are entitled to a full measure of support; that its (the university's) mission is to settle the destinies of boys and girls instead of aiding them to do it intelligently and freely for themselves; or that all learning, the fullest happiness, or the safest citizenship and the strength of the Republic, are all within the limitations of classical and professional culture.'

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6. Without criticising the good purpose of university management in America, it is still quite evident that universities show "a woful lack either of strength or of courage in dealing with the larger bodies of students and the increasing swiftness of student community life." While it may well be doubted whether there is more evil in college life than in social life in general, this is not enough. Students have no business in universities at all if they are not intent upon going to the good rather than be half-way willing to go to the bad." University life should proclaim scholarly aspiration and moral purpose; it is morally bound to be an example of decent living and of high opinion in the educational system of which it counts itself the head. This will not interfere with manly or womanly sport nor with harmless pranks and joys and pleasures; but it will not countenance the brutal vices of drunkenness, licentiousness, gambling, nor the maltreating of property, the endangering of life and limb, or the defiance of authority.

Toward remedying these evils Doctor Draper maintains that the presidents of universities must take the initiative and, by firmness, integrity, and tact, organize, conserve, and direct the forces of administration, of public and student opinion, against the evil and in the direction of better things. We never needed great universities more than we do now," and, if these great moulders of human sentiment and belief will but live up to their opportunities, these weaknesses may be replaced by elements of strength for the

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nation.

More Effective Organization.

There were several university topics that are of general interest under discussion during the conference held in connection with the inauguration of Chancellor Elmer E. Brown at the New York University. These topics centred around the general problems of a more effective organ

ization for work of the available university forces and the relation of a university to the community in which it is located. Although some of the points may apply more particularly to the urban university, the points made are of value under other conditions. These points, as reported in Education for January, were presented under the following heads:

1. The systematic organization and inter-relation of problems of university administration and teaching. Doctor Paul H. Hanus urged that a more intimate and profitable relationship between the executive procedure and the actual educational procedure might be secured through the coöperative advice of a committee chosen jointly from the trustees and the teaching staff of the university. Mr. Charles W. Williams, of Oberlin College, supplemented this by saying that this coöperation should be so organized as to enlist not only the interest of the faculty but of as many as possible of all concerned in the highest usefulness of the university, whether officially connected with it or not. Any student of university problems might well secure method and continuity through the organization of groups within the faculty, of a more or less permanent sort, for the study of special pedagogical and administrative problems.

2. The problem of the unification and administration of the admission requirements of the several schools of a large university. President George S. Draper, of the Normal College of the City of New York, advocated that, in general, evidence of college graduation should be a prerequisite for admission to professional and technical schools. While he conceded that for some forms of professional or technical training such a requirement would be obviously inappropriate, in the case of law, medicine, mining, and perhaps others, the resulting benefit of the requirement would be very great. The profession of teaching, even in the elementary schools, is tending toward this standard.

3. The problem of coöperation involved when several universities or institutions of higher learning are established in the same urban community. As expressed in many addresses during the two days of the inaugural gathering, the conference was strongly in favor of substituting the principle of institutional coöperation for that of insti

tutional competition. (In this connection Lord Rosebury's suggestion that the idea should be abandoned that each university must endeavor to meet every demand for all kinds of knowledge or training, and that each should emphasize some special thing or related things which it can do best, is of interest. (See Annals of Ed. Progress, p. 167.)

4. The problem of the manner in which the university may best study and meet the needs of the community in which it is established. Doctor Henry M. Leipzinger, Supervisor of Lectures for the Board of Education of New York City, said that the evident needs of the community that could be met by the university should be gathered, analyzed, and classified in a way which would best define these needs and the opportunities for their specific educational remedies. It was suggested, however, that, while administering to the community need, the university should never allow itself to be mastered by the life of the community. The function of the university is one always of uplift. The upbuilding of a social museum as an aid to concrete study, in every urban university community was strongly urged. In connection with the question of extending to the adult portion of an urban community the advantages of higher education, Doctor Leipzinger reviewed the development of the New York lecture system in its growth from single lectures on topics of general interest to the organization of courses of lectures upon given themes with from 10 to 25 lectures in each course. At the end of such courses, he said, an examination is offered, credit for which was sought from the Board of Regents of the University of the State of New York. He claimed that these courses of lectures are now of a real university character, and that, with further coöperation from the local universities, the result could be greatly enhanced in value and the influence of higher education be more widely and vitally carried to the people.

A University that Reaches the People.

The elementary school has for many years been a thoroughly democratic institution. There are few places now in which a public high-school education is not available for

all who have completed the course in the elementary school. But until within very recent years the resources of our great universities have been open only to the comparatively few whose means, leisure, and scholarship have measured up to the entrance requirements of these institutions. great change, however, is in process in our universities. Many of them are becoming stanch exponents of the kind of democracy in educational affairs that seeks to bring the advantages of human knowledge and development to all who are willing to accept them and in a suitable form for every one to be benefited by them. One of the best illustrations of this extension of the work of a great university is the effort of the University of Wisconsin to bring a fuller life to the people of that State. Its president, Charles R. Van Hise, is a vigorous exponent of democracy in education, and is rapidly finding a "way for every man and woman in the State, who otherwise would not have an opportunity, to gain an education."

Not only is he succeeding in carrying to the people the resources of his university, but he is also placing at their service the use of the city libraries of Madison, where the university is located; he is taking to their doors the advice of the various State bureaus of labor, the bureaus of forestry and the bureaus of conservation; and he is also making available for civic betterment the knowledge of the public service and tax commissions. This work has been organized under what is known as the Extension Division of the University, which since its organization in 1907 has been in charge of Dean Louis E. Reber. It has a correspondence department, the courses of which are so graded as to be of value both to the day laborer and to the advanced graduate student, the list of studies including the whole range of university courses from the ancient languages to bacteriology and from philosophy to business and technical courses and the practical affairs of every-day life. It has extended its work into the shops of the State, where exceedingly valuable practical results have been secured among the men and boys who take up extension courses primarily to improve themselves in their special line of work. The employers are coöperating in this work by allowing time for instruction in the shops themselves during working hours,

thus affording the teacher a practical laboratory for teaching his subject and incidentally for testing his methods and materials for instruction. The time allowed by employers varies from an hour every two weeks to half a day each week; but there is a strong tendency to increase the time, because employers feel that this instruction increases the interest and value of the employee in his work. "He learns how and why, and thus becomes an intelligent being, rather than a human machine with the one thought of putting in time and drawing pay." No entrance examinations are required for the courses, but the limitations and abilities of the students are carefully considered in order to guide them into the right line of work. The time required to complete any course is determined largely by the ability and previous training of the individual and by the energy with which the course is pursued. Some finish in four months, others require as long as two years.

Another important branch of the extension work is carried on by means of the "package library" and the University bulletins. These little travelling libraries are made up of newspaper clippings, pamphlets, magazine articles, and typewritten articles. The package libraries and the bulletins present both sides of controverted questions, and introduce their readers to the methods of scientific research. In this way their readers are kept abreast of the times and are enabled to form their own conclusions on important questions that are before the public mind. There is a department of public lectures that endeavors to keep in touch with organizations that need or may be led to see the need of lecture courses and which furnishes these lectures in an economical way. There is also a department of general information and welfare. It deals with questions of social and civic betterment, and embraces in its activities such matters as vocational guidance, sanitation, health exhibits, conservation problems, and various forms of municipal reference work. There is a municipal reference bureau, which serves as a clearing-house for information on municipal subjects not only for the State but for the nation at large. A separate department has been formed recently for the social and civic centre work. The school