schools have been maintained, until now practically the entire Indian school population is provided for, and, except in some mission schools, under governmental control. In 1911 there were 11,000 Indian children in the public schools of the country; 24,500 in 223 day schools, 79 reservation boarding schools and 35 non-reservation schools, and 4,300 in mission schools a total of 39,800, an increase of 2,000 in one year. The whole policy of the Government is now directed toward a fusion of Indian educational methods with those of the general educational system, in view of the fact that, in a few generations, the Indian will be entirely fused into citizenship. was The number of pupils in private elementary schools, in 1910, 1,316,900; and in the 1,979 private high schools and academies, in 1911, 130,649-61,298 boys and 69,351 girls. In college preparatory schools there were 16,301 boys and 6,245 girls; total 22,546. Religious denominations control 1,280 of the 1,979 schools. It will be readily seen how, whatever the raison d'etre that originally prompted the establishment of private schools, religious preferences and the natural desire of many churches for sectarian instruction for their children. are now prevailing motives. Of professional schools, the 193 theological seminaries had, in 1911, 10,834 students, as against 3,254 students, in 80 seminaries, in 1870. One hears a great deal about the decreasing number of students preparing for the ministry, but statistics do not warrant the assumption, for there has been a steady growth through all this period, though not so large an increase in proportion to the population as many other schools show. In law schools the increase, over the same years, has been from 28 to 116; in the number of students, from 1,653 to 19,615. Medical schools, all classes, increased from 90 in 1880 to 122 in 1911; students, from 6,194 in 1870 to 19,146 in 1911. In 1873 there were opened 5 schools for the training of nurses, in connection with general hospitals in as many cities; in 1911 there were 1,129 training schools, and 32,636 pupils. Dental and pharmacy schools show an increase of about 6,000 students each, over the number in their opening years; veterinary schools show an increase of 2,000. Industrial schools began with the opening of the Rensselaer Polytechnic Institute in 1824; the founding of Cooper Institute in 1859, the Pratt Institute in 1887; and hundreds of schools of like character have followed. The introduction into schools and colleges of scientific, engineering, technological and industrial departments or courses, have made the last half-century an era of industrial training. Trade schools, apprenticeship schools, coöperative schools, continuation schools,* ation schools," Young Men's Chris *Arthur J. Jones, The Continuation School in the United States, Bulletin Bureau of Education (1907). EDUCATION. tian Association classes, textile schools, and correspondence schools have followed one another in bewildering array, and stand as a witness to the enormous demand of modern industry for trained workers. The "agricultural and mechanical colleges," the outgrowth of the Morrill Act of 1862, have had an almost revolutionary effect along the lines indicated. The number of students in this class of colleges alone was 89,188, an increase of 10.6 per cent. in one year. Indeed, the augmented interest in all phases of agricultural education is one of the most significant and hopeful movements in our recent history. In forestry, only short inconsequential courses were given in a few agricultural schools previous to the establishment of the Yale Forest School in 1900. In 1911 there were 18 colleges, 5 graduate schools, and 2 professional schools giving instruction in forestry exclusively, while there were at least 25 college courses in forestry included under the general names of botany or horticulture. From the time when President Garfield as college president, not President of the United States - declared that there was room in the educational system for the practical "business college," the standard, as well as the number, has steadily increased. In 1911 there were 278,125 enrolled students in 2,966 different schools - 600 regular commercial schools, 614 private high schools and academies, and 1,752 public high schools and acad 435 There is time only for allusion to the rapid and remarkable spread of the domestic science,* or " home making," idea; to the incorporation of military training into public schools and colleges, and the interesting New York City Nautical School, which, since 1875, has been conducted on board the St. Mary's sloop-of-war, an annual trans-Atlantic summer cruise constituting part of the course of training; to the marvelous and farreaching ramifications of art and musical education in various courses and schools there being 55,000 students in private schools alone, in 1911; nor to the humane work for the deaf and blind-Miss Winifred Holt's "Lighthouse" at New York City being a peculiarly beneficent phase of care for the latter class. 66 They are supplying exactly those things which European critics have hitherto found lacking to America, and are contributing to her political as well as to her contemplative life elements of inestimable worth."'* What he remarked then is infinitely nearer the mark to-day, which mere statistics for 1911 cannot do more than skeletonize when they state that in the 145 colleges for men there was an undergraduate attendance of 37,144; in the 97 colleges for women, 18,985; and in the 339 co-educational institutions 116,585 74,305 men and 42,280 women. In graduate departments there were 10,858 resident students and 970 non-resident. The number of colleges has more than doubled since the Civil War; the total is now 581. The standards of admission have been advanced; the course of study has been radically changed from the early prescribed, single course to the elective systems of infinite variety, and some recognized defects of electives are being remedied by the well-organized grouping of subjects, in which Yale took the initiative in 1911; entirely new fields for research work have been occupied in the universities; and efficiency of management has been greatly promoted - the selection of presidents, for instance, having passed through the clerical and scholastic stages to the present executive qualification. Probably the most notable change since 1865, when *The American Commonwealth, vol. ii., p. 553. Vassar College was founded, has been the rise of colleges for women, the admission of women to annexes, and the development of the co-educational policy.* Indirect education, or the extension of educational advantages to the home and community is of beneficent and far-reaching purpose. It is responsible for the origin of the slogan, "a wider use of the school plant," for the present time-waste of idle schoolhouses was, in 1912, about 64 per cent., which is not only a waste but a positive deterioration. But a happy change is taking place, for when the children scamper gleefully out of many a schoolhouse door, other and perhaps more appreciative classes of persons are ready to take their place to the rhythm of another slogan " the "the wider use of the school idea." The growth of the "social centre," the "civic centre," the "recreation centre" is nothing short of marvelous, and its practical applications almost numberless. Evening schools, both public and private, were multiplied with startling rapidity when once begun, the pupils in the city public evening schools alone numbering 374,364 in 1910. Evening schools were started in a crude way, in the 50's, but their famous and modern. variant, the "Continuation School " began with the Twentieth century. *Marion Talbot, The Education of Women (1910). See the book bearing this title, by Clarence E. Perry of The Russell Sage Foundation (1910). EDUCATION. Summer and vacation schools of all kinds are attended not only by teachers but by multitudes of others who can find no other leisure for study. Free public lectures, designed primarily for working men and working women, have been established in many cities the first in New York City dating back to 1888; in 1910, over a thousand different courses and subjects were attended by nearly a million people. Study clubs and reading circles at home and in schoolrooms are, again, of almost infinite variety and are directed by school authorities, the university extension system. or correspondence schools - the latter, which is perhaps better adapted to individual teaching, being started or at least vitalized by the Chautauqua movement in 1879, and given special effectiveness by President Harper about the same time; teaching by correspondence is now carried on both by such schools, pure and simple, and by many colleges and universities as a subordinate department. With all these and many other opportunities for education of every description, there is no longer a reason why any individual, home, or community should go untaught or uncultured. And may there not be a third amplification of our slogan" the wider influence of American Education," which is fast extending educational benefits to Alaska, Porto Rico, the Philippines, in fact to all our 437 territorial or colonial possessions. And it is within the last half century that the educational forces of Christian missions* have been developed an increase not unworthy of comparison with our internal, National expansion of education; so that it may now be truly said that, in the pregnant period we have been reviewing, the United States has indeed become a great world-power as an educator.t * Charles F. Thwing, Education in the Far East (1909), and Education in the United States Since the Civil War, chap. xiv., pp. 280–304. Besides the books and reports already referred to, a few among the hundreds of works of value to all interested in education may be mentioned: G. Stanley Hall, Youth: Its Education, Regimen and Hygiene (1907) and Educa tional Problems (1911); Charles W. Eliot, Educational Reform (1905); Herman H. Horne, The Philosophy of Education (1904); Charles De Garmo, Principles of Secondary Education (3 vols., 1907-1910); G. W. A. Luckey, The Professional Training of Secondary Teachers in the United States (1903); Samuel T. Dutton, School Management (1908); James R. Hughes and L. R. Klemm, Progress of Education in the Century (1907); Eugene Davenport, Education for Efficiency (1909); Paul Monroe, A Text-Book in the History of Education (1905); Charles F. Thwing, A History of Higher Education in America (1906); J. J. Findlay, The School: An Introduction to the Study of Education (1912); Lida B. Earhart, Teaching Children to Study (1909); Edwin A. Kirkpatrick, The Individual in the Making (1911); Ernest N. Henderson, A TextBook in the Principles of Education (1910); William C. Ruediger, The Principles of Education (1910); Elmer E. Brown, The Making of our Middle Schools (1907); Jeremiah W. Jenks, Citizenship and the Schools (1906); Warren R. Briggs, Modern American School Buildings (1902); Fletcher B. Dressler, American Schoolhouses (1910); Edmund M. Wheelwright, School Architecture (1901); Annals of the American Academy of Political and Social Science, vol. xxxiii., no. i. (1909); F. T. Carleton, Education and Industrial Evolution (1908). CHAPTER II. 1865-1912. THE DEVELOPMENT OF RELIGIOUS IDEALS AND THE GROWTH OF RELIGIOUS Our third religious revival and its effects INSTITUTIONS. The religious revival of 1875-1880 — Materialism, rationalism, and scepticism as modifiers of religious thought - The consequent change in church activity - Relative denominational growth - Religious statistics. Religion had entered so thoroughly into our National life during the first half of the Nineteenth century that it was not disturbed by the Civil War as it had been by the Revolution of '76. There were, to be sure, sharp cleavages North and South in most of the denominations, owing to the slavery question, and, when the final appeal to arms came, the dissevered branches were found standing in political alignment with the section in which they existed; but both were still in unison in their religious faiths and doctrines. A little before the outbreaking of the war (in 1858) occurred what is considered as the third great religious revival in the history of this country. It was marked by all the intensity of purpose that characterized the two preceding revivals (in 1740 and 1792), but it differed from them as the people of the Nineteenth century differed from those of the Eighteenth. With no less earnestness and devotion on the part of its promoters, it was more self-restrained and less demonstrative. A particular feature of this movement was the union of the leading evangelical denominations in its support, a union the like of which had not been known since the beginning of the century. One effect of this revival was that it placed the churches in an advanced position of general religious interest and enabled them better to withstand the generally subversive influences of war in the years immediately following. The exigencies of the war served also to awaken Christian sympathy and to unite the Nation in the bonds of mutual interest and activity in humanitarian measures for the care of the soldiers in the field. Remarkable work of this kind, on a scale never before known in modern warfare, was carried on by the various State soldiers' aid associations, the Christian Commission, the National Sanitary Association in behalf of the Union army, and by similar organizations for the soldiers of the Confederacy. Another effect of this revival was the increased fraternity of the great religious bodies, and this, too, was |