LA 7 / :ond Series Bulletin No. THE INSTITUTE OF INTERNATIONAL EDUCATION GUIDE BOOK FOR FOREIGN STUDENTS IN THE UNITED STATES ,, n NEW YORK JULY I, I92I The Institute of International Education 419 West 117th Street, New York Stephen P. Duggan, Ph.D. DIRECTOR Mary L. Waite EXECUTIVE SECRETARY Telephone: Morningside 8491 Cable Address: "Intered' ADMINISTRATIVE BOARD Herman V. Ames Paul Monroe L. H. Baekeland John Bassett Moore Marion Le Roy Burton Henry Morgenthau Nicholas Murray Butler Dwight W. Morrow Stephen Pierce Duggan E. H. Outerbridge Dr. Walter B. James Henry S. Pritchett Alice Duer Miller Mary E. Woolley BUREAU DIVISIONS Europe Stephen P. Duggan Far East Paul Monroe Latin America Peter H. Goldsmith Scholarships and Fellowships Virginia Newcomb International Relations Clubs Margaret C. Alexander THE INSTITUTE OF INTERNATIONAL EDUCATION GUIDE BOOK FOR FOREIGN STUDENTS IN THE UNITED STATES NEW YORK JULY I, I92I l# nJ* V- o TABLE OF CONTENTS Chapter I. Organization of Education in the United . States Page Complexity I Uniformity of Standard I Variety 2 State Systems 2 Municipal Institutions 3 Private Institutions 3 Denominational Institutions 4 Classification 5 Kindergarten 5" The Elementary School 5 The Secondary School 6 The American College 6 The University 8 Comparison with European and Latin American Institutions 9 Chapter II. The Undergraduate College The Colleges of Liberal Arts and Sciences 11 College Entrance Requirements 12 Accredited Higher Institutions 15 Chapter III. Post-Graduate Education The Graduate School 25 Equivalence of French Degrees 25 Equivalence of British Degrees 26 Chapter IV. Professional Education College of Agriculture 28 School of Veterinary Medicine 33 School of Architecture 33 School of Commerce 34 School of Dentistry 36 School of Education 39 School of Engineering 40 School of Forestry 47 School of Journalism 48 School of Law . 49 School of Medicine 53 School of Pharmacy 57 School of Theology 60 Chapter V. Summer Schools and Extension Work The Summer School 64 Extension Teaching 64 Chapter VI. Women's Colleges Admission 68 Expenses 68 The Students 69 Physical Education 70 Degrees 71 Committee of Welcome 71 Chapter VII. College Life Athletics 73 Fraternities and Clubs 73 Religious Organizations 75 Hazing 75 Chapter III. Foreign Student Organizations Corda Fratres-Association of Cosmopolitan Clubs . 77 Chinese Students' Alliance 77 The Hindustan Association of America 77 The Filipino Students' Federation in America ... 78 Other Foreign Student Organizations 78 Committee on Friendly Relations Among Foreign Students 79 Societies Interested in Foreign Students 81 Chapter IX. Number and Distribution of Foreign Students 82 Chapter X. Living Conditions Lodging and Boarding Facilities 84 Expenses 84 Vacations 86 Travel 87 Student Aid and Self Help 88 Chapter XI. Special Problems Choice of a School 90 Knowledge of English 91 Finances 91 Appendix Table of Degrees 93 Bibliography 97 Map of the United States and Table Showing Dis- tances of Cities of the United States from New York City Summary of Foreign Students in the United States Index PREFACE There are today more then 10,000 foreign students in the institutions of higher education in the United States and in all probability not only will that number increase absolutely but relatively to the total student enrollment. These foreign students come from practically every country in the world and many of them find considerable difficulty in making their orientation here. The semesters, granting of credits, fees, student activities, in fact nearly all aspects of education differ from those to which they have been accustomed. Much time, money, and energy might be saved were foreign students provided with a clear statement of conditions pertaining to higher educa- tion in the United States before leaving their native land. It is to serve this purpose that this booklet is issued by the Institute. The basis of this booklet is a manuscript prepared for the Committee on Friendly Relations Among Foreign Students by Dr. Philip K. Hitti, formerly an instructor and now returning as professor of Oriental History in the American University of Beruit, Syria, to whom grateful acknowledgment is made. The fact that Dr. Hitti was at one time a foreign student in an American institution and later an instructor in another, enabled him to look at the problem from more viewpoints than would probably be true of an American instructor. The manuscript, however, has been submitted to a number of college and university administrators and foreign students, and considerable changes have been made in it as it was received from the Committee on Friendly Relations. The Institute is particularly indebted to Dr. I. L. Kandel of Teachers College, Columbia Uni- versity, for the many valuable suggestions he has made. The Institute of International Education standards of admission to, and graduation from, the principal types of institutions are almost identical. The usual length of the elementary school course is eight years. The age of compulsory attendance is gener- ally from seven or eight to fourteen or fifteen, and there is an upward tendency to sixteen. Public secondary schools, also called high schools, offer ordinarily a four- year course, which is a continuation of the elementary school course. The college course with rare exceptions is four years in length. There is, however, a widespread movement to reorganize the twelve-years' course in ele- mentary and high schools and to devote six years to elementary education, and six to secondary, with a further tendency to divide the six years of secondary work into a three-year junior high school course, and a three-year senior high school course. Thus, underneath the apparent dissimilarity in the foundation, manage- ment, and control of the educational systems in the United States, there is, nevertheless, a fundamental unity of purpose, and a unity of standards and methods. Variety State Systems. The Constitution of the United States does not provide for the control of education by the Federal Government. The Commissioner of Education in Washington has only power to collect and distribute information on conditions of education in this country and elsewhere. Each state, therefore, assumes the task of devising and pursuing its own system. The educational systems of the various states have grown up independently of one another. Their dates of establishment cover a period of almost exactly one century, in the course of which the people have held different philosophies of life and theories of education. The common conception of the part states should play Opportunities for Higher Education in the United States 3 in promoting and controlling education has also varied according to time and locality. In the comparatively newer states of the West and the Middle West the theory prevails that all education from the kindergarten through the university should be supported and managed by the state or local government. On the other hand, in the older states and particularly in the East, elementary and secondary education are left to the state, but higher education is conducted through independent institutions founded originally under various auspices, principally religious. The first public school was established at Dorchester, Massachusetts, in 1639. It was maintained in part by the town and in part by fees paid by the parents of the students attending it. The first public school to be main- tained by general taxation was established by vote in the Dedham, Massachusetts, town meeting on January 1, 1644. In 1640, Rhode Island, by a vote of the colony, set apart one hundred acres "for a school for encourage- ment of the proper sort to train up their youth in learn- ing." The school was located at Newport. Municipal Institutions. Education is accepted as a state function but large cities have the right within their charters to develop their own educational policies and institutions. These institutions are mostly of the ele- mentary and secondary types. In recent times, however, a number of municipalities have entered the field of higher education and we have as a result the College of the City of New York, the Universities of Cincinnati, Toledo, Akron, etc., while a number of other cities espe- cially in the West are beginning to provide the first two years of college work in junior colleges. Private Institutions. The American private school is a distinctive expression of national character, yet like other American institutions its origin should be traced The Institute of International Education back to European countries. In earlier times ecclesiastical control prevailed but later the influence became political. The private school antedates the public. One of the first private funds for education in America was estab- lished in 1657, by the bequest of Edward Hopkins, an uncle of Elihu Yale, and one time governor of Connecticut. Out of the Hopkins bequest grew three educational foundations — the Hopkins Grammar School at New Haven, the Hopkins Academy at Hadley, and the fund granted to Harvard College. During the early part of the nineteenth century private initiative was to a large extent responsible for educational activity in the provision of secondary and higher educa- tion in the United States. While the academies were multiplying, many new educational influences were at work, fostered by private individuals and societies. Denominational Institutions. The most extensive pri- vate elementary educational system in the United States is that of the Roman Catholic Church. In 1790, the Roman Catholic Church established its diocesan govern- ment in this country and immediately established pa- rochial schools. As the number of Catholics increased through immigration, the teaching orders of the Church opened schools in all parts of the Union. The establish- ment of Catholic schools received a new impetus from the Baltimore Council of 1884, in which parish priests were charged with the establishment of parochial schools, and Catholic parents were directed to send their children to them. The Protestant churches were earlier in the field of education than the Catholic church. Methodist academies date from the early decades of the last century. Almost all other denominations have since entered the field of education, but their activities are in general confined to higher education. Opportunities for Higher Education in the United States 5 Classification Kindergarten. The first institution of learning to which the child makes his way is the kindergarten. Children below six or seven are received in it. The first kindergarten in this country was opened at Watertown, Wisconsin, in 1855, by Mrs. Carl Schurz, and was followed by others in German communities. The earli- est American kindergarten was established in i860, in Boston by Miss Elizabeth Peabody, who, in 1867, went to Germany to study under Froebel in his Blankenburg kin- dergarten. On her return the following year there was es- tablished in Boston the first kindergarten training school. In 1874, Mr. S. H. Hill, of Florence, Massachusetts, contributed funds to found the first charity kindergarten. The greatest charity kindergarten, however, was devel- oped in San Francisco where the Golden Gate Association at one time maintained as many as forty-one charity kindergartens. Honorable W. T. Harris, Superintendent of St. Louis' public schools and later United States Commissioner of Education, in cooperation with Miss Susan E. Blow, opened, in 1873, an experimental kinder- garten in connection with the public schools of St. Louis. This proved to be a success and the movement spread throughout the country. At present there are over four thousand five hundred kindergartens, public and private, which enroll upwards of two hundred thousand pupils. The Elementary School. The elementary school, as we have observed, was first instituted in Massachusetts. Except in New England, the management of the district elementary schools began in most cases with the Church and gradually got into the hands of the smallest political subdivision, known as the "district." The schools held three, and sometimes four, months' sessions in the winter. The Institute of International Education The Secondary School. The oldest secondary school in this country is the Boston Latin School which was established in 1635, by vote of the citizens in a town meeting. Following the Boston initiative similar schools were established in New Haven (1642), Hartford (1642), and New Amsterdam (1659). The William Penn Charter School of Philadelphia and the King Williams School in Annapolis are products of the close of this century. The Revolutionary War was a time of transition and a new type of institution, known as the Academy, sprang up following the English precedent. The earliest school by that name was established in Philadelphia in 1751, as the result of a proposal made by Benjamin Franklin in 1743. At the beginning of the nineteenth century, the first step in the establishment of public high schools to supple- ment the academies was taken, under the lead of Boston, in 1821. The American College. The American college was the first institution for higher education to be founded in the United States. Harvard was the first college established in America — the date of its founding being 1636, six years after the founding of the Massachusetts Bay Colony. Boston at that time was a village of about thirty houses. Oxford and Cambridge furnished the prototype for Harvard College. Most of its earlier graduates entered the Christian ministry. The second college, that of William and Mary, was founded in Williamsburg, Virginia, in 1693; and the third college was Yale, which originated with a meeting of pastors in Branford, near New Haven, and was located at Saybrook, Connecticut, for fifteen years after its establishment in 1701. The second period of activity covers the latter half of the eighteenth century and includes King's College, now Columbia (1754); The Opportunities for Higher Education in the United States 7 University of Pennsylvania (1757); Princeton, formerly the College of New Jersey, (1746); Brown University (1764) ; Queen's College, now Rutgers, (1766) ; Dartmouth (1770); and Hampden-Sydney (1776). These were fol- lowed sometime later by a new type, the state uni- versity — Tennessee (1794); North Carolina (1789); Georgia (1784); Indiana (1820); and Virginia (1819). Many smaller denominational colleges, some of which have obtained a great prominence, like Williams (1793); Bowdoin (1794); and Amherst (1821), were also founded in this period. In the third period, which began the latter part of the nineteenth century, three great forces for the advance- ment of American higher education were at work; the Civil War, commercial prosperity, and the scientific movement. Under this stimulus such institutions as Cornell (1868), Johns Hopkins (1876), Leland Stanford, Jr. (1891), and the University of Chicago (1892), were founded. The colleges today vary considerably in size ; the major- ity are independent institutions and do not offer graduate work at all, or only within the limits of their resources. The small college, while more restricted in its offerings and limited in its equipment, offers other advantages which for the foreign student may outweigh the dis- advantages. The personal touch and relationship which are more likely to prevail in a smaller college offer an atmosphere in which the foreign student may more readily identify himself with the spirit of the institution. Most of the small colleges were and still are denomina- tional. Although they may attract mainly students from their own denominations, they are open to all. These denominational institutions are most numerous in the South and Middle West. While they lay special stress on religious education and outlook, the tendency to require The Institute of International Education attendance at religous exercises is not as marked as it once was. Opportunities for religious worship are found, however, in all institutions, as a rule, irrespective of their affiliations. Many of the leading institutions for higher technical instruction while not bearing the title of college or uni- versity, are equal in rank and general character. Such are the foremost engineering colleges, like the Massa- chusetts Institute of Technology, Worcester Polytechnic Institute, Rensselaer Polytechnic Institute, Stevens In- stitute of Technology, Carnegie Institute of Pittsburgh, and the Case School of Applied Science. Many of the states through federal grants have established and main- tain separate institutions for agriculture and engineering. While, as will be seen from the list of colleges given on pages 16-24, many of the colleges are coeducational, a number of independent women's colleges exist. Their general characteristics in point of scholarship, academic status, and college life are given in some detail in Chapter VI. The American college is a unique institution. It seems to have no exact counterpart in the educational system of any other country. It is the nucleus from which all higher institutions of learning have sprung. Traditionally, its curriculum covers a period of four years and leads to the Baccalaureate degree. The University. The American university is the out- growth and the expansion of the American college. Before the last quarter of the nineteenth century there were no universities in the modern sense of the term. With the rise of professional schools of theology, law, and medicine, the American college began to approach university organization. The university then came to be designated as an institution composed of a college and one or more professional schools, each under the Opportunities for Higher Education in the United States 9 control of a separate faculty. Nevertheless the terms "college" and "university" are still sometimes used inter- changeably and are often confused. In some states it has been possible to secure a university charter on the strength of achievement possible in the future, rather than accomplished in the past. Thus today we find many colleges offering but a single course leading to the Bachelor's degree and yet chartered as a university. In the strictest sense of the term a university is an insti- tution maintaining, in addition to the college proper, professional and graduate departments offering advanced degrees. The specialized departments of the university include besides the graduate schools of arts and sciences, schools or colleges of engineering, agriculture, medicine, pharmacy, law, commerce, education, and theology. Columbia, California, Chicago, and Illinois universities, each have a dozen or more of such schools or depart- ments. In their early development American univer- sities consciously followed the German type. Comparison with European and Latin American Institutions The lack of standard which we have previously observed is the chief characteristic which distinguishes the Amer- ican system of education from the European systems. Experiments in education are constantly being conducted in this country and the results accomplished by one institution are available to all others. The individualism of the American people is nowhere else better revealed than in their institutions of education. Another feature of American education is its demo- cratic character. Next to the political institutions the educational institutions best reflect the democratic tendencies of the American people. American education is so graded as to make the secondary school the con- io The Institute of International Education tinuation of the elementary school, and the college the continuation of the secondary school. In France and Germany, and to a certain extent in England, the ele- mentary and secondary systems are not well articulated. Transference from the one to the other is not easy except at one or two points. The elementary school in many cases is not a preparatory institution for the secondary school but an institution furnishing education for the children of the laboring and artisan classes, whereas the secondary school is intended to fit the more well-to-do children for the professions and for civil life. Much of the work that is done by the French lycee and the German nine-year secondary schools is included here in the secondary school and in the first two years of college. The standard attained by the completion of an Ameri- can secondary or high school course together with the first two years of college would correspond approximately to that of the Baccalaureat of the French lycee, or the Abiturientenzeugnis of the German gymnasium. Our professional schools which require two years of college study for entrance have an equivalence with the French and German universities, which are open only to the holders of the Baccalaureate degree from the lycee or the gymnasium respectively. Opportunities for Higher Education in the United States 1 1 Chapter II THE UNDERGRADUATE COLLEGE The Colleges of Liberal Arts and Sciences At the core of every American university stands the collegiate department variously called the undergraduate department, the school, department or college of arts and sciences, the college of letters, the college of liberal arts, etc. Graduates of recognized high schools and private schools, and students who give evidence of equiva- lent preparation are admitted to the school of arts and sciences. The average age of students entering college is eighteen or nineteen years, making the average at graduation twenty-two to twenty-three years. The College offers a four-year course leading to the Bachelor's degree, of which there are three chief groups, namely— A.B., B.S. and Ph.B.* The early practice of prescribing courses of study for the Bachelor's degree has practically broken down. The required studies are confined to two or three subjects and the student is allowed freedom of choice with respect to the rest of the program. A still later development, known as the "group system" came to meet the needs of students, and was first put into practice at Johns Hopkins University. The theory is that work should be concentrated along certain lines to definite ends. Certain groups of studies are organized to correlate with a single central subject and to permit the students to choose one of these groups. Princeton was a pioneer in what is called the "preceptorial system" by which each student * See Table of Degrees, p. 93. 12 The Institute of International Education is carefully supervised and assisted in his studies. The assistant professors are the preceptors, whose duty it is to meet the students in little groups to give advice and test the faithfulness and accuracy of their work. The semester system is followed by most universities — the first semester extending from the latter part of September to early February, and the second semester terminating about the middle of June, but the practice of dividing the year into four terms is gaining in favor especially in the West. Some of the universities in California open in August and close in May. Each semester culminates in an examination designed to test the knowledge of the student in the branches he has studied. Many of the colleges have adopted the "honor system" in the written examinations according to which no proctors supervise the examination period. This system endeavors to cultivate honesty in examinations. The offender is usually suspended by the Student Council. The instruction in the school of arts and sciences is carried on by means of lectures, recitations, discussions, and various kinds of written exercises. In the Freshman and Sophomore years — the first two years of the college course — instructors usually assign a definite number of pages from a prescribed textbook and the student's knowledge is tested by recitation. In the last two years lectures become more the rule and periodic examinations take the place of formal recitations. College Entrance Requirements Admission to a standard American college is, in general, based on the completion of a four-year course in a secon- dary school. Expressed in terms of the "unit," it is the equivalent of fourteen to sixteen units. A "unit" repre- sents a year's study in any subject in a secondary school, constituting approximately a quarter of a full year's Opportunities for Higher Education in the United States 13 work. A four-year secondary school curriculum should be regarded as representing not more than sixteen units of work. This definition assumes that the length of the school year is thirty-six to forty weeks; that a period is from forty to sixty minutes in length and that the study is pur- sued for four or five periods a week. There are three methods of admission; first by cer- tificate from an accredited high school. This method prevails in the West and Middle West. Second by an examination conducted by the college, itself, or by the College Entrance Examination Board. This method is followed in the East. The third method is by passing a "psychological test." This method, recently adopted by Columbia University, is a further development of the type of tests used by the School of Military Aero- nautics during the war and is meant to determine, not so much the fund of information possessed by the student as his ability accurately and clearly to use his common sense. Only those who complete their secondary school work with high records are allowed to take the test. The physical condition of a student is more and more being taken into consideration by college authorities. Some colleges are beginning to require a certificate of health for admission. Foreign students are advised to bring with them as detailed a statement as possible of the nature and amount of work pursued and completed by them. Such state- ments should be translated into English, wherever necessary. It is especially important to present diplomas or certificates obtained from institutions previously attended by them and preferably those that are usually recognized in the countries of their origin. They should also bring copies of the calendars of the universities or institutions in which they have studied. H The Institute of International Education It is suggested that students bring no ordinary text- books since the libraries supply all the copies needed. What is wanted, however, is material dealing with educa- tion in your own country, such as reports, pamphlets, etc., of which there is usually a great dearth here. The Credit System. Students from foreign countries are sometimes confused when reading about points and credits in the American university calendars. Therefore, a short word of explanation may be necessary in this connection. A particular course in the calendar is put down as counting two or three points (or hours) per semester or term, as the case may be. This repre- sents roughly the number of hours of work in lectures and in preparation that is expected to be devoted to it. A student "gets his points" {i.e. passes his course) if he has attended regularly, done the work, and passed the examination in this particular subject at the end of the semester. The average student takes about fifteen points per semester. This will leave him to complete the hundred and twenty points that is normally required for the Bachelor's degree in four years (at the rate of thirty points a year). In some universities tuition fees are fixed sums per semester; in others, like Columbia, Chicago, etc., they are proportional to the number of points taken. In some state colleges no fees are charged to a student after he has been a resident for one year in the country. This system enables students to work at almost any rate they please within the limits of human possibility. Some students who do outside work to earn a living, carry proportionally less points, and it will take them corres- pondingly longer to get the full number of points required for a degree. Other students with ability and energy enough to devote every possible moment to studying may considerably shorten their period of study by carry- Opportunities for Higher Education in the United States 15 ing more than the average number of points per semester and by attending summer sessions where from six to eight points per session may be earned. It is, however, advisable that during the first semester students do not take more than the normal number of points, since it usually takes some time to become adapted to the new conditions of work. When, therefore, a calendar says that it requires a minimum from sixty to seventy-five points post-graduate work for the Ph.D., candidates must remember that whatever time is devoted to the Ph.D. thesis must be added to the two years or more; and this will vary, as has been said before, with the difficulty of the problem and the amount of work already done upon it. If candidates prefer to work on their dissertations contemporaneously with their class work (as very many do) it will only mean that the required number of points will be spread out over a longer period of time than an individual puts in on his work. In the case of the higher degrees, the number of points are given simply as a general indication of the time and work that will be involved. It is not prescribed in any sense nor in every case strictly adhered to. In each individual case it depends on the general status of scholarship at- tained, and on the judgment of the faculty of a department in which a candidate is majoring as to whether he is fully qualified to proceed to the final examination, or not. In most cases the number of points indicated will be a bare minimum. Accredited Higher Institutions The list of institutions given below was drawn up by the American Council on Education and printed in the Educational Record, April, 1920. It represents those institutions whose degrees may be accepted for advanced study by American and foreign universities. i6 The Institute of International Education ALABAMA University of Alabama University Coed ARIZONA University of Arizona Tucson Coed CALIFORNIA California Institute of Technology Pasadena Men Leland Stanford Junior University Stanford University Coed Mills College Mills College Women Occidental College Los Angeles Coed Pomona College Claremont Coed University of California Berkeley Coed University of Southern California Los Angeles Coed COLORADO Colorado Agricultural College Fort Collins Coed Colorado College Colorado Springs Coed University of Colorado Boulder Coed University of Denver University Park Coed CONNECTICUT Connecticut College for Women New London Women Trinity College Hartford Men Wesleyan University Middletown Men Yale University New Haven Men DISTRICT OF COLUMBIA Catholic University of America Washington Men George Washington University Washington Coed Georgetown University Washington Men Trinity College Washington Women FLORIDA Florida State College for Women Tallahassee Women John R. Stetson University De Land Coed University of Florida Gainesville Men GEORGIA Agnes Scott College Decatur Women Emory University Oxford Men Mercer University Macon Men University of Georgia Athens Men Wesleyan College Macon Women Opportunities for Higher Education in the United States 17 IDAHO University of Idaho Moscow Coed Armour Institute of Technology Augustana College Carthage College Illinois College Illinois Wesleyan University Illinois Women's College James Millikin University Knox College Lake Forest College Lewis Institute Lombard College Monmouth College Northwestern College Northwestern University Rockford College University of Chicago University of Illinois Wheaton College Butler College De Pauw University Earlham College Franklin College Hanover College Indiana State Normal School Indiana University Purdue University Rose Polytechnic Institute St. Mary of the Woods University of Notre Dame Wabash College Coe College Cornell College Drake University Dubuque College Crinnell College Iowa State College of Agricultural and Mechanical Arts ILLINOIS Chicago Men Rock Island Coed Carthage Coed Jacksonville Coed Bloomington Coed Jacksonville Women Decatur Coed Galesburg Coed Lake Forest Coed Chicago Coed Galesburg Coed Monmouth Coed Naperville Coed Evanston Coed Rockford Women Chicago Coed Urbana Coed Wheaton Coed INDIANA Indianapolis Coed Greencastle Coed Earlham Coed Franklin Coed Hanover Coed Terre Haute Coed Bloomington Coed La Fayette Coed Terre Haute Men Terre Haute Women Notre Dame Men Crawfordsville Men IOWA Cedar Rapids Coed Mount Vernon Coed Des Moines Coed Dubuque Men Grinnell Coed Ames Coed 1 8 The Institute of International. Education Iowa State Teachers' College Cedar Falls Coed Iowa Wesleyan College Mt. Pleasant Coed Luther College Decorah Men Morningside College Sioux City Coed Parsons College Fairfield Coed Penn College Oskaloosa Coed Simpson College Indianola Coed State University of Iowa Iowa City Coed Upper Iowa University Fayette Coed Union College of Iowa Des Moines Men KANSAS Baker University Baldwin Coed Bethany College Lindsborg Coed College of Emporia Emporia Coed Fairmount College Wichita Coed Friends University Wichita Coed Kansas State Agricultural College Manhattan Coed Midland College Atchison Coed Ottawa University Ottawa Coed Southwestern College Winfield Coed University of Kansas Lawrence Coed Washburn College Topeka Coed KENTUCKY Central University of Kentucky Danville Men Georgetown College Georgetown Coed Transylvania College Lexington Coed University of Louisville Louisville Coed University of Kentucky Lexington Coed LOUISIANA Louisiana State University Baton Rouge Coed Tulane University of Louisiana New Orleans Men Sophie Newcomb College for Women New Orleans Women MAINE Bates College Lewiston Coed Bowdoin College Brunswick Men Colby College Waterville Coed University of Maine Orono Coed MARYLAND Goucher College Baltimore Women Johns Hopkins University Baltimore Coed Loyola College Baltimore Men Opportunities for Higher Education in the United States 19 Maryland State College College Park Men Mt. St. Mary's College Emmitsburg Men Rock Hill College Ellicott City Men St. John's College Annapolis Men Washington College Chestertown Coed Western Maryland College Westminster Coed MASSACHUSETTS Amherst College Amherst Men Boston College Boston Men Boston University Boston Coed Clark College Worcester Men Clark University Worcester Men Harvard University Cambridge Men Holy Cross College Worcester Men Massachusetts Agricultural College Amherst Coed Massachusetts Institute of Technology Cambridge Coed Mount Holyoke College South Hadley Women Radcliffe College Cambridge Women Smith College Northampton Women Tufts College Tufts College Coed Wellesley College Wellesley Women Williams College Williamstown Men Worcester Polytechnic Institute Worcester Men MICHIGAN Adrian College Adrian Coed Albion College Albion Coed Alma College Alma Coed Hillsdale College Hillsdale Coed Hope College Holland Coed Kalamazoo College Kalamazoo Coed Michigan Agricultural College East Lansing Coed Michigan College of Mines Houghton Men Olivet College Olivet Coed University of Detroit Detroit Men University of Michigan Ann Arbor Coed MINNESOTA Carleton College Northfield Coed College of St. Catherine St. Paul Women College of St. Teresa Winona Women College of St. Thomas St. Paul Men Gustavus Adolphus College St. Peter Coed Hamline University St. Paul Coed 20 The Institute of International Education Macalester College St. Paul Coed St. Olaf College Northfield Coed University of Minnesota Minneapolis MISSISSIPPI Coed Millsaps College Jackson Coed University of Mississippi University MISSOURI Coed Central College Fayette Coed Drury College Springfield Coed Missouri Valley College Marshall Coed Missouri Wesleyan College Cameron • Coed Park College Parkvillc Coed St. Louis University St. Louis Men Tarkio College Tarkio Coed University of Missouri Columbia Coed Washington University St. Louis Coed Westminster College Fulton Men William Jewell College Liberty MONTANA Men Montana State College of Agriculture and Mechanic Arts Bozeman Coed University of Montana Missoula NEBRASKA Coed Bellevuc College Bellevue Coed Cotner University Bethany Coed Creighton University Omaha Men Doane University Crete Coed Grand Island College Grand Island Coed Hastings College Hastings Coed Nebraska Wesleyan University University Place Coed Union College College View Coed University of Nebraska Lincoln Coed University of Omaha Omaha Coed York College York NEVADA Coed University of Nevada Reno Coed NEW HAMPSHIRE Dartmouth College Hanover New Hampshire College of Agricul- tural and Mechanic Arts Durham Men Coed Opportunities for Higher Education in the United States 21 NEW JERSEY College of St. Elizabeth Convent Station Women Princeton University Princeton Men Rutgers College New Brunswick Men Stevens Institute of Technology Hoboken Men NEW MEXICO New Mexico College of Agriculture and Mechanic Arts State College Coed NEW YORK Adelphi College Brooklyn Coed Alfred University Alfred Coed Barnard College New York City Women Brooklyn Polytechnic Institute Brooklyn Men Canisius College Buffalo Men Cathedral College New York City Men Clarkson School of Technology Potsdam Men Colgate University Hamilton Men College of the City of New York New York City Men Columbia University NeW York City Coed Cornell University Ithaca Coed D'Youville College Buffalo Women Elmira College Elmira Women Fordham University Fordham Men Hamilton College Clinton Men Hobart College Geneva Coed Hunter College New York City Women Manhattan College New York City Men New York State Teachers' College Albany Coed New York University New York City Coed Niagara University Niagara Men Rensselaer Polytechnic Institute Troy Men St. Francis Xavier College Brooklyn Men St. John's College Brooklyn Men St. Lawrence University Canton Coed St. Stephen's College Annandale Men Syracuse University Syracuse Coed Union University Schenectady Men University of Rochester Rochester Coed Vassar College Poughkeepsie Women Wells College Aurora Women NORTH CAROLINA Davidson College Davidson Men Trinity College Durham Coed 22 The Institute of International Education University of North Carolina Wake Forest College Chapel Hill Wake Forest NORTH DAKOTA North Dakota Agricultural College Fargo College Jamestown College University of North Dakota Agricultural College Fargo Jamestown University Coed Men Coed Coed Coed Coed Baldwin Wallace College Case School of Applied Science College of Wooster Defiance College Dennison University Heidelberg University Hiram College Kenyon College Lake Erie College Marietta College Miami University Municipal University of Akron Mt. Union College Muskingum College Oberlin College Ohio State University Ohio University Ohio Wesleyan University Otterbein University University of Cincinnati Western College for Women Western Reserve University Wittenberg College Berea Cleveland Wooster Defiance Granville Tiffin Hiram Gambier Painesville Marietta Oxford Akron Alliance New Concord Oberlin Columbus Athens Delaware Westerville Cincinnati Oxford Cleveland Springfield OKLAHOMA Oklahoma Agricultural and Mechanical College Stillwater Oklahoma College for Women Chickasha University of Oklahoma Norman OREGON Pacific University Reed College University of Oregon Williamette University Forrest Grove Portland Eugene Salem Coed Men Coed Coed Coed Coed Coed Men Women Coed Coed Coed Coed Coed Coed Coed Coed Coed Coed Coed Women Coed Coed Coed Women Coed Coed Coed Coed Coed Opportunities for Higher Education in the United Stales 23 PENNSYLVANIA Allegheny College Meadville Coed Bryn Mawr College Bryn Mawr Women Bucknell University Lewisburg Coed Dickinson College Carlisle Coed Franklin and Marshall College Lancaster Men Haverford College Haverford Men Lafayette College Easton Men Lebanon Valley College Annville Coed Muhlenburg College Allentown Men Lehigh University South Bethlehem Men Pennsylvania College Gettysburg Coed Pennsylvania State College State College Coed Susquehanna University Selinsgrove Coed Swarthmore College Swarthmore Coed Temple University Philadelphia Coed University of Pennsylvania Philadelphia Coed University of Pittsburgh Pittsburgh Coed Ursinus College Collegeville Coed Washington and Jefferson College Washington Men Wilson College Chambersburg Women RHODE ISLAND Brown University Providence Coed SOUTH CAROLINA College of Charleston Charleston Converse College Spartanburg University of South Carolina Columbia Wofford College Spartanburg SOUTH DAKOTA Dakota Wesleyan University Mitchell Huron College Huron South Dakota College of Agriculture and Mechanic Arts Brookings University of South Dakota Vermilion Yankton College Yankton TENNESSEE George Peabody College for Teachers Nashville Maryville College Maryville Southwestern Presbyterian University Clarksville University of Chattanooga Chattanooga University of Tennessee Knoxville University of the South Sewanee Yanderbilt University Nashville Men Women Coed Men Coed Coed Coed Coed Coed Coed Coed Men Coed Coed Men Coed 24 The Institute of International Education TEXAS Baylor University Waco Coed Southwestern University Georgetown Coed Rice Institute Houston Coed Trinity University Waxahachie Coed University of Texas UTAH Austin Coed University of Utah Salt Lake City Coed VERMONT Middlebury College Middlebury Coed University of Vermont VIRGINIA Burlington Coed College of William and Mary Williamsburg Men Emory and Henry College Emory Coed Hampden-Sidney College Hampden-Sidney Men Randolph- Macon College Ashland Men Randolph-Macon Woman's College Lynchburg Women Richmond College Richmond Coed Roanoke College Salem Men University of Virginia Charlottesville Coed Washington and Lee University Lexington Men ' WASHINGTON State College of Washington Pullman Coed University of Washington Seattle Coed Whitman College Walla Walla Coed WEST VIRGINIA West Virginia University Morgantown Coed WISCONSIN Beloit College Beloit Coed Carroll College Waukesha Coed Lawrence College Appleton Coed Marquette University Milwaukee Men Milton College Milton Coed Milwaukee- Downer College Milwaukee Women Northwestern College Watertown Men Ripon College Ripon Coed St. Clara College Sinsinawa Women University of Wisconsin Madison Coed WYOMING University of Wyoming Laramie Coed Opportunities for Higher Education in the United States 25 Chapter III POST-GRADUATE EDUCATION The Graduate School The cap-stone of the American University is the graduate school of arts and sciences, more often called the graduate faculty, or the faculty of philosophy. It admits as students only those who hold a Bachelor's degree from a college of recognized standing and offers courses leading to the Master's degrees (A.M., M.S., M.Ped., etc.) and the Doctor's degrees (Ph.D., Sc.D.). No definite practice has yet been established for the admission of foreign students to graduate standing. The subject is, however, being considered by special committees representing the Institute of International Education, the American University Union in Europe, and the American Council on Education. Two of these have already made recommendations with the approval of the leading graduate schools in the country, on the admis- sion of students from France and the British Empire. It should be noted that admission to graduate standing does not imply the granting of a degree within any definite period. The recommendations on the admission of French and British students are as follows: Recommendations Concerning the Admission of Holders of Degrees from French Institutions 1. That the French "licence" be accepted as the equivalent of the American M.A. degree. 2. That the holders of the Baccalaureate who produce evidence of having done one year of graduate study in a French university be admitted to graduate standing. 3. That holders of the Baccalaureate be admitted for one year as "unclassified students" and if they prove their fitness, be then admitted to graduate standing. 26 The Institute of International Education 4. With regard to engineering, medical and other professional degrees, no recommendation is made, as each case must be dealt with on a comparison of the studies required with those already taken. The Office National des Universites et Ecole Franchises, 1834 Broadway, New York City, holds itself in readiness, however, to offer information promptly in case of difficulty. Recommendations Concerning the Admission of Holders of Degrees from British Institutions 1. That students or graduates of Canadian institutions who are candidates for admission to undergraduate or graduate stand- ing at colleges and universities in the United States be classified for purposes of admission as if they had studied at American higher institutions. 2. That holders of the Bachelor's degree from universities in England, Wales, and Ireland and holders of the Master's degree from universities in Scotland (the M.A. is the first degree at Scottish universities) be admitted to graduate registration in American universities, the status of each individual with reference to candidacy for a higher degree to be determined by the merits of his case. 3. That holders of the Bachelor's degree from universities in Australia, New Zealand, and South Africa and from government universities in India be admitted to graduate registration in Amer- ican universities, the status of each individual with reference to candidacy for a higher degree to be determined by the merits of his case. 4. That administrative officers should note that many holders of the Bachelor's degree from institutions mentioned in paragraphs 2 and 3 may need to spend at least two years in preparation for the Master's degree at an American university. But men who have graduated with high honors from one of the institutions noted in paragraphs 2 and 3 will ordinarily proceed to the Master's degree at an American institution in the minimum period. It is expected that other Committees representing the same organizations will make recommendations of a sim- ilar character for students from other countries. These proposals, however, will not absolve a foreign student Opportunities for Higher Education in the United States 27 from the necessity of bringing detailed official records, translated into English, of their previous education as well as diplomas and certificates obtained. Almost all the American graduate schools have been developed within the last generation. Nevertheless the progress achieved by many of them has been un- paralleled by any other university department. Students from abroad will find opportunities for graduate study and investigation in the leading American universities that compare most favorably with any European uni- versity. The Master's degree is usually awarded to students who have pursued post graduate studies for at least one academic year devoted, as a rule, to not more than three studies, one of which, the major subject, receives the claims of the greater part of the student's time and interest. The requirements may include the writing of a thesis approved by the appropriate department. The Doctor's degree is awarded to students who have pursued post graduate courses for usually three years and who have satisfied their particular departments of their mastery of a special subject, and of general acquain- tance with the broader field of knowledge of which their subject forms a part. This mastery is demonstrated, not only by oral and written examination, but by a thesis or dissertation in addition, embodying the results of original investigation and research on some topic previously approved by the professor in charge of the major subject. Some universities require the publication of the dissertation. 28 The Institute of International Education Chapter IV PROFESSIONAL EDUCATION The College of Agriculture The typical school or college of agriculture offers to graduates ,of accredited high schools, or equivalent secondary schools, a four-year course in agriculture leading to the degree of Bachelor of Science. Most of the colleges of agriculture also offer opportunities for postgraduate work leading to the degree of Master of Science or Master of Science in Agriculture, and to the degree Doctor of Philosophy. While many universities undertake to give instruction in medicine, engineering, law and the other professions, agriculture is practically the only one which finds a place in every state university and land-grant college. In the Morrill, or Land-Grant Act of 1862, the United States Congress made grants of public lands to the states, based on their respective representation in Congress, the proceeds from the sale of which should constitute a perpetual fund, the income from which should be devoted "to the endowment, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical subjects, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts." In many of the states this land-grant became the basis for the establishment of a state university. By a series of subsequent acts the federal government has further endowed these land-grant colleges, both for resident teaching and also for the establishment and maintenance Opportunities for Higher Education in the United States 29 of agricultural experiment stations in connection there- with and for the creation of a far-reaching system for extension and non-resident teaching. Under the state and federal acts the state universities and land-grant colleges are therefore required to do three kinds of work: resident teaching, agricultural research, and agricultural extension. The colleges of agriculture now embrace a wide range of specialized departments of instruction, such as animal husbandry, poultry husbandry, agricultural chemistry, dairy industry, agricultural economics, farm manage- ment, entomology, farm crops, vegetable crops, flori- culture, forestry, pomology or fruit growing, landscape gardening, meteorology, plant breeding, plant pathology, soil technology, rural education, rural sociology, rural engineering, and home economics. Many of them also include the basic sciences on which agriculture rests. The typical course of instruction includes fundamental sciences, language, economics, mathematics, together with technical instruction in agriculture and practical work in laboratories, shops, greenhouses, barns, and farms. Colleges and Schools of Agriculture The following list of schools and colleges of agriculture is taken from the Educational Directory, 1919-20, issued by the Department of the Interior, Bureau of Education, Washington, D. C. ALABAMA Alabama Polytechnic Institute Auburn ARIZONA University of Arizona Tucson ARKANSAS University of Arkansas Fayetteville 30 The Institute of International Education CALIFORNIA University of California COLORADO Colorado Agricultural College CONNECTICUT Connecticut Agricultural College DELAWARE Delaware College FLORIDA University of Florida GEORGIA Georgia State College of Agriculture and the Mechanic Arts Berkeley Fort Collins Storrs Newark Gainesville Athens University of Idaho University of Illinois Purdue University ILLINOIS INDIANA Moscow Urbana La Fayette Iowa State College of Agriculture and Mechanic Arts KANSAS Kansas State Agricultural College KENTUCKY University of Kentucky LOUISIANA Louisiana State University and Agricultural and Mechanical College Ames Manhattan Lexington Baton Rouge University of Maine Orono Opportunities for Higher Education in the United States 31 MARYLAND Maryland State College of Agriculture MASSACHUSETTS Massachusetts Agricultural College MICHIGAN Michigan Agricultural College MINNESOTA University of Minnesota MISSISSIPPI Mississippi Agricultural and Mechanical College MISSOURI University of Missouri College Park Amherst East Lansing Minneapolis Agricultural College University Montana State College of Agriculture and Mechanic Arts NEBRASKA University of Nebraska Bozeman Lincoln University of Nevada NEW HAMPSHIRE New Hampshire College of Agriculture and Mechanic Arts Reno Durham NEW JERSEY Rutgers College New Brunswick NEW MEXICO New Mexico College of Agriculture and Mechanic Arts State College NEW YORK New York State College of Agriculture (Cornell University) Syracuse University Ithaca Syracuse 3 2 The Institute of International Education NORTH CAROLINA North Carolina State College of Agriculture and Engineering NORTH DAKOTA North Dakota Agricultural College West Raleigh Agricultural College Ohio State University OKLAHOMA Oklahoma Agricultural and Mechanical College Oregon Agricultural College Pennsylvania State College Rhode Island State College OREGON PENNSYLVANIA RHODE ISLAND SOUTH CAROLINA Clemson Agricultural College SOUTH DAKOTA South Dakota State College of Agriculture and Mechanic Arts University of Tennessee TENNESSEE TEXAS Agricultural and Mechanical College of Texas Agricultural College of Utah Columbus Stillwater Corvallis State College Kingston Clemson College Brookings Knoxville College Station Logan University of Vermont and State Agri- cultural College Burlington Opportunities for Higher Education in the United States 33 Virginia Agricultural and Mechanical College and Polytechnic Institute State College of Washington West Virginia University University of Wisconsin University of Wyoming WASHINGTON WEST VIRGINIA WISCONSIN Blacksburg Pullman Morgantown Madison Laramie The School of Veterinary Medicine The interdependence between animal and plant hus- bandry has made it necessary for several states to main- tain schools of veterinary medicine. They are located in connection with the agricultural colleges in most of the states. The schools of veterinary medicine offer to graduates of a four-year secondary school a four-year course leading to the degree of D. V. M. The New York State Veter- inary College administered by Cornell University is located at Ithaca, New York. The course consists of such sciences, as animal husbandry, chemistry, botany, zoology, physiology and anatomy, with courses in animal pathology, surgery, and medicine. Clinical facilities are provided. The School of Architecture The minimum entrance requirement to schools of architecture is a high school education. In some cases such preliminary requirement includes a few definitely prescribed subjects. The usual length of a course leading to the degree of B.Arch. or B.S. in Arch, is four years, during which practical work during the vacation may be 34 The Institute of International Education required. In one instance (Columbia University), two years of college work are required for admission followed by four years of specialization in architecture; and in two cases (Harvard and University of California), college graduation is required. In combination with schools or colleges of engineering a number of schools of archi- tecture offer courses in architectural engineering, leading to the degree of B.S. in Architectural Engineering. Grad- uate courses leading after one year of study to the M.A. or M.Arch., or M.S. in Arch.* are offered in many insti- tutions. Collegiate Schools of Architecture Members of the Association of the Collegiate Schools of Architecture Carnegie Institute of Technology, Pittsburgh, Pennsylvania Columbia University, New York Cornell University, Ithaca, New York Harvard University, Cambridge, Massachusetts Massachusetts Institute of Technology, Cambridge, Massachusetts Syracuse University, Syracuse, New York University of California, Berkeley, California University of Illinois, Urbana, Illinois University of Michigan, Ann Arbor, Michigan University of Minnesota, Minneapolis, Minnesota University of Oregon, Eugene, Oregon University of Pennsylvania, Philadelphia, Pennsylvania Washington University, Seattle, Washington The School of Commerce The schools of commerce, of business, or of business administration in the United States may be classified in three groups: First — Those corresponding to the collegiate course of four years which require a complete high school edu- cation. These schools give a degree in commerce at the *See Table of Degrees, p. 93. Opportunities for Higher Education in the United States 35 completion of the four years. The course combines cultural subjects and technical business training. In this group belongs the Wharton School of the University of Pennsylvania. Second — Schools which require two or three years of collegiate preparation followed by two years of technical and professional study. This course leads also to the degree of B.S. in Business given by Columbia University, and Amos Tuck School of Dartmouth College. Third — The graduate school of business administration which calls for a complete college course and is thus offered only to graduates and confers a graduate degree as at Harvard University. Somewhat different from these three types is the five- year cooperative business course offered by the Uni- versity of Cincinnati, in which class study and office work are combined. Schools of Commerce Members of the Association of Collegiate Schools of Business CALIFORNIA University of California, College of Commerce Berkeley GEORGIA Georgia Institute of Technology, School of Commerce Atlanta ILLINOIS University of Chicago, School of Commerce and Administration Chicago Northwestern University, School of Commerce Evanston LOUISIANA Tulane University of Louisiana, College of Commerce and Business Administration New Orleans MASSACHUSETTS Boston University, College of Business Administration Boston Harvard University, Graduate School of Business Administration Cambridge 36 The Institute of International Education MICHIGAN University of Michigan, Committee on Business Ad- ministration MINNESOTA University of Minnesota, School of Commerce NEBRASKA University of Nebraska, College of Business Admin- istration NEW YORK Columbia University, School of Business New York University, School of Commerce, Accounts and Finance Syracuse University, School of Business Administration NEW HAMPSHIRE Dartmouth College, Amos Tuck School of Business Administration Ann Arbor Minneapolis Lincoln New York New York Syracuse Hanover Ohio State University, College of Commerce University of Cincinnati, College of Engineering and Commerce PENNSYLVANIA University of Pennsylvania, Wharton School of Com- merce and Finance University of Pittsburgh, School of Economics TEXAS University of Texas, School of Business Administration WISCONSIN University of Wisconsin, Course in Commerce Columbus Cincinnati Philadelphia Pittsburgh Austin Madison The School of Dentistry The course in dentistry is four years in duration and is open in a majority of dental colleges to graduates of accredited high schools and leads to the degree of D.D.S. Two schools confer the degree D.M.D. Opportunities for Higher Education in the United States 37 Beginning the 1921-1922 year, a goodly number of the leading schools will require one year of collegiate training for entrance. Columbia University requires two years of preliminary collegiate work and the first two years of the dental course are very largely devoted to the study of elementary biologic subjects with the medical students, upon completion of which is conferred the degree, B.S. in Dentistry. The third and fourth years are given to strictly dental training and lead to the degree of D.D.S. This plan is about to be followed by several other university dental schools. There are no less than forty-eight schools of dentistry in connection with universities and colleges. American schools of dentistry are mostly well equipped and offer unexcelled facilities for clinical work and study. American practitioners of dentistry enjoy world-wide reputation. There is a growing tendency on the part of states and universities to regard dentistry as a specialized branch of medical science. Schools of Dentistry CALIFORNIA University of Southern California, College of Dentistry Los Angeles College of Physicians and Surgeons, Department of Dentistry San Francisco University of California, College of Dentistry San Francisco COLORADO Colorado College of Dental Surgery, University of Denver Denver DISTRICT OF COLUMBIA George Washington University, Department of Dentistry Washington Howard University, Dental College Washington GEORGIA Atlanta Dental College Atlanta Southern Dental College Atlanta 38 The Institute of International Education ILLINOIS Chicago College of Dental Surgery, Valparaiso University Northwestern University Dental School University of Illinois, College of Dentistry INDIANA Indiana Dental College, University of Indiana Valparaiso University, College of Dentistry IOWA State University of Iowa, College of Dentistry KENTUCKY University of Louisville, College of Dentistry LOUISIANA Loyola School of Dentistry, Loyola University Tulane University of Louisiana, School of Dentistry MARYLAND Baltimore College of Dental Surgery University of Maryland, Dental Department MASSACHUSETTS Harvard University, Dental School Tufts College, Dental School MICHIGAN University of Michigan, College of Dental Surgery MINNESOTA University of Minnesota, College of Dentistry MISSOURI Kansas City Western Dental College St. Louis University, School of Dentistry Washington University, School of Dentistry NEBRASKA University of Nebraska, College of Dentistry Creighton University, College of Dentistry NEW JERSEY College of Jersey City, Department of Dentistry Chicago Chicago Chicago Indianapolis Valparaiso Iowa City Louisville New Orleans New Orleans Baltimore Baltimore Boston Boston Ann Arbor Minneapolis Kansas City St. Louis St. Louis Lincoln Omaha Jersey City Opportunities for Higher Education in the United States 39 NEW YORK University of Buffalo, College of Dentistry Buffalo College of Dental and Oral Surgery of New York New York City Columbia University, Dental Department New York City New York College of Dentistry New York City Cincinnati College of Dental Surgery Ohio College of Dental Surgery Western Reserve University, Dental School Ohio State University, College of Dentistry Cincinnati Cincinnati Cleveland Columbus North Pacific College of Dentistry PENNSYLVANIA Temple University, School of Dentistry Thomas W. Evans Museum and Dental Institute School of Dentistry, University of Pennsylvania University of Pittsburgh, School of Dentistry TENNESSEE College of Dentistry, University of Tennessee Vanderbilt University, Dental Department Meharry Dental College Portland Philadelphia Philadelphia Pittsburgh Memphis Nashville Nashville College of Dentistry, Baylor University Texas Dental College VIRGINIA School of Dentistry, Medical College of Virginia WISCONSIN Marquette University, Dental Department Dallas Houston Richmond Milwaukee The School of Education The school of education is comparatively new and is distinctly American, whereas the normal school is Euro- pean in origin. The general aim of the School of Edu- cation is to prepare prospective high school teachers, school principles, and superintendents. In some univer- sities it is a distinct school offering a four-years' course 40 The Institute of International Education leading to a Bachelor's degree. Frequently there is merely offered a two-years' course, superimposed on the Sophomore year, leading to the degree. Occasionally it is a department of the university, recommended as any other department, for the degree. For high school graduates the normal school course covers two or three years. Most states maintain normal schools for the training of teachers for the elementary schools. Good schools of education provide opportunities for observation and for the practice of teaching. In the professional part of their curricula they offer instruction in such subjects as history of education, principles of education, methods of teaching, educational psychology, educational sociology, educational administration, and the various aspects of secondary, elementary, and kinder- garten education. There is a growing tendency for the school of education to relegate to the collegiate department that part of its curriculum which is cultural, and thus to stand on a graduate basis. Graduate courses in education leading to the degrees of M.A. and Ph.D. are now offered by the graduate departments of many universities, especially by the state universities. Among the foremost specialized schools of education are Teachers College, Columbia Uni- versity, and the Schools of Education of the University of Chicago, Harvard University, and Yale University, the last two having been organized but recently. The School of Engineering The school of applied science or engineering offers to graduates of secondary schools a four-year course leading to the degree of B.S. in civil, mechanical, mining, metal- lurgical, electrical, hydraulic, architectural, chemical or sanitary engineering. Though most universities Opportunities for Higher Education in the United States 41 require only a high school certificate, some universities require graduation from a scientific school in good stand- ing for admission. Columbia University has adopted a combined six-year course of college and professional work. In certain institutions, separate schools are maintained for mining, mechanical, electrical, and other forms of engineering and sometimes a five or six-year course is offered. In these cases the degree conferred is usually E.E., M.E., C.E., or A.E. The work in these schools, being mainly professional, tends to be more prescribed than elective. It is more practical or concrete than purely academic work; a great part being carried on in laboratories and machine shops belonging to the universities, and with supple- mentary work in the factories or industrial organizations of the city. The so-called cooperative course in engineer- ing by which a student attends classes for two weeks and works in a shop for an equivalent period of time alternately, was first instituted in the University of Cincinnati. Many other schools, such as the Georgia School of Technology, have since followed the lead. Such a course usually covers five years. In recent years several universities have begun to offer graduate work in engineering science, leading to the degrees of M.S., Ph.D., and Sc.D. The conditions are practically the same as those prevailing in the graduate school of arts and sciences. Engineering Schools The following list is a complete one of the colleges and schools of engineering and is taken from the Educational Directory, 1919-20, issued by the Department of the Interior, Bureau of Education, Washington, D.C. : ALABAMA Alabama Polytechnic Institute Auburn University of Alabama University 42 The Institute of International Education University of Arizona University of Arkansas ARKANSAS CALIFORNIA University of California University of Southern California Throop College of Technology University of Santa Clara Leland Stanford Junior University COLORADO University of Colorado Colorado College Colorado Agricultural College State School of Mines CONNECTICUT Sheffield Scientific School (Yale University) DELAWARE Delaware College DISTRICT OF COLUMBIA Catholic University of America George Washington University Howard University Tucson Fayetteville Berkeley Los Angeles Pasadena Santa Clara Stanford University Boulder Colorado Springs Fort Collins Golden New Haven Newark Washington Washington Washington University of Florida University of Georgia Georgia School of Technology- University of Idaho GEORGIA IDAHO Gainesville Athens Atlanta Moscow ILLINOIS Armour Institute of Technology Chicago Lewis Institute Chicago Northwestern University Evanston University of Illinois Urbana Opportunities for Higher Education in the United States 43 Purdue University University of Notre Dame Rose Polytechnic Institute Valparaiso University La Fayette Notre Dame Terre Haute Valparaiso Iowa State College of Agriculture and Mechanic Arts KANSAS University of Kansas Kansas State Agricultural College University of Kentucky KENTUCKY LOUISIANA Louisiana State University and Agricultural and Mechanical College Tulane University of Louisiana MAINE University of Maine Iowa City Lawrence Manhattan Lexington Baton Rouge New Orleans Orono MARYLAND Johns Hopkins University Maryland State College of Agriculture Baltimore College Park MASSACHUSETTS Harvard University Massachusetts Institute of Technology Lowell Textile School Tufts College Worcester Polytechnic Institute Cambridge Cambridge Lowell Tufts College Worcester MICHIGAN University of Michigan University of Detroit Michigan Agricultural College Michigan College of Mines Ann Arbor Detroit East Lansing Houghton MINNESOTA Universitv of Minnesota Minneapolis 44 The Institute of International Education MISSISSIPPI Mississippi Agricultural and Mechanical College University of Mississippi Agricultural College University MISSOURI University of Missouri Washington University Columbia St. Louis MONTANA Montana College of Agriculture and Mechanical Arts Montana State School of Mines Bozeman Butte NEBRASKA University of Nebraska Lincoln NEVADA University of Nevada Reno NEW HAMPSHIRE New Hampshire College of Agriculture and Mechanics Arts Durham Dartmouth College Hanover NEW JERSEY Stevens Institute of Technology Hoboken Rutgers College New Brunswick Princeton University Princeton NEW MEXICO New Mexico School of Mines Socorro University of New Mexico Albuquerque New Mexico College of Agriculture and Mechanic Arts State College NEW YORK Polytechnic Institute of Brooklyn Brooklyn Cornell University Ithaca College of the City of New York New York City Columbia University New York City Manhattan College New York City New York University New York City Clarkson College of Technology Potsdam University of Rochester Rochester Union College Schenectady Syracuse University Syracuse Rensselaer Polytechnic Institute Troy Opportunities for Higher Education in the United States 45 NORTH CAROLINA University of North Carolina Chapel Hill North Carolina State College of Agriculture and Engineering West Raleigh NORTH DAKOTA North Dakota Agricultural College Agricultural College University of North Dakota University OHIO Ohio Northern University Ada. Municipal University of Akron Akron University of Cincinnati Cincinnati Case School of Applied Science Cleveland Ohio State University Columbus St. Mary College Dayton OKLAHOMA University of Oklahoma Norman Oklahoma Agricultural and Mechanical College Stillwater OREGON Oregon State Agricultural College Corvallis PENNSYLVANIA Pennsylvania Military College Chester Lafayette College Easton Pennsylvania College Gettysburg Bucknell University Lewisburg Drexel Institute Philadelphia University of Pennsylvania Philadelphia Carnegie Institute of Technology Pittsburgh University of Pittsburgh Pittsburgh Lehigh University South Bethlehem Pennsylvania State College State College Swarthmore College Swarthmore Villanova College Villanova RHODE ISLAND Rhode Island State College State College Brown University Providence SOUTH CAROLINA The Citadel, The Military College of South Carolina Charleston Clemson Agricultural College Clemson College University of South Carolina Columbia 46 The Institute of International Education SOUTH DAKOTA South Dakota State College of Agriculture and Mechanic Arts South Dakota State School of Mines University of South Dakota Brookings Rapid City Vermilion TENNESSEE University of Tennessee Vanderbilt University Knoxville Nashville TEXAS University of Texas Agricultural and Mechanical College of Texas Rice Institute Austin College Station Houston UTAH University of Utah Salt Lake City VERMONT University of Vermont and State Agricultural College Norwich University Burlington North field VIRGINIA Virginia Agricultural and Mechanical College and Polytechnic Institute University of Virginia Virginia Military Institute Washington and Lee University Blacksburg Charlottesville Lexington Lexington WASHINGTON State College of Washington University of Washington Pullman Seattle WEST VIRGINIA West Virginia University Morgantown WISCONSIN University of Wisconsin Marquette University Madison Milwaukee WYOMING University of Wyoming Laramie Opportunities for Higher Education in the United States 47 Schools of Forestry American schools that offer courses in forestry leading to a degree may be divided into those that offer a four-year undergraduate course leading to the degree of bachelor of science in forestry, and those that offer the degree of master of forestry for two or three years of technical training based upon three or four years of undergraduate collegiate work leading to the degree of bachelor of science, bachelor of arts, or bachelor of philosophy. Men from foreign countries that come to America to study forestry, if they desire to enter an undergraduate school should come here after the completion of their high school course or its equivalent. In this case a considerable proportion of the work required is in pre- forestry subjects which include mathematics, language, science (botany, zoology, geology, chemistry, physics), mechanical drawing and economics as well as other general cultural subjects. As a rule less than one-half the work is in technical forestry. On the other hand men who come here to study forestry after the completion of three or four years of collegiate work or its equivalent in their own country can immediately take up their technical training to the exclusion of other subjects provided they have completed in their undergraduate work the pre-forestry subjects mentioned above. They can become candidates for the degree of Master of For- estry given after two years of technical studies provided they have previously completed the essential pre-forestry subjects and have had a minimum of three years of undergraduate collegiate training. Men who come with a baccalaureate degree but without the essential pre- forestry training should expect to remain for three years in order to complete the prescribed work for the Master's degree. 48 The Institute of International Education As a specific illustration, if a man should come here for training in forestry he can enter any of the better grade of American schools as a candidate for the Master's degree in a minimum of two or three years if he already holds a baccalaureate degree from a recognized institution in his own country. The degree is attainable in two years if he has covered all the essential pre-forestry subjects in his undergraduate course and in three years or possibly a little less if he has not. If he comes here without collegiate training he should not expect to receive the degree of Master of Forestry under a minimum of five years of collegiate work. If he comes without a bacca- laureate degree from a recognized college but with one or two years of collegiate work the time required will be pro- portionately shortened. The School of Journalism Only a few universities include in their organization schools of journalism, most of which are also recent additions. The course ordinarily covers four years and is open to graduates of secondary schools. The degree conferred is B.Litt or BJ. The first two years are mainly devoted to social sciences and English, planned to famil- iarize the student with present social and economic conditions and to help him in the use of self-expression; and the last two years to such courses as reporting, inter- viewing, editorial writing, feature writing, and inter- national relations. Columbia maintains one of the best equipped, and the University of Missouri, one of the oldest schools of journalism in the country. Schools of Journalism Columbia University, New York City Joseph Medill School, Northwestern University. Evanston and Chicago, Illinois New York University, New York City Opportunities for Higher Education in the United States 49 Ohio State University, Columbus, Ohio University of Indiana, Bloomington, Indiana University of Kansas, Lawrence, Kansas University of Montana, Bozeman, Montana University of Missouri, Columbia, Missouri University of Oregon, Eugene, Oregon University of Texas, Austin, Texas University of Washington, Seattle, Washington University of Wisconsin, Madison, Wisconsin The School of Law The standards of legal education vary considerably in the numerous law schools of the country in respect to the admission requirements and length of course. Most law schools require a high school education, a few even less for admission; others require from one to three years of college study. In some, full-time courses are offered during the day, others offer part-time courses, and still others give courses at such times that they can be attended by students regularly employed in other occupations. The highest requirements for admission to a law school are the completion of a college course, but here arrangements are made so that a student may complete both the college course and the law course in six years and obtain the A.B. and LL.B. degrees. In the best law schools there are offered courses in Roman law, European civil law, jurisprudence, international law, and public law courses in general. The foreign student will be especially interested, in addition to the usual courses, in the method of instruction peculiar to American law schools known as the "Case Method." Opportunities are offered in a few schools for advanced study in law leading to the LL.M. and the Jur.D. There are in all one hundred and forty-two schools of law of different grades, some independent institutions, some attached to colleges and universities. The list appended gives those institutions only which are members 5o The Institute of International Education of the Association of American Law Schools. To be admitted to this Association a law school must admit only students who have completed a four-year high school course, must keep satisfactory student records, must have a good library, and at least three instructors giving substantially all their time to teaching, and must offer a three-years' course leading to a degree granted on the basis of examinations : Schools of Law Members of the Association of American Law Schools CALIFORNIA University of California, School of Jurisprudence Berkeley University of Southern California, College of Law Los Angeles Hastings College of Law San Francisco Leland Stanford Junior University, The Law School Stanford University COLORADO University of Colorado, School of Law Boulder University of Denver, School of Law Denver CONNECTICUT Yale University, School of Law New Haven DISTRICT OF COLUMBIA George Washington University, Law School Washington FLORIDA University of Florida, College of Law Gainesville GEORGIA Emory University, The Lamar School of Law IDAHO University of Idaho, College of Law ILLINOIS Northwestern University, School of Law University of Chicago, The Law School University of Illinois, College of Law Atlanta Moscow Chicago Chicago Urbana Opportunities for Higher Education in the United States 51 INDIANA Indiana University, School of Law Bloomington IOWA Drake University, The College of Law State University of Iowa, College of Law Des Moines Iowa City KANSAS University of Kansas, School of Law Washburn College, School of Law Lawrence Topeka KENTUCKY University of Kentucky, College of Law LOUISIANA The Tulane University of Louisiana, College of Law MASSACHUSETTS Boston University, The School of Law Harvard University, Law School MICHIGAN University of Michigan, Law School MINNESOTA University of Minnesota, The Law School MISSOURI University of Missouri, School of Law Washington University, The School of Law MONTANA University of Montana, The School of Law NEBRASKA The University of Nebraska, The College of Law Creighton University, College of Law NEW YORK Cornell University, College of Law Columbia University, School of Law Syracuse University, College of Law NORTH CAROLINA University of North Carolina, The School of Law Lexington New Orleans Boston Cambridge Ann Arbor Minneapolis Columbia St. Louis Missoula Lincoln Omaha Ithaca New York Syracuse Chapel Hill 52 The Institute of International Education NORTH DAKOTA The University of North Dakota, School of Law OHIO University of Cincinnati, College of Law Western Reserve University, Franklin Thomas Backus Law School The Ohio State University, College of Law OKLAHOMA The University of Oklahoma, The School of Law OREGON University of Oregon, The Law School PENNSYLVANIA Dickinson College, The Dickinson School of Law University of Pennsylvania, The Law School University of Pittsburgh, School of Law SOUTH DAKOTA University of South Dakota, College of Law TENNESSEE University of Tennessee, College of Law Vanderbilt University, The Law School TEXAS The University of Texas, School of Law VIRGINIA University of Virginia, Department of Law Washington and Lee University, School of Law WASHINGTON University of Washington, School of Law WEST VIRGINIA West Virginia University, The College of Law WISCONSIN The University of Wisconsin, Law School Marquette University, College of Law Grand Forks Cincinnati Cleveland Columbus Norman Eugene Carlisle Philadelphia Pittsburgh Vermilion Knoxville Nashville Austin Charlottesville Lexington Seattle Morgantown Madison Milwaukee Opportunities for Higher Education in the United States 53 The School of Medicine The best schools of medicine require for admission two years of college work after the completion of a four- year high or secondary school course and offer a four- year course leading to the degree of M.D. Not only the school authorities but the state must be satisfied that the pre-medical education of the applicant is up to standard. Upon graduation a physician can not ordinarily practice in a state without passing an examination before the licensing board. The American medical college is usually well equipped with laboratories and has hospital facilities for first hand observation and practice. Along no other professional line of American education has more rapid and note- worthy progress been made in recent years than along medical lines. A list of the American medical colleges recognized by the American Medical Association is appended. Upon the recommendation of the American Medical Association a number of the more progressive medical schools have in late years added a fifth year to the medical course in which the student serves as an intern in a hospital. Advanced study and research in medicine is possible in only a few colleges in this country. Post- graduate work in medicine, leading to the degree of Doctor of Public Health, is offered by California, Detroit College of Medicine and Surgery, Harvard, Johns Hopkins, Michigan, Pennsylvania, Wisconsin, Yale, and the Uni- versity of New York. A number of universities offer a combination of cultural and medical courses covering six or seven years and leading to the two degrees of B.A. (or B.S.) and M.D.* * See Table of Degrees, p. 93. 54 The Institute of International Education Classified Medical Schools The following is a list of medical colleges as classified by the American Medical Association. It is reprinted from the Journal of the American Medical Association, August 7, 1920, with modifications suggested by Dr. N. P. Colwell, Secretary, American Medical Association. Medical Colleges CALIFORNIA Leland Stanford Junior University, School of Medicine San Francisco University of California San Francisco COLORADO University of Colorado, School of Medicine Boulder-Denver CONNECTICUT Yale University, School of Medicine New Haven DISTRICT OF COLUMBIA Georgetown University, School of Medicine Washington George Washington University, Medical School Washington Howard University, School of Medicine Washington Emory University, School of Medicine Atlanta University of Georgia, Medical Department Augusta ILLINOIS Loyola University, School of Medicine Northwestern University, Medical School Rush Medical College (University of Chicago) University of Illinois, College of Medicine INDIANA Indiana University, School of Medicine IOWA Chicago Chicago Chicago Chicago Bloomington-lndianapolis State University of Iowa, College of Medicine Iowa City Opportunities for Higher Education in the United States 55 KANSAS University of Kansas, School of Medicine Lawrence- Rosedale KENTUCKY University of Louisville, Medical Department Louisville LOUISIANA Tulane University of Louisiana, School of Medicine New Orleans MARYLAND Johns Hopkins University, Medical Depart- ment Baltimore University of Maryland, School of Medicine and the College of Physicians and Surgeons Baltimore MASSACHUSETTS Boston University, School of Medicine Boston Medical School of Harvard University Boston Tufts College, Medical School Boston Detroit College of Medicine and Surgery University of Michigan, Medical School University of Michigan, Homeopathic Med- ical School MINNESOTA University of Minnesota, Medical School University of Mississippi MISSISSIPPI MISSOURI St. Louis University, School of Medicine University of Missouri, School of Medicine Washington University, Medical School NEBRASKA John A. Creighton Medical College University of Nebraska, College of Medicine NEW HAMPSHIRE Dartmouth Medical School Detroit Ann Arbor Ann Arbor Minneapolis Oxford St. Louis Columbia St. Louis Omaha Omaha Hanover 56 The Institute of International Education NEW YORK Albany Medical College Columbia University, College of Physicians and Surgeons Cornell University, Medical College Fordham University, School of Medicine Long Island College Hospital Syracuse University, College of Medicine University and Bellevue Hospital, Medical College University of Buffalo, Department of Med- NORTH CAROLINA University of North Carolina, School of Medicine Wake Forest College, School of Medicine Albany New York City New York City New York City Brooklyn Syracuse New York City Buffalo Chapel Hill Wake Forest NORTH DAKOTA University of North Dakota, School of Medicine University Ohio State University, College of Medicine Columbus University of Cincinnati, College of Medicine Cincinnati Western Reserve University, School of Medicine Cleveland OKLAHOMA University of Oklahoma, School of Medicine OREGON University of Oregon, Medical School PENNSYLVANIA Hahnemann Medical College and Hospital Jefferson Medical College of Philadelphia University of Pennsylvania, School of Medicine University of Pittsburgh, School of Medicine Woman's Medical College of Pennsylvania Oklahoma City Portland Philadelphia Philadelphia Philadelphia Pittsburgh Philadelphia SOUTH CAROLINA Medical College of the State of South Carolina Charleston Opportunities for Higher Education in the United States 57 SOUTH DAKOTA University of South Dakota, College of Med- icine Vermilion TENNESSEE University of Tennessee, College of Medicine Memphis Vanderbilt University, Medical Department Nashville Baylor University, College of Medicine Dallas University of Texas, Department of Medicine Galveston UTAH University of Utah, School of Medicine Salt Lake City VERMONT University of Vermont, College of Medicine Burlington VIRGINIA Medical College of Virginia Richmond University of Virginia, Department of Medicine Charlottesville WEST VIRGINIA West Virginia University, School of Medicine Morgantown WISCONSIN Marquette University of Medicine Milwaukee University of Wisconsin, Medical School Madison The School of Pharmacy The school of pharmacy usually requires graduation from a high school for admission and sometimes two years of college work. At the end of a two-years' course in pharmacy the degree of Ph.G. is conferred. At the end of a three-year course Ph.C. is conferred, and at the end of a four-year course the degree conferred is B.S. in Phar. In the graduate schools of some universities oppor- tunities for further specialization in some branches of 58 The Institute of International Education pharmacy are not lacking; the degree of Phm.D. is conferred after a course of six years. If the student has only two years of high school work prior to his entering the school of pharmacy, the Ph.G. degree is the only degree for which he is eligible. For all other degrees high school graduation is required. Schools of Pharmacy CALIFORNIA California College of Pharmacy San Francisco ILLINOIS School of Pharmacy, University of Illinois Chicago INDIANA School of Pharmacy, Purdue University La Fayette IOWA College of Pharmacy, State University of Iowa Iowa City KANSAS School of Pharmacy, University of Kansas Lawrence MARYLAND Department of Pharmacy, University of Maryland Baltimore MASSACHUSETTS Massachusetts College of Pharmacy Boston MINNESOTA College of Pharmacy, University of Minnesota Minneapolis MICHIGAN College of Pharmacy, University of Michigan Ann Arbor MISSISSIPPI School of Pharmacy, University of Mississippi University P. O. MISSOURI St. Louis College of Pharmacy St. Louis MONTANA School of Pharmacy, University of Montana Missoula Opportunities for Higher Education in the United States 59 NEBRASKA College of Pharmacy, Creighton University College of Pharmacy, University of Nebraska NEW YORK Albany College of Pharmacy, Union University Buffalo College of Pharmacy, University of Buffalo College of Pharmacy of City of New York College of Pharmacy, Fordham University OHIO College of Pharmacy, Ohio Northern University College of Pharmacy, Ohio State University School of Pharmacy, Western Reserve University OKLAHOMA School of Pharmacy, State University of Oklahoma OREGON School of Pharmacy, Oregon Agricultural College School of Pharmacy, North Pacific College PENNSYLVANIA Philadelphia College of Pharmacy Pittsburgh College of Pharmacy SOUTH DAKOTA South Dakota School of Pharmacy, South Dakota State College of Agriculture and Mechanic Arts TENNESSEE School of Pharmacy, University of Tennessee School of Pharmacy, Vanderbilt University Omaha Lincoln Albany Buffalo New York New York NORTH DAKOTA School of Pharmacy, North Dakota Agricultural College Fargo Ada Columbus Cleveland Norman- Corvallis Portland Philadelphia Pittsburgh Brookings Memphis Nashville School of Pharmacy, Baylor University School of Pharmacy, University of Texas VIRGINIA School of Pharmacy, Medical College of Virginia Dallas Galveston Richmond 60 The Institute of International Education WASHINGTON College of Pharmacy, University of Washington Seattle School of Pharmacy, State College of Washington Pullman WISCONSIN Course in Pharmacy, University of Wisconsin Madison The School of Theology Instruction in theology or divinity was given in certain American colleges in the seventeenth and eighteenth centuries, the oldest chair endowed for the purpose being the Hollis professorship of divinity, established in Harvard College in 1721. Early in the nineteenth century theo- logical seminaries were established with two or more professors each, and some of these "seminaries" have developed into theological universities in all but name. There are now nearly two hundred institutions in the United States which give instruction in theology, and in some cases the number of teachers is as high as thirty-five. Some few institutions are the theological faculties of universities; more are independent, located in the immediate neighborhood of a university, or in quiet country towns. The better schools of theology require for entrance, graduation from a college of recognized standing (A.B., S.B., Ph.B., B.Litt., or the equivalent). In the case of foreign students they usually accept for entrance, gradua- tion from a lycee or a gymnasium. Oriental students are sometimes allowed to offer the knowledge of their own language and literature in place of ancient or modern Western languages other than English. The theological schools of America usually require their students to pass written examinations at the close of each term or semester. At the end of three or four years' study those who have complied with all the con- ditions, which vary from institution to institution, usually Opportunities for Higher Education in the United States 61 receive the degree of B.D. or S.T.B. For postgraduate work some seminaries offer the S.T.M., the D D., and now and then the Ph.D. Certain schools of theology are under denominational control. This is the case in all Roman Catholic institu- tions, for instance, the Catholic University of America at Washington; it is also the case in most Presbyterian institutions (such as Princeton Theological Seminary), Methodist institutions (such as Drew Theological Sem- inary), and Lutheran institutions (such as the Lutheran Seminary at Mount Airy in Philadelphia). Some schools, though not under formal denominational control, are bound by creeds to teach certain theological positions, such as the Hartford Theological Seminary and the Andover Theological Seminary, affiliated with Harvard University. Some seminaries form integral parts of universities: this is the case with the Yale Divinity School, the Harvard Divinity School, and the Divinity School of the University of Chicago. Certain seminaries are independent foundations which do not require their professors to subscribe to any creed; such is the Union Theological Seminary in the City of New York which adjoins Columbia University; its teachers are drawn from six denominations and its students from more than twenty. The tendency in the larger institutions with their numerous professors is to let the elective system, with group restrictions, prevail; and to offer instruction more specialized than can ordinarily be found in Europe. Particular emphasis is also laid on practical theology, religious education, and the preparation of university men for home and foreign missions. For general information regarding American theological education see W. A. Brown's article "Theological Educa- tion," in Paul Monroe's Cyclopedia of Education, vol. 62 The Institute of International Education v, New York 1913, pp. 594 ff. ; for facts about individual seminaries see The New Schaff-IIerzog Encyclopedia of Religious Knowledge, vol. xi: (191 1), 343-395. Each seminary will usually mail its catalogue containing information as to courses, requirements, expenses, and scholarships, free on application to its Secretary. Some institutions offer fellowships to foreign students: thus Meadville Theological Seminary (Meadville, Penn- sylvania) offers a scholarship to a member of the society of Brahma-Samaj, and Union Theological Seminary (New York) offers fellowships to Protestant men who have completed their theological studies in Scotland, England, France, Belgium, or Switzerland. Its missionary scholarships and fellowships are open to natives of mis- sionary lands as well as to European or American mission- aries. Some American seminaries, such as Union, admit women students. Theological Seminaries CONNECTICUT Hartford Seminary Foundation Divinity School of Yale University DISTRICT OF COLUMBIA Catholic University of America, School of Sacred Sciences Hartford New Haven Washington McCormick Theological Seminary Chicago University of Chicago Divinity School Chicago Garrett Biblical Institute, Northwestern University Evanston KENTUCKY Southern Baptist Theological Seminary MASSACHUSETTS Boston University School of Theology Andover Theological Seminary Louisville Boston Cambridge Opportunities for Higher Education in the United States 63 Episcopal Theological School (Broad Church) Harvard University Divinity School Cambridge Cambridge Concordia Theological Seminary St. Louis NEW JERSEY Bloomfield Theological Seminary Bloomfield Drew Theological Seminary Madison Theological Seminary of the Reformed Church in America New Brunswick Princeton Theological Seminary of the Presbyterian Church Princeton NEW YORK General Theological Seminary of the Protestant Episcopal Church New York Jewish Theological Seminary of America New York Union Theological Seminary New York Rochester Theological Seminary Rochester PENNSYLVANIA Lutheran Theological Seminary Philadelphia Theological Seminary of the Reformed Church in the United States Lancaster TENNESSEE Vanderbilt University School of Religion Nashville 64 The Institute of International Education Chapter V SUMMER SCHOOLS AND EXTENSION WORK The Summer School One of the interesting features of many prominent universities is their summer school work, covering six weeks in July and August or extending through the summer months. These schools are designed primarily to meet the needs of teachers who seek advanced instruc- tion, with or without regard to academic degree, and students who wish to shorten the period of residence, make up deficiencies, or complete their preparation for entrance to some college or professional school. The majority of the courses given in summer schools pertain to the undergraduate and some to the graduate departments of arts and sciences. In some cases it is possible to complete one quarter of a year's work during the summer course. Foreign students arriving early in the summer will do well to register in a summer school of good standing, especially if they do not possess a sufficient command of the English language to enable them to follow work in the subject of their particular interest. Extension Teaching Extension teaching is instruction given by the regular university officers, or outside officers under the super- vision and control of the university, either in or away from the university buildings, and for the benefit of those unable to attend the regular courses of instruction. Opportunities for Higher Education in the United States 65 These courses are given late in the afternoon and in the evenings, and are attended by men and women from the different walks of life who can give only a part of their time to study but without reference to an academic degree, and by those who look forward to qualifying themselves to obtain academic recognition in the future. 66 The Institute of International Education Chapter VI WOMEN'S COLLEGES Higher education for women began with the founding of Mount Holyoke Seminary (now Mount Holyoke College) at South Hadley, Massachusetts, in 1837, as the result of a campaign by Mary Lyon. But it was not until after the Civil War that the period of the establish- ment of women's colleges began. Elmira was chartered as a college in 1855. In 1861 , Vassar College was founded, followed by Wells (1868), Smith (1871), Wellesley (1875), Bryn Mawr (1880), Mills (1885), Goucher (1888), and Rockford (1892). In all these institutions education is exclusively for women. In the Middle West, however, coeducation is the accepted policy and women are admitted on an equal footing with men. The success of the experiment in the state universities has given great impetus throughout the country to the coeducational system. The older colleges, and particularly these of the East, have been more conservative. They do not, as a rule, open their undergraduate schools to women, although they admit them to most of their graduate schools. One of the first coeducational institutions was Oberlin Collegiate Insti- tute, which was opened in 1833, and was chartered as Oberlin College in 1850. In addition to the separate and coeducational methods of education for women, there has also grown up a third system called the "coordinate system." This is repre- sented by those colleges for women which are affiliated with larger universities for men. The following will Opportunities for Higher Education in the United States 67 serve as illustrations: Radcliffe College (1879), affiliated with Harvard University; H. Sophie Newcomb Memorial College (1886), affiliated with Tulane University of Louisiana; College for Women, affiliated with Western Reserve University (1888); Barnard College (1889), affiliated with Columbia University, and the Women's College of Brown University (1892). Life in an American woman's college is quite as unique in the educational world as that in a man's college. The institution most like it is the English college for women in the university centers, although these differ greatly from ours in several respects. In America we have the problems of a democracy where women of widely different races, culture, and tradi- tions have the franchise. The future of the republic demands that the women as well as the men must be trained for citizenship. The leading women's colleges have selected from the one hundred thousand and more women in American educational institutions, a group qualified intellectually to profit by the academic courses and the conditions of the college community life. Most women's colleges have been more conservative, perhaps, than the men's in adhering to the historic academic course, and offering less freedom in electing courses. They have not attempted to introduce a variety of vocational training; they have left that to the state coeducational institutions and the schools giving special- ized training. Although the colleges have not attempted vocational training they do, however, give a suitable foundation for later vocational work. The academic studies that best prepare the student for various pro- fessions are brought to her attention early in her college course so that, if she is so disposed, she may select her elective courses and her extra-curricular activities with that in view. 68 The Institute of International Education Admission Admission to the women's colleges is by the same en- trance examinations that are given for the men's colleges and universities, or by special examinations set by the college faculty. The standards are quite as high as those for men's colleges. Very few, if any, admit now on the certificate of properly accredited secondary schools. The essentials for admission are : Ability to meet the entrance requirements showing suitable preparation in a secondary school; the proper qualifications as to moral character and health ; fair promise of ability to maintain an accepta- ble standard of scholarship in college; and a personality that makes her a reasonably congenial member of a college community. Expenses The women's colleges are all privately endowed insti- tutions. The student's expenses are about the same as in men's colleges. Tuition varies from about $200 to $250 and board and room from $250 to $700 or higher, according to the room. Most colleges have at least one hall where the resident students may cooperate in the service and thereby reduce the cost of their board. All the colleges have some scholarships that pay all or a part of the tuition for students of ability who cannot otherwise meet the college expenses. In some colleges there are a few scholarships reserved for students from foreign countries. Usually the alumnae maintain a fund from which loans can be made to students who could not otherwise continue their course. The loan must be repaid within a reasonable time after graduation. In some colleges the rooms are assigned by lot; in others the students select them. There may be halls reserved for Seniors and Juniors, and others for Freshmen and Sophomores. But in most colleges students from all Opportunities for Higher Education in the United States 69 four classes live in the same hall. While there are some more expensive rooms and suites, yet our women's colleges are remarkably free from undemocratic dis- tinctions based upon wealth. The Students There are from about five hundred to two thousand students in residence, according to the size of the college. They come from the best American families, from the wealthy and middle class, from self-supporting young women, from families recently naturalized, and some from foreign countries — by no means a socially homo- geneous group. A college is very like an American community, in which the "melting process" has not been completed. The Student Government Association presents the highest student administrative authority to its Student Council. Then there are the student officers of each of the four class organizations; the student board of man- agers for the college literary publications, the dramatic clubs, the intercollegiate debates, the musical organiza- tions, and various clubs or sororities; and the athletic association officers who arrange for the sports. The duties of all these offices develop the administrative and business ability of the young women, and they learn to conduct public business according to parliamentary practice. All officers must learn to work harmoniously and efficiently with their fellow students. Their ability to do this is the basis upon which they are elected to these offices by their fellow students. The treasurers control the expenditures of considerable sums of money. Among the students are those who devote themselves entirely to the scholastic work; others who combine with their studies dramatics, debates, or the sports, or some form of activity that promotes pleasure and profit 70 The Institute of International Education in the student community life. It is a democratic insti- tution that calls out the particular ability of each one. It trains a young woman in self reliance, in leadership, and adapts her to life in a community preparing her to some extent, at least, for her duties as a citizen. The restrictions in the life of the students imposed by the college authorities are comparatively few, and relate chiefly to the curriculum and to leave of absence from college. The Students Government Association regulates the student activities and organizations and the life in the halls to safeguard the students themselves, so that conditions may make study possible in their rooms. The students take action on the case of any student whose conduct may bring disrepute to the college or interfere with the welfare of the student community. This does not give them the power to suspend or expel a student. There is little or no surveillance by the faculty or other college officers. The college students have quite generally adopted the honor system for examinations and class work. They are encouraged to have a whole- some public sentiment in regard to all aspects of college life. Women's colleges are by no means cloisters; the students may see their friends, and they often have social functions at which men from town or neighboring colleges are their guests. Physical Education The women's colleges are located for the most part in the country near a city or town where ample space can be afforded for residence halls and academic and other buildings necessary to maintain a community of several hundred, and also for the fields for the sports and physical education which our colleges insist upon to maintain or develop the health of the individual. Some colleges are located near lakes where boating and Opportunities for Higher Education in the United States 71 swimming and winter ice sports are possible. If the college is in a city or large town, it still assumes re- sponsibility to provide a gymnasium and limited field for out-of-door sports. Degrees Women's colleges of acknowledged standards give the Bachelor of Arts degree and most are prepared to give the Master of Arts in some subjects. There are two colleges which provide for work leading to the Doctor of Philosophy degree. One of these, Bryn Mawr College, by its generous endowment and liberal supply of graduate scholarships and fellowships, has a considerable group of women graduate students from institutions all over the country. Radcliffe College, through its proximity to Harvard University, has an arrangement with the University to supply the instruction for the graduate courses and Harvard University certifies that the degrees given by Radcliffe College are of the same standard as the corresponding ones given by the University. Barnard is the undergraduate college for women at Columbia University, and gives few graduate courses, since the graduate work is under the jurisdiction of the University. Some colleges because of their nearness to universities have certain advantages, although there may be no affiliation between them. For example, Goucher College is near Johns Hopkins University; Mills College near the University of California; Sophie Newcomb Memorial College, near Tulane University. Mount Holyoke, Smith, Vassar, Wellesley, Wells are independent colleges, offering comparatively little opportunity for graduate work beyond that required for the Master's degree. Committee of Welcome A central committee has been formed by various agencies with headquarters at the office of the Institute *]2 The Institute of International Education of International Education, 419 West 117th Street, New York City, to assist foreign women students, who may arrive in New York City on their way to educational institutions in the United States. Foreign women students, or individuals knowing of the prospective arrival of such students, are invited to communicate with The Institute, 419 West 117th Street, telephone, Morningside 8491. Opportunities for Higher Education in the United States 73 Chapter VII COLLEGE LIFE Athletics Next to the regular studies themselves, athletics claim the largest part of the interest and time of a typical American student. Almost all colleges maintain four types of teams which compete with the teams of other institutions. These are baseball, football, basketball, and track teams. Foremost among these are the first two. Track athletics include running, jumping and weight throwing. In addition some universities, favor- ably situated, maintain crews for boat racing. Other forms of athletics are hockey, fencing, tennis, etc.; but the chief interest is in baseball in the spring and football in the fall. A football game between Yale and Harvard is a national event. The teams are usually trained by a professional "coach" and members are selected from students who maintain a certain standard of scholarship. To the non-athletic student the American college usually offers, through its gymnasium, athletic field, and swimming pool, good opportunity for keeping in sound physical condition, which is fundamental for effective intellectual training. Fraternities and Clubs Next to athletics, fraternities, sororities, and social clubs are the strongest expression of American college life. In a sense American fraternities are unique. They are secret societies with a limited membership and a Greek motto, by the initial letters of which they are 74 The Institute of International Education known. The basis of membership in some organizations, is a certain standard of scholarship, or similarity of tastes and congeniality of disposition. The first Greek letter fraternity was the $BK., an honorary society formed in the College of William and Mary in 1776. Later professional honorary fraternities, such as TBII. in engineering, Sigma Psi in science, etc., were formed. The oldest of the purely social type of fraternities is probably Chi Phi, organized at Princeton in 1824, but its successors are quite unlike it in nature; consequently the first fraternity is thought to be the Kappa Alpha, organized at Union College in 1825. Today there are over one hundred fraternities and soror- ities, with a total membership of more than two hundred thousand. While many fraternities undoubtedly exercise salutary and wholesome influences upon their members in particular and the college student body in general, yet there are some which encourage snobbishness in contrast to the highly democratic atmosphere of the college campus. Fraternal spirit is in some cases carried to an extreme, and in the desire to show favor to fellow members there is often the danger of doing injustice to non-fraternity members and to members of other fraternities. The number of foreign students who are invited to join fraternities is very limited, although more and more of them are admitting students from abroad. In certain universities the place of fraternities is taken by social clubs. These are organized to foster a spirit of comradeship among groups of students. Debating, Dramatic and Literary Societies In addition to social clubs there are, in almost every university, debating, dramatic, literary and musical organizations, as well as clubs for specialized academic Opportunities for Higher Education in the United States 75 purposes such as philosophical, chemical, engineering, and history clubs. Religious Organizations In almost all large institutions of learning there are Newman (Catholic) Clubs, Menorah Societies(Jewish) and Christian Associations of various types but the chief one among them is the College Young Men's Christian Association. The first College Young Men's Christian Associations were organized at the University of Michigan and the University of Virginia in 1858. In 1877 the Intercollegiate division of the Association was formed. Since then the growth has been rapid until there are at present over eight hundred Student Associations in schools and colleges with a membership of about one hundred thousand. The Association exists as a friendly advisor to the students who labor under many handicaps as strangers in a strange land. Often employed secretaries are main- tained, weekly meetings are held for devotional pur- poses, Bible classes are conducted within the college and in the neighborhood, settlement and other forms of social work are carried on, employment bureaus are operated, and summer conferences are held. In many universities the Y. M. C. A. maintains a commodious building equipped with social and committee rooms, auditorium and reading room and dormitories. Foreign students are always cordially welcomed to the membership privileges of the Association and are invited to participate in its program of service. Hazing In every college rivalry between classes or students of each of the four years is strong, and frequently mani- fests itself in a "scrap" or "rush" between the Freshmen 76 The Institute of International Education and upper classmen, particularly the Sophomores. Severe restrictions are sometimes imposed upon Freshmen, such as requiring them to wear a special cap or necktie of a certain color and trousers with no cuffs. The new students are occasionally called upon by the older students to repeat the college songs or to render some menial service. The foreign student, as far as possible, should enter into such phases of college life with a true spirit of sports- manship and fun. It should not be resented as autocratic or obtrusive, although in a few cases it is carried to a disagreeable limit. In fact the outstanding feature of American college life is its democratic aspect. No other community can boast of having obliterated the distinction between race, creed and color to the extent to which the college community can. Even the aristocracy of wealth is not noticeable. Not only between students, but between students and professors, a spirit of comradeship usually prevails. Opportunities for Higher Education in the United States 77 Chapter VIII FOREIGN STUDENT ORGANIZATION Cor da Fratres- Association of Cosmopolitan Clubs. This is a federation of clubs organized in many of the leading universities for the purpose of promoting international good will by bringing into fellowship selected representa- tives of each nationality within a given university. The motto of the Cosmopolitan Club is "Above All Nations is Humanity." A monthly magazine is published by the Association and an annual convention is held. In several universities, including Cornell, Syracuse, Purdue, and the University of Chicago, these clubs maintain houses with boarding and lodging facilities for foreign student members and for a limited number of select Americans. The Cosmopolitan Club offers an unusual opportunity for foreign students to come in contact with the leading students of other nationalities. Chinese Students 1 Alliance. This is an organization of all Chinese students in the United States. By means of annual conventions in different parts of the country and by the publication of a monthly magazine the chief aims of the Alliance are accomplished, namely, the pro- motion of acquaintance and fellowship, the dissemination of knowledge regarding Chinese affairs, and unifying the work and interests of Chinese students in America. Another Chinese organization is the Chinese Students' Christian Association which is interested in developing Christian character. A monthly magazine is published by the Association, committees are appointed in different parts of the country, and annual conferences are held. The Hindustan Association of America. The Hin- dustan Association of America is an organization of 78 The Institute of International Education British Indian students for the purpose of promoting the welfare of Indian students and giving American stu- dents and professors accurate information regarding India and her people. The Indian Students' Christian Union seeks to develop Christian faith and character among Indian students. The Filipino Students' Federation in America. The Filipino Students' Federation in America has been recently organized and issues a monthly magazine, "The Filipino Herald." Its headquarters are at 347 Madison Avenue, New York City. Other Foreign Student Organizations. An Armenian Student Organization, national in scope, is maintained by the Armenian students and their friends. The Syrian Educational Society, with headquarters in New York and a chapter in Boston, has for the last four years made it possible for a number of Syrian students in this country to pursue courses of higher education. This year it has bestowed four scholarships on four students in Cornell, Columbia and New York Universities. Similar organizations are being established by Greek and Korean students. Small clubs of Japanese students have been organized. Likewise many Latin American organizations have recently been perfected; one of them is the Brazilian Students' Association which issues a monthly magazine; another is the Chilian Students' Association with head- quarters at the University of Pennsylvania. In addition to these Latin American organizations there is a Latin American Students' Christian Association, which aspires to unite on a Christian basis all the Spanish and Portu- guese speaking students in the United States. In 192 1 the students coming from South Africa organ- ized the South African Students' Association with an office at 2929 Broadway, New York. Opportunities for Higher Education in the United States 79 Committee on Friendly Relations Among Foreign Students The Committee on Friendly Relations Among Foreign Students is a branch of the International Committee of the Young Men's Christian Association, which seeks to serve students who come to the United States from other lands. Its general work is under the administrative secretaries at the offices of the International Committee in New York City. Much of the work is carried on through national divisions, each with one or more full- time secretaries of its own nationality. There are now Chinese, Japanese, Latin American, Filipino, and mis- cellaneous divisions, the latter dealing with the nations having small numbers of students. ' All these secretaries — except the Japanese, who resides in Chicago — have headquarters at the New York office, but spend much time in travel among the colleges and universities where foreign students are found. The service of the Friendly Relations Committee is summarized as follows: 1. Counsel to students before leaving their own land, through Association secretaries and educational leaders. 2. Meeting students at steamer on their arrival in American ports, and providing for their immediate needs, such as board, lodging, and guidance around the city. 3. Information and advice in selection of college, and assistance in getting to the college of their choice. 4. Introduction to persons in college communities or other cities who will befriend them. 5. Advice in securing employment for self-supporting students. 6. Cooperation with college Y. M. C. A.'s, churches and other agencies in relating students to most helpful social influences and securing entertainment for them in representative homes. 80 The Institute of International Education 7. Endeavor to interest chambers of commerce, and other civic organizations to acquaint students with the industrial and institutional life of American cities. 8. Encouragement of students to attend summer conferences and other great inspirational and international assemblies. 9. Cooperation with Cosmopolitan and other clubs which seek to bring students of all lands into mutual sympathy and understanding. 10. Friendly aid to any student in his moral and religious problems or his adjustments to American life. The Committee is sponsor for several student publica- tions which are issued by the national groups. These are: The Japan Review, Christian China, El Estudiante Latino Americano, The Filipino Herald and The Indian Christian Student. The * Committee also supports and cooperates with the following foreign student societies, which are organized under the national divisions : Chinese Students' Christian Association, Latin American Students' Christian Association, the Russian Students' Christian Federation and the Filipino Students' Federation. Special effort is made every year to bring foreign students to the great Students' Summer Conferences held in various parts of the United States. This is an unsurpassed opportunity for these men to become ac- quainted with one another and to meet the best American students of many colleges. The Committee facilitates in every possible way the attendance of foreign students at these gatherings. No fee is charged for any service rendered by this Committee and its secretaries. Students expecting to come to this country are invited to write for information of any kind and to suggest any preparation which can be made for their coming. Enquiries should be directed to the Secretary of any local Y. M. C. A., or addressed Opportunities for Higher Education in the United States 81 to the Committee on Friendly Relations Among Foreign Students, 347 Madison Avenue, New York City, U. S. A. SOCIETIES INTERESTED IN FOREIGN STUDENTS CHINESE China Society of America, Astor Place, New York City. Chinese National Welfare Society in America, 519 California Street, San Francisco, California. JAPANESE American Historical Association, Committee on Far Eastern History (Dr. E. B. Green, Chairman, University of Illinois, Urbana, 111.). Japan Society of New York, 165 Broadway, New York City. Japan Society of America, Flatiron Building, San Francisco, Cal. Japanese American Fraternity, Los Angeles, California. LATIN AMERICAN Committee on Cooperation in Latin America, 25 Madison Avenue, New York City. Pan American Society, 15 Broad Street, New York City. Pan American Union, Washington, D. C. MISCELLANEOUS Committee on Friendly Relations Among Foreign Students, 347 Madison Avenue, New York City. Institute of International Education, 419 West One Hundred and Seven- teenth Street, New York City. American Scandinavian Foundation, 25 West Forty-Fifth Street, New York City. Armenian Asiatic Association, 280 Madison Avenue, New York City. Hindustan Student Association, 1400 Broadway, New York City. International Serbian Educational Committee, 701 Madison Avenue, New York City. The Syrian Educational Society, 141 Clinton Street, Brooklyn, New York. South African Students Association, 2929 Broadway, New York. 82 The Institute of International Education Chapter IX NUMBER AND DISTRIBUTION OF FOREIGN STUDENTS Student immigration is not a new thing in the history of education, but it never assumed the proportion it has in recent years and in connection with the United States. According to statistics gathered for the year 19 19-1920 there are no less than ten thousand students from abroad pursuing higher courses of education in the United States representing one hundred and sixteen different nationalities. The Chinese with a thousand or so lead. The Japanese and Filipinos come next with five hundred and eighty-eight. All the Latin American republics are represented and so are the countries of Europe and the Near East. Some of these students are sent on scholarships provided by their Governments, schools, communities, friends or private organizations. Others come at the expense of their parents. The rest are, to a large extent, self-supporting. Through the Chinese Boxer War Indemnity Fund a number of Chinese students, boys and girls, find it possible to come to this country. The Filipino Government has recently instituted a number of scholarships in Amer- ican universities for training the Filipino youth and so have the Brazilian Government and several other South American Governments. The Belgian Relief Committee has appropriated a large sum of money for the education of Belgian students in this country, and the American- Scandinavian Foundation offers a number of fellowships, tenable in the United States, to Scandinavian students. The distribution of these students throughout the Opportunities for Higher Education in the United States 83 United States is widespread. Statistics compiled in December, 19 19, reveal the presence of foreign students in every one of the forty-eight states of the Union and in the District of Columbia. The tendency of the foreign students is to congregate in the large centers like New York, Chicago, Boston, Philadelphia, and in California on the Pacific Coast. In the interior Illinois and Ohio draw the largest number. The tendency to cluster in the big universities is also marked, but there is hardly an institution of medium size in which they are not repre- sented. The enrollments of four hundred and sixty-six colleges for the year 191 9-1 920 show the presence of foreign students. For a statistical summary of the number and distribu- tion of foreign students, see the accompanying table. 84 The Institute of International Education Chapter X LIVING CONDITIONS The living conditions vary according to the size of the college or university and the size of the town in which it is located. As a rule the large universities flourish either in or near cities of considerable size, whereas small colleges grow in small communities. Lodging and Boarding Facilities Some colleges and universities maintain dormitories and dining halls for their students. The rates are reason- able. The dormitories are usually adapted to the needs of student life. They are equipped with good light and baths and their atmosphere is conducive to study and concentration. The foreign students will do well to try as early as possible to secure accommodation on the campus of the college to which they intend to go. Wherever the dormitory facilities are not enough to accommodate all students, the colleges usually keep an approved list of private homes in the vicinity in which students may rent rooms.. Sometimes the college Y. M. C. A. keeps the list. Expenses The following tables show the approximate expenses for room, board, laundry, tuition, fees, etc. The data were collected in the summer of 1920 from the various college authorities. Different representative institutions were selected in the East, Middle West, West and South. It will be noted that the expenses in the Middle West are a little less than in the East and in the West below those of the Middle West. Opportunities for Higher Education in the United States 85 Ithaca, New York Coi nell University Room — $3 to $5 a week School Year* $200.00 Board — $7 to $9 a week " " 400.00 Laundry 11 11 35-oo Incidentals 11 11 80.00 Tuition 11 11 200.00 Fees 11 11 65.00 Books 28.00 Total for year $1,008.00 Providence, Rhode Island Brown University Room School Year $150.00 Board 11 11 400.00 Laundry 11 11 40.00 Incidentals 11 11 100.00 Tuition 11 11 200.00 Dues, Fees, etc. 11 1 150.00 Total for year $1,040.00 MIDDLE WEST Minneapolis, Minnesota Un iversity of Minnesota Room School Year $150.00 Board — $7 to $8 per week 11 11 375-00 Laundry — $3 per month " " 35-00 Incidentals 11 11 60.00 Tuition 11 11 150.00 Fees 11 11 30.00 Books 11 11 30.00 University activities, car fare etc. 11 1 100.00 Total for year $930.00 Champaign, Illinois University of Illinois Room (Average) School Year $140.00 Board 330.OO Laundry 25.OO Incidentals 75.00 Fees 75.OO Books ' 4O.OO Total for year $685.00 ♦School year usually covers 8 months. 86 The Institute of International Education WEST Berkeley, California Room — $8 to $12 per month Board — $25 to $30 per month Laundry (Average) Incidentals Tuition Fees Books University activities University of California School Year $130.00 300.00 30.00 50.00 1 50.00 50.00 30.00 50.00 Total for year $790.00 Seattle, Washington University of Washington Room School Year $360.00 Board (Average) 48O.OO Laundry 25.OO Incidentals 50.00 Tuition 40.00 Fees 40.00 Books 30.00 Total for year $1,025.00 SOUTH Austin, Texas University of Texas Room and Board — $40 per month School Year $400.00 Laundry (Average) " " 30.00 Incidentals 11 u u IOO.OO Fees u 11 11 50.00 Books 11 11 11 30.00 Total for year $610.00 Vacations The American academic year is practically eight months, extending from the latter part of September to the early part of June, with a two weeks' vacation for Christmas and a week or less for Easter. In California the institu- tions are in session from the middle of August to the middle of May. Some colleges and universities have adopted a four-term basis for the year, and have accord- ingly a shorter vacation. Opportunities for Higher Education in the United States 87 How to spend the long summer vacation is one of the vexing problems of foreign student life. Whenever possi- ble a part of it, at least, should be spent in travel. Since the United States is such a vast and heterogeneous country, familiarity with one part does not constitute familiarity with the whole. During the summer holiday many students find "jobs" to replenish their material resources, and those of them who are delinquent in their studies take advantage of the opportunities provided by the summer schools. In case the foreign student has no deficiency to make up, and is not in need of employ- ment, it is recommended that he make a special study of some American institution in all its phases, such as the Public Library system, the Y. M. C. A., the Public School system, the Social Settlements, the Prohibition movement, or any other organization or activity that centers around the philanthropic and social life of the American community. Travel The facilities for travel in the United States are abun- dant. Transportation costs about three and a half cents per mile. From the table and map in the Appendix the cost of travel from New York, New Orleans or San Francisco to the selected college can be worked out approximately. Each passenger is entitled to carry one hundred and fifty pounds of baggage free. Trunks and heavy baggage should be checked and forwarded in the baggage car. On showing one's ticket to the baggage master in the railway station, a check is attached to each parcel, a duplicate claim check being given the passenger, and the railway company assuming responsi- bility for safe delivery. The passenger may claim his baggage by presenting the baggage check at his destination and arranging with a transfer company for its delivery to hotel or residence. The Institute of International Education Among the scenic features of the United States which are most frequently visited are : Niagara Falls, New York; Yellowstone National Park, Wyoming; the Grand Canyon, Arizona; the Yosemite Valley and the Big Trees of California, and Mammouth Cave, Kentucky. Students would enjoy a visit to Washington, the capital of the United States, where they may see not only the Government buildings, including the Capitol and the White House, but also the Washington and Lincoln monuments, the Library of Congress, the Pan American Building, the Red Cross Building, the Smithsonian Institute, and the National Museum. The Metropolitan Museum of Art, New York City; the Boston Public Library, and scores of other buildings are worthy of a visit. Student Aid and Self Help Almost all good-sized colleges and universities include in their organization employment bureaus with a view to securing part- or full-time employment for students and graduates. The late afternoon and early evening hours, holidays and Saturdays and the vacation days are often utilized by the students for working purposes. The commonest forms of work secured are: janitor ser- vice, care of furnace, selling commodities, waiting on table, clerical work and tutoring. As a result many students in colleges, who otherwise would not be there, are enabled to continue their studies. A large number of Americans earn part of their expenses in college. This, however, should not encourage the student to think that he can make his whole way through college. Even among the American students, the number who succeed in earning all their expenses is exceedingly limited. The educational process is such an expensive one from the standpoint of time, energy, and money that it is well- Opportunities for Higher Education in the United States 89 nigh impossible for a foreign student to maintain physical and mental efficiency and, at the same time, make all the money necessary for his living and for his education. It should be noted, moreover, by foreign students that labor is not looked upon in the United States as degrading. The student need fear no loss in social station in the college community or in the town on account of it. The fact is that many American students, who later in life rise to eminence, never cease to look with pride upon their college life and how they "made their way through" college. In addition to the employment possibilities, many universities have small loan funds which they are willing, under specified conditions, to put at the disposal of students. Scholarships, prizes, beneficial funds, and fellowships are available in almost all institutions. They are an- nounced in the annual catalogues of the institutions, copies of which may be secured free of charge upon request. 90 The Institute of International Education Chapter XI • SPECIAL PROBLEMS Choice of a School The first problem which confronts a prospective student in the United States is the choice of a college or university best suited to his needs. The United States Bureau of Education, Washington, D. C, through its Biennial Reports and Bulletins furnishes lists of educational institutions of different kinds and gives accounts of general conditions such as entrance requirements and the work required for college degrees. The following organizations may be consulted free of charge for advice on the educational opportunities in the United States : The Institute of International Education, 419 West 117th Street, New York American Council on Education, 818 Connecticut Avenue, Washington, D. C. The Committee on Friendly Relations Among Foreign Students, 347 Madison Avenue, New York. A list of recognized colleges has been published by the American Council on Education, and is reprinted on p. 16. Other lists in different branches of study are given in this Bulletin. As a general principle it is considered most advisable that foreign students should have completed the work of an undergraduate college before entering an American institution if they are to derive the greatest benefit from their study here. A sound preparation in their own country and familiarity with their own cultural back- ground will serve as the best foundation for graduate study in the United States along the lines that may be Opportunities for Higher Education in the United States 91 selected, and particularly if it is intended to prepare a dissertation for the Ph.D. degree. Knowledge of English How much English one should know is the second problem which the foreign student must solve. It is recommended that, before coming to the United States, the foreign student acquire enough English to enable him to understand the lectures and to find his way in the country. The whole question of adjustment of educational qualifications to the requirements of American institutions has to be looked into carefully and deliberately with a view to avoiding unnecessary wastage of time and expense. Finances Another question relates to the amount of money to be brought by the foreign student when he comes to the United States. The danger here lies on the side of bringing too little rather than too much. A number of foreign students seem to think that somehow in the United States they can work, support themselves, study and win diplomas. It is true that the opportunities for work for the ambitious, energetic and adaptable student are numerous, yet it is necessary that students should guard against overwork, physically and mentally. They should enjoy leisure hours for growth and meditation and should take advantage of their being here to observe and study institutional movements, other than those they find in their local college curricula. We recommend that the foreign student bring with him, in addition to his sea and land fares, a minimum of $500 which will carry him through the first half year. A great deal depends after that upon his own industry and ability. 92 The Institute of International Education It is also suggested that, unless there is a definite reason for special preparation or travel, no foreign student should arrive in the United States in the spring or summer months. Colleges begin their sessions in the latter part of September. If one reaches the United States in the spring he can hardly fit into the classes that have been in session since February or October, and if he arrives in the summer he will find all classes, except summer schools, closed. Students should locate on the map the university they intend to visit, so that they may get an idea of the number of miles of railway travel that will be involved. It costs almost as much to travel from New York to a western university, as it costs to come from France or England to America. APPENDIX TABLE OF DEGREES Bachelor's Degrees A.B. or B.A Bachelor of Arts B.Agr Bachelor of Agriculture B.Arch Bachelor of Architecture B.A. in Ed Bachelor of Arts in Education B.B.A Bachelor of Business Administration B.Chem Bachelor of Chemistry B.C.E Bachelor of Chemical Engineering B.C.S Bachelor of Commercial Science B.Cr.E Bachelor of Ceramics Engineering B.D. or D.B Bachelor of Divinity B.E.E Bachelor of Electrical Engineering B.Ed Bachelor of Education B.F.A Bachelor of Fine Arts B.Eng Bachelor of Engineering B.E.M Bachelor of Mining Engineering B.M.E Bachelor of Mechanical Engineering B.J Bachelor of Journalism B.L., B.Litt., or Litt.B Bachelor of Literature B.L.Sc Bachelor of Library Science B.Mus. or Mus.B Bachelor of Music B.Ped Bachelor of Pedagogy B.S. or S.B Bachelor of Science B.Sc.Agr Bachelor of Scientific Agriculture B.S. in Agr Bachelor of Science in Agriculture B.S. in Agr. Ed Bachelor of Science in Agricultural Education B.S. in Agr. Eng Bachelor of Science in Agricultural Engineering B.S. in Agron Bachelor of Science in Agronomy B.S. in Animal Husbandry B.S. in Arch Bachelor of Science in Architecture B.S. in Arch. Eng Bachelor of Science in Architectural Engineering B.S. in Biol Bachelor of Science in Biology B.S. in Business B.S. in Cer Bachelor of Science in Ceramics 94 The Institute of International Educatio?i B.S. in Chem Bachelor of Science in Chemistry B. S. in Chemical Engineering B.S. in C.E Bachelor of Science in Civil En- gineering B.S. in Coal Mining Engineering B.S. in Com Bachelor of Science in Commerce B.S. in Dairying B.S. in Dentistry B.S. in Econ Bachelor of Science in Economics B.S. in Ed Bachelor of Science in Education B.S. in El. Eng Bachelor of Science in Electrical Engineering B.S. in Fire Protection Engineering B.S. in Floriculture B.S. in For Bachelor of Science in Forestry B.S. in Geology and Mining B.S. in H. Econ Bachelor of Science in Home Eco- nomics B.S. in Horticulture B.S. in Household Science B.S. in Ind. Arts Bachelor of Science in Industrial Arts B.S. in Landscape Gardening B.S. in Law B.S. in Hydraulic Engineering B.S. in Mech. Eng Bachelor of Science in Mechanical Engineering B.S. in Med Bachelor of Science in Medicine B.S. in Met. Eng Bachelor of Science in Metallurgical Engineering B.S. in Min. Eng Bachelor of Science in Mining Engineering B.S. in Mun. and San. Eng Bachelor of Science in Municipal and Sanitary Engineering B.S. in Ped Bachelor of Science in Pedagogy B.S. in Phar Bachelor of Science in Pharmacy B.S. in Railway Civil Engineering B.S. in Railway Electrical Engineering B.S. in Railway Engineering B.S. in Railway Mechanical Engineering B.S. in San. Eng Bachelor of Science in Sanitary Engineering B.S. in Structure Design B.S. in S.T Bachelor of Science in Sugar Tech- nology B.S. in Textile Industry Appendix 95 Graduate in Music J.C.B Bachelor in Canon Law L.H.B Bachelor of Literature LL.B Bachelor of Laws Ph.B Bachelor of Philosophy Ph.B. in Com Bachelor of Philosophy in Commerce Ph.B. in Jour Bachelor of Philosophy in Journalism Ph.C Pharmaceutical Chemist Ph.G Graduate in Pharmacy Phar.B Bachelor of Pharmacy S.T.B Bachelor of Sacred Theology Higher Degrees A.E Agricultural Engineer A.M. or M.A Master of Arts Arch Architect Arch. Eng Architectural Engineer Cer. Eng Ceramics Engineer Chem. Eng Chemical Engineer C.E Civil Engineer C.P.H Certificate in Public Health C.S Certified Sanitarian D.C.L Doctor of Civil Law D.D.S Doctor of Dental Surgery D.D.Sc Doctor of Dental Science D. Eng. or Eng. D Doctor of Engineering D.M.D. Doctor of Dental Medicine D.Sc. or Sc.D Doctor of Science D.P.H Doctor of Public Health D.V.M. or V.M.D Doctor of Veterinary Medicine E.E Electrical Engineer E.M Engineer of Mines El. Met Electrometallurgist Fire Protection Engineer Graduate in Architecture Graduate in Public Health J. CD Doctor in Canon Law J.C.L. Licentiate in Canon Law J.D., Jur.D., or D.Jur Doctor of Law L.H.D Doctor of Literature LL.D Doctor of Laws LL.M Master of Laws Mar.E Marine Engineer M.Arch Master of Architecture M.B.A Master in Business Administration 9 6 The Institute of International Education M.C.E Master of Civil Engineering M.C.L Master of Civil Law M.C.S Master of Commercial Science M.D Doctor of Medicine M.E Mechanical Engineer M-E.E Master of Electrical Engineering Met.E Metallurgical Engineer M.F Master of Forestry M.L Master of Literature M.L.A Master of Landscape Architecture M.L.D Master of Landscape Design M.M.E Master of Mechanical Engineering M.P.L Master of Patent Law M.Ped Master of Pedagogy M.S.A Master of Scientific Agriculture M.S. or S.M Master of Science M.S. in Agr Master of Science in Agriculture M.S. in Arch Master of Science in Architecture M.S. in Eng Master of Science in Engineering M.S. in For Master of Science in Forestry .M.S. in Min. E Master of Science in Mining En- gineering M.S. in Public Health M.S.T. or S.T.M Master of Sacred Theology Na'v. Arch Naval Architect Pd.D Doctor of Pedagogy Pd.M Master of Pedagogy Ph.D Doctor of Philosophy Ph.M Master of Philosophy Phm.D Doctor of Pharmacy Phm.M Master of Pharmacy S.J.D Doctor of Law S.T.D. Doctor of Sacred Theology S.T.I Licentiate in Sacred Theology Appendix 97 BIBLIOGRAPHY General Education Briggs, T. H. The Junior High School, Boston, 1920 Cubberley, E. P. Public Education in the United States, Boston, 1919 Dutton, S. T. and Snedden, S. Public School Administration in the United States, New York, 191 2 Inglis, A. I. Principles of Secondary Education, Boston, 1918 Higher Education Baker, J. H. American University Progress, New York, 1916 Foster, W. T. Administration of the College Curriculum, Boston, 191 1 Klapper, P. College Teaching, New York, 1920 Keppel, F. P. The Undergraduate and His College, New York, 1917 Thwing, C. F. A History of Higher Education in America, New York, 1906 United States Bureau of Education, Bulletins: 191 5 No. 27 Opportunities for Foreign Students at the Colleges and Universities in the United States Statistics of State Universities and State Colleges Recent Movements in College and University Admin- istration Accredited Higher Institutions The Curriculum of the Woman's College Facilidades Ofredidas a los Estudiantes Extranjeros Instruction in Journalism in Institutions of Higher Education A Survey of Higher Education, 1916-18 Requirements for the Bachelor's Degree Agricultural and Mechanical Colleges Facilities for Foreign Students in American Colleges and Universities 1920 No. 40 The Curriculum of Agricultural Colleges Carnegie Foundation for the Advancement of Teaching, Bulletins No. 4 Medical Education in the United States and Canada No. 8 The Common Law and the Case Method in American Uni- versity Law Schools No. 1 1 Engineering Education 1916 No. 6 1916 No. 4<-> 1917 No. 17 1918 No. 6 1918 No. 16 1918 No. 21 1919 No. 22 1920 No. 7 1920 No. 8 1920 No. 39 DISTANCES IN MILES BETWEEN CITIES OF THE UNITED STATES BY LAND (See map enclosed) Cities and States Birmingham, Alabama .... Tucson, Arizona Little Rock, Arkansas .... San Francisco, California . . . Denver, Colorado New Haven, Connecticut . . . Newark, Delaware Washington, District of Columbia Gainesville, Florida Atlanta, Georgia Moscow, Idaho Chicago, Illinois Indianapolis, Indiana .... Iowa City, Iowa Lawrence, Kansas Lexington, Kentucky New Orleans, Louisiana . . . Portland, Maine Baltimore, Maryland Boston, Massachusetts .... Ann Arbor, Michigan .... Minneapolis, Minnesota . . . Jackson, Mississippi St. Louis, Missouri Missoula, Montana Lincoln, Nebraska Reno, Nevada Hanover, New Hampshire . . Princeton, New Jersey .... Albuquerque, New Mexico . . New York, New York .... Chapel Hill, North Carolina Bismarck, North Dakota . . . Columbus, Ohio Norman, Oklahoma Portland, Oregon Philadelphia, Pennsylvania . . Providence, Rhode Island . . . Charleston, South Carolina . . Vermilion, South Dakota . . . Knoxville, Tennessee Austin, Texas Salt Lake City, Utah Burlington, Vermont Charlottesville, Virginia Seattle, Washington Morgantown, West Virginia . . Madison, Wisconsin Laramie, Wyoming New New San York Orleans Francisco Miles Miles Miles 990 355 2,520 2,601 1,503 983 1,290 456 2,237 3,182 2,482 1,926 i,357 i,376 72 L4I7 3,263 128 1,254 3,137 228 1,144 3,069 1,068 616 3,098 876 496 2,810 2,733 2,760 1,194 912 920 2,279 825 862 2,380 i,i49 998 2,052 1,382 1,020 1,946 781 664 2,567 1,345 2,482 350 1,686 3,4io 188 1,184 3,o8i 235 1,607 3,313 729 1,064 2,515 1,332 1,285 2,101 1,369 184 2,651 1,065 699 2,199 2,569 2,269 1,138 1,463 1,089 1,928 2,939 2,725 243 320 1,692 3,336 48 1,324 3,143 2,298 1,264 1,199 i,372 3,191 58i 992 3,236 1,767 1,720 1,866 637 945 2,593 1,626 770 2,012 3,204 2,746 722 9i 1,281 3,100 184 L530 3,30o 739 776 3,H9 1,457 1,208 1,856 738 609 2,876 L979 528 L993 2,442 1,928 823 301 1,673 3,248 343 1,029 2,855 3,i5i 2,93i 957 489 1,097 2,792 1,041 1,041 2,361 1,680 L524 1,213 Note: The cost of traveling from New York, New Orleans or San Fran- cisco to any of the cities named can be estimated by multiplying the dis- tance given in miles by four cents. This does not include Pullman reserva- tion or cost of meals en route. / \ i ! n.d ak I :\ —^rtyi\ minn / / / S.DAK. .j L --_ / Wy o. i t^^j / *"""—■/ / / L_ _ ^<~J NEB. i Ur *H i ! i ^^t^ L. COLO. &~*&x I / / / ^MEX. ! OKLA. I **~"~~ ) ARK. TEX. l <&&*& X ) i Vmi; \LA./j/U4H A Map of the United States Showing Location of One City in Each State SlIMMHt/ COMPIL O' 7W£ /onf/SAf Stucehts i» rue Umites U> Bf IMt COMMITTll 0(1 ntlCNDUY til. AT 10 MS Xh ^ j ! 2 j 1 jj 3 1 t | 1 1 i i c 1 I i f 3 ? 1 1 1 i i j h s 1 1 1 1 1 1 u j 3 l i 1 I 2 j * J J £ I HJJ.JU h i i 1 T 1 1 i , « 1 1 1 if f 'z"/ i S J. 5 I 5 1 I 1 i, J_J_ 5 5 I J ? j J /&»-«. .5 ArL.CA 1 J a 1. AtBAWI* ' -J J «>»".» j J •AlTlflW 1 Ant.ooa / ■*9°£_H JL 1 ' _1 _£ 5 t i _C 4 1 AmtNTIN* is & ! 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V It 1 sl_i «_ •>»— ! _1) _..!.! fiMi» l» 1 S 5 l ' *•» « «3 1 U " i j -> — _■-- _. -* 1 t i— i - 1 — '-, -n- iii ^ i, --• ! l-l—l J _1 _:_ n ii i-i 1 i L_ J 1 -J J i~ — 1_ 9 1^ _| »•.-«*• J# -_l_l _1_!1 1 . , v.. _ If _1 . « I j . 1 »«~ " 1 1 — 1__»!^ i -H — h -4- fcs U L.___ !l -j- — 1 ^-^ — -f- f L'l^! -, 1 Li I i I > i ■ t *—-^ *» 1 1 1 J 14 1 I 1 .1 1 »-.».- * — ! — J — 1 1 !_I , *— — —\ ■» -i .... i : i i " ^ s r. -J-— «-■ ! S _1 - —- -— — 1 !Jj||J/_f3 V 1 v : s d*« s |"t? N-| K H ">"-'•": ■ ' ' 1 i 1 1 1 MIL J_L. _ INDEX American council on education, 15- 25. 90 British equivalents for degrees, 26- 27 Business schools, 34-36 Credit system, 14-15 Degrees, 8-9, 11, 15-24, 27-28, 33- 37. 40-41- 47-50, 53, 57-58, 60; women's colleges, 71 Dissertations, for Ph.D. degree, 15, 17 Dormitories, 84 Earning by outside work, 14, 88-89 Entrance requirements, 12-15 Fellowships, 62, 89 Foreign students, admission require- ments, 13-14 French equivalents for degrees, 25- 26 Friendly relations committee, 79- 81, 90 Group system, 1 1 Health certificates, as admission re- quirements, 13 Honor system, 12; in women's col- leges, 70 Immigration laws, 92 Institute of international education, 25. 71-72, 90 Lecture system, 12 Loan funds, 89 Outside work, earning by, 14, 88-89 Passports, 92 Points, defined, 14-15 Preceptorial system, 11-12 Scholarships, 62, 68, 89 Semester system, 12 State universities, 7 Statistics of foreign students, 82-83 Student publications, 80 Student societies, 74-75, 80 Thesis requirements, 15, 2 7 Tuition fees, 14, 84-86; women's colleges, 68 Unit, defined, 12-13 Women, admitted to theological seminaries, 62 PREVIOUS PUBLICATIONS 1919 Announcement of Founding of Institute. 1920 Bulletin No. 1. First Annual Report of the Director. Bulletin No. 2. For Administrative Authorities of Universities and Colleges. Bulletin No. 3. Observations on Higher Education in Europe. Opportunities for Higher Education in France. Opportunities for Graduate Study in the British Isles. For the International Relations Clubs Syllabus No. I. Outline of the Covenant of the League of Nations. Syllabus No. II. The Past, Present and Future of the Monroe Doctrine. Syllabus No. III. The History of Russia from Earliest Times. Syllabus No. IV. The Russian Revolution. Syllabus No. V. The Question of the Balkans. Syllabus No. VI. Modern Mexican History. 1921 Bulletin No. 1. Second Annual Report of the Director. Bulletin No. 2. Opportunities for Higher Education in Italy. Bulletin No. 3. Serials of an International Character (Tentative List for Libraries) Bulletin No. 4. Educational Facilities in the United States for South African Students. ADVISORY COUNCIL Addams, Jane Alderman, President Edwin Ames, Dean Herman V. Andrews, Fanny Fern Biggs, Dr. Herman Blakeslee, Professor G. H. Brookings, Robert S. Bruere, Henry Bull, Dr. Carroll G. Burton, President M. L. Byrne, James Coolidge, Professor Archibald Cravath, Paul D. Cunliffe, Professor J. W. Davis, Katherine B. Downer, Professor Charles A. Ely, Professor Richard T. Filene, A. Lincoln Finley, Dr. John H. Fosdick, Dr. Harry E. Gilbert, Cass Gildersleeve, Dean V. C. Goodnow, President F. J. Hadley, Dr. A. T. Hale, Dr. George E. Harrington, Governor E. C. Hazen, Professor Charles D. Hibben, President J. G. Howe, Professor Henry M. Hughes, Hon. Charles E. Jenks, Professor Jeremiah Judson, President H. P. Keppel, Frederick P. Keyser, Professor C. J. Lovett, President Edgar Lowell, President A. L. MacCracken, President H. N. Mali, Pierre Main, President J. H. T. Mannes, David Marling, Alfred E. Meiklejohn, President A. Milliken, Professor R. A. Moore, Professor E. H. Morgan, William Fellowes Neilson, President W. A. Noyes, Professor Arthur A. Payne, President Bruce R. Pendleton, President Ellen T. Pupin, Professor Michael I. Putnam, Herbert Richardson, Dr. E. C. Robinson, Dr. Edward Sachs, Professor Julius Salmon, Dr. Thomas W. Schwedtman, Ferdinand C. Severance, Mrs. C. A. Shanklin, President W. A. Shorey, Professor Paul Shotwell, Professor J. T. Showerman, Professor Grant Stimson, Henry L. Stokes, Dr. Anson Phelps Storey, Professor Thomas A. Suzzallo, President Henry Thomas, President M. Carey Todd, Professor Henry A. Townsend, Hon. John G. Vincent, Dr. George E. Wald, Lillian D. White, Professor Henry C. Wilkins, Professor Ernest H. Wilson, Professor George G. Woodbridge, Dean F. J. E. Woolley, President Mary E. LIBRARY OF CONGRESS 022 167 125 9