justifiable and what unjustifiable. The subject was discussed formally and informally-in board meetings and outside; it was discussed with business men, legislators and educators as opportunity offered. Finally, a majority of the Board came to feel that two existing duplications were without justification and positively harmful, not only from the standpoint of the useless expenditure of money, but because their existence begat weakness and hindered progress. These duplications were, first, in engineering, as between the University and the State College of Agriculture and Mechanic Arts, and, second, in liberal arts, as between the University and the Teachers College.

DUPLICATIONS IN ENGINEERING

Let us consider briefly the reasons which led the Board to concentrate engineering at Ames and liberal arts at the University. It was found that the engineering department at the State College of Agriculture and Mechanic Arts was founded in 1868, that the value of the plant and equipment at the present time is approximately $550,000.00, salary budget $60,000.00, number of professors 24, instructors 16, students 589. The University College of Applied Science was founded in 1905. The value of the plant and equipment is $201,000.00, salary budget $36,000.00, number of professors 8, instructors 10, students 168. It should be stated in this connection that engineering was taught after a fashion at the State University for many years, but the College of Applied Science, as now organized was established in 1905. While, theoretically, engineering might more logically have been established originally and exclusively at the University, the fact is that it was not so established, and not having been thus established, we question the wisdom of attempting to establish it when it was actually established, only seven years ago, especially in view of the fact that the State already possessed at Ames a department of engineering which had demonstrated its capacity to accomplish good work in this field.

Prior to 1905, the University budget in engineering had never been as much as $6,000.00 per annum. Immediately upon the establishment of the College of Applied Science on the present basis, other departments sadly in need of development had to stand aside. For example, three years ago the budget of the great department of English was only $8,000.00. The neglect of the College of Medicine was well-nigh disgraceful. Had the money devoted to the building up of the College of Applied Science

been spent on departments already established, the University would be better off to-day and would have more students.

The contention that engineering cannot be adequately developed at the College of Agriculture and Mechanic Arts, is not tenable. The work which this institution has done up to the present time speaks for itself. It numbers among its alumni men who have done some of the most notable tasks accomplished in engineering in recent years. Incident to the courses in agriculture and in veterinary medicine, there are at Ames, and there always must be, strong courses in the sciences, in English, and in the modern languages. The courses at the University and at Ames in the several departments of engineering parallel each other absolutely. If there be anything in the argument referred to, then the best plan, under the conditions that obtain in Iowa, is to do what has been done in medicine and law, that is to raise the standards of admission to, say, two years of college work, outline it, and let prospective students in engineering take their preparatory work at the University or wherever they choose. We do not look upon this argument as practical. Some of the best engineering schools in America are not connected with universities, nor do they maintain extensive cultural courses. The Massachusetts Institute of Technology, the Troy Polytechnic Institute, and the institution at Bethlehem, Pennsylvania, are separate and apart from colleges of liberal arts.

It is to be stated, moreover, in favor of the engineering department at Ames, that it has touched the commercial and industrial life of this state as the department at the University has not touched it.

Therefore, because the Board firmly believes that it is absolutely unjustifiable for the state to maintain within 125 miles of each other two engineering schools covering practically the same field, and for the further reason that the federal statute makes it obligatory to maintain engineering at Ames, it has been decided to discontinue the College of Applied Science at the University and concentrate the engineering work at Ames.

Another thing must not be forgotten, namely that where duplications such as these are maintained, the result invariably is that neither college approximates the highest standards. If two col

leges of engineering were continued, it would be the duty of this Board to request of the legislature a large sum for additional equipment at Iowa City, to be available immediately; and it would be no less the duty of the legislature to vote the money; for, in anticipation of the action taken, the appropriations for this department have been held down to the lowest point.

DUPLICATIONS AT THE TEACHERS' COLLEGE

The Iowa State Normal School was established in the early 70's to train teachers for the common schools, and for many years it was, strictly speaking, a normal school. Latterly it became ambitious to extend its field to the granting of collegiate degrees, and it has gone even to the extent of offering graduate work. The legislative committee of which the late Senator Whipple was the distinguished chairman, severely criticised this branching out on the part of the normal school as a direct subversion of the real purpose for which this institution was founded; and the Board believes the criticism is justified. This duplication leads to extravagance, and moreover, the work required for the collegiate degree at the Teachers' College is not equal to that required in our standard colleges. The University is the natural place for a school of education of college grade. There exist there, and there must always exist, strong departments in modern and ancient languages, mathematics, history, philosophy, psychology, and in each of the sciences, together with expensive libraries, laboratories and museums. It costs in salaries alone to maintain the college of liberal arts at the University $167,805.00 annually. Why should the state duplicate this work within eighty miles of the University?

It was wrong, moreover, because in thus developing itself into a college, the normal school could not but neglect the real work for which it was established. All of the authorities consulted agree touching the proper place for a school of education of collegiate grade in a state scheme of education. Without exception, they place it at the State University. The truth of the matter was most happily expressed by President Van Hise of the University of Wisconsin, when he said: "A college of education as a thing apart from a college of liberal arts is unthinkable. The only possible way by which the normal school at Cedar Falls could satisfactorily give the work of a college of education would be for it to become also a college of liberal arts, and thus duplicate the very central work of the University." The facilities for the training of teachers for the rural and elementary schools of Iowa are inadequate, and the Board recommends to the legislature the establishment of additional normal schools to aid in this great work, perhaps the greatest which the state has to do. This recommendation is in line with that made by the Better Iowa Schools Commission, appointed under the authority of the State Teachers' Association.

With the two-fold purpose, therefore, of doing away with un

justifiable duplications, and of advancing the best interests of education in Iowa by having Cedar Falls concentrate its best efforts on the training of teachers for the rural and elementary schools, the Board decided to discontinue at the Teachers' College all courses in education and in liberal arts which extend beyond the sophomore year, and to take over this work in its entirety at College of Education at the State University.

HOME ECONOMICS

The work in Home Economics now being carried on at the State College of Agriculture and Mechanic Arts is to be transferred to the University for the following reasons:

First, to avoid duplications which must otherwise be created. There are at the University at the present time approximately eight hundred young women who are clamoring for the establishment of a department of home economics. Moreover, this subject should be pursued in connection with a wide range of subjects in liberal culture which already exist at the University, but which do not and cannot without further expensive duplication, exist at the College of Agriculture and Mechanic Arts. There is also at the University a college of fine arts, and this, in connection with a strong college of liberal arts, is a most valuable adjunct for those interested in household arts. Besides, many of those studying home economics expect to become teachers, and it is desirable that they should take advantage of the opportunities offered by a college of education.

It is evidently not understood by the public generally that the home economics course at the State College of Agriculture is a purely technical course designed to prepare young women to teach this subject. It is not a home-makers' course as many seem to believe, primarily designed to aid young women from the farm toward better housekeeping. It is a teachers' course. No one can enter it who has not mastered the requirements insisted upon for entrance to the standard colleges. Formerly a home-makers' course of two years existed at this institution, but it was abolished years ago by the former board of trustees, and this strictly college course was established in lieu thereof.

Second: There is still another reason. It is the aim of the Board to introduce at the State College of Agriculture and Mechanic Arts short courses in all of the departments of agriculture, and, in connection with the engineering department, work along trade school lines. One of the great defects of our educational system is that very little is being done, either in the public schools

or the colleges, for that great body of young people who cannot take the time to master the entrance requirements for admission to standard colleges. They leave the public school before they enter the high school, which as now constituted is intended to be the vestibule of the college. Without in any way disturbing the high standards of college work now existing at the State College of Agriculture and Mechanic Arts, it is the intention of this Board to utilize this great plant for the benefit of the young men from the farms who can spare only a short time for this work, and give them an opportunity to do work along practical lines, and to do the same thing for the young men seeking to develop themselves along mechanical lines. As it is now, the boys outnumber the girls at this institution four to one. When the plan outlined shall have been carried out, they will outnumber them ten or more to one a condition which we do not deem satisfactory, to say nothing about duplication. The extension work in home economics will be carried forward by the extension department of this institution as hitherto. The extension work in home economics and the college course have been practically separate from the beginning.

VII. PROFESSIONAL EDUCATION

[Pritchett, Henry S., in the 6th An. Rept. of the Carnegie Foundation for the Advancement of Teaching, 1911, pp. 76-77.]

Progress in professional education throughout the United States during the past decade has been no less significant than the progress toward better relations between the colleges and the secondary schools. The industrial development of the last half-century has established a number of new professions, for which preparation is now being sought in the universities and technical schools. In addition to the four faculties of the older university-theology, law, medicine, and philosophy - universities and technical schools are now preparing men for many other callings, civil engineering, mining engineering, electrical engineering, chemistry, bacteriology, agriculture, dentistry, pharmacy.

In the eagerness with which our institutions of learning have taken up the preparation for these various callings no very thoroughgoing consideration has been given as to which of them could be served by university teaching and which could not; or, to put the question in a somewhat different way, which of these callings are really professions and which are trades? It is clear that medicine is a profession which requires for its proper practice not only a broad general education, but thorough grounding in certain funda