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42 THE ATHENEUM expect to get a fair return for his labor, other than that he controls to some extent the output of- the nation? Can great economic pro gress be made by untrained men? The A. F. of N. S. Scholarships will give an incentive to the Negro youth to go into Business. These Scholarships will be placed where they are most needed to create, encourage, and stimulate business training. The latter part of the meeting was given over to the discussion of different political parties. Mr.B. R. Brazeal and Mr. E. D. Collins upheld the Republican party placing emphasis upon the honesty and integrity of the two candidates, Coolidge'and Dawes. Mr. W. Stewart and Mr. Burris spoke for the Democratic party. The success of the Democratic regime during the war was used as a basis for their argument. Mr. John Lawlah and Mr. W. D. Morman led the LaFollettee forces. The former gave an outline of his platform, while the latter showed the Progressive views of this party. The result of the straw vote was as follows; Coolidge 283, LaFol- lette 57; and Davis 5.~ SCHOLARSHIP The giant strides made in the progress of civilization during the past few centuries have not been taken without conscientious effort and hard work. The great inventions and discoveries which distingu ish the age in which we live from that of our rather remote ancestors are the result of studious effort and earnest investigations such as characterize the scientific and scholastic minds of Edison^-Carver, G. Stanley Hall, and scores of other master minds of our day. Their contributions to the thought and knowledge of the age are expres sive of their earnest seeking after truth—in fact their consistent scholarship. Whenever sufficient scholstic minds that were seeking to dis cover, to know, to ascertain the truth, in order that ample means might be obtained to further the research necessary to their work or project, they have organized themselves into groups. Hence our schools and colleges. Unfortunately students of our modern colleges have drifted away from the original scholastic attitude and have directed their em phasis to other things—making schalarship secondary—a by-product as it were. In my interviews with students, in an effort to account for the situation which is now well nigh deplorable, I have found that the idea of “getting by” has almost completely routed the idea of scolar- arly research. Many have quizzed me after this wise: What is the use of spending so much time on a subject just for a mark when I can pass with much less effort? Others have told me that they will never have use for “that punk” in life, that the world will not ask them how much Latin or Greek they know and will never know the difference.