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tically into the life of the country. This is important even for the foreigner if he expects to live and work in Egypt. The goal is a knowledge of Arabic for our Col-lege men equivalent at least to that of the fourth year Government course. The teaching of English remains quantitatively our chief burden and pro-blem and task. It represents 118 periods of instruction each week at different levels. The public patronizes us to a large extent in the thought that at an Ameri-can institution the student will have an outstanding o)portunity to learn to speak English fluently and to pronounce it correctly. Yet it is a constant and overwhelm-ing difficulty to enforce English-speaking on the campus, and only through remedial courses can the individual student be caught for correction in grammar and pronoun-ciation. It is a labor of Hercules and unfortunately Mr. Howard is not going to be able to address himself fully to this task because of his duties both as Acting Dean on one hand and as head of the University's cooperation with the United States Armed Forces Institute. No more serious personal problem faces us for 1945-46, that to make provision for Mr. Howard's absence on furlough in that year. The Social Science sequence of studies in the College department has proved very popular and harmonizes with a popular interest in Egypt in social problems. The Government indeed has a special Ministry dealing with social affairs. There is no doubt about the practical usefulness of such studies, but there is a heavy task ahead to make these courses really solid scholastically, scientifically elaborated for conditions in Egypt and academically accreditable. Suaerficial observations and unsound generalizations are the dangers of such a new development in Egypt. The Character Training program of the College received a greet impetus with the arrival of Dr. Harold Smith. I would place foremost among his contributions the more than "200 interviews lasting from fifteen minutes to two hours with over 70 different sutdents" which he reports as having taken glace during even the half year since his arrival. No amount of class teaching or mass meetings can equal in value such personal work. As for the classes taught within this program, ranging from first years of Secondary to the Seniors of the College, details are given in Dr. Smith's report. It must be confessed that for students in the Government course the religious opportunity is very limited and scarcely reached beyond eth-ical teaching save as these students are impressed by the general tone of the in-stitution, the personalities of the Christian staff and the ideas and ideals pre-sented in the Assembly gatherings. For Moslems in the College however, as for Jews and Christians, there is presented historically, factually and sympathetically the story and significance of Christ and His teachings. Dr. Smith remarks of the Soph-omores, "Through the four years I have taught this course I have noted how deeply some of our students, Moslem and Jewish as well as Christians, are impressed by the ethics of Jesus. This year it has been more marked than ever". There are three claims that may be fairly made for the total impact of our ethical, philosophical and religious program: first, that Christianity does get a hearing; second, that religion is lifted out of its usual position of neglect and obscurity to one of importance and relevance for personal and social life; third, that religion is given a spiritual and dynamic content where it had been regarded merely as some-thing formal and conventional. On March 15 the President held aspecial Conference of those related to these religious courses to discuss the religious p&licy and program of the University; it proved to be of considerable value in clarifying and unifying our thinking as to our objectives