heavens and be among men. The culture state, the city of God, are now more nearly possible than ever before in the history of the world. Our knowledge of the forces and laws of nature, our skill in applying scientific principles to industrial life and in the invention of labor-saving machinery make possible for every man the service of more than 10 slaves without taking away the freedom of any. Better agricultural implements for the tillage of the soil, harnessed water power, imprisoned steam, the obedient electric current-these all serve us better, more faithfully, and more effectively than could an army of our fellow men enslaved, ignorant, and brutalized. It has at last become possible for all men to have some leisure, some freedom from slavery to their backs and bellies, to their physical wants. This is true to a larger degree of cities than of the country. We have already in many places a workday of 8 hours for only 5 days in the week-44 hours out of 168; in other words, more than half the waking hours of a laboring man are left free. Here is the opportunity of the municipal university that is able to see it and organize and direct all the educational agencies of the city, direct them toward the task of assisting these people to use their leisure aright. To turn these leisure hours to uses of culture will not be difficult in the city, where people live close together and distances are short and transportation quick and easy. You already have in the cities all or most of the agencies needed-libraries, art galleries, churches, theaters, lecture halls, parks, and the like. You only need add the great municipal university, supported by all the people, at the service of all the people as an organizing and directing agency, to build the great democratic, industrial culture city, cleaner and sweeter and better and stronger than the world has yet known and than has ever been possible before.

Let me add a word of caution. When you have a municipal university in any city, do not draw your robes about you and say, "We are urban people; politeness (city ways) belongs to us; with the uncultured multitudes of the rural State we have no dealings." If you should do this then I should pray that you might die quickly, for sooner or later you would have to die, and it would only be kindness to save you from the pains of lingering death. Remember the Italian cities of the Middle Ages and their fate. Do not begin to say, "We are supporting our municipal university; why should we help support the State university?" The city is a part of the State and must share in the common burdens of the State, as it shares in its common good. No people can cut loose from the rest of the world. and live. All exclusive aristocracies must die. The life blood of the world must flow through one's veins if one would live. One must feel the heart throb and pulse beat of humanity, be inspired by all

its worthy interests and walk in all its strength. One must give, if one would live.

The time of the municipal university has come. City after city, in rapid succession, will establish or develop some institution to serve it in this capacity. Probably within a quarter of a century most cities of 200,000 people and over, and some even smaller, will have such institutions at the head of their systems of education, organizing all other agencies, directing their energies, and inspiring the people to strive for higher and better things.

IV. THE PHILOSOPHY OF THE COOPERATIVE METHOD.
By HERMAN SCHNEIDER,

Dean of the University of Cincinnati.

Your question, in which you ask, "What recommendations would you offer for the extension of our college work?" can be reshaped as follows: What is the function of the college, and how can it best fulfill it?

The function of the college in the United States is so to guide the training of men that they may render the truths of history, of philosophy, of economics, and of science serviceable to all the people of the city, from the head of the city government down to the last mite of humanity. It should seek through the agency of trained men to bring these governing truths naturally and profitably into the daily and hourly doings of the people, according to their needs. Its system of training should be so devised that all the truth it possesses shall surely reach into the kitchens of the tenements and into the councils of the greatest banks, into the dreariest job that ever a child goes to and into the power plants that carry him there. Whatever the people of the city do, whether it be in manufacture, commerce, education, transportation, housing, government, baking bread, or building bridges, there the truth should be wrought into the working organism of the doing of it. This is the basic philosophy of the

matter.

"Through the agency of trained men." It is largely a question of the skill of the men trained; for the college knows the basic laws, whether they apply to the operation of a city department, the writing of an editorial, the painting of steel bridges, the slaughtering of cattle, the auditing of a bank, the inspection of tenements, or the manufacture of a steam engine. The college knows these laws-as theories. It can not apply them; it is not its business to apply them. The application must come through those who do the work; and the breadth and thoroughness of each man's knowledge of the science underlying his task must be in direct proportion to his position of

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responsibility in the scale of work. Or, to put it in another way, the men who devise and direct are in a position to apply the theories, and practically they are the only persons who are; they have the authority. These men should receive the higher training.

Who are these men? How are they found? What is their training? In nearly every case they are men who, at an early age, began work at the very bottom; they are found by the winnowing processes of daily work; and their training is the accession of detail after detail, process after process, burden after burden, until a knowledge of the whole complex interwoven mass of forms, methods, materials, dangers, subtle meanings, and counter checks enables them to devise and direct better than men selected and trained in any other way; and the one thing these men feel they need most is a knowledge of the science which they see underlies every detail, every method, every subtle cross current of their work; just as every college man feels the lack of what the other man has. Nor does it seem possible to apply the theory held in one head through the practical knowledge necessary to successful devising and directing held in another head. The theory can rarely be applied vicariously; it seems necessary to have a chemical combination rather than a physical mixture. This is not strange, since the theory is a basic concept, which, to be effective, must be translated into terms of men, materials, environment, mental capacities, competition, human weaknesses, established methods, and realizable possibilities. The great mass of truth, the discovery, collation, and teachings of which constitutes the work of the college, must be recast with practical knowledge as a flux into usable forms of everyday work and life.

In order, then, to render the truths of philosophy, of history, of economics, of science, surely and directly available in the day's work, it is necessary to teach them to men who are also well trained in practice. Obviously the training in theory and the training in practice should be organized into one well balanced, coordinated, centrally directed plan.

The college should be the directing center of the work. It is true that many men in college life believe that when the college expounds its doctrines, it has done its part. But if a college is what it should be, its faculty will be possessed of a passion to make its learning a vitalizing, ameliorating, constructive force in every form of human endeavor.

Here you have the juxtaposition of the two philosophies of education; one the chance casting of bread upon the waters, the other the organized supply in the form in which it is needed, directed to the place where it is needed. The latter is the philosophy of the cooperative system.

V. THE RESPONSIBILITY OF A MUNICIPAL UNIVERSITY
IN RELATION TO THE CITY SCHOOLS.

By WILLIAM PAXTON BURRISS,

Dean of the College for Teachers, University of Cincinnati.

The relation which exists between the municipal university and the city schools is one of closest mutual dependence, and it may be said that there is no other way in which a large center of population can become so fully conscious of the interdependence of elementary, secondary, higher, technical, and professional education as through this bringing together of all parts of a complete educational system face to face in organic and vital relationship within a municipality.

What, then, is the responsibility of the municipal university, in view of such a relationship to the city schools as has been indicated, and how shall this responsibility be met? How can the municipal university best serve the city schools in turn for the service which makes its own existence possible and worth while?

It can do this by enlisting the services of educational experts for the following lines of work:

(1) The professional training of persons otherwise qualified for teaching in the public schools.

(2) The formation of merit lists from which appointments and promotions to all teaching and supervisory positions in the city schools shall be made, no matter where trained.

(3) The professional improvement of teachers after appointment to positions in the city school service.

(4) Directing in the study of city school problems, making educational surveys, etc.

(5) Assisting the city school superintendent in a manner similar to that of cabinet officers in the consideration of educational policies for the city.

(6) On occasion, to perform scout duties in finding suitable persons for the city school service.

(7) Active participation in the work of educational associations, such as schoolmasters' clubs, principals' associations, etc.

With so many important lines of service to be rendered, it need hardly be said that persons possessing an unusual combination of qualifications are necessary. They must have had university training, and their study and achievements in the field of education must have been such as to command the respect of university faculties on the one hand and that of the teaching corps in the city schools on the other. Through experience, as well as through reflective study, they must have a clear grasp of the significance of all phases of education. They must not be narrowly pedagogical, but have a comprehensive view of educational values, aims, and means and possess the

the power to teach teachers. They must have an enthusiasm for education in its lower stages and a sympathetic appreciation of its difficulties. They must know how to apply ideal as well as objective standards in testing teaching ability. They must have technical equipment for the scientific study of educational questions.

With a group of experts who have such qualifications, we may now consider the machinery for realizing the purposes specified above. The relation of mutual dependence must be definitely recognized and calls for the closest cooperation. This is secured, let us say, through the organization of a college for teachers as a joint enterprise of the board of education of the city schools and the board of directors of the municipal university.

By mutual agreement these respective boards entrust the oversight of this college to a joint committee consisting of the president of the municipal university, a member of the board of directors of the municipal university, the city superintendent of schools, and a member of the city board of education. This copartnership being formed, the available resources of the municipal university and of the city schools, for the training of teachers, are pooled.

On the one hand, the faculties and facilities of the municipal university are placed at the disposal of a college for teachers for the academic preparation, selection, training, and improvement of teachers in the city schools, this agency, with its superior advantages, displacing the usual city normal school. On the other hand, the board of education places the city schools at the disposal of a college for teachers as a working laboratory for practice teaching, observation of teaching, and the study of educational problems under the expert oversight of this college. In certain instances, also, specially qualified members of the regular city school corps of teachers and supervisors are available as members of this staff of instruction.

The faculty of the college for teachers should consist of the president of the municipal university, the superintendent of the city schools, professors, assistant professors, and instructors in education, and members of other faculties of the university giving courses which are expressly arranged for students expecting to become teachers and which have been approved by the professors of education. This faculty should have all of the functions usually belonging to college faculties, and one of the professors of education should serve as dean.

This, briefly, as a result of the experience in Cincinnati in the past nine years, is the form of organization and administration which is consistent with the character of the work undertaken, which recognizes the mutual responsibility of the municipal university and the city school system in this work and which insures a spirit of cordial cooperation between them.