tion to life. The demand of human society seems to be the annihilation of this jazz type of education which is so characteristic of an effervescent, supercilious, immediate-present, visible-results, and cash-value outlook on life. So far we have been considering salvage work in the classroom, but our work does not stop there. We must love and engineer these uncouth, timid youth into a social participation in their community life by means of the social agencies of the community. The teacher should co-operate with such social agencies as the Boy Scouts of America, the World Scouts, The Girls' Scout Movement, The Big Brother Movement, The Big Sister Movement, and the Federal Club Movement. We want to urge this co-operation of the school with all agencies for the socialization of education. We want to educate by society, in society, and for society in order to save the state. The state is an organism and education must be for the whole organism and not the selection of a Nordic tree. The economic stress-every man getting money for himself and forgetting others calls for social education if the state is to be saved. Man has an obligation to his fellows and he must be taught to realize this obligation in the public schools. Our institutions should not be merely places of learning; they should have as their chief object the adjustment of the child's conduct to social needs. We shall never be able to solve the questions of capital and labor, and social obligations to one another until our schools produce men and women who shall be social in their natures. And if we do this we must lay stress upon the development of the social nature of every living human being as it passes through the portals of our public schools. The individualistic, autocratic, and Nordicselecting teachers must reform or be excluded from institutions designed and supported by a people who want a democracy of opportunity and learning. Knowledge is not something to be hoarded by a selected few. The hoarded gold does no one any good. It is the gold that is in circulation that helps the nation. So with education, it is the knowledge of the masses at work in civilization that makes the world better and happier. Democracy in education means that education should be used as a social instrument by which society builds up society and not a selected group. We have confidence in the American ideal of education and we believe that America's progress will continue to be found in the average intelligence and socialization of all of her people rather than in a Nordic tree. The Point of View "Listen, my friend," said the cynic one day, "Now listen, my friend, your world would be -NITA VAN HOUSEN, High School Commercial Subjects as Entrance Credits to Collegiate Schools of Commerce R. G. WALTERS, HEAD OF THE DEPARTMENT OF COMMERCE, GROVE CITY COLLEGE, GROVE CITY, PA. At the time Grove City College inaugurated a course in commerce five years ago, a liberal policy with regard to entrance requirements was adopted, which policy has been retained with slight modification. Investigation revealed that a small number of graduates of high school commercial courses, a little less than ten per cent according to government statistics then available, entered college. We decided to encourage this class of students to continue their education, and accordingly required fifteen units for entrance, of which seven units only were specified, as follows: The need for English is apparent, and needs no explanation. The work in foreign language was required because the government had requested that we give attention to training for foreign trade service, and because business as a whole is taking on more of an international aspect. As to mathematics, it must be remembered that even the simplest doubleentry bookkeeping is applied algebra; that the principle of debits equaling credits is but the expression of an algebraic equation; and that it is absolutely impossible to grasp the intricacies of depreciation, annuities, and amortization without a knowledge of at least elementary algebra. Eight of the fifteen units for entrance could thus be elective, and among these might be included any of the commercial subjects. No credit was given, however, for more than two years' work in bookkeeping or shorthand, nor for more than one year's work in typewriting. During the year 1922-1923 approximately twenty-five per cent of our enrollment of 150 commerce students had completed high school commercial courses. How well they have done in college I shall discuss in another paper. What I wish to emphasize at this point is that nearly half the high school commercial graduates who apply, fail of admission because of inadequate preparation, and this in spite of our liberal entrance requirements. Let us see whether the plan of admitting commercial students to a collegiate commerce course is feasible, and if it is why so many of those applying fail to be admitted. It is now generally conceded that the following commercial subjects are basic in nature and should be required of all enrolled in secondary commercial courses: It is also admitted that the following commercial subjects should be elective: Shorthand, 2 years Typewriting and Office Practice, 2 years Salesmanship and Advertising Business Organization, 1 year 2 years 1 year With the modern idea of specializing in general business and bookkeeping, secretarial, or retail selling work during the last two years of high school, the average student would probably carry the following commercial electives: Secretarial students: Shorthand 2 years Typewriting and Office Practice, 2 years or a total of nine units of required and elective commercial work. General business students: Advanced Bookkeeping 1 year Business Organization 1 year or a total of seven units of required and elective commercial work. Retail students: Advertising and Salesmanship 2 years or a total of seven units of required and elective commercial work. The average high school of the country requires sixteen units for graduation, exclusive of music and physical training. This would enable commercial students to carry either seven or eight units of non-commercial work, including English, mathematics, foreign language, science, or social studies, more than enough to enter commercial graduates in all but a few collegiate schools of commerce. What, then, is the reason for commercial graduates being unable to meet such liberal entrance requirements? During the past three years I have studied the application blanks of all students desiring to matriculate in the Course in Commerce at Grove City, and have also investigated over two hundred high school commercial courses of study. This has led me to the following conclusions: First. Too many high schools still require shorthand, typewriting, and advanced bookkeeping of all commercial students. Surveys made in New York, Pittsburgh, Cleveland, Rochester, N. Y., and other cities, show that a comparatively small percentage of commercial wage earners may be classed as bookkeepers or stenographers. The majority of commercial students leaving high school will enter business as general clerks, sales people, machine operators, filing clerks, mailing clerks, or shipping clerks. Educational authorities, therefore, such as the Pennsylvania Department of Public Instruction and the Federal Board for Vocational Education, are advocating a |