Worse than the evils above enumerated was the creation of a number of chartered colleges and universities that were really nothing more than high schools, and in many cases did not furnish as good an education as an honest academy. Such institutions of course never sent students to college, but rewarded with baccalaureate and master degrees attainments insufficient to grace a freshman. Instead of being friends and fosterers of education, these institutions have often been its worst foes. They have served to transform ignorance into conceit, and make impossible true progress on a substantial basis. Boom towns have started universities as an advertisement; local high schools are called colleges in order to gratify local pride, and college degrees have become a farce. Thus we have in every Southern State colleges whose libraries contain less than a hundred volumes, whose scientific apparatus could be hauled away in a cart and cost less than $100, and whose endowment is nothing. [Illustration] When Vanderbilt University opened its doors in 1875 it had no intention of receiving preparatory students; indeed, its first plan was to receive only such students as had completed half of their college course. Hence, preparation was made for two college classes and two university classes. But with the coming of the first class the ideals of the faculty were rudely shattered. A crowd of earnest but untrained students poured into the college halls. A large number of the courses that had been provided was found to be unsuitable and uncalled for, while there was an imperative demand for elementary classes in English, mathematics, Latin and Greek. In his report on the first year’s work Chancellor Garland stated that if the University had stood firmly by its rules it would have rejected fully two-thirds of those who had presented themselves for matriculation: “few had any power of fixed and prolonged attention or any practical knowledge of the modes of successful study.” In this way, then, Vanderbilt University found itself compelled to begin preparatory classes. These were continued for twelve years under protest. They were not advertised, no effort was made to secure students for them, but there were always enough candidates to make them a necessity. This continued until 1887 when they were finally abolished and the task of preparing students for the freshman class was boldly thrown upon the schools of Tennessee and the South. The immediate result of this step was alarming. Many prospective students saw it was needless to apply for admission, and of those that did apply a large per cent had to be rejected. The number of literary students fell to 112 in 1889-90; only 29 students finished the year in freshman English, and only 16 had been enrolled during the whole year in freshman Greek. But slowly the situation began to improve; schools arose to do the work demanded by the University and the number of students surpassed even the totals of former years.