university will be relocated on a tract rather less than ten acres-land enough no doubt, for such headquarters as are necessary where students do much of their work outside. Harvard University now occupies, exclusive of lands held for investment purposes, 542 acres. The Harvard Medical School alone occupies a site of twelve acres. Yale has an acreage somewhat smaller than that of Harvard, and Columbia, situated in the metropolis, covers a tract of nearly thirtyfive acres. Chicago University's troubles arising from inadequate space in which to develop were delayed only by the gift, two or three years ago, of about sixtyfive acres additional.

But when Washington has its university, what of New York, Philadelphia, Boston and other important centers of population? Professors of Columbia and Harvard and Yale will hardly migrate in a body to Washington. Nor will the institutions of our large cities be henceforth devoted solely to undergraduate work, leaving the fields of special research to be cultivated at Washington alone-not while the museums, libraries, and laboratories of several great communities offer to students exceptional facilities, many of which are by no means duplicated in governmental departments. We must remember that, exacting as the teaching profession is, the research instinct is normally strong among scholars. Facilities offered in New York or Boston tempt the studious just as the resources of Washington are tempting. Moreover, utilization at one center furthers utilization at all the others. The sections from which an important university at Washington will be most likely to draw its students are the west and south. Many a student will find his way for a year or two at Johns Hopkins, Columbia or Harvard, who but for the attractions of the capital city would never have gone beyond the senior year of the little provincial college in Texas South Dakota. Thus, with scholarly assets already well developed and with comparatively few liabilities, the other leading American communities can afford to regard with friendly interest the present movement to secure an educa

or

Dr. G. R. Parkin, agent of the Rhodes Scholarship Trust, has sent to the chair

man of the committee of selection of Rhodes Scholars in each State, a circular letter in regard to the selection of scholars to be sent to Oxford University, which U. S. Commissioner Brown commends very highly for the importance of the information contained therein for young men aspiring to the scholarships. The following extract is particularly noteworthy :

Candidates who have passed the examination in previous years, and who hold the certificate of exemption from Responsions are still eligible.

There are some considerations, the result of experience in working the scheme, which the Trustees feel should be pointed out to committees of selection in connection with the present choice of scholars.

1. It is very undesirable to send to Oxford scholars who are embarrassed by debts contracted before the scholarship has been gained. has been gained. Where an elected scholar is so hampered it is recommended that steps be taken locally to relieve him before he proceeds to Oxford.

2. It should be strongly impressed upon elected scholars that the sum provided for their maintenance, altho much larger than any ordinary University Scholarship, is only sufficient to meet necessary expenses, and should from the first be managed with care. It leaves no room for extensive travel, or for extravagance in any form. Where a scholar expects to get more from his residence in Europe than can be gained by ordinary expenditure at Oxford and a simple life during the holidays, he should look to private sources for the necessary supplement to his allowance. The Trust

ees cannot consider applications for additional aid.

3. The expenses of a scholar in his first term are somewhat heavy, and he should, therefore, have at least $100, or $150 when he arrives in Oxford. Subsequent economy can easily make this good, if necessary, and a scholar should be able to complete his course without further assistance. Scholars should be especially warned against contracting debts at Oxford, for which there are many facilities.

I beg that you will, as Chairman of the Committee of Selection, bring these considerations to the notice of your Committee, and of your elected scholar, in such ways as you deem most advisable.

It is important that scholars should, immediately on their election, be furnished with a copy of the instructions prepared for their guidance, and included. in the memorandum concerning the election of scholars already in your hands.

Only by the selection of men of ability, industry, and high character can the best results be attained for the scholarship scheme. Only men of this type can, at Oxford, reflect the highest credit on the communities which they represent.

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TEACHING DEAF-MUTES TO SPEAK.

It is a misnomer to refer to anyone as "deaf and dumb," says the Scientific American. Except in rare instances a child is mute, not on account of any malformation of the vocal organs, but because it is deaf and has never heard a spoken language. The loss of the sense of hearing should, therefore, not necessarily mean deprivation of the power of speech also. It is only within recent years that we have come to realize this fact, and in up-to-date institutions the old-fashioned finger alphabet is now unknown. Every child is taught to speak in the natural way by means of the vocal organs.

Odd as it may seem, the oral method of teaching deaf-mutes antedates the finger alphabet by over a century. In 1580 a Spanish monk, Pedro Ponce de Leon, taught congenital mutes to speak simply by instructing them first to write in

characters the names of objects pointed out to them, and then to enunciate the sounds corresponding to the characters. But so little did the world value his discovery, that in less than forty years after his death he was forgotten, and Juan Pablo Bonet became the recognized founder of that method of instruction which Ponce had begun. This man, who was also a priest, published at Madrid in 1620 the first manual for teachers of the deaf, and which is in some respects still one of the best. The advantage of the articulate over the manual method of instruction was very slow to make itself felt. In 1850 several schools in the United States which had previously taught the sign method adopted a combination of the two. But not until 1867 was a school established which used the method of articulation only.

The articulate or oral system of teaching is based partially upon the imitative nature of the pupil. He has to rely much upon the observation of the movements of the teacher's vocal organs, and he endeavors to produce the same sounds by forming his lips and tongue in a similar fashion. A little instrument somewhat like a paper folder is sometimes used to bring the tongue into the proper position. It is of prime importance that the pupil perceive the difference between his own silent and the vocalized breath. This perception has been styled "the hearing of the deaf," and to produce it is the first aim of the instruction in labial reading. In the elementary classes the boys and girls are drilled into the A B C of articulation by being taken, one at a time, before a mirror and taught to imitate the movements of the teacher in making the sounds. Diagrams are also used to indicate the position of the palate or tongue in producing certain sounds. The whistling sound of wh is conveyed to the mind of the child by the aid of a pipe in the bowl of which is a little ball that is blown up and down as the sound is formed. In this way the children are taught to understand the value of various lip and palate formations in combination with the use of the lungs.

It is a strange experience to visit one

of these schools, and see the teacher talking gravely to the classes of deaf-mutes and the children responding as quickly as though they could hear all that was said. The only indication of their affliction is found in the flat tone of their voices. Hearing nothing, the children do not know the value of inflection, and hence speak with a dead tone which is quite pathetic. But there is nothing else to excite sympathy, for the children seem very happy. Every room has its corner filled with toys, which are used in explaining the names of objects. A child born deaf knows a cow by sight, but does not know it is called a cow. Therefore, after the rudiments of articulation have been imparted to him, the next step is to teach the child to speak the names of the various objects about him. The teacher points to the toy cow, and makes the facial contortion necessary to articulate the word. The child imitates, and soon has the word correctly spoken. Then he is sent to the blackboard, and is taught to write the name of the animal. Thus he is able to connect the written and spoken language. Simple sentences are taught in a similar manner. A child is given a ball. He knows perhaps by this time how to pronounce the word ball, but he must be taught to use the word in a sentence. Another child is called up, and the first child is told to throw the ball into the hands of the second pupil. The teacher explains that the action is expressed by the word throw. Then the class is taught that the way to express that action is to say, "I threw the ball." Having learned that much, the thrower writes the sentence down on the blackboard, and the class repeats the line over and over again, a tendency to wrong accentuation being corrected in each one, as is necessary.

The development of language follows a clearly defined arrangement of gram

matical principles. These principles, however, are not given the child as such, but serve as an aid to the teacher in the selection and arrangement of exercises in simple English-such natural English as will most readily lend itself to the needs of the child's daily life. Thus, language is at first interpreted to him by the use of objects, actions, and pictures. The four or five years of the primary course are devoted almost exclusively to the acquirement of language and numbers, with introductory lessons in geography. In the grammar school department arithmetic, geography, history, and natural sciences are taught as nearly as possible according to the best methods employed in an ordinary school. The formation of the speech habit and the reading habit is considered of paramount importance. As soon as the child has been taught spontaneously to express himself in spoken language, and to look for such expression in others, he is shown the delightful things that are to be found on the printed page.

In the modern schools for the deaf, the pupils are not only taught intelligible speech, but trades as well. The older girls are taught wood carving, drawing, cooking, and sewing; the boys are taught printing, cabinet making, drawing, tailoring, etc. The perfection of the oral method of instruction is strikingly noted by the fact that congenital mutes are, at the time of the completion of their course, able to speak so perfectly, that it is difficult to distinguish their voices from those of normal persons. After graduation many pupils enter high schools, and sometimes colleges. Thus the transformation is accomplished, and the once considered unteachable deafmute is changed into an intelligent and respected citizen, and the deaf as a class are being highly elevated in public estimation.

The gift of the senior class of Northwestern University this year, instead of being a stone, a gateway, a sun-dial or some other specimen of campus impedimenta, will be money with which to start a perpetual endowment for the university. Each member of the class agrees to give so much to the university each year as long as he lives. Each succeed

ing class is expected to follow the example, and within a few years the university will be enjoying a considerable income from this source.

dener. Early on the morning of Decoration Day the freshmen carry them to the old Hatfield Cemetery and place them on the grave of the woman whose farsightedness and generosity made possible the founding of what is now the largest woman's college in the world.

The annual elections to Gargoyle, the senior society, the highest society honor that can come to any Williams man, when the prominent representative men of the junior class receive public recognition for what they have done for Williams, were held in the usual way on the Quadrangle in front of Jesup Hall, on the afternoon of Memorial Day, immediately following the conclusion of the Amherst-Williams baseball game. The members of 1907 Gargoyle, in cap and gown, marched slowly out from Jesup Hall up along the line of juniors seated on the laboratory fence (on which by custom no underclassman is allowed to sit), and after returning down the line, formed a circle on the Quadrangle. Each individual Gargoyle member left this circle, passed up the line to the end of the fence, and on his way back swung from the fence a member of 1908, thereby elected to Gargoyle. The entire college and guests were seated on West College Hill, and the usual intense interest in the election, entirely secret until the men are taken from the fence, was shown. There were sixteen in the 1907 Gargoyle and seventeen in the 1908 Gargoyle.

regulations would affect Stanford in one way or another." This artless statement is gleefully reprinted by the Michigan Daily as an indication of "what the westerners think of Michigan and the conference regulations."

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The Harvard Deutscher Verein recently entertained Captain Alberts and Lieutenant Breuer of the German cruiser Bremen, and several of the German members of the Harvard faculty. the dinner, at which President Hanfstaengel of the Verein presided, speeches were made by Professors Munsterberg, Peabody, Francis and Schofield, and by W. T. Reincke, the German consul at Boston. After the dinner the Verein adjourned to the clubrooms, where a regular German Kneipe was held. In the course of the evening Captain Alberts presented to the Verein a sword to be used by presiding officers in the future to preserve order at the meetings. He said, in making the presentation: "This sword, which is exactly the same as the one the German emperor wears, which stands for power and authority, I now present to the Deutscher Verein of Harvard, to be used by the president in presiding at all future meetings."

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and

"Tap Day" was observed at Yale last month. All the members of the junior class appeared on the campus at about five o'clock, and each member of the three senior secret societies threaded his way through the huddled group and slapped some junior on the back in token of an election. Only one refusal to accept an election occurred, when Thomas Mercer Marshall of Pittsburg was "slapped" for Wolf's Head and told to "go to his room." He stood still, thereby declining election. He failed in his hope to be afterward chosen to either of the two other senior societies.

Several prominent members of the class of '08 were overlooked in the "tapping," among them Albert Spalding, the tennis player; Richard M. Bulkley, son of the United States senator from Connecticut; Charles Templeton Crocker, son of the late California senator; Haskell Noyes of Milwaukee, the basketball

captain; Walter Dray, the probable track captain for next year, and creator of a world's record in the pole vault, and Ellis Knowles, the golfer. The honor of being the last man "tapped" for "Bones" went to Captain Lucius Bigelow of the football eleven. The juniors who were elected were:

Skull and and Bones-Harold Stanley, Great Barrington, Mass.; James C. Thornton, Bedford, Ind.; Charles L. Watkins, Scranton, Penn.; Walter G. Davis Portland, Me.; Charles Seymour, New Haven; James W. Williams, Glastonbury, Conn.; George Dahl, Chicago; Roger P. Shepard, St. Paul; Dwight E. Griswold, Erie, Pa.; James M. Townsend, New York city; Tyson M. Dines, Denver; George H. Townsend, New Haven; Lester W. Perrin, New Haven; Joseph T. Foster, Scranton, Pa., and Lucius H. Bigelow, 3d, Brooklyn.

Scroll and Key-Raymond Ives, New York city; Edward C. Congdon, Duluth, Minn.; Lewis H. Wood, Cleveland; Donald C. Bakewell, Pittsburg; William H. Lyon, Cincinnati; Sidney D. Frissell, Hampton, Va.; Robert Abbott, Plainfield, N. J.; James C. Auchincloss, Gordon Auchincloss, Joseph H. Auchincloss and Cortland P. Dixon, New York city; George R. Berger, Pittsburg; Chauncy D. Garver, New York city, and Joshua B. Waterworth, Brooklyn.

Wolf's Head-Charles Elliott Ide, Syracuse; Charles M. Dupuy, Allegheny, Pa.; Jule M. Hannaford, St. Paul; Albert J. Mohlman, Brille, N. J.; Henry W. Webb and Paul Moore, New York city; Donald Porter, New Haven; Edward K. Hoyt, New York city; Irving J. MacDuffie, Lemars, Ia.; Samuel M. Holliday, St. Louis; Leonard Sullivan, New York city; Kenneth B. B. Wells, Scranton, Penn.; Robert H. Noyes, Jr., St. Paul; Chauncey P. Beadleston, New Yory city, and Thomas Fowler, Glen Falls, N. Y.

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A notable event at Brown University was the annual Hicks prize debate between the sophomore and junior classes of the university, when the first prize awarded for excellence in thought, delivery and style was won by Charles Evans