,,department ,,of ,,education ,,for ,,the ,,united ,,states ,,commission ,,to ,,the ,,paris ,,exposition ,,of #aijj ,,monographs ,,on ,,education ,,in ,,the ,,united ,,states ,,edited ,,by ,,nicholas ,,murray ,,butler ,professor of ,philosophy and ,education in ,columbia ,university1 ,new ,york #g ,,education ,,of ,,women ,,by ,m4 ,,carey ,,thomas ,president of ,bryn ,mawr ,college1 ,bryn ,mawr1 ,pennsylvania ,,this ,,monograph ,,is ,,contributed ,,to ,,the ,,united ,,states ,,educational ,,exhibit ,,by ,,the ,,state ,,of ,,new ,,york ,illustration3 ,attitude of different sections of the ,united ,states toward coeducation and separate education of men and women ,,department ,,of ,,education ,,for ,,the ,,united ,,states ,,commission ,,to ,,the ,,paris ,,exposition ,,of #aijj ,,monographs ,,on ,,education ,,in ,,the ,,united ,,states ,,edited ,,by ,,nicholas ,,murray ,,butler ,professor of ,philosophy and ,education in ,columbia ,university1 ,new ,york #g ,,education ,,of ,,women ,,by ,m4 ,,carey ,,thomas ,president of ,bryn ,mawr ,college1 ,bryn ,mawr1 ,pennsylvania ,,this ,,monograph ,,is ,,contributed ,,to ,,the ,,united ,,states ,,educational ,,exhibit ,,by ,,the ,,state ,,of ,,new ,,york ,,copyright ,,by ,j4 ,b4 ,,lyon ,,company #ahii ---------------------------------------- -------------------------------- ,,education ,,of ,,women ,the higher education of women in ,america is taking place before our eyes on a vast scale and in a variety of ways4 ,every phase of this great experiment1 if experiment we choose to call it1 may be studied almost simultaneously4 ,women are taking advantage of all the various kinds of education offered them in great and ever-increasing numbers1 and the period of thirty years1 or thereabouts1 that has elapsed since the beginning of the movement is sufficient to authorize us in drawing certain definite conclusions4 ,the higher education of women naturally divides itself into college education designed primarily to train the mental faculties by means of a liberal education1 and only secondarily1 to equip the student for self-support1 and professional or special education1 directed primarily toward one of the money-making occupations4 ,,college ,,education ,women's college education is carried on in three different classes of institutions3 coeducational colleges1 independent women's colleges and women's colleges connected more or less closely with some one of the colleges for men4 #a4 ,coeducation--,coeducation is the prevailing system of college education in the ,united ,states for both men and women4 ,in the western states and territories it is almost the only system of education1 and it is rapidly becoming the prevailing system in the south1 where the influence of the state universities is predominant4 ,on the other hand1 in the ,new ,england and middle states the great majority of the youth of both sexes are still receiving a separate college education4 ,coeducation was introduced into colleges in the west as a logical consequence of the so-called ,american system of free elementary and secondary schools4 ,during the great school revival of #ahcj-de and the ensuing years until the outbreak of the civil war in #ahfa1 free elementary and secondary schools were established throughout ,new ,england and the middle states and such western states as existed in those days4 ,it was a fortunate circumstance for girls that the country was at that time sparsely settled2 in most neighborhoods it was so difficult to establish and secure pupils for even one grammar school and one high school that girls were admitted from the first to both#a4 ,in the reorganization of lower and higher education that took place between #ahfe and #ahgj this same system1 bringing with it the complete coeducation of the sexes1 was introduced throughout the south both for whites and negroes1 and was extended to every part of the west4 ,in no part of the country1 except in a few large eastern cities1 was any distinction made in elementary or secondary education between boys and girls#b4 ,the second fortunate and in like manner almost accidental factor in the education of ,american women was the occurrence of the civil war at the formative period of the public schools1 with the result of placing the elementary and secondary education of both boys and girls overwhelmingly in the hands of women teachers4 ,in no other country of the world has this ever been the case1 and its influence upon women's education has been very great4 ,the five years of the civil war1 which drained all the northern and western states of men1 caused women teachers to be employed in the public and private schools in large numbers1 and in the first reports of the national bureau of education1 organized after the war1 we see that there were already fewer men than women teaching in the public schools of the ,united ,states4 ,this result proved not to be temporary1 but permanent1 and from #ahfe until the present time not only the elementary teaching of boys and girls but the secondary education of both has been increasingly in the hands of women#c4 ,when most of the state universities of the west were founded they were in reality scarcely more than secondary schools supplemented1 in most cases1 by large preparatory departments4 ,girls were already being educated with boys in all the high schools of the west1 and not to admit them to the state universities would have been to break with tradition4 ,women were also firmly established as teachers in the secondary schools and it was patent to all thoughtful men that they must be given opportunities for higher education1 if only for the sake of the secondary education of the boys of the country4#d ,the development of women's education in the east has followed a different course because there were in the east no state universities1 and the private colleges for men had been founded before women were suffered to become either pupils or teachers in schools4 ,the admission of women to the existing eastern colleges was1 therefore1 as much an innovation as it would have been in ,europe4 ,the coeducation of men and women in colleges1 and at the same time the college education of women1 began in ,ohio1 the earliest settled of the western states4 ,in #ahcc ,oberlin collegiate institute 7not chartered as a college until #ahej7 was opened1 admitting from the first both men and women4 ,oberlin was at that time1 and is now1 hampered by maintaining a secondary school as large as its college department1 but it was the first institution for collegiate instruction in the ,united ,states where large numbers of men and women were educated together1 and the uniformly favorable testimony of its faculty had great influence on the side of coeducation4 ,in #ahec ,antioch college1 also in ,ohio1 was opened1 and admitted from the beginning men and women on equal terms4 ,its first president1 ,horace ,mann1 was one of the most brilliant and energetic educational leaders in the ,united ,states1 and his ardent advocacy of coeducation1 based on his own practical experience1 had great weight with the public4#e ,from this time on it became a custom1 as state universities were opened in the far west1 to admit women4 ,utah1 opened in #ahej1 ,iowa1 opened in #ahef1 ,washington1 opened in #ahfb1 ,kansas1 opened in #ahff1 ,minnesota1 opened in #ahfh1 and ,nebraska1 opened in #ahga1 were coeducational from the outset4 ,indiana1 opened as early as #ahbj1 admitted women in #ahfh4 ,the state ,university of ,michigan was1 at this time1 the most important western university1 and the only western university well known in the east before the war4 ,when1 in #ahgj1 it opened its doors to women1 they were for the first time in ,america admitted to instruction of true college grade4 ,the step was taken in response to public sentiment1 as shown by two requests of the state legislature1 against the will of the faculty as a whole4 ,the example of the ,university of ,michigan was quickly followed by all the other state universities of the west4 ,in the same year women were allowed to enter the state universities of ,illinois and ,california2 in #ahgc the only remaining state university closed to women1 that of ,ohio1 admitted them4 ,wisconsin which1 since #ahfj1 had given some instruction to women1 became in #ahgd unreservedly coeducational4 ,all the state universities of the west1 organized since #ahga1 have admitted women from the first4 ,in the twenty states which1 for convenience1 ,i shall classify as western1 there are now twenty state universities open to women1 and1 in four territories1 ,arizona1 ,oklahoma1 ,indiana and ,new ,mexico1 the one university of each territory is open to women4 ,of the eleven state universities of the southern states the two most western admitted women first1 as was to be expected4 ,missouri became coeducational as early as #ahgj1 and the ,university of ,texas was opened in #ahhc as a coeducational institution4 ,mississippi admitted women in #ahhb1 ,kentucky in #ahhi1 ,alabama in #ahic1 ,south ,carolina in #ahid1 ,north ,carolina in #ahig1 but only to women prepared to enter the junior and senior years1 ,west ,virginia in #ahig4f ,the state universities of ,virginia1 ,georgia and ,louisiana are still closed4 ,the one state university existing outside the west and south1 that of ,maine1 admitted women in #ahgb4 ,the greater part of the college education of the ,united ,states1 however1 is carried on in private1 not in state universities4 ,in #ahig over #gj per cent of all the college students in the ,united ,states were studying in private colleges1 so that for women's higher education their admission to private colleges is really a matter of much greater importance4 ,the part taken by ,cornell university in ,new ,york state in opening private colleges to women was as significant as the part taken by ,michigan in opening state universities4 ,cornell is in a restricted sense a state university1 inasmuch as part of its endowment1 like that of the state universities1 is derived from state and national funds4 ,nevertheless1 there is little reason to suppose that ,cornell would have admitted women had it not been for the generosity of ,henry ,w4 ,sage1 who offered to build and endow a large hall of residence for women at ,cornell university4 ,after carefully investigating coeducation in all the institutions where it then existed1 and especially in ,michigan1 the trustees of the university admitted women in #ahgb4 ,the example set by ,cornell was followed very slowly by the other private colleges of the ,new ,england and middle states4 ,for the next twenty years the colleges in this section of the ,united ,states admitting women might be counted on the fingers of one hand4 ,in ,massachusetts ,boston university opened its department of arts in #ahgc1 and admitted women to it from the first2 but no college for men followed the example of ,boston until #ahhc1 when the ,massachusetts institute of technology1 the most important technical and scientific school in the state1 and one of the most important in the ,united ,states1 admitted women4 ,this school1 like ,cornell1 is supported in part from state and national funds4 ,very recently1 in #ahib1 ,tufts college was opened to women4 ,in the west and south the case is different1 and the list of private colleges that one after another have become coeducational is too long to be inserted here4 ,among new coeducational foundations the most important are1 on the ,pacific coast1 the ,leland ,stanford junior university1 opened in #ahia1 and1 in the middle west1 ,chicago university1 opened in #ahib4 ,to show the differing attitude toward coeducation of the different sections of the ,united ,states1 ,i have arranged the #dhj coeducational colleges and separate colleges for men given in the ,u4,s4 education report for #ahig-ih in a table on the opposite page4 ,in matters like women's education1 which are powerfully affected by prejudice and conservative opinion1 we find not only a sharp cleavage in opinion and practice between the west and the east of the ,united ,states1 but also distinct phases of differing opinion1 corresponding in the main to the old geographical division of the states into ,new ,england1 middle1 southern and western4#g ,i #bj western states and #c territories ,,states ,total ,coed4 ,men only no4 cols4 ,ohio #ce #bi #c ,r4 ,c41 #a ,luth41 #a ,p4 ,e41 ,western reserve4 ,indiana #ad #i #b ,r4 ,c41 #a ,luth41 #a ,cong41 ,wabash college4 ,illinois #ca #bd #e ,r4 ,c41 #a ,ger4 ,ev41 ,illinois college4 ,michigan #aa #aj #a ,r4 ,c4 ,wisconsin #aj #g #a ,r4 ,c41 #a ,luth41 #a ,dutch ,reformed4 ,minnesota #i #g #a ,r4 ,c41 #a ,luth4 ,iowa #bb #bj #b ,luth4 ,north ,dakota #c #c ,south ,dakota #f #f ,nebraska #ab #aa #a ,r4 ,c4 7professional dept4 open7 ,kansas #ai #ag #b ,r4 ,c4 ,montana #c #c ,wyoming #a #a ,colorado #d #c #a ,r4 ,c4 ,arizona #a #a ,utah #b #b ,nevada #a #a ,idaho #a #a ,washington #i #g #b ,r4 ,c4 ,oregon #h #h ,california #ab #i #c ,r4 ,c4 ,indian #b #b ,territory ,oklahoma #a #a #bag #ahb #bb ,r4 ,c41 #f ,luth41 #a ,ger4 ,ev41 #a ,dutch ,ref41 #a ,p4 ,e41 #a ,cong4 ,,ii #ad southern and #b southern middle states ,,states ,total ,coed4 ,men only no4 cols4 ,delaware #b #a ,delaware college4 7,the one coeducational college is for negroes47 ,maryland #aa #d #d ,r4 ,c41 ,st4 ,john's1 ,maryland agric4 college1 ,johns ,hopkins4 ,district of #f #c #c ,r4 ,c4 ,columbia ,virginia #aj #d #b ,m4 ,e4 ,so41 ,univ4 of ,virginia1 ,hampden-,sidney1 ,washington and ,lee1 ,william and ,mary4 ,west ,virginia #c #c ,north ,carolina #ae #aj #a ,r4 ,c41 #b ,presb41 #a ,luth41 #a ,bapt4 ,south ,carolina #i #g #a ,a4 ,m4 ,e41 ,college of ,charleston4 ,georgia #aa #f #b ,bapt41 #a ,a4 ,m4 ,e41 #a ,m4 ,e4 ,so41 ,univ4 of ,georgia1 ,florida #f #e #a ,r4 ,c4 ,kentucky #ac #i #a ,r4 ,c41 #a ,bapt41 #a ,presb41 ,ogden college4 ,tennessee #bd #bj #a ,r4 ,c41 #b ,presb41 #a ,p4 ,e4 7,univ4 of ,south47 ,alabama #i #g #b ,r4 ,c4 ,mississippi #d #b #a ,bapt41 #a ,m4 ,e4 ,so4 ,louisiana #i #c #b ,r4 ,c41 #a ,m4 ,e4 ,so41 #a ,cong41 ,louisiana ,state univ41 ,tulane4 ,texas #af #ab #c ,r4 ,c41 #a ,presb4 ,arkansas #h #h ,missouri #bf #ba #c ,r4 ,c41 #a ,bapt41 #a ,presb4 #ahb #abe #ba ,r4 ,c41 #e ,m4 ,e4 ,so41 #f ,bapt41 #g ,presb41 #a ,luth41 #b ,a4 ,m4 ,e41 #a ,p4 ,e41 #a ,cong4 ,,iii #f ,new ,england and #c northern middle states ,,states ,total ,coed4 ,men only no4 cols4 ,maine #d #b #a ,bapt4 7,colby1 limited coed471 ,bowdoin ,new ,hampshire #b #a ,r4 ,c41 #a ,cong4 7,dartmouth7 ,vermont #c #b ,norwich university ,massachusetts #i #b #b ,r4 ,c41 #b ,cong4 7,amherst71 ,harvard1 ,williams1 ,clark ,rhode ,island #a ,brown ,connecticut #c #a #a ,p4 ,e4 7,trinity71 ,yale ,new ,york #bc #e #h ,r4 ,c41 #b ,p4 ,e4 7,hobart71 #a ,bapt4 7,colgate71 ,polytechnic institute of ,brooklyn1 ,hamilton1 ,college of ,city of ,new ,york 7boys' high school71 ,columbia1 ,union1 ,rochester1 ,new ,york university ,new ,jersey #d #b ,r4 ,c41 #a ,dutch ,ref4 7,rutgers71 ,princeton ,pennsylvania #cb #ag #d ,r4 ,c1 #a ,luth41 #a ,moravian1 #a ,friends 7,haverford71 #a ,dutch ,ref4 7,franklin ,marshall71 ,pennsylvania military college1 ,philadelphia central high school 7boys' high school71 ,lehigh university1 ,university of ,pennsylvania1 #c ,presb4 7,lafayette1 ,washington ,jefferson1 ,lincoln7 #ha #bi #ag ,r4 ,c41 #a ,luth41 #c ,p4 ,e41 #c ,cong41 #c ,presb41 #b ,bapt41 #a ,friends1 #b ,dutch ,ref41 #a ,moravian 7,the ,univ4 of ,penna4 admits women to many departments1 but not to full undergraduate work leading to the bachelor's degree7 ,in the western states it will be observed there are1 excluding ,roman ,catholic colleges and seminaries1 out of #aie colleges #ahb coeducational and only #ac colleges for men only4 ,all of these except #c are denominational2 #f belong to the ,lutheran1 #a to the ,dutch ,reformed1 #a to the ,german ,evangelical1 #a to the ,episcopalian1 and #a to the ,congregationalist4 ,the other #c are1 as we might expect1 in the most eastern and the earliest settled of the western states2 one in ,ohio1 ,western reserve1 which teaches women in a separate women's college2 one in ,indiana1 ,wabash college1 one of the three most important colleges in ,indiana2 and one in ,illinois1 ,illinois college4 ,roman ,catholic institutions apart1 in #ad states and all #c territories every college for men is open to women 7the one university of the territory of ,new ,mexico1 not included in the ,u4 ,s4 education report1 is open to women74 ,in the southern states and southern middle states there are1 excluding ,roman ,catholic colleges and seminaries1 out of #afa1 #abe coeducational and only #cf colleges for men only4 ,among these #cf1 however1 are the most important educational institution in ,maryland1 the ,johns ,hopkins university2 the most important in ,georgia1 the ,university of ,georgia2 in ,louisiana the two most important1 the ,louisiana state university and ,tulane university1 and in ,virginia the very important ,university of ,virginia4#h ,roman ,catholic institutions apart1 all the colleges in the states of ,alabama1 ,arkansas1 ,florida and ,west ,virginia are coeducational4 ,in ,new ,england and the northern middle states out of #fd colleges1 excluding ,roman ,catholic colleges and seminaries1 only #bi1 or less than half1 are coeducational4 ,the colleges for men only include 7with the exception of ,cornell7 all the largest undergraduate colleges in this section--,harvard1 ,yale1 ,columbia1 ,princeton1 ,pennsylvania4 ,maine and ,vermont are liberal to women1 #b colleges 7#c if we count the limited coeducational college of ,colby7 in ,maine and #c in ,vermont being coeducational1 but the total number of students in college in these states is very small 7in ,maine only #hdc men and #ahi women2 in ,vermont only #cja men and #ii women74 ,the leading colleges of ,new ,hampshire1 ,rhode ,island1 ,connecticut1 ,new ,jersey and ,pennsylvania are closed1 and in ,massachusetts only #b are open and #g closed4#i ,of the four hundred and eighty colleges for men enumerated by the commissioner of education #ccf1 or #gj per cent 7or1 excluding ,catholic colleges1 #hj per cent71 admit women4 ,it would be misleading1 however1 to count among ,american institutions for higher education1 properly so-called1 most of the coeducational colleges and separate colleges for men included in this list1 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 ,england1 ,france and ,germany4#aj ,in order to obtain a better idea of opportunities 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 elsewhere1 a list of fifty-eight colleges properly so-called1 employing for the purpose the four means of classification most likely to commend themselves to the impartial student of such things4#aa ,of these fifty-eight colleges four are independent colleges for women and three women's colleges affiliated to colleges for men2 of the remaining #ea1 #cj1 or #eh4h per cent1 are coeducational1 and a nearer examination makes a much more favorable showing for coeducation4 ,of the #ba colleges closed to women in their undergraduate departments five have affiliated to them a women's college through which women obtain some share in the undergraduate instruction given1 the affiliated colleges in three cases being of enough importance to appear in the same list4 ,of these five1 four 7all but ,harvard7 admit women without restriction to their graduate instruction1 and in addition ,yale1 the ,university of ,pennsylvania and ,new ,york university make no distinction between men and women in graduate instruction4 ,the ,johns ,hopkins university maintains a coeducational medical school4 ,in this list then of fifty-eight1 which includes all the most important colleges in the ,united ,states1 there are1 apart from the two ,catholic colleges1 only ten 7,dartmouth1 ,amherst1 ,williams1 ,clark1 ,princeton1 ,lehigh1 ,lafayette1 ,hamilton1 ,colgate1 ,virginia1 all situated on the ,atlantic seaboard7 to which women are not admitted in some departments4 ,princeton is the only one of the large university foundations that excludes women from any share whatsoever in its advantages4 ,the diagram on the opposite page shows the steady progress of coeducation from #ahgj to #ahih4ab ,,growth ,,of ,,coeducation ,coeducational #cjg #ahgj ,for men only #fic ,coeducational #eac #ahhj ,for men only #dhg ,coeducational #fee #ahij ,for men only #cde ,coeducational #gj #ahih ,for men only #cj ,i have prepared the diagram for #ahgj from the ,u4 ,s4 ed4 rep4 for #ahgj1 pp4 #ejf-eaf1 and the diagram for #ahig-ih from the ,u4 ,s4 ed4 rep41 pp4 #ahdh-ahfg1 and from the table1 opposite page #i of this monograph4 ,the diagrams for #ahhj and #ahij are copied from the report for #ahhi-ij1 p4 #gfd4 ,for assistance in the preparation of this and other diagrams1 and in working out the percentages given here1 and elsewhere1 in this monograph ,i am much indebted to ,dr4 ,isabel ,maddison4 ,if ,catholic colleges are excluded1 as in the map opposite page #aj1 coeducational colleges formed1 in #ahih1 #hj per cent1 and colleges for men only #bj per cent of the whole number--a still more favorable result for coeducation4 ,all the arguments against the coeducation of the sexes in colleges have been met and answered by experience4 ,it was feared at first that coeducation would lower the standard of scholarship on account of the supposed inferior quality of women's minds4 ,the unanimous experience in coeducational colleges goes to show that the average standing of women is slightly higher than the average standing of men4#ac ,many reasons for the greater success of women are given1 such as absence of the distraction of athletic sports1 greater diligence1 higher moral standards1 but the fact1 however it may be explained1 remains and is as gratifying as astonishing to those interested in women's education4 ,the question of health has also been finally disposed of2 thousands of women have been working side by side with men in coeducational institutions for the past twenty-five years and undergoing exactly the same tests without a larger percentage of withdrawals on account of illness than men4 ,the question of conduct has also been disposed of4 ,none of the difficulties have arisen that were feared from the association of men and women of marriageable age4 ,looking at coeducation as a whole it is most surprising that it has worked so well4#ad ,perhaps the only objection that may be made from men's point of view to coeducation in ,america is that it has succeeded only too well and that the proportion of women students is increasing too steadily4 ,not only is the number of coeducational colleges increasing but the number of women relatively to the number of men is increasing also4 ,in #ahij there were studying in coeducational colleges #af1iei men and #g1ibi women2 or women1 in other words1 formed #ca4i per cent of the whole body of students4 ,in #ahih there were #bh1hbc men and #af1bhd women studying in coeducational colleges1 women forming #cf4a per cent of the whole body of students4 ,between #ahij and #ahih men in coeducational colleges have increased #gj4j per cent1 but women in coeducational colleges have increased #aje4d per cent4#ae ,there is every reason to suppose that this increase of women will continue4 ,already girls form #ef4e per cent of the pupils in all secondary schools and #ac per cent of the girls enrolled and only #aj per cent of the boys enrolled graduate from the public high schools4 ,it is sometimes said that men students1 as a rule1 dislike the presence of women1 and in especial that they are unwilling to compete for prizes against women for the very reason that the average standing of women is higher than their own4 ,if there is any force in this statement1 however1 it would seem that men should increase less rapidly in coeducational colleges than in separate colleges for men4 ,the reverse1 however1 is the case4 ,during the eight years from #ahij to #ahih men have increased in coeducational colleges #gj4j per cent1 but in separate colleges for men only #cd4g per cent4#af ,this is all the more remarkable1 because in the separate colleges for men are included the large undergraduate departments of ,harvard1 ,yale1 ,princeton1 ,columbia and the ,university of ,pennsylvania4 ,it is women who have shown a preference for separate education2 women have increased more rapidly in separate colleges for women than in coeducational colleges4 ,it will be observed1 however1 that the separate colleges for women1 like the separate colleges for men included in my list of fifty-eight1 are in the east2 it is in the east only that any preference for separate education is shown by either sex4#ag ,independent colleges for women--,since independent colleges for women of the same grade as those for men are peculiar to the ,united ,states1 ,i shall treat them somewhat more fully4#ah ,the independent colleges here taken into account are the eleven colleges included in division ,a#ai of the ,u4 ,s4 education reports4#bj ,the independent colleges for women fall readily into three groups3 ,i4 ,the so-called 8four great colleges for women10 ,vassar1 ,smith1 ,wellesley1 ,bryn ,mawr4 ,it will be seen by referring to the classification on page #ab that these four colleges are included among the fifty-eight leading colleges of the ,united ,states2 they are all included in the twenty-two colleges admitted to the ,association of collegiate alumn2 two of them1 ,bryn ,mawr and ,wellesley1 are included in the twenty-three colleges belonging to the ,federation of graduate clubs2 they are all included in the list of fifty-two leading colleges of the ,united ,states given in the handbook of ,minerva2 they are all1 except ,bryn ,mawr1 included in the list given by the ,u4 ,s4 education report for #ahig-ihba of forty-six colleges in the ,united ,states having three hundred students and upward2 three of them1 ,bryn ,mawr1 ,smith and ,vassar1 are included among the fifty-two colleges of the ,united ,states possessing invested funds of #ejj1jjj and upward1 and two of them1 ,vassar and ,bryn ,mawr1 are included among the twenty-nine colleges of the ,united ,states possessing funds of #a1jjj1jjj and upward2 three of them1 ,smith1 ,wellesley and ,vassar1 rank among the twenty-three largest undergraduate colleges in the ,united ,states2 one of them1 ,smith1 ranks as the tenth undergraduate college in the ,united ,states4 ,vassar college1 ,poughkeepsie1 ,new ,york#bb--;,founder1 ,matthew ,vassar2 intention1 8to found and equip an institution which should accomplish for young women what our colleges are accomplishing for young men20 opened1 #ahfe2 preparatory department dropped1 #ahhh2 presidents1 three 7men72 #de instructors 7#af ,ph4 ,d4s47--#ce women1 #b without first degree2 #aj men2 #ehd undergrad4 s41 #aa grad4 s41 #bd special s42 productive funds1 #a1jej1jjj2 a main building with lecture rooms1 library and accommodation for #cde students1 and two other residence halls accommodating #ahi students2 a science building2 a lecture building2 a museum with art1 music and laboratory rooms2 an observatory2 a gymnasium2 a plant house2 a president's house2 five professors' houses2 total cost of buildings1 #a1jdd1cfe2 vols4 in library1 #cj1jjj2 laboratory equipment1 #cc1chb2 acres1 #bjj2 music and art depts41 but technical work in neither counted toward bachelor's degree2 tuition fee1 #ajj2 lowest charge1 tuition1 board and residence1 including washing1 #djj4 ,wellesley college1 ,wellesley1 ,massachusetts--,founder1 ,henry ,f4 ,durant2 intention1 8to found a college for the glory of ,god by the education and culture of women10 opened #ahge2 preparatory department dropped1 #ahhj2 requirement from students of one hour daily domestic or clerical work dropped1 #ahif2 presidents1 five 7all women72 #fi instructors 7#ac ,ph4 ,d4s47--#fd women1 #af1 apart from laboratory assistants without first degree2 #e men2 #faa undergrad4 s41 #be grad4 s41 #ba special s42 productive funds1 #g1jjj2bc a main building with library lecture rooms and accommodation for #bej students2 a chemical laboratory2 an observatory2 a chapel2 an art building2 a music building2 #h halls of residence1 accommodating #cdh students 7new hall being built72 total cost of buildings1 #a1ajf1ejj2 vols1 in library1 #di1igj2 laboratory equipment1 #ej1jjj2 acres1 #daj2 music and art depts41 but technical work in neither counted toward bachelor's degree2 tuition fee1 #age2 lowest charge1 tuition1 board and residence 7beds made1 rooms dusted by students71 #djj4 ,smith college1 ,northampton1 ,massachusetts--,founder1 ,sophia ,smith2 intention1 to provide 8means and facilities for education equal to those which are afforded in our colleges for young men20 opened1 #ahge2 no preparatory department ever connected with the college2 president1 one 7man72 #di instructors 7#ac ,ph4 ,d4s47--#bg women1 #i without first degree2 #ab men2 #a1jgj undergrad4 s41 #d grad4 s42 since #ahia no special s4 admitted2 productive funds1 #ijj1jjj2 two lecture buildings2 a lecture and gymnastic building2 a science building2 a chemical laboratory2 an observatory2 a gymnasium2 a plant house2 a music building2 an art building2 #ac halls of residence accommodating #ebj students2 a president's house2 total cost of buildings #ghf1jjj2 vols1 in library1 #h1jjj 7#gj1jjj vols4 in library in ,northampton also used by the students72 laboratory equipment1 #bb1ejj2 acres1 #dj2 music and art depts41 technical work in both1 amounting to between one-sixth and one-seventh of the hours required for a degree1 may be counted toward bachelor's degree2 tuition fee1 #ajj2 lowest charge1 tuition1 board and residence 7beds made1 rooms dusted by students71 #djj4 ,bryn ,mawr college1 ,bryn ,mawr1 ,pennsylvania--,founder1 ,joseph ,w4 ,taylor2 intention1 to provide 8an institution of learning for the advanced education of women which should afford them all the advantages of a college education which are so freely offered to young men20 opened1 #ahhe2 no preparatory department ever connected with the college2 presidents1 two 7one man1 one woman72 #ch instructors 7#bi ,ph4 ,d4s4 #a ,d4 ,sc47--#ae women1 #bc men2 #bfi undergrad1 s41 #fa grad4 s41 #i hearers2 productive funds1 #a1jjj1jjj2 a lecture and library building2 a science building2 a gymnasium2 an infirmary2 five halls of residence and two cottages1 accommodating #cbc students2 a president's house2 #f professors' houses2 total cost1 #gah1haj2 vols4 in library1 #cb1jjj2 laboratory equipment1 #dg1iih2 acres1 #ej2 no music department2 no technical instruction in art2 tuition fee1 #abe2 lowest charge1 tuition1 board and residence1 #djj4 ,,ii4 ,the women's colleges not included in the list of the fifty-eight most important colleges in the ,united ,states given on page #ab1 but of exceedingly good academic standing as compared with the greater number of the separate colleges for men and the coeducational colleges included in the four hundred and eighty enumerated by the commissioner of education4 ,mt4 ,holyoke college1 ,south ,hadley1 ,massachusetts--,founder1 ,mary ,lyon2 seminary opened1 #ahcg2 chartered as seminary and college1 #ahhh2 seminary department dropped and true college organized1 #ahic2 presidents1 two 7both women72 #cg instructors 7#g ,ph4 ,d4s47--all women2 #e1 apart from laboratory assistants1 without first degree2 #dbf undergrad1 s41 #c grad4 s41 #i special s41 #c music s42 productive funds1 #cjj1jjj2 a lecture building2 a science building2 a museum and art gallery2 a library2 a gymnasium2 a rink2 an observatory2 an infirmary2 a plant house2 #i residence halls accommodating #dgh students2 total cost of buildings1 #fbe1jjj2 vols4 in library1 #ag1gjj2 laboratory equipment1 #cc1jjj2 acres1 #afj2 music and art depts41 technical work in both1 amount limited by faculty1 may be counted towards bachelor's degree2 tuition fee1 #ajj2 lowest charge1 tuition1 board and residence 7beds made1 rooms dusted1 by students1 and in addition one-half hour of domestic work required71 #bej4 ,woman's college of ,baltimore1 city of ,baltimore1 ,maryland--,founded and controlled by ,methodist ,episcopal church2 opened1 #ahhh2 preparatory department dropped1 #ahic2 presidents1 two 7men72 #ba instructors 7#aj ,ph4 ,d4s47--#aa women1 #a without first degree2 #aj men1 #a without first degree2 #bei undergrad4 s42 #j grad4 s42 #ae special s42 productive funds1 #ccd1iid2 a lecture building and three houses adapted for lecture purposes2 a gymnasium2 a biological laboratory2 #c residence halls holding #bcj2 total cost of buildings1 #eje1gjc2 vols4 in library1 #g1hjj2 laboratory equipment1 #dg1jjj2 acres 7in city71 #g2 music and art depts41 but technical work in neither counted towards bachelor's degree2 tuition fee1 #abe2 lowest charge1 tuition1 board and residence 7beds made1 rooms dusted by students71 #cge4 ,wells college1 ,aurora1 ,new ,york--,founders1 ,henry ,wells and ,edwin ,b4 ,morgan2 seminary opened1 #ahfh2 chartered as college1 #ahgj2 preparatory dept4 dropped1 #ahif2 presidents1 two 7men72 #ac instructors 7#d ,ph4 ,d4s47--#aj women1 #c without first degree2 #c men2 #ei undergrad4 s42 #j grad4 s42 #bg special s42 #d music s42 productive funds1 #bjj1jjj2 a main building with lecture rooms and accommodations for #ajj students2 a science and music building2 a president's house2 total cost of buildings1 #aie1jjj2 vols4 in library1 #g1cjj2 laboratory equipment1 #bj1bjj2 acres1 #bjj2 music and art depts41 technical work in neither counted towards bachelor's degree2 tuition fee1 #ajj2 lowest charge1 tuition1 board and residence 7beds made by students71 #djj4 ,,iii4 ,elmira college1 the ,randolph-,macon ,woman's college1 ,rockford college and ,mills college are here relegated to a third group because of certain common characteristics4 ,their endowment is wholly inadequate1 averaging considerably less than #ej1jjj apiece1 reaching #ajj1jjj only in the case of the ,randolph-,macon ,woman's college4 ,in each of them a disproportionate number of students is studying in the music or art department2 special students form too large a proportion of the whole number of students2 the number of professors is too small to permit college classes to be conducted by specialists2 the college classes are too small2 true college training cannot be obtained in very small classes1 and moreover1 in view of the increasing number of women now going to college1 when a college for women does not grow steadily it is reasonable to assume that there must be some good reason for its lack of growth4 ,elmira college1 situated at ,elmira1 ,new ,york1 has1 apart from the president1 #aj academic instructors 7#g women1 #b without first degree2 #c men72 #e teachers of music1 #b of art4 ,there are studying in the college #gj regular college students1 #ag specials and #fa special students in music4 ,the ,randolph-,macon ,woman's college1 situated at ,lynchburg1 ,virginia1 has1 apart from the president1 #ab academic instructors 7#b ,ph4 ,d4s47--#g women1 #b without first degree2 #e men2 #i instructors in music4 ,of the #bbf students1#bd #ee are regular college students2 #dd registered for degree but spending one-fifth of time in music or preparatory work2 #af special students2 #f students of art2 #di preparatory students2 #df students of music4 ,rockford college1 ,rockford1 ,illinois--,opened as seminary1 #ahdi2 chartered as college1 #ahib2 #ac academic instructors 7#b ,ph4 ,d4s47--all women1 #c without first degree2 #d teachers of music1 #a of art2 #ce college s42 #g special s42 #gj s4 in music only4 ,mills college1 ,california--,opened as seminary1 #ahga2 chartered as college1 #ahhe2 #aa instructors 7#i women1 #c without first degree2 #b men72 #h teachers of music2 #bb college s42 #ace pupils in preparatory department4 ,in addition to the existing colleges belonging to these groups1 a separate college for women1 ,trinity1 meant to be of true college grade1 will soon be opened in ,washington under the control of the ,roman ,catholic church4 ,it is often assumed by the adversaries of coeducation that independent colleges for women may be trusted to introduce a course of study modified especially for women1 but the experience1 both of coeducational colleges that have devised women's courses and of women's colleges1 demonstrates conclusively that women themselves refuse to regard as satisfactory any modification whatsoever of the usual academic course4 ,at the opening of ,vassar college itself it is clear that the trustees and faculty made an honest attempt to discover and introduce certain modifications in the system of intellectual training then in operation in the best colleges for men4 ,they planned from the start to give much more time to accomplishments--music1 drawing and painting--than was given in men's colleges1 and the example of ,vassar in this respect was followed ten years later by ,wellesley and ,smith4 ,these accomplishments have gradually fallen out of the course of women's colleges2 neither ,vassar nor ,wellesley allows time spent in them to be counted toward the bachelor's degree4 ,smith alone of the colleges of group ,i still permits nearly one-sixth of the whole college course to be devoted to them4 ,bryn ,mawr1 which opened ten years later than ,smith or ,wellesley1 from the beginning found it possible to exclude them from its course4 ,in like manner ,vassar1 ,smith and ,wellesley in the beginning found it necessary to admit special students--students1 that is to say1 interested in special subjects1 but without sufficient general training to be able to matriculate as college students2 but their admission has been recognized as disadvantageous1 and has gradually been restricted4 ,in #ahgj special students1 as distinguished from preparatory students1 formed #ai4f per cent of the whole number of the students of ,vassar2 in #ahii they formed only #c4i per cent1 and only #c4c per cent of the whole number of ,wellesley students4 ,smith since #ahia has declined to admit them at all1 and ,bryn ,mawr never admitted them4#be ,again1 ,wellesley and ,vassar in the beginning organized preparatory departments with pupils living in the same halls as the college students and taught in great part by the same teachers4 ,the presence of these pupils tended to turn the colleges into boarding schools1 and the steady and rapid development of ,vassar as a true college began only after the closing of its preparatory department in #ahhh2 until this time the number of students in the college proper had been almost stationary2 ,wellesley closed its preparatory department in #ahhj2 ,smith never organized one2 ,bryn ,mawr never organized one2 ,mt4 ,holyoke1 the ,woman's college of ,baltimore1 and ,wells college have all closed their preparatory departments within the last seven years4#bf ,it seems to have been at first supposed that the same standards of scholarship need not be applied in the choice of instructors to teach women as in that of instructors to teach men1 that women were fittest to teach women1 and that the personal character and influence of the woman instructor in some mysterious way supplied the deficiency on her part of academic training4 ,for a long time not even an ordinary undergraduate education was required of her1 and there are still teaching in women's colleges too many women without even a first degree4 ,but it has been found on the whole that systematic mental training is best imparted by those who have themselves received it2 the numbers of well-trained women are increasing2 and the prejudice against the appointment of men where men are better qualified has almost disappeared4#bg ,it has been recognized that the work done in women's colleges is most satisfactory to women when it is the same in quality and quantity as the work done in colleges for men1 and it has been recognized also that they need the same time for its performance4 ,domestic work1 therefore1 which by the founder of ,wellesley was regarded as a necessary part of women's education1 is at present1 ,i believe1 required nowhere except on the perfectly plain ground of economy4 ,the hour of domestic service originally required of every student in ,wellesley was abandoned in #ahif2 a half-hour is still required at ,mt4 ,holyoke1 but tuition1 board and residence are less expensive there4 ,the time given to domestic work is obviously so much time taken from academic work4 ,in the matter of discipline the tendency has been toward ever-diminishing supervision by the college authorities4 ,vassar and ,wellesley began with the strict regulations of a boarding school2 it was regarded as impossible that young women living away from home should be in any measure trusted with the control of their own actions4 ,smith from the first allowed more liberty1 in part because many of her students lived in boarding houses outside the college4 ,in all three colleges the restrictions laid upon the students have been gradually lessened1 and at ,vassar there is at present a well-developed system of what is known as 8limited self-government10 according to which many matters of discipline are intrusted to the whole body of students4 ,bryn ,mawr was organized with a system of self-government by the students perhaps more far-reaching than was then in operation in any of the colleges for men2 the necessary rules are made by the ,students' association1 which includes all undergraduate and graduate students1 and enforced by an executive committee of students who in the case of a serious offense may recommend the suspension or expulsion of the offender1 and whose recommendation1 when sustained by the whole association1 is always accepted by the college4 ,the perfect success of the system has shown that there is no risk in relying to the fullest extent on the discretion of a body of women students4 ,affiliated colleges#bh--,there are five#bi affiliated colleges in the ,united ,states--,radcliffe college1 ,barnard college1 the ,women's college of ,brown university1 the ,college for ,women of ,western reserve university1 and the ,h4 ,sophie ,newcomb memorial college for women of ,tulane university4#cj ,the affiliated college in ,america is modeled on the ,english women's colleges of ,oxford and ,cambridge1 with such modifications as are made necessary by the wholly different constitution of ,english and ,american universities4 ,these modifications1 however1 it must in fairness be explained1 are so essential as to make of it a wholly different institution4#ca ,radcliffe college1 ,cambridge1 ,massachusetts#cb--;,affiliated to ,harvard university1 union dissoluble after due notice2 opened by the ,society for the collegiate instruction of women in #ahgi2 incorporated as ,radcliffe college with power to confer degrees in #ahid2 board of trustees and financial management separate from ,harvard2 ,b4 ,a4 and ,m4 ,a4 degrees conferred by ,radcliffe2 ,ph4 ,d4 degree as yet conferred neither by ,radcliffe nor ,harvard2 degrees1 instructors1 and academic board of control1 subject to approval of ,harvard2 no instructors not instructors at ,harvard also2 undergraduate instruction at ,harvard repeated at ,radcliffe at discretion of instructors2 since #ahic women admitted to graduate and semi-graduate courses given in ,harvard1 at discretion of instructor1 subject to approval of the ,harvard faculty2 in #ahii1 #fd such courses open to ,radcliffe students2 #bch undergrad4 s42 #ed grad4 s42 #abi special s42 productive funds about #dcj1jjj2 a lecture and library building2 a gymnasium2 #d temporary buildings used for lectures and laboratories2 a students' club house2 no residence hall1 but one about to be built2 total cost of buildings about #aaj1jjj2 vols4 in library1 #ad1ach2 access to ,harvard library and collections2 scientific laboratories of ,harvard not available2 cost of laboratory equipment not ascertainable1 inadequate2 acres 7in city7 about #c2 tuition fee1 #bjj4 ,barnard college1 ,new ,york city--,affiliated to ,columbia university1 union dissoluble by either party after year's notice2 opened in #ahhi2 status very much that of ,radcliffe until ,january1 #aijj1 when women graduates were admitted without restriction to the graduate school of ,columbia1 registering in ,columbia1 not as heretofore in ,barnard1 and ,barnard was incorporated as an undergraduate women's college of the university1 its dean voting in the university council1 and the president of ,columbia becoming its president and a member of its board of trustees2 ,barnard's faculty consists of the president of the university1 the dean of ,barnard1 and instructors1 either men or women1 nominated by the dean1 approved by ,barnard trustees and president of ,columbia and appointed by ,columbia2 courses for ,a4 ,b4 degree and all examinations determined and conducted by ,barnard faculty1 subject to provisions of university council for maintaining integrity of degree2 all degrees conferred by ,columbia2 after ,july #a1 #aijd1 no undergraduate courses in ,columbia1 except in the ,teachers' college1 will be open to ,barnard seniors as heretofore1 complete undergraduate work will be given separately at ,barnard1 not necessarily by same instructors2 #aca undergrad4 s42 #gf grad4 s42 #gc special s42 productive funds1 #aej1jjj2 one large building containing lecture rooms1 laboratories and accommodation for #fe students1 cost1 #ebe1jjj2 vols4 in reading room1 #a1jjj2 access to ,columbia1 library2 scientific laboratories of ,columbia not available2 cost of laboratory equipment #i1bej2 land 7in city71 #bjj #afj feet2 tuition fee1 #aej4 ,women's college of ,brown university1 ,providence1 ,rhode ,island--,affiliated to ,brown university2 university degrees and examinations opened to women1 and their undergraduate instruction informally begun in #ahib2 women's college established by ,brown university as a regular department of the university in #ahig under control of the university trustees2 advisory council of five women appointed by trustees to advise with president of university and dean of women's college2 funds of the women's college held and administered separately by trustees2 all degrees conferred by ,brown2 women and men examined together2 required courses given in ,brown repeated to women by same instructors2 all instruction given by ,brown instructors2 all graduate work in ,brown open to graduate women without restriction since #ahib2 women recite with men in many of the smaller elective undergraduate courses2 #adj undergrad4 s42 #ch grad4 s42 #be special s42 a lecture hall costing #ch1jjj2 no residence hall2 access to ,brown library2 scientific laboratories of ,brown not available2 very inadequate laboratory equipment2 no productive funds2 tuition fee1 #aje4 ,college for women of ,western reserve university1 ,cleveland1 ,ohio--,affiliated to ,western reserve university2 established by ,western reserve in #ahhh2 degrees conferred by ,western reserve2 graduate department of ,western reserve open to graduate women without restriction2 separate financial management2 separate faculty #ba 7#i ,ph4 ,d4s47--#ad men1 #g women2 #afe undergrad4 s42 #ah special s42 productive funds1 about #bej1jjj2 a lecture hall1 a residence hall accommodating #dj students2 total cost of buildings1 including land1 about #bjj1jjj2 #c laboratories of men's college available at certain times2 access to ,western reserve library2 tuition1 #he2 lowest charge1 board1 room rent and tuition 7beds made by students71 #cce4 ,h4 ,sophie ,newcomb memorial college for women1 ,new ,orleans1 ,louisiana--,affiliated with ,tulane university1 but situated in another part of the city2 founder1 ,mrs4 ,josephine ,louise ,newcomb2 opened #ahhf2 under control of board of trustees of ,tulane2 graduate department of ,tulane university open to graduate women without restriction since #ahij2 separate financial management2 separate president and faculty2 #h instructors 7#a ,ph4 ,d47--#e women1 #b without first degrees2 #c men1 #a without first degree2 #ea undergrad4 s42 #cd special s4 7#aj in gymnastics72 #ed s4 of art2 #hj pupils in preparatory dept42 art dept42 productive funds1 #djj1jjj2 a lecture building1 a chapel1 an art building1 a pottery building1 two residence halls accommodating #ge students1 a high school building2 total cost of buildings about #bbe1jjj2 vols4 in library about #f1jjj2 tuition1 #ajj2 lowest charge1 board1 room rent 7two in one room1 beds made by students7 and tuition1 #bhj4 ,in the smaller group1 which includes the ,college for women of ,western reserve university and the ,h4 ,sophie ,newcomb memorial college1 the affiliated college tends to become an entirely separate institution2 in its instructors and instruction it differs widely from the institution to which it is affiliated2 it is1 in fact1 a different college called into existence by the same authorities4 ,in the larger group1 which includes the ,women's college of ,brown1 ,barnard and ,radcliffe1 the affiliated college tends to blend itself with the institution to which it is affiliated in a new coeducational institution4 ,the ideal in view is a complete identity of instructors and instruction and the law of economy of force forbids attaining this ideal by the duplication of the whole instruction given4 ,it is less wasteful to double the number of hearers in any lecture room than to repeat the lecture4 ,it is in the ,women's college of ,brown that we find the closest affiliation and1 accordingly1 the nearest approach to coeducation4 ,the corporation of ,brown furnished the land on which ,pembroke hall1 the academic building of the ,women's college1 was erected1 and accepted the gift of the building when it was completed2 ,brown has from first to last openly assumed responsibility for its affiliated college in fact as well as name4 ,in the graduate department of ,brown there is1 as has been said1 unrestricted coeducation2 and in many of the smaller undergraduate elective courses women are reciting with men4 ,in the graduate department of ,columbia there is now unrestricted coeducation4 ,it is in the case of ,radcliffe that there is least approach to coeducation4 ,what has made possible the policy pursued at ,radcliffe has been the self-sacrificing zeal of many eminent ,harvard professors1 willing at any cost of inconvenience to give to women what could seemingly on no other terms be given2 but the sacrifice is too great1 and in the modern world too unnecessary2 it is at present almost everywhere possible for the professor interested in educating women to lighten his own labors by admitting them to the same classes with men4 ,only the affiliated colleges of the second group present in their internal organization a type essentially different from that of the independent college--a type intermediate between the independent and the coeducational4 ,,professional ,,education ,graduate instruction in the faculty of philosophy--,true university instruction begins after the completion of the college course1 and very little such instruction is given by any ,american university#cc except in the so-called graduate schools belonging to the twenty-three colleges in the ,united ,states included in the ,federation of graduate clubs4#cd ,in the following #af of these #bc graduate schools women are admitted without restriction and compete with men for many of the scholarships and honors3 ,yale1 ,brown1 ,cornell1 ,columbia1 ,new ,york university1 ,pennsylvania1 ,columbian1 ,vanderbilt1 ,missouri1 ,western reserve1 ,chicago1 ,michigan1 ,wisconsin1 ,minnesota1 ,california1 ,leland ,stanford ,junior2 ,bryn ,mawr and ,wellesley admit women only2 ,harvard admits them to certain courses through the mediation of ,radcliffe4 ,there remain1 apart from the ,catholic university1 only #c graduate schools excluding women3 ,clark1 ,princeton and the ,johns ,hopkins university2 and in the ,johns ,hopkins they are admitted to at least one university department--that of the medical school4#ce ,in #ahih-ii there were studying in these #bc graduate schools #a1jba women1 forming #bf4h per cent of the whole number of graduate students4#cf ,in #ahhi-ij the ,u4 ,s4 education report estimates that there were #bga women graduate students out of a total of #b1jda graduate students1 or women formed #ac4bg per cent of all graduate students2 in #ahig-ih the report for that year estimates that there were #a1cih women out of a total of #e1haf graduate students1 or women formed #bd4jd per cent of all students--a remarkable increase as compared to the increase of men graduate students in #h years4 ,graduate fellowships and scholarships--,in #ahii there were open to women #cai scholarships varying in value from #ajj to #djj 7#ej of these exclusively for women7 and #b foreign scholarships 7#a exclusively for women72 #ha residence fellowships of the value of #djj or over 7#ah of these exclusively for women72 #bd foreign fellowships of the value of #ejj and upwards 7#ab of these exclusively for women74#cg ,comparative table of the progress of coeducation and increase of women students from #ahij to #ahih and #ahii in theology1 law1 medicine1 dentistry1 pharmacy1 schools of technology and agriculture4 #ahijch ,number of ,number of ,percentage colleges coed4 of coed4 for men colleges colleges only ,theology ,no women reported ,law ,no women reported ,medicine 7regular and irregular7#da #fg #df #dj4g ,dentistry #ad #ac #dh4a ,pharmacy #ac #af #ee4b ,schools of technology and agriculture #ad #ab #df4b endowed with national land grant#db #ahiici ,number of ,number of ,percentage colleges coed4 of coed4 for men colleges colleges only ,theology #ig #fh #da4b ,law #bb #fd #gd4d ,medicine 7regular and irregular7#da #fi #hj #ec4g ,dentistry #ab #dd #gh4f ,pharmacy #d #dh #ib4c ,schools of technology and agriculture #af #dh #ge4 endowed with national land grant#db #ahijch ,number of ,percentage women women of students all students ,theology ,no women reported ,law ,no women reported ,medicine 7regular and irregular7#da #hed #e4e ,dentistry #ec #b4j ,pharmacy #fj #b4a ,schools of technology and agriculture #ggd #ab4e endowed with national land grant#db #ahihdj ,number of ,percentage women women of students all students ,theology #aih #b4d ,law #adg #a4c ,medicine 7regular and irregular7#da #acig #f4j ,dentistry #fb #b4d ,pharmacy #agd #d4g ,schools of technology and agriculture #bbha #af4a endowed with national land grant#db ,footnote #ch3 ,the numbers of coeducational and other professional schools are estimated from the ,u4 ,s4 ed4 rep4 for #ahhi-ij4 ,footnote #ci3 ,through the kindness of ,mr4 ,james ,russell ,parsons1 ,jr41 author of the monograph on professional education in the ,united ,states1 published as one of this series1 ,i am able to insert the figures for #ahii1 see p4 #ba4 ,by personal inquiry ,i have been able to add four to his list of coeducational schools of theology4 ,footnote #dj3 ,the number of professional students for the year #ahih is taken from the ,u4 ,s4 ed4 rep4 for #ahig-ih4 ,footnote #da3 ,for the sake of clearness ,i have omitted from the above table the #g separate medical schools for women1 although ,i have counted their students in the total number of women medical students1 both in #ahij and #ahih4 ,in #ahij there were studying in the #f regular medical women's colleges #dbe women1 as against #fdh women in coeducational regular medical colleges2 in #ahih there were studying in them #daa women1 as against #ajde in coeducational colleges1 a decrease of #c4c per cent1 whereas women students in coeducational medical colleges have increased #af4c per cent4 ,i limit the comparison to regular medical schools because women have increased relatively more rapidly in irregular medical schools and there is only one separate irregular medical school for women4 ,it is sometimes said that women prefer medical sects because the proportion of women studying in irregular schools is relatively greater than the proportion studying in regular schools2 but in #ahih1 #he4g per cent of the irregular schools were coeducational and only #df4f per cent of regular schools1 a fact which undoubtedly increases the proportion of students studying in irregular schools4 ,footnote #db3 ,the statistics for the schools of technology and agriculture are taken from the ,u4 ,s4 education report for #ahhi-ij1 pp4 #ajec-ajed1 and from the report for #ahig-ih1 pp4 #aihe-aihh4 ,i have excluded schools of technology not endowed with the national land grant4 ,in #ahij there were #bg of such schools 7#e of them coeducational72 in #ahih their number had fallen to #ag 7#c of them coeducational74 ,very few women are studying in these schools2 in #ahih women formed only #j4b per cent of all students studying in them4 ,theology1 law1 medicine1 dentistry1 pharmacy1 veterinary science1 schools of technology and agriculture--,ten years ago there were very few women studying in any of these schools4 ,the wonderful increase both in facilities for professional study and in the number of women students during the last eight years may be seen by referring to the comparative table on the opposite page4 ,it is evident to the impartial observer that coeducation is to be the method in professional schools4 ,except in medicine1 where women were at first excluded from coeducational study by the strongest prejudice that has ever been conquered in any movement1 no important separate professional schools1 indeed none whatever1 except one unimportant school of pharmacy have been founded for women only4#dc ,it is evident also that the number of women entering upon professional study is increasing rapidly4 ,if we compare the relative increase of men and of women from #ahij to #ahih we obtain the following percentages3 increase of students in medicine1 men1 #ea4a per cent1 women1 #fd4b per cent2 in dentistry1 men1 #aej4b per cent1 women1 #bje4g per cent2 in pharmacy1 men1 #be4i per cent1 women1 #aij per cent2 in technology and agriculture1 men1 #aai4c per cent1 women1 #aid4g per cent4 ,,general ,,considerations ,there are many questions connected with the college education of ,american women which possess great interest for the student of social science4 ,number of college women--,in the year #ahig-ihdd there were studying in the undergraduate and graduate departments of coeducational colleges and universities #ag1cch women1 and in the undergraduate and graduate departments of independent and affiliated women's colleges1 division ,a1 #d1iei women1 women forming thus #bg4d per cent of the total number of graduate and undergraduate students4 ,the #bb colleges belonging to the ,association of collegiate alumn1 which are1 on the whole1 the most important colleges in the ,united ,states admitting women1 have conferred the bachelor's degree on #ab1hjd women4 ,if we add to these the graduates of the ,women's college of ,brown university1 #ajb in number1 and the graduates of the #ad additional coeducational colleges included in my list of the #eh most important colleges in the ,united ,states1 we obtain1 including those graduating in ,june1 #ahii1 a total of #ad1hbd women holding the bachelor's degree4#de ,there is thus formed1 even leaving out of account the graduates of the minor colleges1 a larger body of educated women than is to be found in any other country in the world4 ,these graduates have received the most strenuous college training obtainable by women in the ,united ,states1 which does not differ materially from the best college training obtainable by ,american men 7indeed1 women graduates of coeducational colleges have received precisely the same training as men71 and may fairly be compared with the women who have received college and university training abroad4 ,in other countries women university graduates1 or even women who have studied at universities1 are very few2#df in ,america1 on the other hand1 the higher education of women has assumed the proportions of a national movement still in progress4 ,we may perhaps be able to guide in some degree its future development1 but it has passed the experimental stage and can no longer be opposed with any hope of success4 ,its results are to be reckoned with as facts4 ,health of college women#dg--,those who have come into contact with some of the many thousands of healthy normal women studying in college at the present time1 or who have had an opportunity to know something of the after-lives of even a small number of college women1 believe that experience has proved them to be1 both in college1 and after leaving college1 on the whole1 in better physical condition than other women of the same age and social condition4 ,since1 however1 people who have not the opportunity of knowledge at first hand continue to regard the health of college women as a subject open for discussion1 a new health investigation1 based on questions sent to the #ab1hjd graduates of the #bb colleges belonging to the ,association of collegiate alumn1 is now in progress4 ,the statistical tables will be collated a second time by the ,massachusetts bureau of statistics of labor and sent to the ,paris exposition as part of the educational exhibit of the ,association of collegiate alumn4#dh ,marriage rate of college women--,here again no positive conclusions can be reached until we know what is the usual marriage rate of women belonging to the social class of women graduates4 ,everything indicates that the time of marriage is becoming later in the professional classes and that the marriage rate as a whole is decreasing4 ,an investigation undertaken simultaneously with the new health investigation by the ,association of collegiate alumn will enable us to speak with certainty in regard to the marriage rate of a large number of college women and their sisters4#di ,it must be borne in mind that the element of time is very important1 and in the case of women the later and therefore younger classes are all larger than the earlier ones1 see table on opposite page4 ,marriage rate of college women ,opened in ,percentage of graduates married ,vassar #ahfe #ce4a ,kansas #ahff #ca4c ,minnesota #ahfh #bd4e ,cornell ,syracuse #ahgj #ca4j ,wesleyan ,nebraska #ahga #bd4c ,boston #ahgc #bb4b ,wellesley #ahge #ah4d ,smith ,radcliffe #ahgi #af4e ,bryn ,mawr #ahhe #ae4b ,barnard #ahhi #aj4d ,leland ,stanford ,junior #ahia #i4g ,chicago #ahib #i4d ,it will be seen that independent1 affiliated and coeducational colleges fall into their proper place in the series1 thus showing conclusively that the method of obtaining a college education exercises scarcely any appreciable influence on the marriage rate4 ,the marriage rate of ,bryn ,mawr college1 calculated in ,january1 #aijj1 will also serve as an illustration of the importance of time in every consideration of the marriage rate3 graduates of the class of #ahhi1 married1 #dj4g per cent2 graduates of the first two classes1 #ahhi-ahij1 married1 #dj4j per cent2 graduates of the first three classes1 #ahhi-ahia1 married1 #cc4c per cent2 graduates of the first four classes1 #ahhi-ahib1 married1 #cb4i per cent2 graduates of the first five classes1 #ahhi-ahic1 married1 #ca4j per cent2 graduates of the first six classes1 #ahhi-ahid1 married1 #cj4j per cent2 graduates of the first seven classes1 #ahhi-ahie1 married1 #be4b per cent2 graduates of the first eight classes1 #ahhi-ahif1 married1 #bb4h per cent2 graduates of the first nine classes1 #ahhi-ahig1 married1 #bj4i per cent2 graduates of the first ten classes1 #ahhi-ahih1 married1 #ag4b per cent2 graduates of the first eleven classes1 #ahhi-ahii1 married1 #ae4b per cent4 ,occupations of college women--,it is probable that about #ej per cent of women graduates teach for at least a certain number of years4 ,of the #gje women graduates whose occupations were reported in the ,association of collegiate alumn investigation of #ahhc #ej4b percent were then teaching4 ,in #ahie of #a1jhb graduates of ,vassar #cg4g per cent were teaching2 #b4j per cent were engaged in graduate study and #c4j per cent were physicians or studying medicine4 ,in #ahih of #aga graduates 7all living7 of ,radcliffe college1 including the class of #ahih1 #di4g per cent were teaching2 #h4g per cent were engaged in graduate study2 4#f per cent were studying medicine2 #ag4e per cent were unmarried and without professional occupation4 ,in #ahii of #caf living graduates of ,bryn ,mawr college1 including the class of #ahii1 #ci4j percent were teaching2 #aa4d were engaged in graduate study2 #f per cent were engaged in executive work 7including #d deans of colleges1 #c mistresses of college halls of residence72 #a4f per cent were studying or practising medicine1 and #bf4f per cent were unmarried and without professional occupation4#ej ,coeducation vs4 separate education--,it is clear that coeducation is the prevailing method in the ,united ,states2 it is the most economical method2 indeed it is the only possible method in most parts of the country4 ,now that it has been determined in ,america to send girls as well as boys to college1 it becomes impossible to duplicate colleges for women in every part of this vast country4 ,if1 as is shown by the statistics given in the successive reports of the commissioner of education1 men students in college are increasing faster far than the ratio of the population1 and women college students are increasing faster still than men1#ea it will tax all our resources to make adequate provision for men and women in common4 ,only in thickly-settled parts of the country1 where public sentiment is conservative enough to justify the initial outlay1 have separate colleges for women been established1 and these colleges1 without exception1 have been private foundations4 ,public opinion in the ,united ,states almost universally demands that universities supported by public taxation should provide for the college education of the women of the state in which they are situated4 ,the separate colleges for women speaking generally are to be found almost exclusively in the narrow strip of colonial states lying along the ,atlantic seaboard4 ,the question is often asked1 whether women prefer coeducation or separate education4 ,it seems that in the east they as yet prefer separate education1 and this preference is natural4#eb ,college life as it is organized in a woman's college seems to conservative parents less exposed1 more in accordance with inherited traditions4 ,consequently1 girls who in their own homes lead guarded lives1 are to be found rather in women's colleges than in coeducational colleges4 ,from the point of view of conservative parents1 there is undoubtedly serious objection to intimate association at the most impressionable period of a girl's life with many young men from all parts of the country and of every possible social class4 ,from every point of view it is undesirable to have the problems of love and marriage presented for decision to a young girl during the four years when she ought to devote her energies to profiting by the only systematic intellectual training she is likely to receive during her life4 ,then1 too1 for the present1 much of the culture and many of the priceless associations of college life are to be obtained1 whether for men or women1 only by residence in college halls1 and no coeducational1 or even affiliated1 colleges have as yet organized for their students such a complete college life as the independent woman's college4 ,so long as this preference1 and the grounds for it1 exist1 we must see to it that separate colleges for women are no less good than colleges for men4 ,in professional schools1 including the graduate school of the faculty of philosophy1 coeducation is even at present almost the only method4 ,there are in the ,united ,states only #d true graduate schools for men closed to women1 and only #a independent graduate school maintained for women offering three years' consecutive work leading to the degree of ,ph4 ,d4 ,there is every reason to believe that as soon as large numbers of women wish to enter upon the study of theology1 law and medicine1 all the professional schools now existing will become coeducational4 ,a modified vs4 an unmodified curriculum--,the progress of women's education1 as we have traced it briefly from its beginning in the coeducational college of ,oberlin in #ahcc1 and the independent woman's college of ,vassar in #ahfe1 has been a progress in accordance with the best academic traditions of men's education4 ,in #ahgj we could not have predicted the course to be taken by the higher education of women2 the separate colleges for women might have developed into something wholly different from what we had been familiar with so long in the separate colleges for men4 ,a female course in coeducational colleges in which music and art were substituted for mathematics and ,greek might have met the needs of the women students4 ,after thirty years of experience1 however1 we are prepared to say that whatever changes may be made in future in the college curriculum will be made for men and women alike4 ,after all1 women themselves must be permitted to be the judges of what kind of intellectual discipline they find most truly serviceable4 ,they seem to have made up their minds1 and hereafter may be trusted to see to it that an inferior education shall not be offered to them in women's colleges1 or elsewhere1 under the name of a modified curriculum4 ---------------------------------------- -------------------------------- ,,department ,,of ,,education ,,for ,,the ,,united ,,states ,,commission ,,to ,,the ,,paris ,,exposition ,,of #aijj ,director ,,howard ,j4 ,,rogers1 ,albany1 ,n4 ,y4 ,,monographs ,,on ,,education ,,in ,,the ,,united ,,states ,,edited ,,by ,,nicholas ,,murray ,,butler ,professor of ,philosophy and ,education in ,columbia ,university1 ,new ,york #a ,,educational ,,organization ,,and ,,administration--,,andrew ,,sloan ,,draper1 ,president of the ,university of ,illinois1 ,champaign1 ,illinois #b ,,kindergarten ,,education--,,susan ,e4 ,,blow1 ,cazenovia1 ,new ,york #c ,,elementary ,,education--,,william ,t4 ,,harris1 ,united ,states ,commissioner of ,education1 ,washington1 ,d4 ,c4 #d ,,secondary ,,education--,,elmer ,,ellsworth ,,brown1 ,professor of ,education in the ,university of ,california1 ,berkeley1 ,california #e ,,the ,,american ,,college--,,andrew ,,fleming ,,west1 ,professor of ,latin in ,princeton ,university1 ,princeton1 ,new ,jersey #f ,,the ,,american ,,university--,,edward ,,delavan ,,perry1 ,jay ,professor of ,greek in ,columbia ,university1 ,new ,york #g ,,education ,,of ,,women--,m4 ,,carey ,,thomas1 ,president of ,bryn ,mawr ,college1 ,bryn ,mawr1 ,pennsylvania #h ,,training ,,of ,,teachers--,b4 ,a4 ,,hinsdale1 ,professor of the ,science and ,art of ,teaching in the ,university of ,michigan1 ,ann ,arbor1 ,michigan #i ,,school ,,architecture ,,and ,,hygiene--,,gilbert ,b4 ,,morrison1 ,principal of the ,manual ,training ,high ,school1 ,kansas ,city1 ,missouri #aj ,,professional ,,education--,,james ,,russell ,,parsons1 ,director of the ,college and ,high ,school ,departments1 ,university of the ,state of ,new ,york1 ,albany1 ,new ,york #aa ,,scientific1 ,,technical ,,and ,,engineering ,,education--,t4 ,c4 ,,mendenhall1 ,president of the ,technological ,institute1 ,worcester1 ,massachusetts #ab ,,agricultural ,,education--,,charles ,w4 ,,dabney1 ,president of the ,university of ,tennessee1 ,knoxville1 ,tennessee #ac ,,commercial ,,education--,,edmund ,j4 ,,james1 ,professor of ,public ,administration in the ,university of ,chicago1 ,chicago1 ,illinois #ad ,,art ,,and ,,industrial ,,education--,,isaac ,,edwards ,,clarke1 ,bureau of ,education1 ,washington1 ,d4 ,c4 #ae ,,education ,,of ,,defectives--,,edward ,,ellis ,,allen1 ,principal of the ,pennsylvania ,institution for the ,instruction of the ,blind1 ,overbrook1 ,pennsylvania #af ,,summer ,,schools ,,and ,,university ,,extension--,,herbert ,b4 ,,adams1 ,professor of ,american and ,institutional ,history in the ,johns ,hopkins ,university1 ,baltimore1 ,maryland #ag ,,scientific ,,societies ,,and ,,associations--,,james ,,mckeen ,,cattell1 ,professor of ,psychology in ,columbia ,university1 ,new ,york #ah ,,education ,,of ,,the ,,negro--,,booker ,t4 ,,washington1 ,principal of the ,tuskegee ,institute1 ,tuskegee1 ,alabama #ai ,,education ,,of ,,the ,,indian--,,william ,n4 ,,hailmann1 ,superintendent of ,schools1 ,dayton1 ,ohio ----- ,footnote #a3 ,that their admission was due in large part to the stress of circumstances is shown by the fact that in the very states in which these coeducational schools had been established there was manifested on other occasions a most illiberal attitude toward girls' education4 ,in the few cities of the ,atlantic seaboard1 where ,european conservatism was too strong to allow girls to be taught with boys in the new high schools1 and where there were boys enough to fill the schools1 girls had to wait much longer before their needs were provided for at all1 and then most inadequately4 ,in ,boston1 where the boys' and girls' high schools were separated1 it was impossible until #ahgh for a ,boston girl to be prepared for college in a city high school1 whereas1 in the country towns of ,massachusetts1 where boys and girls were taught together in the high schools1 the girl had had the same opportunities as the boy for twenty-five or thirty years4 ,indeed1 it was not until #aheb that ,boston girls obtained1 and then only in connection with the normal school1 a public high-school education of any kind whatsoever4 ,in ,philadelphia1 where boys and girls are taught separately in the high schools1 no girl could be prepared for college before #ahic1 neither ,latin1 ,french1 nor ,german being taught in the girls' high school1 whereas1 for many years the boys' high school had prepared boys for college4 ,in ,baltimore the two girls' high schools are still1 in #aijj1 unable to prepare girls for college1 whereas the boys' high school has for years prepared boys to enter the ,johns ,hopkins university4 ,the impossibility of preparing girls for college is only another way of stating that the instruction given is very imperfect4 ,footnote #b3 ,the magnitude of this fact will be apparent if we reflect that here for the first time the girls of a great nation1 especially of the poorer classes1 have from their earliest infancy to the age of eighteen or nineteen received the same education as the boys1 and that the ladder leading1 in ,huxley's words1 from the gutter to the university may be climbed as easily by a girl as by a boy4 ,although college education has affected as yet only a very few out of the great number of adult women in the ,united ,states1 the free opportunities for secondary education have influenced the whole ,american people for nearly two-thirds of a century4 ,the men of the poorer classes have had1 as a rule1 mothers as well educated as their fathers1 indeed1 better educated2 to this1 more than to any other single cause1 ,i think1 may be attributed what by other nations is regarded as the phenomenal industrial progress of the ,united ,states4 ,our commercial rivals could probably take no one step that would so tend to place them on a level with ,american competition as to open to girls without distinction all their elementary and secondary schools for boys4 ,in #ahib1 girls formed #ee4i per cent1 and in #ahih1 #ef4e per cent of all pupils in the public and private secondary schools of the ,united ,states4 ,footnote #c3 ,in #ahgj women formed #ei4j per cent2 in #ahhj1 #eg4b per cent2 in #ahij1 #fe4e per cent2 and in #ahih1 #fg4h per cent 7in the ,north ,atlantic ,division #hj4h per cent7 of all teachers in the public elementary and secondary schools of the ,united ,states 7,u4 ,s4 ed4 rep4 for #ahig-ih1 pp4 xiii1 lxxv74 ,it has been frequently remarked that the feminine pronouns 8she0 and 8her0 are instinctively used in ,america in common speech with reference to a teacher4 ,moreover more women than men are teaching in the public and private secondary schools of the ,united ,states 7in #ahih1 women formed #ec4h per cent of the total number of secondary teachers1 see ,u4 ,s4 ed4 rep4 for #ahig-ih1 pp4 #bjec1 #bjfi72 whereas in all other countries the secondary teaching of boys is wholly in the hands of men4 ,footnote #d3 ,in many cases in the west women made their way into the universities through the normal department of the university1 being admitted to that first of all4 ,the summer schools of western colleges1 chiefly attended by teachers1 among whom women were in the majority1 served also as an entering wedge4 7,see ,woman's work in ,america1 ,holt ,co41 #ahia1 pp4 #ga-ge47 ,footnote #e3 ,antioch college opened1 however1 with only #h students in its college department1 all the rest1 #adb1 belonging to its secondary school4 ,footnote #f3 ,in every case ,i give the date when full coeducation was introduced2 ,west ,virginia1 for example1 admitted women to limited privileges in #ahhi4 ,footnote #g3 ,in discussing coeducation ,i shall1 therefore1 disregard the divisions into north ,atlantic1 south ,atlantic1 north central1 south central and western1 employed by the ,u4 ,s4 census and the ,u4 ,s4 bureau of education4 ,the ,new ,england1 middle and southern states are all1 of course1 eastern1 and1 with the exception of ,vermont1 ,west ,virginia1 ,kentucky1 ,tennessee and ,missouri1 are all seaboard states1 ,pennsylvania being counted as a seaboard state on account of its close river connection with the sea4 ,it will be noted that the inland southern states are rather western than eastern in their characteristics4 ,the northern middle states belong on the whole by their sympathies to ,new ,england1 the southern middle to the southern states4 ,missouri1 having been a slave state and settled largely by southerners1 is still southern in feeling4 ,the ,district of ,columbia also may conveniently be counted with the southern states4 ,footnote #h3 ,two of the three next largest colleges in ,virginia--,richmond and ,roanoke--admit women1 but the advance in women's education in that state has been very recent4 ,until the establishment of the ,state normal school in #ahhc there was not a scientific laboratory in the state accessible to women2 in #ahic the ,randolph-,macon ,woman's college opened with several laboratories1 see ,prof4 ,celestia ,parrish1 ,proceedings #b;d ,capon ,springs conference for education in the south1 #ahii1 p4 #fh4 ,i am much indebted to the author of this paper for valuable data in regard to coeducation in the south4 ,footnote #i3 ,the ,massachusetts institute of technology is classified by the ,u4 ,s4 ed4 reps4 among technical schools4 ,footnote #aj3 ,the commissioner of education does not feel himself at liberty to discriminate among the colleges chartered by the different states1 but it is well known that in most states the name of college1 or preferably that of university1 and the power to confer degrees are granted to any institution whatsoever without regard to endowment1 scientific equipment1 scholarly qualifications of the faculty or adequate preparation of the students4 ,the majority of the so-called colleges and universities of the south and west are really secondary schools4 ,in most of them not only are the greater part of the students really pupils in the preparatory or high school department1 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 colleges4 ,throughout this monograph ,i have used the word college in speaking of institutions for undergraduate education1 except when quoting their official titles1 and this whether the college in question is1 or is not1 included in a larger institution providing also three years of graduate instruction4 ,the terms college and university are used in ,america without any definite understanding1 even among colleges and universities themselves1 as to how they shall be differentiated4 ,probably the most commonly accepted usage is to call an institution a university if it has attached to it various departments1 or schools1 without regard to the standing of these departments1 the preparation of the students entering them1 or the work done in them4 ,in this sense all the state universities of the west are called universities because1 although many of them are really high schools1 they have attached to them schools of pharmacy1 veterinary science1 agriculture1 and sometimes medicine or law4 ,it is in this sense that many institutions for negroes are called universities1 because they include various departments of industrial art as well as a high school department4 ,until very recently the requirements for admission to the departments of law1 medicine1 dentistry1 etc41 have been so low that it has been a positive disadvantage to have such schools attached to the college department1 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 trustees1 they claimed with justice that the illiberal education of the majority of these graduates would tend to lower the standard of ,harvard college4 ,the use of the word university should be strictly limited to institutions offering at least three years of graduate instruction in one or more schools4 ,footnote #aa3 ,in this list of fifty-eight colleges ,i have included3 first1 the twenty-four colleges 7indicated in the list by 8a07 whose graduates are admitted to the ,association of collegiate alumn2 second1 the twenty-three colleges 7#bd are included in the ,federation1 but ,barnard has ceased to be a graduate school1 see page #bh7 included in the ,federation of graduate clubs 7indicated by 8b072 third1 the fifty-two colleges 7indicated by 8c07 included in the #ahii-aijj edition of ,minerva1 the well-known handbook of colleges and universities of the world published each year by ,truebner ,co42 and fourth1 the colleges which1 according to the ,u4 ,s4 education report for #ahig-ih1 have at least #ejj1jjj worth of productive funds 7indicated by 8d071 and also three hundred or more students 7indicated by 8e074 ,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 endowment2 ,i have1 therefore1 included the state universities of ,maine1 ,iowa and ,west ,virginia1 whose productive funds do not amount to #ejj1jjj4 ,this list of fifty-eight colleges1 arranged according to the different sections of the country1 and as far as possible in the order of the numbers in their undergraduate departments1 is as follows3 ,new ,england and #c northern middle states3 ,harvard 7bcde71 ,yale 7bcde71 ,cornell 7abcde-coed471 ,massachusetts institute of technology 7acde-coed471 ,smith 7acde-woman's college71 ,princeton 7bcde71 ,pennsylvania 7bcde71 ,columbia 7bcde71 ,brown 7bcde71 ,wellesley 7abce-woman's college71 ,vassar 7acde-woman's college71 ,syracuse 7acde-coed471 ,dartmouth 7cde71 ,boston 7acde-coed471 ,amherst 7cde71 ,radcliffe 7abce-affiliated71 ,williams 7cde71 ,lehigh 7cde71 ,maine 7e-coed471 ,wesleyan 7acde-coed471 ,vermont 7c-coed471 ,lafayette 7c71 ,bryn ,mawr 7abed-woman's college71 ,new ,york ,university 7cd71 ,barnard 7a-affiliated71 ,hamilton 7c71 ,colgate 7cd71 ,clark 7bcd-no undergrad4 department74 ,southern and #b southern middle states3 ,missouri 7bcde-coed471 ,texas 7cde-coed471 ,columbian 7bce-coed471 ,west ,virginia 7e-coed471 ,tulane 7cd71 ,vanderbilt 7bcd-coed471 ,virginia 7c71 ,johns ,hopkins 7bcd71 ,washington 7,st4 ,louis7 7cd-coed471 ,georgetown 7c-,catholic71 ,catholic university 7cd-no undergrad4 department74 ,western states3 ,minnesota 7abcde-coed471 ,michigan 7abcde-coed471 ,california 7abcde-coed471 ,wisconsin 7abcde-coed471 ,chicago 7abcde-coed471 ,leland ,stanford 7abcde-coed471 ,nebraska 7ace-coed471 ,ohio state university 7de-coed471 ,indiana 7cde-coed471 ,illinois 7ce-coed471 ,kansas 7ace-coed471 ,ohio ,wesleyan 7cde-coed471 ,iowa 7e-coed471 ,northwestern 7acde-coed471 ,oberlin 7acde-coed471 ,cincinnati 7cd-coed471 ,colorado 7c-coed471 ,western reserve 7bcd71 ,college for ,women of western reserve 7a-affiliated74 ,the only attempt hitherto made in ,america to discriminate between colleges of true college grade and others has been made by the ,association of collegiate alumn4 ,this association was organized in #ahhb for the purpose of uniting women graduates of the foremost coeducational colleges and colleges for women only into an association for work connected with the higher education of women4 ,in the early years of the association there was appointed a committee on admissions1 and the admission of each successive college in the association has been carefully considered1 both with regard to its entrance requirements1 the training of its faculty and its curriculum4 ,the ,association of collegiate alumn concerns itself1 of course1 only with colleges admitting women1 but there is no doubt that the fifteen coeducational colleges and seven colleges for women only admitted to the association would1 in the estimation of every one familiar with the subject1 rank among the first fifty-eight colleges of the ,united ,states4 ,the ,federation of graduate clubs is an association of graduate students of those colleges whose graduate schools are important enough to entitle them to admission to the federation4 ,the colleges in the ,federation of graduate clubs are the only colleges in the ,united ,states that do true university work4 ,footnote #ab3 ,in only two instances1 so far as ,i know1 has coeducation once introduced been abandoned or restricted in any way4 ,the private college of ,adelbert of ,western reserve1 coeducational from #ahgc1 opened a separate woman's college and excluded women in #ahhh4 ,as the college department was very small and the state of ,ohio in which the college was situated the most eastern in feeling of all western states1 the change was seemingly to be attributed to a bid for students through undergraduate novelty4 ,the ,baptist college of ,colby1 in ,maine1 coeducational from #ahga1 has taught women in separate classes in required work since #ahij4 ,women are not allowed to compete with men for college prizes or for membership in the students' society1 which elects its members on account of scholarship4 ,complete separation1 which was at first planned1 has proved impracticable and from the beginning of the sophomore year women and men recite together in all elective work4 ,footnote #ac3 ,in an investigation made several years ago in the ,university of ,wisconsin1 which has been open to women since #ahgd1 it was found that the women ranked in scholarship very considerably beyond the men4 ,in the ,university of ,michigan1 where women have been educated with men since #ahgj1 ,president ,angell has repeatedly laid stress on their excellent scholarship4 ,when in #ahic-id a committee of the faculty of the ,university of ,virginia asked the officers of a large number of coeducational colleges especially in regard to this point the testimony received was very remarkable4 ,in ,england it should be noted that the question of the success of women in collegiate studies has been put beyond a doubt by the published class lists of the competitive honor examinations of ,oxford and ,cambridge4 ,in the discussions in regard to granting women degrees at ,cambridge1 it was freely admitted that women's minds were 8splendid for examination purposes40 ,footnote #ad3 ,for a discussion of coeducation in schools and colleges in #ahib1 see ,u4 ,s4 education report for #ahia-ib1 pp4 #ghc-hfb4 ,footnote #ae3 ,u4 ,s4 education report #ahhi-ij1 pp4 #gfa1 #aehb-aeii1 and #ahig-ih1 p4 #ahbc2 account is taken of students of true college grade only in the college proper4 ,throughout this monograph ,i have corrected the figures of the ,u4 ,s4 ed4 reps4 which are affected by the erroneous assumption that the undergraduate departments of ,brown1 ,yale1 ,rochester1 ,new ,york ,univ41 ,pennsylvania1 ,tulane and ,western ,reserve are coeducational4 ,in the ,university of ,chicago women formed1 in #ahih1 #ed4e per cent of all regular1 and #gj per cent of all unclassified1 students2 in ,boston university in the regular college course there were1 in #ahii1 #bii women as against #aib men4 ,footnote #af3 ,in #ahhi-ij there were #ai1bde men studying in #adf colleges for men only2 in #ahih-ii there were #be1iae men studying in #adc colleges for men only1 an increase of only #cd4g per cent4 7,in enumerating students ,i have regarded the limited coeducational college of ,colby as coeducational47 ,women1 however1 have increased in women's colleges #ach4d per cent4 ,footnote #ag3 ,the objection of men students in the east to coeducation seems to be mainly in the apprehension that the presence of women may interfere with the free social life which has become so prominent a feature of private colleges for men in the east4 ,these colleges are1 for the most part1 situated either in small country towns1 or in the suburbs of a city1 in communities which have grown up about the college1 and their students live largely in college dormitories2 the conditions1 therefore1 are exceedingly unlike those prevailing in non-residential colleges and also unlike those prevailing in the world at large4 ,these exceptional conditions are a source of pleasure and1 in many respects1 of advantage to the student4 ,undoubtedly there is in coeducational colleges less unrestraint2 young men undoubtedly care much for the impression that they make on young women of the same age1 and there is more decorum and perhaps more diligence in classrooms where women are present4 ,the objection to coeducation on the part of women students is1 to some extent1 the same2 separate colleges for women in like manner are1 as a rule1 academic communities living according to regulations and customs all their own2 women also feel themselves more unrestrained when they are studying in women's colleges4 ,then1 too1 coeducation in the east is still regarded as in some measure an experiment1 to the success of which the conduct of each individual woman may1 or may not1 contribute1 and the knowledge of this tends to increase the self-consciousness of student life4 ,footnote #ah3 ,in the case of the colleges in groups ,i and ,,ii these statistics have been obtained through the kindness of the presidents of the colleges concerned2 they are for the year #aijj1 except the numbers of instructors and students which are obtained from the catalogues for the year #ahih-ii2 in enumerating the instructors1 presidents1 teachers of gymnastics1 elocution1 music and art have been omitted4 ,instructors away on leave of absence are not counted among instructors for the current year4 ,footnote #ai3 ,women's colleges were first classified in division ,a and division ,b in #ahhg4 ,in these reports there appeared sporadically in division ,a ,ingham university1 at ,leroy1 ,new ,york1 and ,rutgers female college in ,new ,york city4 ,neither of these had any adequate endowment and neither ever obtained more than #ce students4 ,ingham university closed in #ahic1 ,rutgers female college in #ahie4 ,footnote #bj3 ,the women's colleges1 so called1 included in division ,b of these reports1 are in reality church and private enterprise schools1 as a rule of the most superficial character1 without endowment1 or fixed curriculum1 or any standard whatsoever of scholarship in teachers or pupils4 ,what money there is to spend is for the most part used to provide teachers of music1 drawing and other accomplishments1 and the school instruction proper is shamefully inadequate4 ,few if any of these schools are able to teach the subjects required for entrance to a college properly so called2 the really good girls' schools are1 as a rule1 excluded from this list by their honesty in not assuming the name of college4 ,the ,u4 ,s4 education report for #ahhf-hg gives #aeb of these colleges in division ,b1 the report for #ahig-ih1 #ace4 ,when it is said that separate colleges for women are decreasing1 the statement is based on this list of colleges in division ,b1 which are not really colleges at all2 and when it is said that women students are not increasing so rapidly in separate colleges for women as in coeducational colleges1 it is the students in these miscalled colleges who are referred to2 for precisely the reverse is true of students in genuine colleges for women4 ,it is happily true that since better college education has been obtainable1 women have been refusing to attend the institutions included in class ,b4 ,between #ahij and #ahih women have increased only #d4i per cent in the college departments of such institutions1 whereas1 in these same eight years1 they have increased #ach4d per cent in women's colleges in division ,a4 ,the value of statistics of women college students is often vitiated by the fact that women studying in institutions included in division ,b are counted among college students4 ,many of the colleges for men only and of the coeducational colleges included in the lists of the commissioner of education are very low in grade1 but few of them are so scandalously inefficient as the majority of the girls' schools included in division ,b4 ,i have1 therefore1 in my statistics taken no account whatever of women studying in institutions classified in division ,b4 ,footnote #ba3 ,see pp4 #ahba1 #ahbb1 #ahhh1 #ahhi4 ,bryn ,mawr had not #cjj undergraduate students in #ahig-ih1 but the next year1 #ahih-ii1 passed the limit4 ,i have excluded ,western reserve as it is not coeducational in its undergraduate department1 and1 in #ahii1 had only #ahb men in its men's college and #ahc women in its women's college4 ,footnote #bb3 ,to any one familiar with the circumstances it does not admit of discussion that in ,vassar we have the legitimate parent of all future colleges for women which were to be founded in such rapid succession in the next period4 ,it is true that in #ahee the ,presbyterian synod opened ,elmira college in ,elmira1 ,new ,york1 but it had practically no endowment and scarcely any college students4 ,even before #ahee two famous female seminaries were founded which did much to create a standard for the education of girls4 ,in #ahba ,mrs4 ,emma ,willard opened at ,troy a seminary for girls1 known as the ,troy female seminary1 still existing under the name of the ,emma ,willard school4 ,in #ahcg ,mary ,lyon opened in the beautiful valley of the ,connecticut ,mt4 ,holyoke seminary1 where girls were educated so cheaply that it was almost a free school4 ,this institution has had a great influence in the higher education of women2 it became in #ahic ,mt4 ,holyoke college4 ,these seminaries are often claimed as the first women's colleges1 but their curriculum of study proves conclusively that they had no thought whatever of giving women a collegiate education1 whereas1 the deliberations of the board of trustees whom ,mr4 ,vassar associated with himself show clearly that it was expressly realized that here for the first time was being created a woman's college as distinct from the seminary or academy4 ,in #ahfa the movement for the higher education of women had scarcely begun4 ,it was not until eight years later that the first of the women's colleges at ,cambridge1 ,england1 opened4 ,footnote #bc3 ,the founder of ,wellesley expected to leave the college a large endowment1 but his fortune was dissipated in unfortunate investments4 ,the splendid grounds and many halls of residence of the college constitute a form of endowment1 otherwise its lack of productive funds would have excluded it from class ,i4 ,footnote #bd3 ,the numbers of students are for the year #ahii-aijj4 ,footnote #be3 ,to the women's colleges of group ,,iii they are admitted still in large numbers1 and they still form #ce4a per cent of all the undergraduate students in the affiliated college of ,radcliffe1 and #ce4g per cent of all the undergraduate students in the affiliated college of ,barnard2 in part1 perhaps1 because these colleges are largely dependent upon their tuition fees1 and in part too1 no doubt1 because the presence of special students is less disadvantageous where there is no dormitory life4 ,footnote #bf3 ,colleges for women draw their students from private schools to a much greater extent than do coeducational colleges2 and it was the very great inefficiency of these schools that induced the earlier colleges for women to organize preparatory departments of their own4 ,the entrance examinations of the women's colleges are the only influence for good that has ever been brought to bear upon the feeble teaching of these schools4 ,in #ahgd1 before the numbers of women wishing to prepare for college were great enough to influence the private schools1 a plan for raising their standard was devised by the ,woman's education association of ,boston1 at whose request ,harvard university for #g years conducted a series of examinations modeled on the ,oxford and ,cambridge higher local examinations which have been such an efficient agency in ,england4 ,committees of women were organized in different cities1 and an attempt was made to induce girls' schools to send up candidates for these examinations4 ,in #g years1 however1 only #ajf candidates offered themselves for the preliminary examination1 and only #cf received a complete certificate4 ,in #ahha the entrance examinations of ,harvard college were substituted for these special women's examinations1 in the hope that the interest in reaching the standard set by ,harvard for its entering class of men might add to the number of candidates2 but even after this change was made comparatively few candidates took the examinations1 and in #ahif the effort was discontinued2 the ,harvard examinations have been used from that time onward simply as the ordinary entrance examinations of ,radcliffe college4 ,in ,great ,britain the ,cambridge higher local examinations are taken annually by about #ijj women4 ,there was needed some such pressure as is brought to bear by pupils determined to go to college to induce private schools to add college graduates to their staff of teachers4 ,the requirements for admission to ,bryn ,mawr college have to my personal knowledge been a most important factor in introducing college-bred women as teachers into all the more important private girls' schools of ,philadelphia and in many private schools elsewhere2 and every college for women drawing students from private schools has the same experience4 ,on the other hand1 every relaxation in the requirements for admission1 such as the practice of admitting on certificate adopted by ,vassar1 ,wellesley and ,smith1 tends to deprive girls' schools of a much needed stimulus4 ,radcliffe and ,barnard1 like ,bryn ,mawr1 insist upon examination for admission and decline to accept certificates4 ,footnote #bg3 ,until ,bryn ,mawr opened in #ahhe with a large staff of young unmarried men1 it had been regarded as almost out of the question to appoint unmarried men in a women's college2 now they are teaching in all colleges for women4 ,the same instructors pass from colleges for men to colleges for women and from colleges for women to colleges for men1 employing in each the same methods of instruction4 ,some years since one of the professors at ,smith college received at the same time offers of a post at the ,johns ,hopkins1 at ,columbia1 and at ,bryn ,mawr2 and among the professors the most successful in their teaching at ,princeton1 ,chicago and ,columbia are men whose whole experience had been gained in teaching women at ,bryn ,mawr4 ,footnote #bh3 ,the following data have been furnished me by the courtesy of the presidents or deans of the colleges concerned1 except the data of the ,h4 ,sophie ,newcomb memorial college1 for which ,i am indebted to ,professor ,evelyn ,ordway4 ,these data are for the year #aijj2 the numbers of instructors and students have been obtained from the catalogues for #ahih-ii4 ,footnote #bi3 ,in one instance only--that of ,evelyn college in ,new ,jersey--has an affiliated college1 once established1 been compelled to close its doors4 ,evelyn1 however1 partook of the nature of a private enterprise school1 and was begun on an unacademic basis in #ahhg4 ,a certain number of ,princeton professors consented to serve on the board of trustees and give instruction there1 but it was1 in reality1 a young ladies' finishing school with a few students 7in #ahia1 #bb2 in #ahid1 #ah2 in #ahig1 #ad7 pursuing collegiate courses4 ,music and accomplishments were made much of1 and in #ahig the college came to a well-merited end4 ,footnote #cj3 ,radcliffe and ,barnard are the only two of the affiliated colleges that appear in the ,u4 ,s4 education reports in division ,a of women's colleges4 ,the students of the other three are reported under ,brown1 ,western reserve and ,tulane respectively1 thus giving these colleges a false air of being coeducational in their undergraduate departments4 ,the endowment and equipment of these three affiliated colleges1 although entirely independent of the colleges to which they are affiliated1 are given nowhere separately4 ,footnote #ca3 ,it is difficult for those interested in women's education in ,england to understand the existence in ,america of independent colleges for women1 and if ,american education were organized like ,english education they would1 indeed1 have no reason to exist4 ,in an ,english university1 consisting1 as it does1 of many separate colleges whose students live in their separate halls of residence1 are taught by their own teachers1 hear in common with the students of other colleges the lectures offered by the central university organization1 and compete against each other in honor examinations conducted by a common board of university examiners1 the colleges for women--at ,cambridge1 ,girton and ,newnham1 and at ,oxford1 ,somerville hall1 ,lady ,margaret hall and ,st4 ,hugh's hall--are organized in precisely the same way as colleges for men4 ,they may1 or may not1 be as well equipped as the best men's colleges1 but the difference is a matter of endowment1 not of university organization2 there are differences also between the various colleges for men4 ,examinations1 again1 play a far more important part in ,english than in ,american education4 ,there are in ,great ,britain only a few examining and degree-giving bodies1 for whose examinations all the various colleges prepare their students4 ,the degrees mean that certain examinations have been passed1 and have a definite and universally acknowledged value4 ,a degree given by an ,american college means that the person receiving it has lived for some time in a community of a certain kind1 enjoying certain opportunities of which he has conscientiously availed himself4 ,for this reason no one of the #dia colleges of the ,united ,states enumerated in the ,u4 ,s4 education report for #ahig-ih bestows its degree in recognition of examinations passed in any other college4 ,for this reason ,harvard college has had logic on its side in declining to confer upon the students completing their undergraduate course in ,radcliffe college the ,harvard ,b4 ,a4 ,they have not lived in the same community1 nor yet had all the opportunities of the ,harvard student4 ,the certificate received by the student of ,girton or ,newnham represents exactly the same thing as the ,cambridge degree2 the ,b4 ,a4 of ,radcliffe does not represent the same thing as the ,harvard ,b4 ,a4 ,what is represented by the degrees of different colleges in the ,united ,states may1 or may not1 be equal1 but never is the same4 ,nevertheless ,columbia1 ,brown1 ,tulane and ,western reserve confer their degrees upon the women graduates of their affiliated colleges for women4 ,footnote #cb3 ,the first ,american affiliated college was the so-called ,harvard annex1 which was brought into existence by the devoted efforts of a small number of influential professors of ,harvard college1 who voluntarily formed themselves into a 8,society for the collegiate instruction of women10 and repeated each week to classes of women the lectures and class work they gave to men in ,harvard college4 ,the idea first occurred to ,mr4 ,arthur ,gilman in #ahgh4 ,girton college1 ,cambridge1 ,england1 after which the annex was modeled1 had then been in successful operation for nine years4 ,mrs4 ,louis ,agassiz1 the widow of the famous naturalist1 agreed to become the official head of the undertaking1 and she associated with herself other influential ,boston and ,cambridge women4 ,mr4 ,arthur ,gilman became the secretary of the society4 ,the president of ,harvard college declared that1 so far as the university was concerned1 the professors were free to teach women in their leisure hours if they chose4 ,the annex was opened for students in #ahgi in a rented house near the ,harvard campus with #be students4 ,footnote #cc3 ,the medical school of the ,johns ,hopkins university is a true university school1 admitting only holders of the bachelor's degree2 the law school of ,harvard university is practically a university school1 although seniors in ,harvard college are received as students4 ,footnote #cd3 ,out of the #eh most important ,american colleges enumerated on page #ab only #bc1 it will be remembered1 appear in the lists of the ,federation of graduate clubs4 ,unfortunately it must not be inferred that all these #bc colleges are doing true professional work and offering graduate students a three years' course leading to the degree of ,ph4 ,d4 ,in some of them there are provided only courses leading to the degree of ,a4 ,m41 which1 like the degree of ,a4 ,b41 indicating general culture4 ,the affiliated college of ,radcliffe appears in the list of graduate clubs1 although it can scarcely be said to exist independently as a separate graduate school1 being virtually the portal by which women are admitted to a limited amount of graduate work at ,harvard4 ,in #ahii-aijj only #ab graduate lecture courses and #c research courses were repeated at ,radcliffe4 ,footnote #ce3 ,the graduate courses of ,clark 7which has no undergraduate department7 are few in number and attended by only #dh men2 the exclusion of women is1 therefore1 very surprising especially as the principal subjects of instruction1 pedagogy1 experimental psychology and the like1 are of peculiar interest to women4 ,the exclusion of women from all but the medical department of the ,johns ,hopkins university is really of serious import1 because the ,johns ,hopkins university1 judged not by numbers but by scholarly research and publication1 the number of ,ph4 ,d4 degrees conferred1 and the important college and university positions filled by its graduates1 has long been1 and perhaps is still1 the most important graduate school in the ,united ,states4 ,its attitude toward women is to be accounted for in part by its location1 and in part by the fact that its management is in the hands of a self-perpetuating board of twelve trustees appointed originally by the founder1 and without exception ,baltimoreans1 so that no pressure can be brought to bear upon the corporation from more progressive sections of the country4 ,footnote #cf3 ,these figures are taken from the ,graduate handbook for #ahii1 published by the ,federation of graduate clubs4 ,of these the greatest number studying in any one institution in the west was to be found in the ,university of ,chicago1 and the next greatest in the ,university of ,california2 the greatest number studying in any one institution in the east was to be found at ,barnard-,columbia1 and the next greatest at ,bryn ,mawr4 ,there were studying in the graduate departments of the ,university of ,chicago 7including summer students7 #bgf women2 in the ,university of ,california1 #ij2 in ,barnard-,columbia1 #hb2 in ,bryn ,mawr1 #fa2 in ,radcliffe-,harvard1 #eh2 in ,yale1 #db2 in ,cornell1 #cf2 in the ,university of ,pennsylvania1 #cd4 ,the position of ,bryn ,mawr in this series seems to show conclusively that an independent woman's college maintaining a sufficiently high standard of instruction may compete successfully for students with much larger and older coeducational foundations4 ,footnote #cg3 ,see ,fellowships and graduate scholarships1 published by the ,association of collegiate alumn1 ,richmond ,hill1 ,n4 ,y41 ,,iii ,series1 ,no4 #b1 ,july1 #ahii4 ,footnote #dc3 ,a private law school for women existed for some years in the city of ,new ,york1 founded by ,madame ,kempin1 a graduate of the ,university of ,zurich4 ,at the request of the ,women's legal education society it was incorporated with the ,new ,york ,university law school4 ,footnote #dd3 ,see ,u4 ,s4 ed4 rep4 #ahig-ih1 p4 #ahbe1 corrected according to note #a1 page #ae of this monograph4 ,footnote #de3 ,the number of women graduates has been obtained in every case through the courtesy of the presidents of the colleges concerned4 ,in some cases the women graduates have had to be selected from the total number of graduates and counted separately for the purpose4 ,as the figures have never been printed before1 ,i give them below3 #bb colleges belonging to the ,association of collegiate alumn3--coeducational colleges3 ,boston1 #ebb graduates2 ,california1 #ddj2 ,chicago1 #bfg2 ,cornell1 #eag2 ,kansas1 #bei2 ,leland ,stanford1 ,jr41 #bhi1 ,massachusetts institute technology1 #de2 ,michigan1 #idj2 ,minnesota1 #deh2 ,nebraska1 #bfc2 ,northwestern1 #cag2 ,oberlin1 #a1dhf2 ,syracuse1 #ejh2 ,wesleyan1 #aah2 ,wisconsin1 #fbj4 ,independent colleges3 ,vassar1 #a1eji2 ,wellesley1 #a1gbg2 ,smith1 #a1fgi2 ,bryn ,mawr1 #cba4 ,affiliated colleges3 ,radcliffe1 #bgh2 ,barnard1 #ajf2 ,college for women of ,western reserve1 #ace4 ,additional colleges1 #ae in number3 ,women's college of ,brown1 #ajb2 ,cincinnati1 #ii2 ,columbian1 #fj2 ,colorado1 about #gj2 ,illinois1 #aca2 ,indiana1 #bhb2 ,iowa1 #cdj2 ,maine1 #bh2 ,missouri1 no record2 ,ohio ,state university1 #aej2 ,ohio ,wesleyan1 #fae2 ,texas1 #fj ,vanderbilt1 #aa2 ,washington 7,st4 ,louis71 #ee2 ,west ,virginia1 #ag4 ,total1 #ad1hbd women graduates4 ,footnote #df3 ,the number of women studying in universities in ,germany in #ahih-ii was approximately #dga1 probably mainly foreigners 7statistics given in the ,hochschul ,nachrichten1 ,minerva1 etc472 in ,france in #ahif-ig1 approximately #daj1 of whom #hc were foreigners 7,les ,universits franaises1 by ,m4 ,louis ,liard2 vol4 #b of ,special ,reports on ,educational ,subjects1 ,education department1 ,london1 #ahih72 in ,england and ,wales in #ahig-ih1 approximately #b1cdh4 7,see catalogues of different colleges47 ,the total number of women graduates in ,england and ,wales who have received degrees1 or their equivalent1 from ,english and ,welsh universities is about #b1ahj4 ,footnote #dg3 ,two statistical investigations of the health of college women have been undertaken2 one in ,america in #ahhb1 which tabulated various data connected with the health1 occupation1 marriage1 birth rate1 etc41 of #gje graduates of the #ab ,american colleges belonging at that time to the ,association of collegiate alumn 7,health statistics of women college graduates2 report of a special committee of the ,association of collegiate alumn1 ,annie ,g4 ,howes1 chairman2 together with statistical tables collated by the ,massachusetts bureau of statistics of labor4 ,boston3 ,wright and ,potter ,printing ,co41 #ah ,post ,office ,square4 #ahhe71 and one in ,england in #ahhg 7,health statistics of women students of ,cambridge and ,oxford and of their sisters1 by ,mrs4 ,henry ,sidgwick1 ,cambridge university press1 #ahij74 ,the ,english statistics dealt with #eff women students 7honor students who had taken tripos examinations and final honors1 and women who had been in residence three1 two and one year7 of ,newnham and ,girton colleges1 ,cambridge1 and of ,lady ,margaret and ,somerville halls at ,oxford4 ,it was found that in ,england #ge per cent of the honor students were at the time of the investigation in excellent or good health4 ,it was found that in ,america #gh per cent of the graduates were at the time of the investigation in good health and #e per cent in fair health4 ,in estimating the result of this investigation it is difficult to find a standard of comparison4 ,there is no way of knowing what percentage of good health is to be expected in the case of the average woman who has not been to college4 ,it is stated in the ,american health investigation1 page #aj1 that ,dr4 ,mary ,putnam ,jacobi1 while obtaining data for her monograph on the question of rest for women1 found that of #bdf women only #ef per cent were in good health4 ,the ,american statistics were compared with the results obtained in an investigation of the condition of #a1jcb working women of ,boston1 made by the ,massachusetts bureau of statistics of labor2 the comparison showed that the health of college women was more satisfactory than the health of working women4 ,the ,english statistics were compared with the health statistics of #dej sisters or first cousins who had not received a college education1 and it was found that1 at all periods1 about #e per cent less of honor graduates were in bad health than of sisters and cousins4 ,the comparative tables showed that the married graduates were healthier than their married sisters1 that there were fewer childless marriages among them1 that they had a larger proportion of children per year of married life1 and that their children were healthier4 ,footnote #dh3 ,the health1 marriage rate1 birth rate1 etc41 of woman graduates will be compared in every case with the corresponding statistics for the women relatives nearest in age who have not received a college education2 an attempt will also be made to obtain corresponding statistics for the nearest men relatives who are college graduates4 ,footnote #di3 ,the health investigation of ,english women students showed that the average age of marriage for students was #bf4gj as against #be4ec for sisters1 and that #aj4be per cent of the students were married and #ai4cc per cent of the sisters1 or1 omitting the students who had just left college when the returns were sent in1 about #ab per cent of students4 ,the rate of marriage of students after their college course was completed and of their sisters seemed to be the same1 the difference in the total number of marriages being apparently accounted for by causes existing before the termination of the college course1 8possibly the desire to go to college1 or to remain in college may be among them1 but having been in college is not one of them40 7,see summary of results by ,mrs4 ,sidgwick1 page #ei47 ,mrs4 ,sidgwick concludes as a result of the investigation that not more than one-half of ,english women of the social class of women students or their sisters marry4 ,the ,american investigation of #ahhc showed that #bg4h per cent of the ,american college graduates1 their average age being #bh years1 were at that time married1 and that1 judging by the indications of the marriage percentages among older graduates1 about #ej per cent were likely sooner or later to be married4 ,in an investigation of the marriage of ,vassar graduates made in #ahie1 and not including the graduates of that year1 it was found that rather under #ch per cent of the whole number of students1 and about #fc per cent of the first four classes1 were married1 see ,frances ,m4 ,abbott3 ,a ,generation of college women1 ,the ,forum1 vol4 ,,xx1 p4 #cgh4 ,out of the total number of #h1ief graduates1 including those graduating in ,june1 #ahii1 of the #af colleges belonging to the ,association of collegiate alumn that have kept accurate marriage statistics1 #b1jei are married1 or #bc4j per cent4 ,footnote #ej3 ,mrs4 ,sidgwick's investigation showed that #gg per cent of all ,english students reporting1 and #hc per cent of honor students1 had engaged in educational work4 ,footnote #ea3 ,between #ahij and #ahih women undergraduate students have increased #aaa4h per cent1 and men undergraduate students have increased #ea4b per cent4 ,footnote #eb3 ,in the college departments of coeducational colleges the average number of women studying is #dh4d1 whereas in the college departments of independent women's colleges the average number of women studying is #cca4ia1 and in affiliated colleges #aib4h4 ,in #ahig-ih #aa4d per cent of all the women studying in coeducational colleges obtained the bachelor's degree1 whereas #ac4d per cent of all the women studying in independent women's colleges obtained the bachelor's degree1 which indicates probably that women prefer women's colleges for four years of residence4 ,in the same year #ac4c per cent of all men undergraduate students obtained the bachelor's degree4 ,the average number of graduates of the #d women's colleges belonging to the ,association of collegiate alumn is #a1cji per college1 the average age of the colleges being #bc years2 the average number of graduates of the #ae coeducational colleges belonging to the ,association of college alumn is only #dfi4i1 although the average age of the colleges is #bg4g years4 ,during the #h years from #ahij to #ahih1 women undergraduate students have increased in coeducational colleges #aje4d per cent1 whereas they have increased in women's colleges1 division ,a1 #ach4d per cent4 ,precisely the reverse is true of men students 7see pp4 #ad and #ae1 including foot notes74 ---------------------------------------- -------------------------------- ,,transcriber',s ,,notes #a4 ,moved the advertising section from the second page to the end4 #b4 ,changed 8re ite0 to 8recite0 on p4 #ac4 #c4 ,silently corrected typographical errors4 #d4 ,retained anachronistic and non-standard spellings as printed4 #e4 ,enclosed italics font in underscores4 #f4 ,enclosed bold font in equals4