these parties. In addition to food and clothing, he is allowed the loan of two female deer per year, upon which he may place his mark, and consider the herd as his private property, subject to Government control with reference to slaughter and sale. After the close of the retained in the general

second year of apprenticeship these deer are herd under the care of an experienced Lapp or Finn and under the supervision of the mission station with which the herder is connected. This general supervision extends for twenty years. This extended period of tutelage is to create in the young Eskimos thrift and the reindeer habit to teach them to preserve and accumulate their herds, to keep them in groups for self-protection, encouragement, and emulation, and to exercise a paternal oversight over them in their new civilization.

If, however, during this period of twenty years the herder indulges in a protracted season of intemperance, abandons or otherwise fails to care for the herd, the Government is at liberty to dispossess him of its loan and the increase thereof and reloans the same to other parties who may give evidence of making a better use of the loan. This works no injustice to the individual herder, as the herder during the five years of his apprenticeship has had from the Government or missionary station regular food and substantial clothing, far better than he would have had if he had remained away from the herd. The same is true after the years of his apprenticeship are ended--he will continue to receive food and clothing from his herd instead of the Government. When an apprentice becomes a herder he is expected to secure the support of himself and family by the sale of surplus male deer to butchers and miners, and expected to train some other apprentice. In most cases this subapprentice is some member of the herder's family. The reindeer are held by their owners subject to the conditions of a written agreement with the United States, which prevents the slaughter of the female deer for meat and the sale of female deer to any other party than the Government, and insures the instruction of apprentices in the arts of training and breaking the deer to harness. Surplus male deer are allowed to be sold to miners or others for meat or transportation purposes.

New reindeer stations established.---In view of the failure of the annual mail and food supply to reach Barrow in the fall of 1903, it was decided to establish an additional reindeer station at the southern edge of the summer ice fields on the arctic coast, and Wainwright Inlet was selected.

Three Eskimo herders at Point Barrow, with a total of 220 reindeer, have been sent to stock the new station. Building material was also forwarded for a new reindeer station to be established in the neighborhood of Hope (Kivilenya River), midway between Bering Strait and Point Barrow. Two apprentices, with 135 deer, have been sent to open this station.

With the rapid increase of the herds arrangements have been consummated for the establishment of two additional central stations-the one at Bettles, in the interior of Alaska, north of the Arctic Circle, on the Koyukuk, the great northern tributary of the Yukon River, 720 miles to the eastward of Nome, and the other at Copper Center, about 105 miles north of Valdez, on Prince William Sound.

Libraries in the United States.-The subject of libraries will be found treated at considerable length in Chapter XVIII (pp. 759-1017). The statistics were collected in the latter part of the year 1903. They show that there are in the United States 6,869 public, society, and school libraries having each 1,000 or more volumes, the same being an increase of 1,486 in the number of libraries since 1900. The 6,869 libraries have an aggregate of 54,419,002 volumes, an increase of 9,827,151 volumes, or 22 per cent, since 1900.

The North Atlantic division of States has 3,006 of the 6,869 public, society, and school libraries of the United States, and 27,805,980 of the 54,414,002 bound volumes, also 5,281,714 of the 9,314,913 unbound pamphlets reported.

The number of libraries supported by public taxation or appropriations is 3,148.

Statistics of libraries have been collected by this Office in the years 1875, 1885, 1891, 1896, 1900, and 1903. Table 11 (on page 775) is historical, showing the number of libraries and the number of inhabitants per library for each of the years mentioned.

In 1875 each library supplied an average of 21,432 persons, while in 1903 there was a library to every 11,632 persons, showing that the number of libraries had increased twice as rapidly as the population.

Table 12 (page 776) is also historical, showing the aggregate number of volumes and the number to each 100 persons in the years mentioned. The increase in volumes in twenty-eight years, considered in relation to the growth in population, has been at even a greater rate than the increase in number of libraries. In 1875 the libraries had 11,487,778 volumes, or 26 to the 100 persons of the population, while in 1903, thirty-three years later, there were 54,419,002 volumes, or 68 to the 100

persons. While the population increased 83 per cent in twenty-eight years, the number of books accessible to the people increased 374 per

cent.

The stimulus given to library development by the benefactions of Mr. Andrew Carnegie is recognized in this rapid increase by every one interested in the subject. There are in the United States nearly a thousand libraries which owe their existence in the main or in some part to the gifts of Mr. Carnegie."

Normal schools (Chapter XXXVI, pp. 1753-1811).-The number of students pursuing teachers' training courses in the several classes of institutions for the year 1902-3 was 88,003. This was a decrease of 6,143 from the number reported for the preceding year, although there was an increase of 23 in the number of institutions reporting. In all public institutions there were 58,837 normal students, 49,175 of these being in public normal schools. In all private institutions there were 29,166 normal students, 14,939 of these being in private normal schools. Private universities and colleges alone show an increase in the enrollment of normal students over the preceding year. The following table shows the number and classes of institutions offering professional instruction to teachers and the number of normal students in each class for the last four years:

a From the Library Journal for January, 1905, page 23, I copy the following table:

1889-90.

1890-91.

1891-92.

1892-93.

1893-94.

1894-95.

1895-96.

Public appropriations to public normal schools for fourteen years.

port.

$2, 426, 185

$743, 333

2,566, 132

417, 866

2,510, 934

560, 896

2,769, 003

718, 507

3,068, 485

709, 217

3,228, 090

906, 301

3,582, 168

1,268, 742

Male.

Female..

Total.

a Including public high schools. b Estimated or partly estimated.

c Under universities and colleges are included 4,921 professors and instructors in professional departments.

Secondary schools (Chapter XXXVII, pp. 1813–2137).—The aggregate enrollment in the schools and colleges of the United States for the scholastic year ending June, 1903, was 17,539,478. In the elementary schools, public and private, the enrollment was 16,511,024. Of this number the public common schools had 15,417,148, while the estimated number in private elementary schools was 1,093,876. The first eight grades of the common school course in most of the States are known as the elementary grades, and the grades in private schools generally correspond to these. The grades from 9 to 12, inclusive, in most of the State school systems are known as the secondary or high school grades. Private high schools, academies, seminaries, and college preparatory schools maintain practically the same grades. The total enrollment in the secondary or high school grades for the year mentioned was 776,635, or 4.43 per cent of the aggregate, 17,539,478.

Students receiving secondary instruction in public and private high schools and academies and in preparatory departments of colleges and other institutions.

Since 1890 the rate of increase in the number of secondary students from year to year has been greater than the rate of increase in population. The number of secondary students in both public and private institutions in 1890 was 367,003, or about 5,900 to the million of population; in 1895 the number had increased to 539,712, or 7,900 to the million; in 1900 the number was 719,241, or 9,500 to the million, while for the year 1903 the number of secondary students aggregated 776,635, or about 9,700 to the million population, or almost 1 per cent. The enrollment of secondary students in private institutions has scarcely kept pace with the increase in population, while the enrollment in public institutions has increased more rapidly. In 1890 public secondary students constituted 0.36 per cent of the population, while in 1903 the proportion was 0.76 per cent.

There was a small decrease in the number of students preparing for college, the number being 58,140, as against 58,691 the preceding year, the percentage falling from 10.66 to 9.82. The total number of graduates was 69,991, or 11.82 per cent of the total enrollment. Of the graduates 22,887, or nearly 33 per cent, had been preparing for college.

Careful estimates have shown that about 43 per cent of the aggregate high school enrollment will be found in the first-year studies, 26 per cent in the second year, 18 per cent in the third year, and 13 per cent in the fourth-year studies. If the 592,213 public high school students were divided thus, there would be 254,652 in the first year, 153,975 in the second, 106,598 in the third, and 76,988 in the fourth year. In the synopsis given above it is shown that 297,925, or more than half the students, were studying Latin. There were 12,033 studying Greek, or about 2 per cent of the whole number.

City school systems (Chapter XXXII, pp. 1391-1502).—This chapter contains 17 tables presenting statistics of the various classes of schools maintained in incorporated cities and towns having a population of 4,000 or over. The first nine tables relate to day schools in cities of a population of 8,000 or over; the two tables following to evening schools in the same class of cities; the next three to day schools in cities and towns having a population between 4,000 and 8,000; and the