ity in optics, and Milliken, next to Thompson, the greatest worker in radio activity-all Americans.

In biology, hygiene, and medicine, many great names occur with which every one should be familiar. In general biology there are Darwin, Wallace, and Lamarck, originators and developers of the idea of evolution. The pioneer in systematic botanical classification was Linneus, a Swede. Some of the great contributors to the perfecting of classification are Tournefort and Antoine de Jussieu, Frenchmen, Robert Brown, an Englishman, and Gray, an American. The mutation theory was originated by DeVries, a Dutchman. Buffon in France, and Huxley in England were the great popularizers of science, particularly zoology. In medicine, Harvey, the discoverer of the circulation of the blood, Lister, the originator of septic surgery, and Pasteur, the beginner of the fight against germ disease, are names to conjure with.

The great increase in the use of mathematics particularly in its application to the various kinds of engineering and statistics makes this an opportune time to increase interest in this fundamental science. Here as in physics, some knowledge of the men of genius who have developed the science will be interest-provoking and inspiring. Early mathematics of the synthetic type was brought to a high state of perfection by the Greeks. Mathematics of the analytic type, of inestimable value in practical affairs, is of modern development. Some of the great geniuses responsible for modern mathematics are Newton, Caley, Sylvester, and Hamilton -Englishmen; Fermat, Descartes, Pascal, Fourier, Cauchy, Hermite, Lagrange, Laplace, Legendre, Galois, Darboux, Jordan, Picard, Appell, and Poincare-Frenchmen.

The subjects I have used are but types of all other subjects of fundamental knowledge and culture. An investigation will show similar conditions in agriculture, chemistry, education, engineering, philology, history, comparative literature, astronomy, philosophy, politics, music, art-indeed in everything of either practical or cultural value.

To sum up: The world war has increased the importance and enlarged the opportunity of the secondary school. The school should speed up and intensify the work in the curricula of estab

lished and proven value. It should take advantage of the present opportunity to do the following things:

(1) Weed out all teachers of doubtful loyalty.

(2) Where necessary, shorten terms and change vacation periods.

(3) Use the plant and equipment for afternoon and evening schools.

(4) In manual training and vocational departments, make useful products.

(5) Provide short courses in certain subjects.

(6) Emphasize the study of French and Spanish rather than German.

(7) Teach history and government so as to emphasize our relations to English speaking and democratic peoples.

(8) Teach a larger faith so as to reduce credulity.

(9) Give a right perspective on the origin and development of knowledge and culture.

The War and the Men's Colleges.

PRESIDENT JOHN M. THOMAS, MIDDLEBURY COLLEGE.

.....................÷UT it isn't playing the game,' he said, And he slammed his books away;

B

"The Latin and Greek I've got in my head.
Will do for a duller day.'

'Rubbish!' I cried; "The bugle's call
Isn't for lads from school.'

D'ye think he'd listen? Oh, not at all:

So I called him a fool, a fool."

We may call him what we like, and use with him what arguments we will, but he will go just the same. We may quote him the judgment of the highest authorities that colleges and universities must "endeavor to maintain their courses as far as possible on the usual basis" and that students "may feel that by pursuing their courses with earnestness and diligence they are preparing themselves for valuable service to the nation," but the bugle will drown our voices and he will not resist its call. The halls of Oxford, crowded to capacity in 1914, are to-day empty and silent. 12,000 Oxford men are in the service and at last reports over 1400 had yielded up their lives. American college youths are younger and we are seeking to hold them in reserve for their most efficient service at the most favorable time, but plan and counsel as we may there will be a steady drain upon our student bodies as long as the war continues and when we reach the stage of the conflict to which other nations have now come, our colleges will be as empty as theirs. We are in the war to win. We will never yield until we do. A part of our heritage in our mother tongue is the counsel of Tom Brown at Rugby,-"Boys, don't fight, but if you do fight, don't give up while you can stand or see." We tried to obey the first part of that motto, and we will not be found disobedient to the other part if it takes the last man who can pass the surgeons. There are none more whole-hearted and more determined in support of this war than the men in our colleges. When

the statistics of the war are compiled, it will be found that a larger proportion of college men entered the service than of any other class. They were the first to be called upon for the officers' training camps, for ambulance corps, for aviation, for certain branches of naval service, and they are subject to the same draft as all others. The next draft will place in the first class every college man above the age of 21-practically every member of our Senior classes and a large proportion of the Juniors. The eager and noble response of college men has been an inspiration to the entire country, and this, with their notable services in positions of trust and responsibility, already demonstrated, will be a witness for years hence to the sound and thorough patriotism of the American colleges and their great value and importance in the life of our nation. But the immediate situation, if peace is not won before next September, constitutes nothing less than a crisis, the most serious that has overtaken the American colleges in the three centuries of their history.

For all institutions which depend in part upon receipts from students for their financial support, which includes nearly all the members of this association, the resulting financial problem is most difficult. Tuition and other fees make up about one-third the annual income of a large number of colleges. These are already reduced one-third in some institutions and in some a further loss is felt in the decrease of dormitory rentals. It is impossible to meet such a sudden and severe diminution of income by offsetting reductions in budget, although something may be done in this respect. The only remedy is in very considerable additions to endowment or to gifts for current use. This is a matter which should not be left to college officials and trustees alone. Every alumnus and every citizen who is convinced of the important function of higher education should feel a share of the responsibility. This is no time for colleges to hold back in public appeal because of the multiplicity of pressing demands. There is no demand more immediately insistent, more imperative for the permanent strengthening of the nation and for the absolutely necessary tasks in the days of reconstruction and the restoration of the industries and activities of a world at peace, than the maintenance of the American college,

despite all the havoc and wastage of war, at its full and even increased strength. There could no better use be made of the Liberty Bonds which we are purchasing from patriotic motives than to turn them into college treasuries and thus make them serve the double purpose of supporting the nation at war and the institutions which are yielding their very life in support of the nation at war. With some personal knowledge of the most beneficent service of both the Red Cross and the Y. M. C. A. to an army in the field, I can testify that no money is put to more beneficent or patriotic use than that expended for New England college youth. Our New England colleges were sustained for generations by the common folk of our New England-farmers, merchants, and artisans. If our exigencies in time of war could again restore them as usual and customary objects of benevolence, not only on the part of the extremely wealthy and those who have enjoyed their benefits, but also in the feelings of all citizens of the population generally, the eventual benefits might be a compensation. Our cause has only to be set in truth before the public to win their loyal and generous support-now as in the older days and as in the case of the western State Universities at present. We have chiefly ourselves to blame that we have looked chiefly to the man with millions and have neglected our humbler friends, who would be glad still to be proud of us as their own instruments for the worthiest opportunities for their children.

One thing we must not do, under any stress of temptation or through any indirection, and that is to impair our endowments. The American colleges have taught an invaluable lesson to the American people as to the sacredness of a trust. Through days of penury and severest trial they have preserved permanent funds inviolate, professorships, scholarships, and specific gifts for all sorts of uses, guarding them safely with distinguished financial ability and rendering strict account in accordance with the tenor of the several gifts. No loss would be greater than that of confidence in the American college as an absolutely safe repository for any trust which is committed to it, and at any and every cost this confidence must be maintained.

But what of the work of a college during the war, with such