ciation of American Universities and by the Carnegie Foundation for the Advancement of Teaching, represent an effort to define and to elevate higher educational standards over wide areas. They are not designed primarily to determine questions of credits or eligibility for official credentials, although this may be a secondary object. Their preparation is based on a detailed study of the standards and resources of the institutions concerned.

The fourth type of classification is exemplified in the restricted membership lists of certain organizations, like the Association of Colleges and Secondary Schools of the Southern States. Collegiate institutions are admitted to membership in these bodies only when, upon investigation by the association's officers, they are found to meet the prescribed conditions of equipment, support, and academic requirements. The effect of this kind of classification on higher educational standards in the region covered by the association is essentially the same as that of the third type just mentioned.

CONTENTS OF THE BULLETIN.

The bulletin is divided into four parts. Part I contains lists of institutions accredited by State universities. At the head of each list the purpose for which the institutions included in it are accredited and the basis of approval are clearly stated. In those cases where State universities have no formal lists of accredited institutions, but, in judging the eligibility for advanced rating of candidates from other colleges, apply definite standards to the institutions from which candidates come, those standards are quoted. If a State institution has no regular formal procedure with reference to students coming from other colleges, that fact is also stated.

Part II contains lists of institutions accredited by State departments of education. Each list is headed by an outline of the purpose and basis for accrediting adopted by the department in question.

Part III contains lists of recognized or approved colleges prepared by the influential voluntary organizations of secondary and higher institutions referred to above and by the Carnegie Foundation for the Advancement of Teaching. Not all the voluntary associations known to have adopted some sort of academic standards to test eligibility for recognition or for membership are included in this group, but only those whose sphere of operations is sectional (in the sense of covering several States) or national.

A secondary purpose of the bulletin is to show the extent to which junior colleges have been established in various parts of the country and recognized by accrediting agencies. The lists of accredited junior colleges are therefore presented separately. As typical of the relationship existing between junior colleges and State universities, the plan of affiliation adopted by the University of Missouri may be cited.

COMMENT.

An examination of the lists as a whole leads to certain generalizations in regard to the present status of collegiate classification or standardization. These might be summarized as follows: (1) A large number of agencies are now attempting, for urgent official reasons, to pass on the standing of higher institutions. (2) A great variety of standards is applied. The criteria imposed by some of the classifying organizations constitute real tests of collegiate resources. The reader of the bulletin can in most cases tell from the summarized statements at the beginning of the lists which may be so regarded. The basis for classification reported by several of the classifying agencies, on the other hand, is very vague. The person who has intimate knowledge of many colleges may believe that a few of the lists have been framed partly by guesswork. (3) Such standardization or classification as has been attempted is for various purposes. (4) There is a tendency for a local standardizing agency (and most are local) to include by courtesy in its lists of recognized institutions all colleges in its district. (5) There is no practical consensus of opinion as to what constitutes that much-talked-of entity, the standard college.

It is hoped that the material in this bulletin will help to give point to future considerations of this important subject, by showing at least what is the present practice of the principal standardizing bodies. It is realized that, numerous as the lists are, some classifying organizations may have been omitted from the bulletin aside from the local associations, universities on private foundations, and sectarian boards, which were omitted by design.

It should be emphasized that the colleges and universities listed in this bulletin are not accredited or approved by the Bureau of Education. Inclusion in this bulletin does not imply governmental recognition. The Bureau of Education makes no attempt to rate or to standardize the collegiate institutions of the country.

PART I.-INSTITUTIONS ACCREDITED BY STATE

UNIVERSITIES.

ALABAMA.

Recognition of the collegiate institutions of the State by the University of Alabama is based on actual knowledge of the institutions' requirements for admission and graduation; knowledge of the character of their equipment and faculty; and the opportunity had by the university of testing the work of students who have transferred from these institutions to the university. Students so transferring are granted full credit for the work completed at the institution previously attended, provided they present the equivalent of a high-school diploma and have pursued a course leading to a standard degree.

Alabama Polytechnic Institute, Auburn.
Athens Female College, Athens.
Birmingham College, Birmingham.

Howard College, Birmingham.

Judson College, Marion.
Southern University, Greensboro.
Woman's College of Alabama, Montgomery.

ARIZONA.

The University of Arizona does not have a list of accredited colleges. Advanced standing is granted on the basis of work done in a standard college. "In general, the basis for recognizing a school as a standard college is a report of the Carnegie Foundation or the North Central Association." Students from accredited institutions are granted hour-for-hour credit and are given class standing in accordance with the requirements of the university.

ARKANSAS.

The following is the practice of the University of Arkansas in dealing with applications for advanced credits of students from institutions both within and without the State:

The University of Arkansas has no fixed and definite list of colleges and universities whose work it accepts or approves. In dealing with institutions outside the State the custom is to call upon the State university of the given State for information, in case the institution concerned is one that is not so well known as to enable us to fix its standing otherwise.

In the case of students coming from institutions found to be of recognized standing, the custom here is to grant to such students an amount of credit proportionate to the work they have done in the other institution.

In general, the cases of students coming from those institutions in the State of Arkansas are taken up individually, and they are given a certain amount of credit contingent upon their making good in their university work.

CALIFORNIA,

The basis upon which the following list of institutions is made is the experience of the University of California with students coming

from certain of them, the lists prepared by the Carnegie Foundation for the Advancement of Teaching and published by the Association of American Universities, the experience of institutions in the Association of American Universities, and the tentative list prepared by the United States Bureau of Education in 1911.

Students presenting the bachelor's degree from any of the accredited institutions may enter the graduate division of the University of California without previous evaluation of their credentials. Admission, however, is without classification with reference to candidacy for an advanced degree.