or state. They would fully appreciate that the continuance of such an institution is worth any price for its maintenance." The fourth trip was taken through the central states, covering territory through Colorado, Kansas, Missouri, and as far east as St. Louis. The debaters again were young ladies-Miss Dorothy Foulger and Miss Alice Sorensen. They left Ogden on February 24 and were gone a little longer than three weeks. During the course of their trip they engaged in nine debates with the following school: Sterling College-Sterling, Texas; Friends University-Wichita, Kansas; Southwestern University-Winfield, Kansas; Parsons Junior College-Parsons, Kansas; Kansas State Teachers' College-Pittsburgh, Kanas; William Jewel College-Liberty, Missouri; William Woods College-Fulton, Missouri; Central Wesleyan College-War-renton, Missouri; Ozark Wesleyan College -Carthage, Missouri. Miss Foulger and Miss Sorensen were successful in winning four out of five decision debates. From their report I have learned that the dominant thing they learned while traveling was that the people of their own community are as fine a people as can be found. They found also that the people in other states regard the Utahns very highly and are anxious to make contacts-both business and social-with us. To quote from the report - "In every case, we were cordially received, royally entertained. We found a sympathetic, appreciative attitude toward us and our people..... Where we had expected to find curiosity we found regard and admiration for our ideals and standards." Mr. Floyd Farr and Mr. Jay London left for a tour of the Central States on March 2. A rather unfortunate incident occurred just before they left. Jay London fractured his collar bone while playing basketball at Cedar City, Saturday, March 1. However, this injury did not dampen his spirits in the least nor did ft stop him from going. It was certainly inspiring to watch how determined he was, in spite of his handicap, to go out and represent Weber before the world. Mr. Farr and Mr. London debated eleven times.' They won five, lost three and had three no-decision contests. Their opponents were: State Teachers College-Cape Girardeau, Missouri; McKendree College-Lebanon, Illinois; St. Viator's College-Bourbonnais, Illinois; Lake Forest College-Lake Forest, Illinois; Lombard College-Galesburg, Illinois; Carthage College-Carthage, Illinois; State Teachers College-Kirksvile, Missouri; State Teachers College-Maryville, Missouri; St. Benedict's College-Atchison, Kansas; Kansas Agricultural College- Manhattan, Kansas; State Teachers College -Greeley, Colorado. As an ending for this fifth account, I should like to quote the last paragraph of the report of these two men. "In concluding our trip, we felt a responsibility shift from our shoulders, because we fully understood what was expected of us when we were given the honor of representing our school in the particular territory to which we were apportioned. Our trip gave us the opportunity of visiting many schools and seeing just how they are conducted, and also the apportunity of meeting many interesting people. This all helped us in forming our conclusions that the opportunities, aided by the high standards and ideals we have at Weber are not to be surpassed." The final debating tour of the 1929-30 season began on March 21, 1930. The two debaters were Grant Syphers and Blaine Ramsden, whose schedule took them through the New England and Middle Atlantic States. The schools contacted on this trip were, with the exception of the last, all senior colleges and universities, namely: Ohio Northern University-Ada, Ohio.; State Teachers College-Slippery Rock, Pennsylvania; University of New Hampshire-Durham, New Hampshire; Connecticut Agricultural College-Storrs, Connecticut; Temple University-Philadelphia, Pennsylvania; Villa Nova College-Villa Nova, Pennsylvania; Potomac State School-Keyser, West Virginia. Out of these seven debates three were victories for Weber, two were defeats and two were no-decision. This trip into the east was what might be called Weber's debut into eastern collegiate activities, and I believe I can safely say it has proved to be very successful. Every school contacted proved to be very courteous and hospitable to the boys, and every one of them expressed its pleasure at being able to be debate representatives of Weber College. Furthermore, this advent is but the first of cordial relationships which will last for years to come. Each school was more than willing to make arrangements to renew its forensic relations with Weber for the coming year. What I have just said of the Eastern schools is also true of every one of the seventy colleges with which we debated during the 1929-1930. Every Weber debater will wholeheartedly say for the schools he debated with that they want to continue relationships with Weber College. And so, through a debating schedule of this kind, Weber College is making a name for itself and for the city and state in which it is located. Not only this but it is giving the young people who attend it the opportunity to take the trips, the oppor-tunity to debate and express themselves publicly. In short, it is training them for their future lives. This brings me back to the idea I expressed at the first of this article: debating and the Junior College idea, the training of young people to live their lives in a better manner. Certainly, it must go undisputed that a student can find no better training than that of public speaking-the putting over ideas in public. Furthermore, where can students find better training in public speaking than in extended debating trips, in meeting all types of people, answering all kinds of arguments, and carrying their message to every conceivable type of audience. Not only this, for there is an incentive for the student to live a clean moral life. The Weber debater must be clean in his thoughts and actions; he must be able to think a question through and arrive at the correct solution. And if he win the further honor of taking a trip in the interest of debating, he will gain not only debating and public speaking experience, but also an educational culture which cannot be attained in any other way. I know that every Weber debater will emphatically say, "My debating experiences at Weber constitute one of the greatest and biggest things that has ever come into my life." Thus, by way of conclusion, Weber debates because this debating builds high-minded men and women from the students it affects. It gives them training, experience, culture. In short, it aids in teaching them how to live fuller lives.