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The Junior College DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1919, No. 35 - . THE JUNIOR COLLEGE By , F. M. McDOWELL GRACUAND COLLEGF- LAWN!. IOWA . - . Asetlit...4 -- .11443 ' . _ . - WASHINGTON comma:tn.PRINTING (*TICE . , 1919 ADDITIONAL COPIES 'WMB PUBLICATION NAT DB PROCURED PROM THE SUPERINTENDIENT OP DOCUMENTS GOVERNMENT PRINTING OMCZ 'ASHINGTON, D. C. AT 32 CENTS PER COPY ---,A-Elf 2 4 0 1 2 7 OrC -.9 922 .o:p4=8 /9/ 9 CONTENTS. Page. Chapter I. Introduction 5 Purpose of the investigation 5 Method of and sources of data 7 Chapter II. The o'n and early development of the junior college 10 European suggestions 10 University of Michigan 11 University of Chicago. 11 University of California a 14 Chapter III. Influences tending to further the development of the junior college 16 Influences coming froni within the university 16 Influences coming from within the normal school.. 20 The demand for an extended high school. 22 The problem of the small college 28 Chapter Iy. Present status of the junior college 40 Recent growth of the junior college 40 Various types of junior colleges 42 Sources of support. 48 Courses of study 50 Training, experience, and work of teachers.. 53. Enrollment , 68 Graduates 68 Chapter V. Accrediting of junior colleges 71 ArizonaArkansas--California 71 GeorgiaIdahoIllinois 74 Indiana 76 Iowa--Kansas 77 Kentucky 80 MichiganMinnesota 81 MississippiMissouri MontanaNorth CarolinaNorth Dakota Nebraska 85 OhioOklahomaSouth DakotaTew 86 Utah "89 VirginiaWashington 90 West Virginia 91 Wisconsin 92 Summary of present standards. Chapter VI. *Summary and conclupion. 98 Appendixes . - A. Questionnaire to juniorcolleges, with list of institutions 108 B. Questionnaire to State universities. , 110 d. Questionnaire to State departments of education 111 D. Questionnaire to State University of Iowa 4 CONTENTS. L AppendixesContinued. rase. E. Questionnaire to Illinois and Minnesota Universities, and Coe, Cornell, and Grinnell Colleges 112 F. Graduate work of members of Ur faculties 112 G. Years of teachini experience E 114 -H. Amount of teaching required per week 115 I. Students in recitation. sections .. 118 J. Reasons for organizing junior colleges 120 K. Organization of junior colleges t 124 L. Graduates of junior colleges 128 M. Enrollment in junior college., 132 N. Bibliography 1 136 THE JUNIOR COLLEGE. Chapter I. INTRODUCTION. TIDE PURPOSE OF THIS,INVESTIGATION. American institutions are the expression of American spirit and American opportunity.Neither can be understood apart from the other.With an innate desvfor freedom of expression and an unlimited opportunity for sTial, a variety of institutional lifeis inevitable.Everywhere in this country, individual, local, or denomi- national pride has worked to establish such institutions as best represented its own peculiar whims, beliefs, or needs.Witness the hundreds of schools and churches of oM. land.Under no other form of government would such a condition have been possible. -... No one questionsthe value of this freedom of expression, for it constitutes the basis of American progress.As is usually the case, however, it, has been gained at the expense of uniformity.Our institutions have varied as individuals and localities havevaried. They. have sprung into existence more of less spontaneously and quite independently of each other; and standardization, if it has come at all, has followed rather than preceded their establishment. As a result the student of American life seems ever to be confronted with the task of defining and standardizing institutions that already exist rather than of working out plans for those he may hope to establish in the future. Nowhere is this more true than in. the field of education.Witness our secondary schools andour-''colleges.These institutionsare comparatively recent in origin.As a result of individual, denomi- national, and local pride, however, they have multiplied into the thousands.While in some respects they may be said to be the most typical and stable of America- institutions, still they are undefined. Only comparatively recently has there been any significant httempt to standardize them. Even now we are not certain that ourdefini- tions and standards are correct.Monroe says:1"In our own country the views concerning secondary education are ofthe most diverse character, even among those. who are specialists in this very field." Monroe: PtInciplos of Ekaondary Education, p. 1. 6 'SHE JUNIORCOLLEGE. it is not surprising underthese conditions that we should have, from time to time, more or less radical departures from thetradi- tional form of secondary school and college.The junior high school on the dne hand and the junior college on the other. are both good examples of such variations.Here again we have institutions appearing more or less spontaneously asa result of individual whim or local need, and here again definition and standardization lag behind. The term "junior college" is now wider acceptedas applying to those institutions, either public or private, which offer the firsttwo years of the standard college course, above and beyond the standard 15 units of high-school work. A variety of factors have, withinthe past few years, given an unusual significance to these particular years of our educational system.These will be considered at length in a later chapter. The problem of standardizing "the junior college andof perfecting its organization seems now to be pressing.There are more than 100 institutions calling themselves' junior colleges.About 40 of them have been organized within the past threeyears.The median date for the organization of the 80 junior colleges consideredin this investigation is 1915. Of still greater importance than the rapid growthin number of these institutions is the fact that, they seriouslyaffect the present organization of secondary and higher education. Thepublic junior college means an addition of twoyears to the traditional high-school course. The private junior college presuppeses the limiting of the activities of the small college to twoyears of standard college work. It is clearly evident that if the junior collegeis accepted* as a per- manent feature of our educational system, it will involvea reor- ganization of our traditional institutions. One of the foremost leadersof the junior-college movement, Dean Lange, of the University of California.,suggests the following broad questions which he saysate inseparable from the junior-college movement as a whole:' . shall certain colleges have th eads cut off, and, if so, by whom? Shall the American university college have its legscut off, and, if so, where? Shall the American foursyear school be stretched, and, ifso, how? If it be true that the junior college involvesproblems which so seriously affect the organization of secondaryeducation, then cer- tainly the rapid rise of these institutions duringthe past five years is a matter that should give educators muchconcern. The junior college is in the experimentalstage. We do not know what it should be, becausewe do not know exactly what it is. Lange: The AldiOr College. &h. Rev., vol. 25, September,1917, p. 465. 124TRODUCTION. Before we can see clearly what it js, we must know why it is.Fun- damental to this and future discussions of this problem, itis necessary that we have, in the first place, a clear analysis of the forces that have contributed to the origin and development of this institution. In the second place, we must have detailed information as to the various types of junior colleges and the present status of such through- out the country.Third, as a necessary step toward standardization, we must have a summary of the present attempts atthe accrediting.-- of these institutions with an appdcation of such to the conditions as found. The primary purpose, of this investigation is to ascertain these facts.It. is hoped that thereby a firm basis will be estab- lished for future discussions, and that light will be shed upon the problems peculiar to the orgpization and administration of these institutions.The certainty of a profound change ih education following the war makes such data especially desirable and necessary. The facts that have been collected will he presented in the chapters that follow under the following general heads: I. Origin and Early Development of the Junior College Idea. II. Influences. Tending to Further the Development of the Junior College. IIL Present Status of the Various Types of Junior Colleges. IV. Progress in the Accrediting o( the Junior College. VI. Problems of the Junior College in thkLight of This Investi- gation. VII. Summary and Conclusions. METHOD OF INVESTIGATION AND -SOURCES OF DATA. The material upoh which this report is based has been gathered from the following sources: 1. The large number of articles on the subject found in recent educational literature. .These. articles .were often of a semipopular nature and were often, based upon opinion rather than upon actual investigation.They served, however, in furnishing a clue as to the forces which have been operative in the development of these insti- tutions, and furthermore have aided the writer in stating the problems . Which this investigation has attempted to solve. 2. In order to secure a more scientific basis for the consideration of these problems, a number of the recognized authorities in the fields of secondary, higher, and comparative education have been consulted.These will be referred to froth time to time, and a list will be included in the bibliogritpliy. - 3 Printed matt* from %heUnited.States
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