Author , ^-^ *o^ Title ^ A*'> Imprint. 16 — 47372-1 GPO V COUNCIL OF CHURCH BOARDS OF EDUCATION MARCH 15, 1917 A STATISTICAL SURVEY OF ILLINOIS COLLEGES BY B. WARREN BROWN, SURVEY SECRETARY ' fgl LIBRWW 01. JAN 181944 AT THE DIRECTION OF '■W- RICHARD WATSON COOPER EXECUTIVE SECRETARY SINGLE COPY, 30 CENTS Published by the Council of Church Boards of Education, Central Office, R. W. Cooper, Executive Secretary, 19 South La Salle Street, Chicago, Illinois "^diuryu^ iM-lll^CL^Yut C^>1^'roClit^■^c^ MA^'.AiMjU-U^u^J^U'^ COUNCIL OF CHURCH BOARDS OF EDUCATION A STATISTICAL SURVEY OF ILLINOIS COLLEGES BY B. WARREN BROWN, SURVEY SECRETARY UNDER THE DIRECTION OF RICHARD WATSON COOPER EXECUTIVE SECRETARY SINGLE COPY, 30 CENTS PUBLICATIONS OF THE COUNCIL OF CHURCH BOARDS OF EDUCATION This is the first of a series of publications contemplated by the Council of Church Boards of Education in the prosecution of a Forward Movement for Christian Education. Much material of a valuable nature is already at hand in the central office in Chicago, and more will be gathered, as needed, to bring to the public the facts of our educational institutions and the needs of religious education in Amer- ica. In the absence of a Committee of Publica- tion, not yet appointed, I must assume final responsibility for the publication of this Sur- vey in its present form. At my request the Council ordered the preparation of the Exhibit of Illinois Colleges for the annual meeting of the Association of American Colleges in Janu- ary, 1917; and again, at my request, ordered the completion of the survey and the present publication. The public and the colleges in- deed are indebted first to the Council for the entire undertaking; they have financed the project. The Council and I in turn are both indebted to Mr. Brown for the energy and faithfulness with which he has conducted the survey and here presented the material. For the concept of the book, and for its faults and limitations I alone must be held responsible. THE EXECUTIVE SECRETARY. FOREWORD A cautious mau will deliver himself with reserve upon any subject of prominent public concern about which much is felt and desired and little of importance is known. The caution manifest in all representative gath- erings of higher educationalists, — administrators and spe- cialists, — is indicative of the fact that the vital problems of higher education, general or institutional, are matters of strong public and private interest, but that about them, though much is guessed and strong things are said, yet few of the really vital facts are known, and even these known only to small groups and in scattered forms. Colleges and universities have been so busy building themselves that they have neglected self-analysis and the deeper meaning and importance of the general educa- tional movement which has now caught them and is limiting and determining their activities. When we stop to make up the account the sum of our ignorance becomes astounding. It is scarcely cred- ible, but true, that even large and wealthy universities are still without a statistician, dependent upon an unin- forming bookkeeper's statement for what little knowledge they have of their own operations. The people, with some justice, complain that real knowledge about the work of State Universities appears reducible to the huge- ness of the undertaking, the bigness of the crowd and the bulkiness of the catalogue. So long as such things are in any degree true, it is impossible for us to give definite account of any general movement or to point the specific bearing of it. We apprehend and assume, but we do not know. The facts are not at hand. Available educa- tional statistics warrant no definite conclusions as to the pedagogic or administrative desirability of our composite State Universities ; of the present organization of gradu- ate schools therein; of the real tendencies in liberal arts and sciences in colleges and universities; of the present 1 tendencies in liberal and in technical education of col- lege grade ; the efficiency of our work with freshmen and sophomores ; the significance and function of the two upper years in the college course; the value of our output in the work and the life of the world. On these and on many similar topics we speak with but little knowledge when we speak at all. This publication is in itself the result of an open demand from the college world for the facts as they are. The Council of Church Boards of Education, organized five years ago and now comprising Boards of Education of 18 denominations, has authorized the survey and ordered the publication of the facts. The Association of American Colleges, organized two years ago, is sympa- thetically co-operating with the movement and welcom- ing such open inquiry into educational conditions and movements. It is but a beginning, is limited in its investigation to the State of Illinois and to certain specific problems of the colleges of that State. Our manifest purpose has been to discover and disclose such facts as would enlighten the Church Boards of Education upon the relation of the Church to the Colleges and inform the colleges of their relation to each other; of their common interest in all educational development and their relation- ship to this development. On some matters here covered only partial reports are available. We are aware that what we have not done is even more important than what we have done, and that the value of this survey is largely dependent upon further investigation and re- port. The colleges of our country will scarcely remain satisfied until they have discovered and disclosed the present actual function and the probable future function of the college in the educational system of America. The collection and presentation of the facts compris- ing this publication have been made by Mr. B. Warren Brown, Survey Secretary. Mr. Brown now joins me in expressing to the Illinois Colleges and to the Boards comprising the Council of Church Boards of Education our appreciation of their help and co-operation in this work. RICHARD WATSON COOPER. STATISTICAL SURVEY OF ILLINOIS COLLEGES The facts presented in this survey were collected during the months of December, 1916, and January and February, 1917, through a central office in Chicago estab- lished by the Council of Church Boards of Education. The aim of the bulletin is not to enter into the internal problems of any institution in the state, or to attempt any work of standardization. Rather this is an effort to measure quantitatively some of the relationships which obtain between the American college, the general educa- tional system, and the church. This object is unquestionably desirable from the standpoint of the college in helping to articulate the church and endowed institutions with the larger educa- tional system. It is equally important to the forces of religious education to apprehend the position of the last great educational institution still in their hands. Institu- tions for general education, for professional training, and for research, have passed almost entirely under the con- trol of the state. The extent of that tendency with refer- ence to liberal arts training, a task which heretofore the church has regarded as the particular field for its insti- tutions, should not be overlooked. As between the col- lege and the church, it involves the supply of church lead- ership. As between the religious forces and the state, it registers the verdict of society as to which shall in fact control and determine the type of social leadership. Of necessity a single survey of this character is only a local contribution to the problem. There is some reason to suppose, however, that Illinois is fairly representative of the social and educational elements which characterize the entire country, and that it represents today conditions toward which many states with smaller populations are rapidly moving. Where possible, also, the survey has drawn on more general studies for purposes of compari- son. Again, it is inevitable that a single survey repre- sents only a cross section in time on many points. 3 Efforts have been made to reinforce this view by tracing tendencies for at least a short period of years. DENSITY OF POPULATION OF ILLINOIS, SOURCE OF STUDENTS The state of Illinois includes a land area of 56,043 square miles, with a total population of 4,821,550 in 1900, in 1910 of 5,638,591, and in July, 1916, of 6,152,257. The density of population in 1890 was 68.3 per square mile, in 1900, 86.1, in 1910, 100.6. It is significant of the dis- tribution that a line drawn through the centers of popu- lation for the last four decades points directly toward Chicago. The city has grown faster than the state. I. Geographic Source of Students A. By Population: Comparing the attendance at institutions of college grade with the population, and using the census estimate of 10% for Illinois as the proportion of total population in the age group 17 to 23, inclusive, we find that for 1914 one out of every 33 of that age group was in college. This is slightly lower than the ratio for the New England states (average 1 to 30), Ohio (1 to 30), and California (1 to 22), but gives Illinois a rather high rank quanti- tatively in the field of higher education. (G. F. Ream's studv 1916 from government statistics.) B. By Location: President Nollen of Lake Forest College has already called attention to the fact that "there is no point in Illi^ nois more than 75 miles from a college, and from most of the state, several colleges lie within a radius of 50 miles". This fact is amply demonstrated by plate 26, which, however, does not include any institutions such as Beloit, situated on the border of the state and reaching Illinois territory. As might be expected from the steady shift in population, the greatest overlapping in college territory is about Chicago, and again in the northwestern portion o!" the state. Comparison of plate 4, showing density of population, with that on the location of institutions, emphasizes this general relationship of density of popu- lation to higher education. There is a more vital connection, however, in the extent to which location determines attendance. It was Geographical Source of Student Bodies C4 Regular College Classes only) WofTiens Colleger 339 students Uni verities (2) 3.707 students Students from local town (T) frommttiin-SOmiles (^ ottiersfrm Illinois Q\ frcm other stdtes 2/ Mowed Illinois Institutions ■ 652S students Colleges us Students up ( 7 ) 1736 students Colleges undgr /75Studenfs (JO) 7^3 students stated in the Iowa Survey conducted by the United States the majority of their students from within a radius of Bureau of Education in 1916 that "most colleges draw fifty miles. Few institutions obtain any considerable percentage of their enrollment from outside a circle with a radius of one hundred miles". Maps of each institution were presented in confirmation of this fact. Space does not permit here the inclusion of similar maps for each Illinois institution. The map here included indicates the basis on which institutions were charted. The conclusion seems to confirm and carry somewhat further the govern- ment study. Only regular students in the four college classes from 21 non-state institutions were studied in this connection, and those limited to strictly liberal arts groups. Figures for each institution were averaged be- tween the 1914 and 1916 distribution of students to avoid the irregularity of a single year. Out of 6,225 students 2,743, or 42%, live in the col- lege town. Undoubtedly the families of many of these (probably not more than 20%) moved to the college town for educational advantages. This, however, is somewhat counterbalanced by the large number of special, prepara- tory, and music students commonly living in the college community, who are entirely excluded from the above per 7 cent. Three thousand five hundred and ninety-seven stu- dents, or 55.1% (including the above 42%) came to col- lege from within a radius of fifty miles. That this radius, as determined by county lines, was fairly conservative, is indicated by the accompanying chart, page 7. Beyond the circumference of this circle the drawing power of an institution drops oft tremendously. Only 940, or 14.5%-, additional students are secured from the remainder of the state. 1988 liberal arts students, or 30.4%, come to Illinois from other states, but apparently for reasons other than the nearness of the institution. Grouping institutions by size and kind (see chart 6), it is notable that the universities maintain as high a ratio of local dependence and patronage as any other group, and that they draw a little more strongly from outside the state. Apparently, the women's colleges are quite independent of mere location, only 25.3% coming from within fifty miles, and a correspondingly larger per cent coming from other states. Colleges from 500 down in numbers show no exceptional variation as a group, but in single instances an unusual number of students are drawn from other states by ties of race, common lan- guage, or sect, which greatly raise the average for the group. For example, in Iowa, Luther College tlraws 82% from other states; in Illinois, North-Western College draws 7T%, Greenville, 60%, and Olivet, 55%, from outside the state. The following table gives a more complete basis for comparison than is possible in the above analysis: From Remainder Other College Town 50 M. Rad. of state States No. % No. % No. % No. % 21 111. Inst. Non-State 1916-7. Regular Lib. Arts only 2743 42. 3597 55.1 940 14.5 1988 30.4 U. of 111. 1915-16, Lib. Arts and Sc, Urbana 104 Champaign 117 14.2 1060 69. 268 16.8 Armour & Bradley Insts. Tech. Col., 1915-16... 454 57. 115 14.4 228 28.6 16 la. Colleges, 1915-16. Lib. Arts only 1663 33.4 2464 50. 1711 34. 799 16. (in county.) 8 It would appear in this table that the principle of distribution of technical students does not materially vary from liberal arts, and that there is a very convincing similarity between the location factor in the two states up to the fifty mile limit. Beyond that point Iowa draws more largely from the state, Illinois from outside. It is also apparent that the state institution draws quite gener- ally from its entire tax-paying constituency. As between the drawing powers of institutions within the state and those outside, a comparison of the numbers who come to Illinois institutions from other states and those who go from Illinois to institutions in other states is interesting. Counting the state university, Illinois draws from other states about 2,500 out of 9,000 liberal arts students. Figures including technical students would probably bring this up to 3,000. Illinois sends out, as indicated in the following table of more promi- nent institutions and those directly on its border, 1,464 students, to which perhaps three or four hundred should be added as a full measure of the loss. ILLINOIS STUDENTS ATTENDING INSTITUTIONS IN OTHER STATES Department Year No. Wisconsin University all departments 1915-6 677 letters and sciences 1915-6 242 Beloit liberal arts 1915-6 132 Carroll liberal arts 1915-6 20 Milton liberal arts 1915-6 7 Ripon liberal arts 1915-6 4 Lawrence liberal arts 1915-6 11 Milwaukee-Downer Indiana University liberal arts 1915-6 9 Purdue University liberal arts 1915-6 39 Notre Dame University all departments 1915-6 267 Wabash College liberal arts 1915-6 11 Taylor University liberal arts 1915-6 6 Hanover College liberal arts 1915-6 5 Franklin College liberal arts 1915-6 4 Earlham College liberal arts 1916-7 19 DePauw University liberal arts 1915-6 41 Iowa State University all departments 1913-4 79 Cornell College liberal arts 1915-6 46 Grinnell College liberal arts 1915-6 5 Coe College liberal arts 1915-6 9 Drake University liberal arts 1915-6 8 St. Louis University liberal arts 1915-6 45 Harvard liberal arts 1915-6 80 Yale all departments 1914-5 164 liberal arts 1914-5 137 University of Michigan liberal arts 1915-6 162 Princeton liberal arts 1915-6 44 Miami liberal arts 1915-6 1 University of Minnesota liberal arts 1913-4 6 Radcliffe liberal arts 1914-5 7 Smith liberal arts 1914-5 88 Wellesley liberal arts 1915-6 *68 Mount Holyoke liberal arts 1915-6 18 *67 in 1916-17. 10 1^ I to CO in ^ C>- CD to 00 t^ r-t ■* o r^ to t^ 0} CO-* O 05 in iQ to •>*' M to r- to CO CJ in to m 05 ■»-> W oka r-t'^f-i JS •a. oo t. 05 CO o>i> cdJo, o O) to CD CD CD to OJtXJ toca OQ to CXI 00 CD CD to-* 0>r-t to 8^ o> oo|p- tolio 00 ca tOCVJ tviin en-* o 01 • =*= CD ■* CD CD CD'<1' CDO a>|«oo t^ CD o ro •* CO t rojr- C T) 11 II. Educational Source of Students A certain general relationship exists between higher education and the population or the corresponding age group of the population. The somewhat more important connection just set forth obtains between institutions and the territory in which they are located ; but the vital basis of higher education is the general educational system. Unless colleges and universities throw away all present- day standards, they are directly dependent for their sup- ply of raw material upon the high schools, which are in turn dependent upon the grades. It is possible, therefore, to measure numerically the supply of college material for the present, and to some extent into the future. P«.tce»vT o\ tkdx? -5'-/?j'e«^s »X e^oe. <»v U.S. ^vt.\cUei, ivx, COrA/VKOH SCHOOL'S. I %7» 'iS" 'go 'yr 'lo \f tioo '«>£• '/a /^ A. In Grade Schools : Considering first the situation in the entire country, we find tliat the common schools have made a steady but relatively slow gain on the population of school age. Fifty-seven per cent of those 5 to 18 years of age- were enrolled in 1870. This percentage rose rapidly to 65.54% in 1875. (See chart on page 12.) Since 1875 the increase has not greatly exceeded the rise in general population, the ratio in 1914 standing at 73.66%. (Rpt. U. S. Comm. 13 Ed. 1916, Vol. II, p. 19.) In actual figures the rise has been from 6,871,522 in 1870 to 19,153,786 in 1914. In the last decade, however, the increase in common school en- rollment has been comparatively small, (17,231,178 in 1905-6, 19,561.292 in 1914-5), and in comparison with the population there has been a slight loss, (19.94% in 1905, 19.39% in 1914). For the corresponding period Illinois shows tenden- cies which are similar in two important respects. First, the common schools have practically covered the field open to them in their age group of population, and they are not increasing faster than the population. (In fact. Illinois shows a loss.) Second, they are not increasing in absolute number of pupils to any great extent, (672.787 in 1870, 958,911 in 1900, 1.043,221 in 1913-4), an increase of only 9% in the last fifteen years. (Figures from U. S. Comm. Ed.) In contrast with the general tendency as indicated on chart 12, Illinois has been steadily losing ground in the ratio of common school attendance to the age group from 1870 to 1890, and again from 1900 to 1914. This may be partially explained by employment of chil- dren under 18, and the fact that there are 200,000 childreii in private parochial schools in the state. This decrease is even more marked in the ratio to total population, which in 1870 was 25.997o, and in 1914 was 17.43% (2% below that of the entire country). Undoubtedly much of this loss is accounted for by the influx of immigrants above the common school age. It is evident, therefore, that the rate of increase in the common schools has nearly reached its limit in the age group in the population, and that in Illinois especially the numerical increase is now only slight. The accom- panying table, page 11, shows that it was 1% from 1914-5 to 1915-6. Further answer to the question of the educational supply of high school and college students depends upon the DISTRIBUTION in the grades of this fairly settled number of pupils. What proportion finish the eighth grade and thereby become eligible for high school? 13 Estimates for the United States as a whole, based on the years 1905-6 to 1914-5, indicate that 23.5% are in the first and 6.36% in the eighth grade (Rpt. U. S. Comm. Ed. 1916), or in other words, that about 30% of those who start common school finish the eighth grade. The ratio in Illinois is somewhat higher. The average of eighth grade attendance during the last five years is 41% of the average of first grade attendance. (It will be noted in the table on page 11 that 1916 is an exceptional year, XI lino IS ^cKool S^stttrx. fleJ»t^V« •tf»>vA».Htt in. 19/6 hit' /VfZlf **^'" | zf,t n.,r.\ J* ;;'"^^^^^ editors cU \%f3r »J<^I [— ^ "—n Hiqkochooiy v^,0 3.r FNtt Y**" ^/,7// f.jiitlv a«4*. 7C,iiS ^t«ntk f% f.a V% IO.t% a loi.i^y f^\^\ (iM«. fit l\H.6i9 F»»fc»rK <»**i« ll.-i?. rh.Tz% \ itz,ix(. P.Tlt G,1»4« l(>.7 7c Ji.tf¥ 14 J.fc^ and that figures are not available to trace back to a par- ticular class more than four years.) B. In High Schools : Turning to the high schools to note the continuance of this supply of material for higher education, we find an extraordinary increase in the attendance of secondary in- stitutions during the last thirty years, whether in com- parison with the fairly stal)le attendance in the grades, or with the steady increase in population. Since 1889-90 the attendance in secondary schools has increased from 297,- 894 to 1,469,399. (There is some discrepancy in the government figures on this point as reported in the Com- missioner's report for 1889-90, but the more conservative totals are used as the basis of this estimate.) That is, it has increased five-fold, while the elementary attendance has increased only from 14,000,000 to 19,000,000 approxi- mately, and the general population from 62,947,714 to 101,364.328. The United States Bureau of Education now concludes that "about 111 in every 1,000 pupils entering the first grade in 1904-5 graduate from the high school in 1916". The corresponding estimate in 1914 was 109 out of every 1,000. There is evidence from many states in all sections of the country that this remarkable increase is still going on. Percentages of increase from 1910 to 1914 are as follows: Georgia 29%, North Carolina 35%, Ten- nessee 22%, Minnesota 32%, Michigan 25%, Washington 36%, California 47%, Massachusetts 24%, New York 24%, Ohio 167o, Pennsylvania 33%. That Illinois has been no exception to this remarkable increase is demon- strated in the chart on page 17. Figures included in ihe table on page 11 indicate that the high school en- rollment will have doubled in the decade 1909-1919. The gain of 11%, in 1916 over 1915 more than maintains this rate of increase. Obviously, then, both in the state and nation the supply of students for higher education is in- creasing at a tremendous rate, so far as can be evidenced by increased attendance in secondary institutions. The question then arises, as before, how are these students DISTRIBUTED in the four year period, and 15 how many remain to graduate? The distribution of stu- dents in the high school course as computed from figures for 360,000 to 463,000 pupils, 1907 to 1914, inclusive, for the entire United States, shows a percentage of gradua- tion in 1910-11 of 37.9, 39.58 in 1912, 38.84 in 1913, 39.06 in 1914. (U. S. Comm. Ed. Rpt. 1916, Vol II, p. 8.) As between different classes the proportion for the United States as a whole was : Freshmen Sophomore Junior Senior 1912 41% 27.05% 18.5% 13.45% 1914 40.79 26.74 18.63 13.84 (p. 18, V. II, 1916 Rpt.) In a study on this point in 1915-6 the North Central Association tabulated the following proportions for schools in its membership : Freshmen Sophomore Junior Senior 38.10% 26.50% _ 19.50% ^ 15.90% Illinois institutions in the association maintained a ratio of: Freshmen Sophomore Junior Senior 39.2% 27.2% 18.4% 15.2% Evidently the North Central Association institutions retained their students more successfully than the aver- age for the whole country, but the Illinois institutions in their group fall somewhat below their average. The average for all Illinois high schools, compiled from re- ports of the State Bureau of Education, follows : Freshmen Sophomore Junior Senior 1911-16 inclusive 42.0% 27.0% 17.37% 13.63% 1916 42.0 27.95 16.76 13.29 It is therefore clear that the state as a whole retains a smaller proportion of high school students throughout the course than does the association, and that 1916 repre- sents a greater loss than the average for the last five years. C. High School Graduates: To follow the supply of raw material one step closer to the factory, if that analogy is permissible, the actual number of high school graduates should be analyzed. In Illinois, in spite of the relatively low proportion of stu- dents retained in the course, the number of graduates from four year high schools has increased from 7,515 in 16 1909 to 14,318 in 1916. That is, it has practically doubled in eight years. (Applying the government estimate of 111 high school gradu- ates out of every thousand entering the first grade, the figure should be even larger. Just how nuich larger it is impossible to say be- cause of the uncertain number of retarded pupils in the first grade.) |oo_oe>o /\«/»- iS'f^ Woo i^os" iiC? /^/ .y -• fS in 0> - 03 <-< C^ t^ 00 oofO ro r^ ■-» t-t c^ t^ 00 ro r-i to «) o ro >* CO m * to r- 'I' 'I' t* ^ ■<* 09 go ro l?5 ca o •-« «) to rH rH t-- to fH tCIO •«»• ' rH 1-1 cao i-» r-t ^•<*«ot-tor-^iniO'«>to to ^ r-i rH to to o> to cao'i'pa ■^(o r^ c- in r^ in to i-l rH rH +>+^^ aiJ5 a c « >-< OJ3 a)j3 oixl^+'J3+»^*^ oo ( O • OOrH > bfip (D O : a) rHO 4-^ ^ o o O i: O O • '^ Cfr < -rJ H ,-1 .-I ! C O ^ rH > p Sa i-H I-l a> t> X! .-I o V4 tia+^ ,-1 fH r-l O (D O d) r-lrH (DO +J -H .-H f-l (0 a O O -d +^ a o J4 a i-< 3 c 0) o o •-jtK; ijjp; O tr) > o >, O r^ -^ O (-• r O^ — 0) C C I-l tt> >l ■ o a> bo u3 a> « U (D Ml-i ^, C x: cJ o a> ♦^ i-i ID +^ 10 C «) ttf f-H O O -.-I +^ +-* d> (-1 a} cd • 3 o M-t-" ja J5 fc. CO CO e K O •a o © « h +^ r-l P. +» 0) ^ • M-.-I at > c 043 c o wpa op 10 »i"ncDr- 00 © © at T^ .M * ■r* 4^ ft © +^ o -d >.o a © © O X) O M t-i M X) © © O CQ PU +» © --Hm • • © I-l p.© c c aixwKDP ^1 c +' © Hi cd aJ © C |i|+> -H bOrH © © O ^-' O P.13 ^^ t-l © M .r-) C © 4-> -H M O © X! a,M C a ■'^ *^ © x: o iH p 3 mo OQ fe. hS rH CO to ■* in CD 24 IV. Source of Students Socially Comparatively little attention has been given by col- leges and universities to the source of their students by nationality, urban versus rural residence, occupation oi parents, etc. Unquestionably such self-analysis is needed in a much greater degree if we are to keep our colleges thoroughly democratic. Tables compiled by the North Central Association show the ratios of high school graduates going to college from various sized communities. A smaller proportion of country students from Association high schools attend college than from those in larger towns. Out of the 1913 high school graduating class in towns under 2,500 only 22.3% went to college; 5.7% to normal school. Towns 2,501 to 5,000 sent 22.3% to college; 6.9% to normal. On the other hand, towns from 7,500 to 15,000 sent 29.8% to college, 8.4% to normal. And cities of 50,000 and over 36.3% to college, 8.7% to normal. This tendency oper- ates in spite of the fact cited by the U. S. Bureau of Education Report 1916, Vol. II, page 17, that "while nearly 54% of the total population is rural, nearly 60% of the school population is found in rural communities". The only institutions in the state which have figures on this point are the University of Illinois and North-West- ern College. In each case farming represents a larger numerical group in the occupation of students' parents than any other occupation, but only a minority of the total reporting. University of Illinois 1912 3 North-Western College ^ . ,. , „ ,Q,g_„ Occupation of I areiits ^ . .- r r> . Professions 204 Occupation of Parents c ■ ^-c t ■ ^;^^ ' ■* .,^^ bcientinc professions 45 Artistic professions 9 Government service 41 Business — Farming 155 Business 99 Ministry 65 Skilled labor 15 t., r . • .„ Unskilled labor 4 Manufac urmg 53 rp^„ .; n Mercantile 300 latinf 2 ^f--^-^ 50 f ^"^'^'"^ ; Financial 87 ^^^ ••• ^ Miscellaneous 73 Railroading 35 Agriculturists 301 Skilled laborers 76 Unskilled laborers 27 Retired or "No occupation". . 20 Occupation not given 53 Total 1,374 Total 343 For purposes of comparison, these two tables are here appended. As between the two, the university obviously draws from a much wider occupational source, the college draws more pupils from the ministry. Neither secures students to any extent from the families of skilled or unskilled laborers. The facts recorded are interesting but not of sufficient weight for generalization. LOCATION OF COLLEGES ^OVERLAPPING TERRITORY HIGHER EDUCATIONAL INSTITUTIONS Since we have traced the supply of students to tlie point of enroHment in college and university, it is perti- nent to inquire as to the institutions open to students of this grade. I. Number of Institutions Illinois has one state university, two large privately endowed universities, six state normal schools, two tech- nical institutes of college grade, and, as listed by the U. S. Bureau of Education. 27 other colleges. There is, however, a considerable o\erlapping at either end of the college list, which calls for explanation. On the one hand, James Milliken, Loyola, and DePaul universities carry a considerable proportion of university work which tends to bring them into the class with Northwestern, Chicago, and the state university. On the uther hand, Bradley Polytechnic Institute, recognized by the Illinois Depart- ment of Public Instruction as a junior college, falls into the group with three technical institutions noted above. Aurora, Elmhurst, and 01i\'et University, none of them noted by the U. S. Bureau of Education, are recognized as colleges by the Illinois Department of Public Instruc- tion, and Mount Morris is recognized as a junior college. We must add also to this list of institutions doing college work in fact, Luther College. Four high schools also, the Crane, Lane, and Senn in Chicago, and the JoHet high school, carry junior college courses. We have, therefore. 37 institutions in the state in addition to the junior colleges connected with high schools competing for patronage from the graduates of four year high schools. (See page 33 for classification of colleges.) II. Location of Institutions Undoubtedly this is a large number, whether taken in comparison with the size of the state, its population, or the number of students available. The chart on page 26, showing the overlapping territory of institutions, compli- cated as it is, would be very much more crowded if it included all the junior colleges, and, in addition, those 27 sT«<.At*1i GHO'^TH 'i ILLINOIS COLLEGES, LIBERAL ARTS OAfLY. H^ 3«v> JOO so £ iJlinoi's VVomant- F Knox G UctK*. F»reff H iiomi^avci colleges, such as Bcloit, on the border of the state, which overlap Illinois territory. III. Religious Control St. A'iator, DePaul Loyola, and St. Francis Solanns are Catholic; the University of Chicago, Shurtleff, Frances Shinier and Ewing, Baptist ; Northwestern Uni- versity. Illinois -Wesleyan. Illinois Woman's, McKendrce and Hedding are controlled by the Methodists, with Greenville Free Methodist. James Milliken University (now including Decatur and Lincoln colleges), Lake Forest, Illinois College, and Blackburn (self-help college) are under Presbyterian control; Monmouth, United Presbyterian; North-Western College. Evangelical; Eu- reka College, under the Disciples' Church; Lombard. Universalist; Augustana. Carthage and Pleasant View are Lutheran; Elmhurst. German Evangelical; Mount Morris, Church of the Brethren; Wheaton, Congrega- tional; Olivet belongs to the Holiness sect, and Knox. Rockford, William and \^ashti. together with the tech- nical institutes Armour and Lewis, are rated as inde- pendent. IV. Age and Growth So far as multiplication of institutions is concerned, the situation in Illinois would seem to be fairly settled, tending rather to decrease than increase in the number of institutions offering work. Of those listed in the gov- ernment table, 18 institutions were founded before the Civil War, 11 between 1861 and 1900, and only two insti- tutions of sufficient significance to attract government at- tention since 1901. The chart on page 28, tracing the growth of the principal colleges in the state for some twenty years, denotes a rather rapid rise during the last five years on the part of the leading colleges. The growth of the three large universities (see page 40) is even more noteworthy. In a list of the 20 largest universities in the United States as compiled by the government in 1915, Chicago stands first in attendance, fourth in income ; the University of Illinois is eighth in attendance, tenth in 29 income ; Northwestern, twelfth in attendance, eleventh in income. In fact, this tendency has become so extreme as to result in an extraordinary discrepancy in the size of institutions nominally affording the same type of train- ing, and is rapidly forcing to the front the problem of the most desirable and efificient size for liberal arts instruc- tion. A glance at the situation portrayed graphically on page 32 lends emphasis to this point. Obviously, in the matter of selection of courses, scientific equipment, and salaries for teachers, the extremely small institution is tooo OKi<-tt^ir)ocn'-' MrHTjIfOf-OOr-lOrttnP-CnOOt^t^U) c to 73 Ci w ooojin-HintxKora.Hcqininra O) to to 00 to O) tn to tooo o> >-< rH.-lrHrH o •* «D (D t- in ' c o c ^ El a>.a o +> 4-> »< o 3 43 O O o &cn ^MS Q «> CT> O 00 ^- •-< ^ il' M to 00 <-"» Tf 't to rH .-4 4> 0) 3 OK ■ ■ 3 *J +>0 +J 3 .»< .r^ 4J +> M -^ .r4 O O Q f-i d C B S M C 3 h 8) ♦> 3 B r-4 0) O 8»< T> cs o c »< ^ d (tf C3 c >-< H fi M 4 o o <4 ,j CO o i3 01 i-s to m ocD to r-* 01 09 to PI to 1/5 to Tl CO CD 'J' t)« O i-ltO lO ra to lO O to ^ 't 0> lO O CI W (T) ^ to O) I t^ in to OD '*' m ■* <-i r^ en r~ 00 to to C9 o f9 o c^ uj lo H •-< rH rH rH iH ..-I • bi) bO © O Zi -r^ bO n i-i r-4 tC a> bj) hO*H © © 4) © +^ u C O i-H © O O 1) bO'-< © O © rH hOrH rH r-l .C bO m D ' o c © r^ c X .rt Im O - >-i .£5 ra -^ ©C3 OrHO©0 ©(d c!© o© o r--<>Hd« > _ •^'-•-• oitCI->© ( O Qr-I bOr-t Q> ^ © r-l bO© rH O © H ■oa o d T3 • Vi ID ■ O +^ p M ■ 30 at a great disachantage in comparison with the extremely large. Distinguishing carefully between the liberal art students and technical, vocational, and normal students, and dealing simply with the liberal arts for the moment, since that has been regarded primarily as the field for the small religious institution, we find 18% of the liberal arts students in the state are now attending the state university, 57% are attending the three large uni- versities in the state, 33% are found in the 12 largest colleges, while 10% only of all the liberal arts students in the state are left for 19 other institutions. At least six institutions have academies considerably larger than the colleges, and in a number of others the liberal arts department is extremely small but surrounded by large conservatories of music, technical or normal depart- ments. Seven more have smaller academies directly connected wnth the college. There is some evidence to in- dicate, moreover, that the general tendency is for the large institutions to grow larger, rather than for a distri- bution of students to approximate 500 to an institution, for instance, as proposed in the scheme for an efficient college. V. Standards It is no part of the purpose of this survey to formu- late standards. We will merely record the findings of such agencies as do that work, and describe the present situation. A. College and Junior College : On page 33 is given the classification of institutions in the state as they are recognized by the state and na- tional bureaus of education and the North Central Asso- ciation. It is apparent that a distinction is there made be- tween the junior college and the full liberal arts college. In the University of Chicago that distinction seems to be rather administrative than educational. Aside from this, the North Central Association places in that class Bradley Polytechnic, which has 330 students of college grade, and Lewis, which has 429 students of college 31 Ill in«(s Zl J:^/\ll(i((.^ ^n?n /l/^6vvMau.iiv EZI J}i;vi.o\s Col- i<(HC.oll\ Ij mMrr.'^ ft J.l«ttK-5. I If/6-7 33 grade. The state department includes in addition to these technical institutes, three liberal arts schools, Frances Shimer (for girls). Monticello, and Mount Mor- ris. The University of Illinois committee on accrediting students from higher institutions places Blackburn Col- lege in this group. I'he extent to which public high schools have ventured into the field of junior college work is also interesting. In Chicago the Crane, Lane, and Senn high schools are doing technical junior college work, and have respectively in 1917, 188, 117 and 41 students, a total of 346 high school graduates, and there is some pres- sure to bring this work into a single building. To these must be added Joliet Township high school, with 90 lib- eral arts and 13 vocational students of college grade. This is the actual status of junior college work in the state at the present time. Its educational aspects have been well presented in an address by President Nollen before the Federation of Illinois Colleges, April 25, 1916. CLASSIFICATION OF 111. Dcpt. Pub. Instr. February, 1916 Recognized Colleges and Universities Armour Institute Augustana College DePaul University Illinois College III. Wesleyan Univ. 111. Woman's College James Milliken Univ. Knox College Lake Forest College Lombard College Loyola University Monmouth College North Western College Northwestern Univ. Rockford College St. Viator College Univ. of Chicago Univ. of Illinois Colleges Recognized for One Year Carthage College Eureka College Greenville College McKendree College Shurtleff College Wheaton College Partiallv Recognized Colleges Aurora College Blackburn College Hedding College Illinois Holiness Univ. (Olivet) COLLEGES BY Listed by U. S. Bu. of Ed. 1915 STANDARDIZING AGENCIES N. C. Assn. 1916 .Armour Institute Augustana College DePaul University Illinois College III. Wesleyan Univ. 111. Woman's College James Milliken Univ. Knox College Lake Forest College Lombard College Ijoyola University Monmouth College North-Western College Northwestern Univ. Rockford College St. Viator College Univ. of Chicago Univ. of Illinois Carthage College Eureka College Greenville College McKendree College Shurtleff College Wheaton College Blackburn College Hedding College Armour Institute Augustana College Illinois College 111. Wesleyan Univ. III. Woman's College Tames Milliken Univ. ( new) Knox College Lake Forest College Lombard College (new) Monmouth College North-Western Coll. (new) Northwestern Univ. Rockford College Univ. of Chicago Univ. of Illinois Carthage College Wheaton College 33 Lincoln College William & Vashti Coll. William & Vashti Coll. Recognized Junior Colleges Bradley Polytechnic Bradley Poly., Jr. CoH Lewis Institute Lewis Institute Lewis Institute Junior Colleges Recog- nized for One Year Frances Shimer School Frances Shimer School Monticello Seminary Mount Morris College Ewing College St. Mary's School St. Francis Solanus Coll. B. College and University: As between the college and the university, a working relationship is necessary for the transfer of credits. The University of Illinois in that connection sets forth the marks of a standard college as follows in a revised state- ment of October 24, 1916, and classifies institutions accordingly : Criteria of a Standard College: 1. An enrollment of not fewer than one hundred students of college grade, with an average for a series of years of at least 25% registered in the junior and senior classes. 2. A graduation requirement of four years (120 semester hours) of collegiate grade. 3. A minimum entrance requirement of 14 units. By the minimum requirement is meant the smallest num- ber of units with which a student may be permitted to begin college work, i. e., the nominal requirement minus the number of units of conditions allowed. 4. A recjuirement that all entrance conditions must be removed before a student may be permitted to begin a second year of work in the same institution. 5. Not less than eight distinct departments ni liberal arts and sciences, with at least one professor giving full time to college work in each department. 6. A minimum educational attainment of all college teachers of academic subjects equivalent to graduation from a college of high grade and graduate work equal to that required for the master's degree at the University of Illinois. 34 7. A maximum of 16 semester hours per week re- quired of college teachers. 8. A maximum enrollment of 30 students in recita- tion or laboratory sections. 9. Buildings and equipment of the value of at least $100,000. 10. A productive endowment sufficient to yield a net annual income of at least $10,000 available for instruc- tional purposes in the college department (liberal arts and sciences). If the institution olTers courses in addi- tion to the usual liberal arts course, it shall have a corre- spondingly larger income. 11. A library of not less than 10,000 volumes in ad- dition to public documents. 12. Laboratory equipment of a value of not less than $3,000 in physics ($4,000 if work is offered in advance of one y^ar course), $2,500 in chemistry, and $2,500 in biology. 13. In addition to the foregoing specific require- ments, the general standards of the administration and faculty shall be considered. There is at present a measurable overlapping be- tween colleges and universities, both in the use of the title "University", and in the curriculum and depart- ments. While standard colleges have had neither funds nor inclination to venture far into the field of vocational or professional work, some tendencies in that direction are interesting. Of courses distinctly vocational and carried only by a few institutions in the general college field : Library Science is ofifered by the University of Illi- nois only ; Fire Protection Engineering by xA.rmour only ; Horology by Bradley Institute only; Railroad Engineering by the University of Illinois only ; Dentistry by the University of Illinois and North- western University ; 35 Pharmacy by the University of Illinois, Northwest- ern University and Loyola ; Medicine by the University of Illinois, Northwest- ern University, Loyola, and the University of Chicago. Beyond this point the offerings of various institutions provide a larger measure of duplication. C.2 u< S " a o. I- X OW Northwestern Univ.. Univ. of Illinois. . . . Univ. of Chicago. . . . Loyola University. . . DePaul University.. 111. Wesleyan Univ.. James Milliken Univ. Armour Institute... Bradley Pol. Inst.. . Lewis Institute Lombard College... Illinois College Monmouth College. Rockford College. . . 111. Woman's College McKendree College. Wheaton College. . . Knox College Mt. Morris College. St. Viator College — Shurtleff College... Hedding College. . . Greenville College. . .■\urora College Carthage College. . . Frances Shimer. . . . Eureka College Ewing College Elmhurst College... .\ugustana College.. Olivet University... C. Religious Standards : Not many distinctly religious standards have been set up for ready application to higher institutions of learn- ing, although several churches controlling large groups of institutions have set up educational standards for their schools, and classified them accordingly. The institu- tions under definite church control in the state are cited on page 29. Religious life and instruction on the campus vary considerably. That the Y. M. C. A. and Y. W. C. A., both 36 RELIGIOUS INSTRUCTION ILLINOIS COLLEGES 25 Reporting Full Time Bible Professors 9 Insfruefion by Part time insfruehon Ptesic/enf by other professors 8 I r Theofogiedl Sehoo/s on Sdmpus I courses cpen /o //ierj/ jr/s ) 6 Bible required (avg.hrs.5.7) /n insfifutions Average Bible course offered 19 HOURS Chapel Attendance required by II . Insfitutions 37 in the state and nation, are doing a strong work with students is evident from pages 39 and 76-77. Systematic instruction in Bible departments as a part of the regular curriculum, with an endowed chair and regular professor other than the president of the institu- tion, is a standard urged at present by a number of churches. The United Presbyterians are pressing that point most strongly for their five colleges (including Monmouth). From the facts on page 74, it is evident that not more than one in four of the Christian colleges in the country have qualified under that standard. The situ- ation for this state is presented on page 37. In the state university religious instruction is necessarily under a handicap and must be carried on, for the most part, by local churches and student pastors. What the situation is with reference to that type of work is presented on page 75, and it is notable that an exceedingly large num- ber of state university students, even in comparison with the number of students in the denominational institu- tions, express a preference for leading denominations. Religious instruction in Illinois institutions is un- doubtedly strengthened by the large number of theological schools connected with liberal arts, or on the same campus. In many cases the courses are to some extent interchangeable for undergraduates, serving essentially as a Bible department. The extent of that connection through location is evident from the following list of schools or departments : Divinity School of University of Chicago Chicago Theological Seminary (Congr.) The Disciples Divinity House The Ryder (Universalist) Divinity House The Norwegian Baptist Divinity House The English Theological Seminary (Summer only for non-college graduates) Garrett Biblical Institute (M. E.) (Diploma training school) 2-year course for non-college students Norwegian Danish Theological Seminary Swedish Theological Seminary 38 At University of Chicago At Northwestern University VMCA Student DepartmentliilnoisBIS-ie AGENCY Secretaries Field I Resident 9 Associations 37 Budget ^31,434 FIELD Men in Schools 16,985 Church Members 6,163 YMCA Members 3.649 Committee Members l,20ff Avera^ Attendance Weckl/ Meetings 1375 RESULTS Volunteers 62 Conversions4l6 Joined Church 42 at Geneva 200 lOOat Volunteer Conventions Gospel ^(260 f 32S r 134 Teams ^^ 1 Men 1 Meetings jConversions To Missions M,3IS. To Eur. Prison Camp Work ^7000. 39 McCormick Theological Seminary (Presbj^erian) Western Theological School (Episcopal) Augustana Theological School Olivet Theological School (Holiness; Pentecostal Church of the Nazarene) Sacred Literature Department Eureka College Biblical & Systematic Theology, Ewing College School of Bible, Mount Morris College Biblical Department } A„rora ^ Bible School Correspondence Institute ) School of Theology, Greenville College Theological Seminary at St. Viator College j The Y. M. C. A. college may perhaps be regarded as in this latter class. Really Depart- ments in Liberal Arts ltl>«*a.{ arts on/f- 40 ATTENDANCE AND RETENTION OF STUDENTS I. Choice of School Having- considered the supply of students in the state and the institutions to which they come, it is in order now to note the reasons why students select par- ticular institutions, and the extent to which they remain through the course. To secure the first item of informa- tion the following blank was sent to all the institutions except the state university to be checked by members of the present freshman class : (Numbers 1 to 10 inserted later to make this a key to the answers on page 43.) Student Blank Why I came to College 1. Location of college near home ■. 2. Family or relatives connected with school 3. Church connection (same denomination) 4. Influence of other students 5. Influence of college alumni 6. Educational standards of institution 7. Religious life of institution 8. Social and athletic life of institution 9. Influence of field worker for college 10 Opportunities for self-support during course (Kindly check 1, 2, 3, opposite the above in the order of importance in your experience.) Blanks were returned for 2,543 freshmen (about 60% of the liberal arts freshmen in the state). (In most instances school authorities returning the blanks indi- cated that while they were not absolutely complete, they were thor- oughly representative. In perhaps two cases, on the other hand, the blanks seemed to have been filled in by a few more than the actual membership of the freshman class. It seemed preferable to submit these questions to freshmen only because they had more recently made a selection of institutions, and their answers would be less influenced than those of upper classmen by continued con- tact with the institution.) It is evident, then, that we have here as accurate an expression of student judgment on reasons for coming to college as can well be secured. Tables on page 42 present in detail for particular institutions the first, sec- 41 REASOIB FOH ATTEWDI:I3 PARTICULAR irBTITUTT'^N Blanks Filled out by Freahmen 1916-7 iBt, 3nd, 3rd Choica Indicated. 1 2 3 4 5 g-- --I_ 8 9 10 Total Univerelty of Chicago 174 18 i 16 14 1^38 3 "35~ 133 20 2 43 47 150 4 23 3 55 51 19 2 97 44 51 7 75 3 67 498 Nor thwes tarn Univ. 171 15 10 40 38 148 2 5 1 20 71 18 33 84 52 112 10 33 30 44 9 33 77 34 67 33 74 4 37 440 Illinoia College 35 1 3 3 11 4 8 5 1 5 19 3 4 8 5 4 1 5 4 7 8 1 10 6 6 54 Illinoia Woman'a Crll. 51 33 33 51 3 11 35 31 33 38 33 17 37 13 18 32 37 15 180 Knox College 58 13 17 12 89 1 3 6 44 6 33 33 63 4 8 3 13 33 14 44 31 30 5 24 4 15 199 LiVJce Forest Coll-^ga 5 3 1 15 1 3 1 3 3 3 3 5 4 1 3 L 3 1 2 3 9 1 4 35 Uonnouth College 11 18 13 3 5 6 3 1 1 2 a 8 15 6 1 9 8 1 4 4 1 7 3 3 9 10 7 7 63 North Western College 13 5 30 14 9 13 14 1 2 2 3 5 30 15 10 16 35 2 3 3 1 3 18 14 6 31 20 11 4 3 101 Rock ford College 8 1 11 4 33 1 17 3 9 2 16 1 4 5 11 1 1 8 3 5 4 17 4 . 60 Illinois Wesleyan Univ . 60 8 11 3 7 28 3 1 8 19 9 9 33 6 33 14 6 1 13 8 3 11 13 7 31 7 8 3 16 137 Carthage College 13 4 7 3 6 33 3 3 4 9 5 6 4 16 16 6 3 7 1 5 7 2 12 5 5 7 10 64 Frances Shimsr School 19 3 1 1 14 7 3 1 19 2 3 4 1 6 3 1 10 1 38 Mount Worria College 6 3 10 3 1 1 1 3 2 5 2 3 1 3 5 7 1 5 4 1 3 4 3 5 5 3 1 39 UcKendree College 18 3 1 5 6 3 2 3 3 3 5 8 3 7 4 1 2 5 3 7 6 3 5 5 6 3 40 Shurtleff College 13 3 5 3 3 6 5 1 5 6 5 6 3 4 8 1 3 1 5 5 3 4 6 2 6 3 3 1 5 43 Lincoln College 13 1 1 3 1 4 5 1 1 4 5 2 1 1 1 1 3 5 5 1 1 33 Wheaton College 8 5 3 5 3 13 3 3 6 3 3 3 1 6 8 1 6 6 3 2 3 4 13 8 3 7 43 William & Vashtt Coll. ^ 3 3 3 1 3 36 Jamea Milliken Univ. 3^ 43 63 118 83 166 93 94 ZJ 75 276 Lombard College 5 5 8 6 3 5 8 6 5 5? 51 59 Blackburn College St. Viator College let 3nd 3rd "4 th Augue tana College 17 3 11 5 3 33 3 1 6 1 15 7 4 19 S 3 3 1 5 13 5 11 7 7 3 5 64 Elmhurat College 3 3 3 10 12 3 1 5 1 3 6 11 3 33 43 Olid and third choices expressed by their students. In order to secure the preferences in a single jucigment, the choices have been weighed, first choice counting three, second choice two, third choice one, and the percentage of preferences for each institution with the total number of students reporting presented in the following table : (Key to table in student blank on preceding page.) 133456789 10 % % % % % % % % % % U. of Chicago 29.0 3.9 .5 8.0 6.0 37.0 .5 5.0 .2 8.8 Northwestern 27.0 3.5 3.7 14.0 8.7 28.7 1.9 G.O .27 5.7 Illinois College 28.0 .3 2.5 4.7 8.2 25.0 1.6 5.7 10.6 12.6 Illinois Woman's... 24.0 17.5 15.0 .... 27.0 8.0 8.4 Kno.x College 25.0 5.6 .... 14.0 9.0 35.0 1.0 3.4 1.0 6.0 Lake Forest 10.0 1.0 5.0 10.0 5.6 35.0 8.0 10.0 3.8 10.0 Monmouth 15.0 20.0 21.0 6.5 5.6 12.6 9.0 2.8 1.4 5.9 N. VV. College 7.0 4.6 24.0 14.4 8.7 15.0 18.0 3.0 2.6 2.5 Rockford College... 20.0 3.0 .3 17.0 5.5 40.0 1.8 7.0 5.0 .... III. Wesleyan Univ. 32.0 6.0 8.0 8.8 5.0 21.0 5.5 3.0 .7 8.8 Carthage College... 17.0 3.4 9.4 0.6 7.0 30.0 12.0 1.0 7.4 7.0 Fr. Shinier School.. 36.0 4.0 2.4 5.0 3.0 40.0 .... 7.0 .... 3.4 Mt. Morris IS.O 6.0 20.0 8.6 5.0 10.0 11.0 2.9 12.6 4.0 McKendree 26.0 2.5 11.0 11.0 9.0 15.7 8.0 6.0 1.7 9.0 ShurtlelT 22.0 9.0 13.0 7.8 7.8 16.0 7.8 2.4 2.4 12.0 Lincoln 38.0 4.8 4.8 10.0 2.4 20.0 4.0 2.4 2.4 11.0 Wheaton 15.0 9.5 2.5 5.4 6.6 13.7 26.0 .8 10.0 10.0 William & Vashti. .. 72.0 5.5 .... 8.0 .... 5.5 2.8 5.5 J. Milliken 21.0 4.4 6.4 12.0 8.5 17.0 9.6 9.8 2.8 8.0 Lombard 10.0 10.0 15.7 11.7 4.0 10.0 .... 15.7 11.7 11.7 Blackburn 100.0 St. Viator 1st 2nd 3rd 4th Elmhurst 1.6 15.0 5.3 10.0 27.0 33.0 4.0 .... 3.2 Augustana 17.7 2.4 18.0 11.0 6.0 32.0 6.7 2.0 2.0 2.0 Per cent for all institutions 23.0 5.5 5.6 11.0 6.8 27.0 5.5 5.1 2.5 7.3 A. Comparison of Institutions : As between the different institutions, it appears that the universities, together with Knox. Lake Forest and Rockford, seem to have impressed prospective students with their educational standing; that North-Western Col- lege, Monmouth and Mount Morris draw more strongly than others by reason of the church connection. Colleges drawing through the religious life of the institution in- clude in the first rank of percentages Elmhurst, Wheaton, North-We.stern College, Carthage and Mount Morris. No one school stands out with exceptional proportions of the freshman class to be credited to the influence of alumni or other students. Blackburn, of course, leads absolutely in securing students through the opportunity of self-support during the course, since it is a self-help college. This is practically a negligible factor in the field of women's colleges. Column 1 on the location of 43 the college near home offers striking corroboration of the study of geographical distribution of student bodies re- ported on page 6. It is evident that the colleges depend- ing most largely on church connection and religious influence, Elmhurst, North-Western College, Wheaton, Monmoutli and Mount Morris, secure a smaller propor- tion of students from the locality of the school. Adequate analysis of the situation as between the drawing power of different institutions indicated above is somewhat vitiated by the fact that we are talking in percentages. A percentage of 20% or 30% in a school of 70 to 100 students is far less significant than an equal percentage in a school of 2,000. In compari-ng the total number of freshmen in the state, however, reporting the various reasons assigned for attending a particular insti- tution, the use of percentages is thoroughly valid. B. Comparison of Reasons for Choice: The influences most important by far in the minds of freshmen drawing them to particular institutions are first the educational standing of the institution, and second, its location. In fact, these reasons together Aveigh as heaxily as all other reasons combined. No other assign- able reason for attending a particular college approaches these two. The reasons assigned in order beyond this point are as follows: Student influence 11.0% Opportunity for self-help 7.3% Alumni influence 6.8% Church connection 5.6% Religious atmosphere of school 5.5% Family connections (this seems to have been misunderstood by some students) 5.5% Social and athletic life 5.1% Influence of field workers 2.5% The inferences logically deduced from these premises are indeed startling. Either athletics as a drawing power have been tremendously overestimated, or freshmen have hesitated to be candid on that point (a considerable num- ber put that as third choice), or we have reached such a high degree of athletic and social parity in our institu- tional life that students are unconsciously influenced by 44 that factor. The field worker for the college, unless he has been so skillful as to secure students without their realizing that he was a factor, seems to have passed from the field of real importance in recruiting students. Un- doubtedly the high school principal has largely taken his place in that respect, and it is assumed that the activity of the teachers in securing students for their alma mater is scheduled under alumni influence. The day in which church connection can be said to operate strongly in guiding students in the selection of colleges seems also to have passed. This is especially noteworthy in con- nection with this table, as the great majority of institu- tions here cited are either legally or historically related to the church. As a side light on this point it is perhaps desirable to cite a recent study from the denominational standpoint by the United Presbyterian Church, which includes Monmouth and has an exceptionally high ratio of students attending its colleges by reason of church connection. The Board of Education estimates "that be- tween two-thirds and three-fourths of the Presbyterian young people in institutions of higher education are attending colleges and universities outside the church". Reasons Given by Ministers for Students Not Attending Our Colleges Proximity of other schools 506 Special courses desired 180 Prestige of certain other schools 150 Superior equipment in certain other schools 143 Less expensive at certain other schools 128 Influence of students in other schools 117 Advantages of our schools not presented 144 Lack of denominational loyalty 91 II. Student Mortality It is a serious and common mistake to treat the loss of students during the college course as though it were a phenomenon of higher education only. It is peculiar neither to higher institutions of learning, nor to Illinois among other states. The tendency begins in the lowest grades of the common school, and it is reasonable to sup- pose that as the social pressures become more numerous 45 HIGH SCHOOL and COLLEGE MORTALITY Col Figures , 93 Colleges Reporting A Col over 500 studarfs (n) 6 Col 300-500 students (25 J A Men (All colleges) B. Women ( ) H.S. Frgures based on 310,69+ to 430,280 stud A »S. C/^ss entered I90607, Orddujted IS09 ID Q HS C/dss entered /SOS ap Gtiduatea /Sil - /2 C MS. C/dSS. entered 1910//. Gr^duiih-J I90 I* /tS Class entered 1909 o, ffradusted I9I7 13. EMS Class, entered I90J08 Gratified /9/0-II- 46 with the age and development of the student the rate of loss would increase rather than decrease. A. In Grades: The estimated enrollment by grades in public ele- mentary schools for 1914 showed an extreme falling off in the higher grades for the United States as a whole. The retention of students in the north central states is somewhat above the average for the nation. (This ratio, however, should be qualified by the statement that about one-half of those in the first grade are retarded rather than new intrants.) U. S. N. C. Div. First grade. . . 23.5% 20.4% Grades 1 to 4 inclusive 65.5% 60.6% Grades 5 to 8 inclusive 34.5% 39.4% Eighth grade 6.36% 8.48% (Rpt. U. S. Comm. Ed. 1916, Vol. II, p. 18.) Even in the north central states it is evident that of five students who start in the common schools only two finish. B. In High Schools: A similar tendency is found in the high schools. The per cent of students held to the senior year is somewhat higher than in the grades and is increasing, but it is by no means large. Freshman Sophomore Junior Senior Total high school 1907-8 43.36% 27.14% 18.22% 12.28% "850,010 students reporting" Total high school 1914-15 40.22% 26.68% 18.67% 14.43% "1,476,078 students reporting" (U. S. Comm. Ed. Rpt., 1916, Vol. II, p. 448.) Throughout this period the retention of students in private high schools is uniformly higher than that in the public schools, ranging from 17.61% to 18.43% in the senior class. A somewhat more accurate figure is secured when the same class is followed through from year to year. A study for the entire country indicates that of those who entered the high school in 1906-7, and were seniors in 1909-10, 407p remained. Of the next class 37.9% re- mained ; the following year 39.6% remained ; 38.8% were seniors in 1912-13 and 39% in 1913-14. (Rpt. U. S. Comm. Ed. 1913, Vol. II, p. 8.) 47 SniDBIT MORTAllTYcM^ieodstudy) 31 mstitufions; classes /909S/^/yfc/(/s/ye *y»v 48 Tables compiled by the Nt^rth Central Association in 1915 give the per cent of students in high school years by states. These are based on reports from 765 schools. For the freshman class the percentages range from an average of 35.v3% in Indiana to 44% in Missouri. The proportion of seniors ranges from 12.8% in Missouri to 17.2% in Indiana. Iowa and Nebraska. For the corre- sponding year Illinois had 39.2% freshmen and 15.2% seniors. The general average for the Association was, as compared with the United States in 1913-14: Freshman Sophomore Junior Senior 38.1% 26.5% 19.5% 15.9% 41.0% 27.05% 8.5% 1.3.45% The superiority of the Association school in retaining students is prol)abIy accounted for l:>y the fact that it represents selected high schools in the north central states. The same association, tracing through the 1913 class from entrance to graduation, found that of 9,172 students dropping out 48.4% left during the first year, 31.3% dur- ing the second year, 17.6% during the third year, and only 2.7% during the fourth year. That is, nearly 80% of those dropping out left before the junior year. In 1914 the Illinois Bureau of Public Instruction (p. 96, School Report) reported the loss of students in the three and four year high schools, tracing each class from entrance to graduation. The per cent remaining to grad- uate varied from 34.8% in 1907 to 35.4% in 1912. The average for six year period was 35%. C. In Colleges: Considerable attention of late years has been given to the subject of student mortality in higlier institutions of learning. This is especially significant for those insti- tutions which are failing to hold upj^er class students. An examination of the retention of students in 93 col- leges by the United States Bureau of Education in 1911 showed that for colleges of over 500 students (25 enroll- ing above 500, 27 from 300 to 500 students) out of the freshmen entering 76% remained as sophomores, 57% as 49 juniors, and 46% as seniors (see chart, page 46). Those schools enrolling between 300 to 500 students retained median percentages of 66%, 52% and 46%) respectively for the three following years. "For colleges having 300 to 500 students the elimination from the freshman and sophomore classes is somewhat greater than we find in the larger institutions, but the per cent of seniors re- tained is the same in both cases." As between men and women a comparison follows : Freshman Sophomore Junior Men 100% 71% 55% Women 100% 65% 44% Stadent mortality Classes I909-I9IV mcl. (/ndii^^^^^'^^ W \\\\i^^^^^^^^''^ \^ \\ \\ ^^ ^ W vx^ \ 50 "Probably the more interesting tendency indicated by these figures is the relatively small elimination in the last half of the course. Of twenty men entering the col- lege we may expect to find fifteen of them in the sopho- more class, twelve in the junior class, and ten in the senior class." The exact distribution of these 93 institu- tions, other than the statement that they are regarded as representative, is not disclosed. However, the findings undoubtedly should be cjualified somewhat by later and more intensive studies in the middle west. Analysis of the net loss of students in 31 selected institutions was ])resented last montii by Dr. McLeod of Beloit College. He chose only well known and well established institutions in the north central states, and bases his conclusions on averages for the years 1909-14 inclusive. (See chart on page 48.) The McLeod figures indicate a loss of students considerably greater than that of the earlier and more extensive government study. They show a very much higher retention of students in the university class as against the government figures for schools above 500. The proportion of women retained is higher than that of men in the McLeod report. This variation from the previous study may be accounted for, perhaps, by the inclusion of ten women's colleges in the government figures. The most noteworthy features of Dr. McLeod's investigations are a loss of students in course far greater among western than eastern institu- tions, a greater retention of students in universities (this is partly accounted for by the entrance of students into upper classes, as this is a study of net loss), a per cent of loss greater among men than women. The detailed figures on page 50 give the comparative status of a num- ber of institutions on the general question of student loss. Scattering reports from ten other institutions seem to confirm the general conclusions arrived at in the study by Dr. McLeod. These various presentations of the subject aft'ord us a background against which the studies so far made in Illi- nois can be presented more intelligently. Taking simply 51 STUDY BY PRESIDENT HARKEFL Student Mortality (13 Illinois Colle^) (909 D 1910 £ 52 the diiBtribiition of students in classes in Illinois institu- tions for 1916. it appears that 43.^% on the average are in the freshman class, 24. 2^0 sophomore, \7.l% junior, 14.9% senior. No marked distinction is noticeable as be- tween the distribution of students in the three large universities and other institutions in the state as a whole. This, however, gives us only a rough estimate of the distribution. A very careful study of actual loss of stu- dents in thirteen institutions was made by President J. R. Harker of Illinois Woman's College, and discussed in his address to the Federation of Illinois Colleges, April 26, 1915. This was a follow-up study of students actually returning (in contrast with the study of net loss by Dr. JMcLeod), and returns were made by the following insti- tutions : Augustana, Carthage, Eureka, Greenville, Hed- ding, Illinois, Illinois Woman's, James Millikin, Lake Forest, Lombard, Monmouth, North-Western College and Shurtlefif. A great variation in returns was evident, one college losing only 43% of the freshman class in the entire course, another losing 92%. The tendencies por- trayed in the chart on page 52 covering the classes enter- ing in 1906 to 1910, inclusive, indicate an average loss far more serious than that presented in the McLeod study. (Some of this loss undoubtedly is accounted for by the use of the follow-up method which does not include admission of new students to upper classes or those falling back in the course as does the net loss method. The follow-up method is preferable from the standpoint of retaining students for a continuous course; from the standpoint of maintaining general attendance and class distribution of students, the net loss method is satisfactory.) Only a few returns were made showing the present situation in contrast with that reported by President Harker ; these are included here but are too fragmentary for generalization. Average Loss 3 Classes Grad. in Fr. 1915-17 incl. North-Western College. 100% 1915-17 incl. Wheaton 100% 1915-17 incl. James Milliken 100% 1915-17 incl. Knox 100% 1915-17 incl. Lake Forest 100% 1914-16 incl. 111. Wesleyan 100% 1914-16 incl. Northwestern Univ 100% 1914-16 incl. Hedding 100% 1913-15 incl. Carthage 100%) 53 So. Jr. Sr. 80.0% 63.8% 66.4% 61.7% 56.4% 46.1% 51.8% 30.0% 28.6% 46.82% 37.85% 55.7% 36.2% 44.3% 89.0% 49.2% 44.5% 59.5% 36.0% 39.0% 66.2% 48.6% 52.7% Setting the record of loss of students in higher edu- cation over against that in secondary and common schools we find a gradual increase but no very appre- ciable difference in the curve of mortality. An exceed- ingly important contribution to this subject yet to be made lies in the careful analysis of causes all along the line by age, types of institution, and courses. Some gen- eral progress has been made on this point. President Harker set dow^n the causes of student defection : 1. Financial inability to remain at college. 2. Poor preparation and inability to do college work. .3. Universities, technical and professional schools drawing from smaller colleges. 4. Lack of desire for complete course. Tn discussing this subject at the annual meeting" of the Association of American Colleges. January 13, 1917, President Eaton of Beloit College developed the first three especially in the light of local experience. Of 116 students leaving Beloit during the year 1915-16 and at its close, poor scholarship accounted for 40, financial and family reasons for 33, illness for 4, and the drawing power of technical and professional courses in universities 39. Loss of men is far heavier than of women. Lake l^oresl College reports the analysis of losses for the last seven years as follows: Due to poor work, 51; illness, 30; financial or family reasons, 98 ; business, teaching, or other work, 86; transferred to other institutions, 118. This gives us substantially the same relative emphasis. While the problem of universities is not so serious, those that have discussed this point offer ample confirmation of the above explanations. Purdue University (Pres. Rpt., 1914-15) stresses the fourth reason assigned by l^resident Harker. "Approximately one-half of each class entering the university does not continue to the comple- tion of the course. The reasons are numerous, including lack of funds, inability to do the work, change of plan, etc., but the greater number of such cases may be traced to a lack of definite purpose. Too many students enter 54 college without a proper conception of the requirements or ideals. They lack persistence and soon give up." As between different courses, the loss at Purdue ranged from 51% in engineering, 42.57o in science, to 35.7% in agri- culture for the class graduating in 1915. During the last nine years the annual per cent of loss at the close of the freshman year for Miami University has been 31.2%, with a somewhat lower ratio since 1914. The main reasons for withdrawal in 1915-16 were poor scholarship and financial or family reasons. The reasons assigned by Northwest- ern University for students dropping out between 1913 and 1915 from the liberal arts department were : To enter other schools of this university 40 To enter other colleges or universities 53 Illness 19 Low scholarship 71 Financial or unspecified reasons ? 115 It appears, therefore, that loss to professional schools is not limited to colleges alone. What proportion of students leaving a particular col- lege continue on in the liberal arts in a university may roughly be estimated from university figures on new intrants. The University of Chicago had in the senior college in 1915-16 58 students wdio had done work in other colleges of liberal arts. Of students entering the Univer- sity of Illinois as undergraduates in 1911-12, 343 came from other universities and colleges, 54 of these from colleges in the state. In 1912-13 the figures were respect- ively 341 and 47. Northwestern University received 137 by transfer from other institutions into its liberal arts in 1913-14, and 159 in 1915. The latter number included 42 from other colleges in the state. It is evident that so many leaving colleges give up liberal arts training alto- gether that to trace them further than in this general way would be exceedingly diflficult. 55 PROFESSIONAL DISTRIBUTION OF GRADUATES It is not to be supposed that mere quantitative meas- urement of the college product offers more than a partial estimate of the comparative worth of institutions. Never- theless, the direction in which men of college training are turning in after life is clearly shown by their choice of professions. In 1912 the statistics of Z7 institutions, east and west, 25 of them universities, including the largest in the coun- try, were collected with reference to professional distri- bution of alumni. All professional schools were excluded and only collegiate departments reported. Probably the conclusions reached represent the main educational ten- dencies toward professions, although it cannot be said that the small college is fairly represented in the totals recorded. As this study covered the entire nineteenth century, the conclusions reached have a broad basis in fact. The following tendencies were disclosed : 1. Teaching, as a result of a phenomenal rise during a quarter of a century, is taking 25% of the graduates, or about 5% more than any other profession. 2. Commercial pursuits, after an almost equally phenomenal rise, are taking about 20%. 3. Law, although taking one-third of the graduates at the be- ginning of the century, takes but 15% at its close. 4. Medicine takes between 6% and 7% and has manifested a slight tendency to decline. 5. The ministry takes between 5% and 6%, which marks the lowest point for that profession during the two and one-half cen- turies of American college history. 6. Engineering pursuits, after a slow but certain rise, take between 3% and 4%. Northwestern and Chicago universities were repre- sented in the group of institutions from the records of which these tendencies were deduced, but no separate conclusions for those particular schools were scheduled. 56 , J in r-i r(joo>0'-t^ mr-too moj, eno -ailBIISOBTK ■euTOTPSW esiBQ ro o CO CD ro cf) o to ojTO ^ ,H COrHt^lOcO^- to o <-« ro CO f-i ee8UT0na CO r-» 00 ■'1' CO in •<# CXJ 00 to O rH in f-i 00 o> o o CT> 00 00 Q •* r-t"* CT) m 'I' 00 1^ op co^otOrHcocrjtocn'* cdco^j*"! inco o> in lO a. CJ fj jD «) :=> til I -d O < .-• 05 I bT • C f-l C rH ( > r-i l6 X> U O 9> <-< : rH O tH ID o ^ o !«; ^ J +J ^O f 1 O ® f-t i-l ' < S O 1-1 i-tf tM /5 CS O t O +»-.-<• O 1 > 1-4 f-H a> C • • O fH CO iH ) :3 :3 M "-jhj c'3 I ecu o o o ■J ::3S 4) C - ,-1 r-< rH 0) O rH C O O ^ O O nJ O O rH O >, O ID nj C O -H »-i CO > o c« •* ! t^ t>- o in CO c^ to 't t^ to OQ to to CD in CD fo >-' Tj< O coco rHCT>CQrHr-OQ CO tO <-< tO to W rH to CO t^in'*ininc-CT)05'^'-"D'*''^'''- ^-corH CO 95 to 'f ■^ ■* tJi ro CO rH inrHto»H cd r^ CQ i-t r-i t-l <-H r-i'tcDin(j)inco'^'*t"OtototvicDn)i cr>rHcDootocotoa)cDoof^'-''*'^ioTO< >5^ I a to O t^ CD ■>!• TO in rH rH •* rH O in to to •»!< CD O rH 00 CO t^ "H in rH 00 (D 03 in o ^- 'I' in to rH rH COrH r-> COrHrHOl r-i (O to cocD incaintococDtot^'1'incDincDtD r-i r-i O r-i t-i r-i r-i r-i r-i r-> r-i r-i r-i r-i r-i r-l r-i r-i o a> o> CD CD CD a^ cr. a o. CD CD CD CD CD cr CD CD f-i r-i r-i r-i r-i r-l r-l ri r-i r-i r-i r-i r-i r-i r-i r-i r-i r-i 1 I I III I I I I 1 I I I I I I I I I cvi CO (j5inrHincDcr'COootD'- r-it^r-i t^ en in to o CD ^ c^ in m CD in in c^ cd •^cd'H 00 00 00 OO CD 00 OC CO 00 on fO CO OD COCO CO CO CD 4> 4^ M c e '0 ai cS C! (D -rH ID Ci r-i W © rny O rH iH 57 Only with difficulty has it been possible to secure for representative institutions in Illinois any parallel set of facts touching the occupations of liberal arts graduates. Most schools which keep alumni records do so for per- sonal reference rather than for critical examination of what their alumni, as a group, are doing in the world. Indeed, automobile factories and similar organizations know far more about the relative efficiency of their prod- uct, particularly the average output, than do colleges. Tables here presented give us the most complete state- ment possible at this time for Illinois institutions and suggest some observations as between different types of schools. (See page 57.) For the University of Illinois the only figures avail- able cover all departments. Omitting miscellaneous choices and taking simply the percentage as between pro- fessions recorded (see chart page 57), 32% are in busi- ness, 287() teaching, 15.57o farming, 13% in engineering, 6.5% in law, 3% in literary pursuits, 1.5% in medicine, and 5% in the ministry. (This is not the per cent of total graduates, but the per cent of the professional choice reported.) Calculated on the same basis, the University of Chicago reports 60% teachers, 15% in business, 9.4% in medicine, 8% in law, 2.6% in the ministry, 2.5% in literary pursuits, and 1.2% each in farming and manufac- turing. The graduates reported from Northwestern University are 35% teachers, 11% lawyers, 22% ministers, 16% in business, 4% in literary occupa- tions, 1% in engineering, and 5% in medicine. It is ap- parent, therefore, that the universities in the state are turning out a very high percentage of teachers, a large proportion of business men, and a comparatively small proportion of all other occupations. Although the com- putation is made on a slightly different basis, these cal- culations are thoroughly in harmony with the govern- ment study reported for the universities the country over. Turning now to the colleges, in comparison with this university record, and averaging those reported on • 58 OO CQ +3 »-HM w -a Q nJ fuumiv TBI OX eesufsng euToipen I ?*Joad'ITO0 XBjsusy i I euotsein 1 pofisd en lO in olCD •-• w to'crn-iloo 00 . t-l I I ] I ]•-' to lO 00 05 rtl"! <-'!oo f^ to oo'to oo'«3 r-!r-* t^lto O 01 ro Q) 00 fD en sa ^\^ "".en rj.o ro q r- W* CD to!oo 'I' O coI»-H ro Vh i-t to rt' >* CO r- ro o ro OJ-^tO-^ltOQ ro 00 «3 r- r-« r- to ro'ro to ro ro|og ■* ® cr>!<^ w rH ro o> o ^\ ro to ooj ; I in to in'o>tD'] 01-* COO'* ^ rolincolto !in tol roc^ r- p in o in in inIo»-i ^^! •<# rH CD t^ ■* fOp t^P to t>- in r-» <-• -~ ■ ooro ro tD',-tio .-itD'ro 00'* to o'^- wI«o t^ ro! Sc^ ooo''-«'*l'« tJ< iDO'oiC-'toro'r-i to^r^lTf ro toroiOtoVH tO\•-^ «d|qj q ro r- '•<* to'ro i-i'io ro]^^ ro .-n lolto in!«) cD to rH o to oiin OCD o o to O 0.-1 lA to O CO o) Ol CD O OD 00 CD r-llrH ro rorolt^ o> r^ O r-t 01 OXC) o~> rH rH <-" I I I to fH OC in o CO o 00 CD cr-p p 0>p CD po> ;00«O O rH ,-H rH'rH rH rH '-*['-* >-i\r-> t-t 1 '1 ' ' " ' ' 'J. J. CD rH 00 rH CD •-* f^ rH pT r-i in o in o •<* o CD O'lo o 00 en 00 en 00 o> 00 c 00

. o 01 o r-t m c 1 (D r^ I^ O • o 1^ nloo I I . O cncT rHrH •* O cocn v. ■d o u u o ■n «^ c M » O kl O o cc a 59 page 57, we find the distribution, analyzed in the same way, to be as follows : Teachers 27.1% Ministers 23A% Business 20.0% Law 12.4% Medicine 7.7% Farming 6.4% Literary pursuits 1.8% Manufacturing 1.2% In so far as these tables are representative of the two types of institutions, it is evident that the college turns out a much larger percentage of ministers and farm- ers, but that there is no great distinction in the propor- tion turning to other occupations. Just how much of this record may be ascribed to the earlier tendencies of the last generation is partially indicated by distinguishing between the period before 1900 and that following (see chart on page 59. The professional distribution for the institutions noted is as follows : Before 1900 After 1900 Ministry and missions 16.4% 5.4% Teaching 31.0% 44.5% Law 15.2% 6.1% Medicine " 7.5% 6.8% Farming 4.8% 2.7% Manufacturing 1.1% 1.7% Business 16.2% 11.9% Literary 4.0% 2.0% Engineering 4% .6% Miscellaneous 14.0% 18.3% These figures, including as they do the column of miscellaneous occupations, leave a smaller percentage to be distributed among other groups. We must also re- member that a smaller proportion of alumni have defi- nitely settled on their occupations since 1900, as compared with the earlier period. With these two qualifications it is fair to set one period against the other as indicating a tendency toward or away from any particular profes- sions, and it is notable that the proportion of teachers has greatly increased, while the proportion of lawyers and ministers has noticeably decreased. (It is not likely that 60 these figures are greatly modified by the rise of co-educa- tion, as they are not based on total alumni, but only those indicating a profession.) In a peculiar sense the problem of ministerial supply aflfects both the church and Christian college and calls for closer examination. We have already found that the proportion entering the ministry from larger institutions declined steadily from 1840 to 1900. At the later date it accounted for only 5.9% of the total graduates and was surpassed in numbers by teaching, business, law and medicine. This does not mean that the absolute number in the profession has declined. In 1875 there were 5,234 students in theological seminaries in the United States. This number increased to 5,775 in 1880, 7,013 in 1890, 8,009 in 1900. and 9,806 in 1910. Not all of these, how- ever, were college trained men. (U. S. Comm. Ed. Rpt., 1889; Study by Presbyterian, U. S. A. Bd. Ed.) The Presbyterian Church reports as to its own theological students that state institutions furnished 6%, Christian universities 8%, and Christian colleges 70% during this period. This represents a high percentage of college training. On the other hand, the Methodist Episcopal Church, South, on the basis of reports from 3,517 minis- ters, finds that only 26.22% were college graduates and 5.5% theological graduates. (Study by Dr. R. H. Ben- nett, 1914.) Taking the college education by decades, the proportion of graduates had risen to 28.6% in 1890- 1900, and fell again to 22.5%> for the past 14 years. It seems undoubtedly true that the colleges in contrast with the universities are supplying the bulk of the ministry. The contribution of colleges to the ministry is declining relatively but increasing in absolute numbers. 61 RESUME From the mass of facts here presented it may be desirable to select those which are of particular signifi- cance and to bring them together so that their full force and relationship can be estimated. 1. More than half the liberal arts students in the state attend an institution within fifty miles of home. 2. Illinois draws students very largely from outside the state (30%), mainly from the west. 3. From 1600 to 1800 Illinois students go to other states for liberal arts training, mainly to the east. 4. Enrollment in the common schools has practic- ally reached its limit in the age population and increase is comparatively small. 5. Secondary schools, both state and nation, have increased in attendance at a tremendous rate and are still increasing. 6. The number of high school graduates in Illinois eligible for college has practically doubled in eight years. 7. About one-third of those graduating from high school enter college. 8. There are more students in the state university expressing preference for leading denominations than there are students of those denominations in their own church schools respectively. 9. Only one-fourth of the students in the state ex- pressing church preference are in their own de- nominational schools respectively. 10. Cities of over 50,000 send a larger proportion of eligible students to college than do smaller towns. 63 11. Illinois has 37 institutions doing work of college rank in the state, in addition to normal schools and junior colleges connected with high schools. 12. There is an excessive overlapping of college ter- ritory in the state, indicating poor distribution of institutions. 13. There are 17,718 students of college rank (all graduates of four-year high schools) in the state doing full work ; 9,233 in liberal arts, 5,166 in technical courses, 3,319 normal. 14. A careful estimate indicates there will be about 22,000 college students in the state four years from now, an increase of about 4,300. Perhaps 2,500 of these will be liberal arts, and of that number the larger institutions will get the great- est share. 15. Of the liberal arts students 18 per cent are in the state university. 57 per cent in three large uni- versities, Z?) per cent in 12 largest colleges, only 10 per cent in 19 other institutions. 16. Junior college work has not as yet assumed numerical proportions seriously afTecting reg- ular college. 17. Private high schools and academies have ceased to play an important part numerically, either in state or nation. 18. No clear line of distinction exists as between uni- versity and college, the latter including, in many cases, departments duplicating university work. 19. A large number of divinity schools, in many cases connected with colleges, strengthen the re- ligious life on college campus. 20. Freshmen in the state report choosing institu- tions primarily because of location and educa- tional standing, only slightly because of church connection, athletics, and other factors. 63 21. There is a fairly steady loss of students through- out the entire school system from first grade to senior year in college. 22. Student mortality in college is greater in the west than in the east, among men than among women, greater during first two than last two years of the course, greater among colleges than universities. 23. In the last century a larger proportion of uni- versity graduates have gone into teaching and commercial pursuits, and a smaller proportion into law, medicine, and especially the ministry. 24. This is substantially true for Illinois universities at the present time. 25. This is substantially true for Illinois colleges as before and after 1900, but the loss in the ministry is not quite so great. These and other more detailed- facts here included have a considerable bearing on problems of college ad- vertising and administration, but it is possible to deduce more than a mere scattering of conclusions, and to see in this material a definite relationship of some importance both to church and school. Undoubtedly the college is no longer the purely in- dividual institution of two generations ago, but it has been swept into great educational currents which it can- not safely ignore. It is a part of an educational system, and in the last analysis it will stand or fall with the nature of its contribution and relationship to that system. 64 GENERAL CHARTS 4. PER CENT AHENDING SCHOOL IN THE TOTAL POPULATION AND IN CERTAIN CLASSES 6 TO 20 YEARS OF AGE: 1909-10 AGE _S 7 e S 10 II 12 13 14 I& 18 IT IS 19 20,. _ eo 10 NATT '**^~v 1? V ^"^ /// y< \ 1 // f V <. ^•^ ■ iv / / V / \ \\ f 1 / \ \\ ' 1 \ . \ \ \ \\ / \ \ \ / \ \ V 1 / \ \\ 'v^ \ \ \ *\ \ V V ^ > \ \ \ .. ^•x 9 7 8 e 10 U I 2 13 I AGE 4 16 16 a 18 19 20 G5 EDUCATIONAL PROGRESS IN THE UNITED STATES 1877 1913 ;^;F1 Professional Schools [^ f 5.737 27,765 9S.4-35 Universities j-7«/ Colleges Normal School Enrollment High School Enrollment 202,231 94,^5 1,283.000 ^198.554384 School Property * 1.345, 1/6.371 8,965,000- School Enrollment /3.523S58 H 025.8OO School Population 25,499.023 .46 //2. 100 Rjpuat'ion 97/63330 SCHOOL SYSTEM IN UNITED STATES 1913 - 14- Grades, High Schools Colleges and Universities (Attenddnce indicdted by m/ume) f" SO ^^M^Kt ei6Hrn GHAoi 67 GROWTH of AHENDANCE pmicand Private HighSchools i>f iM- !>' iO '-' "^ "P i '.3JCi.\v i IJ iMi ,7l^i.'. ',-.■, J H AX'.MO Kl.'^'.l-' A b'ClW^'c! A soaooo ^ ■ ^H -fOP.OOO A ■ ^H 300000 700.000 loo. ooc \ \ 1 1 1 1 -ef/r^. 1 r 7/7dJ4c^(^yn/f's 68 71 COMPARATIVE GROWTH of pyWic art Private ColleqesaitiUniversities ( College and Resident Orjduate Students ' 7iS,xo ^ ^^ •" : -1 '=— 1 — \ — r~^-~ 1 1 , 1 ' 1 700,000 ns.aoo — — J r 1 ISO,00C — — ^ Pi/ei/c I25.COO __, y/ //VST/TZ/r/C/V^ ■75,000 y — ^-^ Hk. i ,«■■«' v> r^~1I^H BV :.\'i.u> V _L -^— ^B - 'i 73 73 RELIGIOUS INSTRUaiON 1915-6 203 Colleges Reporting 38 Methcfdfst 21 Presbfter/an 25 Bdptist 35 Scdtten'ng 9 Lutheran 69/^on-Seetar Endowed Bible Ghairs 33 Full Time Bible Professors (/ohrs.perwk) 51 avge course ^2.7 hrs. Part Time 52 - - //.3 - Scdttered DepaHments 35 - - 3.8 - Instruction by f^esident 2f - -/?./- Bible Required by 138 Colleges i hours or less H- Oolleges 5or6 - 25 8 ■ 46 - werS ■ 14 ' Bible Offered Avg. Offer/ng (7Co//eges) 50 hours- /ndepts.of Biology - Onemistry- Greek.- Ldtin-En^/ish History- Pol/tiedlSeienee - Mdthemdties Only 14 of 203 offer 50 hours in Bible 59 offer 8 hours or less. 74 REUGIOUSWORK STATE IMSflTUTIONS Capital I9l3-f^ £nrof/mefit Hi, 293, 3 IS . /50,000 Faculties 41 Universities Bible aassT^dchers 502 Churc/i Officers 726 Members or Attending 4,073 Student Preference fyfrtist 6,289 lu/herjn 3,504 Cc>ngreg3iiond 1 6,2)50 A1ettkxf/if 19,480 Chnshdn 4019 /9ps^yten<^n B,406 Epicopal 6,261 C}tho//c 5, Ml fn'encfs 288 Unitdnan 666 Germnl^efcirm 341 Mfec/Brettl. 392 Hebrer^/ 1.095 bh//ed Presb 234 Offxrs 8,380 Mj ftefemoe 28,337 25 of SI offer no subjeefs. 26 offer SCdttered courses. (SMtnts6fDl07) 3335 sfi/dents (4/iprt. /9i3-l't ) un/fed with /ocj/ c/ivrches. 45S preparing for ministry. Throi/gh looal Qtwreti Congregational fpiscopal f^tyttnan. Unirarian Methodist- row L /08,982 SMvrf ibsfor Work by Churches Sii/o^-nt /seop3l I Qjffiol/c /3 O/sap/e S 'Cangreg'l I MetfHXfisf 3 IS . l/niversif/es Ao/d no Chdpe/ Serv/ee ,8 . l/niversmes credit yvor/c at . Bib/e Cfia/rs 2JS9 s/ude/jis T/2/is^- I9IS-/6) t/n/'/v/T yvifb foot/ e^t^vttes 347 preparing fir m/nisfry. Presby. Episccp. Cfftf)oli'e II 4 S Bibk C/air cr Courses /hsJ>yt. S Episc. I Disc/pies 6 Qyjgr / 3 Me^od/s/ 2 C/Ss and Pormifon'es Episcopal H- 75 Y.W.CA. NORTH AMERICA FIELD Kl,292 Women Students AGENCIES SI . 23 , Resident Secretaries Trdyeling Secretdnes 72J Associations /2 Buildings ^201.456 Budget WORK 33S6 939 /9332 Missiondrf Meetings Mission Study G/dSSes Religious Meetings 1039 227 Bible Classes Social Problem Classes RESULTS To Foreign and Missionary mrk Study /ng Miss/ons f 4-9.32^ (3.629 61,569 2QS/6 //7 B/ble G/dSses Members /9.618 in Sunday ScM Classes 78.709 3.681 jf/erage attendance Studying Social Problems Cummunity Sery/ee Summer Canip Delegates 310 /issn. 3.108 Thrift C/ubs fo.ooo Members Prison Camp Fund 78 YMCA NORTH AMERICA , 7607 in Social Service 3,316 Studying Social Problems 8,506 in Mission Study t73,476 to Missions 35,365 in Bible Classes 16,4^ on Committees 18,056 Meetir^ - ^feeklyAtt. 30,965 , ^377282 Buc|^ - ActiveMembers 42,012 96376 Church Members -YMCA Members 7Z.848 199,913 Students in Inslitutions 77 CHURCH MEMBERSHIP in United States Population of United States t^y Church Membership 1906 Ratio of Protestant C- /:'■ \'?mbership to Population in US r-?- 1 — , J i 1 2t>* -?-"?■ :^'ff 2,*i Church Membership in United State? l^yPrindpaiFaiTiiiies 1906 78 ROGERS a HALL CO.. PRINTERS. CHICAGO LIBRARY OF CONGRESS ^^M !iiiiiii'i||iiiH]^'iiii' 11 'iiiiiiiiiiiii^ ^^ 019 877 648 8