function of the college, the training for citizenship
and the preparation of the scholar, she says: "What are the
characteristics of the ideal citizen, and how may they be developed?
He must have learned the important lesson of viewing every question
not only from his own standpoint but from that of the community; he
must be willing to pay his share of the public tax not only in
money but also in time and thought for the service of his town and
state; he must have, above all, enthusiasm and capacity for working
hard in whatever kind of endeavor his lot may be cast. It is
evident, therefore, that the college must furnish him opportunity
for acquiring a knowledge of history, of the theory of government,
of the relations between capital and labor, of the laws of
mathematics, chemistry, physics, which underlie our great industries,
and if he is to have an intelligent and sympathetic interest in
his neighbors, and be able to get another's point of view, this
college-trained citizen must know something of psychology and
the laws of the mind. Nor can he do all this to his own satisfaction
without access to other languages and literatures besides his own.
Moreover, the ideal citizen must have some power of initiative,
and he must have acquired the ability to think clearly and
independently. But it will be urged that a college course of four
years is entirely too short for such a task. Perhaps, but what
the college cannot actually give, it can furnish the stimulus and
the power for obtaining later."

But although Miss Pendleton's attitude toward college education
is characteristically practical, she is careful to make it clear
that the practical educator does not necessarily approve of
including vocational training in a college course. "I do not
propose to discuss the question in detail, but is it not fair to
ask why vocational subjects should be recognized in preparation
when the aim of the college is not to prepare for a vocation but
to develop personal efficiency?"

And her vision includes the scholar, or the genius, as well as
the commonplace student. "The college is essentially a democratic
institution designed for the rank and file of youth qualified to
make use of the opportunities it offers. But the material equipment,
the curriculum, and the teaching force which are necessary to
develop personal efficiency in the ordinary student will have
failed in a part of their purpose if they do not produce a few
stude