include Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, North and South Dakota, Nebraska and Kansas, the percentages were 3.3 and 4.6 respectively. In the former division there are eighty-seven universities and colleges, with 29,995 undergraduates and and 3,003 graduate students, while in the latter there are 187 institutions of this character, with 40,537 undergraduate and 2,827 graduate students.

Annual Report of

Yale.

* * *

In his annual report President Hadley gave Yale University statistics showing that in seven years the number of students in the regular courses had increased about 30 per cent, or from 2,517 to 3,247. There was a decrease in the department of theology, but a marked increase in the other professional schools.

The higher requirements will exclude more than half the applicants in the law. school and on overwhelming proportion of those who seek entrance to the medical school. President Hadley recommended for the medical school a tuition fee sufficient to prove whether a man who takes the instruction wants it enough to pay for it, and in the divinity school he advocated that the income from scholarship funds be expended to improve the standards of teaching.

The increase in attendance at the Sheffield Scientific School was explained as due to the greater general interest in the study of science as compared with literature; a dislike of the study of Greek on the part of either students or their parents, and the demand for the substitution of a three-year course for a longer

of New Hampshire, in round numbers, at 400,000 people, of whom 58 per cent are engaged in gainful occupations. Of this number only 4.3 per cent are in the so-called professions, while 95.7 per cent, or a total of 208,000, are engaged in agriculture, manufacturing, mechanical pursuits, trades, transportation, domestic and private service. Of these it is safe to assume that at least 3,000 are young men and women who enter upon active independent life each year. Would not these thousands of seriousminded young men and women get more true enjoyment out of life, exert a wider influence on their community and take a more intelligent interest in affairs of State if more of them had thorough training in the business upon which they enter?

College education, considered a luxury a generation ago, is a necessity today. The school of experience is good, but its courses of study are too long; its tuition is costly, and its teachers inefficient. Nowhere outside of college can a man of ability crowd into four years an equal amount of information and experience. College training is the short cut to efficiency and success, and with this training one has a tremendous advantage over the so-called practical man who spends his four years at work for wages. A large English mining syndicate which employs 9,000 men and produces $30,000,000 worth of minerals annually, has in its employ 272 technically trained men whose individual salaries range from $1,200 to $20,000 and over. Of the 272 men, five receive more than $20,000 annually, and all of these were trained in American technical schools and none in practice. Of the seventeen who receive $6,000 to $20,000, twelve were trained in technical schools and five in practice. Of the nineteen who receive $4,000 to $6,000, thirteen were trained in technical and six in practice. Of those receiving the lower salaries, from $1,200 to $4,000, twenty-one were trained in technical schools and 148 in practice. Of the 272 men receiving the large salaries, 196 were trained in practice, while seventy-six received their training in technical schools, and it is to

be noted that the aggregate salaries of the seventy-six college men is practically the same as that of the 196 practical men. The manager of the syndicate says: "From our experience and as indicated by practice, shown in the above figures, there can be no question as to our belief in the value of technical education.

"Given men of equal qualifications, the man of technical training is bound to rise to the higher positions." Some interesting facts in this connection are set forth in the report of the Mosely Educational Commission which visited this country last year to study our methods of education. "They found that here the old prejudice among employers against college bred men, still prevalent in England, has given place to a decided preference for the generally educated and technically trained men." The few years later period of life, at which the college bred man enters business, was not found to be against him. They report that "the men whom you are surprised to find holding such important positions, though not much over thirty years of age, are the very men who did not leave the technical college till they were twenty-three or twenty-four; indeed, the graduate may have been twenty-five, but in five years he learned more with the college training he had as a foundation than did the regular journeyman with fifteen years of actual work in the shop." They report further that while in England "no manufacturer would desire an employe without primary education, so none in America but wants high school education." Sir Thomas Shaughnessy, the manager of the Canadian Pacific Railway, is quoted as saying: "In ideal railway management, every office on the line requiring effective brain work should be filled by a college graduate," and he added that "all the great bridge builders now are college men.'

Another commissioner reports that while only "one per cent of the entire population of America has received a higher education in her colleges and universities, this one per cent holds more than forty per cent of all the positions of confidence, of trust and of profit." Furthermore, our commissioner of educa

tion in his report states that of the persons included in "Who's Who in America," "the statements from 10,704 notables show that they include: Without education, none; with common school training only, 1,066; with high school training, 1,627; with college training, 7,709, of whom 6,129 were graduates." "That is, from 1800 to 1870 the uneducated boy in the United States failed entirely to become so notable in any department of usefulness and reputable endeavor as to attract the attention of the 'Who's Who' editors, and only twentyfour self-taught men succeeded."

"A boy with only common school education had, in round numbers, one chance in 900."

"A high school training increased this chance nearly twenty-two times."

"College education added gave the young man about ten times the chance of a high school boy, and 200 times the chance of the boy whose training stopped with the common school."

Never before have so many opportunities been open to bright, capable young men and women. But there is no place for the incompetent and inefficient. The demand of the times is "Training for Service."

Willet M. Hays, Assistant Secretary of Agriculture, recently expressed his views on the need of Rural School Con- consolidation. solidation.

"Do I want to abolish the little red schoolhouse?" asked Mr. Hays. "Yes. In a way I do. I would abolish it as Indiana and Ohio are abolishing it; by rural school consolidation. And then I would supplement the consolidated rural schools as Georgia is doing, where an agricultural high school has just been established in each congressional district in the State. Georgia and Alabama are setting an example which ought to be noted and followed by every State in the Union.

"What does school consolidation mean? It means doing away with four or five country 'district schools' and replacing them by a good-sized school, with a faculty of five or six teachers who

are competent and have the equipment to teach children more than the three R's to teach them the rudiments of agriculture and of the domestic arts. This means that a farmer boy will learn something about the best way to lay out a farm; and a farmer girl will learn something about the best way to sew, to cook, to dairy, and to run a home.

"Agriculture is becoming a great science. We are teaching it more and more in the higher schools-the agricultural colleges which are being established in every State. But what is the use of teaching it to four or five out of every hundred and leaving the other ninetyfive or ninety-six ignorant of the rudiments, the first principles ?"

*

Concerning the educational work work being performed by an American institution in Asiatic TurAmerican Interna-key, Consul Ernest tional College in Smyrna. L. Harris, of Smyrna, writes to the Department of Commerce and Labor as follows:

The American International College has for its aim the equipment of young men for positions of trust and influence in the commercial, religious, and scientific institutions of Asia Minor. The courses of study are divided into primary, preparatory, and collegiate. It will take a young man who enters this institution with the intention of completing all three departments, eleven years in which to do it. The terms of admittance are easy. For the primary department the prospective pupil must have attained the age of eight years and be able to read the primer of his native language. Those who wish to enter the collegiate department must pass examinations in English, Greek, French, or Turkish, geography, arithmetic, and history. It is necessary that every student who enters upon this course should be able to correctly read and write the English language. All the commercial and scientific classes are taught in this lan

guage.

The American International College is eighteen years old, and from a small beginning it has grown into an institu

tion of commanding influence, not only in Smyrna, but in all western Asia Minor. The territory marked out as its sphere of influence includes the sites of all the seven ancient churches of the Apocalypse, a territory as large as New England, and containing a population of nearly 4,000,000 people, chiefly Turks, Greeks, Jews, and Armenians. The students also come from Greece, Macedonia and the islands of the archipelago. There are now 330 pupils and twenty-four in

structors.

The school is self-sustaining. The great majority of the students are Greeks, with Armenians a good second. There are also a good many Moslems and Jews. There are also a few American and English boys. During the eighteen years' existence of this school some 1,500 boys and young men have received their education and gone out into every part of the world. Many are holding business positions of profit and responsibility.

The revenue of the school this year from the students will amount to $13,000, a good showing when one considers that the school is entirely without endowment and wholly dependent upon its own resources. In 1903 it was granted a charter of incorporation by the State of Massachusetts.

In connection with the American College there is also a school for girls, which is doing an excellent work in educating and preparing young Armenians, Greek, Jewish, English, and even Turkish girls for the various duties of life. It is now attended by 240 girls of these different nationalities.

The equipment of the American College is exceptionally good. There is a small museum supplied with many specimens to aid as object lessons in teaching geology, mineralogy, and botany. The equipment for demonstrating physics and chemistry in class-room work is complete. There is a library of nearly 5,000 volumes, as well as a good supply of the best magazines and newspapers in different languages. There is also a bureau supplied with wireless-telegraphy, Roentgen ray, and meteorological apparatus. Of late there has been talk of establish

ing an archæological department, for the reason that the institution is situated in a country unusually rich in treasures of this nature, and it is thought that some time should be given to work so exceptionally interesting.

* * *

One of the most admirable benefactions of recent times is that instituted by Mr. Carnegie to penThe Pensioning of sion old and retired College Professors. college and university professors.

There is no person, as a rule, in greater need of assistance, or more worthy of it, than are those teachers in educational institutions, who are considered too old to be retained in posts of instruction. The maxim put forth by Dr. Osler, that the human faculties, both mental and bodily, are exhausted and become worthless when the age of sixty years is reached, and that all persons on arriving at that age ought to be mercifully put to death by being chloroformed, has taken deep hold on many minds, and particularly upon the trustees of colleges and universities, with the result that all such superannuated teachers should be dismissed and discarded.

The life of a teacher in a high-class institution is arduous to the extent of slavishness. Day by day throughout nine or ten months in the year the professor must labor with his students, while at the same time he must keep himself informed of all the discoveries and improvements made in the art or science which he is teaching, but it is not enough that he should keep up with every change in his own branch of learning, for he must not be ignorant of what is going on in the various cognate or associate branches. Education does not mean the limiting of one's teaching to a specialty, but there must go along, with the instruction dispensed, more or less information on a great variety of subjects.

Thus it is that the college professor, in order to be properly qualified for his duties, must study as unremittingly as he gives out his information daily to his class. He should also engage to no small extent in original researches, but the already fully-occupied teacher has little

time for that, and of course for any outside work, therefore he has no opportunity to earn any money outside of his salary, which is usually none too large for his daily needs, and when he comes to be retired from his post of instruction he has little or nothing laid up for the support of a family.

Then Mr. Carnegie's pension comes in like a heavenly benefaction, and the only regret is that it is available for so few. William E. Curtis, writing in the Chicago Record-Herald, gives some information on the subject derived from Dr. Henry S. Pritchett, President of the Carnegie Pension Foundations. There are in the United States 327 colleges and universities, of which 218 are denominational; 58 are State institutions, and 51 are non-denominational. They all employ an aggregate of 6,027 professors, at an average salary of $1,550 a year. Some salaries are larger, and others less. The fund cannot be used for the relief of State universities, for the States are supposed to care for their old educational servants, nor can any aid be given to denominational schools. Following are the institutions which, being regarded as neither State nor denominational schools, have been admitted to the benefits of the fund:

these benefits are small, the relief given is important, and sometimes it will save some worn-out and destitute old teachers from starvation, or mayhap suicide. To save even one such a great good is accomplished.

lic Schools.

*

The New York Sun, in commenting upon conditions among the New York City schools, has the English in the Pub following to say: "Why do the public school children of New York speak and write such wretched English? Since January 1 the teachers employed by the city have been answering this question, unconsciously, but none the less completely, in the letters they have been sending to the newspapers. These communications have revealed the fact that many of the instructors in the employ of the department of education are themselves grossly ignorant of the first principles of composition and careless in their use of words.

"Of the several hundreds of letters from teachers received by the Sun very many have been unfit for publication without being practically re-written. In some cases it has been actually impossible to find out what the writers were trying to say. Whole pages of manuscript have been absolutely meaningless. Dozens, if not scores, of teachers have sent to this paper communications which a properly instructed child of ten would blush to own. The letters of this description have been so numerous as to make us wonder if the majority of teachers, men and women, regard the accepted rules of capitalization and punctuation and grammatical construction as oppressive, to be resisted at any cost.

"From such instructors a child cannot learn the English language. Undoubtedly the carelessness and ignorance displayed in these letters is shown by their authors in conversation in the classrooms and outside. How can the pupils acquire anything else than bad forms of

English? If their parents try to teach them, the effect of correct precept must be neutralized by the example of the teacher, whose authority in these subjects is not likely to be disputed. What wonder, then, that many of the youngsters make a sad mess of their native or adopted tongue?"

The Use of Cap and Gown.

*

Dr. James M. Green, head of the New Jersey State Normal School, replying to an editorial in the School Journal criticising his opposition to the recent tendency of schools below the rank of college to adopt the cap and gown for students in commencement exercises, defends himself, first by pointing out that the cap and gown have been recognized from the earliest times as the regalia of the degrees, this having gone to the extent of making them in shape or color represent the different specific degrees. Only within the last quarter of a century have undergraduates in undergraduates in American colleges adopted this commencement costume. Dr. Green argues that for the high schools and normal schools to take this regalia of the university is like children clothing themselves in the apparel of grown people, and that it robs the future form of some of its attractiveness and dignity. Other reasons against the cap and gown for the high school are the added expense, as this uniform can be worn only on the one occasion, while the new dress or suit of clothes may be worn on other occasions, or until worn out. Besides these, he thinks the gown and cap do not look well on a young woman unless worn over a white dress, and he thinks it altogether desirable that high school commencements be kept simple and wholesome in the matter of dress.

The School Journal gets around the expense objection by suggesting that the institution itself own the caps and gowns, saying that this is the sensible plan, being economical and democratic.