the monks. The following list of Tagalog works drawn from Middleton and from Retana's Bibliography of 3000 titles may interest students:

1. A Study of Tagal language and poetry, published in 1703 by an Augustinian monk, Gasper. (Reprinted, Sampaloc, 1787, and Manila, 1879.)

2. A collection of Tagal Songs, by two Franciscans, Martin and Cuadrado. (Guadaloupe, 1890.)

3. A critical Treatise on Tagalisms, compared with Latin, Greek, Hebrew, and Chinese, by a Franciscan monk, Oyengua(Mexico, 1742.)

ran.

4. A Tagal Dictionary; by a Jesuit, de Noceda. (Manila, 1754. Reprinted at Valladolid, 1836, and Manila, 1860.)

5. An Essay on Tagalog Grammar; by a Recollect monk, Minguella. (Manila, 1887.)

6. A Tagal Arte (Aid to Learn); by a Franciscan, Totanes. (Sampaloc, 1745.)

The Ayer collection in the Newberry Library in this city contains (besides copies of 1, 5 and 6):

7. The Serrano Dictionary mentioned above.

8. Arte y Reglas de la lengua Tagala; by the Monk Francisco de San José. (Manila, 1832.)

9. A Method for Teaching Spanish to Tagalog Children, by Minguella. (Manila, 1866.)

10. Metodo para aprender el lenguaje Tagalog; by Julius Miles. (Barcelona, 1888.)

DAVID J. DOHERTY

CHICAGO, ILL.

VII

PROFESSIONAL SCHOOLS AND THE AMERICAN

COLLEGE'

STANDARD OF ADMISSION TO THE PROFESSIONAL AND TECHNICAL SCHOOLS

I have pointed out that it is held to be settled policy at Columbia University that the several technical and professional schools shall rest upon a college course of liberal study as a foundation (altho not necessarily upon a course four years in length), either at once or as soon as practicable. The School of Law has already been placed upon the basis of a graduate school, to take effect July 1, 1903. On December 20, 1898, the University Council recommended that the College of Physicians and Surgeons be made a graduate school as soon as such a step is financially practicable. The Schools of Applied Science have constantly in mind a similar step, and much consideration has been given by the Faculty to the best way of bringing about the change without undue sacrifice. This policy, however, does not pass unchallenged. It has recently been criticised and opposed in a cogent and noteworthy argument by President Hadley of Yale University in his annual report for the year 1901-02, on the grounds (1) that it tends to make the professions exclusive in a bad sense, (2) that it leads to a remodeling of the college course to meet the needs of intending professional students, which remodeling is at least a doubtful experiment, and (3) that it establishes an unfortunate distinction between the universities which require a bachelor's degree as a condition of admission to the professional schools and those which make no such requirement. This policy is also criticised and opposed by many intelligent persons, trusted leaders of public opinion, not university teachers or administrators, who are impressed by the fact that the whole tendency of 1 Reprinted, by request, from the Annual Report of the President of Columbia University, submitted October 6, 1902.

1

our modern educational system is to prolong unduly the period of preparation or studentship, with the result that an increasing number of young men are held back from active and independent participation in the practical work of life until they are nearly, or quite, thirty-years of age. In the face of such objections as these it is obvious that we at Columbia must consider carefully the probable social and educational effects of the policy upon which we have entered.

The questions raised in the discussion of this policy are to be decided, it seems to me, from the standpoint of the duty of the University to the public and to its own educational ideals. Two interests are immediately at stake: the standards of professional study in a university, and the place of the American college in the higher education of the twentieth century. I doubt whether the two interests can be separated in any adequate consideration of the subject.

President Eliot of Harvard University impressively set forth the responsibilities and the opportunities of the learned professions in his address at the Installation ceremonies on April 19 last, when he said:

It is plain that the future prosperity and progress of modern communities are hereafter going to depend much more than ever before on the large groups of higher trained men which constitute what are called the professions. The social and industrial powers, and the moral influences which strengthen and uplift modern society are no longer in the hands of legislatures, or political parties, or public men. All these political agencies are becoming secondary and subordinate influences. They neither originate nor lead; they sometimes regulate and set bounds, and often impede. The real incentives and motive powers which impel society forward and upward spring from those bodies of well-trained, alert, and progressive men known as the professions. They give effect to the discoveries or imaginings of genius. All the large businesses and new enterprises depend for their success on the advice and co-operation of the professions.

With such an ideal as this held up before the student of law, of medicine, of divinity, of teaching, of architecture, or of applied science, what standard of excellence shall the university require of him when he enters upon his professional studies? Three answers seem to be possible: The university may require (1) the completion of a normal secondary school course of four years, and so put admission to the professional and

technical schools on a plane with admission to college, or (2) the completion of the present college course of four years, or (3) the completion of a shortened college course.

When weighing the advantages and disadvantages of these several lines of action, it should be borne in mind that a uniform policy on the part of all universities in dealing with this question is not necessary and may not be desirable. We are directly concerned with the question so far as it concerns the duty and the interest of Columbia; but the universities having different social and educational needs to meet, and somewhat different ideals to labor for, may be wise in reaching a conclusion quite different from that which most commends itself to us. 1 his consideration seems to me to meet the third of President Hadley's objections already referred to. Furthermore, the universities do not control admission to the practice of the professions, and it is not in their power, as it is certainly not their wish, to shut out from his chosen profession any competent person whatever his training or wherever it has been had. If the standards of professional study required by the universities are higher than the minimum fixed by law, no one will attend a university for professional study unless its standards appeal to him and unless he hopes to find ultimate gain by conforming to them at some expense of both time and money. On the other hand, if the universities make the minimum standards fixed by law their own, and only by so doing can they avoid discriminating against someone, then they seem to me to have abdicated their functions as leaders in American intellectual life. The result would quickly be seen, I am sure, in the falling off of popular favor and support. These facts appear to meet the first of President Hadley's objections. His second objection involves a discussion of the significance of the college course, a subject which I shall consider in its proper place.

Columbia University cannot be satisfied with a requirement of only secondary school graduation for admission to the professional and technical schools for several reasons.

I. Such students at 17 or 18 years of age (or, as should be the case, at 16 or 16 1-2 years) are too immature to carry on a severe course of professional study with profit.

2. When such students predominate, or form a large proportion of the total number attending any given professional school, the teaching deteriorates and the instruction tends to become either superficial or unduly long drawn out and wasteful of time.

3. Other institutions in various parts of the country afford the fullest opportunity for students who are compelled to remain satisfied with the shortest possible preparation for the practice of a profession, and Columbia would not be justified in using its funds merely to add to a provision which is already ample. Columbia offers the most generous assistance to students who are able and willing to meet its standards and who need help in order to carry on their studies, but is not willing to lower those standards at the cost of social and educational effectiveness.

4. Secondary school graduates, however well taught, are necessarily without the more advanced discipline in the study of the liberal arts and sciences and without that wider outlook on the world of nature and of man which it is the aim of the college to give. It is our hope and wish that those who hold professional or technical degrees from Columbia University will be not only soundly trained in their chosen professions, but liberally educated men as well. No stress is laid upon the college degree as a mere title, but it is held to stand, in the vast majority of cases, for greater maturity of mind and broader scholarship.

5. For Columbia University to admit students to the professional and technical schools upon the same terms as those by which admission to the College is gained, would be to throw the weight of our influence against college education in general and against Columbia College in particular. After a few years, no student who looked forward to a professional career would seek admission to Columbia College, or to any other, except those who had ample time and money to spare.

On the other hand, while I hold a secondary school education to be too low a standard for admission to professional study at Columbia University, personally I am of opinion that to insist upon graduation from the usual four-years' college course is too high a standard (measured in terms of time) to insist upon, and