A HIGH-SCHOOL student in the state of Oregon is no longer pursued by supersalesmen of the state's institutions of higher education. He no longer receives floods of literature singing in extravagant terms the praises of the one and only Alma Mater worthy of the name, nor is he persuaded to attend the University and study architecture when he should be at the State College learning engineering. Oregon has abandoned the old cycle of struggling for more students to warrant larger legislative appropriations to build more buildings to house more students, and so forth ad exhaustium. The state system of higher education, through its HighSchool Contacts Committee, looks to the day when every high-school Senior will choose to attend the University of Oregon not because his best friend is going there, or to go to Oregon State College not because his father once lustily sang, O.S.C., our hats are off to you, but because the major field of work in which he is interested is located at the State College or at the University or at one of the normal schools. In less than two years, a correlated program of high-school contacts, uniting the interests of the state institutions of higher education, the State Department of Education, and the high-school executives, has succeeded in eliminating the proselyting of high-school students and the harrassing of high-school principals by constant visitation of high-pressure speakers, has reduced the heavy expense of duplication in promotional work, and has effected an unbiased and scientific system of guidance and counseling that reaches every highschool student in the state. The unified program of high-school contacts, which has met with enthusiactic praise not only from the principals of Oregon high schools, but also from the officers administering both secondary and higher education in the state, embraces the following organization: First, a state-wide committee, responsible to the Chancellor and the Board of Higher Education, to administer the program of highschool contacts, with personnel representing the six state institutions of higher learning, the State Department of Public Instruction, the HighSchool Principals' Association, and the High-School Superintendents' Association. Second, the employment by the committee of a full-time high-school