and trend of present movements, likely to affect the relations of secondary and higher technical education.

The work of the committee has been naturally divided along the line of the two circulars issued, and the results will be given under the same division. For the sake of easy reference, parts of these circulars, though appearing in our report of last year, are again inserted here.

A. REPLIES FROM COLLEGES.

The circular sent to colleges included the following questions:

1. Present Entrance Requirements. In addition to the catalogue, copies of examination papers actually used are desired, also a general statement as to the number of conditions allowed and regulations governing their removal.

2. Changes of Requirements. (a) What (educational) considerations guide the college in making or not making changes?

(b) In what direction and to what extent are changes desired or desirable?

3. Uniformity of Requirements. To what extent is it desirable and practicable that the requirements for admission to different engineering colleges be assimilated, i. e., in the sense that requirements in a given subject should be identical in kind, but not necessarily in extent?

4. Preparatory Schools. What assistance, if any, can be rendered to preparatory schools by the engineering colleges-for example, by co-operative action?

5. Admissson by Certificate. (a) To what extent does this replace examinations?

(b) What are the present rules for such admission, and what latitude is allowed in their execution? (Detailed information is desired.)

(c) Is the operation of the system satisfactory?

(d) Is it susceptible of further extension, for example, by inter-collegiate action?

CLASSIFICATION OF COLLEGES.

For the purpose of exhibiting the facts in regard to requirements, several classifications have been tried. The geographical basis used last year brought out certain facts, but its usefulness seemed exhausted. The one finally used is believed to be best adapted to the purpose. It is a very difficult matter to distribute the different colleges among the various classes on any other basis than the geographical one, and it has been necessary to exercise some judgment in determining the class of particular institutions. The classification adopted is not to be taken as showing the relative general merits or standing of the colleges; it relates solely to the matter of entrance requirements. The basis of the classification is as follows, viz.:

CLASS A. Those colleges whose requirements for admission include at least Algebra through Quadratics, Plane Geometry, Solid Geometry or Plane Trigonometry, one year of Foreign Language, and moderately high requirements in English. 31 colleges.

CLASS B. Those colleges of the remaining list whose

requirements include Algebra through Quadratics and Plane Geometry. 33 colleges.

CLASS C. Those colleges whose requirements in mathematics are lower than Algebra through Quadratics and Plane Geometry. 25 colleges.

CLASS D. Those colleges that offer no courses in engineering as such, but do work analogous to that of an engineering college, generally under the head of mechanic arts. These colleges do not appear to any great extent in the tables that relate to the present facts. They are included in other tabulations in order to show their tendencies, as many of them will undoubtedly develop into genuine engineering colleges. A few of them now give engineering work in a fifth or post-graduate year. 18 colleges.

CLASS E. Those colleges that have no entrance requirements as such, though doing engineering work of good grade. The system of education followed is so different from that of other institutions that they do not fit into this comparison. They do not appear to any great extent in the tabulations. 3 colleges.

COLLEGES-CLASS A.