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students show the greatest weakness. Furthermore weakness in English retards a student in all those courses which he takes which are taught in English. Experi-ments are therefore to be tried to provide special drill for students handicapped in English but otherwise in advanced standing. The Social Science courses deserve special mention, first, because they deal with an area in which the whole thinking and the existing conditions of the country call for stimulus and, secondly, because the courses provide for first hr.nd observation of social conditions and social welfare agencies in Cairo. This is one more area in which American education stresses practical contact with real life as against a mere academic or theoretical knowledge of the subject. The Athletic department has concentrated on intramural activities. The high record was attained of a 95% participation of the student body in these activities. The department is having to reckon this next year with a Government regulation requiring at least students of the Government course to take military training. Both because this proved irksome to the American teacher in charge who was something of a pacifist and because an American has no command of the Arabic military commands and the military drill in Egypt, an Egyptian (fortun-ately a former student) who is a professional physical trainer has been engaged for this work. A study of the Government's military course shows that it is quite innocuous as a means of promoting a war spirit, while it has much to com-mend it as a means of stressing duty to the State, loyalty to the Nation and as a national setting-up exercise fora people not given to physical games. Ethics, Philosophy and Religion come under the Character Training Group, so called because of our desire to emphasize our ultimate aim in teaching these subjects. As many of our Trustees are supremely interested in this phase of the College work, let me say that never in our entire history have we had so much ground for satisfaction in the organization of this part of the work as at the present time. For two years, Mr. Badeau headed up this work. Y1ith his knowledge of both Arabic and Islam and with his practical experience with Moslems in Irak, he attacked enthusiastically the problem of outlining and developing suitable courses for different grades.. Elected Dean, he continued, as his major interest, the promotion of this work. To his leadership were added the keen and discerning and experienced talents of .his successor as Associate Professor of Ethics, Philosophy and heligion - Rev. Harold Boyt Smith, son of a Methodist missionary of North Africa, and equipped, he too, with a knowledge of Arabic and practical experience with Moslems. The detailed report of this department is worth reading. It was my privilege also to have the Seniors three hours a week in this department. "How many converts have you?" asked a stranger. But what is conversion? Is it an instantaneous act or a process? In the sense of baptisms, missions to Moslems have little to record, but in the sense of the creation of changed outlooks, purposes and aims they may claim much. Here I quote what a Moslem in my class who was perversely fanatical when he first came to us, wrote in his paper this year in answer to the question, "That new ideas or conceptions has the course brought to you?" His reply was as follows: "The most valuable thing I got out of the course on 'The Philosophy of Religion' is that I became less fanatic concerning my religion and the religions of other people. Before I came to this school, or rather when I was still in my Sophomore year, I never could stand any discus-sion or philosophyzing about my religion. I held my religion as sacred, final, ultimate and inviolable. By the lapse of years, I was able to cultivate in nay self the spirit of discussion and philosophy. Though I still believe that py religion is satisfactory for me, I no more believe that all other religions are false and untrue