Barnard also had no chemistry when the college started. In 1890 a chemical laboratory was received from Miss Hitchcock, and through the generous effort of Prof. Bower, of the Columbia school of mines, a course was offered to a class of 10 students. This course included the related subjects, hygiene and sanitation.

Mount Holyoke gave chemistry a place on its curriculum from the first.

The department of chemistry is chosen for analysis because of its connection with the present required work of the colleges and because on the whole it offers more hours than are offered by the alternative requirement, physics.

At Vassar, Barnard, and Mount Holyoke, three hours of physics or chemistry are prescribed, and at Wellesley six hours of natural science. Radcliffe prescribes no science. The greatest amount of work is offered at Vassar, Radcliffe offering a few hours less. The other three colleges are practically equal in the amount of chemistry given.

It is interesting to note the practical tendencies of the content of the courses. At Vassar, where the largest amount of work is offered, three courses, or six hours, are given directly to consideration of the applications of chemistry to food and sanitation. At Radcliffe, which closely approximates Vassar in the amount of work given, a semester course is devoted to biological chemistry, giving systematic treatment of the chief constituents of living organisms and discussing their chemical behavior. Such a course is especially useful for students of science and for medical students. A year is given to industrial chemistry, also, dealing with manufactories and chemical work. Both of these courses have practical bearing, although perhaps suggesting the man-made curriculum.

Wellesley includes food analysis in two of its courses, and Mount Holyoke gives a semester to the chemistry of foods. Barnard makes no special attempt to give practical work.

The analysis of the teaching force shows Vassar with the largest number of teachers. The percentages of teachers of the grade instructor are as follows: Vassar, 81 per cent; Wellesley, 50 per cent; Radcliffe, 33 per cent; Barnard, 75 per cent; Mount Holyoke, 85 per cent. Thus, at Mount Holyoke and Vassar the teaching is largely in the hands of instructors, and at Radcliffe is done by teachers of the professorial rank. The percentages of teachers with the doctor's degree are as follows: Vassar, 27 per cent; Wellesley, 75 per cent; Radcliffe, 100 per cent; Barnard, 25 per cent; Mount Holyoke, 43 per

Thus at Radcliffe, all of the teachers, and at Wellesley threefourths of them, have the doctor's degree, while at Barnard and at Vassar approximately but one-fourth have the same degree.

PHILOSOPHY AND PSYCHOLOGY.

The departments of philosophy and psychology, which were formerly grouped into one, are now usually separated, though the connection is still close between them in all of the colleges. The departments were chosen for analysis because their work forms part of the requirement for the degree in all of the colleges but Radcliffe and because the two departments together form a very considerable part of the curriculum. They are analyzed in separate tables for accuracy of detail.

The history of the curriculum shows that philosophy has always been included as a study in the five colleges. Vassar's first curriculum announces intellectual philosophy (Haven) and moral philosophy (Wayland) as required of seniors. Wellesley's first curriculum not only offers mental and moral philosophy, but history of philosophy. Radcliffe opens with six courses of philosophy and psychology. Among the instructors appear the names of Mr. James, Mr. Palmer, and Dr. Peabody. At Barnard and Mount Holyoke both, departments of philosophy are open from the start.

At the present time the three hours of required work vary in content at the different colleges. At Vassar philosophy is required in the junior year, and consists of a history of modern philosophy from Bruno to Berkeley, with discussion of a few important problems in philosophy. At Wellesley the requirement must be filled before the senior year, and the student is given a choice of courses. She may choose a semester of introduction to psychology and a semester of introduction to philosophy, or she may take a full year of an introductory course in experimental psychology.

At Barnard the course in philosophy which is prescribed for sophomores consists of one semester of psychology and one of logic. Though Mount Holyoke prescribes a requirement of psychology and philosophy, the semester course required is psychology and deals with psychological facts only. Any other course in the department may fulfill the requirement of the other semester.

In all of the colleges more hours are offered in the department of philosophy than in that of psychology. At Vassar the hours offered in philosophy are increased by two semester courses of three hours each on the history and principles of education. The department of psychology at the same college offers a two-hour semester course of educational cast called "Mental hygiene of learning and teaching." The policy at Vassar at present is against special training in a department of education.

A marked tendency in psychology is toward experimental work. In all of the colleges experimental or laboratory psychology is emphasized over theoretical psychology.

The greatest number of hours in psychology is offered at Barnard. Against the 9 hours of the other four colleges it presents 25 hours. The greatest number of hours in philosophy is also offered at Barnard. Although its 26 hours are an increase over Radcliffe by but 3 hours, they are greatly in advance of the other three colleges.

An analysis of the teaching force shows Barnard with more teachers both in psychology and philosophy than any of the other colleges. In proportion to the number of hours taught, Barnard leads in philosophy, and Vassar and Mount Holyoke in psychology. In the philosophy department the proportion of instructors to the entire teaching force is as follows: None at Vassar; 33 per cent at Wellesley; 20 per cent at Radcliffe; 27 per cent at Barnard; none at Mount Holyoke. This proportion reveals a remarkably small percentage of teachers of the grade instructor in this department in all of the colleges. The proportion of doctorates is correspondingly high: Vassar, 100 per cent; Wellesley, 663 per cent; Radcliffe, 80 per cent; Barnard, 82 per cent; Mount Holyoke, 100 per cent.

The departments of psychology give the following percentages of instructors: Vassar, 80 per cent; Wellesley, Radcliffe, and Barnard, 33 per cent; Mount Holyoke, 25 per cent. Here again the doctorates correspond: Vassar, 40 per cent; Wellesley, 100 per cent; Radcliffe,

100 per cent; Barnard, 833 per cent; Mount Holyoke, 75 per cent. Except at Vassar, which had a high percentage of teachers of the grade instructor, all of the colleges show few teachers of the grade instructor in the department, and many doctorates, a correlation which does not always follow.

FIG. 4.-Comparison of the number of hours given to English, chemistry, mathematics, and zoology, at Vassar, Wellesley, Radcliffe, Barnard, and Mount Holyoke.

SUMMARY OF THE STUDY OF THE MODERN CURRICULUM. Though the development of the curriculum from year to year seems slow, and though the course of study sometimes appears impervious to demands for change, a comparison of the present with the early curriculum shows that it has been by no means a static institution. Unquestionably it has grown into a product very different from its

original simple form. Whether this growth has been in symmetry, virility, and flexibility, or whether it has been a matter of increase to unwieldly proportions by the process of accretion, is a question worthy of thoughtful consideration. An overloaded curriculum is not the guarantee of a useful one.

The history of the development of the college whether for men or for women, like the history of the church or of the state, shows different stages along the way of development differentiated, if not prolonged, by the hard and fast notions of final perfection which each age grafts upon an institution. With the changing ideals of

FIG. 5.-Comparison of the number of hours given to history, German, philosophy, and psychology, at Vassar, Wellesley, Radcliffe, Barnard, and Mount Holyoke.

women's needs, the college has added courses to the curriculum, increasing it in the direction from which the demands have come. At the same time it has held conservatively to all its original subjects. Rarely has a course been dropped, and, with the exception of domestic science, never a department; but constantly courses are added, and not infrequently new departments, by the biological process known as budding, develop and are separated from the original source. The criterion of the new work supposedly is that of Flexner's stand ard, whether an affirmative case can be made out for it. As a 1 ter of fact, the affirmative case is obviously a strong one for me