Dormitory. State University and School of Mines, North Dakota. Engineering, etc.. Ohio University. University of Cincinnati, Ohio. St. Ignatius College, Ohio. Western Reserve University, Ohio. Capital University, Ohio. Ohio State University. Ohio Wesleyan University. Kenyon College, Ohio. Denison University, Ohio. Oberlin College, Ohio.. Miami University, Ohio. Oxford College for Women, Ohio. Wittenberg College, Ohio. Western College for Women, Ohio. Lake Erie College and Seminary, Ohio.. University of Wooster, Ohio. Kingfisher College, Oklahoma.. Epworth University, Oklahoma. Oklahoma Agricultural and Mechanical College. Oregon Agricultural College.... Pacific University, Oregon. Willamette University, Oregon.. General.. Miscellaneous. Gymnasium.. Experimental medicine. Miscellaneous... Engineering and agriculture. Administration.. .do. Dormitory, etc.. Laundry. Dormitory (women) $6,000 9,465 3,500 1,000 2,700 28,952 15,000 30,000 10,000 18,755 7,000 25,000 3,475 45,000 30,000 1,188 87,484 45,000 20,000 97, 016 The total value of all gifts and bequests reported by the several institutions included in this chapter as having been received during the year amounted to $22,869,180. Of this amount of private benefactions, $7,694,497 had been given for buildings and improvements, $12,700,591 for endowment, and $2,474,092 for current expenses. Of the grand total, $22,869,180, the following 42 institutions received $17,251,710 in amounts of $100,000 or over: The following extracts are from the Second Annual Report of the President of the Carnegie Foundation for the Advancement of Teaching, pages 76-80. THE LARGE NUMBER OF INSTITUTIONS IN THE UNITED STATES AND CANADA BEARING THE NAME COLLEGE OR UNIVERSITY. For nearly a year the executive officers of this Foundation have been engaged in preparing a list of the higher institutions of learning in this country and Canada. A large amount of time has been consumed and an extensive correspondence maintained in order to make this list complete and in order to give some definite statement of the form of government and of the academic grade of the various institutions. This material is nearly ready for the press. There are more than 950 institutions in the United States and Canada calling themselves colleges or universities. Of these some 850 are in the United States. An examination of the curricula, the income, and the work of these institutions majority of cases with little regard to the meaning of the names themselves and with still less consideration of the difference between the work of a college and that of a university. To secure a clear conception of the function of the college and of the university is an urgent need at the present stage of educational organization on this continent, and this clearing of the ground must begin in the institutions themselves. It is too much to expect that the general public will have any well-defined notions in these matters, so long as those in charge of higher institutions of learning systematically ignore the lines which ought to separate the high school from the college and the college from the university. I am convinced that the trustees of the Carnegie Foundation for the Advancement of Teaching can do no better service to education than to help to clear up these perplexities. It is not likely that any great step can be taken in the improvement of preparatory, college, or university education as long as these separate stages are continually confused in the actual work of institutions of higher learning. Once there can be secured general agreement as to where the high school leaves off and the college begins, and as to the distinction between a college and a university, it will be possible to effect far-reaching improvements in preparatory, college, and university education. One needs to approach this question in a spirit sufficiently sympathetic to appreciate the results which have come from the very exuberance of the movement for education which has gone on in the United States and Canada for the last four decades. Overproduction is an almost inevitable part of any such phase of national life. While it is only too true that the multiplication of weak colleges has tended to lower standards, it is also true that this multiplication has worked powerfully to create a demand for college education where no such demand formerly existed. Mr. Bryce, with his usual clear insight, has called attention in the American Commonwealth to the farreaching effect of this movement and to the long list of able men sent into public life from small and ill-equipped colleges. Other causes besides the general educational movement have contributed to this multiplication of so-called colleges and the ensuing lowering of standards. Among these contributing causes denominational ambitions and rivalries have had no small part. Similarly, local rivalries led to the establishment of a so-called college in many communities whose real needs would have been supplied by a good high school or academy. Just how much personal, denominational, and local ambitions have operated to establish two or more weak institutions in regions where one strong college would find difficulty in securing support it is difficult to say, but these factors have all contributed to the result. It is, however, generally recognized to-day that he who makes two colleges grow where one grew before is at best a doubtful friend of education. The next quarter century will undoubtedly see a weeding out of the weaker institutions, or, what is still more desirable, the use of a name on the part of such institutions which is fairly descriptive of their work. The system of higher schools of learning in this country has been developed under conditions somewhat similar to that under which the railway system of the country has been built up. A generation ago railways began to push out through the West into all parts of the then undeveloped country. They were built with little regard to standards. They were pioneers of commerce and created the trade upon which they were afterwards to live. To-day, however, pioneer days in railroading are over. Railroad lines are cutting down grades, straightening curves, and everywhere conforming to fixed standards. Only a limited number are developed into trunk lines, but all conform to a standard gauge. In much the same way colleges and universities were founded which were such in name only. But the pioneer stage of education has also passed, and to-day we need to do for our institutions of learning a work similar to that which is being done for the railroad system-a work of standardization, with clearer ideas of what the function of the various grades of institutions ought to be. |