the campus. Several institutions located in cities transfer all or a part of their summer activities to a rural location, usually in the mountains, where amid the beauties of nature and in a more salubrious climate study may be carried on under conditions favorable both to health and learning. Rich opportunities which certain regions offered for natural laboratory work in the science field usually supplied the initial reason for the establishment of some of these mountain and lake summer schools.

For 17 years the regular summer session of the State Teachers College of Fresno, Calif., has been held at Huntington Lake, in the Sierra Nevada Mountains, about 75 miles from Fresno.

The Riverside Junior College, Riverside, Calif., holds its annual summer session at the Rim of the World Park, in the Valley of Enchantment in the San Bernardino Mountains, 26 miles from Riverside. The students live in cabins or in tents and cook their meals in their camps or take them at the Park Lodge dining room. In addition to the college work offered, the institution conducts a junior department for boys from 6 to 13 years of age. In this department, called the mountain play school, boys are instructed in various sports, self-defense, campcraft, and horseback riding. Organization of boys into teams and clubs gives them training in leadership. Students of the college department may be parents of the boys registered in the play school who wish to combine cultural opportunities with their summer vacation.

Brigham Young University, in addition to its campus summer school, has conducted since 1922 a summer school on the Alpine region at the base of Mount Timpanogos, the highest peak of the Wasatch Mountains. Established because of the wealth of outdoor laboratory facilities for study and research in the natural sciences which the region offered, this Alpine summer school proved so successful that its work has been expanded to include also the fine arts, literature, philosophy, sociology, economics, psychology, and history. Dormitories for women students, a central dining hall, a central reading room, and a social center are provided.

New York University conducts in addition to its summer schools on the main campus and at the Washington Square College, a branch of its school of education at the Chautauqua Institution, Chautauqua, N. Y., for a period of 6 weeks; a 3-week post summer school session in religious education at Silver Bay on Lake George; and a 6-week summer session at Lake Sebago, Palisades Interstate Park. The courses at all of the summer sessions, except at Chautauqua, carry college credit. The session at Silver Bay was created for the benefit of religious workers attending conferences at that place, who desire to combine study for university credit with their attendance at the conferences. At Lake Sebago, 50 miles from New York City, the

summer session work of the university in physical education is offered. Enrollment at the Lake Sebago camp is open to graduate students and to students in positions of responsibility who can profit most from the work offered. For the 1931 session it was limited to 160 students.

BIOLOGICAL LABORATORIES

Because living laboratory material is most available in summer biological science is taking full advantage of its opportunities. A laboratory for the promotion of research in marine zoology was opened at Woods Hole, Mass., as early as the summer of 1888. Here competent investigators were invited to come and make use of the laboratory facilities and of the ample biological material which the exceptional locality of Woods Hole afforded. Since the opening of the laboratory four other departments have been added: Protozoology, embryology, physiology, and botany. There are also facilities and equipment for research in biochemistry and biophysics. In fact, all kinds of biological research may be undertaken at Woods Hole. At present about 100 universities, colleges, and research organizations subscribe annually to the laboratory. The subscriptions from the institutions entitle them to send advanced students to the laboratory for instruction and investigation. Some institutions offer one or two well-qualified students the privilege of using without expense the facilities which their subscriptions secure. No examinations are held by the laboratory and no regular credit is stipulated for the work done by students, but individual instructors are at liberty to certify on their own responsibility to the attainments of students in courses under their charge. Although the laboratory is open throughout the year, its full facilities are available only during the

summer.

A number of universities now maintain laboratories or stations of their own, to which they transfer all of their summer work in biology. Care is taken in the location of these stations to establish them at points not too distant from the institution and where the best living laboratory material is procurable. Locations on seacoast or on inland lakes are usually selected.

Stanford University carries on all of its summer work in botany, physiology, and zoology at the Hopkins marine station, Pacific Grove, Calif. Emphasis is placed upon advanced undergraduate and graduate offerings.

Indiana University has maintained a biological station at Winona Lake, Ind., for the past 37 years. Students may register for both graduate and undergraduate work, and may enter with the usual college admission requirements.

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The University of Michigan has maintained a biological station on the shore of Douglas Lake, Mich., for 23 years. Courses in botany and zoology are open to teachers of these subjects in high school and college. Certain phases of the work also constitute training for persons desiring to fit themselves to be nature study counselors in summer camps. Both graduate and undergraduate credit is given for the work. A feature of special interest is this station's accommodation of a limited number of independent investigators.

The University of New Hampshire has established its marine zoological laboratory on the Isle of Shoals, about 10 miles from Portsmouth, where unusual facilities for the study of marine life are available. During the summer session of eight weeks both graduate and undergraduate courses are offered and the amount of credit given is determined by the amount of laboratory work the student carries. The University of Pittsburgh has a biological laboratory on Presque Isle, at Erie, Pa. The laboratory is a department of the graduate school and carries on its work in close affiliation with the work of the Erie center of the university. A large part of the credit toward graduate degrees may be earned during the summer sessions at the lake laboratory.

The University of Washington has a field laboratory of oceanography at Friday Harbor in the San Juan Archipelago. Summer courses in marine botany and zoology continue in this laboratory for nine weeks. Physical and chemical oceanography are also emphasized. The courses are for graduate students, but senior students may be admitted with the consent of the director and the professors in charge of the courses. The station also provides a number of private laboratories and tables.

TRAINING FOR OUTDOOR LEADERS

The training of men and women as leaders for boys' and girls' outdoor organizations is a field which has been entered by a number of the higher educational institutions in recent years. Courses offered in the summer sessions are usually of an intensive nature and cover periods of time from 10 days to the full length of the session. Usually the courses carry credit, but sometimes they do not.

Western Reserve University is apparently the only higher institution which has a school devoted exclusively to the training of outdoor leaders. This Nature Guide School, conducted in cooperation with Western Reserve Academy, Hudson, Ohio, is in the midst of a 500-acre farm and forest. The school, although intended primarily for the elementary teachers of the Cleveland public schools, enrolls students from all parts of the country. Sixteen members compose the staff, and enrollment is limited to 150 students. Nature guide

certificates are awarded to those who complete the course of the school. Academic work is given only in the mornings; afternoons are reserved for field trips and group leadership training. A practice class for the prospective leaders is supplied by a group of 35 young girls. A daily schedule alternating rest periods with natureclub activities is arranged for the girls, who are chosen for their social background and their interest in the outdoors.

During the summer of 1931, the University of Michigan offered a 1-hour credit course in scouting, presenting the purpose of the Boy Scout movement and its plan of organization, and the curriculum. The course offered students a chance to take the scout tests and to receive actual practice in scout leadership, or to become directors in summer camps. One unit (swimming and life-saving) of a course training for women camp counselorship was offered the second four weeks of the summer session. One credit hour was given for the course, and those completing the tests satisfactorily received Camp Directors Association awards.

The State University of Iowa offered in its department of physical education for men a course in life-saving and camp counselor watermanship, at the end of which the student took the university life-saving test, or the American Red Cross life-saving test, or the master swimmers and life-saving test. In its department of physical education for women it offered an intensive course for camp counselors, consisting of four units of work-canoeing, swimming, camp craft, and camp education-each carrying 1 unit of credit.

At its Lake Sebago camp, New York University offered a course in the organization and administration of camp-fire programs. The course was designed to prepare young women for positions with the Camp Fire Girls as local city executives.

Boston University offered a scouting course, for training leaders of boys, which consisted of a combination of lectures and practical scout and camp work.

A scout master's course, consisting of lectures and field trips, given two days of two week-ends, was offered by Clemson Agricultural College, Clemson College, S. C.

The Department of Boy Guidance of the University of Notre Dame, in cooperation with the boy life bureau of the Knights of Columbus, offered a 10-day course in the principles and technique of boy leadership. The course was open to all men students in attendance at the summer session without additional fee. It was designed primarily for priests and laymen who expect to direct boys' activities or to act as members of committees sponsoring boys' work. Ohio University offered a course in essentials of scout leadership, to prepare women as Girl Scout leaders. The course carried two hours of credit.

The Utah State Agricultural College gave a 1-week course in Girl Scout leadership, for which one credit was allowed.

State teachers colleges at Alamosa, Colo., Mayville, N. Dak., West Chester, Pa., and La Crosse, Wis., and the Northern Normal and Industrial School at Aberdeen, S. Dak., and Tuskegee Normal and Industrial Institute (for Negroes), at Tuskegee, Ala., also offered courses in training for scout leadership.

The University of Porto Rico gave a 1-credit course in the elements of scoutmastership, comprising lectures and practical work. The purpose of the course was to give a general knowledge of the aims and content of the Boy-Scout program, with stress on the methods which can be used to teach the program to boys.

The University of Hawaii offered a Girl-Scout training course designed to furnish instruction to any student desiring information on leisure-time programs for girls.

MUSIC AND ART

Summer sessions are paying more and more attention to the subjects of music and art. The credit courses in these subjects are being supplemented by offerings which do not form a part of the work of the regular school year. A number of institutions offer, in addition to regular courses in music, opportunity for any student who so desires to participate, without charge, in a chorus or orchestra, membership in which is open to all summer-school students. These organizations study selections from the best choral and orchestral works. Rehearsals held once or twice a week prepare for one or more public concerts during the session. For such participation some institutions give academic credit but in general the work is offered for its cultural and pleasurable value.

During the 1931 summer sessions, choruses or orchestras, or both, were features at the following institutions: Western Reserve University, Ohio University, St. John's University, Miami University, Furman University, University of Wisconsin, Smith College, Skidmore College, Southwest Texas State Teachers College, Milwaukee State Teachers College, and Morgan College (for Negroes).

The University of Minnesota held in 1931 a 6-week round table in music and dramatic arts. The sessions in art were designed to bring together from 50 to 100 men and women responsible for dramatic productions in the Northwest schools and colleges.

Illinois Wesleyan University instituted a number of special features in the music and art departments; melody-way classes in piano for children 8 to 14 years of age, and in violin for children 6 to 15; a theory class for high-school students; a children's orchestra; a wood wind ensemble for high-school students; summer-session or