It is not too much to say that their intelligent labors in the direction of providing food, clothing, medical care, and friendly aid made it possible for the wretched inhabitants of these villages to endure life at all.

The educative value of these and many other organized activities undertaken by college girls in behalf of large social ends can hardly be exaggerated and will not be lost upon this group of deans and advisers, whose paramount problem is the socialization of women in the highest

sense.

After the entrance of our country into the European war women's colleges were confronted with the need of introducing certain war emergency courses which should give their students brief training in necessary war activities. These courses included statistics, stenography and typing, mechanical drawing and drafting, first aid, elementary hygiene and home nursing, food conservation, gardening, and telegraphy, including wireless. It is significant that in the eastern colleges for women the general tendency was to grant no academic credit for these courses. In the western universities, however, the opposite course was pursued. For example, the College for Women of Western Reserve University introduced during the war courses in business management, household administration, food conservation, and drafting, for all of which the university granted credit.' Likewise the University of Michigan offered for credit secretarial, statistical, and actuarial courses, as well as courses in food conservation, drafting, and testing of war munitions. One after another the state universities of the West have shown their pioneer spirit by introducing into their curricula courses of a distinctly vocational nature to meet the necessities of a nation at war. Thus the West has once more demonstrated a more open-minded spirit than the East toward change, when that change appears to be demanded by the conditions of the time.

A word should be said of the new summer courses successfully carried on last summer in eastern colleges for women-courses which represent an interesting and possibly permanent departure from the traditional position of these colleges of liberal arts that the education they offer should be wholly cultural in character, with no taint of the vocational about it. Very briefly, the summer courses referred to were a three months' prenursing course at Vassar College, a course for training psychiatric aids at Smith College, a training course for health officers in industrial plants. at Mount Holyoke, and a graduate course at Bryn Mawr designed to afford women holding the Bachelor's degree the training necessary to meet the increasing demand for supervisors in industrial establishments. In all of these summer war courses practical and cultural elements cooperated very happily in the attainment of a social purpose. The students attending these various summer schools perhaps for the first time in their lives saw the immediate connection between their subjects of study and the needs and purposes of the community in which they lived and workt,

and the testimony of the managers of these courses is all to the effect that the young women electing them workt with a will and with results highly gratifying to their instructors.

This leads me to consider the question which I believe to be the most vital outstanding problem in the collegiate education of women today, a question that has been more clearly brought to consciousness by the world-war. Are our women's colleges to return to their former aloofness from the real world of action and pragmatic thought? This traditional aloofness from the immediate problems of modern social living was partly broken down during the war. President Woolley testifies to this, quoting from a student's article which appeared not long ago in the Mount Holyoke News. This student writes:

Undoubtedly now that the war has come we are more inclined to take the universal view of life. . . . of course we still think of our studies, but there is an added purpose in our thoughts now; we study, consciously or unconsciously, with new vigor because of the work of reconstruction after the war, in which we must help. . . . . When we are trying to balance the book of the world, to find something to pay for this colossal war, put on the credit side the universal view of life which has come to many people. To have connected the college with the world is no small thing for college girls.

In truth it is no small thing; yet generally speaking college life and college studies seem remote from warm, living, human contacts. A woman's college has been recently described as "a picturesque group of sleepy buildings, shadowy paths, and care-free youngsters . " of whom it may fairly be said that except for "the theoretical sallies into the world outside, the walls of the campus bounded their interests, their conversation, their enthusiasms, their experiences." In these days when society's house is being rebuilt from the bottom up can these quiet haunts of learning afford to maintain their historic attitude toward the immediate problems of social life?

What is the situation in organized society all over the world? An intelligent observer must be blind indeed who does not see that the old order is crumbling and must give place to new, by the methods either of ordered change or of struggle. At the Peace Conference in Paris is illustrated the age-old struggle between the principles of competition and selfseeking on the one hand and of cooperation in the interests of a more humane international order on the other. Within each nation the same forces are at work. Labor confronts capital demanding greater equality of opportunity, a larger share not only in the material but in the spiritual goods of life-education, leisure, and opportunity to appreciate and to enjoy the beauty of the world. How else can we interpret the restlessness and dissatisfaction of the laboring classes the world over? Their demands for a time will take the form of higher wages and shorter hours of work and better conditions within the factories, but this is only preliminary to a demand for a complete democratization of industry, for the admission of the working classes to a larger, richer, and more satisfying

life than any they have ever known. John Graham Brooks, the wellknown economist, recently declared at a public meeting that labor intended to control both in industry and in political life. By what methods will it obtain control? Will it be thru destructive conflict or by the methods of orderly revolution and legalized change? Here is the point where educated men and women may be of profound service; for I am deeply convinst that the enlightened liberals of every land have it in their power to throw their opinion on the side of ordered and progressive change in the direction of industrial democracy, thus preventing an era of bitter and devastating strife.

Another radical social change has been going on in society, during several decades, in the life and opportunities of women. Doors of economic opportunity barred and bolted to them in the past are now swinging open, and women are entering upon a wider field of economic and political and social life than they have ever known before. Here again is transition, and who can prophesy what the future will bring forth? The world is in travail, bringing to the birth a transformed social order. Never has society been in such urgent need of enlightened counsel and trained leadership on the part of college women. Will it not be necessary for the administrators in our women's colleges to reconsider the whole mooted question of the curriculum proper to a college of liberal arts? Have they not too long assumed that a wide chasm yawns between vocational and cultural studies? There is no more pressing want in our colleges today than a reconsideration of the meaning of that much misused term "culture" and of its function in a democratic society. Long ago Professor Dewey pointed out the intimate connection that may and should exist between culture and useful work; and Professor Adler, educated as he was in the old academic traditions, has declared his conviction that

we must redefine culture and we must get it out of our vocational training. It is all wrong to think of general culture as consisting of familiarity with a set of subjects outside of our own specialty and unrelated to it. . . . . We must departmentalize all our higher education, building up the departments along the lines of the great vocations. We must insist upon the concept that general culture-not special merely, but general is to be won by a rightly specialized professional training.

At the present time our colleges are graduating every June large numbers of enthusiastic young women unfitted for a life-career. Even teaching, that easy path so long open to the woman college graduate, is demanding increasingly sound professional training of those who enter it. The collegiate bureaus of occupation, establisht in many of our large cities, bewail in no uncertain tones the fact that college graduates expect to obtain interesting positions commanding generous salaries with no preparation for any definite work. The Kansas City Bureau writes: "This office has been trying to get some enthusiasm for training among the women who come to it-training for some particular line, no matter what, just so it is training. We must stem the tide or we shall wake up and find the business

world glutted with untrained college women

who have rusht in

to take up the many opportunities open to women for which so few of them are equipt. There is a dearth of good stenographers, good bookkeepers, good anything, but there is an overwhelming supply of women who wish good pay."

This is the situation, then, that confronts our women's colleges today. The war has revealed to us that the social organism no longer meets the legitimate needs of all its members. In the realm of labor and in the life of women profound changes are taking place. Society today demands as never before the woman of trained intellectual powers and large, sympathetic outlook on the life of her time, the woman student who has learned, not only in the college classroom but thru organized activities having a social purpose, to see the relation between college life and the life of the world outside. In this great emergency what will be the attitude of deans of women toward the girls committed to their charge? Will they follow the well-worn paths of intellectual and social guidance to the end of fitting these young women for social life as it existed before the war, thus failing to understand that the status quo ante cannot be restored? Or with wide outlook and high hope will they envisage their task as supremely that of educating young women thru study, thru all forms of cooperative work, to do their part in a fluid world in process of a transformation whose ultimate form is hidden in the future.

RELATION OF THE FACULTY AND ESPECIALLY THE DEAN OF WOMEN TO THE STUDENT GOVERNMENT ASSOCIATION

KATHERINE S. ALVORD, DEAN, DE PAUW UNIVERSITY, GREENCASTLE, IND. In a recent number of the Survey there is an article on labor unrest which describes the new attitude that is being taken in many industrial plants. This is exprest by signs which appear in various places in certain plants, and if I were to have a text for what I want to say this morning it would be taken from these signs-"Teach, not boss"-for nowhere is the necessity of leading instead of driving felt with greater keenness than among college students.

If the relation between the dean of women and the self-government association is to be a forceful and effective one it is necessary first of all that the position of the dean of women in relation to the faculty should be one of power and influence. Not only should the members of the faculty have confidence in and respect for the ability of the woman who stands. at the head of women's affairs of the college, but the position itself must mean much, and the stand that the dean of women takes in relation to the affairs of the women must have the support and cooperation of the faculty. To illustrate, suppose the S.G.A. desires judiciary powers in

order to make its organization more effective, and the dean of women makes such a recommendation to the faculty. If the faculty has confidence in the dean of women that power will be conferred, even tho there may be those of the faculty who think that such an extension of authority is unsafe and unwise. On the other hand, let even a few members of the faculty express dissatisfaction or distrust of the dean of women, or let her position be what Mrs. Martin once called "an ornamental one only," without voice or authority on the academic side, and her leadership of the self-government association is nil. The first essential then in the relationship of the dean of women to this self-government association is the undeniable necessity of an effective, influential position for the dean of women on the faculty.

No dean of women has ever organized an S.G.A. or taken up her work in a college where the organization was already establisht without realizing from the beginning that her relationship with the association would have two aspects, the one an unofficial and advisory one, the other official and perhaps mandatory. In just so far as there can be a tactful adjustment between these two relations does the dean of women succeed with the self-government association.

If the dean of women is the adviser and interested helper of everything on the campus which makes for the well-being of the women students, the officers of the association, and particularly the president, will bring to her questions and perplexities of many kinds. It may be that the nominating committee is disturbed about the suitability of material for the next year. It is natural that they should talk over their difficulties, particularly if the dean of women does not attempt to dictate the ticket but merely to advise. The same thing may be true of those on the board who are shirking responsibility and are indifferent to their obligations. A word from the dean of women may be given in a friendly way to the individual, perhaps without any reference to the real difficulty. I had such a situation to meet not long ago, when I was told by the president of S.G.A. that a particular representative was having no influence on her group because of her own disregard of the self-government regulations and her indifferences to her responsibilities. Not long after, the young woman came into my office on some routine business, and I askt her how things were going in her house. From that we fell into a discussion of the whole situation, and I found out that she had not taken any responsibility, that she had not wanted to be on the board, and that after being put on by her group she was doing as little as she could. The shaking up that she needed from me was not as a dean of women to her as a board member of the selfgovernment association but as an older woman who saw a college woman drifting along the line of least resistance.

This same unofficial relation exists with the association as a whole as well as with the board. A flagrant violation of an S.G.A. regulation