reported include scholarships, prizes and the income of the vacations. These 167 men earned in the year 1906-'07 a total of $37,709.76, an average of $225. In the senior class 20 men earned in the

year $5,670.26, the average being $283.51. These same men earned in their college courses $18,045.99. Thus there are at least 20 men in a single class who, in their four years at Bowdoin, earned an average of $902.34. One senior reports his earnings for each year as follows: $137, $264, $320, $549. Another, who received no scholarships or prizes, reports his earnings as $139, $359, $388, $488. Still another earned from $400 to $520 each year, working for a daily newspaper.

* * *

Liang Tung Yen, the new Chinese Minister to the United States, is a pretty good business man, according to the stories of some of his old classmates at Yale. When he was in college he was closely associated with a set of young fellows, ten in all, who had about the same allowance each month, $100. All the checks came at once, and after a day or so every member of the set was "strapped." Liang finally solved the difficulty. The checks were all pooled, and each $100 was to last the coterie three days. For exactly three days one man had to pay all the expenses of the ten. Thereafter, every one was able to get through the month without being in danger of starvation.

* * *

Boston University, according to the new year-book just issued, now has an enrollment of 1,428 students, divided as follows: College of Liberal Arts, 620; College of Agriculture, 270; School of Theology, 187; School of Law, 335; School of Medicine, 96; sum by departments, 1,600, of which number 172 are inserted twice. This makes the net attendance 1,428, or an increase of 27 over last year's figures.

* * *

As the culmination of a long discussion over the matter of undergraduate government at Columbia University, a plan has been agreed upon whereby the present board of student representatives

will be radically changed. The proposed scheme provides for a body composed of nine members chosen by a general election of all students in the university, and will be put into effect at once. To be eligible for membership on the board a student must either be a candidate for a degree in Columbia College or in the schools of applied science during the next academic year, or intending to be a duly registered student in the schools of law, political science, philosophy, pure science, or fine arts. This plan combines, in a general way, the ideas in the recommendations recently made by President Butler and those advocated by the students.

The Amherst Student had a few words of wisdom in a recent issue concerning one of the concrete ways in which it is possible for fraternity men to let the interests of their society take precedence over the interests of their college. "College first, fraternity second,'" says the Student, "is the motto to which undergraduates invariably point when the

idea that Greek-letter societies are of great value to American college life is assailed. An impartial observer, however, is apt to believe that this doctrine is an idea not practical, at least not practiced. Already this season certain fraternities have held social functions while

intercollegiate baseball games were being played on the home field, and not a few students attended the former rather than support the team. This state of affairs may exist where an institution's enrollment runs toward the 4,000 mark, but is inconsistent with the professed practice of the 'college first' ideal, especially in a college of some 400 students."

*

Why is it the U is no place for your sister,

And yet is the one place on earth for YOU, mister?

Can it be you've a rep that you don't care to spread,

Or often wake up with a pain in your head?

Perhaps you have more under Parky to

take

According to one of the leading_members of the Associated Alumni of Brown University, an effort will be made at the next meeting of the association to petition the General Assembly of the State of Rhode Island for permission to amend the charter of the university so as to make the institution non-sectarian instead of Baptist. At present the charter of the university provides that a certain number of the Board of Fellows shall be members of the Baptist denomination and of others, but the charter provides that the majority shall always be of the Baptist faith.

The matter has been discussed among the alumni for some time, but no determined effort has been made until now. in order to bring the matter before the Associated Alumni in a formal manner, a request has been made by those identified with the movement that announcement of the question be incorporated in the notice of meeting of the association.

Those in favor of the proposed change claim that many desirable students are deterred from attending the university, and that in several instances the college

has been unable to participate in generous bequests owing to the denominational clause in its charter.

* *

The Legislature of Nevada has divided the State into five school districts, with a district superintendent of schools in each, and a State superintendent at the head of the system. The wording of the law is such, according to the attorneygeneral, that women are barred from these superintendencies.

** *

The value of the Military school to the people at large is becoming more and more appreciated as the wiser portion of the community begin to learn that though there be a good public school at hand it cannot give to growing boys all that it is best for them to have. Much of a boy's life is spent outside of school hours when he expects to have, and should have, companions who will not do him harm and who are manly and truthful. Some Military schools, it is true, are not as particular as they should be as to the character of boys they admit, but many of them will not admit the boy of bad boy of bad character. Consequently

their cadets are a selected lot with whom it is safe for any boy to associate. Such boys as it admits naturally make the best progress in mental, moral and physical training, and their whole after life becomes more useful to the community.

* * *

Professor W. W. Willoughby, Professor of Political Science at Johns Hopkins University:

I have little faith in the attempt to create student interest by lecturing to them upon the moral and political advantages of a world-State or of a world federation of States in which war between its members shall not be waged. Nor do I think that much is to be gained by impressing upon them in spoken or written word, however eloquent, the immorality and desolating character of armed strife between civilized peoples. But I do have great faith in the good results to be reached by calling to the attention of our educated young men who are about to enter active life, the immediately practical features of the great movement for peace, for the advancement of which this conference is held. If possible, no student should be allowed to leave our institutions of higher learning without having had his attention directly called to the great results that have already been obtained in peaceable adjustment of conflicting international interests; and to the further steps that it is indubitably practicable to take in the immediate future. The American college and university student is both a reasonable and practical person. He does not need to be told that war is a hideous evil; but he does need to know that, in very many cases at least, it is an unnecessary evil, and that there are practical means-means that have already stood the test of application-by which this evil may be greatly reduced in extent and intensity. If, therefore, these incontrovertible facts can be, in some way, called to his attention, and the practicability of these means for avoiding war made plain to him, he will be convinced, and carry that conviction with him as a working principle into the life that he is entering.

The two means that to me seem most efficient are:

Ist: That college and university instructors in Political Science should agree to present these facts to their classes at least once during each year.

2nd: That under the direction of this Conference there be prepared and sent printed pamphlet stating clearly and to all college students an attractively briefly the three elements of the problem tions, the peaceable adjustment of such -the prevention of disputes between nadisputes as do arise, and the mitigation of the severity of war, when, unhappily, it is begun and then pointing out what has been accomplished in recent years, what treaties of arbitration have been entered into, what disputes settled, what additional steps for the peaceable adjustment of international differences may at present be urged as practicable propositions.

In this pamphlet should also be stated what organizations exist here and abroad for the promotion of international arbitration; and the sources whence additional information upon the subject may be obtained.

I have thus far been speaking of the direct means by which college students may be made interested in the problem of securing international peace. I am, however, strongly of the opinion that, counting progress by generations rather than by years, it will be found that greatest and most permanent advances toward international peace will come as a result from the spread of sound scientific knowledge of the nature and problems of political life, coupled, of course, with a steady increase in intellectual and ethical culture generally. I think we may confidently believe that with the increase in knowledge will come a broadening of sympathy and a corresponding decrease

of false and chauvinistic nationalism, which will render increasingly less likely a resort to force for the settlement of disputes between nations. Two of the elements of this increasing enlightenment that will especially tend towards peace will be (1) the better knowledge on the part of the people of each nation of the peculiar qualities and legitimate national aspirations of the peoples of other States; and (2) a clearer general conception of the rights and duties of nations looked at from the strict and technical viewpoint of International Law. At the recent banquet of the American Society of International Law, Secretary of State Root introduced the English Ambassador, Mr. James Bryce, as one who possibly more than any other individual has been instrumental in rendering less likely in the future war between the two great branches of the English-speaking race. This he had done in his great work, "The American Commonwealth," by which he had done so much to make the English understand their American kinsman.

The establishment of the American Society of International Law, and of the American Political Science Association, each with its annual meetings, its journal, its volumes of proceedings sent to all its members, and the general establishment in our universities and colleges of special chairs of political science, are of good omen, for with the spread of sound knowledge in matters political, is sure to come that increasing understanding which will show the needlessness of war between nations.

By way of conclusion, then, I would answer the question as to how colleges and universities may best promote international arbitration and allied movements, by inquiry, first, as a direct means, that no student be allowed to leave their halls without knowing the facts and practicable possibilities of international arbitration, and secondly, as as indirect, but most powerful means, the provision of special chairs, or at least of special courses dealing generally with the science of political relations, national and international.

President Rush Rhees, of Rochester University:

Assuming as obvious the service which colleges may render to the cause of international arbitration, by offering opportunities for the study of the modern arbitration movement, I believe that there are two other services to that cause which may be rendered in the line of college instruction.

The first is in connection with the study of economics. That study reveals in commercial and industrial life rivalries and conflicting interests which in acuteness are similar to the questions which often lead to war in the political world, and a study of present conditions reveals the same hesitancy to submit industrial questions to an unprejudiced judgment, as hinders the rapid growth of the cause of arbitration in international disputes.

Manifestly instruction in economics can offer no panacea for the cure either of industrial conflicts or of irrational temper in the settlement of such conflicts. Our students, however, may be trained. in the habit of careful analysis of commercial and industrial conditions and the clear definition of the issues in any conflict of interests, so that when these present themselves educated men will instinctively make a calm study of the situation which will lead to the clearing away of irrelevant issues, and to a clear definition of the interests on both sides which seem to be in opposition. The direct consequence of such a clear understanding of the points at issue must be a cooler judgment, and thus, consciously or unconsciously, a predisposition to judicial rather than forcible modes of set

tlement.

But in order that such a wholesome condition may be attained there is a second service which our college instruction ought to render to the community, namely, a clearer development and stronger rooting in the minds of students of the sense of justice. This is in a measure undertaken now in our work in ethics, but I think it might be made more adequate. Speaking for the small college as distinct from the large uni

versity, I believe that there rests upon us an obligation to provide for our students some fundamental and non-technical instruction as an essential element in liberal culture.

Such instruction would not be given in the interest of training men for the practice of law. It should deal with fundamental principles and the general features of legal procedure, its purpose being to acquaint the student with the essentials of both the Roman and common law. Its object should be the more perfect cultivation of the idea of justice, both in its abstract content and in its method for dealing with concrete cases in human relations. If such college instruction could also include some survey of constitutional law and international relations under the domain of law it

would be of great advantage. As a means of liberal culture such a study would have an equal in no other discipline. As a preparation for the conduct of life in circumstances where conflicts are certain to arise, such a study would probably lead men to measure passing issues in the light of the idea of justice, and to look expectantly as matter of course to judicial methods for the settlement of disputes, rather than to the exercise of force. Thus by such a study there may be developed in our students a sense of the dignity and sanctity of justice, and so large a confidence in the methods of orderly judicial procedure for the settlement of controversy that, given a power of close analysis and clear definition of the issues in cases of conflicting interests, educated men will be able to recognize with candor on which side. justice lies, but also will be ready with intelligence to accept for themselves and urge upon others the adoption of judicial rather than forcible methods of the adjustment of definitely divergent interests.

There is another contribution which colleges may make to the advancement of the cause of arbitration. The college is in itself a social community, with rivalries and interests which sometimes clash. It furnishes an ideal field for the practice of the judicial habit. I see two opportunities which promise significant results in the measure in which they can

be fully embraced. One is offered by the development of the honor system for the control of student affairs in relation to their college. Reliance upon student honor does not insure all freedom from wrong doing, nor the banishment of controversies. It does involve, however, an assumption of responsibility by the students themselves for an intelligent analysis of questions of conduct of rival interests, and for conscientious judgment upon these questions determined by the high standard of the honor of gentlemen. The development and exercise of a sense of honor as controlling conduct in college life will tend to the development of a habit of rational and conscientious dealing with all problems of conduct and conflicts of interest which arise in later life.

Secondly, college interests offer a peculiarly significant opportunity for the practice of this judicial habit in connection with the athletic life of the students. We must gladly acknowledge that much has been done of late to cultivate habits of self-control and a judicial temper by the steadily improving organization of college athletics. There is room, however, for a more perfect progress of justice, for a clear, intelligent definition of the issues, and thus for the further crystallization of the habit of reliance upon rational and ethical measures in the settlement of issues which appeal keenly to the loyalty, the enthusiasm and the cherished interests of men.

If our colleges can so develop the power and habit of close analysis and clear definition of the issues at all times when interests come into conflict, and at the same time can cultivate a broad and inclusive sense of justice which will demand instinctively that right be done in the right way, and can put these attainments of mature manhood into practice in connection with the interest which at the moment is what is most real in life to our young men ; I believe that a leaven will be placed in the lump of our social order, the spreading of which will serve significantly to advance the cause of judicial and rational teratment of the larger questions which arise where national interests seem to be in conflict.