442 History of Wake Forest College
G. W. Greene of the Moravian Falls Academy as chairman which
made a report at a meeting appointed for July 31, looking to the
abandonment by the College of all preparatory work in Latin, Greek,
and Mathematics after four years. These suggestions were not
endorsed by the faculty of the College, to whom they were
referred.14
The complaints of the academies against the colleges continued. The
clamor became insistent that the colleges should begin their work in
Latin and mathematics at a higher level, and not admit students who
had not done four years of work in Latin in the high schools and as
many as three years in mathematics. Let the colleges leave beginners'
Latin, Caesar, Cicero and Virgil for the high schools to do, and also
algebra, and plane and solid geometry. As a result of this clamor after
the colleges of the State had systematized their entrance requirements
by stating them in terms of units, they were led in 1908 to adopt a
statement of their requirements in Latin and English much beyond the
capacity of any great number of high schools in the State to meet. It
was little more than a statement. Students continued to come up to the
colleges with great deficiencies in preparation even though most of
them had certificates for four years' work in
Latin.15
One further
statement needs to be
―――――――
14 Mr. Greene in a preface to his recommendations said: "It has long been thought
necessary for the College to do preparatory work because the academies were not
sufficiently numerous nor sufficiently thorough. This excuse ought no longer to
exist. In almost every section of the State there are arising academies under Baptist
influences, many of them taught by graduates of Wake Forest College. The success
of these will greatly enlarge the patronage of the College. We ought therefore to use
all practical means to enlarge their usefulness and promote their success. If they are
not sufficiently thorough in their preparatory work such influences ought to be
brought to bear upon them as will make them thorough. As soon as the work of
preparing students for the college classes can be effectively done by the academies,
it ought altogether to be turned over to them, so that the College can do its own
specific work. This will be doing simple justice to the academies as well as
furthering the interests of the College."
15
A very frank statement of the relations existing between the high schools and
the colleges is to be found in an excellent article by Dr. W. T. Whitsett, President of
Whitsett Institute, on "The Place of the Academy in our Educational System,"
published in the Biennial Report of the Superintendent of Public Instruction, 1897-
98, pp. 400-09. After calling attention to the fact that the colleges were not getting
their just proportion of students from the academies, he said: "The academy has its
special work in our educational
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