206 KUKAL LIFE IN CANADA 



lectures during the year, and how many of these hours 

 are given to the study of social problems ? 



" Is any attempt made to acquaint the student at 

 first hand with social problems either in the city or in 

 the country ? 



" Would you introduce more sociological study if you 

 had the necessary money ? 



" Have your students asked for additional courses in 

 sociological subjects in the seminary ? 



" Is the student offered special inducements in the 

 form of scholarships, for example, in order that he may 

 take additional sociological work? 



" What is your general opinion of the value of socio- 

 logical training for the theological student ?" 



Of the 184, replies were received from 80. Now, in 

 drawing an inference from this slight response we must 

 recognize that Mr. Stelzle is an outstanding man, a 

 recognized leader. He has the approval of the National 

 Government of his country for services rendered as a 

 mediator in labor disputes. His questions in a field 

 which he has made his own should therefore have been 

 looked upon as of serious moment. They should not 

 have been looked on as an impertinence. And doubt- 

 less they were not. We can only infer that failure to 

 respond was confession of lack and of consciousness of 

 lack. In these 104 seminaries there is doubtless no 

 training whatever in social service. 



Of the eighty from which replies were received about 

 two-thirds were offering some kind of sociological course. 

 But with most of them this meant only the study of the 

 Mission Sunday School, the Rescue Mission, hospital 

 work, and similar philanthropic and religious enter- 

 prises. Should we apply a similar test to the medical 



