his position; but it gradually gave the school a new colouring, so that to-day it stands for the purest of Grundtvig's philosophy.

In 1884 a new era began at Ryslinge, when Alfred Poulsen was chosen principal. He came from Lyngby Agricultural School, where he had been in charge of the folk high school department. Poulsen is one of the biggest school men in active charge of the schools at the present time. The most lucid delineation of the folk high schools ever penned in English is from his hand. He is also president of the Association of Folk High Schools and Agricultural Schools, an organisation which has been of vast importance in unifying the work of the schools and in getting for them the necessary state recognition and aid.

Professor Poulsen is one of the most ardent advocates of the policy of keeping the folk high schools as free as possible from text-books and classroom practices. He says:

"It is a great mistake and contrary to the high-school philosophy to combine this school with agricultural schools, or with other departments requiring much study. The right spiritual uplift of the man and opening of the soul demand, first of all, peace and quiet. Where there is much book activity there can be little time for meditation and the 'living word' becomes powerless."

His fear is that many practical subjects strongly emphasised will force the real spirit of the folk schools into the background -ultimately to get only such time for lectures as cannot be used for "practical" purposes. A majority of the school men seem to share these views.

Ryslinge is remarkably well built and attractive. Its attendance is limited to 200 young men in winter and 200 young women in summer. Months before a term opens the matriculation sheets are closed, and the students are refused for want of room. The fact that such schools deliberately limit themselves to a comparatively small number of students should convey a hint to schools where big numbers too often play the master rôle.

In organisation of courses, in daily life, and in other ways Ryslinge closely resembles Vallekilde; to tell the story of one school is to give that of the other. Our sojourn there was delightful and instructive, although cut short because of the principal's forced absence from home.

Askov "Expanded" Folk High School.-When Schleswig became German territory Rödding Folk High School was transplanted, it will be recalled, root and branch, to loyal soil north of

Kongeaaen (King's River) which marks the new boundary. Vejen is an unimportant country village on the railroad between Kolding and Esbjerg, and the topography of the country is, on the whole, monotonous and uninteresting. In spite of all this, no spot in Denmark has greater historic memories, nowhere is the patriotic life and the folk life more keenly alive than here on the frontier. Askov Folk High School, the greatest of all the folk high schools, lies in the midst of this community, a short halfhour's walk south from Vejen, right in sight of the German frontier. Had Denmark built strong, frowning earthworks along the boundary they could not have been the national defence that she now has in the work of this school. North of the line the people have become welded in clear-sighted, far-seeing nationality, and even south of it Danish spirit and Danish language have been kept alive. It is a significant fact that a large number of young people from the German side of the boundary may be seen not alone at Askov, but at the other schools in the peninsula and over on the islands.

Askov is a direct continuation of the first school established in Denmark, and has retained all the old traditions. Above the portal of the oldest of its many school buildings may yet be seen the inscription: "Flors Höjskole," in remembrance of Dr. Christian Flor, the early champion of Rödding. Ludvig Schröder brought the school across the boundary and directed its work up to the time of his death in 1908. During these years remarkable progress has been made. The school was at first conducted as an ordinary folk high school; but in 1878 it was reorganised as the "Expanded "Askov.

Prominent high-school leaders had ever since Grundtvig's time kept alive the hope that Sorö would eventually be converted into a great central folk high school with continuation courses for students from the other schools. All hope finally failed, and by common consent Askov was chosen instead. Indeed, such men as Ernst Trier, of Vallekilde, and J. Fink, an old Ryslinge leader, and their supporters, were among the first to point to Askov as the logical place for such a school. The Danish high-school association was organised to look after the financial side of the problem, and with such marked success that the reorganised school could begin its work as early as November, 1878.

At the present time the following courses are offered: an advanced course for men, covering two winter sessions of six months each; an advanced course for young women, also covering

two winter sessions of six months each; and a regular summer course for young women.

In the advanced courses the men and women attend the lectures in common; although in most of their other work they have separate classrooms. The men alone reside at the school dormitories during the winter sessions. The women students find accommodation in the small village that is springing up around the school grounds.

Some 260 young men and women—the pick of the advanced folk high school students-were in attendance at the time of our visit. Many of these had completed the regular courses in the other folk high schools; some were here from the agricultural schools; some from teachers' seminaries and from the "learned " schools; and still others had come from the National Polytechnic Institute and the National University. This enthusiastic throng was here preparatory to going out into the other folk high schools as teachers and inspirers.

The summer courses at Askov differ but little from the summer work in the other schools. Even the first year of the advanced course is practically the same as offered elsewhere. The difference lies in the second year's work. Throughout, there is more actual book study, methods, and laboratory work. The natural and social sciences, especially, receive much attention.

The daily programme shown on pp. 482, 483, and 484 will give a good idea of school work at Askov.

Askov has had associated with it the names of such great men as Poul la Cour, Svend Högsbro, and others. La Cour is known to the world for utilising wind power to generate electric current. The mill at Askov is built above a very interesting chemical laboratory, located in a grove of trees by itself. The mill furnishes current to light the entire school, a score or more buildings, besides supplying all the electricity required for experimental purposes. The chemical laboratory was primarily intended for advanced research work only; but, of late, two weeks' courses have been added for farmers and their hired men, and dairy employees, who are all obliged to understand the general principles of electricity, since this is coming more and more into use for lighting the farmsteads and running the dairies.

Askov has an historic grove for its great meetings, which, by the way, are no longer limited to the autumn time, but are held during spring and summer as well. This is Skibelund Krat, a small forest of gnarled oaks and other trees a few minutes' walk

south of the school and overlooking the German frontier. This spot has been sacred ground for many years. Here the peasantry met to celebrate the signing of the liberal constitution of 1849; and here have the Danes south of the border met with their brothers annually since the war to renew their vows of steadfastness to a lost cause. Since the coming of Askov, Skibelund has become a veritable Mecca for the high-school folk. All kinds of

Hour.

Daily Programme, Askov Summer School for Women, 1913

Monday. Tuesday. Wednesday. Thursday. Friday. Saturday.

popular meetings are held here. At or near the natural amphitheatre where the speaking is held are busts and monuments of folk leaders who have given their lives for a happier Denmark. Among the others can be seen a great memorial to Principal Ludvig Schröder and his wife, who died some six years ago. Perhaps the most striking thing at Skibelund is Modersmaalet, a group monument in the centre of which stands a woman of heroic size, gazing southward--"The Spirit of the Mother Tongue" -blessing her divided children.

The themes discussed at these gatherings cover a wide range

of knowledge. At first they were limited by the folk high school traditions to the "inspirational" lectures in history, literature, mythology, etc. With time the field has broadened until now every phase of ethics, politics, agriculture, sociology, and the like is freely discussed.

Daily Programme, Askov Winter School for Men, 1913

The Danish Agricultural School has been described as "the child of the Danish folk school." Danish country boys who have spent a winter or two at the folk high schools may later enter the local agricultural schools for a final study of technical agricultural subjects. About fifty per cent. of all the regular agricultural students have previously attended folk high schools. The