Mat 6, 1910] 



SCIENCE 



693 



art; and the values involved in the control 

 over nature and social conditions. 



The child in entering into his heritage 

 of ideas and methods should have the 

 emotional response which the boy has in a 

 primitive community when he has been 

 initiated into the mysteries and the social 

 code of the group of which he has become 

 a citizen. We have a few remainders of 

 this emotional response, in the confirma- 

 tion or conversion and entrance into the 

 church, in the initiation into the frater- 

 nity, and in the passage from apprentice- 

 ship into the union. But the complexities 

 of our social life, and the abstract intel- 

 lectual character of the ideas which society 

 uses have made it increasingly difficult to 

 identify the attainment of the equipment 

 of a man with the meaning of manhood 

 and citizenship. 



Conventional ceremonies at the end of 

 the period of education will never accom- 

 plish this. And we have to further recog- 

 nize that our education extends for many 

 far beyond the adolescent period to which 

 this emotional response naturally belongs. 

 What our schools can give must be given 

 through the social consciousness of the child 

 as that consciousness develops. It is only 

 as the child recognizes a social import in 

 what he is learning and doing that moral 

 education can be given. 



I have sought to indicate that the proc- 

 ess of schooling in its barest form can not 

 be successfully studied by a scientific 

 psychology unless that psychology is social, 

 i. e., unless it recognizes that the processes 

 of acquiring knowledge, of giving atten- 

 tion, of evaluating in emotional terms must 

 be studied in their relation to selves in 

 a social consciousness. So far as education 

 is concerned, the child does not become 

 social by learning. He must be social in 

 order to learn. Geo. H. Mead 



The University of Chicago 



STATISTICS OF FOREIGN VSIVEBSITIES 

 The accompanying table shows the en- 

 rollment during the winter semester 

 (1909-10) at the universities of the Ger- 

 man Empire, at all of the Swiss universi- 

 ties except Neuchatel, and at several of the 

 Austrian and Hungarian universities, the 

 figures having been furnished in each in- 

 stance by an officer of the institution 

 concerned. The division into the four tra- 

 ditional faculties of theology, law, medi- 

 cine and philosophy has been adhered to, 

 no attempt being made to subdivide the 

 last mentioned faculty into the two groups 

 — (a) philosophy, philology and history, 

 (&) mathematics and the natural sciences 

 —represented at most of the institutions 

 in the list. Nor has any attempt been made 

 to provide special categories for dentistry, 

 pharmacy, forestry, agriculture, etc., the 

 custom being to include dentistry under 

 medicine (or philosophy) and the other 

 subjects under philosophy. 



It will be seen from the table that 58,342 

 students were in attendance at the Ger- 

 man universities, 93.5 per cent, of these 

 being men and 6.5 per cent, women. The 

 matriculated students constituted 90.8 per 

 cent, of the grand total and the auditors 

 9.2 per cent. Of the matriculated students 

 96.5 per cent, were men and only 3.5 per 

 cent, women, there being practically no 

 women enrolled in theology and only a 

 few in law, the great majority being found 

 in philosophy. Of the auditors, on the 

 other hand, no less than 36.3 per cent, 

 were women— Gottingen, Greifswald, 

 Konigsberg, Marburg, Rostock, Strassburg 

 and Wiirzburg all having more female 

 than male auditors. Almost one half 

 (49.4 per cent.) of the matriculated stu- 

 dents are enrolled in the faculty of philos- 

 ophy, law coming next with 21.9 per cent., 

 then medicine with 21.1 per cent., and 

 finally theology with 7.6 per cent. 



