of the group of young people who come to their doors. The recognition of the mechanic arts, household science and agriculture, together with the attempt to reflect the major industries of the community, have brought the vocational idea in conflict with the traditional one of culture. A middle ground seems to be the saner position to take, since it is possible, and ought to be possible, for young people to secure a blending of liberal and vocational training at the same time, and through this combination education can receive the proper emphasis upon its social significance. The combination of the two makes possible a closer relationship of the work which the boy is doing to the welfare of society. Consequently, it appears to many educators that the requirement of four years of work in any particular subject as a condition of admission to the college or university is illogical and unhappy as a part of the educational machinery. Yet, on the other hand, it is distinctly understood that the attempt on the part of the high school to reach out and enrich its curriculum does not, and must not, mean the teaching of too many subjects to the same students at the same time.
The report of the Committee on the Articulation of High Schools and Colleges to the Secondary Department of the National Education Association in 1911 presented not only the various considerations that may be advanced regarding the function and field of education in the high school, but endeavored to define the meaning of a well-planned high-school course, and why it should be adopted as the basis of college admission. It is accepted without argument that fifteen units should be required for admission to the college or university, and that the specific subjects that should be offered may be summarized as three units of English, two units of one foreign language, two units of mathematics, one unit of social science (including history), and one unit of natural science. This makes nine units, and to these should be added two more units, so as to enlarge the requirements to at least two majors of three units each, leaving four units to be used as best meets the needs of the individual.
The suggestions of the committee have been more than accepted by the action of the University of Chicago in the new entrance requirements adopted by the faculties of that institution.[1] Accepting as fundamental the requirement cf fifteen units, the University of Chicago requirements place the first emphasis upon English and the demand for three units of that subject. The departure from the idea of the committee, and for that matter from the general plan adopted by most universities of the country, is in the option granted to the student in the choice of subjects for the remaining units. Seven units must be selected from five groups in the proportion of three in one and two in
- ↑ "Changes in Entrance Requirements at the University of Chicago," by C. R. Mann, Educational Review, September, 1911.
