[Copied from Report of United States Bureau of Education for 1888-'89.] This table, though very incomplete, may be useful for the purpose of comparison, and, like all the tables here published, may enforce the importance of a thorough system of educational reporting to the national Bureau of Education by every variety of schools in the country. Summary of statistics of institutions for Number of instruc Students. the higher instruction of women for 1888-'89. Number of volumes in libraries. Value of scientific apparatus. Value of grounds and buildings. 234322 15 9 103 40 12 56 673038 SOUTH ATLANTIC DIVISION. 249 344 669 53 9, 645 14, 800 421,000 175,000 4,250 13,000 444 20, 350 1,402 1,944 210,000 113 10, 520 5, 500 651, 000 2,500 150 60, 331 64, 481 19 85 159 5,000 11 550 500 26, 000 1, 200 1, 200 462 958 1,753 139 23, 150 650 463, 500 1,000 80 80, 200 92, 512 199 507 722 5,000 73 2, 100 300 110,000 1,000 80 1 15,000 15,700 350 1,019 1,569 141 8, 580 200 392, 000 40,000 2,000 8,750 20, 125 TABLE No. 6-Continued. Summary of statistics of institutions for the higher instruction of women for 1888-'89-Continued. Number of instruc tors. Students. Number of volumes in libraries. Statistics of institutions for the higher instruction of women for 1888-'89.-PART I. 2 Society for the Collegiate Instruction of Women. Smith College Mount Holyoke Seminary and College Miss Elizabeth Blanchard, act. 3 6 Arthur Gilman, A. M., secre 1882 1879 Nonsect 55 tary. Rev. L. Clark Seelye, D. D.... 5 45 ing president. Helen A. Shaffer, M. A. Edward S. Frisbee, D. D Rev. Wm. W. Totheroh, D. D 1857 1837 Presb.. James M. Taylor, D. D.... James E. Rhoads 1861 1865 Nousect 1880 1885 Nonsect 64146 9 28 37 6 CXXVIII. According to late authority there are now in 15 Southern States some 150 schools for the superior instruction of women, of which 50 for the white race are coeducational. Nearly all the superior schools for the colored race are coeducational. The State universities of Arkansas, Mississippi, Texas, and Kentucky admit women. Tulane University, Louisiana; Rutherford College, North Carolina; U. S. Grant University, Maryville; Carson, Newman, and other colleges in Tennessee; Fort Worth, Southwestern and Baylor universities, Texas; and Bethany College, West Virginia, are coeducational. Of this number 44 are reported as nonsectarian, the remainder divided among 10 religious denominations. Eight thousand young women are reported in the collegiate department of these institutions, beside large numbers now attending schools of similar grades in the Northern States. Nearly a hundred schools admitting women in the South are authorized by law to confer degrees. One hundred and twenty-seven of these schools report an income of $335,000. It is reported that in 41 public schools giving secondary instruction to girls, in 14 Southern States and the District of Columbia, there were in 1886-'87, 4,800 female students, with 300 preparing for college. In 82 schools, classed as partly public, there were 4,300 girls receiving secondary instruction, of whom 220 were preparing for college. In 288 private schools, 14,500 girls were receiving secondary instruction, of whom 100 were preparing for college. It should, however, be remembered that all statistics relating to the number of Southern girls receiving the secondary and higher instruction in the South fail to give a complete estimate; indeed, fall largely below the true number. The reasons for this are, First. The neglect of this class of schools to report to the United States Bureau of Education, the one reliable agency for obtaining educational statistics, and fairly representing the educational condition of the country to itself and foreign nations. Under the present efficient administration of the Bureau a persistent effort is being made to obtain a report from every school of sufficient importance to attract public attention in the country. The forthcoming Columbian Exhibition at Chicago offers a notable opportunity to the private and denominational schools of the South, for the first time, to give to the country a satisfactory account of themselves. Second. Many of the best schools for girls in the South are of a semiprivate character, in charge of superior teachers, with a limited number of pupils, publishing no catalogue and making no special effort at public report. These schools represent what is left of the old-time system of instruction by tutors in the wealthy families of the South, and mark a decided improvement in that type of instruction. Third. It would be very desirable if the Catholic Church authorities |