more stoutly or to change. Education usually not only bridges but decreases the gap between individual opinions.

6. Mutual discussion of general school policies.

No effective participation in the determination of school policies by teachers is possible without mutual guidance. Participation and concurrent guidance cannot be universal but only according to the capacity of the teachers. The larger policies are touched only by the few teachers of greater capacity. Accordingly it has been suggested that teachers' votes have a varying worth. That they do have a varying worth in influencing other votes is a fact, but to limit the power of the vote itself seems to me a doubtful expedient and an unnecessary restriction, having a tendency to make the teacher feel that he is not a whole man.

Is it, then, as has been suggested by some writers on education, necessarily, undemocratic, by centralizing some power in experts, to have a member of the instructional staff, other than the Headmaster, on the board of trustees? True, the Headmaster is supposed to be the educational expert. The rest of the board is supposed to balance his tendency to become a "crank." They raise money, pass on financial matters or function merely to approve his report. But there are many phases of school life in which a Headmaster is not expert and possibly never can be. Here lies the opportunity of an associate master.

Some teachers may view their participation in general school policies merely as an additional burden, borne for the sake of rendering assistance to a weak administration. If their contention is justified, their help has not been sought with the point of view of my thesis; if their contention is not justified, but maintained on general principles, these teachers lack ambition, vision, and faith-qualities essential for a good teacher.

I have mentioned some of the individual differences as found in the teachers of a boarding school. We have seen that even though widely divergent, these differences may show

a common purpose. We have tried to show that mutual guidance of teachers in service when given in the light of mutual understanding tends to a broader conception of the individual teacher's work, a greater unity of interaction among the teachers, and consequently a happier and more productive faculty life.

As one of the methods, then, of dignifying and perfecting the profession of school mastering, I plead for a wholehearted consideration of mutual guidance of teachers.

When the Clouds are Dark

It is pleasing to see, though the clouds are dark,
And life's path is so hard to tread,

That by going along, through the land of hope,
We shall find brighter lights ahead;

That the clouds may be chased all away at last,
If pursued by the sun's bright light;

For there never has yet been a time so dark,
But the daylight would follow night.

And so when we are sad and the world seems dark,

Let us ask for the Father's light

To be guiding us out of the soul's despair,

To the days which will seem more bright.

Have fond hope and sweet faith in the prayers you give,

And expect that they will come true;

Then the Father will hear and his loving smile

Will be bringing rewards to you.

MARTHA SHEPARD LIPPINCOTT,

West Philadelphia, Pa.

Babbitt Junior and the Small College*

H. GUEST, LECTURER IN ECONOMICS, STANFORD UNIVERSITY,

B

CALIFORNIA

ABBITT apparently was none too well satisfied with the practical results of his college education. It was not the lack of Latin and Greek, which he could have had if he had wished it; nor was it the poor showing he had made in English Masterpieces and in Philosophy. The difficulty lay much deeper and he was resolved that he would do his best to see to it that it should not go unremedied. His son should not be obliged to go through college without acquiring a thorough knowledge of the business world and how to make a mark in it.

His chance came when Babbitt Junior was still a student in high school. Babbitt was elected to the Board of Trustees of his Alma Mater, and at the first meeting of the Board following that event he pointed out this serious lack in the curriculum and proposed an immediate remedy. He proposed the establishment of a Department of Business Administration and insisted that it was necessary for the college to do this if it were to do its full duty to its young patrons. Babbitt waxed eloquent, indeed, in explaining how the college would not only perform a great service to its young men—yes, and to its young women as well-but how it also would be laying a firm foundation for its own future prosperity inasmuch as it could expect to attract many more capable young people to its student ranks.

The Board was quite won over to Babbitt's point of view, the Department of Business Administration was established and a gentleman holding the degree of M. B. A. from the University of Jabbergrab was called to be its head and entire teaching staff as well. Courses were offered in Commercial

Apologies to Sinclair Lewis.

Geography, Business Organization, Accounting, Business Law, Foreign Trade, Salesmanship, Advertising, Real Estate, Insurance, and Corporation Finance. The first two named courses were required of all majors in the department. The other courses were open to all students in the college except that the introductory course in Economics was a prerequisite to the courses in Foreign Trade and Corporation Finance.

Young Babbitt came to college with great eagerness and enrolled for the two required courses at once so as to be eligible for as much as possible of this highly practical academic work. He had not listened to his father's eloquence on this very live subject for nothing. During the four years to graduation, he "took" every course offered in this Department, most of the courses in the Department of Economics which his father had recommended as "second best" (he omitted Labor Problems and the History of Economic Thought), and a hodge-podge of courses from other departments.

Thus the young man found himself equipped by the Department of Business Administration with the following choice tidbits of knowledge with which to face the business world in quest of a position that would yield enough salary to enable him to marry the queen of the campus and settle down as a pillar of society: (1) a collection of vague notions as to where wheat, corn, sugar, tobacco, coal, iron, Swiss watches, and automobiles are produced in greatest quantities, and the somewhat approximate locations of perhaps fifty per cent of the chief ocean routes of the world trade; (2) a fairly clear notion of the different forms of business and commercial organization and how they functioned; (3) enough knowledge of accounting to qualify him for a position as bookkeeper and cashier for a local ice company; (4) a really respectable knowledge of commercial and business law; (5) a book knowledge of some of the general principles of foreign commerce and some scattered notions of the current practice in that field-the college is more than a thousand miles from the nearest ocean port; (6) a few rules of thumb for selling people things they do not want; (7) some general principles

of advertising, usually of a spurious psychological parentage; (8) an impression that the real estate business is the best for quick profits and a deep-seated prejudice against the unearned increment tax on land values; (9) a feeling that insurance is a good thing to have, and that next to real estate it is probably the best line for the young fellow just out of college; and (10) a fair knowledge of the problem of financing the promotion and administration of a corporation. He also had a sad smattering of Spanish which he had included on the theory that our trade with Latin America is growing by leaps and bounds.

Imagine the shock to this worthy young man when he was told that he would have to start his business career at practically the same salary as George Roe who had left school at the tenth grade and finished his education at business college. His consolation lay in the assurance of his professor of Business Administration that he had built upon a firmer foundation and therefore would go much farther in the long run than would George Roe. Whether he does or not seems to have no effect on the cogency of the argument. But, strange as it may seem, young Babbitt secretly felt much the same as had his father a score of years ago. This feeling persisted until, through the influence of a fraternity brother, he secured a position which secured him a fatter salary and a feeling of immense satisfaction with himself. After that he ascribed his success to the courses in Business Administration which he had studied so assiduously at the old college, and the professor of Business Administration took to pointing out this young man as a sample of what his Department produced.

The condition described above is not the striking exception some may think it. Such Departments of Business Administration exist in a large share of the colleges and universities of the United States, and Babbitt Junior is legion in number. The utter planlessness of the curricula, the superficial character of a majority of the courses offered, the lack of coherence between one course and another, not to mention the limitations