Stephens College - Stephensophia Yearbook (Columbia, MO)

Page 30 text:

STRATTON D. BROOKS, President University of Missouri, Columbia, Missouri The University of Missouri has a very vital interest in Stephens College, bc- causc of the fact that so many of its graduates attend the University. Quite apart from this however, we are also interested in the work of the college, and particu- larly in its participation in giving serious effort to determining the most recent suggestion in educational adniinistration-namely the combining of what is now the last two years of the high school with the iii-st two years of collcfe. I feel con- fident that Stephens College, during the next tive years will be able to contribute much of value to educational progress. - Page 22

Page 29 text:

VV. YV. CIIARTERS The University of Chicago, The School of Education, Chicago, Illinois I believe that the junior college movement is permanent, :md I also believe that Stephens College, under the direction of President lVood, is making :1 distinctive contribution to the movement. E HE Page 21

Page 31 text:

R. A. KENT, Dean College of Liberal Arts, Northwestern University, Evanston, Illinois The junior college is a very natural result of the development of education in America. First, an elementary or grade education was thought to be the least that anyone should have, next it was a high school courseg now it is rapidly bc- ginning to be two years beyond high school. A few criticize the movement and try to stop it, but its importance to large numbers of people is too great to have its progress thus impaired. It is already an integral part of our national educational scheme, both public and private. It will certainly be improved upon but it cannot be over-thrown. Thc experiments now being carried on at Stephens College are outstanding in their significance. They represent one of the first attempts to apply scientific principles to :Actual procedure in the field of higher education. This fact in itself places them in the forefront of importance for those who wish to see higher edu- cation develop more nearly in conformity with sound educational principles, rather than merely to accept it in its purely traditional forms. The experiment in curriculum making it important for two main reasons. First, there has been little real desire and almost no opportunity to organize curricular niaterials in higher education on other than traditional lines. Antagonism to sa .- ' Vq- Page 23