it seems to the present writer that we should find ourselves not far removed from the grand old Ciceronian system of education; and then we should have something definite to go on.

However, it would be better for us if we constructed our own system discreetly with no a priori borrowings. Terms, ideas, values, have changed so much since the times of Cicero that there is no probability our solution would resemble his except in

essence.

Now this solution is within neither my province nor my capacity to set forth. There are nevertheless certain factors which will inevitably determine its general character and which may well be mooted in this connection. In the first place, there is the question of the relation between at man's college education and his future activities. Mr. Straus would insist that an undergraduate chooses his college work as a "fitting preparation for the indicated or expected career." He runs on the assumption that college education should be a preparation for an indicated career—an assumption which others considering the question might easily contest.

For my

part, I cannot see but that a college education always has been, and rightly should be, nothing of the kind. Vocational training must be carefully avoided in a real college; a real college should prepare all men equally for all careers; a college education should not be thought of in connection with any particular career, but with all careers in general, aye, with the life of a man itself. Here, then, if one agrees with me, we have at least one factor determining the character of a college education.

We have another in the very wording of President Lowell's definition. "Intellect ual" (however the word may be deprecated in these days)-here is a factor that immediately limits the scope of our inquiry. The student comes to college to think. Now, to think implies acquaintance with the science, or the method, of thought, that is, with logic, which is usually presupposed in all sane people. On the other

But what should be these subjects for thinking? Is there any limitation to their content and extent? Limitation there certainly is, but we cannot state it without deliberately changing the significance of the phrase "broad intellectual outlook," unless, perhaps, we allow more meaning to the word "broad" than it usually has. For there is a limit to the amount of knowledge any one mind may contain (here we see a partial virtue in the expression of our aim as "knowing a little of everything and something well.") And there is therefore a limit to the amount of knowledge the sum of students' minds may contain-a limit of quantity in each case. Now we have already imposed one limit upon the quality of that knowledge by excluding such as may only be of use to the student in his future career. At the same time it would undoubtedly be desirable if we excluded as little as possible from the field of college education-if we could take, as Bacon, "all knowledge to be our province." Yet we must restrict our field more, (it always has been restricted, though unwitting. ly of late) if the college is to be a practical working institution and not an impossibility. How, then, can we restrict it and still take "all knowledge to be our province?"

There is just one solution to this paradox and it is of extreme importance to the definition of a college education which we so sorely need. It is simply: that in a real college education we concentrate upon general knowledge; that our undergraduates be taught only those profounder and more important things which include whole classes of experienced facts in their deductions. And further, that they be taught how to reach similar profundities "on their own hook." Which, strangely enough, is only another way of saying that they be taught to think for themselves an equip

ment which will not only serve them in whatever career they take up, but also in every individual situation they may encounter during the remainder of their lives. And here we have another very important factor to determine the general character of a college education. These two and many others, I am hoping, will be open for discussion to their great advantage and to the end that the whole basis of the Harvard system of education may be more clearly defined and more proudly justified.

R. AMORY THORNDIKE, '21. Christ's College, Cambridge.

THE RED, WHITE, AND BLUE SERIES To the Editor of the BULLETIN:

The Harvard Library would like copies of numbers 3 and 7 of the Red, White, and Blue series issued during the War by the Committee of Public Information. Copies formerly in the Library were burned at the recent fire in McNamee's bindery. The titles of these pamphlets are: Number 3, Number 3, "The Battle Line of Democracy"; Number 7, "War Cyclopedia."

The Library would also like numbers 17 and 18 of the War Information series published by the Committee of Public Infor mation.

Anyone having copies of these will confer a favor by sending them to the Library. T. FRANKLIN CURRIER, '94, Assistant Librarian.

Cambridge.

THE GLEE CLUB

To the Editor of the BULLETIN:

There are few of us left who can recall the Harvard Glee Club and the part it took in College activities twenty years or so before Mr. Slocum's time, from 1865 to 1875, and as one of that number I want to express my sympathetic approval of his communication published in the BULLETIN of May 25, 1922, and of that of Mr. Barker in the same issue.

I was a member of the Glee Club from my sophomore year until my graduation in 1868, and, while not depreciating the

satisfaction and pleasure I derived from my connection with many other college societies and clubs, I must say that none stands out in my memory today as productive of more happiness than does the Glee Club.

We gave occasional concerts which were favorably commented on, sang evenings in the Yard, and on fête days, but the chief pleasure was in the rehearsals coming every week or so, when, in addition to the old tunes that are still sweet to hear, we took up many of the songs of the daynot comic or those of ephemeral interestbut those of real merit, requiring careful preparation. Probably most of us had taken singing lessons either before going to College or while there, and a good leader could always be found among our members.

Our efforts, judged by modern standards of excellence, were doubtless crude and undeserving the approval of consummate critics, but they provided us with real entertainment and developed in us a love of music which has been a solace in our later years.

Whether we could, with intensive training under a musical expert, have attained the excellence of the present-day Club it is futile to surmise, for the expert assistance could not have been secured if we had wanted it.

Expert professional assistance and intensive training have changed many things in college life, and it is now a question of much doubt whether the intercollegiate contests on the ball fields and in the boat races, managed and directed as they are by professional trainers, are manifestations of the skill of the contestants or of the professionals who have handled them. To some at least the professional feature is too obtrusive.

It is beyond question that the perfor mances of the present Harvard Glee Club deserve the high praise given everywhere by the large audiences that hear them, and I gladly accept their judgment. The maintenance of such a choral body is to be commended and desired-not only be

cause it affords the members an opportunity for the development of a degree of skill in vocal music surpassing often professional rivalry-but also because it meets a certain public demand for very artistic rendering of difficult music.

I heartily approve of the suggestion of your two correspondents whom I have cited above, and similar opinions expressed so often recently by many Harvard men, to the effect that there be two clubs, one, the present organization, to bear a name appropriate to the important character of its work; the other, the Harvard Glee Club, to maintain the old traditions and memories of the past which have been so long associated with its name. A. G. BULLOCK, '68.

Worcester, Mass.

ON THE SAME SUBJECT

To the Editor of the BULLETIN:

I know very little about music, but it has occurred to me, in attending the recent concerts of the Harvard Glee Club, that Dr. Davison has done as much for the improvement of music at Harvard as Mr. Haughton has done for football.

I would like to ask Messrs. Lakin and Slocum if they would like to go to New Haven next fall and see a "rollicking" Harvard football team come into the Bowl, clad in their famous leather suits, and run off a few Deland tricks, just for old time's sake.

Milton.

JOHN C. HUNT, '96.

PROFESSOR ROPES RESIGNS AS DEAN

Professor James H. Ropes, '89, has resigned as Dean of Special Students and Dean in charge of University Extension, and Assistant Professor Arthur F. Whittem, '02, has been appointed to succeed. him.

Professor Ropes has been on the teaching staff since 1895, when he was appointed an instructor. From 1898 to 1903 he was an assistant professor, and from 1903 to 1910 he was Bussey Professor of New Testament Criticism and Interpretation.

In 1910 he was elected Hollis Professor of Divinity, which chair he will continue to hold. The Hollis professorship was founded in 1721 and is the oldest at Harvard. Professor Ropes has been Dean in Charge of University Extension since 1910 and Dean of Special Students since 1916.

Professor Whittem is Assistant Professor of Romance Languages. He was director of the Harvard Summer School from 1918 to 1921, and has also been secretary of the Administrative Board for Special Students. His new title will be Director of University Extension.

ASSISTANT DEANS OF THE COLLEGE Kenneth B. Murdock, '16, and Edward A. Whitney,'17, have resigned as Assistant Deans of Harvard College. The former will give all of his time next year to graduate study. Mr. Whitney has been appointed secretary of the Faculty Committee on Electives to succeed Professor G. H. Edgell, '09, who has recently been appointed Dean of the School of Architecture. David M. Little, Jr., '18, and Delmar Leighton, '19, have been appointed Assistant Deans of the College.

Mr. Little is now executive secretary of the Harvard Endowment Fund. After the War, during which he was an ensign in the Navy, he became graduate manager of the Harvard Union, and a year later took his present place with the Endowment Fund organization. He is also an assistant in English and is engaged in graduate study.

Mr. Leighton is a second-year student at the Harvard Business School. While an undergraduate he was stroke of the university crew. During the War he served first in the Navy and then with the Marines, and saw overseas service as a second lieutenant. His home is in Tunkhannock, Pa.

During the coming year Dean Little will have charge of freshmen; Dean P. P. Chase, of sophomores; and Dean Leighton of juniors and seniors. Dean E. R. Gay will continue in charge of the records of the College Office.