chemical firm. The boy in question, by the way had specialized in geology. I pointed out that he had the energy of five ordinary men and was willing to accept any responsibility. Moreover if plain common sense could solve a problem he'd solve it but he was "all wet" on book learning. Once again I received an answer by return mail. My dear Mr. Estabrooks: I am very much interested to hear about Mr. So-and-So. Our factory is, as you know, one of the largest in Northern New York and prospects were never brighter for really capable young men. I feel certain we can give Mr. So-and-So the opening he desires and would be glad to see him personally next time he visits the city. Please have him see us before signing up with any other firm. Very sincerely yours, G. K. Smith. With this was a note for my own unofficial consumption. Thanks, old man. The two fellows you sent us last year are making good. Be sure we get first crack at this chap and any others like him. G. K. It is really remarkable how the employment situation can change overnight. But perhaps I make my point. A senior comes to me and talks of entering chemistry. I immediately jump all over him, as they say. If he enters a chemical laboratory with his present training he will always be a shop boy. When the firm wants an ideal chemist it will seek the article where it is produced, namely in the big university with the high-grade school. The college cannot compete here. If he is willing to go on to this school, all well and good but we cannot give him this training. This same holds for business. We do not give technical training. If the firm wants a bookkkeeper it will go to a stenographic school; if it wants an electrical engineer it will go to one of our great engineering schools; and if it wants a geologist it will not come to the liberal arts college. We can and do prepare for the graduate work in the university but we do not attempt to compete in these fields. That would be rank folly. We merely give the preparation, the cultural background, the social poise. An alumnus entered my office the other day. "What do you know about Mr. Jones? I am Mr. Smith of class of '01 from the Pit-and-Pat Toothpick Factory. He has applied for a position." "Well, he's a very fine chap indeed!" "Yes, yes, but what has he done in college?" "Let's run down to the registrar's office and look up his grades." "Oh h. I mean what has he done? What teams has he made, what is his fraternity, what clubs has he managed, is he a gentleman, can he meet people and talk to them, can he handle men, has he common sense? I'm not interested in his grades." "But don't you want him to know something about economics or business management." "See here, young man, you've got a lot to learn. We'll teach him economics and business management in short order or throw him out on his ear. He'll learn all he has to know about these things and learn it quick when he gets in my factory. You know very well what I mean and you know the man. Has he common sense and energy and is he a gentleman, is he a hard worker? In short will he fit into my system?" "Well, Mr. Smith, you see it's this way" "You mean you can't recommend him?" "Well, Sir, you see" "Thanks! Why didn't you say so in the first place. Now what else have you got in that senior class?" We looked through the college publication which has the photos and campus records of the men. He went through them all carefully and then returned to one man. "Let's see. Manager of this, assistant manager of that, steward of his fraternity, fair grades, good appearance. Is he a gentleman?" "He is." "Is he popular on the campus?" "He is." "Will you recommend him?" "I will." "That's fine. Have him look me up at the hotel tomorrow." One final example. I was in New York and met one of our alumni who was doing very well in banking. Under him in the office there were a dozen bookkeepers. I asked him how we could help our graduates prepare for a business career. "Well, now, I think a good course in bookkeeping would help." "Walker," said I. "Suppose you had been trained as a bookkeeper! Where would you be in this office?" "Why, I suppose I'd be right out there with the others." "Exactly. You get my point?" "I think so. We'd best leave the old college as it is." P Ideas and Ideals of Teachers I. D. WEEKS, PROFESSOR OF RURAL EDUCATION ABERDEEN, SOUTH DAKOTA RESIDENT Coolidge said, "It is not too much to say that the wants of the teacher are the wants of civilization." In the same tenor it might likewise be said, that the ideas and ideals of the teachers of today are the ideas and ideals of tomorrow's citizenry. In his "Unknown Teacher," Henry Van Dyke says, "He shares with the boys and girls the best treasures of his mind." Are these treasures to be permeated with lofty aspirations or are they down in "the sties of unleashed fleshy vice?" During the past few months a study was conducted to ascertain what teachers and preparatory teachers were thinking relative to important and significant ideals and institutions. For it is believed that the teacher's attitude and philosophy of life in its multitudinous ramifications will find expression directly or indirectly in the lives of youth. Mark Hopkins says, "Not all the books on all the shelves, but what the teachers are themselves." The author is well aware that the study is not wholly scientific. In the first place some of the statements and questions may have been vague and misleading. In the second place the answers are at best rather subjective. However, the conclusions are more than sheer personal opinion. The following questionnaire was given to two hundred and twenty-five students in classes in Education and Psychology at the State Teachers College at Kearney, Nebraska. 1. Underscore the factor below that has been most influenced by the home! (Health 34, vocation 16, honesty 36, justice 6, service 18, religion 21, morals 87.) 2. Which has influenced you the most in these respects, the HOME 187, or SCHOOL, 32. 3. Did you attend high school because (you liked it) 188, (folks insisted that you attend) 11, or (your friends attended) 7. 4. Do you feel that you spent your time profitably while in high school? YES 199, NO 23. 5. Do you feel any obligation to the community that made a high school education possible? YES 209, NO 14. 6. What do you believe to be the purpose of education? (Raise standard of living and better citizenship.) 7. Why have you come to college? (Learn up-to-date teaching, higher education, become a better citizen, and train for a profession.) 8. What do you believe to be the purpose of a college education? (Fit one for life's work. Help broaden and progress.) 9. Would you want a relative or friend of yours to have a college education? YES 174, NO 26. 10. Do you feel that an education will relieve you of hard work? YES 17, NO 196. 11. Are you desirous of getting an education in order that you might win social approval? YES 75, NO 156. HOME 1. Do you expect to have a home of your own? YES 167, NO 20. Do you feel that a woman should work outside of the home? YES 100, NO 132. 2. Which do you prefer a (business or professional career, 69) or a (home 142). 3. Do you feel it to be the task of the home to teach character? YES 211, NO 6. 4. Do you desire to rear a family? YES 165, NO 40. CHURCH RELIGION 1. Do you belong to church? YES 160, NO 58. 2. Do you attend church? YES 190, NO 20. |