■630 A6 UC-NRLF B 3 12b 452 i • • • • •• • • • < THE INSTITUTE C? ACCOUNTANTS ' IN THE UNITED STATES OF AMERICA SUCCESSOR TO THE AMERICAN ASSOCIATION OF PUBLIC ACCOUNTANTS Report of the Committee on Education September, 1916 • • •; • • , , . • • • ' • . . • •- • • • •••. *. • • • . .• The accompanying report, containing replies from various American universities and colleges, has been compiled according to written state- ments received in each case. Proper comparisons cannot always be made because some of the responses represent separate and distinct schools and colleges, while others represent departments of colleges and courses of instruction. The figures given for attendance also are probably unreliable if understood to refer to those taking courses in accounting only. We have tried to set forth the exact response of each of the institutions which give a training preparatory for C. P. A. examinations. Responses from several other colleges have not been included in our report for the reason that they do not seem to comply with the prerequisite qualification of a separate department of commerce. We believe the report furnishes valuable information and will enable any one desiring greater detail to correspond with the college authorities in an attempt to secure it. Waldron H. Rand. Bertram D. Kribben. Harold Dudley Greeley. .9 -* » ' # « Report of Committee on Education To THE Board of Trustees of the American Association of Public Accountants. Gentlemen : We take pleasure in transmitting herewith the report of your committee on education. Respectfully yours, Waldron H. Rand, Chairman. Bertram D. Kribben. Harold Dudley Greeley. introduction The committee decided, after conference and deliberation, to apply its efforts this year to a consideration of that vital preparation of the public accountant, practical accounting experience. A division of the work was made to include in one department laboratory methods, the practical accounting experience of the undergraduate, and this has been ably taken care of by Mr. Greeley. Another division was made to include the construction placed by boards of examiners on the phrase or term "practical accounting experience," when used in the statutes, or in the rules of examination of candidates for C. P. A. registration. Mr. Kribben has secured responses to his inquiries in this direction, supplying very interesting and instructive reports. The chairman has continued his efforts to obtain up-to-date reports from departments of commerce and accounts in American universities and colleges and has also conducted a rather extensive correspondence which has been forced upon him by inquirers all over the country who write for advice on a course to be pursued to become a C. P. A. It is thought a condensed statement for such students included here may be of help to fellows of our association who have occasion to advise young men with accountancy aspirations. This statement is not intended to be complete or thorough, but to give a general view of the work required by the profession and an approved and reasonable way to go about its mastery. This is a word to members of the American Association respecting students of accountancy, and with some suggestions for students preparing to become certified public accountants. The student of accountancy who is working to become a certified public accountant should classify his preparation under two heads: educational preparation and practical accountancy experience preparation. Under this classification evidence is required by the C. P. A. boards of examination; by the various state societies of certilKd public accountants; by the 1 . » • . American Association of Public Accountants American Association of Public Accountants ; in some states by statute, and by members of the profession generally. In a large sense, of course, practical accountancy experience may rightly be considered only an important part of one's education, but it is common to think of it separately for C. P. A. examination purposes, and to include in practical accountancy experience all knowledge gained in the practice of accountancj^, and under education proper training in theory of accounts, auditing and commercial law and the general mental training equivalent to a high school graduation. Education received in high school does not include necessarily any training in accountancy subjects, not even in bookkeeping subjects. Book- keeping may be thought of as the language of the accountant for recording the facts and transactions of accountancy. If the entering student in the high school knew what his life work was to be, he might wisely select certain courses which would be considered preparatory, as soon as he was sufficiently advanced to be accorded the right of choice. But, anyway, he must have been taught mathematics, English, geography, history and thfe common school branches. When elective courses are possible, atten- tion may be directed to elementary commercial law, economics, commercial arithmetic, commercial geography, bookkeeping and penmanship. All these will be found helpful when the school of commerce and business administration begins to call upon him for higher grades, and then the student will be taught commercial law, theory of accounts, auditing and practical accounting. There will be courses in accounting practice and in accounting problems ; in system building and cost accounting ; in fiduciary, institutional, corporation and bank accounting; in business organization, transportation, the various kinds of insurance, modern foreign languages, newspaper practice, etc., etc. A great portion of such college training is very practical and the graduate should always receive credit in practical accountancy experience as well as recognition for excellent educational and professional training. One prime secret, however, is yet to be realized by the student, and that is the impossibility of teaching accountancy so as to meet all require- ments of practice. If he were to find in practice only such conditions as he has been taught to treat he would have little trouble, but in practice scarcely any two cases will be found alike. A dozen businesses may be started with similar systems of accounting and yet at the end of two or three years become so changed in practice that similarity is whollj' lost. The teacher's mind finds it impossible to cope with the inventive genius of the average manufacturer or tradesman or the immature accountant, who may be responsible for such changes, and so to prepare his students for what they will surely encounter in public practice. Therefore the professional public accountant of an established practice demands of his senior assistants practical experience in actual work. It is needful that the accountant should be able to see clearly through any maze of confused entries and tactfully guide the client's mind to an 2 Report of Coiiiniiiicc on Education apprehension of the facts as he finds thcin and an appreciation of the efforts made to keep him from being deceived concerning his business condition. The accompanying report of the standing committee on education refers particularly to this subject of practical accountancy experience — practical accountancy experience as contained in the courses given to undergraduates by certain schools of commerce and business administration and practical accountancy experience as construed by various C. P. A. boards of examiners as meeting the required rule for eligibility as candidates for the examination. What is known as laboratory work in the schools is depended upon for practical accountancy experience of the student. This consists of varied courses and methods in which the actual work of accounting and auditing is performed by the student. The more varied this laboratory work the better equipped will be the student, other things being equal. Particular reference is invited to Mr. Greeley's report. Practical accountancy experience as required by the C. P. A. examining boards greatly varies. If the candidate has maintained an office as a public accountant or has been employed in the office of a practising C. P. A. for three years immediately preceding his application, his training is held to be satisfactory to meet the requirements of the rule. Credit also is frequently given to training which may be indicated by having been a student in certain schools of accountancy. Credit also is given in cases where the applicant has had a varied practical experience through employ- ment in different positions and by connection with various kinds of busi- ness transactions, such as employment in a bank, a jobbing hardware house, a cotton mill, etc., etc. Mr. Ivribben has compiled valuable information respecting all these conditions. This practical experience equipment of a public accountant is always an unknown quantity — some who apparently should know the most turn out to be disappointments. Where only straight and regular work is required the newcomer may exhibit satisfactory qualities, and the moment some initiative on his part or tactful treatment of a situation is required, he exhibits woful lack or inefficiency. It may be objected that tact is not included in teaching practical experience. Well, it can be. Surely this very important element in preparation should be recognized and it will be found to be a prime dependence and a valuable asset of the practising public accountant. A word about correspondence courses is necessary for those who are so situated that they cannot personally attend school. To all of these we recommend talking the subject over with some C. P. A. near at hand, and when the school shall have been selected and the work begun, continue to consult with the C. P. A. for advice. Collateral reading and study in addition to the prescribed work contained in the course should lie approved by the C. P. A. Volumes, recently published, of C. P. A. examinations of various state boards, together with answers and solutions for the problems given, will be found helpful to those doing advanced work. Securing the companionship and co<")peration of some other student taking 3 American Association of Public Accountants the same course will also be found of great help. One important thought is to get understanding with the knowledge obtained, and the companion- ship of a fellow student, the perusal of problems with solutions by modern experts and the conferences with and advice from a worthy and ex- perienced C. P. A. will make for this very important principle of under- standing. We bespeak for the faithful student the cooperation of fellows of the American Association in an effort wisely to direct his attempt to secure the desired education and training. This is especially needful in all correspondence courses in the pursuit of which so many fall down who, assisted by the certified public accountant, would be more apt to succeed. The scope of investigation of the present committee on education has been limited to departments of commerce and accounts in American universities and colleges. We suggest that succeeding committees widen this scope to include private schools conducting resident and corre- spondence or extension work. This committee is not in a position to make a report upon such schools because its time has been consumed along the line previously adopted. A previous committee regretted its inability to report fully upon this most important and vital matter and suggested that at some future time an investigation should be conducted. We refer this suggestion to the committee which will succeed us. Our committee is familiar with the work of two of these schools. The Pace & Pace course includes an exposition of accountancy from its fundamental principles to the theories in its higher branches supported by practical problems, quiz questions and practice sets. The work includes a study of auditing and a training in law and economics, and in addition offers specialized work in English. These courses are designed to prepare students for the practice of accountancy either in public or private employ- ment, and to pass C. P. A. examinations. These courses are founded upon sound pedagogical principles. The Walton school gives a general accounting course which consists of an exposition of accounting principles beginning with fundamentals and working from a constructive standpoint towards the most advanced re- quirements. This course includes problems, quiz questions and practice sets correlated with lectures on the fundamental principles of theory. The advanced work in the Walton course continues or develops the theory principles from fundamentals to advanced theory and its applica- tion in practice and includes work in auditing. This course is designed to prepare students for the general practice of accountancy either in public or private, and to pass C. P. A. examinations. The course includes a training in law and economics and is based upon sound pedagogical principles. In both of these schools we are pleased to note that the majority of instructors are certified public accountants, which is a recognition of the value of practical experience and training in the education of students, a point upon which this report has laid considerable stress. Waldron H. Rand. 4 Report of Committee on Education THE AMERICAN ASSOCIATION OF PUBLIC ACCOUNTANTS, COMMITTED ON EDUCATION. St. Louis, Missouri, July 5, 1916. The statutes of many of the states of the United States provide that applicants for registration as certified public accountants shall have had more or less "practical accounting experience" or the statutes contain words of similar import or effect. Until comparatively recent years the term "accounting" has been held to be synonymous with bookkeeping. In fact, the courts of several states have placed this construction on a statute which requires a knowledge of practical accounting as a prerequisite for examination for registration. The question — What is meant by practical accounting or a similar ex- pression when used in the statute? — has doubtless presented itself to your board of examiners. Will you not, therefore, please inform this committee of the construction placed on the phrase or term by your board, and how, in your judgment, practical accounting experience may be had so as to qualify the would-be examinee with respect to the provisions of a law or rule of the board prescribing such experience. The above letter was sent to each of the thirty-nine boards of ac- countancy of the United States, and thirty-two answers were received in reply thereto. Many were, unfortunately, limited to directing attention to the law and rules of the boards, which answered the question in part only, but quite a number gave lucid and excellent descriptions or defini- tions of the term. Much mischief has been caused by the use in a state law of the term "practical accounting experience," which is capable of being variously con- strued. In some states public accounting experience is required i^^ addition to practical experience, but in no case does a state law uefine or describe what "practical accounting experience" is, when 'ilns phrase alone is used; nor when it is used in seeming <-v,. ■"'•* *'" "public account- ing" does it disclose its full nature or extent. Upon the construction of this term hangs the right of many of the state boards to withhold or grant certificates of registration. It doubtless was the intention of those who had the C. P. A. bills introduced for passage in the legislatures to require of the candidates for examination a certain proficiency in "prac- tical accounting" as understood by professional accountants, and failure on the part of these gentlemen to take into account the construction by the courts of words and phrases employed in statutes, that is, that words are to be construed according to their ordinary and general meaning, has resulted in "practical accounting" or "practice of accounting," or words of similar import, being deemed by the courts to be bookkeeping pure and simple. Many of the state boards have, by rules adopted by themselves, sought to require the practical accounting experience on the part of candidates to be 'such as would be had in the office of public accountants or in the individual practice of public accountancy, but it is more than doubtful whether these rules would stand the test of a mandamus, notwithstanding the discretionary powers granted to the boards by law, in many instances 5 American Association of Public Acconniants when these rules operate so as to enlarge or diminish the specific require- ments contained in the law. The fundamental principle involved in the C. P. A. laws is the regulation of public accounting, the granting of a certificate of proficiency, the degree of which is prescribed by the state to such as possess the required qualifications and the restriction of the use of the designation "certified accountant" to those who have been found entitled thereto as measured by the standard so adopted. It was not the intention of the framers of the law in many of the states to permit persons who had not practised as public accountants to sit for examination as to their qualifications, and the statutes of such states expressly provide for from one to three years' practice as a public accountant on one's own account or in the office of reputable public accountants on the part of candidates for examination, and yet some of these state laws seem to distinguish between "practical accounting ex- perience" gained in public practice from that acquired elsewhere. This distinction exists in no less than twelve states. The general term "practical accounting," or words of similar import, used by itself, unlimited, unde- fined, unrestricted in meaning, not distinguished from public experience, exists in the laws of a majority of the states. Other state laws construe two or more years' study in an accounting school as the equivalent of training in the office of a public accountant. Several boards have con- strued the accounting experience gained by a chief bookkeeper or auditor of a large business venture, if extensive, as practical experience sufficient to meet the requirements. Six states have no experience requirements whatever embodied in their laws. This I'lose phraseology has caused intolerable mischief. But to the credit of by far the, laro-p- "v.:.''*- :^ the state boards be it said that they have sought (after the miserable waiver clause — when that existed — had expired) to prevent practical accounting from being held idem significans with bookkeeping. The following questions were asked by your committee of the various state boards of accountancy: I. Is experience gained as a bookkeeper or auditor of an individual firm or of a corporation construed as practical accounting ex- perience? If so, to what extent? Thirteen answered "No," unqualified. Two answered "Yes" — one of these was Ohio, where a court decision settled it. Three more answered "Yes, if for three years" — these states followed the statute. Five states an- swered "Yes," but qualified the answer, the board reserving the right fully to investigate the extent and nature of the applicant's qualification and then, in its discretion, to pass the candidate or not. II. Is the pursuit of study in an accounting school deemed to be equivalent for actual public practice as a public accountant? If so, to what extent? 6 Report of Committee on Education Sixteen states answered with a decisive "No." One answered "Yes," the statute made it so. Two answered "Yes, in part." One answered "Yes," but conditionally, expressing the opinion that such study was very desirable and that if it had been conducted for three years under supervision in a good school the experience gained would be superior to even a greater number of years' experience in an accountant's office, giving as a reason therefor that few offices cover all phases of accounting — that a senior accountant often specializes or at best is assigned to only a part of the work on one out of a number of cases that may be on hand. III. Is the experience gained by employment as a junior with a reputable firm of public accountants deemed to be such practical experience as may be required by law or the rules of the board? If so, to what extent? Sixteen of the answers were in the affirmative. Two specified the duration of time necessary. Four answered that under conditions the experience so gained was acceptable. Two states only answered in the negative. In the opinion of your committee but little injury has happened to our profession because these laws either failed to require experience in that which accountants call practical accounting or failed to distinguish be- tween public practice and experience gained in private employment, for the reason that nearly all the state boards, when they were not dominated by politicians, have submitted to the examinees questions and problems which, as a rule, they could not answer unless they had had the proper training and experience. But this failure to injure seriously the standing of the profession does not apply to the "waiver" clause when that existed. By virtue of that unfortunate provision, the value of the certificate has in several instances been heavily degraded. Enacted either in ignorance or in utter disregard of its probable effect, it has cheapened and lowered a professional calling so that in some states the holder of a C. P. A. certificate is regarded as an object of ridicule, if not as a harmless impostor. But this criticism must not be held to apply to all who were registered under the waiver clause. Many excellent and capable ac- countants hold their certificates under it and are entitled to it by virtue of their ability and attainments. It was, however, a prize for a larger number of pseudo-accountants who but for its enactment would never have been registered as certified public accountants. Bertram D. Kribben. REPORT ON LABORATORY METHODS. In the 1915 report of this committee one section dealt with laboratory methods, and this portion of the present report is a continuation of that section in the effort to bring it up to date. In this work we are endeavor- ing to record facts without criticism or comment, and we have tried particularly to avoid unfair comparisons among schools. As was the 7 American Association of Public Accountants case last year, our report is based principally upon data secured by mail. The response to our inquiries has been very cordial and practically all of the schools addressed replied. In order to make clear the classification of schools, which is printed below, the following is quoted from our 1915 report: Since "laboratory" means a place where scientific experiments are con- ducted, "laboratory method" would include all work of an experimental nature performed by students. That is to say, it would include all work in which the student applies accountancy principles to given facts. Under this view laboratory method in accountancy would include at least the following teaching expedients : I. Solving written or oral problems concerning any principle of accountancy theory or practice. II. Making bookkeeping entries to record given facts and preparing reports therefrom. III. Analyzing reports prepared by others. IV. Designing accounting systems, procedures and forms. V. Auditing books of account kept by others and preparing reports thereon. Work under III., IV. and V. may be subdivided as to the nature of the material into (1) Prepared by instructors and thus hypothetical to the student, al- though perhaps based primarily upon actual conditions. (2) Actual conditions with which the student is confronted. Work under IV. (2) and V. (2) may be subdivided as to the place in which it is performed into (a) Class-room or other study place. (b) Office or other business place. Our report is confined to laboratory work outlined above under IV. and V. This is because work specified under I. and II. and, to some extent, that specified under III. is found in every school with which we are familiar and is largely a matter of common knowledge among our members. Our present classification includes the following schools which were not listed in the 1915 report: Indiana University, State University of Iowa, University of Illinois, University of Oregon, University of Pennsylvania. The writer visited the latter school and was received with the same spirit of cordial cooperation which was manifested by the other schools visited and shown in the correspondence from those schools to which a visit was impracticable. The authorities at the University of Oregon report that the school of commerce was organized in September, 1915, but has done the laboratory 8 Report of Committee on Education work as stated in the classification printed below. They are contemplating using their students during the next school year on actual auditing work in connection with the public service commission's investigation of water and electric light plants in the city of Eugene, Oregon. They expect also to devise, install and audit the accounts for the university cooperative store and they are now dealing with the problems of purchasing the stock for the store. Brown University reports that there has been no opportunity for laboratory methods of the kind described in our classification but that there is a great demand for accounting courses at the university and a much more extensive consideration of the subject will probably be under- taken within the next few years. Princeton University reports that accountancy will be taught there for the first time next year. Their work has not been completely planned but they expect to do laboratory work after the first year. They are planning during the first year to have the more mature students devote considerable time to public utility classifications and to the consideration of the valuation material of the interstate commerce commission. Amos Tuck school of Dartmouth reports that the principal feature of the development of the work in accountancy is along the line of closer contact between the school and the number of business concerns which are cooperating to the extent of affording students the opportunity for getting the practical equivalent of accounting experience. During the last year several students have made the accounting problems of several manufacturing concerns the basis of their theses. This work included the devising of both financial systems and cost systems. New York University, the University of Denver and the University of Pittsburgh continue to conduct free audits for charitable organizations. The department of the school conducting such work has been called "an accounting dispensary." At the University of Pittsburgh an arrangement was made with a committee on charities of the chamber of commerce by which the chamber of commerce was to avail itself of the university's services for charitable organizations which applied to the chamber of commerce for endorsement. Boston University, Columbia and the University of Wisconsin report that no material change in method has been made but their work is being improved and developed along the lines followed last year. Following is the tabulation in the same form as printed in our 1915 report: IV. (l)-DESIGNING ACCOUNTING SYSTEMS, PROCEDURES AND FORMS— FROM HYPOTHETICAL MATERIAL. Boston University. Dartmouth (Amos Tuck school). Harvard (school of business administration). Indiana University. 9 American Association of Public Accountants New York University. Northwestern University. University of Cincinnati. University of Illinois. University of Nebraska. University of Oregon. University of Pennsylvania. University of Pittsburgh. University of Wisconsin. V. (1)— AUDITING BOOKS OF ACCOUNT KEPT BY OTHERS AND PREPARING REPORTS THEREON— FROM HY- POTHETICAL MATERIAL. Boston University. Indiana University. State University of Iowa. University of Illinois. University of Wisconsin. Use bookkeeping sets prepared by other students. IV. (2) (a)— DESIGNING ACCOUNTING SYSTEMS. PROCED- URES AND FORMS— ACTUAL CONDITIONS- WORK PERFORMED IN CLASSROOM. Boston University (students provided with informa- tion concerning an actual business and required to design a system and a complete set of instructions for its conduct). Columbia (uses actual books of account upon which to devise improvements). Harvard (school of business administration). Indiana University (students designed cost account- ing systems for printing office, stone plant and farm products business). New York University (selected students visit office where system is to be used and report facts to rest of class for class discussions of proposed system work). Northwestern University (blue-print forms of actual systems and class visits of inspection to offices pro- vide basis for class-room work). State University of Iowa. University of Cincinnati. University of Illinois (students provided with some information, obtain other information for them- selves and design a system of accounts to fit the conditions of a going business). University of Wisconsin (lectures by professional accountants and accounting officers and class visits of inspection provide basis for class-room work). 10 Report of Committee on Education IV. (2) (b)-DESIGNING ACCOUNTING SYSTEMS, PROCED- URES AND FORMS— ACTUAL CONDITIONS- WORK PERFORMED IN OFFICES. Dartmouth (Amos Tuck school). Harvard (school of business administration). Harvard (bureau of business research). Note: Harvard states that the bureau is not a laboratory, although in its work it has a laboratory point of view. Its object is to gather, classify and describe facts about business. In the conduct of its work it provides instruction of a laboratory nature to its students ; therefore we are including it in our classification. The work in the school of business administration is inde- pendent of any work done in the bureau of business research. The school has no connection with the bureau except in a consulting capacity and utilizing some of the material which the bureau has col- lected. New York University. State University of Iowa. University of Cincinnati. University of Pittsburgh. University of Wisconsin. Note: The University of Cincinnati and the Uni- versity of Pittsburgh perform accounting work not only for businesses outside of the university but also for many student organizations of business and semi-busi- ness character. In the University of Wis- consin students voluntarily, for experi- ence and in addition to regular work, per- form accounting work for student or- ganizations. V. (2) (a)— AUDITING BOOKS OF ACCOUNT KEPT BY OTHERS AND PREPARING REPORTS THEREON —ACTUAL CONDITIONS— WORK PERFORMED IN CLASSROOM. Columbia (uses actual books of account and support- ing vouchers). Harvard (school of business administration) "Used wherever books can be borrowed and brought to the class." 11 American Association of Public Accountants State University of Iowa. University of Cincinnati. University of Illinois (actual books and documents used). University of Wisconsin (uses actual books of ac- count and supporting vouchers). V. (2) (b)— AUDITING BOOKS OF ACCOUNT KEPT BY OTHERS AND PREPARING REPORTS THEREON —ACTUAL CONDITIONS— WORK PERFORMED IN OFFICES. Dartmouth (Amos Tuck school). Harvard (school of business administration) "Used in large degree but varying vi^ith the facilities available." Harvard (bureau of business research). New York University. Northwestern University. State University of Iowa. University of Cincinnati. University of Nebraska. University of Oregon. University of Pittsburgh. The classification as printed above is probably incomplete but it shows to the extent of our information which schools are giving laboratory work of the kinds specified. We hope that any schools which have been inadvertently omitted from the foregoing classification will communicate with the committee so that if this investigation is conducted by the committee which succeeds the present one they will be included in next year's report. We wish to thank all of these schools for their cooperation with us, which has made possible the preparation of this report. Harold Dudley Greeley. 12 The American Association of Public Accountants REPORT OF MR. WALDRON H. RAND ON DEPARTMENTS OF COMMERCE Approximate date of establishment Where located Is the school endowed, and if so, to what extent? Preliminary education required for "regular" students desiring a degree Length of course needed for the degree, certificate or diploma Name of degree conferred Does school conduct day classes, or night classes, or both? Required courses for day students, state total number of hours for degree Elective courses for day students, state total number of hours for degree Required courses for night students, state total number of hours for degree .' Elective courses for night students, state total number of hours for degree Can student complete course in less than required time for degree by taking standing in subjects through special examinations and without attending classes?.... Is course aimed to give a training preparatory for C. P. A. examinations? Does school have a commercial laboratory to provide the equivalent of practical experience? Does school conduct correspondence courses in accounting? Approximate tuition for full course Total enrolment for the year 1914-1915 Total enrolment for the year 1915-1916 Total enrolment since establishment Number of graduates 1914-1913 Number of graduates 1915-1916 Number of graduates since establishment Number of professors, instructors, lecturers and assistants without duplication Number of above practising the profession of accountancy Total number of C. P. A.'s among graduates Total number of C. P. A.'s among lecturers Total number of C. P. A.'s among faculty 14 Boston California 1913 1898 Boston, Mass. Berkeley, Cal Shares in general univer- sity endowment $375,000 4 years' high school or equivalent 4 years' high scl 4 years 4 years B. B. A. B. S. Both day and night Day 1000 hrs. required; 1800 hours for degree 500 hrs. elective; 300 in business 600 hrs. required; 900 for degree 300 hrs. elective; 3 yrs. business experience No Yes Actual experience under supervision of college necessary Courses being considered Approximately 2232 de- gree; 960 required Only in exceptional cases Not primarily Yes Yes $500 day; $320 evening 378 Free to residents of state, $80 to outsiders 311 825 341 1,250 3,118 1 39 8 39 9 299 99 12 7 5 1 Report of Committee on Education AND ACCOUNTS IN AMERICAN UNIVERSITIES AND COLLEGES Chicago 1898 Chicago, 111. Shares in general univer- sity endowment High school 4 years Ph.B., A. M., Ph.D. Day 36 majors Not specifically for that purpose Yes No 220 230 33 20 None Cincinnati 1912 Cincinnati, O. No College entrance require- ments and two years in college- of liberal arts 3 years Bachelor of commerce Night 32 hours* 28 hours No Yes Yes No Residents, $16S Non-residents, $255 187 196 1 1 13, not including lecturers 2 None 2 None Colorado 1914 Colorado Springs, Col $100,000 High school 4 years 4 years Bachelor of arts in busi- ness and banking Day 100 semester hours 28 semester hours No Yes Yes No $240 50 80 2 6 4 None Columbia 1910 Evening courses 1916 School of business New York Part of general work of this university High school for evening courses; years of college for school of business t B. S., M. S. Both 24 pointsf Altogether 34 points 24 points ^ 43 ^^-^^^^^ j.^. V quired for „, . . certificate 24 points J No Yes Yes No Estimated at rate of $6 a point Impossible to ascertain Impossible to ascertain Impossible to ascertain Impossible to ascertain Impossible to ascertain Impossible to ascertain Evening 31 School of business 27 7 *And 3 years of supervised study of the business in which the student is engaged.^ fCertificate for two year evening course; B. S. for two year course in school of business; M. S. after a course in business, conferring the undergraduate degree of B. S. and a course similar to that of Columbia University. JEach count stands for one hovir a week in one session; two sessions in the year. 15 De Paul Denver 1912 1908 hicago, 111. Denver, Colorado No No rs' high school course 4-year high school course or equivalent 3 years 3 years B. C. S. B. C. S. Night Night 1296 hours' class room work, one-half of which is elective 960 hours The American Association of Public Accountants REPORT OF MR. WALDRON H. RAND ON DEPARTMENTS OF COMMERCE Approximate date of establishment Where located Is the school endowed, and if so, to what extent? Preliminary education required for "regular" students de- siring a degree Length of course needed for the degree, certificate or diploma Name of degree conferred Does school conduct day classes, or night classes, or both? Required courses for day students, state total number of hours for degree Elective courses for day students, state total number of hours for degree Required courses for night students, state total number of hours for degree Elective courses for night students, state total number of hours for degree Can student complete course in less than required time for degree by taking standing in subjects through special examinations and without attending classes? Is course aimed to give a training preparatory for C. P. A. examinations? Does school have a commercial laboratory to provide the equivalent of practical experience? Does school conduct correspondence courses in accounting? Approximate tuition for full course Total enrolment for the year 1914-1915 Total enrolment for the year 1915-1916 Total enrolment since establishment Number of graduates 1914-1915 Number of graduates 1915-1916 Number of graduates since establishment Number of professors, instructors, lecturers and assistants, without duplication Number of above practising the profession of accountancy Total number of C. P. A.'s among graduates Total number of C. P. A.'s among lecturers Total number of C. P. A.'s among faculty L 120 hours, but not re quired for degree No No Yes Yes Not yet Yes No No $315 $300 59 63 92 76 165 225 None 13 None 7 None 50 28 34 8 7 None About 14 3 S 7 16 Report of Committee on Education AND ACCOUNTS IN AMERICAN UNIVERSITIES AND COLLEGES-Continued DUQUESNE 1913 Pittsburgh, Pa. No 4 years' high school course B. C. S. = 2 years; bachelor of science in economics, 4 years. B. C. S. and B. S. in economics Both (a) (a) (a) (a) Yes Yes Yes No B. C. S. $300 B. S. in E. $500 160 402 None 6 6 24, not including lecturers 8 4 Several Ellsworth 191S Iowa Falls, la. 3000 acres land None 2 years No business degree conferred Day Two years in accounting Illinois 1902 (Reorganized, 1915) Urbana, 111. No — state university 4 years' high school course 4 years B. S. Day Averages 90, 130 hours for graduation Averages 40, 130 hours for graduation Yes No No No special tuition for accounting course 450 20 Yes Yes Yes No $150 454 581 Not available 43 69 312 23 2 Not available 2 Indiana Bloomington, Indiana Yes No Yes Tuition charged for only the correspondence course— $7.50 30 32 About 200 (a)Day and evening: B. C. S. equals 1,296 recitation hours, 2/3 elective; B. S. in E. equals 2,400 recitation hours, 1/2 elective. 17 The American Association of Public Accountants REPORT OF MR. WALDRON H. RAND ON DEPARTMENTS OF COMMERCE Approximate date of establishment Where located Is the school endowed, and if so, to what extent? Preliminary education required for "regular" students desiring a degree Length of course needed for the degree, certificate or diploma Name of degree conferred Does school conduct day classes, or night classes, or both? Required courses for day students, state total number of hours for degree Elective courses for day students, state total number of hours for degree Required courses for night students, state total number of hours for degree Elective courses for night students, state total number of hours for degree Can student complete course in less than required time for degree by taking standing in subjects through special examinations and without attending classes?.... Is course aimed to give a training preparatory for C. P. A. examinations? Does school have a commercial laboratory to provide the equivalent of practical experience? Does school conduct correspondence courses in accounting? Approximate tuition for full course Total enrolment for the year 1914-1915 Total enrolment for the year 1915-1916 Total enrolment since establishment Number of graduates 1914-1915 Number of graduates 1915-1916 Number of graduates since establishment Number of professors, instructors, lecturers and assistants without duplication Number of above practising the profession of accountancy Total number of C. P. A.'s among graduates Total number of C. P. A.'s among lecturers Total number of C. P. A.'s among faculty Iowa 1908 Iowa City, Iowa No 4 years' high school 4 years B. A. in commerce M. A. in commerce Day 124 hours 32 hours No Yes Yes Yes $90 155 250 Impossible to Impossible to Impossible to Impossible to 15 Impossible to Impossible to Impossible to Impossible to ascertain ascertain ascertain ascertain ascertain ascertain ascertain ascertain Marquettb 1910 Milwaukee, Wis. No High school completed 3 and 4 years for degrees; 2 years for diploma B. C. S. and B. S. in economics Both B. C. S. 1,000 hours B. S. in E. 1,080 hours B C. S. 540 hours B. S. in E. 840 hours Night students hardly ever qualify for degree No Yes No No $375 for 3-year course $500 for 4-year course 80 87 438 12 11 44 21 1 None 1 ■ 1 18 Report of Committee on Education AND ACCOUNTS IN AMERICAN UNIVERSITIES AND COLLEGES -Continued Montana 1914 Missoula, Mont. No High school graduate 4 years B. S. Day 122 hours* Advanced standing given upon examination Yes Yes No tuition — state institution ISO 225 375 3 None None None None Nebraska 1913 Lincoln, Neb. State institution 4 years' high school 4 years \. B. with certificate in commerce Day 924 33 No Yes Yes No None 173 196 423 4 6 10 30 1 None None None New York 1900 New York 4 years' night work 3 years' day work B. C. S. Both 510 930 330 720 Advanced standing grant ed from recognized in- stitutions. No examina- tions given without class work Yes Yes No Night $437, day $581 2,853 3,192 243 288 1,359 88 15 Northwestern 1908 Chicago and Evanston, 111. No 2 years' credit from col- lege of approved standing 3 years for degree; 48 semester hrs. for diploma B. B. A. Both 70 20 20 28 Yes Yes Yes No $360 day, $300 night 753 903 4,493 16 18 58 26 4 27 Various 4 •A credit hour involves two hours of preparation, and one hour of recitation lecture or quiz. 19 The American Association of Public Accountants REPORT OF MR. WALDRON H. RAND ON DEPARTMENTS OF COMMERCE Approximate date of establishment Where located Is the school endowed, and if so, to what extent? Preliminary education required for "regular" students de- siring a degree Length of course needed for the degree, certificate or diploma Name of degree conferred Does school conduct day classes, or night classes, or both? Required courses for day students, state total number of hours for degree Elective courses for day students, state total number of hours for degree Required courses for night students, state total number of hours for degree Elective courses for night students, state total number ot hours for degree Can student complete course in less than required time for degree by taking standing in subjects through special examinations and without attending classes?.... Is course aimed to give a training preparatory for C. P. A. examinations? Does school have a commercial laboratory to provide the equivalent of practical experience ? Does school conduct correspondence courses in accounting? Approximate tuition for full course Total enrolment for the year 1914-1915 Total enrolment for the year 1915-1916 Total enrolment since establishment Number of graduates 1914-1915 Number of graduates 1915-1916 Number of graduates since establishment Number of professors, instructors, lecturers and assistants, without duplication Number of above practising the profession of accountancy Total number of C. P. A.'s among graduates Total number of C. P. A.'s among lecturers Total number of C. P. A.'s among faculty tOne certificate issued in 1915-1916. 20 Notre Dame 1913 Notre Dame, Ind. No 4 years' high school or equivalent gree 4 years, certificate 2 years 2 years Ph.B. in commerce B. C. S. Day Day 160 912 credit hours None None May complete course in 3 years if they have had considerable experience Not directly Yes Yes No No $100 $60 150 175 7,250 No graduates as yet 30 First class 1917 30 t 1,500 20 10 S None None None Ohio Northern 1866 Ada, Ohio $225,000 4 years' high school course or equivalent No Yes None Report of Conunittcc on Education AND ACCOUNTS IN AMERICAN UNIVERSITIES AND COLLEGES— Continued Oregon Agricultural Pennsylvania Pittsburgh St. Louis 1908 1881 1908 1910 Corvallis, Ore. Philadelphia, Pa. Pittsburgh, Pa. St. Louis, Mo. State institution No No 4 years' high school High school graduate High school 4 years' high school 4 years 3 years certificate, 4 years diploma 4 vears for degree, 4 years evening for diploma 3 years B. S. in commerce B. S. in economics B. S. in E. B. C. S. Day Both Both Night 2,443 hours 70 2 years, 16 hours per week 495 548 hours 70 2 years, 16 hours per week 405 24 1 year, 3 nights a week 24 3 years, 3 nights a week Limited extent on peti- tion to college council Yes, by attendance at summer school No No Yes Yes Yes Yes Yes No Yes Yes Yes$ No No No Free $640 day, $240 night $600 day, $200 night $240 170 2,265 198 day, 390 evening 130 173 2,409 241 day, 755 evening 175 1,238 14,945 506 20 179 24 6 14 331 2Z 20 106 121 47 29 77 46 31 3 6 S 6 15 4 3 6 1 3 6 6 jP.ut credit is not given toward graduation except on resident examination. 21 I Tlie American Association of Public Accountants REPORT OF MR. WALDRON H. RAND ON DEPARTMENTS OF COMMERCE Approximate date of establishment Where located Is the school endowed, and if so, to what extent?. Preliminary education required for "regular" students de- siring a degree Length of course needed for the degree, certificate or diploma Name of degree conferred Does school conduct day classes, or night classes, or both? Required courses for day students, state total number of hours for degree Elective courses for day students, state total number of hours for degree Required courses for night students, state total nutnber of hours for degree Elective courses for night students, state total number of hours for degree Can student complete course in less than required time for degree by taking standing in subjects through special examinations and without attending classes?.... Is course aimed to give a training preparatory for C. P. A. examinations? Does school have a commercial laboratory to provide the equivalent of practical experience? Does school conduct correspondence courses in accounting? Approximate tuition for full course Total enrolment for the year 1914-1915 Total enrolment for the year 1915-1916 Total enrolment since establishment Number of graduates 1914-1915 Xumber of graduates 1915-1916 Number of graduates since establishment Number of professors, instructors, lecturers and assistants, without duplication Number of above practising the profession of accountancy Total number of C. P. A.'s among graduates Total number of C. P. A.'s among lecturers Total number of C. P. A.'s among faculty Wisconsin 1900 Madison, Wis. State university 4 years' high school course 4 years B. A. Day 73—81 59—71 Yes Yes Yes Yes Free to residents, $62 a semester non-residents 484 542 4,221 S3 47 420 40 3 7 7 3 Amos Tuck-Dartmouth (Post-Graduate) 1900 Hanover, N. H. Bachelor's degree or 3 years college work with high rank in scholarship 2 years M. C. S. Day 18 hours per week About 1/5 of courses elective No Yes Yes No $280 77 88 647 17 24 152 28 1 1 1 None *Yes. The school shares, with other departments of the college, in a fund of $500,000. fNot more than two full courses, first year, averaging 3 hours per week. Not more than five courses, second year, averaging 3 hours per week. 22 -,*."' Report of Committee on Education AND ACCOUNTS IN AMERICAN UNIVERSITIES AND COLLEGES -Concluded Harvard (Post-Graduate) 1908 Cambridge, Mass. Partly Degree from accredited university or college 2 years M. B. A. Day No Yes Yes No $400 166 190 935 27 37 127 17 faculty, 70 lecturers, etc. 2 Not known 1 None Cornell There is at the present time no school of commerce. It is hoped that one may be established in the near future, and the committee on education has re- ceived a report of the faculty commit- tee appointed to draw up a plan for a college of com merce. North Dakota This university is working towards a department of ac- counts and finance. It has not as yet an organized depart- ment, neither does it offer a degree, cer- tificate or diploma. University of Oregon This university has established a school of commerce which is virtually in its first year, with about three hvmdred individual students enrolled. Day classes, and a regu- lar four years' course, four instruc- tors, an extension coarse and practical laboratory work art planned. Tufts Tufts College has no school of busi- ness. The Braker fund now has ?517,- 013.08 to its credit and initial steps are being taken toward the formation of a school of this kind. 23 RETURN TO: LOAN PERIOD 1 Home Use ALL BOOKS MAY BE RECALLED AFTER 7 DAYS. DUE AS STAMPED BELOW. <^l=MTQNILL MR-XAjm U.C. BERKELEY ILS:DD99 2M 3-02 UNIVERSITY OF CALIFORNIA, BERKELEY Berkeley, California 94720-6000 ^624i3 li h 5i UNIVERSITY OF CALIFORNIA LIBRARY y