lege graduate leads me to infer that the academy prepared students to enter college from a time soon after its organization. Of course the college requirements then were much lower than now. Probably a course two years above the present elementary schools would meet those requirements. In 1880 the high school course was a three years' course, and remained a three years' course up to 1904 when another year was added. Sixteen college units were not required, however, until nine or ten years ago. The minimum requirements for the present high school course is sixteen college units in the college preparatory and technical courses, and thirty-two semester units in the other courses. A college unit is the unit accepted by the various colleges, and is equivalent to one year's work in prepared recitations with a nine-month year, five hours a week, and a recitation period at least forty minutes long. The subjects are prescribed by the colleges, and most colleges require 15 units. Our present school course offers the student twenty-three units accepted by colleges, and ten industrial units not generally accepted by colleges. If a student completes the twenty-three college units satisfactorily he will be admitted to the sophomore class in many colleges. The following diagram will explain more fully what a college unit is and the number of units offered in the high school. For the sake of convenience the diagram represents semester units. One semester unit is equivalent to one-half of a college unit and represents one semester's work.

THE INSTITUTIONS ATTENDED BY HIGH SCHOOL GRADUATES.

The sixty-seven graduates of Warren High School who have gone to higher institutions of learning within the years 1913-1917 inclusive have entered the following colleges, universities and normal schools:

16 have entered Pennsylvania State College

6 have entered University of Pennsylvania

5 have entered Allegheny College

4 have entered University of Pittsburgh

3 have entered Indiana State Normal School

3 have entered Oberlin Kindergarten Training School

2 have entered Cornell University

2 have entered Smith College

2 have entered Theil College

2 have entered Carnegie Institute

2 have entered Oberlin College

2 have entered University of Michigan

2 have entered Case School of Applied Science

2 have entered Dickinson College

2 have entered Drexel Institute

1 has entered University of New York

1 has entered University of Cleveland

1 has entered Vassar College

1 has entered Pennsylvania College for Women

1 has entered Western Reserve University

1 has entered Williams College
1 has entered Upsila College
1 has entered Columbia University
1 has entered University of Buffalo

1 has entered University of Wisconsin

1 has entered Pratt Institute

1 has entered Bucknell University

1 has entered Middleburg College.

THE OBJECT OF THE TWENTIETH CENTURY HIGH SCHOOL.

The object of the 20th Century high school is not primarily to prepare pupils for college, but for life. Twenty-five years ago those who entered the high school were largely composed of young people who had definite aims in life, but today the high school is composed largely of those who are in high school because they have been promoted to the high school, and who have not yet made up their minds as to what they want to follow in life. The aim of the schools now is to get the greatest possible number of the young people into the high school, and to give them those studies which will best prepare them for life, regardless as to the calling they may pursue, and incidentally to permit those who have a definite object in view to pursue the studies that will best enable them to attain that end. The tendency is to put more emphasis on those studies which prepare individuals for college, simply because so many of our boys and girls have in mind the thought that they would like to go to college.

Warren High School today prepares for college and for commercial work. It is equipped to prepare pupils for various industrial occupations, but unfortunately there are not many who have definitely decided as to what industrial occupations they will follow.

December 1, 1917.

The Public Library.

By J. P. Jefferson.

What is the relation of a public library to the educational activities of a community? A proper understanding and appreciation of this relation requires a consideration of two questions:

1-What is the function of the public library as an educational factor? 2-What are the obligations of the community to the public library? For if the public library is an educational factor its use and enjoyment is a privilege, and the use and enjoyment of a privilege carries with it certain definite obligations.

Most people do, and all should, consider a public library a desirable asset in a community. Many undoubtedly think it of service to those who have time to use it. Others look forward to a time when they will have leisure to avail themselves of its opportunities, but never think of it as a direct practical benefit to the community, as it undoubtedly is, and to a very marked degree. I think that it can safely be affirmed that no community of reason

able size can, without a properly housed, organized, equipped and maintained library, attain the advancement and prosperity, intellectual and commercial that it could and would attain with one.

It is an agency organized and maintained to serve as an aid to the intellectual and material progress of the individual, and through the individual to promote the progress and culture of the community of which he forms an integral part.

A public library is in a real sense a people's university, where the people may not only derive pleasure and enjoyment from the use of the books placed at their disposal, but are given broader views; a wider knowledge of the world in which they live; a growth in refinement and culture, and an aid in the practical things of everyday life. With suggestions from the library staff the opportunity is given many who have an earnest desire for selfimprovement and have not the knowledge of the proper books nor the means to buy them, to increase their knowledge, better their condition and fit themselves for higher responsibilities.

It is the endeavor of a well conducted public library to make itself useful in every field of human enterprise, achievement or interest, by furnishing books of facts for the information they contain, books of achievement for the stimulus they give and the power they generate, and books of imagination for the imagination they develop.

Someone has in substance said, "The poet and the dreamer conceive great things; the scientist and the craftsman achieve them; the scholar and the artist interpret them."

It is for the library to place books-the records of these conceptions, achievements and interpretations-in the hands of the people, not only that they may know what has been conceived, achieved and interpreted, but perchance may be stimulated and directed along one or another of these lines. With the tremendous recent growth of industrialism, the rapid multiplication of discovery and invention, the function of the public library as an educational factor becomes the more important, in order that the vast sum of general knowledge concerning these advances, discoveries and inventions may be made available to those whose limited means will not permit of their otherwise having access to it.

Such, in general terms, is my conception of the function of a public library as an educational factor.

The Warren Public Library had its very humble beginning in 1871. Hon. Glenni W. Scofield, who had represented this district in Congress for several terms, in conversation with the Rev. W. A. Rankin, then pastor of the Presbyterian Church, said that he had a large collection of books-a complete set of the Congressional Globe, the Colonial Records of Pennsylvania, Pennsylvania Archives, Government Reports and other public documents-that he wished to place where they would be accessible to the public; that he had offered them to the Y. M. C. A. which was then leading a struggling existence, conducted along lines as primitive, compared with modern methods, as were the libraries of that day-but they had declined the offer

upon the ground that the association had no room for them. Mr. Rankin replied that if the Y. M. C. A. did not care to establish a library with these books as a nucleus, there would be one established under the control of the Presbyterian Church. To this the judge assented, and the books were placed on rough shelves in one of the vestibules of the lecture room. Here they remained for several months. One day, after service, G. E. Barger and C. G. Pollock, whilst examining the books, asked Mr. Rankin what he purposed doing with them. "They are the nucleus of a library to be under the control of either the Y. M. C. A. or this church," he answered. At the next meeting of the Y. M. C. A. Mr. Barger stated that a number of public documents, placed in the possession of the Rev. W. A. Rankin by Hon. G. W. Scofield could be obtained, and suggested the establishment of a library in connection with the association work. On October 18, 1871, a committee consisting of one member from each church represented in the membership of the association was appointed to procure subscriptions for the purpose of procuring a library-the subscription agreement to provide that the association shall expend not less than $500.00 for that purpose, and that the subscription shall, when paid, be considered fees, in advance, for the use of the library. The subscription was at once opened, in the Warren Savings Bank, of which Mr. Barger was then cashier, and soon amounted to upwards of $800.00.

A library committee, the Rev. W. A. Rankin, chairman, was appointed with full power to proceed in the formation of a library.

This committee leased for three years, at $225.00 per year, with the privilege of sub-letting the second floor of the Verbeck Building, now occupied by Printz Bros., in Water Street, now Pennsylvania Avenue. The large back room was appropriated to the meetings of the association. The south room, front, was reserved for the library, and the north room rented to Dr. W. V. Hazeltine for his services as librarian. The library room was furnished at a cost of $110.00. James Clark, Jr., who had a planing mill on the island, donating $12.00 in materials.

Six hundred and nine books, mostly standard works, were purchased at a cost of approximately $500.00. The collection of Judge Schofield numbered 203 volumes.

A set of rules was adopted and pasted in each book. Those that are of interest at this time read as follows:

"The library will be open on Wednesdays from 2 to 5, and Saturdays from 2 to 5 and 6 to 9 o'clock p. m."

"The price of a perpetual ticket, entitling the holder to the use of the library as long as it shall last is $75.00, or a ticket for one year $5.00, and for any part of a year, not less than one month, at the rate of $6.00 per year." "No person shall hold more than one book at a time, or keep it longer than two weeks, but at the expiration of that time it may be renewed for two weeks-excepting a new publication, which cannot be renewed until it has been in the library four months."

February 23, 1872, the library was formally opened. The public exercises were held in Roscoe Hall, in the third story of the building now occupied