versity of Notre Dame, which will give concreteness to certain suggestions made on the accrediting of high schools. At Notre Dame, graduates of high schools that are fully accredited to the state universities are admitted without examinations to the freshman year of any collegiate course to which their preparatory studies entitle them. Certificates of work done in public high schools or in private preparatory schools will not be accepted instead of examinations, unless the applicant has passed the final examinations after full courses in his school, and the faculty of the university are satisfied with the standing of the school. The University of Notre Dame belongs to the North Central Association of Colleges and Secondary Schools, and as the accredited list of high schools is a matter of great care to the Association we have this list as a help. The list of high schools accredited to the state universities can easily be obtained and this serves as another help. In case of doubt, the examination is used, or if a student is admitted provisionally to freshman standing, it does not take long to find out whether he is properly placed or not. In short, a properly attested certificate admits to freshman standing without question; in all other cases the faculty uses its discretion.

To summarize briefly, the ideal condition in the relationship between a Catholic high school or academy and the Catholic college is the separation of the two, one doing preparatory work only, the other doing collegiate work alone. While striving to meet this condition Catholic colleges should use every means known to them to make their students feel the distinction between preparatory and collegiate work. In accrediting Catholic high schools and academies the examination or diploma system may be used. The diploma system is the better one. To reach the results intended a committee should be appointed for the purpose of accrediting Catholic high schools and academies to accredited Catholic colleges. This accrediting will bring about that organic unity in our educational system which, when perfected, will give us the power that comes from organized effort in a worthy cause.

DISCUSSION.

VERY REV. BERNARD P. O'REILLY, S. M.: The aim and purpose of the Catholic Educational Association is to organize so completely and to coordinate so perfectly Catholic educational work that we may be able to keep the Catholic child under Catholic influence from the day it enters the primary school until it has attained the degree of culture of which it is capable. Just as it is the divine mission of the Catholic Church to watch over the child and provide for its spiritual needs from the cradle to the grave, so it is the sacred mission of Catholic educators to provide for the intellectual and moral training of the child during the entire period of its growth until it is prepared to enter into the field of work assigned to it by Providence.

To attain this end, there should exist a complete system of education comprising a series of well graded classes through which the child can advance step by step without encountering difficulties of a nature to discourage it and prevent it from securing all the knowledge its mind can grasp. In other terms, the educational system should be so well organized that gifted and diligent students will experience no more difficulty in passing from the parochial school to the high school than they met with in advancing from one grade of the parochial school to the next in order. The step from the high school to the college and to the university will be equally well provided for, and the whole system will thus be perfectly coordinated.

Father Schumacher has most efficiently presented the various means by which coordination between high schools and colleges can be attained. I have but a few remarks to make in reference to the subject under discussion. These remarks bear upon the advantages and difficulties of coordinating high schools to colleges.

Experience has proved that wherever a good system of accrediting has been applied, it has been productive of excellent results, both to the high schools and to the colleges.

(1) It has raised the standard of the work done in the high schools; (2) it has linked the high schools into one system with the colleges; (3) it has given an increase of students entering college and with better average preparation. President Harper, who was at first opposed to accrediting, in later years highly commended it: "It is perhaps," says he, "the most worthy contribution of America to educational progress." However, as much as we Catholic educators would desire to see all Catholic high schools accredited and affiliated to our colleges, we must be awake to the fact that there are some serious obstacles in the way. Both college and high school can formulate desiderata one for the other. College authorities complain that high school diplomas are too easily awarded, being frequently given for a curriculum sadly deficient or for a course of elective studies that is an insufficient foundation for college work.

It is a well known fact that many of our high schools strive simply to adapt their aims and methods to local conditions. They supply the course of studies most valuable for their particular communities, without giving any consideration to the preparation for college work. High school diplomas awarded in such conditions and those awarded for an incomplete course of studies cannot be considered as sufficient in themselves to admit to colleges. Wherever it is found necessary to have courses that satisfy local requirements, there should exist, besides the high school diploma awarded for this course, a curriculum preparing for the college certificate; and high schools cannot be accredited unless they can offer this college certificate.

It evidently belongs to college authorities to determine the college entrance requirements. But in formulating these requirements there is a twofold danger to be avoided—that of making them of too easy access, and that of going to the opposite extreme.

Some college men are tempted to make the requirements too easy so as to increase the college roll-call. More students may be registered by this system, it is true, but there will be a corresponding breakdown of scholarship. We must bear in mind that only a small minority are fit for higher education. The vast majority of high school graduates leave the high school to take up the career that is to be their life-work. Let them be given a high school diploma, but not a certificate of admission to the freshman class of the college.

On the other hand, the college entrance requirements should not be made too difficult. In the opinion of many, there is to-day a tendency to make the college entrance requirements excessive. In some cases, it appears, this is due to the assumption that the standard of scholarship in a college is to be estimated by the amount required for admission. It is needless to say that this alone will not improve the scholarship of the college.

But if college authorities are often embarrassed to determine whether certain high schools deserve to be accredited, the high school authorities, on the other hand, find in the diversity of college entrance requirements a source of great confusion, and serious difficulty. The high schools would be justified in addressing a petition to colleges to agree upon uniform entrance requirements. In my mind, an earnest effort should be made to unify college entrance requirements so that the graduates of high schools who secure the college certificate will be entitled to entrance into any Catholic college of the country.

LATIN SECTION

PROCEEDINGS

FIRST SESSION

TUESDAY, July 13, 4:30 P. M. The meeting having been called to order, the Very Rev. J. T. Green, O. S. A., St. Rita's College, Chicago, was appointed chairman and the Rev. P. F. O' Brien, M. A., of St. Paul, secretary of the section. Father Green read the various replies to the circular issued by the Latin committee relating to the method of pronunciation in vogue in the various colleges and schools. Of these answers twenty-six institutions favored the Roman or Restored; twenty-one the Racial-Continental and sixteen the Italian.

The Rev. E. D. Kelly, of Ann Arbor, Mich., was then called upon to read his paper on "The Roman or Restored Pronunciation." A lively discussion followed, characterized for the first time by the personal participation of several sisters of the various teaching orders. St. Joseph's, Brighton, Mt. St. Mary's, Mass., St. Elizabeth's College, Providence, testified to their use of the Roman; while Father Kelly stated. that it was also adopted by the Immaculate Heart of Mary nuns. On the other hand, the Italian pronunciation found. not a few advocates, led by the Dominican Academy of Fall River, Mass., and others, including Epiphany College. Finally, Father Kelly moved "that the conference set itself on record in favor of the Roman (or Restored) pronunciation." In a discussion which followed it was pointed out by one. speaker that in practice this was not so much a philological and historical, as a racial and national affair; and that consequently there would be considerable difficulty abroad in acting on such a motion. The Rev. Father Murphy, S. J., of Holy Cross, Worcester, moved an amendment that the

colleges and academies be requested to make a return of their actual pronunciations before proceeding further. Father Kelly said that sufficient material had been gathered in this respect. The Rev. P. F. O'Brien remarked that the time was fully ripe for a vote upon the matter one way or the other. The chairman concurred with Fathers O'Brien and Kelly. A vote was taken which resulted in favor of the Roman or Restored pronunciation by a large majority.

SECOND SESSION

WEDNESDAY, July 14, 2:30 P. M. The Rev. Dr. Hickey, O. S. A., St. Rita's College, Chicago, read a paper on a "Typical Latin Hour." He was followed by Rev. A. Miller, S. J., of Canisius College, Buffalo. A paper by Very Rev. F. Purcell, D. D., president Cathedral College, Chicago, was read by the chairman. After some discussion the meeting adjourned.

P. F. O'BRIEN, Secretary.

PAPERS

THE ROMAN OR RESTORED PRONUNCIATION OF

LATIN

REV. E. D. KELLY, ANN ARBOR, MICH.

The treatment of the problem, "The Pronunciation of Latin," by Catholic educators in periodicals and in the discussions at the recent meetings of this Association has indicated with no uncertain emphasis that the question has been. considered from two combined viewpoints, so at variance that any conclusion is impossible under the dual treatment. Many of the papers while covering in a scholarly manner the various sub-topics of the general theme, have obscured the issue by failing to recognize that the subject has two distinct phases: