Sprague: Education and Race Suicide 



161 



CLASSES FROM 1867 TO 1892. 



Number of graduates 959 



Number that taught 431 (45 per cent). 



Number that married 509 (53 per cent, of all graduates). 



Number that did not marry 450 (47 per ceijt). 



Number that taught and afterward married 166 (39 per cent, of all who 



taught). 

 Number that taught, married and had children 112 (67 per cent, of all who 



taught and married). 



Number that taught, married and were childless 54 (33 per cent). 



Number of children of those who taught and had children .... 287 (1 . 73 children per family). 

 Number of children of those who married but did not teach . . . 686 (2 per married graduate that 



did not teach). 



Total number of children of all graduates 973 (1 child per graduate). 



Average number of children per married graduate 1.91 



Average number of children per graduate 1.0 



CLASSES FROM 1867 TO 1900. 



Number of graduates 1739 



Number that taught 800 (46 per cent). 



Number that married 854 (49 per cent). 



Number that did not inarry 885 (51 per cent). 



Number that taught and afterward married 294 (31 per cent). 



Number that taught, married and had children 203 (69 per cent, of all who 



taught and married). 



Number that taught, married and were childless 91 (31 per cent). 



Number of children of those who taught and had children. . . . 463 (1.57 children per family). 

 Number of children of those who married but did not teach. . . 1025 (2 each). 



Total number of children of all graduates 1488 (.8 child per graduate). 



Average number of children per married graduate 1 . 74 per married graduate. 



Average number of children per graduate 0.8 



WELLESLEY COLLEGE 



The data concerning Wellesley grad- 

 uates are not as complete as might be 

 desired, but Miss Caswell, the Secretary 

 to the President, reports the following 

 statistics. 



causes of and remedies for the situation 

 presented by these statistics, and it 

 might not be well to enter into that 

 anyway ; but I will mention a few points 

 that seem important. 



1. There is needed throughout the 



Women are the capital of the race. 

 The farmer that uses his land for golf 

 links and deer preserves instead of for 

 crops has but one agricultural fate; 

 so the civilization that uses its women 

 for stenographers, clerks and school 

 teachers, instead of mothers, has but 

 one racial fate. 



A FEW PERTINENT POINTS. 



The space given to this paper is not 

 sufficient for much discussion of the 



nation a campaign of public education 

 through church, school, and legisla- 

 tion, to strengthen the ideals and 

 economic foundations of the family. 

 Our education has glorified individ- 

 ualism and our tax system has steadily 

 penalized the man with a family. 

 The opportunities for social legis- 

 lation in laying a better foundation 

 for the family and ultimately the race 

 are unlimited. vSuch a development 

 would be reflected in the new aims 



