484 
of the long day. The appreciation of this 
fact on the part of the great number of 
college trustees has hardly begun. It will 
be a matter of slow education, but it will 
come, and in just such proportion as stand- 
ards of honesty, of sincerity and of human 
brotherhood improve in the colleges them- 
selves. 
And it is fairly safe to say, from past 
experience, that progress in these moral 
standards will follow close upon progress in 
scholarly standards. Educational right- 
eousness will not be divorced from other 
forms of right living. The college which 
holds up sincere and fair scholarly stand- 
ards will in the long run be the college 
that will bring to its service trustees who 
ean face intelligently all their obligations, 
whether they be to the college as a whole 
or to the individual student or teacher. 
In the present status of higher education 
in America there are many conditions that 
make it easy for college trustees to disre- 
gard the obligation to the individual in the 
face of numerous demands in other direc- 
tions. In almost every state of the union 
there are more colleges in name than the 
country needs or can afford. They have 
been started without much regard to the 
ultimate educational demands. Many of 
them have existed by doing the work of 
high schools, and now that the high school 
system of most states is being rapidly devel- 
oped, many of these institutions, founded 
in an educational enthusiasm and having 
neither the means nor the facilities for 
doing college work, have a hard struggle 
for existence. Denominational, state and 
local rivalries have done much to swell this 
list of weak and often superfiuous colleges. 
In many eases their existence makes impos- 
sible that of good high schools which would 
far better serve the educational interests of 
the community. 
For example, in Nebraska, which had a 
SCIENCE 
[N.S. Vou. XXXV. No. 900 
population in 1910 of 1,192,214, there are 
thirteen colleges and universities, all in the 
fertile and populous southeastern quarter. 
One of these thirteen institutions is the 
well-supported and accessibly located state 
university, another is a university con- 
ducted by the Jesuit Fathers, and a third 
is a privately endowed institution. Hach 
of the remaining ten colleges was founded 
by a protestant denomination, is controlled 
by it, and appeals to the denominational 
constituency for support. One of these eol- 
leges gives in its catalogue no means of 
estimating the number of its college stu- 
dents. The other nine have a total college 
enrollment of 841, or an average of 93 
college students each. The total enrollment 
of all of the departments of these institu- 
tions, apart from summer schools, is 3,051, 
or an average of 340 each. It thus appears 
that these colleges, founded in days of pio- 
neer enthusiasm or of boom prospects, and 
maintained by efforts of denominations and 
the sacrifices of individuals, are chiefly 
engaged in preparatory, music and business 
school work, rather than in college educa- 
tion. To reduce these ten struggling col- 
leges to two or three would relieve many 
conscientious people from severe financial 
pressure, and would greatly improve the 
level of higher education in Nebraska. 
Similarly, in Pennsylvania, there were, 
at last reports, fifty-one institutions calling 
themselves universities or colleges. A 
baker’s dozen of these are wholly secondary 
schools, in no way entitled to the name of 
college. Three universities in Pennsyl- 
vania can perhaps make that title good. 
There is one state college. There are also 
six worthy non-sectarian colleges. The 
remaining twenty-eight institutions are de- 
nominational schools and colleges—six of 
the Roman Catholic church, five of the 
Lutheran and five of the Presbyterian de- 
nominations. Three other denominations 
