Nine of the universities require from none to 5, inclusive, specified units; 16 require from 5.1 to 8, inclusive; 28 require from 8.1 to II, inclusive; 9 require from 11.1 to 14, inclusive; and 3 require more than 14 units. Only 5 specify the total number of units required for admission. Although these statistics are not exhaustive they give a fair idea of the general practice.

At a recent meeting of a New England Association of Colleges and Preparatory Schools the following motion was passed with but a single dissenting vote:

"I move that it is the sense of the Association that the requirements for admission to college would be improved by the introduction of changes or modifications in the direction of the six recommendations made by Dr. Farrand."

These recommendations were:

1. That elementary Algebra end with quadratics.

2. That in geometry a syllabus of essential propositions be made.

3. That the mathematical work in Physics be reduced. 4. That Latin and Greek composition be eliminated or reduced. 5. That in English requirements there shall be a reduction on the emphasis placed on the knowledge of specific books.

6. That the field in ancient history be reduced to reasonable limits.

A short time ago the High School Teachers' Association of New York City recommended, among other things, that but one foreign language be required for admission to college, and that a more liberal amount of electives in science be permitted.

The justice of the demand that but one foreign language be required for admission has been recognized by many colleges and universities, and they have accordingly adjusted their requirements to meet this request.

This is more particularly true of western institutions. The universities of Illinois, Indiana, Iowa, Kansas, Michigan, Missouri, Virginia, Wisconsin, and many others require one foreign language for admission, and quite a number do not require any.

II. Generally speaking, the East advocates entrance by examination, the North Central States favor the inspection plan, and institutions located in various parts of the country advocate entrance by certificate.

Those who advocate admission to college by examination contend that a better class of students is obtained by this system than by any other. But the objection is raised that those teachers who have charge of the instruction of pupils who are preparing for such examinations conduct their work with the ultimate view of preparing directly for those examinations rather than for the purpose of preparing for the duties and activities in life which the pupils will be called upon to perform. This objection seems to be sustained by the fact that the colleges which admit only by examination are the only ones which draw a greater percentage of students from private schools than from public schools.

The certificate plan has met with considerable approval both from the high school and the college, but even here the objection is raised that there is a tendency to shut out the average student from college privileges on account of the grades demanded.

The North Central States have been enthusiastic in their praise of the system of inspecting and accrediting high schools which the universities have developed. The objection to this system is that the control of the high school has been too strongly centralized in the university, which, in turn, has used the high school to its own end.

It is obvious that every system proposed would be open to criticism, but if the state department of education of each state would develop an efficient and sufficient corps of high school inspectors whose duty it should be to stimulate and encourage the high schools of the state and endeavor to have them maintain a course which could be considered a good secondary course, the objections would be minimized. This should, in no way, however, give the inspectors the power to dictate the course to be used in any given locality.

The colleges and the universities of the state should then admit a graduate of any such high school to some one of their

courses.

III. Perhaps the most difficult problem that high school principals have to deal with in recent years, has been that the colleges and universities would not recognize or give credit for certain courses offered in the high school.

However, through the persistence and perseverance of the high school teachers and principals the outlook has become much more encouraging. According to a recent Bulletin of College Entrance Examinations issued by the United States Bureau of Education, there are now among 203 colleges of liberal arts, 97 which recognize shopwork, 88 commercial subjects, 80 agricultural, and 79 household science. The institutions which recognize. for entrance any subject that an approved high school counts in its graduation requirements are growing, except apparently among women's colleges.

A few colleges give credit for all well conducted courses in the high school, and many others have adjusted their entrance requirements so as to give credit to some of the vocational subjects, but there are still a great many colleges and universities which have thus far turned a deaf ear to all arguments. It is to these institutions that the high schools must continue to make their appeal.

The Committee on College Entrance Requirements in Mathematics and Science, appointed in June, 1909, submitted resolutions for adoption in 1911, among which were the following:

"Whereas The present high school courses have been subjected to trenchant criticism, especially from the industrial and business worlds, chiefly because present courses give insufficient attention to vocational training or to the future work of the child, and this has been one of the causes contributing to the loss from the high school of both boys and girls who would profit largely by courses that would more directly prepare them to meet the actual demands of business and of manufacturing life; and

"Whereas Although we recognize the great benefits that have come in the past to the secondary school through college entrance requirements, we yet believe that the present excessive severity of these requirements along certain traditional lines and the failure of the colleges to recognize the educational value of vocational courses toward college admission, are conditions which very seriously hamper the freedom of the secondary schools and prevent necessary investigation, repeated experiment, and successful development of courses to meet present needs and educational growth: therefore be it

"Resolved-That we request the college to consider whether the work done by its students in college does not in large part furnish a better basis for testing the efficiency of school preparation than do the present methods of entrance examination and of official inspection; and

"Resolved-That as we consider the larger and the more important duty of the secondary school is the preparation of the students for immediate entrance upon useful life in their communities, we believe the college should cease to discriminate against subjects that the schools find necessary in preparing their pupils for such studies."44

The new entrance requirements of Michigan, Chicago, Harvard, and Pennsylvania are now formulated very much along the lines suggested in this report. While Harvard continues to demand examinations, they are less objectionable both in number and in form than of old, and mark real progress in the direction of giving the school sufficient freedom. The demands of the colleges named above are now so rational as to give little reason for criticism.

Quite recently the High School Teachers' Association of New York City has taken a step which should bear fruit and which other high school teachers' associations might profitably follow. A committee was appointed to investigate the present college entrance requirements and to endeavor to bring about a better articulation of the high school and college. The committee suggested two methods of improving the situation:

1. "That college entrance be based upon the simple fact of graduation from a four years' course in a first class high school." 2 (a). "That the so-called 'required' subjects be reduced, together with"

(b) "The recognition of all standard subjects as elective." "The specified entrance requirements of two foreign languages, the meager electives in science, and the absence of recognition for drawing, music, household sciences and art, shopwork, commercial branches, and civics and economics, constitute the chief difficulty."

44 "School Science and Mathematics," 1911, Vol. 11, pp. 371-373.

A number of important state and sectional organizations have declared, as one of their aims, the promotion of a better understanding between secondary schools and colleges. But notwithstanding the efforts of these organizations, there is still considerable dissatisfaction among high schools with the present entrance requirements and methods of admission. It is to be hoped that the work of the colleges and the high schools may be more perfectly harmonized in the near future.