in the sifting down of many new expressions into Japanese. It is with a start of surprise that one reads in a book by a Japanese non-Christian such a figure of speech as "the Canaan of our hopes."

It is quite flattering to us that the people of Japan are acquiring our language, becoming acquainted with our ethical standards, and adopting our material civilization. Even the most ignorant among us become inflated with pride at the thought and are filled with a comfortable sense of superiority. Having a borrowed alphabet and a borrowed religion, we yet decry the Japanese as a nation of "borrowers." We are so dense that we never dream that Japan has anything to offer us. Wrapped in our mantle of smug self-satisfaction, we do not suspect that the philosophy of Japanese Buddhism far transcends that of Cotton Mather, for instance. This lack of reciprocity in intellectual life means that, while the Japanese are becoming acquainted with us, we remain in ignorance of them. Like Lot's wife, we are looking backward-backward toward Europe, and disregarding our nearest neighbor across the constantly narrowing Pacific.

This is not a matter of purely academic interest. Since the Peace of Westphalia in 1648, the "balance of power" in Europe has been the great question of the diplomatic world, and the control of the Atlantic has been the natural corollary. Now the scene is shifting. The control of the Pacific is becoming a matter of supreme importance. Of the nations of the Pacific Rim, Japan and the United States are the two foremost. Their mutual relations constitute a matter of the most vital moment, not only to themselves, but to the entire world.

Germany has not been slow in recognizing the importance of the Japanese language. More than a quarter of a century ago, that nation began fitting itself for commercial and diplomatic relations with Japan by establishing a school where young men might be trained in the Japanese vernacular.8

7 Sakurai: Human Bullets, p. 32.

8 R. Ichinomiya, manager of the New York Branch of the Yokohama Specie Bank, in "The Foreign Trade of Japan," a lecture delivered at Clark University in 1911.

So great is the love of our academicians for the traditional subjects, and so little do we plan for the future, that few American institutions of higher learning offer courses in Japanese. These courses, it may be said, are usually very elementary. Among the institutions offering Japanese are Georgetown, Yale, Harvard, Columbia, Stanford, the University of California, the University of Kansas, and the University of Hawaii.

Of these, Georgetown University (Washington, D. C.), through its School of Foreign Service, makes something of a serious effort to train young men for diplomatic and consular positions in Japan. First-year Japanese is taught, if as many as six students register for that course. Special provision is made for advanced students. Georgetown is unique in having a working agreement with Jochi University of Tokio, so that continuation courses are offered in Japan under the supervision of Dr. Mark McNeal, a Georgetown graduate.

At Yale, Dr. K. Asakawa, Curator of the Japanese Collection in the Yale University Library, offers courses in Japanese as occasion demands. The Japanese Collection is worthy of special mention. Consisting of more than 15,000 works, it was begun in 1907 by Addison Van Name, one of the first -teachers of Japanese in this country. The works represent all phases of Japanese culture "economics, history, institutions, religion, art.”›

In 1914 Harvard began what was intended to be an exchange system with Japanese universities, but the plan has never come into full operation. The movement was inaugurated by Japanese graduates of Harvard living in Japan. These graduates raised funds and established a chair at Harvard. Each year a prominent Japanese educator is sent to lecture at this university. Among these educators have been Dr. Anesaki, Dr. Hattori, and Dr. Sato. The first two are professors in the Imperial University of Tokyo, and the third is President of Hokkaido Imperial University. This chair at

9 Japanese Student Bulletin (Yale), Vol. 2, No. 5, June, 1923.

Harvard in Oriental Literature corresponds in a degree to the Hepburn Chair in American Political Science at the Imperial University of Tokyo.

Mrs. Etsu I. Sugimoto teaches Japanese at Columbia University. Classes in elementary Japanese average about ten members. Mrs. Sugimoto also teaches Japanese History and Culture, with an average class enrollment of twelve.

At the University of California, Professor Yoshi S. Kuno offers courses in Japanese language covering three years. Professor Kuno also lectures on Japanese life and culture, and on Japanese religion and ethics.

While the University of Chicago does not offer Japanese at present, its policy may be regarded as typical of those forward-looking universities which have that language in contemplation. The following is quoted from its catalog: "To the old Department of Semitic Languages and Literatures, covering the historic civilizations of the Near Orient only, have... been added the functions of an oriental seminary ultimately to include the Orient as a whole (except Sanskrit and Comparative Philology, which are naturally grouped with the classical languages). Thus far the old Department of Semitic Languages and Literatures forms the nucleus of the new organization, which for the present is made up of three sub-departments: (1) Sub-Department of Semitic Languages and Literatures; (2) Sub-Department of Egyptology; (3) Sub-Department of Russian Language and Institutions. To these, sub-departments of Chinese, Japanese, etc., may be added as circumstances may warrant."

It is thus seen that in the United States a small beginning has been made toward an acquaintance with the language and literature of Japan. Now that many Japanese books and periodicals are printed in the Roman characters, the process of learning the written language has been greatly facilitated, and there is no longer any valid reason why Japanese should not take its place with the standard modern languages in American colleges and universities.

A Health Clinic and its Effect on the Physical

and Mental Status of Children

C. O. WEBER AND DR. KATHERINE WOLFE,
UNIVERSITY OF NEBRASKA, LINCOLN, NEBRASKA.

T

I

HE departments of school health already in existence have given such definite proof of their worth, that a school system which lacks such service as they are able to give is rightly judged as archaic. These new achievements have interesting consequences in other fields. For instance, plenty of opportunity is now afforded to m the psychologist to settle the long-neglected question of the effect of health on mentality. The variation of mental age with sex, race, schooling, etc., has been studied exhaustively; and so often is the question of its relation to health ignored that it suggests a sort of unconscious connivance on the part of psychologists. There is indeed a motive which leads the psychologist to neglect the relation between health and I. Q. With all scientists, the psychologist shares that lovable weakness of wanting formulæ to be constant. Now health, if it affects mental age at all, is bound to shake the time-honored tradition of the constancy of the I. Q.

In the summer of 1922, an unusual opportunity was afforded at Lincoln, Nebraska, to observe both the physical and the mental results of a nutritional clinic. It is the purpose of this paper to report the major results of this study.

II

The entire project was planned and executed by Dr. Katherine H. Wolfe, the city school physician. Dr. Emerson, the well-known nutritional expert from Boston and an assistant were secured to give scientific advice. Dr. Emerson gave stated lectures, examined the cases in person, prescribing a dietary program which was adjusted to individual needs. The

clinic lasted for eight weeks, the first week being the last week of school.

The subject formed two groups. A control group was formed in every district where experimental work went on. The experimental subjects consisted of malnourished children varying from to in age, and representing various sections of the city. But 14 of the experimental cases had bad tonsils removed in addition to receiving the dietary treatment. They are accordingly treated as a separate group in this study. In vacation time, it is difficult to induce all subjects to return at stated intervals to a designated place to be studied, and our records therefore have numerous blank spaces. But poor attendance is a sure sign of poor interest, and in justice to the experiment, only those cases are considered whose data sheets are complete for all tests made. Of the tonsil cases there were 14, the normal experimental group also consisted of 14 members, and the group of controls was 13 in number.

III. THE DIAGNOSTIC WORK.

At the invitation of Dr. Wolfe, the Department of Psychology of the University of Nebraska undertook to determine the effect of a nutritional program on the physical and mental capacities of the subjects. Dr. Wolfe and a group of cooperating physicians and nurses carried on other diagnosite work which we may in general designate as physiological.

The subjects were given four anthropometric tests: weight, right grip, left grip, and vital capacity. These tests were given with the instruments and according to the method prescribed by the Vineland Research Laboratory. The chief mental tests consisted of the Terman Group Test, and a series of "alertness" tests. Form A of the Terman test was given at the beginning of the clinic, and form B at the end. The "alertness" tests consisted of a number-cancellation test, the Porteus Maze test, two directions tests, and a digit-symbol 1 Doll, E. A., "Anthropometry as an Aid to Mental Diagnosis," Vineland Publications, No. 8, February, 1916.