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]84 Appendix A Page 4. ment course certificate is the only one automatically admitting to Govern-ment positions. It is unthinkable that we should tolerate the almost total exclusion of our College product from the national political life and leader-ship of Egypt. (2) It is the Government course that gives us our major contact with Egyptians and Moslems. This past year, every single student in the Government course was a bona fide Egyptian, while only 55 per cent of students in other courses were Egyptian. Furthermore, 82 per cent of the Government course students were Moslems, while only 24 per cent of other students were Moslems. eve came to Egypt primarily to serve Egyptians and Moslems and it will not do for us to be turned aside from our central task by the lure of numbers or educational preference and become an educational convenience for foreign communities living in Egypt. (3) A third consider-ation is that as a University we must share in the educational life of the country and make our voice heard in respect to the national system of education. This cannot be done with any appearance of reality if we do not participate in the operation of the Government course to some degree and in some form. For these and other reasons it seems to me that it behooves us not to abandon the course but to resolve to operate it successfully. In spite of many limitations to be removed and problems to be solved in the life of the College, I wish, after a year of intimate association with the administration of the College, to testify . to the solid work and worth of this sector of the University. Picture the influence of 450 periods of instruction every week, during which a personnel of some 30 carefully chosen personalities pour forth the best that is in them of knowledge and idealism throughout a school year, and you get some conception of what the College stands for. While the year yields many discards educationally and in character, yet it yields also numerous lives of whose development and ability we are rightly proud and whom we may count on to carry to circles that we ourselves may never touch the values of a Christian outlook and education. The one new development in the College this year has been the organiz-ing of a journalistic course under the leadership of Mr. Nichols. It will be recalled that during 1936-37, Prof. Spencer of Syracuse University had given us a half year to explore the situation and to outline the require-ments of this course. Returning to America he selected Mr. Nichols to serve for three years in launching a journalistic course and to give time also to problems of student getting. The course has already aroused consider-able interest, but it remains to be seen to what extent there will be a permanent and large field for such training. At present the outlook is very promising and the course brought to the fore several students with real person-alities and of outstanding leadership. With the return from furlough of Mr. Howard head of the English Depart-ment, dramatics, English-speaking campaigns and other departmental activities took on new life. This represents more than, an incident, for the effective teaching of English is basic to the reputation of the College. Why have a College run by Anglo-Saxons, if they cannot teach English. Such is the attitude of the public. In the Social Sciences, the College shared in the University's good fortune in having Prof. John Phelan of Carleton College rendering service during his Sabbatical year. His teaching brought stimulus and fresh view-points to those following his course