munity, numbering more people within an hour's ride of the university building on Washington Square than are found in the whole of Scotland. The result must be largely ascribed, however, to the zeal and industry of the professors, which has been out of all proportion to the small compensation received by them.

The School of Engineering, which has recently taken on new strength, is presided over by Prof. Charles H. Snow. The equipment of the school has been multiplied tenfold since its removal to University Heights. Nevertheless, while the substructure exists for several lines of technological instruction, it is not thought wise to inaugurate at present departments of mechanical or mining engineering or architecture. New buildings will be needed for these and endowment for several new professorships.

A

The School of Pedagogy entered its new quarters in Washington Square building in 1895, but already they are proving narrow. special library of pedagogy has been gathered, which promises to become one of the foremost collections of books treating of the subject of education. The standard of the school has been maintained and advanced. About 70 per cent of the school at this time are possessed of the bachelor's degree. The rest are as a rule graduates of normal schools.

The school of law met with a severe loss in the death of its dean, Dr. Austin Abbott, which occurred April 19, 1895. Nevertheless, the impress of his five years' untiring work has remained. Fortunately for the school, new strength had been brought in before Dr. Abbott's death by the consolidation with the University School of a young corporation organized by Abner C. Thomas, LL. D., now surrogate of New York, for evening law instruction, known as the Metropolis Law School. The senior professor of this school, Clarence D. Ashley, had been made vice-dean of the University School, and is now acting as dean in Dr. Abbott's stead. Several younger men have been called to professorships, which they are filling successfully. The law library rooms, admirably arranged and lighted, were opened in 1895, upon the topmost floor of the new university building at Washington Square. The enrollment of students is much larger than at any time previous in the history of the university, approaching very nearly 600.

The University Medical College took the advanced step of requir ing a course of four years for all students entering after January 1, 1896. Subsequently the State of New York enacted a law making a four years' course obligatory after 1897. It involved no little sacrifice to go in advance of the State requirements. The immediate result of the step was a marked decrease in the numbers of the entering class. Nevertheless, the faculty count that the school gains in the quality of its students and will be enabled to perfect its four years' course the more successfully because the classes will not be overcrowded.

Statutes.

BIBLIOGRAPHY OF NEW YORK UNIVERSITY.

1832.

History of the controversy. 1838.

Act of incorporation with the ordinances and by-laws. 1849, 1882.
Statutes [with] the act of incorporation

and by-laws. 1849.

Act of incorporation passed April 18, 1831, amended April 7, 1849, amended by regents, January 12, 1883, with the ordinances and by-laws established March 1, 1849, amended April 17, 1883.

Inauguration of Rev. Howard Crosby as chancellor, November 17, 1870. Commencement, June 18, 1885, report on the recent action of the council. History of the controversy in the University of the City of New York, with origiual documents and appendix, by the professors of the faculty of science and letters. 1838.

Mason, Cyrus. Growth and prospects of the University of the City of New York; a discourse before the alumni association delivered at the University Place Church, on the evening before commencement. 1847.

Ferris (Isaac), D. D. Address delivered at the opening of the law department of the University of the City of New York on the 25th of October, 1858. Council. Exposition respecting the late measures of retrenchment adopted which led to the dismissal of some of the professors in the faculty of science and letters. 1838.

Vethake (Henry), Mulligan (John), and Torrey (John). Exposition of the reasons for the resignation of some of the professors in the University of the City of New York. 1838.

Arts and science, department of. Letter to the councilors from the professors of the faculty of science and letters. 1838.

Council. Protest against the minute of a vote suspending the academical department. 1881.

Arts and science, department of. Protest presented to the council against a proposed suspension of the undergraduate department, March 14, 1881.

Anthon (G. C.). Narrative and documents connected with the displacement of the professor of the Greek language and literature in the University of the City of New York. 1851.

COLGATE UNIVERSITY, 1846.

By Prof. N. L. ANDREWS.

This institution, located in Hamilton, N. Y., traces its history from 1820, when a "literary and theological seminary" was opened, under the auspices of the Baptist Education Society of the State of New York, with Rev. Daniel Hascall, A. M., as principal.

The Education Society owed its origin to a desire, on the part of a few broad-minded and far-sighted Baptists in central New York, to secure a better training for the ministry of that denomination. Rev. Daniel Hascall had become pastor of the Baptist Church in Hamilton in 1812. He was a graduate of Middlebury College, Vermont, in the class of 1806. It is said that he was, at the time of the founding of the society, one of three only among Baptist ministers west of Albany who had received a liberal education. In 1816 he suggested to the

COLGATE UNIVERSITY-EAST AND WEST COLLEGES. FROM THE NORTHWEST.

First, the group system. Beginning with the class entering in 1894, the freshmen are distributed into three sections, the first requiring both Greek and Latin; the second, allowing the replacing of one of these languages by a modern language; the third, omitting the ancient languages altogether, and laying emphasis on preparation in science and the modern languages.

At the beginning of the sophomore year the students must enter one of the ten parallel groups arranged for the last three years of undergraduate study. They are numbered and named as follows:

I. Classical.

II. Modern language.
III. Semitic.

IV. English-classical.

V. Historical-political.

VI. Philosophical-historical.
VII. Chemical-biological.
VIII. Physical-chemical.
IX. Mathematical-physical.
X. Civil engineering.

A group once elected, the student's subjects are prescribed for at least two-thirds of his time during both the sophomore and junior years. The group system is thus sharply differentiated from the elective system; at the same time it differs greatly from the old system in allowing the student to specialize in a very considerable degree during his last three college years. This opportunity of specialization is still further enlarged for students of exceptional attainments and mature age, by allowing them to substitute for the work of the senior year, except three hours each week, the first year's work of the University Law School, the University Medical College, or the University School of Pedagogy.

After three years' trial, the group system proves successful. But the result of the opportunity given strong men for shortening their college course by combining with the senior year the first year of professional study can not be satisfactorily known for several years to

come.

The University College has as its dean, Henry M. Baird, D. D., LL. D., the senior professor of the university.

The University Graduate School, which at first was presided over by the chancellor, now has as dean, John Dyneley Prince, Ph. D. The candidate for a doctor's degree is required to choose a major subject in which he must take three courses, each running throughout an entire year, and all of them in the same department. The three minor courses may, one of them, be in the same department with the major; another must be in the same group.1 A written examination is required in each course; besides these there is a final oral examination and a thesis demanded for the doctorate. The University Graduate School has attained success beyond the expectation of the faculty. This success is due in part to its being in the midst of a great com

1 For the purposes of graduate study, the entire field of learning is divided into three groups, namely, Language and literature, Philosophy and history, and the Exact and descriptive sciences.