290 History of Wake Forest College
As has been said, however, it was not from choice but from
necessity that the College admitted students with deficient prepara-
tion. Step by step the faculty under the lead of President Taylor
sought to escape from it. Some advance is indicated in the catalogue
of 1890-91 with a definite statement by subjects of requirements for
admission. These at first were meager, and not intended to cover all
the preparation required. Later catalogues show fuller statements with
the College keeping pace with advances in standards set by
accrediting agencies. Not less than thirteen units were required in
1904-05, though it was many years later, and when the colleges of the
country were already giving in their classes and accrediting on the
requirements for their degrees elementary instruction in foreign
languages and mathematics, that a student was not permitted to enter
with deficiencies in preparation to be removed after matriculation.
Record should also be made of the fact that in the years when the
College was seeking to surrender all its sub-collegiate work to the
secondary schools, the average training of the students coming to the
College was little if at all improved. In the period of 1890-1900 high
schools and academies greatly increased in number in the state, but
not in average efficiency; many of the new schools had instructors
much less capable of giving proper instruction in Latin and
Mathematics and Greek, and, in fact, in most other studies, than heads
of the academies of earlier years, and their students were much less
well trained for the classes of the first college year than those who had
done this work in the older academies or in the sub-collegiate classes
of the College. Especially was this true of students of Latin. In
response to the demands of the high schools the colleges had
increased their entrance requirements from two to three and then to
four years of high school work in that language, work many of the
high schools were utterly incapable of doing. Their students, however,
came to college with credit for the full course and entered the first
year of college Latin, along with the smaller number who had been
properly trained. With this jumble of students the instructor in first
year college Latin had an all but im-
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