Lfl 226 I.H5 I Copy 1 ^^Tjsr EDUCATIONAL GUIDE FOR SYRIAN STUDENTS IN THE UNITED STATES BY PHILIP K. HITTI, Ph. D. ISSUED BY THE SYRIAN EDUCATIONAL SOCIETY OF NEW YORK CITY 1921 EDUCATIONAL GUIDE FOR SYRIAN STUDENTS IN THE UNITED STATES BY PHILIP K: HITTI, Ph. D. ISSUED BY THE SYRIAN EDUCATIONAL SOCIETY OF NEW YORK CITY 1921 THE SYRIAN-AMERICAN PRESS NEW YORK .K5 Gift NOV iS Wf TABLE OF CONTENTS CHAPTER I. Organization and Cliaracteristics of Education in tlie United States. Complexity. Uniformity of Standard. Characteristics. Variety— State Systems; Municipal Institutions; Private Institutions; Denominational Institutions. Classification— Kindergarten ; The Elementary School; The Secondary School; The American College; The American University. CHAPTER II. The Typical University. Section 1. The School of Arts and Sciences. The School of Engin- eering. The School of Agriculture. The School of Veterinary Medi- cine. The School of Medicine. The School of Pharmacy. The School of Dentistry. The School of Commerce. The School of Journalism. The School of Education. The School of Theology. The School of Law. The Graduate School. The Summer School. Extension Teach- ing. Section 2. Special Researcli Foundations. Section 3. Independent Technical and Professional Schools. Section 4. Independent and Denominational Colleges. Section 5. Y. M. C. A. Schools. Section 6. Higher Education for Women. CHAPTER III. College Entrance Requirements. CHAPTER IV. College Life. Athletics. Fraternities and Clubs. Debating, Dramatic and Literary Societities. Foreign Student Organizations — Committee on Friendly Relations Among Foreign Students; Corda Fratres Association of Cosmopolitan Clubs — Other Foreign Student Organizations. Reli- gious Organizations. Hazing. CHAPTER V. Living Conditions. Lodging and Boarding Facilities. Expenses, — Tables: — East, Cornell University and Brown University; Middle West — University of Minnesota and University of Illinois; West — University of California and University of Washington; South — University of Texas. Vaca- tions. Places of Interest to be Visited. Student Aid and Self Help. CHAPTER VI. Number and Distribution of Foreign Students. CHAPTER VIL The Syrian Educational Society. CHAPTER VIIL Special Problems. Choice of a School. Amount of Money. Etiquette. CHAPTER IX. Appendices. 1. Accredited Higher Institutions. 2. Classified Medical Schools. 3. Engineering Schools. 4. Colleges and Schools of Agriculture. 5. Schools of Dentistry. 6. Private Schools. 7. Reading List of Books on the United States. INTRODUCTORY NOTE The ever increasing demand made by prospective students and parents of young pupils — boys and girls — upon the Syrian Educational Society to answer the various queries regarding the opportunities for higher education and the facilities for private secondary and elementary education in the United States has prompted the Society to ask one of its members, Dr. Philp K. Hitti, to undertake as a service the compilation of a monograph that will serve as a guide book to the Syrian students and parents and that will stimulate a larger number of young men and women here and abroad to take advantage of the unexcelled possibilities for edu- cation in this country. As a lecturer in Columbia University, President of the Inter- collegiate Cosmopolitan Club of New York City, and a secretary of the Committee on Friendly Relations Among Foreign Students, Dr. Hitti is eminently qualified to do the work. For many years he has acted as adviser to the hundreds of students from all over the world who sought his counsel regarding their education in this land. He visited and secured first hand information from most of the leading institutions of America. The results of Dr. Hitti's studies and experiences are embod- ied in the following pages which we trust will prove of great value to the Syrian people. For the Syrian Educational Society, JOSEPH W. FERRIS, NEJIB A. KATIBAH, President. Secretary. CHAPTER I. ORGANIZATION AND CHARACTERISTICS OF EDUCATION IN THE UNITED STATES COMP/-EXITY Strictly speaking there are forty-nine systems of public edu- cation in the United States corresponding to the forty-eight States and the District of Columbia. Each one of these self-governing commonwealths is free to exercise full control over the initiation, direction and development of its own educational policies. Hence the absence of a national system. Alongside the institutions of these public educational systems a number of municipalities, individuals, private corporations and denominations support schools, academies, colleges and universi- ties, thus adding to the complexity of the American educational system. Under the Constitution of the country these non-public institutions are allowed perfect freedom of development. UNIFORMITY OF STANDARD ^ While no two State systems and no two private institutions are exactly the same yet in essentials they are more or less alike. All States, for instance, provide by law for elementary education at public expense. The standards of admission and graduation from the principal types of institutions are almost identical. The usual length of the elementary school course is eight years. The age of compulsory attendance is generally from seven or eight years. The age of compulsory attendance is generally from seven or eight to fourteen or fifteen. Public secondary schools, also called high schools, offer ordinarily a four year course, which is a continuation of the elementary school course. Almost all col- leges offer a course four years in length. Thus underneath the apparent dissimilarity in the foundation, management and control of the educational system in the United States, there is, neverthe- less, a fundamental unity of purpose and a general conformity of standards and methods. CHARACTERISTICS The lack of standardization which we have previously ob- served is the chief distinction of the American system of education as compared to the European systems. Many systems of education are being carried on all the time in this country and the results accomplished by the one are available for all. The individualism of the American people is no where else better revealed than in their institutions of education. Another feature of American education is its democratic character. Next to the political institutions the educational insti- tutions best reflect the democratic tendencies of the American people. American education is so graded as to make the secon- dary school the continuation of the elementary school, and the college the continuation of the secondary school. In France and Germany, and to a certain extent in England, the elementary and secondary systems are entirely unrelated. Transference from one to the other is possible only at one or two points. The elementary school is not regarded as a preparatory institution for the secon- dary school but as furnishing education for the children of the laboring and artisan classes, whereas the secondary school is in- tended ot fit the more well-to-do children for the professions and for the civil life. Much of the work that is done by the French lycee and the German gymnasium is included here in the secondary school or in the first two years of college. One, who has in America completed a secondary or high school course together w^ith the first two years of college, corres- ponds to the holder of the Baccalaureate of the French lycee, the Latin American liceo or the abiturientenzeugnis of the German gymnasium. The American professional schools, which require two years of college study for entrance, correspond to the French, Latin American and German universities, which are open only to the holders of the Baccalaureate degree from the lycee, the liceo or the gymnasium. VARIETY STATE SYSTEMS The Constitution of the United States does not provide for the control of education by the Federal Government. The Com- missioner of Education in Washington has only advisory power to exercise. Each State, therefore, assumes the task of devising and .pursuing its own system. The educational systems of the various States have grown up independently of one another and at different times. The common conception of the part States should play in promoting and controlling education has varied according to time and local- ity. In the comparatively newer States of the West and the Mid- dle West the theory prevails that all education from the kinder- garten to the university should be supported and managed by the State or local government. On the other hand, in the older States and particularly in the East, elementary education and a certain amount of secondary education is left to the State but higher education is conducted through independent institutions founded under various auspices, principally religious. The first public school was established at Dorchester, Mass. in 1639. The first public school to be maintained by general taxation was established by vote of the Dedham (Mass.) Town Meeting on January 1, 1644. MUNICIPAL INSTITUTIONS Not only States, but in a few cases large cities, have their own educational policies and institutions. These institutions are mostly of the elementary and secondary types. Recently, how- ever, a number of cities have established higher institutions among which are the College of the City of New York, and the Universities of Cincinnati, Akron, and Toledo, all of which are under municipal control. PRIVATE INSTITUTIONS The American private school is a distinctive expression of national character, yet like other American institutions its origin should be traced back to European countries. In earlier times ecclesiastical control prevailed but later the influence became political. The private school antidates the public. One of the first private funds for education in America was established in 1657 by the bequest of Edward Hopkins, an uncle of Elihu Yale and one time Governor of Connecticut. For a list of private schools see Appendix No. 6. DENOMINATIONAL INSTITUTIONS In the field of elementary education, the most extensive pri- vate system in the United States is that of the Roman Caholic Church. In 1790 the Roman Catholic Church established its diocesan government in this country and immediately opened parochial schools. As the number of Catholics increased through the establishment of public schools to supplement the academies was taken, under the lead of Boston. 10 immigration, its teaching orders opened schools of higher edu- cation in all parts of the Union. The establishment of Catholic schools received a new impetus from the Baltimore Council of 1884 in which parish priests were charged with the establishment of parochial schools, and Catholic parents were directed to send their children to them. The Protestant churches have been in the educational field before the Catholic Church. Among the Protestant sects the Epis- copal Church has led the way in the establishment of denomina- tional schools. Methodist academies date from the early decades of the last century. Almost all other denominations have since entered the field of education. CLASSIFICATION KINDERGARTEN The first institution ol learning in which the child makes his way is the kindergarten. Children below six or seven are received in it. The American kindergarten owes its existence to the efforts of Miss Elizabeth Peabody of Boston who, in 1867, went to Ger- many to study under Froebel in his Blankenburg kindergarten. On her return the following year she established in Boston the first kindergarten. At present there are over 4,500 kindergar- tens, public and private, which enroll upwards of 200,000 pupils. THE ELEMENTARY SCHOOL The elementary school, as we have observed, was first insti- tuted in Massachusetts- Except in New England the management of the district elementary schools began in most cases with the Church and gradually got into the hands of the smallest political subdivision, known as the "district". The elementary schools in this country receive children at the age of six oi: seven and cover a period of eight years. Some cities have recently extended the period to nine years. On the other hand there is a tendency in other places to shorten the ele- mentary school period. THE SECONDARY SCHOOL The oldest secondary school in this country is the Boston Latin School, which was established in 1653 by a vote of the citizens in a town meeting. The Revolutionary War was a time of transition and a new type of institution, known as the Academy, sprang up following the English precedent. The Academy was established by Benja- min Franklin in Philadelphia in the middle part of the eighteenth century. 11 At the beginning of the nineteenth century the first step in The secondary school course covers a period of four years. In some cities a fifth year has been added. The course is a con- tinuation of the elementary school course and prepares the student for admission to college. The secondary schools are also called high schools. THE AMERICAN COLLEGE The American college was the first institution for higher learning to be founded in the United States. Harvard was the first college established in America — the date of its founding being 1636, just sixteen years after the Pilgrim Fathers landed at Plymouth Rock. Cambridge and Oxford furnished the proto- type for Harvard College. Most of its earlier graduates entered the Christian ministry. The American college is a unique institution. It seems to find no exact counterpart in the educational system of any other country. It is the nucleus from which all higher institutions of learning have sprung. Traditionally, its curriculum covers a period of four years and grants the Baccalaureate degree. THE AMERICAN UNIVERSITY The American university is the outgrowth and the expansion of the American college. Before the nineteenth century th^re were no universities in the modern sense of the term. With the rise of the professional schools of theology, law and medicine, the American college began to approach university organization. The university then came to be designated as an institution composed of a college and one or more professional schools, each under the control of a separate faculty. Nevertheless the terms "college" and "university" are still sometimes used interchangeably and often confused. In some States it has been possible to secure a university charter on the strength of achievement possible in the future, rather than accomplished in the past. Thus today we find many colleges offering but a single course leading to the Bache- lor's degree and yet chartered as a university. In the strictest sense of the term a university is an institution maintaining, in addition to the college proper, professional depart- ments offering advanced degrees. The specialized departments of the university include such schools as the colleges of engineer- ing, agriculture, medicine, pharmacy, law, commerce, education and theology. At the top of all is the graduate school of arts and sciences. Each of the Universities of Columbia, California, Chi- cago and Illinois, for instance, have a dozen or more of such schools or departments. In their growth American universities have consciously followed the German type. CHAPTER II. THE SCHOOL OF ARTS AND SCIENCES At the core of every American university stands the collegi- .ate department variously called the undergraduate department, the school, department or college of arts and sciences, the college of letters, the college of liberal arts, etc. Graduates of recognized high schools, and private schools and students who give evidence of preparation equivalent thereto are admitted to the school of arts and sciences. The average age of students entering college is eighteen or nineteen years, making the average at graduation twenty-two to twnty-three years. The college offers a four year course leading to the Bachelor's Degree, of which there are three distinctions, namely: — A. B. (Bachelor of Arts) , B. S. tBachelor of Science) and Ph. B. (Bache- lor of Philosophy) . The prescribed course of study for the Bache- lor's degree has practically broken down. At first the courses were prescribed but now the elective system prevails, although an absolutely free elective system is no where to be found. The usual procedure is to make it partly elective and partly prescribed. The required studies are confined to two or three subjects and the student is allowed freedom of choice with respect to the rest of the program. A still later development, known as the "group sys- tem" came to meet the needs of students and was first put into practice at John Hopkins University. The theory is that work should be concentrated along certain lines to definite ends. Cer- tain groups of studies are organized to corelate with a single central subject and to permit the students to choose one of these groups. Princeton was a pioneer in what is called the "precep- torial system" by which each student is carefully protected from negligence in study. The assistant professors are the preceptors, whose duty it is to meet the students in little groups, to give ad- vice and test the faithfulness and accuracy of their work. The semester system is followed by most universities — the first semester extending from the latter part of September to early Februarj'-, and the second semester terminating about the middle of June. Some of the universities in California open in August and close in May. Each semester culminates in an exam- ination designed to test the knowledge of the student in the 13 branches he has studied. Many of the colleges have adopted the^ "honor system" in the written examinations according to which- no proctors supervise the examination period. This system en- deavors to cultivate honesty in examinations. The offender is usually suspended. The instruction in the school of arts and sciences is carried on by means of lectures, recitations, discussions and various kinds of written exercises. In the Freshman and Sophomore years — the first two years of the college course — instructors usually assign a definite number of pages from a prescribed textbook and the student's knowledge is tested by recitation. In the last two years lectures become more the rule and periodic examinations take the place of formal recitations. THE SCHOOL OF ENGINEERING The school of applied science or engineering offers to gradu- ates of secondary schools a four year course leading to the degree of B. S. (Bachelor of Science) in civil, mechanical, mining, metal- lurgical, electrical, hydraulic, architectural, chemical or sanitary engineering. Some universities, e. g., Columbia and Harvard, require graduation from a scientific school in good standing or completion of not less than three years in an approved college for admission. In certain institutions separate schools are maintained for mining, mechanical, electrical and other forms of engineering and sometimes a five or six year course is offered. In these cases the degree conferred is E. E. (Electrical Engineer), M. E. (Mining Engineer), C. E. (Civil Engineer), or A. E. (Architectural En- gineer) . The work in these schools being mainly professional, it tends to be more prescribed than elective. It is more practical or con- crete than purely academic work ; a great part of which is carried on in laboratories and machine shops belonging to the universi- ties and in the factories or industrial organizations in the city. In the University of Cincinnati a successful attempt has been made to introduce the so-called "co-operative course" by whicTa a student works two weeks in a factory and two weeks at school. The course covers five years. The system has been followed by the University of Akron, O., by Georgia School of Technology, Atlanta and by other institutions. In recent years several universities have begun to offer grad- uate work in engineering science leading to the degrees of M. S. (Mastre of Science), Ph. D. (Doctor of Philosophy) and Sc. D. (Doctor of Science). The conditions are practically the same a& those prevailing in the graduate school of arts and sciences. Li THE SCHOOL OF AGRICULTURE The typical school or college of agriculture offers to graduates -of a secondary school a four year course in agriculture leading to the degree of B. S. (Bachelor of Science). While many universities undertake to give instruction in medicine, engineering and law and the other professions, agricul- ture is practically in the monopoly of State universities and land- grant colleges. In the Morrill Act of 1862 the United States Con- gress granted to the several States certain portions of land, the proceeds from the sale of which were to form a fund for the maintenance of colleges of agriculture. In a number of States this land grant /made possible the establishment of a State university. The Federal Government has also been in the habit of apportion- ing annually large sums for the support of these institutions and for the development of agricultural experimentation and research. The State universities, therefore, owe it to the States and to the nation to do more than train students for a professional life of farming. They should also carry on original investigation and research for the extension of the science of agriculture. As in engineering, the school is sometimes subdivided into specialized departments in forestry, dairy and home economics. Each course combines instruction in the general sciences, lan- ,guages and mathematics with technical instruction in agriculture and actual practice in laooratories and on the farms connected with the universities. In Yale an independent school of forestry is maintained with no other school of agriculture in the University. It is open to college graduates only. THE SCHOOL OF VETERINARY MEDICINE The interdependence between animal and plant husbandry has made it necessary for several universities of agriculture to maintain schools of veterinary medicine. The typical school of veterinary medicine offers to graduates of a secondary school a three year course leading to the degree of D. V. M. (Doctor of Veterinary Medicine). The New York State Veterinary College administered by Cornell University offers a four year course. The course is a combination of general medical sciences, such as chemistry, physiology and anatomy with such ^pecial courses as animal pathology, surgery and husbandry. Clin- ical facilities are provided in the veterinary hospitals connected v^^ith the schools. r5 THE SCHOOL OF MEDICINE The high grade school of medicine requires for admission two years of college work after the completion of a four year high or secondary school course and offers a four year course leading to the degree of M. D. (Doctor of Medicine) . Not only the school authorities but the State must be satisfied that the pre-medical education of the applicant is up to the standard. Upon graduation a physician can not orinarily practice in a State without passing an examination before the licensing Board. The American medical college is usually well equipped with laboratories and has hospital facilities for first hand observation .and practice. Along no other professional line of American edu- cation has more rapid and noteworthy progress been made in recent years than along medical lines. Nevertheless a number of institutions have flourished in the country who purport to give medical and other professional training without possessing the equipment and the teaching facilities. For a list of the American medical colleges recognized by the American Medical Association see Appendix No. 2. Upon the recommendation of the American Medical Associa- tion a number of the more progressive medical schools have in •late years added a fifth year to the medical course in which the student serves as an intern in a hospital. Advanced study and .research in medicine is possible in only a few colleges in this '-country. Both Johns Hopkins and Harvard offer post-graduate work in medicine, leading to the degree of Doctor of Public Health. A number of universities offer a combination of cultural and medical course covering six or seven years and leading to the two degrees of B. A. (Bachelor of Arts), or B. S. (Bachelor of Science), and M. D. (Doctor of Medicine) . THE SCHOOL OF PHARMACY The school of pharmacy usually requires graduation from a 'high school for admission and sometimes two years of college 'Work. At the end of a two years' course in pharmacy the degree of Ph. G. (Graduate of Pharmacy) is conferred. At the end of a three year course Ph. C. (Pharmaceutical Chemist) is conferred and at the end of a four year course the degree conferred is B. S. ^(Bachelor of Science) in Pharmacy. 16 THE SCHOOL OF DENTISTRY The course in dentistry is usually a three year course open to graduates of secondary schools and leading to the degrees of D. D. S. (Doctor of Dental Surgery) and D. M. D. (Doctor of Dental Medicine). The University of Pennsylvania has a four year course in addition to the three year course. Harvard offers a four year course only. There are no less than thirty schools of dentistry in connec- tion with the universities and colleges. American schoools of dentistry are mostly well equipped and offer unexcelled facilities for clinical work and study. American practitioners of dentistry enjoy world reputation. There is a growing tendency on the part of States and universities to regard dentistry as a specialized branch of medical science. One State has already passed a law requiring that all practitioners of dentistry shall hold a medical degree. THE SCHOOL OF COMMERCE The school of commerce or business administration usually offers to graduates of secondary schools a four year course lead- ing to the degree of B. S. (Bachelor of Science). The first two years vary only slightly from the regular academic course but the last two are devoted to technical subjects designed to give general preparation for business. Schools of commerce and business are among the more recent acquisitions of American universities. THE SCHOOL OF JOURNALISM Only a few universities include in their organization schools of journalism, most of which are also recent additions. The course ordinarily covers four years and is open to graduates of secondary schools. The degree conferred is B. Lift. (Bachelor of Letters) or B. J. (Bacjielor of Journalism). The first two years are mainly devoted to social sciences and English planned to familiarize the student with present social and economic conditions and to help him in the use of language and self-expression ; and the last two years to such courses as reporting, interviewing, editorial writing, feature writing and international relations. Columbia maintains one of the best equipped and the University of Missouri one of the oldest schools of journalism in the country. 17 THE SCHOOL OF EDUCATION The typical school of education offers to graduates of secon- dary schools a four year course leading to the Bachelor's degree in pedagogy, literature, or science in education. This institution is comparatively new and is distinctly Amer- ican, whereas the normal school has European origin. The general aim is to prepare prospective high school teachers, school princi- pals and superintendents. For high school graduates the normal school course covers two or three years. Most States maintain normal schools for the training of teachers. Good schools of education provide opportunities for observa- tion and for the practice of teaching. In the professional part of their curricula they offer instruction in such subjects as edu- cational psychology, sociology, educational administration and the various aspects of secondary, grammar and kindergarten edu- cation. Graduate courses in education leading to the degree of M. A. (Master of Arts) or Ph. D. (Doctor of Philosophy) are now offered by the graduate departments of many universities. There is a growing tendency for the school of education to relegate to the collegiate department that part of its curriculum which is cultural and thus to become a purely graduate school. THE SCHOOL OF THEOLOGY The school of theology or divinity is the oldest of all profes- sional schools. A first class school offers a three year course to college graduates and confers the degree of B. D. (Bachelor of Divinity) or S. T. B. (Bachelor of the Science of Divitity). A number of schools of theology do not require the full college course. Certain schools of theology are denominational, such as An- dover Theological Seminary (Congregational), Oberlin Theolog- ical Seminary (Presbyterian) and the Catholic University of America (Roman Catholic) ; and others are not- Some are con- nected with the universities as is the case with Princeton, Yale, Harvard and the University of Chicago, while others, such as Union, McCormick and Drew Seminaries, are independent. 18 THE SCHOOL OF LAW The school or college of law offers to students who have had two years or more of collegiate training a three year course in common and statute law, leading to the degree of LL. B. (Bachelor of Laws). Because of the radical variation of the American legal system from the code systems of other countries only a few foreign stu- dents frequent American law schools, but there are many gradu- ate courses in jurisprudence, and international law patronized by the foreign students in the large universities. THE GRADUATE SCHOOL The cap-stone of the American university is the graduate school of arts and sciences, known as the Graduate Faculty or the Faculty of Philosophy. It admits as students only those who hold a Bachelor's degree from a college of recognized standing and offers courses leading to the Master's degrees: A. M. (Master of Arts), M. S. (Master of Science), M. Fed. (Master of Pedagogy) etc. and the Doctor's degrees: Ph. D. (Doctor of Philosophy), Sc. D. (Doctor of Science) and Phar. D. (Doctor of Pharmacy). The prototype of the American graduate school is the German philosophische fakultat. Its aim, besides giving instruction in the most advanced and specialized branches of science, is to extend the boundaries of human knowledge by original investigations and research. Almost all the American graduate schools have been appended within the last generation to the universities. Nevertheless the progress achieved by many of them has been unparalleled by any other university department. Students from abroad will find opportunities for graduate study and investigation in the leading American universities that compare favorably with any European university. The Master's degree is usually awarded to students who have pursued in residence post graduate studies for at least one aca- demic year or its equivalent devoted, as a rule, to not more than three studies, one of which, the major subject, receives the claims of the greater part of the student's time and interest. The require- ments may include the writing of a thesis approved by the appro- priate department. 19 The Doctor's degree is awarded to students who have pur- sued post graduate courses for usually three years (two of which at least must be done in residence) and who have satisfied their particular departments of their mastery of their special subject, and of their general acquaintance with the broader field of know- ledge of which their subject forms a part. This mastery is demon- strated, not only by oral and written examination, but a thesis or dissertation in addition, emobdying the results of original investi- gation and research on some topic, previously approved by the processor in charge of the major subject. Most universities re- quire the publication of the dissertation. THE SUMMER SCHOOL One of the interesting features of many prominent universi- ties is their summer school work, covering six weeks in July and August or extending through the summer months. These schools are designed primarily to meet the needs of teachers who seek advanced instruction, with or without regard to academic degree, and students who wish to shorten the period of residence, make up deficiencies, or complete their preparation for entrance to some college or professional school. The majority of the courses given in summer schools pertain to the undergraduate and some to the graduate departments of arts and sciences. In some cases it is possible to complete one quarter of a year's work during the summer course. Foreign students arriving early in the summer will do well to register in a summer school of good standing, especially if they are deficient in the use of the English language, or if they are not sure that they are entitled to eroll in the department or class in which they desire to enroll. EXTENSION TEACHING Extension teaching is instruction given by the regular uni- versity officers, or outside officers, under the supervision and con- trol of the university, either in or away from the university build- ings and for the benefit of those unable to attend the regular courses of instruction. These courses are given late in the after- noon and in the evenings, and are patronized by men and women from the differet walks of life who can give only a part of their time to study but without reference to an academic degree, and by those who look forward to qualifying themselves to obtain in the future academic recognition. 20 SECTION 2 SPECIAL RESEARCH FOUNDATIONS Among the scientific resources of the country are a group of special foundations which are not, strictly speaking, educational institutions but which, through experimentation and research, have achieved results that have affected the theory and practice of education in the United States. Prominent among these insti- utions are the Russel Sage Foundation, The Carnegie Institution, The Carnegie Foundation for the Advancement of Teaching, and the Rockefeller Institute for Medical Research. SECTION 3 INDEPENDENT TECHNICAL AND PROFESSIONAL SCHOOLS Not all technical and professional schools are part of a uni- versity. Some of the foremost schools of engineering, such as the Massachusetts Institute of Techolnogy, Worcester Polytechnic Institute, Rensselaer Polytechnic Institute and Stevens Institute of Technology, are not affiliated with any university. In excel- lence of work some of these schools of engineering stand on a par with any institutions in the world. The majority of the seminaries, especially the Catholic, have no university connections. Some medical institutions, such as the College of Physicians and Surgeons at Baltimore, are independent. Several States have established independent schools of engin- eering and mechanical arts. Among these are the Michigan Agri- cultural College and the Iowa State College of Agriculture and Mechanic Arts. SECTION 4 INDEPENDENT AND DENOMINATIONAL COLLEGES Not all colleges are collegiate departments of some university. The majority of the schools of arts and sciences are independent institutions. In point of scholarship some of these independent 21 colleges compare favorably with any undergraduate department of any university, but in most cases they are smaller in the num- ber of attendance, their curricula more circumscribed and their library equipment not as good. On the other hand the personal touch and relationship, which is more likely to obtain in a smaller college than in a large university, may be the thing needed most by the student from abroad. It can be readily seen that in the atmosphere of a small college the alien student finds it easier to identify himself with the spirit of the institution. Most of the small colleges were, or still are, denominational. Thus there are Baptist colleges, Methodist colleges, Presbyterian colleges. Cath- olic colleges and many more. The denominational institutions attract, mainly, students of their own denominations, although they are open to all. They lay a special stress on religious edu- cation and require attendance at religious exercises. As a rule they thrive in the South and Middle West. In the West, where the State universities predominate, and in the East, where the independent universities predominate, the accepted policy is more or less complete divorce between higher education and religious instruction. SECTION 5 Y. M. C. A. SCHOOLS In almost any good-sized city Y. M. C. A. courses of instruc- tion are given in the evening. Of special importance are those termed, "English for Foreigners". A student, deficient in English or in those studies required for admission to a school, may have his need met by the courses offered by the Y. M. C. A. Tuition fees for such courses are comparatively low, and the facilities for attending meetings, hearing lectures, together with the ath- letic facilities render the Y. M. C. A. building especially attractive for students from other lands. SECTION 6 HIGHER EDUCATION FOR WOMEN Higher education began with the founding of Mount Holyoke Seminary (now Mount Holyoke College) at^South Hadley, Massa- chusetts, in 1837, as the result of a campaign by Mary Lyon. But it was not until after the Civil War that the period of establish- ment of women's colleges began. In 1855 Elmira College was founded, followed by Vassar (1861), Wells (1868), Smith (1871), Wellesley (1875), Bryn Mawr (1880), Mills (1885), Goucher (1888), and Rockford (1892). In all these institutions education is exclusively for women. In the Middle West, however, coeducation is the accepted policy and women are admitted on an equal footing with men- The success of the experiment in the State universities has given great impetus throughout the country to the coeducational system. The older colleges, and particularly those of the East, have been more conservative. They do not, as a rule, open their undergraduate schools to women, although they admit them to some of their graduate schools. One of the first coeducational institutions w^g Oberlin Collegiate Institute (now Oberlin College), which was opened in 1833. In addition to the separate and coeducational methods of education for women, there has also grown up a third system called the "co-ordinate system". This is represented by those col- leges for women which are affiliated with larger universities for men. The following v/ill serve as illustrations: Radcliffe College (1879) affiliated with Harvard University; H. Sophie Newcomb Memorial College (1886) affiliated with Tulane University of Louisiana; the College for Women affiliated with Western Re- serve University (1888) ; Barnard College (1889) affiliated with Columbia University and the Women's College of Brown Univer- sity (1892). A recent development in many college for women is the intro- duction of courses or departm.ents along the lines of household economics, secretarial training, library work and social service. 2S CHAPTER III. COLLEGE ENTRANCE REQUIREMENTS Admission to a standard American college is, in general, based on the completion of a four year course in a secondary school. Expressed in terms of the "unit", it is the equivalent of fourteen to sixteen units. A "unit" represents a year's study in any sub- ject in a secondary school, constituting approximately a quarter of a full year's work. A four year secondary school curriculum should be regarded as representing not more than sixteen units of work. This definition assumes that the length of the school year is thirty-six to forty weeks; that a period is from forty to sixty minutes in length and that the study is pursued for four or five periods a week. There "are three methods of admission; first by certificate from an accredited high school. This method prevails in the West and Middle West. Second by an examination conducted by the college, itself, or by the College Entrance Examination Board (See Appendix No. 1.) This method is followed in the East. The third is by passing a "psychological test". This method, introduced last year by Columbia University, is based on the pschological tests used by the United States Army Officers during the War and is meant to determine, not so much the fund of information possessed by the student, as his ability to think accurately and clearly to use his common sense. Only those who complete their secondary school work with the high records are allowed to take the test. The physical condition of a student is more and more being taken into consideration by college authorities. Some are begin- ning to require a certificate of health for admission. Foreign students who have studied under systems different from those prevailing in the United States will be required to submit a statement of the courses together with the number of periods per week, and the college, into which admission is sought, reserves the right for itself to determine the equivalent in terms of American "units". 24 CHAPTER IV. ATHLETICS Next to the regular studies themselves, athletics claim the largest part of the interest and time of a typical American student. In the eyes of the community as well as of the college circle the athlete, as a hero, outshines the scholar. Some student athletes are accorded national publicity. Almost all colleges maintain four types of teams which com- pete with the teams of other institutions. These are baseball, football, basket ball and the track teams. Foremost among these are the first two. A football game between Yale and Harvard is a national event. The teams are usually trained by a professional "coach" and members are selected from students who maintain a certain stand- ard of scholarship. To the non-athletic student the American college usually offers, through its gymnasium, field and swimming pool, good opportunity for keeping in sound physical condition, which is fundamental for effective intellectual training. FRATERNITIES AND CLUBS Next to athletics, fraternities, societies and social clubs are the strongest expression of American college life. In a sense American fraternities are unique. They are secret societies with a limited membership and a Greek motto, by the initial letters of which they are known. The basis of membership is a certain standard of scholarship in some organizations, or similarity of tastes and congeniality of disposition. The first Greek letter fraternity was the O. P. K., an honor- ary society formed in the College of William and Mary in 1776. Later professional fraternities, such as T. B. T. in engineering, Sigma Psi in science, etc., were formed. Today there are over one hundred fraternities and societies, with a total membership of more than two hundred thousand. While many fraternities undoubtedly exercise salutary and wholesome influences upon their members in particular and the ^.college student body in general, yet there are some which encour- 25 age snobbishness in juxtaposition to the highly democratic atmos- phere of the college campus. The number of foreign students who join fraternities is very- limited, although more and more of them are becoming open to students from abroad. In certain universities the place of fraternities is taken by- social clubs. These are organized to foster a spirit of comradeship among groups of students. DEBATING, DRAMATIC AND LITERARY SOCIETIES In addition to social clubs there are, in almost every univer- sity, debating, dramatic, literary and musical organizations, as well as clubs for specialized academic purposes such as philoso- phical, chemical, engineering and history clubs. FOREIGN STUDENT ORGANIZATIONS COMMITTEE ON FRIENDLY RELATIONS AMONG FOREIGN STUDENTS The Committee on Friendly Relations Among Foreign Stu- dents with offices at 347 Madison Avenue, New York City, is equipped with facilities to meet the students on their arrival, to advise them with regard to school, board and room and to provide them with letters of introduction. Every year it invites the foreign students to attend, as partial guests, the various student conferences held every summer in different parts of the country. No Syrian student in this country can afford to miss the oppor- tunity of keeping in touch with the Committee and of responding to its call to the student summer conferences. CORDA FRATRES — ASSOCIATION OF COSMOPOLITAN CLUBS This is a federation of clubs organized in many of the leading universities for the purpose of promoting international good will by bringing into fellowship selected representatives of each nation- ality within a given university. The motto of the Cosmopolitan Club is "Above All Nations is Humanity". A monthly magazine is published by the Association and an annual convention is held. In several universities, including Cornell, Syracuse, Purdue and the University of Chicago these clubs maintain houses with board- ing and lodging facilities for foreign student members and for a limited number of select Americans. 26 Special mention should be made of the Intercollegiate Cosmo- politan Club of New York City at 2929 Broadway, which ministers to the social and moral needs of all students in New York City in a most remarkable and efficient way. The Cosmopolitan Club offers an unusual opportunity for foreign students to come in contact with the leading students of other nationalities. OTHER FOREIGN STUDENT ORGANIZATIONS The Chinese, the Hindu, the Filipino and the Latin American students have their own local associations and national federations. RELIGIOUS ORGANIZATIONS In almost all large institutions of learning there are Newman (Catholic) Clubs and Christian Associations of various types but the chief one among them is the College Young Men's Christian Association. The first College Young Men's Christian Associa- tions were organized at the University of Michigan and the Uni- versity of Virginia in 1858. Since then the growth has been rapid until there are at present over eight hundred Student Asso- ciations in schools and colleges with a membership of about one hundred thousand. The Association exists as a friendly adviser to the students who labor under many handicaps as strangers in a strange land. Often employed secretaries are maintained, weekly meetings are held for devotional purposes, bible classes are conducted within the college and in the neighborhood, settlement and other forms of social work are carried on, employment bureaus are operated and summer conferences are planned. HAZING In every college class spirit is strong and frequently manifests itself in a "scrap" or "rush" between the Freshmen and the upper classmen, particulary the Sophomores. Severe restrictions are sometimes imposed upon Freshmen, such as requiring them to wear a special cap or necktie of a certain color and trousers with no cuffs. The new students are occasionally called upon by the older students to repeat the college songs or to render some menial service. The foreign student, as far as possible, should enter into such phases of college life with a true spirit of sportsmanship and fun. It should not be resented as autocratic or obtrusive, although in a few cases it is carried to a disagreeable limit. In fact the out- 27 standing feature of American college life is its democratic aspect. No other commuity can boast of having obliterated the distinc- tions between race, creed and color to the extent to which the col- lege community can. Even the aristocracy of wealth is not notice- able. Not only between students, but between students and pro- fessors, a spirit of comradeship usually prevails. 28 CHAPTER V. LIVING CONDITIONS The living conditions vary according to the size of the college or university and the size of the town in which it is located. As a rule the large universities flourish either in or near cities of con- siderable size, whereas small colleges grow in small communities. LODGING AND BOARDING FACILITIES All small colleges and the majority of the universities main- tain on their campus dormitories and dining halls for their stu- dents. The rates are reasonable. The dormitories are usually adapted to the needs of student life- They are equipped with good lights and baths and their atmosphere is conducive to study and concentration. Foreign students will do well to try as early as possible to secure accomodation on the campus of the college to which they intend to go. Wherever the dormitory facilities are not enough to accom- modate all students, the colleges usually keep an approved list of private homes in the vicinity where they are willing to rent rooms to students. Sometimes the college Y. M. C. A. keeps the list. EXPENSES The following tables show the approximate expenses for room, board, laundry, tuition, fees, etc. The data were collected in the summer of 1920 from tne various college authorities. Different representative institutions were selected in the East, Middle West, West and South. EAST Ithaca, New York. Cornell University. Room — $3 to $5 a week per year $200.00 Board— $7 to ?9 a week „ „ 400.00 Laundry Incidentals Tuition Fees Books 35.00 80.00 200.00 65.00 28.00 Total for year $1,008.00 29 Providence, Rhode Island Brown University. Room per year $150.00 Board 440.00 Laundry 4000 Incidentals 10000 Tuition 200.00 Dues, Fees, etc. 5 150.00 Total for year )1.050.00 MIDDLE WEST Minneapolis, Minnesota. University of Minnesota. Room » $150.00 Board — $7 to $8 per week >> 375.00 Laundry — $3 per month >> 35.00 Incidentals >> 60.00 Tution }} 150.00 Fees >> 30.00 Books » 3000 University activities, car fare, etc. }> - 100.00 Total for year $930.00 Champaign, Illinois. University of Illinois. Room per year $140.00 Board >> 330.00 Laundry >> 25.00 Incidentals >> 75.00 Fees >> 75.00 Books » - 40.00 Total for year 685.00 WEST Berkeley, California. University of California. Room — $8 to $12 per month per year 130.00 Board— $25 to $30 per month 300.00 Laundry 30.00 Incidentals 50.00 Tuition 150.00 Fees 50.00 Books 30.00 University activities 50.00 Total for year $790.00 30 Seattle, Washington University of Washington. Room per year ^60.00 Board •• .. 48000 Laundry Incidentals Tuition Fees Books 25.00 50.00 40.00 40.00 30.00 Total for year SOUTH $1,025.00 Austin, Texas University of Texas. Room and Board — $40 per month per year $400.00 Laundry >> 30.00 Incidentals >> 100.00 Fees »> 50.00 Books >> 30.00 Total for year $610.00 VACATIONS The American academic year is practically eight months, extending from the last part of September to the early part of June with a two week vacation for Christmas and a week or less for Easter. In California the institutions are in session from the middle of August to the middle of May. How to spend the long summer vacation is one of the vexing problems of foreign student life. Whenever possible, a part of it, at least, should be spent in travel. America being such a vast and heterogeneous country, familiarity with one part does not constitute familiarity with the whole. During the summer holi- days many students find "jobs" to replenish their material re- sources, and those of them who are delinquent in their studies take advantage of the opportunities provided by the summer school?. In case the foreign student has no deficiency to make up and is not in need of employment, it is recommended that he make a special study of some American institution in all its phases, such as the Public Library system, the Y. M. C. A., the Public School system, the social settlements, the Prohibition movement, or any other organization or activity that centers around the philan- thropic and social life of the American community. PLACES OF INTEREST TO BE VISITED Among the scenic features of the United States which are most frequently visited are: Niagara Falls, Niagara, New York; Yellowstone National Park, Montana ; the Grand Canyon, Arizona ; the Yosemite Valley and the Big Trees of California, and Mam- mouth Cave, Kentucky. Students would enjoy a visit to Wash- ington, the capital of the United States, where they may see, not only the Government buildings, including the Capitol and the White House, but also the Washington and Lincoln monuments, the Library of Congress, the Pan American Building, the Red Cross Building, the Smithsonian Institute, the National Museum, etc. The Metropolitan Museum of Art, New York City ; the Boston Public Library and scores of other museums are worthy of a visit. STUDENT AID AND SELF HELP Almost all good sized colleges and universities include in their organization employment bureaus with a view to securing part or full time employment for students and graduates. The late after- noon and early evening hours, holidays, Saturdays and the vaca- tion days are often utilized by the students for working purposes. The commonest forms of work secured are : janitor service care of furnace, selling commodities, waiting on table, clerical work and tutoring. As a result many students in colleges, who otherwise would not be there, are enabled to continue their studies. Very few Americans go through college without trying to earn a part of their expenses. This, however, should not encourage the student to think that he can make his whole way through college. Even among the American students, the number who succeed in earning all their expenses is exceedingly limited- The educational process is such an expensive one from the standpoint of time, energy and money that it is well-nigh impossible for a foreign student to maintain physical and mental efficiency and, at the same time, make all the money necessary for his living and for his education. It should be noted, moreover by Syrian students that labor, though manual, is not looked upon in the United States as degrad- ing. The student need fear no loss in social station in the college community or in the town on account of it. The fact is that many American students, who later in life rise to eminence, never cease to look with pride upon their college life and how they "made their way through" it. 32 In addition to the employment possibilities, many universities have small loan funds which they are willing, under particular conditions, to put at the disposal of students. Scholarships, prizes, beneficial funds and fellowships are available in almost all institutions. They are announced in the annual catalogues of the institutions, copies of which may be se- cured free of charge, upon request, from the institutions. 33 CHAPTER VI. NUMBER AND DISTRIBUTION OF FOREIGN STUDENTS Student immigration is not a new thing in the history of edu- cation, but it never assumed the proportion it has in recent years and in connecion with the United States. According to statistics gathered by the Committee on Friendly Relations Among Foreign Students for the year 1919-1920 there are no less than ten thou- sand students from abroad pursuing higher courses of education in the United States. These students represent one hundred and sixteen different nationalities. The Chinese, with over a thousand, lead. The Japanese come next with almost half as many. All the Latin American republics are represented, and so are the coun- tries of Europe and the Near East. In the last academic year Syria was represented by forty-three students. Some of these students are sent on scholarships provided by their Governments, schools, communities, friends or private organizations. Others come at the expense of their parents- The rest are, to a large extent, self-supporting. Through the Chinese Boxer War Indemnity Fund a number of Chinese students, boys and girls, find it possible to come to this country. The Filipino Government has recently instituted a num- ber of scholarships in American universities for training the Fili- pino youth and so did the Brazilian Government, the Chilean Government and several other South American Governments. Among other European nations, France sends annualy a number of its ex-soldiers to study in the United States. The Commission on Relief in Belgium has appropriated a large sum of money for the education of Belgian students in this country. The distribution of these students throughout the United States is widespread. There are foreign students in every one of the forty-eight states of the Union and in the District of Columbia. The tendency of the foreign students is to congregate in the large centers like New York, Chicago, Philadelphia and in California on the Pacific Coast. In the interior, Illinois and Ohio draw the largest number. The tendency to cluster in the big universities is also marked, but there is hardly an institution of medium size in which they are not represented. 34 CHAPTER VII THE SYRIAN EDUCATIONAL SOCIETY The Syrian Education Society was established five years ago in New York City with a chapter in Boston. The motto of the Society is "The future of the Syrian people lies in its youth, and the hope of the youth is in education". During the five years of its existence the Society has con- ducted many educational campaigns from its platform and through the press. At times it conducted classes in English and in Arabic, but its chief service has been to make it possible for many ambi- tious young Syrian boys and girls, who can not defray all their expenses for higher education, to go to college. In the four years of its existence it has bestowed scholarships, on fifteen students in nine different institutions. One of the scholarships was be- stowed on a girl student at Boston University. The scholarships are granted after careful investigation of the scholastic records, character and future prospects of the candidates, and take the form of a loan, which the recipient is expected to refund after graduation from college. There are three types of membership in the Society — active, corresponding (for those outside of New York City) and patrons- The patrons pledge a minimum of $25 each per year, and the cor- responding and active members $5 each. The Society holds itself in readiness to consult with any parent desirous of educating his children and to help Syrian stu- dents in this country to solve their problems. It hopes in a few years to be in a position to extend its help to the students in Syria desirous of studying in the United States. 35 CHAPTER VIII. SPECIAL PROBLEMS The first problem which confronts a prospective student in the United States is the determination of the best school suited to his needs. The United Bureau of Education, Washington, D. C, is a most authoritative agency to consult. The Council on American Education at 818 Connecticut Avenue, Washington, D. C, can also give valuable information about the educational possibilities in the United States. The Committee on Friendly Relations Among Foreign Students at 347 Madison Avenue, New York City, is also in a position to offer advice and so is the Insti- tute of International Education at 419 West 117th Street, New York City. The services of all these agencies are free of charge. A catalogue of the different universities considered by the student should be secured. The American Medical Association has an accredited list of the recognized medical institutions, which list appears in the Appendix together with a list of classified colleges recognized by he Association of American Colleges. AMOUNT OF MONEY Another question relates to the question of the amount of money with which the Syrian student should be provided as he goes to college. The danger here lies on the side of underesti- mation. It is true that the opportunities for work before the ambitious, energetic and adaptable student are numerous, yet it is necessary that students should guard agains over work, phys- ically and mentally. They should enjoy leisure hours for growth and meditation and should take advantage of every opportunity to observe and study institutional movements, other than what they find in the local college curricula- We recommend that the Syrian student away from home start with a minimum of $500 which will carry him through the first half year. A great deal after that depends upon his own indus- try and ability. For students who come from Syria it is also suggested that, unless there is a definite reason for special preparation or travel. 36 they do not arrive in New York in the spring or summer months. Colleges being their sessions in the latter part of September. If one reaches the United States in the Spring he can hardly enter into the classes that have been in session since February or October, and if he arrives in the summer he will find all classes, except summer schools, closed up. ETIQUETTE Every Syrian student is an ambassador of another culture and another people to the American nation. He carries the honor of his people in his hand. The Americans are likely to judge all Syrians by his conduct. Hence the necessity of gentlemanly behavior under all conditions and at all times. The matter of manners, though minor, often has more to do in influencing people's impressions and opinions than the character or intrinsic worth of a man, which can not be determined at first sight and off hand. This is especially true in a country where people are too busy to study the deeper aspects of a person's nature. The basic spirit of good conduct in society is about the same everywhere, yet the minor points are often very different, one country from the other, due partly to custom and partly to the material conditions of society. For detailed information we recommend "A Dictionary of Etiquette" by W. C. Green. Jf/' CHAPTER IX. APPENDIX NO. 1. APPENDICES ACCREDITED HIGHER INSTITUTIONS. The institutions named below are those accredited by the Association of American Universities and the list is reprinted from the Educational Record, April 1920. Foi • men. Name of Institution Location or ^ rromen or coedncatlonal Alabama University of Alabama University Coed Arizona University of Arizona Tucson Coed California California Institute of Technology Pasadena Men Leland Stanford Jr., University Stanford University Coed Mills College Mills College Women Occidental College Los Angeles Coed Pomona College Claremont Coed University of California Berkeley Coed University of Southern California Los Angeles Coed Colorado Colorado Agricultural College Fort Collins Coed Colorado College Colorado Springs Coed University of Colorado Boulder Coed University of Denver University Park Coed Connecticut Trinity College Hartford Men Wesleyan University Middletown Men Yale University New Haven Men District of Columbia Catholic University of America WasTiington Men George Washington University Washington Coed Georgetown University Washington Men Trinity College Washington Women Florida Florida State College for Women Tallahassee Women John R. Stetson University Deland Coed University of Florida Gainesville Men 38 For men. Name of Institution Location or women or coeducational Georgia Agnes Scott College Decatur Women Emory University Oxford Men Mercer University Macon Men University of Georgia Athens Men Wesleyan College Idaho Macon Women University of Idaho Moscow Coed Illinois Armour Institute of Technology Chicago Men Augustana College Rock Island Coed Carthage College Carthage Coed Illinois College Jacksonville Coed Illinois Wesleyan University Bloomington Coed Illinois Woman's College Jacksonville Women James Millikin University Decatur Coed Knox College Galesburg Coed Lake Forest College Lake Forest Coed Lewis Institute Chicago Coed Lombard College Galesburg Coed IMonmouth College Monmouth Coed Northu^estern College Naperville Coed Northwestern University Evanston Coed Rockford College Rockford Women University of Chicago Chicago Coed University of Illinois Urbana Coed Wheaton College Indiana Wheaton Coed Butler College Indianapolis Coed De Pauw University Greencastle Coed Earlham College Earlham Coed Franklin College Franklin Coed Hanover College Hanover Coed Indiana State Normal School Terre Haute Coed Indiana University Bloomington Coed Purdue University Lafayette Coed Fiose Polytechnic Institute Terre Haute Men St. Mary of the Woods Terre Haute Women University of Notre Dame Notre Dame Men Wabash College Iowa Crawfordsville Men Coe College Cedar Rapids Coed Cornell College Mount Vernon Coed Drake University Des Moines Coed Dubuque College Dubuque Men Grinnell College Grinnell Coed Iowa State College of Agricultural and ]\Iechanical Arts Ames Coed Iowa State Teacher's College Cedar Falls Coed 39 !for men. ]Vame of Institution Location or 'women or coedncational Iowa (continued) Iowa Wesleyan College Mt. Pleasant Coed Luther College Decorah Men Morningside College Sioux City Coed Parsons College Fairfield Coed Penn College Oskaloosa Coed Simpson College Indianola Coed State University of Iowa Iowa City Coed Upper Iowa University Fayette Coed Union College of Iowa Kansas Des Moines Men Baker University Baldwin Coed Bethany College Lindsborg Coed College of Emporia Emporia Coed Fairmount College Wichita Coed Friends University Wichita Coed Kansas State Agricultural College Manhattan Coed Midland College Atchison Coed Ottawa University Ottawa Coed Southwestern College Winfield Coed University of Kansas Lawrence Coed Washburn College Kentucky Topeka Coed Central University of Kentucky Danville Men Georgetown College Georgetown Coed Transylvania College Lexington Coed University of Louisville Louisville Coed University of Kentucky Louisiana Lexington Coed Louisiana State University Baton Rouge Coed Tulane University of Louisiana Maine New Orleans Men Bates College Lewiston Coed Bowdoin College Brunswick Men Colby College Waterville Coed University of Maine Maryland Orono Coed Goucher College Baltimore Women John Hopkins University Baltimore Coed Loyola College Baltimore Men Maryland State College College Park Men Mt. St. Mary's College Emmitsburg Men Rock Hill College EUicott City Men St. John's College Annapolis Men Washington College Chestertown Coed Western Maryland College Westminster Coed 40 For men. ^ame of Institution Location or women or coeducational Massachusetts Amherst College Amherst Men Boston College Boston Men Boston University Boston Coed Clark College Worcester Men Clark University Worcester Men Harvard University Cambridge Men Holy Cross College Worcester Men Massachusetts Arigcultural College Amherst Coed Mount Holyoke College Cambridge Coed Massachusetts Institute of Technology South Hadley Women Radcliffe College Cambridge Women Smith College Northampton Women Tufts College Tufts College Coed Wellesley College Wellesley Women Williams College Williamstown Men Worcester Polytechnic Institute Worcester Men Michigan Adrian College Adrian Coed Albion College Albion Coed Alma College Alma Coed Hillsdale College Hillsdale Coed Hope College Holland Coed Kalamazoo College Kalamazoo Coed Michigan Agricultural College East Lansing Coed Michigan College of Mines Houghton Men Olivet College Olivet Coed University of Detroit Detroit Men University of Michigan Minnesota Ann Arbor Coed Carleton College Northfield Coed College of St. Catherine St. Paul Women College of St. Teresa Winona Women College of St. Thomas St. Paul Men Gustavus Adolphus College St. Peter Coed Hamline College St. Paul Coed Macalester College St. Paul Coed St. Olaf College Northfield Coed University of Minnesota Mississippi Minneapolis Coed Millsaps College Jackson Coed University of Mississippi Missouri University Coed Central College Fayette Coed Djrury College Springfield Coed MJsapuri Valley College Marshall Coed Missouri Wesleyan College Cameron Coed 41 For men. Xame of Institution Location or or vromen coeducational ■1 IVIissouri (continued) Park College Parkville Coed St. Louis University St. Louis Men Tarkio College Tarkio Coed University of Missouri Columbia Coed Washington University St. Louis Coed Westminster College Fulton Men William Jewell College Liberty Men Montana Montana State College of Agriculture and Mechanic Arts Bozeman Coed University of Montana Missoula Coed Nebraska Bellevue College Bellevue Coed Cotner University Bethany Coed Creighton University Omaha Men Doane University Crete Coed Grand Island College Grand Island Coed Hastings College Hastings Coed Nebraska Wesleyan University University Place Coed Union College College View Coed University of Nebraska Lincoln Coed University of Omaha Omaha Coed York College York Coed University of Nevada Nevada Reno New Hampshire Coed Dartmouth College Hanover Men New Hampshire College of Agricultural and Mechanical Arts Durham Coed New Jersey College of St. Elizabeth Convent Station Women Princeton University Princeton Men Rutgers College New Brunswick Men Stevens Institute of Technology Hoboken Men New Mexico New Mexico College of Agriculture and Mechanic Arts State College Coed New York Adelphi College Brooklyn Coed Alfred University Alfred Coed Barnard College New York City Women Brooklyn Polytechnic Institute Brooklyn Men Canlsius College Buffalo Men Cathedral College , ■ . j^i^j New York City Men 42 Name of Institution New York Clarkson School of Technology Colgate University College of the City of New York Columbia University Cornell University D'Youville College Elmira College Fordham University Hamilton College Hobart College Hunter College Manhattan College New York State Teacher's College New York University Niagara University Rensselaer Polytechnic Institute St. Francis Xavier College St. John's College St. Lawrence University St. Stephen's College Syracuse University Union University University of Rochester Vassar College Wells College Davidson College Trinity College University of North Carolina Wake Forest College North Dakota Agricultural College Fargo College Jamestown College University of North Dakota Baldwin Wallace College Case School of Applied Science College of WoDster Defiance College Denison University Heidelberg University Hiram College Kenyon College Lake Erie College Marietta College Miami University For men. Location or women or coedncational (continued) Potsdam Men Hamilton Men New York City Men New York City Coed Ithaca Coed Buffalo Women Elmira Women Fordham Men • Clinton Men Geneva Coed New York City Women New York City Men Albany Coed New York City Coed Niagara University Men Troy Men Brooklyn Men Brooklyn Men Canton Coed Annandale Men Syracuse Coed Schenectady Men Rochester Coed Poughkeepsie Women Aurora Women arolma Davidson Men Durham Coed Chapel Hill Coed Wake Forest Men Dakota Agricultural College Coed Fargo Coed Jamestown Coed University Coed io Berea Coed ^jCleveland Men fWooster Coed Defiance Coed Granville Coed Tiffin Coed Hiram Coed Gambler Men Painesville Women Marietta Coed Oxford Coed 43 For men. Kiinie of Institntion LocalioB or yromen or coeducational Ohio (continued) Municipal University of Akron Akron Coed Mt. Union College Alliance Coed Muskingum College New Concord Coed Oberlin College Oberlin Coed Ohio State University Columbus Coed Ohio University Athens Coed Ohio Wesleyan University Delaware Coed Otterbein University Westerville Coed University of Cincinnati Cincinnati Coed Wesetrn College for Women Oxford Women Western Reserve Universtiy Cleveland Coed Wittenberg College Oklahoma Springfield Coed Oklahoma Agricultural and Mechanical College Stillwater Coed Oklahoma College for Women Chickasha Women University of Oklahoma Oregon • Norman Coed Pacific University Forest Grove Coed Reed College Porland Coed University of Oregon Eugene Coed Willamette University Pennsylvania Salem Coed Alleghany College Meadville Coed Bryn Mawr College Bryn Mawr Women Bucknell University Lewisburg Coed Dickinson University Carlisle Coed Franklin and Marshall College Lancaster Men Haverford College Haverford Men Lafayette College Easton Men Lebanon College Annville Coed Muhlenburg College Allentown Men Lehigh University South Bethlehem Men Pennsylvania College Gettysburg Coed Pennsylvania State College State College Coed Susquehanna University Stelinsgrove Coed Swarthmore College Swarthmore Coed Temple University Philadelphia Coed University of Pennsylvania Philadelphia Coed University of Pittsburgh Pittsburgh Coed Ursinus College Collegeville Coed Washington and Jefferson College Washington Men Wilson College Rhode Island Chambersburg Women Brown University Providence Coed 44 For men. Name of Institution Location or T?omen -^?^«s^^^pi ( or coeducational South Carolina L College of Charleston Charleston Men Converse College Spartanburg Women University of South Carolina Columbia Coed Wofford College Spartanburg Men South Dakota Dakota Wesleyan University Mitchell Coed Huron College Huron Coed South Dakota College of Agriculture and Mechanic Arts Brookings Coed University of South Dakota Vermilion Coed Yankton College Yankton Coed Tennessee George Peabody College for Teachers Nashville Coed Maryville College Maryville Coed Southwestern Presbyterian Unlverisity Clarksville Men University of Chattanooga Chattanooga Coed University of Tennessee Knoxville Coed University of the South Sewanee Men Vanderbilt University Nashville Coed Texas Baylor University Waco Coed Southwestern University Georgetown Coed Rice Institute Houston Coed Trinity University Waxahachie Coed University of Texas Austin Coed Utah Univercity of Utah Salt Lake City Coed Vermont Middlebury College Middlebury Coed University of Vermont Burlington Coed Virginia College of Wlliam and Mary Williamsburg Men Emory and Henry College Emory Coed Hampden-Sidney College Hampden-Sidney Men Randolph-Macon College Ashland Men Randolph-Macon Women's College Lynchburg Women Richmond College Richmond Coed Roanoke College Salem Men University of Virginia Charlottesville Men Washington and Lee University Lexington Men Washington state College of Washington Pullman Coed University of Washington Seattle Coed Whitman College Walla Walla Coed 45 Name of Institution West Virginia University Beloit College Carroll College Lawrence College Marquette University Milton College Milwaukee-Downer College Northwestern College Ripon College St. Clara College University of Wisconsin University of Wyoming For men. Location or women or coeducational West Virginia Morgantown Coed Wisconsin Beloit Coed Waukesha Coed Appleton Coed Milwaukee Men Milton Coed Milwaukee Women Watertown Men Ripon Coed Sinsinawa Women Madison Coed Wyoming Laramie Coed APPENDIX NO. 2. — CLASSIFIED MEDICAL SCHOOLS, The following is a list of medical colleges as classified by the American Medical Association. It is reprinted from the Journal of the American Medical Association, April 19, 1919. MEANING OF CLASSES A. B. AND C. Class A. colleges are those which are acceptable; Class B. those which, under their present organization, give promise of being made acceptable by general improvements, and Class C. those (a) Which require a complete roerganization to make them acceptable. (b) Which do not keep satisfactory records of their students in regard to entrance requirements, attendance, grades, in courses, division into classes and reasons for promotion. (c) Which do not enforce their requirements in regard to admission (including those admitted to advanced standing), pro- motion and graduation. (d) Which give the major portion of their instruction after 4 o'clock in the afternoon. (e) Which are privately owned and conducted for profit. (f) Which for other specific reasons are not eligible for inclusion in Class B. 46 CLASS A — ACCEPTABLE MEDICAL COLLEGES Alabama University of Alabama School of Medicine Arkansas University of Arkansas Medical Department California Leland Stanford Junior University School of Medicine University of California Colorado University of Colorado School of Medicine Connecticut Yale University School of Medicine District of Columbia Georgetown University School of Medicine George Washington University Medical School Howard University School of Medicine Georgia Emory University School of Medicine University of Georgia Medical Department Illinois Northwestern University Medical School Rush Medical College (University of Chicago) University of Illinois College of Medicine Indiana Indiana University School of Medicine Bloomington-Indianapolis Iowa State University of Iowa College of Medicine Iowa City Kansas University of Kansas School of Medicine Lawrence-Rosedale Kentucky University of Louisville Medical Department Louisville Louisiana Tulane University of Louisiana School of Medicine New Orleans Mobile Little Rock San Francisco San Francisco Boulder-Denver New Haven Washington Washington Washington Atlanta Augusta Chicago Chicago Chicago Maine Bowdoin Medical School Brunswick-Portland 47 Maryland John Hopkins University Medical Department Baltimore University of Maryland School of Medicine and the College of Physicians and Surgeons Baltimore Massachusetts Boston University School of Medicine Boston Medical School of Harvard University Boston Tufts College Medical School Boston Michigan Detroit College of Medicine and Surgery Detroit University of Michigan Medical School Ann Arbor University of Michigan Homeopathic Medical School Ann Arbor Minnesota University of Minnesota Medical School Minneapolis Mississippi University of Mississippi Oxford Missouri St. Louis University School of Medicine '" St. Louis University of Missouri School of Medicine Columbia Washington University Medical School St. Louis Nebraska John A. Creighton Medical College University of Nebraska College of Medicine New Hampshire Dartmouth Medical School New York Albany Medical College Columbia University College of Physicians and Surgeons Cornell University Medical College Fordham University School of Medicine Long Island College Hospital Syracuse University College of Medicine University and Bellevue Hospital Medical College University of Buffalo Department of Medicine North Carolina University of North Carolina School of Medicine Wake Forest College School of Medicine Omaha Omaha Hanover Albany New York City New York City New York City Brooklyn Syracuse New York City Buffalo Chapel Hill Wake Forest 48 North Dakota University of North Dakota School of Medicine Ohio Ohio State University College of Medicine University of Cincinnati College of Medicine Western Reserve University School of Medicine Oregon University of Oregon Medical School Pennsylvania Hanemann Medical College and Hospital Jefferson Medical College of Philadelphia University of Pennsylvania School of Medicine University of Pittsburgh School of Medicine Woman's Medical College of Pennsylvania South Carolina Medical College of the State of South Carolina South Dakota University of South Dakota College of Medicine Tennessee University of Tennessee College of Medicine Vanderbilt University Medical Department Texas Baylor University College of Medicine University of Texas Department of Medicine Utah University of Utah School of Medicine Vermont University of Vermont College of Medicine Virginia Medical College of Virginia University of Virginia Department of Medicine West Virginia West Virginia University School of Medicine Wisconsin Marquette University School of Medicine University of Wisconsin University Columbus Cincinnati Cleveland Portland Philadelphia Philadelphia Philadelphia Pittsburgh Philadelphia Charlseton Vermilion Memphis Nashville Dallas Galveston Salt Lake City Burlington Richmond Charlottesville Morgantown Milwaukee Madison 49 CLASS B — COLLEGES NEEDING GENERAL IMPROVEMENTS TO BE MADE ACCEPTABLE California College of Medical Evangelists Loma Linda-Los Angeles University of Southern California Medical Department (College of Physicians and Surgeons) Los Angeles Illinois Loyola University School of Medicine Chicago Hahnemann Medical College and Hospital Chicago New York New York Homeopathic Medical College and Flower Hospital New York City Ohio Eclectic Medical College Cincinnati Ohio State University College of Homeopathic Medicine Columbus Oklahoma University of Oklahoma School of Medicine Norman-Oklahoma City Pennsylvania Temple University Department of Medicine Philadelphia Tennessee Meharry Medical College Nashville CLASS C — COLLEGES REQUIRING A COMPLETE REORGANIZATION TO MAKE THEM ACCEPTABLE California College of Physicians and Surgeons San Francisco Oakland College of Medicine and Surgery Oakland Illinois Chicago Medical School Chicago Massachusetts College of Physicians and Surgeons Boston Middlesex College of Medicine and Surgery Cambridge Missouri Kansas City University of Physicians and Surgeons Kansas City Kansas City College of Medicine and Surgery Kansas City St. Louis College of Physicians and Surgeons St. Louis Tennessee University of West Tennessee College of Medicine and Surgery Memphis 50 APPENDIX No. 3. ENGINEERING SCHOOLS- The following list is a complete one of the colleges and schools of engineering and is taken from the Educational Directory, 1919-1920, issued by the Department of the Interior, Bureau of Education, Washington,. D. C. Alabama Alabama Poltechnic Institute University of Alabama University of Arizona University of Arkansas Arizona Arkansas California University of California University of Southern California California Institute of Technology University of Santa Clara Leland Stanford Junior University Colorado University of Colorado Colorado College Colorado Agricultural College State School of Mines Connecticut Sheffield Scientific School (Yale University) Delaware Delaware College District of Columbia Catholic University of America George Washington University Howard University Florida University of Florida Georgia University of Georgia Georgia School of Technology Idaho University of Idaho Auburn University Tucson Fayetteville Berkeley Los Angeles Pasadena Santa Clara Stanford University Boulder Colorado Springs Fort Collins Golden New Haven Newark Washington Washington Washington Gainesville Athens Atlanta Moscow 51 Illinois Armour Institute of Technology Lewis Institute Northwestern University University of Illinois Indiana Chicago Chicago Evanston Urbana La Fayette Notre Dame Terre Haute Valparaiso Purdue University University of Notre Dame Rose Polytechnic Institute Valparaiso University Iowa Iowa State College of Agriculture and Mechanic Arts Iowa City Kansas University of Kansas Lawrence Kansas State Agricultural College Manhattan Kentucky University of Kentucky Lexington Louisiana Louisiana State University and Agricultural and Mechanical College Tulane University of Louisiana Maine University of Maine Maryland John Hopkins University Maryland State College of Agriculture Massachusetts Harvard University Massachusetts Institute of Technology Lowell Textile School Tufts College Worcester Polytechnic Institute Michigan University of Michigan University of Detroit Michigan Agricultural College Michigan College of Mines Minnesota University of Minnesota Baton Rouge New Orleans Orono Baltimore College Park Cambridge Cambridge Lowell Tufts College Worcester Ann Arbor Detroit East Lansing Houghton Minneapolis 62 Mississippi Mississippi Agricultural and Mechanical College University of Mississippi Missouri University of Missouri Washington University Montana Montana College of Agriculture and Mechanical Arts Bozeman Agricultural College University Columbia St. Louis Montana State School of Mines Nebraska Nevada University of Nebraska University of Nevada New Hampshire New Hampshire College of Agriculture and Mechanical Arts Darthmouth College New Jersey Stevens Institute of Technology Rutgers College Princeton University New Mexico New Mexico School of Mines University of New Mexico New Mexico College of Agriculture and Mechanic Arts Butte Lincoln Reno Durham Hanover Hoboken New Brunswick Princeton Socorro Albuquerque State College New York Polytechnic Institute of Brooklyn Cornell University College of the City of New York Columbia University Manhattan College New York University Clarkson College of Technology University of Rochester Union College Syracuse University Rensselaer Polytechnic Institute Brooklyn Ithaca New York City New York City New York City New York City Potsdam Rochester Schenectady Syracuse Troy 53 North Carolina University of North Carolina Chapel Hill North Carolina State College of Agriculture and Engineering West Raleigh North Dakota North Dakota Agricultural College Agricultural College University of North Dakota University Ohio Ohio Northern University Ada Muncipal University of Akron Akron University of Cincinnati Cincinnati Case School of Applied Science Cleveland Ohio State University Columbus St. Mary College Dayton Oklahoma University of Oklahoma Norman Oklahoma Agricultural and Mechanical College Stillwater Oregon Oregon State Agricultural College Corvalhs Pennsylvania Pennsylvania Military College Chester Lafayette College Easton Pennsylvania College Gettysburg Bucknell University Lewisburg Drexel Institute Philadelphia University of Pennsylvania Philadelphia Carnegie Institute of Technology Pittsburgh University of Pittsburgh Pittsburgh Lehigh University South Bethlehem Pennsylvania State College State College Swarthmore College Swarthmore Villanova College Villanova Rhode Island Rhode Island State College Brown University State College Providence South Carolina The Citadel, The Military College of South Carolina Charleston Clemson Agricultural College Clemson College University of South Carolina Columbia 54 South Dakota South Dakota State College of Agriculture and Mechanic Arts South Dakota State School of Mines University of South Dakota Tennessee University of Tennessee Vanderbilt University Texas University of Texas Agricultural and Mechanical College of Texas Brookings Rapid City Vermillion Knoxville Nashville Austin College Station Salt Lake City Vermont University of Vermont and State Agricultural College Burlington Norwich University Northfield Virginia Virginia Agricultural and Mechanical College and Polytechnic Institute University of Virginia Virginia Military Institute Washington and Lee University University of Utah Utah Washington State College of Washington University of Washington West Virginia University University of Wisconsin Marquette University University of Wyoming West Virginia Wisconsin Wyoming Blacksburg Charlottesville Lexington Lexington Pullman Seattle Morgantown Madison Milwaukee Laramie 55 APPENDIX NO. 4. - COLLEGES AND SCHOOLS OF AGRICULTURE The following list of schools and colleges of agriculture is taken from the Educational Directory, 1919-20, issued by the Department of the Intrerior, Bureau of Education, Washington, D. C. Alabama Alabama Polytechnic Institute Auburn Arizona University of Arizona Tucson Arkansas University of Arkansas Fayetteville California University of California Berkeley Colorado Colorado Agricultural College Fort Collins Connecticut Connecticut Agricultural College Storrs Delaware Delaware College Newark Florida University of Florida Gainesville Georgia Georgia State College of Agriculture and the Mechanic Arts Athens Idaho University of Idaho Moscow Illinois University of Illinois Urbana Indiana Purdue University Lafayette Iowa Iowa State College of Agriculture and Mechanic Arts Ames Kansas Kansas State Agricultural College Manhattan 56 Kentucky University of Kentucky Lexington Louisiana Louisiana State University and Agricultural and Mechanical College Eaton Kouge Maine University of Maine ^^^^° Maryland Maryland State College of Agriculture College Park Massachusetts Massachusetts Agricultural College Amherst Michigan Michigan Agricultural College East Lansing Minnesota University of Minnesota Minneapolis Mississippi Mississippi Agricultural and Mechanical College Agricultural College Missouri University of Missouri University Montana Montana State College of Agriculture and Mechanic Arts Bozeman Nebraska University of Nebraska Lincoln Nevada University of Nevada Reno New Hampshire New Hampshire College of Agriculture and Mechanical Arts Durham New Jersey Rutgers College New Brunswick New Mexico New Mexico College of Agriculture and Mechanic Arts State College New York New York State College of Agriculture (Cornell University) Ithaca Syracuse University Syracuse North Carolina North Carolina State College of Agriculture and Engineering West Raleigh 5r North Dakota North Dakota Agricultural College Agricultural College Ohio Ohio State University Columbus Oklahoma Oklahoma Agricultural and Mechanical College Stillwater Oregon Oregon Agricultural College Cornvallis Pennsylvania Pennsylvania State College State College Rhode Island Rhode Island State College Kingston South Carolina Clemson Agricultural College Clemson College South Dakota South Dakota State College of Agriculture and Mechanic Arts Brookings Tennessee University of Tennessee Knoxville Texas Agricultural and Mechanical College of Texas College Station Utah Agricultural College of Utah Logan Vermont University of Vermont and State Arigcultural College Burlington Virginia Virginia Agricultural and Mechanical College and Polytechnic Institute Blacksburg Washington State College of Washington Pullman West Virginia West Virginia University Morgantown Wisconsin University of Wisconsin Madison Wyoming University of Wyoming Laramie (18 APPENDIX NO. 5. — SCHOOLS OF DENTISTRY California University of Southern California, College of Denistry Los Angeles College of Physicians and Surgeons, Department of Dentistry San Francisco University of California, College of Dentistry San Francisco Colorado Colorado College of Dental Surgery, University of Denver Denver District of Columbia George Washington University, Department of Dentistry Washington Howard University, Dental College Washington Atlanta Dental College Southern Dental College Georgia Atlanta Atlanta Illinois Chicago College of Dental Surgery, Valparaiso University Chicago Northwestern University Dental School Chicago University of Illinois, College of Dentistry Chicago Indiana Indiana Dental College, University of Indiana Indianapolis Valparaiso University, College of Dentistry Valparaiso Iowa State University of Iowa, College of Dentistry Iowa City Kentucky University of Louisville, College of Dentistry Louisville Louisiana Loyola School of Dentistry, Loyola University New Orleans Tulane University of Louisiana, School of Dentistry New Orleans Maryland Baltimore College of Dental Surgery Baltimore University of Maryland, Dental Department Baltimore Massachusetts Harvard University, Dental School Boston Tufts College, Dental School Poston 59 Michigan University of Michigan, College of Dental Surgery Minnesota University of Minnesota, College of Dentistry Missouri Kansas City Western Dental College St. Louis University, School of Dentistry Washington University, School of Dentistry Nebraska University of Nebraska, College of Dentistry Creighton University, College of Dentistry New Jersey College of Jersey City, Department of Dentistry New York University of Buffalo, College of Dentistry College of Dental and Oral Surgery of New York Columbia University, Dental Department New York College of Dentistry Ohio Cincinnati College of Dental Surgery Ohio College of Dental Surgery Western Reserve University, Dental School Ohio State University, College of Dentistry Ann Arbor Minneapolis Kansas City St. Louis St. Louis Lincoln Omaha Jersey City Buffalo New York City New York City New Cork City Cincinnati Cincinnati Cleveland Columbus Oregon North Pacific College of Dentistry Portland Pennsylvania Temple University, School of Dentistry Philadelphia Thomas W. Evans Museum and Dental Institute School of Dentistry, University of Pennsylvania Philadelphia University of Pittsburgh, School of Dentistry Pittsburgh Tennessee College of Dentistry, University of Tennessee Memphis Vanderbilt Universtiy, Dental Department Nashville Meharry Dental College Nashville Texas College of Dentistry, Baylor University Dallas Texas Dental College Houston Virginia School of Dentistry, Medical College of Virginia Richmond Wisconsin Marquette University, Dental Department Milwaukee 60 APPENDIX NO. 6. PRIVATE SCHOOLS AS LISTED IN "AMERICAN PRIVATE SCHOOLS— 1919-1920" by PORTER E. SARGENT NOTE — Only a few of the best schools listed by Mr. Sargent are given here. The information concerning these schools will be given in the following order: <1) Name; (2) Location; (3) Class; (4) Head; (5) Year Established; (6) Tution; (7) Number of Faculty; (8) Length of Course; (9) Enroll- ment; (10) Special features. BOYS' SCHOOLS The Holderness School, Plymouth, N. H. ; Boarding; Rev. L. Web- ster, L. H. D. ; 1879 ; $550 ; 6 ; five years ; Diocesan School of New Hampshire. Phillips Exeter Academy, Exeter, N. H. ; Boarding ; Lewis Perry, A. B., M. A.; 1781; $150; 33; four years; 572; Eminent alumni. Democratic spirit. St. Paul's School, Concord, N. H. ; Boarding ; Rev. Samuel S. Drury, L. H. D. ; 1855 ; $950 ; 45 ; six years ; Episcopal Church School. Cosmopolitan. Berkshire School, Sheffield, Mass.; Boarding; Seaver B. Buck, A. B.; 1907; $1,110; 9; six years; 65; Remarkable, healthful location. The Huntington School, Huntington Ave., Boston, Mass.; Day; Ira A. Flinner, A. M- ; 1909 ; $300 ; 25 ; four to seven years ; 300 ; Country Day features. The Longwood Day School, Brookline, Mass.; Day; Robert L. Cummins, B. S., A. M. ; 1913; $300; 80 enrolled; For young boys, prep, for boarding school. The Mount Hermon School, Mt. Hermon, Mass.; Boarding; Henry F. Cutler, D. C. L. ; 1881 ; 35 ; six years ; 561 ; Moderate tuition. Boys do manual work. Phillips Academy, Andover, Mass.; Boarding; Alfred E. Stearns, A. M., Litt. D.; 1773; $200; 40; four years; 562; Eminent alumni. Williston Seminary, Easthampton, Mass. ; Boarding ; Archibald V. Galbraith, A. B. ; 1841 ; $900 ; 13 ; four years ; 178 ; Five build- ings. Scientific and Preparatory Department- Worcester Academy, Worcester, Mass.; Boarding; Samuel F. Holmes, M. A. ; 1834 ; $7-900 ; 20 ; five years ; 200 preparatory for college and technical schools. 61 The Taft School, Watertown, Mass.; Boarding; Horace D. Taft, M. A.; 1890; $1,100; 18; five years; 230; New buildings. Thorough instruction. The University School, Bridgeport, Conn.; Day; Vincent C. Peck, A. B- ; 1892 ; $170 ; 4 years ; 50 ; Certificate admits to colleges and professional schools. Cascadilla School, Ithaca, New York; Boarding; A. M. Drummond, M. A. ; 1870 ; $900 ; 9 ; four years ; 95 ; Preparatory for Cornell. Athletics emphasized. The Chelsea School, 215 W. 23rd Street, New York City; Day; Francis P. Lamphear; 1896; $125; 12; 3 years; Supervised study; Y. M. C. A. School. Marquand School, 55 Hanson Place, Brooklyn, N. Y. ; Day; Carle O. Warren ; 1907 ; $200 ; six years ; Maintained by the Y. M. C. A. McBurney School, 318 W. 57th Street, New York City ; Day ; N. W. Edson; $200; Socialized curriculum. The Raymond Riordon School, Highland, Ulster County, New York; Raymond Riordon; Boarding; 1914; $800; 7; seven years ; 35 ; Out of door program daily. Individual attention. Riverdale Country School, Riverdale on Hudson, New York; Boarding; Frank S. Hackett, A. B.; 1907; $950; 21; twelve years ; 140 ; Country life near New York. Scholarly intimate teaching. Blair Academy, Blairstown, N. J.; Boarding; John C. Sharpe, A. M., D. D., LL. D.; 1848; $700; 20; six years; 270; Under Presbyterian influence. 100 acre campus. The Peddie Institute, Hightstown, N. J. ; Boarding ; R. W. Swet- land, A. M.; LL. B.; 1886; $700; 23; 4 years; 350; Fine ath- letic equipment; System of personal supervision. The Pennington School, Pennington, N. J. ; Boarding ; Day ; Frank McDaniel, D. D.; $600; Literary, athletic, musical organi- zations. Rutgers Preparatory School, New Brunswick, N. J.; Boarding; Day ; W. P. Kelly, A. M. ; 1766 ; $800 ; 9 ; six years ; 120 ; Coun- try location; College Preparatory and elementary. Allentown Preparatory School, Allentown, Pa.; Boarding; Day; Irvin M. Shalter, A. M. ; 1904 ; $325 ; 8 ; 6 years ; 130 ; Entirely new equipment. Country location. Franklin and Marshall Academy, Lancaster, Pa. ; Boarding ; Day ; E. M. Hartman, A. B., A. M.; 1787; $550; 12; 4 years; 150; Entered boys to 15 colleges last year. Attractive school home. The Mercersburg Academy, Mercersburg, Pa.; Boarding; Wm. Mann Irvine, LL. D. ; 1836 ; $550 ; 41 ; 444 ; Democratic. Modi^ fication of Prince preceptorial system. 62 St. Lukes School, Wayne, Pa. ; Boarding; Charles H. Strout, A. M. ; 1863 ; $900 ; 100 enrolled ; Situated in the open country. Swarthmore Preparatory School, Swarthmore, Pa.; Boarding; Day; A. H. Tomlinson, B. S-; 1892; $650; 15; 12 years; 155; Proximity to Swarthmore College. Peacock School, Atlanta, Ga. ; Day; D. C. Peacock, J. H. Peacock; 1898; $125; 6; eight years; 100; Small classes; individual attention. The University School, West End Avenue, Nashville, Tenn. ; Day ; C. B. Wallace; 1886; 100 enrolled; Thorough college prepar- ation. Brooks School, Indianapolis, Ind. ; Boarding; Day; Wendell S. Brooks, A. B.; 1914; $450; 6; 55; College preparatory. Organ- ized play. Detroit University School, 112 Parkview; Detroit, Michigan; Day; D. H. Fletcher, A. B., A. M., W. H. Fries, A. B.; 1890; $300; 10; 12 years; 80; Physical training. College preparatory. The Blake School, Minneapolis, Minn. ; Country Day ; Raymond B. Johnson; 1907; $275; 20; 166; Strong faculty; Thorough work. The Country Day School, Kansas City, Mo- ; Country Day ; Ftalph I. Underhill; 1910; $400; 12; 8 years; 95; New buildings; 22 acres. St. Louis Country Day School, St. Louis, Mo. ; Country Day ; RoUin M. Gallagher; 1917; $400; 4; Small classes. Athletics. GIRLS' SCHOOLS The Bancroft School, Worcester, Mass.; Boarding; Day; Miriam Titcomb, B. L. ; 1900; $800; 15; 12 years; 168; Elementary; College preparatory. The Curtiss Peabody School, 507 Beacon St., Boston, Mass. ; Day ; Elizabeth Curtis, Lucy G. Peabody; $300; 12 years; Outdoor study. The MacDuffie School, Springfield, Mass.; Boarding; Day; John MacDuffie, Ph. D., Mrs. MacDuffie, A. B.; 1890; $1,000; 9; 10 years; 50; School of Housecraft in a separate building. Northfield Seminary, East Northfield, Mass.; Boarding; Charles E. Dickerson, M. S. ; 1879; $186; 50; 4 years; 634. The Low and Heywood School, Stamford, Conn.; Boarding; Day; Miss Edith Heywood ; 1883 ; $900 ; 9 years ; 125. The Barnard School for Girls, 421-423 W. 148th St., New York City; Day; T. E. Lyon, B. S., W. L. Hazen, A. B-, LL. D.; 1896 ; $300 ; 10 ; 4 years ; 190 ; College preparatory. 'Bedford Institute, 223 McDonough St., Brooklyn, N. Y. ; Day ; Miss 63 M. T. Purdy; $160; 5; 13 years; 75; From kindergarten to colleg'e. The Berkeley Institute, 183 Lincoln Place, Brooklyn, N. Y. ; Day ; Ina C. Atwood ; 1886 ; $200 ; 30 ; 325 ; College preparatory. The Brooklyn Heights Seminary, 18 Pierrepont St., Brooklyn, N. Y. ; Day ; Florence Greer, A. M. ; 1851 ; $240 ; 20 ; 13 years ; 150; Open air school on roof. Montessori Department; Art and Household Economics. Chappaqua Mountain Institute, Valhalla, N. Y. ; Boarding ; Charles R. Blenis ; 1871 ; $375 ; Modem building. Drew Seminary, Carmel, ISJ. Y. ; Boarding; Clarence P. McCleland; 18u'3; 5S50; 11; 4 years; 75; College preparatory. General, music, domestic science. Emma Willard School, Troy, N. Y. ; Boarding ; Day ; Eliza Kellas, Ph. B.; 1814; $1,200; 6 years; 250; College preparatory. 2 years college course. Horace Mann School, Broadway at 120th Street, New York City; Day; Henry C. Pearson, A. B.; 1887; $315; 75; 900; High school for girls. Elementary and kindergarten for boys and girls. Coed. The Ossining School, Ossining, N. Y. ; Boarding; Day; Clara C. Fuller, Martha J. Naramore ; 1879 ; $900 ; 4 years ; 70 ; College preparatory. General. Vocational. The Packer Collegiate Institute, Brooklyn Heights, N- Y.; Day; John H. Denbigh, A. M. ; 1854 ; $100 ; 56 ; 720 ; Strong faculty. The Scudder School for Girls, 214 W. 72nd Street, New York City ; Boarding ; Day ; Myron T. Scudder, A. B., A. M. ; 1912 ; $1,000 ; 18 ; 6 years ; 150 ; High School, Secretarial, Dramatics, House- hold Arts. The Wilkes-Barre Institute, 78 S. Franklin St., Wilkes Barre, Pa. ; Boarding ; Day ; Anna M. Olcott ; 1854 ; $800 ; 16 ; 113 ; College Prep., Strong faculty. Virginia Randolph Ellett School, Richmond, Va-; Country Day; Emily H. Welch, A. B.; 1890; $200; 16; An open air school. College preparatory. Lucy Cobb Institute, Athens, Ga. ; Boarding ; Miss Gerdine, Miss Brumby ; 1858 ; $930 ; 250 ; College prep, and general. Gym- nasium and swimming pool. Girls Collegiate School, Los Angeles, Cal.; Boarding; Day; Alice K. Parsons, Jeanne W. Dennen ; 1892 ; $900 ; 15 ; 6 years ; 140 ; Technical School. School of Music; College trained faculty. New building. 64 APPENDIX NO. 7. — COLLEGE ENTRANCE EXAMINATIONS The College Entrance Board's examinations are now generally- accepted by all colleges- Each institution, however, reserves the right to determine for itself what subjects it will require. Follow- ing is the list of examinations ordinarily given with their accepted unit values, 14-16 units being required for admission to a standard college : UNITS English 1. Grammar and Composition 11/2 2. Literature 1 1/2 History A. Ancient 1 B. Mediaeval and Modern 1 C. English History 1 D. American History and Civil Government . . 1 E. Modern European History 1 Civil Governmeat 1/2 Latin 1. Grammar 1 2. Elementary Prose Composition 1 3. Second Year Latin 2 4. Cicero 1 5. Vergil 1 6- Advanced Prose Composition 1/2 Greek Al. Grammar 1/2 A2. Elementary Prose Composition 1/2 B. Xenophon 1 C. Homer 1 F. Prose Composition i/> G. H. Homer 1 French A. Elementary 2 B. Intermediate 1 C. Advanced 1 German A. Elementary 2 B. Intermediate 1 C. Advanced 1 Spanish 2 65 UNITS Mathematics A. Elementary Algebra 2 Al- Algebra to Quadration 1 A2. Quadration and Beyond 1 B. Advanced Algebra 1/2 C. Plane Geometry 1 D. Solid geometry 1/2 E. Plane and Spherical Trigonometry 1/2 F. Plane Trigonometry 1/2 Biology 1 Botany 1 Chemistry 1 Drawing Freehand 1 Mechanical 1 Geography 1 Music, Harmony 1 Physics 1 Zoology 1 66 APPENDIX NO. 8. READING LIST OF BOOKS ON THE UNITED STATES POLITICAL ORGANIZATION AND GOVERNMENT The American Commonwealth — ^James Bryce. This volume is recognized by competent authority as the best description of the political institutions of the United States and as the best interpretation of the political genius of the people. The Education of Henry Adams — a life story dealing with the leading events in the United States in the past half cen- tury. The writer was intimately related to many of the most important developments in national policy. He also deals with social and economic issues. Theodore Roosevelt — William Roscoe Thayer — a sympa- thetic record of a most commanding figure in American life and 01 one who was responsible for a large part of the activi- ties of the United States — political and governmental — from 1890 to 1919. Have Faith in Massachusetts — Calvin Coolidge. A series of adresses, messages, and brief essays on various problems and issues of public life. SOCIOLOGY American Social Problems — Burch and Patterson. A dis- cussion of Immediate and urgent issues, as those of the city, population, including immigration, prohibition, racial rela- tions, industry, commerce and education. Sociology and Modern Social Problems — Charles A. Ellwood- This volume deals with the same topics, in the main, as the previous book, it has valuable statistical data. The Immigrant Tide — its Ebb and Flow. Edward A. Steiner. An intimate personal study of the immigrant — his attitude and experiences. How the Other Half Lives — Jacob Riis. A similar study of the conditions of the less fortunate people residing in the great cities of the United States. HISTORY Essentials of American History — Albert Bushnell Hart. The writer is recognized as a most competent authority of the foundation and development of the United States. Representative Cities of the United States — Caroline W. Hotchkiss — an interesting and instructive account of thirteen representative cities of the United States. 67 EDUCATION Public School Administration in the United States — Dutton and Snedden. A comprehensive survey of the organization and procedure of the public schools throughout the country. It gives a clear understanding of the methods of administra- tion, particularly in the city school systems. Poblic Education in the United States. EllvN^ood P. Cubberley. A study and interpretation of American educational history, with emphasis on the recent marked expansion of state edu- cational effort. Democracy and Education — John Dewey. A philosophic treatment of the educational theory on which, in the judg- ment of Dr. Dewey, the schools in a democracy should be based. Educational Administration — Strayer and Thorndike. A convenient book, with references to authoritative texts on the following subjects, under the head of educational adminis- tration : 1. Studies of Students. 2. Studies of the Teaching Staff. 3. Studies of the Organization of Schools a^nd Courses of study. 4. Means of Measuring Educational Product 5. School Finance. LIBRPRY OF CONGRESS 022 167 111 9 LIBRARY OF CONGRESS 022 167 111 9