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A GREATER GETTYSBURG education" were declared to be those which "set forth high standards of entrance requirements, and enforce these standards with care and judgment."183 As early as 1884, after some eight years of study and consultation with the board, the Gettysburg faculty adopted the policy of accepting some students on the strength of certification by those secondary schools whose curricula they approved. By 1904 this privilege had been extended to a number of such schools, beginning with the Gettysburg preparatory department. Most students, however, still appeared in person and gained admission by passing an extrance examination. On three occasions between 1884 and 1898 the faculty raised the requirements in Latin, Greek, mathematics, and English. In so doing, they were following the recommendations of the Middle States Association. However far Gettysburg might have gone in responding to the changing times, President Hefelbower was convinced it had not gone nearly far enough. In his estimation, the work required in the College's own preparatory department, whose graduates were admitted without examination, amounted to no more than eight Carnegie units. "In this respect," he declared, "we are behind every other first-class college in the state."184 In June 1906, less than two years after assuming office and a few months before the first annual report of the Carnegie Foundation, he persuaded the board of trustees to instruct one of its own committees and the faculty to "plan for the raising of our conditions of entrance at the earliest possible date." Both parties were slow to act. In reporting to the board a year later, the president noted that Gettysburg's requirements still fell short of those being recommended by the Middle States Association and were at least two-thirds of a year short of those recently laid down by the Carnegie Foundation. Fully aware of the interrelated- ness of the several parts of the situation facing the College, he declared that "we must raise the conditions of entrance. We must enlarge the Faculty. We must improve the curriculum." In June 1907 the board took its next step by directing a committee of three of its members, three faculty already chosen by their colleagues, and two "prominent educators" from among the alumni to draft a set of entrance requirements "equal to that of the best Colleges in the State" and to undertake such curricular revision "as is necessary in their judgment, to make this a first-class College." The board members of the committee included Hefelbower; Dr. 183The Carnegie Foundation for the Advancement of Teaching, Second Annual Report of the President and Treasurer (New York, 1907), pp. 66-75. 184These views were expressed in his June 1909 board report, but there is every reason to believe that he had held them for some years. 54