SCHEDULE OF MID-YEAR TESTS.

Mid-year examinations under the Faculty of Arts and Sciences will be continued according to the following schedule today and tomorrow. Unless otherwise stated, all tests begin at 9.15 o'clock: Examinations Today. Anthropology 7,  Pierce 209 Anthropology 9,  Peabody Mus. Astronomy 1: Anderson to Harper (inclusive),  Sever 5 Helmus to Russell (inclusive),  Sever 6 Salisbury to Winsor (inclusive),  Sever 17 Chemistry 3,  Zool. Lect.-rm. Economics 1A,  Harvard 5 Economics 14,  Sever 1 Education 1,  Sever A English 3a,  Pierce 202 English 29a,  Pierce 209 Fine Arts 1c: Atkinson to Cook (inclusive),  Sever B Coolidge to Joyce (inclusive),  Sever 26 Kenefick to Reynolds (inclusive),  Sever 31 Ricketson to Wood (inclusive),  Sever 32 French 2: Dr. Whittem's sect. 1,  Holden Mr. Doyle's sect. 7,  Harvard 6 Mr. Lincoln's sect. 8,  Harvard 6 Mr. Arvin's sect. 9,  Robinson 1 fl. French 7: Aylen to Cottrell (inclusive),  Sever 17 Courtney to Whitney (inclusive),  Sever 18

for a country as the English governing class has done for England--yet serves, and has always done so, from above.

"The rivalry of Oxford and Cambridge in sport therefore is a thing apart, a matter between themselves, something to be settled by 'young 'varsity gentlemen' without the pother and popular clamor which are the inevitable concomitants of intercollegiate contests in the United States.

Comparative Undergraduate Attitude

"Moreover, this fact necessarily makes for a different mental attitude on the part of the undergraduates. Their competition is far less strenuous. I do not mean that the play is less vigorous. But it tends to make the mere winning or losing of less relative importance. It is as though your best friend beats you in a game; you simply try to beat him the next time you play. But with us, if your greatest rival upsets your whole campaign, which has included a number of contests with other rivals in which considerable prestige is lost by defeat, the only thing left to do, according to the American mind, is to get a more efficient organization which will prevent such a catastrophe in the ture. I leave it to the reader to select his own illustration of this peculiar American tendency.

"But not only is the attitude of the American undergraduate different. It also is the loyalty of the American graduate. The Oxford or Cambridge graduate loves his university, but, unlike to graduate of Princeton or Yale, he do not love her in altogether so strenuous a fashion. He does not have to set seriously to work to convince the public that his university is serving the national more effectively than any other university. For admittedly these two do so already. He does not create graduate councils and employ publicity agents, because there is no necessity for such things. (As with the English aristocracy universities their position is established and unassesable). He does not demand championship football teams, because his university does not have to have championship teams to go on drawing the 'right sort students.'

"Therefore the graduates do not have to bring to bear on the undergraduate the constant pressure for championship teams that is one of the results of alumni loyalty in this country. And (this want especially to emphasize) if the loliaty of college students in American ceases to express itself in an intense desire to see their college athletic team win, and consequently in giving the services to organization for athletic success it may probably cease as well to find expression in the singularly generous giving to the material upbuilding of the educational plants of this country and in the constant striving for perfection of educational facilities.

for a country as the English governing class has done for England--yet serves, and has always done so, from above.

"The rivalry of Oxford and Cambridge in sport therefore is a thing apart, a matter between themselves, something to be settled by 'young 'varsity gentlemen' without the pother and popular clamor which are the inevitable concomitants of intercollegiate contests in the United States.

Comparative Undergraduate Attitude

"Moreover, this fact necessarily makes for a different mental attitude on the part of the undergraduates. Their competition is far less strenuous. I do not mean that the play is less vigorous. But it tends to make the mere winning or losing of less relative importance. It is as though your best friend beats you in a game; you simply try to beat him the next time you play. But with us, if your greatest rival upsets your whole campaign, which has included a number of contests with other rivals in which considerable prestige is lost by defeat, the only thing left to do, according to the American mind, is to get a more efficient organization which will prevent such a catastrophe in the ture. I leave it to the reader to select his own illustration of this peculiar American tendency.

"But not only is the attitude of the American undergraduate different. It also is the loyalty of the American graduate. The Oxford or Cambridge graduate loves his university, but, unlike to graduate of Princeton or Yale, he do not love her in altogether so strenuous a fashion. He does not have to set seriously to work to convince the public that his university is serving the national more effectively than any other university. For admittedly these two do so already. He does not create graduate councils and employ publicity agents, because there is no necessity for such things. (As with the English aristocracy universities their position is established and unassesable). He does not demand championship football teams, because his university does not have to have championship teams to go on drawing the 'right sort students.'

"Therefore the graduates do not have to bring to bear on the undergraduate the constant pressure for championship teams that is one of the results of alumni loyalty in this country. And (this want especially to emphasize) if the loliaty of college students in American ceases to express itself in an intense desire to see their college athletic team win, and consequently in giving the services to organization for athletic success it may probably cease as well to find expression in the singularly generous giving to the material upbuilding of the educational plants of this country and in the constant striving for perfection of educational facilities.