President Garfield said that education as a profession is essentially an art; that one may have made a profound study of the science of education and yet have had no experience whatever in practical work. Some of the very best work that has been done in the science of education, has been done by those outside of the teaching ranks.

Then he continued:

"I mean to speak particularly of the relation that exists between pupil and teacher in our colleges, between members of the teaching force, and members of the student body. You, of course, look upon us as people who lie over on the other side of a barrier. You look upon us as people set in authority, more or less interfering with your occupations in undergraduate days, imposing tasks upon you, which perhaps we have a legal right to do, yet you feel that you would be better if we did not interfere. But in such an attitude you are losing in a large measure that which is finest and best in our colleges. This relation of teacher and pupil in the colleges is not what it ought to be. We all appreciate it, and are trying our best to put it on the proper footing.

"More and more, as our society develops, the college man is coming into a real and vital relation with the outside world. I need go no further than Harvard itself, and you will see how powerful has been the impression of its professors upon the outside world. My own experience in Cleveland, some years ago, when as a lawyer I became interested in civic affairs, confirms this most strongly. Professors may be theoretical, but it is largely by reason of the fact that they are unhampered by many of the things that hamper men in other relations of life, that they are able to accomplish things.

"Men going into law, or medicine, realize, even while they are at college, that there are restrictions placed upon them by custom, if not by law, which require preparation in a very special way. This is in every way of benefit to the

into the profession of teaching goes into it as he himself sees fit. He studies what is of interest to him, and he teaches this when he gets out into the world. He is free, in a sense that no other professional man is. If he wishes to go into public life, there is every opportunity opened to him, just as to his English cousin across the water."

In his annual report of Columbia University, which has just been issued, President Butler presents the suggestion that credit should be given to students for intel

To Give Credit

for

Student Activities

lectual activities outside the formal programme of studies. He refers to the multitude of student activities which have grown up outside of the prescribed course, all of which require much time in their conduct, and each of which is of

educational value in its own individual way.

It is pointed out that some students carry on daily, weekly and monthly publications of merit; they conduct successfully and with skill the business administration of various student enterprises; they maintain, through co-operation, useful clubs and societies of their own. Those students who are most active in initiating and carrying on these undertakings receive marked benefit from them; they gain a certain amount of human experience which is not to be lightly valued; they get some training in business methods and in business responsibility; they learn some of the secrets of control and direction; and those who participate in the work of editing and publishing frequently do journalistic work of distinct merit. All this has grown up outside of the formal programme of students, and yet it represents all educational influence which is very genuine.

The students who take part in certain outdoor sports, the report points out, are excused therefor from formal work in the gymnasium, and why should not similar allowances be made for men who are intellectually active along their own chosen lines?

President Butler also says that the free elective system has broken down and the committee hopes to supersede it "by a definite and controlled plan of study, which will not attempt to fit one curriculum to every student, but which rather will make as many curriculums as there are students."

Statistics Regarding College

Women

The increased number of college women has made her a subject for almost constant discussion during recent years. She has been called the "new woman," the "non-marrying woman," the "mannish women," and numerous other kinds of woman, and a wag with a sense of truth as well as humor has remarked that "man has done most of the calling." Be that as it may, "facts are facts," and at a recent meeting of the Association of Collegiate Alumnae President M. Carey Thomas of Bryn Mawr, one of the best informed educators among women in the United States, presented some interesting statistics.

Miss Thomas is chairman of a committee which has taken valuable statistics on 3,636 college women of the United States as to health, the number of marriages among college women, the age at which they marry, etc. The statistics were reduced to 1,000 to make comparison with the census in general. She said that 22 per cent of college women admit that they have been nervous from their studies; 23 per cent of noncollege women say they have been troubled with nervousness, and only 14 per cent of college

men have been nervous from their studies; 33 per cent of college women say they studied too hard when in college; 32 per cent of men say they overstudied; 33 per cent of college women say they indulged in many social affairs during their college life. Statistics show that when men and women are educated together there are no greater number of marriages than

when the sexes are educated separately; 778 college women out of 1,000 enjoy excellent health; only eight college women out of every 1,000 have ill health. The health of women improves while in college. College women in general have better health than women who do not attend college.

Miss Thomas said: "And what of the children? One-third of the husbands of college women have higher salaries on the average than the husbands of women who have never been to college. College women have 3 6-10 children; noncollege women have 3 5-10 children. So college women are in the lead slightly, although they marry later in life than women who never attended college.

"College women marry stronger men, and they choose more wisely, and these are men with a little larger incomes. A large per cent of college women marry late in life. Of college women two thirds have gone into professions; 30 per cent do their own housekeeping. Only 15 per cent of the noncollege women do their own housework. College women are 5 feet 4 inches in height, a fraction taller than their noncollege sisters."

Taking up the question of marriage and the college woman the Chicago Daily News is of the opinion that the blame for the failure to marry should not be placed on the woman, but on the college man. Says the News: "Only about 15 per cent of Harvard graduates of the period which supplies these statistics marry, while the number of married graduates of the Massachusetts Institute of Technology sinks nearly to the vanishing point, as does

also the number of them who receive salaries less than $1,500 annually. If by going to that institution a youth is sure to acquire a comfortable salary and a heart so hardened that he will not share it with a woman, only a mother recreant to her sex would let her son enter there. Naturally, the college woman would marry if the college man married her."

L

PLAYGROUND STATISTICS

OOKING back over the years that are gone, George E. Johnson, superintendent of the Pittsburgh Playground Association, said: "Once upon a time the citizens of a certain city in Greece were greatly interested in the nurture and training of children. When the question arose as to whether they should build a great public school or open a playground, it was decided to open a playground. Now, in the course of years, it came to pass that the citizens of that city advanced so far beyond the rest of the human race that in all the centuries since, even to this day, the nations that have gone on building public schools and neglecting to open playgrounds have not been able to catch up with them."

Thus is given in few words the value of the public playground. The Year Book of the Playground Association of America is just off the press, and it tells of the great work done during the year 1909. Out of the 914 cities and towns in the United States having a population of 5,000 and over, 336 municipalities are maintaining supervised playgrounds. The actual number of playgrounds that were being operated in 267 of these cities during 1909 was 1,535. About fifty-six per cent of these supervised places for the play of children are located in the area of greatest density of population, in the North Atlantic states, where the need for playgrounds has not only emphasized itself strongly upon the social mind, but has been met to a large extent by the actual establishment of playgrounds. The number of cities in the North Atlantic states maintaining playgrounds is 149, and the number of playgrounds established in 123 of them is 873. Massachusetts particularly has

led in the playground movement, as in so many other movements for progress and social betterment.

In about forty-nine per cent of the cities operating public playgrounds the managing authority, wholly or in part, is the city itself, which is working through its board of education, its park department, or other municipal bureau, or by combining the activities of two or more departments. In fifteen cities of the United States the mayors have appointed special commissions which are organized as city departments for the administration of playgrounds. Playgrounds are no longer left to the philanthropist; the cities themselves have awakened to their responsibilities and are including the children in their plans.

In fifty-five of the larger cities local playground associations have been established, and many of the smaller towns have organized playground committees that will shortly be converted into permanent organizations. Of great assistance have been the churches, women's clubs, Young Men's Christian Associations, Associated Charities, and public-spirited men and women everywhere.

An index of the interest in the movement is afforded by a survey of the figures representing the yearly expenditures for sites, equipment and the maintenance of playgrounds. In many cases specific information on this point is not available, but 184 cities sent in reports stating definitely what it costs them to operate their playgrounds. The total amount expended during the year by these 184 cities is $1,353,114. In eighteen per cent of the cities the amount of money set apart for playgrounds was appropriated entirely by the municipality, while in twenty-three per cent the

The above sums, in some instances, do not include money spent by private playgrounds.

Some of the smaller cities are appropriating generous amounts of money. For instance, St. Paul, Minn., with a population of 163,065, last year spent $10,000 on her playgrounds; Holyoke, Mass., with a population of 45,712, spent $25,000; Newton, Mass., with 33,578 inhabitants, spent $9,500; and East Orange, N. J., having a population of 21,506, spent $7,500 for the children's recreation.

One of the most important results of the study and thought that have been devoted to the recreation problem is the general recognition that the play leader, rather than elaborate equipment, is the essential factor in the playground. Get the right man or woman to lead boys and girls in their play, and all other things will follow. Two hundred and fifty-nine cities in the United States reported that they are employing 3,756 such leaders in their playgrounds.

INDIAN EDUCATION

ONLY thirty years have elapsed since the first Indian entered the first Indian school. Or to be exact, it was on October 6, 1879, that eighty-two Sioux from the Pine Ridge and Rosebud Reservations of South Dakota arrived at Carlisle, Pa. A month later a second party of forty-seven, con

sisting of Kiowas, Cheyennes and Pawnees, entered Carlisle for the purpose of receiving an education.

M. Friedman, superintendent of the Carlisle School, in writing on Indian education, says: "The bringing of this party of students to Carlisle constitutes an historical event in the progress toward civilization of Indians because, from that small beginning, the elaborate system of Indian schools has grown."

There are now supported by the United States government for the purpose of educating the Indians of America 167 day schools, eighty-eight reservation boarding schools, and twenty-six non-reservation schools. Under the immediate patronage of the government, according to the last report of the Commissioner of Indian Affairs, there are 25,777 students being educated; adding the number in mission and contract schools the number is increased to 30,639. The amount of money spent for Indian education by the United States government during the fiscal year 1909 was $4,008,825.

"During the early years of its history," writes Mr. Friedman, "the Carlisle School had a very difficult struggle for its existence. It was even necessary to obtain private aid from philanthropically-inclined people for its support; this was readily given by friends. from Pennsylvania, New York and other states, and thousands of dollars were donated to make possible this work of education. Many of the buildings and improvements which are now used were financed by private parties. In due time there came about a revulsion of feeling in Congress, and within the last decade the appropriations from that source have been amply sufficient to carry out, in all of its various details, the work of Indian uplift at Carlisle.

"From the initial start with eightytwo students, the school has grown until last year there was an enrollment of 1,132 students. From a few barracks buildings which the school inherited from the army, its material wealth has increased until today it has 311 acres of land and forty-nine buildings. With

very few facilities for imparting an education which confronted the authorities at that time, Carlisle has gradually developed into an institution with facilities, appliances and instructors to give instruction in twenty trades, not including the diversified industries taught to the girls. There is also a complete academic course, including training in agriculture, business practice, stenography and art. The Outing System, which was established in the year 1880, has so grown as to enable, last year, 758 students to live in carefully selected homes and work side by side and 'elbow to elbow' with white mechanics, or in white homes, imbibing during that time what is best in the achievements and accessories of modern civilization. From July 1, 1908, to June 30, 1909, they earned the remarkable sum of $27,428.91.

"Since its inception, the Carlisle School has sent out into the world 3,960 students who have completed partial courses, and 538 graduates. These students are leaders among their people, or are making a success away from the reservation in competition with the whites. More than 230 are occupying positions with the government as teachers, instructors in the industries, clerks, superintendents, etc.

"During the thirty years that the InIdian has been educated the race has made wonderful progress. When it is remembered that our white race has reached its present state of civilization and development only by the passage of thousands of years, it is not considered reason for discouragement because the Indian has not already become an advanced race like our own."

its ability to think and its power to do to the politician. And what is a politician? A politician is an individual who makes a profession of spending other people's money for the benefit of himself. If the United States could rid itself of politicians and political graft, the nation would be as great as we like to think it is. But to do this the people must be made to think-they must be educated-educated toward peace and prosperity and away from war and the corruption that follows war.

On December 15 there was opened in Boston an International School of Peace. The idea originated with Edwin Ginn, the publisher, and the "house warming" took place at 29 Beacon street, where a room was appropriately adorned for the occasion with the flags of many nations and large portraits of Sumner and Cobden and other great international leaders.

Mr. Ginn welcomed the company in a speech wherein the motives and experience which prompted him to found the school were set forth. He explained what he hoped of the organization, how he had for years appealed to various millionaires to unite with him in some larger provision than any which existed for the systematic education of the people in peace principles, the response to which had been disappointing.

Mr. Ginn felt that some large beginning must be made by somebody; and so he had appropriated $50,000 a year to the work from now on, and provided in his will that the bulk of his estate, after proper provision for family and friends, should go to this cause, which he felt to be the greatest and most necessary cause in the world. This action had brought him multitudes of letters, he said, and clearly awakened much interest; and if it prompted others to do much more than he could do, that was what he wanted. The friends of the cause, especially its wealthy friends, had been strangely asleep to the pressing need for this work of popular education. It must be thoroughly organized to reach the schools and colleges, the churches and newspapers and business