to expect protection from the president from an excessive number of these responsibilities.

A third right which deans may expect of presidents is, in my estimation, inspiration. While it is true that all connected with a college want it to realize its highest possibilities, yet there are times when hope lags. The dean has not the controlling power, nor has she free access to the official ear of the trustees, nor does she wish it, but if a change or a realization of aims is within a reasonable hope the inspiration to press on must come from the president, who knows the facts and can control the situation in a large degree.

The president is expected to be an expert in matters of education; that is probably why he is president. The dean has possibly not so comprehensive a view of the educational field, cannot see it from so many angles. She may therefore rightly expect the president to throw light upon many educational problems. In university life, as in any other complex life, so much lies behind the scenes, so much with which the president is conversant. Why, therefore, may not the dean look for guidance and direction from him?

If deans were askt, "Whom would you like to be if you were not the dean?" I have an idea that very few of them would answer, "The president." His is not always a straight and narrow path; it is broad and sometimes rough, and sometimes it leads to destruction. His relation to the position of dean must not be too circumscribing, nor must it be too indifferent. He should always be an inspiration.

WHAT A DEAN MAY RIGHTLY EXPECT FROM A

PRESIDENT

FLORENCE L. RICHARDS, DEAN OF WOMEN, STATE NORMAL SCHOOL,

WINONA, MINN.

As the purpose of the institution determines the kind of man called to its presidency, so its purpose also determines the kind of woman called as its dean of women. In a teachers' college the dean of women shares with the president an appreciation of those qualities predominant in an ideal teacher; and she also has in common with him the ability to see not only the individual student needing personal help but also the students in the mass as a unit, and to work unceasingly for that unit as a whole, emphasizing no one department, no one class, but seeing as a unit all departments dovetailed, working for one purpose-to prepare successful, service-loving, patriotic teachers. Consequently, to do her work efficiently, she must receive from the president when she first joins the faculty, a clear conception of the personality of the school, what factors have made that personality, what additional features are now contributing to its success, what the president wishes especially to emphasize, what flaws he wishes her to help

eradicate, and what type of woman the state has lookt to this institution to furnish for its public schools-for in a professional school, as in all other schools, the college must produce a type of student stampt with its personality. In other words, the dean of women should be given all that preliminary information which the head of a professional firm would give to one joining the firm, to whom shall be delegated much of the responsibility of at least preserving the high standard already acquired and of taking advantage of constantly occurring new conditions to broaden the scope of the firm and to raise still higher its standard. And in these war days how essential is foresight and vision in our teachers' colleges in pointing out the signboards of the times to the trackless plain of unlimited opportunity for big teachers, ⚫ in whose hands lies the future of the Republic. This preliminary information saves the dean of women time, makes clear her duties, and gives her an opportunity for original, unhindered work.

As her work as a teacher must necessarily be secondary to her work as an executive, and molder of the social standard, the president of vision will see that her academic work does not by its scope hinder her in planning and executing for the student body as a whole. At the beginning of the year, one class is all that she should teach, while she is engaged in such vital problems as seeing that organizations are getting under headway, that new students are being sympathetically lookt after by "big sisters," that all are properly housed and well cared for, that the homesick are weathering the storm, and that the landladies are sensing their responsibility to the big professional unit. In the meantime any president, upon investigation, will find that the duties of the dean of women often extend far into the night while she is gathering the new, thoughtless, irresponsible crowd into a new environment, with the proper atmosphere conducive to developing a type of womanhood which will shoulder responsibility and be equal to the biggest task on earth, the molding of little aliens, little street waifs, little embryo I.W.W.'s, into loyal English-speaking patriots, and of teaching them American customs, American manners, and American ideals.

Moreover, the president should see that the dean of women has not only time for her administrative and social work, but also a fund of money at her disposal for her work among the sick, for her social "at homes to student groups, and for general social welfare work in the college. Worry over finance soon weakens the efficiency of the strongest.

The president, as head of a professional school, should also see the advantage to the institution in sending the dean of women to the annual meeting of superintendents with her expenses paid in whole or in part, for such opportunities assure her necessary information and inspiration to keep her work abreast of the times.

But granted that the president of a normal school takes time to explain to a dean of women the new field for her activities and that he sees that she has time and money for her best work, the dean of women is still more

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exacting. She expects to find in him a capable advisor. Much of her professional information should not be shared with faculty members, as family affairs of students or the reputation of individuals are often involved. She needs advice from one who holds the viewpoint of what is best not only for the individual but for the school. She asks for candid discussion and expects cordial reception and clear, unbiast thought from a judicial mind.

The dean of women also turns to the president, as her superior officer, for any information he may possess which will help her in her work. At the beginning of each year her burden is much lightened if the president urges the members of the faculty (not the critic teachers only) to report individually to the dean of women all delinquencies, moral, mental, or social, of students, wherever those faults have been perceived-in their classes, on the streets, or in other public places-so that this information may be of help in the all-round training of young women asking for teachers' diplomas. It is amazing how a few private instructions on etiquette will transform the personality of a whole-hearted, fine young woman from absolute crudeness to genuine gentility. How many college women are allowed to depart from their universities with no effort having been made to remove such life-handicaps! When the faculty gives its services ungrudgingly, the dean of woman can then make the most of her opportunities for personal service by using often the departments of the school. Thru her suggestion certain young women go to the physical director for private conference (as they have not applied what they heard in the general lectures) on cleanliness and care of the teeth or of the nails; others go to the domestic-science department for private conference on a more becoming style of dress, hairdress, hat, etc.; others to the public-speaking department for voice training; some to the art department for special conference on combination of colors. The English teachers, after a suggestion from the dean of women, ascribe to certain girls books which they particularly need in their general reading. And so, thru the thoughtfulness of the president, the dean of women is able to use all existing media to furnish that information for which an eager student is sincerely grateful.

In these war days a president of foresight will cooperate with the dean in introducing a compulsory course on social morality which, beginning with a scientific discussion of the origin of life and ending with talks on practical problems of conduct, will help safeguard the individual and make these prospective teachers sane, wide-eyed, intelligent directors ready to implant in their pupils a wholesome view of life.

Today of all days the dean of women should find in the president one whose action is that of a fearless patriot, and one who backs her in all her community activities, for prospective teachers are influenst in the long run by example. Lip service counts for little today.

With such a president, who gives his time and influence in cooperation and encouragement, a dean of women should be able to do much in furnish

ing as teachers for the public schools today big American women, themselves representative of American customs, American manners, and American ideals.

THE COLLEGE COMMUNITY LIFE AS AN OPPORTUNITY FOR SOCIALIZATION

MINA KERR, DEAN, MILWAUKEE-DOWNER COLLEGE, MILWAUKEE, WIS. If a truly socialized world is to be constructed after the war, and if our universities and colleges are to be, what someone has called them, "the official training camps of the leaders of the nation," then we must ask ourselves how we shall so train our boys and girls that they may be ready to lead others aright in the future time of reconstruction. By a socialized person I mean one who has learned the art of living and working with other people, one who has learned to share both privileges and responsibilities.

There are and always will be only two ways of teaching, by instruction and by actual practice. There is undoubtedly great socializing value in the study of literature, history, sociology, ethics, and religion. Students in these subjects are taught, in some measure at least, to think in terms of other people, to understand something of the human situation in which they have to live, to take the social, national, and world-wide point of view. However, instruction in these subjects is not enough. We must teach college students, by actual practice, the business of understanding one another, giving and taking, working and living together. Is not more of the laboratory method needed here?

It seems to me there are four especial aims for which we need to seek: 1. To cultivate the power to see the other person's point of view. This is what Gilbert Chesterton calls reciprocity and declares, in his book on The Barbarism of Berlin, to be the greatest lack in the Germans. It is a sense of proportion, of humor, if you will, of give and take, of things as working both ways, of sympathetic or dramatic imagination. It is being able to say not only, "I'm as good as you are," but also, "you are as good as I am." There is surely abundance of opportunity on a college campus to show a student that another's will is as real as his own, that the likes and dislikes, the whims and prejudices, the ambitions and aspirations of other people are very real facts to be reckoned with.

2. To observe the fundamental and inexorable law of good-will in human relationships. As Dr. James Macdonald says, this law is as certain as the law of gravitation, and he who violates it breaks not the law but himself. The world has had enough of the "will to live," "the will to power," and "the will to self," taught by German philosophers, and the time has come to teach and practice the only kind of will that works permanently among human beings, "the will to serve."

3. To realize that every right has its reciprocal duty. Americans realize fully, certainly at least for themselves, that "all men are created equal, with inalienable rights to life, liberty, and the pursuit of happiness." They have yet to learn that there is a most important corollary to this proposition, that likewise all men are created equal with inalienable duties to one another and to the institutions of which they are a part. Somehow Americans must learn that they cannot have rights without duties. The institutional sense has been weak in America the past decades. H. G. Wells calls it "state sense." We have been individualists. Certainly one of the things we are working for in college community life is to teach students that every right has its duty, every privilege its responsibility.

4. To understand that liberty and law are friends, not enemies. The hope of America and of every democracy, large or small, must always be in voluntary submission to self-imposed law. There can be no institution and no government without obedience, but the kind of obedience given makes human beings slaves or free men; slaves if the obedience is forst on them by external and autocratic power, free men if the obedience is given voluntarily in accord with their own reason and knowledge. I like to come back to Dean Briggs's fine expression of this great truth, “A man's freedom consists in binding himself." We need to make our students see that the binding is a necessity for happiness and success, and that freedom lies in doing one's own binding of oneself.

The various students' organizations, and preeminently the student or self-government association, afford the greatest opportunities for such socialization as we have been discussing. Here students learn to take authority as officers and to yield obedience to authority in turn; as members of an organization, to work on committees; to map out plans for a particular piece of work and carry it thru to success; to preside in good parliamentary form at a meeting; to elect officers because of qualifications for the offices, not for personal reasons; and to regard both the claims of tradition and the values of change. Gradually the members of the little republic, which a self-government association is, begin to see that by the enforcement of certain laws the reputation and welfare of all are protected, opportunity for study and rest is made possible, and everyone gains more individual freedom for happy work and relationships. They begin to see too that as citizens they can have their share of rights and privileges only if they assume their share of duties and responsibilities.

One means of increasing the knowledge of principles of community life and of getting cooperation is by a community meeting for all students. Here the interests of different student organizations are presented, all kinds of subjects are discust, changes are proposed and argued for and against, all-college events are planned for, and every possible phase of community life is given a hearing. Students feel that they know what is going on and that they have a part in it.