It is therefore obvious that the studies of the Freshman and Sophomore classes in our American colleges should be quite rigidly confined to the prescribed curriculum in each of the three principal courses of study heretofore indicated. When, however, the student has reached the average age of twenty years, and has faithfully pursued the college course for two years, he may wisely be permitted to exercise some choice of his studies during the latter half of his college work.

I have been gratified to find upon examination, that several of the leading colleges are now carrying out the principles just enunciated. Within a few years there has been a large increase in elective studies in many colleges, and most of them have limited these electives to the junior and senior years. In a few institutions, however, a broader range of electives has prevailed, and the oldest college in America has recently received wide notoriety for its championship of the principle of elective studies throughout the college course and even in the secondary schools preceding this course.

ELECTIVES AT HARVARD.

In the last annual report of the Dean of Harvard College, the following are given as prescribed studies necessary to be taken by all the students: For the Freshman class, (1) English, (2) German or French, (3) Chemistry, (4) Physics. For the Sophomore class, (1) Rhetoric, (2) Themes. For the Junior class, (1) Themes, (2) Forensics. For the Senior class, Forensics.

The list of elective studies occupies more than 19 pages of the report. If I have read correctly, there are 185 electives; these electives are classified in 13 groups, the number of studies in the different groups varying from two to twenty-one. It should be borne in mind, however, that no student has the opportunity to take any of these 185 courses of study which he may choose; he is permitted to take only one study from any one group, since all the studies of a group are set down for a particular hour of the day. Of course this plan materially restricts the range of electives open to any one student.

THE GROUP SYSTEM AT JOHNS HOPKINS.

At Johns Hopkins University a carefully elaborated and thoroughly classified group system is adopted in the collegiate course. By this plan there are seven groups of studies, as follows:

(1) The Classical group, corresponding closely with what has been hitherto known in this country as the usual college course;

(2) The Mathematical-Physical, which meets the wants of those who are expecting to enter upon the modern vocations in which rigid mathematical discipline is indispensable;

(3) The Chemical-Biological, or the Preliminary Medical, chiefly intended for those who expect at a later day to pursue the study of medicine. (4) The Physical-Chemical, leading to scientific pursuits which are neither chiefly mathamatical nor chiefly biological;

(5) The Latin-Mathematical, which affords a good fundamental training, without prolonged attention to the study of Greek;

(6) The Historical-Political, which furnishes a basis for the subsequent study of law;

(7) The Modern Language group, in which French, German, English, and, in exceptional cases, other modern languages, take the place of Latin and Greek in the traditional classical course.

The studies which are found in all these courses are, Logic, Ethics, and Psychology; Physical Geography and History; English, French, and German; a laboratory course for at least one year; and also Physical Culture, Vocal Culture, and Drawing.

Pres. Gilman, in speaking of these groups, says :-" I do not consider these designations as felicitous, but they are convenient. Personally I prefer the phrases which were employed here a few years ago, when the groups were thus announced, for example,

"(1) For one who wishes a good Classical training; marked proficiency in Greek and Latin; in addition, Modern Languages, Philosophy, and one scientific subject.

"(2) For one who looks towards a course in Medicine; marked proficiency in Biology and either Chemistry or Physics; in addition, either Chemistry or Physics, Modern Languages, and Philosophy.

"(3) For one who prefers Mathematical studies, with reference to Engineering, Astronomy, Teaching, etc.; marked proficiency in Mathematics and Physics; in addition, Modern Languages, Philosophy, and Chemistry. "(4) For one who wishes an education in Scientific studies, not having chosen his specialty; marked proficiency in Mathematics, and in either Chemistry, Physics, or Biology; in addition, any of the remaining subjects. "(5) For one who expects to pursue a course in Theology; marked proficiency in Greek and Hebrew; in addition, Philosophy and two scientific subjects.

"(6) For one who proposes to study Law; the same as No. 1 above, with the substitutions of Philosophy and History for Greek, and two scientific subjects (instead of one).

"(7) For one who wishes a Literary Training not rigidly Classical; marked proficiency in Modern Languages and Philosophy; in addition, Latin and any other two subjects."

It will be observed that this group system has subsequent course to be pursued by the student. mendatory of this plan, and it suggests to us the purpose behind the choice of electives in all cases.

direct reference to the Much may be said comnecessity of a definite

Hence it would seem to be very clear that there should be the most careful consideration of these studies as to their nature, advantages, and effects, particularly in relation to the habits of mind, mental characteristics and proposed profession,-if already determined upon,—of the student. Wherever practicable, all these points should be canvassed by the professor, the parent, and the student together, since the object of the election of special studies over others, is on account of the greater adaptation of the studies chosen, for that particular student. Let it, however, not be forgotten that the grand object of college training, as heretofore stated, is discipline, rather than information.

COLLEGES NORTH AND COLLEGES SOUTH.

BY JULIUS D. DREHER, A. M., PH. D., PRESIDENT OF ROANOKE COLLEGE, SALEM, VA.

In the absence of the speaker appointed to discuss "Colleges South versus Colleges North," I have been requested to take the place assigned him on the programme for to-day. Having consented on so short notice to discuss a topic of so great importance, I may frankly state that this paper must follow mainly a line of previous investigation. In order to relieve the question of the antagonism implied as existing between colleges North and South, I prefer to write it, Colleges North and Colleges South. In this form the subject calls for a simple comparison in a spirit friendly to the colleges in the North, as well as to those in the South.

Before making the comparison of colleges North and South, it may be well to examine the statistics with reference to higher institutions in the United States.

The Commissioner of Education reports, for 1883-84, 370 universities and colleges, not counting those having only preparatory students. There are at least 30 agricultural and mechanical colleges, not included in the 370. For the "superior instruction of women" the report tabulates 236 additional institutions. In addition to all these, there are 255 normal colleges and schools, 221 commercial and business colleges, and several hundred institutions for professional study.

Referring to the 370 universities and colleges, the Commissioner says: "One hundred and twenty-three of the institutions in the table are designated as universities. A few of these have a full university organization and large resources; others are limited at present to one or more departments; . . . in others, the name cannot be regarded as expressing either present scope or future possibilities, and its use is to be regretted." Germany, with 45,000,000 people, has 21 universities; our country, with a little more than 50,000,000, has 123! Germany has real universities; America has many that are universities only in name.

The number of universities in the whole number of institutions (of the 370) credited to each of a half dozen states is as follows:-In Ohio, the universities are 12 out of 33; in Illinois, 8 of 29; in New York, 9 of 29; in Pennsylvania, 5 of 26; in Tennessee, 9 of 20; and in Texas, 6 of 11. That is, these six states have 49 universities in a total of 148 institutions.

Six states with more than double the number of universities in the German Empire!

But there is still more to be said about this predilection of Americans for high-sounding titles. In the list of 1,588 "institutions for secondary instruction", there are 7 with the pretentious title of "university", and 127 with the ambitious name of "college"! And still further, in the list of 169 preparatory schools are 3 "universities" in name and 9 " colleges " so-called!

By examining somewhat into the resources and work of the 370 institutions, we may get an idea of the average American college. Ten of these institutions had, in 1884, a combined income of $1,922,504; an average of $192,250. Of the 370 institutions, 75 did not report income; the remaining 295 had an aggregate income of $5,908,459; an average of $20,000. Omitting the 10 wealthiest also, 285 had $3,985,955; average, nearly $14,000. There are 88 institutions that report under $5,000 income each, the average being only $2,556. It is more than probable that many very weak colleges are embraced in the 75 that do not report income.

In 1884, the 370 institutions had an aggregate enrollment of 65,522 students; of these, 32,767 were in college studies. Of the whole number of students, the average to each college was 177; of the college students, the average was nearly 89. College students are not reported separately by 35 institutions. Of the remainder, 2 report more than 600 college students each; 2 from 500 to 600; 4 from 400 to 500; 7 from 300 to 400 ; 19 from 200 to 300; 75 from 100 to 200; and 226 under 100. Of these 226 colleges, 49 report under 25 college students, the average being a little more than 14 to each. We take it for granted that some of these weak colleges are supported mainly (if they may be said to be supported at all) by the tuition-fees of preparatory students.

After making these averages, we are prepared to appreciate the following remarks of the Commissioner of Education:-" Undoubtedly we have too many feeble colleges; too many that, judged by their work, are not above the grade of preparatory schools and not well furnished for even that position. The number of these weaklings does not, however, appear to be on the increase; there is reason to hope that we have passed the period of pretension, and that colleges which are only such in name will gradually abandon their false position, and that those that remain will become better and better prepared for their duties." Commissioner Eaton says further: "Of the 55 colleges tabulated in 1875 and not in 1884, a number have given up the endeavor to maintain the college standard, but are doing excellent work as preparatory schools; . . . others have modified their original purpose and courses of study; . . . . about a third have suspended; others, from which no recent reports have been received, are known to be struggling against adverse circumstances." On the other