ments for the course he is pursuing in such institution require proficiency in subjects amounting to 14 units of the College Entrance Examination Board, which must include mathematics A, (algebra to quadratics), A2 (algebra, quadratics and beyond), and C (plane geometry); English A (reading and practice) and B (study and practice), as outlined by the College Entrance Examination Board. A certificate indicating enrollment at an irregular time or for the specific purpose of obtaining such certificate will not be accepted.

2. That he present a properly attested certificate of graduation from a preparatory school or public high school which is on the accredited list of one of the institutions referred to in paragraph 1 of this order, provided that he is thus certified to have established proficiency in subjects amounting to 14 units of the College Entrance Examination Board, which must include mathematics A1, A2, and C, and English A and B, as outlined by the College Entrance Examination Board. A certificate indicating graduation at an irregular time for the specific purpose of obtaining such certificate will not be accepted.

3. That he present a properly attested certificate from the College Entrance Examination Board that he has passed 14 units of its examinations, including mathematics A1, A2, and C, English A and B, and history A (ancient history) and D (American history and civil government).'

The Bureau of Education has been given the task of deciding whether the schools and colleges which apply for the privilege of enrolling students in the academy without examination meet the terms of paragraph 1 or paragraph 2.

CHANGE IN THE REQUIREMENT FOR NEW YORK REGENTS' COLLEGE ENTRANCE

DIPLOMAS.

College entrance diplomas in arts and in science were formerly issued by the regents of the University of the State of New York to pupils in recognized high schools who earned 72 specified academic counts. A regent's count is one of four or five subjects pursued 1 day a week for 45 minutes a day during 38 weeks. Upon the recommendation of the Association of Colleges in the State of New York and the State Examinations Board the requirements for these diplomas have been reduced to 70 counts. A new college entrance diploma in engineering, also requiring 70 counts, is added. The distribution of requirements for each of the older diplomas has been slightly modified, as indicated in the following paragraphs:

For the college entrance diploma in arts the new requirement allows the 30 counts prescribed in foreign language to be made up either of Latin 20 counts and a second foreign language 10 counts, or, at the option of the student, of 15 counts in Latin and 15 in a second foreign language. The electives are reduced from 12 to 10 counts.

For the college entrance diploma in science the requirement in science is reduced from 10 to 5 counts. The requirement in the first (of two) foreign language is raised from 10 to 15 counts, making a total of 25 counts of foreign language, instead of the 20 counts formerly prescribed. The electives are reduced from 12 counts to 10 counts. The college entrance diploma in engineering is granted for the satisfactory completion of English, 13 counts; algebra, 7 counts; plane geometry, 5 counts; history, 5 counts; Latin, French, or German, 15 counts; physics, 5 counts; a second science, 5 counts; advanced mathematics, 5 counts; electives, 10 counts.

1 The latest statement of the requirements is contained in General Orders No. 19, April 7, 1914.

MODIFICATIONS OF YALE'S ENTRANCE REQUIREMENTS.

Yale University has long represented the conservative party in the matter of entrance requirements. Admission has been strictly by examination. The range of subjects required for the A. B. course has been limited to those which have been proved by long experience to furnish valuable training for a classical college curriculum. Less work in classics and more mathematics and science are required for admission to the Sheffield Scientific School, but the plan is otherwise the same as for the A. B. course. In the catalogue of 1913-14 appears a very brief announcement under the heading, "Special cases where good preparation differs from fixed requirement," which indicates a new departure. Under this plan it will be possible for good students whose preparation has not coincided absolutely with the prescribed entrance requirements to enter the college or the scientific school. The catalogue states:

The committees on admission are prepared to consider the application made by a school principal on behalf of a final candidate who, during his preparatory course, has shown unusual ability and maintained a high grade of scholarship, but whose subjects of study have differed somewhat from those prescribed for admission to the undergraduate departments of Yale University.

NEW FOUNDATIONS AND REORGANIZATIONS.

CHANGES AT COLUMBIA UNIVERSITY.

Two of the departments of Columbia University which have previously given chiefly undergraduate instruction begin the year 1914-15 as graduate departments.

The school of mines, which celebrated its fiftieth anniversary in May, 1914, becomes now the graduate school of engineering on the same footing as the other graduate schools of the university. Three years of specialized professional study will be offered, leading to the several technical degrees granted in the schools of mines, engineering, and chemistry. For admission to these courses the completion of at least three years of a college or scientific school course, including work in mathematics, physics, chemistry, drafting, shopwork, surveying, and mineralogy will be required. A new course leading to the degree of B. S., which may be completed in three years, "without undue strain," has been organized at Columbia College, as preparation for the advanced work of these new graduate departments.

The school of education of Teachers College announced in the spring of 1914 that beginning July 1, 1914, it would abandon all undergraduate courses leading to the degree of B. S. and become a graduate school, offering only advanced curricula leading to the degree of A. M. or Ph. D. The new requirement for admission to the school is a bachelor's degree from an approved college or its equivalent. The announcement states:

This reorganization has been made in response to a widespread demand throughout the country for increased preparation on the part of high-school teachers of academic subjects and for opportunities for thorough training for such responsible positions as school superintendent, principal of a high school, principal of a normal school, head of a college or university department of education, critic teacher, primary supervisor, educational investigator, school statistician, and so forth. That preparation for work of this type must be of a graduate character is without question. Only students with broad academic and professional training in advance of the usual undergraduate courses can hope to meet the present demands in this better class of positions.

THE SCHOOL OF EDUCATION OF THE UNIVERSITY OF PENNSYLVANIA.

Provisions for the scientific training of teachers in the East have been still further increased during the last academic year by the expansion of the work in education at the University of Pennsylvania. The department of education at the University of Pennsylvania, which was started in 1894, was considerably increased in 1913 by means of financial assistance granted by the Pennsylvania Legislature. The chair of pedagogy was divided into three professorships: Prof. A. Duncan Yokum retained the chair of educational research and practice, Dr. Harlan Updegraff being elected professor of educational administration, and Dr. Frank P. Graves professor of the history of education. In the spring of 1914 the expanded department was reorganized as the school of education, a separate department of the university. A special faculty with Dr. Graves as dean was selected. The requirements for admission to the new school are similar to those of the college and presuppose graduation from a first-class high school. A four-year course of study will lead to the degree of bachelor of science in education.

COOPERATIVE AGREEMENT BETWEEN HARVARD AND THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY.

The proposal to consolidate with the Massachusetts Institute of Technology those departments of Harvard University granting degrees in applied science is not new. It was first made in 1870, but no satisfactory agreement could then be reached. The question was raised for the second time in 1897. Again in 1904 the matter was broached and after extensive negotiations dropped once more. The removal of the Massachusetts Institute of Technology in the near future to the extensive plant now being constructed in Cambridge has emphasized anew the wastefulness and unwisdom of the competition between the two institutions. The fourth attempt to bring about a plan of cooperation has met with success. The agreement was approved by the Harvard corporation on December 29, 1913, and by the Technology corporation on January 12, 1914. In his annual report for the year 1912-13, President Lowell gives the following brief résumé of the new plan:

The agreement * *provides for complete cooperation in the teaching of mechanical, electrical, civil and sanitary engineering, mining and metallurgy, in the

buildings of Technology, now under construction on the Charles River embankment in Cambridge. Each institution is to contribute such sums as it can, and in particular Harvard is to use for the purpose the income of the funds of the Lawrence Scientific School and three-fifths of the income of the McKay endowment, the remaining twofifths being required for other branches of science useful to man not included in the agreement. The fees of students, for the present at least, are to be credited to the two institutions in the proportion of their students in the subjects covered by the agreement at the time it was made.

*

Appropriations for any purpose must be approved by the institution that supplies the funds used; but by far the most important of all appropriations are those for salaries, and they depend on the appointment of the teaching staff, for which a special procedure is provided. All professors, associate and assistant professors that is, all the instructors of superior grade, all those who sit in the faculty for the departments to which the cooperation extends--can be appointed by the institution that pays their salaries only after consultation with the other. All these officers, now existing or hereafter appointed, are to have the titles and privileges of their rank in both institutions; and all their students registered at Technology, unless they signify a contrary intent, are to be entitled to the rights and privileges of students in the professional schools of the University, and deemed candidates for its degrees * *. By the arrangement thus made, the higher instructors in the subjects mentioned are professors both of Harvard and Technology, and the students in those subjects will, normally, be students in both, receive degrees from both, and become graduates of both. The conduct of the instruction covered by the agreement is intrusted to the president of the Institute-in whose selection the president of the University is to have a consultative voice-and to the faculty of the Institute, consisting of all the joint professors and all others teaching at Technology subjects not included in the cooperation. This faculty is to regulate, according to the directions given to it by the respective corporations, the courses of instruction leading to their separate degrees; and conceivably the two institutions might prescribe different requirements, although no such divergence is contemplated.

THE MUNICIPAL UNIVERSITY OF AKRON.

The present year has seen the establishment of the Municipal University at Akron, Ohio, under the Ohio act permitting the foundation and support of universities as part of the public educational systems of cities. The Akron city council voted, on September 24, 1913, to take over the property of Buchtel College and use it as the nucleus for the new Municipal University of Akron. Buchtel College was founded in 1870, under the joint auspices of John R. Buchtel and the Ohio Universalist Convention. For many years it drew its students largely from denominational sources. In the last two decades, however, the denominational support has gradually declined. Meanwhile, the college drew an increasing number of students from the city of Akron. In 1912-13 the percentage of the student body coming from the city was 62. The decline in outside financial support coupled with this amazing increase in local students, induced the trustees to propose that the city of Akron take over the property of the college and through the support of city funds endow it with new life. The proposals of the trustees were:

First. That the city of Akron will devote perpetually the funds and plant thus turned over to it, to the uses of a municipal college or university, to be called the College (or University) of Akron, with the understanding that in case of the development of several colleges, schools, or departments, the department of liberal arts shall retain the name of "Buchtel College of Liberal Arts.”

Second. That the city will provide for the maintenance and growth of the institution within such limits as may be provided for by law.

Third. That the government of the institution shall be under the control of a separate board of trustees to be chosen and perpetuated by municipal authority in such manner as may be now or hereafter provided by law, with the provision, however, if the law permit, that fitting representation on the board of trustees be assured to the alumni.

In agreeing to these proposals the council of the city of Akron voted to levy a tax of five-tenths of 1 mill for the support of the institution.

The Municipal University of Akron starts the year 1914-15 with departments of arts, cooperative engineering, and home economics. It maintains also a department of civic cooperation, which includes a bureau of city tests and a bureau of industrial chemical research.

DELAWARE COLLEGE FOR WOMEN.

By an act of the Delaware Legislature of 1913, Delaware College was reincorporated and came under the sole possession of the State. From 1870, when it was designated by the legislature as beneficiary under the Morrill act, and so became the land-grant college of Delaware, until 1913 it had existed under combined private and State ownership.

More significant still, for the future development of higher education in Delaware, was the appropriation by the same legislature of $30,000 annually, for five years, for the erection and equipping of a college for women affiliated with Delaware College. Thus, for the first time, Delaware provides opportunities for the higher education of girls within its own borders. There is now but one State left in the Union-New Jersey-in which there is no college open to women. The new affiliated college for women occupies a site of its own, about a mile and a quarter from Delaware College. It is under the control of the same board of trustees and will, for the time being, share in the services of the faculty of Delaware College. The intention is, however, to build up a separate faculty for women as the needs of the institution increase. The board has borrowed a sufficient sum of money on the strength of the annual appropriations to complete the buildings for the opening of the affiliated college in the fall of 1914.

THE VANDERBILT CASE.

The changes which have taken place in the control of Vanderbilt University as the result of a recent decision of the Supreme Court of Tennessee have attracted the attention not only of educators all