2. MEDICAL COLLEGES.-The institutions here classed as medical colleges include several groups, viz.: 1. Colleges of Medicine and Surgery, comprising the several institutions having the legal right to confer the degree of Doctor of Medicine; 2. Colleges of Pharmacy, which confer no degree, but which grant certificates as graduates in Pharmacy; 3. Colleges of Dentistry, which confer the degree of Doctor of Dental Surgery; 4. Veterinary Colleges, which confer the degree of Doctor of Veterinary Science. The following table gives the principal facts as to their educational condition:

3. SCHOOLS OF LAW.- The table given below enumerates the statistics of the Law Schools. They confer the degree of Bachelor of Laws; but the degree does not give the right to practice in the

3. The Academies of New York.

In the early annals of the Dutch Colony of the New Netherlands there are frequent allusions to the schools which were established for the benefit of the colonists. These schools were, however, of an elementary character and only aimed at teaching to read, write and cipher. The school-masters, like the clergy of that day, were chiefly sent out from Holland, and were in the employ of the Dutch West India Company. The only school of a higher grade, of which we find any trace in the Dutch period, was one established in 1659, when the company, at the earnest petition of the "burgomasters and schepens" of New Amsterdam, sent over Alexander Carolus Curtius. The petition alleges that "the burghers and inhabitants are inclined to have their children instructed in the most useful languages, the chief of which is the Latin tongue;" and that there are no means to do so, nearer than Boston; and expresses the hope that the Latin school may in time "attain to an academy." Rector Curtius, however, did not justify the hopes entertained of him, and was succeeded by Rev. Aegidius Luyck, who was more successful, and maintained the school down to the surrender of the Colony to the English. During the English rule there were various efforts made to maintain a Latin school. Under Governor Dongan, in 1688, such a school was opened in the city by the Jesuit Fathers. And again, when Viscount Cornbury was Governor, by authority of an act passed November 27, 1702, appropriating £50 annually for seven years, a Latin Free School was established under "the ingenious Mr. George Muirson," who was in 1704 duly licensed to instruct the children "in the English, Latin and Greek tongues or languages, and also in the arts of writing and arithmetick." A similar license in 1705 is on record to Mr. Henry Lindley to teach a school in the town of Jamaica. The most important enterprise of this kind, however, was the establishment, in 1732, of a public school to teach Latin, Greek and Mathematics in the city of New York. This was under the charge of Mr. Malcolm, and is believed to have formed the germ of Columbia College. This school was authorized by an act of the General Assembly in 1732, which appropriated for its support for five years the amount received annually for licenses of hawkers and peddlers in the city of New York; to which was added the sum of £40, annually levied by tax. This act specified the number of pupils which were to be received free from the several counties of the State. At the expiration of the five years an extension of one year was obtained, after which the school was probably continued as a private enterprise.

During the exciting and troublesome times of the French and Revolutionary wars, we find little in the legislation of the Colony or State relating to education. Latin schools doubtless existed, but they must have been conducted chiefly as private schools. King's College was opened in 1754, and it is to be inferred that schools for preparing candidates must have existed in the city of New York, if not in other towns of the Colony.

INCORPORATION OF ACADEMIES.-It was not, however, till the organization of the University of the State, under the law of 1787, that provision was made for the incorporation of "academies." In the report made to the Board of Regents in 1787, proposing a revision of the law, the committee says: "That liberal protection and encouragement ought to be given to academies for the instruction of youth in the languages and useful knowledge." "These academies * * owing their establishment to private benevolences, labor under disadvantages which ought to be removed." Accordingly, in the law thereupon enacted, it was made the duty of the Regents to grant articles of incorporation upon the application of the "founders and benefactors of any academy now or hereafter to be established.” At the very first meeting of the Regents after their organization, an application for the incorporation of Erasmus Hall as an academy was received, and at their second meeting both this application and another for the incorporation of Clinton Academy, at East Hampton, Long Island, were granted. In 1790 North Salem Academy, in Westchester county, and Farmers' Hall, in Orange county, were incorporated. Two others followed in 1791, and year by year others, so that by 1800 nineteen academies had been incorporated. Of these, the Canandaigua (1795) lay farthest to the west, and Washington Academy (1791), in Washington county, was farthest to the north. During the next ten years the Regents granted eight additional charters, and during the ten years following this, sixteen more. Five others were chartered by the Legislature, making in all, up to 1820, forty-eight chartered academies. Some of these, however, which had been incorporated, had failed to comply with the conditions imposed, and others were unable to obtain a successful footing and had passed out of existence. In the report of the Regents to the Legislature in 1820, only thirty are mentioned as making returns and receiving their share of the Literature Fund. Of the nineteen chartered before 1800, two have been merged into colleges, viz.: Schenectady Academy and Hamilton-Oneida Academy, and twelve still survive, viz.: Erasmus Hall, 1787; Clinton, 1787; North Salem,

1790; Farmers' Hall, 1790; Montgomery, 1791; Washington, 1791; Dutchess County, 1792; Union Hall, 1792; Oxford, 1794; Johnstown, 1794; Canandaigua, 1795; Lansingburgh, 1796.

In granting academic charters in the early days, we have the best evidence that the Regents exercised great discrimination. They not only required satisfactory proof that sufficient funds were provided, and that buildings of a suitable character were or would be furnished, but they refused in many cases to sanction the establishment of new institutions in localities where they were not likely to flourish, or could only flourish by injuring the prosperity of others already founded. In later years recourse was often had to the Legislature for charters, which in general was much less rigorous in its requirements as to property and outfit. Between 1819 and 1830 more than forty academic charters were granted by the Legislature, in most of which no conditions were imposed. Under the general authority granted to them the Regents, in 1851, established fixed regulations for chartering academies. They required in all cases that the grounds and buildings should be worth at least $2,000; that the library must be worth at least $150, and the philosophical apparatus $150. They required also that academies chartered by the Legislature, when received under the visitation of the Regents, must hold their building and grounds, library and apparatus, without incumbrance, unless their value were at least $5,000, with incumbrances less than onethird their value. By a law passed in 1851, authority was given to form joint-stock companies for the establishment of academies. The stockholders were empowered to nominate a Board of Trustees, who should hold the property and manage its affairs. Such joint-stock academies, whenever they were shown to be possessed of the amount of property required by the ordinances of the Regents, could be received under visitation and be entitled to the rights and privileges conferred by law on academies.

ACADEMICAL DEPARTMENTS OF UNION SCHOOLS. The General School Law passed in 1864 contained very important provisions in regard to academic instruction. It gave authority to the Board of Education of any "union free school district to establish in the same an academical department whenever, in their judgment, the same is warranted by the demand for such instruction." This academical department is by law made subject to the Board of Regents in all matters pertaining to its course of education; but not in reference to its buildings. The same act further authorizes the Board of Education, after submitting the question to the voters of the district,

and obtaining the consent of the Trustees of the academy, to adopt an incorporated academy existing therein as the Academical Department of the Union School. The academical departments organized under this law are entitled to the same benefits and privileges as the academies of the State. The effect of the passage of this act has been the establishment of many academical departments, or free academies, in the cities and villages of the State. And many of the old incorporated academies have, in like manner, been absorbed into the free school system of the State. Year by year the number of such academies has been diminished, and that of free academies increased.

The following table shows the changes which have gradually taken place in this particular:

NUMBER OF ACADEMIES AND ACADEMICAL DEPARTMENTS.

STATE AID TO ACADEMIES.

The assistance extended to academies

in the early history of their establishment consisted in part of grants of money and in part of donations of land bestowed on them for sites, or to be disposed of for their benefit. In 1786, when the Land Office was established, the law directed that the Surveyor-General, in every township of unoccupied land which he laid out, should set apart and mark on his maps one lot (six hundred and forty acres) for "Gospel and schools," and one lot for promoting literature. The land grants were to be at the disposal of the Legislature for the intended object. Accordingly we find frequent enactments as to the sale of these literature lots and the appropriation of the proceeds to the support of academies. In this way, aid was extended to Johnstown Academy in 1796, Oxford Academy in 1800, Cayuga Academy in 1806, Pompey Academy in 1813, Onondaga Academy in 1814, St. Lawrence Academy in 1816, Lowville Academy in 1818, Montgomery Academy in 1819, and many others. In other cases, where the academies were not contiguous to unoccupied State lands, or where such lands had already been disposed of, direct grants of money from the State treasury were made. In 1801 a lottery to