tary supervision of schools; and approving the Davis bill, to grant federal aid to agricultural high schools. Secretary H. E. Bierly writes that The meetings of the board of directors were largely given to the development of the organization and the formulation of plans for active and effective work. The board organized a southern educational council, composed of 30 of the ablest educators in the South, which will have for one of its main objects the making and publishing of investigations by special committees appointed for this purpose, together with the formulation of the policy of the association. An organizing committee consisting of Prof. P. P. Claxton, chairman, President D. B. Johnson, and President J. W. Abercrombie was appointed. The principal officers for 1909 are Supt. James H. Van Sickle, Baltimore, Md., president; Prof. H. E. Bierly Chattanooga, Tenn., secretary. The following statement of the organiza tion, field of work, and activities of the association is taken from a circular issued in the summer of 1909: PLACE AND DATE OF NEXT MEETING, AND DEVELOPMENT OF THE ORGANIZATION. The next meeting of the Southern Educational Association will be held at Charlotte, N. C., on December 28, 29, and 30, 1909, in response to cordial invitations from the educators of the State and the citizens of Charlotte. This promises to be the largest, most important, and notable educational gathering that ever assembled in the South. It is the first meeting to be held since the extensive and complete organization of the association recently effected. The last meeting at Atlanta, during the Christmas holidays, was the largest and best in its history. Hitherto the organization has had few departments devoted to special lines of work, but realizing that it was not so active and effective as it should be in organizing the educational forces and in developing educational literature adapted to southern needs and conditions, and that it had great possibilities, opportunities, and obligations in this constructive period of southern education, the association now has developed an organization almost as extensive as the National Educational Association. ITS TERRITORY AND DEPARTMENTS. The Southern Educational Association has for its special territory the States of Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, Missouri, North Carolina, Oklahoma, South Carolina, Tennessee, Texas. Virginia, and West Virginia, and District of Columbia, and has the following departments: Southern educational council, department of higher education, department of secondary education, department of normal education, department of superintendence, department of manual and industrial education, department of higher technical education, department of drawing and art, department of physical education, department of libraries, department of child study, department of kindergarten, department of music, and department of the southern organizations of women. DEPARTMENT OF COOPERATIVE COMMITTEES. Besides increasing the number of departments the association has just appointed cooperative committees for each of its departments, so that the departments are actively represented by 15 individuals in each State, each of whom is the leading specialist in that State in the work of his department. It is the duty of members of cooperative committees to work up the special phase of education in their respective States and help the president of the department in developing the best plans and in selecting the best persons and subjects for the annual programme. COMPILATION OF BIOGRAPHICAL EDUCATIONAL DIRECTORY OF SOUTHERN STATES. The association is also compiling a biographical educational directory of the Southern States only, by means of which it will learn directly the special educational ability and lines of past, present, and future interest, study, or research in which men and women of special ability are engaged, some of whom are not yet so widely known and all of whom the association needs. Thus, by means of the biographical educational directory and the cooperative committees, special educational ability is found out, organized, and more fully utilized than it otherwise would be by the association in its work in advancing the cause of education. The association is conducting an extensive and vigorous campaign to increase its membership, and is meeting with great success, as a large number have identified themselves with the organization since the last meeting. SPECIAL INVESTIGATIONS AND REPORTS. The association has just organized a southern educational council, composed of 30 of the ablest educators in the South, which will have as one of its main objects the making and publishing of investigations by special committees appointed for this purpose, together with the formulation of the policy of the association. What is greatly needed is more correct knowledge of southern educational conditions. These investigations and reports will be valuable contributions to southern educational literature. THE PROGRAMME. The officers of the association are arranging one of the best and most attractive programmes both for the general sessions, which are held during the forenoons and nights, and the department meetings, which are held in the afternoons. Some of the very ablest educators in our country have accepted invitations to participate in the discussion of the larger civic and general educational problems of the general sessions as well as in professional aspects of education in the department meetings. Several southern governors, United States Senators, Members of Congress, and a few European ambassadors will honor the association with addresses. Among the subjects that will be discussed in the general sessions are the following: Educational ideals and problems of the new South as compared with the old South, the industrial development of the South, the development of southern rural life and the public schools in relation to it, the movement for the improvement of schoolhouses and grounds, the call for educational citizenship, national aid to southern schools, educational legislation and progress during the year, the trend of state administration of public schools, present status of illiteracy in the Southern States, methods of state and local taxation for public schools, present conception of negro education in the South, methods of educational campaigns, the service of the state university, present status of college education, higher education of women, the movement for the education of adults, the supervision of rural schools, the improvement of teachers in the South, southern summer schools, development of rural high schools, secondary agricultural education in the South, secondary education in Europe, European and American trade schools, etc. EDUCATIONAL EXHIBITS. One of the most effective means of education is through carefully selected exhibits. The most progressive southern universities, colleges, and normal schools will make exhibits as to their equipments, special facilities, etc., bþearing especially upon the professional preparation of teachers in secondary and elementary schools. Some of the most progressive southern industrial high and elementary schools, also several kindergarten schools, will exhibit the work done in their schools. The exhibits in general will be closely related to the different departments of the association, with considerable attention to the professional preparation of teachers, industrial education, etc. They will exhibit in the line of architecture, equipment, courses of instruction, etc., of higher institutions, normal schools, high schools, industrial schools, agricultural schools, etc. Apparatus for the examination of defective hearing, seeing, lung capacity, fatigue, etc., will be on exhibit and children examined by a specialist. OTHER ORGANIZATIONS MEETING WITH THE SOUTHERN EDUCATIONAL ASSOCIATION. The following organizations will meet with the Southern Educational Association: Southern Society of Philosophy and Psychology, Religious Educational Association, American School Peace League, Southern Association for the Improvement of Public School Houses and Grounds, etc. Among the associations that will be also invited are the following: Association of State Superintendents of the Southern States, Southern Association of College Women, Editorial Press, Association of the Southern States, etc. OTHER ASSOCIATIONS AND CONFERENCES. Information regarding the following associations and conferences is given on the pages indicated: American Home Economics Association, page 178. Association of American Agricultural Colleges and Experiment Stations, page 137. Association of American Universities, page 92. Conference on the Care of Dependent Children, page 239. Council on Medical Education of the American Medical Associa tion, page 129. Higher Education Association, page 93. Music Teachers' National Association, page 134. National Association of Cosmopolitan Clubs, page 214. National Association of State Universities, page 88. National Society for the Promotion of Industrial Education, page 150. North Central Council of State Normal School Presidents, page 114. III. UNIVERSITIES AND COLLEGES-HIGHER EDUCATION. NATIONAL ASSOCIATION OF STATE UNIVERSITIES. The thirteenth annual meeting of the National Association of State Universities was held at Washington, D. C., November 15-16, 1908. The committee on recognition of the state universities by the Carnegie Foundation submitted a report detailing the progress of their endeavors to secure such recognition, and announcing their final sucThe state universities are now placed in the same relation to the foundation as private institutions, except that they are subject to the following conditions: cess. In the case of tax-supported institutions the applications must be accompanied by the approval of the governor, and of the legislature of the State or province in which the institution is situated. The trustees of the foundation reserve the right to decline the application of any such institution if it is subject to a political control or interference which, in the opinion of the trustees of the foundation, impairs its educational efficiency. A tax-supported institution must be in receipt of an annual income of not less than $100,000. Through the munificence of Mr. Carnegie, $5,000,000 have been added to the endowment of the foundation, to meet the increased demands that will be made upon it through this action. REPORT OF THE COMMITTEE ON STANDARDS. The committee on standards of American universities made at this meeting of the association its first full report. The committee had originally been appointed in 1905 under a resolution that read: That a committee be appointed that shall report later to this body upon standards for the recognition of American universities and upon standards for the recognition of the A. B. degree and higher degrees. The report of the committee, after having been debated at great length and amended in certain particulars, in its final form as adopted by the association contained the following statements and recommendation: Your committee believe that there are certain clearly marked tendencies or forces at work in our American society toward the development at no distant date of a typical institution of learning which we may not improperly call the standard American university. This institution will, for an indefinite time, include as an important part of its organization what we may call a standard American college with a four years' curriculum with a tendency to differentiate its parts in such a way that the first two years will be looked upon as a continuation of and a supplement to the work of secondary instruction as given in the high school, while the last two years will be shaped more and more distinctly in the direction of special, advanced, or university instruction, rising gradually into the advanced work of the graduate school. The standard American university will also include as a distinct department the graduate school or philosophical faculty. It will also include as organic parts of the institution, in its fully developed form, various professional schools, such as law, medicine, and engineering. Present tendencies point, in our opinion, then, to a definite differentiation in the work of the college at the close of the sophomore year toward university work in the real sense. If these views are just, we suggest the following formulation of principles underlying the organization of such an institution, and we may define the standard American university to be an institution 1. Which requires for admission the completion of the curriculum of a standard American high school with a four years' course, or, if you prefer the statement, the completion of a course which will enable the pupils to offer for admission not less than 14 units of five periods each, or their equivalent. 2. Which offers in the College of Liberal Arts and Sciences two years of general or liberal work completing or supplementing the work of the high school. 3. Which offers a further course of two years so arranged that the student may begin work of university character, leading to the bachelor's degree at the end, and reaching forward to the continuation of this work in the graduate school or the professional school. 4. Which offers professional courses in law or medicine or engineering, based upon the completion of two years of college work. 5. Which offers in the graduate school an adequate course leading to the degree of doctor of philosophy. It is recommended that this association recognize any institution, in whole or in part, doing work of this grade as, in so far, doing work of university quality. In recommending that university work begin with the junior year of the college, and that the professional schools be based on the first two years of college, the report is in line with present tendencies. It is in accord with the growing belief that the work of the last two years of college should be organized into groups that aim at more definite results and lead to greater efficiency. But this is only the first of many problems. We are facing questions of the time beyond the junior year for attaining the Ph. D. degree, of adjusting the scheme of counting the last two years toward both arts and professional degrees, of the place of the A. B. degree, of the age when the period of general education should end, and of a possible reorganization of elementary and secondary education. But these questions are not ready for solution and hardly belong to the work of the committee at the present time. It is to be noted that the definition of standards in terms of time are used as a ⚫ matter of convenience, but there shall be due opportunity in individual cases to show equivalents. In the definition of units, it is recommended for collegiate entrance requirements that we recognize those now current in the North Central Association of Colleges and Secondary Schools and in similar associations, and those that have been indorsed by such associations which have come from associations of experts, and those in use by the college entrance requirements board. I. It is recommended that not less than sixty year-hours or units of collegiate work be required for the bachelor's degree. II. Qualifications of teachers and institutional facilities.-It is expected that the scholastic qualifications of the teachers in the high schools should be not less than the bachelor's degree or the equivalent, and it is recommended that it be a master's degree. As a rule, the professors of all grades in the collegiate |