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THE UNIVERSITY
IN A CHANGING WORLD
being a report of the
Tenth Annual Conference
held from Aug. 31st to Sept. 9th, 1931
at Mount Holyoke College, Mass., U.S.A.
INTERNATIONAL STUDENT SERVICE
13-14, RUE CALVIN
GENEVA, SWITZERLAND
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OUNT Holyoke College is one of the leading women’s colleges
in the United States, perfectly situated in the Connecticut
valley in the heart of the New England State of Massachussetts.
It is just about to celebrate its centenary and has an enrolment of
a thousand students drawn from all parts of the country. At the
end of the summer holidays the President, Dr Mary E. Woolley,
well known for the advanced position she has taken on women’s
educational questions, opened the doors of the college to the Tenth
Annual Conference of International Student Service, when two
hundred and forty students and professors met for nine days to
study the theme—‘The University in a Changing World”. ‘This
was the tenth in a series of conferences held in Czechoslovakia,
Hungary, Germany, France, Yugoslavia, Switzerland, Austria, and
England to strengthen the links between students of all countries,
and to gain closer collaboration between the universities of the world
with regard to the social, international, and interracial problems
facing the younger generation today.
Why America? There is nothing haphazard in the choice of the
country where I.S.S. holds its annual conferences.
Very strong motives lay behind this year’s choice and the decision
to bring about sixty Europeans across the Atlantic and assemble
this conference in the United States at a time of such financial
stringency. In the early post war years, when I.S.S. under the
name of European Student Relief appealed to the whole student
world for help in the rebuilding of the university life of Europe, the
students of America rose magnificently to meet that need, and a
conference of [.5.5. in North America in which a large group of ©
American students could participate was almost overdue. But
there were profounder reasons too. It is abundantly clear to all
students of world affairs that no satisfactory solution can be found
to the industrial, social, and international problems of today until
America’s permanent collaboration in international affairs is secured.
In the preparation for this a vast amount of education must be done
to get the facts fully before the American public, and in this task
first responsibility lies with the universities. And further, there
is danger ahead in the growing anti-American prejudice and mis-
interpretation current not only among the masses but also among
the intellectual classes in Europe. It is hoped that the European
delegates to this conference, with the opportunity it has afforded
them of seeing and judging for themselves, will take back a sounder
idea of American civilisation and of the tremendous contribution
America is making in so many fields towards the building up of
better social conditions, and that they will be able to do something
to create better feeling and understanding wherever they go.
Our American Hosts. It is hardly possible to do justice to the
magnificent work done by the American
Co-operating Committee of I.S.S. in preparing and carrying through
this conference, and to the unforgettable hospitality of Mount
Holyoke College. The American Committee, with A. B. Trow-
bridge as chairman and Margaret Quayle as secretary, has been in
existence only a year and a half and has already built up an exten-
sive programme and provided generous support for I.S.5. work.
They are to be congratulated on having made possible one of the
best conferences I.S.S. has ever held. This honour is shared by
the President of Mount Holyoke College and her band of thirty-
four students who gave up ten days of their summer holidays to
place themselves entirely at the disposal of the conference. After
waiting at table for all meals, helping to run the conference office
and the thousand and one things that always have to be done
behind the scenes, driving delegates around in their cars at any
hour of day or night, they were always glad to sing their college
songs which delighted everyone. The publicity work was very
ably done by Miss Mary B. Brady of the Harmon Foundation and
her helpers.
Delegates. This was one of the most representative conferences
I.S.S. has ever held. There were delegates from Aus-
tralia, Austria, Belgium, Bulgaria, Canada, Ceylon, Czechoslovakia,
Denmark, Estonia, France, Germany, Great Britain, Hungary,
India, Iraq, Japan, Latvia, New Zealand, Poland, Roumania,
South Africa, Sweden, Switzerland, Syria, Turkey, Ukraine, United
States of America, Uruguay, and Yugoslavia. In addition, Albania,
China, Greece, Mexico, Persia, Philippine Islands, Soviet Russia,
and Spain were represented by students who are at present studying
in the United States. The largest delegation was naturally that
of the entertaining country : it was representative of all types of
college and numbered about eighty. Canada with a very represent-
ative delegation of 17 including for the first time French Canadians,
Great Britain with 15, and Germany with 18 came next.
Opening. A large part of the success of this conference is undoubt-
edly due to the very able chairmanship of Dr Arnold
Wolfers, Director of the Hochschule fur Politik (School of Politics),
in Berlin. The delegates were welcomed on the first evening by
Mr. A. B. Trowbridge on behalf of the American Committee, by
Dr Mary E. Woolley, President of Mount Holyoke College, and a
Vice-Chairman of the Conference, and by Dr Stanley K. Hornbeck
of the Division of Far Eastern Affairs of the United States Depart-
ment of State. On the second day business began in earnest.
The first part of the programme was devoted to the exposition in
addresses of the theme of the conference—the place of the univer-
sity in the changing world of today—and to discussions of those
addresses. With this background the conference addressed itself
for the last three days to work in four commissions on the activities
Of LSS.
Dr Walter Kotschnig, General Secretary, in his opening address
gave a broad survey of the scope and work of I.S.S, and challenged
the universities to face their tasks in the light of the realities of
today. To have staged a large conference at such a time of econo-
mic distress places a very heavy responsibility upon I.$.S. Never
was there more need, however, for the students of the world to
stand together. More and more students are demanding that the
university be concerned not only with specialised technical and
professional training but with helping to develop more harmonious
human relationships, both social and international. The Depart-
ment for Cultural Cooperation and International Studies is fighting
purely emotional sentimental internationalism as well as over-
emphasised nationalism. In the social field steps are being taken
to break the monopoly possessed by the wealthier classes in regard
to university training. The work student idea, the work colonies
and camps, the student-in-industry and the student-in-the-village
groups are means by which I.S.S. hopes to strengthen the feeling
of social responsibility and the knowledge of social affairs. These
problems lead up to the more general field of university reform.
The discussion showed that there is wide consensus of opinion
in regard jto the aims of L.S.S. and to the problems in which
students all over the world should be interested. Doubts were
raised as to the practical possibility of effecting university reforms.
It was clear that 1.5.5. could not stand for any one particular reform
programme, the situation differing too widely from country to coun-
try and the views in every country diverging at all points. What
I.S.S. can do is to awaken the interest of the student, to bring about
intelligent discussion among opposing groups, and to co-operate with
other bodies in making developments in every country known to the
students of other countries. Great interest was shown in all mat-
ters concerning the place to be given to the intelligent industrial
worker in the universities and colleges.
wmmte: Weeowcs
American Civilisation. An attempt was then made to describe the
world in which we are living by a series of
addresses contrasting first the background of American and Euro-
ean civilisations and then the crisis of the West and of the East.
An “Analysis of American Civilisation”, given by Dr William Allen
Neilson, President of Smith College, was intended to introduce the
non-American delegations to the culture and life of the country
they had come to visit. President Neilson, though taking a very
frank and critical attitude in regard to many sides of the political,
social and educational life of his country, laid his finger on many
prejudices held by the foreigner about the United States. He made
it clear that civilisation was not restricted to the intellectual sphere
of art and science ; the constitutional system, the economic insti-
tutions, and the educational achievements must also be taken into
account. In comparing American and European colleges and
universities he emphasised that in the United States one million
students, that is ten times as many as in any other country compared
with the number of inhabitants, were acquiring university training.
Evidently the standard throughout could not be expected to be
consistently high.
The plenary discussion took up those sides of American public
life which were being most severely criticised abroad. ‘The Ameri-
can students declared themselves unable to give any general
statement or judgment in regard to prohibition and its effects on
public life. It is impossible according to them to comprehend
fully so complex a situation without long and comprehensive
studies.
American and European Universities. ‘‘ The American and European Con-
ceptions of the University” , were
treated respectively by Dr Henry Noble MacCracken, President of
Vassar College, and Abbé Joseph Grémaud of the University,of Fri-
bourg, Switzerland. Dr. MacCracken’s address appears in fullin this
number. The main points raised by the discussion of these two addr-
esses were the working of student councils, the differences between
college and university, the workers’ colleges and their influence,
the problem of state contro! and interference, the significance of
religious organisations controlling some American colleges, the
difference in standard of university degrees from country to country
and university to university, the extent of military training in
American universities, and the amount of research work carried on
by the teaching staff. The similarity between the European and
American universities in spite of many differences was summed up
as follows : both the American and European universities are faced
with the problem of the relation of the practical with the theoretical
sciences, with the problem of the synthesis of knowledge, with the
danger of specialised professionalism, with the problem of the
over-production of intellectuals, and with the problem of the part
eA ae
iy
which the student must play in the shaping of the university curri-
culum and affairs.
European Civilisation. Professor C. W. Guillebaud, Pro-Proctor of
the University of Cambridge, speaking on
‘The Power of the Past and the Realities of To-day”, gave a
most elaborate picture,of Europe in its great variety of culture and
historic traditions. He began by giving an outline of European
history in the last centuries, outlining the social, economic, political,
and educational structure of mediaeval feudalism, of the new
national states after the Renaissance and Reformation, and of modern
19th century Europe. Having shown the main features in the
evolution of European civilisation he went on to show the differ-
ences between Italy, Germany, France, and Great Britain, pointing
out the characteristic features of each and explaining them as the
result of their historic development. The tradition-loving English-
man, he said, wishes to be sure before he changes his methods that
he is moving in the right direction. Professor Guillebaud laid
emphasis on the fact that in the present age political issues were
falling into the background. Modern domestic politics is almost
entirely a question of economics : war between classes is becoming
more and more acute.
The Crisis of the West. Dr Arnold Wolfers was asked to deliver
an address on “The Crisis of the West”,
specially in the sphere of economics and politics, the intention being
to help the American student to realise the gravity of the situation
in Europe and the need for American co-operation to overcome the
difficulties. In his first address he treated what has been called
“the crisis of capitalism”. We are passing through what is known
as a depression in the business cycle. This depression is deepened
by the effects of the war expressing themselves in the breakdown
of government finances in many countries. Even if this depression
should be overcome there remains the deeper crisis of our economic
order as a whole. Proletarian opposition and revolt has gone on
even in times of prosperity. The same will happen with the severe
criticism and dissatisfaction now arising in large groups of the middle
class and particularly amongst students. Both the efficiency and
the social justice of capitalism is being questioned. Reparations
and Interallied Debts are giving the impression that whole nations
are being submitted to the dictatorship of big bankers and private
finance. Soviet Russia is a new challenge. Students are not
becoming communists. Jhey know that it would mean an end to
Western civilisation if the despotic rule of a centralised bureaucracy
as it exists in Russia were to be accepted. They are hoping for a
system uniting the benefits of communism and capitalism. The
existing semi-capitalistic system of “interventionism” in the two
forms of social democratic government interference in industry and
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of national protectionism and monopolism are in a crisis too ; the
dangers and limits of interference both for social and for national
purposes have been demonstrated in the present depression. New
ways must be found. The student will not put up with the idea
of profit-making as the sole motive in industry. He wants the
government to be more powerful than any one private group and to
interfere intelligently and with far-sighted plans where there is
social injustice and where national independence is threatened.
In a second address Dr Wolfers dealt with the crisis in the rela-
tions between European nations. He apologised for treating the
subject from a German point of view, for however much one may
wish to be objective it is impossible to remain completely neutral
in these matters. Nobody would wish to have back the pre-war
system of absolute independence of sovereign states : if the ties
between the Western nations, viz., the League of Nations, the Kellogg
Pact, and the World Court are being severely criticised, it is not
because of their being a hindrarice to national development but
because they are not found to be efficient. In one important
respect, however, we have fallen below the pre-war state of things.
Then there was equality at least among the Western powers : today
there is inequality between those who won the war and those who
were vanquished: This is shown most clearly in the position
regarding disarmament. The nations suffering from inequality are
dissatisfied and are living in the hope of peaceful change. Here
we are at the heart of Franco-German difficulties. France fears
any kind of change. To her the present order is a sacred order
for which she isresponsible. She builds up armaments and alliances
to secure peace and order, thus embittering more and more the
nations that are dissatisfied. It is a vicious circle. Fear and
armaments leading to passionate nationalist revolt and then to
more fear. The Anglo-Saxon countries are not willing to guarantee
the present status quo. They are right in saying that military
alliances even though they may take the form of international
measures in the name of peace must necessarily in the long run lead
to new disasters. Moral support to any just cause is all that can
be pledged in advance. This is not sufficient, however, to break
the vicious circle. There is great need for disinterested mediation
in a mind sympathetic to all parties and directed by a constructive
spirit such as America has shown in Wilson's idea of the League,
in the Kellogg Pact and the Hoovermoratorium. Mediation alone is
not sufficient. The nations which still have resources must step
in with new and additional sacrifices. Europe cannot find a way
out of the vicious circle as long as the terrible burden of Debts and
Reparations and the difficulty of finding new markets make for
social unrest and despair. The danger zones in Europe are a threat
to the whole world. The United States in their own interest must
continue in the spirit and the path of the Hoover moratorium and
must go much further.
oe
The discussion brought out some of the difficulties in regard to
changes of the political order. The question of the Polish Corridor
was referred to by both Polish and German delegates, showing how
important and valuable it would be for 1.S.S. to organise a Polish-
German Conference when the ground has been carefully prepared.
Some speakers insisted that the student should not stand apart
and merely look on in an intelligent way while classes and nations
were in conflict ; he should moreover take a definite stand and join
the ranks of those whom he believed to be fighting for the better
cause. Some speakers made it clear that in their opinion the place
for the student was on the side of the labour movement fighting
for a new economic order. Delegates from the Near East and from
South America explained to what extent the crisis had affected
their countries.
The Crisis ef the East. Dr S. K. Datta spoke on “The Crisis in the
East”, restricting himself specifically to
those Eastern countries which may be included under the general
term “‘ Asiatic Asia’. Thecommon characteristics of these countries
are first, that their ancient and almost immutable civilisation was
built upon a rice economy because of the fact that they were subject
to the annual inundations of the monsoon, second, their civilisation
was largely moulded by Buddhism, third they are increasingly
becoming a sub-economic area, and fourth they all have enormous
populations. Dr Datta dealt at length with the problems resulting
from the impact of the capitalist system on these countries, brought
about largely through the instrumentality of colonial England.
The outstanding feature of this contact he found to be the growth
of nationalism, which in the case of Japan has resulted in the crea-
tion of the nation state, though the other countries have not yet
reached that stage, being still regarded as the object of exploitation
by Western colonial powers. Nationalism in these countries has
passed through various stages, cultural nationalism, economic
nationalism, and in the case of Japan imperialistic nationalism.
Nationalism has succeeded to a certain extent but it is doubtful on
looking into the future whether it will continue to hold people
together, especially under the stress of economic inequality. Ano~
ther result of this capitalistic contact has been the erection of a
facade of class. A bourgeois community has come into being which
includes the professional classes with modern education, the mem-
bers of the administration, the merchant, the banker. This class is
distinctly modern and tremendously strong. Every year thousands
make the attempt to enrol themselves in this class through
the medium of the colleges and universities. This attempt to pass
from a rural to an urban civilisation cannot possibly be extended
indefinitely since the economic development of the great rural
masses, the real builders of wealth, has been so completely retarded.
Hence the phenomenon of intellectual unemployment which is
7
such a marked feature of both Japan and China. Further, the
peasant classes in these countries of Asiatic Asia have themselves
been overtaken by a crisis, their fundamental problem of a growing
population has not yet been solved. It results in the increase of
the number of agricultural holdings and of agricultural labourers.
One other factor is operative, namely, the dominance of an urban
economy over rural population, with the result that the whole,
problem of livelihood in rural areas has become acute.
Dr Datta’s final word was that he was unable to subscribe to any
doctrine which would hold that in the final analysis the solution,
or even the conflict, is in the economic realm. The controversy
is whether the individual was meant to be free, and, if so, around
what his autonomy is to be centred. The peoples of Asiatic Asia
have lived in terms of a theocracy where the individual was the
agent of distant and divided forces to whom submission of the will
was a necessity. The political and cultural ideas of England freed
the human mind from the ancient restrictions, and made men believe
they were now free. The words and terms of democracy were
eagerly absorbed. Men hoped to find in parliamentary institutions
an expression for their newly-found freedom ; but under the stress
of a modern age they are now asking themselves whether they are
really free or not. The new scientific and economic determinism
raises in their minds the gravest questions. The malaise which
has so suddenly overcome the younger generation arises from the
fact that within a century men have passed from a theocracy to the
liberalism of freedom, only to find themselves once more enslaved
by the new determinism.
Negro Art and Negro Education. One evening was devoted to Negro Art
and Education. First an address by
Dr Alaine Locke, Professor of Philosophy at Howard University,
on “The Negro in Art” was read by Miss A. M. Arnold, owing to
Dr Locke’s enforced absence. Dr Locke showed the development
from the great instinctive art of the first generation of slaves to
the third generation of deliberate and formal artistry which since
1917 has been on the scene. Negro life with this generation has
found a new spiritual dynamic which has been called the Negro
Renaissance. Prejudice and proscription, though a great economic
and political handicap, isolated the Negro somewhat from the
powerful materialising and standardising process of American life
and have thus preserved the Negro sense of solidarity and with it
whatever peculiar folk-values there were, emotionally and spiritually
intensified by suffering.
Dr John Hope, President of Atlanta University and Moorhouse
College, spoke on ‘‘ Negro Education in the United States”. He
showed the enormous piece of work that had been done to educate
the Negro in the last sixty-five years, before which he was not
allowed to write or read or know anything about democracy and
RA Nec
government except what he experienced as a slave. Education,
however, is not a matter of schools and colleges only. The young
Negro who is getting school and college training still lives in an
environment of discrimination and race prejudice which has its
inevitable effect upon him.
The Student in Public Affairs, The discussion on‘‘ Youth in the Modern
World” was opened by an address
from Mr Alexander Langmuir of Harvard University. He bitterly
criticised the lack of interest which American students show in
foreign affairs. He questioned whether the efforts of I.S.5. to
arouse such interest could be of any use. The model League
Assembly and the Liberal Clubs have tried to do it. They may
have had some small success in women’s colleges but nothing more.
Even in matters concerning his own government the student in the
United States is shockingly ignorant. It would take actual suffer-
ing to wake him up and make him realise the responsibility he has
in the field of politics. Other speakers stressed the point that
politics in America were regarded with a good deal of contempt and
did not tempt the interest even of a student who wishes to serve his
community. The chairman pointed out that in Europe also the
large majority of the students were almost totally ignorant of
foreign affairs. Whilst being interested in party politics they were
on the whole unable to get away from popular slogans. The prob-
lem is not to get ten thousand students concerned about the
Polish Corridor or Disarmament, but to gather together in every
college that small group of perhaps a few dozen who may some day
be called upon to take an active part in world affairs. The Ameri-
can delegation agreed that the I.S.S. was in a peculiarly favourable
position to form such small groups and help them to educate them-
selves in the field of politics.
Mr Ernest Galarza of Mexico gave a brilliant address on the stu-
dent in South American universities. He too wished the student
to be better trained for the active part he is called upon to take in
public affairs. The fault lies with the universities which were
designed by past generations primarily for the provision of tech-
nical and professional training.
Students and Politics. Two groups discussed in a practical way
the two subjects—‘Students and Politics”,
and ‘Students and Race”. In the “Students and Politics” group
the first speaker was Dr Kotschnig who showed that in Europe, in
many instances, the students had become too much involved in
politics often of a merely emotional character, whilst the problem
to be faced in America is the lack of interest and the indolence of
the student in regard to public affairs. The second speaker,
Mr Gallagher, in a passionate address showed how great was the
need for the American student to offer his service in public affairs,
ext i! Ae Ree
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citing the suffering and misery among the American working class
population. He expressed the opinion that I.S.S. should stand for
a radical or socialist programme, thus paving the way for a new party
in the country. The discussion revealed that there was scant
sympathy for the idea of I.S.S. binding itself to any one platform.
I.S.S. can best serve all groups and parties by arousing the interest
of students in public matters and by developing methods of increas-
ing knowledge in foreign and social affairs.
Students and Race : Europe. In the “Students and Race” group
there were two speakers to introduce
the discussion—Mr James Parkes of I.S.S. speaking on the
situation in European universities, and Miss Marion Cuthbert,
former Dean of Women of Talladega College for Women, Alabama,
who presented the American situation, centring on the Negro
question.
Mr Parkes, stating that the basis of popular race theories is always
political, and not, as might be expected, either scientific or biolo-
gical, traced the theory of inherent racial superiority of certain
groups from earliest times and its development in various countries,
showing how its application differed with the political situation.
The results of the admission of the existence of superior and inferior
races have brought consequences all too well known. It is doubt-
ful if superior and inferior races exist. There are different civili-
sations built around one or several more or less distinguishable types.
The problems involved in the contacts between these groups are
matters of religion, history, tradition, and even climate, but not
of biology or race. Mr Parkes gave a vivid picture of Europe con-
fronted as she is with many of these different civilisations and tra-
ditions within her internal structure and in her world relationships.
In extra-European relationships the three main examples are Indian
students in Britain, Indo-Chinese in France, and Javanese in
Holland. There are also Chinese and Egyptians in Europe. These
groups throw back at Europe the political imperialistic nationalism
which she has taught them, and they are met by apathy or more
often violent hostility and return to their homes greatly embittered.
Within her own borders we come immediately to the grim story
of minorities. Europe is perplexed, wandering between two worlds
—the one connected with the Machiavellian idea of the state, the
other with the idea of the community and self-determination—two
ideas which are mutually incompatible. After the war groups
in different countries, fired with enthusiasm proceeded to build
up an independent cultural existence. Europe is struggling to
maintain the richness and diversity of her spiritual inheritance
against intellectual cosmopolitanism, materialistic socialism, and
economic standardisation. The real tragedy is that by discrimina-
tion against minorities, by chicanery, by violence and persecution
the spiritual ends are imperilled. The solution may be partially
ins TO cae
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supplied by political security and economic prosperity, but they
themselves can only be secured as the natural idea of the community
is substituted for the artificial one of the state.
A spirited and consistently courteous discussion followed on the
situation in the European universities, centring around the Jewish
question. It was carried on mainly by the leaders of the Zionist,
Polish nationalist, Austrian, German nationalist, and Catholic
student organisations, with participation of a few Americans and
others.
Students and Race : America. Miss Cuthbert, with great frankness
and commendable restraint, dealt with
the position of the Negro in view of the two dominating factors
in American life, exclusiveness and competition. A new people
evolving in a new country creates class distinctions at the expense
of certain groups, and the Negro suffers because “‘if you have a
top you must have a bottom’’, and, “the opposite of white is black”’.
Tracing the history of the Negroes in America and the different
suggestions made as to how to deal with them after the Civil War—
Liberia, segregation in U.S.A., segregation in American cities, the
hope that they would die off, or machine guns—Miss Cuthbert went
on to ask whether, as the Negro must stay in the United States, it
was going to be possible for him to stay with security. ‘“‘ No jobs for
Negroes until every white man has a job” had been the slogan in
some places in the present unemployment crisis. The serious effect
of his enforced position on the Negro himself has been to change his
character in certain marked directions—his religious experience and
conviction is passing, he is losing confidence in God, his loyalty to
the white man is disappearing, and there is a growing belief that
only in something which the Negro can do himself can he find sal-
vation. Our concern is with those who will lead these twelve mil-
lion and with what they are going to do with Lincoln’s word—
‘All men are created free and equal”—in face of the fact that the
Negro cannot become a part of the community. It is certain
that the Negro is going to bea part of any social uprising in America.
One tenth of the population finds it almost impossible to live in the
United States. Student groups are seeking a solution to this terri-
bly difficult problem and the last ten years have seen the beginning
of change through Negro and white students working at it together.
Commissions on the Practical Work The conference came to practical
of I.S.S. business when it divided up into
four commissions to study and
make recommendations regarding the work undertaken by [.5.S.
The following summarised reports give the main lines of the
discussions and the recommendations submitted to the L.5.5.
Assembly, which met immediately after the conference.
Commission I. University Problems.
I. Summary of the discussion on the American and European
Conceptions of the University.
The commission, finding the variations of systems and practice
within the different universities in the European countries and in
the United States of America so great as to make generalisation
difficult, outlined certain broad contrasts. ~The American univer-
sity, the commission’s report says, may be described as an adminis-
trative organisation for the specific purpose of providing higher
education towards practical ends and designed to raise the general
level of culture throughout the nation. Inspite of many differences
of organisation and scope European and American universities have
also much in common. For example, both are faced with :
a. The problem of the proper relation of the practical and applied sciences
to the abstract and theoretical sciences.
6b. The problem of preserving the universality of knowledge and of relating
different branches of learning to one another in a common synthesis.
c. The danger of exaggerating specialisation which threatens to lower
certain branches of university work to the level of mere technical in-
struction.
q, The problem of over-production of university graduates in excess of the
community’s existing capacity to absorb them in appropriate work.
é. The problem of the part that the student must play within the university
both in regard to personal contact with the members of the teaching
body and to the shaping of the university curriculum and other matters
affecting the interests of students.
f. The problem of the wider relations of the students to the whole body
politic, and to the need for intellectual leadership in the community
based on a real understanding of social and political realities.
g. The extension of university culture, through the organisation of suitable
extra-mural courses, to manual and other workers, so as to achieve an
educated democracy capable of utilising wisely its increasing leisure
hours,
2. Relation between students and members of the teaching body.
The commission received a great deal of evidence testifying to
the recent extension of student collaboration and responsibility
in university administration, both in Europe and the United States
of America. The commission, welcoming this tendency, recom-
mends that steps be taken to bring these facts to the notice of uni-
versities generally.
3. LS.S. collection of material on university problems.
Some of the recommendations on this point are :
a. The commission warmly commends the work of the University Research
Department during the past year, and in particular approves of the
initiative of the department in preparing a symposium on ‘‘The Univer-
sity in the Modern World’’, and expresses the desire that the national
co-operating committees and corresponding members of I.S.S. should
collaborate in the most effective manner possible in promoting discus-
sion within the universities on the general conception of the university.
It recommends for this purpose the formation of study groups and local
conferences in the universities to discuss the problem on the basis of
the information collected in the symposium.
b. The commission recommends to the department to collect information
bearing on reform movements and would welcome the communication
to the department of information by any who are specially interested
in this matter.
c. The commission, recognising the immense importance of vocational gul-
dance of students, warmly approves of the action of the University
Research Department in arranging for the preparation of a book on voca-
tional guidance. It recommends that I. S. 5. should continue to pay
close attention to this problem and should endeavour to act as a clearing
house for information in regard to it.
4. Inquiry into unemployment among university trained students.
The commission heard much evidence concerning this problem
and was impressed by its importance and urgency in a number of
countries. The commission strongly recommends the convening
of a conference of experts in’1932 to investigate and report on the
whole subject.
5. University Weeks.
The commission approves the proposal to organise where pos-
sible « University Weeks », during which an attempt will be made
to bring before the university constituency and the outside world
some of the most urgent problems of university education today.
It attaches considerable importance to this proposal as a practical
scheme which I.S.S. is peculiarly competent to initiate.
6. Student Journalism.
The commission emphasises the importance of raising the intel-
lectual and literary standard of student publications.
Commission II. Student Self-Help and Co-operative Organisation
and Social Service.
The commission received full reports of work in hand or projected
in Bulgaria, China, Wales, and South Africa, and received invitations
for the opening of work in the Baltic countries and in Spain. Miss
M.B. Brady of the Harmon Foundation asked I.S.5. to consider the
organisation of a small international loan fund and offered co-opera-
tion in the matter. Interesting reports on work colonies in Swit-
zerland and Germany and on the camps of students and workers
in Germany were received, and the participation of students in
organisations for adult education was recommended. Regarding
Social Service activities the following recommendations were agreed
upon :
a. That the Geneva office consider the promotion of student work colonies
and camps as one of its major tasks, and that it be the training centre
for leaders of such colonies and camps and circulate information regard-
ing them.
6. That the Geneva office serve as a central agency through which the
participation of foreign students in any Camp or colony will be assured.
c. That a small committee of experts should be formed to study and
exchange experiences in regard to the economic and financial organisa-
tion as well as intellectual values of work colonies, work camps, volun-
tary labour groups, etc.; this committee to work in collaboration with
the Geneva office.
d. That I.S.S. prepare a conference of representatives from agricultural
countries to be held in Rome in 1932 in co-operation with the Interna-
tional Institute of Agriculture, a sum of $ 1000.00 being budgeted for
this purpose.
Commission III. Cultural Co-operation and International Studies.
I. Task of the Department. The commission considered that
while no formal limits should be placed on the questions which
the department might handle, yet political and kindred questions
should always be considered in definite relation to student responsi-
bilities, and emphasis should always be placed upon concrete action,
which it lay in the hands of students themselves to undertake. It
is not the technicalities of actual political situations which can be
profitably discussed, so much as the principles and cultural infl-
uences lying behind these situations.
2. Reports were heard on the past work of the department,
notably the Franco-German and Indo-European Conferences, and
the conference on the Jewish question.
3. Study Tours. In addition to the conference method the
commission considered that valuable results might be secured
by the method of tours to countries with specially interesting
situations, travel for such groups not necessarily being arranged
by L.S.S. but in co-operation with the most competent organisa-
tions. Special seminars for such groups, such as were proposed
by the “‘ Deutsche Hochschule fiir Politik” in regard to groups visit-
ing Berlin would be of great value.
4. Study Period in Russia. After full discussion of this sug-
gestion the commission decided to ask the Assembly to pursue
investigation with the Soviet authorities concerned along the
following lines :
a. as to whether it would be profitable to send to Russia for a period of not
more than two months a carefully selected group of not more than
twenty senior and post-graduate students for a study of the working
of the Russian educational system. The trip would include both travel
and lectures on different aspects of the system and conclude with a
conference with Russian students,
6. as to whether it would be possible to arrange for single or small groups
of students to live for a period of at least six months with Russian
students to share their life and work,
¢. as to whether it would be possible to arrange exchanges of Russian and
other students for similar or longer periods.
d. It was recognised that such groups would need most careful prepara-
tion and selection, and would not necessarily produce experts on the
Russian system.
— 14 —
5. Study Periods in Italy. The commission requested the
Assembly to follow the same kind of procedure with regard to study
periods in Italy, though the opinion was expressed that these visits
might also be open to selected younger students.
6. The Balkan Conference. The commission approves the
plan to hold a Balkan Conference in Sofia in July 1932, which will
treat the subjects—the poor student, the sick student, the over-
population of the universities, and inter-university co-operation
in the Balkans.
7. The Jewish Question. The commission recommends the
arranging of a tour of non-Jewish students to Palestine at a time
that would seem appropriate to all groups in Palestine.
8. European Sub-Committee. To co-ordinate the growing
work of the department the commissions asks the Assembly to
consider the establishment of a European sub-committee on cultural
co-operation, and submits for the consideration of such a committee
if formed the question of a European Conference and a proposal for
the study of Polish-German co-operation.
g. Development of Extra-European Interest. The Commission
asks the Assembly to consider :
a. the possibility of a delegate from I.S.S. attending the future conferences
of the Institute of Pacific Relations,
b. securing more students from countries other than European and North
American at the conferences of I.S.S,
c. inviting the North American Committees to form sub-committees on
cultural relations as soon as possible to co-operate with the department,
d. developing contacts with the Near East.
1o. The Teaching of History was discussed.
rr. Study Outlines were asked for on international questions.
12. Disarmament. A committee was appointed which met
after the conference, consisting of representatives of U.S.A., British
Empire, France, Germany, Poland, Bulgaria, Yugoslavia, Russia,
China, Japan, to consider the possibility of student activity in con-
nection with the problem of disarmament, and to make recommen-
dations through its convener, Dr Schairer, to the I.S.S. Assembly.
Commission IV. Ways and Means.
This commission presented the following recommendations, which
were accepted by the conference, with the single modification that
I.a. be reconsidered by the I.S.S. Assembly.
I. Publications :
a. that “Vox Studentium’’ be replaced by “I.S.S. Annals’’, a quarterly
publication, each number of which would be devoted to a definite topic,
b. that the monthly news sheet ‘More Facts’’ should appear in three lan-
guages in its present form and present length,
c. that a short pamphlet be prepared for distribution at the annual confe-
rence, similar to that prepared for the 1931 conference; and that a second
NN
publication be issued containing a report of the 1931 conference and
more detailed descriptions of the activity of I.S.S. during the past year
which would take the place of the fourth number of ‘‘Vox Studentium’’,
that as wide a use as possible be made of the radio, motion picture films,
posters, and other visual methods for I.S.S. publicity and interna-
tional education,
that further publications be undertaken only after careful study of
primary needs to be met and consideration of the form in which the
material can best be presented,
Schedule of Subscriptions for publications :
that the schedule of subscriptions as contained jin Appendix III of the
1930-1931 annual report be accepted for this year, but that the apparent
discrepancy in the scale of charges as between the currencies of
various countries be studied with a view to possible revision.
Annual Conference 1932 :
that acceptance of the invitation of the National Union of Students of
Czechoslovakia to hold the eleventh annual conference in their country
be favourably considered, and that the dates of the conference be not
later than the first week of August.
Co-operating Committees :
that co-operating committees be formed with a view to including persons
vitally interested in I.S.S. and also that their representative character
be fully safeguarded.
Corresponding Members :
that in countries where co-operating committees have not yet been
formed the. present policy of appointment of corresponding members by
the I.S.5. Assembly be continued,
that in countries where co-operating committees exist further correspond-
ing members be appointed only after the fullest consultation between
the I.5.5. Assembly and the co-operating committee.
**Friends of I.S.S.”’ :
that every effort he made to build up a body of ‘Friends of I.S.S.” on
the present basis.
Election of Members to the I.S.S. Assembly :
that a change in the election of members to the I.S.S. Assembly be
considered : that members be elected for three years, one third retiring
annually and being eligible for re-election.
Finance :
that all financial appeals be used as a means to social and international
education, and that definite efforts be made in each country to develop
as wide a constituency as possible of ‘‘Friends of I.S.S.”’ and of indivi-
dual subscribers.
Finance. Atasession on the last day the conference dealt with the
practical question of how to find the means for the
carrying on of the work for the coming year and for the realisation
sates: SO} Sabon
of the projects put forward by the four commissions. Dr Kotschnig
presented the statement of estimated expenditure for the financial
year July Ist 1931 to June 30th 1932, and appealed to those present
to take their full share in supporting the work. The total estimated
expenditure for the new year is $ 45,000.00.
The Lighter Side. The lighter side of the conference was supplied
by an excursion in parties of four and five in
private cars over the Mohawk Trail to Williams College, Williams-
town, Mass, and by visits after the day’s work was done to the
in drug store” the local equivalent of a café, where delegates valiantly
consoled themselves with every kind of ice cream soda or “shake’’,
and by a Stunts Night which under the expert leadership of Fritz
Beck excelled all other stunts nights. No one will forget the old-
world touch of a French Canadian folk tale brilliantly acted by an
ali-Canada delegation, aided only by the dignified presence of the
conference chairman at the top of a step ladder as le “bon Dieu” ;
nor the British delegation gasping before the expanding and finally
exploding CRISIS and the solution they found to meet it, viz., a
five years silence plan for all speakers ; nor the significance of the
presence of a Negro, a Philippino anda Jewin the United States
delegation ballet ; nor the versatile charm of the Danish delegation
of three visiting the capitals of Europe and then New York—al-
together a very good show which did much to lighten the task and
cheer everyone on.
American ‘‘Friends of I.S.S.’’ After the conference, members of the
Assembly and a few others spent
two delightful days at Mount Holyoke College with some mem-
bers of the American Committee and some friends of 1.S.S., who
had come specially to hear what European students are doing and
thinking and to get into touch with the results of the conference.
It was a great joy and encouragement to meet among them old
European Student Relief friends ike W. J. Rose, Raymond Rich,
Ralph Harlow.
I.S.S. Assembly. The Assembly met at Phillips Academy, Andover,
Mass, from September 11th. to 13th, where they
were delightfully entertained by Mr and Mrs A. B. Trowbridge and
other members of the faculty there. The agenda was a heavy one,
dealing largely with business arising out of the conference itself,
and important decisions were taken in all departments of I.S.S.
These will be reported on in another place,
Tours of Delegates, The sixty delegates from Europe had a full
week of sight-seeing in New York City where
they were guests at International House. They-visited the Riverside
Church of Dr. Fosdick, the Medical Centre, the summer home of
Mrs. Harmon and the home of Mr. Littauer. One afternoon they
were received by a few members of the faculty of Columbia Uni-
versity for,tea at the Faculty Club, another at the Woodrow Wilson
Memorial Library as guests of the League of Nations Association.
One evening was spent in seeing “Green Pastures” the great Negro
play.
After the conference the delegates who were not members of the
Assembly scattered in all directions for a week of hospitality in
the homes of American friends. Ten went direct to Washington
Building, Howard University, the Federal Office of Education,
and the Lincoln Memorial. A trip by motor to Mt. Vernon, to
Charlottesville, the home of the University of Virginia, through the
Shenendoah valley, gave them a delightful view of the rare beauty
of the State of Virginia.
On the morning of September 16th, they gathered to meet student
courriers, who motored them for another ful] week north to New
York City, stopping each night as guests of American students :
one night at Baltimore as guests of the girls of Goucher College: a
second night at Penn State University : the third night at Pendle
Hill, a Quaker settlement, to meet Mr. Hodgkin ; the fourth night
at Haverford College, to meet with Professor Rufus Jones and
students, the fifth night at Forest Park, Pennsylvania, as guests of
“Unity House”, the vacation centre of the Ladies International
Garment Workers’ Union, the sixth and seventh nights at Princeton
University, meeting at New York City on September 23rd, as
guests of the students of Barnard College.
Another group of ten students gathered at Boston on September
16th to begin their motor trip south through New England.
They spent the first night as guests of the Massachusetts.
Institute of Technology. They visited Harvard University and
then motored to Andover, where they visited Phillips Academy,
and motored on to Wellesley College. They visited Smith College,
Yale University at New Haven, and Brookwood Labour College at
Katonah, N. Y., where they heard of the interesting work being
done in labour education.
Conciusion. There has probably never been greater enthusiasm for
hor more unanimous appreciation of I.S.S. than was
shown during the Mount Holyoke Conference. The newcomers
expressed their firm belief in the necessity and usefulness of the
work that was being undertaken : old friends of I.S.S. saw it gTOw-
ing and taking stronger roots. There was a conviction that a new
stage had been reached in which the two great branches of the work,
self-help and social service on the one side, cultural co-operation
and international studies on the other, had found their place and
am TS as
»
character, and had at the same time developed together into what
might be termed student self-help in university education.
Self-help and social service in the material field, if one may so
put it, was the starting point of IS.S. : it is today and will remain
one strong pillar on which I.S.S. rests. It will be even more than
that. In this conference it may have seemed at times as if the
problems of self-help were relegated to the background. As a
matter of fact, over and over again the discussions revealed that it
is from self-help and social service that I.S.S. has derived the specific
and exceptional character for all its work.
LS.S., however, from the very beginning was concerned with
self-help and relief work not as ends in themselves in the material
realm. The international solidarity and activity of the student
in this field was to awaken him to his social and international
responsibility and thus initiate and serve as a basis for cultural
co-operation. It is but a logical result of the work done that
cultural co-operation and international studies should have grown
to the place of importance which they now occupy in the L.S.S.
programme. The experience of the Franco-German, two Indo-
European conferences, and two conferences on the Jewish problem
encourage the belief that I.S.S. can dare to take up the most delicate
questions and bring together opposing groups in a spirit of con-
structive co-operation. The conference strongly urged the contin-
uance and extension of such work, and if the means were available
there would hardly be any limit to this kind of activity. The stu-
sent feels that this is one of the great fields for self-help. The uni-
versity cannot give him this most important part of his education :
the student must help himself if he wishes to get into touch with
and understand other nations, races, classes. Intellectual work
does not go far enough, personal contacts are essential. I.S.S.
working in a spirit of positive neutrality and scientific research
is in a unique position to supplement the work of the universities
in this realm.
So we face the coming year with our hands full of work to be
done and with hope in our hearts that students the world over will
increasingly expect from I. S. S. inspiration and knowledge in their
joining towards true world citizenship.
