chapter concerned itself with certain causes of desultory fighting in the colonial days, the injustice of the white man, traits of Indian life, and certain of the implements of warfare. In the text were illustrations of a colonist in armor, a matchlock and a flintlock gun, and a block house. It was, all in all, one of the most interesting chapters in history, and one which could have been made to mean much more to these particular boys and girls than to most children. The teacher's method was, however, the classic one of "reading ahead" and preparing her next question while the pupil was busy answering the present one. Once only was there deviation from this set procedure, it was when a small boy raised his hand to volunteer the information that his father had "one of them funny looking guns in his shed chamber."

"Really?" suggested the teacher; then, for my benefit, "You must be more careful of your English, Freddie."

Freddie, deeply hurt, turned away his head and gazed in helpless confusion at his bare feet.

Thus did that teacher forever dampen the interest of at least one boy, and perhaps a whole class of pupils, in any local illustrative material. And yet, as I happened to know, within a radius of five miles of that schoolhouse were an old block house and the ruins of an old fort, with their greasy mounds and breastworks just as they were left a hundred years before! Besides this, there was scarce a home in the vicinity which did not possess old Indian relics which had been turned up by the plow. Six miles away was the famous shell deposit* well known in history. On a neighboring hill top were the remains of an Indian burying ground. Occupying a place next the family Bible in nearly every home was a 450 page book-"The History of Ancient S-" the town in which the schoolhouse actually stood! And with all this wealth of material which every pupil would have been wild to explore had he been given the chance, the teacher yet clung helplessly to the antiquated text-book and knew and cared nothing about the little world in which her pupils moved.

What then should be the aims and means of history teaching in the country school? Almost every community offers something

• On the banks of the Damiriscotta River, in Maine.

College Women and Emotional Attitudes

HERMIONE L. DEALEY, ASSISTANT PROFESSOR, DEPARTMENT OF EDUCATIONAL PSYCHOLOGY, UNIVERSITY OF MINNESOTA.

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OLLEGE women are swayed by interests, emotions and fundamental instincts. It is a question whether college authorities clearly comprehend this and try to control these emotional attitudes by affording opportunities for their expression. Repression rather than expression is more commonly practiced. There seems to be a careful disregard for the development of vocational interests, for the sublimation of sex interests and the development of social interests. Yet the sum of these interests is "college life" and the best type of college life requires their adequate control and direction. I. Vocational Interests.

Vocational interests are primary in so far as they refer definitely to the academic or curricular side of college life. In the college of liberal arts it is customary to brush aside anything that is definitely vocational, notwithstanding the fact that nowadays no one longer argues that the term "liberal" stands in opposition to the term "vocational." Vocational advice, mental measurement and methods of orienting college students to their environment cannot be ignored or hastily dispatched with surface comment. A genuine vocational interest is one of the best and biggest things which a student can"get out of college."

With respect to present practice in vocational advisement, to often the student is supposed to "find herself" or to be assisted, when need arises, by students or by faculty advisers. The faculty adviser for any student is usually the head of her "major" study. The general scheme of orienting the student in different vocational pursuits seems to be a series of lectures given by a vocational expert or by persons who have had training in different vocations. But, in the course of experience few results have been obtained by this kind of generalized procedure. More intimate knowledge of

the student is indispensable if the vocational idea is interpreted to be comprehensive diagnosis with particular reference to specia aptitudes.

Just as in recent military activities psychological principles have been utilized to indicate in practical ways "the relations of human characteristics to special tasks", so in the same way psychology is applicable to academic activities. In the college community are hundreds of girls who come from different home environments, who possess special characteristics and who presumably will engage in many different pursuits after graduation. Physical examinations are given but intellectual examinations, from the standpoint of the individual, are neither systematic nor scientific During the four-year academic cycle some students may make definite judgments in respect to future work and may select courses of study accordingly, but it is safe to say that for many students there is real need for assistance from a more elaborate and reliable source than the fluctuating attentions of perfunctory advisors.

Objective tests form a comparatively reliable and withal helpful basis for vocational analysis. Different students have already shown the practical value of the use of a sufficient number of stan dardized tests for purposes of individual diagnosis. In short, re sults of approved mental and educational tests have a definite significance which will become greater with the development of psychology in its educational applications. In time objective ratings of students will be as essential for the student as are her date of birth and her record in secondary school; the interpretation of these ratings in terms of motives and special abilities will be one ofe most necessary and interesting duties of the college psychologist.

Folsom (Jr. of Applied Psy., Sept., 1917) suggests in substance that any adequate scheme of vocational advisement should include some kind of a course of study of the science of human nature, the purpose being to teach the youth a more intelligent understanding of himself and of other persons. For this purpose the study of elementary psychology and social psychology is recommended. Yet the name "psychology" is not essential and it does not follow that

the subject should be taught in anything like the traditional textbook way. As one point in diagnosis Folsom stresses an analysis of motives for vocational choice. From a study of vocational motives it appears that "nearly half of the motivation for vocational choice among college men is sheer liking or interest for the work. . . . . . In the development of student interests, therefore, may not good use be made of special courses such as educational psychology, or social psychology or educational sociology?

Instruction of this nature may be coupled with what is known as an "orientation course", usually interpreted as a series of lectures given by heads of departments and by other college officials. Its purpose is to acquaint the student with the function of the college, its history and the significance of opportunities offered for academic and social activities. There is also the "general survey course" or the special coordinating course which seeks to analyze the material of student courses from a synthetic point of view.

These three types of courses-science, orientation and survey-aiming to describe and to interpret for the student her educational environment and to get her interested in the study of her own particular intellectual and affective constitution, can be made singularly effective from the standpoint of student interests. In the first place the student will begin to comprehend that it is not "chance" alone which determines her future work; in the second. place she will tend to regard the curriculum critically with respect to her known abilities. It is true that stimulus of competition and desire for recognition are important factors in learning. If the student realizes that by special attention to what she can do, her cpportunities for recognition are strengthened, for the sake of social reputation and the self-satisfaction of achievement she is bound to think in terms of interests.

Fnially, the vocational interest most common to women is that of homemaking. This fact is pretty well repressed. At least one-half of all college graduates marry. Relatively this is a large number and on the face of it it is surprising that more colleges do not take cognizance of the fact, especially when the accepted purpose of the college is to prepare women for "future usefulness".

There seems to be a lack of any definite conception of the meaning of "future usefulness" and the absence of any serious consideration of the meaning of that phrase in its relation to a general, cultural education."

The slogan "Woman's sphere is a Home" applies to the majority of women, provided the word "Home" be interpreted in its full significance. The home is the centre of family life-assuming this even though the average married college graduate has a little less than two children (about 1.60)-and its proper maintenance requires intimate relations with economic, social and political agencies. Therefore, the greater the woman's knowledge of forces which react upon the home, the more nearly will it become a dynamic "unit of society". The scope of home problems is broad. Take for instance the following home "cares" with their concomitant implications: (1) Child-Biology; Psychology; Sociology; Education (2) Health-Personal, home and civic hygiene; recreation (3) Food-Chemistry; Dietetics; Economics; Bookkeeping. These three suggestions in addition to comprehension of the wider problems of State and Nation help demonstrate the function of a good college education of the "general" type.

Unless the College of Liberal Arts for women understands this conception of a "general, cultural education" expressed in terms of student interests (and just as useful for girls who marry as for those who work in other vocations) it is misusing the collegiate prerogative. Particularly now when social concepts are being modified is it necessary to anticipate the future status of woman, for as she attains industrial equality and additional social and political rights she will have to confront in a more definite manner the problems of civilizaiton.

II. Sex Interests.

Colleges enrol students during their adolescence; consequently the sex instinct asserts itself. College authorities in place of expecting expression or sublimation for this particular form of behavior, usually ignore it altogether or insist on a policy of repression. The segregated life of a women's college makes matters worse through this artificial condition. Isolated from men women