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University Microfilms
300 North Z e e b Road
Ann A rbor, M ic h ig a n 48106

A X e ro x E du catio n C om pany
 LD3907 73-S441
.E3 noon, Ha r o l d Wats:n, 191U-
I93u The development rf the Bible college or
.E6 Institute In the b n i t e a States end Canada
since lbi.O and its rel a t i o n s h i p to the
field of theological education in America
21i4p. table s ,char t s ,f o r m s .
Final document (Zd.D.) - N.Y.U., Sc/.ccl
of Education, 1950*
Bibliography: p . 165-168.
C58927

Xerox University Microfilms, Ann Arbor, M ichigan 48106

T H IS D IS S E R T A T IO N HAS BEEN M IC R O F IL M E D EXACTLY A S R E C E IV E D .

 r?0

i Tiissi# aocert *M
AP'-' --------
'i - r.

Sponsoring Committee: Professor Samuel L. Hamilton, Chairman

Dean Thomas C. Po."
Pollock and Professor Abraham I, Katsh

THE DEVELOPMENT OF THE BIBLE COLLEGE OR INSTITUTE IN THE

UNITED STATES AND CANADA SINCE 1880 AND ITS RELATIONSHIP
TO THE FIELD OF THEOLOGICAL EDUCATION IN AMERICA

HAROLD f . BOON

Submitted in partial fulfillment of the

requirements for the degree of Doctor of

Philosophy in the School of Education of

New York University

1950
 PLEASE NOTE:

Some pages may have

i n d i st i n e t pr i nt .

Filmed as received.

Un i vers ity M i c r ofi lms, A Xerox Education Company

 TABLE OF CONTENTS

Chapter Page

I The Problem and Its Scope ....... ....... ........ 1

The P r o b l e m ..... ............................ .. 3
Statement of the Problem .................... O
Delimitation ..... o ....................... . 4
Definition of Terms .......................... 4
Significance of the I n v e s t i g a t i o n . 4
Previous Related Studies ...................... 5
Procedure ................. ........ . 7
Survey .......................... . 8
Relationship to the Field of Theological
Education In America ......... 10

II Historical Development ..... ................... 13

Higher Education ........................... . 13
Public Education ............. . 15
American Academy ............................. . 17
Teacher Training .............. ............. 18
The Sunday School Movement .... .......... 19
R e v i v a l i s m ..... .............. ................. 22
Summary ............ ........ .............. . 23
Missionary Expansion .... ....... 24
East London Institute for Home and Foreign
Missions ..... ............ . ......... .... 26
China Inland M i s s i o n ..... ....... ............. 28
Founders of the Bible Institute Movement ...... 29
Albert Benjamin Simpson (1343-1919) 30
The Missionary Training C o l l e g e ...... . 35
Dwight Lyman Moody ............................ . 37
Northfield Seminary ........ ........... 40
Mount Hermon School for Boys ........... 41
Moody Bible Institute ........... 42

III A Comparative Study of Forty-Nine Selected Bible

Institutes .............. .................. 44
Accreditation .... ............ 46
Entrance Requirements ......... ............ 50
Curriculum .... . CTO
Various Coui’ses Offered ..................... 53
Principal Subjects .............. . 55
Graduation Requirements ...... ...... .......... 59
Thesis Requirement ....... ......... . 65
Clinical Training .... .......... . 66
Denominational Affiliation .... . 6?
Control of the Bible Institute ........... 69
F a c u l t y ............... ..................... 70
Faculty-Student Ratio According to School
Enrollment 1946 ................... . 70

ii
Chapter Page

III (Continued)
Full Time Faculty Members ...................... 75
Faculty Degrees ......................... 75
Faculty C o u n s e l i n g ............................ 76
Students .... ........ 76
Distribution of Enrollment ................... 73
Average Are of Students in 45 Bible
Institutes and Colleges ..... ........... 3l
Married Students .......... ......... 34
Special Students • •• 35
States Represented in Student Enrollment .... 37
Denominations Represented ................... 38
Christian E d u c a t i o n ............ 92
Music ............................. 93
Student Placement ............ 94
Finances and P r o p e r t y ............ 94
Permanent Endowment .............. 96
Productive Endovjment ........ 97
Plant V a l u a t i o n ........... 93
Tuition ...................... 99
Expenditures For Instruction ....... 101
P r o m o t i o n .................................. 101
Libraries ....... 102
Student Aid ....... 103

IV The Relationship of the Bible College Movement

to the Theological Seminary in A m e r i c a ..... 104
Accreditation ........................ 105
The American Association of Theological
Schools ..... 107
Entrance Requirements .................. 109
C u r r i c u l u m ............... 112
Graduation Requirements .................. 118
Degrees .......... llS
Thesis Requirement ......... 119
Field V/ork.................................... 119
Denominational A f f i l i a t i o n ........... 121
Control of the S e m i n a r y .............. 122
Faculty ...... *........ 124
Full Time Faculty Members .................... 125
Faculty Degrees ..................... 127
Teaching Loads ............................ 123
Faculty C o u n s e l i n g ........ 130
Faculty-Student R a t i o ........ 131
Students ......................... 133
Distribution of Enrollment ...... 134
Average Age ........... 135
Married Students ........... 136
Special Students ........... 138
States R e p r e s e n t e d ..... 139
Denominations Represented ........ 140

iii
Chapter Page

IV (Continued)
Graduates ....................................... 142
Student Placement ............. .............. 143
Finances and Property .................... l44
Endowment ...... 144
Productive Endowment ........................ l46
Plant V a l u a t i o n . ...................... l46
Tuition ............ l48
Expenditures for Instruction ................ l48
P r o m o t i o n ...... 150
Libraries ..... 151
Student Aid ...... 153

V Summary and Conclusions ........................... 156

Bibliography ........ 165

A p p e n d i x .................... «.......... 169

LIST OF TABLES

Table Page

1. The Different Courses Offered by the Institutes

Surveyed and Selected ..... 56

2. Graduation Requirements for a Three-Year Diploma

Course in 33 Bible Institutes andColleges .... 60

3. Graduation Requirements for a Four-Year Degree

Course in l 8 Bible Institutes andColleges .... 60

4. The Degrees Granted by 19 Bible Institutes and

Colleges ....... 64

5. The Denominational Affiliation of 49 Bible

Institutes ..... 68

6. Distribution of Male and Female Enrollment in

1946 in 48 Bible Institutes .............. 80

7. Per Cent of Married Students in 47 Bible Insti­

tutes and Colleges In the 1346 Student Body
Enrol l m e n t .......... 84

8. Per Cent of Special Students Enrolled in 42

Bible Institutes and Colleges in1946 ......... 35

9* Number of States Represented in 48 Bible

Institutes and Colleges ........ 8'J

iv
Table Page

10. Number of Religious Denominations Represented in

45 Bible Institutes and Colleges ........... . 88
11 . Vocation of the Graduates of 43 Bible Institutes
and Colleges .... ............................. 90

12. Plant Valuation of 40 Bible Institutes and

Colleges ........................... .......... 98

13. Tuition Charges in 4l Bible Institutes and

Colleges ............ ............ ............... 99

14. Amount Spent for Promotion in 1946-47 School

Year in 25 Bible Institutes and Colleges ..... 102

15* Library Expenditures in 22 Bible Institutes and

Colleges ............... ............. . 103

16 . Program in Semester Hours of Selected Seminaries,

1921-22 ................... 113

17* The Different Organized Sequence of Courses

Offered in 81 Theological Seminaries .......... 116

l8 . Denominational Affiliation of 81 Theological

Seminaries ..... . 122

19 . Degrees Earned by Seminary Faculty Members • • o 123

20. The Faculty-Student Ratio in bO Seminaries ...... 132

LIST OF FIGURES

Figure Page

1. Faculty-Student Ratio According to School E n ­

rollment 1946 in 18 Degree Bible Institutes
and Bible Colleges .................. . o• 73

2. Faculty-Student Ratio According to School E n ­

rollment 1946 in 25 Non-Degree Granting Bible
Institutes and Colleges .................... 74

3. Full Time Faculty Members Teaching in 49 Bible

Institutes and Colleges ................... . 77

4. Average Age of Students in 45 Bible Institutes . 83

5. Religious Fields Entered by the Graduates of 43

Bible Institutes and Colleges ................ 91

v
 CHAPTER I

THE PROBLEM AND ITS SCOPE

During the past sixty-five years an educational

movement has come into existence which has assumed such p r o ­

portions that it cannot be ignored by leading educators and

accrediting agencies. At least one hundred forty Bible

institutes and Bible colleges are now in existence in the

United States and Canada. New institutions are constantly

being founded. Some of these institutions offer a day school

program only; others offer only evening courses of study; many

schools operate both day and evening classes, the former being

more thorough than the latter; and still others have the name

of a Bible institute but operate only as a correspondence

school. Since the scope of the work and the thoroughness of

Instruction has such a wide variation, it has been very diffi­

cult to evaluate the work of the individual institutions and

the Bible institute movement as a whole.

In 1946 The Accrediting Association of Bible Insti­

tutes and Bible Colleges was organized to help standardize

the movement and to establish norms which could be used in

evaluating the work of the individual Bible institute. The

Accrediting Association of Bible Institutes and Bible Colleges

after a very rigid examination of all Bible institutes and

Bible colleges applying for registration finally approved, in

 2

their annual meeting held in October, 19^8* eighteen schools

on a collegiate level and twelve schools of an intermediate

level. (For the standards of the collegiate level and inter­

mediate level see Appendix p . 190). The United States Office

of Education is listing the schools accredited by this body in

its Official Directory in the same manner as it lists the

approved institutions of the American Association of Theolog­

ical Schools.

The Bible institute movement was a product of the

nineteenth century. The spirit of revivalism and missions

had awakened many to the spiritual needs of the masses at home

and on distant mission fields. Many young people were sensi­

tized to the urgent need, yet were unprepared to respond. The

lack of universal public education on the secondary level made

college and seminary training impossible for many who were

willing to give their lives for evangelistic and missionary

service.

The theological seminaries, with their emphasis on

the classical studies, did not tend to foster an aggressive

spirit of evangelism among their students; nor did the gradu­

ates in general tend to respond to the call for pioneer

evangelical work at home or abroad, since the larger urban

churches were calling for men with college and seminary

training.

The Bible institute began as an auxiliary means of

securing recruits. It was not meant to compete with nor

duplicate the seminary. It was largely Intended for laymen

 3

In the homeland, and those who would labor among the more

Ignorant classes on the mission field.

The scope and influence of the American Sunday

school was greatly enlarged during the nineteenth century but

the effectiveness of this work was much impaired because of

poorly trained teachers. Secular teacher training was poor

enough, but Sunday school teacher training was practically non­

existent. Out of necessity the Bible Institute pioneered in

this field.

The Problem

Statement of the Problem

It is the purpose of this study to present a history

of the development of the Bible college movement in the United

States and Canada and to show the relationship of this movement

to the general field of theological education in America.

Sub-problems

The main problem breaks down into certain specific

problems which must be solved as follows;

1. To determine the factors which may have con­

tributed to the rise and evolution of the Bible college

movement and the relationship of these factors to the devel­

opment of this movement.

2. To make a comparative study of the two groups

of Bible institutes; those conferring degrees upon their

graduates and those not conferring degrees.

3* To determine any relationships between the Bible

 4

college movement and the theological seminary in America as

set forth by Robert Kelly in his study, Theological Education

in America*

Delimitation

1. Bible institutes which conduct only evening

schools or correspondence schools, and Bible institutes operat­

ing exclusively on a secondary level are excluded from this

study.

2. The evaluation of the contributions of the Bible

college or institute and its place in the total preparation

of students for the Christian ministry and religious work shall

be noted and recommended as a field for further study.

Definition of Terms

1. Bible college or institute: An institution of

higher education developed for the purpose of training students

in preparation for the Christian ministry and religious work

without the requirement of a college degree for admission.

2. Seminary: An institution of higher education,

developed for the purpose of training students in preparation

for the Christian ministry and religious work with the basic

requirement of a college degree for admission.

Significance of the Investigation

The Bible college movement is a development of the

last sixty-five years. State boards of education are now

chartering such institutions and granting them the authority

to confer degrees. No study is known to the writer which

 5

shows the significance of this educational movement to the

broader field of general education in the United States and

Canada nor to the particular field of seminary training.

Since the turn of the century, Bible institutes have

been increasing in numbers and in the size of the student

bodies. Many changes have occurred in organization, operation,

curriculum, and educational recognition since the founding of

these institutions.

In a changed world situation with its critical cir­

cumstances there is a need for eliminating waste and duplica­

tion in preparing leaders for the Christian ministry and

religious work. An objective study is needed to try to d e ­

termine the effectiveness of proposed functions; and to d e ­

termine, if possible, whether the Bible institute movement is

ad Interim and transitory, functioning until certain newer

religious groups are able to catch up with the educational

standards of the traditional religious bodies; or whether, on

the other hand, it has a permanent function which will continue

to operate in a field of specialized education.

Previous Related Studies

No similar study dealing with the development of the

American Bible college and its relationship to the field of

theological education in America, has yet been found.

A thesis by Lenice F. Reed on The Bible Institute

Movement in America was completed in June 19^7, at Wheaton

College, in partial fulfillment for the requirements of the

degree of Master of Arts. In a letter dated October 23, 19^-6,

 6

from Dr. Rebecca R. Price, Chairman, Christian Education

Department, under whose sponsorship this thesis was written

came the following word: "Your letter of October llth regard­

ing the thesis subjects has been brought to my attention . • .

The topic being dealt with here deals only with the origin of

the Bible Institute. The student working on the thesis here

is Mrs. Lenlce Reed and I am sure she would be glad to give

you any further information." This thesis has been carefully

read to see if it duplicates the work of this study. It is

felt that the above comment of Dr. Price, the sponsor of the

thesis, seems to be well founded, and that the thesis does not

duplicate this study.

Hubert Reynhout, Jr. wrote a thesis as a partial

fulfillment of the requirements for the degree of Master of

Arts in the Department of Education, University of Michigan,

July 19^7 on the subject, Jl Comparative Study of Bible Insti­

tute Curriculums. His thesis does not solve the problems of

this study but it has been quoted extensively in Chapter III,

since it presents very well the various aspects of the Bible

institute curriculum.

A study by Charles A. Baugher, A. Determination of

Trends in Organization. Finance and Enrollment in Higher Ed u ­

cation in Church-Related Arts Colleges since 1900. was sub­

mitted in 1937 in the School of Education, New York University,

in partial fulfillment of the requirements of the Doctor of

Philosophy degree.

C. Donald McKaig submitted in partial fulfillment of

 7

the requirements for the degree of Doctor of Philosophy in

the School of Education of New York University, 19^8 a thesis

entitled, The Educational Philosophy of A. £. Simpson. Founder

of the Christian and Missionary Alliance. Simpson was the

founder of the Bible institute movement in America. In the

course of McKaig's final oral examination, one of the members

of the examining committee pointed out that someone should

write on the Bible institute movement itself and its relation­

ship to theological education.

The following libraries have been carefully checked

for any related studies: New York University, Union Theological

Seminary, Biblical Seminary of New York, and The Missionary

Training Institute. The Journal of Educational Research has

been carefully examined to determine whether a similar or

related thesis or document is now in progress. The writer has

found none.

Several educators In the Bible college movement have

been questioned concerning the existence of any similar study

of the Bible college movement and Its relationship to the field

of theological education in America, but no similar study is

known to them.

Procedure

A historical study was made of higher education as

it relates to theological education in America during the

nineteenth century to discover, if possible, any significant

factors which may have contributed to the rise and evolution

of the Bible college movement. This study was made by means

 8

of an examination of the numerous texts in the field of

American education, the literature of the various theological

institutions, original documents where obtainable, personal

letters, and personal interviews.

A study of the significant personalities and organi­

zations was made to determine the part played by each in the

founding and development of the Bible college movement.

Survey

An objective study of the two types of Bible insti­

tutes was made as follows: (l) The literature of the various

institutes was studied to ascertain purposes and objectives,

denominational affiliation, size of faculties and faculty

degrees, curricular offerings and student enrollment. (2) P e r ­

sonal visits were made to several institutes throughout the

country to receive as much first hand information as possible

concerning the Internal operations of the individual institute.

As an examiner of the Accrediting Association of Bible Insti­

tutes and Bible Colleges, it was possible for the writer to

visit in an official capacity many institutions on the east

coast and critically evaluate the schools from detailed sched­

ules submitted to the examiners by the institutions being

examined. (3) A questionnaire was sent out to all known Bible

institutes coming within the scope of this study requesting

detailed information in the various areas of this study.

The data were then examined to determine similarities

and differences which have developed in the Bible school move­

ment to produce the two types of Bible institutes: (l) those

 9

operating in the field of higher education but not conferring

any degrees upon its graduates, and (2) those operating in the

field of higher education, chartered by state boards of e d u ­

cation, and conferring appropriate degrees upon the graduates.

The following areas were included in the study:

educational recognition, internal organization, program of

study, students and financial operation.

The educational recognition of the Bible college or

institute was indicated by the existence of a charter, with

or without degree granting privileges, from the state board of

education; by the registration of the curriculum with state

and regional accrediting agencies; and by the exchange of

credit on a comparable basis when students transfer to other

accredited institutions.

The items of internal organization of the Bible

college or institute which were compared were the size, method

of selection, and the function of the board of trustees; the

executive and administrative functions of the officers and

faculty; and the ecclesiastical affiliation of individual

faculty members, provision for student counselling and student

placement•

The program of study was considered from the stand­

point of breadth of curriculum content, requirements for

graduation, and provision for clinical or practical training.

In the study of students, the following items were

compared: age, status (single, married), home state, denomi­

national membership, percentage of special students and trends

in enrollment.
 10

It was Impossible to secure very much accurate in­

formation concerning financial operation, but where informa­

w s z- .^xhdo.wment.
tion was available it was considered as^^-ol 1 o-

funds both permanent and productive; assets of plant (build­

ings, equipment, libraries); income from tuition and student

fees; percentage of expenditures for instruction, libraries,

and promotion.

Prom this objective survey the findings were used

to provide the basis for the determination of the relationships

which exist within the Bible college movement itself.

Relationship to the Field of Theological Education

in America

Although the requirements for the education of the

theological student vary, there have been set up seminary

standards which have received general recognition. Robert L.

Kelly of the Institute of Social and Religious Research p u b ­

lished In 1924 a detailed study of Theological Education in

America. This study was used as a basis for this comparative

study made between the Bible College movement and the theo­

logical seminary.

In his 445 page work, Dr. Kelly presented a histori­

cal study of the theological seminary, its system of education,

Its typical equipment and prevailing methods, the selection

of students, its finances and property, and a detailed sketch

of one hundred different seminaries. Significant changes in

the theological seminary since 1924, when Kelly made his study,

were included in this thesis.

 11

Carter V. Good compiled A Guide to Colleges. Un i ­

versities . and Professional Schools In the United States.

19^5* The tabulations for professional schools of theology

were helpful in bringing up to date the work of Kelly.

Mark A. May directed for the Institute of Social

and Religious Research a four volume study entitled, The

Education of the American Minister, published in 193^. This

study was extensively used as a basis for the study of the

theological seminary.

Hartshorne and Froyd brought out a study in 19^5

on Theological Education in the Northern Baptist Convention.

This study was used to indicate trends within the seminary

movement.

A Survey of Theological Education in the Methodist

Church, directed by John L. Seaton, was published In 19^80

This study provided late information on the conditions pr e ­

vailing in the Methodist Church.

Having made a comparative study of the Bible college

or institute movement itself, the writer attempted to set

forth the general relationships that exist between the Bible

college and the theological seminary.

The relationships found to exist between the class­

ical education of the theological seminary with its emphasis

on a liberal college education as a prerequisite for admission

and the Bible college movement with its emphasis on practical

religious training in a streamlined program without the require

ment of a liberal arts background have been presented and

evaluated.
 CHAPTER II

HISTORICAL DEVELOPMENT

Theological education and especially the restricted

phase of Bible institute education had its roots in the early

years of the new American democracy* Even before the estab­

lishment of the Massachusetts Bay School In 1642, which was

the first to receive tax support for public schools in America,

came the establishment of Harvard College. The early settlers,

who at a terrific personal cost to themselves braved the rugged

experiences of the new world, had no Intention of falling to

provide for the religious worship which they professed to be

of prime importance. The ministry must be perpetuated, for

only by a trained clergy would the religious needs of the

colony be met.

Higher Education

To rely upon the Old World for the recruiting and

training of the clergy was not feasible. "Higher education on

the American continent had its beginning, therefore, in the

impulse to bequeath to subsequent generations a worthy min-

lstry."^ Evidence is still to be read on the Harvard gateway,

in the quaint lines here quoted.

After God had carried vs safe to New England & wee

had bvilded ovr hovses provided necessaries for ovr
livelihood reard convenient places for Gods worship

1. Robert L. Kelly, Theological Education in America, p. 23»

 I
13

and settled the civill government one of the next

things wee longed for and looked after was to advance
learning and perpefcvate it to posterity dreading to
leave an illiterate ministry to the chvrches when ovr
present ministers shall lie in the dvst . 1

In the founding of Harvard in 1636, higher education

in America was definitely theological in purpose. Students

who were not training for the ministry were admitted but all

took the same course. In addition to the "Divinity Subjects"

offered, the course also included such studies as logic and

rhetoric, Latin, Greek, Hebrew, and mathematics. It was in

the latter part of the eighteenth century that the divinity

subjects were no longer required of all students.

In the early years of the colonists, although they

were all theoretically Congregationalist, sectarian contention

was very evident. Harvard was regarded by many in the Congre­

gational body as being too liberal. In 1 8 0 8 a new theological

seminary was founded by the Congregationalists at Andover.

Yale was founded because many Congregational ministers were

dissatisfied with what they considered liberal tendencies at

Harvard.

Concerning the early history of Yale, Ellwood P.

Cubberly writes, "President Clapp of Yale declared that

'Colleges are Societies of Ministers, for training up Persons

for the Work of the Ministry,' and that 'The great design of

founding this school (Yale), was to educate Ministers In our

own Wa y . '"

1. Kelly, qp_. cjt.. pp. 23, 24.

2. Cubberly, op. cit.. p. 703*
 14

Kings College (later Columbia University) was

founded by Episcopalians In 1754 with much the same aim* The

announcement at the opening of Kings College was as follows;

The chief thing that is aimed at in this College

is, to teach and engage the Children to love God
in Jesus Christ, and to love and serve him in all
Sobriety, Godliness, and Richness of Life 1

The training of Christian leaders was the prime co n ­

sideration of Harvard, Yale, and Columbia in their early days.

Denominational characteristics were common to all three, yet

today, each of these institutions is considered non-sectarian

and free from any denominational influences.

Enrollment in these institutions was small. During

the first fifty years, the Harvard enrollment was seldom more

than twenty and the president did all the teaching. In the year

1815, one hundred seventy-four years after the founding of

Harvard, and one hundred fourteen years after, the founding of

Yale the following schools graduated classes as follows:

Harvard, 66; Yale, 69; Princeton, 40; Williams, 40; Pennsylvania,

15; and the University of South Carolina, 37*2

The influence of the Church was not only felt in the

area of higher education where the emphasis for many years was

on the training of the clergy, but it was also felt in every

phase of education, the private instruction in reading and

religion by the parents in the home, the apprentice system, the

town schoolmasters, and the Latin grammar schools which were

the contribution of the larger towns to prepare boys for the

1. Cubberly, op> cit. . p. 703*

2. Ibid.. pp. 657, 703.
 15

college of the colony.

Public Education

The English system of home Instruction, for the prime

purpose of teaching children to read the Bible, was continued.

The dame school was also carried over Into the new world to

meet the need of a frontier civilization. Some mother, who In

her youth had learned the rudiments of education, would gather

into her home the children of the neighborhood and Instruct

them at the same time she taught her own. By paying a small

stipend to the one who taught their children, other mothers

were able to devote their time to the many other demands of

the household.

In 1642 the Massachusetts law relating to the school­

ing of all children was framed. It read as follows:

In euery towne ye chosen men shall see that parents

and masters not only train their children in learning
and labor, but also "to read & understand the pr i n ­
ciples of religion & the capital lawes of this country,”
with power to impose fines on such as refuse to render
accounts concerning their children.

This was the first American act toward the support

of public schools by public funds. In 164-7 the law enacted,

required the maintenance of the Latin grammar schools. This

provided a heavy burden upon the people. Gradually there was

felt to exist a need for a more practical and less aristocratic

type of higher school. As a result the American academy began

to supercede the old Latin grammar school.

In order to prevent the religious town school from

1. Cubberly, op., cit.. p. 326.

 16

disappearing and to establish district schools in rural areas,

the educational program in New England during the eighteenth

century underwent some changes. The American school of the

"3 Rs" was formed in the smaller places and in the rural

districts as an economy measure. New textbooks of a more

secular nature were printed to take the place of the New England

Primer.

In the southern Colonies, common schools were not

feasible because of the. classes in society and the nature of

plantation life. The upper class of Virginia made no provision

for the education of the masses. Governor Berkley of Virginia

in 1671 in answer to the question concerning the part the

Government should take in public education replied:

The same course that is now taken in England out of

town; every man according to his ability instructing
his children.•• But I thank God there are no free
schools nor printing, and I hope we shall not have
these for a hundred years; for learning has brought
disobedience and heresy and sects into the world, and
printing has divulged them and libels against the best
government. God keep us from bothJl

Mass education was largely confined, in rural areas

to the American school of the 3 Rs which provided for all

children, but the curriculum included only the common school

training. In the larger centers of population after 1820,

the primary schools were added to the common or elementary

schools which brought the educational program down to the needs

of the beginners.

1. Clarence Benson, History of Christian Education, p. 102.

 17

American Academy

The old Latin grammar school with its exclusively

college-preparatory program gave way to the American academy.

Probably the first such academy was Franklin's Academy,

founded in 1751 in Philadelphia. This academy later became

the University of Pennsylvania. The American academy retained

the study of Latin yet offered more practical subjects than the

Latin grammar schools. The academies were usually open to

girls as well as boys. These schools were primarily inde­

pendent institutions, charging tuition and offering a "broad­

ened Curriculum and religious purpose."'1'

The academy movement spread rapidly during the first

half of the nineteenth century. By 1800 there were
17 academies in Massachusetts, 36 by 1820 and 403 by
1 8 5 0 . By 1 8 3 0 there were, according to Hinsdale, 950
incorporated academies in the United States, and many
unincorporated ones, and by 1 8 5 0 , according to Inglis,
there were, of all kinds, 1007 academies in New England,
1636 in the Middle Atlantic States, 2640 in the Southern
States, 753 in the Upper Mississippi Valley States, and
a total reported for the entire United States of 6 ,0 8 5 ,
with 12.260 teachers employed and 263*096 pupils e n ­
rolled.^

The colonial Latin grammar school had provided

secondary schooling for those of the privileged class. The

academy in its missionary effort had made such education avail­

able for the middle class. Public high schools, however, came

into being to make secondary education available to all. But

the development of the state supported high school was slowed

down by the opposition it received from all sides. After

years of patient perseverance the high school was recognized.

1. Cubberly, ojo. clt.. p. 6 9 6 .

2• Loc. clt.
 18

Teacher Training

One of the great problems of the early American

educational program was the training of adequate teachers for

the public schools. In the beginning the clergymen were re ­

sponsible for the Instruction of the more promising candidates

for the ministry. Mothers with slight training in the "rudi­

ments of education" taught the children of the community in

a very informal way. Under the Lancaster system, which operat­

ed during the early part of the nineteenth century, monitorial

schools were opened. This was a carry over from an English

experiment in education. Teachers were scarce and pay was

poor. Hence student help was an answer to the teaching p rob­

lem. Under the plan, one teacher could supervise a thousand

students by having the brightest students selected as monitors

to assist in the teaching. The teacher would teach the

monitors who in turn taught spelling, writing, and arithmetic.

By this method the cost per pupil for public education in the

City of New York in 1822 was only $1.22 as compared with the

private and church school cost of $12.00.per year.

The first teacher-training school in the United

States where individual teachers received training was opened

by Reverend Samuel R. Hall, at Concord, Vermont in 1823* It

was a private institution and the location was changed three

times during the next seventeen years. The curriculum was

comparable to that of high school with additional lectures in

the art of teaching and some opportunity for practice teaching.

In 1825 Governor Clinton recommended to the legis­

lature of New York the establishment by the State
 19

of "a seminary for the education of teachers in the

monitorial system of instruction." Nothing coming
of this, in 1 8 2 7 he recommended the creation of "a
central school in each county for the education of
teachers." That year (1 8 2 7 ) the New York legislature
appropriated money to aid the academies "to promote
the education of teachers"--the first state aid in
the United States for teacher-training.....

On July 3> 1839, the first state normal school in

the United States opened in the town hall at Lexington,
Massachusetts, with one teacher and three students....

By i860 eleven state normal schools had been estab­

lished in eight of the States of the American Union,
and six private schools were also rendering similar
services.1

Of this type of program of teacher education Dr.

Arlo Ayres Brown, President of Drew Theological Seminary has

written: "No movement in general education was more influential

in improving both public schools and in the long run Sunday

schools than the teacher-training movement as developed through

the State normal Schools."^

The Sunday School Movement

A very significant factor in early American educa­

tion was the Sunday school movement spearheaded by Robert

Raikes, a Christian layman. Mr. Raikes, a printer by trade,

learned the pitiful condition of many children in his home

city of Gloucester, England. These children were forced to

work every day except Sunday. They were deprived of the cul­

tural advantages of the better class and were posing a serious

delinquercy problem. Failing in other means of meeting their

1. Cubberly, op. cit.. pp. 751-753*

2. History of Religious Education in Recent Times, p. 5^*
 20

problem, Mr. Raikes decided to try to educate them. He

attempted to meet them on their only free day, Sunday, for

a period of instruction. His objective was to provide for

them the teaching they should have received in the common

school* Religion was included with the secular subjects in

much the same way it was included in the program of education

provided for those of the privileged class. The school opened

in 1 7 8 0 with four paid teachers and a five hour session. They

met from ten to twelve in the morning and from one to four in

the afternoon.

This program met a real need and, despite much op­

position, it grew rapidly until, five years later when it had

reached London, the Sunday School Society of London was formed.

This same year, 1 7 8 5 , the Sunday school movement spread to

America. In 1 8 9 0 the organization known as the First Day or

Sunday School Society was formed in Philadelphia. The new

organization was destined to become an evangelistic tool of

the Wesleyan Revival. In 1825 the American Sunday School Union

was organized and the new institution was carried by evangel­

istic missionaries to the frontiers of the new America.1

The Sunday school began as a lay enterprise--!ounded

by a layman, taught by lay people, and held in a
dwelling rather than a church. While some church
leaders, notably John Wesley, were quick to see the
value of the Sunday school, it is not surprising that
under these conditions it made its way but slowly into
the life and work of the church.2

As public education developed, the Sunday school

1. cp. Paul Vieth, The Church and Christian Education, pp. 2l~23«
.
2. Vieth, o p cit. . p. 24.
 21

provided less and less in the way of general education. Its

program became Bible centered with the emphasis placed on

Bible study and memorization. Dr. John H. Vincent, a Method­

ist preacher and leader in the Sunday School movement said,

"The Sunday school is strong at the heart and weak at the head."

He recognized the necessity for better teaching and worked hard

to secure it.

Since the Sunday school originated as a lay project,

since the teachers were more often than not lay people with no

educational training whatsoever, and since educational standards

were very low with what little education that was offered to

the masses going to the boys, the need for teacher training

was all too evident. John S. Hart in the introduction to the

book entitled The Sunday School Teachers 1 Institute. published

in 1 8 66 wrote:

It is time that some general movement was made in the

matter of teacher training. Of the three hundred
thousand teachers who are guiding and sustaining the
great work of instruction probably less than one tenth
have ever had any regular professional training for
the business of teaching.....

Why should not our theological seminaries make some

provision on this subject? A young man goes to a
theological seminary for the purpose of being fitted
and trained for the pastoral office. In the provi­
dence of God, and the practical working of Christian
institutions at this time, a large portion of the
pastor's work, that part of his work too which is
most productive of results, lies among the young of
his flock.

Let the plain, painful truth be spoken. Our Sabbath

schools are taught by those who know not how to
teach. Of course, there are many brilliant exceptions.
I speak only of the general fact..... Our schools will
never accomplish what they should do until our teachers
know better how to teach and what to teach. Our
 22

teachers must themselves be taught. Whoever shall

devise the means of doing this effectually will help
forward the great cause as much as if they were to
put a hundred missionaries in the field . 1

Revivalism

The impact of revivalism was felt during the nine­

teenth century In Europe and America. In Scotland Robert and

James Haldanes, lay preachers of the early nineteenth century,

though banned by the General Assembly, preached from one end

of the land to the other. It was Robert Haldane who educated

300 men as evangelists to carry on this type of work. The

Revivals under the Wesleys and Whitefield brought a new Inter­

est in Bible reading and Bible study on the British Isles and

in America. Those who had been affected by the preaching of

the "Methodists" were often moved to take up the pioneer work

of these evangels.

The local preachers who came from the field, the shop,
and the office to fill their appointments on the cir­
cuit plan, have continued to be one of the mainstays
of Methodism....

Vie have seen that in America the evangelist or travel­

ling preacher did a work which no one else could do.
He prepared the way, in many parts of the country only
lately occupied, for the organized church and the
settled pastor. The pioneers were men specially fitted
for their work. Their license to preach, if they
carried one, was of less moment to them than their
possession of a divine call. They anticipate d the
institutions of learning and were not ashamed to be
known as "graduates of Brush College and fellows of
Swamp University."2

As a result of this pioneer type of evangelism there

1. J. H. Vincent, The Sunday School Teachers1 Institute, p. 7«

2. T. H. Pattison, The History of Christian Preaching, pp. 398,
399.
 23

appeared to be a need for some means of training those who

would serve in this type of religious work. The conventional

methods of the college and seminary would not meet the need

since those who needed the training would be unable to obtain

it. T. B. Masden, writing in the Evangelical Beacon makes the

following observation:

With the revivals during the latter part of the

previous century and those of the earlier part of
this century, both here and abroad, there came also
a renewal of Bible reading and the need of a more
systematic Bible study.

There seem to have been two leading factors that

contributed largely to the establishment of the Bible
institute idea; the need for sound, Bible-trained
evangelists, preachers, and missionaries, and, conse­
quently and secondly, the need for institutions that
could glVe systematic and well-rounded Bible studies
and subjects closely related to the Bible, to evangel­
ism, and to missionary work.

Summary

We have briefly reviewed the development of education

in early America with a desire to see if there were any factors

in the early history which led to the development of the Ame r ­

ican Bible Institute or College* We have noted that the edu­

cational program began with a desire to perpetuate the ministry.

It was religious in scope and limited to the more privileged.

Common school education began humbly to prepare boys for re ­

ligion and citizenship. Gradually there was a separation of

church and state in the matter of public education. With the

expenditure of public funds for the education of the masses,

1. T. B. Madsen, "The Origin of the Bible Institute," The

Evangelical Beacon. November 19* 19^6, pp. 6, 7»
 24

more persons received a common school education but this

training was far from universal. Few could afford the private

academy, the college, and the seminary. The training of

teachers was haphazard and sketchy and teachers 1 salaries were

meager. To meet the need of the delinquent children who had

had no opportunity during the week for schooling or any other

type of character training, the Sunday school was instituted

as a lay project,. As public school opportunities increased,

the Sunday schools became more and more concerned with Biblical

indoctrination.

During this period the spirit of revivalism was evi­

dent. The Wesleys had been engaged in a mass program of evan­

gelism which caught the imagination and hearts of the people.

Many of the middle and lower classes were reached by this

evangelistic appeal. Those who felt the "call of God” respond­

ed to preach the Gospel. Conventional methods of securing

college and seminary trained men were set aside. In a pioneer­

ing America, the evangelists pioneered.

Missionary Expansion

The nineteenth century was a period of missionary

expansion. From the days of William Carey, who since 1792 has

been recognized as the father of organized missions, have de ­

veloped more than one hundred missionary societies. John

Newton of Olney was associated with Wesley though he himself

is not considered a Methodist. Through his influence Thomas

Scott, a formal clergyman of his day, was inspired. He began

a preaching mission that had a tremendous spiritual influence

 25

on William Carey. Again through the influence of John Newton,

Claudius Buchanan, a young Scotchman, was motivated to become

a missionary to India 0 Through Buchanan’s writings Adoniram

Judson, a student in Andover, volunteered for foreign mission­

ary service. Many other stalwarts of the Christian faith

pioneered in distant mission fields.

As William Carey became known as the father of "organ­

ized missions" so John Evangelist Gossner became known as the

father of "faith missions." Gossner was born in 1773» twelve

years later than Carey, near Augsburg, Germany. Gossner, a

priest in the Church of Rome7 became a disciple of Martin Boos

who has been called the Martin Luther of the Period. Boos'

theme was "Christ for us and Christ in us." This movement,

which centered around Martin Boos, was said to have been a

second edition of the German Reformation, though within a narrow

circle.Gossner, at this time, passed through a great spiritual

crisis. His theme became "Pereat Adaml Vivat Jesul" Gossner’s

evangelical zeal caused him to come under the malediction of

the Pope. He was brought before the Inquisition, was sent to

prison and finally withdrew to the Brotestant church. He later

came under the influence of the German Pietist and Moravian

Brethren. Gossner became pastor of the Bethlehem Church in

Berlin. Dr. A. J. Gordon writes the following of Pastor

Gossner:

When three or four artisans came to him for counsel,

telling of their burning desire to preach the gospel to
the heathen, he firmly refused them his approval. To
their request that he would at least pray with them he
g£ve heed, however, and before he knew it he had prayed
 26

himself into sympathy with them. Then he began to give

them training for missionary service, allowing them to
come to him after the day's work was over, and to receive
such biblical and doctrinal instruction as they most
needed. As the innovation of sending out men without
university or theological training to the foreign field
exposed him to severe criticism, even more so did his
determination, reached through much prayer and trial of
faith, to thrust them forth in simple and sole dependence
on God to supply the means of their support. This was
the distinctive feature of the Gossner Mission; and by
this he was to give impulse and confidence to many who
should come after..... Beginning his new enterprise at
a time of life at which many would think themselves
justified in slacking labor* he put into the field one
hundred and forty-one missionaries— including the wives
of those married, two hundred--making himself respon­
sible under God for the outfit and support of the entire
company . 1

East London Institute for Home and Foreign Missions

In 1872 the East London Institute for Home and Foreign

Missions was established. In Chapter II of The Story of the

East London Institute for Home and Foreign Missions under the

heading "Our Institute, and Why We Founded It," reference is

made to the great revivals of 1 8 59 and subsequent years and of

the large numbers of Christian young men who were filled with

love and zeal and longed to give their lives to the service of

Christ, but for whose service in the gospel there seemed to be

little opening in these Christian lands.

We were deeply impressed with the conviction that a

great amount of precious spiritual power was being
allowed to run to waste— power which ought for every
reason to be turned to account on behalf of heathendom.
Many of these men were well adapted for missionary
work, and perfectly willing to devote their lives to
it; but they were not likely ever to get into it unless
they were helped to secure, first, a. suitable training
for it, and, secondly, an introduction into it.

We realized that the existing agencies, the missionary

societies already devoted to the great task of evange­
lizing the world, were totally inadequate to accomplish

1. A. J. Gordon, Holy Spirit in Missions, pp. 66, 6 7 .

 27

it. "It was admitted and confessed by all that they

could never overtake the work, and we felt that there
was needed, as regards missions, the same change that
had passed over the Christian world as regards the
home ministry....

The notion that highly cultured and university trained

men alone should be sent out to the foreign field,
though endorsed by the action of most of the societies,
was, we thought, hindering the spread of the gospel.
The few experiments that had then been tried of a
different course of action had been eminently successful.
Highly cultured men are, of course, needed in missionary
work, and are essential to its highest prosperity;
they are needed to do literary work, to reduce unwritten
tongues, to translate the Scriptures; and such ought to
be, and sometimes are, best suited to train and teach
native evangelists, to lead and organize, and to direct
and to originate. But were they the only men needed?
Did the ninety percent of the population of China
who cannot even read, or the savages of Central Africa
or the New Hebrides, demand teachers of a higher stamp
than do the working classes in these countries? Should
we not esteem it a great waste of resources to insist
that all home and city missionaries should be classical
scholars? And are not workers of all classes required
among the heathen as much as at home.

Many a young man came to us for counsel, eagerly long­

ing to consecrate his life to missionary work, but
without either the leisure or the means, or perhaps
even the Inclination, for a long and elaborate course
of study. Intelligent artisans, young clerks In banks
and offices, assistants in shops, the sons of farmers,
mates of vessels, shipbuilders, and other skilled m e ­
chanics, tradesmen of all sorts, teachers, and others,
were found as willing and anxious to serve Christ among
the heathen as ministers and gentlemen could be.....

We saw a terrible lack of workers, on the one hand, and

an abundant but unutilized supply, on the other; and
the question presented itself forcibly to our minds,
might we not become a link that should unite the two,
a channel through which the supply might flow to the
points where it was needed ?1

As a result of this feeling, a training home and

simple college for missionary volunteers was opened In East

London. The locality was chosen to give the young missionary

1. H. G. Guinness, The Wide World and Our Work In It. p. 23"26.

 28

students practical training in mission work. The training

was intended to provide for the practical, intellectual, and

evangelistic needs of the students. During the first five

years over 700 applied for admission. In the school's report

of the work during this initial period the following is given:

"Not one of the men we have been permitted to train for the

Master's service has failed to find opportunity for it when

he was ready Former students of the Institute are now

working with about twenty different societies and associations;

many have gone out and made their own way, and some are

sustained by private individuals . 1,1

A. Bo Simpson, the founder of the first Bible School

on the North American Continent was tremendously inspired bjr

what he had heard of the work of the East London Institute for

Home and Foreign Missions under the supervision of Mr. Guinness.

Mr. Simpson refers to this institution in an editorial in his

new missionary magazine under the date line, February 1880.

This was two years before the founding of the New York Mission­

ary Training College, later to be known as The Missionary

Training Institute* . We shall make reference to this editorial

later in the discussion, A. B. Simpson and the Founding of the

New York Missionary Training College.

China Inland Mission

In Barnsley, England, a young man 17 years old felt

the call of God to be a missionary to China.' J. Hudson Taylor,

2. Guinness, op. cit.. p. 70.

 29

a druggist's son with a Methodist background, sailed for

China under the Chinese Evangelization Society on September

19> l853» Pour years later he resigned from the Mission and

began a work of faith that was to become the China Inland

Mission with more than nine hundred missionaries. Those in

America who were to be the leaders in the Bible school movement,

especially A. B. Simpson and D. L. Moody, were profoundly i m ­

pressed by this example of faith and the ability of Mr. Taylor

to secure numerous missionary recruits and place them in the

inland of China without the requirement of a college and sem­

inary course. A. J. Gordon wrote in 1892 of the China Inland

Mission:

In answer to prayer it (China Inland Mission) recently

received and appointed a hundred missionaries in a
single year, an annual reenforcement which not one of
our great missionary societies, with a constituency
of thousands of churches, has been able to effect. It
makes no solicitation for funds, not even the indirect
solicitation of publishing the names of donors; it
guarantees no stated salary to its workers, teaching
them to look directly to God for support. And yet under
these conditions, this mission surpasses all others in
the field in the number of its laborers, so that with
thirty-nine societies operating In China, representing
all the largest and strongest Protestant denominations,
the China Inland Mission, though one of the youngest
enterprises, yet furnishes more than one fourth of
all the missionaries now laboring in the empire . 1

Founders of the Bible Institute Movement

Two personalities were of particular significance in

the inception of the Bible School movement. Both were motivated

by the spirit of revival of the day. Both were men of vision.

Both were moved by the gigantic task of world evangelization

1. Gordon, op. cit.. p. 73*

 30

and recognized the necessity of using “gap men" to meet, the

need which they felt never would be met if conventional means

were relied upon. One was a layman, D. L. Moody; the other

was a scholarly Presbyterian Clergyman, Albert B. Simpson.

Each about the same time quite independently seemed to arrive

at his opinion of the need for practical training to enlist

the aid of those who were burdened with a spirit of evangelism

but lacked educational background.

Albert Beniamin Simpson (1843-1919)

Albert B. Simpson was born of Presbyterian parents

at Bayview, Prince Edward Island, Canada. As a babe, he was

baptized by the first Canadian Presbyterian missionary, the

Rev. John Geddie. At the age of seventeen, Albert was approved

for the ministry by the Presbytery. In 1865 he was graduated

with high honors from Knox College, Toronto. From 1 8 65 until

l88l, he held Presbyterian pastorates at Hamilton, Ontario;

Louisville, Kentucky and the Thirteenth Street Presbyterian

Church, New York City. In l88l he resigned from the Thirteenth

Street Church and began an independent work which later was

incorporated as the Christian and Missionary Alliance.

It was in the Louisville, Kentucky pastorate that

A. B. Simpson launched out in his evangelistic program. Major

Whittle and P. P. Bliss, the singer, had held a union evangel­

istic campaign in the city and Simpson felt that the meeting

should continue each Sunday evening throughout the winter.

Mr. Simpson was convinced that a united Sunday evening

Gospel meeting should be continued, and, failing to
 31

enlist the cooperation of the other churches, he d e ­

termined to attempt it himself. Public Library Hall,
where the revival meetings had been held, \vas engaged
for these Sunday evening meetings, and the evening
service in Chestnut Street Church was suspended.....

From the outset this unprecedented procedure on the

part of a fashionable church met approval from the
masses and was attended with divine blessing. Conse­
quently, what began as an experiment continued as an
institution." In the late spring, a reporter wrote:
"Public Library Hall, seating more than two thousand,
has been filled to overflowing with the representa­
tives of all classes of society."-*•

The influence of Moody, Whittle, Torrey and others

in the evangelistic field had an effect upon the life and

ministry of Simpson. He could not be content to simply minister

to the needs of his fashionable congregation when he saw the

masses--the middle class of people for whom little had been

prepared. After he had removed to New York City, he began an

intensive ministry among this class of people. The work of

the church flourished with new spiritual activity, but it was

not long before the church officers became uneasy. Their

pastor was reaching out beyond the ordinary confines of their

parish and ministering to the needs of those who were socially

their inferiors. They were patient with their young pastor and

perhaps he would learn.

But when, one day, the pastor came before the session
and asked permission to bring into the church upwards
of a hundred converts from the Italian quarter, which
he had won while preaching on the streets down in the
poor neighborhoods, they felt the time had come to lay
upon the young man a firm but kindly hand. They were
more than pleased, they explained, that those poor
Italians had been won to Christ, but did the pastor
think they should come into their fellowship: They would

1. A. E. Thompson, Life of A. B. Simpson, p. 53*

 32

not be the social equals of the rest of the members,

and would likely not feel at home anyway. Could he
not find a spiritual home for them among others of
their own kind? Mr. Simpson said he thought he could
(and he subsequently did) but this experience opened
his eyes to the futility of trying to carry out his
plans through the medium of a regular church— at
least that church. He accepted the rebuff graciously,
but he began to dream again, and his dream did not
include Thirteenth Street Church.1

It seems that A. B. Simpson had always been inter­

ested in the work of foreign missions. His mother had never

let him forget the fact that the "holy hand of John Geddie,"

the pioneer Canadian missionary had been placed upon his brow

at his infant baptism. As a mere boy, the story of Rev. John

Williams, the missionary martyr, had profoundly stirred him.

The new missionary impulse felt currently among the

churches on both sides of the Atlantic, personal con­
tacts with missionary minded Christians, and, above all
the new anointing which he had received from God
sharpened up his missionary interest till it glowed
like a hot point. A world of reasons, of information,
of practical missionary truth broke around him, sweep­
ing away apathy, answering every objection and compelling
him to be a missionary.^

Simpson began to publish a missionary magazine en ­

titled, The Gospel in All Lands. In the second issue dated

March, 1880, he wrote an editorial citing the need for a

missionary training college. In the article he refers to

three such European schools, one in Germany under Dr. Krapf,

one in Upsala, Sweden under Dr. Fjillstedt, and the East L o n ­

don Institute for Home and Foreign Missionaries under H. G.

Guinness (an account of which we have previously written). Mr.

Simpson writes:

1. A. W. Tozer, Wlngspread. pp. 68, 69*

2. Ibid.. p. 55»
 33

Is there not room for a missionary training college in

every great church in this land, where young men may
prepare at home for foreign work, and study the history
of missions, the methods of mission work, and the
languages in which they expect to preach the Gospel to
the heathen. The work of Foreign Missions is no longer
a matter requiring only zeal, self-sacrifice, and love
for souls It has become a great, complicated, and
wonderfully wise development of the experience of fifty
years. It touches the world's intense and busy life
at every point, and comes in contact with all the forms
of human thought and culture. It includes the college
and school of technology, the printing press and m e d i ­
cal mission, as well as the preaching of the evangelist
and the teaching of the pastor. It often calls its
messengers to stand before kings, and claims from them
the wisest statesmanship and the finest tact. A good
Missionary Training College would prevent many a subse­
quent mistake; it would save future years of prepara­
tion, and it would cherish into mature and abiding
impulses many a transient dream of missionary enthusi­
asm. 1

Mr. Simpson noted the interest that the Seminaries

were taking in the field of missions and commented on the p r o ­

posed Inter-Seminary Missionary Convention to be held in the

fall of l880. In the May issue of The Gospel in All Lands.

Simpson writes:

We hope this Convention will, among its many questions,

thoroughly discuss the establishment of a Specific
Missionary Training College, to prepare persons who
may not be able to take a full scholastic course, for
Missionary Service We want our best scholarship
and talent in the mission field, but we want all who
can go; and with a destitution so imperative, the Church
of God should be willing to welcome the humblest "pren­
tice hand," and dispense with full technical preparation
wherever she finds the other qualifications for humble
usefulness . 2

In November l 8 8 l, Simpson resigned from his church

and began an independent ministry in the City of New York. One

1. Simpson, The Gospel in All Lands. March 1 8 8 O.

.
2. Tozer, o p cit.. p. T62. "
month before he launched his new program he wrote another

editorial for his missionary magazine entitled "Lay Mission­

aries." His views were much the same as those expressed by

Guinness for he argues that all classes of people must be

reached on the mission field. The Oriental philosopher should

be ministered to by those thoroughly trained but among the

ignorant and degraded, "missionaries with courage, faith, love,

patience, and tact" could be very useful. In closing he writes

The main prerequisite is a good training college where

they can spend one or two years in specific preparation
for mission work. May God speedily raise up such an
institution, and touch many a humble heart in this land
with the kindling call of the great commission.

A. B. Simpson's missionary zeal and evangelistic

appeal won him several ardent followers and It was not long

before many of his new independent group were making th em ­

selves available for missionary service. The need for the

unevangelized areas of the world was burdening his heart.

Young people were offering themselves for missionary service.

Many had not had the advantages of a good secular education,

since high school and college were available to so few. To

take the time to prepare them for college and then wait seven

more years to complete college and seminary seemed prohibitive.

He had seen the way Hudson Taylor had secured recruits for

China. He had studied the methods of the European missionary

training schools. Since no one had made such provision in the

States, he would train his own young people for missionary

service at home or abroad.

1. Simpson, Gospel in All Lands. Oct. l 88l, p. 1S7 .

 35

The Missionary Training College

The first Bible school on the North American Conti­

nent had a humble beginning. The rear platform of the old

Twenty-third Street theater in New York City housed the school

and wooden benches and crude tables provided the educational

facilities. Two teachers taught 12 students. Interest in

the new project was evidenced and money was made available so

that in July 1883, details were published for the formal

organization of the Training College.

It Is proposed to open, in a few months, a Training

College for Home and Foreign Missionaries, to be
located in this city, and fitted to give a specific
and thorough preparation for Evangelistic and Mission­
ary Work, to earnest and consecrated persons who do
not wish to take a regular course of study in a
Theological Seminary. It will be somewhat similar in
character and design to the "East London Institute
for Home and Foreign Missionaries," in London, under
the care of Rev. H. G. Guinness. It will not aim to
give a scholastic education, but a thorough Scriptural
training, and a specific and most careful preparation
for practical work. It will receive students of both
sexes, and at the close of the terms of study will give
a Diploma and Certificate to all graduates..... The
aim of the Institute will be to qualify consecrated men
and women who have not received, and do not wish to
receive, a regular scholastic education. Therefore,
an ordinary English education will be accepted as a
sufficient qualification for entrance, and where this
is defective, supplementary lessons will be given in
the English branches The students will be
afforded the utmost opportunity for testing and putting
in practice the principles they study, by being e m ­
ployed in actual Mission work as leaders of meetings,
visitors, etc., in the wide field afforded by a great
city. -Of course, tuition and all the advantages of
the College will be free.

On October 1, 1883, The Missionary Training College

was opened at 446 Eighth Avenue. Both day and evening classes

1. A. B. Simpson, "Editorial," The Word. Work, and World,

July 1883, p. 112.
 36

were offered* Of the forty students who enrolled the first

year in the day school, thirty completed the first year's

work. The course of study was three years and included

literary, theological, and practical studies, with particular

emphasis placed upon the study of the Bible. Two years later

the curriculum was revised under the three major departments.

I. Literary Department
1. English Language and Literature
2. Rhetoric and Public Speaking
3. Logic
4. Mental and Moral Philosophy
5* Natural Science
6. Ancient and Modern History
7. Geography; with special reference to Bible
Lands and Mission fields.

II. Theological Department

1. Christian Evidences
2. Bible Exposition
3. New Testament Greek
Systematic Theology
3. Church History
6. History and Biography of Christian Work
7. Pastoral Theology

III. Practical Department

1. Christian Experience; with special reference
to Enduement of Power
2. Exercises in Sermon Outlines and Bible Readings
3. Evangelistic Work and the conducting of
Religious Services
4. Personal Work for Souls
5. Foreign Missions
6. Sunday School VJork
7. Mission VJork in City Missions two nights every
week 1
8. Vocal Music1

The first Bible College in America was a product of

its times. It reflected the lack of universal public educa­

tion in the secondary field. It was born of necessity. The

nineteenth century was a period of revival and missions. The

1. Simpson, The Word. Work. World. Oct. l885» P* 270.

 37

seminaries were not producing men fast enough who had a

pioneer evangelistic fervor to meet the need to which these

revivalists had been sensitized. In fact, the scholarly

approach of the more liberal seminary did not foster such an

evangelistic spirit. The project was not meant to be a dupli­

cation of existing educational procedures nor was the thought

to run competition to the seminary. In fact, the original

urge was to train laymen to assist others more carefully trained

in the great evangelistic program. Teacher training institu­

tions were few. Sunday school work was suffering because of

a lack of trained personnel. Although this phase of the need

was more on the heart of D. L. Moody than of A. E. Simpson, it

did figure in the total preparation of the students of Simpson's

school.

Dwight Lyman Moody

Into a large New England family, Dwight Lyman Moody

was born February 5> 1837 > the sixth of nine children. After

the death of his father, when Dwight was only four, his mother

insisted on rearing the family together in spite of the fact

that she was left with practically nothing. In Moody's early

experiences he learned the value of courage and strength.

D. L. Moody's early Influence In the realm of r e ­

ligious education was such as to inspire simple faith and to

give an Insight into the Bible.

His mother was a religious woman— that quiet, home

religion that characterizes New England. About the
only books in the home were a Bible and a book of
devotions. Every morning Mrs. Moody read to her
 38

children from these. On Sunday all the children were

sent to the Unitarian church, over a mile away, and
they stayed through Sabbath-school.1

At seventeen, Moody left home and finally ended up

in Boston where he got a job in his uncle's shoe store. It

was in this store that his Boston Sunday school teacher talked

to Moody about spiritual things.

I found Moody in the back part of the building wrapping

shoes. I went up to him at once, and putting my hand
on his shoulder I made what I afterwards felt was a
very weak plea for Christ. I don't know just what
words I used, nor could Mr. Moody tell. I simply told
him of Christ's love for him and the love Christ wanted
in return. That was all there was. It seemed the
young man was just ready for the light that then broke
upon him, and there, in the back of the store in
Boston, he gave himself and his life to Christ.2

This simple direct appeal, no doubt, set an example

for Mr. Moody's method of soul-winning. His one major desire

seemed to be to speak to someone every day about Christ and his

method was direct and in a spirit of love.

After two years in Boston he moved to Chicago where

he met with marked success in the shoe business. Success in

a new environment did not make him forget Christian work. He

promptly placed his church letter with the Plymouth Congrega­

tional Church. He then began renting pews and was successful

in filling them every Sunday with young men who had no church

connection. So energetic was he at this new task that he soon

was paying for four and five pews.

Mr. Moody became very much interested in Sunday

school work and in 1 8 5 8 he rented North Market Hall where he

1. Moody and Pitt, The Shorter Life of D. h* Moody, p. 15*

2. W. R. Moody, S.* Moody, p. 4l.
 39

started a Sunday school of his own. Of this he says:

I thought numbers were everything, and so I worked

for numbers. When the attendance ran below one
thousand it troubled me, and when It ran to twelve
or fifteen hundred I was elated. Still none were
converted, there was no harvest.^

While Mr. Moody was conducting his Sunday school,

another crisis occurred which changed the entire course of his

life. A young man who had been teaching a class of girlscame

to him and said that he could no longer teach. He had become

a victim of consumption and there was no help for him. He

made the confession that in spite of teaching the class for

some time he had never led one of them to Jesus Christ. This

caused him great concern as he faced death. Mr. Moody offered

to drive him around to the girls' homes so he could tell his

story. In a short time he had won them all to Christ. More

than that, Moody had learned an unforgettable lesson of the

great need of soul-winning. Writing about this experience

he says:

I was disqualified for business; it had become di s ­

tasteful to me. I had got a taste of another world,
and cared no more for making money. For some days
after, the greatest struggle of my life took place.
Should I give up business and give myself wholly to
Christian work, or should I not? God helped me to
decide aright, and I-have never regretted my choice.

D. L. Moody joined the Young Men's Christian Associ­

ation in 1 8 5 ^ and was one of its first officers. From l865~

1869 he served as president of the Association. During his

administration, the first Y. M. C. A. building in the United

States was built— Farwell Hall.

1. Moody Still Lives, p. 21.

2. Fitt, op., cit. . p. 23*'
 40

Moody's constant soul-winning in Sunday School and

Y. M. C. Ao produced many excellent Christians who
were unattached to any church, and expressed no
choice. He felt obliged to provide them a church
home. Assisted by a council of elders and deacons
from several churches, he organized the Illinois
Street Church in 1863, which was housed in a frame
building costing 20,000 dollars. It was destroyed
in the great fire of 1 8 7 1 , but within a few weeks had
been replaced by a wooden structure known as the
North Side Tabernacle. The panic of 1873 delayed the
new brick Chicago Avenue Church, but the ground floor
was occupied in 1 8 7 4 . Many children throughout the
United States contributed their pennies, paying for
bricks at f;ive cents each, to start the church.
Royalties from the Moody and Sankey hymn books sold in
Great Britain, and waived by the evangelists, enabled
its completing early in the year 1 8 7 6 . From 1872 to
1 9 0 0 , the church took its name from its location, but
after the Founder's death, it was renamed the Moody
Church.1

Moody's fame as an evangelist seemed to get Its

start in the British Isles. Having made a brief trip to Eng­

land in 1872 for the purpose of increasing his Bible knowledge

at the Dublin Mildmy Conference, Moody made contacts and was

Invited to return for a series of meetings. In 1873, Moody

returned to Britain and for two years had tremendous success

in his evangelistic ministry. In October 1875, he began an

American campaign which extended over a period of four years.

Brooklyn, Philadelphia, New York, Augusta, Chicago, and Boston

were stirred by his simple Bible messages.

Northfleld Seminary

“These 'Mighty Six Years' in England and America

bring us up to the summer of 1 8 7 9 , when D. L. Moody began an

entirely new phase of his career, symbolized by the employment

1. Houghton & Cook, Tell Me About Moody, p. 20.

 4l

of his father's trowel In laying the cornerstone of the first

building, Northfield Seminary."1

An early catalogue states the purpose for the open­

ing of Northfield Seminary.

designed to promote the Christian education of

young women. The instruction, discipline, and i n ­
fluence are such as, it is believed, will secure the
best results in the development of character and be
the most fitting preparation for a life of conse­
crated service.

He felt that education should not be merely mental

drill but the determining of relative values. He also stressed

the value of extracurricular activities. Most of all, he b e ­

lieved that every student should have a knowledge of the

English Bible. He would say, "A man who knows his Bible can

never be said to be illiterate; and a man ivho is ignorant of

the Bible can never be said to have a broad culture.

Mount Hermon School for Bovs

The Mount Hermon School for Boys was founded on the

same principles as Northfield Seminary. The two features that

distinguished it were the importance of Bible Study and the

regard for the worth of service.

Northfield Seminary and Mount Hermon were schools on

the high school level for girls and boys to enable them to get

an education in a Christian atmosphere at low expense. It has

always been a policy of the schools to insist on student p a r ­

ticipation in the home and farm duties.

1. R. E. Day, Bush Aglow, p. 193.

2. W. R. Moody, The Story of the Northfield Schools, p. 443.
3. Ibid., p. 7.
 42

Moody Bible Institute

In 1886 the Chicago Evangelization Society was

organized. This was the forerunner of what is now known as

the Moody Bible Institute. Moody felt that the only way to

meet the spiritual need of Chicago and America was to train

thousands of "common people" and send them out to "preach the

Word."

On January 22, 1 8 8 6 , Moody delivered his historic

address in the Chicago Avenue Church on "City Evan­
gelization"; "I believe we have 'gap m e n , 1 men who
are trained to fill the gap between the common people
and the ministers. We are to raise up men and women
who will be willing to lay their lives alongside of
the laboring." This was followed by the formal d e ­
cision, in February 1886, to organize The Chicago
Evangelization Society.^

In order to get an accurate picture of the reason

for the launching of the Moody Bible Institute, let us note

the letter that D. L. Moody wrote to someof his friends when

he broke ground for the new Institute Building.

Dear Friend:--I have now reached a crisis in my

life. For ten years I have felt that more personal
work must be done by men and women who were trained
for it, if we ever reach the people who do not come
under the influence of the Gospel. I have known there
were plenty of men and women in the land who have
ability, who are ready and willing to devote their
lives to do just this kind of Christian work, but
could not do so, because they lacked experience and
proper training.

I had this work and this class of Christians in mind

when I established my schools at Northfield, although
I intended them for preparatory schools for a Bible
Institute in a great city. This I have established
in Chicago, for the sole purpose of preparing men and
women for the intermediate spheres of Christian work
which lie between the ministry and the laity. My

1. R. E. Day, op. clt.. p. 264.

 ^3

plan is to have part of the day given to study and part

to practical work among the poor and destitute of
Chicago, under the direction of competent leaders.

I shall have the ablest Bible teachers to be had in

this country and Europe, and the most competent lectur­
ers on special subjects, none perhaps longer than three
months at a time.

The buildings have been purchased and built at an out­

lay of $100,000, which is provided for. The students
are coming from all sections of the country. The calls
for trained workers are already pressing upon us and
I am fully convinced that this movement is one of great
importance in its relation to the proper solution of
reaching the vast multitude of non-church-goers in all
our cities. I say this after years of careful study
of this problem in this country and Europe.1

Fourteen years before the organization of the C h i ­

cago Evangelization Society, later known as the Moody Bible

Institute, Miss Emma Dryer began a work among the women around

the North Side Tabernacle in Chicago. Miss Dryer was dean of

women at the Illinois State Normal College. In 1882 she r e ­

signed her position to devote her full time to the work of

training women to be Bible readers and city missionaries.

Later her work gave way to the larger work of the Institute.

1. Houghton & Cook, op. clt.. p. 6l, 62

 CHAPTER III

A COMPARATIVE STUDY OF FORTY-NINE SELECTED BIBLE INSTITUTES

During the first decade of the Bible institute

movement in America (1882-1 892) ten Bible institutes came

into existence. In the next decade ten more were organized.

Thirteen schools were organized during the third decade and

fourteen schools were founded in the fourth decade. During

the fifth decade a marked increase in the number of new

schools was evidenced with the establishment of at least forty-

six new Bible institutes. This indicates a trend toward an

ever increasing mimber of Bible schools.

Reynhout, in his study of Bible Institute curriculums

points out that 167 Bible institutes are known to have been

founded by 1946 of which at least 27 have been discontinued*

The number thought to be functioning is 140. Replies from i n ­

quiries Indicate that 120 are actually functioning. Of these

120 schools, 98 maintained a day school program. The remaining

22 schools had only an evening school program.

To each of these 98 institutes conducting a day

school program was sent a questionnaire and a cover letter

from Professor S. L. Hamilton, Chairman, Department of Re li ­

gious Education, School of Education, New York University

(See Appendix p. 170). Questionnaires were also sent to all

members of the Evangelical Teacher Training Association. This

 45

Association lists 84 Bible schools affiliated with their

teacher training program and such other Institutions of higher

learning which conduct courses in religious education similar

to the Bible institutes. A second and third letter were sent

to schools failing to return the questionnaire. Sixty-two

schools sent in replies. Of these 62 schools replying 49

schools came within the scope of this study. Some schools were

operating on a high school level. Some were strictly in the

field of liberal arts; one had a correspondence program only.

The 49 selected schools seem to represent a cross

section of the entire Bible institute movement. Included in

the 49 schools are the largest and many of the smallest schools.

Two schools which had their beginning as Bible institutes are

now moving into the liberal arts classification, but they were

included In this study because they seemed to indicate a trend

within the movement itself. These schools are Gordon College

of Theology and Missions, and Eastern Nazarene College.

The tabulations of the questionnaires have been

placed in Appendix p. 172. There are no tabulations in the

appendix concerning the matter of finance, since the question­

naire stated that the information would be used for tabulation

only and no figures would be associated with any particular

institution.

The 49 selected institutions were divided into two

groups for a comparative study. Nineteen of the schools

offered degree courses while thirty schools had no degree

courses, but in the main offered a three-year course of study

 46

leading to a diploma.

In this chapter the following major items will be

studied in the light of the completed questionnaires of the

49 degree and non-degree Bible institutes: Accreditation;

Entrance Requirements; Curriculum; Graduation Requirements;

Denominational Affiliation; Control of the Bible Institute;

Faculty; Students; and Finance.

Accreditation

Because the Bible institute movement has spread so

rapidly that today there are at least 98 day schools with many

more night schools in existence, the problem of accreditation

has become more and more acute. The various conservative

ecclesiastical groups, including the National Association of

Evangelicals and the American Council of Christian Schools,

undertook to find some means of providing for the standardiza­

tion of the Bible institutes and colleges for the purpose of

accreditation. In October 1947 their efforts were merged into

the Accrediting Association of Bible Institutes and Colleges.

According to the constitution of this new accrediting associ­

ation, the purpose was stated as follows:

Section 1. To bring into cooperative association

Bible Institutes and Bible Colleges with similar ob ­
jectives and conservative and evangelical doctrine.

Section 2. To define, evaluate, establish and main­

tain general academic standards; to institute, main­
tain and publish a list of those schools accredited
according to the standards set by the Association,
and to develop and foster such procedures as will
facilitate interchange of student credits; and
strengthen the position of students undertaking addi­
tional work in other schools.
 47

Section 3« To maintain records of administrators,

faculty, curricula, and physical equipment of various
schools so that inter-correspondence may be expedited.1

Forty institutions made formal application for

membership into the new accrediting association as charter

members, thus indicating the felt need for some sort of

specialized accrediting association which would tie together

the Bible institutes in a manner similar to that already in

existence for theological seminaries.

Since the Bible institute movement is a type of

educational institution in a field of specialization which

does not conform to existing educational procedures as set up

by national and state accrediting associations, many Bible

institutes have been denied any type of accreditation by the

regular accrediting associations. It was felt that If the

new Accrediting Association of Bible Institutes and Colleges

would place the standards high enough and would do a thorough

piece of work In the matter of examination before placing

schools on the approved list, the general recognized agencies

would be more Inclined to make provision for the accreditation

of such institutions and the registration of their curriculums.

The United States Office of Education has agreed to publish

the list of "approved schools" of the Accrediting Association

of Bible Institutes and Colleges in their annual directory of

institutions of higher learning. This would be an opening

wedge In the matter of recognition.

1. See Appendix p. 1 8 3 .
 48

In our special study of 49 Bible institutes and

colleges which are reportedly doing work beyond the secondary

level, we requested information concerning accreditation of

the individual institution by the State, the State University,

and the Regional Association. We also asked for information

concerning the registration of the curriculum by the State

Education Department. The following information was obtained

which seems to be representative of the entire Bible institute

movement.

Nineteen schools or 39$ of the total indicated that

they were accredited or approved by their State Education

Department. This number included both schools which conferred

degrees and schools which did not confer degrees. Of the nine­

teen degree granting institutions included in the study, 12 or

63$ were accredited by their State. Four schools were accred­

ited by their State University in addition to that of the

State. One was accredited on a junior college level; the other

three were on a four-year degree granting basis. Two schools

were members of their respective regional association, one as

a junior college, the other as a four-year degree granting i n ­

stitution. In order to meet the requirements of the regional

association, the curriculum offerings had to be enlarged to

include a wider choice of major and minor subjects than is

ordinarily offered in a strictly Bible institute program.

Twenty-three institutions or 48$ of the schools re ­

porting indicated that their curriculums were registered with

their State departments. One institution failed to answer

 49

this iteir so that the percentage is based on 48 schools i n ­

stead of the total of 49 schools included in the entire study.

Of these 23 schools with registered curriculums, 11 were d e ­

gree granting institutions and 12 were non-degree granting i n ­

stitutions. Hence 30$ of the Bible institutes granting degrees

do not have their curriculums registered by or with their

State departments.

The ability of students from the Bible institute or

college to transfer credit to accredited colleges was felt to

be an indication of the academic standing of the individual

Bible institute since many colleges accept students from non­

accredited schools on a provisional basis and if the students

make good during the first year, actual credit is given for

the work completed in the sub-standard school. The answers

from the 49 schools were as follows? 7 full credit; 36 partial

credit; 6 no credit. The seven, indicating full credit re ­

ceived in the transfer to accredited schools, should not give

one the impression that all accredited colleges and universi­

ties would give theil students full credit but that certain

accredited schools have given their students full credit for

work which corresponds to the offerings of the accredited

college. Seventy-three per cent of the Bible institutes and

colleges indicated that only partial credit was obtainable in

accredited colleges. Those schools which are able to meet the

requirements of existing educational accrediting agencies are

best able to help the student transfer credit. If the Bible

institute movement Is to continue in the field of higher

 50

education, it must face the increasing demand of prospective

students and religious groups for a standardized type of train­

ing Vv'hich will afford the graduate the proper type of educa­

tional recognition for the effort and money expended.

Entrance Requirements

The Bible Institute Movement emphasizes specialized

training for Christian work. In the early history of the

movement, the Bible institute appealed to laymen to take

special training in the Bible and kindred subjects so that

they might carry on the evangelistic program which was largely

the outgrowth of the spirit of revival in the latter part of

the nineteenth century. Because education was not compulsory

and many children were denied the opportunity of attending

high school and college, the Bible institute movement met a

real need for Bible training. In addition, some background

courses were offered to help prepare the students for Christian

work. There seemed to be no thought of competing with the

traditional classical educational program for the training of

ministers. The Bible institute was for those who because of

age and lack of background could not qualify for such work but

could do much to further the evangelistic program of the day.

Little emphasis was placed on educational require­

ments for the purpose of admission, in the early days of the

movement. Much more emphasis was placed on Christian character

than educational background. V'ith the increased emphasis on

compulsory education in recent years, very few young people

are unable to secure a high school diploma. Consequently there

 51

is a decided trend in the Bible Institute Movement to require,

in addition to satisfactory Christian experience, a high school

diploma.

In our study of forty-nine Bible institutes and col­

leges, eighty-six per cent of these schools indicated on the

questionnaire that they required high school graduation for

admission to their regular courses. Fourteen schools, however,

admit students to a special course and if they are permitted

to finish they are given a special certificate instead of

the regular diploma. Hubert Reynhout, Jr. writes:

Educational Standards. Thus it would seem that, at

an increasing rate, the educational standards of the
whole Bible institute movement are being raised.
Some schools which began as Bible institutes without
any particular academic requirements for entrance
or graduation degrees have themselves graduated into
the full-fledged four-year college, requiring defi­
nite high school graduation as the minimum academic
qualification for entrance, and granting college
degrees to those who satisfactorily complete the four
years of work. Other institutes continue to offer
lower-than-college courses while at the same time
offering college courses and degrees.1

The Bible institute differs from the theological

seminary in that the seminary requires four years of college

work before matriculation into the seminary. Some of the

Bible colleges which are also entering the field of the theo­

logical seminary and are granting seminary degrees are placing

a requirement of either junior or senior college for entrance

to these seminary courses. Six of the forty-nine schools

studied indicate such a requirement for the seminary degree.

This is a departure from the original Bible institute program

x 1. Reynhout, op., cit.. p. 13.

 52

and seems to indicate that the Bible institute in some in ­

stances has entered the seminary field. It also se ms to

indicate that one reason the Bible institute has entered the

seminary field is that the seminary today has a more liberal

Christian philosophy than the Bible college which holds to

a conservative theological position.

Curriculum

The Curriculum of the Bible Institute and College

has been studied in detail by Hubert Reynhout, Jr. in his

thesis entitled A Comparative Study of Bible Institute Curri­

culums . July, 19^7* Mr. Reynhout surveyed the catalogues

of 9 8 Bible Institutes and then selected 20 schools as being

representative of the whole. In the "Source and Scope of

this Study," Mr. Reynhout writes:

The general study of Bible institute curriculums

Is based almost entirely on the catalogues of the
various schools, and catalogs were received from
most. Apart from the catalogues themselves, mater­
ial for the analysis of curriculums has been obtained
from reading on the subject as noted in the biblio­
graphy, personal letters from more than half of the
selected 20 schools written to, personal conversa­
tion with Bible institute personnel and students, and
the author's experience in the field.

This study confines itself to the Bible institutes

of the United States and Canada, and makes no attempt
to include institutes of other lands. In addition,
the curriculums of evening schools and abbreviated
courses are also omitted as being superfluous. Regular
full-time Day School set-ups are studied. Due to the
large number of Bible schools, and the great deal of
similarity among many of them, a large part of this
study has been particularly confined to 20 institutes
selected because of their age, the clarity of their
catalogues, and their general representative quality.
These selected institutes are:
 53

Baptist Bible Seminary, Johnson City, New York

Bible Institute of Los Angeles, Los Angeles, Calif.
♦Bible Institute of Pennsylvania, Philadelphia, Pa.
Cleveland Bible College, Cleveland, Ohio
Fort Wayne Bible Institute, Fort Wayne, Indiana
Kansas City Bible College, Kansas City, Missouri
London Bible Institute, London, Ontario, Canada
Lutheran Bible Institute, Chicago, Illinois
♦Metropolitan Bible Institute, North Bergen, N. J.
Mid-west Bible and Missionary Institute, St.Louis, Mo.
Missionary Training Institute, Nyack-on-Hudson, N. Y.
Moody Bible Institute, Chicago, Illinois
National Bible Institute, New York, New York
♦Northwestern Schools, Minneapolis, Minnesota
♦Omaha Bible Institute, Omaha, Nebraska
Philadelphia School of the Bible, Philadelphia, Pa.
♦Prairie Bible Institute, Three Hills, Alberta, Canada
Providence Bible Institute, Providence, Rhode Island
Toronto Bible College, Toronto, Ontario, Canada
Trinity Seminary and Bible Institute, Minneapolis, Minn . 1

, Various .Courses Offered

The Bible Institute movement exists to offer conse­

crated young people specialized training in the Bible and

Christian education. These courses are designed to meet the

need of those who contemplate full time Christian service,

and those who plan to remain in secular employment but who d e ­

sire special training as Christian laymen so that they may be

better Sunday school teachers, young people's leaders, etc.

For this portion of the study we are utilizing the findings of

Hubert Reynhout, Jr. in his study of Curriculumso

1. Reynhout, op. cit.. pp. 8, 9»

♦Schools with the asterisk before them are schools which
are not included in the general study of the 49 Bible
institutes and colleges because they did not return the
questionnaires sent them. A second request and ques-
tlonnare were mailed to each of the five schools but no
answer was received. The other fifteen schools are I n ­
cluded, however, in the 49 schools studied since they
returned completed questionnaires.
 Many Bible institutes offer but one course of study
to prospective students; this is generally an al l ­
purpose Bible-Christian Worker's Course, usually
labeled the General or the General Bible Course,
designed to give an all around education for a wide
variety of Christian service opportunities. There
are, however, also many institutes which offer from
two to eight different courses of study, all built
upon and growing out of the General Course idea, but
containing educative helps for special types of
Christian service.

Table IX^indicates the great variety of courses offered

by the 98 institutes surveyed, possessing Day School
courses. Altogether, 82 of these institutes, 84 per
cent, definitely offer the General Bible Course. Of
the remaining 16 institutes, 13 offer more particularly
specified courses, and 3 do not indicate just what
their courses are, whether one or more, and whether
general or special.

Of the total 15 different courses of study offered

by the 98 surveyed institutes, there are 6 courses
that are offered in the curriculum of lb or more of
these institutes and which take on, therefore, a
special Importance. They are: the General Bible
Course, the Missionary Course, the Christian Education
Course, the Theological Course, the Pastor's Course,
and the Bible Music Course. Schools offering the
Theological Course do not offer the Pastor's Course,
which leads one to suppose that they really are one
and the same course. When put together we have the
Theological-Pastor's Course offered by 33 institutes,
and it becomes second In importance on the basis of
number of schools which offer it. The special courses
offered by 6 or less of the 98 surveyed institutes are
generally special adaptations of the more important
courses. They have their own significance in the
schools in which they are offered but they are not
otherwise particularly important to this study.

The several special courses more generally offered

indicate a real attempt on the part of Bible Institutes
to give some special training to prospective candidates
to particular branches of Christian work. The Mission­
ary Course is designed to train particularly foreign
missionaries of the church. This course is given with
two or three adaptations. The Christian Education
Course is designed to train educational directors and
teachers for the church. This is also seen with adap­
tations. The Theological and Pastor's Course is designed
to prepare ministers for the Church. The Bible Music
Course is designed to prepare directors of Church music,

ee Table 1 , p. 5 6 , of this thesis.

 55

evangelists who wish to use music greatly, and such

leaders for the church. The importance of music is
readily apprehended on seeing it offered in four
courses: in the pure and simple Music Course, and
then in combination with Bible, Christian Education,
and Missionary Courses.1

In commenting on the comparison of the 20 selected

schools and the 98 surveyed institutions, Reynhout points out

that since the 20 selected Institutes exceed the surveyed 98

institutes in percentage offering the various courses it would

appear that the 20 selected institutes have a more complete

setup. It should be pointed out, however, that the 98 sur­

veyed schools include the 20 selected schools in the tabula­

tion. ^

Of the 98 surveyed schools over half of them offer

only one course--the General Bible Course. In some catalogues

it is called the Christian Worker's Course. Pour courses are

offered by a fairly large per cent of the schools, but few

schools offer more than four c o u r s e s . ^

Principal Subjects

To ascertain the principal subjects offered in the

Bible Institute, Reynhout enumerated all the courses offered

in the 16 selected institutes which offer a General Course.

These numbered 117 titles.

Of the total 117 titles listed, 57 > or nearly half,

are offered in each case by one institute only. There
are 18 other titles listed that are offered by two
institutes each, and 13 by three. There may be some
exceptions, due to overlapping of subject titles and

1. Reynhout, op., cit.. p. 24, 25

2 . Ibid., p . 25.
3. Ibid., p. 25, 26.
 56

CURRICULUM

♦TABLE I
THE DIFFERENT COURSES
OFFERED BY THE INSTITUTES SURVEYED AND SELECTED

9 8 Surveyed 20 Selected
The Courses Institutes______ Institutes
Number Per - Number Per C<
... w Cent
General Bible 82 16 80
Missionary 30 30 11 55
Christian Education 28 28 11 55
Theological 17 17 6 30
Pastor's 16 16 5 25
Bible Music 15 15 6 30
Christian Education Music 6 6 3 15
Missionary Medical 5 5 3 15
Music 4 4 2 10
Bible (Church) Secretary 2 2 2 10
Missionary Aviation 2 2 2 10
Jewish Missions 1 1 1 5
Christian Education Missionary 1 1 0 0
Missionary Music 2 2 0 0
Bible Language (Modern) 1 1 1 5
Not Indicated 3 3

♦Reynhout, o p » clt». p. 25
 57

so forth, but generally the subjects offered by four

or less institutes are less essential in the general
esteem than the subjects offered by five or more i n ­
stitutes. All together, there are 26 subjects listed
that are offered by five or more institutes, that is
by 25 per cent or more of the selected 20 institutes.
These 26 subjects, then, may well be considered p r i n ­
cipal in a Bible institute curriculum They are:

Biblical Introduction Homiletics

Bible Analysis Life of Christ
Bible Atlas (Geography) Missions (General)
Bible Synopsis (Synthesis) Music
Child Evangelism New Testament
Child Study Old Testament
Christian Evidences ' Pastoral Theology
Church History " Pedagogy
Cults Personal Evangelism
Doctrine Public Speaking
English Sunday School Administration
Ethics Systematic Theology
Greek Typology^

The academic standards for the recently formed Accred­

iting Association of Bible Institutes and Bible Colleges are

set forth for two types of Bible Institutes; one Is a collegiate

level and the other is an intermediate level where the work

offered is not considered to be on a college level. The

academic standards for the collegiate level read:

The overall curriculum shall be so arranged as to

include the minimum requirements set forth by the
American association of Theological Schools In 1940
for entrance into seminaries. These are as follows:
English (8-12 hrs. including Composition and
Literature), Bible or Religion, Philosophy (4-6
hrs. including at least two of the following:
Introduction to Philosophy, History of Philosophy,
Ethics, Logic), History (4-6 hrs.), Psychology
(2-3 hrs.), a foreign language (12-16 hrs. including
at least one of the following: Latin, Greek, Hebrew,
French, German), Natural sciences (4-6 hrs. Physical
or Biological), Social sciences (4-6 hrs. Including
at least two of the following, Economics, Sociology,
Government or Political Science, Social Psychology,
Education).

1. Reynhout, op. cit. . pp. 28, 29*

 58

Some latitude will be allowed an institution in its

curriculum, so long as the above stipulations are
complied with. The criterion will be the degree to
which the purpose of the Bible College is being
realized and the soundness of the educational p r a c ­
tices that prevail.

A Bible College may offer degree courses in other

fields such as music, religious education, missions,
etc., provided that the recognized academic standards
for such courses be maintained, together with the
Biblical content approved by the evaluating committee
of this association.

At least 30 hours of residence work shall be done

at the institution which gives the degree. The
class hours shall be not less than 5 0 minutes in
length; laboratory periods shall meet two hours for
each credit hour. The semester shall consist of 1 8
weeks and the term of 12 weeks . 1

The curriculum for the Bible institute on the lower

level does not include as much in the way of liberal arts as does

the collegiate level. The curriculum must include one-third

of the total in the study of the Bible, either in English or

in the original tongue. In addition, courses in Doctrine,

General Missions, Personal Evangelism, Church History, Apo l o ­

getics, Christian Pedagogy, Public Speaking or Homiletics and

English (unless a suitable examination proves this unnecessary).^

These standards for the collegiate and intermediate

level were adopted at a meeting of representatives from approx­

imately 40 Bible Institutes and colleges in the United States

and Canada in October 19^7* Forty Bible institutes and colleges

made application for accreditation on one level or the other

and during the spring term 19^3 an examination was made by a

1. See Appendix, "Academic Standards for Bible Institutes and

Bible Colleges on the Collegiate Level," p. 190.
2. See Appendix, "Academic Standards for Bible Institutes and
Bible Colleges on the Intermediate Level," p. 198*
Chief Examiner for the entire country and Canada and one

additional regional examiner for each levelo The writer nerved

as the regional examiner for all Bible Colleges on the east

coasts Since the academic standards Indicated above were a

part of the criteria for examination it would indicate that

the trend in the principal subjects of the curriculum would be

in the direction of a wider range of liberal arts subjects.

The fact that 40 schools were willing to submit to an examina­

tion would seem to indicate that they are now meeting or expect

to meet in the very near future the curriculum standards laid

down by the Accrediting Association of Bible Institutes and

Bible Colleges.

Graduation Requirements

The tabulations on the questionnaires returned for

this study by 49 Bible Institutes and Colleges were not uni­

form on the question of credit hours required for the three -

year diploma course and the degree courses. There was a vari­

ation in the number of hours required because of the differ­

ences in quarter and semester hours. The length of the school

year and the number of minutes in a class hour also differed.

The catalogues of the schools in question were consulted but

in some instances no additional information was obtainable.

After eliminating the questionable tabulations, the following

tables were constructed for 33 institutes offering a three -

year diploma course and l8 institutes offering a four-year

degree course.
 60

TABLE 2

GRADUATION REQUIREMENTS FOR A THREE-YEAR DIPLOMA COURSE

IN 33 BIBLE INSTITUTES AND COLLEGES

HOURS REQUIRED. NUMBER £SR,Qm

86 1 3
90 10 30.3
91-95 5 15.2
96-100 12 36.4
1 0 1 -1 0 3 l 3
106-110 3 9*1
111- 1 3

Total 33 100.

TABLE 3

GRADUATION REQUIREMENTS FOR A FOUR-YEAR DEGREE COURSE

IN 18 BIBLE INSTITUTES AND COLLEGES

HOURS REQUIRED NUMBER OF INSTITUTES PER CENT

120 3 16.7
121-125 4 22.2
126-130 11 6 1 .1

Total 18 100.
 6l

In the three-year diploma course as tabulated in

Table 2 only one school required less than 90 semester hours

and only one school required more than 110 semester hours

with approximately 82$ requiring between 9° and 100 credits for

the three-year diploma. In the four-year degree course, all

1 8 schools required between 120 and 130 hours for their re ­

spective four-year degree. The five-year degree courses were

not included in the tabulation but where this information was

supplied the required hours ranged from 156 to 160 hours.

There is a marked lack of uniformity in the matter

of a graduation award for the work completed in a Bible Insti­

tute or College. There are two, three, four, and five year

courses offered. Some non-degree granting institutions offer

diplomas for two, three, or four years of work. Others offer

diplomas for the certain non-degree courses and degrees for

the four and five year courses. Four, institutions have devel­

oped seminaries offering the B. D. degree. One institution

reported on the questionnaire the conferring of an A. B . ,

Th. B . , and a B. A. in Bib. Ed. From the questionnaire it was

noted that the school operated without any charter from the

State, had no accreditation by a State University, or Region­

al Association, but the curriculum was registered by the

State. It also Indicated that its graduates were able to

transfer partial credit to some accredited colleges.

There is a wide diversity among the many Bible institutes

in graduation requirements, and the possession of a
diploma or a degree from one school only indicates that
the student has passed the work required of that one,
but it gives no definite indication of what sort of work
 62

he has had to do, nor of how much time he has spent in

doing it....

Most Bible institutes give school diplomas to students

who complete the work assigned in any given course.
In addition to granting such diplomas, 24 of the 93
surveyed institutes also offer courses of study leading
to some sort of degree. Some of these Institutes give
no indication that their degrees are recognized any
place outside of their own circles; they do not claim
asd— may not possess any academic certification. Of the
selected 20 institutes, there are spven that offer
courses leading to academic degrees in addition to the
diploma courses, and of these seven granting degrees,
four state in their catalogues that they are chartered,
registered, or authorized by the state educational
department to confer degrees.l

Reynhout reported that he found 24 degrees granting

Bible Institutes when he checked the catalogues of 98 Bible

Institutes. In our study, 19 Institutions returned question­

naires indicating that they were granting degrees. Conse­

quently about 80 per cent of all Bible Institutes granting

degrees are included in this study. From these 19 Institutions

studied, 15 different earned degrees were conferred. One

school reported the conferring of honarary degrees as well.

Five schools confer an unqualified A. B.degree. Two of these

schools offer a liberal arts program in addition to their

Bible Institute curriculum. The remaining three are Bible

Institutes doing specialized work. Three additional schools

offre restricted A. B. degrees. Two confer the A. B. in

Biblical Education and one the A. B. in Theology. Nine insti­

tutions confer the Bachelor of Religious Education for a four-

year degree. One school confers a Bachelor of Bible; one

school a Bachelor of Christian Education; and one school a

1. Reynhout, op. cit.. pp. 19> 20.

 63

Bachelor of Speech. In music, three schools confer the

Bachelor of Sacred Music and one also confers a Bachelor of

Music Education in addition to the Bachelor of Sacred Music

degree.

There is a wide difference in practice in the con­

ferring of the Bachelor of Theology. Fifteen schools reported

the granting of this degree. Nine schools grant it upon the

completion of five years work but six schools require only

four years to complete the requirements for this degree. There

is now a great deal of discussion among the several schools to

try to standardize the Th. B. degree and bring it more in line

with the prevailing practice of theological seminaries. In a

statement from the director of Higher Education for the U n i ­

versity of the State of New York, we were Informed that the

trend in educational circles is to standardize the B. D. de­

gree for seven years work and the Th. B. for five years work.

There seems to be no sound educational procedure for the con­

ferring of the Th. B. degree upon the completion of four years

work but that is the practice of six of the fifteen schools

now conferring this degree as reported in our study. Two of

the Bible Colleges offer restricted Master of Arts degrees —

M. A. In Sacred Literature and M. A. in Biblical Education.

Four of the schools studied have offerings which include the

Bachelor of Divinity degree. Each school requires a minimum of

seven years for this degree. Hence this is in line with the

standard practice of theological seminaries.

In viewing the whole procedure of granting awards

 64

for the work completed In the Bible institute, there seems to

be a great deal of confusion. Many of the institutions now

granting degrees operated for several years without granting

any degrees. The oldest Bible institute, The Missionary

Training Institute at Nyack, began in 1832. Until 1902 there

was no formal graduation from the prescribed course and no

formal diplomas were given. But after 1902 formal graduations

were held with a signed diploma given the student for the work

completed. It was not until 1943 that the Missionary Training

Institute requested and obtained an educational charter from

the State of New York. In 1945 this charter was amended to

provide degree granting privileges. Kence the oldest Bible

Institute had operated continuously for more than sixty years

without a charter, the registration of curriculum, nor the

authority to confer degrees.

TABLE 4

THE DEGREES GRANTED BY 19 BIBLE INSTITUTES AND COLLEGES

A.B. in A.B. in
Degrees Offered A.B. Bib. Ed. Theol. B.R.E. B.Ch.E.

Number of Institutes 5 2 1 9 1

Degrees Offered B. Bible B.Sp. B.Mus. B.S.M. B.M.Ed.

Number of Institutes 1 1 1 3

M.S. in M.A. in
Degrees Offered Bib.Ed. Sac.Litt. Th.B. Th.M. B.D. Hon.

Number of Institutes 1 1 15 1 4 1

Other Bible Institutes have had similar experiences.

The pressure for some type of recognition for work completed

 65

by the student had become increasingly strong until institu­

tion after institution has yielded. Eecause of the highly

specialized field of study in these Bible institutes, many

accrediting bodies have not known how to deal with them. It

was not generally conceded to be sound educational procedure

for these institutions of specializations to confer the recog­

nized liberal arts degrees. Kence all sorts of degrees are

conferred.

The newly formed Accrediting Association of Bible

Institutes and Bible Colleges is now working on this very

problem. Its leaders are attempting to find the degrees which

seem appropriate for the programs of study pursued to gain

them. They hope that by making the correcc choice of degrees

and the setting up of uniform standards for the various schools

in the Accrediting Association that, in time, the degrees may

receive the proper recognition by other accrediting bodies.

Thesis Requirement

In the questionnaire submitted, the question was

asked if a thesis were required for a degree. In the responses

there was a wide variation of replies. Eight schools said no.

Two schools said a thesis was required for the music degree

only. Four schools require the thesis for the Th. B. degree.

One school requires it for the B. D. degree. One school r e ­

quired it for a M. S. Litt. and one school requires it for a

Th. M. degree. One school said a thesis was required for de ­

gree courses but there Is no statement in the catalogue describ­

ing such a requirement. With the exception of the two institu­

 66

tions which require a thesis for a four-year music course,

and one institution which requires a thesis for a Th. B.

(four-year course), all other thesis requirements are for

five or more years of required work.

Clinical Training:

One characteristic of the Bible Institute Movement

is the emphasis placed upon clinical training. Almost without

exception the Bible Institutes promote what is usually termed

a Practical Christian Work Department. This department seeks

to provide a practical outlet for the students so that Bacon's

theory that "knowledge should be bounded in by experience"

might be realized.

A typical description of this type of practical

Christian work is found in the catalogue of the Grace Bible

Institute, Omaha, Nebraska.

The only way to train for Christian service is to do it.

Omaha affords many splendid opportunities for such e x ­
perience. Each student will receive assignments for
several hours of practical Christian work each week.
The studies of the classroom will be carried out in
meetings held on the street, in hospitals, jails,
factories, churches, Sunday Schools, missions or wher­
ever there are souls needing salvation. A special
effort will be made that students of the theological
course will have the opportunity to supply pulpits in
various churches in and near Omaha, and thus receive
invaluable practical experience while studying.

The Grace Bible Institute will also cooperate closely

with the S. 0. S. Fellowship, an organization sponsor­
ing Bible and tract distribution, street car and road­
side billboards, summer Bible camps, and other mission­
ary projects, thereby giving interested students an
additional outlet for Christian work activities; and
with the "Go-Ye Mission" in the Ozarks. During the
summer months students will therefore have the oppor­
tunity of serving the Lord in mission work in the
 67

Ozarks, and will receive additional experience in

soul-winning and missionary service.^

The returns from the questionnaire show that this

clinical training is a requirement for graduation in 36 of

the 49 schools studied. Twelve of the schools indicated that

this practical training was not a requirement for graduation

even though it is emphasized and given a prominent place in

the school program. One school failed to indicate whether

or not they required the practical training for graduation.

From the 48 replies concerning clinical training, 75 per cent

of the schools require it as a part of graduation requirement.

Denominational Affiliation

Reynhout in his study of Bible Institute Curriculum

has given in Appendix B the following information concerning

the denominational status of 111 Bible Institutes which are

known to be functioning and which have indicated their status.

These schools represent both day schools and evening schools;

schools on a secondary level run in conjunction with a private

religious high school such as an academy, and schools on a

collegiate level. Of the 111 Bible Institutes, 66 were inter­

denominational. The remaining 45 schools were operated by 11

different denominations from the following denominations:

Baptists 9; Assembly of God 8; Mennonite 7; Holiness 5; Luther­

an 4; Christian and Missionary Alliance 4; Pentecostal 3;

Evangelical Free Church 2; Christian Reformed 1; Church of

Christ l; Covenant l.2

1. The Grace Bible Institute Catalogue. 1946-1947* P« l4.

2. Reynhout, op_. cit.
 68

Our study has been restricted to only day schools

operating in the field of higher education. In the following

table of the denominational affiliation of 49 Bible Institutes,

the denominational status is much the same as Reynhout reports

for the group as a whole.

TABLE 5

THE DENOMINATIONAL AFFILIATION OF 49 BIBLE INSTITUTES

DENOMINATION NON-DEGREE INST. DEGREE INST. TOTAL

Interdenominational 19 11 30
Baptist 3 1 4
Christian & Miss. Alliance 1 3 4
Mennonite 3 1 4
Assembly of God 0 1 1
Nazarene 0 1 1
Evang. Free Church 1 1 2
Lutheran 2 0 2
Brethern in Christ 1 0 1

30 19 49

In this table 30 of the 49 schools were operated as

interdenominational institutes, or 60^ of the total. There

was no difference between the non-degree and the degree school

since the percentage for each was 60 per cent. In the remain­

ing 40 per cent, eight different religious groups were indi­

cated with 4 schools being the largest number from any one

denomination.

Although many of the schools seek to operate on an

interdenominational basis so that they may have a wider base

from which to draw students, yet they do have a decided theo­

logical position. There seems to be little doubt about the

fact that all of the Bible Schools studied are very conservative
 69

in their doctrine in contrast to the liberal theological

views of many of the typical theological seminaries. But

within this conservative point of view, the two extreme po s i ­

tions of Calvinism and Arminianism are strongly maintained.

There are, however, a number of schools which attempt to ma i n­

tain a middle position between the two extremes.

Hartshorne and Froyd in their recent study of "Theo­

logical Training of Baptist Pastors" have stated that 21.6$ of

the entire ministry in the Northern Baptist Convention received

its training in Bible Institutes. Many of these Baptists were

trained in Interdenominational schools such as Moody and Los

Angeles Bible Institute.

It seems safe to conclude that many schools which

maintain a decided denominational position and appeal in p a r ­

ticular to a certain denomination for its money and students

advertise themselves as interdenominational and maintain a

self-perpetuating board of directors or a board of trustees

which is not appointed by the church so that others of "like

faith" may feel free to come and study in their institutions.

Control of the Bible Institute

The control of the Bible institute or college is

usually vested in a group known as trustees, directors, or

governing board. The Bible institute differs from the theo­

logical seminary in that the seminary is usually tied very

closely with a particular denomination whereas according to

our study sixty per cent of the Bible institutes are inter­

denominational. According to the figures supplied t h r o u g h

 70

questionnaire concerning the control of the Bible Institute

from the 49 schools reporting, the following information was

received. Thirty-one Institutions elected their own control-

ing body. Four institutions Indicated that the trustees were

self-perpetuating but were not from one particular denomination.

Eleven institutions reported that all their trustees

were elected by the church body which controlled their school.

Two institutions replied that some trustees were elected by

the church control body and some were elected by the insti­

tution. In this way the church had a voice in the policies

of the institution but the overall control was in the hands

of a joint body.

The customary procedure seems to be for the presi­

dent of the institution to be a member of the board of trustees

as the only representative from the faculty on the board of

trustees. But to this practice there are many exceptions.

The presidents of some institutions are also the presidents of

their board of trustees, and in several cases faculty members

are also members of the board of trustees.

Faculty

Facultv-Student Ratio According to School Enrollment 1946

In the questionnaires returned by the several

schools, the number of full time faculty members was listed

with the average weekly teaching load. There was a wide range

in what was considered an average weekly full time teaching

load. One school listed a full time teaching load as four

hours. At the other extreme two Canadian Schools listed the

 71

average as 28 and 30 hours respectively. Eecause It was Im­

possible to ascertain whether these two Canadian schools I n ­

cluded study periods as a part of their program, they were

excluded from the study. In order to arrive at as accurate

an estimate of the total weekly hours taught by each faculty

member, the full time faculty members as listed in the ques­

tionnaire were multiplied by the average weekly teaching load

given for each school. The part time teachers had been added

together to give the equivalent of a full time teacher. To

find the total student weekly hours of classes, the total en ­

rollment was multiplied by an average weekly student load of

16 hours per semester. The average of 16 hours was arrived

at by dividing the total number of required hours for gradua­

tion by the number of semesters required to complete the course.

It must be pointed out that many students would take more than

16 hours because many students graduate with more than the

minimum number of required hours. But 16 hours seemed to be

a conservative overall average. The total student hours for

each school were divided by the total faculty hours and the

result indicated the faculty-student ratio. Two graphs were

constructed. The first showed the faculty-student ratio a c ­

cording to school enrollment in 19^-6 in 17 degree granting

Bible institutes and Bible colleges. In the smallest enroll­

ment grouping (50-100), three schools were listed. The

faculty-student ratio varied from seven students to twenty-

five students per teacher. In the next three groupings (100-

200), the spread was much more restricted with a variation

from 14 to 17 students per full time faculty member. As the

enrollment increased, the faculty-student ratio increased

with a spread from 20 to 42. Of the three largest institu­

tions in this group, the one with the lowest faculty-student

ratio has also entered the liberal arts field. This was

Eastern Nazarene College, which began as a Bible institute

but later enlarged its offerings to meet the needs of the

students. It xvas one of the three degree granting institutions

which reported a permanent endowment in the financial report.

Many of the other institutions, however, have a productive

endowment from living donors. Gordon College, which started

as a Bible institute, is now expanding its curriculum in much

the same way as Eastern Nazarene College in order to meet the

demands of the New England Association.

The second figure Indicates the Faculty-student

ratio according to school enrollment 1946 in 25 non-degree

gUttting Bible Institutes. The average enrollment Is much

lower in the non-degree granting Institutions than in the d e ­

gree granting schools. Twelve non-degree schools had 100 or

less in enrollment as compared to three in the degree group.

Only one school in the non-degree group reported over 303

students and she had 1471 students. Nine schools had a

student-teacher ratio above 25* Four of these schools had a

ratio of 44 or above. One exceeds all others by reaching a

peak of 82 students for one faculty member. The mid-score for

the twenty-five non-degree granting Bible Institutes is a

faculty-student ratio of 23* Hence 50$ of these schools have

more than 23 students for each faculty member.

 73

1946 IN 18 DEGREE BIBLE INSTITUTES AND COLLEGES

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FIG2 FACULTY-STUDENT RATIO ACCORDING TO SCHOOL ENROLLMENT
74

1946 IN 25 NON-DEGREE GRANTING BIBLE INSTITUTES AND COLLEGES

 75

Full Time Faculty Members

In computing the number of full time faculty members

for each school the number of full time and the equivalent

of part time teachers to make full time teachers was given.

These were separated into two groups--those who taught twelve

hours a week or more and those who taught less than twelve

hours a week but were considered by the school as teaching a

full schedule. Fifteen schools reported full time teachers as

teaching less than 12 hours a week. Two reported 11 hours,

four reported 10 hours, one 9 hours, three 8 hours, one 6

hours, and one 4 hours. In the accompanying figure these are

represented by the plain bars.

In the group reporting a teaching load of 12 hours

or more per week, 34 schools were listed. These schools are

represented by the striped bars in Figure 3* The largest

grouping of schools was l4, having an average of from 6-10

full and equivalent full time teachers teaching 12 hours or

over. The Moody Bible Institute, with an average of 11 hours

per week as a faculty teaching load, reported 47 full time

and equivalent full time teachers.

From our statistics we find that 80 per cent of the

schools In each group have 15 or less full time and equivalent

full time faculty members.

Faculty Degrees

The reports from forty-seven Bible institutes and

colleges studied Indicate that in 1946, 536 full time and the

full time equivalent of part time teachers, were employed.

 76

Since many of the Bible institutes employ part time teachers,

such as pastors of churches in nearby areas, the total number

of faculty members would be considerably larger than 536.

There were 431 faculty members teaching in 1946 in

the 47 Bible institutes and colleges with undergraduate degrees.

Two small Canadian schools reported no undergraduate degrees.

One stated that its teachers were graduates of Bible schools

which did not confer degrees upon its graduates. Two schools

.reported more than 30 faculty members with undergraduate d e ­

grees and 4 schools had 20 or more faculty members with such

degrees. Faculty members with master's degree numbered 133*

Those with theological graduate degrees numbered 175* Several

' of the faculty members with theological degrees did not have

the customary undergraduate degree. They may have been a d ­

mitted to a seminary from a Bible institute without the liberal

arts degree as a prerequisite. Faculty members holding earned

doctor's degrees totaled 59* or l4 per cent of those holding

degrees for undergraduate work.

Faculty Counseling

The Bible institute faculty member generally accepts

his position with the understanding that he has a sacred trust

to perform in the training of young people. It is not money

but a ministry that attracts the teaching personnel. Frequent­

ly the institution is small and a friendly face to face rela­

tionship exists between teacher and student. V.Taether the

institution has a well coordinated counseling program or not,

counseling is carried on by individual faculty members.

 77

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 78

Terrelle B. Crura, executive secretary of the

Accrediting Association of Bible Institutes and Bible Colleges,

has provided some significant information for this study in a

letter dated December 21, 1949* (see Appendix p. 177). Crum

has in his files the detailed individual faculty schedules

showing teaching loads, counseling, extra-curricular activi­

ties etc., for each accredited Bible institute. Upon the basis

of this information, Crum writes:

Eible Institutes and Bible Colleges have generally-

realized the importance of faculty counselling in the
shaping of Christian character. Practically every
one of the schools has such an officer or officers
devoted particularly to the counselling of young men
and women with respect to their individual financial,
spiritual, and academic problems. Also, in nearly all
of the schools there is a constant effort made to
bring the teacher into direct contact with the individ­
ual student although due to the rapid growth of classes
in the recent post-war years this has been done less
and less. At the present time there is in evidence
a tendency to do more vocational counselling and to
appoint special officers for this purpose. Also I
think there is increasing emphasis upon academic coun­
selling because it would appear that more Bible Insti­
tute and Bible College students are seeking to transfer
to colleges, universities or seminaries as they further
their education. However the entire program is not
organized in most schools as thoroughly and carefully
as it should be and one of the definite goals of the
new Accrediting Association of Bible Institutes and
Bible Colleges has been to encourage the schools in
this effort.

Students

Distribution of Enrollment

Of the 4-9 schools included in this study one failed

to give the information requested concerning the distribution

of male and female enrollment. Of the 43 schools submitting

the necessary information, 27 were non-degree institutions and

 79

21 were degree institutions. There were 35 schools which

reported more women than men in their total enrollment? 10

schools reported more men than women; and three schools had

the same number of men and women.

The results of the tabulations were recorded in

Table 6 - Distribution of Male Enrollment in 1946 in 48 Bible

Institutes. The table shows the male enrollment for non-

degree Bible Institutes in black figures and the male enroll­

ment for degree Bible Institutes in parentheses. The total

school enrollment was separated into groupings of 1-100

students; 100-200 students; 200-300 students, etc. For each

grouping the number of institutions in each category (degree

or non-degree) was given according to the per cent of male

enrollment.

The largest percentage of male enrollment was in

the smallest grouping, indicating an enrollment of less than

100. Four of the 7 degree schools showing more men than women,

were in this classification. The male distribution was as

follows: 55$» 70$, 88$, and 100$. Pacific Bible College of

Azusa, California had 77 men and no women. One school in

the 200-300 classification had 53$ men, and two in the 300-400

group reported 54$ and 57$ male enrollment.

In the non-degree schools, 3 had slightly more men

than women, the percentages--51* 53> 59 > were all from schools

of less than two hundred. One degree school and two non-degree

schools had the same number of men and women.

Seventy-three per cent of the 48 schools showed more

 80

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 8l

women than men. Two non-degree schools and one degree school

showed an enrollment of over 80$ women. Three non-degree

schools and one degree school showed an enrollment of over

70$ women. Forty-six per cent of the schools studied were in

the 40-50 per cent male enrollment grouping, which indicates

that in nearly half the schools the women slightly outnumber the

men but not in excess of 10 per cent.

The enrollment for 1946 is perhaps the most typical

in recent years for the purpose of observing the male and

female distribution. During the war years, the male enroll­

ment declined in spite of the fact that theological students

often received a military deferment. When the war ended the

male enrollment was low. During the year 1945“46, the service

men began to be discharged in large numbers. The increase in

enrollment of veterans in Bible Institutes and Colleges began

in earnest in the fall of 1946. Each year since then has

shown a substantial increase of service men. The enrollment

in 1948 now shows an unusually large percentage of men and

figures for that year would probably not present so accurate

a picture of the typical enrollment as would the 19^6 enroll­

ment .

Average Age of Students in 45 Bible Institutes and Colleges

Forty-five of the forty-nine schools reported the

average age of their student body. The figures are, at best,

only rough estimates, hence the conclusions drawn are no more

reliable than the original data recorded in the questionnaire.

The average age of all students in the forty-five schools was

 82

22.5 years. Eighteen non-degree and thirteen degree schools

had an average age ranging between 20 and 23 inclusive making

a total of 31 schools or 69 per cent of all the schools with

an average age from 20-24 years.

Three non-degree schools reported an average age

less than 20. The lowest was l8 years. This was a small

school which had a four-year high school and a two year junior

college program, in addition to the three year Bible Institute.

Evidently most of the Bible Institute students continued right

on after graduation from the four-year high school and this

probably accounts for the low average age. No degree school

reported an average age less than 20 years.

Eleven schools had an average age over 23. These

ranged from 24-29 years inclusive, a bpread of six years.

The largest concentration in any one year reported

by the degree schools was six with an average age of 22 years.

Only four degree schools reported average ages above 23* These

covered a five-year spread from 24-29 inclusive. Seven non­

degree schools indicated average ages ranging from 24-28.

 83

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 84

Married Students

TABLE 7

PER CENT OP MARRIED STUDENTS IN 47 BIBLE INSTITUTES

AND COLLEGES IN THE 19^6 STUDENT BODY ENROLLMENT

Per Cent of Married Non-Degree Total

Students In Student Body Schools Degree Schools Schools

Number Per Cent Number Per Cent

0-5# 7 23.7 4 23.5 11

6-io$ 8 26.7 0 0 8
11-15# 4 13.3 5 29 9
1 6 -20 $ 3 10. 4 23.5 7
2 1 -2 5 # 2 • 6.7 2 12 4
26-30# 1 3.3 0 0 1
31-35# 2 6.7 0 0 2
36-40# 2 6.7 1 6 3
41-45# 0 0 0 0 0
45-50# 1 3 .3 0 0 1
75# 0 0 1 6 1

30 1 0 0 .0 # 17 1 0 0 .0 # 47

The number of married students in the student body

of the Bible Institute and college has a wide variation. One

school reports no married students. In Table 7 the per cent of

the married students In 47 Bible institutes and Bible colleges

is given. The schools are divided between non-degree granting

schools, and in each category the percentage of the total is

given. Thirty-one schools or two-thirds of all the 47 schools

record 20$ or less married students. Only 4 degree schools had

more than 20$ of its student body married. In the non-degree

group, 8 schools reported more than 20$ married students. There

seems to be little significant difference in the number of

married students in the two groups--degree and non-degree in­

stitutions.
 35

Special Students

TABLE 8

PER CENT OF SPECIAL STUDENTS ENROLLED IN 42

BIBLE INSTITUTES AND COLLEGES IN 1946

Per Cent Special Non-Degree Degree

Students Enrolled Institute Institute Total

Number Per Cent Number Per Cent

0 -5 # .13 72 8 47 26
6-io# 3 12 3 17.6 6
11-15# 1 4 5 29.4 6
S'
1 6 -2 0 # 1 4 1 0 2
21-25# 1 4 0 0 1
2 6 -30 # 0 0 0 0 0
31-35# 1 4 0 0 1

25 100# 17 100# 42

Forty-two schools of the forty-nine included in this

study supplied requested information concerning the percentage

of special students in the 1946 student body enrollment. There

may be differences among the several schools as to what consti­

tutes a special student. But the figures used in the above

table are the figures supplied in the questionnaire by the i n ­

dividual schools and indicate the schools' own Interpretation of

a special student. From the catalogue of the largest Bible

Institute, Moody Bible Institute, which is classified as a non­

degree granting Institution, we make the following quotation:

SPECIAL STUDENTS
College and seminary graduates or students, those sent
to the Institute for missionary subjects by missions
boards, and wives of regularly enrolled students are
eligible for classification as special students and may
take an elective course. Others can be accepted as
special students only for unusual reasons. The number
of terms Individuals may enroll under this classifica­
tion Is limited.
 86

Special students have the same privileges as regular

students and are subject to the same regulations.-*-

Columbia Bible College, Columbia, S. Carolina is one

of the Institutions studied under the grouping of degree grant­

ing Institutions. We quote from her 1948-49 Catalogue the

statement concerning special students.

Special students: A special student is one who has

been regularly accepted as a student but who is:
(1) registered for fewer than ten hours per week;
(2) registered for courses so arranged as not to lead
to a degree in the specified time; (3) registered too
late to receive credit for the courses taken. A
special student has the same privileges and is under
the same obligations as a regular student.

According to the tabulations in the above table,

sixty-two per cent of the 42 Bible institutes studied had 5$

or less enrolled in their student bodies as special students.

One non-degree school reported no special students in its en ­

rollment. In the non-degree group, 72$ of the schools had 5$

or less enrolled as special students, while in the degree

group 47$ had 5$ or less enrolled as special students. No

degree school indicated more than 19$ special students. Pacific

Bible College of Azusa was the highest with 19$ but this school

had an all male population with 36$ of the student body married

and the average age 25 years. This may indicate a reason for

the highest enrollment of special students.

In the non-degree group, one school reported 25 per

cent specials and another 33 per cent special students. These

seem to be exceptions to the general practice ofnon-degree

schools since 72 per cent had 5 per cent or less.

1. 1947-48 Catalogue, p.17*

2. 1948-49 Catalogue, p.39*
 87

States Represented In Student Enrollment

TABLE 9

NUMBER OF STATES REPRESENTED IN 48 BIBLE

INSTITUTES AND COLLEGES

NUMBER OF STATES NON-DEGREE INSTITUTES DEGREE INSTITUTES TOTAL

1 3 0 3
2-5 6 0 6
6-10 9 1 10
11-15 6 4 10
1 6 -20 4 4 8
21-25 0 3 3
25-30 1 4 5
30-35 0 3 3

TOTAL 29 19 48

In studying the geographic influence of 48 Bible I n ­

stitutes and Colleges in the United States and Canada, we

notice that the degree schools have a much w i d e r •geographic

distribution of students. In order that the figures might be

somewhat comparable, the Canadian provinces were counted as

separate states, so that if a school reported 5 Provinces and

2 States the total taken for the purpose of statistics was

7 States.

Three non-degree schools failed to draw any students

outside their own state. Of the 29 non-degree schools studied,

18 or 62% reached 10 states or less, while In the degree group

of 19 schools only one school reached less -than 11 states.

This one school, reaching 8 states accounts for about 5% of

the total degree granting institutions. On the other hand,

only one non-degree school reached more than 20 states. This

 88

was Moody Bible Institute which reached into 28 States for

its student body. But in the degree group 10 schools or

5 2 -l/2 $ of the schools studied in this group had students

from more than 20 States.

Denominations Represented

TABLE 10

NUMBER OP RELIGIOUS DENOMINATIONS REPRESENTED

IN 45 BIBLE INSTITUTES AND COLLEGES

NUMBER OF NON-DEGREE DEGREE

DENOMINATIONS INSTITUTES INSTITUTES TOTAL

1-5 7 1 8
6-10 8 3 11
11-15 5 3 8
1 6 -2 0 5 5 10
21-25 0 5 5
26-30 0 1 1
31-35 1 1 2

26 19 45

A significant difference in the number of religious

denominations represented in the 4-5 Bible institutes exists

between the non-degree group and the degree group. The degree

granting Bible schools in general seem to draw students from

more denominations than the non-degree group. Only one school

had but one denomination represented in its student body and

that school was in the non-degree group. In the degree group

the smallest denominational representation was 5» In the non­

degree group, 22 per cent of the schools had more than 15 denom­

inations but In the degree group the percentage was 63 per

cent; nearly three times as large. This seems to Indicate that

 89

the drawing power of the degree schools seems to be on a much

wider basis than the non-degree schools. There is one excep­

tion to this statement--Multnomah School of the Bible, P o r t ­

land, Oregon. It is an interdenominational school with a

student body of 2 7 7 which came from 31 different denominations.

No other non-degree school reported more than 20 denominations

represented.

Graduates

In order to ascertain the fields of service the

graduates of the Bible institutes and colleges enter, the

following question was asked on the questionnaire. "Estimate

percentage of graduates (1946) entering the following fields:

Ministry; Missionary; Ministry of Music; Teachers of Religious

Education; Other." The replies to this question were tabulated

in Table 11 (p. 90) according to non-degree and degree schools.

Then a bar graph was constructed showing the four religious

fields entered by the 1946 graduates (Figure 5> P» 91)•

Since the original data were only estimates and since

a number of the 1946 graduates had not yet entered either of

these four classifications the results are not too conclusive.

Many of the graduates were continuing their schooling and would

eventually enter one of these fields. Yet It was felt that

the information secured would be helpful in indicating a trend

in the vocational placement of the Bible school graduates.

Of the 49 Bible institutes used in this study, 43

provided estimates of the graduates entering the four fields of

religious work. Twonty-nine per cent of all the graduates of

 90

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 91

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the 43 Bible institutes entered the ministry. One-third of

these institutes had 20 % or less of its graduates becoming

ministers. The other two-thirds sent more than 20 % of their

graduates into this field. Forty-four per cent of the report­

ing schools prepared between 20 and 35 per cent of their

graduates for the ministry. Four degree schools were in the

highest brackets, preparing between 50 and 60 per cent of its

graduates for the ministry. Only three non-degree schools pre

pared more than 35 per cent and these were in the 4 6 “50/5 group

Many of the graduates reported in the special column "Other,"

indicate students who are planning on the ministry but have

not yet entered it because they are taking further training.

V'hile twenty-nine per cent of the 1946 graduates

entered the ministry, twenty-seven per cent entered missionary

work. Twenty-four non-degree schools and nineteen degree

schools were included in the study. There seems to be no

significant difference between the two groups in the matter of

missionary graduates, since many of the faith mission boards

and the smaller denominations accept as missionaries, Bible

school graduates who have no degrees. Twenty schools or 46

per cent of the total had between 16 and 30 per cent of the

total graduating class enter missionary service. VTiereas two-

thirds of the institutes had over 20 per cent of its graduates

enter the ministry, seventy-seven per cent of the institutes

had over 20 per cent enter missionary work.

Christian Education

Sixty-five per cent of the 43 schools studied had

 93

1946 graduates enter the field of religious education. There

seems to be little significant difference between the degree

and non-degree schools in the distribution of graduates in the

Religious Education field. Only two non-degree schools and

two degree schools indicated more than twenty-five per cent of

its graduates entered this field. It would appear that this

field is the one most open for single girls since the majority

of them are not planning on the ministry. Many girls attend

the Bible institute with the hope of becoming a missionary.

Many are not accepted for this service and turn to the Re l i ­

gious Education field as a place of Christian service open to

them in this country. Other graduates who are accepted for

missionary work must serve in Christian work in the home land

for a probationary period before being sent to a foreign field.

These enter the Religious Education field in order to satisfy

the requirement.

Music

According to the responses to the questionnaire, of

the 43 schools included in this study only 18 schools train

Ministers of Music. Of these 18 schools, 10 are degree granting

institutions. The average number of graduates going into the

music field from the 18 schools was eight, per cent. This per

cent was slightly raised because two non-degree schools had

more than 10 per cent of the graduates entering the sacred

music field. One reported 34 per cent and the other 25 per

cent. Twenty-five schools or 60 per cent of the schools i n ­

cluded in the study of graduates indicated, that they had no

1946 graduates entering the music field.

Student Placement

The placement of graduates is always an important

factor in the continued operation of an institution. If

graduates are unable to find employment upon leaving school,

prospective students may think twice before enrolling for a

course of study. The reports concerning the natter of place­

ment of students reveal that eighty-seven per cent of the in ­

stitutions reporting had some sort of provision for student

placement. Three schools did not answer the part of the

questionnaire, hence the statistics used are based on 46 insti­

tutes which supplied the requested information. Eighty per

cent of these schools stated that the Bible institute assisted

in student placement. Twenty per cent stated that the church

control body assisted in placement. Only thirteen per cent i n ­

dicated that the entire responsibility of placement was left up

to the student. Since sixty per cent of the Bible institutes

studied were interdenominational in character and had no church

control body, half of the churches which control Bible insti­

tutes assisted in the placement of the graduates.

Finances and Property

Our attempts to obtain information concerning the

financial status of the Bible institute and college have been

disappointing. We have experienced somewhat the same problems

which Robert L. Kelly describes in his study of Theological

Education in America. Kelly was dealing with many of the well

 95

established theological seminaries with hundreds of years of

tradition and procedures. We are dealing with a type of

theological institution which Is largely a product of the last

"idv
half century with at least two-thirds of a present number of

Bible institutes less than twenty-five years old. In general,

these schools have developed independently of each other, and

up to the present time, little thought has been given toward

methods of standardization and practice. Many were reluctant

to give any Information concerning finance even though It was

stated in the questionnaire that the figures given would be for

the purpose of tabulation only, and no figures given would be

associated with any particular institution. The situation

which Kelly describes and we now quote is even more true in

the case of the Bible institute.

The financial data herein are submitted as a prelim­

inary statement of a very complex and unsatisfactory
situation. The negative values of this statement per ­
haps are quite as great as the positive ones. This
chapter is offered as a first step In a process of
classification which It is hoped will develop rapidly.

Some institutions declined to give information ag. to

their finances. Into their reasons which were numer­
ous, it is unnecessary to go.

Others made reports that contained errors and ambigu­

ities. These errors were often In the simple processes
of addition and multiplication. Totals are frequently
given that bear no mathematical relation to the items
composing them. Efforts were made to untangle these
intricacies, but often without success....

It Is evident that most seminaries have not been In

the habit of making thoroughly analyzed financial re­
ports, and that they were unable to command the neces­
sary data--at least without much effort and expense.
Neither financial nomenclature nor methods of book­
keeping, are standardized; and inevitable difficulties
arise.....
 96

Figures for value of campus and plant are variable

figures based usually on individual judgments; total
endowment and productive endowment are frequently
confused;....• *

Because of the reluctance on the part of theological

schools to divulge information concerning finance, it was felt

that if the questionnaire were simple and few areas of finance

considered, more schools might contribute information. Co n­

sequently the following eight items of information were r e ­

quested: Permanent Endowment; Productive Endowment; Plant

Valuation; Total Income from Tuition and Fees; Expenditures

for Instruction; Expenditures for Promotion; Expenditures for

Libraries; Expenditures for Student Aid. From the catalogues

of the respective Institutions, we obtained information con­

cerning tuition and student fees.

Of the 49 schools included in this study, 8 schools

gave no financial information. Many schools answered some of

the questions but failed to answer all of them. Hence the

information at best is very sketchy and of doubtful value, but

it may serve to acquaint those who have had little contact

with the Bible institute movement with some of the existing

financial conditions of some Bible institutes, but sweeping

generalizations from data presented would seem unwarranted.

Permanent Endowment

Three school reported a permanent endowment. The

amounts were as follows: $30,000; $100,000; $500,000. Thirty

schools stated that they had no permanent endowment; eighteen

1. Kelly, op., cit., pp. 187 , 188.

 97

schools failed to answer this question. It is a matter of

common knowledge that the Bible Institute as a rule has little

permanent endowment. In order to operate, they are largely

dependent upon "productive" endowment, that is, assured annual

income outside of student fees. Some institutions have arrange­

ments 'with their state education departments to raise each year

a sirnn of money xvhich would represent the interest on the r e ­

quired amount of permanent endowment. One institution 'which

is chartered as a degree granting institution, in lieu of

$ 500,000 permanent endowment, must raise annually from sources

other than student fees and tuition at least $ 20,000 to be used

toward operational expense. This amount is considered equi­

valent to the annual interest from the required half million

dollar endowment. This they term productive endowment.

Productive Endowment

The returns on the question of productive endowment

are very unsatisfactory because of a lack of a general und er ­

standing of what constitutes productive endowment. Some insti­

tutions stated that they had no productive endowment but later

stated thay they were largely dependent upon the annual c o n ­

tributions of individuals and churches for the maintenance of

their institution. Other schools listed this as productive

endowment. Only seven schools specifically stated thay they

had productive endowment and the amounts varied from $7»000

to $500,000 annually. If one is able to make a generalization

from personal observation, one might conclude that all Bible

institutes rely heavily upon the contributions of Christian

 98

people who are personally Interested in Bible school education.

In general, these gifts are in the form of small contributions

from large numbers of donors. Many Christian people have

annual pledges of $ 1 0 to $ 1 0 0 which they pay into the particular

institution each 7/ear. In order to maintain and augment these

gifts, most schools keep promotional men In the field to make

new contacts and build up large mailing lists.

Plant Valuation

TABLE 12

PLANT VALUATION OF 40 BIBLE INSTITUTES AND COLLEGES

Value Non-Degree Degree Total

1 0 ,0 0 0 or less 2 2
1 0 ,0 0 0 - $ 25,000 5 5
2 5 ,0 0 0 50,000 3 3
5 0 ,0 0 0 - 100,000 2 2 4
1 0 0 ,0 0 0 - 200,000 9 5 14
200,000 - 300,000 3 1 4
3 0 0 ,0 0 0 - 400,000 1 1
400,000 — 5 0 0 ,0 0 0 2 2
7 5 0 ,0 0 0 1 1
9 5 0 ,0 0 0 1 1
1 ,1 2 5 , 0 0 0 1 1
1 ,5 0 0 , 0 0 0 1 1
2 ,000,000 1 1

Tot al 26 14 40

As a general rule, non-degree institutions had less

valuable plants than degree schools. One non-degree school

was an exception. This institute had a plant valued at two

million dollars which exceeded all others by half a million

dollars. It was the only non-degree granting Institution which

claimed a plant valuation in excess of $4-00,000. This institute,

 99

we have learned from the president, now plans to adjust Its

curriculum and seek the necessary accreditation with a view

toward the granting of appropriate theological degrees. The

remaining 25 non-degree schools included in the above table

have plant valuations of $300,000 or less. Ten of the twenty-

five have plants valued at less than $50,000.

Only two degree destitutions have plants valued at

less than $100,000. One was $75>000 and the other $80,000.

Five degree schools had between $100,000 and $200,000 plants.

In the top bracket, four schools were valued between three-

quarters of a million and a million and a half dollars.

Tuition

TABLE 13

TUITION CHARGES IN 4l BIBLE INSTITUTES AND COLLEGES

Tuition Charge Non-Degree Degree

Per Semester Institute Institute Total

No Tuition Fee 14 5 19
$ 5.00 - $15.00 1 1
15.00 - 2 5 . 0 0 4 4
25.00 - 35.00 1 2 3
35.00 - 45.00 1 3 4
45.00 - 55.00 1 3 4
55.00 - 65.00 1 1
65.00 - 75.00 2 2
75.00 - 35.00 1 1
85.00 - 95.00 2 2

Total 22 19 4l

The tabulations in Table 13 above are based on the

published information in the catalogues of 4l institutions for

the years 1946-1948 since some of the catalogues received were

 100

for the earlier year and some were for the latter year. One

small institution stated that there was a charge for tuition

but no amount was given. Seven of the small schools have

failed to provide catalogues even thoughseveral requests were

made.

Forty-six per cent of the 4l schools included in the

study charge no tuition, but many of them charge a fee some­

times known as a privilege fee which frequently ranges from

$15*00 to $25*00 a year* No non-degree institution studied

charged over $ 55*00 per semester for the normal student semester

hour load* Fifty per cent of the non-degree tuition schools

charged between $15*00 and $25*00 per semester. On the other

hand, no degree institution which charged a tuition, charged

less than $ 25.00 nor more than $ 90.00 for the normal semester

student load.

There is a noticeable change in the charge for tui­

tion. Many schools which have never charged tuition before are

now charging tuition or contemplate making such a charge in

the very near future. The new accrediting association for the

Bible institute is partly responsible for this trend since

the requirements for more and better academically trained

faculty members and improved educational facilities are a part

of their minimum standard requirements for admission into the

association as an approved school.

It seems that the only m y the Bible institutes have

been able to carry on in the past is by the contribution of

Christian donors and because many of the faculty members are

 101

also ministers from near-by churches and largely donate their

services.

Expenditures For Instruction

The expenditure for instruction is very difficult

to ascertain since some schools include major items of expense

which normally would not be changed to this item. Others i n ­

clude the library expenditures under this heading. Of the 33

schools which did give figures concerning instructional e x p e n d i ­

tures, seventeen schools paid more for instruction than they

received from tuition and student fees. One paid the same for

instruction as they received in their total income from tuition

and student fees combined.

One small Canadian school reported no expenditure at

all for instruction. Evidently all instructors in this Canadian

school were part-time and donating their services to the school.

On the other hand, one institute paid $235*000 for instruction

but in this total the expenditure for libraries was included.

Promotion

Ten of the non-degree schools paid less than $2,000

for promotion as compared with 2 degree schools. On the other

hand, the two largest expenditures, $10,000 and $25*000 were

made by non-degree schools. Hence the difference is not to

be charged against the type of institution. The size of the

school is not a determining factor with the exception that

those spending less than $1,000 are small schools and not well

developed. Since many schools charge no tuition and the rest

 102

TABLE l4

AMOUNT SPENT FOR PROMOTION IN 1946-47 SCHOOL YSAJi

IK 27 BIBLE INSTITUTES AND COLLEGES

Promotional Non-Degree Degree

Expenditure Institute Institute Total

$ 0 - $ ■500.00 1 1
500 - 1 ,000.00 4 4
1.000 - 2 ,000c00 5 2 7
2.000 - 3 ,000.00 1 3 4
3.000 - 4,000.00 1 1
4.000 - 5 ,000.00 2 1 3
5.000 - 6,000.00 2 2
7,000.00 1 1
10.000.00 1 1
25 .000.00 1 3 4

Total 15 10 25

have very modest tuition, it is imperative that they have

attractive promotional literature; advertising, especially for

annuities and bequests; and solicitors in the field in order

to provide an outside income to meet the operating budgets of

the schools. One small school reports more money spent on p r o ­

motion than is spent on faculty salaries. Most of the faculty

were part-time teachers who received little remuneration for

services rendered. If it were not for promotional activity,

many schools would need to charge much higher tuition rates

or cease to exist.

Libraries

The statistics for library expenditure are not very

reliable since some schools considered expenditures for books

and magazines alone, and others have evidently included addi­

tional expense including supervision. The table below may

 103

TABLE 15

LIBRARY EXPENDITURES IN 22 BIBLE INSTITUTES AND COLLEGES

Expenditure Non-Degree Institute Degree Institute Total

6 100 - $ 400 8 8
400 - 800 2 3 5
800 1,200 2 2
1,200 - 1,600 2 2
1,600 - 2,000 0
2,000 - 2,400 1 1
2,400 - 2,800 1 1
2 ,8 0 0 - 3,2001 1 2
10,000 1 1

Total 13 9 22

prove interesting in giving the reader some idea of the general

expenditure of the 22 reporting institutions. Ehile 8 non­

degree schools spent less than $400, no degree school was in

this bracket. It is rather obvious that the expenditure for

libraries for seven out of the nine degree schools ranged from

$400 to $1,600. This amount spent for libraries is very low

as compared with liberal arts schools.

Student Aid

The results of the questionnaire concerning student

aid were very disappointing. Thirty-four schools failed to

answer the question at all. Two schools stated that they had

no expenditures for student aid. Thirteen schools reported

expenditures for student aid which ranged from $100 to $13>l86.

 CHAPTER IV

THE RELATIONSHIP OF THE BIBLE COLLEGE

MOVEMENT TO THE THEOLOGICAL SEMINARY IN AMERICA

The factors which may have contributed to the rise

and evolution of the Bible college movement and the relation­

ship of these factors to the development of this movement have

been considered. The Bible college movement itself was then

studied objectively to determine what relationships exist

within the movement itself. The problem now for consideration

is to discover the relationship of the Bible college movement

to the theological seminary In America.

The same criteria used for the consideration of the

Bible college movement; namely, educational recognition, p r o ­

gram of study, internal organization, faculty, students, and

financial operation will provide the basis for the study of

the theological seminary.

Robert L. Kelly completed a study of Theological

Education in America in 1924. This study was authorized by

the Committee on Social and Religious Surveys, which later b e ­

came the Institute of Social and Religious Research. So i m ­

pressive was the study that on June 1, 1929 the Institute of

Social and Religious Research launched a much more comprehen­

sive study of theological education and appointed Dr. Mark A.

May as the Director. The findings of the study were published

in 1934 In four volumes entitled The Education of American

 105

Ministers* No comprehensive study of the field of theological

education has since been published. These two studies provide

the basis for the comparative study of theological seminaries.

Two denominational studies have recently been published and are

used in this study to provide more up to date information. The

one is the work of Hugh Hartshorne and Milton C. Froyd, T h e o ­

logical Education in the Northern Baptist Convention. 19^5* the

other is A Survey of Theological Education in the Methodist

Church. 19^8, directed by John L. Seaton. Some of the statis­

tical material used in the chapter was taken from A Guide to

Colleges. Universities, and Professional Schools in the United

States. edited by Carter V. Good. Statistics for the fall e n ­

rollment in theological seminaries, 19^8, were taken from the

Office of Education, Washington, D. C. Circular No. 248.

This study of the theological seminary is limited

to seminaries which offer at least three years of study and

which require a degree from a recognized four-year liberal arts

college for entrance. The American Association of Theological

Schools in Bulletin l 8 , June, 19^8, lists seventy-one seminaries

which come within this classification and are accredited by

them. There are, however, thirty-four additional seminaries

which the Association carries on their list as associate m e m ­

bers. These institutions for one reason or another have not

been able to qualify for accredited membership.

Accreditation

When Kelly brought out his study of theological

seminaries in 1924, he pointed out that of the 131 seminaries

 106

studied 22 were departments of colleges. These colleges were

mainly below standard with only seven of the 22 colleges

approved by one or more of the regional accrediting associa­

tions. Twenty-nine of the 131 seminaries were located near

and sometimes affiliated with institutions approved by the

regional association. The influence of the accredited insti­

tution carried over to the seminary to some degree at least.'*'

Carter Good in his 19^5 survey reports that of the

8l graduate seminaries requiring a four year college degree

for admission, 51 had State charters and 30 were accredited

by the regional association. He further reports that 50 of

the 8l seminaries had been accredited by their appropriate

professional association in addition to the state and regional

accreditation.

The trend in seminary accreditation seems to reflect

the increased emphasis in the general educational field for

the adoption of sound educational procedures. Many seminaries

held off as long as possible from submitting to accreditation,

but they finally had to yield to the pressure from within and

without. Kelly writes:

It is certain that the seminaries cannot ignore the

benefits of standardization, however much they may be
impressed with the dangers of it when enforced in
mechanical fashion. Many seminaries could not now
properly be referred to as educational institutions.
The seminaries that are recognized as genuine educa­
tional institutions— and there are several of them —
do not shrink from the application of modern educa­
tional standards. Half of the theological students of
the United States are in the few seminaries that
approximate accepted educational norms .2

1. Kelly, op., cit. . pp. 29, 30.

2. Ibid. . p. 220.
 107

The American Association of Theological Schools

The American Association of Theological Schools seems

to have had its beginning at Harvard University on August I3~l6,

1918 when 53 theological seminaries and colleges in the United

States and Canada held a conference in the interests of theo­

logical education. A Continuation Committee was formed with

power to call another conference. Additional committees were

organized to study various problems related to the education

of those who were to enter the Christian ministry.

Biennial conferences were held thereafter at differ­

ent institutions until 1936 when a constitution was adopted and

the Conference became The American Association of Theological

Schools. During this period two significant studies were com­

pleted which were of vital interest to the seminary movement.

Dr. Robert L. Kelly published in 1924 his study of l6l theo­

logical schools under the title Theological Education in Ame r­

ica. In 1929 Dr. Mark A. May directed a comprehensive study

of theological education which was published in 1934 in four

volumes entitled The Education of American Ministers. As a

result of this comprehensive study and recommendations, three

separate commissions were established in 1934 to study the pro b ­

lems of theological education during the ensuing biennium: one

on Standards of Admissions, one on Accrediting Institutions of

Theological Education, and one on Cooperation. Dean Lewis J.

Sherrill was appointed as Executive Secretary (without salary)

of the Commission. At the 1936 meeting at Crozer, Sherrill

made his first report as Executive Secretary. At this confer­

ence standards of admission were adopted. A plan was initiated

 108

for accrediting theological institutions, and standards to

guide the Accrediting Commission were set up. The constitution

of the Conference was revised and the organization became the

American Association of Theological Schools. The Conference

held at Bonebrake Theological Seminary, Dayton, Ohio, June

15-16, 1943 marks the completion of thirty years since the first

conference met at Harvard. During this period the Association

has tackled the problems raised by Kelly, May and others. At

the 1948 meeting Dean Weigle of Yale called for another compre­

hensive study of theological education to provide a fresh a p ­

praisal of "the Christian ministry and of the theological

schools and their educational aims and procedure."■*•

The Bible Institute movement is now going through

much of the same struggle as the theological seminary went

through in reference to the matter of accreditation. The semi­

nary movement seemed to ignore it as long as possible and then

bowed to the inevitable. The Bible institute is now confronted

with the same problem. With only 39 pe^ cent of the selected

Bible institutes accredited by the State and only two holding

any type of regional accreditation as pointed out in Chapter

III, the movement is faced with the problem of standardization

and accreditation. As the movement gets older and as students

desire more and more the opportunity to transfer credits from

one institution to another, and as they desire a suitable degree

1. Cp. Weigle, Luther A., "Thirty Years of Cooperation in

Theological Education," Bulletin 18 , The Sixteenth Biennial
Meeting of the American Association of Theological Schools.
1948.
 '109

upon graduation, accreditation becomes an objective which the

institute must reach. In the past the Bible institute was

largely terminal as far as the student was concerned; now many

of the graduates are continuing on in colleges and seminaries

for further study. Accredited colleges and seminaries are

closed to the Bible institute student unless the Eible insti­

tute is properly accredited. Hence history is repeating itself

and the newer movement is struggling to catch up with the older

seminary movement in the matter of accreditation.

Entrance Requirements

VJhereas most Bible institutes require only high school

graduation as a basis for entrance, the theological seminary

requires graduation from a liberal arts college. In the 19^8

"Statement on Pre-seminary Studies," The American Association

of Theological Schools presents the following:

I. The Function of Pre-Seminary Studies

College courses prior to theological seminary are

not ends in themselves, but are means toward the
realization of certain ends without which a minister
is handicapped. The college work of students looking
to the ministry should issue in at least three broad
kinds of results. We may expect that these results
will tend to be realized through certain kinds of
college work. We state the kinds of results, together
with the types of courses and other experiences which
should tend to produce such results.

1. The college work of a pre-seminary student should

result in the ability to use certain tools of the
educated man:

(a) The ability to write and speak English clearly

and correctly....
(b) The ability to think clearly.....
(c 5 The ability to read at least one foreign lang­
uage, and in some circumstances more than one.
 110

2. The college work of a p r e - s e m i n a r y student should

result in acquaintance with the world in which he
lives:

The world of men and ideas*....

The world of nature.....
The world of human affairs....

3. The college work of a pre-seminary student should

result in a sense of achievement.

(a) The degree of his mastery of his fields of

study is more important than the credits and grades
which he accumulates.
(b) The sense of achievement may be encouraged
through academic concentration, or through "honors"
work, or through other plans for increasingly
independent work with as much initiative on the
student's part as he is able to use with profit.

II. Subjects in Pre-Seminary Study

The following is regarded by the Association as a

minimum list of fields of study with which it is
desirable that a student should have acquaintance
before beginning study in seminary..•..

It is suggested that a student should acquire a

total of 90 semester hours or complete approximately
three-fourths of his college work in the areas listed
below.

Basal Fields Semesters Sem.Hours

English 6 12-16
Literature, Composition and Speech
Philosophy 3 6-12
At least two of the following:
Introduction to philosophy
History of philosophy
Ethics, Logic
Eible or Religion 2 4-6
History 3 6~12
Psychology 1 2-3
A foreign language 4 12-16
At least one of the following:
Latin, Greek, Hebrew, French,
German
Natural sciences 2 4-6
Physical or biological
Social sciences 2 4-6
At least two of the following:
Economics, Sociology, Government,
or Political Science, Social
Psychology, Education^-

1. The Sixteenth Biennial Meeting of American Association of

Theological Schools. Bulletin l8. June 1948, pp. 13> 14.
 Ill

The American Association of Theological Schools

goes on to point out that these are only minimum standards.

The individual seminary has the privilege of including other

elements in o n e ’s college course as long as it maintains these

essentials. It places the emphasis on a "liberal arts" pr o­

gram because it maintains that the essential foundation for a

minister's later professional studies lies in a broad and com­

prehensive college education.

The student entering the theological seminary must

have a much broader background than the student entering the

Bible Institute. Since the institutes were dealing largely

with students unable to attend seminaries, the emphasis was

placed on professional subjects with certain basic liberal

arts subjects included to meet the specific functional needs

of the Christian worker. Some Bible institutes which now offer

the bachelor of theology degree are requiring graduation from

a junior college course for admission. Other schools are now

offering the equivalent of junior college work in their five

year program so that the student actually has completed two

years of junior college work and three years of theological

studies in the fulfillment of the requirements for the bachelor

of theology degree. This trend seems to be an admission on the

part of many Bible institutes that thorough theological train­

ing is not possible unless the student has the ability to use

certain tools of the educated man and has an acquaintance with

the world in which he lives.

 112

Curriculum

The fundamental aim of the seminary is to prepare

men for all types of Christian ministry. Many traditional

subjects are found in one form or another in all seminaries.

In attempting an analysis of the program of study of the

seminary, Kelly points out four variables which had to be

taken into consideration. They are as follows: (l) the p r e ­

paration of the students accepted; (2) the length of time d e ­

voted to the course; (3) denominational control; and (4) nomen­

clature. Kelly proceeds to present the subject of curriculum

by giving a brief historical study of the seminary program

giving particular emphasis to the programs offered by seven

seminaries.

These seminaries were selected from the major groups

as being typical of the group in general. Rochester represents

the Baptist; Oberlin, the Congregational; General, the Episco­

pal; the Lutheran Theological Seminary at Philadelphia, the

Lutheran; Garrett, the Methodist; Princeton, the Presbyterian;

and Union, the undenominational seminary.-^

In the following table, Kelly shows the present r e ­

lationship of the prescribed and advertised courses by depart­

ments in the seven seminaries studied.

All had a definite prescribed program fifty years ago.

Today (1922) all offer a wide range of electives and the
prescribed courses vary according to the tenets of the
denomination to be served and its conception of the
values and emphasis to be placed upon the material consti­
tuting the program of study. Garrett and Union offer u n ­
usual opportunities for the study of methods and for
actual clinical work as a fundamental part of the m i n ­
ister's preparation.2

1. Kelly, op. clt .. p. 67•

2* Ibid. . p. 87.
 113

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 114

The classifications used In the preceding table for

the purpose of comparisons include the following subjects:

Exegetical T h e o l o g y -Arabic. Aramaic, Greek, Hebrew,

English exegesis, biblical literature introduction,
biblical history, biblical theology.

Historical T h e ol o cry- -C hu r ch history, history of the

Reformation, history of doctrine, denominational
history.

Systematic Theology--Dogmatics. apologetics, ethics,

Christian evidences, theism, history' of religion,
philosophy of religion, psychology of religion,
natural theology-, symbolic theology.

Practical T h e o l o g y -Pastoral calling, polity and law,

homiletics, liturgies, music, missions, religious
education, elocution, catechetics, sociology, Christian
institutions, home missions, foreign missions, church
administration, rural and city life.1

In commenting on the findings of the seven seminaries

considered in the foregoing table Kelly writes:

That group of seminaries which follows the lead of

Princeton, General and Lutheran at Philadelphia,
deals largely' with the historical, dogmatic and
linguistic studies. The schools following the trail
blazed by such seminaries as Garrett Biblical Insti­
tute are swinging freely in the direction of new
curriculum materials. Princeton Theological Seminary
and Garrett Biblical Institute as types of denomi­
national seminaries represented opposite poles in
structure and purpose of programs of study. Each
of these schools has its profound influence in
shaping the thought and practice of other schools
of its denomination. Princeton Theological Seminary
particularly has a wide influence among other d e ­
nominations as well.....

While the larger and richer schools offer facilities

for specialization, there are only a few instances
that furnish evidence of specialization within groups.
For example, all Presbyterian seminaries list virtually
the same titles in their programs of study, and so
quite generally do the seminaries in each denominational
group.^

1. Kelly, op., cit.. p. 62

2. Ibid. . p. 88.
 115

In reference to the smaller denominational seminary,

Kelly makes the observation that no generalization is warranted

concerning its program of study, "it should be stated that

many of them are most meager; others are virtually equivalent

to, or are in part, college work. Many programs require no

academic prerequisites and are composed of what the instructors

can best teach. As a rule, the courses in the smaller schools

are necessarily prescribed."^

The study of theological education in the Northern

Baptist Convention ( 1 9 ^ 3 - ^ catalogues) indicates a more re­

cent trend. According to Hartshorne and Proyd, theological

education in eight of the seminaries of the Northern Baptist

Convention emphasized the traditional pattern of subject matter.

The eight seminaries include Eastern, Northern, Bethel, Andover,

Nexvton, Col gate-Rochester, Berkeley, and Crozer.

Without examining the individual courses, the pattern

for all seminaries combined reflects the aims in empha­
sizing the traditional subject matter (58.6 per cent),
and practical theology (19*1 per cent) which with reli­
gious education and psychology (13*6 per cent) comes to
32.7 per cent. The expressed aim of social information,
however, is represented by only 3*8 per cent of the
offerings, and the aim of understanding human nature and
its remaking is represented by only a small part of the
13.6 per cent assigned to religious education and
psychology. Other religions and missions are represent­
ed in 4.9 per cent of the total courses.^

The recent findings of Carter Good in his Guide to

Colleges. Universities. and Professional Schools in the United

States. (19^5) present the fields of specialization for all

seminaries. Good found thirteen different organized sequences

1. Kelly, op. cit. . p. 91.

2. Hart. & Froyd, p. 179*
 116

of courses to be common to the seminary. These fields of

specialization or concentration were found In all types of

seminaries: those requiring less than four years of college

for entrance, those requiring four years of liberal arts as

an entrance requirement, and those operating on an advanced

graduate program.

TABLE 171

THE DIFFERENT ORGANIZED SEQUENCE OF COURSES

OFFERED IN EIGHTY-ONE THEOLOGICAL SEMINARIES

Seminaries
The Courses Number Per Cent

Christian Ethics 48 59
Christian Missions 39 48
Sacred Music 27 33
Church Polities and Liturgies 43 53
History of Christianity 74 91
History of Religions 48 59
Homiletics 72 89
New Testament 75 93
Old Testament 75 93
Pastoral Theology 68 84
Philosophy of Religion 51 63
Religious Education 65 80
Systematic Theology and
Apologetics 60 74

From the tabulations offered for all types c

naries, only tabulations affecting the seminary requiring four

years of college were considered. Table 17 presents the find­

ing of the different organized sequence of courses offered in

eighty-one theological seminaries.

In the study of Bible institute curriculums in

Chapter III, twenty-six subjects were considered principal in

1. Table compiled from tabulations of Carter Good, A Guide to

Colleges. Universities. and Professional Schools in the
United States, pp. 560“572.
 117

a Bible institute curriculum. Each of these subjects would

be included in the thirteen organized sequences of courses

listed by Carter Good for the seminary curriculum. The d i f ­

ference between the two groups is not so much of kind as d e ­

gree. Both groups offer the same type of courses but the in ­

tensity of the work varies. One is building on a liberal arts

background where the student has a much larger frame of refer­

ence. The other group educates students on an undergraduate

level. Certain liberal arts courses are offered as prerequi­

sites to more specialized courses, but the general level of

instruction would tend to be lower than that of the graduate

seminary.

Hartshorne and Froyd in their study of Theological

Education in the Northern Baptist Convention write concerning

the relationship of the seminary and the theological college.

Their comment seems to be applicable to the Bible institute as

well.

Seminaries often develop out of college departments,

and colleges have emerged out of theological schools.
But the historic tendency is for the two types of
institution to become entirely separate. There is
sound reason for this. The objectives of the two
levels of schooling are not the same. When students
and faculty merge into one institution, the tendency
is either to lower the graduate work to an under­
graduate level or to transform the college into a
theological school.

The Bible institute and the seminary frequently have

working arrangements with neighboring colleges and universities

whereby courses of study are transferred to the secular

1. Hugh Hartshorne and Milton C. Froyd, op . cit.. p. 158.

 118

institution and liberal arts degrees conferred. The Bible

institute works on the undergraduate level whereas the seminary

operates on a graduate level and the liberal arts degrees

earned are usually graduate degrees.

Graduation Requirements

Degrees

There is a much greater uniformity in the graduation

requirements of the seminary which requires four years of

college for entrance than there is for the Bible college or

institute. Mark A. May found in a survey which he made that

85 seminaries required three years work for the B. D. degree

and one seminary required four years work for the same degree.

Hence the requirement of three years is almost universal in

the graduate seminary. In the same study, May found that 10

seminaries required three years work for the S. T. B. degree.

The Th. M. degree was conferred upon the completion of a three

year course of study in addition to college graduation in three

seminaries, yet another seminary required only one year of study

for the same degree. In four seminaries May found that the

M. R. E. degree was conferred. Three of the institutions had

a three year requirement for this degree and the fourth had a

two year requirement. In all institutions a four year college

degree was a prerequisite.^

V,Then one studies the graduation requirements of

seminaries not requiring a college degree for admittance, there

1 . Cp. May, on . cit. . pp. 7 ^ “75*

 119

Is a much greater variety in the matter of hours required and

degrees conferred. The common practice in these seminaries

more nearly approaches the practice of the Bible college..

Since this study is not concerned with any seminaries that do

not require four years of college for admission, no comparison

of second rate seminaries will be made.

Thesis Requirement

The practice of requiring a thesis as a requirement

in partial fulfillment for a seminary degree seems to be the

general practice in seminaries requiring a college degree for

entrance.

A candidate for the B. D. or equivalent degree p u r ­

suing a course designed for college graduates is,
in virtually all cases required to prepare a thesis
giving evidence of mature thought and ability to do
independent investigation.!

Since the Bible college operates on an undergraduate

level, there is no basis of comparison between the two types

of institutions on the matter of a thesis requirement, since

it is common practice for undergraduate institutions not to

require a thesis for graduation.

Field Work

In Chapter III It was pointed out that field work or

clinical training forms a very important phase of Bible school

training; in many cases It is a stated requirement for gradua­

tion. Such is not the case for the theological seminary. In

many seminaries field work or clinical training is highly

1. May, op. cit.. p. 78*

 120

recommended but it is an extra-curricular activity. The use

of the term clinical training in connection with field work

should not be confused with the newer, and more restricted use

of the term. "Clinical training refers in this study to the

supervised training of theological students in dealing with

persons in such institutions as general hospitals, child-

guidance clinics, mental hospitals, prisons and reformatories.

The value received by students doing field work is readily

admitted as being helpful for dealing with practical problems.

Many seminaries encourage it but few require it. It is common

practice for seminary students to hold student pastorates

which prove of great assistance to the student in a practical

and financial way.

Hartshorne and May give the following observation of

field work in the sominaries of the Northern Baptist Convention.

The average time spent in religious work is about 11

hours per week..... The range is from none or little to
incredible totals of full time employment. Although
there is a theoretical limit placed on such work by
some seminaries, the reports suggest that many students
are attempting more than it is humanly possible to
carry.....

The kind of work seems to be largely dependent on the

accidents of church needs. Preaching and pastoral
work is the common type, but there are many jobs avail­
able in religious education and youth work which, if
properly supervised, might well constitute a significant
part of a student's preparation.

Unfortunately, except in a few instances, there seems

to be no correlation between practice and classroom
work. Field experience is not planned as experimental

1 . Eugene L. Smith, The Contribution of Clinical Training To

The Counseling Resources of the Clergyman, p. 1.
 121

application of classroom Ideas nor does the classroom

procedure grow out of the practical problems actually
faced. To effect such a union of theory and practice
xvould require a rather complete reorganization of the
entire curriculum.

As recognized by several seminaries, the field work

situation is the most critical of all the problems
faced.

The Bible institute movement as noted in Chapter III

has placed a great deal of emphasis on this particular phase

of activity and has integrated it into the curriculum. The

streamlining of the institute program with a view of getting

the student out into the field as soon as possible, no doubt

is responsible for this emphasis on field work.

Denominational Affiliation

The denominational affiliation of the theological

seminaries is given by Carter V. Good for the year 1 9 ^ - ^ 5 * ^

Under the listing of Professional Schools 8 l theological

seminaries were listed as requiring four years of college as

a prerequisite for entrance. The following table is c o n ­

structed from the tabulations of Good. In it twenty-one d e ­

nominations accounted for 83 per cent of the theological

seminaries studied. Thus 1^ seminaries or 17 per cent of the

total were interdenominational as compared with 60 per cent of

the Bible institutes and colleges studied in Chapter III. The

denominational spread of the Bible institute and college is

much less than the theological seminary. The seminaries r e­

presented 22 denominations as compared to eight denominations

for the Bible institute and college.

1. Op. cit.. p. l 8 8 .
2. Good, pp. cit.. pp. 556-573.
 122

TABLE IS

DENOMINATIONAL AFFILIATION OF 3l THEOLOGICAL SEMINARIES

DENOMINATIDNS REP RESENTED TOTAL SEMI

Bo.pt 1st 8
Seventh Dap Baptist 1
Baptist Congregational 1
Brethren ].
Church of New Jerusalem 1
Congregational Christian 1
Disciples of Christ 5
Evangelical 2
Evangelical Lutheran g
Evangelical Reformed 3
Interdenominational 14
Lutheran 4
American Lutheran 2
United Lutheran 2
Methodist 8
Moravian 1
Presbyterian 13
Protestant Episcopal R
Reformed in America 2
United Brethern 2
United Presbyterian 1
Society of Friends 1

Total 8l

Control of the Seminary

The control of the theological seminary rests in the

hoard of trustees or directors. These trustees have the final

authority of the institutions under them but their work is

supplemented very closely by the president, deans, and facul­

ties of the respective institutions. The denominational con­

trol is largely indirect since its representation is restricted

to the individual board members and individual faculty members.

Mark May in his exhaustive study of The Education of

the American Minister presents the findings of a study on

seminary government as it affects fifty seminaries. The

 123

seminaries studied were from the following denominations:

Baptists, 6 ; Congregational, 3; Disciples, 3; Episcopal, 6 ;

Lutheran, 7; Methodist, 5; Presbyterian, 7; and Undenomina­

tional, 5 *

Personnel of Governing Boards

1. The average age of board members is fifty-seven

years. The Methodists appear to use older men than
any other group; and the Congregationalists, younger
men.
2. The percentage of women on these boards is e x ­
ceedingly small. Only three, or 6 per cent, of the
institutions have any women whatever....
3* The clerical representation on the boards varies
from one denomination to another and from one semi­
nary to another. On the whole, the clergy have a
representation of almost 50 per cent The co n­
stitutions of some seminaries provide that the total
personnel of the boards shall be made up of ministers
and church officials. For instance, it is the p r e ­
vailing stipulation of the Presbyterian seminaries
that board members shall all be ministers and ruling
elders of the Presbyterian Church.
Bankers have a larger representation on seminary
boards than educators.
5. Next to ministers, business men rank highest in
numbers. Professional men rank third.
6 . Educators have the lowest representation of any
specific group . 1

The matter of denominational membership requirements

for the personnel of the board of trustees usually is stated

specifically in the constitution and is adhered to quite con­

sistently in the selection of trustee personnel. In 76 per

cent of the fifty seminaries studied by May and his collabora­

tors, the board is composed entirely of members from the con­

trolling denomination. Only 14 per cent of the fifty seminaries

studied had representation from other denominations on their

boards. In some of the seminaries within the l4 per cent there

1. Vol. Ill, p. ^62

 124

was a purely denominational committee from the board for the

oversight of the theological schools. A pledge or affirmation

is required by new members of the board of trustees in 26 per

cent of the seminaries studied. Most of these pledges have to

do with denominational loyalty. 1

May summarizes the case for the denominational

seminary as follows:

The denominational seminaries were established and

have been maintained for the obvious purpose of edu­
cating young men for the ministry in a particular
denomination. Rooted in this situation is the fact
that the most authoritative voice in seminary control
is the will of the denomination, expressing itself
either directly or indirectly in terms of approval
or disapproval of the work of the seminaries. In
varying degree, denominational loyalty has not been
distinguished from faithfulness to the teachings of
Jesus; and ministerial training has too often been for
the purpose of successful competition with other
groups.^

It would appear from the above findings that the

theological seminary requires a more careful selection of board

members from respective denominations than does the Bible

institute. The Bible institute frequently is interdenomina­

tional and in general seems to be more concerned about a con­

servative theological position than about actual membership in

a particular denomination.

Faculty

The faculty holds the key position in any educational

education. It is not always the school that has the most

attractive catalogue offerings that does the best piece of work.

1. May. op. cit.. pp. 462,:463*

2* Ibid.. p. 475.
 125

Some Institutions of higher learning seem to thrive on e x ­

tensive modern advertising even though their faculty is ill

equipped and overworked.

It is very difficult properly to evaluate the faculty

of the Bible institute or the theological seminary. In the

spring of 1 9 ^ 8 , the writer was a regional examiner for the

Accrediting Association of Bible Institutes and Bible Colleges.

It was a part of his assignment to examine Bible colleges on

the east coast by personal visits. An attempt was made to

visit at least one class of each faculty member teaching on

the days of the inspection. It seems that Robert Kelly's ob ­

servations about the seminary teacher are typical of the Bible

college teacher.

In the faculties of some seminaries there are teachers

and preachers of rare scholarship, personality and
effectiveness; in others, faculty members possess few
qualifications besides personal piety.^

Full Time Faculty Members

The variations in the Bible institute movement con­

cerning the number of full time faculty members in the re­

spective Bible schools seems to differ little from the vari­

ation in the seminary movement.

Forty-nine seminaries have from one to four full-time

faculty members each; forty-two from five to seven;
and twenty-eight from eight to twenty-two; three have
no full-time faculty members. Forty-two per cent of
the 123 American seminaries reporting on this point
have fewer than five full-time faculty members. Vir­
tually half the full-time faculty members in these
123 seminaries are in forty institutions xvhich approach

1. Kelly, op. cit.. p. 23

 126

the ordinary norms of educational efficiency. Most

of the seminaries have each from one to nineteen part-
time faculty members; the greater proportion of the
part-time faculty members being in the smaller Insti­
tutions.^

In recent years the seminary movement has attempted

to raise its standards. Although there are many seminaries

not on the approved list of the American Association of T h e o ­

logical Schools, yet the general trend seems to be in the

direction of a much improved teaching situation.

The requirement of the American Association of T h e o ­

logical Schools concerning the minimum number of faculty members

and the fields of study prescribed is stated as follows:

An accredited theological seminary or college should

provide adequate instruction in the four fields of
study indicated above (Biblical, Historical, Theological,
and Practical) and should include at least four full­
time professors whose instruction shall be over the
four areas.^

The seminary professor, whether full time or part

time, engages in various types of field work such as preaching,

lecturing or other forms of public service. In this aspect

the Bible institute and seminary are similar. The degree to

which faculty members in either movement carry on extramural

responsibilities is important, since there is a danger to

scholarship in the abuse of this system. In both movements,

methods of control have been Introduced. But, on the other

hand, those who are in the active ministry and those who engage

in part time preaching are able to bring to the classroom a

1 . Kelly, op. cit.. p. 23.

2. Bulletin l 8 . American Association of Theological Schools,
p. 1 0 .
 127

freshness and vision which is of great importance.

Faculty Degrees

One would naturally expect the graduate theological

seminary to have a much larger number of professors with

graduate degrees than the Bible institute movement would

have since it is operating on an undergraduate level. The

seminary faculties have an unusual number of earned degrees

of the higher grade.

About 500 faculty men with A. B. degrees, usually

from standard colleges, hold also 156 Ph. D. degrees
and 340 B. Ds. In general they carry, without doubt,
a disproportionate number of honorary degrees often
conferred by institutions without standing in the
educational world....

There are many M. A. degrees which have been conferred

by the small denominational colleges that conferred
the A. B . ’s. This situation is quite common in all
the Southern, the Lutheran, and the Presbyterian U.S.A.
seminaries; less common in the Baptist, North, and the
Methodist Episcopal seminaries; and least common in
the seminaries with Congregational affiliations.

A summary of the situation would not be complete with­

out reference to the large number of degrees from
European institutions. This applies especially to
the Canadian seminaries.1

In a study of the degrees earned by Baptist seminary

faculty members, Hartshorne and Froyd selected eighty-eight

faculty members from group A and group B seminaries. The table

on the following page gives the separate figures.

The preponderance of the Ph. D. in the B faculties

and the Th. D. in the A faculties suggests that the
graduate training received by the A professors has
tended to be confined to their own type of institu­
tion, which has favored the Th. D. degree. The B
faculties are similarly limited.

1. Kelly, op_. cit. . pp. 42, 43.

 128

TABLE 191

DEGREES EARNED BY SEMINARY FACULTY MEMBERS

(45 A and 43 B)

A Seminaries B Seminaries Total

A. B. or equivalen t 39 41 80
A. M. 20 22 42
Ph . D. 11 24 35
B. Th.t 5 2 7
B. D. 24 28 52
S. T. M. 7 3 15
M. R. E. 3 1 4
Th . D.> 16 2 13

The professional degrees of B. Th. , B. D . , and S. T. M.

added together about balance and have been won by more
than half the total. That only 53 out of 88 have an
earned doctor's degree is rather remarkable, considering
the level of teaching expected, for in the B seminaries,
at all events, the students all have the previous degree
of A. Bo It would seem that from the standpoint of
achieved scholastic standing, the faculties are not as
yet as well equipped as might be d e s i r e d . ^

The statement on faculty requirements for approved

seminaries is given by the American Association of Theological

Schools. This indicates the Association's attitude as of

June 1948 regarding the matter of selection of faculty members

for seminaries belonging to the Association.

In addition to the necessary moral and religious quali­

fication, competence as a scholar and a teacher (rather
than the possession of degrees) should in all cases be
considered the essential characteristics of an acceptable
member of a faculty.3

Teaching Loads

The teaching load of a seminary professor is about

the same as the teaching load in an accredited college. It is

1. Hartshorne and Froyd, p. 195*

2. Loc. cit.
3. Bulletin l 8 . p. 10.
 129

much higher than that in the best graduate schools.

In ninety-two seminaries the median of the maximum

hours of teaching is thirteen. In Union (New York)
the maximum is eight and the minimum six; in Chicago
both the maximum and minimum are eight. In extreme
cases among those reporting, the maximum runs as
high as twenty-five or thirty. Many seminaries place
their maximum at twelve to eighteen. In certain large
seminaries there are reported classes of from 2 5 0 to
2'SO students each, with no provision for clinical or
tutorial work. Sixty-eight seminaries gave no data
on the subject.

In numerous instances the professors attempt to teach

too many subjects; sometimes other duties are added
to a heavy teaching program, as is apt to be the case
in any sub-standard school.^

Hartshorne and Froyd discuss the matter of faculty-

student ratio and point out that there is a wide variation

between the two types of Baptist seminaries. "The A group

consists of the more recently established seminaries which

have associated theological colleges, many of whose graduates

are not graduates of four-year colleges; and the B group con­

sists of the older seminaries which offer no pre-theological

work and admit very few or no students without the conventional

bachelor's degree."^

The sharp contrast in teaching load between the A and

B groups is apparent. The median load for the A group
is more than twice that for the B group. The load is
sometimes heavy because of a large number of classes
and sometimes because of exceptionally large classes....
About half the A group and only three of the B group
exceed a "normal" load, and many of the B group carry
relatively light loads. It would seem that without
any increase in their present faculties the B seminaries
could well afford to increase their enrollments, c e r ­
tainly up to the limit of their present plant. On the
other" hand it would also seem that much of the work of

1. Kelly, 02.. cit.. p. 46.

2. Hartshorne and Froyd, o p . cit.. p. 34.
 130

the A seminaries is carried on under conditions usually-

regarded as inappropriate to graduate study. An over­
loaded teacher cannot give the time he should to either
his students or his studies.^

It would seem that the Bible institute would be more

typical of the A group seminary, and since the B group is

typical of the seminaries which are being studied in this paper,

the seminary has a decided advantage over the Bible institute

movement in the matter of faculty-student ratio.

The faculty load for seminary faculty members is

given in Bulletin l 8 . June 1948 of the American Association of

Theological Schools. "A weekly teaching load of more than

twelve hours per instructor shall be considered as endangering

educational efficiency . " 2

Faculty Counseling-.

The seminary faculty member has much time consumed

each week in the counseling of students. The exact amount of

time differs with personalities and with seminaries. In some

seminaries, faculty members already overloaded with class work

give more time to counseling than others who have more time.

Hartshorne and Froyd submit the following information on the

individual contacts of the faculty with students in the leading

Baptist seminaries. "Faculty members reported counseling on

academic work, field work, personal problems, supervision of

field work, social fellowship, and student devotions, in

amounts ranging from none to 40 or 50 hours a week . 11

1 . Ibi d .. p. 199*
2. P. 10.
3. Hartshorne and Froyd, op. cit.. p. 199*
 131

In commenting on the statistics given for the (A)

Seminary and the (B) Seminary group, Hartshorne and Froyd

write:

Although the teaching load of the B men is lower than

for the. A men, the former spend nearly twice as much
time as the A men in personal contacts with the students.
This fact added to the fact of smaller classes, indi­
cates a more intimate relationship between students and
faculty in the B seminaries than in the A seminaries.
In addition, the B men spend on the average more time
in the supervision of field work, thus making possible
a closer relation of practice and instruction.I

Since the (A) type seminary more closely resembles

the Bible institute in problems of administration and finance,

whereas the (B) type seminary represents the seminary studied

in this chapter, it seems logical to conclude that the graduate

theological seminary is in a better position to provide for

the counseling needs of the student than the Bible institute.

The sacrificial, missionary spirit of the Bible institute

teacher, however, must be considered. For the personal passion

of the institute faculty member causes him to go far beyond

the call of duty in ministering to the personal needs of the

students.

Faculty-Student Ratio

\hen considering the teaching load of a seminary

professor, one must not only consider the number of hours spent

in the classroom, but also the number of students taught by

each professor. There is no guarantee that the students will

be equitably distributed among the individual faculty members,

1. Hartshorne and Froyd, op . cit.. pp. 199» 200.

 132

but if the institution is adequately staffed from the standpoint

of the number of faculty members, it is to be assumed that the

overall distribution will be satisfactory.

No recent studies have been found concerning the

ratio of faculty to students in the theological seminary. The

latest study found was that of Mark A. May for the year 1929-30.

May studied sixty seminaries and found 307 teachers were e m ­

ployed (of whom about three-fourths were full-time) and 7*246

students. The results of his study are tabulated below.1

TABLE 20

THE FACULTY-STUDENT RATIO IN SIXTY SEMINARIES

Number of Seminaries Students Per Faculty Member

24 1-5
20 6 -1 0
9 11-15
3 1 6 -20
1 21-25
1 26-30
2 3 0 -plus

The average faculty-student ratio for full time i n ­

structors was 12.9 and for all teachers was 9» May further

studied the trend in faculty-student ratio from 1900 to 1929

and found that there had been no significant change in the

ratio during that period.

From the preceding data we notice that there is a

significant difference between the faculty-student ratio of

the theological seminary and the Bible institute. The seminary

1. May, op. cit., p. 110.

 133

has a ratio lower than that suggested for liberal arts col­

leges and professional schools, while the Bible institute is

definitely understaffed for the size of the student body.

Dr. Carrol V. Newsom, Assistant Commissioner for

Higher Education, State Education Department, New York State,

has written the following in a personal letter concerning the

State Department's attitude concerning the faculty-student

ratio for Bible institutes. ’’The Recommended faculty-student

ratio for liberal arts colleges is one faculty member to 15

students. Since the work of the Bible institute is more p r o ­

fessional in nature the ratio might well be one faculty member

to 13 or 20 students.”

The difference in faculty-student ratios between

the seminary and the Bible institute is probably due to the

fact that seminaries have been longer established and are

much better endowed than the institute, and the enrollment

trend in the seminary is lower than that of the institute.

Students

Robert L. Kelly gives a description of the typical

theological student of 1921-22. Since Kelly does not differ­

entiate very carefully between the theological seminary that

requires full college training for entrance and those whose

standards are not so high, some institutions are included in

his summary which are excluded in this study of theological

seminaries.

The typical student now preparing for the ministry

is in the twenty-to thirty-year age group, is likely
to have been brought up on a farm, is a high-school
 134

graduate who has studied three to four years in college,

has felt a definite vocational call, has migrated from
his home state to another to attend the seminary of
his choice, prefers a city environment both for train­
ing and for the pastorate, receives free tuition for
his professionary education and may receive aid for
living expenses, and expects to keep a permanent denom­
inational connection which shall largely influence his
life.

This student represented the average of a body of 9»000

in the United States in 1921-22. Above the averap;e
was a man of full college training and richer experi­
ence; below the average, a man of grammar- or high-
school training whose chief preparation had been prac­
tical. A certain maturity of experience resulting from
travel and summer apprenticeships in social and religious
work is one of the advantages of most students.

In our consideration of the students of the graduate

type of theological seminary the same criteria will be used as

m s used for the study of the student of the Bible institute:

Distribution of Enrollment--Male and Female; Average Age of

Students; lurried Students; Special Students; States Repre­

sented; Denominations Represented; Graduates; Student Place­

ment.

Distribution of Enrollment

The enrollment figures used to study the distribution

of enrollment are for the fall semester 1948. The Federal

Security Agency, Office of Education, Washington, D. C. in

Circular No. 248 supplied a detailed study of the 1948 fall

enrollment in higher educational institutions. From this list

of educational institutions, only those seminaries listed by

the American Association of Theological Schools were selected.

Since the enrollment for colleges and universities was not

broken down to show theological departments, seminaries which

 135

were a part of other institutions were excluded from the study.

The enrollment for the fall semester 1943 for sixty seminaries

was studied. See Appendix p.

In one-third of the seminaries the enrollment was

limited to men only. Thirteen others had five women or less

enrolled as students. Six other seminaries had between six and

fifteen women students. Hence thirty-nine seminaries or sixty-

five per cent of the seminaries studied had either no xvomen

students or less than fifteen women enrolled.

The largest female enrollment was at Bethany Biblical

Seminary with an estimate of 3l students enrolled of which 74

per cent were women. Biblical Seminary of New York was second

with 49 per cent of a student body of 169 being women. Hart­

ford Seminary Foundation had 44 per cent women students in a

student body of 205. In all other seminaries studied, at least

two-thirds of the student body were men. This is in sharp

contrast to the practice of the Bible institute. In Chapter

III It was pointed out that seventy-three per cent of the in­

stitutes studied had more women than men, whereas the theo­

logical seminaries had but one school or 1.6 per cent in which

the number of women exceed the men. From these data It seems

logical to conclude that the Bible institute differs from the

theological seminary in that it trains many more women than

men and hence contributes largely to the Christian training

of women.

Average Age

The average age of the seminary student is several

 136

years higher than that of the Bible institute student. The

institute student, studied in Chapter III, had an average age

of 22.5 years. In many instances the student entered the

institute immediately following graduation from high school.

The seminary student is a college graduate with an average age

of 28.4 years.

Hartshorne and Froyd's study of the age of students

in Baptist seminaries for the year 1 9 ^ seems to be typical

of the average age of seminary students during the war years

when the program was accelerated. Mark A. May in his study 15

years before pointed out that the trained minister completed

his study at about 30 years of age. Little change in the

average age of seminary students is noted in recent years.

The average age of the current crop of candidates for

the ministry is 28.4. The ages range from 20 to 44.
To get a better picture of the dispersion of these ages,
the students are presented in quartiles. The median
age is 27.2, with the first and third quartiles standing
at 24.2 and 20.8 respectively. A significant thing about
this dispersion is that 25 per cent of the students fall
below 24.4 years of age, an age which probably is about
normal for graduation under the accelerated program.
Half the students are over 27*2 years of age. Of this
group the top 25 per cent range from 29»9 to 44 years.

There are some differences among the seminaries in the

age of their graduates. The average age for the several
institutions ranges from the low of 26 to the high of
35.5. The schools whose seniors average 29 years of
age and over are located exclusively in the midwest.-*-

Married Students

In 1934 May, in his study of the Education of the

American Minister, writes that theological institutions were

1. Hartshorne and Froyd, op. cit.. p. 126.

 137

growing more tolerant of married students. Although the semi­

nary student was strongly urged to refrain from marriage until

the end of his course of study, the seminary was permitting

students to marry. Some seminaries were making provision to

house married students in apartments. Thirty-six per cent of

the 1,776 students studied were married.-1-

During the past few years the trend has been definite­

ly in the direction of married students. Hartshorne and Froyd

found in 1944 that among Baptist seminary students 63 per cent

of seminary seniors were married. There was a variation from

a low of 50 to a high of 75 per cent in the various seminaries.

It was also pointed out that the married students were older

than the unmarried by three years, the former averaging 29*3

and the latter 26.2 years.^

kith the end of the war and the many students receiv­

ing subsistence checks under the G. I. program, more and more

students are continuing their education as married students.

No figures have been found to indicate the present trend within

the seminary, but it is assumed that the trend of married

students in graduate schools would be typical of the theological

seminary.

In the Bible institute the married students in two-

thirds of the schools studied in Chapter III accounted for

less than 20 per cent of the entire student enrollment. Hence,

it seems logical to conclude that seminaries have a larger

1. Mark May, op_. cit.., pp. 391, 392.

2. Hartshorne and Froyd, ep. cit.. p. 123.
 133

enrollment of married students than the Bible institute.

Special Students

The place of special students in the theological

seminary has been challenged by Mark A. May and by Hartshorne

and Froyd in their respective studies. May writes:

Since many special students lack the educational back­

ground possessed by the regular students, one would
expect more course failures among them than among the
regulars. V.re do not have data on this point, but it is
our guess that this is not the case. If so, there is
a danger of grading the work down to the level of the
inferior student.

Neither study mentioned above gives any data on the

number of special students enrolled in the theological seminary.

Kelly in his earlier study writes: "The position of the 'special'

students, who in 1922-23 constituted 15 per cent of all theo­

logical seminary enrollment cannot be definitely established

as between the prospective minister, the college student and

the lay worker in the field of religion. Estimates indicate that

the two latter are from 5 per cent to 3 per cent of all students

and they are excluded from the estimates concerning the ministry

that follow."2

In our study of the Bible institute, 62 per cent of

the reporting schools had 5 per cent or less students enrolled

as special students. There seems to be little essential dif­

ference between the institute and the seminary in the number

of special students enrolled.

1. May, op., cit.. pp. 71, 72

2. Kelly, op., cit. . p. 171.
 139

States Represented

The drawing power of the seminary Is much the same

as that of the Bible institute. No generalization can be made

about the seminary movement as a whole. Some schools draw

students from many states. Other schools have received the

bulk of their enrollment from their immediate locality. In

our study of the Bible institute we discovered that 53 per

cent of the schools reporting indicated that their enrollment

came from not less than six states and not more than twenty.

Forty per cent of the schools reported a distribution of stu­

dents from thirty to thirty-five states.

May, in his study of the theological seminary, writes

the following concerning the geographical distribution of

seminary students during the year 1929“30:

Information of fifteen seminaries indicates that there

are wide differences among institutions in the extent
to which they draw students from other areas. Of
the students enrolled in Yale Divinity School during
1929“30 only 6.0 per cent were born in New England;
9*8 per cent were of foreign birth; 36.4 per cent came
from the Middle Atlantic and East North Central states;
27.7 per cent came from the Southern states; and 20.1
per cent came from the Middle West and Far West. Simi­
larly, Boston, Union in New York, Presbyterian in
Chicago, and Hartford drew at least 72 per cent of their
students from outside their own section of the United
States. In contrast, Union in Virginia, Reformed, Lutheran
It Philadelphia, and Lutheran in Gettysburg enrolled over
70.0 per cent of their students from their own section
of the country.

To bring the picture more up to date, we have the

report of Hartshorne and Froyd concerning the condition in the

Baptist seminaries. Again we notice that there is a great deal

1. May, op. cit.. pp. 276, 277*

 140

of individual difference among the seminaries of the Northern

Baptist Convention.

Fifty per cent of the students traveled less than

140 miles from their homes to get to the schools
they attended. The seminaries drav; heavily from
their immediate surroundings, for 25 per cent of the
students lived less than 20 miles away. This is
likely due to the direct contact the school has
with its community through its faculty and field
work program. As the distance increases from the
seminary, the students decrease much more rapidly
than either the distribution of the churches or
presence of other seminaries would warrant Sev­
enty-five per cent of the students traveled less than
600 miles, 50 per cent less than l40 miles, and
25 per cent under 20 miles to get from their home
towns to their schools.

But the situation is not the same for all schools....

The older institutions have had opportunity for b e ­
coming more widely known, and thus tend to draw
their students from the entire nation. This is
seen in a comparison of the two oldest with the two
youngest seminaries, which discloses that 40 per
cent of the graduating stude.nts of the former, as
against 28 per cent of the latter, traveled over
500 miles to get to their respective schools. It
is also obvious that there is a strong tendency for
students to travel east for their theological train­
ing, thus giving the seminaries in this part of the
country a unique advantage. There is the further
factor, that because a seminary may represent what
a student wants, he is willing to travel almost any
distance to get it.1

Denominations Represented

Kelly studied the denominational sources of the students

in the theological seminaries twenty-five years ago. He re­

veals the fact that of 8,700 men, 7,000 were studying in semi­

naries of their own denomination and 1,700 in seminaries under

other auspices. He considers three groups of seminaries.

1. Hartshorne and Froyd, op. cit.., pp. 124-126.

 l4l

First, there is a group that makes no appreciable

exchange with any denomination; this is composed
chiefly of the Anglican, Protestant Episcopal,
Lutheran, Southern Baptist, Advent Christian,
Seventh Day Adventist, !Few Jerusalem, Moravian,
Unitarian and Universalist Churches.

Second, there is a group that does not draw other

students but the students of whose own denomination
do go to other seminaries; for example, the Church
of the Brethren, the United Brethren, the Christian
Church, the Evangelical Association, the Methodist
Protestant and the Reformed Church in the United
States. These groups have from one-third to one-
half of their total students in the seminaries of
other denominations.

Third, there is a group that exists because of the

tendency to interchange outside of denominational
bounds. This is represented by the University of
Chicago and Princeton Seminary as institutions, by
the Congregational and undenominational seminaries as
groups, and Methodist students as individuals. Of
the Methodists 234 are studying under non-Methodist
auspices, 123 in undenominational schools.^

The 1948 report of the Methodist church indicates

that the condition Kelly mentions twenty-five years ago is

still a cause of concern to the leaders of Methodism.

In a church so "connectional," so closely integrated,

as the Methodist Church it is surprising that more
than one-third of the candidates for the ministry
graduating from Methodist colleges should go to non-
Methodist seminaries. In the long run that may be
to the good, but in a time when most of the Methodist
seminaries have too few students it should occasion
some active concern.

For the Baptists the situation is different from

that of the Methodists. The statistics given in the Baptist

study on theological education indicate that nearly 90 per

cent of the students are members of Baptist churches.

1. Kelly, op., cit.. pp. 160, l6l.

2. John L. Seaton, A Survey of Theological Education in the
Methodist Church, p. 364.
 142

This figure may be high since it is thought that some students

who were non-Baptists failed to fill out the desired informa­

tion. 1

It does seem that it is safe to conclude that in

general the theological seminary draws heavily from the denom­

ination which controls it, that the trend is for students to

attend the seminary of the church which they intend to serve.

This situation differs from the Bible institute, since many of

the Bible institutes are inter-denominational.

Graduates

Little information is available as to the occupation

of the graduates of the theological seminary. Kelly writes

that in his survey only one-third of all the seminaries report­

ing had data as to the location or occupation of their own

graduates and former students. Hartshorne and Froyd give a

very scanty report of the Baptist graduates. "A study of the

graduates of the period indicated (l939“1942) disclosed that

22.5 per cent entered Christian work outside the territory of

the Northern Baptist Convention, as foreign missionaries, or

as pastors in Canada or In the Southern Baptist Convention.

Further, 14.4 per cent were women, few of whom became pastors.

Fifteen per cent entered other denominations About 10 per

cent assumed positions in religious work other than the pastor-

flP
ate, and nearly 10 per cent entered non-religious work.

This report oannot be taken as being typical of all

1. Hartshorne and Froyd, op. cit.., p. 129*

2. Ibid.. p. 116.
 143

theological seminaries. It does seem consistent to say that

a larger per cent of the theological seminary graduates enter

the ministry than that of the Bible institute. Since the

Bible institute enrolls many more women than the seminary,

these women generally do not become pastors. Many, however,

marry ministers or engage in some form of Christian education.

Student Placement

The matter of student placement depends upon the

denomination in which the graduate intends to work. Recruit­

ing for the ministry has been a slow process. Added induce­

ments in the way of scholarships are made to get young people

to study in the seminary. There are not enough graduates to

fill the existing vacancies in many of the denominations. The

Baptists report the following:

The denomination through its seminaries falls short

by more than 50 per cent of meeting the requirements
of the churches. A considerable proportion of the
ministers get their training in other standard sem­
inaries. But the fact remains that more than 40
per cent of the ministers either have no profession­
al training at all or only that offered by Bible
institutes. The churches have indicated that they
prefer the graduates of Baptist seminaries if they
can get them. The seminary presidents almost with­
out exception reported to the director that they
were unable to meet the demand upon their schools
by the churches.

Since the denominations are so short of recruits

for the ministry, the problem of seminary student placement is

much less than it is for the Bible institute graduate who may

have difficulty finding a place in which to work, since so

many of the Bible institutes are inter-denominational in

1. Hartshorne and Froyd, op., cit.. p. l63«

character. Most of the larger denominations are not satis­

fied with the limited education of the Bible institute graduate

and have no openings for such individuals. The fact remains

that the Bible institutes are increasing in number and size

because young people are attracted to them for what they have

to offer in spite of the fact that vocational placement is not

assured after graduation. The seminary with all its financial

resources and job opportunities awaiting the graduate, on the

other hand, is having difficulty to secure students in sufficient

number to operate their institutions in an economical way.

Finances and Property

When Kelly made his study of Theological Education

in America, he had a great deal of difficulty in securing r e ­

liable information concerning the financial operation of the

seminary. Ten years later, in the study of the Education of

the American Minister. Mark A. May gives the following summary

of the financial condition of the theological seminary.

From the data presented in this section, there can be

no doubt that theological seminaries are well off in
financial resources and material equipment relative
to other institutions of higher education that are
privately controlled and of comparable size. Theo­
logical seminaries have larger libraries, larger endow­
ments, larger incomes, more expensive plants, and pay
better salaries. However, their financial situation
is very little better in relation to their needs
than in 1900; and apparently they are not getting as
large a share of the total funds of the churches as
they did ten or twenty years ago.1

Endowment

Thirty-seven seminaries were studied to determine

1. M a y , op. clt«, p . 4 87•

 145

the chief source of income and the larger items of expense

for the year 1928-29 by May and his collaborators. They dis­

covered that the most productive source of income was inter­

est from general endowment funds which yielded 54 per cent of

the total income.^

The report of the Methodist Church for 1948 reveals

the following condition concerning Methodist seminaries.

In general, all of the theological schools of the

church are dependent upon the church for direct
contributions to their support. The endowments
now in hand in Methodist theological schools reach
a total of about $ 15 ,500,000. very unequally d i s ­
tributed among them. Only three institutions have
an amount approaching their needs for theological
schools -- Duke, Drew, and Perkins. In order to
assure the Institutions of adequate income for
operation and maintenance, the endowment for each
Institution should be substantially increased....
It is clear, however, and it would be easy of
demonstration that not less than $ 10 ,000 ,000 . not
equally allocated among the schools, would be
necessary to put them on a stable basis as schools
of the desired standing in their educational ser­
vice.

In comparing the theological seminary to the Bible

institute from the standpoint of endowment funds one finds that

the Bible institutes definitely lack permanent endowment funds,

most institutes having none whatsoever. The theological semi­

nary, on the other hand, secures most of its Income from this

source. Most individual seminaries could use larger endowments,

yet from May's observation the seminary is well cared for in

comparison with other private institutions.

1. May, op. cit. . p. 476.

2. Seaton, op. cit.., p. 432.
 146

Productive Endowment

The Bible institute is largely dependent on gifts

from living donors and other types of productive endowment

to finance the program. Many institutions rely almost entire­

ly upon such.income. This type of financing lacks the stability

of permanent endowment and often causes deep concern among

accrediting agencies because of the uncertainty of financial

support.

The theological seminaries, while depending largely

on permanent endowment funds, do receive contributions from

other sources. The Methodist report indicates that the church

in addition to the contribution of World Service in the amount

of $243,9^0.09, should contribute an income of about $300,000

to meet the needs of the seminaries.^

May's study reveals that fully 30 per cent of the

income of the theological seminary is derived from permanent

endowment, special gifts and church funds. "The persons xcho

contribute these endowments, and special gifts are no doubt

mostly church members. Hence, the major portion of the

financial support of theological institutions comes either

IIP
directly or indirectly from the churches.

Plant valuation

The requirements as stated by the American Associa­

tion of Theological Schools are very vague in relation to the

aspect of equipment of the theological seminary. From Bulle­

tin 18 we quote: "An accredited theological seminary or

1. Seaton, op., cit.. p. 433*

2. May, op_. cit.. p. 486.
 147

college should have such equlpmint in lands, buildings and

libraries as shall provide adequate facilities for the carry­

ing out of the program of the institutions .1,1

Robert Kelly in his examination of theological

seminaries twenty-five years ago regarding their finances and

property writes that seminaries that have large enrollments

and large endowments usually have also large investments in

buildings.

In seminaries of the higher financial groups reporting,

the value of buildings is 75 to 30 per cent of assets
of plant.....

In proportion to size of student body, seminaries have

more room than is customary in colleges and lower
schools. The average institution is comfortable.
Most of them have grounds and fine trees. The build­
ings display the plan of an architect but in upkeep
and repair they are below their standard in archi­
tecture .2

No recent statistics have been located which provide

a complete picture of the plant valuation for theological

seminaries as a whole. The valuation of buildings, grounds,

and other properties of sixty-one seminaries in 1926 was

$23,179j025* This was an increase of nearly $14,000,000

over a twenty-year period or an increase of approximately 150

per cent.^

It is obvious that the seminaries are far ahead of

the Bible institute in the matter of plant and equipment.

There is absolutely no comparison between the physical char­

acteristics of the two types of institutions. But it seems

1. P. 10.
2. Kelly, op., cit.. p. 199*
3. May, op,, cit.. p. 486.
 148

significant to point out that with all the physical facilities

to attract students the theological seminary is unable to

attract sufficient students to fill the quota of church need.

Tuition

It was customary for the theological seminary to

offer courses of study to the student without a tuition charge.

In some cases this is still the procedure. It is becoming

more and more the accepted practice to charge a very modest

tuition fee. Many institutions are charging a flat tuition

fee of $75*00 per semester. Some charge the $75*00 for the

entire year. Union Theological Seminary, New York, is more

expensive than many of the seminaries. In 19^+7 its tuition

rate was $250.00 per year. It is frequently the practice in

many seminaries to charge a modest tuition fee, keep board and

room at a minimum, and then to provide scholarships to assist

students who belong to the denomination operating the institu­

tion.

As far as tuition is concerned, there is little

difference between the seminary and the Bible institute. The

institute generally operated with free tuition, but in recent

years the trend has been to charge a modest fee which is com­

parable to that of the theological seminary. Hence, the Bible

institute student does not choose the institute because the

fees are more reasonable.

Expenditures for Instruction

The expenditure for instruction constitutes the most

 149

Important financial item in the seminary budget. Kelly reports

in his early study that fifty-seven cases reported on the per

cent of the budget paid for instruction. "Harvard Theological

School, Vanderbilt School of Religion, Southern Methodist

University, Theological Department and Central Theological

Seminary are spending for instruction about 70 per cent of

incomes ranging from $22,000 to $ 6 9 * 0 0 0 . A second group of

seminaries pay from 66 to 55 per cent averaging $ 55*000 and

ranging from $15,000 to $150,000. "Garrett Biblical Institute

is spending 33 peu cent. Uestern Theological Seminary (Penn­

sylvania), 37 per cent, General Theological Seminary 39 per

, H2
cent.

May's study of the salaries paid for instruction

gives the following average. "The average salary of full

professors with house is $ 3*900, and without house $4,300.

Here the salaries vary from $2,000 to $ 8 ,000."3 He goes on

to say that it is impossible to secure adequate data on the

degree to v;hich these faculty members supplement their income

by preaching, lecturing, and extra teaching. The average amount

received as reported by some of the professors was $ 1,352 a

year. Associate and assistant professors reported an average

supplementary income of $638 a year, and instructors averaged

$1,224 a year.2*'

Hartshorne and Froyd give us more recent information

1. Kelly, op., cit. . p. 207*

2 . Lo c. cit.
3. May, op., cit.. p. 479.
4• Loc. cit.
 150

on the salary scale in the Northern Baptist Convention. The

average for top salaries run from a little over $ 3j000 to

$7,000, with a mean at $4,400.-*- This is similar to the data

given by May in his study more than a decade earlier.

Information concerning the expenditure for instruc­

tion in the Bible institute was so vague that little reliable

information can be derived from it. It seems logical to con­

clude, however, that the faculties of the Bible institutes

receive much less in the way of remuneration than faculties of

the seminaries. It is obvious that many institute faculty

members are sacrificially giving of their time in a labor of

love with little thought for financial remuneration. This is

not to infer that seminary faculty members do not do the same

thing, but they do not seem to be sacrificing to the same

degree. In both types of theological schools, often the most

effective instructors receive the lowest salaries. Hartshorne

and Froyd comment as follows: "Obviously there are more

$3»000 men than $7,000 men. Nevertheless, some of the men

best qualified by competence and training are receiving the

smaller salaries.

Promotion

Little general information is available concerning

expenditures for promotion in the various theological semi­

naries. Kelly gives percentages which now may be out of date.

But up-to-date information seems to be lacking.

1. Hartshorne and Froyd, op. cit. . p. 202.

2. Ibid. . p. 203.
 151

The amount charged by seminaries to promotion does not

average 4 per cent, with the largest amount 12 per cent,
paid by the Southern Baptist Theological Seminary,
Kentucky. Such seminaries as Drew Theological Seminary
and General Theological Seminary spend less than 1 per
cent. Many seminaries report no such expenditure. This
is a situation differing from the college. Colleges
have been known to spend a quarter to a third of their
incomes on publicity.

The Bible institute would more nearly correspond in

practice to the college than to the seminary in the percentage

of income expended on promotion. Since the institute is poorly

endowed and tuition is either free or very modest, its sur­

vival is dependent upon promotional efforts to raise funds for

operation and to procure students to maintain enrollments.

Libraries

The standards for the American Association of Th eo ­

logical Schools for 1943 are so very broad that little deduction

can be made concerning the library status of accredited theo­

logical schools. The Association's statement is as follows:

An accredited theological seminary or college should

have a library which is live, adequate, well distri­
buted and professionally administered, with collections
bearing especially upon the subjects taught and with a
definite annual appropriation for the purchase of new
books and the appropriate contemporary periodicals .2

The last comprehensive study of the library situation

was carried out by May and his collaborators in connection

with the comprehensive study entitled Education of the American

Minister. 1934. The following summary in presented:

The libraries of thirty-eight seminaries were studied

intensively and those of forty more were studied in

1. Kelly, op_. cit.., p. 206.

2. Bulletin 18. p. 10.
 152

less detail. The study shows clearly that these

libraries as a g r o u p have not kept pace with the
development of college and university libraries
nor with public city and community libraries.
Their equipment is decidedly inferior, partly b e ­
cause of lack of funds, but mainly because the
library is not generally regarded by seminary
faculties as an indispensable laboratory.

Seminary libraries are not only inadequate in

physical equipment, including building space, seat­
ing capacity, book holding, magazine and pamphlet
subscriptions, but also in staff and supervision.
Many seminary librarians play the role of a cata­
loguer, or a clerical helper, or a museum keeper
rather than that of the director of a laboratory.

The chief defect in these seminary libraries is

lack of coordination between the curriculum and
the classroom and the library. Their book hold ­
ings are very limited. They depend too much on
gifts, and on receiving the libraries of deceased
ministers. Very few make a systematic effort to
secure new, fresh, and modern books, to say nothing
of keeping an adequate file of current magazines.
Seminary libraries need two things: first, more
funds, and secondly, a more adequately trained
personnel .1

The comments made by the above study of the theo­

logical seminary could all be made of the Bible institute. If

the seminars'- is weak, the Bible institute, generally speaking,

is much weaker. The institute is more recent in point of time

than the seminary and has not had the opportunity to accumulate

the books which the seminary has accumulated. With less income

and less endowment and more emphasis on Bible study, the Bible

institute frequently has a library which is very far from

adequate. As examiner for the Bible institutes on the East

coast, the writer was very much disappointed in what he found

in the matter of library facilities in the institutions applying

1. May, on. cit.. p. 508.

 153

for accreditation in the Accrediting Association of Bible

Institutes and Bible Colleges. It would seem that the seminary

has a library lag, but not so much as that of the Bible insti­

tute.

Student Aid

In Chapter III we noted that the amount of financial

aid given to students by the Bible institute was so low that

it was difficult to ascertain its significance in the total

program. It is true that many Bible institutes give work

scholarships to students. But on the whole, the institutes

depend on outside gifts and student fees and have little in

the way of financial resources to assist the students. Most

Bible institutes are either interdenominational or are con­

nected with the smaller and more conservative denominations

which are more interested in contributing to foreign missions

than to giving heavily to educational work.

The Methodist church in its 19^3 report discusses

the matter of student aid in Methodist seminaries. This should

give an up-to-date evaluation of student aid.

The picture of aid to students is so confused in the

catalogs and in the replies to the questionnaires as
to make dependable statements or valid comparisons
impossible. Inquiries made during the surveys gave
but limited help.

Scholarships should in a strict sense be awards for

superior scholastic achievement from funds derived
from endowments. But they are given on other bases
and from a variety of funds, including current b u d ­
get funds. Awards called scholarships, sometimes
service scholar shi.ps also are made for services of
several kinds. Some colleges describe them as
"workships," which appears to be a preferable term­
inology.
 154

It is obvious that no prospective student could tell

from the catalogs what aid he might obtain from any
theological school as compared with any other school.
He would have to find out by writing to both schools
and checking their replies against each other. That
in itself is an undesirable procedure which is likely
to aid and abet the competitive bidding so objection­
able among schools of common purpose and of one d e ­
nomination. In a matter of so much Importance to
prospective students and of interest to the church it
would seem to be a much needed and easily possible
step for the seminaries to agree upon a uniform term­
inology and a reasonably uniform practice, with e x ­
planatory notes in regard to any differences found to
be necessary. This is recommended for early action.!

1. Seaton, op. cit.., p. 424.

 CHAPTER V

SUMMARY AND CONCLUSIONS

The one hundred forty Bible institutes and colleges

now located in the United States and Canada are the outgrowth

of the Bible institute movement which had its roots in the

nineteenth century. These institutions, which have a wide

variation as to their scope of work and thoroughness of instruc

tion, are conservative in theology and evangelical In function.

American education began with the objective to p e r ­

petuate the ministry. It was religious in scope and limited

to the more privileged. Pew could afford the private academy,

the college, or the seminary of the nineteenth century. Al­

though common schools were increasing in number and there had

been a decided break between church and state, yet specialized

education for the training of Christian workers was restricted

to the more privileged economic classes.

The nineteenth century ’witnessed great religious

revivals. The evangelical zeal which motivated the leaders

of the revival movements soon gripped the hearts of the new1

converts. New doors opened for Christian service, but the

conventional methods of securing college and seminary trained

men were not producing the workers needed. As an auxiliary

means of securing recruits for the new evangelistic program,

the Bible institute was inaugurated. Its original objective

 156

was not to compete with but to supplement the seminary. Lay­

men were trained for personal work. Young people were hastily

trained to do missionary work among more primitive tribes on

foreign mission fields which were not being reached by any

missionary.

The Sunday school movement was assuming a great part

in the religious education of the children of America. The

need for teachers with some formal training was another reason

for the opening of Bible institutes. Here laymen could re­

ceive practical instruction in Sunday school work so that they

might be more effective in meeting, the spiritual needs of the

boys and girls.

The Bible institute had its beginning in Europe and

England. A. B. Simpson, founder of the first Bible institute

on the North American continent, The Missionary Training Insti­

tute, Nyack, New York, utilized this unconventional means to

further his evangelistic and missionary program.

D. L. Moody, the great evangelist of the late nine­

teenth century, founded what was later called the Moody Bible

Institute soon after Simpson's school had been started. Moody

was looking for "gap men" to fill the need for Christian workers.

Since he could find very few who were acceptably trained, he

turned to his own converts, who responded to his appeal^ and

began to teach them In his Institute.

The number of schools increased steadily over each

decade. During the next sixty-five years one hundred sixty-

seven Bible institutes and Bible colleges were started. Since

 157

eighty-four per cent of all these schools are still in opera­

tion, it seems logical to conclude that the Bible institute is

not a temporary movement which will soon pass out of existence.

Not only are Bible institutes continuing to increase in number

but the student enrollment in the individual schools is

definitely on the increase.

The future of the Bible college movement in the United

States and Canada is contingent upon the existence of conserva­

tive, evangelical Protestants in large enough numbers to provide

students for future enrollments. It is Impossible to determine

the size of such a group by examining statistics for particular

sects or denominations, since many evangelical Protestants are

to be found within the larger denominations. The Baptists are

a notable example of this. Within the Northern Baptist Co n­

vention both conservative and liberal churches are found.

Within the local churches, individuals differ in theological

views. From the conservative ranks of the Baptist churches

within the Northern Baptist Convention a significant number of

young people enter Bible institutes each year.

The recent trends in the National Association of

Evangelicals give some indication of the relative strength of

conservative, evangelical Protestantism. From the Book of the

Year 1949. Encyclopedia Britannica, the following statement

concerning the National Association of Evangelicals is taken:

This is an interchurch organization which represents

conservative Protestant denominations and organiza­
tions of the United States. During 1948 five addi­
tional denominations were admitted, bringing the total
number to 34. About 60 additional single churches of
 153

other denominations were also received bringing the

total of such churches to 4l0. There were several
subsidiary corporations of the Association, operat­
ing in specialized fields. These included Evangelical
Foreign Missions, which served 74 mission boards; the
National Religious Broadcasters, serving more than 100
religious broadcasting organizations, the National
Sunday School Association; the National Association
of Christian Schools and Evangelical Youth.^

From these figures it is evident that the church

groups representing conservative Protestantism are a factor

of such size that they must be reckoned with for years to come.

The Federal Council of Churches of Christ in America, which

theoretically represents the Protestant denominations but

actually represents the more liberal theological point of view,

has this to say about the development of some of the newer

groups which they label as "ardently evangelistic and mission­

ary."

Ehile the number of older denominations is thus being

somewhat reduced, the proliferating of new denomina­
tions has not entirely ceased. Some of them have had
a surprisingly rapid growth. They are largely outside
the well-recognized churches. They are ardently
evangelistic and missionary, but often narrowly
sectarian in outlook and in practice. They often
regard all the older churches as lacking in spiritual
quality and take this as a justification for proselytiz­
ing anywhere and everywhere. In the main, they are
quite outside the orbit of cooperative activities and
interests, unaffected by the desire of most American
Christians to overcome separatist tendencies and to
strengthen the bonds of Christian fellowship. Perhaps,
as a discerning student has suggested, we may think of
the new sects as evidence that there is still creati­
vity and freedom in American Christianity, and of the
older churches as evidence of a stage of maturity at
which the values of unity and historical continuity
are more fully realized.^

1. Encyclopedia Brltannlca. Book of Year 1949. p. 493*

2. George F. Ketchan, Editor, Year Book of American Churches,
1949* Federal Council of the Churches of Christ in America.
Sowers Printing Company, Lebanon, Penna.
 159

Since the Federal Council of Churches is referring

to the newer sects, the picture of evangelical Protestantism

as a whole is not adequately presented. In the pamphlet,

"United We Stand," a report of the constitutional convention

of the National Association of Evangelicals, Chicago, Illinois,

May 3 “6, 19^3» the following statement appeared:

The Federal Council of the Churches of Christ in

America claims an affiliated constituency of some
twenty-three millions. The total membership in
Protestant and evangelical churches and missions,
et cetera, approximates the figure of forty-seven
million. Allowing the Federal Council some twenty -
three millions, there still remain some twenty-four
millions of evangelical persuasion which have no
representation in federated or co-operative activity.

l.'e know of no way to check the accuracy of the above

figures but we have presented them as an indication of the

fact that within this country the forces of conservative,

evangelical Protestantism are of such a size that they must

be reckoned with for years to come. The young people from

these conservative groups, in the past, have provided a large

percentage of Bible school enrollments. It would seem logical

to conclude that there will be sufficient young people from

these groups to keep the Bible institute and college in

operation for years to come.

Developing largely as independent religious insti­

tutions, the Bible institute movement is moving steadily toward

some type of academic standardization and educational recog­

nition. The newly formed Accrediting Association of Bible

Institutes and Bible Colleges has received the endorsement of

the United States Office of Education and is being recognized

 160

t
by Individual State accrediting bodies.

The indefiniteness of the Institute movement is

giving way to definite educational standards as the individual

schools standardize their programs in an effort to receive

recognition by the new Accrediting Association and by independ­

ent colleges and seminaries where their students desire to con­

tinue their education.

The rising educational standards in the country has

necessitated the enlargement of the Bible institute curriculum

and the addition of the number of semesters required for gradu­

ation. Whereas many institutions, in the beginning of their

development, offered no graduation awards, it is now the gener­

al practice to confer a diploma or a bachelor's degree, usually

of a restricted nature, such as Bachelor of Bible, upon the

graduates.

The Bible Institute is an educational movement which

has emerged during the past half century as an educational

force which cannot be ignored any longer by those Interested

in academic affairs.

Real difficulty was experienced in obtaining recent

information on the theological seminary which could be used as

a means of comparing it with the institute to note any general

relationships which might be found.

Since 1934 no general study has been made of the de-

■v

velopment of the theological seminary. Leaders in the seminary

movement are calling for an up-to-date study of the theological

seminary, and we join with them In suggesting this as a worthy

 l6l

field for further study.

In Chapter IV a comparative study was made of the

Bible institute and the theological seminary, in the light of

the finding of Chapter III which dealt with the Bible institute.

In each section in this chapter, a brief evaluation was made

to note any new relationships. It was pointed out that many

of the problems now facing the Bible Institute are much the

same as the seminary faced In an earlier generation. Even now

in the group of seminaries excluded from this stud;v because

they do not require a college degree for admission, there is

a great lack of uniformity and standardization.

Great difficulty has been encountered in attempting

to compare the institute with the seminary, because each is

operating on a different educational level. Eut the fact re­

mains that both the institute and the seminary are here as

an integral part of the educational development of America's

future ministers and Christian workers. Eoth groups are en­

larging and expanding. Educational standards are continually

being raised, and each Is trying to meet the needs of its

students on its own educational level.

Since churches are demanding more thoroughly trained

ministers, the Bible institute, in some instances, is entering

the seminary field. A decided trend of institute graduates

going on to college and seminary for advanced study is very

noticeable. Hartshorne and Froyd point out the trend in the

Northern Baptist Convention.

The greatest change, however, has come in the contri­

bution of Bible institutes. Up to 1920, less than 10
 162

per cent of the supply of Baptist ministers were from

this source. Since 1935 the proportion has risen to
approximately 23 per cent. This amounts to an increase
of 136 per cent for the period considered. But the
fact that there was no increase since 1935 over the
distribution for the period 1923~32 seems to indicate
that in recent years the trend has been leveling off.
This may be due to two factors: one, the very large
increase in enrollment of some of the Baptist seminaries
which may have attracted many students who would other­
wise have gone to the Bible institutes; the other, the
tendency of the Bible institute graduate to go on after
graduation to some seminary to receive a theological
degree. Forty-four per cent of the men trained in the
Bible institutes were found to have additional seminary
training. As the Baptist denomination appears to be
the only large Protestant body open to graduates of
these institutions) it is quite likely that the growing
concern in the denomination with reference to ordination
standards has influenced this trend in large measure .1

The Bible institute, no doubt, will be increasingly

more interested in providing the seminary work which the church

is now’ requiring. Rather than send the student to a seminary

which is considered liberal in its theology, the conservative

institute will tend to expand in this direction, lie point

this out as a trend which is now developing.

The question has been raised as to why the Bible in ­

stitute movement has expanded so rapidly during the past sixty-

five years in the face of the much better situated theological

seminary, with its extensive equipment, larger endowment,

generous offers of student aid, and the bright prospects of

placement after graduation. It cannot be explained on the

grounds of general trends in education because the seminary has

not expanded in similar fashion over the same period of time.

The reason is not economic but theological.

1. Hartshorne and Froyd, on. cit.. p. 10A.

 163

One of the arguments heard Is that only by telescoping

the time and cost of ministerial education can the
competition of the graduates of Bible schools be met.
Nothing that we reported concerning the tasks confront­
ing the ministers warrants this conclusion. On the
contrary, we believe that the Bible school competition
is basically theological, not economic. The student
who goes to the Bible institute would not be attracted
to even a shortened course offered in any recognized
Baptist college.1

The Bible institute since its inception has maintained

a conservative, evangelical theological position. Since the

number of theological seminaries holding such a theological

position are few and ofttime small and inconsequential, there

has been little competition between the two. The real compe­

tition which the Bible Institute may face in the future may

come as more and more graduate theological seminaries of high

educational recognition enter the field. If these seminaries

refuse to accept the credits from the Bible institute and re­

quire a four-year liberal arts degree for entrance, it seems

quite probable that many students, who would now attend a

Bible institute, might then follow the traditional pattern of

a general college education followed by a conservative theo­

logical training in a seminary. The institute is now in a

state of transition. Perhaps the movement itself will raise

its own standards in order to continue the training of the con­

servative, evangelical minister and Christian worker and offer

in addition to its present program a graduate seminary. Some

schools are offering such work at the present time.

It is not within the scope of this study to evaluate

1. Hartshorne and Froyd, op., cit.. p. 117*

 164

the contribution the Bible institute and college has made to

the church and the world at large. This is a job which we

consider important enough to demand further study. Throughout

the length and breadth of this continent and around the world

on distant mission fields, the Bible institute graduate can be

found doing the job for which he has been trained.

 165

BIBLIOGRAPHY

Primary Sources

The primary source material Included the various

items of publication issued by the Bible colleges and insti­

tutes. This included catalogues, bulletins, pamphlets, and

other literature distributed by the schools in question. A

questionnaire was submitted to all known Bible institutes

with a day school program. The results of the questionnaire

are given in the Appendix.

Secondary Sources

Baugher, Charles A . , A Determination of Trends in Organization.

Finance. and Enrollment in Higher Education in
Church-Related Arts Colleges since 1900. New York:
School of Education, New York University, Thesis,
1937.

Benson, Clarence H . , History of Christian Education. Chicago:

Moody Press, 1943* P. 355*

Brown, Arlo A . , A History of Religious Education in Recent

Times. New York: Abingdon Press, 1923* P« 282.

Cable, J. H . , A History of the Missionary Training Institute.

Nyack, N. Y . : Missionary Training Institute, 1933»
P. 44.

Campbell, William G . , A Form Book for Thesis Writing. New

York: Houghton Mifflin Company, 1939* P* 145.

Coffin, Henry S., What Is There in Religion? New York:

Macmillan Company, 1925* P* 173.

Cope, Henry F., Education for Democracy. New York: The

Macmillan Company, 1920.
 166

Courtes, S. A. (editor), Current Educational Readjustment In

Higher Institutions* National Society of College
Teachers of Education. Chicago: University of
Chicago Press, 1929* P* 178.

Cubberley, Ellwood P., History of Education. Cambridge:

Riverside Press, 1920. 850.

Eels, Walter Crosby, Survey of American Higher Education.

New York: Carnegie Foundation for the Advancement
of Teaching, 1937* P. 538.

Elliott, Harrison, Can Religious Education Be Christian?

New York: The Macmillan Company, 1940. P. 338.

Foerster, Norman (editor), The Humanities after the Far.

Princeton: Princeton University Press, 1944.

Good, C. V., Barr, A. S . , and Scates, D. C . , The Methodology

of Educational Research. New York: D. Appleton-
Century Company, 1936. P. 882.

Good, Carter V . , A Guide to Colleges. Universities, and Pro­

fessional Schools in the United States. Washington,
D. C.: American Council on Education, 1945* P* 68l.

Gordon, George A., My. Education and Religion. Cambridge:

Riverside Press, 1925* P* 352.

Hartshorne, Hugh, and Froyd, Milton C., Theological Education

in the Northern Baptist Convention. Philadelphia:
Judson Press, 1945* P* 242.

Judd, Charles H . , Problems of Education in the United States.

New York: McGraw-Hill Company, 1933* P* 214.

Kelly, Robert L . , Theological Education in America. New York:

George H. Doran Company, 1924. P. 456.

Ketchan, George F. (editor), Year Book of American Churches.

1949. Federal Council of the Churches of Christ
in America, Soi'iers Printing Company, Lebanon, Penna.

Knight, Edgar Wallace, Progress and Educational Perspective.

New York: The Macmillan Company, 1942. P. 148.

McNaugher, John, History of Theological Education in the United

Presbyterian Church and Its Ancestries. Pittsburgh:
1931* P* 80.

McPherson, G. W., The Crisis in Church and College. Yonkers,

New York: Yonkers Book Co., 1919* P* 250.
 167

May, Mark A., Director, The Education of the American Minister.

New York: Institute of Social and Religious Research,
1934. 4 volumes.

Mursell, James Lockhart, Education for American Democracy.

New York: W. V/. Norton and Co., 1943* P. 519*

Meyer, Adolph Erich, The Development of Education in the

Twentieth Century. New York: Prentice Hall, 1939*
P. 406.

Morgan, Carl Hamilton, The Status of Field Work in the Protest -

ant Theological Seminary of the United States.
Philadelphia: University of Pennsylvania, Thesis, 1942.

Morris, William Stephen, The Seminary Movement in the United

States. Washington: Catholic University, Thesis,
1932.

Myer, Walter E., Education for Democratic Survival. Washing­

ton, D. C . : Civic Education Service, 1942. P. 264.

Myers, Alonzo F., Education in a Democracy. New York:

Prentice Hall, Inc., 1942^ P. 436.

Price, James M . , et al., A Survey of Religious Education.

New York: Ronald Press, 1940. P. 333*

Reeves, Floyd W., The Measurement of College Excellence.

Lexington, Ky.: University of Kentucky, 1929* P» 4l.

Seaton, John L . , Director, A Survey of Theological Education

in the Methodist Church. Nashville, Tenn.: General
Board of Education of the Methodist Church, 1948.
P. 448.

Sherrill, Lewis, The Rise of Christian Education. New York:

The Macmillan Company, 1944.

Skinner, Charles E . , An Introduction to Modern Education. New

York: D. C. Heath and Co., 1937. P. 491.

Smith, Eugene L . , The Contribution of Clinical Training to

the Counseling Resources of the Clergyman. New
York: School of Education, New York University,
1945 (unpublished thesis).

Vleth, Paul H., The Church and Christian Education. St. Louis:
Cooperative Publishing Association, The Bethany
Press, 1947. P. 314.

Wentz, Abdel Ross, A New Strategy for Theological Education.

Reprinted from Christian Education. April, 1927*
P. 30.
 168

Whipple, G. M. (editor), 38 Year Book. National Society for

the Study of Education (Commission on General
Education in the American College), Bloomington,
111 . 1939*
Wright, G. F. and others, Conference on Theological Education.
Evangelical Alliance. V. 11, pp. 421-4847
APPENDIX
 170

TRENDS IN BIBLE COLLE&ES A ND INSTITUTES

IN THE UNITED STATES A ND CANADA

(Please fill in this form and return to Harold W. Boon, Registrar, The
Missionary Training Institute, Nyack, N e w York.)

N A M E OP INSTITUTION_________________________________________ LOCATION______

Name of Officer R e p o r t l n g _ _ . Title_________

A c c r e d i t e d "by: (Checks)
State Agencies
. State Department of Education
_ _ _ _ _ State University

(Pill in name "below)

Regional Association _____________________

National Association

D e gree s offered: (CheckS )

None ; A. B. _____ ; B.R.E. ; ThB.. ; B.D. • Other __

Curriculum registered "by or with State Department of Education. (Check )

Yes ; ■ No_____

Acceptability of curriculum for transfer of credit to accredited colleges or

seminaries. (Check/')

Pull credit ; Partial credit ; No credit;_____

TRUSTEES: (Check >/)

All trustees elected "by Church ; Some elected "by Church ;

A l l trustees elected "by Institution • Some elected by I n s t i t u t i o n

All trustees must be members of the Church Body which controls Institu-
tion : Only a percentage of the trustees must be members of the
Church Body which controls Institution

FACULTY: ( P m in)
Number of full-time faculty members ______ (total part-time teachers
to make the equivalent of full-time teachers.)

Average full-time teaching load _ _ _ _ _ _ hours;

Numb e r of faculty members with undergraduate d e g r e e s ___________ ;

Master of Arts degrees • Theological degrees ♦

(other than doctor's)
Earned Doctor degrees _ _ _ _ _ _ _

Must all faculty members b e members of the Church Body which controls
the school _________
STUDENTS:

Entrance Requirementa: (Checki/)

No high school required : High school required :

Two years college required,_______ ; Pour years college required,______

Enrollment — 1946: (Pill in)

Men ; Women ; Number of states represented :

Average age of student : Percentage of msrried students :

Percentage of special students ; Denominations represented,_____ .

Requirements for graduation: (Pill in)

Credit hours required for graduation with diploma______ ; degree

Is thesis or dissertation required for graduation :

Is clinical (practical) training required

Graduates:

Estimate percentage of graduates (1946) entering the following fields

of service.

Ministry ; Missionary : Ministry of Music .:

Teachers of Religious Education ; Other

Placement of Graduates: (Check*/)

School assists in placement ; Church assists in p l a c e m e n t ;

Graduate personally responsible for placement

FINANCIAL OPERATION: (Information will be used for tabulation only. No

figures will be associated with any particular institution.
Approximate figures will be satisfactory.)

Endowment: Permanent $ : Productive $________________ .

Plant valuation: (Building and equipment) $_______________________ .

Total income from tuition and student fees $ ................. .

Expenditures: Instruction $ :

Promotion $ Libraries $ :

Student Aid &

 171
NEW YORK UNIVERSITY
SCHOOL OF EDUCATION
W A S H IN G T O N S Q U A R E , N E W Y ORK

G rad uate C o m m it t e e

S u b co m m itte e s o n S tu d e n t Research
(F o r use in student researches only)

Reverend Harold W. Boon Is making a study of trends

and tendencies at Bible colleges and institutes in the
United States, similar to the study made by Robert L.
Kelly some years ago of theological seminaries. The suc­
cess of his study is partly dependent upon the oorreotness
of the answers to the questionnaire which is enclosed.

I may say that his topic has been formally aoccpted by

Hew York University School of Eduoation. His outline has
been approved and he is being sponsored by the undersigned
and Dean Thomas C. Pollock of Washington Square College.

We believe that if we may have your cooperation this

study will be a contribution to our knowledge of education
in this country.

With appreciation,

Sincerely yours,

Samuel L. Hamilton
Professor of Education
Chairman, Department of Religious Education

SLH:amk
 ACCREDITED
BY

CREDIT TO ACCREDITED
P - Partial

ABILITY TO TRANSFER
STATE
Y - Yes
N - No S’
EH

OFFERED
S - Some H

ASSN.
F - Full co

REGISTERED BY
Cd
II - Footnote
£

CURRICULUM
SP - Self-Perpetuating
£

COLLEGES
/ - Mo data

REGIONAL
D

DEGREES
x - Affirmation of
W

STATE
Column Heading
<
£-5
CO

1. ATLANTA BIBLE INSTITUTE X X P None

2. BAPTIST BIBLE INSTITUTE X X p None

3. BAPTIST BIBLE SEMINARY X P None

4. BETHANY BIBLE SCHOOL N X

D None

5. BIBLE INST. OF LOS ANGELES X X P B. Ch.E. ,Th. E:

B.S.M.
6. BIRMINGHAM BIBLE INSTITUTE X X p None

7. BRIERCREST BIBLE INSTITUTE X F None

3. BUFFALO BIBLE INSTITUTE N P None

9. CHICAGO EVANG. INSTITUTE N P B. R. E. , Th. B

B. S. M. fB. S. P
M.S.Litt.
10 . CHRISTIAN TRAINING INST. N P None

11 . CLEVELAND BIBLE COLLEGE X N P Th.B. j

12 . COLUMBIA BIBLE COLLEGE X X P A.B.in Bib.Et

Th.M.,B.D.
M.A.in Bib.Et
13. DALLAS BIBLE INSTITUTE N N None |
1
14. EASTERN NAZARENE COLLEGE X u't. N F A . B . ,Th.B.

15. EMMAUS BIBLE SCHOOL N N None

16 . ELIM BIBLE SCHOOL N N None

t—
i—1

FORT YAYNE BIBLE INST. N P B.R.E. ,Th.B.

•

,t
/ B.Bible
18 . FREE CH. SEM. & BIBIj^ INST. N P None'
/f
19. G O D ’S BIBLE SCH. &• C0L. X X / P A.B.,Th.B.

20 . ■GORDON COL. OF T tmoT..& mtkk. N TP A _TU "in T h _

 TRUSTEES FACULTY ENTRANCE

SPECIAL COURSE FOR NON-

FACULTY MUST BE MEMBERS
CONTROLLING CHURCH BODY

GRADUATION
OF CHURCH CONTROL BODY
UNDERGRADUATE
INSTITUTION
BODY

DEGREE (not Doctorate)

(inc.Part Time Equiv.)

HIGH SCHOOL GRADUATES

«

NO. FULL TIME FACULTY

COLLEGE
NO. .KITH THEOLOGICAL
<
•
—N
MUST BE MEMBERS OF t-1

MASTER'S
CHURCH

DOCTORATE DEGREE
NO. KITH EARNED
s
OFFERED

H
o

OF
<

HIGH SCHOOL
w
BY
BY

EH

REQUIRED

NO. YEARS
REQUIRED
NO. KITH

NO. KITH
m
o
ELECTED
ELECTED
DEGREES

DEGREE
DEGREE
Si
£
<
X N
[one 1 X 15 10 10 5 2 2 N X
N
[one i X 12 10 9 2 6 1 X
■
x. N
[one X X 11 10 7 N 1 1 N X
■ N
[one X s 5 13 1 N 1 N N N
X N
s.Ch.E. ,Th.E • X / 26 13 21 6 3 7 / X
l.S.M. N
[one X o 4 9 2 1 1 / X
X N
ions X 8 30 2 N N
N
[one X 8 15 o 2 2 N N X
N
5.R.E. , Th.B • X 15 15 9 6 4 N X-
i.S.M. ,B. S.P •
I.S. Litt. N
[one X s 7 13 o 4 N X
N
!h.B. S s s 9 lo 8 0 3 1 N i X
4-m
t.B.in Bib.E 1. SP 14 12 17 5 3 1 N X
'h.M. ,B.D.
HA.in Bib.E 3 • X N
lone SP 6 12 / 1 6 N N X
X N
i.B. ,Th.B. X 26 15 31 16 3 2 N X '
X N
Jone X X 6 3 2 1 0 0 Y X

lone X X 4 23 0 0 0 0 N N
X 2 -de
3.R.E. ,Th.B. S s 16 13 12 6 0 0 N X • gree
3.Bible N
'lone- X X 5 10 5 1 2 1 N X
N
l.B. ,Th.B. X 10 12 9 4 4 6 N X
i 4-B.
i.B. in T h . , 1 X 21 13 i 23 8 12 N X i
 REQUIREMENT S
ENTRANCE ENROLLMENT - 1946 GRADUATION

•1

STUDENTS
ft
! O CO

NO. OF DENOMINATIONS
I ft ft
COLLEGE

SPECIAL
,tr*

CREDIT HOURS FOR 3

, ft <

|y R. DIPLOMA COURSE

HOURS FOR
■ ft A
l Q
ft ft! ft

COURSES
OF
CO o ft

NO. OF STATES
ft H
OP

REPRESENTED
REPRESENTED
PER CENT OF
AGE
Bd GTft
o o
1
NO. YEARS

ft

STUDENTS
REQUIRED

1 ft o S m O
co w
AVERAGE
I < CO ft ft

DEGREE
0 ft H Q

CREDIT
H s
TOTAL

o ft co
? ft C5 3 ft ft
MEN

ft H o tr* ft 0
CO ft ft CO ft

X N 73‘ 93 176 oo
c.t~ 25 / 11 5 90

N 95 154 249 28 33 33 1 20 90 N
l
X. N ! 83 114 197 22 15 7 16 / 103 140
4 yr.
K 23 39 67 21 5 5 / 4 / N

X ~
tr
1 380 510 390 20 5 2 31 22 36 126 MU£
on;
N 25 12 37 26 40 20 1 3 90 N
O
O 14
X M :150 175 325 19 5 1 St.
3 Pr.
N 6 24 30 25 10 0 3 10 96 N

i'J 56 200 25 6 22 12 4 23 25 94 120 on;

M.:
Li-
N 43 54 102 20 0 /

2 <30 QO 32 94 124
N 140 140 15 15

4 -m 175 221 396 20 17 23 35 13 12 6

Th

X N 35 37 72 27 46 13 13 9 96
i
N ; 213 249 462 20 15 2 26 25 N 126
Th
X N 53 4? 100 21 10 0 9 5 90
i
31 43 74 / 4 / 1 9 .

X 2 -de- 89 217 306 / / 11 17 26 94 126

gree i
N 43 47 90 20 12 5 10 4 102

N 60 65 125- 22 20 12 24 13' N 124

t>l onh 1RE SE7 22 14 3 21 20 N 124

 ff
ft

REQUIREME NT S FOR GRADUATES 1946 PLACEMENT OF

GRADUATION ENTERING FOLLOWING GRADUATES

IN STUDENT PLACEMENT

ASSISTS IN PLACEMENT
NO. OF DENOMINATIONS

CHURCH CONTROL BODY

INSTITUTION ASSISTS
MUSIC
CREDIT HOURS FOR 3

INITIATIVE
INST. IN RELIGIOUS
YR. DIPLOMA COURSE

CLINICAL TRAINING
HOURS FOR

THESIS REQUIRED
COURSES
NO. OF STATES

OF
REPRESENTED
REPRESENTED

MISSIONARY
FOR DEGREE

EDUCATION
MINISTERS
REQUIRED

MINISTRY

STUDENT
DEGREE

OTHER
CREDIT

ONLY
11 5 90 N 30 30 30 10 X

1 20 | 90 N / , y 33 33 25 19 X

16 / 103 140 / Y 30 30 4 36 X
4 yr.
/ 4 / N Y 10 10 10 25 45 X
'6
31 22 36 126 Mus i c Y 25 45 12 10 X
only
Q
1 90 N Y 50 25 25 X
I
i
n
1 St. 14 N 10 o 3 2 77 X
3 Pr.
3 10 96 N N 10 10 10 70 X

23 25 94 120 only Y 25 16 lb 39 X
M.S.
Litt. / 30 X
/ / 25 25

16 32 94 124 Y 1Y 55 5 15 25 X X

35 13 126 Y Y 10 70 5 10 5 X
Th.M.

13 9 96 Y X

26 25 N 126 Y N 37 9 54 X X
Th.B.
9 5 90 N X

1 9 . Y

17 26 94 126 N Y 23 19 3 19 31 X

10 4 102 Y 10 25 65 X X

24 is ' N 124 N ! N 40 10 25 25 X

t .. f
—i— -ir\ ■3c; V
 BAPTIST BIBLE INSTITUTE X. X p None

3. BAPTIST BIBLE SEMINARY X p None X

4. BETHANY BIBLE SCHOOL N p None X

5. BIBLE INST. OP LOS ANGELES X X p B.Ch.E.,Th.E .

B.S.M.
6. BIRMINGHAM BIBLE INSTITUTE X X p None

7- BRIERCREST BIBLE INSTITUTE •v-

X F None *
3. BUFFALO BIBLE INSTITUTE N P None J
9. CHICAGO EVANG. INSTITUTE N P B.R.E. , Th.B •
B.S.M. ,B.S.P •
4 8
M.S.Lltt. f
tj
i
10. CHRISTIAN TRAINING INST. N P None 4
11. CLEVELAND BIBLE COLLEGE "\r
J i. N P Th.B. S si
12. COLUMBIA BIBLE COLLEGE X X P A.B.ln Bib.Ek. si
Th.M.,B.D. II
T'L n.in Bib.Ed.
13. DALLAS BIBLE INSTITUTE N N None
sl
X*I:
14. EASTERN NAZARENE COLLEGE X N F A.-B. ,Th.B. X }C
15. EMMAUS BIBLE SCHOOL N N None x!

16. ELIM BIBLE SCHOOL N N None

J
17. FORT BAYNE BIBLE INST. N P B.R.E. ,Th.B. S
B.Bible
18. FREE CH. SEM. c: BIBTjf INST. N o
i. None X

19 GOD *S BIBLF SCH. c' COL. X X / p A.B.,Th.B. xI

I
20. GORDON COL. OF T;ie0L.A MISS. N F A.B.in T h . ,
X
B.R.E., B.D. xf
21. GRACE BIBLE INSTITUTE N u
X. B.R.E. ,Th.B. xj

22. INTERCESSION CITY BIBLE COL. X P A . B . , Th.B. , X I

B.A.in Bib.Ed.
23. KANSAS CITY BIBLE COLLEGE X X P None x:
f
24. LANCASTER SCHOOL OF BIBLE X X P None x

25. LONDON BIBLE INST. CANADA N P None X £

26. LOS ANGELES BAPT. THEOL.SEM. X X

p A. B. ,B.D.

27. LUTHERAN BIBLE INST.CHICAGO X P None

X1
23. LUTHERAN BIBLE INST. MINN. N p None x1

29. MESSIAH BIBLE COLLEGE X X X X F None .»^

30. MID-VEST BIBLE & MISS. INST. X X P Th.B. X

31. MISSIONARY TRAINING INST. X X X F B.R.E. ,B.S.M X

Th.B.

G O - M fY O T W P . T P .T J ? T 1\T Q'T’ T rp TT<T> T? T'T w D TvT

 s*.- IV (^
X 15 10 10 5 2 2 N X

N 95
X 12 10 9 2 6 1 X

x N 83
X X 11 10 7 N 1 1 N X

N 23
X s 5 13 1 N 1 N N N
n X N 330
,Th.Ei X / 26 13 21 6 u 7 / X

25
X 0 4 9 2 1 1 / X " i
1
X N 150
X 3 30 2 N N
r> N 6
X O 15 o 2 2 N N X

N 56
, Th.B. X 15 15 9 6 4 N X-

j,B. S.P,
■t. N 48
X S 7 13 o 4 N X
N l40
S s S 9 lo 8 J 3 1 N ; X

n 4 -MA 175
Bib.Eg. SP 1.4 12 17 5 _> 1 N X

IB. D. !
Bib.Ed. X N 35
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iB i X 26 15 31 16 3 2 N X
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X N 53
X X 6 o 2 1 0 0 Y X
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e N 43
X X 5 10 5 1 2 1 N X
N 60
Ih.B. iS X 10 12 9 4 4 6 W X

I 4 -B. D. 204
T h., | X 21 13 23 8 12 N X ,
, B. Do ^
N 133
,T h .B . X s l4 15 13 2 2 2 N X

32
h.B*, X N 7 17 8 1 7 N X

Bib.Ed. N j 3°
X 6 15 3 1 1 1 N X

21
X 7 3 1 1 N X j
o x , 71
X O 15 5 3 ■ 2 1 K X

4-Seru. 45
■D. SP X 6 13 7 1 7 3 Y X

15
X X 3 8 6 1 3 Y N
99
X X / 15 l Y X

90
X X 13 17 13 4 3 0 N V

*
59
X X 12 15 7 1 b 0 N X

X 252
IB.S.M. X X ’ 19 14 20 7 1 5 N X
" 1
1 N 95 154 249 28 33 33 1 20 90 1
! X

x. N 33 13.4 197 22 15 7 16 / 103 l4<

N X 4 :
N 23 39 67 21 5 5 / 4 /
N N
330 510 390 20 2 22 n^
X N 5 31 OO 12 (
/ X

12 26 20 Qj 90
N 25 37 40 1 (
/ X

1—■
in
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X N 175 325 19 O 5 1 St. 14

0
N N 8 Pr.
N 6 24 30 25 10 V 3 10 96
N X

N 56 200 25b 22 12 4 23 25 94 12
N X

N 48 54 102 20 0 /
N X
9 0
N 140 140 280 0
15 15 32 94 12
N 1 X
4 -MA 175 221 396 20 17 23 35 13 12
N X

X N 35 37 72 27 46 13 13 9 96
N X j
N 213 249 462 20 15 2 26 25 N 12
N X
n
X N 53 47 100 21 10 0 9 5 90
Y X

1
1 31 43 74 / 4 / 1 9
N N i
X 2 -de- 39 217 305 / 11 17 26 gif 12
/
W X rr ree

N | 43 47 90 20 12 5 10 4 102
N X

N 60 65 125- 22 20 12 24 13 N 12
N X

4 -B.D. 204 153 357 22 14 3 21 20 N 12

N X A.B.
B. Re
N 133 145 273 24 23 3 17 24 92 12
N X
12
CO

18 12
m

32 26 23 13 2 0 N
N X
N j 3° 63 93 19 20 25 16 10 93
N X
21 21 42 24 40 10 5 12 90
N X i
X , 71 99 170 23 20 1 8 12 108
K X
4 -Sem. 45 6 51 29 75 15 8 7 12
Y X

15 50 65 23 10 2 5 3 90
Y N
99 295 394 21 2 2 15 1 90
Y X
O
90 103 193 18 0 14 10 63
N X
>
59 93 157 22 25 5 17 7 120 i:
N ■v
-V

X 252 283 535 22 20 2 31 2 0 100 16'

N X
13'
13'
 1 20 90 N / Y 33 33 25 19 X

16 / 108 140 / Y 30 30 4 36 X
4 yr.
/ 4 / N Y 10 10 10 25 45 X
n
12 10
ro

22 126 Music Y
i—I i

36 25 45 O X
only
8 90 N Y 50 25 25 X
—1

n
. St. 14 N 10 O 3 2 77 X
3 Fr.
3 10 96 N N 10 10 10 70 X

23 25 94 120 only Y 25 16 16 39 X
M.S.
Lltt.
/ / 25 25 50 X

15 32 94 124 Y :y 55 5 15 25 X X

35 13 126 Y Y 10 70 5 10 5 X
Th.M.

13 9 96 Y X

26 25 N 126 Y N 37 9 54 X X
Th.B.
9 5 90 N X

1 9 . Y

17 26 94 126 N ■j Y 23 19 3 19 31 X

10 4 102 Y 10 25 65 X X

24 13' N 124 N N 40 10 25 25 X
L
21 20 N 124 N [) N 55 10 35 X
A. B. -Th.
B. R. E. t .
17 24 92 126 N j N 13 30 7 20 30 X

13 20 N 128 Y 'Y 4 4 92 / / /

16 10 93 Y 33 33 34
x i
1
5 12 90 :Y 50 25 25 X

8 12 108 ;N 20 30 50 X

8 7 120 Y 60 30 10 X

5 3 90 Y X

15 1 90 Y 3 5 1 X

14 10 63 Y 25 30 5 40 X X

17 7 120 120 Y Y 17 25 8 42 3 X

31 20 100 160 This Y N 35 30 2 5 30 X X

130 BRE BSM
130 BSM
GRACE BIBLE INSTITUTE N P B.R.E. ,T

INTERCESSION CITY BIBLE COL. X P A.B.jTh.

B.A.In E
KANSAS CITY BIBLE COLLEGE X X P None

LANCASTER SCHOOL OF BIBLE X X P None

LONDON BIBLE: INST. CANADA N P None

LOS ANGELES RAPT. THEOL.SEM. X X p A .B. jB. E

LUTHERAN BIBLE INST. CHICAGO *v

J'-
u P None

LUTHERAN BIBLE INST. MINN. N p

'None

MESSIAH BIBLE COLLEGE y X X X F None

MID-TEST BIBLE & MISS. INST. X X P Th.B.

MISSIONARY TRAINING INST. X X X F B.R.E. ,1

Th.B.

MOODY BIBLE INSTITUTE N N P None

MOUNTAIN VIKH BIBLE SCHOOL N P ' None

MULTNOMAH SCHOOL OF BIBLE N X P None

NATIONAL BIBLE INSTITUTE X X X F B.R.E. ,'J

p B.R.E.
PACIFIC BIBLE COL.OF AZUSA X

PEACE RIVER BIBLE INST. N N N None

PHILADELPHIA SCHOOL OF BIBLE X X P None

PRACTICAL BIBLE TRAINING SCI-I. N N P None

PROVIDENCE BIBLE INSTITUTE N P None

ST.PAUL BIBLE INSTITUTE X N P B.Mus.,]

Ed. ,Th.!
SIMPSON BIBLE INSTITUTE x jZ p B.R.E. /

SOUTHERN CALIF.BIBLE COL. V-

u F A.B.,TH

TEMPLE MISS. TRAINING SCH. X P None

TORONTO BIBLE COLLEGE N N N None

TRINITY SEM. & BIBLE INST. X P B.R.E.

B. D. Hon
’WASHINGTON BIBLE INSTITUTE N P None

VESTERN CANADIAN BIBLE INST. N P None

IINNIPEG BIBLE INSTITUTE N N N None

 ------' ■'
p B.R.E. ,Th.B. X s 14 15 13 2 2 2 N X

p A.B.,Th.B., X N 7 17 8 1 7 N X
B.A.in Bib.Ed.
p None X 6 15 3 1 1 1 N X

p None X 7 3 1 1 N X

n
u 2
p None X 15 5 3 1 K X

p A.B. jP. D. SP X 6 13 7 1 7 3 Y X

p None X X 3 8 6 1 3 Y N
p -None X X / 15 1 Y X

I? None ■vr X ' 13 17 13 4 3 0 N ■v

p Th.B. X X 12 15 7 1 b 0 N X

F B.R.E. ,E.S.M. X X ’ 19 14 20 V1 1 5 N X

Th.E.

P None X N 47 11 31 10 14 10 N X

P None X N p 0 2 N
15 3 X

P None X N Q o J 0 1 N X

F B.R.E. ,Th.B. 12 16 20 4 10 N y
X /
P B.R.E.,Th.B. X N 12 15 12 6 3 1 N X

N None X N 6 13 0 0 0 0 N N
p
J. None X
r~7
I 10 13 4 11 1 N X

P None X 10 11 3 i 1 1 N
*
P None X 23 9 16 l 4 2 N j:

P B.Mus . ,B.Mus. in X 15 14 10 4 p N
j X

Ed.,Th.B.
P B.R.E.,Th.E. X X 20 11 vD 2 2 2 N j:

F A.B. ,TH.B. X X 13 17 ii 4 3 2 N X

P None X X 6 12 3 1 1 N N

N None SP 7 10 6 2 4 1 N N

P B.R.E. ,Th.B. s S 4 ■12 1 3 4 3 N X

B. D. Honorary
4 14 12 •-> V
P None X J 9 /

P None 3 12 2 y X

N None X 4 12 2 1 X
 N 133 145 278 24 23 3 17 24 92
N X

32 26 53" 23 18 12 13 20 N
N X

N 3° 63 93 19 20 25 16 10 98
N X

21 21 42 24 40 10 5 12 90
N X

X 71 99 170 23 20 1 8 12 108
N X

t1r 4 -Semi. 45 6 51 29 75 15 8 7
X

15 50 65 23 10 2 5 3 90
Y N
99 295 394 2i 2 2 15 1 90
Y X

13 n 0 14 10 63
90 103 193
N
' 98 157 22 25 5 17 7 120
N : 59
252 283 535 22 20 2 31 20 100
N X

497 974 1471 23 7 1 28 20

N X
/
X 15 21 36 23 14 / 5 2 110
N X

X 124 153 277 25 5 15 31 96

N X

109 95 204 22 12 10 26 11 96
N ->r

77 77 25 36 19 18 l4 93
K X

15 20 35 23 10 5 2 7 /
N N
23 5 5 20 16 90
N x
X 49 120 169 22 16 2 14 12 /
N
l4o 184 324 21 10 2 19 18 100
N

N X
2-ThB 120 195 315 / / 3 26 25 90

100 115 215 23 4 / 13 20 100

N X

N 165 138 303 21 14 1 23 7 N

X

7 30 37 23 30 3 7 / 90
N N
X 80 137 217 ( 20 5 1 8 18 /
N N
X 2-ThB 33 40 73 20 5 1.5 11 5 96
N x
4-BD
12 29 24 O
U 0 96
17 33 /
/ X

96 92 188 22 18 J) 7 / 9b
Y X

30 30 60 21 10 / 5 12 100
X I

Vi .
 .
R* E*
24 92 126 N sN 13 30 7 20 30 X

20 N 128 Y :Y
c
4 4 92 /

10 93 Y 33 33 34 X

’
12 90 ' Y 50 25 25

12 108 N 20 30 50

7 120 Y 60 30 10

3 90 \7
JL X

1 90 Y 3 5 1 X

10 63 Y 23 30 <=> 40 X

7 120 120 Y Y 17 25 8 42 3 X

20 100 160 ThB Y N 35 30 2 5 30 X

130 BRE BSM

130 BSM
20 Y 14 42 2 17 23 X

2 110 Y 50 16 34 X

31 96 Y 11 3 11 75 •vr

11 96 123 BRE N Y 35 30 2 25 8 X

160 ThB
14 .93 124 N Y 19 19 33 24 X

7 / / N 25 30 45

16 90 Y 30 50 5 15 X

12 / Y 25 25 2 3 45 X

18 100 Y 33 33 10 10 14 X

23 90 15 6 Y~ N 40 40 20 X

ThB
20 100 130 N Y 25 70 5 X

7 N 128 Y- Y 34 12 8 21 25
ThB
/ 90 Y 38 25 38 1 X

(k
18 / Y 22 50 28 X

5 96 128 N Y 60 20 5 5 10 X

6 96 Y

/ 96 1 3 0 -no / Y 32 45 25
degree
12 100 / Y X

j1
 173

NAMES AND ADDRESSES OF THE FORTY-NINE BIBLE

INSTITUTES AND BIBLE COLLEGES STUDIED IN SURVEY

1. Atlanta Bible Institute, 759 West Peachtree St. S.E.

Atlanta, Georgia.

2. Baptist Bible Institute of Cleveland, 3273 Hough Avenue,

Cleveland 3 , Ohio.

3. Baptist Bible Seminary, Main and Baldwin Street,

Johnson City, N. Y.

4. Bethany Bible Institute, Hepburn, Saskatchewan, Canada.

5« Bible Institute of Los Angeles, 553 South Hope Street, .

Los Angeles, Calif.

6. Birmingham Bible Institute, 1709 North 7th Avenue,

Birmingham 1, Ala.

7. Briercrest Bible Institute, Caron, Saskatchewan, Canada.

8. Buffalo Bible Institute, 829 Delaware Avenue, Buffalo,

N. Y.

9. Chicago Evangelistic Institute, 1754 Washington Blvd.

Chicago 12, 111.

10. Christian Training Institute, 10810 - 7 8 th Avenue,

Edmonton, Alberta, Canada.

11. Cleveland Bible College, 3201 Euclid Avenue, Cleveland 15,

Ohio.

12. Columbia Bible College, Columbia, S. C.

13. Dallas Bible Institute, 2016 Commerce Street, Dallas 1,

Texas.

14. Eastern Nazarene College, Wollaston Park, Quincy, Mass.

15. Emmaus Bible School, 8 l Harcourt Avenue, Toronto 6 ,

Canada.

16. Elim Bible School, Altona, Manitoba, Canada.

17. Fort Wayne Bible Institute, 3820 S. Wayne Avenue,

Fort Wayne 6 , Ind.

1 8 . Free Church Bible Institute and Seminary, 4211 N.

Hermitage Ave., Chicago 13, 111*
 174

19* God's Bible School, Mt. Auburn, Cincinnati 10, Ohio.

20. Gordon College of Theology and Missions, Boston 15, Mass.

21. Grace Bible Institute, 1515 South 10th Street, Omaha 8 ,

Nebraska.

22. Intercession City Biblical College, Intercession City,

Fla.

23* Kansas City Bible College, 7444 State Line Road, Kansas
City, Missouri.

24. Lancaster School of the Bible, 128-130 N. Mulberry Street,

Lancaster, Penna.

25* London Bible Institute, 518 Queen's Avenue, London,

Ontario, Canada.

26. Los Angeles Baptist Theological Seminary, East Sixth and

South St. Louis Streets, Los Angeles 33, Calif.

27* Lutheran Bible Institute, Y.M.C.A., 19 S. LaSalle St.,

Chicago, 111.

28. Lutheran Bible Institute, 1619 Portland Avenue, Minneapolis,

Minnesota.

29* Messiah Bible College, Grantham, Penna.

30. Midwest Bible and Missionary Institute, 514 Culver Way,

3964 Washington Blvd., St. Louis 8 , Mo.

31* The Missionary Training Institute, Nyack, New York.

32. Moody Bible Institute, 153 Institute Place, Chicago 10,

111 .
33* Mountain View Bible School, Didsbury, Alberta, Canada.

34. Multnomah School of the Bible, 703 N. E. Multnomah Street,

Portland 12, Ore.

35» National Bible Institute, 340 West 55th Street, New York
19, N. Y.

36. Pacific Bible College, Azusa, California.

37* Peace River Bible Institute, Sexsmeth, Albe r t a , Canada.

38. Philadelphia School of the Bible, 1721 Spring Garden

Street, Philadelphia 30, Penna.
 175

39* Practical Bible Training School, Bible School Park,

Broome Co., New York.

40. Providence Bible Institute, 100 State Street, Providence,

R. I.

41. St. Paul Bible Institute, Englewood at Hamline, St. Paul,

Minn.

42. Simpson Bible Institute, 101 West 5 8 th Street, Seattle 7,

Wash.

43* Southern California Bible College, 450 Avenue 64,

Pasadena 2, Calif.

44. Temple Missionary Training School, 117 E. Rudislll Blvd.,

Port Wayne, Ind.

45. Toronto Bible College, 12-16 Spadina Road, Toronto 4,

Ontario, Canada.

46. Trinity Seminary and Bible Institute, 243 40th Avenue

South, Minneapolis, Minn.

47* Washington Bible Institute, 1445 Rhode Island Ave. S.W.,

Washington, D. C.

48. Western Canadian Bible Institute, 1720 Broad Street,

Regina, Saskatchewan, Canada.

49. Winnipeg Bible Institute, 102 Marjorie Street, St. James,

Winnipeg, Manitoba, Canada.
 176

WHEATON COLLEGE

"For Christ and His Kingdom"

Wheaton, Illinois

Office of
Director of Christian Education

October 23, 19^6

Mr. H. V/. Boon, Registrar

Missionary Training Institute
Nyack, New York

Dear Mr. Boons

Your letter of October 11th regarding the thesis subjects

has been brought to my attention.

I do not believe there is any complication since a master's

thesis is not copyrighted. At any rate, the topic being
dealt with here deals only with the origin of the Bible
Institute. The student working on the thesis here is Mrs.
Lenice Reed and I am sure she would be glad to give you any
further information.

With good wishes for the year at Nyack. If Miss Bethge is

still with you, will you extend my greetings to her? She
was one of our Christian Education majors at Wheaton.

Sincerely,

(S) Rebecca R. Price

Rebecca R. Price
 177

ACCREDITING ASSOCIATION OF
BIBLE INSTITUTES AND BIBLE COLLEGES

100 State Street* Providence 8, Rhode Island

December 21, 19^9

Rev. Harold Boon

Missionary Training Institute
Nyack, New York

Dear Mr. Boon:

In reply to your inquiry of December 10 I am pleased to make

the following statement concerning the matter of faculty
counselling as practiced in our Bible Institutes and Bible
Colleges.

Bible Institutes and Bible Colleges have generally realized

the importance of faculty counselling in the shaping of
Christian character. Practically every one of the schools
has such an officer or officers devoted particularly to the
counselling of young men and women with respect to 'their
individual financial, spiritual, and academic problems. Also,
in nearly all of the schools there is a constant effort made
to bring the teacher into direct contact with the individual
student although due to the rapid growth of classes in the
recent post war years this has been done less and less. At
the present time there is in evidence a tendency to do more
vocational counselling and to appoint special officers for
this purpose. Also I think there is increasing emphasis
upon academic counselling because it would appear that more
Bible Institute and Bible College students are seeking to
transfer to colleges, universities or seminaries as they
further their education. However the entire program is not
organized in most schools as thoroughly and carefully as it
should be and one of the definite goals of the new Accrediting
Association of Bible Institutes and Bible Colleges has been to
encourage the schools in this effort.

Permit me to mention the fact that here at Providence Bible

Institute for an enrollment of 4$5 Day School students we
have 5 officers, 3 men and 2 women, devoting their time to
this matter of individual counselling of students in financial,
spiritual, and academic matters. We do not yet have a definite
vocational guidance program but we have made at least an
effort in this direction through our missionary course where
students are privileged to talk with representatives from at
least 18 different societies to learn something of their
policies and practices and to decide with the help of the
director of our missionary department what missionary board
would be most suited to their own talents and taste. This
 178

is only a small part, however, of ivhat should be done for

those in our religious education department, our pre-pastoral
training department, and in our General Bible Course from
which students generally transfer to secular schools, and in
our Bible music department.

I hope this will be of some help to you in the preparation of

your thesis. Permit me to take this opportunity to congratu­
late you on the splendid work you have done.

Sincerely yours,

(S) TERRELLE B. CRUM

Secretary-Treasurer
 179

List of Schools and Delegates Present at Constitutional Meeting

of AABIBC, Winona, Indiana, October l4-l6, 19^7*

Day Evening
School School

Atlanta Bible Institute, Atlanta, Georgia 50 75

Dean Congdon
Baptist Bible Inst, of Cleveland, Cleveland,
Ohio. Dean Amsler 23 200
Bible Institute of Los Angeles, Los Angeles,
Calif. Dean Sutherland 910 300
Bible Institute of Penn., Philadelphia, Penn.
Pres. Mierop and Dean Whiting 226 351
Bible Stan'dard Training School, Eugene, Oregon
Pres. Powers ' 100
Buffalo Bible Institute, Buffalo, N. Y.
Pres. Reisinger 40 118
Carver Bible Institute, Kansas City, Missouri
Pres. Foote 100
Central Bible Institute, Springfield, Missouri
Educational Sec'y Riggs and Edith Flower 600
Note: Denom. has 7 schools notlisted here 1425
Chicago Evangelistic Institute, Chicago, 111.
Pres. Jessop and Dean Hahn 230
Cleveland Bible College, Cleveland, Ohio
Dean Osborne 215
Columbia Bible College, Columbia, S.Carolina
Pres. McQuilkin 365
Denver Bible College, Denver, Colorado
Vice Pres. Davis and Norton l82 42
Fort Wayne Bible Institute, Fort Wayne, Ind.
Pres. Witmer and Dean Gerig 300
Frankfort Holiness College, Indiana
Pres. Storey
Grace Bible Institute, Omaha, Nebraska
Pres. Suckau 288 80
Grand Rapids School of the Bible and Music,
Michigan. Registrar Garvin
Kansas City Bible College, Kansas City, Mo.
Pres. Wilson and Dean Ramsey 71 84
London Bible Institute, London, Ontario
Pres. Bedford
Martinsville Bible College, Martinsville, Va.
Miss Ashworth 12
Mennonite Brethren Bible College, Winnipeg
Pres. Toews 120
Metropolitan Bible Institute, N. Bergen, N. J.
Principal Nikoloff 50 70
Missionary Training Inst., Nyack, N. Y.
Pres. Mosley and Registrar Boone 550
Moody Bible Institute, Chicago, Illinois
Acting President Culbertson 926 900
 180

Day Evening
School School

Multnomah School of the Bible, Portland,

Oregon. Pres. Aldrich 308 100
National Bible Institute, New York, N. Y.
Dr. Erie Griffith 200 300
Northwestern Schools, Minneapolis, Minn.
Dean Hartill and Mr. Bergeson 740 i3o
Open Bible Institute, Des Moines, Iowa
Dean Mitchell 80 35
Pacific Bible College, Azusa, California
Pres. Haggard 130
Philadelphia School of the Bible, Phila., Pa.
Pres. Roe and Dean Mason 213 235
Pilgrim Bible College, Kernersville, N. C.
Pres. Surbrook 125
Providence Bible Inst., Providence, R« I.
Pres. Perrin and Dean Crum 400 650
St. Paul Bible Institute, St. Paul, Minn.
Pres. Strohm 300
Southeastern Bible Inst., Lakeland, Fla.
Pres. Graves 150
Southwestern Bible Institute,
Pres. Collins 625
Temple Missionary Training School, Fort Uayne,
Ind. Pres. Neighbour 38
Bible Seminary of Costa Rica, San Jose, Costa
Rica. Pres. Kenneth Hood 40

Totals 10137 3770

Grand Total 13, 907

Number school s i 43
Number delegates: 46
 l3l

Enrollment in Sixty Theological Seminaries Holding

Membership in the American Association of Theological Schools
Fall Semester 1943

Total
No. Name of Seminary Male Female Enrollment

1 . Berkeley Bapt. Div. School 90 .56 146

2 . Chr Div Sch Pac Berkeley 51 —— 51
3° Pacific School Rel Berkeley 54 10 64
4. San Fran The Sem San Anselm 105 27 132
5. Starr King Sch Min Berkeley 7 3 10
6 . Iliff Sch Theol Denver 67 4 71
7. Berk Div Sch New Haven
—
57 57
8 . Hartford Sem Found Htfd 114 91 205
9. Columbia The Sem Decatur Ga 102 5 107
1 0 . Gammon The Sem Atlanta Ga 44 5 49
11. Bethany Biblical Sem Chgo (Est) 21 60 81
12. Chgo Luth The Sem Maywd 111 21 _ _
21
13. Chgo Theol Sem Chicago 6o 20 80
l4. Evan Theol Sem Napervl 111 68 -- 68
15. C-arrett Bible Inst Evnstn 111 301 47 348
1 6 . McCormick The Sem Chicago 155 39 19^
17. Meadville Theol Sch Chicago 15 3 18
1 8 . Northern Bapt The Sem Chgo 265 33 348
19- Seabury VJ The Sem Evnstn 111 79 --------
79
2 0 . V/artburg The Sem Dubuque la 84 -------- 84
21. Cent Bapt The Sem Kan C. Kan l8l 29 210
22 . Asbury Theol Sem kilmore Ky 222 59 28i
23. Col Bible Lexington Ky 52 6 58
24. Louisvl Pres The Sem Lou Ky 77 3 80
25. S Bapt Theol Sem Louisvl Ky 764 _ _
764
26 . New Orleans Bapt The Sem 243 92 335
27. Bangor Theol Sem Bangor ..Me 60 5 65
23. Nestminstr The Sem Westm Md 6l 1 62
29. And Nw The Sch Nwtn Ctr Mass 117 29 146
'30. Epis Theol Sch Cambridge Mass 94 — 94
31. New Chrh The Sch Cmbrdg Mass (Est) 8 — 8
32. Calvin The Sem Grd Rpds Mich 51 1 52
33. Westrn The Sem Holland Mich 60 — 60
34. Luther The Sem St Paul Minn l8l — 181
35. N V; Luth Theol Sem Mpls Minn 48 — 48
36. Eden The Sem Webstr Grvs Mo 77 12 89
37. Blmfd Col The Sem Blmfd N J 176 12 18 8
38. Drew Univ Madison N J 270 136 405
39. New Brunswk Theol Sem N Br N J 31 — 31
40. Princeton Theo Sem Prnctn N J 330 46 376
4l. Biblical Sem N Y New York 86 83 169
42. Colgte Roc Div Sch Rchtr N Y 92 11 103
43. General Theol Sem New York 154 — 154
44. Union Theol Sem New York 412 128 540
45. BonBrake The Sem Dayton Ohio 77 1 78
 182

Enrollment in Sixty Theological Seminaries Holding

Membership in the American Association of Theological Schools
Fall Semester 1948

Total
No. Name Male Female Enrollment

46. Crozer Theol Sem Chester Pa 37 2 39

hi* Div Sch Prot Epis Chrh Phil 65 5 70
48. E Bapt Theol Sem Phila 226 56 282
49. Luth Theo Sem Gettysburg Pa 68 1 69
50. Luth Theo Sem Phila 96 ----
96
51. Morav Col Bethlehem Pa 401 1 402
52. Pittsbgh Xenia The Sem Pit 67 7 74
53. Luth The Sem Columbia S C (Est) 33 - -
33
54. The Sem Evan Ref Chr Lan Pa 54 4 58
55. Austn Pres The Sem Aus Tx 81 —
81
56. S. W. Bap The Sem Ft Worth Tx 786 366 1152
57. Prot Epis The Sem Alxdra Ya (Est) 125 —
125
58. Union The Sem Richmond Va 150 —
150
59. Mission Hse Col Plymouth Wis 149 53 202
. —
6 0 . Nashotah House Nashotah Wis 43 48
 183

CONSTITUTION AND B Y “LAWS OF

THE ACCREDITING ASSOCIATION OF BIBLE INSTITUTES AND
BIBLE COLLEGES

ARTICLE I NAME

The name of this organization shall be "The Accrediting

Association of Bible Institutes and Bible Colleges."

ARTICLE II PURPOSE

Section 1. To bring into cooperative association Bible

Institutes and Bible Colleges whose objectives are similar and
who are conservative and evangelical in doctrine.

Section 2. To define, evaluate, establish and maintain

general academic standards; to institute, maintain and publish
a list of those schools accredited according to the standards
set by the Association, and to develop and foster such p r o ­
cedures as will facilitate inter-change of student credits;
and strengthen the position of students undertaking additional
work in other schools.

Section 3» To maintain records of administrators,

faculty, curricula, and physical equipment of various schools
so that inter-correspondence may be expedited.

ARTICT.E III TENETS OF FAITH

1. We believe that there is one God, eternally existing

in three persons: Father, Son, and Holy Spirit.

2. We believe the Bible to be the inspired, the only

infallible, authoritative Word of God.

3. We believe in the deity of our Lord Jesus Christ, in

His virgin birth, in His sinless life, in His miracles, in His
vicarious death and atonement through His shed blood, in His
bodily resurrection, in His ascension to the right hand of the
Father, and In His personal and visible return in power and
glory.

4. We believe that man was created in the image of God,

that he was tempted by Satan and fell, and that, because of
the exceeding sinfulness of human nature, regeneration by the
Holy Spirit is absolutely necessary for salvation.

5. We believe.in the present ministry of the Holy Spirit

by Whose indwelling the Christian is. enabled to live a godly
life, and by Whom the Church Is empowered to carry out Christ's
great commission.
 134

6 . Me believe in the bodily resurrection of both the

saved and the lost; those who are saved unto the resurrection
of life and those who are lost unto the resurrection of damna­
tion.

ARTICLE IV MEMBERSHIP

The membership of this Association shall consist of those

Bible Institutes and Bible Colleges which shall conform to the
standards of membership and which shall be accepted into member­
ship by vote of the Association.

ARTICLE V OFFICERS

Section 1. The Executive Officers of this Association

shall be the President; two Vice-Presidents (one from each
Commission) and a Secretary-treasurer.

Section 2. The Executive Committee shall be composed

of the officers of the Association, the retiring President, as
an ex officio member, and the Vice-Chairman and the Secretary
of each Commission.

Seetion 3» The officers of the Association shall be

elected by and from among the Association in its annual meeting
for a term of two years, only the Secretary-treasurer being
eligible to succeed himself.

ARTICLE VI COMMISSIONS

Section 1. Authorized delegates of each member school

shall constitute Commissions for their respective educational
groups as follows:

(1) The Commission of Collegiate Schools

(2 ) The Commission for Intermediate Schools

Section 2. Each commission shall be organized with at

least two officers: a Vice-chairman, and a Secretary, elected
by the Commission for a two-year period at the time of the
annual meeting of the Association, only the Secretary being
eligible to succeed himself.

ARTICLE VII MEETINGS

Section 1. Regular meetings

Regular meetings of this Association shall be held annually,

the time and place to be determined by the Executive Committee.
Notification of all regular meetings shall be made by mail by
the Secretary to all members at least six months prior thereto.
 135

Section 2. Soeclal meetings

Special meetings may be called by the Executive Committee

at any time, provided that the purpose of the meeting shall
be stated In the notices calling the same* Such notices shall
be mailed at least one month before the date of such meeting.
The right of initiative in calling a special session shall be
granted each member of the Association. A petition for same,
stating the reasons therefor and signed by at least 20$ of
the membership of the Association, may be filed with the
Secretary at any time and shall be considered sufficient reason
for such a call, whereupon the Executive Committee shall call
the special session, setting the time and place.

ARTICLE VIII AMENDMENTS

Amendments to the Constitution may be made at any regular

meeting of the Association, provided that the proposed amendment
shall be submitted to the membership 60 days prior to the meet­
ing at which it is to be considered. A two-thirds vote of all
members present shall be necessary for adoption.
 136

BY-LAVvS

Procedure of Establishing the Association

1. In order to inaugurate the Association, over-all pro­

visional membership will be granted to schools until
January 1, 1950, by a temporary procedure as follows:

a. Schools will make application to the Secretary for

provisional membership and submit such data as de­
sired by the Examining Committee.

b. The Examining Committee is authorized to act on

such applications and grant provisional membership.

c. Schools that have obtained provisional membership

may thereafter apply for full accreditation, when
the regular procedures for investigation and d e ­
termination of applications will be followed.

d. An accrediting fee of $75*00 will be charged for

provisional membership to be paid upon application;
if application is not approved, $ 5 0 . 0 0 will be re­
funded. This $75*00 fee covers the membership fee
for the first year and covers only the cost of pro­
visional membership as outlined procedure above.

e. As soon as a school, accepted with provisional

membership, applies for full accreditation, it shall
pay an additional fee of $ 5 0 . 0 0 to cover the cost of
final examination procedure.

If a school applying on the collegiate level is

denied membership on that level, the $2.5*00 not
subject to refund may be applied to an application
on the Intermediate level.

ARTICLE I MEMBERSHIP

Section 1. Requirements for Membership

Adherence to the Doctrinal Standard and Constitution and

By-Laws of this Association; compliance with the Academic
Standard of its respective level, and payment of the required
fees are primary requirements for membership. Each member
school shall subscribe annually to the Doctrinal Standard in
writing.

Section 2. Application Procedure

The school seeking accreditation shall send its application

 13?

together with the entrance fee to the Secretary of the Associ­

ation on suitable forms and give such data as shall be pr e ­
scribed by the Examining Committee.

If the application warrants a review in the judgment of

the officer's of the Association, an investigation will be made
of the applicant school by examiners, 'who shall report their
finding and make their recommendations to the Examining Com­
mittee. Final action on recommendations of the Examining
Committee will be taken by the Association at its annual ses­
sion.

In the selection of examinees by the Executive Committee,

consideration shall be given to the level of the school being
examined so that one examiner is identified with the level of
the school under review.

Section 3* Termination of Membership

Membership in the Association may be terminated by:

(a) voluntary withdrawal in writing, (b) action of the Associ­
ation upon recommendation of the Examining Committee based upon
proof that such member no longer conforms to the standards
of the Association, (c) failure to pay the annual membership
fee 'within one year after same is due.

ARTICLE II OFFICERS

Section 1. Nomination and Elections

a. Officers of the Association. A Nominating Committee

shall be appointed by the Executive Committee who shall submit
a slate of two or more names for each officer of the Associa­
tion. These, with any other names nominated from the floor,
shall be voted upon singly until a candidate receives a majority
vote, which shall constitute an election.

b. Officers of the Commissions. The Collegiate and Inter­

mediate Commissions, meeting in separate sessions, shall
nominate from the floor and elect by ballot their respective
/ice-Chairman, Secretary, and other representatives as needed.

Section 2. Duties of officers

The officers of the Association and of the Commissions

shall have those rights and perform those duties which are
customary for their respective offices. The Executive Com­
mittee shall have the right and authority to represent the
Association in all matters during the interim between sessions
of the Association. The Executive Committee and/or the officers
of either Commission shall call and conduct their own meetings
as the need and their best judgment shall dictate.
 133

Section 3» Vacancies

Any vacancies which may occur on the Executive Committee

shall be .filled by the vote of the remaining members until the
next annual meeting with the exception of the office of
President which shall automatically be filled by the Vice-
President of the Collegiate Commission until the next annual
meeting.

Section 4. Qualifications

All officers of the Association and of the Commissions

shall be officially and actively connected with a Bible Insti­
tute or Bible College which holds membership in the Association.

ARTICLE III REPRESENTATION AND VOTING PRIVILEGE

Section 1. Member institutions shall be entitled to

representation and voting privileges at meetings of the
Association on the following basis:

One delegate for each school with 25 to 200 full-time day

students
Two delegates for each school with 201 to 400 full-time
day students
Three delegates for each school with over 401 full-time day
students

A full-time day student is defined as one carrying no

fewer than twelve hours per week. In computing number of
students, those in summer school, evening school classes, and
correspondence school shall be excluded.

Each delegate shall have one vote. Proxy voting shall

not be permitted.

Section 2. Each member institution shall submit to the

secretary' of the Association the name (or names) of its duly
appointed representative (or representatives) at least fifteen
days in advance of each annual or special meeting.

Section 3» Additional visiting representatives from

member institutions, or visitors from non-member institutions,
may attend the open sessions of the Association meetings but
they shall not have the privilege of the floor or of voting.

ARTTCT.E IV MEETINGS

Section 1. Time and place of Meeting

The annual meeting shall be held the second week in

October. The exact date and place of meeting shall be set each
year by the Executive Committee.
 139

Section 2. Quorum

Those delegates present at a duly called meeting of this

Association shall be considered a quorum. A majority of the
Executive Committee shall constitute a quorum for its me e t­
ings .

Section 3® Parliamentary Law

All business meetings of this Association shall be con­

ducted according to the accepted rules of parliamentary p r o ­
cedure.

ARTICLE V STAMPING COMMITTEES

The following Standing Committees shall be appointed by the

President:

1. Committee on Educational Aids, consisting of a Chair­

man and one representative from each Commission. The duties
of this committee shall include the recommendation of textbooks,
visual aids, reference works, other published or unpublished
materials, and specialized equipment useful in attaining the
highest educational objectives.

2. Auditing Committee, consisting of two members, ’whose

duty shall be to audit the accounts of the Association prior
to the annual meeting.

ARTICLE VI ACCREDITATION STANDARDS

Section 1. Final authority in determining accreditation

standards shall reside in the Association.

Section 2. Proposed changes in or additions to the

accreditation standards shall first be voted upon by the group
affected, namely, intermediate level Bible Institutes, collegi­
ate level Bible Institutes, and collegiate level Bible Colleges,
but shall not become obligatory until passed by the Association.

Section 3* A code of ethics covering comity, relationship

of member schools, transfer of faculty members or students,
advertising accuracy, adherence to catalogue statements, and
kindred subjects shall be prepared by each Commission for ap­
proval by the Association, prior to enforcement by the Associ­
ation.

ARTICLE VII AMENDMENTS

These By-Laws may be amended by a two-thirds vote at any duly

called meeting of this Association.
 190

ACADEMIC STANDARDS FOR BIBLE INSTITUTES AND BIBLE COLLEGES

ON THE COLLEGIATE LEVEL

The standards herein set forth compare favorably in a broad and

general manner with those of liberal arts colleges as set forth
in the "Accrediting Manuals" of the various regional as s o c i a ­
tions. This has been done without compromising our specific
purposes in education in order to facilitate the granting, of
credit to Bible Institute and Bible College graduates by
liberal arts colleges.

It should be noted that these standards are in every instance

"minimum standards". Our first aim must always be the glory
of God, which translated into the language of education, means
the highest academic standards within our power to attain c o n ­
sistent with the sound development of Christian character and
faithful preparation for a Spirit-filled ministry as we t r a n s ­
mit our heritage in the Word of God to the next generation.

There is no desire to enforce these standards in arbitrary

fashion; they are to be administered by the Commission on A c ­
crediting Institutions by way of stimulus and encouragement.

I DOCTRINAL STANDARD

Bible Institutes and Bible Colleges holding membership in the

accrediting organization shall officially subscribe in writing,
annually, to the following doctrinal statement:

1. be believe that there is one God, eternally existing in

three persons: Father, Son, and Holy Spirit,

2. be believe the Bible to be the inspired, the only i n ­

fallible, authoritative Lord of God.

3. be believe in the deity of our Lord Jesus Christ, in His

virgin birth, in His sinless life, in His miracles, in
His vicarious death and atonement through His shed blood,
in His bodily resurrection, in His ascension to the right
hand of the Father, and In His personal and visible return
in power and glory.

4. be believe that man was created in the image of God, that

he was tempted by Satan and fell, and that, because of
the exceeding sinfulness of human nature, regeneration by
the Holy Spirit is absolutely necessary for salvation.

3- he believe in the present ministry of the Holy Spirit by

Those indwelling the Christian Is enabled to live a godly
• life, and by Whom the Church is empowered to carry out
Christ's great commission.
 191

6 . V'e believe In the bodily resurrection of both the saved

and the lost; those who are saved unto the resurrection
of life and those who are lost unto the resurrection of
damnation.

II PROGRAM OF STUDIES

l). The Bible Institute

A standard Bible Institute diploma signifies the successful

completion of a minimum of 90 semester hours. The semester
is normally understood as 18 weeks; the term as a 1? v;eek
quarter. It is understood that class hours are at least 50
minutes in length. This does not refer to laboratory periods
which normally require two hour’s for'* one credit hour. Many
schools will, wish to continue to exceed these minimum r eq ui re ­
ments.

Because of the diverse curricula offered by Bible Institutes

attention is here centered upon the General Bible Course and
no attempt is made to deal with more specialized curricula such
as Bible Music, Christian Education, Missionary Courses, etc.,
except as the "core curriculum" of Biblical subjects is cor.mon
to them all.

In the General Bible Course a minimum of 1/3, or 30 semester

hours, of the total minimum of 90 semester hours required for
graduation must be devoted to the content and exposition of the
Bible text itself. Exegesis of the original text may be counted
when this is beyond the level of grammar stud*.. In the General
Bible Course a minimum of 1C) hours of the total minimum of 90
semester hours for graduation is required in the fields of
Doctrine or Biblical or Systematic Theology. In the General
Bible Course the remaining 50 hours out of a minimum of 90
semester hours should include the following subjects: Missions,
Evangelism, Apologetics, Church History, Christian Education
(or Pedagogy), Public Speaking, and English. It is also re c o m ­
mended that the curriculum include some additional liberal arts
subjects that are important in the field of general education.

Relative to the "core curriculum" of subjects common to s p e c i ­

alized curricula such as those of Christian Education, Music,
Missionary, P a st or s1 Courses, etc., a minimum of 1/3, or 30
semester hours, out of the total minimum of 90 semester hours
shall be required in the fields of Bible and Doctrine (or
Biblical or Systematic Theology).

2). The Bible College

The Bible College is distinguished from the Bible Institute in

two particulars: (l) it offers a course of at least four years,
leading to a bachelor's degree, which is described below;
 192

(2) it gives a larger place in its curriculum for those s u b ­

jects commonly associated with the liberal arts subjects that
are important in the field of general education.

Relative to the "core curriculum11 of subjects commonly a s s o ­

ciated with the liberal arts college. In spirit and purpose
these two types of Bible schools are identical.

At least 120 semester hours of accredited Bible college work

(exclusive of physical education) shall be required for the
bachelor's degree. The following is the list of required
subjects and also a list of electives which are recommended.

(a) Required Bible Sub je cts . The currbLculum shall include at

least 30 semester hours in the direct stud;/ of the
Bible and 10 semester hours in Biblical or systematic
theology.

(b) Required Liberal Arts Sub.iects. The curriculum shall

include basic subjects generally required for a standard
bachelor's degree: English, history, science.

(c) Recommended electives (or required subjects from the

school's point of view) in fields related to Bible and
Christian service. Evangelism, church history, Christian
pedagogy, public speaking, missions, homiletics, Christian
service.

(d) Recommended electives (or required subjects from the

school's point of view) in Liberal Arts subjects and
general education. New Testament Greek, philosophy,
logic, psychology, sociology, music, a modern language
such as Spanish or French.

The overall curriculum shall be so arranged as to include the

minimum requirements set forth by the American Association of
Theological Schools in 1940 for entrance into seminaries. These
are as follows:

English (8-12 hrs. including Composition and Literature),

Bible or Religion, Philosophy (4-6 hrs. including at least
two of the following: Introduction to Philosophy. History
of Philosophy, Ethics, Logic), History (4-6 hrs.),
Psychology (2~3 hrs.), a foreign language (l2~l6 hrs.
including at least one of the following: Latin, Greek,
Hebrew, French, German), Natural sciences (4-6 hrs.
Physical or Biological), Social sciences (4-6 hrs. i n ­
cluding at least two of the following: Economics, S o c i ­
ology* Government or Political Science, Social Psychology,
Education).

Some latitude will be allowed an institution in its curriculum,

so long as the above stipulations are complied with. The .
 193

criterion will be the degree to which the purpose of the

Bible College is being realized, and the soundness of the
educational practices that prevail.

A Bible College may offer degree courses in other fields,

such as music, religious education, missions, etc., provided
that the recognized academic standards for such courses be
maintained, together with the Biblical c.ontent approved by the
evaluating committee of this association.

At least 30 hours of residence work shall be done at the i n ­

stitution which gives the degree. The class hours shall be
not less than 50 minutes in length; laboratory periods shall
meet two hours for each credit hour. The semester shall co n­
sist of 13 weeks and the term of 12 weeks.

3). Evaluation of Courses and Credits

for both Bible Institutes and Bible Colleges

Bible Institutes and Bible Colleges seeking accreditation must

furnish to the Examining Committee materials showing the c o n ­
tent of each class taught. In most cases this would be u n d e r ­
stood to consist of a syllabus and copy of the textbooks used.

The distribution of student grades is also an important factor

and will be taken into account by the Examining Committee.

Transcripts from various colleges are to be furnished for repre­

sentative students who have gone on to these other institutions
of higher learning in order that the grade of work done by
the student in the school seeking accreditation may be compared
with the grades attained in later college work.

Tra nsfer credit granted to students for work done elsewhere

must be by means of validation unless the student comes from
another fully accredited school.

Ill FACULTY

In all cases teachers shall be competent in their respective

fields, mature, and skilled in teaching.

The minimum requirement for Faculty members shall be five

years of collegiate level work (or collegiate and graduate
work, e.g., the M . A . , two years liberal arts and three years'
seminary training, etc.) Exceptions may be made in the case
of teachers eminently qualified for their position and in the
case of well qualified persons already employed in teaching.

The degree held by the faculty member must be from an institu­

tion that is sound in its educational standards and ad m i n i ­
strative practices.
 194

A faculty member’ Is defined as anyone who teaches one or more

subjects; teachers of highly specialized subjects and non -
teaching administrative officers (president, dean, registrar,
superintendents of men and women, etc.) need not be considered
members of the regular faculty for purposes of accreditation
unless the Bible Institute or Bible College -wishes to do so.

Institutions seeking, accreditation must assume their ethical

responsibilities in providing for the financial welfare of
faculty and staff members. The method of their selection, the
nature of their appointment, rate and causes of turnover and
any other relevant factors are to be considered by the E x a m i n ­
ing Committee of the accrediting organization.

The establishment of some satisfactory form of retirement a l l o w ­

ance for faculty and staff workers is strongly recommended to
all schools. The ratio of one faculty member to 25 students
shall be the minimum standard for accredited Bible Institutes
and Bible Colleges to strive to reach and maintain. The w o r d ­
ing of the standard in this way makes legitimate allowance for
sudden rapid growth on the part of the student body for 'which
additional faculty members may not be Immediately procurable.

The matter of counselling students both by faculty members and

other personnel such as superintendents of men and women, is
regarded as of primary importance in the Bible Institute and
Bible College movement. In general the full-time teaching load
should not be mor’e than 15 semester hours for full-time faculty
members. This teaching load Is to be reduced in proportion as
administrative duties are increased.

It is expected that by unity, mutual regard, and Christian

cooperation among themselves the faculty' will take the l ea de r­
ship in creating and maintaining that spiritually healthful
atmosphere in which the Christian student does his best work
and realizes his highest spiritual development.

IV REQUIREMENTS FOR ADMISSION

As a general practice an Institution seeking accreditation must

require for admission the satisfactory completion of a. course
in a secondary school approved by a recognized accrediting
agency or the academic equivalent of such a course. However, a
limited number of students (not to exceed 10# of the total),
may be admitted who have not completed their high school course
provided that those among this number who seek to obtain the
standard diploma or degree shall pass the customary GEDT tests
or otherwise complete their high school work.

V LIBRARY

The library shall be under the supervision of a member of the

faculty or other person duly appointed who has received adequate
 195

training in Library Science. All Bible Institutes and Bible

Colleges seeking accreditation must have a minimum of 5*000 ■
properly catalogued books adapted to the school's purposes.
The number of books shall be increased as the number in the
student body increases. There shall be a sufficient annual
appropriation in the school's budget to maintain the library in
an up-to-date condition; or its monetary equivalent shall be
accounted for through a satisfactory system of accession which
may be in force at the particular school, if this accession
system is deemed adequate by the Examining Committee for the
school's particular needs. The type and the number of p e r i ­
odicals received as well as bound volumes shall be taken into
account by the Examining Committee.

VI ADMINISTRATIVE CONTROL

The control of the Bible Institute or Bible College should

be vested in a legally constituted board with a chief executive
officer. Those serving on the board, as well as faculty m e m ­
bers, should be men of high purpose and proved Christian
character.

The faculty should be so organized under the president of the

Institution as to provide for the full representation of all
educational interests, and the free and open consideration and
determination of educational policies. Regular meetings should
be held and accurate records of their business kept.

VII FINANCIAL ORGANIZATION AN D RESOURCES

Before approval an Institution must present evidence of

financial stability7. Ordinarily this requirement can be satis­
fied by evidence:

1. That employees are receiving incomes adequate for meeting

moderate living expenses. Due allowance will be made in
cases where services are donated.
2. That the Institution has a substantial equity in the
property used, or a long term lease under conditions
which can be reasonably fulfilled.
3. That financial accounting and property inventories are
in accord with sound business procedures.
4. That the accounts of the Institution are periodically
approved by reputable auditors.
5* That the business practices of the Institution are in
harmony/ with the highest standards of Christian ethics.

VTII STABILITY

Following are the criteria for determining permanence and

stability:
 1. The school shall have completed at least 7 years of c o n ­
tinuous operation as a Day School f o l l o w i n g the date of
its incorporation as a Bible Institute or Bible College
and immediately preceding its application for membership.
2. Information is to be furnished relative to the date of
first operation as an Institute and the continuity of opera-
. tion since that date.
3. Dates at which the various diploma or degree courses were
added, interrupted, or discontinued are to be given.
4. Yearly enrollments, excluding summer session, evening
school, extension courses, etc., must be furnished for the
past 7 years.
5. Names of administrative heads during the past 7 to 10
years, with the period of service for each, must be p r o ­
vided.
6. The percentage of turnover in the teaching staff each
year for the past 5 years is to be given.

IV PHYSICAL PLANT

The buildings and grounds of the Institution are to be co n ­

sidered with respect to ownership, condition, upkeep, and fitness
for work offered, as well as planning and possibilities for
expansion with the growth of the Institution. Moreover, the
properties must correspond to the advertisements in the school's
catalogue and bulletins. Safety measures are required; s a n i ­
tary conditions must prevail.

X DISCIPLINE

The By-Laws of the Accrediting Association carry provisions to

deny membership or to exercise discipline with respect to those
already members in the organization who are guilty of divisive
or unethical practices.

XI CONDITIONAL & PROVISIONAL MEMBERSHIP

Conditional membership, carrying accreditation, may be granted

by the Association to a school upon recommendation by the
Examining Committee, if in their judgment the general pattern
of the school's standards is satisfactory and there is s u f ­
ficient evidence that a particular deviation will be corrected
within a reasonable length of time.

Provisional membership, not accreditation, is being granted

to all charter member schools until the opening of the school's
fall term 1950 or until such time as the Examining Committee
visits the school and brings a report to the Ass'n. Then, if
the school's standards have been found satisfactory its p r o ­
visional membership will become full accreditation by vote of
the Ass'n at its next regular meeting.
 197

If a charter-member school fails to meet the requirements of

the standards by the end of the provisional period (opening
of fall term 1930), it will forfeit its provisional membership
unless granted a period of - race at the discretion of this E x a m ­
ining Committee and the Ass'n.

For further information address: Dean Terrelle B. Crum,

Sec-Treas., Accrediting Association of Bible Institutes
and Eible Colleges, 100 State Street, Providence, Rhode
Island.
 19 3

ACADEMIC STANDARDS F O R BIBLE INSTITUTES AND BIBLE CALLEGES

ON THE INTERMEDIATE LEVEL

It is recognized that some Bible Institutes, because of p a r ­

ticular circumstances, or due to a different objective, do
not find the standards governing schools on the collegiate
level, suited to their purposes® V’itb this in mind, the fo ll ow ­
ing outline of standards was drawn up bp representatives of
such Institutes to meet their specific needs. The outline was
then approved by the entire Association.

It should be noted that these standards are in every instance

11minimum standards." our first aim must always be the glory
of God, which translated Into the language of education, means
the highest academic standards within our power to attain
consistent with the sound development of Christian character
and faithful preparation for a Spirit-filled ministry as we
transmit our heritage in the hord of God to the next g en er a­
tion.

There is no desire to enforce these standards in arbitrary

fashion; always they are to be administered by the Commission
on Accrediting. Institutions by way of stimulus and e nc our ag e­
ment .

I DOCTRINAL STANDARD

Bible Institutes holding membership in the accrediting o r g a n i ­

zation shall officially subscribe in writing, annually, to the
following doctrinal statement:

1. he believe that there is one God, eternally existing, in

three persons: Father, Son, and Holy Spirit.

2. he believe the Bible to be the inspired, the only i n ­

fallible, authoritative lord of God.

3. he believe in the deity of our Lord Jesus Christ, In His

virgin birth, in His sinless life, in His miracles, In
His vicarious death and atonement through His shed blood,
in His bodily resurrection, in His ascension to the
right hand of the Father, and in His personal and visible
return in power and glory'.

4. Ve believe that man was created in the image of God, that

he was tempted by Satan and fell, and that, because of
the exceeding; sinfulness of human nature, regeneration by
the Holy Spirit is absolutely necessary for salvation.

9. he believe in the present ministry of the Holy Spirit by

whose indvellinp; the Christian is enabled to live a godly-
life , and by V.’hom the Church is empowered to carry out
Christ's great commission.
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o. V'e believe in the bodily resurrection of both the saved

and the lost; those who are saved unto the resurrection
of life and those who are lost unto the resurrection of
damnation.

II COURSES OF STUDY

l). Length of Semester, Term and Class Period

A semester shall consist of a minimum of 15 weeks, a term shall

consist of a minimum of 10 weeks. Both are exclusive of v a ­
cations. A class period shall be 50 minutes In length. This
does not refer to laboratory periods which normally require
two hours for one credit hour. Sixty and ninety semester
hours shall constitute a minimum for two and three year diploma
courses, respectively.

2). The Curriculum

a. Bible Ma.ior Course

One-third or 30 hours in the three-year course and 20 hours

in the two-year course, must consist in the direct study
of the Bible itself, either In English or in the original
tongue; a minimum of 10 hours of the total minimum of 90
semester hours, or a minimum of 6 hours of the total m i n i ­
mum of (50 semester hours, whichever is required for g rad ua ­
tion, shall be in the field of Doctrine (and/or Biblical
or Systematic Theology)* The remaining hours must include
the following subjects: General Missions, Personal E va nge l­
ism, Church History, Apologetics, Christian Pedagogy, Public
Speaking or Homiletics, and English (unless a suitable
examination proves this subject to be unnecessary).

b. Special Courses

Considerable latitude will be allowed in the choice of

subjects to make up the curricula of specialized courses,
such as Music, Christian Education, or others of like nature,
providing that one-third of the total hours required c o n ­
sists in direct Bible study or Theology.

3). Evaluation of Courses and Credits

Bible Institutes seeking accreditation must furnish to the

Examining Committee, materials showing the content of each
class taught. In most cases this would be understood to c o n ­
sist of a syllabus and copy of the textbook used.

Transcripts from various colleges are to be furnished for

representative students who have gone on to these other in st i­
tutions of higher learning In order that the grade of work
done by the student in the school seeking accreditation may be
compared with the grades attained in later college work.
 200

Transfer credit granted to students for work done elsewhere

must be by means of validation unless the student comes from
another fully accredited school.

4). Graduation Award

Schools in this category may offer diplomas. They will not

be permitted to confer degrees.

Ill FACULTY

Seventy-five per cent of the faculty shall be graduates of

Colleges, Bible Institutes or Bible Colleges, or regularly
ordained ministers. At least twenty-five per cent of the
faculty shall have baccalaureate degrees from schools of known
soundness in educational practices. In all cases teachers
shall be competent in their respective fields, mature, and
skilled in teaching. (Administrative officers need not be
counted in determining these proportions, unless the school
elects to do s o . )

In general, the full-time teaching load should be no more

than l6 semester hours for the full-time faculty members. This
teaching load is to be reduced In proportion as administrative
duties are Increased.

Institutions seeking accreditation must assume their ethical

responsibilities in providing for the financial welfare of
faculty and staff members. The method of their selection, the
nature of their appointment, rates and causes of turnover and
any other relevant factors are to be considered by the E x a m ­
ining Committee of the accrediting organization.

The establishment of some satisfactory form of retirement

allowance for faculty and staff workers is strongly recommended
to all schools.

IV REQUIREMENTS FOR ADMISSION

A minimum of sixty p e r cent of students admitted shall be

high school graduates, or shall have attained an equivalent
level of education.

V LIBRARY

All Bible Institutes seeking accreditation on the "Intermediate

Level" must have a minimum of 2,000 properly catalogued books,
adapted to the school's purposes. The number of books shall
be increased as the number of the student body increases. There
shall be a sufficient annual appropriation in the school's
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budget to maintain the library in an up-to-date condition; or

its monetary equivalent shall be accounted for through a
satisfactory system of accession which may be in force at
the particular school, if this accession system is deemed a d e ­
quate by the Examining Committee for the school's particular
needs. The type and the number of periodicals received as well
as bound volumes shall be taken into account by the Examining
Committee.

VI ADMINISTRATIVE CONTROL

A school shall be structurally and financially sound, under

the management of legally responsible Trustees, operated not-
for-profit, and managed according to approved business and
administrative practices. Those serving on the board, as well
as faculty members, should be individuals of high purpose and
proved Christian character.

VII FINANCIAL ORGANIZATION AND RESOURCES

Before approval an institution must oresent evidence of

financial stability. Ordinarily this requirement can be satis­
fied by evidence:

1. That employees are receiving incomes adequate for meeting

moderate living expenses. Due allowance will be made in
cases where services are donated.
2. That the Institution has a substantial equity in the
property used, or a long term lease under conditions which
can be reasonably fulfilled.
3* That financial accounting and property inventories are in
accord with sound business procedures.
4. That the accounts of the Institution are periodically
approved by reputable auditors.
5. That the business practices of the Institution are in
harmony with the highest standards of Christian ethics.

VIII STABILITY

The criteria for determining permanence and stability are

enumerated below:

1. A school must have a student body of not less than 25

full-time students in accredited courses, and shall have
been in operation for at least three years.
2. Information is to be furnished relative to the date of
first operation as an Institute and the continuity of
operation since that date.
3. Dates at which the various diploma courses were added,
interrupted, or discontinued.
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4. Yearly enrollments, excluding summer session, evening

school, and extension courses, must be furnished for the
past 7 years.
5. Names of administrative heads during the past 7 to 10
years, with the period of service for each, must be
furnished.
6 . The percentage of turnover in the teaching staff each
year for the past 5 years is to be given.

(It is understood, of course, that the above figures, in

items 4, 5* and 6, do not apply in case the school in
question has been in operation for a briefer period than
these figures sp ecify.)

IX PHYSICAL PLANT

The buildings and grounds of the Institution are to be c o n ­

sidered with respect to ownership, condition, upkeeo, and f i t ­
ness for work offered, as well as planning and possibilities
for expansion with the growth of the Institution. Moreover,
the properties must correspond to the advertisements in the
school's catalogue and bulletins. Safety measures are required;
sanitary conditions must prevail.

X DISCIPLINE

The By-Laws of the Accrediting Association carry provisions to

deny membership or to exercise discipline with respect to those
already members in the organization who are guilty of divisive
or unethical practices.

XI CONDITIONAL & PROVISIONAL MEMBERSHIP

Conditional Membership, carrying intermediate accreditation,

may be granted by the Association to a school upon recommenda­
tion by the Examining Committee, if in their judgment the
general pattern of the school's standards is satisfactory and
there is sufficient evidence that a particular deviation will
be corrected within a reasonable length of time.

Provisional Membership, not accreditation, is being granted to

all charter member schools until the opening of the school's
fall term 1950 or until such time as the Examining Committee
visits the school and brings a report to the Association. Then,
if the school's standards have been found satisfactory, its
provisional membership will become full intermediate ac cre di ta­
tion, i.e., full membership, by vote of the Association at its
next regular meeting. If a charter-member school fails to meet
the requirements of the standards by the end of the provisional
period (opening of fall term 1950) it will forfeit its p r o v i ­
sional membership unless granted a period of grace at the
discretion of the Examining Committee and the Association.

XII CORRESPONDENCE AND EVENING S C H OOLS

No recognition is being accorded schools that offer courses

by correspondence on l y . or that operate exclusively as evening
schools. It is possible that in the future suitable standards
may be drawn up for such courses, but they are not in view; in
the above "intermediate Standards."

For further information address:

Dean Terrelle B. Crum, Secretary-Treasurer

Accrediting Association of Bible Institutes and Bible
Colleges
100 State Street
Providence, Rhode Island
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ACCREDITING ASSOCIATION OF
BIBLE INSTITUTES & BIBLE' COLLEGES

Following is the list of schools officially received into

accredited membership at the annual meeting, October 1 9 “21,
1943, Chicago, Illinois. Full accreditation is given on
two levels: (A)
Collegiate, and (b ) Intermediate. Membership
on either level is granted as Class 1 (unlimited) or Class 2
(limited as to time).

(A ) COLLEGIATE LEVEL

Bible Institute of Los Angeles, Class 2

Central Bible Institute, Class 2
Chicago Evangelistic Institute, Class 2
Cleveland Bible College, Class 2
Columbia Bible College, Class 1
Denver Bible Institute, Class 2
Ft. Bayne Bible Institute, Class 2
Grace Bible Institute, Class 2
Messiah Bible College, Class 2
Minnesota Bible Colle ge ,•Class 2
Missionary Training Institute, Class 2
Pacific Bible College (Azusa), Class 2
Pacific Bible Institute (Fresno), Class 2
Providence Bible Institute, Class 2
Rockmont College (Bible Major), Class 2
(This course only and for only 2 years
pending establishment of serarate 4 yr.
Bible institute division)
Simpson Bible Institute, Class 2
Southern California Bible College, Class 2
Southwestern Bible Institute (Bible College Division),
Class 2

(B) INTERMEDIATE LEVEL

Atlanta Bible Institute, Class 1

Buffalo Bible Institute, Class 1
Emmaus Bible School, Class 2
Glad Tidings Bible Institute, Class 2
Kansas City Bible College, Class 1
Kentucky Mountain Bible Institute, Class 2
Metropolitan Bible Institute, Class 2
Multnomah School of the Bible, Class 2
North Central Bible Institute, Class 2
Open Bible Institute, Class 2
South-Eastern Bible Institute, Class 2
Southwestern Bible Institute (Bible Inst.DIv.), Class 2

For further information address the Secretary-Treasurer:

Dean Terrelle B. Crum
Providence Bible Institute,
100 State Street,
Providence 8, Rhode Island