Distribution of funds for the assistance of students-Continued. GRADUATE SCHOLARSHIPS (1890). Distribution of scholarship and fellowship funds by geographical sections (1890). The institutions starred were not included in the summary given for 1890. Estimated at 5 per cent on the capital sum. *The institutions starred were not included in the summary given for 1890. 1 Increase or decrease as compared with the number included in the summary for 1890. 2 From current catalogues. Limited to professors or to teachers of affiliated schools. 4 Principal of fund for scholarships. *The institutions starred were not included in the summary given for 1890. 1 Increase or decrease as compared with the number included in the summary for 1890. 1 250 32 120 250 200 100 N ASSOCIATION FOR MAINTAINING THE AMERICAN WOMEN'S TABLE AT THE ZOOLOGICAL STATION AT NAPLES. [Secretary's office, 1 Berkeley street, Cambridge, Mass.] This association maintains at the Zoological Station at Naples a table for research, and is entitled to appoint to the table qualified students, who are furnished by the station with all materials, apparatus, and assistance free of cost. ASSOCIATION OF COLLEGIATE ALUMNE. [Secretary's office, Richmond Hill, N. Y.] European fellowship. For advanced study in a foreign university. Open to women graduates of colleges belonging to the Association of Collegiate Alumnæ. Value, $500. Tenable for one year. Scholarship in German.-A scholarship in German in the American Home School in Berlin is offered to the Association of Collegiate Alumnæ by Mrs. Mary Bannister Willard and Frau Dr. Hempel. Candidates must be women graduates of colleges belonging to the association. BALTIMORE ASSOCIATION FOR THE PROMOTION OF THE UNIVERSITY EDUCATION OF WOMEN. Foreign fellowship.-For study in a foreign university. Open to women only. Value, $500. Tenable for one year. WOMAN'S EDUCATION ASSOCIATION OF BOSTON. Foreign fellowship.-Value, $500. The foregoing facts and statistics answer in part only inquiries as to coeducation in colleges and universities. As regards the conditions under which this policy may be maintained and its effects upon students and scholastic standards, only those having personal experience in the conduct of the institutions can speak with authority. Hence copious citations from the reports of college presidents, statements of professors, etc., are included in the next division of this chapter, under the head of the "Literature" of the subject. Their general tenor shows that wherever coeducation has been tried the apprehensions respecting its effects have been dispelled. There are no instances of the abandonment of the policy after adoption in colleges or universities that had made suitable provision for the new class of students. The "Literature" of the subject includes also discussions of coeducation by men who have shaped the public-school policies of our country and by specialists who argue from physiological and social standpoints. THE LITERATURE OF COEDUCATION. I.-CITATIONS FROM OFFICIALS IN CHARGE OF PUBLIC-SCHOOL SYSTEMS. In selecting from the accumulated literature of coeducation material for insertion here the purpose has been to bring together for ready reference the strongest arguments and the widest experience pertaining to this important feature of our educational life. Although, as we have seen, experiments in coeducation were made in the first half of the last century, general interest in the subject was not manifested until the movement for the higher education of women had become really national in extent. The public schools were naturally affected by this movement, since a larger proportion of college students received their preparation in public high schools, and the first important utterances on the subject emanated from officials in charge of city systems which had afforded practical experience in the conduct of coeducational classes. Our survey of this literature begins, therefore, naturally with citations from these authoritative sources. COEDUCATION OF THE SEXES. [Dr. W. T. Harris, in the Report of Public Schools, St. Louis, Mo., 1872-73, pp. 105–120.] Previous to 1858, in our grammar schools, the sexes had been entirely separated. Only in the primary schools and in the high schools, then recently established, had the experiment of coeducation been made. In that year the Franklin Grammar School was opened as a "mixed" school, and after it, one by one, the other grammar schools were reorganized until all except the Eliot School were "mixed" schools, receiving into the same rooms and classes both sexes. Having had an unusually good opportunity to watch the results, and having been educated myself partly in "mixed" schools and partly in schools open only to the male sex-the former being sundry district schools in country towns, villages "academies," and city grammar schools, the latter being three classical schools or academies and a college I felt considerable confidence in the views then presented. My observations had led me to indorse the statement of Richter: "To insure modesty I would advise the education of the sexes together; for two boys will preserve twelve girls, or two girls twelve boys, innocent, amidst winks, jokes, and improprieties, merely by that instinctive sense which is the forerunner of natural modesty. But I will guarantee nothing in a school where girls are alone together, and still less when boys are." I had noticed that the atmosphere of "mixed" schools was desexualized, where that of separate schools seemed to have a tendency to develop sexual tension. Again, whatever tendency toward indecency might manifest itself was far more easily checked in "mixed" schools by reason of the cross fire of watchfulness which made intrigue far more difficult to keep secret. The brothers and sisters and other relatives and intimate acquaintances of the pupil attended the same school, and every act was scanned from two points of view the boys being participant in boys' gossip, and the girls being participant in girls' gossip, and the barriers being removed within the precincts of the family, parents could not fail to have a more faithful account of the behavior of their children than when isolated in different schools. Brothers and sisters mutually protect each other from shame. Besides this, the fact that the chief association between the sexes in "mixed" schools takes place under the eye of the teacher and in recitation, wherein the contest is purely intellectual, and where the manifestation of mere femininity-softness and sentimentalism-would cause the pupil to lose rank as a scholar, and where mere masculinity-roughness and willfulness-would make an unattractive spectacle, leads one to expect that the tendency of coeducation is to elevate the standard of admiration from mere external charms of person to the spiritual graces and gifts which lie deep in the character.2 iRecently cited from Richter's "Levana," by Dr. Clarke in his Sex in Education. The following statements were made in the report alluded to (1870), and I have had no occa、 sion to modify the views therein expressed: "That which theory establishes and experience verifies may be safely followed. The coedu cation of the sexes within the limits of certain ages and within certain sections of the United States may be considered approved by the twofold demonstration of theory and practice. Whether these limits of age and place may be transcended with advantage is a question for practical experiment to solve. Theory is in favor of the extension of coeducation far beyond present practice, and, as a fact, the latter is creeping along conservatively up to the standard of the former. The admission of females into colleges and scientific institutions, heretofore open exclusively to males, is the straw on the moving current, and tells what is coming. It is in accordance with the spirit of our institutions to treat women as self-determining beings, and as less in want of those external artificial barriers that were built up in such profusion in past times. We give to youth of both sexes more privileges or opportunities for self-control than are given to the Old World society. Each generation takes a step in advance in this respect. Occasionally, as in San Francisco, there is a returning eddy which may be caused by the unbalanced condition of society found on frontiers. Old cities like New York and Boston may move very slowly in this direction, because of enormous expense required to change buildings and school yards so as to adapt them to the wants of mixed schools. In fact, the small size of school yards in many cities renders this change next to impossible. Western cities take the lead in this matter and outstrip the East. Within fifteen years the schools of St. Louis have been entirely remodeled on this plan, and the results have proved so admirable that a few remarks may be ventured on the experience which they furnish. I wish to speak of the effects on the school system itself, and of the effects upon the individual pupils attending. 65 "I. Economy has been secured through the circumstance that the coeducation of the sexes makes it possible to have better classification and at the same time larger classes. Unless proper grading is interfered with and pupils of widely different attainments brought together in the. same classes, the separation of the sexes requires twice as many teachers to teach the same number of pupils. This remark applies, of course, particularly to sparsely settled districts. The item of economy is very considerable, but is not to be compared with the other and greater advantages arising. While it is conceded by the opponents of coeducation that nrimary schools may be mixed to |