Abstract

Social conditions have increased in complexity in all fields of activity; as a consequence the public junior college is facing grave doubt and perplexity as to its achievement of significant results in the midst of these complexities. These institutions have grown so rapidly in the past several decades that their leaders and administrators have had little time to give critical consideration to their purposes and methods. Attention has been directed chiefly toward the concrete and physical aspects of the problem, leaving little of the time of practical school men for consideration of the underlying philosophical issues and problems involved. These issues are now growing in intensity and can no longer be avoided nor submerged in more immediate and practical considerations. The procedure is to survey first the general philosophy of the American junior college; secondly, to study the philosophy of the Texas public junior colleges in terms of their catalogue statements and standards of their accrediting agencies; third, to survey the organizational and administrative practices of the Texas public junior colleges, and in terms of these practices to show the relationships of these junior colleges to secondary education.