and assistants, sometimes give courses which in the College are offered only by professors, and since the library and laboratory facilities are not the same for the two institutions. A recent inquiry by circular among the members of the Faculty, however, brought out the fact that, in the opinion of the instructors acquainted with both colleges, the work at Radcliffe is as high, and the grading of the work is as severe, as in corresponding courses in Harvard. The President's countersign, therefore, is supported not only by the judgment of the Radcliffe Board, all of whose members belong to the College Faculty, but by the almost unanimous opinion of those concerned in the instruction of both institutions.

The administrative relations between the two colleges are necessarily Imperium in more intimate than appears simply from the cold official imperio. statement of the Radcliffe charter; and hence a brief account of Radcliffe appears at the end of the Harvard Catalogue, and the Dean of Radcliffe reports in print to the President of Harvard. In the first place, the administration of prizes is in many cases carried on by the same committees, and honors are awarded on stringent oral or written examinations conducted by a considerable number of instructors from a particular department, acting as an official body in Harvard and by courtesy in Radcliffe; their judgment of candidates determines the award of honors, which in its turn may affect the actual grade of the degree here therefore is a case of a committee organized under the College Faculty and reporting to the Academic Board of Radcliffe. Another point of contact is the privilege accorded by the College Faculty to graduate students of Radcliffe to enter Harvard class rooms in certain graduate courses which are offered also to students of the College, Scientific School, Graduate School, and Professional Schools. This is the only part of the system to which the name of co-education could fairly be applied, and it is hedged about with many restrictions, among which are that no course can appear upon the list without the special recommendation of the Faculty, acting on the request of the chairman of the Radcliffe Academic Board, and the permission of the instructor concerned; and that no such consent can be had for courses which are intended primarily for undergraduates. It seems to have been expected that the members of that Board would also be organized as a Faculty Committee in charge of instruction at Radcliffe College; but the Faculty did not give it that definite and permanent status till November, 1898. Thus all three of the departments of University government are involved in some responsibility for Radcliffe College, the Corporation appoints and countersigns; the Overseers have approved the general

arrangement, and confirmed the appointees to Harvard from whom alone Radcliffe instructors can be chosen; and the College Faculty creates a committee which guarantees the efficiency of Radcliffe instruction, and suggests extensions of courses open both to men and women. The number of such courses offered is considerable: in 1896-97 there were 54, but of these only 13 actually contained Radcliffe students, and the number of choices involved was only 22, which probably included less than 20 persons. In Yale University and the University of Pennsylvania such instruction is opened to women with little restriction. Furthermore the number of women who are disposed to seek advanced instruction in this sidelong fashion at Harvard through Radcliffe is small, probably because the degrees are actually conferred, not by Harvard, but by Radcliffe, and because the Ph. D. at present can be had by women at neither institution. Another joint interest comes through the entrance examinations, for Radcliffe will open an examination in any place of Harvard examination where the number of applicants justifies it, holding the examination by its own machinery in a separate room; the Radcliffe papers are examined by the same readers as the Harvard papers, but the results so made up are reported separately to each college, and the question of admission or rejection is settled by a separate management in each college.

However slight the points of contact between the two colleges, they have been sufficient to attract the attention of some mem- Effects of Radcliffe. bers of the Faculty, who saw in them a danger to Harvard College. A careful investigation and report was made by a special committee, and thoroughly debated in the Faculty. The effort to diminish the privileges now enjoyed by women of graduate standing was unsuccessful; but the Faculty adopted some additional precautions intended to assure the maturity of the seekers for knowledge and the advanced character of the instruction which they sought. In creating the Committee on Radcliffe, the Faculty declined to establish by rule a closer connection between the department committees and Radcliffe for the bestowal of honors. Under these limitations, it is hard to see in the present relations of the two institutions a menace to the Harvard system of instruction; and indeed the building up of Radcliffe is a guaranty that Harvard College will remain a men's college. The graduate courses to which women are admitted are small, serious, and attended by almost no other than graduate students and seniors. The young women go and come to their exercises as they might to church, and there is little or no class-room acquaintance between the students of the two sexes. It is true that the additional Radcliffe work is a drain

upon the powers of the Harvard teachers; but it is also true that the additional salary in many cases gained by repeating a college course is a practical and welcome increase of the academic salary; and that it is one of the causes which makes it possible to keep a large number of specialists in the College service, since by the additional support of Radcliffe lectures the instructor so far forth relieves the College treasury, and enables it to diminish the routine work by allowing assistants. The Radcliffe system of getting on without a Faculty seems to answer well enough, inasmuch as questions of instruction are practically settled by adopting the practice of the Harvard Faculty, and questions of personal relations with students are naturally left, as they should be, to the Associates and Council of Radcliffe, headed by women and including many women in the membership.

An example of the work of the Publication Office is the elective A Catalogue pamphlet for 1898-99, a work which compresses into 94 of Learning. closely printed pages a vast amount of useful information. It is prefaced by a list of the 17 "Departments of Harvard University;" viz., the College, Scientific School, Graduate Schools, six Professional Schools, Library, three Museums, Arboretum, Botanical Garden, Herbarium, and Observatory. Then follows a list of 39 branches of human knowledge, and 72 pages are given up to the brief enumeration of courses, of which 426 are offered this year, and 80 more are temporarily postponed, usually for one year. The degree of possible specialization is shown by the title of some of the courses: "Semitic 32, Classical Aramaic (Syriac)," "Indo-Iranian 41, Pali-Jataka Stories,- The Buddha Legend;""Greek 51, The Elements of Modern Greek;" "English 262, Langland and Gower;" "Scandinavian Literature 2, Icelandic (Old Norse); ""Romance Philology 51, Low Latin ; " "Slavic 31, Old Church Slavic;""History 19, The Eastern Question;""Economics 172, Ethnology in its Applications to Economic and Social Problems; " "Philosophy 20b, Psychological Seminary, Abnormal Psychology;" "Mathematics 20e, The Icosahedron and the Elliptic Modular Functions; " "Engineering 4e, Construction and Maintenance of Common Roads ; "Physics 7, the Theory of Probability and the Kinetic Theory of Gases; ""Chemistry 102, Gas Analysis;" "Zoology 16, the Nervous System and its Terminal Organs, Central Nervous Organs, and Terminal Organs of Efferent Nerves; ""Mineralogy 31, Building Stones; "American Archaeology 22, Somatology; " "Anatomy 4', Anthropometry." It is safe to say that nowhere in the world is there offered a greater variety of courses in the domain of arts and sciences.

Departments.

The elective pamphlet also gives a kind of ground-plan of the system in a stately Tabular View, which shows how the numerous Guide-Books courses are distributed among the available study-hours. to the For instance, from 10 to 11 on Tuesdays no fewer than 33 courses are going on, besides laboratory and library exercises. All this information is too general for the needs of students of special fields of study, for whose benefit the formidable elective pamphlet is extended by a library of brochures, explaining the work of the various departments of learning, which are given away to all collectors of such literature. For instance, "Classics and Indo-Iranian Languages" has a handbook of 61 pages; "Romance Languages and Literature" and "History and Political Science" each require more than 50 pages. There are 17 of these special pamphlets, in most of which the scope of the various courses is set forth in detail, and collateral reading and laboratory work are explained. The student who wishes to thread his way amid the University's accumulation of learning cannot complain of lack of guide-posts. Another series of leaflets includes an account of Opportunities provided for Religious Worship, Instruction, and Fellowship; the College Bible (now shrunken to 19 verses); the recently revised Regulations on Athletics; and an account of the Loan Furniture System. Should the student aspire to study beyond the A. B., he may inform himself from any one of 7 pamphlets describing the Graduate School and the various Professional Schools, besides a thick handbook of the Summer School. The whole collection is evidence of the variety and activity of the teaching of the University.

Some progress has been made towards a settlement of the long-discussed question of entrance requirements. The Faculty Question has sent the objections of the Overseers to the committee of Entrance. which framed the scheme, and a report is expected which may point out a way to harmony. The difficulty is that to continue the present list of absolute requirements, on the basis of new and more searching definitions, leaves less room for options than before; and thus makes less allowance for the difference of programmes in good schools, and for various classes of schools. The interest of the Overseers in the matter is gratifying, and their criticism is suggestive. Meanwhile, without waiting for the adoption of the combination of studies which is closely related to the definitions themselves, about a tenth of the candidates last June presented themselves in the new definitions which have evidently taken root in the schools.

STUDENT LIFE.

I wrote my article for the last number of the Graduates' Magazine shortly before Nov. 19. The Yale game and the crowd that watched it were written up for all the daily papers at the time, and were long ago familiar matter to every one. But the celebrations and jubilations which followed, though equally memorable, were witnessed by comparatively few and were little talked about. On the evening of the next Monday a torch-light procession, led by the College Band and a barge in which were the team, Mr. Forbes, and some of the substitutes, paraded through the Square, round the Yard, to the houses of President Eliot and Professor Hollis, and finally to a bonfire on Holmes Field. Hundreds of men marched in it, waving their torches, sending off Roman candles, singing, cheering, and shouting by sections. The Yard was aglare with red fire, which shone on the pale buildings, and threw strange shadows on their walls as the men went by. In the Square every shop window was red with crimson cloths and banners and colored lights. President Eliot came out on his doorstep and spoke to the crowd, or rather to that part that was near enough to hear him. He was applauded enthusiastically and cheered. Then the procession passed on to the house of Professor Hollis, where the same thing happened again. After he had stopped speaking he was carried out into the street and put up into the barge where the team was. On Holmes Field there was a huge bonfire, with a core of kerosene-soaked barrels. The crowd was so big that only a part of it could get near the front of the great circle, which moved and jostled shouting around the blaze, and the rest turned toward the barge and called for speech after speech from the members of the team, cheering itself hoarse between whiles.

On Saturday of the same week the Graduates' Athletic Association gave a dinner in honor of the team at the American House, at which the graduates showed as much enthusiasm as the students had on Holmes Field. Over 450 of them were present, and some 200 more applied for tickets too late. Except when speeches were being made, the roomful sang popular airs and college songs to the lead of the Glee Club and orchestra almost constantly. The Eleven sang "General Grant" to great applause. The climax of the enthusiasm was reached when Governor Roosevelt came in from his Lowell Institute lecture and Governor Wolcott made his speech. Mr. J. J. Storrow, '85, presided, and Mr. J. H. Sears, '89, was toast-master. Those who spoke were: Governor Wolcott, Governor Roosevelt, Captain Dibblee, Major H. L. Higginson, C. C. Beaman, '61, Dr. W. A. Brooks, Jr., '87, B. G. Waters, '94, and W. H. Lewis, '95. F. J. Stimson, '76, read a poem.