It is hard to estimate the number of young men who are now packing up their hockey clubs, their football suits and their dinky caps preparatory to returning to home and the Future. That there are many thousands of them and that each one faces the battle of life with sublime confidence there can be no doubt. What becomes of all the college graduates? How does our active modern life assimilate this yearly accession of active and enthusiastic young men?

For some time it has been the custom of the authorities of Yale to take a poll of that institution's graduating classes to find out what careers have been chosen by the graduates. This year there was a class, or several classes, numbering 2,243, and the poll showed this interesting result: Occupations.

No.

718 320 261

203 185

170

166

77

69

74

While the honored profession of the law continues to hold its own, as indicated by the fact that 718 graduates are going in for it, the table shows also that 320 are to become "financiers." Unfortunately it isn't quite plain just what is understood by this term. In this day and generation a "financier" is anybody that handles money, from a nickel-inthe-slot speculator to a trust fiscal agent. Presumably the word "finance" as used in the table includes bankers and brokers and rich men's sons who are leaving college to step into soft places created for them. Education claims 261 of the graduates, and this is a very creditable showing. Medicine appears to have fallen off a little, which can be accounted for on the score that medicine does not offer the hope for pecuniary rewards, in a

comparative sense, that it

"Farming and politics" is a queer combination to which 170 graduates have devoted their lives and their fortunes. The Yale authorities should not have left us in doubt as to the meaning of this singular combination. We have no choice but to assume that the tilling of the soil nowadays is inevitably associated with running for office, an assumption that is not justified by the facts.

Toilers in the newspaper business will hail with saturnine joy the rejuvenating influx of seventy-seven "journalists,' and the said "journalists" will suffer with congestive chills when they first encounter that autocrat of human destinies, the city editor, and note the guttural and reverberating enthusiasm with which he welcomes the master of arts and the doctor of philosophy to the "local room" where the news-gathering "gang" labors.

But the college boys are all right, and in a little while they will settle in their various places and soon become the strength and hope of another generation of world workers. There is room for all of them, so be they "financiers," "farmers and politicians" or "journalists," open the door to bid them enter.

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HAS THE EDUCATION OF WOMAN DIS-
TINCTIVE AIMS?

James Bryce, the British ambassador, was the orator at the commencement exercises of Bryn Mawr College, taking for his subject "Has the Education of Women Distinctive Aims?"

He said that the facilities of men and women are practically equal and held, therefore, that intellectual training fit for one is fit for the other. As to women in political life he said that he claimed the privilege of declining to give an opinion on a topic so highly controversial for an Englishman, but he added that so far as he could judge the majority of American women, at least in the eastern and middle states, do not desire a change.

The ambassador suggested to women two fields of work which the average

EXCHANGING PROFESSORS AT HOME.

An "Intranational Exchange of Professorships" is suggested by the Columbia University Quarterly. It is proposed that the interchange of professors now going on between the United States and France or Germany be taken up among the different American universities on the ground that it would tend to "eradicate sectionalism and develop a better and more accurate understanding on the part of the North, South, East and West."

The proposal has a fine ring to it. And it so happens that recent utterances by President Arthur Twining Hadley of Yale and President Benjamin Ide Wheeler of the University of California have emphasized collegiate sectionalism in a way that has not been clear to the general public. President Hadley in his Cincinnati address laid stress upon the valuable "atmosphere" brought to the great eastern universities by their age and traditions. President Wheeler last month declared that the West does not need to ape Yale, Harvard or Princeton, that it is developing university ideals and a life of its own.

It is proper that these things should be mutually understood. The West knows more about them than the East, because the older institutions of the Atlantic littoral necessarily stood as foster parents to the educational growth of the newer portions of the country. California can learn much from Yale, but there is excellent reason to believe that Yale can learn more from California.

An exchange of professorial ambassadors would be the most practical and effective way to bring to New Haven and Cambridge concrete appreciation of the high ideals, the extensive culture, the

vigorous research of President Wheeler's great university. It would give Connecticut and Massachusetts an awakening insight into the enlightened utilitarianism of the University of Wisconsin, the tremendous steam-engine driver of the University of Illinois and the pedagogic progressiveness of the University of Chicago.

By all means let us cultivate academic unity at home while we are courting it abroad.-Chicago Post.

HARVARD'S BUSINESS SCHOOL.

The proposed addition of a business school to Harvard's graduate department, as announced by President Eliot at Detroit last week, has interested the faculty members and the undergraduates. Most of them were not aware that any such plan was contemplated. Sufficient money to carry through the enterprise has not yet been subscribed, and neither the corporation nor the overseers have passed any vote favoring the project. But as most of those in authority seem to favor the plan, it is likely that another year will see the school established.

In

The plans are in the hands of Professor Taussig, head of the department of economics, who will probably before long make some specific announcement. general, they contemplate putting business training upon the same professional and graduate basis as training for the law and for medicine. A college degree will be required for admission to the school, and the course itself will take two years. Thus a total of five or six years would be required to get the business school's degree. Whether this will be a master of arts or some new degree has not yet been decided. The courses leading to a new business career in applied economics now given in the university. are chiefly concerned with the public aspects of economic questions, and not with practical problems in the sense of teaching a trade or conducting a business. While the specialization possible in a graduate school of business will tend to relate the work, the broader theory of organization will be the keynote.

WHAT COLLEGE USED TO MEAN.

The clergyman of the old New England town was its chief citizen, followed by other college-bred men. A good education could be gotten nowhere else except at college. Formerly boys went to college from the small hamlets and frontier towns of the colonies. It was a matter of much prayer and thought as to which boy of a large family should be given the opportunity to help himself through college. Then began eight or ten years of self-sacrifice upon the part of all the family and of the chosen boy himself until he was fitted for college and had completed his course there. He was perhaps the only boy who had thus gone from that locality for many years. His course at college and thereafter was watched by all his friends and acquaintances at home as closely as though he were their Own son. Men valued what cost so much and came to be so much-for a college education was the making of a man. It was at the same time the greatest honor and the surest help to success in life that could be conferred on any bright boy. It set him apart from his fellows and put him in the most enviable position possible. - From Individual Training in Our Colleges, by Clarence F. Birdseye.

*

PRACTICAL BENEFITS OF MANUAL TRAINING.

is

The manual training movement comparatively new. The first school to teach manual training was founded in this country in 1879 at St. Louis, Mo., and one was built in Chicago six years later. From 1885 to 1890 schools were founded in Philadelphia, Baltimore, and other American cities. These were all of the high school type, and only during the last few years has the movement reached down to our grammar schools.

The movement easily divides itself into two kinds: first, manual training proper, and second, the trade school, which is entirely a different thing and is founded more for teaching the grownup child a certain trade. This takes the place of the old idea of apprenticeship. There is not the chance to-day for a man

to learn a trade that there was twentyfive years ago, and as a result our skilled workmen are not gaining in numbers as they ought to.

What does manual training do for the child and how does it affect this condition? In the first place it holds the boy in school. Second, it gets the boy interested. Third, it gives a chance to the boy who is slow of speech but of chance mechanical aptitude an equal with the boy who is glib of tongue and has a good memory. Fourth, it leads him to like school for school's sake.

Dr. James P. Haney, director of the Manual Arts, New York City, in an address given before the Chicago Board of Education in a conference on truancy, said: "Manual training is the best truant officer a school system can employ. All corrective institutions find that their most valuable agent to a boy's reform is some useful form of handicraft. There are countless agents to draw a boy out of school. The manual arts are the best bonds to hold him in school. They are even better in preventation than in reform."

The boy who comes into the schoolroom at nine o'clock in the morning and is obliged to sit there for three hours with a fifteen-minute recreation period, in a chair which is hard at best, who cannot move without bringing the wrath of the teacher down on his head, not in the old way, but in new ways (altho, I am glad to say that these teachers are growing less and less), and who is obliged to do what the teacher says without question, is it scarcely to be wondered at that Johnny plays truant on some fine day in spring? He has nothing to keep him in school. But that day, when he can do something with his hands, when he can do something that he likes, or when he can do something that will give him power to do something he likes to do, that day is the day you find Johnny in school. And if those days come often he is in school often and the time will come when he comes to school for school's sake.

It is mighty hard work to do something you are not interested in. Kipling says: "Taint cause you bloomin' can't,

it's cause you bloomin' won't." You can do anything you set out to do. You cannot do anything as well, if you are not interested, as you can if you are. That That is a law. Johnny starts for school. He has two courses open to him; one the woods in which he is interested. The other, school, in which he has no interest. If he goes to the woods he will be punished if he is caught. Will the joy of a day from school compensate for his punishment? Question which has to be settled by Johnny. But on the other hand, if he could do something he liked to do what a difference. The woods do not enter his head.

* *

COLLEGE CLIQUES.

Shall college cliques be suppressed? An affirmative cry has lately been raised in reply to this question, and now the president of Princeton proposes the abolition of the upper class clubs of old Nassau. His charge against these cliques runs thus:

Group rivalries break the solidarity of the class. The younger classes are in no point made conscious of the interests of the university. Their whole time is concentrated upon individual ambitions, upon the means of preference, upon combinations to obtain individual ends, and the welfare of the university is ignored.

The remedy is to be found in the English quadrangle system, with supervising tutors, a dormitory and a common table for all classes. He says:

The objects of this arrangement would be to bring the faculty in close connection with the students, to bring the members of the four classes together, to give the university the hand of common consciousness which apparently comes from closer sorts of social contact and to rid the university of combinations, cliques and separate class social organizations.

But would all this result? And if it did, would it all be for the best?

The clique tendency is inevitable at all times of life and in every level of society. It is the natural expression of man's endeavor to associate with comrades whose tastes and ambitions are his own. With the young American's

inherited passion for organization, college clubs are as natural as hair on the top of the head. Like every other good trait, this clique tendency becomes a menace if allowed free rein. The eating clubs of Princeton and the fraternities of some other fashionable colleges have, in recent years, degenerated into expensive imitations of city clubs; the fierce competition between. clubs for "choice" members and social prestige and the boyish aping of the extravagant habits of men who have time and money to burn make hundreds of cliques to-day the grief of professors and the laughing stock of the adult world. In so far as President Wilson is striving to check such excesses he has the sympathy of everybody conversant with the facts.

But can the evils be best cured by killing off cliques? Is not the worthy president curing college mumps by cutting off the patients' head? We believe that the broad college spirit sought for by Dr. Wilson can be obtained simply by controlling the activities of college clubs more sanely and rigidly. The ridiculous "high flying" of well-to-do undergraduates is not essentially due to the existence of fraternities or other cliques; it can be traced to the unwise tolerance of college faculties in treating seventeen-year-olds like mature men, and in some slight measure to the unwisdom of the younger alumni members in "setting the kids a pace." In the good old days before faculties had learned the sickly art of coddling, fraternities flourished, but the evils did not. grads" of that happy period still swear that they and their college both benefited by the organizations. And undergraduates to-day might be able to say the same if their parents did not lavish money upon them and their teachers did not let them do as they sweetly please. The college democracy sought for by many college presidents will doubtless be won more easily through a well supervised club system than through an indifferently managed communism. ly managed communism. We doubt not that the Princeton "quad" will succeed if properly engineered. But it will not suppress cliques, and many another system could give the same good results.

"Old

NEW APPRENTICESHIP SYSTEM.

An English firm at Lincoln, engaged extensively in the manufacture of agricultural and other machinery has introduced a variation of the apprenticeship system which is attracting wide attention and favorable comment, according to United States Consul Mahin.

The rule in that country is to bind a boy for seven years, from the age of fourteen to twenty-one, during which period he leads a narrow, treadmill life. The Lincoln firm, however, takes apprentices at any age between fifteen and twenty-two-one inducement to this change being the expectation that boys of sixteen to eighteen will have had a good school education and will therefore be better fitted than a boy at fourteen to master the trade. To encourage boys at sixteen to eighteen years to become apprentices the same wages will be paid them as if they had begun at fifteen.

But the most important part of the Lincoln firm's new apprenticeship system is to give all deserving apprentices a varied shop experience, and to supplement the shop work with courses of instruction bearing directly thereon. By combining mental training with shop work it is believed that more intelligent workmen will be evolved than under the old system.

DEFENDING THE PH. D.

The doctor of philosophy has his defenders. If some refuse to be impressed by the title, others refuse to discount it, mainly those who have experienced the pangs of its parturition. A writer in The Educational Review, well informed on actual conditions in American universities, is especially determined not to allow critics to class all doctors with those dull persons who spend enormous pains on scholastic consonants and vowels, completely ignoring the ideas for their symbols, and producing as the fruit of mountainous labor some mouse of a result, if anything at all bearing the least relation to a result.

This writer-Mr. William H. Carpenter of Columbia University-admits that specialization is occasionally carried to absurd lengths, but asserts that the

Ph. D. degree is primarily a research degree, and only incidentally the teaching degree that conditions in America have made it. It stands mainly for exhaustive as well as extensive study in a particular field. Scholarly ability and actual accomplishment are declared to be required for it throughout the United States, it having been "recognizedly homogeneous." But, while the college represents culture, the university is held to aim at specialization, and the doctor of philosophy must first of all be measured by the intention that he has served.

This would be simpler of the Ph. D. remained a specialist. But his "scholarly ability and actual accomplishment" are taken as recommending him as a teacher. The degree may be bestowed primarily on men of research, yet it is counted as a guaranty that a man is qualified to teach, and in this assumption a heavier onus is thrown on the title. In which case the quality of the research work falls. under severer scrutiny, and the mere fact that the doctor's dissertation has contributed to the sum total of information or knowledge is not held sufficient. If the college represents culture, the doctors of philosophy to become teachers must also represent culture.

But there is no cause for disagreement once it is admitted that "there is nothing sacrosanct in the Ph. D. degree, from an point whatever." However extraordinary the requirements for it, it carries no certainty of knowledge, much less of wisdom. It is an assurance, but not a guar

anty. And it becomes clearer every day that no university degree can be taken as a guaranty until it combines, like labels under the pure-food law, a complete analysis of contents, with a description. of the possible chemical reactions that have gone on inside the graduate-a condition not likely to be attained.

* *

ONE THOUGHTLESS BRAIN IN EVERY

HEAD.

Man has a pair of brains, just as he has a pair of eyes and a pair of ears, declares Dr. William Hanna Thomson, in the July Everybody's. But, asserts Dr. Thomson, only one of our two brains is used to think with. He continues: