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TABLE 23.–Statistioa of kindergarten training sohools for 1885–86 ; from replies to inquiries by the United Staton Bureau of Education.
Mobile, Ala. (St. Manual street).
Miss Leila Led yard.
Mrs. Kate D. Wiggin..
Miss Emma Marwedel.
Kindergarten Training Class, State Normal School Miss Clara W. Mingins.
Miss Angeline Brooks
Miss Susie Plessner Pollock.
Mrs. Anna B. Ogden
Mrs. Louise Pollock
Miss Fannie E. Schwedler.
Kindergarten Training Class, Cook County Normal Mrs. Alice H. Putnam.
Mrs. Eliza A. Blaker
Mrs. Eudora Hailmann.
Mrs. Lucy B. Collins.
Mrs. J. E. Seaman.
Miss Annie B. Shearer.
Agnes Ross Parkhurst.
Mrs. A. K Brown...
Miss Mary J. Garland.
Lucy H. Symonds.
Miss Annie L. Page.
Mrs. C. C. Voorhees
Sara E. Grigg
Kindergarten Training Class, State Normal School Mrs. Harriet R. Donnovan.
Kindergarten Training Class, State Normal School. Mary A. Bemis..
Mary L. Van Wagenen a Half scholarships for all assistants in free kindergartens. 6 This school grants annually twelve free scholarships.
23 15 months.
10 months Charge per month.
INSTITUTIONS FOR SECONDARY INSTRUCTION, CHIEFLY PRIVATE. Table 28 presents the statistics of 1,440 schools, chiefly private, which carry the instruction of their pupils beyond the elementary grade.
The general scope of these schivols is perhaps best indicated by the results of a detailed analysis of the corresponding table for 1884–85.
Out of 1,617 schools tabulated that year, the numbers reporting 25 per cent. or more of their pupils in the classical course and modern language course, olie or both, were as follows:
a Of these, 68 are schools for young ladies. Of 326 schools which in 1884–85 reported productive funds, 106 reported $10,000 or upwards. Of these, 9 only appeared to be doing a vigorous classical work, while 7, including 3 of the 9, were strong in the modern languages.
These numbers seem to justify the conclusion that two-thirds of the schools considered are essentially English schools, while under the most liberal interpretation of the statistics not more than one-fifth can be regarded as essentially classical.
The very small percentage of the schools having permanent funds, found among those in which either classics or modern languages are prominent features, seems further to indicate the definite purpose on the part of patrons to make substantial provision for the studies that belong to an English course. This indication is strengthened by the fact that the relative status of the three courses of study has not changed materially for a period
of years, comparisons made between the statistics of schools in certain States selected, which schools reported in 1884-'85 and also in 1880, giving the following results:
a The results in Georgia are vitiated by the fact that 2 of the 30 schools did not show the classifica tion of all their scholars.
It will be noticed that the percentage of relative increase, for the period of yeans considered, in the number of scholars pursuing the English course is in the Now England States.
In 18 States and 3 Territories, reported in 1834-'85, co-education was a feature of three-fourths or more of the schools under consideration; in 9 States and 4 Territories it was a feature of one-half of the schools, or less than one-half, and in 11 States the co-education schools numbered between one-halfan: three-fourths of the whole. It is therefore evident that there is no settled prejudice against co-education among those classes