degree of excellence, but those of France have ever been opened to architects and thronged with them. From thence they have brought back the ideas of art which France has ever given to the world: her pure logic of reasoning; her love for the fundamental principles of right in art, as well as in the state; her respect for the liberty of the individual, according to his conscience, and her ever-ready welcome to him who contributes something new to carry on the tide of civilization in which our art of architecture is such an important factor. These architects, returning home, have planted here the artistic standard of France which waved first from our beautiful eighteenth century City Hall, and now unmistakably presides over countless buildings of well-considered utility and studied grace in every part of the land.

EDUCATION FOR AN AGE OF SERVICE

JOSEPH H. APPEL, VICE-PRESIDENT OF THE BOARD OF TRUSTEES OF THE AMERICAN UNIVERSITY OF TRADE AND APPLIED SCIENCE, PHILADELPHIA, PA.

The youth of the United States, boys and girls of fourteen to eighteen years of age, leave school and go to work at the rate of one million every year. Forty per cent leave at fourteen years; 85 per cent at

sixteen years.

At all times more than two million children of the ages of ten to fifteen are at work-one-fifth of all the children of this age in the United States, and one-tenth as many as those who attend our common schools.

With a population of a hundred millions, approximately only half are over ten years of age-fifty-one and one-half millions-and of these, fortytwo millions are engaged in gainful occupations.

Of these forty-two millions, a third, or about fourteen millions, are engaged in the field-in farming, forestry, or mining. A larger approximate third, or more than fifteen millions, are engaged in workshop or in store. The remaining lesser third are engaged as follows: in transportation, 6.9 per cent; in public service, 1.2 per cent; in professions, 4.4 per cent; in domestic and personal service, 9.9 per cent; and in clerical occupations, 4.5 per cent.

Children attending school number twenty-one millions. Adults attending school, college or university, exclusive of schools of reform or for defectives, number less than a million-only 334,978 being enroled in the 567 universities, colleges, and technological schools of the United States, of whom 217,683 are men and 117,295 are women.

It is a situation which presents these fundamental conditions: One-eleventh of our children of school age are at work without technical training or adequate general education. Less than one-fortieth of our adults are receiving education in our higher schools, colleges, and universities.

To determine the kind of education which will best fit an age of Service, we must first determine what is meant by Service. True human service is the living and working together of all individuals for the good of all. It involves mutual cooperation between man and man. It requires the development of the individual to his utmost capacity together with the development of all society to the utmost degree of human welfare-material, mental, and spiritual. True human service demands that every product of nature and of man, physical, mental, and moral, be put to practical useto the use of humanity; that all our wealth, all our strength, all our intellect, all our spirituality become merely a means to an end-that end being service. From this point of view we develop religion, not for religion's sake, but for service. We develop law and medicine, not for their sake, but for service. We develop education, not for education's sake, but for service. We develop business, not for business' sake, but for service; the almighty dollar is not the end, but the means.

True service recognizes that the first requisite to living is working; that efficient living comes only from efficient working. The first demand of this age of service, therefore, is that our boys and girls going into life be fitted for useful, efficient employment. This demand is for what is called "vocational training," and its need, considered from the point of view of the worker, of the educator, and of society, is shown in the report of the United States Commission on National Aid to Vocational Education made to Congress, June 1, 1914.

Recommendation of this Commission that the United States as a nation make grants of money for the establishment of vocational instruction in our common schools has not yet been acted upon by Congress. But some individual cities, on their own initiative and out of their own school funds, are making efforts to provide such instruction. The larger part of our common schools however, are still teaching only the purely academic branches.

But what of our colleges and universities-how are they meeting the new conditions of the age of service? To answer this question requires a brief view into the evolution of our higher seats of learning.

Growing out of the new fresh soil of our country, and at the same time out of the traditions of the older countries of Europe, it is quite natural that colleges and universities in the United States should be of a widely diverse character. It is only since about 1880 that an effort has seriously been made to distinguish between collegiate and university education.

In our older universities, especially Harvard, Yale, and William and Mary, three pioneers of Colonial times, the underlying principle was discipline-mental, moral, and religious. Today the disciplinary stage in education is relegated to the school and college and is the requisite introduction to the higher and freer work of the university.

Among the American universities, those of the East still hold closely to the original idea of training the individual as a citizen. Newer universities

of the West aim to be of benefit, not only to the individual and to society thru that individual as a good citizen, but as well to the community as a social unit and to all members of society whether or not they are enroled in the institution. The Wisconsin idea, for instance, growing out of the University of Wisconsin, is that an educational institution, with facilities for research, should be useful to, and used by, the community in which it is establisht. Thus, a farmer in Wisconsin, who finds some ailment among his cattle, among his crops, or in his own business-management, applies at the university for a diagnosis and procures a remedy.

With the evidence of what is going on in the field of education, it is fair to say that in our higher, as well as in our lower schools, the trend in the United States is toward practicalizing education, not alone for material ends, and not alone for the general welfare of the individual, but for the good of the people as a social unit, for the prosperity of the state and nation, and for the general welfare of humanity.

Summing up, it may be said that all opportunities now offered in the United States for school preparation for a business career are included in these four educational classes:

1. Vocational courses in common schools, which so far are few and far between.

2. Commercial or business colleges of the type exemplified by the Peirce School in Philadelphia.

3. Private endowed schools more or less technical in character, such as the Drexel Institute of Philadelphia, and including correspondence schools of which a great number have grown out of the demand of the public.

4. Business courses in colleges and universities.

And now, giving due credit and honor to these educational institutions which are pioneering in the field of business training, and to common schools for seeking to meet the practical needs of the day, the question may still be askt: Does the educational system in the United States, so far provided in the wisdom of our educators, meet the demand of this age of service in which the cry is: "Let me work and live to my full capacity in cooperation and in harmony with my fellow-men"?

Furthermore, is it possible for educational institutions, removed from the practices of life, to give competent instruction in those practices? Can business practically be taught outside of business? Can service practically be taught outside of service? Or will the education of the future, beyond the primary and secondary grades, be developt hand in hand with the workful life of the individual? Shall we have students in one field and workers in another, or shall we have the student worker? To help people to work and to live together for their common and individual good, is it not necessary to unite labor and education in everything we do?

To all these questions we will find answers in examining the aims and ideals of the American University of Trade and Applied Commerce. This

kind of university aims to fit people to work and to live with one another for mutual service. All human beings are born with certain rights, among them being: (1) The right to a living thru work; (2) the right to education thru personal effort.

The proper mixture of natural living, efficient work, and useful education will bring to the individual health, wealth, and happiness.

Labor, for the purpose of making one's living, is supposed to belong exclusively to the adult period of life. Education is supposed to be acquired during the period of youth.

Modern conditions of society, however, (1) force girls and boys into the necessity of earning their own livelihood, or of assisting in the maintenance of their homes, before the age of maturity, and even before their common school education is complete; (2) demand steadily increasing productivity, efficiency, and earning power in the worker, that there may be means for higher standards of living, shorter working hours, and the use of new leisure.

To meet the first of these conditions, existing for some time, the John Wanamaker Commercial Institute, a body of the store's younger employes organized for educational purposes, was establisht twenty-five years ago, and is now upon a thoroly organized basis, offering free instruction in common school branches together with elementary business, musical, social, physical, and military training.

Having thus succeeded in merging labor and education into happy living and citizenship for its younger business people, to meet the second condition the John Wanamaker Store establisht, as part of its obligation to society, the American University of Trade and Applied Commerce, offering to its adult employes the opportunity of continuing their education while earning their own livelihood, so that they may become better individuals, better members of society, and better citizens of the nation.

This advanst step recognizes these fundamental facts: (1) That education belongs not merely to youth, but should continue thruout life. (2) That purely educational institutions do not offer a business course commensurable with the needs of business-perhaps cannot offer such a course because of inability properly to apply in actual practice and life whatever theories and principles of business may be taught in the classroom.

True, universities are doing highly important work in research and investigation, with the aid of science and well-fitted-out laboratories, but is this scientific knowledge being practically applied in the lives and work of the people?

They have courses in agriculture, but how many students go back to the farm and actually apply, in the soil, the knowledge and training they have secured?

They have courses in chemistry, but when the European war cut off certain basic-manufactured products, how quickly and how well did the United States supply the deficiency?

They have courses in business, but how many graduates go into business able to take up the work along with the man trained in business alone?

Again, in matters of trade and commerce, so vital to society, can research work be done best in a university, apart from life, or in places of business, which is life itself?

Abstract science may be studied best in the seclusion of the classroom and laboratory, but where shall we study and formulate the proper application of science to business, if not in business itself?

And where can be taught best such important subjects as production and distribution, upon whose efficiency largely depends the actual cost of living of our people? Business theory may be taught in school, but business practice must be taught in workshop and in mart; only out of living practice is true theory discovered.

The Wanamaker Store is a huge world-wide laboratory of service. Here is merchandise from all parts of the world. Here is art, in the form of merchandise, and science in its manufacture. Here is trade. And here is life, the human element, in the people who sell and the people who buy, presenting problems of economics, of psychology, of ethics, even of civics. Every necessary condition is present for the study and the application of principles and methods of actual living. Here principles are discovered. Here methods are tested and formulated and given to the world. Here they are applied in the daily life of the store.

The higher work of the American University of Trade and Applied Commerce aims to supplement the primary and secondary education of the Institute with such useful and cultural education as will make the man or woman a better individual, a better member of society, a better citizen. It will provide education technical to the job; education for health, for vigor of body and mind; education for thrift and good personal financing; education for higher ethical and social standards of living; and education for culture and wise use of leisure. In four plain words we divide all stages of growth into doing, knowing, growing, living.

Right or wrong, the boy or girl in this age of service is tumbled helterskelter into life and told to "do the thing that is to be done."

Later comes knowledge of How to do the thing and Why it is being done and in what Way to do it better. Then follows growing in our work. And all the time we are forst to live with one another as members of society and citizens of the state.

No classical degrees are awarded. Advancement of the student worker is markt, not by book learning, but by living work, and is rewarded by increase in salary based on increasing earning power, which in turn is based on increasing service value to society.

Examinations are mainly the daily examination of one's usefulness in actual practical service.