To the list of affiliated colleges should be added William Smith College of Geneva, New York, opened in 1908 as a college. William Smith College is under the board of trustees and the president of Hobart College, the same faculty teach in both colleges, with the exception of instructors in the department of household arts and the degrees are the same. It has its own dean, and its classes, collegiate activities, and commencements are entirely separate.
In 1910 Tufts College in Massachusetts par tially gave up the system of coeducation and opened Jackson College as a "co-ordinates col lege, with general segregation the first two years of the course.
The affiliated colleges show certain differ ences in the character of their connection with the university. The chief administrative is gen erally the dean, only Radcliffe and the H. So phie Newcomb Memorial College having a pres ident distinct from the president of the univer sity. All these universities open their graduate courses to women, and all, with the exception of Harvard, grant degrees on the completion of that work In their development much has been accomplished by advisory boards or coun cils of women, who have collected funds for endowments, erected buildings, acted as advisers, and in many ways promoted their interests.
Coeducation in the Universities for Men. — To Oberlin College, Oberlin, Ohio, belongs the honor of being the first institution of col legiate rank to admit women. Opened in 1833 as Oberlin Collegiate Institute, it was coeduca tional from the start, although at first women entered the so-called "Ladies' Course," and were not candidates for degrees until 1837. The new departure aroused less comment, since "from the outset the new institution stood for so many unpopular ideas, social and theological, that the mere fact of the admission of both sexes at tracted little attention." Its example was not followed for two decades, the second institu tion in this pioneer work being also in Ohio, Antioch College at Yellow Springs, founded by Horace Mann in 1853, and coeducational from the beginning. The movement, however, did not gain before the period of the Civil War; various reasons have been suggested for its rapid developmettt since that time, such as the growth of the public school system, generally co educational, and thus influencing public opinion in favor of the same policy in higher education, and the rise of the factory, relieving the home of many duties and leaving women more free for other interests. Throughout the country the demand for practical education" was felt and the passage of the Land Grant Act in 1862, appropriating 10,000.000 acres for the endow
ment of colleges "to teach such branches of learning as are related to agriculture and the mechanics arts° is most significant in its influ ence upon education, since it was in terpreted as providing for them as well as for men.
The West and the State universities have been the leaders in coeducation, only three of the latter, Virginia, Georgia and Louisiana, being still closed to women; but the East is not with out representation in this class. When Cornell University was opened at Ithaca, N. Y., in 1868, the interest of Mr. Cornell and President White in favor of giving equal advantages to young women resulted in the offer from Henry W. Sage of a generous endowment on condition that "instruction shall be offered to the young women by the Cornell University as broad and thorough as that now offered to young men." In 1872 this offer was accepted and Cornell became coeducational.
The movement, however, had spread further east than the State of New York. In 1868 Boston University was opened, welcoming young women on precisely the same conditions as young men, the first institution in Massa chusetts to take this step and, according to the report of the president, "the first in the world to open the entire circle of post-graduate pro fesstonal schools to men and women alike." Several other universities and colleges in the East are coeducational, among them Johns Hopkins, the universities of Pennsylvania and Maine, New York, Rochester and Syracuse, and Swartlunore, Adelphi, Bates and Colby colleges.
The opening of the University of Chicago in 1892 added another endowed institution of rank to coeducation; but in 1902, by the so called "segregation" policy, which means sepa rate instruction for women during the first two years of their undergraduate course, the uni versity provision for them comes partially under the head of the affiliated college. This action, together with the limitation of the number of women admitted to undergraduate work at Leland Stanford Jr. University in Cali fornia and at Northwestern University, Evan. ston, Ill., might be interpreted as a certain reaction in the West against coeducation were these policies not explained by the institutions themselves as efforts simply to preserve a pro portionate relation in the undergraduate body. In the light of statistics the fear that the women students may outnumber the men is not unfounded.