BULLETIN OF THE UNIVERSITY OF MISSISSIPPI (UNIVERSITY P. O.) Issued Quarterly Series IX FEBRUARY, 1911. No. 2 Published by the University. (Entered June 6, 1903, at University, Mia?., as second-class matter, under Act of Congress July 18, 1894.) Address Delivered by HON, J. S. SEXTON at the University of Mississippi September 21, 1910 ETC. ADDRESS Delivered by Hon. J. S. Sexton at the UNIVERSITY OF MISSISSIPPI September 21. 1910 ETC. HON. J. S. SEXTON, Digitized by the Internet Archive in 2013 http://archive.org/details/addressdeliveredOOsext Our Great Educational Problems Chancellor Kirxcannon, Members of the Faculty and of the Student Body, Ladies and Gentlemen : It goes without saying that all public addresses should bear some relation to the occasion in hand, and the purpose in view, and naturally enough, any address to this par- ticular audience should deal with educational matters. However, if an educational address in the ordinary ac- ceptation of the term, had been the thing desired for this occasion, I should be a listener in this presence, because there are a number of splendid educators in this audience at whose feet I could profitably sit for months to come, so that it is impossible that I should be expected to entertain or enlighten them on such matters. I take it, therefore, that the official relation which I happen to sustain as chairman of the Board of Trus- tees of this and the other higher educational insti- tutions of the State, accounts for my having been called upon to say something to you, and we will probably better understand each other if we dismiss all idea of an address of any kind and simply understand that what I am about to say is intended to indicate my in- dividual conception of some of the present educational conditions in the state, and to indicate the path which I think we, as trustees, professors, students, and citi- zens, could follow with great profit. To that end, I am going to take as a text or subject, because I suppose all discussions should have some subject, "the right an- 4 University of Mississippi. gle," not the right angle of the triangle, which forms the predicate of the geometrical "pons asinorum" of our college days, but the right angle of vision, or the long view of things educational. This is a day of practical things and results are counted for more than theories. Chapter 11 of the acts of the Legislature of 1910, creating one board of trustees, consisting of seven mem- bers and providing for one additional member for the University of Mississippi, to take the place of four separate boards, consisting of more than fifty members, and to take charge of the affairs of all of the higher educational institutions of the State, created a new mile post in the educational history of the State of Mississippi, and carries with it grave and responsible possibilities. Whether this was a wise step or not re- mains to be seen, and much depends upon the wisdom and breadth of vision which may characterize the action of the board selected, the active and earnest co- operation of those who may be called upon to assist the board in working out the problems presented by the sit- uation and the patience of our people in giving the new order of things an opportunity to develop and produce results. Concerning the personnel of the Board, it would not be becoming in me to speak, but the fact that business men can be found who would accept such responsibili- ties and perform the delicate and responsible duties incident to the office for a mere pittance which takes from the position the honor of serving the state with- out any consideration, is a practical demonstration of the fact that there are still in our midst some, who think more of service than salary, who are willing to undertake arduous and responsible positions for the University of Mississippi. 6 good of the people of the State, and who see in its educational institutions its highest hopes and most glo- rious possibilities. Like most legislation along untried paths, we need not be surprised if we find the act referred to, crude and unsatisfactory in some respects, but it will be time enough to consider that after we have given the scheme a fair and intelligent trial and witnessed the results of its operations. The Proper View to Take of Our Higher Educational Institutions, It should never be forgotten that our higher educa- tional institutions are business institutions, each in- tended to operate within its own peculiar sphere and to serve the distinctive and characteristic end for which it was created. This being the case, and the fact that each and all of these institutions have to be nourished and sustained by the same generous mother, it would seem that one universal oversight would furnish the best means of ascertaining the necessities of each, and could best keep each within its respective orbit and make out of each an efficient complement to one whole educational scheme. The State is spending a large sum of money on its common schools and its higher educational institutions of learning, and, while every intelligent and patriotic citizen will approve and applaud such expenditures, it is the right and the duty of every such citizen to insist that every dollar so appropriated be expended for the purposes for which it was appropriated, and that it shall produce the results which should come from such expenditures. Very few of us have ever stopped to count the cost of our educational system 6 University of Mississippi. and to see whether the returns have been commensurate with the sum invested in it. The following summary of appropriations, made by the last legislature of the State of Mississippi for school and all other purposes, should be studied by every thoughtful citizen of the State: There was appropriated: For agricultural high schools the sum of .$ 32,000.00 For Mississippi A. & M. College the sum of 466,260.57 For Alcorn A. & M. College the sum of. . 53,404.54 For Chickasaw school fund (int.) sum of 123,808.80 For common school fund the sum of 2,848,176.00 For Industrial Institute & College the sum of 267,703.64 For summer normals the sum of 10,000.00 For text-book commission the sum of 2,000.00 For University of Mississippi the sum of. . 243,004.32 Making the total appropriations for edu- cational purposes the sum of $4,046,357.87 There was appropriated for all other purposes the sum of $3,721,437.30 From the foregoing figures it will be seen that 52.4 per cent of all of the appropriations made by the last legislature was appropriated for school purposes, and it is needless to add that these appropriations consti- tute a very small percentage of the sum total invested by our people in our educational system. No business institution can live with a hand-to- mouth policy and the foundations of our higher edu- cational institutions should be laid broad alnd deep, and this should apply to the character of work done at each as well as to the erection of the buildings and the selection of apparatus intended to furnish the fa- cilities for such work. One of our chief troubles in University or Mississippi. 7 the past has grown out of the fact that we have not been able to take the right view of any of these institu- tions for the all-sufficient reason that we have never known just what the future held in store for any of them. Viewed as a business enterprise, it is simply announcing an elementary proposition to state that each important step should be taken with a full view of the future effect of such a step upon the institution taking such a step. If our predecessors could have known the future of each of these institutions, it is impossible that the present board of trustees would find, as we do, that one of the most serious things we have to contend with, when we undertake to make any needed improvement, is where shall we build, and what shall we tear down in order to make the present improvement articulate with existing surroundings. I trust we have reached the point in our educational history where we may assume that the institutions committed to our charge will receive the continued sup- port of the State and that we can make our plans ac- cordingly; and it is the purpose of the present Board to look upon these institutions from this angle of vis- ion, or, in other words, to take the long view of things and plan for the bright and glorious future awaiting them, believing, as we do, that when their respective necessities are comprehensively viewed and understood and properly presented, they will have the generous support of their common mother, the great State of Mississippi. A recent visit to the University of Virginia, which it was my pleasure and privilege to make, impressed me as I was never before impressed, with the great ad- vantage of concentrated masterful guidance for all great educational institutions, and of the absolute 8 University of Mississippi. necessity of taking the long view of things when pro- viding for their necessities. The original and detailed plans and specifications for that magnificent institu- tion, in minutest detail, can still be seen among the pa- pers of Thomas Jefferson, the father of the institution, by whom they were drawn, and are now in the posses- sion of his great-granddaughter Mrs. Sarah N. Ran- dolph, of Baltimore. , No question has ever yet arisen, nor is any likely to arise for years to come, as to the location of this or that additional building . made necessary by the de- mands of advancing years. To Jefferson was appar- ently given that blessed angle of vision which could distinguish the end from the beginning and though nearly a century has passed since these plans were drawn, sufficient unto the day has been the amplitude thereof. What an immense saving in things material, to say nothing of the spiritual and educational concep- tion such designing and foresight must have instilled into the minds of the students of this institution, dur- ing all these years, has resulted from Jefferson's vision of the future glory and material necessities of this child of his youth and pride of his old age. We have no such plans to follow and cannot hope to originate any such plans for the future, but we can, by looking ahead and exercising the same prudent judgment and foresight that we exercise in our private affairs in our management of these institutions, avoid the econo- my that saves at the spigot and wastes at the bung- hole and see that the State gets value received for the large sums of money committed to our keeping, for buildings and improvements. If we, as trustees, shall do this and shall further see that these institutioas are well manned and that the University of Mississippi. 9 laborers in these vineyards shall not only be worthy of their hire but shall earn the same, we will justify the enactment of the statute creating this board and the wisdom of the executive in our selection to admin- ister this great trust, but if we fail to do this we will not only fall short of a splendid opportunity to serve the State and generations of Mississipians yet unborn, but we will prove a stumbling-block to future efforts to better our educational conditions in the years to come. So much for the angle of vision from which the trus- tees should look at this situation, and you will all agree with me that I have not overstated the necessity of vigilance and far-sightedness on their part, but what about the material with which we shall be called upon to deal? The Proper Angle of Vision for the Presiding Officers and Teaching Force of these Institutions. I have thus far considered the duty of the trustees, to whom these great forces for uplifting our people have been committed. What shall I say in reference to the way the president and teaching force of these institutions shall look at the problem in hand? What shall be their angle of vision ? Shall they take the long or short and easy view of the situation? Just here, al- low me to suggest that, as I understand the matter, it is the province of the board of trustees to govern, not to administer, and all of the details of an educational and administrative nature must necessarily be left in the hands of the presiding officers of these several in- stitutions and the faculties selected to serve with them. Knowing that, to be effective, power must be lodged somewhere in order that responsibility may be placed for any possible short-coming in the management of 10 University of Mississippi. any of these institutions, we have by a carefully guarded by-law, placed in the hands of the presiding officers of each of these institutions the same powers in reference to the selection of faculties and certain other duties which had already been conferred by statute upon the president of the Industrial Institute & College and which had heretofore been exercised by the presiding officers of these respective institutions, so that really no changes have been brought about by the new administration in this respect. However, there arises from the enlarged duties imposed upon this board and the utter impossibility of its entering into the details of the management of these several institu- tions a pressing and imperative necessity that full and complete reports shall be made at regular and fre- quent intervals to the board of trustees by the pre- siding officers of the same, in which the detailed workings of the same shall be fully and fairly stated, without the slightest reservation. This brings me to the consideration of the angle of vision from which the great teaching force of this in- stitution should look upon the opportunity here pre- sented, and at this point I confess that I find it diffi- cult to command the language which would ade- quately express my views on this subject. We can get along somehow with inadequate facilities and cramped opportunities. We can also make headway with an indifferent board of trustees, because their mistakes, while costly, are not vital, and can be remedied in time, but the teacher is the vital and pulsing impulse and propelling force in every educational undertak- ing, and when we fail at this point the disaster is complete. How many of us can recall the helpful suggestions, University or Mississippi. 11 the sympathetic interest, the larger view of life and higher conception of its duties, opportunities and re- sponsibilities, as well as the love of learning implanted in our hearts by some real teacher in the course of our lives and with what fond remembrance do we cherish their memories? Upon the other hand, who cares for the influence or memory of the teacher who, without pride in his work or appreciation of the opportunity presented, taught for the passing compensation of the hour and died "unwept, unhonored, and unsung," by his pupils? It has been well and truthfully said of Thomas Jef- ferson that he has been "the most persistent energy playing upon our national spirit from his day to this, remembering it in good days and ill, in storm and fair weather, that the genius of our society is faith in men and that the true greatness of states lies in their in- telligent concern for men." Where did this man first find himself except in the companionship of a help- ful and congenial teacher? I shall let him speak of this influence on his life in his own language, when at the advanced age of seventy-seven, Jefferson began, to use his own words, "to make some memoranda, and state some recollections of dates and facts concerning myself, for my own more ready reference and for the information of my family," after devoting less than a page to his family history, he turns with gratitude to two of his early teachers of whom he says, "It was my great good fortune, and what probably fixed my destinies in life, that Dr. Wm. Small, of Scotland, was then professor of mathematics, a man profound in most of the useful branches of^ science, with a happy talent of communication, correct and gentlemanly manners, and an enlarged and liberal mind. He, most 12 University of Mississippi. happily for me, became soon attached to me, and made me his daily companion when not engaged in the school; and from his conversation I got my first views of the expansion of science, and of the system of things in which we are placed. Fortunately, the philosophical chair became vacant soon after my arrival at college and he was appointed to fill it per interim; and he was the first who ever gave in that college regular lectures in ethics, rhetoric and belles- lettres. He returned to Europe in 1762, having pre- viously filled up the measure of his goodness to me, by procuring for me from his most intimate friend, George Wythe, a reception as a student of law under his direction. Mr. Wythe continued to be my faithful and beloved mentor in youth and my most affectionate friend through life. In 1767 he led me into the prac- tice of the law at the bar of the General Court, at which I continued until the revolution shut up the courts of justice." I read an article prepared by the chancellor of the University of North Carolina recently, in which it was suggested that if the universities failed elsewhere and that if much, or even most, of the effort expended upon the unthinking and the heedless student should go for naught, the results exhibited in the lives of the few really bright and appreciative students would amply recompense the state for all the outlays made on them. At first blush, one would consider that an extravagant statement, but who, in the light of our national character and history, doubts that all of the treasures poured out upon historic old Wil- liam and Mary College would have been well invested if Jefferson had been the only conspicuous product of that grand old institution? Jefferson himself stated, Univebsity of Mississippi. 13 as I have shown you, that his associations there were probably what fixed his destiny and when we remem- ber what he meant to the world, and esDecially to our country, we get some sort of conception of what it means to cultivate humanity at the roots and to in- spire and teach the promising young lives committed to our keeping. , At another time and place I should like to discuss the proper angle of vision from which the citizen of the state should look upon all of the educational in- terests of the same and how, in my judgment, they should be linked together and connected with our everyday life in order that we may get out of them the greatest good for the greatest number, but such a dis- cussion, if not out of place here, would unnecessarily extend my remarks. Suffice it to say that each of our educational departments and institutions is necessary to the complete whole, and each must become the help- meet of the other. "Separate as the billows, but one as the sea," these great educational forces must have our undivided love and unstinted support and roll on with ever increasing momentum until every child of Mississippi can find within her borders just such opportunity for education as shall prepare him or her for that particular sphere in life in which his or her destiny may be cast. Of course some of the seed thus sown will fall by the wayside and some will fall where there is not much earth, but many will fall in good ground and the lives of our people will be brightened and the State thereby enriched as they would be in no other possible way. I should also like to stop in passing and say some- thing to these bright young people about the proper angle of vision from which they should look upon 14 University of Mississippi. these really golden opportunities, but I leave that task to much more competent hands. However, I will ven- ture just this thought, take the long view and never be misled by the idea that there are short cuts to any real comprehensive education. There is no royal road to success with us and "line upon line, precept upon precept, here a little and there a little," is the only road to enduring accomplishments. As in religion, so in education, "there is a way which seemeth right to a man, but the end thereof are the ways of death." The student who wishes to ob- tain an education which is "worth while" should look upon the task from the viewpoint which will stand the test of a life-time, and not be satisfied with a little educational veneering, which in the long run will de- ceive nobody except the one veneered, because we may rest assured that sooner or later, and in all probability sooner than we expect the public will take our true measure and we will be estimated at our actual worth. What is the proper angle of vision for the State Uni- versity. Finally, from what angle of vision should this great university look in order to meet the full measure of its obligations to the people of the State? Those of you who have followed me have noticed that what I am trying to impress upon you is the necessity for each and all of us to take the long and enlarged view of our educational matters and to build accordingly. We can- not afford to take anything less than an expansive view of educational matters. The first general provision for elementary education in Virginia was made in the year 1818 when $45,- 000.00 was appropriated for that purpose from what was termed the "literary fund," but it was not until Unwersity of Mississippi. 15 1870 that any real provision was made "to begin the complete realization of Jefferson's generous and dem- ocratic ideal of education for the people," foreshad- owed more than fifty years prior thereto in the Act of 1818. That rarely gifted statesman and lover of his kind had the proper vision both of university and common school education all the while, but he was willing to labor and to wait, and that must be our at- titude. Just here allow me to say let us banish forever the puerile idea that there is now or ever shall be any sort of rivalry between the University and any of the other higher educational institutions of the State or between any of those institutions and the common and high schools of the State. Each and all of them draw their support from the same source, the people of the State, and render a valuable and distinctive service to the State, and we might as well talk about rivalry among the children of our family where each was laboring in a different field for the common honor and glory of the whole family. With each of our schools crowded and the constant pressure for more room and greater fa- cilities, we are happily relieved of the fear that one shall draw from or be a drawback to the other. I do not hestitate to say that if we were forced to choose be- tween the University and the common schools of the State and could not support both, I should be in favor of maintaining the common schools to the exclusion of the University, because, as stated by Mr. Jefferson, "It is safer to have a whole people respectably enlightened than a few in a higher state of science and the many in ignorance. This last is the most dangerous state in which a nation can be. The nations and governments of Europe are so many proofs of it." 16 University or Mississippi. However, as stated by anpther, "It is, however, a matter of historical fact that civilization began with the higher education of a few and that all forms of popular culture have proceeded from higher sources. New England and Virginia both began with classical schools and colleges. Jefferson himself was compelled to repeat the university experiment of the Old World for the higher education of democracy in Virginia. In the development of popular education, as of popular government, there have always been recognized lead- ers. Neither science nor religion could have gone forth in fertilizing streams for the benefit of man- kind unless there had been mountain sources above the plain. The wisdom of the Egyptians was that of "a few in a high state of science." Moses was trained in one or more of these sacred colleges. In no way can we better account for the mental, moral, and religious im- provement of the race than by recognizing the in- fluence of chosen men, chosen tribes, chosen peoples, and chosen institutions that have served to train the masses to a knowledge of higher things. The common schools of America sprang from sources higher than themselves, from lakes far back in historic mountains, more remote and mysterious than were once the sources of the Nile. The history of education is one long stream of continuous, inexhaustible flow from such high springs of science as the schools of Thebes, Memphis, Alexandria, the Graeco-Roman world, and from such fountain heads of learning as the Bene- dictine monasteries, the cathedral schools, colleges, and universities of mediaeval Europe. "It will be disastrous for American democracy and for American educators when they begin to level their high schools and higher education in the interest of University of Mississippi. 17 what may be thought more popular and practical for the passing moment. To level the higher education in our towns and in the alleged interest of the people would be as dangerous as for the general government to level the great lighthouses along our coast and suffer our ships to depend upon the friendly rays that shine out from the lowly cottages of men living along the shore. This country needs today all the light which scholars can afford. While every state should be as full of school-houses as it is of villages and hamlets, and as rich in local colleges and classical academies as cir- cumstances may require, there will always be a need of a few men and a few institutions in 'a high state of science.' Universities are the lighthouses of popular education. They show all educators on what course to steer. All knowledge, like all science, 'moves but slowly, slowly creeping on from point to point.' " The mission of the university is to lead — not to mis- lead — and its mission must continue to broaden and expand to meet the constantly enlarging life of the State. This institution, in connection and co-operation with the Agricultural & Mechanical College, each op- erating in its own orbit, must keep step with the ever- increasing sphere of life's activities in our midst and become "the scientific arm of the state to accomplish its technical and scientific work," but it is pre-emi- nently the mission of the University to set the pace for all of our educational institutions in giving back to the State in full measure, "pressed down and running over," an equivalent in service for the treasure and facilities so generously afforded to it. Another has well said, "It is the function of the university whether supported by taxation or endow- ment, to set before the eyes of the people right stand- 18 Univebsity of Mississippi, ards ; not only standards of scholarship, but standards of intellectual sincerity, of civic honesty, of spiritual aspirations." From the State University we have the right to ex- pect, and we do expect, to see go out the finished product in the persons of trained investigators, skilled technicians, "men of assured knowledge and demon- strated power." Here should be furnished the broadest and most efficient training which shall be methodically sound, properly balanced and proportioned, elevating, liberalizing and inspiriting in its tone and character. I understand perfectly well that such a standard as this is more easily erected than maintained, and I under- stand further that in the presence of the existing order of things, with competition on every hand and with out any fixed standards of excellence by which uni- versities are to be judged, the temptation to fix the standards of our universities so as to conform to what has been justly termed "the American superficiality and the rage for numbers," has been very great but "bigness and greatness are not synonymous terms." Writing on the subject of "The Spirit of the State Universities," Dr. Henry S. Prichett in a most thoughtful article contributed to the Atlantic Monthly of recent date, said, among other things, on this sub- ject, "the strongest appeal to the legislator has hith- erto been on the score of numbers. When the member of the Legislature has been told that the state uni- versity, or the state school of agriculture and me- chanic arts, was over-crowded by the hundreds of stu- dents who thronged its halls, he has not generally given any thought to the methods by which these stu- dents were brought there; still less has he appreciated that in many cases they were obtained by the rankest Uniyersity of Mississippi. 19 advertising and by openly robbing the high schools. For the purpose of impressing the legislature, a stu- dent is a student whether he happens to be studying elementary arithmetic in the sub-freshman class, or scientific agriculture in the college. The registration lists of students in some of these colleges of agriculture and mechanic arts remind one of the inventory of the Kansas farmer, who, in advertisement of an auction sale, announced thirty-two head of stock. When the stock came to be sold, the thirty-two head were found to embrace two horses, one mule, one cow, and twenty-eight hens. No institution which ap- proaches a legislature with such an argument can rea- sonably object when the politicians seek to play the same game with the college.*' Let us remember, also, as he states, that "No institu- tion can, in the long run, touch the imaginations and fulfill the aspirations of a great people which does not nurture faith as well as science and art and literature. A university, it is said, is a great piece of machinery. It can accomplish much, but it does not warm the heart and touch the emotions and kindle the imagination. Therefore, it will not lead the civilization of the democracy. That can be done only by inspiring the youth of the democracy with a true, vibrant, living faith. Only in the fellowship of such a faith do art and poetry and religion live; and these make civiliza- tion." "That faith finds its highest inspiration in the con- templation of the finest of human lives. The general progress of the race gives us belief that all is well, for the world grows better; but when that hope is illum- ined by the devotion, the courage, the wisdom, of the best exemplars of mankind, it glows with the fervor of a living faith and the inspiration of a divine call to the eervioe of God and of humanity. More than aD 20 University of Mississippi. else, science has quickened the faith of men by uncov- ering once more to their eyes the simple figure and the simple words of Jesus Christ. The men of our day know Him and His words as they have not been known since that first generation of Christians passed away, who had talked with Him face to face. For nearly two thousand years His face and His words have been obscured by the traditions of credulous humanity, and by the dogmas of rival organizations. It is by way of the open mind and the honest search that science has taught us in these last decades to look upon the real Christ, to understand that He formulated no creed, that He founded no system of theology, that He organ- ized no church, but that the Christianity He taught was summed up in love of God and service to man." "It is from this simple figure that the faith of science catches its warmest glow and its highest con- victions. To this faith the words and the life of Jesus are their own best evidence. The Sermon on the Mount has for it more significance than the story of the vir- gin birth, or the account of the miraculous transfigura- tion. In these words, and exemplified in this life, science finds that typical man who is the hope of the world, our elder Brother, conquering the weaknesses of humanity and leading it to the highest plane of ser- vice and of devotion. It is this figure to which the faith of science turns lovingly today, a faith broad enough to welcome alike Jew and Gentile, Catholic and Protestant, bond and free, wherever the light of truth shines into the hearts of men. "The American university is today the home of that faith. It is a faith which is real and vital, which takes hold upon the emotions as well as upon the minds of men, which stirs their hearts and their imagination. It University of Mississippi. 21 is the faith of humanity and in humanity. Under its inspiration great works are to be done. Science and art and literature shall become alive. And the Ameri- can university, which embodies the intellectual aspira- tions of a free people, is becoming day by day the rep- resentative of their spiritual aspirations as well." I most heartily approve these suggestions and commend them to the consideration of those of you to whom the future of this great institution is committed. Mr. Emerson has said that "each institution is the lengthened shadow of one man,'' and this is largely true, because, after all, we must recognize the fact that the burdens of such institutions as this, as well as oth- ers, are usually carried upon very few shoulders, but as I stand here today and recall my university days, more than a quarter of a century ago, I can see the "lengthened shadows" of such men as Longstreet, Stew- art, Garland, Waddell, Wheat, Quinche, Sears and oth- ers who have been called from their labors to their eternal home, not only in this great institution but in the lives of many of those who have gone out from it in the intervening years, and I sincerely thank God that it was my privilege to sit at their feet in the early formative period of my life. I should like to link my name with yours and theirs in the future upbuilding of this university, and to make it the brightest star in the great firmament of southern universities and the fairest jewel in the whole casket. Questions and Answers of Interest to Prospective Students, their Teachers and other Friends of the University. 1. Why test applicants for admission to the Univer- sity as to their educational qualifications f Why re- quire them to furnish evidence, by certificate or by ex- amination, of fitness for University work? For their own good. Deficient preparation causes discouragement, loss of time, failure. 2. Why not offer instruction for the unprepared? This would be competing with the local high schools. 3. Is not comvetition desirable? Not in a state's system of education. 4. Why do you require an official ^''Certificate of Admission'''' and refuse to accept a diploma showing graduation? Diplomas and general statements are too indefinite. The official certificate secures simplicity, uniformity, definiteness. 5. What happens when one presents a diploma only? He loses much valuable time and suffers some in- convenience and embarrassment while waiting for the official certificate. 6. Does the high standard of admission to the University help the secondary schools? Undoubtedly, and very greatly. By getting out of their way and declining to occupy the territory prop- erly belonging to them, the University has furnished opportunity and incentive for the building up of first-class local high schools. 24 University of Mississippi. 7. Is this wise policy from the standpoint of the State? Most certainly. It is folly for the State to pay twice for the same thing. 8. How does this look to the parent? The same way. It costs less to keep one at home than to send him away. 9. Can nothing else he said in favor of this policy than that it is economical? Much more. The greatest advantage is to the boy or girl. In the higher grades of the home school the classes are small and individual attention may be had, whereas the lower classes of the college are crowded. Besides it is not well to remove the restraints and as- sociations of family life at too early an age: 10. How is the community affected? The presence of a genuine high school is stimulating to its social and intellectual life in the highest de- gree. 11. Is the University benefited? Yes, by being enabled to cultivate more effectively its own field which is distinct from that of the sec- ondary school. 12. Are those who can never leave home to seek higher educational advantages concerned with this matter? Assuredly so, and, perhaps, more vitally so, than any other parties. 13. How is this? But for the policy pursued by the University very few schools in the State would have more than eight or nine grades. With this policy many high schools have added two more years of work, thus enlarging and enriching the courses which are open to the thousands who never go to college. 14. Are you dealing in theory or fact? Universitt of Mississippi. 25 The history of educational development in Missis- sippi, as elsewhere, shows that, in general, the insti- tutions of higher learning provide the forces which quicken and elevate the lower schools, and not that tha lower expand and grow spontaneously. It is the Uni- versity pulling more than the schools pushing that has lifted both to higher planes of service and usefulness. The hearty co-operation between the schools and the University and the appreciation which each has for the other's work promise greater and better things to come. 16. Do you mean to say that the University has served the best interests of all the people? This claim is definitely and positively made. The /nasses have derived benefit in the way of vastly im- proved schools which would never have come with a preparatory department at the University, and a low standard of admission there. 16. What are your requirements for admission? These are expressed in terms of "Entrance Units." 17. What is an ''Entrance UnitT The amount of work in a high school subject equal to five recitations per week of not less than forty min- utes each for a school year of not less than thirty-six weeks. 18 Why is any unit needed? Whenever anything is measured some unit of like kind must be used. 19. Why do you use this particular unit? Because it is the simplest and most natural yet de- vised, the one easiest of application and in well-nigh universal use. 20. How many such units may he made in one school year? Four. In other words, the entrance unit stands for one year's work in a high-school subject, four full studies being carried at the same time. 2C Universitt of Mississippi. 21. Please give an example. All of plane geometry studied throughout an en- tire school year, five recitations a week, each of the specified length, counts one unit. 22. // more than one year is put on plane geometry will more credit he given? No. 23. // the same ground is covered in less time will one unit he credited? No. 24. Your unit then has in it a time element? Yes, its value is determined both by the ground covered and the length of time required. It seeks to secure a reasonable amount of work in a reasonable time. 25. How many units are required for admission? Fourteen. 26. How many for conditional admission? Twelve. 27. How are conditions removed? In most cases, by the substitution of regular Uni- versity courses. 28. How much is one handicapped wno enters with the minimum of twelve? He has to do about 10 per cent, more for a degree than does one who comej fully prepared. 29. Is this right? Yes, he who has done less in school should do more in the University. 30. Is it well for one to enter with less than four- teen? It is strongly advised that full preparation be made before coming to the University. 31. What is done with those whose preparation falls just a little short of the minimum hy^ say., one- half a unit., that is those who offer eleven and one- half? University of Mississippi. 27 They are refused admission and advised to go back to the preparatory school and come to the Uni- versity later. 32. Is this just? Recall answers to questions 1-10. Then, too, re- member that if a rule is not enforced it is worse than no rule at all. 33. Are the fourteen units specified or is there freedom to chose from a larger number? Large latitude and liberty are allowed. Confidence is felt in the good judgment of the heads of accredited schools. The purpose of the University in its entrance requirements is to insure a certain degree of mental development, and this may be attained in various ways. The fourteen entrance units may be selected from more than thirty. Here is the list: Language. Science. English 4 Botany 1 French 3 Chemistry 1 German 3 Physics 1 Greek 2 Physiography % Latin 4 Physiology Va Spanish 2 Zoology 1 Mathematics. General. Algebra (Elementary). . 1 Civics Vt Algebra, (Higher) Va Drawing Vt Geometry, (Plane) 1 Mississippi History . . .Va Geometry, (Solid) . . . . Va Shop Work Va Trigonometry Va Surveying Va History. Ancient 1 English 1 Mediaeval 1 United States 1 34. Is any one subject absolutely prescribed? Yes, at least three of the fourteen units must be in English. 28 University of Mississippi. 35. Do you mean to say that the other eleven units may he selected at will from the list just given? Exactly so. There is very wide scope of election. 36. Is it a fact that one is not required to study a foreign language ^ either ancient or modern^ in order to get into the University? Such is the case provided he can count up his four- teen units in some other way. 37. Your liberality surprises me. What you need is to learn the truth about the Uni- versity and stop listening to rumor. 38. Have any students ever been credited with one- half unit in drawing? Yes, a very few. In order to have such work counted it must be submitted for inspection and ap- proval. 39. Has any one ever offered shop-work for en- trance credit? Yes, two, but they came from a well-equipped col- lege. If this kind of work is to be counted it must be thoroughly done and in such way as to have real edu- cational value. 40. Is surveying taught in high schools? In the agricultural high schools. 41. Is it required that note-books in physics^ chem- istry^ and zoology be presented for examination and acceptance in order to receive entrance credits in these subjects? Yes, for full credits. Without these only half credit will be given. 42. Why do you make this requirement? If the notes have been kept neatly and accurately, they are worthy of preservation and may, without any hardship, be brought to the University. 43. What advantage is there in writing descrip- tions of experiments in science work? University of Mississippi. 29 It makes principles and facts more clearly under- stood and more surely remembered. Therefore, in or- der to successful teaching, this should be done, re- gardless of the University's position in this matter. And, in general, whatever is good for preparation for life is good for preparation for college, and vice versa. 44. May one count elementary algebra without the higher? Yes, but he cannot enter the freshman class in mathematics without the higher. 45. May he count algehra without geometry. Yes, but he must have both algebra and plane geom- etry to be admitted to the freshman class in mathe- matics. 46. Can one enter the University without these? Yes, always provided he offers fourteen units. 47. It is, then, one thing to enter the University and another and a very different thing to enter certain classes or courses? Yes, each class or department has its own require- ments for admission. 48. May one who presents only three units in Latin continue the study of Latin in the University? Yes, while four units are required for admission to the regular freshman class in Latin, provision is made for three-unit students by offering such a course as might be given in the fourth year of a first-class high school. 49. When one completes this course what credit is allowed? It is counted as one entrance unit unless he pursues the subject further. If, later, he does successfully the regular freshman Latin, then he may count his first year's work at the University in Latin as three points toward a degree. 30 UNivERSixy OF Mississippi. 60. // one has only two entrance units in Latin^ may he count them? Yes, as two of the fourteen required, but he will not be able make connection with the University courses in Latin. 51. Suppose an applicant can o^fer only one unit in French^ may that he counted? Yes, and the same is true in German, etc. 52. // one has done in the high school the equival- ent of a course offered in the University may this he counted toward a degree? Ordinarily no. This can never be done without the consent of the professor immediately concerned. Some- times credit is given on condition that more advanced work of the same kind be satisfactorily completed in class. Of course a student has the privilege of show^ ing, by examination, that he is entitled to advanced standing. 53. May one offer for advanced standing a subject already offered for entrance? No. This would be counting the same work twice. 54. May work in the grades helow the high school he counted for entrance? No. 55. Where may I get other information in regard to the work which may he offered for entrance units? In the current catalogue of the University which is sent to any one upon request.