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_ the interval and battled- all even,

‘ many brilliant stops.

Morris,

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2 es ‘ : Rea - \ 7 : oO . _ : : Ae ie : : a a oe : . : aed bys . : : : . ; : - a : a
Spec \ ae ty, bo cca: +. or a 4 a TEES z Nas’ + eg we = aes? ee, * - + aae am
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‘VARSITY. HOCKEY: | dom, who then eried, hawever,, only to sare the intellectual lif” of this}Shampooing . ° , ‘ Facial Massage ‘ cia ' °
\ ie. a ‘the: sons of man.’ .| community outside the classroom. 4 aéalp Trestmenis Hair Bobbing #

CONTINUED. FROM PAGE 1.

on the next bully the- ball went down to
ouf end- again and two’ goals were tallied

. , with breatli-taking swiftness. This . dié-

astrous half was over with thie score 6-1
against us. >

‘Second Half Better

' We dialed a vast-improvement after
eacif
team getting five more .goals.. Long-
streth ran down with the: ball, passed
just in time to Wills, who shot a goal.,

THen the’ Yellows drew Bruere out from |.

the cage for an open shot. One great
superiority. of the Yellows was their in-
telligent shooting in the circle. We
seemed to draw a_ lesson from this,
Longstreth and Guiterman in quick suc-
cession drove in successful shots from’
sharp “angles. Woodward. was put® in
for Hirschhegg, who had been, playing
one of the best defense games; and Free-
man, who-had a bad foot and was play-
ing’ a’ strange position, was left in.|
Brooks, in her first appearance with Var-
‘sity, played a fighting but messy game.
She ‘played up too far, way out of posi-
tion, and upset the other backs by taking
their balls and leaving her own opponent
unmarked. The Yellow backs showed
their superiority in marking and ‘in back-
ing up ‘their forward line.
half there was a lot of messy scrapping
in front of our goal. Bruere, infinitely
more effective than in the first half, made
Our forward line,
with. well-timed short passes, carried the
ball down the field several times. Var-
sity was playing better every minute.
But a stern chase; the whistle blew, and
the game was over with the. score 11-6
against. us. The line-up -was:

Bryn Mawr: A. Bruere, ’28; K. Hirsh-

berg, 30; M. Brooks, '28; C. Field, ’28;
C. Hamilton, E. Freeman, ’29; H. Tut
tle, ’28; H. Guiterman, '28***; R. Wills,

*29*** ; S. Longstreth, '30; B. Loines, ’28.

Yellows: Ferguson, Barclay, Schwartz,
Cheston*****, =P,’ Ferguson,
Cross*, Kendig, L.. Cheston, Mrs. . Has-
lam*****, Porcheon.



PAPERS THINK

CONTINUED FROM PAGE 1”

Some Object to Co-education

Another’ objection to the panacea of
co-education is given by the Evening
Public Ledger; “—there are persons who
object to co-education. There must be
separate colleges for the daughters of
such, and they deserve adequate support.
It must come from such people; and
unless_there_is_a_radical_reversal_in_pre-
vailing views, it is bound to come in
adequate amounts in the course of time.”

“Pay as You Go” is another remedy,
suggested by the Register, New Haven,
Conn. his is another evidence of the
truth of the statements made by John
D. Rockefeller, Jr., in his address “at
Brown last spring. He said the time
had come when our institutions of learne
ing must stop trying to furnish educa-
tion at less than actual cost, relying on
endowments to make up the difference.”
Public School Students Go Elsewhere

The Philadelphia Bulletin is more in-
terested in the decrease of students from
public schools, and seeks to give an ex-
planation of this. “The condition which
they report, in the lessening proportion
of students from the public school. sys-
tem, must be considered in view of the
increase in other facilities of higher edu-
cation which are offered the American
girl of the average family,today. Time
was when this group of women’s colleges
had their field largely to themselves.
The tompetition of co-educational insti-
tutions, the establishment of technical
schools fostered by the constantly widen-
ing spread of women’s activities, the
improvement of normal schools, all tend
to divert high school girls seeking higher
education, and if a census of young

-women students heyond the lines of the

public school system. were to be _taken
there probably would be found a larger

percentage than at any time in the past.”
~ Ina New York Times editorial on the |

question of whether Americans believe
in educating women, we read: “Some
months ago’ Dr. Abraham Flexner, in
answer to the broader question, ‘Do
Americans value education?’ said that
we really do not. At any rate, though
we prize ‘educational spread’ and do

-value-prolongation of youth, comrade-

ship, fun, sport, ‘happiness at an’ easy.

productive, non-energized level,” and to].

During this }

“A different ” answer is given by “the
crowded classes of all our colleges -for
women and the generally incommensurate
number .of women in co-educational in-
stitutions. An ever-increasing number of
parents do believe i edueating thelhs
daughters and public s timént does gen-
erally ask as much for the girl as for
the boy. . There is no longer a question
of women’s mental ‘capacity, nor is there
a disposition not. to. gives her as great
an educational opportunity as her
brother. '

Women Given Equal Chance
“li women and men are to sit side’ by |'
side ‘upon the skirts of time, full summ’d
in all their powers,’ then nist the same
educational, opportunities already | con-
ceded in theory and chivalric sentiment
be in justice: given’ women as have: in
larger. measure through the longer tinie
been given to men, “

The Boston Franscribt: sums up the
problem presented and concludes its edi-
torial: “The presidents of these famous
institutions for women do not deny that
about each of them ‘a gfamour of tem-
poral well-being’ exists today.
contrary, they readily admit this. But
the air of prosperity round about the
beautiful campuses of the girls’ colleges
they hold is a deceptive area. They ask

and beyond it to realities of a more
stern and perplexing sort. They show,
in their present article, what these reali-
ties are. Thoughtful minds will. dwell
long upon this unusual message, heed its
warning, and do all in their power to
preserve America’s colleges for women
on their rightful upward road, safe from
any backsliding.”



GRADUATE SCHOOL
-- CONTINUED FROM PAGH 1
student just becoming eager about her
field of study to hear what a young
scholar, only a little ahead—of her, ‘per-
haps, has got, either abroad or from dis-
tinguished teaching in this country or
from her own research or speculation.
“There must be certain differences of
point of view for such talk to be stimu-
lating, and the differences between un-
dergraduate and. graduate experience do,
I bglieve, furnish just such differences
in point of view. A few groups of
undergraduates who would set out to
try and know the graduate students in
their respective fields and a few gradu-
ate students who would look favorably
on their young: visitors could increase a

students, ;

On the |

the American community to look through |.

Miss «Schenck added some statistics
about tlte graduates, some of which are
given below. 6

There are’ 66 resident, 47 yon-resident
29 of whom are working for an

M. D., 17 for a Ph.D.

different States in. the United States. and
from: eight foreign countries”?

< 08 from 30 States:.

bi ‘ 15 from 8 countries.
The foreign countries are represented

as follows: &
ce ee Vil a ess “9
Germany: ......:. ee a 2
I lel Bl Mec 8
ESS EE Ti Re Se ae 2
PONE iremcieerirssereirievci oe
MOMPEOPIANG isis es ceass ee 1
Pe iii ee 2
Austtia. 600... . Weis, Ea 1
matin
15

Previous occupations of Graduate Stu-





dents, 1927-1928: :
No previous occupation’............ a
Teaching (in schools or colleges, or
both) (including part-time assist-
antships in colleges, etc.) ..2.. 60
eereitinl Worl a. oe 9
Secial work — Community, service,
Ose ee Cone 5
Libtaty Work. ii.¢.. Wa a 3
PP Te ie es 1
es 1
Assistant dean of women ..... ‘ 1
Editorial work a ne maa oe
Advertising and publishing ......... 1
ee ee 1
125

Graduate students, 1927-1928, hold de«
grees from 64 different colleges. Of

these 64 colleges or universities :-.

47 are co-educational.

13 are women’s colleges.

4 are women’s’ colleges affiliated with

“men’s colleges

164

The 64 colleges foreign

universities :

Canadian PDadinuste British Colum-
bia and Toronto)

English (Oxford and Cambridge)

Scotch (Edinburgh)

Austrian (Vienna)

German (Heidelberg)

Swiss (Lausanne)

Polish (Cracow)

French (Paris)

include 11

as)

ee OD







sense sum





a —





| vanes

ie



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January 15, 1928.

best drawing.

76 other prizes.



esteem scholars of, at least, we do not
conditions favorable to scholar-

‘some extent intelligence, we do not} =





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A brilliant article on Princeton, by F. Scott

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The graduate students come from 30









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WHY

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Forgot to Root =}

cAt the least provocation she stood up to
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She never admitted it — of course! But: she sus-
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