Fraternities and sororities are not admitted because the college desires to foster and maintain a full and democratic social life of the whole institution.

The plans of the Reed Institute include a separate college for women. The campus for this college, which has already been purchased, includes thirty-six acres north of the ravine. The next building planned is the first one of the college for women. At present the instruction is At present the instruction is given mainly to men and women in separate sections.

The business of the college is work and study. There is no place for an idler. No one is admitted who has not demonstrated a genuine interest in study, an ambition to do his best, and more than average capacity. Admission is based, not merely upon the completion of a secondary school course of four years, but on scholarship above the average and genuine devotion to the best ideals of a higher education.

More than half of the students are partially selfsupporting. The college and the city both afford many opportunities for earning money, especially for young men; indeed there have thus far been more "jobs" than boys to take them.

The Northwest has responded wonderfully to the new opportunity. Far more candidates have applied than could be admitted. The college is making itself felt powerfully in the city of Portland and its influence reaches out more and more widely. Its great purpose is to contribute to progress and welfare by sending out a body of graduates, few perhaps in number, but equipped with powers and imbued with the best human ideals.

ART TEACHING IN THE NATION'S
SERVICE

BY ARTHUR WESLEY DOW

Professor of Fine Arts in Teachers' College, Columbia University

A nation's art is part of a nation's wealth. We are seriously lacking in public appreciation of painting, sculpture, architecture and design, despite all that is being done to cultivate the fine

arts.

President Eliot in his recent paper, "Some Changes Needed in Secondary Education," speaks frankly of the lack of art in American life, and urges educators to take immediate action.

Abroad the art teacher is a public officer. From Europe to the Far East we find royal colleges of art, government art schools and cabinet ministers of fine arts. Foreign educators give art teaching a high place. American educators have seemed largely indifferent to it, at least officially.

Americans individually are not insensible to the value of fine art as a national asset. When Rheims cathedral was shelled, when the ancient Gothic cities of France and Belgium were destroyed, America sent up a cry of protest.

What is it that we lose when these precious things go down under shellfire? We lose, forever, a quality, the personal touch of the ancient artist. We can restore the form, but the living spirit, the art, is gone.

A nation that loses its treasures of beauty is made poorer.

A nation that produces great art sends forth power to all generations. France, Belgium, Italy, Greece, China, Japan, have drawn the world to them by their art.

Public appreciation of art in this country must be attained through an art-teaching that goes beyond nature-copying the practical arts, and courses in art history.

It is possible to teach drawing, design and the practical arts without producing an atom of that quality which stirred your imagination before Rheims cathedral, or in the Antwerp gallery.

Art consists in excellence (of quality, not of technique) and the production of it depends upon exercise of powers written, not of collection of facts or acquirement of skill. Excellence can be measured only by the appreciations.

Excellence is not defined by use. A useful thing is not necessarily beautiful, as some claim. To bring art teaching fully into the Nation's service it should be founded upon art-structure, as this is fundamental to all the arts whether called fine, applied, practical or industrial.

All visible art is a structure of lines, tones and colors, built up by choice and arrangement.

Experience in art-structure, carried on progressively, encourages individual expression, and develops appreciation.

School experience, through art courses, in choosing the best ways of doing things, in working with a definite aim (as art requires) and in relying upon personal power, will affect home, environment, costume, and occupations. It will increase capacity for production and ability to create excellence. This must result in a better quality of industrial products, better city planning, better taste in dress and decoration, and the conservation of scenic beauty.

Such is the larger service that the art teacher can render to the nation.

LIBRARY OPPORTUNITIES IN THE JUNIOR HIGH SCHOOL

BY LAURA C. BAILEY Salem, Oregon

The Junior High School offers wonderful opportunities for library work. The students' reading is more extensive and varied than at any other period and it is most essential that it be wisely directed.

Teachers now need a widened vision of the splendid service that is theirs in their co-operation with the able work being done by the trained school librarian. If the student can go from school with a love of good books established, he has an inestimable equipment for future happiness.

The foundation must necessarily be in the teacher's knowledge and love of the best books, in her constant reading and rereading of all she wishes to give in spirit and in truth.

In my own personal experiences, gratifying results have been obtained in efforts recently made to interest students in the best books. We formed library clubs with the definite aim on the part of the students of becoming more familiar with books. We naturally developed dramatization from the

discussion of the books. The enthusiasm of youth made costumes and properties appear magically.

"Master Skylark," scenes from Dickens, and from Shakespeare, were acted in the auditorium of the public library before club members. The fact that there were no demands for cheap farces showed that the best given first, precludes the use of that which is inferior. We prepared a list of books for summer reading. These were taken up by the clubs and placed by the librarian in a separate section.

Other opportunities in this school period, which, I am sure, might be worked out successfully are those of interesting music students in the literature of their art, the regular use of the best magazines, and the unending correlation of good books with the life interests of each individual.

THE PLACE OF MUSIC IN THE PUBLIC SCHOOLS

BY A. C. BARKER

Ex-Superintendent of Schools, Oakland, California

In spite of the fact that the American people spend over six hundred million dollars annually for music, superintendents and boards of education are generally indifferent to its social, educational, and vocational value. As a result, in many schools it is a mere acquisition to the curriculum given as a part-time subject with little or no credit for graduation. Music teachers frequently do not possess high professional attainments and the results secured are often mediocre.

A few cities, notably Pittsburgh, Minneapolis, Richmond and New Albany, Indiana, Cedar Rapids and Des Moines, Iowa, Los Angeles and Oakland, California, recognizing that the cultural and practical value of music is at least equal to that of algebra, have made provision for its study and are securing results in both vocal and instrumental music that have received the approval of professional experts.

Oakland has demonstrated that the public schools can give, at the ordinary cost of instruction, an education in vocal and instrumental music, harmony, and orchestration which would cost at the rates of private tuition not less than two thousand dollars; that a high school can produce a band that can play as well as the average professional military band; and an orchestra equal to the best amateur organization. Though instrumental music is an elective subject, twelve hundred students are receiving free instruction on some instrument. If a high school graduate wishes to take up music as a profession he has a foundation for specialization; if he wishes to continue music as an avocation, he is fitted to enjoy it, to be a strong factor in the musical life of the community.

THE JUNIOR COLLEGE

BY C. R. FRAZIER

Superintendent of Schools Everett, Wash.

For those districts with abundant funds to establish junior colleges on the excellent California plan, I have no message. For the small but am

bitious high school district tempted to do what it cannot, my message is one of caution. Go slow, count the cost. Do not use money for junior colleges that is needed for the regular elementary and high school.

But for the district having several hundred high school students, a rich course of study and some higher degrees or their equivalent among your faculty, allow me to suggest a plan whereby you can at almost no additional cost give a "College Year" of work to a half hundred of your graduates every year.

The "College Year" course consists of two kinds of work, first, new college courses in the fundamental subjects of English and mathematics. This will consume the equivalent of one-half the time of one instructor, which aside from overhead is the only added cost.

The second kind of work is provided by allowing students to enroll in regular high school classes and by doing extra work in accordance with a syllabus they may earn credit on college basis. This plan was challenged by an all-day inspection of four of the Deans and heads of departments of our State University and stood the test. They grant full, unconditional credit. By this plan in one school fifty pupils get their first year of college work at a cost to the district of approximately seven hundred dollars.

VOCATIONAL GUIDANCE AND EDUCA

TIONAL PREPAREDNESS

BY ANNA Y. REED SEATTLE

Vocational guidance has a definite part to play in the educational preparedness of the young. Its first and most important function is the stimulation of character development. Its second function is occupational guidance.

A central department may be of assistance in the stimulation of character development, but the main responsibility rests on the classroom teacher. A number of very telling stories, the result of personal experience, were introduced to illustrate how every teacher, every parent and every associate is a vocational guide.

The second phase of vocational guidance-occupational guidance-must be done largely by experts. Mrs. Reed's personal study of corporation schools, continuation schools and public schools has convinced her that the public schools are not sufficiently thorough or accurate to command the respect of business houses or to receive the gratitude of pupils after they have had a chance to test their abilities by the standards of the outside world. In their academic features corporation schools are doing remedial work on the public school product-they are correctional public schools. At present, the continuation school is also a correctional public school, or is merely continuing to turn out more "damaged goods."]

Never was the novitiate, with no normal background on which to interpret abnormal conditions, on more dangerous ground, never a more dangerous counselor.

The teacher who would contribute to Educa

tional Preparedness for Success in Vocational Guidance will study this new movement carefully and intelligently; will do all that she can to increase educational interest in the study of occupations and to connect classroom problems with the problems of life. In the net results of this war she will have contributed her full share to the success of American Arms, American Business and American Education.

The teacher who would hasten Educational Preparedness for Failure in Vocational Guidance will rush blindly into this new, untried and dangerous field, will ignore the fact that occupational guidance requires expert occupational information and that such knowledge is apt to change with each industrial change. She will leave a stigma on our public school system which will be more difficult to remove than any similar stain in the history of American education.

RURAL EDUCATION AS AN ELEMENT IN THE STRENGTH OF THE NATION

BY ADELAIDE STEELE BAYLOR State Supervisor of Household Arts, Indianapolis The Rural education means the rural school. influence of a type of school that educates more than fifty per cent. of the youth of this nation cannot be lightly estimated. In point of numbers trained under its direction, the rural school is the greatest educational force in this country.

Rightly organized and conducted, its possibilities are tremendous. The rural school furnishes opportunity to the truly great teacher to work out her ideas untrammeled by the formalities and "red tape" of the city organization. The rural school is called upon to compete with fewer outside attractions and interests. In it a peculiar freshness and enthusiasm are possible, because of the newness of many things that in the city school have spent themselves. It offers opportunity for individual and independent growth that will produce the leadership needed in a great nation like America. It is the one institution in rural life that furnishes a common interest for all the people. It becomes the social centre for the adult life as well as the youth, and its influence extends to the home and community life with a peculiar and unmistakable significance. The rural school educates the children of the food producing centres of the nation; its curriculum now includes the study of agriculture and its environment allows the practical applications of the principles of this subject. The permanency of the American nation will depend in no small degree upon the efficient production of food stuffs and the people trained in scientific farming, will be indispensable factors in the nation's strength.

The opportunity, then, of rural education to become a wholesome element in the strength of a nation like the United State is unparalleled, but this can only be realized under certain conditions, a truth to which we, as a people, are just awakening. The rural school needs better buildings, better trained teachers with larger experience, better libraries and equipment, better courses of study,

and more supervision. The great handicap to the accomplishment of these things is lack of money. This country is rich and if localities are too poor to provide the best rural schools, then the state and nation must come to the rescue, for the rural school as an element in the strength of the nation. demands these improvements and demands them quickly.

If America expects to continue her leadership among the nations of the world, her rural schools, as one great factor in bringing this about, must be recognized.

ADAPTATION OF COURSES IN DOMESTIC
ECONOMY AND INDUSTRIAL ARTS
TO MEET EXISTING DEMANDS

BY CHARLES H. DEMPSEY
Superintendent of Schools, Haverhill, Mass.

It has in truth remained for the present era of war and high prices to bring us to a sharp realization of the need, both in the home, in industries and commerce, and in our national life, of true economy and forethought-of thrift.

The cultivation of genuine thrift is emphatically one of our most important national and individual problems, and must be a task of every social agency we have.

Three things the schools, as a branch of governmental activities, ought to do:

First, they should serve as a means of publicity and dissemination of vital and practical knowledge. Second, the schools should furnish demonstrations of practical methods of meeting present demands for better provision and utilization of feed products and other necessaries, both for our own use and for that of our allies in Europe.

Third, the schools are the best existing organization not only for demonstration of practical individual economy, but also for the formation and fixing of habits of intelligent industry, efficiency

and thrift.

These three functions, the dissemination of knowledge, the demonstration of practical methods and applications, and then actual use and mastery by the recipients-pupils or citizens constitute ideal service and should go hand in hand.

Our most acute needs of this sort are evidently these: More abundant supply of staple foods; more general conservation of food by storing, canning, etc.; more economical use of food as to quantity and kinds, balanced rations, use of substitutes, nutritive values; avoidance of waste due to difficulty of marketing, spoiling, poor cooking, lavish serving, ignorance about foods; elimination. of excesses in condiments, fancy foods, candies; practical knowledge of clothing, textiles, foot wear, house furnishings and the like; practical knowledge of use of household equipment, fuel, light; knowledge in marketing and purchasing, supplemented by judicious government control of prices; development of personal efficiency in gardening, handiwork, household accounting, dressmaking and the like.

An announcement that will attract no attention unless we appreciate its significance, is the fact that Dr. John M. Brewer of Harvard University goes with Dr. Ernest C. Moore to the Los Angeles Teachers' College as head of the Department of Education. This is scarcely less significant than that Dr. Moore becomes president of the Teachers' College.

It is one thing to change a name from Normal School to College, but it is quite another to make it a college in educational ideals and equipment. Dr. Moore is of the calibre that university presidents are made, and Dr. Brewer could well be the dean of education in any American university. Two such men will require a lining up of all men. and women in the faculty.

No other college of education in or out of a university, has just such an opportunity as this college will have. It will have an educational atmosphere in the public schools of Southern California to be had nowhere else in the world. We are not unmindful of the best things in New York

and Chicago, for instance, but in both cities, in all Eastern cities, every inch gained in the line of progress has to be fought for desperately. Note, for instance, the criticism that the Flexner School at Columbia is facing in New York and in the whole East.

are

Los Angeles and all Southern California farther advanced along all lines for which Columbia is pleading in the Flexner School, than Mr. Flexner or Dr. Caldwell have dared suggest, and they have been for several years.

Here is a combination that no novelist ever conceived. All educational progressive idealism in Southern California came there with Dr. Moore's advent as superintendent of Los Angeles. The pace he set has been intensified locally while he was expanding nationally at Yale and Harvard. Now, he goes back enriched by his varied environment, to build an educational college that shall be a worthy crowning of the system into which he breathed the breath of life.

To take Brewer with him is to say to Southern California that the best in the Atlantic North is none too good for the best in the Pacific South. Brewer has left large possibilities and promise in New England for limitless opportunities in Southern California.

MR. CRABTREE AS A PROMOTER

[This editorial was written in early June with no suspicion that Mr. Crabtree was to be considered for the secretaryship.]

River Falls has a location that is a heavy handicap. It is in a pocket. Its territory has been limited by Superior, La Crosse, and Eau Claire Normal Schools in Wisconsin and Winona in Minnesota.

It had never been numerically successful, even before the other three normal schools hemmed it in.

Its traditions had not made for peace or prosperity. When Mr. Crabtree went to River Falls it was at its lowest ebb in every respect. All candidates wanted Whitewater; none wanted River Falls.

In four years the enrollment has gone from 322 to 663, or 105 per cent.

The increase in operating expense is but 48 per cent. or an enrollment increase of 105 cent.

per

In the four years the unit cost decreased $5.94. There are eight state normal schools in Wisconsin and River Falls had 27 per cent. of the total increased enrollment of the eight schools.

The unit cost at River Falls in 1915-16 was $28.36 below the average of the eight schools.

River Falls furnishes more teachers of agriculture in the public schools of Wisconsin than does the State University and the other seven normal schools combined.

The unit cost of instruction is $99.10. This includes all teachers, librarians, and the training school.

In the Normal Department alone the unit cost of instruction is $79.77.