and professional schools, as for example, law, medicine, dentistry, and pharmacy are included in the educational program of the municipal university. Last but by no means least is the evening session, which frequently serves as many different individuals as the regular day session. In other words the program of the municipal university is fully as complex as that of any type of higher institution bearing the name university.

There is therefore as much reason for separating the administration of the municipal university from that of the public schools as there is with any other type of college or university.

Junior Colleges Enjoy Certain Advantages Although it is obvious that the appointive board of a municipal university may have certain advantages over the elected school board governing a municipal junior college, the question may be raised whether the municipal junior college does not enjoy certain advantages over the municipal university in being - under the same administration which governs the public schools, instead of the entirely separate administration of the municipal university. So long as the two boards and administration are entirely separate there is a tendency to preserve all the old cleavage separating the high school from the college; this may be eliminated more readily by the municipal junior college when administered by the board in charge of the public schools. The familiar topics of dispute such as entrance requirements, examinations, and certificates are not to be overlooked.

There may be no more correlation of work between the public-school system and a municipal university than there is between the public-school system and other types of higher educational institutions.

Such a situation is decidedly unfortunate. In a municipal system of education whether it comprise a university or only a junior college it should be possible for students to pass easily from one stage to another with the least possible waste of the student's time and of the public's money. It seems to me that there has not been as much progress in this direction as we may legitimately expect of the municipal universities.

Technical Completion Courses are Needed During the past two or three years emphasis has frequently been laid on the need for a variety of semiprofessional and technical courses of study in municipal junior colleges, which should be completion courses rather than the first two years of a four-year curriculum. Up to the present time, however, two-year curricula of this character have not made much progress in the program of the municipal junior college, partly, perhaps, because a number of persons identified

oppose applying the name junior college to such work.

I refer particularily to the industrial and mechanical institutes, some of which have rendered excellent, though relatively unknown, service. This service is so valuable and the need for its rapid development is so great that there is every reason why it should become a recognized part of the regular educational system. I know of no fundamental reason why there should not be two types of junior college work operated side by side, namely the first two years of the four-year college curriculum and completion courses of one and two years, just as vocational work is now conducted alongside the general work in the high schools, and just as in the university technical and professional curricula are offered alongside

the courses in the liberal arts.

Two-Year Curricula for Universities Indeed, I regard the two-year technical curricula as so important that my main concern at present is whether the municipal universities, which so far like other types of higher institutions have been mainly concerned with four-year curricula, can develop successfully junior college completion courses, technical or semiprofessional, alongside the four-year courses of study. The history of such attempts seems to argue against the idea.

The long and relatively unsuccessful experience of the land-grant colleges in establishing and maintaining one and two year curricula in agriculture and mechanic arts may be adduced as evidence of the impracticability of the idea. But the non-technical character of farming until recent years, and the fact that most of the land-grant colleges are so located as not to be able to work in close correlation with the industries are important considerations which should modify adverse conclusions. For a number of reasons, I am convinced of the practicability of establishing junior college completion courses under the same administration and on the same campus with There are many examples of successful that of the present municipal universities. technical short courses in our land-grant colleges both in agriculture and mechanic

arts. All that is necessary to guarantee the success of these short technical courses is that there be competent and zealous men and women in charge of the work who believe thoroughly in and understand clearly the objectives of the courses as against the four-year curricula.

Successful Completion Courses in Operation

Moreover, one can not fail to recall numerous other examples of junior college completion courses in the universities which are generally conceded to be successful. I refer to the one year curriculum in library training, the two year curricula in pharmacy, teacher training and business education, and the three year curricula in pharmacy and nurse training, all of which have long been recognized parts of the work of the universities, private, State, and municipal. All these examples of successful junior college completion courses of study in the present program of the universities, as well as the logic of the situation, point plainly to the conclusion that the municipal university of the future will include in its program not only the usual four year curricula but also a variety of junior college completion curricula of technical and semiprofessional character. If it does not do so it will be losing one of its best opportunities to correlate its work with the public high schools on the one hand and with business and the industries on the other.

Both the municipal universities and the municipal junior colleges have been entirely too modest in their educational programs. A variety of technical completion courses of junior college grade' should be organized and adjusted to the needs of business and industry. The whole field of evening instruction, both general and technical, is awaiting vigorous development. Much remains to be done in ascertaining the direction in which the native ability and interests of students run and in adjusting our educational programs to suit their respective needs. Finally, there is still great need among both the municipal universities and the junior colleges to correlate their courses of study more closely with the work of the high schools in order to eliminate all possible waste of time and money.

SURELY

High School Athletics For The Benefit of The Individual

Inter-school Contests Now Organized for Winning Championships. Advantages to Participants are Many, but Changed Eligibility Rules Would Extend Benefits to Greater Numbers. Limit Competition of Adults Against Boys

I'

By HENRY S. CURTIS

Director Hygiene and Physical Education for Missouri

NTER-SCHOOL contests have not thus far been carried on for the benefit of the individual but rather for the glory of the school, as an advertisement to get new students, or as an entertainment and spectacle.

The suggestions that I have to make will seem impractical and undersirable to those whose main interest is in winning victories. Probably there are not many, if any schools, ready to put this program into operation at present. Nevertheless a consideration of the principles involved can not be amiss.

com

It is generally admitted by the leaders in physical education that inter-school contests as now organized for the purpose of winning championships have paratively little value in physical education. They over-train many, require too early specialization, often cause serious injuries and reach only a small percentage of the student body.

There are important advantages, however, in inter-school contests. They develop the highest degree of technical skill, and loyalty, cooperation, and good comradeship to a remarkable degree. Through the training rules they keep the members from dissipation and induce them to follow the laws of health. The practice in keeping your head under difficult circumstances and doing your best to the end of a winning or losing game is likely to be valuable throughout life. The athlete in going about to contests with other schools must learn how to meet

available material. The rules of eligibility usually ignore the new division into junior and senior high schools and still allow high school students to compete for four years in football and basketball. There can be little doubt that this is wrong. The college does not permit competition for more than three years, and the high school should not permit it even though the ninth grade were in the same building and school. There is almost universal agreement among competent physical directors that students in junior high

schools should not enter inter-school contests in football, basketball, and the longer races.

New Eligibility Rules Proposed

In the interest of the students and general training I would suggest the following rules of eligibility in high-school contests:

1. In rural high schools of fewer than 100 students, where the number is often barely sufficient to make up the necessary teams, that students be allowed to compete for 4 years, and until they are 21 years of age.

2. In high schools with a membership

from 100 to 200, students be allowed to compete for 4 years, and until they are 20 years of age.

3. In high schools with a membership from 200 to 500, they be allowed to compete for 3 years, and until they are 19 years of age.

4. In high schools with a membership from 500 to 1,000, they be allowed to compete in any one event only 2 years, and until they are 19 years of age.

5. In high schools of more than 1,000, they be allowed to compete only 1 year in any one event, and only until they are 18 years of age.

The most serious injuries in football come from young boys being pitted against men of college age. The man who is 20 or 21 years old should be a sophomore or junior in college and not in high school. If these men are allowed to compete in high school, they crowd out the boys who are going through high school at a normal rate to graduate at 18. The boy who graduates at 18 is probably only 17 during his last football season.

By limiting the contestants in the big high schools to one or two years, too early specialization is prevented, the high school must train a much larger number of its

students, and larger percentage of the boys may thus take part in the contests. The boy who is making normal progress has a normal chance to get on the school team and win his letter. In training a larger percentage of students for interschool contests the teams on an average will probably be as good, or nearly so, as where a single group of boys make the team in football or basketball and hold their places for four years. Such a ruling would also put the small school more nearly on an equality with the large school.

At any rate, if we are thinking of justice to the normal boy and the interest of the student rather than a spectacle and a winning team, the rule for the city high school that the boy should not compete for more than three years nor after his nineteenth year is so obvious that its efficacy can not well be denied. The boy who is 19 during his last football season will probably be 20, and 2 years overage, at graduation.

has an opportunity for travel and to learn about other colleges and people. The intimate contact with the coach, if he happens to be such a man as "old man Stagg" of Chicago, may be one of the determining influences in life.

Rules Made for Four-Year Schools Nearly all rules of eligibility are built on the supposition that the high school begins with the ninth grade. This type of high school still prevails in the country districts and is likely to continue. The high schools in the country and rural towns are usually small, with many students over-age. The number available for inter-school contests is often so limited that it is necessary to use nearly all the 93674°-26-2

Education

An additional scholarship for educational research in America, available to teachers in Great Britain and Ireland, has been established in connection with the research work of the City of London Vacation Course. The new Bush scholarship has a value of £300, and the appointee, who may be a man or woman, will be sent out this fall or early in 1927. Appointment will be made by an advisory board consisting of the president of the course and other educational officials. Candidates must submit a statement of the research proposed and method to be pursued. The appointee will be required to send monthly reports of progress made,

a thesis embodying results of the study. Two scholars have already visited America under similar appointment by the City of London Vacation Course. Miss Mabel J. Wellock made a tour of the country in 1925 studying elementary education, and Mr. Arthur B. Neal is now investigating junior high schools and

rural education.

To meet the demand for trained veterinarians in the Philippines and to protect livestock in the Islands from threatened epidemics, a scholarship of 35 pesos monthly as well as exemption from matriculation and laboratory fees is offered by the Philippine government to students in veterinary science.

· SCHOOL LIFE

OF

F MORE than 1,600 students who were graduated in 1925 from the senior high schools of the District of Columbia, 34 are continuing their studies in the schools from which they were graduated. These students can not hope to receive credit for such work if they apply for admission to a college, and it is evident that they remain in order to gain some knowledge or skill which they expect to be of immediate use to them. The school officials do not encourage postgraduate study. As one of them recently stated, "When we have graduated them we have done all we can for them; we can not keep them any longer."

This undoubtedly is indicative of the condition throughout the country. Colleges refuse credit for high-school work in excess of 15 or 16 units; high-school teachers can not spare the time that graduate students require; and many principals sturdily repel any suggestion of an attempt to do college work in high schools.

The result is seen in the figures reported in Bureau of Education Bulletin 1925, No. 40, Statistics of public high schools, 1923-24. Only 8,492 "postgraduate and special students" are reported in 14,827 high schools. Even if all these were postgraduate students, and clearly they are not, the proportion would be slightly more than one student to two schools. Postgraduate work in public high schools is, therefore, a negligible quantity.

Nevertheless, well-equipped high schools are not only capable of doing some college work, but they are actually doing it. At least they are doing much of the same work that the colleges are doing, which amounts to the same thing. The duplication of effort and the lack of coordination between the two classes of institutions is an old story. The extent of it was shown by Dr. Leonard V. Koos in his monumental work, "The Junior College." He found that 200 students actually repeated in college one-fifth of the work they had done in the high school, and that the loss of time which the duplication caused amounted to four-fifths of a high school year.

in pursuing the logical development of public education by expanding the high schools into junior colleges in sufficient numbers to care for those who wish to attend them.

Doctor Zook's article in this number emphasizes the efficiency of the municipal junior college as a means of coordination, and he commends this normal development of city high schools. This course has been followed in about 60 places, and the tendency is steadily to increase the number.

The greatest hindrance to the increase may be illustrated by citing Washington again as a typical example. A bill was introduced in the Congress to establish a municipal junior college, but the board of education reported adversely upon it because the available funds are not sufficient, in justice to existing schools.

The arguments for the junior college are good, and it will undoubtedly come when the necessary money is to be had.

Another Cycle in Adult Education

An educa

tional camp meeting in western New York was the beginning of this movement, and before many years had passed practically every State had at least one "annual assembly." The means by which Chautauqua attained its widest influence, however, was "Chautauqua Literary and Scientific Circle," branches of which were organized in thousands of communities. Reading courses were prescribed, and "seals' were granted by the parent Chautauqua for the completion of those courses. The groups of members met regularly for conference and discussion, usually under competent leadership. Lecturers were supplied to groups and assemblies by bureaus whose methods were similar to those of the lyceum bureaus.

With influence not so widespread but equally significant as recognition of the importance of adult education were the mechanics institutes which sprang up in many American cities, beginning with the second quarter of the nineteenth century. The most famous of these were Franklin Institute, of Philadelphia; Maryland Institute, of Baltimore; Ohio Mechanics Institute, of Cincinnati; General Society of Mechanics and Tradesmen, of New York; Spring Garden Institute, of Philadelphia; and Cooper Union, of New York. All of

grown in relative importance since the war, and it has become one of the major topics in educational discussion. The inception and the steps in the progress of the new movement are well known.

Adult education is not new in America. Like physical training and industrial education, it has progressed in cycles. The present movement is so far not more extensive than its predecessors, but it appears already to be of more substantial quality.

One of the most remarkable phenomena in American education was the prevalence of "lyceums," the first important movement for adult education, which marked the middle half of the nineteenth century. This movement originated in Massachusetts, but it spread rapidly over the country. In cities and villages of every section associations were organized which met regularly, indulged in debates, heard lectures, and enjoyed social intercourse. At one time no less than 12,000 communities were thus organized. Libraries and museums were commonly maintained by the lyceums, and many "lyceum bureaus" did a flourishing business in supplying lecturers. Such was the vogue of some of the popular speakers that a single address was delivered 2,000 times, it is said.

The Chautauqua movement of the last quarter of the century was another extensive effort for adult education, and it

and disseminate literary and scientific knowledge. They offered technical instruction for apprentices, night schools for men and boys, and lecture courses; all maintained libraries. With the growth of public school systems many of the direct educational activities of institutions of this class were discontinued.

The lyceums, Chautauqua, and the mechanics' institutes were the outstanding manifestations in the past century of the desire which abides in Americans for intellectual growth throughout life. The same desire is manifested in this day in unparalleled patronage of summer schools, university extension classes, correspondence courses, evening courses, reading courses, and lecture courses in great variety. A very considerable proportion of the adult population thus employ a large part of the time not occupied by vocations essential to living. The part which the libraries of the country play in the movement is especially noteworthy.

"Adult education" in pedagogical terminology is ordinarily restricted to organized effort with a definite purpose and directed by an established educational agency. This limitation is convenient for those who administer the agencies for systematic study; it does not ignore the mental development that comes without purposeful effort, but it assumes that as a common possession of all Americans.

Our people are the greatest newspaper readers and the greatest travelers on earth.

No other nation can show such circulation of periodicals, such mileage of railroads, and such numbers of automobiles. No agencies other than those for formal instruction are so effective as these in mental growth. They take the individual out of his narrow environment and make

of Education

The following publications have been ssued recently by the Bureau of Education of the Department of the Interior. Orders for them should be sent to the

similar influence of the radio, the theater, including the movies, and of the countless societies and fraternities which claim in their membership nearly every normal American, and one is not far from the explanation of that alertness, self-confidence, and individual initiative which characterize our countrymen wherever they may be.

Materials

The Commissioner of Education of the United States has formed a committee on materials of instruction. It is announced by the Bureau of Education, Department of the Interior, that the following persons have accepted appointment on this committee:

Miss Mary McSkimmon, president, National Education Association; Dr.

Children

Encouraged by the results of the summer campaign of 1925 to send children to the first grade of school 100% free from remediable physical defects, the Department of the Interior, Bureau of Education, is promoting a second nation-wide summer campaign for the same purpose in cooperation with the National Congress of Parents and Teachers. This movement has the endorsement of the American Medical Association, the American Child Health Association, and of many other agencies working for the welfare of children. The Bureau of Education is calling upon State Superintendents of Public Instruction, and city and county superintendents of schools for their cooperation.

Five hundred parent-teacher associations in as many school districts have already applied for registration as participants in advance of the opening of the 1926 campaign.

Material for use in the campaign has been prepared with the cooperation and approval of the American Medical Association and other medical and educational authorities. This material includes a broadside prepared by the National Congress of Parents and Teachers, the honor roll for 1925, reports of how the campaign of 1925 was carried out in several States, further campaign requirements, a physical examination form, height-age-weight tables, report cards, etc. All of these helps were issued by the National Congress of Parents and Teachers and will be supplied free upon application by the Campaign Director, 5517 Germantown Avenue, Philadelphia, Pa.

The first health examination should be held during May; defects should be corrected during June, July, and August, and the second health examination should be held during September. This means that if parent-teacher associations are to take part, parents, teachers, school of

Normal College and past president of the National Education Association; Dr. Randall J. Condon, superintendent of schools of Cincinnati and president of the department of superintendence of the National Education Association; S. D. Shankland, executive secretary, department of superintendence; Hon. J. C. Wright, director, Federal Board for Vocational Education; Hon. A. B. Meredith, commissioner of education of Connecticut; Matthew Woll, American Federation of Labor; A. W. Whitney, National Safety Council; Dr. Charles H. Judd, director of the School of Education of the University of Chicago; Dr. C. R. Mann, director, American Council on Education; Dr. George A. Works, professor of rural education, Cornell University; Mrs. Susan M. Dorsey, superintendent of schools, Los Angeles, Calif.; and John J. Tigert, Commissioner of Education of the United States.

The purpose of this committee is to collect, analyze and interpret materials which may be used by those who are engaged in curriculum study and curriculum reorganization.

The first meeting of the committee will be held in Washington on May 7.

Indian School Service Requires More Indian School Service Requires More Teachers

Teachers of elementary grades and of junior and senior high schools are required by United States Indian school service. Beginning salaries are $1,200, $1,440, and $1,560, respectively. Principals at salaries from $1,500 to $2,400 may be appointed from the same examinations. Furnished quarters, heat, and light are allowed to appointees free of cost. Full information may be obtained from the United States Civil Service Commission, Washington, D. C.

ment Printing Office, Washington, D. C., accompanied by the price indicated.

Biennial survey of education, 19201922. Statistics. (Bulletin, 1924, No. 14.) $1.

Statistics of land-grant colleges, 1923. W. J. Greenleaf. (Bulletin, 1925, No. 19.) 10 cents.

Statistics of land-grant colleges, 1924. W. J. Greenleaf. (Bulletin, 1925, No. 26.) 10 cents.

Statistics of teachers' colleges and normal schools. (Bulletin, 1925, No. 28.) 10 cents.

Education pays the State. M. A. Foster. (Bulletin, 1925, No. 33.) 5 cents.

Review of educational legislation, 1923 and 1924. W. R. Hood. (Bulletin, 1925, No. 35.) 5 cents.

Industrial education. M. M. Proffitt. (Bulletin, 1925, No. 37.) 5 cents.

Art education in the United States. R. B. Farnum. (Bulletin, 1925, No. 38.) 5 cents.

Statistics of public high schools. (Bulletin, 1925, No. 40.) 5 cents.

Statistics of State school systems, 1922-1924. (Bulletin, 1925, No. 42.) 10

cents.

Educational directory, 1926. (Bulletin, 1926, No. 1.) 20 cents.

Bibliography of secondary education research, 1920-1925. E. E. Windes and W. J. Greenleaf. (Bulletin, 1926, No. 2.) 15 cents.

Education in the Irish Free State. (Foreign Education Leaflet, No. 1.) 5 cents.

Policies and curricula of schools of education in State Universities. J. B. Edmonson and A. H. Webster. (Higher Education Circular, No. 30.) 5 cents.

Home economics instruction in certain higher institutions. Emeline S. Whitcomb. comb. (Home Economics Circular, No.

20.)

5 cents.

Pupils Should Be in Contact With Manifestations of Art

Make that Contact Definite by Technical Exercises, and Obtain Reaction in Conscious Habit. Basis of Wilmington Art Course is Collection of Art Objects to be Taken into Schools. Historic Ornament is Emphasized

E

By ALBERT W. BARKER
Director of Art Education, Wilmington (Del.) Public Schools

LEMENTARY ART in the public schools of Wilmington is planned to give pupils an art experience that will remain a memorable part of their schooling. To do this under ordinary

school conditions with the time allotment of one hour a week has called for strict economy of effort.

Our chief aim is to bring the child into contact with superior works of fine and applied art, to make this contact definite by means of technical exercises, and to obtain a genuine reaction in conscious habit of choice and comparison. We are not teaching theory; we are not teaching a narrow and limited technical facility for vocational ends; we are not teaching art as a means of self-expression. We are trying to enlarge the child's experience among the better things and better standards of things. In enlarging and enriching his experience we are enlarging the scope and power of the child to the point where self-expression may follow; and it will then be worth expression. We believe in leading the child to experiences of beauty and worth in art before expecting him to produce a worthy art of its own.

Pictures and Sculpture not most Important Therefore, the art work has not been planned as a kind of play, nor primarily as a means of self-expression, nor yet for the development of the comparatively rare gift of picture making. It is not even planned to give technical expertness except as a by-product. We want the pupils to draw and design beautiful things, but also we want them to see and know about more things and better things than they can make in a school course. We want them to come in contact with works which embody professional standards of design and workmanship. This refers partly to pictures and sculpture and other works of fine or unapplied art, but it refers much more to the many other manifestations of art which occupy a larger place in our lives than pictures do. Of necessity everyone buys and uses furniture and clothing, lives in a house and can have a garden, if it is only a window box. It takes art to make these better, and it takes art experience to recognize and enjoy the better things when made.

The technical part of the program is planned to cause the child to look in

tently; it is a modified form of such a course in a professional school; we do no poor work or foolish work with the idea that it is child-like. Our drawing is real drawing, our lettering is real lettering,

our color is real color from the first grade up.

The physical instrument of a logical

course of this sort must be a museum. This applies not only to the high-school course and those of the upper grades, but equally to those of earlier. At no age is the school child too young to profit by the associations and contacts of a great collection of beautiful things.

No existing museum exactly fits our needs.

City Museums are not Sufficient

No matter how small the city in which it stands, it is manifestly impossible for a museum to accommodate all the school children, even if a system of rotation could be devised and the problem of transportation satisfactorily and economically solved. At best, in the large cities (no others have such museums) the pupils visit the museum two or three times in the year and then in some haste check up the items of a prescribed schedule. Under existing conditions, nothing better seems possible.

It is, however, possible that most of the advantages of the large museum can be

carried into the schools themselves and can be made the basis of the whole course in art, and that at an expense within the reach of any modern school system. To bring the right kinds of works of fine and applied art before the child during every art lesson we have

begun a new kind of museum in Wilming

ton and already have installed two units. When complete there will be a unit or "alcove" for each school not permanently installed, but passing to each school in turn for one semester in each.

Each of these groups of museum material will illustrate (1) a technique or type of product, for example, pottery, rugs, etc.; or (2) a period, for example, colonial American; or (3) a characteristic national art, for example, Japanese art.

terial will consist of (a) a few authentic Each of these groups of museum maand characteristic examples; (b) numerous photographs, color prints or casts of suitable size for classroom display; (c) numerous small cuts, photographs, etc., mounted on standard 4 by 6 inch catalogue cards, for desk use.

Brings Material Beyond Child's Usual Experience

Take, for example, a group to represent Japanese art: A good collection of modern pottery, one or two pieces of metal work, a dozen good prints, examples of lacquer, of textiles and papers, color prints from a book on Japan, examples of architecture, etc., from copies of the Geographic Magazine, Asia Magazine, and other periodicals and similar material, even from catalogues, particularly sales catalogues of collections, museum catalogues, etc. Plates illustrating costume, history or customs and technical processes would be included. Such a museum will bring before the pupils groups of material far beyond the usual experience of the average child.