IV. CURRICULUM OF THE WISCONSIN HIGH SCHOOL, MADISON—Continued.

1. Spelling and penmanship receive special attention in the sixth and fifth classes; in connection with all written work.

2. Pupils who have already accomplished the required study of English for any class will be permitted to substitute therefor an additional elective study.

3. A foreign language may be begun any year of the school.

4. A six-year course and a three-year course are offered in German and in French. The three-year course is indicated by (3A), (2A), (1A). The courses differ in the organization of subject matter. Pupils beginning the study of German or French in or after the ninth year are enrolled in the (3A) course. A six-year course and a fouryear course are offered in Latin.

5. Numbers in parentheses in the program of studies indicate the year in which the study is offered and correspond to the ordinal numbers used in designating the classes of the school.

V. CURRICULUM OF THE HORACE MANN SCHOOL FOR GIRLS.

To graduate from the high school, a pupil must complete the required studies of the junior high school and take enough electives during the senior high school to make twenty points per year. One of these points each year must be in physical training. Pupils of the high school who are making a serious study of vocal or instrumental music outside of school, under private tuition, will receive, under certain conditions, credit toward graduation.

Also members of the school orchestra and the school glee club, who regularly attend the rehearsals and public performances of these organizations, will receive a credit of one point.

CHAPTER VII.

HIGHER EDUCATION.

By SAMUEL P. CAPEN,

Specialist in Higher Education, Bureau of Education.

CONTENTS.-General tendencies-New developments in State control of higher educational institutions: Montana, Kansas, Idaho-The New England College Entrance Certificate Board and the State departments of education-Classification: Recognition of the junior college; the Wisconsin, Missouri, and Virginia schemes; the Association of American Universities' approved list; the North Central Association's new policy-Surveys of higher educational institutions: The Carnegie Foundation's report on education in Vermont; survey of the University of Wisconsin; the study of institutions by their officers; study of costs at Miami; the survey of the Drexel Institute-Action of educational associations: The national conference committee on standards; the American Medical Association-Entrance requirements: Admission to the United States Military Academy on certificate; change in the requirements for New York regents' college entrance diplomas; modifications of Yale's entrance requirements-New foundations and reorganizations: Columbia University; the school of education of the University of Pennsylvania; cooperative agreement between Harvard and the Massachusetts Institute of Technology; the municipal University of Akron; Delaware College for Women; the Vanderbilt case-New tendencies in engineering education; their bearing on the arts curriculum-Resignations and elections.

GENERAL TENDENCIES.

The dominant tendency in higher education during the year under review is toward concentration. It appears in the developments affecting the external relations of colleges and universities to State authority. It is even more clearly evident in the changes relating to internal administration. The day of the academic promoter, of the inflation of values, is over. Expansion is still going on, but for the most part unaccompanied by the frenzied advertising so common in the past and encouragingly free from the optimistic confusion of prospects with realities. Indeed the developments within the year strengthen the conviction which has been ripening for some time that college and university education has outgrown the boom stage. It is now looking to its foundations and setting its house in order.

The extent to which colleges and universities have come under the sway of the trite but still potent slogan, "efficiency," is shown by a brief summary of the noteworthy happenings in the field of higher education in 1913-14. In three more States-Montana, Kansas, and Idaho-the administration of State institutions of higher education has been further centralized through recent legislative action, in Kansas and Idaho by the adoption of a single board of control. The movement in the direction of authoritative classification

of universities and colleges has gained added momentum. University and college surveys undertaken both by outsiders and by officials of the institutions to be examined have become increasingly frequent. There has been vigorous activity on the part of several voluntary associations that concern themselves with standards of entrance, graduation, and institutional equipment, some of which has crystallized in the form of recommendations that will affect educational procedure over considerable areas.

The problems dealt with by these associations have also been the subject of legislation by the faculties of a large number of individual institutions. Entrance requirements are still being modified. They have become more uniform in extent and more varied in content. The adoption of some form of the group system has been reported to the Bureau of Education by 21 institutions, undoubtedly only a fraction of the whole number of colleges that have taken this step.

In this connection it might be noted that, although no generally accepted philosophy of college education has yet emerged, the thinkers on the subject now appear to be divided into two camps. The first contains those who believe in the policy of which Harvard College has lately been the protagonist, namely, wide freedom in the choice of the major subject, prescription of a certain number of hours in each of the main fields of knowledge, and the absolute requirement only of English and modern languages. The other group represents a dogmatic opinion, to the effect that there must be a single curriculum best adapted to fit young men for efficient citizenship and community leadership. This view has long been embodied in the curricula of the higher educational institutions of the Catholic Church. Many Protestants are now beginning to advocate a like educational policy. A curriculum which will present the essentials of the humanities and the natural sciences, together with history, economics, and sociology, and will furnish the interpretation of all these subjects through the aid of philosophy has been suggested. The appearance of a somewhat similar program in the professional field of engineering education (see p. 188) presents evidence of the extent to which this conception has influenced educational thought.

In addition to these more fundamental matters, several institutions are experimenting with new types of vocational courses related to local industrial activities. The extension movement has spread rapidly. The idea, apparently destined to much greater prominence in future educational discussions, that it is the quality rather than the quantity of work done by a college student that counts toward effective education, has already received tangible recognition. in a few institutions through the granting of extra credit for quality.