I 228 ;63 •py 1 Educational Guide FOR FOREIGN STUDENTS \^ Educational Guide A HANDBOOK OF USEFUL INFORMATION FOR FOREIGN STUDENTS IN THE UNITED STATES OF AMERICA • O f irv?^.^-^ iru — . ■ 'O - I f .i L ' s^ J^ «t, Additional copies of this Guide may be procured from the Pub- lisher at 50 cents per copy. Published by The Committee on Friendly Relations among Foreign Students 124 East 28th Street, New York I 9 I 7 ^'^' \^^ll,'i Copyright, 19 17, by Charles D. Hurrey JUN 30 1917 DCI.A467681 FOREWORD In publishing this Educational Guide, the Committee on Friendly Relations among Foreign Students has kept in mind the student and educator outside of the United States. An effort has been made to give general information concerning foreign students in North America — their number, distribu- tion, activities, and problems; also a brief sketch of the de- velopment of higher education, and the equipment and facili- ties of American colleges and universities. It is hoped that through this publication many questions in the mind of the prospective student visitor may be satisfactorily answered. The cooperation of the institutions whose announcement ap- pears on these pages is gratefully acknowledged. On behalf of the Committee, Charles D. Hurrey, General Secretary. CHAPTER I FRIENDLY RELATIONS 111 tlie ediicatioiial program of the United States there is no more interesting development than the migration of students from all parts of the world to the centers of learn- ing in North America. Fully 6,000 foreign students, in- cluding 300 women, are enrolled in the LTnited States, classi- fied approximately as follows: 1,500 Chinese, 1,000 Japanese, •-2,000 Latin Americans, 250 from Armenia, 150 from India, and about 1,000 from European countries, Africa, and the Philippine Islands. ■ Considered from any viewpoint, the individual members of this group of six thousand students, representing fifty nations, are a most important factor in the spread of modern educa- tion. About one third of the students from abroad receive scholarships from their governments; the remainder are pri- vate students sent by their parents, missionaries, and other foreign residents. Some idea of their intellectual quality can be gained from the fact that they are required to pass difficult examinations before they can be appointed as government scholarship men; most of the private students go abroad as a result of their own initiative and perseverance. Judged from the political and commercial standpoint, tlie foreign students are an important class, because many of them represent families of wealth and j^olitical power. As future leaders their influence cannot be overestimated, and no body of men and women can wield more potent influence for righteous peace among the nations. The length of the foreign students' sojourn in the United States varies from two to eight years; they are enrolled in 5 over five hundred different institutions in every part of the United States and Canada; at least ten universities each enroll one hundred or more. A variety of motives actuates them in selecting courses and determining their relation to student activities: some have come to have a good time and to satisfy curiosity; others are primarily interested in learning English; a few are registered in military schools by anxious parents, for the sake of the moral discipline afforded; many are studying political science, economics, and democratic gov- ernment, while a far greater number are pursuing courses in engineering, dentistry, medicine, and agriculture, with a view to entering technical and professional callings. An interesting group of government teachers from Japan are working for ad- vanced degrees in graduate colleges, and a growing number of promising students from all nationalities are being trained in theology, medicine, and teaching, preparatory to engaging in professional work among their own people. ^Appreciating the meaning of the presence of so many future leaders of the nations, thoughtful American people are asking, "How can we help make the sojourn of these students pleasant and profitable?" "By what means can we facilitate their investigations?" "In what way can we protect them from evil and introduce them to the best features of our civilization?" With a view to answering satisfactorily inquiries similar to the foregoing, and also in order to render immediate service to foreign students, the Committee on Friendly Relations among Foreign Students has been organized and for the past three years has been devoting its attention to the solution of problems affecting the welfare of students from abroad. Offices are maintained in New York at 124 East 28th Street, and in addition to a secretary for general administration, Chinese, Japanese, and Latin American secretaries are em- ployed to cooperate with students of their own nationalities. Local committees have been appointed in the principal uni- versities, charged with the responsibility of promoting friend- 6 Convention of Association of Cosmopolitan Clubs, New Haven, 1917 Japanese Delegation, Northfield, 1916 m ship among foreign students. Among the most effective means for reaKzing the objective of the Committee may be mentioned the following: 1. Meeting foreign students at the pier upon their ar- rival, assisting them with their baggage, and guiding them to the headquarters for new students, hotels, or railway stations. 2. Establishing an Information Bureau at the new stu- dent headquarters, equipped with maps, handbooks, univer- sity catalogues, correspondence material, list of satisfactory rooming and boarding places, parcel check room, telephone service; also an Employment Bureau and reliable student guides to direct the foreign students. 3. Providing mature counsellors, capable of advising for- eign students regarding courses to be taken, registration and enrollment in classes, relationship to fraternities, athletics, religious societies, dramatics, and other student organizations and activities. 4. Arranging for receptions in university buildings, pri- vate clubs, and homes; these social gatherings are sometimes international, but frequently national in scope, such as "Japanese Night," "Latin American Night," etc., the enter- tainment being provided by foreign students. In some in- stances an invitation is extended by a professor and his wife to all foreign students to spend an evening in their home; in larger institutions the different national groups are thus received. The Cosmopolitan Club, whose membership is open to all nationalities, frequently arranges a social evening for foreign students; successful Thanksgiving Day dinners, Christmas and New Year entertainments have been given in many universities. 5. Organizing discussion groups for the purpose of study- ing social and moral problems and the best methods of re- lating college men and women to the solution of such problems. 6. Giving assistance in certain studies, particularly Eng- lish; exchange lessons with Latin American students on the part of those desiring to learn Spanish and Portuguese have been successfully conducted. 7. Arranging excursions, "hikes," and motor tours to nearby places and institutions of interest. Managers of im- portant industries and directors of social service institutions are glad to receive visits from groups of foreign students. 8. Friendly visiting; social calls are made at foreign students' rooms, special attention being shown to those who may be ill or discouraged. 9. Providing opportunities for self-help. Many foreign students need to earn part of their expenses and are willing to do any kind of work; local committees are active in dis- covering employment for such students. 10. Providing faculty advisors; several institutions have appointed one or more professors to advise foreign students regarding studies, life-work, relation to community life, etc. A most valuable service is thus rendered and should be greatly extended. 11. Offering suggestions concerning magazines, papers, and books of special interest to different nationalities and of character-building value; the availability of such publications in libraries and reading-rooms is made known to men from abroad. 12. Distribution of books, pamphlets, and other gifts, especially at Christmas time, Easter, and at summer con- ferences; certain authors and publishers have indicated their willingness to cooperate in this method of disseminating helpful literature. 13. Giving letters of introduction to foreign students to be presented to professors, business men, and other friends during vacation visits or upon transferring to another uni- versity. 8 14. Extending a personal invitation to each foreign stu- dent to attend special lectures or entertainments; faithful efforts are put forth to make sure that foreign students hear addresses by distinguished speakers. 15. Encouraging North American people to invite for- eign students informally to their homes, for an afternoon or evening, and to have these students feel free to call on them whenever they desire. 16. Exercising great care to surround with true friend- ship any foreign student who may be in grave moral danger or indulging in harsh criticism of people representing other races or religions. A directory of all foreign students in the United States and Canada is published annually and distributed among students from abroad, deans of colleges, and diplomatic and consular representatives of foreign powers in the United States. Similarly, the Committee publishes and distributes a handbook of useful information for foreign students. Two magazines are published by Chinese students; the Japanese students publish a bi-monthly magazine, and occasional bul- letins are issued by students from India, Korea, and Armenia. Under the auspices of the Committee, an Information Bureau for Latin American students has recently been es- tablished in New York, with a Spanish-speaking secretary in charge. With the cooperation of educators, government offi- cials, and steamship companies, this Bureau is answering many inquiries of prospective students and arranging to meet upon arrival students coming from the republics of South and Central America, Mexico, and the West Indies. A genuine interest in the foreign student is manifested by several American colleges in the granting of scholarships, thus enabling a number of worthy students to secure an edu- cation in spite of the lack of financial resources; such stu- dents are also assisted in completing their course by earning 9 part of their expense money, through service to the uni- versity authorities or people in the community. One of the most effective methods of promoting friend- ship and soUdarity among the Chinese students has been through national organizations, such as the Chinese Students' Alliance and the Chinese Students' Christian Association. These societies have afforded students from China an oppor- tunity to reveal their initiative and organizing ability; by means of conventions, dramatics, addresses, and magazine articles, they are interpreting to North America the ideals and aspirations of their people. Student summer conferences continue to offer the su- preme occasion of the year for rallying the ablest foreign students in fellowship with choice American students and professors. During a ten-day period in June, 191G, three hundred and thirty students, representing thirty different nationalities, accepted the hospitality of the Committee by becoming delegates to such conferences. Opportunities and Perils of the Foreign Student Residence in the United States means both opportunity and danger for the ambitious foreign student. He values highly the privilege of learning the English language and of getting acquainted with the manners and customs of North American people; his long cherished desire to make a first- hand study of democratic government, gigantic industrial and commercial enterprises, and a modern educational sys- tem is gratified. Moreover, he is enabled to see his home country from a distance and to make comparisons; his is a rare privilege also, to correct any misunderstanding or wrong impression held by American citizens concerning the nation and people which he represents. These progressive future leaders are keen to discover the agencies and methods em- ployed in moral and social reform. They are most grateful for an opportunity to visit institutions maintained for the care of the sick, the aged, and the poor, and of talking with 10 experts in the promotion of prison reform, sanitation, and public health. The dangers which confront the foreign student are not less numerous than the opportunities. Being an object of curiosity in many institutions, he must constantly battle against the subtle pride or conceit which results from receiv- ing too much attention; if accompanied by others of his nationality, he is in danger of becoming clannish and of lapsing into the use of his native language, manners, and customs, thus restricting his progress and breadth of training. To form a snap judgment or hasty opinion based on super- ficial observation is one of the real dangers of the foreign student. Not many students from abroad suffer a physical or moral breakdown, but the possibility of such disaster is greater among them than with others, because they do not readily participate in athletic games, they have to study very hard, and they are far removed from home restraints; hence they must constantly be on their guard against the formation of destructive habits practiced by thoughtless American young men. Another real danger is the gaining of a mass of book knowledge and theories, but little, if any, practical experience in the application of such knowledge; upon returning home, therefore, they discover that they are of little use in the old surroundings, and their condition is doid^ly precarious if they have lost sympathy with the vital needs of their people. Many a returned student has failed because he desired an easy job and all of the comforts and luxuries which he enjoyed in the United States. As might be expected, a few foreign students squander their time and money, but the majority are making an excellent record and winning honors in scholarship. In the further extension of the ministry of friendship among foreign students, we must be guided by experience. It is apparent that a far greater personal interest in the social and moral welfare of such men should be shown by fellow students and professors. This disappointing confession 11 is made by an eminent professor and world traveler: "I am too busy to see much of any class of students outside the classroom"; he then adds the following discriminating sug- gestions: "It would ])e good if some organization could get some good fellows to be, as it were, Big Brothers to our foreign fellow students, each taking one such student as his friend, going about with him, taking him to university functions, athletic games, etc., and explaining to him our ways and customs. Again, it would be fine if professors would have foreign students, two or three at a time, to tea at their houses, along with some North American students, so that they could catch their spirit." Another professor of international prominence, in speak- ing of our relation to foreign students, says: "It is not so much the knowledge that they will take home, as the impres- sions received more or less informally, that will color their attitude in future years." The problem of minimizing the perils and multiplying the moral safeguards of foreign stu- dents is the problem of discovering a sympathetic, faithful American friend for each student. By intimate association with the Oriental and the Latin, the Anglo-x4merican student will be much enriched. From the man of India he will learn to be religious, the man of China will teach him filial devotion, in the Japanese he will find commendable stoicism, and the Latin American can give him lessons in courtesy. 12 CHAPTER II AMERICAN EDUCATION The American educational system can never be treated as a unit, for it comprises many varieties of organizations in forty-eight independent states. At the beginning of the nine- teenth century there was no system to speak of. There were at that time a few colleges, several academies or fitting schools, and elementary schools, but in the course of the century a unique system of education has been developed and today it covers the whole land. The parts of this system may be mentioned as follows: 1. Elementary schools within reach of every home. 2. High schools, or secondary schools, in every consider- able town. 3. Land grant colleges, with special reference to the agricultural and mechanical arts in all the states. 4. State universities in practically all the states, except- ing a few Eastern states. 5. Normal schools, or training schools for teachers, in every state. 6. Free schools for defectives in all the states. 7. National academies for training officers for the army and navy. In addition to this public educational system, there have been developed many remarkably well equipped institutions of private foundation, such as kindergartens, music and art schools, industrial schools, professional schools, denomina- 13 tional colleges, and universities, some of which have attained a world-wide reputation. Kindergarten The American kindergarten owes its existence to the effort of Miss Elizabeth Peabody, of Boston, who after hav- ing read about Froebel's kindergarten in Blankenburg, Ger- many, went to study under Froebel in 1867. She returned the following year and established the first kindergarten in Boston. In 1874 Mr. S. H. Hill, of Florence, Mass., con- tributed funds to found the first charity kindergarten. The greatest charity kindergarten system developed in San Fran- cisco, where the Golden Gate Association maintained at one time as many as forty-one charity kindergartens. Hon. W. T. Harris, formerly superintendent of St. Louis Pu})lic Schools and later United States Commissioner of Education, opened in 1873 an experimental kindergarten in connection with the public schools of St. Louis. This proved to be a success and the movement spread throughout the country. The maternal movement, which originated from the Chicago Kindergarten College, has greatly aided the growth of kindergarten educa- tion in America. x\t present there are over 4,500 kinder- gartens, public and private, which enrol upwards of 200,000 pupils. Elementary School In 1635 Boston voted a school and funds to support a master for elementary education. Plymouth, Weymouth, Roxbury, Dorchester, Salem, Cambridge, and other New England towns had schools before 1650. The management of the district elementary schools began in most cases with the church and gradually came into the hands of the smallest political subdivision, known as a "district" (about four square miles). The schools held three (sometimes four) months' session in the winter. The elementary schools receive children at the age of six or seven and cover a period of eight years, although some 14 cities have extended it to nine years. On the other hand, there is a movement now on foot wliich endeavors to shorten the elementary school period. In such an institution as the Elementary Scliool of the University of Chicago, a successful experiment is being conducted, which proves that seven years are sufficient to cover the elementary school curriculum. Secondary School The earliest secondary school in this country is the Boston Latin School, which was established in 1635 by vote of the citizens in a town meeting. Following the Boston initiative, similar schools were established in New Haven (1642), Hartford (1642), and New Amsterdam (1659). The William Penn Charter Scliool of Philadelphia and King Wil- liam's School in Annapolis are the foundation of this period. The Revolutionary W^ar was a time of transition and a new type of institution known as the Academy sprang up, follow- ing the English precedents. The Academy was established by Benjamin Franklin in Philadelphia in 1753. At the be- ginning of the nineteenth century, the first step in the estab- lishment of public high schools to supplement the academies was taken, under the lead of Boston, in 1818. The course covers a period of four years, and in some cities a fifth year has been added. American College The American College was the first institution to be founded for the higher education of earlv settlers. Harvard was the first college to be established in America — the date of its foundation being 1636, just eighteen years after the Pilgrim Fathers landed at Plymouth Rock, when Boston was a village of about thirty houses. The second college, that of William and Mary, was founded in Williamsburg, Va., in 1693, and the third college was Yale, which originated with a meeting of pastors in Branford, near New Haven, and was located at Saybrook for fifteen years after its establishment in 1701. To this early period belong also such colleges as 15 Pennsylvania (1740), Princeton, formerly College of New Jersey (1746), and Washington and Lee (1749). In the second i^eriod, beginning just before the Revolution, a new spirit prompted the organization of colleges along more in- dependent lines. This period saw the establishment of King's College, now Columbia, in 1754, Brown (1764), Queen's, now Rutgers (1766), Dartmouth (1769), Hampden-Sidney (1776), followed some time later by a new type, the state universities — Tennessee (1794), North Carolina (1795), Georgia (1801), Indiana (1820), and Virginia (1825). Many small de- nominational colleges, some of which have attained a great prominence, like Williams (1793), Bowdoin (1802), and Am- herst (1821), were also founded. In the third period, which began in the latter part of the nineteenth century, three great causes for the advancement of American higher education were at work: the Civil War, commercial prosperity, and the scientific movement. Under this stimulus came such institu- tions as Cornell (1868), Johns Hopkins (1876), Leland Stan- ford Junior (1891), and the University of Chicago (1892). The American college is a unique institution. It seems to find no exact counterpart in the educational system of any other country, although it has been influenced by the Uni- versity of Cambridge. 'Tt occupies the place of central importance in the historic outworking of American higher education, and remains today the one repository and shelter of liberal education, as distinguished from technical or com- mercial training, the only available foundation for the erec- tion of universities containing faculties devoted to the main- tenance of pure learning." Traditionally its curriculum covers a period of four years, and grants the baccalaureate degrees. There are usually three kinds of undergraduate degrees, namely, A.B., B.S., and Ph.B. The first. Bachelor of Arts, usually requires the two classical languages of Latin and Greek, the second. Bachelor of Science, the two modern languages of French and German, while the third, Bachelor of Philosophy, Latin and one of the modern languages. 16 American University The most significant feature of the American institution of higher learning is its lack of standardization. The terms "college" and "university" have a distinguishing content, al- though they are often confused. According to the definition given by the Carnegie Foundation for the Advancement of Teaching, the college is a simple institution with "at least six professors giving their entire time to college and univer- sity work, a course of four years in liberal arts and sciences, and requiring for admission not less than the four years of high school preparation, in addition to the grammar school studies." The university, on the other hand, is a complex institution which includes, in addition to the college proper, several specialized departments and professional schools, such as colleges of engineering, agriculture, medicine, veterinary medicine, dentistry, law, commerce, journalism, pharmacy, education, and theology. At the top of all is the Graduate School of Arts and Sciences, which developed out of the German philosophische fakultdt, which grants the degree of Ph.D. on the completion of at least three years' work in some special field of research. The forms of American university are two: (1) Univer- sities unconnected with colleges, such as Clark and the Catholic University of America. From both of these insti- tutions women are excluded. ('2) Universities united with colleges and professional and technical schools. The great majority of the American universities are of this latter type. The following departments are usually established by an American university: Philosophy, Psychology, Education, Po- litical Economy, Political Science, History, History of Art, Sociology and Anthropology, Household Administration, Com- parative Religion, Oriental Languages and Literatures, New Testament, Old Testament, Comparative Philology, Greek, Latin, Romance Languages, English, German, General Lit- erature, Mathematics, Astronomy and Astrophysics, Physics, 17 Chemistry, Geologj^, Geography, Zoology, Anatomy, Physi- ology, Botany, Pathology, Hygiene, Bacteriology, Public Speaking, and Physical Culture. An interesting accompani- ment of the American entry into the Great War is the estab- lishment of the department of Military Science and Tactics with an army officer as its professor. In addition to the regular courses in the university proper, the professional schools each have elaborate curricula of their own, that are open to the students in the university. Education of Women The higher education of women began with the found- ing of Mount Holyoke Seminary (now Mount Holyoke College) at South Hadley, Mass., in 1837, as the result of a campaign by Mary Lyon. But it was not until after the Civil War that the period of the establishment of women's colleges began. In 1855 Elmira College was founded, followed by Vassar (1861), Wells (1868), Smith (1871), Wellesley (1875), Bryn Mawr (1880), Mills (1885), Goucher (1888), and Rockford (1892). In the Middle West coeducational institutions developed early, and women were admitted on an equal footing with men. Oberlin Collegiate Institute (now Oberlin College) was opened in 1833 and offered instruction to women as well as to men. The third class of institutions for women comprises those affiliated with larger universities, among which are the following important colleges: Radcliffe (1879), affiliated with Harvard University; Newcomb Memo- rial (1886), affiliated with Tulane University; Western Uni- versity College for Women (1888); Barnard (1889), affiliated with Columbia University; and the Women's College of Brown University (1892). Administration The administration of an American College and Univer- sity is by no means uniform, but as a rule it consists of the following five bodies : 18 1. The Governing Board, often called the Board of Re- gents in state institutions and the Board of Trustees or Overseers or Fellows in private universities. 2. The officers, comprising President, Secretary, Treas- urer, Registrar, Bursar, Comptroller, and Chaplain. 3. The Faculty, which is graded as professors, associate professors, and assistant professors. In some institutions the professors constitute the "University Senate." Deans and head professors are appointed from tlie faculty. 4. The Alumni Association, which comprises all graduates of any institution. 5. The Undergraduate Body, which is organized into a Student Council. Entrance Requirements Admission to American Colleges is based on the com- pletion of a four-year course in a secondary school, which expressed in terms of "unit" is the equivalent of sixteen units. "A unit represents a year's stud}^ in any subject constituting approximately a quarter of a full year's work." Two methods of admission are: (1) by certificate from an accredited high school, prevailing in the West, and (2) by examination, usually followed in the East. Curriculum The College offers a four-year course leading to the Bachelor's degree, of which there are three distinctions, namely, A.B., B.S., and Ph.B. At -first the courses were prescribed, but now the elective system prevails, although absolutely free elective system is nowhere to be found. The usual custom is to make it partly elective and partly pre- scribed. The still later development known as the "group sys- tem" came to meet the needs of students, first put into practice at Johns Hopkins. The theory is that work should 19 be concentrated along certain lines to definite ends. Princeton was a pioneer in what is called the "preceptorial system" by which each student is carefully protected from negligence in study. The assistant professors are the preceptors, whose duty it is to meet the students in little groups to give advice and test the faithfulness and accuracy of their work. The so- called "honor system" endeavors to cultivate honesty in examinations. The offender is usually suspended. The semester plan is followed by most universities — the first semester extending from the latter part of September to early February, and the second semester terminating about the middle of June; in many institutions a summer session is conducted from the latter part of June until the middle of August. Some of the universities in California open in August and close in May. Mid-year examinations are given at the end of the first semester and final examinations at the close of the second semester. Expenses The tuition fee for collegiate instruction is from $40 a year to $150 or $'200. The courses in medicine, law, and dentistry are usually more expensive, averaging $200. The Massachusetts Institute of Technology charges $!250 a year, and $500 to students in naval engineering. Most state-aided institutions charge small fees and some- times no fee, as at the University of California. Non-resident fees are occasionally charged to foreign students; thus Wis- consin charges $100 in addition to the regular tuition. The living expenses vary from $15 to $48 a month, ac- cording to location and standard of living, although students of wealth spend as much as $4,000 a year. The student will find a great variety of educational in- stitutions; abundant opportunity is afforded for the pursuit of cultural studies and for extreme specialization in every branch of knowledge. Over 400,000 students are enrolled in institutions of higher learning in the United States, and the 20 annual cost of education in colleges and universities exceeds $100,000,000. For a complete list of schools, colleges, uni- versities, trade schools, etc., the reader is referred to the United States Bureau of Education, Washington, D. C. The annual report (two volumes) of the United States Commis- sioner of Education, containing complete list of colleges and universities, as well as other valuable information, may be secured upon application to the United States Bureau of Education. Scholarships and fellowships are available in almost all institutions. The Committee on Friendly Relations among Foreign Students is making a definite endeavor to secure more scholarships for students from abroad, to which certain generous responses have already come. There is usually a loan fund in every institution from which money may be borrowed without interest, to be returned after graduation. Opportunities for self-lielp are also abundant and an em- ployment bureau is usually conducted by the College Young Men's Christian Association. The commonest forms of work are: janitor service, care of furnaces, selling commodities, waiting on tables, clerical work, and tutoring. There is prac- tically no class distinction between the poor and the rich, in American universities. Information Concerning Typical Institutions In order to give the student some idea of the require- ments, facilities, and estimated annual expenses in different kinds of colleges and universities, the following statistical tables are printed: 1. A State University located in a city of the IVIiddle West, with a population of 18,000; the total student enrol- ment exceeds 7,000 and the number of foreign students is about 200. A matriculation fee of $'-25.00 is charged all foreign students and a diploma fee of $10.00. 21 Schools or Departments Tuition AvcriKje Total Annual Expenses per Student Excluding Tuit ion Entrance Requirements Lemjth of Course College of Literature, Science, and the Arts %m Too great variation for "average" Four year High School course or equivalent 4 years Colleges of Engineering and Architecture $87 Books. $^2()-$^2o Lab., $10-30 Instruments, $^25-$yO Four year High School course or equivalent 4 years Medical School (includhig Lab. fees) Books, $1'20 Two year col- lege course, including lan- guage, j)hysics, chemistry, and biology 4 years Law School $77 Books, $40 Two year college course 3 years College of Pharmacy $77 Laboratorv, $30 Books, $14 Four year High School course or equivalent 3 and 4 years Homeopathic Medical School $1^20 (including Lab. fees) Laboratory, $70 Books, $'2.5 Two year col- lege course, including lan- guage, physics, chemistry, and biology 4 years College of Dental Surgery %Vll Books, Listrumenls, and Laboratory, $11.5 Four year Higli School coiuse or e((uivalent 4 ^•ears Graduate School $G2 Too great variation Four year col- Indeter- for "average" lege course minate 2. A Military Institute making moderate charges, located in a town of 8,500 population. Departments Tuition Average Total Expenses per i Annual Student, Entrance Lenqth of Civil Engineering $100 Exclui ding T $37o uition Requirements 12 units Course 10 months Electrical Engineering $100 $375 12 units 10 months Chemical Engineering $100 $375 12 units 10 months Liberal Arts $100 $375 12 units 10 months 22 3. A Polyteclinical Institute, located in a city of 75,000 popu- lation in an Eastern State. Departments Engineering Science Graduate School Average Total Annual Tuition Expenses per Student, Excluding Tuition $3.50 $205 $205 $150 $350 $350 Entrance Requirements Length of Course Usual 14 units 4 years Usual 14 units 4 years Must he a graduate of a first class college 1 to 3 years 4. A Denominational (Church stipported) college in a city, of 50,000 population, about four hours' journey from New York. Departments Tuition Average Total Annual Expenses per Student, Excluding Tuition Entrance Requirements Length of Coiirse Colleges of Arts and Pure Science $150 $350 l-iYz units, 4 years standard 4 years 4 years Engineering $200 $350 High School 4 years Chemistry $200 $350 or equivalent 4 years 23 CHAPTER III COLLEGE LIFE Athletics Foremost among all the student activities stands athletics ; usually four types of teams are organized — baseball, football, basketball, and track. Track athletics includes running, jump- ing, weight-throwing, pole vaulting, and sometimes crews for boat racing. Other forms are hockey, fencing, tennis, etc., but the chief interest is in baseball in the spring and football in the fall. The teams are usually trained by a "coach" and members are selected from students who maintain a certain standard of scholarship. The greatest game of football is played between Harvard and Yale, and in 1916 the audience which assembled in the Yale Bowl to witness the game num- bered 70,000, and the gate receipts were over $140,000. Class spirit is strong in every college and frequently manifests itself in a "scrap" or "rush" between new students and upper class men; severe restrictions are sometimes im- posed upon freshmen — such as requiring them to wear a special cap — or render all kinds of menial service to the older men. In athletic circles the general custom prevails of award- ing the "varsity" letter (right to wear on sweater or cap the first letter of the university) to students who qualify as mem- bers of any university athletic team. Fraternities and Clubs Fraternities and sororities are important social organiza- tions of students. The first Greek letter fraternity was the .B.K., an honorary society formed in the College of William 24 and Mary in 1776, membership in wliich is based on liigh scholarship. Later professional honorary fraternities were formed, such as T.B.Il. in engineering, Sigma Psi in science, etc. Out of this has developed a purely social type of fra- ternity, probably the oldest of which is (hi Phi, organized at Princeton in 1824, but its successors are quite unlike it in nature; consequently the first fraternity is thought to be the Kappa Alpha, organized at Union College in 1825. Today there are over 100 fraternities and sororities, with total mem- bership of more than 200,000. While some fraternities welcome congenial foreign stu- dents of similar social standing into their constituency, rela- tively few have become members. On the Pacific Coast some foreign students either own or rent their own club houses where they can enjoy social hours. Beside social clubs, there are other organizations for special purposes, namely, debating, dramatic, musical, literary, as well as clubs for specialized academic purposes, such as Cercle Fran9ais, Deutscher Verein, Philosophical Club, Engi- neering Club, etc. CoRDA Fratres — Association of Cosmopolitan Clubs — is a Federation of Clubs which are organized in many of the leading universities for the purpose of promoting inter- national good will by bringing into fellowship selected repre- sentatives of each nationality within a given university. The motto of the Cosmopolitan Club is "x\bove all nations is Humanity"; a monthly magazine is published in Urbana, Illinois, and an annual convention is held. In several uni- versities a clubhouse is maintained. The President for 1917 is Professor H. A. Miller, Oberlin, Ohio. The Chinese Students' Alliance is an organization of all Chinese students in the United States. By means of annual conventions in different parts of the country, and by the publication of a monthly magazine, the chief aims of the Alliance are accomplished, namely, the promotion of acquaint- 25 ance and fellowship — the dissemination of knowledge regard- ing Chinese affairs, and unifying the work and interests of Chinese students in America; headquarters are maintained at present at 510 West 124th Street, New York. The Chinese Students' Christian x\ssoctation is a national organization of Chinese students interested in devel- oping Christian character. A bi-monthly magazine is pub- lished by the Association, committees are appointed in different sections of the country, and annual conferences are held; the General Secretary is Mr. S. J. Cliuan, 124 East 28th Street, New York. The Hindusthan Association of America is an organi- tion of British Indian students for the purpose of promoting the welfare of Indian students and giving the American stu- dents and professors accurate information regarding India and her j^eople. A monthly magazine is published at 504 South Goodwin Street, Urbana, Illinois. The President for 1917 is Mr. Rofidin Ahmed, 20 Rutland Square, Boston, Massachusetts. The Union of Christian Students of India seeks to develop Christian faith and character among Indian students. A monthly bulletin is issued; the President for 1917 is Mr. M. J. Patet, Central Theological Seminary, Dayton, Ohio. An Armenian Student Organization, national in scope, is maintained; the President for 1917 is Mr. M. D. H. Mou- sigian. Teachers College, New York. Similar organizations have been perfected by Greek and Korean students. Local clubs of Japanese students have been organized, likewise of Latin American students, but no national organi- zations have been perfected. College Journalism College Journalism has also been developed to a remark- able degree. The practice of issuing student papers began early 26 w Em 'A O in tlie last century. Today almost every college has either a weekly or monthly. In larger universities regular daily papers are published. Harvard, Yale, and Cornell have as many as eight publications conducted by students and alunnii. College Young Men's Christl\n Associations The first college Young Men's Christian Associations were organized at the Uni^'ersity of Michigan and the Uni- versity of Virginia in 1858. In 1877 the intercollegiate divi- sion of the Association was formed. Since then the growth has l)een rapid, until there are at the present time 800 student Associations in schools and colleges, with a total membership of about 80,000. During the past year $400,000 were ex- pended for current expenses. The Association exists as a friendly adviser to the stu- dents who are surrounded with temptations of many kinds. Often emploj^ed secretaries are maintained, weekly meetings are held for devotional purposes, Bible classes are conducted within the college and in the neighborhood, settlement and other forms of social work are carried on, employment bu- reaus are operated, and summer conferences are planned. At the summer conferences a special inducement is offered to foreign students to attend by granting them the privilege of being the guests of the conference. In many universities a commodious building has been erected for the Association, equipped with social and com- mittee rooms, auditorium, reading room, and dormitories. Foreign students are most cordially welcomed to the mem- bership and privileges of the Association, and are invited to participate in its program of service. Summer Conferences x\nnually during ten days in June, North American stu- dents with their friends from abroad assemble in special conventions or encampments. The object of these meetings 27 Watku Sp(jkts at a Simmer Conference is the promotion of acquaintance and good will, and the development of Christian character; addresses are given by men of international prominence, groups are organized for the discussion of social, moral, and religious questions, and the afternoon of each day is devoted to healthful recreation and good fellowship. Nearly 400 foreign students attended these Conferences in 1910. Further information regarding location, dates, etc., may be obtained from the Committee on Friendly Relations among Foreign Students. 28 CHAPTER IV GENERAL ADVICE AND INFORMATION Hints from the Experience of Foreign Students 1. Guard your health — take daily exercise in the open air, secure at least eight hours of sleep each night, eat slowly; drink plenty of pure water; play athletic games. 2. When studying, concentrate all your powers on your task, protect yoiu- eyes by making sure of good light. 3. Get acquainted with people, broaden yourself by attend- ing receptions and social gatherings where you can meet students from other nations. 4. Read some of the best papers, magazines and books in order to keep up with the progress of events and ideas. 5. Participate in some student activities — athletics, journal- ism, debating, dramatics, musical organizations, etc. 6. Attend a student summer conference. 7. Inspect some of the best organized social welfare institu- tions, such as settlements, playgrounds, hospitals, etc. 8. Learn the cheers and songs of your college. 9. Register your name and address with the Young Men's Christian Association Secretary or some person who can serve you in case of accident or sickness. 10. Do not come to the United States without available re- sources to the amount of at least $500 gold and a work- ing knowledge of the English language. 29 How TO Spend the Summer Vacation Students away from home, who are not under the neces- sity of earning money, sometimes visit points of interest during the summer or go to popuhir summer resorts — while others attend summer school and pursue special reading courses. Those who desire to earn something seek employment in factories, offices, on farms, as chauffeurs, etc. Occasionally American friends entertain foreign students as their guests in the country or at the seashore. It is important that the student shall employ the summer so as to increase his physical, social, intellectual, and moral efficiency rather than in idleness and dissipation. Books on American Civilization The American Commonwealth — Bryce. The United States, with excursions to Mexico, Cuba, Porto Rico, and Alaska — Baedeker. As Others See Us — Brooks. Great American Universities — Slosson. America, The Land of Contrasts — Muirhead. The Spirit of America — Van Dyke. These books may be found in public libraries or ordered from Association Press, 124 East 28th Street, New York. Student Periodicals of Interest to Foreign Students The Student World — official magazine (quarterly) of The World's Student Christian Federation, 124 East 28th Street, New York. The North American Student — official magazine (monthly) of the North American Student Christian Movement, 25 Madison Avenue, New York. Chinese Students' Monthly — official magazine of the Clii- 30 nese Students' Alliance in U. S. A., 510 West 124th Street, New York. Liu Mei Tsing Nien — official magazine (bi-monthly during academic year) of the Chinese Students' Christian Asso- ciation, 124 East 28th Street, New York. The Hindusthanee Student — official magazine (monthly) of the Hindusthan Association of America, Nalanda Club, Urbana, Illinois. The Cosmopolitan Student — official magazine (monthly) of Corda Fratres, Association of Cosmopolitan Clubs, Cham- paign, Illinois. The Japanese Student — magazine (monthly') representing Japanese students in U. S. A., 747 East 36th Street, Chicago, Illinois. Holidays in the United States of America Independence Day July 4th Labor Day First Monday in September Election Day . . Tuesday following first Monday in November Thanksgiving Day Last Thursday in November Christmas December 25th New Year January 1st Lincoln's Birthday February 12th Washington's Birthday February 22nd Memorial Day May 30th Money The dollar ($), divided into one hundred cents, is the unit of currency in the United States. Gold coins are not in general circulation, except on the Pacific Coast. The silver coins are the dollar, half-dollar, quarter, and dime; the five- cent piece is made of nickel, and the one cent is copper. Paper currency consists of treasury notes, gold and silver cer- tificates from one to ten thousand dollars. The silver dollar is in more general circulation in the western part of the 31 country than in the East. For convenience in sending money by mail, money orders may be purchased at any post office and at the offices of express companies. Time A standard of time for tlie United States was adopted in 1883. Eastern time prevails from the Atlantic Coast to a line running through Detroit and Charleston; Central time (one hour slower) from this line to a line running from Bis- marck, North Dakota, to the mouth of the Rio Grande; Mountain time from the Bismarck line to the west boundary of Idaho and Arizona, and Pacific time for the remainder of the countrj^ When it is noon (twelve o'clock) in New York, it is eleven a. m. in Chicago, ten a. m. in Denver, and nine A. M. in San Francisco. Baggage Transportation costs about 2^ cents per mile, and each passenger is entitled to carry 150 pounds of baggage free, in addition to hand baggage. Trunks and heavy baggage should be checked and forwarded in the baggage car; if one shows one's railway ticket to the baggage master in the railway station, a check is attached to each article, and the railway company assumes responsibility for safe delivery of baggage to destination. The passenger may claim his baggage by presenting duplicate check at destination and arrange with a transfer company for its delivery to hotel or residence. In all railway stations there is a parcel check room, where packages, umbrellas, hand baggage, etc., may be checked at the rate of ten cents for each twenty-four hours or less. Street Cars, Carriages, and Taxicabs In practically every city the fare for street car, elevated, or subway is five cents, with privilege of transfer upon re- quest. The fare for carriage or taxicab varies according to 32 distance and number of persons, there being no service less than twenty -five cents. Post, Telegraph, and Telephone Offices Each city and village has a central post office and in larger cities there are branch offices. Mail boxes are located at intervals at street corners; stamps may })e purchased at hotels and in most drug stores. Offices of the Western I^nion and Postal Telegraph com- panies are located in the principal hotels, railway stations, and other parts of each city; the mininuun rate is twenty-five cents for a ten-word message. Local and long distance telephone stations are found in all hotels, railway stations, and office buildings; a charge of five cents is generally made for local calls. Climate The winter season extends from December to March, during which the temperature in the eastern and northern states varies from thirty degrees below zero to fifty degrees above zero Fahrenheit, and in the southern and Pacific Coast region from fifteen to eighty degrees above zero. The summer season covers the period from June to October, and the temperature varies from a minimum in the northern states of forty degrees to one hundred and ten degrees in the south. Places of Special Interest Among the scenic features of the United States which are most frequently visited are Niagara P'alls, Niagara, New York; Yellowstone Park, Montana; The Grand Canyon, Ari- zona; The Yosemite Valley and the big trees of California; Mammoth Cave, Kentucky. Students will enjoy a visit to Washington, the Capital of the Nation, where they may see not only the government buildings, including the Capitol and White House, but also 33 the Washington and Lincoln monuments, the Library of Congress, the Pan-American L^nion Building, the Corcoran Art Gallery, Red Cross Building, Smithsonian Institution, National Museum, etc. The Metropolitan Art Museum in New York, Boston Public Library, and scores of other museums and galleries are worthy of a visit. Societies of Special Interest to Foreign Students The American Asiatic Association, '-ISO Madison Avenue, New York City, is composed of members who are interested in the commercial, industrial, and social relations between the United States and Oriental nations. Asia, an illustrated monthly magazine, is the official journal of the Association. The Japan Society, 165 Broadway, New York City, seeks to promote friendly relations between the United States and Japan, and to diffuse among the American people a more accurate knowledge of the people of Japan. Lectures and entertainments are given and a monthly bulletin is issued to members. The Pan-American Society, 15 Broad Street, New York City, is organized to promote acquaintance among represen- tative men of the LTnited States and those of the other Re- publics of x\inerica by showing hospitality and attention to visitors from the Latin American Republics. The Pan-American Union, Washington, D. C, is active in Ijringing the Americas into more intimate relationship; an il- lustrated monthly magazine is pul)lished, official receptions are given, and lectures are often delivered by representatives of the LTnion. 34 ALFRED COLLEGE ALFRED, N. Y. UNDERGRADUATE COLLEGE COURSE IN SCIENCE AND ARTS Xecnnical courses in Ceramic Engineering and Applied Art. Expenses moderate. Catalogue on application. Address BOOTHE COLWELL DAVIS, President ALFRED, N. Y. ATLANTA UNIVERSITY (Chartered 1867) ATLANTA, GEORGIA (Opened 1869) ATLANTA UNIVERSITY is an institution established for the Chris- tian and liberal education of youth, regardless to race, sex, or color. It was chartered for this purpose fifty years ago, and has in this time sent out almost nine hundred colored young men and women, as gradu- ates of normal school and college. They have been almost universally suc- cessful in positions of influence and responsibility. Atlanta University is finely located in the city of Atlanta and surrounded by an ample campus. It possesses seven attractive brick buildings well equipped for classes of high school and collegiate grade, and for the purposes of the boarding department. There are also excellent facilities for instruc- tion in manual trainip.g and domestic science. The buildings are fitted with modern plumbing, and the surroundings are sanitary and wholesome. The boarding department accommodates one hundred and sixty pupils, who are surrounded with helpful home influences. The fare is simple and wholesome. Athletics and the customary student literary and religious societies are encouraged. Excellence in character and success in class- room work are factors of prime importance. Applicants for admission to Atlanta University preparatory courses must have completed eight grades of grammar-school work or its equivalent. The cost of board and tuition in the normal school and college is $17 a month. In cases of need some reduction from this amount is possible. Eor further information, address President, Edward T. Wark, Atlanta University, Atlanta, Georgia do AMHERST COLLEGE AT AMHERST, MASSACHUSETTS A College of Liberal Arts and Sciences — Founded in 1S21 Alexander Meiklejohn, Ph.D., LL.D., President COURSES OF STUDY THE College offers a four years' course leading to the degree of Bachelor of Arts; also a graduate course of one year leading to the degree of Master of Arts. Undergraduate courses may be so arranged that graduates can obtain degrees from technical schools by two years of additional ^*"^^" ADMISSION 1917 For admission without conditions fourteen points are required. Candidates who lack the full entrance requirement must present at least eleven and one-half points including not less than two in English, two in an ancient language, and one in mathematics. Those who are admitted with either two points or three points in Latin may remove their conditions in this subject by doing a corresponding amount of extra work in Greek in college. Entrance Examinations, June 18-23, are those of the College Entrance Examination lioard, held at Amherst and elsewhere. Entrance Examinations, September 12-18, are held at Amherst. Graduates of certain preparatory schools are admitted on cer- tificate, without examination. The certificates and pass cards of the New York State Board of Regents are accepted in place of ex- aminations. The Porter Admission Prize of $50 is awarded annually for the best examinations on entrance subjects. GENERAL INFORMATION The academic year includes thirty-six weeks of term time, the courses of study being arranged by semesters of eighteen weeks each. There is a Christmas vacation of two weeks, a Spring recess of eight days, and a Summer vacation of thirteen weeks. Com- mencement Day is the Wednesday before the last Wednesday in June. The tuition fee is $140 per year. The privileges of Pratt Gym- nasium, Morgan Library, etc., are free to all students. The annual award of fellowships and prizes exceeds $3,000. The beneficiary funds of the College aggregate $350,000. The College Library contains 110,000 volumes. Pratt Field and ITitchcock Field afford ample facilities for athletic sports. Requests for catalogues and for information regarding entrance requirements, scholarships, etc., should be addressed to the Secre- tary of the Faculty, Amherst College, Amherst, Mass. _ BELOIT COLLEGE BELOIT, WISCONSIN Founded in 1846 EDWARD D. EATON, President IT is probably no mere accident that a Chinese lad of sixteen years, having left his preparatory school in Shanghai and entered Beloit College, could, in April, 1917 (within two and one-half years after entering), win for his college a State contest in oratory and later come within one point of winning the Inter-State Oratorical Contest in which he com- peted against carefully chosen representatives from colleges and universities in a large number of states. Such a record is possible only in an institution in which a Foreign Stu- dent receives the largest possible amount of personal instruction from com- C. LiKig & Go. BELOIT COLLEGE CAMPUS petcnt teachers who have at their disposal ample equipment and who find in the student at least a fair amount of ability. A large endowment and a painstaking search for desirable teachers make possible competent instruction. Ample income provides needed apparatus and equipment and a not-too-large number of students enables the instructors to give careful attention to the needs of the individual student. These are reasons why Beloit College is a desirable institution for Foreign Students. For full information and illustrated bulletins address E. H. Light, General Secretary, Beloit College, Beloit, Wisconsin, U. S. A. 37 ■' ■ '* fi h \ (ft New Swimmim Pool, 60 x 120 feet Red-Blooded Boys at