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RATIO OF COLLEGE STUDENTS TO POPULATION.

From the comparison of the number of students in the college course reported from each geographical section with the total population of each section it appears that in the North Atlantic division there is one college student for every 1,286 inhabitants; in the South Atlantic division there is one for every 1,600 inhabitants; in the Northern Central division there is one for every 1,273 inhabitants; in the Southern Central division there is one for every 1,532 inhabitants, and in the Western division there is one for every 1,031 inhabitants.

COMPARATIVE STATISTICS OF ATTENDANCE ON CLASSICAL AND SCIENTIFIC COURSE FOR THE LAST FIVE YEARS.

The following table shows the attendance for the last five years on the classical and scientific courses of colleges and universities, and at institutions wholly devoted to scientific instruction, as reported to this Office from the States of the North Atlantic division and from certain individual institutions in other sections.

The section specified was selected as not only answering best the requirement of completeness of statistics, but as the next to the most populous, though the smallest. Unable, from the magnitude of the work, to give in this report the attendance at the institutions of the whole country with the same exhaustive fulness, the Office has confined itself to giving the statistics of a few institutions of each of the other geographical sections, selecting those that have reported most fully.

TABLE 37.-Attendance on the regular courses of the colleges and scientific schools of the States of the North Atlantic division, as reported annually to the Bureau of Education for the five years last past.

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TABLE 37.-Attendance in the regular courses of the colleges and scientific schools of the States of the North Atlantic division, &c.—Continued.

Name of institution.

Students in classical course.

Students in scientific course.

1881-'82.

1882-'83. 1883-'84.

1884-'85. 1885-'86. 1881-'82. 1882-'83. 1883-'84. 1884-'85. 1885-'86.

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Comparing the total attendance for the first and for the last year of the semi-decennial period covered by the table, and excluding the statistics of the institutions that report for only one of these years, or have included students pursuing scientific studies for one year but not for the other, it appears that, for the North Atlantic division the decrease in attendance on classical courses has been 2.7 per cent. Computing, under the first limitation and for the same years, the attendance on scientific courses and departments of colleges and scientific institutions, it appears that the increase of attendance on scientific courses has been 48.8 per cent.

Turning now to inquire as to the ratio of the attendance on classical courses to the combined reported attendance on classical and scientific courses, and excluding the statistics of institutions not reporting the scientific students separately, it appears that for the year 1881-82, 70.3 per cent of the students were receiving instruction in classical courses, and for 1885-'86, 64.4 per cent.

The greater completeness of the statistics from the New England States permits the Office to present ratios for this section less approximate than the foregoing. Rejecting the inadequate statistics as already explained, the increase of attendance on classical departments for the semi-decade has been 5.5 per cent., and on scientific courses and institutions 58.2 per cent. Of the combined attendance on classical and scientific courses and scientific institutions, 79 per cent. were receiving instruction in classical courses in 1881-'82 and 70.9 per cent. in 1885-'86.

The high rate of increase of attendance in scientific courses has mostly been conn tributed to by the growth of the attendance at the Massachusetts Institute of Technology, and by that at the Sheffield Scientific School. Outside of New England thscientific departments of Lehigh University and the Towne Scientific School of the University of Pennsylvania have also greatly increased their attendance, while the School of Mines of Columbia College has maintained quite evenly the large attende ance that it had in 1881-'82.

EXTRACTS FROM REPORTS OF COLLEGE PRESIDENTS.

The reports of college presidents and other officials for the current year present, as usual, discussions of the chief questions of interest respecting studies and discipline. Their practical familiarity with the subject gives to their views and opinions greater value than attaches to any other utterances upon the subject. The following extracts from several of these reports relate to questions of wide interest at the present time:

ADMISSION REQUIREMENTS.

Report of Dr. C. W. Eliot, President of Harvard University, for 1885-'86, pp. 7-9.

The three-years discussion of the requirements for admission to Harvard College was brought to a fortunate conclusion in May last by the adoption, in the Corporation and Board of Overseers, after a thorough examination of the subject by committees, of the compromise measure which had been recommended to them almost unanimously by the college faculty in March, 1885. The practical results of the measure adopted may be summarized as follows:

In the first place, from the point of view of the candidate, three ways are open: (1) The former method of entering the college remains practically unaltered so far as the selection of the candidate's studies is concerned. (2) A candidate who has mastered the elements of both Latin (translation at sight of simple prose) and Greek (translation at sight of simple Attic prose) is given a wide range of choice for his advanced studies at school. He may devote himself thereafter chiefly to the classics, or to French and German, or to mathematics, or to physical science, or he may make combinations of the four principal subjects in various proportions. (3) A candidate may substitute mathematics or mathematics and physical science for all the Greek.

Secondly, from the point of view of secondary schools, the measure also permits three varieties of school policy: (1) The present programme in the prevailing kind of classical school need not be modified except in what may be fairly called details. (2) A school programme which retains the elements only of Greek may develop modern languages, physical science, or mathematics much more effectively than was possible under the former requirements, because advanced study in any one of these directions will count towards admission to Harvard College. (3) A preparatory school may teach thoroughly English, French, or German, mathematics, chemistry, and physics, with the elements of Latin and of the history of England and of the United States, and therewith secure the admission of its pupils at Harvard College on a level with any other candidates.

The most considerable immediate effects of the changes made in the requirements will probably fall under the second of these three heads, the most important ultimate results under the third. Under the second provision schools which now prepare boys for college can gradually bring their programmes into better harmony with modern needs; but under the third a new kind of school-a kind into which the public his school may advantageously be developed-can fit boys for college, to the common :

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