is noted for its fierce and greedy disposition. It eats not only blossoms, leaves, and insects, but also young horned toads, and all sorts of smaller lizards, killing and swallowing some two-thirds

HEAD OF COLLARED LIZARD, SLIGHTLY ENLARGED.

its own size. It will even kill and devour smaller individuals of its own species. This lizard is remarkable for the fact that not the male, as is

usual among lizards, but the female, undergoes a change of color in the breeding season (midsummer), becoming salmon-red on the whole abdominal region. Consult Merriam and Stejneger, Death Valley Expedition (Department of Agriculture, Washington, 1893).

COLLATERAL (Fr. collatéral, It. collaterale, from ML. collateralis, collateral, from ML. con-, together + lateralis, relating to a side, from latus, side). In law, supplemental or related to the principal thing in consideration, especially: (a) Given by way of security in addition to a principal obligation. (b) Descend

ed from a common ancestor but not from one another—a sense used to describe the character of relationship of individuals for legal purposes. Collateral Security is either: (a) Something of intrinsic value actually delivered over and pledged to the creditor, the value of which is to be applied on the debt in case of default; or (b) an additional obligation, given to guarantee performance of a debt or duty. The term is more frequently used to designate a pledge of stocks, bonds, negotiable paper, or other evidences of obligation, as distinguished from a pledge of chattels. The practice in case of a default is for the creditor, upon notice to the debtor, to sell the securities and apply the amount received therefrom toward the satisfaction of his claim and charge the debtor with the deficiency, or credit him with the surplus, if any. See MORTGAGE; PLEDGE; FORECLOSURE; and consult the authorities cited under PLEDGE. Collateral Relatives, more frequently spoken of as 'collaterals,' are those who are descended from the same common ancestor, but not from one another, as lineal descendants are. Thus, an uncle is a collateral relative of a nephew, both being descended from a common ancestor, but the nephew not being a lineal descendant of the uncle. The term includes those in the relation

borne, connected with tolerare, Gk. τλīvaɩ, tlēnai, OHG. dulten, Ger. dulden, to endure). In law, a collecting or bringing together of all the assets of an estate into one common fund for distribution among the heirs or next of kin; a term more particularly used where heirs who have received property from the deceased ancestor by way of advancement return it to the estate in order that a more equitable division of the whole may be made. The term is used in the civil law, and in England it is called hotchpot (q.v.). The term is not in general use in the United States, but the law in most States provides that advancements made to an heir shall be considered as a part of the decedent's estate in order to determine whether such heir shall receive anything further. See ADVANCEMENT.

In English ecclesiastical law the term collation is used to denote the presentation of a clergyman See to a benefice by the patron and bishop. BENEFICE.

In maritime law collation is used in the sense of contribution or average (q.v.).

COLLATION OF MANUSCRIPTS. BIBLE, Textual Criticism.

See

COLLÉ, kôl'lâ', CHARLES (1709-83). A French dramatic author and song-writer, born in Paris. He became the secretary of the Duke of Orleans, the grandfather of Louis Philippe, and wrote plays for the theatre of the Palais Royal, and for the Comédie Française, of which several are still produced. 'Soldat de fortune dans les lettres,' as he has been called, he declined to become a member of the Academy, though his songs have made him famous in French literature. His plays have been collected under the title Théâtre de société, and his verses as Les chansons de Collé. His interesting Journal historique was edited by Barbier (Paris, 1807), and his Correspondance inédite by Bonhomme (Paris, 1864).

COLLE, kōl'lâ, RAFFAELLO DAL (c.1490-1530), usually called RAFFAELLINO. An Italian painter, born at Colle, near Borgo San Sepolcro (Tuscany). He was a pupil of Raphael, and afterwards worked with Giulio Romano. He was employed by Raphael to assist in painting the Loggie of the Vatican, and portions of the story of Moses are from his brush. After his master's death he worked with Giulio Romano in Rome, and in the Piazza del Te at Mantua. Still later he assisted Bronzino and Vasari in various decorative schemes. He opened a bottega in Borgo, San Sepolcro, and several of his scholars became fair artists, but none rivaled little Raphael.' He painted in the manner of his master, but was not a servile imitator. His style is pure, his figures very noble, and he manages drapery in that grand way characteristic of the Roman School. In general it may be said that no other painter carried on the traditions of that school so successfully as Colle. His principal works are "The Resurrection," in the Church of San Rocco, Borgo San Sepolcro; the same subject in the cathedral; the beautiful "Assumption" in the Church of the Conventuali; an

COLLATERAL WARRANTY.

RANTY.

COLLATION (OF. collacion, from Lat. collatio, collection, from con-, together + latus,

COLLECT. A brief, comprehensive prayer varying (like the epistle and gospel, which it

BRIDGE, UNIVERSITY OF; OXFORD; PARIS, UNIVERSITY OF, etc.

In this relation, the college becomes a subcorporation. The English universities hold the examinations and grant the degrees, while the colleges provide for the lodging of the students, to a certain extent for their support, and for their instruction. Students in one college may receive instruction in other colleges. In Scotland and in America the distinction between the college as the member and the university as the body has been neglected; and we consequently hear of the one and the other indiscriminately granting degrees, a function which in the English and in the original European view of the matter belonged exclusively to the university. Barnard College, Columbia, and Sibley College, Cornell, however, besides many correlated professional colleges, may be said to illustrate the older usage. Where there is but one college in a university, as is the case in the universities of Scotland, the two bodies are of course identical, though the functions which they perform are different. The University of Dublin and Trinity College are also virtually the same. In Germany there are no colleges in the English sense; and the verbal confusion between the college and the university is avoided by the latter's performing the functions of both in its own name, as two separate parts of its proper duties. In France, collège has a meaning totally different from that which we attach to the word; it is a school, corresponding, however, more to the gymnasia (q.v.) of Germany than to the grammar schools of this country. All the colleges are placed under the University of France, to which the centralizing tendencies of that country have given a meaning which also differs widely from that which the term university bears in England. See also COEDUCATION; COLLEGES, AMERICAN; COLLEGIATE EDUCATION FOR WOMEN; DEGREE; DUBLIN, UNIVERSITY OF; EDINBURGH UNIVERSITY; HARVARD UNIVERSITY; SORBONNE; YALE UNIVERSITY; and the names of individual colleges, universities, and other higher institutions.

COLLÈGE DE FRANCE, kô'lězh' de fräns (Fr., College of France). A college in Paris, founded between 1518 and 1545 by Francis I., who tried in vain to secure Erasmus for its head. From the beginning, it has been autonomous. The successive kings upheld its independence, notwithstanding the vigorous efforts of the University of Paris to secure control; this independence has been maintained, and though now under the charge of the Minister of Public Instruction, it has no connection with the University of France. From this has resulted its distinguishing characteristic: freedom of teaching and the encouragement of scientific research. The collège has had varying fortunes, but its activity has been continuous; even during the Revolution, although it had been the royal college, its reputation saved it from suspension. Originally founded for the teaching of Hebrew, Greek, and Latin only, it has now forty different chairs. Instruction is gratuitous, no examinations are held, no diplomas given. The collège is specially designed to attract pupils other than the ordinary university students. In its long roll of illustrious teachers are included the names of Ramus, Gassendi, Rollin, Sylvestre de Sacy, Barthélemy Saint-Hilaire, Laboulaye, Renan, Michelet, and Gaston. Consult: Goujet, Le

COLLEGE OF ARMS. See HERALDS COLLEGE. COLLEGE OF ELECTORS. See ELECTORAL COLLEGE.

COLLEGE OF HERALDS. See HERALDS' COLLEGE.

COLLEGE OF THE FOUR NATIONS (Fr. given to the Collège Mazarin, founded 1661, from Collège des Quatre Nations). An appellation the fact that that university was founded for the free education and support of sixty sons of gentlemen residing in the provinces of Pignerol, Alsace, Flanders, and Roussillon.

COLLEGE PARK. A village in Prince George County, Md., 8 miles northeast of Washington, D. C., on the Baltimore and Ohio Railroad. It has a fine situation, as a suburb of the capital, and is the seat of the Maryland Agricultural College and Experiment Station, established 1850. Population, in 1900, about 300.

COLLEGES, AMERICAN. The offspring of European colleges, and possessing at first the same general form of organization, American colleges have gradually undergone changes which make them distinctive. Harvard (q.v.), the oldest, was founded in 1636, under the influence of men who for the most part had received their education at Emmanuel College, Cambridge University. The second American college, William and Mary (q.v.), founded in 1693, and the third, Yale (q.v.), founded in 1701, were mod

eled on similar lines. The numerous institutions founded since then have followed very closely the same traditions. During the eighteenth century there were 21 such institutions founded, 9 before the Revolution and 12 afterwards. From 1800 to 1830 there were 33 such foundations; from 1830 to 1863 there were 180; from 1865 to 1900 there were 244, making a total of 480 degree-conferring institutions of college rank.

The early colleges were separate institutions of learning, each offering a single prescribed course of study leading to the degree of A.B., and, with some additional work, to that of A.M. This course was intended to furnish a liberal education, and to prepare the student for the Christian ministry or other learned profession. Both Harvard and Yale came under the control of

self-perpetuating corporations, and relied for their support on tuition and private endowments. Most of the earlier and many of the later colleges were controlled in the interest of certain religious denominations, it being frequently part of the organic law of such institutions that the president and trustees should be members of the Church that dominated the school.

The leading changes in the early college system have been the outcome of a demand for a wider circle of studies in the liberal programme; the development of better systems of secondary instruction, to which could be intrusted a large part of the work formerly done by the college; the growth of specialized instruction preparatory to the various professions not only of law, medicine, and theology, but also of the various fields

of applied science; and the appearance of higher institutions under the support and control of the States, notably in the West and the South. In many of the colleges, also, e.g. Harvard, Yale, and Columbia, the influence of the sectarian element in control has largely disappeared. The development about the nucleus of a college of liberal arts of colleges for special professional instruction has led to the university, so called, although many institutions bearing that name give very little attention to graduate instruction of the true university character.

At first, the Colonial colleges took from the grammar schools students who had barely attained a fair knowledge of Latin. As the character of secondary instruction grew better, the entrance requirements of the colleges grew severer. As a result, the average age of entrance of students increased, until at Harvard it is at present over nineteen, an age at which students were commonly graduated in the earlier history of the institution. The curriculum, originally limited to Latin, Greek, a little mathematics, logic, metaphysics, rhetoric, and theology, was extended by the introduction, in the latter part of the eighteenth century, of astronomy and natural philosophy, and, early in the nineteenth century, of modern languages and the elements of the natural and political sciences. This process of expansion led, by the middle of the nineteenth century, to the elective system (see ELECTIVE COURSES), fostered by President Wayland of Brown University, and later by President Eliot of Harvard, President Barnard of Columbia, and President Tappan of Michigan. Certain work was still prescribed to the student, but new work was offered from which he was allowed to make a choice. Then, at many colleges, various courses were established, among which election could be made. The required subjects in each course were from some general field, as science, literature, modern languages, or classics, and distinct degrees, as B.S., PhB., B.L., etc., were bestowed upon the graduates of the different courses. Brown, Michigan, and Western institutions, generally, illustrate this plan. Finally, at Harvard in 1869, the right of election was extended to all subjects beyond the first year, the degree of A.B. being given to all graduates of the college of liberal arts. To emphasize the equality of different lines of work thus elected, the Stanford University has adopted the policy of granting this degree even to those whose work has been almost entirely in the sciences. Cornell, too, has in this, as in many other respects, assumed the most liberal attitude in its educational aims.

Along with the development of broader curricula, and elective subjects and courses, has come the establishment of special professional colleges and colleges of applied science. Medical schools had appeared at the University of Pennsylvania and at Columbia and Harvard in the eighteenth century. Law schools were founded early in the nineteenth century, and scientific schools soon after. Some of these institutions were affiliated with older colleges, others were established independently. The year 1846 saw the foundation of the Union College of Civil Engineering, the Sheffield Scientific School, Yale; and the next year the Scientific School at Harvard was established. Finally, there appeared the extension of the work of the liberal

arts college into further fields of scholarship and research, the organization of which has given rise to the graduate departments, the universities proper of the United States. (See UNIVERSITY.) But the distinction of the university from the college or group of colleges for undergraduates has not yet been clearly made. Some institutions calling themselves universities are merely colleges; others consist of several undergraduate colleges; in a few cases the name 'university' is restricted to purely graduate depart

ments.

It must be added that the professional colleges of law, medicine, and theology are coming to have more and more the character of graduate schools. In 1896 Harvard required all students entering the law school to be college graduates. A similar requirement exists in its medical school, and practically in its divinity school as well. Like steps are being taken at Columbia, and the matter is being agitated generally throughout the country. It must be noted, however, that so far no important movement has been set on foot to make the colleges of applied science graduate schools. In case they follow in the path of the schools of law, etc., the special preparation for the higher professions, together with higher training in research and scholarship, will be left to the university, while the college will represent a higher liberal course preparatory to these. As it is, the word college is applied either to (1) liberal arts colleges, or (2) professional colleges admitting undergraduates; and colleges of either type may be parts of universities or separate institutions.

The character of the influences and the life

surrounding the student in the college which has grown into a large university is essentially different from that to be met with in the smaller colleges which have continued to work in the spirit of the old Colonial institutions. The smaller college affords less opportunity for election, thus bringing about greater uniformity in the work pursued. While it does not allow so much for individual peculiarities, it provides greater chance for intimate social intercourse among students, and between them and the faculty, and for a firmer grip of the latter in discipline. The educational aim is frankly liberal and social rather than special and individual. Fraternities are an important feature in the social life, athletics prosper, and college spirit is strong. The faculty is even more a teaching body than a learned one, the reverse of which tends to be the case in the larger universities. Many believe that the smaller college affords a better liberal education for one who will later take up a profession or pursue special lines of research at a university. Again, the entrance requirements of the smaller college are often not quite so severe as at the university college, and this makes possible a shortening of the long period of preparation for a profession. On the other hand, the attendance at the smaller college is not increasing in proportion to that in the collegiate departments of the universities. The length of the liberal college course has been a matter of much agitation. Many advocate its reduction to three years; and President Butler, of Columbia, in his first annual report to the trustees of that university, proposed to award the B.A. degree at the end of the second year of undergraduate study. According to the present sys

tem, a student, beginning at six years of age, and progressing at the normal rate, will enter the college at eighteen, and not until twentytwo begin his special professional training. To gain time, in many universities, the senior collegiate year is allowed to be partly spent in professional work. At Chicago the specialized work may begin in the junior year. The system of credits, too, generally in vogue, by which the satisfactory completion of a certain amount of work entitles a student to his degree, without regard to the time required to accomplish it, often renders graduation possible in less than four years.

The entrance requirements and curricula of the colleges have varied widely. Many colleges, especially in the West and the South, are yet little more than high schools. Some of the States have, however, interfered to determine what institutions shall be authorized to grant degrees, and it is highly desirable that this example should be universally followed. Attempts have also been made among the better colleges to insure greater uniformity in entrance requirements. The colleges of the Middle States and of Maryland united in 1899 in the formation of a general entrance examination board. In the West, the State universities set the standard for collegiate entrance requirements within their several commonwealths.

It remains to mention a few new methods of control that have come to prevail over American colleges. Originally, they were all governed by corporations or boards of trustees, and were chartered either by the King or by Colonial legislatures. The older institutions have retained these charters, with the obvious modifications necessary after the Revolution. A little later, a movement was set on foot to take the colleges under State supervision and control, but it was checked by the decision in the Dartmouth College case, by which States were prevented from assuming control over the property of corporations existing by virtue of a charter sanctioned by their legislatures. The result was that

the older Eastern foundations remained under

private management, while in the West and the South the system of State universities-usually merely colleges-grew up. These institutions are controlled by regents appointed in various ways, often by the Governor of the State, although in Michigan they are elected by the people. In some of the Eastern institutions also the State has come to exercise a voice in the governing board. Ordinarily, the control of these private colleges is in the hands of a self-perpetuating board, which controls the finances, appoints the instructors, makes laws for the government of the institution, and confers degrees. The instruction and discipline of the students, their admission and dismissal, and the recommendations for degrees are left in the hands of the faculty as a matter of immemorial custom. Much general power is lodged in the hands of the president, and in the university colleges the deans are intrusted to a large extent with the control and direction of the students. In 1899-1900 the number of students (men and women) in institutions of higher learning, including technical and professional schools, was 98,923. This is an increase of over 100 per cent. in actual attendance within the period of ten years, and of over 100 per cent. in the ratio of students to popula

tion within the period of twenty-seven years. The ratio of increase is highest with graduate students and with women. The total number of professors and instructors in the same institutions amounted at the given date, in round numbers, to about 14,000. The value of their property was estimated at $360,594,525, and the annual income was $28,558,463. Consult Thwing, College Administration (New York, 1900); Harper, The Trend in Higher Education (Chicago, 1905). See COLLEGIATE EDUCATION FOR WOMEN; ELECTIVE COURSES; UNIVERSITY; and the various colleges.

COLLEGE VIEW. A village in Lancaster State capital. It is the seat of Union College County, Neb., a few miles south of Lincoln, the lation, in 1900, 865. (Seventh-Day Adventist), opened in 1891. Popu

COLLEGEVILLE. A village in Stearns County, Minn., 10 miles (direct) west by north of Saint Cloud; on the Great Northern Railroad (Map: Minnesota, C5). It is the seat of Saint John's University (Roman Catholic), opened in 1857. Population, 1905, 828.

COLLEGEVILLE. A borough in Montgomery County, Pa., 25 miles (direct) northwest of Philadelphia; on the Perkiomen River and on the Perkiomen Railroad (Map: Pennsylvania, L 7). It is the seat of Ursinus College (German Reformed), opened in 1870; has a bridge over one hundred years old; and manufactures boilers and machinery. Collegeville was incorporated as a borough in 1895. Population, in 1900, 611.

COLLEGIANS, THE. A novel by Gerald Griffin (1829). An edition appeared in 1861 under the new title, The Colleen Bawn, or the Collegian's Wife, illustrated by Phiz.

COLLE GIANTS (from Lat. collegium, assembly). A branch of the Dutch Calvinists, who called their assemblies for worship 'colleges.' The sect was founded in 1619 by the brothers. John, Adrian, and Gilbert van der Codde, at Rijnsburg, a couple of miles north of Leyden; hence they were also called the Rijnsburgers. They rejected creeds, and had no regular ministry, nor any form of church government. They adopted baptism by immersion, but their communion was open to all. They were not unlike the Plymouth Brethren of the present day. They opposed war and office-holding by Christians. They became extinct in the eighteenth century.

COLLEGIATE CHURCHES (from Lat. collegiatus, member of a college, from collegium, assembly). A title applied to certain churches other than cathedrals to which is attached a body of clergy living in community. (See CANON; CHAPTER.) Of the numerous collegiate churches which flourished in Germany as early as the time of Charlemagne, that of Aix-la-Chapelle was especially famous. In England after the Reformation the title was retained, without much of the organization, as in the cases of Westminster, Windsor, Wolverhampton, Heytesbury, Southwell, Middleton; also Brecon in Wales, and Galway in Ireland. Ripon and Manchester have been constituted the cathedrals of new dioceses. The term is also applied to churches with an associated body of clergy, without episcopal supervision. The best-known instance is the Collegiate Reformed Dutch Church of New York City.