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close of the year, but it has been under discussion in the year now current, and will receive the inost careful consideration. That a great evil has been pointed out is generally admitted-an evil which affects American colleges quite as unfavorably as it does professional schools."

The consideration of the several classes under which the colleges and the universities of the United States may be presented will, it is hoped, sufice to sbow that superior instruction in this country is rapidly assuming definite character as rogards both its instruments and its purposes. As the process goes on, pretentious institutions are naturally overborne and finally disappear, while those that have “ a name to endure" strike their roots deeper and deeper into the community. For a full view of the equipment of the colleges and universities the reader is referred to the columns of Table 39, showing the number of instructors, the property valuation, productivo funds, &c.

TABLE 33.–Statistics of selected corporations having distinct faculties for

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undergraduate courses in arts and science and one or more professional schools.

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Table 34.--Statistics of selected corporations having combined faculties for undergraduato

courses in arts and science and one or more profecsional schools.


TABLE 35.--Statistics of selected corporations which are organized in departments, each

department comprising a group of schools.

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The development of science courses and the extension of optional courses are interesting features of recent college history. The relation of these courses to each other and to the entire undergraduate work is shown in the following summary by geographical sectious.

Two sets of ratios are here tabulated. The first set shows the ratios of the classical and of the scientific students to the whole number of collegiate students. The second set shows the ratio of classical students, of scientific students, and of students reported under both heads to the whole number of classified students, wbich is presumably the whole number of students preparing for bachelors' degrees. TABLE 36.- A general view of the relative number of classical and scientific students in

American colleges and universities for 1885–86.

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NORTH ATLANTIC DIVISION. 1. Maine 2. New Hampshire. 3. Vermont 4. Massachusetts 5. Rhode Island 6. Connecticut 7. New York.. 8. New Jersey 9. Pennsylvania.

Totals and general ratios

SOUTH ATLANTIC DIVISION. 1. Delaware 2. Maryland 3. District of Columbia 4. Virginia... 5. West Virginia. 6. North Carolina.. 7. South Carolina 8. Georgia 9. Florida..

Totals and general ratios.....

NORTHERN CENTRAL DIVISION. 1. Ohio. 2. Indiana 3. Illinois 4. Michigan. 5. Wisconsin 6. Minnesota 7. Iowa. 8. Missonri 9. Dakota.. 10. Nebraska 11. Kansas...

Totals and general ratios



ED 86-30

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