TABLE 38.-Comparative view of admission requirements in twenty-one representative universities and colleges, etc.-PART II-Continued. TABLE 39.-Comparative view of admission requirements for Freshman class in B. S. course in twelve representative agricultural and mechanical colleges. Char ter. 1855 Michigan Agricultural College. Geography, grammar, read- Arithmetic 1851, Pennsylvania State College. Iowa State Agricultural Col- Maine State College of Agri- State College of Kentucky. 1871 Agricultural and Mechanical 1877 1863 1863 Massachusetts Agricultural 1871 Rutgers Scientific School. TABLE 40.—Comparative view of admission requirements in six representative institutions for the superior instruction of women. NOTE. The candidate may omit one of the three languages, Greek, French, or German, selecting German and Grook, French and Greek, or French and German. 1 Hutchinson's Physiology, descriptive botany, written description of twenty plants, and elements of natural philosophy are required in addition to above. CHAPTER IX. SUPERIOR INSTRUCTION. I: Institutions for the superior instruction of women-General character-Obstacles to classification-Explanation of Table 42-Admission of women to Columbia College-Summary of statistics of institutions for the superior instruction of women (Table 41)-Statistics of institutions for the superior instruction of women (Table 42)-II: Universities and colleges-The tabular schemeUniversities-Statisties of foundations comprising groups of related faculties, etc. (Table 43)— Statistics of State Universities (Table 44)-Colleges or collegiate departments-Summary of statistics of colleges of liberal arts (Table 45)-Classification of undergraduate students--Comparative statistics of the undergraduate work of colleges (Table 46)-Endowed professorships in Harvard University-Organization of the University of Pennsylvania-Organization of the University of Virginia-The University of Alabama-Organization of Cornell University-Recent building operations-West Virginia University-Notable events in the history of superior instructionExtracts from college catalogues, etc.-Statistics of colleges of liberal arts (Table 47)-III: Schools of science-Character of the United States land grant schools-Summary of statistics of land grant schools (Table 48)-View of practical work as reported from twenty-five colleges-Percentage of students engaged in field, shop, etc. (Table 49)-Appropriations and benefactions to land grant colleges (Table 50)-Equipment of land grant colleges-Statistics of schools of science endowed with the national land grant (Table 51)-Notes from the catalogues of schools of science not endowed with the national land grant-Summary of statistics of these schools (Table 52)-Statistics of the same (Table 53)-Comparative statistics of attendance upon colleges and scientific schools (Table 54)-Ratio of college attendance to white population in 1857 (Table 55). I.-INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. The institutions providing advanced courses of instruction for women may be divided into two classes; the one including a small number of colleges organized upon the usual plan of the arts colleges; the other a large class of colleges and seminaries most of which make provision for a complete course of instruction, beginning at a very elementary stage and carrying pupils on to graduation. All the institutions of the former class, and a large proportion of the latter, are authorized by law to confer degrees, and it seems that eventually the fact of such authority, taken in connection with the main purpose of individual institutions as indicated by concentration upon collegiate work or provision for all grades, may afford the basis for a better classification than is now possible. The information thus far collected by the Office is not sufficiently definite and exact upon several points. For example, without any apparent change of status certain seminaries have been reported one year as authorized by law to confer degrees and the next as not so authorized. Again, in some cases, when the inquiry as to the authority to confer degrees has been answered in the negative, a statement has been made as to the numBer and kind of degrees conferred. Moreover, the requirements for degrees, and the significance of the various degrees, are not clearly indicated. The differences in respect to these particulars between the seminaries for women and the colleges for men must be taken into account in considering the relative number of degrees conferred by each. Thus, according to returns received at the Office in 1885-86, the number of women receiving the A. B. degree exceeded the number of men in two States, while in three States the numbers were nearly equal. There is, however, every reason for As to the number of women believing that the number of young men completing the recognized course for A. B. in each of these States excelled the number of women. who avail themselves of the provision for higher education the present information is unsatisfactory, as many seminaries make no distinction between the elementary and the academic departments in reporting the number of their students. In view of these circumstances the study of the subject of the higher education of women must be extended to the details of the colleges and seminaries engaged in the work before a satisfactory tabulation can be accomplished. This investigation has been commenced; meanwhile the endeavor in the present Report has been simply to preserve in convenient form the principal statistics for the year. In Table 42, Division A, have been placed three colleges for women in New York, which on account of their relation to the University of the State have heretofore ap 642 |