t meager entrance qualifications,
giving poor instruction, and having very inadequate equipment in the
way of laboratories and clinics. In fact, medical education did not
obtain a high standard until the establishment of the Johns Hopkins
Medical School in 1893. Since then the efforts of the medical schools
connected with the strong universities and of the Rockefeller
Foundation to raise the minimum standard of medical education have
resulted in the elimination of the weakest medical schools. The total
number fell from 150 in 1900 to 100 in 1914. Not all of these demand a
high school diploma for admission, though the tendency is to stiffen
entrance requirements, but all have a four-year course of study. In
most institutions experience in laboratory, clinic, and hospital has
superseded the old lecture system as the method of instruction.
Closely associated with the progress in medicine and to a great extent
similar in history has been the progress in dentistry and pharmacy.
There are now fifty schools of dentistry, with nearly 9000 students,
and seventy-two schools of pharmacy, with nearly 6000 students.

One of the most gratifying advances in professional education has been
that of the teacher. Practically all the state universities and many
of the universities and colleges upon private foundations have
established either departments or schools of education which require
at least the same entrance qualifications as does the college proper
and in many cases confine the work to the junior and senior years.
Teachers College of Columbia University is on a graduate basis. Though
many of the 250 training and normal schools throughout the country do
not require a high school diploma for admission, the tendency is
wholly in that direction. In no field of professional education has
the application of scientific principles to actual practice made such
progress as in that of the teacher.

=College education for women--The independent college=

Few movements in the history of American education had more important
results than the academy movement which prevailed during the period
between the Revolution and the Civil War. Possibly the principle upon
which the new nation was established, i.e., the privilege of every
individual to make the most of himself, influenced the founders of
the academies to make provision for the education of girls beyond the
mere rudiments. Certainly this aspect of the movement had a
far-reaching influenc