MHM> x-«s4;+o+ioYis of Hi^Kav 1- £dLY*n *' -ng t-n N«C- r Library • r THE University of North. Carolina This book was presented by Q>3lS.9-fl4^r Educational Publication No. 58 Division of Teacheb Training Xo. 10 INSTITUTIONS OF HIGHER LEARNING IN NORTH CAROLINA Published by the State Superintendent of Public Instruction Raleigh, N. C. North Carolina State Department of Public Instruction DIVISION OF TEACHER TRAINING A. T. Allen Director Miss Hattie Parrot Supervisor- Miss Susan Fttlghum Supervisor Mrs. T. E. Johnston Supervisor Mks. B. R. Roberts Stenographer Contents PAGE 1. Introduction 5 2. College Conference and Standardization 9 (a) Principles for Accrediting Colleges 12 (b) Principles for Accrediting Junior Colleges 14 3. Spirit of Cooperation 15 4. Classification of Institutions 16 5. Entrance Requirements 17 Table I (a) Institutions for White People 20 (b) Institutions for Colored People 21 6. Graduation Requirements 22 Table II (a) Institutions for White People 24 (b) Institutions for Colored People 25 7. The Faculty 26 Table III (a) Institutions for White People 27 (b) Institutions for Colored People 27 8. Student Body 28 Table IV (a) Institutions for White People 29 (b) Institutions for Colored People 31 9. Financial 32 Table V (a) Institutions for White People 33 (b) Institutions for Colored People , ....... 35 10. Equipment 36 Table VI (a) Institutions for White People ". 37 (b) Institutions for Colored People 39 11. List of Institutions in North Carolina 40 [31 INTRODUCTION The law governing the certification of teachers has made it necessary for the State Department of Education to secure a clearer knowledge of the extent and possibilities of higher education in North Carolina. What is a year of standard college work? What is a standard four- year college? The answer to these two questions was not available when the certification law was passed. It was not possible then to tell how many institutions were capable of giving one, two, three or four years of full college work because no standard had been set up by the State by which to judge the ability of an institution to do first class college work. The higher institutions of the State, therefore, were requested to aid the State Department of Education in erecting some standard by which they would be willing to be judged and at once they gave their assistance and unanimously adopted certain standards embraced in this bulletin, thus making it comparatively easy for the State Depart- ment of Education to measure the value of the certificates issued on the basis of college credits. ISTo more patriotic service has been ren- dered and no more helpful assistance has been given the State Depart- ment of Education by any group of educational workers than that contributed by the higher institutions of the State. It has been especial- ly noticeable that harmony and cooperation prevails among them and that they are a unit in their efforts to promote the educational prog- ress of North Carolina. Such valuable service rendered by the higher institutions in the State has contributed much to the growth and ex- pansion of our educational system. This bulletin on higher education was prepared by Mr. A. T. Allen, Director of Teacher Training, and is the result of several conferences with the representatives of all institutions doing work of college grade. The statistics are compiled from catalogs and re- ports submitted by them. This is the first comprehensive study of higher education in North Carolina and it is published in order to give the public a clearer understanding of the extent and possibilities of higher education in the State. State Superintendent Public Instruction. PREFACE This bulletin is merely a preliminary report on the status of higher education in North Carolina. In no way could it be understood to be a critical analysis of the situation. It will show in a very general way only the educational resources and effort of these institu- tions as of the school year 1920-21. The combined ability of these institutions to care for the needs of higher education in North Carolina is perhaps greater than the casual reader would suspect. The combined capital invested in build- ings, grounds and equipment reaches a total of $15,418,834. The invested funds represent an outlay of $5,528,240.13. This makes the total financial resources of these institutions $20,947,074.13. In the year 1920-21 the current expenditures amounted to $3,375,285.26. In the same year 686 professors and instructors were employed and 7,778 students of college grade were in attendance. Heretofore no statistics relative to college education in North Caro- lina have been available. This bulletin attempts to present only the salient facts. Questionnaires were sent to all the institutions in August, 1921. Replies were received from the institutions listed in the tables. The catalogues for the school year 1920-21 were studied in connection with the information blanks. In addition to this, personal visits were made to about half of the institutions ' While this information was being collected, the North Carolina Col- lege Conference was organized. A short account of the work of this Conference is given in the first part of this bulletin. The "Principles for Accrediting Colleges," and the "Principles for Accrediting Junior Colleges" as adopted by this Conference will be found. In accordance with the adopted standards the institutions have been classified. The list will be found on page 16. This classification is not final. It is understood that this study will continue. From time to time the institutions will be reclassified. As their equipment is increased, their faculties strengthened, and their student bodies are enlarged, higher ratings will be given. [7] 8 Preface The last part of the bulletin is given over to statistics. These have been used as a partial basis of the classification of the institutions. These tables are arranged so that the facts are presented in the order called for in the Principles for Rating Colleges adopted by the ISTorth Carolina College Conference. The purpose of all this work is to facilitate the transfer of credits from one institution to another without loss. It undertakes also 10 bring the State Department of Education and the various institutions of the State into approximate harmony in the amount of college credit awarded for work in any given institution. Director of Teacher Training. September 20, 1922. INSTITUTIONS OF HIGHER LEARNING IN NORTH CAROLINA THE NORTH CAROLINA COLLEGE CONFERENCE ADOPTS PRINCIPLES FOR ACCREDITING COLLEGES The new certification scheme in North Carolina contemplates the gradation of teachers' certificates on the basis of standard college credits. Each class of certificate is separated from the next higher or lower class by one year of college work. As quickly as this scheme was published it be- came necessary for the State Department of Education to define very dis- criminatingly what was meant by a year of college work. An examination into the work of the agencies for the standardization of college credits revealed the fact that these agencies confined their efforts to two college types — the standard four-year college and the Junior College. The certification scheme demanded a closer and more discriminating defini- tion than this, as it offers credit on four levels; viz., one year, two years, three years and four years of college work. It became necessary there- fore not only to define these units in general terms, but also to specify the credit to be allowed in every institution of higher learning in the State. The amount of college credit allowed the students from the smaller institu- tions by the A Colleges in the State did not correspond with the amount of credit allowed on a teacher's certificate by the State Department of Educa- tion. In some instances the State allowed more credit than an A College would allow. Sometimes an A College would allow more credit than the State. Furthermore, the standard colleges themselves did not agree on the amount of credit to be allowed the graduates of the smaller institutions. All of these facts had a strong tendency to bring great confusion into the whole matter of college credits. In the midst of this confusion the State Department sent a representa- tive to Washington to confer with Dr. George F. Zook, Specialist in Higher Education in the Bureau of Education. Dr. Zook advised, that in his opinion, the colleges of the State should be called into conference to consider the whole question of standardization. While the State Superintendent of Public Instruction was contemplating asking the college executives to meet in such a conference, he ascertained that Dr. Raymond Binford, President of Guilford College, acting upon the advice of a number of other college presidents, was about to call a meet- ing of the heads of all the higher institutions for the consideration of a number of questions of vital interest to all the colleges. The State Depart- ment of Education was very cordially invited to participate in this con- [9] 10 Institutions of Higher Learning ference. The program of one entire evening was set aside for the con- sideration of college standards. The first meeting of this conference was held in the O. Henry Hotel, Greensboro, on October 7, 1921. Dr. Raymond Binford was elected Presi- dent, and Professor N. W. Walker was elected Secretary. Dr. Zook presented the matter of college standards, and told what was being done by the various agencies working in the field. The conference decided unanimously to take up the matter at once in a serious way and to work out a scheme whereby all parties by agreement would place approximately the same value in terms of college credits on the work at the various institutions of the State. The conference appointed a committee to draft tentative standards for colleges and to present them to a later meeting of the conference for consideration. This committee was composed of the following gentlemen: Dr. W. P. Few, Trinity College. Dr. L. E. Cook, N. C. State College of A. and E. Dr. C. G. Vardell, Flora Macdonald College. Dr. C. E. Brewer, Meredith College. Dr. E. W. Knight, University of North Carolina. This committee met in the 0. Henry Hotel early in November to prepare the tentative standards. Dr. George F. Zook was present at this meeting. He had just returned from a session of the Joint Committee on Standards from the American Council on Education and the National Conference Committee on Standards of Colleges and Secondary Schools. This committee had formulated a set of statements which it designated as "Principles for Accrediting Colleges." The committee of the North Carolina College Conference adopted these principles as the basis of its report. With only a few minor changes, to adapt them to conditions in North Carolina, the committee decided to present them to the whole conference for consideration. Before the principles could be presented to the conference, the Association of Colleges and Second- ary Schools in the Southern States held a meeting in Birmingham and adopted a new set of standards for rating colleges. These new standards were undoubtedly based on the principles promulgated by the National Committee. The second meeting of the North Carolina College Conference was held in the 0. Henry Hotel on March 10, 1922. The following institutions participated in the Conference: Atlantic Christian College: President H. S. Hilley. Catawba College: President A. D. Wolfinger. Davidson College: Professor F'razer Hood. East Carolina Teachers' College: President Robert H. Wright. Elon College: Professor W. C. Wicker. In North Carolina 11 Flora Macdonald College: President C. G. Vardell. Greensboro College for Women: President S. B. Turrentine. Professor D. F. Nicholson. Guilford College: President Raymond Binford. Professor L. Lea White. Lenoir College: President J. C. Peery. Professor R. L. Fritz. Meredith College: President Charles E. Brewer. North Carolina College for Women: President J. I. Foust. Dean W. C. Smith. N. C. State College of A. and E.: Professor L. E. Cook. Oxford College: President F. P. Hobgood. Peace Institute: President Mary O. Graham. Miss May McLelland. Queens College: President W. H. Frazer. Rutherford College: Professor W. E. Hauss. Salem Academy and College: President Howard E. Rondthaler. State Department of Education: State Superintendent E. C. Brooks. High School Inspector J. Henry Highsmith. Director of Teacher Training A. T. Allen. Trinity College: President W. P. Few. University of North Carolina: President H. W. Chase. Professor N. W. Walker. Honorary Member: Dr. R. T. Vann. At this meeting, the Principles for Accrediting Colleges were presented to the whole conference. Every section was throughly discussed. Practically every member of the conference participated in some phase or other of the discussion. Each principle was voted on separately and adopted by unani- mous vote. The State Department of Education was designated as the agency through which these principles should be applied. 12 Institutions of Higher Learning PRINCIPLES FOR ACCREDITING COLLEGES [Approved and Adopted by the N. C. College Conference — Starch 10, 1922.] The principles as adopted are as follows: The term "college as used below is understood to designate all institu- tions of higher education which grant non-professional bachelor's degrees. The committee recommends that the following principles and standards be observed in accrediting colleges: 1. The requirement for admission shall be the satisfactory completion of a four-year course in a secondary school approved by a recognized accreditng agency, or the equivalent of such a course as shown by examination. The major portion of the secondary school course accepted for admission should be definitely correlated with the curriculum to which the student is ad- mitted. 2. A college should demand for graduation the completion of a minimum quantitative requirement of 120 semester hours of credit (or the equivalent in term hours, quarter hours, points, majors, or courses), with further scholastic qualitative requirements adapted by each institution to its con- ditions. Note 1- Two semesters should constitute a college year of not less than thirty-four weeks exclusive of holidays. Note 2: The recitation hour should be sixty minutes gross, or not less than fifty minutes of actual teaching. 3. The size of the faculty should bear a definite relation to the type of institution, the number of students, and the number of courses offered. For a college of approximately 100 students in a single curriculum the faculty should consist of at least eight heads of departments devoting full time to college work. With the growth of the student body, the number of full- time teachers should be correspondingly increased. The development of varied curricula should involve the addition of further heads of departments. The training of the members of the faculty of professorial rank should include at least two years of study in their respective fields of teaching in recognized graduate schools, or a corresponding professional or technical training. It is desirable that the training of the head of a department should be equivalent to that required for a Doctor's Degree, or should represent a corresponding professional or technical training. A college should be judged in large part by the ratio which the number of persons of professorial rank with sound training, scholarly achievement and suc- cessful experience as teachers bears to the total number of the teaching staff. Teaching schedules exceeding 16 hours per week per instructor, or classes (exclusive of lectures) of more than thirty students should be interpreted as endangering educational efficiency. Note 1 •■ One year of training above the Bachelor's Degree will be accepted until 1923. Note 2: Instructors having entire charge of a course should show one year of training in his particular field above the Bachelor's Degree. Ix North Carolina 13 4. The minimum annual operating income for an accredited college should be $50,000, of which not less than $25,000 should be derived from stable sources, other than students, preferably from permanent endowments. In- crease in faculty, student body, and scope of instruction should be judged in relation to its educational program. Note 1 ■■ Until 1924 $40,000 income and $15,000 from stable sources will be accepted. 5. The material equipment and upkeep of a college, its buildings, lands, laboratories, apparatus, and libraries should also be judged by their efficiency in relation to its educational program. A college should have a live well distributed professionally administered library of at least 8,000 volumes, exclusive of public documents, bearing specifically upon the subjects taught, and with a definite annual appropria- tion for the purchase of new books. Note i-- 6,000 volumes until 1924 will be accepted. 6. A college should not maintain a preparatory school as part of its college organization. If such a school is maintained under the college charter it should be kept rigidly distinct and separate from the college in students, faculty and buildings. Note 1- Omit the phrase "and buildings" until 1924. 7. In determining the standing of a college emphasis should be placed upon the character of the curriculum, the efficiency of instruction, the stand- ard for regular degrees, the conservatism in granting honorary degrees, the tone of the institution and its success in stimulating and preparing stu- dents to do satisfactory work in recognized graduate, professional, or re- search institutions. 8. No college should be accredited until it has been inspected and reported upon by an agent, or agents regularly appointed by the accrediting organiza- tion. THE NORTH CAROLINA COLLEGE CONFERENCE ADOPTS PRINCIPLES FOR ACCREDITING JUNIOR COLLEGES At the Greensboro meeting of the College Conference, the Committee on Standards was continued and directed to formulate principles for accredit- ing Junior Colleges and to present them for consideration at a called meet- ing of the Conference. President W. P. Few convened this Committee in the Yarborough Hotel on July 22, 1922. The following members of the committee were present: Dr. W. P. Few, Chairman. Dr. Charles E. Brewer. Dr. E. W. Knight Dr. L. E. Cook. Dr. C. G. Vardell was in Scotland at the time of the meeting, and could not attend. Dr. E. D. Fusey, Secretary of the Association of Colleges and 14 Institutions of Higher Learning Secondary Schools of the Southern States, was present by request of the Chairman. Mr. J. Henry Highsmith and A. T. Allen of the Slate Depart- ment of Education were present as visitors. The committee had for its consideration the tentative report of the sub- committee of the Joint Committee from the America;! Council on Education and the National Committee on Standards of Colleges and Secondary Schools. The report of the sub-committee was adopted as the basis of the report formulated by the Committee from the North Carolina College Conference. The Committee's report was presented to the entire Conference at its meeting in the Yarborough Hotel on August 25, 1922. After a spirited debate, each principle was adopted serially by a unanimous vote. The Conference designated the State Department of Education as the agency through which these principles should be applied. PRINCIPLES FOR ACCREDITING JUNIOR COLLEGES [Approved and Adopted by the N. C. Collese Conference — August 25, 1022.1 The principles for Accrediting Junior Colleges are as follows: In defining standards for the Junior College the committee had in mind an institution covering the first two years of college work. At the same time it is not unmindful of the fact that rarely is the Junior College confined tp this form of organization; usually these two years of college work are united with two or more of high school work, or with preparatory classes, or with other collateral courses for teachers. Nor does it desire to ignore the possibility that Junior Colleges may offer also courses and curricula of college grade not now typically paralleled in the first two years of work in standard colleges and universities. For the present, however, the committee has not attempted to define more nearly these varying types, but has suggested as standards certain requirements per- taining largely, if not exclusively, to these two college years, believing these years to be the essential part of the work. The existence of these two years alone justifies the term "Junior College" and all attempts at standardization should proceed on the assumed identity of this work in scope and thoroughness with similar work done by the standard four-year college. 1. The requirements for admission shall be the satisfactory completion of a four-year course in a secondary school approved by a recognized accrediting agency or the equivalent of such a course, as shown by examination. The major portion of the secondary school course accepted for admission should be definitely correlated with the curriculum to which the student is admitted. 2. Requirements for graduation must be based on the satisfactory com- pletion of thirty year hours, or sixty-semester hours of work correspond- ing in grade to that given in the freshmen and sophomore years of stand- ard colleges or universities. In addition to the above quantitative require- ments each institution should adopt other qualitative standards suited to its individual conditions. 3. Members of the teaching staff in regular charge of classes must have at least a baccalaureate degree, or the equivalent of this degree in special In North Carolina 15 training and should have not less than one year of graduate work in a recognized graduate school; in all cases efficiency in teaching as well as the amount of graduate work should be taken into account. 4. The teaching schedule of instructors teaching Junior College classes shall be limited to twenty-two hours per week; for instructors devoting their whole time to Junior College classes eighteen hours should be the maximum. 5. The curriculum should provide for breadth of study and should have justifiable relation to the resources of the institution, but there should be a minimum of five departments, each in charge of a teacher giving at least half of his time to collegiate instruction in his department. This number of departments, and the size of the faculty should be increased with the development of varied curricula and the growth of the student body. 6. The limit of the number of students in a recitation or laboratory class in a junior college should be thirty. 7. The college work should be the essential part of the curriculum. No junior college should be accredited until its registration in the collegt work has reached approximately fifty students. 8. The material equipment and upkeep of a junior college, its building, land, laboratories, apparatus and libraries should be judged by their effi- ciency in relation to the educational program. (o) The laboratory equipment shall be adequate for all the experi- ments called for by the courses offered in the science (about $2,000 worth of apparatus for each science offered), and these facilities shall be kept up by means of an annual appropriation in keeping with th? curriculum. (b) A junior college should have a live, well distributed, profession- ally administered library of at least 2,000 volumes, exclusive of public documents, bearing specifically on the subjects taught and with a definite annual appropriation for the purchase of new books. 9. The minimum annual operating income for the two years of junior college work should be $10,000, of which not less than $5,000 should be derived from stable sources, other than students, preferably permanent en- dowments. Increase in faculty, student body and scope of instruction should be accompanied by increase of income from such stable sources. The financial status of each junior college should be judged in relation to its educational program. Note: Until 1924, an income of $3,000 from stable sources will be accepted. 10. The high school department run in connection with the junior college shall be accredited by a recognized accrediting agency for secondary schools. THE SPIRIT OF CO-OPERATION This whole program has been attended throughout by the finest spirit of cooperation among all the colleges, and between all the colleges and 16 Institutions of Higher Learning the State Department of Education. There was the manifest intention by all concerned to use the utmost diligence to bring order out of con- fusion, — to work in harmony for the advancement of the cause of higher education in North Carolina. The High School Journal, reporting the Greensboro meeting, made the following comments: "Many important issues were up for discussion, and steps were taken to put higher education in North Carolina on a higher plane, to systematize it and standardize it in ways impossible hitherto. There can be no doubt that lasting good was accomplished." The State Department, starting on its task of applying the adopted principles to the institutions in North Carolina, publishes herein a few of the salient facts bearing on this problem, that have so far been collected. For the purpose of issuing teachers' certificates to the graduates in the class of 1922, it has tentatively classified the institutions. As it proceeds with the collection of material facts, it hopes to present from time to time a clearer statement of the condition of higher education in the State. The institutions have been classified as follows so far as the graduates of the class of 1922 are concerned. CLASSIFICATION OF INSTITUTIONS OF HIGHER LEARNING IX >ORTH CAROLINA I. Institutions for White People. GROUP A— FOUR- YEAR STANDARD COLLEGES: Davidson College. Elon College (since 1915). Greensboro College for Women (since 1915). Guilford College (since 1915). Lenoir College (since 1915). Meredith College. North Carolina College for Women. Salem College (since 1915). Trinity College. University of North Carolina. Wake Forest College. GROUP B— FOUR-YEAR COLLEGES IN CLASS B: Flora Macdonald College. Queens College. St. Genevieve of the Pines. GROUP C— CERTIFICATES IN CLASS C IN 1922: Atlantic Christian College (rated A for 1923 on condition). Belmont Abbey College. Catawba College (in class B for 1923 graduates). Carolina College (conditional). Chowan College (in class B for graduates of 1923). Davenport College (probably in class B for 1923). Louisburg College. In North Carolina 17 GROUP — Continued: Mitchell College (to be reconsidered for 1923 graduates). Oxford College (two-year course accepted for 1923). Peaee Institute. St. Mary's School. Weaver College (conditional). TECHNICAL INSTITUTIONS: N. C. State College of Agriculture and Engineering (four-yeir course). (Recommended for A rating in 1923). TEACHERS' COLLEGES: East Carolina Teachers College (four-year course). STANDARD NORMAL SCHOOLS: ^Asheville Normal School (since 1922). East Carolina Teachers College (two-year course). II. Institutions for Colored People. GROUP B— FOUR-YEAR INSTITUTIONS IN CLASS B: Biddle University. Shaw University. GROUP C— CERTIFICATES IN CLASS C IN 1922: Agricultural and Technical College. Livingston College. GROUP D— CERTIFICATES IN ELEMENTARY CLASS A IN 1922: Bennett College (reconsidered for higher rating 1923). National Training School (reconsidered for higher rating in 1923). ENTRANCE REQUIREMENTS Perhaps college entrance requirements have been discussed more than any other phase of college administration. They represent the junction point of college and secondary education. Colleges have desired the high schools fo adapt their curricula to the college curricula. The high schools on the other hand have demanded the right to prepare their own plans of work. The high school in many instances must be a completion school, and must therefore be constructed with that fact in view. The high schools for many years have had the better of the argument because the high schools were not turning out enough well prepared students to keep the colleges busy. Conditional students were accepted in great num- bers. Within recent years the tables have been turned. More high school graduates want to go to college than can be accommodated. This has enabled the North Carolina College Conference to strengthen its entrance requirements. Graduation from a four-year high school is now required and no conditions as to the amount of work are allowed. This Association was emboldened to say also that the major portion of the secondary 18 Ins rn i tioxs of Higher Learning course accepted for admission should be definitely correlated with the curriculum to which the student is admitted. If this is lived up to, it will make the secondary course and the college course an eight-year program of consecutive effort. Table I sets forth the entrance requirements for the first course listed in the catalogue. Other courses have other specifications, but only the first course is considered here as of the year 1920-21. This table shows the total requirements as to amount, the number of conditions allowed, the subject prescriptions and the free electives. Considering the total re- quirements for unconditional entrance: 5 institutions required 14 units. 1 institution required 14.5 units. 21 institutions required 15 units. The number of conditions allowed varied also as follows: 3 institutions allowed 3 conditions. 1 institution allowed 2.5 conditions. 18 institutions allowed 2 conditions. 2 institutions allowed 1 condition. 3 institutions allowed conditions. The amount of prescribed work varies all the way from to 15 units, a* follows: nstitutions prescribed units, nstitution prescribed 8.5 units, nstitutions prescribed 9 units. . nstitutions prescribed 9.5 units nstitutions prescribed 10 units, nstitutions prescribed 10.5 units, nstitutions prescribed 11 units, nstitution prescribed 11.5 units, nstitutions prescribed 12 units, nstitution prescribed 12.2 units, nstitutions prescribed 13 units, nstitution prescribed 14.5 units, nstitution prescribed 15 units. The subject prescriptions are as follows: a. English: 2 institutions required units. 25 institutions required 3 units. b. History: 8 institutions required units. 13 institutions required 1 unit 5 institutions required 2 units 1 institution required 3 units. In North Carolina 19 c. Mathematics: 2 institutions required units. 2 institutions required 2 units. 9 institutions required 2.5 units. 14 institutions required 3 units. d. Greek. 27 institutions required units. e. Latin: 4 institutions required units. 2 institutions required 2 units. 6 institutions required 3 units. 1 institution required 3.7 units. 14 institutions required 4 units. Note: In nine institutions the Latin prescription may be met wholly or in part by modern language units. f. Modern Language: 17 institutions required units. 4 institutions required 1 unit. 4 institutions required 2 units. 2 institutions required 3 units. g. Science: 19 institutions required units 8 institutions required 1 unit. 20 Institutions of Higher Learning c» OS H » Si nS = hJ ^ 5j ,2 i » ed ii 8 a. 91 9 W ce 2 P a> - 5 S 9 H 3 VI «d B e — - u e 9 y- •- — i M o J: — ■-« — £ -fl — 5 " w : K -g •< H O "<0 »o 80AU0013 O.JJj 33TZdI0g -NOOOOoo-.oo-.o©o««o«oc.e. i£ r< f c = - t-l -3 = 8 . - g g ',& - ■„ 6 » ; ° Asheville Nor Atlantic Chris Belmont Abbe Carolina Colli Catawba Coll Chowan Colic Davenport C< Davidson Col East Carolina Elon College- Flora Macdon Greensboro C< Guilford Coll. Lenoir Collegi Louisburg < !o Meredith Col Mitchell Colic N. ('. College N. C. State C Oxford Collcg Peace Institut Queens Collcg Salem College St. Genevieve St. Mary's Scl (.^ (.SJ L«J CN In North Carolina 21 * W N ^ SOA|}00|g 90JJ o c — o e3Bn3uBn[ ujjpoj^r ni^cq ^ogj;^ sai}c;uai]}t)j^ A'JOJSIJLJ qs;i3ua paqijosajj pjoj^ suoi}tpno3 8DUBajUJJ [BJOJ, o co o o o o o o co i £ fe t. fH^S i- c — ■ _ o a — o ^ o ic ^ o >3 cj r ^ "E ~ "3 99 3 — j~ i? 2 o to w x x x — " M cc -* oo n c: — ci cc oa a — in In North Carolina 25 B*l o co o -»< C N to H 9AIJJ3[a MN ~f CO © O • lou !IV m*5 "gj CD O O lOfBJ^ cm o co o ioq?o CO O O CO 3 iqia CD © Tt< oo aoaapg _,_ aSranSuB^ ujapoj\r CM CO o cm apra^ * * O © © O spaiQ CO CO O CM SDt^Biuat{jBj\; CO 'S CO O iOoisiH ^ n qsi[3n a WM N CC 00 O paqucsajj C-] C3 CM CD 1**0,1 W a w i-j CD i-j n so o o a> £ ,9 o tt O M ° >s » o|go >> 2 (i< t, 3 1 1 5 . H p £ £ S & g g s » JO o CO o o o o o o o o o o o o o o :: ■^ -*» © o o EC N rtn H-» O CO O r-l- o IM o o O i~ rt -* fM lO * o O i ■* o o ml* r4n o. »o CO t^ rv- o X CO O «in CI , " H t-- N ~* o ! — - - u is o a u o O 'a > 5 ~ -»j o bf c c c a a o - > 03 D3 -cvioo OOOOOOOOO^ICOCOO 0000-^GOC^lC0000005J>-iO CM M 00 O CN O CM i-H - CO cm O O O M O O O O o o o o o o o o c3 # rf fegg^ii £ 5 -< o 3 -S a a a r3 _£ - o xi g a s3 H o S M CD o = 2 3 ; o < ** _l W O — o e ^ o O § -S a sa .« a js §> .jg °2 s O I 6 ^ 1 'I >, O - .: O 3 a O 5 J3 O M 03 -C J? 5 =3 O O Q Q H a. u a s 5 ■£ ~* -«©00 w3Cqi-ieo©U3»-lOOOOOqO i— i M ^ ci eo *-i co o oo OOOl^OCMCMOOO iCdrHeOOOt-HOOOOOO h N Tt* Ol ,-h CO O GO'OOCOOOiOf--00 0000*00000 CM o tJH CO CO iO CM CM Ifl *0 tH CM «-H CM O co co *o ■** -h rf o O CM CO CM cO CO O £"*■ CO »0 lO i— i CO UO CM CI W iC CJ io •* o CiCMOCMClOCOOCMOO CO lO C4 00 tN ■* ^ co OOC00005«000 ^ CM -* US U3 rH OOOOOC0OO»0C0U3<0 OOOCMOOOO^HOOO OOO'— -eo^HO CO CN N tN CO CO ^-t CM i-l CM — iooo^-^ocnocoocoo r-iosoooocB^Nuaooo i-. 1-H CM tH CM ^HOOOi-^OCMOi^-OOO ^H o O -*# o o o o o o -U "" ui ZZ Cw o y o t o £ a> -s o a ■St g c-Soo-* OOOQQHWfa — tl o _£ M , o o - a £ I ^ S a S ;a .> J § -a 2 % o § O ° - $ : « s o , m g ^o a i £ "5 O 8 1 S « .8 <- (N CO ■* CO !>• OO Ci O ^WJONOOCiOh « t)I lO CO N OO O CM CM CM CM CM CM CM In North Carolina 31 H3 V 3 • "+- & fl ? y ft, I ^ K g ft £ o r ^ H S K £ P -J H s — M - - . i-h eg CO ■* ic tc c o iJZ CD o 02 E-i c 03 © o © "* o if: a> « o a £ £ hi r~ ^H ^H -* § ^_ in co »o o w c: l> o 02 H W K © © C GO i-H C" CO O *" a B o js Ph o lO CO »Cl © ^H t> 02 0) _ c^ ^ a c^ o n 00 o h £ H c 03 © © © OS T-C © o S CN w g 02 5 H fes CO i—t 00 -^ lO t> Tf ^H l-< ^H e> ^ g „ CO (H fn rt c H c CD © © © CTi t^ c£ 00 "< P3 < Oh S o w « o Ph a) •* o to oo d c C» Is o u H '■ '■ w o a* ^ S M & g e > o o ,2 en c3 £ rj u n o _ -g ^ +> p-> *= S3 £ ■fl c c S3 c .2 £ s S S '> "S 3 •4 pq pq ,j & qd H a 6 H P] « HJ m (C ~ * 0> h w m i< io co a o 3£ TJ>— i © t^ Cft (M ^h to us So CO OH _ o 02 H c ©©©©©© o l S 9 i T3 "S CB M g ^ Hi hI o O O . cd .a .k ,5 J3 < pq pq h! 2: 00 CD . c o rf z, 32 Institutions of Higher Learning FINANCIAL The time has come when it is impossible for an institution of collegia* rank to maintain its standing unless it is in possession of considerable in- come from sources other than from its students. Student income can not supply even half of the necessary funds to run an institution of the highest class. It must have a large endowment, or be subsidized by either the State or the Church, or some other body able to guarantee a con- stant and unvarying income. The total resources of North Carolina in- stitutions is in the aggregate large. However, when we examine the re- sources of any single institution it is doubtful if any one of them has all the money that it could use advantageously. Each institution seems to be carrying a program of work that strains its resources to the utmost. In North Carolina 33 c c S!5 CiC-WMTfiO<0 X CI O h CO -^ *o o & e — z •= «< s z * B o - s ■' v. c c ©©©©©©©© o o o o O O © »-< CO GC "-* CO o p p © O O ■* co t- 00 l^ ^ X C X C ifl X ^ N O O O 0O US ooooooooooooo OPQiOCOOOihOOOO 00 *-h -* ro © © O t- — ■«**©© ~ © © - ?1 c f» m N (D N « « — . 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A O 3 ,-g S , _ o - ft - o o «T-g o o c o -2 *- ©" o ■2 o re ro OQ S ft ^ a — — © © O O O o t- :c 00 2 £ £ 3 * oft c M " ^3 c ^ ^ —' — — OJ o5 r^- c: 3 o ? LO im © © © -*• o OO IO H IQ a -* H w © © © O O O O © © o © © o o © O l>- © © © u *> © © DC © © © ° 5 3 — © © CC © © © 5S O m N X lO O "3ft © H O H ►J ►J O o ! ! ' ! *o ; ■ i { i O i ; ; j ; M ! IJilli ^ o b ° 2 tn "3 "g o w g »" J c c ^ e .2 fe =3 g 2 r 43 § < pq cq ^ 2: a; "3 V S o — m ro ■<* »a © jZ to 1 h n n *# •o CO a o 32 , m o "5 -" O f^ _ O "5 ~H o H 3 O C-) o r-, o ^> CO -: ■w H a „ ^ _ e> c o m t~ ^ 5 "5 O 00 O x oo" a so o = O K5 O rs o >o O OS o - °. 02 ft CO O o ©b o o oooooooocooooo o o o o o o ©■ © cm io o o co © ioo«o -~ o © o o o o OO o © o t^©o "* ■g CM © CM O © Ol © © 00 © rt rt CD CO N !M h > J5 Ph „ 7! C= -H OrHHQOONiOOCM(NNT)< o h o i* h n a) ft i n m o h „ O^H ^h ,_, -^ CM CM CO CM 03 £ og . °cd £"" o ^ OOi-li CD CM CO 3 3 § ° •O C-l '*OTtC C h cooo©-<*<©or---#o 00 Or-- CO Tf so o o io cc o oa CO "* CO i-H >> pq o 5 O w ►J b o O a 6 c o» o o 0> s c B O 3 CI O 01 t^ 3 o bo fl Ph O D P'B •g O o "o • JS ■3 M Asheville Normal. Atlantic Christian Belmont Abbey C Carolina College.. Catawba College. Chowan College... Davenport Colleg' Davidson College. East Carolina Tea Elon College Flora Macdonald ' Greensboro Colleg Guilford Colleae.. 6 O 'c a 0) l-H Louisburg College Meredith College. Mitchell College.. o .5 b ^ a. ~ go t a £ o 1 = CO Pi c. b "c Q = CO 2 5 § o s a State College of A St. Genevieve of t St. Mary's School. Trinitv College.... University of Nor Wake Forest Colle Weaver College.... o c; . a o rtO]n^tooNt»osoH?in^iO(ONooo30Hnn^u50NMO ^ \x cq CXI CM OHO i CD CO O CO i— I CO O CO O O CM CO IQ QO N U3 -* CO "tf< io o go o en N Tf >c >o U3 CO ooooooooooooo o o o o CD O O OOOO'OOOO ffl£ O o CO o o o ^ O O rH O o o o cq t-H o (3>000»0-^iOOCViT-H ^h OO o o ooooooooooooo oooooooooooo OOOOOOOOOOOOO OOOOOOOOO ooooooooooooo OOOOOOOOOOOO o ^ BO >> « § a^ c 5 o jo ~ o< £ o c^UO o a O a> 5S 2 o ,2 -a O ,5 5 * Q Q H KfeOOJ o £3 '- U o bn o 3 -H O _' Tl pC - Fh J gg^ rg M ^ O Ml DQ p} *" m O ■kD o o ^i « S 3 "3 ^ jj *» K c * ® O Ph C co m m m H P ^ ^ a o a* i— l 03 CO ■>* K3 CD ^ >C CD O *H C-J In North Carolina 39 s £ a ft •- o *j 4) Z i * h H -2 Z ° K W Ph "* C 99 P fi w .2 s -o p o --J u; c: fi d 3£ o o o o o co o >5 o o o bt "•* o pq «^ >, wo © CO O O C iO o ^ CO o o o c CO CM CO © w o ffl GO 3 a 03 o > D e© ■* o o o o c <«# CO o o o c Ci CD CD O *Q 1C >, CM «* J3 Ph &€. m CO t~- CM O OS W CO ^H H M CN 00 C3 " O o ■ o °cd 2; CO i-l 00 i-H o ^T >* CO -»j o 3 3 2 o feffi o n o « ^< ci . — I CO •■* O C6 W t* t~ E-i o O O O CO CM u- o W lO ^H ■* " 'mt 1 fl .1= p-j 5 h o •« 6 c _r cy r"i cd - "0 "g a =3 "e8 c 6 ^ n eo ^ in co 3 Z CD CC ■^ "! ee 1 fi o jZ O CM CO CO CO IT w >> £ CO — ^f 3 s 4) Q « aj £* CO CM CM CO WO ** CM >> £ 'S g- Q£ >> 03 wo CO © CO OO ■** =n cj c »-t ~H CO — oo cd ►J 1 to s -2 O CO O CO CO CZ o O O <= O CO c a o" t- ^r CO Ph O CO O CO o c o fi S o 3 o o o o o « O WO O O 00 *3 t^ co" o" co" w wo* CM «£ >i o o o o o c CO be "o A fe o £ >, CO O O CO O CO o _s c3 ~0 Lh o ■fl «i J O O O O wo CO wo >> CM be o o CD a H a H B J rr; O O o J3 60 a -2 t > 1 cfl nd T. 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