The log cabin Democrat., 1921-12-21

t bell of Central College, explanatory : of the measures recently adopted by , the State Baptist convention and their
 effect on Centrally
 Last week we endeavored to show
 that the general educational condi-
 tons in Arkansas demand that a
 number of our colleges, if they are
 to gain recognition, must confine their
 efforts to the field of the junior col
 lege, at least until their resources
 reach a half million dollars. It is
 our purpose in this article to show wherein the junior college can better serve the interests of woman's edu- cation. In the first place we can not get away from the fact that we must have recognized standards. Every f student has perfect right to demand that the credit which she receives 1 from college shall be accorded wide recognition and unquestioned stand
 ing. Even though comparatively small number of students graduating from small colleges ever do graduate study, still there is great satisfaction 1 in the consciousness that their credits will be received at par at any time and in any place.
 As touching Central College, this will probably be the quickest way to bring the college to the fully recog- nized four-year standard, because once having become standardized in the junior field, it will be much more easily advanced to senior standing on i a standardized basis.
 Pedagogically, the junior college idea fits the education of the average young woman better than any other kind. Quoting from Dr. Zook, the 1 specialist in higher education of the i United States bureau of education, we have clearly set forth the idea of the junior college as a solution to our present educational problems:
 'lt seems fair to assume, therefore, that in Arkansas, as elsewhere, stu dents leave college before graduation to a considerable extent because most of the colleges cannot afford, and in fact do not really attempt to give much work of advanced charac- ter in the junior and senior years. Therefore, either the higher institu- tions in Arkansas should effectively separate their preparatory schools from the organization, faculty, stu dents, and buildings of the colleges themselves, or they should cease to give junior and senior work and at- tempt to build up an effective co-or- dinated course of study through the four years of high school and the first two years of college. These are the two alternatives. All our education al experience demonstrates that good four-year college can not be conducted in close conjunction with preparatory school as large as or larger than the college itself, or by college officials who fear for the ex- istence of the institution if they let go of the preparatory work"
 Another condition argues in favor of junior colleges. It is generally agreed that the work of the first two years in college is very closely related to the work of the high schools. The large colleges and uni versailles which in recent years have been forced to reduce materially the number of prescribed units for col lege entrance are now beginning to appreciate the lack of correlation be- tween their work and the secondary schools. The freshman class at large college or university is a queer experimentation of students with an ever widening variety of preparation and which unfortunately requires many months to assimilate and di- gest. The junior college happily is 1 saved much of this embarrassment. Taking it's students largely from it's 1 own preparatory school, it knows as definitely what work they have had as the high schools know the prepa- ration of the boys and girls who have i been through the grades In a junior college the education of young people through the secondary school and the first two years of college is contin
 uous process, with minimum of lost motion and readjustment. The break in the students curriculum comes at the end of the sophomore year in col lege, where to say the least it is as natural as at the end of the so-called secondary school. If junior college is equipped properly and staffed with well trainad teachers if has therefore some right to insist that the quality of work it can do during the first two years of college is as superior to that done in a large institution as the work of the junior and senior years in the large institution is superior to that done in a small college with in- , adequate facilities for advanced work