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ing up in a school of disobedience and evasion."

The athletic incubus, Professor Stevenson urges, should be removed; the mad rush for students must be abandoned; the requirements for entrance must be raised; the college must be made to correspond to the definition of the president of one of America's best colleges-a definition often quoted, infrequently realized:

"A college is an institution where young men and young women study great subjects under broad teachers in a liberty which is not license, and a leisure which is not idleness-with unselfish participation in a common life, and an intense devotion to minor groups within the larger body, and special interests inside the general aim; conscious that they are watched by friendly eyes, too kind to take unfair advantage of their weakness, yet too keen to be deceived."

The Bogus Educationist

which the stranger who has failed abroad can secure at some shoddy place of learning, an academic title for a consideration into which money enters far more prominently than study.

Senator Gallinger has set his name to a bill which aims to reform the abuses which have given us this notoriety. If he has his way, it will no longer be possible for five persons to get together and establish a "White Cross University of Science" and grant "White Cross" degrees; neither will the law lend its sanction to the foundation of a "Universitas Veterinaria Glanderini Arabii," or "Normal University of the Pantarchy" (whatever that may be), or an "International Vedyanta, or an "International Inter-University Post Graduate Association," without giving good and sufficient reason for supposing that their aims are really educational, and not, as has so often happened in the past, disgracefully commercial. It is possible by a little juggling with the terms to found "institutes," with a name that has a convincingly educational sound, the purpose of which is nothing more or less than sordid gain. Hereafter, if Senator Gallinger has his way, the persons whose co-operation is necessary to the establishment of an educational institution, will have to be citizens whose character will stand investigation. This single prerequisite will keep out of the education field quacks, charlatans, dealers in philosophic nostrums, and all the army of plausible swindlers that have made their living by educational makebelieve. In addition to personal good character, the incorporators must show that they have sufficient means to carry on the institution for five years inde

For. , reasons which it is not necessary to recapitulate the spread of educational institutions of a standard of which Americans may justly be proud has been accompanied by the foundation, for purposes of the most sordid character, of pseudo universities and bogus colleges the very mention of which, especially by foreigners, makes the decent American blush. That such things should be possible is due to the laxity of the law, which, as William E. Brigham, writing in the Boston "Transcript," points out, allows any five persons, irrespective of their character, aims and means, to incorporate an educational institu-pendent tion, call it "national," "federal" or other high-sounding names and give degrees according to their own sweet pleasure. There may be other countries in the world in which such things are allowed; but, if so, they are not generally known, while the United States possesses the undesirable distinction of being a land in

of students' fees. If they propose to establish a university, they must show the government that they possess $500,000; if it is a college that they intend to found, they must have at least $100,000, and, if their object is some educational establishment below the rank of a college, they must have funds in hand amounting to not less than $50,000. These requirements seem

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What are the essentials of a State system of practical education? The society's circular endeavors to answer this question. In a few short nontechnical paragraphs it sums up certain of the fundamental policies of vocational education as this society sees it. It urges State aid to the local communities. It recognizes four fields of vocational training as the kind the State ought to furnish its boys and girls: Industrial education for workers in the trades and industries and in the household; agricultural education for the farmers; commercial education for clerks, salesmen, etc., and "household arts education" for non-wage-earning occupations connected with the home. In other words, the State ought to make it possible for children to receive in the public schools instruction that will fit them directly for productive employment in any of these useful occupations, instead of sending them out with little or no training for the real work they are going to do.

Experience has already been sufficient to indicate in what kind of schools this vocational training can be given. The circular cites a number of types

of schools, some based on European models, others on American practice, among them the following: The allday vocational schools, where the pupils can spend at least one year in all-day attendance; the the part-time schools, where boys and girls regularly employed may come for a few hours each week; the evening schools in industry or agriculture, for persons over 16 years of age who work during the day; and similar evening schools or classes in household arts.

It is significant that the six States. that have already set up systems of vocational education - Massachusetts, New York, Connecticut, New Jersey, Wisconsin and Indiana-have long had excellent schools. The newer education which they are introducing is not intended to replace the old, but to supplement it; to give training for a specific employment in addition to the regular schooling, so that the boys and girls may be more efficient and willing workers, as well as better educated individuals.

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vision of news emanating from the university as conserves institutional ends without infringing in any way on students' rights or their perquisites as correspondents. But where such departments are lacking, the absence of such conserving influence often makes possible a news service by correspondents that leads to publicity of an unfortunate kind, seriously diminishing the prestige of schools and colleges, and forcing upon administrators explanations that cannot overtake and hence that never counteract the original canards. Realizing better the possibilities in co-operative action between students who act as correspondents and college officials, the latter are now making it their business to foster organization of undergraduate reporters.

News

In return for certain equal facilities in getting official news and for a recognized and improved status in the institution, the correspondents, by this plan, assume moral obligations that tend to put an end to sensational reports sent broadcast throughout the land. News that is really important for alumni, friends and donors of the institution thus gets publicity in accurate form and over as wide an area of distribution as is possible. Having recognized that an embryo journalist may serve the college by telling the truth about it, of course in due time the institution will find it easier to assume the special task of training youth for reportorial or editorial work. Harvard, for instance, has recently given its press correspondents the new status referred to above. The department of journalism of New York University is busy establishing cordial relations with editors of the high school journals issued in the towns and cities of northern New Jersey and southern New York. Where a department of this kind is alive to its opportunities it may touch workers in a variety of fields, and shape high ideals of the calling at times when its followers are at their most plastic stage. Broadly speaking, there is nothing but promise in the steadily increasing interest shown by educators in the problem of training more efficient newscollectors and editorial commentators.

Government Scholarships for Publicists

Believing that Mr. Wilson's training as a university professor and in other paths has well fitted him for the White House, Dr. Mitchell, president of the University of South Carolina, suggests that it might be wise to establish government scholarships in the universities for publicists so that we could have young men trained for public service just as they are educated for the professions in private life. In New York there is a school for training young men for municipal life. Young men are fitted for the army and navy by the government, and it is argued that there

is no good reason why they should not be qualified for other branches of work under the government. The day may come and probably will come, when ordinary service under the government will be a profession and when qualified men will be employed more than they are at present. This is the trend in many countries, and it is manifested in city government, but we are still a long way from having such service in the ordinary administration of the affairs of our country.

Designates Our Greatest University

Secretary of Agriculture Houston shows a talent for vigorous and striking expression when he says the United States Department of Agriculture is "the greatest university in this or any other country." The The title is is deserved, whether tested by visible results or by an examination in detail of what the department is organized to do. It covers a more extensive scientific field than is generally realized, and yet one whose practical outcome is constantly stated in exact official figures. Connected with the department are bureaus devoted to experiment stations, forestry, soils, animal industry, plants, chemistry, biology, entomology, public roads, and that hourly subject of interest, the Weather Bureau. The publications of the department are widely distributed on a popular plan, and the teaching of agriculture is encouraged in a spirit of earnest helpfulness, not by theory alone.

When it is remembered that all this educational work is pushed in fortyeight States, each of which is doing something for itself along similar lines, the idea of calling the Agricultural Department the greatest university is seen to be a happy one. Results, as found in annual statistics, tell a like story. The $10,000,000,000 crops of last year were a gain of 100 per cent in ten years. Our exports include a great agricultural surplus, and our foreign trade is at the highest mark, and growing. It is frequently pointed out that

intensive methods of culture will more than double the present average production per acre. The national university referred to is one of the biggest facts in the material affairs of the present age.

Younger College Graduates

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"In this matter of determining at what age a boy shall enter college are we not returning to the ways of our forefathers?" asks writer in the Boston Transcript. "With them," says this writer, "a student was ready for college, not at 17 or 18, but whenever he was mentally fit to do college work. His physical condition or maturity were never taken into consideration and so long as it was the first and only duty of the higher institution to train the mind, the wisdom of this policy was unquestioned. With the development, however, of athletics, intra as well as intercollegiate, and the consequent necessity of big, sturdy boys to play the various games, there came a feeling that our young men were devoting altogether too much time to their studies and not enough to the football and baseball field. Coaches of teams, on the lookout for material, indorsed this sentiment, and college presidents, quick to see that prestige increased with athletic success, secretly supported it. The old saying about a sane mind in a sane body was worked to the limit, until all of a sudden someone discovered that the doctors, the lawyers and the engineers that our colleges were turning out were not entering active professional life until they were nearly thirty years old and were spending in study several valuable years that should be given over to the establishment of a successful practice. Whereupon another change of official mind came upon us and once more we were face to face with the old proposition of getting the boys into college at the earliest possible moment and out of college just as soon as they prepared for their life work.

"It was President Judson of Chicago, we believe, who first seriously suggest

ed the desirability of a reorganization of our colleges with a view to turning out younger graduates. Theoretically his plan was simple; practically it involved and still involves many and serious problems. In fact, it is doubtful if anything other than the slow processes of evolution can accomplish the desired change. President Judson wants the high schools to take over two years of the work now done in the undergraduate college, leaving the college course only two years in length. Plainly this would result in younger professional men, which is the end sought. But the high schools have not taken very kindly to the scheme. They want to do all they can for education, but they are having troubles of their own. To fit their students for life and for college is a large enough problem for the present. The Judson plan, therefore, has made no general headway, but its underlying purpose is commending itself more and more to educational authorities and to thinking persons in general."

A University High School at Wisconsin

A new departure in preparatory schools in the west will be inaugurated with the building of the University High School, of the University of Wisconsin, at Madison. The new building, which is at present in the course of erection, will be completed in time for the use of the classrooms next September.

The school is situated in the midst of a group of agricultural buildings, and a thorough course in agriculture and gardening will be given. Individual gardens around the building will be provided for each student. The surroundings of the school are to be made beautiful, as the campus of the agriculture college is one of the prettiest in the country.

The primary purpose of the school, aside from its prep work, is to give the teacher's course students a chance to work out the modern methods of pedagogy. The school will be in the nature of an observation school for them. However, these observation classes

will in no way conflict with the recitations of the students.

Society and lunch rooms will be a feature of the new school. Fully equipped gymnasiums, shower baths and athletic equipment will be provided for the students. An innovation will be the complete manual training department of the school. There will also be a department of domestic science, dietetics, weaving, dressmaking and nursing. The school is to be open to students from the sixth grade up, and will carry on the preparation of the pupil until he is ready to enter college.

"Unless the American high school and the American college are adjusted, we have no real educational system," says Clarence

D.

High School Requirements for College Kingsley, in a bulletin on college-entrance requirements. In these words he sums up the current demand that the colleges of the country shall give the high schools more freedom in their work by ceasing to insist upon requirements for entrance that hamper the school in its duty to the community. He insists that the colleges recognize the changing demands in the high school and base their requirements accordingly. He objects alike to the "easy" college that admits students obviously unprepared and the institution whose demands are so stringent that none of the public high schools can reasonably meet them.

Notwithstanding recent changes in the direction of uniformity, great variety in requirements is still found. English is about the only regularly required subject. Curious contradictions appear in the several hundred institutions examined. Certain subjects are considered so important by some colleges that they require them, while other colleges will not even accept them. Thus, for admission to the A. B. courses there are four colleges that give no credit for science, and four that give credit for only half a year of it, while, on the other hand, 91 colleges prescribe one full year of science.

"Such contradictions as these," says Mr. Kingsley, "burden the high school, provincialize college student bodies, and discredit fine discriminations between subjects." Again, some colleges rigidly enforce the statements printed in the catalogue, while others leave much discretionary power to the officer in charge of admission.

Some real improvements in the relation of high school and college are noted, however, showing that these two important agencies in education are more willing to help each other than they have been in the past. Many colleges now accept various practical subjects for admission. Of the 203 colleges of liberal arts examined, 97 recognized shop work, 88 commercial branches, 80 agriculture, and 79 "household science" as subjects of admission. There is a large and growing list of colleges that will accept for entrance any subject that an approved high school counts toward graduation.

That admission to college should be based solely on the completion of a well-planned high school course; that the high school should be given free play, so that it may adapt its work to the needs of the community, and that the colleges must keep the door open to the youthful seeker after a college education who is animated by a strong inner purpose in the face of obstacles regardless of whether he has fulfilled the old-fashioned formal requirement or not; these are some of the conclusions drawn by Mr. Kingsley as to the mutual duty of school and college.

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