academy gives boxing lessons for money, it is doubtless necessary to declare him a professional player. But to say that that one athletic transgression of boyhood hath never forgiveness is to take a position intolerably pharisaic. Many colleges are today demanding provision by which a student may recover eligibility that has been lost. Many cases of glaring injustice demand attention. How far it will be safe for the colleges together to modify their attitude on all these questions, we cannot say. But thru co-operative effort gradual reform at least is possible, and it is imperative.

What we really want is to create a spirit—when that is created, rules may be flung away-the spirit which distinguishes between work and play, between business and recreation, and resolutely refuses to turn friendly games into a system of trade. American students have gone as far as they can go in their endeavors. It now remains for college faculties to learn the facts, acknowledge them, change them, and turn athletic sports, so often now a training in collusion and evasion, into a training for citizenship, honorable public life, and the moral leadership of men.

THE EFFECTS OF ATHLETICS ON THE MORALE OF
THE COLLEGE

FRANK STRONG, CHANCELLOR OF THE UNIVERSITY OF KANSAS, LAWRENCE, KANS. The effects of athletics on the morale of the college community are by no means all bad, and unfortunately are not all good. One prime reason for the latter condition is that athletics as at present managed does not fit in well with the idealism of the college. One great value of the four years spent in college is that the student is separated from the sordid things of life more fully, perhaps, than at any other period; the professional side of life has not as yet come strongly into view, and his ideals are being formed and developed. He is not yet looking upon everything from the standpoint of material advantage, nor with the idea that he has entered upon a tremendous competition in which it is incumbent upon him that he win at every cost. If the college itself has the right effect upon his character, his whole study and training rather lead him to an unselfish consideration of life; to the feeling that the man who wins, at whatever cost, is not always the one to be admired and followed; and to believe that the results of unusual physical exertion are not really worthy of the same consideration as the results of mental and moral effort.

Especially is it true that the college training does, or ought to, divert the mind from the professional side of life so far as its peculiar essence and aims go. I believe college administrators look askance at anything that seems to introduce this side of professionalism into college life. And it seems to me that the main indictment to be brought against athletics as at present administered is just this, that it lowers the ideals of college life and introduces

the unwelcome element of professionalism into the college atmosphere and affects every department of the college. This element is introductory of bad manners, bad temper, the lack of self-control, of an uneasy, intemperate life, and a lack of continuity in thought and work. It undermines the wholesome idea of sport in its right sense, and leads directly to the idea that only those who possess superior physical strength have any right to take part in college sports. It leads to contempt for the physically weak, and this contempt keeps from physical exertion those who need it most. It insidiously introduces the idea into the minds of good men that departure from the highest standards of personal conduct and thought are admissable because of the tremendous pressure toward success at any cost that professionalism brings with it.

It seems to me clear that the vital point is to eradicate professionalism from college athletics at all hazards. It would be better for us all to go back to the formless stage of college sports than to keep on in the present tendency. We can never aspire to the condition where all our students take part in rational athletic exercises, so long as the whole system works toward cutting out all but the few who are especially strong or skillful, or who are professionally trained.

It is not my province to discuss how professionalism may be eliminated, but experience indicates to us at the University of Kansas that much may be done, first, by a rigid application of the requirements for entrance to every student who offers himself as a candidate for admission to the university; secondly, by the rigid application of the rules of the university as to the number of studies a student must carry and the grade of work done; thirdly, by the application of a rule requiring one year's residence before a student is eligible to take part in intercollegiate athletic contests; and fourthly, by the introduction, just as soon as possible, of the unpaid graduate coach, and the enforcement of the rule that no man may be associated with the students of the college in any way who is himself profane in his speech or is in the least objectionable in his private daily life and conduct.

DEPARTMENT OF NORMAL SCHOOLS

SECRETARY'S MINUTES

FIRST SESSION. THURSDAY, JUNE 30, 1904

The sessions of the Department of Normal Schools were opened at 2:30 P. M. in the reading-room of the Transportation Building; L. H. Jones, president of Michigan State Normal College, Ypsilanti, Mich., and president of the department, in the chair.

The first topic, "In how Far May Child Psychology Take the Place of Adult Psychology or Rational Psychology in the Training of Teachers ?" was presented by G. Stanley Hall, president of Clark University, Worcester, Mass.

The discussion which followed was led by Alexander Caswell Ellis, of the University of Texas, and by E. H. Russell, principal of the State Normal School, Worcester, Mass. The second topic, "What Is the Net Gain to Education of the Recent Investigations into Physiological Psychology?" was presented by C. C. Van Liew, president of the State Normal School at Chico, Cal.

A general discussion followed.

SECOND SESSION.-FRIDAY, JULY I

The department was called to order at 2:30 P. M., with President L. H. Jones in the chair.

The first paper, "Out-of-Door Work on Geography," was presented by Mark S. W. Jefferson, professor of geography, Michigan State Normal College, Ypsilanti, Mich.

A discussion followed by D. C. Ridgley, professor of geography, State Normal University, Normal, Ill., and Miss Montana Hastings, supervisor of training department, State Normal School, Kirksville, Mo.

The following officers were elected for the ensuing year:

For President-C. C. Van Liew, Chico, Cal.

For Vice-President-Jesse D. Burks, Paterson, N. J.
For Secretary-Miss Anna Buckbee, California, Pa.

The department then adjourned.

MONTANA HASTINGS, Secretary.

PAPERS AND DISCUSSIONS

IN HOW FAR MAY CHILD PSYCHOLOGY TAKE THE PLACE OF ADULT PSYCHOLOGY OR RATIONAL PSYCHOLOGY IN THE TRAINING OF TEACHERS?

I

G. STANLEY HALL, PRESIDENT OF CLARK UNIVERSITY,
WORCESTER, MASS.

Those who must teach philosophy to teachers are, I think, somewhat to be pitied. Froebel and Herbart are good, but abstract and obsolete. The purer idealism, which some prefer, is inspiring but irrelevant. Most normalschool manuals, I know, are formal and verbal and move too much in the sphere of definitions. Experimental psychology, which has developed certain precious results, especially for school hygiene, is too technical, and much of it has little reference to teaching; while the child-study books of which we have a number, excellent as they are, do not seem to me adequately to represent the vast resources of genetic psychology for teachers, and two or three of them are hopelessly doctrinaire. Froebel and Herbart give a few sound, deep, and new insights into child-nature, but the applications of these precious half-truths were so detailed and premature that they now hinder further genetic work, and their modern disciples look askance at what their masters would have rejoiced to see. The present unprogressive status of these systems, then, is a warning against premature applications. Hence I hesitated when this topic was proposed, because, while so much has been achieved, far more is ahead, and because applications suggest the most final conclusions.

Again, any reader of the famous and amazingly frank Confessions of a Physician by a European doctor, who describes the many mistakes of experts in medical science, the list of new cures and treatments that turn out deadly for countless patients, the fatal experiments, the errors of diagnosis, the ignorance of what to do in the critical moment, will recall the old satire of the doctor, called in when disease and a human life were in desperate conflict, laying about him with his club in the hope of killing the disease, but always very liable to hit and kill the patient instead. If medical science, that has of late celebrated so many triumphs, is thus uncertain and blundering, what about pedagogy, which interferes with nature in the attempt to cure ignorance and other diseases of the soul, which is so vastly more complex and unknown than the body? Is our satisfaction with methods of education in direct proportion to our ignorance of child-nature, and does the school often maim as well as help the body and soul of our pupils? Child study at least greatly deepens the teacher's sense of responsibility and increases the fear of interfering with nature; and perhaps its first result is to make us less and not more