McMurry, F. M.-"The Use of Biography in Religious Instruction.' In "Principles of Religious Education." Long mans. Mott, T. A.-"The Means Afforded by the Public Schools for Moral and Religious Training." Proc. N. E. A., 1906, pp. 35-42. Moulton, R. G.—“The Bible as Literature." $1.50, Crowell. Penzig, R.-"Zum Kulturkampf um die Schule." Berlin, 1905. Potter, H. C. (editor).-"Principles of Religious Education." Longmans. Report of Committee on Moral Training in the Public Schools. In Proc. N. E. A., 1908, pp. 448-457. Rietschel, G.-"Zur Reform des Religionsunterrichts in der Volksschule." Leipzig, 1909. Sadler, M. E.-"Moral Instruction and Training in Schools." Report of an International Inquiry. Two volumes. $3.00, Longmans. -"The Unrest in Secondary Education in Germany." London. Salter, W. M.-"The Bible in the Schools." American Ethical Union. Seeley, L.-"Religious Instruction in American Schools." Educational Review, Feb., 1898. Show, A. B.-"The Movement for Reform in the Teaching of Religion in the Public Schools of Saxony." United States Bureau of Education, Bulletin, 1910, no. 1. Sisson, E. O.-"The Spirit and Value of Prussian Religious Instruction." American Journal of Theology, April, 1907. Spalding, J. L.-"Means and Ends of Education." $1.00, McClurg. Spiller, G.-"Moral Instruction in Eighteen Countries." London, 1909. Starbuck, E. D.—“Moral and Religious Education. Sociological Aspect." Religious Education, Feb., 1909. Tews, J.-"Schulkämpfe der Gegenwart." Leipzig, 1906. Wilm, E. C.-"The Problem of Religion." $1.25, Pilgrim Press. "The Culture of Religion. Elements of Religious Education." $.75, Pilgrim Press. London, 1908 4. "Moral and Re Proc. Congress of Arts and Sciences, vol. VIII, Houghton. Elgin, Ill., 1908. APPENDIX THE UPWARD EXTENSION OF THE HIGH SCHOOL BY CHARLES HUGHES JOHNSTON, EDITOR The following statement from Superintendent C. C. Starr, of Fresno, Cal., dated February 4, 1914, is of interest and significance as relating to the problem of the upward extension of the American high school: "The junior college had its origin in California in Fresno. It is proving entirely satisfactory to patrons and educators in this community. The element of uncertainty on the start was that of the amount of patronage. The city is growing rapidly, and with it the junior college, so that now it is on a firm footing from every point of view. The junior college would probably not be successful except in the larger centres of population. The smaller the attendance, the higher the cost per capita. "The junior college has the advantage of being a college at home. Home life and home influence are best for the student. The economy of free home education is evident. The free home college opens up a college education to many who either could not or would not otherwise be able to secure its advantages. The junior college enlarges the number of centres of college influence in the State, and in that way leaves its impress upon a larger and better-distributed citizenship. "The close relation to the high school results in economy in administration. The instructors in the junior college become heads of the high school departments, and teach some of the advanced high school subjects. The library and apparatus of the junior college are also at the command of the high school, and the high school department becomes unusually well equipped and strengthened as a consequence." California has, indeed, taken the lead in this "junior-college" policy. Bills for State aid are formulated and are expected in the near future to be enacted into law. Professor Alexis F. Lange, Dean of the Faculties of the University of California and head of its Educational Department, in tracing the development of the movement for the upward extension of high schools in California, says that this movement aims to relegate the work of college freshmen and sophomore years in universities to the high schools sufficiently equipped to carry such work, and so to have American universities gradually approximate the standards for entrance of the continental European universities. It is becoming more and more necessary to eliminate secondary studies in our highest institutions of learning and to put them in high schools where they belong. Presidents James of the University of Illinois and Judson of Chicago University are vigorous proponents of this same idea. At the University of California the courses are divided into "lower division" and "upper division." The lower division includes the freshman and sophomore years, and the completion of the lower-division work entitles the student to the "junior certificate." Only then, when he has qualified for this certificate, is the student enabled to become a member of the university proper; for the real university commences with the junior year and extends through the graduate courses. Hence, the first two college years are essentially preparatory, for the work of these years is only a continuation of preparatory education. By commencing to relegate all this secondary work to the secondary schools, the university aims to lessen the swamping of its premises with enrolments of freshmen and sophomores it is not equipped to care for. The present equipment is only sufficient for upper divisions, real university work. In view of the rapidly increasing population of this State, this policy becomes all the more imperative. President Judson, of Chicago, in this connection points out that thirty per cent of the work of the four-year A.B. course of the Liberal Arts College is of "secondary" not "collegiate" grade. Furthermore, Doctor Lange stated that, because of having to mass lower-division students at the University of California in very large classes, it is impossible to give them anything like the opportunities they need. The instructors and the equipment are overtaxed. He asserted expressly that Fresno students had a better chance and could do better college freshman and sophomore work in their local "junior college" than at the university. Here, at home, in their small classes, they could get closer to, and keep closer to, their studies and to their instructors. One point Doctor Lange emphasizes clearly, namely, that the University of California would recognize, and could afford to recognize, the college work done by Fresno students in their home institution; that if the principal approved of the college work done by any student in Fresno High School, that work would be accepted by the university, and that it would count in every respect the same as if the work had been done at the University of California, and without the necessity of any further examinations. Doctor Lange als› dwells on the opportunity "upward extension" in the high school affords to students who will never go to a university, and who never intend to go, and how desirable it is for this college work to adapt itself to the needs of the community. Santa Barbara, Los Angeles, and other cities are following the lead of Fresno in this development. The Fresno six-year high school curriculum, it should be noted, is also preparatory to the affiliated colleges at San Francisco, Hastings College of Law, and the California College of Medicine and Dentistry. Conmencing with the year 1913, these colleges will require for entrance two more years of preparatory studies in addition to graduation from the regularly accredited high school. Students promoted from Fresno Junior College will be admitted to any of these affiliated colleges on equal terms with students who have completed the sophomore year at the University of California, and without any examinations or conditions. Stanford University is also recognizing this upward extension movement. In fact, the term "junior college" is said to have originated with President Jordan. Professor Bentley, Stanford inspector, has expressed great interest and solicitude in having lower college work done in high schools. The two great California universities are, therefore, one in their attitude toward "junior-college" work in our secondary institutions. In addition to the advantages already indicated, the "fact" should commend itself, to parents particularly, that they are enabled to have their children at home, and under home influ |