tendency of professional and technical education to ally itself wherever possible with established universities, the constantly growing demand for university trained men in the public service, and finally the essential democracy of all really great universities are signs of promise for the future.

"The American university is not perfect. It is human and it is American. Like all other American institutions it is developing and being essentially right, it carries within itself the seeds of its own perfection. As I have said, its severest critics are within its walls. When the officers and faculties of the American universities become content with them, then and not till then may we begin to despair."

a

President Hadley of Yale once made distinction between the secondary school, as a preparaThe Development tory school with the High School Pupils function of training (by means of a clas

of

sical course) to precision in thinking and accuracy in speech, and the high school, demanding courses marked by scope and flexibility. The implication was that the "high school trains in a general way, but one must not expect when within its precincts to hear thought expressed accurately or to find the boys and girls thinking clearly and definitely."

This proposition forms the point of departure for Mrs. Ella Flagg Young's informal discussion on "The Public High School," a stenographic report of which appeared in the February School Review.

"While it may be true," Mrs. Young declares, "that President Hadley did not intend to say anything so severe with regard to high-school work, yet one sometimes wonders whether it is not in accordance with fact that in our effort to give the boys and girls a slight acquaintance with every field of learning we tend to develop a birdlike, flitting tendency in the minds and in the habits. of thought and expression of those boys and girls."

A "conspicuous vagueness in the use

of language," and in the laboratory an "indefiniteness in the scientific attitude," a sort of "playing with the work," are pointed out as symptoms of the trouble. The remedy Mrs. Young would find in training the pupils on the one hand in habits of continuous and intensive application, and on the other in habits of genuine social and intellectual intercourse. She would concentrate the intensive work of the pupils on three subjects in each course. Then she would introduce a fourth subject, requiring no intensive preparation, but serving to awaken the pupils to the social environment and to the movements of society and to develop the artistic and aesthetic side of their nature. Furthermore, the boys and girls should be encouraged to work helpfully together, "instead of carrying their answers around in their pockets, each almost hoping that nobody else has all of the correct answers."

In the light of this need for developing a high seriousness of social intercourse Mrs. Young touches upon the question of women teachers in the high schools.

Modern Languages Useless

President Jacob Gould Schurman of Cornell believes that modern languages are practically useless to the great majority of persons who learn them. In an address before the Modern Language Association of America, recently in session at Ithaca, New York, President Schurman discussed the place of modern languages in the college curriculum and plainly intimated that in the future they would be unable to hold the favor they do now. He said:

"The modern languages were originally introduced partly on the ground of their practical utility as media of intercourse with other nations, but mainly as available substitutes for the literary and linguistic discipline furnished by the ancient classics.

"There has been a great change in our conception of liberal culture since the fight was first made for the introduction of modern languages into the college

curriculum. Latin and Greek were then regarded as essential conditions of a liberal education. We must, as a matter of fact, recognize that Greek is practically gone as a college subject, and that Latin, even though holding its own today, occupies no such pre-eminent position as it did.

"If French and German and other modern languages are to be retained, not as substitutes for Greek and Latin, but for their own sake, what are the grounds and reasons for maintaining them? The obvious answer of the practical man is that they are useful for persons who desire to read French, German or Spanish books or to converse with Frenchmen, Germans or Spaniards. There are, however, so many good books written in the English language that the most omnivorous reader could probably satisfy his literary cravings if he knew no language but his own. And, if you exclude our college and university teachers and scholars, probably not one person in 500 who learn modern languages ever uses them afterward in conversation, or could use them even if it were necessary. The teachers and the scholars gain their mastery of foreign languages by studying in foreign countries, and the small circle of persons outside these who will ever need to speak foreign languages might

be advised to follow the same course.'

Schools In the Philippines

The United States has trained within ten years an army of 6,000 Filipino teachers, competent to give instruction in the English language among a people to whom that tongue prior to the American occupation, was as strange as was Tagalog to the population of Chicago, is the report of the Department of Public Instruction at Manila. But that is not all-it is only the beginning. There is administered in the Philippines an up-to-date school system, providing instruction from kindergarten to high school for half a million children.

Instruction is not confined to the "three R's." There are well-equipped

"A boy cannot regard a college course as a road to the millionaire's haven, although it may be truthfully stated that as a class college trained men are the most thrifty in the world. But there are some values of a college course that the student cannot escape. They are his, whether he will or not. Education and Like

broader vision are inseparable. wise education and larger freedom, added power, increased wisdom and greater happiness. Surpassing all these is that of larger usefulness. To be able to serve one's fellows delights the heart. To do this in an unusual measure truly exalts a man. These are values that should not be ignored by the young man of today. Is there anything else that a youth can do even in ten years that will have comparable value? To ask the question is to answer it. There is not. Surely 'we must educate,' for we would not live the narrow, circumscribed lives that are ours if we do not. To be in full possession of one's powers is to be pre-eminent in good works. To be preeminent in good works is altogether worth while of more value than anything else that can be named. That is the mighty ultimate of university training."

C

THE VOCATION BUREAU OULD we know the life-work for which a boy or girl is best fitted, and could we start training them for this work at an early age, think of the wasted effort, the heart-breaking disappointments, and the many dollars that might be saved. One of the great problems of the age is to find a way to start the boys and girls right. Many educators and many friends of education are studying the problem and offering suggestions. We are being offered palmistry, phrenology, horoscopes, and various other ways and means. A newly organized society has prepared a list of nearly two hundred questions to be answered, claiming that a study of these answers will assist in solving the mystery, "What am I best fitted to do?"

Professor Hugo Munsterberg of Harvard, writing under the title of "Finding a Life Work," in McClure's Magazine, refers to the present unsatisfactory conditions under which the youth chooses his career.

He believes that the vocation bureau is the remedy. "The effort of the vocation bureau is to remedy these conditions through expert counsel and guidance. The immediate means consist, first, in furnishing the young people with a knowledge of the requirements and conditions of success, the compensations, opportunities, and prospects in different lines of work; second, in guiding the candidate to a clear understanding of his own aptitudes, abilities, interests, resources, and limitations. Moreover, the officers of the vocation bureau must act as true counsellors, reasoning patiently with the boy or girl on the practical relations between their personal qualities and those objective conditions of the social fabric. Thus

Thus

the goal of the bureau is to find for every one the occupation that is fullest in harmony with his nature and his ambitions and that will secure for him the greatest possible permanent interest and economic value. No doubt much depends upon the wisdom and judgment, the sympathy and insight, of the counsellors and not every manager of such an institute will equal, in that respect, the founder of the first vocation bureau. Certainly, for such a task, thorough preparation is needed, and the equipment of a pioneer school for the training of vocational counsellors was, therefore, necessarily the next step."

Ο

GEORGE JUNIOR REPUBLIC

NE of the agencies that is helping to make good citizens is the George Junior Republic, founded by Mr. W. R. George back in 1875. At Freeville, New York. Mr. George and his assistants, with 144 boys and girls started the idea toward success. This miniature republic covers a territory of 300 acres and at present contains fifteen buildings. The citizens are mainly boys and girls sent from the police courts in New York on suspended sentence. These citizens absolutely govern themselves and literally reform themselves, physically, intellectually and morally.

The government is a merging of the federal, state and city administration. The elective officers, term one year, are president, vice-president, secretaries of state and treasury and a district attorney.

The occupations are similar to those in the outer world. Here we find hotel keepers, lawyers, bankers, carpenters, farmers, and among the girls, cooks, milliners, and seamstresses. Skilled helpers instruct and advise citizens in

their various occupations. The aluminum money of the republic corresponds in denomination to smaller U. S. coins. Education, moral instruction and recreation are by no means neglected. Everyone is required to attend the republic school. There is a public library, a chapel, a newspaper, a militia company, and a flag drill for girls. Baseball and football receive the attention they merit. Here is one of their yells which expresses loyalty to their republic and its aims:

Sizz! Bom! Hear yet this!

Down with the boss; down with the tramp; Down with the pauper, down with the scamp;

Up with the freeman; up with the wise;
Up with the thrifty; in to the prize!
Who are we?

Why we-we-the citizens of the G. J. R.
We love our land and we should die
To keep old glory in the sky.

The unpromising and unlovely produce of the slums is transformed by the Junior Republic into the material from which a few years in college has fashioned more than one lawyer, clergyman, engineer, merchant, or skilled workman. This institution's proudest title is doubtless the one given it by an ardent supporter, "a manufactory of citizens."

In speaking of the George Junior Republic, Professor Milo G. Derham of the University of Colorado, who gives the founder and his work hearty endorsement, says:

"The truism that bearing of responsibilities often awakens latent capacities and corrects tendencies to a reckless and barren life is at the basis of the solution which W. R. George has gradually evolved."

Women's Educational and Industrial Union of Boston, addressed the students at Radcliffe on "Vocations Other Than Teaching for Women."

"Young women who enter professional life," said Miss Gill, "are disheartened and discouraged by failure; on the other hand, there are many individual successes. College women who go into business are not willing to begin at the bottom and learn carefully all the little. details of the business; they demand privileges of which they are not worthy. Many people are willing to pay a college graduate more than they would pay a more competent high school graduate, for they realize that if only the individual prove worthy the breadth of a college education will make the person infinitely more valuable than the other girl who was worth more at the beginning. Women as a whole are inferior to men in a business way, though this is not necessary; they lack initiative and daring, they are not willing to take risks and make individual diversions from the regular routine as men are. Now we come to a more fundamental reason: there is a lack of permanence in the business undertakings of women, which of necessity breeds inferior service. As long as women look on outside work as a thing to be taken up if nothing better is offered and necessity presses they cannot do good work. Every woman has in her secret heart hopes of and ideas about a home of her own. This is just as it should be. But every woman needs some worthy, skilled occupation, which is suited to her, which she can do well and which she likes in order to give her life unity. It is a case of need, not of wealth or poverty. They may take it as a means of livelihood, they must take it as a unification, as an intensification, an expression of the best that is in them, as a means of self respect and satisfaction.

"When a woman has adopted a career she cannot break it should she marry. That would mean a life chopped in two and would destroy unity. She should take the thing to which she is most

adapted and get as far as possible before marriage. After that there is a time when her first thought is of her home, but still she should keep her chosen vocation in mind, using it as an intellectual reaction until the time comes when she no longer has to think of her home first. Then she should once more take up her work for pecuniary reasons if necessary, otherwise for the benefit of humanity at large.

"Now we come to the professions to the professions which may be carried on in this way. Almost all of the older standard professions may be thus carried on. Teaching is the occupation so many women. enter whether they are fitted for it or not, because it is so eminently respectable. Women who are teachers not because they wish to teach, but because they want to earn money in a respectable way, not only keep better women out of the profession, but by lowering the standards, keep the salaries of teachers lower than they should be kept. There are many other occupations just as socially recognized as teaching and far more remunerative.

"A woman cannot begin too early to think of her career, but she must not narrow too soon, for a too narrowly specialized person cannot succeed. Think of what you like, then of what you lack, and conclude your occupation. Women have not the background as yet which generations of careful business training have given men. And this background is necessary for success in the business world. Certain individuals are able to develop this background, and in time women as a whole are going to be able to do it. Many people are happy without the rights and privileges to which they are entitled, but no one is happy without a well defined, congenial duty.

"Thirty years ago women earned less than they earn now. But as the wages increased, so did the capacity for spending. Women are the spenders in this world; they spend far more than the men. Most business women save enough money to enable them to live comfortably in their old age; but they do not as a

whole put by enough to enable them to give lavishly to others. Men invariably provide for a second generation. Women almost never do so. If women are to earn as men earn they must save as men save and provide for a second generation as men provide. It is not sufficient for many women simply to have a skilled occupation; they must be able to use it, to sell their skill on the market as men do; only by earning, by self-support and by saving do women learn the true proportion of things. It is because they are so unused to anything of the kind that they are such spenders, are so needlessly extravagant. For the purposes of household economy they should learn the value of things in this way. There is no business into which a woman cannot enter. If a woman cannot

give but half of her day to business it is perfectly possible for her to carry on a definite business and earn sufficient for her maintenance. And every woman, no matter what her station in life, should have a definite skilled occupation which she has put to the test in the market of the world, in order that she may realize to the full the best that is in her."

A GEORGIA MOUNTAIN SCHOOL

W

HEN the world grows more civilized it will recognize its soldiers of peace, and medals and monuments and pensions will show appreciation of the heroic work done by those who have sacrificed for the larger good. Among those who are yet to receive their rewards are Miss Martha Berry and Mrs. Martha Gielow, two quiet, hard-working Southern women who are doing so much for the education of the poor mountain children of the South.

Miss Berry is the founder and director of one of the most unique schools in the South a school which is meeting and solving one of the problems which should. be of interest to every American: the education of the poor boys of the isolated mountain districts. Miss Berry tells the following story of the struggle to establish this school. Read it, and then judge if her efforts do not deserve.