ture, fine arts, music-78; II. Natural sciences-63; III. History, political and social sciences-8; IV. Philosophy and mathematics-73.

The natural sciences from obscure beginnings have grown to importance during the lifetime of the woman's college. Though never so largely elected as the arts, they have had double significance in the curriculum from their intrinsic value and as the source of the laboratory method of work.

The department of psychology from the impetus of the modern experimental method has developed from a branch of philosophy into a thriving department.

Courses in education have increased in number and importance as the secondary schools have become increasingly insistent upon good teachers until now some provision for the work is made in all of the five colleges.

With the opening of commercial relations with South America, Spanish has found a place in the curriculum.

A survey of the innovations into the original curriculum is, then, not discouraging. Never more on the defensive for its aim of "culture" only, the college has nevertheless modified its construction of the aim considerably since the early years of its existence. Under pressure of the eternal demand for practical knowledge, natural sciences, social sciences, practical language work, have been in turn held up by the college to the culture criterion, pronounced sound, and admitted to the curriculum. Departments in turn have tested course content by the same criterion and in turn have admitted new phases of it into the curriculum. The tendency toward the practical is realized in the efforts of the chemistry departments toward food analysis, sanitation, and industrial chemistry; of natural science departments in general toward producing students equipped to become investigators and to use science dynamically; of English departments toward begetting creative work; of language departments toward skill and fluency in the use of the foreign tongues; of history and economics departments toward giving the student a grasp of vital current issues.

With such historical encouragement, it is not reasonable to suppose that no further demands will be made or that they will not be met. Usually, it is safe to predict, the modification will begin within intrenched courses by a change in content to meet new needs. Such an evolutionary working basis for construction is fundamental to the realization of any relation between major studies and vocations. Further discussion of the possible opportunities for the curriculum to cooperate with and to reinforce the work of the graduate will be considered in connection with the interpretation of the relation between major subjects and vocations.

III.-COLLEGE TEACHING.

The analysis of the teaching force has made evident in the special departments the ratio of the number of hours taught to the teachers, an important factor in the efficiency of the teaching. The listed number of teachers, including assistants but not including members of the physical training department or teachers on leave of absence, in the different colleges totals in the following order: Radcliffe, 135; Wellesley, 125; Vassar, 108; Barnard, 96; Mount Holyoke, 85. The ratio of the total number of teachers of each college to the total number of hours offered by the college is as follows: Vassar, 1 teacher to 3.68 hours; Wellesley, 1 teacher to 3.93 hours; Mount Holyoke, 1 teacher to 4.78 hours; Radcliffe, 1 teacher to 4.90 hours; Barnard, 1 teacher to 4.91 hours. Another factor to receive some consideration in the evaluation of the efficiency is, of course, the size of the classes, which must necessarily be governed somewhat by the size of the student body. The registration of the colleges in 1915 is as follows: Wellesley, 1,512; Vassar, 1,125; Mount Holyoke, 791; Barnard, 733; Radcliffe, 683. The ratio of teachers to students is as follows: At Radcliffe, 1 teacher to 5.05 students; at Barnard, 1 teacher to 7.63 students; at Mount Holyoke, 1 teacher to 9.3 students; at Vassar, 1 teacher to 10.41 students; at Wellesley, 1 teacher to 12.09 students. The number of teachers possessing doctor's degrees in the different colleges is as follows: Radcliffe, 96; Barnard, 59; Vassar, 56; Wellesley, 54; Mount Holyoke, 38. The percentage of doctors in the teaching force of each college is as follows: Radcliffe, 71.1 per cent; Barnard, 61.4 per cent; Vassar, 51.8 per cent; Mount Holyoke, 44.7 per cent; Wellesley, 43.2 per cent. A fourth element in the evaluation of the efficiency of a teaching body depends upon a knowledge of the relative size of salaries paid at the different colleges. At present such a measurement is impossible to attain.

The lecture method of presenting material to classes is largely used in all of the colleges. Within the last decade, however, the laboratory method has crept over from the sciences into the arts to modify the formal lecture. Subjects such as history, English, and philosophy, now almost invariably have adopted schemes of conferences with the students which approximate the effort of the laboratory to secure individual reaction to subject matter. The conference consists usually of an interview between the instructor, or his assistant, and

the student, based upon some special piece of work which the student has accomplished, theme, report, or examination. The class lectures, meantime, may or may not be connected with conference discussion. Even in the sciences, the lectures are frequently of such an order as to be easily kept by the students in separate compartments from the laboratory work. The languages, of necessity, demand more immediate returns from the student of invested subject matter. These returns are usually in the form of recitations upon assigned work.

The last method is most clearly in line with the secondary school method to which the student is accustomed. Considerable difficulty is experienced by freshmen in their efforts to secure adequate notes during an hour of lecturing. As Prof. Copeland, of Harvard, remarks, “The lecture method succeeds in completely inhibiting any thought." Accustomed in high school to transfer to the teacher each day the results of his work, the college student finds some difficulty in organizing his copied phrases at the longer intervals between college examinations. The college classes which attempt to obviate such difficulties by frequent recitations, usually base them, after the manner of the secondary school, upon assigned work.

The crux of the situation, it is obvious, is in the secondary school. Special schools, such as the Ethical Culture School, the Phoebe Anna Thorne Open-Air Model School for Girls, the school proposed by Abraham Flexner, have succeeded in creating a method of handling the curriculum by which power of thought, rather than skill in the reproduction of others' thoughts, is developed. As Miss Sergeant states:

When girls who have used their minds creatively instead of receptively for seven years reach the lecture system, for instance, something spectacular is going to happen-something very like the famous meeting between the immovable body and the irresistible force.

The indisputable value of the lecture is as a means for the presentation of the results of scholarly research or creative thought accomplished by the instructor and unavailable to the student elsewhere. The comparatively few lectures possible under such a criterion would be extremely stimulating to the student. If, with such a limited lecture system, the seminar method were pushed down from the graduate school into the undergraduate classes, which were. limited in numbers enough to make it possible, the college student who could think would be greatly benefited, and the student to whom such effort was impossible would find another field for her activities. That the poorest teaching of a student's educative career is possible within the college is recognized by almost anyone who takes a degree. To remedy such a condition some supervision of college teaching might be of value. At present in none of the five colleges studied, and in

only one of several other colleges investigated, is there, except rarely in individual departments, any system by which the work of the teacher may be judged by her equals or superiors. The usual criteria of success are the size of elective courses and the opinions expressed by students. In the long run the judgments of the students may average justice, but through youth and immaturity the students are naturally not infallible judges of fundamentals. Mature, unbiased consideration of an instructor's work is a fair basis for the verdict of its quality. From a purely economic standpoint, too, some system of supervision which could supply judicious and pertinent advice to the inexperienced though scholarly instructor might sometimes save a teaching life of incalculable possibility.

If, furthermore, the college teacher is to do constructive work, work which grows and changes under the impulse of her ideas, some means should be provided to prevent her present isolation. Very few college teachers know anything about the way in which their particular work is being conducted in other colleges. Segregation of intellect produces much the same result as segregation of species; other qualities than strength find special inducement to develop; cross-fertilization of ideas is often necessary for a good crop. A college teacher needs to know not only the results of the latest research in her subject, but the results of the latest effort to make it part of the social life of the student. Such knowledge would diminish, in part at least, the effects of inbreeding by which the young instructor reproduces in her classes as closely as possible, the teaching which she has earlier received at the college.

The three suggestions, then, which concern college teaching are, first, a more general use of the seminar method where the laboratory is not the working basis of the course; second, a system of supervision which will permit a fair evaluation of the work of the instructor; third, a closer correlation between the members of the faculty of different colleges for purposes of exchange of ideas and invigoration of method.

IV. THE RELATION BETWEEN MAJOR STUDIES AND VOCATIONS.

The material used in working out the relation between the major studies of students and their vocations later is of two kinds:

(1) The data obtained from the application cards which a graduate fills upon joining the Intercollegiate Bureau of Occupations of New York City. From the cards of all registered alumnæ of Vassar, Wellesley, Radcliffe, Barnard, and Mount Holyoke, regardless of the year of graduation, were copied the name of the graduate, her majors in college, and her vocation or vocations since graduation. Thus a mixed group, consisting of 261 graduates of five colleges, was obtained, which was a unit in but one respect, dissatisfaction with the present job and desire for different work.

(2) To check up this group it seemed only fair to select an entire class throughout the five colleges which would give the same data of majors and vocations without the bias toward desire for change. The class of 1912 was chosen as a class near enough in time to the present curriculum to make the connection with it fair, and far enough away in time to permit the members who intended to work at all to get some kind of a position. The data concerning the vocations of the second group were obtained from the cards sent out to the graduates of women's colleges by the Association of Collegiate Alumnæ. The data concerning the majors of the same students were supplied by the officers of the separate colleges. Since Radcliffe College had no convenient records, the questionnaire method was used in that one instance.

While Vassar and Radcliffe have no formal system of majors, the subjects to which the student gave most hours in her course served the purpose of majors. Note was made of all the vocations into which the graduate had entered.

The major studies were considered completely correlated with the vocation if (1) the vocation made use of all the major studies; or (2) the vocation made use of one major but called for no other college subjects. Graduates making such combinations are termed for convenience complete correlates.

Partial correlation consists of cases: (1) If the vocation does not make use of all majors and at the same time does use other college subjects; (2) If the individual has at some time in some vocation