eighth grade, and that they were the two youngest pupils of the three grades. They had read extensively, one of them read over thirty books that year. This accounts for their record.

In making the test in the Oklahoma Normal School I did not take into consideration the ages of the students; hence in reworking the material that element is omitted. I give the results by percentages only. In the first-year class the young men ranked 4 per cent higher than the young women; in the second-year class the men ranked 11 per cent higher; in the junior class the men ranked 21 per cent higher; in the middle class the men ranked 20 per cent higher; in the senior class the men ranked 1⁄2 per cent higher. Averaging all the classes, the men ranked 11 per cent higher than the women. In another test, with 31 students not included in the above, the men ranked 3.4 per cent higher. In the highest ten of the lot, 7 were men and 3 were women; in the lowest ten, 4 were men and 6 were women.

In

In the Kay County, Oklahoma, Teachers' Institute, I made two tests on classes of about 30 members each, with about the same number of women and men, nearly all being teachers. the first trial the men were on an average 4 years younger and knew 11 per cent more words. In the second trial the men were 2.6 years older and knew 30 per cent more words. In both trials all definitions were written.

In the Oklahoma County Institute I tested nearly a hundred teachers. I did not take ages, but the men averaged 26 per cent higher.

In the Kansas Normal School, at Fort Scott, in a written test of about 50 students of all grades, the men averaged about 2 months younger than the women and knew 10 per cent more words.

In the Clinton (Mo.) Normal College a test upon about 20 of each sex showed that the ladies were 1 year and 2 months older, and the gentlemen knew 7 per cent more words.

It will be noted that in the thirteen foregoing tests in every case but one, when the age was known, the males were younger; and in every case without exception they knew more words. Now, this does not necessarily settle the question, as the tests were limited; but it indicates something. The tests were entirely fair for both sexes, as they were given to members of the same class or to teachers of the same rank or grade. To most people this will be a surprise; for from the dozens of persons whom I have asked whether women or men know more words the answer has nearly always been in favor of the women. I have not made the sex test upon children under 12 years of age. Some of the records before quoted indicate that the girls of two or three years may know more words than the boys; but in one case it is definitely stated that the boy had not the same advantages. Further experiments may show that with regard to small children my conclusions are not correct. In fact, this may be shown, after more prolonged experiments upon older people, to be true of them also; but I do not think so.

One is likely to inquire why this should be true. This condition may be accounted for from the fact that boys are out of doors more, see more of country and town, hear more, come more in contact with life. The boy asks more questions, reasons and talks more about what is going on in the world, and reads more papers, though he may not read more books. The circle of his reading, thinking, and observation is wider. As before stated, the reason the average girl uses the same superlative adjective on all occasions is that she does not know many others. The girl or woman uses many words perhaps, but not many different words. The proverbial "last word" is often a mere repetition of the "first word.”

The importance of having a good vocabulary has been dwelt upon, and now a few thoughts as to how it can be secured may be of interest. I have known something of every person upon whom I have experimented, and have been intimately acquainted with many of them. I have tried to get at the causes. Among the most important causes, especially with regard to children, is the condition of the home life. Many children grow up in families of the uneducated, where neither parents nor children read, and the little ones hear scarcely 500 different words before they are ten years old. They have seen only the limited section of city or country about their homes. Their known world is but a few miles square. Other children, coming from homes of culture and refinement, have at ten years travelled over ten States and perhaps made a few trips across the ocean. They have books and pictures and papers in their homes. The childhood environment, therefore, largely affects the vocabulary.

Among students I have noticed that those who have a knowledge of Latin generally have good vocabularies. Since the English language has nearly 100,000 words derived from the Latin, this is not strange. The aid of Latin in understanding English constitutes one of the most important reasons for studying that language. Of course, other languages aid also, but none so much as Latin. The study of etymology, word-analysis, etc., help greatly. The habit of reading with a dictionary at one's elbow must not be neglected. When new words are encountered, they should be mastered as to definition, and then fixed in the mind, so that that they will be immediately available when there is occasion. If a word is a sign of an idea, as we have been taught, the person knowing the most words-other things being equal will have the most ideas. We think only in words, and the man who has the most words ought to have the most thoughts. A man without clear definitions of words will likely be without clear ideas. Hence, both clear thinking and clear expression of thought depend upon the extent and accuracy of one's vocabulary.

CLINTON, Mo.

EDWIN W. DORAN.

expressed above seem justified in the light of the past. And no true son of Yale looks for any higher aim than that of fitting himself for service in the pushing, busy life of the present day in the largest and fullest sense. For this his liberal education is a preparation; to this end every detail of his course is directed.

PRESIDENT ARTHUR TWINING HADLEY

day of Yale was determined in accordance with a clearly defined aim.

It will assist both the reader and the intending visitor to understand the Yale of to-day if we look briefly at the Yale of the past. There are really three distinct periods in that history, each depending on the other, namely, the period of the Collegiate "School," the period of Yale "College," and the period of Yale University."

The Collegiate School was organized November 11, 1701, at Saybrook, and the Rev. Abraham Pierson was elected rector. The instruction was to include "the liberal Arts and languages," and the rector had, among other things, to ground the students well in "theoretical divinity," espe cially in the Assembly Catechism and Ames's "Cases of Conscience." During the first winter term little was done: but in March, 1702, Jacob Hemingway came over from East Haven as a freshman. He lived in Rector Pierson's house, in Killingworth, where indeed was the headquarters of the school until the rector's death, "and solus was all the College the first year." For his labors the Rev. Mr. Pierson received twenty pounds.

The institution in those days had no certain resting-place. It was the custom to hold the Commencement at Saybrook, and during the administration of Samuel Andrew (1707-1717) a part at least of the

-"the better training up of youth, that, through God's blessing they may be fitted for public service hereafter either in church or commonwealth.»

With this aim in view, certain Congregational clergymen of Connecticut, on whose hearts the matter lay, presented to the Legislature which met October 9, 1701, the following:

"Several well disposed and Publick spirited Persons, of their sincere Regard to & zeal for upholding & Propagating of the Christian Protestant Religion by a succession of Learned & Orthodox men, have expressed by petition their earnest desires that full liberty and Priviledge be granted unto certain Undertakers for the founding suitably endowing, & ordering a Collegiate School within his Maj. ties Colony of Connecticut, wherein youth may be instructed in the Arts & Sciences, who through the blessing of Almighty God may be fitted for Public employment both in Church and civil State.»

The petition which followed this preamble was granted, and thus the legal birth

finishing their studies with the rector at Milford. Hence began a long feud, growing out of the separation of the two wings of the school. Dissatisfaction was created, by theological strife to some extent, but chiefly by the question of the transfer of the college. To cut a long and not altogether savory story short, New Haven and Wethersfield finally set to work raising money so as to secure the college in competition with Saybrook. Johnson, in his manuscript history of the college, tells us that Saybrook raised £1,200 or £1,400, Wethersfield nothing, while New Haven subscribed £1,500 or £2,000. outcome was that "the Revd. Trustees" were advised to go forward with the college at New Haven, where it has been ever since. This, added to the munificence of Governor Yale, after whom the college was named, had the effect of uniting the parties, and the first building was put up, the library at Saybrook was ordered to be brought to the new location.

The

and all students were in the future to reIceive their instruction at New Haven. The college grew, and with the advent of Rector Cutler (1719-1722), together with increased donations. a prosperous time was looked for; a hope which was doomed to disappointment, for another thunderstorm was at hand. This arose out of Cutler's effort to change the Congregational faith of the school to that of the Episcopal Church of England. The effort failed. Rector Cutler resigned, and he, together with tutor Browne and two ministers, sailed for England to take orders. The trustees accepted the resignation of these gentlemen, and also voted that all officers in the future must assent to the confession of faith in the Saybrook platform, and "particularly give satisfaction of the soundness of their faith in opposition to Arminian and prelatical corruptions."

This early period of Yale's history was full of interest, yet full of struggle. The tuition fee at first was twenty shillings a year, which was raised to forty shillings on the settlement of the Congregational faith of the college, and in 1726 twenty-three scholars graduated. During the régime of Elisha Williams (1726-1739) the same peace and progress was granted to the college. Life at Yale was (as was the time) simple and severe. Board cost five shillings a week ($1.25), and every student was required to read the Scriptures daily

- "yt ye word of Christ may Dwell in Him ritchly & yt he may be filled with ye knowlege of ye will of

self into ye chambers of students nor shall any undergraduate go att Courts elections keeping high days. or go a hunting or fowling [without leave, nor shall any be out of his room after 9 at night, nor have a] light in his chamber after eleven, nor before four in ye morning.»

Prayers were to be at 6 A. M. in summer, and sunrise in winter, and between 4 and 5 P.M. These and all rules the student had to write out for himself on entering college and assent to them strictly.

The memory of those remote times still lingers in the form of gifts and associations which have persisted through all changes. Good Dr. Watts, the hymnwriter, sent Yale all his works, and later a pair of globes. Dr. Daniel Taylor, of London, sent over twenty-eight volumes, asking at the same time for the degree of

EX-PRESIDENT TIMOTHY DWIGHT

God in all wisdom & spiritual understanding."

Among other rules were the following: "No student shall go into any tavern, victualling-house or inn to eat or Drink, except he shall be called by his parents, or some sufficient person, yt ye rector shall except of. . . . No student shall use ye company or familiar acquaintance of a Dissolute person, nor intermeddle with men's business, nor intrude him

M.D., which was granted, though the wags said the signature really meant "Multum Donavit." Every son of Yale, however, treasures a peculiar reverence for the name of Bishop Berkeley, both for his gifts and for the broad spirit which distinguished his attitude toward the college. It is interesting to note that there exists to-day at Yale an association, called the

Berkeley Association, which celebrates the memory of the great philosopher and divine by a special annual service of worship after the Episcopal order. His gifts consisted of books and also ninety-six acres of land in Rhode Island valued at

1

PROFESSOR E. J. PHELPS

£3,000, the proceeds of which were to be devoted to the maintenance of students, upon competition. This property Yale still owns. There is something extremely pleasing in the interest that this staunch churchman took in the Congregational college.

Yale ceased to be a collegiate school and became a college in the technical sense of the word in 1744. From that time till 1887, a period of 143 years, Yale carried on its work under the incorporated name of Yale College. The change took place during the administration of Rector (and later President) Clap (1739-1766). In 1748 he induced the Legislature to give the college Connecticut Hall, which, though barren of all architectural beauty in our eyes, was the finest building in the whole colony when erected. It is now known as South Middle, and until as late as 1817 contained the "buttery," where the student had to buy his cider and beer. It is now used as a dormitory, and as the headquarters of the "Co-op" (Co-operative Society), where members can buy college supplies almost at cost. The old College

Chapel (still standing) was also erected and opened by formal exercises in 1763. It was first heated in 1820.

Under these more favorable conditions the college continued to grow, and, from time to time, to send forth men to fill offices in the "church and civil state."

A rigid system of discipline and subordination was in force in those days, reminding one of the fagging practised in the large public schools in England. A famous example of this comes to our attention in the so-called freshman laws, which lasted till 1804. For example:

"In case of a personal insult, a junior may call upon a freshman and reprimand him. A soph omore in like case must obtain leave from a senior, and then he may discipline a freshman.»

The president used to box freshmen's and sophomores' ears in chapel up to 1760, and such was the awful sense of the personal dignity of his presence, and that of the professor, that all undergraduates were forbidden to wear their hats in front of the president's house, or that of a professor, or within ten rods of the person of the president, eight rods of a professor, and five rods of a tutor. Again:

"A freshman shall not play with any member of an upper class without being asked, nor is he permitted to use any acts of familiarity with them, even in study time. Freshmen are obliged to perform all reasonable errands for any superior. always returning an account of the same to the person who sent them."

Discipline was enforced by means of fines. Thus absence from prayers cost one penny (2c), tardiness a halfpenny; absence from church fourpence (8 cts); two shillings and sixpence for playing at cards or dice or for bringing strong liquor into college; one shilling for doing damage to the college or jumping out of the windows.

We get very few glimpses of the inner life of students in those days, but we find that in 1762 "three were publicly admonished for having a dance at Milford," and a little later "six made publick confession for acting a play at Milford." Toward vacation time we find Yale men doing in those days what they have often done since, going to Long Island on a pleasure trip and belittling Princeton.

Of the curriculum of the college we can only say that it reflected the inspiration of the time, which was chiefly English. In Clap's time it included lectures on civil government, natural philosophy, mathe