~ Harper & Bros. P&blishers, =. oe “There. never was such a ‘feminine book,” .Olive Schreiner said, while: she gfeeling. All-her powers she expends on “® ‘ book stands ‘(it was never finished), she iminat is reaching a calm which is not stagnaPeehe. work covered, which “will be sent 4 ~ona South African farm. Rebekah is in= mot made easy, for she marries a man __ : Book Reyiews | From Man to Man, Olive Schreiner, 2 was in the midst of writing “From Man to Man.” It is quite true; the beautiful prose is feminine, the observation, the recording what two womeén see and feel; she is content to let the other characters be as shadows reflected ir the minds of these women. ‘They are sisters, brotight up together ‘teHectually hungry, content with a’ quiet exterior life if only she can adjust. her- self, achieve a mental breadth, under- stand the workirtg of the wo rough the evolution of little’ thingsQ_ This is who is forever degrading her with sordid and petty infidelities, ‘Yet even as. the tion: Bertie’s life in outline sounds like the cheapest of old-fashioned special plead- ing ; but as presented, it is nothing of the sort. She has a heart without any mind to manage it, caring about nothing except being loved. When: she is a child, ‘she “gets into trouble,” and has to tell the righteous man, who. later asks -her to marry him. The trouble will out; it pur- “sues her over Africa in old-fashioned “style, till she runs away to England to be the mistress of a wealthy Jew. From the Jew to his nephew, from the nephew to the streets—yet there is nothingg ridic- ulous about her helpless. pathds.. We feel her through the miedium of 'Rebekah’s tenderness too much to dismiss as the conventional innocently erring” womatt When. the: story. ends, Rebekah is. still looking for Bertie, aided by a friend who understands her. The book’ is leisurely; there are great chunks which raust have been cutout of a philosophical and descriptive diary. If one were iit so interested in Rebekah, _these would seem artistically. out of. pro- portion. But as: it is, the~meditations 3 = gee ! through which. her mind gropes toward : ‘more complete truth, are. part of ‘the building. up: of her character.” “As slie ; : : : and ‘entesRining, Sh iS tas a pba. says, the modern mind. ts chasce ct rare E' ete: ; Rin She, also, has’ a prob ; cette yrs er ast , aoe sense that truth in itself is precious’ rather’ than’ the ‘immediate effects of truth, y. ¥. Reading for Honors at Swarthmore, by Robert C. Brooks. Oxford Uni- versity Press. ea In Reading for Honors at Swarthmore Dr. Brooks gives a “Record of the first five years” of the experiment there which all educators have followed with interest. Dr. Brooks is a professor at Swarthmore ‘in the division of Political Science of the Honors work. . Dr. Brooks describes and analyzes the whole system in its actual mechanics, and its. effect onethe students, both those within and, without the. special greup undertaking this work. -It was feared, he says, by many ‘that this’ would lead to : a of the ordinary undergraduate, while-instead-it-has resulted in “a -quick- ening of the intellectual ‘life of the whole studefit body, and, it may be said, of the intellectual lite “of the faculty as well.” The ‘system as-in effect at Swarthmore @iffers in several particulars: frogy the ' Oxford system to which it is frequently * for themselves. compared. ‘There are frequent group meetings with discussion, arid papers are regd—instead of being merely submitted to a tutor. Thén there are outside ex- aminers which, he says, add the spur of - ,dlenger to the work. : He defends the use of oral examina- tions as a preparation for later life. Above ‘all he proves that Honors work is not. undemocratic but “essentially a _ gneans. of setting free and utilizing the superior intellectual power of abler stu- dents.” : Dr. Brooks gives the history of . the experiment: and tells how it is made pos- sible by a gift of the General Education Board. He discusses the probable cost in other institutions. The arguments for and against Honors work are frankly given. Every effort was imade to get the opinions of gradu- ates-and these are carefully presented. Finally. the appendix gives the pro- gram of the various groups and sample ‘examinations. This is a book that all those interested in education will want to read. Jt can also serve as a practical guide to those colleges which wish to apply the system cenographic report of the oral examina- Bee ane > %6 v o French Major Plans .° CONTINUED FROM PAGE 1 ' “The American’ students will ‘sail on Jely 12, and go first to the’ University of Nancy,’ where they will do intensive work jin gthe French language.“ The Academic year at Paris begins November 1 and ends July 1. .Ten courses are offered thete, under the best French in- structors in the world, and the student may take besides several courses in French literature, supplementary courses inghistory, art and economics Special. Help for Americans. “For the benefit of the American ‘stu- dent, special tutoring-groups-are added-to the cotirses, which explain the lectures, suggest reading, and correct papers, the tutors being chosen from the same group from which collegé teachers are thosen. Also, every student has“a private lesson a week with a specialist in the languaye. “The French student is not examined in every course, “but has general ex- aminations covering large fields. For Americans, the professors have agreed to arrange special written examinations on back to the: student’s. college, with @ tions. ’ . ’ “The committee has arranged with French people in whose homes the stu- dents will live—choosing if possible homes with young people as these are the . greatest. assistance in learnin® to speak the an If you. decide to. go you must agree to make French your exclusive language for the whole year, as in,this way only can the desired re- sults be obtained. “Week-end and vacation trips through France are arranged for, but are opfional The. total expenses are either’ $1450 or $1670,-the difference being in the lodg- ing. This includes laundry bills and all extras, -and-—gives—the--student—a—-small allowance, If thé money is.not all spent at the end of the year, it. is refunded to the student’s parents. There are a few scholarships. available. There is no..bet- ter thing than a real French student can do, and we hope to send students who can profit by the plan.” : Dr. Hart Speaks ~~ CONTINUED FROM PAGE 1 ~ Disillusionment:a Problem. Thirdly, there is the girl who comes to college filled with_a-sense-ofthe—beauty in life, and desirous of achieving great things, She studies history, philosophy, or politics, els’ the impossibility of ab- solute ‘coehrill and her ambition begins to laugh at her. She becomes a cynic, and wonders if there ip any use in: strug- gling through the rumpus of the world. Here is a third problem. And finally, there.is the problem of the student who has come to sense the need in the wortd for human endeavor. She looks upon the uneven distribution of wealth, the various other ugly sights, and passionately desires some part in re- arranging the world.. But down. in ‘her heart she feels that she will never be able to-do anything worth while; she will be insignificant. Religion has a unique power to solve all of the problems magnificently and completely. Not religion specifically, but region -generically—an — abstract thing which has ‘been shooting through all the religions. of _ the -world. since primitive man. e } Meet the Universe. ~/ How can this religion be‘ used? The first element for. success in. its use is a willingness to adopt and act upon’a working hypothesis. This -hypothesis is to act.as if there were a working purpose in the universe with, which we,may come into creative relation. Here we may draw a physical analogy; few will disallow; the presence of electricity in the world, yet who can actually demonstrate its reality ? One way of finding out is to touch a live wire; the result is a queer ‘thrill through the. whole being. The same thrill re- occurs when we wake up early on a spring. morning; a curious sensation,bub- bles over and escapes us. We ourselves feel it definitely, but its essence is illusive and ineffable. : The only way to discover this. great purpose in the world is to seek it-by open- | minded and skeptical experiment. Those who have tried it say it can be. found, if your .own purposes are such that they can be woven into the pattern of this universal purpose. _ The first ‘step in solving these problems is relaxation—relaxation from the strug- gle over something which you have found impossible to solve. The second hae. q dian a , . ow .. THE COLLEGE NEWS: | ~- step is having your mind continually alert to the guidance when it is offered: If thesé steps are: followed’ conscientiously |_ and intefligently the ‘result will be a growing sense of peace, and a confidence that you may eventually come into direct relation with the great uniyersal purpose. Dartmouth on Dartmouth Hanover, N..H.—The Dartmouth Col- lege Dartmouth has begun the publication of studént comment on~courses, tabulated from a. questionnaire #@ued in Decem- ; bery The. results;%says the daily, “are in-|. tended for a supplement td’ the college catalogue, rater than any sophomoric attempt at “construgtive criticism.” As such they may be worthwhile to those Who are, considering $€veral courses as their fifth subjects. . Perhaps. fe “The criticisms are a mirror of student opinion, and consequently can have no great claim to erudition or au- thority.” = Students also were asked to comment on their protessors, and the Dartmouth had ‘intended to, publish these remarks. However, it does not. do so, offering in| - ‘explanation: ” . ‘The answers returned were so con- tradictory that it would have taken a liar greater than Ananias and a-diplomat more suave than Metternich to have evolved anythin’ worthwhile from the mass of comments. We cannot presume to have the authority to pillory, ‘needlessl¢ and questionably, they members of the}. teaching profession. The Dartmouth would have degenerated into a mere gossip bulletin.”—New Student. Discarded-Honor. Yale University’s—honor system has gone into discard by action ofthe student council, The Sheffield Scientific School, which is retaining its code, is excepted. The council recommended to the faculty that the old proctor system be returned, but agreed to resign if the faculty and students look with disfavor on this action. The Yale News supported the council’s action as the only course. possible in view a * ONE DOLLAR ~~ then—Coty Face Pow- ders for the exquisite, individual idealization and protection of the complexion. Delicately, persistently, GLORIFYING THE COMPLEXION WITH INCREASING BEAUTY . ‘COLCREME. Sar \Colcreme,, Coty iving true health eauty to the. skin, | radiant yegth and fresh- ~ ness. Cleansing, nourish- ing, beautifying ~ all in one-—saving pre- cious moments. az a CO it glows “A Little Lovelier Every Day.” AT ALL DRUG AND DEPARTMENT STORES . SS is MEN 8 Ras i Sie Re LES POUDRES “{] of undergraduate. apathy honor sy toward the stem.—New Student. slowly propelled the heavy hull GENERAL Galley Slaves _— ,; Chained to their seats, cringing under the lash, the galley of a Roman warship.. Today, the electric motors of an American battleship have the energy of a million men, and drive thousands of tons of steel through the water at amazing speed. . Manis mote than a source of power in civilized coun- tries. Electricity has made him master of power. In coming years, the measure ENER ELECTRIC Saar | ‘elas Mm \ (iy) ee’ " \ oii ji i, MY Gye, ’ gp rn nas TTT RR pe D lu AANA ‘ , y Vy 3 at I Ze ; ate g—— he es ’ a Up x : : Kh, Uliae BD ji i; “4 - 7 7 ‘ ‘1 a 3 UG Z wy," of your success will depend largely on your ability to make electricity work for you. Com- petition everywhere grows keener, and ‘electricity cuts costs and does work better wherever it is applied. slaves. ‘In industry, transportation, the - professions, the arts, and in the home, you will find General : Electric equipment help- ing men and women to- wards’ better economies and greater accomplish- ments. : | AL, ELECTRIC SCHENECTADY, YORK ee