e relationship should be very cordial. The
two institutions are creatures of the State, partners in the important
work of educating the children of the State. Each has its own work to
do, and neither has been given any authority over the other. At the same
time each depends upon the other, neither being able to do its own work
without the other's assistance. They should work hand in hand, each
assisting the other in every possible way to realize its largest
usefulness to the community and the State. In general, the high school
should send its students to the university well equipt to do the lines
of work for which they respectively apply. And the university, knowing
in each case just what that work is to be, and the difficulties it
presents, should be the judge as to the details of that equipment.

On the other hand, the university should not make requirements for
beginning its work that are beyond the capacity of the ordinary high
school student. Nor should it definitely require or legislate against
specific subjects upon which there is no general agreement among
educational leaders. Something is wrong somewhere, in the matter of
educational values, when some colleges absolutely prescribe for entrance
certain subjects for which others will give no credit at all: for
example, at the present time 91 colleges in the United States require at
least one unit of natural science and 8 colleges will not accept a
single unit; again, 13 require 2 units of natural science and 22 will
not accept the two. Until we know a little better than we do at present
what we are doing and why we are doing it, it might be well to move
slowly in legislating for or against specific subjects. The university
should keep in mind the fact that the high school has other duties to
perform--and possibly more important ones--than preparing a few students
for the university.

I am glad to say that in this matter of entrance requirements the two
institutions are gradually coming closer together. The university is
coming to have greater respect for and more confidence in the high
school and its work. Whereas in the earlier days all entrance work was
rigidly prescribed, now, in nearly all of our higher institutions,
several units are open to free choice from a list of accepted subjects.
In a goodly number these units may be chosen from any subjects offered
by an approved high school. And, too, there are five institutions of
good standing that allow the enti