SCHOOL and college relations have received the attention of educatorsJCHOOL and college relations have received the attention of educators for many decades. At first the entire emphasis was on giving the schools directions for preparing students for college. These efforts resulted in such traditional cornerstones of education as the Carnegie unit, college preparatory subjects, and college admission requirements. Now in 1954 the nature scope of school and college education has changed so greatly as to demand increased efforts to articulate these two levels of American education. Fortunately, a strong movement in school and college relations is developing on both the state and national level. The following are some points of view and trends which should be considered in dealing with this problem. THE SCHOOLS' POINTS OF VIEW Schools have accepted varied and complex responsibilities for the education, growth, and welfare of all the children of all the people. College preparation is only one of the responsibilities of the comprehensive high school. Schools want adequate freedom to provide the most appropriate education for each youth. Schools do want to meet their obligations to college-bound youth. Schools would like help for their problems from colleges. Schools desire and need good working relations with colleges. THE COLLEGES' POINTS OF VIEW Colleges traditionally have had special functions and responsibilities to serve the more able students and to prepare them for unique roles in life. The scope and tempo of our cultural, political, and economic world are placing additional burdens on colleges to give graduates increased preparation. Since colleges are not receiving increased financial support, it is not feasible in 299 most colleges at the present time to broaden the role of college education as secondary education has done in the last few decades. Accordingly, admission to many colleges will remain selective and be designed to choose those deemed likely to succeed in college. Expansion in college enrollments should occur mainly in the two-year and smaller four-year colleges. Changes in secondary education should not ignore the needs of college-bound youth. Colleges desire and need good working relations with secondary schools. SOME PRINCIPLES OF SCHOOL-COLLEGE RELATIONS Solving our own educational problems and improving the articulation of school and college education require certain modern concepts of human relations and group dynamics as well as a thorough understanding of what is happening in school and college education. It is imperative that school and college people meet on a basis of equality in professional relationships and personal status.There should be ofhcial committees of school and college people to work together regularly on mutual problems. These committees should be independent committees, each responsible to its parent association. The committees should function as one joint committee. The joint committee should keep very active on an agenda of reasonable problems in order to develop desirab...

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