and be expended on the order of the Executive Committee as is proposed in a new amendment to the by-laws. In another place in this issue of THE QUARTERLY is published a tentative list of colleges that the Commission on Secondary Schools is using as a basis for determining standard colleges, from which the Commission may accept teachers in the high schools. It is not an official list of accredited colleges but the best that this Commission could do until the Commission on Higher Institutions can pass upon the colleges in the South. This calls to mind the objection that is being raised by some of the colleges not in the Association that nonessential standards of good college work should not be over emphasized. Some of the colleges object to the requirement that "the salary of a full professor be not less than $2,500 for 1921-1922 and by 1923-1924 not less than $3,000." They also object to the requirement "15 hours of teaching a week shall be the maximum for teachers." Some colleges are open six days in the week and require of some instructors three hours a day. Under this rule no institution could allow any instructor to teach 18 hours a week. Some of the colleges claim that these two rules are going the labor union one better. Another requirement that should be considered is that the endowment of all non-tax-supported institutions "should not be less than $500,000." The North Central Association has $200,000. Another suggestion is that the Association should consider whether its membership should be confined to the territory distinctly belonging to the Southern Association or should allow overlapping of other Associations. For instance, the North Central Association has certain definite states included in it. By agreement with this Association and the Southern Commission on Secondary Schools there is no overlapping of accrediting. The Middle States and Maryland constitutes another organization; the New England States another. At present higher institutions in Missouri hold membership in both the North Central and the Southern and institutions of Maryland hold membership in the the Middle States and Maryland and in the Southern. These are some of the questions that THE QUARTERLY has heard of and they deserve the careful consideration of the Association. Surely the Association does not wish to exclude any institution that is doing real college work on account of some non-essential standard. Let the Association broaden its scope, make its organization more democratic, and so shape its work that it may help all phases of higher education worthy of help. The Question for Georgia Inter-School The following question has been selected for the 1922 debates among the Georgia high schools: "Resolved, That Motion Picture Theatres as now conducted are a valuable asset in a community." The subject is announced this early so that all of the fouryear schools may begin study of the question and can debate it in the literary societies prior to the preliminary triangular debates in the early spring. A complete study of the question will be found in: Effective Expression, Charles Elbert Rhodes (Gregg Pub. Co., New York City), page 421-447; Library of Congress List of Recent References on the Moving Picture Industry, typewritten, 20c, 1917; The Independent 89:426-27; Mr. 5, '17, Briefs and Refer ences. The Goal of Education. For several years we have kept at the head of THE QUARTETLY the Goal of Education as expressed by the Commission of the Reorganization of Secondary Education. We have hoped that the many readers of THE QUARTERLY would study the ideal and help to realize it in their schools. This issue contains four articles by four widely separated writers, each approaching his subject from the standpoint of the attributes and objectives of the Commission. Whatever the subject taught the teacher should test his work in terms of the goal of Education. Whether it be mathematics, or language or science or history or vocational subject or the school organization, the teacher must strive through the teaching to realize in the pupil the objectives and attributes of all education. A Massachusetts bulletin presents the following program of studies. The program is based upon the assumption that the work will contain 25 periods of not less than 60 minutes and in addition the assembly period, class organization period (each once a week) setting-up exercises (one to two 15 minutes a day) and noon or lunch period. Some principals allow their pupils to drift through the high school and drift into college. From 35 to 50 per cent of high school graduates in different states go to college and usually to colleges in the home state. There should be definite planning, at least during the last two years of the high school, for those who can profit by and can afford a college education. A special committee of the faculty or member should have charge of advising pupils as to the requirements for entrance to college and help them in shaping their curriculum, as far as the offerings of the school will permit, to this end. Several cases have been brought to our attention recently, where principals had graduated pupils without any or little planning of curriculum and then certifying the graduates to a college. In some cases practically no mathematics was given, yet the principal expected the college to enter the graduate to the more advanced mathematics course. What we need more of just now is careful guidance for vocation or advanced training. This will necessitate more complete records and closer contact with pupils and parents. Why not introduce the "constants" and "curriculum variables" and "free elective" system, or the "three major and two minor" system and two or three free electives; or the "tryout" plan in the first two years with definite curriculum preparation during the last two years? It is contrary to all the objectives, functions and attributes of education to let pupils drift from subject to subject through the high school with no mastery of any of them. The old academy plan of Latin, Greek and Mathematics was far better from an educational standpoint than the drifting through. The most frequent entrance subjects are English, Mathematics, Latin, the history social science group; German, French, Greek, Spanish, Physics, Chemistry, Business, in the order named. The most frequent prescribed subjects above are English, Mathematics, Latin, the history social science group, and general science. With some study of college entrance requirements and with files of recent catalogs on hand, the college entrance director can advise pupils in the courses to be taken. College Attendance in Georgia. J. O. Martin, Rural School Supervisor of Georgia, has compiled some interesting figures from the college and normal school records of Georgia. |