The Carnegie Foundation for the Advancement of Teaching has approached the problem of the amount and flexibility of college entrance requirements from the point of view of both the college and the high school, particularly urging upon the college that low and uncertain entrance requirements constitute one of the chief causes of college inefficiency and at the same time demoralize and retard the development of four-year high schools. The Foundation shows that the prescription of a rigid traditional course of study, as the only preparation for college, results in a large increase in the number of students admitted to college with entrance conditions, thereby crippling the college. Moreover, it also shows that strong colleges presuppose strong high schools, and that one of the conditions for the strengthening of the high school is the granting to it of greater freedom in adapting its instruction to the actual needs of boys and girls in attendance. Many communities demand that the instruction, while continuing to provide a sound education, shall be related more specifically to the industrial, commercial, social, and civic life of the community. The demand for the adaptation of education to changing conditions is not new and never has been long denied, but the need is now acute, because of the rapidity of recent social changes. Such adaptations will, it is claimed, strengthen secondary education, because the boys and girls will feel that their work is worthwhile, whether they go to college or not, and communities will be more generous in their support, making it possible to secure better schools with better teachers. Consequently, the Foundation recommended the following: (1) greater insistence upon the completion of a four-year high school course; and (2) greater freedom for the high school in selecting and organizing the subjects of instruction. The same general conclusions were stated also by the Committee on the Articulation of High School and College, whose report was adopted by the Secondary Department of the National Education Association in July, 1911. This bulletin is divided into four chapters, as follows: (1) Amount and Flexibility of Entrance Requirements; (2) Colleges of Liberal Arts; (3) Colleges of Engineering; and (4) Colleges of Agriculture. "Articulation of High School and College" (a report adopted by the Secondary Department of the National Education Association, July 11, 1911) is appended. An index is also included. Individual chapters contain supplementary notes. (Contains 12 tables, 15 diagrams, and 7 footnotes.) [Best copy available has been provided.]