TABLE OF CONTENTS

INTRODUCTION 5
WHAT THE FAR EAST MEANS TO AMERICA--INTERPRETATIONS OF THE DATA BY AN HISTORIAN AND AN EDUCATOR:
1. The Increasing Nearness of the Orient, by Professor Harley Farnsworth MacNair 11
2. Changes in American Educational Outlook, by Professor William H. Kilpatrick 18
COURSES ON THE FAR EAST--A SUMMARY OF FINDINGS 21
Including the following Tables

I. Number of Courses and Students 23
II. Kind and Type of Institution Reporting Courses 24
III. Enrolment and Endowment of Institutions 25
IV. Basic Facts About Institutions and Courses 27
V. Geographical Distribution of Courses 33
VI. Departments Offering Courses 35
VII. Grade and Attendance of Courses 36
VIII. Number of Institutions in Each State 44
IX. Institutions Reporting Courses 46
Map Showing Geographical Distribution of Courses Facing page 40
HOW THE ORIENTAL COURSES CAME INTO BEING--STORIES OF DEVELOPMENT IN THE LEADING UNIVERSITIES:
1. Looking Through the Golden Gate, with Professor Esson M. Gale, University of California 50
2. How Interest in the Orient Grew, by Professor Quincy Wright, University of Chicago 54
4. Harvard-Yenching, by Dean George H. Chase, Harvard University 59
5. Training for Trade and Diplomacy, by Professor Harold S. Quigley, University of Minnesota 61
6. Stanford's Program, by President Ray Lyman Wilbur, of the University 62
7. A New Center of Interest in the Orient, by Professor Charles E. Martin, University of Washington 64
GLIMPSES OF CHANGING CURRICULA:
I. What Have Been the Trends? 69
II. What Are the Conditions Favorable and Unfavorable to Oriental Courses? 79
III. What Contacts Relating to the Far East Are Made by Students and Teachers? 95
IV. Where Is There Probability of Expansion? 101
FULL DESCRIPTION OF COURSES, GIVEN BY INSTITUTIONS 105
COURSES BY DEPARTMENTS

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