These educational agencies do not differ in kind, but in degree. There is not as yet, however, a sufficient co-ordination of them to secure the greatest economy of time and strength in mental effort. The richest and broadest culture and scholarship demand a friendly and harmonious relation between all of these educational agencies. We are approaching co-operation and unity on these lines, but there are practical difficulties which it is hoped that time will help to solve. One of the difficulties has been that the standard of admission into many of our colleges has outgrown the capacity of the high schools. In order to supply the need of a more thorough preparation, a preparatory department has been maintained in many colleges. The present aim and tendency of our educational system is to introduce the pupil from the high school to the rank of Freshman in college. This condition can not become general unless there be a greater differentiation in the courses of study in our high schools. It is encouraging to see that in many States the high schools, academies and colleges are coming to a helpful understanding of each other's province, and that there is a practical agreement among them regarding a uniform minimum requirement for entrance into the Freshman class in college. The prescribed _courses of study_ in the average American college are broad and comprehensive. They cover the general field of knowledge. The regular parallel courses of study are usually designated Classical, Scientific, Literary and Philosophical. These special arrangements aim to encourage thought and study along different lines. The groupings vary according to the time devoted to the study of languages and other special branches. Each of the courses includes the study of language, mathematics, science, mental and moral philosophy, and covers a period of four years, generally designated Freshman, Sophomore, Junior and Senior years. As a rule, in the Classical course the study of Greek and Latin is required, while Greek is omitted in the Scientific course, and more attention is given to the study of the sciences. The Literary and Philosophical courses substitute one or more of the modern languages for the ancient classics. The number of these courses may be multiplied indefinitely, especially in the universities where the grouping of studies is essential to the highest success. The work of _the college and the university_ so overlap each other that it is difficult to make clear their distinction. The word university is an elastic term in the United States, because until within a brief period we have had nothing more than colleges. Many of our colleges are called universities because of their chartered privileges, but their aim is to become universities in fact.