From Teller Reindeer Station the reindeer enterprise has grown until there are now 15 centers of the reindeer industry, extending from Point Barrow southward almost to the shores of the Pacific Ocean, and eastward to the center of Alaska. The total number of reindeer in the district of Alaska is 12,828, of which 3,321 belong to the Government, 5,153 to Eskimo reindeer herders and apprentices, 2,549 to mission stations, 1,787 to Lapp instructors in herding, and 18 are sled deer owned by white men. CITY SCHOOL SYSTEMS. The enrollment in schools of cities of the first class (over 8,000 population) for the year 1996 (Chapter XIV, pp. 325-344) was 4,722,637, in those of cities of the second class (4,000 to 8,000 population) 718,576, a grand total of 5,441,213. This constitutes 32.7 per cent of the enrollment in all public day schools of the country. If there be added the number enrolled in evening schools not attending day schools, the total of individuals receiving instruction of all grades in city and village public schools for 1906 was 5,751,972. The value of school property reported in the 1,325 systems in cities of 4,000 population and upward was $498,993,959, the expenditures for supervision and teaching $94,165,425, and the total expenditures $167,522,884. The following table shows comparatively the most prominent features of public school statistics for all places having a population of 4,000 or more and for the rest of the country: Comparison of urban and rural public school statistics. a Includes all engaged in the work of instruction in the public day school (superintendents, supervisors, principals, special teachers, and grade teachers). In cities of a population of 8,000 and upward there were reported 868 high schools, with an enrollment of 150,096 boys and 201,890 girls, making a total of 351,986. This total represents 7.4 per cent of the enrollment in cities of the class named. There were 4,912 men and 7,491 women engaged in the work of instruction in these high schools. In this chapter is given for the year 1906 the number of pupils in each grade in the schools of certain cities of 8,000 inhabitants and over. The one hundred and twenty-seven cities tabulated show an enrollment of 2,090,769, which is 44.2 per cent of the entire enrollment for the year in cities of this class. The following is a summary showing the net results of the year's statistical collection: Summary of statistics of cities containing over 8,000 inhabitants, showing increase from previous year. 1904-5. Average daily attendance. Average length of the school term in days. Enrollment in private and parochial schools. Male supervising officers.. Female supervising officers. Whole number of supervising officers. Number of male teachers.. Number of female teachers. Whole number of teachers. Number of buildings. Number of seats.. Value of school property. Expenditure for tuition. Total expenditure.. 10, 179 4,314, 319 a Decrease. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. There were 622 institutions of higher education in these classes reporting to this Bureau in 1906 (Chapter XV). Of these institutions, 158 are for men only, 335 are open to both men and women, and 129 admit women only. The total number of professors and instructors in all departments of these institutions was 23,950. Of these teachers 695 men and 2,164 women were in the 129 colleges for women, while 18,520 men and 2,571 women were in the remaining 493 institutions. In the latter there were 12,278 professors and instructors for the undergraduate departments alone, 11,012 men, and 1,266 women. There were 258,603 students in the preparatory, collegiate, graduate, and professional departments of the 622 institutions. The number of students in attendance at these institutions shows a considerable increase over the number for the preceding year. The number of undergraduate and resident graduate students from 1889-90 to 1905-6 is as follows: Number of undergraduate and resident graduate students in universities, colleges, and schools of technology from 1889-90 to 1905–6. a Included in universities and colleges for men and for both sexes. It will be observed that the numbers of students in schools of technology are not given separately in the above table for 1905-6 but are included with the regular universities and colleges. The 45 institutions heretofore classed separately as technological schools are institutions of high grade, known as the B. S. colleges, or those granting only scientific degrees. Inquiries from abroad indicate that the erroneous impression prevails to some extent that these schools stand for the most that is being done in higher technical training in America. Yet it is well known here that the regular B. A. universities and colleges have for several years past been conferring twice as many B. S. degrees as have been granted by the schools of technology. In recent years the scientific courses have been so broadened and strengthened that they commonly require as much time as the classical and other culture courses. For reasons which are obvious from the above statement, the separate classification of the B. S. colleges is now discontinued, beginning with this report. The 622 institutions conferred the A. B. degree on 5,812 men and 4,183 women, the B. S. on 3,893 men and 700 women, the Ph. B. on 758 men and 430 women, the B. L. on 132 men and 510 women. The A. M. degree was conferred on 1,024 men and 362 women, the M. S. on 168 men and 15 women, and the Ph. D. on 312 men and 25 women. The value of property possessed by the 622 institutions aggregated $554,077,023. Of this sum, $17,817,316 represents the value of libraries, $26,738,488 the value of scientific apparatus, machinery, and furniture, $261,090,825 the value of grounds and buildings, and $248,430,394 the amount of productive funds. The aggregate income of the 622 institutions for the year was $44,783,326. Of this amount $16,340,101 was from tuition and other college fees, $10,241,539 from productive funds, $14,266,111 from public appropriations, and $3,935,575 from sources not stated. The total value of all gifts and bequests reported by the several institutions for the year amounted to $17,716,605. Of this sum $12,158,072 was received by 39 institutions reporting gifts amounting to $100,000 and over for each institution. Extracts from the first annual report of the board of trustees of "The Carnegie Foundation for the Advancement of Teaching" are printed in the chapter on higher education, together with the list of accepted institutions prepared by the trustees of that foundation. AGRICULTURAL AND MECHANICAL COLLEGES. The statistics of the institutions endowed by acts of Congress of July 2, 1862, and August 30, 1890, are given in Chapter XVI. The reports of the presidents of these 66 institutions show an enrollment in all departments of 59,093 students, an increase of more than 100 per cent in ten years. During that time the students in agriculture increased from 2,881 to 8,121, including students in short courses; students in engineering courses increased from 6,630 to 13,937. Of the 8,121 students in agriculture in 1906, 5,158 were in short and special courses, and 2,963 in regular four-year college courses. The value of the property of these institutions amounts to $85,366,897. Of this sum $12,492,560 represents the funds derived from the sale of the land grant of 1862, which is an increase of about $450,000 over the amount reported for the preceding year. The value of the material equipment of these institutions amounts to $50,602,209. Their income for the year amounted to $13,605,158. Of this sum the States furnished over 55 per cent and the General Government a little more than 15 per cent, while less than 30 per cent was derived from other endowment funds, fees, and miscellaneous sources. The proportion of the expense of maintaining the institutions that is furnished by the States is increasing very rapidly, while the proportion. furnished by the General Government is correspondingly decreasing. Of the amount received from the States during the year, namely, $7,531,502, the sum of $3,133,831 was for buildings and other special purposes. The States have increased their appropriations and other provision for these institutions by about 240 per cent in the past ten years. With respect to the funds appropriated by an act of Congress approved August 30, 1890, the reports of the treasurers show that increasing proportions of such funds are applied to instruction in agriculture and the mechanic arts, the proportion expended for instruction in agriculture having risen from 16.1 per cent in 1903 to 17.6 per cent in 1906, and that in mechanic arts from 27.9 per cent to 30.5 per cent. A comparatively small proportion, 5.9 per cent, was expended for instruction in economic science. Among the especially noteworthy legislative enactments within the year 1906 affecting these institutions may be mentioned the provision by Massachusetts for the establishment of a normal department at the Massachusetts Agricultural College for the purpose of giving instruction in the elements of agriculture to persons desiring to teach that subject in the public schools; the appropriation by Georgia of $100,000 for buildings and furnishings for the agricultural college, and provision for the appointment of a board of trustees for the management and control of the department of agriculture and farm technology of the Georgia State College at Athens; provision by Iowa for a special tax levy of one-fifth of 1 mill on the dollar for necessary buildings, and an appropriation of $15,000 for agricultural extension work throughout the State. New York passed a law defining the object of the State college of agriculture at Cornell University. The provision by Massachusetts for the establishment of a normal department at the Massachusetts Agricultural College may mark the beginning of a very important movement. It is by such means that provision may be made for a supply of teachers for the secondary schools of agriculture which are coming into being in many of the States, and for the elementary schools in States where elementary agriculture is a required or authorized subject of instruction. PROFESSIONAL EDUCATION. In the 150 schools of theology (Chapter XVII) there were enrolled as students 7,716 men, an increase of 305 over the number in 1905. In addition to these there were 252 women taking courses in preparation for work as missionaries, etc. The endowment or productive funds of theological schools, so far as reported, now amount to $25,892,539, and benefactions to the amount of $3,271,480 were received during the year. The number of law students still continues to show a considerable increase, the number in 1906 being 15,411, an increase of 697 over the number in the previous year. In 1885 there were only 2,744 law students, in 1895 there were 8,950, and in 1906 the number reached 15,411. Another feature in connection with law schools deserves to be mentioned the increasing length of the course of study. In 1896 there were 12 law schools permitting graduation in one year; there were only 2 such schools in 1906. In 1896 only 11 schools had courses of three years; in 1906 there were 64 schools having courses of not less than three years. In fact, a course of three years seems |