Omaha daily bee., 1911-04-26
CONDITION IN AMERICAN
COLLEGES AND UNIVERSITIES
Summary of the Fifth Annual Report
of the CarneEie FoundR-
tton.

The fifth annual report Of the president
Of the Carnegie foundation covers the year
ending September 90 1910 The report IL
divided into two parts. Part one pertains
TO the current business OF the year and the
second Is a discussion Of the relation of
the college and the secondary school,
The report shows that the trustees he'd
in hand at the end Of the year funds
amounting to slLi1Ao5e.ss. consisting Of the
original sift Of Slo,OooOoo par value Of s
per cent bonds and N.OooOOO accumulated
surplus. The income for the year was
sS4SSsi9O During the year sixty-four re-
firing allowances were granted, Of which
forty six we're in accepted institutions and
eighteen Ia institutions not on the accepted
list. During the year twenty-three pension
ers died.
Among distinguished teachers who retired
during the year were Prof Burt q. wilder
OF Cornell. Dean Van Amringe and Prof.
Chandler OF Columbia both we'll advanced
In years and In academic honors; Prof.
George L. GoodRle the famous botanist
Of Harvard; Prof. osborne Of the Massa-
chusetts Institute Of Technology. who has
taught mathematics In that institution
since its foundation; Chancellor Mac
Cracker Of New York university; PresI-
dent Seelye OF Smith college and Prof.
Calvin NJ. Woodward 81 Washington uni-
versity. st. Louis. These distinguished men
average In age seventy-two years, ind
illustrate how well the vIgor and influence
Of the scholar can be continued to ripe
maturity
There we're admitted to the accepted list
during the year the University of Cali
| fornia, the Joint institutions Of the state
of Indiana-Indiana university and Purdue
university-and Wesleyan university, the
| last named a college.
! In the first part OF the report the presl-
dent of the foundation follows up the bulle
tin on medical education by a paper or
THE Relation Of the University to the
Medical School," in which he calls atten.
ton to the responsibility attaching to any
college or university which undertakes
medical education.
| The second part OF the report II a careful
attempt~to state the existing causes Of
friction between the secondary school FnC
the college. and the loss of educationa
efficiency in the present methods Of bring
ing pupils from the school 10 the college
The complaint Of the college against tn,
secondary school and the complaint Of IN,
secondary school against the college are Sc
forth.
An extremely interesting part of the re
port Is a statement Of the observations o
Oxford tutors upon the preparation OF tn,
| Rhodes scholars. The strong points in tn,
| American boys preparation are readily
seen by theae trained teachers, and tn,
weaknesses which they find point direct,
to the suporfioiality and diffusion of tn,
work done in the American secondary
school and college.
The president Of the foundation urges
that this whole question be approached by
secondary school men and college men In
a spirit OF corporation Neither the eerti
ficate method of admission nor the piece
meal examination method have in his
opinion solved the problem. He urges that
the college must find q solution which will
test better than the certificate or the piece
meal examination the fundamental quail.
ties Of the students, and which will at the
same time leave to the high school 6
larger measure Of freedom. He recon
mends combination Of certificate and ex
aminations, the latter Of a simple and
elementary character, but calling for .
high quality of performance without which
the candidate will not be admitted. Fol
example. under this plan the boy who can.
not be admitted to college at all. but would
be sent back to the secondary school. The
entrance requirements recently adopted Al
Harvard are quite In line with these recon
mendation. The president of the foundat
urges corporation between the secondary
school and the college not as unrelated
institutions, but as two parts OF common
system education. He argues that the in.
terest Of the great mass of high schoo
students must not be sacrificed to the In
terest Of the minority who are Iookinl
toward college. He insists on a large
measure Of freedom for the secondary
school, but on the other hand he argues
that the interest Of the boy who goes t.
college and Of the boy who goes from the
high school into business are alike con
served by learning a few things well, no
by learning many things specifically. The
boy who has obtained such inteileetua
discipline Is q fit candidate for college
whether he has studied one set of subjects
or another; without this intellectual dis
cipline he IL unfit alike for college or bust
ness 1t is therefore. in the opinion of tn,