The movement of hundreds of thousands of college students to institutions that are all overtaxed to take care of them raises a question to which the Summer, sessions suggest a partial answer. Cannot this congestion be partly met by the all-year use of classrooms, laboratories and libraries which now are vacant for at least a fourth of the year? Where climatic conditions are tolerable there seems to be no reason why higher institutions of learning should not be continuously active, as are all the other serious businesses and professions c. our modern civilization.

With an academic year of the same length as the calendar year, divided into quarters for seasons, the same or a larger student population might easily be accommodated, some students entering at one season and some at another; some going at one pace and some at another; the teachers also going and coming, taking their vacation as they take sabbaticals, not all at the same time. Under such a system there might be a considerable ter-migration of both students and teachers from one institution to another. Students would incidentally have freedam to become pupils of one master in one institution and of another in another, as was the practice in the Middle Ages. Now they are practically forbidden such migration by the attitude of collegiate communities toward those who thus admit superiority in any respect in others or the suspicious feeling toward those who come, having left other liege loyalties. In the Middle Ages young men eager for instruction, "glad to acquire learning without immuring themselves in monasteries," sought out renowned masters and went to them wherever they were, even following them from place to place.

It is gratifying to witness such an academic swarming. No one can see in this mass phenomenon anything but a good omen, even if many individuals would have greater benefit from the disciplines of the every-day world. It is only, however, when those without serious intellectual purpose dominate the mass that the gravity of numbers becomes something other than a benign promise. It is especially of interest to notice in the announcements of the leading universities this year the increasing exchange of teachers with universities in other parts of the world. If this could take place to some considerable extent among American institutions. East with West, North with South, it would be another influence in putting the teacher above the institution, in giving the supreme place to the master instead of the administrative officer or the pride of institution. The New York Times, September 27, 1926.