course needs to be brought in close
contact with the actual economic working of society. The theory may be
useful to the man who expects in the end to teach economics. It is of
next to no value to the writer on public affairs. Of what possible use
is it to him to learn the various theoretic explanations of
Boehm-Bawerk's cost and value? The newspaper man needs to see these
things and be taught them as Bagehot wrote on them and Walker and
Sumner taught them.

=General science course of inestimable worth to the journalist=

In Columbia, this change is already recognized as necessary. So in
political science, the actual working of the body politic needs to be
taught, and this is too often neglected for explanatory theories and a
special interpretation. A single elementary course in chemistry,
physics, or biology presupposes two or three more courses which fill
out the special opening sketch. Newspaper works requires a general
account of science, derided by the scientist who is himself satisfied
in his own education with a similar sketch in history. These general
science courses are being smuggled in as "history of science," or
"scientific nomenclature." Much can be done in a year with such a
three-hour course, if the teaching be in exceptional hands; but
adequate treatment requires two years of three hours, one on organic
and one on inorganic science. The latter should give a view of
anthropology and the former dwell on the application of science in
modern industry.

=In history attention must be focalized on modern movements=

College history courses end thirty to fifty years ago. The journalist
needs to know closely the last thirty years, at home and abroad. Weeks
given to colonial charters in American history are as much waste as to
set a law student to a special study of the Year Books of Edward I
and II. College students have to put up with a good deal of this kind
of waste. If twelve hours can be assigned to history, three should be
on the classical period, three introductory to the modern world, three
to European history since 1870, and three hours for American history;
at least two of these three hours should go to American history since
Garfield.

=Recent progress in all subjects must be summed up for the student of
journalism=

The writing course should be used to supplement this by articles on
both these fields so that a student will learn the sources of history
for the last thirty years, its treaties,