five following named organizations: Student Government Association, Christian Association, Athletic Association, Barn Swallow Society and class organizations.

Any student may support passivelythat is, have membership in-these six organizations: Philosophy Club, Education Club, Social Study Culb, Consumers' League, College Settlements Association, Equal Suffrage League. Any student may belong to one of the following named organizations: Spanish Club, Deutscher Verein, Alliance Francaise, Magazine, Scribblers' or Debating Club. Membership in the six societies, Phi Sigma, Zeta Alpha, Shakespeare, Tau Zeta Epsilon, Agora and Alpha Kappa Chi, is regarded as a reward of merit under the new plan and does not exclude from membership in one of the six above mentioned clubs.

A system of grouping of organizations has been worked out to arrange for dates, as well as times and hours of meetings. It has been decided that there shall be eight dramatic entertainments during the year, distributed according to the plan of one major and one minor play in the first and second terms, respectively, leaving three major plays and one minor play to occur in the third and final term of the year. These arrangements, recommended by the committee, have been adopted by the academic council and have therefore become the law of the college for 1911-12 and 1912-13, at the end of which time the question is to be reconsidered.

were: Church of England, 11,008 schools and 2,468,062 places; Wesleyan, 242 schools and 81,417 places; Roman Catholic, 1,073 schools and 391,864 places, and Jewish, twelve schools and 10,554 places. Classed as "undenominational and other schools," were 522 schools with accommodation for 130,177 scholars. In the certified schools for the blind there was accommodation for 2,213; deaf, 4,167; mentally defective, 11,680; physically defective, 4,418, and epileptic, 464.

The number of schools in England was 19,348, of which 12,366 were voluntary, providing accommodation for 6,638,786 children. In Wales the number of schools was 1,851 (678 being voluntary), with accommodation for 513,360 children. In England 157,407 teachers were employed in the ordinary public elementary schools, and in Wales. 14,182. The average attendance during the school year was 4,976,416 in England and 387,690 in Wales.

In England 316,581 girls attended cookery classes, while 174 boys attended similar courses. Other special classes were attended as follows: Laundry work, 118,160; housewifery, 24,920; combined domestic subjects, 6,768; dairy work, 130; gardening, 1,022 girls and 32,276 boys; handicraft (other than light woodwork), 223,591, and light woodwork, 882.

The staff of adult teachers in the English schools was composed as follows: Certificated, 30,101 men and 61,351 women; uncertificated (including provisionally certificated), 5,021 men and 35,427 women; supplementary, forty-three men and 13,817 women; provisional assistant teachers, sixty-eight men and 392 women and teachers, 773 men and 1,551 women.

The number of grant-aided secondary schools in England was 841; with 8,825 teachers and 141,149 pupils. There were also thirty-five recognized technical institutions, and number of teachers being 736 and the number of students on account of whom grants were made 2,584.

Chinese Students in American Universities

There have recently arrived in the United States seventy-two Chinese students, three of whom are girls, seeking higher education in the various universities and schools of technical instruction in mining, agriculture, engineering and the like. China now has in training in American educational institutions more than 800 students. Compared with the Chinese population of uncounted teeming millions, the number may seem inconsequential, but the fact is of tremendous significance. Comparatively few years ago Japan adopted the policy of sending some of its brightest young people to the United States, not only to enter our universities, but to travel over the country and make report on political and industrial conditions generally. With amazing rapidity Japan awakened from centuries of somnolence and the Chinese, apparently, are about to follow their example. Instead of sitting at their temple doors, repeating again and again, "How great is Confucius," or doing things just because they have been done that way for thousands of years, the educated young Chinese who will return to their native land, will be busy spreading the gospel of progress.

Menace in Vocational Education

Dean West of the graduate school of Princeton University is moved to protest against the rising menace to American university life involved, as he believes, in the increasing demand for vocational education to be given by colleges to students eager to earn a living. He is oldfashioned enough to believe that the whole is still larger than any of its parts; that a universal view of life is better than a particular or specialized view; and that the chief aim of universities is to teach men to live the whole life and to have wide horizons. He does not deny that technical and vocational training has its place, even in a university curriculum, such instruction, for instance, as Harvard has lately started to give to business men or to youth looking

forward to the higher ranges of business. But such training, he contends, should be subordinate to and not coordinate with the liberal or cultural studies; it best comes after the groundwork for a larger view of life has been laid by an academic course that has been broad and nonutilitarian. Dean West makes a distinction between the obviously and immediately useful and the permanently valuable as a suitable goal for a youth's endeavor and a university's teaching ambition.

In obediance to convictions similar to these, Woodrow Wilson, during his presidency at Princeton, led that venerable institution away from the German back to the British university type; and in consequence it has been attracting to it students desiring this older and more traditional form of education. Recently Amherst College has seen some of its alumni urging that it make a specialty of the cultural form of education and thus win to itself as students and teachers men who desire the broader foundation. To a degree this demand has been met by the trustees in their plans for the future. Harvard, under President Lowell, has reacted from the excessive specialization of a former regime, and is now insisting upon more unity and harmony of relation between the studies chosen by any student entering the college. Later, of course, the graduate school will provide full opportunity for special training.

No doubt what Dean West has in mind as he speaks of a "menace" is the competitive strain that comes between western state universities and eastern privately-endowed universities as the former steadfastly go on democratizing, deliberately adjusting their teaching methods to popular demands and needs and consciously affecting the daily life of the people whose taxes support the institutions. Dean West evidently is afraid that under the stress of this competition, which may diminish the number of men from the West taking their courses in the East, the older eastern foundations will feel that they, too, must fit students for "the struggle of life."

He insists that such is not the business of a university, but rather to "help the world in its effort to rise above the struggle of life."

Here, as in so much else in disputation that involves education, everything depends upon agreement as to what life is, and what culture means, and whether economic success is or is not the basis of an enduring civilization.

A New England university free to all the young men and women resident in

University for New England States

New England states, and reaching out through extension courses to every nook and corner of them, is the plan behind the movement which has succeeded in getting through the Legislature of Massachusetts a bill directing the State Board of Education "to investigate the matter of improving and making more uniform the education now furnished by the various high schools in the commonwealth, and also of providing higher and supplementary education as a sequel to the public school education now provided." David Snedden, state commissioner of education, is now busy gathering information and arranging for a conference of educators to be held in Boston this month.

The technical work of the board is to ascertain if existing institutions do meet the real need of the Massachusetts public, and if not wherein it can be met, whether by the state working with or through those already in existence and to which it makes yearly contributions, or by establishing a university absolutely under its own control. The investigation will include not only Massachusetts but New England as all of these states will be asked to co-operate, this being the expressed wish of the Massachusetts Legislature.

This will be done by inviting the Governor of each state to appoint two persons, one the chief educational officer of the state, to unite with the Board of Education for Massachusetts to work out an educational plan. Public hearings for

the purpose of getting a free expression from all the people will be held in different parts of New England.

The College Athletics Discussion

Appropriately with the season, the question of athletics in the colleges is being discussed. The New York Tribune is authority for the statement that in spite of the wide divergence of opinion among college and university heads regarding the prominence of athletics in the activities of the institutions, there seems to be no immediate prospect of a curtailment of the athletic branches. Rather does it seem that sports are more and more being included in the contests between colleges and classes in various institutions. In other words, there is a greater rivalry in football, rowing, and baseball than there is in debating or purely academic rivalries.

Experts, of course, disagree. President Harris, of Amherst, is an earnest believer in athletics, while President Lowell, of Harvard, thinks that the emphasis placed upon sports is entirely too great. As a matter of fact, there is a happy medium, and when this is observed, both the university and the student will be the gainers thereby. Proper regard for physical development is helpful to every young man. It gives him muscular strength, confidence and courage, and imparts qualities which he cannot obtain by the use of the midnight oil. If the body be developed at the sacrifice of the mind, however, a one-sided and incomplete education is the result. What is needed is a curriculum which allows athletics but does not subordinate mentality. It is true that many colleges secure patronage through a successful football or baseball team, but in the end this character of support is not most desirable, and it will have no lasting value.

Athletics will continue to be an attractive feature of university life, but good management will see to it that no institution fails in achieving educational success by subordinating the development of the brain to the acquisition of brawn.

German and American Schools Compared

Superintendent Stratton D. Brooks, of the Boston public schools, who has been abroad several months studying European school systems, speaking of the essential difference between the German and American school systems, said in a recent interview:

"Many details of the German school system can undoubtedly serve as suggestions for desirable improvements in our own schools, but the German school system as a whole if transferred to America would fall far short of accomplishing what the American people expect from their schools. The first great difference is that the aim, or at least the result of the German system is to train pupils to obedience to laws made by some one above them, while the American system aims to train pupils to participate in the making of the law. In the main the German system produces a class to be governed, while the American system produces a class that governs as well as being governed. This attitude pervades This attitude pervades both discipline and instruction.

"In discipline, German schools are where the American schools of thirty years ago were. That is to say, the pupils are trained to that self-control which comes from obedience to an outside authority instead of to that selfcontrol which arises from one's own personal initiative. The reverence for the teacher that we hear so much about is the reverence of form and not of substance and is akin to or perhaps identical with the class feeling so prevalent in Europe. It thus reflects the home and is supported in the home where the father still retains the autocratic authority of patriarchal times.

"In scholarship also the teaching is dogmatic; the lesson to be learned is not questioned; the result is that German pupils know more thoroughly the elements of the subject studied, but that they have had much less training in the judgment-forming side of education, with the result that they are better qualified for subordinate positions and less. well qualified for positions of leadership

than American pupils are. They lack, on the whole, the initiative ingenuity and ability to meet new and complicated problems that characterize the men and women who have completed the courses in the American schools.

"In some particular cases, for example the continuation schools, the German

system offers many valuable suggestions, provided the modifications necessary in order to adapt the system to American conditions are made."

of the Negro

The Atlanta University Negro Conference has made its second investigation into the activiOccupations ties of the collegeCollege Graduates bred negroes in this country. As a result of its inquiries it estimates that there are 5,000 negroes who are graduates of colleges in this country, including institutions for the whites and the blacks. Of the latter there are thirty-two; thirteen only, however, being institutions of importance. The interest of the inquiry lies in what it discloses about the occupations of the negro college graduates. Of those replying to its communications the conference found that 53.8 per cent were engaged in teaching, 20 per cent were in the ministry, while 3.8 per cent practised law and 7 per cent medicine. Thus 84 per cent of the negro graduates, if these figures are true generally of the 5,000, are devoting their energies where their race needs the services of better educated men-in teaching, preaching, medicine and law. The race has suffered much in the past from ignorant teachers, ignorant preachers and foolish, superstitious healers. It requires the leadership of educated negroes, and apparently higher education is supplying this need.

The statistics showing the section of the country in which the college-bred negro finds his work are also instructive. The conference found that of 103 college-bred negroes of Northern birth 34 per cent went South to work among their own people, while of 682 graduates born in the South all but 15 per cent remained in that section. Thus the better educated negro finds his occupation

(2) how to persuade the wrong men to attend something else," writes Allan Wilson Porterfield in the New York Times. "There is nothing sacrosanct about an A. B. degree. To say that a certain fellow should not be in college is not necessarily any more of a reflection on him than it would be on the memory of John Ruskin to say that he would have made an egregious failure as the foreman of a stone quarry. It is the old and hackneyed question of the idealist and the materialist, both indispensable to the righteous welfare of a republic.

"The four-year college course is a tradition, beautiful in itself, but expensive. It is expenses that we are trying to avoid; and these expenses are, in the long run, being increased rather than diminished for the great majority of all those men who are spending their long summers sliding boats out of a shed, carrying ice water, waiting, bringing, and above all things else, crossing the Atlantic on a cattle ship. A man who really wants a college degree is losing time when he is associating with cows! Of course, he is gathering material for a dissertation on 'Stevedores and Stewards; Their Problems and Their Prospects,' well and good. But this is not his aim. Or, as you say, he has been reading Defoe, Dumas, and Verne. Well, if these immortal sons of light have thus inspired him, he has read them wrong.

"To my knowledge, there is, aside

from studying, but one wise way for an unwealthy undergraduate to spend five months out of twelve, and that is, by private tutoring in a good and wealthy family-of which there are some. And if he can't do this, let him take out a little life insurance, and then borrow the money to complete his course-by reason of undisturbed study and summer schools-in less than three years. Then let him do something at once remunerative and dignified, and by the expiration of the traditional fourth year he will have an unmortgaged college degree and a very gratifying degree of waterproof culture and pleasant experience."

Academic Manners

The dean of Columbia University, whose duties bring him closer to the undergraduate than any other official gets, has felt it timely to preach a homily on the manners, or lack of them, of the student-world. He is certain that in the reaction against former stateliness and formality of conduct and of reverence of pupil for master there has been too wide a swing in the other direction. He does not dispute that in kindly intent to do good and to be helpful both to fellow students and to denizens of so much of the outer world as men come to know during an academic career, the modern college or university man is commendable. He admits that students now come to colleges and universities, to a far greater extent than formerly, from homes where instruction in manners is not deemed requisite. Once only the gentlybred went to college. Now the doors are open to all, and all persons of all social grades pass through them.

Nevertheless, Dean Keppel is far from satisfied with either the theoretical or the practical estimate put upon good form and manners by educational administrators, by teachers and by students. He contends that if it be true, as he seems to admit, that the chief defect of American college youth is lack of a sense of responsibility, then there is no better way of supplying what is lacking than to insist that students shall "realize a respon