3. In the twenty-one States and Territories which boast 165 co-educational colleges and 47 colleges for the separate education of women, 30 of which are authorized to confer regular degrees, there are but 25 colleges devoted to the exclusive education of men. 4. Of these 25 (devoted to the exclusive education of men,) not one is non-sectarian, and they are all supported by the Roman Catholic, the Protestant Episcopal, the Lutheran, or the Presbyterian denomination. In several of the States most conspicuous for zeal in the cause of the higher education, as in Michigan, Iowa, and Kansas, not one college for the exclusive education of men exists. These facts support the statement that the West is committed to co-education, excepting only the Roman Catholic, the Lutheran, and the Protestant Episcopal sects,—which are not yet, as sects, committed to the collegiate education of women at all,—and the Presbyterian sect, whose support, in the West, of 14 co-educational colleges against 4 for the separate education of young men, almost commits it to the co-educational idea. How has this triumph of the higher co-education been achieved? How is the system regarded by the community in which it is established? What are its social effects and tendencies? What are its defects and limitations? These are the inquiries which next present themselves. Of the 165 co-educational colleges under consideration, a few, like Ripon College, Wisconsin, were founded for women and subsequently admitted young men; a larger number have admitted both men and women from the date of their opening; these, with a few notable exceptions, like Oberlin College in Ohio, and Lawrence University in Wisconsin, are of recent origin, with charters dating from periods since 1860. The great proportion of the entire number were founded for the exclusive education of men, and have, one after another, yielded a participation in their benefits to women since 1860.[11] To tell in detail the story of the struggles which have ended in the admission of women into each of these institutions would be quite impossible; if possible, it would, for general purposes, be quite unprofitable, since the principles involved have in all cases been the same. The same arguments, pro and con, have been advanced in every contest, the illustrations and modes of application being modified in each by local conditions and circumstances. Local history should preserve a record of such modifications of the argument and its application, together with the names of those persons who were conspicuous in the contest; but the purposes of general history do not require this, and the discrepancy between the extent of territory and the number of pages assigned to this chapter does not permit it.