h a community may have its own educational
activity tested by impartial experts that its real efficiency may be
known. Then followed brief discussion of the new movement for vocational
guidance that is doing so much where being used to make the youth
efficient and happy in his chosen and appropriate field of activity. I
closed the discussion with a mention of a still newer movement having
the same great ends in view--the employment of the educational
psychologist. Firing-line activities all of these are, each vigorous and
active in the great movement for educational betterment.

II

THE RELATION OF THE STATE UNIVERSITY TO THE HIGH SCHOOLS OF THE STATE

_An Address delivered before the Annual Conference of the North Dakota
Superintendents and Principals at the University of North Dakota, May
18, 1916_

This is a topic of great interest to us all--to you in the field and to
us here on the campus. The work of the two institutions is so closely
related, each depends so much upon the other, that participation in the
activities of one bespeaks interest in the other. But before we can
discuss at all intelligently the matter of relationship it will be
necessary to look at the two separately--objectively, as it were--to
note the function of each and its place in the educational system of the
State. What is the university? What is the high school? And what is the
work of each? are questions that must first be answered.

In the first place, of course, the two are but parts of a still larger
whole, neither being an independent, self-sufficing entity. The larger
whole is the educational system of the State, of which there is one
other part equally important with the two named, even the elementary
school. And all three parts forming the whole are creations of the
State, devised, controlled, and maintained for a very definite
purpose--namely, the welfare and happiness of our people.

While it is true that the three parts are correlative, each
supplementing the others and the system incomplete without all three,
it is also true that they are co-ordinate, no one of the three being,
_per se_, in authority over any other, nor any one subordinate to
another. Let me put before you, very briefly, that we may all be
thinking together, the system in its outlines and then discuss each of
its parts, trying to discover its function and its node of work. Then we
shall pass to the matter of relationship.

The system as a whole cover