schools In California, since the adoption of the constitution of 1879, High the high schools have had to get on as best they could without aid from the funds of the state. By that instrument the benefit of the state school fund and the state school tax is limited to the elementary schools, while at the same time the high schools are expressly recognized as a part of the state school system. The Legislature of 1901 [Cal. '01 ch. 146] submitted to the people of the state a constitutional amendment enabling the Legislature to extend aid to high schools from other funds than those reserved for the lower schools. The vote on this amendment will be taken in the fall of 1902. This Legislature also passed an act placing the control of the granting of high school teachers certificates in the hands of the State Board of Education [Cal. '01 ch. 229]. New provisions for the payment out of public funds of the tuition fees of nonresident pupils in high schools, coming from communities not maintaining high schools, have been adopted in Nebraska, New Hampshire and Wisconsin [Neb. '01 ch. 63; N. H. '01 ch. 96; Wis. '01 ch. 188]. Nebraska had provision for high school districts as far back as the eighties. In the revision of the school law of that state in 1899, it was enacted, "That all regularly organized public high schools determined by the state superintendent of public instruction to be properly equipped as to teachers, appliances and course of study, shall hereafter be open to attendance by any person of school age residing outside of the district, resident of the state, whose education can not profitably be carried further in the public school district of his residence." Under this statute, the approved high schools were to receive 75c per pupil per week, from public funds, for all nonresident pupils of the sort described above, who might be instructed in those schools. The act of 1901 [Neb. '01 ch. 63] renders these provisions more explicit. "Schools having no more than eight grades or years of study shall," according to this new enactment, "be deemed common schools, and schools having more than eight grades shall be deemed high schools." It may be remarked in passing that there is good authority against such limitation of the sig nification of the term "common school," as this act proposes. Higher education It is further provided that the county shall pay for the education of such nonresident students the actual amount which such education costs the district maintaining the high school, provided that it shall not in any case pay more than 75c a week per pupil. If the actual cost is more than this the difference must be borne by the parent or guardian of the pupil. Another new provision [Neb. '01 ch. 63] is that enabling (not requiring) counties to erect such portion of their territory as may not be included in any high school district, into "the adjunct district of said county," and to tax such adjunct district at a rate not exceeding two mills on the dollar, for the payment of the high school fees of such pupils as the adjunct district may send to the high schools of other districts. These several legislative movements are indicative of the new purpose which has been dawning upon the American peoplethe purpose to make secondary education accessible to every child in the land who is capable of doing the work of a secondary school. HIGHER EDUCATION INCLUDING LIBERAL AND PROFESSIONAL HENRY L. TAYLOR PH.D. UNIVERSITY OF THE STATE OF NEW YORK Professional education in the United States. In April 1898 it was determined by the University of the State of New York to continue from 1891 to date, the work of Dr Rauch, secretary of the Illinois State Board of Health, entitled Medical Education, and to enlarge it by extending the study to include the other learned professions, theology, law, dentistry, pharmacy and veterinary medicine. In April 1900 the seven bulletins were completed, and a bound volume was exhibited at the Paris exposition of 1900 to which, in the collective award made the University was accorded a grand prize. A constant revision of the work is in progress, but it has been deemed expedient to publish the revision at stated periods of five years only. However, to render the more important facts available, the Comparative Summary and Index of Legislation gave the legislation affecting professional education in the United States in 1900. Advantage is now taken of this sepa education rate bulletin to revise Professional Education in the United States Higher and to bring a synopsis of the requirements for admission to the practice of the learned professions throughout the United States down to Oct. 1, 1901. Classification. The field of this review will be enlarged somewhat in order to include a more careful analysis of the subject. It falls naturally into two divisions: (1) arts and science, including both the liberal and fine arts and scientific institutions; (2) professional, including teaching, law, medicine, dentistry, pharmacy and veterinary medicine. Varying standards. There is no national authority in the United States that prescribes standards for degrees or for license to practise the professions. Each state makes its own professional laws. As a result, there are almost as many standards as there are political divisions; but there has been extraordinary progress, specially in the last decade, in restrictive professional legislation and in the admission and graduation requirements of professional schools throughout the United States. The extraordinary progress of this decade will more plainly appear by reference to the more centralized school systems of France and Germany. The difference between the less centralized system of America and the more highly articulated governmental control of France is illustrated by the recent development of secondary education for girls and the normal school that serves to prepare teachers for the girls schools. The number of girls to graduate from the normal school at Sèvres is very carefully regulated by ministerial act to conform to the number of teachers necessary for the girls schools; for the license to teach secured from the normal school carries with it the necessity of furnishing a position in which to teach. This combined relation of license and degree has worked to the disadvantage of the French universities and led during the past decade to the dissolution of the University of France and a modification of the universities' powers whereby degrees can be granted without the licensing provision. A good illustration of the difference between American and German requirements is found in the preparation afforded by Higher education the German gymnasien. The privileges accorded the holders of the maturity certificates from the German gymnasien are admission (1) to a university course and to the examinations for the higher service of state and of church; (2) to the course in architecture and mechanics at the Royal technical superior schools, to the non-Prussian technical superior schools and to the state examinations for architect, builder, engineer and machinist; (3) to the course at the Royal academies of mining, the department of mining in the Royal technical superior school and to the examinations for the higher positions in mining, smelting and salt works; (4) to the course in the Royal academies of forestry, to the examinations for the higher positions in the forestry administration and to the mounted hunting corps; (5) to the course in the Royal superior schools of agriculture, the academy of agriculture, the departments of agriculture at the universities, and to the examinations for teachers in agricultural schools; (6) to the academic institute of church music for training as organist, cantor or music teacher for higher institutions of learning, specially for teachers seminaries; (7) to enter as "élève" the higher post and telegraph. service and the examinations for higher postal service. A curious commentary on the value of degrees appears in the fact that so many Germans completing the requirements for degrees do not value them sufficiently to pay the final fee, while Americans not meeting equivalent requirements secure German degrees in far greater numbers. State supervision. Careful attention needs to be given to the difference between a license and a degree, the one carrying with it the right to assume a title which is evidence of scholastic ability, the other the right to enter on the practice of a profes sion or a pursuit, both emanating from the same authority, the state, either directly or through intervening mediums. As foreigners are often puzzled to account for the diversity in our legislation, the fact is again emphasized that all matters of internal police control are left exclusively to the several states, and that national laws regulating professional practice can not be enacted. Hence the laws of the United States will be silent concerning licenses and degrees except in so far as they may apply to the District of Columbia and certain recent political Higher dependencies. In this review, then, an attempt will be made to trace uniformly the states' action both in conferring the right to enter on the practice of a profession, licensing, and the right to claim mental ability requisite for licensure, degrees. The political relations of Cuba were uncertain when Professional Education in the United States was published, and all available information concerning Cuba was included. In this review Cuba is still included among the 55 political divisions of the United States. Licensing. The requirements for admission to practise a profession in the 55 political divisions of the United States vary as greatly in the various professions as the political divisions differ in area, extent, population and importance. However, four general items appear in full or in part in the various statutory requirements for licensing; namely, (1) the general preliminary education requirements; (2) the professional preparation; (3) the evidence of good character; (4) the licensing fee. Items 3 and 4 are so seldom given in the statutes, are so subject to variation in rules and regulations and are so readily attained by all candidates that they are omitted from this review. Preliminary general education for licenses. These requirements are given uniformly under the synopsis of requirements, and the changes occurring during the period of revision can be determined by comparison with the synopses published two years ago. Preliminary general education for degrees. In New York high standards in preliminary general education are demanded both for degrees and for licenses, and in each case the question of attainments is determined by a central authority, the University of the State of New York. As a rule in other states professional schools conduct their own entrance examinations, and the tests are often mere matters of form, even though the standards may appear satisfactory on paper. Power to confer degrees. Low standards in many professional schools are due to a failure to subject the degree-conferring power to strict state supervision. Changes have occurred in education |