as the guidance of juveniles, youth leadership, and labor administration. There is also a continuous course in comparative sociology, in which European and Eastern culture are studied comparatively on this subject.

The range of social conditions in any one of the large Arab countries is greater than its counterpart in any of the European countries, and the disparity in cultural level is greater in the East than it is in the West. Most Eastern students who are sons of the large cities are ignorant of much that concerns the rural areas. In truth there exists no adequate material on the social, political, and economic affairs of most of the Eastern peoples from which a suitable program of instruction could be drawn up.

There is also another difficulty: the majority of Eastern students have no strong motive for studying the affairs of their own countries, and the comparison between their culture and the culture of countries richer, stronger, better equipped, and more learned is often painful and a cause of resentment. The teacher's duty in such a case goes beyond having the students accept his lessons and his ideas: he must change the direction of the student's emotional and intellectual thinking, and bring them to realize that the sciences offered to them are not mere culture concerning countries whose conditions are difficult, but bear directly on the economic and social questions that will confront them when they return to their homelands.

We know that the Eastern lands are a wide field of religious and sectarian problems, and these problems must be treated with courage, by devoting lectures to this purpose and by giving the

students the guidance suited to overcoming such phenomena, so that they may truly have rendered service in the social field.

4 — The Practical Section

The Eastern students must make visits to schools, clinics, hospitals, etc., and must spend a few months during their vacations in practicing the practical side of their study, whether by residing in a model village, or by joining a social institution, or a probation officer's office.

Experience has shown that the Eastern students must spend more time than is spent by the sons of the socially advanced countries, because they are ignorant not only of the institutions, but also of how these people live. The practical side of the study demands — of these Easterners in particular — special gifts, breadth of mind, an understanding of the basic principles, and experience.

5 — Toward Success

The success of the graduates depends entirely on the conditions prevailing in their countries, apart from the scholarly level and the social outlook they have acquired abroad. They must adjust themselves to the conditions in their countries upon their return. They are driven by the idea of creating new undertakings, and some of them find it hard to face the failure and the delay that are inevitable wherever the social services have not been fully organized. The situation grows delicate when these graduates find themselves more specialized than their superiors. It is possible, too, that they will be objects of admiration and esteem among their colleagues, and objects of fear and misgiving on the part of their superiors. In every case, the newcomers working in the field of

social affairs stand in the utmost need of sympathy and guidance during the first months after they begin their work, if their success is to be secured.

The success of these students depends also on the organization of the administration and the social services in each country. Where we find that the superiors are specialized persons trained in this field, they will be able to guide those students.

We often find that work in the Eastern countries, and especially in the Arab states, is more difficult than in other countries, because work in those countries requires the creation of new projects and not the administration of projects already in existence; hence the worker in the social field is likely to be looked upon as a person who must know everything, and not as a specialist. It is not to be expected that the Arab individual can bear full responsibility in such circumstances, and it appears unreasonable that the Arab student should bear such responsibility. And if suitable trained supervisors are not available, it is to be expected that these students will find themselves not competent to fill the post of probation officer or school principal, etc. — or else that their qualifications are too high for them to fill purely clerical posts.