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_grammar school, industridl, and theologi-

cal classes, loosely strung togéther: in, a
single institution, which have sprung up
to answer current and rapidly changing
needs i in certain sections. We make the
proposed contrast with the greAt educa-
tional department-stores made up of col-
leges; graduate _ schools, professional
schools, correspondence. courses, and
extramural classes, whigh,«characteristic
product of democratic conditions as they
are, are borne along by forces perhaps
beyond their control in the endeavor to
be of service to all classes of the com-
sisi
‘ Soe

The story of higher education in Amer-
ica has been often told and may for my
present purposé be ‘briefly summarized.
The American collége was in ‘origin an

adaptation__of _the English college—in-

scope practically a secondary school for
the economically advantages or for pros-
pective lawyers, clergymen, and physi-
cians. A fringe of poor students burn-
ing with the desire to learn was, how-
ever, always in evidence, in the old home
as in the new. Increase of knowledge,
increase of wealth, the spread of democ-
racy, naive faith that knowledge and
power, education and intelligence, go
together, resulted in the rapid expan-
sion of the American college. New col-
leges were established in unprecedented
numbers—by local communities, by
States, by religious organizations, by
individuals anxious to be remembered or
inspired by the desire to pay the future
for the advantages which a rich, new,
wide-open country had bestowed upon
them. No such rapid and extensive de-

velopment could in a brief period have
possibly been sound or homogeneous;

‘that must necessarily be a matter of

‘ime. Meantime complications arose.
The local high school developed.. That
displaced the college in the scale of
values, It forced the college to be more
than a secondary school. But the high
schools themselves were uneven and-un-
exacting; hence the displaced and ele-
vated colleges had, to a large and vary-
ing extent, to be high schools still. They
could not discard the type of teaching

school, though in age their students were
fairly beyond the secondary stage. More-
ovef, the combination of unexampled
prosperity, faith in @ducation, and love
of frin enormously increased college .at-
tendance, so that administrative prob-
lems quickly arose such as could be
managed only by mechanism often harm-
ful and inappropriate to students ap-
proaching ‘one-and-twenty. These con-
siderations explain certain characteristic
features of American colleges—their
number, their rapid increase in size, the
unevenness of the student body, their
lack of intellectual seriousness, their
overlapping with the high schools, the
excessive regimentation which holds stu-
dents t@ a strict accounting only to find
that every formal .requirement can be
regularly fulfitted by essentially unedu-
cated boys and girls,

Fifty years have now passed. Col-
leges galere and even high schools are
capable of giving good undergraduate
instruction, if only students embrace the
opportunity. Graduate schools have
multiplied; some are well staffed and
well equipped, others extremely flimsy;
no matter—they cultivate research and
confer advanced degrees. Meanwhile
other needs than the cultivation of re-
search have made _ themselves felt.
Eager to “serve,” the colleges and uni-
versities have tried to meet them also.
The result has been almost incredibly
complex: Strong American universities
-—to mention no others—with resources
ranging from $30,000,000 to $100,000,000,
re nowadays at one and, the same time
1) colleges for high school graduates,

some ill trained, some well trained, some
serious, many trifling; (2)
college graduates, some
ready for advanced opportunities, others
unready and incapable; (3) research in-
stitutions in which, usually in odds and
ends of time snatched from a heavy
routine,

advanced

schools for

occasionaly in well-protected
and adequate leisure, professors, some-
times very competent, at other times less
competent, students, occasionally

well trained and able, too often poorly

and



trained and varying largely in ability,







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DB. WOAH NG, 6 6 °5¥ ° ° °° °v"r”7V wwii

FRESHMEN, SOPHOMORES, JUNIORS, SENIORS, ATHLETES

aoe “Do You. eee ee
“HOW TO STUDY”

The Students’ Hand-Book of Practical Hints on the Technique of Effective Study
by
WILLIAM ALLAN BROOKS

hundreds of practical hints and short cuts in the aeenen?
ts in securing MAXIMUM SCHOLASTIC RESUL Sata

A GUIDE comaian
of learning. to assist stu
minimum cost of time, energy and fatigue.

ESPECIALLY eines nat
in extra curriculum activities and f
high scholastic achievement.

Scientific Shortcuts in Effective Study.
Preparing for Examinations. _
Writing Good Examinations. a oy
ec . Digestion in Relation to
Poor Take Lecture and Reading

and of Cram-
a ‘Disadvantages

* “Tt is safe to say that gg a
whole educational machine.”

asa eae

ED for overworked students and athletes engaged
or average and honor atndamts who are working for

Some of the Topics Covered

Why You Need This Guide

a uae, Whipolet stud
: men in colle on i he ag happy. them,
solr eg Dee, na Py. Most of them

oe ( the at i ell ‘ante enone, au

The Athlete and His Studies. ¥
Diet During Athletic Training.
How to Study Modern Languages.

“ How to Study Science, Tterature, ete.
Why Go to College?
After College, What?

Co) mete
stew elo ety when ates eka netener

ley

a

MARV

is the weak point in the

ple, U. of Michigan,






Fie wnt to naught.
he! vam

crap a Prot a G. Fr. Swain, 3

‘e
and discipline proper to a secondary

SS ice cieeieiaienceiaet

swell the volume of publications and

edge; (4) professional schools, some-
times’ well equipped, oftener not, in which
faculties constituted partly of trained
teachers, partly (usually largely) of local
practitioners, turn out first-rate scientists
as well'as pattern-made dgctors, lawyers,
pharmacists, dentists, journalists, busi-
ness men, and teachers; (5) extension
institutes, sending out educational mis-
sionaries to light candles here and there
in the enveloping darkness; (6) corre-
spondence and radio schools, seeking to
offer at long rdnge, by the penny post and
wireless, guidance and stimulus: to those
with whom physical contact cannot be
established; (7) athletic and social or-
ganizations, complex, expensive, in some
respects good, in others very bad. |
Most of these purposes are worthy,
particularly in a democracy, where every
individual is entitled to his chance, and
where the merest chance may result in
uncovering genuine talent. None the

gories which I have succinctly formu-.
lated—and they do nét quite cover the
scope of any of the really great Ameri-
can universities—represent from a quali-
tative point of view an amazingly wide-
‘spread field; some are hardly more than

trades; some are mere handicrafts, al-
most devoid of intellectual content; some
represent intellectuality diluted; some go
to the very limit of sheer intellectual
capacity.

In every one of these schools, depart-

ments, divisions, or activities, there are
weak students and strong students, im-
mature students and mature students.



saiemuiien

CHILDREN’S BOOKS
The
Sydenham Book Shop
_ 225 S. Sydenham St.
oa Phila., Pa.
CURRENT EDITIONS RARE









Afternoon Tea and Luncheon

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Goods called for and Delivered
939 Lancaster Ave. Bryn Mawr
sapere passa ERNESEtssSStesEnosueeEnEEennumnermmerenneaeeereee ee)



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Look in the window at

829 LANCASTER AVE.

You will notice some
Snappy Sport Hose



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sometimes the volume of accurate knowl-

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| Phone, Bryn Mawr 494 a

S

Telephone, Bryn Mawr 807

The Hearthstone

LUNCHEON : TEA
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@Mpen Sundays

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Imported Perfumes
SODA ”

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PHILIP HARRISON

826 LANCASTF)

Walk Over Shoe ‘ie
Agent ior —

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Weeum Lasst Du Deine Blicke in der
Ferne Streiten,

Wenn Das Gesuohte Liegt Sonah!
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cozy Ladies’ Dining Room.

ROMA CAFE

American, Italian, French Dishes
Open from 7 A. M. to 12 P. M.













John J. McDevitt Bilt Heads
Printing rgmcntin
1145 Lancaster Ave. Bryn Mawr, Pa.

— ee





Cards and Gifts

for all occasions

THE GIFT SHOP.
814 Lancaster Ave. Bryn Mawr, Pa.



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YBANKSeE

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PHILADELPHIA
_ The Quality
commensurate with
the importance of
RINGS
Charms and
School
Trophies
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881 LANCASTER AVENUE
Gowns, Hats, Coats,
Sweaters, Blouses,
Sole Agents for
VANITY FAIR SILK UNDERWHAR

So

game 158

‘HENRY B. WALLACE

CATERER and CONFECTIONER
LORCHBONS AND TRAS