ifl#^ SeconD Mepm of Committee of a&sociateD ©attoatfl €lub$ at. Cfttcago, ^apy taoe *&;V Station af Samari Intonittg SeconD Keport of Committee of a$$octateD I^attmrD Clu&0 at Cfiicaijo, 90ap, 1906 \ KXWvUUc Report of the Committee of the Associated Harvard Clubs for the year 1905-1906, on the Relation of Harvard University to Schools for Secondary Education. To the Members of the Associated Harvard Clubs, Me. George D. Markham, '81, President. Gentlemen : At the last session a resolution was adopted continuing the present Committee in service, and authorizing them to conduct further inquiries upon the subject indicated above. Pursuant to that direction your Committee have corre- sponded with schools for secondary education by means of the circular letter, a copy of which is attached hereto as Appendix I, and the responses of the schools thereto. This circular was sent out to 200 schools, and responses were made by over 40 schools. We have en- deavored to summarize their responses in the appendix. The report is necessarily incomplete. Some schools have not been reached, and many have failed to reply. To the officers of Harvard and other universities who have answered our letters of inquiry, and to the teachers of the secondary schools who have responded so gener- ously, filling out our blank tables with statistics, setting out their views on the questions submitted, and making recommendations for improvement, we beg to return our hearty thanks. In the tabulation of the statistics many uncertainties and variables necessarily occur; and we shall be surprised if misinterpretations and inaccuracies are not discovered and shall appreciate any corrections that may be made. Many most interesting suggestions were received which lack of space prevents incorporating in full. We recommend that all these responses be turned over to the university authorities as permanent records, and for such use as they may deem expedient. It will be observed that the first five of the inquiries relate to the character, quality and size of the school, to what extent its graduates go to college, to Harvard, and to professional life ; questions 6 to 11 specifically inquire as to methods of securing closer relations — as to Har- vard entrance requirements and whether any difficulties are found therein, and as to the relations of the secondary school to the schools below it; questions 12 to 14 relate specifically to the subjects of school inspection and admis- sion by certificate. The answers to these circulars show that far too little attention has been paid by the schools, both private and public, to the future records of their graduates. From more than one avenue has come the suggestion that such statistics are wanting at present, but that the inquiry for them will itself tend to promote the keeping of such rec- ords. In the tabular list of schools from which students came to Harvard for the ten years, 1895-1904 (President Eliot's report for 1905, pp. 35-370, quoted in our last report) there were in all 631 schools listed. These 631 may be classified and summarized as follows:* Public High Schools 235 Public Normal Schools 8 American Colleges (other than Harvard) ... 72 American Universities (other than Harvard) 65 Private Institutions named as — "Schools" 135 ' ' Academies " 66 "Institutes" 16 "Latin Schools" 7 ' ' Seminaries " 7 231 Foreign Schools, Colleges and Gymnasia 20 631 In the ten years reported on, certain well known uni- versities sent men to Harvard College as undergraduates as follows : The University of Kansas, 16 men The University of Chicago, 13 men Cornell University, 6 men Acadia College, 13 men The University of Michigan, 11 men The University of New Brunswick, 11 men Tulane University, 11 men University of Minnesota, 9 men Bates College, 7 men Colby University, 7 men Boston University, 6 men Amherst College, 11 men Earlham College, 6 men Other Colleges and Universities, 334 men Total undergraduates entering Harvard from other colleges and universities, 461 men *The foregoing is exclusive of the headings "Private Pupils", "Self Prepared Pupils", "Harvard College Special Students" and "Harvard Graduate Students." Necessarily there is room for error in such classification, How, for These colleges, universities, normal schools and for- eign schools are among the most valuable contributors to Harvard's population, sending usually men who seek education in the best institution; and the contribution from American colleges generally shows the wholesome stimulus which Harvard exerts upon them; but they are not, strictly speaking, ' ' secondary schools, ' ' and should be excluded here ; — leaving 466 secondary schools tributary to Harvard. Of these 235 (or, including Massachusetts " Latin schools,' ' etc., as counted by President Eliot, for 1896-1905, 253) are public schools, A rough count shows that in the 10 years the 235 known public schools and 4 Massachusetts Latin schools sent over 2,000 pupils, while the private institutions in all sent less than 1,700 pupils. A corrected count from President Eliot's 253 public schools would increase the majority; and, as we shall see, the scholarly honors are with them, also. These facts show the real democracy of Harvard. Again, the public school is the prevailing type of fitting school in the West; and, as hereinafter shown, the re- cent increase in Harvard's public school quota is from outside New England. These facts also show that the public schools are the tributaries with which better rela- tions may wisely and properly be sought. Last year we recommended that greater pub- licity be given (1) to the wide range, variety and flex- ibility of Harvard's requirements, (2) to the installment plan of examinations, (3) an increase in the number of distant examinations, (4) the consideration of a system of prize scholarships for successful candidates at distant examinations, and (5) the inspection of secondary schools. example, shall "Columbia Institute", be classified? President Eliot, infra, quotes the number of Public High Schools as 253, thereby in- creasing the total by 18 institutions, for 1896-1905, On March 1, 1906, the University promulgated rules (a) authorizing the substitution of the examinations of the College Entrance Examination Board* for those of the University; and, (b) liberally extending the install- ment plan of examinations, so that now a boy can take his examinations in installments, varying in amount from a semester's work in a single study, to a year's work or the entire preparatory course. For acknowledgment of President Eliot's influence in reference to the Entrance Board, see App. II, p. 9, infra. The bugbear of a single examination on the entire work of two, four or more years, with the inevitable cramming process leading up to it, is no longer a compulsory feat- ure of admission to Harvard. The significant announcement is as follows : "A candidate for admission to Harvard College who wishes to substitute examinations of the Col- lege Entrance Examination Board for the regular Harvard admission examinations may make in 1906 such substitutions as are indicated below (with a de- tailed list of studies appended) : w *ZP TP TP " Changes in Eules Governing Admission. " Hereafter, candidates who at any time before their preparation is complete wish to take examina- tions in subjects in which they are ready for exam- ination may, with the approval of their school, offer themselves either in June or September for examina- tion in any subject or subjects in which they present a certificate of preparation. Consequently, the old rules, (1) that candidates may not divide their ex- aminations except between two years, and (2) that candidates failing in June may not be re-examined in September in the same subjects, are abolished. *The College Entrance Examination Board is a body consisting of representatives of 28 colleges and universities (including Harvard) and seven representatives of secondary schools. Secretary: Thomas S. Fiske, Ph. D. P. O. Sub-Station 84, N. Y. " Hereafter, preliminary candidates who have re- ceived certificates of preparation from their schools will be credited with any subject or subjects in which they pass. The old rule, which fixed a minimum number of points for which credit was given at a preliminary examination (eight for Harvard Col- lege, and six for the Scientific School), is abolished. "These changes have been made in the interest of greater freedom, both for schools and for students, and to prevent overcrowding school programmes, especially in the last two years, with subjects already sufficiently studied, which students are obliged to carry for examination purposes only. The Com- mittee hope that as a result of changes which allow candidates to take examinations when they are pre- pared, and to retain credit for whatever they actually accomplish, students will be able to make greater progress, either in the fields of study in which they have already been examined, or in other fields, and to do work of better quality." (Announcement of the Committee on Admission, March 1, 1906.) Eelative to point 3 above, recommending the exten- sion of examinations to distant points, and to the whole subject of the relations of the University to secondary schools, we are advised by Secretary J. Gr. Hart, under date of March 19, 1906, as follows : "You will be glad to hear that we have been doing many things here in Cambridge this year, which will have the effect, I think, of making closer relations between the University and secondary schools. Up to this year, admission to the University was in the hands of five different Committees, which often worked at cross purposes, and caused misunder- standings between schools and the University. These &ve Committees have been superseded by one; and that Committee is hard at work revising the whole system of admission. Already it has brought about the acceptance of Board Examinations as substitutes for Harvard examinations, and has thereby extended the influence of the University over a much wider territory. The examinations for admission to Har- vard will be held this June in about one hundred and fifty places, as against the forty places in which they were held last June. The Committee has also brought about changes in the rules governing admis- sion, which have removed some of the most frequent causes of complaint made by schools about the work- ings of admission requirements. " These signs of advancement are certainly encourag- ing, and give the Associated Harvard Clubs ground for belief that the closer relations which they have recom- mended are dear to the University, and will be the ob- jects of its constant care. (4) On the subject of scholarships for successful can- didates at distant examinations it may be observed that the Catalogue for 1905-6, page 546, recites: " These scholarships are restricted, with a few exceptions, to resident students,'' and (p. 579) : "The income of the Price-Greenleaf Fund is dis- tributed in sums of from $100 to $250 a year : First, to undergraduates in the first year of their resi- dence (whether freshmen or students admitted to advanced standing, with or without examination) ; •*£ tF "JP " Price-Greenleaf Aid can be given only to under- graduates of Harvard College. "The regular assignment to first-year students is made before or at the time of their entrance. To hope for a share in this assignment the applicant must be strongly recommended by the college, acad- emy or school with which he has been connected; * tt tp "In every case the amount assigned is payable (but only to persons who may be undergraduates at the time of payment) in two installments, at the time of presentation of each of the two term-bills of the year. ' ' y Dean Hurlbut writes : "The first assignment (of Price-Greenleaf Aid) 8 is made in June to men who propose to be freshmen the following September; that is, it may be given before the candidate has taken any of his examina- tions for Harvard.' ' (Letter of February 10, 1905.) It would therefore appear that it is feasible for the University to use some of its scholarship funds to attract the best scholars from distant secondary schools. There will always be the question, "Is it better to at- tract the best scholars from distant schools, or to retain those from near-by, well known schools? " It is to be regretted that any such comparison of local interests should even seem to be necessary; and it is to be hoped that in time the University will have sufficient resources to be able to attract and retain them both. In connection with this subject it is to be observed that some of the State universities have now, for several years, been offering free scholarships as prizes to candi- dates for admission from the public schools of their re- spective States, under restrictions deemed suitable by the authorities of those universities for securing the best results at the examinations. In response to inquiry, Dr. W. W. Pillsbury, Eegistrar of the University of Illinois, writes: "For some years prior to 1905, the Board of Trustees of the University of Illinois had offered a scholarship to each county, the scholarship to be won at a competitive examination, which covered in full the entrance requirements. For a few years prior to that date, the University had allowed on similar terms a scholarship to accredited schools. These were good for four years, and a second scholarship was not awarded until the end of the four years, unless a vacancy occurred earlier. In 1895 the General Assembly (Session Laws Illinois, 1895, page 324) passed a law with regard to scholarships, and the scholarships named above were no longer offered. In 1899 the Trustees offered a scholarship in agriculture to each county in the state, except Cook and Lake, and one to each of the first ten congres- sional districts. In 1900 this offer was duplicated for young women who wished to pursue a course in house- hold science. The record of persons who have attended the University during the years 1896-7 to 1905-6 on these scholarships is as follows : SCHOLAKSHIPS IN UNIVERSITY OF ILLINOIS. AGRICUL- HOUSEHOLD YEAR. STATE. TUBAL. SCIENCE 1896-7 11 — 1897-8 30 — 1898-9 54 i ~ ~— 1899-1900 70 70 — 1900-1 91 131 1901-2 128 166 19 1902-3 163 178 28 1903-4 230 190 30 1904-5 280 187 55 1905-6 308 188 62 As you are, I presume, aware, the General As- sembly at the session of 1905 (Session Laws Illi- nois, 1905, page 360) passed a law by which the law of 1895 was repealed, and providing that one scholarship should be given by the University to each county, and that each member of the General Assembly might nominate one candidate for a scholarship. Also the University has just offered scholar- ships, one to each county, in ceramics. In order to advertise these scholarships, the University has issued circulars, which it has sent out to the county superintendents and to the prin- cipals of the high schools. The State scholarships too have been noticed from time to time in many of the papers. 10 The agricultural scholarships have been adver- tised quite generally by the Illinois State Farm- ers ' Institute and by the local county institutes. The scholarships for household science have been advertised through the Illinois State Farm- ers' Institute and through the domestic science associations. County superintendents and high school principals have also been supplied with cir- culars with regard to both the agricultural and household science scholarships, and they have been noticed more or less in the agricultural papers of the state. The ceramics scholarship has been also adver- tised quite extensively through all the clay-work- ing associations of the state, and especially at their annual meeting held here a short time ago. These circulars have also been sent to the county super- intendents. Doubtless these scholarships have had some effect in increasing the attendance at the Univer- sity, not so much, however, as one might anticipate from the number of them. The reason for this doubtless is that the scholarship in each case amounts simply to a remission of certain fees; namely, the matriculation fee of $10 and the inci- dental fees of $12 each half year, a total for a four years' course being $106. Since the fees are so small at the University as compared with the fees at colleges and universities not maintained by the State, the scholarships have not a very large money value. Perhaps they have had more to do with bringing us students in the agricultural de- partment than in any other department of the Uni- versity. No attempt has been made to compare care- fully the records of scholarship students with the records of students not holding scholarships. I did, however, find upon investigating the record of one or two classes that the continuance in at- tendance was much better on the part of scholar- ship students than of those who were paying fees. This doubtless was due to the fact that a consid- 11 erable number of the scholarship students are young men who have found it necessary to earn a considerable part of their expenses, and who, con- sequently, appreciate more highly the help which the scholarship gives them than do those with whom funds are abundant. I should expect, upon looking into the matter of scholarships, that the average standing of schol- arship students is higher than those who do not hold scholarships. ' ' The University of Illinois is taken as a convenient ex- ample of the quite general practice of State universities. The State university gives an education at nominal cost, and then, to superior scholars, it remits even the nom- inal cost. The awarding of the scholarship may be, and frequently is, more significant as a mark of distinction than as a pecuniary aid ; and may frequently serve as the initial attraction and stimulus to a higher education unto some who would not otherwise have gained such educa- tion, and yet who, when drawn to the university, have developed elements of superior quality and value. The matter is referred to here simply to indicate its recent growth into an important factor affecting the destination of the university-going population. The State universi- ties are determined to obtain a large and increasing pro- portion of the graduates of the public high schools, and have superior correlation to them and opportunities for reaching them; and as President Eliot states in his re- port for 1902-3, pp. 14, 15, the statistics, in reference to admission examinations, and to distinctions in college work which he there arrays, "tend to prove that the product of the public school has more character and power of work than the product of the other schools ,, ; and, ' ' the candidates who come from public high schools were decidedly the most successful at the admission 12 examinations ' ' ; and (as to graduation at Harvard with distinction), " again the honors belong to the public schools." The state universities have better opportunities for obtaining these students who have more character and power of work. If Harvard is to continue to assemble the best scholars from these public schools to which the state universities have vital and much closer relations, she may well con- sider means of improving her own relations with them. Eeferring to the total list of schools contributing pupils to Harvard College, President Eliot in his report for 1904-5, page 32, says: "The number of public schools which from time to time send some of their pupils to Harvard College is increas- ing. In the ten years, 1876-1885, there were 82 such schools. In the ten years, 1881-1890, there were 96 such schools. In the ten years, 1886-1895, there were 132 such schools. In the ten years, 1891-1900, there were 163 such schools. In the ten years, 1896-1905, there were 253 such schools. In 1895, 55 public schools (of which 36 were Massachu- setts High or Latin schools) sent pupils to the College; in 1900, 84 public schools (of which 46 were Massachusetts High or Latin schools) sent pupils to the College, and of the other 38 public schools, nine were in New England, and twenty-nine outside of New England; in 1905, 71 public schools (of which 38 were Massachusetts High or Latin schools) sent pupils to the College, and of the other 33 public schools, five were in New England, and 28 out- side of New England. Ten years ago there were only 13 such schools outside New England. These figures show 13 that the connection of Harvard College proper with Mas- sachusetts High Schools and other New England High Schools is not as good today as it was five years ago." And they also show that the connection of Harvard with High Schools outside New England is better than it was ten years ago ; and that with this favorable disposi- tion in the High Schools of the rest of the country there is a great opportunity for further development in this respect. The attendance at Harvard has fluctuated notably in recent years. In explaining such fluctuations, among the factors which must be taken into account are the increas- ing facilities and attractions of the State universities. The State universities do indeed appeal in some ways to a different constituency, and do employ some factors (e. g., household science) which are not to be thought of at Harvard ; but in their visitations of the public schools, and in the inducements which State universities rightly employ to secure the best scholars from the secondary schools, it may be that they have furnished an example which Harvard may consider with profit. (5) The system of inspection and admission by certi- ficate. The report of the United States Commissioner of Edu- cation for 1902, devotes Chapter XII (pp. 527-539) to a discussion of this subject. It assembles statistics which show that at that time there were 339 colleges and uni- versities in the United States which admitted students to the freshman class upon certificates from accredited preparatory or secondary schools. "In some of the in- stitutions included in this list," says the Commissioner, "an examination is required in some particular subject or subjects, as, for instance, in Cornell University, an 14 examination is required in English.' ' Of the 339 insti- tutions there summarized, the New England and North Atlantic States contain institutions employing this sys- tem as follows : Maine 3 New York 21 New Hampshire 2 New Jersey 2 Vermont 3 Pennsylvania 21 Massachusetts 10 Delaware 1 Ehode Island 2 Maryland 5 Connecticut 3 District of Columbia .. . 3 76 Among these are such institutions as Bates and Colby, Dartmouth, Amherst, Williams, Brown, Trinity, Hamil- ton, Hobart, Cornell, Eutgers, Lehigh, Lafayette, the University of Pennsylvania, Delaware, Johns Hopkins and Columbia University. A few points in the history of the system may be taken from the address of Professor A. S. Whitney, of the University of Michigan, delivered at the annual meeting for 1902 of the Association of Colleges and Preparatory Schools of the Middle States and Maryland, at Balti- more, Md., and printed in the School Eeview for Febru- ary, 1903. Professor Whitney (describing the work at Michigan) says: "In the early beginnings of the accrediting system, (1872), a committee of the faculty, upon special in- vitation of superintendents and boards of education, annually visited the high schools and examined their courses of study, methods of instruction, scholarship of teachers and pupils, library and laboratory facili- ties, and prevailing intellectual and moral condi- tions. In addition, schedules of test questions, pre- viously prepared for use of visiting committees, were assigned the various classes and their written 15 answers submitted as confirmatory evidence of the character of the work accomplished. These findings were reported to the faculty, and upon their char- acter was determined the future relationship be- tween each individual high school and the univer- sity. i ' This system prevailed until three years ago (1899), when stress of numbers, inadaptability of certain members of the faculty to do the work of in- spection, and a desire for greater uniformity of standards and methods necessitated a change. Fol- lowing the example of several of her sister institu- tions, the University of Michigan appointed a spe- cial official to take sole charge of inspection and to report his findings to a so-called diploma school- committee, composed of heads of departments, with the president of the university as chairman. This plan of inspection now obtains, in some form or other, in connection with all the great universities of the Northwest, except the universities of Min- nesota and Indiana. The smaller institutions gen- erally accept the standards set by the great univer- sities of their respective States. (Minnesota uses the system with modifications, see App. II, p. 1.) "The inspector visits the schools without previous notification. He learns the population of the city, the total enrollment of the schools, the enrollment in the high school, and the number of teachers em- ployed, both in the grades and in the high school. He acquaints himself with the teachers of the high school, inquires concerning their academic and pro- fessional preparation, the subjects they teach, and the number and average length of their daily class periods. He visits the class rooms, analyzes the work of the teachers, and endeavors to determine the efficiency of each by noting his aim and plan of lesson, his mastery of the subject, his skill in adapt- ing the lesson to the needs and capacities of his pupils, his ability to analyze and classify difficulties, his power to attract and hold attention, his skill in the art of questioning, his assignment of the lesson ; 16 he also notes the manner in which the pupils have attacked the lesson, their habits of thought and study and the general spirit and progress of the class. He examines the course of study, the text-books used, the library and laboratory facilities; he takes note of the plan of organization, the character and meth- ods of discipline, and the intellectual and moral tone of the school; and he ascertains the average size of the graduating classes, the number of graduates at- tending higher institutes of learning, the number now preparing for such education, the attitude of the patrons and the community toward the school and toward educational affairs generally. Finally, he examines the structure, capacity, heating, lighting and ventilating of school buildings. # # # # * As to admission by certificate he says : "At least four conditions must be fulfilled before an applicant can receive recognition at the hands of the university : i i 1. The applicant must have received his prepar- atory training in an accredited high school. "2. The applicant must be a graduate of an ac- credited high school. The university sets the stamp of its disapproval upon non-high school graduates and will give them no recognition (by the accredit- ing system) whatever. Only the finished high school product receives consideration. "3. The applicant must present a regulation cer- tificate, furnished by the university and properly filled and signed by the superintendent or principal of high school; this certificate states that he has completed all the work required for entrance to the university and specifies the branches pursued, num- ber of weeks and of recitations per week devoted to each, text-books used, and the teacher's estimate of his scholarship in the several branches. "4. The applicant must furnish a recommenda- tion from the superintendent, high school principal, or faculty attesting their belief in his ability to pur- sue university work with pleasure and profit to him- self and credit to the university. 17 "It should be observed that after the first semi- annual examination of the freshman year the rec- ords of scholarship attained by the students thus recommended are reported back to their respective high schools, and the credit or discredit, after mak- ing due allowances for changed conditions, is charged accordingly. So deeply is the responsibility felt by high school authorities that they are wont to exaggerate on the side of conservatism. This is not only the testimony of superintendents and principals themselves, but it is demonstrated by the fact that every year numbers of students who have been re- fused recommendations by the accredited schools present themselves and enter the university by way of the examination door. This requirement has led not a few high school authorities to grade the diplo- mas granted to the graduating classes as 'A' and '!>,' the former entitling the holder to certificates of admission to the university and the latter withhold- ing such privilege. # # # # # "As to scholarship, little better can be done than to summarize a report made by a committee of the faculty appointed to investigate the standings of students admitted on certificate as compared with those admitted on examination for the first nine years of the existence of the accrediting system. This committee made a careful study of the exam- ination records of all the members of the freshman classes for the period named, and tabulated the re- sults in such manner as to show separately the standings of those admitted on certificate and those admitted on examination — a study involving more than 1,000 students and more than 10,000 examina- tions. The committee refrained from examining the records subsequent to the freshman year, in the be- lief that one year in the university ought to oblit- erate the main distinctions arising from differences in preparatory schools. From the tables thus framed and classified the committee computed the percentages of scholarships from each class by di- viding the number of examinations successfully 18 passed by the number that, by order of the faculty, ought to have been passed. The following are the results obtained: Total number of students admitted on certi- ficate 470 The percentage of scholarship 88 . 91 The total number of students admitted on ex- amination 574 The percentage of scholarship 87 . 22 "It will be observed that the committee found a slight balance in favor of admission by certificate, showing that the university was the gainer, rather than the loser, by the change. W tF rrt" t? •& *n* "1. Its Inflence Upon Standards. — Before a school can be accredited it must offer all the branches required at the university for admission; it must pur- sue them for certain periods of time, the minimum of which is specified; it must give suitable oppor- tunities for library and laboratory work, and it must attain a certain fixed degree of thoroughness, vital- ity, and spirit of scholarship. The inspector comes, backed by all the authority and influence of a great university, examines these standards according to his definitely fixed ideals, and reports back to the proper authorities. Upon this report hang in a large measure the reputation, the influence, and the prestige of the school, and therefore a favorable out- come is highly prized. Inspectors are frequently requested by superintendents to examine their schools unofficially for the sole purpose of aiding them in marking and bettering their standards. "2. Its Influence Upon the Teaching Force. — After the inspector has examined a high school, as heretofore outlined, comes the conference. Here he explains to the superintendent or principal the con- ditions as he sees them, commending the good and pointing out the bad. He explains the theories of the university, changes in requirements for admis- sion, and plans in operation in the best high schools, and he suggests ways and means for correcting defi- 19 ciencies and laying solid foundations for scholar- ship. He advises also concerning the organization, the methods of discipline, the courses of study, libra- ry and laboratory facilities, text-books, and sup- plies. The inspector listens in turn to a statement of their difficulties, fears, hopes, and ambitions, and aids to the best of his ability in their proper solution. He meets the teachers if need be and gives them op- portunity to .ask for his criticisms, suggestions, and help, an opportunity of which they freely avail them- selves. If the standards of the school are only mod- erately satisfactory or are too low to warrant es- tablishment of accredited relationship, it is placed on the i nursing list* and re-examined the following year. If conducted frankly and sympathetically the conference hour can be made productive of immea- surable benefit. "3. Its Influence Upon Pupils. — The influence of the accrediting system upon pupils has already been indicated. There needs to be added, however, that the opening of the university door to all properly ac- credited students is not the only potent influence at work among them. The repeated visits of the uni- versity inspector are of scarcely less importance. They arouse among the pupils of the average high school a spirit of inquiry concerning colleges and universities; they set them to thinking and to talk- ing about going to college, they intensify their de- sires and stimulate their ambitions to make the trial. "4. Its influence Upon the Boards of Education and the Communities. — The boards of education and the communities always desire the highest possible efficiency of their schools, and they have come to measure this efficiency by the recognition the schools receive at the hands of the university. They there- fore cordially invite the university inspector, earn- estly seek his opinions and advice, and give serious consideration to all his recommendations. ' ' 20 a President Angell in his annual report for 1882 says: ' ' ' This innovation on old customs, like all in- novations, and chiefly because it was an innova- tion, was met at once with severe criticisms, and especially by some distinguished educators in the older colleges, fearing, as was alleged, that such a system would bring down the standards of col- leges. Experience, however, has proved that there was no ground for fear, except that the thing was new and not practiced in the mother colleges. Two facts are to be noted among the results : (1) The standard of preparation in the high schools, if affected at all, has been elevated rather than low- ered; (2) the State system of education has be- come a reality. It is obvious that there can be no system, properly so called, without an actual and living connection and communication among its members. By calling for the visiting or examin- ing committee of the faculty the high schools have been brought into that vital connection with the university which makes them parts of a natural organism and, so far as concerns our schools, our State system no longer exists merely on paper. " 'No one can look into the condition of these schools without feeling satisfied that this con- nection has had the effect both to animate their students and to encourage and strengthen the teachers, while it has brought about a more per- fect unity of plan and method in the schools of the State in general. In short, it gives to our schools, otherwise isolated, a bond of union and a center of life. We are convinced, as the result of an experi- ment of ten years, that this co-operation plan, es- pecially if entered into by the few remaining schools, and thus perfected, will give a charac- ter of consistency, solidity, strength, and efficiency to the educational work of the State, which will leave nothing further to be desired but the unin- terrupted operation and movement of the sys- tem.' " 21 Prof. Whitney adds: "At that time there were 16 schools upon the ac- credited list; to-day (1902) the number has swelled to 250. In a recent interview President Angell, in the light of the twenty years that have passed since that report was written, emphatically confirms the position there taken.' ' Professor E. Gr. Dexter, of the Chair of Education at the University of Illinois (to whom we are indebted for the bibliographic list) says (National Conference on Secondary Education and Its Problems, N. W. XL, 1904, pp. 96-97) : "In 1895 a regular high school visitor was first appointed (by the University of Illinois for the high schools of Illinois), the examination of schools having been up to that time carried on by means of occasional visits by various members of the Uni- versity faculty. For the years since that time the number of schools upon the accredited list is as fol- lows: 1896 . . 135 1898 . . 163 1900 . . 193 1902 . . 231 1897 . . 150 1899 . . 179 1901 . . 208 1903 . . 250 From Leland Stanford Junior University Eegistrar Elliott sends us a letter strongly commending the sys- tem of accredited schools maintained by the State Uni- versity of California, and adds: "At present, however, the requirements of the two universities are so nearly in accord that we ac- cept California's accrediting without question. I may say that the system developed by the State University for California schools seems to me more efficient than any I am acquainted with. The rela- tions between the fitting schools and the university are very close and have been mutually helpful and satisfactory. There has naturally been some com- plaint of arbitrary action on the part of the ex- aminers, but I have found in general that high 22 school principals regard the relation as beneficial and stinmlating to the best interests of the school." It is worthy of notice that Leland Stanford should thus accept the accrediting of its near neighbor and chief rival without question. Eegistrar Elliott (of Stanford) sends additional papers for use by schools outside of the State of California. Among others the blank form to be filled up by the prin- cipal, in which, after 24 general questions, the principal is required to tabulate the entire work of the pupil in the secondary school from beginning to end, stating for each study pursued the number of weeks during which it was pursued, the number of periods per week, the length of the periods, a description of the studies, of the text books and the amount covered, of the authors read and the pages in each, of the supplemental work done in addi- tion to the text book, the date of completing the work and the grade attained, together with the specific rec- ommendation or denial of recommendation as to each particular study separately, concluding with forms for comments, remarks, opinion and certificate by the prin- cipal, the whole being accompanied by a warning that the same is confidential and should not be made out by nor shown to the pupil, and the further warning that recommendations from schools whose pupils prove un- satisfactory, either because of inadequate preparation, or from want of seriousness of purpose, will ultimately not be considered. From the University of Chicago, Examiner F. J. Mil- ler writes : "The number of schools examined by the Uni- versity is 326, the number approved is 238, with 64 still awaiting a second visit. Before we take a 23 school upon our list we send two separate inspect- ors at different times to visit the school, and upon the concurrently favorable report of these, the school is admitted. We have refused to accept 26 schools after visiting them at least once. ###### "The tests which the University has provided to determine the efficiency of the secondary schools are as follows: "1. The two visits of inspectors which I have mentioned above. "2. The reference to each departmental exam- iner in the University of the work of the school of- fered in the several departments. The data thus referred are taken from the reports of the school itself upon its own work. "3. The observation of the work of the students from the school. It is our custom each spring quar- ter, generally in the month of May, to gather to- gether the results of the work of all the students from the different schools who entered in the pre- vious fall quarter. "We very frequently do accept a school with the exception of some one or two departments. It often happens that a really good school is weak in certain spots and I do not know of a more helpful influence in the school than the refusal of our in- spectors to approve these weak spots. Principals have said to me that this gives them an argument to take before their boards, (who are often preju- diced in favor of certain individuals), which is stronger than anything they could advance from their own local standpoint. And thus it often hap- pens that schools are strengthened as a direct result of our suggestions." Ohio State University has a system of admission both by examination and by certificate. Its high school visitor devotes his whole time to inspecting schools of the state. The approved schools that prepare for all courses in the 24 University, and indeed for all American universities, constitute the accredited list; and their graduates enter upon certificate. Graduates of a second list of recognized schools are accredited to the extent of their certificates in studies as to which the schools are approved, and examined in other required studies. Non-graduates of these two classes of schools, and of all unaccredited schools, are fully examined. The Ohio State University is a memher of the North Central Association of Colleges and Secondary Schools, and as such, honors certificates of schools accredited annually by the Association's in- spectors; and the University, apparently holds that "it is safe for any institution to honor certificates on the North Central list. ' ' Against this view we may commend to careful atten- tion the "Report on Admission to College on Certificate and Examination, ' ' by Principal Charles C. Ramsey, of Fall Eiver, Mass., published in Volume 8 of the School Review, December, 1900, pp. 593-604, with the discus- sion thereon, pp. 605-611, by President Eliot and others. The substance of the objection to the certificate sys- tem is the fear that it will be abused ; that the inspections will become even more perfunctory than they are be- lieved by some to be at present; that the secondary schools, anxious to please their patrons, favor their scholars, or perhaps get rid of undesirables, will improp- erly certify them to the colleges ; and that in the absence of the wholesome check believed to be exerted by the in- dependent entrance examinations of the colleges, there will be a general decline in the scholarly standards for admission. The defenders of the system maintain that the secondary schools are strongly cautioned against these dangers by the still greater danger of thereby los- 25 ing their places on the accredited list, and that in fact, up to date, the tendency is in the opposite direction, viz. : to greater rigor but greater fairness by the Associated Colleges in the accrediting of the schools, and by the schools in the certifying of their pupils, than exists under the examination system itself. Eef erring to the statistics assembled by Prof. Eamsey, Prof. Dexter, of Illinois University, writes : "The returns were in favor of the certificated students; in mental ability, five to one; in the gen- eral performance of college duties, three to one. ' ' The list of articles in the Appendix also contains illus- trative extracts from a series of other articles, both on the certificate system and on the examination system. The evils of the examination system are freely recognized by the great majority of teachers, and are frequently deplored as inevitable. After a presentation of illustrations of these evils, taken from the papers of twelve leading schools and academies of New England, Hon. Charles Francis Adams, of the Class of '56, says on this subject, in the Graduates Magazine for January, 1893: "Do not the results of the present system of fit- ting for the college entrance examination tend to show that the system now in use, at Cambridge at least, is working serious educational injury, and stands in urgent need of immediate and radical ref- ormation? Might not better general results be at- tained (worse, in some respects, would scarcely be possible!) if, in the case of some dozen or twenty institutions which would agree to conform their whole system of courses and instruction to certain approved and specified methods, and a defined and definite programme of studies, the entrance exam- inations were wholly done away with, and students 26 were admitted on probation by certificate? Might not the experiment be at least well worthy of trial? "Candidates from other schools not of recognized standing as preparatory institutions might always present themselves for examination, as now, and the list of officially accepted academies might be annu- ally revised, and increased or reduced in the light of practical results. No academy, once accepted, could afford to be stricken from the list, and teach- ers would be under continual bond not to certify scholars who were unprepared; all such they would send up as now to take their chance in the examina- tion. 1 i Under such a system the responsibility would be transferred from the examiner to the teacher. The latter would then have ample room and scope enough. No longer compelled to cram, he might seek to ed- ucate. The college, on the other hand, would bring its direct influence to bear on the whole course of preparatory education, and not judge of the can- didate's proficiency wholly by a superficial exam- ination, the result of which, as the papers here printed already show, is largely a question of in- dividual nerve-power in presence of an ordeal long anxiously prepared for. Is it not possible that, by this route, the seat of the existing trouble might most quickly, as well as most effectually, be reached ? ' * The weak point in the system of inspection and accred- iting is the inadequacy of the inspection. Upon this point President Eliot said (to the N. E. Assn. of Col- leges and Prep. Schools, Oct. 12, 1900, 8 School Eev., p. 610), cited in Appendix II, p. 6, infra: "In the first place, in New England we have no system of really examining the condition of the sec- ondary schools; therefore, the experiment of certi- ficates is tried under the most disadvantageous pos- sible circumstances. When it was first introduced into this country, an argument was made in favor of it from the German practice, secondary schools 27 in Germany giving an outgoing certificate valid at the university. A fatal defect in the argument was that the German secondary schools are supervised by competent government educational authorities; ours by none. In New England we have nothing more than an occasional friendly visit to some schools by some college officer. That is an extremely weak and imperfect method, though perhaps bet- ter than nothing. We are, therefore, trying the cer- tificate system under the worst possible conditions. The public, or a student of this subject like myself, cannot get the facts which are necessary to an under- standing of the working of either the certificate or the examination method. At Harvard we publish every year the number of rejections at our exami- nations, the percentage of rejections, the number of rejections in every subject in which we examine, and the percentage of rejections in the sub- ject in which we examine. I know no other institution in this country which does this. Yet this publicity is necessary to secure for a student of the subject the results of the ex- perience of large numbers of institutions. Without publicity we cannot get evidence of the working of these two systems.' ' He suggested that in New England the certificate sys- tem has the aid of three colleges which adhere solely to the examination system ; — and whose influence tends to keep the secondary school examinations up to a high stand- ard. He also pointed out that statistics usually show that the certified students stand higher in college than the examined students ; but denied that this implied any superiority in the certificate system, the fact being that where the certificate system prevails, the secondary schools certify their superior pupils, leaving the infer- ior pupils to take the college examinations. This suggests that the secondary schools are doing their work in good faith. 28 On the same point Dean B. S. Hurlbut writes, under date of May 19, 1906, as follows: "Admission by certificate I do not care for, for I believe that examinations, far from perfect tests as they may be, are, nevertheless, a better criterion of a student's fitness to carry on work in college. I do like such an inspection of a student's school rec- ord as has now been adopted by our committee on admission. This will have, when it considers the re- sults of a candidate's examinations, a statement from his teacher of the quality of the work in his school, and the time devoted to each subject. The most important step that Harvard has taken, the details of which are just completed, is the accept- ance of the examinations of the College Entrance Examination Board as substitutes for our own ex- aminations. The board can hold examinations in far more places than Harvard can ever hope to, and thus bring Harvard within the reach of far more boys than would think of coming to Harvard were they obliged to go to places where our examinations are held. This, I believe, is one of the most impor- tant changes our faculty has made in years." As this report is passing the final proof reading comes the letter of Secretary T. Gr. Hart dated May 21, saying : "I enclose a copy of the circular letter we shall send this year to headmasters of schools from which boys apply for admission. By means of this letter the Com- mittee on Admission will have before them at the time when any individual's admission is considered not only his examination record but also the kind of information that is ordinarily given on certificates such as are used in colleges which admit by certificate." The enclosure is a blank certificate of honorable dis- missal, with a page, devoted to "record of school work", providing a schedule of "prescribed subjects", "length of time studied", "hours per week and years", "aver- 29 age grade", " remarks" and a space for "an estimate of the candidates quality". It is somewhat like the Leland Stanford certificate but much less thorough and much less rigorous. He also sends at the same time copies of the article on "New Methods of Admission to Harvard" reprinted from the Harvard Graduates' Magazine for June, 1906, which we include in the Appendix. The progressive steps taken by the university during the past year deserve recognition by the friends of edu- cation everywhere, and are distinctly grounds for con- gratulation by the Associated Clubs. They show that the university authorities are alert to secure the best relations with the secondary schools in all parts of the country. These steps are installments leading on to fur- ther progress still to be made. The responses to our circular indicate that most of the schools prefer some form of the accrediting system. Those which oppose it are mainly old or well equipped schools, whose methods are closely adjusted to the exist- ing status quo. Naturally they do not desire to change. The schools of the Middle West and South, on the other hand, responding to the influence of the State Universi- ties, nearly all favor the accrediting system. And it is in these fields that Harvard's influence is most needed. Upon the whole subject of the relation of the colleges and the universities to the secondary schools it may be remarked, that the formation, growth and proceedings of such bodies as the "National Educational Asso- ciation," "New England College Entrance Certifi- cate Board," the "College Entrance Examination Board," the "North Central Association of Colleges and Secondary Schools," the "Association of Colleges and Preparatory Schools of the Middle States and Mary- 30 land", the "New England Association of Colleges and Preparatory Schools", and some other associations that might he named, show that the need of such closer and more harmonious relations is universally felt, and that other institutions are working industriously to bring such relations into effect. For better, for worse, the system of inspection and ad- mission upon certificate is here. A majority of all American colleges employ it to some extent. The vital criticism against it is that there is too much admission by certificate, too little inspection and criticism of the secondary schools. What should the course of Harvard bet Whatever may be said on other phases of the subject we may well agree that the opportunity is open for Har- vard to take the lead in inspecting such of her tributa- ries as invite it; and that there is great need at this time of means for promoting a system of critical inspec- tion of secondary schools. Harvard authorities object to the accrediting system because it is not based on ade- quate inspection; and the schools desire to be accred- ited and invite the inspection, and thereby afford Harvard, as far as may be practicable, the op- portunity to exemplify the type of inspection that is needed. They hold in substance that Har- vard may cultivate closer relations with the sec- ondary schools for her own benefit, for the benefit of the schools, and for the benefit of the entire country; that the inspection of her tributary schools by Har- vard University, so far as desired by them, and their consequent improvement, would indirectly but in- evitably have a beneficial influence on the whole 8,000 secondary schools referred to in our former 31 report. And again they hold that it would benefit the whole 500 colleges and universities, and stimulate any institution whose methods of inspection are perfunctory, to higher and better performance. It has been Harvard's privilege to take the lead in most of the great lasting movements for the improve- ment of American education. Here is a movement which is being forced upon the universities by the growth, the number, the conditions and the needs of the second- ary schools. Harvard may well consider the advisability of establishing a voluntary system of critical inspec- tion of such secondary schools as may invite and wel- come her advice. The University which can examine effectively several thousand pupils every year can develop the methods and instrumentalities for successfully examining the schools as well. The value of Harvard's approval to the second- ary school will be such as to make most schools seek it. The disadvantage of Harvard's disapproval will be such as to make most schools aim to be superior to the neces- sity for it. The replies of the more than forty secondary schools which have responded to your committee's circular, show that they have room for much more thorough and critical inspection now, and that substantially all of them would welcome such inspection from Harvard. It will be observed : That by these suggestions the action here proposed is limited as follows : (1) That the university consider the expediency of inspecting such schools as invite inspection. (It is re- alized that the university may have knowledge of many 32 considerations bearing upon the expediency of such in- spection that may not be accessible to the Committee.) (2) Therefore the recommendation is thus limited, that such inspection with satisfactory results should pre- cede any certification. (3) That action on certification is reserved. (4) That measures to accomplish such inspection, if adopted, will require some time for effectuation. (5) That meanwhile the examination system as modi- fied by the measures of this year will necessarily remain in full force. (6) That if such measures be adopted they will not displace but rather supplement the modified examination system. (7) That not a substitute of one for the other but the combination of the examination system with the ac- crediting system is the ultimate aim of such measures. (8) That this combination is apparently supported by the experience of most of the 339 colleges and univer- sities referred to by the National Commissioner of Edu- cation, as well as by most of the answers we have received from the schools. The investigation of any such question as this inev- itably leads to the conclusion that a great opportunity lies open before the University; that the present means of the University are already overtaxed; and that in order to fulfill her mission and take the lead as the mother and guardian of schools, as well as the alma mater of alumni, her means should be increased, and her resources enlarged so as to become proportionate to the oppor- tunity before her. 33 We recommend action by this body expressing that it is the view of the representatives of the Associated Harvard Clubs here assembled: That we send congratulations to the university for the progressive movement which it has begun for closer re- lations with the secondary schools, and express our con- fidence that it will adopt other wise measures to attain this end as rapidly as the prevailing conditions will per- mit. That among such measures to be taken in the near future we commend to the consideration of the univer- sity authorities the expediency of giving critical inspec- tion to such tributary schools as invite the same. That copies of this report be sent to the tributary schools as well as to the members of the Associated Harvard Clubs. And that a new standing committee be appointed to continue these inquiries and make further report at the next annual session. Eespectfully submitted. Meeeitt Staee '81, WlLBUE H. SlEBEET '89, Committee. Mav 21, 1906. For separate report by Professor Albert Bushnell Hart, '80, see Appendix TV. Appendix: I Circular Letter to the Secondary Schools, with Summaries of Their Replies. II Selected List of Articles Dealing With the Examination System and the Inspection and Certificate System of Admis- sion to College. Ill "New Methods of Admission to Harvard," by J. G. Hart '93. Reprinted from Harvard Graduates' Magazine for June, 1906. IV Separate Report by Professor Albert Bushnell Hart '80. APPENDIX I. ASSOCIATED HARVARD CLUBS. Committee on Secondary Education. Chicago, February 27, 1906. To the Principal or Head Master High School Of or Academy. Dear Sie: The undersigned have been appointed by the Associated Harvard Clubs a committee to make in- quiry in reference to the relation of Secondary schools to university education. We see in the last annual report of President Eliot that your School is mentioned in the list of schools there given (pp. 359-370) as having prepared pupils for Har- vard during the last ten years. We are sending out some inquiries to such schools, upon which your responses will be gratefully appreciated. Different questions will relate more aptly to the facts at different schools ; and perhaps no school will be pre- pared to furnish answers to all. The representative of each school is invited to respond to the questions devel- oped by his own experience. Among the points of interest upon which you are requested to fill in answers upon this sheet, or the blank attached, and return to the Committee, are the following : 1. What courses of study are pursued in your School? Answer : 2. What is the total number of boys and number of girls graduated by your School, year by year, for the last ten years? (Please answer if practicable on blank attached.) 3. How many of these went to college, year by year? (Please answer if practicable on blank attached.) 4. How many went to Harvard? (Please answer if practicable on blank attached.) (Probably many of the schools receiving these inquir- ies will not have detailed records for filling the entire blank for ten years ; but most schools will be able to fill out the last group, viz., of " totals," for the current and preceding year, which will be appreciated, even if no other details are available.) 3 5. From your experience, what suggestions have you to offer as tending to bring about closer relations be- tween the schools of secondary education and the col- leges? Answer: (A fuller answer, by letter, to this and the following questions will be appreciated.) 6. Do you find any difficulty in meeting the entrance requirements of Harvard? Answer: 7. What proportion of the pupils graduating from the primary or elementary schools tributary to your School enter it or some other secondary school? Answer: 4 8. What is the state of preparation for secondary work by pupils entering your School! Answer: 9. What is the quality of the work below the sec- ondary school? Answer: 10. Is it practicable by any means (if so, by what means) to secure better primary work and an earlier en- trance on secondary education? What suggestions, if any, does the experience of your School suggest in refer- ence to this ? Answer: 5 11. In how many colleges and universities is your School so accredited that its pupils are admitted upon certificate f Answer: 12. To what extent is your school "visited," "in- spected," or "examined" by representatives of colleges or universities ; and would such inspection be welcomed by your authorities I Answer: Signed : Principal of School. 6 We have prepared some tables of blank forms cover- ing some of these points, which we enclose herewith, and should be glad to have returned filled up, so far as may- be practicable and agreeable to you, with statistics of your School. We need hardly say that the "Associated Harvaed Clubs" is not an agent of the University. It is a volun- tary association of clubs of Harvard men in different parts of the country who prize the cause of education and who love the University; and who are encouraged by the cordial interest taken by the University teachers in the efforts of the Association to increase the influence of the University throughout the country. The present inquiry goes to other representative schools, and it is hoped that there will be such general response as to afford the nucleus of a fund of informa- tion valuable at once to the schools responding, to the University, and to the cause of education. May we, therefore, request that you will devote a few moments to filling up the blanks in the tables enclosed and to noting answers to the other inquiries upon which the experience of your School may throw light and re- turn same to the chairman at his address given below. Appreciating the courtesy of your attention and re- sponse, we are, Very respectfully, Wilbur H. Siebert, Ohio State University, Columbus. Albert B. Hart, Harvard University, Cambridge. Merritt Starr, Chairman. 916 Monadnock Building, Chicago. Committee. SUMMARIES OF RESPONSES FROM SCHOOLS SENDING B07S TO HARVARD. TABLE I. N»m* of School. Location Course* of Study. No. of their Graduate*. No. of Gradu- ates Entering Colleges in La»t 10 Years. N'o. of their Graduates Entering Harvard ra Last 10 Yeara. Proportion of Pupils from Local -Element arv Schools Entering Secondary School*. For Last 10 Years. Boy*. Girls. Las* Year. Boys. Girls. 1 Adelphi Brooklyn, Academy, N Y Bangor, Bangor, Classical, Two others 10. 23a 11 30 300 4 85%' 2 Four " 1*7 299 24 40 43 3 90% High School, Me 3 Galveston, Ball Galveston. High S. Tex. Two b9 158 9 25 40 1 75% 4 Bloomington Bloomington. Four 110 250 166 2 80 to 90 % H. S. 111. 5 Cleveland Central Cleveland, High S-, O Two " 1915 190 347 23 Best, 100% Poorest, 10% 6 Cutler A. H Priv S. etal 2 SI 39 128 56 Practically ail 7 Colorado Springs Colorado Springs, H. S., Col. Three " 115 216 44 I6S 1 95% 8 Cleveland Cleveland, — M 4 West High. Ohio. 1 9 Cook Acad Montour Falls, N Y 1 90% 10 Denver Denver, High S. (No 1) i Col. ~ Two 450 650 30% to 40% 3 80% 11 De Lancey Phila., Pa. Davenport Davenport, H. £| fa. Three " 150 (7 yrs.) 20 29 12 Two 132 285 26 50 3 33% 13 Episcopal Lancaster, (Yeates) Academy, Pa. One 34 10 5 14 Englewood (Chicago) Chicago, H. S. Groton School Groton, etal. 1500 circa 20% ) 80% 15 » 200 115(7 yrs) 121 Mass. 16 Goodyear (Misses) Syracuse, School. N. Y. " etal 14 2 17 Holbrook's Militarv Sing Sing, Acad. N. Y. " Two others 16K o 18 Harvard School. Chicago " " " 94 85 9 19 Hughes Cincinnati School. O. 446 757 40% (circ ) 6 50% 20 Hotchki&s Lakeville, School, Conn. 400 circa &0% Yale 10% + Harv 18 21 Indianapolis Indianapolis Shortridge H 5. Ind. " Four " l. r ,0 total per an. circ. 4 75% 22 Chicago Latin Chicago Private. Two 70 52 11 23 Lake Forest. Lake Forest, Acad. . 111. One 1G4 s 24 La Grange La Grange, Hi£h School HI. et al 20 (per an circ ) 3 90%. 25 Morristown Morristown, School, N. J. 33 2$ 12 26 Milwaukee Milwaukee, West Side High Wis. Five 196 . 305 32 54 144 54 1 60% 27 Milwaukee Milwaukee, Academy. Wis. Two 65 20 3 Practically all 28 Obcrlin Oberlin, Academy. Ohio. 45 * 29 Orchard Lake Orchard Lake, Military Acad Mich. etal 207 1 30 Northwestern Evanston, Academy, 111 i, •■ •/ 321 193 32 12 80% (circ ) 1 30 Oneonta State. Oneonta, Normal, N. Y. One 8 Nearly alP 31 Pittsfield Pittsfield. High. Mass. Three " 143 311 12 47 61 17 6 90% 53 Prosso Kansas City, Prep , Mo. et al 22 2 33 Patterson-Davenport Louisville, School, Ky One H 4 35 Raven Youngstown, S'chool, Ohio. etal 221 370 30 35 16 66% 3<* Pittsburg Shadyside Pittsburg, Academy, Pa. Redlands Union High Redlands Two 270 2 95% 37 et al. 96 150 20 17 121 1 90% School, Calif. 38 (Tenn. Univ ) — Baker Knoxville, Himel School, Tenn. it ,, I, 1 39 Cincinnati Cincinnati, Woodland High, O. One 317 446 40 44 9 40 Detroit Detroit, Central High Mich. et al 565 1098 77 127 90% 44 Asheville Asheville One 38 (5 yrs ) 11 1 45 Academy, N. Car. University Schooi Detroit of Detroit Mich. •" Three " 150 (7 yrs ) 35 122 3 Practically all 46 Albany Albany H. S.. N. Y. Four " 176 47 University School Columbus Columbus, Ohio. One 1 48 Berwick Berwick Three " 74 29 1 65% Academy. Me. The data for the last three years usually include students now in college (41) The Cleveland South Side High School (42) Grinnell and (43) Woodstock Academies sent letters without data. . The returns from the schools on men entering Harvard vary, from university records, rado Spgs. H. S. . Cleveland West High. . Cook Acad Denver High S. (No I) Dc Lancey. Davenport H S. Episcopal {Yea tes) Acad. (Chicago) Englewood H. S. Groton School. Goodyear (Mioses) School. Holbrook's Military Acad. Harvard School <. State of preparation of their pupils at entrance on secondary schools-quality of elementary education Means of improving elementary work and securing earlier entrance on secondary education Variable Unsatisfactory, especially in English Good. Good. Good; urges more English work in the grades. Good. Excellent up to Oth grade; thereafter impaired • by multiplicity of studies. Draws from \*cl1 conducted private elementary schools. Good. Poor from kick of system and articulation of elementary to secondary schools. Earlier sys tematic training greatly needed. Generally good. Hughes School Hotchkiss School Indianapolis Shortridge H S. Chicago Latin, Private Lake Forest Acad. . La Grange High School Morristown School. Milwaukee West Side High . . Milwaukee Acad Oberlin Acad. Orchard Lake Military Acad Northwestern Acad Oneonta State Normal Pittsfield High . . Prosso Preparatory Patterson Davenport School. Rayen School. Pittsburg Shadyside Acad . Redlands Union High School (Tennessee Universi ty ) — B aker Himel School Fair Fewer subjects should be attempted. Very uneven. Our pupils come from every state in the U S Too many studies pursued; not enough concen- tration. Inclined to be wooden and mechanical Good, but it takes too long for pupfls to reach secondary schools. Oncjrmati Woodland High . . Detroit Central High AshevHle. (N. Car.) Acad. (Pri vate) University School, Detroit, (Private) Albany H. S University School of Coruui- bus, 0.' Berwick Academy, Me Very good. Fairly good.) Very unsatisfactory; so our courses are for years' work. Generally satisfactory, according to prevailing Standards. Fairly good. Pupils come from nil sections of country; chiefly from northern states.' No uniformity. Those from Michigan and N. Y have best preparation. Too much "marking time" dulls the bright boy before reaching secondary school.. Fair. Preparation about 1 2}% below the Massachu- setts average. Quality of. elementary work not good except where much help given out- side school. Begin H. S. work in 8th grade; reduce arith- metic; increase nature work, hisiory. com- position; avoid arbitrary inconsiderate action. Avoid grading by years; more elasticity in grades. Abridge and condense in arithmetic. Elevate requirements as to teachers. Better teachers; better pay for teachers. Believes closer relations would save one year 1m grades. Believes requirements too high and too com- plex; urges simplification and relieving the grades from unprofitable work. Does not favor earlier beginning of prep, work in this school; our grads enter Harvard one year under average age now Better teaching of fewer subjects. Begin H. S. subjects earlier. Urges uniform requirements for admission to secondary schools, with Bd. of Inspection. Favors segregation of sexes. Boys hopelessly in minority, become dissatisfied. Thinks senior study begins too late; suspects the kindergarten is the cause. Begin language and mathematics earlier Secondary work should begin 2 yrs. earlier We are trying Latin, English and Algebra in 8th grade. So long as present requirements are maintained. age of entrance cannot be much reduced. Standards for elementary teachers are too low We receive on examinations at end of 7th grade. Need of better classification of schools into'fZr- tnentary and secondary, with different handling for each. Confine grade work to essentials, more training in English. Am not anxious to have pupils enter secondary schools earlier, but better trained. Better teachers; better pay for teachers; less politics in public schools. H. S. Work should begin in 8th grade. H. S. work should not be hurried or forced. Doubts the desirability of earlier entrance; health first. ( Not advisable to seek earlier entrance. Better teachers; fewer studies; more work on essentials. For real preparatory work maturity an im- portant factor; usually should not begin Before 1 4. Early decision of course and plan necessary to early entrance to college. Employment of educators instead of inefficient teachers in public schools. Believe earlier beginning of 6econdary work practicable. More training in and emphasis on. English and expression are needed. Begin secondary mathematics and languages in 7th year of elementary school. More attention to fundamental studies; nataye 6tudies are poorly taught. Elevation of . standards for primary teachers, requirement of refinement and culture and fitness for teaching, as well as intellectual ability. We begin Latin in the 7th grade and Algebra in 8th grade with good results. Much time is wasted in grammar schools. Better teachers needed. Better enforcement of present lows and require- ments. New requirements with administra- tion removed from politics.. TABLE IVJS Summaries op views op authorities op secondary schools sending boys to Harvard. ■a. How par accredited. b. VIEWS ON THE CERTIFICATE STSTSM. HOW PAR INSPECTED BTf UNIVERSITIES. Is INSPECTION WELCOMED? Adelphi Academy Bangor High School Galveston Ball High School. . Bloomington H. S. ■ . . Cleveland Central High School Cutler A. H. Priv. S. Colorado Spgs. H. S. . . Cleveland West High ... Cook Acad Denver High (No. I). De Lancey. . . Davenport H. S- Episcopal (Ycates) Acad. - (Chicago) Enelewood H. S. Groton School. . Goodyear (Misses) School.. Holbrook's Military Acad. . Harvard School. . . Hughes School. Hotchkiss School. Indianapolis Shortridge H. S. . Chicago Latin Private. Lake Forest Acad. La Granec High Sehovl Morristown School Milwaukee West Side Hi$n Milwaukee Acad.. Obcrlin Acad. . Orchard Lake Military Acad. Northwestern Acad Oneonta State Normal. Pittsfield High •.. Wherever desired. Opposed to certificate system. By all which admit on certificate. . Generally: Univ. Tex.. Chicago, Cornell, etc Generally. Generally. Is qualified, but makes tittle use Of cer- tificates. . By about 20. Mich.. Wis.. Chi., Cornell Colorado, etc o. Generally. Generally. Favors admission by certificate Only by Cornell. Williams, Lehigh. Opposed to certificate system. Generally. Generally. Generally. By Cornell. Syracuse. Wellesley and Smith. Generally By ten leading school*. Generally. b We do not give certificates. a. Generally Our certificates have not been refused; but nearly all our boys enter where certificates are not taken. By all the middle and western institution:, and some eastern. Generally. 6 Favors certificate system. By N. Y. Regents. Alt inspection is welcomed. Not at. all. By Texas and Tulane. Yes. By Univ. of 111.. Chi.. Mich., frequently. Yes. By Univs. of Ohio. Chi.. Mich, et al. b. Yes. By N. Y. Regents. Welcomes thorough inspection. By those named in preceding co'timn at frequent intervals. Very generally and frequently. Yes. By Cornell d at., in N Y.. jfc Yes. Occasionally. Calif. Stanford. Chi.. Wis. b Yes. Only most formally, and that not to see" our work but to secure students. b. Heartily welcomed. Regularly every two years by some, less frequently by the others. No real inspection. Should be glad of college inspection. Annually by state university inspector. None. .Welcomed at any time. Seldom. Welcomed. No regular inspection. Welcomed. Once in 2 years by Michigan and Wisconsin. By Mich.. Ohio and the viwtor of the North Central Association. Nut at all. b. Competent inspection and criticism wel- comed. By a few occasionally. b. Yes. Occasional. Always welcomcd. Prosso Prep. Patterson Davenport School . Rayon School Pittsburg Shadyside Acad. . Redlands Union High School (Tennessee University) — Baker Himel School Cincinnati Woodland High. Detroit Central Hjgh. ... Asheville, (N. Car.) Acad. (Pri- vate). . : "University School (Private) Detroit.. Albany H.S - University School, Columbus, O Berwick Academy, Me. . . ,,. Very little. (Is part of Lake Forest Univ.) Inspection is welcomed Every year by several inspectors, from each larger institution every 3 years. Always welcome. Not any. pupil* go to non