ditional college years, the major subject being sociology and government and the electives to be determined mostly by the line of work that the student expects to follow after graduation.

There is also provision for a School of Manual Training for Teachers. This school will offer a two-year course, making use of the shops of the engineering school for the purpose of preparing teachers of manual training and vocational subjects.

We know of no university president who has seen a greater percentage of development in five. years than has Stratton D. Brooks since he went from the superintendency of Boston to the State University of Oklahoma.

Perhaps nothing will better represent the significance of Dr. Brooks' foresight in leaving the grind and vexation of a city superintendency than the public activities aside from the leadership in university circles.

He is secretary of the State Council of Defence, and chairman of the Committee on Research and Education; state chairman of the Boys' Working Reserve; state representative of the Federal Trade Commission Conference; representative for Oklahoma of Herbert Hoover, food administrator; member of the State Vocational Educational Board, created under the Smith-Hughes Bill; and state chairman of Fourminute Men.

Play not only educates, but its training is so vital, so necessary and so educative that the child cannot grow into the full measure of his manhood without it.

It is difficult at times to distinguish between work and play. Play seemingly differs from work mainly in its purpose. The aim of work is utility; the aim of play is pleasure. One is economic; the other is recreational. Work is physical activity directed toward some useful end; play is physical activity intended to gratify one's desire for pleasure, recreation or amusement. The element of pleasure is found, of course, in both. But the essence of work is duty, utility, responsibility, discharged obligation; while the essence of play is fun, pleasure, happiness, amusement.

But there is a more significant difference between work and play. Play involves contests, man against man and group against group, not found in work. These contests arouse belligerent emotions and combative instincts which make a vital contribution to physical development that cannot come from work. For 1,000 years in the evolution of the race, man's life was a physical contest. It depended upon his ability to run fast, to throw accurately, to strike with force and precision, to swim, to wrestle, to jump, to climb and to fight. His food and his victory over his enemies demanded strength, skill, speed, courage and physical endurance. Investigations indicate that these belligerent emotions and aggressive instincts, which through age-long periods of contests gave rugged vigor, physical prowess and mental and bodily resourcefulness, are present in play contests but not in the more serious activities of daily toil. During these contests the belligerent emotions and primitive instincts contribute certain bodily secretions resulting in physical vigor and physical stamina which work, however important, can never supply.

There is still another advantage that the physical contest in growing manhood and womanhood has over mere work. The death rate from tuberculosis in the nation is rapidly decreasing, while that from organic heart trouble is increasing. The former is due to the scientific study of the disease.

and to the care of the afflicted; the latter, to the neglect of the perfectly sound and healthful who are growing up into young manhood and womanhood. Physical contests, far more than mere work, enlarge and strengthen the vital organs during the stages of their growth and promote deep breathing so essential to the physical well being. The heart and the lungs during these stages are like other organs. They develop by using them in exercise that are up to the measure of their full capacity. As the race horse will never increase his speed unless he is pushed under favorable conditions, so the heart and the lungs of the growing child need the spur of contest to promote fullsized growth and full-developed capacity. Το this end the contest in games and sports is superior to mere work.

men.

The play instinct is universal. All animals play. This instinct is even more noticeable in human life. Children of every race, in every land, of every type and of every age, play; so do Normal children everywhere play, and if a child does not play the question of its normality is immediately raised. Work and play are the twin angels of human progress and human happiness. The pleasure of the one is as essential, as vital, as necessary and as valuable to the race, as the utility of the other.

Work is educative; so is play. The only thing that educates a child is the experiences. These experiences may be physical, mental, moral or spiritual; they may be civic or social; but in every case they are the result of some activity of the child. The activity may be utilitarian or recreative; you may call it work or you may call it play, but in each case the experience is educative.

There are some conditions that tend to crush the instinct and the spirit of play. Underfed children lose some of the spirit of play. Child labor helps to crush the spirit of play, for the burden of bread winning is often too heavy for the shoulders of childhood. There are many conditions that may tend to crush the instinct for play, but the conditions that concern us most on this occasion are those that centre about the school. It may help to crush the desire for play by neglect

ing it, by not cultivating it, and by refusing to organize and direct the activities that foster the spirit of play.

The first theory of play is re-creative. Play affords change and rest from the more serious utilitarian activities that men call work. It gives the child ample and necessary opportunity to revive his flagging energies, to refill the overdrained reservoirs of his vitality, to restock the exhausted nerve cells, to recharge the depleted brain batteries, and thus bring his acquisitive power back to normal conditions under which his training and education by what is called the work of the school may proceed with profit.

The old adage, “All work and no play makes Jack a dull boy," is literally true; and, translated into modern pedagogy, may be stated thus: "Too much work in school and too little play for the child saps his vitality, depletes his nervous energy, blunts the edge of his acquisitive faculties, impairs the mind's efficiency and tends to make it permanently weak, slow, blunt, sluggish and dull." Herbert Spencer believed that excess of energy in unused brain cells must have vent, and that the best vent possible is recreation. Play affords a necessary outlet for the surplus energy of the child, thus quieting and satisfying him. In this way it suppresses mischief, lawlessness and crime. The overcharged nerve batteries must in some way be relieved or the child will become a disturbing element in the school and in society. If ample opportunity through play is not provided for the utilization of the surplus energy of the child, the batteries are likely to explode in mischief, passion, anger, crime and lawlessness.

The play activities of the child supply the great socializing experiences that prepare him for the serious affairs of life. The

play world

of children corresponds in a measure to the business world of manhood. Each is an intense reality. The former not only is like the latter, it actually prepares the child for it. In play the child meets his fellows just as they are in rivalry and co-operation. He measures their ability, their capacity, their energy and their efficiency, their pluck and their initiative. He matches his own ability and his own resourcefulness against theirs. Play is an essential part of his education. Is it the duty of boards of education to make definite provision for play? What are some of the qualities, physical, intellectual and moral, one may expect in the adult life of the children who have the advantages of games, sports and plays wisely organized and wisely directed?

That play exercises and trains the imagination is the basis of many of the poems for children by Robert Louis Stevenson. In "The Little Land" he says:

"I have just to shut my eyes

To go sailing through the skies-
To go sailing far away
To the pleasant Land of Play;
To the fairyland afar
Where the Little People are;
Where the clover-tops are trees,
And the rain pools are the seas,
And the leaves like little ships
Sail about on tiny trips." .

If play is to do its work as an essential factor in our system of education, more time must be found for it, and better facilities for games and sports must be provided. Dennis A. McCarthy in "A Place to Play" has expressed this sentiment admirably:

"Plenty of room for dives and dens (glitter and glare and sin),

Plenty of room for prison pens (gather the criminals in), Plenty of room for jails and courts (willing enough to pay);

But never a place for the lads to race-no, never a place to play.

"Plenty of room for schools and halls, plenty of room for art,

Plenty of room for teas and balls, platform, stage and

mart.

Proud is the city-she finds a place for many a fad today; But she's more than blind if she fails to find a place for the boys to play.

"Give them a chance for innocent sport, give them a chance for fun

Better a playground plot than a court and a jail when the harm is done.

Give them a chance-if you stint them now tomorrow you'll have to pay

A larger bill for darker ill; so give them a place to play." -From Journal of Education,

FAMOUS PENN CHARTER SCHOOL'S
HEADMASTER

Richard Mott Jones, LL. D., late headmaster of the oldest preparatory school in the United States (the Penn Charter School of Philadelphia), was "a teacher by the grace of God," and an educational administrator of the finest type, trained in Haverford College, Pa., and in European universities. When Dr. Jones (who was born in South China, Maine, in 1843) left his post of headmaster at the Oak Grove Seminary, Kennebec County, Maine, in 1875, to take charge of the Penn Charter School, it was foreseen that this institution would become a leader in the long line of influential private schools. Dr. Jones not only reorganized the school classically, but he led the way, which hosts of similar institutions have followed, by the introduction of athletics in the preparatory school course. And he often personally joined the students in their sports. At the time of his passing (August 1, 1917) Dr. Jones had served the Penn Charter School as headmaster for forty-two years. His thirty-fifth anniversary (in 1910) was marked by the presentation of a 200-page volume of congratulatory tributes, one of which came from Woodrow Wilson (then president of Princeton), who well declared that Dr. Jones' long period of service "meant more than a mere record of intelligence and faithfulness."

About twenty-five years ago Dr. Jones secured for Penn Charter the services of another New England educator, Professor Frederick L. Smith (a graduate of Bowdoin and a native of Maine), principal of the Chelsea, Mass., high school, who has so ably seconded the work of the chief that he now succeeds Dr. Jones as Penn Charter's head. J. A. Stewart.

SAMUEL: VALENTINE COLE

BY NATHAN HASKELL DOLE

Tennyson, without ever having been president of a young ladies' seminary, college, or university, was inspired to write "The Princess"; perhaps if he had been engrossed with the cares and responsibilities which such an institution necessarily imposes he would have lacked the illusion or glamor lent by distance, and been obliged to get his inspiration elsewhere.

Dr. Cole is both college president and poet; one would not suspect the one in the other, unless it be subtly betrayed in his liking for topics drawn from classical antiquity; but that penchant is not .confined to heads of institutions masculine or feminine. In France he would have been one of the Parnassiens; one could hardly think of him as involved in the struggles of Gustave Kahn and his school to free their wings from the trammels of Boileau-made laws for cesura and sequence of rimes, or in the vagaries of of the later verslibristes and motlibristes. Metaphorically speaking, he rises to a safe distance above the common earth, neither singeing his Icarian pinions in the superheated upper atmosphere, near the sun, nor running the risk of entangling them in the tree-tops.

Wheaton College is itself graduate of Wheaton Seminary, and Wheaton Seminary has a proud record in the annals of woman's education. It seems almost incredible that the November of this year of our Lord-the eighth day, to be exact is only the eightieth anniversary of the founding of Mt. Holyoke Seminary, which was the pioneer in the great and ever widening movement to prove, as it has proved superabundantly, that women are "to be regarded as values in themselves, as ends not less than means.”

Mary Lyon's triumphant battle with blind prejudice gave the impulse to sympathetic imitation, and the fortune of the Wheaton family established a somewhat similar seminary in the quiet village of Norton. Like its godparent, it grew out of leading-strings, and for five years has been licensed by a fatherly legislature to grant college degrees. Dr. Cole presided at that evolution, having been for fifteen years in charge of the minor institution. Under his skilful hands the change was accomplished without a jar.

He himself was born in Maine, at Machiasport, and being a poet of serenity, gives no intimation of how many years have passed over his head. He was graduated from Bowdoin College in 1874, and three years later, having been duly proclaimed a minister of the gospel at Andover, inherited the degree of A. M. Bowdoin did not forget him; the Maine college, which has always been particularly discriminating in conferring its honors, made him D. D. in 1888 and LL. D. in 1912. He was appointed one of the trustees of Bowdoin in 1901, and he is now president of the Board of Visitors of the Andover Theological Seminary. Before he was ordained

as the minister of the Trinitarian Congregational Church at Taunton, where he preached eight years, he had been tutor in rhetoric and instructor in Latin in Bowdoin. Norton is almost a suburb of Taunton; what more natural, therefore, than his election as president of Wheaton?

No college or university was ever known to be rich enough; but Wheaton was more fortunate than some educational "plants." Whatever it really needed in the way of library, dormitory, chapel, gymnasium, laboratory, observatory, it was pretty certain to get by the exercise of patience, calmness, and the art of hanging on. Not everything came all at once; there was no potent Djinn to appear at the rubbing of a magic lamp and build a whole set of new buildings over night, as it were; Wheaton has had its slow and wholesome growth; but no one can visit it from time to time without remarking some improvement, some new edifice. The one thing that does not change is the spirit of the institution. Colleges, like all entities made up of human beings, have an identity, an individuality, perhaps in part contributed by its members, but certainly impressing itself on its constituents; and the Wheaton spirit makes itself felt in the very atmosphere of the place. Its situation in a rather flat but adorably lovely country, where flowers and trees and all the products of a rich soil abound, suggests the sanity of physical as well as moral and intellectual calm. The city is near enough to prevent any possibility of stagnation; the students can attend symphony concerts and other suitable entertainments in Boston; there are not days enough in the week to give hospitality to all the educational and inspirational opportunities that come from outside to Wheaton-lectures, visiting poets, illustrated talks and the like.

Now this serves in a way to introducce Dr. Cole himself. He is typical of the college. One would probably, on first meeting him, think of him as being what he is a college president. He looks it; he looks like the late President Hyde, in that respect at least. The president somewhat overshadows the poet in his first apparition.

ex

But if he should find you sympathetic and his charming modesty should be persuaded to pand a little in the delightful homelike shelter of his own rooms, you will soon discover that after all the president is only the shield for the poet, and he will take down the volumes which have enshrined his poetic productions and read his own favorites; or better still, give you the latest-born of his public contributions; for he is frequently called upon to be the poet of occasion. Thus he reappeared at the centennial celebration and at the Longfellow centenary at Bowdoin, at the Jonathan Edwards bi-centennial celebration at Andover, and this very year at the Phi Beta Kappa at Tufts College. His poems are generally grave; his manner is habitually grave; yet this is not from lack of the sense of humor. This is shown in the address to the muse preliminary to the volume, "The Great Great Grey King," published in 1914:

O Muse, we are so many! Everywhere

The land seems full of us; and thou couldst spare
The most, no doubt, completely;

Ay, were the tuneful tribe all swept away—
Such folk we are!-the people, I dare say,

Would take it very sweetly.

But still we sing, or chirp, or utter some wild call
And hover around thy golden mountain,-all,
From eagles down to swallows.

O Muse, thou must be weary! Dared I ask
Thy benediction on so slight a task,

I'd ask about as follows:

Blow hitherward a little breath of song;
Don't blow too powerful nor blow too long,
And in the strains I borrow

Set two or three sweet notes that on the air
Will not die wholly, but will unaware

Return again tomorrow.

In these lines he seems to class himself deliberately among minor poets, and perhaps the Alexandrine which occurs in the second stanza would confirm that self-judgment. Not every

one, like Viereck or Horace, can definitely establish himself as the greatest poet of his day; even then time may reverse contemporary flattery and the head is seen not to hit the stars.

Dr. Cole has written lines that will be remembered. Here are some of them. The Great Grey King, who as is very poetically suggested in the dates 1800-1900, is the Century just consigned to the limbo of time, in giving his blessing to the Spirits of Water, of Fire, of Life, who had served him, answers their demands by saying:

"Receive my blessing: behold, the Future stands at the door.

Go back to your work and be true to the task I bequeath you to do:

For the blessing of them that serve is ever to serve the more."

Another of his poems, with the touch of whimsical humor, is entitled "The Sword," and reminds one a little of "Peleg Awkwright's" "Prehistoric Smith," or that other favorite poem, "Some Call It Evolution, but Others Call It God." In this life, the "keen-edged sword in Somebody's hand," like the sword Excalibur, prodding about at the root of things, stirred up divine discontent even in the oyster:

"Content with himself and his mud and slime" and in the course of ages-for

"oysters are slow

And only ask to be let alone,
He climbed he climbed clean out of his shell,
And lo! was a fish with a good backbone."

The fish also feels the stimulus of the sword:-
"He stood a beast with four great feet,
And a yard of tail to follow him round;
Content he was with a beast's content

To eat and drink and lie on the ground."
But the beast, too, must change:-
"He wore his yard of tail to a stump,
Then dropped the stump in the woods behind.
His paws grew hands, and he stood erect;
One morning, the sun just over the brink,
There flashed a spark through his beastly brain,
And he said, 'I'm a man, for I can think!''
But even man must go forward:—

"He finds no peace, for there is no peace

For man till he reaches the utmost-God." "The Passing of Spain from the Western Hemisphere," in spite of its rather forbidding long title, is just such a poem as any boy who had to "declaim" would be glad to find. One may righteously query whether the United States should congratulate itself or herself or themselves on that Spanish War; but Dr. Cole conveniently lays the blame of the matter on the Lord :—

"And he motioned the seraphs that do His word
To fly to the earth and do;

And the flaming seraphs that bear the sword,
In silence bowed, and flew.

"They said as they flew: 'The Earth is His
To save, not the devil's to mar;
Some things are better than money is,
And some things worse than war.
The messengers, while on they swept,
Cried: 'Fear not; it is well;

For this kind goeth not out except

By sword and shot and shell.'"

I think that is better poetry than theology. It would be interesting also to know whom Dr. Cole had in mind in another semi-narrative poem, called "The Deacon's Prayer," where the Deacon begs the Lord to send some "dangerous man," such as Washington and Lincoln and Christ himself, and says:—

"Beat back the hosts of lawless might,
Quench this accursed thirst for gold;
And with the love of heaven smite
The hearts that now seem hard and cold.
Vouchsafe to us the power again

To turn 'I ought' into 'I can,'

'I can' into 'I will' and then

Grant us, O Lord, some dangerous man.

"Not one who merely sits and thinks,
Looks Buddha-wise, with folded hands;
Who balances, and blinks, and shrinks,

And questions-while we wait commands!
Who dreams, perchance, that right and wrong
Will make their quarrel up some day,
And discord be the same as song-

Lord, not so safe a one, we pray."

As he goes on, showing the kind the Deacon

wants--one

"Who takes the way that brave men go-
Forever up stern Duty's hill;

Who answers 'Yes,' or thunders 'No,'

According to Thy holy will."

That sounds a bit as if the Deacon were a Bull Moose; if he had said San Juan's Hill instead of "stern Duty's" we should be sure of it.

However interesting and individual these semihumorous verses are, they hardly represent Dr. Cole at his best and highest. Here are two stanzas from "The Bluebell" which Wordsworth or Emerson might have written :

"Is that a drop of the ethereal blue

Thou holdest, swaying on thy slender stalk?
Or hast thou from the ocean wave thy hue,
Frail tenant of the rock? . . .

"The Hand that set thee on this rocky shelf
Guides all the worlds upon their lordly ways;
He stamped on thee some image of Himself,
And that is more than praise."

Dr. Cole has been strongly influenced by Tennyson, as is shown by his frequent choice of the rhythm of "Locksley Hall"; but he is no slavish imitator and he wields that difficult verse, as well as many others, with remarkable skill. If the supreme test of the poet is the Sonnet, Dr. Cole meets it bravely as may be seen in:

HESPERIDES.

"Sink, lovely day, and fold thy wings of gold Around the islands of the western seas, The far-off, beautiful Hesperides;

For there the waves, by temperate winds controlled,
Sing to the shores forever. Sink, and fold

Thy wings above their golden-fruited trees,
And quiet gardens, and the sinless ease
Of them that grow no longer weak or old.

"They that dwell there have borne life's little pain;
They were as we are, but shall weep no more.
Fly, lovely day, and drop below the main,
Where waits for me a welcome at the door:

I follow when the Boatman comes again;
Soon shall I hear his keel grate on the shore."

I remarked earlier that Dr. Cole belongs to the Parnassians; this is proved in his volume, "In. Scipio's Gardens," where the subjects are mainly drawn from antiquity or from incidents of travel. They ought to be much better known than they are, for they have every element of popularity, charm and variety of subject, grace of melody, satisfying content, and wholesome sentiment. He will be more widely read some day than many of those who at the present time occupy the stage with their eccentricities.

THE BROOKLINE COMMUNITY [From the School Survey of Brookline.] In studying the social and economic situation of any city in an attempt to ascertain the conditions which limit and circumscribe and determine the organization and operation of the schools we find it advantageous to compare with it other municipalities on the assumption that there are many common situations and experiences in each and all and that we are able to understand each better in the light of all the others. For purposes of comparison we have chosen two groups of cities. The first is composed of all the fifty-one cities in the United States, including Brookline, which had a population in 1910 of 25,000 or over and less than 31,000. This group furnishes a general measure, nation wide, with which Brookline is most closely comparable. This group of cities is given here: Mt. Vernon, N. Y.; Lima, Ohio; Niagara Falls, N. Y.; LaCrosse, Wis.; Newport, Ky.; Pasadena, Cal.; Austin, Tex.; Aurora, Ill.; Orange, N. J.; Lynchburg, Va.; Council Bluffs; Colorado Springs; San Jose; Lorain, Ohio; New Rochelle, N. Y.; Easton, Pa.; Norwich (Town), Conn.; Zanesville. Ohio; Shreveport, La.; Poughkeepsie; Norristown (Boro.), Pa.; Danville, Ill.; Waltham, Mass.; Newburgh, N. Y.; Brookline; Meriden (City), Conn.; Newport, R. I.; Watertown, N. Y.; Waterloo, Ia.; Warwick (Town), R. I.; Waco, Tex.; Sheboygan, Wis.; Columbia, S. C.; South Omaha; Lewiston, Me.; Nashua, N. H.; Elgin, Ill.; Kingston, N. Y.; Shenandoah (Boro.), Pa.; Bloomington, Ill.; Wilmington, N. C.; Ogden, Vt.; Clinton, Ia.; Madison, Wis.; Hazleton, Pa.; Newark, Ohio; Chicopee, Mass.; Muskogee, Okla.; Battle Creek, Mich.; Green Bay, Wis.; Stamford (City), Conn.

The second group is composed of the cities. most like Brookline as regards wealth, intelligence, proximity to urban centres, number of commercial and industrial establishments, and reputation of schools-seventeen cities in all. This group provides a comparative measure for Brookline which is superior to the former group in that the cities contained in it are of more nearly identical condition. Two larger cities have been included in the form of an addendum-Boston because of its proximity and the close relations existing between it and Brookline; and Los Angeles, because of its many points of resemblance in the point of wealth, intelligence, social composition, and cost of schools. The cities in the second group are as follows: Springfield, Mass.; Yonkers, N. Y.; Berkeley, Cal.; Newton, Mass.; San Diego, Cal.; East Orange, N. J.; Pasadena, Cal.; Colorado Springs, Colo.; New Rochelle, N. Y.; Brookline, Mass.; Madison, Wis.; Evanston, Ill.; Montclair, N. J.; Oak Park, Ill.; White Plains, N. Y.; Milton Mass.; Wellesley, Mass.; Boston, Mass.; Los Angeles, Cal.

The population of Brookline is not so distinctly American in stock as the reputation of the town for wealth and culture would indicate. Thirty. per cent. of its population, according to the census of 1910, are foreign born; of the 51 cities in the national group but 10 have a larger proportion of such nativity. This large proportion of foreign birth is even more conspicuous in the selected group of cities; New Rochelle and Yonkers alone have larger proportions, This excess of foreign born is offset in part by smaller percentages of native born of foreign or mixed parentage and also of negroes. Thirty of the 51 cities in the first group and 11 of the 17 in the second group have a larger proportion of native