The number of women teachers has risen to 332,252 out of a total of 449,287 teachers in the common schools of the United States. While the percentage of male teachers in 1880 was nearly 43 per cent, the past year it had fallen to 26 per cent. The average salary of teachers shows some increase over the previous year, the salary of male teachers reaching $50 a month (less 2 cents), while the average salary of women teachers had risen to $40.51. The aggregate of school property arose to the sum of $643,903,228, the increase over the previous year being nearly $43,000,000. The amount of money for the support of schools derived from local taxation-that is to say, from municipal and county taxation-has steadily increased, owing chiefly to the incorporation of large villages into cities and the provision for the support of schools out of the municipal tax fund. The entire expenditure had reached the sum of $251,457,625, the same being $3.15 for each inhabitant, an increase of sixteen cents per capita. Of this expenditure 18 per cent was devoted to the purchase of sites and buildings, 624 per cent to the salaries of teachers and superintendents, and 19 per cent to miscellaneous expenses, such as janitor hire, fuel, apparatus, text-books, etc. The expenditure per day for each pupil was nearly 10 cents for the support of teachers and 15 cents for all purposes. ED 1903 TABLE II.-Number of pupils and students of all grades in both public and private schools and colleges, 1902-3. NOTE.-The classification of States made use of in the following table is the same as that adopted by the United States census, and is as follows: North Atlantic Division: a Including pupils in preparatory or academic departments of higher institutions, public and private, and excluding elementary pupils, who are classed in columns 2 Including colleges for women, agricultural and mechanical (land-grant) colleges, and scientific schools. Students in law, theological, and medical departments d Mainly State universities and agricultural and mechanical colleges. e Including also schools of dentistry, pharmacy, and veterinary medicine. f Mainly in schools or departments of medicine and law attached to State universities. 9 Nonprofessional pupils in normal schools are included in columns 4 and 5. There are, in addition to this number, 23,889 students taking normal courses in universities, colleges, and public and private high schools. (See Chap. XXXVI, vol. 2). Summary of pupils by grade. Summary according to control. TABLE II.-Number of pupils and students of all grades in both public and private schools and colleges, 1902-3—Continued. Per cent of the total population enrolled in each grade. Division. Grand Per cent in each grade of the whole number of pupils. Per cent of public pupils. NUMBER OF PUPILS IN ALL GRADES OF PUBLIC AND PRIVATE SCHOOLS. Table II shows that the children enrolled in the public elementary schools in 1903 numbered 15,417,148. The course of study in the public schools includes eight years for the elementary grades, that is to say, for schools that are known as "district schools," the pupils in this class of schools entering at 5 and 6 years of age and remaining for various lengths of time. In Chapter XXIII (p. 1176), showing the wall charts and other statistical exhibits of the Bureau of Education at the world's fair in St. Louis, an estimate has been made of the number of children in each year or grade of the course of study," and also the number of pupils in attendance at each age from 5 to 18. In the first year's work the number of pupils was Third year or grade. 5, 149, 296 2, 912, 462 2,426,263 2, 168, 956 1,288, 114 700, 885 Seventh year or grade Eighth year or grade The total in the eight grades of the public elementary schools in 405, 693 323, 607 15, 375, 276 In the same table the attendance in the public secondary schools or high schools is given, namely: The total in the high school course of four years for 1902... 243, 433 147, 192 101, 903 73, 596 566, 124 The great falling off of pupils in the higher grades is noticeable both in the elementary schools and in the high schools. The number in the senior class of the high school is less than one-third of the attendance in the first year's work in the high school. The number of pupils that enter the eighth grade is about one-sixteenth as large as the number of pupils that enter the first grade. The first-grade work, no matter what the age of the pupil is who enters upon it, consists in learning how to read in the primer or first reader. A primer or first-reading book contains from 1,200 to 2,000 words drawn mostly from the colloquial vocabulary, that is to say, from the words in use in common speech and familiar to all persons by ear. The later readers (second, third, fourth, and fifth) have a continually increasing vocabulary of words that are known only to the eye and are rarely heard in colloquial a Estimated on the basis of returns received from parts of the country in which reliable statistics are kept in regard to this item. speech. The more of the higher vocabulary the pupil learns in school the greater becomes his power of thinking accurately and expressing with precision his thought, and the greater, of course, becomes his power of understanding what he reads in books and periodicals. The English language, above all languages, contains a difference between its colloquial and scientific vocabularies. The words in the colloquial vocabulary are more largely of Anglo-Saxon origin, and relate to simple ideas and to familiar objects and relations found everywhere among the humblest people as well as the people of the highest social rank. But the words that express refined ideas, complex thoughts and scientifically accurate observation, are nearly all of Latin and Greek derivation and not from Anglo-Saxon roots. This peculiarity of the English language makes it very difficult for the illiterate person to ever acquire the use of technical terms, inasmuch as they are not built up in English upon the Saxon roots, but upon Latin and Greek roots. The word "knowledge" itself is colloquial and Anglo-Saxon, but the word "science" is Latin, and the words idea, technical, theory, philosophy, chemistry, geology, astronomy, etc., are derived from Greek. The attempt on the part of ambitious illiterates to use the higher vocabulary for accurate expression results in such ludicrous mistakes as are attributed to Mrs. Partington. The word "antidote," for instance, is changed into "nanny goat." So in Hamlet the words "coroner's inquest law" become "crowner's quest law." Without some knowledge of the colloquial vocabulary of the Latin and Greek, these high technical terms used for scientific purposes and by English literature for the expression of its deeper thoughts and finer shades of feeling do not get understood, for it is necessary to know the sensuous meaning of the words used by metonymy in technical or spiritual applications in order to think readily with these higher terms. With these thoughts in view it is interesting to know that one-third of all the pupils in the elementary schools are mastering the printed forms. of the most common colloquial words, and that only about one-third reach the school readers which contain in them the purely literary words, that is to say, reach the studies of geography, history, and arithmetic, and acquire the technique of the most elementary science. It is of interest in this connection to note that the growth of the high schools from year to year and the increase in the number of pupils who have reached the study of elementary Latin, of algebra, and other studies of a technical character, show that there have been introduced into each community in the United States in ten years from two to three times as many persons in each million as was formerly the case who have learned in the high school how to use technical terms and the higher literary vocabulary intelligently. As shown in columns 4 and 5 of Table II, relating to secondary instruction, the public secondary pupils number 608,412, and the |