the regents were obliged to ask the State to recede slightly from this advanced position. Dr. Chadbourne, to whom the presidency was of fered, refused it from fear that the University would lack public confidence and support on account of this dangerous innovation. To obvi ate this difficulty, the charter was amended the next year as follows: "The University shall be open to female as well as male students, under such regulations and restrictions as the Board of Regents may deem proper."

So early as 1857 the Board of Regents called attention to the success of co-education in the normal schools and higher academies of the Eastern States; and, while they felt that public sentiment in Wisconsin might not yet be ripe for the admission of women to the University, they announced their intention to prepare to meet the wishes of those parents who might desire to send their daughters there. But very little was done to carry out this plan for some years. In the spring of 1860 a ten weeks' course of lectures was given to a "normal" class of fiftynine, of whom thirty were ladies. Thereafter no women appeared in the institution until 1863, when the regents opened the "department of the theory and practice of elementary instruction" in charge of Prof. Charles H. Allen. A three-years' course of study was arranged; but it was intended that women entering this department should enjoy substantially the full privileges of the University. This, then, was the first entrance of women into the institution in a regular course.

No substantial change in the female college course was made until 1868, when it was enlarged to four years. The recitations of the young women were separate from those of the young men. In 1871 the young women were allowed at their option to enter the regular college classes, chiefly on account of lack of a sufficient number of professors and instructors to carry on separate classes. But experience showed that no harm resulted, and that in some respects the admission of women on equal terms brought about a subs tantial improvement. Hence all discriminations were soon abolished.

The University thus entered upon the experimental test of the widely-mooted question of co-education. In the president's report for 1875 we find: "During the first year the young women have been put, in all respects, on precisely the same footing in the University with the young men. No difficulties have arisen from it. There were eight young women among the graduates at the last commencement. Their average scholarship was certainly as high as that of the young men, and they are apparently in good health." The Board of Visitors for 1877, however, thought that the health of the young women deteriorated in the University. As far as intellectual attainments were concerned, the dif ference, if any, was, they thought, in favor of the young women. But they were "deeply impressed with the appearance of ill health" presented. The hygienic condition of the University they regarded as excellent, and the only cause of ill health, in their opinion, was the

undue mental strain to which the young women were subjected. The visitors therefore recommended that more attention be paid to phys. ical training, even if the course of study were not modified.

The president of the Board of Regents, replying to these criticisms, in his annual report deprecated the idea of limiting female students to a minor degree of culture by lowering the standard of education for them. On this point no compromise could be made with adverse opinion. But as regards the question of health the visitors seem to have drawn upon their imaginations. President Bascom took issue with them thus: "One thing we profoundly regretted in the report of the Board of Visitors, and that was the opinion expressed by them as to the health of the young women. Contrary to the opinion of the visitors, the young women do their work with less rather than with greater labor than the young men, and certainly do not fall below them in any respect as scholars. We also believe this labor to be done by them with perfect safety to health, nay, with advantage to health, if ordinary prudence is exercised. The young women, whose health was primarily the ground of criticism, have improved in strength, rather than deteriorated, since they have been with us, though they have burdened themselves with extra work, which we do not counsel." A record of excuses kept by the presi dent revealed the fact that the number of absences on account of ill health was relatively greater among the young men than among the young women. It was found also that a correspondingly large number of young men were compelled from the same cause to leave the University altogether. Further than this it was shown that the absences of the young women were almost exclusively in the lower classes, while those of the young men were evenly distributed through the entire

course.

A slight concession was made, however, to the conservative feeling represented by the Board of Visitors. At the semi-annual meeting of the regents in January, 1877, resolutions were introduced in favor of restoring the female college. The subject was referred to a committee which, at the annual meeting of the regents in June, reported adversely to the resolutions, notwithstanding the representations of the Board of Visitors. The whole matter was then turned over to the Faculty of the University, with the request that they "report to this Board at its next meeting whether the course of study can not be so arranged as to re. lieve ladies from some of the severe studies, and allow them to take some others in lieu thereof, without increasing the number, cost, and labor of the teachers; and if so, in what way." The subject was referred to a committee of five, who submitted a report in November, 1877.

The committee were of the opinion that a complete separation of students according to sex would be impracticable, and that a partial separation in the same manner would be injudicious. Distrust and irritation on the part of patrons and students would result. The committee main

tained that the physical strength of young women was fully equal to the task of maintaining a creditable standing in any of the courses of study, and they exposed the absurdity of the opposite view when they said, "It can not be presumed that a college course taxes to the utmost the physical power of young men, so that any presumed deficiency on the part of young women would debar them from attempting it." It was shown also that separate instruction would be impracticable. Young women were found in about equal numbers in the scientific and classical courses, and the separation proposed would make four classes instead of two, and would require four hours for recitation. The instructional force was not adequate to permit of such a duplication of instruction, and the committee were of opinion that a partial separation would not be advisable.

But in order to meet exceptional cases of physical weakness, and also to supply the wants of those desiring instruction in music, painting, and drawing, for which the regular course would not allow sufficient time, the committee proposed the adoption of a six-years' course, covering the regular modern classical studies. Students completing this course were to receive the same degree as those received who completed the course in the usual time. There was to be no lowering of the requirements for the degree; the object was simply to give more time for the completion of the course.

The report was accepted by the Faculty, and unanimously adopted by the regents at the meeting of the Board, January 15, 1877. Very few have chosen the six-years' course, but its establishment was undoubtedly beneficial.

The Board of Visitors for 1878, with the exception of cne member who had been one of the Board that had, the year before, so severely criticised the health of the lady students, were "on the whole, not illpleased with the evidence of physical strength on the part of the ladies.” But the Board recommended systematic physical exercise. The presi dent reported that "the record of ill health, kept through the year, shows, especially in the upper classes, less interruption in work by ill health among the young women than among the young men. In the last Senior class the young women were one-fourth of the whole number; their absences from sickness were one-tenth. In the Junior class the first ratio was one fourth, the second one eleventh. We certainly see no proof that the health of the young women suffers with us from their work. There are clear indications to the contrary."

With this the discussion closed. The opponents of co-education were signally routed on the ground that they had chosen for the encounter. It was, in fact, the final struggle of the conservative feeling that was fast passing away. The opposition to the admission of women to the University did not openly rest upon hostility to their claims to higher education; it was professedly based upon the subordinate question of physical capability to perform the entire work accomplished by young

men in the University. But no reasons were advanced on this point that would not have applied with equal force to separate institutions for women; and it was finally shown that those who made much of this alleged ill health were mistaken in their facts and conclusions. On its merits, this issue also was decided against them. The question was now permanently set at rest as far as the University of Wisconsin is concerned. Never since has the propriety and expediency and the complete success of co-education been questioned here. The drift of public opinion every where is clearly toward the recognition of the justice of opening the doors of institutions of higher education to women equally with men. The example set by the young State Universities of the West is being followed, slowly though it be, by the older colleges of the East. In Europe, also, and especially in England, some progress has been made.

The University and the Common Schools.-The University was long in reaching its true place in the educational system of the State, and in establishing an organic connection with the common schools. Its real function was not served and the conditions of its highest usefulness attained until its relations as a part of the public school system were clearly defined and systematized.

The preparatory department was retained for many years after the reorganization of 1866. Candidates for admission to the college of letters were examined in the studies of the preparatory course, or their equivalents. These included Latin and Greek, which were not required for entrance into the College of Arts. When the modern classical course was established, candidates were examined in Latin in addition to those studies prescribed for the College of Arts; in 1874 some knowledge of German was made an additional requirement.

The standard of admission was raised as fast as could be done without wholly severing connection with the common schools. President Bascom, in his report for 1875, said: "We shall be glad to yield the entire field, a portion of which we now occupy with our Sub-Freshman classes, to the high schools, as soon as the interests of the University will allow us to do so. Just at present, for the University to reject altogether preparatory students, would be to endanger a portion of its labor." In 1875 more stringent requirements for admission were exacted. The number of students taking a special or partial course was reduced by the more systematic and thorough examinations. The steady increase in the number and efficiency of the high schools enabled the University to raise the standard from year to year. Finally, in 1880, the preparatory department was abolished. But, owing to the lack of instruction in Greek in almost all the high schools of the State, a preparatory class in that study is still maintained.

In 1877 the system of accredited schools was adopted. A law of 1872 providing for free tuition to "all graduates of any graded school of the State who shall have passed an examination at such graded school sat

isfactory to the Faculty of the University," indicates that even then the need of a closer and more methodical connection with the common schools was felt. In 1876 tuition was made free to all who had been residents of the State for one year. This was perhaps the immediate occasion of the system adopted the next year. Any high school of the State, whose course of instruction covers the branches requisite for admission to one or more of the colleges of the University, may make application to be entered on its accredited list. On such application, the University sends a professor to examine the course and methods of instruction in the school, and on his favorable report, enters it on the accredited high school list of the University. The graduates of high schools so entered are received by the University into any of its colleges for which they have been fitted, without further examination. This arrangement holds good until the administration of the high school is changed, or until notice is given by the University of unsatisfactory results. (Catalogue.)

Shortly after the professorship of the science and art of teaching was established, the subject of accredited schools was placed in the hands of the professor in that department. His supervision of the relationship between the University and the common schools greatly increases the advantages of the close organic connection already established. The influence of the University, reaching downward to the rest of the public school system, is made doubly beneficial and effective.

In June, 1888, there were fifty six accredited high schools. Of these, only six were accredited for all courses. For ancient classical and general science courses, there was one; for modern classical and general science courses, seventeen; for modern classical, general science, and English, ten; for general science, teu; for general science and English, four; for the English course, eight.

Popular Aspect of the University.-The leaning in the West has been toward the "practical" in education, and the University has gained favor by meeting the demand, as far as possible, by liberal support of teaching in natural science and its applications in the arts. A too partial devotion to these departments is not fulfilling the high function of the University; yet the way is prepared for the recognition of the claims of all departments of study to State support. In order to achieve the success that is possible for it to reach, the University must be deeply rooted in the affections and pride of all the people of the State; it must be looked upon as the source of that which is highest and best in the life of the community, and the conditions of its prosperity and of efficiency for its work must be an object of greatest solicitude. During the last twenty years the University has been steadily gaining in public favor; but it does not yet command that general and enthusiastic devotion that a State University must command as a condition of full success, and which is exemplified in Michigan.

The popular attachment to the University must be close and strong.