"At University Heights we have two small colleges, which are removed more than half an hour from the six undergraduate and professional schools that are downtown. One is the College of Arts and Pure Science, the other, the School of Applied Science. They are distinct in their faculties and administration, in their courses of study and roll of students. Their fellowship is like two neighboring colleges in an English university, on the athletic field, and in their social and religious life. They are successful examples of colleges built upon the platform of four planks that I have named. Such an experiment with detached undergraduate colleges had not been attempted by any university in a city until twelve years ago. We attempted it with doubt and misgiving. They have entirely disappeared. With us the datached small college as a part of a university is beyond the experimental stage. I have deeply at heart the supporting and perfecting of detached small colleges, whether two in number or four or six, as the best solution of the undergraduate question in a large university."

Proper Education Will Uplift Public

Morals.

Edwin G. Cooley, Superintendent of Schools of Chicago, gave his ideas on the right way way to uplift public morals in an address before the principals' association of that city. The reform of society, he asserted, must be started upon a foundation of education and he added that the increase in crime is due to the lack of the right sort of education.

The following lessons, the superintendent said, must be learned by every child, if public morals are to be improved:

"We must insist upon the old virtues of industry, obedience, self-control and punctuality.

"We must develop in the children a respect for public property, and the personal rights of others.

"We must teach children that moral laws are natural laws and cannot be

evaded any more than the law of gravitation.

"We must contend against the desire. to get something for nothing.

"We must learn that to secure real intellectual and moral advancement we must supplement the training in the three 'R's' with the the three 'H's'head, hand and heart.

"We must learn that children are happy in proportion as they are unselfishly employed.

"As far back as history goes," continued the superintendent, "men were advocating the reform of society through some system of education. These reforms have usually had some little success only to eventually fail because of the narrow view of education taken on account of some ridiculous extreme. In spite of the efforts of the schools, we are told that crime is increasing, that the schools are failing to do their work.

"The public, the press and the pulpit, in their concern for those evils, occasionally lose faith in our educational institutions. Upon investigation it seems. certain we shall come to the conclusion that, so far as the school is responsible for crime, it is due to the failure to approach the problem from the right point of view, to its failure to conduct its work so as to interest all classes of men and women.

"The old-time curriculum made little appeal to and had little interest for many of our children. The conception of the school, as an institution that should appeal to all and should be of assistance to all, is a comparatively new one. I doubt whether the idea has penetrated the heads of all classes to-day. We occasionally hear of schemes of education that expressly disclaim the power of the intention of reaching some of the socalled lower classes of society. It goes without saying that such a scheme will not do very much toward reaching the so-called lower class and eliminating crime.

"While admitting our shortcomings in point of view, in curricula, in method, I wish to call attention that in the past

the schools have done much in the way of preparing citizens for their future responsibilities and duties."

Superintendent Cooley asserted that the schools of years ago laid the foundation for character by teaching punctuality and obedience. Then he went on:

"Punctuality, which is so much a hobby of the schoolmaster, is then worth more to the child than spelling or writing; and the school, by insisting on this virtue, is doing much to suppress a certain kind of selfishness that seems to be inseparable from those who refuse to conform to time regulations.

"Obedience based merely and finally on external coercion is slavery, but when based upon intelligence, conformity to principles that are a part of the life and character of civilized men, is a badge of freedom."

Mr. Cooley denounced the spirit of vandalism among the school pupils, then added:

"It seems clear to me that if we are to change this spirit, this attitude toward public trust, we must get rid of the disintegrating influence of 'pull.' The advocacy of high standards by moralists and churchmen will be rendered comparatively ineffective if practical exemplification of different ideals are to be seen in politics, in business and even in the management of the schools. It will be of little use to teach the ethics of civil service reform or the sermon on the mount in a school where the principal, teachers and pupils, who have seen around them day after day, evidences of the working of 'pull' and 'graft.'

Mr. Cooley said the spirit of commercialism has taken possession of some parts of schools. The athletic department of some colleges and universities, he said, is often the advertising department, which is built up and looked after systematically by paid instructors, and "as a result the college team is often largely made up of persons who are not real students, but professional athletes." "The high schools are imitating this practice," he continued, "and there are many things occurring at the present

time in our high schools which show that the school must look to its morals as well as its laurels. Interschool rivalry has led many a school principal to encourage the attendance of young men whose only service to the school was on its football team. When students are paid for going to school to play football, when the school spirit condones or even encourages slugging or disreputable work of other kinds, athletics become a source of demoralization, not only to those who play, but to the entire school world. In place, then, of being a school virtue it is a school vice."

The College and the Degree.

The degree-giving habit, says the World's Work, came to us from the English universities, and the medieval badge once meant something to educated men. But now, remarks the writer, it no longer has any special significance to any body of men, and men of actual attainment are quietly dropping the explanatory letters that are supposed to indicate their educational achievements. Nowadays a college graduate has spent from two to five years in an institution where he may have eaten a substantial intellectual meal, or may have tasted instead a vast number of tempting educational dishes-or merely had a good time and hired a coach to do the required thinking. He may have entered college after a thorough training in a good fitting school, or he may have. been "accredited" by a perfunctory school teacher, and have been really unprepared for any higher studies. Under such conditions the conferring of degrees is a piece of scholastic buncombe, endeared by tradition and of some supposed commercial benefit to the recipients. It is natural enough that young people in college should confound the taking of a degree with the getting of an education. But what is really more lamentable is that American colleges seem unable to put their stamp upon their graduates in some more enduring man

ner than by giving them little rolls of parchment and the right to add some capital letters to their names.

Narrowness of Educators.

President Faunce of Brown University delivered an address a short time ago in which he urged the importance to every man of obtaining breadth of view, and recommended travel as one of the best means of broadening out life. He made special application of his advice to teachers who have, he pointed out, a special advantage in this direction, because of the three months' vacation in schools and colleges. "We need," he said, "to get in contact with men whose thought is different from our own."

No statement could be more sound. All men need the friction of other minds upon their own, but this is particularly true of teachers. Yet it happens they get less of it, as a rule, than men of other callings. There is something curiously narrowing about the educational life. Many women teachers of the rank and file are well aware of this tendency and lament its effect upon themselves, but the narrowing influence is even more marked upon male educators in higher places. It is seldom, however, that the latter recognize the fact and admit it as President Faunce does. Naturally, the more intolerant they are of new ideas and the more liberal they become, the less they are likely to discover their own sad condition.

The causes for these mental limitations on the part of many educators are obvious to onlookers. Each school and college is a little world in itself. The interests of teachers and professors are concentrated there. When they go outside they are likely to seek the society of their kind. In their vacations they flock together; they attend Chautauquas and teachers' conventions; or, if they travel abroad, it is in parties composed of teachers. They are continually in the school atmosphere and continually talk shop. They are saturated with pedagogy and are disposed to measure all new

views that may present themselves with the inch rule belonging to any science or philosophy which its adherents regard as fixed and perfect.

Another influence leading to pride of opinion and a self-complacency that prevents intellectual progress, is the nature of the authority wielded by male educators. They are autocrats in their little, field. Their subordinates, commonly women, are obliged to assume an attitude of meek subservience and to flatter them as the price of retaining their positions, though often privately holding them in utter contempt because of their inferiority and pettiness. The authority thus wielded and the flattery heaped on them fosters a sense of superiority to their subordinates in general and to womankind in particular which often manifests itself in a laughable way, but as often works injustice to the deserving.

There is no doubt that President Faunce is right in saying that educators need broadening. The importance of this should be urged on them without ceasing, for dogmatism, self-conceit and illiberality of opinion among teachers are bad for the students under them. They should get away from each other whenever possible and put themselves in touch with the world of progress.

The agricultural renaissance of the West goes on apace.

Training for the Farm.

Though it seems like a misuse of words to speak of the rebirth of farming in connection with a territory that has been for generations one of the garden spots of the world, the phrase fits the situation exactly. For now in the West for the first time science and agriculture have formed a partnership that never will be dissolved.

This partnership between science and agriculture is not a new thing, strictly speaking, except in some of its later phases. Colleges under state management have conducted schools devoted directly to the training of farmers. The

government has established experiment. stations in all the states and territories, which, aided by state appropriations, have added untold millions to the wealth of the West. The railroads have sent out "good seed trains," with lecturers. to spread the gospel of scientific farming.

But now the West is going farther in this direction, and is carrying this sort of instruction into the lower grades of its educational system. Hitherto the training offered the farming population has largely appealed to the mature man. Now the coming generation is to have the opportunity to learn scientific agriculture during the formative years of youth.

This new idea is to make farming a part of the high school course. Into the high schools has been introduced a system that includes the selection of seed, the planting of crops, and the judging of cattle. Wherever the experiment has been tried the result has been an increased attendance of boys from the farms and a genuine interest in the general work of the school. The legitimate end of this experiment is the training of the farmer for his work just as the professional man is trained.

This training of the farm boy during his formative years should do a vast amount of good in two ways that are widely distinct. Hitherto it has been an axiom of the sociologist that the farmraised boy early sickened of the unintelligent and never-ending drudgery of the farm and made his escape early to the cities, and that the more intelligent and ambitious the boy the more inevitable his departure.

There is reason to assume that this tendency on the part of the farm boy will now be much modified. He will be early informed of the possibilities of the life which he has hitherto despised. He will see in the farm the prospect of a comfortable income. He is apt to see in the fascinations of the new agriculture an outlet for his ambition. And as farm life takes on a more satisfactory outlook the attraction of the city will prove less strong. In short, the farm boy of the

future will be more likely to stay on the farm and take up the work where his father leaves off.

In a material way the influence of this new idea contains limitless possibilities. Productive as is the West, it is far from being as productive as it might be. Take, for example, the last wheat crop of Kansas. The state board of agriculture's recent report gives the average of the yield as less than fifteen bushels to the acre, while thousands of acres yielded more than twice the average.

Now, seed selection and culture and climate are not all of the elements of a great yield. It is the full understanding of the needs of the crop and the ability. to utilize the powers of nature that gives the educated farmer a yield so far above the average. If the farmer can be educated to the point where the greatest yield shall be the rule and not the exception, the prosperity of the West, already the wonder of the world, will be doubled, if not tripled.

In the farming communities where the education of the farmer has been most thorough the grain average has been greatly increased. When this modern training has been extended to the schools and made more or less compulsory, instead of being limited to the comparative few who are willing to attend an agricultural college, the possibilities of increased production are pleasing to the imagination.

That this new idea will be carried out extensively in the agricultural West is certain. It is too plainly practical not to be given a fair trial.

to help out the family expenses. Wives used to do a great deal of household work that specialized labor has taken from them, such as weaving, buttermaking, and the like, therefore modern husbands must find them harder to support. The wife's work as a homemaker, too, has fallen in estimation:

As agencies outside her home begin to do her work better than she can, her methods, in the natural course of events, become obsolete, and she struggles for her successes with tools which command less respect from her group than they did when their use impressed husband and children with her competence and mastery of resource.

He speaks sympathetically of the situation of the wife imbued with the old spirit of "service-altruism"-that is, of exercising an influence for good over husband and children through performance by her own hands of "the unsalaried functions of cook, laundress, and dressmaker." "Income-altruism," the contribution from some gainful occupation to her husband's salary, is her true way of salvation:

Her affairs are frequently complicated further by her husband, who is likely to belong to the class that pours forth enormous numbers of half-equipped, half-energized men. Her typical mate is of the economic rank between those of the day laborer and the business man of initiative and independent movement-the grade recruited with clerks, stenographers, and salesmen indifferently trained, perfunctory people, absentmindedly following routine ways. Task for task, they are inferior to their wives. for they do not steadily care to maintain. high traditions, to gauge themselves at the last notch of their engine. They are slovenly when neatness would increase their value, and wastefully careless in execution when precision would follow concentration of thought. Industrial shiftlessness condemns the wife to a hopeless round of harder work than the man will ever do.

For the benefit of these wives, and especially for such as would be freed

from a cramped tenement-house existence, Dr. Patten would have enacted a special National labor law. He would have the factory transformed for woman's convenience, "the factory regarded as a public utility and regulated for the general welfare as the streets are cleaned for the city's healthfulness;" he would supervise the areas of production, and "Federalize them if need be, to bulwark the citizens of an industrial republic;" and he predicts that "radical provi⚫sions will undoubtedly be necessary to safe-guard the hard-won rights of the swelling numbers of women in the factories."

A most interesting feature of the August Yale Alumni Monthly is a list

The College in Retrospect.

of questions and replies giving the opinions of the class of 1896, now

10 years out of college, as to methods of education while they were at New Haven. At the time of their graduation the members of this class voted on the question of making religious exercises in chapel optional instead of compulsory, as they then were. This question is now put to the members of the class, and with 10 years to mature their opinion they vote 5 to 1 for compulsory chapel exercises, about 60 per cent. of the class members voting. On the question whether too much time was given to the study of Greek, the class is almost equally divided, and on the kindred questions as to whether their Own "grasp of Greek literature and life" gave them satisfaction commensurate with the time devoted to it, nearly all replied that their "grasp," while feeble, had been all satisfaction, on 10 years' reflections. On the elective system of studies, there is a strong majority for the old fashioned method of faculty-prescribed studies and hours, the argument being that the professors are better qualified to judge than the best intentioned students as to what will prove the most beneficial studies to pursue. And to the question, "What rela