The first part gives the statistics for the United States (Chap. XII); the second part for Europe (Chap. XIV); the third part (Chap. XV) for Canada, Australia, Spanish America, Japan, and China; the fourth part gives the bibliography of the subject (Chap. XVI).

COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS.

A detailed description of the origin, history, and present condition of the colleges of agriculture and the mechanic arts is found in Chapter XVII of this report and in the tables on pp. 1442-1446. The paper was prepared by a professor connected with the Maryland College of Agriculture and the Mechanic Arts.

THE KINDERGARTENS OF EUROPE AND AMERICA.

In Chapter XIX is to be found an elaborate paper on the history and status of public kindergartens in several European countries. This paper and its appendixes of statistics should be considered in connection with the detailed tables on pp. 1156-1163, containing the results of a special inquiry sent out at the close of the year to all kindergartens that could be heard of. The report gives 2,000 kindergartens and upwards of 65,000 pupils in the United States. But there were 1,100 more known to exist, which did not reply to the circular of inquiry. It is safe to estimate the entire number of pupils in kindergartens at 100,000.

The usual statistical information is given in this report, and papers of interest on the higher education (XXII), professional instruction (XXIII), education in Alaska (XXV), class intervals in the public schools (XXVII). Besides there is a remarkable study of the history of educa tion in southwest Virginia, by Rev. A. D. Mayo, and a report on the physical and mental condition of 50,000 children seen in 106 schools of London, by Dr. Francis Warner, an eminent English specialist.

In conclusion, I desire to take this opportunity to acknowledge the valuable services and willing cooperation of the corps of clerks in this office, and to recognize in particular the assistance given me by the chief clerk, Mr. J. W. Holcombe, and by the chiefs of division: Col. Weston Flint, of the division of statistics; Mrs. H. F. Hovey, of the division of correspondence; Mr. Henderson Presnell, of the library; Mr. F. E. Upton, head of the editing committee; Dr. L. R. Klemm, Misses A. T. Smith and Frances G. French, of the division of foreign exchange; and by Mr. Wellford Addis, specialist in professional schools, Mr. J. C. Boykin, specialist in city systems, and Dr. Arthur Macdonald, specialist in education as related to crime.

Hon. J. W. NOBLE,
Secretary of Interior.

ED 91-II

W. T. HARRIS,
Commissioner.

EDUCATION IN ITALY.

[Supplementary to Chapter X.]

Signor Luigi Bodio, the distinguished director of the statistical bureau in Italy, has courteously furnished, at the request of Prof. Alex. Oldrini, information on Italian education additional to that by Prof. Oldrini given in Part I of this Report. In regard to the illiteracy in the Kingdom, he states the percentage per 100 inhabitants to be as follows:

The decrease in illiteracy in Italy is also demonstrated by the increasing number of married men and women who sign the marriage contract, and by the reduced number of illiterates among the young recruits twenty years of age. The increased number of married men and women who sign the marriage contract is shown by the following figures, illiteracy being more noticeable in the southern provinces than in the central and northern provinces; more conspicuous in the rural districts and the smaller communes than in the larger towns.

Proportion of illiteracy in 1891 among those contracting marriage.

Percentage of illiterates among young men twenty years of age recruited for the army.

A result of the organization of army schools, which are a feature of the Italian system of education, is that illiteracy among soldiers is greatly decreased. While the percentage of illiterates among those recruits who were born in 1870 was, as just stated, 41.10, that of soldiers sent home after their term of military service was only 21.95.

*Includes chief provincial communes.

INFANT SCHOOLS (ASILI INFANTILI) AND KINDERGARTENS.

The greater portion of the infant schools of Italy are established according to regulations of the Italian educator Ferrante Aporti (1791-1858), or according to the methods of Aporti and Froebel combined. In these schools children acquire the first rudiments of an elementary education. The Government gives annual subsidies towards establishing infant schools, or aids those already existing. Many are selfgoverning and have their own funds. There were 1,178 such in 1892. Still others are supported by charitable institutions, charitable associations, and private individuals.

There are in Italy at the present time few kindergartens conducted exclusively according to Froebel's methods. In 1892 they numbered 400.

POPULAR PRIMARY EDUCATION.

Primary instruction was first made compulsory in 1859 by a law which required the attendance at school of children between 6 and 12 years of age, and enjoined upon the communes the support of a number of boys and girls' schools proportionate to the number of pupils of age to attend such schools. This law could not be enforced on account of the difficulties attendant upon forming a constitution in a kingdom composed of provinces that had been separated for many centuries, and had different developments in civilization and education. A new law, enacted in 1877, made school attendance obligatory between 6 and 9 years of age, and required the communes to establish a sufficient number of schools for the school population, and to obtain a sufficient number of teachers to carry on the schools. On this basis the law has by degrees been enforced in all communes of Italy, viz, 8,254 on December 31, 1892. The number of pupils (vide p. 322) in public and private elementary day schools has increased from year to year since 1861. In that year the pupils numbered 1,008,674; in 1871 there were 1,722,947; in 1881 there were 1,976,135; in 1892 there were 2,453,939. If we include night schools and Sunday schools, a total of 2,678,240 in school is obtained. The statistics presented by Signor Bodio are as follows:

Total number of elementary day schools in 1891-'92 was 57, 612. Total elementary day papils in 1891-92 were 2,453,939; in 1871-72, 1,722,947; increase, 730,992; total number of elementary day pupils in 1891-'92 was 2,453,939; night pupils, 147,607; Sunday pupils, 76,694. Total, 2,678,240.

NORMAL SCHOOLS.

These are established for the preparation of teachers of the elementary grades. The normals are divided into inferior and superior, the former giving a certificate to teach in the lower division of the elementary grades, the latter, a certificate which permits its holder to teach in any of the elementary schools.

Superior normal training for men is given in the scientific and literary faculties of the universities. For women there are also higher grade institutions in Rome and Florence, where graduates of normal schools can obtain a still more complete course of instruction, such as may be required by those women who desire to become instructresses in normal schools, or in schools above the elementary grade. Such schools for women were established in 1882, and in 1883-'84 there were 105 pupils registered; in 1890-'91 these numbered 181. The course of study covers Italian languages and literature, history, geography, French, English, and German languages and literature; mathematics, physics and chemistry, logic, and psychology; also hygiene and drawing.

SECONDARY INSTRUCTION.

As regards secondary schools Signor Bodio states that the pupils in 1872 numbered 23,798; there was an increase to 87,000 in 1882, and to 113,974 in 1891. In the "licei" there were 71,751 in 1891; in technical schools and institutes, 42,223. Of 56,737 graduates from the "ginnasi" only 15,014 attended the "licci," the balance (41,723) commenced their career with a preparation of classical studies only. This gives about 73 per cent who do not continue a higher grade of education in the "licei” or other special schools. Tabulated statistics are as follows:

As to the education of women (vide p. 328), it is stated that girls receive a higher grade of instruction than that of the five elementary classes in so-called "educatories," conservatories, and colleges. A small proportion of these institutions may be classed as superior or complementary schools, and are annexed to the colleges for girls which are supervised by the government. Some are supported by provinces and communes, but the larger number are maintained by private corporations or associations. The oldest and most thoroughly established are those maintained by the municipalities of Milan, Turin, Asti, Genoa, Venice, Padua, and among those established at a later date are those of Bologna, Florence, and Rome.

The programme and course of study vary in these different institutions. Women are admitted to both classical and technical schools, the technical schools being the most frequented by them. In 1891 there were sections for women in 141 of the technical schools, and 1,498 women attended. There are also technical schools for women exclusively. Women are admitted to university privileges, and are most frequently to be found in attendance upon the faculties of natural sciences, and medicine and surgery. Among the women who frequent the institutes of a higher grade than secondary schools it is stated that the majority attend special courses of study, but do not endeavor to obtain academic degrees.

AGRICULTURAL EDUCATION.

The Italian Government justly recognizes the fact that agricultural, industrial, and commercial pursuits tend toward the prosperity of the people. Signor Bodio presents this phase of education as follows:

Elementary instruction in agriculture is given in the practical schools of agriculture which were opened in those sections of Italy where the agrarian economy required such special study. These schools are supported by the Government, provinces, and communes, by corporations or by private individuals. To be admitted to such schools requires the student to have finished the lower elementary course, or to have passed a similar examination. The instruction is both theoretical and practical; the latter includes work by the students in all forms of husbandry and agricultural operations, the endeavor being to suit the instruction to the locality. Special agricultural schools aim to give instruction in regard to the production of wines, oil, and cheese, the cultivation of vines, and fruits. The practical and special schools are governmental schools, and there are agricultural sections in other governmental schools. The elements of agricultural science are taught in certain normal schools for both men and women. In 1890-'91 such instruction was given in 20 normals for men, and 11 for women. The number of pupils to date who have passed an examination in this branch is 694.