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4 80

7.24 15. 84

9.36 13.39

33. 43 98, 85 49.04 01.01

70. 69
70.54
54. 04
74. 39

411
405

2, 565
2, 435

2 48

29 99
12 96

30 34 26 44

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2, 802
1, 968

495
1, 416

910 3, 702 4, 538

26 01

4 00
5 25
4 01
6 39

67.99
69. 71

18 99 26 54 33 56 45 56

75. 72
88. 10

12.36

44 32 51 71

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1 04

4 69

6 46

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TABLE 8.-Comparative statistics of State school systems

States and Territories.

Ratio Value of school fund per capita of of school property to total prop. Total popu- Population, Average aterty,

lation. 6-14. tendance.

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Iowa......... Kansas .......

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1 Alabama....
2 Arkansas
3 California.

Colorado 5 Connecticut. 6 Delaware 7 Florida 8 Georgia.. 9 Illinois 10 Indiana .............-11 12 13 Kentucky 14 Louisiana.. 15

Maine.. 16 Maryland... 17 Massachusetts. 18 Michigan 19 Minnesota 20 Mississippi 21 Missouri 22 Nebraska. 23 Nevada 24 New Hampshire 25 New Jersey. 26 New York 27 North Carolina 28 Ohio 29 Oregon.. 30 Pennsylvania 31 Rhode Island 32 South Carolina. 33 Tennesseo 34 Texas... 35 Vermont. 36 Virginia. 37 West Virginia. 38 Wisconsin 39 Alaska 40

Arizona.---... 41 Dakota 42 District of Columnbia 43 Idaho.

Indian Territory. 45 Montana. 46

New Mexico. 47 Utah.. 48 Washington ........ 49 Wyoming....

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for the school year 1885–86-Continued.

Amount mised by taxation for

Ratio

Current expenditure a for schools Ratio of schools per capita of

of amount
per capita of

current ex
raised by

penditure a taxation for

for schools schools to Total popu. Population, Average at

Total

to total popu. Population, Average at

total 6-14. tepdance.

prop

lation. 6-14. tendance. properly. erty.

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Current expenditure does not include interest upon the value of school property.

TABLE 9.-Summary, by geographical divisions, of the comparative statistics of State

school systems.

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The classification of States made use of in the foregoing table is the same as that adopted for the United States Census of 1880, and is as follows:

North Atlantic Dirision : Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, and Pennsylvania.

South Atlantic Division : Delaware, Maryland, District of Columbia, Virginia, West Virginia, North Carolina, South Carolina, Georgia, and Florida.

South Central Division : Kentucky, Tennessee, Alabama, Mississippi, Louisiana, Texas, and Arkansas.

North Central Division : Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Dakota, Nebraska, and Kansas.

Western Division : Montana, Wyoming, Colorado, New Mexico, Arizona, Utah, Novada, Idaho, Washington, Oregon, and California.

It may be said, by way of explanation, that, in computing any ratio, percentage, or per capita, for any division, no State is included that does not furnish a return for both the components which enter into such ratio, &c.; and unless at least four such States are found for the three first divisions, or five for the two last, the result is left blank in the table; though in every case, for any ratio, all the States reporting both components are used to obtain the general result for the United States.

The following table gives the totals for the United States, for the eleven years ending with 1885–86, of the principal items of public school statistics:

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The comparative table which follows is derived from the preceding:

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The preceding tables present the principal facts regarding State school systems, and are as accurate and as complete as the material at the disposal of the Bureau permits. In their compilation, reports for the current year have been received from 41 States and Territories (excluding Alaska), a decrease of 4 from 1875–76. In some cases where reports have not been received, either the figures of a former Fear have been used, or if it was especially necessary to get a total for the United States for the current year, estiniates have been made by the Bareau from the best data available. An attempt has been made to increase the usefulness of the tables by giving comparisons with the preceding year, also comparisons of the principal items with each other for the current year, thus presenting in a systematically tabulated form results which each individual using the tables would otherwise have been obliged to compate for himself. These inter-comparisons, whether they took the form of differences, per capitas, or percentages, gave in some instances results so abnormal as to indicate erions errors in the data ; 'either special letters of inquiry were written in regard to these or the resnlts were omitted if there was no time for inquiry. The comparative tables farnish a very ready means, as far as they go, of determining by inspection the relative educational status of the different States.

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