The pamphlet contains a detailed description of each of the courses on both levels.

A Handbook on the Orientation and English Language Instruction Program for Students from Abroad, a publication of the University of Denver, is a study of the problems of foreign students who are admitted to the college on a full program basis but need a great deal of help in Orientation and special language instruction. The handbook includes a chart showing the cooperation of the university services and departments and the student organizations in the work of the "Committee on Students from Abroad."

Participation in Community Activities

Our students take part in many of the activities of Wilson Teachers College at which we are located. We encourage our students to do this even though their English may not be good and their stay in the college may be of short duration. For example, when the festival to raise money for the International Student Fund was held, we arranged for our students to show a kodachrome film of South America. Our students made posters to advertise it, sold tickets, operated the projector, and turned in to the fund a gratifying sum.

During Education Week, our students put on the lunch-hour program, showing such films as Journey into Medicine.

We join in college picnics, go to some of the college dances, give assembly programs, and attend others, and take our turn helping in the cafeteria during the summer session, when regular help is not employed. If there is any reluctance by the North American student body to accept foreigners, we face the situation frankly and work on it constantly. As our students are usually graduates, North American undergraduates sometimes feel some shyness and are ill at ease with them. We give small informal parties, invite the college students, and plan activities which will immediately mix the groups-such as Paul Joneses—and such competitive games as "Easter Bonnet Parade." We have small afternoon dancing parties and invite North American students who wish to learn the dances of the other countries.

The elementary and high-school teachers of Washington frequently ask us to send them speakers from the areas of the world which their classes are studying at the time. We help our students prepare for these talks by correcting their errors in grammar and pronunciation. We also help them collect, for exhibit, articles and pictures from the travel agencies, the Pan American Union, or their embassies. A member of the staff often accompanies a student to help bolster his courage. When he comes through such an ordeal with flying colors, he is usually very much gratified by the interest shown in his country by our school children and by the confidence he has acquired in his use of English.

Recently two of our Turkish trainees were invited to attend a sociology class which was discussing comparative religions. They were to speak about the Moslem religion and answer questions related to social

problems growing out of conflicts in religious beliefs. As they were doubtful of their ability to handle the assignment, their own teacher first directed class discussion and reports toward this subject, helping them with the necessary vocabulary and preparing them for questions by stimulating questions from other foreign students, principally Latin Americans. Their preparation developed into an interesting project for the Orientation Center class, and later when the Turkish students spoke in the sociology class, they were successful in contributing an important new viewpoint to the thinking of the North American students.

The Orientation Center joins with the Wilson Teachers College International Committee in having Coffee Hours about twice a month, to which are invited teachers and students of Wilson Teachers College and of other colleges, members of such organizations as the Institute on World Organization, the Inter-Church Fellowship group, and represen tatives from the Office of Education, the National Education Association, and the Department of State. The programs are varied and interesting. Several times our own foreign students have spoken on such special subjects as "Maternity Care in the Dominican Republic," and "Salt Mines of Colombia," but more frequently the speakers come from Government departments or embassies and talk on educational, economic, or art subjects. Our students as co-hosts help to serve and to introduce the guests. This activity makes them feel that they are a part of the college and gives them an opportunity to hear English and to speak with many people.

In addition to college activities, there are many other community activities in which our students take part. During the year they give a number of talks to groups outside of schools, such as the sorority and fraternity alumni groups, service clubs, church societies, and women's professional clubs. We do not stress this activity, because, after all, our students are still learning to speak English, but we welcome all such invitations heartily and help the students to prepare interesting talks. Their success has often amazed us. Recently, the Junior Auxiliary Chamber of Commerce asked us to send some students to put on a program of songs and stories of their countries. We selected four students to do this and helped them prepare their program. As their English was very limited, we felt considerable trepidation about the result. We were relieved and delighted later to receive a letter from the chairman in which she said that the Orientation Center evening had been the high spot of the programs of the year.

Our students attend the many free illustrated lectures at Government departments and science clubs. Of course we have to "talk up" such affairs in advance and often escort the students ourselves. It is a general practice of our teachers to assign, as home work, attendance at a specific lecture and an oral report on it in class the following day. One

of the regular duties of our secretary is to make multiple copies, for everyone, of what we call "Week-end Suggestions." This sheet tells when and where there will be lectures, concerts, tours of galleries, and civic meetings which are free and of interest to the students. Each

teacher takes a few minutes on Friday to read this sheet with the students, to urge them to go, and to assign certain reports connected with it. On Monday morning the conversation period draws from the students' comments and reports on their week-end activities. An effort is made to encourage them to take advantage of opportunities to hear English on Saturday and Sunday, instead of passing the time either alone writing letters home or in conversation with their countrymen.

Our national holiday activities are introduced by appropriate activities, such as conducted trips to Arlington National Cemetery and the Tomb of the Unknown Soldier on Armistice Day, and to the fireworks display on Independence Day. The Christmas holidays have their "Suggestions for a Happy Holiday" program, with one of the staff taking the duty of accompanying the students who want to go to interesting events and places such as the White House Christmas Tree Light

ing, midnight service in one of the churches, trips to a radio station, to a newspaper building, and to public buildings which the new students may not have seen. The staff member takes her holiday later, when the others are back on duty and able to "double up" classes for a few days. In this way, students who remain in the city during the vacation do not feel lonely and left out of the happy holiday spirit.

We want our students to have at least one experience in being the guests of typical families of our country. Several groups help us to do this. For example, members of the Mortar Board Alumnae Association, the East and West Association, the YWCA, the Pilot Club, the Chevy Chase Women's Club, the American Association of University Women, and women's groups of several churches take as a project, from time to time, the extension of hospitality to our students. These invitations not only lead to many happy hours for individuals in our group, but also provide families in the community with the interest and stimulus which come from a personal acquaintance with educated, intelligent people of other nations and races.

The English Language Institute and Orientation Center of Mills College has reported in its bulletin a remarkable "home" orientation experiment. We are quoting the story in full:

With the 1949 session the Institute tried an experiment which proved so successful that we have made it an important and permanent feature of our program. Upon the completion of the regular course on the Mills Campus, each student was placed in a carefully selected home for one week. Because of the high cost of living and our concern over possible embarrassment, we had each student deposit with the Chairman ten dollars as token payment to his host. A few days before the Institute's closing date we held a drawing at which each student chose his host by lot. The Chairman then forwarded the token payments to each family receiving a visitor.

The results of this week of "home" orientation were highly gratifying. The reports from both hosts and guests leave no doubt as to the value of the experiment. Some hosts became so attached to their guests that they persuaded them to stay beyond the stipulated time without cost. This arrangement was a God-send to two Latin Americans whose schools opened very late in September. They were painfully short of funds and were worried about their maintenance for the extra three weeks. They left for their respective destinations with grateful expressions and good will. (44)