in the humanities similar to that carried on by the National Research Council in the scientific field might serve to prevent waste and might promote coordinated effort. While not strictly graduate cooperation, the arrangement of the schools of commerce and business in the Universities of Illinois, Indiana, Minnesota, Nebraska, Ohio State, Wisconsin, and Chicago to publish the University Journal of Business in cooperation is an indication that cooperative effort in educational enterprises tends to gain ground.

SOCIAL AND COLLEGE LIFE

Much discussion of the work of the colleges and universities of the United States is centered about the activities which are not directly under the control of the college authorities and arises from discontent with the institutional efforts to give the individual student proper living guidance at those times when he is not in the classroom. These problems, always matters of concern to university administrators, have been emphasized by current criticism. The, institutions have felt an increasing need to take positive action looking to personal advice and guidance for students in their numerous academic, social, and financial relations. The feeling has developed that the housing, health, and morals of students are matters to which administrative authority may properly devote more attention. The question is raised whether even the activities directed by students themselves may not be brought into closer relationship with the institutional and educational aims of the college. The charge that the higher institution is an isolated island in the midst of the activities of the world has led to increasing interest in the establishment of outside contacts.

The outside estimate of the tone of our large universities is perhaps best reflected in the bequest in the will of Willard D. Straight, which left to Cornell a sum of money to be devoted to making the institution "a more human place." This problem is not confined to the larger institutions. The president of the University of Illinois in his report for 1922-23 indeed makes a strong case for the larger institution in this respect. He points out that an institution with ten thousand students and a staff of one thousand encourages personal relationships to as great an extent at least as is the case in the smaller college. A larger choice of personal contacts is possible.

However this may be, the universities and colleges are recognizing increasingly the necessity for setting up some agency whose business it is to look after these personal problems. In many institutions this agency is the dean of students. In others personnel bureaus have been established which serve both the needs of the student and of the administrative requirements of the institution itself.

The position of dean of students may be almost indefinitely subdivided. It is recognized that a dean of men may contribute almost as much to the life and education outside college walls as the dean of women contributes to the well-being of the girls. The dean of freshmen is an office which, under the dean of students, devotes itself to the problems of new students. In the University of Illinois a special position was created in 1923 to look after student activities and organizations. The dean of women frequently encourages grouping of women in organizations, as is the case in Illinois.

Frequently the dean manages the employment bureau, is a member or chairman of the student loan committee, gives vocational and educational guidance, advises with reference to and participates in student social activities. The dean helps the individual with personal, friendly advice, straightens out relations with townsfolk, looks after sick students, and establishes contact with parents. He has largely ceased to be regarded as the college official disciplinary agent; he is the college friendship man.

The housing problem in smaller institutions, as well as in the larger ones, presents many problems. The development of dormitories for women especially enables the institution to exercise a certain degree of supervision over the unscheduled hours of the student. Training in the social conventions in college dormitories and dining halls is carried on by means of example or even definite regulation by cultured supervisors. When students live in town, scattered through rooming houses, supervision becomes a difficult matter. Careful supervision of such houses for women is common, but the expense seems to be too great to exercise any large degree of control over the places where the men live. This problem is being met by building dormitories, but requires further attention by institutions which can not hope to house their own students in the near future.

Athletics present troublesome problems to the college administrator who is interested in the well-being of his students and has caused much comment and concern outside college walls. The athletic situation is greatly complicated by the fact that athletics has become a matter of large money transactions. In Michigan in 1922 the revenues from athletics were $226,465.15, while the expenditures were $182,909.08. In 1923 the revenue had grown to $309,107.11 and expenditures to $190,300.23. In Princeton in 1923-24 the revenue exceeded that of 1922-23 by $53,063.80, while at the same time operating expenses decreased $57,032.07. The size of these operations has emphasized the need of mature control of financial matters. Young boys, even young men who are supposed to be receiving a college education, should not be called upon to transact business of such magnitude. The effect upon athletics is to make public spectacles of intercollegiate contests, even though it is true that the

tickets for the big games are taken largely by alumni and students. The tendency is to carry on contests with institutions that result in large gate receipts and to develop coaches and teams who will be winners.

The Association of Colleges and Secondary Schools in the Southern States in 1921 appointed a committee of five to inquire into these conditions and into the administration of athletics in member colleges. The inquiry deals with the entrance of athletes to college, their record in college, their past athletic records, with absences from college during the athletic season, with the salary of the coach and by whom paid. The results of this inquiry indicate the need for more effective faculty control, the necessity for reducing salaries of coaches to reasonable limits, and as a corollary the desirability of eliminating the seasonal coaches. The report also advocates the elimination of special students from athletics, the eradication of scouting, and the encouragement of intramural athletics. Condemnation of long trips and of gambling in connection with college athletics is emphatic.

The report in 1921 of the committee of the American Physical Education Association indicates some facts with reference to control of college athletics that are worth recording. Thirty-two per cent of the 250 colleges of which inquiry was made place management in the hands of the faculty; in 30 per cent management is in the hands of the faculty and students; in 25 per cent students and alumni share the control; in 13 per cent students control. There is a growing tendency to place the management of athletics in the hands of the department of physical education. The figures above indicate, however, that there may be some truth in the charge that in certain instances college authorities look to college athletics to create college unity and publicity. The charge is that this attitude accounts for the fact that, in spite of well-known abuses, little is done to correct them.

Much of the discussion centers about the position of the coach. Coaches themselves maintain that high salaries are necessary, since their period of usefulness is short and they have little certainty of tenure. They maintain that college authorities insist upon their producing winning teams and base tenure upon ability to do so. They are not left free to handle the athletic situation as a part of a physical development program. The proposal that coaches' salaries be reduced to a point where they compare not too favorably with the salaries of full professors will depend for its successful operation upon support from the college authorities. Abolition of professional college coaches and substitution of faculty coaches in their place has received great impetus from its approval by representatives of 12 New York and New England colleges in 1922. This plan has been

adopted by Union, Wesleyan, Bates, Trinity, and Hamilton and submitted for consideration to Amherst, Bowdoin, Middlebury, Tufts, Williams, and Colby. The problem of raising the tone of college coaching is also being met by the special courses for coaches offered by various institutions. The University of Minnesota offered in 1924 a complete course of training for teachers of physical education, including coaches, which will lead to the degree of bachelor of science in the college of education. The State Teachers College at Cedar Falls, Iowa, will offer also a four-year course for athletic coaches.

The contention that it is impossible for the college to develop intramural sports in those lines which are carried on in intercollegiate athletics has been disproved conclusively. At Princeton, to take but one instance, 1,215 of its 2,000 students were in 1924 members of intercollegiate sports squads. This did not include those who participated in intramural athletics; if this number were included, 90 per cent of the students of Princeton participated in some form of sport. Careful supervision and determined efforts to bring about an athletic situation which would really contribute to the physical and moral welfare of the students account for such development. The Universities of Illinois, North Carolina, Ohio State, and Ohio Wesleyan also report a great growth in intramural sports. At Michigan intramural contests between teams of women students have developed remarkably. At Michigan also the gymnasium is used to a much larger extent than formerly by summer school students. Efforts to induce upper classmen to participate in regular exercise have been stimulated. Intramural athletics has been coordinated with teacher training work in physical education so that senior and junior students act as instructors for intramural teams, organize teams, and officiate at games. Michigan's new four-year teachers' course in school health and physical education is thus made to contribute to the development of intramural athletics.

The growth of freshmen teams since the adoption of the one-year rule, commonly known as the freshman rule, which at first appeared to be a development which would encourage intramural sports and free the minds of freshmen somewhat for college work, has shown that freshmen athletics is subject to the same abuses as general college contests. Contests between freshmen teams of different institutions have grown to such a point that abuses are quite as serious as those arising from intercollegiate athletics in which teams represent the entire institution. Princeton and Harvard have, as a result, discontinued their freshmen contests.

Important from the standpoint of defining the purposes and objectives of college athletics is the work of the Amateur Athletic Federation which developed from the Secretary of War's Man

Power Conference, held in 1922. The federation is attempting to define what constitutes physical fitness and to stimulate various agencies, including those of the colleges, to adopt standards and to direct their athletic and sport activities to the attainment of these standards. The University of Michigan is devoting considerable time to working out a series of annual performance or physical efficiency tests for upper classmen. Similar standards for girls are being developed. Modification of men's games when played by girls, to suit the physical characteristics of girl participants, and acceptance of the idea that girl teams should always be coached and controlled by women, indicate considerable progress.

The purpose of all this is, of course, to make college sports and athletics contribute to health rather than to competitive advertising or to the development of students of marked physical prowess.

The morals of college students undoubtedly have always been high, as compared with the morals of similar groups of young people. Aside from the supervision exercised by deans and the advice and aid which they give of a personal nature, the outstanding current discussions which may be regarded as of moral significance concern drunkenness and suppression of smoking by girls. In view of the prohibition laws and regulations, institutions have felt that drunkenness, especially public drunkenness, is an offense more serious than in pre-Volstead days. Princeton has undertaken to deal more decidedly with intoxication by means of suspension in cases which come to the attention of the college authorities. In the case of drunkenness for the first time the period of suspension is short; the second offense results in longer suspension and sending the student home, so that his parents may deal with the case as they see fit. In some cases expulsion results. The attitude of the University of Michigan is somewhat more decided. The president has been commended throughout the United States for his courage in dealing with the problem of drunkenness. In 1923 the regents passed resolutions upon the subject, and in the fall of the same year the university senate discussed this matter thoroughly. The decision was reached that cases of public drunkenness should be punished by dismissal.

Although in the eastern States smoking by girls is not regarded as a matter of moral depravity but rather as one of convention or health, in the West and Middle West a moral significance is attached to smoking by girl students. An outstanding case is that of a girl student expelled for smoking in the Michigan State Normal School at Ypsilanti. This case received wide publicity because it was carried to the courts and because the judge sustained and commended the dean of women for her action. It remains to be seen whether the increasing freedom of women will result in making the standards of