which will be invaluable when complete. The library now numbers 23,000 pamphlets and 11,000 books, besides many duplicates.

For the proper administration of the library, Mr. Warren recommends: (1) A lad not under sixteen years of age, to take charge of the shelves and cases, to label and number the books, and to serve as messenger and porter in the library rooms. (2) A young man of good education, with some knowledge of books, to assist in the cataloguing and to have charge of the card catalogue. He should have some knowledge of the French and German languages. (3) A young lady, to assist in cataloguing and to write and copy letters on the business of the library, to keep registers of books given out, of books received by gift or purchase, and of books needed in the library, and to make lists for exchange.

STATISTICAL TABLES.

The statistical tables in the appendix are constructed from data furnished the Office on blank inquiries sent out by it to the several States, cities, and institutions reported. The construction of the blanks involves the whole theory of educational statistics in the United States. In the preparation of these blanks all the information possible was secured, together with the opinions of those who had given the subject most attention. After careful study of all that could be obtained in the way of facts and opinions, an effort was made to discover if possible the latent tendencies in the movements indicated by these statistics and to form blanks fitted to bring together as far as possible the data required and necessary to answer the inquiries addressed to the Office and adapted to the actual condition of the facts as reported in the different systems and institutions of the country. Up to that time there was no nomenclature common to States, cities, colleges, academies, or normal schools by which the figures in their reports could be compared with any measure of accuracy or satisfaction. My desire was, if the educators of the country coöperated sufficiently, that the forms adopted should be continued until the value of the generalizations these collections rendered possible should be better understood and appreciated and a larger number of school officers had thought intelligently upon the importance of records and reports in their different systems and institutions and were prepared to advise with reference to further changes. My aim was neither to make nor to modify facts, but, as reported to the Office, to repeat them with the utmost accuracy. This brought out, as no other method could, the imperfections of our American educational statistics. This purpose, expressed to the educators of the country in my first reports, received a measure of approval and cooperation beyond all my expectations. School officers conferred, committees advised, correspondents multiplied on the subject, and the improvements have been apparent from year to year. Eminent statisticians have stated to me that there is no parallel instance in purely voluntary statistical reports. At first my thought was that the forms adopted might be used for five years, and that then the lessons afforded thereby might be used in making modifications. But the five years passed with gratifying improvements in nomenclature, in accuracy, and completeness. The evidences multiplied illustrative of the usefulness of the good work this collection of information was doing. As other years passed and the results grew more satisfactory, I concluded it best that these forms should remain the same for ten years, unless there was special reason or general urgency for a change. The freest suggestion has all the while been invited from every quarter. Many valuable opinions have been received.

The close of the decade is at hand. The census of 1880, that great decennial account of the people of the United States, will soon be taken, and its results cannot fail to afford further suggestions with regard to any changes desirable in the method of collecting the annual statistics for these reports. My hope is that those among our educators who are best prepared to aid in putting this forward will in due time cooperate with the Bureau.

It must be remembered that whatever methods are adopted affect educational records not alone in institutions of learning that may be under the control of a single head or

small executive board, but great systems as administered in cities and States, wherein changes will involve the action of State legislatures and city assemblies. Nor should it be forgotten that the late increased attention to educational statistics in other countries, notably in France and Japan, indicates the possibility of certain agreements on at least a few points of nomenclature by which international comparisons may be made with greater satisfaction than hitherto has been possible.

However much these statistics may promote the formation of the science of education, it should be remembered that they relate only to the school period; while the science of education, to lay its foundations broadly and surely, must take into consideration the period of life before the child comes under the instruction of the teacher, and the effect this instruction has after the child passes from the school into active life. Mothers and nurses must aid in studying the psychological development of infancy, and the histories of colleges and professional schools must trace the influence of their instruction upon their alumni, as coördinate workers to one end. Statistical summary of institutions, instructors, and students, as collected by the United States Bureau of Education, for 1874, 1875, and 1876.

a127 cities, each containing 10,000 inhabitants or more, were included in 1874; their aggregate population was 6, 037, 905.

b 177 cities, each containing 7,500 inhabitants or more, reported in 1875; their aggregate population was 8,804,654.

e 192 cities of 7,500 inhabitants or more reported in 1876; their aggregate population was 9,128,955.

Statistical summary of institutions, instructors, and students, as collected by the United States Bureau of Education, for 1877, 1878, and 1879.

1877.

City schools.

(a)

23, 830 1, 249, 271 (b)

Normal schools....

152

1, 189

Commercial and business

134

568

colleges.

Kindergärten

129

336

Institutions for secondary 1, 226

a 195 cities of 7,500 inhabitants or more reported in 1877; their aggregate population was 9,099,025. b 218 cities of 7,500 inhabitants or more reported in 1878; their aggregate population was 10,224,270. e 240 cities of 7,500 inhabitants or more reported in 1879; their aggregate population was 10,801,814. TABLE I.-PART 1.- Summary (A) of school age, population, enrolment, attendance, &c.

States and Territories.

TABLE I.-PART 1.-Summary (A) of school age, population, &c.—Continued.

SCHOOL AGES IN THE UNITED STATES.

The following diagram shows that there are sixteen different school ages in the States and Territories; the longest, extending from four years of age to twenty-one, covers a period of seventeen years, and the shortest, from eight years of age to fourteen, a period of six years only.

Diagram No. 1, showing the different school ages in the States and Territories during 1879.

Number of years in each school age.

School years.

School years.

17. 16. 16. 15. 15. 14. 14. 13. 12. 12. 12. 11. 11. 10. 10. 6.

Diagram No. 2 shows what percentage of the population of legal school age in the several States and Territories was in daily average attendance and what percentage of said population was enrolled in the public schools. The fact that the school age varies widely in different States not only partially accounts for the relative positions of the States indicated in the table, but also explains how it is that in Massachusetts more than 100 per cent. of the children of school age are reported enrolled. The percentage of daily average attendance is not given in the States of Arkansas, Delaware, Nebraska, South Carolina, Texas, and Wisconsin, nor in the Territories of Idaho, Indian, New Mexico, and Wyoming.

Diagram No. 3 shows the average monthly pay of teachers in the States and Territories. Fractions of dollars are disregarded in the diagram, but the exact figures may be found in Table I, Part 1, pages xvii, xviii. In the case of Alabama, Florida, New York, North Carolina, Tennessee, Texas, and Wyoming the average compensation is as given in the table, i. e., for the whole body of teachers, and not as given in the diagram, for each sex separately. The figures in Missouri and Wisconsin refer to the country schools only; for the pay in city schools, see the notes to the table on page xvii.