Some months ago, in this page, I printed a letter from a Michigan teacher who complained that although federal funds were at his disposal if he would enroll for educationist courses in counselling and guidance, no sort of aid was available if he wished—as he does—to undertake serious graduate study in history. Someone—whether waggishly or soberly inclined, I know not—asked educationists of the School of Educa-tion at Syracuse University for their opinion of my remarks. This inquiry prompted Mr. Virgil M. Rogers, dean of that School of Education, to write a letter; and one of my cloak-and- dagger people has delivered into my hand a copy of that missive.
Kirk
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