Higher education under State control and partial State support has been accepted in principle by each of the 48 States. The extent of support and the method of control vary greatly from State to State but there has been universal acceptance of the principle that higher education is at least in part a State responsibility. In carrying out this responsibility, States have been concerned too often more with the development of individual institutions than they have with a State system of higher education. Of late years, however, this policy has begun to embarrass the States somewhat because it has been discovered that by the policy of developing institutions more or less independent one of the other, the States' interests were not always being best served. The costs were not always as low as they should be. The crux of the problem was usually found in the duplication of courses or curricula in the several institutions. As one after another of the States instituted surveys to help in the solution of their problems, duplication was found to take first place in most cases as the point of greatest difficulty. Accordingly, it has been thought useful to make a study of the question of duplication as it has been treated in each of the five recent surveys of higher education conducted in different States (Georgia, North Carolina, Texas, Virginia, and Oregon). The results of this study are reported in the present manuscript and should be an aid to the many States struggling with the problem of duplication in their institutions of higher education. This bulletin is presented in seven chapters, as follows: (1) Introduction; (2) Character of problem and proposed plan of reorganization; (3) Criteria for eliminating duplication; (4) Duplication in major fields; (5) Duplication in teacher training; (6) Duplication in graduate work and research; and (7) Duplication in extension and miscellaneous activities. [Best copy available has been provided.]