[[87]] The above statistics are from C. H. Handschin, The Teaching of Modern Languages in the United States, Washington, 1913, pages 40ff.
[[88]] I cite the following figures: (a) Entrance: Harvard 16½, Amherst 14, Wisconsin 14, Columbia 14½, Colorado 15, Illinois 15, Chicago 15; (b) Collegiate Degree: Harvard 17½ "courses," Amherst 20 "courses," Wisconsin 120 "credits," Columbia 124 "points," Colorado 120 "hours of scholastic work," Chicago 36 "trimester majors." It is certainly desirable that our colleges adopt some uniform system for the notation of their courses. Johns Hopkins, at least, is specific in explaining the relationship of its "125 points" to its "courses"; see page 262 of the University Register, 1916.
[[89]] At Chicago exactly ¼ or "at least 9 coherent and progressive majors" must be taken in "one department or in a group of departments." But Chicago also requires a secondary sequence of at least 6 majors; Columbia requires three years of "sequential study—in each of two departments." Illinois, "a major subject (20 hours)" and "an allied minor subject (20 hours)."
[[90]] An excellent manner of procedure is that outlined by Professor Terracher in his interesting article in the Compte rendu du Congrès de Langue et de Littérature Française, New York (Fédération de l'Alliance Française), 1913.
[[91] From Johns Hopkins University Circular, No. 151.
[[92]] It will be noted that throughout the amount offered in Spanish exceeds that in Italian. This is to be expected in view of the boom in Spanish studies. Moreover, most colleges now allow two units of entrance credit in Spanish, and 7 and 8 above, under Harvard, are half courses. Columbia is, I believe, the only college accepting 2 units of entrance credit in Italian; but I have not examined the catalogues of all our colleges.
[[93]] Publications of the General Education Board, 3, 1916, page 13.