EDUCATIOyAL ORGANIZATION 317 



and the size and scope of tlie work are best under- 

 stood from the diagiani in Fig. oG. 



In 1913, the State spent -$83,869,354.97 on its 

 educational system. For no other purpose do the 

 people tax themselves so willingly. Of this vast sum, 

 the State paid out of general funds $7,471,491.58. 

 The remainder was derived from local taxation and 

 from other sources. Over $50,000,000 was ex- 

 pended on elementary instruction in the more than 

 twelve thousand districts (11600 in 1915 of which 

 8500 were one-room schools) and reached 368,011 

 rural pupils and 1,128,816 pupils in village and city 

 schools. Secondary education in 202 academies and 

 736 high-schools reached 157,891 pupils at a cost of 

 $13,569,115, about $34 to a pupil in elementary 

 schools and $85 for pupils in secondary schools. 



• Higher education in 122 universities, colleges and 

 technical schools and other institutions cost $17,927,- 

 942 for 47,903 students or at tlie rate of $375 a stu- 

 dent. The higher the grade of instruction, the 

 higher is the cost for the individual. 



The year 1912 was the centennial of the establish- 

 ment of universal public elementary education in the 



f State which is one of the cardinal principles at the 

 root of the nation and the one to which more than 

 any other the stability and permanency of democratic 

 institutions is and must l)e due. It touches the whole 

 people as nothing else does and lives with them 

 through life. It is the basis of their inspiration, the 

 tool in their work. One person in every nine is in 

 the elementary schools; one in every eighty persons 



