lapsing into "innocuous desuetude" after graduation are lessened?

The departments of education and psychology have an auxiliary office to perform, which should supplement and reinforce the social initiation just described. This task, referred to above, is the vocational study, through special tests, estimates, and the like, of the future graduates of the college; a work the technique of which is, to be sure, as yet in its infancy. Even so, an unrivalled opportunity is hereby afforded, through competitive and comparative tests, to induce the indolent and unaspiring, the potential slacker and idler, to take a more serious view of the future of his capacities and shortcomings; of the fields open to his efforts, barred by certain handicaps, some removable, others inexorable. In this connection, moreover, an opportunity arises to shoulder a responsibility too often shirked by the college in the freshman year, that of presenting to the undergraduate the actual significance and educative value of each branch of the curriculum; its ideal contribution to a liberal education, as well as its special quota of power in the production of specialists in one line or another. The need of supplementing scientific and mathematical studies with humanistic; the sense of perspective, of at-homeness in the universe, which a combination of historical and literary courses with evolutionary science alone can give, without which the mathematician or man of science, however fine a specialist, will remain only half a human being; the pursuit of the study of modern languages, not as a grammatical grind, but as instrumental in penetrating into the heart of the culture and civilization of other great peoples; the study of English as a medium for gripping ideas, and of widening one's social consciousness-these are conceptions which only too often the undergraduate fails to acquire in time to put to practical use in the shaping of his course. For the rest, economic studies in this era need no apologist; but the value of the study of the fine arts-music, drawing, literature, dramatics as the key to so many fields of rational enjoyment otherwise closed to the majority; of the science of esthetics as the study of the basis of

appreciation of both art and nature, the means of cultivating taste no less than talent-these are for the most part undiscovored truths to the underclassman. So also the conception of courses in education as composed of aught but technical truisms for the consumption (or restriction) of future teachers (that rapidly diminishing minority!); of philosophy as the pursuit of anything but isms and ologies, of barren speculations on the unknowable nature of the unknown. The actual dramatic possibilities of the latter course, as a picture of the heroic struggle of Promethean minds with the concrete problems of human life and society, with the prejudices and superstitions common to every age; as an intimate contact with great personalities of every diversity of temperament and viewpoint-rarely dawns upon the consciousness of the undergraduate until too late. If we can alter all this, if we can persuade our students to utilize to the full the resources of the curriculum, can send them out with the miscellany of knowledge collected from many courses beginning at least to shape itself into a unity; with some conception of their own abilities and limitations and with some vision of an ultimate goal-who can say but that we shall be laying the foundations of a saner social order as well as turning out better-adjusted, completer personalities?

This, then, we take to be the challenge of the times to the departments of psychology, of philosophy and of education-constituting, in our smaller colleges particularly, the natural heirs to the " Humanities" of the older curriculum. Other departments, absorbed in their own interests and aims, may perhaps legitimately fail to "see the wood for the trees of education. These three must never lose their vision or their grip, if the next generation of graduates is not to be left to lose itself in a jungle of facts, to founder in quagmires of pessimism and self-interest, or to perpetuate the bondage to old prejudices, racial and social. If these three falter, if psychology is permitted to petrify into a mediæval system of definitions and distinctions and laboratory procedure, or philosophy to limit itself to metaphysical quibbling, to the "spinning of

cobwebs over the mouths of cannon," education to narrow itself to technical training— then the mantle will have fallen on unworthy shoulders, and society must look elsewhere for help.

This program, it will doubtless be protested by other departments, is pretentious, to the point of presumption. It savors of officiousness; of the very dogmatism that it ostensibly aims to eliminate; even of propaganda. What warrant have we that the professor of psychology, philosophy and education will be, as the above program would seem to demand, more enlightened, more progressive, more penetrating and tactful, than his colleagues in other departments? None whatever, alas! Except that as professor of education, if not of applied psychology, it will, technically, be his special business to keep his conception of the aims and means of education, as well as his information on current movements, up to date; to utilize this information and these ideals not merely in his own, but also to hold them at the disposal of other departments. Further, it will be his duty, even more than in the case of the representative of other departments, to keep himself in trim; flexible, openminded, and human, by frequent dips back not merely into the subject matter of his own and other departments, but into actual life; in the fashion commended of old by Plato in his "Republic," alternating civic or civil with pedagogical duties. Along some such lines of endeavor only may the department hope to be of ultimate value in redeeming education from the stigma cast upon it by a recent writer, in whose picturesque simile it is like nothing so much as "being guided into a forest, and lost there by a lot of absentminded men "-or women!

SWEET BRIAR COLLEGE, VA., March, 1920

ELSIE MURRAY

EDUCATIONAL EVENTS STATEWIDE PHYSICAL ABILITY TESTS IN NEW YORK

THE New York State Department of Education reports that three hundred cities and

larger towns participated in the state physical ability test conducted last year. Eighty per cent. of the enrolment of all schools entering competed, so that fully 300,000 children participated. The state grand champion was the village of Southold, with a score of 54.6; Port Washington was a close second with 54.5; Binghamton was third with 54.3 and Mount Vernon fourth with 53.5. The highest total boys' score was made by Old Forge with a score of 66.2, while the best total girls' score was submitted by Herkimer, with 50.2.

This year a test has been given not only for the city and village schools, but also for the rural schools. It was anticipated that 10,000 schools would participate this spring.

The academic schools have been divided into five sections, as follows:

1. All cities of the first and second class. 2. All cities of the third class.

3. All villages having a superintendent. 4. All academic units under a district superinintendent and employing a physical director.

5. Private and parochial schools of academic grade.

For each section there were two divisions, the senior and junior. The senior division was composed of the second, third and fourth year high school classes. The junior division was composed of the seventh and eighth grades and first year high school class. Eighty per cent. of the enrolment in each class had to take part.

For rural schools there were four sections, as follows:

1. School districts with not more than two teachers. 2. School districts employing more than two teachers, but having no academic department and no special teacher of physical education; under sole direction of state instructors.

3. School districts maintaining an academic department but employing no special teacher of physical education,

4. Districts having more than two teachers and no academic department, but which employ a special teacher of physical education.

EDUCATIONAL LEGISLATION IN ARKANSAS

THE following actions were reported by the Bureau of Education:

1. An appropriation of $13,000 was made for the biennial term, to be used by the state illiteracy commission in reducing or eradicating illiteracy in the state.

2. A department of free library service was created in the state department of education. No appropriation was made to purchase additional books nor to defray the expenses.

3. Sheriffs or tax collectors must collect voluntary school taxes when the people of any district sign voluntary school-tax pledges. A few counties were exempted from the provisions of this act.

4. The county board of education act was amended to remedy some of its defects. County boards were given additional power in the matter of salaries to be paid to county superintendents. The state is authorized to pay $1,500 annually as the state's part of the county superintendent's salary in each county, or so much as may be available from a levy of 0.18 of a mill. No funds will be available from this source until July 1, 1922.

5. Substantial increases were given to the various educational institutions of the state.

6. The state text-book law was amended so that the next state adoption of text-books may be made at an earlier date. The text-book publishers securing contracts under the adoption will be required to maintain a central school book depository at Little Rock,

7. The following is the total state tax levied for educational purposes:

research council was formed to have general charge of cooperative research work in this section of the state. The work which had hitherto been directed by committees selected more or less informally was by this action placed upon a permanent basis. The director of research of the Colorado State Normal School was made a permanent member of the executive committee of the council. And the normal school has been glad to accept the invitation to assist in coordinating and rendering more effective the work of the council. An organization is being accomplished in the college which will enable us to carry out our part of the program. The cooperation of all educators in this section of the state is most earnestly solicited.

2. First of all may I ask that you call attention to the opportunity now offered at the Colorado State Normal School for advanced students to receive training in and to participate in educational research for which regular college credit is given? Scientific research demands a large amount of work. Much of this can be done by students in training. But this is not the chief consideration. If we are to progress very far in the work for which the council stands, we must see that a larger and larger number of our teachers are trained in the spirit and technique of educational research. The college here offers large opportunities for qualified students to receive such training and during the training to make a real contribution to the work which we are together undertaking.

3. Can you not help us to establish contact with persons who would be interested in taking up this work? Personal letters from those who are interested will be appreciated and will be given prompt attention. Our summer session begins

June 14.

THE BROOKWOOD WORKERS' COLLEGE THE aims of the Brookwood Resident Workers' College, scheduled to open at Katonah, N. Y., in the autumn have been outlined by a cooperating labor committee, headed by John Fitzpatrick, president of the Chicago Federation of Labor. The statement says:

Save for the fact that it stands for a new and better order, activated by social values rather than pecuniary ones, Brookwood is not a propagandist institution.

It earnestly and fearlessly seeks the truth, free from dogma and doctrinaire teaching. It believes that the labor and farmer movements constitute

the most vital concrete force working for human freedom and that by exerting a wise social control, they can bring in a new era of justice and human brotherhood. Brookwood seeks to provide working men and women with an education which best fits them for such service.

The college will train economists, statisticians, journalists, writers and teachers, as well as organizers, workers, and speakers for the labor and farm movements. It will be virtually a professional school to educate workers to work in the workers' movements and frankly aims not to educate the workers out of their class.

One of the greatest factors, if not the greatest factor, in education at Brookwood is the community living, which itself presents and offers opportunity to work out the problems of democracy as they arise from day to day.

Nor are any persons set apart as exclusively manual workers. All participate in the daily tasks. Faculty and students perform the jobs that call for attention, from cooking to wood cutting and from farming to dishwashing. The importance and dignity of hand work and head work are both fully recognized.

In the history courses, consideration will be given to the social forces at work through the masses rather than to the political and militaristic activities of the ruling classes. There will be a course in labor, taking in its history, organizations, problems, tactics and its future. art and letters also will receive attention.

Music,

THE RESIGNATION OF PRESIDENT THWING OF WESTERN RESERVE UNIVERSITY

DR. CHARLES F. THWING, for thirty-one years president of Western Reserve University, has presented his resignation to the board of trustees.

His letter of resignation follows:

TO THE TRUSTEES OF WESTERN RESERVE UNIVERSITY AND OF ADELBERT COLLEGE OF WESTERN RESERVE UNIVERSITY:

The time has now come for me to ask you to allow me to return to you the trust which, thirtyone years ago, you put into my keeping. Long has been the service, and one filled with great and impressive changes. Only three members of these boards at the time of my election, remain this day, Samuel Mather, J. Homer Wade and William H. Baldwin. In this period no less than fortythree members have died.

Among the present associates of the administration and teaching bodies, five hundred in number, only three of my initial year remain in service: Samuel Ball Platner, Francis H. Herrick and Dr. John B. Sawyer, and of the emeriti professors, only four. I should like to call over, in tender affection, the names of those who have departed. But I refrain. What a record of faithful service, of great achievement, and of a love that lasts!

In this long period I have seen presidents of other colleges and universities come and go by the scores and the hundreds. The length of the usual term hardly exceeds five years. Through your trustfulness, I have been privileged to serve in happiness for a generation, until my term has become the longest of any president now holding office.

And now I am asking you to relieve me from my trust. This request I make with the deepest gratitude for the privilege of working with you, and for you, and through you. I also make it with the belief that, with your appreciation of the tremendous opportunities of the university, a future of growth and fruitage awaits her, of which the past is only a bare seed.

I wish my retirement to take place whenever you think wise. But I do venture to suggest either on the 29th of August, next, the anniversary of my election, or on or about the 11th of November, when, thirty-one years ago, it was my honor and privilege to take office.

With a regard as lasting as life and as deep as feeling can be, for you and for all our associates, I beg to remain, ever yours,

CHARLES F. THWING

THE COMMENCEMENT AND INSTALLATION EXERCISES AT YALE UNIVERSITY PRESIDENT ARTHUR T. HADLEY delivered his last general report for the year to the alumni at their meeting in Battell Chapel on June 21, reviewing the twenty-two years of his administration. Dr. Harvey Cushing, of the class of '91, presided and introduced the following alumni after Mr. Hadley had made his report: Howard Mansfield, '71; William W. Gordon, '86 S.; Charles Hamill, '90; Edwin R. Embree, '06, and Charles P. Taft, 2d, '18.

The official delegates to the installation of Dr. Angell were assigned to rooms in the portions of the Memorial Quadrangle not previously occupied. These representatives from

various institutions in this country and in other countries were the guests of the university at a dinner in the Hotel Taft. Provost Williston Walker presided and introduced Professor George H. Nettleton, of the English Department, as the toast master. These were the toasts: Principal Alfred E. Stearns, of Phillips Academy, Andover; President Mary E. Woolley, of Mount Holyoke College; President William H. P. Faunce, of Brown University; President Harry W. Chase, of the University of North Carolina; Chancellor Edward C. Elliott, of the University of Montana, and Sir Robert Jones, of the University of Liverpool.

The commencement-inauguration exercises took place in Woolsey Hall on June 22. In addition to the conferring of honorary degrees and degrees in course, the inauguration ceremonies were carried out. President Hadley delivered an address, Director Chittenden and President Lowell, of Harvard University, made addresses of welcome on behalf of the faculties and other institutions, respectively, and President Angell gave the inaugural address.

At a luncheon to delegates and alumni, President Hadley reported on the finances and gifts of the year and Ambassador Davis, President Angell and Professor William H. Taft spoke. The concluding event of the commencement-inauguration week was the presidents' reception given by President and Mrs. Hadley and President and Mrs. Angell in the president's room in Memorial Hall.

EDUCATIONAL NOTES AND NEWS THE new building of the Peking Union Medical College, erected by the China Medical Board of the Rockefeller Foundation, will be dedicated during the week from September 15 to 22. The ceremonies will include an international medical conference, and at the same time will take place the inauguration of the director of the college, Dr. Henry S. Houghton.

CHESTER S. LORD, managing editor of the New York Sun from 1880 to 1913, has been

elected vice-chancellor of the University of the State of New York to succeed the late St. Clair McKelway, formerly editor of The Brooklyn Eagle. Mr. Lord was elected a member of the old board of regents in 1897 and served for seven years on the finance committee. He was reelected to the board in 1909.

AT the commencement exercises at Vassar College Dr. MacCracken announced that he would not accept the offer to become chancellor of Buffalo University, but would remain as president of Vassar.

E. O. SISSON, who recently resigned the presidency of the State University of Montana, has become head of the department of philosophy in Reed College, Portland, Ore

gon.

THE honorary degree of Doctor of Laws was conferred upon Dean George C. Sellery, of the college of letters and science of the University of Wisconsin, by the University of Colorado, at its recent commencement.

EDGAR STEELE PITKIN, assistant commissioner of education of the state of New Jersey, died in Trenton on April 21.

H. D. RAMSEY, superintendent at Fort Scott, Kansas, for the past ten years, has been elected superintendent at Parsons.

MRS. MARY D. BRADFORD, for the past ten years superintendent of schools at Kenosha, Wis., has announced her resignation, to take effect with the close of the school year. She will be succeeded by Mr. G. F. Loomis, for eight years superintendent at Waukesha, Wis.

MR. CHARLES T. STONE, for several years principal of the New Brunswick High School, has been elected superintendent of the schools of Long Branch, N. J.

DR. FREDERICK W. MARONEY, New Jersey director of physical training and hygiene, has resigned his position after three years of state supervision to direct the medical inspection, school nursing program, dental clinics and physical training activities under the