liberal and vocational work; a
few, like that of New York University, give almost exclusive attention
to the practical element.

Two other movements might be mentioned as illustrating the attempt to
extend the opportunity for higher education to an ever increasing
number of people. One is the development of extension courses and the
other the offering of evening work to those who cannot attend the
regular sessions. These are both steps in the direction of equality
of opportunity which is the ultimate aim of education in a democratic
country.

=The future of the college in American education--Relation to secondary
schools=

The college preceded the high school in time, and when the high school
began its career in the middle of the nineteenth century it was made
tributary to the college in all essentials. By deciding requirements
for admission, the college practically prescribed the curriculum of
the high school; by conducting examinations itself it practically
determined methods of teaching in the high school. But a remarkable
change in these respects has taken place in the past two decades. The
high school, which is almost omnipresent in our country, has attained
independence and today organizes its curricula without much reference
to the college. If there be any domination in college entrance
requirements today, it is rather the high school that dominates. Over
a large part of the country, especially in states maintaining state
universities, there are now no examinations for entrance to college.
The college accepts all graduates of _accredited_ high schools--i.e.,
high schools that the state university decides maintain proper
secondary standards. This growth in strength and independence has been
accompanied by a lengthening of the high school course from two years
in the middle of the last century to four years at the present time.

=The junior college=

With the introduction of the principle of promotion by subject instead
of by class, the strong high schools have been enabled to undertake to
teach subjects in their last years which were formerly taught in the
first years of the college. They have done this so well that the
practice has grown up in some parts of the country, especially on the
Pacific Coast, of extending the course of the high school to six years
and of completing in them the work of the first two years of college.
This enables more young men and women throughout the state to receive
collegiate