73 o UNITED STATES EDUCATION 



and for the physical welfare of all children notably in physical training and examination, 

 abolition of common drinking cups and towels, better cleaning and ventilating apparatus and 

 more hygienic school furniture. A movement for holding city schools the year round seems 

 to be gradually gaining favour. In 191 1-12 investigations of the school systems of Baltimore 

 and New York City were made by experts outside the municipal system. 



Upon the colleges the utilitarian tendencies of secondary schools and of other agencies 

 have had their effect, which may be seen negatively in the rapid minimisation in the college 

 (as in the secondary school) of the humanities, particularly Greek, and, positively, in the 

 establishment of schools of finance and of journalism in addition to the previous "profes- 

 sional" schools. The improvement of the professional schools, especially of law and med- 

 icine, though hampered by the licensing of lawyers and physicians under different require- 

 ments in different states, has still advanced. The requirements are being raised (and thus 

 approximately standardised) by the legislatures of the different states. The wretched condi- 

 tions in some medical schools and the wasteful multiplication of these institutions was pointed 

 out in 1910 by Abraham Flexner in a report to the Carnegie Foundation for the Advancement 

 of Teaching. This report, and the standards of efficiency required by the Carnegie Founda- 

 tion in institutions to whose teachers it grants pensions, have promoted the cause of higher 

 education, both special and general, by putting a premium on the best. 1 



- The principal change in recent years in the matter of college entrance requirements was 

 a scheme adapted at Harvard in 1911 to be tested with the former scheme; it requires the 

 satisfactory completion of an approved (but not a university ruled or supervised) course of 

 secondary studies and examination in four subjects: English; Latin (arts course) or French 

 or German (science course) ; mathematics or science (physics or chemistry) ; and one of Greek, 

 French, German, history, mathematics, physics or chemistry, not chosen from the preceding 

 three classes. This method had been proposed in 1910 at a meeting of the Association* ^bf 

 New England Colleges, when it was summed up as "a certificate for quantity and an examina- 

 tion in a limited number of substantial subjects for the quality of school work." Vocational 

 subjects may be offered for entrance to the University of Wisconsin and the University of 

 Chicago, but both universities (and the University of California) limit a student taking 

 entrance examinations in such subjects and require him to combine them with more abstract 

 and disciplinary subjects; and the University of Chicago announced as an "offset to this 

 increased freedom" that students would no longer be admitted with conditions. 



The growth of the large colleges and universities has made the problem of the small col- 

 lege, 2 and especially of the rural college, a difficult one. Amherst College definitely decided 

 to adhere to a liberal arts curriculum. Hamilton College, Clinton, New York, in much the 

 same difficulty, seriously considered the opposite course, dropping Greek from the require- 

 ments for the degree of Bachelor of Arts and building up a literary scientific curriculum, but 

 in 1912 no very radical action was taken. In February and April 1911 representatives of 

 several denominational boards of education decided to co-operate in the founding of colleges. 



The most interesting and important new institutions opened during the years 1911-12 

 were: Rice Institute (see TEXAS) and Reed College (see OREGON). 



Bibliography. GENERAL: Paul Monroe (ed.), A Cyclopaedia of Education (New York, 1911; 

 3 vols. now published) is a remarkable evidence of the work of Columbia University and 

 its Teachers College for general education; and G. E. Partridge's, Genetic Philosophy of 

 Education (New York, 1912) is an epitome of the writings of G. Stanley Hall of Clark Univer- 

 sity. Of historical importance, especially for education in New York state, is Edward A. 

 Fitzpatrick, Educational Views and Influences of De Witt Clinton (New York, 1911); and on 

 women 's education papers in the October and November numbers of the Educational Review 

 by James M. Taylor of Vassar. The annual reports of the U.S. Commissioner of Education 

 and the reports of state superintendents contain important statistical matter. 



On the special topics mentioned above the following are some of the more important recent 

 publications. SECONDARY SCHOOLS: C. H. Johnston and others, High School Education, 

 (New York, 1912) and Julius Sachs, The American High School (New York, 1912). RURAL 

 SCHOOLS, AGRICULTURAL AND VOCATIONAL EDUCATION: E. P. Cubberley, The Improvement 

 of the Rural Schools (Boston, 1912); B. M. Davis, Agricultural Education in the Public Schools 

 (Chicago, 1912); G. A. Bricker, The Teaching of Agriculture in the High School (New York, 

 191 1); Part II, on agricultural education, of the Eleventh Year Book of the National Society for 

 the Study of Education (Chicago, 1912); Edwin G. Cooley, "The Need for Vocational Schools" 



The New Jersey Training School (Vineland) and the State University of Pennsylvania with 

 its psychological clinic are the pioneers. The State University of Washington has a fund 

 (Gatzert foundation) for training and studying mental defectives. There is a tendency to 

 take the control of state schools for feeble-minded and other defectives from charitable (and 

 penal) boards and to give it to state boards of education. See Frederick E. Bolton, "Public 

 Education of Exceptional Children," Educational Review, June 1912. 



1 On efficiency tests see various articles, including one by Clyde Furst, Secretary of the 

 Carnegie Foundation, in the May 1912 School Review. 



1 See T. Morey Hodgman, President of Macalester College, St. Paul, Minnesota, "Func- 

 tional Changes in the College," Educational Review, October 1912. 



