munity; that this bureau should be composed of both capitalists and representatives of organized labor; that they should be represented on all school boards with the right to suggest, if not the right to vote on all measures affecting the vocational work of the public schools. Thru such a bureau, I believe that public schools would be stimulated and that vocational work would be vitalized and energized. It would bring co-operation between trade unions, capital, and the state, and place industrial training upon a scientific basis, which would bring to the school the confidence of all classes. It would also standardize industrial work and give the industrial school the benefit of friendly, constructive criticism from men trained in the commercial shops and factories.

The public school is in a period of transition, based upon the change in industrial conditions. It is not a sentiment, but an aspiration toward a better order of society. A transition with such a noble aspiration exhibits, even in its catastrophies, and its transitory errors, a youthful vigor and vitality which promise long and glorious periods of growth. Industrial education is so vast in its possibilities that it seems as boundless as the past and as unsolvable as the future. But patient, definite, organized study on the part of all the forces interested will produce results which will insure success and enable our industries to hold their own in the markets of the world because of the co-operation and intelligent efficiency of their employees.

REPORT OF COMMITTEE ON COLLEGE-ENTRANCE

REQUIREMENTS

At the meeting of the National Education Association in Boston, three years ago, resolutions were adopted by the Department of Manual Training and Art Education urging colleges and universities to grant to applicants for admission greater freedom in the choice of subjects that they might present for entrance into college; and urging upon the colleges and universities the recognition of drawing, shop work, and household economics as accepted entrance subjects, whenever these subjects are well taught and form a part of a well-planned and approved high-school course.

In addition to the passage of these resolutions, a committee was appointed by the department with instructions to further the spirit and purpose of the resolutions in every possible way.

The committee made a preliminary report at the San Francisco meeting of the Association, describing its work in securing and distributing information regarding the colleges, and calling attention to the tendency toward decidedly more liberal requirements especially in the subjects in which this department is especially interested. Again at the Chicago meeting, a year ago, the committee made a second report of progress, giving further facts and pointing out certain tendencies observed in the relation

of the colleges and the preparatory schools. This second report was not as complete as it otherwise would have been, for the reason that we were waiting for the Report on College-Entrance Requirements by the United States Bureau of Education, compiled by C. D. Kingsley, agent of the Massachusetts Board of Education and also a member of this committee.

This report of the Bureau of Education is now out, and is, of course, fuller and more complete as a source of information than any report could well be that was made entirely by volunteer workers.

Thruout the whole work of the committee, the question of obtaining a more appropriate recognition for the subjects of drawing, shop work, and household economics has always been regarded as an integral part of the larger question of the whole relation of colleges to the preparatory schools. To attempt to separate it would be a mistake. The work of the committee has shown plainly that it is tied up with the prescribed requirements in language, mathematics, history, and science, and also with the electives in other subjects that are now demanding a more generous recognition.

The greatest hope of gaining the objects set forth in the Boston resolution lies in the direction of obtaining a decrease in the proportion of credit given to the subjects on the prescribed list; and of using all the subjects that are seeking recognition as a combined argument for broadening the elective list, or giving to the subjects on the elective list a larger proportion of total credit.

The following tables are compiled from data taken from the report of the United States Bureau of Education referred to before. They will show just what conditions are at the present time and the exact extent to which drawing, shop work, and household economics are now being accepted by American colleges and universities of each of the types named.

TABLE I

INSTITUTIONS INCLUDED: 203 LIBERAL ARTS COLLEGES GRANTING THE A.B. DEGREE

NOTE. The credit unit referred to in this report is that adopted by the Carnegie Foundation and is defined as follows: "A unit represents a year's study in any subject in a secondary school, constituting approximately a quarter of a full year's work."

Two hours of drawing, manual training, or laboratory work are generally assumed to be equivalent to one hour of classroom work.

In the foregoing table, the figures in the first column are the number of credit units that are acceptable in each of the subjects given in the headings of the following columns. The words "or more" after the figures should be understood to mean "or more, but less than the figure immediately above."

The figures in the second column indicate the number of institutions in the class indicated in this table that will accept in drawing the number of credit units indicated by the corresponding figure in column one. The figures in columns 3 and 4 give the corresponding information for shop work and household economics respectively.

The summary at the foot of the table gives the total number of institutions that will give credit for from one-half unit to four units in the three subjects; the number that will consider the subjects, but that do not advertise the extent to which they will give credit; the grand total that will in any way consider the subjects; and the number that decline to give any credit whatsoever.

While the figures given in the last line of Table IV are not strictly comparable with the figures collected for the report of a year ago, because

the number of colleges included in the earlier report was smaller, being but 188, nevertheless the contrast of the figures in the two reports, but a year apart, is interesting.

REPORT OF LAST YEAR

Number of colleges considered.....

Percentage granting some credit in one subject-either drawing, shop work, or household economics....

Percentage granting credit in two subjects...
Percentage granting credit in three subjects.

188

66

50

44

Tables I, II, III, and IV show the extent to which entrance credit for drawing, shop work, and household economics is already being given. Before these figures can be materially increased, it will probably be necessary to decrease the number of units at present definitely prescribed for entrance in other subjects. An accurate knowledge of the present practice in this particular is, therefore, of interest and value; and the committee has therefore compiled data of this kind in the following table.

TABLE V

NUMBER OF UNITS PRESCRIBED FOR ENTRANCE IN EACH PRINCIPAL GROUP OF SUBJECTS

In the first column of the foregoing table are given the several groups of subjects which are usually prescribed for college entrance. In the second column are given the figures for each one of these groups of subjects obtained by averaging the definitely prescribed requirements for 203 liberal arts colleges granting the A.B. degree. In the third and fourth columns are given the corresponding data for 85 engineering colleges and 31 agricultural colleges, respectively.

Table V shows that on the average for the 203 liberal arts colleges there is a total of 10% definitely prescribed units; for the 85 engineering colleges there is on the average a total of 10% definitely prescribed units, and for the 31 agricultural colleges the corresponding figure is 8+0.

There is left, therefore, to be selected among the various groups of electives, a total of 4 units for the average of the 203 liberal arts colleges; a total of 41% units for the average of the 85 colleges of engineering; and a total of 6 units for the average of the 31 agricultural colleges.

The number of units of vocational subjects which may be offered as a part of the total electives is given in the last line of Table V. On an average, the 203 liberal arts colleges will accept a total of not more than 1% units; on an average, the 85 engineering colleges will accept a total of not more than 2 units; and on an average, the 31 agricultural colleges will accept a total of not more than 4 units of vocational subjects.

It is unquestionably true that American high schools have seriously suffered in the past from an attempt to teach too many subjects in their endeavor both to satisfy the requirements of different colleges and to meet local community needs. They have felt that they could not disregard the growing demand to provide education directly related to industry, commerce, and the social life of their communities, and they have wished also to meet the requirements of those colleges to which certain of their pupils wished to go.

This condition, however, has apparently reached a point from which reaction is inevitable.

It is generally recognized that the lowering of college-entrance requirements is not the right way to produce the relief. This would weaken both the high schools and the colleges.

On the other hand, maintaining rigid and definitely prescribed collegeentrance requirements can result only in widening the present gap between the high schools and the colleges, and in crippling college work by increasing the number of conditioned and poorly prepared students.

It is evident that the only improvement in this situation can come about from continuing to make the college-entrance requirements more flexible so as to meet the varying needs of different schools and different communities. In this direction of greater flexibility of entrance requirements, your committee believes that the high schools of the United States may confidently expect increasing co-operation from the colleges, for, in