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+1. e 44. - '11 01.r:or*, - , I. t o . Itkir6, .41 Ilineial.8.1.11118.111181881.4181.18.188484. 44% 4111188.44,11...M444111011M440111111111114 .4- 1N!s! 4- 64 -;',4 I I t umm sums fiEPARNENT OF THE INTERIOR RAY LIMN VMS% home alma OF warm \ vaunt JoHN =PM, Conshoismr 66è 4 BULLETIN, 1931, No. 20 BIENNIAL SURVEY OF EDUCATION IN THE UNITED STATES 1928-1930 CHAPTER XIII COLLEGE AND UNIVERSITY EDUCATION, BY WALTON C. JOHN meows SPECIALIST. GRADUATE AND PROFLISIONAL EDUCATION MICE OF EDUCATION (Advance pages) Vol. o 11. .1 UNITED MONS GOVIRtilkinfr PUffR °Mat WASIINGTON s MI 16 : . ... tor ^P.14-- 4/,..11108814148N1P8/18rIPIPPONMIIMMIIIIINONNOMMOOM '..1'41514U4444 . No 111-ast. r ;et -.6 . r s . 4* 4 t- 1 so o w i».4 ki4;414 fait I, IA- T t,g51,(47, A ore." CIP-np.`TLIIN 7;Ori. lor t* 11 r. a N" V 413 - - . . _ .s .. _.. ,., ,.... , j ft % to, ipdhi ". V.; ( r th- -30U- . 4." ' . . . o. 1 r .00, N ° is 0P- 'NON n L ve V a 111110 *-41-es V- -Z.*.r* ; . w. )1-. r -L.-, fr-.1". t I P 4 tf », - r" Itfe 110/ir or 7. jkL , -,) ." 41.)',- r 191674!, , 4 5- - I. .716-7COM11,1-2 D4C. 0 . . . , ,. . , . . ...t. .ifi . . , i. 1., ..... (..-,, .-!,,,....:-p, ... . i. .-. Yi ... .. ,t ...0..-. _, .,..-,t,...,f-,-;,.... ...d. - - -,. - i ... .. - 4 ..-.-7 v- o .. . -!1":15,1-7M'' .44 coir- 016,....i'slag'..'"i:g..'"i, _. Ai'll .". k-t-i-P-.:17:to4"..;.'IL.1.4.ot o''''-'!' ; - :4 SVI o a id :2 , »,%1; I , *e 11151 :117 iike- . :r AIM 042411404P i 4. I. qt At I ", 041d AP* :4.t.. is' . , .. --. 1 ..... *:;;;I ... *.?" \ dii tv . . : , .. 1.7 ... . 1'. tk, . -.9. I', nor.. tp, « . . I , .. - .4, r t ., . . . . . t . . iil 1. i 1,...Opsl. ?.. )11.. %. e .2 a :A "'mg 41''' 't k' ¡;-1-7' loos it .P - ;0'7 f tol.wo . :*elay id P fit t. 1.

1928-1930 - ERIC · BIZNWIAL SURVEY OF EDUCATION, 1928-1930 epoch in the history of higher education in the United states,but1 itwasdoubtless equally true thata newperiodof higher

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66è4 BULLETIN, 1931, No. 20

BIENNIAL SURVEY OF EDUCATION

IN THE UNITED STATES

1928-1930CHAPTER XIII

COLLEGEAND UNIVERSITY EDUCATION,

BY

WALTON C. JOHNmeows SPECIALIST. GRADUATE AND PROFLISIONAL EDUCATION

MICE OF EDUCATION

(Advance pages)

Vol.

o

11.

.1

UNITED MONS

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t. 1.

CHAPTER ICOLLEGE AND UNIVERSITY EDUCATION

By WALTON C. Join'

Associate Opel. . ill Graduate and Professional Education,Division of Colleges and Professional Schools, Office of Education

Contents: Part I, Growth and coordinsitton f higher educational isetitstions-g-Aspeetsof poi Problems resulting from expansionHigher educational associations----Coordinating agencies for researchSurveys, Part II, &nerving types of collegesand ssivereitie.Recest declaiensPresupt trends in higher education.

PART L GROWTH AND COORDINATION OF HIGHEREDUCATIONAL INSTITUTIONS

The preparation of young men and women in our universities andcolleges for the numerous activities and restbonsiliilities that engrossthe lives of the American people has become one of the major enter-prises of the country. This is evidenced not only by the rémi ablegrowth in the number and size of higher educationalbut also by the increasing seriousness of effort that isforth bv these institutions to im rove the aualitv of thei

tutionsing put

Perhaps the outstanding feature of college and university educa-tion for the biennium 1928-1980 has been ihe many scientific sttidiesand surveys made covering neekrly all aspects of coil* and uni-versity achievement on a 'scale hitherto unknown in the history ofmodern education. Although the majority of higher educationalinstitutions have not been entirtly devoid of critical self-analysisin the past, it has °illy been within recent years that conditionshave compelled the colleges to stucly init more definite manner theways and meana for educational /readjustment and to lay firmerfoundations for the revaluation of educational. aim; and procedures.

This unprecedente4 activity in higher educlitional life can onlysatisfactorily be. understood if we consider t jhe. entrance of. new. and

portout factors of growth, devilopment, and control that havebecome more fully crystallized and more effecfive within the pastdecade or *during the period since' the World War. At that tiineit was statedithat the- year MI-17 marked the dose of an important,.

_ 'FL:"I

f

.00

ins

product.

1

t

4

it

s

BIZNWIAL SURVEY OF EDUCATION, 1928-1930

1

epoch in the history of higher education in the United states, butit was doubtless equally true that a new period of higher educationwas being ushered in ; &period which will be one of great significancein our educational history and one that will tax for many years thebest efforts of the leaders of our universities and colleges to meetthe isettzes and solve the problems that are develoPing.

A SPECTS OF GROWTH

For the 25 years preceding the World War the number of collegesand universities remained practically constant. In 1916-17 the num-ber reporting was 662, including 82 junior cone . In fact, 'duringthe 25-year period mentioned there had been a slight decline in thenumber of universities and cone:. and even by 1920 the totalnumber had reached only 670. o' ever in 1926 the niimber hadincreased to 975, and in 1928 to 1,076, an in of 107 institutionsreporting for the biennium *and 412 for the .-year perk4.1

An analysis of the several aspects of growth of colleges and uni-versities is given in the following table:

TABLE 1.Growth, in number ot calm* and vn4versities based on the officialreports to the NW of Eduosticst 1

Types of institutiocu

iiirNumber of Institutions

1918

Total

2

~0.0MoomO

Public Private

le16 1924

Tota.--74.-11-1111.--------Publio'Total Public Prints

3 4 5 6 9 10

Colleges and univeadtiely Ifla

eluding junior collegesColleges and. universities, ea-

eluding junior colleges... -Junior oolitic&

079

111

85.01100% 4614 54%

154

16.1P

13f7r.

el Ona1p

0 01100%

Does not Include inotitutioas h2 Alaska, Bewail, sad Porto Rim *cordless Winded* bedistions earl.one year of junior caw work.

According to Table 1, in 1920 at publically controlled institutionsconstituted 16 per oent of the total number ; in 198 they constituted21 per cent. In 1920 the privately controlled institutions constituted84 per cent of the total number ; in 1928 they constittited 79 per cehtIf the junior collegeil are excluded, for 1920 the Tpubtiv institutionsconstituted 16 per cent of the total number ; in 1928 they constituted18.4 per cent. Daring th NSTO) time the percentage, of private ins&

Educational statistics for the year mans June, 1914), wore n4 My.. lisrabil4oousequently the Allures for the full Oetvide* eel not be preeented- In this titAgates 'eappirtt ins*" .162546, 'ea anit4111, tiger* , atápiOhm ;At ,b4!f? P.

A

11. ; 1.4 s--

4.

tir A , '2.#':m-.:111( .'-i:¡7.11-6-a ' ....f.:t. IN, .. - 11.

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°ouzel AND- tnritnntsril it,DTALMOit k

tutions in&essed from 04 per cent to Bel per cent of the total. Like-wise the public junior milers reporting increased from 19 per cent to46 per cent of the total, while the private junior colleges decreasedfrom 81 per cent to 54 per cent. It is evident from the figuresgiven that th., increase in the number of collegewduring the bienniumlargely has been caused by the multiplication of junior colleges,principally those publicly controlled. .

During tifb biennium 19264928 the number of professional schools,with the exception of those of law, has somewhat decreased, as shownin the following table :

TAMA 2.-4Jompariar its somber of professional schools

Type of school 1928 1926 Type of school.

19 1926

Theology 176 180 Pharmacy. a 67Law . . . _, 136 136 Destistry 41 44Medicine. 72 77 Veterinary medicine 11 19

.

These data, in addition to other indications, appear to show thatfor the present there is no need for an increase in the number of pro-fessional schools of the country. Ind if the junior colleges are et-eluded, it would appear that there will be little increase in the num-ber of 4-year colleges gnd universities in the future. However, thejúnior colleges deaden are destined to increase in proportion tothe growth of die seco-ndary schools.

The number of engineering schools; as well as the number in agri-culture, has remained stationary during the biennium; however,there has been a large increase in the number of teacher-traininginst

TAKE S.Growth of instructional staff

Year

1228. .

193).

I4

In 1928 the tot.A nanlber of teachers jaVitt colleges and universi-ties reportiag wail 674109, op increase --of & per cent over the figurefor 1926, and of per cent overate lion for 1914 0f those teserb-

'IV;4t^' .1r/gFiZi:7,:6:AN 1?.124k. r

woo...-t*t.:: ' -

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11

_____ ....... ..... _........,-_ _ .........

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-1=..4-61%-4

- .3 :41

NumberTotal number co1 teacheta d f4.7L' in public Number col teachers in privateinstitutions institutions

NUM- 'NW Ntim-ber of 10° Mai W.Q.' butt-

ber ofPec

unions 001 tutines

Total Num.] Total11 6. ber al

p6t

8 ' Men WomenenPet

2 Men Wom loti- ercent tutions cent

,

, V. :. . 4.4- ,

141 t41, .A1 al, .1go,1

561

n.

qp11

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Hi

a

BIENNIAL SURVEY ON EDUCATION, 1 G 2 8-1 9 0

ing in 1928, 85.2 per cent were teaching in publicly controlled insti.tutions and 64.8 per cent in those privately controlled. In 1626 thecorresponding percentages were 33.5 per cent for public and 66.5 forprivate institutions. Of the 67,209 teachers listed in 1928, 77.7 percedt were men and 232 per cent were women. The figures for 1920and 1926 show very alight differences from these proportions. Onthe whole, since 1920 there has been a slight increase in the propor-tion of women teachers in collegfes compared with the number ofmen teachers.

THE STUDENT BODY

The growth of the student body in the colleges and universitieshas bk?en very great. As shown in Table 4, in 1920, the enrollments, jexcluding preparatory students, reached a total of 462,445; in, 1926

they reached 767,163; and in 1928 they were 868,793, an increase,respectively, of -65.9 per cent and 88 per cent over the enrollmentsfor 1920. The enrollments in 1928 were 8.8 per cent greater thuthose for 1926.

TABLE 4.-8tudent enrollments

Year:

Total enrollments Enrollments in publicinstitztions

oa'

Enrollments in privateinstitutions

3

°On

767

I I "

1033206)1

410k

1(621,754)

I I

4

61.532,

(422:4761 5470440

Walk=64%

335, 755e" 382)

(356,137)

290, 716

013.1

164 61 1,(20.9g

2(187,

821

{61. 42

I:6,

fe2:02

161

296,491

1 Preparatory students. Includes preparatory students.

Attention is called to the fact that nearly two:thirds, 61.44 per

cent, of the collegiate studedi body in this country for 1928 was

enrolled in privately controlled institutions, and over. One4hird, 8816per cent, was enrolled in the publicly controlltd izatitutiong. It willalso be observed that 61.85 per cent represents the total 'enrollment ofmen in 1,076 institutions and 88.65 per cent represents the ¡DUI enroll-

ment of women for 1928. The figures show that there has been a

slight decline in. the percentage of men enrolled, compared with thewomen, since 1920. The nimber of preparatory students ,ja uni-versifies and colleges also has declined to considerableteitti i.t71

*iN

i,

.

tv.,,pcx

A

- - la:t

-t

cffl.11...46

-.!?

1

I

1

1926.

-

1 02%

2"iem

36. 66%

3367

a 181,3g. It

1St 122 8501

561

a

OOLL11101 Atirp UXØ1B8T IDIMATION 5

The folio a Allow the approximate relative .strength of theandergniduate eRrollweatai in the following fields or curricula :

Arts and science and general._ad

0041M4M4101.04M4M40.4100 0110, MI 400 OM 41MM. amino

Teacher.tratailug mirmatbdllsa 004wilMI IM,mm 4M. dim. m dm gm. m.

Engineering....:OM INe..... 0111 4WD .00 01000

coonneree aid issimis41 mo. wadi. - il6 el ay. 0 . ..,grepow

06, 637

162,000e42, 004I

ediII alb MI...mum. 100 410 014 qm me A .......I. GE, OP WWI MP M.P0MM .... . ow

Theology 410.4 4.0 00 00 Om Theology....11110110/04 41104004100 0/0 00 MID M. M. 014 M. M WO 011 ........ 01. ...MI 4011 WO M II

Agriculture qm 4m.

pa_;...._..................... 004 11.00 MD MID 4WD 1110 0110 440011P MI 00 MI 4111WIPM01010 arrow 00 4WD 00 1010111110041014 0114. 11411 w411011 dub IbOD 11064111

DentistryIi MOAN. II =, a. 00' IP 40,41101111Nm". lb 16....

Architecture 1 t411 41011111 114 111 411

21, 427642

13, 14011, 1259, 2824, 659

Within the colleges the numbir enrolled in arts and sciences andother general courses is nearly' double that in any other curriculumor field. Teacher training is sedond; however, the total numberenrolled in these =reef in fin types: of schools) exciudilig highschools, mochas 45448.8., 'jibe third in strength is engineering, whichis closely followed by commerce and bisinisa: idminiltratica ;enrollment in thew two fields is a little opt* than a third ofenrollment in árts sa4 science&

ENROLLNI6n11 IN PIOFESSIONAL SCHOOLS

The enrollinefits hi the several types of professional schools arecompareideor the years 1928, 1926, and 1920. In all cases, 'with theexception of dentistry and veterinary medicine, there have beencontinuous increases since 1920.

Thus tiem-Profeseional esro

Type et school1210

OD21.2. 11052=¡: .... RN4.

Typo of school

Yale

I" %

.."0.8r. alb

41.1

1931 1010*

1, .,e ;

The ets fip lied a peak when,.

in 1920, appriinteIy 2,OÖb enrolled, the number reaching56,766 hir I

I

schools a 19511-122. There was a dropin the following year to but kids that dine enrollments inengineering have gained steed* 94 Abe whole, and in 1928 in 148

Ma *lossother

I I$

tb. 102,1100 students welled la towhees' colleen andmgethibirldate WAWA

I '

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_ .; ,

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t,:t-j,

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LI I .0. 4.,

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2112 11, 777 11, 809885 1,

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Biz Ititts-btso

institutions there *eris &roiled 0,5201 an Deteibtr 81, 1991,119 institutions there were 58,858, with r0,000 student; eetimatied for145 schools.

DEGREES GRANTED

The colleges and universities in the United States in 1928 granted83,065 baccalaureate degrees. In 1926 the figure was 71,529, and in1920 it was 38,552. This represents an increase over the 1920 figureof 85 per emit for 1926 and 115 per cent for 1928.

The number of graduate degrees granted in 1928. was 18,884, ofwhich 1,447 were the Ph. D. degree. In 1926, 11,451 &dusts de-greeslwere granted which included 1,802 Ph. D. degrees. In 1920,4,853 graduate degrees were grantd, including 1582.Ph. D. degrees.

INCOME

The tOtal ineome for 'the 1,0* 'institutions reporting in .110 was$546,674466. 4titc1uditig' actifititaiii to etdoviment, 'the income was$496,529,309. Tho total mcdme fbi 915 itiOtittitions in 1926 WAS $479,-774,664, and excitiding additions to endb*ment it iris. $4041400,066:In 1920 the total incon1Z)` for the 670 Institutions was $240;141,994,and excluding additiow to .endowni,9* it wag $189,285,42!

TATax, 6.Total income escluding culditiens to endowment

.Year Total Public Private,

a110)mbI

1 414 1% la ..'i.1928 4Mk .4-' 1.' Ws 753, 9n OK 775, ... '

1926

Increase 1 Mgt lag Se $31, 2711,147 07, 8661x93181Per cent increase NI. 9 17. 91920 #111, US, 9.2Increase by 1928 UOT, 291, 067Per cent increase by 1936 . 162

In 1928 the publicly supported institutions received 41.1 per centof all higher educational ineome andthe private institutions received58.6 per cent. The increase iii income is shaft also. In 1928 thetotal income of all colleges and universities was 21.9 per cent hfgherthan that of 1926 and 1 per cent higher than that of 1920. In1928 the public, institutions ifeceive4 an ime 17.9 pei cent gOaterthan that of 1926, and the 1928 iiieihme 6f private ins.titutiots wile24.8 per 'cent greater than that of 1926. a?

PROPERTY

The total value of property for the 1,076 institutions in 1928 wasestimated al $2,418,748,981; in 1926 it was $2,884,807.421; and in1920 it was $1,257,614,189.

t'in

.

_ _ _....... ___.___ . _ ... ._. .....

h ...

100%$407,40011 066 $174,

67%$232, 91% 39i

24. 8

erittivi'oidimAffés,

. .I

e90,14414m,iiiiiiiffallit#MAPYPSINW. lift I:

6littmebthf amt fittiet44 0 V*e141iPS414 YA4941

A.* tiliitt flew e#R-Not.

;Ai ArM111,)v44417 f*P.

i4-f POWAY ifP4.3-114#165fittiEldpil$36011 4144041 tikvotii T Pmsi,crease in six years of 84 per cent.

The value ofigilitapertKiseheig pindiptivemniowrZent funds,in privately c9ntroiled colleges and universities in 1921-22, was$1;14*,t14,10Witi-1120247i,ripf*Witi;,',IiRMIX4101, inikeitait of/ :87

tigict -fit 'Hit) lItttli 111-11. ;11i.li f.:11,

16141th* ;di iptoictivérombsihitiiiii tilt/64f ivotill4 .644n:diedtot ihct Iftif iii 446 1$0A49;41122A,Iiiiffroe't-28: itW 111061$4f;t4Painaliwieotsa !(

The value of productive ell,I s . it funds of privately controlledcolleges and universities for - %ids $623,864,030; in 1927-28 itwas 41,40890740114orialt tistiteiwit a a dimuees, itlif;*1 hs. I 4 fi

Tahr veld* gift iltigosPlet34voll i il)Mbetirst PudimPomt t NW%of publicly controlled universities and colleges in 1921. Imwf#2134,,,835,055; in 1927-28 it reached the sum of $553,785,541, or an increase6064-wpfitv.zorrryma n:4nntr1 itosn r-riST,T"Te;:itti ;.)11 .,;.!

tkktlifglis4R,Oveq.

IrhZ(tRR1t Atiadsi

Pg11-72A rils

f97,r.rnit; ih"f fA2 WAS $5 51";!t;( fi

r an cfu;r1

sr:1i arrirrliiii: tvi) Ìr-).10111)SfRt:tfil 1)1

,z()PP11431-KTI S9

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IIINDOWMINTS Or sunken 'OR MORE'

In 1928 there were 29 publicly controlled universities aa4 coliegesand 162 privately controlled institutions reporting endowments orproductive fund4 valued $1,00400 or more in evil c , In IWOonly 9 apublicly/conteolled institutions and 82, privately gontraledinstitutions reported individual endowments, of .$1,000.000 or over.

IIBRARI143

The total number of volumes in the libraries' of the .1,076 institu-tions in.1928 was 40,498,291, in Ms it was 14#649018, and' j leo itwas 24,19

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I

PROB : 4 ESULTING FROM HIGHER EDUCATIONAL UPAMIONThis extraordinary expansion of higher ectiiitatiOng

the past decade has been ielipoiltrible for the thultfplication8f tink-le= which confrònt the institutions; Thé soliiiifilt dibeit' Oiabit-lems will doubtless have an important bearing oi the futitié cleirelpp-ment of higber education. Prior to 'die World.' War IiiihieidOça-tional institutions

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nized dindards. Otidtuitts.frtgi the P 4year :high schoolsalso came under the :stiinuli óf thé accrediting tiegarrizttions; conse.

quently studen0 college with liwer divergencies in theamount atd quality of Iheit preparattlim. Without doubt before1918 the major accrediting issociations were largely responsible forgradually bringing about whit constitutes a natipn-wide articulationof colleges Mid universitiei through the proce'of setting up andenforcing standards of entrance requirements and academic andfinancial standards of colleges.

However, during the wir and the years immediately following,attention began to be focused sharply on the colleges amd universitiesof the dountry not merely as instruments of liberal\ culture and pro-fessional training but to an increuing extent as instruments ofnational service. The entrance of the United States into its postwarindustrial and commercial activity the world called immediately for larger numbers of well-educattd men and women totake advantage of the great economic opportunities which were rap-idly opening up to this country ; thus the great industries and allforms of commercial enterprise stimulited the new type of collegeeducation which begazit to centOir on a diversity of 'vocational aimsfor the purpose of- seiling thethe demands of our growing latonomiclife. It is the entrance of a vast army of youth in quest ofutilitarian education and training which- has been most responsiblefor the ne.w problems of çollege administration and for bringing intobeing new criteria of college education, haniely, those of the *lug-trial and. business leaders who are thinking in terms of businessefficiency and divatch. These critkria not only have affected en-gineering, technical, and òommercial eScation but also much of thework iIi polleges of liberal .arts anct science.

The enormous expansión in incinstrial activity which must beara full share Atof responsibility for the changing attitudes and practicesin higher education 4est nuiy be illustrited by the following state-ments: In 1902 there wet° 14020 power plant* in the United States;in 1917 these increased to 6,542. In 1928 this number was reducedto 1052, but the size of the average power plant in 1920 waS seventeentimes greater than, that- of 1902. The capital invested hi 1902 washalf a billion dollars; in 1928 it had lacreised to. 10.3.billion dollars.Considering the total production of the foAoviing commodities dur-ing the history of the country, 78 per cent of -our coal, 92 per cent ofour 'oil; ind .98 pint cent c:of !our' electric power were procimed since1900.

The hi?r:svo*reie 'Of al' pritit movers in the United. States in 1900was à1mMd lit 10,000;000, includitg wOrk animals, engines, auto-miblieli,) Mpg; r&ilÑad, itikteg, ittatufatitories;.:and :electric centralstations; in 1928 this horsepower reached the figure of 1,026 millions.

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Mae 401111 4041 Otir ;414***1 ta ,Outa4f11. Aim litte im*E409d1but they frow to staspokt ia Ate* $141) egiiPASeVIVe by timmattempt to *ini144. th. Dumber And.NPO. 4113AY ,11;i1Ws ç4 44slAinelit 1Wnaad WOWS Whe :114Y67Par441404 44-440101Ped **00P"Oble *seeimago. Aiml wilt) big" =Owl poxiitimo of leaggskip,Even in *a &Id 441 eksetrie Petrort IN9ff /01100$ i Se*, skt :Wetsays " The growth is thie Ashilim. bow fo npi4 thikt ecb00 andcollege textbooks have net bow Ole to keep, 11P Witit ellaPgingfacts.". The dump limAtineatai swum 9f pima.. and ,expansion of, Ilirtransportation systome has tanse9m94 us from "; I .Ziatio4 .qt: in-dividuals to a Wstiou of in tendepwipat we* *coups with dependeuteconomic relotionabips awl dearly clamed d4figs to each. othor."

As time now inAhlonces hive *reoed .041 Of eousyouth has placed added. respozwiNlity pu the college 4nci 4e*clarywheal standolodixim Aese .of, be-* coufroutod with t40 4iffUreAM. .aiParh 4404ar4s, an4 m°clesof control of approximately WO. institutigPs havt. co.me airectli*¡mum* 444 matitet with the Auet knit) of p4ndrilet .9f ,iettrly 1400iasotitutious increasingly diTerse i4 cipkwtr.

The fiticulstion of svcoutigy, .ach99184 college--4 rela-tively oimplt "water ,befgra the grariffhati been complicated !:)y theextensiou qf secowlgy-schgoi y$a .tp inplu.cle- to lire extotthe junior high 84901 hum bigkeitp -.gk41, fir jiintir*.coneges- promabove, with All tisir Awy embdjyypoias te0iniad die vocatfonalstu4y.

For 16 years Lhe rimipa) . 1*(1 roniotict, amaser tuliq ix, 41'4 4igh oCtioóli ,ba joint body, known as the' Natip*.Pofi!iite % Spitidbardi 9$ 444 .8eço;147, $1eigit4, Oin-prelawisivp rql:Oent:atilT 'thequestiow Q4 *Few** cgOti o.ted*agfer,ilifirvioodi seIectivêprokesfor coll!go (mows, api inippoot pf 4* 1 indPpitinuing 4mitype Oat -rotogy c9iA4 ittluditid InthOrough. 4044ppi 14 0*rT413 nwrsi4g,gt. tho 'Cs4ifero* pi I snitti4caU .0041041 rgik*iiin In '028. dOtiolniit 4itiength fstftu1A,40ta 9pA97, 7ht,01.1.iwcity. $:a(1' o' I.. 146 tigh,eri4tOrtglit# /lroft4 ,fl ' eitNi

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EDUCATION,

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toto 'thy Aiar*viiiihkitittg itt,'*Vrittit Th éstintintuintit ofits Wt4441attitOkilit- iikAitiOttitti ¡ittib/WIE ithitfiliigtAted trtim thers_ Ookt*its *Itf)alitift '61 uWWItiek áM tbiftigitts. ,trnder theadmifligraiift Attitio 1./Otto* a fiSt pOttwinotit dinttqt,the countit mg* Aoinclestitti ihstittitidtikliefitittittkititv'y, began itdefifti& prortift4 of stittY,. 44ttibligiéd thtftEcluktittithitt Reedrd,the ffitt tiftiettiteity pilMithod. th ti icotifitit d&tkOstl' likibmtilif tothe interestsa Nititit tditiitilgteatidit of theptestitit 4iftitibti; Dt. tiikrtom R.'Sfitiiii-ittid the thitiet wittigtett direc-tor, Dt. Diorid AI& IkitiOtteti, 'the ti tit fitis tto*h t ittehidewithin *a athktit1 9& ditstitititttitilt mettibeti, iifi tht Maditgnattitil4 jit44416*'IteilistilYaOld tinfltwkitt 1eNt164 29 Vitiasitt trietittoitig, ditititig 'of sotietlet,

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b e j el" Agittegitia of Metriatii. Mitdield College*, Assts.of Animbitifi tiktveiriftitok kodittfibt adttit /lid &c-

ondor/ likthiiiiliOiotthti MASI %Wet itrsd Mittihntd, iisitididditi ofColleges and Secondary Schools of the Southern States, Associationof Land-Grant Colleges and Universities, Association of Urban

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12 111111114410 WAFT OP IDUCATIONt; 1.1W-1 e 3 0

Universities, Council 9n Medical rwincAtiou stud .Reepitah .of: theAniericiui Medical Association, Dental Educational CAunqil, Deparement of Supezintencjence of the N : timid Education Association,Institute of Internatiould Education, Rational Association of StateUniversities, National )at.holic EducationAl Association NationalEducation Association North Quitral Association of Colleges, andSecondary Schools, Socièty for thee Promotion of EngineeringEducation.

The associate members include the following,: Alumni Associationof American Rhodes Scholar; . ;_ ..."-...ican Association for the Ad-Arapcsment of Science, American 4Asociation of Collegiate Registrars,American Council øf J.4esrned Societies, American Historical Asso-dation, American Institute of Architects, American ScandinavianFoundation, Association of Collegiate Schools of Architecture, Amer-.ican Associatipu of Muse Chiracter Education Institution, C. R.B. Educational Foundation Engipeering Economics Foundation,Federated Council of Art Educaition, Modern Language Associationof America, National Association .00 Deans of Tome; National As-sociation of Placement and Personnel Officers, National Committee ofBureaus of Opcupitions, National Council Religion in 1:44her, Ed-ucatioAi, National Research Council, Ifstiaual Society of CollegeTeachers of Eduçation, National Vocatiqual Gyidance Association,Religious Education Association, United Y..11. C. A. Schools.

The Aingaican Council on Educattion directs ita activities throughstark committipes, nam0y, those ou standards, personnel., nationallegislative relational internAtional relatigns, and pesearch.

Among the principal investigations and stadia' conducted by thecommil cluring the past decade are the. report of the Commission onEducationig finanse Inquiry, "ic4 deals not only with the unitcosts of higher education but with othe; agpec4 of public educationalfinance ; a colwrshensive otudy of modem fdreign language teach-ing; at study pt university sAd collw periOnnel procedure, inokflingthe prep- psychological eisinimitionf for froilopep iu co-oPeration. W:41%, 44014s1Y 890. collerg ; the of ,e;perimentalpsychologie$ tes0 000peratkin witk&Ain. group of inOitutiwis;and the prpArs441pigf. cumulative recprcl blAnks:for..studaAds ao wellas other, tests .whir.4 are indicative4,study4. achimment

Asmoig other ictivjties proinotOgibetter: relAtiOas .bstwea Auweri"can higher educational, ipstitutiono and *PP in foreign °Marisa bubeen the 8P04804148 an experiment Jakalign, ms the Junior YolkAbroad." For a number of years solecte4 groups of studeutta fromAmerican colleges have spent the junior year in foreign universities'and inmost instimums have been given uvOiti for Om work dal%

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1928 doom:it published a haa4book otitis& "Ainericat Uni-verxitiem and tIollegag' &Atomised book 'of refereace for, higher edu-cation in lustries. 1.1 . f

For. a numb* i ofLystrs¡the council has critically all pro-Poset4r. .11mistat(hegi1lat1on pertaining to education and

se relates,* establishment of a Federal Depart-mentiotEdineatiosii In &hi comectiat-President Hoover sad Seers-tary Wilbur. appointedAbetdirattli of the council as chairman of theNaticoalAdviasrpOoinaitissictiklucittioniod 51 members, althoughthis coannitteehts, tie ooniettiou with the:council. It is thepurpose of this groupie distill* book; ior, the Intuit relations thatshould. odd between Fedtria. Govetament. anti. education. TheJulius liosauwald Sund oid1tecL$1O04000 br support of this projectand Der.ilearySamatio Irait appoints& director of the study. Al-thoughithL commititolit wok Eaton: antra fields of education, therelations. of Fedtral,.0twormusat. : higher education will beone al they most/ iimporkikat porta al tbh iovIstigitioti.

To..tisot. sethrities. Owpuma sweatily *la a. program of educa-e timid miser& ms arwicomunitbieva¿proble4us and. plans in educs7

tion_ in tbsrge et tbio program *Mime the respoasibility of -formu-lating * Ompteheogive iprogram of 'educational .investigiktion. Thereconunendstions *Mist committee art :expected to be of -greet valuein guiding lihibualitropy .in the wise allooatiek lef funds for educa-tion4 remarelipiepeasei The *ark, of Ws osimittee has been giventhe aupport Alf the.Alkyl Bassaisald;-Pm* through a subvention of$361000. for itilts6131.101,itrith. the :peoielility 4 .tartaer voidance.T. snag relent I:titojecit of thei domicil Wolves the critical studyof 'Oxide* schisvemust. With'i the aid a grant of :$500,000 fromthe eetdril Ediostitin Aftirdok; ef bailable achievement . testafor claltgiks mill be *spared, sad if mod Will *al an ¡emphasis onscholar* isebievetiataàasihertheft up* the sommulatim of . credits.The gamma! 'hap I I for this fputpold the :Cooperative TestServiceAube the ked Dal Bea . Wadi& The project willbe umber. tbei )0emetal stviziosi 41 Use' council's: : committee onpersonnii tmediae*ot bicht Dian: IL L Hawker chairman, andof Dr. John Henry "k 4. now Emaciate director ofthe comic*

Through tattling i1tiLls"fri4n riv tiources forits, pro** Vie vomit ha tendered bowing i aid, to higher educa-tiouiski$1***101;autidanding problismariutd in helping the colkgesto .3400estiatet; period' ¡of time on matters of

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'COLLEGE AND UNIVERSITY EDUCATION 15

THE ASSOCIATION OF AMERICAN COLLEGES

The Association of American Colleges has entered upon its seven-teenth year of existence. Under the direction of Dr. Robert L. Kellyit has labored successfully in behalf of improved standards of effi-ciency in liberal arts colleges. Recently the association has givenattention to the question of the enlistment and training of collegeteachers. In the report of the Commission on Enlistment and Train-ing of College Teachers thejonowing st.teme'nts are significant :" The enlistment of prospective 41ege teachers far too im-portant to leave to chance or to undirected student ini live." " Thefirst duty of a college presideht is the maintenance of a' staff of goodteachers, and the most active phase of this duty is the filling ofvacancies." " The enlistment of college teachers means, in the main,the enlistment of college students before they graduate from collegefor the career of college teaching." The commission therefore plans .1to ascertain certain things with regard to the graduates of each col-lege which is a member of this association : First, " the actual numberof members of eaéh of the last 10 graduating classes who are engagedin or preparing for college teaching and the percentage of the classrepresented by this number; and, second, the actual number ofPer-sons in the upper quarter of each of the same 10 classes who are en-gaged in or preparing for college teaching, and the percentage ofthose in the upper quarter of the class represented by this number."In the association's study of '`*The' Efficient College," the typicalinstitution was one enrolling 1,000 students. As a large number ofthe constituent colleges of the association have enrollments of 500 orless, it was decided to make a careful investigation of " The SmallerCollege." This investigation will cover the folloWing questions:" Educatibnal policy, organization and administration, personnel, the' raw material ' (student supply) and t4e product (alumni) , in-structional facilities and techniques, physical plant, financial situa-tion and needs, also student life, religious life, personnel guidance,extracurricular activities, enrollment trends, and special activities."

LIBERAL ARTS COLLEGE MOVEMENT

In view of the recent tendencies which appear to challenge theestablished prestige of the liberal arts college, considerable activityhas been aroused by the friends of liberal education in order todevise means by which the strengthand influence of the liberalcollege may be maintaingd.'Consequently a conference of the representatives of 278 liberalarts colleges was called in Chicago, March 18-20, 1930. ,As a resultof a preliminary study made by President A. N. Ward, of Western

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16 BIENNIAL SURVEY OF EDUCATION, 1 9 2 8-i 9 3 0

Maryland College, attention was called to the n:;c1 for a moreadequate support of the rank and file of liberal arts ca es whichare in a position to relieve the pressure of heavy enrollments inthe larger colleges and universities. This involves largely the equal,izing of support of liberal arts colleges, a more equitable distri-Wtion of endowment funds among the large group of snialler'colleges as compared with the heavy endowménts of a small group ofliberal arts institutions.

This significant conference has been described in detail. in thework entitled " The Liberal Arts College Movement," edited byArchie M. Palmer, associate secretary of the Associaticin of Ameri-can Colleges. Among the more important duties of the leaders ofthis movement are " to set forth the place of the college of liberalarts in higher education in the United States," and to " cooperatewith colleges approved by the movement in securing funds ade-quate to their needs." It has been estimated that at least$1,000,000,000 will be required to meet the needs of the majority ofliberal arts colleges in order that they may render the maximwnservice.

THE AXERICAN ASSOCIATION OF UNIVERSITY PROFESSORS

This organization, which came into existence at nearly the sametime as the Association of American Colleges 17 years ago, has to-daya membership of 7,986. As a national agency for the protection ofthe interests of college teachers and for promoting their professionalwelfare, the association has greatly strengthened the college teachingprofession and added to its educational efficiency through its activi-ties in behalf of security of tenure, academic freedom, pension andinsurance systems, and improved economic conditions of collegeteachers. It has also encouraged research among teachers.

The secretary, Prof. H. W. Tyler, announces that the associationhas just begun a new investigation óf the tenure of college teachers.This will include a study of types of contracts used, customary lengthof tenure, and other conditons relating to the question, as well asthe nature of the organizatins controlling existing systems.

The associati-on has dealt with 54 cases relating to academic free-dom and tenure in 1928 and 1929, and has also given counsel on re-quest io university officers who were desirous of utilizing the bestproceaure in making faculty readjustmeuts.

At the sevtnteenth annual meeting held in December, 1930, theassociation passed an important measure directed against the en-tanglement of coltege officialo and teaçhers in activities such .aspropaganda in belialf -of.fiuklic utilities. The effect of this measureis to require full publicity as to the names of both parties concerned

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COLLEGE AND UNIVERSITY EDUCATION 17

in such affairs, and to make public the fact that compensation isbeing paid to the college officials by the other party or parties.

THZ AM:PZICA N ASSOCIATION OF UN IVERSITY WOKEN

This assòciation is entering upon its fiftieth year of existence. Itis now undertaking, under the direction of Dr. Katherine McHale,the executive and educational secretary of. the association, a study ofthe changes and experiments that have been undertaken in recentyears in liberal arts colleges. This, study, which is a part of a pro-gram of research information service in secondary and . collegiateeducation, will cover three fields : Care and direction of students, Cur-riculum and instruction, and organization and administration. Al-,ready a study of 36 colleges has been made, particularly with refer-ence to the current changes that have influence on the student's life.It is expected that this study will be completki in two years. Theassociation has also receritly published, among other bulletins: aStudy of College Entrance Requirements, by Miss Carrie Mae Probst,of Goucher College. This inclusdes an analysis of the entrancerequirements of 14 representative women's colleges, 4 coeducationalcolleges, and 5 universities. The association is also beginning acooperative study of Deans of Women in Institutions of HigherLearning. It is also setting up a more objective technique as a basifor considering the place of women on faculties and student bodies incolleges and universities. Direction is also being given to the thoughtthat women's colleges, having passed the day when they must justifytheir right to compete on the same intellectual basis with men's col-leges, have the right as well as the duty to render a special servicethrough leadership in those fields bearing on human relations andthe family.

trim ASSOCIATION OF AMERICAN UN IVERSITIES

This association has given special attention in its conferences tomatters improving the quality of graduate instruction. Neverthelessit does not attempt io standardize graduate schools.

In the report of the thirty-first annual conference, Dr. Adam LeroyJones, .of the committee on classification of universities and colleges,calls attention to a memorandum of procedure which is advised forinstitutions seeking approval of the association for inclusion in itsaccepted list. The report also announces the association's adhesionto the principles and standards set up by the American Council onEducation. It aLso recommendkto the various regional and nationalstandardizing agencies a series of principles and minimum require-meSs which sbould be observed and considered in the accrediting ofcolleges,

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18 BIENNIAL SURVEY OF EDUCATION, 1928-1930

One of the association's most important recommendations is thatreferring to foreign-language requirements for higher degrees.

1. We regard a knowledge of foreign languages as indispensable to thepursuit of research in all fields. Hence candidates for the doctorate ofphilosophy may reasonably be required to have a working knowledge of oneor more foreign languages.2. Since much of the dissatisfaction of present foreign-language require-ments in graduate schools is traceable to inflexible general requirements andmethods of administration, we recommend that the administration of these

requirements, like that of other requirements in special fields, be left to thedetermination of departments.or divisions concerned.

THE NATIONAL ASSOCIATION OF STATE UNIVERSITIES

This association has given considerable attention recently to aredefining of its purposes. Consideration was given to its history,die development of its standing committees, and its program.President W. B. Bizzell suggested the following questions as thebasis for a modern program for the association: Sources of reve-nue for the maintenance of our institutions; the educational policiesof the National Gover,nment as related to the educational problemsof the different States; relation of the State university to otherState-supported institutions; organization for efficiency and economicutilization of facilities; improving the quality of instruction andmeasuring the results of educational accomplishment; extent, qual-ity, and administration of research; student activities and the prob-lems of administration resulting from them; problems and policies ofadult education as an educational function of the State university.

The existing methods of control of State universities, their func-tions, and their methods of obtaining financial support were broughtout in considerable detail. The importance of the State universityas an agency for both educational and general research was alsostressed.

THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES

This organization, which came into existence following the eallof President George F. Zook in 1920, has served to promote thedevelopment of the largo group of junior colleges that now form animportant phase in our educational system. The membership atthe beginning of 1930 included 200 colleges located in every Statebut five and in the District of Columbia. The definition of thejunior college as given in the 1930 report on standards is as follows:

The junior college, as at present constituted, comprises several forms oforganization; first, a 2-year institution embracing two years of collegiatework in advance of the completion of what is ordinarily' termed the twelfthgrade of an accredited secondary school ; secondly, the institution embracing

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COLLEGE. AND UNIVERSITY EDMATION 19two years of standard collegiate work integrated with one or more contiguousyears of fully accredited high-school work administered as a single unit. Theaims of the curriculum in either case are to meets the needs of the studentfq maximum growth and development, eto further his social maturity, andti) enable him to make his greatest cinitrihutión as a member of society.

The association has not attempted to rate schools of its group, buthas formulated standards which will assist in molding a " propersentiment " for the junior college. It expects accrediting will beundertaken through existing agencies. Junior college standards areset up in nearly two-thirds of the State departments of educationand by a number of State universities. The only accrediting organi-zations that Irlave set up standards for junior colleges are the Ameri-can Council on Education, the Association of Colleges' and Second-ary Schools of the Southern States, the North Central Associationof Colleges and Secondary Schools, and the Northwest Associationof Secondary and Higher Schools. The Association of Collegesand Secondary Schools of the Middle States and Maryland adoptedin 1927 the standards recommended by the American Council onEducation, but it has not accredited any junior colleges up to thepresent time.

THE NATIONAL EDUCATION ASSOCIATION

This association has studied, through the committees on seconidaryeducation and professional and higher education, the problems con-nected with the articulation of secondary and higher education.The work of these committees is reported in the Seventh Yearbookof the Department of Superintendence, 1929. It has ascertained thePrincipal difficulties which public schools encounter in their articula-tion with the colleges, the effects of entrance requirements on thecurriculum procedures in local school systems, the attitude of second-ary school pupils toward college entrance subjects as comparedwith other subjects, the effect of the junior college on the articula-tion problem, and other questio-ns of similar importance.

From the standpoint of wofessional and higher education it hasredefined articulation in its several aspects. %has also defined theliberal arts college, the American university, and its componentdivisions or schools. The several methods of stilecting college stu-dents have been classified, and the devices that have been set upfor improvement of student adjustment all relates to articulationhave been discussed.

COORDINATING AGENCIES FOR GRADUATE WORK AND RESEARCH

The stimulation and coordination of the many phases of researchactivity, including graduate work, has occupied the attention of anumber of organizations that give the whole or a part of their time

20 4 BIENNIAL SURVEY OF EDUCATION, 1 9 2 8 9 3 0

to such work. The American Association for the Advancement ofScienee and its associated societies have been of considerable serviceto graduate students an,d research workers through their use ofdoctor's dissertations and research contributions of college officialsin their regular programs. It has been estimated that approxi-mately one-fifth of the papers presented it association section meet-ings are from these sources.

. The Smithsonian Institution has on numerous occasions stimu-late& research in universities through special grants, and throughits International Exchknge Service it exchanges scientific, literary,and governmental publications with foreign governments, institu-tions, and investigators. It publishes the International Catalogueof Scientific Literature. It also loan* works of value to thoseengaged in certain fields of research.

THE NATIONAL RESEARCH COUNCIL

The National Research Council was established in 1916 by theNational Academy of Sciences and was put on a permanent basisin 1918 by President Wilson. The council includes in its member-ship the representatives of over 70 scientific and technical societies,Government bureaus, and other research organizations, and is oneof the largest and mosChighly organized research institutions inthe world. It has devoted its attention primarily to 'the stimula-tion and coordination of research in two group fields. The firstincludes science and technology, engineering and industrial re-search, chemistry and chemical technology, geology and geography,the medical sciences, biology and agriculture, and anthropologyand psychology; the second group is concerned with Federal rela-tions, State %lotions, and educational relations pertaining toresearch.

The council through its organization is enabled to bring intocooperation the forces of business and industry with university andother re .:rch agencies in the fields aforementioned. Through gen-. erous gi from various sources the council has maintained a largenumber of postdoctoral research fellowships. One of the outstand-ing features of the organization of the *search Council is the bring-ing together each year of outstanding research men of the countryto be chairmen of the several technical divisions of the council.This rotation among the leaders of research as coordinators for theirspecial fields has proven of great value in bringing research to ahigh plane of efficiency.

SOCIAL SCIENCE RESEARCH COUNCIL

The Social Science Research Council has keen in existencò since1923. It has promoted research studies of the activities of human

COLLEGE AND UNIVERSITY EDUCATION 21

beings in these divisions coming under the purview of the constit-uent organizations. The members of the council include the Amer-ican Anthropological Association, the American Science Association,the American Historica) Association, the American Political ScienceAssociation, the American Psychological Association, the AmericanSociological Society, the American StatistiM Association, and cer-tain members at large. Committees on regional research have beenset up experimentally, ork for the development of social sciences outhe Pacific coast, the other for the southern region. The councilhas awarded 86 social science fellowships to members of the teacliingstaffs of a large number of universities and colleges, and many ofthe proposed studies will be prosecuted in foreign countries. Amongthe many studies being stimulated by the council are business re-search, corporate relations, crime, the family, industrial relations,international relations, interracial relations, philanthropic financing,population, public administration, social and economic research inagriculture, and social statistics.

AMERICAN COUNCIL OF LEARNED SOCIETIES

This council, established in 1919, represents the United States inthe International Union of Academies. The council is devoted to theadvancement of humanistic sciences. Tilt following societies aremembers of the council: American Philosophical Society, AmericanAcademy of Arts and Sciences, American Antiquarian Society, Amer-ican Oriental Society, American Philological Association, Archeo-logical Institute of America, Society of Biblical Literature andExegesis, Modern Language Association of America, American His-torical Association, American Economic Association, American Philo-sophical Association', American Anthropological Association, Ameri-can Political Science Associition, Bibliographical Society of Amer-ica, American Sociological Society, History of Science Society, Lin-guistic Society of America, and Medieval Academy of America.

The council has endeavored to bring together the elements involvedin developing and handling effectively research programs in thefields covered by its members. Among its principal activities includethe assisting in the preparation of a Corpus Vasorum Antiquorum,a Dictionary of American Biography, and the establishment of thepublication Speculum, now the organ of the Medieval Academy ofAmerica. The council has also published a comprehensive survey ofAmerican learned societies, which gives their history, resources, andprincipal activities. It also has administered a number of grants inaid of research to professors and instructors in American colleges.

The council hail also planned a program of study of the culturalrelations bjween Europe and America. It has recently under-.,

22 BIENNIAL SURVEY OF EDUCATION, 1 9 2 8-1 9 3 0

taken an investigation of the organization of and facilities forinstruction in Chinese and in related subjects in the world, and ithopes to stimulate greater interest in far oriental cultures in highereducational institutions.

THE SCIENTIFIC WORK OF THE DEPARTMENT OF AGRICVLTURE

The largest and most highly organized agency for coordinatingand stimulating research work in the applied sciences in relation toagriculture, home economics, and rural life in general in universi-ties and colleges is that under the administration of the dirctor ofgcientific work in the Department of Agriculture. This organi-zation coordinates the research programs in several bureaus andoffices of the department, particularly through the Office of Experi-ment Stations with the 50 or more experiment stations connectedwith the land-grant colleges and universities. A more completestatement regarding the work of the experiment stations is found inthe review of the land-grant college survey included in the chapteron National Surveys of the Office of Education.

INTEGRATION EFFECTIVE

In addition to these major organizations there are a large num-ber of research organizations of different types which function inother fields which serve the universities and colleges.

Although more in the background, this vast amount of research inall lines of human thought and activity carried on in Americanuniversities and colleges has been and will continue to be one of themain sources of the intellectual and material development of theNation.

It is apparent from the °foregoing discussion that the colleges anduniversities of the country are linked together in a network of organi-zations which tend to promote cooperation and which aid in thestrengthening of scholastic standards in nearly every field. Theseorganizations are also indicative of the almost unlimited scope ofsubject matter with which higher.education has to deal and of themany difficulties involved in the elaboration of a suitable content forinstructional purposes. Nevertheless, it is through these voluntarybonds that more than a thousand colleges and universities work to-0ther in comparative harmony. The migrition of students frominstitution to institution is a relatively simple matter throughout thelength and breadth of the land, and educational equivalence in sub-ject matter values is gefierally accepted by all institutions onaccredited lists. The interchange of professors of temporary periodsappears to grow in favor as a stimulation to scholarship and alai)brings breadth as well as greater unity to higher education hi general.

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COLLEGE AND UNIVERSITY EDUCATION 23

But these organizations and devices do not always touch manyhigher educational problems largely local or regional in characterwhich demand scientific study and action. Such problems have cometo be handled in many cases through. institutional surveys.

HIGHER EDUCATIONAL SURVEYS

During the past decade approximattly 15 surveys of State systemsof higher education have been conducted under the auspices of theUnited States Office of Education, private foundations, and otherspecial groups. During the earlier part of the decade surveys werelimited largely to individual institutions or those coming within apublic or private system within a State. The utility of these surveyshas led to their development on a bation-wide basis. Among thesesurveys should be mentioned that oi engineering education, con-ducted between 1924 and 1929 by the Society for the Promotion ofEngineering Education, under the direction of W. E. Wickenden andH. P. Hammond, involving over 100 engineering schools and col-leges; the study of athletics in American collTes, conducted in 1929by Dr. Howard J. Savage; the survey of higher education for theUnited Lutheran Church in America, conducted by R. J. Leonard,E. S. Evenden, and F. B. O'Rear, involving a study of 16 colleges.

The following surveys have been conducted since 1928, underthe direction of Dr. Floyd W. Reevs and associates, of the Uni-versity of Chicago A survey of Syracuse University a survey of34 colleges affiliated with the Board of Education of the MethodistEpiscopal Church, in addition to 6 junior colleges, and 17 negro col-leges affiliated with the Boards of Education of the Northern andSouthern Methodist Church ; a survey of 16 colleges and unixersitiesaffiliated with the Board of Education of thé Disciples Church 4;and a survey of Baptist educational institutions in Kentucky. Otherinstitutional surveys conducted by this group include Center College,Kentucky ; Valparaiso University, Indiana ; Northland College, Wis-consin and Geneva College, Pennsylvania ; the survey of the latterwas conducted by Prof. John D. Russell, of the University of Chi-cago. Doctor Reeves, with the cooperation of 6 assistants and 30part-time aides, began in October, 1930, a comprehensive survey ofthe University of Chicago.

A survey of Brown University was also conducted in 1930, bySamuel P. Capen, Luther Pfahler Eisenhart, and Guy Stanton Ford.In 1930 the Society for the Promoiion of Engineering Education,with the cooperation of the Office of Education, undertook a newsurvey of the engineering colleges that had participated in the411.1...4 Described in College Organisation and Administration, published by Board of Educa-tion, Disciples ofChrist, Indianapolis, Ind.

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24 BIENNIAL SURVEY OF SDUCATION, 1 9 2 8-1 9 3 00

survey of 1924, in order to secure a measure of the progress whichhad been made in engineering education. Some of the findings ofthis report are given in the chapter on engineering education.

RECENT SURVEYS OF THE OFFICE OF EDUCATION

In 1927 the Office 'of Education began a survey of 79 negro col-leges and universities upon the request of the institutions themselves.This survey was completed in 1928.

In 1927 the office also began work on the nation-wide survey ofland-grant colleges and universities, 69 in number. This wascompleted in 1930.

Full summary reports of both of these surveys are contained inthe chapter on National Surveys of the Office of Education.

On September 7, 1929, Gov. Harvey Parnell, of Arkansas, re-quested the United States Commissioner of Education to undertakea survey of the institutions of Mgher education of that State.

The commissioner named a survey-commission consistinivf DeanWithers, of New York University; President Bizzell, of the Uni-versity of Oklahoma; and Arthur J. Klein, chief of the Divisionof Colleges and Professional Schools of the Office of Education,who completed the survey in March, 1930. The institutions surveyedconsisted of the State University of Arkansas at Fayetteville, thetwo State teachers colleges at Conway and Arkadelphia, the Poly-technic Institute at Russellville, and the three agricultural andmechanical colleges at Monticello, Jonesboro, and Magnolia. Thepurpose of the survey was to recommend a coordinated programof higher education for Arkansas. To accomplish this an attemptwas made to determine the proper functigns of each of the seveninstitutions named above. A plan for the coordination of theseinstitutions with the State department of education was recommendedand at least some of these recommendations have already beenincorporated in the State law of Arkansas.

OTHER HIGHER EDUCATIONAL INVERTIOATIONS

4.

In addition to the surveys already indicated, approximately 250colleges undertoa private or self surveys in 1929, and 148 collegeslikewise undertook such surveys in 1930. Although the scope ofsome of these surveys may have been limited, it is evident that thedemand for revaluation of educational aims and procedures hasreached a large group of our cone

In MO Dr. C. C. McCracken, now president of ConnecticutAgricultural College,e'completed a stwiy of the colleges under theBoard of Christian Education of the Presbyterian Church of the

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COLLEGE AND UNIVERSITY EDUCATION 25

United States of America. In a strict sense this was not a surveybut the development of a cooperative research program among théinstitutions concerned. The new program ,suggested includes a re-organization of the government of the 50 colleges under this board,dividing them into eight groups. Each of these groups will have acentral college in which a certain amount of graduate and theologicaltraining will be emphasized. The other colleges of a particulargroup will fit their programs into relation with the program of thecentral college, creating thus a carefully integrated program andavoiding unnecessary duplication of effort. The church may thenconcentrate more particularly on those phases of education in whichthe church or the constituency of the church might be interested.This plan will tend to conserve the independence of the Presby-terian colleges, yet at the same time provide and require such co-operation and organization that the colleges will be ton a soundeducational and financial basis.

PART II. EMERGING TYPES OF COLLEGES ANDUNIVERSITIES

In the foregoing section attention has been called to the objectiveor external aspects of the higher educational situation in the UnitedStates and the principal means by which adjustments or revaluationsare made through outside organizations;

However, the internal aspect of adjustment may be more clearlyshown by an analysis of the plans of typical colleges and the numer-ous devices by which students are selected and distributed throughthe more or less complicated mechanism of cone& or universityorganization. The great problem in higher education in recent yearshas been what to 4;10 with the student after enrollment; how docolleges present an educational menu that is appetizing as well aswholesome, whether it be table,d'hôte or it la carte ? Does the studentfollow the cafeteria procedure in educational food selection or is hewaited upon by a retinue of table functionaries who are availableto adjust the meal in delicate fashion to the appetite and, if this islacking, to suggest or furnish suitable appetizers?

PERIOD OF EXPERIMENTATION

The decade has witnessed a growth of experiments which bear onstudent adjustments. In the effort to imprdve selection and toobtain a maximum of scholarly achievement it has been the aim ofa score or more colleges to test new procedures in curriculumorganization, educational orientation, teachingt methods, and inhousiwg.

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26 BIE NNIAL SURVEY OF EDUCATION, 1 9 2 8-1 930

A characteristic feature of curriculum reorganization in many ofthe new educational programs is the concentration of college workinto four or five major divisions of work, each division serving tointegrate and bring into harmonious cooperation the work of thosedepartments that naturally belong to a major division. Such aprogram may be illustrated by the new plans of the University ofChicago, Colgate Univ'ersity, Cornell College, and those for the newBennington College.

The new plan of the University of Chicago is as follows:The university will comprise four upper divisions, including the humanities.

social sciences, physical sciences, and biological sciences, and two groups ofprofessional schools which articulate with the college. Ail students mustenter the college for a general education, leave by passing comprehensive ex-aminations and enter one of the four upper divisions or professional schoolsor be granted an honorable and dignified exit. The comprehensive examinationmay be taken at any time the student feels competent.

Once in the upper division, the student will graduate by passing acomprehensive examination.

The professional schools will award all professional degrees and the divisionswill be responsible for the award of all nonprofessional degrees. The bachelor's,master's, and doctor's degrees are to be granted on the recommendation of theentire division and not by one department * * * By the abolition ofcredits emphasis will be placed on the knowledge of the subject matter ratherthan on the acquisition of crwilts. The successful evolution of this plan willcontinue the increased stress now being made on achievement

The Colgate University plan is based upon a successful experi-mental first-y6ar survey course in philosbphy and religion, and theuniversity has added four more first-year survey courses, includingthe physical sciences, the biological' sciences, the social sciences, andthe fine arts. These survey courses constitute the basic elements offive of six schools. The sixth school, which is concerned with lan-guages, does not have a survey course, as languages do not lendthemselves to such a procedure. The freshman student, after com-pleting the five required survey courses, chooses one of the six sch s olsfor concentration in the remaining years of the college prog : m;however, this does not mean that the student is limited to the work ofone school. The new plin has .the advantage of bringing greatercoherence between the departments constituting each school as com-pared with the Tack of coordination between the 20 or 30. department*under the old plan.

The program of Cornell College, Iowa, emphasizes general educa-*tion during the first two years of the course; the student must thentake at least eight hours each in the following fields of concentration :

Social sciences, natured sciences, fine arts, language and literature,philosophy and religion.

COLLEGE AND UNIVERSITY EDUCATION 27

The study pfan of Bennington College, a school foncwomen, willrequire students to become acquainted during the first two years withthe significance of all four of the major fields---ecience, literature,social studies, and fine arts. The tool courses, such as mathematicsand foreign languages, will be prescribed only if needed in the majorfield. In the last two years those who have ability will be allowed toconcentratedn a major field. Of interest is the plan for housing stu-dents in dwellings holding 20 students each. Each house will have adetached suite for a faculty member which will seive as a social centerfor other faculty members.

Another development in curriculum reorganization is that madein 1930 at George Washington University. This plan is basedupon a 2-year junior college, and is followed by a 3-year seniorcollege program, leading directly to the master's degree. The A. B.degree is granted as usual at _the end of the fourth year. The de-partments of the senior collee are grouped into four major divi-sions : Languages and literature, mathematics and physical science,natural sciences, and social sciences. This plan limits thd controlof the work leading to the Ph. D. degree to the graduate school.

Lafayette College has developed within the past decade a phaseof liberal arts instruction in the fundamental disciplines in politicalscience and law which serves to give a fundamental motivation inthe subjects required in this field. In the department of governmentand law, instruction is designed to prepare the potential citizen forintelligent participation as voter, taxpayer, or public official in thecomplex political life of the day and to give to those intending toenter law school a preliminary training in legal analysis and anintroduction to political and social problems. This department ishoused in a classic building designed for the 'purpose, known as theHall of Civil Rights, a gift in 1930 by Fred Morgan Kirby. Thebuilding includes a departmental library in government and law,with adequate equipment for laboratory methods in these fields. Italso includes a political science museum which assists the student invisualizing the activities of the Government. The classroom equip-ment allows for the greatest comfort and freedom of the student incarrying out his class projects. As a 'further inceitive to activitythe college is emphasizing the relations of the United States withCanada and the Republics to the south, as it is in these countriesnearest to us that the student will find new 4portunities to utilizehis knowledge.

The concentration of related departmental activity toward specificends is also applied in colleges for women. In Vassar College, thedepaitments of botany, chemistry, child study, physiology andhygiene, and psychology are used as,, the basis for the study of

28 BIENNIAL SURVEY OF EDUCATION, 1928-1930"-

euthenics, which has for its purpose the correlation of modernsciences bearing on problems of living, particularly the home andfamily. A similar program centering on human relations and thefamily has been developed at Mills College.

Rollins College, Winter Park, Fla., since 1926itas focused atten-tion on improved methods of college instruction. In addition tolimiting its enrollment to 700 students, it has enlarged its facultyso that there is a ratio of less than 10 students to a professor.

The experimental college of the University of Wisconsin, which1-has been under the direction of Dr. Alexander Meiklejohn sincethe fall of 1927, has just completed the last year of its program.The principal endeavor of this experiment has been to discovermeans of improving instruction for freshmen and sophomores. Inthe teaching methods it has emphasized procedures that are basedupon the independent work of the student, and it has stressed thecareful study of civilization gs a whole during its most significantperiods. It is the plan of the university authorities to makein thenear future a critical evaluation Df this experiment, with tfie purposeof giving permanence to those procedures that have proven them-selves to be of value.

The new plan at Columbia College, Columbia University, has nowbeen in operation for more than three years. It is based upon a verycareful selection of the student through thorough placement exami-nations and achievement tests. The student is then introduced dur-ing the first two years of his collegt course to a careful study of thegreat problems of education, religion, economics, government, and

procedure that he must meet in American life through a verybroad and inclusive course in contemporary civilization. With thesebeginnings, according to Dean Hawkes: fr

The whole collegiate curriculum is developed toward the end of affordingeach student a chance, not only to lay a solid foundation but tó !mild asuperstructure, the architecture of which conforms to his own individualambition, ability, and temperament.

The Princeton plan of 1924 has also completbd a 4-year cycle andis on its second cycle. Me program, according to Dean Eisenlart,begins its significant features in the junior year, at the beginning ofwhich the student selects a field of concentration in which the majorpart of his study will be done in the next two years. Having takentwo courses each term in this department and twb other courses forwhich he is qualified, the student must make an individual stuay ofa subject in the field of concentration aside from the courses. A com-prehensive examination must then be passed in the field of dbncen-tration, Although there has been some change in the operation ofthe preceptional system- of instruction, attention is called to the planof independent study.

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COLLEGE AND UNIVVRSITY EDUCATION 294

The preceptorial conference gives the student an opportunity to learn howto read in connection with the course. In his independent reading he makeslese of the same process, but it is for him to coordinate the mAterial withoutthe aid of lectures which to a greater or less ex nt supply this element inthe case of courses. It is intended that t mess shall develop initiativeand a sense of responsibility in the student.

A student's knowledge of his subject is tested by the regular examinationsin his courses of the first term each year, by a general examination at the endof junior year upon the work of the year, and by a comprehensive examinationat the end of senior year upon the work of both years. These examinationsare planned so as to determine not only student's knowledge öf detail butalso his appreciation of the broader aspects of his subject and the relationsof the various parts. The papers written in connection witt his independentstudy during each of the two years, mentioned above, are counted as part ofthe examifiatoin at the end of the year. By these two means we are enabledto determine more adequately the degree of a student's mastery in his chosen,field of study.

There is another aspect of the question which deserves comment. Whereasformerly the course was the unit of instruction and there was no considerationof the effect of a combination of the courses in the development of the indi-vidual stodent, now the whole of a student's work in his department fs theunit, and the question of the education of the individual is paramount.'

The Harvard house plan is another means to the end of helpingstudents to take their education seriously, not by diminishing non-academic activities but by changing the atmosphere and improvingthe interest of the student in scholarly pursuits until there is apropei balance beween these apparentlydivergent interests. Theplan calls for seven houses, which will be required to care for allupper classmeri who may desire to live in residence. Some of theseare nearly completed and are models of efficiency and comfort.

President LoweVxplains the new student houses asattempts to form communities which will embody and prOmote the spirit thatwe have been trying to introduce into the college. We believe they will makethe undergraduates feel themselves members of an association whose object istheir education, or rather providing them with an environment cobducive totheir educating themselves; q place where scholars may not only be listened toIii the classroom but conversed With informally, an atmosphere challenkingdiscussion and thOught on the part of all capable of profiting by a universityeducation.

Another type of educational housing has just been proposed as apatt of the new planskfor Brown University. This refers to thecreation of departmental communities:

These establishments, which are designated laboratories in the case of thescientific departments, should include a departmental library as the centralfe4ture, offices and studies for the staff, seminar and conference rooms, class-rooms large enough fot advanced classes, and such apparatus, ornaments, andillustrative materials as,tend to create an atmosphere appropriate to the sub-jects and invititig to the student Here they And not only the books, materials,

Princeton Alumni Weekly, Jan. 16, 1931,6

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30 BIENNIAL SURVEY OF EDUCATION, 1921-1930

and an atmosphere coud o study but also intimate contacts and associa-tion with professors and graduate students which it is a fundamental policyof Brown to promote.'

STUDENT ADJUSTMENT IN TYPICAL INSMIUTIONSLs.

An interesting study of the development of administrative organi-zations as related to student adjustment in typical colleges and uni-versities recently bas been completed by Dr. Harold F. Cotterman,of.the University of Maryland.' Following a general preliminarysurvey, 63 institutions were studied, including publicly and privatelycontrolled schools, junior colleges, coeducational institutions, men'scolleges, women's colleges, and other special types. From this groupthe following schools were intensively studied. Antioch College;Columbia College; Columbia University; Dartmouth College; theExperimental College, UniVersity of Wisconsin; ,Harvard College,

* Harvard University ; junior College of Kansas City, Mo.; JohnsHopkins University; Ohio State University; 13 rinceton University;Reed College; Sarah Lawrence College; Scripps College; StanfordUniversity; Stephens College; SwarthMore College; Tufts College;University.of Alabama; University of Chicago; University of Cin-cinnati; University of Oregon; and Yale University. The findingsof this study from the standpoint of organization for student adjust-ment indicate that at least sevèn types of institu.tions have evolved,namely, the freshman-year type, the lower division-upper divisiontype, the junior college type, the senior college. university type, thecooperatke employment type, the separate divisions type, and theindepenchwit college-university type.

Colleges of the _freshman-year type are found at Harvard Uni-versity, Yale University, and Tufts, College. These colleges andothers of the same type make proiisions for stud 'era adjustmentin the freshman year by providing special %officers, special deans,special faculties, personal advisers, as well as different methods of_teaching. A careful study of freshman problems is made in orderto advise students in a wise selection of programs and courses forthe succeeding years.

The lower division-upper division type, represented by StanfordUniversity, Reed College, UniverAity of Chicago, University ofMinnesota, and the University of Oregon,, tends to place studentadjustment on the foundition of the secondary-school program, withcollege education as the continuation of a program begun wtlr downin the secondary-schpol period. In this type the lower two years

Bulletin of Brown University, October, 1930.Student Adjustment In Recent Prop.-anus of Higher Education. Unpublished Maser-tatiqu, the Axperialp VaiversItyWaabington, D, C., 1930,

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The senior collepTuniivniq type represents in organization de-voting most of iti energies and resources iò senior-college work

-intkersite4 -Nifitilt,a ¡high order- of .sairawediprofessimatl &milk -padisitteworkier vissettitiky:_;lislitete4 4siodeata; Inttihtkina: that i MN?t1 bequanticipating or testing a program of this type include StudentIlitiverAgy, anixfobfte jiopkilis.lInifiersity, . , ,

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Tbw moil* Ilimiiiicolv. tinfiv. :as . irtftwesented ,by s mmtber of Stakekulivemiti41. I r.40 .:41ikUe .the..! I. : oneviaioa far edjustuaftptlaRGIAillWy ; ..b°10WPrelrif-iit...1$4iin easels *emir ptouliat, a. a ',changetowv4 a systiou :4 iate404014 avisitimmi44 other type oi ailijustaaretorgaAimtioso,,, : ,.

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for which ixigher eAucation may ,he *racial through fiexibilii inentrance requirements and variation u i4stiOutiona1 requiremoSs tomeet the difference in institutional Firs

Adjustment is facilitated wbeu, Owe.* sulficiept. fle;ibUity in-thearticulation of higher education !vial sepondary-school, prograps topermit considerable exploration in socondary .education witjlout dos-

, ing the possibility of purquing .advanced. generaUzed, pia speçializedcollege program&

*Adjustment is also facilitated by the e1iminAti9n of waste of timethrough placement and profi4eney tests, through use of compre-hensive high-school performance . repot* as ysten*tio personneldata in the counseling of college .students.

ADJUSTMEN T BY COLLEGE TEARS

It appears that each of the four years of college tend to havespecific functions of their own as relates to the adjustment of thestudent.

The freshman year.. sa ong the more important adjustmentfunctions of the freshman year that appear are the following:The freshman year is a period of transition from the more or lesswell-taught and supervised work of the high school to the moreindependent and more self-directad work of the Nucceedip years ofcollege. It provides by the careful selection and encourágement ofthe faculty at this level a higher type of instruction, thus. aiding inadjustment. It provides for subject matter which introduces andunfolds to the student the various fields of learning and affordsopportunity for him to discover the unity and interrelatedness ofthe various classifications of the world's knowledge, which by itsnature arouses interest irr more dettiled examination of some ofthose fields in the succeeding college years. It prepares for workof the later college years through courses Airnishing the tools orsymbols of higher learning. It gives an opportuftity to explore afield for concentration or for profeskional training %tough provi-sion for election in a desired Aired-ion. It gives the foundationu far as possible for the choice of a wise' program of studies.It helps the student to become aoquainted with the college. modeand level of work and with himself as a college worker. It servesto eliminate students who are unfit ftor 0,114ge.

The freshman year also provides a *trio& for determining futurescholastic privileges, inasmuch u honors cows's and Amilar privi-leges are usually based on the quality of' work the 00.14 does inthe first two years of college. It provides for as tau& opportunityfor self-direction as possible in order that *may become the'stadent'spermanent mode of procedure. It permits the discovèry of gifted

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COLLEGE AND UNIVER8ITT EDUCATION 33

students and weak-. students in. order that provision in the way ofmethods of study, appropriate loads, and individual programs maybe made for such students early in their college careers, It also pro-vides for making the freshmen feel at home and for furnishing themwith high-grade faculty advisers who study their-individual char-acteristics, their ambitions, abilities, special aptitudes, ahd otherqualifications with a view of misting them in their problems ofcollege work and life. At is the opening year of a systematic cumu-lative personnel record for each student. It makes provision for richcultural contacts and high-grade associational living.

The sophomore yew.The adjustment functions of the sophomoreyear appear as follows : It marks the period for the completion ofarticulation with secondary schools as well as for the completion oflower division work. It generally increases scholastic difficulty ascompared with that of the freshman year. It tends to set the patternof the student's scholarship. It serves in part as a basis for the de-terminktion of future scholarship privileges. It provides a time forthe elimination of students not fit by nature or inclination to beadvanced to higher college levels. It provides for the pursuance ofcourses of study sequential to the vision-giving courses of the fresh-man year. It provides for free electives with avocational interests inview. This year also provides contacts with advisers who are in sym-pathy with the student's major interests and who will guide thestudent in terms of those interests if courses are terminal, or throughproper rules of concentration and distribufion if the student is tocontinue through college. It provides a final period for limitedspecialization or cultural study for those for whom the sophomoreyear college courses are terminal. It begins preparation in the re-quirements of major departments of the upper years of college; henceis a period for the beginning of specialization and file study of moreadvanced methods of universitf work

The junibr and senior year8.:1The outstanding adjustment func-tions of the junior and senior years may be grasped as follows :

These years provide for the pursuit of a major interest thor-oughly, systematically, with unity, and to a considerable degtee ofmastery, either along professional lines or in a field of scholarlyinvestigation or speculation. They provide preparation for advancedprofessional and rtisearch work They provide opportunity for thedevelophent and pursuit of &vocational interests through provisionsfor distribtition, free electives, and self-directed programs of study.They provide, through -colitact with advisers in major departmentswho possess a thorough appreciation of the need and nature of thevarious phases of higher education, for the consideration and elec-tion of sound minims of study for the students, of. these years.

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Thoge ys lbrid ptntioilfirly td dtviloptf 6f depth df thötight,IA*iteith of toliti6h, *bitty tú integtate knothsdo, ditOtieity fòf 4fiti=dd itiflygis and prbnidte sdttlid statidaith tkAgt,6 fittirtthrbkith Codtacts' ih elttsgitoms, hi smtin gttfilp òi ifidi*Icittil ton.-fototctis, gotirnhe§, in dbHognittnu, hi tOsidOtidé ha1I, itid ii tim-15* getiot1113+, and by mtsittrA of midi detities: prectptizetialttieth66; terni pttpeit, theses teadirig tburciét, cottiprehetisti'm exam-iirfeldns, §'6hiir felloestshim sttref thé like: They pratide crppottuhityIdetho dévrilopthent of hit6its of tolf-direttiai bah III rtafffn-6 ahd increative work.

Tho' junk* fitid senior yeart ptomote the dovekopitient of giftedkudotAg through provision lot l'afge tabOtints (A freedom iikti sedf-dirodidti 1t tho se1kii6h arid ptuttit of Stlief16A ahd through 'gpecialthethdd f apptoptidte gtintailittiòfi. They provide for a wide tange

*ifidotiti fociut ftotn the professittal and adtaried 14#gfttch pointsvi071 tend frbin tht point ol vie* of ttptir6pr1ate ttilhiral ton-

ttinitititt. 1h these years there i a itaititenano of statithitag ofhirilat§ttip in both pitilogsiofial arid ctiltutal wötk apprriite to

thé§# fete% of college effort.

SPBCIAL PROVISION9 TOR 01VIIID EITTAMNII

In :g"eneral, provisions for the adjustment of gifted students aretincrea.sing.

.Many proiTisions for stimulating gifted students are .making their *,amtki:anct in higher education beginning with the consideratioh ofentrncç requiremènts.

gourses, inde¡endent study plans, and selfzdireated pro-gams (If stu4 hold out special opportunities to gihed stwlents fcq

alopg lines of special aptitudês.Where 'a high all-around level of scholarship is required fpr honors

prisOegeis, persons gifted in but one line may not receiye the stimu-fatiou 4e9es*try for the development of their partictitar talent.

Honorst.courses atid spkial stimutation 'provided conneOion) !

thotuiw!!!! are having a deciaedly goód effect 'fs.n both studeni. 4nd14c4ity 'at, 'Swarthmore C911ege, where a special study i4g.E;éing. m'ade

tiAilstudents as a whole in alter lire are grateful for\!. ,Jt4f3 prIvneges 'the self-directea study plan gives theia.

Thére' gi-e4 heed in a weilthy democraCy. such as the tnitpdititie4)`ot aii itriangement iù higher ecluaation which 41, stTu14te

suivriOr nlinct§ to the highest possible development wad witi'o innò will hófozl such minds to the slower paces of 1iih iv6ragg

. .1ind aveiage groiips.Privileges ót completing college in three years, of reduCiag totals

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graduation. .for *or ot increasing cottrse 'Credits tor

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thorough, --higli.grade work, and of tryinggraduation honors *ay parts in stimulatiag

Doctor Qatar 44 's study also bringo outof instructional effort, as well as of adresearch training.

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RECENT DECISIONS AND ENACTMENTS TOUCHING HIGHEREDUCATION

Military &airing at the 1(1M-rod C071eÇc8. The ettestion ofrequired military training in the land-grant colleges has becoriie con-troversial in recent years, beftute of a certain ambiguity in theoriginal act. In otider to cilarify tbis matter, the Attorney gnertt1,upon request of the. Secretáry of the Interior, gave his. official opin-ion as to whethei agricilltural colleges havihg grants under the actof July 2, 1862, and amendatory acts are required to inaligie mili-tary tactics among the compulsory con of stuck/ or whetUet theymay simply offer this subject as an elective course. After carefullyreviewing it* legal avects, the Attorney General included the: fol,lowing statement his teply:

I therefore advise yott that you are justified In considering that an agilcultural oonege which offers a proper substantial mime in 1iItai. tactiticomplies auttlicio.07 with tbe requirements as to military tactics iU the: actof July 2, 1862, Ofid the other acts above mentioned, veu Ocmgh the stud!14t,E1at that institution Rrç uot compelled to take that course.

An important' Yudkial decision on thi junior cortege..8ccóttlingto a recent study ,by E. O. Brothers,8 only abottt one-frth 'of itidStates *have la,vh which legaUze the luniot college as in 'extérisA9nof thi5 hikh sch 1: Twenty States are roportpd as lias4nI

colleges of this t Doubtless. greater 'opposition to this a piretilexpansion of the hig'h school is due to the fact thlit it'tinuation of the work of a 16gally acceptèd institution. En severalStites the ptiblic juujor co1.14ros opparguitly ,have no legal authorityfor their establishment.

Houiever, opposition against. the operation of a itotiot obilegt'fis apart of the p1iblio4ochool system was raisod in Asheville, Ish C. Theboatd of .education io1 Buncombe County and tilt( othbol. Mad' 'ofAsheville defezded their right to maintiiivand opéttite th junk*college-aind pay its ,oxpefigt of operation from thè- AAhevillie pnbschool fund: :The superior aitsrtof Buncombe OMInty took th6 poi&

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tion that the junior college was not a part of the public-school aystem of North e0krolina and forbade the maintenance and operationof the junior college out of the public-school fund of the city as alocal tax schooldistrict.

The case was then broüght before the supreme court of the State,which reverséd the decision. The decision stated.in part :

It appears from the statement of . facts * that the predecessorsof the defendants established as part of an adequate and suffi-cient school system of public schools for the city of Asheville the junior col-lege. That they had the power to establish and maintain said college in theexercise of their discretion it seems to us can not be questioned. * * *We are of the opinion that the defendants have the power, in the exercise oftheir discretion, to continue to operate the junior college heretofore estab-lished and maintained by their predecessor * e certainly so long asthey can do so without the levy of an additional tax for that specific purpose.

This decision is one of great importance in determining the legalstatus of the junior college as a- part of the public-school system.

THE QUESTION OF FrpE RHODES WILL

For nearly a quarter of a century this will has provided .for theselection of two Rhodes scholars from each State of the Union toattend Oxford University. Until recently scholars were selectedannually from two of three groups of 16 States each, one groupdropping out every third year by rotation. Certain influences inbehalf of efficiency recently have succeeded in having the BritishParliament modify the original provision by dividing the UnitedStates into eight groups of six States each, with four students to

. be chosen annually from each group. Such an arrangement makesit necessary to pass over certain States, thus violating the explicitstatement of the will.

This has led to a protest on the part of some of the leading Rhodesscholars of this country, including President John J. Tigert, ofthe University of Florida, who vigorously protested against thenew interpretation at the meeting of the National Association ofState Universities in Washingon, December, 1930.

NEGRO4 HIGHER EDUCATION

*Ile past decade has marked unusual development of negro highereducation in the United States, This development has not beenone merely in numbers but in increased growth of the factors whichmake for scholarship and service.; There ire 80 or more negrocolleges and universities in the country which are giving the wholeor part of their time to college work. These include 9 institu-tions undee control of independent or private boards of trustees,17 negro land-grant colleges, 31 univerwhies' ¡ha. collegei *tinder.

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°MUM AND ITNIVERS1TY =I:RATION 37

white denominational &are& boards, 17 private colleges under negrodenominational contiol, as well as a number of State teachers collegesand nonnal schools that are not land-grant colleges.

The negro colleges no*. are entering actively into a period ofstandardization and adjustment on the same basis as colleges anduniversities for whites. In 19N West Virginia State College wasaccredited by the North Central Association of Colleges and Sec-ondary Schools, and is the first 4egro college to achieve that dis-tinction within the jurisdiction of that association. Howard Uni-versity, Lincoln University, and Morgan College for a number ofyears have been on the accredited list of, the Association of Colleges*and Seamdary Schools of the Middle States and Maryland.

In view of the lack of a fairy recognized accrediting agency' inthe South having jurisdiction over negro colleges in that area, theOffice of Education in 1928 asked th6 Association of Colleges andSecondary Schools of the Southern States to undertake the workof accrediting negro colleges within its area of control. The asso-ciation rive a favorable answer to the request, and in June, 1980,a circular wail sent to institutions of higher .educatioh for negroesin the South invitirig them -to requ'est -lean with a view toeventual !bath* by the hided: By Deoember 15, 1980, 60 insti-tutions had requested forms and 85 had filed complete reports.The committee on approval of negro schools of the Southern Asso-ciation of Colleges and Secondary Schools includes H. M. Ivy,superintendent of' schools, Meridian, Miss., chairman; J. HenryHighsmith, State supérvisor publit' sthools, Raleigh, N. C.; Dr.T. H. Jack, dean Emory Univertfity;"Atlartta, Ga. At the annualmeeting of the association in Atlanta on Deedfiniber 2, 1930, the execu-tire committee of the asso6ation, on reoommendation of the com-mittee on apptoital of negro schools, began the work of accrediting.

HOWARD UNIVIMart

very significiit milestote irk the proviso of negro higher' educa.tion is the ilevi plan of devotopment.of Howard University in Wash-ington. Under the old plan the:university lacked a recognized policyin its relation to the Federal, tiovernment, As this relationship hadnever bien properly defined, it wu difficult to determine a *Jags-factory &limit! prdgrim. Thtough efforts of President MordèceiW. Johns:irk? 'with the, cobpsito1o4 of officials. of the Government,steps were taken ü give the .univeisitjr a more definite itat.ui in itsrelation tt) the Gokirétnnielits. `Ai.it'iitimit;.itv 1:4/. Congress' author-ized the 'gri SpOoptiittiimis"to Howird University,and at thé iistsibitoSt eit Govtriunent find uni-versity Acids lit eirpodaw latiiestea re'questA in' 'adeiptiti.

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COLUMN ANT trinvEritsrry EDUCATION 89

nating knowledge in the classroom. Much criticiinn has been directedagainst the alleged wealailisses in classroom instruction of teachersholding this doctorate degree.

With smile of these quéstions in mind, the Office of Education iscooperating in a study of the objectives of graduate instruction, in-cluding also some of the different administrative procedures usedin graduate schools with reference to advanced degrees. The opinionand views of a large number of college presidents, deans, and headsof college departments and graduates having the Ph. D. have beenobtained regarding this matter. Although presenting a number ofdifficulties, it is hoped that this study will help to clarify our knowl-edge regarding the general purposes and practices of graduate educa-tion throughout the country.

NEW RESEARCH CENTERS FOR HIGHER EDUCATION STUDY

From the standpoint of college and university administration,the establishment of well-organized and permanent research centersfor the study of higher educational problems at leading universitycenters has bren a development which promises large returns.

Among the institutions that have been conducting a definite re-searcl program in some phase of higher education may be mentionedthe University of Pittsburgh, the University of Chicago, PurdueUniversity, Teachers College, C6lumbia University, Iowa StateUniversity, University of Oregqn, and Ohio State Universitiy.9

One of the most comprehensive and far-reaching programs of re-search is that now in progress under Dr. H. A. Toops, of OhioState University. This includes a continuous high school-collegesurvey, conducted by tile college of education of Ohio State Univer-sity and the State Departmênt of Education of Ohio. This surveywill involve the measurement of theintelligence of all high-schoolstudents-in the State of Ohio, the interpretation of their scholaiship

lillterms of intelligence,theii: the investigation of the economic andsocial status of each student at least once during the high-scho'olcareer, the preparation of 12 guidance pamphlets to aid high-schoolprincipals and counselors in the interpretatión of the collected data,and the examinatir of each student by objective scholastic tests inall subjects he is taking each year. All these data collected whilethe student was in high school will be phiced on a Hollerith cardfor use of college authorities. The citrid will alsos contain a completestatement of student's educational environment while in college,listing courses taken, instructors teaching each course, and the timeof day in which the course is taught. Student employment recordswill be kept. The results of the_ student's college work will be re-

Association of American Colleges Bulletin, Vol. 16, No. 1, May, 1980.

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40 BIENNIAL SURVEY OP RDITOATIONI 1928-1980

corded in terms of marks and ratings, and results of different in-structors will be compared and the validity cif their marks studied.Related to such research programs is the one that has been con-ducted by the colleges and high schools of Pennsylvania, withreference to students who pass from lower schools into institutions ofhigher education. Sponsored by the State department of educa-tion and supported in part by the Carnegie Foundation for theAdvancement of Teaching, the study is conducted by the staffs ofthe colleges concerned. This study was begun in 1928 and will becontinued for four to six years. It is the purpose of this study " todevise and apply certain practical procedures for transformingmass education into particular education and for enabling the indi-vidual to mount directly on Ms abilities' and educational achieve-ments." 1°

A number of the larger institutions are no longer willing to waitfor outside agencies to evolve the data for a scientific approach tothe study of their problems; they are now perfecting the techniqueswhich -should enable them to produce a series of fruitful studies inthose fields in which modern methodology can be of greatest use.Cdurses dealing with higher educational questions have been addedto the .programs of a large group of colleges and universities, toonumerous to mention in ties report.

SPECIAL SERVICES OF COLLEGES AND 'UNIVERSITIESIn addition to regular academic activities several colleges anduniversities have rendered a special service in the 'field of govern-ment and international relations through permanent institutes dur-ing the past decade. Among these are the -Institute of Politicf;,which has been held annually at Williams College, Williamstown,Mass., under President Harry A. Garfield; the Los Angeles Uni-versity of International Relations, sponsored by the tnivepity ofSouthern California, and chartered in 1924; the Institute of Citizen-ship and Government of the University of Virginia has been activesince its establishment in 1927.The most recent organization of this character has just been an-nounced (June 30, 1930) by President John J. Tigert, of the Uni-versity of Florida. This is known as the Institute of Inter-AmericanAffairs. This has for its principal objective the fostering of bettercultural relations between the United States and the countries ofLatin America. The first annual meeting was' 'held in February,1981.

Special services are being rendered also by such schools as thePrinceton School of Public and Internitional Affairs, GeorgetownTwesty-tourth Annual 'kiwi, the Carnegie :Pbundation for tile Advasesiaet ofTeachings

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COLLEGE AND ITNIVRBSITT IDIXIATION 41

University School of Foreign Service, the Walter Hines Page Schoolof International Relations at Johns Hopkins University, and theJohns Hopkins Institute of Law. The Yale Institute of HumanRelatiohs is an outstanding eff9rt to coordinate study and researchunder the most favorable conditions of adequate housing and cooper-ative activity of those departments of the university that are par-ticularly interested in human development, biological as well associological.

OTHER SERVICES TO HIGHER EDUCATION

The year 1930 marks the establishment of two journals coveringthe field of higher education. The Journal of Higher Educationmade its appearance January 1, 1930. It is published by the OhioState University and is edited by Prof. W. W. Charters.

The Junior College Journal, published by Stanford UniversityPress, and edited by Prof. W. C. Eel Is, printed its first number inOctober, v1930.

In 1930 there was established a National Committee on Standard 4

Reports for Institutions of Higher Education. This committee, rep-resenting the principal associations concerned with college businessadministration, has made a study of the practices followed in thefinancial reports of 363 colleges and universities. Under the direc-tion of the chairman, Lloyd Morey, comptroller of the University ofIllinois, a staff of eáperts made two reports showing the character-istics of the financial reports of 156 of the foregoing schools.. It isthe purpose of the committee to reconcile the differences that exist inthe various practices of institutions with the hope that new formswill be evolved which will apply to ail types pf institutions and whichwill have the same meaning.

The Pan American Union for many years has served higher educa-tion in Latin America and this country by preparing and exchangingstudies showing existing educational standards and trends. Thiswork is now conducted through the Division of Intellectual Coopera-tion established in 1929.

PRESENT MENDS IN HIGHER EDUCATION

Notwithstanding criticism to the contiary, the* are definite goalstoward which leaders are directing higher education and which areindicative of certain trends.

The goal of univrsal opportunity for higher educational privi-lege has come to b'e recognized within the past decade, in spite ofopposition, as one worthy of the fullest support. Justification forthis belief may be found in the opinions of experienced leaders. Dr.C. it. Maim has said:

42 BIENNIAL SURVEY OF EDUCATION, 1928-1930

Human talents are distributed through the whole people in such a way thatcivilization advances farther the more complete the latent creathe talents ofall the people are discovered and construed ly developed.

Chancellor E. E. Brown, of Ne York Uniyersity, indicates acorrelation between American supremacy in the fields of industryand commerce and the grat increase in high school and college en-rollments, and in view of this great economic growth there is " theneed for training the peoplethe masshow to provide and enjoyeconomitc. advantage." He even advises thirtf univenities shouldprepare for greater enrollments.

Thip broad expansion of higher educational opportunity doesnot disturb President Sproul, of the University of California. Hesays:

There is no danger of creating i surplus of trained men and women.Enrichment, the very soul out of which a superior life can grow, this growthcomes from below by virtue of material need, not forced down from above.

Again Doctor Snedden, of Columfia University, points to thebroader cducept of higher education as follows: .

For our day there exist scores of directions along which men and womenmay become highly cultured in ways and -degrees that befit the democraticcitizens of a commonwealth in which there is no leisure class, though allpossess much leisure.

Many kinds of leadership are needed, and as Dean ',limes EarlRussell has said : " Leaders, not aristocrats, but experts giving aparticular service."

The rapid expansion of college and university extension service inrecta years shows the fullness of opportunity that is being extendedto the ajiJts and others who can not take advantage of the regularcollege rograms. L. R. Alderman, of the Office of Education,reported in 1930 that at least 43 institutions of college gradeprovide some extension work.

The possibilities of this type of expansion has led President LotusD. Coffman, of the University of Minnesota, to call attention to itssighificance and the need for a " 'more adequate or satisfactoryinterpretation of the forcesfr causes responsible few the developmentof the movement."

With such opportunities ctpen, it' is possible that, instead of thefew, many, if not all, may win the rice in soine form of leadersbipor scholarship, or specialized service to society.

Considerable criticism, ho.wever, has been made of the dangers oftoo much breadth and freedom in higher educationál aims andprograms. Typical of such criticism is that recently directed byDr. Abraham Flemier against the multiphcation of courses that

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COLLEGE AND UNIVERSITY EDUCATION 43

do not appear rightfully to belong to the college or universityprograms of study.

Perhaps more serious is the criticism which has come not fromthe accretion of certain border line courses of study hut because ofthe excessive devekt is ent of high-grad-e subject matter which rep-resents the ixpansion of our scientific knowledge during the past 4

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o asgeneration. resi ent urray\ ut er feels t at progressnot 4nly. includes more refinetscientific 'methods but also a greatersvnt esis and a greater purposiveness in our educational programan outlook." He also says: " We have given the stone of minuteexperimentation, instead a the .bread of interpretation."

Col. R. I. Rees, representing industry, says that " science and-engineering kare solved the problem of production, but our eco-pomic order has 'found itself swamped rather than served by theefficiency 'of the machine age. * The problems facing thecollege man in business have to do with human relationships. Edu-cation must equip the' potential industrial leader with a fundamentalknowledge of biology, psychology, sociology, economics, and thehumanities."

This emphasis on purpose, interpretation, and synthesis points toa return to higher educational objectives which are more." formal "in charactèr. Perhaps the pendulum is beginning to swing awaysomewhat from the objectives of " content and vocation." The his-tory of education shows a more or less continuous oscillation betweenthese two types of objectives.

And as this dualism in higher education has its roots deep in the--past we'may expect in the future to see institutional readjustmenbirfalling in line with one or the other of these viewpoints.

The further evolution of our higher educatiQual system is notentirely clear, but there are indications that there will be a betterbalance between the institutions giving more formal or generaltraining and those whose objectives are professional or vocational.The liberal arts college movement, if its program permits, shouldtend to strengthen the formal viewpoint.

It is the opinion of the Commissioner of Education that therewill be a submerging of a number of the weaker colleges; and thatin their place there will emerge a strong group of liberal arts insti-tutions. In his addrkes at Carleton College Commissioner Coopercalled attention to tleollowing situation:

7Probably there is no liberal arts college, or for that natter any higher educa-tional institution in the United Sates, which does not fully realize that it is ontrial. Few of them feel at all confident that the verdict if rendered will .be,favorable. There has been a, change in the aims of the college tocivic and social iesponsibility rather than liberal education as ok 50 yeats agò.The liberal arts college Is between two millstones, the preparatory fiehoitio` and

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4 TALBIEN SURVEY OF EDUCATION, 1 9 2 8-1 9 3 0

the graduate schools. The preparatory function of the liberal arts college isbeing rapidly assumed by the stronger high schools and junior colleges. Whenthe college undertakes vocational and prevocational work it abandons 1-4s tradi-tional character and takes on the nature of the American university.

I think we may look forward to a day when students will enter the profes-sional schools of senior college level at the age of 18, and thereby save thetwo years' time that Presidept Eliot wanted tbem to save. But at the sametime it seems to me that the increased economic well-being of our people willenable many whose sons and daughters will be ready for these professionalschools at 18 to give them a longer period of general and cultural educationthan that offered in the junior college.

There is a second group oi students who should favbr an institution ofCarleton's type :.Those who teach the so-called academic subjects in the highschools of the country or who will be preparing themselves to enter highlyspecialized graduate institutions for the purpose of research study. In thisgroup will fan a large number of young people, especially women whose familyfortunes make immediate vocational objectives unnecessary and who shouldbe prepared f9r fie highest type of home making and civic leadership.. Inthis generation of compaiatively late marriages this sort of,' a crogege willserve best the needs of these people if the college is, to use the words ofDoctor Meiklejohn, " a gOod place in which to live as well as a good place tostudy."

The second possibility is for the liberal árts college to surrender its/ twoupper years to the university, to annex two high-school years, and therebybecome' a junior college of the type represented by Steppens College, Columbia,MO, and the City Junior College of Pasadena, Calif., or of Johnstown, Pa. Ibelieve that church bodies with several colleges under their control shouldmak& a few of the stronger ones into universities.

A third possibility lies in specialization. The California Institute o Tech-nology in Paadena is a highly speciali ,-1 school of liniited size, selecting itsstudents with great care and maintalnin:lhe best ideal of the old colle6 at ahigh degree of efficiency,

Doctor Cooper also, calls eaitention to Antioch tollege as a special-.

ized form and suggests as a future plan the organization of a collegeon the " house plan' of Harvard University for the purpose ofspecializing in the ,fields of diplomacy and international relation-ships.

Whatever the existing educational trends may indicate respect'the emergence of differeni typek of co116ges, such emergence orsubmergence' in the future doubtless will be controlled more andmore by approved .scientific informatioù"based upon careful ex-perimentation; and although educational trends seem at times tobe Ilivefgent, there is increasing' evidence to show that the collegesare giving more recognition to the student as an individual ratherthan jig a rapidlf moVing cog in a complex, machine by giving

. greater flexibility when afid where needed in thq student's programbut 'at the same tline eneotiraging as well as requiring him tò assumeas far as possible full responsibility for the succesful outcome ofhis educational endeavors. ,.

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