WHAT SHOULD BE THE STANDARD
of the
UNIVERSITY, COLLEGE, NORMAL
SCHOOL, TEACHER TRAINING AND
SECONDARY SCHOOLS
by
W. S. SCARBOROUGH
President of Wilberforce University
READ AT THE CONFERENCE ON EDUCATION
NATIONAL TRAINING SCHOOL, DURHAM, N. C.
NOVEMBER 21-24, 1916
WHAT SHOULD BE THE STANDARD OF THE
UNIVERSITY, COLLEGE, NORMAL SCHOOL,
TEACHER TRAINING AND
SECONDARY SCHOOLS.
The subject set forth for this address covers such a very large
field that no brief discussion can do anything approaching justice
to it in its entirety.
The problems involved are not altogether new. In a general
way the educational world has been wrestling with them for a half
century or more in an endeavor to obtain better results from
schoolroom work along all lines. But it has been only in the last
two decades that we may really say that ideals have been put into
any concrete form and the attempt made to bring schools up to
a general level. This period will undoubtedly go down in educa¬
tional history as the standardizing period. We are trying to stand¬
ardize everything. The term has been "hitched" to the term "effi¬
ciency" and the two have invaded every circle of life and endeav¬
or. One hundred per cent is declared as the only real unit of
measure and the point to which everything must advance.
Standardization is an excellent thing if we do not make an
educational fetich of it, as there is a possible danger of doing. It
is a good thing to discuss the subject and to discuss it wisely, par¬
ticularly as it pertains to Negro education. First of all, it seems to
me that we are confronted with a preliminary question—as to
what is included in the term "standard." As I look at it there are
at least two interpretations of the word that must apply to edu¬
cation. One is the setting up of a unit of measure, in comparison
with which the accuracy of ,others is to be determined ; and the
other has reference to anything regarded as a type or model and,
therefore, a thing of the highest order.
Again, before we can decide further as to what standards we
are to set up in the Negro schools—or any others for that matter
—we must go further and reach a conclusion as to the actual type
to setup—have a definition, if you will, and one, upon which there
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can be agreement as to what is a standard University, a standard
College, a standard Secondary, or Normal School or Teacher Train¬
ing School. Here our subject grows more and more complex, and
obviously, we can deal only with some general main facts and offer
only some general suggestions in the limits that a paper must have
before this body.
After search in all quarters and after investigation of the
opinions of expert educators, we find one and all confessing
there is, as yet, no general agreement, no consensus of opinion,
as to what shall be the standard in any of the different kinds of
institutions we are considering. We can find nowhere a satisfact¬
ory definition of either University or College, to begin with. The
American University is "a hybrid institution" everywhere—even
the very best institutions of the country are part college and
part university if we consider the term "University" as used in
the German sense or English sense. The best ones do both post¬
graduate and undergraduate work—not one of them doing dis¬
tinctively advanced and research work, except perhaps, John
Hopkins University. True, some of the greatest universities have
organized with "two criteria—first, the quality of work done in
their graduate departments and second, the entrance requirements
to those graduate departments that have been set by them." But
it stops there.
Then, if we look at Colleges we will find it equally difficult to
find a definition of what a college is. A number have been pro¬
posed, but not a dozen have gained anything like a general circu¬
lation, to say nothing of actual general acceptance. Let me quote
from Dr. S. C. Capen of the U. S. Bureau of education:
"There are for instance, the definition of the Carnegie Found¬
ation for the advancement of Teaching, the definition of the New
York Education Department, the definition of the North Central
Association of Colleges and Secondary Schools of the Southern
States, all of which have a wide currency and have influenced the
standards of many institutions. The first two are very brief. The
New York definition makes no mention of the scholastic prepara¬
tion of the faculty, the number of hours required for admission
and graduation, the financial resources or the physical equipment
of an institution. It is intended to be exclusive rather than de¬
scriptive. On the other hand, the definition of the Southern As¬
sociation is of almost equal length but quite different in content."
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He continues with four pertinent inquires that we may make ap¬
plicable to the situation which we must discuss in connection with
Negro institutions:
"Which of these is the right definition ? Will the Carnegie
Foundation accept for its purposes the definition of the Southern
Association? Will the North Central Association be willing to judge
the colleges of its territory according as they conform to the defi¬
nition of the New York State Education Department? If not
where shall we stand ? And he adds another; '' Who can tell what
a standard College is?"
This gives us a fair survey of the national situation. So, after
reading much on the subject, hearing much and finding the bold¬
est of daring educators showing a certain amount of timidity
about asserting what must be in regard to a standard, and noting
that the question has been more or less skillfully skirted in all
cases by those who have assumed to deliver anything like a dictum
on the subject;—altogether considered, it would seem almost like
the height of temerity, to say nothing of vanity, and boastfulness,
to think that the Negro should dare rush in where others tread so
lightly. Yet, I wish we had the breadth of vision and the strength
of daring to stand in the vanguard of this movement, and not al¬
ways follow. But it is such a far reaching question, we also may
well hesitate and go cautiously and slowly in reaching conclusions
in regard to our own schools.
Right here, then, let me first refer to Doctor David Starr Jor¬
dan's recent article in the September Forum, and note what the ex-
Chancellor of Leland Stanford University has to say on a point that
may well have direct reference to our Negro Institutions for high¬
er learning. He says that, as a country, we have far too many
institutions for higher learning, that the schools range from a few
institutions ranking high, down to what he denominates "cross¬
roads schools with one or two professors and no adequate stand¬
ards or equipment." Then, he gives us further food for thought
in some facts presented: "There are now about twenty-five univer¬
sities [white, of course] represented in the University Association.
In these, standards and educational methods agree in general, and
in all of these generous provision is made for additional study and
research; but there are some sixty other institutions with the
same academic standards, but mostly without professional schools
and offering as a rule scanty facilities for advanced study beyond
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the four years which lead to the Bachelor's degree." He contin¬
ues : "The remaining colleges in our lists do some things well and
some things poorly."
On the same question of deciding on a general standard in
the University, the President of Grinnell College has this to say :
that "the State University is an attempt to realize the efficiency
conception of education for the whole people of the State that
"it does not venture except in a tentative and cautious way, to
impose upon them a method or system of education which might
meet a universal standard and that, "if such a standard were
available, the state would hold it in abeyance or reject it entirely."
When we consider how many State Universities are serving the
people directly in new courses that shatter all previous ideas as to
standards for admittance, we see how involved is this question:
"What shall be our standard ?"
Now, what conclusion must we reach from these facts as ap¬
plied to our own schools ? I think that we must too agree with those
who "question the value of extreme emphasis on standardization,"
and, while we believe in standards, we must further agree that
there are many things we must consider before we can deliver
anything approaching an ex-cathedra assertion as to bringing all
of our schools in any given line of work to the same standard.
Our Negro Universities and Colleges, as they now exist, may
be roughly classified into three classes as to efficient work done—
results achieved : "Those that serve a large constituency drawn
from different localities, are very well equipped, and measure up
well in essentials to some of the best standards set, and are con¬
stantly progressing." Then, there are those which, for various
reasons, local and otherwise, serve a limited constituency, have
only a limited equipment, and while doing fairly well can, for a
long time to come, do only a limited amount of work. Then there
is a third class consisting of what may be termed "paper schools,"
doing nothing of a higher character, mere Preparatory schools—
some hardly that,—and with such inadequate equipment in every
way that they are practically worthless. I am sure all will agree
that this class should be eliminated from the ranks of Negro Insti¬
tutions for higher learning, where only a "paper name" now holds
them.
Our Universities should be few. Few of Negro schools should
retain this name. Those best equipped should be prepared to offer
advanced work and should hold a high entrance requirement, while
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measuring well up to any one of the standards that have found
regional acceptance. We do not need, just now, so many great
universities, but we do need to sustain a reputable few and to
help these to the highest possible standard. As to our Negro Col¬
leges I feel compelled to take the same ground that Doctor Capen
takes and apply his general conclusions to our work in particular.
As he asserts, "We cannot prove that all colleges should conform
to the same standard -all be of the same type." This is especially
true of the Negro College as here are varying conditions which
affect the race in different sections. The Southern standard can¬
not be the same as the Northern standard. If the white South
has found itself illy prepared to set the same standards as North¬
ern colleges because of its lack of preparatory schools, surely it is
perfectly patent that the the Negro College must vary because of
the same reasons. With the college a local institution, as nearly
all are, the Negro college, situated in Southern territory and
drawing almost exclusively upon the south for its constituency, is
unable to meet the standard set by the north where school systems
are well and highly organized.
We must not for a moment forget that the Negro college has
its constituency to serve and that there should be no standards set
that will hamper educational opportunity in any section where these
schools are placed. They could not grow ; and as Doctor Winship
says "there should be no standard which will stifle growth any¬
where. A standard may be a measuring rod or weight, or a rally¬
ing point but it is never a barbed-wire fence for the keeping of
anybody away from any good thing." I am convinced that for
the present, where the educational systems are more backward in
providing proper preparatory schools, there must be some latitude
allowed that will not be prohibitive to educational opportunity for
those in the section to which such schools must especially minister.
For this reason, I am inclined to look with favor upon the idea of
Junior College work as it is being tried in certain sections— col¬
leges that do only the first two years of real college work but do
also the last two years of secondary work—though this varies. I
think many of our weaker colleges might find this their legitimate
field, doing therein strong work and becoming feeders for the reg¬
ular and better equipped colleges. Of course there are objections
and difficulties to meet in such an arrangement. I throw out this
idea merely as a suggestion, but if some adjustment of work could
be made, both our strong schools and weak ones would be benifitted.
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Our best colleges—those with best all-round facilities—can and
should be brought to a high uniform standard, with entrance re¬
quirements equal to those, demanded by the strongest college as¬
sociations. Here is where the Association of Colleges for Colored
Youth will find its field for stimulation and uplift. I think we should
favor the standard set up by it and hope for large increase even¬
tually in its membership. Its requirements for admission consist
of fifteen Carnegie units of Secondary work—a unit being consid¬
ered as four recitations a week of one hour each or five of forty-
five minutes each, continuing for a period of from thirty-six to
forty weeks; two hours of manual training, or laboratory work
to be equivalent to one period of class room work ; also certain re¬
quired studies, the details of which it is unnecessary to outline at
this moment. For graduation in these colleges we should require
a four years course or one hundred and twenty semester hours of
work along prescribed lines carefully laid down. We should go
further and call for at least the minimum faculty described by
Doctor Calvin French in a paper on, "The Efficient College," read
before The Association of American Colleges in January, 1916. This
calls for at least eight members, including the President, who is to
give all his time to administration and prcmotion, while the other
members give their time to the respective seven fields of Mathe¬
matics, Science, Modern Languages, Psychology, History, Latin
and English, each of the members taking additional assignments as
necessary. And at this point, let me say that there is one thing
for which I would have a set standard and a high one, and that is
for the faculty itself. Every faculty should pass some rigid test
as to preparation, ability to instruct and to inspire, as to "character
and strong personality, and as to whether the members are a real
moral, vitalizing force" ; "for the faculty largely makes the college
or university. A ' 'Mark Hopkins on one end of the log," means
much for high standardization in any institution of learning.
When it comes to considering endowments as standards we may
well pause. I think, as do many others, that we cannot justly set
a required standard as yet, as much first class work is being done
with comparatively small endowments, and to shut out these schools
would be to discourage good work. For this reason The American
College Association, of which Wilberforce University is a member,
has not set this standard for membership.
Little time is left to consider the other schools included in the
subject under discussion and I shall touch them very briefly.
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Teacher training work must have varying standards because of
the regional conditions before mentioned. In sections where rural
conditions are low—the schools unorganized and the length of the
school term entirely too short—the nature of this work may and
should require much modification in preparing teachers for the
elementary work. In Northern work it would be different. In
this connection I would say that within the last four years the
State of Ohio has undergone a revolution in regard to Teacher
Training, and has set a high standard for all of its Normal Schools
and Training Courses. In accordance with the new state laws we
have standardized all such work at Wilberforce University. This
calls for fifteen units of secondary work for admission to our
Teachers'Training Course (two years) which does not call for a
degree. For graduation from this course we require sixty-four
semester hours, or ninty-six term credits together with minimum
practice and observation of one hour a day for one semester in
Primary, or seventh and eighth grades, and a minimum of two
units of industrial work. Our actual work however, equals seven¬
ty-four semester hours, exclusive of vocational work, with electives
for seniors. We are above the standard. This required work
places us upon the list of "approved schools for teacher training"
as recognized by the State Superintendent; and we thus stand upon
the same plane as other State training schools. Our graduates
receive a "provisional certificate" —good for four years—to teach
in the state and this is recognized in thirty-five states. After
twenty-four months of succesful teaching, the holder may have
a state life certificate without examination. We also offer in the
same work, vocational courses of two years, with the same stand¬
ard for admission. In our College we have two courses in Edu¬
cation, for those wishing to teach in Secondary schools, four years
in length and leading to the degrees of A. B. and B. S. in Education.
These courses require fifteen units for entrance. For graduation,
the regular one-hundred and twenty semester hours are required
as in all our college work ; thirty of these semester hours must be
professional work—a minimum of fifteen of these being specified
work. I have given this as a concrete example of what one Negro
institution is accomplishing in standardized Teacher Training
courses. Our best equipped colleges and universities should set
similar standards for admission and graduation. The same could
not be reasonably expected in all sections of the country.
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In the necessarily few words on Normal schools, I will say
that, in my opinion, they, too, must vary in different localities, as,
until there is a fair development of High Schools in a school sys¬
tem, it is not possible for those Normal schools to advance greatly
their entrance requirements and get rid of doing the academic
work they must offer. A certain amount of this work must be
done by them, but differentiated courses for Primary and Upper
grade teachers will help toward a higher standard. Stress, how¬
ever, must be laid on professional work and a specified amount
must be covered.
As to Secondary Schools. I am positively convinced that if we
need a set standard anywhere, it is here. This work is foundation
work, not only for higher attainments, but for life directly, as so
many of our boys and girls stop when they gain a diploma from High
School. I am not a stickler for the time element per se, but I
think four years are needed here, with no elective work. The
average Negro youth needs this time in which he may obtain cul¬
ture and a chance for maturity. We are getting too much im¬
maturity in higher educational courses. This Secondary work
should, however, be separated entirely from the higher work.
There should be separate faculties also. We have accomplished
this at Wilberforce University. Separate housing would also be
most desirable, if possible. We should be sure of our standards
here as most of the Negro colleges and universities for various
reasons will doubtless be compelled for some time to keep up such
a department.
What I have said must be considered as but hastily sketched
suggestions on an almost illimitable subject. I know that I have not
said all that could be said upon it, because of the limited time al¬
lotted me. Of one thing I am certain, however, in this matter of
standards, and I am sure that all will agree with me—that for
many reasons connected with the future advancement of the race,
and because of the respect in which it is desirable that all Negro
Institutions , should be held by the world, it is necessary that all
such institutions of learning set as high a standard as possible,
maintain it strictly, do the work tcell, and continually advance
as rapidly as possible.
Finally, I conclude with the statement of a fact that is probab¬
ly apparent to all of us—that it is going to be a difficult, if not
altogether an impossible matter to set a general standard and to
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classify justly until we have gathered much more important data
regarding such work in Negro schools than are at present at our
command. We must have far greater knowledge of all significant
phases of our educational work. This would call for a kindly,
fair and full investigation without prejudice or favor. And right
upon this point it is that Doctor Capen sounds a judicious note of
warning to all engaged in standardizing education. He stands
where he can well know the "results of past endeavors in surveys
and attempted classification of schools," and out of wide experience,
he says: "Classifications have been attempted, and however suc¬
cessful they may appear to the classifiers, the classified have some¬
times had a different opinion, and circumstances have conspired to
bring home to the Bureau with peculiar force this opinion." He
adds, "Classification should never be based upon guess work or
hearsay evidence," and he concludes with the very significant
words: ''Sometimes I fear it has been in the past.''
W. S. Scarborough
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