boards) under the same conditions may contract for the instruction of all pupils in a neighboring district, and transport them thither, without forfeiting apportionment. (Nebr. School Law, 1899, V, 4b, 4c.) Twenty-one counties contain schools in which one or both features of the law have been tried. Fifty-seven pupils were transported, at a cost of $560; 158 pupils attended school in adjoining districts for an average of seven months at a total cost of $1,471. "Those making the report are unanimous in the opinion that the law is beneficial." "The difficulty in inaugurating any new system, where prejudice and long-established usages prevail, is met here as well as in other matters." (Nebraska School Report, 1900, pp. 40-43.) New Hampshire.-Towns are authorized to expend a portion of the school money, not exceeding 25 per cent, in conveying children to and from school. (New Hampshire School Laws, 1898, chap. 92, sec. 1.) New Jersey.-Children in any district "living remote from the schoolhouse" may be transported to and from school under rules and contracts made by the board of education. A child living remote from any public school in his own district may, with the written consent of the county superintendent, attend a school in an adjoining district, and be transported at the public expense. (N. J. Sch. Law, 1902, secs. 111, 112.) Children who have completed the school course of their own district may attend a higher grade school in another district (with the consent of the school boards of both districts), and have their transportation and tuition paid. (Secs. 111, 113.) In making the apportionment of the school moneys, $200 must be apportioned to each district for each teacher whose services shall have been dispensed with by adopting transportation. (Sec. 177, I.) New York.-School districts are authorized to contract with adjoining districts for the tuition of their children, and to convey them at the public expense; 150 such contracts were made in 1898-99. There are still in the State 3,552 districts (nearly one-third of the whole number) with an average attendance of 10 or less. (New York School Report, 1900, p. 55.) North Dakota.-Schools with an average attendance of less than 4 on ten consecutive days may be discontinued. Two or more schools may be consolidated and pupils transported. (North Dakota General School Laws, 1901, sec. 704.) Ohio. In 1894 a special law was passed authorizing centralization and transportation in Kingsville, Ashtabula County. The experience of Kingsville is detailed at some length in the Report of this office of 1898-99, pp. 526-529, and in the first volume of this Report, pp. 161-164. The succeeding legislature passed a measure applicable to the counties of Stark, Ashtabula, and Portage. In 1898 the law was made general, and in 1900 further amended. As it now stands boards of education may submit to a vote the question of township centralization, and must submit it upon petition of one-fourth the electors. (Ohio School Laws, 1900, secs. 2931, 2932.) A graded school must be maintained in centralized townships, and a high-school course of not less than two years is authorized. Transportation must be furnished all pupils living more than three-fourths of a mile from the central building. (Secs. 3921-3928.) An act of 1867, as amended in 1902, provides that a board of education, when in its opinion for the best interests of the pupils, may suspend any or all subdistrict schools under its jurisdiction, and convey the pupils to some other school or schools in the same or an adjoining district. (Laws of Ohio, 1902, p. 221.) "Under this section the schools of a township can be centralized without submitting the question to the electors." (State School Commissioner.) "More townships each year approve it [centralization], and always with the same result." (Ohio Report, 1901, p. 18.) 3 Pennsylvania has a law (dating from 1897) authorizing directors to provide transportation for the children at the public expense to and from any school of their own district or of a neighboring district; but only for pupils of schools that have been closed by reason of small attendance, and who will have a greater distance to travel than before, and with the proviso that the cost of transportation per pupil shall not exceed the cost of maintaining the schools so closed. No school official may be a party to any contract for conveying children. Pennsylvania School Laws, 1901, Secs. CXXX, CXXXI.) An act of 1901 requires township boards, upon petition of a majority of the electors representing one-fourth the assessed valuation, to submit to the electors the question of township centralization,' which is carried by a majority vote. (Sec. CXXXIII.) A graded course must be maintained in centralized townships, and a high-school course of not less than two years is authorized. Transportation must be furnished all pupils living more than three-fourths of a mile from the central building. (Sec. CXXXVI.) There is a loss of upwards of $50 in the State appropriation for every school which is closed. * * * So far as one can see from the reports which have reached the department, the act of April 25, 1901, has not borne much fruit in the centralization of schools in country districts, and further legislation will be necessary if this idea is ever to be generally realized in the sparsely settled sections of our State." (Pennsylvania School Report, 1901, P. VII.) Rhode Island.-A law of 1898 authorizes school committees to consolidate any schools that, have an average number belonging of less than 12, and provide transportation for pupils. Any town may consolidate three or more ungraded schools. Any district with ungraded school may consolidate with district having graded school. The State pays $100 to each district so consolidated. A few ungraded schools have been consolidated; the conveyance of the children still remains as the great obstacle. Two schools of Burrillville formerly cost the town $600 per year. Consolidated with others the cost for transportation was $427.50. South Dakota.-"We understand the school laws of this State are sufficient to allow a school township to try this plan, or even two or more subdistricts may unite their schools into one, so that centralization may be tried in this State at once.” (B. D. Kribs, in South Dakota School Report, 1900, p. 13.) The reports of the county superintendents show that the question is much discussed and that a beginning has been made in three or four counties; elsewhere considerable opposition has been developed, principally on the part of parents. Vermont.-On a written application from ten resident taxpayers of a town a portion of the school money, not exceeding 25 per cent, may be used to transport scholars who live 14 miles or more from school. That transportation is growing in favor is attested by the fact that the expenditure for this purpose increased from $11,122 in 1893-94 to $26,492 in 1899-1900. In 1899-1900 there were 726 schools closed all or part of the year and 2,909 pupils furnished transportation. There were still, however, in the last term 201 schools of 8 pupils or less each, a decrease of 34 from the preceding year. Wisconsin.-Any school district may make provision for closing its schools and sending its pupils to adjoining schools, and provide for the payment of tuition and transportation of pupils by taxation. An amendment of 1901 gives the annual meeting power "to vote a tax for the purpose of providing for the free transportation of any or all children residing in the district, by the most direct route, to and from the schoolhouse in the district." (Sch. Laws, Wis., 1901, sec. 430, 16.) 1 The Pennsylvania law is closely modeled in certain features after the Ohio law. In each " centralization" of a township is defined as "the abolishment of all subdistricts, and the conveyance of pupils to one or more central schools." ED 1901-VOL II- -75 In towns which have adopted the township system the town school board may transport pupils in their discretion. (Sec. 524.) There were, in 1900, 955 schools in the State having an average daily attendance of not more than 10. Professor Upham reports that there is no organized transportation of pupils, though three counties are contemplating it. (Wis. Sch. Rep., 1900, p. 22.) HIGHER COMMERCIAL EDUCATION. Courses of study for the higher education of young men desiring to enter business careers have been established within recent years by a number of the leading institutions of the country. Among the institutions offering such courses leading to a baccalaureate degree may be mentioned the University of California, University of Chicago, Northwestern University at Evanston, Ill., University of Illinois, Indiana University, Louisiana State University, University of Michigan, Nevada State University, Ohio State University, Central High School (Philadelphia, Pa.), University of Pennsylvania, Agricultural College of Utah, University of Vermont, and University of Wisconsin. The commercial course of study in these institutions extends through four years, or the subjects relating especially to commerce or to other business pursuits may be elected as a part of the four-year college course, usually in the last two years. Dartmouth College offers courses extending through two years, which are intended as graduate courses. The first year of the course may, however, be elected by seniors of the college. In addition to the institutions mentioned above the New York University and the University of South Dakota offer courses of study extending through two years and leading, respectively, to the degrees of Bachelor of Commercial Science and Bachelor of Commerce. The University of Virginia offers a special course for young men desiring to enter the consular service. The course extends through three years, but does not lead to a degree. Other institutions offering courses of two or three years are Colorado Agricultural College, Drexel Institute at Philadelphia, Pa., University of the South at Sewanee, Tenn., Washington Agricultural College, West Virginia University, and University of Wyoming. Considerable latitude in the election of studies is generally allowed by the several institutions, so that students are able to select such studies as may be especially valuable in fitting them for the particular career they may have in view. Thus, the Amos Tuck School of Dartmouth College offers instruction intended to prepare men to enter upon private banking, brokerage and investments, insurance, railroad service and water transportation, foreign trade, general mercantile or manufacturing businesses, journalism, consular service, or for active participation in municipal and civic affairs. A detailed description of the instruction in commercial branches offered in a number of universities and colleges that have established colleges or courses of study for the higher education of business men, and a tabular statement showing the number of students in such colleges or courses, are given in Chapter XXV, Volume 1, of this Report. REGULATIONS RELATING TO CORPORAL PUNISHMENT IN CITIES OF OVER 100,000 INHABITANTS. Corporal punishment is forbidden in the schools of The entire State of New Jersey. (New Jersey School Laws, 1902, p. 46, sec. 106.) Boroughs of Manhattan and the Bronx, New York City. (Rules and Regulations, 1900, p. 62, sec. 64-1.) Borough of Richmond, New York City. (Manual and Course of Study, 1899, p. 9.) Chicago, Ill. (Rules and Regulations, 1898, p. 28, sec. 62.) Cleveland, Ohio. (Handbook, 1899-1900, p. 77, sec. 22.) 228, sec. 134.) (Forty-second Annual Report, p. Syracuse, N. Y. (Rules and Regulations, 1898, p. 30, sec. 20.) Providence, R. I., in grades above primary; permitted only with parent's consent in primary grades. (By-laws, 1897, p. 23, art. 15.) REGULATIONS IN OTHER CITIES OF OVER 100,000 INHABITANTS. Philadelphia, Pa.: There is no rule, but corporal punishment is said to have been abandoned by common consent. For the borough of Brooklyn and the borough of Queens, New York City, there is no information at hand. St. Louis, Mo.: May be administered only by a principal, or in his presence and by his consent. It must be avoided as far as possible. (Rules, 1897, p. 73, rule 47, sec. 4.) Boston, Mass.: Forbidden in high schools and kindergartens and as to girls in grammar schools. In any case it is restricted to blows upon the hand with a rattan. Each case must be reported through the principal to the superintendent. (Rules and Regulations, 1898, secs. 218 and 241.) Buffalo, N. Y.: The schools must be governed as far as possible without corporal punishment. Except when the superintendent gives special permission to other teachers, only a principal or acting principal may inflict it. (Charter and ordinances, 1896, Chap. XIV, p. 218, sec. 39.) San Francisco, Cal.: May not be inflicted in the high schools or upon girls in any schools. It is permitted only in extreme cases and may be inflicted only by principals or by vice-principals, with the consent of principals. Excessive punishment is prohibited, only a strap or a rattan being allowed. (Rules, 1900, p. 25, sec. 64.) Cincinnati, Ohio: May not be inflicted for failures in lessons cr recitations. Blows on head or violent shaking of pupils prohibited. (Sixty-sixth Report Board of Education, 1895-96, p. 199, sec. 84. Pittsburg, Pa.: No recent information is at hand. New Orleans, La.: May be inflicted only in extreme cases as a last alternative, and only by the principal or by his express authority. Must not be inflicted in the presence of the class or during lesson in which offense was committed. Blows upon the head and lonely confinement forbidden. (Rules and Regulations, 1896, p. 9, sec. 13.) Detroit, Mich.: Must be avoided if possible. Must not be inflicted without full knowledge and consent of principal. (Rules Board of Education, 1895, p. 29, rules 90 and 92c.) Milwaukee, Wis.: Permitted, as last alternative, by principal only. Excessive punishment and lonely confinement prohibited. Must not be inflicted in presence of class. All cases must be reported monthly to superintendent. (Rules and Regulations Board of School Directors, 1898, art. 13, secs. 7 and 8. Washington, D. C.: Must be avoided if possible. All cases must be reported monthly to principal and through him and supervising principal to superintendent. (Rules, 1900, p. 10, sec. 50.) Louisville, Ky.: Must be avoided as far as possible. Cruel punishment or confinement in closets prohibited. May be inflicted only after nature of offense has been fully explained to pupil. (Manual of School Board, 1898, p. 31, sec. 3, rule 3.) Minneapolis, Minn.: Permitted only when all other means fail. Principal only may inflict corporal punishment; then only when parents give written consent. Each case must be reported by principal to superintendent. (Twenty-fourth Report Board of Education, 1901, p. 134, sec. 60.) Indianapolis, Ind.: Must be avoided as far as possible. May be inflicted only in presence of principal, and must be immediately reported by him to superintendent. (Manual of Public Schools, 1900-1901, p. 51, sec. 11.) Kansas City, Mo.: May be inflicted in cases of flagrant offenses, and then only after duly notifying parents or guardians of intended punishment; and if parent or guardian will administer punishment, so as to preserve discipline of the school, teacher must inflict no additional punishment. Must not be inflicted in presence of school, but at the close of session and in presence of two other teachers or the intendent. (Rules and Regulations Board of Education, 1896, p. 24, sec. 88.) Rochester, N. Y.: May be inflicted in extreme cases by the principal or with his consent by an assistant. (By-laws and rules, Board of Education, 1898, p. 38, sec. 5.) super Denver, Colo., district No. 1: May be inflicted only after consultation with and with consent of principal. When practicable, superintendent should be consulted. All cases must be immediately reported to superintendent. (Twenty-fifth Annual Report Board of Education, district No. 1, 1899, p. 112.) Toledo, Ohio: Forbidden in by-laws of 1885, p. 53, sec. 3. Not mentioned in bylaws of later date. Allegheny, Pa.: Must be avoided when obedience and good order can be preserved by milder measures. (Rules, Twenty-sixth Annual Report Superintendent Public Schools, 1901, p. 124, art. 5, sec. 3.) Columbus, Ohio: Allowed when all other means have failed. To be inflicted in schoolroom by pupil's teacher, the principal being the judge of special cases. Punishment in the nature of personal indignity forbidden. (Report, 1891, p. 136, secs. 27, 28.) Worcester, Mass.: Permitted only in extreme cases, then only when approved by principal or superintendent. Must not be inflicted in presence of school. Teachers are required to make and keep complete records of all cases. (Rules of School Committee, 1900, p. 22, sec. 12.) New Haven, Conn.: May be administered, with consent of principal, in extreme cases only, but never at same session of school at which the offense was committed. Cases to be reported monthly to superintendent. (Manual, 1891, p. 56, sec. 176.) Fall River, Mass.: May be inflicted where milder measures fail. Must not ordinarily be administered in presence of school. Record of each punishment and offense must be sent to superintendent for inspection of the board. (Rules and Regulations, 1894, p. 13, sec. 46.) St. Joseph, Mo.: Must be avoided as far as possible. Each case to be reported to principal and by him monthly to superintendent. (Report, 1889-90, p. 170, sec. 12.) Omaha, Nebr.: Not mentioned in Rules and Regulations, 1896. Los Angeles, Cal.: Must be avoided if possible; switch or strap to be used; blows upon face or head forbidden. (Report, 1899-1900, p. 138, sec. 55.) Memphis, Tenn.: Must be avoided when good order can be preserved by milder measures. (Manual, 1897-98, p. 53, sec. 48.) Scranton, Pa.: No information is at hand. COEDUCATION IN THE UNITED STATES AND IN FOREIGN COUNTRIES. Coeducation, or the education of boys and girls in the same classes, is the general practice in the elementary schools of the United States. Exceptions are indeed found in a few cities (less than 6 per cent of the total number), situated for the most part on the eastern border of the country, but these exceptions are in the main due to accidental conditions, such as the location or structure of school buildings. In some |