instruction are well solved, is along the line of practical, direct-to-life instruction for the youth of high school age. For some time there has been a tendency to break away from the solid academic character of secondary education and while leaving ample opportunity for the ten per cent of students who will attend higher institutions of learning to meet entrance requirements, yet giving more adequate attention to the needs of the ninety per cent whose education must end with the completion of the high school course. This revolution is practically completed in California where nearly every high school has its courses in commercial and domestic arts, manual training and mechanical arts, agriculture and school gardening. This instruction, however, with very few exceptions, is purely pre-vocational . . . and still falls far short of providing the youth with a mental and manual equipment for immediately entering a trade or industry. The real need, therefore, was seen to be an entirely new type of education; an education so practical in its nature and application that it would not only lead to a life work but be a valuable productive unit in the line of industry undertaken."

The undertaking thus outlined actuated the State Board of Education and its Commissioner of Vocational Training. Its purpose is to impart better preparation to those who desire to pursue higher technical training and better to equip those who go from the secondary schools directly to participation either in rural industries or in urban commercial or

mechanical activities and make both rural and urban youth more competent in their respective environments and more actively interested therein. It is a great undertaking and requires qualified instruction and large public expenditure, both of which are difficult to compass. However, popular approval indicates that all its requirements will be ultimately provided, both through the funds by the general government and supplementary appropriations by the State itself. The legislature of 1921 merged the control of all State educational institutions (except the University of California) in a newly created Department of Education, one of seven chief divisions of the State government-and provided liberally for its work.

UNIVERSITIES

As discussion in this connection is necessarily restricted to the point of view of rural life, it is only incidental that the constitution with which California was admitted to the Union in 1850 contained provision for the establishment of a University as well as the organization of a system of district schools which should embrace all parts of the State. It was not then foreseen that the University would become the "cap-sheaf of the California public school system" but that fact was realized when the University was actually established in 1868.

It was also provided by the constitution of 1850 that "the legislature shall encourage by all suitable means the promotion of intellectual, scientific, moral

and agricultural improvement." This is notable for its inclusion of agriculture in a category of the greatest possible concerns of the new State and notable also because agriculture is the only vocational interest mentioned in such connection, although at that date the State was just entering on its spectacular career in gold-mining. Mining education and research were provided for later; it is strange that they were overlooked at the beginning, when the public mind and the public purse were so full of gold. However, agitation for the establishment of a college of agriculture proceeded at all the fairs and assemblies of farmers and in farming publications of the time just as agitation for a university was continued in the "intellectual" assemblies and publications of the professional classes. The farmers desired a college of their own without high-brow domination; the religious denominations each desired that the institutions they established should develop into a "university" and some of them adopted the name for their academies in anticipation of such event. The determining force which merged conflicting views and ambitions was the Morrill Act of 1862 under the provisions of which the State organized the University of California to constitute the "industrial college" and to inherit all the educational bounty which the United States has poured out to endow and to promote higher education. Thus the two unrelated duties imposed by the first constitution of California, viz., to create a University "for the promotion of literature, the arts and sciences" and "to promote

agricultural improvement" were fulfilled by a single enactment, and the highest learning of the old school and the highest technical training of the newer educational standards were irrevocably joined and placed beyond legislative divorcement by the incorporation of the entire organic act creating the university in the new constitution of the State which was framed in 1879.

The University of California has become a great institution, ranking first in the country in its enrollment of students 1 and among the leading universities of the world in its instructional resources, equipment and achievements. It is situated in Berkeley near San Francisco and it has a Southern California branch in Los Angeles. It has also institutions for research and instruction at several other points. The following is a condensed statement of its organization and policies:

"The University of California is an integral part of the public educational system of the State. As such it completes the work begun in the public schools. Through aid from the State and the United States, and by private gifts, it furnishes instruction in literature and in science, and in the professions of engineering, art, law, medicine, dentistry, and pharmacy. In the Colleges of Letters and Science, Com

1 Raymond Walters, registrar of Lehigh University and secretary of the American Association of Collegiate Registrars, in his statistics of registration in thirty American universities on November 1, 1920, gives first place to the University of California, with registration of full-time regular students of 11,071; a grand total of resident students of 16,379 and a final sum total of all students instructed of 36,904 persons.

merce, Agriculture, and Engineering these privileges are offered without charge for tuition, to all residents of California who are qualified for admission. Non-residents of California are charged a tuition fee. In the professional colleges, except that of Law, tuition fees are charged. The instruction in all of the colleges is open to all qualified persons, without distinction of sex."

The Leland Stanford, Jr., University, one of the greatest American educational institutions on a private foundation, is situated at Palo Alto, also near San Francisco. The following is an outline of the field covered by Stanford University:

"In its internal organization, and in the scope of its instruction, Stanford conforms to conventional types. There are many departments, each representing a larger or smaller field of knowledge, and covering ancient and modern languages, philosophy, education, mathematics, history, economics and political science, the physical sciences, the biological sciences, and the more formally professional schools of law, medicine and engineering. Each department aims to provide equipment and opportunity for independent work, thus making the department, for those who have the ability and the calling, the equivalent of a vocational or professional school for those interested in its vocational or professional bearings, and a research laboratory for those devoted to pure scholarship. Stanford University has made a sensible contribution to the educational progress of the Pacific Coast, because of the boldness and the vigor