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N his first address to the students at the University of California, on the occasion of reassembly for the Spring term, President Barrows outlined the threefold function of such a great public institution. Of the three funTHE SERVICE OF damental services THE UNIVERSITY to which the University should

set itself, President Barrows first mentioned that of teaching. The University must as well project itself beyond the campus and offer its services to the people of the State, thus to seek application of the knowledge possessed. A third function that of discovery and research, was held to be of the utmost importance. "The University in order that it may teach, that it may apply the world's knowledge, needs must discover knowledge."

The Teaching Service

President Barrows in this pronouncement is fundamentally sound and progressive. Primarily, the University of California-every University is a teaching institution. Young men and young women enter the higher institutions of learning, that they may become possessed of knowledge, receive training, secure an education. This they cannot do unless the institution is a teaching institution. It is a deplorable fact, too well known and appreciated to require comment here, that all too many of those in University, who are supposed to instruct, are themselves not teachers. The idea still largely prevails that those who know their subjects, know as well how to present them to others; how to bring together the student and the subject. In other words, how to teach. It is regrettable that SO many high minded,

the

scholarly and otherwise competent men, themselves the product of the University, but with no professional training, no knowledge of the science of education, no understanding of the art of teaching, no appreciation of mental or physical attributes in their pupils, have set themselves the task of teaching, not, as they believe the young men and women, but rather the narrow field of human knowledge they represent. Nor are these young instructors to be censured, as their own training was secured through the lecture rather than through the teaching medium.

The teaching in the University cannot approximate, either in quality or quantity what the State has a right to expect until there is provision made outside the University to care for high school graduates during the first two college years. With classes of 150, 200, 400, even 1600 and 1700 in the University, teaching is impossible. The tried and failed lecture system is the best that can be offered. That we may ultimately hope for a high degree of teaching ability, both in high school and University, the development of the School of Education at the University is absolutely essential.

The Extension Service The application of the knowledge which the University holds in trust and which it is constantly accumulating is a function. not to be ignored. For those that cannot come to the University, that institution. must project itself to them. The field of extension teaching is one of the richest and most worth while in the entire range of education. Those who for one or another reason, could not in earlier life take

advantage of adequate study, find the extension courses of economic and social and intellectual profit. Through participation outlook is broadened, vision expanded, earning power increased. The direct and indirect results of reaching the people through correspondence courses, extension classes and other available. means contribute materially to the satisfaction of life of the participant.

Nor should such teaching be offered. merely to those who are fitted to enter the University. The advantage of such courses should be extended to all classes and grades. Instruction should cover every needed phase of human knowledge. Some of those who are profiting most by these courses, are men and women who, without the opportunities presented, could not progress further in the particular wage earning group in which they find themselves. Others who speak in appreciation of these courses are those, themselves university trained, who in their college career, had no opportunity to participate in such work. There still prevails in some quarters the old idea, that only those subjects are fit for college consumption that have no value in the world of men and things. The universities of California, Wisconsin, Chicago and other modern institutions, have done a tremendous public service in carrying education to the people.

wells of knowledge deepened and enriched. History, science, language, philosophy-all stand ready to make new contributions and to offer more exact data. The world of applied science is opening before us. The application of scientific principles in the arts and industries is to be one of the determining factors in our industrial and commercial development. And the peace and leisure and finer human and social qualities are to be foundationed upon fuller knowledge of the humanities and the many activities, studies, and fields of thought contributary to them.

Never in the history of the world has the University, as a great national public institution, had such opportunity for service as it has today. No University is situated more advantageously than is the University of California. It has rich traditions, a glorious inheritance of accomplishment and a leadership in David P. Barrows that promises a future of achievement in service.

A. H. C.

HE taking of the fourteenth decen

TH

THE CENSUS

nial censucs last month should be made the basis of interesting and stimulating and patriotic lessons in schools of almost every grade. For the younger children, there may be worked up a story of the more picturesque features, strange questions asked, the local enumerators, how the information is gathered. For the grammar grades, and especially those classes studying United States history, there is an endless amount. of material that may be used; the early censuses, their simplicity, and why; the growth of population, the distribution of population, the growth of cities and the more obvious causes, the inclusion of