number of secondary pupils. In 1880, while the population of the entire country sent 4,362 in each million into public and private secondary schools and colleges, the states of the South (including Missouri) had 1,289 colored students in each million of colored people. Altho this was less than one-third of the average quota, yet it was encouraging because it showed that much was being done to furnish an educated ministry, qualified teachers and physicians. The quota in a million of colored persons in high schools and colleges has increased slightly from decade to decade, owing chiefly, it would seem, to the increase in colored high schools in southern cities. The quota in the million was, as I have mentioned, 1,289 in 1880. It rose to 2,061 in 1890, and to 2,517 in 1900— quite a noteworthy increase of itself, altho eclipsed by the general increase for the entire country. In these statistics of colored people I have included both secondary and higher education, because it is not easy to tell how large a proportion of those enrolled in colleges are up to a college standard, and how many are only advanced to the secondary rank. I have also counted together the public and private schools for secondary and higher work.

We all know that an increase in the number of schools does not always mean an increase in the number of pupils. I must add to our survey of the increase of high schools the data in regard to pupils. And it is gratifying to know that, on the whole, the increase in secondary pupils in high schools has been much greater than the increase in the number of separate schools. The whole United States enrolled in round numbers 203,000 high-school pupils in 1890, and 520,000 in 1900. But it will be asked: Has not this increase in high-school enrollment been at the expense of the private academies and preparatory schools? The answer is that the private secondary schools have increased in the whole country from 1,632 institutions in 1890 to 1,978 institutions in 1900, and that their students enrolled have increased from an aggregate of 94,931 to 110,797 - an increase of 16 per cent. This increase is pretty evenly divided in the sections of the country, excepting the Western division which shows a large falling off in private secondary schools, the new public high schools apparently drawing 5,000 students in their 22,000 increase from the private schools. This is a trifling item in the grand total.

If we compare the private secondary schools with public high schools by quotas in each million of population, we discover that the private enrollment has not increased quite as fast as the census population. In 1890 each million of inhabitants enrolled 1,516 pupils in private academies, but only 1,443 in 1900-that is to say, 73 less in the million. But the public high schools enrolled in 1890 3,241 pupils, while the private high schools enrolled 1,516; and in 1900 they enrolled 6,832, where the private high schools or academies enrolled only 1,443.

The number of students in the principal studies may be seen in the following tables :

STUDENTS IN CERTAIN STUDIES IN PUBLIC HIGH SCHOOLS IN 1890 AND IN 1900

STUDENTS IN CERTAIN STUDIES IN PRIVATE HIGH SCHOOLS AND ACADEMIES

Thus far I have mentioned only the secondary students in the public. high schools and in the private academies, the same forming an aggregate of 297,895 in 1890 and of 630,048 in 1900. Besides these, there are students of secondary grade in very many normal schools and colleges enrolled as preparatory classes, and also in many institutions of special character, such as manual-training schools and schools for arts and sciences under various names. These numbered in 1890 as many as 69,109 students, and in 1900 had increased to 89,193, or more than 20,000 more. They are at present increasing somewhat more rapidly, thru the attempts of cities to provide technical and commercial instruction for their people. These special secondary students numbered 1,115 in the million of inhabitants in 1890, and 1,174 in 1900. Adding them to regular secondaries, public and private, the total of secondary students in each million of inhabitants in 1890 was 5,872, and in 1900 had risen to 9,449, the same being an increase of 3,577 students for each group of a million people. This vast increase of secondary students has had an effect upon the attendance on colleges and universities, and upon professional and technological schools. For the record of progress in higher education is similar to that in secondary, namely, an unexampled increase. In 1872 there were 590 college students in the million of population. In 1890 the 590 had increased to 880, and in 1900 to 1,284.

The number in the professions has increased rapidly. There were

of these 280 in the million of inhabitants in 1872; in 1890 they had increased to 450, and in the past decade they have nearly doubled. Scientific and technical schools of college rank have increased their enrollments in the decade from under 15,000 to about 30,000.

The growth of post-graduate work in universities has been still more remarkable. Beginning with 198 in 1872, it had increased to 1,717 students in 1890, and to 6,000 in 1900.

Reducing the returns for higher education of all kinds to groups of a million, we find that there were 2,181 students of college rank to the million of inhabitants in 1890, and that the quota had risen to 3,139 students in 1900. In this estimate I include not only the colleges and universities of full standard, but also very many others not quite up to the standard, but which are empowered to confer the degree of A.B. on their graduates, and which are really beyond average secondary schools in their amount of work. Besides these, there are also professional schools of a special character which require maturity of age and which do work that requires more reflection than the average secondary work. The normal schools are an example of this class of schools whose students are counted in the aggregate of higher education.

If we add the totals of higher education to those of secondary schools, in order to see what the country as a whole is doing in schools beyond the elementary grade, we find that in 1890 there were 8,053 students in the million of population, who were pursuing advanced studies, and that these 8,053 had increased in the decade to 12,588.

The significance of these educational items cannot be fully appreciated without considering the facts that I have hinted already, namely, that the

school gives the power to continue one's education with increasing skill thruout life. Even the illiterate grows, altho slowly, in mental power by reason of his experience in life. But his experience is limited to what he can observe in himself and in a small circle of neighbors. But his school-educated companion who can read and does read is all the time widening his mental view by what he gets from the printed page, and growing in accuracy of thought on account of it. Hence it happens, after fifty years of life, at the age of sixty years, the illiterate has grown as much by experience as he could grow by one year of schooling, while his literate companion has grown at least ten times as much.

So with the secondary pupil there are opened new windows out of which to observe man and nature—the windows of algebra and geometry, of physics and chemistry, of Latin and French or German, and of general history. He gets at least three times as much from the printed page of science or literature as the graduate of the elementary school, and his accumulation in the course of fifty years is more than ten times that of his elementary companion or one hundred times that of the illiterate.

In one year's time the high-school graduate has not made very many applications of his knowledge, but, as the years go on, he starts new trends of observation, and follows out threads of causation and long paths of genesis in the growth of the things and events that come under his immediate observation.

The student of higher education far surpasses the secondary student. in his ability to see lines of causality and of genesis in facts and events, and his power to accumulate in his life experience from year to year is far greater. His power to see the past in the present and to predict the future at a glance of the present situation seems miraculous, after fifty years of using his higher education. Just as Agassiz could see in the scale of a fish enough of its character to enable him to draw the fish, altho he had not yet seen the fish, and just as Asa Gray could divine the history of a tree from seeing it at a single glance, so in a thousand ways and in a thousand different provinces the old man who in youth has been trained in the college and in the professional school acquires powers of seeing things in their history and in their complex of relations.

These are the considerations that make us rejoice at the recent unexampled increase of secondary and higher education, and it remains for us to say that this increase is likely to go on, because it is due to the growth of productive industry in the country. The use of water, steam, and electricity in the industries is increasing the average annual production of each inhabitant. This accumulation of wealth enables our people to prepare their children in better schools and in longer periods of schooling.

The average school term of the United States is only five years of two hundred days each, or one thousand days. The future will see this lengthened with the increase of wealth in the community. I do not think

that the average production of wealth in 1800 could have been more than ten cents a day for each man, woman, and child, but by 1850 it had risen to thirty cents a day, and in 1880 to forty-four cents; in 1890 to fifty-two cents. What it was in 1900 can be told when the census is completed. The average amount of schooling will increase to ten years and more when, at some time in the future, we can produce a dollar a day for each inhabitant. Wealth is a good thing only because it enables us to grow wise and good only as we use it to develop insight in ourselves and become more helpful to our fellow-men. It therefore is a cause of rejoicing to us this morning to see that, with the increase of wealth production in the United States, there is an immediate application of the wealth to get more schooling for the people. Where an average town of two thousand inhabitants could have sixteen youths in school engaged on advanced studies ten years ago, today it has twenty-five such.

This is what it means to build new high schools and to increase the facilities for higher education.

DISCUSSION

JAMES RUSSELL PARSONS, JR., secretary of the University of the State of New York, Albany, N. Y.-The rapid increase of public high schools thruout the United States is often cited as a most conspicuous fact in education at the close of the nineteenth century. Dr. Harris tells us that, for purposes of comparison, the secondary-school statistics of the Bureau of Education since 1890 are more reliable in fixing the proper limits of this growth than those of an earlier period, as the distinction between elementary and secondary students has been more closely observed from that date. He says that during this period the number of high schools reported to the bureau has increased 137.73 per cent. and the number of high-school students 155.84 per cent., while the growth in private secondary schools and students has been only 21.2 per cent. and 16.71 per cent. respectively. These figures show an increase of 111 per cent. in students in both classes of schools taken together. We notice that the greatest growth is reported in the South Central division, where there is also an increase of 42.67 per cent. in private secondaryschool students. Next comes the Western division, where the growth is partially counterbalanced by a decrease of 45.91 per cent. in private secondary-school students. The South Atlantic division makes the next highest record, and reports also an increase of 25.03 per cent. in private secondary-school students.

Within the jurisdiction of the University of the State of New York exact statistics of a corresponding growth are available thru sworn reports from each secondary school, verified by inspectors whose duty it is to examine each of these schools in person. Elementary pupils are rigidly excluded, and only those are classed as secondary-school students who have completed a satisfactory elementary course and are enrolled as pursuing secondary studies. While the growth in enrollment in the common schools has been only 16 per cent. in ten years, the number of public high schools has increased 140 per cent., the number of academies 34 per cent., the total net property of secondary schools and the number of secondary students more than 100 per cent. At least 25 per cent. of these secondary-school students now complete balanced four-year courses after an eightyear elementary course, and rapidly increasing numbers remain in secondary schools for graduate work. The distribution of these schools is so general that almost every student in the state is now within reach of one of them.

How has the recent growth of secondary schools, especially public high schools,