.17, in the North Central 55.39 and 4004 and in the Western Division 63.24 and 38.36.

Gooney had less than half the number of students claimed by area For the United States the per cent in the public schools was Vad the private schools 20.54. In all the divisions the perwas bighost in the public high schools, being above 33 per cent Southon divisions and nearly 35 per cent in the Western

abbey 'pus a percentage of 2.93 in the public high schools gvate schools. In this study the two Southern divihe puvate high schools of the South Central showing

sence study in many secondary schools. It was vy of the students in the public high schools. the private schools. In this study the South A 340 per cent in the public and 24.57 in

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ern Division had 57.55 per cent of its public high school students in this study and 35.90 per cent of its private secondary students. The corresponding figures for the South Atlantic were 51.68 and 36.62, for the South Central 41.50 and 29.98, for the North Atlantic 35.48 and 36.52, and for the North Central 32.28 and 31.13.

Diagrams 3, 4, 5, and 6 are graphic comparisons of the number of students in the United States and in the five geographical divisions studying Latin, algebra, physics, and general history, public and private secondary schools being represented in contrast on the same page.

PUBLIC AND PRIVATE SECONDARY STUDENTS.

The distribution of secondary students in high schools, without reference to the classification of public and private, is shown in Tables 21, 22, 23, and 24. These tables deal with numbers and percentages arranged in parallel columns. The first column of Table 21 gives the number of high schools in each State, and the second column the num ber of secondary students in these schools. The third column gives the number of male students and the fourth column their per cent to the whole number, while the fifth column shows the number of female students and the sixth their per cent to the total. The seventh column gives the number of students preparing for the college classical course and the eighth column their per cent to the whole number of students. The first column of Table 22 shows the number of students preparing for a college scientific course and the next column their per cent. The third column gives the total number preparing for a college course, whether classical or scientific, and the next column shows the per cent to the whole number of students in the schools. As will be seen, column 3 of Table 22 is obtained by combining the seventh column of Table 21 and the first column of Table 22. In the fifth column of Table 22 will be found the number of students graduating in the classes of 1894 and in the next column their per cent to the total. In column 7 of Table 22 is given the number of college preparatory students in the class that graduated in 1894 and the next column shows their per cent to the total number of graduates. Tables 23 and 24 show the number of students in each of the ten high-school studies and the per cent in each to the total number of secondary students.

For greater convenience reference may be made to Table 20, which gives, by divisions, the total numbers of secondary schools, teachers, and students, as well as the numbers for public and private schools separately. In that table the average number of teachers to a school is shown to be 3.4, the average number of students to a school 69, the number of students to a teacher 20, the number of graduates to a school 8.2, and the average number of elementary pupils to a school 114. These averages are for the United States. The averages for each of the five geographical divisions are given in the same table.

From Table 21 it will be seen that of the 407,919 secondary students, 776,988, or 43.39 per cent, are males, and 230,931, or 56.61 per cent, temples. The male students exceed the female students in number ony in New Hampshire, New Jersey, Indian Territory, and Utah.

de lgh schools of the United States there were 72,116 secondary Studer is preparing for college, or 17.67 per cent of the whole-10.34 per at fo, a classical course and 7.33 per cent for a scientific course. The St showing the largest per cent of classical preparatory students 8 Noch Carolina, with 20.77 per cent, and the State having the Fac'est percent of scientific preparatory students was Minnesota, with Arkansas shows the highest per cent of college pre

og sæteris 36.17 per cent, classical and scientific combined. VN ram dot of students graduating from the high schools in the class «Ñ€73, or 11.88 per cent of the total number of students The North Atlantic Division had the largest per cent, en be Soch Central the smallest, 7.37. Of the 48,479 gradNe more students who had been preparing for college. * Sift per cent of the number of graduates. The appstory graduates was considerably smaller in

Nach Central than in the three other divisions.

de timbers and percentages of students purTa dal shai salies in each State. Algebra was NATI. Ty 176 per cent, general history by aeg 22 ve et physics by 24.02 per cent, AA

Panky 1951 per cent, chemistry by

wista, kad ir genometry by 3.80 per

Sasons had in the per cent of acid in the per cent of students A.2 per cent staked Latin and 57.86 es el per cent studied Latin 1 A. Pavision shows larger st than any other division. SAA Contrat in algebra, in geometry,

dlae to these interested *gh school studies. If emonal are taught in the pesues regularly three of these Panent that the sum of the sad geaal s00; that is, the first line Lava Nnd 24 opposite United we provided each student pursued red to the ten mentioned in the ca of the ten perce for the

United States is only about 224. It is clear that on an average two of the ten studies were taken and about one-quarter of another, or onequarter of the time of a third study was taken, leaving about threefourths of the time for one study to be given to secondary studies not mentioned or to studies below the secondary grade. The sum of the percentages for the North Atlantic Division is nearly 232, showing approximately that two of the ten studies were taken and one-third of the time of another. For the South Atlantic Division the ten percentages equal 252, showing that two studies were taken and more than half of the time of another. For the South Central the sum of the percentages is 228, indicating that an average of two of the ten studies were taken and 28 per cent of the time of another. For the North Central Division the percentages equal 206, showing that two of the studies were pursued, leaving only a small fraction of time for a third. The sum of the percentages for the Western Division is 246, showing that two of the studies were pursued and almost half of the time of a third was taken.

These figures can only show that other studies in addition to the ten mentioned enter into the course in many schools and divide the time of the students, always supposing that each student has three studies. at a time. Doubtless in many cases these additional studies are below the secondary grade, but it is certain that not a few schools prescribe in addition to the ten several other high school studies. Among these may be mentioned astronomy, physical geography, geology, zoology, botany, physiology, psychology, rhetoric, civics, and English literature.

OTHER SECONDARY STUDENTS.

In addition to the 407,919 secondary students in public and private high schools there were many others pursuing secondary studies in the public and private elementary schools of the country. In States where .high schools are few one or more pupils may be found in almost every common school pursuing certain high school studies. Not a few young men have prepared themselves for college in the elementary schools with the assistance of the country school-teacher who could spare a few minutes' time each day to direct the work of a few students in secondary studies. These secondary students are seldom reported as such to State superintendents of public instruction, and this office is without sufficient data upon which to base an estimate of the number in each State, but it is not improbable that in the United States there are nearly 100,000 students in the elementary schools pursuing secondary studies for at least a portion of the year.

The number of secondary students in the preparatory departments of colleges and universities, in normal schools, and in manual training schools is known. By reference to the statistical summaries of the above classes of institutions it will be found that in the colleges and universities there were 47,976 secondary students, in the colleges for

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