ford junior university, opened in 1891, and, in the middle west, Chicago university, opened in 1892. To show the differing attitude toward coeducation of the different sections of the United States, I have arranged the 480 coeducational colleges and separate colleges for men given in the U. S. education report for 1897-98 in a table on page 9. In matters like women's education, which are powerfully affected by prejudice and conservative opinion, we find not only a sharp cleavage in opinion and practice between the west and the east of the United States, but also distinct phases of differing opinion, corresponding in the main to the old geographical division of the states into New England, middle, southern and western.'

In the western states it will be observed there are, excluding Roman Catholic colleges and seminaries, out of 195 colleges 182 coeducational and only 13 colleges for men only. All of these except 3 are denominational; 6 belong to the Lutheran, 1 to the Dutch Reformed, 1 to the German Evangelical, I to the Episcopalian, and I to the Congregationalist. The other 3 are, as we might expect, in the most eastern and the earliest settled of the western states; one in Ohio, Western reserve, which teaches women in a separate women's college; one in Indiana, Wabash college, one of the three most important colleges in Indiana; and one in Illinois, Illinois college. Roman Catholic institutions apart, in 14 states and all 3 territories every college for men is open to women (the one university of the territory of New Mexico, not included in the U. S. education report, is open to women). In the southern states and southern middle states there are, excluding Roman Catholic colleges and seminaries, out of 161, 125 coeducational and only 36 colleges for men only. Among these 36, however, are the most important educational institution in Maryland, the Johns Hopkins university; the most important in Georgia, the Uni

'In discussing coeducation I shall, therefore, disregard the divisions into north Atlantic, south Atlantic, north central, south central and western, employed by the U. S. census and the U. S. bureau of education. The New England, middle and southern states are all, of course, eastern, and, with the exception of Vermont, West Virginia, Kentucky, Tennessee and Missouri, are all seaboard states, Pennsylvania being counted as a seaboard state on account of its close river con. nection with the sea. It will be noted that the inland southern states are rather western than eastern in their characteristics. The northern middle states belong on the whole by their sympathies to New England, the southern middle to the southern states. Missouri, having been a slave state and settled largely by southerners, is still southern in feeling. The District of Columbia also may conveniently be counted with the southern states.

RNIA

23

WEST

VIRGINIA

MISSISSIPPI

versity of Georgia; in Louisiana the two most important, the Louisiana state university and Tulane university, and in Virginia the very important University of Virginia. Roman Catholic institutions apart, all the colleges in the states of Alabama, Arkansas, Florida and West Virginia are coeducational. In New England and the northern middle states out of 64 colleges, excluding Roman Catholic colleges and seminaries, only 29, or less than half, are coeducational. The colleges for men only include (with the exception of Cornell) all the largest undergraduate colleges in this section - Harvard, Yale, Columbia, Princeton, Pennsylvania. Maine and Vermont are liberal to women, 2 colleges (3 if we count the limited coeducational college of Colby) in Maine and 3 in Vermont being coeducational, but the total number of students in college in these states is very small (in Maine only 843 men and 189 women; in Vermont only 301 men and 99 women). The leading colleges of New Hampshire, Rhode Island, Connecticut, New Jersey and Pennsylvania are closed, and in Massachusetts only 2 are open and 7 closed.'

Of the four hundred and eighty colleges for men enumerated by the commissioner of education 336, or 70 per cent (or, excluding Catholic colleges, 80 per cent), admit women. It would be misleading, however, to count among American institutions for higher education, properly so-called, most of the coeducational colleges and separate colleges for men included in this list, and it would be equally misleading to compare the number of women studying in such colleges in the United States with the number of women engaged in higher studies in England, France and Germany. In order to obtain a better idea of opportunities

1 Two of the three next largest colleges in Virginia - Richmond and Roanokeadmit women, but the advance in women's education in that state has been very recent. Until the establishment of the State normal school in 1883 there was not a scientific laboratory in the state accessible to women; in 1893 the RandolphMacon Woman's college opened with several laboratories, see Prof. Celestia Parrish, Proceedings 2d Capon Springs conference for education in the south, 1899, p. 68. I am much indebted to the author of this paper for valuable data in regard to coeducation in the south.

'The Massachusetts institute of technology is classified by the U. S. ed. reps. among technical schools.

The commissioner of education does not feel himself at liberty to discriminate among the colleges chartered by the different states, but it is well known that in most states the name of college, or preferably that of university, and the power to confer degrees are granted to any institution whatsoever without regard to endowment, scientific equipment, scholarly qualifications of the faculty or ade

for true collegiate work open to women at the present time in the United States I have selected from these four hundred and eighty colleges and from the numerous colleges for women classified elsewhere, a list of fifty-eight colleges properly so-called, employing for the purpose the four means of classification most likely to commend themselves to the impartial student of such things. Of these quate preparation of the students. The majority of the so-called colleges and universities of the south and west are really secondary schools. In most of them not only are the greater part of the students really pupils in the preparatory or high school department, but most of the students in the collegiate departments are at graduation barely able to enter upon the sophomore or second year work of the best eastern colleges. Throughout this monograph I have used the word college in speaking of institutions for undergraduate education, except when quoting their official titles, and this whether the college in question is, or is not, included in a larger institution providing also three years of graduate instruction. The terms college and university are used in America without any definite understanding, even among colleges and universities themselves, as to how they shall be differentiated. Probably the most commonly accepted usage is to call an institution a university if it has attached to it various departments, or schools, without regard to the standing of these departments, the preparation of the students entering them, or the work done in them. In this sense all the state universities of the west are called universities because, although many of them are really high schools, they have attached to them schools of pharmacy, veterinary science, agriculture, and sometimes medicine or law. It is in this sense that many institutions for negroes are called universities, because they include various departments of industrial art as well as a high school department. Until very recently the requirements for admission to the departments of law, medicine, dentistry, etc., have been so low that it has been a positive disadvantage to have such schools attached to the college department, and when lately the graduates of Harvard college decided not to allow the graduates of its affiliated schools to vote with them for representatives on the board of trustees, they claimed with justice that the illiberal education of the majority of these graduates would tend to lower the standard of Harvard college. The use of the word university should be strictly limited to institutions offering at least three years of graduate instruction in one or more schools.

'In this list of fifty-eight colleges I have included: first, the twenty-four colleges (indicated in the list by "a") whose graduates are admitted to the Association of collegiate alumnæ; second, the twenty-three colleges (24 are included in the Federation, but Barnard has ceased to be a graduate school, see page 28) included in the Federation of graduate clubs (indicated by “b”); third, the fiftytwo colleges (indicated by c") included in the 1899-1900 edition of Minerva, the well-known handbook of colleges and universities of the world published each year by Truebner & Co.; and fourth, the colleges which, according to the U. S. education report for 1897-98, have at least $500,000 worth of productive funds (indicated by "d"), and also three hundred or more students (indicated by "e"). In the case of state universities the money they receive annually from national and state appropriations may reasonably be regarded as a sort of supplementary endowment; I have, therefore, included the state universities of Maine, Iowa and