THE COLLEGE LIBRARY NUMBER THE RELATION OF THE COLLEGE LIBRARY TO THE PUBLIC W. K. JEWETT THE RELATION OF THE COLLEGE LIBRARY TO THE LOCAL COMMUNITY W. I. FLETCHER THE RELATION OF THE STATE UNIVERSITY LIBRARY - TO THE OTHER LIBRARIES OF THE STATE PHINEAS L. WINDSOR STUDENT ASSISTANTS IN COLLEGE LIBRARIES LAURA R. GJBBS THE OFFICIAL STANDARD OF THE COLLEGE CLARENCE F. BIRDSEYE THE HIGHER EDUCATION ASSOCIATION ONE LIBERTY STREET, NEW YORK. P RM C E 25 CENTS, / BROADWAY AND FULTON STREET IN i860 WITH BRIDGE AS PROPOSED AND BARNUM’S CIRCUS You are cordially invited to avail yourself of any conveni¬ ent opportunity, whether for information or comparison, to inspect my line, which com¬ prises the better things shown in foreign and domestic fabrics CHARLES C. KING (gentlemen's Jgailov 212 BROADWAY, NEW YORK Northeast Corner Fulton Street ... [ THE AMERICAN COLLEGE—Advertising Section THE REORGANIZATION OF OUR COLLEGES By CLARENCE F. BIRDSEYE Author of “Individual Training in our Colieges/' “Revised Statutes, Codes and General Laws of New York/' “Greater New York Charter/' “Birdseye's Abbott's Clerk's and Conveyancer's Assistant/' etc*, etc. :: :: :: :: :: :: :: :: :: :: 8vo, 410 pages. Blue Cloth Binding, gold stamping. Price, net, $1.75. Postage, 14 cents additional “This is the boldest and clearest plan for improving the higher education in this country which has hitherto appeared.’’— Literary Digest. “A thorough treatment of the subject from all departments of both the students’ or educators’ special concern.”—St. Louis Globe Democrat. “This volume is well worth the attention of educators. It considers vital problems frankly and free¬ ly, while keeping within conservative limits.”— Detroit Free Press. “The public, college men, and students gen¬ erally are under great obligation to Mr. Birds¬ eye, for this important work, the first in the field, is an examination into the present condi¬ tions of the administra¬ tive and student life de¬ partments in our uni¬ versities and colleges.” —Journal of Education. “He has put his finger on the most serious de¬ fect in our American colleges; he has ana¬ lyzed that defect with great skill, and has shown how composite it is; and he has offered, so far as we know, the only remedy that ap¬ pears to be as compre¬ hensive as the ill .it is designed to cure. It is not a panacea; but it is certainly a remedy not for symptoms but for the ailment itself. The governing bodies of our colleges and universities ought to be acquainted with these books, and ought not to refuse the ORDER FORM author s advice unless they find a clearer diag¬ nosis and a better treat¬ ment elsewhere.”— The Outlook. “Much of the empha¬ sis of the book is time¬ ly, and some of it com¬ mendable. The urgent need of raising the so¬ cial and moral stand¬ ards and the general educational influences of the student’s environ¬ ment; the need of re¬ storing somehow the di¬ rect influence of the teacher and the placing of the calling in its proper professional status; the checking of the ambitions of the col¬ leges for numbers, and their showy forms of at¬ taining publicity; a more simple and effec¬ tive supervision of the machinery of the college ‘plant’ — in these and similar topics there is common ground for the interchange of views and suggestions.”— The Dial, Chicago. .,•••■... 19 . The Higher Education Association, 1 Liberty Street, New York. Gentlemen: Kindly send to the undersigned.copies of “THE REORGANIZATION OF OUR COLLEGES/' Name. Address. Amount Enclosed, $ In answering advertisements please mention The American College THE AMERICAN COLLEGE—Advertising Section t i A Unique Idea Financial Reports show results expressed in • terms of money. They are made up of balance sheets, and income accounts indicating the earnings or losses. They do not convey conclusive data as to what might have been done; Or, what may reasonably be expected in future. Everything depends upon the organization or man-machine. The stock holders have a right to know whether or not it is efficient. Bankers and investors are also making this inquiry. This knowledge is obtainable from a combined financial and efficiency report. DISTINCTLY A NEW IDEA AND A GOOD ONE IT IS OURS LET US TELL YOU ABOUT IT Universal Audit Company SINGER BUILDING, NEW YORK ARTHUR TERRY, President W. J. ECK, Treasurer W. M. WILLIAMS, General Manager and Secretary In answering advertisements please mention The American College THE AMERICAN COLLEGE The contents of this magazine are protected by copyright. Permission for the reproduction of such matter will be granted where due credit is given. CONTENTS Vol. II THE AMERICAN COLLEGE, JULY, 1910 No. 4 The Official Standard of the College. By Clarence F. Birdseye - - - -277 The Relation of the College Library to the Public. By W. K. Jewett - - - 285 The Relation of the College Library to the Local Community. By W. I. Fletcher 289 The Relation of the State University Library to the Other Libraries of the State. By Phineas L. Windsor. 292 Student Assistants in College Libraries. By Laura R. Gibbs ----- 296 The Lamont Library. By Albert Knight Potter ------- 302 Tests of College Efficiency - - - - - - - - - _ • _ _ 305 College Beginnings. 312 Yale Laws Regarding the Library --------- 312 Hours of Opening the Brown University Library ------ 319 Editorials... _ . 321 The College Forum - -- -- -- -- -- -- 325 The College Community - -- -- -- -- -- - 333 The College Home - -- -- -- -- -- -- 349 The College World ------------- 343 The College Press. 351 The College Library ------------- 354 Illustration: President Arthur T. Hadley, of Yale University. The American College and its editors receive manuscripts and other material sub¬ mitted for publication only upon the understanding that they shall not be responsible for loss or injury thereto while in their possession or in transit. Copies of manuscripts should be retained by the authors. Manuscripts should be sent to the New York Office accompanied by American postage for return. WILLIAM A. ROWAN CLARENCE F. BIRDSEYE Business Manager Directing Editor Subscription price, one year, $2.50; Single copies 25c; Foreign, one year $3.50; Canadian, $3.00. PUBLISHED MONTHLY BY THE HIGHER EDUCATION ASSOCIATION No. \ Liberty Street New York City CLARENCE F. BIRDSEYE, President J. F. PERDUE, Secretary ARTHUR H. POGSON, Treasurer THE AMERICAN COLLEGE—Advertising Section The July Number -of- THE AMERICAN COLLEGE will contain the third of the series of articles upon THE OFFICIAL STANDARD OF THE COLLEGE SHALL IT BE CONSTRUCTIVE CITIZENSHIP -OR- A MARKING SYSTEM DIPLOMA? —by- Clarence F. Birdseye discussing the College Community Life in relation to the official standard of the college and to the future citizenship of the under¬ graduates. Every man interested in college or in any student therein should read these articles. In answering advertisements please mention The American College THE AMERICAN COLLEGE—Advertising Section (jflU'stcvn itcscvuc UNIVERSITY CLEVELAND :: :: :: :: :: OHIO \—Adelbert College 2— The College for Women 3— Graduate School 4— Medical College 5— Law School 6— Dental School 7— Library School 8— The School of Pharmacy IF The aim in each department is to provide the best training* IF Information or catalogs are gladly furnished by the officers of each department, or by the President of the University* In answering advertisements please mention The American College THE AMERICAN COLLEGE—Advertising Section EXTRACTS FROM THE CHARTER OF THE HIGHER EDUCATION ASSOCIATION Incorporated May 21st, J909, under the Laws of the State of New York The purposes for which said Corporation is to be formed are as follows: (A) TO IMPROVE HIGHER EDUCATION THROUGHOUT THE UNITED STATES, and in particular the internal and external conditions of the American college, by furnishing an agency and funds whereby a careful study can be made, and improvements can be brought about in the institutions of higher learning, in the following ways, among others: (1) IN THE FINANCIAL DEPARTMENT: a fuller and clearer treasurer’s annual account; an improved and more complete system of bookkeeping; and through the development of an internal cost accounting system, in addition to the present method of merely accounting for the cash proceeds of trust and other funds, a more economical and intelligent administering of the resources, funds and activities of the colleges. (2) IN THE DEPARTMENT OF INSTRUCTION: the improvement of the pedagogical training of those proposing to teach in colleges; the conserva¬ tion of the health and other interests of the instructional forces; the increase of their compensation; the provision of pensions; the safeguarding and fostering of the interests of tutors, preceptors, assistants, and other grades of junior or asso¬ ciate instructors; and the improvement of the administrative and other conditions affecting the teaching forces, collectively or individually. (3) IN THE DEPARTMENT OF THE STUDENT LIFE: the betterment of the college community life, and of the college home life, whether in the frater¬ nity home, the college dormitory or the local boarding house; the restoration, so far as possible, of the individual training of the students, mentally, morally and physically, during their college course and for their widest future usefulness as educated citizens. ( 4 ) IN THE ADMINISTRATIVE DEPARTMENT: the systematic study and wide adoption of better and more advanced college administrative methods, to secure the most efficient use of the college capital in character building and scholarliness; the devising and putting into force of new units of internal valua¬ tion of student and instructional work; the reduction of college waste and the college waste-heap in the student, instructional and other departments; the study of the college plant and field; the oversight and assistance of graduates; the bringing about, so far as is wise and desirable, of standardization and uniformity in college methods and standards; the making possible of the interchange of stu- In answering advertisements please mention The American College THE AMERICAN COLLEGE—Advertising Section EXTRACTS FROM THE CHARTER OF The Higher Education Association—Continued dents and instructors; the relieving of the instructors from administrative details, and the putting of these under charge of administrative experts, whose duty it shall be to produce in every possible way conditions conducive to more efficient work of the instructional forces, and to scholarliness. ( 5 ) IN THE DEPARTMENT OF CITIZENSHIP: the study of the civics and economics of the college itself, and of its various planes and departments, and of the relations of the student-citizens to the college state, the college com¬ munity and the college home—all with reference to their future duties, as citizens, to their commonwealth, their community, business or profession, and their homes; the founding of chairs for the stud}’- of citizenship; the reorganization and fulfil¬ ment of the duties and responsibilities which the colleges themselves owe to the State as the capstones of a system of compulsory public school instruction which has educated, at the public expense, most of the students who enter the colleges; and the restoration of the clear conception which the earlier institutions had of their direct and high obligations to the State as its public servants, to which had been intrusted public and private funds and powers. (6) AND GENERALLY to furnish means to determine and fix the true present position of the college in our educational system; to minimize the danger of injury to the colleges because of the push of the preparatory schools from below, and of the drain of the profession and graduate schools from above; and tojnaugurate and foster an active forward movement in the development of the colleges and their curricula. (B) TO PRINT AND PUBLISH A MAGAZINE OR MAGAZINES, and other periodicals, newspapers, pamphlets or books, and to do a general publishing business. (C) TO ORGANIZE AND CARRY ON A BUREAU OR DEPARTMENT FOR THE EMPLOYMENT of professors, teachers and others connected with college instruction or administration. (D) TO INVESTIGATE, THROUGH EXPERTS OR OTHERWISE, the exact conditions prevailing in the colleges, and to formulate plans to improve such conditions; to organize, develop and maintain, within or without the State of New York, voluntary and unincorporated associations and assemblages of college alumni or others interested in the affairs of the colleges or their students, whose direct object shall be to advance the cause of higher education, and to improve the administrative, business and financial situation in the colleges, in order to insure that the revision of the place, polity and ideals of the American college and the reorganization of its administration shall be in the hands of its friends and wellwishers; to raise and disburse the funds and money necessary or desirable to effectuate any of the purposes or objects of the company or the advancement of education within the United States. In answering advertisements please mention The American College THE AMERICAN COLLEGE—Advertising Section ttmbia Httxxuersitxj IN THE CITY OF NEW YORK OFFERS TO UNDERGRADUATE STUDENTS Courses for men in Columbia College leading to A. B. and B. S., and for women in Barnard College leading to A. B. and B. S. The program of studies in the College places the em¬ phasis on the quality of the student’s work rather than upon the time spent in residence, and is so arranged as to make it possible for a properly qualified student to complete the re¬ quirements both for the bachelor's degree and for any one of the professional degrees of the University in six years. TO PROFESSIONAL STUDENTS Courses for men leading to appropriate degrees in Law, Medicine, Mining, Metallurgy, Chemistry, Civil, Electrical and Mechanical Engineering. For men and women in the Fine Arts—Architecture, Music and Design—, in Education, through Teachers College; and in Pharmacy at the College of Pharmacy. TO GRADUATE STUDENTS Courses for men and women leading to A. M. and Ph.D., and under the Faculties of Political Science, Philosophy and Pure Science. Courses in preparation for the Public Service in co-operation with Yale University. The University has a Summer Session lasting six weeks, and a system of Extension Teaching. INFORMATION regarding each course is found in the An¬ nual Catalog (pp. xvi—504), price, postpaid, 25 cents, and in special Bulletins of Information, furnished without charge. Any of these, and any further information desired, may be obtained from the Secretary of Columbia University, New York. In answering advertisements please mention The American College ARTHUR TWINING HADLEY, LL.D. President of Yale University W) rH THE 'AMERICAN COLLEGE M II July, 1910 No. 4 ®i THE OFFICIAL STANDARD OF THE COLLEGE SHALL IT BE CONSTRUCTIVE CITIZENSHIP OR A MARKING SYSTEM DIPLOMA ? By CLARENCE F. BIRDSEYE THIRD ARTICLE- THE COLLEGE COMMUNITY LIFE E DUCATIONALLY the college course has always comprehended an intangible, indefinite something, which is in large part extra-pedagog¬ ical; which is outside of and usually much more developing than the classroom and examination performances of the individual student, as judged and valued by a decimal or A B C D official marking system. This unseen and indefinite something is often less the result of recitations, or of the mental effort necessary to prepare for a good recitation, than of the educa¬ tional effect upon the adolescent of a long continued and close contact with large numbers of other adolescents and with many adults of high character and great learning, at a life period when the student is ambitious, strenuous and particularly susceptible to character molding and hero-worship. In other words, the human and character building or character spoiling influence of the college course is and always has been, in many instances, of more importance, educationally and in citizenship values, than its classroom performances. Let us be thankful that the inspiring and expanding intel¬ lectual potency of a great instructor is something which cannot be measured by any marking system; and let us be assured that such a system is equally impotent to measure the educative value of the intercourse of one student with another. This human and citizenship educing of the adolescent’s latent mental and moral possibilities is accomplished, in varying degrees according to the indi¬ vidual, through his contact with his fellows in the college home and the college community, and with the faculty, outside the classroom almost as much as within it. In my last article was shown the worthlessness of the present official standard to judge the educational value of the college home influences in the formation of character and the preparation for citizenship, and to tell the 277 The American College. 278 institution w^at it could and should do in and by the college home. In the next article, will be considered the educational value of the personality and scholarly uplift of the instructor as distinguished from the marking system diploma value of classroom performances under this instructor for three hours per week; and the injustice and lowering influence of the present official standard upon both the instructor and the instructed. In the present article, let us see how utterly worthless and even debasing is the official standard of the college—based almost solely upon a marking system valuation of the fifteen hours per week of mere classroom or examination performances—in deter¬ mining the educational value of that large part of the college course which is passed in the student activities and in the college community life; and further¬ more, how much higher, educationally, the actual and unofficial standard of that community life is than the official standard of the college itself; and how much harder, therefore, it is for a college instructor to get a student to do his best work than it is for the coach in any college activity to make that same student exert himself to his utmost. As a matter of fact, the student body sets a far higher standard for itself than any college faculty would dare to set for it. In so far as the development of the habit of team work, hard work and good work, and of the sterling mental and moral forces which come with them, is of educational value, the educational atmosphere of the student activities is far higher than that of the classroom, and naturally has taken a stronger hold upon the student body and the public outside. The standard which the student body and their coaching representatives constantly enforce is well summed up in the cowboy’s epitaph: He done his damndest: Angels could do no more. The meaning and the spirit of this kind of work is too evident, and possibly the paraphrase is not less expressive than the original: Who does the best his circumstance allows, Does well, acts nobly; angels could do no more. The contrast with the official marking system standard will become increas¬ ingly evident as we proceed. To understand the utter lack of relationship of the official standard of the college to its community life, we must study the very recent origin and rapid growth of this community life, and must appreciate that it did not and could not exist in the earlier colleges, and hence that it did not add to their administrative complications. Yet, this new feature of the human education of the college course has never been properly analyzed, studied, correlated and co-ordinated by any institution, nor has it been made to help out poor The Official Standard of the College. 279 alma mater and her faithful instructors in their unequal struggles to get S itieth century educational results out of a twentieth century educational t. Hence, it is easy enough to see why the present college official standard is inherently incapable of measuring the educational forces of this new¬ born community life, or of counselling the college how it may adapt those forces, to help it solve its twentieth century problems. In its pf^sent form, the college community life is a distinct growth of the last century—I had almost said of the last half century. There was nothing at all likevt in the older colleges which, from their very inception, were mere boarding schools of the strictest type. For instance, in 1637, Nathaniel Eaton was appointed “schoolmaster” of Harvard, to take charge of the education of the “children,” manage donations, and erect the buildings. Fifty years later, Increase Mather, when elected president of Harvard, refused to resign the pastorate of the North Church in Boston for the sake of “forty or fifty children,” and thereupon continued to hold both pastorate and presidency. Corporal punishment \vas in force at Yale and Harvard until the time of the Revolution, and fagging until about one hundred years ago. But the boarding school methods were even more evident in the strictness of the rules as to study hours and the official control of the entire time and life of the pupil. These were the exact antitheses of the present rules in that they defined and fixed the hours of play rather than the hours of classroom work. The earlier laws allowed twenty-seven hours per week for “play time.” At Harvard, no student could “fie absent from his studies or appointed exercises above an hour at morning bever, [bever was the informal breakfast or lunch served out at the Buttery, afid eaten there or elsewhere, a\ distinguished from the formal dinner or supper eaten at the tables in the Hall] half an hour at afternoon bever, an hour and a half at dinner, and so long at supper.” This was the allowance for week days only, for there we^fe no outings on Sundays. The sarfie four and a half hours daily were officially called “play time” in the Yale rules; and out of them must come meals, and, for the freshmen, fagging. There were six hours per day of enforced study at Williams long a/ter 1850. In other words, the older colleges officially took strict charge of\the student’s time for 141 hours out of the 168 hours per week, and left him twenty-four play times per week, covering in all only twenty-seven hours\ less certain deductions. But the present college asserts merely its right to take fifteen hours per week for classroom work, less ten per cent, or more for cuts, and officially leaves 153 hours free. It is these 153 free hours per week which have made possible the college community life of the present form. I specially emphasize this radical difference, and this sudden growth of the college community life, so that all may appreciate the fundamental changes which it has wrought in the relative importance of the human forces of the 28 o The American College. college course—that is, of the relative educational values of the teaching and student influences—and how it has added to the administrative problems of the institution. This close control of and espionage upon the home life in the earlier colleges made impossible anything like the college community life of to-day, which has come about largely because of, first, the abandonment of its home functions by the college; second, the growth of collegiate and inter¬ collegiate activities which were formerly unknown, but which have been made possible by the college’s desire to advertise itself without any expense to its funds; and, third, its willingness to apply misunderstood German university methods to American college conditions, and,-hence to abandon all responsi¬ bility for the student’s time, except for the fifteen hours per week in which he is to perform on the recitation room benches. On the plane of the college community life, there are at least twenty- seven forms of student activities in which there are intercollegiate records, or in which—as in the glee and other musical clubs, in dramatics or in journal¬ ism—the picked champions are presumed to represent the best talent which the college contains. Already, there are indications that die next activity with intercollegiate records will be aeronautics. Consider the marked disadvantage at which its official standard puts each and every instructor of the college, when competing with these student activities. Notice how inevitable it is that the community life must walk away from the scholastic life. Student A spends an hour in Professor B’s classroom, during which he may not be called upon to perform, or in his great lecture room, where he may match pennies or read a newspaper upon the back seat. In either case, both professor and student understand that a fifty per cent, or sixty per cent, performance satisfies the official standard of the college and entitles Student A to a diploma. Inevitably, the attention of instructor and instructed is fixed upon the passing mark and not upon a growth mark. The depressing and debasing effect of such a standard, upon the work of teacher and taught, is apparent at once and to all. The falseness is quite as apparent. For, as soon as Student A passes out from the classroom into the regime of Coach C, and prepares to play football or baseball, or row on a crew, or attempt to make the track team, or the glee or mandolin club, or become the manager of any of these activities, he passes immediately into an atmosphere where his fellow students, the coach, he himself, and strange to say, old alma mater, and even Professor B, all join to urge him to “do his damndest.” Nothing less will be accepted or acceptable. That is to say, the college catalog decrees that Student A may earn fiis college diploma on a fifty per cent, basis, with extra privileges and easing off as he nears senior year; but college sentiment decrees that he can earn his college letter only on a hundred per cent, basis, and that this hundred per cent, basis must be a better one each succeeding year of his course. And The Official Standard of the College. 281 most wonderful of all, Professor B and Coach C and Prexy and the board of trustees think that this is all right, and applaud Student A when he reflects 011 the institution honor of the hundred per cent, variety in college activities; and. merely shrug their shoulders when he earns and gets a fifty per cent, diploma! President Wilson calls that part of the college, where the fifty per cent, official standard prevails, the college work; and the realm of the hundred per cent, unofficial standard, the college life. He says: \ Life at college is one thing, the work of the college another, entirely separate and distinct. . . Studies are no part of that life, and there is no competition. Study is the work which interrupts the life, introduces an embarrassing and inconsistent element into it. The faculty has no part in the life. It organizes the interference. . . Athletics and the social activities now engross the attention and absorb the energies of most of the finest, most spirited, most gifted youngsters in the undergraduate body, men fit to be scholars and masters in many fields, and for whom these small things are too trivial a preparation. . . The scholar is not in the game.* President Wilson would have made his statement even more clear if he had called the college life the hundred per cent, plane of the institution and the college work the fifty per cent, plane, sanctioned officially by the catalog and the trustees and the officers and the faculty, and acquiesced in and taken advantage of by the student body. The Texan horse thief said “Not guilty if you’re'not found out.” The Texan cowboy said, “Do your damndest. Angels could do not more.” There is just a suspicion in my mind that the former is the official motto of the marking system of the college work of some colleges, and that the latter is the recognized motto of the community life of all of the colleges. For it does look as though, in many cases, the principal use of the marking 1 system is to keep a man just at or above fifty per cent.—or whatever is the passing mark— in his classroom performances (President Wilson’s college work), so that he can display a hundred per cent, form in his student activities, or college life. Is it possible that, officially, the college circus is satisfied with fifty percent, work merely that the side shows shall have full crews of one hundred per cent, performers? I am not complaining that Yale’s star quarterback is far better known to public, parents and subfreshmen than her star professor. I can see why, under past and present conditions, such a result is inevitable. I am merely showing that, if the college community life comprehends so large a part of the college course and education, then, confessedly, the official college standard must be woefully, nay vitally, deficient, if it does not cover the college * THE AMERICAN COLLEGE, Vol. I, page 115. 282 The American College. community life. The next step forward must he along this line, and not in pro¬ viding more so-called educational facilities upon the fifty per cent, plane. Let us give more time and thought to restoring officially to the curriculum plane the “do-your-damndest” spirit which now appears chiefly in the college home life and community planes. Must it not follow, inevitably, that many of the most virile and promising undergraduates will do their best in the fields where they know that one hundred per cent, work is expected and enforced and applauded rather than in the classroom, where fifty per cent, work is the official standard? Is it not barely possible that they rightfully have a contempt for alma mater’s low and false and unmeaning official standard? In many respects, a constantly improving hundred per cent, work, on a lower plane, may be a far better education for future citizenship than constantly deteriorating fifty per cent, work upon a nominally higher plane. Too often the college official marking system ably seconds the attempt of a brilliant or capable student to “skin through” at a mere passing mark in his classroom performances, so that he push himself to a hundred per cent, of his ability in student activities. In such cases, is it not evident that the official standard arouses contempt and has an educational effect which is actually debasing and debilitating? Again, using President Wilson’s nomenclature, if it is evident that the college work, using its decimal or ^ B C D system, can get only fifty per cent, results from many bright and forceful graduates, while the college life, without anything resembling such a marking system, can get one hundred per cent, results from these same individuals, what is the educational value of such an official standard, even for the purpose of giving a rating for a diploma—to say nothing of its value in determining the growth of each student in constructive citizenship? Evidently, merely a minus value, since it occupies the whole official field, and prevents the adoption of a better and more adequate standard. The contact of the student with his fellows, in the college community life, develops or should develop such personal characteristics, as perseverance, co-operation or team work, originality, decision, firmness, quickness and accuracy of perception, toleration, breadth of view, patriotism, unselfishness, service, and many other mental, moral and physical qualities which will be of inestimable value in later years, and which will mark him as a college man. Evidently, many of these characteristics are not and cannot be best taught in the classroom. Certainly, a marking system standard, based solely upon recitations and examinations, is valueless to tell how much and why a par¬ ticular student has grown in the mental and moral characteristics above enum¬ erated. Yet, he must have these to the greatest possible extent, if he is to be a hundred per cent, husband, father, business or professional expert, citizen and man. Why, then, should the college hobble along with such a low official standard? And why should it hobble its best instructors and students with a The Official Standard of the College. 283 standard which each knows to be false and inadequate, and the futility of which is demonstrated by its nonuse on the plane where every student must “do his damndest” or become an object of contempt? In the college community life, as in the college home, virtue is its own reward, at least, so far as the official college standard is concerned. No matter how an undergraduate may serve alma mater and her highest and best interests in student activities, or in the life of the students outside of the classroom, the college gives him no official recognition—possibly because everyone realizes that really good work of that kind cannot be measured by a marking system which applies solely to classroom work. An athlete may ruin his health or suffer other losses by his honest and effective efforts for alma mater’s honor, amusement and advertising, and may lose his diploma because he can not, in addition, maintain a high classroom grade. But, at the same time, alma mater gives her diploma to moral degenerates, who have crammed and cribbed through a fifty per cent, examination. The whole history of professionalism, in college athletics, shows how our institutions of higher learning have been willing to sell their birthright of constructive citizenship for a mess of crooked athletes kept in college by the crooked use of a crooked marking system. Looked at from this standpoint, the official standard has been found a very effective instrument to carry out and then to conceal about the dirtiest work that marks our educational history of the past thirty years. If the influences and activities of the college community life constitute so much of a college education, why should they be unmeasured and unrecog¬ nized by the college? And why should not an official standard be devised which can tell the institution what has been the effect upon each individual of this important plane of its life? And what each part of the institution has done to set forward the cause of constructive citizenship in connection with the college community life? What would one think of a factory whose books gave an imperfect, unsatisfactory and misleading account of what one great department was doing, but kept no account of any kind with the other departments, and which had not even devised standards by which it could judge of the results of those other departments? But such is the case with the college factory. In the after life of the citizen, his usefulness and his real success or failure will depend quite as much upon what he learned outside of the college class¬ room as upon what he learned through his performances therein. That is to say, the value for constructive citizenship of the community life is often quite equal to that of the curriculum, especially as the latter is now conducted. If, then, the official standard is valueless as to the college home and the college community planes, am I wrong in repeating that the institution can never do its best work, in whole or in its parts, until it has a new and scientific official standard, capable of meeting its present and future demands? If the official 284 The American College. standard is far lower than that which prevails outside of the curriculum, how can the curriculum fail to fall into the second place, educationally, which, by its fifty per cent, standard, it deserves and is willing to accept? And, too often, it has landed there if we may believe the statements of college presidents and other experts. I can sympathize with the earnest instructor who, under the ordinance of the college, is compelled to accept fifty per cent, work from his students: but I have no sympathy with the organized body of instructors which, under the name of the faculty, stands in the path of true and lasting reform, merely because they conceive that this is an educational question to be handled by themselves, rather than a mere question of administration to be handled by a separate and adequate administrative department, working for their advantage; a question not of education, but rather of how the institution is using or managing its educational facilities, and, therefore, a question of administra¬ tion ; a question, not of educational values, but of how those values shall be stated, and the statistics thereof be gathered, collated and made available. In no well organized factory is it any longer necessary for the highest priced producers to bother about the administrative details. They are not allowed to fritter away their time upon matters which others trained in such lines can better attend to. But here again comes in the most important phase of all. Whether the college, or its faculty or its trustees wish it or not, it is their duty to evolve and apply a better and higher and more scientific official standard. The chief question, which in a sense comprehends all others, is whether this public servant, so richly endowed and arrogating to itself such important functions in the education of the country's future citizens, is performing its full duties in the highest possible manner, if it limps along with a false and low official standard which is inapplicable in at least two-thirds of its course? Under present conditions, what right has the college to thr6w stones at any other public servant? What subject has it to study more important than its own defective official standard which takes absolutely no account of some of its chief forces for producing mental and moral improvement and educational growth in its students, and which largely paralyzes the honest efforts of its highest-minded instructors and officials to make it do its great duty to the com¬ monwealth ? In my next article, I shall show how the official standard does as much harm even upon the curriculum plane, as the absence of any official system applicable to the home and community planes has done therein. THE RELATION OF THE COLLEGE LIBRARY TO THE PUBLIC By W. K. JEWETT, Librarian University of Nebraska ADDRESS AT ANNUAL MEETING OF AMERICAN LIBRARY ASSOCIATION I N using the word “Public” in the present connection, I construe it to mean all persons not connected with the college as professors, students, trustees, employees or alumni. The diploma given to the graduate usually declares him entitled to all the rights, privileges, and honors pertaining to the bachelor’s degree and among these we are glad to reckon the privilege of using the library. By thus becoming the possessor for life of academic citizenship, the alumnus is not to be classed with the public and his right to use the library should be taken as a matter of course. In the institution which I serve, we extend the use of the library to the bookkeepers, stenographers and janitors employed by the University, regarding them as legitimate members of our constituency. Colleges and universities are chartered by the state for public purposes and the powers conferred on them by charter are to be used for the benefit of the public and not for private or commercial ends. It is for this reason that such institutions are exempted from taxation since their tribute to the state is paid in other ways. It is usually agreed that this obligation to the state is fulfilled when the institution imparts instruction to those who enroll themselves in its membership and disseminates learning by sending out its graduates into the community. It is a matter of opinion how far it is expedient for the institution to go in the direction of tendering its facilities to those not enrolled in its membership. Undoubtedly its first duty is toward the mernbers of the college and expediency must determine in each individual case what can be done for the public without interfering with the rights of those to whom the college primarily ministers. In the case of universities supported wholly or in most part by the proceeds of a state tax, it is easy to see that it may frequently be expedient to go further in the effort to serve the general public than in colleges on a private foundation. The college library stands in a better position to be of service to out¬ siders than most of the other departments. Such service may be performed in co-operation with public libraries or independently, but should avoid trench- 285 286 The American College. ing on the functions of any other medium of library service. The most familiar form of co-operation with the public library is, of course, the inter- library loan. Harvard and Columbia, by reason of their rich collections, effi¬ cient organization and liberal policy, render more service to the public by this means than any other universities. The most complete co-operation yet suggested is that contemplated by the Iowa law of 1904, which permits colleges and towns to undertake the joint maintenance of a library and authorizes the town treasurer to pay the proceeds of the library tax to the college treasurer. So far as I can ascertain this arrangement has been entered into in but one instance. Cornell College and the city of Mount Vernon, Iowa, took advantage of this law in 1905, following the erection of a Carnegie building for the college library. The library is governed by a board of nine trustees composed of three faculty members, two college trustees and four citizens of Mount Vernon. The financial administration is in the hands of the college. The library contained about 27,000 volumes at the time the present form of government was adopted. This interesting experiment in political science, as well as library management, has not proven satisfactory so far as I am informed. The amount contributed by the town is very small by reason of the customary absurd provision in the state law limiting the amount which can be raised by taxation for library purposes. The share in the management conceded to the town and the number of popular books demanded by the people have, I understand, been dispropor¬ tionate to their modest financial contribution. In Europe there is at least one instance of a university library serving also as a public library. The library of the University of Strasburg, which is the largest university library in the world, bears the title Kaiserliche Uni- versitats und Landes-Bibliothek. It serves also as the central library for the two imperial provinces of Alsace and Lorraine. According to Minerva it circulated in 1908 over 9,000 volumes outside the city and 55,000 in the city. As the university is supported by the government, there is no chance for misunderstanding about the funds of the library. It is interesting to note, however, that the administration of the latter is directly responsible to the Ministry of Education and not to the University authorities. College libraries sometimes have opportunities to exercise in part the functions of a public library during vacation time or on some special occasion when unusual circumstances occur. Williams College enjoys an opportunity of this kind which so far as I know is rare. Situated in the beautiful Berk¬ shire Hills, Williamstown is the most attractive college town I have seen and like the other Berkshire towns is a resort for summer visitors. For years the policy of the institution has been most liberal toward the summer people and they have been admitted to both reading room and circulation privileges. As the college library is well stocked with the best literature and the town library Relation of the College Library to the Public. 287 is not open to visitors who wish to draw books, the privilege is highly appre¬ ciated. The college authorities consider that courtesies shown to visitors are advantageous as tending to make friends for the institution. The acting librarian informs me that the privilege is never seriously abused by the visitors, and that books frequently come into the library by gift from persons who noted their absence while using the library during the summer. Many volumes of fiction have been given by departing guests and books written in Williamstown by Visiting authors have often been received. Valuable sugges¬ tions regarding purchase have been made by guests who have noted gaps while using the library. The University of California library was fortunate enough to render valuable public service to the people of San Francisco after the earthquake when the libraries of the city had been destroyed by fire, and the university possessed the only large collection of books in the near vicinity. Mr. Rowell informs me that the use of the law library was immediately tendered to the Bar Association and that several hundred lawyers availed themselves of it. The resources of the engineering library were placed at the disposal of the Street Department, Sewer Department, and other departments of the city government which made use of the books and maps for ascertaining street grades and other necessary duties. Similar assistance in the way of maps and other material was extended to the Southern Pacific Railway at the same time. A university library having an engineering collection does not need to wait for a great emergency like the San Francisco fire in order to make itself useful to the public without in the least inconveniencing its students. At the University of Nebraska, the engineers of the Burlington railway system, the assistants in the city engineer’s office and many visiting engineers all use our engineering collection with profit to themselves and pleasure to us. Several articles have been written in the library periodicals during the last two or three years in which emphasis has been laid on the importance of reaching the business and professional men in public library work. I believe this is also a desirable object for the university librarian to keep in mind, especially if he is connected with a state university. A state university dependent on the goodwill of the voters for adequate support needs all the friends it can get. From the worldly standpoint the friendship of the lawyers, business men and engineers is more important than that of the women’s clubs and reading circles. No opportunity should be lost to make the university’s books on law, finance, engineering and medicine useful to the local lawyers, bankers, engineers and doctors. This, it seems to me, is only ordinary prudence. The pastors and teachers will probably make their wants known without special effort on the part of the librarian and are more likely to be already interested in the welfare of the university. 288 The American College. As an instance of a liberal policy shown toward professional men by a university library, I would like to cite the University of Michigan which extends to local lawyers and doctors both reference and circulation privileges in its law and medical libraries. It also makes out-of-town loans from the medical library to the physicians and chemists of Detroit and Grand Rapids. On account of its superior bibliographic equipment, the college library not situated in a large city can frequently be of service to local booksellers who desire information regarding titles which they are unable to identify. In the great cities, the bookseller is often able to help the librarian in the matter of trade bibliography. In case the neighboring public libraries are small and do not possess much in the way of trade bibliography, the college librarian is in a position to aid them with advice about the purchase of foreign books. In fact, he may be the adviser of the entire community in this particular. In my own experience, I have found that many persons consult the college librarian with reference to the purchase of histories, cyclopedias and other subscription works that they think of buying. The visit of a book agent offering an expensive set is generally marked by frequent telephone calls from people seeking advice before coming to a decision. The state of California presents one example of an unusual function assigned to the university librarian. The law passed in 1909, establishing a county library system, provides that no person shall be eligible to appointment as county librarian unless holding a certificate that he is qualified for the position signed by the librarian of the state library, state university or Leland Stanford University. How the librarian of either of the two universities is to satisfy himself of the qualifications of the applicant is not specified. The official recognition of the librarian of Leland Stanford University, an institu¬ tion on a private foundation, is one of the interesting features of the enactment. One very important way in which the university library may serve not only its constituents but the whole library world and, in fact, the literary world, is by the publication of bibliographies. These are most useful when they list the resources of the university in some special field in which its collection is particularly strong. Notable examples are the catalog of the Andrew D. White Library and the Dante collection both issued by Cornell, the catalog of Avery Architectural Library issued by Columbia and the Harvard Bibliographical Contributions commenced by Justin Winsor and still in progress. The bibliographical activities of the university may be conducted independently or in conjunction with other libraries, as when com¬ piling a union list of periodicals. THE RELATION OF THE COLLEGE LIBRARY TO THE LOCAL COMMUNITY By W. I. FLETCHER, Librarian Amherst College ADDRESS AT ANNUAL MEETING OF AMERICAN LIBRARY ASSOCIATION T O the saying of the Great Teacher “To him that hath shall be given”—a saying quite inconsistent with the Socialist theory, but one that proves itself curiously true in fact if not acceptable in theory—to this saying there has been worked out in our day a corollary—“He that hath shall give.” Not that this is a new doctrine or principle ; it is as old as the New Testament or the teachings of Plato or Socrates, older in fact than any of them. But selfishness and greed have a strong hold on the human heart, and it has taken many centuries to bring even the Christian world to a practical acceptance and carrying out of the idea that possessions and endowments of one kind or another involve an obligation to share them with those less favored, to use them pro bono publico. True enough many men of wealth, from time immemorial, have been large givers, and the founding of colleges and hospitals by such men is no new thing, but it has remained for this present time to witness the awakening of the sense of obligation on the part of rich men to make the world better by their use of their riches. George Peabody, Cecil Rhodes, D. K. Pearsons, J. D. Rockefeller, Andrew Carnegie —these are not only great givers, but they are also the apostles of a new doctrine as to wealth, which runs counter to the old idea that a man may surely do what he will with “his own.” “Ownership is trusteeship” is a succinct statement of the new doctrine. Nor is the ownership to which this new doctrine relates confined to the possession of wealth by individual men. It includes all holdings of resources of any kind by institutions as well. That, it has been recognized by colleges and universities, the whole University Extension and Social Settlement Move¬ ment is a witness, and from this point of view I prefer to approach the question of the relation of the college library to the community. Recognizing the potential value of what is in our college libraries not only for the furtherance of the college work but for the help and uplifting of the community about us, we may well seek for means of establishing such relations as will put these resources in the way of as complete exploitation as possible. Within a few years our college libraries have grown rapidly and have 289 290 The American College. acquired a new character. They have gone beyond the point where they barely meet the needs of the college work, and have grown rich in works of a more general character, in art, in music, in biography, especially in science. Only a small proportion of their books are at a given time in use in the college, and more and more must the college librarian feel the strong desire that these unused resources might be benefiting the outside community. In my consideration of this theme, I practically pass by the case of the college or university located in a large city where an adequate public library exists. Public libraries of some size and value are now to be found in most of the towns, certainly in the college towns. But outside of the large cities they are generally small and limited in their scope, bearing no comparison to the college libraries in size or possibilities for general efficiency. The relation of the college library to the public library in its town is the subject of another paper at this session, and is not for me to treat. I may say that I would have named co-operation with the local public library as the first method of the college library’s influence in the community. Next to that, I would certainly place the public schools. The college library can find no field of usefulness, outside of the direct work of the college, more promising and fruitful than is offered by the teachers in the schools. The small town library may contain some books of special value to teachers, but the ample collections in the college library and the scholarly atmosphere which prevails there, should make it a place to which the teachers, especially in the high school, would constantly resort. I have sent inquiries to about fifty college libraries preparatory to this discussion, and I find that the practice is general of encouraging the teachers to use the college library. Only a few, however, report that books are loaned to the teachers. In some of the colleges, the supply of books is hardly adequate to the college needs and the circulation of the books outside of the college is not attempted. But the larger college libraries loan books freely to the teachers, giving them nearly as much liberty in the use of books as is given to members of the faculty. When we consider the vital importance to the colleges of anything that can be done to improve the quality of secondary instruction, we can but be convinced that such help as can be given along this line is not only a public benefit but also has its direct reaction on the college itself. The same might be said of help given to pupils in the schools, and would largely hold true. But until the facilities in books and in rooms for their use in the college libraries are further increased, no great frequenting of the library by school pupils can be encouraged. For this work the town libraries should be especially equipped and administered. Another avenue for the influence of the college library is found in the study clubs which are now so numerous. In some college libraries membership Relation of the College Library to the Local Community. 291 in such a club qualifies a person to use the library both for reference and for the drawing of books. These club-members are often not of a scholarly type, and their work in the library is easily looked upon as that of tyros, who are only acquiring that “little knowledge” which is a dangerous thing. But a more sympathetic view will recognize that in all this even superficial cultiva¬ tion of the minds of the citizens, especially of the mothers, there is promise of future crops of college students—and here again a wise self-interest coincides with the impulse of the well-stored library to seek outlets for its treasures of wisdom and knowledge. This club work is one especially requir¬ ing a larger supply, especially of reference books, sets of periodicals, etc., than the town library is likely to furnish, and is also so like much of the college work as to be much better done with the use of the same apparatus and the aid of the same attendants. Beyond these special classes in the community there remains another, well worthy of cultivation by the college library. This class is made up of those individuals who are really bookish and can make good use of a good library. No college library, so far as I know, is open to the inhabitants of the town generally as a circulating library. But it is the rule in some to admit as borrowers of books all who will make application indicating some special course or line of reading that they wish to follow, or some subject in which they are specially interested. All resident graduates of the college, all who can be registered as graduates of some sister institution, all pro¬ fessional men and women, come into this class. Here again, an enlightened self-interest would suggest great liberality in administration. For the free use of a good library will count with other advantages to draw to a town the most desirable class of residents, who in turn will be friends and supporters of the college. In Massachusetts we have been passing through an area of disturbance > as to the exemption from taxation of the property of the colleges. Short¬ sighted and one-sided views as to the loss of taxable property have been honestly held by some and strongly advocated by demagogues with an axe to grind, but no success at all has attended the effort to change the law. It would not seem amiss to ascribe much of the public sentiment which has frowned down these attempts to put a burden on the colleges to the good feeling fostered by the wise and liberal administration of the libraries and other public facilities of the colleges. The college libraries may yet do much more to fasten and seal the bond which, through all petty and superficial rivalries, should hold together Town and Gown. THE RELATION OF THE STATE UNI¬ VERSITY LIBRARY TO THE OTHER LIBRARIES OF THE STATE By PHINEAS L. WINDSOR, Librarian and Director of the Library School University of Illinois ADDRESS AT ANNUAL MEETING OF AMERICAN LIBRARY ASSOCIATION T HE other libraries of the state with which the state uni¬ versity library is, under present conditions, most likely to have direct relations, include a large number of tax-supported municipal libraries, a considerable number of college and university libraries, libraries of professional schools including normal schools, a few public libraries supported by endowments, the state library, libraries of high schools and academies, and occasional libraries of learned societies and other educational agencies. Within each state the library of the state university is generally found amongst the largest two or three, and is generally growing relatively fast; so that the relations to be considered are those between a large library and smaller ones. However, a more potent factor in determining the relation lies in the fact that the state university library is supported by state funds and, in common with the other parts of the university, belongs in a peculiarly close sense to the people at large. Through the students, it comes into personal relations with citizens of every corner of the state, and as a consequence the people and their local institu¬ tions generally feel that they have a valid claim on its services and resources. Many men of the faculty of the state university identify themselves with the various educational, commercial, philanthropic and other interests of the state, prosecute special investigations into the resources of the various parts of the state, and in every way possible try to extend the benefits of their departments of the university to the whole state; all this, too, makes it the natural thing for the library also to plan and carry on a work that reaches beyond the resident student body and faculty. But tho this library has a generally superior collection of books, and has a body of specialists at hand whose knowledge is always at its service, there are certain obvious limitations that should be remembered. For example, the university library contains relatively few of the current popular books, and relatively few books not more or less directly connected with the subjects in the curriculum. Its first work^is, of course, with and for the faculty and 292 Relation of the State University Library to the Libraries of the State. 293 resident students. And even in state universities, there is still much academic conservatism which looks doubtfully upon innovations, and makes progress in the less common forms of library work slower than in public library work. First among the services, the state university library should render to the other libraries may be mentioned a willingness to make inter-library loans freely, which, in spite of our present high transportation charges on books, can be developed much farther than heretofore. We already freely loan to the librarians of other college and university libraries for use of professors and serious students. If a local public library’s constituents generally know that almost any book or small group of books they are likely to need can be had in three or four days from the state university library if not in the local library, it is likely that the privilege will be used oftener than at present. And if among these constituents there are, as is likely, any considerable number of alumni or former students, or extension students, of the university, the tendency to ask the local library to borrow, in any time of real need, will be all the stronger. To further supplement the resources of the local library on any particular subject, a box of books, or lantern slides or pictures can be loaned by the state university library for a limited period. There is no conclusive reason why the state university library should not send out such traveling libraries, and in some states this library is an agency ready at hand which could do much of the work better than the state library or a library commission. With the state university so frequently attempting so many forms of extension work and non-formal instruction, the traveling library for the use of study, club and high school constituents of the small public library ought not to be thought beyond the scope of its work. A third service the state university library can render to the other libraries is to avail itself of its natural position as a training ground for librarians and library assistants of the state library schools; and summer library schools fall so easily within the generally accepted scope of a state university’s activity that where there is any real need for either of these agencies, the library should aim to supply it. Cordial active support of library institutes is akin to this work of instruction and shotild be expected of the state university library. Nor should this training of library workers cease with these more formal agencies; the library should hold itself ready and willing to attempt an answer to any specific questions relating to library management that arise in the libraries of the state. The state university library should be an experiment station for the libraries of the state, within certain obvious limitations. For example, is there a section of the state overrun with tuberculous people, and do the libraries of that section have to face the question of disinfection of books? The university library should seize the opportunity to prosecute such inquiries or 294 The American College. experiments as will lead to the adoption of the simplest, most economical and most effective methods of disinfection of books. Or, for another example, if insects are injuring books in a library of the state, let the university library see that the question of how to get rid of the insects is taken up and that the resources of the whole university are behind the investigation into the best means. The state university library is generally well prepared to answer “ref¬ erence” questions put to it by smaller libraries, and to serve also as a bureau of bibliographic information for them. Not only its superior collection of books, but the special bibliographic training and knowledge of its staff and the generally ample resources of the faculty make the performance of this service entirely feasible, and if such questions are asked that prove to be beyond the resources of the library and university, they can be referred to the most convenient large or special library which has presumably better facilities with which to answer them. Here again, if all the constituents of a local library know that they may ask their library almost any sort of a question about books, their editions, prices, etc., and that if the local resources are not sufficient to answer it, the question will be referred by their library to the state university library, the privilege will be appreciated. One benefit accruing to the public might be a healthy decrease in the business of a certain sort of traveling subscription book agent. In the disposition of state university publications, exchanges and library duplicates, the state university library may well give first thought to the needs of the libraries of its own state, and seize every opportunity to add in these ways to their resources. Let the librarian see to it that the current university publications go regularly to every library in the state, that is likely to wish them. Twice in my own experience the unsold remainder of student annuals a year or two old has been given to the university library and the copies sent to the libraries in the state—in one case forty and in the other case (this year) over one hundred—and in every case the university has paid the express charges. To a modest degree, some of the state university libraries may serve also as regional libraries or as central reservoirs of books, or as first steps toward these. Here, however, so much depend? upon the resources and needs of the particular state and university, its ambitions, the probable direction of its development and its nearness to or distance from other large and amply- endowed libraries or institutions that mere mention of the possibility of such a future service is all that can be safely attempted. If in the development of real universities there comes a generally accepted division of the field of graduate study and investigation, so that for example, one will have unques¬ tioned superiority in finance, transportation and commerce, and a neighboring one superiority in the classics and philology, it may easily become practicable Relation of the State University Library to the Libraries of the State. 295 for the library to follow such university specialization and make of itself a central reservoir of books on one of these subjects, receiving from the other libraries of the state their dead books on these subjects, and trying to make its collection on them complete to the last degree. In addition to these specific forms of service to the libraries of the state, it is assumed that the state university library performs certain less tangible duties to them, actively supporting all movements for the betterment of library conditions in the state, especially those represented by its state organi¬ zations of librarians and library workers, and by its state library and its state library commission. Very rarely indeed do any circumstances in any state justify any other than a spirit of mutual helpfulness and co-operation between all these forces for popular education. In conclusion, if I have considered only one side of the relations which should or do exist, it is partly because the state university library does owe everything to the state which supports it, partly because that library is much more frequently able to offer help than are the great majority of other libraries within the state, and partly because it is perfectly safe to leave them to discover any service they may render the state university library. In what I have said there has been no lurking nor unexpressed desire for or expec¬ tation of, any equivalent return of so-called “favors;” the justification of our support by state funds lies in the service we can render, and the more com¬ plete this justification the better satisfied we shall be. STUDENT ASSISTANTS IN COLLEGE LIBRARIES By LAURA R. GIBBS, Brown University Library ADDRESS AT ANNUAL MEETING OF AMERICAN LIBRARY ASSOCIATION G RADUATING from a library school with the strong bias in favor of trained workers, which all library schools must give, I had the fortune for several years to work in college and university libraries which employed few or no student assistants. Then, for four or five years, as the senior assistant in one of our smaller women’s colleges, I used all my influence to prevent the custom of employing them from gaining a foothold there. Two years ago, however, when I became cataloguer at Brown university, there were a round dozen of them ahead of me, and so useful have I found them that frequently one or two extras are temporarily employed at my own request, and another year will see two more permanently added to our staff. The problem of managing such assistants to the best advantage of the library has proved a most interesting one, and, as in many other things, that which was accepted merely as a necessary evil, has proved to be far less of an evil than it appeared on the surface. Interest in how others met the problem led me to borrow from Mr. Koch the statistics of college libraries collected for his report to the Ashville meeting of the A. L. A. in 1907. And rather to my surprise, I found that the tendency of those libraries which make use of them was to consider the custom not only economical, but also fairly satisfactory. The smaller libraries, as a rule, report the best results from their work. The irregularity and uncertainty of the student would prob¬ ably prove more serious in the complex machinery of a big institution than where a smaller force could more conveniently shift the work, a shifting which is unavoidable with the short hours and frequent vacations of students. Of course, if a library has the money at its disposal, it is unquestionably better to employ two or three regular assistants at fair salaries than to scatter the work among a dozen or more untrained workers who can give very few hours each day, and whose main interest lies elsewhere. But, frequently, it is a question between the student and nothing ; then by all means take the student, and take him or her in as large numbers as you can plan and revise 296 Student Assistants in College Libraries. 297 work for. I am much inclined to think that one of the secrets of success with student assistants lies in employing them in large enough numbers. Certainly, with a good many, it is easier to keep somewhere an even output of work in spite of irregularity in hours, and even at the examination periods, as there are more apt to be people making up time. Many colleges seem to regard the library appointments somewhat in the light of scholarships, help which must be given a student because he or she needs it, regardless of whether he is especially fitted for the work in question. I still congratulate myself that I have not yet had to deal with the sentimental “office,” and our assistants are chosen because they are promising material, and are dropped when their work ceases to be satisfactory. A basis which is not only just, but is also the only kind treatment of the student. To accept poor work from a man or woman who is hard up, or is trying to do too much, fosters a willingness to do inferior work, and that surely is little help to one who is presumably being trained to work to the very best of his abilities. Another question, too, is that of the indolent or overcrowded student who regards a library appointment carrying a certain reduction of tuition in return for a given number of hours of work as a form of or substitute for a scholarship. Hence, he considers himself as merely less favored than some luckier classmate, who has the aid without the compensating labor, and feels no impulse to do his best work. Fortunately these cases are rare ones and can be dealt with peremptorily. Presumably the brightest students get the free scholarships, so the library has as it were only second choice; but the brightest students are not always the best workers, and a student who seriously wants to help himself through college is not a lazy person, and is seldom unaccustomed to hard work.- More often we meet the case of the man—or still more often the girl—who is trying to carry too much. Here it is hard for the library to know just what attitude to take. Between the Scylla of paternalism and the Charybdis of indifference to the outside interest of your assistants is a narrow course to steer. How much allowance should you make for mid-term examinations which demand extra study hours, the library time to be “made up next week” ? What shall you say to a sleepy man who does his work stupidly because he has been kept up more nights than one as a part of his fraternity initiation? Then there is the endless string of interruptions, the library is a good place for a friend to see the girl she has missed at the classroom door, she speaks only for a moment, but multiply her by three and in one hour there is serious interference with the work of the room. Once I even had trouble with the too capable and attractive girl—one who could carry on her own work and a conversation with the man at the next desk quite satisfactorily, but I never found the men equally gifted. This particular girl had a fancy for making up lost time during the evening, and I once commented to a friend that the 298 The American College. men showed remarkable interest in doing likewise, on those particular evenings. “More interest than principle?” was his pertinent surmise. The library has then the second choice of students and its work comes second at least in their interest. Still I maintain it should get good results from them. How ? To accomplish this I find it best to require pretty regular hours of work. I ask each student to give me, within a week of the opening of the term, a schedule of the hours he or she intends to work each day of the week. Our requirement is 140 hours for each of the three college terms, that means twelve hours a week the first term, and fifteen or sixteen in the winter and spring. This division provides for the students’ work in the library being finished before the term examinations begin, tho, as a matter of fact, there are always a few who have back time to make up, and who by special arrange¬ ment are permitted to do so during examination week, or in urgent cases even in the shorter vacations. As far as is reasonable, however, we require that the work shall be done regularly, and students are not allowed to drop too far behind. Now and then one is unable to finish a term’s work and the matter is adjusted at the college office, but whenever it is possible to prevent this we do so, as it gives the student a feeling that it is largely a matter of his own convenience, and does not foster a sense of responsibility. Also it deprives the library of just so much time, for unless the time lost is con¬ siderable, it is hardly worth while to employ another person to make it up. The time which students give is necessarily much broken, the average being two or two and a half hours a day, and that is usually divided. Then there is the disadvantage of hours between classes, which are slightly less than sixty minutes, yet it will generally seem best to consider them full time as long as the student comes directly from the classroom and stays as long as he can. We have already spoken of the interruptions from outsiders, the pressure of fraternity rushing seasons, of mid-term examinations, and of congestions of long papers to be prepared, all of which affect the work more or less seriously. Still if you will not demand too much of him the student does good work for you, only remember it is work which needs all his good will to make it of any value. You cannot afford time for nagging, neither can you afford to have it done ungraciously. Therefore, if you cannot get satisfactory results under the easiest relationship—try another student, and if you have to try too many the natural conclusion should be that you are not fitted yourself for just this kind of work. Do not put up with perfunctory work, and do not ignore work that falls short of your standard—only be very sure your standard is not only a fair but even a generous one—more generous than in the case of a regular employee. Of course considerable time is spent at the beginning in training assistants, and we usually ask each applicant to give some twenty hours apprenticeship. Student Assistants in College Libraries. 299 This has the added advantage of preventing a student taking up the work experimentally and dropping it for slight cause. A student’s term of employment in the library is four years at most, and the average would hardly be two. On this account it is evident that any considerable amount of training would be quite out of proportion to the service rendered, and in planning the work this fact should be always before the person in charge of the assistants. A lack of library training is of course a foregone conclusion, and, alas, a lack of orderliness and accuracy is almost as common. So valuable are the last two traits that it is well to choose a careful person rather than a brighter one who will be more likely to slight details. All student work requires careful supervision, and in this supervision it is well if you can bring yourself to a point where you regard some things which you may have considered vital, as of minor importance or unessential. One case which comes to mind now is of a student who seemed impossibly stupid until it was discovered that he could copy subject from author cards, with perhaps two or three typographical errors in a hundred cards. Now at that particular time we needed just this work done, but the student seemed incapable of learning that when an author has two forenames his initials only should be given on the subject cards. After returning some forty or fifty cards to be rewritten, I decided the point was not worth while, and the work goes on entirely satisfactorily. The student is a reasonably quick and extremely conscientious worker. After considerable experimenting as to the kind of work in which students can be of most use, we have reached the following conclusions: It is hardly worth while to use them in order work, but one student, with now and then a second to help out, does all our accessioning, and does it satisfactorily. All mechanical preparation of the books—plating, stamping, labelling, and cutting can profitably be left entirely in the hands of one or two more, and we have had two or three men who covered pamphlets and repaired books as well as could be desired. Personally I feel very strongly that it is best not to put them at the desk, even in slack hours, as the desk gives the tone of the library to the public and should stand for dignity and efficient service. The public—even a college public—seldom discriminates between desk attendant and reference librarian, and it expects to find trained assistance at the first point to which it applies. If you select your men care¬ fully, there is no reason why they should not put away books, though it is well to train them for this by preliminary practice in reading the shelves in various parts of the classification. Last year one of our probationers put in order three or four sections which were in considerable confusion. With a list, students can read shelves as well as any one, and where the reserves are read every two or three days that is capital work for them. 3 °° The American College. In our catalog department we make excellent use of five or six. Catalog entries made on temporary slips are typewritten by students, who make all added entry cards noted on the slips, half a dozen sample cards serving for the simple forms in use. One student devotes a large part of her time to putting numbers and headings on Library of Congress cards. Another orders cards for books piled on her desk, and it is at rarer and rarer intervals that I feel I should really like to apologize to Mr. Hastings for some peculiar entry that falls to his people to decipher. The same assistant withdraws con¬ tinuation cards from the catalog when new volumes come in, and even writes slips for some of the simpler titles. One looks up authors’ names and dates, and another alphabets all the cards—we expect to put two more at this work when our Library of Congress depositary catalog arrives—putting them into the drawers, where it is a matter of a few minutes for the cataloguer to run over them and draw out the rod, letting them fall into place. Our shelflist cards are written by still another student from the catalog slips as they are on their way to the waste basket, and from the Library of Congress cards. He quickly learns to abbreviate titles, and selects the important information from the longest with considerable discrimination. After revision, the shelf- list cards are filed in the same way that the catalog cards have been. More revision! If there is opportunity for choice, I should suggest that girls, as a rule, are more successful in the work of the catalog room, especially in writing catalog cards, than are men—the latter do better with shelflist than with the more finnicky catalog entries. Men do better plating, and, as a matter of course, should carry and put up books and do any other heavy work. Do you perhaps wonder what has become of the cataloguer in all this confusion? Truth to tell she wonders sometimes if she is a cataloguer, so curious a change has come over her—in fact, it seems more or less of a joke anyhow for she never intended to be a cataloguer, and hated it most cordially when she was one—under the old regime, polishing the tails of the commas. If you expected to find her at her desk writing cards in her best library hand— once she was proud of that hand—you would be shocked I fear. She is some¬ times sorting great piles of printed and typewritten cards, often revising students’ work of various kinds, now changing a group of headings because the Library of Congress uses another form and her adopting it now will save work in the future—it is much less of a circumstance to change cards than in the days of that library hand. Not the least part of the cataloguer’s duty in this sort of a library is the care of the machines, for she is called upon frequently to see why this carriage will not move, why the tabulator sticks on another; she must drop her work to show how a ribbon is put on, and there is endless watching of workers who will use a machine that needs the type brushed. Anyone in charge of student work would do well to plan it so that there Student Assistants in College Libraries. 3 01 is little variety for any one assistant, as each new kind of work means previous 'instruction, slower worleand extra revision. This, of course, is not so interest¬ ing for the student, it is monotonous and means that his or her work leads to little in the future, it is merely a way of making a little money now, not a part of education, and cannot give training that will be of value in any future library work, save the drill which any part of the work well done, necessarily gives in accuracy, neatness, and orderliness. The work, however, does give the student some knowledge of what work in a library means, that there is much drudgery, much detail and plenty of dust. No girl who has served an apprenticeship will ever choose the profession because it is “ladylike,” and “gives one an opportunity to read all the new books.” Now and then, a student does see beyond the drudgery and finds a real interest in library work of one kind or another. Perhaps he or she keeps on in the same place, gradually working up, but remembering my own experience, I always urge at least a year in a good library school. One more point, if you still have patience, and that is the effect the system has on the profession as a whole. I should like to make a statistical 1 study of this side, but I am inclined to believe that the student assistant who goes into the work afterward is quite as apt to turn out a success and a credit to the profession, as the man who chooses it from the outside as it were. Certainly some of our good library workers have begun as student assistants, and it would be reasonable to suppose that in some cases at least it was because of this experience they chose the profession, perhaps not actually chose it in all cases, but only drifted into it, lacking a stronger attraction in some other direction. THE LAMONT LIBRARY* By PROFESSOR ALBERT KNIGHT POTTER A S a decennial gift from the classes of 1899 and 1900 the greater part of the library of the late Hammond Lamont has been presented to Brown University, where, from 1895 to 1900, he was Professor of Rhetoric, resigning in the latter year to become managing editor of the Evening Post. There could be no more appropriate memorial of an association that he never ceased to cherish. A graduate of Harvard in 1886, after a few years of practical experience in journalism, he brought to Brown the confident enthusiasm that marked the early days of the renaissance of English teaching. Under his leadership the work of the department at once took on new energy. The sudden change from occasional easy-going composition-writing to daily and fort¬ nightly themes sternly criticized was disconcerting for languid students. Freshmen went down in droves. Failure in English was the chief bond of union in many a group of undergraduates. At first there were unpleasant reactions, and he knew unhappy days, for he was as sensitive as he was rigorous. But while college boys are often hasty in judgment, and exceed¬ ingly cruel, they may be trusted, in the long run, to discover and approve with characteristic vehemence such qualities as distinguished Hammond La¬ mont—enthusiasm for his work, sound scholarship, clear thinking, and clear statement, industry that spared himself no more than it spared others, absolute courage and fairness, inflexible determination to do the best he could for every student in his classes. Long before he left Brown he was one of the college idols, to be greeted on his later visits with such uproarious fervor as must have pleased him greatly, and provoked strange thoughts. Few professors in so short a period of service can have made an impression so deep and lasting. The portion of his library which is now in possession of the University comprises upwards of 2,700 volumes. Reference books, books about books, the every-day tools of the busy scholar, are not included. It is a library of literature, chiefly of the eighteenth and early nineteenth centuries. All the great names are represented by good editions, and these, of course, duplicate books already on our shelves. But a surprisingly large proportion of the collection consists of books of considerable rarity, many of them indispensable *From the Brown Alumni Monthly. 302 The Lam out Library. 303 to the advanced student of particular periods or subjects, and very difficult to find. Mr. Lamont’s hobbies were Defoe, the unending quarrel over the morality of the stage, and early romantic fiction. The Defoe section includes 96 volumes, 40 of them first editions. Robinson Crusoe is not one of them. To such bibliographical luxuries he did not aspire. About a hundred volumes deal with the morality of the stage. The first five editions of the famous “Short View” by Jeremy Collier are here, together with most of the other works of the same author. There are fine copies of the first editions of John Oldmixon’s “Reflections on the Stage,” and William Prynne’s “Histrio- Mastix, the Players’ Scourge or Actors’ Tragedie.” The title-pages are often illuminating. This, for instance, was the contribution of John Lockman, published in 1734: AN ORATION, in which an ENQUIRY is made, Whether the STAGE Is, or can be made a SCHOOL For forming the Mind to VIRTUE; And proving the Superiority of Theatric Instruction over those of HISTORY and MORAL PHILOSOPHY, With Reflections on OPERAS. And the following is an anonymous work printed about 1770: THE STAGE, THE High Road to Hell. Being an ESSAY ON THE PERNICIOUS NATURE OF Theatrical Entertainments: Showing them to be at once inconsistent with Religion, and subversive of Morality. WITH Strictures on the vicious and dissolute Characters of the most eminent Per¬ formers of both Sexes. The Whole enforced and supported by the best Authorities both Ancient and Modern. Of minor fiction of the late eighteenth and early nineteenth centuries there are nearly 175 volumes. The library is rich also in early sermons and other theological writings, in the drama and the works of minor poets, as well as in original editions of Addison, Steele, Ann Radcliffe, Coleridge, Byron, Walter Scott, Carlyle and Tennyson. For the whole collection there is a carefully prepared card catalog containing valuable critical and biblio¬ graphical notes, with the date of acquisition, and, in most cases, the cost of each volume. How many thrills of triumph are suggested by that last item. Mr. La¬ mont’s interests were primarily those of the man of letters. There is scarcely a volume here that did not have for him a definite literary value. But he had also the curious instinct of the collector, chastened, partly by his exact¬ ing taste, partly by restricted means and the requirements of a family. That a man in his position should, in a little more than ten years, have gathered together so large a library of exceptional commercial value may cause some astonishment. The prices at which these books were acquired show what patience and persistence can achieve or could achieve a few years ago. “Play¬ ing the auctions” was for him and for some of his colleagues the sole outlet 304 The American College. of the sporting instinct which is not wholly atrophied even in college profes¬ sors. It was a game in which the possible winnings were large and the losses small. Yet there was the emotional equivalent of the gambler’s loss in those nerve-trying weeks which brought unexpectedly big bundles and bills of corresponding size. We counted it glorious good fortune, but our families did not always share our delight, and to avoid difficult explanations we carried our treasures home, a volume or two at a time, and saw to it that they were not unduly conspicuous on our shelves. Of all the speculators of those days, Mr. Lamont was the most persistent and the most judicious. The number of his absurdly small bids was a standing joke, but many times they were effective. In later years of residence in New York he bought, no doubt, with freer hand, but the bulk of the collection was gathered as bargains. Brown University is fortunate in the possession of a number of special collections of unique distinction. The John Carter Brown Library of Ameri¬ cana, the Harris Collection of American Poetry, the Wheaton Collection of International Law, the Ryder Collection of books and pamphlets relating to Rhode Island history, and the Metcalf Collection of pamphlets relating to American history, have few rivals in their particular fields. The Lamont Library is a worthy companion. Either in a special room of the new John Hay Library building or on the shelves of the English Seminary it will be readily accessible to all students. A tablet and a portrait will perpetuate its association with the memory of the original owner and with the donors, the only two classes that knew him as instructor through the full four years of the college course. Sentiment as well as practical value make it a noble addi¬ tion to the equipment of the University. TESTS OF COLLEGE EFFICIENCY REPORT OF A SPECIAL COMMITTEE OF OBERLIN COLLEGE FACULTY FOURTH INSTALMENT C. Instruction in the college, continued. 3. The conduct of teaching, a. The curriculum. (1) General ar¬ rangement of courses, (a) Are courses generally planned with a view to the student’s pursuing each subject throughout the year, or through the semester only? If the former, is credit ever given for less than the full year’s work? (b) Is the number of weekly recitations uniform throughout the curriculum, as, e.g., three or five, or does it vary? If the latter, does any one number seem generally better than the others? (2) The system of required studies, (a) Is it planned to accomplish a definite end or ends? What are they? (b) What courses or subjects are required? Are they intrinsically fitted to secure the ends desired? (c) Do they cover a sufficient range of subjects? (d) Are they so taught as to make the system effective and satisfactory? (3) The body of elective courses, (a) Are they kept within proper college range? (b) Are they sufficiently correlated? (c) Do they keep needs of students primarily in view—avoiding excess of minutiae and unduly recondite matter of all sorts? (d) Are there enough outline courses? (e) Is there enough vocational training? (f) Are courses in phys¬ ical and manual training included, expressly designed, among other objects, to aid in symmetrical intellectual development? (4) Graduate courses. (a) Are any courses open only to graduates? What are they? (b) What courses are intended primarily for graduates and advanced undergraduates? (c) To what extent do research and the writing of these characterize the work of graduate courses? (5) Summer courses, (a) How many courses of college grade are offered? (b) How many courses are offered, without credit, primarily for teachers, dealing with material below or outside the range of college work? (c) Are courses primarily for teachers given with credit? (d) Is any graduate work offered in the summer? b. The classes. (1) The size of classes. Are they small enough to allow the most effective work? (a) What is the average size of classes throughout the institution? (b) What is the maximum number enrolled in one class or section? The minimum? (c) In each department: (1) What is the enrolment of each class? (2) What is the average for the department? (3) How does the average compare with that of other departments and of the institution? 305 3°6 The American College. (4) If the average is high is reduction by readjustment within the depart¬ ment feasible? (2) The direction of the work of classes, (a) Is good order uniformly maintained in all classes? (b) Is strict attention to the work in hand insisted upbn? (c) Are effective means employed to secure regularity and system in the work of students? (d) Are the exercises, tests, etc., gen¬ erally read and graded by the teacher who gives the instruction? (e) Is any effort made to secure uniformity in grading by different teachers? (f) Are all written exercises returned to the students and used as a means of further teaching of the points involved? (g) Is ample opportunity afforded for private conference between the teacher, or an assistant, and the students, on the work of the course? (3) Informal instruction, (a) To what extent are lecturers brought from other places to speak upon subjects connected with the work of the various departments of the college? (b) Are lecturers also brought to speak upon other than academic topics, especially such as relate to the problems and progress of the outside world? D. Student Work and Life. Are all the conditions wholesome and conducive to earnest work? 1. The number of students. The size of the college has much to do with the character of the influence it exerts, a. The membership of each college class. (1) Its original membership. (2) Accessions from other in¬ stitutions. (3) Total loss since matriculation. Constant and heavy annual loss is of course indicative of imperfect conditions. (4) Causes of loss. 2. The work of students, a. Their scholastic ideals—intellectual con¬ science. (1) Attitude toward scholarship? (2) Time spent in study—aver¬ age number of hours per week? (3) Regularity of class attendance? (4) Ambition for distinction in scholarship? (a) Prevalence? (b) Effect upon choice of courses? (c) Effect upon honesty of work? (5) Does their scholarship in required courses compare favorably, on the whole, with that in courses of their own choosing, b. Studies—range and consistency of elections. (1) Are courses generally chosen in accordance with some def¬ inite, serious purpose? (2) Do they, as a result, form coherent, well-bal¬ anced groups? (3) Ground covered—is it too broad or too narrow? (4) To what extent does the reputation of courses or teachers for difficulty seem to affect the students’ choices? (5) To what extent are extra-scholas¬ tic subjects—music, drawing, painting, etc.—included in the work of stu¬ dents? (6) How largely does any “vocational” work appeal to students? 3. Other student activities—amount, effect upon scholarship, contribu¬ tion to the development of the students, (a) Intellectual. (1) Literary societies. (2) Contests in oratory and debate. (3) Newspaper correspond¬ ence. (4) Editorial work on college papers, annuals, etc. (5) Theatricals. (6) Religious and philanthropic work—the Christian associations, social settlement work, teaching, preaching, etc. (b) Musical. (1) College glee Tests of College Efficiency. 307 club. (2) Band,‘mandolin club, orchestra, etc. (3) Choir and chorus work, etc. (c) Physical. (1) For self-support. (2) In athletics, (a) Intercol¬ legiate. (b) Interclass, (c) On “scrub” teams, etc. (3) Recreation, in¬ doors and out. (a) Use of gymnasium, (b) Walking, riding, skating, golf, tennis, etc. (d) Social. Parties, dances, receptions, visiting and other forms of social intercourse, (e) Amusements. Theater and opera, billiards, pool, etc. How much indulgence is there in undesirable forms of amuse¬ ment? 4. The environment, a. The college town. (1) Its population. (2) Location of the college in it. (3) Relations between town and college, b. The housing and boarding of students. (1) Adequacy of available accommodations. How large a proportion of the students live in: (a) Col¬ lege halls? (b) Private dormitories? (c) Fraternity homes? (d) Private boarding-houses? (e) Homes of private families? (2) What is the sanitary state of the boarding-houses, especially as regards drainage, cleanliness, ven¬ tilation, heating and lighting? (3) Quality of food, service, etc.? (4) Social influence of the surroundings and life? c. Health of students. (1) How much time is lost from classes through illness? (2) Causes of illness. What proportion of illness and loss of time is due to: (a) Overstudy? (b) Lack of exercise? (c) Dissipation? (d) Exposure through careless dressing? (e) Patronage of restaurants, candy shops, etc.? (f) Poor ventilation and inadequate heating of rooms? (g) Bad lighting? (h) Defective water sup¬ ply? (i) Injuries received in athletic contests? d. Social conditions. (1) Social classes represented in the student body? (2) Are there any general defects or peculiarities due to lack of early advantages? (3) Social temper of student body? (a) Reception of newcomers? (b) Attitude toward self- supporting students? (c) What organizations exist for social purposes? Include: (1) College classes as social bodies. (2) Social work of the Chris¬ tian associations. (3) Fraternities or other clubs. (4) Other groups of more or less social nature, (d) Relations between men and women—friend¬ ly or hostile? (e) Relations between fraternity and non-fraternity students? e. Moral and religious atmosphere. (1) Attitude toward law, collegiate and civic, as shown, e.g., by the amount or the absence of hazing, “swiping,” rowdyism, etc.? (2) Honesty in classroom work? (3) Prevalence of a spirit of fair play in games? (4) Prevalence of betting and other forms of gambling? (5) Conscientiousness in carrying out contracts and other en¬ gagements? (6) Membership in associations of a moral, philanthropic or religious nature? (a) The Christian associations? (b) Other organizations? (7) Church membership and attendance? f. Literary, musical and artistic advantages. What does the college or the town offer to students by way of: (1) Lectures, addresses and sermons by distinguished men? (2) Plays by good companies? (3) Literary societies? (4) Concerts and opera? (5) Art museums, exhibitions, etc.? 3°8 The American College. 5. The cost of student life. What is the actual necessary expense each year? (a) For instruction? (b) Lodging? (c) Board? (d) Books, sta¬ tionery, etc.? (e) Laundry? (f) Other expenses? III. The Cost of the College and its Operation. Here is involved the general question of economy and effectiveness in the financial management of the college. At least the following topics should be considered: A. The Organization of Financial Administration. B. The Capital of the College. C. Augmenting its Resources. D. The Annual Income. E. The Annual Expenditure. F. Analysis of Expenditure. G. Elimination of Waste. A. The Organization of Administration. Are the duties and responsi¬ bilities so assigned as to secure the best results? What share in them have: (1) The trustees? (2) The executive committee? (3) Officers of the col¬ lege? (4) The faculty? B. The Capital Invested. 1. The endowment fund, (a) The total amount of endowment, (b) How is it invested? (1) Stocks and bonds, market value? (2) Notes and mortgages, market value? (3) Loans otherwise secured? (4) Real estate, productive (except college halls and dormitories), estimated value? (5) Real estate, unproductive? (6) Cash in banks? (c) The comparative advantages and disadvantages of the different forms of investment. 2. The indebtedness of the college. To what extent is the endowment offset by indebtedness? What policy is pursued in dealing with indebted¬ ness? 3. The equipment. Is it adequate to present needs, and capable of ready expansion with the growth of the college? (a) The buildings (with estimated value). (1) Recitation halls. (2) Library buildings. (3) Lab¬ oratories. (4) Observatories. (5) Museum buildings. (6) Administration buildings. (7) Chapel. (8) Dormitories. (9) Gymnasia. (10) Social cen¬ ters (“Union,” Y. M. C. A., Men’s Building, etc.). (11) Other buildings, (b) Libraries (with estimated value). (1) Number of volumes, exclusive of state and national documents? (2) Number of volumes of state and national documents? (3) Number of pamphlets? (4) Number of periodicals regu¬ larly taken? (a) Literary, scientific and professional, (b) General and popular? (5) Departmental libraries—number and volumes? (c) Labora¬ tory equipment and apparatus (with estimated value). (1) Chemistry. (2) Physics. (3) Astronomy. (4) Botany. (5) Zoology. (6) Geology. (7) Psy¬ chology. (8) Civil Engineering. (9) Other departments, (d) Museums Tests of College Efficiency. 309 (with estimated value). (1) Scientific. (2) Art and archaeology. (3) Other collections, (e) Gymnastic apparatus, (f) Heating, lighting and power plants, including equipment (with estimated value), (g) Vivaria, conserva¬ tories, etc. (h) Printing plants (with estimated value), (i) Grounds (with estimated value). (1) Campus. (2) Athletic fields. (3) Arboretum, botan¬ ical gardens, etc. (4) Other grounds. C. Methods of Augmenting Resources. Are they so directed as to be permanently and increasingly effective? Are judicious efforts made to guide resulting benefactions toward the objects that will benefit the college most? Methods in use include: 1. Direct appeal to friends of the college, philan¬ thropists, legislatures, religious organizations, etc. (a) By the president, the president’s assistant, or other officers, (b) By the financial agent, secre¬ tary or manager, (c) By trustees, as a body and individually, (d) By members of the faculty, (e) By ‘‘advisory committees,” consisting of alumni, trustees and other friends. 2. Organization and development of a “living endowment union.” 3. Creation of a tradition in favor of alumni benefac¬ tions by classes, as at certain anniversaries of graduation. 4. Policy of fullest publicity concerning finances of the college. 5. Prevention of waste in expenditure. 6. Scrupulous observance of the conditions of all gifts ac¬ cepted, and maintenance of the identity of all funds once established. 7. Maintenance of cordial relations with all past donors; especially, reporting to them the use and results of their benefactions. 8. General policy of pub¬ licity regarding all the affairs of the college. D. Annual Income of the College. What amount is realized from each of the various sources? 1. From endowment? What is the actual income from each class of investments, and the rate per cent, realized upon its market value? Is it a fair return upon the investment? (a) Stocks and bonds? (b) Notes and mortgages? (c) Other loans? (d) Real estate (except dormitories), less taxes? (e) Cash in banks? Note.—Scientific study of fluctuations in these incomes, and their causes, will, of course, be of great value in helping to anticipate and eliminate them. 2. From appropriations by legislatures? 3. From student fees? (a) Regular tuitions? (b) Laboratory, gymnasium, and other special fees? (c) Diplomas? (d) Fines for late registration, ab¬ sences, re-examinations, etc.? 4. From dormitories, dining halls, etc. (net income)? Is this part of the income carefully analyzed to prevent loss at some points and overcharge at others? 5. From rentals of college build¬ ings, lecture rooms, etc.? 6. From annual dues of the “living endowment union?” From other sources? ,, E. Annual Expenditure. What amounts are paid annually for: 1. Salaries? (a) Of administrators, including proper proportion for all part-time service? (b) Of teachers, including any payments for part 3 IQ The American College. time? (c) Of assistants, readers and other aids of instructional force? (d) Of the library force (except stenographers)? (e) Of clerical assistants throughout the college? (i) Of officers? (2) Of teachers? (3) Of librar¬ ians? 2. Appropriations to libraries, departments, etc? (a) What is the annual appropriation for the library? (b) What amounts are paid annually to the various departments for equipment, maintenance, etc., of apparatus? (c) Are departments that have no such regular expense provided with an annual appropriation for incidental expense? 3. Supplies. The term is here broadly used, to include: (a) Stationery, printing, postage, etc.? (b) College publications? (c) Telephone, telegraph, etc.? 4. Maintenance of plant? (a) Heat and light? (b) Pay of janitors, carpenters, etc.? (c) Al¬ terations, repairs, furnishings, etc.? (d) Care of grounds? (e) Miscella¬ neous expense? 5. Taxes? 6. Insurance? 7. Advertising? 8. Outside representation? Expense of official representatives to: (a) Meetings of alumni of the college? (b) Meetings of officials of colleges, universities and secondary schools? (c) Meetings of associations of scholars and teachers? (d) Celebrations of other colleges and universities? 9. Entertainment of alumni, guests, etc.? 10. Miscellaneous expenditures? F. Analysis of Expenditure. Is a careful, comparative study of the expense account constantly going on, with a view to securing everywhere a maximum of efficiency and economy? Is the cost of needed advances studied in the same way to secure ways and means of making them at the earliest possible moment? Some of the topics are: 1. What is the total annual cost of operation? 2. What is the ratio of each class of costs to this total? Very low ratios probably indicate ineffect¬ ive work? Extremely high costs suggest the possibility of some rearrange¬ ment in the interest of economy; but they may show that in these directions the college regards fine results as worthy of a high price. Consider the costs of: (a) Instruction, (b) Administration, (c) Maintenance of plant, (d) Advertising (all forms), canvass for students, etc. (e) Miscellaneous. 3. What changes have taken place in these ratios in recent years? 4. Justifica¬ tion of changes—does the growth of the college fully warrant them? 5. What are the ratios of the various classes of costs to each other? 6. What changes have taken place in these ratios in recent years? 7. Do these changes reveal disproportionate increase or decrease in any particular class of expenses? 8. What is the total annual cost to the college of the education of each student? (Divide the entire annual expenditure of the college by the total number of students.) a. What part of this result represents: (1) The cost of the student’s instruction? (2) His share of the expense of administration, including the cost of office help, supplies, etc.? (3) His share of the expense of libraries, laboratories and other material aids to instruction? (4) His share of the cost of maintenance of the physical Tests of College Efficiency. 3 11 plant, and further miscellaneous expenditure? b. What part of the cost is met by: (i) The student’s tuition fee? (2) His proportionate part of the income from endowment? (3) Income from other sources? c. Compare all the items in a and b with similar figures from other colleges. 9. What is the cost per hour of instruction of each student in each department throughout the college? G. Elimination of Waste. 1. In expenditure. Some methods that have proved valuable, a. Adoption of carefully considered budget, submitted in ample time for private study before being put upon its passage. (1) By the faculty, coun¬ cil or senate. (2) By the executive committee of the board of trustees. (3) By the board of trustees, b. Close supervision of expenditure within budget allowances. (1) Bills payable only through the treasurer’s office. (2) Bills payable only upon submission of carefully itemized accounts. (3) Careful record of the state of the account for each allowance, kept on the stubs of his book of vouchers by each person in charge of an allowance, c. Checks upon easy authorization of expenditure outside of budget allow¬ ances. (1) Attitude of executive committee. (2) Requirement of ratifica¬ tion of all such expenditure by the board of trustees, d. Submission of a monthly balance sheet by the treasurer to the executive commitee of the board of trustees, and comparison with similar documents for preceding years, e. Establishment of a central purchasing bureau for the entire col¬ lege. f. Employment of a competent manager of all the business side of the college, and entrusting to him the organization and direction of ex¬ penditure as a whole, g. Publication of a complete record of the college expenditure, h. Impressing upon all officers, teachers and committees the need of avoiding all unnecessary expenditure. 2. In time of officers and teachers, through insufficient clerical assistance, inadequate offices, lack of time-saving devices, etc. 3. In service; as, for example: (a) In lighting and heating, (b) By laborers. 4. In use and care of property, (a) Are all buildings, rooms, apparatus, etc., made to yield the highest amount of service consistent with efficiency? (b) Is all property so cared for as to be always readily available and at the highest point of effectiveness? 5. In care of property. 6. In use of supplies. 7. Through failure to control and direct the expansion of the college. This is illustrated, for instance, by: (a) Lack of a general plan for the location of new buildings, the arrange¬ ment of grounds, etc. 8. In excessive charges to students. There is some¬ times need of college competition with private enterprise, to prevent over¬ charge to students for such necessities as: (a) Board and rooms, (b) Books and supplies. COLLEGE BEGINNINGS YALE LAWS REGARDING THE LIBRARY [The origin and growth of many features of library prac¬ tice are shown by the following extracts from the printed laws of Yale College. The provisions of the laws of 1765, which, however, were in Latin, are substantially the same as those of 1774.— Ed.] N the Yale Laws of 1774, Chapter IX, appear the following rules govern¬ ing the use of the College Library: OF THE LIBRARY 1. No Person, except the President, Fellows, Tutors, Masters and Bachelors residing at College, and the two Senior Classes, shall have the Liberty to take Books out of the Library. Provided nevertheless, that the President may give Leave for the Sophimores to take out some par¬ ticular Books, upon the Rudiments of Languages and Logic, rarely used by the upper Classes. 2. Every Master, Bachelor, and Undergraduate, shall pay to the Librarian six Pence per Month for every Folio Volume taken out of the Library; for a Quarto four Pence; for an Octavo or a lesser Volume two Pence; and for a Pamphlet one Farthing; and double the Sum for every Book which is recited. And if he shall not return any Book within a Month, he shall pay double the Sum above mentioned per Month, and in the same Proportion for Part of a Month, until the Book be returned, excepting Folios, which may be kept out two Months; nor may any Student have out more than three Books at one Time. 3. No Person shall be allowed to take any Book out of the Library without the Knowledge of the Librarian; and the Librarian shall enter down in his Bill the Title and Bigness of the Book taken out, the Name of the Person that takes it, and the Time when it is taken and returned. 4. Whosoever shall take a Book out of the Library, shall make good all Damages done to it, and shall be punished for every Word wrote by him in the Book, at the Discretion of the President or one of the Tutors. 5. The Librarian shall render to the President and Fellows, an Ac¬ count of the Money received by him, as aforesaid, and shall be paid by them for his Labor. And if there shall remain any overplus Money, it shall be laid out in buying, binding or covering Books, or for anything else, to the Benefit of the Library. 6. The Senior Tutor, for the Time being, shall be Librarian, and shall attend upon the Business twice every Week, at such Times as shall be appointed by the President. 3 12 College Beginnings. 313 Exactly similar provisions appear in the printed laws of 1787. In 1795 this chapter was altered to read as follows: 1. No Person, except the President, Fellows, Professors, Tutors, resi¬ dent Graduates, and Senior and Junior-Sophisters shall have the liberty of borrowing books out of the Library, but by permission from the Presi¬ dent. Provided, that no Student shall have more than three books, bor¬ rowed out of the Library, at one time. 2. The Librarian shall enter down in a bill, the title and size of every book borrowed out of the Library, the name of the person, who borrowed it, and the time when it was borrowed, and returned: And no person shall be allowed to take any book out of the Library, without his knowl¬ edge; nor shall he lend any Library-book to any person who has not the liberty of borrowing books out of the Library, granted to him by law. 3. No person shall lend to any other a book, which he hath borrowed out of the Library; nor let it go from under his personal possession, under the penalty of losing the privilege of borrowing for one year. Pro¬ vided that if, any Undergraduate shall break this law, he may be de¬ barred the privilege as above, or be fined, not exceeding one dollar, at the discretion of the President. And no Student, Graduate or Under¬ graduate shall carry a book out of the City of New-Haven, under the same penalties. And all books, borrowed out of the Library by Under¬ graduates, shall be returned, the week before a Vacation, under the same penalties. 4. Every Master, Bachelor and Undergraduate shall pay to the Libra¬ rian nine cents for every month, for every folio Volume, borrowed out of the Library; for a quarto, six cents; for an octavo, or lesser volume, three cents; for a pamphlet, one cent; and double the sum for every book, which is recited. And if he shall not return the book, within a month from the time, when it was borrowed, he shall pay double the sum, above mentioned, for every month, until it shall be returned; except folios, which may be kept out two months: And, if he shall not return the book within six months, he shall be liable to pay for the same; and, if it belong to a set of books, he shall take the remaining volumes, and pay for the whole, or replace them by a new set. And whosoever shall have borrowed a book out of the Library, shall make good all damages done to it, while in his possession, at the discretion of the President, or the Librarian. 5. The Librarian shall annually render to the President and Fellows, an account of the money paid to him, which shall be expended in repair¬ ing and buying books, or in any other way for the benefit of the Library, at the discretion of the President. 6. The Senior Tutor for the time being, shall be the Librarian, and shall attend upon the business of the office, at the Library, twice every week, at such times, as shall be appointed by the President; and no person shall go into the Library, without the Librarian, except such as are in the government of the College, or by their direction. And, when¬ ever required, the Librarian shall render an account of the state of the Library to the Corporation. The American College. 3 1 4 In 1808, these provisions were changed to read as follows: I. No person, except the President, Fellows, Members of the. Faculty, resident Graduates, and Senior and Junior Sophisters, shall have the liberty of drawing books out of the Library, but by permission from the President and Professors. No book shall be borrowed from the Library, except by the President, without the knowledge and presence of the Librarian; and no person but the Librarian, except the President, shall have a key to the Library. II. The Library shall be opened on Thursday of each week, Vaca¬ tions excepted, between the hours of two and three in the afternoon. No Scholar shall be allowed to draw books from the Library oftener than once in a fortnight; and the Senior and Junior Classes shall have, in their order, their distinct weeks for drawing. Graduates may attend the Library every Thursday, at the time above specified. But the Librarian shall be obliged to wait on any of the gentlemen in the government and instruction of the College, whenever they shall have occasion to go into the Library. No person except members of the Faculty may have more than three books out at a time. III. The President will register such books as he shall take from the Library, and the Librarian shall register all other books which shall be borrowed from the Library, noting the title and size of the books, the name of the borrower, the time when borrowed, and when returned. No person shall lend to another a book which he has borrowed from the Library, nor let it go from his possession; and no Student, Graduate or Undergraduate, shall carry a book belonging to the Library out of the city of New-Haven, on penalty, in each of the cases aforesaid, of being deprived of the privilege of borrowing books for a period not exceeding six months, or of paying a fine not exceeding one dollar, at the discretion of the Faculty. IV. Such of the books, as being of great value are proper to be con¬ sulted only occasionally, and shall be designated by the Corporation, or in their recess by the Prudential Committee, with the aid of the Faculty, shall not be taken out of the Library, excepting only by the Faculty. V. Resident Graduates and Undergraduates, and such persons as have special licence to borrow books from the Library, shall pay to the Librarian at the rate of twelve cents every month, for a Folio volume, eight cents for a Quarto, six cents for an Octavo, or lesser volume; and double the sum for every book that is recited! And if the book be not returned within a month from the time when it was borrowed, double the sum shall be paid, every month, until it shall be returned. If the book be not returned within six months, the person who detains it shall be liable to pay double the value of the same; and if it belongs to a set of books, to double the value of the set. And whosoever shall borrow a book from the Library, shall make good all damages done to it while in his posses¬ sion, at the discretion of the President or the Librarian. VI. No candidate shall be admitted to a degree until he shall have produced a certificate from the Librarian, that he has returned all the books which he has borrowed from the Library. College Beginnings. 315 Similar provisions appear in the printed laws of 1811. In 1817, the following sections were added: VI. All books shall be returned to the Library on the Thursday before Commencement. VII. All books for the Library shall be purchased under the direc¬ tion of the Prudential Committee, and shall be deposited in the Library in their proper alcoves. It shall be the duty of the Librarian to arrange the books in the Library; to cause them to be repaired when necessary; to keep a catalogue of all books presented, or purchased with monies, appropriated by the donors for the use of the Library. At each Commencement the Librarian shall return to the Corporation, a list of the books which have been purchased during the preceding year; and shall report the names of such members of the Senior Class, as have books from the Library, that their degrees may be withheld. The sums due for books taken from the Library, shall be annually in¬ serted in the September Term bills. There were no further changes in the laws of 1822, 1825, 1829, 1832, 1835, 1837 and 1843. !848 the rules governing the library were amended to read as follows: 1. —1. The President, Fellows, members of the several Faculties, Graduates resident at the College, members of the Theological, Medical and Law Schools, and Seniors and Juniors, shall have the liberty of drawing books from the Library. Other persons may have the privilege of consulting the Library, and of drawing books therefrom, by obtaining the permission of the Library Committee. No person shall borrow any book from the Library without the knowledge or presence of the Librarian, and no person except the President and Librarian shall have a key to the Library. Before being permitted to take away any book, all persons except the President, Fellows and members of the Faculties, shall be required to subscribe an engagement to conform to all the Laws and Regulations of the Library, and to make good all damage or loss thereto which they may occasion or permit. 2. The Library shall be open for the delivery of books during five hours of each secular day of the week in term time, except the week next previous to Commencement, days of public fast and thanksgiving, fourth of July, and such other public days as may be determined upon by the Library Committee. The said Committee shall regulate the open¬ ing of the Library during Vacations, and shall appoint the hours of opening in term time. The members of the Senior and Junior classes shall have the liberty of drawing and consulting the books of the Library only on Mondays and Thursdays. Those persons who have special per¬ mission to draw books from the Library, shall also be allowed to consult books in Library Rooms, under such regulations as the Committee shall prescribe. 3. The Librarian shall register all books which may be borrowed from the Library, noting the name of the borrower, the title and size of the 316 The American College. book, the time when borrowed and when returned. No person shall without permission lend to another a book which he has borrowed from the Library, nor let it go from his possession; and no person shall, with¬ out permission of the Library Committee, carry a book belonging to the Library, out of the town of New Haven, on penalty of being deprived of the use of the Library for a time not exceeding six months, or of paying a fine not exceeding one dollar, at the discretion of said Com¬ mittee. No person, except members of the Faculties, may keep more than three volumes from the Library at one time, without permission from the Library Committee. 4. Certain books, which on account of their character or their value, ought not to be removed from the Library, shall be so designated by the Library Committee, and shall not be taken out without their special permission. 5. The members of the Senior and Junior Classes shall pay for the use of books borrowed from the Library, twelve cents per month or any less time for each folio or quarto volume, and six cents for an octavo or smaller volume:—and if the book be not returned within a month from the time when it was borrowed, double the sum shall be paid every month until it shall be returned. The sums due for books thus borrowed shall be annually inserted in the August term bills. Resident Graduates and professional Students, shall return within one month all books by them borrowed, and in case they fail to return them within that time, they shall forfeit the use of the Library until such books are returned. Whoever shall borrow a book from the Library shall pay at the discretion of the President or Librarian, for all injury done to it while in his possession. In case of the loss of a volume, the borrower shall be required to replace the same, or pay the value thereof in money; or if the volume be one of a set, he shall replace the set or pay the value thereof. All books borrowed from the Library shall be returned thereto one week before Commencement, and whoever shall, without special per¬ mission from the Library Committee, retain books contrary to this law, shall forfeit his right to the use of the Library, during such retention. 6. It shall be the duty of the Librarian to arrange the books in the Library; to cause them to be repaired when necessary; to keep a catalogue of all books presented, or purchased with monies appropriated by the donors for the use of the Library. At each Commencement, the Librarian shall return to the Corpora¬ tion a list of the books which have been purchased during the preceding year; and shall report the names of such members of the Senior class as have books from the Library, that their Degrees may be withheld. 7. ' All books for the Library shall be purchased under the direction of the Library Committee, and shall be deposited in the Library. 8. The Library Committee shall have power to make any regulations for the management of the Library, which they may find necessary, and which shall not be inconsistent with the foregoing Laws. College Beginnings. 317 II. It shall be the duty of the Faculty to exercise a supervision over all the Society Libraries* admitted into the Library building, to acquaint themselves by inspection or otherwise with the character of the books, to ascertain and if necessary limit the expenditure for Library purposes, and in general, provide for the safety and carefulness of the rooms and Libraries deposited therein. It shall be the duty of the several societies, to whom rooms may be assigned in the Library building, through their Librarians or other officers, to afford all facilities for the inspection of their rooms and libraries as the Corporation or Faculty may direct, and to furnish from time to time all such information as the Faculty may require concerning the condition and management of the Libraries. The rooms so assigned to the several societies may be occupied by them until needed for the College Library, or so long, as the President and Fellows shall see fit. Such rooms shall be used for Library purposes and for no other. No meetings of the Societies shall be held in them, nor shall they be used as reading rooms except under the direction of the College In¬ spector or Prudential Committee. And if these regulations or any of them are violated, the Faculty may, if they see fit, punish the person or persons in fault, or may require the Society in whose room such viola¬ tions occur, to remove the books to some other place. There were no changes in relation to the library in the laws of 1850, 1852 or 1854. In 1856, Section I, paragraph 5 was amended to read as follows: 5. The members of the Senior and Junior Classes and members of the Medical, Law and Scientific schools shall pay for the use of books bor¬ rowed from the Library twelve cents for the term of two weeks or less time for each folio or quarto -volume, and six cents for an octavo or smaller volume. Previous to borrowing books from the Library, members of these schools shall each deposit with the Librarian the sum of five dollars, or a bond from one of the Professors of the College or other responsible person, for the safe keeping and return of the books they may borrow: the money or bond to be surrendered whenever the account is satisfactorily settled. But those who are permitted to draw books from the Library may consult them free of charge in the Library apartments. All books borrowed from the Library, except by members of the Faculties and of the Corporation, shall be returned or renewed within two weeks from the time when they are taken; and such books shall be also returned on the Monday next before the end of the first and second terms. Those who fail to return or to renew, at the required time, the books they have borrowed, shall forfeit the use of the Library until such books are returned. The Librarian or his assistant is authorized to limit at his discretion in the case of certain books, the time during which they may be kept from the Library. The sums due for books thus borrowed shall be annually inserted in the July term bills. *This refers to the libraries of the two open or debating societies, the Linonian and Brothers, which were re¬ moved at about this time from the rooms of the societies to the college library. Similar transfers were made, many years later, in other colleges. 3iS The American College. Whoever shall borrow a book from the Library shall pay at the dis¬ cretion of the President or Librarian, for all injury done to it while in his possession. In case of the loss of a volume, the borrower shall be required to replace the same, or pay the value thereof in money; or if the volume to be one of a set, he shall replace the set or pay the value thereof. All books borrowed from the Library shall be returned thereto one week before Commencement, and whoever shall, without special per¬ mission from the Library Committee, retain books contrary to this law, shall forfeit his right to use the Library, during such retention. In 1858, Section I, paragraph 5 was somewhat amended in form but not in substance. No further changes appear in the laws of i860, 1862, 1864, 1866, 1868 or 1870. In 1873, the following rules were enacted: I. Members of the Corporation, members of the several Faculties, graduates of the College residing in New Haven, and Students in the various departments of the College, shall be entitled to borrow books from the Library. The power to extend the privileges of the Library to other persons shall rest with the Library Committee. II. Before borrowing books from the Library, Students in the Law, Medical, and Scientific Departments, shall deposit with the Librarian a bond, signed by one of the Professors in the College or other responsible person, for the safe-keeping and return of such books as they may borrow. III. The College Library shall be open for the consultation and de¬ livery of books during five hours of each secular day of the week during term-time,—days of public fast and thanksgiving and such other public days as the Library Committee may determine upon excepted. The Library Committee shall regulate the opening of the Library during the vacations. IV. No person except the President of the College and the Librarians shall have a key to the Library. V. The Librarian shall register all books borrowed from the Library. No person shall take a book from the Library without the knowledge and consent of the Librarian, under penalty of being excluded from the use of the Library, and, if an undergraduate, of such other penalty as the Faculty may see fit to inflict. VI. No person shall keep more than four volumes from the College Library and four volumes from the Linonian and Brothers’ Library at any one time, and no book shall be kept for a longer period than three weeks, with the privilege, however, of renewal for a like period, if it has not been called for in the meantime. From the operation of this rule, members of the Corporation and of the Faculties are excepted. VII. All books shall be returned to the Library at least, one week before Commencement Day in each year. VIII. The ordinary detention of a book beyond three weeks shall be subject to a fine of five cents a day, and such detention after a notice of College Beginnings. 319 the fact has been sent, or after Wednesday of the week before Commence¬ ment Day, shall be subject to a fine of ten cents a day. IX. No person shall, without the permission of the Librarian, lend to another, or carry out of the city of New Haven, a book belonging to the Library, X. All injury which a book may have received while in the possession of the borrower, he shall make good to the satisfaction of the Librarian, and in case of the loss of a volume, he shall replace it or pay the value thereof, or if the volume be one of a set, he shall replace or pay the value of the whole set. XI. Works which on account of their character or their value ought not to be removed from the Library, such as costly illustrated works, works of reference, and unbound periodicals, shall not be borrowed with¬ out the consent of the Library Committee. XII. For the willful violation of the foregoing rules, or of the regula¬ tions established for the good order of the Library apartments, the Librarian shall have authority to suspend the person so offending from the use of the Library until the case can be acted on by the Library Committee. In 1892, the library hours lengthened to six in each secular day in term time. HOURS OF OPENING THE BROWN UNIVERSITY LIBRARY By HARRY LYMAN KOOPMAN, Librarian, in the Brown Alumni Monthly A FTER the university library has been transferred to the John Hay Library building, the hours of opening in vacations will be from 9 a. m. to 5 p. m. on week days, being thus extended one hour at each end of the day. As this is the latest and perhaps the last change to be made in a series extending over more than a century, it may be profitable to trace the history of this important extension of privilege at Brown. In the oldest extant copy of the Laws of the University, a manuscript copy made by Nicholas Brown in 1784, we read: “The oldest tutor shall be the librarian, who shall open the library once a week at an hour appointed.” The printed laws for 1793 and 1803 read: “The librarian shall open the library every Friday and Saturday, at such hours as the President shall direct. The students shall come to the library four at a time, when sent for by the librarian.” In 1823 the second clause was dropped, but the hours remained the same. In the Laws of 1827, the library is required to be open “three days in each week, during term time,” and on Saturdays in vacations. The hours are still “such as the President may direct.” 320 The American College. In the “Laws of the Library/’ published with the printed catalog in 1843, appears the following paragraph: “The library, in term time, shall be open for using books, not less than one hour a day on the first secular five days of the week, except on the days of Public Fast and Thanksgiving, on the Fourth of July, and on such other days as, from special reasons, the Library Committee shall direct it to be closed. During vacations the library shall be open not less than once a week, at such times as the Library Committee shall prescribe.” From the second term of 1850-1 onward we can follow the changes of hours from the announcements in the annual catalog. At that date the hours were given as “10 a. m. to 2 p. m.” The next fall they were changed to “9 a. m. to 1 p. m.” In 1871 they were changed back to “10 a. m. to 2 p. m.” In 1873 ^e clause was added, “during vacations on Saturdays.” In 1875 the hours became 10 to 3, Saturday 10 to 12. In 1879 the Saturday hours were made 10 to 2. In 1882 the hours were 10 to' 4, Saturday 10 to 1. In 1889 the reading room was open for reference 7 to 10 p. m., except on Saturday; in vacations the library was still open only on Saturday. In 1892 the hours became 9:30 to 4, and 7 to 10, the evening hours and Saturday I to 4 being only for reference; vacations on Saturday only. In 1893 the hours were made 9 to 5, and for reference 7 to 10; vacations 10 to 4. In 1895 the gap at supper time was closed up, and the hours became 9 a. m. to 10 p. m., and Sunday hours, 1 to 10 p. m., were added. The hours 5 to 10 p. m. and on Sunday for reference only. In 1899 the term time hours became 9 a. m to 10 p. m. every day, and the restriction as to borrowing books in certain hours was removed. In 1901 the hours were extended to II p. m.; the hours 9 to 1 on Sunday were dropped, and have not since been restored. In 1904 the Sunday hours were made 2 to 11 p. m. As there are in term time but ten hours out of the twenty-four on which the library is not open, it is not likely that any further extension of the hours of the library will ever be made unless the presence of a summer school shall some time make it necessary to keep the building open evenings in the summer vacation. A NEW FORM OF COLLEGE TREASURER'S REPORT Bulletin Number Four of the Carnegie Foundation upon “Medical Education in the United States and Canada” has been closely followed by the publication of its Bulletin Number Three, entitled “Standard Forms for Financial Reports of Colleges, Universities and Technical Schools.” This is one of the most important and promising of the attempts to intro¬ duce uniformity and standardization into the administration of our institutions of higher learning. The task of devising and revising these forms was such a comparatively simple matter that, in any other realm of large affairs except the colleges, the work would have been done long ago under the direction of the institutions most interested instead of leaving it to be conceived and carried out by an outside agency. It is only within a few years that any considerable numbers of the private colleges or universities have recognized any duty upon their part to make public their financial accounts. Of this Dr. Pritchett says in his introduction: “Tax-supported institutions are required by law to print an annual detailed statement of their receipts and expenditures. These reports in some cases simply give the list of separate vouchers. While this may have a value in com¬ plying with the state law, such reports serve only a limited purpose in showing the actual operations of the institutions concerned. Nevertheless, it is true that the tax-supported institutions have had a real source of strength by reason of this enforced publicity. “Among endowed institutions only a small minority publish annual finan¬ cial statements. The great mass of institutions of higher learning in the United States bearing the name of college or university make no public accounting of the disposition of the moneys which they receive. “It seems clear that both from the standpoint of its own efficiency no less than from the standpoint of its obligation to the public, every public institution like a college should print annually a report as to the use of the moneys which it has received. It is in the hope of facilitating this public duty, and with the hope further of bringing about some uniformity in these reports, that the pres¬ ent study was undertaken. In its prosecution the effort has continually been made to avoid the complexities of too great detail and to reduce the information which ought to be given to the simplest and most intelligible form.” 3 21 3 22 The American College. There has been no uniformity even in the reports made by the largest insti¬ tutions. Each has employed its own public accountant, who has usually been a non-collegian and without any practical knowledge of college affairs. Hence most of these reports have included only a balance sheet, statement of assets and liabilities, and of income and expenditures, and the other items which are usual in the case of any ordinary commercial corporation, but which are far from complete in regard to the college. Yet most of these reports contained some unique item which did convey some unusual information as to that par¬ ticular institution. It was of value that each report was the work of a skilled ac¬ countant and was correct in form and fact so far as it went. But since no two were exactly upon the same plan they were largely valueless for comparison. Dr. Pritchett gave to his accountants the treasurer’s reports of twelve institutions to serve as a starting point for their work; viz., those of Harvard, Yale, Princeton, Columbia, Amherst, Johns Hopkins, Chicago, Washington, Indiana, Michigan and Illinois. From these reports the accountants selected the best features and then added new ones. The original draft was printed in June, 1909, and submitted to other accountants, to college treasurers and presi¬ dents, and to others whose advice was deemed valuable; and thirteen months after the original draft was prepared, Bulletin Number Three was rewritten, reprinted and issued. In several particulars this bulletin is quite as important, though not so spectacular, as the other bulletins issued by the Foundation. First—The form of report is comprehensive, for it amply covers all kinds and sizes of institutions. It is not too complicated or extended for the smallest or poorest. In several respects it will prove a great boon to these smaller colleges if they will honestly and earnestly follow its leadings and live within its teachings. It will give them one decided advantage over the huge universi¬ ties, for by its use they can obtain as minute and accurate knowledge of their financial affairs as the richest university can have, with its costly accounting system; but they will not suffer from the comparative lack of personal intimate knowledge of the needs of their students as individuals which now so seriously handicaps their larger rivals with their admittedly better educational equip¬ ment, and which a merely financial form of bookkeeping cannot cover. The proposed form is a distinct improvement upon any form of report heretofore issued by any institution, and yet is sufficient to cover the complicated financial affairs of the richest university now in existence. Second—The form of report gives substantially all that, under the present state of college bookkeeping, can be known in regard to the financial affairs of any college or university. It goes into all desirable detail, but into no detail which is not necessary to give a true perspective of the financial problem. It includes the following items, all with proper subheadings: Summaries of income, expense, assets and liabilities; income; details of income from tuitions; Editorials. 3A3 expenditures; department expenses; balance sheet; cash receipts and disburse¬ ments ; cash balance; notes receivable; accounts receivable; rents receivable; net income from rents; interest and dividends accrued on securities, general invest¬ ments; interest and dividends accrued on securities, special investments; secu¬ rities ; bonds, stocks and real estate mortgages; investments in real estate other than university or college grounds and buildings; educational plant; lands, buildings and equipment; additions to lands, buildings and equipment; reserve for depreciation on lands, buildings and equipment; notes payable; accounts payable; bonds and mortgages; endowment funds for general purposes; endow¬ ment funds for designated purposes; gains and losses on general investments; surplus accounts. Third—It clearly draws the line as to the various kinds of general and special trust funds, and this is very necessary. The origin, present condition, net income and application of each trust fund is distinctly set forth. Valuable suggestions as to these details were derived from existing reports. For exam¬ ple, the form of stating the facts about the endowment and scholarship funds, schedule P, was largely taken from the Johns Hopkins report. The particu¬ lars as to the donors, history and description of the various buildings were sug¬ gested by the Yale report, which is enriched by a brief historical statement as to all the past and present buildings. If this form is carefully followed there will be given annually a graceful acknowledgment of the names, gifts and precise objects of all benefactors. Fourth—The report gives the basis for putting, at a small expense, a new and simple form of bookkeeping into every college, and fortunately this can be done by any skilled bookkeeper without the aid of a public accountant. The books can thereafter be so kept that the annual report of the treasurer can be mainly prepared by transcribing the footings of the various accounts. Fifth—All institutions will have to take comprehensive annual inventories of all their funds and property. This, in itself, will often be an eye-opener and usually an undisguised blessing. It will lead to many thorough house cleanings and offer splendid opportunities for usefulness to some of the trained business men upon the board of trustees. Sixth—It will be the first great step toward practical standardization and uniformity and will demonstrate, as almost nothing else could do, the value thereof. Seventh—And possibly the most important of all, it will eventually lead to a comprehensive form of accounting and auditing of the business, not finan¬ cial, affairs and educational accomplishments of the college and its parts, and not merely of its property, income and expenses. The form is pretty nearly perfect so far as it goes. The real lack is not in the report itself, but in the failure up to the present time to provide adequate college methods back of it upon which to base any report. In a few years the true meaning and the bale- 3 2 4 The American College. ful results of this lack will be made evident and a reform can be worked out— not primarily by the educators but by the business experts who will be called in to their aid. In other words we must not forget the fact that this report has to do chiefly, almost exclusively, with the financial bookkeeping of the college—and practically not at all with the educational or productive bookkeeping which is still non-existent and which, under present internal methods of the college, is impracticable. This report has to do with the financial rather than with the educational or business history of the college year. Let us hope that its indirect or constructive value may be even greater than its direct value, and that it may be but a step forward in the development of a new form of bookkeeping for the college. In that case the growth will be along the same lines as in commercial and especially manufacturing accounting, and the process will be about as follows: (a) A comprehensive and standardized set of books will show clearly what is being done on the financial side of the institution and enable it to perfect and enlarge this branch of its work. It will show what the college is doing financially. (b) This will soon reveal unerringly what it is not doing educationally, and will demonstrate to the educators and the business men among the trustees the evils which must follow from a failure to provide educational accounting and sets of books. In other words, its second function will be to show what the college is not doing. (c) By gradual evolution it will then be possible for the college to know what it can and should do to develop a new educational accounting and auditing commensurate with its educational plant, needs, opportunities and problems. This was the course of the historical and philosophical development of the non- financial and productive bookkeeping of the American factory. Just as surely will it be the history of the American college; and as a long and logical step forward in this history lies the greatest value of Bulletin Number Three of the Carnegie Foundation. It will be interesting to know how the colleges will receive this last contri¬ bution of the Foundation. Will they think of it as an impertinence and inter¬ ference, or will they appreciate how great has been the service which was ren¬ dered to them? Will they cavil at this feature or that of the proposed form, and think it might be different, or will they rise to the opportunity and meet the spirit of the Foundation, and honestly and earnestly try to help on in the good work? COLLEGE FORUM THE AMERICAN COLLEGE aims to present in this department the best thoughts on the problems of our colleges, a frank and open discussion of them and any elaboration of or difference from views expressed editorially or in general articles. Contributions for this department will be gratefully received. THE SPIRIT OF THE GERMAN UNIVERSITY. In speaking about the universities of his native land, Count Von Bernstorff, German Ambassador, said in part at the last commencement at Union Univer¬ sity at Schenectady, N. Y.: The two ideas, essential to the mak¬ ing of great universities, the right of the teacher to be free in what he says and the liberty of the student to learn, form the basis of German academical life. The teacher is expected to be true to the truth he sees and is thought false to it if he dare not give expression to what he believes. On the other hand the stu¬ dent may refuse to be satisfied with the voice of authority upon any subject be¬ cause, being a student, he is free to learn, free to question, free to think. This old intellectual freedom of the uni¬ versities was the starting point from which the German nation proceeded to religious freedom, liberty of speech and liberty of the press. In other countries political freedom is older than academ¬ ical freedom. In Germany, however, intellectual freedom was the mother of political freedom. That is why our uni¬ versities still to-day have great influ¬ ence and why professors have played a great part in German history. The elements of strength of the Ger¬ man university are chiefly the inner freedom they enjoy, and the spirit of investigation among their members. The German university is a state insti¬ tution. It is established and supported by the government and under its con¬ trol, but it retains some not unimpor¬ tant features of the original corporative character. It still possesses a certain degree of autonomy. It elects its own officers, the rector, the senate and the deans, and also exercises a considerable influence in the appointment of profes¬ sors. By its power to confer the doc¬ tor’s degree and appoint the private docents the university determines the circle from which the members of the faculty are usually drawn. In addition to this it receives from the government the right to nominate candidates for the different chairs. The German system, like all institu¬ tions in this world, naturally has its shadowy sides, but I do not wish to dwell on them, as I to-day intended to draw attention to the elements of strength in the German university. In the near future an “American In¬ stitute” will be founded in connection with the Berlin university. The idea of founding this institute was conceived by Friedrich Althoff, recently deceased, who for many years occupied a leading position in the Royal Prussian Depart¬ ment for Public Instruction. The es¬ tablishment of a union of all scientific efforts was the aim of his life. He worked for an effective intellectual intercourse among nations, because he considered it the best means for bring¬ ing them pearer together in the domain of common human interests. The ex¬ change of German and American uni¬ versity professors was the first reali¬ zation of this idea. When Harvard 325 326 The American College. University conferred the honorary de¬ gree of a doctor upon F. Althoff, Pres¬ ident Eliot referred to him as “the father of the idea of exchanging pro¬ fessors.” Enmity has followed Althoff. But his efforts for an intellectual inter¬ course between America and Germany raise him far above party strife. His influence has not departed with him, but is still keenly felt. The American Insti¬ tute was probably his last desire, and his last scheme. Its object is to furnish a center for the furthering of the intel¬ lectual relations between the United States and Germany, by an interchange of the intellectual works of both nations by distributing correct information re¬ garding their colleges and universities, but above all by an exchange of teach¬ ers and students. When the “American Institute” has once begun its work it is to be hoped that more wealthy friends of the idea it represents will come forward in both countries and endow the institute with funds. If this should be the case the institute will in future be able to offer scholarships to American students who are desirous of studying in Germany. It is obvious that this would be a splen¬ did development of the idea of exchang¬ ing professors, which has proved so successful in both countries. PRESIDENT HADLEY’S BACCALAUREATE. “Add to your faith virtue, and to virtue knowledge.”—2 Pet. 115. Thank God, gentlemen, that you are born into an age of faith and into a land of faith—into an atmosphere charged as never before with positive working beliefs which make life worth living. We sometimes hear a contrary opin¬ ion expressed. Many good people will tell you that this is an age when faith has decayed; an age when the human race has lost its belief in the things which are most necessary to its life here and hereafter. This is a wrong view. We have lost faith in some things, but we have gained faith in others; and the faiths that we have gained are greater in number and importance and inspiration than the faiths that we have lost. We have lost faith in signs and portents and supernatural manifesta¬ tions of power; in certain dogmas and formulas once supposed to be essential to salvation. We have gained in their place faith in man, faith in law, faith in the truths of nature, and faith in the God of justice. It is natural enough that those who have been brought up to rely on the ex¬ ternals or accidents of the older faith, rather than on its spirit and its sub¬ stance, should feel that we have lost more than we have gained. If a man believed in God more on account of the miracles that He is said to have wrought at certain times than on ac¬ count of the mighty works that He shows us every day, a weakening of the belief in miracles meant a loss of faith in the underlying moral purpose of the universe. If he did right solely because a verbally inspired Bible told him to, any doubt about the verbal inspiration of the Bible seemed to take away the whole reason for doing right. But this is a narrow and superficial view of life. Belief in the miraculous has had its place, and belief in verbal inspiration has had its place. But these things rep¬ resent at best only the scaffolding which has helped to build up the edifice of human faith. Once the building might have fallen if the scaffolding was taken down; now its removal means only that the edifice is in condition to stand for and by itself. We must not, indeed, disregard the feelings and prejudices of those who were brought up in the older faith by unnecessary denial of their premises or disregard of their ob¬ servances; but we may thank God that our faith rests on surer foundations than the completeness of the evidence for this or that miracle, or than the verbal authenticity of this or that Scriptural passage. We have faith in man. We believe in our friends. We believe in the essential good will of those with whom we have to do. Nay, more; we believe in the human race as a whole. We believe The College Forum. 327 that its instincts and motives are fundamentally right; and that if we can remove the ignorance and misery by which so large a part of its mem¬ bers have been burdened we can give them not only new comforts and new knowledge but new spiritual life. The man of to-day finds in the improvement of the conditions of his brother men not only a duty but an inspiration. We have faith in society. We believe not only in what the individual human units will do, but in what the organ¬ ized life of the community will do. We believe in our country. We believe in the laws that it can make at home and in the things that it will stand for abroad. We have enough faith to make our patriotism no mere burden, but a cher¬ ished possession of our souls. We have faith in the truths of nature. This is an even more distinctive fea¬ ture of our twentieth century life than either of the others which I have named. We believe that the world about us is governed by laws, and we care for the discovery of those laws; not only for the sake of the practical results which they place in our hands, but for the inspiration obtained by the fuller and better understanding of the mysteries of the universe. We have learned as never before to Look through Nature up to Nature’s God. And we have faith in the God of jus¬ tice. We may not always call this God by the same name that our fathers did. We may not surround Him by the same attributes with which our fathers in¬ vested Him. We may shrink from appealing to Him under the old forms, or sometimes even from calling upon Him with the old freedom. But we have in our hearts, and I believe more firmly than ever before, the conviction that at the heart of the universe there is a Supreme Being on the side of right; and this belief, however much we may shrink from formulating it in words, is strong enough to “Uphold us, cherish, and have power to make Our noisy years seem moments in the being Of the Eternal Silence.” It is profound enough to make us care very little on which side the ma¬ jority votes, or on which side our inter¬ ests lie, if we see clearly what is right and honorable and in the truest sense Christian. But do we see straight? Do we face things as they are ? Do we have virtue and knowledge in proportion to our faith? Do we keep clear of vain imag¬ ination? I wish I were sure of the answers to these questions. I wish I could think that the world to-day is as sound of head as it is right of heart. The thing for which there is crying need among our good men is intelli¬ gence. The thing in which they most conspicuously fall short of the standard set by Christ or preached by Paul is intelligence. For one man who works evil by want of heart there are ten who work evil by want of thought. I do not mean that the present age has any monopoly in this respect. I do not mean that we are less intelligent in our conduct than our fathers were. I incline to believe that there has been a decided improvement in the readiness of people to think about their conduct and its consequences. But I do doubt whether the improvement has kept pace with the need. We have larger ideals to-day than ever before. We give our¬ selves and we give other people more freedom in the choice of ways for reaching them. The glorious liberty of the Gospel is realized to-day in a sense in which it was never previously real¬ ized. But the extent of our liberty means an increased chance of making mistakes; and the loftiness of our ideals means that we sometimes may carry those mistakes to monumental lengths before people recognize what has happened. The very things which make life most worth living to-day ac¬ centuate the evil consequences of living it wrong. There are several classes of mistakes The American College. 328 to which the present age is specially subject and which are specially danger¬ ous because they come so nearly in line with the most glorious ideals of twen¬ tieth century religion. Our faith in man may lead us into an easy-going tolerance which is neither intelligent nor Christian. Our faith in society may lead us to countenance the mistakes, if not the excesses, of socialism. Our faith in science may be carried to the point of scientific bigotry. Our faith that God is fighting on the side of right may blind us to the responsibilities that we ourselves have in that fight. Let me take these points up in order. Among the leaders of the civil war General Grant was distinguished by a large-minded faith in men. It was a great source of strength to him; a vir¬ tue that perhaps counted for more than all others in making his career a suc¬ cess. He spent upon the work that was before him the energies that other peo¬ ple wasted in distrusting or backbiting their associates; and the result justified his faith and his wisdom. But when he came into the presidency he carried this belief in his friends to unreasonable lengths. If he liked a man he at once had faith in him; and that faith under the new conditions often proved to be badly misplaced. As a result the years of Grant’s second administration were among the most corrupt in the history of our country; and people for a time lost their admiration of Grant’s great¬ ness in their indignation at his mistakes. If you are going to trust men you must take the trouble to judge them. The extreme of indiscriminate trust without judgment is about as bad as the extreme of indiscriminate criticism without faith. No man can do a really large work who does not believe in his friends; but by that same token, the man who chooses his friends wrongly or who confides in them without dis¬ crimination is foredoomed to do his work wrong. The danger of undiscriminating friendship is so obvious that I shall not dwell upon it longer. Less obvious, but perhaps on that account all the more dangerous, is the evil of undiscriminat¬ ing reliance upon law. In the three decades which have elapsed since my graduation there has been a remarkable change of public sen¬ timent on these matters. Thirty or forty years ago intelligent Americans were believers in liberty. They thought that government interference was an evil, and that the legislation which re¬ formers invoked to stop special abuses would generally create more evils than it would prevent. To-day all this has changed. “The new democracy,” said a clear-sighted critic about the beginning of this period that I have named, “is passionately benevolent and passion¬ ately fond of power.” The combination is a dangerous one—how dangerous is perhaps best indicated by the events of the first French revolution, whose promoters loved liberty, equality and fraternity so much that they indulged in a carnival of riot and murder almost unparalleled in recent history. This is, of course, an extreme instance; but it is the kind of mistake which any one is likely to make who has more faith in government and law than intelligence as to the way in which government and law must be administered. The desire to make men happy is a praiseworthy thing; the impulse to use government authority for this purpose is a natural one; but if there is any point where vague sentimentalism is dangerous and where faith needs to be combined with virtue and knowledge in order to have any spirit at all, it is in rendering to Caesar the things that are Caesar’s and unto God the things that are God’s. Almost equally characteristic of the present day is the danger that our faith in science may be carried to the point of bigoted intolerance of any philoso¬ phy of life except that which is based on particular fields of science. This is not to be wondered at. In chemistry and physics and biology the nineteenth century has discovered a great many truths which were not known before, and has made these discoveries the means of increasing man’s power over nature and ameliorating the lot of the The College Forum. 329 human race. But there is on this very account great danger that we shall overestimate both the practical value of what has been accomplished and the theoretical certainty of many of our doctrines. The man who would make the right use of scientific truth must know the limitations of scientific truth. It is a good thing to increase the pro¬ duction of food; it may become a bad thing if it leads a man to deny that there are other standards of progress except material ones. It is a good thing to be familiar with the laws of mathe¬ matical physics; it may become a bad thing if it leads one to think that these are the only laws worth knowing. I would not say one word which could lessen the enthusiasm of the scientific devotee for his specialized knowledge, or lessen the public faith in the value both of the results and of the spirit of discovery by which they are obtained. But let us remember that the field is a limited one, and that the greatest men of science have recognized its limita¬ tions. The position of the agnostic, who does not know or care for anything be¬ yond the results of natural science, is a startling example of what comes to a man who exercises faith without intelli¬ gence. In theory the agnostic is the man who' does not claim to know any¬ thing that he cannot prove—a praise¬ worthy aspiration. In practice, he too often uses the term to enforce this tyr¬ anny of his own particular section of opinion over that of every other sec¬ tion. Our faith in God, as we to-day hold it, is based on our faith in men, our faith in law, and our faith in science. It is for that very reason subject to a combination of the dangers which best all three of them—the danger of a com¬ placent optimism, which looks so firmly for the ultimate triumph of the right that it sometimes loses sight of the means which appear to be necessary to keep the world moving in the right di¬ rection. There* is no field—I say it reverently —in which it is so necessary to com¬ bine intelligence with faith as in our idea of God. This is peculiarly true to-day, because to-day for the first time each man is encouraged to develop his own conception of what God is like and what God wants. In former days men were bound down by creeds which de¬ scribed in detail God’s attributes and God’s wishes. You accepted Him as He was pictured in those creeds, or you rejected Him altogether. To-day we try to judge for ourselves regarding God’s attributes and God’s wishes. Of all the responsibilities which go with the exercises of private judgment, this is the greatest. When Robert Ingersoll said, “An honest God’s the noblest work of man,” he uttered a profound truth, which many who' professed to be more religious than he might well take to heart. You call your God the God of justice; see to it that your faith takes such shape that you could worship Him only by doing justice. You call your God the God of love; see that your faith is so shaped as to make you give love instead of merely trying to receive it. You call Him the God of battles—and this is perhaps in a real masculine faith the highest title of all. See that your trust in Him is an inspiration to you to take your part in the battles both with courage and with intelligence; for otherwise that faith is mere blasphe¬ mous idolatry. The soldier who fights without faith fights badly; but the soldier also fights badly who fights with such blind faith that he relaxes his watchfulness, his intelligence, or his sense of personal responsibility. This is true in the physical warfare between nation and nation; it is yet more pro¬ foundly true in the great moral war between right and wrong. Gentlemen of the graduating class: It is a distinctive feature of Chris¬ tianity that it insists on the combina¬ tion of faith and intelligence. There have been ages or countries where Christians have forgotten this—where the Christian religion has become pre¬ dominantly emotional on the one hand, or predominantly intellectual on the other. But these have been its times and places of weakness. The true Christianity, the church militant that is to become the church triumphant, 330 The American College. demands trust in God on the one hand, individual intelligence and responsibility on the other. This is what Jesus preached. This is what Paul preached. This is what the great Christian leaders have preached in every age. Men have differed in their view of what God was; they have differed as to their conception of the kind of responsibility to be placed upon His followers; but they have been at one in preaching the power of God and the responsibility of man, the duty of faith on the one hand and the privileges of freedom on the other. It is to this glorious liberty of the Gospel that you are called. You are taking its privileges and its burdens. If you have learned the lessons that Yale has to teach you appreciate the burdens no less than the privileges, and value the great things of life all the higher be¬ cause you must do battle to maintain them. God grant that as the later roll calls come, ten or twenty or fifty years afterward, each man, living or dying, may be able to say, “I have fought a good fight, I have finished my course, I have kept the faith!” SUCCESS IN CATHOLIC EDUCATION. The recurrence of the commencement days suggests a review of the work of our Catholic schools during the past year. It has been a record of progress all along the line. It would be a mis¬ take to suppose that the only or even the greatest advance was in the erec¬ tion of better built and better equipped school houses, though that of itself is a matter of no small importance. The school system has of late years under¬ gone great improvement. The classes have been more carefully graded; the discipline has been notably improved; industrial education has been intro¬ duced in a large number of institutions, thus making the instruction train the hand as well as the head and the heart. But the result that is most pleasing to the friends of Catholic education, and that assures the future of our schools is the thoroughness of the work they are accomplishing; a thoroughness that has proclaimed itself in many ways, and in not the least striking manner by the uniform successes which attend their pupils when they enter general competitive examinations with the pupils of other educational establish¬ ments. While the Catholic teacher does not grasp at every fad and fancy that is proposed by self-appointed dictators in educational matters, no system or method that makes for real advance is neglected. One might note also the work the Church is accomplishing in behalf of the deaf mutes, and in the interest of the negroes and Indians. Of the first mentioned class of schools the number has been increased of late years; and where the number of deaf mutes is not enough to warrant the opening of a school, provision is usually made to have one of the teachers acquire the usage of their language. In regard to the other two classes, the efficiency of the Indian schools has been increased as is noted in the Indian report. At the same time, the untiring activity of the Josephite Fathers, and the educational work of the Benedictines in many southern localities has given stronger impulse to negro education and invested it with greater possibilities. The suc¬ cess of Catholic educators among the negroes has emboldened the energetic Monsignore Burke to begin the project of a negro educational institution formed on the lines of the Tuskegee Institute. In every branch of education the Catholic schools have been eminently successful, have advanced and pro¬ gressed. Not the least of their merit lies in the fact that, instead of burden¬ ing the students and pupils with intel¬ lectual fads and inutilities, their improv¬ ing courses of study are of the practical and useful sort, embracing all that the highest education may demand and neglecting nothing that thoroughness and effectiveness may require .—The Pilot. THE COLLEGE COMMUNITY CAMPUS AND STUDENT BODY The establishment of a post-office on Princeton’s campus is being strongly agitated. A radical change has been made in the attendance rules at Williams—the maximum number of cuts allowed now totals one week of work in each semester. The average cost of Yale’s Junior Prom festivities was $122.90 for each man. One man spent $900, but he en¬ tertained at a house party. Omitting this, the average cost falls to $105.25. Taking the entire Junior Week into consideration, the sum averages $180.84. A competition for prizes aggregating $3,000 for papers on business problems to be conducted during the next aca¬ demic year was announced at Wellesley College. The competition will be open to undergraduates and will aim to arouse greater interest in the study of commerce and industry in this country. At Dartmouth a new prize of twenty dollars, called the Kenneth Archibald athletic prize, is offered to the member of the graduating class who, in the judgment of the athletic committee, has been the best all-around athlete, regard also being had to recognized moral worth and a high standing in scholar¬ ship. American children are not sufficiently spanked, declares Dr. G. Stanley Hall, president of the Clark University of Worcester, Mass. “I do not believe in too much flog¬ ging, but it should not be abolished. Americans protect their children too much and it makes them precocious and disrespectful. A little slapping now and then re-enforces the moral purposes of the child.” Harvard College has abandoned the idea of erecting tablets in Memorial Hall in memory of her sons who died fighting under the colors of the Con¬ federacy. The Harvard Memorial So¬ ciety, composed mostly of veteran grad- utes, and also many members of the faculty at a special meeting called re¬ cently unanimously agreed that Me¬ morial Hall on account of the sympa¬ thies of its founders and its subsequent traditions has no association with the memories of those who fought to dis¬ rupt the Union. The majority of the society agreed that time will surely bring a demand that will be unanimous for a Confederate memorial to be erected on some part of the college domain, but until that time should come the matter had better rest. The society has undertaken the task of indexing the list of Harvard men who died in the Confederate cause. Two of the coeds of Michigan Uni¬ versity have left for the West this year to take up Government land and be cowgirls in good earnest, intending to return to Michigan when they can to complete their education. They are Lulu Jefferson from Williamston and Bertha Thompson from Battle Creek, the first a junior and the last a senior in the literary department. Miss Jef- 331 33 2 The American College. ferson has already taken up her land and has lived one of the necessary six months on it to claim the property. She will live there for the next six months with her sister. The ranch is in Montana, and Miss Thompson will probably accompany her West and take up land somewhere in the same section. Another young lady who was graduated several years ago took up land in the West which has turned out to be very valuable. She will return a year from this fall to take her master’s degree from the university. When she left she was half dead from tuberculosis, but she went into the West, had a rude log hut erected and went to work. She was particularly fortunate in the loca¬ tion she happened to select, and now be¬ cause of irrigation canals that have been put in near her she is able to sell her ranch for a sum that puts her in the independent class, and best of all she writes that she has entirely regained her health. Statistics recently gathered by the management show that the Kansas State University has more girl students who are working their way through college and are paying for their board and lodging while securing an education than any other like educa¬ tional institution in the United States. It is stated by the registrar of the uni¬ versity that 150 girls have asked the university employment bureau to secure them places in the homes of Lawrence people, where they can pay for their board and lodging by tutoring or doing household work mornings and evenings. Many of the young women come to the university with some special training or experience on which they rely to earn a portion of their expenses. An in¬ creasingly large number do tutoring. Others help in the homes of the town, acting as amanuenses, reading aloud, caring for small children or helping with the housework. Housewives of Law¬ rence declare that the girls who come to this town to secure an education know how to work and are preferable to the regular domestics. The girl doing such work lives in the home where she is employed and receives her board and lodging for her services. In many cases these girls are the daughters of well- to-do farmers, but they have learned to work on the farm and’ they do not hesitate to work here. And generally they are first in their classes. Some of the self-supporting girl students have made such class records as to be elected to the honorary scholarship fraternity of Phi Beta Kappa. Of the fourteen seniors selected to this organization at the first election in the last school year six were working their way, three men and three girls. REPORT OF THE SENIOR COUN¬ CIL OF YALE FOR THE PAST YEAR. The Senior Council begs leave to sub¬ mit the following brief report of their work for the College year of 1909-1910. This does not include recommendations and investigations on a number of minor points. Nos. 1, 2, 5, 6, 7, 8, 9, 10, 11 have been accepted and Nos. 3 and 12 are under consideration: 1. In regard to the “New Rules,” they recommended that (a) Marks be changed from 2 for week-day absence and 6 for Sunday absence to 1 and 3 respectively, reduc¬ ing the total numer to 20 per term for Seniors and Juniors, 16 for Sopho¬ mores and 12 for Freshmen. (b) The church papers be abolished. (c) There be a distinct cut probation and mark probation, with due warning. (d) The nature of the “deep-cut” be changed. (e) Each special case be treated in¬ dividually by the Dean. (f) All rules be strictly enforced. 2. A movement has been started to revise and simplify the book of College rules. 3. They recommended that a stu¬ dent’s class-room stand in figure should be sent him at certain times during the year. 4. They drew up a petition for an The College Community. 333 honor system which was abandoned be¬ cause of apparent lack of support. 5. They recommended that cuts and marks necessarily taken when out of town because of connection with cer¬ tain University organizations be ex¬ cused under prescribed conditions. 6. The question of the “open or closed” campus was thoroughly inves¬ tigated and reported. 7. They recommended that unpleas¬ ant topics and questions be omitted from the Class statistical blanks. 8. They recommended that on days when the President attended chapel, everyone should remain standing in their places until he had passed out. 9. They recommended changes in the penalties for absence from choir-prac¬ tice. 10. They recommended to organiza¬ tions requiring service of any kind to employ students whenever possible. 11. They recommended the erection of fences in the Oval and the laying down of walks. 12. They recommended that Linonia and Brothers’ Library be kept open on Sunday afternoon. ATHLETICS The freshman relay team from Illi¬ nois University set a new record in the Philadelphia meet. They made the mile in 3 -.26 4-5. The annual report for the four ma- jor sports at Yale for the year 1908-9, ending Sept. 1, 1909, shows total re¬ ceipts of $104,945, a decrease of $6,041, as compared with the previous year. Track athletics brought in $3,811, an increase of $1,397; baseball brought in $28,484, a decrease of $4,677; boating $4,279, a decrease of $310, and foot¬ ball $88,370, a decrease of $4,171. The total expenses were for track ath¬ letics $13,369, an increase of $290; baseball $22,787, a decrease of $6,254; boating, $19,818, an increase of $776, and football $37,846, a decrease of $8,888. Including in expenses $600 for minor athletics and $5,000 for the Car¬ negie swimming pool the balance of profit from athletics was $4,331, as compared with $906 last year. The reserve fund of the financial union falls to $116,852, as compared with $119,831 the previous year, due chiefly to purchase of real estate for $9,380 and boathouse funds amounting to $4,183 transferred to the university. In some of the larger items of expense, track athletics, hotels and meals rise from $1,360 to $1,806, and training table from $1,719 to $2,399. I* 1 base¬ ball traveling expenses rise from $2,110 to $2,404, hotels and meals rise from $2,876 to $3,685, while training table falls from $2,194 to $937. In football traveling expenses fall from $2,110 to $1,127, hotels and meals rise from $2,876 to $3,561, and training table falls from $2,194 to $1,401. In boating, hotels and meals rise from $230 to $967, and training table falls from $2,488 to $976. The doctors and medi¬ cine bill of the football team rises from $888 to $1,258. In football the receipts from the Princeton game were $25,342, and from the Harvard game $37,420. In base¬ ball Yale received from the Princeton games $11,263, an d from the Harvard games $8,833. THE STUDENT ATHLETIC MANAGER. There is a feeling prevalent among those interested in and closely identified with Wisconsin University athletics, that the election of the student athletic board of student managers for the vari¬ ous athletic sports, is unfair and dis¬ criminatory in its present form. In order that there may be a clear under¬ standing of the situation, it may be well to explain in a few words the nature of the athletic board and its particular re¬ sponsibility in the case of athletic mana¬ ger elections. The board, at present, is composed of six non-W. members, five W. members, each representing one of the five major sports, namely, football, track athletics, baseball, crew, and bas¬ ket ball, and a president and vice-presi¬ dent elected from the male university students at large. These thirteen mem- 334 The American College. bers are elected by the athletic associa¬ tion annually, the association being com¬ posed of all regularly registered U. W. students. It has heretofore been customary for the athletic board, in addition to its other duties, to annually elect a student manager for each of the above-men¬ tioned sports. This election is usually held in June, at the end of the athletic season. The manager for any one sport is chosen from a list of candidates called assistant managers who are sup¬ posed to have been zealously assisting the manager of this sport during the season. As a matter of fact, due to the general laxity in things athletic at the U. of W., for the past few years, many of these so-called assistant managers have been assistants in name only. However, the fact that a student has handed in his name to the man¬ ager as a candidate for the position is usually sufficient to bring his name be¬ fore the athletic board at election time, even though his assistance has been a rather negligible quantity. Once his name has been proposed to the athletic board, he usually stands at least an even chance with the candidate who has worked hard and faithfully throughout the training season, and under a cer¬ tain combination of circumstances—cir¬ cumstances here being synonymous with athletic board members—he stands a better chance of being elected man¬ ager. It is ordinarily true that a member of the board is primarily interested in but one athletic sport, or possibly two, and therefore may be acquainted with the work of the assistant managers in this particular sport, but may not even know the names of the candidates in other branches until they are proposed for election. This may sound im¬ probable, but the writer can vouch per¬ sonally for its truth. This is why, in general, unless personal considerations enter in, each candidate has an equal chance almost regardless of his work and qualifications for the managerial position. It may be argued that it is the duty of the board to become ac¬ quainted with all the assistant mana¬ gers and follow them assiduously with the idea of voting intelligently when the time comes. This is very true, but the board has numerous other duties, and the members in the past haven’t seen fit to assume this duty and it is highly probable that they will not in the future^ But even assuming that it may come to pass that members of the Board will thoroughly acquaint themselves with the work done by the various assistant managers during the athletic seasons, there still remains a strong personal feeling to be dealt with which has in the past helped to elect—no, elected, in¬ ferior managers, and which will like¬ wise influence future elections as long as they are decided under the present system. It has been true, and will con¬ tinue to be true under similar condi¬ tions, that if a candidate has several close friends on the board, his elec¬ tion is almost an assured fact, regard¬ less as to whether he deserves the po¬ sition because of ability and meritorious work as assistant manager. Quite re¬ cently there have been several instances of rejection of the logical candidates, who in addition to their other qualifica¬ tions, were strongly recommended by the coach, due to personal friendship on the part of several members foi candidates not so well fitted for mana¬ gerial positions. In view of the conditions as already stated, it is the opinion of a number of representative university students and alumni that a modification of the present system of election of student athletic managers is highly desirable. Election to these positions should be based on merit and ability. It does not seem desirable to continue a sys¬ tem of election in which haphazard voting may be the rule, or in which personal friendships rather than quali¬ fications for the work may determine the successful candidate. The alumni are especially desirous of seeing the best men in the university elected as managers of the various athletic teams, men with push and business ability; men who undertake the work not so The College Community. 335 much for personal glory as with the hope that they may help, by hard work and an intelligent policy, to turn out winning teams and raise the standard of athletics at the U. of W., so that ultimately our athletic organization may be second to none in strength and ac¬ tivity, and that the university athletic policy may be broadminded and liberal rather than (as some of us have dared to imagine at rare intervals during the past five years) slightly bigoted and somewhat niggardly. A student ath¬ letic manager may be a mere figurehead, or he may be a tower of strength to his team, and a highly important and efficacious worker for broader athletic policies. There was a time when stu¬ dent athletic managers practically dic¬ tated the entire athletic policy. At present the other extreme seems almost true, i. e., that they have no influence or authority whatever in regard to our athletic policy. The resumption of the original condition does not seem ad¬ visable, and certainly not possible, but it is surely not too much presumption to expect our student managers to at least partly determine what the status of athletics shall be. It is quite evident that the present system of assistant managers, tutelage and subsequent managerial elections is not adequate in that it does not induce the best men to try for the positions, nor does it always elect the most qualified candidate. I have pointed out several reasons why this is true, not with the idea of trying to militate against the ath|etic board in any way, nor with the idea of decreasing its power. To the athletic board is largely due the credit for the prevention of our com¬ plete athletic dissolution during several years past. It is the one strong bul¬ wark between athletics for the students and by the students, and the ubiquitous powers of destruction. The athletic board has in the past responded nobly to calls for clean and aggressive ath¬ letics, and we are sure that it will event¬ ually devise a system of election for student managers which will have none of the undesirable features so evident at present. It may not be entirely a work of supererogation, however, to point out that many large universities have com¬ mittees composed partly of alumni which attend entirely to the election of student managers. The universities of Dartmouth, Michigan, and Pennsyl¬ vania, for instance, have special com¬ mittees which elect their student man¬ agers, and this plan has been uniformly successful. The Pennsylvania university system is taken as fairly typical. They have a separate election committee for each sport. Each committee is composed of four alumni who were formerly promi¬ nent in the particular sport for which they are to choose a manager, and the manager of this sport. The committee members meet personally all the as¬ sistant managers upon whom they are to vote and become familiar with their work. The alumni committee members are elected by the athletic association, which is practically identical to the U. of W. athletic association already men¬ tioned. Each assistant manager who wishes to become a candidate must get the signatures upon a petition to that effect of ten members of the athletic association. It is recognized that this particular system would not be adaptable to Wis¬ consin conditions because there are probably not enough resident alumni in Madison who were formerly closely identified with athletics. It has been suggested that one committee for all sports might be sufficient for our needs, the committee to consist of two resident alumni and one member of the faculty, elected by the athletic board, and the president of the athletic board; these four acting in conjunction with the managers of the various athletic teams; a manager being allowed to vote only for the candidate of the sport in which he is directly interested. This plan seems to remove some of the objections which have been raised against the pres¬ ent system, but it is merely tentative and is offered in the hope that the athletic board or any other organization may be able to develop a system which will 336 The American College. more nearly fill the need for a fair and impartial election; an election which will give us the best men without fear or favor.—From the Wisconsin Maga¬ zine. RELIGIOUS ACTIVITIES At Kansas University 200 men at¬ tended Association Bible classes last year. There were twenty-five men in mission study. Fred B. Smith’s address to 600 men at the University of Oregon, resulted in twenty-five men signifying their inten¬ tion of leading Christian lives. Three new mission study classes have been organized at Nebraska Wesleyan University. Last semester the average attendance was fifteen. University professors lead the classes and college credit is given. Two new classes have been organized at Cornell Medical, New York City. Mr. Cocks, graduate secretary of the Intercollegiate work in New York, h^s a class of Protestants, Jews and Roman Catholics to discuss such topics as “The Nature of God,” “Character,” etc. Auburn Theological Seminary, Au¬ burn, N. Y., has begun four courses of training for laymen. This is the second year of these courses, 127 pupils hav¬ ing registered last year, 33 of them re¬ ceiving certificates that they had com¬ pleted the course. A mission study class at Stanford University with twenty-five men and women enrolled had for a leader a pros¬ perous attorney in San Francisco who is an alumnus of the institution. The leader travels seventy miles each week in order to take charge of the class. He was one of the popular mission study leaders at the Carmel Conference this past winter. The freshmen at Princeton were in thirty-two separate Bible study groups. Besides the regular Bible study many of the groups were interested in social work, especially helping with boys’ clubs in Trenton. Twenty very efficient leaders of the freshmen groups were drawn from the sophomore class. About eighty men attended normal classes. i At the University of Georgia the average attendance in Association Bible classes was sixty-four. Mission study was started for the first time this year; the class had twelve men enrolled. The Bible study work at the Uni¬ versity of Washington, Seattle, included classes in nine fraternities. Business men and professional men from the Brotherhood of the First Presbyterian Church, and college professors, are rendering invaluable service in leading these classes. Dr. H. C. Mason, an Oxford graduate and pastor of the Uni¬ versity Congregational Church, con¬ ducted a class in the discussion of “Modern Problems in Religion and Re¬ ligious Thinking.” The secretary of the Association led a leaders’ training class which met once each week with an en¬ rolment of seven. Ewing College, in southern Illinois, has established a course of study for the training of Sunday-school teachers. The first year’s course is as follows: 1. One year’s study of the books of the Bible; 2. “The Sunday-school Teacher’s Pupils”; 3. “The Sunday-school Teacher’s Pedagogy.” The seoond year’s course continues the Bible study, and 4. “The Sunday-school Teacher’s School5. “The Doctrines of our Faith,” by Dargan; 6. A work on mis¬ sions, to be selected. The work of the Brown Christian Association showed greatly increased vigor last year under the leadership of the new secretary, C. F. Silcox. The total budget for the year is $2,000, and the alumni are now contributing toward this sum. The various student Bible The College Community. 337 classes now number twenty-three. Each of these meets once a week—sometimes a fraternity group, sometimes a group living in a single dormitory. Over two hundred students are enrolled in these classes. The leaders meet regularly with some professor or some city pastor in normal groups. The course most popular is that using as a text book: “The Social Teaching of Jesus,” by Professor Jenks of Cornell. “Should or should not a State uni¬ versity attempt to teach religion?” asks the Christian Advocate. “To attempt to teach religion as such would require a professor of unusual poise and self- control and broad outlook. If this con¬ dition did not exist he could not teach religion without showing denomina¬ tional bias. But it is a matter of fact that in some State universities religion is often taught with either a strong or an insidious negative. If, for instance, the professor of economics or the pro¬ fessor of sociology should teach what is called economic determinism, the question would arise whether that kind of instruction is not opposing any re¬ ligious faith whatever. There must be freedom in scholarship, but can any one prove that it would be an infraction of freedom to insist that professors should have a faith in God as a Supreme Be¬ ing? Ts not a teacher with this faith better for a State than one of equal scholarship without it ?’ asks a professor of natural science in a State university. A professor who allows himself to in¬ timate by word, action, or aspect a uni¬ versal skepticism does not indicate breadth. Silence or speech is not the only alternative. That unconscious in¬ fluence of which Bushnell wrote in pas¬ sages that will never fall out of litera¬ ture may pervade a whole institution and, like the extended tail of the comet, may not always be traced to its fountain head.” The announcement by the University of Pennsylvania of a new group of studies in the College, to be known as the “Bible Group,” composed of a num¬ ber of courses, some of which have been given for many years while others will be given next year for the first time, is of great significance. Many of the most important advances in higher education have had their origin in this University, which has from its foundation been true to the idea that the training of men to become leaders in matters of the mind and spirit requires largeness of oppor¬ tunity offered to students and largeness of view in those who teach. The cor¬ relation of courses, and the grouping of such as are mutually dependent and mutually illuminating is the fundamen¬ tal principle of what is known as the “Group System.” The Bible has al¬ ways been studied at the University of Pennsylvania, and for those who were especially preparing for the work of the ministry there have been courses in the Old and New Testaments in their original languages. In more recent years the fact that the Bible is a basis for purely literary study of the highest kind, whether in the English translation or in the Hebrew and Greek, has re¬ ceived general recognition, so that the book is now included quite apart from all questions of theology or even of re¬ ligion, except in the most general sense, among the courses in English literature. That a knowledge of the Bible is essen¬ tial to the understanding of our. litera¬ ture and our own civilization is an ac¬ cepted fact. There is not a nation in Europe or America, and it will soon be true of Asia and Africa, that has not been profoundly influenced in its social order, as well as in its political consti¬ tution, by the principles laid down by the writers of the Old Testament and the New, who through members of a small Oriental people, have by their spiritual ideas and intellectual concep¬ tions of the purposes of life and the interpretation of history, given to the world a literature which is to-day the highest utterance of the race. Recog¬ nizing these facts, the intelligent man of to-day is studying the Bible for knowl¬ edge of human history in remote periods as well as in those that are nearer to our own time, for comparison with our own and other literatures and as the 33 8 The American College. source from which, if its principles are put into practice, will come the solu¬ tion of the problems which confront nations and communities to-day. The relations of man to man, of man to the State, and of man to God are not simply matters of theology, or the dogma of any sect. They represent questions which each man and each combination of men must answer and are answering in some way. The study of ancient law, ancient history and ancient civili¬ zation has no more accessible or satis¬ factory basis than is furnished by the Bible. Many of the most important types of literature exist within its pages in perfect specimens, each of its kind, so that the student of literature finds there abundant material. The ultimate appeal of the Bible is the same as that of all great literature, and the study of its contents, for whatever purpose, is rendered more effective when the sub¬ jects are presented from many sides. The idea that the study of the Bible is a subject reserved for the clergy and divinity students has given way to the idea that the Bible should constitute an important part of the education of every man who desires to understand his own period. The “Bible Group” will include courses in Hebrew and Greek, the study of the English Bible as literature, the study of the historic conditions in the midst of the Orient and Occident which have their most notable expression in the New Testament, written by the Jews in the language of the Greeks, the study of the early history of the Christian Church together with many lectures on Archaeology and History. More courses will be given by men who are ex¬ perts in their respective subjects and the combining and correlating of these courses will afford an opportunity such as is offered to students at no other uni¬ versity for the study of the sources of many of what we often regard as modern ideas. DEBATING AND LITERARY The Amherst class of 1884 has offered an additional prize of $25 for the best original song used at class sings. This class offers again the annual prize of $100 awarded to the class winning the interclass singing contest, which is held during “prom” week. The first characteristic of college de¬ bating in the Northwest that attracts the attention of an Easterner is the great number of colleges which participate in debating contests. The states of Washington and Oregon seem to be the natural home of the small college. Hardly a town of the many in the Co¬ lumbia and Willamette valleys is with¬ out its college, although in many cases these institutions are little more than preparatory schools, doing the work that is undertaken by high schools in the East. Aside from the small colleges the states of Washington, Oregon, Montana, and Utah each maintain two institutions, one for the teaching of uni¬ versity subjects, and one for the branches offered by agricultural and en¬ gineering departments. Debating fol¬ lows, in a general way, the classifica¬ tion of colleges and universities given above. At the head of the system is the University League, composed of Ore¬ gon, Washington, and Idaho, with oc¬ casional debates with Utah. Next in order are the debates between colleges teaching agriculture and the mechanic arts, and finally those between colleges of the third class. A surprising feature of the debating on the coast is the great interest taken by engineering and agri¬ cultural students. The Oregon Agri¬ cultural College, for example, with a regular enrollment of about one thou¬ sand, numbers more than three hundred active workers in its literary societies. This school will carry four intercol¬ legiate debates this year. During five or six years in which I have followed the progress of debating in the East, the University of Wisconsin has never had an engineer or an agric on an intercol¬ legiate debating team. One reason for the very general interest in debating which is found in the colleges of Wash¬ ington and Oregon, I believe to be the excellent system of high school debates. The College Community. 339 There are something like a hundred high schools in Oregon, nearly all of which are banded into a high school debating league. Each year, district and inter-district contests are held un¬ til the championship of the state is finally determined. As a result college and university freshmen are often the best debaters in our schools. The standard is not as high as that of the East, although the universities of the Northwest do work of a creditable nature. There are three reasons to which this relatively low standard, es¬ pecially in the agricultural colleges, may be attributed. First of all is the fact that the grade of these schools is at least a year lower than that of the uni¬ versities, so that our juniors and seniors have less training along general prepar¬ atory lines than those of the East. The second reason for this condition is the fact that a large part of the student’s collegiate work is necessarily technical, and that the libraries do not afford the opportunities for research necessary to effective debating. Finally, the low standard of debating has been partially due to the fact that only in the past two years have students been given an opportunity to take systematic work in public speaking, and to receive thorough coaching. Prior to this time the coach¬ ing work was done as a labor of love by such of the members of the faculties as were sufficiently enthusiastic to un¬ dertake it. Among the smaller colleges there is no definite organization al¬ though from year to year each school meets in general the same opponents. The leading schools of the third class are Pacific University, Willamette Uni¬ versity, Whitworth College, and Whit¬ man. These are institutions with from three hundred to six hundred students each, and their work along forensic lines has in general been very good. One feature of the debating situation here in Oregon which might well be copied by some of our Eastern states is the close relation existing between the University of Oregon and the high schools. The university acts in the ca¬ pacity of director of the high school league and takes an active part in ar¬ ranging debates, districting the state, furnishing material, and in general help¬ ing in every possible way in promoting debating among the preparatory schools. The people of these states and espe¬ cially of the cities in which the colleges are located are very enthusiastic in their support. People of a college town regard the college as in a sense the property of the town, and its representa¬ tives as representatives of the town. Students are made to feel that people outside of college take their efforts seriously and do not regard it as the sport of a lot of boys and girls, as is too often the attitude east of the moun¬ tains .—Western Intercollegiate Maga¬ zine. Beta Theta Pi has new chapter houses at Oklahoma and Oregon. Phi Delta Theta has a new chapter house at Purdue and has started work on a new home at Vanderbilt said to cost when completed about $14,000. Theta Delta Chi has a new chapter house at Minnesota, while its Michigan and Dartmouth homes have been so re¬ modeled as to be comparatively new. A new chapter of Delta Sigma Rho will soon be established at Cornell. This society exists for the promotion of de¬ bating, and only members of collegiate debate teams are eligible for member¬ ship. The much-discussed rule compelling fraternities and sororities to pledge only sophomores has been abandoned for this year at the University of Kansas. Rec¬ ords for the first semester showed that the fraternity and sorority students made higher scholarship averages than those outside. The increasing interest which women are taking in the scientific field was brought significantly to mind recently when, of the twelve graduates and eight seniors elected to the Brown Chapter of the Sigma Xi, the honorary scientific fraternity, three were from the Wom¬ en’s College. The two women elected from the graduate department are mak¬ ing special investigations in the depart¬ ments of physics and biology. “Besides ourselves, Alpha Chi Rho, Delta Tau Delta and A. T. O. prohibit their members joining Theta Nu Ep¬ silon. Phi Delta Theta leaves the ques¬ tion to the individual chapter.”—Kappa Sigma Caduceus. . . . Kappa Alpha legislated against Theta Nu Epsilon in 1897, being the first, no doubt, to ostra¬ cise it. The Cumberland chapter of S. A. E. started the year with one member, and according to the chapter scribe “one of the largest chapters in the history of the university has been built up.” The brother in question, if back next year, will probably have to start all over again, as the chapter is comprised chiefly of one-year law students. Omega Phi Alpfia and Delta Sigma Phi, founded at the College of the City of New York a few years back on an avowed “non-sectarian” platform, have practically died, although chapters were put in several other institutions. Trou¬ ble is said to have invariably arisen be¬ tween Christian and Jewish members. Sigma Nu absorbed a chapter of one at Columbia and Sigma Phi Epsilon an¬ other at Lehigh. Delta Sigma Phi is said to have included racial equality and leanings toward socialism. A fraternity is a good or bad influ¬ ence, depending on the type of students who represent its leadership. And an organization within an organization will do good or harm in proportion to its efforts to advance or defeat the princi- 340 The College Home. 34i pies for which the mother organization stands. Many instances of the harmful influence of fraternities might be traced to the fact that in some way the indi¬ vidual chapter has lost sight of the pur¬ poses of the institution of which it is a part. It is out of line, out of sympa¬ thetic touch with the aims and ambitions of the greater fraternity—the college or university itself. This doubleness of purpose will be found to represent the discord and disorder in all organization life, whether it be the church, the state or the institution of learning .—The Key. The present system of fraternity or¬ ganization has nearly reached its limit. It takes too much volunteer service. Now we require the sustained effort that can be given only by a man who devotes his whole time to the work. To¬ day the particular need of the fraternity is supervision and inspiration of chap¬ ters and the awakening of dormant alumni. It is the unanimous opinion of the council that though visits to the chapters, either by its own members or by delegated alumni, have been useful, they are made at too great personal cost. Moreover, they are necessarily brief. If these short calls can do so much, longer ones and more thorough study of chapter conditions would do even more. What we want, then, is a man whom we can afford to pay to give his time to the fraternity. His chief duty will be to the undergraduate chapters, but he can be of immense service in calling upon graduates who have lost interest, in at¬ tending club dinners, etc. A broad- gauge, sympathetic, tactful young man, full of energy and enthusiasm, would lift the fraternity to new levels of use¬ fulness. When once we rid ourselves of the notion that the fraternity is just a pleasant form of association for boys and realize that, whether the fraternity wishes or not, it is becoming a moral, intellectual and educational force, we shall find the field wide enough for any ambition .—Delta Upsilon Quarterly. In 1897 the legislature of South Caro¬ lina enacted a law that forbade the ex¬ istence of fraternities in institutions receiving state aid, which put an end to fraternities in South Carolina Univer¬ sity. A similar law was enacted by the legislature of Arkansas in 1902, but it was defective and non-operative and seven fraternities flourish at the Uni¬ versity of Arkansas. At the recent ses¬ sion of the legislature of Mississippi a similar bill passed the house of repre¬ sentatives and was defeated in the sen¬ ate by a narrow majority, which dis¬ poses of the matter for two years at least. By action of the legislature of Wisconsin last year the fraternities at the University of Wisconsin are to be investigated by the board of regents, the report of the investigation to be made at the legislative session of 1911. An order has been made by the re¬ gents and chancellor of the University of Kansas that fraternities shall not in¬ itiate or pledge students until they have completed the freshman year with full credit. The University of Idaho faculty has made a rule that no freshman shall belong to a fraternity or enter a fra¬ ternity house for any reason whatever. At Mississippi no student may be bid by a fraternity until he has been in the university one calendar year, except that a law student may be bid after having successfully passed the examina¬ tions at the end of his first term. At North Carolina fraternities may not pledge any student until October 1 of his sophomore year. At Iowa Wes¬ leyan fraternities may not pledge a stu¬ dent until he has begun his sophomore year and unless he has a grade of 85. At Purdue the freshmen may not be initiated before April 1. At Lehigh freshmen may not be pledged until January 1 nor initiated until February 1, and freshmen may not live in a fra¬ ternity house. At Chicago students may not be initiated until three months after matriculation. At the University of Washington a pledged man may not be initiated until he has earned at least one semester’s credit. All of these re¬ strictions on rushing have been imposed by the authorities of the various univer¬ sities. At many institutions restrictions 342 The American College. for a limited period are imposed by in¬ ter-fraternity agreements. The board of regents of the Univer¬ sity of Minnesota has sent a committee of faculty fraternity members to investi¬ gate the inter-fraternity council at the University of Nebraska and the results of scholarship requirements at the Uni¬ versity of Iowa. For two or three years past Chi Psi, through the influence and financial back¬ ing of its alumni, has maintained in New York City a central office in charge of a traveling secretary, whose duty it is to keep in constant touch with the sixteen active chapters of the fra¬ ternity and to aid them in every possible way in their development. According to Mr. Clarence F. Birds¬ eye, of New York City, whose influence largely led to the maintenance of a cen¬ tral office and a traveling secretary, the latter, in order to right conditions in a chapter, has lived with it as long as six weeks at a stretch; and in some in¬ stances he has supervised the transfer of Chi Psis from a strong chapter to a weak chapter, that the latter might be built up by the introduction of good, trained material. In this way the chap¬ ters at California and Lehigh were strengthened considerably when condi¬ tions there were bad. The secretary, who receives a salary of $2,000 a year, is nominally under the control of the committee having the fra¬ ternity’s central office in charge, but in reality—since he is supposed to know Chi Psi conditions better than any other member of that fraternity—what he recommends to his superiors is invari¬ ably concurred in, with this result, that Chi Psi, to all practical intents and pur¬ poses, has the most highly centralized system of chapter government and su¬ pervision of any fraternity to-day. In this connection it may be of inter¬ est to Kappa Sigma to learn that within the last few weeks The Caduceas has observed a tendency on the part of sev¬ eral fraternities to establish closer su¬ pervision of their active chapters and to centralize the general work in the hands of amply paid secretaries. Led by the president of Delta Upsilon, an alumni committee of forty-eight is now per¬ fecting plans that may give to that fra¬ ternity a permanent salaried secretary, who will be authorized to keep a close supervision of the chapters somewhat after the manner of Chi Psi’s traveling secretary. In a letter to the Sigma Chi Quarterly a prominent member of that fraternity suggests the creation of a new office called secretary to the trium¬ virs ; “employ a man to give all his time to this work and pay a reasonable sal¬ ary, say $2,500 per year;” and he fur¬ ther suggests : “Have every chapter vis¬ ited once a year by the praetor of the province and once a year by one of the grand officers.” The younger element of Zeta Psi is working for the establish¬ ment of a central office in New York City, with a permanent secretary in charge; this office and the secretary’s work to be modeled largely after Chi Psi’s experiment. And again the fol¬ lowing paragraph is taken from the con¬ clusion of the annual report of Phi Kappa Psi’s secretary: “There seems to be a general desire to have visitations by the officers or archons to the several chapters. Some of the districts provide the traveling ex¬ penses for archonial visits, but in other districts this is too much of a burden because of distance. Nothing serves to reveal the inner life of a chapter as well as personal acquaintance and observa¬ tion. Every member of the executive council would be better able to advise and help the several chapters could they know them in their chapter life. Sug¬ gestions as to how such visitations may be made would be timely .—Caduceus of Kappa Sigma. FACULTY PERSONALS Prof. Frederic P. Gorham, of the bio¬ logical department of Brown Univer¬ sity, has been appointed by the commis¬ sioners of shell fisheries of the State of Rhode Island to make a study of the distribution of the sewage in Narragan- sett Bay in relation to the oyster beds. Dr. Henry Van Dyke, ’73, of Prince¬ ton, holder of the Murray professorship in English literature, has been unani¬ mously elected an honorary fellow of the Royal Society of Literature of the United Kingdom. This is an honor at present enjoyed by only one other American—Joseph H. Choate. Bartholomew J. Spence, Ph.D. (Princeton), recently appointed Assist¬ ant Professor of Physics in the Univer¬ sity of North Dakota, has been for the past three years fellow and instructor in physics in Princeton. He enters upon his new work in September. Nathan C. Grimes, instructor in mathematics at the University of Wis¬ consin, will go to the University of Ari¬ zona at Tucson, with the title of professor of mathematics. Professor Grimes, who received the degree of master of arts at Wisconsin last June, came to Madison four years ago, after graduation from the University of Michigan. William Alanson Borden, formerly of the Yale library and now librarian at the Young Men’s Institute, has resigned his position to take charge of the task of establishing a string of libraries in Baroda, India. He was engaged by the Gaekwar of Baroda, who was in New York on a visit. Professor Borden was recommended by Dr. Bumpus, of the American Museum of Natural History, New York City. William Wellington Norton, B.S., M.A. (Minnesota), has been appointed instructor in music and director of musical organizations in the Univer¬ sity of North Dakota. He is a trained musician of twelve years’ experience, having been connected with the Thomas Orchestra of Chicago and the Minne¬ apolis Symphony and he has had con¬ siderable experience in training mixed choruses. He is himself a singer and a fully'qualified and competent musical director. Word has been received at Columbia University from Paris that Prof. Ferdi¬ nand Brunot, professor of the history of the French language at the Sorbonne, will conduct a course of lectures at Co¬ lumbia next winter. The appointment was made by the council of the Ser- bonne at the solicitation of the head of Columbia’s French department, who is now in Paris, and was not made in ex¬ change for a similar appointment of a Columbia professor to lecture there. It was said at the university that no definite plans in connection with Pro¬ fessor Brunot’s lectures have been worked out and that no one could say at present what might develop through the visit of the lecturer from the Sor¬ bonne. 343 i 344 The American College. Dr. R. Tait McKenzie, director of physical education at the University of Pennsylvania, has been appointed a rep¬ resentative of the United States at the Third International Congress on Physi¬ cal Education, to be held in Brus¬ sels from August io to 13. Dr. Mc¬ Kenzie was appointed by the secretary of state at the suggestion of Elmer E. Brown, commissioner of education. Be¬ sides taking part in the routine proceed¬ ings, it is probable that Dr. McKenzie will make an address on “Physical Edu¬ cation in American Colleges.” On the occasion of his last lecture to students of the Medical School, Dr. James Tyson received a loving cup from members of the fourth-year class and a silver platter from the members of the third-year class in recognition of his services. Dr. Francis Greenleaf Allinson, David Benedict professor of classical philology, has been chosen to fill the chair of Greek literature for the year 1910-11 at the American School of Classical Studies at Athens. This insti¬ tution is supported by several American universities and colleges, including Cor¬ nell, Columbia, Harvard, Princeton, Yale, Wisconsin, Johns Hopkins and Brown, and they select each year a pro¬ fessor of Greek from their faculties as the incumbent of the lectureship at Ath¬ ens. The subject of Professor Allin- son’s course will probably be “Greek Literature and Greek Topography.” Professor Allinson was graduated from Haver ford in 1876, and received his doctorate from Johns Hopkins in 1880. Before coming to Brown in 1895 he was assistant professor of Greek and Latin at Williams College. At a recent meeting of the board of trustees of Cornell University Dr. Burt G. Wilder, the well-known professor of neurology and vertebrate zoology, who was once an assistant and pupil of Louis Agassiz and entered the Cornell faculty in 1867, the first year the university opened, was retired, having reached the age limit. At the same time Waterman Thomas Hewitt, professor of German languages and literature, and Lucien A. Wait, for years head of the department of mathematics, both of whom had served as professors for forty years, were also retired. All three will receive Carnegie Foundation pensions. Professor Wilder, who is known to thousands of Cornell alumni as “Doc,” has been a well-known character in the university community, his opposition to spring day and intercollegiate athletics making him the butt of undergraduate opposition. He has also won notice as censor of plays. He has a collection of brains of the most celebrated men in the country, and it is said that Goldwin Smith had arranged that his brain should go to the Cornell scientist. The trustees elected former Dean T. F. Crane to represent the university at the opening of the new national Uni¬ versity of Mexico in the City of Mexico on September 22. Prof. George Frederick Barker, M.D., Sc.D., LL.D., emeritus profes¬ sor of physics at the University of Pennsylvania, died Wednesday, May 25, in Philadelphia, Pa. Professor Barker was born at Charlestown, Mass., on July 14, 1835, the son of George and Lydia Prince (Pollard) Barker, and gradu¬ ated from the Sheffield Scientific School in 1858. In Sheff he rowed on the Olympia crew, and after graduation studied at the Albany Medical College, receiving the degree of M.D. there in 1863. He was later given the degree of Sc.D. by the University of Pennsyl¬ vania in 1898, that of LL.D. by Alle¬ gheny College in 1898 and an LL.D. again in 1900 by McGill University. He served successively as assistant in chemistry at Harvard, professor of natural science at Wheaton College, Wheaton, Ill., acting professor of chem¬ istry at Albany Medical College, pro¬ fessor of chemistry Western University of Pennsylvania and assistant in chem¬ istry at the Yale Medical School. In 1867 he was appointed professor of physio¬ logical chemistry and toxicology in the Yale Medical School, holding this chair for six years. He was then professor of chemistry at Williams College for one year, and in 1873 received the ap- The College World. 345 pointment of professor of physics at the University of Pennsylvania, which posi¬ tion he held until 1900, since which time he had been professor emeritus at that university. While at Yale he served as state chemist of Connecticut in 1872 and served as expert on a number of toxical cases. He was a member of the solar eclipse expedition to Rawlins, Wyo., in 1878, was a commissioner of the United States to the Electrical Ex¬ position at Paris, France, in 1881, and received from the French government the decoration of the Legion of Honor. He was an honorary member of the Royal Institute of Great Britain. His published works included: “Text-book of Elementary Chemistry/’ “Advanced Course in Physics,” numerous magazine articles on scientific subjects and ad¬ dresses, lectures and reports. He was married 'at New Haven, Conn., August 15, 1861, to Miss Mary Minerva Tread¬ way. ADMINISTRATION AND LEGISLATION At Wellesley, during the past year, four new departments have been cre¬ ated — English language, economics, astronomy, hygiene and physical edu¬ cation. Letters have been sent to several hun¬ dred preparatory schools, including the public high schools, asking for the opin¬ ion of principals on the matter of “na¬ tionalizing” the Yale College entrance examinations, so far as to allow the sub¬ stitution of science and history for Greek, for which mathematics and French and German are now the sub¬ stitutes. The change will make it easier for pupils in high schools, particularly at the West, in which history and sci¬ ence are requirements, to fit for Yale without coming to Eastern schools. It is almost certain that the plan will be carried through soon. Theodore Roosevelt, ’80, was elected an overseer of the Harvard University, as a result of the balloting held recently in Lower Massachusetts Hall. Other successful candidates were Charles W. Eliot, ’53; Francis L. Higginson, ’63; Dr. George A. Gordon, ’81; Abbott L. Mills, ’81, of Portland, Ore., and Au¬ gustus A. Willson, ’69, of Frankfort, Ky. Governor Willson was elected for two years to fill the unexpired term of Simon Newcombe, deceased; the other overseers will serve five years. In the election for directors-at-large of the Harvard Alumni Association the following named men were successful: William Roscoe Thayer, ’81, of Cam¬ bridge; Evart Jansen Wendell, ’82, of New York City, and James Freeman Curtis, ’99, of Washington, D. C. For the college year of 1910- 11 the Wharton School of Finance and Com¬ merce of the University of Pennsyl¬ vania has arranged a special system of grouping studies whereby each student will be required to work in courses mapped out under the group which he may elect. A limited number of elec¬ tives will be permitted, subject to the permission of an adviser, who will be retained by the student during the last three years of his college course. The system, which is also being in¬ stalled at Harvard, resembles the group method now in vogue in the arts de¬ partment, and is aimed to facilitate the student’s work in the pursuit of his chosen vocation and to present the courses especially adapted to each line of work in a clear and concise roster. Each year’s work is based upon the pre¬ ceding one and follows logically from it. The following groups are offered: Accounting, brokerage, consular and diplomatic service, economics, finance, banking and bond business, geography, insurance, journalism, the law, manu¬ factures, private secretaryship, civic work, social work, transportation and commerce, and a general course espe¬ cially adapted to men who have not de¬ cided upon their vocation, but desire the advantage of a business education. The work in the freshman year will be the same for all students. Ohio State University offers the fol¬ lowing courses in business administra- 346 The American College. tion and social service. The first and second year’s work in all the groups is substantially the same and has a general cultural value. The studies are taken from those required for graduation in the ordinary college of arts, philosophy and science. The studies of all groups for the first and second years are as follows: First Year. —Economic and social history of England and the United States, economic geography, paragraph writing, physiography, college algebra and trigonometry, plane trigonometry and analytical geometry, modern lan¬ guage (German, French or Spanish). Second Year. —Principles of eco¬ nomics, principles of sociology or ac¬ counting, political history of the United States, modern language, science or mathematics. The studies for the third and fourth years in the various groups are as fol¬ lows : General Business Group. Third Year. — Accounting, public finance, financial history of the United States business law, business statistics, organization and remuneration of labor, railway economics, medieval history, modern history, international law. Fourth Year. —’Poverty, preventive philanthrophy, seminary in sociology, field work in sociology, life insurance, property insurance, history of philoso¬ phy, animal psychology or social psy¬ chology, abnormal psychology, folk psychology. Insurance and Banking Group. Third Year. —Money and currency, banking and the money market, public finance, financial history, accounting, business law, commercial policies, gen¬ eral electives. Fourth Year. —Life insurance, prop¬ erty insurance, advanced accounting, auditing, corporation economics or municipal economics and finance, mer¬ cantile institutions, foreign markets, economic seminary, general electives. Manufacturing Group. Third Year. —Organization and re¬ muneration of labor, labor legislation, railway economics, business statistics, cost accounting, economic geology, eco¬ nomic resources, free hand drawing, principles of sociology, science or other electives. Fourth Year. — Corporation eco¬ nomics, industrial organization, business law, foreign markets and consular sys¬ tem, public finance, property insurance, seminary in economics, science (the one most nearly related to the business to be pursued), general electives. Social Service Group. Third Year. —Modern charity, crimi¬ nology, accounting, organization and re¬ muneration of labor, labor legislation or the immigrant, general psychology, French or German. Fourth Year. —Economic seminary, mercantile institutions in domestic trade, foreign markets and the consular sys¬ tem, corporation economics, taxation, life insurance, property insurance, gen¬ eral electives. Trade and Transportation Group. Third Year. —Commercial develop¬ ment, commercial policy, money and currency, banking and money market, elementary accounting, railway eco¬ nomics, railway administration, interna¬ tional law, general electives. Fourth Year. —Mercantile institu¬ tions, foreign markets and the consular system, business law, business statistics, corporation economics, economic semi¬ nary, property insurance, general elec¬ tives. Accounting and Finance Group. Third Year. —Advanced accounting, cost accounting, business law, business statistics, theory of statistics, money and currency, banking and the money mar¬ ket, railway economics, railway organi¬ zation and administration, general elec¬ tives. Fourth Year. —Municipal economics and finance, auditing, life insurance, property insurance, mathematics of in¬ surance and investments, public finance, financial history of the United States, corporation economics, industrial or¬ ganization, seminary in economics, gen¬ eral electives. The College World. 347 Under the leadership of Harvard University, a plan has been worked out for the merging into a single depart¬ ment all the university extension work done in Boston and its suburbs. The institutions entering into this merger are Harvard, Boston University, Massa¬ chusetts Institute of Technology, Sim¬ mons College, Boston College and the Boston Museum of Fine Arts. The Lowell Institute collegiate courses will form a part of the extension courses. Some of the courses for teachers hither¬ to given at Boston University will also be included. A committee of represen¬ tatives from the different institutions is considering a wholly new degree from A.B. or S.B., to be given students in this extension work, and to be granted by the institution under which most of the work is taken. Prof. James Hardy Ropes, who has long been on the teach¬ ing staff at Harvard Divinity School, has been appointed dean of the depart¬ ment of university extension. The Harvard faculty of arts and sci¬ ences announce forty-five new elective courses for the next academic year. Twenty-eight courses are to be omitted. There will be an addition to the com¬ parative literature division by a course dealing with the dramatic works of Grillparzer and life in the middle ages. In philosophy Professor Holt will lec¬ ture on the history of psychological problems and Professor Santayana on the philosophy of art. Mathematics will have seven new courses. Prof. Max Friedlander, of the University of Ber¬ lin, will give a general history of the music of the eighteenth century, and will lecture on the life and works of Beethoven, romanticism in music and studies in general musical knowledge for advanced students. Professor Spalding will give a half course in advanced har¬ mony, and Mr. Hill will give a critical study of DTndy, Faure and Debussey. The only new course in forestry is one on forest entomology by Mr. Brues. In botany Professor Jeffrey will lecture on morphology and Assistant Professor Osterhoup on plant physiology. Connecticut, the home of four col¬ leges for men, is to have a woman’s col¬ lege, according to the plans now made public by a committee of college women who for several months have been quietly at work on the project. The agitation is a result of the action of the Wesleyan trustees disbarring women after this year, and the prime mover in the new movement is Miss Elizabeth C. Wright, of Hartford, a graduate of Wesleyan. Several older members of the govern¬ ing board of Wesleyan and members of the university faculty who favored co¬ education have hoped to see a woman’s college established at Middletown. A committee of Wesleyan men was ap¬ pointed to make plans to this end, but the present indications are that the new college will look outside of Middletown for a site. Three towns already have made bids for the new college. One of them is Berlin, about midway between Hart¬ ford, Meriden, New Britain and Mid¬ dletown. Another is West Hartford, a suburb of the capital city. The Busi¬ ness Men’s Association of West Hart¬ ford is taking a hand in the matter and five sites have been offered for the pro¬ posed college. Willimantic people are saying that the three largest colleges of the state are in New Haven, Hartford and Middletown and that the northeast¬ ern part of the state is collegeless. The residents of Willimantic are willing to offer a central section of land for the college formerly belonging to the local hotel. A permanent committee has been ap¬ pointed to secure a site as the first step in the establishment of the new college. The members are Miss Wright, Miss Partridge, Col. Charles M. Jarvis, of Berlin, and former State Senator Charles C. Cook, of West Hartford. NEW BUILDINGS The University of California will have its first dormitory this spring. SOUND PROOF BUILDINGS. From the Daily Cardinal : A Hano¬ ver professor named Nussbaiim has as- 348 The American College. certained that the more solid and tough and strong the building material is, the more quickly and loudly it conveys sound in a house. He says its conduc¬ tivity can best be tested by strokes with a piece of metal. The higher the tone the greater the conductivity. Another sound law in building is that the conductivity increases with the ten¬ sion, as is perceivable in the case of wires of a piano. The professor made many experiments with partition walls. The loudest noise was transmitted by those of tiles and cement, while the least was transmitted through walls of solid clay. Between the two, in respect of conductivity, comes the wall of ordinary brick, and the more the brick is burned the more noise it carries. A quickly hardened lime mortar is to be preferred to clay mortar. One. experiment showed that when a floor is covered with sand and cork mats spread over it hardly any noise penetrates to the room below, but that when the mats are joined together by any material underneath noises are at once perceptible. Among the self-evident results were that the thicker the walls the less pene¬ trating the sound, that double windows and double doors sensibly diminished sound, and that the wall curtains and hangings have a like effect. How, it may be asked, are the sounds of the piano or violin in the neighbor¬ ing flat to be excluded? The profes¬ sor’s reply is a suggestion to treat the ceiling as he successfully treated the telephone cell—namely, to line it with a layer of zinc or lead. At the recent commencement of the University of Pennsylvania two notable events, not on the program, caused the greatest enthusiasm. The first occurred when Provost Harrison welcomed to the platform the Hon. John E. Reyburn, mayor of Philadelphia, who spoke as follows: “Mr. Provost: I take pleasure in handing you a copy of this ordinance duly signed and sealed, which grants to the trustees of the University of Penn¬ sylvania fifty-six acres of land, more or less, for educational purposes forever.” In reply, Provost Harrison said, among other things: “I gratefully accept these documents from your hands, and they come upon an auspicious day, for upon this day the university has adopted an official flag, and this flag bears upon it the arms of the Penn family. “It should never be forgotten that the great interest of William Penn was in education, and the letter which he wrote concerning education should always be upon the minds of our fellow citizens— for, to use his own written words, Will¬ iam Penn said: “ Tn education be generous—spare no cost, for by parsimony all is lost that might be gained.’ As Provost Harrison was about to award the degrees to the graduating students, Harry P. Braddock, president of the class of 1910 college, advanced to the stage and made the following an¬ nouncement : “I wish to publicly announce, as a representative of the student body, real¬ izing the splendid and marvelous work done for our university by Provost Har¬ rison, that we have arranged to erect, in the immediate future, a life-sized bronze statue of him, asking him to ac¬ cept this as a slight token of our appre¬ ciation of his services and our love for him. We believe if you have blessings to bestow, bestow them upon the living, for none but God can help or bless the dead. The sculptor has been engaged, and the funds for the completion of the work are amply provided. I now ask you, Dr. Smith, whether you will not act as custodian of these vouchers and executor of our wishes.” APPROPRIATIONS AND BEQUESTS Harvard has obtained funds which assure the building of a research labora¬ tory in memory of Dr. Walcott Gibbs, ’88. The site has not yet been deter¬ mined, but it will be near the university museum. This laboratory will be the first of a series to compose a new chemi- The College World. 349 cal plant for instruction in elementary courses, as well as for research work. Fully $500,000 in all will be needed to serve as a construction fund and $500,- 000 as an endowment fund. Union college has received a working model of one of the most modern types of freight locomotives. The model was presented by the executors of the estate of Charles L. Palmer, of Albany. Mr. Palmer was possessed of a fascination for building working models of large machines. He constructed a model of an English engine and one of the Amer¬ ican type, both of which were run by steam on a small track. The English type has been presented to Yale Uni¬ versity. Otterbein University is in the midst of an effort for the raising of $500,000 new endowment. At the close of the first year of this effort $100,000 have been pledged. Two gifts of $50,000 and $40,000, respectively, were given by individuals and families. At its recent commencement session the board of trustees authorized the pur¬ chase of twenty-five acres of new land nearly adjoining the present college campus for the purpose of developing a new athletic field and a college campus adequate to the needs of the growing in¬ stitution. Tulane has added a department of dentistry. Stanford has added a de¬ partment of medicine. Michigan has started a course in landscape gardening. Nebraska has added a department of Swedish language and literature. Kan¬ sas has established a bureau which gives advice to cities on municipal problems, including sanitation and road making. A fellowship of $150,000 has been es¬ tablished in the department of industrial chemistry at Kansas for studying the treatment of wood with reference to furniture making. The citizens of Aledo, Ill., have given to William and Vashti College $15,000. This is a part of a $25,000 gift which will be completed this summer. The college will then inaugurate a campaign for $100,000 additional endowment. Rev. Arnold E. Moody has established a prize of $25 to be given to that mem¬ ber of the senior class of William and Vashti College who receives a majority of the votes of the faculty for general excellence. MISCELLANEOUS In order to fill a long-felt want for a history of Sabrina, the goddess of the even classes at Amherst", Max P. Shoop, To, has written a book describing in full the adventures of the little bronze statue ever since its arrival in Amherst in 1857 . By a vote of the trustees of the Pea¬ body Museum, Yale, the anthropologi¬ cal section will be enriched by the trans¬ fer to it of a large osteological collection of the late Prof. O. C. Marsh. The col¬ lection, which includes several hundred Indian skulls, has never been exhibited. Harvard University has decided to accept a number of exchange students from Scandinavian universities, exempt¬ ing from the regular tuition fees for a period of ten years, three advanced stu¬ dents from Scandinavian universities, who may be recommended by the Amer- ican-Scandinavian Society. Retiring allowances granted by the Carnegie Foundation to persons con¬ nected with Harvard University, and paid through the treasurer, amounted during the year to $17,919.85. Allow¬ ances paid from the income of the Re¬ tiring Allowance Fund, which was es¬ tablished in 1879, amounted to $16,- 627.41. A retiring allowance of $1,000 was paid from current income. The total of these payments was $35,547.26, which was distributed among twenty- three persons. The total paid on ac¬ count of fellowships, scholarships, prizes, loans and awards of financial aid amounted during the year to $145,- 479.23. This amount includes not only awards made partly or solely on account of need, but also fellowships and schol- The American College. 35° arships awarded partly or solely in rec¬ ognition of high scholarship. The committee empowered by the Cornell faculty to award prizes offered for the most artistic designs to be used either in whole or in part toward the formation of a university emblem has awarded the first prize of $200 to Bailey, Banks & Biddle, of Philadelphia. The second prize of $50 has been awarded to Edwin S. Healy, of Bloom¬ field, N. J., a sophomore in the College of Civil Engineering. Honorable men¬ tion goes to a design submitted by Jessie Blanche Parks. The awards were made with the authorization of the board of trustees. Further consideration will be given the selection of a university em¬ blem at the October meeting of the faculty. Owners of Corbin Park have granted the use of it to the Harvard School of Forestry. It is a large forest reserva¬ tion in the southern part of New Hamp¬ shire, covering about 30,000 acres, which have for some years past been under careful management of forestry experts, and it offers an excellent op¬ portunity for practical work. At its last meeting the faculty of arts and sciences approved the establishment of a degree with distinction in mathematics and education, to be administered by a standing committee of three, with per¬ tain fixed requirements. The committee reserves the power of exercising an in¬ dependent judgment in each case, but it must always be satisfied that the pro¬ gram offered furnishes a sufficient basis for distinction, and that the quality of the work justifies a recommendation. President Shanklin, of Wesleyan Uni¬ versity, has announced that the institu¬ tion has been accepted by the trustees of the Carnegie Foundation, but that the university, as in the past, will be allowed to have thirteen of its trustees elected by conferences and other bodies of the Methodist Episcopal Church. Dr. Shanklin said that Wesleyan is the only institution on the Foundation retaining this privilege. Wesleyan is the oldest Methodist college in this country. Pres¬ ident Shanklin also announced that the Walkely prize, awarded for excellence in psychology, the most munificent prize in the gift of the university, had been awarded to Elizabeth Zelits, one of the women students who by vote of the trustees are to be excluded from the university hereafter. Five of the ten women students in the class with 54 men carried off prizes and honors, which was particularly galling to the men. Constantine Marius Panunzio, of Malfelta, Italy, a male member of the class, took two prizes. He was the only member of the class to get more than one prize. THE COLLEGE PRESS 44 THE UNDIVINE COMEDY ” Paradise. A shaded room, An open fire, A cozy nook, And your heart’s desire. Purgatory. The self-same room, With lights a-few, The self-same nook, With ma there, too. Inferno. The room, the shade, The nook, the fire, The blessed chance, And enter, sire! — Concordiensis. TO AFFECT THE BETTING “I am lying in weight for you,” said the Crimson reporter to the captain as he bugged the crew statistics. —Harvard Lampoon. HEARD AT A CAMBRIDGE CAFE “I ordered three eggs. Where is the other one?” “I must have mislaid it.” “Then I don’t want it.” —Harvard Lampoon. AT A DISCOUNT A student, being financially crippled, once took a dollar-and-a-half book to a second-hand book store and sold it. The book had never been used. What did the student do with his 20 cents ? — Yale Record. LITERAL First Excited Reader—But look— he’s kissing her right on the chin! Second Also (quoting)—“Not fail¬ ure, but low aim, is crime.” — Chaparral. SUBTLE SARCASM Student (showing father through Co¬ lumbia library)—How d’ye like the li¬ brary, pop? Father—Do you mean to tell me this is all you have left of those books I’ve been sending you money for? — Jester. WALL STREET “Went into town to-day to take a little flier in stocks.” “That so? How did you come out?” “Walked.” — Yale Record. JUST A LITTLE HOARSE Hi—That’s a bad cough. Si—I know, but it’s the best I’ve got. — Tiger. LIKE MOTHER, LIKE DAUGHTER “That puts a different complexion on the matter,” murmured the fair maiden as she spied the rouge on her mother’s dresser. — Tiger. QUITE RIGHT “Tommy,” the schoolma’am asked, “why are you scratching your head?” “Cause nobody else knows just where it itches.” 351 35 2 The American College. WELL TRAVELED An American tourist on the summit of Vesuvius was appalled at the gran¬ deur of the sight. “Great snakes!” he exclaimed, “it re¬ minds me of Hades.” “Gad, how you Americans do travel !” replied an English friend who stood near by. —University of Wisconsin Daily. NO “It was Charles Kingsley, wasn’t it, who said: ‘Men must work and women must weep’?” “I don’t know, but he didn’t mean to give out the impression that women weep because men must work, did he?” —Monmouth Oracle. BASEBALL DICTIONARY 1. Baseball—A solid globule that is the cause of much noise. 2. Bat—There are several varieties. The kind the players use on the field is made of wood and is used to hit the umpire and sometimes the ball. Those used off the field are made of excursions to Dutch dairy lunches, such as Schiek’s, etc. There is also an animal called a bat. 14. Strike—A strike is when a player swings at the ball or doesn’t swing at it. When he doesn’t swing at it and the home team is at bat, it is a mistake of the umpire. 11. Pitcher—An escaped contortion¬ ist. 7. Fielder—A man who stands by himself and talks and talks and talks. 3. Catcher—An imitation of a knight in armor that the pitcher tries to hit and the batter tries to protect. 8. Foul—A batted ball that is the source of many cheap puns. 15. Umpire—A reckless man with a big voice and a life insurance policy. 6. Fan—Any one who has a quarter and an undying thirst for the umpire’s blood. 13. Score—What every one wants to know. 12. Rain checks—Small slips of paper that the management distributes to pre¬ vent rain. 4. Coacher—A player with an exten¬ sive vocabulary which he makes humor¬ ous use of at the expense of the oppos¬ ing team. 9. Home run—A big hit with the crowd. 5. Error—Hell. 10. Manager—A man who sits with the players and gives them what an error is when they make one. — Minnehaha. CLOTHES Coed—They say she loves him be¬ cause he wears such stylish clothes. Maiden—I guess that’s what you’d call a suit case. — Chaparral. POSSIBLY • Chas.—Do you know that chap ? He looked very hard. Jas.—Is that any reason why I should know him? — Jester. A PARADOX Dan Cupid is a marksman poor, Despite his love and kisses, For while he always hits the mark, He’s always making Mrs. — Widow. TAKEN FROM THE GREEK King Herod sat in his royal chamber. A page entered. “Salome, the dancer, is without,” an¬ nounced the page. “I suppose she is,” growled the king crossly, “but tell her to come in cos¬ tume. We’ll have our dance with to¬ day.” 0 — Minnehaha. CONTRASTS Much happens to provoke a man When he is at the dinner table Compare the fruit that’s in the can With that upon the outside label! AS IT WILL BE Statesman (addressing the graduat¬ ing class at Barnard)—I see before me the future presidents of this great na¬ tion. — Jester. The College Press. 353 SURE Maudlin—What’s that little place on top of the grand stand? Charley Horse—The press box, dear. Maudlin—Oh, Charley, can’t we sit there? — Yale Record. ENOUGH Andrew Carnegie, discussing at a dinner in Pittsburg the Pittsburg graft scandals, said: “Exposure followed exposure so thick and fast that to express astonish¬ ment became, after a while, ridiculous— like the astonishment of the waiter. “A waiter, you know, brought a gen¬ tleman a salad with his chicken, and the gentleman, after eating a little, said: “ ‘Look here, waiter, there’s a worm in this salad!’ “ ‘That astonishes me, sir,’ the waiter answered. ‘I only just removed four from it, sir.’ ” NOTHING DOING Mrs. Newlywed—Nora, what’s that loud-voiced man in the alley calling out? Domestic—Rags and old iron, ma’am. Mrs. Newlywed—Tell him we don’t want any. — Polymnian. ALL FROM THE SAME BOX (A combustion in one gulp.) Tom—Corn flakes and cream. Dick—Post toasties and milk. Harry—Force and half and half. Waiter—Three shavings, damp! —Yale Record. PERPLEXING CASE AT LAW Prof, (after calling on Blank and waiting for him to recite)—Seems to me, Blank, you ought to be able to an¬ swer my question with all the prompt¬ ing you’re getting back there. Blank—Well, professor, there’s such a difference of opinion back here that— — Gargoyle. RUSHING 1911—Why don’t you go to see Miss S— once in a while? You’re engaged to her, aren’t you? 1910—Well, you see, I’ve got her pledged, but I’m not going to bid her. —Jack O’Lantern. AS IT WAS IN THE BEGINNING My lady’s Easter hat was a stunner and all that (So was the price) ; I said, “Now listen kid, if you want to buy a lid, Buy one that’s nice.” And she did! But neighbor’s wifey saw and tilted up her jaw (Which wasn’t nice), And said to her old kid, “I must get a finer lid Of higher price.” And she did! And then the strife began. (Lord take pity on the man that buys the lid). For in my pride I spoke, “Wifey, beat the other bloke.” And she did! Now I’m broke. — Sphinx. THE ANNUAL QUESTION Now leafy June is here again The elm tree bugs their banquet seek, The colleges give LL.D.’s, And it gets hotter every week. The blithe vacationist sets out To find a place four dollars per, While most of us will stay at home, And spend the summer as we were. And now the annual question comes, To all us men—no doubt to you; “Must I go buy a new straw hat, Or can I make the old one do?” Prof. E. G. Sihler, of New York Uni¬ versity, hopes to issue next winter a critical biography of Julius Caesar, with a survey of the sources. An appendix will deal with Mommsen, Froude and Ferrero. A summary of laws of all states of the Union governing child labor has been compiled by Laura Scott, Madison, Wis., a junior in the University of Wis¬ consin, under the direction of Prof. John R. Commons, of the political economy department. It is published by the American Association for Labor Legislation, of which Dr. John B. An¬ drews, Wisconsin, ’02, is secretary. Leonard P. Ayres, Ph.D., in his forthcoming publication, “Open Air Schools/’ says that “the modern world has made two so-called discoveries—the value of children and the benefits of out¬ door life.” Convincing results testify of the prime importance of the outdoor school for building up children who are subnormal physically. Dr. Ayres was formerly superintendent of schools for Porto Rico and is now associate direc¬ tor of the educational department of the Russell Sage Foundation. He has made a careful study of child hygiene, and his conclusion based upon this study is that “about 5 per cent, of the school children of our large cities are in such debilitated condition physically as to need such treatment as that afforded by special schools of the open-air type.” EDITION OF MILTON'S WORKS The trustees of Columbia University have arranged to publish through the Columbia University Press a complete edition of the works of John Milton, in verse and in prose, in English and in Latin. Strangely enough, it is impos¬ sible for a lover of English literature to have on his shelves an approximately complete, uniformly edited and ade¬ quately presented text of the entire work of one of the two noblest figures in English literature. There is* a special fitness in the undertaking of this pious task in connection with the recent ter¬ centenary celebration of Milton’s birth. The editorial supervision of the work has been accepted by William P. Trent, LL.D., professor of English literature in Barnard College. Professor Trent has already published a study of Milton, and is now completing a biography and bibliography of Daniel Defoe, which is to be issued shortly in three volumes by the Press. For his difficult task Pro¬ fessor Trent is qualified by lifelong de¬ votion to the great poet and by a special training in English history. The Columbia University edition of Milton is intended to be complete, au¬ thoritative and definitive. It will ex¬ tend to not less than eight volumes, large octavo. It will be illustrated by a chronological sequence of portraits of Milton, and also by views of places identified with the poet. It will be fur¬ nished with facsimiles of manuscripts and of title pages. Special attention will be given to bibliographical detail. The preparation and publication of this memorial will be added evidence that American scholarship is glad al¬ ways to do its share in honoring the foremost figures of that literature which 354 / The College Library. 355 is ever the most precious possession of the English-speaking peoples. In addition to the standard library form, this work will be published also in a limited large paper edition. EURIPIDES IN ENGLISH In “The Iphigenia in Taurus” of Eu¬ ripides (Oxford University Press) Prof. Gilbert Murray gives one more of his admirable versions of the Greek drama, and especially of Euripides, with which he has been enriching English letters during the past decade. He mod¬ estly claims only to translate them into English rhyming verse, but his lines re¬ tain much of the glow and vigor, and even the rhythm, of the original Greek. They have the quality of a true transla¬ tion, that they can be read as if they were original verse. Take, for instance, the following lines from one of the choruses of the “Iphigenia” : A flash of the foam, a flash of the foam, A wave on the oarblade welling, And out they passed to the heart of the blue: A chariot shell that the wild winds drew. Is it for passion of gold they come, Or pride to make great their dwell- ing? CHINESE RELIGIONS* In the second series of lectures on the Hartford-Lamson foundation, the pro¬ fessor of ethnography in the University of Leyden gives another proof of his erudition respecting the religious beliefs of the Chinese people. After an ex¬ ceedingly clear exposition of animism as the primeval form of their religion, he shows how it remains the core of it to the present day. The chapters on Con¬ fucianism and Taoism, the native sys¬ tems, and Buddhism, the exotic element, are lucid summaries of these faiths, and indicate their relation and their points of fusion, which make it possible to speak of Chinese religions to-day as one religion. The book will be welcomed by those who are interested in the study ♦The Religion of the Chinese. J. J. M. DeGroot. 230 pages. Macmillan, 1910. jfi.25. of comparative religion and will be of special value to all who seek to under ¬ stand the character, temper and beliefs of the Chinese people. AN OUTLINE FOR ENGLISH STUDIES* This compact hand-book is an excel¬ lent specimen of a convenient type of literary help. Yet we cannot help think¬ ing it almost a menace to good teaching, it gives the poor teacher so good an equipment. A person fit to teach Eng¬ lish literature ought not to need it, and the unfit will either misuse it or use it by rote, without judgment, and so make literature even more a dead thing than it would have been without it. Lacking its guide-posts, an ill-equipped teacher might have had the inspiration to turn his pupils loose in the fair fields of Eng¬ lish literature to shift for themselves— perhaps the best thing that any teacher can do for them. Next to that—and it is perhaps an impossible ideal in these days of pedagogy—would come an in¬ telligent use of such helps as are given in this book. But, in the name of litera¬ ture, let it be taken as a teacher’s guide, not as a pupil’s goal. We venture to assert, for instance, that a pupil might cram up sufficient knowledge to gain a perfect mark in each of the 25 subjects listed on pages 10 and 11, and yet not have the faintest glimmering apprecia¬ tion of Chaucer’s poetry, while, on the other hand, he might not know the dif¬ ference between a buffoon and a jug¬ gler, and yet thrill with the charm of the Prologue and the Knight’s Tale. It is even possible that the larger, broader, humaner knowledge imparted or called for by this book may be more dangerous than the pettifogging pedantry of the older type, as more easily mistaken by intelligent students for an acquaintance with literature, which may indeed be critical and historical, but which must first and last be spiritual. The enjoy¬ ment of literature is the true test of its appreciation. The student should not ♦Study Book in English Literature, from Chaucer to the Close of the Romantic Period, by E. R. Hooker Boston, D. C. Heath and Co., 1910. 315 pages, map. 35^ The American College. be compelled painfully to regurgitate in order to analyze chemically the dainties that tickle his palate. The necessity of providing an ade¬ quate account of the wonderful period comprised in the last hundred years has presented itself to Mr. Charles Downer Hazen, professor of history in Smith College, and he has given us “Europe Since 1815” (Henry Holt & Co.). The purpose of his work is to present in its broadest outlines the history of Europe since the downfall of Napoleon and to furnish an explanation of the internal development of the various nations to¬ gether with their external relations, so far as these have been vital or deeply formative. The great tendencies of the century, he says, the transference of power from oligarchies to democracies, the building up of nations like Germany, Italy and the Balkan States, which was the product of long trains of causes, of sharp, decisive events, of the potent ac¬ tivity of commanding personages, the growing pressure of Europe on the world outside, the increasing conscious¬ ness in our day of the urgency of eco¬ nomic and social problems, are what he aims to set forth. Instead of adopting a rigidly chronological method or writing a dozen histories instead of one by tak¬ ing each nation in turn as a unit he has worked out a plan of his own, bringing down more or less together the histories of those countries which have so inti¬ mately and significantly interacted upon each other, Austria, Prussia, France and Italy, that the evolution of one can¬ not be even approximately understood apart from a knowledge of the current evolution of the others. He then re¬ turns to his starting point, 1815, and traces the histories of England, Russia and the lesser states separately, thus gaining the advantage of being able to show their continuous development. By a secondary application of this method to the first mentioned group of nations, which involves bringing each history down to a definite crisis or achievement, and repeating the process a second time the whole labyrinthine course of Euro¬ pean history and diplomacy in what we may call the “wonder cycle” becomes il- luminatingly clear. THE AMERICAN COLLEGE—Advertising Section Directory of Public Accountants An important factor in college efficiency is the businesslike handling of the financial accounts and securities, and a proper system of bookkeeping and auditing. These should usually be under the supervision of an outside accountant. The American College knows the professional stand¬ ing of the following firms of public accountants, and confidently' recommends their services to any college requiring their aid: Lybrand, Ross Bros* & Montgomery . 165 Broadway, New York Also at Chicago, Pittsburg and Philadelphia Mac Rae, Jameson & Co.68 William St*, New York Also at Boston and Baltimore Pogson, Peloubet & Co. * * * ♦ 42 Broadway, New York Also at Chicago, St. Louis and Butte, Montana Touche, Niven & Co.30 Broad St*, New York Also at Chicago, Toronto, Ont., and London, Eng. Townsend, Dix & Yale * * * * 31 Nassau St*, New York CLARENCE F. BIRDSEYE WILLIAM A. ROWAN Directing Editor Business Manager Published Monthly by the Higher Education Association CLARENCE F. BIRDSEYE . . President J. F. PERDUE.Secretary ARTHUR H. POGSON .... Treasurer Subscription Price: One year, $2.50; single copies, 25 cents; Foreign, one year, $3.50; Canadian, $3.00. Advertising Rates furnished on application. 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In answering advertisements please mention The American College THE AMERICAN COLLEGE—Advertising Section The JOHNSON PRESS 142 FULTON STREET, NEW YORK DESIGNERS AND PRINTERS Work shipped to any part of the United States We make a specialty of Fraternity Printing and solicit work from any part of the country COLOR WORK A SPECIALTY Trr h ns“s McKEE, BENDALL & PERRINE -Inc.- NEW YORK are pleased to offer their services in the preparation and designing of Booklets, Programmes and other Publicity Literature $25 TO $75 A WEEK FOR BUSINESS BUILDERS O UR Association is engaged in a cooperative campaign, in which we are under¬ taking to add at least 100,000 subscriptions to four of the best selling maga¬ zines in America. Some of our members are already making good. One hustling young man in the little village of Punxsutawney, Pa., took 383 orders during his first month, earning a commission of $1.00 per order, and winning a $75.00 prize. Any young man or woman possessing enterprise and gumption can do as well. We supply all printed matter, sample copies and everything else needed in the campaign. In addition to our big commission We Offer Three High-Grade Automobiles and $3,000 in Cash Prizes to workers making the best records during the campaign. If you are a hustler and want to earn severa* hundred dollars during the next six months, it will pay you to investigate our proposition at once. We want active members in every part of the country. Only reliable and enterprising young men and women need apply. For particulars and reservation of territory, write at once to The Magazine Specialists Association 601 Bancroft Building, NEW YORK CITY We do Printing and Engraving of the highest quality at reasonable prices Be sure to get our estimate before giving out your work ■hhh of BOOKLETS CATALOGUES YEAR BOOKS PROGRAMMES STATIONERY ANNOUNCEMENTS ETC. In answering advertisements please mention The American College THE AMERICAN COLLEGE—Advertising Section Directory of the Fraternity Press Every fraternity man or sorority woman should subscribe for his or her official magazine* We give a list of these publications with name and address of editor and the subscription price. If remit¬ tance for such subscription is made through THE AMERICAN COLLEGE, $2*00 additional will be accepted in payment for a year's subscription to THE AMERICAN COLLEGE; regular price $2.50 FRATERNITIES ALPHA CHI RHO— The Garnet and White. Henry C. Staunton, 211 East 15th St., N. Y. C. $1.00 ALPHA TAU OMEGA— The Palm. Claude T. Reno, 534 Hamilton St., Allentown, Pa. $1.50. BETA THETA PI— Beta Theta Pi. Wm. Raimond Baird, 63 W. 83d St., N. Y. C. $2.00. CHI PSI— The Purple and Gold. Ira W. Plenderson, 523 McDonough St., Brooklyn, N. Y. $1.50. DELTA KAPPA EPSILON— Delta Kappa Epsilon Quarterly. Jesse Grant Roe, 128 Broadway, N. Y. C. $1.00. 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In answering advertisements please mention The American College THE AMERICAN COLLEGE—Advertising Section FRATERNITIES—Continued THETA DELTA CHI— The Shield. Frederick William Albert, 1626 29th St., N. W., Washington, D. C. $2.00. THETA XI— Theta Xi Fraternity Quarterly. Frank R. Lanagan, 273 Hamilton St., Albany, N. Y. $1.00. ZETA PSI— The Circle. William A. Comstock, Ann Arbor, Mich. $1.00. SORORITIES ALPHA CHI OMEGA— The Lyre. Mrs. Wm. E. Haseltine, 537 Watson St., Ripon, Wis. $1.00. ALPHA DELTA PHI— The Adelphean. Miss Odelle King, 290 College St., Macon, Ga. $1.00. ALPHA OMICRON PI—To Dragma. Miss Viola C. Gray, 1527 S. 23d St., Lincoln, Neb. $1.00. ALPHA PHI— The Alpha Phi Quarterly. Mrs. Evans Holbrook, 1320 S. University Ave., Ann Arbor, Mich. $1.00. ALPHA XI DELTA— Alpha Xi Delta. Mrs. L. R. McKean, Newberry, Pa. $1.00. BETA SIGMA OMICRON— The Beta Sigma Omicron. Miss Erna B. Watson, Fulton, Mo. $1.00. CHI OMEGA— The Eleusis. Mrs. H. T. 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That is why it has been called “THE MAGAZINE WITH A BIG PURPOSE” No college or university officer or trustee; no professor who is actively interested in education as well as in research; no student who is trying to get real value from his college course ; no parent with a boy or girl in or soon to enter college can afford to do without THE AMERICAN COLLEGE. But while it is a magazine built upon an idea, it is not technical, dry or uninteresting. It is broad in scope, bright in treatment, vitally interesting in content. It is absolutely unliKe all the Journals and Reviews Send in your subscription now The American College : Please find enclosed $2.50 for one year’s subscription to The American College, beginning with ., number. 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SEND IN YOUR ORDERS THROUGH THIS OFFICE In answering advertisements please mention The American College The American College THE MAGAZINE WITH A PURPOSE No college or university officer or trustee; no professor who is actively interested in education as well as in research; no student who is trying to get read value from his college course; no parent with a boy or girl in or soon to enter college can afford to do without THE AMERICAN COLLEGE. But while it is a magazine built upon an idea, it is not technical, dry or uninteresting. It is broad in scope, bright in treatment, vitally interesting in content. “It is the most s a n e, j ust and fair account of our university problems in existence.” David Starr Jordan President of Leland Stanford, Jr., University. The greatest study of the college from the standpoint of the parent and the student. 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This vol¬ ume contains notable articles on the Carnegie Foundation, the Gen¬ eral Education Board, How the College Abandoned its Home Functions, College Accounting, Can the Church College Survive, the Affiliated College, the Increas¬ ing Extravagance in College Life, Important Fraternity News, Im¬ portant Editorials, News from all the Colleges, etc., etc. THE HIGHER EDUCATION ASSOCIATION NO. i LIBERTY ST., NEW YORK CITY | ; ASK FOR SCARAB CIGARETTES The CIGARETTES of QUAL¬ ITY Composed of IMPORTED TOBACCO only. Made by a Col¬ lege Man for College Smokers and all others who appreciate a HAND-MADE and PURE CIG¬ ARETTE. $2. and $3. per tin of 100, according to size, either plain or tipped. MONOGRAMS furnished at same rate in lots of 500. Ask your DEALER for them or WRITE. Scarab Cigarette Co. 253 Broadway NEW YORK SCARAB CIGARETTES I ftCOSTlATRADE MARK I These Cigarettes are Mjtr&r.teed hand-made and are of a blend of *he . finest Du bee and Turkish Tobacco. 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