Elocution or vocal music through three years of course.

Though the above elaborate curriculum is presented in addition to the seminary curriculum which has not been curtailed, the teaching force remains the same. The list of "Teachers" in 1887-88 checks up with the list of " Faculty" in 1888–89, in number 33 members, and with but few changes in individuals.

Twenty students registered for the scientific course, 22 for the classical, and 272 for the seminary course, showing that the greatest demand upon Mount Holyoke was decidedly upon its seminary.

In 1890 still another college course was added, called the literary course. The entrance examination was the same as for entrance to the classical course, except that French or German was required instead of Greek. Latin was required in the freshmen year only, and the emphasis was laid on literature and the languages. In spite of this enlargement of the curriculum the faculty still numbered but 34, and there were but five changes in individuals, the usual shifting of the newer and younger members of the faculty. The degrees conferred were bachelor of arts, bachelor of science, and bachelor of literature.

Like Vassar and Wellesley, Mount Holyoke offered special advantages to teachers, allowing them to enter without examination if they were over 21 years old and had taught at least a year.

The distribution of the students by this year showed a gain of the college over the seminary, 145 to 122 seminary students, with 22 specials. The members of the faculty, however, numbered but 32.

In 1893 the charter was granted by which Mount Holyoke Seminary and College became Mount Holyoke College. The catalogue of 1892-93 contained no seminary course of studies and the number of seminary students dropped from 122 to 8, while the number of students of the literary course increased in the same year from 6 to 129.

In the 14 departments 128 courses of one or two semesters were offered, exclusive of Bible and music, which did not list their courses. The college offered the degree of A. M. for the first time when the 1893 charter was granted, requiring for it the B. A., a year of residence, and a satisfactory thesis. The curriculum seemed to have no special modification for graduate work.

Students were admitted on certificates from 1894-95. The curriculum was continued in the three-course arrangement, classical, literary, and scientific, until 1898, when the first freshman class was admitted under the present arrangement leading to the degree of bachelor or arts only. The degree of master of arts continues to be granted up to the present. Of the minimum requirement for the bachelor's degree, 112 hours, 58 were prescribed as follows:

Twenty hours of the work had to be devoted to the major subject. which was chosen during the sophomore year. The hours prescribed in the different studies shifted slightly during the next few years, but the general rule was maintained, that of the four years, two to be of prescribed work and two of elective. The curriculum, enlarged both in departments and courses, offered a much wider choice than under the three-course arrangement. Twenty-four departments in 1898 offered 187 courses of one or two semesters. The members of the faculty were increased to 46.

The growth of the curriculum was rapid from the establishment of the legislation leading to the degree. In 1900 the courses numbered 223; in 1905, 273; in 1910, 297; in 1915, 319. By 1910 the number of the faculty had increased to 110 and in 1915 to 120.

No new departments were established after 1900, although subjects were grouped differently in the departments, i. e., drawing and painting, instead of being a separate department, became part of the department of art and archeology, and the department of Hebrew was in 1902–3 included in Biblical literature.

In 1907-8 a change was made in the prescribed work. Out of 120 hours required for a degree, the following were prescribed:

In addition, 30 hours had to be given to major subjects, and 27 to free electives.

The present requirements differ only in giving a choice of Latin or Greek, in including psychology with philosophy, and in limiting the science to any natural science.

Most of the departments have developed by the accretion of new courses from year to year. The new college curriculum of 1888 had the elements of all the later departments, although the nomenclature was often different.

II.-A COMPARATIVE STUDY OF MODERN CURRICULA.

The material used in the comparison of the modern curricula of the five colleges in which the historical development of the curricula has already been traced is from the following sources: First, the courses of study and reports of 1915-16 for Vassar, Wellesley, Radcliffe, Barnard, and Mount Holyoke; second, information gained by interviews with teachers and students of the courses of study; third, by observation of the actual teaching. The college catalogues vary greatly as to the amount and value of the information contained therein. Vassar, Wellesley, and Mount Holyoke to a lesser degree, make a brief statement of the ground covered by a course; Barnard states only prerequisite points and fees; while Radcliffe, besides the "Course of Instruction," uses the official register pamphlets of Harvard, which give the details of the courses in each department. The last method would appear to obviate for the student the necessity of as complete advisorship from the faculty as is incurred by the less detailed information of the ordinary catalogues. Information gained by interviews with teachers and students is of value only to give the kind and amount of work which the course aims to accomplish, and second, the kind and amount of work which it actually did accomplish in particular cases. Observation of the actual teaching of the college instructor is lessened in the value of its results by the fact that no supervision of college teaching is customary, and in consequence the instructor is ill at ease if subjected to observation.

The material is handled, first, as a whole, by a comparative tabulation of all the courses and half courses offered in the five colleges: second, the same tabulation in hours; third, by analyses of separate departments in each college; fourth, by comparison of corresponding departments in the five colleges.

57

Courses. Hours. Courses. Hours. Courses. Hours. Courses. Hours. Courses. Hours.

1 In philosophy.

28

35

31

25

? Hygiene department offers 22 teacher-training courses and 10 general courses; zoology department includes one physiology course.

* In history.

4 Semitic.

Omitted, 1915-16.

6 With Latin and Greek.

7 In Education.

8 With art.

• In zoology.

19 The minimum value is given for Columbia courses offered at Barnard. The number of points is usually determined by the amount of individual work.

The object of the arrangement in tabular form of all the courses and half courses offered for a B. A. is, first, to ascertain all of the subjects taught by women's colleges as represented by the chosen five; second, to measure the amount of work done in each subject in