an illuminating article by Mrs. Olive Day-"College is not intended to fit an individual merely for the first years after graduation, but for his whole life; to give him an enduring and self-perpetuating fund of sources and resources which will not become barren or monotonous or out of date. Education should aim at enabling each man to say "My mind to me a kingdom is," in order that, when he has learned to give that mind to the service of mankind, he may have something worth giving.”

And finally, could we have a better guide than Mr. Bryce, who out of the rich experience of his varied and active life, so largely devoted to present day problems, writes: "How thin and pale would life be without the record of the thoughts and deeds of those who have gone before us! The pleasures of scientific discovery are intense, but they are reserved for the few; the pleasures which letters and history bestow with a lavish hand are accessible to us all. It is good for us, in the midst of our complex and artificial civilization, good for us in whom the sense of beauty is less spontaneous, whose creative power is clogged by a weariness of the past, and who are haunted by doubts of all that cannot be established by the methods of science, to turn back to these simple days, and see things again in their simplicity, as the men of Athens saw them in the clear light of a Mediterranean dawn. The dawn is the loveliest moment of the day and there are truths best seen in the innocent freshness of morning."

Some one may say, "Wherein lies the problein? You have shown conclusively at least to me that both lines of work are essential. Nothing remains but to give students the benefit of this expansion, to the enrichment of their own lives." May I turn to the student for an answer, to a student with whom I talked on the train between Holyoke and Springfield one day not long ago-"I wish I had time to make my work more intensive; it seems as if I always had to sacrifice that to the extensive. There are so many things that I wish to take, and never time enough to devote to any one of the courses which I do elect."

One can easily enter with sympathy into this point of view. We expect students to cultivate interest in political, economic, industrial, social, religious questions of the day, preparing as far as

possible for efficient service in those lines, and yet preserve the scholastic repose and sense of leisure essential to true scholarliness. And today we are adding,-inevitably, because of the abnormal times, to those demands, adding in a score of ways, by war relief and Red Cross work; by Liberty Loan and Red Triangle "drives"; by farming and "Emergency Courses," in stenography, typewriting, bookkeeping, draughting, dietetics and home-nursing, social welfare and gardening. They are necessary,-it is the thing to do, but their addition does not make the problem easier of solution.

It is a condition, not a theory, which confronts us. In this age of "drift" toward the extensive in education, how shall we preserve the intensive?

Abstract of Address of Charles W. Eliot

PRESIDENT Emeritus, HARVARD UNIVERSITY, ON EDUCATIONAL CHANGES NEEDED FOR THE WAR AND THE SUBSEQUENT PEACE.

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• HE teachers of elementary and secondary schools nd the superintendents of public instruction ought not to be either surprised or mortified if great changes are needed in school programmes, and in the methods of instruction. All other teaching has undergone great changes during the past fifty years. New methods of teaching law are urgently needed and are being carefully studied by professors of law; because the law has changed greatly in substance, and judicial decisions now regard equity, reasonableness, and the new social ethics as determining considerations rather than the former fixed rules and precedents and a rigid logic. In theological education and training for the ministry similar new conditions prevail. The chief reliance is not on ancient authorities or established doctrines and conventions, but rather on the reasonable interpretation of sacred writings and the use of methods of inquiry consistent with those now used in historical and scientific research. Medical teaching has been completely revolutionized within fifty years as regards both subject matter and methods of instruction. Teaching in preparation for scientific professions, such as engineering, forestry, and industrial chemistry, is all new within fifty years; because the great industries which are directed by these professions have to deal with new materials and new forces, and are constantly trying to produce new results. It would indeed be a wonder if it were expedient, or indeed possible, to hold schools for children and adolescents to the subjects and methods of a hundred years ago, when the whole life of civilized man has been completely changed within that period; so that the rising generation has to go out into a working world utterly different from that into which the former generations went forth.

It is no answer to the demands for improvements in schools to

say that child nature remains the same. Coal is about the same article now that it was a hundred years ago; but it is dug, transported, and utilized in new and better ways. So the bodies and the motive powers of the children of today resemble those of the children of a hundred years ago; but those bodies and powers need to be trained in new ways, because they are to be developed under new conditions and put to new uses.

What are some of the changes urgently needed in American education, elementary, secondary, and collegiate? The first change relates to the training of the body. There ought to be a national system of physical training in all American schools, the programme to be prescribed by the National Bureau of Education, and to be enforced in schools from the sixth to the eighteenth year by inspectors paid by the national Government. The proper training of a body is a national and not a state or city interest, and should not be left in charge of state, town, or city. The present War, and the preparations which the United States is now making to take part in the War, ought to have convinced every citizen that it is the duty of the national Government to prescribe and enforce a progressive course of bodily training for every child in the country. The great war teaches this, but the needs of peace also require it. No child should escape it, unless incapacitated by disease, accident, or malformation. To this bodily training should be added instruction in personal and community hygiene under national direction. Every child of fourteen should already have learnt the means of preventing and avoiding tuberculosis, alcoholism, venereal disease, and all other contagious diseases; for community hygiene cannot be successfully carried out unless every individual in the community understands the means of cure, prevention and avoidance. In the interest of the whole people, in both war times and peace times, the Swiss national sport-rifle shooting should be added to the present sports of American youth. The rifle is an instrument of precision the use of which trains boys to an accurate use of eyes and fingers, and to well-coordinated action of the nervous system; and this training is useful as preparation for skill in many industries, as well as for the work of a soldier.

School programmes need serious changes in regard to the choice of subjects and to the proportion of time allotted to the different subjects. To increase and diversify the training of the senses should be the primary object in the reconstruction of programmes ; hence much more time than is now allotted to drawing, music, and laboratory work in the sciences should be at once provided, and all teaching should be made as concrete as possible. It should be given not so much as now from books, but from objects and concrete examples or illustrations. The teaching of history should be enlivened by biography, and the teaching of geography by models, moving pictures, and excursions to study on the ground whatever demonstrations the neighborhood provides of the forces which have modelled the crust of the earth. These changes can all be made without reducing the training of the memory. Scientific and artistic studies may be made to train the memory quite as effectively as linguistic and historical studies can; and they are admirably adapted to train children in that inductive reasoning on which the remarkable progress of civilized man during the past two centuries has mainly depended.

The new subjects and methods lend themselves far better than the old to the new project of making school instruction and the whole school life interesting for children. Nobody-child or adult -ever works as hard on a subject which does not interest him as he can and will on a subject which attracts and delights him. The old method of driving or forcing children to tasks which repel instead of attracting them is, when judged by results, a dismal and mortifying failure. How slow the educational world has been to learn from Shakespeare that "small profit comes where is no pleasure taken"!

Superintendents and principals of today have still before them another precious chance to make an immense improvement in American public schools and academies, namely, a thorough classification of the pupils. The schools will never do the work which the Democracy needs from them until backward and defective pupils are segregated, the mass of the pupils enabled to pass rapidly from section to section or class to class in the course of the year, and the superior pupils put into a division by themselves, in order that they may make rapid progress in proportion to their