TABLE 2.-Number of collegiate and resident graduate students in universities, colleges, and technological schools from 1889–90 to 1917-18.

1 Students in schools of technology are tabulated in universities and colleges.
2 Students in colleges for women are tabulated in universities and colleges.

3 Statistics for 1916-17 were not collected.

SIZE OF INSTITUTIONS.

In figure 1 the 672 universities, colleges, and professional schools have been distributed according to the total number of students enrolled in each. The distribution has been made by groups of 100. In the second and largest group, 144 institutions are included, i. e., these institutions enroll from 101 to 200 students each. Over half of the institutions do not enroll more than 300 students. Altogether, 37 institutions enroll over 2,000 students. Of these, 13 enroll from 2,001 to 3,000 students; 9, from 3,001 to 4,000 students; 7, from 4,001 to 5,000 students; and 8, over 5,000 students. From these figures, therefore, it can be seen that there are many very small and a few very large colleges and universities.

1,601-1,700

4

TABLE 3.-Method used in securing the data used in the construction of figure 2.

The effect of this inequality in the distribution of students among the colleges and universities is perhaps best demonstrated in figure 2. Here it is seen that 10 per cent of the institutions enroll 50 per cent of the students, and one-half of the schools enroll about 87 per cent of the students. The "bowing" of the curve of actual distribution away from the line of equal distribution indicates the degree of inequality in the distribution of students. If the students were equally distributed among the colleges, universities, and professional schools, the curve and the diagonal line would coincide.

INSTRUCTORS.

In the universities, colleges, and professional schools an aggregate of 36,522 instructors are employed. The teaching staff consists of 29,509 men and 7,013 women. These instructors are distributed as follows: Preparatory departments, 3,027; collegiate departments, 23,318; professional departments, 10,183; and all other departments, 1,547. Almost 60 per cent of the instructors in preparatory departments are men. In collegiate departments almost 79 per cent of the instructors are men. In professional schools and departments almost 98 per cent of the teaching staff consist of men. Altogether, almost 81 per cent of all teachers in universities, colleges, and professional schools are men. It is seen, therefore, that the teaching staff in these higher educational institutions consists largely of men, there being about four men to one woman. These percentages are

significant in view of the fact that in public high schools only 35 per cent of the teachers are men, and in the elementary schools only 13.4 per cent of the teachers are men. There is a tendency, therefore, for women to monopolize the elementary and secondary school work, and for men to control the work in the higher institutions.

This tendency in these higher institutions is becoming more pronounced from year to year, as shown in figure 3. A comparison of

Per cent of institutions reporting:

Curve of actual distribution ---Line of equal distribution...

FIG. 2.-Curve showing the distribution of students among the universities, colleges, and professional schools, 1917-18.

the two curves, for men and women instructors, reveals the fact that in general the percentage of men instructors in colleges and universities has been steadily increasing since 1892, while the proportion of women teachers has decreased correspondingly. It is also evident that war conditions did not materially affect the teaching staff in these higher institutions, since the proportion of men decreased only very slightly in 1918. It is apparent, therefore, that women are not very generally employed in the higher institutions. About one-half as many women as men receive graduate degrees from our colleges

and universities, but only about one-fourth as many teach in these higher institutions. On the other hand, about eight times as many men as women receive the Ph. D. degree conferred on examination, yet only four times as many become teachers in these higher institutions. It should be remembered, however, in this connection that more men than women attend universities and colleges.

FIG. 3.-Percentage of men and women instructors in universities, colleges, and technological schools,

1917-18.

ATTENDANCE AT HIGHER INSTITUTIONS.

While the total collegiate and graduate attendance at universities, colleges, and professional schools has increased from 156,449 in 1890 to 375,359 in 1918, or over 139 per cent, the rate of increase is not significant unless comparisons be made with other concomitant rates of increase. For example, has college enrollment kept pace with the increase in public-school enrollment or with the increase in the total population? To answer this question figure 3 has been prepared. In order to show approximate coriparative rates of increase, the total collegiate and resident graduate enrollment in colleges and universi