ment to the place. There was not a little feeling exprest when this great academic distinction went to one who was not at the moment in university service. The appointment proved, however, to be the happiest that could have been made. The new Master gave to Trinity an influence and a hospitality that were of greatest value. His gifts as an orator and preacher were very great, and as a presiding officer at great functions he had few equals in England. Dr. Butler had three sons, one of whom died in active service abroad in July, 1916, while the second is a prisoner of war in Germany. The third son, himself a brilliant classical scholar and a fellow of Trinity, is in service on the staff of the Director of Military Operations. Mr. Asquith remains without a rival among modern orators in the art of compression, which he owes to his saturation in the literatures of Greece and Rome. There is more in a half hour's speech by Mr. Asquith than in the written or spoken harangues of other public men whose delivery seldom takes less than an hour. Plain London Saturday Review, December 15, 1917 We believe in freedom of teaching. But the tears which we shed over dismist college professors would be immeasurably more copious if those gentlemen did not so assiduously and with so high a degree of success devote themselves to the task of vindicating the wisdom and justice of their dismissal. North American Review's War Weekly, January 12, 1918 the Best Encyclopedia of Education Articles to appear in an early issue include Have we an educational debt to Germany? by JAMES L. MCCONAUGHY, Dartmouth College. English lay critics of education, by JOHN ADAMS, University of London. The status of the land-grant college, by SAMUEL P. CAPEN, Bureau of Education, Washington, D. C. Haste and waste in translating Latin, by FRANK G. MOORE, Columbia University. Military training in high schools, by EDITH L. HILDEBRANT, Harvey, Ill. Old articles that may still do good Sex in mind and in education, Part I. Manuscripts intended for publication should be addrest to the editor, and stamps for return enclosed. Correspondence relating to reprints, special editions, advertising, subscriptions and remittances, should be sent to the EDUCATIONAL REVIEW, Columbia University, New York 3 dollars. 14s. 6d. 10 Numbers, none being issued 35 cents. Is. 8d. A Copy EDUCATIONAL REVIEW APRIL, 1918 I TRAINING FOR FOREIGN SERVICE HOW HISTORY MAY AID The Commissioner of Education of the United States has stated that "the home is the primary and fundamental educational institution. If education in the home fails, no other agency can make good the failure," since the children of the United States are in schools less than four per cent of their time from birth to twenty-one. Accepting this statement conversely, the responsibility of the school assumes a relative importance in our present era of social and economic demands far greater than ever before. These social and economic needs are not stable; they are changing before our very eyes, however constant the social ideals and economic policy of the nation may be. Not only the home as at present organized but the tenacious traditions within the established home exclude it largely as a social agency from participating in the preparation for careers in industry, trade, commerce, and public service. American business has depended upon and has been built up thru prominent traits of the American people, namely, initiative, self-reliance and independence. Business has been largely recognized as an opportunity and not as a career or profession. Naturally, training for business was impossible in the schools, as such training could only be something coincident with the experience of one engaged in business. So long as our business was largely domestic and the energies of the nation were absorbed in the constructive carrying out of internal policies, industry and commerce could prosper despite the shameful waste due to a lack of proper training in even the basic essentials of business. In recent years, however, the highest ethical thinking of the nation as well as economic advantage have encouraged cooperation within business itself and between business and other factors or agencies essential to its success. Looking backward, one can see how the establishment of the Land Grant Colleges changed our notions in regard to the purposes and value of special training. Still circumscribed and territorially delimited so far as trade is concerned, our nation was assuming a commanding position in the fields of intellectual and scientific endeavor, in friendly rivalry with the leading nations of the world. Our culture, narrowly defined, was placing itself upon an international plane. This culture, however, was academic and not practical. Nevertheless this higher plane of thinking encouraged specialization in training as preparation for the so-called learned professions. This group, relatively small, less than two per cent of the population of this country, has set an example by which American business is now seeking to profit, in encouraging the establishment of adequate courses of instruction with vocational intent for a part of our population that is in excess of thirty per cent. The ethical aim is admirable, the economic gain will be incredible. The present war has directed our attention to practical international problems and has served to crystallize our thinking as to the importance of foreign missions and of business as a career. There is everywhere apparent the increasing desire that thru the cooperation of government, business, and education, constructive thinking of the leaders in these three fields of activity leads to the early establishment of adequate courses of instruction on foreign relations, wisely articulated and coordinated in relation to social and economic needs, not only of this nation but of the great confraternity of nations, the birth of which we can plainly foresee with the conclusion of this war. |