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89 supreme and only reason there could be for quitting, namely, that the task has been accomplished, is not yet even upon our horizon. By dl means let plans and policies, our attitudes and the spirit of our approach be reviewed, but let us not waste time or give place to doubt by questioning the basic duty of going on making accessible to the rising generation of Egypt and Moslem lands the living streams that flow from a knowledge of Christ . If it cannot be done in une way, let it be done in another. With this distinction clearly before us, I would endorse the importance of a fresh appraisal of our program. This is the more appropriate for us be-cause the University is just now at the cross-roads in respect to its program for the removal of the College to the suburbs. For this department as for the whole institution the c,.uestion needs to be asked, "What kind of an institution do we wish to develop?" I venture now to discuss a few of the major problems facing us at this time. Already we have developed four departments: A College of Arts and Sci-ences, a School of Oriental Studies, a Division of Lxtension, and a Department of Education (or Teaching Training). The last two units seem to t . ve found a warm reception in the mind of the public; they have attracted a gratifying con-stituency for their support end offer reasonable hope for further development within the limits of our financial resources. In connection with the other two departments, the College and the School of Oriental Studies, there is a feeling that further adjustments are required if our ideals for them are to be realized. In the case of the School of Oriental Studies the diminishing stream of mission-ary recruits sent out by the various missions has reduced the enrollment of those whose training constituted our primary object. The enrollment of comi,ierciE l and diplomatic students helps temporarily to maintain the School, but the basic prob-lem remains of how we may enable the School to fulfil its original purpose of being a Christian School of Religion, not merely for the training of Christian workers in the Moslem world, but also as a center of religious research to which Moslems as well as Christians, inquirers as well as workers, may come who wish to explore the sources of religious truth and knowledge in a judicial and scholar-ly way and in an atmosphere of sympathy and tolerance. In the case of the College, the problems have been more complicated and baffling. Several years of experimenting with various types of education have led us to the operation of three distinct courses: A Government Secondary course taught mostly in Arabic; a six year course leading to the London '"atriculation Examinations and taught in English. Both these courses reach up to an educational level approximately equal to the completion of Freshman Year. The third course is the Senior College course of three years, leading to the B.A. degree. Great credit is to be given to Dean Galt for the careful study of educational conditions which has led us to the adoption of these courses, each of which makes appeal to a special constituency: the Government course largely to those whose eyes are set upon Government service; the London Matriculation course with its British values, some of which get recognition also in Egypt; the senior College course with its lure of a higher degree, even though Egypt officially grants it little if any recognition. Nevertheless there is a deep seated feeling that the College ha s not yet gained for itself a secure place nor yet succeeded in giving a sufficient-ly distinctive training as to challenge wide interest. And this is in spite of heroic efforts on the part of its staff and repeated experimentation in various directions. To be sure in Cairo and Egypt we are at a center of unparalleled competition. Here are English schools, which can make greater claims then we can in respect to a British education. Here are the strongest of the Govern-ment schools, which far outshine us in respect to passing students in the Gov-ernment exaDinations. The Senior College course is indeed distinctive but on the other hand its value other than cultural is accepted to such a limitedde-gree in Egypt that the stream of students taking it is a mere trickle