which have already been made. The increasing importance attached to the study of the Spanish language in the universities of the United States and its almost universal recognition in the entrance requirements in recent years has been a factor of far-reaching influence. This has been followed by the establishment of professorships in Latin-American history and civilization in a constantly increasing number of universities. The courses offered last year in the following universities may be cited as examples of this important tendency:

Columbia University, Prof. William R. Shepherd, course on "Latin America."

Clark University, Prof. George H. Blakeslee, "Latin America." Dickenson College, Carlisle, Pennsylvania, Prof. Leon C. Prince, "Spanish America.

University of Illinois, Prof. William S. Robertson, "History of Latin America."

University of Nebraska, Prof. Clark E. Persinger, "Spanish America."

University of Nebraska, Prof. Guernsey Jones, "Asiatic and South American History."

University of Pennsylvania, Prof. Leo S. Rowe, "Latin America." University of Southern California, Prof. David P. Barrows, "South America."

University of Wisconsin, the work of Prof. Paul S. Reinsch in "Latin-American Political Institutions" is being given by Prof. B. S. Moore and Prof. Stanley K. Hornbeck.

Yale University, Prof. Hiram Bingham, "Latin-American History."

Another factor of increasing importance has been the coming of students from the Latin-American countries to the Universities of the United States. The tide has been turning from Europe to North America in recent years so that at the present time the United States has more than four times as many as France. The total number of students from Latin America in the year 1912-13 studying in American colleges was 436.

The geographical distribution of the Latin-American students in thirty-four universities, colleges and technical institutions was as follows:

Uor M

Latin-American studs is claimed with 88, then comes Jeansylvania, a long distance. Man with 35, usetts Institute of Trineiegy 24, 21. California and Pennsivania State à total of 436 Latimeres students The total numns a Zach-Amerthe French univesins was 20 in 1910, it". .... 1912 and 123 it

In the order of anuntries. Port Jor number of students as compare wa Cuba is second with 85 62 in 191-11 third with 81 94. Brazil has show in recent years and has now 54 tas com 1910-11). Argentine sends 32 (an merese 11). The Central American Contingent el equally divided between Guatemala, Pana Nicaragua and Costa Rica. Peru sends 11 (4); Ecuador 9 (5); Chili 7 (10); Para Uruguay 5 (1). The total for South Ameri 137. an increase of 1 over 1910-11. The individual countries were due in some cases t as in Brazil, and in some cases to the direct 2 governments in awarding scholarships and enco eign study in other ways.

In many of the institutions where the numbe the students have Spanish-American or Len Cube. These are heipful their members at you neelel center for social interworse, but, it is zo, signat ths on influence is often at the Latin-Ameiset m gest of iron contact with the other students, pr the tror. iearning the language and entering into tus col lege of their ieliow stugems. It is possible that a pober c. electing a larger nuicber of assurate members from among to sympated Nort! Anserical dents who appremiple all are intereste. the Lain-merican culture, world Gery» po jesstil we disavantage vile retaining the advan Lages Viel Jney unqolibiecy offer.

The Couropeian Cino nav nad a large share in the Invermedi sose) Etiona contact between all Amer yer in institutions in which

The largest number of Latin-American students is claimed by Cornell University, with 88, then comes Pennsylvania, with 81, and then at a long distance, Michigan with 35, Syracuse 27, Massachusetts Institute of Technology 24, Columbia 22, Illinois 21, California and Pennsylvania State 20 each, etc., making a total of 436 Latin-American students in these 30 institutions. The total number of Latin-American students in all the French universities was 100 in 1910, 120 in 1911, 128 in 1912 and 123 in 1913.

In the order of countries, Porto Rico sends the largest number of students 90 (as compared with 107 in 1910-11); Cuba is second with 88 (62 in 1910-11). Mexico comes third with 81 (94). Brazil has shown the largest increase in recent years and has now 54 (as compared with 16 in 1910-11). Argentine sends 32 (an increase of 2 over 191011). The Central American Contingent of 31 (34) is about equally divided between Guatemala, Panama, San Salvador, Nicaragua and Costa Rica. Peru sends 13 (12); Columbia 11 (4); Ecuador 9 (5); Chili 7 (10); Paraguay 6 (9) and Uruguay 5 (1). The total for South America last year was 137, an increase of 1 over 1910-11. The increases in the individual countries were due in some cases to prosperity, as in Brazil, and in some cases to the direct action of the governments in awarding scholarships and encouraging foreign study in other ways.

In many of the institutions where the numbers are large the students have Spanish-American or Latin-American Clubs. These are helpful to their members and form a needed center for social intercourse, but, it is unfortunate that one influence is often to cut the Latin-American students off from contact with the other students, preventing them from learning the language and entering into the college life of their fellow students. It is possible that a policy of electing a larger number of associate members from among the sympathetic North American students who appreciate and are interested in the Latin-American culture, would serve to lessen the disadvantages while retaining the advantages which they undoubtedly offer.

The Cosmopolitan Clubs have had a large share in the movement for closer international contact between all American students in recent years. In institutions in which strong Cosmopolitan Clubs exist the Latin-American students often take an important part in their activities and reach the larger university communities by means of Argentine evenings, Brazilian evenings, Spanish-American evenings, Latin-American evenings, etc. The Cosmopolitan Clubs have been largely instrumental in establishing contact between the student bodies of North and South America