172 



SCIENCE 



[N. S. Vol. XXIX. No. 735 



oua professional schools such as law, medicine 

 and engineering. 



Present tendencies point, in our opinion 

 then, to a definite differentiation in the work 

 of the college at the close of the sophomore 

 year toward university work in the real sense. 

 If these views are just, we suggest the follow- 

 ing formulation of principles underlying the 

 organization of such an institution and we 

 may define the Standard American University 

 to be an institution: (1) "Which requires for 

 admission the completion of the curriculum 

 of a standard American high school with a 

 four years" course, or in other terms, the com- 

 pletion of a course which will enable the pupils 

 to offer not less than fourteen five-hour units, 

 or equivalent; (2) which offers in the college 

 of literature and science two years of general 

 or liberal work completing or supplementing 

 the work of the high school; (3) which offers 

 a further course of two years so arranged 

 that the student may begin work of university 

 character leading to the bachelor's degree at 

 the end and reaching forward to the con- 

 tinuation of this work in the graduate school 

 or the professional school; (4) which offers 

 professional courses, based upon the comple- 

 tion of two years' of collegiate work, in law, 

 or medicine or engineering; (5) which offers 

 in the graduate school an adequate course 

 leading to the degree of doctor of philosophy. 



It is recommended that this association 



* The definitions of standards in terms of time 

 are used as a matter of convenience, but there 

 shall be due opportunity in individual cases to 

 show equivalents. In the definitions of units for 

 collegiate entrance requirements, it is recom- 

 mended that those now current in the North 

 Central Association of Colleges and Secondary 

 Schools, the Association of Colleges and Prepara- 

 tory Schools of the Middle States and Maryland, 

 the New England Association of Colleges and 

 Preparatory Schools, the Association of Colleges 

 and Preparatory Schools of the Southern States, 

 the College Entrance Examination Board, the New 

 England College Entrance Certificate Board and 

 the National Conference Committee of the Asso- 

 ciations of Colleges and Preparatory Schools, and 

 those formulated by associations of experts, and 

 accepted by the above bodies, be recognized. 



recognize any institution, in whole or in part, 

 doing work of this grade as, in so far, doing 

 work of university quality. 



In recommending that university work 

 begin with the junior year of the college and 

 that the professional schools be based on the 

 first two years of college, the report is in line 

 with present tendencies. It is in accord with 

 the growing belief that the work of the last 

 two years of college should be organized into 

 groups that aim at more definite results, and 

 lead to greater efficiency. But this is only 

 the first of many problems. We are facing 

 questions of the time beyond the junior year 

 for attaining the Ph.D. degree, of adjusting 

 the scheme of counting the last two years 

 toward both arts and professional degrees, of 

 the place of the A.B. degree, of the age when 

 the period of general education should end, 

 and of a possible reorganization of elementary 

 and secondary education. But these questions 

 are not ready for solution and hardly belong 

 to the work of the committee at the present 

 time. 



In accordance with the foregoing definition 

 of the Standard American University, it is 

 recommended that the following standards be 

 set up : 



1. Time Requirement for the Bachelor's 

 Degree.— 'Not less than sixty year-hours, or 

 twelve units, of collegiate work shall be re- 

 quired for the bachelor's degree. 



2. Qualifications of Teachers. — It is ex- 

 pected that the teacher in the high school shall 

 have the bachelor's degree, or show evidence of 

 equivalent attainment, and it is recommended 

 that he have the master's degree. As a rule, 

 the professors of all ranks in the collegiate 

 work shall have the degree of doctor of phi- 

 losophy, or its equivalent. The professors giv- 

 ing instruction in graduate work are ex- 

 pected to show, in addition to the possession 

 of a doctor's degree, or its equivalent, their 

 scholastic ability by successful research and 

 publication, and above all, they must have 

 demonstrated that they have power as teachers 

 to inspire the students with zeal for research. 

 Indeed, it is understood that all the teachers 

 should possess the power of imparting knowl- 



