The voters of not fewer than three states have recently been called to pass upon a proposal to make elementary education a government monopoly. No more un-American policy could possibly be conceived or entered upon than this. Men and women who have never heard of Plato or his Republic, have been assiduously urgent, in Oregon, in Washington, and in Michigan, that one of the chief policies expounded in that famous work be introduced into twentieth century America. How hopelessly reactionary their proposal is, remains wholly hidden from their consciousness. If elementary education is to become a government monopoly, there would seem to be no good reason why secondary education, higher education, research, and all forms of charitable and eleemosynary work should not take the same course. The sphere of government would then extend its glacierlike hand over the sphere of liberty, and what had been smiling meadows and fertile valleys filled with beautiful flowers and making place for happy homes, would pass into the ice-cold and death-dealing clutch of government. It is high time for Americans to desist from that flippancy which characterizes so large a part of the public press and so many of the office-holding class, and to think seriously of these things.

Program of Studies in Applied Science

In the Annual Report for 1913 (pp. 36-39), announcement was made that, in connection with the celebration of the fiftieth anniversary of the establishment of the School of Mines, the Schools of Mines, Engineering and Chemistry were to become, after July 1, 1914, advanced or graduate schools, and that a prerequisite for admission to their courses of instruction would be at least three years of study in a college or scientific school of high rank. It was pointed out that such had been the intention of Professor Egles

ton and those who were associated with him in the original proposal for the organization of a School of Mines made in March, 1863. The condition of higher education in the United States at that time, however, made it impossible to carry out the plan in the form in which it was submitted and, therefore, the School of Mines began its long and successful career in the best way that existing conditions made possible. A half century later there was a strong body of opinion in the Faculty and among the alumni in favor of attempting to enforce the standards of maturity and accomplishment for admission to the School of Mines that had originally been proposed. It was felt that the development of scientific education in the United States in the intervening years had been such that this could wisely and safely be done, and that while the number of students enrolled in these Schools would naturally decrease, their quality as well as their prospects for future usefulness and distinction would be of the best. It was unfortunate that the introduction of this new standard should have coincided with the outbreak of the World War, which was to disarrange for a decade the educational plans and hopes of millions of young men. Nevertheless, the Faculty persisted in their carefully defined policy, and have measurably succeeded in attracting a substantial company of thoroughly well prepared advanced students of engineering, who may well become leaders of their profession in the years to come.

There was, however, a considerable body of opinion, represented both in the Faculty and among the alumni, which held that while the new and advanced program of study should not be interfered with, there should be introduced by its side a program that could be accomplished in shorter time and that would satisfy the needs and ambitions of a very considerable number of

scientific students. The Alumni Association of the Schools of Mines, Engineering and Chemistry at a meeting held on April 30, 1923, formally memorialized the Faculty on this subject. Numerous conferences were held between representatives of the Faculty and of the alumni, and between representatives of the Faculty of Applied Science and representatives of the Faculty of Columbia College. As a result, there was planned and adopted, to go into operation at the opening of the academic year 1924-1925, the optional and shorter course described by the Dean of the Faculty of Applied Science in his report (pp. 119-120), which leads to the degree of Bachelor of Science in Engineering. It is believed that this course, while leaving the longer and more advanced course wholly undisturbed, will satisfactorily meet the need that has been felt and urged by a large number of alumni and by many members of the Faculty itself.

With these two programs of study side by side the Faculty of Applied Science is now able to offer a satisfactory course of instruction to those who wish to prepare themselves as speedily as may be for the practical work of engineering, as well as to those who are ready and willing to give a longer time to the more thorough study of engineering principles and problems.

University

Patents

Following the application by a member of the academic staff for the University's cooperation in the development and use of a scientific discovery made by him, the Committee on Education made a careful study of the principles involved in this suggestion and of the practice prevailing elsewhere. It was the wish of this academic officer that the University, in whose laboratories and under whose auspices his scientific discovery had been made, should share in the practical benefits of the discovery, to the end that funds might be available from

this source to promote research in this and allied fields. So soon as the Committee on Education entered upon the consideration of this interesting topic, they were made aware of the fact that there were numerous research workers on the staff of the University who were interested in the question and who desired to have some form of University cooperation adopted and applied. This question is arising, and is bound to arise, wherever universities set up important research undertakings and institutes. For example, at the University of Illinois. the principle is formally recognized that the results of experimental work carried on by or under the direction of the scientific or teaching staff of the College of Engineering and the Engineering Experiment Station, and having the expense thereof paid from the University funds or from funds under the control of the University, belong to the University and the public, and should be used and controlled in ways to produce the greatest benefit to the University and to the public. More recently, the University of Toronto, in whose laboratories insulin was discovered as a remedy for diabetes, has worked out a plan for the administration of the patent rights that were granted to the discoverers of this new product. If this undertaking is successful, the University of Toronto may receive a substantial sum each year for use in aid of research.

After careful consideration of this important matter in all its aspects, the Committee on Education came to the conclusion that while no University officer should be under compulsion to assign to the University any patent that might be issued to him for a discovery of his own, even if that discovery were made in the University's laboratories, nevertheless the University should be prepared to accept the assignment of such patents in cases where that action approves itself to the judgment

of a competent University authority. As a result, an Administrative Board of University Patents was established, to consist of the President of the University, the Treasurer, and not to exceed seven other persons to be appointed for a term of three years upon the nomination of the President. Members of this Administrative Board may be either trustees, administrative officers, members of the teaching staff, or alumni. This Board has been given authority in their discretion, subject to the direction and control of the Trustees, to accept for and on behalf of the University by assignment or otherwise, either directly or through trustees or holding corporations, patents, patent applications, royalties, licenses, or rights therein covering discoveries, inventions or processes, whether produced by members of the teaching staff of the University by use of University laboratories, or otherwise; also trade-marks or proprietary names; also copyrights of literary works owned or produced by members of said teaching staff or others; and to make arrangements on such terms and in such way as they may approve for the use, manufacture, sale or other disposition thereof, or of rights therein, with power to arrange for the use or division of the proceeds thereof.

The purpose of this new and important departure is, by the cooperation of the University and its authority, to protect the discoverer or inventor of a patentable article or process, to ensure that the public be served under the best possible conditions and at a reasonable price, and to enable the University itself to share in the benefits of the patent, to the end that the funds at its disposal for the promotion of research may be increased.

It is too early in the history of this undertaking to predict its results or its importance, but it is generally accepted as a significant and helpful advance in University policy.